{ "site": "UW–Porter Falls", "disclaimer": "Fictional parody university; not affiliated with UW–Stout or any real institution.", "generated": "2026-09-03", "pages": [ { "url": "3d-printing-lab.html", "title": "3D Printing Lab", "description": "Walk-in 3D printing and scanning in the Jarvis Technology Center, priced by material weight.", "headings": [ "3D Printing Lab", "On this page", "Submitting a print", "What it's used for", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services 3D Printing Lab\nWalk-in 3D printing and scanning in the Jarvis Technology Center, priced by material weight.\nSubmitting a print\nA student uploads a model file through the Technology Help Desk portal, gets a cost estimate before committing, and picks up the finished print — usually within two business days depending on the queue.\nWhat it's used for\nCoursework models and capstone prototypes make up most of the queue, but the lab is open to any Porter student for a personal project as long as it isn't for resale.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nLocation: Jarvis Technology Center, Room 118. Cost: Priced by gram of material used. Materials: PLA, PETG, and a resin printer for detail work. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nJarvis Technology Center, Room 118\nCost\nPriced by gram of material used\nMaterials\nPLA, PETG, and a resin printer for detail work\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "3d-scanning-service.html", "title": "3D scanning service", "description": "Turning a physical object into a digital 3D model, for coursework, research, and the makerspace.", "headings": [ "3D scanning service", "On this page", "What it does", "Limits", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services 3D scanning service\nTurning a physical object into a digital 3D model, for coursework, research, and the makerspace.\nWhat it does\nA scanner captures an object's surface as a dense mesh you can measure, edit, or print. Common uses at Porter: a mechanical-engineering student capturing a broken bracket to redesign it, an art-history class digitizing museum-collection pieces, a maker cleaning up a scan for a CNC toolpath.\nLimits\nShiny, transparent, and very dark surfaces scan poorly without a matte spray; fine detail and deep cavities are hard. Staff can advise whether a given object is a good candidate and help with the mesh cleanup, which is usually more work than the scan itself.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nEquipment: Handheld and turntable structured-light scanners in the digital fabrication lab. Good for: Reverse-engineering a part, digitizing an artifact, prepping a model for 3D printing or animation. Access: A short orientation, then self-serve booking; staff assist with tricky objects. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nEquipment\nHandheld and turntable structured-light scanners in the digital fabrication lab\nGood for\nReverse-engineering a part, digitizing an artifact, prepping a model for 3D printing or animation\nAccess\nA short orientation, then self-serve booking; staff assist with tricky objects\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "404.html", "title": "Page not found", "description": "404", "headings": [ "This page doesn't exist.", "Try one of these" ], "content": "Error 404\nThis page doesn't exist.\nThe link was wrong, the page moved, or you typed something we don't have.\nTry one of these\nHome\nAll 50 programs\nAdmissions\nCampus map\nContact us\nIf a link on our own site sent you here, tell the web office at web@uwporterfalls.edu , and they will fix it, because that is one of two people and they take it personally.\nPopular pages\nApply\nTuition\nHousing\nAthletics" }, { "url": "a-day-in-an-engineering-students-week.html", "title": "A week in an engineering student's term", "description": "What the schedule actually looks like when your degree is labs, problem sets, and a project team.", "headings": [ "A week in an engineering student's term", "On this page", "The shape of it", "A lab day", "Problem sets", "The project team", "Where the time comes from", "The rhythm of a term" ], "content": "Academics A week in an engineering student's term\nWhat the schedule actually looks like when your degree is labs, problem sets, and a project team.\nThe shape of it\nA typical term is 15–16 credits: two or three lecture courses with weekly problem sets, one or two courses with a three-hour lab, a math or science course, and often a project or design course that meets once but eats evenings. The credit count understates the load — the labs and the project are where the hours go.\nA lab day\nA lab is not a class you can skim before. You come having read the procedure, you spend three hours collecting data with a partner, and then the real work — the analysis and the written report — happens over the next several days. Falling a week behind on lab reports is the classic way an otherwise-fine student loses a term.\nProblem sets\nWeekly, due at the start of class, and the way you actually learn the material — the lecture shows you the method, the problem set is where it sticks. Start them early enough to get stuck, bring the stuck parts to office hours or a study group, and do not copy: the exam is the problem set with the numbers changed.\nThe project team\nBy sophomore year you are on a team building something to a spec — a circuit, a mechanism, a small structure, a piece of code that has to work. It meets on paper once a week and in practice whenever the build needs it. Divide the work into checkable pieces with owners and internal deadlines, or it becomes an all-nighter before the demo.\nWhere the time comes from\nProtect two unbroken hours a day for problem sets and analysis, treat lab-report writing as a scheduled task not a someday task, and use the between-class gaps in a building lounge instead of going home. A part-time job around 10–12 hours fits; 25 hours plus this load does not, for most people.\nThe rhythm of a term\nWeeks 1–3 feel manageable, week 4 is where a hard course bites, weeks 5–7 bring the first exams and next-term registration at once, weeks 8–10 are the drop-with-\"W\" window if the load was misjudged, and weeks 11–15 are project deadlines stacking into finals. Knowing the rhythm lets you plan for the crunch instead of discovering it.\nAt a glance\nLoad\n15–16 credits, but labs + a project drive the real hours\nLab\nRead before; 3 hours of data; days of analysis and the report after\nProtect\nTwo unbroken hours a day for problem sets and analysis\nJob\n~10–12 hours fits; 25+ does not, with this load\nWho to contact\nCollege of Engineering & Technology\nJarvis Technology Center 210\nPhone\n(715) 555–0180\nEmail\nengineering@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nYour first semester, week by week\nManaging a heavy course load\nStudy groups that actually work\nNavigating group projects\nSupplemental Instruction\nFull contact directory" }, { "url": "a-term-in-a-design-studio.html", "title": "A term in a design studio", "description": "Studio culture, the critique, and how a portfolio gets built one project at a time.", "headings": [ "A term in a design studio", "On this page", "Studio is a place, not a time slot", "Project-based, iteration-heavy", "The critique", "Materials and tools", "Building the portfolio as you go", "The culture" ], "content": "Academics A term in a design studio\nStudio culture, the critique, and how a portfolio gets built one project at a time.\nStudio is a place, not a time slot\nDesign courses run as studios — a long block, two or three times a week, in a room that is half classroom and half workspace, with a desk or station that is effectively yours for the term. Students work there between class sessions too; the studio fills up in the evenings before a project is due, and that shared grind is part of how the work gets made.\nProject-based, iteration-heavy\nA studio term is usually three or four projects, each run through research, concepts, iteration, and a final. The grade is not one deliverable — it is the process visible in your sketchbook and your revisions. \"I had one good idea and executed it\" scores worse than \"I explored six directions and defended the one I chose.\"\nThe critique\nYour work goes on the wall and the room — the instructor and your peers — responds to it out loud. It is not a personal judgment and it is not optional. Learn to present your intent in two sentences, take notes instead of defending, and give useful crits to others (specific, about the work, both what is working and what is not).\nMaterials and tools\nStudio courses carry a materials cost you buy — board, printing, model materials, sometimes software or a subscription — on top of tuition. The digital fabrication lab and the shops are where models and prototypes get made; do the equipment trainings in the first two weeks so a deadline is not blocked on a check-off.\nBuilding the portfolio as you go\nEvery studio project is a potential portfolio piece, so document it well while it is fresh: good photos of physical work, a clean PDF of boards, a short written rationale, process shots. A portfolio assembled from scratch senior year is thinner than one collected across four years of studios.\nThe culture\nStudio builds a tight cohort — you are in the same room for hours with the same people across multiple terms. That is most of the social life of a design student, and it is a real professional network later. It can also be a bubble; keep at least one thing in your week that is not design.\nAt a glance\nStudio\nA long block + a station that is yours for the term; open between classes\nA term\n3–4 projects, each research → concepts → iteration → final\nThe critique\nWork on the wall, spoken response — present intent, take notes, don't defend\nPortfolio\nDocument every project while it is fresh\nWho to contact\nCollege of Arts & Design\nApplied Arts Building 200\nPhone\n(715) 555–0181\nEmail\ndesign@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nA week in an engineering student's term\nPortfolio & audition admission\nThe senior show and showcase\nDigital fabrication lab\nReading a rubric\nFull contact directory" }, { "url": "a-to-z-index.html", "title": "A–Z index", "description": "Every office, service, and program on the site, in one alphabetical list, for when you know the name but not where it lives.", "headings": [ "A–Z index", "On this page", "How to use it", "If it is not listed" ], "content": "About A–Z index\nEvery office, service, and program on the site, in one alphabetical list, for when you know the name but not where it lives.\nHow to use it\nThis index lists offices, services, programs, and frequently sought pages alphabetically by their common name, not their formal department name — look up \"textbook rental,\" not \"Instructional Resources Service,\" if that is what you actually call it. Each entry links straight to the page; most pages also carry a \"who to contact\" box if you need a person rather than a page.\nIf it is not listed\nThe site index and Poly, the chatbot in the corner of every page, both search the full text of every page on the site — not just titles — so a term that is not its own A–Z entry may still turn up there. The directory covers people and departments; this index covers services and programs.\nAt a glance\nCovers\nOffices, services, programs — by common name, not org-chart name\nNot finding it?\nTry the site search or ask Poly (bottom-right corner)\nWho to contact\nWeb & Digital Communications\nFounders Hall 120\nPhone\n(715) 555–0103\nEmail\nweb@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFull contact directory\nAbout UW–Porter Falls\nFull contact directory" }, { "url": "about.html", "title": "About UW–Porter Falls", "description": "A public polytechnic university in Porter Falls, Wesconsin, focused on degrees that lead directly to a job.", "headings": [ "About UW–Porter Falls", "What we are", "Why polytechnic, and why #2", "By the numbers", "Questions people ask", "Take the next step." ], "content": "About\nAbout UW–Porter Falls\nA public polytechnic university in Porter Falls, Wesconsin, focused on degrees that lead directly\nto a licensed trade, a technical career, or a specific job title.\nConsumer information & required disclosures → — accreditation, graduation rates, outcomes, security, aid, and more, in one place.\nWhat we are\nUniversity of Wesconsin–Porter Falls Polytechnic is one of the smaller campuses in the University of Wesconsin System,\nand the only one built explicitly around applied, hands-on learning across engineering, computing, business,\nhealth sciences, education, design and the technical trades. Every program on this site requires an internship,\nco-op, clinical placement, practicum or capstone with an outside partner before graduation — that is not\nan option some programs offer. It is the model.\nWhy polytechnic, and why #2\nWesconsin has one campus that has called itself “Wesconsin's Polytechnic University” since the\n1990s. We are not that campus. We are Porter — smaller, younger as a polytechnic identity, and honest\nabout where we rank. “Forging day one from one day.” is not false modesty; it is on our letterhead.\nIt has also turned out to be a decent recruiting pitch: a chip on the shoulder is a renewable resource.\nBy the numbers\nTotal enrollment · 8,412\nUndergraduate programs · 38\nGraduate programs · 8\nCertificates · 3\nStudent to faculty ratio · 17:1\nEmployed or in graduate school within 6 months · 94%\nFounded · 1893\nQuestions people ask\nIs this a real university?\nNo. University of Wesconsin–Porter Falls Polytechnic is a fictional, invented campus created for parody and satire. See\nthe full disclaimer .\nAre you Wesconsin's #1 polytechnic?\nNo, and we have made peace with that.\nDo you require an internship for every program?\nYes. Every program page on this site lists the specific internship, co-op, clinical placement or capstone\nrequirement for that major.\nQuick facts\nFounded\n1893, as Porter Manual Training School\nJoined UW System\n1971\nColors\nNavy and gold\nMascot\nThe Ironclads\nLearn more\nFact book 2026\nState of the University 2026\nStudent stories\nOffice of the Chancellor\nFor the community\nPorter Falls Magazine\nWork at Porter\nFull history\nLeadership\nColleges & schools\nVisit campus\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "academic-advising.html", "title": "Academic Advising", "description": "Academic advising at UW–Porter Falls: assigned advisors, degree audits, registration, major exploration, probation recovery, and the advising syllabus.", "headings": [ "Academic Advising", "On this page", "Advising model and assignment", "The advising syllabus", "Degree audit and registration", "Major exploration and changes", "Probation, recovery, and early alert", "Graduate and professional advising" ], "content": "Academics Academic Advising\nEvery student has an assigned advisor from day one — degree audits in real time, registration holds lifted in the meeting, and a syllabus that treats advising as teaching.\nAdvising model and assignment\nProfessional advisors (32 FTE): Housed in the Student Success Center (Founders Hall 200), caseload ~300 each. All first-years assigned a professional advisor (by college/school) for years 1–2. Faculty mentors (180+): Every major has faculty advisors; students transition at 45 credits (or declaration) to a faculty mentor in their department (caseload ~20). Dual-advising period (credits 30–45): both professional + faculty advisor visible in portal, student chooses primary. Special populations: Honors (dedicated Honors advisor), Athletes (2 athletic academic coordinators), International (2 international student advisors, SEVIS), Veterans (1 VA certifying official + advisor), First-gen (First-Gen Success Coach, 1 FTE). Accessibility: Drop-ins Mon–Fri 10–12 & 1–3 (15 min), scheduled 30-min appointments (book in portal, 2-week horizon), virtual option (Teams). Advising week (week before registration opens): required 30-min meeting for all students — hold lifted only after meeting.\nThe advising syllabus\nAdvising is teaching — every advising relationship has a syllabus (posted in portal, reviewed at first meeting): Learning outcomes: Navigate curriculum, interpret degree audit, connect co-curricular to goals, develop self-advocacy.\nRequired meetings: 1) Orientation (30 min, before classes), 2) Mid-semester check-in (week 6, progress, resources), 3) Pre-registration (advising week), 4) End-of-year reflection (goals, resume, summer plan).\nCommunication norms: Advisor responds within 2 business days; student checks portal/email daily during registration windows.\nPortfolio: Student maintains Advising Portfolio (OneNote template): degree plan, co-curricular log, reflection entries, resume drafts.\nAssessment: Mid-year advisor feedback survey (anonymous, improves practice); annual advising outcomes report (retention, graduation, satisfaction).\nDegree audit and registration\nuAchieve Degree Audit (real-time, portal-integrated): shows completed, in-progress, planned, and remaining requirements for declared major/minor/certificate. What-if audit: Test any major/minor/certificate combination instantly. Registration: Portal opens by credit tier (seniors → juniors → sophomores → first-years). Advising hold: Placed 2 weeks before registration; lifted only after documented advising meeting (advisor enters note + lifts hold in system). Waitlist: Auto-enroll when seat opens (notify via email, 24 hrs to accept). Add/drop: First 5 days (free), days 6–10 ($25/course), after day 10 (petition only, Dean’s approval). Withdrawal: Through week 10 (W on transcript, no GPA impact); after week 10 (WP/WF, instructor discretion). Summer/winter: Separate registration (opens March/Oct), no advising hold.\nMajor exploration and changes\nExploratory Studies (undeclared): 15% of first-years. Assigned to Exploratory Advisors (3 FTE, specialize in cross-college pathways). Major Exploration Series (fall, weekly): College deans + faculty + alumni panels (Engineering, Health, Business, Arts, Sciences). Major Change Process: 1) Meet current advisor (exit interview), 2) Meet new advisor (entry interview), 3) Submit Major Change Form (portal), 4) New advisor updates degree plan → Registrar processes (2 business days). No penalty: Credits apply to new audit; only limit is 150% of degree credits for financial aid. Double major/minor: Declare by 90 credits (form + both advisors sign); minor by 105 credits. Certificate stacking: 12-credit certificates (GIS, Sustainability, Entrepreneurship, Data Analytics) designed to fit within electives.\nProbation, recovery, and early alert\nAcademic Probation: Term GPA Academic Recovery Program (mandatory): weekly 30-min meetings with Recovery Advisor (specialized caseload ~80), Learning Strategy Workshop (5 weeks, 1 hr: time management, active reading, test prep, growth mindset), Tutoring referral (required 2 hrs/week, Student Services Tutoring Center). Suspension: Probation for 2 consecutive terms → 1-semester suspension (appealable to Dean). Early Alert: Faculty submit alerts (weeks 3, 6, 9) for: missing assignments, low quiz scores, attendance drops. Response: Advisor reaches out within 48 hrs (text + email + call), schedules 15-min triage. Recovery outcomes (2024): 68% of probation students returned to good standing in 1 semester; 89% retained to next year.\nGraduate and professional advising\nGraduate programs: Each program has a Graduate Program Director (faculty) + Graduate Coordinator (staff) — advising on: plan of study, committee formation, milestone tracking (qualifying exam, proposal, defense), funding (GA/TA/RA), professional development. Pre-health/pre-law: 2 dedicated advisors (Pre-Health: MD/DO, PA, PT, OT, Pharm, Vet, Dental, Optometry; Pre-Law: LSAT timeline, personal statement, school selection, letters). Pre-health committee letter: Composite letter (interview + file review) for med/dental/vet — 92% acceptance rate for committee-letter applicants. Career integration: Career Services advisors embedded in Student Success Center (cross-referrals, joint workshops: resume + degree plan, interview + course selection).\nAt a glance\nProfessional advisors\n32 FTE, ~300 caseload (years 1–2)\nFaculty mentors\n180+, ~20 caseload (major, post-45 credits)\nAdvising syllabus\n4 required meetings/year, portfolio, outcomes\nDegree audit\nuAchieve (real-time, what-if)\nProbation recovery\n68% return to good standing in 1 semester\nRelated resources\nAcademics overview\nAcademic calendar\nStudent services overview\nAcademic probation recovery\nCareer services\nGraduate school" }, { "url": "academic-calendar.html", "title": "Academic calendar", "description": "Instructional dates, breaks and the registration and refund deadlines that hang off them for 2026–27.", "headings": [ "Academic calendar", "On this page", "How the year is built", "The deadlines that actually matter", "Using it to plan a term", "When the calendar changes" ], "content": "Academics Academic calendar\nInstructional dates, breaks and the registration and refund deadlines that hang off them for 2026–27.\nHow the year is built\nPorter runs two 15-week semesters plus a final-exam week, with an optional three-week Winter Term in January and layered summer sessions. Fall 2026: residence halls open August 30, classes begin September 2, fall break is October 15–16, Thanksgiving recess is November 25–29, classes end December 11, and final examinations run December 14–18. Spring 2027: classes begin January 25, spring recess is March 13–21, classes end May 7, finals run May 10–14, and commencement is May 15.\nWinter Term 2027 meets January 4–22 — one intensive course only. Summer 2027 offers an eight-week session from June 7, plus four-week sessions starting June 7 and July 6; the university is closed July 5. Every date on this page is fictional and set for the parody; the live version is published in MyPorter and syncs to your calendar app.\nThe deadlines that actually matter\nMost students only think about the first and last day of class, but the money and the transcript ride on the dates in between. The add deadline is the end of the first week; the drop-without-record deadline is the end of the second week (a course dropped by then never appears on your transcript). The tuition-refund schedule steps down fast after that — 100% through week two, 50% through week four, nothing after — so a late schedule change can leave you owing for a class you are not taking.\nThe withdrawal deadline, around week ten, is the last day to leave a course with a \"W\" instead of the grade you have earned. Graduation-application, financial-aid-verification, and residency-reclassification deadlines all key off the term start date and are listed on the same calendar.\nUsing it to plan a term\nBefore you register, put the break weeks, the withdrawal deadline, and your finals block on your own calendar — students routinely book travel over a reading day or a final. If a course is offered in a compressed format (Winter Term, a four-week summer session, a seven-week half-semester block), every one of these deadlines compresses with it: the drop-without-record window on a three-week course can be two days.\nReligious-observance, military-duty, and documented-emergency accommodations are handled through your instructor and the Dean of Students, not by moving the calendar; raise them in the first two weeks when you can see a conflict coming.\nWhen the calendar changes\nWeather closures, campus emergencies, and the occasional state-holiday shift can move a date after publication. Changes are pushed through the MyPorter alert you set up at orientation and posted on the registrar's page; instructors decide how missed class time is made up within university policy.\nThe calendar for the following year is approved by the Faculty Senate and posted roughly 14 months ahead, so you can plan a co-op, a lease, or a study-abroad term against real dates.\nAt a glance\nShape\nTwo 15-week semesters + finals week; optional 3-week Winter Term; layered summer sessions\nFree drop\nEnd of week 2 — no transcript record. After that, leaving a course is a \"W\" until ~week 10\nRefund\n100% through week 2, 50% through week 4, 0% after — compressed courses compress this too\nSource of truth\nMyPorter (syncs to your calendar); next year posts ~14 months ahead\nRelated resources\nFinal exam schedule, fall 2026\nAcademic advising\nRegistration & records\nTutoring & learning center\nCommencement\nStudy abroad\nContact directory\nStaff holiday calendar" }, { "url": "academic-coaching.html", "title": "Academic coaching", "description": "One-on-one sessions with a coach to build the habits behind good grades — not tutoring in a subject.", "headings": [ "Academic coaching", "On this page", "Coaching versus tutoring", "Who it helps", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Academic coaching\nOne-on-one sessions with a coach to build the habits behind good grades — not tutoring in a subject.\nCoaching versus tutoring\nA tutor helps you understand organic chemistry. A coach helps you actually sit down and study it — build a weekly plan, break a project into steps, notice what derails you, and adjust. Coaches don't know your course content; they know how to get work done.\nWho it helps\nStudents in a slump, students who did fine in high school without studying and are now stuck, students juggling a job and a full load, and strong students who want to work less for the same result. Sessions are confidential and don't go on any record.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nMeet: Weekly or biweekly, 30–45 minutes, free. Works on: Planning, procrastination, reading and note strategy, exam prep, motivation, follow-through. Book: Through the Student Success Center; open to any student, not just those on probation. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nMeet\nWeekly or biweekly, 30–45 minutes, free\nWorks on\nPlanning, procrastination, reading and note strategy, exam prep, motivation, follow-through\nBook\nThrough the Student Success Center; open to any student, not just those on probation\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "academic-departments-and-colleges.html", "title": "How colleges, departments, and programs fit together", "description": "The three layers of Porter's academic structure, and which one to talk to for what.", "headings": [ "How colleges, departments, and programs fit together", "On this page", "Three layers", "What the program handles", "What the department handles", "What the college handles", "Where advising sits", "Why it matters for you" ], "content": "Academics How colleges, departments, and programs fit together\nThe three layers of Porter's academic structure, and which one to talk to for what.\nThree layers\nA college is the largest unit — Computing & Information Sciences, Engineering & Technology, Arts & Design, Health Sciences, Management, Education, and Applied Social Sciences. Within a college, departments group related fields. Within a department, programs are the actual degrees you enroll in. Your major sits in a program, in a department, in a college.\nWhat the program handles\nYour program owns the curriculum, the sequence, the faculty adviser, the applied-experience requirement, capstone, and program-specific policies (secondary admission, a minimum major GPA, course substitutions). For anything about your degree requirements or your path through the major, start with the program coordinator or your faculty adviser.\nWhat the department handles\nThe department runs shared resources across its programs — labs and shops, department scholarships, the advisory board, guest speakers, and often undergraduate research opportunities. Department staff also handle things that cross programs, like a course that several majors need.\nWhat the college handles\nThe college sets broad academic policy, houses the dean's office, coordinates accreditation, manages the biggest facilities, and handles escalations — a grade appeal that the department could not resolve, a college-level requirement, a petition. You rarely deal with the dean's office directly, but it is where an unresolved academic problem goes.\nWhere advising sits\nEarly on, a professional adviser in the central Advising Center carries you. Once you are established in a major, you also get a faculty adviser in the department. Keep both when your questions span planning (the professional adviser) and the field itself (the faculty adviser).\nWhy it matters for you\nSending a question to the wrong layer is how it bounces. \"When is this course offered next?\" is a program question. \"Can I use a lab over the summer?\" is a department question. \"My grade appeal stalled\" is a college question. The directory lists the contact for each.\nAt a glance\nLayers\nCollege → department → program (your major)\nRequirements & your path\nProgram coordinator / faculty adviser\nLabs, shops, dept scholarships\nThe department\nPolicy, accreditation, escalations\nThe college / dean's office\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nColleges & schools\nAcademics\nDepartment directory\nAcademic advising\nFaculty senate\nFull contact directory" }, { "url": "academic-freedom.html", "title": "Academic Freedom", "description": "What academic freedom means at UW-Porter Falls, what it protects, and where its limits are.", "headings": [ "Academic Freedom", "What it protects", "Where the limits are", "How a dispute gets resolved", "Students have it too, differently" ], "content": "Academics\nAcademic Freedom\nThe principle that a faculty member's research findings, classroom teaching, and public commentary as a citizen cannot be the basis for discipline, subject to real limits that keep it from becoming a shield for anything at all.\nWhat it protects\nA faculty member cannot be disciplined for an unpopular research conclusion reached through sound methodology, for classroom content genuinely relevant to the course even if a student or administrator dislikes it, or for public commentary made as a private citizen (clearly not presented as speaking for the university). This is separate from free speech & expressive-activity areas , which governs where anyone, faculty or not, can hold a demonstration or distribute literature on campus.\nWhere the limits are\nAcademic freedom protects the content of scholarship and teaching, not the quality of job performance around it — it is not a defense against being evaluated on whether classes actually meet, whether a syllabus meets department requirements, or whether research meets basic standards of honesty (see academic integrity and research compliance for what those standards are). It also does not extend to speech made explicitly on the university’s behalf in an official capacity, which is subject to ordinary employment expectations.\nHow a dispute gets resolved\nA faculty member who believes a personnel action was really retaliation for protected speech or scholarship can raise it with the Faculty Senate ’s academic freedom committee, which reviews the case independent of the administrator who took the action, before it reaches a formal grievance.\nStudents have it too, differently\nStudents have a related but distinct protection: the right to take a position in coursework, in a paper or a classroom discussion, without being graded down for the position itself, only for the quality of the argument supporting it — a narrower version of the same underlying principle.\nQuick facts\nProtects\nResearch conclusions, relevant course content, private-citizen speech\nDoes not protect\nJob performance, dishonest scholarship, official-capacity speech\nDispute review\nFaculty Senate academic freedom committee\nRelated\nFaculty Senate\nFree speech areas\nAcademic integrity\nPost-tenure review" }, { "url": "academic-grievance-procedure.html", "title": "Academic grievance procedure", "description": "The formal path for a dispute about a grade, a course requirement, or an instructor's academic decision.", "headings": [ "Academic grievance procedure", "On this page", "What it covers", "The steps", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Academic grievance procedure\nThe formal path for a dispute about a grade, a course requirement, or an instructor's academic decision.\nWhat it covers\nA final grade you believe was calculated wrongly or applied unfairly, a syllabus policy enforced inconsistently, a denied accommodation, or a professional-standing decision in a program. It does not cover a good-faith academic judgment you simply disagree with — a committee won't re-grade an essay it finds was fairly evaluated.\nThe steps\nTalk to the instructor, then the chair. If unresolved, file a written grievance with the college by the deadline stating what decision you're challenging and why. A faculty committee reviews the record, may interview both parties, and recommends an outcome to the dean. The student ombuds can advise you through it, confidentially and without taking sides.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nStart informally: Raise it with the instructor first, then the department chair — most issues resolve here. Formal grievance: A written complaint to the college, within a set number of days, reviewed by a faculty committee. Grounds: An arbitrary or capricious decision, a departure from stated policy, or discrimination — not simple disagreement with academic judgment. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStart informally\nRaise it with the instructor first, then the department chair — most issues resolve here\nFormal grievance\nA written complaint to the college, within a set number of days, reviewed by a faculty committee\nGrounds\nAn arbitrary or capricious decision, a departure from stated policy, or discrimination — not simple disagreement with academic judgment\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "academic-integrity-appeals.html", "title": "Appealing an academic integrity finding", "description": "What to do if you're accused of cheating or plagiarism and believe the finding is wrong or the sanction too harsh.", "headings": [ "Appealing an academic integrity finding", "On this page", "The process", "Getting help", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Appealing an academic integrity finding\nWhat to do if you're accused of cheating or plagiarism and believe the finding is wrong or the sanction too harsh.\nThe process\nA first-level decision comes from the instructor or a college officer. You may accept it or request a hearing before a student-faculty integrity panel, which reviews the evidence, hears both sides, and can uphold, reduce, or overturn. A finding upheld there can be appealed once more to the provost's office on narrow grounds.\nGetting help\nThe student ombuds explains the process and reads your appeal draft without taking a side; you may bring an advisor (including an attorney, in a silent support role) to a hearing. Keep everything in writing, meet every deadline, and focus the appeal on a specific ground — panels don't re-try a case because the student feels it was unfair in general.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nTwo things to challenge: The finding of responsibility, and the sanction — on different grounds. Grounds: New evidence, a procedural error, a sanction out of line with the offense, or bias — not simply disagreeing. Deadline: A written appeal within a set number of class days of the decision letter. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nTwo things to challenge\nThe finding of responsibility, and the sanction — on different grounds\nGrounds\nNew evidence, a procedural error, a sanction out of line with the offense, or bias — not simply disagreeing\nDeadline\nA written appeal within a set number of class days of the decision letter\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "academic-integrity-in-practice.html", "title": "Academic integrity in practice", "description": "Where the lines actually are on collaboration, citation, and AI tools — and what to do if you are accused.", "headings": [ "Academic integrity in practice", "On this page", "The principle", "Collaboration vs. copying", "Citation, briefly", "AI tools", "If you are accused", "The process and appeals" ], "content": "Academics Academic integrity in practice\nWhere the lines actually are on collaboration, citation, and AI tools — and what to do if you are accused.\nThe principle\nThe work you submit should represent your own understanding, and anyone else’s words, ideas, code, or data should be credited. Most violations are not dramatic cheating; they are a blurred line under deadline pressure. Knowing the lines in advance is the protection.\nCollaboration vs. copying\nUnless the assignment says otherwise, talking through ideas and approaches with classmates is fine; producing the actual answer, code, or writing together is usually not. When in doubt, ask the instructor before you submit — \"is it okay if we work out the approach together and write our own solutions?\" is a normal question.\nCitation, briefly\nQuote and cite direct words; cite paraphrases and specific ideas that are not common knowledge; cite figures, data, and code you adapted. A works-cited list without in-text citations does not cover you. The writing center and the library will walk through a style with you.\nAI tools\nPolicy varies by course and sometimes by assignment — some instructors allow AI assistance with disclosure, some ban it, some require it. Assume it is not allowed unless the syllabus says so, ask when unsure, and never paste an AI draft in as your own. Submitting AI-generated work as yours is treated as a serious violation.\nIf you are accused\nYou will be notified and given a chance to respond before anything is decided — this is a process with your rights attached, not a verdict. Read the specific allegation, gather your drafts, notes, and version history, and consider talking to the Student Ombuds, who is neutral and can explain the process.\nThe process and appeals\nMost cases are resolved between you and the instructor with an agreed outcome; unresolved or serious cases go to a hearing. Outcomes range from redoing the work to a failing grade to, rarely, suspension. There is a formal appeal on process and fairness grounds with an early deadline. Keeping your own records is what makes a defense possible.\nAt a glance\nStandard\nSubmitted work = your understanding; credit everyone else\nWhen unsure\nAsk the instructor before submitting — it is a normal question\nAI\nAssume not allowed unless the syllabus says otherwise\nAccused\nYou get to respond first; gather drafts + version history\nWho to contact\nOffice of Academic Integrity\nFounders Union 108\nPhone\n(715) 555–0112\nEmail\nintegrity@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAcademic integrity\nAcademic integrity appeals\nCopyright for student work\nCitation management help\nStudent Ombuds\nFull contact directory" }, { "url": "academic-integrity.html", "title": "Academic integrity", "description": "Expectations and educational processes for honest learning, research and assessment.", "headings": [ "Academic integrity", "On this page", "What it means in practice", "Citation, collaboration, and AI tools", "How a concern is handled", "Your rights, and getting help" ], "content": "Policies & reporting Academic integrity\nExpectations and educational processes for honest learning, research and assessment.\nWhat it means in practice\nAcademic integrity is submitting work that is honestly yours, giving credit for ideas and words that are not, and following the specific rules of each assignment. The most common problems are not dramatic cheating — they are unclear boundaries: reusing your own work from another class without permission, collaborating on something meant to be individual, using a source without citing it, or getting more help than the assignment allowed. When the rules for an assignment are not spelled out, ask the instructor before you submit, not after.\nCitation, collaboration, and AI tools\nCite any idea, phrasing, data, or image that is not your own, in the style the course uses — the writing center and library will show you how. \"Collaboration\" means different things in different courses: some group work is expected, some is collusion; the syllabus or the instructor decides. Generative AI tools are treated the same way as any outside help: allowed, restricted, or prohibited depending on the course and the assignment, and using them beyond what a course permits is a violation. Each syllabus should state the policy; if it does not, ask.\nHow a concern is handled\nIf an instructor believes a violation occurred, they notify you in writing, meet with you, and give you a chance to respond before deciding. Minor first cases are often resolved between you and the instructor with an educational outcome (a revision, a lower grade on the piece, a required integrity module). More serious or repeated cases are referred to the academic-integrity office and can lead to a failing grade in the course, a transcript notation, or, rarely, suspension. Research misconduct (fabricating or falsifying data) is handled under a separate, stricter process.\nYour rights, and getting help\nYou are entitled to written notice of the specific allegation, access to the information behind it, a chance to explain, an adviser or support person in any formal meeting, and an appeal of a formal finding. If you are unsure whether something is allowed — a study group, a tutor rewriting a paragraph, an AI tool, submitting a modified version of an old assignment — ask the instructor in advance and keep the answer. The Student Ombuds can help you understand the process if a case is opened.\nAt a glance\nCore\nWork that is honestly yours + credit for what is not + the specific rules of each assignment; ask when unclear\nAI tools\nTreated like any outside help — allowed, limited, or banned by course; using them beyond that is a violation\nProcess\nWritten notice → a meeting → a chance to respond before any decision; minor first cases often resolved with the instructor\nRights\nNotice of the allegation, the evidence, a chance to explain, a support person, and an appeal of a formal finding\nRelated resources\nTitle IX & sexual misconduct resources\nStudent conduct & policies\nBias reporting & response\nNondiscrimination & equal opportunity\nStudent records privacy\nContact directory\nCourse evaluations & student feedback" }, { "url": "academic-policies.html", "title": "Academic policies", "description": "Grades, GPA and academic standing, credit load, repeats, incompletes, and how to petition an exception.", "headings": [ "Academic policies", "On this page", "Grades, GPA and the transcript", "Academic standing", "Credit load, repeats and incompletes", "Petitions and exceptions" ], "content": "Academics Academic policies\nGrades, GPA and academic standing, credit load, repeats, incompletes, and how to petition an exception.\nGrades, GPA and the transcript\nPorter uses A through F with pluses and minuses on a 4.0 scale; a D is a passing grade for the course but often not enough for a prerequisite or a major requirement. Some courses are graded satisfactory/unsatisfactory, and undergraduates may elect S/U for a limited number of free electives — useful for stretching into a hard subject without risking the GPA, but S/U courses cannot fill Core or major requirements. Both a cumulative GPA (every Porter course) and a major GPA are calculated; many programs require a 2.5 or higher major GPA and a minimum grade in specific courses regardless of the overall average.\nGrades are final once posted except for a calculation or recording error, which the instructor corrects, or a successful grade appeal on grounds of unfair or inconsistent application of the stated grading standard — a disagreement about academic judgment is not grounds.\nAcademic standing\nAn undergraduate whose cumulative GPA falls below 2.0 is placed on academic probation: still enrolled, but with a required meeting, often a capped credit load, and sometimes a success-plan agreement (advising check-ins, a study-skills course, tutoring). Bring the GPA back above 2.0 and you return to good standing; make clear progress toward it and you stay on probation another term; fail to progress and you can be suspended for a semester or two, after which you apply to return with a plan. Dismissal follows a failed return. Every step has a documented appeal, and the point of the sequence is recovery — students who use the support on probation mostly climb out of it.\nFinancial aid has its own \"satisfactory academic progress\" standard (GPA plus pace of completion) that runs parallel to this; losing aid eligibility and being on probation are separate events that often arrive together.\nCredit load, repeats and incompletes\nFull-time is 12+ credits; 15–16 a term is the pace that finishes a 120-credit degree in four years. Above 18 credits needs adviser approval. You may repeat a course to raise a grade; at Porter the most recent grade is the one that counts in the GPA, though the earlier attempt stays visible on the transcript, and financial aid limits how often it will pay for a repeat. An incomplete (\"I\") is for when you have done most of the work at a passing level and a documented emergency stops you from finishing — it is a written contract with the instructor listing what is owed and a deadline, and it lapses to the default grade if the work never comes.\nAuditing a course (attending, no grade, no credit) needs instructor permission and still costs tuition.\nPetitions and exceptions\nNearly every rule here has a petition path for documented, non-routine circumstances: a late withdrawal after a medical crisis, a substitution when a required course is discontinued, readmission after suspension, a retroactive drop, an extension of a degree time limit. Petitions go to a specific office — the Registrar, the college dean, the department, or an academic-standards committee depending on the rule — and an adviser or the Student Ombuds will tell you which one and what evidence it expects (usually a clear statement of what happened, dates, and third-party documentation). Decisions take days to a few weeks; file as early as you can rather than waiting for a deadline to pass.\nAt a glance\nGPA\nA–F on a 4.0 scale; separate cumulative and major GPAs; many majors need a 2.5+ major GPA and minimum grades in key courses\nStanding\nBelow 2.0 cumulative = probation (support + often a capped load); no progress → suspension → dismissal, each appealable\nRepeats / incompletes\nRepeat: most recent grade counts, both stay visible. Incomplete: a written contract for near-finished work stopped by an emergency\nPetition\nDocumented exceptions go to the Registrar, dean, department, or standards committee — an adviser or Ombuds routes you\nRelated resources\nAcademic advising\nRegistration & records\nAcademic calendar\nTutoring & learning center\nCommencement\nContact directory" }, { "url": "academic-probation-explained.html", "title": "Academic probation explained", "description": "What triggers it, what it actually means, what changes while you are on it, and how to get off.", "headings": [ "Academic probation explained", "On this page", "What triggers it", "What it means — and does not", "What changes while you are on it", "How to get back to good standing", "Address why it happened", "Do not hide from it" ], "content": "Student success Academic probation explained\nWhat triggers it, what it actually means, what changes while you are on it, and how to get off.\nWhat triggers it\nMost commonly, a cumulative GPA below the minimum required for good standing (often 2.0 for most programs, higher for some), or a single term GPA far below that line. It can also follow a term where you failed or withdrew from most of your courses. The exact thresholds are in the catalog and the letter you receive.\nWhat it means — and does not\nProbation is a formal warning with support attached, not expulsion and not a transcript notation that follows you forever. It means the university has identified that you are off track and is requiring you to engage with help. Students come back from probation routinely. It does mean the next term matters: not meeting the conditions can lead to a further probationary term or, eventually, academic suspension.\nWhat changes while you are on it\nCommon conditions: a capped course load (say 12–13 credits, so you can focus), a required meeting with a success coach or your adviser, sometimes a required study-skills course or workshop series, a hold that forces the advising meeting before you register, and a minimum GPA you must earn in the coming term. Some scholarships, athletic eligibility, and leadership positions pause while you are on probation. Financial aid has its own \"satisfactory academic progress\" standard that overlaps but is separate — check with Financial Aid.\nHow to get back to good standing\nMeet the conditions in the letter and raise your cumulative GPA back above the line. Depending on how far below you are, that may take one strong term or a plan across two or three. A coach can calculate exactly what term GPA you need and help you build a realistic schedule to get it — which sometimes means retaking a failed course for grade replacement.\nAddress why it happened\nProbation is usually a symptom. The productive move is an honest look at the cause — too many hours at a job, an unmanaged health or mental-health issue, the wrong major, a rough personal year, study methods that stopped working at this level — and fixing that, not just promising to try harder. The success center and counseling are set up for exactly this.\nDo not hide from it\nThe students who struggle most are the ones who ignore the letter, skip the required meeting, and hope. The ones who recover open the letter, book the meeting, and treat the term as a project. Everyone involved — the coach, your adviser, the dean's office — wants you to finish; use them.\nAt a glance\nTrigger\nCumulative GPA below the good-standing minimum (often 2.0), or a very low single term\nMeans\nA formal warning with required support — not expulsion; students recover routinely\nChanges\nCapped load, a required coach/adviser meeting, sometimes a study-skills course, a target GPA\nGet off\nMeet the letter's conditions + raise the cumulative GPA above the line; address the real cause\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRepeating a course and grade replacement\nWhat to do if you fail a class\nRecovering from a hard semester\nAcademic renewal and fresh start\nFull contact directory" }, { "url": "academic-probation-recovery.html", "title": "Coming back from academic probation", "description": "What probation actually means, the plan that gets you off it, and where dismissal fits.", "headings": [ "Coming back from academic probation", "On this page", "What triggered it", "The first meeting", "The recovery plan", "Repeating a course", "If the term does not go well", "Getting reinstated after a break" ], "content": "Student success Coming back from academic probation\nWhat probation actually means, the plan that gets you off it, and where dismissal fits.\nWhat triggered it\nPorter places a student on probation when the cumulative GPA falls below 2.00, or when a first term is far enough below that line that the math cannot recover in one more term without a plan. It is a status, not a punishment, and it is not on your transcript once you clear it.\nYou will get an email from the Student Success Center and a hold that requires one meeting before you can register.\nThe first meeting\nA success coach walks through what happened with you, not at you: which courses, what was going on that term, what changed by the end. The point is a specific, testable read — \"I stopped going to the 8 a.m. after week four\" is useful; \"I need to try harder\" is not.\nBring your grades and a rough sense of your outside commitments. The meeting takes about 45 minutes.\nThe recovery plan\nYou leave with a written plan: usually a reduced load (12–13 credits), a repeat of one or two courses that hurt the GPA most, weekly check-ins or a study-skills workshop series, and a target GPA for the term that would put you back in good standing or keep you progressing toward it.\nThe plan is yours to agree to. Coaches will negotiate the pieces, but a plan you will not actually follow helps no one.\nRepeating a course\nPorter's repeat policy replaces the original grade in the GPA with the new one for the first repeat of a course (the original stays visible on the transcript, marked). Repeating the right two courses is often the fastest single move off probation — a coach will run the numbers with you.\nCheck with Financial Aid before repeating: aid pays for one repeat of a previously passed course, and repeats still count toward the pace part of satisfactory academic progress.\nIf the term does not go well\nMissing the plan's target for one term usually means continued probation with a revised plan, not dismissal. Dismissal generally follows two or more terms without adequate progress, or a term far below the plan.\nA dismissal can be appealed to the standards committee with documentation of what changed and a concrete plan. Approved appeals come with conditions; treat them as a real contract.\nGetting reinstated after a break\nA student who is dismissed or steps away can apply to return, usually after at least one semester away, sometimes with community-college coursework that demonstrates readiness. Reinstated students come back on probation with a plan already in place.\nThe Student Ombuds can help you understand options neutrally if the process feels adversarial.\nAt a glance\nTrigger\nCumulative GPA below 2.00\nRequired\nOne coaching meeting to clear the registration hold\nTypical plan\n12–13 credits, targeted repeats, weekly check-ins\nDismissal\nUsually after 2+ terms without progress; appealable\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAcademic standing levels\nRepeating a course\nSatisfactory academic progress (aid)\nAcademic renewal\nStudent Ombuds\nFull contact directory" }, { "url": "academic-renewal-and-fresh-start.html", "title": "Academic renewal and fresh start", "description": "A policy that lets returning students set aside old failing grades — who qualifies, what it does, and its limits.", "headings": [ "Academic renewal and fresh start", "On this page", "What it is", "Typical eligibility", "What it does", "What it does not do", "How to pursue it", "Weigh it honestly" ], "content": "Registrar Academic renewal and fresh start\nA policy that lets returning students set aside old failing grades — who qualifies, what it does, and its limits.\nWhat it is\nAcademic renewal (sometimes \"fresh start\" or \"forgiveness\") lets a student who left Porter with a poor record, stayed away for a substantial period, and returned to demonstrate they can do the work petition to have a block of old low grades excluded from the GPA calculation. The courses stay on the transcript, clearly marked as renewed; they just stop dragging the GPA.\nTypical eligibility\nA separation from Porter of a minimum length (commonly two to five years), readmission, and then a period of solid work back at Porter (for example, a set number of credits at a 2.5 or 3.0 GPA) *before* the renewal is granted. It is designed for people whose lives changed — who returned years later, more prepared — not for a student trying to erase last semester.\nWhat it does\nRemoves a defined set of old terms or old sub-C grades from the cumulative GPA, which can restore good standing and make graduation realistic. Credits for passed courses in that block may or may not still count toward requirements, depending on the policy. It applies once, to one block, and cannot be reversed.\nWhat it does not do\nIt does not remove the courses or grades from the transcript — a reader still sees them, with the renewal notation. It does not bind other institutions: graduate programs, professional schools, and licensing boards often recalculate GPA from all attempted coursework regardless of a renewal. It does not restore financial-aid history (satisfactory academic progress looks at all attempts).\nHow to pursue it\nTalk to the Registrar and an academic adviser or success coach after you have been readmitted and have a term or two of good work. They will tell you whether you meet the separation and performance conditions, which terms would be eligible, and what the petition requires. The dean's office of your college usually decides.\nWeigh it honestly\nFor someone finishing a Porter degree, renewal can be the difference between graduating and not. For someone headed to a graduate or professional program that recalculates everything, the benefit is smaller. Get the specific advice for your goal before you petition, since it is a one-time action.\nAt a glance\nFor\nReturning students, away for years, who have since proven they can do the work\nRequires\nA separation of ~2–5 years + readmission + a term or two of solid work back at Porter first\nDoes\nExcludes a defined block of old low grades from the GPA — courses stay on the transcript, marked\nLimit\nOther schools and licensing boards may recalculate from all attempts anyway; applies once\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReturning to college as an adult\nAcademic probation explained\nRepeating a course and grade replacement\nFull contact directory" }, { "url": "academic-renewal.html", "title": "Academic renewal", "description": "A one-time way for returning students to set aside old failing grades that no longer reflect their work.", "headings": [ "Academic renewal", "On this page", "What it changes", "Who it's for", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Academic renewal\nA one-time way for returning students to set aside old failing grades that no longer reflect their work.\nWhat it changes\nApproved coursework stays on the transcript with a notation but stops counting toward the GPA, so a strong return isn't dragged down by a rough first attempt years earlier. The credits themselves are also removed — renewal is a reset, not a way to keep passing credits while dropping the failing ones.\nWho it's for\nAlmost every approved case is someone who left for financial or family reasons, not academic ones, and has already shown a full term of good standing since coming back.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nEligibility: A gap of at least two years since the coursework, and a term of solid grades since returning. Effect: Up to two semesters of grades excluded from the GPA, kept visible on the transcript. Limit: Once per student, ever. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nEligibility\nA gap of at least two years since the coursework, and a term of solid grades since returning\nEffect\nUp to two semesters of grades excluded from the GPA, kept visible on the transcript\nLimit\nOnce per student, ever\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "academic-standing-levels.html", "title": "Academic standing", "description": "Good standing, warning, probation, and suspension — what triggers each, and what each one changes.", "headings": [ "Academic standing", "On this page", "The ladder", "The point of the requirements", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Academic standing\nGood standing, warning, probation, and suspension — what triggers each, and what each one changes.\nThe ladder\nA first term below a 2.0 cumulative GPA is usually a warning, then probation, each carrying requirements — meeting an advisor, a study-skills course, sometimes a reduced course load. Suspension is a required term away, not an expulsion; students return through a readmission process with a plan.\nThe point of the requirements\nProbation's extra advising and course caps aren't punishment — they're the interventions that most reliably turn a term around. Students who engage with them recover at a much higher rate than students who treat probation as a formality.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nGood standing: Cumulative GPA at or above the threshold (2.0 for undergraduates). Warning / probation: Below the threshold; keeps you enrolled but adds required support and sometimes a credit cap. Suspension: A term away after probation without enough improvement; readmission is possible. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nGood standing\nCumulative GPA at or above the threshold (2.0 for undergraduates)\nWarning / probation\nBelow the threshold; keeps you enrolled but adds required support and sometimes a credit cap\nSuspension\nA term away after probation without enough improvement; readmission is possible\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "academic-vs-industry-career.html", "title": "The academic vs. industry decision", "description": "For graduate students weighing a faculty path against industry — the realities of each and how to keep both open.", "headings": [ "The academic vs. industry decision", "On this page", "The academic job market, honestly", "Industry, honestly", "You do not have to decide now", "Signals that point one way", "Prepare differently", "It is not a one-way door" ], "content": "Career services The academic vs. industry decision\nFor graduate students weighing a faculty path against industry — the realities of each and how to keep both open.\nThe academic job market, honestly\nTenure-track faculty positions are far fewer than the PhDs produced, the search is national (you go where the job is), it can take multiple cycles, and the early years are demanding — teaching, publishing, and getting grants, all evaluated for tenure. People who love research, teaching, and academic freedom find it worth it. Going in without knowing the odds is the mistake.\nIndustry, honestly\nIndustry research and technical roles for advanced-degree holders are more numerous, generally better paid, often with more resources and clearer boundaries, and located where the companies are. The trade-offs: less autonomy over what you work on, work that may not be published, and a different (not lesser) kind of intellectual life. Many fields also have national labs, government, nonprofits, policy, and startups as distinct paths.\nYou do not have to decide now\nKeep both open as long as you can. That means: publish (matters for academia, does not hurt for industry), but also do an internship or a collaboration with a company (matters for industry, increasingly fine for academia), build a network in both, and talk to people five years ahead of you on each path. The skills overlap more than the cultures suggest.\nSignals that point one way\nToward academia: you light up teaching, you want to set your own research agenda, you are energized by writing grants and papers, and you are geographically flexible. Toward industry: you want your work to ship, you value pay and stability and boundaries, you like larger teams and more resources, and the specific problems companies work on excite you.\nPrepare differently\nAn academic search needs a research statement, a teaching statement, a job talk, and letters emphasizing scholarly promise. An industry search needs a résumé (not a CV), interview prep for technical and behavioral rounds, and a portfolio or demonstrable projects. Career Services and your adviser can help with each; start the relevant prep a year out.\nIt is not a one-way door\nPeople move from industry into teaching-focused or applied faculty roles, and from academia into industry, throughout their careers. Choosing industry now does not close academia forever, and vice versa. Pick the next job, not your whole life.\nAt a glance\nAcademic market\nFar fewer jobs than PhDs, national search, multiple cycles, demanding pre-tenure years\nIndustry\nMore roles, better paid, more resources, less autonomy, work may not publish\nKeep both open\nPublish AND do an internship; network in both; talk to people 5 years ahead\nPrep\nAcademic: research/teaching statements + job talk. Industry: résumé + interview prep + a portfolio\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate school advising\nBeing a first-year graduate student\nThe graduate adviser relationship\nCredential file service\nApplying to graduate school\nFull contact directory" }, { "url": "academics.html", "title": "All programs", "description": "Browse all 50 academic programs at UW-Porter Falls.", "headings": [ "All 50 programs", "Take the next step." ], "content": "Academics\nAll 50 programs\n37 undergraduate majors, 8 graduate programs and 5 certificates. Filter by field, level or keyword.\nLooking for a fully online degree? See Online @ Porter → — eight bachelor's completion programs and six stackable graduate certificates.\nAll levels Undergraduate Graduate Certificate\nAll fields Applied & Technical Arts & Design Business Computing Education Engineering Health Sciences Science & Mathematics\nSearch programs\n67 of 67 programs\nInterior Design\nDesigning indoor environments for how people actually live, work and heal in them. Arts & Design\nCollege of Arts, Design & Communication B.S. Biology\nLife from molecules to ecosystems, with lab work starting in your first semester. Science & Mathematics\nCollege of Science & Mathematics B.S. Chemistry\nMatter, its transformations, and how we measure them — with real instrument time from year one. Science & Mathematics\nCollege of Science & Mathematics B.S. Accounting\nMeasuring, reporting, and interpreting financial activity — with a curriculum built around CPA-exam eligibility. Business\nCollege of Business B.S. Finance\nValuation, investment, and the management of financial risk. Business\nCollege of Business B.S. Economics\nHow incentives, markets, and policy shape decisions at every scale. Business\nCollege of Business B.S. Sport Management\nThe business of sport — from campus recreation to professional franchises. Business\nCollege of Business B.S. Aviation Management\nRunning airports, airlines, and the aviation system. Business\nCollege of Business B.S. Music\nPerforming, creating, and understanding music. Arts & Design\nCollege of Arts, Design & Communication B.S. Sociology\nHow societies, institutions, and groups shape human life. Arts & Design\nCollege of Arts, Design & Communication B.S. Political Science\nGovernment, institutions, policy, and political behavior. Arts & Design\nCollege of Arts, Design & Communication B.S. Communication Studies\nHow people create meaning together — interpersonal to public. Arts & Design\nCollege of Arts, Design & Communication B.S. Social Work\nHelping individuals, families, and communities, guided by social-justice values. Health Sciences\nCollege of Health Sciences B.S. Athletic Training\nPrevention, evaluation, and rehabilitation of activity-related injuries. Health Sciences\nCollege of Health Sciences B.S. Recreation Management\nPlanning and leading recreation, parks, and outdoor programs. Health Sciences\nCollege of Health Sciences B.S. Culinary Arts\nProfessional cooking, baking, and kitchen management. Health Sciences\nCollege of Health Sciences B.S. Software Engineering\nBuilding, testing, and maintaining software systems at scale. Computing\nCollege of Computing & Information Sciences B.S. Apparel & Textile Design\nPattern-making, textile science and apparel production, with a runway show every May. Arts & Design\nCollege of Arts, Design & Communication B.S. Applied Mathematics\nMathematics aimed at industry problems — optimization, modeling and statistics that ship. Applied & Technical\nCollege of Applied & Technical Studies B.S. Automotive & Diesel Technology\nDiagnose and repair modern vehicle systems, from engine control units to hybrid drivetrains. Applied & Technical\nCollege of Applied & Technical Studies B.S. Business Administration\nA general business degree with a required co-op term and a concentration you actually choose. Business\nCollege of Business B.S. Business Administration\nA cohort-based MBA for working professionals, one evening a week, done in two years. Business\nCollege of Business M.B.A. CNC Machining\nProgram, set up and run CNC mills and lathes on the same equipment shops actually use. Engineering\nCollege of Engineering & Technology Certificate Career & Technical Education Leadership\nA doctorate for people who already run a CTE program and want to run the policy behind it. Education\nCollege of Education Ed.D. Civil Engineering\nRoads, water systems and structures, with a Wesconsin-focused capstone every year. Engineering\nCollege of Engineering & Technology B.S. Clinical Mental Health Counseling\nA CACREP-aligned path to licensure, with 700 supervised clinical hours built into the program. Health Sciences\nCollege of Health Sciences M.S. Computer Engineering\nWhere hardware and software meet: firmware, chip design and embedded systems. Computing\nCollege of Computing & Information Sciences B.S. Computer Science\nSoftware, algorithms and systems, with a required internship before you graduate. Computing\nCollege of Computing & Information Sciences B.S. Construction Management\nRun the job site: scheduling, estimating, safety and the budget that never gets easier. Engineering\nCollege of Engineering & Technology B.S. Criminal Justice\nPolicing, courts and corrections, with a ride-along program most students actually use. Applied & Technical\nCollege of Applied & Technical Studies B.S. Cybersecurity\nOffense and defense: the program runs its own red team against campus systems, with permission. Computing\nCollege of Computing & Information Sciences B.S. Cybersecurity\nAdvanced security for working professionals, with a thesis track and a practitioner track. Computing\nCollege of Computing & Information Sciences M.S. Data Science\nStatistics, machine learning and the judgment to know when a model shouldn't be trusted. Computing\nCollege of Computing & Information Sciences B.S. Data Science\nGraduate-level statistics and machine learning, applied to a real employer dataset. Computing\nCollege of Computing & Information Sciences M.S. Dietetics\nThe accredited path to becoming a Registered Dietitian, with a required supervised practicum. Health Sciences\nCollege of Health Sciences B.S. Electrical Engineering\nPower systems, controls and embedded electronics, taught with real hardware. Engineering\nCollege of Engineering & Technology B.S. Elementary Education\nLicensure to teach grades 1–6, with a full-semester student teaching placement. Education\nCollege of Education B.S. Engineering Management\nEngineering fundamentals plus the budgeting, staffing and scheduling authority to run the department. Engineering\nCollege of Engineering & Technology M.S. Engineering Technology\nThe applied, hands-on engineering degree, built for people who want to build things immediately. Engineering\nCollege of Engineering & Technology B.S. Entrepreneurship\nStart something real. The capstone is a business you actually launch, not a plan you file away. Business\nCollege of Business B.S. Environmental Science\nWatersheds, soils and environmental regulation, taught largely in the field. Applied & Technical\nCollege of Applied & Technical Studies B.S. Fine Art\nPainting, sculpture and printmaking, with a thesis exhibition in the campus gallery. Arts & Design\nCollege of Arts, Design & Communication B.F.A. Game Design & Development\nProgramming, art and design, taught together, because that's how games actually get made. Computing\nCollege of Computing & Information Sciences B.S. Graphic Design & Interactive Media\nBrand systems, typography and UI, reviewed by a working design jury every semester. Arts & Design\nCollege of Arts, Design & Communication B.F.A. Health Information Management\nHealth records, data privacy and health IT systems — the paperwork that keeps hospitals legal and paid. Health Sciences\nCollege of Health Sciences B.S. Hospitality & Tourism Management\nHotels, food service and tourism operations, with a required paid internship every summer. Applied & Technical\nCollege of Applied & Technical Studies B.S. Industrial & Manufacturing Engineering\nOptimize the systems that turn a design into a product, at scale. Engineering\nCollege of Engineering & Technology B.S. Industrial Design\nProduct design from sketch to prototype, with real manufacturers reviewing the senior show. Arts & Design\nCollege of Arts, Design & Communication B.F.A. Information Technology\nThe whole stack — networks, systems, support and security — for organizations that need a generalist. Computing\nCollege of Computing & Information Sciences B.S. Manufacturing Engineering\nA working engineer's graduate degree — evenings, weekends, and a thesis tied to your own plant floor. Engineering\nCollege of Engineering & Technology M.S. Marketing & Digital Communication\nBrand strategy, analytics and content, built for a media landscape that changes every semester. Business\nCollege of Business B.S. Mechanical Engineering\nDesign, build and test the machines that manufacturing runs on. Engineering\nCollege of Engineering & Technology B.S. Nursing\nClinical hours start in year one, across five partner hospital systems. Health Sciences\nCollege of Health Sciences B.S.N. Packaging Technology\nMaterials science, machinery and regulation for one of manufacturing's least visible, best-paid fields. Applied & Technical\nCollege of Applied & Technical Studies B.S. Plastics Engineering\nPolymer science, mold design and processing, taught on production-scale equipment. Engineering\nCollege of Engineering & Technology B.S. Professional & Technical Communication\nWrite the manual, the proposal and the interface copy that engineers can't. Arts & Design\nCollege of Arts, Design & Communication B.S. Project Management\nScheduling, budgeting and stakeholder management, aligned to the PMP exam content outline. Business\nCollege of Business Certificate Psychology\nResearch methods and applied psychology, with a lab placement every student actually works in. Health Sciences\nCollege of Health Sciences B.S. Quality Management\nStatistical process control and ISO 9001 systems, built for people already on a plant floor. Applied & Technical\nCollege of Applied & Technical Studies Certificate Rehabilitation & Disability Services\nReturn-to-work and independent-living services for people navigating disability. Health Sciences\nCollege of Health Sciences B.S. School Counseling\nLicensure as a K-12 school counselor, with a full-year supervised internship. Education\nCollege of Education M.S. Special Education\nDual licensure in elementary and special education — the credential every district is short on. Education\nCollege of Education B.S. Supervisory Leadership\nThe first-line-supervisor training most new managers never get before they need it. Applied & Technical\nCollege of Applied & Technical Studies Certificate Supply Chain Management\nProcurement, logistics and inventory, taught with the region's manufacturers as case studies. Business\nCollege of Business B.S. Technology & Engineering Education\nLicensure to teach shop, design and applied-engineering courses at the middle and high school level. Education\nCollege of Education B.S. Video Production\nCamera, edit and sound, taught on equipment the local news stations still use. Arts & Design\nCollege of Arts, Design & Communication B.F.A. Welding Technology\nMIG, TIG and stick welding to AWS certification standard, in one semester of shop time. Engineering\nCollege of Engineering & Technology Certificate\nNo programs match that. Try fewer filters.\nNot sure yet?\nMost students arrive undecided and leave with something specific. Talk to an advisor before you\npick, not after. Advising contacts are here.\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "accessibility-digital.html", "title": "Digital accessibility", "description": "Accessible websites, documents, learning platforms, media and technology across the university.", "headings": [ "Digital accessibility", "On this page", "Design accessibly", "Report a barrier", "Improve the system", "Accessible by default", "When something blocks you", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Digital accessibility\nAccessible websites, documents, learning platforms, media and technology across the university.\nDesign accessibly\nCourse and service owners use meaningful headings, keyboard access, contrast, captions, transcripts, alt text and readable documents.\nReport a barrier\nStudents and employees can report a blocked task with the page, course, device, assistive technology and deadline so staff can triage it.\nImprove the system\nAccessibility is reviewed in procurement, course design, events, software updates and quality assurance—not only after a complaint.\nAccessible by default\nCourse and service owners are expected to use real headings, keyboard access, sufficient contrast, captions, transcripts, alt text and readable documents from the start. The library and the teaching centre help faculty build materials that way rather than remediate them later.\nWhen something blocks you\nA student or employee can report a blocked task — the page or course, the device and assistive technology, and the deadline — and staff triage it with a workaround while the underlying fix is made. Accessibility is checked when software is bought and when courses are designed, not only after a complaint.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center, next to the open computer labs and the cyber range. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library, and the desk is the place to start when any of them will not.\nThe practical details\nStandard: WCAG 2.1 AA for university sites and course materials. Report a barrier: Include the page, course, device and deadline. Reviewed in: Procurement, course design, events, software updates. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555-0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nStandard\nWCAG 2.1 AA for university sites and course materials\nReport a barrier\nInclude the page, course, device and deadline\nReviewed in\nProcurement, course design, events, software updates\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFull contact directory" }, { "url": "accessibility-services.html", "title": "Accessibility services", "description": "Reasonable accommodations and access planning for students with disabilities.", "headings": [ "Accessibility services", "On this page", "How to get set up", "What accommodations look like", "How faculty find out", "Temporary conditions, and rights" ], "content": "Student services Accessibility services\nReasonable accommodations and access planning for students with disabilities.\nHow to get set up\nThree steps: submit an online access request, provide documentation of the disability (a report, evaluation, IEP/504 plan, or a provider letter — the office publishes what it needs for each type, and can sometimes work with a provisional plan while you gather it), then meet privately with an access coordinator for an \"interactive\" conversation about how the disability affects you in a college setting and what would remove the barrier. Approved accommodations are recorded, and each term you choose which classes to activate them in. Register early — ideally before the term starts — because some accommodations (alternative-format texts, captioning, a reduced-distraction testing space) take lead time to arrange.\nWhat accommodations look like\nCommon ones: extended time and a reduced-distraction room for exams, note-taking support or permission to record, alternative-format course materials (accessible PDF, audio, braille), captioning and sign-language interpreting, priority registration, flexibility with attendance or deadlines where the disability episodically interferes, assistive technology and training, lab or studio adjustments, and housing or dining accommodations. Accommodations are individualized — they are about equal access, not an advantage, and they do not lower the academic standard of a course. What a course fundamentally requires still stands; the office and the department work out access within that.\nHow faculty find out\nYou are in control of disclosure. When you activate an accommodation for a class, the instructor gets an official notification of *what* the accommodation is — not your diagnosis, not the documentation. You are encouraged (not required) to also talk with the instructor about logistics, especially for testing and for attendance flexibility. If an instructor questions or does not implement an approved accommodation, tell your coordinator right away; that is theirs to resolve, not yours.\nTemporary conditions, and rights\nA concussion, a broken wrist, surgery recovery, or a short-term mental-health episode can qualify for temporary accommodations through the same office — reach out as soon as it happens. If you believe an accommodation was denied or not honored, there is a grievance process through the office and the campus equity office, and disability access is also covered by federal law. Graduate students, online students, and students in clinical or field placements are all eligible; placements have their own access process the office helps coordinate.\nAt a glance\nStart with\nAn online access request + documentation + a private meeting with a coordinator — before the term if you can\nRange\nTesting adjustments, alt-format texts, captioning/interpreting, priority registration, attendance/deadline flexibility, assistive tech, housing\nDisclosure\nYou choose which classes to activate; the instructor learns the accommodation, never the diagnosis\nTemporary too\nConcussion, surgery, a broken bone, a short-term episode — same office, reach out immediately\nRelated resources\nAccessibility services FAQ\nAccessible visits\nADA & Section 504 Coordinator\nMilitary & veteran services\nMulticultural student services\nStudent ombuds\nCampus food pantry\nChild & family center\nContact directory" }, { "url": "accessibility.html", "title": "Accessibility", "description": "Standards, current status, and the two places we know we fall short.", "headings": [ "Accessibility", "Commitment", "Known gaps", "Physical accessibility", "Report a barrier", "Take the next step." ], "content": "Policies\nAccessibility\nStandards, current status, and the two places we know we fall short.\nCommitment\nThis site is built to meet WCAG 2.1 AA. Every image has alternative text, every interactive control\nis reachable by keyboard with a visible focus indicator, color contrast meets or exceeds the standard\nthroughout, and motion is disabled for anyone whose system requests reduced motion.\nKnown gaps\nThe campus map is a diagram. The building list beside it carries the same information in text,\nwhich is the accessible route and is not an afterthought.\nPhotographs across the site carry alternative text describing their content, not just their\nfilename.\nPhysical accessibility\nTwelve of 14 campus buildings are fully accessible. See the campus map\nfor building-level detail, including the two exceptions we have not solved.\nReport a barrier\nEmail access@uwporterfalls.edu . This is a parody site, so\nnothing sends, but on a real university site this address is the single most important line on the\naccessibility page and it should always be a person, not a form.\nQuick links\nApply now\nVisit campus\nTuition and costs\nFinancial aid\nCampus map\nContact us\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "accessible-parking.html", "title": "Accessible parking", "description": "Where the accessible spaces are, what permit they need, and how to arrange temporary accessible parking after an injury.", "headings": [ "Accessible parking", "On this page", "The two documents", "After an injury", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus safety Accessible parking\nWhere the accessible spaces are, what permit they need, and how to arrange temporary accessible parking after an injury.\nThe two documents\nAn accessible space needs both a valid state disability placard or plate and a current Porter parking permit — the state credential establishes eligibility, the Porter permit establishes that the vehicle is allowed on campus lots at all.\nAfter an injury\nA student or employee recovering from surgery or a broken leg can get a temporary accessible permit from Transportation & Parking with a note from a provider, valid for the recovery period, without going through the state placard process.\nIn and around Porter Falls\nPorter Campus Safety operates from the ground level of Millwright Hall around the clock during the semester and coordinates with the Porter Falls Police and Fire departments, whose stations are both within a mile of campus. For a real emergency the number is 911.\nThe practical details\nPermit: A state disability placard or plate, plus a Porter parking permit. Locations: Marked on the parking map; closest to every building's step-free entrance. Temporary: Short-term accessible permits issued by Transportation for a documented injury. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Campus Safety (Millwright Hall, ground level). Call (715) 555–0191 or email safety@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nPermit\nA state disability placard or plate, plus a Porter parking permit\nLocations\nMarked on the parking map; closest to every building's step-free entrance\nTemporary\nShort-term accessible permits issued by Transportation for a documented injury\nWho to contact\nPorter Campus Safety\nMillwright Hall, ground level\nPhone\n(715) 555–0191\nEmail\nsafety@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWeapons policy\nAlcohol & drug policy\nBike registration\nUniversity vehicle driver certification\nFull contact directory" }, { "url": "accessible-shuttle-booking.html", "title": "Accessible campus transportation", "description": "On-demand accessible rides around campus for students, staff, and visitors with a mobility need.", "headings": [ "Accessible campus transportation", "On this page", "Getting set up", "Scope and limits", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Accessible campus transportation\nOn-demand accessible rides around campus for students, staff, and visitors with a mobility need.\nGetting set up\nFor a broken ankle or post-surgery recovery, call or use the app for a same-day pickup — no paperwork for a short-term need. For an ongoing disability, register with Accessibility Services once and you get a standing class-schedule route plus on-demand rides.\nScope and limits\nRides are within the campus boundary and to the edge-of-campus transit stops, not across town — the city's paratransit covers that. Book recurring rides at least a day ahead so the route is planned; same-day requests are filled around the scheduled ones.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nWho: Anyone with a temporary or permanent condition that makes walking the campus difficult — documented for an ongoing need, self-request for a short-term injury. Book: Through the transportation office or the app; same-day for short-term, a standing schedule for the term. Vehicles: Lift- and ramp-equipped vans on the campus loop, plus door-to-door within campus. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWho\nAnyone with a temporary or permanent condition that makes walking the campus difficult — documented for an ongoing need, self-request for a short-term injury\nBook\nThrough the transportation office or the app; same-day for short-term, a standing schedule for the term\nVehicles\nLift- and ramp-equipped vans on the campus loop, plus door-to-door within campus\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "accessible-technology-purchasing.html", "title": "Accessible technology purchasing", "description": "Digital accessibility requirements built into how the university buys software and hardware.", "headings": [ "Accessible technology purchasing", "On this page", "Where accessibility enters the process", "When a tool falls short", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Accessible technology purchasing\nDigital accessibility requirements built into how the university buys software and hardware.\nWhere accessibility enters the process\nAny new software or classroom technology purchase over a set threshold requires a documented accessibility review before approval, not an afterthought raised once students start using it.\nWhen a tool falls short\nA vendor's accessibility gap doesn't automatically block a purchase, but requires a documented remediation plan and a time-limited exception rather than an indefinite pass, so the gap has a deadline attached to it.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nStandard: WCAG 2.1 AA, required in the purchasing process. Review: An accessibility check before a new tool is approved for campus use. Exceptions: Documented and time-limited, not indefinite. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStandard\nWCAG 2.1 AA, required in the purchasing process\nReview\nAn accessibility check before a new tool is approved for campus use\nExceptions\nDocumented and time-limited, not indefinite\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\n3D print & fabrication service\n3D Printing Lab\nFull contact directory" }, { "url": "accessible-visits.html", "title": "Accessible Visits", "description": "How to plan a campus visit or tour with a disability or access need: step-free routes, interpreters and captioning, loaner wheelchairs, accessible transport around the tour loop, and a quiet room at the Welcome Center.", "headings": [ "Accessible Visits", "On this page", "Tell us once, early", "The route and the buildings", "Sensory and other access needs", "Games, performances and events", "For students who will enroll" ], "content": "Visit Accessible Visits\nHow to plan a campus visit or tour with a disability or access need: step-free routes, interpreters and captioning, loaner wheelchairs, accessible transport around the tour loop, and a quiet room at the Welcome Center.\nTell us once, early\nAnyone can request an accommodation for a tour, a Preview Day, an information session or an event. You do not need documentation or a reason. Check the access box when you register, or call Visitor Services at (715) 555–0144. These are the lead times we need:\nAccessible van around the tour loop — Notice: 2 business days; Arranged by: Visitor Services, using the accessible campus transportation vans\nASL interpreter or live captioning (CART) — Notice: 5 business days; Arranged by: Disability & Accessibility Services, via the interpreter request form\nLarge-print or braille visit materials — Notice: 5 business days; Arranged by: Visitor Services\nLoaner wheelchair at the Welcome Center — Notice: None; two on hand (reserve to be sure); Arranged by: Welcome Center desk\nSmaller or slower tour, or a private tour — Notice: 3 business days; Arranged by: Visitor Services\nDietary needs at a Preview Day lunch — Notice: 3 business days; Arranged by: Dining dietitian, through Visitor Services\nThe route and the buildings\nThe standard tour is about 1.2 miles. It is paved, lit and step-free, running from the depot along the Millrace path to Founders Hall, Founders Union and a residence hall. There are benches every few hundred feet and accessible restrooms at the Welcome Center, Founders Union and Halvorsen Library. Every multi-story building has at least one elevator. The accessible campus map shows elevator outages live and flags the two places a marked route does not reach: the older wing of the Applied Arts Building and the Millrace overlook near Founders Union. Tour guides know the detours and will take them without being asked twice.\nIf a mile is too far, a guide can ride along in the accessible van and give the tour at each stop. You can also ask for the 40-minute “core” route, which covers Founders Hall, Founders Union and one residence hall model room.\nSensory and other access needs\nA quiet room. The old stationmaster’s office in the Welcome Center is kept as a quiet room with soft lighting and a door that closes. Ask at the desk. Noise-reducing earmuffs are available to borrow.\nPreview Days are loud. Check-in from 8:30 to 9:15 a.m. is the most crowded part. You can check in early at 8:15, and staff can seat you at the edge of the Founders Union Great Room.\nService animals are welcome everywhere on the tour, including the dining hall and labs. In labs, staff may ask that a service animal stay behind a safety line.\nLab and shop stops require closed-toe shoes. If you cannot wear them, the guide will describe the space from the doorway or open a window view.\nVirtual option. The virtual campus tour is captioned and works with screen readers. A live virtual appointment with an admissions counselor can replace an in-person visit entirely.\nGames, performances and events\nMillwright Stadium has 64 accessible seats on the home side with companion seating and an accessible drop-off at Gate A. Ironclad Fieldhouse has courtside wheelchair positions on both sidelines. In the Applied Arts Building, Heritage Auditorium and Thorsen Theatre both have wheelchair positions and assistive listening receivers; the box office can book them and arrange ASL-interpreted theatre performances on request. Accessible parking is on the accessible parking page. State placards are honored in every accessible space without a campus permit.\nFor students who will enroll\nA visit is a good time to meet the office that would support you as a student. Disability & Accessibility Services, directed by Faye Gunderson, is on the second floor of Halvorsen Library. Coordinators will meet visiting students for 30 minutes on any weekday if you ask when you book your tour. They can explain how accommodations work in college, which is different from an IEP or 504 plan. More information is on accessibility services and the accessibility services FAQ .\nAt a glance\nRequest\nCheck the access box when you register, or call (715) 555–0144\nInterpreters\n5 business days’ notice\nAccessible van\n2 business days’ notice\nRoute\n1.2 mi, paved, step-free; 40-min core route available\nQuiet room\nWelcome Center, stationmaster’s office\nWho to contact\nVisitor Services, Office of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0144\nEmail\nvisit@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.; Sat, 9 a.m.–noon\nRelated resources\nAccessible campus map\nAccessibility services\nSign language interpreting\nAccessible parking\nAccessibility statement\nVisitor guide" }, { "url": "accommodations-that-work.html", "title": "Getting accommodations that actually work", "description": "The intake conversation, the common accommodations, and what to do when one is not honored.", "headings": [ "Getting accommodations that actually work", "On this page", "The request and the meeting", "Accommodations are individualized", "How faculty find out", "Testing logistics", "When an accommodation is not honored", "Temporary and changing needs" ], "content": "Student services Getting accommodations that actually work\nThe intake conversation, the common accommodations, and what to do when one is not honored.\nThe request and the meeting\nYou submit an access request with any documentation you have, then meet privately with an access coordinator. The meeting is a conversation about how your disability affects you in a college setting and what would remove the barrier — not a test you pass or fail. If your documentation is thin, come anyway; the office can often work with a provider on what is missing.\nAccommodations are individualized\nThere is no fixed list. Common ones include extended test time, a reduced-distraction testing space, accessible or electronic course materials, note-taking support, captioning and interpreting, priority registration, flexibility with attendance or deadlines within limits, and housing modifications. What you get is matched to your specific barriers.\nHow faculty find out\nAfter the meeting, you get a letter describing your approved accommodations — not your diagnosis. You choose which courses to send it to and when. Sending it in week one and having a brief word with each instructor about logistics (where you will test, how notes will work) makes the rest of the term smooth.\nTesting logistics\nExams with accommodations are usually scheduled through the Testing Center or with the department a set number of days ahead. Put your exam dates in early; same-day requests often cannot be met. If a pop quiz or an in-class timed component is not covered, raise it with the coordinator to adjust the plan.\nWhen an accommodation is not honored\nIf an instructor does not implement an approved accommodation, contact your access coordinator promptly — this is their job to resolve, usually with a direct conversation with the instructor or department. You do not have to litigate it yourself, and you should not have to choose between an accommodation and a grade.\nTemporary and changing needs\nA concussion, surgery recovery, or a flare of a chronic condition can all be grounds for short-term accommodations — the process is the same, just faster. If an existing accommodation stops fitting as a condition changes, ask to revisit the plan rather than working around it.\nAt a glance\nStart\nAccess request + documentation → private intake meeting\nThe letter\nLists accommodations, not your diagnosis\nExams\nSchedule with the Testing Center days in advance\nNot honored?\nTell your coordinator — they resolve it, not you\nWho to contact\nDisability & Accessibility Services\nHalvorsen Library, Level 1\nPhone\n(715) 555–0238\nEmail\naccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAccessibility services\nDisability exam accommodations\nExam accommodation scheduling\nNote-taking services\nDisability housing\nFull contact directory" }, { "url": "account-and-password-security.html", "title": "Account and password security", "description": "The handful of habits that keep your Porter account, your money, and your email out of the wrong hands.", "headings": [ "Account and password security", "On this page", "Why students are targeted", "Use a password manager", "Keep multi-factor authentication on", "Recognize phishing", "Lock and update your devices", "If something goes wrong" ], "content": "Campus services Account and password security\nThe handful of habits that keep your Porter account, your money, and your email out of the wrong hands.\nWhy students are targeted\nA student email account is valuable: it can reset other accounts, receive financial-aid and refund information, send convincing phishing to classmates, and access university systems. Attackers run constant campaigns against .edu addresses. A few habits make you a much harder target.\nUse a password manager\nThe single highest-value change: a password manager generates and stores a long, unique password for every account, so a breach of one site cannot unlock the others. The university licenses one for students; set it up and let it take over. Stop reusing passwords and stop trying to remember them.\nKeep multi-factor authentication on\nMFA (a code or a push approval on your phone in addition to the password) is required for your Porter account and stops the large majority of account takeovers even if your password leaks. Add it to your email, bank, and any account with money or personal data. Register a backup method so a lost phone does not lock you out.\nRecognize phishing\nThe university will never ask for your password by email or text. Be suspicious of urgency (\"your account will be closed\"), a link that does not go where it says (hover to check), a slightly wrong sender address, requests for gift cards or a wire, and \"job offers\" that ask for your bank details or send you a check to deposit. When unsure, do not click — go to the site directly, or use the phishing-report button.\nLock and update your devices\nA screen lock with a PIN or biometric on your phone and laptop, automatic updates turned on (the pushed updates patch the holes attackers use), and full-disk encryption (on by default on the issued laptop). Do not leave a device unlocked and unattended in the library.\nIf something goes wrong\nIf you clicked a link and entered your password, or you see logins or messages you did not make, act immediately: change the password (from a device you trust), sign out all sessions, and contact the Technology Help Desk. For a compromised bank or financial account, call the bank's fraud line. Fast action limits the damage.\nAt a glance\nHighest value\nA password manager — a unique long password per account\nKeep on\nMFA on your Porter account, email, bank; register a backup method\nPhishing\nThe university never asks your password by email; urgency + bad links + money asks = suspect\nIf you slipped\nChange the password from a trusted device, sign out all sessions, tell the Help Desk\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nMulti-factor authentication\nPassword manager for students\nPhishing report button\nIdentity protection\nAvoiding financial scams\nFull contact directory\nData governance & classification" }, { "url": "accreditation-and-what-it-means-for-you.html", "title": "Accreditation, and what it means for you", "description": "Institutional and program accreditation, why it matters for your credits, your aid, and your license.", "headings": [ "Accreditation, and what it means for you", "On this page", "Institutional accreditation", "Program accreditation", "Why you should care", "Transfer and graduate school", "Where to check", "If accreditation status changes" ], "content": "About Accreditation, and what it means for you\nInstitutional and program accreditation, why it matters for your credits, your aid, and your license.\nInstitutional accreditation\nUW–Porter Falls is institutionally accredited by a regional accreditor (in the parody, the Higher Learning Commission), reaffirmed on a multi-year cycle. Institutional accreditation is what makes a school eligible for federal financial aid, makes its credits generally transferable to other accredited institutions, and makes its degrees recognized by employers and graduate schools. It is the baseline you should check for any college.\nProgram accreditation\nIndividual programs carry their own specialized accreditation from the relevant professional body — engineering, nursing, dietetics, counseling, education, business, and others each have one. Program accreditation signals the curriculum meets the field's standards and is often required to sit for a licensure or certification exam.\nWhy you should care\nIf your field requires a license (nursing, teaching, professional engineering, counseling, dietetics), attending a program without the right accreditation can mean you cannot get licensed, or cannot get licensed in another state. Always confirm a program's accreditation status before enrolling, and confirm it covers the specific track and campus you will attend.\nTransfer and graduate school\nCredits and degrees from an institutionally accredited school transfer and are recognized far more reliably than those from an unaccredited one. Some graduate and professional programs also want to see program accreditation for your undergraduate degree. If you might transfer or go on, this matters.\nWhere to check\nDo not take a marketing page's word for it. Accreditors publish searchable directories of the institutions and programs they accredit, with the current status and any sanctions. Porter's assessment and accreditation page lists every accreditor and the status of each program, and links to the directories.\nIf accreditation status changes\nAccreditation can be placed on notice or withdrawn if a program falls short — rare, but it happens. A school is required to disclose this, and there are protections (a teach-out plan) for enrolled students. If you ever see a program's status flagged, ask the department directly what it means for your timeline and your license eligibility.\nAt a glance\nInstitutional\nRegional accreditor → eligible for federal aid, transferable credits, recognized degrees\nProgram\nA professional body's stamp — often required to sit for a license exam\nCare most if\nYour field requires a license, or you might transfer / go to grad school\nVerify at\nThe accreditor's own searchable directory — not a marketing page\nWho to contact\nOffice of Assessment & Accreditation\nFounders Union 310\nPhone\n(715) 555–0105\nEmail\naccreditation@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAssessment & accreditation\nProgram review\nDean's certification for licensure\nTransfer credit evaluation\nCommon data set\nFull contact directory" }, { "url": "ada-504-coordinator.html", "title": "ADA & Section 504 Coordinator", "description": "The university's ADA and Section 504 Coordinator: what the role covers, how it differs from accessibility services, and how to file a formal grievance.", "headings": [ "ADA & Section 504 Coordinator", "On this page", "How this differs from Accessibility Services", "What the Coordinator handles", "Filing a grievance", "Outside the university" ], "content": "Student services ADA & Section 504 Coordinator\nA distinct compliance role from your accommodation plan — here for the disagreements a case-by-case accommodation cannot resolve.\nHow this differs from Accessibility Services\nAccessibility Services sets up and manages your individual accommodations — extended time, alternative formats, housing adjustments, and the rest. The ADA & Section 504 Coordinator is a separate, university-wide compliance role required under federal law: the person responsible for the institution's overall obligations under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act, and the contact when a disagreement about disability access needs to go above the department or office that first handled it.\nWhat the Coordinator handles\nPhysical and digital access barriers not tied to one student's accommodation plan (a building, a walkway, a piece of software, an event venue); disputes over whether an approved accommodation was actually provided; questions about accessibility in employment, public events, or facilities used by visitors, not just enrolled students; and coordinating the university's response when a barrier affects more than one person or department at once. See digital accessibility and accessible routes & entrances for the specific programs the Coordinator's office also oversees.\nFiling a grievance\nA grievance can be filed in writing, by email, or in an accessible format on request, and does not require you to have gone through Accessibility Services first if the complaint is about a facility, an event, or a department rather than your personal accommodation plan. The Coordinator acknowledges a grievance within a set number of business days, investigates, and issues a written outcome; either party can request a review of that outcome once. Filing a grievance is protected activity — retaliation for filing one is itself a violation the Coordinator will act on.\nOutside the university\nYou are never required to use the campus grievance process before contacting an outside agency, and doing one does not use up your right to do the other. A complaint can also be filed with the U.S. Department of Education's Office for Civil Rights, or, for employment-related disability discrimination, the Equal Employment Opportunity Commission. The Coordinator's office can point you to both.\nAt a glance\nNot your accommodation office\nThat's Accessibility Services — this role is institution-wide compliance and grievances\nHandles\nFacility/event/digital barriers, disputed accommodations, multi-department access issues\nGrievance\nWritten, email, or accessible format on request; acknowledged within days, written outcome, one review\nOutside options\nOCR (U.S. Dept. of Education) or the EEOC, any time — not a last resort\nRelated resources\nAccessibility services\nDigital accessibility\nAccessible routes & entrances\nStudent ombuds\nWhere a concern goes\nContact directory" }, { "url": "adaptive-recreation.html", "title": "Adaptive Recreation", "description": "Adaptive equipment, modified programming and one-on-one support for recreation and intramural sports.", "headings": [ "Adaptive Recreation", "On this page", "What's available", "Modifying an intramural sport", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Adaptive Recreation\nAdaptive equipment, modified programming and one-on-one support for recreation and intramural sports.\nWhat's available\nAdaptive equipment — handcycles, sport wheelchairs, an adaptive kayak fleet for the Porter River — is available to check out at the same desk and same cost as any other recreation equipment, not a separate paid program.\nModifying an intramural sport\nRecreation staff will work with a student to modify rules or equipment for a specific intramural sport rather than defaulting to a separate adaptive league, since most requests turn out to be about one specific accommodation.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nEquipment: Handcycles, sport wheelchairs, adaptive kayaks. Cost: Same as standard recreation membership. Where: Ironhouse Athletic Center and the Riverfront Trail. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nEquipment\nHandcycles, sport wheelchairs, adaptive kayaks\nCost\nSame as standard recreation membership\nWhere\nIronhouse Athletic Center and the Riverfront Trail\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "add-drop-and-withdrawal-deadlines.html", "title": "Add, drop, and withdrawal deadlines", "description": "The three windows that decide whether a course appears on your transcript, and what each one costs.", "headings": [ "Add, drop, and withdrawal deadlines", "On this page", "The add/drop window", "The withdrawal window", "After the withdrawal deadline", "Financial aid interactions", "Withdrawing from all courses", "Know the exact dates" ], "content": "Registrar Add, drop, and withdrawal deadlines\nThe three windows that decide whether a course appears on your transcript, and what each one costs.\nThe add/drop window\nThe first week or so of the term. During it you can add an open course, drop a course with no record at all (it never appears on your transcript), and swap sections freely. This is the time to fix a schedule that is not working — a course that is harder or easier than expected, a section time that conflicts with work, a professor whose approach does not fit you. A course dropped in this window is gone without a trace.\nThe withdrawal window\nFrom the end of add/drop until a deadline around the middle of the term (often week 9 or 10). Leaving a course now is a withdrawal, not a drop: it posts a grade of \"W\" on your transcript. A W does not affect your GPA and is not a failure, but a transcript with several Ws can prompt questions from graduate programs or scholarship committees. There is usually no tuition refund this late.\nAfter the withdrawal deadline\nOnce the withdrawal deadline passes, you are committed to the course and will receive the grade you earn. Leaving it now requires a late-withdrawal petition, granted only for documented non-academic emergencies (a serious illness, a family crisis) — not for \"I'm going to fail.\" Doing poorly in a class is not grounds for a late withdrawal.\nFinancial aid interactions\nDropping below full-time (usually 12 credits) can reduce or cancel financial aid, change your bill, affect scholarship eligibility, and — for some students — affect health insurance, athletic eligibility, visa status, or on-campus housing. Check with Financial Aid before you drop a course that takes you under 12 credits. A retroactive aid adjustment can leave you owing money.\nWithdrawing from all courses\nLeaving every course mid-term is a term withdrawal, a separate process through the Dean of Students or the Registrar, with its own form, its own refund schedule, and financial-aid consequences (possible repayment of disbursed aid). Do not just stop attending — an unofficial withdrawal usually becomes failing grades and a worse aid outcome.\nKnow the exact dates\nThe specific deadlines are on the academic calendar each term and in your portal. Part-of-term and summer courses have compressed, earlier deadlines. Put the drop and withdrawal dates for your term in your calendar in the first week so a decision is never forced by a date you forgot.\nAt a glance\nAdd/drop (~week 1)\nDrop with no record — nothing on the transcript; fix a bad schedule now\nWithdrawal (to ~week 9–10)\nPosts a \"W\" — no GPA effect, but several look bad; usually no refund\nAfter that\nYou get the grade you earn; late withdrawal needs a documented emergency, not a bad grade\nWatch\nDropping below 12 credits can cut aid, change your bill, affect housing/insurance/visa\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWhat to do if you fail a class\nManaging a heavy course load\nFull contact directory" }, { "url": "adding-a-minor-late.html", "title": "Adding a minor late", "description": "Whether you can still pick up a minor in your last year, and what makes it feasible or not.", "headings": [ "Adding a minor late", "On this page", "Check first", "If it's close but not quite", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Adding a minor late\nWhether you can still pick up a minor in your last year, and what makes it feasible or not.\nCheck first\nRun a what-if audit against the minor. If it shows three courses left and they're all offered next term with no missing prerequisites, a late add is realistic. If it shows a two-year sequence, it isn't — and pushing graduation a year for a minor is rarely worth it.\nIf it's close but not quite\nOptions: take one summer course, overload by a course in your last term (with approval), or accept the courses as electives without the formal minor — the learning counts even if the transcript line doesn't. Talk to the minor's department; they sometimes allow a substitution.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nFeasible when: You've already taken several of the minor's courses as electives, and the rest are offered before you graduate. Hard when: The minor has a prerequisite chain you haven't started, or a capstone offered once a year. Deadline: The minor must be complete and declared before your degree posts; you can't add it after graduating. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFeasible when\nYou've already taken several of the minor's courses as electives, and the rest are offered before you graduate\nHard when\nThe minor has a prerequisite chain you haven't started, or a capstone offered once a year\nDeadline\nThe minor must be complete and declared before your degree posts; you can't add it after graduating\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "admission-accounting.html", "title": "Getting into Accounting", "description": "How admission to the B.S. in Accounting works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Accounting", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Accounting · B.S. Getting into Accounting\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Accounting when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory accounting courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Accounting adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Accounting later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nAccounting program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nAccounting four-year plan" }, { "url": "admission-apparel-design.html", "title": "Getting into Apparel & Textile Design", "description": "How admission to the B.F.A. in Apparel & Textile Design works at UW–Porter Falls — portfolio admission, prerequisites, and transfer.", "headings": [ "Getting into Apparel & Textile Design", "On this page", "How admission works", "Foundations year and the portfolio", "If you are transferring in", "Questions and next steps", "If you are not admitted the first time", "Common questions" ], "content": "Apparel & Textile Design · B.F.A. Getting into Apparel & Textile Design\nPortfolio-reviewed admission — what it takes and how to plan for it.\nHow admission works\nApparel & Textile Design requires a portfolio review for admission to the upper-division studio sequence. You begin in the foundations courses, build a body of work, and submit a portfolio (usually at the end of the first year or the start of the second) that faculty review for admission to the major.\nFoundations year and the portfolio\nThe foundations year builds the skills the portfolio is assessed on. Keep everything you make, document it well, and get feedback early. The review looks for potential and growth, not a finished professional book — strong observational work, evidence of process, and a few resolved pieces.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Transfer applicants submit a portfolio for placement into the studio sequence.\nQuestions and next steps\nAn admissions counselor or a Apparel & Textile Design adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf you are not admitted the first time\nA portfolio that is not admitted the first review round is not unusual and is not final. Reviewers typically give written feedback on what to strengthen, and most programs allow a second submission the following review cycle after further coursework and revised work. Keep making and documenting work in the meantime — the growth between submissions is itself part of what a second review looks for.\nCommon questions\nCan I start undeclared and move into Apparel & Textile Design later? Yes for most students; you would follow the same prerequisite or portfolio path as anyone else, just starting the clock later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nPortfolio review\nSeparate application\nYes\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nApparel & Textile Design program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nApparel & Textile Design four-year plan" }, { "url": "admission-applied-mathematics.html", "title": "Getting into Applied Mathematics", "description": "How admission to the B.S. in Applied Mathematics works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Applied Mathematics", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Applied Mathematics · B.S. Getting into Applied Mathematics\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Applied Mathematics when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory applied mathematics courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Applied Mathematics adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Applied Mathematics later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nApplied Mathematics program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nApplied Mathematics four-year plan" }, { "url": "admission-automotive-technology.html", "title": "Getting into Automotive & Diesel Technology", "description": "How admission to the B.S. in Automotive & Diesel Technology works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Automotive & Diesel Technology", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Automotive & Diesel Technology · B.S. Getting into Automotive & Diesel Technology\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Automotive & Diesel Technology when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory automotive & diesel technology courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Automotive & Diesel Technology adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Automotive & Diesel Technology later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nAutomotive & Diesel Technology program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nAutomotive & Diesel Technology four-year plan" }, { "url": "admission-business-administration.html", "title": "Getting into Business Administration", "description": "How admission to the B.S. in Business Administration works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Business Administration", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Business Administration · B.S. Getting into Business Administration\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Business Administration when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory business administration courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Business Administration adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Business Administration later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nBusiness Administration program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nBusiness Administration four-year plan" }, { "url": "admission-civil-engineering.html", "title": "Getting into Civil Engineering", "description": "How admission to the B.S. in Civil Engineering works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Civil Engineering", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Civil Engineering · B.S. Getting into Civil Engineering\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Civil Engineering when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory civil engineering courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Civil Engineering adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Civil Engineering later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nCivil Engineering program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nCivil Engineering four-year plan" }, { "url": "admission-computer-engineering.html", "title": "Getting into Computer Engineering", "description": "How admission to the B.S. in Computer Engineering works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Computer Engineering", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Computer Engineering · B.S. Getting into Computer Engineering\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Computer Engineering when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory computer engineering courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Computer Engineering adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Computer Engineering later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nComputer Engineering program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nComputer Engineering four-year plan" }, { "url": "admission-computer-science.html", "title": "Getting into Computer Science", "description": "How admission to the B.S. in Computer Science works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Computer Science", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Computer Science · B.S. Getting into Computer Science\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Computer Science when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory computer science courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Computer Science adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Computer Science later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nComputer Science program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nComputer Science four-year plan" }, { "url": "admission-construction-management.html", "title": "Getting into Construction Management", "description": "How admission to the B.S. in Construction Management works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Construction Management", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Construction Management · B.S. Getting into Construction Management\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Construction Management when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory construction management courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Construction Management adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Construction Management later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nConstruction Management program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nConstruction Management four-year plan" }, { "url": "admission-criminal-justice.html", "title": "Getting into Criminal Justice", "description": "How admission to the B.S. in Criminal Justice works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Criminal Justice", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Criminal Justice · B.S. Getting into Criminal Justice\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Criminal Justice when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory criminal justice courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Criminal Justice adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Criminal Justice later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nCriminal Justice program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nCriminal Justice four-year plan" }, { "url": "admission-cybersecurity.html", "title": "Getting into Cybersecurity", "description": "How admission to the B.S. in Cybersecurity works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Cybersecurity", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Cybersecurity · B.S. Getting into Cybersecurity\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Cybersecurity when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory cybersecurity courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Cybersecurity adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Cybersecurity later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nCybersecurity program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nCybersecurity four-year plan" }, { "url": "admission-data-science.html", "title": "Getting into Data Science", "description": "How admission to the B.S. in Data Science works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Data Science", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Data Science · B.S. Getting into Data Science\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Data Science when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory data science courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Data Science adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Data Science later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nData Science program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nData Science four-year plan" }, { "url": "admission-dietetics.html", "title": "Getting into Dietetics", "description": "How admission to the B.S. in Dietetics works at UW–Porter Falls — cohort admission, prerequisites, and transfer.", "headings": [ "Getting into Dietetics", "On this page", "How admission works", "Prerequisite courses", "If you are transferring in", "Questions and next steps", "If you are not admitted the first time", "Common questions" ], "content": "Dietetics · B.S. Getting into Dietetics\nCohort / secondary admission — what it takes and how to plan for it.\nHow admission works\nDietetics uses cohort (secondary) admission : you enter Porter as a pre-dietetics student, complete a set of prerequisite courses, and then apply to the professional program for a class that starts together. Admission is competitive and space is limited.\nPrerequisite courses\nBefore applying to the professional program, students typically complete the introductory science, math, and program courses with a minimum grade in each and a minimum overall GPA. For Dietetics, that prerequisite block includes courses such as DIET 1500, FDSC 1500, FDSC 2100, DIET 2200 along with required general-education work. The exact list, grade, and GPA thresholds are published by the program and can change year to year.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Transfer applicants to a cohort program apply on the same competitive cycle as continuing students and must have the prerequisite block complete or nearly so.\nQuestions and next steps\nAn admissions counselor or a Dietetics adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf you are not admitted the first time\nStudents who do not meet the GPA or prerequisite bar the first time can usually reapply the next cycle after retaking a weak course or two. The department publishes how many reapplicants are admitted in a typical year; a strong reapplication usually addresses the specific gap (a low grade in a prerequisite, a GPA just under the line) rather than resubmitting unchanged. A pre-professional or general-studies track lets you keep taking gen-ed and elective credit while you reapply, so little time is lost either way.\nCommon questions\nCan I start undeclared and move into Dietetics later? Yes for most students; you would follow the same prerequisite or portfolio path as anyone else, just starting the clock later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nCohort / secondary\nSeparate application\nYes\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nDietetics program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nDietetics four-year plan" }, { "url": "admission-electrical-engineering.html", "title": "Getting into Electrical Engineering", "description": "How admission to the B.S. in Electrical Engineering works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Electrical Engineering", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Electrical Engineering · B.S. Getting into Electrical Engineering\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Electrical Engineering when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory electrical engineering courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Electrical Engineering adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Electrical Engineering later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nElectrical Engineering program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nElectrical Engineering four-year plan" }, { "url": "admission-elementary-education.html", "title": "Getting into Elementary Education", "description": "How admission to the B.S. in Elementary Education works at UW–Porter Falls — cohort admission, prerequisites, and transfer.", "headings": [ "Getting into Elementary Education", "On this page", "How admission works", "Prerequisite courses", "If you are transferring in", "Questions and next steps", "If you are not admitted the first time", "Common questions" ], "content": "Elementary Education · B.S. Getting into Elementary Education\nCohort / secondary admission — what it takes and how to plan for it.\nHow admission works\nElementary Education uses cohort (secondary) admission : you enter Porter as a pre-elementary education student, complete a set of prerequisite courses, and then apply to the professional program for a class that starts together. Admission is competitive and space is limited.\nPrerequisite courses\nBefore applying to the professional program, students typically complete the introductory science, math, and program courses with a minimum grade in each and a minimum overall GPA. For Elementary Education, that prerequisite block includes courses such as EDUC 1000, UNIV 1000, UNIV 1100, UNIV 1200 along with required general-education work. The exact list, grade, and GPA thresholds are published by the program and can change year to year.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Transfer applicants to a cohort program apply on the same competitive cycle as continuing students and must have the prerequisite block complete or nearly so.\nQuestions and next steps\nAn admissions counselor or a Elementary Education adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf you are not admitted the first time\nStudents who do not meet the GPA or prerequisite bar the first time can usually reapply the next cycle after retaking a weak course or two. The department publishes how many reapplicants are admitted in a typical year; a strong reapplication usually addresses the specific gap (a low grade in a prerequisite, a GPA just under the line) rather than resubmitting unchanged. A pre-professional or general-studies track lets you keep taking gen-ed and elective credit while you reapply, so little time is lost either way.\nCommon questions\nCan I start undeclared and move into Elementary Education later? Yes for most students; you would follow the same prerequisite or portfolio path as anyone else, just starting the clock later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nCohort / secondary\nSeparate application\nYes\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nElementary Education program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nElementary Education four-year plan" }, { "url": "admission-engineering-technology.html", "title": "Getting into Engineering Technology", "description": "How admission to the B.S. in Engineering Technology works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Engineering Technology", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Engineering Technology · B.S. Getting into Engineering Technology\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Engineering Technology when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory engineering technology courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Engineering Technology adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Engineering Technology later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nEngineering Technology program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nEngineering Technology four-year plan" }, { "url": "admission-entrepreneurship.html", "title": "Getting into Entrepreneurship", "description": "How admission to the B.S. in Entrepreneurship works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Entrepreneurship", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Entrepreneurship · B.S. Getting into Entrepreneurship\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Entrepreneurship when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory entrepreneurship courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Entrepreneurship adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Entrepreneurship later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nEntrepreneurship program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nEntrepreneurship four-year plan" }, { "url": "admission-environmental-science.html", "title": "Getting into Environmental Science", "description": "How admission to the B.S. in Environmental Science works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Environmental Science", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Environmental Science · B.S. Getting into Environmental Science\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Environmental Science when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory environmental science courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Environmental Science adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Environmental Science later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nEnvironmental Science program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nEnvironmental Science four-year plan" }, { "url": "admission-fine-art.html", "title": "Getting into Fine Art", "description": "How admission to the B.F.A. in Fine Art works at UW–Porter Falls — portfolio admission, prerequisites, and transfer.", "headings": [ "Getting into Fine Art", "On this page", "How admission works", "Foundations year and the portfolio", "If you are transferring in", "Questions and next steps", "If you are not admitted the first time", "Common questions" ], "content": "Fine Art · B.F.A. Getting into Fine Art\nPortfolio-reviewed admission — what it takes and how to plan for it.\nHow admission works\nFine Art requires a portfolio review for admission to the upper-division studio sequence. You begin in the foundations courses, build a body of work, and submit a portfolio (usually at the end of the first year or the start of the second) that faculty review for admission to the major.\nFoundations year and the portfolio\nThe foundations year builds the skills the portfolio is assessed on. Keep everything you make, document it well, and get feedback early. The review looks for potential and growth, not a finished professional book — strong observational work, evidence of process, and a few resolved pieces.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Transfer applicants submit a portfolio for placement into the studio sequence.\nQuestions and next steps\nAn admissions counselor or a Fine Art adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf you are not admitted the first time\nA portfolio that is not admitted the first review round is not unusual and is not final. Reviewers typically give written feedback on what to strengthen, and most programs allow a second submission the following review cycle after further coursework and revised work. Keep making and documenting work in the meantime — the growth between submissions is itself part of what a second review looks for.\nCommon questions\nCan I start undeclared and move into Fine Art later? Yes for most students; you would follow the same prerequisite or portfolio path as anyone else, just starting the clock later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nPortfolio review\nSeparate application\nYes\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nFine Art program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nFine Art four-year plan" }, { "url": "admission-game-design.html", "title": "Getting into Game Design & Development", "description": "How admission to the B.S. in Game Design & Development works at UW–Porter Falls — portfolio admission, prerequisites, and transfer.", "headings": [ "Getting into Game Design & Development", "On this page", "How admission works", "Foundations year and the portfolio", "If you are transferring in", "Questions and next steps", "If you are not admitted the first time", "Common questions" ], "content": "Game Design & Development · B.S. Getting into Game Design & Development\nPortfolio-reviewed admission — what it takes and how to plan for it.\nHow admission works\nGame Design & Development requires a portfolio review for admission to the upper-division studio sequence. You begin in the foundations courses, build a body of work, and submit a portfolio (usually at the end of the first year or the start of the second) that faculty review for admission to the major.\nFoundations year and the portfolio\nThe foundations year builds the skills the portfolio is assessed on. Keep everything you make, document it well, and get feedback early. The review looks for potential and growth, not a finished professional book — strong observational work, evidence of process, and a few resolved pieces.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Transfer applicants submit a portfolio for placement into the studio sequence.\nQuestions and next steps\nAn admissions counselor or a Game Design & Development adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf you are not admitted the first time\nA portfolio that is not admitted the first review round is not unusual and is not final. Reviewers typically give written feedback on what to strengthen, and most programs allow a second submission the following review cycle after further coursework and revised work. Keep making and documenting work in the meantime — the growth between submissions is itself part of what a second review looks for.\nCommon questions\nCan I start undeclared and move into Game Design & Development later? Yes for most students; you would follow the same prerequisite or portfolio path as anyone else, just starting the clock later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nPortfolio review\nSeparate application\nYes\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nGame Design & Development program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nGame Design & Development four-year plan" }, { "url": "admission-graphic-design.html", "title": "Getting into Graphic Design & Interactive Media", "description": "How admission to the B.F.A. in Graphic Design & Interactive Media works at UW–Porter Falls — portfolio admission, prerequisites, and transfer.", "headings": [ "Getting into Graphic Design & Interactive Media", "On this page", "How admission works", "Foundations year and the portfolio", "If you are transferring in", "Questions and next steps", "If you are not admitted the first time", "Common questions" ], "content": "Graphic Design & Interactive Media · B.F.A. Getting into Graphic Design & Interactive Media\nPortfolio-reviewed admission — what it takes and how to plan for it.\nHow admission works\nGraphic Design & Interactive Media requires a portfolio review for admission to the upper-division studio sequence. You begin in the foundations courses, build a body of work, and submit a portfolio (usually at the end of the first year or the start of the second) that faculty review for admission to the major.\nFoundations year and the portfolio\nThe foundations year builds the skills the portfolio is assessed on. Keep everything you make, document it well, and get feedback early. The review looks for potential and growth, not a finished professional book — strong observational work, evidence of process, and a few resolved pieces.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Transfer applicants submit a portfolio for placement into the studio sequence.\nQuestions and next steps\nAn admissions counselor or a Graphic Design & Interactive Media adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf you are not admitted the first time\nA portfolio that is not admitted the first review round is not unusual and is not final. Reviewers typically give written feedback on what to strengthen, and most programs allow a second submission the following review cycle after further coursework and revised work. Keep making and documenting work in the meantime — the growth between submissions is itself part of what a second review looks for.\nCommon questions\nCan I start undeclared and move into Graphic Design & Interactive Media later? Yes for most students; you would follow the same prerequisite or portfolio path as anyone else, just starting the clock later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nPortfolio review\nSeparate application\nYes\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nGraphic Design & Interactive Media program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nGraphic Design & Interactive Media four-year plan" }, { "url": "admission-health-information-management.html", "title": "Getting into Health Information Management", "description": "How admission to the B.S. in Health Information Management works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Health Information Management", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Health Information Management · B.S. Getting into Health Information Management\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Health Information Management when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory health information management courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Health Information Management adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Health Information Management later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nHealth Information Management program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nHealth Information Management four-year plan" }, { "url": "admission-hospitality-management.html", "title": "Getting into Hospitality & Tourism Management", "description": "How admission to the B.S. in Hospitality & Tourism Management works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Hospitality & Tourism Management", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Hospitality & Tourism Management · B.S. Getting into Hospitality & Tourism Management\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Hospitality & Tourism Management when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory hospitality & tourism management courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Hospitality & Tourism Management adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Hospitality & Tourism Management later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nHospitality & Tourism Management program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nHospitality & Tourism Management four-year plan" }, { "url": "admission-industrial-design.html", "title": "Getting into Industrial Design", "description": "How admission to the B.F.A. in Industrial Design works at UW–Porter Falls — portfolio admission, prerequisites, and transfer.", "headings": [ "Getting into Industrial Design", "On this page", "How admission works", "Foundations year and the portfolio", "If you are transferring in", "Questions and next steps", "If you are not admitted the first time", "Common questions" ], "content": "Industrial Design · B.F.A. Getting into Industrial Design\nPortfolio-reviewed admission — what it takes and how to plan for it.\nHow admission works\nIndustrial Design requires a portfolio review for admission to the upper-division studio sequence. You begin in the foundations courses, build a body of work, and submit a portfolio (usually at the end of the first year or the start of the second) that faculty review for admission to the major.\nFoundations year and the portfolio\nThe foundations year builds the skills the portfolio is assessed on. Keep everything you make, document it well, and get feedback early. The review looks for potential and growth, not a finished professional book — strong observational work, evidence of process, and a few resolved pieces.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Transfer applicants submit a portfolio for placement into the studio sequence.\nQuestions and next steps\nAn admissions counselor or a Industrial Design adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf you are not admitted the first time\nA portfolio that is not admitted the first review round is not unusual and is not final. Reviewers typically give written feedback on what to strengthen, and most programs allow a second submission the following review cycle after further coursework and revised work. Keep making and documenting work in the meantime — the growth between submissions is itself part of what a second review looks for.\nCommon questions\nCan I start undeclared and move into Industrial Design later? Yes for most students; you would follow the same prerequisite or portfolio path as anyone else, just starting the clock later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nPortfolio review\nSeparate application\nYes\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nIndustrial Design program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nIndustrial Design four-year plan" }, { "url": "admission-information-technology.html", "title": "Getting into Information Technology", "description": "How admission to the B.S. in Information Technology works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Information Technology", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Information Technology · B.S. Getting into Information Technology\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Information Technology when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory information technology courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Information Technology adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Information Technology later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nInformation Technology program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nInformation Technology four-year plan" }, { "url": "admission-manufacturing-engineering.html", "title": "Getting into Industrial & Manufacturing Engineering", "description": "How admission to the B.S. in Industrial & Manufacturing Engineering works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Industrial & Manufacturing Engineering", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Industrial & Manufacturing Engineering · B.S. Getting into Industrial & Manufacturing Engineering\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Industrial & Manufacturing Engineering when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory industrial & manufacturing engineering courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Industrial & Manufacturing Engineering adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Industrial & Manufacturing Engineering later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nIndustrial & Manufacturing Engineering program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nIndustrial & Manufacturing Engineering four-year plan" }, { "url": "admission-marketing-digital-communication.html", "title": "Getting into Marketing & Digital Communication", "description": "How admission to the B.S. in Marketing & Digital Communication works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Marketing & Digital Communication", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Marketing & Digital Communication · B.S. Getting into Marketing & Digital Communication\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Marketing & Digital Communication when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory marketing & digital communication courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Marketing & Digital Communication adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Marketing & Digital Communication later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nMarketing & Digital Communication program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nMarketing & Digital Communication four-year plan" }, { "url": "admission-mechanical-engineering.html", "title": "Getting into Mechanical Engineering", "description": "How admission to the B.S. in Mechanical Engineering works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Mechanical Engineering", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Mechanical Engineering · B.S. Getting into Mechanical Engineering\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Mechanical Engineering when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory mechanical engineering courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Mechanical Engineering adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Mechanical Engineering later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nMechanical Engineering program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nMechanical Engineering four-year plan" }, { "url": "admission-nursing.html", "title": "Getting into Nursing", "description": "How admission to the B.S.N. in Nursing works at UW–Porter Falls — cohort admission, prerequisites, and transfer.", "headings": [ "Getting into Nursing", "On this page", "How admission works", "Prerequisite courses", "If you are transferring in", "Questions and next steps", "If you are not admitted the first time", "Common questions" ], "content": "Nursing · B.S.N. Getting into Nursing\nCohort / secondary admission — what it takes and how to plan for it.\nHow admission works\nNursing uses cohort (secondary) admission : you enter Porter as a pre-nursing student, complete a set of prerequisite courses, and then apply to the professional program for a class that starts together. Admission is competitive and space is limited.\nPrerequisite courses\nBefore applying to the professional program, students typically complete the introductory science, math, and program courses with a minimum grade in each and a minimum overall GPA. For Nursing, that prerequisite block includes courses such as NURS 2000, NURS 2200, NURS 2400, NURS 3000 along with required general-education work. The exact list, grade, and GPA thresholds are published by the program and can change year to year.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Transfer applicants to a cohort program apply on the same competitive cycle as continuing students and must have the prerequisite block complete or nearly so.\nQuestions and next steps\nAn admissions counselor or a Nursing adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf you are not admitted the first time\nStudents who do not meet the GPA or prerequisite bar the first time can usually reapply the next cycle after retaking a weak course or two. The department publishes how many reapplicants are admitted in a typical year; a strong reapplication usually addresses the specific gap (a low grade in a prerequisite, a GPA just under the line) rather than resubmitting unchanged. A pre-professional or general-studies track lets you keep taking gen-ed and elective credit while you reapply, so little time is lost either way.\nCommon questions\nCan I start undeclared and move into Nursing later? Yes for most students; you would follow the same prerequisite or portfolio path as anyone else, just starting the clock later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nCohort / secondary\nSeparate application\nYes\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nNursing program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nNursing four-year plan" }, { "url": "admission-packaging-technology.html", "title": "Getting into Packaging Technology", "description": "How admission to the B.S. in Packaging Technology works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Packaging Technology", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Packaging Technology · B.S. Getting into Packaging Technology\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Packaging Technology when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory packaging technology courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Packaging Technology adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Packaging Technology later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nPackaging Technology program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nPackaging Technology four-year plan" }, { "url": "admission-plastics-engineering.html", "title": "Getting into Plastics Engineering", "description": "How admission to the B.S. in Plastics Engineering works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Plastics Engineering", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Plastics Engineering · B.S. Getting into Plastics Engineering\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Plastics Engineering when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory plastics engineering courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Plastics Engineering adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Plastics Engineering later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nPlastics Engineering program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nPlastics Engineering four-year plan" }, { "url": "admission-psychology.html", "title": "Getting into Psychology", "description": "How admission to the B.S. in Psychology works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Psychology", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Psychology · B.S. Getting into Psychology\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Psychology when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory psychology courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Psychology adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Psychology later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nPsychology program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nPsychology four-year plan" }, { "url": "admission-rehabilitation-services.html", "title": "Getting into Rehabilitation & Disability Services", "description": "How admission to the B.S. in Rehabilitation & Disability Services works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Rehabilitation & Disability Services", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Rehabilitation & Disability Services · B.S. Getting into Rehabilitation & Disability Services\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Rehabilitation & Disability Services when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory rehabilitation & disability services courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Rehabilitation & Disability Services adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Rehabilitation & Disability Services later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nRehabilitation & Disability Services program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nRehabilitation & Disability Services four-year plan" }, { "url": "admission-software-engineering.html", "title": "Getting into Software Engineering", "description": "How admission to the B.S. in Software Engineering works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Software Engineering", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Software Engineering · B.S. Getting into Software Engineering\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Software Engineering when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory software engineering courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Software Engineering adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Software Engineering later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nSoftware Engineering program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nSoftware Engineering four-year plan" }, { "url": "admission-special-education.html", "title": "Getting into Special Education", "description": "How admission to the B.S. in Special Education works at UW–Porter Falls — cohort admission, prerequisites, and transfer.", "headings": [ "Getting into Special Education", "On this page", "How admission works", "Prerequisite courses", "If you are transferring in", "Questions and next steps", "If you are not admitted the first time", "Common questions" ], "content": "Special Education · B.S. Getting into Special Education\nCohort / secondary admission — what it takes and how to plan for it.\nHow admission works\nSpecial Education uses cohort (secondary) admission : you enter Porter as a pre-special education student, complete a set of prerequisite courses, and then apply to the professional program for a class that starts together. Admission is competitive and space is limited.\nPrerequisite courses\nBefore applying to the professional program, students typically complete the introductory science, math, and program courses with a minimum grade in each and a minimum overall GPA. For Special Education, that prerequisite block includes courses such as EDUC 1000, EDUC 2100, EDUC 2300, EDUC 2500 along with required general-education work. The exact list, grade, and GPA thresholds are published by the program and can change year to year.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Transfer applicants to a cohort program apply on the same competitive cycle as continuing students and must have the prerequisite block complete or nearly so.\nQuestions and next steps\nAn admissions counselor or a Special Education adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf you are not admitted the first time\nStudents who do not meet the GPA or prerequisite bar the first time can usually reapply the next cycle after retaking a weak course or two. The department publishes how many reapplicants are admitted in a typical year; a strong reapplication usually addresses the specific gap (a low grade in a prerequisite, a GPA just under the line) rather than resubmitting unchanged. A pre-professional or general-studies track lets you keep taking gen-ed and elective credit while you reapply, so little time is lost either way.\nCommon questions\nCan I start undeclared and move into Special Education later? Yes for most students; you would follow the same prerequisite or portfolio path as anyone else, just starting the clock later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nCohort / secondary\nSeparate application\nYes\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nSpecial Education program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nSpecial Education four-year plan" }, { "url": "admission-supply-chain-management.html", "title": "Getting into Supply Chain Management", "description": "How admission to the B.S. in Supply Chain Management works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Supply Chain Management", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Supply Chain Management · B.S. Getting into Supply Chain Management\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Supply Chain Management when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory supply chain management courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Supply Chain Management adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Supply Chain Management later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nSupply Chain Management program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nSupply Chain Management four-year plan" }, { "url": "admission-technical-communication.html", "title": "Getting into Professional & Technical Communication", "description": "How admission to the B.S. in Professional & Technical Communication works at UW–Porter Falls — direct admission, prerequisites, and transfer.", "headings": [ "Getting into Professional & Technical Communication", "On this page", "How admission works", "First-year readiness benchmarks", "If you are transferring in", "Questions and next steps", "If your plans change", "Common questions" ], "content": "Professional & Technical Communication · B.S. Getting into Professional & Technical Communication\nDirect admission — what it takes and how to plan for it.\nHow admission works\nYou are admitted directly to Professional & Technical Communication when you are admitted to UW–Porter Falls — there is no separate application. Declare it on your application or change to it later through your adviser. Meeting a few readiness benchmarks in the first year keeps you on the four-year path.\nFirst-year readiness benchmarks\nStay in good academic standing, complete the first-year math and introductory professional & technical communication courses on schedule, and keep your GPA above the program’s progression minimum. Students who fall behind in the first year can usually still finish, just on a five-year rather than four-year path — your adviser will remap it.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Most general-education and introductory major credit transfers cleanly; upper-division major courses are reviewed by the department.\nQuestions and next steps\nAn admissions counselor or a Professional & Technical Communication adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf your plans change\nBecause admission is direct, there is no competitive gate to fail — but falling behind in the first-year benchmarks above can push you onto a five-year path or into a related major with lower prerequisites. If that happens, meet with your adviser as soon as a term goes badly rather than after two or three have; the earlier plan changes, the fewer credits are lost.\nCommon questions\nCan I start undeclared and move into Professional & Technical Communication later? Yes for most students, though a direct-admit program like this one is easiest to enter from day one — talk to an adviser about which prerequisites to prioritize if you switch in later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nDirect\nSeparate application\nNo\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nProfessional & Technical Communication program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nProfessional & Technical Communication four-year plan" }, { "url": "admission-technology-education.html", "title": "Getting into Technology & Engineering Education", "description": "How admission to the B.S. in Technology & Engineering Education works at UW–Porter Falls — cohort admission, prerequisites, and transfer.", "headings": [ "Getting into Technology & Engineering Education", "On this page", "How admission works", "Prerequisite courses", "If you are transferring in", "Questions and next steps", "If you are not admitted the first time", "Common questions" ], "content": "Technology & Engineering Education · B.S. Getting into Technology & Engineering Education\nCohort / secondary admission — what it takes and how to plan for it.\nHow admission works\nTechnology & Engineering Education uses cohort (secondary) admission : you enter Porter as a pre-technology & engineering education student, complete a set of prerequisite courses, and then apply to the professional program for a class that starts together. Admission is competitive and space is limited.\nPrerequisite courses\nBefore applying to the professional program, students typically complete the introductory science, math, and program courses with a minimum grade in each and a minimum overall GPA. For Technology & Engineering Education, that prerequisite block includes courses such as EDUC 1000, ENGT 1100, ENGT 1500, CTE 2000 along with required general-education work. The exact list, grade, and GPA thresholds are published by the program and can change year to year.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Transfer applicants to a cohort program apply on the same competitive cycle as continuing students and must have the prerequisite block complete or nearly so.\nQuestions and next steps\nAn admissions counselor or a Technology & Engineering Education adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf you are not admitted the first time\nStudents who do not meet the GPA or prerequisite bar the first time can usually reapply the next cycle after retaking a weak course or two. The department publishes how many reapplicants are admitted in a typical year; a strong reapplication usually addresses the specific gap (a low grade in a prerequisite, a GPA just under the line) rather than resubmitting unchanged. A pre-professional or general-studies track lets you keep taking gen-ed and elective credit while you reapply, so little time is lost either way.\nCommon questions\nCan I start undeclared and move into Technology & Engineering Education later? Yes for most students; you would follow the same prerequisite or portfolio path as anyone else, just starting the clock later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nCohort / secondary\nSeparate application\nYes\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nTechnology & Engineering Education program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nTechnology & Engineering Education four-year plan" }, { "url": "admission-video-production.html", "title": "Getting into Video Production", "description": "How admission to the B.F.A. in Video Production works at UW–Porter Falls — portfolio admission, prerequisites, and transfer.", "headings": [ "Getting into Video Production", "On this page", "How admission works", "Foundations year and the portfolio", "If you are transferring in", "Questions and next steps", "If you are not admitted the first time", "Common questions" ], "content": "Video Production · B.F.A. Getting into Video Production\nPortfolio-reviewed admission — what it takes and how to plan for it.\nHow admission works\nVideo Production requires a portfolio review for admission to the upper-division studio sequence. You begin in the foundations courses, build a body of work, and submit a portfolio (usually at the end of the first year or the start of the second) that faculty review for admission to the major.\nFoundations year and the portfolio\nThe foundations year builds the skills the portfolio is assessed on. Keep everything you make, document it well, and get feedback early. The review looks for potential and growth, not a finished professional book — strong observational work, evidence of process, and a few resolved pieces.\nIf you are transferring in\nTransfer students are welcome. Send transcripts for evaluation, use the transfer-course guide, and meet with an adviser before registering so approved credit lands where it should. Transfer applicants submit a portfolio for placement into the studio sequence.\nQuestions and next steps\nAn admissions counselor or a Video Production adviser can walk you through the specifics for your situation. Start with the program page and the application , and see the four-year plan for how the courses sequence.\nIf you are not admitted the first time\nA portfolio that is not admitted the first review round is not unusual and is not final. Reviewers typically give written feedback on what to strengthen, and most programs allow a second submission the following review cycle after further coursework and revised work. Keep making and documenting work in the meantime — the growth between submissions is itself part of what a second review looks for.\nCommon questions\nCan I start undeclared and move into Video Production later? Yes for most students; you would follow the same prerequisite or portfolio path as anyone else, just starting the clock later.\nDoes a minor or double major affect admission? No — admission is based on the criteria above regardless of what else you plan to study, though a heavier combined course load can make the prerequisite timeline tighter.\nWhere do deadlines and current thresholds live? The program page and your adviser have the current cycle's dates and numbers; this page describes how the process works rather than this year's specific deadline.\nAt a glance\nAdmission type\nPortfolio review\nSeparate application\nYes\nTransfer friendly\nYes\nPlan\nFour-year plan\nRelated\nVideo Production program\nApply to UW–Porter Falls\nAdmissions\nTransfer credit\nVideo Production four-year plan" }, { "url": "admissions-counselor-travel-schedule.html", "title": "Admissions Counselor Travel Schedule", "description": "Where Porter’s admissions counselors are this fall: high school visits and college fairs across Wesconsin and the neighboring states, September through early December 2026.", "headings": [ "Admissions Counselor Travel Schedule", "On this page", "How travel season works", "Counselors and regions", "Fall 2026 high school visits", "College fairs", "Requesting a visit" ], "content": "Admissions Admissions Counselor Travel Schedule\nWhere Porter’s admissions counselors are this fall: high school visits and college fairs across Wesconsin and the neighboring states, September through early December 2026.\nHow travel season works\nSix counselors spend September 15 through December 3, 2026 on the road: about 140 high school visits and 22 college fairs this fall. A high school visit is usually a 30-minute session in the counseling office or library, often over lunch; sign up through your school counselor. Wednesdays are reading days, when counselors stay in Porter Falls and work through applications — and run virtual visits.\nThe tables below list a selection of stops; the full list, updated every Monday, comes from your counselor. Visits before October 9 are kept for reference. Not on the list? Request a visit or a virtual session — see the last section.\nCounselors and regions\nPorter County and the Valley; homeschool liaison — Counselor: Annika Brekke; Direct line: (715) 555–0147\nNorthern and central Wesconsin — Counselor: Tomas Echeverria; Direct line: (715) 555–0148\nSouthern and eastern Wesconsin, including Lake City — Counselor: Ingrid Moe; Direct line: (715) 555–0149\nMinnesota and the Cities — Counselor: Darnell Fischer; Direct line: (715) 555–0150\nIowa, Illinois and Michigan’s Upper Peninsula — Counselor: Rachel Kowalczyk; Direct line: (715) 555–0151\nTransfer, re-entry and adult (spring travel) — Counselor: Jun Park; Direct line: (715) 555–0152\nMore about what counselors do (and will not do) is on meet your admissions counselor .\nFall 2026 high school visits\nTue., Sept. 15 — High school: Porter Falls High School, Porter Falls, Wes.; Time: 11:30 a.m.; Counselor: Brekke\nThu., Sept. 17 — High school: Cedar Bluff High School, Cedar Bluff, Wes.; Time: 10:00 a.m.; Counselor: Brekke\nTue., Sept. 22 — High school: Tamarack Junction High School, Tamarack Junction, Wes.; Time: 9:15 a.m.; Counselor: Echeverria\nThu., Sept. 24 — High school: Kestrel Lake Senior High, Kestrel Lake, Minn.; Time: 1:00 p.m.; Counselor: Fischer\nTue., Sept. 29 — High school: Redgranite High School, Redgranite, Wes.; Time: 12:10 p.m.; Counselor: Brekke\nThu., Oct. 1 — High school: Prairie Cross Community High School, Prairie Cross, Iowa; Time: 10:30 a.m.; Counselor: Kowalczyk\nTue., Oct. 6 — High school: Copper Ferry High School, Copper Ferry, Wes.; Time: 8:45 a.m.; Counselor: Moe\nTue., Oct. 13 — High school: Halvard Springs High School, Halvard Springs, Wes.; Time: 11:00 a.m.; Counselor: Echeverria\nThu., Oct. 22 — High school: North Brennan High School, North Brennan, Minn.; Time: 9:30 a.m.; Counselor: Fischer\nTue., Oct. 27 — High school: Pinecrest Mills High School, Pinecrest Mills, Wes.; Time: 12:30 p.m.; Counselor: Echeverria\nThu., Oct. 29 — High school: Harlan Grove High School, Harlan Grove, Ill.; Time: 10:00 a.m.; Counselor: Kowalczyk\nTue., Nov. 3 — High school: Elk Prairie Area High School, Elk Prairie, Wes.; Time: 9:00 a.m.; Counselor: Moe\nThu., Nov. 5 — High school: Copperhaven High School, Copperhaven, Mich.; Time: 1:15 p.m.; Counselor: Kowalczyk\nTue., Nov. 10 — High school: Fallon Bluffs High School, Fallon Bluffs, Wes.; Time: 10:45 a.m.; Counselor: Brekke\nThu., Nov. 12 — High school: Cedar Ford High School, Cedar Ford, Iowa; Time: 11:30 a.m.; Counselor: Kowalczyk\nThu., Nov. 19 — High school: Marten Lake High School, Marten Lake, Wes.; Time: 12:00 p.m.; Counselor: Echeverria\nTue., Dec. 1 — High school: Westvale High School, Westvale, Wes.; Time: 9:30 a.m.; Counselor: Moe\nCollege fairs\nThu., Oct. 8 — Fair: Northwoods Regional College Night; Location: Tamarack Junction High School gym; Hours: 6:30–8 p.m.\nWed., Oct. 14 — Fair: Lake City Area College Fair; Location: Lake City Civic Arena; Hours: 6–8 p.m.\nSun.–Mon., Oct. 18–19 — Fair: Cities Metro College Fair; Location: Riverside Expo Hall, the Cities; Hours: Sun. 1–4 p.m.; Mon. 9 a.m.–noon and 6–8 p.m.\nTue., Oct. 20 — Fair: Transfer Day; Location: Wesconsin Technical College, Lake City campus; Hours: 10 a.m.–2 p.m.\nSun., Nov. 8 — Fair: Tri-State Valley College Fair; Location: Prairie Cross, Iowa, community center; Hours: 1–3:30 p.m.\nTue., Nov. 17 — Fair: Porter County College & Career Night (every counselor attends); Location: Ironclad Fieldhouse, on campus; Hours: 6–8 p.m.\nThu., Dec. 3 — Fair: Southern Wesconsin College Fair; Location: Stonecut High School; Hours: 6–8 p.m.\nMinnesota students at the Cities fair: ask about tuition reciprocity . Technical college students: Jun Park brings credit-transfer guides to Transfer Day; see technical college transfer .\nRequesting a visit\nHigh school counselors can request one of the remaining November slots by emailing admissions by October 30, 2026 , with two or three possible dates.\nVirtual visits run on Wednesdays, for a class, a club or one family, on 48 hours’ notice.\nComing to us instead: the next Ironclad Preview Day is Saturday, October 24, and weekday tours run year-round ( campus tour options ); the virtual tour is always open.\nSpring 2027: transfer and technical college visits run February through April, junior visits in April. The spring schedule posts January 11, 2027.\nJuniors meeting a counselor this fall should keep the junior timeline handy.\nAt a glance\nTravel season\nSept. 15 – Dec. 3, 2026\nScale\nAbout 140 school visits and 22 college fairs\nReading days\nWednesdays (virtual visits available)\nRequest a November visit\nBy Oct. 30, 2026\nSpring schedule posts\nJan. 11, 2027\nWho to contact\nOffice of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0143\nEmail\nadmissions@uwporterfalls.edu\nHours\nMon–Fri 8 a.m.–4:30 p.m.; Saturdays 9 a.m.–noon during Millrace Week and in April\nRelated resources\nMeet your admissions counselor\nIronclad Preview Days\nCampus tour options\nTuition reciprocity\nHigh school junior timeline\nHigh school senior timeline" }, { "url": "admissions-counselors.html", "title": "Meet your admissions counselor", "description": "Regional counselors help prospective students compare programs, prepare an application and plan a visit.", "headings": [ "Meet your admissions counselor", "On this page", "Counselor regions", "What to ask", "Connect", "Find the counselor for your area", "What a counselor will not do", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Admissions Meet your admissions counselor\nRegional counselors help prospective students compare programs, prepare an application and plan a visit.\nCounselor regions\nWesconsin counselors are assigned by county; out-of-state and international counselors are assigned by location and student type.\nWhat to ask\nCounselors can explain admission review, deadlines, transfer credit, costs, visits and next steps without pressuring students toward a particular major.\nConnect\nSchedule a phone, video or campus appointment. General questions receive a response within one fictional business day.\nFind the counselor for your area\nWesconsin high schools and technical colleges are assigned by county, and transfer applicants are routed to a counselor who works only with transfer credit and adult admission. The assignment list is posted every August before travel season and again in January.\nWhat a counselor will not do\nCounselors do not decide admission on their own, move a file ahead of its review date, or steer a student toward a major to fill a section. If a conversation starts to feel like a sales pitch, that is worth raising with the director of admissions.\nIn and around Porter Falls\nMost families reach campus from the west on US 12 or by regional coach into the Depot District, and the Welcome Center at the Depot — the restored 1911 rail station, two blocks from Founders Hall — is where visits start. Counselors travel to college and transfer fairs across Porter County, the Valley and the Cities each fall, and the office keeps Saturday hours during Millrace Week and through the month of April.\nThe practical details\nTerritories: 72 Wesconsin counties, plus 6 regional and 4 international. Reply time: One business day for email. Travel season: September through November; transfer visits in spring. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Office of Admissions (Welcome Center at the Depot). Call (715) 555-0143 or email admissions@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nTerritories\n72 Wesconsin counties, plus 6 regional and 4 international\nReply time\nOne business day for email\nTravel season\nSeptember through November; transfer visits in spring\nWho to contact\nOffice of Admissions\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCampus tour options\nInternational admission requirements\nAdult & returning students\nFamilies & supporters\nFull contact directory" }, { "url": "admissions.html", "title": "Admissions", "description": "Wesconsin residents and out-of-state students both apply through the same process. No essay.", "headings": [ "Admissions", "What we look for", "Deadlines", "Profile of the entering class", "Talk to a person", "Request information", "Take the next step." ], "content": "Admissions\nAdmissions\nWesconsin residents and out-of-state students both apply through the same process. No essay,\nand it takes about twenty minutes.\nConsumer information & required disclosures → — accreditation, graduation rates, outcomes, security, aid, and more, in one place.\n1. Explore Find a program and see Porter in person. 2. Apply Choose first-year, transfer or graduate admission. 3. Fund File for aid and review your complete cost. 4. Enroll Confirm, choose housing and attend orientation.\nUndergraduate\nFor first-year, transfer, re-entry and international applicants.\nStart an application → Graduate\nFor master’s, doctoral and advanced professional study.\nExplore graduate admission → Online & flexible\nCareer-focused options designed around work and family.\nFind a flexible program →\nWhat we look for\nUW–Porter Falls admits on a holistic basis: high school GPA, course rigor, and (optionally) test scores.\nThere is no minimum GPA cutoff, but the middle 50 percent of admitted students carried a 3.1–3.7\nunweighted GPA. Several programs — Nursing and the B.F.A. programs in particular — have\nadditional application steps beyond general admission; each program page lists them.\nDeadlines\nFall — Priority deadline: February 1; Final deadline: August 1\nSpring — Priority deadline: November 1; Final deadline: January 2\nSummer — Priority deadline: April 1; Final deadline: May 15\nNursing and Apparel & Textile Design have earlier program-specific deadlines — see those program\npages.\nProfile of the entering class\nApplicants · 6,140\nAdmitted · 4,920 (80%)\nEnrolled · 2,110\nMiddle 50% unweighted GPA · 3.1–3.7\nStates represented · 27\nTalk to a person\nAdmissions counselors are assigned by region and will answer a call or email within one business day.\nCampus tours run daily; see the visit page .\nRequest information\nTell us what you want to explore. This demonstration never transmits or stores your information.\nName Email Student type First-year Transfer Graduate Online International Area of interest Undecided Art, Design & Graphics Business & Management Education Health & Human Sciences IT & Communications Science, Engineering & Math Preview request\nGet the viewbook\nRequest Discover Porter Falls, our print or digital viewbook, and it'll arrive within a week.\nRequest materials\nQuick links\nAdmissions FAQ\nDigital viewbook\nStudent stories\nFirst-year admission requirements\nIronclad Preview Days\nScholarship deadlines\nTest-optional admission\nEnrollment deposit\nApply now\nVisit campus\nTuition and costs\nFinancial aid\nTransfer students\nInternational students\nMilitary & veterans\nParents & families\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "admitted-students.html", "title": "Admitted students", "description": "Your checklist from admission to the first day of classes.", "headings": [ "Admitted students", "On this page", "First: activate your account", "Sort the money early", "Placement, records, and health forms", "Register, arrive, and settle in" ], "content": "Admissions Admitted students\nYour checklist from admission to the first day of classes.\nFirst: activate your account\nUse the activation code in your admission letter to create your Porter account, university email, and multi-factor authentication. From that point, the Porter email is the official channel — admissions, financial aid, housing, orientation, and advising all reach you there, so check it regularly. Then submit your enrollment deposit by the stated date to confirm your spot and unlock the housing and orientation systems.\nSort the money early\nFile or confirm the FAFSA (school code 009399) if you have not. Review your financial aid offer with net price in mind — charges minus grants and scholarships only. Accept the aid you need, decline what you do not, set up a payment plan through the Bursar if that helps, and note the tuition due date. If the numbers do not work, contact Financial Aid now; a professional-judgment appeal or additional scholarship search has time to matter in the spring and summer, not in August.\nPlacement, records, and health forms\nComplete math placement (and writing or language placement where your program requires it) so you can be advised into the right first courses. Send final official transcripts and any AP/IB/CLEP or dual-enrollment scores. Submit immunization records through the student health portal — an unmet requirement becomes a hold that blocks your second-term registration. If you have a disability, contact the accessibility office over the summer so accommodations are in place for day one.\nRegister, arrive, and settle in\nRegister for orientation, where you will meet an adviser, build your first schedule, and learn the campus. Sign the housing contract and complete roommate and dining-plan preferences if you are living on campus (contract date affects room-selection priority). Choose a move-in appointment. Read the summer common book. Consider a summer job for work habits and a cushion. You do not need to pre-study your fall courses or arrive with a four-year plan — advising and orientation are built for that.\nAt a glance\nFirst\nActivate the Porter account + email (the official channel), then pay the enrollment deposit by the deadline\nMoney\nConfirm the FAFSA, read the offer on net price, accept what you need, know the due date — appeal early if it does not work\nDon't skip\nPlacement tests, final transcripts, and immunization records (a missing record holds your second-term registration)\nThen\nRegister for orientation, complete housing, pick a move-in time, read the common book\nRelated resources\nInternational students\nNew student orientation\nTransfer credit\nContact directory" }, { "url": "adult-and-returning-students.html", "title": "Adult and returning students", "description": "Coming back to finish, or starting later — credit for what you already know, and a schedule built around a life.", "headings": [ "Adult and returning students", "On this page", "You are not the exception", "Credit for prior learning", "Transfer and stale credit", "Scheduling around a life", "Money and benefits", "Support built for this", "Start with a conversation" ], "content": "Admissions Adult and returning students\nComing back to finish, or starting later — credit for what you already know, and a schedule built around a life.\nYou are not the exception\nA meaningful share of Porter students are over 24, working, parenting, or returning after years away. The adult-admission path, evening and online course options, and the whole nontraditional-student support structure exist because this is a normal way to earn a degree here, not an accommodation.\nCredit for prior learning\nLearning you did outside a classroom can become credit: portfolio assessment (documenting skills against course outcomes), credit by examination, recognized professional certifications, and military training evaluated against a credit guide. A prior-learning adviser helps you figure out what is worth pursuing — it can cut a semester or more off a return.\nTransfer and stale credit\nOld Porter or transfer credit usually still counts, though a few fast-moving technical courses have time limits and may need a refresh or a challenge exam. Bring every transcript; the evaluation is done after admission and posts to your degree audit.\nScheduling around a life\nDegree-completion tracks, evening sections, online and hybrid courses, and part-time enrollment let you fit school around work and family. An adviser who works with adult students will build a realistic plan — part-time for a while, a heavier term when you can, summer to catch up.\nMoney and benefits\nAdult students are eligible for financial aid on the same basis as anyone; file the FAFSA. Employer tuition assistance, veterans' benefits, and workforce grants are common funding sources — the financial aid office coordinates them. Part-time enrollment changes aid eligibility, so check before you drop below half-time.\nSupport built for this\nThe nontraditional-student services office runs a lounge, peer connections with other adult students, childcare subsidy information, and advising with evening hours. The transition back is real — the study-skills and time-management support is worth using even if you were a strong student decades ago.\nStart with a conversation\nBefore applying, talk to an adult-admission counselor about your transcripts, your prior learning, your timeline, and your funding. That one conversation usually reshapes what people assume is a five-year slog into something shorter and more doable.\nAt a glance\nPrior learning → credit\nPortfolio, exam, certifications, military training\nScheduling\nEvening, online/hybrid, degree-completion tracks, part-time\nMoney\nSame FAFSA aid + employer assistance, veterans' benefits, workforce grants\nFirst step\nA conversation with an adult-admission counselor\nWho to contact\nAdult & Nontraditional Student Services\nFounders Union 125\nPhone\n(715) 555–0140\nEmail\nadultlearners@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAdult students\nAdult learner support\nPrior learning assessment\nCredit by exam\nNontraditional student services\nFull contact directory" }, { "url": "adult-learner-support.html", "title": "Adult & returning learner support", "description": "Advising and logistics for students coming back to finish a degree years after they started.", "headings": [ "Adult & returning learner support", "On this page", "Coming back", "Fitting it into a life", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Online learning Adult & returning learner support\nAdvising and logistics for students coming back to finish a degree years after they started.\nComing back\nIf you left Porter or another school with credits, start with a transcript evaluation and a readmission conversation. Many general-education and some major requirements can be met through credit for prior learning — a documented portfolio, a standardized exam, or an evaluated professional certification — which can cut a year off the plan.\nFitting it into a life\nDegree-completion tracks are built for people working full time: predictable evening or online sections, a cohort that moves together, and an adviser who maps the whole remaining path up front so there are no surprises. Financial aid still applies; a half-time schedule keeps most of it.\nIn and around Porter Falls\nOnline and Extended Learning works out of the second level of Halvorsen Library and supports learners across Wesconsin who rarely come to Porter Falls in person.\nThe practical details\nCredit for prior learning: A portfolio or exam process to earn credit for work and training already done. Scheduling: Evening, weekend, and fully online sections concentrated in a few programs. One contact: An adviser in Online & Extended Learning who handles readmission, transfer evaluation, and planning. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Online & Extended Learning (Halvorsen Library, Level 2). Call (715) 555–0128 or email online@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCredit for prior learning\nA portfolio or exam process to earn credit for work and training already done\nScheduling\nEvening, weekend, and fully online sections concentrated in a few programs\nOne contact\nAn adviser in Online & Extended Learning who handles readmission, transfer evaluation, and planning\nWho to contact\nOnline & Extended Learning\nHalvorsen Library, Level 2\nPhone\n(715) 555–0128\nEmail\nonline@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRemote exam proctoring\nCourse reserves\nInterlibrary loan\nLibrarian research consultations\nFull contact directory" }, { "url": "adult-students.html", "title": "Adult & returning students", "description": "Flexible admission and advising for learners returning after time away from education.", "headings": [ "Adult & returning students", "On this page", "Starting again", "Credit for experience", "Flexible support", "Built around a working week", "The Porter Falls adult learner", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Admissions Adult & returning students\nFlexible admission and advising for learners returning after time away from education.\nStarting again\nA counselor reviews prior credit, work experience, goals and preferred schedule before recommending an application path.\nCredit for experience\nApproved certifications, military learning, portfolios and standardized examinations may reduce duplicated learning.\nFlexible support\nEvening, online and hybrid study is paired with remote advising, tutoring, library access and career coaching.\nBuilt around a working week\nMost adult students at Porter are finishing a degree while working somewhere in the Valley, so advising, tutoring and many required courses run in the evening, online or in eight-week blocks. A degree audit at intake shows exactly what is left and what prior work already counts.\nThe Porter Falls adult learner\nThe campus has enrolled returning students since it was a manual-training school, and the practical supports reflect that: reserved parking near Millwright Hall, a quiet lounge in the library, and childcare referral through the Child & Family Center.\nIn and around Porter Falls\nMost families reach campus from the west on US 12 or by regional coach into the Depot District, and the Welcome Center at the Depot — the restored 1911 rail station, two blocks from Founders Hall — is where visits start. Counselors travel to college and transfer fairs across Porter County, the Valley and the Cities each fall, and the office keeps Saturday hours during Millrace Week and through the month of April.\nThe practical details\nTypical age: 29, for the adult-admission cohort. Credit for prior learning: Portfolio, exam, certification, military. Evening advising: Tuesday and Wednesday until 7 p.m. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Office of Admissions (Welcome Center at the Depot). Call (715) 555-0143 or email admissions@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nTypical age\n29, for the adult-admission cohort\nCredit for prior learning\nPortfolio, exam, certification, military\nEvening advising\nTuesday and Wednesday until 7 p.m.\nWho to contact\nOffice of Admissions\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nMeet your admissions counselor\nCampus tour options\nInternational admission requirements\nFamilies & supporters\nFull contact directory" }, { "url": "advising-and-early-alert.html", "title": "Advising and the early-alert system", "description": "Two kinds of adviser, a mid-semester check faculty do on purpose, and how to use both.", "headings": [ "Advising and the early-alert system", "On this page", "Two advisers over your time here", "Early alert, weeks 3 and 6", "What to do when you get an outreach", "The planning tools", "Advising holds", "If the fit is wrong", "Beyond course planning" ], "content": "Student success Advising and the early-alert system\nTwo kinds of adviser, a mid-semester check faculty do on purpose, and how to use both.\nTwo advisers over your time here\nYou start with a professional adviser in the advising center who knows requirements, policy, and the whole catalog cold, and who carries you through the undeclared and early-major years. Once you are established in a major you also work with a faculty adviser in the department who knows the field, the sequences, research, and the job market. Keep meeting both when your questions span planning and profession.\nEarly alert, weeks 3 and 6\nIn the third and sixth weeks of each term, instructors in most lower-division courses submit a quick progress flag — attendance, missing work, low early scores, or \"doing well.\" Flags route to your adviser and the Student Success Center, who reach out. It is an offer of help triggered by a pattern, not a disciplinary step, and it exists because week 6 is early enough to change the grade and week 12 is not.\nWhat to do when you get an outreach\nAnswer it. A five-minute reply or a fifteen-minute meeting is the whole ask, and the students who engage with an early-alert contact recover the term far more often than the ones who ignore it. If the flag is wrong — the instructor missed a submission — say so; that gets fixed too.\nThe planning tools\nThe degree audit shows requirements; the planner builds and stores multi-term schedules; the what-if tool tests a different major or minor against your record. Advisers use the same screens you do. Run the audit before every advising meeting so the conversation is about decisions, not data entry.\nAdvising holds\nSome programs place a hold each term that clears only after you meet your adviser — it is there to make sure someone looks at your plan before you register. Book the meeting as soon as the scheduling window opens; the week before registration is fully booked everywhere.\nIf the fit is wrong\nAdvising is a working relationship and a poor one is worth fixing. You can request a different adviser in most programs. A neutral option for a stuck situation is the Student Ombuds.\nBeyond course planning\nAdvisers are also a routing service: \"I'm failing a class,\" \"I might need a semester off,\" \"I don't think this major is right,\" \"I can't afford next term.\" They know which office handles each and can walk you there. Raising it early is the difference between options and damage control.\nAt a glance\nTwo advisers\nProfessional (requirements/policy) + faculty (the field)\nEarly alert\nInstructor progress flags in weeks 3 and 6 → outreach\nIf contacted\nAnswer it — engaging is what turns a term around\nAdvising hold\nClears after you meet your adviser — book early\nWho to contact\nAcademic Advising Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0130\nEmail\nadvising@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAcademic advising\nWorking with your adviser\nStudent Success Center\nDegree audit\nStudent Ombuds\nFull contact directory" }, { "url": "advocacy-resources.html", "title": "Advocacy & Confidential Support", "description": "A confidential advocate, independent from Title IX and campus safety, for students navigating harm or crisis.", "headings": [ "Advocacy & Confidential Support", "On this page", "What confidential actually means here", "What the advocate can help with", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Advocacy & Confidential Support\nA confidential advocate, independent from Title IX and campus safety, for students navigating harm or crisis.\nWhat confidential actually means here\nUnlike almost every other staff member on campus, the advocate is not a mandatory reporter and will not open a Title IX or conduct case without the student's explicit request, which is the entire reason the office exists separately from those processes.\nWhat the advocate can help with\nSafety planning, academic accommodations during a crisis, and simply explaining what the Title IX or conduct process would involve if a student later decides they do want to file something — all without starting that process automatically.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nConfidentiality: Fully confidential, not a mandatory reporter. Cost: Free. Location: Halvorsen Library, Level 1, unmarked door. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nConfidentiality\nFully confidential, not a mandatory reporter\nCost\nFree\nLocation\nHalvorsen Library, Level 1, unmarked door\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "aed-locations.html", "title": "AEDs on campus", "description": "Where the automated external defibrillators are, how they're maintained, and why you don't need training to use one.", "headings": [ "AEDs on campus", "On this page", "Using one", "Coverage goal", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus safety AEDs on campus\nWhere the automated external defibrillators are, how they're maintained, and why you don't need training to use one.\nUsing one\nAn AED talks the user through every step, will only deliver a shock if the rhythm actually needs one, and cannot hurt a person who doesn't need it. The instruction on the case is: send someone to call 911, start compressions, and turn the AED on — it does the rest.\nCoverage goal\nPlacement targets a three-minute round trip from anywhere a crowd gathers — classrooms, gyms, the union, the residence halls. Campus Safety runs free hands-only CPR and AED sessions monthly for anyone who wants the confidence before the moment.\nIn and around Porter Falls\nPorter Campus Safety operates from the ground level of Millwright Hall around the clock during the semester and coordinates with the Porter Falls Police and Fire departments, whose stations are both within a mile of campus. For a real emergency the number is 911.\nThe practical details\nLocations: Every academic building lobby, all athletic facilities, the residence hall front desks, and every Campus Safety vehicle. Checked: Monthly by Campus Safety; a failed self-test pages a technician. Map: On the campus map's safety layer. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Campus Safety (Millwright Hall, ground level). Call (715) 555–0191 or email safety@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocations\nEvery academic building lobby, all athletic facilities, the residence hall front desks, and every Campus Safety vehicle\nChecked\nMonthly by Campus Safety; a failed self-test pages a technician\nMap\nOn the campus map's safety layer\nWho to contact\nPorter Campus Safety\nMillwright Hall, ground level\nPhone\n(715) 555–0191\nEmail\nsafety@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWeapons policy\nAlcohol & drug policy\nBike registration\nAccessible parking\nFull contact directory" }, { "url": "affinity-housing.html", "title": "Affinity & Theme Housing", "description": "Living-learning floors organized around a shared interest, language or identity rather than a major.", "headings": [ "Affinity & Theme Housing", "On this page", "How this differs from living-learning communities", "Applying", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Affinity & Theme Housing\nLiving-learning floors organized around a shared interest, language or identity rather than a major.\nHow this differs from living-learning communities\nAcademic living-learning communities are organized around a major or program; affinity housing floors instead group students by a shared interest, identity or language — French immersion, sustainability, first-generation students — regardless of what anyone is studying.\nApplying\nA student selects an affinity option on the standard housing application; most fill on a first-come basis each spring, with waitlists opening a spot as space allows over the summer.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nOptions: Language immersion, sustainability, first-generation, and more. Where: Select floors across three residence halls. How to apply: Housing application, first-come within each option. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nOptions\nLanguage immersion, sustainability, first-generation, and more\nWhere\nSelect floors across three residence halls\nHow to apply\nHousing application, first-come within each option\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "after-hours-building-access.html", "title": "After-hours building access", "description": "Getting into a lab, studio, or facility outside the hours the doors are unlocked.", "headings": [ "After-hours building access", "On this page", "Getting it", "Working alone safely", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life After-hours building access\nGetting into a lab, studio, or facility outside the hours the doors are unlocked.\nGetting it\nYour instructor or PI submits an access request naming you, the space, and the date range. Card access is loaded to your Porter Card, usually within a couple of business days. It expires at the end of the term or project unless renewed.\nWorking alone safely\nSome spaces — machine shops, wet labs, high-voltage areas — prohibit solo after-hours work regardless of access. Where solo work is allowed, tell someone your plan, keep your phone on you, and know where the nearest emergency phone and exit are. Campus Safety will do a welfare check if you ask.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nStandard hours: Academic buildings unlock on a published schedule; most lock evenings and weekends. Extended access: Granted by card to students with a documented need — a studio course, a research role, a senior project — and approved by the sponsoring department. Rules: Access is for you only; don't prop doors or let others in, and expect Campus Safety to check IDs. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStandard hours\nAcademic buildings unlock on a published schedule; most lock evenings and weekends\nExtended access\nGranted by card to students with a documented need — a studio course, a research role, a senior project — and approved by the sponsoring department\nRules\nAccess is for you only; don't prop doors or let others in, and expect Campus Safety to check IDs\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "aid.html", "title": "Financial aid", "description": "File the form, then call us. The second part is the part people skip.", "headings": [ "Financial aid", "Start here", "Scholarships", "Working while enrolled", "If something goes wrong", "Take the next step." ], "content": "Admissions\nFinancial aid\nFile the form, then call us. The second part is the part people skip.\nStart here\nFile the FAFSA. Our school code is 003899.\nWatch your email for an award package, usually three weeks after admission.\nCall the aid office and go through it line by line with a person. Free. Takes fifteen minutes.\nScholarships\nPorter Founders Scholarship — Amount: $4,000/yr; Criteria: Automatic, 3.4 GPA and above\nRegents Trades Award — Amount: $3,000/yr; Criteria: Applied & technical programs\nVandehey Engineering Scholarship — Amount: $2,500/yr; Criteria: Engineering majors, essay required\nIronclad Legacy Grant — Amount: $1,800/yr; Criteria: Children of alumni\nFirst-Generation Award — Amount: $2,200/yr; Criteria: Automatic, no application\nWorking while enrolled\nRoughly 61 percent of students hold a job on campus or in Porter Falls while enrolled. Federal work-study\npositions are posted through the career services office each August.\nIf something goes wrong\nIf your family's circumstances change mid-year, call financial aid. There is an emergency fund, it is real\nmoney, and it is underused.\nQuick links\nFinancial aid FAQ\nNet price by family income\nApply now\nTuition and costs\nFinancial aid contacts\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "airport-shuttle-breaks.html", "title": "Break travel shuttles", "description": "Chartered shuttles to the nearest airport and to regional hubs before and after major breaks.", "headings": [ "Break travel shuttles", "On this page", "How to use it", "If it doesn't fit", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Break travel shuttles\nChartered shuttles to the nearest airport and to regional hubs before and after major breaks.\nHow to use it\nReserve online once the schedule posts (usually a month before the break) and pick a departure time. Shuttles leave from a marked spot near Founders Union. Return shuttles meet the main arrival times the weekend break ends.\nIf it doesn't fit\nThe Depot has scheduled coach and rail service year-round on a covered bus route, and the car-share and ride-share options work for a group splitting the cost. Post in the class channels to fill a car — students coordinate rides home every break.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nWhen: The days around Thanksgiving, winter, and spring break, plus the end of the year. Where to: The regional airport and the intercity bus/train station in the Cities; book a seat in advance. Cost: A low per-seat fare, subsidized by student government; financial-hardship seats are held. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nThe days around Thanksgiving, winter, and spring break, plus the end of the year\nWhere to\nThe regional airport and the intercity bus/train station in the Cities; book a seat in advance\nCost\nA low per-seat fare, subsidized by student government; financial-hardship seats are held\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "alcohol-and-other-drugs.html", "title": "Alcohol and other drugs: the real talk", "description": "The policy, what actually raises risk, how to look out for each other, and where help is if you want it.", "headings": [ "Alcohol and other drugs: the real talk", "On this page", "The policy, briefly", "What actually raises risk", "The medical amnesty rule", "Looking out for each other", "If you want to cut back or stop", "A social life that does not require it" ], "content": "Health & wellness Alcohol and other drugs: the real talk\nThe policy, what actually raises risk, how to look out for each other, and where help is if you want it.\nThe policy, briefly\nUnderage possession or consumption, providing alcohol to minors, and any illegal drug use violate the code of conduct and state law; first-year residence halls are alcohol-free regardless of age. Conduct outcomes for a first, low-level alcohol violation are usually educational. The point of the policy is safety, not a hunt.\nWhat actually raises risk\nDrinking fast, drinking on an empty stomach, mixing alcohol with other drugs (including some prescriptions), losing track of how much, and drinking in an unfamiliar place without people you trust. High-risk stretches are the first weeks of the term, big event weekends, and 21st birthdays. Cannabis and alcohol together, and anything counterfeit or of unknown dose, sharply raise the odds of a bad outcome.\nThe medical amnesty rule\nIf you call for help for someone who is dangerously intoxicated — or for yourself — the university's amnesty policy means neither of you faces conduct sanctions for the alcohol or drug use itself. Never not call because you are worried about getting in trouble. The signs to call 911 for: cannot be woken, slow or irregular breathing, blue or pale and cold skin, repeated vomiting while not fully conscious, a seizure.\nLooking out for each other\nGo out with people, agree to leave together, keep an eye on drinks, and step in early when a friend is heading toward too much — a glass of water, some food, a ride home. Bystander and harm-reduction training covers how to intervene without a scene. Knowing where naloxone is on campus and how to use it is worth an hour; opioid overdose can involve counterfeit pills.\nIf you want to cut back or stop\nThe counseling center does confidential assessment and brief intervention and can connect you with treatment if you want more. The collegiate recovery program is a peer community for students in or seeking recovery, with sober events and recovery housing. You do not have to have a \"problem\" by any definition to use either — questioning your use is enough.\nA social life that does not require it\nA lot of campus life is genuinely not built around drinking: intramurals, the outdoor program, maker and competition teams, arts events, late-night programming, and most student organizations. The recovery community runs its own events, and plenty of students who are not in recovery go to those.\nAt a glance\nAmnesty\nCall for help and neither of you is sanctioned for the use — always call\nCall 911 if\nCan't wake them, slow/irregular breathing, cold pale/blue skin, seizure\nHigher risk\nFast drinking, empty stomach, mixing substances, unknown dose, unfamiliar place\nHelp\nCounseling (confidential) + the collegiate recovery program — no \"problem\" required\nWho to contact\nCounseling & Psychological Services\nHealth & Counseling Center, North Campus\nPhone\n(715) 555–0237\nEmail\ncounseling@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAlcohol & drug policy\nRecovery and a sober community\nBystander intervention\nWhen a friend is struggling\nPeer health educators\nFull contact directory" }, { "url": "alcohol-drug-policy.html", "title": "Alcohol & drug policy", "description": "Campus rules, amnesty provisions and where to get help.", "headings": [ "Alcohol & drug policy", "On this page", "The rules, briefly", "Medical amnesty", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus safety Alcohol & drug policy\nCampus rules, amnesty provisions and where to get help.\nThe rules, briefly\nAlcohol is permitted only for residents of legal age in their own residence hall room; it is not permitted in public campus spaces without an approved event license, and other drugs are prohibited by federal law regardless of state status.\nMedical amnesty\nA student who calls for help during an alcohol or drug emergency — for themselves or someone else — is protected from conduct charges for the possession or use itself, specifically so fear of getting in trouble never delays a call for real medical help.\nIn and around Porter Falls\nPorter Campus Safety operates from the ground level of Millwright Hall around the clock during the semester and coordinates with the Porter Falls Police and Fire departments, whose stations are both within a mile of campus. For a real emergency the number is 911.\nThe practical details\nResidence halls: Alcohol permitted only for residents 21+ in their own room. Medical amnesty: Calling for help is protected, for the caller and the person in crisis. Support: Confidential counseling, no automatic conduct referral for seeking help. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Campus Safety (Millwright Hall, ground level). Call (715) 555–0191 or email safety@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nResidence halls\nAlcohol permitted only for residents 21+ in their own room\nMedical amnesty\nCalling for help is protected, for the caller and the person in crisis\nSupport\nConfidential counseling, no automatic conduct referral for seeking help\nWho to contact\nPorter Campus Safety\nMillwright Hall, ground level\nPhone\n(715) 555–0191\nEmail\nsafety@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWeapons policy\nBike registration\nAccessible parking\nUniversity vehicle driver certification\nFull contact directory" }, { "url": "all-gender-restrooms.html", "title": "All-gender restrooms", "description": "Where the single-occupant and all-gender multi-stall restrooms are, building by building.", "headings": [ "All-gender restrooms", "On this page", "What's available", "Finding one fast", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life All-gender restrooms\nWhere the single-occupant and all-gender multi-stall restrooms are, building by building.\nWhat's available\nEvery academic building and residence hall has at least one restroom anyone can use regardless of gender — some are single-occupant rooms, some are newer multi-stall rooms with floor-to-ceiling partitions. Renovations add more each year; the map is updated as they open.\nFinding one fast\nThe campus map has a restroom layer that filters to all-gender only, and the same filter is in the MyPorter app, so a student in an unfamiliar building isn't guessing.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nCoverage: At least one in every academic building and residence hall. Map: On the campus map layer and in MyPorter. Type: A mix of single-occupant lockable rooms and multi-stall all-gender rooms. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCoverage\nAt least one in every academic building and residence hall\nMap\nOn the campus map layer and in MyPorter\nType\nA mix of single-occupant lockable rooms and multi-stall all-gender rooms\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "allergen-labeling-dining.html", "title": "Allergen labeling in the dining halls", "description": "What every dish label tells you, how the icons work, and where the ingredient detail lives.", "headings": [ "Allergen labeling in the dining halls", "On this page", "What the label covers", "Cross-contact", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Allergen labeling in the dining halls\nWhat every dish label tells you, how the icons work, and where the ingredient detail lives.\nWhat the label covers\nEach served item shows which of the nine major allergens it contains and carries diet icons (vegetarian, vegan, halal). Scan the item in the dining app and you get the full ingredient list and the specific sub-ingredients, refreshed whenever the menu changes.\nCross-contact\nA label says what's in the recipe; it can't promise a shared fryer or grill didn't touch something. Stations with shared equipment are flagged, and anyone who needs a true no-cross-contact meal uses the separate allergen-free pantry.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nOn every dish: Name, the big-nine allergens present, and vegetarian/vegan/halal icons where they apply. Full detail: Each dish's complete ingredient list is in the dining app, updated with the menu. Cross-contact: Stations that share equipment are marked; the allergen-free pantry does not. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nOn every dish\nName, the big-nine allergens present, and vegetarian/vegan/halal icons where they apply\nFull detail\nEach dish's complete ingredient list is in the dining app, updated with the menu\nCross-contact\nStations that share equipment are marked; the allergen-free pantry does not\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "alumni-association-board.html", "title": "Alumni Association Board of Directors", "description": "The eighteen volunteer graduates who advise Alumni Relations, charter the chapters and pick the award winners. Who they are, when they meet, and how to nominate someone, including yourself.", "headings": [ "Alumni Association Board of Directors", "On this page", "What the board does", "Officers, 2026–27", "Directors", "Meetings and minutes", "How to nominate someone" ], "content": "Alumni Alumni Association Board of Directors\nThe eighteen volunteer graduates who advise Alumni Relations, charter the chapters and pick the award winners. Who they are, when they meet, and how to nominate someone, including yourself.\nWhat the board does\nEvery Porter graduate belongs to the UW–Porter Falls Alumni Association automatically. There are no dues and no paid tier. The association is governed by a board of 18 elected directors, all volunteers, plus a few ex officio members from the university. The board:\nadvises the Office of Alumni Relations on its annual plan and Millrace Week programming;\ncharters, and in rare cases closes, regional chapters ;\nappoints the committee that selects the Distinguished Alumni Awards ;\nawards the Alumni Association scholarship, about $18,000 a year, paid for by royalties from the alumni insurance program;\nbrings alumni concerns to the chancellor’s cabinet through the vice chancellor for university advancement.\nThe board does not control Foundation money, set tuition or have a say in admissions decisions. People ask every year.\nOfficers, 2026–27\nPresident — Name: Darlene Ostby; Class and program: ’89, Construction; Lives in: Lake City\nVice president and president-elect — Name: Ramon Trejo; Class and program: ’04, Hospitality & Tourism; Lives in: The Cities\nTreasurer — Name: Kirsten Moldenhauer; Class and program: ’97, Accounting; Lives in: Porter Falls\nSecretary — Name: Mai Yer Thao; Class and program: ’12, Nursing; Lives in: Lake City\nImmediate past president — Name: Leif Amundrud; Class and program: ’81, Mechanical Engineering; Lives in: Cedar Bluff\nOstby, a general contractor, is the first board president to have run a crew on a Porter building: she was a site superintendent on the 2019 Welcome Center renovation and says she still knows where the original depot floor is under the new one.\nDirectors\nHilde Sorum — Class and program: ’76, Home Economics; Lives in: Porter Falls; Term ends: 2027\nCurtis Bjelland — Class and program: ’72, Industrial Arts Education; Lives in: Tamarack; Term ends: 2027\nBethany Kruse — Class and program: ’93, Dietetics; Lives in: Port Alder; Term ends: 2027\nDesmond Pike — Class and program: ’01, Electrical Engineering; Lives in: Kettle Bay; Term ends: 2028\nEllis Navarro — Class and program: ’08, Graphic Communications; Lives in: The Cities; Term ends: 2028\nTasha Greenleaf — Class and program: ’15, Cybersecurity; Lives in: Bayport; Term ends: 2028\nNoor Siddiqui — Class and program: ’19, Packaging; Lives in: Ashby Falls; Term ends: 2029\nArturo Benn — Class and program: ’86, Business Administration; Lives in: Little Cedar; Term ends: 2029\nGrace Lindholm-Yates — Class and program: ’99, Early Childhood Education; Lives in: Porter Falls; Term ends: 2029\nEzekiel Moua-Hart — Class and program: ’10, Construction Management; Lives in: The Cities; Term ends: 2029\nRhoda Kittleson — Class and program: ’83, Graphic Design; Lives in: Lake City; Term ends: 2027\nJamal Whitby — Class and program: ’22, Construction Management; Lives in: Lake City; Term ends: Chair, Young Alumni Council (voting)\nKenji Albrecht — Class and program: Senior, Manufacturing Engineering; Lives in: Porter Falls; Term ends: Student representative (non-voting)\nEx officio, non-voting: Hollis Vang, vice chancellor for university advancement, and Gretchen Aune, director of alumni relations, who staffs the board. Sorum and Pike are co-chairs of this year’s 50th and 25th reunions.\nMeetings and minutes\nFri., Oct. 16, 2026, 1 p.m. — Where: Welcome Center, second-floor board room (during Millrace Week)\nSat., Jan. 30, 2027, 9 a.m. — Where: Online\nSat., Apr. 24, 2027, 8 a.m. — Where: Welcome Center (Spring Alumni Weekend); election of new directors\nSat., July 17, 2027, 10 a.m. — Where: Lake City, host site announced in June\nMeetings are open to any alum except for closed sessions on award selections. The first 15 minutes are set aside for anyone who has signed up to speak. Minutes are posted in the alumni section of MyPorter within 30 days.\nHow to nominate someone\nSix seats open each year. Nominations for terms starting July 1, 2027, are accepted January 15 through March 1, 2027 .\nAnyone may nominate , including themselves. Self-nominations are welcome here, unlike the Distinguished Alumni Awards.\nSend a short statement , 300 words or fewer, on why the nominee wants to serve and what they would work on, plus the nominee’s class year, program and city. Email it to Alumni Relations.\nThe nominating committee of three directors and one staff member interviews finalists in March, by video, for about 20 minutes each.\nThe board elects the new class at its April meeting.\nTerms are three years, with a limit of two in a row. The board keeps at least three seats for graduates of the last ten years and at least two for alumni living more than 150 miles from Porter Falls. Directors attend four meetings a year, serve on one committee and pay their own travel; the office will connect anyone remote. Directors are asked to make a gift of any size each year, and the board’s own rule says $5 counts. If a full term is too much, the Young Alumni Council and the roles on alumni volunteer opportunities are good places to start.\nAt a glance\nSeats\n18 elected directors, plus ex officio members\nPresident\nDarlene Ostby ’89, Lake City\nTerms\nThree years; two-term limit\nNominations\nJanuary 15–March 1, 2027\nMembership\nEvery graduate, automatically; no dues\nWho to contact\nOffice of Alumni Relations\nWelcome Center (the 1911 depot), second floor\nPhone\n(715) 555–0246\nEmail\nalumni@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nYoung Alumni Council\nAlumni volunteer opportunities\nDistinguished Alumni Awards\nRegional alumni chapters\nUniversity Advancement\nAlumni" }, { "url": "alumni-benefits-and-discounts.html", "title": "Alumni Benefits and Discounts", "description": "Everything a Porter graduate keeps after commencement, in one table: career help, the forwarding address, library access, campus discounts and a short list of partner programs. Free, automatic and with no paid membership tier.", "headings": [ "Alumni Benefits and Discounts", "On this page", "The short version", "What you keep for life", "Discounts on campus", "Partner programs", "What isn’t included" ], "content": "Alumni Alumni Benefits and Discounts\nEverything a Porter graduate keeps after commencement, in one table: career help, the forwarding address, library access, campus discounts and a short list of partner programs. Free, automatic and with no paid membership tier.\nThe short version\nEvery graduate is a member of the Alumni Association from the day their degree posts. There are no dues. The board keeps declining proposals for a paid “premium” tier, and plans to keep declining them. To use most of what is below, claim your alumni account in MyPorter with your old student ID number and a personal email address. It takes about four minutes.\nWhat you keep for life\nCareer advising — What you get: One-on-one advising by phone or video, résumé and interview help, salary-negotiation advice and the alumni job board; Cost: Free, no time limit\nCareer coaching — What you get: A structured series with a trained coach for a career change, a move into management or a return to work; Cost: Three sessions a year free; sliding scale after that\nEmail forwarding — What you get: A permanent name@alumni.uwporterfalls.edu address that forwards wherever you choose; Cost: Free\nLibrary access — What you get: A courtesy borrower card at Halvorsen Library, study space, public computers and a curated set of databases you can use from home; Cost: Free; interlibrary loan has a small fee\nAlumni directory — What you get: Opt-in search by name, class year, city, employer or field, with a relay that hides your email; Cost: Free\nMentor network — What you get: Mentor a student, or find a mentor of your own if you are changing fields; Cost: Free\nPorter Falls Magazine — What you get: Print or digital-only, twice a year, with class notes; Cost: Free\nTranscripts and degree verification — What you get: Official transcripts through the Registrar; Cost: Standard fee; no alumni discount\nDiscounts on campus\nForge Recreation Center — Alumni rate: $34 a month or $340 a year (community rate $42 / $420); Fine print: Students come first: no alumni entry 3:30–6:30 p.m. on weekdays during fall and spring terms. Details on membership .\nCampus store — Alumni rate: 10% off apparel and gifts; Fine print: Show your digital alumni card; textbooks and sale items excluded\nArts box office — Alumni rate: $12 adult tickets for theatre and ensemble concerts ($15 regular); Fine print: Through the box office; two tickets per alum per show\nPorter Lifelong Learning Institute — Alumni rate: $60 annual membership ($70 regular); Fine print: Applies to the alum and one household member\nContinuing education — Alumni rate: 15% off non-credit courses and workshops; Fine print: Not degree tuition; credit courses are billed at the regular rate\nAlumni travel program — Alumni rate: Priority booking for the four 2027 trips; Fine print: See alumni travel\nPartner programs\nThe Alumni Association has three partner agreements. Each was put out for bids and is reviewed every three years by the board’s finance committee:\nAuto, home and renters insurance from a regional mutual insurer, at group rates. The association receives a small royalty, about $18,000 last year, all of which funds the Alumni Association scholarship. You are never obliged to buy anything, and the insurer never receives the alumni mailing list.\nRental cars and hotels. Discount codes for one national car-rental company and a short list of hotels in Lake City and the Cities, plus the university rate at the Porter Falls Inn when you come back to town.\nDepot District merchants. About 30 downtown businesses give alumni 10 percent off with the digital alumni card. The list is in MyPorter and changes as businesses do.\nWe do not sell or rent alumni contact information, to partners or anyone else.\nWhat isn’t included\nSo nobody is surprised at a gate or a counter: alumni do not get free parking (visitor and event rules are on transportation and parking ), student health or counseling services, free athletics tickets, or a tuition discount on degree programs. Members of the Ironclad Club get some athletics perks, but those come with the club, not with the diploma.\nIf you think a benefit is missing, tell Alumni Relations. The forwarding address and the free coaching sessions both started as suggestions from alumni.\nAt a glance\nMembership\nAutomatic for every graduate; no dues, no paid tier\nClaim it\nAlumni account in MyPorter\nCareer help\nAdvising for life; three coaching sessions free each year\nEmail\nname@alumni.uwporterfalls.edu, for life\nRec center\n$34 a month, with peak-hour blackouts\nWho to contact\nOffice of Alumni Relations\nWelcome Center (the 1911 depot), second floor\nPhone\n(715) 555–0246\nEmail\nalumni@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nCareer services for alumni\nAlumni career coaching\nEmail access after graduation\nLibrary access for alumni\nYoung Alumni Council\nAlumni" }, { "url": "alumni-career-coaching.html", "title": "Alumni career coaching", "description": "Longer-term coaching for alumni navigating a transition, a plateau, or a return to work.", "headings": [ "Alumni career coaching", "On this page", "Coaching versus advising", "Distinct from mentoring", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Alumni & giving Alumni career coaching\nLonger-term coaching for alumni navigating a transition, a plateau, or a return to work.\nCoaching versus advising\nA one-off advising appointment answers a specific question — fix this résumé, prep this interview. Coaching is a structured series for a bigger question: what do I want next, and how do I get there. You leave each session with a concrete action and check in on it at the next.\nDistinct from mentoring\nThe mentor network pairs you with a volunteer in your field for informal guidance. Coaching is with a trained career professional and is about your process, not their industry. Many alumni use both.\nIn and around Porter Falls\nThe UW–Porter Falls Foundation shares the Depot with admissions, which is deliberate: the people who fund scholarships and the students who receive them use the same front door. Most gifts to Porter are small, local and recurring.\nThe practical details\nFormat: A series of sessions with a career coach, not a single appointment — goal-setting, then accountability. Good for: Changing fields, moving into management, re-entering after a gap, or deciding whether to go back to school. Cost: Free for a set number of sessions per year; a sliding-scale fee for additional depth. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is UW–Porter Falls Foundation & Alumni Relations (Welcome Center at the Depot). Call (715) 555–0280 or email foundation@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFormat\nA series of sessions with a career coach, not a single appointment — goal-setting, then accountability\nGood for\nChanging fields, moving into management, re-entering after a gap, or deciding whether to go back to school\nCost\nFree for a set number of sessions per year; a sliding-scale fee for additional depth\nWho to contact\nAdvancement & Alumni Relations\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0246\nEmail\ngive@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDistinguished Alumni Awards\nAlumni mentor network\nLegacy scholarships\nThe senior class gift\nFull contact directory" }, { "url": "alumni-chapters-regional.html", "title": "Regional alumni chapters", "description": "Volunteer-run alumni groups in cities with a cluster of Porter graduates — events, networking, and a local welcome.", "headings": [ "Regional alumni chapters", "On this page", "Why they exist", "Getting involved", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Alumni & giving Regional alumni chapters\nVolunteer-run alumni groups in cities with a cluster of Porter graduates — events, networking, and a local welcome.\nWhy they exist\nA degree from a small polytechnic is more useful when there's a local network behind it. Chapters keep alumni connected to each other and to the university between the big reunions, and they give a recent graduate who just moved somewhere a ready-made group.\nGetting involved\nShow up to one event, then volunteer — chapters are run entirely by alumni with light support from the Alumni Office. Leading a chapter is also a recognized way to stay engaged with Porter if giving money isn't where you are.\nIn and around Porter Falls\nThe UW–Porter Falls Foundation shares the Depot with admissions, which is deliberate: the people who fund scholarships and the students who receive them use the same front door. Most gifts to Porter are small, local and recurring.\nThe practical details\nWhat they do: Watch parties, happy hours, service projects, professional panels, and send-off events for incoming students from the area. Where: Active chapters in Lake City, the Cities, Bayport, Ashby Falls, Port Alder, Kettle Bay, and a growing list; a virtual chapter for everyone else. Join: Free — update your location in the alumni portal and you'll hear about nearby events. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is UW–Porter Falls Foundation & Alumni Relations (Welcome Center at the Depot). Call (715) 555–0280 or email foundation@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhat they do\nWatch parties, happy hours, service projects, professional panels, and send-off events for incoming students from the area\nWhere\nActive chapters in Lake City, the Cities, Bayport, Ashby Falls, Port Alder, Kettle Bay, and a growing list; a virtual chapter for everyone else\nJoin\nFree — update your location in the alumni portal and you'll hear about nearby events\nWho to contact\nAdvancement & Alumni Relations\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0246\nEmail\ngive@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDistinguished Alumni Awards\nAlumni mentor network\nLegacy scholarships\nThe senior class gift\nFull contact directory" }, { "url": "alumni-directory-tool.html", "title": "The alumni directory", "description": "An opt-in searchable directory to find classmates and alumni by name, class year, location, industry, or major.", "headings": [ "The alumni directory", "On this page", "What it's for", "Your listing", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Alumni & giving The alumni directory\nAn opt-in searchable directory to find classmates and alumni by name, class year, location, industry, or major.\nWhat it's for\nFinding a Porter alum at a company you're interviewing with, reconnecting with a roommate, building a regional network after a move, or sourcing an informational interview in a field you're exploring. It's alumni-only and not indexed by search engines.\nYour listing\nYou control it. Set your visibility, choose whether to show contact details or route messages through a private relay, and update your employer and location as they change. Opting out entirely is a single toggle.\nIn and around Porter Falls\nThe UW–Porter Falls Foundation shares the Depot with admissions, which is deliberate: the people who fund scholarships and the students who receive them use the same front door. Most gifts to Porter are small, local and recurring.\nThe practical details\nAccess: Free with an alumni account; you choose what of your own profile is visible and to whom. Search by: Name, graduation year, city or region, employer, industry, and field of study. Privacy: You can be listed for networking only, hidden entirely, or reachable through a relay that doesn't expose your email. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is UW–Porter Falls Foundation & Alumni Relations (Welcome Center at the Depot). Call (715) 555–0280 or email foundation@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAccess\nFree with an alumni account; you choose what of your own profile is visible and to whom\nSearch by\nName, graduation year, city or region, employer, industry, and field of study\nPrivacy\nYou can be listed for networking only, hidden entirely, or reachable through a relay that doesn't expose your email\nWho to contact\nAdvancement & Alumni Relations\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0246\nEmail\ngive@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAlumni spotlights\nDistinguished Alumni Awards\nAlumni mentor network\nLegacy scholarships\nThe senior class gift\nFull contact directory" }, { "url": "alumni-email-forwarding.html", "title": "Email access after graduation", "description": "What happens to your Porter email when you leave, the grace period, and the lifelong forwarding address.", "headings": [ "Email access after graduation", "On this page", "The timeline", "The forwarding address", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Email access after graduation\nWhat happens to your Porter email when you leave, the grace period, and the lifelong forwarding address.\nThe timeline\nYour full Porter mailbox keeps working for a set number of months after your degree posts, so nothing breaks mid-application-season. After that the mailbox closes and mail to your old address bounces — unless you've set up alumni forwarding.\nThe forwarding address\nEvery graduate can claim a permanent alumni forwarding address that redirects to a personal account of their choice, changeable any time. It's an address, not a mailbox — useful as a stable “contact me” line on a résumé or a professional profile for decades.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nFull mailbox: Active for a grace period after graduation, then closed. Forwarding: A permanent name@alumni.uwporterfalls.edu address that forwards to wherever you want, for life. Before you go: Move anything you need out of the mailbox during the grace period. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFull mailbox\nActive for a grace period after graduation, then closed\nForwarding\nA permanent name@alumni.uwporterfalls.edu address that forwards to wherever you want, for life\nBefore you go\nMove anything you need out of the mailbox during the grace period\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "alumni-events-2026-27.html", "title": "Alumni Events Calendar, 2026–27", "description": "Every alumni gathering from Millrace Week in October to the golf outing in June: chapter nights in Lake City, the Cities and four smaller metros, noon career webinars, Ironclad Giving Day and Spring Alumni Weekend.", "headings": [ "Alumni Events Calendar, 2026–27", "On this page", "How this calendar works", "October through December 2026", "January through June 2027", "Noon career webinars", "Spring Alumni Weekend, April 23–24, 2027", "Hosting or suggesting an event" ], "content": "Alumni Alumni Events Calendar, 2026–27\nEvery alumni gathering from Millrace Week in October to the golf outing in June: chapter nights in Lake City, the Cities and four smaller metros, noon career webinars, Ironclad Giving Day and Spring Alumni Weekend.\nHow this calendar works\nThe Office of Alumni Relations lists an event here once it has a confirmed date, venue and price. Regional chapters keep adding events through the year, so check back before you rule out a month. Last year chapters and the office held 71 events with 4,860 people at them, a little under half of them in Lake City and the Cities.\nRegistering. Sign in to MyPorter with your alumni account, or call the office. Walk-ups are welcome at anything without a meal; meal events close registration four days before.\nPrices. Most chapter events are free or cost $15–$25, which covers food. “Pay your own” means the chapter reserved the room and you buy your own drink.\nGuests. Bring anyone. Spouses, partners, former roommates who went somewhere else and future Ironclads are all fine.\nIf you live near one of the chapter cities and want to hear about events there, set your location in the alumni directory ; chapter mail follows your address.\nOctober through December 2026\nMillrace Week comes first. The full alumni and reunion schedule for October 11–17 is on Homecoming and reunions 2026 ; the highlights are below.\nThu., Oct. 15 — Event: Millrace Week foundry pour (alumni seating on the mezzanine); Where and when: Founders Hall high bay, 6:30 p.m.; Cost: Free\nFri., Oct. 16 — Event: Distinguished Alumni Awards dinner; Where and when: Founders Union ballroom, 6:45 p.m.; Cost: $45\nSat., Oct. 17 — Event: Alumni 5K; reunion and alumni tents; Forge Bowl; Where and when: Riverfront Trail 8 a.m.; stadium concourse from 10 a.m.; kickoff 1 p.m.; Cost: 5K $25\nSat., Oct. 24 — Event: Ashby Falls chapter: pregame tailgate before football at Ashby Falls State; Where and when: Visitors’ lot, Ashby Falls, 10:30 a.m.; Cost: $15, food included\nThu., Oct. 29 — Event: Lake City chapter: hospital-district happy hour; Where and when: The Switchyard, Lake City, 5:30 p.m.; Cost: Pay your own\nThu., Nov. 5 — Event: The Cities chapter: packaging and plastics industry night; Where and when: A member’s company training room, 6 p.m.; Cost: Free\nSat., Nov. 14 — Event: Bayport chapter: food shelf service morning; Where and when: Bayport Area Food Shelf, 9 a.m.; Cost: Free\nThu., Dec. 3 — Event: Lake City chapter holiday social; Where and when: Ellery House, Lake City, 5:30 p.m.; Cost: $20\nSat., Dec. 5 — Event: Port Alder chapter holiday brunch; Where and when: Harborview Grange Hall, 10 a.m.; Cost: $18\nThu., Dec. 10 — Event: The Cities chapter holiday social; Where and when: Downtown event room (address with registration), 6 p.m.; Cost: $20\nJanuary through June 2027\nSat., Jan. 23 — Event: Kettle Bay chapter: ice-fishing morning (the chapter brings the auger); Where and when: Kettle Bay public access, 7 a.m.; Cost: Free\nSat., Feb. 13 — Event: Alumni broomball game during Winter Carnival; Where and when: Millrace pond, 1 p.m. (indoors if the ice fails inspection); Cost: Free\nThu., Mar. 4 — Event: Virtual chapter: alumni trivia night; Where and when: Online, 7 p.m.; Cost: Free\nSat., Mar. 13 — Event: The Cities chapter: learn-to-curl night; Where and when: Curling club (address with registration), 6 p.m.; Cost: $25\nTue.–Wed., Apr. 6–7 — Event: Ironclad Giving Day, 1,893 minutes; Where and when: Online; phone bank in the Welcome Center; Cost: Any gift\nFri.–Sat., Apr. 23–24 — Event: Spring Alumni Weekend (see below); Where and when: Campus; Cost: Varies\nSat., May 15 — Event: Lake City chapter: riverbank cleanup and picnic; Where and when: Lake City riverfront park, 9 a.m.; Cost: Free\nSat., June 5 — Event: Bayport chapter summer picnic; Where and when: Bayport lakeside shelter, noon; Cost: $10; kids free\nMon., June 7 — Event: Ironclad Club Golf Outing; Where and when: Porter Falls Municipal Course, 11 a.m. shotgun; Cost: $125; young alumni $95\nSat., June 19 — Event: The Cities chapter send-off picnic for incoming first-years; Where and when: City park shelter, 1 p.m.; Cost: Free for new students\nNoon career webinars\nOne Thursday a month, noon to 12:45 p.m., online, free. Each is run with Career Services for alumni and recorded; the recording goes to everyone who registered, including people who did not show up, which is most people.\nOct. 22 — Topic: Asking for a raise in a flat budget year; Led by: Jolene Brandvold, director of Career Services\nNov. 19 — Topic: From engineer to manager without losing your evenings; Led by: Panel of three alumni managers\nJan. 21 — Topic: Using the alumni directory without being awkward about it; Led by: Young Alumni Council\nFeb. 18 — Topic: Coming back to work after a caregiving gap; Led by: Alumni career coach\nMar. 25 — Topic: Licenses, certifications and when a master’s is worth the money; Led by: Faculty and alumni panel\nApr. 15 — Topic: Hiring a Porter co-op student: a primer for alumni employers; Led by: Career Services employer team\nMay 13 — Topic: Retirement is a career transition too; Led by: Alumni career coach\nFor one-on-one help, three coaching sessions a year are free.\nSpring Alumni Weekend, April 23–24, 2027\nThe spring weekend is smaller than Millrace Week and quieter on purpose. It falls on the same weekend as Open Campus Day , so alumni who bring children or grandchildren can turn them loose in the labs on Saturday.\nFriday, noon: Golden Ironclads luncheon in Founders Commons for everyone who graduated 50 or more years ago ($30). Spouses welcome; stories about 1960s shop instructors expected.\nFriday, 2 p.m.: “What changed” campus walking tour from the Welcome Center, about 75 minutes, with a cart for anyone who wants one.\nFriday, 7:30 p.m.: a reserved block for the spring musical in Heritage Auditorium, $15 through the box office.\nSaturday, 8 a.m.: Alumni Association board meeting, open to any alum.\nSaturday, 10 a.m.–4 p.m.: Open Campus Day, with an alumni table in Founders Union for coffee and name tags.\nHosting or suggesting an event\nMost of the events above started with one alum emailing the office to say “there are a lot of us here.” If you want to host something, from a coffee to a plant tour at your employer, Alumni Relations will send invitations, take registrations and, for a first event, cover up to $250 of food. What chapter leaders actually do is described on alumni volunteer opportunities and regional alumni chapters .\nAt a glance\nSeason\nOctober 2026–June 2027\nChapters\nLake City, the Cities, Bayport, Ashby Falls, Port Alder, Kettle Bay, plus a virtual chapter\nMillrace Week\nOctober 11–17, 2026\nGiving Day\nApril 6–7, 2027\nSpring Alumni Weekend\nApril 23–24, 2027\nWebinars\nOne Thursday a month, noon, free\nWho to contact\nOffice of Alumni Relations\nWelcome Center (the 1911 depot), second floor\nPhone\n(715) 555–0246\nEmail\nalumni@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nHomecoming and reunions 2026\nRegional alumni chapters\nAlumni travel program\nYoung Alumni Council\nMillrace Week schedule (news)\nAlumni" }, { "url": "alumni-library-borrowing.html", "title": "Library access for alumni", "description": "What Porter graduates can still use at Halvorsen Library after they leave.", "headings": [ "Library access for alumni", "On this page", "What's included", "What isn't", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Alumni & giving Library access for alumni\nWhat Porter graduates can still use at Halvorsen Library after they leave.\nWhat's included\nAlumni can walk in, get a borrower card, check out books, and use the building like any community member. A subset of research databases — business directories, some journal packages, ancestry and news archives — is licensed for off-campus alumni use through the alumni portal.\nWhat isn't\nMost big journal and database subscriptions are priced for current students and faculty only; the vendor licenses don't allow alumni remote access. For those, alumni use the on-campus workstations or request specific articles through interlibrary loan.\nIn and around Porter Falls\nThe UW–Porter Falls Foundation shares the Depot with admissions, which is deliberate: the people who fund scholarships and the students who receive them use the same front door. Most gifts to Porter are small, local and recurring.\nThe practical details\nIn person: A courtesy borrower card for physical books, study space, and the public computers. Remotely: A curated set of databases licensed for alumni access; most subscription databases are on-campus only by license. Also: Interlibrary loan for a small fee, and research help by email or appointment. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is UW–Porter Falls Foundation & Alumni Relations (Welcome Center at the Depot). Call (715) 555–0280 or email foundation@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nIn person\nA courtesy borrower card for physical books, study space, and the public computers\nRemotely\nA curated set of databases licensed for alumni access; most subscription databases are on-campus only by license\nAlso\nInterlibrary loan for a small fee, and research help by email or appointment\nWho to contact\nAdvancement & Alumni Relations\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0246\nEmail\ngive@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDistinguished Alumni Awards\nAlumni mentor network\nLegacy scholarships\nThe senior class gift\nFull contact directory" }, { "url": "alumni-mentor-network.html", "title": "Alumni mentor network", "description": "A matching program pairing students with alumni for a semester of low-key career conversations.", "headings": [ "Alumni mentor network", "On this page", "What a match looks like", "The pool", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Alumni & giving Alumni mentor network\nA matching program pairing students with alumni for a semester of low-key career conversations.\nWhat a match looks like\nNot formal mentorship with homework — a monthly call or coffee where a student can ask the questions they can't ask a professor: what the work is really like, whether a graduate degree is worth it, how someone with this exact major ended up in that job. Alumni opt in knowing it's a light lift.\nThe pool\nAround a thousand alumni volunteers across every field, skewed toward the Valley and the Cities but with enough spread that a student headed somewhere specific can usually be matched by geography too.\nIn and around Porter Falls\nThe UW–Porter Falls Foundation shares the Depot with admissions, which is deliberate: the people who fund scholarships and the students who receive them use the same front door. Most gifts to Porter are small, local and recurring.\nThe practical details\nCommitment: About an hour a month for one semester. Match on: Field, then location, then a shared background if the student wants it. Sign up: Each fall and spring through the alumni portal. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is UW–Porter Falls Foundation & Alumni Relations (Welcome Center at the Depot). Call (715) 555–0280 or email foundation@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCommitment\nAbout an hour a month for one semester\nMatch on\nField, then location, then a shared background if the student wants it\nSign up\nEach fall and spring through the alumni portal\nWho to contact\nAdvancement & Alumni Relations\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0246\nEmail\ngive@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDistinguished Alumni Awards\nLegacy scholarships\nThe senior class gift\nEmployer matching gifts\nFull contact directory" }, { "url": "alumni-spotlights.html", "title": "Alumni spotlights", "description": "Search 57 alumni success stories by name, program, class year or outcome.", "headings": [ "Alumni spotlights", "On this page", "Who is featured here", "How these get written", "Not the same as the alumni directory", "If you have a question" ], "content": "Alumni & giving Alumni spotlights\nSearch 57 alumni success stories below by name, program, class year or outcome.\nWho is featured here\nFifty-seven graduates across engineering, business, health sciences, education, the arts, and the trades, each with a short profile: their program, their graduation year, and where the degree took them. Browse by typing a major, a graduation year, a job title, or an industry below — the search runs against all 57 profiles at once and links straight to the one you want.\nHow these get written\nUniversity Communications pitches a mix of recent graduates and longer-tenured alumni each term, aiming for spread across colleges rather than a handful of the most dramatic outcomes. A profile is a short interview, not an audit — titles and employers are current as of when it was written and are not re-verified after publication.\nNot the same as the alumni directory\nThese profiles are public, published stories anyone can read, chosen and written by University Communications. The alumni directory is a different thing entirely: a private, opt-in networking tool where alumni control their own visibility and are searchable only by other signed-in alumni. Being profiled here does not add you to that directory, and being in that directory does not mean you will be profiled here.\nIf you have a question\nThe office behind this is UW–Porter Falls Foundation & Alumni Relations (Welcome Center at the Depot). Call (715) 555–0280 or email foundation@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time.\nAt a glance\nCoverage\n57 profiles across engineering, business, health sciences, education, arts and trades programs\nSearch by\nName, program, class year, job title, or industry — whatever you type is matched against all fields at once\nNot a directory\nPublic success stories, not the opt-in networking directory\nWho to contact\nAdvancement & Alumni Relations\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0246\nEmail\ngive@uwporterfalls.edu\nRelated resources\nAlumni & giving\nThe alumni directory\nDistinguished Alumni Awards\nAlumni mentor network\nFull contact directory" }, { "url": "alumni-spotlights/aisha-robinson.html", "title": "Aisha Robinson, B.S. '15, Supply Chain Management", "description": "Alumni spotlight: Aisha Robinson, B.S. '15, Supply Chain Management, now Logistics Manager at a national retail distributor.", "headings": [ "Aisha Robinson", "Take the next step." ], "content": "Alumni Spotlight\nAisha Robinson\nB.S. '15, Supply Chain Management · Logistics Manager, a national retail distributor\nAisha Robinson's senior capstone team spent a semester embedded with a regional manufacturer redesigning its inbound parts logistics — and watched the company actually implement half of what they recommended before graduation. \"That's the difference between a case study and a client. A case study doesn't call you back six months later to tell you the new receiving schedule cut their dock congestion by a third. Ours did.\"\nShe now manages logistics for a distribution center moving inventory across a five-state region, and says the program's emphasis on regional manufacturers as case studies gave her something most new hires lack: a working sense of what actually goes wrong on a real dock, not just in a textbook diagram. \"Supply chain looks clean in a flowchart. My first year on the job was entirely about the parts that don't fit the flowchart. Porter at least had me practicing on real messes instead of clean ones.\"\nProgram B.S. '15, Supply Chain Management\nNow Logistics Manager, a national retail distributor\nMore alumni\nJames Whitfield, B.S. '02, Business Administration\nTomás Reyes, B.S. '20, Packaging Technology\nSarah Lindqvist, B.S. '17, Applied Mathematics\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nSupply Chain Management Association\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/angela-cho.html", "title": "Angela Cho, B.S. '12, Cybersecurity", "description": "Alumni spotlight: Angela Cho, B.S. '12, Cybersecurity, now Head of Information Security, a financial services firm.", "headings": [ "Angela Cho", "Advice for current students", "Stay connected", "Take the next step." ], "content": "Alumni Spotlight\nAngela Cho\nB.S. '12, Cybersecurity · Head of Information Security, a financial services firm\nAngela Cho was in one of the Cybersecurity program's earliest graduating classes, back when the major was still finding its footing. She has spent a decade building security programs at financial services firms and now leads information security for a firm managing several billion dollars in regional assets.\nShe credits the program's hands-on penetration-testing coursework for her first job offer: “I walked into an interview and could actually talk through a real assessment, not just theory. That was the whole interview, honestly.”\nAdvice for current students\n“Ship something real before you graduate — a working project beats a perfect GPA in almost every interview I have sat on.” — Angela Cho\nStay connected\nAngela Cho is one of several hundred graduates listed in the alumni mentor network , where current students can request a short conversation with an alum working in their field. Mentors set their own availability — some take one student a term, some take several — through the network's opt-in matching form.\nProgram B.S. '12, Cybersecurity\nNow Head of Information Security, a financial services firm\nMore alumni\nMaria Ortiz-Chen, B.S.N. '08, Nursing\nDerek Wysocki, B.S. '19, Mechanical Engineering\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nCybersecurity Club\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/anthony-doyle.html", "title": "Anthony Doyle, B.S. '17, Computer Engineering", "description": "Alumni spotlight: Anthony Doyle, B.S. '17, Computer Engineering, now a Firmware Engineer at an industrial-sensor manufacturer.", "headings": [ "Anthony Doyle", "Take the next step." ], "content": "Alumni Spotlight\nAnthony Doyle\nB.S. '17, Computer Engineering · Firmware Engineer, an industrial-sensor manufacturer\nAnthony Doyle picked computer engineering specifically because he couldn't decide between the electrical engineering students soldering circuit boards and the computer science students writing code — and Porter's program, built around embedded systems from the first year, meant he never actually had to choose. \"The senior project was a sensor board you designed the circuit for and then wrote the firmware for. If you didn't understand both halves, the thing just didn't work. There's nowhere to hide that.\"\nHe's now a firmware engineer at an industrial-sensor manufacturer, writing the low-level code that runs directly on the chips inside the company's flagship product line. \"Most software engineers never think about what happens below their programming language. I think about it constantly — memory is measured in kilobytes, not gigabytes, and every instruction costs something real. Porter is where I learned to think in those constraints instead of assuming they don't exist.\"\nProgram B.S. '17, Computer Engineering\nNow Firmware Engineer, an industrial-sensor manufacturer\nMore alumni\nFelix Okoro, B.S. '17, Computer Science\nGrace Whitmore, B.S. '17, Electrical Engineering\nDerek Wysocki, B.S. '19, Mechanical Engineering\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/bethany-cole.html", "title": "Bethany Cole, B.S. '16, Information Technology", "description": "Alumni spotlight: Bethany Cole, B.S. '16, Information Technology, now an IT Systems Manager at a regional healthcare network.", "headings": [ "Bethany Cole", "Take the next step." ], "content": "Alumni Spotlight\nBethany Cole\nB.S. '16, Information Technology · IT Systems Manager, a regional healthcare network\nBethany Cole liked that Porter's IT program refused to let her specialize early — every student rotated through networking, systems administration, help-desk support, and security before choosing a focus senior year. \"I came in sure I wanted to do security and nothing else. The rotation through help-desk support in sophomore year, dealing with actual angry users on actual broken laptops, turned out to be the class I use the most today, and I never would have chosen it on my own.\"\nShe's now an IT systems manager for a regional healthcare network, running a team responsible for everything from network uptime to endpoint security across a dozen clinical sites. \"Healthcare IT means every decision has to account for who's it's going to disrupt if something breaks — a nurse trying to pull up a patient chart doesn't care that a server migration was scheduled for a good reason. Porter's generalist approach is exactly what prepared me to think about a whole system instead of just my corner of it.\"\nProgram B.S. '16, Information Technology\nNow IT Systems Manager, a regional healthcare network\nMore alumni\nAngela Cho, B.S. '12, Cybersecurity\nFelix Okoro, B.S. '17, Computer Science\nYolanda Briggs, B.S. '11, Health Information Management\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/brandon-kowalski.html", "title": "Brandon Kowalski, B.S. '15, Civil Engineering", "description": "Alumni spotlight: Brandon Kowalski, B.S. '15, Civil Engineering, now a Municipal Engineer for a county highway department.", "headings": [ "Brandon Kowalski", "Take the next step." ], "content": "Alumni Spotlight\nBrandon Kowalski\nB.S. '15, Civil Engineering · Municipal Engineer, a county highway department\nBrandon Kowalski's senior capstone redesigned a real intersection two miles from campus that had a genuine crash history the county was willing to share. \"Most capstones I heard about from friends at other schools were hypothetical sites picked because the data was clean and easy. Ours was a real intersection with real complaints, real crash reports, and a county engineer who was going to actually read our recommendation whether or not she used it. That changes how carefully you work.\"\nHe's now a municipal engineer for a county highway department, and says two of his capstone's specific recommendations — a turn-lane restriping and a sightline fix — eventually got built, years after he'd graduated. \"I found out secondhand, from a classmate who still lived nearby. Nobody called to tell me. I'll take it anyway.\"\nProgram B.S. '15, Civil Engineering\nNow Municipal Engineer, a county highway department\nMore alumni\nDerek Wysocki, B.S. '19, Mechanical Engineering\nMarcus Tran, B.S. '16, Automotive & Diesel Technology\nDiego Marchetti, CNC Machining Certificate '18\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nASCE Student Chapter\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/camille-duarte.html", "title": "Camille Duarte, B.S. '18, Marketing & Digital Communication", "description": "Alumni spotlight: Camille Duarte, B.S. '18, Marketing & Digital Communication, now a Senior Brand Manager at a regional consumer brand.", "headings": [ "Camille Duarte", "Take the next step." ], "content": "Alumni Spotlight\nCamille Duarte\nB.S. '18, Marketing & Digital Communication · Senior Brand Manager, a regional consumer brand\nCamille Duarte says the most useful thing about Porter's marketing program was how often the syllabus itself was rewritten: a required social-platforms course she took as a sophomore had noticeably different case studies by the time she guest-lectured in it three years later, because the platforms it covered had themselves already partly changed. \"A professor who told us on day one that half of what we'd learn would be outdated within two years and taught us the underlying strategy anyway, instead of pretending the outdatedness wasn't coming, was more honest than I expected from a marketing class.\"\nShe's now a senior brand manager for a regional consumer brand, running campaigns across a media mix that includes platforms that didn't exist when she started her degree. \"The specific tools change every year. What doesn't change is understanding an audience well enough to know what they'll actually respond to versus what a trend report says they should. That's the part of the degree that's still paying off.\"\nProgram B.S. '18, Marketing & Digital Communication\nNow Senior Brand Manager, a regional consumer brand\nMore alumni\nOlivia Faraday, B.S. '18, Professional & Technical Communication\nPatrick Nwosu, MBA '16\nDominic Castellano, B.S. '19, Entrepreneurship\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/christopher-boyle.html", "title": "Christopher Boyle, M.S. '14, Engineering Management", "description": "Alumni spotlight: Christopher Boyle, M.S. '14, Engineering Management, now Director of Manufacturing Engineering at a Tier 1 automotive supplier.", "headings": [ "Christopher Boyle", "Take the next step." ], "content": "Alumni Spotlight\nChristopher Boyle\nM.S. '14, Engineering Management · Director of Manufacturing Engineering, a Tier 1 automotive supplier\nChristopher Boyle had already spent six years on a plant floor as a manufacturing engineer when he enrolled in Porter's evening M.S. in Engineering Management — classes met once a week specifically so working engineers like him could keep their day jobs. \"I could already design a fixture. What I couldn't do was build a budget case for why the fixture was worth building, or defend a schedule slip to a plant manager without it turning into a fight. That's what the program actually taught.\"\nHe's now a director of manufacturing engineering overseeing three plants for a Tier 1 automotive supplier, and credits the program's cohort model — the same twenty working engineers moving through every course together — for a network he still calls on. \"Half my cohort is now in plant leadership somewhere in the Midwest. When I have a problem I've genuinely never seen before, there's a decent chance one of them has.\"\nProgram M.S. '14, Engineering Management\nNow Director of Manufacturing Engineering, a Tier 1 automotive supplier\nMore alumni\nDerek Wysocki, B.S. '19, Mechanical Engineering\nDiego Marchetti, CNC Machining Certificate '18\nJenna Okafor, B.S. '19, Plastics Engineering\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/claire-benavides.html", "title": "Claire Benavides, B.S. '13, Elementary Education", "description": "Alumni spotlight: Claire Benavides, B.S. '13, Elementary Education, now a fourth-grade teacher and instructional coach.", "headings": [ "Claire Benavides", "Take the next step." ], "content": "Alumni Spotlight\nClaire Benavides\nB.S. '13, Elementary Education · Fourth-Grade Teacher & Instructional Coach, a regional public school district\nClaire Benavides spent her full final semester student teaching in the same fourth-grade classroom, under the same mentor teacher, five days a week — not the split placement some programs use. \"You don't actually learn to run a classroom in six-week rotations. You learn it by watching one teacher handle the same kids through a bad week, a good week, a state testing week, all in a row. My mentor let me take over more each month until by April it was basically my classroom with her in the back taking notes.\"\nThirteen years later Claire teaches fourth grade herself and splits part of her week coaching newer teachers through their first two years. \"The instructional coaching side is just paying forward what a full-semester placement gave me. Nobody should have to figure out classroom management alone in October of their first year.\"\nProgram B.S. '13, Elementary Education\nNow Fourth-Grade Teacher & Instructional Coach, a regional public school district\nMore alumni\nRachel Emerson, B.S. '18, Special Education\nMaria Ortiz-Chen, B.S.N. '08, Nursing\nHannah Solberg, B.S. '15, Rehabilitation & Disability Services\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/denise-pruitt.html", "title": "Denise Pruitt, Quality Management Certificate '19", "description": "Alumni spotlight: Denise Pruitt, Quality Management Certificate '19, now Quality Manager at a metal-fabrication plant.", "headings": [ "Denise Pruitt", "Take the next step." ], "content": "Alumni Spotlight\nDenise Pruitt\nQuality Management Certificate '19 · Quality Manager, a metal-fabrication plant\nDenise Pruitt had been running incoming inspection at a metal-fabrication plant for nine years when a failed customer audit made it clear she needed a real statistical process control background, not the version she'd picked up informally on the job. She enrolled in Porter's evening Quality Management certificate the following semester. \"I could already tell you a part was out of spec. I couldn't build a control chart that caught it three shifts before it became a customer complaint. That gap is basically the whole certificate.\"\nShe's now the plant's quality manager and led the ISO 9001 recertification the certificate's coursework had specifically prepared her to run. \"The instructor had actually done a recertification audit himself, more than once. That's different from someone who's only ever taught the standard from a textbook — he knew which corrective actions auditors actually push back on.\" She still keeps her cohort's shared spreadsheet of control-chart templates on her plant laptop.\nProgram Quality Management Certificate '19\nNow Quality Manager, a metal-fabrication plant\nMore alumni\nDiego Marchetti, CNC Machining Certificate '18\nOwen Brandt, Welding Technology Certificate '17\nChristopher Boyle, M.S. '14, Engineering Management\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/derek-wysocki.html", "title": "Derek Wysocki, B.S. '19, Mechanical Engineering", "description": "Alumni spotlight: Derek Wysocki, B.S. '19, Mechanical Engineering, now Co-founder, a manufacturing automation startup.", "headings": [ "Derek Wysocki", "Advice for current students", "Stay connected", "Take the next step." ], "content": "Alumni Spotlight\nDerek Wysocki\nB.S. '19, Mechanical Engineering · Co-founder, a manufacturing automation startup\nDerek Wysocki and a classmate built their first robotic tooling prototype in a Founders Hall lab as seniors in 2019. Five years later, the company they founded was named to a statewide list of fast-growing manufacturing startups — see the full story .\nThe company has since hired eleven UW–Porter Falls graduates, most from Manufacturing Engineering and Engineering Technology. “We hire from here on purpose,” Wysocki says. “We know exactly what the degree means, because we lived it.”\nAdvice for current students\n“Learn to explain your work to someone outside your discipline. The best engineers I know can brief a non-technical manager in two minutes flat.” — Derek Wysocki\nStay connected\nDerek Wysocki is one of several hundred graduates listed in the alumni mentor network , where current students can request a short conversation with an alum working in their field. Mentors set their own availability — some take one student a term, some take several — through the network's opt-in matching form.\nProgram B.S. '19, Mechanical Engineering\nNow Co-founder, a manufacturing automation startup\nMore alumni\nMaria Ortiz-Chen, B.S.N. '08, Nursing\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nJames Whitfield, B.S. '02, Business Administration\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nASME Student Section\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/derrick-halloran.html", "title": "Derrick Halloran, B.S. '16, Engineering Technology", "description": "Alumni spotlight: Derrick Halloran, B.S. '16, Engineering Technology, now a Field Applications Engineer at an industrial-automation company.", "headings": [ "Derrick Halloran", "Take the next step." ], "content": "Alumni Spotlight\nDerrick Halloran\nB.S. '16, Engineering Technology · Field Applications Engineer, an industrial-automation company\nDerrick Halloran picked engineering technology over a traditional engineering degree specifically because Porter's version front-loaded hands-on lab work every single semester rather than saving it for junior and senior year. \"By sophomore year I'd already built and troubleshot circuits other programs don't touch until much later. I learn by doing something wrong and fixing it, not by proving a theorem first, and this program was built for people like me.\"\nHe's now a field applications engineer for an industrial-automation company, traveling to customer plants to commission new equipment and troubleshoot installations under real production-line pressure. \"Half of my job is standing in front of a broken machine with a plant manager watching the clock. Porter's labs put me in that exact kind of pressure constantly — something not working, a deadline, and figuring it out live instead of on paper.\"\nProgram B.S. '16, Engineering Technology\nNow Field Applications Engineer, an industrial-automation company\nMore alumni\nAnthony Doyle, B.S. '17, Computer Engineering\nGrace Whitmore, B.S. '17, Electrical Engineering\nDerek Wysocki, B.S. '19, Mechanical Engineering\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/desiree-holt.html", "title": "Desiree Holt, B.S. '14, Criminal Justice", "description": "Alumni spotlight: Desiree Holt, B.S. '14, Criminal Justice, now a Probation & Parole Officer supervising a county caseload.", "headings": [ "Desiree Holt", "Take the next step." ], "content": "Alumni Spotlight\nDesiree Holt\nB.S. '14, Criminal Justice · Probation & Parole Officer, a county corrections department\nDesiree Holt did three ride-alongs before she'd finished her second year — one with patrol, one with a K-9 unit, and one, almost by accident, with a probation officer covering a colleague's caseload for a day. \"That third one was the one that actually stuck. Patrol is the job everyone pictures when you say criminal justice. Nobody pictures probation, and it's the job where you actually watch somebody's life change or not change, slowly, over years.\"\nShe's now a probation and parole officer carrying a caseload of around fifty, and says the program's ride-along requirement is undersold on campus tours. \"Nobody should pick a specialty in this field off a class description. You have to be in the car, or in the office, to know if it's actually you. Porter made sure I did that before I'd committed to anything.\"\nProgram B.S. '14, Criminal Justice\nNow Probation & Parole Officer, a county corrections department\nMore alumni\nHannah Solberg, B.S. '15, Rehabilitation & Disability Services\nAngela Cho, B.S. '12, Cybersecurity\nJames Whitfield, B.S. '02, Business Administration\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nCriminal Justice Association\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/devon-marsh.html", "title": "Devon Marsh, B.S. '19, Game Design & Development", "description": "Alumni spotlight: Devon Marsh, B.S. '19, Game Design & Development, now Lead Gameplay Programmer at an independent studio.", "headings": [ "Devon Marsh", "Take the next step." ], "content": "Alumni Spotlight\nDevon Marsh\nB.S. '19, Game Design & Development · Lead Gameplay Programmer, an independent studio\nDevon Marsh's senior capstone team shipped a four-hour puzzle-platformer that, three years later, is still the thing people ask about in interviews — not the transcript, the finished build. \"Every studio wants to see that you can take something from a pitch to a thing a stranger can actually play,\" Devon says. \"Porter made us do that twice a year, every year, on a team that didn't get to pick its own members. That's closer to a real studio than a solo portfolio project ever is.\"\nAfter two years as a gameplay programmer on a mobile live-ops title, Devon now leads a four-person programming team at an independent studio finishing its first console release. \"I still use the design-theory course more than any engine-specific class — engines change every few years, but knowing why a mechanic feels bad doesn't.\"\nProgram B.S. '19, Game Design & Development\nNow Lead Gameplay Programmer, an independent studio\nMore alumni\nNadia Okonkwo, B.S. '18, Data Science\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nAngela Cho, B.S. '12, Cybersecurity\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/devon-park.html", "title": "Devon Park, B.F.A. '19, Industrial Design", "description": "Alumni spotlight: Devon Park, B.F.A. '19, Industrial Design, now Senior Product Designer, an outdoor-gear company.", "headings": [ "Devon Park", "Advice for current students", "Stay connected", "Take the next step." ], "content": "Alumni Spotlight\nDevon Park\nB.F.A. '19, Industrial Design · Senior Product Designer, an outdoor-gear company\nDevon Park's senior capstone — a modular camp-stove system — caught the attention of an outdoor-gear company recruiter at the program's spring show, leading to an internship and then a full-time offer. Devon now leads product design for a full category of the company's cookware line.\nDevon returns most years to serve as an outside juror for the senior show. “I remember exactly how it felt to have someone actually look closely at my work,” Devon says. “I try to give that back.”\nAdvice for current students\n“Get into a shop or lab outside of class time as early as you can. The projects that end up on your resume rarely start as assignments.” — Devon Park\nStay connected\nDevon Park is one of several hundred graduates listed in the alumni mentor network , where current students can request a short conversation with an alum working in their field. Mentors set their own availability — some take one student a term, some take several — through the network's opt-in matching form.\nProgram B.F.A. '19, Industrial Design\nNow Senior Product Designer, an outdoor-gear company\nMore alumni\nMaria Ortiz-Chen, B.S.N. '08, Nursing\nDerek Wysocki, B.S. '19, Mechanical Engineering\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/diego-marchetti.html", "title": "Diego Marchetti, CNC Machining Certificate '18", "description": "Alumni spotlight: Diego Marchetti, CNC Machining Certificate '18, now Shop Foreman at a precision-parts manufacturer.", "headings": [ "Diego Marchetti", "Take the next step." ], "content": "Alumni Spotlight\nDiego Marchetti\nCNC Machining Certificate '18 · Shop Foreman, a precision-parts manufacturer\nDiego Marchetti programmed his first real part in week three of the certificate — not a simulation, an actual block of aluminum on an actual mill, scrapped twice before it came out right. \"That's the whole value of the program in one sentence: you're allowed to scrap material and learn from it before someone's paying you not to. My first week on a real shop floor, I'd already made every rookie mistake once, on a machine that wasn't costing anyone a client's order.\"\nHe spent four years running parts before moving into a shop foreman role, scheduling jobs and mentoring new hires at a precision-parts manufacturer supplying aerospace subcontractors. \"I still program on the floor most weeks. The day I stop being able to do the job myself is the day I stop being useful to the people doing it.\"\nProgram CNC Machining Certificate '18\nNow Shop Foreman, a precision-parts manufacturer\nMore alumni\nMarcus Tran, B.S. '16, Automotive & Diesel Technology\nOwen Brandt, Welding Technology Certificate '17\nJenna Okafor, B.S. '19, Plastics Engineering\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/dominic-castellano.html", "title": "Dominic Castellano, B.S. '19, Entrepreneurship", "description": "Alumni spotlight: Dominic Castellano, B.S. '19, Entrepreneurship, now founder of a small outdoor-gear repair business.", "headings": [ "Dominic Castellano", "Take the next step." ], "content": "Alumni Spotlight\nDominic Castellano\nB.S. '19, Entrepreneurship · Founder, a small outdoor-gear repair business\nDominic Castellano's capstone business was a gear-repair shop he pitched half-seriously after patching his own tent one too many times near the river trails — and then the program made him actually run it for two full semesters, real customers and real books, instead of grading a business plan and moving on. \"The plan was the easy 5% of the assignment. Actually pricing a repair job so it covered my time, sourcing materials, and not going bankrupt in week six when a big order came in wrong — that's the part a slide deck can't teach you.\"\nSix years later the shop he started as a class project is still open, now with two part-time employees and a standing relationship with the Outdoor Adventure Center's rental fleet. \"Most entrepreneurship programs let you graduate having only ever pitched an idea. Porter made me actually run the register. That's the difference between talking about a business and having survived one.\"\nProgram B.S. '19, Entrepreneurship\nNow Founder, a small outdoor-gear repair business\nMore alumni\nJames Whitfield, B.S. '02, Business Administration\nAisha Robinson, B.S. '15, Supply Chain Management\nOwen Brandt, Welding Technology Certificate '17\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nEntrepreneurship Club\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/douglas-fenwick.html", "title": "Douglas Fenwick, M.S. '15, Manufacturing Engineering", "description": "Alumni spotlight: Douglas Fenwick, M.S. '15, Manufacturing Engineering, now a Plant Engineering Manager at a heavy-equipment manufacturer.", "headings": [ "Douglas Fenwick", "Take the next step." ], "content": "Alumni Spotlight\nDouglas Fenwick\nM.S. '15, Manufacturing Engineering · Plant Engineering Manager, a heavy-equipment manufacturer\nDouglas Fenwick was a manufacturing engineer with twelve years on the floor when he enrolled in Porter's evening M.S. specifically because the program let him write his thesis on a real problem at his own plant — a persistent bottleneck on a weld line that had resisted three earlier fixes. \"Every other graduate program I looked at wanted a thesis on a hypothetical case study. Porter said bring your actual plant floor problem, and I'll design a research methodology around solving it for real.\"\nThe fix his thesis produced — a resequenced fixture-loading process — cut the bottleneck's cycle time by 31 percent and is still running at his plant today. He's now a plant engineering manager overseeing three production lines at a heavy-equipment manufacturer. \"Most of what stuck with me wasn't a specific technique. It was learning to actually measure a problem rigorously before proposing a fix, instead of going with whatever seems obviously right — which is exactly what the first three fixes at my plant had done wrong.\"\nProgram M.S. '15, Manufacturing Engineering\nNow Plant Engineering Manager, a heavy-equipment manufacturer\nMore alumni\nEllen Voss, B.S. '16, Industrial & Manufacturing Engineering\nChristopher Boyle, M.S. '14, Engineering Management\nDenise Pruitt, Quality Management Certificate '19\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/ellen-voss.html", "title": "Ellen Voss, B.S. '16, Industrial & Manufacturing Engineering", "description": "Alumni spotlight: Ellen Voss, B.S. '16, Industrial & Manufacturing Engineering, now a Continuous Improvement Manager at an automotive-parts supplier.", "headings": [ "Ellen Voss", "Take the next step." ], "content": "Alumni Spotlight\nEllen Voss\nB.S. '16, Industrial & Manufacturing Engineering · Continuous Improvement Manager, an automotive-parts supplier\nEllen Voss chose industrial and manufacturing engineering over a straight mechanical engineering track because she was less interested in designing the part than in designing the system that makes a hundred thousand of them a day without anyone noticing the process at all. Her senior capstone redesigned a mock production line's layout to cut a bottleneck station's cycle time by 22 percent — a project she says taught her more about diplomacy than engineering. \"The math is the easy part. Convincing three different departments that their station is actually the constraint everyone else has been quietly blaming them for is the real skill.\"\nShe's now a continuous improvement manager for an automotive-parts supplier, running Lean and Six Sigma projects across two plants. \"Half my job title is engineering and the other half is change management. Porter's program was one of the only ones I looked at that treated those as equally real skills instead of bolting a single 'soft skills' elective onto an otherwise pure math-and-machines curriculum.\"\nProgram B.S. '16, Industrial & Manufacturing Engineering\nNow Continuous Improvement Manager, an automotive-parts supplier\nMore alumni\nDerek Wysocki, B.S. '19, Mechanical Engineering\nChristopher Boyle, M.S. '14, Engineering Management\nDenise Pruitt, Quality Management Certificate '19\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/felix-okoro.html", "title": "Felix Okoro, B.S. '17, Computer Science", "description": "Alumni spotlight: Felix Okoro, B.S. '17, Computer Science, now a Staff Software Engineer at a payments company.", "headings": [ "Felix Okoro", "Take the next step." ], "content": "Alumni Spotlight\nFelix Okoro\nB.S. '17, Computer Science · Staff Software Engineer, a payments company\nFelix Okoro's required internship landed him at a payments startup the summer before his senior year, back when it had eleven employees. \"The program makes that internship mandatory for a reason I didn't appreciate until later — a required internship means the career office is actually invested in placing you well, not just checking a box. Mine turned into a job offer before I'd finished the fall semester back on campus.\"\nHe's now a staff engineer at the same company, grown past four hundred employees, working on the systems that move money between banks without anyone noticing they exist. \"Porter's CS program was heavy on systems and infrastructure, not just app development, which is exactly what payments work turns out to be. I use more of my operating systems coursework in a given week than I expected to use in a career.\"\nProgram B.S. '17, Computer Science\nNow Staff Software Engineer, a payments company\nMore alumni\nNadia Okonkwo, B.S. '18, Data Science\nAngela Cho, B.S. '12, Cybersecurity\nDevon Marsh, B.S. '19, Game Design & Development\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nUpsilon Pi Epsilon\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/frank-deluca.html", "title": "Frank DeLuca, Supervisory Leadership Certificate '20", "description": "Alumni spotlight: Frank DeLuca, Supervisory Leadership Certificate '20, now a Production Shift Manager at a food-processing plant.", "headings": [ "Frank DeLuca", "Take the next step." ], "content": "Alumni Spotlight\nFrank DeLuca\nSupervisory Leadership Certificate '20 · Production Shift Manager, a food-processing plant\nFrank DeLuca was promoted to line supervisor after eleven years on a production floor and spent his first year in the role, by his own account, doing it badly — treating former coworkers exactly like he had as a peer, then over-correcting into rules-enforcement when that didn't work. A plant HR manager suggested Porter's Supervisory Leadership certificate, built for exactly this handoff. \"Nobody had ever taught me the difference between being liked and being respected. Turns out that's most of the job.\"\nHe's now a production shift manager overseeing three lines and about forty employees at a food-processing plant, and says the certificate's unit on difficult conversations changed how he handles the part of the job he used to avoid entirely. \"I used to let a performance problem slide for months because the conversation felt awkward. Now I have an actual structure for it — the awkwardness doesn't go away, but I don't let it stop me anymore, and that's the whole difference for the person on the other side of it too.\"\nProgram Supervisory Leadership Certificate '20\nNow Production Shift Manager, a food-processing plant\nMore alumni\nDenise Pruitt, Quality Management Certificate '19\nMarcus Dellinger, Project Management Certificate '18\nChristopher Boyle, M.S. '14, Engineering Management\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/grace-whitmore.html", "title": "Grace Whitmore, B.S. '17, Electrical Engineering", "description": "Alumni spotlight: Grace Whitmore, B.S. '17, Electrical Engineering, now a Power Systems Engineer at a regional utility.", "headings": [ "Grace Whitmore", "Take the next step." ], "content": "Alumni Spotlight\nGrace Whitmore\nB.S. '17, Electrical Engineering · Power Systems Engineer, a regional electric utility\nGrace Whitmore chose Porter's electrical engineering program specifically because the senior capstone required a working prototype, not a paper design — her cohort built a small-scale relay protection testbed that a visiting utility engineer photographed for a training deck. \"That was the moment it clicked that this wasn't a classroom exercise. Someone was going to actually use what we built to teach new hires.\"\nShe's now a power systems engineer doing protection and coordination studies for a regional utility, work she says draws directly on the power systems and controls sequence she took as a junior. \"You're constantly asking 'what happens when this fails,' and Porter's the place that first made me think that way instead of just 'does it work when everything's fine.'\" She returns most winters to judge the senior capstone reviews.\nProgram B.S. '17, Electrical Engineering\nNow Power Systems Engineer, a regional electric utility\nMore alumni\nFelix Okoro, B.S. '17, Computer Science\nDerek Wysocki, B.S. '19, Mechanical Engineering\nJenna Okafor, B.S. '19, Plastics Engineering\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/hannah-solberg.html", "title": "Hannah Solberg, B.S. '15, Rehabilitation & Disability Services", "description": "Alumni spotlight: Hannah Solberg, B.S. '15, Rehabilitation & Disability Services, now a licensed Vocational Rehabilitation Counselor.", "headings": [ "Hannah Solberg", "Take the next step." ], "content": "Alumni Spotlight\nHannah Solberg\nB.S. '15, Rehabilitation & Disability Services · Vocational Rehabilitation Counselor, a regional VR agency\nHannah Solberg's fieldwork placement put her across the table from real clients before she'd finished her coursework on disability law — something she says felt terrifying at the time and turned out to be the most useful part of the program. \"You can read about informed choice in a textbook all day. It's a different thing to sit with someone who's been out of work for two years and realize the whole session lives or dies on whether they trust you enough to actually tell you what they need.\"\nShe's now a licensed vocational rehabilitation counselor carrying an active caseload of about forty clients, and returns to Porter most falls to guest-lecture in the same fieldwork practicum that placed her. \"I tell students the same thing every year: your job isn't to have the answer. It's to ask the question that gets your client to their own answer faster than they'd get there alone.\"\nProgram B.S. '15, Rehabilitation & Disability Services\nNow Vocational Rehabilitation Counselor, a regional VR agency\nMore alumni\nJanelle Vasquez, B.S. '16, Psychology\nMaria Ortiz-Chen, B.S.N. '08, Nursing\nRenata Sütő, B.S. '16, Environmental Science\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/isabel-contreras.html", "title": "Isabel Contreras, B.F.A. '14, Fine Art", "description": "Alumni spotlight: Isabel Contreras, B.F.A. '14, Fine Art, now a working studio artist and arts nonprofit gallery director.", "headings": [ "Isabel Contreras", "Take the next step." ], "content": "Alumni Spotlight\nIsabel Contreras\nB.F.A. '14, Fine Art · Studio Artist & Gallery Director, an arts nonprofit\nIsabel Contreras's thesis exhibition hung in the Kreitzer Fine Arts Center for three weeks her senior year — the first time she'd had to sequence a full body of work for a room instead of critiquing individual pieces one at a time. \"That's a completely different skill than making the work. You can have twenty strong paintings and still hang a weak show if you don't understand how a viewer moves through a space. Nobody tells you that in a painting class. You learn it by actually hanging your own thesis show and watching people walk through it.\"\nShe kept a studio practice going through a decade of day jobs before landing a role directing a small nonprofit gallery, where she now curates other emerging artists' first solo shows the way Porter gave her one. \"Placement rate for a fine art degree looks scary on paper next to an engineering program's. Nobody in my cohort was surprised by that going in, and most of us are still making work fifteen years later anyway. That's the actual metric that mattered to us.\"\nProgram B.F.A. '14, Fine Art\nNow Studio Artist & Gallery Director, an arts nonprofit\nMore alumni\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nTyler Nakashima, B.F.A. '19, Video Production\nDevon Marsh, B.S. '19, Game Design & Development\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/james-whitfield.html", "title": "James Whitfield, B.S. '02, Business Administration", "description": "Alumni spotlight: James Whitfield, B.S. '02, Business Administration, now CEO, a regional credit union.", "headings": [ "James Whitfield", "Advice for current students", "Stay connected", "Take the next step." ], "content": "Alumni Spotlight\nJames Whitfield\nB.S. '02, Business Administration · CEO, a regional credit union\nJames Whitfield worked his way up through three regional financial institutions after graduating from the College of Business in 2002, becoming CEO of a member-owned credit union in 2018. He credits the program's required co-op term with his first break: a teller job that became a career.\nWhitfield now serves on the College of Business's advisory board and funds a need-based scholarship for first-generation business students.\nAdvice for current students\n“Say yes to the unglamorous assignment. The people who move fastest early on are usually the ones who did not wait to be handed the interesting work.” — James Whitfield\nStay connected\nJames Whitfield is one of several hundred graduates listed in the alumni mentor network , where current students can request a short conversation with an alum working in their field. Mentors set their own availability — some take one student a term, some take several — through the network's opt-in matching form.\nProgram B.S. '02, Business Administration\nNow CEO, a regional credit union\nMore alumni\nMaria Ortiz-Chen, B.S.N. '08, Nursing\nDerek Wysocki, B.S. '19, Mechanical Engineering\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/janelle-vasquez.html", "title": "Janelle Vasquez, B.S. '16, Psychology", "description": "Alumni spotlight: Janelle Vasquez, B.S. '16, Psychology, now a behavioral health Case Manager and aspiring LPC.", "headings": [ "Janelle Vasquez", "Take the next step." ], "content": "Alumni Spotlight\nJanelle Vasquez\nB.S. '16, Psychology · Behavioral Health Case Manager, working toward LPC licensure\nJanelle Vasquez spent her junior year running a real research study, not just reading about someone else's — recruiting participants, collecting data, and presenting findings at the spring research symposium in Andersen Library's atrium. \"A lot of psych programs let you graduate having only ever been a research subject, never the person designing the study. I walked into my first case management job already knowing how to write an informed consent form and read an effect size, because I'd actually done both, not just defined them on an exam.\"\nShe now case-manages a caseload of about thirty clients in community behavioral health while working evenings toward her clinical licensure. \"The applied-psychology framing Porter uses is exactly right for where I ended up. I'm not doing academic research anymore, but I use the methods training constantly — reading a treatment study critically, not just trusting the abstract, is a daily skill in this job.\"\nProgram B.S. '16, Psychology\nNow Behavioral Health Case Manager, working toward LPC licensure\nMore alumni\nHannah Solberg, B.S. '15, Rehabilitation & Disability Services\nRachel Emerson, B.S. '18, Special Education\nDesiree Holt, B.S. '14, Criminal Justice\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nHuman Factors & Ergonomics Society Chapter\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/jenna-okafor.html", "title": "Jenna Okafor, B.S. '19, Plastics Engineering", "description": "Alumni spotlight: Jenna Okafor, B.S. '19, Plastics Engineering, now Senior Process Engineer at a medical-device manufacturer.", "headings": [ "Jenna Okafor", "Take the next step." ], "content": "Alumni Spotlight\nJenna Okafor\nB.S. '19, Plastics Engineering · Senior Process Engineer, a medical-device manufacturer\nJenna Okafor spent her first co-op rotation running injection molds on the pilot processing floor that the program's newest equipment gift will now double the size of. She now works as a senior process engineer at a medical-device manufacturer, qualifying molding processes for parts that go through FDA design controls before anyone touches a production run.\n“Most engineers on my team learned plastics on the job, after the fact,” she says. “I walked in already knowing why a part sinks or short-shots. That gap is the whole reason recruiters show up to career fair for this program by name.”\nProgram B.S. '19, Plastics Engineering\nNow Senior Process Engineer, a medical-device manufacturer\nMore alumni\nTomás Reyes, B.S. '20, Packaging Technology\nDerek Wysocki, B.S. '19, Mechanical Engineering\nAngela Cho, B.S. '12, Cybersecurity\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nSociety of Plastics Engineers Chapter\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/keisha-morrow.html", "title": "Keisha Morrow, B.S. '14, Data Science", "description": "Alumni spotlight: Keisha Morrow, B.S. '14, Data Science, now Director of Analytics, a national grocery chain.", "headings": [ "Keisha Morrow", "Advice for current students", "Stay connected", "Take the next step." ], "content": "Alumni Spotlight\nKeisha Morrow\nB.S. '14, Data Science · Director of Analytics, a national grocery chain\nKeisha Morrow was in one of the first cohorts to declare Data Science as a standalone major rather than a track inside statistics. She started as a demand-forecasting analyst and now directs a twenty-person analytics team setting pricing and inventory strategy for a national grocery chain.\nShe still uses a framework from her senior capstone — a supply-and-demand model she built for a local food co-op — as a teaching example when she mentors new analysts. “The problem was small, but the thinking wasn't,” she says.\nAdvice for current students\n“Ship something real before you graduate — a working project beats a perfect GPA in almost every interview I have sat on.” — Keisha Morrow\nStay connected\nKeisha Morrow is one of several hundred graduates listed in the alumni mentor network , where current students can request a short conversation with an alum working in their field. Mentors set their own availability — some take one student a term, some take several — through the network's opt-in matching form.\nProgram B.S. '14, Data Science\nNow Director of Analytics, a national grocery chain\nMore alumni\nMaria Ortiz-Chen, B.S.N. '08, Nursing\nDerek Wysocki, B.S. '19, Mechanical Engineering\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nData Science Club\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/kevin-strand.html", "title": "Kevin Strand, B.S. '14, Technology & Engineering Education", "description": "Alumni spotlight: Kevin Strand, B.S. '14, Technology & Engineering Education, now a high school engineering and design teacher.", "headings": [ "Kevin Strand", "Take the next step." ], "content": "Alumni Spotlight\nKevin Strand\nB.S. '14, Technology & Engineering Education · High School Engineering & Design Teacher\nKevin Strand liked working with his hands but didn't want to leave a shop floor for a classroom that had nothing to do with it — Porter's technology and engineering education program let him do both, training him to actually teach the shop and design skills he already loved rather than choosing between trade work and education. \"Most teaching licenses don't touch CNC machines or CAD software. This one built a whole degree around the idea that teaching kids to actually make things is its own real subject, not an elective bolted onto science class.\"\nHe's now a high school engineering and design teacher, running a lab that looks more like a small fabrication shop than a traditional classroom. \"I had students who'd never touched a tool before build a working go-kart from scratch this year. Porter's program spent four years teaching me both halves of that — the fabrication skill and how to actually teach it to a room of fifteen-year-olds safely — and neither half works without the other.\"\nProgram B.S. '14, Technology & Engineering Education\nNow High School Engineering & Design Teacher\nMore alumni\nClaire Benavides, B.S. '13, Elementary Education\nRachel Emerson, B.S. '18, Special Education\nDerrick Halloran, B.S. '16, Engineering Technology\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/lindsey-brauer.html", "title": "Lindsey Brauer, M.S. '16, Engineering Management", "description": "Alumni spotlight: Lindsey Brauer, M.S. '16, Engineering Management, now Plant Manager, a Tier 1 automotive supplier.", "headings": [ "Lindsey Brauer", "Advice for current students", "Stay connected", "Take the next step." ], "content": "Alumni Spotlight\nLindsey Brauer\nM.S. '16, Engineering Management · Plant Manager, a Tier 1 automotive supplier\nLindsey Brauer came back to Porter for a graduate certificate and then a full master's in Engineering Management after several years as a floor supervisor, and used the program's applied capstone to redesign her own plant's changeover process. She is now plant manager at a Tier 1 automotive supplier.\nShe hires from the same evening-format program whenever she can. “It's built for people who are already working,” she says. “That's exactly who I want running my lines.”\nAdvice for current students\n“Get into a shop or lab outside of class time as early as you can. The projects that end up on your resume rarely start as assignments.” — Lindsey Brauer\nStay connected\nLindsey Brauer is one of several hundred graduates listed in the alumni mentor network , where current students can request a short conversation with an alum working in their field. Mentors set their own availability — some take one student a term, some take several — through the network's opt-in matching form.\nProgram M.S. '16, Engineering Management\nNow Plant Manager, a Tier 1 automotive supplier\nMore alumni\nMaria Ortiz-Chen, B.S.N. '08, Nursing\nDerek Wysocki, B.S. '19, Mechanical Engineering\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/malik-osei.html", "title": "Malik Osei, B.S. '18, Industrial Design", "description": "Alumni spotlight: Malik Osei, B.S. '18, Industrial Design, now a Senior Product Designer at a consumer goods company.", "headings": [ "Malik Osei", "Take the next step." ], "content": "Alumni Spotlight\nMalik Osei\nB.S. '18, Industrial Design · Senior Product Designer, a consumer goods company\nMalik Osei still has the first prototype he ever 3D-printed at Porter — a badly warped kitchen-utensil handle from his sophomore ergonomics unit — sitting on a shelf in his current studio. \"I keep it because it's the worst thing I ever made and also the most useful. It's a reminder that the point of a prototype is to be wrong quickly, not right the first time.\"\nHe's now a senior product designer leading small-appliance development for a consumer goods company, work that traces straight back to the program's senior show, where his cohort's final products were reviewed by working designers from three manufacturers. \"Having an actual professional tell you your handle geometry doesn't account for left-handed users, in front of your whole class, is humbling. It's also exactly the feedback that gets cut in a portfolio review and doesn't in a real job.\" He now sits on that same senior-show review panel most springs.\nProgram B.S. '18, Industrial Design\nNow Senior Product Designer, a consumer goods company\nMore alumni\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nIsabel Contreras, B.F.A. '14, Fine Art\nDevon Marsh, B.S. '19, Game Design & Development\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/marcus-delgado.html", "title": "Marcus Delgado, B.S. '11, Construction Management", "description": "Alumni spotlight: Marcus Delgado, B.S. '11, Construction Management, now Vice President of Operations, a design-build general contractor.", "headings": [ "Marcus Delgado", "Advice for current students", "Stay connected", "Take the next step." ], "content": "Alumni Spotlight\nMarcus Delgado\nB.S. '11, Construction Management · Vice President of Operations, a design-build general contractor\nMarcus Delgado went straight from a Porter internship on a hospital addition to a full-time project-engineer role at the same firm, and has stayed in the industry ever since. He now oversees operations for a design-build contractor active across three states.\nHe hosts a Porter capstone team on one of his active job sites most falls. “Reading blueprints in a classroom only gets you so far,” he says. “I want them standing in the mud arguing about a schedule before they graduate.”\nAdvice for current students\n“Learn to explain your work to someone outside your discipline. The best engineers I know can brief a non-technical manager in two minutes flat.” — Marcus Delgado\nStay connected\nMarcus Delgado is one of several hundred graduates listed in the alumni mentor network , where current students can request a short conversation with an alum working in their field. Mentors set their own availability — some take one student a term, some take several — through the network's opt-in matching form.\nProgram B.S. '11, Construction Management\nNow Vice President of Operations, a design-build general contractor\nMore alumni\nMaria Ortiz-Chen, B.S.N. '08, Nursing\nDerek Wysocki, B.S. '19, Mechanical Engineering\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/marcus-dellinger.html", "title": "Marcus Dellinger, Project Management Certificate '18", "description": "Alumni spotlight: Marcus Dellinger, Project Management Certificate '18, now a Senior Project Manager at a construction firm, PMP certified.", "headings": [ "Marcus Dellinger", "Take the next step." ], "content": "Alumni Spotlight\nMarcus Dellinger\nProject Management Certificate '18 · Senior Project Manager, a commercial construction firm\nMarcus Dellinger had been running job sites informally for a decade before a bid he lost to a PMP-certified competitor convinced him the credential mattered more than the experience gap suggested. Porter's certificate, built explicitly around the PMP exam content outline, was the fastest path he found that didn't mean quitting his job. \"I could already read a schedule. What I couldn't do was defend a critical-path decision to a client using the vocabulary they expected from someone with the letters after their name.\"\nHe passed the PMP exam five months after finishing the certificate and is now a senior project manager for a commercial construction firm, running crews and budgets on projects several times larger than anything he'd led before. \"The credential opened the conversation. The actual coursework — earned value management, stakeholder registers, the stuff that sounds dry in a textbook — is what I use every single week now that I'm the one accountable when a schedule slips.\"\nProgram Project Management Certificate '18\nNow Senior Project Manager, a commercial construction firm\nMore alumni\nChristopher Boyle, M.S. '14, Engineering Management\nDenise Pruitt, Quality Management Certificate '19\nBrandon Kowalski, B.S. '15, Civil Engineering\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nProject Management Institute Student Chapter\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/marcus-tran.html", "title": "Marcus Tran, B.S. '16, Automotive & Diesel Technology", "description": "Alumni spotlight: Marcus Tran, B.S. '16, Automotive & Diesel Technology, now Service Manager at a regional commercial fleet operator.", "headings": [ "Marcus Tran", "Take the next step." ], "content": "Alumni Spotlight\nMarcus Tran\nB.S. '16, Automotive & Diesel Technology · Service Manager, a regional commercial fleet operator\nMarcus Tran enrolled expecting to learn engines and left knowing more about diagnostic software than he ever touched a wrench for. \"Half of what breaks on a modern truck is electronic before it's mechanical. My dad's generation could rebuild anything blind. My generation has to be just as good with a laptop plugged into the dash as we are with a torque wrench, and Porter was one of the only programs around that actually taught both instead of picking one.\"\nHe spent five years turning wrenches before moving into management, and now oversees maintenance scheduling and technician staffing for a commercial fleet running close to 200 vehicles. \"I still get called out to the bay when a tech is stuck on something genuinely weird. That's the part of the job I never want to lose.\"\nProgram B.S. '16, Automotive & Diesel Technology\nNow Service Manager, a regional commercial fleet operator\nMore alumni\nDiego Marchetti, CNC Machining Certificate '18\nOwen Brandt, Welding Technology Certificate '17\nDerek Wysocki, B.S. '19, Mechanical Engineering\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/maria-ortiz-chen.html", "title": "Maria Ortiz-Chen, B.S.N. '08, Nursing", "description": "Alumni spotlight: Maria Ortiz-Chen, B.S.N. '08, Nursing, now Chief Nursing Officer, a regional hospital system.", "headings": [ "Maria Ortiz-Chen", "Advice for current students", "Stay connected", "Take the next step." ], "content": "Alumni Spotlight\nMaria Ortiz-Chen\nB.S.N. '08, Nursing · Chief Nursing Officer, a regional hospital system\nMaria Ortiz-Chen graduated from UW–Porter Falls' Nursing program in 2008 and spent twelve years in bedside and charge-nurse roles before moving into hospital administration. She now serves as chief nursing officer for a three-hospital regional system covering much of western Wesconsin.\nShe returns to campus most falls to guest-lecture in the senior capstone course and sits on the Nursing program's community advisory board. “The clinical rotations starting in year one are the reason I hire from here first,” she says. “Porter nurses walk in already used to a real floor.”\nAdvice for current students\n“Take every simulation lab seriously before you touch a real patient — the reps you get there are the reps that keep you calm on your first real shift.” — Maria Ortiz-Chen\nStay connected\nMaria Ortiz-Chen is one of several hundred graduates listed in the alumni mentor network , where current students can request a short conversation with an alum working in their field. Mentors set their own availability — some take one student a term, some take several — through the network's opt-in matching form.\nProgram B.S.N. '08, Nursing\nNow Chief Nursing Officer, a regional hospital system\nMore alumni\nDerek Wysocki, B.S. '19, Mechanical Engineering\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nJames Whitfield, B.S. '02, Business Administration\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nSigma Theta Tau\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/megan-fairweather.html", "title": "Megan Fairweather, B.S. '16, Dietetics", "description": "Alumni spotlight: Megan Fairweather, B.S. '16, Dietetics, now a Registered Dietitian and Clinical Nutrition Manager at a regional hospital.", "headings": [ "Megan Fairweather", "Take the next step." ], "content": "Alumni Spotlight\nMegan Fairweather\nB.S. '16, Dietetics · Registered Dietitian & Clinical Nutrition Manager, a regional hospital\nMegan Fairweather's supervised practicum rotated her through a hospital's oncology, cardiac, and pediatric units in one semester — a pace she says was brutal and exactly right. \"You cannot learn clinical nutrition from a textbook case study where the patient conveniently has one problem. My third week I had a diabetic patient recovering from cardiac surgery who was also refusing solid food, and my preceptor just said 'figure it out, then tell me your reasoning.' That happened weekly, not as a special case.\"\nShe earned her RD credential the year after graduating and now manages clinical nutrition services for a 200-bed regional hospital, supervising four dietitians and precepting Porter students through the same rotations that trained her. \"I specifically ask for Porter students during precepting season. They've already been thrown into ambiguous cases instead of clean ones, so the adjustment to real patients is smaller.\"\nProgram B.S. '16, Dietetics\nNow Registered Dietitian & Clinical Nutrition Manager, a regional hospital\nMore alumni\nMaria Ortiz-Chen, B.S.N. '08, Nursing\nYolanda Briggs, B.S. '11, Health Information Management\nHannah Solberg, B.S. '15, Rehabilitation & Disability Services\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/miguel-torres.html", "title": "Miguel Torres, B.S. '15, Construction Management", "description": "Alumni spotlight: Miguel Torres, B.S. '15, Construction Management, now a Senior Project Superintendent at a commercial general contractor.", "headings": [ "Miguel Torres", "Take the next step." ], "content": "Alumni Spotlight\nMiguel Torres\nB.S. '15, Construction Management · Senior Project Superintendent, a commercial general contractor\nMiguel Torres grew up around his uncle's framing crew and assumed a construction management degree would mostly formalize what he already knew from summers on job sites. The estimating course corrected that assumption fast. \"I could frame a house blindfolded. I had no idea how to price one — how a bad takeoff on lumber quantities turns a profitable bid into a job that loses money before the first stud goes up.\"\nHe's now a senior project superintendent for a commercial general contractor, running multiple job sites at once and answerable for schedules, safety, and budgets that, as he puts it, \"never get easier no matter how many buildings you've finished.\" He returns to guest-lecture in the same estimating course most falls. \"I tell students the same thing every year: the schedule is a promise you made to a client before you understood the job. Managing the gap between that promise and reality is the entire career.\"\nProgram B.S. '15, Construction Management\nNow Senior Project Superintendent, a commercial general contractor\nMore alumni\nBrandon Kowalski, B.S. '15, Civil Engineering\nMarcus Dellinger, Project Management Certificate '18\nDiego Marchetti, CNC Machining Certificate '18\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/monica-alderete.html", "title": "Monica Alderete, M.S. '17, School Counseling", "description": "Alumni spotlight: Monica Alderete, M.S. '17, School Counseling, now a Lead School Counselor at a public middle school.", "headings": [ "Monica Alderete", "Take the next step." ], "content": "Alumni Spotlight\nMonica Alderete\nM.S. '17, School Counseling · Lead School Counselor, a public middle school\nMonica Alderete's full-year supervised internship placed her in the same middle school for two full semesters rather than splitting the year across a K-12 range, specifically so she'd build the kind of long-term relationships with students that a rotating placement can't. \"I watched a sixth grader I worked with in the fall actually apply what we'd practiced together by spring — advocating for himself in a meeting with his other teachers. You don't get to see that arc if you're gone after ten weeks.\"\nShe's now the lead school counselor at a public middle school, supervising two additional counselors and the school's crisis-response protocol. \"The internship's biggest gift was time to get genuinely comfortable being uncomfortable — sitting with a kid in real distress without rushing to fix it. Nothing about that gets taught well in a classroom. It only comes from doing it, under real supervision, for long enough that it stops feeling like a performance.\"\nProgram M.S. '17, School Counseling\nNow Lead School Counselor, a public middle school\nMore alumni\nNathan Ashworth, M.S. '17, Clinical Mental Health Counseling\nRachel Emerson, B.S. '18, Special Education\nClaire Benavides, B.S. '13, Elementary Education\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/nadia-okonkwo.html", "title": "Nadia Okonkwo, B.S. '18, Data Science", "description": "Alumni spotlight: Nadia Okonkwo, B.S. '18, Data Science, now a Senior Data Scientist at a regional health insurer.", "headings": [ "Nadia Okonkwo", "Take the next step." ], "content": "Alumni Spotlight\nNadia Okonkwo\nB.S. '18, Data Science · Senior Data Scientist, a regional health insurer\nNadia Okonkwo's senior capstone was a mess, by her own account — a churn-prediction model built on a messy, real dataset from a Porter Falls credit union, full of the missing values and inconsistent formatting no textbook example ever has. \"Every class before that gave us clean data because clean data teaches the concept faster. The capstone didn't, on purpose, and that was the whole point. My first real job dataset was worse than the capstone's. I wasn't surprised. Everyone who skipped that class was.\"\nShe's now a senior data scientist building risk models for a regional health insurer, and mentors two Porter interns every summer. \"I still tell them: the model is the easy part. Knowing whether your data actually supports the question you're asking is the part nobody hands you a library for.\"\nProgram B.S. '18, Data Science\nNow Senior Data Scientist, a regional health insurer\nMore alumni\nFelix Okoro, B.S. '17, Computer Science\nSarah Lindqvist, B.S. '17, Applied Mathematics\nAngela Cho, B.S. '12, Cybersecurity\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nData Science Club\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/nathan-ashworth.html", "title": "Nathan Ashworth, M.S. '17, Clinical Mental Health Counseling", "description": "Alumni spotlight: Nathan Ashworth, M.S. '17, Clinical Mental Health Counseling, now a Licensed Professional Counselor at a community mental health agency.", "headings": [ "Nathan Ashworth", "Take the next step." ], "content": "Alumni Spotlight\nNathan Ashworth\nM.S. '17, Clinical Mental Health Counseling · Licensed Professional Counselor, a community mental health agency\nNathan Ashworth completed his 700 supervised clinical hours across two placements the program's CACREP-aligned structure required — a college counseling center and a community mental health agency serving primarily uninsured clients — specifically because his advisor pushed him to see the same set of clinical skills applied in two very different resource environments before he had to pick one to specialize in. \"You counsel completely differently when your client has a wait-list of three weeks for anything else versus three months. Porter made sure I saw both before I graduated instead of finding out the hard way in my first job.\"\nHe's now a licensed professional counselor at the same community agency he trained in, and supervises the program's current cohort of clinical interns. \"I try to give students the same thing my advisor gave me: don't let a placement be comfortable the whole time. The uncomfortable rotation is usually the one that actually changes how you practice.\"\nProgram M.S. '17, Clinical Mental Health Counseling\nNow Licensed Professional Counselor, a community mental health agency\nMore alumni\nHannah Solberg, B.S. '15, Rehabilitation & Disability Services\nJanelle Vasquez, B.S. '16, Psychology\nRachel Emerson, B.S. '18, Special Education\nAlumni & giving\nRelated\nThis program\nCampus counseling services\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/olivia-fairweather.html", "title": "Olivia Fairweather, B.S. '21, Nursing", "description": "Alumni spotlight: Olivia Fairweather, B.S. '21, Nursing, now Travel Nurse and ICU Charge Nurse.", "headings": [ "Olivia Fairweather", "Advice for current students", "Stay connected", "Take the next step." ], "content": "Alumni Spotlight\nOlivia Fairweather\nB.S. '21, Nursing · Travel Nurse and ICU Charge Nurse\nOlivia Fairweather went straight from her senior clinical rotation into an ICU new-grad residency, then spent two years as a travel nurse working assignments across four states before settling back into a charge-nurse role in Wesconsin.\nShe credits the program's simulation lab for the confidence to take her first ICU assignment. “I had already coded a mannequin a dozen times before I coded a real patient,” she says. “That rehearsal matters more than people think.”\nAdvice for current students\n“Shadow in as many units as you can before you specialize. What sounds right on paper and what fits your temperament on a real floor are not always the same thing.” — Olivia Fairweather\nStay connected\nOlivia Fairweather is one of several hundred graduates listed in the alumni mentor network , where current students can request a short conversation with an alum working in their field. Mentors set their own availability — some take one student a term, some take several — through the network's opt-in matching form.\nProgram B.S. '21, Nursing\nNow Travel Nurse and ICU Charge Nurse\nMore alumni\nMaria Ortiz-Chen, B.S.N. '08, Nursing\nDerek Wysocki, B.S. '19, Mechanical Engineering\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nSigma Theta Tau\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/olivia-faraday.html", "title": "Olivia Faraday, B.S. '18, Professional & Technical Communication", "description": "Alumni spotlight: Olivia Faraday, B.S. '18, Professional & Technical Communication, now a Senior Technical Writer at a medical-device manufacturer.", "headings": [ "Olivia Faraday", "Take the next step." ], "content": "Alumni Spotlight\nOlivia Faraday\nB.S. '18, Professional & Technical Communication · Senior Technical Writer, a medical-device manufacturer\nOlivia Faraday switched into technical communication after a semester of English electives left her wondering what she'd actually do with the degree, and a required usability-testing project settled it: her team watched real users fail to complete a task using instructions a previous student team had written and considered polished. \"Watching someone struggle with a paragraph you were sure was clear teaches you more about writing than any style guide does. You stop writing for yourself immediately.\"\nShe's now a senior technical writer producing instructions-for-use documentation for a medical-device manufacturer, work where a misread sentence has real consequences and every document goes through a formal review before it ships. \"People assume technical writing is just clean grammar. It's actually closer to engineering — you're modeling how someone under stress, who has never seen this device before, is going to read this page, and writing for that person instead of an ideal reader who already gets it.\"\nProgram B.S. '18, Professional & Technical Communication\nNow Senior Technical Writer, a medical-device manufacturer\nMore alumni\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nFelix Okoro, B.S. '17, Computer Science\nJenna Okafor, B.S. '19, Plastics Engineering\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/owen-brandt.html", "title": "Owen Brandt, Welding Technology Certificate '17", "description": "Alumni spotlight: Owen Brandt, Welding Technology Certificate '17, now owner of a structural fabrication shop.", "headings": [ "Owen Brandt", "Take the next step." ], "content": "Alumni Spotlight\nOwen Brandt\nWelding Technology Certificate '17 · Owner, a structural fabrication shop\nOwen Brandt walked into the welding shop already knowing how to strike an arc — what he didn't have was a certification that meant anything to a hiring manager. \"Half the guys on a real job site taught themselves off YouTube. The other half went through a program like this one and can prove it. I wanted to stop being the guy who has to prove it every single time.\"\nOne semester of shop time earned him his AWS structural certification; four years as a journeyman fabricator earned him the reputation to go out on his own. He now owns a four-person structural fabrication shop that subcontracts on commercial builds across the region. \"I still tell new hires the same thing my instructor told me: a pretty weld and a strong weld aren't always the same weld. Learn to tell the difference before anyone's paying you to guess.\"\nProgram Welding Technology Certificate '17\nNow Owner, a structural fabrication shop\nMore alumni\nMarcus Tran, B.S. '16, Automotive & Diesel Technology\nDerek Wysocki, B.S. '19, Mechanical Engineering\nJenna Okafor, B.S. '19, Plastics Engineering\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/patrick-nwosu.html", "title": "Patrick Nwosu, MBA '16", "description": "Alumni spotlight: Patrick Nwosu, MBA '16, now Vice President of Operations at a regional manufacturing company.", "headings": [ "Patrick Nwosu", "Take the next step." ], "content": "Alumni Spotlight\nPatrick Nwosu\nMBA '16 · Vice President of Operations, a regional manufacturing company\nPatrick Nwosu was a plant supervisor with no formal business training when he started Porter's cohort-based MBA, taking classes one evening a week alongside twenty-some other working professionals from manufacturing, healthcare, and logistics. \"The case studies weren't hypothetical to any of us. Someone in the room had actually lived through whatever supply-chain disaster we were dissecting that week, and they'd say so.\"\nHe's now a vice president of operations overseeing three plants for a regional manufacturer, and says the program's insistence on a two-year cohort — the same group moving through every course together, rather than an a-la-carte schedule — is what made the finance and strategy courses stick. \"You build real trust with people over two years of case competitions. I still call three of them when I'm stuck on something outside my own experience.\"\nProgram MBA '16\nNow Vice President of Operations, a regional manufacturing company\nMore alumni\nChristopher Boyle, M.S. '14, Engineering Management\nJames Whitfield, B.S. '02, Business Administration\nAisha Robinson, B.S. '15, Supply Chain Management\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/priya-nair.html", "title": "Priya Nair, B.F.A. '15, Graphic Design & Interactive Media", "description": "Alumni spotlight: Priya Nair, B.F.A. '15, Graphic Design & Interactive Media, now Creative Director, a Minneapolis advertising agency.", "headings": [ "Priya Nair", "Advice for current students", "Stay connected", "Take the next step." ], "content": "Alumni Spotlight\nPriya Nair\nB.F.A. '15, Graphic Design & Interactive Media · Creative Director, a Minneapolis advertising agency\nPriya Nair spent her four years in the Graphic Design & Interactive Media program building the portfolio that got her first agency job before graduation. She has led creative teams at two Minneapolis agencies and now serves as creative director overseeing a twelve-person team.\nShe returns each spring to sit on the program's senior portfolio review jury. “I still remember how nervous I was presenting mine,” she says. “Now I get to be the person who says 'this is good, ship it.'”\nAdvice for current students\n“Build your portfolio from day one, not senior year. The work you are proudest of by graduation is rarely the first thing you made.” — Priya Nair\nStay connected\nPriya Nair is one of several hundred graduates listed in the alumni mentor network , where current students can request a short conversation with an alum working in their field. Mentors set their own availability — some take one student a term, some take several — through the network's opt-in matching form.\nProgram B.F.A. '15, Graphic Design & Interactive Media\nNow Creative Director, a Minneapolis advertising agency\nMore alumni\nMaria Ortiz-Chen, B.S.N. '08, Nursing\nDerek Wysocki, B.S. '19, Mechanical Engineering\nJames Whitfield, B.S. '02, Business Administration\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/rachel-abernathy.html", "title": "Rachel Abernathy, B.S. '09, Dietetics", "description": "Alumni spotlight: Rachel Abernathy, B.S. '09, Dietetics, now Clinical Nutrition Manager, a regional hospital system.", "headings": [ "Rachel Abernathy", "Advice for current students", "Stay connected", "Take the next step." ], "content": "Alumni Spotlight\nRachel Abernathy\nB.S. '09, Dietetics · Clinical Nutrition Manager, a regional hospital system\nRachel Abernathy completed her supervised-practice year at a hospital that later hired her outright, and she has stayed in clinical nutrition ever since, now managing a team of registered dietitians across a three-hospital system.\nShe still guest-lectures in the medical nutrition therapy sequence every spring. “Half of clinical work is knowing the science,” she tells students. “The other half is convincing a scared patient to actually eat the tray in front of them.”\nAdvice for current students\n“Shadow in as many units as you can before you specialize. What sounds right on paper and what fits your temperament on a real floor are not always the same thing.” — Rachel Abernathy\nStay connected\nRachel Abernathy is one of several hundred graduates listed in the alumni mentor network , where current students can request a short conversation with an alum working in their field. Mentors set their own availability — some take one student a term, some take several — through the network's opt-in matching form.\nProgram B.S. '09, Dietetics\nNow Clinical Nutrition Manager, a regional hospital system\nMore alumni\nMaria Ortiz-Chen, B.S.N. '08, Nursing\nDerek Wysocki, B.S. '19, Mechanical Engineering\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/rachel-emerson.html", "title": "Rachel Emerson, B.S. '18, Special Education", "description": "Alumni spotlight: Rachel Emerson, B.S. '18, Special Education, now a dual-licensed inclusion teacher and case manager.", "headings": [ "Rachel Emerson", "Take the next step." ], "content": "Alumni Spotlight\nRachel Emerson\nB.S. '18, Special Education · Inclusion Teacher & Case Manager, a regional school district\nRachel Emerson got her first classroom hours at the Campus School as a sophomore, co-teaching a small reading group alongside a licensed special educator two years before her formal placement even started. \"Dual licensure means you're qualified to teach a general classroom AND run an IEP-driven caseload, which sounds like twice the coursework because it is. Having actual kids in front of me that early made the theory classes make sense instead of feeling like an abstraction I'd apply someday.\"\nShe's now an inclusion teacher and case manager carrying both a caseload of students with IEPs and a co-taught general classroom, work she says almost no other credential prepares you for as directly. \"Districts are short on dual-licensed teachers everywhere, not just here. I had four job offers before I'd finished student teaching. The shortage is real, and the program is built specifically to answer it.\"\nProgram B.S. '18, Special Education\nNow Inclusion Teacher & Case Manager, a regional school district\nMore alumni\nClaire Benavides, B.S. '13, Elementary Education\nHannah Solberg, B.S. '15, Rehabilitation & Disability Services\nMegan Fairweather, B.S. '16, Dietetics\nAlumni & giving\nRelated\nThis program\nCampus School\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/renata-suto.html", "title": "Renata Sütő, B.S. '16, Environmental Science", "description": "Alumni spotlight: Renata Sütő, B.S. '16, Environmental Science, now a Water Resources Specialist for a county land conservation department.", "headings": [ "Renata Sütő", "Take the next step." ], "content": "Alumni Spotlight\nRenata Sütő\nB.S. '16, Environmental Science · Water Resources Specialist, a county land conservation department\nRenata Sütő spent more Friday mornings than she can count wading a tributary of the Porter River with a turbidity meter and a clipboard, part of the program's standing agreement with the county to monitor watershed health above the Founders Hall dam. \"It sounds unglamorous until you realize you're one of maybe three people in the state who actually knows what that stream looked like ten years ago,\" she says. \"That data record is the whole reason I got hired — I'd already been reading it for two years before I graduated.\"\nShe's now the county's Water Resources Specialist, running the same monitoring program from the other side and mentoring the current cohort of Porter students who rotate through it every fall. \"I tell them the fieldwork is the résumé line, not the internship title. Nobody else applying can say they've watched one watershed for a full decade of freeze-thaw cycles.\"\nProgram B.S. '16, Environmental Science\nNow Water Resources Specialist, a county land conservation department\nMore alumni\nAngela Cho, B.S. '12, Cybersecurity\nMaria Ortiz-Chen, B.S.N. '08, Nursing\nTomás Reyes, B.S. '20, Packaging Technology\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/rosalind-kemper.html", "title": "Rosalind Kemper, Ed.D. '19, Career & Technical Education Leadership", "description": "Alumni spotlight: Rosalind Kemper, Ed.D. '19, Career & Technical Education Leadership, now a state CTE program director.", "headings": [ "Rosalind Kemper", "Take the next step." ], "content": "Alumni Spotlight\nRosalind Kemper\nEd.D. '19, Career & Technical Education Leadership · State CTE Program Director\nRosalind Kemper had run a high school's career and technical education department for fourteen years before she hit a wall she describes bluntly: \"I was excellent at running one program and completely unprepared to argue for CTE funding in front of a school board that saw it as the fallback track for kids who couldn't hack AP classes.\" She enrolled in Porter's Ed.D. in CTE Leadership specifically to fix that gap, taking classes alongside a cohort of other sitting CTE directors and administrators from across the state.\nHer dissertation, a policy analysis of how three Wesconsin school districts funded CTE equipment refreshes, is now assigned reading in the same program she graduated from. She's since left the classroom entirely to direct career and technical education policy for a state education agency, and returns to Porter most years to sit on dissertation committees for the current cohort. \"The doctorate didn't teach me the CTE content — I already had that. It taught me how to make the case for it to people who control the budget and have never taught a shop class in their life.\"\nProgram Ed.D. '19, Career & Technical Education Leadership\nNow State CTE Program Director\nMore alumni\nChristopher Boyle, M.S. '14, Engineering Management\nFrank DeLuca, Supervisory Leadership Certificate '20\nDiego Marchetti, CNC Machining Certificate '18\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/samuel-okonkwo.html", "title": "Samuel Okonkwo, B.S. '13, Criminal Justice", "description": "Alumni spotlight: Samuel Okonkwo, B.S. '13, Criminal Justice, now Detective, a Wesconsin municipal police department.", "headings": [ "Samuel Okonkwo", "Advice for current students", "Stay connected", "Take the next step." ], "content": "Alumni Spotlight\nSamuel Okonkwo\nB.S. '13, Criminal Justice · Detective, a Wesconsin municipal police department\nSamuel Okonkwo joined a municipal police department straight out of Porter and was promoted to detective after six years on patrol, now specializing in financial-crime investigations. He credits a criminal-procedure course with sharpening the case-writing habits that got him noticed early.\nHe returns each fall to speak in the department's introductory course. “I tell them the job is ninety percent writing things down correctly,” he says. “Nobody believes me until they're doing it.”\nAdvice for current students\n“Say yes to the opportunity that scares you a little. Almost everything I am proud of started as something I was not sure I was ready for.” — Samuel Okonkwo\nStay connected\nSamuel Okonkwo is one of several hundred graduates listed in the alumni mentor network , where current students can request a short conversation with an alum working in their field. Mentors set their own availability — some take one student a term, some take several — through the network's opt-in matching form.\nProgram B.S. '13, Criminal Justice\nNow Detective, a Wesconsin municipal police department\nMore alumni\nMaria Ortiz-Chen, B.S.N. '08, Nursing\nDerek Wysocki, B.S. '19, Mechanical Engineering\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nCriminal Justice Association\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/sanjay-bhatt.html", "title": "Sanjay Bhatt, M.S. '18, Cybersecurity", "description": "Alumni spotlight: Sanjay Bhatt, M.S. '18, Cybersecurity, now a Security Operations Center Manager at a financial services firm.", "headings": [ "Sanjay Bhatt", "Take the next step." ], "content": "Alumni Spotlight\nSanjay Bhatt\nM.S. '18, Cybersecurity · Security Operations Center Manager, a financial services firm\nSanjay Bhatt was already working as a security analyst when he enrolled in Porter's graduate cybersecurity program on the practitioner track — a deliberate alternative to the thesis track built for students planning a research or doctoral path instead. \"I didn't need to produce new research. I needed the incident-response and threat-hunting depth my bachelor's degree never went into, taught by people who'd actually run a SOC, not just studied one.\"\nHe's now a security operations center manager overseeing a financial services firm's round-the-clock monitoring team, and returns most semesters to guest-lecture in the same practitioner-track incident-response course. \"The thing I stress every time is that a SOC alert is never really 'the problem' — it's a symptom, and half the job is figuring out what's actually happening underneath it before you respond. That instinct is exactly what the program spent two years building in me.\"\nProgram M.S. '18, Cybersecurity\nNow Security Operations Center Manager, a financial services firm\nMore alumni\nAngela Cho, B.S. '12, Cybersecurity\nBethany Cole, B.S. '16, Information Technology\nFelix Okoro, B.S. '17, Computer Science\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/sarah-lindqvist.html", "title": "Sarah Lindqvist, B.S. '17, Applied Mathematics", "description": "Alumni spotlight: Sarah Lindqvist, B.S. '17, Applied Mathematics, now Senior Operations Research Analyst at a regional logistics firm.", "headings": [ "Sarah Lindqvist", "Take the next step." ], "content": "Alumni Spotlight\nSarah Lindqvist\nB.S. '17, Applied Mathematics · Senior Operations Research Analyst, a regional logistics firm\nSarah Lindqvist chose Porter's math program specifically because it wasn't a pure theory track. \"I looked at a couple of traditional math majors first and they were all proof-heavy, and I like proofs fine, but I wanted to know a linear program could actually route trucks before I graduated, not just that the math behind it was elegant. Every project in the program came from an actual regional company with an actual problem, not a textbook exercise dressed up to look real.\"\nShe now builds routing and inventory-optimization models for a logistics firm, work she says traces directly back to a junior-year capstone modeling a client's delivery network. \"That client is still a client of the firm I work for now. I didn't plan that, but it tells you something about how small this industry actually is once you're in it.\"\nProgram B.S. '17, Applied Mathematics\nNow Senior Operations Research Analyst, a regional logistics firm\nMore alumni\nNadia Okonkwo, B.S. '18, Data Science\nAngela Cho, B.S. '12, Cybersecurity\nDevon Marsh, B.S. '19, Game Design & Development\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/simone-blackwood.html", "title": "Simone Blackwood, B.F.A. '17, Apparel & Textile Design", "description": "Alumni spotlight: Simone Blackwood, B.F.A. '17, Apparel & Textile Design, now a Technical Designer at an outdoor-apparel company.", "headings": [ "Simone Blackwood", "Take the next step." ], "content": "Alumni Spotlight\nSimone Blackwood\nB.F.A. '17, Apparel & Textile Design · Technical Designer, an outdoor-apparel company\nSimone Blackwood came to Porter wanting to design clothes and left, she says, actually understanding how they get made — a distinction the program's pattern-making sequence drilled into her before she ever touched a sewing machine. \"Everyone wants to sketch. Almost nobody wants to spend six weeks learning why a dart has to fall exactly where it falls. That's the part that actually got me hired.\"\nShe's now a technical designer for an outdoor-apparel company, translating a design team's sketches into patterns and spec sheets a factory overseas can actually produce at scale — work she traces directly to the program's May runway show, where every garment had to survive being made twice: once by the student, once by a machinist checking whether the pattern actually worked. \"That second version is the real education. Your idea meeting a sewing machine's opinion about it.\"\nProgram B.F.A. '17, Apparel & Textile Design\nNow Technical Designer, an outdoor-apparel company\nMore alumni\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nIsabel Contreras, B.F.A. '14, Fine Art\nMalik Osei, B.S. '18, Industrial Design\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/the-nguyen.html", "title": "Thế Nguyễn, B.S. '17, Electrical Engineering", "description": "Alumni spotlight: Thế Nguyễn, B.S. '17, Electrical Engineering, now Senior Power Systems Engineer, a regional electric utility.", "headings": [ "Thế Nguyễn", "Advice for current students", "Stay connected", "Take the next step." ], "content": "Alumni Spotlight\nThế Nguyễn\nB.S. '17, Electrical Engineering · Senior Power Systems Engineer, a regional electric utility\nThế Nguyễn came to Porter from a family with no engineers in it and left with a job offer from a utility he'd interned with for two summers. He now designs protection systems for substations across the utility's service territory.\nHe co-advises the IEEE Student Branch he once served as president, and says the club's plant tours shaped his career more than any single course. “You can't really understand a grid until you've stood next to one,” he says.\nAdvice for current students\n“Get into a shop or lab outside of class time as early as you can. The projects that end up on your resume rarely start as assignments.” — Thế Nguyễn\nStay connected\nThế Nguyễn is one of several hundred graduates listed in the alumni mentor network , where current students can request a short conversation with an alum working in their field. Mentors set their own availability — some take one student a term, some take several — through the network's opt-in matching form.\nProgram B.S. '17, Electrical Engineering\nNow Senior Power Systems Engineer, a regional electric utility\nMore alumni\nMaria Ortiz-Chen, B.S.N. '08, Nursing\nDerek Wysocki, B.S. '19, Mechanical Engineering\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/tomas-reyes.html", "title": "Tomás Reyes, B.S. '20, Packaging Technology", "description": "Alumni spotlight: Tomás Reyes, B.S. '20, Packaging Technology, now Package Development Engineer, a national consumer goods company.", "headings": [ "Tomás Reyes", "Advice for current students", "Stay connected", "Take the next step." ], "content": "Alumni Spotlight\nTomás Reyes\nB.S. '20, Packaging Technology · Package Development Engineer, a national consumer goods company\nTomás Reyes is one of a small number of engineers nationally with an undergraduate degree specifically in packaging — a fact he says still surprises people at conferences. He works as a package development engineer for a national consumer goods company, designing packaging that survives distribution without over-using material.\nHe returns to campus periodically to recruit directly from the program that trained him. “There aren't many schools doing this,” he says. “When I need to hire, I call Porter first.”\nAdvice for current students\n“Say yes to the opportunity that scares you a little. Almost everything I am proud of started as something I was not sure I was ready for.” — Tomás Reyes\nStay connected\nTomás Reyes is one of several hundred graduates listed in the alumni mentor network , where current students can request a short conversation with an alum working in their field. Mentors set their own availability — some take one student a term, some take several — through the network's opt-in matching form.\nProgram B.S. '20, Packaging Technology\nNow Package Development Engineer, a national consumer goods company\nMore alumni\nMaria Ortiz-Chen, B.S.N. '08, Nursing\nDerek Wysocki, B.S. '19, Mechanical Engineering\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/tyler-nakashima.html", "title": "Tyler Nakashima, B.F.A. '19, Video Production", "description": "Alumni spotlight: Tyler Nakashima, B.F.A. '19, Video Production, now a Broadcast Technician and freelance documentary editor.", "headings": [ "Tyler Nakashima", "Take the next step." ], "content": "Alumni Spotlight\nTyler Nakashima\nB.F.A. '19, Video Production · Broadcast Technician & freelance documentary editor\nTyler Nakashima spent his junior-year practicum running camera for the local news affiliate that partners with the program — the same station he now works for part-time between freelance jobs. \"That partnership is the whole reason I had a résumé line before I graduated. Most video programs give you a fake newsroom. Ours was the real six o'clock broadcast, real deadline, real correction if you got a lower-third wrong on air.\"\nHe splits his time between broadcast technician shifts and freelance documentary editing, and says the program's insistence on learning every role — camera, sound, and edit, not just one specialty — is what makes the freelance side possible. \"Nobody hires a documentary editor who's never held a boom mic. You need to know why the audio is bad before you can fix it in the edit.\"\nProgram B.F.A. '19, Video Production\nNow Broadcast Technician & freelance documentary editor\nMore alumni\nPriya Nair, B.F.A. '15, Graphic Design & Interactive Media\nDevon Marsh, B.S. '19, Game Design & Development\nClaire Benavides, B.S. '13, Elementary Education\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/whitney-park.html", "title": "Whitney Park, M.S. '19, Data Science", "description": "Alumni spotlight: Whitney Park, M.S. '19, Data Science, now a Lead Data Scientist at a national insurance carrier.", "headings": [ "Whitney Park", "Take the next step." ], "content": "Alumni Spotlight\nWhitney Park\nM.S. '19, Data Science · Lead Data Scientist, a national insurance carrier\nWhitney Park's graduate capstone used three years of a regional retailer's actual, unfiltered sales and inventory data — with all its missing fields, inconsistent formatting, and outright errors — instead of a cleaned-up textbook dataset. \"Every machine learning course I'd taken before used data that was basically ready to model. This was the first time I had to spend six weeks just figuring out what the data actually meant before I could do anything statistical with it, which is most of what the job actually is.\"\nShe's now a lead data scientist for a national insurance carrier, building risk models on data with the exact same real-world messiness her capstone dataset had. \"I tell people the machine learning part of this job is maybe twenty percent of the actual work. Porter's program was one of the only ones I found that was honest about that ratio instead of teaching a semester of clean-data model-building and calling it done.\"\nProgram M.S. '19, Data Science\nNow Lead Data Scientist, a national insurance carrier\nMore alumni\nNadia Okonkwo, B.S. '18, Data Science\nSarah Lindqvist, B.S. '17, Applied Mathematics\nSanjay Bhatt, M.S. '18, Cybersecurity\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-spotlights/yolanda-briggs.html", "title": "Yolanda Briggs, B.S. '11, Health Information Management", "description": "Alumni spotlight: Yolanda Briggs, B.S. '11, Health Information Management, now Director of Health Information at a regional hospital system.", "headings": [ "Yolanda Briggs", "Take the next step." ], "content": "Alumni Spotlight\nYolanda Briggs\nB.S. '11, Health Information Management · Director of Health Information, a regional hospital system\nYolanda Briggs graduated the same year her hospital system's employer went through a full transition to electronic health records, and says the timing was equal parts lucky and brutal. \"I learned coding compliance on paper charts in my junior year and watched the whole system convert to digital by the time I started my first job. Porter's HIM program had already taught us both systems side by side, on purpose, because faculty could see the transition coming across the industry. Half my cohort walked into interviews as the only new grads who'd actually touched a paper chart AND an EHR.\"\nFifteen years later she directs health information for a multi-site hospital system, overseeing coding accuracy, release-of-information compliance, and a staff of eighteen. \"The job is invisible when it's done right — nobody notices health information management until a record is wrong, a claim is denied, or an audit finds a gap. I tell new hires that being unnoticed is the actual goal.\"\nProgram B.S. '11, Health Information Management\nNow Director of Health Information, a regional hospital system\nMore alumni\nMaria Ortiz-Chen, B.S.N. '08, Nursing\nHannah Solberg, B.S. '15, Rehabilitation & Disability Services\nRenata Sütő, B.S. '16, Environmental Science\nAlumni & giving\nRelated\nThis program\nCareer outcomes\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "alumni-travel-program.html", "title": "Alumni Travel Program, 2027", "description": "Four small-group trips in 2027, each hosted by a Porter faculty member who knows the subject: mill towns, a Great Lakes shoreline, dark skies on the plains and the machine-tool towns of Germany.", "headings": [ "Alumni Travel Program, 2027", "On this page", "How Porter alumni travel works", "The 2027 trips at a glance", "The trips", "Booking, deposits and cancellations" ], "content": "Alumni Alumni Travel Program, 2027\nFour small-group trips in 2027, each hosted by a Porter faculty member who knows the subject: mill towns, a Great Lakes shoreline, dark skies on the plains and the machine-tool towns of Germany.\nHow Porter alumni travel works\nThe trips are small: 20 to 30 travelers, one faculty host and one tour manager. The host gives short talks on the road and turns factory floors, rock outcrops and night skies into something closer to a class without homework. A licensed regional tour operator under contract handles bookings, payments, hotels and transportation. Alumni Relations picks the trips, recruits the hosts and goes along on the first day to count heads.\nTrips are open to alumni, their families, friends of the university and retired faculty and staff. $100 of each traveler’s price goes to the faculty-led travel grant , which helps current students afford study trips of their own. In 2026 that came to $8,300.\nThe 2027 trips at a glance\nMill Towns and River Locks — Dates: May 18–21; Faculty host: Renata Haddad, Humanities; Price per person, shared room: $1,140; Group size: 30\nShoreline Week: Dunes, Lighthouses and Ore Docks — Dates: June 13–19; Faculty host: Grace Whitfield, Environmental Science; Price per person, shared room: $2,180; Group size: 28\nDark Skies of the Western Plains — Dates: August 8–13; Faculty host: Isaac Sato, Physics & Astronomy; Price per person, shared room: $2,640; Group size: 20\nGermany’s Machine-Tool Heartland — Dates: September 12–22; Faculty host: Everett Fontaine, Manufacturing & Industrial Engineering; Price per person, shared room: $5,390, airfare included; Group size: 24\nSingle rooms cost extra: $280, $580, $550 and $850 respectively.\nThe trips\nMill Towns and River Locks — May 18–21\nFour days by motorcoach from the Welcome Center. The trip starts in University Archives with the newly acquired records of the Millrace woolen mill. From there it heads downriver to two restored gristmills, a working lock and dam, and a foundry town that still casts manhole covers. Renata Haddad , senior lecturer in the history of technology, will explain why every one of these towns has a Main Street that runs parallel to the water. Activity level: easy; some gravel paths.\nShoreline Week: Dunes, Lighthouses and Ore Docks — June 13–19\nSeven days along the Great Lakes shoreline by motorcoach, with two nights in a lakeside lodge. Expect sand dunes, sea caves seen from a tour boat, a climb up a lighthouse and a tour of an ore dock still in use. Grace Whitfield , associate professor of geomorphology, will explain what the glaciers did and what the lake is still doing. Activity level: moderate, with up to three miles of walking on some days.\nDark Skies of the Western Plains — August 8–13\nYou fly from Lake City Regional Airport (airfare is extra on this trip), then spend five nights at a ranch lodge far from city lights. Days bring badlands hikes and a fossil dig site; nights bring telescopes the group brings with them. The dates catch the run-up to the Perseid meteor shower. Isaac Sato , associate professor of physics, sets up the instruments. He warns that if it is cloudy he will lecture on clouds. Activity level: moderate, with late nights.\nGermany’s Machine-Tool Heartland — September 12–22\nEleven days with round-trip airfare from Lake City. The group visits a family-owned gear maker, a vocational training center where apprentices spend half of every week on the shop floor, and a technical museum. Free time goes to half-timbered towns and one day on a river cruise. Everett Fontaine , professor of manufacturing engineering, hosts and can tell you what a micron feels like. Porter students make a similar trip through the Berlin engineering exchange. Activity level: moderate. A passport valid through March 2028 is required.\nBooking, deposits and cancellations\nBooking opens at 9 a.m. on Monday, November 2, 2026, by phone with Alumni Relations or through MyPorter. Last year two of three trips filled in under a week; there is a waitlist for each.\nDeposit: $400 per person ($600 for Germany), refundable less a $100 fee until final payment is due.\nFinal payment is due 90 days before departure. After that, refunds depend on what the operator can recover. Travel insurance is offered with your confirmation and is strongly recommended.\nAccessibility: tell us what you need when you book. Motorcoaches have lifts. Some sites, including the lighthouse stairs and the dig site, have no step-free alternative, and we will say so in writing rather than hope for the best.\nMinimum group size: 14 travelers. If a trip falls short 120 days out, it is cancelled with a full refund.\nFor a weekend version without luggage, see the chapter outings on the alumni events calendar .\nAt a glance\nTrips in 2027\nFour, May through September\nGroup size\n20–30 travelers\nPrices\n$1,140–$5,390 per person, shared room\nBooking opens\nMonday, November 2, 2026, 9 a.m.\nDeposit\n$400 ($600 for Germany)\nWho to contact\nOffice of Alumni Relations\nWelcome Center (the 1911 depot), second floor\nPhone\n(715) 555–0246\nEmail\nalumni@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nAlumni events calendar\nAlumni benefits and discounts\nFaculty-led travel grant\nStudy abroad\nPorter Lifelong Learning Institute\nAlumni" }, { "url": "alumni-volunteer-opportunities.html", "title": "Alumni Volunteer Opportunities", "description": "Ways to give Porter time instead of money, sorted by how much time they really take: mentoring, admissions help, chapter leadership, class agents, guest speaking, judging and advisory boards.", "headings": [ "Alumni Volunteer Opportunities", "On this page", "Start with the time you actually have", "Mentoring", "Admissions volunteers", "Chapter leaders and class agents", "Speakers, judges and advisory boards", "What we ask, and what you get" ], "content": "Alumni Alumni Volunteer Opportunities\nWays to give Porter time instead of money, sorted by how much time they really take: mentoring, admissions help, chapter leadership, class agents, guest speaking, judging and advisory boards.\nStart with the time you actually have\nAbout 2,300 alumni volunteered with Porter last year. Alumni Relations coordinates almost all of it, partly to match people with real needs and partly so no department gets six offers of a guest lecture in the same week.\nAlumni mentor — Time: About an hour a month for one semester; When: Sign up each fall and spring\nAdmissions volunteer — Time: 2–6 hours per event; When: September–April\nGuest speaker or panelist — Time: One class period, plus prep; When: Any term\nCapstone judge or mock interviewer — Time: A half day; When: December, April and the career fairs\nClass agent — Time: 2–3 hours a quarter; more in a reunion year; When: Year-round\nChapter leader — Time: 3–5 hours a month; When: Two-year terms starting July 1\nProgram advisory board member — Time: Two meetings a year; When: By invitation from a department\nMentoring\nThe alumni mentor network has about 1,000 volunteers and made 734 matches last year. A match is a monthly call or coffee for one semester. There is no homework and no expectation of a job at the end. Matching goes by field, then location, then shared background if the student asks for it. Many first-generation students do. Sign-ups for spring 2027 run December 1 to January 22.\nRecent graduates are especially welcome. Plenty of students would rather hear from someone two years out than twenty, which is why the Young Alumni Council recruits near-peer mentors every fall.\nAdmissions volunteers\nAdmissions counselors cannot be at every college fair. Alumni Admissions Ambassadors cover the fairs the counselors miss, especially those more than three hours from Porter Falls. They also call admitted students in March and staff the alumni table at Ironclad Preview Days. Check the counselor travel schedule to see where the gaps are.\nTraining is a 45-minute video plus a short privacy briefing. The Office of Admissions supplies the materials, banners and a list of what you may and may not say.\nYou may not promise admission or scholarships, and you may not talk to high-school athletes about playing here. Division III recruiting rules apply to volunteers, and the coaches handle it (see compliance ).\nOpen Campus Day on April 24, 2027, needs about 220 volunteers for two-hour shifts. Sign up through volunteer on campus by April 2.\nChapter leaders and class agents\nChapter leaders run the alumni groups in Lake City, the Cities, Bayport, Ashby Falls, Port Alder, Kettle Bay and the virtual chapter. Each chapter has a chair, an events lead and a communications lead. The office handles invitations, registrations and money, so leaders do not need a spreadsheet. They need to know a good back room. Port Alder and Kettle Bay are both looking for an events lead for 2027–28. See regional chapters .\nClass agents keep a class in touch between reunions. They write a short letter each year, nudge classmates to send class notes and help recruit the reunion committee. Agents are needed now for the classes of 1977, 2002 and 2017, which hold reunions at Millrace Week 2027.\nSpeakers, judges and advisory boards\nGuest speakers. Faculty ask for alumni most often in senior seminars, professional-practice courses and student organization meetings. Tell the office what you do; it will pass your name to the departments that need it. For talks to community audiences off campus, see the speakers bureau.\nJudges and mock interviewers. Capstone showcases in December and April, the pitch competition, and practice interviews before the career fairs. If your employer would rather sponsor a project, see sponsoring a capstone project .\nAdvisory boards. Every applied program has an industry advisory board that reviews the curriculum. Seats are by invitation, but the office passes interested names to department chairs.\nJob shadows and co-ops. Hosting a student for a day or a semester is volunteering too; see the employer recruiting guide.\nWhat we ask, and what you get\nVolunteers who work with minors, including STEM Saturdays and some admissions events, complete a background check that the university pays for. Everyone agrees to the volunteer conduct policy, a single page whose main point is to treat students the way you would want a stranger to treat your own kid.\nIn return: a name badge, parking on volunteer days, an invitation to the volunteer thank-you reception at Millrace Week, and our honest thanks. The Distinguished Alumni Awards include a Service to Porter category, and its last winner hosted 41 co-op students.\nAt a glance\nVolunteers last year\nAbout 2,300 alumni\nLightest lift\nMentoring: about an hour a month\nMentor sign-up\nDecember 1, 2026–January 22, 2027\nOpen Campus Day\nApril 24, 2027; sign up by April 2\nClass agents needed\nClasses of 1977, 2002 and 2017\nWho to contact\nOffice of Alumni Relations\nWelcome Center (the 1911 depot), second floor\nPhone\n(715) 555–0246\nEmail\nalumni@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nAlumni mentor network\nRegional alumni chapters\nAlumni Association board\nYoung Alumni Council\nIndustry advisory boards\nAlumni" }, { "url": "alumni.html", "title": "Alumni", "description": "What stays available to you after graduation — career help, library access, benefits — and the ways to stay involved.", "headings": [ "Alumni", "On this page", "What you keep after graduation", "Benefits and community", "Ways to stay involved", "Giving" ], "content": "Alumni & giving Alumni\nWhat stays available to you after graduation — career help, library access, benefits — and the ways to stay involved.\nWhat you keep after graduation\nA Porter degree comes with a standing set of alumni services at no cost: lifetime career coaching and resume review (career changers use this for years), access to the online job board and to alumni-only hiring events, a permanent forwarding email alias, transcript and enrollment/degree verification, and continued access to selected library databases and research help. You keep your affiliation with your college and department, and departments often invite alumni back for advisory panels, guest talks, and mentoring.\nUpdate your contact information in the alumni portal after you move — it is how the career network, your class, and your chapter reach you.\nBenefits and community\nRegional alumni chapters host gatherings in the cities where Porter graduates cluster; there are affinity groups by industry, identity, and student-organization legacy. Alumni get member rates on continuing-education courses and campus facilities, discounts through partner programs (insurance, travel, some retailers), library borrowing privileges, and an invitation to Homecoming and reunion years. The alumni association is free to join — there is no paid membership tier.\nWays to stay involved\nThe most valuable thing most alumni give is time, not money: mentor a current student through the formal program, take a mentee for informational interviews, post or refer a job, host a co-op or internship at your employer, speak in a course or a club, judge a pitch or capstone, or serve on a program advisory board that keeps the curriculum current. Volunteering is coordinated through the alumni office so it is matched to a real need and does not overload one department.\nGiving\nGifts of any size go through the UW–Porter Falls Foundation and are tax-deductible; you can direct them to your department, scholarships, the student emergency fund, applied-learning and competition travel, or leave them unrestricted. Recurring monthly gifts, employer matching, appreciated securities, and estate commitments are all options, and named scholarships and endowments start at a set minimum. The Foundation publishes audited financials and reports on how restricted gifts were used.\nAt a glance\nYou keep\nLifetime career coaching + job board + alumni hiring events, a forwarding email alias, degree verification, and selected library databases\nCommunity\nFree alumni association (no paid tier), regional chapters, affinity groups, event and facility discounts, library borrowing, Homecoming and reunions\nGet involved\nMentor a student, refer or post a job, host a co-op, speak in a course, judge a capstone, serve on an advisory board — matched through the alumni office\nGive\nAny amount via the UW–Porter Falls Foundation, tax-deductible, directable to your department/scholarships/emergency fund; matching, securities, and estate gifts too\nRelated resources\nAlumni events 2026–27\nHomecoming & reunions 2026\nAlumni benefits\nVolunteer as an alum\nPorter Falls Magazine\nClass notes\nIronclad Club\nAlumni spotlights\nUW–Porter Falls Foundation\nContact directory" }, { "url": "annual-security-report.html", "title": "Annual security & fire safety report", "description": "What this federally required report contains, how to read the crime statistics honestly, and how to get a copy.", "headings": [ "Annual security & fire safety report", "On this page", "Why it exists and what is in it", "Reading the statistics without being misled", "Fire safety and getting a copy" ], "content": "Campus safety Annual security & fire safety report\nWhat this federally required report contains, how to read the crime statistics honestly, and how to get a copy.\nWhy it exists and what is in it\nThe Annual Security and Fire Safety Report is published every year by October 1 under the federal Clery Act, and every enrolled student and employee is notified of how to access it. It compiles three calendar years of statistics for specific crime categories — criminal homicide, sexual assault, robbery, aggravated assault, burglary, motor vehicle theft, arson, domestic and dating violence, stalking, and hate crimes — broken out by where they occurred (on-campus, residence halls, non-campus university property, adjacent public property). Alongside the numbers it lays out the university's policies and procedures: how to report a crime, emergency notification and timely-warning practices, the response to sexual and gender-based misconduct, alcohol and drug policy, and prevention and awareness programming.\nReading the statistics without being misled\nClery numbers are widely misread in both directions. A higher count is not automatically a more dangerous campus — it often reflects a community that reports more, counts carefully, and includes incidents disclosed to victim advocates and residence-life staff, not just police reports. A very low number can mean underreporting. The categories are narrow and defined by federal rules, so the report is not a complete picture of everything that happens on campus; the daily crime log fills in more. Compare a campus to its own trend over the three years and to genuinely similar institutions, read the definitions, and treat a zero with the same skepticism as a spike.\nFire safety and getting a copy\nThe fire-safety half covers each residence hall: the fire-protection systems (alarms, sprinklers, detection), the number of fire drills held, rules on prohibited items (candles, halogen lamps, extension cords, smoking), evacuation procedures, and a three-year log of reported fires with cause, injuries, and damage. The full report is posted on the Campus Safety site year-round; a paper copy in accessible formats is available free on request from the Campus Safety business office. Prospective students and employees can request it before applying.\nAt a glance\nWhat it is\nFederally required (Clery Act), published by October 1 yearly — 3 years of statistics for defined crime categories by location, plus safety policies and prevention programming\nRead it carefully\nHigher counts can mean better reporting, not more danger; low counts can mean underreporting. Categories are narrow — check definitions, compare to the campus's own trend and true peers\nFire safety half\nPer residence hall: fire-protection systems, drills held, prohibited items, evacuation, and a 3-year log of fires with cause and damage\nGet it\nOn the Campus Safety site year-round; free paper copy in accessible formats from the Campus Safety business office, including for prospective students\nRelated resources\nTimely warnings & crime log\nEmergency information\nCampus Safety & police\nContact directory" }, { "url": "ap-ib-and-clep-credit.html", "title": "AP, IB, and CLEP credit", "description": "How exam scores turn into Porter credit, how much you can earn, and when to use it.", "headings": [ "AP, IB, and CLEP credit", "On this page", "The exams Porter awards credit for", "Getting the scores here", "How much counts", "When to use it and when to skip it", "IB and A-Level specifics", "If a score is not on the table" ], "content": "Registrar AP, IB, and CLEP credit\nHow exam scores turn into Porter credit, how much you can earn, and when to use it.\nThe exams Porter awards credit for\nAdvanced Placement (AP), International Baccalaureate (IB) Higher Level, and College-Level Examination Program (CLEP) exams, plus Cambridge A-Levels, can all earn Porter credit. Each subject has a minimum score and a specified number of credits and, often, a specific Porter course it satisfies — published in a table on the Registrar's site and in the catalog.\nGetting the scores here\nCredit is not automatic. You must have the official score report sent from the testing agency directly to Porter Admissions; a score on your high-school transcript is not sufficient. Do this the summer before you enroll so the credit is on your record before you register for your first term and can place you out of the right courses.\nHow much counts\nThere is usually a cap on total credit by examination (commonly around 30–45 credits) that can apply to the degree. Exam credit fills requirements and reduces the number of courses you take, but like transfer credit it does not count toward the residency requirement — the credits you must complete at Porter.\nWhen to use it and when to skip it\nUse exam credit to skip a course you have genuinely mastered and move to the next one. Think twice about using it to place out of a foundational course in your major if your exam was a while ago or the material is shaky — starting a hard sequence on a weak foundation is a common way to struggle. You can decline exam credit and take the course; talk to the department.\nIB and A-Level specifics\nIB credit is typically awarded for Higher Level exams at a set score, and sometimes for a full IB Diploma as a block. Standard Level exams earn less or nothing. A-Level credit is evaluated subject by subject. Send the official results from the IB Organization or the relevant board.\nIf a score is not on the table\nIf you have an exam that is not listed, or a score just below the cutoff you think should count, ask the Registrar's transfer team — some cases go to the department for review. Bring the exam description and syllabus.\nAt a glance\nAccepted\nAP, IB Higher Level, CLEP, Cambridge A-Levels — each with a minimum score and set credits\nTo claim\nOfficial score report sent from the testing agency to Admissions — a transcript note is not enough\nCap\nA total-credit-by-exam limit (~30–45); does not count toward residency\nCaution\nPlacing out of a shaky foundational major course; you can decline the credit and take it\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTransferring credits to Porter\nCatalog year and degree requirements\nCredit by departmental exam\nReading your degree audit\nFull contact directory" }, { "url": "ap-ib-clep-credit-chart.html", "title": "AP, IB & CLEP credit", "description": "The scores that earn UW–Porter Falls credit, and how that credit counts toward your degree.", "headings": [ "AP, IB & CLEP credit", "On this page", "Reading the chart", "Making it count", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs AP, IB & CLEP credit\nThe scores that earn UW–Porter Falls credit, and how that credit counts toward your degree.\nReading the chart\nLook up each exam you took: a 4 on AP Biology might grant the intro biology course and its lab; a 5 might grant more. IB higher-level exams generally earn more than standard-level. The chart shows exactly which Porter course number each maps to, so you know what you can skip.\nMaking it count\nCredit posts once official scores arrive — do this before orientation so you register accurately. If an exam grants a course you'd rather take at Porter (some students retake intro chemistry for a stronger foundation), you can decline the credit, but you can't have both.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nWhere to find it: A published table: each AP/IB/CLEP exam, the minimum score, and the Porter course(s) it grants. How it counts: As real credit toward the 120 for a degree, and often toward a specific general-education or major requirement. Send scores: Have the testing agency send an official report to Admissions; self-reported scores don't post credit. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere to find it\nA published table: each AP/IB/CLEP exam, the minimum score, and the Porter course(s) it grants\nHow it counts\nAs real credit toward the 120 for a degree, and often toward a specific general-education or major requirement\nSend scores\nHave the testing agency send an official report to Admissions; self-reported scores don't post credit\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "applied-analytics-briefing-a-problem.html", "title": "Briefing a problem in Analytics", "description": "A practical analytics guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.", "headings": [ "Briefing a problem in Analytics", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Briefing a problem in Analytics\nA practical analytics guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In analytics, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-analytics-documenting-work.html", "title": "Documenting work in Analytics", "description": "A practical analytics guide to create notes, files, versions, and decisions another person can use without you in the room.", "headings": [ "Documenting work in Analytics", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Documenting work in Analytics\nA practical analytics guide to create notes, files, versions, and decisions another person can use without you in the room.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In analytics, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-analytics-finding-evidence.html", "title": "Finding evidence in Analytics", "description": "A practical analytics guide to separate useful evidence from a quick search and record where each claim came from.", "headings": [ "Finding evidence in Analytics", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Finding evidence in Analytics\nA practical analytics guide to separate useful evidence from a quick search and record where each claim came from.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In analytics, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-analytics-giving-feedback.html", "title": "Giving feedback in Analytics", "description": "A practical analytics guide to make critique specific, actionable, respectful, and tied to the work rather than the person.", "headings": [ "Giving feedback in Analytics", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Giving feedback in Analytics\nA practical analytics guide to make critique specific, actionable, respectful, and tied to the work rather than the person.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In analytics, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-analytics-handling-ethics-and-risk.html", "title": "Handling ethics and risk in Analytics", "description": "A practical analytics guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.", "headings": [ "Handling ethics and risk in Analytics", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Handling ethics and risk in Analytics\nA practical analytics guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In analytics, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-analytics-interviewing-stakeholders.html", "title": "Interviewing stakeholders in Analytics", "description": "A practical analytics guide to prepare, listen, document consent, and turn a conversation into usable requirements.", "headings": [ "Interviewing stakeholders in Analytics", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Interviewing stakeholders in Analytics\nA practical analytics guide to prepare, listen, document consent, and turn a conversation into usable requirements.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In analytics, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-analytics-planning-a-project.html", "title": "Planning a project in Analytics", "description": "A practical analytics guide to make an honest scope, sequence, owner list, and review rhythm before work starts.", "headings": [ "Planning a project in Analytics", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Planning a project in Analytics\nA practical analytics guide to make an honest scope, sequence, owner list, and review rhythm before work starts.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In analytics, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-analytics-presenting-results.html", "title": "Presenting results in Analytics", "description": "A practical analytics guide to tell a clear evidence-led story for a technical, professional, or public audience.", "headings": [ "Presenting results in Analytics", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Presenting results in Analytics\nA practical analytics guide to tell a clear evidence-led story for a technical, professional, or public audience.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In analytics, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-analytics-prototyping.html", "title": "Prototyping in Analytics", "description": "A practical analytics guide to make the smallest test that can teach the team something important.", "headings": [ "Prototyping in Analytics", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Prototyping in Analytics\nA practical analytics guide to make the smallest test that can teach the team something important.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In analytics, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-analytics-reflecting-and-iterating.html", "title": "Reflecting and iterating in Analytics", "description": "A practical analytics guide to turn a finished project into a useful record of what to repeat, change, and learn next time.", "headings": [ "Reflecting and iterating in Analytics", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Reflecting and iterating in Analytics\nA practical analytics guide to turn a finished project into a useful record of what to repeat, change, and learn next time.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In analytics, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-analytics-testing-a-solution.html", "title": "Testing a solution in Analytics", "description": "A practical analytics guide to choose a test condition, record results, and state what the result does and does not prove.", "headings": [ "Testing a solution in Analytics", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Testing a solution in Analytics\nA practical analytics guide to choose a test condition, record results, and state what the result does and does not prove.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In analytics, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-analytics-working-in-a-team.html", "title": "Working in a team in Analytics", "description": "A practical analytics guide to divide work visibly, make decisions traceable, and recover when a handoff slips.", "headings": [ "Working in a team in Analytics", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Working in a team in Analytics\nA practical analytics guide to divide work visibly, make decisions traceable, and recover when a handoff slips.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In analytics, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-arts-building.html", "title": "Applied Arts Building", "description": "Studios, galleries and production spaces for design, art, apparel and media.", "headings": [ "Applied Arts Building", "On this page", "Studios", "Production", "Public spaces", "Studios with north light", "The Furlong Gallery", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus map Applied Arts Building\nStudios, galleries and production spaces for design, art, apparel and media.\nStudios\nNatural-light drawing, industrial design, apparel, print, photography, animation and interaction studios support individual and team work.\nProduction\nWood, metal, textile, print and digital fabrication areas require training appropriate to each process.\nPublic spaces\nThe Furlong Gallery and student project corridors host rotating exhibitions and senior shows.\nStudios with north light\nThe upper floors are drawing, industrial-design, apparel, print, photography, animation and interaction studios, most with the north-facing glass the 1969 addition was designed around. Students are assigned studio space by course and often keep a desk for a full year.\nThe Furlong Gallery\nThe ground-floor Furlong Gallery runs rotating exhibitions, visiting-artist shows and the spring senior exhibitions, and it is open to the public at no charge. The student project corridors around it are effectively a second, always-on gallery.\nIn and around Porter Falls\nThe campus is compact — 86 acres, 14 buildings — laid out along the old Millrace between downtown Porter Falls and the river. The Porter Loop shuttle circles it every twelve minutes during class hours, and the lighted Riverfront Trail connects the academic core to North Campus in about a ten-minute walk.\nThe practical details\nHome to: College of Arts & Design. Public gallery: The Furlong Gallery, free, open daily. Shops: Wood, metal, textile, print, digital fabrication. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Facilities & Campus Planning (Millwright Hall, Room 40). Call (715) 555-0245 or email facilities@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nHome to\nCollege of Arts & Design\nPublic gallery\nThe Furlong Gallery, free, open daily\nShops\nWood, metal, textile, print, digital fabrication\nWho to contact\nFacilities & Campus Planning\nMillwright Hall 40\nPhone\n(715) 555–0145\nEmail\nfacilities@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFounders Hall\nJarvis Technology Center\nHealth Sciences Center\nFounders Union\nHalvorsen Library\nNorth Campus\nFull contact directory" }, { "url": "applied-business-briefing-a-problem.html", "title": "Briefing a problem in Business", "description": "A practical business guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.", "headings": [ "Briefing a problem in Business", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Briefing a problem in Business\nA practical business guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In business, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-business-documenting-work.html", "title": "Documenting work in Business", "description": "A practical business guide to create notes, files, versions, and decisions another person can use without you in the room.", "headings": [ "Documenting work in Business", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Documenting work in Business\nA practical business guide to create notes, files, versions, and decisions another person can use without you in the room.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In business, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-business-finding-evidence.html", "title": "Finding evidence in Business", "description": "A practical business guide to separate useful evidence from a quick search and record where each claim came from.", "headings": [ "Finding evidence in Business", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Finding evidence in Business\nA practical business guide to separate useful evidence from a quick search and record where each claim came from.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In business, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-business-giving-feedback.html", "title": "Giving feedback in Business", "description": "A practical business guide to make critique specific, actionable, respectful, and tied to the work rather than the person.", "headings": [ "Giving feedback in Business", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Giving feedback in Business\nA practical business guide to make critique specific, actionable, respectful, and tied to the work rather than the person.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In business, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-business-handling-ethics-and-risk.html", "title": "Handling ethics and risk in Business", "description": "A practical business guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.", "headings": [ "Handling ethics and risk in Business", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Handling ethics and risk in Business\nA practical business guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In business, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-business-interviewing-stakeholders.html", "title": "Interviewing stakeholders in Business", "description": "A practical business guide to prepare, listen, document consent, and turn a conversation into usable requirements.", "headings": [ "Interviewing stakeholders in Business", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Interviewing stakeholders in Business\nA practical business guide to prepare, listen, document consent, and turn a conversation into usable requirements.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In business, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-business-planning-a-project.html", "title": "Planning a project in Business", "description": "A practical business guide to make an honest scope, sequence, owner list, and review rhythm before work starts.", "headings": [ "Planning a project in Business", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Planning a project in Business\nA practical business guide to make an honest scope, sequence, owner list, and review rhythm before work starts.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In business, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-business-presenting-results.html", "title": "Presenting results in Business", "description": "A practical business guide to tell a clear evidence-led story for a technical, professional, or public audience.", "headings": [ "Presenting results in Business", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Presenting results in Business\nA practical business guide to tell a clear evidence-led story for a technical, professional, or public audience.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In business, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-business-prototyping.html", "title": "Prototyping in Business", "description": "A practical business guide to make the smallest test that can teach the team something important.", "headings": [ "Prototyping in Business", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Prototyping in Business\nA practical business guide to make the smallest test that can teach the team something important.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In business, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-business-reflecting-and-iterating.html", "title": "Reflecting and iterating in Business", "description": "A practical business guide to turn a finished project into a useful record of what to repeat, change, and learn next time.", "headings": [ "Reflecting and iterating in Business", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Reflecting and iterating in Business\nA practical business guide to turn a finished project into a useful record of what to repeat, change, and learn next time.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In business, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-business-testing-a-solution.html", "title": "Testing a solution in Business", "description": "A practical business guide to choose a test condition, record results, and state what the result does and does not prove.", "headings": [ "Testing a solution in Business", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Testing a solution in Business\nA practical business guide to choose a test condition, record results, and state what the result does and does not prove.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In business, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-business-working-in-a-team.html", "title": "Working in a team in Business", "description": "A practical business guide to divide work visibly, make decisions traceable, and recover when a handoff slips.", "headings": [ "Working in a team in Business", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Working in a team in Business\nA practical business guide to divide work visibly, make decisions traceable, and recover when a handoff slips.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In business, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-computing-briefing-a-problem.html", "title": "Briefing a problem in Computing", "description": "A practical computing guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.", "headings": [ "Briefing a problem in Computing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Briefing a problem in Computing\nA practical computing guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In computing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-computing-documenting-work.html", "title": "Documenting work in Computing", "description": "A practical computing guide to create notes, files, versions, and decisions another person can use without you in the room.", "headings": [ "Documenting work in Computing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Documenting work in Computing\nA practical computing guide to create notes, files, versions, and decisions another person can use without you in the room.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In computing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-computing-finding-evidence.html", "title": "Finding evidence in Computing", "description": "A practical computing guide to separate useful evidence from a quick search and record where each claim came from.", "headings": [ "Finding evidence in Computing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Finding evidence in Computing\nA practical computing guide to separate useful evidence from a quick search and record where each claim came from.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In computing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-computing-giving-feedback.html", "title": "Giving feedback in Computing", "description": "A practical computing guide to make critique specific, actionable, respectful, and tied to the work rather than the person.", "headings": [ "Giving feedback in Computing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Giving feedback in Computing\nA practical computing guide to make critique specific, actionable, respectful, and tied to the work rather than the person.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In computing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-computing-handling-ethics-and-risk.html", "title": "Handling ethics and risk in Computing", "description": "A practical computing guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.", "headings": [ "Handling ethics and risk in Computing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Handling ethics and risk in Computing\nA practical computing guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In computing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-computing-interviewing-stakeholders.html", "title": "Interviewing stakeholders in Computing", "description": "A practical computing guide to prepare, listen, document consent, and turn a conversation into usable requirements.", "headings": [ "Interviewing stakeholders in Computing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Interviewing stakeholders in Computing\nA practical computing guide to prepare, listen, document consent, and turn a conversation into usable requirements.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In computing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-computing-planning-a-project.html", "title": "Planning a project in Computing", "description": "A practical computing guide to make an honest scope, sequence, owner list, and review rhythm before work starts.", "headings": [ "Planning a project in Computing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Planning a project in Computing\nA practical computing guide to make an honest scope, sequence, owner list, and review rhythm before work starts.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In computing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-computing-presenting-results.html", "title": "Presenting results in Computing", "description": "A practical computing guide to tell a clear evidence-led story for a technical, professional, or public audience.", "headings": [ "Presenting results in Computing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Presenting results in Computing\nA practical computing guide to tell a clear evidence-led story for a technical, professional, or public audience.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In computing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-computing-prototyping.html", "title": "Prototyping in Computing", "description": "A practical computing guide to make the smallest test that can teach the team something important.", "headings": [ "Prototyping in Computing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Prototyping in Computing\nA practical computing guide to make the smallest test that can teach the team something important.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In computing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-computing-reflecting-and-iterating.html", "title": "Reflecting and iterating in Computing", "description": "A practical computing guide to turn a finished project into a useful record of what to repeat, change, and learn next time.", "headings": [ "Reflecting and iterating in Computing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Reflecting and iterating in Computing\nA practical computing guide to turn a finished project into a useful record of what to repeat, change, and learn next time.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In computing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-computing-testing-a-solution.html", "title": "Testing a solution in Computing", "description": "A practical computing guide to choose a test condition, record results, and state what the result does and does not prove.", "headings": [ "Testing a solution in Computing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Testing a solution in Computing\nA practical computing guide to choose a test condition, record results, and state what the result does and does not prove.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In computing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-computing-working-in-a-team.html", "title": "Working in a team in Computing", "description": "A practical computing guide to divide work visibly, make decisions traceable, and recover when a handoff slips.", "headings": [ "Working in a team in Computing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Working in a team in Computing\nA practical computing guide to divide work visibly, make decisions traceable, and recover when a handoff slips.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In computing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-construction-briefing-a-problem.html", "title": "Briefing a problem in Construction", "description": "A practical construction guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.", "headings": [ "Briefing a problem in Construction", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Briefing a problem in Construction\nA practical construction guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In construction, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-construction-documenting-work.html", "title": "Documenting work in Construction", "description": "A practical construction guide to create notes, files, versions, and decisions another person can use without you in the room.", "headings": [ "Documenting work in Construction", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Documenting work in Construction\nA practical construction guide to create notes, files, versions, and decisions another person can use without you in the room.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In construction, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-construction-finding-evidence.html", "title": "Finding evidence in Construction", "description": "A practical construction guide to separate useful evidence from a quick search and record where each claim came from.", "headings": [ "Finding evidence in Construction", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Finding evidence in Construction\nA practical construction guide to separate useful evidence from a quick search and record where each claim came from.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In construction, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-construction-giving-feedback.html", "title": "Giving feedback in Construction", "description": "A practical construction guide to make critique specific, actionable, respectful, and tied to the work rather than the person.", "headings": [ "Giving feedback in Construction", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Giving feedback in Construction\nA practical construction guide to make critique specific, actionable, respectful, and tied to the work rather than the person.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In construction, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-construction-handling-ethics-and-risk.html", "title": "Handling ethics and risk in Construction", "description": "A practical construction guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.", "headings": [ "Handling ethics and risk in Construction", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Handling ethics and risk in Construction\nA practical construction guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In construction, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-construction-interviewing-stakeholders.html", "title": "Interviewing stakeholders in Construction", "description": "A practical construction guide to prepare, listen, document consent, and turn a conversation into usable requirements.", "headings": [ "Interviewing stakeholders in Construction", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Interviewing stakeholders in Construction\nA practical construction guide to prepare, listen, document consent, and turn a conversation into usable requirements.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In construction, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-construction-planning-a-project.html", "title": "Planning a project in Construction", "description": "A practical construction guide to make an honest scope, sequence, owner list, and review rhythm before work starts.", "headings": [ "Planning a project in Construction", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Planning a project in Construction\nA practical construction guide to make an honest scope, sequence, owner list, and review rhythm before work starts.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In construction, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-construction-presenting-results.html", "title": "Presenting results in Construction", "description": "A practical construction guide to tell a clear evidence-led story for a technical, professional, or public audience.", "headings": [ "Presenting results in Construction", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Presenting results in Construction\nA practical construction guide to tell a clear evidence-led story for a technical, professional, or public audience.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In construction, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-construction-prototyping.html", "title": "Prototyping in Construction", "description": "A practical construction guide to make the smallest test that can teach the team something important.", "headings": [ "Prototyping in Construction", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Prototyping in Construction\nA practical construction guide to make the smallest test that can teach the team something important.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In construction, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-construction-reflecting-and-iterating.html", "title": "Reflecting and iterating in Construction", "description": "A practical construction guide to turn a finished project into a useful record of what to repeat, change, and learn next time.", "headings": [ "Reflecting and iterating in Construction", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Reflecting and iterating in Construction\nA practical construction guide to turn a finished project into a useful record of what to repeat, change, and learn next time.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In construction, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-construction-testing-a-solution.html", "title": "Testing a solution in Construction", "description": "A practical construction guide to choose a test condition, record results, and state what the result does and does not prove.", "headings": [ "Testing a solution in Construction", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Testing a solution in Construction\nA practical construction guide to choose a test condition, record results, and state what the result does and does not prove.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In construction, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-construction-working-in-a-team.html", "title": "Working in a team in Construction", "description": "A practical construction guide to divide work visibly, make decisions traceable, and recover when a handoff slips.", "headings": [ "Working in a team in Construction", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Working in a team in Construction\nA practical construction guide to divide work visibly, make decisions traceable, and recover when a handoff slips.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In construction, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-design-briefing-a-problem.html", "title": "Briefing a problem in Design", "description": "A practical design guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.", "headings": [ "Briefing a problem in Design", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Briefing a problem in Design\nA practical design guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In design, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-design-documenting-work.html", "title": "Documenting work in Design", "description": "A practical design guide to create notes, files, versions, and decisions another person can use without you in the room.", "headings": [ "Documenting work in Design", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Documenting work in Design\nA practical design guide to create notes, files, versions, and decisions another person can use without you in the room.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In design, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-design-finding-evidence.html", "title": "Finding evidence in Design", "description": "A practical design guide to separate useful evidence from a quick search and record where each claim came from.", "headings": [ "Finding evidence in Design", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Finding evidence in Design\nA practical design guide to separate useful evidence from a quick search and record where each claim came from.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In design, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-design-giving-feedback.html", "title": "Giving feedback in Design", "description": "A practical design guide to make critique specific, actionable, respectful, and tied to the work rather than the person.", "headings": [ "Giving feedback in Design", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Giving feedback in Design\nA practical design guide to make critique specific, actionable, respectful, and tied to the work rather than the person.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In design, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-design-handling-ethics-and-risk.html", "title": "Handling ethics and risk in Design", "description": "A practical design guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.", "headings": [ "Handling ethics and risk in Design", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Handling ethics and risk in Design\nA practical design guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In design, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-design-interviewing-stakeholders.html", "title": "Interviewing stakeholders in Design", "description": "A practical design guide to prepare, listen, document consent, and turn a conversation into usable requirements.", "headings": [ "Interviewing stakeholders in Design", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Interviewing stakeholders in Design\nA practical design guide to prepare, listen, document consent, and turn a conversation into usable requirements.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In design, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-design-planning-a-project.html", "title": "Planning a project in Design", "description": "A practical design guide to make an honest scope, sequence, owner list, and review rhythm before work starts.", "headings": [ "Planning a project in Design", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Planning a project in Design\nA practical design guide to make an honest scope, sequence, owner list, and review rhythm before work starts.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In design, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-design-presenting-results.html", "title": "Presenting results in Design", "description": "A practical design guide to tell a clear evidence-led story for a technical, professional, or public audience.", "headings": [ "Presenting results in Design", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Presenting results in Design\nA practical design guide to tell a clear evidence-led story for a technical, professional, or public audience.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In design, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-design-prototyping.html", "title": "Prototyping in Design", "description": "A practical design guide to make the smallest test that can teach the team something important.", "headings": [ "Prototyping in Design", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Prototyping in Design\nA practical design guide to make the smallest test that can teach the team something important.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In design, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-design-reflecting-and-iterating.html", "title": "Reflecting and iterating in Design", "description": "A practical design guide to turn a finished project into a useful record of what to repeat, change, and learn next time.", "headings": [ "Reflecting and iterating in Design", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Reflecting and iterating in Design\nA practical design guide to turn a finished project into a useful record of what to repeat, change, and learn next time.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In design, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-design-testing-a-solution.html", "title": "Testing a solution in Design", "description": "A practical design guide to choose a test condition, record results, and state what the result does and does not prove.", "headings": [ "Testing a solution in Design", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Testing a solution in Design\nA practical design guide to choose a test condition, record results, and state what the result does and does not prove.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In design, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-design-working-in-a-team.html", "title": "Working in a team in Design", "description": "A practical design guide to divide work visibly, make decisions traceable, and recover when a handoff slips.", "headings": [ "Working in a team in Design", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Working in a team in Design\nA practical design guide to divide work visibly, make decisions traceable, and recover when a handoff slips.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In design, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-education-briefing-a-problem.html", "title": "Briefing a problem in Education", "description": "A practical education guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.", "headings": [ "Briefing a problem in Education", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Briefing a problem in Education\nA practical education guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In education, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-education-documenting-work.html", "title": "Documenting work in Education", "description": "A practical education guide to create notes, files, versions, and decisions another person can use without you in the room.", "headings": [ "Documenting work in Education", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Documenting work in Education\nA practical education guide to create notes, files, versions, and decisions another person can use without you in the room.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In education, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-education-finding-evidence.html", "title": "Finding evidence in Education", "description": "A practical education guide to separate useful evidence from a quick search and record where each claim came from.", "headings": [ "Finding evidence in Education", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Finding evidence in Education\nA practical education guide to separate useful evidence from a quick search and record where each claim came from.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In education, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-education-giving-feedback.html", "title": "Giving feedback in Education", "description": "A practical education guide to make critique specific, actionable, respectful, and tied to the work rather than the person.", "headings": [ "Giving feedback in Education", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Giving feedback in Education\nA practical education guide to make critique specific, actionable, respectful, and tied to the work rather than the person.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In education, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-education-handling-ethics-and-risk.html", "title": "Handling ethics and risk in Education", "description": "A practical education guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.", "headings": [ "Handling ethics and risk in Education", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Handling ethics and risk in Education\nA practical education guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In education, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-education-interviewing-stakeholders.html", "title": "Interviewing stakeholders in Education", "description": "A practical education guide to prepare, listen, document consent, and turn a conversation into usable requirements.", "headings": [ "Interviewing stakeholders in Education", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Interviewing stakeholders in Education\nA practical education guide to prepare, listen, document consent, and turn a conversation into usable requirements.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In education, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-education-planning-a-project.html", "title": "Planning a project in Education", "description": "A practical education guide to make an honest scope, sequence, owner list, and review rhythm before work starts.", "headings": [ "Planning a project in Education", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Planning a project in Education\nA practical education guide to make an honest scope, sequence, owner list, and review rhythm before work starts.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In education, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-education-presenting-results.html", "title": "Presenting results in Education", "description": "A practical education guide to tell a clear evidence-led story for a technical, professional, or public audience.", "headings": [ "Presenting results in Education", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Presenting results in Education\nA practical education guide to tell a clear evidence-led story for a technical, professional, or public audience.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In education, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-education-prototyping.html", "title": "Prototyping in Education", "description": "A practical education guide to make the smallest test that can teach the team something important.", "headings": [ "Prototyping in Education", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Prototyping in Education\nA practical education guide to make the smallest test that can teach the team something important.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In education, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-education-reflecting-and-iterating.html", "title": "Reflecting and iterating in Education", "description": "A practical education guide to turn a finished project into a useful record of what to repeat, change, and learn next time.", "headings": [ "Reflecting and iterating in Education", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Reflecting and iterating in Education\nA practical education guide to turn a finished project into a useful record of what to repeat, change, and learn next time.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In education, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-education-testing-a-solution.html", "title": "Testing a solution in Education", "description": "A practical education guide to choose a test condition, record results, and state what the result does and does not prove.", "headings": [ "Testing a solution in Education", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Testing a solution in Education\nA practical education guide to choose a test condition, record results, and state what the result does and does not prove.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In education, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-education-working-in-a-team.html", "title": "Working in a team in Education", "description": "A practical education guide to divide work visibly, make decisions traceable, and recover when a handoff slips.", "headings": [ "Working in a team in Education", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Working in a team in Education\nA practical education guide to divide work visibly, make decisions traceable, and recover when a handoff slips.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In education, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-engineering-briefing-a-problem.html", "title": "Briefing a problem in Engineering", "description": "A practical engineering guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.", "headings": [ "Briefing a problem in Engineering", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Briefing a problem in Engineering\nA practical engineering guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In engineering, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-engineering-documenting-work.html", "title": "Documenting work in Engineering", "description": "A practical engineering guide to create notes, files, versions, and decisions another person can use without you in the room.", "headings": [ "Documenting work in Engineering", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Documenting work in Engineering\nA practical engineering guide to create notes, files, versions, and decisions another person can use without you in the room.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In engineering, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-engineering-finding-evidence.html", "title": "Finding evidence in Engineering", "description": "A practical engineering guide to separate useful evidence from a quick search and record where each claim came from.", "headings": [ "Finding evidence in Engineering", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Finding evidence in Engineering\nA practical engineering guide to separate useful evidence from a quick search and record where each claim came from.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In engineering, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-engineering-giving-feedback.html", "title": "Giving feedback in Engineering", "description": "A practical engineering guide to make critique specific, actionable, respectful, and tied to the work rather than the person.", "headings": [ "Giving feedback in Engineering", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Giving feedback in Engineering\nA practical engineering guide to make critique specific, actionable, respectful, and tied to the work rather than the person.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In engineering, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-engineering-handling-ethics-and-risk.html", "title": "Handling ethics and risk in Engineering", "description": "A practical engineering guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.", "headings": [ "Handling ethics and risk in Engineering", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Handling ethics and risk in Engineering\nA practical engineering guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In engineering, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-engineering-interviewing-stakeholders.html", "title": "Interviewing stakeholders in Engineering", "description": "A practical engineering guide to prepare, listen, document consent, and turn a conversation into usable requirements.", "headings": [ "Interviewing stakeholders in Engineering", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Interviewing stakeholders in Engineering\nA practical engineering guide to prepare, listen, document consent, and turn a conversation into usable requirements.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In engineering, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-engineering-planning-a-project.html", "title": "Planning a project in Engineering", "description": "A practical engineering guide to make an honest scope, sequence, owner list, and review rhythm before work starts.", "headings": [ "Planning a project in Engineering", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Planning a project in Engineering\nA practical engineering guide to make an honest scope, sequence, owner list, and review rhythm before work starts.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In engineering, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-engineering-presenting-results.html", "title": "Presenting results in Engineering", "description": "A practical engineering guide to tell a clear evidence-led story for a technical, professional, or public audience.", "headings": [ "Presenting results in Engineering", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Presenting results in Engineering\nA practical engineering guide to tell a clear evidence-led story for a technical, professional, or public audience.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In engineering, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-engineering-prototyping.html", "title": "Prototyping in Engineering", "description": "A practical engineering guide to make the smallest test that can teach the team something important.", "headings": [ "Prototyping in Engineering", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Prototyping in Engineering\nA practical engineering guide to make the smallest test that can teach the team something important.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In engineering, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-engineering-reflecting-and-iterating.html", "title": "Reflecting and iterating in Engineering", "description": "A practical engineering guide to turn a finished project into a useful record of what to repeat, change, and learn next time.", "headings": [ "Reflecting and iterating in Engineering", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Reflecting and iterating in Engineering\nA practical engineering guide to turn a finished project into a useful record of what to repeat, change, and learn next time.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In engineering, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-engineering-testing-a-solution.html", "title": "Testing a solution in Engineering", "description": "A practical engineering guide to choose a test condition, record results, and state what the result does and does not prove.", "headings": [ "Testing a solution in Engineering", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Testing a solution in Engineering\nA practical engineering guide to choose a test condition, record results, and state what the result does and does not prove.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In engineering, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-engineering-working-in-a-team.html", "title": "Working in a team in Engineering", "description": "A practical engineering guide to divide work visibly, make decisions traceable, and recover when a handoff slips.", "headings": [ "Working in a team in Engineering", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Working in a team in Engineering\nA practical engineering guide to divide work visibly, make decisions traceable, and recover when a handoff slips.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In engineering, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-experience-requirement.html", "title": "The applied experience requirement", "description": "Every Porter major requires supervised real-world work before you graduate. Here is what counts and how it is structured.", "headings": [ "The applied experience requirement", "On this page", "Why it is required", "Co-op and internship programs", "Clinical and practicum placements", "Client-sponsored capstones", "Planning for it", "For credit and on the transcript", "If a placement falls through" ], "content": "Academics The applied experience requirement\nEvery Porter major requires supervised real-world work before you graduate. Here is what counts and how it is structured.\nWhy it is required\nPorter guarantees that every graduate has done supervised work in their field before the degree is conferred. It is what stands behind the career outcomes numbers and what employers expect from a Porter graduate. The form varies by college; the requirement does not.\nCo-op and internship programs\nIn engineering, computing, business, manufacturing, and design, the applied experience is usually a co-op (often a full semester, full-time, paid) or an internship (typically a summer). You register for a zero- or one-credit course, set written learning objectives with a faculty coordinator, and your supervisor completes an evaluation.\nClinical and practicum placements\nNursing, dietetics, rehabilitation services, counseling, and the education programs meet the requirement through clinical rotations, supervised practica, and student teaching. These are scheduled by the program, tied to licensure or accreditation standards, and often span multiple terms.\nClient-sponsored capstones\nFor some programs the requirement is met by the two-semester senior capstone working for an outside sponsor on a scoped problem. Applied social science, technical communication, and several design tracks build the field experience into project studios.\nPlanning for it\nStart early: the internship search for a summer role begins the previous fall, co-op placements are often arranged a term ahead, and clinical sequences have hard prerequisites. Talk to your program's coordinator and a career coach by the end of your second year so it fits without adding a semester.\nFor credit and on the transcript\nFile the learning agreement before the experience starts — retroactive credit is generally not available. The experience appears on your transcript, and the reflection or portfolio piece it produces is something you show employers.\nIf a placement falls through\nPlacements collapse — a company freezes hiring, a clinical site loses capacity. Programs keep alternates and can often substitute a faculty research project, a scoped community project, or a qualifying campus role with real responsibility. Tell your coordinator the week it happens, not the week the requirement is due.\nAt a glance\nApplies to\nEvery major, before the degree is conferred\nForms\nCo-op / internship · clinical / practicum · client capstone\nPlan by\nEnd of your second year, with the program coordinator\nFor credit\nLearning agreement filed before it starts\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCo-ops & internships\nThe internship search, month by month\nInternship learning agreement\nCo-op vs. internship vs. practicum\nThe senior capstone project\nFull contact directory" }, { "url": "applied-health-sciences-briefing-a-problem.html", "title": "Briefing a problem in Health sciences", "description": "A practical health sciences guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.", "headings": [ "Briefing a problem in Health sciences", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Briefing a problem in Health sciences\nA practical health sciences guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In health sciences, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-health-sciences-documenting-work.html", "title": "Documenting work in Health sciences", "description": "A practical health sciences guide to create notes, files, versions, and decisions another person can use without you in the room.", "headings": [ "Documenting work in Health sciences", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Documenting work in Health sciences\nA practical health sciences guide to create notes, files, versions, and decisions another person can use without you in the room.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In health sciences, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-health-sciences-finding-evidence.html", "title": "Finding evidence in Health sciences", "description": "A practical health sciences guide to separate useful evidence from a quick search and record where each claim came from.", "headings": [ "Finding evidence in Health sciences", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Finding evidence in Health sciences\nA practical health sciences guide to separate useful evidence from a quick search and record where each claim came from.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In health sciences, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-health-sciences-giving-feedback.html", "title": "Giving feedback in Health sciences", "description": "A practical health sciences guide to make critique specific, actionable, respectful, and tied to the work rather than the person.", "headings": [ "Giving feedback in Health sciences", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Giving feedback in Health sciences\nA practical health sciences guide to make critique specific, actionable, respectful, and tied to the work rather than the person.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In health sciences, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-health-sciences-handling-ethics-and-risk.html", "title": "Handling ethics and risk in Health sciences", "description": "A practical health sciences guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.", "headings": [ "Handling ethics and risk in Health sciences", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Handling ethics and risk in Health sciences\nA practical health sciences guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In health sciences, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-health-sciences-interviewing-stakeholders.html", "title": "Interviewing stakeholders in Health sciences", "description": "A practical health sciences guide to prepare, listen, document consent, and turn a conversation into usable requirements.", "headings": [ "Interviewing stakeholders in Health sciences", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Interviewing stakeholders in Health sciences\nA practical health sciences guide to prepare, listen, document consent, and turn a conversation into usable requirements.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In health sciences, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-health-sciences-planning-a-project.html", "title": "Planning a project in Health sciences", "description": "A practical health sciences guide to make an honest scope, sequence, owner list, and review rhythm before work starts.", "headings": [ "Planning a project in Health sciences", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Planning a project in Health sciences\nA practical health sciences guide to make an honest scope, sequence, owner list, and review rhythm before work starts.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In health sciences, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-health-sciences-presenting-results.html", "title": "Presenting results in Health sciences", "description": "A practical health sciences guide to tell a clear evidence-led story for a technical, professional, or public audience.", "headings": [ "Presenting results in Health sciences", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Presenting results in Health sciences\nA practical health sciences guide to tell a clear evidence-led story for a technical, professional, or public audience.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In health sciences, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-health-sciences-prototyping.html", "title": "Prototyping in Health sciences", "description": "A practical health sciences guide to make the smallest test that can teach the team something important.", "headings": [ "Prototyping in Health sciences", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Prototyping in Health sciences\nA practical health sciences guide to make the smallest test that can teach the team something important.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In health sciences, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-health-sciences-reflecting-and-iterating.html", "title": "Reflecting and iterating in Health sciences", "description": "A practical health sciences guide to turn a finished project into a useful record of what to repeat, change, and learn next time.", "headings": [ "Reflecting and iterating in Health sciences", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Reflecting and iterating in Health sciences\nA practical health sciences guide to turn a finished project into a useful record of what to repeat, change, and learn next time.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In health sciences, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-health-sciences-testing-a-solution.html", "title": "Testing a solution in Health sciences", "description": "A practical health sciences guide to choose a test condition, record results, and state what the result does and does not prove.", "headings": [ "Testing a solution in Health sciences", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Testing a solution in Health sciences\nA practical health sciences guide to choose a test condition, record results, and state what the result does and does not prove.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In health sciences, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-health-sciences-working-in-a-team.html", "title": "Working in a team in Health sciences", "description": "A practical health sciences guide to divide work visibly, make decisions traceable, and recover when a handoff slips.", "headings": [ "Working in a team in Health sciences", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Working in a team in Health sciences\nA practical health sciences guide to divide work visibly, make decisions traceable, and recover when a handoff slips.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In health sciences, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-hospitality-briefing-a-problem.html", "title": "Briefing a problem in Hospitality", "description": "A practical hospitality guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.", "headings": [ "Briefing a problem in Hospitality", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Briefing a problem in Hospitality\nA practical hospitality guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In hospitality, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-hospitality-documenting-work.html", "title": "Documenting work in Hospitality", "description": "A practical hospitality guide to create notes, files, versions, and decisions another person can use without you in the room.", "headings": [ "Documenting work in Hospitality", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Documenting work in Hospitality\nA practical hospitality guide to create notes, files, versions, and decisions another person can use without you in the room.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In hospitality, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-hospitality-finding-evidence.html", "title": "Finding evidence in Hospitality", "description": "A practical hospitality guide to separate useful evidence from a quick search and record where each claim came from.", "headings": [ "Finding evidence in Hospitality", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Finding evidence in Hospitality\nA practical hospitality guide to separate useful evidence from a quick search and record where each claim came from.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In hospitality, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-hospitality-giving-feedback.html", "title": "Giving feedback in Hospitality", "description": "A practical hospitality guide to make critique specific, actionable, respectful, and tied to the work rather than the person.", "headings": [ "Giving feedback in Hospitality", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Giving feedback in Hospitality\nA practical hospitality guide to make critique specific, actionable, respectful, and tied to the work rather than the person.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In hospitality, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-hospitality-handling-ethics-and-risk.html", "title": "Handling ethics and risk in Hospitality", "description": "A practical hospitality guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.", "headings": [ "Handling ethics and risk in Hospitality", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Handling ethics and risk in Hospitality\nA practical hospitality guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In hospitality, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-hospitality-interviewing-stakeholders.html", "title": "Interviewing stakeholders in Hospitality", "description": "A practical hospitality guide to prepare, listen, document consent, and turn a conversation into usable requirements.", "headings": [ "Interviewing stakeholders in Hospitality", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Interviewing stakeholders in Hospitality\nA practical hospitality guide to prepare, listen, document consent, and turn a conversation into usable requirements.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In hospitality, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-hospitality-planning-a-project.html", "title": "Planning a project in Hospitality", "description": "A practical hospitality guide to make an honest scope, sequence, owner list, and review rhythm before work starts.", "headings": [ "Planning a project in Hospitality", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Planning a project in Hospitality\nA practical hospitality guide to make an honest scope, sequence, owner list, and review rhythm before work starts.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In hospitality, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-hospitality-presenting-results.html", "title": "Presenting results in Hospitality", "description": "A practical hospitality guide to tell a clear evidence-led story for a technical, professional, or public audience.", "headings": [ "Presenting results in Hospitality", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Presenting results in Hospitality\nA practical hospitality guide to tell a clear evidence-led story for a technical, professional, or public audience.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In hospitality, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-hospitality-prototyping.html", "title": "Prototyping in Hospitality", "description": "A practical hospitality guide to make the smallest test that can teach the team something important.", "headings": [ "Prototyping in Hospitality", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Prototyping in Hospitality\nA practical hospitality guide to make the smallest test that can teach the team something important.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In hospitality, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-hospitality-reflecting-and-iterating.html", "title": "Reflecting and iterating in Hospitality", "description": "A practical hospitality guide to turn a finished project into a useful record of what to repeat, change, and learn next time.", "headings": [ "Reflecting and iterating in Hospitality", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Reflecting and iterating in Hospitality\nA practical hospitality guide to turn a finished project into a useful record of what to repeat, change, and learn next time.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In hospitality, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-hospitality-testing-a-solution.html", "title": "Testing a solution in Hospitality", "description": "A practical hospitality guide to choose a test condition, record results, and state what the result does and does not prove.", "headings": [ "Testing a solution in Hospitality", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Testing a solution in Hospitality\nA practical hospitality guide to choose a test condition, record results, and state what the result does and does not prove.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In hospitality, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-hospitality-working-in-a-team.html", "title": "Working in a team in Hospitality", "description": "A practical hospitality guide to divide work visibly, make decisions traceable, and recover when a handoff slips.", "headings": [ "Working in a team in Hospitality", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Working in a team in Hospitality\nA practical hospitality guide to divide work visibly, make decisions traceable, and recover when a handoff slips.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In hospitality, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-learning-experience-record.html", "title": "Applied-learning experience record", "description": "A private, student-owned record of projects, work, research, service, and the evidence each experience produced.", "headings": [ "Applied-learning experience record", "On this page", "What belongs in it", "Attach evidence while it exists", "Reflection makes it useful", "Ownership and verification" ], "content": "Applied learning Applied-learning experience record\nA private, student-owned record of projects, work, research, service, and the evidence each experience produced.\nWhat belongs in it\nAdd substantial course projects, co-ops, campus and off-campus jobs, undergraduate research, competitions, leadership, community work, creative practice, and certifications. Record the dates, your role, collaborators, tools, audience, outcome, and the career-readiness competencies demonstrated.\nAttach evidence while it exists\nSave a photograph, abstract, drawing, code link, presentation, reflection, or supervisor evaluation when the experience ends. Remove confidential, personal, or employer-owned information first. The record is private by default; students choose individual items to publish.\nReflection makes it useful\nA useful entry answers four questions: What problem were you solving? What did you personally do? What evidence shows the result? What would you change next time? That turns an activity list into interview stories and helps advisers see which opportunity would add something new.\nOwnership and verification\nStudents control their narrative and visibility. Faculty, supervisors, and program staff may verify that an experience occurred and attach feedback, but they do not publish it for the student. Export tools let graduates keep a copy after the university account closes.\nAt a glance\nOwner\nThe student; private by default and selectively published\nAdd\nRole, problem, tools, outcome, competencies, reflection, and a safe work sample\nExport\nDownload a copy before the university account closes\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer readiness competencies\nUndergraduate research\nFull contact directory" }, { "url": "applied-manufacturing-briefing-a-problem.html", "title": "Briefing a problem in Manufacturing", "description": "A practical manufacturing guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.", "headings": [ "Briefing a problem in Manufacturing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Briefing a problem in Manufacturing\nA practical manufacturing guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In manufacturing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-manufacturing-documenting-work.html", "title": "Documenting work in Manufacturing", "description": "A practical manufacturing guide to create notes, files, versions, and decisions another person can use without you in the room.", "headings": [ "Documenting work in Manufacturing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Documenting work in Manufacturing\nA practical manufacturing guide to create notes, files, versions, and decisions another person can use without you in the room.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In manufacturing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-manufacturing-finding-evidence.html", "title": "Finding evidence in Manufacturing", "description": "A practical manufacturing guide to separate useful evidence from a quick search and record where each claim came from.", "headings": [ "Finding evidence in Manufacturing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Finding evidence in Manufacturing\nA practical manufacturing guide to separate useful evidence from a quick search and record where each claim came from.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In manufacturing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-manufacturing-giving-feedback.html", "title": "Giving feedback in Manufacturing", "description": "A practical manufacturing guide to make critique specific, actionable, respectful, and tied to the work rather than the person.", "headings": [ "Giving feedback in Manufacturing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Giving feedback in Manufacturing\nA practical manufacturing guide to make critique specific, actionable, respectful, and tied to the work rather than the person.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In manufacturing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-manufacturing-handling-ethics-and-risk.html", "title": "Handling ethics and risk in Manufacturing", "description": "A practical manufacturing guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.", "headings": [ "Handling ethics and risk in Manufacturing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Handling ethics and risk in Manufacturing\nA practical manufacturing guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In manufacturing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-manufacturing-interviewing-stakeholders.html", "title": "Interviewing stakeholders in Manufacturing", "description": "A practical manufacturing guide to prepare, listen, document consent, and turn a conversation into usable requirements.", "headings": [ "Interviewing stakeholders in Manufacturing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Interviewing stakeholders in Manufacturing\nA practical manufacturing guide to prepare, listen, document consent, and turn a conversation into usable requirements.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In manufacturing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-manufacturing-planning-a-project.html", "title": "Planning a project in Manufacturing", "description": "A practical manufacturing guide to make an honest scope, sequence, owner list, and review rhythm before work starts.", "headings": [ "Planning a project in Manufacturing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Planning a project in Manufacturing\nA practical manufacturing guide to make an honest scope, sequence, owner list, and review rhythm before work starts.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In manufacturing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-manufacturing-presenting-results.html", "title": "Presenting results in Manufacturing", "description": "A practical manufacturing guide to tell a clear evidence-led story for a technical, professional, or public audience.", "headings": [ "Presenting results in Manufacturing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Presenting results in Manufacturing\nA practical manufacturing guide to tell a clear evidence-led story for a technical, professional, or public audience.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In manufacturing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-manufacturing-prototyping.html", "title": "Prototyping in Manufacturing", "description": "A practical manufacturing guide to make the smallest test that can teach the team something important.", "headings": [ "Prototyping in Manufacturing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Prototyping in Manufacturing\nA practical manufacturing guide to make the smallest test that can teach the team something important.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In manufacturing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-manufacturing-reflecting-and-iterating.html", "title": "Reflecting and iterating in Manufacturing", "description": "A practical manufacturing guide to turn a finished project into a useful record of what to repeat, change, and learn next time.", "headings": [ "Reflecting and iterating in Manufacturing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Reflecting and iterating in Manufacturing\nA practical manufacturing guide to turn a finished project into a useful record of what to repeat, change, and learn next time.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In manufacturing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-manufacturing-testing-a-solution.html", "title": "Testing a solution in Manufacturing", "description": "A practical manufacturing guide to choose a test condition, record results, and state what the result does and does not prove.", "headings": [ "Testing a solution in Manufacturing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Testing a solution in Manufacturing\nA practical manufacturing guide to choose a test condition, record results, and state what the result does and does not prove.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In manufacturing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-manufacturing-working-in-a-team.html", "title": "Working in a team in Manufacturing", "description": "A practical manufacturing guide to divide work visibly, make decisions traceable, and recover when a handoff slips.", "headings": [ "Working in a team in Manufacturing", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Working in a team in Manufacturing\nA practical manufacturing guide to divide work visibly, make decisions traceable, and recover when a handoff slips.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In manufacturing, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-mathematics-bs.html", "title": "Admission: Applied Mathematics", "description": "The B.S. in Applied Mathematics at UW–Porter Falls: curriculum, concentration options, faculty research, and career outcomes.", "headings": [ "Applied Mathematics (B.S.)", "On this page", "Program overview", "Curriculum and concentrations", "Capstone and industry projects", "Faculty research areas", "Admission requirements", "Career outcomes" ], "content": "College of Science & Mathematics Applied Mathematics (B.S.)\nModeling, computation, and data-driven problem solving for science, engineering, and industry — with a required capstone tied to a real partner project.\nProgram overview\nThe B.S. in Applied Mathematics (120 credits) sits in the College of Science & Mathematics and is designed for students who want to use mathematics as a tool rather than study it for its own sake. The core builds fluency in differential equations, linear algebra, probability, numerical analysis, and scientific computing (Python, MATLAB, Julia). Students choose one of three concentrations (18 credits each): Computational Science , Data Science & Statistics , or Mathematical Biology . A minor in Computer Science (20 credits) is common — the two departments share a Forge Makerspace cohort for scientific visualization projects.\nCurriculum and concentrations\nCore (42 credits): Calculus I–III, Linear Algebra, Differential Equations, Probability & Statistics, Numerical Analysis I–II, Scientific Computing, Mathematical Modeling (two-semester sequence), and a communication-intensive Technical Writing for Mathematicians course. Computational Science adds: High-Performance Computing, Finite Element Methods, Computational Fluid Dynamics, and an elective from Computer Engineering or Mechanical Engineering . Data Science & Statistics adds: Statistical Learning, Time Series, Bayesian Methods, and two electives from the Data Science program. Mathematical Biology adds: Dynamical Systems in Biology, Epidemiological Modeling, Biostatistics, and a lab course co-taught with Environmental Science faculty. All concentrations require a 3-credit internship or research experience (summer or semester).\nCapstone and industry projects\nThe two-semester Mathematical Modeling Capstone (MATH 4900/4910) pairs teams of 3–4 students with a partner from the Community Partnerships network: Valley Health (patient-flow optimization), Porter Valley Bank (credit-risk modeling), DNR Porter District (invasive-species spread simulation), or the Forge Prototyping Lab (topology optimization for 3-D-printed parts). Teams deliver a technical report, a reproducible computational notebook, and a 20-minute presentation to the partner. About 40% of capstone projects lead to a summer internship or a first-job offer from the partner.\nFaculty research areas\nDr. Elena Rios (chair): uncertainty quantification in climate models, NSF CAREER awardee. Dr. Kwame Osei : topological data analysis for materials science, runs the Topology & Geometry Lab in the Forge. Dr. Mei-Ling Zhang : stochastic modeling for infectious disease, collaborates with Valley Health’ epidemiology team. Dr. Jonah Weiss : numerical methods for fluid-structure interaction, consults for the Plastics Engineering program’s extrusion simulations. Undergraduates join research as early as sophomore year through the Student Venture Incubator (for computational startup ideas) or the Research Scholars Program (stipended summer research).\nAdmission requirements\nDirect admission from high school: 3.5+ GPA (unweighted), 4 years of math through pre-calculus (calculus preferred), and a 600+ math SAT / 26+ math ACT. Transfer students : completed Calculus I–II with B or better, 3.0+ college GPA. The department runs a Bridge Week (late August, free) for incoming students who place into Calculus I but want a refresher on pre-calc foundations — 85% of attendees place into Calculus II by the add/drop deadline. Full admission details including test-optional policy and portfolio review for homeschooled applicants.\nCareer outcomes\nClass of 2025 (42 graduates): 62% employed within 6 months (median salary $72K), 24% in graduate programs (applied math, statistics, biostatistics, financial engineering), 9% in service/fellowships (Peace Corps, AmeriCorps, Fostering Success ), 5% still seeking. Top employers: Epic Systems, Northwestern Mutual, Porter Valley Bank , Argonne National Lab (internship pipeline), and the Forge Prototyping Lab (computational engineer roles). The Career Services STEM Career Fair (October) brings 40+ employers specifically recruiting applied math majors.\nAt a glance\nDegree\nB.S. Applied Mathematics (120 credits)\nConcentrations\nComputational Science, Data Science & Statistics, Mathematical Biology\nCapstone\nTwo-semester industry-partner project\nCommon minor\nComputer Science (20 credits)\nClass of 2025 outcomes\n62% employed, 24% grad school, median $72K\nRelated resources\nAll undergraduate majors\nAdmission: Applied Mathematics\nAdmission: Data Science\nAdmission: Computer Science\nForge Prototyping Lab\nSTEM Career Fair\nStudent Venture Incubator" }, { "url": "applied-media-briefing-a-problem.html", "title": "Briefing a problem in Media", "description": "A practical media guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.", "headings": [ "Briefing a problem in Media", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Briefing a problem in Media\nA practical media guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In media, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-media-documenting-work.html", "title": "Documenting work in Media", "description": "A practical media guide to create notes, files, versions, and decisions another person can use without you in the room.", "headings": [ "Documenting work in Media", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Documenting work in Media\nA practical media guide to create notes, files, versions, and decisions another person can use without you in the room.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In media, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-media-finding-evidence.html", "title": "Finding evidence in Media", "description": "A practical media guide to separate useful evidence from a quick search and record where each claim came from.", "headings": [ "Finding evidence in Media", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Finding evidence in Media\nA practical media guide to separate useful evidence from a quick search and record where each claim came from.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In media, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-media-giving-feedback.html", "title": "Giving feedback in Media", "description": "A practical media guide to make critique specific, actionable, respectful, and tied to the work rather than the person.", "headings": [ "Giving feedback in Media", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Giving feedback in Media\nA practical media guide to make critique specific, actionable, respectful, and tied to the work rather than the person.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In media, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-media-handling-ethics-and-risk.html", "title": "Handling ethics and risk in Media", "description": "A practical media guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.", "headings": [ "Handling ethics and risk in Media", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Handling ethics and risk in Media\nA practical media guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In media, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-media-interviewing-stakeholders.html", "title": "Interviewing stakeholders in Media", "description": "A practical media guide to prepare, listen, document consent, and turn a conversation into usable requirements.", "headings": [ "Interviewing stakeholders in Media", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Interviewing stakeholders in Media\nA practical media guide to prepare, listen, document consent, and turn a conversation into usable requirements.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In media, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-media-planning-a-project.html", "title": "Planning a project in Media", "description": "A practical media guide to make an honest scope, sequence, owner list, and review rhythm before work starts.", "headings": [ "Planning a project in Media", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Planning a project in Media\nA practical media guide to make an honest scope, sequence, owner list, and review rhythm before work starts.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In media, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-media-presenting-results.html", "title": "Presenting results in Media", "description": "A practical media guide to tell a clear evidence-led story for a technical, professional, or public audience.", "headings": [ "Presenting results in Media", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Presenting results in Media\nA practical media guide to tell a clear evidence-led story for a technical, professional, or public audience.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In media, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-media-prototyping.html", "title": "Prototyping in Media", "description": "A practical media guide to make the smallest test that can teach the team something important.", "headings": [ "Prototyping in Media", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Prototyping in Media\nA practical media guide to make the smallest test that can teach the team something important.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In media, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-media-reflecting-and-iterating.html", "title": "Reflecting and iterating in Media", "description": "A practical media guide to turn a finished project into a useful record of what to repeat, change, and learn next time.", "headings": [ "Reflecting and iterating in Media", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Reflecting and iterating in Media\nA practical media guide to turn a finished project into a useful record of what to repeat, change, and learn next time.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In media, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-media-testing-a-solution.html", "title": "Testing a solution in Media", "description": "A practical media guide to choose a test condition, record results, and state what the result does and does not prove.", "headings": [ "Testing a solution in Media", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Testing a solution in Media\nA practical media guide to choose a test condition, record results, and state what the result does and does not prove.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In media, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-media-working-in-a-team.html", "title": "Working in a team in Media", "description": "A practical media guide to divide work visibly, make decisions traceable, and recover when a handoff slips.", "headings": [ "Working in a team in Media", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Working in a team in Media\nA practical media guide to divide work visibly, make decisions traceable, and recover when a handoff slips.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In media, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-psychology-briefing-a-problem.html", "title": "Briefing a problem in Psychology", "description": "A practical psychology guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.", "headings": [ "Briefing a problem in Psychology", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Briefing a problem in Psychology\nA practical psychology guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In psychology, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-psychology-documenting-work.html", "title": "Documenting work in Psychology", "description": "A practical psychology guide to create notes, files, versions, and decisions another person can use without you in the room.", "headings": [ "Documenting work in Psychology", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Documenting work in Psychology\nA practical psychology guide to create notes, files, versions, and decisions another person can use without you in the room.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In psychology, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-psychology-finding-evidence.html", "title": "Finding evidence in Psychology", "description": "A practical psychology guide to separate useful evidence from a quick search and record where each claim came from.", "headings": [ "Finding evidence in Psychology", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Finding evidence in Psychology\nA practical psychology guide to separate useful evidence from a quick search and record where each claim came from.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In psychology, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-psychology-giving-feedback.html", "title": "Giving feedback in Psychology", "description": "A practical psychology guide to make critique specific, actionable, respectful, and tied to the work rather than the person.", "headings": [ "Giving feedback in Psychology", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Giving feedback in Psychology\nA practical psychology guide to make critique specific, actionable, respectful, and tied to the work rather than the person.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In psychology, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-psychology-handling-ethics-and-risk.html", "title": "Handling ethics and risk in Psychology", "description": "A practical psychology guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.", "headings": [ "Handling ethics and risk in Psychology", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Handling ethics and risk in Psychology\nA practical psychology guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In psychology, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-psychology-interviewing-stakeholders.html", "title": "Interviewing stakeholders in Psychology", "description": "A practical psychology guide to prepare, listen, document consent, and turn a conversation into usable requirements.", "headings": [ "Interviewing stakeholders in Psychology", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Interviewing stakeholders in Psychology\nA practical psychology guide to prepare, listen, document consent, and turn a conversation into usable requirements.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In psychology, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-psychology-planning-a-project.html", "title": "Planning a project in Psychology", "description": "A practical psychology guide to make an honest scope, sequence, owner list, and review rhythm before work starts.", "headings": [ "Planning a project in Psychology", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Planning a project in Psychology\nA practical psychology guide to make an honest scope, sequence, owner list, and review rhythm before work starts.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In psychology, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-psychology-presenting-results.html", "title": "Presenting results in Psychology", "description": "A practical psychology guide to tell a clear evidence-led story for a technical, professional, or public audience.", "headings": [ "Presenting results in Psychology", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Presenting results in Psychology\nA practical psychology guide to tell a clear evidence-led story for a technical, professional, or public audience.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In psychology, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-psychology-prototyping.html", "title": "Prototyping in Psychology", "description": "A practical psychology guide to make the smallest test that can teach the team something important.", "headings": [ "Prototyping in Psychology", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Prototyping in Psychology\nA practical psychology guide to make the smallest test that can teach the team something important.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In psychology, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-psychology-reflecting-and-iterating.html", "title": "Reflecting and iterating in Psychology", "description": "A practical psychology guide to turn a finished project into a useful record of what to repeat, change, and learn next time.", "headings": [ "Reflecting and iterating in Psychology", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Reflecting and iterating in Psychology\nA practical psychology guide to turn a finished project into a useful record of what to repeat, change, and learn next time.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In psychology, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-psychology-testing-a-solution.html", "title": "Testing a solution in Psychology", "description": "A practical psychology guide to choose a test condition, record results, and state what the result does and does not prove.", "headings": [ "Testing a solution in Psychology", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Testing a solution in Psychology\nA practical psychology guide to choose a test condition, record results, and state what the result does and does not prove.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In psychology, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-psychology-working-in-a-team.html", "title": "Working in a team in Psychology", "description": "A practical psychology guide to divide work visibly, make decisions traceable, and recover when a handoff slips.", "headings": [ "Working in a team in Psychology", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Working in a team in Psychology\nA practical psychology guide to divide work visibly, make decisions traceable, and recover when a handoff slips.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In psychology, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-research-and-the-discovery-center.html", "title": "Applied research and the Discovery Center", "description": "Porter does contract research and development for regional companies — and undergraduates do a lot of the work.", "headings": [ "Applied research and the Discovery Center", "On this page", "What the Discovery Center does", "Students do the work", "The Fab Lab and testing labs", "How a company engages", "Intellectual property", "For students who want in", "Publishing and the symposium" ], "content": "Research & outreach Applied research and the Discovery Center\nPorter does contract research and development for regional companies — and undergraduates do a lot of the work.\nWhat the Discovery Center does\nThe Discovery Center is Porter's front door for applied research and development: a company brings a technical problem — a material that keeps failing, a process that will not scale, a product that needs testing — and a faculty-led team scopes it, does the work, and delivers a result. Projects run from a few weeks of testing to multi-year development.\nStudents do the work\nUndergraduate and graduate students staff these projects as paid researchers, not observers. A packaging student runs the drop and compression tests; a manufacturing student programs the cell; a design student builds the prototypes; a data science student cleans and models the results. It is one of the strongest lines on a Porter résumé.\nThe Fab Lab and testing labs\nThe center operates shared fabrication and testing facilities — additive and subtractive machining, materials characterization, a packaging line, environmental chambers, metrology — available to project teams and, on a fee basis, to companies that need a test run without buying the equipment.\nHow a company engages\nA company contacts the Discovery Center, signs a scope of work covering deliverables, timeline, cost, data handling, and intellectual property, and is assigned a faculty principal investigator. Small scoping studies can start quickly; larger efforts go through the Office of Research & Sponsored Programs.\nIntellectual property\nIP terms are set in the agreement before work starts and vary — sometimes the sponsor owns the result, sometimes it is shared, sometimes background IP stays with the university. Students on a project sign the relevant agreements; this is handled up front, not after something valuable appears.\nFor students who want in\nWatch for research assistant postings in PorterConnect, ask faculty in your program whether they run Discovery Center projects, and take the safety and equipment trainings early so you are eligible when a spot opens. The undergraduate research office can also point you toward teams that hire.\nPublishing and the symposium\nSome applied projects lead to a conference presentation or a paper; sponsor agreements set what can be published and when. Even confidential work can usually be described in general terms at the spring research symposium, which is the low-stakes place to present first.\nAt a glance\nWhat\nContract R&D and testing for regional companies\nWho does it\nPaid undergraduate and graduate student researchers\nFacilities\nFab Lab, materials and packaging testing, metrology\nGet in\nRA postings in PorterConnect + early safety training\nWho to contact\nDiscovery Center\nJarvis Technology Center 100\nPhone\n(715) 555–0156\nEmail\ndiscovery@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nResearch centers\nUndergraduate Research Program\nTechnology transfer\nResearch compliance\nPrototype Development Center\nFull contact directory" }, { "url": "applied-science-briefing-a-problem.html", "title": "Briefing a problem in Science", "description": "A practical science guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.", "headings": [ "Briefing a problem in Science", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Briefing a problem in Science\nA practical science guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In science, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-science-documenting-work.html", "title": "Documenting work in Science", "description": "A practical science guide to create notes, files, versions, and decisions another person can use without you in the room.", "headings": [ "Documenting work in Science", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Documenting work in Science\nA practical science guide to create notes, files, versions, and decisions another person can use without you in the room.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In science, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-science-finding-evidence.html", "title": "Finding evidence in Science", "description": "A practical science guide to separate useful evidence from a quick search and record where each claim came from.", "headings": [ "Finding evidence in Science", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Finding evidence in Science\nA practical science guide to separate useful evidence from a quick search and record where each claim came from.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In science, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-science-giving-feedback.html", "title": "Giving feedback in Science", "description": "A practical science guide to make critique specific, actionable, respectful, and tied to the work rather than the person.", "headings": [ "Giving feedback in Science", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Giving feedback in Science\nA practical science guide to make critique specific, actionable, respectful, and tied to the work rather than the person.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In science, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-science-handling-ethics-and-risk.html", "title": "Handling ethics and risk in Science", "description": "A practical science guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.", "headings": [ "Handling ethics and risk in Science", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Handling ethics and risk in Science\nA practical science guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In science, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-science-interviewing-stakeholders.html", "title": "Interviewing stakeholders in Science", "description": "A practical science guide to prepare, listen, document consent, and turn a conversation into usable requirements.", "headings": [ "Interviewing stakeholders in Science", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Interviewing stakeholders in Science\nA practical science guide to prepare, listen, document consent, and turn a conversation into usable requirements.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In science, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-science-planning-a-project.html", "title": "Planning a project in Science", "description": "A practical science guide to make an honest scope, sequence, owner list, and review rhythm before work starts.", "headings": [ "Planning a project in Science", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Planning a project in Science\nA practical science guide to make an honest scope, sequence, owner list, and review rhythm before work starts.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In science, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-science-presenting-results.html", "title": "Presenting results in Science", "description": "A practical science guide to tell a clear evidence-led story for a technical, professional, or public audience.", "headings": [ "Presenting results in Science", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Presenting results in Science\nA practical science guide to tell a clear evidence-led story for a technical, professional, or public audience.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In science, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-science-prototyping.html", "title": "Prototyping in Science", "description": "A practical science guide to make the smallest test that can teach the team something important.", "headings": [ "Prototyping in Science", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Prototyping in Science\nA practical science guide to make the smallest test that can teach the team something important.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In science, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-science-reflecting-and-iterating.html", "title": "Reflecting and iterating in Science", "description": "A practical science guide to turn a finished project into a useful record of what to repeat, change, and learn next time.", "headings": [ "Reflecting and iterating in Science", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Reflecting and iterating in Science\nA practical science guide to turn a finished project into a useful record of what to repeat, change, and learn next time.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In science, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-science-testing-a-solution.html", "title": "Testing a solution in Science", "description": "A practical science guide to choose a test condition, record results, and state what the result does and does not prove.", "headings": [ "Testing a solution in Science", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Testing a solution in Science\nA practical science guide to choose a test condition, record results, and state what the result does and does not prove.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In science, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-science-working-in-a-team.html", "title": "Working in a team in Science", "description": "A practical science guide to divide work visibly, make decisions traceable, and recover when a handoff slips.", "headings": [ "Working in a team in Science", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Working in a team in Science\nA practical science guide to divide work visibly, make decisions traceable, and recover when a handoff slips.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In science, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-sustainability-briefing-a-problem.html", "title": "Briefing a problem in Sustainability", "description": "A practical sustainability guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.", "headings": [ "Briefing a problem in Sustainability", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Briefing a problem in Sustainability\nA practical sustainability guide to turn an ambiguous request into a bounded question, audience, constraint list, and next decision.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In sustainability, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-sustainability-documenting-work.html", "title": "Documenting work in Sustainability", "description": "A practical sustainability guide to create notes, files, versions, and decisions another person can use without you in the room.", "headings": [ "Documenting work in Sustainability", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Documenting work in Sustainability\nA practical sustainability guide to create notes, files, versions, and decisions another person can use without you in the room.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In sustainability, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-sustainability-finding-evidence.html", "title": "Finding evidence in Sustainability", "description": "A practical sustainability guide to separate useful evidence from a quick search and record where each claim came from.", "headings": [ "Finding evidence in Sustainability", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Finding evidence in Sustainability\nA practical sustainability guide to separate useful evidence from a quick search and record where each claim came from.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In sustainability, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-sustainability-giving-feedback.html", "title": "Giving feedback in Sustainability", "description": "A practical sustainability guide to make critique specific, actionable, respectful, and tied to the work rather than the person.", "headings": [ "Giving feedback in Sustainability", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Giving feedback in Sustainability\nA practical sustainability guide to make critique specific, actionable, respectful, and tied to the work rather than the person.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In sustainability, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-sustainability-handling-ethics-and-risk.html", "title": "Handling ethics and risk in Sustainability", "description": "A practical sustainability guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.", "headings": [ "Handling ethics and risk in Sustainability", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Handling ethics and risk in Sustainability\nA practical sustainability guide to notice who could be affected, ask the right questions, and escalate before harm is normalized.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In sustainability, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-sustainability-interviewing-stakeholders.html", "title": "Interviewing stakeholders in Sustainability", "description": "A practical sustainability guide to prepare, listen, document consent, and turn a conversation into usable requirements.", "headings": [ "Interviewing stakeholders in Sustainability", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Interviewing stakeholders in Sustainability\nA practical sustainability guide to prepare, listen, document consent, and turn a conversation into usable requirements.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In sustainability, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-sustainability-planning-a-project.html", "title": "Planning a project in Sustainability", "description": "A practical sustainability guide to make an honest scope, sequence, owner list, and review rhythm before work starts.", "headings": [ "Planning a project in Sustainability", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Planning a project in Sustainability\nA practical sustainability guide to make an honest scope, sequence, owner list, and review rhythm before work starts.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In sustainability, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-sustainability-presenting-results.html", "title": "Presenting results in Sustainability", "description": "A practical sustainability guide to tell a clear evidence-led story for a technical, professional, or public audience.", "headings": [ "Presenting results in Sustainability", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Presenting results in Sustainability\nA practical sustainability guide to tell a clear evidence-led story for a technical, professional, or public audience.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In sustainability, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-sustainability-prototyping.html", "title": "Prototyping in Sustainability", "description": "A practical sustainability guide to make the smallest test that can teach the team something important.", "headings": [ "Prototyping in Sustainability", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Prototyping in Sustainability\nA practical sustainability guide to make the smallest test that can teach the team something important.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In sustainability, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-sustainability-reflecting-and-iterating.html", "title": "Reflecting and iterating in Sustainability", "description": "A practical sustainability guide to turn a finished project into a useful record of what to repeat, change, and learn next time.", "headings": [ "Reflecting and iterating in Sustainability", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Reflecting and iterating in Sustainability\nA practical sustainability guide to turn a finished project into a useful record of what to repeat, change, and learn next time.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In sustainability, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-sustainability-testing-a-solution.html", "title": "Testing a solution in Sustainability", "description": "A practical sustainability guide to choose a test condition, record results, and state what the result does and does not prove.", "headings": [ "Testing a solution in Sustainability", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Testing a solution in Sustainability\nA practical sustainability guide to choose a test condition, record results, and state what the result does and does not prove.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In sustainability, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-sustainability-working-in-a-team.html", "title": "Working in a team in Sustainability", "description": "A practical sustainability guide to divide work visibly, make decisions traceable, and recover when a handoff slips.", "headings": [ "Working in a team in Sustainability", "On this page", "Start with the situation", "Do one useful pass", "Review with someone else" ], "content": "Applied learning Working in a team in Sustainability\nA practical sustainability guide to divide work visibly, make decisions traceable, and recover when a handoff slips.\nStart with the situation\nName the audience, purpose, deadline, resources, and constraints before choosing a method. In sustainability, a good start makes uncertainty visible instead of hiding it behind a polished first draft.\nDo one useful pass\nUse the smallest responsible next step: gather a source, make a sketch, ask a question, run a limited test, or review an example. Record what you did and what changed, so the work can be checked and continued.\nReview with someone else\nBring the work to a peer, instructor, supervisor, or intended user with one focused question. Explain the decision you need to make, listen for evidence rather than approval, and revise the plan when the feedback changes what you know.\nRelated resources\nApplied-learning experience record\nCareer readiness competencies\nAcademic coaching" }, { "url": "applied-technical-college.html", "title": "College of Applied & Technical Studies", "description": "Hospitality, applied science and technical trades programs that place graduates directly into licensed and certified trades.", "headings": [ "College of Applied & Technical Studies", "Undergraduate majors", "Certificates", "Facilities", "Student organizations", "Take the next step." ], "content": "CATS · 8 programs\nCollege of Applied & Technical Studies\nHospitality, applied science and technical trades programs that place graduates directly into licensed and certified trades.\nUndergraduate majors\nHospitality & Tourism Management B.S.\nAutomotive & Diesel Technology B.S.\nPackaging Technology B.S.\nApplied Mathematics B.S.\nEnvironmental Science B.S.\nCriminal Justice B.S.\nCertificates\nSupervisory Leadership Certificate\nQuality Management Certificate\nFacilities\nMost of the college’s classes and labs run out of Founders Hall . Engineering, manufacturing and applied technology laboratories at the center of campus, including the machine shop floor that runs open lab hours most weeknights during the semester.\nStudent organizations\nEngineers Without Borders runs a multi-year infrastructure project with a partner community abroad\nSociety of Women Engineers pairs first-year students with upper-class mentors across every engineering major\nRobotics Club shares shop space and a build season with the computing college’s competitive team\nDean's office\nDr. Sandra Petrov\nDean, College of Applied & Technical Studies\ncats@uwporterfalls.edu\nExplore\nAll programs\nAll colleges\nResearch & outreach\nApply now\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "apply.html", "title": "How to apply", "description": "One online application, no fee, about twenty minutes.", "headings": [ "How to apply", "Before you start", "Application", "Take the next step." ], "content": "Admissions\nHow to apply\nOne online application, no fee, about twenty minutes.\nStep 1 Applicant details Step 2 Academic history Step 3 Program selection Step 4 Review\nBefore you start\nAdmitted students get a yard sign to make it official.\nHave your high school (or college, if transferring) transcript information handy, along with your\nSocial Security number if you plan to apply for financial aid at the same time. Test scores are optional\nand will be considered only if submitted.\nApplication\nApplicant information\nLegal name\nEmail\nIntended program\nUndecided Mechanical Engineering Nursing\nCybersecurity Business Administration Other — see full list\nEntry term\nFall 2027 Spring 2027 Summer 2027\nSubmit application\nThis form does nothing. This is a parody site with no server behind it. Nothing you\ntype here is sent anywhere or stored.\nQuick links\nFirst-year admission requirements\nHomeschool applicants\nReturning students (readmission)\nNon-degree & guest students\nAdmissions overview\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "applying-for-scholarships.html", "title": "Applying for scholarships", "description": "Where the money actually is, how the one application works, and writing an essay that lands.", "headings": [ "Applying for scholarships", "On this page", "Start on campus", "The one application, done well", "Outside scholarships", "Writing the essay", "Letters and deadlines", "After you win" ], "content": "Financial aid Applying for scholarships\nWhere the money actually is, how the one application works, and writing an essay that lands.\nStart on campus\nThe largest, most winnable pool is Porter’s own. First-year applicants admitted early are auto-considered for academic and leadership awards. Continuing students file one Foundation application each year that matches them to 180+ donor-funded awards by program, background, experience, and need. It takes an afternoon and it is the highest-return hour of scholarship work you will do.\nThe one application, done well\nThe Foundation application has a few short-answer prompts and asks about your activities, work, and goals. Fill in everything — a blank \"activities\" field takes you out of awards you would have matched. Update it every year; your junior-year self is a stronger candidate than your first-year self.\nOutside scholarships\nNational and local scholarships exist but the ratio of effort to payout is worse. Prioritize local ones — a community foundation, an employer, a civic group, your high school district — where the applicant pool is small. Be wary of anything with an application fee; legitimate scholarships do not charge one.\nWriting the essay\nAnswer the actual prompt with one specific story, not a summary of your whole life. Show a moment where you did something, what you learned, and how it connects to what you want to study. Get it read at the writing center. Reusable core, tailored opening and closing for each application.\nLetters and deadlines\nIf a scholarship needs a recommendation, ask three weeks out and give the writer your essay and the criteria. Keep a simple sheet of every scholarship, its deadline, and what it requires. Most students who \"can’t find scholarships\" stopped after the campus application; the rest is grinding through that list.\nAfter you win\nReport every outside award to Financial Aid — federal rules require your total aid not to exceed your cost of attendance, and unreported awards can cause a bill later. Ask how a new scholarship affects the rest of your package; ideally it replaces a loan, not a grant.\nAt a glance\nBiggest pool\nPorter’s Foundation application — one form, 180+ awards, yearly\nOutside\nFavor local over national; never pay a fee\nEssay\nOne specific story answering the actual prompt\nOn winning\nReport it to Financial Aid — ideally it replaces a loan\nWho to contact\nScholarships Office\nFounders Union 118\nPhone\n(715) 555–0231\nEmail\nfinaid@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nScholarships\nScholarship directory\nLegacy scholarships\nReporting outside scholarships\nPersonal statement help\nFull contact directory" }, { "url": "applying-to-a-porter-graduate-program.html", "title": "Applying to a Porter graduate program", "description": "The application, the deadlines, and how graduate admission differs from undergraduate.", "headings": [ "Applying to a Porter graduate program", "On this page", "The application", "Program-by-program review", "Tests", "Deadlines", "Prerequisites and conditional admission", "International and non-degree" ], "content": "Admissions Applying to a Porter graduate program\nThe application, the deadlines, and how graduate admission differs from undergraduate.\nThe application\nA graduate application to Porter has: the online form and fee, official transcripts from every institution, a statement of purpose, two or three recommendations (usually from faculty or supervisors who can speak to your readiness for graduate work), a résumé, and program-specific items — a portfolio, a writing sample, a test score, or prerequisite coursework. The program page lists exactly what yours needs.\nProgram-by-program review\nUnlike undergraduate admission, graduate decisions are made by the program's faculty, not a central office. They are looking for a fit with what the program does and with specific faculty, evidence you can handle graduate-level work (your record, your writing, your letters), and a clear reason you want this degree. A strong, specific statement of purpose matters more here than anywhere.\nTests\nMany Porter graduate programs do not require the GRE or GMAT; some still want it, and some accept it as optional supporting evidence. Counseling and a few others may require a specific exam. Check the program page and sit the test the summer before applying if it is needed, so there is time for one retake.\nDeadlines\nGraduate deadlines are firmer than undergraduate rolling admission, especially for programs with a fall cohort start and for funding consideration — assistantship decisions often precede admission decisions by weeks. Missing the funding deadline can mean admission without an assistantship. Apply early.\nPrerequisites and conditional admission\nIf you are switching fields, a program may admit you conditionally, requiring you to complete undergraduate prerequisite courses (with a minimum grade) before or during your first year. Ask what would be required before you apply so you can plan the time and cost.\nInternational and non-degree\nInternational applicants add English proficiency scores and financial documentation, on an earlier timeline. If you want to take a graduate course or two without committing to a degree, non-degree enrollment is possible for many programs, and those credits can often apply if you are later admitted.\nAt a glance\nDecided by\nThe program's faculty — not a central office\nMatters most\nA specific statement of purpose + a fit with the program and faculty\nTests\nOften not required; check the program — sit it the prior summer if needed\nDeadlines\nFirm — and funding deadlines usually come before admission decisions\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate admissions\nGraduate study at Porter\nGraduate assistantships explained\nPersonal statement help\nLetters of recommendation\nFull contact directory" }, { "url": "applying-to-graduate-school.html", "title": "Applying to graduate school", "description": "The two-year timeline for tests, letters, the statement, and funding.", "headings": [ "Applying to graduate school", "On this page", "Start ~18 months out", "Tests and prerequisites", "Letters of recommendation", "The statement of purpose", "Funding", "Decisions" ], "content": "Academics Applying to graduate school\nThe two-year timeline for tests, letters, the statement, and funding.\nStart ~18 months out\nIn the year before you apply, narrow the field: talk to faculty in your area, read recent work from programs and specific advisers, and be honest about whether you want a research degree, a professional master’s, or a job first. A graduate-school adviser can pressure-test the list.\nTests and prerequisites\nFind out early whether your programs require the GRE or a field test — many have dropped it, some still want it. If a test is needed, sit it in the summer before your application year so you have time for one retake. Fill any missing prerequisite courses now, not in your final term.\nLetters of recommendation\nAsk three faculty who can speak specifically about your work, at least six weeks before the deadline. Give each a packet: your statement draft, your transcript, the assignment or project they supervised, the list of programs and dates, and a short note on what you would like them to emphasize. Waive your right to view the letters.\nThe statement of purpose\nThis is an argument that you are ready for this specific program’s work and a fit for named faculty — not a life story. Draft it two months early, get it read at the writing center and by a faculty mentor, and tailor the \"why this program\" paragraph for each application. Generic statements read as generic.\nFunding\nFor PhD programs, admission without funding (an assistantship or fellowship) is usually a signal to think hard. For master’s programs, ask directly about assistantships, tuition remission, and scholarships. The fellowships office helps with national awards (NSF, Fulbright, and others) that have deadlines the fall before you would enroll.\nDecisions\nOffers with funding typically hold until April 15 by convention. Visit if you can, talk to current students without faculty in the room, and weigh advising fit and funding stability over prestige. It is fine to turn everything down and reapply stronger.\nAt a glance\nTimeline\n~18–24 months from research to enrollment\nLetters\nAsk 6+ weeks out, with a full packet\nStatement\nFit + readiness, tailored per program\nPhD funding\nNo funding offer = think hard\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate school advising\nLetters of recommendation\nPersonal statement help\nFellowships & Scholarships Office\nGRE / GMAT / LSAT prep\nFull contact directory" }, { "url": "arts-culture.html", "title": "Arts & culture", "description": "Galleries, concerts and theatre that are mostly free to students — what is on, where, and how to take part without a major in it.", "headings": [ "Arts & culture", "On this page", "What is on, and what it costs you", "The performing arts season", "Taking part without majoring in it" ], "content": "Campus life Arts & culture\nGalleries, concerts and theatre that are mostly free to students — what is on, where, and how to take part without a major in it.\nWhat is on, and what it costs you\nA regional polytechnic still has a full cultural calendar, and most of it is free or a few dollars with your Campus Card. The Furlong Gallery in the Applied Arts Building runs rotating exhibitions — regional and visiting artists, design and research shows, pieces from the university collection, and the senior thesis exhibitions each spring — with free admission and an opening reception you can just walk into. Heritage Auditorium and two smaller venues host the theatre season, student and faculty music ensembles, dance concerts, touring performers, and a visiting-artist and lecture series. A single what's-on calendar lists everything with ticket details; student tickets are discounted or free and released first.\nThe performing arts season\nThe theatre program stages a full season — typically a classic, a contemporary play, a musical, and a student-directed studio slate — with public performances over a two-week run each. Music ensembles (concert band, jazz, choir, orchestra, chamber groups, and a pep band for athletics) perform several times a term. Dance and the improv and a cappella groups have their own shows. Auditions for most productions and ensembles are open to any student regardless of major, held at the start of each semester and posted on the arts calendar; some ensembles also enroll as a one-credit course.\nTaking part without majoring in it\nYou do not need to be an art, design, music, or theatre student to be in this. Audition for a play or an ensemble. Join a studio club — printmaking, ceramics, photography, film, creative writing, game art — which meet in the evening and welcome beginners. Submit to Ingot, the literary and arts magazine. Pitch an interdisciplinary project (an engineering-and-sculpture piece, a data-and-sound installation) to the student activity fund, which specifically supports cross-department creative work. Or take a non-major studio course as a Core or free elective — several are designed for exactly that.\nAt a glance\nCost\nMost events free or a few dollars with your Campus Card; student tickets discounted and released first\nVenues\nFurlong Gallery (free, with openings) in Applied Arts; Heritage Auditorium + two smaller houses for theatre, music, dance, touring acts\nSeason\nFull theatre season, multiple ensemble concerts per term, dance, improv, a cappella, a visiting-artist/lecture series\nTake part\nOpen auditions (any major), evening studio clubs for beginners, submit to Ingot, or pitch a cross-department project to the activity fund\nRelated resources\nStudent services\nUniversity recreation\nPorter esports\nSustainability\nParents & families\nContact directory" }, { "url": "arts-design-college.html", "title": "College of Arts, Design & Communication", "description": "Studio-based design, fine art and communication programs with a portfolio review built into every degree.", "headings": [ "College of Arts, Design & Communication", "Undergraduate majors", "Facilities", "Student organizations", "Take the next step." ], "content": "CADC · 6 programs\nCollege of Arts, Design & Communication\nStudio-based design, fine art and communication programs with a portfolio review built into every degree.\nUndergraduate majors\nGraphic Design & Interactive Media B.F.A.\nIndustrial Design B.F.A.\nFine Art B.F.A.\nProfessional & Technical Communication B.S.\nVideo Production B.F.A.\nApparel & Textile Design B.S.\nMusic B.S.\nSociology B.S.\nPolitical Science B.S.\nCommunication Studies B.S.\nInterior Design B.S.\nFacilities\nMost of the college’s classes and labs run out of the Applied Arts Building . Studios, galleries and production spaces for design, art, apparel and media, including 24-hour badge access to the studio floors during portfolio-review weeks.\nStudent organizations\nPhotography Club runs the darkroom open-studio hours and a student gallery show each spring\nStudent Film Society produces an annual short-film festival screened in the Founders Union theater\nIndustrial Designers Society brings in working designers to critique senior capstone prototypes\nDean's office\nDr. Melissa Jacoby\nDean, College of Arts, Design & Communication\ncadc@uwporterfalls.edu\nExplore\nAll programs\nAll colleges\nResearch & outreach\nApply now\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "arts-season-2026-27.html", "title": "Arts Season 2026–27", "description": "Every concert, production, exhibition and visiting artist from September 2026 through May 2027 — dates, venues and what it costs, on one page.", "headings": [ "Arts Season 2026–27", "On this page", "The season in brief", "Full calendar", "Theatre", "Ensembles, gallery and visiting artists", "Getting in" ], "content": "Arts & performances Arts Season 2026–27\nEvery concert, production, exhibition and visiting artist from September 2026 through May 2027 — dates, venues and what it costs, on one page.\nThe season in brief\nThe 2026–27 season is 64 public events: 28 concerts and recitals (two of them by visiting artists), 30 performances of four theatre productions, and six exhibitions in the Furlong Gallery. For the first time it is published as one calendar and sold through one box office with one season pass (see the August announcement ). Nearly all of it happens in one building: the Applied Arts Building , which holds three performance spaces and the gallery under one roof, plus the jazz nights across the quad in the Founders Ballroom at Founders Union .\nHeritage Auditorium — 900 seats, east wing. The large concerts and the spring musical.\nThorsen Theatre — a 312-seat proscenium house. The fall play, visiting artists and the spring chamber showcase.\nThe Black Box (Room 118) — flexible seating for 80 to 110. The winter drama and the devised piece.\nFurlong Gallery — ground floor, always free. Exhibitions, plus the chamber-music recitals among the art.\nPorter students get in free to almost everything with a Porter Card. The box office page has the full price list, the accessibility services and the exchange policy.\nFull calendar\nConcerts begin at 7:30 p.m. on Fridays and Saturdays and 3 p.m. on Sundays unless noted. Theatre runs Thursday–Saturday at 7:30 p.m. and Sunday at 2 p.m. Prices are adult singles; seniors 65+ and youth pay $5, and Porter students are free. The table lists every production and exhibition and the main concerts. Student degree recitals and faculty recitals that make up the rest of the 28 concerts are posted on the events calendar as they are scheduled.\nThrough Aug 22 — Event: Summer exhibition: Made at Porter, 1893–1937 (closed); Venue: Furlong Gallery; Tickets: Free\nSept 3–Oct 17 — Event: Exhibition: Fence Line , photographs by Karin Haugland; Venue: Furlong Gallery; Tickets: Free\nSun, Sept 13 — Event: Faculty Welcome Recital; Venue: Thorsen Theatre; Tickets: Free\nSun, Oct 11 — Event: Fall Choral & Wind Concert; Venue: Heritage Auditorium; Tickets: $8\nOct 15–18, 22–25 — Event: Fall play: The Supper Club; Venue: Thorsen Theatre; Tickets: $12\nOct 29–Dec 4 — Event: Exhibition: Load Bearing , art & design faculty; Venue: Furlong Gallery; Tickets: Free\nSat, Nov 7 — Event: Fall Jazz Night — Jazz Orchestra and Jazz Lab Band; Venue: Founders Ballroom; Tickets: $8\nSun, Nov 15, 2 p.m. — Event: Chamber Music Recital I; Venue: Furlong Gallery; Tickets: Free\nThu, Nov 19 — Event: Visiting artists: Lantern Brass Quintet; Venue: Thorsen Theatre; Tickets: $12\nSat, Dec 5 — Event: Winter Choral Concert; Venue: Heritage Auditorium; Tickets: $8\nSun, Dec 6 — Event: Wind Symphony Winter Concert; Venue: Heritage Auditorium; Tickets: $8\nDec 12–Jan 29 — Event: B.F.A. Senior Exhibition (closed Dec 19–Jan 4); Venue: Furlong Gallery; Tickets: Free\nFeb 5–Mar 13 — Event: Exhibition: Low Water , paintings by Constance Achterberg; Venue: Furlong Gallery; Tickets: Free\nFeb 11–14, 18–20 — Event: Winter drama: What the Coulee Keeps; Venue: The Black Box; Tickets: $12\nThu, Feb 25 — Event: Visiting artist: Adaeze Holloway, percussion; Venue: Thorsen Theatre; Tickets: $12\nSat, Feb 27 — Event: Winter Jazz Night; Venue: Founders Ballroom; Tickets: $8\nSat, Mar 6, 2 p.m. — Event: Chamber Music Recital II; Venue: Furlong Gallery; Tickets: Free\nSun, Mar 21 — Event: Spring Choral & Orchestra Concert; Venue: Heritage Auditorium; Tickets: $8\nMar 26–Apr 24 — Event: Exhibition: Ironwork: Five Smiths; Venue: Furlong Gallery; Tickets: Free\nSun, Apr 4 — Event: Wind Symphony Spring Concert; Venue: Heritage Auditorium; Tickets: $8\nApr 15–18, 21–24 — Event: Spring musical: The Millrace Follies of 1911; Venue: Heritage Auditorium; Tickets: $15\nFri, Apr 30 — Event: Spring Jazz Night; Venue: Founders Ballroom; Tickets: $8\nSun, May 2, 2 p.m. — Event: Chamber & Composition Showcase; Venue: Thorsen Theatre; Tickets: Free\nMay 5–9 — Event: Devised piece: Shift Change; Venue: The Black Box; Tickets: Pay what you can\nMay 8–22 — Event: M.F.A. & Senior Thesis Exhibition; Venue: Furlong Gallery; Tickets: Free\nThe Ironclad Pep Band is not on this table because it follows the athletics calendar instead; see the pep band page .\nTheatre\nThe season the program announced in March (see the announcement ) is built around work with Wesconsin roots:\nThe Supper Club by Wesconsin playwright Joanna Fjelstad — three generations of a family on the last night of their lakeside supper club. October, Thorsen Theatre.\nWhat the Coulee Keeps by Ruth Ekdahl — a contemporary drama about a dairy family in a Driftless-region farm town. February, the Black Box.\nThe Millrace Follies of 1911 — an original musical comedy about the week Porter Falls waited for its first train. April, Heritage Auditorium.\nShift Change: Porter Falls in Its Own Words — built by a student ensemble from oral histories collected in town this fall. May, the Black Box.\nEnsembles, gallery and visiting artists\nFive ensemble programs perform this year, all open to any major: the Wind Symphony , the Jazz Orchestra , the University Choir , the Ironclad Pep Band and the chamber music program . The Furlong Gallery exhibitions page has the artists, opening receptions and gallery talks.\nThe two visiting artists each give a free afternoon masterclass the day of their concert, open to students in any ensemble. The Lantern Brass Quintet, a touring group, works with the Wind Symphony brass on November 19. Percussionist Adaeze Holloway, who plays marimba against live electronics, works with the percussion studio and the Introduction to Music Technology class on February 25. Writers visit through the separate visiting writers series .\nGetting in\nStudents: show your Porter Card, or reserve a free seat online for the theatre. The public: buy single tickets, or the $48 season pass, which covers one admission to every ticketed event in the season. It is described on arts season passes . Want to be on stage rather than in the audience? Auditions for the musical and the winter drama are in November.\nAt a glance\nSeason\nSeptember 2026 – May 2027\nProductions\n4 — fall play, winter drama, spring musical, devised piece\nVenues\nHeritage Auditorium (900), Thorsen Theatre (312), the Black Box (80–110), Furlong Gallery\nStudents\nFree with a Porter Card for nearly everything\nNext up\nFall Choral & Wind Concert, Sunday, Oct 11, 3 p.m.\nWho to contact\nArts Box Office\nApplied Arts Building 104 (east lobby)\nPhone\n(715) 555–0226\nEmail\nboxoffice@uwporterfalls.edu\nHours\nMon–Fri, noon–5 p.m. during the fall and spring terms\nRelated resources\nBox office\nEnsemble & theatre auditions\nFurlong Gallery exhibitions\nArts season passes\nMusic & theatre\nEvents calendar" }, { "url": "arts-season-tickets.html", "title": "Arts season passes", "description": "One pass to theatre, music, and dance performances across the year — and why students barely need it.", "headings": [ "Arts season passes", "On this page", "For students", "For the public and families", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Arts season passes\nOne pass to theatre, music, and dance performances across the year — and why students barely need it.\nFor students\nJust show your Porter Card at the door. Mainstage plays, student recitals, the choral and instrumental ensembles, the dance concert, and the visiting-artist series are all free or nominal. Popular shows still sell out, so reserve online when it's offered.\nFor the public and families\nA season pass locks in seats for the year at a lower per-show price, with exchange privileges if you can't make a date. It's the practical option for community members and for parents who want to see everything their student is in.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nStudents: Most on-campus performances are free or a few dollars with a Porter Card — a pass isn't necessary. Public pass: A season subscription bundles the mainstage theatre season, the concert series, and dance concerts at a discount over single tickets. Buy: Through the box office in the Applied Arts Building or online; subscribers pick seats first. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStudents\nMost on-campus performances are free or a few dollars with a Porter Card — a pass isn't necessary\nPublic pass\nA season subscription bundles the mainstage theatre season, the concert series, and dance concerts at a discount over single tickets\nBuy\nThrough the box office in the Applied Arts Building or online; subscribers pick seats first\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "asking-a-good-question-in-class.html", "title": "Asking a good question in class", "description": "The questions that help you and everyone else, when to ask, and why", "headings": [ "Asking a good question in class", "On this page", "If you are confused, others are too", "Make it specific", "Question types that work", "When to ask", "If the room is intimidating", "After you ask" ], "content": "Student success Asking a good question in class\nThe questions that help you and everyone else, when to ask, and why \"I have a dumb question\" is almost always wrong.\nIf you are confused, others are too\nIn any class of more than a few people, a point that lost you lost a chunk of the room. Asking about it is a service, not an interruption. The students who ask questions are not the ones who understand least — they are the ones paying enough attention to notice exactly where the thread broke.\nMake it specific\n\"I don't get it\" is hard to answer; \"I followed until you multiplied by the ratio — why is it 2/3 and not 3/2?\" is easy to answer and useful to everyone. Pin the confusion to a step, a term, or a claim. If you cannot name the step, the question is \"could you walk through that last part again?\" — which is also fine.\nQuestion types that work\nClarifying (\"what does that symbol mean here?\"), connecting (\"how does this relate to what we did last week?\"), checking understanding (\"so if I changed X, then Y would happen — is that right?\"), and pushing (\"does that still hold when...?\"). All of these advance the class. \"Will this be on the exam?\" advances nothing.\nWhen to ask\nAsk in the moment for a small clarification while it is cheap to fix. For a bigger \"I think I've been misunderstanding this whole idea,\" note it and raise it at a natural pause, in office hours, or by email — it may need more time than the lecture has. Do not sit on a foundational confusion for three weeks; it compounds.\nIf the room is intimidating\nWrite the question down as you think of it so you do not lose it while working up the nerve. Ask a clarifying question first (lowest stakes) to break the ice. Email the instructor after class if you truly cannot ask in the room — \"I got lost at the part about X, could you point me to a resource or a minute in office hours?\"\nAfter you ask\nIf the answer did not land, it is fine to say \"I think I need to sit with that\" or \"can I follow up in office hours?\" You are not obligated to pretend it clicked. And thank the instructor — a class where questions are welcomed is one people keep asking in.\nAt a glance\nReality\nIf you are lost, a chunk of the room is too — asking is a service\nMake it\nSpecific — pin the confusion to a step, a term, or a claim\nGood types\nClarifying, connecting, checking understanding, pushing further\nBig confusion\nNote it, raise it at a pause or in office hours — don't sit on it for weeks\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nParticipation grades and speaking up\nUsing office hours\nOffice hours when you have nothing specific\nEmailing a professor\nReading and taking notes in college\nFull contact directory" }, { "url": "assessment-accreditation.html", "title": "Assessment & accreditation", "description": "Evidence, review and improvement processes supporting educational quality.", "headings": [ "Assessment & accreditation", "On this page", "Program assessment", "Accreditation", "Public information", "Evidence, not paperwork", "What is published, and why", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Assessment & accreditation\nEvidence, review and improvement processes supporting educational quality.\nProgram assessment\nFaculty define learning outcomes, review student work and use evidence to improve curriculum, teaching and resources.\nAccreditation\nInstitutional and specialized reviews document standards, outcomes and continuous improvement for students and the public.\nPublic information\nProgram accreditation, licensure disclosures and institutional review status are published with responsible offices and dates.\nEvidence, not paperwork\nEvery program defines a small set of learning outcomes, collects samples of actual student work each year, and meets to decide what one change would help. The point is a decision a department can act on, not a binder for a visitor.\nWhat is published, and why\nProgram accreditation status, licensure-by-state disclosures and key outcomes are posted with the responsible office and the date last reviewed, so a prospective student in a licensed field can check before enrolling rather than after.\nIn and around Porter Falls\nCurriculum decisions at Porter still run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow: a new program takes roughly two years from proposal to first cohort, and the review calendar is published so students and employers can see what is coming.\nThe practical details\nInstitutional accreditor: Higher Learning Commission (fictional standing: reaffirmed 2022). Program reviews: Every seven years, staggered. Public disclosures: Licensure and outcomes, updated each fall. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Office of the Provost (Millwright Hall, Room 300). Call (715) 555-0130 or email provost@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nInstitutional accreditor\nHigher Learning Commission (fictional standing: reaffirmed 2022)\nProgram reviews\nEvery seven years, staggered\nPublic disclosures\nLicensure and outcomes, updated each fall\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFaculty Senate\nCourse withdrawal & leave\nInstitutional effectiveness\nFull contact directory" }, { "url": "assistive-technology.html", "title": "Assistive technology", "description": "The software and tools that remove access barriers — what is available, how to get it, and how to learn it.", "headings": [ "Assistive technology", "On this page", "What it covers", "Built into what you already have", "Licensed and specialized tools", "Getting it", "Learning to use it well", "If a course tool is not accessible" ], "content": "Student services Assistive technology\nThe software and tools that remove access barriers — what is available, how to get it, and how to learn it.\nWhat it covers\nAssistive technology is anything that removes a barrier to reading, writing, hearing, seeing, focusing, or navigating coursework: screen readers, text-to-speech, speech-to-text (dictation), screen magnification, reading and focus tools, note-taking apps, live captioning, smart pens, alternative keyboards and mice, and accessible-format course materials.\nBuilt into what you already have\nA lot of it is free and already on your issued laptop and phone: the operating system's screen reader, magnifier, dictation, and reading mode; the university's productivity suite has built-in read-aloud, dictation, immersive reading, and live captions. Start here — an access coordinator or the tech help desk can turn on and tune these in a session.\nLicensed and specialized tools\nBeyond the built-ins, the university licenses specialized software (advanced text-to-speech and study tools, OCR for scanned readings, mind-mapping, more capable dictation) available to students who need them, on lab machines and often as a personal install. Hardware — smart pens, FM systems, dedicated recorders — can be borrowed or provided as an accommodation.\nGetting it\nIf the tool is part of an approved accommodation, the accessibility office arranges access and licensing. If you just want to try the built-in tools, no accommodation is needed — ask the help desk or the office. Accessible-format materials (a readable PDF, a Braille or large-print version, an accessible textbook) are requested through the office, ideally before the term so they are ready week one.\nLearning to use it well\nAssistive technology has a learning curve, and adopting it mid-crisis is hard. The office offers training — a few sessions to get fluent with a screen reader or a dictation workflow before you rely on it for a paper. Give yourself a low-stakes assignment to practice on.\nIf a course tool is not accessible\nIf a required platform, a lab instrument interface, a video without captions, or a course document is not accessible, that is a barrier to report to the accessibility office. They work with the instructor and the vendor, and can provide an accessible alternative in the meantime.\nAt a glance\nCovers\nReading, writing, dictation, magnification, captioning, notes, accessible formats\nFree already\nYour laptop/phone OS + the university suite — read-aloud, dictation, captions\nSpecialized\nLicensed software + borrowable hardware, arranged via the accessibility office\nLearn it\nTake the training before you rely on it — practice on a low-stakes task\nWho to contact\nDisability & Accessibility Services\nHalvorsen Library, Level 1\nPhone\n(715) 555–0238\nEmail\naccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAccessible technology purchasing\nDocument accessibility help\nNote-taking services\nCaptioning request form\nGetting accommodations that actually work\nFull contact directory" }, { "url": "athletic-training.html", "title": "Sports medicine", "description": "Prevention, evaluation, rehabilitation and emergency care for student-athletes.", "headings": [ "Sports medicine", "On this page", "Access to care", "Injury process", "Concussion care", "Care that is independent of the score", "Concussion protocol", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Athletics Sports medicine\nPrevention, evaluation, rehabilitation and emergency care for student-athletes.\nAccess to care\nCertified athletic trainers coordinate with team physicians and local specialists. Participation paperwork must be complete before practice.\nInjury process\nReport symptoms promptly. Return-to-participation decisions use clinical evidence and are independent of competitive pressure.\nConcussion care\nSuspected concussion requires immediate removal and staged, medically supervised return to academics and athletics.\nCare that is independent of the score\nReturn-to-play decisions are made by the medical staff on clinical evidence, and a coach cannot override them. A student who reports symptoms is not penalised for it — the program depends on early reporting to work.\nConcussion protocol\nA suspected concussion means the athlete comes out immediately and does not return that day. Re-entry is a supervised, staged progression through academics first and then athletics, cleared at each step by the medical staff and coordinated with instructors through Accessibility Services when needed.\nIn and around Porter Falls\nThe Ironclads compete in NCAA Division III as members of the Wesconsin Collegiate Athletic Conference, and home events are at the Ironhouse Athletic Center and the riverside fields off North Campus. The name is a 1994 student vote — the teams were the Porter Millwrights before that — and Millrace Week in October is still built around the homecoming football game.\nThe practical details\nStaff: Certified athletic trainers with team-physician oversight. Before participation: Physical and paperwork on file, no exceptions. Concussion: Immediate removal; staged medical return. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Ironclad Athletics (Ironhouse Athletic Center). Call (715) 555-0195 or email athletics@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nStaff\nCertified athletic trainers with team-physician oversight\nBefore participation\nPhysical and paperwork on file, no exceptions\nConcussion\nImmediate removal; staged medical return\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIronclad Athletics\nAthletics tickets\nFull contact directory" }, { "url": "athletics-at-a-division-iii-polytechnic.html", "title": "Athletics at a Division III polytechnic", "description": "What Division III means in practice, and how varsity sport fits alongside a lab- and studio-heavy major.", "headings": [ "Athletics at a Division III polytechnic", "On this page", "What Division III is", "The conference and the schedule", "Balancing a hands-on major", "Academic support for athletes", "Club and intramural sport", "Recruited and walk-on", "NIL, briefly" ], "content": "Athletics Athletics at a Division III polytechnic\nWhat Division III means in practice, and how varsity sport fits alongside a lab- and studio-heavy major.\nWhat Division III is\nThe Porter Ironclads compete in NCAA Division III, which means no athletic scholarships — athletes are students first, admitted and aided the same way as everyone else, who also compete. Seasons and practice time are limited by rule, travel is mostly regional, and the emphasis is on participation and the student experience rather than a revenue program.\nThe conference and the schedule\nPorter plays in a regional conference of similar schools across Wesconsin and neighboring states. Most competition is Friday and Saturday within a few hours' drive, with a conference tournament and a shot at the NCAA Division III championship for teams that qualify. Non-conference games fill early season.\nBalancing a hands-on major\nA lab, a studio, or a clinical placement does not reschedule around a bus. Division III's time limits help, and coaches and faculty coordinate — but it takes planning. Student-athletes register early (priority registration exists for this), front-load hard courses into the off-season where possible, and use the mandatory study-table hours rather than resenting them.\nAcademic support for athletes\nStudent-athlete academic support runs eligibility monitoring, study tables, tutoring coordination, and a check-in that catches a slipping grade before it becomes an eligibility problem. Eligibility requires satisfactory academic progress toward a degree — the support exists to keep sport from costing you the reason you came.\nClub and intramural sport\nIf varsity is not the fit — the time, the recruiting, the level — Porter has 18 student-led club sports that compete regionally with a lighter commitment, plus 25-plus intramural leagues that are genuinely just for fun. Most students who want to keep playing a sport do it here, and the rec center and fields are built for it.\nRecruited and walk-on\nRecruited athletes connect with a coach during the admissions process; there is no letter of intent because there is no scholarship, but coaches do track admitted recruits. Walking on is real at this level — contact the coach, attend a tryout, and be ready to earn a spot. Either way you apply and are admitted as a regular student.\nNIL, briefly\nName, image, and likeness rules apply at Division III too, though the deals are rare at this level. The guidance page covers what is allowed and what has to be disclosed; check before you sign anything.\nAt a glance\nDivision III\nNo athletic scholarships — students who compete, capped practice time\nSchedule\nMostly regional, Friday–Saturday, conference + a D-III championship path\nThe balance\nPriority registration, off-season course front-loading, study tables\nOther ways to play\n18 club sports + 25-plus intramural leagues\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAthletics\nStudent-athlete academic support\nStudent-athlete eligibility\nClub sports\nName, image & likeness guidance\nFull contact directory" }, { "url": "athletics-conference-and-compliance.html", "title": "Conference Membership & NCAA Compliance", "description": "How Porter athletics fits into NCAA Division III and the Wesconsin Collegiate Athletic Conference, and what compliance covers.", "headings": [ "Conference Membership & NCAA Compliance", "Division III, on purpose", "The conference", "What the compliance office actually checks", "If something looks off" ], "content": "Athletics\nConference Membership & NCAA Compliance\nPorter competes in the Wesconsin Collegiate Athletic Conference at the NCAA Division III level — no athletic scholarships, and a compliance office that means it.\nDivision III, on purpose\nPorter competes at the NCAA Division III level, the tier built around the idea that athletics is one part of a student’s education, not a job. Division III schools do not award athletic scholarships; a roster spot never changes a student’s financial aid package. Athletes are recruited on fit and ability, but they pay for Porter — or qualify for aid — the same way every other student does.\nThe conference\nPorter is a member of the Wesconsin Collegiate Athletic Conference alongside eight other Wesconsin comprehensive universities. The conference sets a shared competition schedule, officiating standards, and sportsmanship expectations, and it is where most Ironclads rivalries live — conference standings, not national rankings, are what shows up on the locker-room whiteboard most weeks.\nWhat the compliance office actually checks\nCompliance is unglamorous by design: verifying that every competing athlete is enrolled full-time and meeting the same academic-progress standard as any other student, that practice hours stay inside NCAA limits, that recruiting contact rules are followed, and that no one on a team roster receives anything an ordinary student did not have equal access to. Self-reporting a minor violation is the expected and unremarkable response when one turns up — the compliance office would rather log a small correction than have a bigger one surface at the conference or NCAA level later.\nIf something looks off\nStudent-athletes, coaches or fans who think a recruiting or eligibility rule was not followed can raise it directly with the athletics compliance coordinator, in Fieldhouse 118, without going through a coach first.\nQuick facts\nDivision\nNCAA Division III\nConference\nWesconsin Collegiate Athletic Conference\nAthletic scholarships\nNone — Division III prohibits them\nRelated\nTransferring in as a student-athlete\nRecruiting visits & prospect camps\nAthletics home\nHall of Fame\nRecreation & intramurals" }, { "url": "athletics-hall-of-fame.html", "title": "Ironclad Athletics Hall of Fame", "description": "The annual induction recognizing former athletes, coaches and teams, and how nominations work.", "headings": [ "Ironclad Athletics Hall of Fame", "On this page", "What it honors", "The wall", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Athletics Ironclad Athletics Hall of Fame\nThe annual induction recognizing former athletes, coaches and teams, and how nominations work.\nWhat it honors\nSustained athletic achievement at Porter, but also what someone did afterward — a coaching career, service to the program, a life that reflects well on it. Whole teams are inducted for a landmark season; long-serving coaches on a separate track.\nThe wall\nInductees are added to a physical display in the Ironhouse Athletic Center concourse with a short citation, and profiled on the athletics site for the year — the same “visible and permanent” principle as the academic Distinguished Alumni Awards.\nIn and around Porter Falls\nThe Ironclads compete in NCAA Division III as members of the Wesconsin Collegiate Athletic Conference, and home events are at the Ironhouse Athletic Center and the riverside fields off North Campus. Millrace Week in October is still built around the homecoming football game.\nThe practical details\nInducted: Each year at a Millrace Week ceremony. Eligible: Athletes ten years past their last season; coaches and teams on their own timelines. Nominate: Anyone, through the athletics site. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Ironclad Athletics (Ironhouse Athletic Center). Call (715) 555–0195 or email athletics@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nInducted\nEach year at a Millrace Week ceremony\nEligible\nAthletes ten years past their last season; coaches and teams on their own timelines\nNominate\nAnyone, through the athletics site\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nEsports Arena\nClub sports\nIntramural schedule\nVarsity Esports\nFull contact directory" }, { "url": "athletics-schedule-fall-2026.html", "title": "Fall 2026 Schedule & Results", "description": "Every fall Ironclad contest in one place: football, men’s and women’s soccer, volleyball and cross country, with results through October 8 and start times for the rest.", "headings": [ "Fall 2026 Schedule & Results", "On this page", "How to read this page", "Football", "Volleyball", "Women’s and men’s soccer", "Cross country" ], "content": "Athletics Fall 2026 Schedule & Results\nEvery fall Ironclad contest in one place: football, men’s and women’s soccer, volleyball and cross country, with results through October 8 and start times for the rest.\nHow to read this page\nResults are listed for contests played through Thursday, October 8, 2026; later dates show the local start time. An asterisk (*) marks a Wesconsin Collegiate Athletic Conference contest. \"Home\" means Millwright Stadium for football and soccer, Ironclad Fieldhouse for volleyball and the Porter River cross-country course for running. Weather calls are posted on the athletics site by 10 a.m. on game day. Students get in free with a Porter Card; public prices are on the tickets page , and parking, bags and gate times are in the game day guide .\nThrough October 8: football 4–1 (2–1 WCAC), volleyball 10–1 (6–1), women's soccer 6–2–1 (3–2), men's soccer 5–2–2 (3–1–1).\nFootball\nFri., Aug. 28 — Opponent: Eau Pleine; Site: Home; Result / time: W 27–13 ( story )\nSat., Sept. 5 — Opponent: Merrimount College; Site: Away; Result / time: W 31–17\nSat., Sept. 12 — Opponent: Tamarack State*; Site: Home; Result / time: L 21–24\nSat., Sept. 19 — Opponent: Bayport State*; Site: Away; Result / time: W 17–14 ( recap )\nSat., Sept. 26 — Opponent: Open date\nSat., Oct. 3 — Opponent: Granite Ridge*; Site: Home; Result / time: W 38–10\nSat., Oct. 10 — Opponent: Hollander College*; Site: Away; Result / time: 1:00 p.m.\nSat., Oct. 17 — Opponent: Chippewa Valley State* — Forge Bowl , Millrace Week ( preview ); Site: Home; Result / time: 1:00 p.m.\nSat., Oct. 24 — Opponent: Ashby Falls State*; Site: Away; Result / time: 1:00 p.m.\nSat., Oct. 31 — Opponent: Northern Wesconsin Tech*; Site: Away; Result / time: 12:00 p.m.\nSat., Nov. 7 — Opponent: Lakeview Lutheran* (Senior Day); Site: Home; Result / time: 12:00 p.m.\nVolleyball\nSat., Sept. 5 — Opponent: Eau Pleine; Site: Home; Result / time: W 3–0\nFri., Sept. 11 — Opponent: Merrimount College (Ironclad Invitational); Site: Home; Result / time: W 3–1\nSat., Sept. 12 — Opponent: Prairie Rapids College (Ironclad Invitational); Site: Home; Result / time: W 3–2\nSat., Sept. 12 — Opponent: St. Brendan College (Ironclad Invitational); Site: Home; Result / time: W 3–0\nWed., Sept. 16 — Opponent: Tamarack State*; Site: Away; Result / time: L 1–3\nSat., Sept. 19 — Opponent: Hollander College*; Site: Away; Result / time: W 3–1\nWed., Sept. 23 — Opponent: Granite Ridge*; Site: Home; Result / time: W 3–0\nSat., Sept. 26 — Opponent: Ashby Falls State*; Site: Home; Result / time: W 3–2 ( recap )\nWed., Sept. 30 — Opponent: Northern Wesconsin Tech*; Site: Away; Result / time: W 3–1\nSat., Oct. 3 — Opponent: Chippewa Valley State*; Site: Home; Result / time: W 3–1\nWed., Oct. 7 — Opponent: Lakeview Lutheran*; Site: Away; Result / time: W 3–0\nSat., Oct. 10 — Opponent: Bayport State*; Site: Home; Result / time: 2:00 p.m.\nTue., Oct. 13 — Opponent: Tamarack State* (Millrace Week); Site: Home; Result / time: 7:00 p.m.\nWed., Oct. 14 — Opponent: Whitlock College*; Site: Away; Result / time: 7:00 p.m.\nWed., Oct. 21 — Opponent: Granite Ridge*; Site: Away; Result / time: 7:00 p.m.\nSat., Oct. 24 — Opponent: Ashby Falls State*; Site: Away; Result / time: 2:00 p.m.\nWed., Oct. 28 — Opponent: Northern Wesconsin Tech* (Senior Night); Site: Home; Result / time: 7:00 p.m.\nSat., Oct. 31 — Opponent: Chippewa Valley State*; Site: Away; Result / time: 2:00 p.m.\nNov. 5–7 — Opponent: WCAC Tournament; Site: Top seed hosts; Result / time: TBA\nThe team opened the season No. 4 in the conference preseason poll and takes a six-match win streak into the Bayport State match.\nWomen’s and men’s soccer\nMost conference dates are doubleheaders at the same site; on home football Saturdays, soccer moves to Sunday.\nWomen's soccer\nWed., Sept. 2 — Opponent: Merrimount College; Site: Home; Result / time: W 2–0\nSun., Sept. 6 — Opponent: St. Brendan College; Site: Away; Result / time: W 3–1\nWed., Sept. 9 — Opponent: Prairie Rapids College; Site: Away; Result / time: T 1–1 (2OT)\nSun., Sept. 13 — Opponent: Eau Pleine; Site: Home; Result / time: W 4–0\nSat., Sept. 19 — Opponent: Tamarack State*; Site: Away; Result / time: L 0–1\nWed., Sept. 23 — Opponent: Whitlock College*; Site: Home; Result / time: W 2–1\nSun., Sept. 27 — Opponent: Hollander College*; Site: Home; Result / time: W 1–0 (OT)\nSat., Oct. 3 — Opponent: Granite Ridge*; Site: Away; Result / time: W 3–2 ( recap )\nWed., Oct. 7 — Opponent: Ashby Falls State*; Site: Home; Result / time: L 1–2\nSat., Oct. 10 — Opponent: Bayport State*; Site: Away; Result / time: 1:00 p.m.\nWed., Oct. 14 — Opponent: Northern Wesconsin Tech*; Site: Home; Result / time: 4:00 p.m.\nSun., Oct. 18 — Opponent: Chippewa Valley State*; Site: Home; Result / time: 1:00 p.m.\nSat., Oct. 24 — Opponent: Lakeview Lutheran*; Site: Away; Result / time: 1:00 p.m.\nMen's soccer\nWed., Sept. 2 — Opponent: Merrimount College; Site: Away; Result / time: W 2–1\nSat., Sept. 5 — Opponent: Prairie Rapids College; Site: Home; Result / time: W 3–0\nWed., Sept. 9 — Opponent: St. Brendan College; Site: Home; Result / time: T 0–0 (2OT)\nSun., Sept. 13 — Opponent: Eau Pleine; Site: Away; Result / time: L 1–2\nSat., Sept. 19 — Opponent: Tamarack State*; Site: Home; Result / time: W 2–0\nWed., Sept. 23 — Opponent: Whitlock College*; Site: Away; Result / time: T 1–1 (2OT)\nSat., Sept. 26 — Opponent: Hollander College*; Site: Away; Result / time: L 1–2\nSat., Oct. 3 — Opponent: Granite Ridge*; Site: Away; Result / time: W 2–1\nWed., Oct. 7 — Opponent: Ashby Falls State*; Site: Home; Result / time: W 3–1\nSat., Oct. 10 — Opponent: Bayport State*; Site: Away; Result / time: 3:30 p.m.\nWed., Oct. 14 — Opponent: Northern Wesconsin Tech*; Site: Home; Result / time: 7:00 p.m.\nSun., Oct. 18 — Opponent: Chippewa Valley State*; Site: Home; Result / time: 3:30 p.m.\nSat., Oct. 24 — Opponent: Lakeview Lutheran*; Site: Away; Result / time: 3:30 p.m.\nWCAC tournament quarterfinals for both teams are Tuesday, November 3, at the higher seed.\nCross country\nMen's and women's teams race the same meets; women run 6K, men 8K.\nSat., Sept. 12 — Meet: Porter River Invitational; Site: Home; Result / time: Women 1st of 6; men 2nd of 6 ( recap )\nSat., Sept. 26 — Meet: Tamarack State Invitational; Site: Away; Result / time: Women 2nd of 14; men 5th of 14\nSat., Oct. 3 — Meet: Logger Open, hosted by Eau Pleine; Site: Away; Result / time: Women 1st of 11; men 3rd of 11\nSat., Oct. 24 — Meet: Prairie Rapids Pre-Conference Open; Site: Away; Result / time: 10:00 a.m.\nSat., Oct. 31 — Meet: WCAC Championships, hosted by Ashby Falls State; Site: Away; Result / time: Women 11:00 a.m.; men 12:00 p.m.\nSat., Nov. 14 — Meet: NCAA Division III Regional; Site: Site TBA; Result / time: TBA\nThere is no meet during Millrace Week; the team works the water stops at the alumni 5K on the Riverfront Trail instead. Program pages: women's and men's cross country.\nAt a glance\nFootball\n4–1 (2–1 WCAC)\nVolleyball\n10–1 (6–1 WCAC)\nWomen's soccer\n6–2–1 (3–2 WCAC)\nMen's soccer\n5–2–2 (3–1–1 WCAC)\nForge Bowl\nSat., Oct. 17, 1:00 p.m., Millwright Stadium\nUpdated\nOctober 9, 2026\nWho to contact\nAthletic Communications\nIronclad Fieldhouse 120\nPhone\n(715) 555–0212\nEmail\nsid@uwporterfalls.edu\nRelated resources\nWinter 2026–27 schedule\nForge Bowl\nAthletics tickets\nGame day guide\nMillwright Stadium\nIronclad Fieldhouse\nAthletics staff directory" }, { "url": "athletics-schedule-winter-2026-27.html", "title": "Winter 2026–27 Schedule", "description": "Men’s and women’s basketball, wrestling and indoor track & field from November 2026 through February 2027, with home dates at Ironclad Fieldhouse and links to every Ironclad roster.", "headings": [ "Winter 2026–27 Schedule", "On this page", "How to read this page", "Men’s basketball", "Women’s basketball", "Wrestling", "Indoor track & field", "Spring sports and every roster" ], "content": "Athletics Winter 2026–27 Schedule\nMen’s and women’s basketball, wrestling and indoor track & field from November 2026 through February 2027, with home dates at Ironclad Fieldhouse and links to every Ironclad roster.\nHow to read this page\nAll times are local. An asterisk (*) marks a Wesconsin Collegiate Athletic Conference contest. “Home” means Ironclad Fieldhouse for every sport on this page. Results will be added within an hour of each final, as they are on the fall 2026 schedule . Students get in free with a Porter Card; public tickets are $8 for adults and $5 for youth and seniors ( tickets page ), and the WCAC sets its own tournament prices. Doors open an hour before the first event of the day.\nA few things the calendar does to us:\nNo home events November 5–7, when the Fieldhouse is held for the WCAC volleyball tournament in case Porter is the top seed.\nNo contests during final examinations, December 14–18, and nothing in the Fieldhouse on December 19, which is December commencement .\nThanksgiving recess is November 25–29 and Winter Term runs January 4–22; teams stay on campus and the athletics department arranges meals when The Forge is on reduced hours (see campus hours ).\nConference basketball is played as doubleheaders at one site: women at 5:30 p.m. and men at 7:30 p.m. on Wednesdays, women at 1:00 p.m. and men at 3:00 p.m. on Saturdays.\nMen’s basketball\nTue., Nov. 10 — Opponent: Merrimount College (season opener); Site: Home; Time: 7:00 p.m.\nFri., Nov. 13 — Opponent: St. Brendan College (Prairie Rapids Tip-Off); Site: Away; Time: 8:00 p.m.\nSat., Nov. 14 — Opponent: Prairie Rapids College (Prairie Rapids Tip-Off); Site: Away; Time: 4:00 p.m.\nWed., Nov. 18 — Opponent: Whitlock College; Site: Home; Time: 7:00 p.m.\nSat., Nov. 21 — Opponent: Merrimount College; Site: Away; Time: 3:00 p.m.\nSat., Nov. 28 — Opponent: St. Brendan College (Thanksgiving weekend); Site: Home; Time: 3:00 p.m.\nWed., Dec. 2 — Opponent: Hollander College*; Site: Home; Time: 7:30 p.m.\nSat., Dec. 5 — Opponent: Bayport State*; Site: Away; Time: 3:00 p.m.\nWed., Dec. 9 — Opponent: Northern Wesconsin Tech*; Site: Away; Time: 7:30 p.m.\nTue., Dec. 29 — Opponent: Prairie Rapids College (Ironclad Holiday Classic); Site: Home; Time: 7:00 p.m.\nWed., Dec. 30 — Opponent: Merrimount College or Whitlock College (Ironclad Holiday Classic); Site: Home; Time: 5:00 or 7:00 p.m.\nSat., Jan. 2 — Opponent: Granite Ridge*; Site: Home; Time: 3:00 p.m.\nWed., Jan. 6 — Opponent: Chippewa Valley State*; Site: Away; Time: 7:30 p.m.\nSat., Jan. 9 — Opponent: Eau Pleine*; Site: Home; Time: 3:00 p.m.\nWed., Jan. 13 — Opponent: Tamarack State*; Site: Away; Time: 7:30 p.m.\nSat., Jan. 16 — Opponent: Ashby Falls State*; Site: Home; Time: 3:00 p.m.\nWed., Jan. 20 — Opponent: Lakeview Lutheran*; Site: Home; Time: 7:30 p.m.\nSat., Jan. 23 — Opponent: Hollander College*; Site: Away; Time: 3:00 p.m.\nWed., Jan. 27 — Opponent: Bayport State*; Site: Home; Time: 7:30 p.m.\nSat., Jan. 30 — Opponent: Granite Ridge*; Site: Away; Time: 3:00 p.m.\nWed., Feb. 3 — Opponent: Chippewa Valley State* — Ironclad Club Night; Site: Home; Time: 7:30 p.m.\nSat., Feb. 6 — Opponent: Eau Pleine*; Site: Away; Time: 3:00 p.m.\nWed., Feb. 10 — Opponent: Tamarack State* — Senior Night; Site: Home; Time: 7:30 p.m.\nSat., Feb. 13 — Opponent: Ashby Falls State*; Site: Away; Time: 3:00 p.m.\nTue.–Sat., Feb. 16–20 — Opponent: WCAC Tournament (quarterfinals Feb. 16, semifinals Feb. 18, final Feb. 20); Site: Higher seed; Time: TBA\nThe WCAC plays a 16-game schedule: Porter meets seven conference opponents twice and, this year, Northern Wesconsin Tech and Lakeview Lutheran once each. Eau Pleine, a nonconference rival in the fall sports, is a full WCAC member in basketball, wrestling and track. Roster: men’s basketball .\nWomen’s basketball\nWed., Nov. 11 — Opponent: St. Brendan College (home opener; 2025–26 banner ceremony 6:40 p.m.); Site: Home; Time: 7:00 p.m.\nSat., Nov. 14 — Opponent: Prairie Rapids College; Site: Away; Time: 1:00 p.m.\nTue., Nov. 17 — Opponent: Merrimount College; Site: Home; Time: 7:00 p.m.\nSat., Nov. 21 — Opponent: Whitlock College; Site: Away; Time: 2:00 p.m.\nFri., Nov. 27 — Opponent: Merrimount College (Thanksgiving Classic, hosted by Prairie Rapids College); Site: Away; Time: 5:00 p.m.\nSat., Nov. 28 — Opponent: Prairie Rapids College (Thanksgiving Classic); Site: Away; Time: 3:00 p.m.\nWed., Dec. 2 — Opponent: Hollander College*; Site: Home; Time: 5:30 p.m.\nSat., Dec. 5 — Opponent: Bayport State*; Site: Away; Time: 1:00 p.m.\nWed., Dec. 9 — Opponent: Northern Wesconsin Tech*; Site: Away; Time: 5:30 p.m.\nWed., Dec. 30 — Opponent: St. Brendan College; Site: Away; Time: 2:00 p.m.\nSat., Jan. 2 — Opponent: Granite Ridge*; Site: Home; Time: 1:00 p.m.\nWed., Jan. 6 — Opponent: Chippewa Valley State*; Site: Away; Time: 5:30 p.m.\nSat., Jan. 9 — Opponent: Eau Pleine*; Site: Home; Time: 1:00 p.m.\nWed., Jan. 13 — Opponent: Tamarack State*; Site: Away; Time: 5:30 p.m.\nSat., Jan. 16 — Opponent: Ashby Falls State*; Site: Home; Time: 1:00 p.m.\nWed., Jan. 20 — Opponent: Lakeview Lutheran*; Site: Home; Time: 5:30 p.m.\nSat., Jan. 23 — Opponent: Hollander College*; Site: Away; Time: 1:00 p.m.\nWed., Jan. 27 — Opponent: Bayport State*; Site: Home; Time: 5:30 p.m.\nSat., Jan. 30 — Opponent: Granite Ridge*; Site: Away; Time: 1:00 p.m.\nWed., Feb. 3 — Opponent: Chippewa Valley State* — Ironclad Club Night; Site: Home; Time: 5:30 p.m.\nSat., Feb. 6 — Opponent: Eau Pleine*; Site: Away; Time: 1:00 p.m.\nWed., Feb. 10 — Opponent: Tamarack State* — Senior Night; Site: Home; Time: 5:30 p.m.\nSat., Feb. 13 — Opponent: Ashby Falls State*; Site: Away; Time: 1:00 p.m.\nTue.–Sat., Feb. 16–20 — Opponent: WCAC Tournament (quarterfinals Feb. 16, semifinals Feb. 18, final Feb. 20); Site: Higher seed; Time: TBA\nThe 2025–26 co-championship banner is raised before the home opener on November 11. The Ironclad Club hosts a pregame reception in the Fieldhouse concourse before the February 3 doubleheader against Chippewa Valley State. Roster: women’s basketball .\nWrestling\nSat., Nov. 7 — Event: Logger Open, hosted by Eau Pleine (individual); Site: Away; Start: 9:00 a.m.\nSat., Nov. 14 — Event: Porter Falls Open (individual; four mats on the main floor); Site: Home; Start: 9:00 a.m.\nThu., Nov. 19 — Event: Tamarack State* (dual); Site: Home; Start: 7:00 p.m.\nSat., Nov. 21 — Event: Northern Wesconsin Tech* (dual); Site: Away; Start: 1:00 p.m.\nFri., Dec. 4 — Event: Chippewa Valley State* (dual); Site: Home; Start: 7:00 p.m.\nSat., Dec. 12 — Event: Lighthouse Duals, hosted by Bayport State (Merrimount College, Whitlock College, St. Brendan College; nonconference); Site: Away; Start: 10:00 a.m.\nSat., Jan. 9 — Event: Granite Ridge Invitational (individual); Site: Away; Start: 9:00 a.m.\nThu., Jan. 14 — Event: Eau Pleine* (dual); Site: Home; Start: 7:00 p.m.\nSat., Jan. 23 — Event: Ironclad Duals (Hollander College, Lakeview Lutheran, Prairie Rapids College); Site: Home; Start: 10:00 a.m.\nFri., Jan. 29 — Event: Bayport State* (dual) — Senior Night; Site: Home; Start: 7:00 p.m.\nSat., Feb. 6 — Event: Prairie Rapids Last Chance Open (individual); Site: Away; Start: 9:00 a.m.\nSat., Feb. 20 — Event: WCAC Championships, hosted by Tamarack State; Site: Away; Start: 10:00 a.m.\nFri.–Sat., Feb. 26–27 — Event: NCAA Division III Central Regional; Site: Site TBA; Start: TBA\nSix WCAC schools sponsor wrestling, so the conference dual season is five meets long. Home duals start at 7:00 p.m. with the national anthem at 6:55; open tournaments run all day, and spectators can come and go. The NCAA Division III championships are March 12–13. Roster: wrestling .\nIndoor track & field\nSat., Dec. 5 — Meet: Ironclad Indoor Opener (sprints, hurdles, jumps, throws; no distance events); Site: Home; Start: 11:00 a.m.\nSat., Jan. 23 — Meet: Logger Indoor Invitational, hosted by Eau Pleine; Site: Away; Start: 10:00 a.m.\nSat., Jan. 30 — Meet: Ironclad Multis & Field Events Meet (pentathlon, heptathlon, open field events); Site: Home; Start: 9:00 a.m.\nFri.–Sat., Feb. 5–6 — Meet: Tamarack State Indoor Classic; Site: Away; Start: Fri. 4:00 p.m.; Sat. 10:00 a.m.\nSat., Feb. 13 — Meet: Last Chance Qualifier, hosted by Chippewa Valley State; Site: Away; Start: 11:00 a.m.\nFri.–Sat., Feb. 26–27 — Meet: WCAC Indoor Championships, hosted by Eau Pleine; Site: Away; Start: Fri. 3:00 p.m.; Sat. 10:00 a.m.\nThe Fieldhouse has no banked oval. Home meets use a six-lane 60-meter straightaway taped on the main floor, the jump runways and pits from the auxiliary gym, and a shot put sector on the north end; the weight throw is contested in the outdoor ring behind Millwright Stadium , a five-minute walk, in whatever weather December provides. Distance runners race only at away meets with 200-meter tracks. The NCAA Division III indoor championships are March 12–13. Rosters: men’s and women’s track & field.\nSpring sports and every roster\nBaseball, softball, golf and outdoor track & field schedules for spring 2027 post by January 15; baseball and softball open on the road in late February and come home when the riverside fields thaw, which the grounds crew declines to predict. Every Ironclad roster for 2026–27:\nBaseball — Roster: 2026–27 roster; Size: 34; Team page: Program page\nFootball — Roster: 2026–27 roster; Size: 95; Team page: Program page\nMen’s basketball — Roster: 2026–27 roster; Size: 15; Team page: Program page\nWomen’s basketball — Roster: 2026–27 roster; Size: 14; Team page: Program page\nMen’s cross country — Roster: 2026–27 roster; Size: 19; Team page: Program page\nWomen’s cross country — Roster: 2026–27 roster; Size: 17; Team page: Program page\nMen’s golf — Roster: 2026–27 roster; Size: 10; Team page: Program page\nWomen’s golf — Roster: 2026–27 roster; Size: 8; Team page: Program page\nMen’s soccer — Roster: 2026–27 roster; Size: 26; Team page: Program page\nWomen’s soccer — Roster: 2026–27 roster; Size: 25; Team page: Program page\nSoftball — Roster: 2026–27 roster; Size: 18; Team page: Program page\nVolleyball — Roster: 2026–27 roster; Size: 16; Team page: Program page\nMen’s track & field — Roster: 2026–27 roster; Size: 40; Team page: Program page\nWomen’s track & field — Roster: 2026–27 roster; Size: 38; Team page: Program page\nWrestling — Roster: 2026–27 roster; Size: 24; Team page: Program page\nCoaches and contact details are in the athletics staff directory ; campus events through December 19 are on the fall events calendar .\nAt a glance\nHome venue\nIronclad Fieldhouse\nBasketball home dates\n13 men’s, 10 women’s\nWrestling home dates\n6\nIndoor track home meets\n2 (Dec. 5 and Jan. 30)\nStudents\nFree with a Porter Card\nPublic\n$8 adults; $5 youth and seniors\nUpdated\nOctober 9, 2026\nWho to contact\nAthletic Communications\nIronclad Fieldhouse 120\nPhone\n(715) 555–0212\nEmail\nsid@uwporterfalls.edu\nRelated resources\nFall 2026 schedule & results\nAthletics tickets\nGame day guide\nIronclad Fieldhouse\nAthletics staff directory\nIronclad Club" }, { "url": "athletics-staff-directory.html", "title": "Athletics Staff Directory", "description": "Who runs Ironclad Athletics, who coaches each team, and the fastest way to reach them.", "headings": [ "Athletics Staff Directory", "On this page", "Department administration", "Sports medicine", "Communications, operations and academics", "Head coaches", "Reaching the right person" ], "content": "Athletics Athletics Staff Directory\nWho runs Ironclad Athletics, who coaches each team, and the fastest way to reach them.\nDepartment administration\nThe department offices are on the first floor of Ironclad Fieldhouse , entered through the south lobby. The front desk (room 100) answers the main line, (715) 555–0144, and can route anything below.\nChuck Running — Title: Director of Athletics; Office: Fieldhouse 102; Phone: (715) 555–0201; Email: crunning@uwporterfalls.edu\nMarla Kettleson — Title: Senior Associate Athletic Director, Internal Operations (budget, scheduling, travel); Office: Fieldhouse 104; Phone: (715) 555–0202; Email: mkettleson@uwporterfalls.edu\nDr. Tamsin Okerlund — Title: Associate Athletic Director for Student-Athlete Development; Senior Woman Administrator; Office: Fieldhouse 106; Phone: (715) 555–0203; Email: tokerlund@uwporterfalls.edu\nDale Hruska — Title: Associate Athletic Director, External Relations (Ironclad Club, events, sponsorships); Office: Fieldhouse 108; Phone: (715) 555–0204; Email: dhruska@uwporterfalls.edu\nBrent Vosberg — Title: Director of Compliance; Office: Fieldhouse 110; Phone: (715) 555–0206; Email: bvosberg@uwporterfalls.edu\nProf. Ingrid Moe — Title: Faculty Athletics Representative (Mathematics); Office: Jarvis Technology Center 312; Phone: (715) 555–0207; Email: imoe@uwporterfalls.edu\nBev Tollefson — Title: Business Manager; Office: Fieldhouse 100; Phone: (715) 555–0144; Email: btollefson@uwporterfalls.edu\nTicket office — Title: Single-game and season tickets, accessible and companion seating; Office: Fieldhouse south lobby; Phone: (715) 555–0163; Email: tickets@uwporterfalls.edu\nEligibility, transfer and booster-rule questions go to compliance first; the rules themselves are summarized on the conference and compliance page .\nSports medicine\nThe athletic training room is Fieldhouse 130, open 6:30 a.m. to 7 p.m. on weekdays and two hours before any home event. Every program has an assigned trainer; injury and concussion procedures are on the sports medicine and concussion protocol pages.\nRenee Stoltenberg — Title and teams: Head Athletic Trainer; men's and women's basketball; Phone: (715) 555–0208; Email: rstoltenberg@uwporterfalls.edu\nCaleb Fenske — Title and teams: Associate Athletic Trainer; football, wrestling; Phone: (715) 555–0209; Email: cfenske@uwporterfalls.edu\nMai Xiong — Title and teams: Assistant Athletic Trainer; volleyball, softball, golf; Phone: (715) 555–0210; Email: mxiong@uwporterfalls.edu\nJordan Pelky — Title and teams: Assistant Athletic Trainer; soccer, cross country and track, baseball; Phone: (715) 555–0211; Email: jpelky@uwporterfalls.edu\nCommunications, operations and academics\nGus Ferland — Title: Sports Information Director (stats, recaps, media credentials); Phone: (715) 555–0212; Email: gferland@uwporterfalls.edu\nTessa Kloster — Title: Assistant SID and Video Coordinator (live streams); Phone: (715) 555–0213; Email: tkloster@uwporterfalls.edu\nDarnell Ochs — Title: Director of Strength and Conditioning; Phone: (715) 555–0215; Email: dochs@uwporterfalls.edu\nJonah Riesgraf — Title: Director of Facilities and Game Operations; Phone: (715) 555–0219; Email: jriesgraf@uwporterfalls.edu\nLyle Pankratz — Title: Equipment Manager; Phone: (715) 555–0221; Email: lpankratz@uwporterfalls.edu\nSimone Achterberg — Title: Academic Advisor in Athletics; Phone: (715) 555–0222; Email: sachterberg@uwporterfalls.edu\nMedia requests for interviews go through Gus Ferland, not to coaches directly; he will usually have an answer the same day. Academic questions start with Simone Achterberg and the student-athlete academic support program.\nHead coaches\nCoaches' offices are on the Fieldhouse second floor (rooms 201–224), except where noted. Season counts are as of 2026–27.\nFootball — Head coach: Ray Gutzmer; Season: 11th (longest-tenured in the department); Phone: (715) 555–0223; Email: rgutzmer@uwporterfalls.edu\nMen's soccer — Head coach: Tomas Erlandsen; Season: 7th; Phone: (715) 555–0224; Email: terlandsen@uwporterfalls.edu\nWomen's soccer — Head coach: Kelsey Arnquist; Season: 5th; Phone: (715) 555–0227; Email: karnquist@uwporterfalls.edu\nVolleyball — Head coach: Jenna Marquardt; Season: 6th; Phone: (715) 555–0228; Email: jmarquardt@uwporterfalls.edu\nMen's basketball — Head coach: Andre Lusk; Season: 6th; Phone: (715) 555–0229; Email: alusk@uwporterfalls.edu\nWomen's basketball — Head coach: Hannah Severson; Season: 4th; Phone: (715) 555–0241; Email: hseverson@uwporterfalls.edu\nWrestling — Head coach: Cody Brandt; Season: 4th; Phone: (715) 555–0243; Email: cbrandt@uwporterfalls.edu\nMen's and women's cross country; men's and women's track & field — Head coach: Pete Odegaard; Season: 8th; Phone: (715) 555–0247; Email: podegaard@uwporterfalls.edu\nBaseball — Head coach: Nate Wollenberg; Season: 3rd; Phone: (715) 555–0248; Email: nwollenberg@uwporterfalls.edu\nSoftball — Head coach: Carla Mendenhall; Season: 9th; Phone: (715) 555–0249; Email: cmendenhall@uwporterfalls.edu\nMen's and women's golf (part-time) — Head coach: Gary Lindahl; Season: —; Phone: (715) 555–0251; Email: glindahl@uwporterfalls.edu\nTrack and field also has event coaches Lena Haugland (throws) and DeShawn Pryor (sprints and jumps). Golf practice and coaching happen at the Porter Falls Municipal Course, where Lindahl is the teaching professional; leave messages at the Fieldhouse number.\nReaching the right person\nTickets, parking, game-day problems: Jonah Riesgraf, or the front desk on event days. See the game day guide first.\nProspective student-athletes: email the head coach directly; there is no central recruiting office.\nIronclad Club, sponsorships, the golf outing: Dale Hruska and the Ironclad Club page.\nStudent-athlete concerns, Title IX in athletics, SAAC: Dr. Tamsin Okerlund, who advises the Student-Athlete Advisory Committee .\nScores and stats: the fall 2026 schedule is updated within an hour of each final.\nThe campus-wide contact directory lists every other office.\nAt a glance\nMain office\nIronclad Fieldhouse 100\nMain line\n(715) 555–0144\nDirector of Athletics\nChuck Running\nTraining room\nFieldhouse 130, weekdays 6:30 a.m.–7 p.m.\nEmail pattern\nfirst initial + last name @uwporterfalls.edu\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.; event days as posted\nRelated resources\nIronclad Athletics\nSports medicine\nConference & compliance\nStudent-Athlete Advisory Committee\nIronclad Club\nFull contact directory" }, { "url": "athletics-tickets.html", "title": "Athletics tickets", "description": "Admission, seating and game-day guidance for Ironclad home events.", "headings": [ "Athletics tickets", "On this page", "Student admission", "Public tickets", "Game-day access", "Getting in", "Game-day access", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Athletics Athletics tickets\nAdmission, seating and game-day guidance for Ironclad home events.\nStudent admission\nCurrent students receive free admission to regular-season home events with a valid Porter Card unless otherwise announced.\nPublic tickets\nSingle-game and season options are sold online and at the venue. Youth, senior and group rates vary by sport.\nGame-day access\nVenues provide accessible seating and companion space. Contact Athletics before high-demand events for specific arrangements.\nGetting in\nCurrent students tap a Porter Card at the gate for free entry to regular-season home events unless a tournament is noted. Public tickets are sold online in advance and at the Ironhouse Athletic Center box office starting an hour before the first event of the day.\nGame-day access\nEvery venue has accessible seating and companion space; for high-demand events like the Millrace Week football game, contact Athletics a few days ahead so a specific location can be held. Parking in Lot E is free on game days.\nIn and around Porter Falls\nThe Ironclads compete in NCAA Division III as members of the Wesconsin Collegiate Athletic Conference, and home events are at the Ironhouse Athletic Center and the riverside fields off North Campus. The name is a 1994 student vote — the teams were the Porter Millwrights before that — and Millrace Week in October is still built around the homecoming football game.\nThe practical details\nStudents: Free with a valid Porter Card. Public single game: $8 adult, $5 youth and senior. Season and group: Discounted; sold online and at the Ironhouse. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Ironclad Athletics (Ironhouse Athletic Center). Call (715) 555-0195 or email athletics@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nStudents\nFree with a valid Porter Card\nPublic single game\n$8 adult, $5 youth and senior\nSeason and group\nDiscounted; sold online and at the Ironhouse\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIronclad Athletics\nSports medicine\nFull contact directory" }, { "url": "athletics-transfer-portal.html", "title": "Transferring in as a student-athlete", "description": "How the transfer process works for an incoming NCAA Division III student-athlete, eligibility, and how it fits with Porter's academic transfer process.", "headings": [ "Transferring in as a student-athlete", "On this page", "Two separate processes", "Eligibility basics", "Talking to a coach", "Credits and academic standing" ], "content": "Ironclad Athletics Transferring in as a student-athlete\nDivision III has no athletic scholarships and its own transfer rules — here is how eligibility, admission, and academics fit together.\nTwo separate processes\nAdmission as a transfer student and eligibility to compete are handled separately and on different timelines. Apply and get admitted the same way any transfer student does — through Admissions, on transcripts and credits, with no athletics component. Athletic eligibility is then certified separately by the athletics compliance office once you are admitted and have declared intent to try out or join a roster.\nEligibility basics\nNCAA Division III does not use a national transfer portal the way Division I does; there is no registration window or automatic release process. A transferring student-athlete has four seasons of competition within a set number of years from first full-time enrollment, and time already used at a prior school generally counts against that clock. Depending on the sport and how much you competed at your previous school, there may be a residency period before you are eligible to compete for Porter — the compliance office determines this from your transcript and prior athletics participation record, not from anything you self-report informally.\nTalking to a coach\nYou can and should talk to a Porter coaching staff before you formally apply — that conversation is not restricted by transfer-portal rules that apply at the Division I level. Coaches can tell you realistically whether there's a roster spot and playing-time opportunity in your position or event; they cannot promise admission, which is decided independently by Admissions, or guarantee eligibility, which is decided independently by compliance.\nCredits and academic standing\nYour academic transfer credit evaluation happens the same way as for any transfer student — see the transfer credit preview tool for a rough estimate before you apply. Because there are no athletic scholarships in Division III, financial aid is evaluated purely on the same need- and merit-based basis as any other transfer applicant; ask financial aid about a transfer scholarship rather than assuming athletics factors into the offer.\nAt a glance\nTwo tracks\nAcademic admission (Admissions) and athletic eligibility (compliance) run separately\nNo national portal\nDivision III has no transfer-portal registration window; talk to a coach any time\nEligibility clock\nFour seasons within a set number of years from first full-time enrollment; prior participation counts\nAid\nNo athletic scholarships — aid is the standard need/merit process\nRelated resources\nConference & NCAA compliance\nTransfer students\nTransfer credit preview tool\nNIL guidance\nIronclad Athletics\nContact directory" }, { "url": "athletics.html", "title": "Ironclads Athletics", "description": "Twelve varsity sports, NCAA Division III, and a rivalry with Chippewa Valley State.", "headings": [ "Ironclads Athletics", "Varsity sports", "The Ironclads", "Rivalries", "Academics first, on paper and in practice", "Take the next step." ], "content": "Athletics\nIronclads Athletics\nTwelve varsity sports, NCAA Division III, and a rivalry with Chippewa Valley State that\ngets its own week on the academic calendar.\nVarsity sports\nUW–Porter Falls fields twelve varsity teams — football, men's and women's soccer, volleyball,\nmen's and women's basketball, wrestling, men's and women's track & field, baseball, softball and\ncross country — competing in NCAA Division III and the Wesconsin Collegiate Athletic Conference.\nThe Ironclads\nAthletics teams were renamed the Ironclads in 1994, a nod to Wesconsin's WWII-era shipbuilding history.\nColors are navy and gold. Home football and track events are held at Ironclad Stadium; basketball,\nvolleyball and wrestling at the Ironclad Fieldhouse.\nRivalries\nThe annual football game against Chippewa Valley State — the Forge Bowl — is the\nbest-attended event on the athletic calendar and typically draws over 4,000 fans. Porter also carries a\nlong-running cross-country and track rivalry with the Eau Pleine Loggers.\nAcademics first, on paper and in practice\nDivision III athletics carry no athletic scholarships; every Ironclad is a full-time student first. The\ndepartment reports a 96 percent four-year graduation rate among varsity athletes, above the campus average.\nQuick links\nWinter 2026–27 schedule\nFall 2026 schedule & results\nThe Forge Bowl\nBaseball\nAthletics staff directory\nIronclad Club\nFull events calendar\nCampus map\nContact athletics\nConference & NCAA compliance\nStudent-athlete health & concussion protocol\nSun times today Live\nLoading sun times…\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "audio-recording-studio.html", "title": "Audio recording studio", "description": "A booked, treated room with a control booth for music, podcasts, voiceover and audio coursework.", "headings": [ "Audio recording studio", "On this page", "What's in it", "Learning to run it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Audio recording studio\nA booked, treated room with a control booth for music, podcasts, voiceover and audio coursework.\nWhat's in it\nA live room and a separate control booth, a modest but real microphone locker, a digital audio workstation, and enough acoustic treatment that a podcast or a vocal take actually sounds like a studio and not a dorm. Instrument amps and a small drum kit stay in the live room.\nLearning to run it\nThe first booking is with a student operator who shows you signal flow and the DAW; after that you can book it solo. Music-technology and communication courses use it for assignments, so student bookings are prioritised during the term.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nLocation: Applied Arts Building, lower level. Booking: Through MyPorter; a trained operator required for the first session. Cost: Free for students; a nominal rate for community bookings. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nApplied Arts Building, lower level\nBooking\nThrough MyPorter; a trained operator required for the first session\nCost\nFree for students; a nominal rate for community bookings\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "auditing-a-course.html", "title": "Auditing a course", "description": "Sitting in on a class for no grade and no credit — who can do it, the cost, and the limits.", "headings": [ "Auditing a course", "On this page", "What auditing gets you", "Who audits", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Auditing a course\nSitting in on a class for no grade and no credit — who can do it, the cost, and the limits.\nWhat auditing gets you\nAccess to lectures and course materials without exams or graded work. The instructor sets expectations — some expect regular attendance and let you join discussion, others treat auditors as observers. Lab, studio, and capacity-limited courses often don't allow audits at all.\nWho audits\nDegree students exploring a field before committing, alumni and community members keeping up in a subject, and staff using a professional-development benefit. A community or senior-citizen audit is low-cost or free on a space-available basis; a full-time student adding an audit may still be charged per credit.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nRegister as: An audit, by the add deadline — not something you switch into late in the term. Cost: Reduced or waived for some groups (seniors, staff, community members); still charged for enrolled students in many cases. On the transcript: Recorded as \"AU\"; no grade, no credit, no GPA effect. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRegister as\nAn audit, by the add deadline — not something you switch into late in the term\nCost\nReduced or waived for some groups (seniors, staff, community members); still charged for enrolled students in many cases\nOn the transcript\nRecorded as \"AU\"; no grade, no credit, no GPA effect\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "avoiding-financial-scams-students.html", "title": "Financial scams that target students", "description": "The frauds aimed at college students, how to spot them, and what to do if you're hit.", "headings": [ "Financial scams that target students", "On this page", "Verify before you pay", "If it already happened", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Financial scams that target students\nThe frauds aimed at college students, how to spot them, and what to do if you're hit.\nVerify before you pay\nLegitimate scholarships don't charge a fee. The university bills through your student account, not by phone demanding gift cards. A campus job goes through Handshake and HR paperwork, not a Google Doc and a mailed check. When unsure, walk into the office in question.\nIf it already happened\nStop contact, don't send more, and report it: campus police, the payment provider (some app transfers can be recalled quickly), your bank, and the FTC at reportfraud.ftc.gov. Student legal services can advise. You're not the first — report it so the next student sees a warning.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nCommon ones: Fake campus-job offers that \"overpay\" and ask you to wire the difference; fake scholarship or grant \"fees\"; rental deposits for apartments that don't exist; \"you owe the IRS/tuition, pay in gift cards now\"; romance and crypto \"investment\" pitches. The tell: Urgency, a request for gift cards / wire / crypto / a payment app, an overpayment you're asked to send back, or a check you're told to deposit and forward. Never: Deposit a check from someone you don't know and send part of it onward — the check bounces later and you owe the bank. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCommon ones\nFake campus-job offers that \"overpay\" and ask you to wire the difference; fake scholarship or grant \"fees\"; rental deposits for apartments that don't exist; \"you owe the IRS/tuition, pay in gift cards now\"; romance and crypto \"investment\" pitches\nThe tell\nUrgency, a request for gift cards / wire / crypto / a payment app, an overpayment you're asked to send back, or a check you're told to deposit and forward\nNever\nDeposit a check from someone you don't know and send part of it onward — the check bounces later and you owe the bank\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "backing-up-your-coursework.html", "title": "Backing up your coursework", "description": "The five minutes of setup that means a dead laptop is an inconvenience, not a disaster the week before finals.", "headings": [ "Backing up your coursework", "On this page", "The risk is real and predictable", "The rule: three copies, two places, one off-site", "Turn on automatic cloud sync now", "Version history beats a single backup", "Do not keep the only copy on a flash drive", "Special cases" ], "content": "Campus services Backing up your coursework\nThe five minutes of setup that means a dead laptop is an inconvenience, not a disaster the week before finals.\nThe risk is real and predictable\nOver four years, something will happen: a laptop dies or is stolen, a drive fails, a file corrupts, a phone with your only photos of a whiteboard goes in a lake, a document you worked on for six hours does not save. The students this wrecks are the ones with one copy in one place. It is entirely preventable.\nThe rule: three copies, two places, one off-site\nKeep your work in at least: the place you edit it (your laptop), a synced cloud copy that updates automatically (the university-provided cloud storage — it is free, large, and included), and ideally a third — an external drive you update weekly, or a second cloud account. If any one location vanishes, you have lost nothing.\nTurn on automatic cloud sync now\nPut your coursework folder inside the university cloud drive so every save syncs within seconds, with version history you can roll back. This is the highest-value step and it is a one-time setup. Do not rely on manually copying files to the cloud \"when you remember\" — you will not remember the time it matters.\nVersion history beats a single backup\nThe university cloud storage and the document tools keep previous versions, so you can recover the draft from before you deleted three pages, not just the latest save. Know how to open version history in the tools you use. This has saved more papers than hardware backups have.\nDo not keep the only copy on a flash drive\nUSB flash drives fail without warning, are easy to lose, and are the most common single point of failure in a lost assignment. Use one for transfer if you must, never for the only copy. The same goes for the only copy being an email draft or a single phone.\nSpecial cases\nLarge project files (video, CAD, datasets, code) may exceed cloud limits — use a departmental server or a lab drive plus an external disk, and for code use a version-control repository, which is a backup and a history in one. Photos of whiteboards and lab notebooks should auto-upload from your phone. If you lose work anyway, the Technology Help Desk can sometimes help with recovery — but only if there was somewhere to recover from.\nAt a glance\nRisk\nOver four years something fails — the students it wrecks kept one copy in one place\nRule\nThree copies, two places, one off-site: laptop + auto-synced cloud + a weekly external drive\nDo now\nPut your coursework folder inside the free university cloud drive — every save syncs, with version history\nNever\nThe only copy on a flash drive, an email draft, or one phone\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUsing the learning management system well\nAccount and password security\nFull contact directory" }, { "url": "banking-and-credit-as-an-international-student.html", "title": "Banking and building credit as an international student", "description": "Opening an account, getting a phone, and starting a US credit history from zero.", "headings": [ "Banking and building credit as an international student", "On this page", "Opening a bank account", "Social Security number", "Phone", "Why a US credit history matters", "Building credit safely", "Avoiding trouble" ], "content": "Student services Banking and building credit as an international student\nOpening an account, getting a phone, and starting a US credit history from zero.\nOpening a bank account\nYou can open a US checking account with your passport, your I-20, proof of your Porter address, and (if you have one) a Social Security number — some banks accept an account without an SSN. Bring the documents in person in the first weeks. A student checking account with no monthly fee and a nearby branch or campus ATM is the practical choice. A debit card comes with it.\nSocial Security number\nYou are eligible for an SSN only with an on-campus job offer (or CPT/OPT authorization). It is not an ID card and you do not need it just to study, but it makes banking, credit, and taxes easier. The international office walks you through the application, which requires a letter from your employer and from the international office.\nPhone\nA prepaid plan needs only an ID and can start same-day; a contract or monthly plan may run a credit check and ask for a deposit if you have no US credit history. Prepaid is usually the right start; switch to a regular plan once you have a few months of credit.\nWhy a US credit history matters\nRenting an apartment, getting a regular phone plan, a car loan, and eventually a mortgage all check a US credit score — and yours starts at nothing regardless of your credit abroad. Building it takes months of small, consistent activity, so start early.\nBuilding credit safely\nThe standard path: a secured credit card (you deposit, say, a few hundred dollars, which becomes your limit) or a student credit card if you qualify. Use it for one small recurring charge, pay the full statement balance every month automatically, and never carry a balance or miss a payment. After 6–12 months of this, a regular card is usually available.\nAvoiding trouble\nDo not treat a credit card as extra money — the interest is punishing and a missed payment damages the score you are trying to build. Ignore offers that promise to \"fix\" or \"build\" credit for a fee. The financial-wellness coach on campus will set up a simple, safe plan with you for free, and the free VITA clinic handles the tax return you must file.\nAt a glance\nBank account\nPassport + I-20 + Porter address (+ SSN if you have one) — in person, first weeks\nSSN\nOnly with an on-campus job offer or CPT/OPT — the international office guides it\nCredit from zero\nA secured or student card, one small recurring charge, pay in full every month\nFree help\nThe financial-wellness coach (a safe plan) + the VITA clinic (your tax return)\nWho to contact\nInternational Programs\nFounders Union 128\nPhone\n(715) 555–0239\nEmail\ninternational@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSocial Security number help\nBuilding credit as a student\nFree tax filing (VITA)\nAvoiding financial scams\nFinancial wellness coaching\nFull contact directory" }, { "url": "basic-needs-and-porter-cares.html", "title": "Basic needs and the Porter Cares network", "description": "Food, housing, money, and health emergencies have one coordinated front door. Using it is normal.", "headings": [ "Basic needs and the Porter Cares network", "On this page", "One network, many resources", "Food", "Housing", "Money", "Health", "How to start", "This is normal" ], "content": "Student services Basic needs and the Porter Cares network\nFood, housing, money, and health emergencies have one coordinated front door. Using it is normal.\nOne network, many resources\nPorter Cares is the name for the coordinated set of supports for students facing a basic-needs gap — food, stable housing, an unexpected expense, a health crisis, or a semester-derailing emergency. Rather than making a student in a hard week find eight different offices, one referral routes to all of them and a case manager follows up.\nFood\nThe campus food pantry is open to any enrolled student, no documentation, no means test — walk in and take what you need. Swipe Out Hunger provides meal-plan swipes for students without a plan or between refunds. A dining dietitian and SNAP application help are also available.\nHousing\nFor a student facing homelessness or the sudden loss of housing, short-term emergency housing on campus can bridge a few nights while a case manager works on a stable option. Break housing lets students who cannot go elsewhere stay in the halls during closures.\nMoney\nThe student emergency fund makes small grants (not loans) for urgent costs — a car repair that threatens your commute, a utility shutoff, travel for a family death, a medical bill. The emergency loan fund covers larger short-term gaps. Both are designed to turn around in days, not weeks.\nHealth\nCounseling is included in fees, with same-day urgent consults and a 24-hour line at (715) 555–0117. Student health handles illness and injury; the campus pharmacy fills prescriptions. Gender-affirming care referrals, sexual health services, and recovery-community support are all part of the network.\nHow to start\nSubmit a Porter Cares referral online — for yourself or, with their knowledge, for a friend — or walk into the Dean of Students office in Founders Union. A case manager contacts you within a business day, sooner if it is urgent. You control what gets shared and with whom.\nThis is normal\nA large share of students use at least one of these at some point. Needing the pantry or an emergency grant is not a failure or a secret; the resources exist because the need is common. The students who struggle most are the ones who wait until a small gap becomes a withdrawal.\nAt a glance\nFront door\nOne Porter Cares referral routes to everything\nFood\nPantry (no documentation) + Swipe Out Hunger\nMoney\nEmergency grant (not a loan) — turns around in days\nResponse\nA case manager within one business day\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFood pantry\nStudent emergency fund\nShort-term emergency housing\nSwipe Out Hunger\nEmergency loan fund\nFull contact directory" }, { "url": "becoming-a-campus-tour-guide.html", "title": "Becoming a campus tour guide", "description": "Representing Porter to prospective students and families, and how to join the team.", "headings": [ "Becoming a campus tour guide", "On this page", "What you get out of it", "Training", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Admissions Becoming a campus tour guide\nRepresenting Porter to prospective students and families, and how to join the team.\nWhat you get out of it\nPublic-speaking practice under low stakes, a deep knowledge of your own campus, and a job that's genuinely fun. Tour guides are often the first Porter people a family meets, so the role carries real responsibility and looks great on a résumé.\nTraining\nNew guides shadow experienced ones, learn the route and the stories, and get coached on handling the hard questions (cost, safety, what you'd change). You're encouraged to be honest — families trust a guide who names a trade-off.\nIn and around Porter Falls\nMost families reach campus from the west on US 12 or by regional coach into the Depot District, and the Welcome Center at the Depot is where visits start.\nThe practical details\nThe job: Lead walking tours, work visit days and open houses, sometimes make calls or staff panels; paid hourly, flexible around classes. Who they want: Students who genuinely like Porter and can talk while walking backward — enthusiasm and reliability over a perfect GPA. Apply: Through Admissions, usually once or twice a year; an application, a group interview, and a practice tour segment. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Admissions (Welcome Center at the Depot). Call (715) 555–0143 or email admissions@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nThe job\nLead walking tours, work visit days and open houses, sometimes make calls or staff panels; paid hourly, flexible around classes\nWho they want\nStudents who genuinely like Porter and can talk while walking backward — enthusiasm and reliability over a perfect GPA\nApply\nThrough Admissions, usually once or twice a year; an application, a group interview, and a practice tour segment\nWho to contact\nOffice of Admissions\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCampus tour ambassadors\nDual enrollment\nScholarship directory\nFamily Weekend\nTransfer student orientation\nFull contact directory" }, { "url": "becoming-a-peer-tutor.html", "title": "Becoming a peer tutor", "description": "How to get hired as a tutor at the learning center, and what the job involves.", "headings": [ "Becoming a peer tutor", "On this page", "Why do it", "Applying", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Becoming a peer tutor\nHow to get hired as a tutor at the learning center, and what the job involves.\nWhy do it\nTutoring cements your own understanding, builds the communication skills every employer and graduate program wants, and pays better than most first campus jobs. It's also a strong résumé line and an easy source of a faculty reference.\nApplying\nApply the term before you want to start; training runs at the beginning of each term. You don't need to be the top student in the class — you need to remember what was confusing and be able to explain it more than one way.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nRequirements: An A or B in the courses you'd tutor, a faculty recommendation, and completion of tutor training (often certified through a national program). The work: Scheduled drop-in or appointment hours helping students with course content and study strategy — not doing their work for them. Pay: Above the base student wage; hours flex around your class schedule. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRequirements\nAn A or B in the courses you'd tutor, a faculty recommendation, and completion of tutor training (often certified through a national program)\nThe work\nScheduled drop-in or appointment hours helping students with course content and study strategy — not doing their work for them\nPay\nAbove the base student wage; hours flex around your class schedule\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "becoming-a-resident-assistant.html", "title": "Becoming a Resident Assistant", "description": "The RA role, what it pays in room and board, and the selection process.", "headings": [ "Becoming a Resident Assistant", "On this page", "What it's really like", "The process", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Becoming a Resident Assistant\nThe RA role, what it pays in room and board, and the selection process.\nWhat it's really like\nMeaningful and demanding. You're a resource and a first responder for 30–50 residents, on call on a schedule, holding a boundary between friend and staff. RAs consistently say it's the experience that most shaped their college years — and that it's a real job on top of being a student.\nThe process\nSelection looks for judgment, follow-through, and the ability to have a hard conversation kindly. Prior leadership helps but isn't required. Returning RAs and hall directors run the process; going to an info session and talking to a current RA is the best preparation.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nCompensation: A single room and a meal plan (a significant dollar value), sometimes plus a stipend. The job: Live on a floor, build community, be on a duty rotation, respond to issues, enforce policy, and connect residents to resources. Apply: In the fall or winter for the next academic year; a written application, a group process, and individual interviews. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCompensation\nA single room and a meal plan (a significant dollar value), sometimes plus a stipend\nThe job\nLive on a floor, build community, be on a duty rotation, respond to issues, enforce policy, and connect residents to resources\nApply\nIn the fall or winter for the next academic year; a written application, a group process, and individual interviews\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "beekeeping-program.html", "title": "Campus Beekeeping Program", "description": "Eight student-managed hives behind the Campus Garden, plus a for-credit apiary practicum each spring.", "headings": [ "Campus Beekeeping Program", "On this page", "How the hives are run", "Where the honey goes", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability Campus Beekeeping Program\nEight student-managed hives behind the Campus Garden, plus a for-credit apiary practicum each spring.\nHow the hives are run\nA rotating crew of practicum students and volunteers inspects the hives weekly through the growing season under a staff apiarist's supervision, checking for mites, queen health and honey stores before Wesconsin winter shuts the colonies down.\nWhere the honey goes\nEach fall's harvest is jarred by student volunteers and sold at the Farmers Market on Campus, with proceeds going straight back into next year's equipment and replacement colonies rather than any general fund.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's sustainability commitments are mostly about water and heat: the Millrace restoration, rain gardens, and fourteen buildings surviving a Wesconsin winter as efficiently as possible.\nThe practical details\nHives: 8, behind the Campus Garden greenhouse. Honey: Sold each fall at the Farmers Market on Campus. Practicum: 1 credit, spring, capped at 10 students. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Sustainability (Founders Union, Room 015). Call (715) 555–0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nHives\n8, behind the Campus Garden greenhouse\nHoney\nSold each fall at the Farmers Market on Campus\nPracticum\n1 credit, spring, capped at 10 students\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSustainability dashboard\nSmoke-free campus\nLEED-certified buildings\nGreen Fund\nFull contact directory" }, { "url": "being-a-commuter-student.html", "title": "Being a commuter student", "description": "Building a real connection to campus when you do not live there — the practical setup and the social side.", "headings": [ "Being a commuter student", "On this page", "You are not a minority case", "Claim a home base", "Build the schedule deliberately", "The logistics that eat time", "Stay for one thing", "Commuter support" ], "content": "Student life Being a commuter student\nBuilding a real connection to campus when you do not live there — the practical setup and the social side.\nYou are not a minority case\nA large share of Porter students commute — from Menomonie, from the Twin Cities corridor, from farms and small towns across the region. Campus services, schedules, and spaces are built with commuters in mind, even if the residence-hall version of college life gets more of the marketing. Knowing that changes how you use the place.\nClaim a home base\nThe single biggest difference between a commuter who feels connected and one who feels like a visitor is having a spot on campus that is yours between classes — a particular table in the library, the commuter lounge, a departmental study room, a corner of the union. Somewhere to leave your coat, eat, work, and run into the same people. Find it in the first two weeks.\nBuild the schedule deliberately\nLong gaps between classes are the commuter tax. Where you can, block your courses so you are on campus in efficient stretches — two or three full days rather than a little every day. When you do have a two-hour gap, have a plan for it (office hours, a reading spot, a standing lunch) so it is not dead time you resent.\nThe logistics that eat time\nA commuter parking permit and knowing which lots actually have space when you arrive; the campus shuttle routes and the regional bus schedule; a backup plan for snow days and car trouble; a locker if your department or the union rents them; and knowing where the microwaves, the affordable food, and the quiet spaces are. Facilities, Parking Services, and the union information desk have the details.\nStay for one thing\nCommuters miss the evening and weekend layer of campus life by default. Pick one recurring thing worth staying or coming back for — a club that meets weekly, an intramural team, a job on campus, a study group — and treat it as fixed. One anchor is enough to keep you in the life of the place.\nCommuter support\nThe Dean of Students office and the commuter-student program run orientation sessions, a listserv, locker access, meal-plan options sized for commuters, and events timed for people who are not already here at 9 p.m. If commuting is isolating or the logistics are grinding you down, that office is the place to start.\nAt a glance\nReality\nA large share of Porter students commute — services and schedules are built for it\nHome base\nClaim one spot on campus that's yours between classes — the biggest driver of feeling connected\nSchedule\nBlock courses into efficient full days, not a little every day; plan the gaps\nAnchor\nPick one recurring evening/weekly thing worth staying for and treat it as fixed\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReturning to college as an adult\nMaking friends in college\nGetting involved your first year\nCollege with kids\nFull contact directory" }, { "url": "being-a-first-generation-student.html", "title": "Being a first-generation student", "description": "The hidden curriculum, made explicit — the words, the norms, and the help that is yours to use.", "headings": [ "Being a first-generation student", "On this page", "The hidden curriculum is a real thing", "Decode the vocabulary", "Use the resources built for this", "The family conversation", "Money is often the pressure point", "You belong here" ], "content": "Student success Being a first-generation student\nThe hidden curriculum, made explicit — the words, the norms, and the help that is yours to use.\nThe hidden curriculum is a real thing\nA lot of how college works is never stated: that office hours are for everyone, that you email a professor \"Professor Lastname,\" that a syllabus is a contract, that \"see your adviser\" means book an appointment, that asking for help is expected rather than a confession. None of this is intelligence — it is insider knowledge, and it is learnable.\nDecode the vocabulary\nBursar, registrar, prerequisite, corequisite, CRN, hold, credit hour, drop vs. withdraw, incomplete, FERPA, the difference between a grant and a loan. When a term is used like you already know it, ask — \"what does that mean here?\" is a normal question and the person using it should be able to answer plainly.\nUse the resources built for this\nThe First-Generation Center runs mentoring, a peer community, and workshops on exactly the norms above. First-gen students also often qualify for specific scholarships and for TRIO-style support programs with dedicated advisers. These exist because the gap is real and closeable, not because anyone is behind.\nThe family conversation\nYour family may not know what a heavy week looks like, why you cannot come home every weekend, or what \"I have a lab\" means. It helps to explain the rhythm — midterms, finals, the six-week slump — and to be clear about what support looks like now. Privacy law also limits what the university can tell them, which surprises people.\nMoney is often the pressure point\nFirst-gen students are more likely to be working significant hours, sending money home, or afraid to spend an aid refund. Financial-wellness coaching, the emergency fund, the food pantry, and a frank conversation with Financial Aid about your actual situation are all fair game and used constantly.\nYou belong here\nImpostor feelings are close to universal among first-gen students and they are not evidence of anything. The students who do well are not the ones who felt certain — they are the ones who kept asking questions and using what the university offers. A success coach or the first-gen center is a good place to say this out loud.\nAt a glance\nThe gap\nInsider knowledge, not intelligence — and learnable\nWhen a term is used at you\nAsk \"what does that mean here?\" — it is normal\nBuilt for this\nFirst-Generation Center: mentoring, community, workshops\nMoney help\nWellness coaching, emergency fund, pantry, honest aid talk\nWho to contact\nFirst-Generation Center\nFounders Union 125\nPhone\n(715) 555–0172\nEmail\nfirstgen@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFirst-Generation Center\nFirst-gen mentoring\nFirst-generation student programs\nFinancial wellness coaching\nStudent Success Center\nFull contact directory" }, { "url": "being-a-first-year-graduate-student.html", "title": "Being a first-year graduate student", "description": "The shift from undergrad — more independence, a different relationship with faculty, and the habits that keep it manageable.", "headings": [ "Being a first-year graduate student", "On this page", "It is a different kind of school", "Your relationship with faculty changes", "Manage your adviser relationship deliberately", "Build a cohort and a community", "The logistics that are easy to miss", "Mental health and pace" ], "content": "Academics Being a first-year graduate student\nThe shift from undergrad — more independence, a different relationship with faculty, and the habits that keep it manageable.\nIt is a different kind of school\nGraduate school is not \"harder undergrad.\" The classes are fewer and deeper, but the real work is increasingly self-directed — a project, a thesis, a research program you drive. Nobody hands you a weekly problem set for the dissertation. The students who thrive build their own structure early; the ones who struggle wait for structure that is not coming.\nYour relationship with faculty changes\nYou move from \"student in a class\" toward \"junior colleague.\" Faculty expect you to have read widely, to have opinions, to disagree with the literature and with them, and to manage your own progress. Office hours become working meetings. This is a genuine adjustment and it takes a term or two to feel normal.\nManage your adviser relationship deliberately\nIf you have an adviser or a funded position, that relationship is central. Set a regular meeting cadence, come with an agenda and an update, be honest when you are stuck, and clarify expectations explicitly (hours, deliverables, authorship, timelines) rather than guessing. Most graduate-school friction is an unspoken expectation on one side.\nBuild a cohort and a community\nGraduate school can be isolating — a small program, a lot of solo work, classmates spread across schedules. Deliberately build connections: a writing group, a reading group, lunch with your cohort, the Graduate Student Association. The people going through it with you are your support system and, later, your professional network.\nThe logistics that are easy to miss\nUnderstand your funding (stipend, tuition remission, health insurance, the hours your assistantship expects, how many terms it lasts), your program's milestones and their forms (proposal, comprehensive exam, candidacy, defense — the Graduate School has the checklist), and the timeline norms for finishing. Put the milestone deadlines in your calendar year one.\nMental health and pace\nGraduate students report high rates of anxiety and burnout, driven by isolation, financial stress, an uncertain job market, and work with no natural stopping point. Protect a schedule, take real time off, use the counseling center (which understands the specific pressures), and treat \"I could always be working\" as a trap, not a standard. A sustainable pace finishes; an unsustainable one often does not.\nAt a glance\nNot\n\"Harder undergrad\" — the work is self-directed; build your own structure early\nFaculty\nYou move toward junior colleague — expected to read widely, disagree, manage your progress\nAdviser\nRegular meetings, an agenda, explicit expectations — friction is usually an unspoken assumption\nPace\nProtect a schedule and real time off; \"I could always be working\" is a trap\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate student resources\nThe graduate adviser relationship\nGraduate student mental health and isolation\nGraduate Student Association\nComprehensive exams and qualifying exams\nFull contact directory" }, { "url": "being-a-sustainable-porter-student.html", "title": "Being a sustainable student at Porter", "description": "The campus climate goals, the everyday choices that actually add up, and how to work on it academically.", "headings": [ "Being a sustainable student at Porter", "On this page", "The campus commitments", "The choices that add up", "Get involved", "The green fund", "Study it, in any major", "Personal footprint, in context" ], "content": "Sustainability Being a sustainable student at Porter\nThe campus climate goals, the everyday choices that actually add up, and how to work on it academically.\nThe campus commitments\nPorter is working toward carbon-neutral operations by 2045 through building efficiency, renewable electricity, and converting the campus fleet. Every academic building has recycling and organics collection, dining uses reusable takeout containers and buys from regional producers where practical, and new construction meets a green building standard. The sustainability dashboard publishes energy, waste, and emissions numbers.\nThe choices that add up\nSmall operational choices matter when they repeat: sort waste correctly (contamination sends a whole bin to landfill), take the reusable container and bring it back, use the Porter Loop and the bike routes instead of driving the short trips, fill a bottle at a refill station, and report a running toilet or a stuck-open exterior door rather than walking past it.\nGet involved\nThe Sustainability Council is the student-and-staff group that runs projects and advises on policy. Concrete things to join: the campus garden plots, the repair café, the residence-hall energy challenge, the bike program, food recovery from dining, and the green fund that makes grants to student sustainability projects.\nThe green fund\nA student-fee-supported fund that gives grants — a few hundred to a few thousand dollars — to student-proposed projects that cut campus resource use or build sustainability capacity. A short proposal, a staff or faculty sponsor, and deadlines a term ahead. Past projects: refill stations, a solar picnic pavilion, composting expansion.\nStudy it, in any major\nSustainability at a polytechnic is applied: lifecycle analysis in engineering and packaging, sustainable materials in design, energy systems in the technical programs, environmental policy in the social sciences, green operations in business. Ask your program about a sustainability-focused elective, capstone topic, or certificate, and about the courses that already build lifecycle cost and maintenance into project decisions.\nPersonal footprint, in context\nYour individual choices matter and are worth making, but the biggest leverage a Porter student has is through what they design and build after graduation — a more efficient process, a repairable product, a better material choice. The academic path is where that leverage gets built.\nAt a glance\nCampus goal\nCarbon-neutral operations by 2045\nEveryday\nSort right, reuse the container, take the Loop, report leaks\nGet involved\nSustainability Council, garden, repair café, energy challenge\nFund a project\nThe green fund — grants for student sustainability projects\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSustainability\nSustainability dashboard\nGreen fund\nCampus garden\nFood recovery\nFull contact directory" }, { "url": "being-a-teaching-assistant.html", "title": "Being a teaching assistant", "description": "Leading a lab or discussion section, grading fairly, and the boundaries that keep a TA role manageable.", "headings": [ "Being a teaching assistant", "On this page", "What a TA actually does", "Prepare each session", "Grading fairly and efficiently", "Boundaries", "Hard situations", "Getting something out of it" ], "content": "Academics Being a teaching assistant\nLeading a lab or discussion section, grading fairly, and the boundaries that keep a TA role manageable.\nWhat a TA actually does\nDepending on the course: leading lab or discussion sections, holding office hours, grading, setting up equipment, running review sessions, and answering the course email queue. You are not the instructor of record — you implement their course — but to your students you are the face of it, so preparation and consistency matter.\nPrepare each session\nDo the lab or the problem set yourself before you teach it, so you know where students will get stuck. Have a plan for the section: what you will cover, one or two things you want them to leave able to do, and a backup if the room is quiet or way ahead. Ten minutes of prep prevents a section that wanders.\nGrading fairly and efficiently\nGrade to the rubric the instructor gives you, apply it the same way to everyone, and grade one question across all papers rather than one paper at a time — it is faster and more consistent. Write brief, specific feedback on the common errors. If a grading question is a judgment call, ask the instructor and note the decision so you apply it uniformly.\nBoundaries\nYou will be tempted to over-give: answering email at midnight, extending your office hours indefinitely, doing students' work for them in the name of helping. Set hours and hold them, point students to office hours instead of long email threads, and help students think rather than handing them answers. A TA who burns out helps no one by December.\nHard situations\nSuspected academic dishonesty, a student in distress, a complaint about your grading, a student who is hostile — these go to the instructor, promptly and factually. You are not expected to adjudicate them alone. Document what happened with dates. The Nakatani Teaching and Learning Center runs TA training on exactly these.\nGetting something out of it\nA TA role is teaching experience for a CV, a reference from the instructor, and often the thing that clarifies whether you want to teach. Ask the instructor for feedback mid-term, take the TA development programming, and — if teaching is a direction — look at the graduate teaching certificate.\nAt a glance\nRole\nImplement the instructor's course — lab/discussion, office hours, grading\nPrep\nDo the lab/problem set yourself first; have a plan and a backup\nGrade\nTo the rubric, one question across all papers, uniformly\nEscalate\nDishonesty, distress, grade complaints, hostility → the instructor, promptly\nWho to contact\nNakatani Teaching & Learning Center\nHalvorsen Library, Level 3\nPhone\n(715) 555–0166\nEmail\nteaching@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate teaching certificate\nGraduate assistantships explained\nWhy teaching is good here\nReading a rubric\nGroup-work fairness\nFull contact directory" }, { "url": "bias-incident-reporting.html", "title": "Reporting a bias incident", "description": "Where to report conduct that targets someone's identity, and what happens next.", "headings": [ "Reporting a bias incident", "On this page", "What a bias incident is", "What follows a report", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student life Reporting a bias incident\nWhere to report conduct that targets someone's identity, and what happens next.\nWhat a bias incident is\nConduct — a slur, graffiti, targeted harassment, an exclusionary act — motivated by someone's race, religion, disability, national origin, gender, sexual orientation or similar. It may or may not rise to a policy violation or a crime, and reporting it does not require the reporter to decide which. The point is that the university sees the pattern and can respond.\nWhat follows a report\nA staff member from the Dean of Students Office contacts the affected person within a couple of business days to offer support — academic flexibility, a housing change, a referral to counseling or the police — and explains the options. If the responsible person is known and the conduct may violate the student code, it goes to the conduct process. Aggregate, de-identified data is reported publicly each year.\nIn and around Porter Falls\nStudent life at Porter is organised out of Founders Union, the building students call the campus living room. The Dean of Students Office is on the second floor.\nThe practical details\nReport: Online form, or in person at the Dean of Students Office. Who can report: The person affected, or a witness — anonymous reports are accepted. Not the same as: A criminal complaint or a formal discrimination charge, though a report can lead to either. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nReport\nOnline form, or in person at the Dean of Students Office\nWho can report\nThe person affected, or a witness — anonymous reports are accepted\nNot the same as\nA criminal complaint or a formal discrimination charge, though a report can lead to either\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReligious & spiritual life\nROTC & Military Science\nCommon Reading Program\nCampus radio & podcast studio\nFull contact directory\nHazing prevention policy" }, { "url": "bias-reporting.html", "title": "Bias reporting & response", "description": "What a bias report is (and is not), who sees it, what happens after you file, and free speech vs. harassment.", "headings": [ "Bias reporting & response", "On this page", "What to report", "What happens after you file", "Free expression and its limits", "Right now, and confidentially" ], "content": "Policies & reporting Bias reporting & response\nWhat a bias report is (and is not), who sees it, what happens after you file, and free speech vs. harassment.\nWhat to report\nA bias incident is language or conduct that targets someone for an actual or perceived identity — race, religion, national origin, disability, gender, sexual orientation, and the rest — whether or not it rises to a policy violation. Slurs written on a whiteboard, a targeted \"joke\" in a group chat, exclusion from a project because of an accent, vandalism of a cultural display, a professor's repeated dismissiveness toward a group: all of it is worth reporting. You can report something that happened to you or that you witnessed, and you can do it with your name or anonymously through the online form.\nReporting is not the same as filing formal charges. Many reports lead to support and education rather than discipline, and even reports that go nowhere formally help the university see patterns — three anonymous reports about the same space is information it would not otherwise have.\nWhat happens after you file\nA response-team coordinator reviews every report, usually within a business day. If you left your contact information, they reach out, explain what is confidential and what is not, and lay out your options — none of which are forced on you: emotional support and a referral to counseling or advocacy, a facilitated conversation, a change to your class or housing situation, an educational response to the person or group involved, or referral into a formal process (student conduct, the Title IX office, HR, or the police) if the conduct may violate a policy or law. You can ask for support and decline every response option, and that is a valid outcome.\nAnonymous reports without contact information are logged and acted on where possible, but the coordinator cannot follow up with you.\nFree expression and its limits\nPorter is committed to free expression, and a lot of offensive, ignorant, or upsetting speech is protected — the response team cannot and will not punish a viewpoint, a class reading, or an argument someone found hurtful. What is not protected: targeted harassment (a pattern of conduct aimed at a person that is severe or pervasive enough to deny them equal access to education), true threats, incitement, discriminatory denial of services, and vandalism. The coordinator's job includes being honest with a reporter when something is protected speech, and pointing to non-disciplinary responses — counter-speech, dialogue, community support — that are still available.\nRight now, and confidentially\nFor immediate danger or a hate crime in progress, call 911, then Campus Safety at (715) 555–0191. If you want to talk something through without starting any university response, the counseling center and the confidential advocates are not reporters — they will not pass it on. The identity-based centers (multicultural, LGBTQIA+, international, and others) are also a first stop for support and will help you file if and when you decide to.\nAt a glance\nWhat counts\nIdentity-targeted language or conduct — even if it is not a policy violation. Reports reveal patterns\nNot charges\nFiling a report ≠ pressing formal charges; many lead to support and education, and you can decline every response option\nAfter you file\nCoordinator contacts you within ~a day, explains confidentiality, offers options — support, mediation, class/housing change, or a formal referral\nSpeech\nOffensive opinions and course content are protected; targeted harassment, threats, and vandalism are not — the coordinator will tell you which\nRelated resources\nTitle IX & sexual misconduct resources\nStudent conduct & policies\nNondiscrimination & equal opportunity\nAcademic integrity\nStudent records privacy\nContact directory" }, { "url": "bike-registration.html", "title": "Bike registration", "description": "A free tag that ties a bike to its owner, so a recovered stolen bike can actually be returned.", "headings": [ "Bike registration", "On this page", "Why it matters", "Also useful", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus safety Bike registration\nA free tag that ties a bike to its owner, so a recovered stolen bike can actually be returned.\nWhy it matters\nCampus Safety and the Porter Falls Police recover bikes regularly and can almost never return them, because there's no record of who owns which. A registered bike's serial number is in a database the moment it's recovered.\nAlso useful\nThe registration record is exactly what a renter's or homeowner's insurance claim and a police report both ask for, and it takes about two minutes to create.\nIn and around Porter Falls\nPorter Campus Safety operates from the ground level of Millwright Hall around the clock during the semester and coordinates with the Porter Falls Police and Fire departments, whose stations are both within a mile of campus. For a real emergency the number is 911.\nThe practical details\nWhere: Online through Campus Safety, or in person at their Millwright Hall office. Cost: Free. What you get: A tamper-resistant tag and a record linking the serial number to you. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Campus Safety (Millwright Hall, ground level). Call (715) 555–0191 or email safety@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nOnline through Campus Safety, or in person at their Millwright Hall office\nCost\nFree\nWhat you get\nA tamper-resistant tag and a record linking the serial number to you\nWho to contact\nPorter Campus Safety\nMillwright Hall, ground level\nPhone\n(715) 555–0191\nEmail\nsafety@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWeapons policy\nAlcohol & drug policy\nAccessible parking\nUniversity vehicle driver certification\nFull contact directory" }, { "url": "bike-repair-shop.html", "title": "Bike repair shop", "description": "A student-run, co-op-style shop for repairs, tune-ups and borrowed tools.", "headings": [ "Bike repair shop", "On this page", "How it works", "Borrowing tools", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability Bike repair shop\nA student-run, co-op-style shop for repairs, tune-ups and borrowed tools.\nHow it works\nTrained student mechanics help any community member repair their own bike rather than doing the repair for them — the point is teaching basic maintenance, not running a for-profit shop. Parts are sold at cost.\nBorrowing tools\nA full wall of repair tools can be checked out with a Porter Card for a same-day repair done elsewhere on campus, no purchase or shop visit required.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's sustainability commitments are mostly about water and heat: the Millrace restoration, rain gardens, and fourteen buildings surviving a Wesconsin winter as efficiently as possible.\nThe practical details\nLocation: North Campus, next to the bike-share station. Cost: Parts at cost; labor is free if you learn to do it yourself. Hours: Staffed afternoons during the semester. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Sustainability (Founders Union, Room 015). Call (715) 555–0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nNorth Campus, next to the bike-share station\nCost\nParts at cost; labor is free if you learn to do it yourself\nHours\nStaffed afternoons during the semester\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSustainability dashboard\nSmoke-free campus\nLEED-certified buildings\nGreen Fund\nFull contact directory" }, { "url": "bike-share.html", "title": "Bike share & cycling", "description": "A campus fleet of shared bicycles plus racks, repair stations and route maps.", "headings": [ "Bike share & cycling", "On this page", "How the fleet works", "Where to ride", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Bike share & cycling\nA campus fleet of shared bicycles plus racks, repair stations and route maps.\nHow the fleet works\nAny student, employee or visitor can check out a bike at one of nine stations with a Porter Card or a day pass, ride it anywhere in Porter Falls, and return it to any station — not necessarily the one they started at.\nWhere to ride\nThe Riverfront Trail connects campus to North Campus and downtown on a lit, plowed route; on-street routes to the rest of Porter Falls are mapped with a stress rating so a new rider can pick a comfortable way across town.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nFleet: 120 bikes at 9 stations. Cost: Free with a Porter Card; public day-pass available. Repair: Self-service stations at Founders Union and North Campus. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFleet\n120 bikes at 9 stations\nCost\nFree with a Porter Card; public day-pass available\nRepair\nSelf-service stations at Founders Union and North Campus\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nPet policy\nFull contact directory" }, { "url": "billing-payment.html", "title": "Billing & payment", "description": "Clear guidance for tuition charges, payment plans, refunds, sponsorships and account holds.", "headings": [ "Billing & payment", "On this page", "Read the bill", "Payment choices", "Holds and refunds", "Read every line", "Holds and refunds", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Billing & payment\nClear guidance for tuition charges, payment plans, refunds, sponsorships and account holds.\nRead the bill\nMyPorter shows tuition, fees, housing, dining, credits, expected aid and due dates by term. Students should review every line.\nPayment choices\nPay online, enroll in an installment plan, authorize a sponsor or use approved third-party billing before the deadline.\nHolds and refunds\nUnresolved balances can block registration or transcripts. Refund timing depends on aid, withdrawal activity and the original payment method.\nRead every line\nThe MyPorter statement lists tuition, fees, housing, dining, credits and expected aid with a due date by term. Expected aid is not the same as paid aid — if a requirement is outstanding, that money will not disburse and the balance is the student’s.\nHolds and refunds\nAn unpaid balance past the deadline can block registration and transcripts, so a student who cannot pay in full should set up a plan or talk to the Bursar before the date rather than after. Refunds from dropped credits or excess aid depend on the withdrawal timing and the original payment method.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question — registration, billing, technology, housing, a hold on an account. Staff route the question, book the next appointment and, when it helps, walk the student down the hall.\nThe practical details\nBill posts: About three weeks before the term. Payment plan: Four or five monthly installments per term. Refunds: Issued to the original payment method or by direct deposit. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Porter Student Help Desk (Founders Union, Room 118). Call (715) 555-0120 or email help@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nBill posts\nAbout three weeks before the term\nPayment plan\nFour or five monthly installments per term\nRefunds\nIssued to the original payment method or by direct deposit\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRegistrar services\nStudent records privacy\nFull contact directory" }, { "url": "biosafety-training.html", "title": "Biosafety training", "description": "Required training and approvals before working with biological materials — from cell lines to recombinant DNA.", "headings": [ "Biosafety training", "On this page", "What needs it", "Getting cleared", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Biosafety training\nRequired training and approvals before working with biological materials — from cell lines to recombinant DNA.\nWhat needs it\nHuman or primate cells and fluids, infectious agents, recombinant or synthetic nucleic acids, biological toxins, and select agents. Even a Biosafety Level 1 teaching lab with non-pathogenic microbes has a registration and a set of practices. The committee reviews the protocol and assigns the containment level.\nGetting cleared\nRegister the project with the biosafety office, complete the assigned online modules and any hands-on training, and have your space inspected. Approvals are renewed periodically and amended when the work changes. The office also handles spill response plans and medical surveillance where it applies.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nApproval: An Institutional Biosafety Committee registration for the project, before work starts. Training: General biosafety, bloodborne pathogens where relevant, and agent- or technique-specific modules. Levels: Most teaching and research at Porter is Biosafety Level 1 or 2; the containment and practices scale with the risk group. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nApproval\nAn Institutional Biosafety Committee registration for the project, before work starts\nTraining\nGeneral biosafety, bloodborne pathogens where relevant, and agent- or technique-specific modules\nLevels\nMost teaching and research at Porter is Biosafety Level 1 or 2; the containment and practices scale with the risk group\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "board-of-regents-and-uw-system.html", "title": "The Board of Regents & the University of Wesconsin System", "description": "How UW-Porter Falls fits into the University of Wesconsin System, and what the Board of Regents versus the campus chancellor each control.", "headings": [ "The Board of Regents & the University of Wesconsin System", "Two layers of leadership", "What the Board of Regents actually votes on", "Regent meetings are public", "Why \"University of Wesconsin–Porter Falls Polytechnic\"" ], "content": "About\nThe Board of Regents & the University of Wesconsin System\nPorter is one of the smaller campuses in the University of Wesconsin System — here is what that means for who actually runs the place.\nTwo layers of leadership\nThe chancellor and campus leadership (see leadership ) run Porter day to day — admissions, hiring, program approval within existing authority, campus operations. The Board of Regents and the System president sit above every individual UW campus, setting system-wide policy, approving new degree programs, and holding the final vote on tuition rates.\nWhat the Board of Regents actually votes on\nRegents set tuition and fee rates system-wide each year, approve or reject new degree programs proposed by individual campuses, hire and evaluate campus chancellors and the System president, and approve the System’s biennial budget request to the state legislature. A student wondering why a tuition increase was announced in the spring for the following fall is looking at a Regents decision, not a Porter-specific one.\nRegent meetings are public\nBoard of Regents meetings are open to the public and include a public-comment period; the schedule and agenda for upcoming meetings are posted on the System website. Porter’s student body president and a Porter faculty representative both have standing invitations to relevant committee meetings, though voting seats belong to the Regents themselves.\nWhy \"University of Wesconsin–Porter Falls Polytechnic\"\nThe System naming convention puts every comprehensive campus under the \"University of Wesconsin–[campus]\" pattern, which is why Porter’s full legal name places it alongside every other UW System comprehensive university rather than standing alone.\nQuick facts\nSystem\nUniversity of Wesconsin System\nSets tuition\nBoard of Regents, annually\nMeetings\nPublic, with comment period\nRelated\nPorter leadership\nAbout UW–Porter Falls\nUniversity governance" }, { "url": "book-advance-voucher.html", "title": "Book advances & vouchers", "description": "Getting course materials before your financial aid refund arrives at the start of a term.", "headings": [ "Book advances & vouchers", "On this page", "The problem it solves", "How to use it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Book advances & vouchers\nGetting course materials before your financial aid refund arrives at the start of a term.\nThe problem it solves\nAid refunds often land a week or two into the term — after the first assignments are due. A book advance lets you charge textbooks and required supplies to your student account now and have it deducted from the refund when it processes.\nHow to use it\nOpt in through the student account portal before the term starts; the limit shows at checkout in the campus store. Rentals, access codes, and a laptop for a program that requires one usually qualify. Anything you charge and then drop the class for still has to be returned or repaid.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nWho qualifies: Students whose confirmed aid exceeds their charges, with a pending refund. How much: Up to a set limit charged against your coming refund. Where: The campus store and, for some, a digital credit for online material. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWho qualifies\nStudents whose confirmed aid exceeds their charges, with a pending refund\nHow much\nUp to a set limit charged against your coming refund\nWhere\nThe campus store and, for some, a digital credit for online material\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "bookstore-buyback.html", "title": "Textbook Buyback", "description": "End-of-semester buyback at the Campus Store, plus a price-match guarantee against the rental program.", "headings": [ "Textbook Buyback", "On this page", "How buyback pricing works", "Buyback versus rental", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Textbook Buyback\nEnd-of-semester buyback at the Campus Store, plus a price-match guarantee against the rental program.\nHow buyback pricing works\nA book already adopted for the next semester pays the best rate; anything not yet confirmed for reuse still gets a wholesale offer, so a student always has the option to sell rather than hold onto a book indefinitely.\nBuyback versus rental\nA student who bought a book outright can sell it back at buyback; a student who used Textbook Rental simply returns it, with no buyback step at all — the two programs are separate on purpose.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nWhen: Finals week, every semester. Payment: Cash or Porter Card credit, same day. Price match: Matches textbook-rental savings if a book qualifies. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nFinals week, every semester\nPayment\nCash or Porter Card credit, same day\nPrice match\nMatches textbook-rental savings if a book qualifies\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "box-office.html", "title": "Arts Box Office", "description": "Tickets for theatre, concerts and visiting artists in the Applied Arts Building — hours, prices, free student tickets, accessible seating, exchanges and group sales.", "headings": [ "Arts Box Office", "On this page", "Where and when", "Prices", "Free student tickets", "Accessible seating and services", "Refunds, exchanges and weather", "Groups and schools" ], "content": "Arts & performances Arts Box Office\nTickets for theatre, concerts and visiting artists in the Applied Arts Building — hours, prices, free student tickets, accessible seating, exchanges and group sales.\nWhere and when\nThe Arts Box Office is in Applied Arts Building Room 104 , in the east lobby that Heritage Auditorium and Thorsen Theatre share. The window is open Monday–Friday, noon–5 p.m. during the fall and spring terms and closed during university breaks. On performance days a window at the venue opens one hour before curtain and stays open through intermission. Jazz nights in the Founders Ballroom have a table at the door instead.\nTickets can also be bought online through the arts listings on the events calendar . There is no fee at the window and a $1.50 per-ticket service fee online, which goes to the ticketing vendor and not, despite persistent rumors, to the theatre’s paint budget. The box office manager is Lorna Bakke. Parking is free in the Applied Arts lot after 5 p.m. and on weekends; see visitor parking .\nPrices\nFall play, winter drama — Adult: $12; Seniors 65+, youth under 18, other colleges’ students: $5; Porter students: Free\nSpring musical — Adult: $15; Seniors 65+, youth under 18, other colleges’ students: $5; Porter students: Free\nDevised piece — Adult: Pay what you can, $5–$15 (suggested $10); Seniors 65+, youth under 18, other colleges’ students: Free\nEnsemble concerts and jazz nights — Adult: $8; Seniors 65+, youth under 18, other colleges’ students: $5; Porter students: Free\nVisiting artists — Adult: $12; Seniors 65+, youth under 18, other colleges’ students: $5; Porter students: Free\nChamber recitals, gallery, faculty recital — Adult: Free, no ticket needed\nFaculty and staff pay half price with a Porter Card. Single tickets and passes for 2026–27 went on sale August 24. The public season pass costs $48 and covers one admission to every ticketed event in the season, which pays for itself by about the fourth show; see arts season passes . The dates for everything are on the 2026–27 season page.\nFree student tickets\nAny enrolled Porter student gets one free ticket per performance with a Porter Card . For concerts, just show the card at the door. For theatre, reserve a seat at the window or online with your MyPorter login. Student seats are released two weeks before each production opens, a few days ahead of public sales. Also:\nYou can buy one guest ticket at the senior/youth price on the same reservation.\nReserved student seats not claimed 10 minutes before curtain go to the standby line. The Black Box seats 96 for the winter drama, so this rule matters there.\nSeeing a production twice is fine. Reserve the second performance for the final week, which tends to have more seats.\nFamily Weekend performances (October 23–24) sell out first. Reserve family seats with your own.\nAccessible seating and services\nEvery venue has wheelchair and companion seating, which you can book at the window, by phone or online. Assistive listening receivers are free at the venue window with a photo ID. Heritage Auditorium and Thorsen Theatre also have a hearing loop in the center section. At least one performance of each production offers each of these services:\nThe Supper Club — Open captions: Sun, Oct 18; ASL-interpreted: Sat, Oct 24; Audio-described: Thu, Oct 22; Relaxed: Sun, Oct 25\nWhat the Coulee Keeps — Open captions: Sun, Feb 14; ASL-interpreted: Sat, Feb 20; Audio-described: Fri, Feb 19; Relaxed: Thu, Feb 18\nThe Millrace Follies of 1911 — Open captions: Sun, Apr 18; ASL-interpreted: Fri, Apr 16; Audio-described: Sat, Apr 24, 2 p.m.; Relaxed: Wed, Apr 21 (school matinee)\nShift Change — Open captions: All performances; ASL-interpreted: Sat, May 8; Audio-described: On request; Relaxed: Sun, May 9\nEvery relaxed (sensory-friendly) performance keeps the house lights partly up and opens a quiet room off the lobby. Other accommodations can be requested at least a week ahead. Students who need an accommodation for performing rather than attending should contact Accessibility Services . Accessible parking is at the Applied Arts east entrance, the step-free one.\nRefunds, exchanges and weather\nExchanges into another performance of the same production are free up to 24 hours before your original date, subject to availability. Season pass holders can exchange up to two hours before.\nRefunds are given only when a performance is cancelled. Otherwise, a ticket you cannot use can be turned into a credit for later in the season.\nWeather : if the university closes (see weather closings ), evening performances are cancelled. Ticket holders are emailed by 3 p.m. and can choose a refund or an exchange.\nLate seating happens at a suitable break. There is no late seating for What the Coulee Keeps , because the only way into the Black Box is across the playing area.\nGroups and schools\nGroups of 10 or more get 20% off adult prices on any production, with one coordinator ticket free per 15. K–12 school groups pay $5 per student and chaperones get in free. The musical has a weekday school matinee on Wednesday, April 21, 10 a.m. , with a printable study guide and a 15-minute talkback with the cast. Bus parking is at the Applied Arts loading dock off Founders Drive. Schools in the Porter Falls Area and Cedar Bluff districts can ask about bus-cost help for the matinee, which the department has covered for any school that asked the past three years. Email the box office to start a group order. Group orders are paid by invoice no later than one week before the date.\nAt a glance\nLocation\nApplied Arts Building 104, east lobby\nWindow\nMon–Fri noon–5 p.m.; venues open 1 hour before every ticketed event\nStudents\nOne free ticket per performance with a Porter Card\nOnline fee\n$1.50 per ticket; none at the window\nExchanges\nFree up to 24 hours before; refunds only for cancellations\nWho to contact\nArts Box Office\nApplied Arts Building 104 (east lobby)\nPhone\n(715) 555–0226\nEmail\nboxoffice@uwporterfalls.edu\nHours\nMon–Fri, noon–5 p.m. during the fall and spring terms\nRelated resources\nArts season 2026–27\nArts season passes\nThe Porter Card\nAccessibility Services\nAthletics tickets\nVisitor parking" }, { "url": "brand-and-visual-identity-guidelines.html", "title": "Brand & visual identity guidelines", "description": "Approved logo files, color values, typography, and layout rules for anyone creating official UW–Porter Falls materials.", "headings": [ "Brand & visual identity guidelines", "On this page", "The core palette", "Typography", "The marks, and clear space", "Getting approved files", "Common mistakes" ], "content": "About this site Brand & visual identity guidelines\nThe colors, marks, and layout rules behind everything the university publishes — for departments, student orgs, and outside partners producing official materials.\nThe core palette\nPorter navy ( #0B2545 ) and Porter gold ( #C9A227 ) are the two colors that must appear on anything bearing the university's name or mark. A near-white background and a dark ink for body text round out the working set; a short list of accent colors is approved for charts and category tags but is never used for the wordmark, the P, or the Ironclads mark itself. Do not substitute a close-but-different navy or gold from a template or a printer's default swatch — ask for the exact values rather than eyeballing them from a screenshot.\nTypography\nHeadlines and the institutional wordmark use a serif display face; body copy and navigation use a condensed sans-serif for headings with a humanist sans for running text. Athletics materials use a separate, bolder athletic wordmark treatment for \"Ironclads\" — the two systems are not interchangeable, and mixing them (the institutional wordmark on a jersey, the athletic mark on an admissions letter) is the single most common brand mistake the office corrects.\nThe marks, and clear space\nThe primary mark is the P monogram; the secondary mark is the full \"University of Wesconsin–Porter Falls\" wordmark; the athletic mark is the Ironclads P. Each has a minimum clear space (roughly the height of the P itself) that must stay free of text, photos, or other logos, and a minimum size below which the mark is not used at all because fine details stop reproducing. Never stretch, recolor outside the approved palette, add a drop shadow or outline, or rebuild the mark from a screenshot — always start from the supplied files.\nGetting approved files\nRecognized student organizations and university departments can request the current logo package (vector and raster formats, in navy, white, and single-color versions) at no cost through the request form linked from this page; most requests are filled within a few business days. Anything intended for sale or outside commercial use additionally needs sign-off under trademark & logo licensing — this page covers correct usage once you already have permission to use the mark, not whether you are allowed to.\nCommon mistakes\nThe office's most common corrections, in order: using an old or unofficial version of the P found online rather than the current file; placing the mark on a busy photo without enough contrast; mixing the institutional and athletic wordmarks; and recreating text in a similar-but-wrong font rather than requesting the actual files. When in doubt, ask before printing or publishing — corrections after a print run are far more expensive than a quick review beforehand.\nAt a glance\nCore colors\nPorter navy #0B2545, Porter gold #C9A227 — ask for exact values, don't eyeball them\nTwo wordmark systems\nInstitutional (serif) vs. athletic Ironclads mark — never interchange them\nFree for\nRecognized student orgs and university departments, via the request form\nAlso needed for sale/commercial use\nSign-off under trademark & logo licensing\nRelated resources\nTrademark & logo licensing\nMedia relations\nPhoto credits\nGive to Porter\nContact directory" }, { "url": "break-housing-access.html", "title": "Housing during breaks", "description": "Whether you can stay in your room over Thanksgiving, winter, and spring break, and what closes.", "headings": [ "Housing during breaks", "On this page", "What's open when", "Signing up", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Housing during breaks\nWhether you can stay in your room over Thanksgiving, winter, and spring break, and what closes.\nWhat's open when\nShort breaks (Thanksgiving, spring) don't require anything — stay if you want, though campus is quiet and dining is limited. The long winter closure is different: most residence halls shut entirely, heat setback, card access off. Students who need to stay — international students, athletes, those far from home — move to a designated open hall for the period.\nSigning up\nWinter break housing has an application and a fee, opening in November. Approval is routine for a stated reason. Plan for reduced dining — usually one location on a limited schedule, or none over the holidays themselves — and keep your regular room key; you return to it in January.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nMost halls: Stay open for Thanksgiving and spring break at no extra charge. Winter break: Designated halls only; sign up and pay a nightly or flat rate; most buildings close and lock. Dining: Limited or closed during breaks — check the reduced schedule. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nMost halls\nStay open for Thanksgiving and spring break at no extra charge\nWinter break\nDesignated halls only; sign up and pay a nightly or flat rate; most buildings close and lock\nDining\nLimited or closed during breaks — check the reduced schedule\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "budget-and-financial-planning.html", "title": "Budget & Financial Planning", "description": "Where Porter’s $214.6 million comes from, where it goes, and how next year’s budget gets built — with the numbers on the page instead of behind a records request.", "headings": [ "Budget & Financial Planning", "On this page", "What the office does", "FY2027 all-funds budget", "How the budget is built", "Where it gets tight", "For budget managers", "Transparency" ], "content": "Offices & services Budget & Financial Planning\nWhere Porter’s $214.6 million comes from, where it goes, and how next year’s budget gets built — with the numbers on the page instead of behind a records request.\nWhat the office does\nBudget & Financial Planning builds the annual operating budget, tracks it through the year, prepares the state biennial request, and models what happens if enrollment, tuition or state support move. The office is led by Paulette Strand , director, and reports to Gregory Amdahl , vice chancellor for finance and operations. Purchasing, travel and payments are a different office — see procurement and finance .\nFY2027 all-funds budget\nFiscal year 2027 runs July 1, 2026, to June 30, 2027. “All funds” means everything: tuition, state money, housing and dining, grants, gifts and federal aid that passes through to students.\nRevenue\nTuition and segregated fees (net of institutional aid) — Amount: $86.4M; Share: 40.3%\nState appropriation — Amount: $48.9M; Share: 22.8%\nAuxiliary enterprises (housing, dining, parking, Porter Card) — Amount: $39.7M; Share: 18.5%\nFederal student aid passed through (Pell, work-study) — Amount: $18.2M; Share: 8.5%\nGrants and contracts — Amount: $9.6M; Share: 4.5%\nGifts and Foundation transfers — Amount: $5.3M; Share: 2.5%\nOther (sales, conferences, continuing education, interest) — Amount: $6.5M; Share: 3.0%\nTotal — Amount: $214.6M; Share:\nExpenses\nInstruction — Amount: $68.2M; Share: 31.8%\nAuxiliary enterprises — Amount: $35.2M; Share: 16.4%\nScholarships and student aid — Amount: $20.3M; Share: 9.5%\nAcademic support (library, deans, academic technology) — Amount: $19.4M; Share: 9.0%\nInstitutional support (administration, IT, legal, HR) — Amount: $17.1M; Share: 8.0%\nOperation and maintenance of plant — Amount: $16.6M; Share: 7.7%\nStudent services — Amount: $15.8M; Share: 7.4%\nResearch and public service — Amount: $10.9M; Share: 5.1%\nDebt service and capital transfers — Amount: $8.4M; Share: 3.9%\nContingency — Amount: $2.7M; Share: 1.3%\nTotal — Amount: $214.6M; Share:\nShares may not add to exactly 100 percent because of rounding. That works out to about $25,500 per student, of which about $5,800 is state money.\nHow the budget is built\nOctober\nCabinet sets planning assumptions: enrollment, salary increases, utility costs.\nNovember–December\nColleges and divisions submit requests, each tied to a strategic plan priority.\nFebruary\nThe governor’s budget proposal sets the likely state number; this year it starts the 2027–29 biennium.\nMarch\nUniversity Budget Committee (faculty, staff and two students) holds open hearings.\nMay\nBoard of Regents sets tuition; the chancellor approves the final allocation.\nJune\nOperating budget filed with the UW System; the fiscal year begins July 1.\nWhere it gets tight\nTuition and state support together pay for nearly everything academic, and the state’s share has slipped from about a third of the budget fifteen years ago to under a quarter now. Enrollment growth this fall (8,412 students, a nine-year high) helped, but it also added sections, advisers and housing pressure. The FY2027 budget includes a 3 percent pay plan, $1.2 million in new instructional positions in nursing and cybersecurity, and the institutional match for the robotics lab grant. Deferred maintenance — repairs that are due but not yet funded — stands at about $41 million, which is why Facilities projects compete hard for capital dollars.\nFor budget managers\nAbout 240 people across campus manage a budget, and most of their questions are the same few:\nBase versus one-time money. A base increase recurs every year and is only granted through the annual request cycle. One-time money can be requested any time from the cabinet’s strategic reserve, but it will not be there next year.\nCarry-forward. Units may carry forward up to 5 percent of their unspent operating (not salary) budget into the next fiscal year.\nVacant positions. Salary from a vacant line returns to the division after 90 days unless the search is active.\nMonthly reports. Budget-to-actual reports post in MyPorter by the tenth business day of each month; the office holds drop-in hours Thursdays, 1:00–3:00 p.m.\nTransparency\nThe full budget book, audited financial statements and salary ranges are public. Most of it is already posted; anything that is not can be requested under the public records process. Questions about what a student actually pays belong on tuition and cost of attendance ; enrollment and staffing data come from Institutional Research .\nAt a glance\nFY2027 all funds\n$214.6 million\nLargest revenue\nTuition and fees, 40.3%\nLargest expense\nInstruction, 31.8%\nPer student\nAbout $25,500\nDeferred maintenance\nAbout $41 million\nWho to contact\nBudget & Financial Planning\nMillwright Hall 120\nPhone\n(715) 555–0109\nEmail\nbudget@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nProcurement & finance\nStrategic plan\nPublic records\nEconomic impact report\nOffice of the Chancellor" }, { "url": "budgeting-on-financial-aid.html", "title": "Budgeting on financial aid", "description": "Making a refund last the whole term, and planning for the months aid doesn't cover.", "headings": [ "Budgeting on financial aid", "On this page", "The common mistake", "Getting help", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Budgeting on financial aid\nMaking a refund last the whole term, and planning for the months aid doesn't cover.\nThe common mistake\nTreating the refund as a windfall in week two and being short by week ten. Move it to a separate account, set a weekly transfer to checking, and pay the big fixed costs (rent, a bus pass, books) first.\nGetting help\nFinancial wellness coaching will build the plan with you, for free, no judgment. If you're short despite planning — a car repair, a medical bill, a rent spike — the student emergency fund and a same-week appointment with financial aid come before a payday loan or a maxed card.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nThe refund: What's left after aid pays tuition, fees, and campus housing — it arrives a week or two into the term and is meant to cover books, supplies, and living costs until the next disbursement. Make a plan: Divide the refund by the number of weeks until the next one; that's your weekly ceiling. The gaps: Summer, winter break, and the start of a term before the refund lands — budget or earn for those separately. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nThe refund\nWhat's left after aid pays tuition, fees, and campus housing — it arrives a week or two into the term and is meant to cover books, supplies, and living costs until the next disbursement\nMake a plan\nDivide the refund by the number of weeks until the next one; that's your weekly ceiling\nThe gaps\nSummer, winter break, and the start of a term before the refund lands — budget or earn for those separately\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "building-a-portfolio-in-a-non-design-major.html", "title": "Building a portfolio in a non-design major", "description": "Engineers, computing, business, and science students can and should have a portfolio — here is what goes in one.", "headings": [ "Building a portfolio in a non-design major", "On this page", "Not just for designers", "What goes in it", "The format", "Build it as you go", "Watch what you can share", "Use it" ], "content": "Career services Building a portfolio in a non-design major\nEngineers, computing, business, and science students can and should have a portfolio — here is what goes in one.\nNot just for designers\nA portfolio is evidence you can do the work, and every technical field benefits from one: a manufacturing engineer's projects and process improvements, a computing student's repositories and deployed apps, a data student's analyses and dashboards, a business student's case competitions and market analyses, a science student's research posters and lab work. Employers ask \"can you show me something you built?\" across all of these.\nWhat goes in it\nThree to six pieces of your best work, each with: what the problem was, what you did, the constraints, the outcome (with numbers where you can), and your specific role if it was a team. Coursework projects, a capstone, a competition entry, a research project, an internship deliverable you are allowed to share, and personal builds all count. Depth on a few beats a long shallow list.\nThe format\nA simple personal website is ideal — a short about, the projects, a résumé, and contact. A well-organized set of repositories with good READMEs works for code. A PDF portfolio works for anything visual. Whatever the format, someone should grasp each project in under a minute of skimming and be able to go deeper if they want.\nBuild it as you go\nEvery project you finish is a potential portfolio piece — document it while it is fresh: the write-up, screenshots or photos, the code or files, the numbers. A portfolio assembled from scratch senior year is thin and stressful; one collected across four years is strong and easy.\nWatch what you can share\nSponsored capstones, internship work, and research may have confidentiality or IP restrictions — check before you post anything. When you cannot show the artifact, you can often describe the problem and your approach in general terms. Never post someone else's work or a company's proprietary material.\nUse it\nLink it on your résumé and LinkedIn, bring it up in interviews (\"I actually built something like that — can I show you?\"), and reference specific pieces in cover letters. A portfolio only helps if people see it.\nAt a glance\nFor\nEvery technical field — \"can you show me something you built?\" is universal\nEach piece\nProblem → what you did → constraints → outcome (with numbers) → your role\nFormat\nA simple site, or organized repos with good READMEs, or a PDF — skimmable in a minute\nBuild\nDocument each project while it's fresh; check IP/confidentiality before posting\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWriting a résumé that works\nBuilding a useful LinkedIn\nThe senior capstone project\nThe senior show and showcase\nIntellectual property and your student work\nFull contact directory" }, { "url": "building-a-useful-linkedin.html", "title": "Building a LinkedIn that works", "description": "The parts recruiters actually look at, how to fill them as a student, and how to use it without living on it.", "headings": [ "Building a LinkedIn that works", "On this page", "Why it matters for a student", "The photo and headline", "The About and Experience sections", "Education, projects, and proof", "Connections and activity", "Keep it consistent and current" ], "content": "Career services Building a LinkedIn that works\nThe parts recruiters actually look at, how to fill them as a student, and how to use it without living on it.\nWhy it matters for a student\nRecruiters check LinkedIn to confirm a candidate is real, to see the shape of your experience, and sometimes to find candidates in the first place. A thin or empty profile is a small negative; a clear, current one is a quiet positive. You do not need a large network or daily posts — you need the profile itself to be solid.\nThe photo and headline\nA plain, friendly headshot against a simple background — the career center takes them free, or a phone photo in decent light works. The headline is not just your job title: \"Manufacturing Engineering student at UW–Porter Falls | packaging & automation | seeking Summer 2027 internship\" tells a recruiter what you do and what you want.\nThe About and Experience sections\nA short About paragraph in your own voice: what you study, what you are good at, what you are looking for. Under Experience, list jobs, internships, co-ops, research, and significant course or capstone projects — each with two or three bullets in the same results-focused style as your résumé. Add the tools and skills recruiters filter on.\nEducation, projects, and proof\nFill in your degree, expected graduation, relevant coursework, and any honors. Use the Projects and Featured sections for a capstone, a portfolio link, a competition team, a published piece — anything that shows work. Certifications and digital badges go in their own section.\nConnections and activity\nConnect with classmates, professors, people you actually meet, and alumni you have talked to — a request with a one-line note (\"we spoke at the career conference about your co-op\") is far more likely to land. You do not need to post; occasionally sharing or commenting thoughtfully on something in your field is plenty.\nKeep it consistent and current\nYour LinkedIn, your résumé, and your application should not contradict each other on dates or titles. Update it when something changes, set it to \"open to work\" as a private signal to recruiters when you are searching, and check messages — recruiters do reach out.\nAt a glance\nThey look at\nThe photo, headline, About, Experience bullets, skills — is this person real and clear?\nHeadline\nProgram + what you do + what you want, not just \"student\"\nExperience\nJobs, internships, research, and real projects — résumé-style bullets\nConnections\nReal people, with a one-line note; posting is optional\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWriting a résumé that works\nUsing the alumni network while you are still a student\nNetworking when you hate networking\nGetting the most from Career Services\nDigital badges and micro-credentials\nFull contact directory" }, { "url": "building-a-weekly-routine.html", "title": "Building a weekly routine", "description": "The scaffolding that makes everything else easier — and how to build one that survives contact with a real semester.", "headings": [ "Building a weekly routine", "On this page", "Why a routine beats willpower", "Build it around the fixed points", "Tie study blocks to specific tasks", "Leave slack", "Make it visible and start small", "Adjust it deliberately" ], "content": "Student success Building a weekly routine\nThe scaffolding that makes everything else easier — and how to build one that survives contact with a real semester.\nWhy a routine beats willpower\nEvery decision costs a little energy, and \"should I study now or later\" made fresh forty times a week is exhausting and usually lost. A routine turns recurring choices into defaults — you study at these times, in this place, because that is just what happens then. It is the single highest-leverage habit for a demanding program.\nBuild it around the fixed points\nStart with what cannot move: classes, work shifts, labs, standing commitments, and a consistent sleep-and-wake window (the wake time especially — it anchors everything). Then place the flexible things — study blocks, meals, exercise, one real break — into the gaps, at the same times each week so they become automatic.\nTie study blocks to specific tasks\n\"Tuesday 2–4: problem set 3,\" not \"Tuesday 2–4: study.\" A vague block gets skipped or wasted; a block with a job attached gets done. On Sunday, look at the week ahead and assign the blocks based on what is actually due.\nLeave slack\nA schedule with no empty space breaks the first time a lab runs long or you get sick. Build in unassigned buffer time and one genuine day (or half-day) off that is not \"productive.\" Routines that assume a perfect week do not survive a normal one.\nMake it visible and start small\nPut it in one calendar you actually look at. Do not try to install ten new habits at once — pick the two that matter most (a consistent wake time and one protected study block, say), run them for two weeks until they are automatic, then add. A routine you half-follow beats an ideal one you abandon.\nAdjust it deliberately\nThe right routine for a light term is not the right one for a term with two labs and a job. Revisit it at the start of each semester and after any big change. If it keeps breaking at the same point (the 8 a.m. block you never actually do), that is information — move it, do not keep failing it.\nAt a glance\nWhy\nTurns 40 \"study now or later?\" decisions a week into defaults\nBuild on\nThe fixed points first (classes, work, a steady wake time), then place the rest\nStudy blocks\nTied to a specific task, assigned each Sunday from what's due\nStart\nTwo habits for two weeks until automatic, then add; leave real slack\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTime management that actually works\nProcrastination: what actually works\nA week in an engineering student's term\nSleep and the semester\nTime-management coaching\nFull contact directory" }, { "url": "building-credit-as-a-student.html", "title": "Building credit as a student", "description": "How a credit score works, safe ways to start one in college, and the traps.", "headings": [ "Building credit as a student", "On this page", "Why it matters", "The traps", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Building credit as a student\nHow a credit score works, safe ways to start one in college, and the traps.\nWhy it matters\nA landlord, an employer, an insurer, and a future auto or mortgage lender may check your credit. Starting a thin, clean history in college means a usable score by graduation. It costs nothing if you never carry a balance.\nThe traps\nCarrying a balance and paying 25%+ interest; treating the limit as spending money; opening store cards for a one-time discount; missing a payment (one 30-day-late mark lingers for years). If a card tempts you to overspend, use it only for one automated bill and keep it otherwise frozen.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nWhat builds it: On-time payments (the biggest factor), low balances relative to your limit, a longer history, and not opening many accounts at once. Safe starts: A secured card, a student card with a low limit, or being added as an authorized user on a parent's card in good standing. The rule: Charge a small recurring cost, pay the statement balance in full every month, automate it. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhat builds it\nOn-time payments (the biggest factor), low balances relative to your limit, a longer history, and not opening many accounts at once\nSafe starts\nA secured card, a student card with a low limit, or being added as an authorized user on a parent's card in good standing\nThe rule\nCharge a small recurring cost, pay the statement balance in full every month, automate it\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "bus-pass-program.html", "title": "Free city bus pass", "description": "Every enrolled student rides the Porter Falls transit system free with a Porter Card.", "headings": [ "Free city bus pass", "On this page", "What it gets you", "Beyond the free zone", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Free city bus pass\nEvery enrolled student rides the Porter Falls transit system free with a Porter Card.\nWhat it gets you\nFare-free rides on the whole local network: the routes that loop campus to downtown, the shopping district, the apartments south of the river, and the regional connectors. Real-time arrivals are in the transit app; the campus Porter Loop shuttle is separate and also free.\nBeyond the free zone\nTrips outside the covered area (the intercity coach, trains from the Depot) are your own cost, though the Depot is a short ride on a covered route. Paratransit for riders who can't use fixed-route service is arranged through the city with an eligibility process — the accessibility office can help you apply.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nHow: Tap or show your Porter Card when you board any Porter Falls Transit route. Cost: Included in student fees — no separate pass to buy or activate. Covers: All fixed routes in Porter Falls and the two regional routes to Cedar Bluff and Redgranite. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nHow\nTap or show your Porter Card when you board any Porter Falls Transit route\nCost\nIncluded in student fees — no separate pass to buy or activate\nCovers\nAll fixed routes in Porter Falls and the two regional routes to Cedar Bluff and Redgranite\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "business-administration-bs.html", "title": "Admission: Business Administration", "description": "The B.B.A. in Business Administration at UW–Porter Falls: management, finance, marketing, entrepreneurship concentrations, required internship, and the Student Venture Incubator pipeline.", "headings": [ "Business Administration (B.B.A.)", "On this page", "Program overview", "Concentrations (18 credits each)", "Internship & Incubator pipeline", "Capstone: consulting for real clients", "Admission requirements", "Career outcomes" ], "content": "College of Business & Economics Business Administration (B.B.A.)\nManage, market, finance, found — with a required internship, the Incubator pipeline, and a capstone consulting for real Porter Falls businesses.\">\nProgram overview\nThe B.B.A. in Business Administration (120 credits, AACSB-accredited, ~380 undergraduates) is the largest major on campus, housed in the College of Business & Economics . Core (54 credits): Financial Accounting, Managerial Accounting, Business Statistics, Micro/Macro Economics, Business Law, Organizational Behavior, Marketing Principles, Corporate Finance, Operations & Supply Chain, Business Analytics (SQL, Tableau, Python), Strategic Management (capstone gateway), Ethics & Social Responsibility. Experiential thread: Every course includes a Live Case (local business problem, 2-week sprint, client presentation). Bloomberg Terminal Lab (Founders Hall 250): 12 terminals, Bloomberg Market Concepts certification embedded in Finance courses.\nConcentrations (18 credits each)\nManagement & Leadership: HR Analytics, Negotiation, Change Management, Team Dynamics, Cross-Cultural Leadership, Nonprofit Governance. Finance: Investment Analysis (CFA Level I aligned), FinTech (blockchain, robo-advice, payments), Corporate Valuation, Banking & Financial Institutions, Risk Management (FRM prep). Marketing: Digital Marketing (SEO, SEM, social, email), Consumer Behavior, Brand Management, Marketing Analytics (R, Python), Product Innovation, Sales Leadership. Entrepreneurship & Innovation: Venture Creation (Incubator feeder), Lean Startup, Venture Finance (SAFE, term sheets), Social Entrepreneurship, Family Business, Corporate Innovation. Supply Chain & Operations: Logistics Network Design, Demand Planning, Procurement, Lean Six Sigma (Green Belt), Sustainability in Supply Chain, Port/Intermodal Operations.\nInternship & Incubator pipeline\nRequired Internship (3 credits, 240 hrs): Summer junior year or academic year. Placement rate: 94%. Top employers: Porter Valley Bank (credit analyst, retail management), Northwestern Mutual (financial advisor, actuarial), Generac (supply chain, marketing), Epic Systems (project management, sales), Oshkosh Defense (contracts, logistics), Student Venture Incubator (founder-track, 15 slots/year). Incubator pathway: BUS 3100 Venture Creation → apply to Incubator → summer cohort → capstone = your venture. Alumni Angel Syndicate sees every Incubator venture from B.B.A. founders.\nCapstone: consulting for real clients\nBUS 4900 Strategic Consulting Capstone (1 semester, teams of 4) solves a strategic problem for a Porter Falls organization. 2025 clients: Porter Valley Bank: Gen Z acquisition strategy (digital-first, community-focused). Valley Health: Telehealth retention post-COVID (pricing, UX, provider workflow). Porter County Co-op: Competing with big-box (local sourcing, membership model). Ironclad Robotics: Merchandising & sponsorship revenue (e-commerce, licensing). Riverkeepers: Diversified funding (grants, membership, corporate). Incubator ventures: 3 teams/year consult for their own startup (go-to-market, fundraising, hiring plan). Deliverables: Strategic diagnosis, 3 alternatives with financial models, implementation roadmap, client presentation (board-ready), Teaching Case (published in Halvorsen Library case collection).\nAdmission requirements\nDirect admission: 3.3+ GPA, 4 years math (through pre-calc). Test-optional (portfolio: DECA, FBLA, startup, nonprofit leadership, investment portfolio, marketing campaign). Transfer: Accounting I–II, Economics, Statistics, Calculus/Business Calc — all B, 3.0+ GPA. Bridge Week (late August): Excel modeling, Tableau, Bloomberg Terminal intro, Makerspace (prototyping for product mgmt) — 85% place into BUS 2100 by add/drop. Management Future Leaders Award ( full tuition , 4 years, 6/year). Full admission details .\nCareer outcomes\nClass of 2025 (112 graduates): 78% employed within 6 months (median $62K), 12% grad school (M.B.A., M.S. Finance, M.S. Marketing, J.D.), 6% founding/joining early-stage, 4% still seeking. Top roles: Financial Analyst, Marketing Coordinator, Project Manager, Sales Development Rep, Supply Chain Analyst, HR Generalist, Founder. Top employers: Porter Valley Bank (18), Northwestern Mutual (15), Epic Systems (12), Generac (10), Oshkosh Defense (8), MedTech Collaborative (6), Incubator ventures (12 founders). Internship conversion: 75% receive full-time offers. The Career Services Business Career Fair (September & February) brings 50+ employers.\nAt a glance\nDegree\nB.B.A. Business Administration (120 credits, AACSB)\nConcentrations\nManagement, Finance, Marketing, Entrepreneurship, Supply Chain\nInternship\nRequired, 240 hrs, 94% placement\nCapstone\nStrategic consulting for real clients\nClass of 2025\n78% employed, median $62K\nRelated resources\nAll undergraduate majors\nAdmission: Business Administration\nStudent Venture Incubator\nInnovation Micro-Grants\nBusiness Career Fair" }, { "url": "business-college.html", "title": "College of Business", "description": "AACSB-track business programs with a required cooperative-education term for every undergraduate.", "headings": [ "College of Business", "Undergraduate majors", "Graduate programs", "Certificates", "Departments", "Facilities", "Student organizations", "Take the next step." ], "content": "COB · 6 programs\nCollege of Business\nAACSB-track business programs with a required cooperative-education term for every undergraduate.\nUndergraduate majors\nBusiness Administration B.S.\nSupply Chain Management B.S.\nMarketing & Digital Communication B.S.\nEntrepreneurship B.S.\nAccounting B.S.\nFinance B.S.\nEconomics B.S.\nSport Management B.S.\nAviation Management B.S.\nGraduate programs\nBusiness Administration M.B.A.\nCertificates\nProject Management Certificate\nDepartments\nCourse listings, department pages, and faculty profiles across Porter refer to this college as the College of Management — that's its formal name of record for the Accounting & Finance, Management, and Marketing & Supply Chain departments. “College of Business” is the name students and applicants see; “College of Management” is the name on the org chart. Same college, same dean, same building.\nFacilities\nMost of the college’s classes and labs run out of Commerce Hall . Case rooms, a trading lab, and the Small Business Development Center — the college’s home since the 2014 renovation. The trading lab runs on a 15-minute delayed market feed and is booked solid during the derivatives and portfolio-theory electives.\nStudent organizations\nEntrepreneurship Club runs the annual pitch competition that has seeded three still-operating Porter Falls storefronts\nFinance & Investment Club manages a real, small student-run investment portfolio under faculty oversight\nMarketing Club partners with local small businesses on real campaign briefs each semester\nSupply Chain Association tours regional distribution centers and manufacturers twice a semester\nDean's office\nDr. Elizabeth Pratt\nDean, College of Business\ncob@uwporterfalls.edu\nExplore\nAll programs\nAll colleges\nResearch & outreach\nApply now\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "bystander-intervention.html", "title": "Bystander Intervention Training", "description": "A short workshop teaching students practical ways to safely step in when something looks wrong.", "headings": [ "Bystander Intervention Training", "On this page", "What the training actually teaches", "Who has to take it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Bystander Intervention Training\nA short workshop teaching students practical ways to safely step in when something looks wrong.\nWhat the training actually teaches\nRather than a single script, the workshop covers a handful of low-risk ways to intervene — distracting, delegating to someone with more authority, checking in directly — so a student can pick whichever fits a situation instead of freezing.\nWho has to take it\nOrientation leaders, resident assistants and officers of recognized student organizations complete it as a standing requirement; any other student or employee can request a session through the Student Success Center.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nLength: 90 minutes. Cost: Free. Required for: Orientation leaders, RAs, Greek life officers. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLength\n90 minutes\nCost\nFree\nRequired for\nOrientation leaders, RAs, Greek life officers\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "campus-art-galleries.html", "title": "Galleries & public art", "description": "Exhibitions, installations, collections and student work across the Porter campus.", "headings": [ "Galleries & public art", "On this page", "The Furlong Gallery", "Public art around campus", "Beyond the gallery walls", "The practical details", "If you have a question" ], "content": "Campus life Galleries & public art\nExhibitions, installations, collections and student work across the Porter campus.\nThe Furlong Gallery\nThe ground-floor gallery in the Applied Arts Building runs five or six rotating exhibitions a year — faculty and visiting-artist shows in fall, the spring senior exhibitions where every graduating design and art student presents a body of work. It is open to the public at no charge whenever the building is open.\nPublic art around campus\nSculpture, murals and installations placed around campus since the 1970s are mostly student and alumni work, commissioned through juried calls funded by a small percentage of major construction budgets — a policy that means a new building on campus reliably means a new piece of public art with it.\nBeyond the gallery walls\nThe Museum & Collections office maintains a smaller historical collection tied to Porter’s manufacturing and manual-training origins — early machine-shop tools, student work from the 1890s — shown in rotating cases in Halvorsen Library rather than a dedicated museum building.\nThe practical details\nFurlong Gallery: Applied Arts Building, ground floor, free. Rotating shows: 5–6 per year, plus the spring senior exhibitions. Public art: Installed across campus since the 1970s, largely student- and alumni-made. These specifics can change from year to year, so confirm anything time-sensitive directly with the office below before you rely on it.\nIf you have a question\nThis is handled by Applied Arts Building Front Desk (Applied Arts Building, ground floor). Call (715) 555–0175 or email arts@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFurlong Gallery\nApplied Arts Building, ground floor, free\nRotating shows\n5–6 per year, plus the spring senior exhibitions\nPublic art\nInstalled across campus since the 1970s, largely student- and alumni-made\nWho to contact\nCollege of Arts & Design\nApplied Arts Building 200\nPhone\n(715) 555–0181\nEmail\ndesign@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFurlong Gallery exhibitions 2026–27\n2026–27 arts season\nApplied Arts Building\nArts & culture\nMuseum & collections\nMusic & theatre\nContact directory" }, { "url": "campus-buildings-and-what-happens-in-them.html", "title": "Campus buildings, and what happens in them", "description": "A plain guide to the main buildings — what each one is for and what you will go there to do.", "headings": [ "Campus buildings, and what happens in them", "On this page", "Founders Union — the front door for anything administrative", "Halvorsen Library — study, help, and technology", "Jarvis Technology Center — where things get built", "Ironclad Fieldhouse and the Forge Recreation Center", "The academic buildings", "Residence halls and dining", "North Campus and getting around" ], "content": "Campus life Campus buildings, and what happens in them\nA plain guide to the main buildings — what each one is for and what you will go there to do.\nFounders Union — the front door for anything administrative\nFounders Union holds the offices you deal with as a student: the Registrar, Student Financial Services and Financial Aid, Admissions, the Dean of Students, Career Services, Residence Life, and the student organizations suite. If you have a form, a bill, a hold, or a \"who do I even ask\" question, it is almost certainly Founders Union. The commuter lounge and a food venue are here too.\nHalvorsen Library — study, help, and technology\nMore than a library. Levels 1 and 2 cluster the Student Success Center, tutoring and the writing center, academic advising, accessibility services, the Technology Help Desk, research consultations, and quiet and group study space. The lower level is the Instructional Resources Service (textbook rental). Late hours during the semester, extended for finals.\nJarvis Technology Center — where things get built\nThe central makerspace, the digital fabrication lab, the Discovery Center's labs, and the capstone project space. Engineering, manufacturing, and design coursework with a hands-on component happens here. Get your shop and machine trainings done early so you can use it.\nIronclad Fieldhouse and the Forge Recreation Center\nThe Fieldhouse hosts athletics events, commencement, and the Career Conference. The Forge is student recreation — strength and cardio floors, the six-court gym, the pool, the climbing wall, the indoor track, group fitness studios. Enter the Forge with your Porter Card.\nThe academic buildings\nPrograms cluster by college: the applied-arts building for design and studio work, the engineering and technology buildings around Jarvis, the Health Sciences Center for nursing and the clinical programs with its simulation hospital, Millwright Hall for business and outreach. Your first-week task is finding yours before you need to be in it.\nResidence halls and dining\nEight residential communities, first-year halls clustered near the academic core. Founders Commons is the main all-you-care-to-eat dining hall; the Ironworks Food Hall in the union has the quick options; markets and cafés are spread across campus. Card access to your own hall is 24 hours.\nNorth Campus and getting around\nHealth services, counseling, and some upper-division and graduate space sit on North Campus, a short ride on the fare-free Porter Loop shuttle, which also reaches the remote parking lots and downtown every 12–15 minutes on weekdays. The campus map and the shuttle tracker are in the MyPorter app.\nAt a glance\nAdministrative anything\nFounders Union\nStudy + help + tech + textbooks\nHalvorsen Library\nBuild / prototype / capstone\nJarvis Technology Center\nRec\nForge Recreation Center (Porter Card entry)\nWho to contact\nVisitor & Campus Information\nFounders Union, main lobby\nPhone\n(715) 555–0188\nEmail\ninfo@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCampus map\nHalvorsen Library\nFounders Union\nCampus shuttle tracker\nNew student checklist\nFull contact directory" }, { "url": "campus-buildings.html", "title": "Campus buildings", "description": "A directory of the buildings on the UW–Porter Falls campus, what is inside each, and how to find them. Fictional parody content.", "headings": [ "Campus buildings", "Academic", "Athletics & recreation", "Student life", "Admissions & visitors" ], "content": "Campus map Campus buildings\nWhat is inside each building on the 86-acre campus, and how to find it.\nAcademic\nApplied Arts Building\nDesign, art, apparel and media studios, plus the Furlong Gallery.\nCommerce Hall\nHome of the College of Business — case rooms, a trading lab, and the Small Business Development Center.\nFounders Hall\nEngineering, manufacturing and applied-technology laboratories, and the oldest working building on campus.\nHalvorsen Library\nResearch collections, study floors from loud to silent, and student support all in one building.\nHealth Sciences Center\nThe simulation hospital and the teaching labs for nursing, dietetics and rehabilitation services.\nJarvis Technology Center\nComputing, cybersecurity, data and visualization labs, and an isolated cyber range.\nMillwright Hall\nThe main administration building — the Provost, Graduate School, Campus Safety, and University Communications all under one roof.\nUniversity Farm\nA working teaching farm east of campus used by food, agriculture, dietetics, environmental science and design courses.\nAthletics & recreation\nForge Recreation Center\nThe main student recreation facility — weights, courts, a climbing wall, a pool, and the group-fitness studios.\nIronclad Fieldhouse\nThe indoor home of Ironclad basketball, volleyball and wrestling — and the site of the largest campus events.\nMillwright Stadium\nThe outdoor stadium for football, soccer and track, on the north edge of campus by the river.\nStudent life\nFounders Commons\nThe residential dining building — home of The Forge all-you-care-to-eat hall and the campus catering kitchen.\nFounders Union\nThe campus living room: the food hall, student organizations, the one-stop student-account desk, and the Porter Card office.\nAdmissions & visitors\nWelcome Center\nThe front door for prospective students and families — admissions, campus visits, and the tour start.\nAlso\nIllustrated campus map\nAccessible routes & entrances\nPlan a visit" }, { "url": "campus-card.html", "title": "Campus Card", "description": "Your ID, key, meal plan, library card, transit pass and campus wallet — and what to do when it goes missing.", "headings": [ "Campus Card", "On this page", "What the one card does", "Adding money and checking balances", "Lost, stolen or broken", "Rules and privacy" ], "content": "Campus services Campus Card\nYour ID, key, meal plan, library card, transit pass and campus wallet — and what to do when it goes missing.\nWhat the one card does\nThe Campus Card is your photo ID and it also unlocks your residence hall and floor, taps you into the rec center and events, carries your meal swipes and Campus Cash, checks out library books and equipment, rides the Porter Falls city bus for free, and pays at printers, vending, laundry, the campus store, and many downtown businesses in the merchant program. Some lab and studio doors, after-hours building access, and exam check-ins are tied to it too. Because it is this many things at once, losing it matters more than losing a student ID at most schools.\nAdd a photo through the card portal before orientation and your card is printed and waiting; otherwise the Campus Card Office (Founders Union, ground floor) prints it on the spot with a government photo ID.\nAdding money and checking balances\nCampus Cash is a prepaid declining balance — you, or a parent with a guest login, load it by card or from the student account in MyPorter, and it is tax-free on food. It rolls over term to term while you are enrolled and is refunded (above a small minimum) when you graduate or withdraw. Meal swipes are set by your dining plan and reset weekly. Every balance and a full transaction history is in MyPorter and the app, which is worth checking monthly — a card left in a coat pocket that someone finds can be spent until you freeze it.\nMobile credential (tapping your phone or watch instead of the card) is available on supported devices; you still get a physical card as backup.\nLost, stolen or broken\nFreeze the card yourself, instantly, in the app or MyPorter — do this first, before anything else, because it stops spending and building access immediately and is reversible if the card turns up in your laundry. If it is gone for good, order a replacement in the portal or at the office; there is a replacement fee, waived if the card failed on its own or was taken in a documented theft. While you wait, the office and the residence hall desks can issue temporary building and dining access.\nA card that stops reading but is not lost is replaced free — bring it in rather than forcing it.\nRules and privacy\nThe card is yours alone: lending it for building access or meal swipes is a conduct violation for both students, and staff can confiscate a card being misused. The photo and card number are directory-limited; tap logs (which door, when) are protected records used for safety and billing, not shared casually. Keep the card out of direct heat and away from magnets and it lasts for your whole time at Porter.\nAt a glance\nOne card =\nPhoto ID, hall/floor key, meal plan + Campus Cash, library card, free city bus, rec/event entry, campus wallet\nMoney\nCampus Cash: prepaid, tax-free on food, rolls over while enrolled, refundable on exit. Swipes reset weekly\nLost it\nFreeze it in the app immediately (reversible) → then order a replacement; temp access from the office or hall desk\nDon't\nLend it — sharing a card for access or swipes is a conduct violation for both students\nRelated resources\nTransportation & parking\nCampus safety\nTechnology services\nCampus store\nWeather & campus closures\nContact directory" }, { "url": "campus-climate-survey.html", "title": "Campus Climate Survey", "description": "How the biennial campus climate survey works at UW-Porter Falls, what it measures, and how results are used.", "headings": [ "Campus Climate Survey", "What it measures", "Who takes it, and how often", "What happens to the results", "If you do not want to wait two years" ], "content": "Diversity & Campus Climate\nCampus Climate Survey\nA confidential, campus-wide survey run every other spring to find out how students, faculty and staff actually experience Porter day to day.\nWhat it measures\nThe survey asks about sense of belonging, experiences of bias or discrimination, comfort reporting a concern, and satisfaction with specific offices and spaces — not just overall \"how do you feel about Porter.\" Questions are grouped so results can be compared across colleges, class years, and identity groups without identifying an individual respondent.\nWho takes it, and how often\nAll enrolled students, faculty and staff are invited every other spring; participation is voluntary and responses are confidential, collected and reported through a third-party survey platform so no individual response is traceable to campus data systems. Response rate, not just results, gets reported publicly — a low turnout year is flagged as a limitation rather than quietly published as if it were representative.\nWhat happens to the results\nA summary report goes to the chancellor’s cabinet, the shared governance bodies , and the public within a semester of the survey closing. Specific offices are expected to respond in writing to findings that concern them directly — a climate item flagging a specific building or service triggers a response from whoever runs it, not just a general acknowledgment.\nIf you do not want to wait two years\nThe bias incident reporting process and the Title IX office both handle individual concerns as they happen; the climate survey is a periodic temperature check on the whole campus, not a substitute for reporting something specific now.\nQuick facts\nFrequency\nEvery other spring\nParticipation\nVoluntary and confidential\nResults published\nWithin one semester\nRelated\nTitle IX\nBias incident reporting\nUniversity governance" }, { "url": "campus-climate.html", "title": "Climate action", "description": "Energy, transportation and resilience work toward carbon-neutral campus operations.", "headings": [ "Climate action", "On this page", "Buildings and energy", "Transportation", "Resilience", "Where the emissions are", "Planning for a changing climate", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability Climate action\nEnergy, transportation and resilience work toward carbon-neutral campus operations.\nBuildings and energy\nProjects prioritize efficient envelopes, controls, heat recovery, renewable electricity and data-informed operation.\nTransportation\nWalking, cycling, transit, carpooling and gradual fleet electrification reduce commuting and campus travel emissions.\nResilience\nPlanning addresses heat, flooding, severe weather, continuity and support for people most affected by disruptions.\nWhere the emissions are\nMost of Porter’s operational carbon is in heating fourteen buildings through a Wesconsin winter, so the work is unglamorous: better envelopes, heat recovery, controls that actually get tuned, and renewable electricity contracts. Each building’s energy use is metered and visible.\nPlanning for a changing climate\nResilience planning covers summer heat in older buildings without full air conditioning, flooding along the Porter River and the Millrace, winter storm continuity, and making sure that the people most affected by a disruption — commuters, residents in older halls, employees without remote options — are considered first.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's oldest sustainability commitments are about water: the Millrace restoration, the rain gardens between Founders Hall and the Union, and a stormwater plan shared with the city. The campus climate goal is carbon-neutral operations, and progress is posted publicly each year rather than announced once.\nThe practical details\nGoal: Carbon-neutral campus operations. Reporting: Emissions and progress posted publicly each year. Focus areas: Buildings, transportation, resilience. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Office of Sustainability (Founders Union, Room 015). Call (715) 555-0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nGoal\nCarbon-neutral campus operations\nReporting\nEmissions and progress posted publicly each year\nFocus areas\nBuildings, transportation, resilience\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWaste, recycling & compost\nCampus garden\nFull contact directory" }, { "url": "campus-events-planning.html", "title": "Plan a campus event", "description": "Room reservations, risk review, accessibility, publicity, food, technology and closeout for student and university events.", "headings": [ "Plan a campus event", "On this page", "Start early", "Coordinate details", "Close the loop", "Start with the basics", "Coordinate and close the loop", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Plan a campus event\nRoom reservations, risk review, accessibility, publicity, food, technology and closeout for student and university events.\nStart early\nEvent owners submit a purpose, audience, date, space, attendance estimate, budget and accessibility needs before promotion begins.\nCoordinate details\nStaff review room setup, custodial needs, food safety, contracts, security, recording, parking, weather and required approvals.\nClose the loop\nAfter the event, organizers reconcile expenses, return equipment, document attendance or incidents and capture what to improve next time.\nStart with the basics\nAn event owner submits the purpose, audience, date, space, attendance estimate, budget and accessibility needs before any promotion goes out. Booking the room is the easy part; the review that follows is where the real planning happens.\nCoordinate and close the loop\nStaff review setup, custodial needs, food safety, contracts, security, recording, parking and weather, and flag which approvals a given event needs. Afterward, organisers reconcile expenses, return equipment, document attendance or incidents and write down what to change next time.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle, the lighted trail and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nLead time: Three weeks minimum; more for food, contracts or security. Accessibility: Required in the plan, not added later. Close-out: Reconcile expenses, return gear, note what to fix. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Dean of Students Office (Founders Union, Room 200). Call (715) 555-0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nLead time\nThree weeks minimum; more for food, contracts or security\nAccessibility\nRequired in the plan, not added later\nClose-out\nReconcile expenses, return gear, note what to fix\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nResidence life\nStudent organizations\nDining & meal plans\nFull contact directory" }, { "url": "campus-garden.html", "title": "Campus garden", "description": "Student-led growing, education and community food projects near North Campus.", "headings": [ "Campus garden", "On this page", "Participate", "Learning", "Harvest", "Anyone can dig in", "A classroom too", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability Campus garden\nStudent-led growing, education and community food projects near North Campus.\nParticipate\nVolunteer work sessions cover planting, watering, harvesting, composting and season extension; no experience is required.\nLearning\nCourses use the garden for soil, food systems, nutrition, design and community-engagement projects.\nHarvest\nProduce supports the campus pantry, teaching kitchens and volunteer shares according to each season’s yield.\nAnyone can dig in\nVolunteer work sessions cover planting, watering, harvesting, composting and season extension, and no experience or commitment is required — students drop in for an hour between classes. Tools, gloves and instruction are provided at the shed.\nA classroom too\nCourses in nutrition, soil science, design, business and community engagement use the garden as a site, and its produce supplies the campus food pantry first, then the teaching kitchens and volunteer shares. Winter programming moves indoors to seed-starting and planning.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's oldest sustainability commitments are about water: the Millrace restoration, the rain gardens between Founders Hall and the Union, and a stormwater plan shared with the city. The campus climate goal is carbon-neutral operations, and progress is posted publicly each year rather than announced once.\nThe practical details\nWhere: Between North Campus and the Riverfront Trail. Season: Work sessions April through October. Harvest: Campus food pantry, teaching kitchens, volunteer shares. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Office of Sustainability (Founders Union, Room 015). Call (715) 555-0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nWhere\nBetween North Campus and the Riverfront Trail\nSeason\nWork sessions April through October\nHarvest\nCampus food pantry, teaching kitchens, volunteer shares\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nClimate action\nWaste, recycling & compost\nFull contact directory" }, { "url": "campus-hours.html", "title": "Campus Hours This Week", "description": "Opening hours for the library, rec center, dining, campus store, help desk, Porter Card office and Welcome Center for Monday, October 12 through Sunday, October 18, 2026 — Millrace Week, with fall break on Thursday and Friday.", "headings": [ "Campus Hours This Week", "On this page", "Hours for October 12–18", "What is different this week", "Buildings and services not in the table", "Break and holiday hours ahead", "Where these hours come from" ], "content": "Campus life Campus Hours This Week\nOpening hours for the library, rec center, dining, campus store, help desk, Porter Card office and Welcome Center for Monday, October 12 through Sunday, October 18, 2026 — Millrace Week, with fall break on Thursday and Friday.\nHours for October 12–18\nThis is the week the campus calendar gets crowded. Millrace Week runs Sunday, October 11 through Saturday, October 17, and fall break falls on Thursday and Friday, October 15–16 : no classes meet, but university offices are open their regular hours. Several venues shorten their break-day hours; others stay open late for the Foundry pour, the Ring of Iron and the Forge Bowl. Times are a.m./p.m.; “midnight” means the end of that day.\nHalvorsen Library — Mon 12: 7:30am–midnight; Tue 13: 7:30am–midnight; Wed 14: 7:30am–midnight; Thu 15 (break): 7:30am–8pm; Fri 16 (break): 7:30am–6pm; Sat 17: 10am–6pm; Sun 18: Noon–midnight\nTechnology Help Desk (library, Level 1) — Mon 12: 7:30am–9pm; Tue 13: 7:30am–9pm; Wed 14: 7:30am–9pm; Thu 15 (break): 7:30am–5pm; Fri 16 (break): 7:30am–5pm; Sat 17: Noon–6pm (phone/email); Sun 18: Noon–6pm (phone/email)\nForge Recreation Center — Mon 12: 6am–11pm; Tue 13: 6am–11pm; Wed 14: 6am–11pm*; Thu 15 (break): 6am–9pm; Fri 16 (break): 6am–9pm; Sat 17: 9am–9pm; Sun 18: 9am–9pm\nThe Forge dining hall (Founders Commons) — Mon 12: 7am–8pm; Tue 13: 7am–8pm; Wed 14: 7am–8pm; Thu 15 (break): 7am–8pm; Fri 16 (break): 7am–8pm; Sat 17: Brunch 9:30–1:30; dinner 4:30–7; Sun 18: Brunch 10–2; dinner 4:30–7:30\nIronworks Food Hall (Founders Union) — Mon 12: 10:30am–midnight; Tue 13: 10:30am–midnight; Wed 14: 10:30am–midnight; Thu 15 (break): 10:30am–midnight; Fri 16 (break): 10:30am–1am; Sat 17: 11am–1am; Sun 18: 11am–midnight\nNorth Market (North Campus) — Mon 12: 7am–1am; Tue 13: 7am–1am; Wed 14: 7am–1am; Thu 15 (break): 7am–1am; Fri 16 (break): 7am–1am; Sat 17: 8am–1am; Sun 18: 8am–1am\nLibrary Café — Mon 12: 7:30am–9pm; Tue 13: 7:30am–9pm; Wed 14: 7:30am–9pm; Thu 15 (break): 7:30am–3pm; Fri 16 (break): 7:30am–3pm; Sat 17: 11am–4pm; Sun 18: Noon–8pm\nEngineering Express (Founders Hall) — Mon 12: 7:30am–2:30pm; Tue 13: 7:30am–2:30pm; Wed 14: 7:30am–2:30pm; Thu 15 (break): 5:30–8pm only (pour); Fri 16 (break): Closed; Sat 17: Closed; Sun 18: Closed\nHealth Sciences Coffee — Mon 12: 7am–2pm; Tue 13: 7am–2pm; Wed 14: 7am–2pm; Thu 15 (break): Closed; Fri 16 (break): Closed; Sat 17: Closed; Sun 18: Closed\nCampus Store (Founders Union) — Mon 12: 8am–6pm; Tue 13: 8am–6pm; Wed 14: 8am–6pm; Thu 15 (break): 8am–8pm; Fri 16 (break): 8am–8pm; Sat 17: 8am–5pm, plus stadium tent 11–4; Sun 18: Noon–4pm\nPorter Card Office (Founders Union 112) — Mon 12: 8am–4:30pm; Tue 13: 8am–4:30pm; Wed 14: 8am–4:30pm; Thu 15 (break): 8am–4:30pm; Fri 16 (break): 8am–4:30pm; Sat 17: Closed; Sun 18: Closed\nWelcome Center & Admissions (the Depot) — Mon 12: 8am–4:30pm; Tue 13: 8am–4:30pm; Wed 14: 8am–4:30pm; Thu 15 (break): 8am–4:30pm; Fri 16 (break): 8am–4:30pm; Sat 17: 9am–noon; Sun 18: Closed\n*Wednesday the pool closes to lap swim from 5 to 8:30 p.m. for the cardboard boat regatta. The rest of the building keeps normal hours, and spectators use the pool-deck bleachers.\nWhat is different this week\nThursday night. Engineering Express opens only for the Foundry pour, selling cider and coffee from the Founders Hall east lobby. The Forge Makerspace closes at 4 p.m. so its student mentors can staff the rail. Details are in the Foundry pour preview .\nSaturday. The Forge serves brunch early so people can get to the 1 p.m. kickoff, and stops serving dinner at 7 p.m. ahead of the 7:30 fireworks. Founders Drive is closed to cars from 9:30 a.m. to noon for the homecoming parade.\nThe campus store stays open late on Thursday and Friday for alumni. Heritage trivets go on sale Friday at 8 a.m., limit two per person.\nAdmissions keeps its Millrace Week Saturday hours, 9 a.m. to noon, with student-led tours leaving the Depot at 9:30 and 10:30.\nPorter Card office is closed on the weekend. If you lose your card, freeze it in the MyPorter app. Hall desks can issue a temporary access card. See the Porter Card .\nBuildings and services not in the table\nFounders Union is open 7 a.m. to midnight, and until 1 a.m. on Friday and Saturday of Millrace Week. Academic buildings lock at 10 p.m. Card access after that follows your trainings and enrollment, as described on the after-hours building access page. Campus Safety in Millwright Hall is staffed 24 hours a day at (715) 555–0191. The Porter Loop runs its usual 12-minute headways Monday to Wednesday, a break-day schedule (every 20 minutes) on Thursday and Friday, and an 8-minute game-day loop with a stadium stop from 10 a.m. Saturday. Buses are live on the shuttle tracker .\nBreak and holiday hours ahead\nThanksgiving recess, Wed Nov 25 – Sun Nov 29 — What changes: University offices close Thursday and Friday, Nov 26–27. The Forge closes after lunch Wednesday and reopens for Sunday dinner. Ironworks and North Market run 11 a.m.–7 p.m. except Thursday, when both are closed. The library is open 7:30–5 Wednesday, closed Thursday, 10–5 Friday and Saturday, and noon–midnight Sunday.\nFinals week, Dec 14–18 — What changes: Halvorsen Library is open 24 hours from noon Sunday, Dec 13, until 6 p.m. Friday, Dec 18. A Porter Card is required after midnight. See the final exam schedule .\nCommencement, Sat Dec 19 — What changes: The Forge serves a graduates’ brunch from 9 a.m. to 1:30 p.m. Fall dining service ends after that.\nWinter closure, Dec 24 – Jan 1 — What changes: Offices, the library, dining and the rec center are closed. Campus Safety and break housing stay open. See dining during breaks .\nWinter Term, Jan 4–22 — What changes: Reduced hours. Ironworks is the only dining location open, and the library runs 8 a.m.–8 p.m. on weekdays.\nAdministrative closures follow the staff holiday calendar . Class days follow the academic calendar . The two calendars do not always agree.\nWhere these hours come from\nUniversity Communications updates this page every Friday afternoon from the hours each unit sends in. The dining app, the library website and the PorterRec app show live hours, and they win if they disagree with this page, for example when a pipe bursts on a Tuesday. If you find an hour that is wrong, email the Founders Union information desk and someone will fix it the same day. The desk has caught the same Sunday typo three weeks running.\nAt a glance\nWeek\nMon, Oct 12 – Sun, Oct 18, 2026\nFall break\nThu–Fri, Oct 15–16: no classes, offices open\nOpen latest\nNorth Market and Ironworks, 1 a.m.\nSaturday\nForge Bowl 1 p.m.; fireworks 7:30 p.m.\nNext change\nThanksgiving recess, Nov 25–29\nWho to contact\nFounders Union Information Desk\nFounders Union, main level\nPhone\n(715) 555–0188\nEmail\ninfo@uwporterfalls.edu\nHours\nDaily, 8 a.m.–10 p.m.\nRelated resources\nDining menus this week\nCampus status\nHalvorsen Library\nForge Recreation Center\nCampus store\nWelcome Center" }, { "url": "campus-job-search.html", "title": "Finding and keeping a campus job", "description": "The search, the paperwork, supervisor expectations, hour limits, and getting a reference out of it.", "headings": [ "Finding and keeping a campus job", "On this page", "Where the jobs are", "Applying", "The paperwork before day one", "Hours and pay", "Being good at it", "Turning it into a reference" ], "content": "Career services Finding and keeping a campus job\nThe search, the paperwork, supervisor expectations, hour limits, and getting a reference out of it.\nWhere the jobs are\nOn-campus openings post in PorterConnect year-round, with the biggest hiring in August and January. Dining, recreation, housing, the library, and technology hire the most students and train you from zero. Work-study eligibility (from your aid offer) widens the pool but is not required for most jobs and does not guarantee one.\nApplying\nTreat it like a real application: a one-page résumé (the career center will review it same-week at a drop-in), a short note on availability by day and hour, and a professional email. Departments often hire fast in the first two weeks of a term, so apply before the semester starts if you can.\nThe paperwork before day one\nYou cannot start until federal employment forms are complete and verified in person — bring original ID documents (a passport, or a driver’s license plus a Social Security card or birth certificate). International students need a Social Security number, which requires a job offer first; the international office walks you through it.\nHours and pay\nStudent positions are generally capped around 20–25 hours per week across all campus jobs combined during the term, less if your visa or an athletics rule sets a lower limit. You are paid on the regular payroll cycle by direct deposit; submit your time by the deadline each period or the check slips to the next one.\nBeing good at it\nThe bar for a great student employee is low and almost entirely about reliability: show up on time, tell your supervisor early when class conflicts change, ask when you are unsure, and take the boring parts seriously. Supervisors plan schedules around your courses; give them the same courtesy back.\nTurning it into a reference\nA campus supervisor who has watched you be dependable for two semesters is a strong reference and often your first professional one. Near the end of a job, ask directly whether they would be a reference, and give them your résumé and the kind of role you are targeting so the reference is specific.\nAt a glance\nListings\nPorterConnect — heaviest hiring in August and January\nBefore day one\nI-9 in person with original ID documents\nHours\n~20–25/week total during the term (less on some visas)\nPayoff\nA reliable supervisor becomes your first reference\nWho to contact\nStudent Employment\nFounders Union 210\nPhone\n(715) 555–0138\nEmail\nstudentjobs@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudent employment\nFinding an on-campus job\nOnboarding: I-9 & W-4\nStudent employee hour limits\nFederal work-study guide\nFull contact directory" }, { "url": "campus-jobs-as-career-development.html", "title": "Campus jobs as career development", "description": "Use a student job to build credible experience, feedback, and references—not only a paycheck.", "headings": [ "Campus jobs as career development", "On this page", "Name what the job teaches", "Ask for stretch work", "Use the midyear conversation", "Leave with a usable reference" ], "content": "Student employment Campus jobs as career development\nUse a student job to build credible experience, feedback, and references—not only a paycheck.\nName what the job teaches\nFront desks, dining shifts, laboratory prep, peer tutoring, grounds work, and office support all produce transferable evidence: reliability, judgment, documentation, customer communication, safety, cash handling, or training others. At the start of a job, student and supervisor choose two competencies to develop on purpose.\nAsk for stretch work\nOnce the basics are reliable, ask to own a bounded improvement: revise a checklist, analyze recurring questions, train a new employee, document a process, or coordinate a small event. The best stretch work solves a real unit need and ends with something you can show or describe.\nUse the midyear conversation\nDo not wait for a reference request to learn how your work is perceived. A short midyear review covers what is going well, one behavior to strengthen, and one next responsibility. Save the feedback and a non-confidential work sample in your applied-learning record.\nLeave with a usable reference\nBefore the job ends, confirm whether the supervisor is comfortable serving as a reference, which contact information to use, and what work they can speak about. Send them your résumé and the kinds of roles you are pursuing. Good references are prepared, specific, and never surprised.\nAt a glance\nStart\nChoose two career-readiness competencies with the supervisor\nStretch\nOwn one small improvement after core duties are solid\nKeep\nFeedback, outcomes, and non-confidential work samples\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudent employment\nCareer readiness competencies\nFull contact directory" }, { "url": "campus-life.html", "title": "Campus life", "description": "A campus of 8,412 in a town of 11,000, small enough that the mayor guest-lectures most years.", "headings": [ "Campus life", "New Student Orientation", "Traditions", "The town", "Support for the whole student", "Take the next step." ], "content": "Campus life\nCampus life\nA campus of 8,412 in a town of 11,000 — small enough that the mayor guest-lectures\nin the Business college most years.\n90+ Student organizations\nProfessional groups, identity-based communities, arts, service and recreation.\nFind your organization → 14 Varsity teams\nCompete, cheer or join intramural and club sports at every experience level.\nExplore athletics → 8 Residence communities\nFirst-year, transfer and interest-based communities with live-in support.\nCompare housing →\nNew Student Orientation\nOrientation runs the week before fall classes begin: move-in, advising, a placement test for anyone who\nwants to test out of a course, and a welcome address from the chancellor that has run under twelve minutes\nfor six years running.\nTraditions\nThe pep band at a home football game.\nHomecoming. Late September, built around the Ironclads' first home conference game.\nFounders Week. A week of lectures and open houses each October marking the 1893 charter.\nSenior Design Showcase. Every college runs its own each spring; Engineering & Technology's\ndraws recruiters from as far as the Cities.\nThe town\nPorter Falls has one main street, a food co-op, a movie theater that still runs 35mm on Tuesdays, and a\nnoticeable number of businesses started by alumni who meant to leave after graduation and didn't.\nSupport for the whole student\nAcademic success\nPeer tutoring, writing support, accessibility services and faculty advising are available from the first week through graduation.\nHealth and belonging\nStudent health, counseling, multicultural programs, recreation and student government help make campus a place to participate—not simply attend.\nQuick links\nStudent stories\nCampus hours this week\n2026–27 arts season\nFall 2026 athletics schedule\nHousing\nDining\nClubs & organizations\nStudent services\nUniversity recreation\nEsports\nSustainability\nParents & families\nCampus map\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "campus-lost-found.html", "title": "Lost & found", "description": "One central lost-and-found in Founders Union, plus what happens to unclaimed items and found ID cards.", "headings": [ "Lost & found", "On this page", "How it works", "Unclaimed items", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Lost & found\nOne central lost-and-found in Founders Union, plus what happens to unclaimed items and found ID cards.\nHow it works\nEvery building's front desk sends found items to the Founders Union information desk within a day, so there is one place to check rather than a dozen. High-value items (laptops, wallets, keys) are logged and held in a locked cabinet; a claimant describes the item before it's handed over.\nUnclaimed items\nHeld 30 days, then donated to a local charity or, for electronics, wiped and given to the campus tech-reuse program. Found Porter Cards are deactivated immediately and routed to the Campus Card office for pickup.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nLocation: Founders Union information desk. Hours: Whenever the building is open. ID cards: Deactivated on intake and returned to the Campus Card office. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nFounders Union information desk\nHours\nWhenever the building is open\nID cards\nDeactivated on intake and returned to the Campus Card office\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "campus-map-accessibility.html", "title": "Accessible campus map", "description": "Routes, entrances, elevators, restrooms, construction notices and accessible parking.", "headings": [ "Accessible campus map", "On this page", "Built around the compact campus", "Elevators and workarounds", "Construction and winter", "The practical details", "If you have a question" ], "content": "Campus map Accessible campus map\nRoutes, entrances, elevators, restrooms, construction notices and accessible parking.\nBuilt around the compact campus\nBecause the academic core is 86 acres and mostly level, most accessible routes simply follow the paved Riverfront Trail and the Porter Loop stops rather than a separate detour; the exceptions — the older wing of the Applied Arts Building, the Millrace overlook near Founders Union — are flagged individually on the map.\nElevators and workarounds\nEvery multi-story building has at least one elevator, and the map shows live outage status pulled from a facilities feed rather than a static note, since an out-of-service elevator is exactly the kind of thing that makes a static map useless the week it matters.\nConstruction and winter\nConstruction fencing and winter ice both regularly close a marked route for a period of days; Facilities posts detours to the same map rather than a separate page, and Campus Safety can arrange an escort around a closure with same-day notice.\nThe practical details\nStep-free routes: Marked between every academic building. Elevators: In all multi-story buildings; status posted live. Construction notices: Updated weekly during the academic year. These specifics can change from year to year, so confirm anything time-sensitive directly with the office below before you rely on it.\nIf you have a question\nThis is handled by Facilities & Campus Planning (Millwright Hall, Room 40). Call (715) 555–0245 or email facilities@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStep-free routes\nMarked between every academic building\nElevators\nIn all multi-story buildings; status posted live\nConstruction notices\nUpdated weekly during the academic year\nWho to contact\nFacilities & Campus Planning\nMillwright Hall 40\nPhone\n(715) 555–0145\nEmail\nfacilities@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCampus map\nAccessibility\nAccessibility Services\nTransportation & parking\nContact directory" }, { "url": "campus-master-plan.html", "title": "Campus Master Plan", "description": "The current campus master plan at UW-Porter Falls: priority projects, sustainability targets, and how the campus community gives input.", "headings": [ "Campus Master Plan", "What a master plan is for", "Current priorities", "Sustainability targets", "How the campus community gives input" ], "content": "About\nCampus Master Plan\nA rolling ten-year plan for what gets built, renovated, or torn down next, and how the campus stays walkable while it happens.\nWhat a master plan is for\nThe master plan is not a construction schedule with fixed dates; it is a shared, regularly updated map of priorities — which buildings need replacing or renovating first, where new construction fits without losing green space, and how growth in one program (a new lab wing) is weighed against deferred maintenance somewhere else (an aging residence hall roof).\nCurrent priorities\nThe three projects furthest along are a renovation of Kessler Hall’s HVAC and accessibility systems, a planned addition to the Halvorsen Library for a expanded 24-hour study zone, and site preparation for the advanced manufacturing and robotics lab funded by the 2026 federal workforce-development grant (see the grant announcement ).\nSustainability targets\nNew construction and major renovations are built to a minimum LEED Silver standard, and the plan sets a campus-wide target of cutting building energy use per square foot by 20 percent over the plan’s ten-year horizon — tracked alongside the sustainability office’s other goals, including the solar array behind the Fieldhouse.\nHow the campus community gives input\nA public open house happens each fall when the plan is updated, and a standing planning-and-space committee with student, faculty and staff representation reviews proposals before they reach the chancellor’s cabinet. Comments on the current draft go to planning@uwporterfalls.edu .\nQuick facts\nPlanning horizon\n10 years, updated annually\nNew-construction standard\nLEED Silver minimum\nEnergy-reduction target\n20% per square foot over 10 years\nRelated\nConstruction updates\nSustainability\nCampus map\nCapital campaign & naming opportunities" }, { "url": "campus-pharmacy.html", "title": "Campus pharmacy", "description": "The pharmacy inside Student Health — what it fills, what it stocks over the counter, and how insurance works there.", "headings": [ "Campus pharmacy", "On this page", "What it does", "Insurance and cost", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Campus pharmacy\nThe pharmacy inside Student Health — what it fills, what it stocks over the counter, and how insurance works there.\nWhat it does\nThe pharmacy fills new prescriptions written at Student Health and will transfer an existing prescription from a hometown pharmacy so you're not driving home for refills. It stocks the common over-the-counter things — pain relievers, allergy medicine, cold care, first-aid supplies — often cheaper than the convenience store.\nInsurance and cost\nBring your prescription insurance card; the pharmacy bills it directly. Students on the university health plan have pharmacy coverage built in. Without coverage, ask about the generic price — for most routine medicines it's low enough that running it through insurance barely matters.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nLocation: Student Health Center, ground floor. Fills: Prescriptions from Porter clinicians and transfers from an outside prescriber. Pay with: Most major prescription plans, the student health plan, Porter Card, or card. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nStudent Health Center, ground floor\nFills\nPrescriptions from Porter clinicians and transfers from an outside prescriber\nPay with\nMost major prescription plans, the student health plan, Porter Card, or card\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "campus-police.html", "title": "Campus Safety & police", "description": "Who they are, the free safety services worth using, how to report, and where to see the crime data.", "headings": [ "Campus Safety & police", "On this page", "Who they are and what they cover", "Free services worth using", "Reporting", "Transparency and the data" ], "content": "Campus safety Campus Safety & police\nWho they are, the free safety services worth using, how to report, and where to see the crime data.\nWho they are and what they cover\nFictional Porter Campus Safety is staffed 24 hours a day, every day, with licensed officers who have the same authority as any municipal department on university property plus a broader safety-services role — they respond to emergencies, patrol on foot, bike, and vehicle, run the emergency notification system, and coordinate with Porter Falls police and fire for anything that crosses the campus line. Call 911 first for any emergency; call Campus Safety at (715) 555–0191 for non-emergencies, or after 911 so they can meet responders and guide them on campus. There is a business office for records, permits, and questions, plus blue-light emergency phones across campus that connect straight to dispatch when pressed.\nFree services worth using\nSafe walk / safe ride: any hour, an officer or trained student escort will walk you or drive you between campus points and nearby off-campus housing — use it, that is what it is for. Building and residence security assessments; personal-safety and active-threat education sessions for a class, floor, or organization; bike and laptop registration so a recovered item can be returned to you; vacation-home checks for residence hall rooms and nearby houses over break; lost and found; vehicle assists (jump-start, unlock, air); and stock naloxone and AED training. Most can be requested online in a couple of minutes.\nReporting\nReport a crime, a suspicious person, or a safety hazard by phone, at the business office, through the online reporting form for non-emergencies, or anonymously through the tip line and the mobile safety app. For a concern about a person who is struggling or acting in a way that worries you but is not a crime, use the behavioral-concern / CARE referral, which routes to a support team rather than an enforcement response. Reports of sexual or gender-based misconduct can go to Campus Safety, the Title IX office, or a confidential advocate — you choose, and choosing the advocate first keeps your options open. You can report something that happened elsewhere or a while ago; they will help you find the right agency if it is not theirs.\nTransparency and the data\nA daily crime and fire log is public at the business office and online, listing the nature, date, location, and disposition of each reported incident. The Annual Security and Fire Safety Report — published every year and required by federal law — compiles three years of campus crime statistics, the university's policies on alcohol, drugs, weapons, and sexual misconduct, emergency and evacuation procedures, and prevention programming; anyone can request a paper copy for free. Timely-warning and emergency notifications go out through Porter Alert when there is a serious ongoing threat.\nAt a glance\nReach them\n911 first for emergencies; Campus Safety (715) 555–0191 for non-emergencies and to guide responders on campus. 24/7, plus blue-light phones\nFree services\nSafe walk/ride any hour, security assessments, safety education, bike/laptop registration, break room checks, vehicle assists, lost and found\nReporting\nPhone, online form, or anonymous tip line/app; CARE referral for a worrying-but-not-criminal concern; survivors choose Campus Safety, Title IX, or a confidential advocate\nData\nPublic daily crime log + the federally required Annual Security & Fire Safety Report (3 years of stats, free on request)\nRelated resources\nTimely warnings & crime log\nEmergency information\nAnnual security & fire safety report\nContact directory" }, { "url": "campus-preschool.html", "title": "The campus preschool", "description": "A licensed early-childhood program on campus, prioritised for the children of students, with a standing waitlist.", "headings": [ "The campus preschool", "On this page", "Who it serves", "The waitlist", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life The campus preschool\nA licensed early-childhood program on campus, prioritised for the children of students, with a standing waitlist.\nWho it serves\nPlaces go to student-parents first, then university employees, then Porter Falls families as space allows. It doubles as the education college's lab school, so early-childhood students observe and student-teach there under the regular staff.\nThe waitlist\nDemand outruns capacity most of the year; families are advised to join the waitlist the term before they need care, and most openings appear between academic years rather than mid-term.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nLocation: Child & Family Center, near North Commons. Ages: 18 months to 5 years. Priority: Student-parents first, then employees, then the community. Waitlist: Join as early as possible; turnover is mostly seasonal. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nChild & Family Center, near North Commons\nAges\n18 months to 5 years\nPriority\nStudent-parents first, then employees, then the community\nWaitlist\nJoin as early as possible; turnover is mostly seasonal\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "campus-radio-podcast.html", "title": "Campus radio & podcast studio", "description": "A student-run station and a bookable podcast recording booth in Founders Union.", "headings": [ "Campus radio & podcast studio", "On this page", "The radio station", "The podcast booth", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student life Campus radio & podcast studio\nA student-run station and a bookable podcast recording booth in Founders Union.\nThe radio station\nWPRT streams online around the clock, with student DJs holding regular shifts and a rotating specialty-show schedule; anyone can apply for a shift after a short training session, no broadcasting experience required.\nThe podcast booth\nA soundproofed booth in Founders Union is free to book by the hour for any student project, club or class assignment; a quick training session covers the equipment before a group's first solo booking.\nIn and around Porter Falls\nStudent life at Porter is organised out of Founders Union, the building students call the campus living room. The Dean of Students Office is on the second floor.\nThe practical details\nStation: WPRT, streaming online, student DJ shifts. Podcast booth: Free, book by the hour through the involvement suite. Equipment: Provided; training required before first solo use. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStation\nWPRT, streaming online, student DJ shifts\nPodcast booth\nFree, book by the hour through the involvement suite\nEquipment\nProvided; training required before first solo use\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nForging Day One podcast\nReligious & spiritual life\nROTC & Military Science\nCommon Reading Program\nHomecoming parade\nFull contact directory\nThe Porter Current (student newspaper)" }, { "url": "campus-safety.html", "title": "Campus Safety & Emergency Management", "description": "Campus Safety at UW–Porter Falls: 24/7 dispatch, blue lights, emergency alerts, the Porter Loop night shuttle, and the student-run Safety Escort program.", "headings": [ "Campus Safety & Emergency Management", "On this page", "Personnel and operations", "Safety Escort program", "Blue lights, cameras, and dispatch", "Emergency alerts and communication", "Night transportation", "Preparedness and training" ], "content": "Student services Campus Safety & Emergency Management\n14 sworn officers, 30 student Safety Escorts, 42 blue-light phones, a 24/7 dispatch center, and the Porter Loop night shuttle — safety is a shared habit, not just a department.\nPersonnel and operations\nCampus Safety Department (Founders Hall 105, 24/7/365): 14 sworn officers (Wesconsin Law Enforcement Standards Board certified, arrest authority on campus + adjacent city streets), 4 dispatchers (EMD certified, 911 transfer capability), 1 director (former state police captain), 1 emergency manager (CEM, runs exercises + continuity planning). Jurisdiction: All university property + 500 ft buffer (city MOU). Policies: Community-policing model (foot/bike patrol > cruiser), de-escalation first, body cameras (30-day retention), bias-free policing annual audit. Annual stats (2024): 2,100 calls for service, 85% service/assist (lockouts, jump-starts, escorts), 12% medical, 3% criminal (mostly theft from unlocked vehicles/dorms), 0 use-of-force incidents.\nSafety Escort program\nStudent-run, staff-supervised: 30 Safety Escorts (paid, Tier 2 wages, 10 hrs/week each), trained in: situational awareness, verbal de-escalation, bystander intervention, first aid/CPR, radio protocol. Hours: Sun–Thu 6 p.m.–2 a.m., Fri–Sat 6 p.m.–3 a.m. (extended during finals). Request: Call/text 715-555-0188 (Campus Safety dispatch) or tap any blue-light phone — Escort meets you in 5–10 min, walks/rides with you to any campus destination or adjacent off-campus block. Volume: ~4,200 escorts/year; 78% are students walking alone at night, 15% are visitors, 7% are staff/faculty. Gear: High-vis vests, flashlights, radios, first-aid kits, weather-appropriate outerwear. Hiring: Apply via Handshake (fall/spring), 20-hr training academy, background check, 1-semester probation.\nBlue lights, cameras, and dispatch\n42 blue-light emergency phones (towers + wall-mounts): 28 on campus paths, 8 in parking lots, 6 at Rec Center/Forge/Makerspace. Activation: Press red button → instant 2-way audio to dispatch → location auto-identified → officer/escort dispatched. Cameras: 180 exterior (paths, lots, building entries), 40 interior (lobbies, Rec Center, Forge) — no cameras in residence hall rooms, restrooms, lactation rooms, prayer spaces. Retention: 30 days (auto-delete), extendable for active investigations. Dispatch center: 4 consoles, CAD (Computer-Aided Dispatch), GIS mapping, direct radio to Porter Falls PD, Wesconsin State Patrol, Valley Health EMS. 911 integration: Campus Safety answers campus 911 calls (transfer from county PSAP); EMD protocols for medical.\nEmergency alerts and communication\nPorter Alert (Rave Mobile Safety): SMS, email, push (app), desktop popup, digital signage takeover, PA override. Triggers: Active threat, tornado warning, building evacuation, campus closure, gas leak, credible bomb threat. Opt-out: Not allowed for safety-critical; marketing/opt-in lists separate. Testing: Monthly silent test (first Tuesday 10 a.m.), semester live test (announced). Parents/families: Opt-in at orientation or families.uwporterfalls.edu/alerts . Clery Act: Annual Security Report (Oct 1), daily crime log (public, 60-day retention), timely warnings for Clery crimes (ongoing threat). Anonymous reporting: silentwitness.uwporterfalls.edu (online form, text 715-555-0199) — goes to Director + Dean of Students, not dispatch.\nNight transportation\nPorter Loop Night Loop (Thu–Sat, 10 p.m.–2 a.m.): 2 buses, 20-min headway, route: Founders Hall → Depot District → Cedar Bluff strip → major off-campus complexes (Founders Row, Millrace Lofts, Bluffview Commons) → back to Founders Hall. Safe Ride Vouchers (from Porter Cares ): $15 rideshare credit (Uber/Lyft), 5/semester per student, no questions asked — for when Night Loop doesn’t run or destination is outside route. Safety Escort + Shuttle combo: Escort walks you to Night Loop stop, meets you at drop-off, walks you to door. Designated Driver Punch Card: 5 DD rides to/from Depot District/Cedar Bluff = free non-alcoholic flight at Millrace Brewing or Founders Fermentation .\nPreparedness and training\nAnnual exercises: Full-scale active threat (spring, with Porter Falls PD, Valley Health EMS, Wesconsin Emergency Management), tabletop cyber incident (fall, with IT), tornado shelter drill (March, statewide), building evacuation drills (each building, semester). Training for students: Active Threat Response (Run-Hide-Fight, 1 hr, required for first-years, open to all), Bystander Intervention (Green Dot, 2 hrs, monthly), CPR/AED/Stop the Bleed (4 hrs, free, certification), Personal Safety (situational awareness, verbal defense, 1 hr). Faculty/staff: Classroom Emergency Procedures (annual, 30 min), Threat Assessment Team referrals (behavioral intervention, not discipline). Continuity: Each department has a COOP (Continuity of Operations Plan) updated annually; critical functions (payroll, research animals, server rooms) have 72-hr resilience.\nAt a glance\nSworn officers\n14 (24/7 patrol, bike/foot focus)\nSafety Escorts\n30 students, 6 p.m.–2/3 a.m.\nBlue lights\n42 (paths, lots, facilities)\nNight shuttle\nPorter Loop Night Loop (Thu–Sat 10p–2a)\nSafe Ride vouchers\n$15 rideshare, 5/semester (Porter Cares)\nRelated resources\nCampus status\nCampus safety FAQ\nStudent services overview\nPorter Cares (Safe Ride vouchers)\nPorter Loop & parking\nHealthcare & counseling\nRec Center hours\nNightlife safety" }, { "url": "campus-school.html", "title": "Porter Campus School", "description": "A K-8 laboratory school on campus where education majors student-teach under a licensed mentor, years before their formal placement.", "headings": [ "Porter Campus School", "What it is", "Why it exists", "For Campus School families", "Practical next step" ], "content": "Academics Porter Campus School\nA K-8 laboratory school on campus where education majors student-teach under a licensed mentor, years before their formal placement.\nWhat it is\nThe Campus School is a real K-8 public school — roughly 260 students, drawn from an open lottery across Porter Falls and three neighboring districts — that happens to operate inside the College of Education's own building. Every classroom has a licensed lead teacher and, most weeks, one or more Elementary Education , Special Education , or Technology & Engineering Education majors observing, assisting, or leading a lesson under direct supervision.\nWhy it exists\nMost education programs place students in a partner school district for their first classroom hours, sophomore or junior year at the earliest. Porter's Campus School gives education majors a supervised classroom starting in their first education course — observing in year one, assisting with small groups by year two, leading full lessons under a mentor well before the full-semester student teaching placement most alumni point to as the program's defining experience. Faculty describe it as lowering the stakes of a new teacher's first real mistakes: made in front of a mentor and a professor, not alone in an unfamiliar district three states away.\nFor Campus School families\nThe school follows the same state curriculum standards and testing calendar as any other Wesconsin public school; the university affiliation means smaller average class sizes (roughly 18 students, capped by classroom space, not by policy) and a rotating slate of extra adult attention, not a different diploma or curriculum track. Enrollment runs through the standard open-enrollment lottery each spring.\nPractical next step\nSchedules, rooms, weather, capacity and accessibility can change. Check the current notice before traveling and contact the host early when you need an accommodation or alternate route.\nRelated resources\nElementary Education\nSpecial Education\nColleges & schools\nCampus map\nContact directory" }, { "url": "campus-shuttle-tracker.html", "title": "Porter Loop shuttle tracker", "description": "Live shuttle locations and arrival estimates for the Porter Loop and the North Campus connector.", "headings": [ "Porter Loop shuttle tracker", "On this page", "What the tracker shows", "The two routes", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Porter Loop shuttle tracker\nLive shuttle locations and arrival estimates for the Porter Loop and the North Campus connector.\nWhat the tracker shows\nEach shuttle's live position and an arrival estimate for every stop, pulled from the vehicles' own GPS rather than the printed schedule — useful in a Wesconsin January when standing at a stop guessing is the alternative.\nThe two routes\nThe Porter Loop circles the academic core and the south quad residence halls; the North Campus connector runs the Riverfront Trail corridor to the athletics fields and Ironclad Apartments. They share a transfer point at Founders Union.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nWhere: MyPorter, or the screens at each stop. Routes: Porter Loop (campus core) and the North Campus connector. Runs: Every 10–12 minutes during class hours, hourly evenings. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nMyPorter, or the screens at each stop\nRoutes\nPorter Loop (campus core) and the North Campus connector\nRuns\nEvery 10–12 minutes during class hours, hourly evenings\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "campus-status.html", "title": "Campus Status", "description": "The current state of campus as of Friday, October 9, 2026, 7:30 a.m.: no active emergency, plus known service notices, elevator outages, construction detours and the weather outlook for Millrace Week.", "headings": [ "Campus Status", "On this page", "Current status: all clear", "Service notices", "Elevator and accessibility outages", "Construction detours", "Weather outlook", "How alerts work" ], "content": "Campus life Campus Status\nThe current state of campus as of Friday, October 9, 2026, 7:30 a.m.: no active emergency, plus known service notices, elevator outages, construction detours and the weather outlook for Millrace Week.\nCurrent status: all clear\nCampus is open and operating normally. No Porter Alert is active, and none has been issued since the scheduled system test on September 16. Classes meet as scheduled through Wednesday, October 14. Thursday and Friday, October 15–16, are fall break, when classes do not meet and offices stay open. The most recent update to this page was posted at 7:30 a.m. on Friday, October 9, by Porter Campus Safety.\nDuring an emergency, this page shows only the active event and its instructions, and everything below is hidden. An event ends only when an “All clear” message is sent. Silence or a social-media post does not end it.\nService notices\nFounders Drive closed to cars for the homecoming parade — When: Sat, Oct 17, 9:30 a.m.–noon; What to do: Use the north entrance. The Porter Loop detours along Mill Street.\nThe quad closes for fireworks setup — When: Sat, Oct 17, from 4 p.m.; What to do: Use the Millrace path. Fireworks start at 7:30 p.m., and the quad reopens at about 8:15.\nFounders Hall east entrance restricted for the Foundry pour — When: Thu, Oct 15, from 5:30 p.m.; What to do: Pour spectators only. Everyone else uses the west doors.\nWi-Fi degraded on the Ironclad Fieldhouse concourse — When: Since Oct 7; What to do: Replacement access points go in Tuesday night. See IT service status .\nForge Rec pool closed to lap swim — When: Wed, Oct 14, 5–8:30 p.m.; What to do: The cardboard boat regatta is using it.\nThis week’s opening times are on campus hours .\nElevator and accessibility outages\nFounders Hall, east elevator (No. 2): out of service through Friday, October 23 for a planned controller replacement. The west elevator serves all floors. The step-free route from the east wing runs through the second-floor connector.\nApplied Arts Building, freight lift: out of service. A replacement part is due October 14. The passenger elevator is working, and studio deliveries go through the loading dock by appointment.\nHealth Sciences Center, elevator B: back in service since October 7.\nCommerce Hall, west entrance: the new ramp and powered doors finished this summer are working normally.\nIf you get stuck, call Campus Safety at (715) 555–0191 at any hour. If an outage cuts off the only step-free route to your class, Facilities treats it as same-day urgent. You can subscribe to alerts for specific buildings on elevator outage alerts and check step-free routes on the accessible campus map.\nConstruction detours\nSecond solar array, next to the Forge Recreation Center: the south lot’s rows K–M are closed, and the gravel trail spur to the Riverfront Trail is fenced. Walk around it on the paved path.\nFounders Drive steam line survey: overnight single-lane flagging from 7 p.m. to 5 a.m., October 19–30.\nHalvorsen Library east lawn: geotechnical drilling October 19–23, with a fenced work area of about 40 by 60 feet.\nFull project details are on construction updates .\nWeather outlook\nThe rooftop campus weather station and the regional forecast call for a dry, cool Millrace Week: daytime highs in the mid-50s to low 60s, overnight lows near 35, and the season’s first frost likely Tuesday night. Saturday, October 17 looks partly cloudy with a high of 54 and a 20 percent chance of rain at kickoff. The Forge Bowl is played rain or shine. Fireworks are postponed to Sunday at 7:30 p.m. only if winds exceed 25 mph, and that decision is posted here by 5 p.m. Saturday.\nWinter closing and delayed-start decisions are not made on this page. They are announced by email, on the homepage banner and through local media, as described on weather closings .\nHow alerts work\nPorter Alert sends threats to life or safety to every phone number and email address on file, as well as classroom screens and the outdoor sirens. Lesser disruptions, such as a water main break or a building closure, go out by email and appear on this page. Your Porter email is enrolled automatically. To add a mobile number or a family contact, follow the steps on emergency notifications . What to do for each alert word is explained on emergency information . The next full-system test is scheduled for Wednesday, February 10, 2027, at 11 a.m.\nAt a glance\nStatus\nAll clear, normal operations\nUpdated\nFri, Oct 9, 2026, 7:30 a.m.\nElevators out\nFounders Hall east (to Oct 23); Applied Arts freight lift\nSaturday\nFounders Drive closed 9:30–noon; quad closed from 4 p.m.\nEmergency\nCall 911, then Campus Safety (715) 555–0191\nWho to contact\nPorter Campus Safety\nMillwright Hall, ground level\nPhone\n(715) 555–0191\nEmail\nsafety@uwporterfalls.edu\nHours\n24 hours a day, every day\nRelated resources\nEmergency information\nEmergency alerts & campus safety\nIT service status\nConstruction updates\nCampus hours this week\nSnow emergency procedures" }, { "url": "campus-store.html", "title": "Campus store", "description": "Getting course materials for the lowest price, the auto-billing program, program kits, regalia, and returns.", "headings": [ "Campus store", "On this page", "Course materials without overpaying", "Automatic-billing option", "Program kits, tech and supplies", "Returns and end-of-term buyback", "Spirit wear and gifts" ], "content": "Campus services Campus store\nGetting course materials for the lowest price, the auto-billing program, program kits, regalia, and returns.\nCourse materials without overpaying\nEnter your class schedule in the store's site and it lists every required and recommended item per section with the price for new, used, rental, and digital side by side. Rental is usually the cheapest for a book you will not keep; digital (often an access code for online homework) may be mandatory for some courses and cannot be bought used. Compare against other sellers — the store price-matches many of them — but check the ISBN and edition carefully, and confirm whether the course needs the bundled homework code, which is the detail that trips people up. Order online for pickup or delivery to a residence hall, or shop the shelves, which are organized by course.\nDo not buy anything until the first class meeting if you can help it — instructors routinely drop a \"required\" text or say which chapters actually matter.\nAutomatic-billing option\nPorter offers an opt-in program that delivers every required course material (digital where possible, print where not) by the first day of class and bills a flat per-credit charge to your student account, payable with financial aid. It is convenient and guarantees you have everything on day one, but it is not always the cheapest route for a student who would otherwise rent and borrow aggressively. You can opt out each term by the posted deadline; compare the flat charge against your actual booklist before deciding.\nProgram kits, tech and supplies\nSeveral majors require a specific kit — a drafting or art set, tools, a lab coat and safety glasses, a graphing or financial calculator, a nursing or culinary uniform, a specced laptop. The store stocks the exact required version so you are not guessing, and bundles some with the program. It also carries the everyday supplies, Porter apparel and gifts, snacks, and technology at education pricing, and it is where you rent commencement regalia (reserved online, picked up the week before) and buy class rings and diploma frames.\nReturns and end-of-term buyback\nTextbook returns run through about the first week to ten days of the term with the receipt and the book in original condition (shrink-wrap intact, access code unused); rentals are due back by the posted date each term or they convert to a purchase charge, and you get an email reminder. During finals week the store buys back books it will use again at up to half the new price, and other titles at a wholesale rate through a national buyer — bring an ID. General merchandise has a standard return window; opened electronics and software follow the manufacturer's policy.\nSpirit wear and gifts\nHoodies, tees, and outerwear in navy and gold, drinkware, dorm decor, and graduation gifts sit up front near the entrance, separate from the textbook counters in back. New arrivals rotate around Millrace Week, admitted-student season, and commencement.\nA best-seller most terms.\nA popular graduation gift.\nAt a glance\nCheapest path\nEnter your schedule → compare new/used/rental/digital per section; rental usually wins; watch for a required homework access code\nAuto-billing\nOpt-in: all materials by day one, flat per-credit charge on your account (aid-payable). Convenient, not always cheapest — compare and opt out by the deadline\nKits & regalia\nExact required program kits, calculators, uniforms, specced laptops at education pricing; commencement regalia reserved online\nReturns\nTextbook returns ~first 7–10 days with receipt and unused code; rentals due back by term end; finals-week buyback up to ~50% for reused titles\nRelated resources\nTransportation & parking\nCampus safety\nTechnology services\nWeather & campus closures\nCampus Card\nContact directory" }, { "url": "campus-tour-ambassadors.html", "title": "Campus Tour Ambassadors", "description": "The 48 students who lead every campus tour: who they are, the routes they walk, what they will and will not tell you, and how to become one.", "headings": [ "Campus Tour Ambassadors", "On this page", "Who they are", "The tour routes", "What the job involves", "How to become one" ], "content": "Admissions Campus Tour Ambassadors\nThe 48 students who lead every campus tour: who they are, the routes they walk, what they will and will not tell you, and how to become one.\nWho they are\nTour ambassadors are current Porter students who lead every walking tour that leaves the Welcome Center. That includes weekday visits, Saturday visits, Preview Days and group visits. This year there are 48 of them, from all seven colleges. Eleven are transfer students, nine are commuters, and fourteen were the first in their families to go to college. Ambassadors are paid employees, not volunteers, and they work 6 to 12 hours a week around their classes.\nThey are not scripted. Ambassadors are trained to answer the hard questions directly, including cost, safety, parking, winter and what they would change, and to say “I don’t know, but here is who does” when that is the true answer. Families say in visit surveys that the honest answers are what they remember most.\nThe tour routes\nEvery tour starts at the 1911 depot that houses the Welcome Center , with parking in Lot D. The route is paved, lit and step-free.\nCore tour — Length: 75 min, about 1.2 miles; Stops: The Depot, then the Millrace path to Founders Hall (the 1912 cornerstone and high bay windows), Founders Union, Halvorsen Library, The Forge in Founders Commons and a model room in Heritage Hall; When: Weekdays at 10 a.m. and 2 p.m.; Saturdays in October and April\nNorth Campus tour — Length: 90 min; Stops: The core tour, then the footbridge and the Riverfront Trail to North Campus residence halls and the Forge Recreation Center; When: Fridays at 10 a.m.; Preview Days\nLabs add-on — Length: 45 min; Stops: One college building: the Jarvis cyber range, the Health Sciences simulation hospital, the Applied Arts studios or the Founders Hall shops; When: By request, with one week’s notice\nIndoor route — Length: 60 min; Stops: Connected buildings only; When: When the wind chill is below zero\nIf a family member cannot walk the route, accessible golf-cart transport is available with two business days’ notice. If you cannot visit, the virtual campus tour covers about twenty stops, narrated by ambassadors. Other formats are listed on campus tour options .\nWhat the job involves\nTours: two to five a week, walking backward for about a mile while answering questions about meal plans.\nVisit days: at least two Saturdays a semester, including one Preview Day and Admitted Student Day in April.\nCalls and panels: optional evening calling nights to admitted students, and student panels for counselor visits.\nPay: $13.00 an hour, the university’s skilled student-employment tier. Senior ambassadors, who train and schedule the others, earn $15.50.\nTraining: 12 hours in January before your first tour, three shadowed tours, and one tour led while the coordinator follows along taking notes. The notes are kind.\nAmbassadors also lead the Saturday tours during Millrace Week . Those tours run at 9:30 and 10:30 so they finish before the parade.\nHow to become one\nAdmissions hires once a year. The 2027 application opens Monday, November 2, 2026 and closes Friday, November 20 .\nApply through student employment in MyPorter. The application has three short questions, including “What is something about Porter you would tell a visitor that is not in the viewbook?”\nGroup interview, December 1–3. It takes 45 minutes and includes a two-minute talk about any building on campus.\nPractice tour segment, December 7–10. You walk one stop of the core route with two current ambassadors.\nOffers go out by December 15, and training starts January 19, 2027.\nYou need at least one semester at Porter by the time training begins and a cumulative GPA of 2.25 or higher. Being reliable matters more than having a perfect transcript. Commuters, transfers and students from every major are encouraged to apply, because visitors want to meet someone like them. Background on the role is on becoming a campus tour guide . Other campus jobs are on student employment .\nAt a glance\nAmbassadors\n48 students from all seven colleges\nCore tour\n75 minutes, about 1.2 miles, step-free\nPay\n$13.00/hour; senior ambassadors $15.50\nApply\nNov 2–20, 2026; training begins Jan 19, 2027\nTours leave\nThe Welcome Center (the 1911 Depot)\nWho to contact\nOffice of Admissions: Campus Visits\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0143\nEmail\nadmissions@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.; Saturdays in October and April\nRelated resources\nVisit campus\nCampus tour options\nIronclad Preview Days\nBecoming a campus tour guide\nOrientation 2027 sessions\nVirtual campus tour" }, { "url": "campus-tour-options.html", "title": "Campus tour options", "description": "Choose a weekday visit, academic experience, preview day, group program or virtual appointment.", "headings": [ "Campus tour options", "On this page", "Weekday visit", "Academic experience", "Group and virtual visits", "Tours leave from the Depot", "Weather and access", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Admissions Campus tour options\nChoose a weekday visit, academic experience, preview day, group program or virtual appointment.\nWeekday visit\nA 30-minute admissions overview and 75-minute student-led walk cover academics, housing, dining and student life.\nAcademic experience\nAdd a laboratory, studio or program meeting for a three-hour visit focused on a career area.\nGroup and virtual visits\nSchools and community organizations can request group programs; individual students can choose a live virtual appointment.\nTours leave from the Depot\nEvery visit format starts at the Welcome Center at the Depot with parking in Lot D, then walks the Millrace path to Founders Hall, the Union and a residence hall. Student guides are current Porter students paid through work-study, not scripted actors.\nWeather and access\nTours run in rain and cold; the route is paved, lit and step-free, and an indoor version is used when the wind chill drops below zero. Accessible transport around the loop can be arranged with two business days’ notice.\nIn and around Porter Falls\nMost families reach campus from the west on US 12 or by regional coach into the Depot District, and the Welcome Center at the Depot — the restored 1911 rail station, two blocks from Founders Hall — is where visits start. Counselors travel to college and transfer fairs across Porter County, the Valley and the Cities each fall, and the office keeps Saturday hours during Millrace Week and through the month of April.\nThe practical details\nWeekday visit: About 2 hours; offered year-round. Group minimum: 10 students, three weeks’ notice. Saturdays: Two per month, October and April. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Office of Admissions (Welcome Center at the Depot). Call (715) 555-0143 or email admissions@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nWeekday visit\nAbout 2 hours; offered year-round\nGroup minimum\n10 students, three weeks’ notice\nSaturdays\nTwo per month, October and April\nWho to contact\nOffice of Admissions\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nMeet your admissions counselor\nInternational admission requirements\nAdult & returning students\nFamilies & supporters\nFull contact directory" }, { "url": "campus-traditions.html", "title": "Campus Traditions", "description": "The rituals, pranks, and annual events that define student life at UW–Porter Falls: the Millwright Mud Run, the Bell Tower climb, the Iron Pour, and more.", "headings": [ "Campus Traditions", "On this page", "The Millwright Mud Run", "The Bell Tower Climb", "The Iron Pour", "Late-Night Breakfast", "The Silent Walk", "Unofficial but essential" ], "content": "Campus life Campus Traditions\nSome are sanctioned, some are tolerated, and a few are officially denied but universally known — the rituals that make this place feel like yours.\nThe Millwright Mud Run\nOrigins: 1973, when the Mechanical Engineering senior class challenged the Civil Engineering seniors to a cross-country race through the spring thaw — the loser bought kegs. Today: First Saturday after spring break, 5K course winding through the Riverfront Trail , the Forge Makerspace parking lot (intentional mud pit), and the intramural fields. Open to all students, faculty, staff, and alumni. Rules: No shoes allowed (barefoot or socks only), costumes encouraged, the “Golden Wrench” trophy goes to the first finisher in each category (student, faculty, alumni, “most creative fall”). The Spring Break Service Send-Off volunteers run the aid stations (water, electrolyte gel, towels). The university provides insurance and EMS; the Porter Cares office collects the $5 entry fee (waived for Pell-eligible students) for the food pantry.\nThe Bell Tower Climb\nFounders Hall Bell Tower (12 stories, 147 steps, original 1893 clockworks) is locked year-round — except for two nights: the Friday before finals in December and the Friday before finals in May. The tradition: Students line up at 11:55 p.m.; at midnight the doors open and you climb to the belfry in the dark (phone flashlights only). At the top, you sign the Ledger (a leather-bound log dating to 1922 — alumni return to find their signatures). The carillon plays “Where Ideas Take Shape” (the fight song) at 12:15 a.m. — the only time it rings outside scheduled concerts. Unofficial rule: You don’t talk on the climb down. The tradition is “tolerated” by administration — Facilities unlocks the doors, Campus Safety stations two officers at the base, and the Student Services dean pretends not to know.\nThe Iron Pour\nEvery October (Friday of Homecoming weekend), the Plastics Engineering and Mechanical Engineering departments fire up the cupola furnace in the Foundry Building and pour 2,000 lbs of molten iron into sand molds carved by students, faculty, and community members. Mold-making workshops run the two weeks prior (open to all, no experience needed). The pour starts at 6 p.m.; by 9 p.m. the castings are cool enough to handle. Each participant keeps their piece; the university keeps one for the Iron Archive (display case in Founders Hall lobby, 1987–present). The event draws 300+ spectators, live music from the Porter Press folk ensemble, and Depot Pizza by the slice. Safety: leather aprons, face shields, and closed-toe boots provided; a waiver is signed. The pour is the only time undergraduates operate the furnace — otherwise it’s graduate researchers and faculty only.\nLate-Night Breakfast\nEvery finals week (Monday–Thursday, 10 p.m.–midnight), Dining Services takes over the Rec Center gym and serves breakfast for dinner: scrambled eggs, pancakes, bacon, hash browns, fruit, coffee, and the legendary Maple-Bacon Doughnut Holes (recipe from the 1968 dining hall cookbook, scaled up). Free for students with ID; faculty/staff $5. Volunteer-run: 40+ student volunteers per night (sign up via Student Government ), plus the President’s Office staff who flip pancakes in matching aprons. The tradition started in 1989 when a snowstorm stranded students in the library; the dining director drove a steam table across campus in a pickup. Now it’s budgeted, expected, and the only time the gym smells like maple syrup.\nThe Silent Walk\nCommencement morning (Saturday, 6:30 a.m.), graduating seniors gather at the Founders Hall steps in caps and gowns (no honors cords yet). They walk in silence down College Avenue, across the Millrace bridge, through the Depot Plaza , and back up Main Street to the Rec Center field house — a 1.2-mile loop. Faculty and staff line the route (coffee in hand, no applause). The walk represents the journey: the river (where it started), the town (where you lived), the campus (where you learned). At the field house, the Senior Class President breaks the silence with a single sentence (recent years: “We’re not done,” “The river still runs,” “Find your foundry”). The tradition began in 1994 as a protest against a proposed commencement speaker; it stuck.\nUnofficial but essential\nThe Library Pillow Fort (Halvorsen Library, 3rd floor, finals week): students build a massive pillow fort in the quiet study zone — tolerated because it’s contained, cleaned up by 8 a.m., and the librarians secretly judge the architecture. The “Free” Table (Founders Hall lobby, outside the bookstore): leave a textbook, take a textbook; runs on honor system, surprisingly effective. The Squirrel Feeder (outside the Environmental Science lab): a student-maintained feeder with a webcam; the Squirrel Cam is the most-watched internal stream during finals. Prof. O’Malley’s Chalk Dust (Math 1010, every Friday): the professor throws a handful of chalk dust at the first student who answers the “impossible” bonus question correctly — 30 years running, no one’s cleaned the ceiling.\nAt a glance\nMud Run\nFirst Sat after spring break, barefoot 5K\nBell Tower Climb\nFriday before finals (Dec & May), midnight\nIron Pour\nHomecoming Friday, 6 p.m., Foundry Building\nLate-Night Breakfast\nFinals week Mon–Thu, 10 p.m.–midnight\nSilent Walk\nCommencement morning, 6:30 a.m.\nRelated resources\nCampus life overview\nTraditions overview page\nHomecoming football\nLate-Night Breakfast event\nForge Makerspace\nRiverfront Trail & Depot Plaza" }, { "url": "campus-tree-tour.html", "title": "The campus tree tour", "description": "A self-guided walking tour of the campus's notable and unusual trees, tied to the arboretum-style plantings along the Millrace.", "headings": [ "The campus tree tour", "On this page", "What's on it", "Why it exists", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability The campus tree tour\nA self-guided walking tour of the campus's notable and unusual trees, tied to the arboretum-style plantings along the Millrace.\nWhat's on it\nA bur oak older than the university, a row of American elms that survived Dutch elm disease, the Millrace restoration's native plantings, and a handful of specimens the forestry program uses for teaching — each with a marker and a stop on the map.\nWhy it exists\nIt's a grounds-crew and forestry-program project that doubles as a quiet thing to do on a nice afternoon, and it makes the case for the tree-canopy line in the campus sustainability commitments concrete.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's sustainability commitments are mostly about water and heat: the Millrace restoration, rain gardens, and fourteen buildings surviving a Wesconsin winter as efficiently as possible.\nThe practical details\nRoute: About 1.5 miles, starting at Founders Hall. Guide: A map with numbered stops, in print at the library and on MyPorter. Tagged: Each tour tree carries a small marker with its species and, for the older ones, its planting year. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Sustainability (Founders Union, Room 015). Call (715) 555–0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRoute\nAbout 1.5 miles, starting at Founders Hall\nGuide\nA map with numbered stops, in print at the library and on MyPorter\nTagged\nEach tour tree carries a small marker with its species and, for the older ones, its planting year\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSustainability dashboard\nSmoke-free campus\nLEED-certified buildings\nGreen Fund\nFull contact directory" }, { "url": "campus-weather-station.html", "title": "Campus Weather Station", "description": "A rooftop weather station on Millwright Hall feeding a public live-data page used in several courses.", "headings": [ "Campus Weather Station", "On this page", "What it's used for", "Public access", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability Campus Weather Station\nA rooftop weather station on Millwright Hall feeding a public live-data page used in several courses.\nWhat it's used for\nEnvironmental science and geography courses use the station's historical data for real coursework instead of a textbook dataset, and Facilities checks it before deciding whether the Millrace pond is safe for Winter Carnival's broomball tournament.\nPublic access\nThe live feed is published openly on the sustainability dashboard; no Porter login is required to view current conditions or download the historical record.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's sustainability commitments are mostly about water and heat: the Millrace restoration, rain gardens, and fourteen buildings surviving a Wesconsin winter as efficiently as possible.\nThe practical details\nLocation: Millwright Hall roof. Data: Temperature, wind, precipitation, updated every 5 minutes. Public access: Live data published on the sustainability dashboard. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Sustainability (Founders Union, Room 015). Call (715) 555–0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nMillwright Hall roof\nData\nTemperature, wind, precipitation, updated every 5 minutes\nPublic access\nLive data published on the sustainability dashboard\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSustainability dashboard\nSmoke-free campus\nLEED-certified buildings\nGreen Fund\nFull contact directory" }, { "url": "capital-campaign-and-naming-opportunities.html", "title": "Capital Campaign & Naming Opportunities", "description": "UW-Porter Falls' current capital campaign, its funding priorities, and how naming-gift levels work for buildings, labs and endowed scholarships.", "headings": [ "Capital Campaign & Naming Opportunities", "The current campaign", "Naming-gift levels", "What is already named, and after whom", "How to give" ], "content": "Giving\nCapital Campaign & Naming Opportunities\nThe current fundraising campaign behind the projects on the campus master plan, and what it takes to put a name on a building, lab or scholarship.\nThe current campaign\n\"Built for Work,\" the university’s current campaign, has a $42 million goal split across three priorities: the advanced manufacturing and robotics lab, an expanded Halvorsen Library study wing, and a permanent increase to need-based scholarship endowment. The campaign is run through the UW–Porter Falls Foundation, a separate nonprofit that manages gifts on the university’s behalf.\nNaming-gift levels\nEndowed scholarship (named, renewable) · $50,000 minimum\nClassroom or lab naming · $250,000 and up, by space\nProgram or center naming · By negotiation with the Foundation\nBuilding naming · Typically 50% or more of total project cost\nA naming gift is a legal agreement with a defined term (commonly 20–25 years for a space, permanent for an endowed scholarship), not an indefinite claim — the agreement itself specifies what happens if circumstances change.\nWhat is already named, and after whom\nHalvorsen Library, Kessler Hall, the Fieldhouse and Founders Union all carry names tied to founding-era or campaign-era gifts; each has a short history on its own building page.\nHow to give\nGifts of any size go through the give page ; a naming-level gift is coordinated directly with the Foundation’s development office rather than the general online form, since it involves a written agreement.\nQuick facts\nCurrent campaign\n\"Built for Work\"\nGoal\n$42 million\nRun through\nUW–Porter Falls Foundation\nRelated\nGive to Porter\nCampus master plan\nScholarships" }, { "url": "captioning-and-transcription-workflow.html", "title": "Captioning & transcription", "description": "How campus video and audio get captions or transcripts — for classes, events, and public content.", "headings": [ "Captioning & transcription", "On this page", "The process", "Do it once, right", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Captioning & transcription\nHow campus video and audio get captions or transcripts — for classes, events, and public content.\nThe process\nUpload the video, submit a request with the deadline and whether it's tied to a student accommodation, and the file comes back with a caption track and, on request, a text transcript. Accommodation-driven requests jump the queue. Plan lecture capture a week ahead so captions are ready when students need them.\nDo it once, right\nAuto-captions get names, technical terms, and punctuation wrong often enough to mislead. Budget the correction time, or send it to the captioning service. A corrected caption file also powers search within the video and a clean transcript for everyone.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nCourse media: Faculty request captioning through Accessibility Services or the learning-technology team; turnaround is a few business days, faster for an approved accommodation. Live events: CART (real-time captioning) or ASL interpreting booked two weeks ahead through the disability office. Auto-captions: The video platform's automatic captions are a draft only — they must be corrected before they count as accessible. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCourse media\nFaculty request captioning through Accessibility Services or the learning-technology team; turnaround is a few business days, faster for an approved accommodation\nLive events\nCART (real-time captioning) or ASL interpreting booked two weeks ahead through the disability office\nAuto-captions\nThe video platform's automatic captions are a draft only — they must be corrected before they count as accessible\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "captioning-request-form.html", "title": "Requesting captioning or CART", "description": "How to get live captioning (CART) or captioned media for a class, meeting or event, and the lead time it needs.", "headings": [ "Requesting captioning or CART", "On this page", "The two paths", "Lead time is real", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Requesting captioning or CART\nHow to get live captioning (CART) or captioned media for a class, meeting or event, and the lead time it needs.\nThe two paths\nA student with an approved accommodation requests CART for their courses through Accessibility Services once and it follows their schedule. Anyone planning an event requests captioning for that event through the same office, and the cost is covered from a central access fund rather than the hosting department's budget.\nLead time is real\nCART writers and caption vendors book up, especially in the weeks around commencement and big lecture series; a request under five business days out is filled when possible but not guaranteed.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nRequest through: Accessibility Services, for a class; the event organizer, for an event. Lead time: Five business days, more for a multi-day event. Cost: Covered centrally, not billed to the department. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRequest through\nAccessibility Services, for a class; the event organizer, for an event\nLead time\nFive business days, more for a multi-day event\nCost\nCovered centrally, not billed to the department\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "career-closet.html", "title": "Career Closet", "description": "Free professional clothing for interviews, career fairs and co-op start dates.", "headings": [ "Career Closet", "On this page", "How it works", "Beyond clothing", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Career Closet\nFree professional clothing for interviews, career fairs and co-op start dates.\nHow it works\nStudents book a 20-minute fitting through Career Services, take up to three pieces per visit, and keep them — nothing is borrowed or returned. The closet is stocked from employer and alumni donations plus a small annual budget.\nBeyond clothing\nStaff on duty during Career Closet hours also do a five-minute portfolio or LinkedIn photo, so a student can leave with the outfit and the professional headshot for their PorterConnect profile on the same visit.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nLocation: Founders Union, Room 158. Cost: Free; keep the pieces you take. Sizes: Adult XS–4XL, restocked each semester. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nFounders Union, Room 158\nCost\nFree; keep the pieces you take\nSizes\nAdult XS–4XL, restocked each semester\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nThe first-destination survey\nFull contact directory" }, { "url": "career-coaching-appointments.html", "title": "Career coaching appointments", "description": "What to bring, what a coach can help with, and how to get useful feedback at any stage.", "headings": [ "Career coaching appointments", "On this page", "You do not need to be job-ready", "Choose the right appointment", "Bring something concrete", "After the meeting" ], "content": "Career services Career coaching appointments\nWhat to bring, what a coach can help with, and how to get useful feedback at any stage.\nYou do not need to be job-ready\nCareer appointments are for choosing a direction as much as applying for a position. Bring uncertainty: comparing fields, finding the first relevant experience, explaining a change of major, or deciding whether graduate school belongs in the plan. Coaches work with first-year students and alumni as well as graduating seniors.\nChoose the right appointment\nQuick reviews cover one document or a narrow question. Standard appointments allow time for exploration, search strategy, portfolios, interview practice, salary research, or an offer decision. Mock interviews are scheduled separately so the coach can use a real position description and give structured feedback.\nBring something concrete\nFor a search appointment, bring two listings that interest you. For a résumé review, bring the draft and the kind of role it should target. For exploration, bring the courses, projects, and tasks you have liked or disliked. Specific material produces next actions instead of general encouragement.\nAfter the meeting\nWrite down the three actions you agreed on, complete the smallest within 48 hours, and book the follow-up before a deadline forces the issue. Career development works best as a sequence of short revisions, not a single high-stakes visit the week before graduation.\nAt a glance\nFormats\nQuick review, standard coaching, mock interview, or offer conversation\nBring\nA draft, two real listings, or experiences you want help interpreting\nTiming\nStart early; return as the material or decision changes\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer readiness competencies\nCareer Services\nFull contact directory" }, { "url": "career-coops.html", "title": "Co-ops & internships", "description": "Structured paid experience with advising, learning goals and employer feedback.", "headings": [ "Co-ops & internships", "On this page", "How co-op and internship work at Porter", "Finding one", "While you are out", "Why it matters" ], "content": "Career services Co-ops & internships\nStructured paid experience with advising, learning goals and employer feedback.\nHow co-op and internship work at Porter\nApplied experience is central to a polytechnic education, and most programs either require it or build it in. In a co-op you work full-time (sometimes part-time) in a role tied to your major, usually for a semester or a summer, and you register for a zero- or one-credit course that carries faculty-approved learning objectives so the term counts toward your degree and appears on your transcript. Internships are often shorter and may be part-time alongside classes. Both are typically paid in technical and business fields; a small number in some fields are not, and Career Services can talk through whether an unpaid offer is worth it. A co-op term shifts your graduation timeline by a semester in most plans — your adviser maps that out with you so it does not add a whole year.\nFinding one\nStart a full semester (better, two) before you want to begin. Career coaches help you target employers, build a résumé and portfolio, practice interviews, and think through competing offers; PorterConnect lists roles from employers vetted by the university, and the fall and spring career conferences are where a lot of hiring starts. Faculty and the department often have direct employer relationships and can make an introduction. Alumni are a strong channel — many are hiring managers now.\nWhile you are out\nYou stay enrolled in the co-op course and check in with a faculty coordinator, keep a short reflection or log, and at the end your supervisor completes an evaluation that becomes part of your record and a talking point for future interviews. Keep documenting the work as you go — the project write-ups, the numbers, screenshots or photos you are allowed to share — because that becomes portfolio material and résumé bullets. Watch the confidentiality and intellectual-property terms of the role before you post anything.\nWhy it matters\nStudents who do a co-op or internship report offers sooner, higher starting pay, and more clarity about what they actually want — and a meaningful share convert their co-op into a full-time offer. It is also the cheapest way to find out a field is *not* for you before you have committed a career to it. Financial aid, visa status (for international students), and athletic eligibility all interact with a co-op term; check with the relevant office before you commit.\nAt a glance\nStructure\nA paid, major-related term; you register for a 0–1 credit course with faculty learning objectives so it counts and appears on the transcript\nTimeline\nStart 1–2 semesters ahead; a co-op term usually shifts graduation by a semester, not a year — your adviser plans it\nFind it\nCareer coaches + PorterConnect + the career conferences + faculty and alumni introductions\nPayoff\nEarlier offers, higher starting pay, clearer direction; many co-ops convert to full-time\nRelated resources\nCareer fairs & recruiting\nStudent employment\nContact directory" }, { "url": "career-fair-preparation.html", "title": "Preparing for a career fair", "description": "What to do in the week before Porter's career fairs so the day is worth it.", "headings": [ "Preparing for a career fair", "On this page", "Before the day", "At the fair", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Preparing for a career fair\nWhat to do in the week before Porter's career fairs so the day is worth it.\nBefore the day\nPull the employer list from Handshake and mark the ten you actually care about. Research each enough to ask one specific question. Get your résumé reviewed, print a dozen on plain paper, and rehearse a 30-second introduction — name, year, major, what you're looking for. Plan an outfit a step above your daily norm.\nAt the fair\nStart with an employer you're lukewarm about to warm up, then hit your priority list. Take a card or the recruiter's name, ask about next steps, and follow up by email within two days referencing what you talked about. Career Services staff circulate in Porter shirts if you freeze up.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nWhen: A fall and a spring all-majors fair, plus smaller industry-specific events. Bring: Printed résumés, a charged phone with a digital copy, and a short self-introduction. Prep help: Drop-in résumé review and a practice-pitch appointment the week before. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nA fall and a spring all-majors fair, plus smaller industry-specific events\nBring\nPrinted résumés, a charged phone with a digital copy, and a short self-introduction\nPrep help\nDrop-in résumé review and a practice-pitch appointment the week before\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "career-fairs.html", "title": "Career fairs & recruiting", "description": "The fairs, on-campus interviews and recruiting cycle — and how to work a fair so it produces an interview.", "headings": [ "Career fairs & recruiting", "On this page", "The two big fairs", "On-campus and virtual recruiting", "Working a fair so it works", "If fairs are not your format" ], "content": "Career services Career fairs & recruiting\nThe fairs, on-campus interviews and recruiting cycle — and how to work a fair so it produces an interview.\nThe two big fairs\nThe Fall Career Conference is a two-day September event in Ironclad Fieldhouse: day one is manufacturing, engineering technology, construction, and skilled trades; day two is technology, design, business, health, and human services. It is the main hiring event of the year — employers come to fill co-op, internship, and full-time roles that start within twelve months. The Spring Career Conference in February is smaller and weighted toward summer internships, May graduates who are still looking, and government, nonprofit, and education employers whose budgets open later.\nBoth are free to students. Registration opens in PorterCareers (Handshake-style) about three weeks ahead; the employer list, their open roles, and their booth numbers are posted there so you can plan a route.\nOn-campus and virtual recruiting\nBetween the fairs, employers run on-campus interview days — they post a role, screen the applicants who apply through PorterCareers, and interview a shortlist in the career center's interview suite. Getting into that room usually means you met them at a fair first. Info sessions, employer-in-residence office hours, site visits to nearby plants and studios, and virtual fairs for out-of-state employers run all semester and are listed on the same calendar.\nSome programs — engineering, construction, packaging, nursing — have such steady demand that department-specific recruiting events run alongside the university-wide ones.\nWorking a fair so it works\nBefore: pick 6–8 employers from the list, read what they actually make and what roles are open, and tune your résumé to each cluster. Draft a 30-second opener — name, year, major, what you are looking for, one specific thing you can do. Upload the résumé to PorterCareers so a recruiter can find you after. The career center runs résumé reviews and mock fairs in the two weeks before each event, and the free professional clothing program (Founders Union, no appointment) will outfit you head to toe.\nDuring: hit your top choice second, not first — warm up on one you care less about. Ask what a strong candidate for their co-op looks like, and ask how to follow up. Write one sentence about each conversation on the back of the recruiter's card before you talk to the next booth; by employer forty they blur.\nAfter: email the people you spoke with within 48 hours, reference the specific conversation, attach the résumé, and apply to the posting in PorterCareers even if they said \"just email me.\"\nIf fairs are not your format\nA crowded gym is a bad environment for a lot of people, and recruiters know it. You can request a quiet-hour early-entry slot, book a one-on-one with a career counselor who will make warm introductions on your behalf, or skip the fair entirely and go through info sessions, LinkedIn outreach, alumni informational interviews, and direct applications with a counselor's help. The outcome that matters is an interview, and there is more than one road to it.\nAt a glance\nTwo fairs\nFall (September, the big one — co-ops/internships/full-time) and Spring (February — summer internships, May grads, public sector)\nWhere it lives\nPorterCareers — employer lists, booth maps, applications, and on-campus interview sign-ups\nPrep (free)\nRésumé review, mock fair, and the professional clothing program in Founders Union\nThe point\nA fair is a lead generator — the follow-up email within 48 hours is what turns it into an interview\nRelated resources\nCo-ops & internships\nStudent employment\nContact directory" }, { "url": "career-for-life-alumni.html", "title": "Career services for alumni", "description": "Career support doesn't end at graduation — what Porter alumni can still use, for free.", "headings": [ "Career services for alumni", "On this page", "What's available", "Reconnecting", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Alumni & giving Career services for alumni\nCareer support doesn't end at graduation — what Porter alumni can still use, for free.\nWhat's available\nWhether you're two years or twenty years out, an adviser will review your résumé, prep you for interviews, talk through a career change, or help you negotiate an offer. Appointments are remote so location doesn't matter. The alumni job board and employer connections stay open to you.\nReconnecting\nIf you never used Career Services as a student, it's not too late — alumni advising is the same service. Claim your alumni account, and consider joining the mentor network on the other side, as a mentor to current students in your field.\nIn and around Porter Falls\nThe UW–Porter Falls Foundation shares the Depot with admissions, which is deliberate: the people who fund scholarships and the students who receive them use the same front door. Most gifts to Porter are small, local and recurring.\nThe practical details\nIncluded for life: One-on-one career advising by phone or video, résumé and interview help, and the alumni job board. Also: The mentor network, salary-negotiation coaching, and career-change advising. How: Book through the alumni portal with your alumni login; no fee, no time limit. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is UW–Porter Falls Foundation & Alumni Relations (Welcome Center at the Depot). Call (715) 555–0280 or email foundation@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nIncluded for life\nOne-on-one career advising by phone or video, résumé and interview help, and the alumni job board\nAlso\nThe mentor network, salary-negotiation coaching, and career-change advising\nHow\nBook through the alumni portal with your alumni login; no fee, no time limit\nWho to contact\nAdvancement & Alumni Relations\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0246\nEmail\ngive@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDistinguished Alumni Awards\nAlumni mentor network\nLegacy scholarships\nThe senior class gift\nFull contact directory" }, { "url": "career-outcomes-methodology.html", "title": "How Porter measures career outcomes", "description": "The placement number, explained — what it counts, how it is gathered, and where to see it broken down.", "headings": [ "How Porter measures career outcomes", "On this page", "The headline number", "The first-destination survey", "Knowledge rate", "What \"in the field\" means", "Salary data", "Where to find it", "What the number cannot tell you" ], "content": "Career services How Porter measures career outcomes\nThe placement number, explained — what it counts, how it is gathered, and where to see it broken down.\nThe headline number\nPorter reports that a large majority of graduates are employed in their field or continuing their education within six months of graduating. That figure is real reporting, gathered the same way every year, not a marketing estimate — and it is published by college and by program, not just as one campus average.\nThe first-destination survey\nEvery graduating class is surveyed at graduation and again about six months out about their status: employed full-time, employed part-time, continuing education, military service, still seeking, or not seeking. Career Services follows up by email, phone, and through faculty and LinkedIn to reach as many graduates as possible.\nKnowledge rate\nThe knowledge rate is the share of graduates whose outcome is actually known — the denominator behind the headline number. Porter publishes it alongside every outcome figure, because a placement rate built on a low response rate is not trustworthy. A program with a small class and a 60% knowledge rate is labeled as such.\nWhat \"in the field\" means\nA graduate is counted as placed in-field when the role genuinely uses the degree — a manufacturing engineering graduate at a plant, a graphic design graduate at a studio or in-house team, an education graduate teaching. A design graduate waiting tables while job-hunting is counted as employed but not in-field, and the two numbers are reported separately.\nSalary data\nWhere enough graduates report it, median starting salary is published by program, with the number of respondents shown. Small programs may suppress the figure to protect privacy. Salary varies by region and employer; the median is a reference point, not a promise.\nWhere to find it\nThe career outcomes page carries the current report with the by-college and by-program tables, the knowledge rates, and a few years of trend. Ask a program directly for its most recent numbers if you are deciding between majors — every department has them.\nWhat the number cannot tell you\nOutcomes data describes the class that just graduated into a particular economy; it is a strong signal, not a guarantee for you. It also cannot capture whether graduates like their work. Use it alongside talking to alumni, who Career Services and departments can connect you with.\nAt a glance\nSource\nFirst-destination survey at graduation and ~6 months out\nKnowledge rate\nShare of graduates whose outcome is actually known — published\nReported\nBy college and program, with employed vs. in-field split out\nFind it\nThe career outcomes page — current report + trend\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer outcomes\nFirst-destination survey\nCommon data set\nInstitutional research\nProgram review\nFull contact directory" }, { "url": "career-outcomes.html", "title": "Career outcomes", "description": "Graduate destinations, licensure, continuing education and first steps after a Porter degree.", "headings": [ "Career outcomes", "On this page", "How the numbers are collected", "Where graduates actually go", "Continuing education", "The practical details", "If you have a question" ], "content": "Career services Career outcomes\nGraduate destinations, licensure, continuing education and first steps after a Porter degree.\nHow the numbers are collected\nPorter surveys graduates roughly six months after commencement, supplemented by LinkedIn-style outcome tracking where a graduate cannot be reached directly; the published rate always states its response rate and collection window so it can be read honestly.\nWhere graduates actually go\nRoughly two-thirds of graduates who stay in Wesconsin take a first job in the Valley or the Cities; the rest are spread regionally and nationally, concentrated wherever a student’s co-op employer happened to be. Licensure fields — nursing, education, some engineering tracks — publish pass-rate data separately on their program pages.\nContinuing education\nA meaningful share of “in graduate school” graduates stay at Porter for one of the eight graduate programs, usually while working; the rest scatter to programs chosen for a specific advisor or specialty rather than name recognition.\nThe practical details\nEmployed or in grad school, 6 mo.: 94%. Required internship/co-op completion: 96%. Reported by: First-destination survey, six months after graduation. These specifics can change from year to year, so confirm anything time-sensitive directly with the office below before you rely on it.\nIf you have a question\nThis is handled by Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nEmployed or in grad school, 6 mo.\n94%\nRequired internship/co-op completion\n96%\nReported by\nFirst-destination survey, six months after graduation\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer services\nCo-ops & internships\nCareer fairs & recruiting\nQuick facts & rankings\nContact directory" }, { "url": "career-readiness-competencies.html", "title": "Career readiness competencies", "description": "The practical abilities Porter expects students to build, name, and demonstrate before graduation.", "headings": [ "Career readiness competencies", "On this page", "A shared language for employability", "Where students build them", "Turn a claim into evidence", "Review the record every year" ], "content": "Career services Career readiness competencies\nThe practical abilities Porter expects students to build, name, and demonstrate before graduation.\nA shared language for employability\nCareer readiness is more than having a résumé. Porter uses a common set of competencies across courses, campus jobs, co-ops, and student organizations: communication, teamwork, critical thinking, technology, professionalism, leadership, equity and inclusion, and career management. The labels help students translate college work into evidence an employer can understand.\nWhere students build them\nA prototype critique develops communication and judgment. A laboratory team develops coordination and safety habits. A campus job develops reliability and customer service. A co-op adds industry context. Students tag these experiences in their applied-learning record instead of treating skill development as something that happens only in a final-semester workshop.\nTurn a claim into evidence\n“Good communicator” is only a claim. Strong evidence names the audience, the challenge, what you did, and what changed. Keep project briefs, supervisor feedback, presentations, drawings, code, and before-and-after results. Career coaches help turn that material into résumé bullets, interview stories, and portfolio captions.\nReview the record every year\nFirst-year students identify strengths and gaps; second- and third-year students choose experiences that fill them; graduating students select their clearest evidence. A short annual review with an adviser or career coach prevents reaching senior year with strong work but no organized way to explain it.\nAt a glance\nCompetencies\nCommunication, teamwork, thinking, technology, professionalism, leadership, inclusion, and career management\nEvidence\nProjects, feedback, presentations, drawings, code, and measured results\nBest habit\nReview the record once a year and deliberately fill one gap\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFull contact directory" }, { "url": "career-services.html", "title": "Career Services", "description": "94 percent of graduates report employment or graduate school within six months.", "headings": [ "Career Services", "What the office does", "Outcomes", "Employer partners", "For employers", "Appointments", "Take the next step." ], "content": "Academics\nCareer Services\n94 percent of graduates report employment or graduate school within six months. This is the\noffice that makes that number defensible, not just printable.\nWhat the office does\nOne-on-one resume and cover letter review, by appointment or walk-in\nMock interviews, recorded on request so you can watch yourself wince\nThe fall and spring Career Fairs, plus smaller single-industry fairs through the year\nAn employer relations team that maintains relationships with over 300 regional and national employers\nA job and internship board exclusive to current students and alumni\nOutcomes\nEmployed or in graduate school within 6 months · 94%\nEmployed in a field related to their major · 87%\nMedian starting salary, all programs · $61,400\nStudents completing a required internship, co-op or clinical · 96%\nEmployer partners\nRecruiters visit campus year-round, not just at the fall and spring fairs. Regular partners span\nmanufacturing, health systems, technology firms, financial services and regional government agencies\nacross Wesconsin and the upper Midwest. A current list of employers actively recruiting is posted on the\njob board each semester.\nFor employers\nEmployers can post positions, reserve a Career Fair table, or request an information session through\nthe employer relations team. Recruiting on campus is free for organizations offering paid positions.\nAppointments\nDrop-in hours run weekday afternoons in Founders Hall; scheduled appointments run longer and are\nrecommended before a Career Fair or a specific application deadline.\nContact\nJolene Brandvold\nDirector, Career Services & Employer Relations\ncareer@uwporterfalls.edu\n(715) 555–0235\nRelated\nCareer services FAQ\nAll programs\nCareer Fair dates\nFull staff directory\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "careers-in-building-and-construction.html", "title": "Careers in Building & construction", "description": "Jobs in building & construction and the UW–Porter Falls programs that lead to them. Planning, engineering, and running the built environment.", "headings": [ "Careers in Building & construction", "On this page", "The work", "Programs that lead here", "Where you would work", "Not sure yet?", "How to get a real look this year", "Common questions", "Other career areas" ], "content": "Explore programs by career Careers in Building & construction\nPlanning, engineering, and running the built environment.\nThe work\nPlanning, engineering, and running the built environment. Common roles graduates move into:\nproject engineer and project manager\nestimator\nsuperintendent\nstructural, geotechnical, or water-resources engineer\ntransportation engineer\nconstruction / field engineer\npreconstruction manager\nsafety manager\narchitectural technologist and BIM specialist\nPrograms that lead here\nCivil Engineering — see its careers & outcomes and four-year plan\nConstruction Management — see its careers & outcomes and four-year plan\nMinors and concentrations let you angle almost any major toward this field — for example a data, project-management, or sustainability minor. Your adviser can help you combine them.\nWhere you would work\nTypical settings: general and specialty contractors, consulting engineering firms, transportation departments, municipalities, and developers. In every one of these programs a co-op or internship is expected, so students enter the field with real experience and often a standing offer.\nNot sure yet?\nYou do not have to pick now. Start in a broad first year, use major-exploration workshops and advising , and try a class in two or three of these areas. The Career Services team also runs interest assessments that map to programs.\nHow to get a real look this year\nYou do not need to wait for an internship to find out whether building & construction fits. Take one introductory course in the field even if you are not ready to declare, join the student organization tied to the closest program (most of the programs above have one), and ask your adviser or Career Services to connect you with an alumnus working as a project engineer and project manager or estimator for a 20-minute informational conversation. A single semester of exposure is usually enough to know whether to go deeper or look elsewhere.\nCommon questions\nDo I have to choose one of the programs listed to work in this field? No — the programs above are the most direct routes, but a different major plus the right minor, internship, and portfolio can also get you here. Talk to Career Services about the closest path from where you already are.\nWhat's the difference between these roles day to day? This page groups a field, not one job; project engineer and project manager and architectural technologist and BIM specialist can look very different day to day even though both start from similar coursework. Use the program pages' outcomes sections to compare specifics.\nIs a graduate degree expected in this field? It varies by role — check the specific program's outcomes page for whether graduates typically continue their education or move straight into practice.\nOther career areas\nSoftware & data · Engineering & manufacturing · Building & construction · Health & wellness · Design & media · Business & management · Education & human services · Science & environment · Hospitality & events · Public safety & service\nAt a glance\nField\nBuilding & construction\nPorter programs\n2\nApplied experience\nRequired in every program\nExplore\nProgram pages link plans and outcomes\nRelated\nDiscover your path\nAll academic programs\nCareer outcomes\nCareer Services\nFor future students" }, { "url": "careers-in-business-and-management.html", "title": "Careers in Business & management", "description": "Jobs in business & management and the UW–Porter Falls programs that lead to them. Running organizations and moving goods, money, and messages.", "headings": [ "Careers in Business & management", "On this page", "The work", "Programs that lead here", "Where you would work", "Not sure yet?", "How to get a real look this year", "Common questions", "Other career areas" ], "content": "Explore programs by career Careers in Business & management\nRunning organizations and moving goods, money, and messages.\nThe work\nRunning organizations and moving goods, money, and messages. Common roles graduates move into:\noperations coordinator and analyst\nfinancial analyst and staff accountant\nmarketing coordinator and digital marketing specialist\nbuyer, planner, and supply-chain analyst\naccount and project manager\nmanagement trainee\nfounder and early startup employee\nHR generalist and recruiter\nPrograms that lead here\nBusiness Administration — see its careers & outcomes and four-year plan\nAccounting\nMarketing & Digital Communication — see its careers & outcomes and four-year plan\nSupply Chain Management — see its careers & outcomes and four-year plan\nEntrepreneurship — see its careers & outcomes and four-year plan\nMinors and concentrations let you angle almost any major toward this field — for example a data, project-management, or sustainability minor. Your adviser can help you combine them.\nWhere you would work\nTypical settings: companies of every size and sector, banks and financial services, manufacturers and distributors, agencies, and nonprofits. In every one of these programs a co-op or internship is expected, so students enter the field with real experience and often a standing offer.\nNot sure yet?\nYou do not have to pick now. Start in a broad first year, use major-exploration workshops and advising , and try a class in two or three of these areas. The Career Services team also runs interest assessments that map to programs.\nHow to get a real look this year\nYou do not need to wait for an internship to find out whether business & management fits. Take one introductory course in the field even if you are not ready to declare, join the student organization tied to the closest program (most of the programs above have one), and ask your adviser or Career Services to connect you with an alumnus working as a operations coordinator and analyst or financial analyst and staff accountant for a 20-minute informational conversation. A single semester of exposure is usually enough to know whether to go deeper or look elsewhere.\nCommon questions\nDo I have to choose one of the programs listed to work in this field? No — the programs above are the most direct routes, but a different major plus the right minor, internship, and portfolio can also get you here. Talk to Career Services about the closest path from where you already are.\nWhat's the difference between these roles day to day? This page groups a field, not one job; operations coordinator and analyst and HR generalist and recruiter can look very different day to day even though both start from similar coursework. Use the program pages' outcomes sections to compare specifics.\nIs a graduate degree expected in this field? It varies by role — check the specific program's outcomes page for whether graduates typically continue their education or move straight into practice.\nOther career areas\nSoftware & data · Engineering & manufacturing · Building & construction · Health & wellness · Design & media · Business & management · Education & human services · Science & environment · Hospitality & events · Public safety & service\nAt a glance\nField\nBusiness & management\nPorter programs\n5\nApplied experience\nRequired in every program\nExplore\nProgram pages link plans and outcomes\nRelated\nDiscover your path\nAll academic programs\nCareer outcomes\nCareer Services\nFor future students" }, { "url": "careers-in-design-and-media.html", "title": "Careers in Design & media", "description": "Jobs in design & media and the UW–Porter Falls programs that lead to them. Shaping how things look, work, and communicate.", "headings": [ "Careers in Design & media", "On this page", "The work", "Programs that lead here", "Where you would work", "Not sure yet?", "How to get a real look this year", "Common questions", "Other career areas" ], "content": "Explore programs by career Careers in Design & media\nShaping how things look, work, and communicate.\nThe work\nShaping how things look, work, and communicate. Common roles graduates move into:\ngraphic and brand designer\nUX / product designer\nindustrial and product designer\nmotion designer and animator\ngame designer and technical artist\nvideo producer and editor\napparel and technical designer\nart director (later)\ndesign researcher\nPrograms that lead here\nGraphic Design & Interactive Media — see its careers & outcomes and four-year plan\nIndustrial Design — see its careers & outcomes and four-year plan\nGame Design & Development — see its careers & outcomes and four-year plan\nVideo Production — see its careers & outcomes and four-year plan\nFine Art — see its careers & outcomes and four-year plan\nApparel & Textile Design — see its careers & outcomes and four-year plan\nMinors and concentrations let you angle almost any major toward this field — for example a data, project-management, or sustainability minor. Your adviser can help you combine them.\nWhere you would work\nTypical settings: design and advertising agencies, in-house creative and product teams, game and media studios, manufacturers, and consultancies. In every one of these programs a co-op or internship is expected, so students enter the field with real experience and often a standing offer.\nNot sure yet?\nYou do not have to pick now. Start in a broad first year, use major-exploration workshops and advising , and try a class in two or three of these areas. The Career Services team also runs interest assessments that map to programs.\nHow to get a real look this year\nYou do not need to wait for an internship to find out whether design & media fits. Take one introductory course in the field even if you are not ready to declare, join the student organization tied to the closest program (most of the programs above have one), and ask your adviser or Career Services to connect you with an alumnus working as a graphic and brand designer or UX / product designer for a 20-minute informational conversation. A single semester of exposure is usually enough to know whether to go deeper or look elsewhere.\nCommon questions\nDo I have to choose one of the programs listed to work in this field? No — the programs above are the most direct routes, but a different major plus the right minor, internship, and portfolio can also get you here. Talk to Career Services about the closest path from where you already are.\nWhat's the difference between these roles day to day? This page groups a field, not one job; graphic and brand designer and design researcher can look very different day to day even though both start from similar coursework. Use the program pages' outcomes sections to compare specifics.\nIs a graduate degree expected in this field? It varies by role — check the specific program's outcomes page for whether graduates typically continue their education or move straight into practice.\nOther career areas\nSoftware & data · Engineering & manufacturing · Building & construction · Health & wellness · Design & media · Business & management · Education & human services · Science & environment · Hospitality & events · Public safety & service\nAt a glance\nField\nDesign & media\nPorter programs\n6\nApplied experience\nRequired in every program\nExplore\nProgram pages link plans and outcomes\nRelated\nDiscover your path\nAll academic programs\nCareer outcomes\nCareer Services\nFor future students" }, { "url": "careers-in-education-and-human-services.html", "title": "Careers in Education & human services", "description": "Jobs in education & human services and the UW–Porter Falls programs that lead to them. Teaching, and helping people and families reach their goals.", "headings": [ "Careers in Education & human services", "On this page", "The work", "Programs that lead here", "Where you would work", "Not sure yet?", "How to get a real look this year", "Common questions", "Other career areas" ], "content": "Explore programs by career Careers in Education & human services\nTeaching, and helping people and families reach their goals.\nThe work\nTeaching, and helping people and families reach their goals. Common roles graduates move into:\nlicensed elementary, secondary, special education, or technology-education teacher\ncase manager and employment specialist\nchild and family services professional\ninstructional coach and curriculum roles (later)\nyouth and community program coordinator\ndisability-services coordinator\nPrograms that lead here\nElementary Education — see its careers & outcomes and four-year plan\nSpecial Education — see its careers & outcomes and four-year plan\nTechnology & Engineering Education — see its careers & outcomes and four-year plan\nRehabilitation & Disability Services — see its careers & outcomes and four-year plan\nPsychology — see its careers & outcomes and four-year plan\nMinors and concentrations let you angle almost any major toward this field — for example a data, project-management, or sustainability minor. Your adviser can help you combine them.\nWhere you would work\nTypical settings: public and private schools, districts, human-services and child-welfare agencies, nonprofits, and early-intervention programs. In every one of these programs a co-op or internship is expected, so students enter the field with real experience and often a standing offer.\nNot sure yet?\nYou do not have to pick now. Start in a broad first year, use major-exploration workshops and advising , and try a class in two or three of these areas. The Career Services team also runs interest assessments that map to programs.\nHow to get a real look this year\nYou do not need to wait for an internship to find out whether education & human services fits. Take one introductory course in the field even if you are not ready to declare, join the student organization tied to the closest program (most of the programs above have one), and ask your adviser or Career Services to connect you with an alumnus working as a licensed elementary, secondary, special education, or technology-education teacher or case manager and employment specialist for a 20-minute informational conversation. A single semester of exposure is usually enough to know whether to go deeper or look elsewhere.\nCommon questions\nDo I have to choose one of the programs listed to work in this field? No — the programs above are the most direct routes, but a different major plus the right minor, internship, and portfolio can also get you here. Talk to Career Services about the closest path from where you already are.\nWhat's the difference between these roles day to day? This page groups a field, not one job; licensed elementary, secondary, special education, or technology-education teacher and disability-services coordinator can look very different day to day even though both start from similar coursework. Use the program pages' outcomes sections to compare specifics.\nIs a graduate degree expected in this field? It varies by role — check the specific program's outcomes page for whether graduates typically continue their education or move straight into practice.\nOther career areas\nSoftware & data · Engineering & manufacturing · Building & construction · Health & wellness · Design & media · Business & management · Education & human services · Science & environment · Hospitality & events · Public safety & service\nAt a glance\nField\nEducation & human services\nPorter programs\n5\nApplied experience\nRequired in every program\nExplore\nProgram pages link plans and outcomes\nRelated\nDiscover your path\nAll academic programs\nCareer outcomes\nCareer Services\nFor future students" }, { "url": "careers-in-engineering-and-manufacturing.html", "title": "Careers in Engineering & manufacturing", "description": "Jobs in engineering & manufacturing and the UW–Porter Falls programs that lead to them. Designing, testing, and making physical products and systems.", "headings": [ "Careers in Engineering & manufacturing", "On this page", "The work", "Programs that lead here", "Where you would work", "Not sure yet?", "How to get a real look this year", "Common questions", "Other career areas" ], "content": "Explore programs by career Careers in Engineering & manufacturing\nDesigning, testing, and making physical products and systems.\nThe work\nA senior capstone team testing their build.\nDesigning, testing, and making physical products and systems. Common roles graduates move into:\ndesign engineer\nmanufacturing and process engineer\nquality engineer\ntest and validation engineer\nproject engineer\ncontrols and automation engineer\nmaterials and packaging engineer\nfield service engineer\ncontinuous-improvement / lean engineer\nPrograms that lead here\nMechanical Engineering — see its careers & outcomes and four-year plan\nElectrical Engineering — see its careers & outcomes and four-year plan\nIndustrial & Manufacturing Engineering — see its careers & outcomes and four-year plan\nPlastics Engineering — see its careers & outcomes and four-year plan\nPackaging Technology — see its careers & outcomes and four-year plan\nEngineering Technology — see its careers & outcomes and four-year plan\nAutomotive & Diesel Technology — see its careers & outcomes and four-year plan\nMinors and concentrations let you angle almost any major toward this field — for example a data, project-management, or sustainability minor. Your adviser can help you combine them.\nWhere you would work\nTypical settings: discrete and process manufacturers, automotive and off-highway suppliers, medical-device and aerospace companies, consumer-products firms, and automation integrators. In every one of these programs a co-op or internship is expected, so students enter the field with real experience and often a standing offer.\nNot sure yet?\nYou do not have to pick now. Start in a broad first year, use major-exploration workshops and advising , and try a class in two or three of these areas. The Career Services team also runs interest assessments that map to programs.\nHow to get a real look this year\nYou do not need to wait for an internship to find out whether engineering & manufacturing fits. Take one introductory course in the field even if you are not ready to declare, join the student organization tied to the closest program (most of the programs above have one), and ask your adviser or Career Services to connect you with an alumnus working as a design engineer or manufacturing and process engineer for a 20-minute informational conversation. A single semester of exposure is usually enough to know whether to go deeper or look elsewhere.\nCommon questions\nDo I have to choose one of the programs listed to work in this field? No — the programs above are the most direct routes, but a different major plus the right minor, internship, and portfolio can also get you here. Talk to Career Services about the closest path from where you already are.\nWhat's the difference between these roles day to day? This page groups a field, not one job; design engineer and continuous-improvement / lean engineer can look very different day to day even though both start from similar coursework. Use the program pages' outcomes sections to compare specifics.\nIs a graduate degree expected in this field? It varies by role — check the specific program's outcomes page for whether graduates typically continue their education or move straight into practice.\nOther career areas\nSoftware & data · Engineering & manufacturing · Building & construction · Health & wellness · Design & media · Business & management · Education & human services · Science & environment · Hospitality & events · Public safety & service\nAt a glance\nField\nEngineering & manufacturing\nPorter programs\n7\nApplied experience\nRequired in every program\nExplore\nProgram pages link plans and outcomes\nRelated\nDiscover your path\nAll academic programs\nCareer outcomes\nCareer Services\nFor future students" }, { "url": "careers-in-health-and-wellness.html", "title": "Careers in Health & wellness", "description": "Jobs in health & wellness and the UW–Porter Falls programs that lead to them. Caring for people and keeping populations healthy.", "headings": [ "Careers in Health & wellness", "On this page", "The work", "Programs that lead here", "Where you would work", "Not sure yet?", "How to get a real look this year", "Common questions", "Other career areas" ], "content": "Explore programs by career Careers in Health & wellness\nCaring for people and keeping populations healthy.\nThe work\nCaring for people and keeping populations healthy. Common roles graduates move into:\nregistered nurse\nregistered dietitian nutritionist (after supervised practice)\nhealth information manager and clinical coder\npublic health professional\nathletic trainer\nmedical laboratory scientist\nradiologic technologist\nrehabilitation and disability-services professional\nwellness and health-promotion coordinator\nPrograms that lead here\nNursing — see its careers & outcomes and four-year plan\nDietetics — see its careers & outcomes and four-year plan\nHealth Information Management — see its careers & outcomes and four-year plan\nRehabilitation & Disability Services — see its careers & outcomes and four-year plan\nPsychology — see its careers & outcomes and four-year plan\nMinors and concentrations let you angle almost any major toward this field — for example a data, project-management, or sustainability minor. Your adviser can help you combine them.\nWhere you would work\nTypical settings: hospitals and health systems, clinics, public health departments, long-term care and community agencies, and industry. In every one of these programs a co-op or internship is expected, so students enter the field with real experience and often a standing offer.\nNot sure yet?\nYou do not have to pick now. Start in a broad first year, use major-exploration workshops and advising , and try a class in two or three of these areas. The Career Services team also runs interest assessments that map to programs.\nHow to get a real look this year\nYou do not need to wait for an internship to find out whether health & wellness fits. Take one introductory course in the field even if you are not ready to declare, join the student organization tied to the closest program (most of the programs above have one), and ask your adviser or Career Services to connect you with an alumnus working as a registered nurse or registered dietitian nutritionist (after supervised practice) for a 20-minute informational conversation. A single semester of exposure is usually enough to know whether to go deeper or look elsewhere.\nCommon questions\nDo I have to choose one of the programs listed to work in this field? No — the programs above are the most direct routes, but a different major plus the right minor, internship, and portfolio can also get you here. Talk to Career Services about the closest path from where you already are.\nWhat's the difference between these roles day to day? This page groups a field, not one job; registered nurse and wellness and health-promotion coordinator can look very different day to day even though both start from similar coursework. Use the program pages' outcomes sections to compare specifics.\nIs a graduate degree expected in this field? It varies by role — check the specific program's outcomes page for whether graduates typically continue their education or move straight into practice.\nOther career areas\nSoftware & data · Engineering & manufacturing · Building & construction · Health & wellness · Design & media · Business & management · Education & human services · Science & environment · Hospitality & events · Public safety & service\nAt a glance\nField\nHealth & wellness\nPorter programs\n5\nApplied experience\nRequired in every program\nExplore\nProgram pages link plans and outcomes\nRelated\nDiscover your path\nAll academic programs\nCareer outcomes\nCareer Services\nFor future students" }, { "url": "careers-in-hospitality-and-events.html", "title": "Careers in Hospitality & events", "description": "Jobs in hospitality & events and the UW–Porter Falls programs that lead to them. Running the places and occasions where people gather.", "headings": [ "Careers in Hospitality & events", "On this page", "The work", "Programs that lead here", "Where you would work", "Not sure yet?", "How to get a real look this year", "Common questions", "Other career areas" ], "content": "Explore programs by career Careers in Hospitality & events\nRunning the places and occasions where people gather.\nThe work\nRunning the places and occasions where people gather. Common roles graduates move into:\nhotel, restaurant, or venue operations manager\nevent and meeting manager\nfood and beverage manager\nrevenue analyst\nguest experience lead\ncatering and conference-services manager\ntourism and destination roles\nPrograms that lead here\nHospitality & Tourism Management — see its careers & outcomes and four-year plan\nBusiness Administration — see its careers & outcomes and four-year plan\nMarketing & Digital Communication — see its careers & outcomes and four-year plan\nMinors and concentrations let you angle almost any major toward this field — for example a data, project-management, or sustainability minor. Your adviser can help you combine them.\nWhere you would work\nTypical settings: hotels and resorts, restaurants and catering, convention centers and venues, tourism organizations, and clubs. In every one of these programs a co-op or internship is expected, so students enter the field with real experience and often a standing offer.\nNot sure yet?\nYou do not have to pick now. Start in a broad first year, use major-exploration workshops and advising , and try a class in two or three of these areas. The Career Services team also runs interest assessments that map to programs.\nHow to get a real look this year\nYou do not need to wait for an internship to find out whether hospitality & events fits. Take one introductory course in the field even if you are not ready to declare, join the student organization tied to the closest program (most of the programs above have one), and ask your adviser or Career Services to connect you with an alumnus working as a hotel, restaurant, or venue operations manager or event and meeting manager for a 20-minute informational conversation. A single semester of exposure is usually enough to know whether to go deeper or look elsewhere.\nCommon questions\nDo I have to choose one of the programs listed to work in this field? No — the programs above are the most direct routes, but a different major plus the right minor, internship, and portfolio can also get you here. Talk to Career Services about the closest path from where you already are.\nWhat's the difference between these roles day to day? This page groups a field, not one job; hotel, restaurant, or venue operations manager and tourism and destination roles can look very different day to day even though both start from similar coursework. Use the program pages' outcomes sections to compare specifics.\nIs a graduate degree expected in this field? It varies by role — check the specific program's outcomes page for whether graduates typically continue their education or move straight into practice.\nOther career areas\nSoftware & data · Engineering & manufacturing · Building & construction · Health & wellness · Design & media · Business & management · Education & human services · Science & environment · Hospitality & events · Public safety & service\nAt a glance\nField\nHospitality & events\nPorter programs\n3\nApplied experience\nRequired in every program\nExplore\nProgram pages link plans and outcomes\nRelated\nDiscover your path\nAll academic programs\nCareer outcomes\nCareer Services\nFor future students" }, { "url": "careers-in-public-safety-and-service.html", "title": "Careers in Public safety & service", "description": "Jobs in public safety & service and the UW–Porter Falls programs that lead to them. Protecting communities and serving the public.", "headings": [ "Careers in Public safety & service", "On this page", "The work", "Programs that lead here", "Where you would work", "Not sure yet?", "How to get a real look this year", "Common questions", "Other career areas" ], "content": "Explore programs by career Careers in Public safety & service\nProtecting communities and serving the public.\nThe work\nProtecting communities and serving the public. Common roles graduates move into:\nlaw enforcement officer\nprobation and parole agent\ncrime and intelligence analyst\nvictim-services advocate\ncorrections professional\nemergency manager and continuity planner\noccupational safety and health professional\nloss-prevention and corporate security\nPrograms that lead here\nCriminal Justice — see its careers & outcomes and four-year plan\nPsychology — see its careers & outcomes and four-year plan\nRehabilitation & Disability Services — see its careers & outcomes and four-year plan\nMinors and concentrations let you angle almost any major toward this field — for example a data, project-management, or sustainability minor. Your adviser can help you combine them.\nWhere you would work\nTypical settings: municipal, county, state, and federal agencies, courts, nonprofits, private security, and corporate risk and safety functions. In every one of these programs a co-op or internship is expected, so students enter the field with real experience and often a standing offer.\nNot sure yet?\nYou do not have to pick now. Start in a broad first year, use major-exploration workshops and advising , and try a class in two or three of these areas. The Career Services team also runs interest assessments that map to programs.\nHow to get a real look this year\nYou do not need to wait for an internship to find out whether public safety & service fits. Take one introductory course in the field even if you are not ready to declare, join the student organization tied to the closest program (most of the programs above have one), and ask your adviser or Career Services to connect you with an alumnus working as a law enforcement officer or probation and parole agent for a 20-minute informational conversation. A single semester of exposure is usually enough to know whether to go deeper or look elsewhere.\nCommon questions\nDo I have to choose one of the programs listed to work in this field? No — the programs above are the most direct routes, but a different major plus the right minor, internship, and portfolio can also get you here. Talk to Career Services about the closest path from where you already are.\nWhat's the difference between these roles day to day? This page groups a field, not one job; law enforcement officer and loss-prevention and corporate security can look very different day to day even though both start from similar coursework. Use the program pages' outcomes sections to compare specifics.\nIs a graduate degree expected in this field? It varies by role — check the specific program's outcomes page for whether graduates typically continue their education or move straight into practice.\nOther career areas\nSoftware & data · Engineering & manufacturing · Building & construction · Health & wellness · Design & media · Business & management · Education & human services · Science & environment · Hospitality & events · Public safety & service\nAt a glance\nField\nPublic safety & service\nPorter programs\n3\nApplied experience\nRequired in every program\nExplore\nProgram pages link plans and outcomes\nRelated\nDiscover your path\nAll academic programs\nCareer outcomes\nCareer Services\nFor future students" }, { "url": "careers-in-science-and-environment.html", "title": "Careers in Science & environment", "description": "Jobs in science & environment and the UW–Porter Falls programs that lead to them. Understanding the natural world and managing our impact on it.", "headings": [ "Careers in Science & environment", "On this page", "The work", "Programs that lead here", "Where you would work", "Not sure yet?", "How to get a real look this year", "Common questions", "Other career areas" ], "content": "Explore programs by career Careers in Science & environment\nUnderstanding the natural world and managing our impact on it.\nThe work\nUnderstanding the natural world and managing our impact on it. Common roles graduates move into:\nenvironmental scientist and field technician\nGIS analyst\nwater-quality and compliance specialist\nlaboratory scientist and analyst\nrestoration and conservation technician\nquantitative and modeling analyst\nresearch assistant (toward graduate study)\nPrograms that lead here\nEnvironmental Science — see its careers & outcomes and four-year plan\nApplied Mathematics — see its careers & outcomes and four-year plan\nData Science — see its careers & outcomes and four-year plan\nMinors and concentrations let you angle almost any major toward this field — for example a data, project-management, or sustainability minor. Your adviser can help you combine them.\nWhere you would work\nTypical settings: environmental consulting firms, state and county agencies, land trusts and conservation nonprofits, utilities, and industry labs. In every one of these programs a co-op or internship is expected, so students enter the field with real experience and often a standing offer.\nNot sure yet?\nYou do not have to pick now. Start in a broad first year, use major-exploration workshops and advising , and try a class in two or three of these areas. The Career Services team also runs interest assessments that map to programs.\nHow to get a real look this year\nYou do not need to wait for an internship to find out whether science & environment fits. Take one introductory course in the field even if you are not ready to declare, join the student organization tied to the closest program (most of the programs above have one), and ask your adviser or Career Services to connect you with an alumnus working as a environmental scientist and field technician or GIS analyst for a 20-minute informational conversation. A single semester of exposure is usually enough to know whether to go deeper or look elsewhere.\nCommon questions\nDo I have to choose one of the programs listed to work in this field? No — the programs above are the most direct routes, but a different major plus the right minor, internship, and portfolio can also get you here. Talk to Career Services about the closest path from where you already are.\nWhat's the difference between these roles day to day? This page groups a field, not one job; environmental scientist and field technician and research assistant (toward graduate study) can look very different day to day even though both start from similar coursework. Use the program pages' outcomes sections to compare specifics.\nIs a graduate degree expected in this field? It varies by role — check the specific program's outcomes page for whether graduates typically continue their education or move straight into practice.\nOther career areas\nSoftware & data · Engineering & manufacturing · Building & construction · Health & wellness · Design & media · Business & management · Education & human services · Science & environment · Hospitality & events · Public safety & service\nAt a glance\nField\nScience & environment\nPorter programs\n3\nApplied experience\nRequired in every program\nExplore\nProgram pages link plans and outcomes\nRelated\nDiscover your path\nAll academic programs\nCareer outcomes\nCareer Services\nFor future students" }, { "url": "careers-in-software-and-data.html", "title": "Careers in Software & data", "description": "Jobs in software & data and the UW–Porter Falls programs that lead to them. Building software, and turning data into decisions.", "headings": [ "Careers in Software & data", "On this page", "The work", "Programs that lead here", "Where you would work", "Not sure yet?", "How to get a real look this year", "Common questions", "Other career areas" ], "content": "Explore programs by career Careers in Software & data\nBuilding software, and turning data into decisions.\nThe work\nBuilding software, and turning data into decisions. Common roles graduates move into:\nsoftware engineer\nweb and application developer\ndata analyst and data scientist\nDevOps and platform engineer\nsecurity analyst\ndatabase and data engineer\nQA and automation engineer\nIT systems and cloud administrator\nbusiness / operations analyst\nPrograms that lead here\nComputer Science — see its careers & outcomes and four-year plan\nSoftware Engineering\nData Science — see its careers & outcomes and four-year plan\nInformation Technology — see its careers & outcomes and four-year plan\nCybersecurity — see its careers & outcomes and four-year plan\nComputer Engineering — see its careers & outcomes and four-year plan\nApplied Mathematics — see its careers & outcomes and four-year plan\nMinors and concentrations let you angle almost any major toward this field — for example a data, project-management, or sustainability minor. Your adviser can help you combine them.\nWhere you would work\nTypical settings: software and platform companies, in-house engineering and analytics teams in every industry, consulting firms, government, and startups. In every one of these programs a co-op or internship is expected, so students enter the field with real experience and often a standing offer.\nNot sure yet?\nYou do not have to pick now. Start in a broad first year, use major-exploration workshops and advising , and try a class in two or three of these areas. The Career Services team also runs interest assessments that map to programs.\nHow to get a real look this year\nYou do not need to wait for an internship to find out whether software & data fits. Take one introductory course in the field even if you are not ready to declare, join the student organization tied to the closest program (most of the programs above have one), and ask your adviser or Career Services to connect you with an alumnus working as a software engineer or web and application developer for a 20-minute informational conversation. A single semester of exposure is usually enough to know whether to go deeper or look elsewhere.\nCommon questions\nDo I have to choose one of the programs listed to work in this field? No — the programs above are the most direct routes, but a different major plus the right minor, internship, and portfolio can also get you here. Talk to Career Services about the closest path from where you already are.\nWhat's the difference between these roles day to day? This page groups a field, not one job; software engineer and business / operations analyst can look very different day to day even though both start from similar coursework. Use the program pages' outcomes sections to compare specifics.\nIs a graduate degree expected in this field? It varies by role — check the specific program's outcomes page for whether graduates typically continue their education or move straight into practice.\nOther career areas\nSoftware & data · Engineering & manufacturing · Building & construction · Health & wellness · Design & media · Business & management · Education & human services · Science & environment · Hospitality & events · Public safety & service\nAt a glance\nField\nSoftware & data\nPorter programs\n7\nApplied experience\nRequired in every program\nExplore\nProgram pages link plans and outcomes\nRelated\nDiscover your path\nAll academic programs\nCareer outcomes\nCareer Services\nFor future students\nTrending in tech Live\nLoading current headlines…" }, { "url": "carpool-program.html", "title": "Carpool & Rideshare Program", "description": "Preferred parking and a guaranteed ride home for employees and students who carpool to campus.", "headings": [ "Carpool & Rideshare Program", "On this page", "The core incentive", "The guaranteed ride home", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability Carpool & Rideshare Program\nPreferred parking and a guaranteed ride home for employees and students who carpool to campus.\nThe core incentive\nA carpool of two or more registered commuters gets a reserved spot in the closest lot to Founders Union, a meaningfully shorter walk than general parking during a Wesconsin winter.\nThe guaranteed ride home\nIf a carpool partner has to stay late or leave early, the program reimburses a one-off rideshare or taxi home up to four times a year, specifically so an unpredictable schedule doesn't stop someone from carpooling in the first place.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's sustainability commitments are mostly about water and heat: the Millrace restoration, rain gardens, and fourteen buildings surviving a Wesconsin winter as efficiently as possible.\nThe practical details\nIncentive: Reserved carpool parking near Founders Union. Guaranteed ride home: Up to 4 times a year, reimbursed. Matching: Informal board through the Sustainability Office. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Sustainability (Founders Union, Room 015). Call (715) 555–0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nIncentive\nReserved carpool parking near Founders Union\nGuaranteed ride home\nUp to 4 times a year, reimbursed\nMatching\nInformal board through the Sustainability Office\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSustainability dashboard\nSmoke-free campus\nLEED-certified buildings\nGreen Fund\nFull contact directory" }, { "url": "catalog-year-and-degree-requirements.html", "title": "Catalog year and degree requirements", "description": "Why", "headings": [ "Catalog year and degree requirements", "On this page", "What a catalog year is", "Why it protects you", "When it changes", "Choosing to move forward", "How to find yours", "Requirement changes that apply to everyone" ], "content": "Registrar Catalog year and degree requirements\nWhy \"which catalog you are on\" decides what you need to graduate, and when it can change.\nWhat a catalog year is\nThe university catalog is republished every year, and degree requirements change from edition to edition — a course is added to a major, a general-education category is restructured, a credit total shifts. When you enter Porter, you are assigned a catalog year (usually the one in effect when you started), and that edition's requirements are the ones you must meet, even as newer catalogs come out.\nWhy it protects you\nIt means the rules cannot move under you mid-degree. If the biology major adds two required courses in your junior year, you still graduate under the requirements that existed when you declared. Your degree audit is built against your catalog year, which is why it is the reference that matters, not the current catalog on the website.\nWhen it changes\nYour catalog year can change if you: change your major or add one (you may move to the catalog in effect at that point), leave Porter and return after a gap (often a semester or more) and are readmitted, or take longer than a set number of years to finish (some catalogs expire after five to seven years). Adding a minor usually does not reset it.\nChoosing to move forward\nYou can sometimes elect to move to a newer catalog if its requirements suit you better — for instance, if a course you already took now counts toward the major, or a burdensome requirement was removed. It is all-or-nothing: you take the new catalog's requirements as a set, not a mix. Your adviser and the Registrar can model both before you decide.\nHow to find yours\nYour catalog year is on your degree audit and in the student portal under your program information. If you are not sure which requirements apply to you, that is the first thing to confirm with your adviser — planning against the wrong catalog is a common cause of a surprise in the final year.\nRequirement changes that apply to everyone\nOccasionally a change is applied university-wide regardless of catalog year — a system-level general-education mandate, a change required by an accreditor. These are announced directly. Absent such an announcement, assume your catalog year governs.\nAt a glance\nIt is\nThe catalog edition in effect when you started — its requirements are yours for the whole degree\nProtects\nRules can't move under you mid-degree; your audit is built against it\nCan change\nChanging your major, a gap and readmission, or exceeding the catalog's time limit\nFind it\nOn your degree audit and in the portal — confirm it with your adviser early\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReading your degree audit\nTransferring credits to Porter\nCourse substitutions and waivers\nFull contact directory" }, { "url": "catalog-year-rights.html", "title": "Catalog year & degree requirements", "description": "Which edition of the requirements you graduate under, and when a curriculum change does or doesn't apply to you.", "headings": [ "Catalog year & degree requirements", "On this page", "What it protects", "When it resets", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Catalog year & degree requirements\nWhich edition of the requirements you graduate under, and when a curriculum change does or doesn't apply to you.\nWhat it protects\nDepartments revise majors regularly. Catalog rights mean a course added or dropped from the major after you started doesn't move your goalposts — you finish under the requirements you began with, shown in your degree audit as your catalog year.\nWhen it resets\nA gap in enrollment beyond the allowed window puts you on the current catalog at readmission. You may also elect a newer catalog on purpose — sometimes a revised major is easier or better aligned — but it's all-or-nothing for that program, not a menu. Your advisor files the change.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nYour catalog year: Normally the one in effect when you first enrolled (or were admitted to the major). Stays fixed: As long as you remain continuously enrolled. Can change: If you take a long break and are readmitted, or if you choose to opt into a newer catalog. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nYour catalog year\nNormally the one in effect when you first enrolled (or were admitted to the major)\nStays fixed\nAs long as you remain continuously enrolled\nCan change\nIf you take a long break and are readmitted, or if you choose to opt into a newer catalog\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "cedar-bluff-neighborhood.html", "title": "Cedar Bluff Neighborhood Guide", "description": "Cedar Bluff: the quiet neighborhood north of downtown with grad-student apartments, faculty homes, Osteria Lucia, and the best sledding hill in town.", "headings": [ "Cedar Bluff Neighborhood", "On this page", "Layout and vibe", "Housing: apartments and homes", "Dining: the Cedar Bluff strip", "Parks, trails, and the sledding hill", "Transit and walkability", "Who lives here" ], "content": "Porter Falls town guides Cedar Bluff Neighborhood\nNorth of downtown, up the bluff: quieter streets, grad-student apartments, faculty homes, the best restaurants in town, and the sledding hill everyone secretly uses.\nLayout and vibe\nCedar Bluff sits on the glacial moraine north of the Depot District — 150 ft of elevation gain in 0.6 miles (College Ave climbs it in a steady grade). The neighborhood is roughly bounded by Maple Street (south), Ridge Road (north), Lakeview Drive (east, overlooking the river valley), and University Avenue (west, campus edge). Streets follow the contours: winding, tree-canopied (oak, maple, basswood, the namesake cedars), with limestone retaining walls from the 1920s. Vibe: quieter than the Founders Triangle, fewer undergrad parties, more grad students, young faculty, and long-time residents who remember when the Millwrights played hockey on the frozen Millrace. The Porter Loop shuttle has three stops here (Cedar Bluff North, Osteria Lucia, Ridge Road) running every 12 min peak / 20 min off-peak.\nHousing: apartments and homes\nPurpose-built apartments (1960s–2010s): Bluffview Commons (120 units, 1–2 bed, $950–$1,300, laundry in-unit, bike storage, popular with grad students ), Ridgewood Flats (48 units, studio–2 bed, $850–$1,150, older but solid, walk to Osteria Lucia ), The Overlook (2018, 30 units, 1–2 bed, $1,200–$1,600, modern, elevator, river views, faculty/postdoc heavy). Converted homes: Many 1920s–1950s bungalows and foursquares split into 2–3 units ($650–$900/bed, charm + drafty windows). Single-family rentals: 15–20% of housing stock; 3–4 bed, $1,800–$2,500/mo, often leased by faculty families or grad-student groups. Lease cycle: Most turn over in June (academic year) or August (fiscal year); sublets common in summer (faculty sabbaticals). Parking: Most apartments have off-street lots; street parking is permit-only (city, $25/yr, apply at City Hall).\nDining: the Cedar Bluff strip\nThe three-block stretch of University Avenue between Maple and Ridge holds the town’s highest-density cluster of destination dining. Osteria Lucia (12-seat counter, hand-rolled pasta, natural wine list curated by a Hospitality alum) — reservation 3 weeks out for weekends, walk-ins welcome Tuesday–Wednesday 5–7 p.m. The Millwright’s Table (former ironworks office, 20 seats, $48 prix fixe monthly-changing) — the only place in town where the chef knows your dietary restrictions before you sit down. Sundog Supper Club (old Highway 12 frontage, Friday fish fry, brandy old fashioned sweet/sour/press) — the line starts at 4:30 p.m., locals order the perch, students order the walleye sandwich to-go. Cedar Bluff Bakery (7 a.m.–2 p.m., sourdough, kouign-amann, the only decent croissant within 40 miles) — supplies Roast & River downtown. Bluffside Brew (micro-roastery + taproom, 4-barrel system, seasonal lagers) — opens 2 p.m., closes 9 p.m., no food but Mabel’s Bakery delivers day-old rye at 3 p.m.\nParks, trails, and the sledding hill\nBlufftop Park (Ridge Road & Lakeview): 8 acres, prairie restoration (student-managed burns), pollinator garden, overlook bench with the best sunset view in the county. Cedar Bluff Woods (20 acres, city-owned, north of Ridge): unpainted trails, spring ephemerals (trillium, bloodroot, trout lily), deer, barred owls, the Secret Sledding Hill (unnamed, steep, north-facing, sleds appear in the woodshed every December). Riverfront Trail connection: The Bluff Staircase (147 stone steps, built 1932, WPA) drops from Lakeview to the Riverfront Trail — brutal climb back up, great glute workout. Winter: The city grooms 2 km of cross-country ski loops in Blufftop Park (classic + skate); Outdoor Pursuits rents skis by the day.\nTransit and walkability\nPorter Loop stops: Cedar Bluff North (Maple & University, serves Bluffview Commons), Osteria Lucia (University mid-block, serves Ridgewood & The Overlook), Ridge Road (top of the bluff, serves Ridge Road homes). Walk to campus: 15–25 min depending on where you live (uphill coming home). Bike: Bike lane on University Ave (painted, not protected); Bluff Staircase has a bike trough (wheel your bike up/down). Regional coach: Stops at Welcome Center (15 min walk or 5 min shuttle down the bluff). Car: Most residents have one (co-ops, Lake City hospitals, grocery runs to Porter County Co-op on the flats). EV charging: 4 Level 2 ports at Bluffview Commons, 2 at The Overlook, 2 at City Hall (downtown).\nWho lives here\nGraduate students (~45%): PhD and master’s students in Environmental Science , Engineering , Nursing , MBA — value quiet, walk to campus, near the Halvorsen Library late hours. Junior faculty & postdocs (~25%): first jobs, building tenure files, appreciate the dining strip and the Library ’s faculty carrels. Long-time residents (~20%): retired mill workers, teachers, the Cedar Bluff Neighborhood Association (monthly potluck, newsletter, advocates for traffic calming on University Ave). Families (~10%): Porter Falls School District (Cedar Bluff Elementary, walkable), Porter County Community Center pool/summer camp. Community glue: The Blufftop Gazette (student-run, monthly, print + digital) covers hyperlocal news — lost cats, stove recipes, construction updates, the sledding hill conditions.\nAt a glance\nLocation\nNorth of Depot District, up the moraine\nHousing\nDining strip\nOsteria Lucia, Millwright’s Table, Sundog, Cedar Bluff Bakery\nTransit\nPorter Loop 3 stops, 15–25 min walk to campus\nSignature spot\nSecret Sledding Hill (Blufftop Park)\nRelated resources\nPorter Falls, WE overview\nEating & Drinking in Porter Falls\nOff-Campus Housing Guide\nTransportation & parking\nMoving into a neighborhood\nOutdoor Pursuits ski rental" }, { "url": "center-additive-manufacturing-lab.html", "title": "Additive Manufacturing Laboratory", "description": "The Additive Manufacturing Laboratory at UW–Porter Falls: polymer and metal additive processes, design for additive, and qualification.", "headings": [ "Additive Manufacturing Laboratory", "On this page", "What it does", "Inside the lab", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Engineering & Technology Additive Manufacturing Laboratory\nPolymer and metal additive processes, design for additive, and qualification.\nWhat it does\nThe Additive Manufacturing Laboratory is a laboratory based in the College of Engineering & Technology. Its focus is polymer and metal additive processes, design for additive, and qualification.\nInside the lab\nThe lab houses filament, resin, powder-bed, and metal printers, plus post-processing and inspection, and supports coursework, faculty research on process–property relationships, and industry projects to prototype or qualify a printed part.\nWho works there\nIts people are mechanical and manufacturing engineering faculty and a lab technician, with student operators. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include aerospace and medical-device suppliers, and a tooling company. Organizations interested in a project usually start through the Discovery Center or by contacting the lab directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the lab through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the lab is hosting.\nNo route assumes you already have research experience; the lab expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the lab or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nLab\nHome\nCollege of Engineering & Technology\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "center-advanced-manufacturing-center.html", "title": "Advanced Manufacturing Center", "description": "The Advanced Manufacturing Center at UW–Porter Falls: automation, robotics, metrology, and production-systems research and applied projects.", "headings": [ "Advanced Manufacturing Center", "On this page", "What it does", "Inside the center", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Engineering & Technology Advanced Manufacturing Center\nAutomation, robotics, metrology, and production-systems research and applied projects.\nWhat it does\nThe Advanced Manufacturing Center is a center based in the College of Engineering & Technology. Its focus is automation, robotics, metrology, and production-systems research and applied projects.\nInside the center\nFaculty and student teams take on scoped problems from regional manufacturers — a cell to automate, a process to characterize, a quality issue to solve — and run them like short engineering engagements with a deliverable and a report. The center also hosts short courses and certification prep for the local workforce.\nWho works there\nIts people are manufacturing and industrial engineering faculty, engineering-technology faculty, and paid undergraduate research assistants. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include small and mid-sized manufacturers across western Wesconsin and Minnesota, and two automation integrators. Organizations interested in a project usually start through the Discovery Center or by contacting the center directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the center through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the center is hosting.\nNo route assumes you already have research experience; the center expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the center or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nCenter\nHome\nCollege of Engineering & Technology\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "center-agricultural-and-food-systems-institute.html", "title": "Agricultural & Food Systems Institute", "description": "The Agricultural & Food Systems Institute at UW–Porter Falls: regional food systems, small-farm viability, and food-science applications.", "headings": [ "Agricultural & Food Systems Institute", "On this page", "What it does", "Inside the institute", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Education, Health & Human Sciences Agricultural & Food Systems Institute\nRegional food systems, small-farm viability, and food-science applications.\nWhat it does\nThe Agricultural & Food Systems Institute is an institute based in the College of Education, Health & Human Sciences . Its focus is regional food systems, small-farm viability, and food-science applications.\nInside the institute\nThe institute connects dietetics and food-science coursework to working farms and food producers in the valley, running applied projects on shelf-life, packaging, and market access alongside a small-farm extension program.\nWho works there\nIts people are dietetics faculty, an extension coordinator, and student interns. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include regional farms, a food hub cooperative, and the county agricultural extension office. Organizations interested in a project usually start through the Discovery Center or by contacting the institute directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the institute through this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the institute is hosting.\nNo route assumes you already have research experience; the institute expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the institute or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nInstitute\nHome\nCollege of Education, Health & Human Sciences\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department" }, { "url": "center-applied-artificial-intelligence-lab.html", "title": "Applied Artificial Intelligence Laboratory", "description": "The Applied Artificial Intelligence Laboratory at UW–Porter Falls: practical machine learning for industry problems, and responsible-AI practice.", "headings": [ "Applied Artificial Intelligence Laboratory", "On this page", "What it does", "Inside the lab", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Computing & Information Sciences Applied Artificial Intelligence Laboratory\nPractical machine learning for industry problems, and responsible-AI practice.\nWhat it does\nThe Applied Artificial Intelligence Laboratory is a laboratory based in the College of Computing & Information Sciences. Its focus is practical machine learning for industry problems, and responsible-AI practice.\nInside the lab\nThe lab builds and evaluates models for partners — computer vision on a production line, forecasting, document processing — with a strong emphasis on validation, monitoring, and fairness. Students do the modeling and write the model cards.\nWho works there\nIts people are computer science and data science faculty, a research engineer, and student teams. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include manufacturers, a health system, and a logistics company. Organizations interested in a project usually start through the Discovery Center or by contacting the lab directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the lab through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the lab is hosting.\nNo route assumes you already have research experience; the lab expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the lab or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nLab\nHome\nCollege of Computing & Information Sciences\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "center-applied-linguistics-and-language-lab.html", "title": "Applied Linguistics & Language Lab", "description": "The Applied Linguistics & Language Lab at UW–Porter Falls: second-language acquisition, translation practice, and community language access.", "headings": [ "Applied Linguistics & Language Lab", "On this page", "What it does", "Inside the lab", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Arts, Design & Communication Applied Linguistics & Language Lab\nSecond-language acquisition, translation practice, and community language access.\nWhat it does\nThe Applied Linguistics & Language Lab is a laboratory based in the College of Arts, Design & Communication . Its focus is second-language acquisition, translation practice, and community language access.\nInside the lab\nThe lab supports language-minor coursework with recording and self-assessment tools, and runs a community interpretation and translation practicum for regional agencies that serve non-English-speaking residents.\nWho works there\nIts people are world-languages faculty and student interpreters-in-training. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include the county health department, a regional resettlement agency, and local school districts. Organizations interested in a project usually start through the Discovery Center or by contacting the lab directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the lab through this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the lab is hosting.\nNo route assumes you already have research experience; the lab expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the lab or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nLab\nHome\nCollege of Arts, Design & Communication\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department" }, { "url": "center-assistive-technology-and-accessibility-lab.html", "title": "Assistive Technology & Accessibility Laboratory", "description": "The Assistive Technology & Accessibility Laboratory at UW–Porter Falls: adaptive equipment, accessible design, and technology for independent living.", "headings": [ "Assistive Technology & Accessibility Laboratory", "On this page", "What it does", "Inside the lab", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Education, Health & Human Sciences Assistive Technology & Accessibility Laboratory\nAdaptive equipment, accessible design, and technology for independent living.\nWhat it does\nThe Assistive Technology & Accessibility Laboratory is a laboratory based in the College of Education, Health & Human Sciences . Its focus is adaptive equipment, accessible design, and technology for independent living.\nInside the lab\nThe lab builds and adapts low-cost assistive devices for individual clients referred by community partners, and evaluates the accessibility of campus and community digital services and physical spaces.\nWho works there\nIts people are rehabilitation-services faculty, an occupational-therapy-trained lab manager, and student fabricators. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include a regional independent-living center, the county aging and disability resource center, and campus Accessibility Services. Organizations interested in a project usually start through the Discovery Center or by contacting the lab directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the lab through this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the lab is hosting.\nNo route assumes you already have research experience; the lab expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the lab or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nLab\nHome\nCollege of Education, Health & Human Sciences\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department" }, { "url": "center-data-analytics-collaboratory.html", "title": "Data Analytics Collaboratory", "description": "The Data Analytics Collaboratory at UW–Porter Falls: applied analytics and machine-learning projects with partner data.", "headings": [ "Data Analytics Collaboratory", "On this page", "What it does", "Inside the lab", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Computing & Information Sciences Data Analytics Collaboratory\nApplied analytics and machine-learning projects with partner data.\nWhat it does\nThe Data Analytics Collaboratory is a laboratory based in the College of Computing & Information Sciences. Its focus is applied analytics and machine-learning projects with partner data.\nInside the lab\nSponsors bring a real question and real data; student practicum teams, supervised by faculty, take it from framing to a documented analysis, model, or dashboard. Projects have covered demand forecasting, quality prediction, and program evaluation.\nWho works there\nIts people are data-science faculty, a data engineer, and practicum student teams. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include manufacturers, health systems, nonprofits, and county agencies. Organizations interested in a project usually start through the Discovery Center or by contacting the lab directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the lab through this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the lab is hosting.\nNo route assumes you already have research experience; the lab expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the lab or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nLab\nHome\nCollege of Computing & Information Sciences\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department" }, { "url": "center-discovery-center.html", "title": "Discovery Center", "description": "The Discovery Center at UW–Porter Falls: connecting companies and communities to faculty expertise, student teams, and campus facilities.", "headings": [ "Discovery Center", "On this page", "What it does", "Inside the center", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "Office of Research Discovery Center\nConnecting companies and communities to faculty expertise, student teams, and campus facilities.\nWhat it does\nThe Discovery Center is a center based in the Office of Research. Its focus is connecting companies and communities to faculty expertise, student teams, and campus facilities.\nInside the center\nThe Discovery Center is the front door for outside organizations: it scopes a problem, matches it to the right faculty, course, or capstone team, handles the agreement, and manages the project to a deliverable. It also runs the applied-research seed-grant program.\nWho works there\nIts people are a small professional staff plus faculty affiliates from every college. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include more than one hundred regional employers, economic-development organizations, and municipalities. Organizations interested in a project usually start through the Discovery Center or by contacting the center directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the center through this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the center is hosting.\nNo route assumes you already have research experience; the center expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the center or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nCenter\nHome\nOffice of Research\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department" }, { "url": "center-embedded-systems-and-iot-lab.html", "title": "Embedded Systems & IoT Laboratory", "description": "The Embedded Systems & IoT Laboratory at UW–Porter Falls: connected devices, edge computing, and industrial monitoring systems.", "headings": [ "Embedded Systems & IoT Laboratory", "On this page", "What it does", "Inside the lab", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Engineering & Technology Embedded Systems & IoT Laboratory\nConnected devices, edge computing, and industrial monitoring systems.\nWhat it does\nThe Embedded Systems & IoT Laboratory is a laboratory based in the College of Engineering & Technology. Its focus is connected devices, edge computing, and industrial monitoring systems.\nInside the lab\nThe lab prototypes sensor and control systems for partners — condition monitoring on equipment, environmental sensing, connected products — and studies reliability, power, and security at the edge. Computer and electrical engineering students build the hardware and firmware.\nWho works there\nIts people are electrical and computer engineering faculty, a research engineer, and student teams. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include equipment manufacturers, a utility, and an agricultural technology company. Organizations interested in a project usually start through the Discovery Center or by contacting the lab directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the lab through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the lab is hosting.\nNo route assumes you already have research experience; the lab expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the lab or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nLab\nHome\nCollege of Engineering & Technology\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "center-ergonomics-and-safety-research-center.html", "title": "Ergonomics & Safety Research Center", "description": "The Ergonomics & Safety Research Center at UW–Porter Falls: workplace injury prevention, hazard control, and safety-management systems.", "headings": [ "Ergonomics & Safety Research Center", "On this page", "What it does", "Inside the center", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Engineering & Technology Ergonomics & Safety Research Center\nWorkplace injury prevention, hazard control, and safety-management systems.\nWhat it does\nThe Ergonomics & Safety Research Center is a center based in the College of Engineering & Technology. Its focus is workplace injury prevention, hazard control, and safety-management systems.\nInside the center\nThe center does field ergonomic and safety assessments for employers, tests personal protective equipment and controls, and develops training. Occupational safety and health students do the assessments and write the reports.\nWho works there\nIts people are occupational safety and health and industrial engineering faculty, and student assessors. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include manufacturers, construction firms, a meatpacking cooperative, and an insurer's loss-control unit. Organizations interested in a project usually start through the Discovery Center or by contacting the center directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the center through this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the center is hosting.\nNo route assumes you already have research experience; the center expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the center or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nCenter\nHome\nCollege of Engineering & Technology\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department" }, { "url": "center-esports-and-game-analytics-lab.html", "title": "Esports & Game Analytics Laboratory", "description": "The Esports & Game Analytics Laboratory at UW–Porter Falls: player-performance data, game-design analytics, and esports program research.", "headings": [ "Esports & Game Analytics Laboratory", "On this page", "What it does", "Inside the lab", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Computing & Information Sciences Esports & Game Analytics Laboratory\nPlayer-performance data, game-design analytics, and esports program research.\nWhat it does\nThe Esports & Game Analytics Laboratory is a laboratory based in the College of Computing & Information Sciences. Its focus is player-performance data, game-design analytics, and esports program research.\nInside the lab\nThe lab studies player performance and engagement data from the campus esports program and partner titles, and gives game-design students a live dataset to prototype analytics tools against.\nWho works there\nIts people are computer science and data science faculty, and student researchers from the esports program. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include the campus esports program and two independent game studios. Organizations interested in a project usually start through the Discovery Center or by contacting the lab directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the lab through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the lab is hosting.\nNo route assumes you already have research experience; the lab expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the lab or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nLab\nHome\nCollege of Computing & Information Sciences\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "center-fabrication-and-prototyping-lab.html", "title": "Fabrication & Prototyping Laboratory", "description": "The Fabrication & Prototyping Laboratory at UW–Porter Falls: digital and traditional fabrication for design research and student projects.", "headings": [ "Fabrication & Prototyping Laboratory", "On this page", "What it does", "Inside the lab", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Arts, Design & Communication Fabrication & Prototyping Laboratory\nDigital and traditional fabrication for design research and student projects.\nWhat it does\nThe Fabrication & Prototyping Laboratory is a laboratory based in the College of Arts, Design & Communication . Its focus is digital and traditional fabrication for design research and student projects.\nInside the lab\nBeyond the open makerspace, this lab supports faculty-led design research and sponsored product projects — 3D printing, CNC, laser cutting, molding, and finishing — with a technician who helps translate a concept into a testable prototype.\nWho works there\nIts people are industrial and product design faculty and a shop technician, with trained student mentors. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include consumer-products companies, furniture makers, and design consultancies. Organizations interested in a project usually start through the Discovery Center or by contacting the lab directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the lab through this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the lab is hosting.\nNo route assumes you already have research experience; the lab expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the lab or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nLab\nHome\nCollege of Arts, Design & Communication\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department" }, { "url": "center-fermentation-and-food-innovation-lab.html", "title": "Fermentation & Food Innovation Laboratory", "description": "The Fermentation & Food Innovation Laboratory at UW–Porter Falls: fermented foods and beverages, sensory science, and small-producer support.", "headings": [ "Fermentation & Food Innovation Laboratory", "On this page", "What it does", "Inside the lab", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Science & Mathematics Fermentation & Food Innovation Laboratory\nFermented foods and beverages, sensory science, and small-producer support.\nWhat it does\nThe Fermentation & Food Innovation Laboratory is a laboratory based in the College of Science & Mathematics . Its focus is fermented foods and beverages, sensory science, and small-producer support.\nInside the lab\nThe lab has a pilot brewery, a fermentation suite, and a sensory booth room, and it supports coursework, faculty research on process and flavor, and product-development and troubleshooting help for regional small producers.\nWho works there\nIts people are fermentation science and food science faculty, a lab manager, and students. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include regional breweries, cideries, a creamery, and a distillery. Organizations interested in a project usually start through the Discovery Center or by contacting the lab directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the lab through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the lab is hosting.\nNo route assumes you already have research experience; the lab expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the lab or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nLab\nHome\nCollege of Science & Mathematics\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "center-for-community-engaged-learning-research.html", "title": "Center for Community-Engaged Learning Research", "description": "The Center for Community-Engaged Learning Research at UW–Porter Falls: the practice and impact of service-learning and community-based coursework.", "headings": [ "Center for Community-Engaged Learning Research", "On this page", "What it does", "Inside the center", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "Office of Academic Affairs Center for Community-Engaged Learning Research\nThe practice and impact of service-learning and community-based coursework.\nWhat it does\nThe Center for Community-Engaged Learning Research is a center based in the Office of Academic Affairs. Its focus is the practice and impact of service-learning and community-based coursework.\nInside the center\nThe center supports faculty putting community projects into courses, evaluates outcomes for students and partners, and coordinates the reciprocal relationships so community organizations are collaborators rather than subjects.\nWho works there\nIts people are faculty affiliates across departments, a community-engagement director, and student coordinators. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include more than sixty community organizations in Porter Falls and the surrounding counties. Organizations interested in a project usually start through the Discovery Center or by contacting the center directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the center through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the center is hosting.\nNo route assumes you already have research experience; the center expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the center or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nCenter\nHome\nOffice of Academic Affairs\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "center-for-entrepreneurship-and-innovation.html", "title": "Center for Entrepreneurship & Innovation", "description": "The Center for Entrepreneurship & Innovation at UW–Porter Falls: venture creation, the student innovation studio, and the campus venture fund.", "headings": [ "Center for Entrepreneurship & Innovation", "On this page", "What it does", "Inside the center", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Management Center for Entrepreneurship & Innovation\nVenture creation, the student innovation studio, and the campus venture fund.\nWhat it does\nThe Center for Entrepreneurship & Innovation is a center based in the College of Management . Its focus is venture creation, the student innovation studio, and the campus venture fund.\nInside the center\nThe center runs pitch competitions, a startup weekend, founder-in-residence office hours, and the legal and mentoring clinics, and it manages a small student-run pre-seed fund that invests in campus ventures.\nWho works there\nIts people are management faculty, an entrepreneur-in-residence, and student fund associates. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include alumni founders and investors, a regional accelerator, and the small-business development center. Organizations interested in a project usually start through the Discovery Center or by contacting the center directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the center through this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the center is hosting.\nNo route assumes you already have research experience; the center expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the center or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nCenter\nHome\nCollege of Management\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department" }, { "url": "center-for-financial-wellness-research.html", "title": "Center for Financial Wellness Research", "description": "The Center for Financial Wellness Research at UW–Porter Falls: financial capability, behavior, and the design of effective financial education.", "headings": [ "Center for Financial Wellness Research", "On this page", "What it does", "Inside the center", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Management Center for Financial Wellness Research\nFinancial capability, behavior, and the design of effective financial education.\nWhat it does\nThe Center for Financial Wellness Research is a center based in the College of Management . Its focus is financial capability, behavior, and the design of effective financial education.\nInside the center\nThe center studies how people make financial decisions and what helps — testing coaching models, curriculum, and nudges — and it supports the campus financial-wellness coaching program with evaluation.\nWho works there\nIts people are finance and psychology faculty, a research coordinator, and student researchers. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include a credit union, a state financial-education office, and community nonprofits. Organizations interested in a project usually start through the Discovery Center or by contacting the center directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the center through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the center is hosting.\nNo route assumes you already have research experience; the center expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the center or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nCenter\nHome\nCollege of Management\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "center-for-inclusive-design-and-access.html", "title": "Center for Inclusive Design & Access", "description": "The Center for Inclusive Design & Access at UW–Porter Falls: accessibility research, assistive technology, and inclusive-design consulting.", "headings": [ "Center for Inclusive Design & Access", "On this page", "What it does", "Inside the center", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Arts, Design & Communication Center for Inclusive Design & Access\nAccessibility research, assistive technology, and inclusive-design consulting.\nWhat it does\nThe Center for Inclusive Design & Access is a center based in the College of Arts, Design & Communication . Its focus is accessibility research, assistive technology, and inclusive-design consulting.\nInside the center\nThe center evaluates products, environments, and digital systems for accessibility, prototypes assistive solutions with and for disabled community members, and trains designers and developers. Rehabilitation-services and design students work side by side.\nWho works there\nIts people are design, rehabilitation-services, and computing faculty, and student researchers. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include an independent-living center, a school district, and software companies. Organizations interested in a project usually start through the Discovery Center or by contacting the center directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the center through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the center is hosting.\nNo route assumes you already have research experience; the center expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the center or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nCenter\nHome\nCollege of Arts, Design & Communication\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "center-for-manufacturing-workforce.html", "title": "Center for Manufacturing Workforce Development", "description": "The Center for Manufacturing Workforce Development at UW–Porter Falls: upskilling incumbent workers and building the pipeline into technical careers.", "headings": [ "Center for Manufacturing Workforce Development", "On this page", "What it does", "Inside the center", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "Business & Industry Outreach Center for Manufacturing Workforce Development\nUpskilling incumbent workers and building the pipeline into technical careers.\nWhat it does\nThe Center for Manufacturing Workforce Development is a center based in the Business & Industry Outreach. Its focus is upskilling incumbent workers and building the pipeline into technical careers.\nInside the center\nThe center delivers customized instruction, short courses, and industry certifications on campus, online, and at employer sites, and runs precollege programs and camps that introduce middle- and high-school students to technical fields.\nWho works there\nIts people are a program staff plus adjunct instructors drawn from industry and campus faculty. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include a manufacturing consortium, workforce boards, and technical high schools across the region. Organizations interested in a project usually start through the Discovery Center or by contacting the center directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the center through this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the center is hosting.\nNo route assumes you already have research experience; the center expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the center or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nCenter\nHome\nBusiness & Industry Outreach\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department" }, { "url": "center-for-packaging-innovation.html", "title": "Center for Packaging Innovation", "description": "The Center for Packaging Innovation at UW–Porter Falls: materials testing, distribution simulation, sustainable packaging, and regulatory consultation.", "headings": [ "Center for Packaging Innovation", "On this page", "What it does", "Inside the center", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Engineering & Technology Center for Packaging Innovation\nMaterials testing, distribution simulation, sustainable packaging, and regulatory consultation.\nWhat it does\nThe Center for Packaging Innovation is a center based in the College of Engineering & Technology. Its focus is materials testing, distribution simulation, sustainable packaging, and regulatory consultation.\nInside the center\nThe center runs ISTA-style distribution testing (shock, vibration, compression, climate), evaluates barrier and recyclability trade-offs, and helps companies move a package from concept to a validated specification. Student analysts do much of the bench work.\nWho works there\nIts people are packaging faculty, a full-time lab manager, and packaging students on work assignments. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include consumer-goods and food companies, medical-device manufacturers, and a regional recycling cooperative. Organizations interested in a project usually start through the Discovery Center or by contacting the center directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the center through this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the center is hosting.\nNo route assumes you already have research experience; the center expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the center or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nCenter\nHome\nCollege of Engineering & Technology\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department" }, { "url": "center-for-rural-health-and-aging.html", "title": "Center for Rural Health & Aging", "description": "The Center for Rural Health & Aging at UW–Porter Falls: access to care, healthy aging, and the health workforce in rural communities.", "headings": [ "Center for Rural Health & Aging", "On this page", "What it does", "Inside the center", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Education, Health & Human Sciences Center for Rural Health & Aging\nAccess to care, healthy aging, and the health workforce in rural communities.\nWhat it does\nThe Center for Rural Health & Aging is a center based in the College of Education, Health & Human Sciences . Its focus is access to care, healthy aging, and the health workforce in rural communities.\nInside the center\nThe center conducts community health assessments, evaluates programs for rural clinics and aging-services agencies, and places students in rural practicum sites. It hosts an annual rural-health conference.\nWho works there\nIts people are nursing, public health, and gerontology faculty, an epidemiologist, and graduate assistants. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include critical-access hospitals, county health and aging offices, and a rural clinic network. Organizations interested in a project usually start through the Discovery Center or by contacting the center directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the center through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the center is hosting.\nNo route assumes you already have research experience; the center expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the center or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nCenter\nHome\nCollege of Education, Health & Human Sciences\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "center-freshwater-and-watershed-lab.html", "title": "Freshwater & Watershed Laboratory", "description": "The Freshwater & Watershed Laboratory at UW–Porter Falls: water quality, stream ecology, and watershed monitoring in the upper Midwest.", "headings": [ "Freshwater & Watershed Laboratory", "On this page", "What it does", "Inside the lab", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Science & Mathematics Freshwater & Watershed Laboratory\nWater quality, stream ecology, and watershed monitoring in the upper Midwest.\nWhat it does\nThe Freshwater & Watershed Laboratory is a laboratory based in the College of Science & Mathematics . Its focus is water quality, stream ecology, and watershed monitoring in the upper Midwest.\nInside the lab\nThe lab runs long-term monitoring on regional streams and lakes, does the analytical chemistry for its own and partners' samples, and involves students in field sampling, lab analysis, and reporting to the communities that use the data.\nWho works there\nIts people are environmental science and biology faculty, a lab manager, and undergraduate field crews. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include a river alliance, county land and water departments, and a state monitoring program. Organizations interested in a project usually start through the Discovery Center or by contacting the lab directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the lab through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the lab is hosting.\nNo route assumes you already have research experience; the lab expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the lab or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nLab\nHome\nCollege of Science & Mathematics\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "center-furlong-gallery-and-collections.html", "title": "Furlong Gallery & University Collections", "description": "The Furlong Gallery & University Collections at UW–Porter Falls: exhibitions, the permanent art collection, and object-based teaching.", "headings": [ "Furlong Gallery & University Collections", "On this page", "What it does", "Inside the center", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Arts, Design & Communication Furlong Gallery & University Collections\nExhibitions, the permanent art collection, and object-based teaching.\nWhat it does\nThe Furlong Gallery & University Collections is a center based in the College of Arts, Design & Communication . Its focus is exhibitions, the permanent art collection, and object-based teaching.\nInside the center\nThe gallery mounts rotating exhibitions of regional, historical, and student work, cares for the university art and design collection, and provides objects and space for courses across the arts. Students staff and help curate it.\nWho works there\nIts people are a gallery director and preparator, arts faculty, and student assistants. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include regional artists, museums, and collectors. Organizations interested in a project usually start through the Discovery Center or by contacting the center directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the center through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the center is hosting.\nNo route assumes you already have research experience; the center expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the center or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nCenter\nHome\nCollege of Arts, Design & Communication\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "center-human-performance-laboratory.html", "title": "Human Performance Laboratory", "description": "The Human Performance Laboratory at UW–Porter Falls: biomechanics, exercise physiology, ergonomics, and workplace-health research.", "headings": [ "Human Performance Laboratory", "On this page", "What it does", "Inside the lab", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Education, Health & Human Sciences Human Performance Laboratory\nBiomechanics, exercise physiology, ergonomics, and workplace-health research.\nWhat it does\nThe Human Performance Laboratory is a laboratory based in the College of Education, Health & Human Sciences . Its focus is biomechanics, exercise physiology, ergonomics, and workplace-health research.\nInside the lab\nThe lab supports faculty and student research on movement, training, and injury, and does applied ergonomic assessments for employers — measuring lift risk, evaluating workstation design, and recommending changes. Community members also take part as research participants.\nWho works there\nIts people are kinesiology and health-sciences faculty, graduate assistants, and undergraduate research students. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include regional employers, a physical-therapy clinic network, and a hospital cardiac-rehabilitation program. Organizations interested in a project usually start through the Discovery Center or by contacting the lab directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the lab through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the lab is hosting.\nNo route assumes you already have research experience; the lab expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the lab or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nLab\nHome\nCollege of Education, Health & Human Sciences\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "center-institute-for-applied-cybersecurity.html", "title": "Institute for Applied Cybersecurity", "description": "The Institute for Applied Cybersecurity at UW–Porter Falls: security operations research, detection engineering, and cyber workforce development.", "headings": [ "Institute for Applied Cybersecurity", "On this page", "What it does", "Inside the institute", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Computing & Information Sciences Institute for Applied Cybersecurity\nSecurity operations research, detection engineering, and cyber workforce development.\nWhat it does\nThe Institute for Applied Cybersecurity is an institute based in the College of Computing & Information Sciences. Its focus is security operations research, detection engineering, and cyber workforce development.\nInside the institute\nThe institute runs a student-staffed security clinic that does vulnerability assessments and security-program reviews for small nonprofits and local governments that could not otherwise afford them, and it develops training used across the region.\nWho works there\nIts people are cybersecurity and IT faculty, an institute director, and students earning credit and pay. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include municipalities, school districts, nonprofits, and a regional information-sharing group. Organizations interested in a project usually start through the Discovery Center or by contacting the institute directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the institute through this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the institute is hosting.\nNo route assumes you already have research experience; the institute expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the institute or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nInstitute\nHome\nCollege of Computing & Information Sciences\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department" }, { "url": "center-institute-for-regional-economic-development.html", "title": "Institute for Regional Economic Development", "description": "The Institute for Regional Economic Development at UW–Porter Falls: economic analysis, workforce studies, and strategy for communities and employers.", "headings": [ "Institute for Regional Economic Development", "On this page", "What it does", "Inside the institute", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "Business & Industry Outreach Institute for Regional Economic Development\nEconomic analysis, workforce studies, and strategy for communities and employers.\nWhat it does\nThe Institute for Regional Economic Development is an institute based in the Business & Industry Outreach. Its focus is economic analysis, workforce studies, and strategy for communities and employers.\nInside the institute\nThe institute produces economic impact studies, labor-market analyses, and industry-cluster strategies for local governments and development organizations, giving business and economics students applied research experience.\nWho works there\nIts people are economics and management faculty, an institute economist, and graduate assistants. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include regional development corporations, chambers of commerce, and county boards. Organizations interested in a project usually start through the Discovery Center or by contacting the institute directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the institute through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the institute is hosting.\nNo route assumes you already have research experience; the institute expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the institute or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nInstitute\nHome\nBusiness & Industry Outreach\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "center-institute-for-teaching-and-learning-research.html", "title": "Institute for Teaching & Learning Research", "description": "The Institute for Teaching & Learning Research at UW–Porter Falls: discipline-based education research and evidence-based teaching practice.", "headings": [ "Institute for Teaching & Learning Research", "On this page", "What it does", "Inside the institute", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Education, Health & Human Sciences Institute for Teaching & Learning Research\nDiscipline-based education research and evidence-based teaching practice.\nWhat it does\nThe Institute for Teaching & Learning Research is an institute based in the College of Education, Health & Human Sciences . Its focus is discipline-based education research and evidence-based teaching practice.\nInside the institute\nFaculty study how students learn in their fields — where they get stuck, what interventions help — and translate findings into course redesigns across campus. The institute runs the faculty teaching-development program and a small grants competition.\nWho works there\nIts people are education faculty, discipline-based education researchers from STEM departments, and postdoctoral fellows. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include a regional consortium of colleges and a national STEM-education network. Organizations interested in a project usually start through the Discovery Center or by contacting the institute directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the institute through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the institute is hosting.\nNo route assumes you already have research experience; the institute expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the institute or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nInstitute\nHome\nCollege of Education, Health & Human Sciences\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "center-polymer-characterization-lab.html", "title": "Polymer Characterization Laboratory", "description": "The Polymer Characterization Laboratory at UW–Porter Falls: thermal, mechanical, rheological, and failure analysis of polymers and composites.", "headings": [ "Polymer Characterization Laboratory", "On this page", "What it does", "Inside the lab", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Engineering & Technology Polymer Characterization Laboratory\nThermal, mechanical, rheological, and failure analysis of polymers and composites.\nWhat it does\nThe Polymer Characterization Laboratory is a laboratory based in the College of Engineering & Technology. Its focus is thermal, mechanical, rheological, and failure analysis of polymers and composites.\nInside the lab\nThe lab runs DSC, TGA, DMA, rheometry, and mechanical testing for coursework, faculty research, and industry service work — including failure analysis when a part cracks in the field and someone needs to know why. Students are trained on every instrument.\nWho works there\nIts people are plastics engineering faculty and a lab technician, with student operators. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include resin suppliers, molders, and automotive and medical parts manufacturers. Organizations interested in a project usually start through the Discovery Center or by contacting the lab directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the lab through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the lab is hosting.\nNo route assumes you already have research experience; the lab expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the lab or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nLab\nHome\nCollege of Engineering & Technology\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "center-polytechnic-education-research-group.html", "title": "Polytechnic Education Research Group", "description": "The Polytechnic Education Research Group at UW–Porter Falls: how applied, hands-on, project-based education produces learning and career outcomes.", "headings": [ "Polytechnic Education Research Group", "On this page", "What it does", "Inside the center", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "Office of Academic Affairs Polytechnic Education Research Group\nHow applied, hands-on, project-based education produces learning and career outcomes.\nWhat it does\nThe Polytechnic Education Research Group is a center based in the Office of Academic Affairs. Its focus is how applied, hands-on, project-based education produces learning and career outcomes.\nInside the center\nThe group studies Porter's own model — co-op, capstones, labs, the laptop program — measuring what works, for whom, and why, and publishes so other institutions can learn from it. Its findings feed program review.\nWho works there\nIts people are faculty affiliates across colleges, an institutional researcher, and graduate assistants. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include a national polytechnic consortium and a higher-education research center. Organizations interested in a project usually start through the Discovery Center or by contacting the center directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the center through this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the center is hosting.\nNo route assumes you already have research experience; the center expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the center or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nCenter\nHome\nOffice of Academic Affairs\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department" }, { "url": "center-renewable-energy-and-microgrid-lab.html", "title": "Renewable Energy & Microgrid Laboratory", "description": "The Renewable Energy & Microgrid Laboratory at UW–Porter Falls: small-scale solar, storage, and microgrid control for rural and industrial sites.", "headings": [ "Renewable Energy & Microgrid Laboratory", "On this page", "What it does", "Inside the lab", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Engineering & Technology Renewable Energy & Microgrid Laboratory\nSmall-scale solar, storage, and microgrid control for rural and industrial sites.\nWhat it does\nThe Renewable Energy & Microgrid Laboratory is a laboratory based in the College of Engineering & Technology. Its focus is small-scale solar, storage, and microgrid control for rural and industrial sites.\nInside the lab\nThe lab operates a campus-scale solar-plus-storage microgrid as a live testbed and runs feasibility studies for partner sites considering their own installation, from sizing the system to modeling the payback.\nWho works there\nIts people are electrical engineering faculty, a facilities engineer, and student research assistants. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include a regional electric cooperative, two manufacturers evaluating on-site solar, and the county planning office. Organizations interested in a project usually start through the Discovery Center or by contacting the lab directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the lab through this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the lab is hosting.\nNo route assumes you already have research experience; the lab expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the lab or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nLab\nHome\nCollege of Engineering & Technology\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department" }, { "url": "center-structures-and-materials-testing-lab.html", "title": "Structures & Materials Testing Laboratory", "description": "The Structures & Materials Testing Laboratory at UW–Porter Falls: load testing of structural components, concrete and soils testing, and forensic evaluation.", "headings": [ "Structures & Materials Testing Laboratory", "On this page", "What it does", "Inside the lab", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Engineering & Technology Structures & Materials Testing Laboratory\nLoad testing of structural components, concrete and soils testing, and forensic evaluation.\nWhat it does\nThe Structures & Materials Testing Laboratory is a laboratory based in the College of Engineering & Technology. Its focus is load testing of structural components, concrete and soils testing, and forensic evaluation.\nInside the lab\nThe lab has a strong floor and reaction frame for testing beams, connections, and assemblies to failure, plus full concrete and soils labs. It supports coursework, faculty research, and certified materials testing for local projects.\nWho works there\nIts people are civil engineering faculty and a lab manager, with student technicians. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include consulting engineering firms, a ready-mix producer, and county highway departments. Organizations interested in a project usually start through the Discovery Center or by contacting the lab directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the lab through this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the lab is hosting.\nNo route assumes you already have research experience; the lab expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the lab or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nLab\nHome\nCollege of Engineering & Technology\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department" }, { "url": "center-sustainability-research-institute.html", "title": "Sustainability Research Institute", "description": "The Sustainability Research Institute at UW–Porter Falls: life-cycle assessment, circular design, energy, and community sustainability.", "headings": [ "Sustainability Research Institute", "On this page", "What it does", "Inside the institute", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Science & Mathematics Sustainability Research Institute\nLife-cycle assessment, circular design, energy, and community sustainability.\nWhat it does\nThe Sustainability Research Institute is an institute based in the College of Science & Mathematics . Its focus is life-cycle assessment, circular design, energy, and community sustainability.\nInside the institute\nThe institute pairs faculty from engineering, design, business, and the sciences on interdisciplinary projects — a life-cycle study for a manufacturer, a circular-materials pilot, a campus or municipal decarbonization plan. It manages the student green-fund review with the Sustainability Council.\nWho works there\nIts people are affiliated faculty across four colleges, postdoctoral researchers on grants, and student fellows. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include regional manufacturers, two county governments, and a utility. Organizations interested in a project usually start through the Discovery Center or by contacting the institute directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the institute through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the institute is hosting.\nNo route assumes you already have research experience; the institute expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the institute or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nInstitute\nHome\nCollege of Science & Mathematics\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "center-transportation-and-infrastructure-lab.html", "title": "Transportation & Infrastructure Laboratory", "description": "The Transportation & Infrastructure Laboratory at UW–Porter Falls: pavement materials, traffic operations, and asset management for local agencies.", "headings": [ "Transportation & Infrastructure Laboratory", "On this page", "What it does", "Inside the lab", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Engineering & Technology Transportation & Infrastructure Laboratory\nPavement materials, traffic operations, and asset management for local agencies.\nWhat it does\nThe Transportation & Infrastructure Laboratory is a laboratory based in the College of Engineering & Technology. Its focus is pavement materials, traffic operations, and asset management for local agencies.\nInside the lab\nThe lab tests asphalt and aggregate, models intersections and corridors, and helps small municipalities and counties inventory and prioritize infrastructure repairs they cannot staff internally.\nWho works there\nIts people are civil engineering faculty, a lab manager, and student engineers. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include county highway departments, a regional planning commission, and the state DOT. Organizations interested in a project usually start through the Discovery Center or by contacting the lab directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the lab through this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the lab is hosting.\nNo route assumes you already have research experience; the lab expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the lab or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nLab\nHome\nCollege of Engineering & Technology\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department" }, { "url": "center-usability-and-experience-lab.html", "title": "Usability & Experience Lab", "description": "The Usability & Experience Lab at UW–Porter Falls: usability testing, user research, and inclusive-design evaluation.", "headings": [ "Usability & Experience Lab", "On this page", "What it does", "Inside the lab", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Arts, Design & Communication Usability & Experience Lab\nUsability testing, user research, and inclusive-design evaluation.\nWhat it does\nThe Usability & Experience Lab is a laboratory based in the College of Arts, Design & Communication . Its focus is usability testing, user research, and inclusive-design evaluation.\nInside the lab\nThe lab has moderated-testing rooms with recording and eye-tracking, and runs studies for campus units and outside clients — testing a website, an app, a kiosk, a form — with student researchers doing recruitment, sessions, and analysis under faculty supervision.\nWho works there\nIts people are UX and communication faculty, a lab coordinator, and student researchers. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include software companies, health systems, state agencies, and campus IT. Organizations interested in a project usually start through the Discovery Center or by contacting the lab directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the lab through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the lab is hosting.\nNo route assumes you already have research experience; the lab expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the lab or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nLab\nHome\nCollege of Arts, Design & Communication\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "center-user-experience-research-lab.html", "title": "User Experience Research Laboratory", "description": "The User Experience Research Laboratory at UW–Porter Falls: usability testing, eye-tracking, and interaction research for digital products.", "headings": [ "User Experience Research Laboratory", "On this page", "What it does", "Inside the lab", "Who works there", "Partners", "Connected programs", "Getting involved as a student", "Common questions" ], "content": "College of Arts, Design & Communication User Experience Research Laboratory\nUsability testing, eye-tracking, and interaction research for digital products.\nWhat it does\nThe User Experience Research Laboratory is a laboratory based in the College of Arts, Design & Communication . Its focus is usability testing, eye-tracking, and interaction research for digital products.\nInside the lab\nThe lab runs moderated and unmoderated usability studies for partner products, using eye-tracking and screen/behavior recording, and turns findings into design recommendations partners can act on directly.\nWho works there\nIts people are graphic design and computer science faculty, a lab coordinator, and student researchers. Undergraduates are involved as paid research assistants, for course credit, or on capstone and practicum teams — applied research experience is a core part of the mission, not a side effect.\nPartners\nRecent and ongoing partners include regional software companies and two campus offices redesigning their own web services. Organizations interested in a project usually start through the Discovery Center or by contacting the lab directly; student teams are matched by fit and timeline.\nConnected programs\nStudents most often reach the lab through this department and this department , and through the courses those departments teach. See Research for the university's other centers and the undergraduate research program.\nGetting involved as a student\nThere are three common routes in. The first is a paid research-assistant position, posted through the department and on the campus job board, usually 8–12 hours a week during the term. The second is course credit — an independent-study or research-methods registration tied to a specific project and a faculty supervisor. The third is a capstone or practicum team assigned to a partner problem the lab is hosting.\nNo route assumes you already have research experience; the lab expects to train students in its methods and tools. The best time to ask is the term before you want to start, so a project and a supervisor can be lined up.\nCommon questions\nCan a company or agency bring a project? Yes. Most partner work starts through the Discovery Center , which scopes the problem, matches it to the lab or a course team, handles the agreement and intellectual-property terms, and manages the schedule. A typical engagement runs one to two terms.\nIs the work paid or published? Both happen. Student RAs are paid; partner deliverables belong to the partner under the agreement; and results that can be shared are sometimes presented at the undergraduate research symposium or a regional conference.\nAt a glance\nType\nLab\nHome\nCollege of Arts, Design & Communication\nStudent roles\nPaid RA, credit, capstone/practicum\nStart a project\nVia the Discovery Center\nRelated\nAll centers & labs\nDiscovery Center\nUndergraduate research\nOpen research resources\nFor employers & partners\nRelated department\nRelated department" }, { "url": "certified-documents-apostille.html", "title": "Certified & apostilled documents", "description": "Official transcripts and diplomas prepared for use by a foreign government, employer, or licensing body.", "headings": [ "Certified & apostilled documents", "On this page", "What each is for", "The steps", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Certified & apostilled documents\nOfficial transcripts and diplomas prepared for use by a foreign government, employer, or licensing body.\nWhat each is for\nSome countries and international employers won't accept a plain transcript. They want a certified copy — issued and signed by the Registrar — and often an apostille or consular authentication on top. Teaching English abroad, foreign graduate study, and professional licensing are the usual reasons.\nThe steps\nOrder a certified copy from the Registrar and specify it's for international use so it's notarized correctly. Then send it to the Secretary of State's office for the apostille. For a country not in the Hague Convention, you need consular legalization instead. Staff can walk you through the sequence.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nCertified copy: A transcript or diploma copy the Registrar attests is true, often notarized. Apostille: A state-issued certificate that makes a notarized document valid abroad under the Hague Convention. Order early: The apostille step is handled by the state, not the university, and adds one to three weeks. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCertified copy\nA transcript or diploma copy the Registrar attests is true, often notarized\nApostille\nA state-issued certificate that makes a notarized document valid abroad under the Hague Convention\nOrder early\nThe apostille step is handled by the state, not the university, and adds one to three weeks\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "chancellor-messages.html", "title": "Messages from the Chancellor", "description": "An archive of Chancellor Elaine Vandehey’s campus-wide emails since fall 2025, newest first, with the date, subject line and the part people actually read.", "headings": [ "Messages from the Chancellor", "On this page", "About these messages", "Fall 2026", "Spring and summer 2026", "Fall 2025" ], "content": "Office of the Chancellor Messages from the Chancellor\nAn archive of Chancellor Elaine Vandehey’s campus-wide emails since fall 2025, newest first, with the date, subject line and the part people actually read.\nAbout these messages\nThe chancellor sends a campus-wide message when something affects everyone: a leadership change, a tuition decision, a closure, a milestone. She writes them herself and averages about one a month; the office’s rule is that anything that can be a news story should be a news story instead. Full texts are in MyPorter under “Chancellor messages.” Emergency notices come from Campus Safety , not from this list. News coverage of most of these topics is on the news page .\nFall 2026\nMillrace Week, and a request\nOctober 2, 2026 · To: all students, faculty and staff\n“Millrace Week starts Monday, and the full schedule is out. I’ll be at the Foundry pour Thursday and in the stands for the Forge Bowl Saturday. One request: Cedar Bluff and Founders Triangle are our neighbors 52 weeks a year, not just this one. Be the guests they invite back.”\nState of the University: the text and the numbers\nSeptember 17, 2026 · To: all faculty, staff and students\n“Thank you to everyone who came to the high bay this afternoon. For those who could not, the full text is posted, along with the fact book it draws on. I included what is not working along with what is. If you think I left something out, my office hours are the first Tuesday of the month.”\nOur next provost\nSeptember 2, 2026 · To: all faculty, staff and students\n“I am pleased to share that the search committee’s work has concluded and our next provost will join us in January. The committee included faculty, staff, students and a member of the governing board, and I am grateful for its seriousness. Dr. Halvorsen remains provost through December, and teaching Statics, as usual.”\nWelcome to fall 2026\nAugust 31, 2026 · To: all students, faculty and staff\n“Welcome back, and to 2,110 new first-year students, welcome. This is the largest fall enrollment in nine years, which means fuller halls and longer lines at The Forge for the first two weeks. Please be patient with the people working those lines. Most of them are your classmates.”\nSpring and summer 2026\nFounders Hall will be renovated\nAugust 10, 2026 · To: all faculty and staff\n“The Regents have approved a $15 million renovation of Founders Hall , beginning next summer. Labs will stay open through the work, phased floor by floor. Facilities will meet with every department in the building this fall before anyone is asked to pack a single box.”\nThank you, Class of 2026\nMay 18, 2026 · To: all faculty and staff\n“On Saturday we sent about 1,650 graduates across the stage, the largest class in our history. Behind every one of them was an adviser, a lab tech, a custodian on the night shift and someone in financial aid who answered a frantic email. Thank you. Please take some time off this summer; I will be checking.”\nTuition for 2026–27\nMarch 27, 2026 · To: all students and families\n“The Regents voted yesterday to hold resident tuition at $9,140 for a second year. Fees, housing and meals rise a combined $288, and we have posted every line so no one is surprised in August. If your family’s finances have changed, talk to Financial Aid before May 1.”\nProvost Halvorsen to retire\nJanuary 26, 2026 · To: all faculty and staff\n“Dr. Bjorn Halvorsen has told me he will retire at the end of 2026, after eight years chairing Mechanical Engineering and ten as provost. A national search begins next month, and the committee will hold open forums. Bjorn has asked me to say that this changes nothing about his Statics section, and that the exams will be just as long.”\nFall 2025\nThe end of a semester, and a snow day\nDecember 15, 2025 · To: all students, faculty and staff\n“We closed campus last week for the first full snow day since 2023 , and our grounds crew had the walks clear before most of us were awake. On Saturday we conferred 694 degrees. Finals are this week. Rest well over the break; the river will still be frozen in January.”\nA new athletic conference\nNovember 6, 2025 · To: all students, faculty and staff\n“Beginning in 2027–28, our teams will compete in a new conference whose schools are, on average, two hours closer. That means fewer missed classes and fewer late-night bus rides. The Forge Bowl is not affected. Chippewa Valley State will still be on the schedule, and we will still want to beat them.”\nAt a glance\nMessages here\n10, since November 2025\nFrequency\nAbout one a month\nFull texts\nMyPorter › Chancellor messages\nEmergencies\nPorter Alert, not this list\nWho to contact\nOffice of the Chancellor\nMillwright Hall 300\nPhone\n(715) 555–0100\nEmail\nchancellor@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nOffice of the Chancellor\nState of the University 2026\nElaine Vandehey\nLeadership\nNews" }, { "url": "chancellor-search-process.html", "title": "How a Chancellor Search Works", "description": "How UW-Porter Falls selects a new chancellor: the search committee, finalist campus visits, and the Board of Regents' final decision.", "headings": [ "How a Chancellor Search Works", "Who runs the search", "The timeline", "The public finalist phase", "The final decision" ], "content": "About\nHow a Chancellor Search Works\nWhen the chancellor's office turns over, a search committee — not the Board of Regents alone — runs a process that takes the better part of a year.\nWho runs the search\nA search-and-screen committee is appointed with representation from faculty, staff, students, alumni, and the surrounding Porter Falls community, chaired by a sitting Regent but not dominated by Regents — the idea is that the people who will actually work for and with the new chancellor have a real voice in choosing them, not a token consultation.\nThe timeline\nA national search typically runs eight to ten months from the committee’s formation to a Regents vote: a few months to build the position profile and open applications, several more for the committee to screen candidates and conduct confidential first-round interviews, then a public phase.\nThe public finalist phase\nThree to four finalists visit campus for a multi-day public forum — open sessions with students, faculty, staff, and community members, each followed by a feedback survey the committee weighs alongside its own interviews. Finalist names and campus-visit schedules are announced publicly in advance, and forums are recorded for anyone who cannot attend.\nThe final decision\nThe search committee forwards its assessment, unranked, to the Board of Regents, which makes the final hiring decision and negotiates contract terms directly with the chosen candidate — the committee recommends; it does not vote to hire.\nQuick facts\nTypical timeline\n8–10 months\nPublic finalist visits\n3–4 candidates\nFinal hiring authority\nBoard of Regents\nRelated\nBoard of Regents & UW System\nLeadership\nUniversity governance" }, { "url": "chemical-hygiene.html", "title": "Chemical hygiene plan", "description": "The written program governing safe use, storage and disposal of hazardous chemicals on campus.", "headings": [ "Chemical hygiene plan", "On this page", "What the plan requires", "Waste and emergencies", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus safety Chemical hygiene plan\nThe written program governing safe use, storage and disposal of hazardous chemicals on campus.\nWhat the plan requires\nEach lab keeps a current chemical inventory, stores incompatibles apart, labels every container (including working solutions), and has safety data sheets reachable in seconds. Standard operating procedures are written for particularly hazardous substances before anyone uses them. Fume hoods are certified on a schedule and not used as storage.\nWaste and emergencies\nHazardous waste is collected in labelled, compatible containers and picked up by EH&S on a regular route — nothing hazardous goes down a drain or into the regular trash. Every lab has a spill kit sized to its largest likely spill; a spill beyond that, or any release with injury or vapour, is a call to Campus Safety, not a clean-up-and-carry-on.\nIn and around Porter Falls\nPorter Campus Safety operates from the ground level of Millwright Hall around the clock during the semester and coordinates with the Porter Falls Police and Fire departments, whose stations are both within a mile of campus. For a real emergency the number is 911.\nThe practical details\nOwner: Environmental Health & Safety, with a chemical hygiene officer. Applies to: Every lab that uses hazardous chemicals, teaching and research alike. Core documents: The written plan, an inventory per lab, and accessible safety data sheets. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Campus Safety (Millwright Hall, ground level). Call (715) 555–0191 or email safety@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nOwner\nEnvironmental Health & Safety, with a chemical hygiene officer\nApplies to\nEvery lab that uses hazardous chemicals, teaching and research alike\nCore documents\nThe written plan, an inventory per lab, and accessible safety data sheets\nWho to contact\nPorter Campus Safety\nMillwright Hall, ground level\nPhone\n(715) 555–0191\nEmail\nsafety@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWeapons policy\nAlcohol & drug policy\nBike registration\nAccessible parking\nFull contact directory" }, { "url": "child-family-center.html", "title": "Child & family center", "description": "On-campus licensed child care — ages served, the waitlist and priority, what it costs and the subsidies, plus resources for student parents.", "headings": [ "Child & family center", "On this page", "The program", "Waitlist and priority", "Cost and help paying", "Beyond the center" ], "content": "Student services Child & family center\nOn-campus licensed child care — ages served, the waitlist and priority, what it costs and the subsidies, plus resources for student parents.\nThe program\nThe Child & Family Center is a state-licensed, nationally accredited early-childhood program on campus serving infants through age five in age-grouped rooms with low ratios, play-based curriculum, meals and snacks included, daily outdoor time, and full-day and part-day schedules that follow the academic calendar with limited summer care. It is staffed by early-childhood professionals, not students, though education and human-development students do supervised observation and practicum hours through one-way glass and structured placements that do not disrupt the children.\nWaitlist and priority\nDemand exceeds space, so join the waitlist for your child's age group as early as possible — during pregnancy is not too early for an infant spot. Offers go out as space opens, with priority order: student parents first, then faculty and staff, then the surrounding community. Infant spots are the scarcest and move slowest. Being on the waitlist is free; you can update your needed start date and schedule anytime.\nCost and help paying\nTuition is charged monthly by age group (infants cost the most, reflecting the ratio) and is competitive with quality community care but still a real expense. Help is available and worth pursuing before you rule it out: the federal CCAMPIS grant subsidizes care for eligible low-income student parents, the state child-care subsidy (Wesconsin Shares) applies here, some departments and the student emergency fund can bridge a gap, and the center's staff will sit down and walk you through what you might qualify for.\nBeyond the center\nNot every student parent needs or can get a center slot, so there is a wider support net: a student-parent group and listserv, lactation rooms across campus, family-friendly study spaces, a backup and sick-child care referral list, priority registration in some colleges so you can build a schedule around care, family housing options, and case management through the Dean of Students for the logistics that pile up. The financial-aid office can also include documented child-care costs in your cost of attendance, which can increase aid eligibility.\nAt a glance\nProgram\nLicensed, accredited on-campus care, infants to age 5, meals included, follows the academic calendar; professional staff (students observe/practicum only)\nWaitlist\nJoin early (during pregnancy for infants) — free; priority is student parents, then staff, then community. Infant spots are scarcest\nCost help\nMonthly tuition by age group; CCAMPIS grant, Wesconsin Shares subsidy, emergency fund, and staff who help you find what you qualify for\nAlso\nStudent-parent group, lactation rooms, backup-care referrals, priority registration in some colleges, family housing, and child-care costs added to your aid budget\nRelated resources\nAccessibility services\nMilitary & veteran services\nMulticultural student services\nStudent ombuds\nCampus food pantry\nContact directory" }, { "url": "childcare-subsidy-grants.html", "title": "Childcare subsidy grants", "description": "Term grants that offset the cost of childcare for student-parents with financial need, paid toward a licensed provider.", "headings": [ "Childcare subsidy grants", "On this page", "How it works", "The emergency piece", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Childcare subsidy grants\nTerm grants that offset the cost of childcare for student-parents with financial need, paid toward a licensed provider.\nHow it works\nA student-parent applies with proof of enrollment, their childcare arrangement and a financial-need determination from Financial Aid. Approved grants pay the provider directly where possible, or reimburse the family against receipts, up to a cap that scales with how many credits the parent is carrying.\nThe emergency piece\nA separate small pool covers a sudden gap — a provider that closes mid-term, a summer session that wasn't in the original plan — on a few days' turnaround rather than the next full cycle.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nAward: Scaled to need and hours enrolled, up to a per-term cap. Paid to: A licensed childcare provider, or reimbursed against receipts. Cycles: Each term, with a rolling emergency allocation. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAward\nScaled to need and hours enrolled, up to a per-term cap\nPaid to\nA licensed childcare provider, or reimbursed against receipts\nCycles\nEach term, with a rolling emergency allocation\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "choosing-a-major.html", "title": "Choosing a major", "description": "How to pick a program without guessing — and what to do while you decide.", "headings": [ "Choosing a major", "On this page", "You have more time than it feels like", "Use the intro course as the test", "Separate the major from the job", "If you are genuinely undecided", "Changing your mind later", "Double majors and minors" ], "content": "Academics Choosing a major\nHow to pick a program without guessing — and what to do while you decide.\nYou have more time than it feels like\nMost Porter degree plans do not need a declared major until you have earned 45 credits, which for a full-time student is the end of the third semester. The first year is built to be shared: first-year seminar, general education, and the intro course for two or three programs you are curious about all count no matter what you land on.\nDeclaring early is fine when you are sure. Declaring early to feel settled, then switching twice, usually costs more time than staying \"exploratory\" for a semester and choosing once.\nUse the intro course as the test\nThe fastest way to rule a program in or out is to take its real introductory course, not to read the catalog description. Sit in ENGR 110, DSGN 120, or NURS 105 for a term and notice whether the work energizes you on a normal Tuesday, not just the idea of the career at the end.\nMajor Exploration Workshops run in weeks 4 and 9 of each semester and pair you with a student already in the program for a candid conversation the catalog cannot give you.\nSeparate the major from the job\nCareer outcomes at Porter are only loosely tied to major. Employers at the fall career conference hire computing students into hardware roles and design students into research roles every year. Pick the major whose coursework you will actually do well in; use co-ops, minors, and electives to steer toward the work you want.\nIf a specific licensure or graduate program is the goal — nursing boards, a PE license, a PhD — work backward from its requirements with a pre-professional adviser before you declare.\nIf you are genuinely undecided\nMeet your first-year adviser and ask to be coded \"exploratory\" rather than into a placeholder major. Exploratory students get a dedicated adviser, a one-credit decision seminar, and priority seats in high-demand intro courses so exploring does not push graduation back.\nBuild your schedule from general education plus one intro course toward each of your top two programs. That keeps both doors fully open through at least your second semester.\nChanging your mind later\nA major change is a form in MyPorter, routed to the new department for a short planning meeting. Most changes made by the end of the second year add no time to a degree. Changes in the third year often do, and the department will tell you honestly how much.\nSome programs — nursing, the health sciences clinicals, a few design studios — admit by application with limited seats. Check whether your target major is \"direct entry\" or \"secondary admission\" early, because the timelines are very different.\nDouble majors and minors\nA double major means completing every requirement of both programs on one degree; a dual degree means two degrees and usually 30 extra credits. A minor is 18–21 focused credits and is the lighter way to make a second interest official.\nAdvisers will help you see whether a second major is genuinely feasible in your remaining terms or whether a minor plus targeted electives gets you 90% of the benefit without a fifth year.\nAt a glance\nDeclare by\n45 earned credits (about end of semester 3)\nExplore without penalty\nCode as \"exploratory,\" not a placeholder major\nChange a major\nForm in MyPorter → department planning meeting\nWatch for\nSecondary-admission programs (nursing, some design)\nWho to contact\nAcademic Advising Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0130\nEmail\nadvising@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nMajor Exploration Workshops\nAcademic advising\nDegree planning worksheet\nDouble major vs. dual degree\nCareer outcomes\nFull contact directory" }, { "url": "choosing-a-minor-or-certificate.html", "title": "Choosing a minor or certificate", "description": "What each one is worth, how they differ, and how to fit one in without a fifth year.", "headings": [ "Choosing a minor or certificate", "On this page", "Minor vs. certificate", "What it is actually worth", "Fitting it in", "Timing and sequences", "Declaring and completing", "If it stops fitting" ], "content": "Academics Choosing a minor or certificate\nWhat each one is worth, how they differ, and how to fit one in without a fifth year.\nMinor vs. certificate\nA minor is 18–21 credits in an academic subject, appears on your transcript, and signals depth in a second area. A certificate is a shorter, more applied credential — often 9–15 credits — focused on a specific skill set (GIS, technical writing, project management, cybersecurity) and can sometimes be earned by non-degree students too. Both show up on the transcript; the certificate reads as job-ready, the minor as academically broad.\nWhat it is actually worth\nA minor or certificate helps most when it is a real complement to your major that you can talk about — a computing major with a design minor, a business major with a data-analytics certificate. Collecting one because it \"looks good\" with no connection to your goals rarely moves a hiring decision. One well-chosen credential beats two unfocused ones.\nFitting it in\nRun a what-if degree audit against the minor or certificate to see how many of its courses double-count with your general education or major electives. A minor that shares 6–9 credits with requirements you already have costs only a few extra courses; one that shares nothing can add a term. Decide by credit end of your second year.\nTiming and sequences\nSome minors have their own prerequisite chains and courses offered once a year. If you decide late, a required course may not be available before you graduate. Check the sequence with the offering department, not just the credit total.\nDeclaring and completing\nDeclare the minor or certificate in MyPorter so it appears on your degree audit and gets checked at graduation — an undeclared minor you finished the coursework for will not print on the transcript. Some certificates require a separate completion application; ask the department.\nIf it stops fitting\nDropping a minor or certificate you are not going to finish is a one-line change and costs nothing. The courses you already took still count as electives. Do not carry an extra semester for a credential you have lost interest in.\nAt a glance\nMinor\n18–21 credits, academic depth, on the transcript\nCertificate\n9–15 credits, applied skill set, job-facing\nFit test\nWhat-if audit — how much double-counts?\nDeclare\nIn MyPorter, so it is checked at graduation\nWho to contact\nAcademic Advising Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0130\nEmail\nadvising@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBrowse all minors\nBrowse all concentrations\nMinors & certificates\nMinor vs. certificate\nWhat-if degree audit\nAdding a minor late\nMinors-on-campus policy\nFull contact directory" }, { "url": "choosing-your-catalog-year.html", "title": "Your catalog year, and when to change it", "description": "The requirements you are held to are frozen at a point in time. Here is how that works for and against you.", "headings": [ "Your catalog year, and when to change it", "On this page", "What a catalog year is", "Why it protects you", "When it can work against you", "Changing it — all or nothing", "What forces a change", "Before you decide" ], "content": "Academics Your catalog year, and when to change it\nThe requirements you are held to are frozen at a point in time. Here is how that works for and against you.\nWhat a catalog year is\nWhen you enter a program, the degree requirements in effect that year become the ones you must meet — your catalog year. If the program changes its requirements later, you are not moved to the new ones; you finish under the catalog you started with, for up to a set number of years.\nWhy it protects you\nA department that adds a course, raises a credit count, or restructures a sequence cannot make continuing students chase a moving target. Your degree audit runs against your catalog year automatically, and an adviser planning with you works from the same frozen list.\nWhen it can work against you\nIf a required course under your old catalog stops being offered, or a newer catalog is genuinely easier or better aligned with what you want, being locked to the old one is a disadvantage. That is when you consider changing.\nChanging it — all or nothing\nYou can request to move to a newer catalog year, but you take the whole thing: all of that catalog's requirements, not a mix of the favorable parts of each. Run a what-if audit against the target catalog first to see exactly what changes — some requirements you have already met may no longer count, and new ones may appear.\nWhat forces a change\nA long break from enrollment, or a program change, usually resets your catalog year to the one in effect when you return or switch. A leave of absence is handled to preserve your catalog year where possible; a withdrawal and later readmission often does not.\nBefore you decide\nTalk to your adviser and, if it is about a discontinued course, the department — a substitution petition often solves the problem without a catalog change. Changing catalog years late in a degree can add or remove requirements in ways that are hard to unwind, so model it carefully first.\nAt a glance\nCatalog year\nThe degree requirements frozen at the year you entered the program\nProtects you\nProgram changes don't move continuing students\nChange it\nOnly as a whole — run a what-if audit against the target first\nResets it\nA long enrollment gap or a program change\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCatalog-year rights\nWhat-if degree audit\nCourse substitution request\nTaking time off, and coming back\nDegree audit\nFull contact directory" }, { "url": "choosing-your-classes.html", "title": "Choosing your classes each term", "description": "Balancing workload and time of day, using instructor information wisely, and building a schedule you can sustain.", "headings": [ "Choosing your classes each term", "On this page", "Start from requirements, then shape", "Time of day is a real variable", "Instructor information, used carefully", "Read the workload signals", "Have a backup schedule", "Adjust in the first week" ], "content": "Academics Choosing your classes each term\nBalancing workload and time of day, using instructor information wisely, and building a schedule you can sustain.\nStart from requirements, then shape\nPull the courses you need this term from your degree audit and four-year plan first. Then shape the schedule: mix a hard course with a lighter one, do not put all your labs or all your writing-intensive courses in the same term, and leave one course that is genuinely interesting even if it is not the most efficient choice.\nTime of day is a real variable\nBe honest about whether you will attend an 8 a.m. If you have never been a morning person, a schedule full of early classes is a plan to skip them. Long gaps between classes can be productive with a plan and dead time without one. Back-to-back classes across campus need ten minutes you may not have in winter.\nInstructor information, used carefully\nTalk to students who have taken the course and instructor. Public rating sites skew toward the very happy and the very angry and reward easiness over learning — read them for patterns (organized, available, fair grader), not for the score. A demanding instructor you learn from beats an easy one you forget.\nRead the workload signals\nThe catalog credit count understates variation. A three-credit project studio or a course with a weekly lab and a paper is heavier than a three-credit lecture. Ask what the weekly work looks like, not just what the topics are.\nHave a backup schedule\nBuild your ideal schedule and a full backup before your registration window, because sections close. For each course note an alternate section or an alternate course that keeps you on your plan. Entering CRNs fast beats browsing when the clock starts.\nAdjust in the first week\nThe first days of the term are for fixing a schedule that is clearly wrong — too heavy, a bad conflict, a course that is not what you expected. The add deadline is around day five and the drop-without-record deadline around day ten. Use those windows; do not white-knuckle a broken schedule until midterms.\nAt a glance\nOrder\nRequirements first, then balance and interest\nBe honest about\nWhether you will actually attend the 8 a.m.\nRating sites\nRead for patterns, not the number; easy ≠ good\nBefore registration\nA full backup schedule with alternate CRNs\nWho to contact\nAcademic Advising Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0130\nEmail\nadvising@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nClass search\nGetting ready to register\nHow the waitlist works\nAcademic advising\nDegree planning worksheet\nFull contact directory" }, { "url": "citation-management-help.html", "title": "Citation manager help", "description": "Setup and troubleshooting for the reference-manager tools that collect sources and format citations automatically.", "headings": [ "Citation manager help", "On this page", "What these tools do", "Where it goes wrong", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Online learning Citation manager help\nSetup and troubleshooting for the reference-manager tools that collect sources and format citations automatically.\nWhat these tools do\nSave a source with one click from a database or the browser, keep your whole library in one place across devices, and drop formatted in-text citations and a bibliography into a paper — switching citation style in one step. The payoff scales with the number of sources.\nWhere it goes wrong\nDuplicate entries, a broken word-processor plugin, a style that's almost right but not quite. The library runs short workshops on setup and holds drop-in hours for the specific “my bibliography won't generate” problem.\nIn and around Porter Falls\nOnline and Extended Learning works out of the second level of Halvorsen Library and supports learners across Wesconsin who rarely come to Porter Falls in person.\nThe practical details\nSupported: The major reference managers, all with a campus site licence or free tier. Help via: Drop-in library hours, scheduled workshops, and written guides. Best for: Anyone writing something with more than a dozen sources. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Online & Extended Learning (Halvorsen Library, Level 2). Call (715) 555–0128 or email online@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSupported\nThe major reference managers, all with a campus site licence or free tier\nHelp via\nDrop-in library hours, scheduled workshops, and written guides\nBest for\nAnyone writing something with more than a dozen sources\nWho to contact\nOnline & Extended Learning\nHalvorsen Library, Level 2\nPhone\n(715) 555–0128\nEmail\nonline@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRemote exam proctoring\nCourse reserves\nInterlibrary loan\nLibrarian research consultations\nFull contact directory" }, { "url": "civic-engagement-at-porter.html", "title": "Civic engagement at Porter", "description": "Turn concern into informed, respectful participation on campus and in Porter Falls.", "headings": [ "Civic engagement at Porter", "On this page", "Learn the issue before choosing a role", "Choose a level of commitment", "Practice disagreement responsibly" ], "content": "Student success Civic engagement at Porter\nTurn concern into informed, respectful participation on campus and in Porter Falls.\nLearn the issue before choosing a role\nCivic engagement can mean voting information, a public meeting, policy research, a service project, advocacy, or dialogue across disagreement. Begin with reliable sources and the people affected. The most useful question is often what a community partner needs, not what a student group is ready to offer.\nChoose a level of commitment\nAttend a forum, register to vote where eligible, volunteer regularly, join an issue-focused organization, help with a nonpartisan information effort, or serve in student government. Small repeatable actions matter more than an ambitious commitment that disappears after one week.\nPractice disagreement responsibly\nPorter supports strong views and expects students to avoid harassment, misinformation, and treating other people as props for a cause. Listen, cite sources, protect privacy, follow event rules, and use the appropriate reporting or support route when conduct crosses a line.\nRelated resources\nStudent services\nStudent Success Center\nCommunity partnerships" }, { "url": "civil-engineering-bs.html", "title": "Admission: Civil Engineering", "description": "The B.S. in Civil Engineering at UW–Porter Falls: structures, transportation, geotechnical, water resources, co-op with DNR and consulting firms, capstone on real infrastructure.", "headings": [ "Civil Engineering (B.S.)", "On this page", "Program overview", "Tracks (18 credits each)", "Co-op program", "Capstone: infrastructure that gets built", "Admission requirements", "Career outcomes" ], "content": "College of Engineering & Technology Civil Engineering (B.S.)\nBuild the foundations: structures, transportation, geotech, water — with co-ops at DNR, WisDOT, consulting firms, and capstones on real Porter County projects.\">\nProgram overview\nThe B.S. in Civil Engineering (130 credits, ABET-accredited, ~160 undergraduates) in the College of Engineering & Technology is the oldest engineering major at UW–Porter Falls (founded 1898 as Manual Training in Roads & Bridges ). Core (78 credits): Statics, Dynamics, Mechanics of Materials, Fluid Mechanics, Structural Analysis, Concrete Design, Steel Design, Soil Mechanics, Foundation Engineering, Transportation Engineering, Hydraulics & Hydrology, Construction Materials, Surveying & GIS, Construction Management, Professional Practice (WEPA/NEPA, contracts, ethics). FE Exam: 94% first-time pass (national ~70%); review course embedded senior fall. Field labs: Weekly labs at Prototyping Lab (concrete cylinder breaks, soil triaxial, asphalt mix design) and on the Porter River (stream gauging, scour monitoring).\nTracks (18 credits each)\nStructural Engineering: Advanced Concrete (prestressed, post-tensioned), Advanced Steel (seismic, connections), Timber & Masonry, Bridge Design (AASHTO LRFD), Structural Dynamics. Capstone partners: Ayres Associates , Strand Associates , Porter County Schools (gymnasium). Transportation Engineering: Highway Design (Horizontal/Vertical Alignment), Traffic Operations (Synchro, VISSIM), Pavement Design (Mechanistic-Empirical), Public Transit Planning, Complete Streets. Capstone partners: City Public Works , WisDOT Southwest Region , Porter Loop planning. Geotechnical Engineering: Advanced Soil Mechanics, Slope Stability, Retaining Walls, Deep Foundations, Ground Improvement, Earthquake Geotech. Capstone partners: Fehr Graham , DNR Porter District (dam safety), USACE . Water Resources & Environmental: Stormwater Design (SWMM, green infra), River Restoration (fluvial geomorphology), Floodplain Modeling (HEC-RAS), Water/Wastewater Treatment. Capstone partners: Millrace Fish Passage team, Riverkeepers , City Stormwater .\nCo-op program\nOptional, 5-year degree: 70% participation. Apply sophomore fall → first term spring junior year. Anchor employers: Wesconsin DNR (water structures, dam inspection), WisDOT Southwest Region (highway design, construction inspection), Strand Associates (municipal, structural), Ayres Associates (transportation, aviation), Fehr Graham (geotech, environmental), Ramboll (water, climate resilience). Average wage: $21–$27/hr. Academic credit: CE 3900 Co-op Reflection (1 credit/term). Summer-only option: 2 summers (8 months exp) for students who want 4-year graduation.\nCapstone: infrastructure that gets built\nCE 4100/4200 (2 semesters, teams of 4) delivers a 30% design package for a real client. 2025 projects: Cedar Bluff Bridge Replacement (County Highway Dept): 120-ft prestressed girder, hydraulic analysis, detour plan. Depot District Streetscape Phase 2 (City): complete streets, stormwater, utility coordination, cost estimate. Porter County Landfill Cell 4 Liner (County): composite liner, leachate collection, stability analysis. Riverfront Trail Boardwalk Extension (City + Riverkeepers ): helical piles, timber deck, ADA compliance. Founders Hall Seismic Retrofit (Facilities): FRP wrap, shear wall addition, phasing for occupied building. Deliverables: Engineering report, 30% drawings (AutoCAD Civil 3D), geotech report, hydraulic report, AACE Class 3 cost estimate, construction schedule (Primavera P6), public presentation at Civil Engineering Expo . PE Mentorship: Licensed PE (faculty or volunteer) reviews each submittal.\nAdmission requirements\nDirect admission: 3.5+ GPA, 4 years math (calc preferred), 4 years science (chem + physics), 600+ math SAT / 26+ math ACT. Test-optional (portfolio: bridge contest, surveying, construction internship, Eagle Scout/Gold Award building). Transfer: Statics, Mechanics of Materials, Calculus I–II, Chemistry, Physics I — all B, 3.0+ GPA. Bridge Week (late August): concrete cylinder lab, total station surveying, Civil 3D intro, Makerspace (formwork, rebar tying) — 85% place into CE 2100 by add/drop. Construction Trades Legacy Scholarship ( full tuition , 4 years, 3/year). Full admission details .\nCareer outcomes\nClass of 2025 (42 graduates): 81% employed within 6 months (median $70K), 10% grad school (M.S. Civil, M.B.A., M.Arch), 5% service/fellowships, 4% still seeking. Top roles: Structural Engineer, Transportation Engineer, Geotechnical Engineer, Water Resources Engineer, Project Engineer, Field Engineer. Top employers: Strand Associates (8), WisDOT (7), Ayres Associates (6), Fehr Graham (5), Wesconsin DNR (4), USACE (3), City/County (6). PE trajectory: 70% sit for PE within 4 years; program hosts PE Review Course (free for alumni). The Career Services Civil Career Fair (February) brings 25+ civil-specific employers.\nAt a glance\nDegree\nB.S. Civil Engineering (130 credits, ABET)\nTracks\nStructural, Transportation, Geotechnical, Water Resources\nCo-op\n70% participation, DNR/WisDOT/consulting anchors\nCapstone\n30% design package, real client, PE-mentored\nClass of 2025\n81% employed, median $70K\nRelated resources\nAll undergraduate majors\nAdmission: Civil Engineering\nForge Prototyping Lab (materials testing)\nRiver projects\nDNR Porter District\nCivil Career Fair" }, { "url": "class-gift-campaign.html", "title": "The senior class gift", "description": "A student-run fundraising tradition where the graduating class funds a specific, visible project on campus.", "headings": [ "The senior class gift", "On this page", "How it works", "Why participation, not total", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Alumni & giving The senior class gift\nA student-run fundraising tradition where the graduating class funds a specific, visible project on campus.\nHow it works\nEach senior class picks one concrete thing — refurnishing a lounge, funding a small annual scholarship, adding lighting to a stretch of the Riverfront Trail — and the committee raises for it through spring. A $5 gift counts toward the class participation rate the same as a large one.\nWhy participation, not total\nThe number the committee actually chases is the percentage of the class who gave, because a habit of small annual giving started at graduation is worth far more over decades than one big senior-year cheque.\nIn and around Porter Falls\nThe UW–Porter Falls Foundation shares the Depot with admissions, which is deliberate: the people who fund scholarships and the students who receive them use the same front door. Most gifts to Porter are small, local and recurring.\nThe practical details\nRun by: An elected senior class gift committee. Typical projects: A named study space, trail benches, a scholarship seeded by the class. Participation: Measured by share of the class who give anything, not by dollars. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is UW–Porter Falls Foundation & Alumni Relations (Welcome Center at the Depot). Call (715) 555–0280 or email foundation@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRun by\nAn elected senior class gift committee\nTypical projects\nA named study space, trail benches, a scholarship seeded by the class\nParticipation\nMeasured by share of the class who give anything, not by dollars\nWho to contact\nAdvancement & Alumni Relations\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0246\nEmail\ngive@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDistinguished Alumni Awards\nAlumni mentor network\nLegacy scholarships\nEmployer matching gifts\nFull contact directory" }, { "url": "class-reunion-planning.html", "title": "Class reunions", "description": "How milestone reunions come together — the volunteer committee, the weekend, and the class gift.", "headings": [ "Class reunions", "On this page", "The weekend", "Volunteering", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Alumni & giving Class reunions\nHow milestone reunions come together — the volunteer committee, the weekend, and the class gift.\nThe weekend\nA typical reunion has an all-class welcome, a class-specific dinner, campus tours to see what's changed, an academic session or two, and the football game. Registration opens in the summer; cost covers meals and events, with a discount for recent classes.\nVolunteering\nClasses with an active committee have better turnout — personal notes from classmates bring people back that a form email won't. The Alumni Office provides contact lists, a planning template, and a staff partner; the committee brings the relationships.\nIn and around Porter Falls\nThe UW–Porter Falls Foundation shares the Depot with admissions, which is deliberate: the people who fund scholarships and the students who receive them use the same front door. Most gifts to Porter are small, local and recurring.\nThe practical details\nCycle: Reunions cluster at Homecoming for classes at 5-year marks, plus a 50th-and-beyond celebration each spring. Committee: A volunteer group from the class plans the events and does outreach; the Alumni Office handles logistics and the mailing list. Class gift: Many reunion classes organize a gift to a fund the class chooses, announced at the weekend. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is UW–Porter Falls Foundation & Alumni Relations (Welcome Center at the Depot). Call (715) 555–0280 or email foundation@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCycle\nReunions cluster at Homecoming for classes at 5-year marks, plus a 50th-and-beyond celebration each spring\nCommittee\nA volunteer group from the class plans the events and does outreach; the Alumni Office handles logistics and the mailing list\nClass gift\nMany reunion classes organize a gift to a fund the class chooses, announced at the weekend\nWho to contact\nAdvancement & Alumni Relations\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0246\nEmail\ngive@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDistinguished Alumni Awards\nAlumni mentor network\nLegacy scholarships\nThe senior class gift\nFull contact directory" }, { "url": "class-search.html", "title": "Class search", "description": "Reading the term schedule, the filters that save you time, and what every part of a section listing means.", "headings": [ "Class search", "On this page", "Schedule vs. catalog", "Filters worth using", "What a section listing tells you", "Turning a search into a schedule" ], "content": "Academics Class search\nReading the term schedule, the filters that save you time, and what every part of a section listing means.\nSchedule vs. catalog\nClass search shows what is actually running this term: each course broken into sections with a meeting pattern, room or online format, instructor, seat count, and any extra fees. It is different from the catalog, which is the permanent course description and the degree requirements. You use the catalog to decide what you need and class search to find a section of it that fits — and a course in the catalog is not guaranteed a section every term, so check here before you build a plan around it.\nClass search is open to everyone, including prospective students, without a login; registering from it still needs your MyPorter account and your enrollment appointment.\nFilters worth using\nStart narrow. Filter by your open enrollment days and times so you are not reading sections you cannot take; add \"open seats only\" once registration is close; filter by delivery mode (in person, hybrid, synchronous online, asynchronous online, HyFlex) because the label changes what the course demands of you; and filter by Core/general-education area when you are shopping requirements rather than a specific course. The instructor filter helps if an adviser or a friend recommended someone. Save a search and it re-runs each term.\nWhat a section listing tells you\nA line includes the section number (e.g. 001, 002, or a distinct range for online sections), the credits, the meeting days and times with start and end dates (watch for half-semester and compressed sections that do not run the whole term), the building and room or \"Online,\" the instructor, the enrolled/capacity count and waitlist count, the prerequisites and any enrollment restrictions (major-only, class-standing, instructor consent), the required and recommended materials with prices, and any course fee — lab, studio, materials, or a differential tuition rate for some programs. \"TBA\" for a room or instructor usually resolves before the term starts.\nTurning a search into a schedule\nAdd the sections you like to the MyPorter planner, which checks for time conflicts and prerequisite problems and lets you keep two or three backups per course. Confirm every prerequisite shows as met — if you cleared one by transfer or a test score that has not posted, that is what a registration override is for, and you request it before your appointment, not during. Then take the plan to your adviser: the meeting clears your advising hold and is the last check before you register.\nAt a glance\nThis vs. catalog\nClass search = sections running this term. Catalog = permanent descriptions + degree requirements. No login needed to browse\nFilter first\nBy your open days/times, delivery mode, \"open seats only,\" and Core area — then read fewer listings\nA listing shows\nMeeting pattern + exact date range, room/online, instructor, seats/waitlist, prerequisites, restrictions, materials with prices, and fees\nThen\nLoad the MyPorter planner (checks conflicts + prereqs, keeps backups) → adviser meeting clears the hold → register\nRelated resources\nAcademic advising\nRegistration & records\nAcademic calendar\nTutoring & learning center\nCommencement\nContact directory" }, { "url": "classified-staff-union-representation.html", "title": "Classified Staff Union Representation", "description": "How union representation works for UW-Porter Falls' classified state employees under Wesconsin's public-sector labor law.", "headings": [ "Classified Staff Union Representation", "Who this covers", "What bargaining actually covers", "The annual recertification vote", "Grievances outside of bargaining" ], "content": "Faculty & Staff\nClassified Staff Union Representation\nWesconsin's classified state employees at Porter are represented in collective bargaining on a narrower set of topics than a typical private-sector contract.\nWho this covers\nClassified staff — facilities, dining, clerical, and technical support positions covered by the state civil service system — are a separate employment category from faculty and academic staff (see Faculty Senate and Staff Senate , which represent shared governance, not collective bargaining). Some classified positions at Porter are represented by a statewide public-employee union local.\nWhat bargaining actually covers\nWesconsin’s 2011 changes to public-sector labor law narrowed collective bargaining for most state employees to base wages only, capped at the rate of inflation, decided in an annual certification election of the bargaining unit. Working conditions, benefits, and grievance procedures for classified staff are set through civil service rules and state statute rather than negotiated contract language the way they might be in a state with broader public-sector bargaining rights.\nThe annual recertification vote\nEach bargaining unit must hold an annual vote for members to recertify the union as their representative, with a majority of all eligible members (not just those who vote) required to continue — a higher bar than a normal majority-of-votes-cast election.\nGrievances outside of bargaining\nA classified employee with a workplace concern outside the narrow scope of wage bargaining files it through the state civil service grievance procedure or, for a protected-class discrimination concern, through Title IX or the campus Office of Human Resources equal-opportunity process, not through the union contract.\nQuick facts\nEmployee category\nClassified state civil service staff\nBargaining scope\nBase wages only, capped at inflation\nRecertification\nAnnual, majority of eligible members required\nRelated\nStaff Senate\nFaculty Senate\nEmployee assistance program\nWorkplace safety & workers’ compensation" }, { "url": "classroom-technology-support.html", "title": "Classroom technology support", "description": "Getting help with the projector, sound, document camera, or lecture capture in a teaching space — fast.", "headings": [ "Classroom technology support", "On this page", "When something's broken mid-class", "Hybrid and events", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Classroom technology support\nGetting help with the projector, sound, document camera, or lecture capture in a teaching space — fast.\nWhen something's broken mid-class\nUse the in-room support line rather than fighting it — a technician can often fix it remotely in a minute or bring a loaner cart. Report a persistent problem (a dim bulb, a dead outlet, flaky wireless display) so it's repaired before it strands the next instructor.\nHybrid and events\nTeaching some students in person and some online, or hosting a guest speaker on video, works best with a quick pre-session test. The team will set up and check the room's camera, mics, and conferencing link, or send someone to run it for a high-stakes session.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nIn-room help: A phone or a help button in every general-purpose classroom connects to a technician who can talk you through it or come over. Before class: Request a walkthrough of an unfamiliar room, or a specific setup (extra mic, hybrid conferencing), a few days ahead. Lecture capture: Rooms are capture-ready; schedule recordings through the learning-technology team. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nIn-room help\nA phone or a help button in every general-purpose classroom connects to a technician who can talk you through it or come over\nBefore class\nRequest a walkthrough of an unfamiliar room, or a specific setup (extra mic, hybrid conferencing), a few days ahead\nLecture capture\nRooms are capture-ready; schedule recordings through the learning-technology team\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "climbing-wall-orientation.html", "title": "Climbing wall", "description": "The bouldering and top-rope wall at the Rec Center, the required orientation, and belay certification.", "headings": [ "Climbing wall", "On this page", "Getting on the wall", "If you're new", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Climbing wall\nThe bouldering and top-rope wall at the Rec Center, the required orientation, and belay certification.\nGetting on the wall\nBouldering (no rope, low traverses and problems over pads) just needs a ten-minute orientation on how to fall and move around under other climbers. Top-rope climbing needs a belay check: demonstrate the knot, the commands, and a catch to a staff member, and you're certified to belay a partner.\nIf you're new\nStaff run a free learn-to-climb session most weeks that covers both, and route setters refresh the problems on a rotation so there's always something at the easy end. Come in non-restrictive clothes; the wall provides everything else.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nTo boulder: A short floor orientation on falling and spotting — then climb. To top-rope: A belay check; pass it and your Porter Card is flagged as belay-certified. Gear: Shoes and chalk rent at the desk; harnesses provided for roped climbing. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nTo boulder\nA short floor orientation on falling and spotting — then climb\nTo top-rope\nA belay check; pass it and your Porter Card is flagged as belay-certified\nGear\nShoes and chalk rent at the desk; harnesses provided for roped climbing\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "clinical-placements-and-the-health-programs.html", "title": "Clinical placements and the health programs", "description": "How the nursing and allied-health programs put you in a care setting, and what the compliance side demands.", "headings": [ "Clinical placements and the health programs", "On this page", "The structure", "The simulation lab first", "Compliance is not optional", "Scheduling around it", "Professional behavior counts toward the grade", "Toward licensure" ], "content": "Academics Clinical placements and the health programs\nHow the nursing and allied-health programs put you in a care setting, and what the compliance side demands.\nThe structure\nHealth programs — nursing, dietetics, rehabilitation services, the counseling tracks — meet the applied-experience requirement through supervised clinical rotations, practica, and internships tied to licensure and accreditation standards. These are scheduled by the program, span multiple terms, and are graded on competencies, not just a letter grade.\nThe simulation lab first\nBefore you are with real patients, you practice in the simulation hospital: high-fidelity manikins, realistic rooms, and scenarios that are debriefed afterward. Simulation is where mistakes are supposed to happen. Take the debriefs seriously — the point is not to have performed well but to have learned what to do differently.\nCompliance is not optional\nClinical sites require documentation before you set foot in them: immunizations and titers, a current CPR or BLS certification, a background check and sometimes a drug screen, HIPAA and bloodborne-pathogen training, and a health screening. The program tracks it; a lapsed certification pulls you from rotation until it is fixed, and a missed rotation can set back your whole sequence.\nScheduling around it\nClinical days are set by the site, often start early, and do not move for your other classes — the program builds the rest of your schedule around them. Twelve-hour clinical days plus coursework plus a job is a lot; most students in a clinical term cut work hours and plan for it.\nProfessional behavior counts toward the grade\nIn a clinical, showing up prepared and on time, communicating clearly, taking feedback, respecting patient dignity and privacy, and knowing the limits of your role are graded competencies, not soft extras. A strong theory student who is unreliable in clinical does not pass the rotation.\nToward licensure\nThe clinical hours, the competency sign-offs, and often a capstone or a licensure exam prep sequence feed directly into your eligibility to sit for the NCLEX, a registration exam, or a state license. The program's licensure adviser tracks exactly what your target license requires — meet with them early, because requirements vary by state.\nAt a glance\nForm\nSupervised clinical rotations / practica across multiple terms\nBefore patients\nThe simulation hospital — where mistakes are supposed to happen\nNon-negotiable\nImmunizations, CPR/BLS, background check, HIPAA/BBP training\nGrade includes\nReliability, communication, professionalism — as competencies\nWho to contact\nCollege of Health Sciences\nHealth Sciences Center 150\nPhone\n(715) 555–0182\nEmail\nhealthsciences@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNursing skills lab\nSimulation hospital\nImmunization requirements\nDean's certification for licensure\nThe applied experience requirement\nFull contact directory" }, { "url": "club-sports-overview.html", "title": "Club sports", "description": "Student-run competitive teams that travel and play other schools, sitting between intramurals and varsity.", "headings": [ "Club sports", "On this page", "Between intramural and varsity", "Starting one", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Athletics Club sports\nStudent-run competitive teams that travel and play other schools, sitting between intramurals and varsity.\nBetween intramural and varsity\nClub sports — rugby, ultimate, climbing, cycling, esports, martial arts, rowing on the Porter River — are led by student officers with an advisor, not a paid coaching staff. Tryouts vary: some cut, most don't. Expect a season-long commitment and a share of travel costs.\nStarting one\nIf the sport you want isn't here, the Rec Sports office will walk a group through chartering a new club: a minimum roster, an advisor, a safety plan, and a season budget. New clubs get a probationary year before full funding eligibility.\nIn and around Porter Falls\nThe Ironclads compete in NCAA Division III as members of the Wesconsin Collegiate Athletic Conference, and home events are at the Ironhouse Athletic Center and the riverside fields off North Campus. Millrace Week in October is still built around the homecoming football game.\nThe practical details\nWhat they are: Registered student orgs that practice regularly and compete against other colleges. Commitment: Real — multiple practices a week, weekend travel, dues. Funding: A base allocation from student fees plus fundraising and dues. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Ironclad Athletics (Ironhouse Athletic Center). Call (715) 555–0195 or email athletics@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhat they are\nRegistered student orgs that practice regularly and compete against other colleges\nCommitment\nReal — multiple practices a week, weekend travel, dues\nFunding\nA base allocation from student fees plus fundraising and dues\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nEsports Arena\nClub sports\nIntramural schedule\nVarsity Esports\nFull contact directory" }, { "url": "club-sports.html", "title": "Club sports", "description": "Competitive teams that play other colleges without varsity status.", "headings": [ "Club sports", "On this page", "How club sports differ from varsity", "Starting a new club", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Athletics Club sports\nCompetitive teams that play other colleges without varsity status.\nHow club sports differ from varsity\nClub teams are student-organized and student-coached (occasionally with a volunteer coach), compete against other colleges' club programs, and manage their own travel and scheduling with a Recreation office advisor rather than an athletics department staff.\nStarting a new club\nA petition needs a faculty or staff advisor, a minimum roster, a safety plan for the sport, and Student Government budget approval; several current club sports started this way within the last decade.\nIn and around Porter Falls\nThe Ironclads compete in NCAA Division III as members of the Wesconsin Collegiate Athletic Conference, and home events are at the Ironhouse Athletic Center and the riverside fields off North Campus. Millrace Week in October is still built around the homecoming football game.\nThe practical details\nActive clubs: A rotating roster, typically 12–16 a year. Funding: Student-fee allocation plus dues and fundraising. Level: Student-run, faculty or staff advisor required. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Ironclad Athletics (Ironhouse Athletic Center). Call (715) 555–0195 or email athletics@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nActive clubs\nA rotating roster, typically 12–16 a year\nFunding\nStudent-fee allocation plus dues and fundraising\nLevel\nStudent-run, faculty or staff advisor required\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nEsports Arena\nIntramural schedule\nVarsity Esports\nStudent-athlete academic support\nFull contact directory" }, { "url": "clubs.html", "title": "Clubs and organizations", "description": "175 recognized student organizations, searchable by name, category, or keyword.", "headings": [ "Clubs & organizations", "Starting a new organization", "Signature achievement", "Take the next step." ], "content": "Campus life\nClubs & organizations\n175 recognized student organizations, searchable below by name, category, or keyword — from professional societies to a competitive\nchess club that has won its regional bracket four years running.\nStarting a new organization\nAny five students can petition Student Government for recognition. Recognized organizations get access\nto activity fee funding, meeting space, and a table at the fall involvement fair. A petition is reviewed at the next scheduled senate meeting, typically within two to three weeks, and a faculty or staff advisor willing to be listed as a contact is required before funding is released, though not before the club itself is recognized.\nSignature achievement\nThe Ironclad Robotics Club qualified for its national competition for the first time, the kind of result student organizations point to when petitioning the activity-fee committee for a larger annual budget the following year — recognition and funding at Porter are explicitly tied to a club's own track record, not just its existence.\nQuick links\nCampus life\nAthletics\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "co-authoring-a-paper.html", "title": "Co-authoring a paper as an undergraduate", "description": "How authorship is decided, what your role usually is, and how to make the most of being on a paper.", "headings": [ "Co-authoring a paper as an undergraduate", "On this page", "What earns authorship", "Author order", "Your likely role", "The process, briefly", "Integrity and data", "Getting the benefit" ], "content": "Academics Co-authoring a paper as an undergraduate\nHow authorship is decided, what your role usually is, and how to make the most of being on a paper.\nWhat earns authorship\nAuthorship follows substantial intellectual contribution — designing part of the study, doing analysis that shaped the conclusions, writing sections, interpreting results. Running samples or entering data alone is usually acknowledged, not authored. The lines vary by field; your mentor knows the norm. Have the conversation about who will be an author before a draft is circulated, not after.\nAuthor order\nIn most technical and science fields, first author did the most and often wrote the draft; the last author is frequently the senior/PI; middle authors contributed meaningfully in between. In some fields order is alphabetical. As an undergraduate you are more often a middle author on your first paper and sometimes first author on a project you led — either is a strong line.\nYour likely role\nCommonly: a defined piece of the analysis or the experiments, a methods or results subsection to draft, making figures, running down references, and responding to specific reviewer comments in your area. Do your piece well and on time; a reliable junior author gets invited onto the next one.\nThe process, briefly\nDraft → internal revision cycles with co-authors → submission to a journal → peer review (weeks to months) → revise-and-resubmit (usual) → acceptance → proofs → publication. It is slow. Your name is on it the whole way, so keep engaging with the revisions even after you have graduated or moved on.\nIntegrity and data\nEverything you contribute has to be real and reproducible — do not round toward the hypothesis, do not reuse a figure without saying so, cite sources for anything not your own. If you have a concern about how data is being presented, raise it with your mentor; if that does not resolve it, the research-integrity office gives confidential guidance.\nGetting the benefit\nA publication is often the single strongest item on a graduate-school or research-job application. Keep a copy, list it correctly on your CV (full citation, your author position), be able to explain your specific contribution in an interview, and use \"cited by\" over the next years to see where the work went.\nAt a glance\nEarns authorship\nSubstantial intellectual contribution — settle who is an author before a draft circulates\nOrder\nFirst = did the most / wrote it; last = senior; middle = meaningful in between (field-dependent)\nYour role\nA defined analysis or writing piece, figures, references — done well and on time\nBenefit\nOften the strongest line on a grad-school/research application — know your contribution\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWorking with a research mentor\nUndergraduate journal\nResearch compliance\nResponsible conduct training\nIntellectual property and your student work\nFull contact directory" }, { "url": "co-op-internships.html", "title": "Co-ops & internships", "description": "Structured paid experience with advising, learning goals and employer feedback.", "headings": [ "Co-ops & internships", "On this page", "How co-op works", "Finding a placement", "During and after", "How co-op works at Porter", "Finding and finishing a placement", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Co-ops & internships\nStructured paid experience with advising, learning goals and employer feedback.\nHow co-op works\nStudents work full-time or part-time in a related role, enroll in the approved experience course and complete faculty learning objectives.\nFinding a placement\nCareer coaches help with searches, résumés, interviews and offers; PorterConnect lists opportunities from approved employers.\nDuring and after\nA faculty coordinator checks in, the supervisor evaluates progress and the student reflects on skills for a portfolio or capstone.\nHow co-op works at Porter\nA student works a related role full or part-time, enrols in the approved experience course, and completes learning objectives set with a faculty coordinator. Most placements are with employers in the Valley or the Cities, and many convert to a job offer.\nFinding and finishing a placement\nCareer coaches help with the search, résumé, interviews and evaluating an offer, and PorterConnect lists roles from approved employers. During the term the coordinator checks in, the site supervisor evaluates progress, and the student produces a reflection for a portfolio or capstone.\nIn and around Porter Falls\nCareer Services in Founders Union 160 works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nRequired: Every undergraduate program, before graduation. Completion rate: 96% of Porter undergraduates. Course: An approved experience course with faculty learning objectives. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Career Services (Founders Union, Room 160). Call (715) 555-0205 or email careers@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nRequired\nEvery undergraduate program, before graduation\nCompletion rate\n96% of Porter undergraduates\nCourse\nAn approved experience course with faculty learning objectives\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFull contact directory" }, { "url": "co-op-vs-internship-vs-practicum.html", "title": "Co-op vs. internship vs. practicum", "description": "The terms students mix up, what each actually means at Porter, and which one your program requires.", "headings": [ "Co-op vs. internship vs. practicum", "On this page", "Co-op", "Internship", "Practicum", "Clinical rotation", "Field experience and service learning", "Which one you need", "What they share" ], "content": "Career services Co-op vs. internship vs. practicum\nThe terms students mix up, what each actually means at Porter, and which one your program requires.\nCo-op\nA cooperative education placement is usually a full term of full-time, paid work integrated into your degree plan — you step out of a normal course load for a semester, work, and come back. Co-ops are common in engineering, manufacturing, and computing, often run for a semester plus a summer, and many students return to the same employer, sometimes into a job offer.\nInternship\nAn internship is typically shorter and often part-time or summer — a defined project or role with an employer, paid or (less often) unpaid, with learning objectives and a supervisor evaluation. It is the most common form of applied experience across business, design, technical communication, and the sciences.\nPracticum\nA practicum is a supervised, structured placement tied to a professional program's standards — an education practicum in a classroom before student teaching, a counseling practicum with clients under supervision, an early clinical rotation. Hours, sites, and supervision ratios are set by the program and its accreditor, not negotiated by the student.\nClinical rotation\nIn the health programs, clinical rotations place you in a care setting for a block of hours under a licensed preceptor, cycling through specialties. They are scheduled by the program, carry their own compliance requirements (immunizations, background checks, certifications), and are graded on competencies.\nField experience and service learning\nSome courses embed a smaller field or community-based component — dozens of hours with a partner organization tied to course outcomes. It is real applied work but usually not, by itself, the whole applied-experience requirement.\nWhich one you need\nYour program's requirement is specific — check the catalog and ask the coordinator. Doing an internship when the program requires a practicum does not substitute, and vice versa. The distinction matters for licensure and accreditation, not just paperwork.\nWhat they share\nAll of them: a faculty or program contact, written objectives or competencies, a supervisor or preceptor, an evaluation, and something you produce — a portfolio piece, a reflection, a competency sign-off — that you can show afterward. File the agreement before you start.\nAt a glance\nCo-op\nA full term, full-time, paid, integrated into the plan\nInternship\nShorter, often summer/part-time, project + supervisor\nPracticum\nStructured placement to a professional program's standards\nRule\nYour program's required form is specific — one does not sub for another\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nThe applied experience requirement\nCo-ops & internships\nInternship for credit\nService learning\nCommunity-based learning\nFull contact directory" }, { "url": "college-with-kids.html", "title": "College with kids", "description": "Being a student and a parent at the same time — childcare, scheduling, finances, and the support network.", "headings": [ "College with kids", "On this page", "You are not doing something unusual", "Childcare", "Scheduling and academic flexibility", "Money", "Family housing and space", "The network" ], "content": "Student life College with kids\nBeing a student and a parent at the same time — childcare, scheduling, finances, and the support network.\nYou are not doing something unusual\nStudent parents are a substantial and growing part of the student body, especially among transfer, adult, and part-time students. The frustration is that a lot of campus life assumes you have no dependents. The services for student parents exist; they are just not front and center, so this is about knowing where they are.\nChildcare\nOptions usually include: the campus child development center (often a waitlist — get on it the moment you are admitted), a sliding-scale or subsidized care program for student parents, drop-in or hourly care for class times, cooperative babysitting among student parents, and information on community providers and state childcare assistance. The student-parent program office coordinates this.\nScheduling and academic flexibility\nBuild your schedule around childcare realities: compressed days, online or evening sections, and avoiding the 8 a.m. or the night class if that is when you are solo with kids. Talk to instructors early about your situation — most will work with you on a sick-kid absence or a deadline, and some courses can be taken in a more flexible format. Know the withdrawal deadlines in case a semester has to give.\nMoney\nDependent-care costs can be included in your cost of attendance, which can increase your financial-aid eligibility — ask Financial Aid to do a dependent-care budget adjustment. Look into the childcare-assistance grant, family housing if you need it, food assistance and the campus pantry, tax credits for education and for childcare, and scholarships specifically for student parents.\nFamily housing and space\nIf the university has family or graduate housing, it is usually cheaper and closer than commuting with kids. On campus, know where the lactation rooms, the family restrooms, and any family-friendly study spaces are. Some libraries and centers have a kids' corner.\nThe network\nThe single most protective thing is other student parents — they trade childcare, share which instructors are flexible, and understand the specific exhaustion. The student-parent program, a parents' listserv or group, and the adult-learner community are how you find them. The counseling center and the dean's office can help when a semester gets overwhelming.\nAt a glance\nReality\nStudent parents are a large group — the services exist, just not front and center\nChildcare\nCampus center (join the waitlist at admission), sliding-scale care, hourly/drop-in, co-op sitting\nMoney\nDependent-care costs can raise your aid budget — ask Financial Aid for the adjustment\nNetwork\nOther student parents trade childcare and know which instructors flex — find them through the program\nWho to contact\nChild & Family Center\nFounders Union 125\nPhone\n(715) 555–0185\nEmail\nstudentparents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReturning to college as an adult\nBeing a commuter student\nFull contact directory" }, { "url": "colleges.html", "title": "Colleges and schools", "description": "The seven colleges of UW–Porter Falls, 50 programs in all.", "headings": [ "Colleges and schools", "College of Engineering & Technology", "College of Computing & Information Sciences", "College of Business", "College of Health Sciences", "College of Education", "College of Arts, Design & Communication", "College of Applied & Technical Studies", "Two colleges you'll see referenced, but never apply to", "Take the next step." ], "content": "Academics\nColleges and schools\nSeven degree-granting colleges, 49 programs, and two more administrative colleges you'll see referenced on course and department pages. Every college has its own dean, its own building wing, and its own opinion about the others' budgets.\nENGR · 10 programs\nCollege of Engineering & Technology\nTen programs in mechanical, electrical, civil and manufacturing engineering, built around labs and project work from the first semester.\nMechanical Engineering B.S.\nElectrical Engineering B.S.\nCivil Engineering B.S.\nIndustrial & Manufacturing Engineering B.S.\nPlastics Engineering B.S.\nEngineering Technology B.S.\nConstruction Management B.S.\nManufacturing Engineering M.S.\nEngineering Management M.S.\nWelding Technology Certificate\nCNC Machining Certificate\nCCIS · 8 programs\nCollege of Computing & Information Sciences\nComputer science, cybersecurity, data science and game design, with a placement rate that consistently outperforms the university average.\nComputer Science B.S.\nComputer Engineering B.S.\nCybersecurity B.S.\nInformation Technology B.S.\nData Science B.S.\nGame Design & Development B.S.\nCybersecurity M.S.\nData Science M.S.\nCOB · 6 programs\nCollege of Business\nAACSB-track business programs with a required cooperative-education term for every undergraduate.\nBusiness Administration B.S.\nSupply Chain Management B.S.\nMarketing & Digital Communication B.S.\nEntrepreneurship B.S.\nBusiness Administration M.B.A.\nProject Management Certificate\nCHS · 6 programs\nCollege of Health Sciences\nNursing, dietetics, counseling and rehabilitation programs anchored by clinical placements across the region's hospital systems.\nNursing B.S.N.\nDietetics B.S.\nHealth Information Management B.S.\nRehabilitation & Disability Services B.S.\nPsychology B.S.\nClinical Mental Health Counseling M.S.\nCOE · 5 programs\nCollege of Education\nTeacher licensure and educational leadership programs serving rural and small-city districts across the upper Midwest.\nElementary Education B.S.\nSpecial Education B.S.\nTechnology & Engineering Education B.S.\nSchool Counseling M.S.\nCareer & Technical Education Leadership Ed.D.\nCADC · 6 programs\nCollege of Arts, Design & Communication\nStudio-based design, fine art and communication programs with a portfolio review built into every degree.\nGraphic Design & Interactive Media B.F.A.\nIndustrial Design B.F.A.\nFine Art B.F.A.\nProfessional & Technical Communication B.S.\nVideo Production B.F.A.\nApparel & Textile Design B.S.\nCATS · 8 programs\nCollege of Applied & Technical Studies\nHospitality, applied science and technical trades programs that place graduates directly into licensed and certified trades.\nHospitality & Tourism Management B.S.\nAutomotive & Diesel Technology B.S.\nPackaging Technology B.S.\nApplied Mathematics B.S.\nEnvironmental Science B.S.\nCriminal Justice B.S.\nSupervisory Leadership Certificate\nQuality Management Certificate\nTwo colleges you'll see referenced, but never apply to\nThe seven colleges above grant every degree Porter offers — that's the college you apply to and the dean your program answers to. But course listings, department pages, and faculty profiles across the site also reference two other colleges. Neither grants its own majors; both are the administrative home for departments that feed programs across the seven above.\nCollege of Science & Mathematics\nBiology, Chemistry, Environmental Science, Mathematics, and Physics & Astronomy — the departments behind the science and math coursework nearly every major requires. Jointly administers Applied Mathematics and Environmental Science with the College of Applied & Technical Studies.\nCollege of Education, Health & Human Sciences\nThe parent administrative college over the College of Education and the College of Health Sciences, plus the shared departments (Health & Nutrition Sciences, Nursing, Psychology, Rehabilitation & Human Services, Teacher Education) that feed programs in both.\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "commencement-livestream.html", "title": "Commencement Livestream & Archive", "description": "Every commencement ceremony is livestreamed and archived for families who can't attend in person.", "headings": [ "Commencement Livestream & Archive", "On this page", "Why it exists", "What's included", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "About Commencement Livestream & Archive\nEvery commencement ceremony is livestreamed and archived for families who can't attend in person.\nWhy it exists\nNot every family can travel to Porter Falls for a December or May ceremony, so University Communications livestreams both and posts each one to an on-demand archive within a day, permanently searchable by graduate name for the graduation announcement.\nWhat's included\nThe full ceremony, not just the name-reading segment, including any commencement speaker remarks and the honorary degree presentation when one is given that year.\nIn and around Porter Falls\nUniversity Communications sits in Millwright Hall and handles the parts of Porter that outlast any one semester. The founding manual-training mission from 1893 is still the reference point for most of what this office says publicly.\nThe practical details\nLivestream: University Communications, both December and May ceremonies. Archive: Available on-demand within 24 hours. Access: Free, no login required. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is University Communications (Millwright Hall, Room 210). Call (715) 555–0250 or email news@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLivestream\nUniversity Communications, both December and May ceremonies\nArchive\nAvailable on-demand within 24 hours\nAccess\nFree, no login required\nWho to contact\nUniversity Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\nnews@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCommon Data Set & disclosures\nThe public art walk\nSpecial collections reading room\nUniversity archives\nFull contact directory" }, { "url": "commencement-regalia.html", "title": "Commencement regalia", "description": "Cap, gown, hood and honor-cord ordering for graduating students.", "headings": [ "Commencement regalia", "On this page", "What is included", "Honors and cords", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Commencement regalia\nCap, gown, hood and honor-cord ordering for graduating students.\nWhat is included\nThe standard cap, gown and tassel are covered by the graduation application fee for bachelor's degree candidates; graduate hoods and doctoral regalia (where applicable) are priced separately and ordered the same way.\nHonors and cords\nHonor-society cords, military cords and other approved recognitions are picked up separately from the sponsoring organisation, not from the Campus Store, and worn according to the guidance in the commencement program.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nOrder by: Six weeks before commencement. Cost: Included in the graduation application fee for bachelor's regalia. Pickup: Campus Store, the week of commencement. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nOrder by\nSix weeks before commencement\nCost\nIncluded in the graduation application fee for bachelor's regalia\nPickup\nCampus Store, the week of commencement\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nTextbook rental\nEmergency short-term loans\nCommencement speakers\nFull contact directory" }, { "url": "commencement-speakers.html", "title": "Commencement speakers", "description": "How a speaker is chosen, and past honorary degree recipients.", "headings": [ "Commencement speakers", "On this page", "Choosing a speaker", "The student speaker slot", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Commencement speakers\nHow a speaker is chosen, and past honorary degree recipients.\nChoosing a speaker\nA joint student-faculty committee reviews nominations submitted by anyone on campus each fall, weighing relevance to that year's graduates over name recognition; UW–Porter Falls does not pay large speaker fees.\nThe student speaker slot\nEvery commencement includes a graduating senior speaker chosen through a short application and a vote among that term's degree candidates, giving one seat at the podium to a peer rather than only outside voices.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nSelection: A student-and-faculty committee reviews nominations each fall. Honorary degrees: Awarded rarely, for exceptional contribution to the field or region. Student speaker: One graduating senior selected by application and vote. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSelection\nA student-and-faculty committee reviews nominations each fall\nHonorary degrees\nAwarded rarely, for exceptional contribution to the field or region\nStudent speaker\nOne graduating senior selected by application and vote\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "commencement.html", "title": "Commencement", "description": "Applying to graduate, the difference between walking and finishing, ceremony day, and guests.", "headings": [ "Commencement", "On this page", "Apply to graduate — this is a real step", "Walking vs. finishing", "Ceremony day", "Guests and accessibility" ], "content": "Academics Commencement\nApplying to graduate, the difference between walking and finishing, ceremony day, and guests.\nApply to graduate — this is a real step\nSubmitting the graduation application in MyPorter is a separate action from finishing your requirements, and nothing happens automatically without it. Apply two semesters before you intend to finish. The Registrar then runs a formal degree audit, and your adviser and department sign off; if anything is short — a missing elective, a requirement changed catalog years, a substitution that was never formally recorded — this is when it surfaces, while there is still time to fix it. Miss the application deadline and your degree is simply conferred the following term.\nThere is a modest application fee that covers the diploma, its permanent record, and regalia rental.\nWalking vs. finishing\n\"Walking\" at the ceremony and having your degree conferred are not the same thing. Students within a set number of credits of completion — typically one term, often just a summer course or a final internship — may request to participate in the spring ceremony before the degree is final. Your name is in the program, you cross the stage, and the diploma is mailed once the last grade posts and the audit clears. December completers are invited to the following May ceremony; there is one large ceremony a year, plus a separate graduate hooding.\nThis means the photo and the paperwork can be months apart, and that is normal — employers asking for proof in the gap can get a letter of expected completion from the Registrar.\nCeremony day\nCeremonies are in Ironclad Fieldhouse. Graduates check in and line up 75 minutes early in the fieldhouse annex — regalia on, phone in a pocket, nothing to carry across the stage. A reader takes a phonetic card for your name at check-in so it is said the way you say it. The ceremony runs about two hours: procession, one address, the reading of names and the stage walk, the turning of the tassel, recession. Departments and colleges host their own smaller receptions before or after where the actual goodbyes happen.\nRegalia is picked up at the campus store the week before; honors cords, stoles, and international sashes come from the relevant program or office, not the store.\nDiplomas are mailed after the ceremony.\nClass rings are ordered separately, through the campus store.\nGuests and accessibility\nNo tickets — guest seating in the fieldhouse is general admission and opens 90 minutes before, with an overflow viewing room and a livestream for anyone who cannot get a seat or cannot travel. Accessible seating with companion spaces, wheelchair loan, assistive listening, ASL interpretation, and CART captioning on the screens are all available; request interpretation and reserved accessible seating at least two weeks ahead through the events office so a specific section can be held.\nParking is free in all campus lots on ceremony day; the Porter Loop runs an expanded route from the perimeter lots straight to the fieldhouse doors.\nAt a glance\nApply\nIn MyPorter, two semesters ahead — a separate step from finishing; triggers the official degree audit\nWalk early\nStudents ~one term from done may request to participate before the degree is final; diploma mailed after\nDay of\nIronclad Fieldhouse, line up 75 min early, ~2-hour ceremony, name read from your phonetic card\nGuests\nNo tickets, seating opens 90 min before, livestream + overflow room; request access services 2 weeks ahead\nRelated resources\nDecember commencement 2026\nGraduation FAQ\nAcademic advising\nRegistration & records\nAcademic calendar\nTutoring & learning center\nStudy abroad\nContact directory" }, { "url": "commerce-hall.html", "title": "Commerce Hall", "description": "Home of the College of Business — case rooms, a trading lab, and the Small Business Development Center.", "headings": [ "Commerce Hall", "On this page", "What is here", "Student spaces", "Hours and access", "Accessibility", "History" ], "content": "Campus map Commerce Hall\nHome of the College of Business — case rooms, a trading lab, and the Small Business Development Center.\nWhat is here\nCommerce Hall houses the College of Business: faculty offices, tiered case-method classrooms, team breakout rooms, a behavioral-research lab, and a financial trading room with live-data terminals used by finance and actuarial students. The ground floor holds the college's advising center and the regional Small Business Development Center, which offers free counseling to local entrepreneurs.\nStudent spaces\nThe second-floor commons, open to any student, has booth seating, whiteboards, and a coffee cart on weekday mornings. The trading room is open for drop-in practice outside class hours; the case rooms can be reserved for group work through the room-booking system.\nHours and access\nThe building is open 7 a.m. to 11 p.m. on weekdays and shorter hours on weekends during the semester. After hours, the trading room and the second-floor commons stay open to students by Campus Card access.\nAccessibility\nThe east entrance off the quad walkway is step-free with automatic doors; an elevator serves all four floors. The tiered case rooms have accessible seating at the front and back of each tier and a step-free instructor station.\nHistory\nCommerce Hall is the newest academic building on the main campus, opened in 2016 to consolidate a business program that had been spread across three older buildings. It is built to a high energy-efficiency standard and its rooftop array is one of the campus solar sites.\nMore buildings\nApplied Arts Building\nForge Recreation Center\nFounders Commons\nFounders Hall\nFounders Union\nHalvorsen Library\nAll campus buildings\nCampus map\nGetting around\nThe campus is 86 acres; nothing is more than a ten-minute walk from anything else.\nAccessible routes & entrances" }, { "url": "common-data-set.html", "title": "Common Data Set & disclosures", "description": "Standardized institutional data published for prospective students, families and researchers.", "headings": [ "Common Data Set & disclosures", "On this page", "What it is for", "Where the numbers come from", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "About Common Data Set & disclosures\nStandardized institutional data published for prospective students, families and researchers.\nWhat it is for\nThe Common Data Set follows a shared national format so a family, a researcher or a ranking publication can compare Porter to another institution using the same definitions, rather than each university's own marketing numbers.\nWhere the numbers come from\nEvery figure ties back to the same official source Institutional Research uses for the fact book, so a number here and a number on facts.html should always agree; if they don't, that is treated as a bug in one of the two pages, not a rounding difference.\nIn and around Porter Falls\nUniversity Communications sits in Millwright Hall and handles the parts of Porter that outlast any one semester. The founding manual-training mission from 1893 is still the reference point for most of what this office says publicly.\nThe practical details\nPublished: Annually, each fall. Covers: Enrollment, admissions, financial aid, faculty, cost. Format: Standard sections so it can be compared across institutions. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is University Communications (Millwright Hall, Room 210). Call (715) 555–0250 or email news@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nPublished\nAnnually, each fall\nCovers\nEnrollment, admissions, financial aid, faculty, cost\nFormat\nStandard sections so it can be compared across institutions\nWho to contact\nUniversity Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\nnews@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCommencement Livestream & Archive\nThe public art walk\nSpecial collections reading room\nUniversity archives\nFull contact directory" }, { "url": "common-reading-program.html", "title": "Common Reading Program", "description": "One book, read by every incoming class, discussed across orientation and the first semester.", "headings": [ "Common Reading Program", "On this page", "How it works", "Choosing the book", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student life Common Reading Program\nOne book, read by every incoming class, discussed across orientation and the first semester.\nHow it works\nEvery admitted student receives a free copy of the year's chosen book over the summer; small-group discussions happen during orientation week, and several fall courses build a short unit around it regardless of major.\nChoosing the book\nA committee of faculty, librarians and students selects a recent, discussion-friendly title each spring, favoring books that connect to Porter's applied, hands-on identity without being assigned reading in disguise.\nIn and around Porter Falls\nStudent life at Porter is organised out of Founders Union, the building students call the campus living room. The Dean of Students Office is on the second floor.\nThe practical details\nThis year's pick: Announced each spring for the following fall. Format: A free copy mailed to every admitted student. Culminates in: A campus visit and talk by the author during Millrace Week. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nThis year's pick\nAnnounced each spring for the following fall\nFormat\nA free copy mailed to every admitted student\nCulminates in\nA campus visit and talk by the author during Millrace Week\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReligious & spiritual life\nROTC & Military Science\nCampus radio & podcast studio\nHomecoming parade\nFull contact directory" }, { "url": "community-based-learning.html", "title": "Community-based learning", "description": "Courses that build a real project for a Valley organisation into the coursework.", "headings": [ "Community-based learning", "On this page", "How a course uses it", "Why it is scoped locally", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Outreach & engagement Community-based learning\nCourses that build a real project for a Valley organisation into the coursework.\nHow a course uses it\nAn instructor and a community partner agree on a project the students can genuinely deliver in a semester — a survey analysis, a communications plan, a prototype, a grant-ready needs assessment — and it becomes a graded part of the course. The partner commits staff time to brief and review the students; it is a working relationship, not free labour.\nWhy it is scoped locally\nPartnerships stay inside the Valley — Porter Falls, Cedar Bluff, Redgranite — so the same organisations can host year after year and students can visit a site without a long drive. The engagement office keeps the partner list, handles the liability and data agreements, and steps in if a project stalls.\nIn and around Porter Falls\nPorter Falls is a town of about 17,000 that has always shared its workforce with the university. Projects are scoped to the Valley first: Porter, Cedar Bluff and Redgranite before anywhere else.\nThe practical details\nModel: A partner organisation, a scoped project, and course credit for the work. Partners: Nonprofits, city and county offices, schools and small employers in the Valley. Support: A campus office matches courses to partners and handles agreements. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Outreach & Engagement (Millwright Hall, Room 120). Call (715) 555–0235 or email engage@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nModel\nA partner organisation, a scoped project, and course credit for the work\nPartners\nNonprofits, city and county offices, schools and small employers in the Valley\nSupport\nA campus office matches courses to partners and handles agreements\nWho to contact\nBusiness & Industry Outreach\nMillwright Hall 120\nPhone\n(715) 555–0157\nEmail\noutreach@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCorporate partners program\nDiscovery Center\nSmall Business Clinic\nPorter Falls Night Market\nFull contact directory" }, { "url": "community-engagement.html", "title": "Community engagement", "description": "Service, service-learning courses, work-study placements and how Porter partners with Porter Falls.", "headings": [ "Community engagement", "On this page", "Ways students plug in", "Service-learning courses", "For community organizations", "Civic and democratic engagement" ], "content": "Outreach & engagement Community engagement\nService, service-learning courses, work-study placements and how Porter partners with Porter Falls.\nWays students plug in\nThe Center for Community Engagement runs the spectrum, from a Saturday trail cleanup to a semester embedded with a nonprofit. One-time and recurring volunteer opportunities — tutoring in the schools, food-pantry shifts, habitat restoration, tax-prep help, visits at the senior center — are posted and tracked in PorterConnect, which logs your hours for scholarship applications, the co-curricular record, and graduate school. Alternative Break trips over spring and winter break pair a service project with study of the issue behind it. The Community Work-Study program places eligible federal work-study students in paid roles at local nonprofits instead of on-campus jobs.\nStudents can also start something: the center advises student-led service organizations and offers small project grants.\nService-learning courses\nDozens of courses each term carry a community-engaged designation, meaning a real project for a real partner is built into the syllabus and graded — engineering students design an accessible-playground component, marketing students build a campaign for a food co-op, education students run a literacy program, nursing students staff community screenings. The academic work is reflection on the experience against the course concepts, not just the hours. These courses are marked in the schedule so you can seek them out or avoid the extra logistics if a term is already full.\nFaculty who want to add a community-engaged component get course-design help, partner matching, transportation support, and risk-management review from the center.\nFor community organizations\nLocal nonprofits, schools, units of government, and mission-driven small businesses can propose a project, request student volunteers or an Alternative Break team, host a work-study student, co-teach a service-learning course, or bring a problem to a faculty member for applied research. The center is the front door so partners are not fielding a dozen separate student emails, and it holds partners to the same standards it holds students — clear scope, real supervision, safe conditions, and work that the organization actually needs.\nAn annual partner gathering and a shared calendar keep the relationships warm between projects.\nCivic and democratic engagement\nA nonpartisan program handles voter registration drives, deadline and polling-place information, candidate forums, and structured deliberative dialogues on contested issues — run so that students across the political spectrum can take part without the university endorsing a position. It also supports the study of local government: how a city budget works, how to give public comment, how to read a zoning notice.\nThis work runs year-round, not just in the weeks before an election.\nAt a glance\nFind it\nPorterConnect — one-time and recurring volunteer roles, hours logged for scholarships and the co-curricular record\nIn a course\nCommunity-engaged courses (marked in the schedule) build a graded real-world project for a local partner\nPaid\nCommunity Work-Study places eligible students in paid nonprofit jobs instead of on-campus roles\nPartners\nOne front door for projects, volunteers, work-study hosts, and applied-research requests\nRelated resources\nFor the community\nVolunteer on campus\nSpeakers bureau\nEmployer partnerships\nContinuing education\nFacilities & event rentals\nConference services\nContact directory" }, { "url": "community-fab-lab-access.html", "title": "Community Fab Lab access", "description": "Prototyping tools, orientation, and project support for alumni, educators, entrepreneurs, and community makers.", "headings": [ "Community Fab Lab access", "On this page", "Who can use the lab", "Tools and project fit", "Training, reservations, and fees", "From prototype to business support" ], "content": "Business & industry Community Fab Lab access\nPrototyping tools, orientation, and project support for alumni, educators, entrepreneurs, and community makers.\nWho can use the lab\nThe Community Fab Lab serves Porter students and employees during instructional hours and offers scheduled access for alumni, educators, local businesses, youth programs, and individual community makers. Public access begins with an orientation and may be limited during peak academic weeks.\nTools and project fit\nResources include 3D printers, laser and vinyl cutters, electronics benches, digital embroidery, scanners, hand tools, and design workstations. Staff help choose a process and prepare a file, but the lab is not a contract production shop. It is best for learning, proof-of-concept work, fixtures, models, and short prototype runs.\nTraining, reservations, and fees\nOrientation covers workspace rules and basic digital fabrication. Some equipment needs an additional checkout. Members reserve high-demand tools, pay published material or machine-time charges, and supply approved specialty materials. Staff review unfamiliar materials before they enter equipment.\nFrom prototype to business support\nA successful prototype may lead to design consultation, testing, a student project, manufacturing-extension help, or an incubator referral. Staff explain confidentiality options, but do not evaluate patents or promise that a prototype is safe, compliant, or ready for production.\nAt a glance\nAudience\nCampus users plus scheduled community, school, and business access\nBest for\nLearning, proof of concept, fixtures, models, and short prototype runs\nFirst step\nOrientation, then equipment-specific checkout and reservations\nWho to contact\nBusiness & Industry Outreach\nMillwright Hall 120\nPhone\n(715) 555–0157\nEmail\noutreach@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nLaboratory access and badging\nMakerspace\nDiscovery Center\nFull contact directory" }, { "url": "community-health.html", "title": "Community health partnerships", "description": "Supervised projects connecting health education, prevention, nutrition and regional partners.", "headings": [ "Community health partnerships", "On this page", "Where the work happens", "What a project looks like", "Privacy in a small town", "The practical details", "If you have a question" ], "content": "Research & outreach Community health partnerships\nSupervised projects connecting health education, prevention, nutrition and regional partners.\nWhere the work happens\nNursing, dietetics and community-health students run supervised education and screening events through Valley Health’s Porter Falls clinic and through partnerships with the Porter Falls and Cedar Bluff school districts, always under the direct supervision of licensed faculty.\nWhat a project looks like\nA typical semester includes blood-pressure and glucose screening events at the downtown farmers market, nutrition education in county elementary schools, and a rotating focus project — vaccination outreach, fall-prevention education for seniors — chosen with the partner rather than assigned to them.\nPrivacy in a small town\nBecause Porter Falls is small enough that a screening participant might recognize a student from class, every project is trained specifically on client privacy and professional boundaries before it starts, not treated as a given.\nThe practical details\nPrimary partner: Valley Health, Porter Falls clinic. Typical projects: Screening events, nutrition education, prevention programming. Supervision: Licensed faculty on every clinical activity. These specifics can change from year to year, so confirm anything time-sensitive directly with the office below before you rely on it.\nIf you have a question\nThis is handled by Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nPrimary partner\nValley Health, Porter Falls clinic\nTypical projects\nScreening events, nutrition education, prevention programming\nSupervision\nLicensed faculty on every clinical activity\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCollege of Health Sciences\nCommunity engagement\nCommunity partnerships\nResearch & outreach\nContact directory" }, { "url": "community-legal-clinic.html", "title": "Community mediation clinic", "description": "Free, confidential mediation for landlord-tenant, consumer and neighbor disputes, run with trained student mediators.", "headings": [ "Community mediation clinic", "On this page", "What mediation does", "The limit", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Outreach & engagement Community mediation clinic\nFree, confidential mediation for landlord-tenant, consumer and neighbor disputes, run with trained student mediators.\nWhat mediation does\nA neutral pair of trained mediators helps two parties reach their own written agreement on a dispute — a security-deposit disagreement, a fence line, a bill — without going to court. Nothing said in mediation is admissible later, and either party can walk away.\nThe limit\nMediators do not give legal advice, tell anyone what the law says, or take a side. When a matter clearly needs a lawyer, the clinic says so and points to Student Legal Services or a Valley legal-aid office.\nIn and around Porter Falls\nPorter Falls is a town of about 17,000 that has always shared its workforce with the university. Projects are scoped to the Valley first: Porter, Cedar Bluff and Redgranite before anywhere else.\nThe practical details\nWhere: Millwright Hall, by appointment. Who's served: Students and Porter Falls residents. What it is not: Legal advice or representation. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Outreach & Engagement (Millwright Hall, Room 120). Call (715) 555–0235 or email engage@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nMillwright Hall, by appointment\nWho's served\nStudents and Porter Falls residents\nWhat it is not\nLegal advice or representation\nWho to contact\nBusiness & Industry Outreach\nMillwright Hall 120\nPhone\n(715) 555–0157\nEmail\noutreach@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCorporate partners program\nDiscovery Center\nSmall Business Clinic\nPorter Falls Night Market\nFull contact directory" }, { "url": "community-partnerships.html", "title": "Community partnerships", "description": "A front door for nonprofit, civic and school partners seeking applied university expertise.", "headings": [ "Community partnerships", "On this page", "Start a conversation", "Shape the project", "Share outcomes", "Start the conversation", "After the project", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Community partnerships\nA front door for nonprofit, civic and school partners seeking applied university expertise.\nStart a conversation\nDescribe the community need, timeline, learners involved, available resources and what a useful outcome would look like.\nShape the project\nStaff connect partners with faculty and students while clarifying scope, consent, accessibility, data use and decision rights.\nShare outcomes\nProjects close with a public-friendly summary, partner feedback and a plan for maintaining what the work created.\nStart the conversation\nA partner describes the need, the timeline, which learners might be involved, what resources exist and what a useful result looks like. Staff then connect the partner with faculty and students and set scope, consent, accessibility, data use and who decides what.\nAfter the project\nEngagements close with a summary written for a general audience, the partner’s feedback, and a plan for maintaining whatever the work produced — a dataset, a process, a design — once the students have moved on.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs in Millwright Hall handles the review, the training records and the sponsored-project paperwork so the work can start on time.\nThe practical details\nFront door: One intake form, one staff contact. Good fit: Defined need, a timeline, a contact who can decide. Close-out: Public summary plus a sustainability plan. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555-0230 or email research@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nFront door\nOne intake form, one staff contact\nGood fit\nDefined need, a timeline, a contact who can decide\nClose-out\nPublic summary plus a sustainability plan\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nResearch compliance\nFull contact directory\nThe Wesconsin Idea" }, { "url": "community-resources-in-porter-falls.html", "title": "Community Resources in Porter Falls", "description": "Libraries, community centers, volunteer opportunities, local government, and the nonprofits that keep Porter Falls running.", "headings": [ "Community Resources in Porter Falls", "On this page", "Porter Falls Public Library", "Porter County Community Center", "Nonprofits and volunteer hubs", "Faith communities", "Student-specific resources" ], "content": "Porter Falls town guides Community Resources in Porter Falls\nThe library, the community center, the nonprofits, and the city offices that students interact with — whether you need a notary, a volunteer placement, or a building permit for a senior project.\nPorter Falls Public Library\nPorter Falls Public Library (210 Main Street, across from the Welcome Center) is separate from the university’s Halvorsen Library but reciprocates borrowing: any student with a UW–Porter Falls ID gets a free county card. The building is a 1915 Carnegie library with a 2008 addition — quiet study rooms (reservable online), a maker corner (3-D printer, Cricut, sewing machine), and the Local History Room with mill records, city directories, and the Porter Press archives. Programs: Tech Help Tuesdays (drop-in, 2–4 p.m.), Job Lab (resume review, Wednesdays 10 a.m.), ESL Conversation Circle (Thursdays 6 p.m.), and a surprisingly good Graphic Novel Book Club (monthly, 7 p.m., meets at Roast & River ). The library’s Library of Things lends: board games, cake pans, a portable PA system, a soil tester, and a ukulele.\nPorter County Community Center\nPorter County Community Center (500 River Road, 10-minute bike ride from campus on the Riverfront Trail) has a gym, indoor pool (lap swim 6–8 a.m., open swim 12–8 p.m.), weight room, and meeting rooms rented by the hour. The Senior Program runs weekday lunches, bridge club, and a Tech Buddies pairing where students help older adults with phones, video calls, and telehealth — counts for service-learning credit in several courses. The center’s Emergency Shelter activates during winter storms or power outages; student volunteers staff the overnight shift (training provided, $15/hr stipend from the county). Summer day camp hires 20+ students as counselors (apply in March).\nCity Hall and county offices\nPorter Falls City Hall (300 Mill Street) handles: parking permits (residential and overnight), building permits (needed for any senior project structure), business licenses, and the Rental Housing Guide (published jointly with the university each spring). The Porter County Courthouse (same block) houses the Clerk of Courts, Register of Deeds, and the County Treasurer (property tax payments). Voter registration : Wisconsin allows same-day registration at the polls; bring your UW ID and a document with your Porter Falls address (lease, utility bill, bank statement). The Election Information page has precinct maps and sample ballots.\nNonprofits and volunteer hubs\nPorter County Food Bank (industrial park, 5 min drive) distributes 12,000 lbs/month; student volunteers sort Tuesdays and Thursdays 3–6 p.m. (shifts count for service hours ). Habitat for Humanity Porter County builds two homes a year; the Construction Management capstone often frames one. Riverkeepers (citizen water-quality monitoring) meets monthly at the library; students in Environmental Science adopt a sampling site. Porter Falls Arts Council runs the summer concert series and the Depot Gallery (rotating shows, student work welcome). The Community Partnerships Office (Founders Hall 220) maintains a searchable volunteer database and matches students to placements.\nFaith communities\nPorter Falls has two dozen congregations; the ones within walking distance of campus: St. Brigid’s Catholic (student mass Sunday 7 p.m., Newman Center in Founders Hall basement), First Lutheran (ELCA, Wednesday Taizé 8 p.m.), Porter Falls Methodist (free community dinner Tuesday 5:30 p.m., all welcome), Congregation Beth El (Reform, Friday Shabbat 6 p.m., potluck monthly), and Masjid an-Nur (Friday Jummah 1:15 p.m., prayer space in Student Services Center). The Interfaith Council student org meets monthly for dialogue and shared service projects.\nStudent-specific resources\nThe Porter Cares office (Student Services Center 140) is the front door for: emergency grants (rent, utilities, medical), the food pantry (open Mon–Fri 9–4, Sat 10–2), the winter gear closet, the textbook lending library, and case management for housing crises. Legal Aid : the Entrepreneurship Legal Clinic offers free 30-minute consults on landlord-tenant, consumer, and immigration questions (appointments via Porter Cares). Childcare : the Little Millwrights center (campus-adjacent, sliding scale, priority to student parents) has a waitlist — apply at admission. Transportation : the Porter Loop shuttle and regional coach are free with student ID; the Safe Ride voucher program (see Nightlife ) covers late-night gaps.\nAt a glance\nPublic library\n210 Main St., free county card with student ID\nCommunity center\n500 River Rd., pool, gym, volunteer programs\nCity Hall\n300 Mill St., permits, parking, voter registration\nFood bank\nIndustrial park, student volunteer shifts Tue/Thu 3–6p\nStudent hub\nPorter Cares, Student Services Center 140\nRelated resources\nPorter Falls, WE overview\nBasic needs & Porter Cares\nCommunity partnerships\nCommunity service in Porter Falls\nTransportation & parking\nEntrepreneurship Legal Clinic" }, { "url": "community-service-in-porter-falls.html", "title": "Community service in Porter Falls", "description": "Find a useful role in town, make the commitment realistic, and learn without turning neighbors into a résumé line.", "headings": [ "Community service in Porter Falls", "On this page", "Choose a need, not just a title", "Use the right starting point", "Show up prepared", "Reflect and stay accountable" ], "content": "Porter Falls life Community service in Porter Falls\nFind a useful role in town, make the commitment realistic, and learn without turning neighbors into a résumé line.\nChoose a need, not just a title\nStart with what you can reliably offer: a weekly two-hour shift, one Saturday a month, a technical skill, tutoring, event setup, or a short project through a course. Porter Falls organizations can use dependable help more than a large group that appears once for a photo and never returns.\nUse the right starting point\nStudent organizations, service-learning courses, the community-partnerships office, and local nonprofit coordinators can each connect students to opportunities. Ask what training, transportation, background check, or minimum commitment is expected before saying yes. A role that fits your schedule is more valuable than an impressive role you cannot sustain.\nShow up prepared\nArrive on time, follow the host organization’s rules, ask how names, photos, and stories may be used, and do not promise expertise you do not have. If you are working with children, clients, or sensitive data, privacy and supervision are part of the work—not paperwork around it.\nReflect and stay accountable\nAfter a shift, note what the organization needed, what you actually contributed, and what you should do differently next time. If the experience is part of a course, connect it to the academic question without pretending you solved a community problem in an afternoon. Long-term relationships earn trust.\nAt a glance\nStart with\nA role you can show up for consistently\nAsk first\nTraining, transport, privacy, and minimum commitment\nMeasure success\nWhat the host needed—not how good the activity looked\nRelated resources\nService learning\nCommunity partnerships\nStudent organizations\nAbout Porter Falls\nFull contact directory" }, { "url": "commuter-connections.html", "title": "Commuter student services", "description": "The lounge, the lockers, the parking and the events aimed at students who don't live on campus — about half of Porter's undergraduates.", "headings": [ "Commuter student services", "On this page", "The lounge", "Everything else", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Commuter student services\nThe lounge, the lockers, the parking and the events aimed at students who don't live on campus — about half of Porter's undergraduates.\nThe lounge\nA place to be between classes that isn't a hallway or a car: day-use lockers, a fridge and microwave, somewhere to nap and somewhere to work, and a printer. Commuters consistently rank it the single most useful thing the office provides.\nEverything else\nProgramming scheduled for the lunch hour rather than 8 p.m. so commuters can actually attend, a carpool-matching board with a parking discount, and severe-weather updates pushed early enough to matter for a drive in.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nLounge: Founders Union — lockers, a kitchenette, quiet and lounge areas, a printer. Parking: Commuter permit tiers by lot distance; a carpool discount. Events: Timed for the midday gap, not the evening. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLounge\nFounders Union — lockers, a kitchenette, quiet and lounge areas, a printer\nParking\nCommuter permit tiers by lot distance; a carpool discount\nEvents\nTimed for the midday gap, not the evening\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "commuter-lounge.html", "title": "Commuter lounge", "description": "A dedicated space, lockers and resources for students who don't live on campus.", "headings": [ "Commuter lounge", "On this page", "What the space offers", "Built for a different schedule", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Commuter lounge\nA dedicated space, lockers and resources for students who don't live on campus.\nWhat the space offers\nA dedicated lounge with day-use lockers, a kitchenette, a quiet study zone and a separate social area gives commuting students a home base between classes instead of camping in a hallway.\nBuilt for a different schedule\nCommuter-specific orientation, a ride-share board and locker rentals by semester all route through this space, recognising that a commuting student's day on campus looks different from a residential student's.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nLocation: Founders Union, Room 130. Amenities: Lockers, a kitchenette, quiet and social zones. Who it's for: Any commuting or online-hybrid student. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nFounders Union, Room 130\nAmenities\nLockers, a kitchenette, quiet and social zones\nWho it's for\nAny commuting or online-hybrid student\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "commuter-student-resources.html", "title": "Commuter student resources", "description": "Where to park, eat, study, and store your things if you don't live on campus.", "headings": [ "Commuter student resources", "On this page", "A place to land", "Logistics", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student life Commuter student resources\nWhere to park, eat, study, and store your things if you don't live on campus.\nA place to land\nThe commuter lounge is the closest thing to a dorm room for students who drive in: day-use and semester lockers, microwaves and a fridge, quiet corners and a group table, and a bulletin board for carpools. It's the recommended spot to spend a two-hour gap between classes.\nLogistics\nBuy a parking permit matched to how early you arrive — close lots sell out and need an early class to be worth it; the Depot lot is cheap and the shuttle runs every ten minutes. Commuter meal blocks (a set number of dining-hall entries, no expiry within the term) beat a full plan for most.\nIn and around Porter Falls\nStudent life at Porter is organised out of Founders Union, the building students call the campus living room. The Dean of Students Office is on the second floor.\nThe practical details\nBase: A commuter lounge in Founders Union with lockers, a kitchenette, and lockers by the term. Parking: Commuter permit tiers by lot distance; a park-and-ride shuttle from the Depot lot. Meals: Pay-per-visit dining, a commuter meal block, or Dining Dollars — no full plan required. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nBase\nA commuter lounge in Founders Union with lockers, a kitchenette, and lockers by the term\nParking\nCommuter permit tiers by lot distance; a park-and-ride shuttle from the Depot lot\nMeals\nPay-per-visit dining, a commuter meal block, or Dining Dollars — no full plan required\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReligious & spiritual life\nROTC & Military Science\nCommon Reading Program\nCampus radio & podcast studio\nFull contact directory" }, { "url": "commuter-students.html", "title": "Commuter students", "description": "Making campus work when you do not live on it — the gap between classes, getting here, and staying connected.", "headings": [ "Commuter students", "On this page", "The commuter lounge and the in-between hours", "Getting to campus", "Food without a dining plan", "Belonging when you are not around at night" ], "content": "Campus life Commuter students\nMaking campus work when you do not live on it — the gap between classes, getting here, and staying connected.\nThe commuter lounge and the in-between hours\nMore than half of Porter undergraduates commute, and the campus is built for it. The commuter lounge in Founders Union has day-use lockers (rent one for the semester so you are not carrying everything), a quiet study room, a room with couches for a real break, microwaves and a fridge, phone-charging, and a peer desk staffed by other commuters who know where things are. It is the place to spend the two hours between a 9 a.m. and a noon class instead of sitting in your car or driving home and back.\nNearby: a meditation and prayer room, a lactation room, the library's 24-hour zone, and empty classrooms you can use when they are not booked.\nGetting to campus\nWeigh the options before you buy anything. A Commuter parking permit (MyPorter, by semester) covers the perimeter lots plus the Founders Ramp after 4 p.m.; the fare-free Porter Loop runs those lots to the academic core every 12–15 minutes. If you live in Porter Falls, the city bus is free with your Campus Card and may drop you closer than a parking space would. Bike routes and a covered card-access bike room make a warm-weather commute realistic, and the carpool program gives shared permits a discount and a guaranteed-ride-home backstop.\nBuild a weather and breakdown plan now: which class you would miss, who you would email, whether a Loop-plus-bus trip is possible on a day the car will not start.\nFood without a dining plan\nYou are not required to buy a meal plan, but a Commuter 50 block (50 dining-hall swipes a semester, no weekly reset) is popular for people on campus a few long days a week, and any amount of Campus Cash works at every retail spot and vending machine tax-free. Bringing food and using the lounge microwaves is the cheapest route; the campus food pantry is open to commuters with no questions asked.\nBelonging when you are not around at night\nThe honest challenge of commuting is that friendships and clubs form in the residence halls in the evening. Porter pushes back on that by scheduling a lot of life into the daytime: the involvement fair, most club meetings, intramural games at midday and late afternoon, guest speakers over lunch, and a commuter student organization that runs its own events. Campus jobs are the other reliable way in — a few hours a week at a desk or lab puts you in a group of people you see regularly. Pick one club and one standing thing on campus in the first month; it is the difference between a commute to a building and going to a university.\nAt a glance\nBetween classes\nFounders Union commuter lounge — semester lockers, quiet study, break room, microwaves, peer desk\nGetting here\nCommuter permit + free Porter Loop, or free city bus with your Campus Card, or the bike room + carpool program\nFood\nNo meal plan required; Commuter 50 swipe block or tax-free Campus Cash; food pantry open to you\nConnection\nDaytime clubs, midday intramurals, a campus job, and the commuter student org — commit to one thing early\nRelated resources\nStudent services\nUniversity recreation\nPorter esports\nSustainability\nParents & families\nContact directory" }, { "url": "commuting-to-porter.html", "title": "Commuting to Porter", "description": "Parking tiers, the Porter Loop, winter, and staying part of campus from off site.", "headings": [ "Commuting to Porter", "On this page", "Pick the right parking option", "The Porter Loop and the bus", "Winter is the real variable", "A place to land between classes", "Staying connected", "Emergencies and late nights" ], "content": "Campus life Commuting to Porter\nParking tiers, the Porter Loop, winter, and staying part of campus from off site.\nPick the right parking option\nPermits are sold by semester in MyPorter as commuter, evening, or remote — remote lots are cheapest and sit on the Porter Loop shuttle line. Your license plate is the permit, so park only in your zone. If you come to campus a few days a week, do the math on daily visitor rates versus a full permit before you buy.\nThe Porter Loop and the bus\nThe fare-free Porter Loop shuttle connects the remote lots, North Campus, downtown, and the academic core every 15 minutes on weekdays, with live tracking in the transit app. The city bus pass is included in your student fees and covers the main off-campus neighborhoods. Many commuters park remote and ride in rather than fight for a core-lot space.\nWinter is the real variable\nFrom roughly December through March, plan for the drive to take longer and the lots to fill earlier. Watch for snow-emergency parking rules (they move cars off certain lots and streets), keep a scraper and boots in the car, and know that weather closures are announced by Porter Alert and on the homepage — sign up for the alerts.\nA place to land between classes\nCommuters get a locker (request one through the commuter office) and the commuter lounge with a fridge, microwaves, and quiet space. Booking a study room or knowing which library floors are quiet turns a two-hour gap between classes from wasted time into done homework.\nStaying connected\nCommuting quietly shrinks the college experience if you let it — you drive in, go to class, drive home. Pick one recurring reason to stay: a club that meets midday, an intramural team, a campus job, lunch with a study group. Commuter Connections runs low-key events aimed exactly at this.\nEmergencies and late nights\nThe safety escort service will walk you to your car after dark, Campus Safety does jump-starts and lockouts, and the 24-hour dispatch line is (715) 555–0191. If you are ever on campus during a weather event, the emergency-preparedness page lists which buildings stay open.\nAt a glance\nPermits\nCommuter / evening / remote — remote is cheapest, on the Loop\nIncluded\nPorter Loop shuttle + city bus pass (in your fees)\nWinter\nLots fill early; know the snow-emergency rules; get Porter Alert\nBetween classes\nRequest a locker; use the commuter lounge\nWho to contact\nOff-Campus & Commuter Life\nFounders Union 120\nPhone\n(715) 555–0127\nEmail\ntransportation@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCommuter student resources\nCampus shuttle tracker\nBus pass program\nSnow emergency procedures\nSafety escort service\nFull contact directory" }, { "url": "comparison-and-social-media.html", "title": "Comparison, social media, and your semester", "description": "Why everyone else looks like they have it together, and how to stop that feeling from running your year.", "headings": [ "Comparison, social media, and your semester", "On this page", "You are comparing your inside to their outside", "Social media amplifies it", "Practical limits", "Reset the reference point", "Everyone is on a different timeline", "When it is heavier than a habit" ], "content": "Health & wellness Comparison, social media, and your semester\nWhy everyone else looks like they have it together, and how to stop that feeling from running your year.\nYou are comparing your inside to their outside\nThe core distortion: you know your own doubts, bad days, and messy process, and you only see other people's finished, posted, curated results — the internship announcement, the group of friends, the A. It feels like everyone else is ahead and fine. They are not; you just cannot see their version of what you are feeling.\nSocial media amplifies it\nFeeds are a highlight reel by design, and the algorithm rewards the posts that make people feel something — including inadequacy. Scrolling through classmates' achievements during a hard week is a reliable way to feel worse. It is not weak to be affected by that; it is how the product works.\nPractical limits\nNot a full detox necessarily — but: no scrolling in bed (protects sleep and mood), unfollow or mute accounts that consistently leave you feeling bad (including people you know), put a time limit on the apps that eat your evenings, and notice the specific moods that send you to your phone so you can do something else with them.\nReset the reference point\nThe useful comparison is you against your own last month, not you against a stranger's highlight. Keep a short note of things you figured out, hard weeks you got through, and progress you made — evidence that counters \"everyone is ahead of me.\" Talk to people honestly; the moment someone you respect says \"I have no idea what I'm doing either\" is when the spell breaks.\nEveryone is on a different timeline\nPeople declare majors, land internships, figure out their direction, and hit their stride at wildly different points, and the ones who look early-and-certain are not more likely to end up happy or successful. There is no schedule you are behind on. A slower first two years is common and fine.\nWhen it is heavier than a habit\nIf comparison and the feeling of not measuring up are constant, are stopping you from trying things, or are tangled with anxiety or low mood, the counseling center helps — and the identity-based and first-generation centers offer a smaller, more honest room to start in.\nAt a glance\nThe distortion\nYour inside (doubts, mess) vs. their outside (the posted, finished result)\nFeeds\nA highlight reel that rewards making you feel inadequate — being affected isn't weak\nLimits\nNo scrolling in bed, mute what leaves you feeling bad, time-limit the evening apps\nReset\nCompare you to your own last month; keep evidence of your progress; talk honestly\nWho to contact\nCounseling & Psychological Services\nHealth & Counseling Center, North Campus\nPhone\n(715) 555–0237\nEmail\ncounseling@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nImposter feelings\nMaking friends in college\nManaging stress and anxiety\nChoosing a major\nUsing counseling services\nFull contact directory" }, { "url": "competency-based-options.html", "title": "Competency-based courses", "description": "Courses and a few full programs where you advance by demonstrating mastery, not by seat time.", "headings": [ "Competency-based courses", "On this page", "The difference", "Is it for you", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Online learning Competency-based courses\nCourses and a few full programs where you advance by demonstrating mastery, not by seat time.\nThe difference\nA traditional course paces everyone together for 15 weeks. A competency-based course defines what you must be able to do and lets you prove it whenever you're ready — fast if you already know the material, with more time and coaching if you don't. Credit and grades work the same on the transcript.\nIs it for you\nIt rewards discipline and prior experience and punishes procrastination — there's no weekly deadline making you keep up. Financial aid treats it a little differently (often billed per term of full-time enrollment), so check with the aid office. Online & Extended Learning advises on which courses and tracks are competency-based.\nIn and around Porter Falls\nOnline and Extended Learning works out of the second level of Halvorsen Library and supports learners across Wesconsin who rarely come to Porter Falls in person.\nThe practical details\nHow it works: Show you've met each competency through assessments and projects; move on as soon as you pass, on your own schedule within the term. Best for: Working adults, students with strong prior knowledge in the area, and self-directed learners. Where offered: Selected courses in business, IT, and general education, plus a small number of degree-completion tracks. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Online & Extended Learning (Halvorsen Library, Level 2). Call (715) 555–0128 or email online@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nHow it works\nShow you've met each competency through assessments and projects; move on as soon as you pass, on your own schedule within the term\nBest for\nWorking adults, students with strong prior knowledge in the area, and self-directed learners\nWhere offered\nSelected courses in business, IT, and general education, plus a small number of degree-completion tracks\nWho to contact\nOnline & Extended Learning\nHalvorsen Library, Level 2\nPhone\n(715) 555–0128\nEmail\nonline@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRemote exam proctoring\nCourse reserves\nInterlibrary loan\nLibrarian research consultations\nFull contact directory" }, { "url": "competition-teams.html", "title": "Competition teams", "description": "Robotics, the concrete canoe, the solar vehicle, the design-build challenges — student teams that build a thing and race it.", "headings": [ "Competition teams", "On this page", "What they are", "Why they matter", "The commitment", "How they are funded", "Joining", "If you want to start one" ], "content": "Campus life Competition teams\nRobotics, the concrete canoe, the solar vehicle, the design-build challenges — student teams that build a thing and race it.\nWhat they are\nCompetition teams are student organizations that spend a year designing, building, and testing an entry for a national or regional engineering or design competition — an autonomous robot, a concrete canoe that actually floats, a solar-powered vehicle, a steel bridge, a chem-e car, a rocketry payload, a baja off-road buggy. They live in the makerspaces and shops and recruit each fall.\nWhy they matter\nA competition team is a semester-long applied project with a real deadline, a budget, a sponsor relationship, and a result you can point to — often the strongest single thing a technical student brings to an interview. Employers who recruit at Porter know these teams by name and specifically ask about them.\nThe commitment\nIt is real work on top of coursework — build sessions on evenings and weekends, more as competition approaches, and a leadership structure with actual responsibilities. First-years usually start on a sub-team learning a skill (machining, composites, electronics, CAD, project management) and take on more over time.\nHow they are funded\nA mix: student-organization funding, department support, corporate sponsors that the team recruits and manages, and sometimes a share of the maker or green fund. Learning to write a sponsorship proposal and manage a budget is part of the experience.\nJoining\nGo to the org fair at Week of Welcome and the team's first interest meeting. No experience is required to start — teams train first-years because they need the pipeline. Bring reliability more than skill; the skill is teachable, showing up is the prerequisite.\nIf you want to start one\nA new competition team needs a faculty advisor, a handful of committed students, a competition to aim at, and a registration through Student Organizations. It is a heavy lift for a first year, but a sophomore or junior with a co-founder and a clear target can do it.\nAt a glance\nWhat\nYear-long student builds for national/regional competitions\nWorth\nA real applied project with a deadline, a budget, and a result to point to\nStart as\nA first-year on a sub-team — reliability matters more than skill\nJoin\nOrg fair + the team's first interest meeting\nWho to contact\nStudent Organizations & Leadership\nFounders Union 210\nPhone\n(715) 555–0136\nEmail\norgs@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRobotics team\nMakerspace\nThe makerspace and fab lab network\nStudent org funding requests\nGetting involved your first year\nFull contact directory" }, { "url": "complaints-concerns.html", "title": "Complaints & concerns", "description": "A map of where each kind of concern goes — because using the wrong process is the most common reason nothing happens.", "headings": [ "Complaints & concerns", "On this page", "Start close to the issue", "The formal routes, by issue", "Confidential and neutral help", "When not to wait" ], "content": "About Complaints & concerns\nA map of where each kind of concern goes — because using the wrong process is the most common reason nothing happens.\nStart close to the issue\nFor most problems, the fastest fix is the person or office directly involved: the instructor for a grading question or a classroom issue, the department chair if that does not resolve it, the office manager for a service failure, your supervisor for a workplace concern, the residence hall director for a housing problem. Put it in writing, be specific about what happened and what outcome you want, and give a reasonable chance to respond. A large share of concerns end here, and formal processes generally expect you to have tried this first — except where safety, discrimination, or retaliation is involved, where you can go straight to the relevant office.\nThe formal routes, by issue\nEach type of concern has its own published procedure and its own office: a grade dispute → the grade-appeal process (instructor, then chair, then a college committee, on a deadline); academic-integrity allegation → the academic-integrity process; student behavior → student conduct via the Dean of Students; discrimination or harassment based on a protected class → the Office of Equity & Access; sexual or gender-based misconduct → the Title IX office or a confidential advocate; a disability accommodation not honored or an access barrier → Accessibility Services; a bias incident → bias response; a billing or financial-aid problem → the one-stop student-accounts office, then a financial-aid appeal; a research-misconduct or compliance concern → the research integrity officer; a public-records or data question → the records custodian; an employee matter → HR. Using the wrong door is the top reason a legitimate concern stalls.\nConfidential and neutral help\nIf you do not know which process fits, or you want to think through options before starting anything, the Student Ombuds (for students) and the ombuds for employees are neutral, informal, confidential, and independent — they do not take sides, keep records that become evidence, or launch investigations. They can explain every route, help you write an effective complaint, facilitate a conversation, and refer you onward. Confidential advocates and the counseling center are also non-reporting for personal support.\nWhen not to wait\nAn emergency, an immediate threat to someone's safety, or a hate crime in progress goes to 911 and Campus Safety now — not through any administrative process. A concern that a student or colleague is in distress or acting in a worrying way goes to the CARE / behavioral-concern referral, which brings support rather than discipline. Retaliation for raising any concern is itself a violation and is reported the same way as the underlying issue.\nAt a glance\nFirst\nThe person/office directly involved, in writing, specific about the outcome you want — most concerns end here, and formal routes expect you tried it (safety/discrimination excepted)\nMatch the route\nGrade appeal · academic integrity · student conduct · Equity & Access · Title IX/advocate · Accessibility Services · bias response · student accounts/aid appeal · research integrity · records custodian · HR — wrong door = stalled concern\nUnsure?\nThe Student Ombuds (or employee ombuds) — neutral, confidential, independent; explains every route and helps you file well. Advocates and counseling for personal support\nDo not wait\n911 + Campus Safety for an emergency or threat; CARE referral for someone in distress; retaliation is reported like the original issue\nRelated resources\nPublic records & institutional data\nContact directory" }, { "url": "comprehensive-exams-and-quals.html", "title": "Comprehensive exams and qualifying exams", "description": "The gate between coursework and the thesis or dissertation — what it tests, how to prepare, and what happens if you do not pass the first time.", "headings": [ "Comprehensive exams and qualifying exams", "On this page", "What it is and why it exists", "Formats vary by program", "Preparing", "During the exam", "If you do not pass", "After you pass" ], "content": "Academics Comprehensive exams and qualifying exams\nThe gate between coursework and the thesis or dissertation — what it tests, how to prepare, and what happens if you do not pass the first time.\nWhat it is and why it exists\nMany master's and all doctoral programs require a comprehensive exam (master's) or a qualifying exam (doctoral) after most coursework and before the thesis or dissertation. It certifies that you have integrated the field, not just passed individual courses — that you can reason across topics, evaluate methods, and identify what is not yet known.\nFormats vary by program\nCommon shapes: a set of timed written questions over one or more days; a take-home paper or portfolio over a week or two; an oral exam before a committee; or a combination. Some programs base it on a reading list, others on your coursework, others on a proposed research area. Get your program's exact format, timing, and reading list in writing early — this is not the place for surprises.\nPreparing\nStart months out. Build or get the reading list and work through it actively — outline each source, note how it connects to others, and write practice answers to old questions if the program shares them. Form a study group with your cohort; teaching a topic to someone is the test of whether you know it. Meet your adviser to confirm scope and to sit a mock oral if the exam has one.\nDuring the exam\nFor written exams, budget time per question by weight, answer what is asked (not everything you know), state your assumptions, and structure the response — thesis, evidence, limits. For an oral, think out loud, say when you are unsure, and treat a follow-up question as an invitation to go deeper, not a trap.\nIf you do not pass\nMost programs allow a second attempt, sometimes with conditions (a revised paper, a re-sit on specific areas, additional coursework). A first-attempt fail is common enough that programs plan for it; it is a setback, not usually the end. Meet your adviser and the graduate program director promptly to understand exactly what the retake requires and by when.\nAfter you pass\nPassing usually advances you to candidacy (for a doctorate) — the formal status of \"all but dissertation.\" That can change your tuition rate, your funding structure, and your timeline expectations. Confirm the practical effects with the Graduate School, and use the momentum to lock in a dissertation committee and a proposal date.\nAt a glance\nPurpose\nCertifies you have integrated the field before the thesis/dissertation\nFormat\nTimed written / take-home / oral / combination — get yours in writing early\nPrep\nMonths out: active reading, practice answers, a study group, a mock oral\nFail\nA second attempt is usually allowed, often with conditions — act fast\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nComprehensive exams overview\nDoctoral candidacy\nThe dissertation\nThesis or non-thesis\nGraduate study at Porter\nFull contact directory" }, { "url": "comprehensive-exams-overview.html", "title": "Comprehensive exams", "description": "The written and sometimes oral exam that non-thesis master's students pass to graduate.", "headings": [ "Comprehensive exams", "On this page", "What it tests", "The process", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Graduate school Comprehensive exams\nThe written and sometimes oral exam that non-thesis master's students pass to graduate.\nWhat it tests\nComps check that you can integrate the whole program, not just pass individual courses — synthesize theory, apply it to a scenario, cite the literature. Your program publishes the reading list and past prompts; forming a study group with your cohort is the norm and it works.\nThe process\nRegister for the exam by the deadline the term before. Some programs use a take-home window, others a proctored sitting. An oral component, where it exists, is a conversation with two or three faculty about your written answers. Results come back within a couple of weeks; a retake is scheduled for the next window.\nIn and around Porter Falls\nPorter's eight graduate programs are small and applied — most students are working in the Valley while they study — and the Graduate School office in Millwright Hall keeps the handbooks and funding notices in one place.\nThe practical details\nWhen: Usually the final term, after most coursework is done. Format: A timed written exam over core areas, sometimes followed by an oral with faculty. If you don't pass: Programs allow at least one retake; a second failure has a defined review process. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Graduate School (Millwright Hall, Room 320). Call (715) 555–0225 or email gradschool@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nUsually the final term, after most coursework is done\nFormat\nA timed written exam over core areas, sometimes followed by an oral with faculty\nIf you don't pass\nPrograms allow at least one retake; a second failure has a defined review process\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate assistantships\nThesis & dissertation formatting\nGraduate visit days\nGraduate Teaching Certificate\nFull contact directory" }, { "url": "computer-engineering-bs.html", "title": "Admission: Computer Engineering", "description": "The B.S. in Computer Engineering at UW–Porter Falls: architecture, VLSI, FPGA, embedded systems, joint with EE & CS, co-op, and the Forge Prototyping Lab for silicon.", "headings": [ "Computer Engineering (B.S.)", "On this page", "Program overview", "Focus areas (choose one, 15 credits)", "Co-op program", "Capstone: silicon & systems", "Admission requirements", "Career outcomes" ], "content": "College of Engineering & Technology Computer Engineering (B.S.)\nWhere hardware meets software: architecture, VLSI, FPGA, embedded Linux — joint EE/CS curriculum, mandatory co-op, tape-outs at the Forge Prototyping Lab.\">\nProgram overview\nThe B.S. in Computer Engineering (130 credits, ABET-accredited, ~110 undergraduates) is jointly administered by the EE and CS departments . It sits at the hardware/software boundary: you take the EE circuits/signals core and the CS systems/algorithms core, then specialize. Shared core (90 credits): EE 1100/1200 Circuits, EE 2200 Electronics, EE 2300 Digital Logic, EE 3300 Microcontrollers, CS 1100/1200 Programming, CS 2100 Data Structures, CS 2200 Systems, CS 3100 OS, CmpE 3100 Computer Architecture (RISC-V, 5-stage pipeline, cache), CmpE 3200 VLSI Design (Verilog, synthesis, STA, Cadence), CmpE 3300 FPGA Systems (Xilinx, HLS, DDR, PCIe), CmpE 4100/4200 Capstone . Silicon access: Every CmpE student tapes out at least one design via Prototyping Lab MPW shuttle (SkyWater 130nm, TSMC 180nm) before graduation.\nFocus areas (choose one, 15 credits)\nComputer Architecture: Advanced Architecture (OoO, branch prediction, prefetching), GPU/Accelerator Design, Memory Systems (DRAM, NVM, CXL), RISC-V Ecosystem (custom extensions, Chisel), Performance Modeling (gem5). VLSI & Physical Design: Analog/Mixed-Signal (bandgaps, LDOs, PLLs), Digital Flow (synthesis, place & route, signoff), Custom Layout (FinFET, DRC/LVS), Chiplets & 2.5D/3D Integration, Silicon Validation (ATE, scan, JTAG). FPGA & Reconfigurable Computing: High-Level Synthesis (Vitis, Intel oneAPI), Partial Reconfiguration, Network-on-Chip, HPC Accelerators (CNN, FFT, crypto), PYNQ/Zynq MPSoC. Embedded Systems (joint with EE ): RTOS (Zephyr, FreeRTOS, QNX), Linux Kernel (drivers, device tree, Yocto), Safety-Critical (ISO 26262, DO-178C), Formal Methods (TLA+, Coq), Hardware/Software Co-Design.\nCo-op program\nMandatory, 5-year degree: 3 terms (12–18 months). Apply sophomore fall. Placement: 95%. Average wage: $25–$35/hr. Top employers: Intel (FPGA/architecture, Hillsboro), AMD (CPU/GPU, Austin), NVIDIA (arch, Santa Clara), Apple (silicon, Cupertino), Qualcomm (modem/RF, San Diego), Rockwell Automation (embedded, Lake City), Forge Prototyping Lab (MPW support), Ironclad Robotics (motor control ASIC). Remote-friendly: 40% of co-ops offer hybrid (verification, RTL, simulation roles).\nCapstone: silicon & systems\nCmpE 4100/4200 (2 semesters, teams of 3) delivers a taped-out chip or a complete FPGA system. 2025 tape-outs: RISC-V Core + Custom Tensor Accelerator (SkyWater 130nm, 2mm², 50 GOPS/W, Linux-bootable). Neuromorphic Event Camera Processor (TSMC 180nm, spiking NN, 1mW). PCIe Gen4 Switch Controller (FPGA, 16 lanes, SR-IOV). Quantum Control ASIC (SkyWater, 40 qubits, cryo-CMOS). FPGA systems: Real-Time 5G NR PHY (Xilinx Versal, 100GbE). Radar Signal Processor (Zynq UltraScale+, 8-ch MIMO). Deliverables: GDSII/bitstream, verification report (UVM + FPGA emulation), bring-up log, power/thermal characterization, Open-Source Release (GitHub, CERN-OHL-S for silicon, MIT for FPGA).\nAdmission requirements\nDirect admission: 3.7+ GPA, 4 years math (calc required), 4 years science (physics + chem), 700+ math SAT / 30+ math ACT. Test-optional (portfolio: RISC-V core, FPGA project, PCB, GitHub Verilog, CTF hardware). Transfer: Circuits I–II, Digital Logic, CS 1100/1200, Calculus I–II, Physics I–II — all A-, 3.3+ GPA. Bridge Week (late August): Verilog bootcamp, Vivado/Quartus, RISC-V asm, Makerspace (PCB bring-up, JTAG) — 92% place into CmpE 3100 by add/drop. Computing Innovators Award ( full tuition , 4 years, 5/year) includes guaranteed research/co-op placement. Full admission details .\nCareer outcomes\nClass of 2025 (28 graduates): 82% employed within 6 months (median $95K), 11% grad school (M.S. CmpE, Ph.D. Arch/VLSI), 7% founding/early-stage. Top roles: CPU/GPU Architect, VLSI Design Engineer, FPGA Engineer, Verification Engineer, Physical Design Engineer, Embedded Linux Engineer. Top employers: Intel (5), NVIDIA (4), AMD (3), Apple (3), Qualcomm (2), Google (2), Forge Prototyping Lab (3), Tenstorrent (1), Cerebras (1). Co-op conversion: 85% receive full-time offers. The Career Services CmpE Career Fair (October) brings 20+ silicon-specific employers.\nAt a glance\nDegree\nB.S. Computer Engineering (130 credits, ABET, joint EE/CS)\nFocus areas\nArchitecture, VLSI, FPGA, Embedded\nCo-op\nMandatory, 3 terms, $25–$35/hr, 95% placement\nSilicon\nEvery student tapes out (SkyWater 130nm / TSMC 180nm)\nClass of 2025\n82% employed, median $95K\nRelated resources\nAll undergraduate majors\nAdmission: Computer Engineering\nElectrical Engineering\nComputer Science\nForge Prototyping Lab (MPW shuttles)\nCmpE Career Fair" }, { "url": "computer-labs.html", "title": "Computer labs & software", "description": "Where to find a workstation, the specialized labs, how to run pricey software from your own laptop, and what is free.", "headings": [ "Computer labs & software", "On this page", "Open labs", "Specialized labs", "Running the expensive stuff from your own device", "What students get for free" ], "content": "Technology services Computer labs & software\nWhere to find a workstation, the specialized labs, how to run pricey software from your own laptop, and what is free.\nOpen labs\nGeneral-purpose computer labs with Windows and Mac workstations, dual monitors, scanners, and standard software (Office, browsers, statistics basics, Adobe Reader) are in Halvorsen Library, Founders Union, and each college building. The library labs keep the longest hours and go to 24-hour access during finals; a live map on the IT site shows which machines are free right now. Every lab has black-and-white and color printing tied to your semester print allocation, and a self-service scanner that emails you the PDF for free.\nBring headphones, save to your Porter cloud drive rather than the desktop (lab machines wipe on logout), and check the posted quiet-hours sign — some labs allow group work, some do not.\nSpecialized labs\nProgram labs run the software and hardware a course actually needs and are scheduled around classes: CAD and simulation (SolidWorks, ANSYS, MATLAB) in the engineering building; the cybersecurity range on an isolated network; GIS and remote-sensing workstations; a statistics lab with SAS, SPSS, R, and Stata; design and animation suites with the full Adobe and Autodesk creative tools and color-calibrated displays; video-editing bays; a usability lab with eye-tracking; and health-information-systems workstations with clinical software. Access is usually by enrollment in the relevant course, with open hours posted when a class is not meeting; some require a short safety or equipment orientation first.\nRunning the expensive stuff from your own device\nYou do not have to come to a lab for most licensed software. The virtual computer lab streams a full lab desktop — CAD, statistics packages, the Adobe suite — to your own laptop, tablet, or Chromebook through a browser, from anywhere, including over a mediocre connection since the heavy computation runs on Porter's servers. Some titles are also available as a direct download for personally owned machines while you are enrolled. Licensing and how many people can use a title at once vary, so a few things stay lab-only.\nFor coursework that needs real GPU or cluster time, the research computing group provides access on request through a faculty sponsor.\nWhat students get for free\nMicrosoft 365 (desktop apps plus a terabyte of cloud storage) and, in many programs, the Adobe Creative Cloud and Autodesk education licenses at no cost while enrolled; antivirus; a VPN for reaching campus resources off-site; unlimited cloud backup of your Porter drive; and discounted hardware through the campus store's education pricing. The tech help desk (walk-up in the library, plus phone and chat) will help you install and license all of it, and troubleshoot your personal laptop, not just university machines.\nAt a glance\nOpen labs\nLibrary (24-hour at finals), Founders Union, every college building — live free-machine map on the IT site; save to cloud, not desktop\nSpecialized\nCAD/simulation, cyber range, GIS, stats (SAS/SPSS/R/Stata), design/animation, video, usability, health IT — access via the course\nFrom your laptop\nVirtual computer lab streams full lab software through a browser from anywhere; some titles also download for enrolled students\nFree\nMicrosoft 365 + 1 TB, often Adobe CC and Autodesk, antivirus, VPN, cloud backup; help desk supports your own device too\nRelated resources\nEquipment checkout\nContact directory" }, { "url": "computer-science-bs.html", "title": "Admission: Computer Science", "description": "The B.S. in Computer Science at UW–Porter Falls: systems, AI/ML, security, HCI concentrations, co-op program, and the Forge Makerspace for hardware-adjacent projects.", "headings": [ "Computer Science (B.S.)", "On this page", "Program overview", "Concentrations", "Co-op program", "Capstone: ship a product", "Admission requirements", "Career outcomes" ], "content": "College of Engineering & Technology Computer Science (B.S.)\nSystems, intelligence, security, and human-centered computing — with a required co-op, a capstone that ships, and the Forge Makerspace for when code meets atoms.\">\nProgram overview\nThe B.S. in Computer Science (120 credits, ABET-accredited, ~280 undergraduates) is housed in the College of Engineering & Technology . The curriculum balances foundations (algorithms, systems, theory, discrete math) with modern practice (CI/CD, cloud, containers, observability, security-by-design). Core sequence: CS 1100/1200 Programming I/II (Python → Rust), CS 2100 Data Structures & Algorithms , CS 2200 Computer Systems (C, memory hierarchy, concurrency), CS 3100 Operating Systems (xv6 labs), CS 3200 Databases (PostgreSQL, data modeling), CS 3300 Distributed Systems (Raft, gRPC, Kubernetes), CS 4100/4200 Capstone I/II (team product, real users). Languages taught: Python, Rust, C, C++, TypeScript, SQL, Bash — no language is “the one.” Hardware adjacency: CS majors get Makerspace badges free; many take EE electives (embedded, FPGA) or join Ironclad Robotics (software sub-team).\nConcentrations\nSystems & Infrastructure (15 credits): Advanced OS (kernel dev, eBPF), Cloud Architecture (AWS/GCP/Azure, Terraform), Database Internals (Postgres, RocksDB, OLAP), Networking (BGP, QUIC, eBPF/XDP), Observability (OpenTelemetry, Prometheus, Grafana). Artificial Intelligence & Machine Learning (15 credits): Deep Learning (PyTorch, JAX), MLOps (Kubeflow, MLflow, feature stores), NLP (transformers, RAG, eval), Computer Vision (detection, segmentation, 3-D), AI Safety (alignment, red-teaming, interpretability). Security & Privacy (15 credits): Applied Crypto (libsodium, age, WireGuard), Offensive Security (CTF, bug bounty methodology), Secure SDLC (SAST/DAST/SCA, SLSA), Privacy Engineering (differential privacy, federated learning), Policy & Compliance (SOC2, FedRAMP, GDPR). Human-Centered Computing (15 credits, with Art / Psych ): UX Research (qual/quant, mixed methods), Interaction Design (Figma, design systems), Accessibility (WCAG 2.2, screen readers), Creative Coding (p5.js, TouchDesigner, shaders), HCI Research Methods.\nCo-op program\nStructure: Optional but 85% participation. Apply sophomore fall → first term spring junior year → alternate work/study → graduate in 4.5–5 years with 2–3 terms (8–12 months). Placement: 94% of applicants placed. Average wage: $24–$35/hr. Top employers: Epic Systems (25+ co-ops/year, EMR modules), Generac (IoT firmware), Oshkosh Defense (autonomy stack), Porter Valley Bank (core banking platform), MedTech Collaborative (FDA-regulated software), Northwestern Mutual (data platform), Forge Prototyping Lab (control systems). Remote option: ~30% of co-ops are hybrid/remote (post-2022 norm); university helps with housing sublets.\nCapstone: ship a product\nCS 4100/4200 is a two-semester, team-based (3–4 students) product build. Sponsors (2025): Incubator ventures (3 teams), Porter Valley Bank (internal dev-tooling), Ironclad Robotics (telemetry dashboard), Environmental Science (Riverwatch dashboard), Valley Health (patient-flow mobile app), Riverkeepers (citizen-science data portal). Process: Fall — discovery, PRD, architecture, tech stack decision, CI/CD pipeline, MVP demo. Spring — iterate, harden (load test, pen test, accessibility audit), deploy to staging, user acceptance, production launch (or handoff to sponsor). Deliverables: Live URL / TestFlight / Docker image, architecture decision records (ADRs), runbooks, postmortem template, Post-Launch Retrospective (public, recorded). Notable launches: TutorMatch (acquired by Knack), Glean (food-bank logistics, 12K lbs diverted), RiverWatch Mobile (2,000+ downloads, citizen scientists).\nAdmission requirements\nDirect admission: 3.5+ GPA, 4 years math (calculus preferred), CS coursework or equivalent (AP CSA 4+, portfolio, or summer bridge). Test-optional (portfolio: GitHub, CTF, hackathon, research, maker projects). Transfer: CS 1100/1200 equivalents (Python + systems language), Calculus I, Discrete Math — all B+, 3.0+ GPA. Bridge Week (late August): Rust crash course, Git/GitHub workflow, Linux CLI, Makerspace orientation (laser, 3-D print) — 90% place into CS 2100 by add/drop. Computing Innovators Award ( full tuition , 4 years, 5/year) includes guaranteed research/co-op placement. Full admission details .\nCareer outcomes\nClass of 2025 (72 graduates): 78% employed within 6 months (median $85K), 12% grad school (M.S. CS, Ph.D., M.B.A.), 5% founding/joining early-stage (Incubator alumni), 5% still seeking. Top roles: Software Engineer, Backend Engineer, Platform Engineer, ML Engineer, Security Engineer, Full-Stack. Top employers: Epic Systems (18), Generac (9), Northwestern Mutual (7), Porter Valley Bank (6), Google (4), Microsoft (3), Meta (2), Forge Prototyping Lab (3), Incubator ventures (5 founding engineers). Co-op conversion: 72% receive full-time offers. The Career Services CS Career Fair (September, dedicated day) brings 40+ CS-specific employers.\nAt a glance\nDegree\nB.S. Computer Science (120 credits, ABET)\nConcentrations\nSystems, AI/ML, Security, Human-Centered\nCo-op\n85% participation, $24–$35/hr, 2–3 terms\nCapstone\nShip a product (live / TestFlight / Docker)\nClass of 2025\n78% employed, median $85K\nRelated resources\nAll undergraduate majors\nAdmission: Computer Science\nThe Forge Makerspace\nForge Prototyping Lab\nIronclad Robotics\nStudent Venture Incubator" }, { "url": "computing-college.html", "title": "College of Computing & Information Sciences", "description": "Computer science, cybersecurity, data science and game design, with a placement rate that consistently outperforms the university average.", "headings": [ "College of Computing & Information Sciences", "Undergraduate majors", "Graduate programs", "Facilities", "Student organizations", "Take the next step." ], "content": "CCIS · 8 programs\nCollege of Computing & Information Sciences\nComputer science, cybersecurity, data science and game design, with a placement rate that consistently outperforms the university average.\nUndergraduate majors\nComputer Science B.S.\nComputer Engineering B.S.\nCybersecurity B.S.\nInformation Technology B.S.\nData Science B.S.\nGame Design & Development B.S.\nSoftware Engineering B.S.\nGraduate programs\nCybersecurity M.S.\nData Science M.S.\nFacilities\nMost of the college’s classes and labs run out of the Jarvis Technology Center . Computing, cybersecurity, data and visualization facilities, including the red-team lab cybersecurity students use for supervised offense-and-defense exercises.\nStudent organizations\nCybersecurity Club fields a team in regional collegiate capture-the-flag competitions\nData Science Club runs a semester-long applied project with a real regional-business dataset\nGame Development Club ships a finished student game at the spring showcase most years\nRobotics Club competes regionally and shares shop space with the engineering robotics teams\nDean's office\nDr. Nancy Jorgensen\nDean, College of Computing & Information Sciences\nccis@uwporterfalls.edu\nExplore\nAll programs\nAll colleges\nResearch & outreach\nApply now\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "concentration-apparel-sustainable.html", "title": "Sustainable Apparel concentration (Apparel & Textile Design)", "description": "Focuses on sustainable materials, circular design, and ethical production for apparel. A concentration within the Apparel & Textile Design major at UW–Porter Falls.", "headings": [ "Sustainable Apparel concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Arts, Design & Communication · Apparel & Textile Design Sustainable Apparel concentration\nFocuses on sustainable materials, circular design, and ethical production for apparel.\nWhat this concentration adds\nFocuses on sustainable materials, circular design, and ethical production for apparel.\nA concentration is a defined set of courses taken within the Apparel & Textile Design major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nSustainable Textile Practices\nCircular Design Methods\nApparel Production and Sourcing\nSustainable Brand Strategy\nSenior Collection\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward sustainable-fashion design, materials sourcing, small-brand production. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Apparel & Textile Design program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Apparel & Textile Design degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Apparel & Textile Design major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Apparel & Textile Design degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nApparel & Textile Design\nCollege\nCollege of Arts, Design & Communication\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nApparel & Textile Design program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-art-painting.html", "title": "Painting & Drawing concentration (Studio Art)", "description": "Concentrated studio work in painting and drawing toward a cohesive body of work. A concentration within the Studio Art major at UW–Porter Falls.", "headings": [ "Painting & Drawing concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Arts, Design & Communication · Studio Art Painting & Drawing concentration\nConcentrated studio work in painting and drawing toward a cohesive body of work.\nWhat this concentration adds\nConcentrated studio work in painting and drawing toward a cohesive body of work.\nA concentration is a defined set of courses taken within the Studio Art major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nPainting I\nPainting II\nDrawing II\nAdvanced Painting\nSenior Studio\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward studio practice, teaching, arts administration. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Studio Art program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Studio Art degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Studio Art major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Studio Art degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nStudio Art\nCollege\nCollege of Arts, Design & Communication\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-art-sculpture.html", "title": "Sculpture & Ceramics concentration (Studio Art)", "description": "Focuses on 3D processes — fabrication, casting, and ceramics. A concentration within the Studio Art major at UW–Porter Falls.", "headings": [ "Sculpture & Ceramics concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Arts, Design & Communication · Studio Art Sculpture & Ceramics concentration\nFocuses on 3D processes — fabrication, casting, and ceramics.\nWhat this concentration adds\nFocuses on 3D processes — fabrication, casting, and ceramics.\nA concentration is a defined set of courses taken within the Studio Art major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nSculpture I\nSculpture II\nCeramics I\nFabrication\nSenior Studio\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward studio practice, fabrication, teaching. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Studio Art program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Studio Art degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Studio Art major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Studio Art degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nStudio Art\nCollege\nCollege of Arts, Design & Communication\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-ba-analytics.html", "title": "Business Analytics concentration (Business Administration)", "description": "Adds data wrangling, modeling, and visualization aimed at business decisions. A concentration within the Business Administration major at UW–Porter Falls.", "headings": [ "Business Analytics concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Management · Business Administration Business Analytics concentration\nAdds data wrangling, modeling, and visualization aimed at business decisions.\nWhat this concentration adds\nAdds data wrangling, modeling, and visualization aimed at business decisions.\nA concentration is a defined set of courses taken within the Business Administration major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nBusiness Analytics\nData Wrangling and Visualization\nStatistical Inference\nPredictive Modeling for Business\nAnalytics Capstone\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward business analyst, reporting analyst, operations analyst. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Business Administration program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Business Administration degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Business Administration major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Business Administration degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nBusiness Administration\nCollege\nCollege of Management\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nBusiness Administration program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-ba-finance.html", "title": "Finance concentration (Business Administration)", "description": "Deepens valuation, investments, and corporate finance for students headed into financial roles. A concentration within the Business Administration major at UW–Porter Falls.", "headings": [ "Finance concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Management · Business Administration Finance concentration\nDeepens valuation, investments, and corporate finance for students headed into financial roles.\nWhat this concentration adds\nDeepens valuation, investments, and corporate finance for students headed into financial roles.\nA concentration is a defined set of courses taken within the Business Administration major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nIntermediate Financial Management\nInvestments\nFinancial Markets and Institutions\nFinancial Modeling\nCases in Finance\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward financial analyst, banking, corporate finance, treasury. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Business Administration program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Business Administration degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Business Administration major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Business Administration degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nBusiness Administration\nCollege\nCollege of Management\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nBusiness Administration program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-ba-international.html", "title": "International Business concentration (Business Administration)", "description": "Layers global trade, cross-cultural management, and a language sequence onto the business core. A concentration within the Business Administration major at UW–Porter Falls.", "headings": [ "International Business concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Management · Business Administration International Business concentration\nLayers global trade, cross-cultural management, and a language sequence onto the business core.\nWhat this concentration adds\nLayers global trade, cross-cultural management, and a language sequence onto the business core.\nA concentration is a defined set of courses taken within the Business Administration major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nGlobal Supply Chain\nInternational Marketing\nCross-Cultural Management\nInternational Trade and Finance\nA modern language sequence\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward international operations, trade, global sourcing, export. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Business Administration program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Business Administration degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Business Administration major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Business Administration degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nBusiness Administration\nCollege\nCollege of Management\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nBusiness Administration program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-ba-management.html", "title": "Management concentration (Business Administration)", "description": "Focuses on leading people and running operations — organizational behavior, HR, and process improvement. A concentration within the Business Administration major at UW–Porter Falls.", "headings": [ "Management concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Management · Business Administration Management concentration\nFocuses on leading people and running operations — organizational behavior, HR, and process improvement.\nWhat this concentration adds\nFocuses on leading people and running operations — organizational behavior, HR, and process improvement.\nA concentration is a defined set of courses taken within the Business Administration major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nOrganizational Behavior\nHuman Resource Management\nOperations Management\nLeading Change\nNegotiation\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward operations, team lead, HR generalist, program manager. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Business Administration program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Business Administration degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Business Administration major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Business Administration degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nBusiness Administration\nCollege\nCollege of Management\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nBusiness Administration program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-ba-marketing.html", "title": "Marketing concentration (Business Administration)", "description": "Adds a full sequence in customer insight, digital channels, brand, and analytics on top of the business core. A concentration within the Business Administration major at UW–Porter Falls.", "headings": [ "Marketing concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Management · Business Administration Marketing concentration\nAdds a full sequence in customer insight, digital channels, brand, and analytics on top of the business core.\nWhat this concentration adds\nAdds a full sequence in customer insight, digital channels, brand, and analytics on top of the business core.\nA concentration is a defined set of courses taken within the Business Administration major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nConsumer Behavior\nDigital Marketing\nMarketing Research\nMarketing Analytics\nIntegrated Marketing Campaign\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward marketing coordinator, brand assistant, digital marketing, market analyst. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Business Administration program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Business Administration degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Business Administration major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Business Administration degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nBusiness Administration\nCollege\nCollege of Management\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nBusiness Administration program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-ba-supply-chain.html", "title": "Supply Chain concentration (Business Administration)", "description": "Builds the sourcing, logistics, and planning capability that manufacturers and distributors hire for. A concentration within the Business Administration major at UW–Porter Falls.", "headings": [ "Supply Chain concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Management · Business Administration Supply Chain concentration\nBuilds the sourcing, logistics, and planning capability that manufacturers and distributors hire for.\nWhat this concentration adds\nBuilds the sourcing, logistics, and planning capability that manufacturers and distributors hire for.\nA concentration is a defined set of courses taken within the Business Administration major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nIntroduction to Supply Chain\nProcurement and Sourcing\nLogistics and Transportation\nInventory and Demand Planning\nSupply Chain Analytics\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward buyer, planner, logistics analyst, operations. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Business Administration program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Business Administration degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Business Administration major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Business Administration degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nBusiness Administration\nCollege\nCollege of Management\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nBusiness Administration program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-ce-geotechnical.html", "title": "Geotechnical & Water concentration (Civil Engineering)", "description": "Deepens soils, foundations, hydrology, and water-resource design. A concentration within the Civil Engineering major at UW–Porter Falls.", "headings": [ "Geotechnical & Water concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Engineering & Technology · Civil Engineering Geotechnical & Water concentration\nDeepens soils, foundations, hydrology, and water-resource design.\nWhat this concentration adds\nDeepens soils, foundations, hydrology, and water-resource design.\nA concentration is a defined set of courses taken within the Civil Engineering major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nGeotechnical Engineering\nFoundation Design\nHydraulics and Hydrology\nStormwater Design\nSenior Design\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward geotechnical engineer, water resources, site development. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Civil Engineering program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Civil Engineering degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Civil Engineering major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Civil Engineering degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nCivil Engineering\nCollege\nCollege of Engineering & Technology\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nCivil Engineering program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-ce-structural.html", "title": "Structural concentration (Civil Engineering)", "description": "Concentrates on structural analysis and the design of concrete and steel systems. A concentration within the Civil Engineering major at UW–Porter Falls.", "headings": [ "Structural concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Engineering & Technology · Civil Engineering Structural concentration\nConcentrates on structural analysis and the design of concrete and steel systems.\nWhat this concentration adds\nConcentrates on structural analysis and the design of concrete and steel systems.\nA concentration is a defined set of courses taken within the Civil Engineering major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nStructural Analysis\nReinforced Concrete Design\nSteel Design\nFoundation Design\nSenior Design\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward structural engineer, bridge, building design. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Civil Engineering program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Civil Engineering degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Civil Engineering major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Civil Engineering degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nCivil Engineering\nCollege\nCollege of Engineering & Technology\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nCivil Engineering program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-ce-transportation.html", "title": "Transportation & Construction concentration (Civil Engineering)", "description": "Focuses on roadway design, traffic, pavement, and construction delivery. A concentration within the Civil Engineering major at UW–Porter Falls.", "headings": [ "Transportation & Construction concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Engineering & Technology · Civil Engineering Transportation & Construction concentration\nFocuses on roadway design, traffic, pavement, and construction delivery.\nWhat this concentration adds\nFocuses on roadway design, traffic, pavement, and construction delivery.\nA concentration is a defined set of courses taken within the Civil Engineering major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nTransportation Engineering\nPavement Design\nTraffic Engineering\nConstruction Methods\nSenior Design\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward transportation engineer, DOT, construction engineering. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Civil Engineering program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Civil Engineering degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Civil Engineering major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Civil Engineering degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nCivil Engineering\nCollege\nCollege of Engineering & Technology\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nCivil Engineering program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-cj-corrections.html", "title": "Corrections & Reentry concentration (Criminal Justice)", "description": "Focuses on sentencing, institutions, community supervision, and reentry. A concentration within the Criminal Justice major at UW–Porter Falls.", "headings": [ "Corrections & Reentry concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Education, Health & Human Sciences · Criminal Justice Corrections & Reentry concentration\nFocuses on sentencing, institutions, community supervision, and reentry.\nWhat this concentration adds\nFocuses on sentencing, institutions, community supervision, and reentry.\nA concentration is a defined set of courses taken within the Criminal Justice major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nCorrections\nCommunity Supervision\nRehabilitation and Reentry\nJuvenile Justice\nField Experience\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward corrections, probation and parole support, reentry services. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Criminal Justice program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Criminal Justice degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Criminal Justice major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Criminal Justice degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nCriminal Justice\nCollege\nCollege of Education, Health & Human Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nCriminal Justice program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-cj-crime-analysis.html", "title": "Crime Analysis concentration (Criminal Justice)", "description": "Adds data, mapping, and research methods for analytic roles. A concentration within the Criminal Justice major at UW–Porter Falls.", "headings": [ "Crime Analysis concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Education, Health & Human Sciences · Criminal Justice Crime Analysis concentration\nAdds data, mapping, and research methods for analytic roles.\nWhat this concentration adds\nAdds data, mapping, and research methods for analytic roles.\nA concentration is a defined set of courses taken within the Criminal Justice major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nResearch Methods in Criminal Justice\nCrime Mapping and GIS\nCrime Analysis\nStatistics for Criminal Justice\nAnalysis Capstone\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward crime analyst, intelligence analyst, agency research. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Criminal Justice program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Criminal Justice degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Criminal Justice major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Criminal Justice degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nCriminal Justice\nCollege\nCollege of Education, Health & Human Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nCriminal Justice program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-cj-policing.html", "title": "Policing & Investigations concentration (Criminal Justice)", "description": "Concentrates on police organization, procedure, and investigative practice. A concentration within the Criminal Justice major at UW–Porter Falls.", "headings": [ "Policing & Investigations concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Education, Health & Human Sciences · Criminal Justice Policing & Investigations concentration\nConcentrates on police organization, procedure, and investigative practice.\nWhat this concentration adds\nConcentrates on police organization, procedure, and investigative practice.\nA concentration is a defined set of courses taken within the Criminal Justice major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nPolicing in a Democracy\nCriminal Procedure\nCriminal Investigation\nEvidence\nField Experience\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward law enforcement, investigations support, security. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Criminal Justice program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Criminal Justice degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Criminal Justice major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Criminal Justice degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nCriminal Justice\nCollege\nCollege of Education, Health & Human Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nCriminal Justice program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-cnst-project-controls.html", "title": "Project Controls concentration (Construction Management)", "description": "Concentrates on estimating, scheduling, and cost control for construction projects. A concentration within the Construction Management major at UW–Porter Falls.", "headings": [ "Project Controls concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Engineering & Technology · Construction Management Project Controls concentration\nConcentrates on estimating, scheduling, and cost control for construction projects.\nWhat this concentration adds\nConcentrates on estimating, scheduling, and cost control for construction projects.\nA concentration is a defined set of courses taken within the Construction Management major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nEstimating\nScheduling and Project Controls\nCost Control and Change Management\nConstruction Contracts\nCapstone Project\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward project engineer, estimator, scheduler. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Construction Management program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Construction Management degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Construction Management major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Construction Management degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nConstruction Management\nCollege\nCollege of Engineering & Technology\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nConstruction Management program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-comm-organizational.html", "title": "Organizational Communication concentration (Communication Studies)", "description": "Concentrates on communication inside organizations — culture, change, and leadership messaging. A concentration within the Communication Studies major at UW–Porter Falls.", "headings": [ "Organizational Communication concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Arts, Design & Communication · Communication Studies Organizational Communication concentration\nConcentrates on communication inside organizations — culture, change, and leadership messaging.\nWhat this concentration adds\nConcentrates on communication inside organizations — culture, change, and leadership messaging.\nA concentration is a defined set of courses taken within the Communication Studies major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nOrganizational Communication\nLeadership Communication\nTraining and Development\nCrisis Communication\nConsulting Project\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward internal communications, training, employee experience. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Communication Studies program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Communication Studies degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Communication Studies major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Communication Studies degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nCommunication Studies\nCollege\nCollege of Arts, Design & Communication\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-comm-public-relations.html", "title": "Public Relations concentration (Communication Studies)", "description": "Focuses on media relations, campaigns, and reputation management. A concentration within the Communication Studies major at UW–Porter Falls.", "headings": [ "Public Relations concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Arts, Design & Communication · Communication Studies Public Relations concentration\nFocuses on media relations, campaigns, and reputation management.\nWhat this concentration adds\nFocuses on media relations, campaigns, and reputation management.\nA concentration is a defined set of courses taken within the Communication Studies major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nPublic Relations Principles\nWriting for Public Relations\nCampaigns\nMedia Relations\nPR Capstone\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward PR coordinator, communications specialist, public information. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Communication Studies program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Communication Studies degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Communication Studies major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Communication Studies degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nCommunication Studies\nCollege\nCollege of Arts, Design & Communication\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-cs-ai.html", "title": "Artificial Intelligence concentration (Computer Science)", "description": "Concentrated study in machine learning, search, and the systems that run models in production. A concentration within the Computer Science major at UW–Porter Falls.", "headings": [ "Artificial Intelligence concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Computing & Information Sciences · Computer Science Artificial Intelligence concentration\nConcentrated study in machine learning, search, and the systems that run models in production.\nWhat this concentration adds\nConcentrated study in machine learning, search, and the systems that run models in production.\nA concentration is a defined set of courses taken within the Computer Science major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nMachine Learning\nDeep Learning\nNatural Language Processing\nAI Systems Engineering\nAI Ethics\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward machine-learning engineer, applied scientist support, data science. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Computer Science program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Computer Science degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Computer Science major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Computer Science degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nComputer Science program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-cs-data.html", "title": "Data Systems concentration (Computer Science)", "description": "Focuses on databases, data engineering, and large-scale processing. A concentration within the Computer Science major at UW–Porter Falls.", "headings": [ "Data Systems concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Computing & Information Sciences · Computer Science Data Systems concentration\nFocuses on databases, data engineering, and large-scale processing.\nWhat this concentration adds\nFocuses on databases, data engineering, and large-scale processing.\nA concentration is a defined set of courses taken within the Computer Science major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nDatabases\nData Structures and Algorithms\nDatabases and Data Engineering\nStreaming and Batch Processing\nData Systems Capstone\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward data engineer, backend engineer, analytics engineer. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Computer Science program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Computer Science degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Computer Science major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Computer Science degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nComputer Science program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-cs-security.html", "title": "Security concentration (Computer Science)", "description": "Combines the CS core with secure development, cryptography, and offensive/defensive practice. A concentration within the Computer Science major at UW–Porter Falls.", "headings": [ "Security concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Computing & Information Sciences · Computer Science Security concentration\nCombines the CS core with secure development, cryptography, and offensive/defensive practice.\nWhat this concentration adds\nCombines the CS core with secure development, cryptography, and offensive/defensive practice.\nA concentration is a defined set of courses taken within the Computer Science major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nCryptography Applied\nSecure Software Development\nOffensive Security\nDigital Forensics and Incident Response\nSecurity Capstone\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward application security, security engineering, product security. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Computer Science program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Computer Science degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Computer Science major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Computer Science degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nComputer Science program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-cs-systems.html", "title": "Systems & Networks concentration (Computer Science)", "description": "Goes deep on operating systems, distributed systems, and performance. A concentration within the Computer Science major at UW–Porter Falls.", "headings": [ "Systems & Networks concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Computing & Information Sciences · Computer Science Systems & Networks concentration\nGoes deep on operating systems, distributed systems, and performance.\nWhat this concentration adds\nGoes deep on operating systems, distributed systems, and performance.\nA concentration is a defined set of courses taken within the Computer Science major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nOperating Systems\nComputer Networks\nDistributed Systems\nCloud and Container Platforms\nPerformance Engineering\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward systems engineer, platform engineer, site reliability. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Computer Science program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Computer Science degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Computer Science major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Computer Science degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nComputer Science program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-cybr-defense.html", "title": "Defensive Operations concentration (Cybersecurity)", "description": "Focuses on detection engineering, incident response, and running a security operations center. A concentration within the Cybersecurity major at UW–Porter Falls.", "headings": [ "Defensive Operations concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Computing & Information Sciences · Cybersecurity Defensive Operations concentration\nFocuses on detection engineering, incident response, and running a security operations center.\nWhat this concentration adds\nFocuses on detection engineering, incident response, and running a security operations center.\nA concentration is a defined set of courses taken within the Cybersecurity major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nSecurity Operations\nDigital Forensics and Incident Response\nThreat Intelligence\nDetection Engineering\nCybersecurity Capstone\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward SOC analyst, incident responder, detection engineer. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Cybersecurity program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Cybersecurity degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Cybersecurity major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Cybersecurity degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nCybersecurity\nCollege\nCollege of Computing & Information Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nCybersecurity program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-cybr-grc.html", "title": "Governance, Risk & Compliance concentration (Cybersecurity)", "description": "Emphasizes frameworks, risk assessment, audit, and translating technical findings for leadership. A concentration within the Cybersecurity major at UW–Porter Falls.", "headings": [ "Governance, Risk & Compliance concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Computing & Information Sciences · Cybersecurity Governance, Risk & Compliance concentration\nEmphasizes frameworks, risk assessment, audit, and translating technical findings for leadership.\nWhat this concentration adds\nEmphasizes frameworks, risk assessment, audit, and translating technical findings for leadership.\nA concentration is a defined set of courses taken within the Cybersecurity major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nGovernance, Risk, and Compliance\nSecurity Program Management\nIT Audit\nPrivacy and Data Protection\nGRC Capstone\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward GRC analyst, security auditor, risk analyst. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Cybersecurity program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Cybersecurity degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Cybersecurity major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Cybersecurity degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nCybersecurity\nCollege\nCollege of Computing & Information Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nCybersecurity program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-data-business.html", "title": "Business Analytics concentration (Data Science)", "description": "Pairs the data-science core with finance, marketing, and operations context. A concentration within the Data Science major at UW–Porter Falls.", "headings": [ "Business Analytics concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Computing & Information Sciences · Data Science Business Analytics concentration\nPairs the data-science core with finance, marketing, and operations context.\nWhat this concentration adds\nPairs the data-science core with finance, marketing, and operations context.\nA concentration is a defined set of courses taken within the Data Science major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nBusiness Analytics\nMarketing Analytics\nOperations Analytics\nData Visualization\nAnalytics Practicum\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward business analyst, analytics consultant, decision support. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Data Science program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Data Science degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Data Science major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Data Science degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nData Science\nCollege\nCollege of Computing & Information Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nData Science program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-data-ml.html", "title": "Machine Learning concentration (Data Science)", "description": "Adds modeling depth — model selection, validation, and deployment. A concentration within the Data Science major at UW–Porter Falls.", "headings": [ "Machine Learning concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Computing & Information Sciences · Data Science Machine Learning concentration\nAdds modeling depth — model selection, validation, and deployment.\nWhat this concentration adds\nAdds modeling depth — model selection, validation, and deployment.\nA concentration is a defined set of courses taken within the Data Science major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nMachine Learning for Data Science\nDeep Learning\nExperiments and Causal Inference\nMLOps\nData Science Capstone\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward data scientist, ML engineer support, applied analytics. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Data Science program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Data Science degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Data Science major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Data Science degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nData Science\nCollege\nCollege of Computing & Information Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nData Science program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-diet-clinical.html", "title": "Clinical Nutrition concentration (Dietetics)", "description": "Focuses on medical nutrition therapy in hospital and clinical settings. A concentration within the Dietetics major at UW–Porter Falls.", "headings": [ "Clinical Nutrition concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Education, Health & Human Sciences · Dietetics Clinical Nutrition concentration\nFocuses on medical nutrition therapy in hospital and clinical settings.\nWhat this concentration adds\nFocuses on medical nutrition therapy in hospital and clinical settings.\nA concentration is a defined set of courses taken within the Dietetics major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nMedical Nutrition Therapy I\nMedical Nutrition Therapy II\nClinical Nutrition Assessment\nPathophysiology for Dietetics\nClinical Rotation\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward clinical dietitian (post-credentialing), hospital nutrition services. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Dietetics program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Dietetics degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Dietetics major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Dietetics degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nDietetics\nCollege\nCollege of Education, Health & Human Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nDietetics program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-diet-sports.html", "title": "Sports & Performance Nutrition concentration (Dietetics)", "description": "Applies nutrition science to athletic performance and recovery. A concentration within the Dietetics major at UW–Porter Falls.", "headings": [ "Sports & Performance Nutrition concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Education, Health & Human Sciences · Dietetics Sports & Performance Nutrition concentration\nApplies nutrition science to athletic performance and recovery.\nWhat this concentration adds\nApplies nutrition science to athletic performance and recovery.\nA concentration is a defined set of courses taken within the Dietetics major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nSports Nutrition\nExercise Physiology\nPerformance Nutrition Counseling\nNutrition for Special Populations\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward sports nutrition, athletic performance support, wellness coaching. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Dietetics program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Dietetics degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Dietetics major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Dietetics degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nDietetics\nCollege\nCollege of Education, Health & Human Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nDietetics program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-educ-elementary.html", "title": "Elementary Education concentration (Education)", "description": "The licensure track for grades K–6, with methods across subjects and a student-teaching semester. A concentration within the Education major at UW–Porter Falls.", "headings": [ "Elementary Education concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Education, Health & Human Sciences · Education Elementary Education concentration\nThe licensure track for grades K–6, with methods across subjects and a student-teaching semester.\nWhat this concentration adds\nThe licensure track for grades K–6, with methods across subjects and a student-teaching semester.\nA concentration is a defined set of courses taken within the Education major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nLiteracy Across the Curriculum\nElementary Math Methods\nElementary Science and Social Studies Methods\nClassroom Management\nStudent Teaching\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward elementary teacher (with licensure). Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Education program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Education degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Education major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Education degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nEducation\nCollege\nCollege of Education, Health & Human Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-educ-secondary.html", "title": "Secondary Education concentration (Education)", "description": "The licensure track for grades 6–12 in a content area, with content-specific methods and student teaching. A concentration within the Education major at UW–Porter Falls.", "headings": [ "Secondary Education concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Education, Health & Human Sciences · Education Secondary Education concentration\nThe licensure track for grades 6–12 in a content area, with content-specific methods and student teaching.\nWhat this concentration adds\nThe licensure track for grades 6–12 in a content area, with content-specific methods and student teaching.\nA concentration is a defined set of courses taken within the Education major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nContent Area Methods\nAdolescent Development\nLiteracy in the Content Areas\nAssessment\nStudent Teaching\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward secondary teacher (with licensure). Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Education program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Education degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Education major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Education degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nEducation\nCollege\nCollege of Education, Health & Human Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-ee-communications.html", "title": "Signals & Communications concentration (Electrical Engineering)", "description": "Focuses on signal processing, communications, and wireless systems. A concentration within the Electrical Engineering major at UW–Porter Falls.", "headings": [ "Signals & Communications concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Engineering & Technology · Electrical Engineering Signals & Communications concentration\nFocuses on signal processing, communications, and wireless systems.\nWhat this concentration adds\nFocuses on signal processing, communications, and wireless systems.\nA concentration is a defined set of courses taken within the Electrical Engineering major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nSignals and Systems\nDigital Signal Processing\nCommunication Systems\nWireless Systems\nSenior Design\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward DSP engineer, RF, communications, test. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Electrical Engineering program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Electrical Engineering degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Electrical Engineering major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Electrical Engineering degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nElectrical Engineering\nCollege\nCollege of Engineering & Technology\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nElectrical Engineering program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-ee-embedded.html", "title": "Embedded Systems concentration (Electrical Engineering)", "description": "Deepens microcontroller design, real-time software, and hardware/software integration. A concentration within the Electrical Engineering major at UW–Porter Falls.", "headings": [ "Embedded Systems concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Engineering & Technology · Electrical Engineering Embedded Systems concentration\nDeepens microcontroller design, real-time software, and hardware/software integration.\nWhat this concentration adds\nDeepens microcontroller design, real-time software, and hardware/software integration.\nA concentration is a defined set of courses taken within the Electrical Engineering major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nEmbedded Systems\nReal-Time Systems\nDigital Signal Processing\nHardware/Software Co-Design\nSenior Design\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward embedded engineer, firmware, IoT, hardware. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Electrical Engineering program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Electrical Engineering degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Electrical Engineering major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Electrical Engineering degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nElectrical Engineering\nCollege\nCollege of Engineering & Technology\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nElectrical Engineering program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-ee-power.html", "title": "Power & Energy concentration (Electrical Engineering)", "description": "Concentrates on power systems, machines, and renewable integration. A concentration within the Electrical Engineering major at UW–Porter Falls.", "headings": [ "Power & Energy concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Engineering & Technology · Electrical Engineering Power & Energy concentration\nConcentrates on power systems, machines, and renewable integration.\nWhat this concentration adds\nConcentrates on power systems, machines, and renewable integration.\nA concentration is a defined set of courses taken within the Electrical Engineering major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nPower Systems\nElectric Machines\nPower Electronics\nRenewable Energy Systems\nSenior Design\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward power engineer, utilities, renewable energy, controls. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Electrical Engineering program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Electrical Engineering degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Electrical Engineering major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Electrical Engineering degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nElectrical Engineering\nCollege\nCollege of Engineering & Technology\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nElectrical Engineering program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-engt-automation.html", "title": "Automation & Controls concentration (Engineering Technology)", "description": "Concentrates on PLCs, industrial networks, robotics, and integrating an automated cell. A concentration within the Engineering Technology major at UW–Porter Falls.", "headings": [ "Automation & Controls concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Engineering & Technology · Engineering Technology Automation & Controls concentration\nConcentrates on PLCs, industrial networks, robotics, and integrating an automated cell.\nWhat this concentration adds\nConcentrates on PLCs, industrial networks, robotics, and integrating an automated cell.\nA concentration is a defined set of courses taken within the Engineering Technology major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nProgrammable Logic Controllers\nIndustrial Networks\nRobotics Integration\nFluid Power\nAutomation Project\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward automation technician, controls, integration. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Engineering Technology program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Engineering Technology degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Engineering Technology major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Engineering Technology degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nEngineering Technology\nCollege\nCollege of Engineering & Technology\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nEngineering Technology program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-engt-quality.html", "title": "Quality & Metrology concentration (Engineering Technology)", "description": "Focuses on measurement systems, statistical process control, and inspection. A concentration within the Engineering Technology major at UW–Porter Falls.", "headings": [ "Quality & Metrology concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Engineering & Technology · Engineering Technology Quality & Metrology concentration\nFocuses on measurement systems, statistical process control, and inspection.\nWhat this concentration adds\nFocuses on measurement systems, statistical process control, and inspection.\nA concentration is a defined set of courses taken within the Engineering Technology major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nQuality and Metrology\nStatistical Process Control\nCoordinate Measuring Machines\nRoot-Cause Analysis\nQuality Project\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward quality technician, metrology, continuous improvement. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Engineering Technology program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Engineering Technology degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Engineering Technology major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Engineering Technology degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nEngineering Technology\nCollege\nCollege of Engineering & Technology\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nEngineering Technology program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-entr-social.html", "title": "Social Entrepreneurship concentration (Entrepreneurship)", "description": "Applies entrepreneurial method to mission-driven ventures and nonprofits. A concentration within the Entrepreneurship major at UW–Porter Falls.", "headings": [ "Social Entrepreneurship concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Management · Entrepreneurship Social Entrepreneurship concentration\nApplies entrepreneurial method to mission-driven ventures and nonprofits.\nWhat this concentration adds\nApplies entrepreneurial method to mission-driven ventures and nonprofits.\nA concentration is a defined set of courses taken within the Entrepreneurship major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nSocial Entrepreneurship\nNonprofit Management\nGrant Writing and Fundraising\nImpact Measurement\nVenture Practicum\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward social-venture founder, nonprofit program lead, impact-focused startups. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Entrepreneurship program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Entrepreneurship degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Entrepreneurship major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Entrepreneurship degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nEntrepreneurship\nCollege\nCollege of Management\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nEntrepreneurship program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-envs-field.html", "title": "Field & Restoration Ecology concentration (Environmental Science)", "description": "Concentrates on field methods, monitoring, and ecological restoration. A concentration within the Environmental Science major at UW–Porter Falls.", "headings": [ "Field & Restoration Ecology concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Science & Mathematics · Environmental Science Field & Restoration Ecology concentration\nConcentrates on field methods, monitoring, and ecological restoration.\nWhat this concentration adds\nConcentrates on field methods, monitoring, and ecological restoration.\nA concentration is a defined set of courses taken within the Environmental Science major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nEcology\nRestoration Ecology\nEnvironmental Sampling and Analysis\nWetland Ecology\nField Capstone\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward field technician, restoration, monitoring, consulting. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Environmental Science program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Environmental Science degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Environmental Science major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Environmental Science degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nEnvironmental Science program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-envs-policy.html", "title": "Environmental Policy concentration (Environmental Science)", "description": "Pairs the science core with policy, law, and economics. A concentration within the Environmental Science major at UW–Porter Falls.", "headings": [ "Environmental Policy concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Science & Mathematics · Environmental Science Environmental Policy concentration\nPairs the science core with policy, law, and economics.\nWhat this concentration adds\nPairs the science core with policy, law, and economics.\nA concentration is a defined set of courses taken within the Environmental Science major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nEnvironmental Policy and Law\nEnvironmental Economics\nSustainability and Society\nScience Communication\nPolicy Capstone\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward environmental policy analyst, compliance, advocacy. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Environmental Science program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Environmental Science degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Environmental Science major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Environmental Science degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nEnvironmental Science program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-grds-brand.html", "title": "Brand & Advertising concentration (Graphic Design & Interactive Media)", "description": "Focuses on identity systems, campaigns, and art direction. A concentration within the Graphic Design & Interactive Media major at UW–Porter Falls.", "headings": [ "Brand & Advertising concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Arts, Design & Communication · Graphic Design & Interactive Media Brand & Advertising concentration\nFocuses on identity systems, campaigns, and art direction.\nWhat this concentration adds\nFocuses on identity systems, campaigns, and art direction.\nA concentration is a defined set of courses taken within the Graphic Design & Interactive Media major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nBrand and Identity\nAdvertising Design\nArt Direction\nPublication and Editorial Design\nPortfolio\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward brand designer, art director, agency creative. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Graphic Design & Interactive Media program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Graphic Design & Interactive Media degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Graphic Design & Interactive Media major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Graphic Design & Interactive Media degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nGraphic Design & Interactive Media\nCollege\nCollege of Arts, Design & Communication\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nGraphic Design & Interactive Media program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-grds-motion.html", "title": "Motion & Interactive Media concentration (Graphic Design & Interactive Media)", "description": "Builds motion design, interactive media, and time-based storytelling. A concentration within the Graphic Design & Interactive Media major at UW–Porter Falls.", "headings": [ "Motion & Interactive Media concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Arts, Design & Communication · Graphic Design & Interactive Media Motion & Interactive Media concentration\nBuilds motion design, interactive media, and time-based storytelling.\nWhat this concentration adds\nBuilds motion design, interactive media, and time-based storytelling.\nA concentration is a defined set of courses taken within the Graphic Design & Interactive Media major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nMotion Design\nInteractive Media\n3D for Designers\nTime-Based Media\nPortfolio\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward motion designer, interactive designer, media production. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Graphic Design & Interactive Media program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Graphic Design & Interactive Media degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Graphic Design & Interactive Media major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Graphic Design & Interactive Media degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nGraphic Design & Interactive Media\nCollege\nCollege of Arts, Design & Communication\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nGraphic Design & Interactive Media program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-grds-ux.html", "title": "UX & Product Design concentration (Graphic Design & Interactive Media)", "description": "Concentrates on research, interaction design, and prototyping for digital products. A concentration within the Graphic Design & Interactive Media major at UW–Porter Falls.", "headings": [ "UX & Product Design concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Arts, Design & Communication · Graphic Design & Interactive Media UX & Product Design concentration\nConcentrates on research, interaction design, and prototyping for digital products.\nWhat this concentration adds\nConcentrates on research, interaction design, and prototyping for digital products.\nA concentration is a defined set of courses taken within the Graphic Design & Interactive Media major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nInteractive Design I\nInteractive Design II\nDesign Research and Strategy\nPrototyping and Testing\nUX Capstone\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward product designer, UX designer, interaction designer. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Graphic Design & Interactive Media program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Graphic Design & Interactive Media degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Graphic Design & Interactive Media major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Graphic Design & Interactive Media degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nGraphic Design & Interactive Media\nCollege\nCollege of Arts, Design & Communication\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nGraphic Design & Interactive Media program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-hosp-events.html", "title": "Event & Meeting Management concentration (Hospitality & Tourism Management)", "description": "Concentrates on planning and operating events, meetings, and conferences. A concentration within the Hospitality & Tourism Management major at UW–Porter Falls.", "headings": [ "Event & Meeting Management concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Management · Hospitality & Tourism Management Event & Meeting Management concentration\nConcentrates on planning and operating events, meetings, and conferences.\nWhat this concentration adds\nConcentrates on planning and operating events, meetings, and conferences.\nA concentration is a defined set of courses taken within the Hospitality & Tourism Management major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nEvent and Meeting Management\nConvention and Conference Management\nEvent Marketing and Sponsorship\nCatering Management\nEvent Practicum\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward event planner, meeting manager, venue operations. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Hospitality & Tourism Management program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Hospitality & Tourism Management degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Hospitality & Tourism Management major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Hospitality & Tourism Management degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nHospitality & Tourism Management\nCollege\nCollege of Management\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nHospitality & Tourism Management program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-hosp-lodging.html", "title": "Lodging & Resort Management concentration (Hospitality & Tourism Management)", "description": "Focuses on hotel and resort operations, revenue management, and guest experience. A concentration within the Hospitality & Tourism Management major at UW–Porter Falls.", "headings": [ "Lodging & Resort Management concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Management · Hospitality & Tourism Management Lodging & Resort Management concentration\nFocuses on hotel and resort operations, revenue management, and guest experience.\nWhat this concentration adds\nFocuses on hotel and resort operations, revenue management, and guest experience.\nA concentration is a defined set of courses taken within the Hospitality & Tourism Management major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nLodging Operations\nRevenue Management\nResort and Club Management\nHospitality Facilities\nLodging Practicum\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward hotel operations, revenue management, resort management. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Hospitality & Tourism Management program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Hospitality & Tourism Management degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Hospitality & Tourism Management major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Hospitality & Tourism Management degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nHospitality & Tourism Management\nCollege\nCollege of Management\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nHospitality & Tourism Management program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-ides-transportation.html", "title": "Transportation & Mobility Design concentration (Industrial Design)", "description": "Focuses on vehicle and mobility-product design, from sketching to modeling. A concentration within the Industrial Design major at UW–Porter Falls.", "headings": [ "Transportation & Mobility Design concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Arts, Design & Communication · Industrial Design Transportation & Mobility Design concentration\nFocuses on vehicle and mobility-product design, from sketching to modeling.\nWhat this concentration adds\nFocuses on vehicle and mobility-product design, from sketching to modeling.\nA concentration is a defined set of courses taken within the Industrial Design major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nCAD for Product Design\nTransportation Design Studio\nMaterials and Manufacturing Processes\nAdvanced Modeling\nDesign Portfolio\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward transportation designer, mobility product design, automotive-adjacent design. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Industrial Design program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Industrial Design degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Industrial Design major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Industrial Design degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nIndustrial Design\nCollege\nCollege of Arts, Design & Communication\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nIndustrial Design program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-it-cloud.html", "title": "Cloud & Infrastructure concentration (Information Technology)", "description": "Concentrates on provisioning, automating, and operating cloud infrastructure. A concentration within the Information Technology major at UW–Porter Falls.", "headings": [ "Cloud & Infrastructure concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Computing & Information Sciences · Information Technology Cloud & Infrastructure concentration\nConcentrates on provisioning, automating, and operating cloud infrastructure.\nWhat this concentration adds\nConcentrates on provisioning, automating, and operating cloud infrastructure.\nA concentration is a defined set of courses taken within the Information Technology major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nCloud Infrastructure\nServer Administration\nScripting for Administrators\nInfrastructure as Code\nSite Reliability Practices\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward cloud engineer, infrastructure engineer, DevOps support. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Information Technology program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Information Technology degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Information Technology major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Information Technology degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nInformation Technology\nCollege\nCollege of Computing & Information Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nInformation Technology program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-it-networking.html", "title": "Networking concentration (Information Technology)", "description": "Builds enterprise networking depth — routing, switching, wireless, and security. A concentration within the Information Technology major at UW–Porter Falls.", "headings": [ "Networking concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Computing & Information Sciences · Information Technology Networking concentration\nBuilds enterprise networking depth — routing, switching, wireless, and security.\nWhat this concentration adds\nBuilds enterprise networking depth — routing, switching, wireless, and security.\nA concentration is a defined set of courses taken within the Information Technology major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nNetworking I\nNetworking II\nWireless and Mobility\nNetwork Security\nNetwork Design Project\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward network administrator, network engineer, NOC. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Information Technology program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Information Technology degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Information Technology major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Information Technology degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nInformation Technology\nCollege\nCollege of Computing & Information Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nInformation Technology program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-me-manufacturing.html", "title": "Design for Manufacturing concentration (Mechanical Engineering)", "description": "Focuses on turning designs into producible parts — processes, tolerances, and cost. A concentration within the Mechanical Engineering major at UW–Porter Falls.", "headings": [ "Design for Manufacturing concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Engineering & Technology · Mechanical Engineering Design for Manufacturing concentration\nFocuses on turning designs into producible parts — processes, tolerances, and cost.\nWhat this concentration adds\nFocuses on turning designs into producible parts — processes, tolerances, and cost.\nA concentration is a defined set of courses taken within the Mechanical Engineering major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nManufacturing Processes\nMachine Design\nGeometric Dimensioning and Tolerancing\nDesign for Manufacturing and Assembly\nSenior Design\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward design engineer, manufacturing engineer, product engineer. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Mechanical Engineering program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Mechanical Engineering degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Mechanical Engineering major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Mechanical Engineering degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nMechanical Engineering program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-me-mechatronics.html", "title": "Mechatronics concentration (Mechanical Engineering)", "description": "Combines mechanical design with sensors, actuators, and embedded control. A concentration within the Mechanical Engineering major at UW–Porter Falls.", "headings": [ "Mechatronics concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Engineering & Technology · Mechanical Engineering Mechatronics concentration\nCombines mechanical design with sensors, actuators, and embedded control.\nWhat this concentration adds\nCombines mechanical design with sensors, actuators, and embedded control.\nA concentration is a defined set of courses taken within the Mechanical Engineering major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nEmbedded Systems\nAutomation and Robotics\nControl Systems\nSensors and Instrumentation\nMechatronics Design\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward mechatronics engineer, robotics, automation, product development. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Mechanical Engineering program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Mechanical Engineering degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Mechanical Engineering major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Mechanical Engineering degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nMechanical Engineering program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-me-thermal.html", "title": "Thermal & Fluid Systems concentration (Mechanical Engineering)", "description": "Deepens thermodynamics, heat transfer, and fluid mechanics for energy and HVAC work. A concentration within the Mechanical Engineering major at UW–Porter Falls.", "headings": [ "Thermal & Fluid Systems concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Engineering & Technology · Mechanical Engineering Thermal & Fluid Systems concentration\nDeepens thermodynamics, heat transfer, and fluid mechanics for energy and HVAC work.\nWhat this concentration adds\nDeepens thermodynamics, heat transfer, and fluid mechanics for energy and HVAC work.\nA concentration is a defined set of courses taken within the Mechanical Engineering major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nThermodynamics\nFluid Mechanics\nHeat Transfer\nHVAC Systems Design\nEnergy Systems\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward thermal engineer, HVAC, energy, systems. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Mechanical Engineering program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Mechanical Engineering degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Mechanical Engineering major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Mechanical Engineering degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nMechanical Engineering program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-mfge-lean.html", "title": "Lean Enterprise concentration (Industrial & Manufacturing Engineering)", "description": "Focuses on lean methods, value-stream mapping, and continuous improvement. A concentration within the Industrial & Manufacturing Engineering major at UW–Porter Falls.", "headings": [ "Lean Enterprise concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Engineering & Technology · Industrial & Manufacturing Engineering Lean Enterprise concentration\nFocuses on lean methods, value-stream mapping, and continuous improvement.\nWhat this concentration adds\nFocuses on lean methods, value-stream mapping, and continuous improvement.\nA concentration is a defined set of courses taken within the Industrial & Manufacturing Engineering major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nLean Manufacturing\nValue Stream Mapping\nSix Sigma Methods\nFacilities and Systems Design\nCapstone Project\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward continuous improvement engineer, lean coordinator, operations. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Industrial & Manufacturing Engineering program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Industrial & Manufacturing Engineering degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Industrial & Manufacturing Engineering major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Industrial & Manufacturing Engineering degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nIndustrial & Manufacturing Engineering\nCollege\nCollege of Engineering & Technology\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nIndustrial & Manufacturing Engineering program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-mktg-digital.html", "title": "Digital & Social Strategy concentration (Marketing & Digital Communication)", "description": "Concentrates on search, social, and content strategy with the analytics to measure them. A concentration within the Marketing & Digital Communication major at UW–Porter Falls.", "headings": [ "Digital & Social Strategy concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Management · Marketing & Digital Communication Digital & Social Strategy concentration\nConcentrates on search, social, and content strategy with the analytics to measure them.\nWhat this concentration adds\nConcentrates on search, social, and content strategy with the analytics to measure them.\nA concentration is a defined set of courses taken within the Marketing & Digital Communication major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nDigital Marketing\nContent and Social Media Strategy\nMarketing Analytics\nSearch and Performance Marketing\nDigital Capstone\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward digital marketing specialist, social media manager, growth marketing. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Marketing & Digital Communication program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Marketing & Digital Communication degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Marketing & Digital Communication major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Marketing & Digital Communication degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nMarketing & Digital Communication\nCollege\nCollege of Management\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nMarketing & Digital Communication program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-nurs-acute-care.html", "title": "Acute & Critical Care concentration (Nursing)", "description": "Deepens the skills for fast-moving inpatient and critical-care settings. A concentration within the Nursing major at UW–Porter Falls.", "headings": [ "Acute & Critical Care concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Education, Health & Human Sciences · Nursing Acute & Critical Care concentration\nDeepens the skills for fast-moving inpatient and critical-care settings.\nWhat this concentration adds\nDeepens the skills for fast-moving inpatient and critical-care settings.\nA concentration is a defined set of courses taken within the Nursing major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nMedical-Surgical Nursing II\nCritical Care Concepts\nPathophysiology for Acute Care\nEmergency and Trauma Nursing\nCritical Care Practicum\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward ICU/critical-care nursing, emergency department, med-surg specialization. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Nursing program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Nursing degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Nursing major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Nursing degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nNursing program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-nurs-community.html", "title": "Community & Public Health concentration (Nursing)", "description": "Adds depth in population health, prevention, and community practice. A concentration within the Nursing major at UW–Porter Falls.", "headings": [ "Community & Public Health concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Education, Health & Human Sciences · Nursing Community & Public Health concentration\nAdds depth in population health, prevention, and community practice.\nWhat this concentration adds\nAdds depth in population health, prevention, and community practice.\nA concentration is a defined set of courses taken within the Nursing major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nCommunity and Population Health\nEpidemiology\nHealth Promotion\nGlobal Health\nCommunity Practicum\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward public health nurse, community health, prevention. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Nursing program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Nursing degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Nursing major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Nursing degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nNursing program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-pkg-sustainable.html", "title": "Sustainable Packaging concentration (Packaging Technology)", "description": "Focuses on life-cycle thinking, recyclable materials, and regulatory drivers in packaging. A concentration within the Packaging Technology major at UW–Porter Falls.", "headings": [ "Sustainable Packaging concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Engineering & Technology · Packaging Technology Sustainable Packaging concentration\nFocuses on life-cycle thinking, recyclable materials, and regulatory drivers in packaging.\nWhat this concentration adds\nFocuses on life-cycle thinking, recyclable materials, and regulatory drivers in packaging.\nA concentration is a defined set of courses taken within the Packaging Technology major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nSustainable Packaging\nPackaging Materials\nLife-Cycle Assessment\nPackaging Regulations\nSustainability Capstone\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward sustainability-focused packaging engineer, materials sourcing. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Packaging Technology program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Packaging Technology degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Packaging Technology major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Packaging Technology degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nPackaging Technology\nCollege\nCollege of Engineering & Technology\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nPackaging Technology program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-ple-materials.html", "title": "Polymer Materials concentration (Plastics Engineering)", "description": "Deepens polymer science and materials characterization beyond the core. A concentration within the Plastics Engineering major at UW–Porter Falls.", "headings": [ "Polymer Materials concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Engineering & Technology · Plastics Engineering Polymer Materials concentration\nDeepens polymer science and materials characterization beyond the core.\nWhat this concentration adds\nDeepens polymer science and materials characterization beyond the core.\nA concentration is a defined set of courses taken within the Plastics Engineering major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nPolymer Materials\nPolymer Characterization\nComposites\nMaterials Failure Analysis\nSenior Design\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward materials engineer, polymer R&D, failure analysis. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Plastics Engineering program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Plastics Engineering degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Plastics Engineering major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Plastics Engineering degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nPlastics Engineering\nCollege\nCollege of Engineering & Technology\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nPlastics Engineering program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-psyc-clinical.html", "title": "Clinical & Counseling concentration (Psychology)", "description": "Prepares students for graduate work in clinical, counseling, or school psychology. A concentration within the Psychology major at UW–Porter Falls.", "headings": [ "Clinical & Counseling concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Education, Health & Human Sciences · Psychology Clinical & Counseling concentration\nPrepares students for graduate work in clinical, counseling, or school psychology.\nWhat this concentration adds\nPrepares students for graduate work in clinical, counseling, or school psychology.\nA concentration is a defined set of courses taken within the Psychology major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nAbnormal Psychology\nTheories of Personality\nIntroduction to Counseling\nPsychological Testing\nClinical Field Experience\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward graduate study in clinical/counseling psychology, case management, mental-health support. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Psychology program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Psychology degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Psychology major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Psychology degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nPsychology program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-psyc-io.html", "title": "Industrial-Organizational concentration (Psychology)", "description": "Applies psychology to the workplace — selection, training, motivation, and teams. A concentration within the Psychology major at UW–Porter Falls.", "headings": [ "Industrial-Organizational concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Education, Health & Human Sciences · Psychology Industrial-Organizational concentration\nApplies psychology to the workplace — selection, training, motivation, and teams.\nWhat this concentration adds\nApplies psychology to the workplace — selection, training, motivation, and teams.\nA concentration is a defined set of courses taken within the Psychology major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nIndustrial-Organizational Psychology\nTests and Measurements\nSocial Psychology\nOrganizational Behavior\nApplied Research Project\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward HR analyst, talent, people analytics, I-O graduate study. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Psychology program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Psychology degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Psychology major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Psychology degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nPsychology program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-psyc-research.html", "title": "Research & Data concentration (Psychology)", "description": "Builds a strong methods and statistics profile for research careers and graduate school. A concentration within the Psychology major at UW–Porter Falls.", "headings": [ "Research & Data concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Education, Health & Human Sciences · Psychology Research & Data concentration\nBuilds a strong methods and statistics profile for research careers and graduate school.\nWhat this concentration adds\nBuilds a strong methods and statistics profile for research careers and graduate school.\nA concentration is a defined set of courses taken within the Psychology major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nResearch Methods\nAdvanced Statistics\nCognitive Psychology\nBiological Psychology\nIndependent Research\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward research assistant, data analyst, graduate study. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Psychology program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Psychology degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Psychology major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Psychology degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nPsychology program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-scm-logistics.html", "title": "Logistics & Transportation concentration (Supply Chain Management)", "description": "Concentrates on freight, warehousing, and network design. A concentration within the Supply Chain Management major at UW–Porter Falls.", "headings": [ "Logistics & Transportation concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Management · Supply Chain Management Logistics & Transportation concentration\nConcentrates on freight, warehousing, and network design.\nWhat this concentration adds\nConcentrates on freight, warehousing, and network design.\nA concentration is a defined set of courses taken within the Supply Chain Management major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nLogistics and Transportation\nWarehouse Operations\nNetwork Design\nTransportation Management Systems\nLogistics Project\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward logistics analyst, transportation manager, distribution. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Supply Chain Management program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Supply Chain Management degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Supply Chain Management major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Supply Chain Management degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nSupply Chain Management\nCollege\nCollege of Management\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nSupply Chain Management program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-scm-procurement.html", "title": "Procurement & Sourcing concentration (Supply Chain Management)", "description": "Focuses on supplier management, negotiation, and category strategy. A concentration within the Supply Chain Management major at UW–Porter Falls.", "headings": [ "Procurement & Sourcing concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Management · Supply Chain Management Procurement & Sourcing concentration\nFocuses on supplier management, negotiation, and category strategy.\nWhat this concentration adds\nFocuses on supplier management, negotiation, and category strategy.\nA concentration is a defined set of courses taken within the Supply Chain Management major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nProcurement and Sourcing\nStrategic Sourcing\nSupplier Relationship Management\nContract Management\nSourcing Project\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward buyer, category manager, procurement analyst. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Supply Chain Management program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Supply Chain Management degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Supply Chain Management major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Supply Chain Management degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nSupply Chain Management\nCollege\nCollege of Management\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nSupply Chain Management program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentration-vprod-documentary.html", "title": "Documentary Production concentration (Video Production)", "description": "Concentrates on nonfiction storytelling, from research through final cut. A concentration within the Video Production major at UW–Porter Falls.", "headings": [ "Documentary Production concentration", "On this page", "What this concentration adds", "Focused coursework", "Where it leads", "Declaring it", "How it fits the major", "Common questions" ], "content": "College of Arts, Design & Communication · Video Production Documentary Production concentration\nConcentrates on nonfiction storytelling, from research through final cut.\nWhat this concentration adds\nConcentrates on nonfiction storytelling, from research through final cut.\nA concentration is a defined set of courses taken within the Video Production major — you still complete the full major and its capstone. It appears on your transcript and gives your degree a clear focus for employers and graduate programs.\nFocused coursework\nDocumentary Production\nNonfiction Storytelling\nAdvanced Editing\nSound Design for Video\nThesis Documentary\nRepresentative; the offering department sets the exact required and elective courses.\nWhere it leads\nStudents who take this concentration commonly move toward documentary production, nonprofit and corporate video, freelance production. Pairing it with a co-op in the same area is the strongest signal on a résumé.\nDeclaring it\nAdd the concentration through your adviser in the Video Production program; it is easiest to fit if you plan it by the end of your sophomore year. You can change or drop a concentration without changing your major.\nHow it fits the major\nThe concentration courses count inside the Video Production degree — most of them fill major-elective slots you would be choosing among anyway, so for students who plan early it adds focus without adding credits or terms. The constraint is usually sequencing rather than total credits: if a required concentration course has its own prerequisite or runs only once a year, that chain sets how early you can finish, so build the plan around it with your adviser.\nBecause you still complete the full Video Production major and its capstone, dropping the concentration later costs you nothing — the courses simply revert to counting as general major electives.\nCommon questions\nConcentration, minor, or double major? A concentration stays inside one major and signals depth in a slice of it. A minor is a separate field. A double major is two full degrees. For most students who want their Video Production degree to point somewhere specific, the concentration is the lowest-cost option.\nWill it show up for employers and graduate schools? Yes — it is printed on the official transcript alongside the major. Pairing it with an internship or co-op in the same area is what makes it read as more than a course list.\nAt a glance\nWithin the major\nVideo Production\nCollege\nCollege of Arts, Design & Communication\nAppears on\nYour transcript\nPlan it by\nEnd of sophomore year\nRelated\nVideo Production program\nAll academic programs\nMinors and certificates\nAcademic advising" }, { "url": "concentrations.html", "title": "Concentrations", "description": "Search all 61 concentrations by name, program, or keyword.", "headings": [ "Concentrations", "On this page", "What a concentration is", "How to declare", "Choosing one" ], "content": "Academics Concentrations\nSearch all 61 concentrations below by name, program, or keyword.\nWhat a concentration is\nA concentration (sometimes called a track or emphasis) is a focused set of required and elective courses within a major — it appears on your degree audit and often on your transcript, but it is not a separate credential from the major itself. Concentrations exist so two students in the same major can graduate with meaningfully different coursework.\nHow to declare\nConcentrations are usually declared with your major adviser once you have enough foundational coursework to choose one meaningfully — often sophomore or junior year. Some majors require choosing a concentration; others make it optional.\nChoosing one\nCompare a concentration's required courses against your own interests and, if you have one, your intended career path or graduate program. Many concentrations share a core with the base major, so switching between them (or dropping one entirely) is usually less disruptive than switching majors.\nAt a glance\nCount\n61 concentrations across many majors\nShows on\nDegree audit; often the transcript\nSearch by\nName, program, or a keyword from the description\nWho to contact\nAcademic Advising Center\nPhone\n(715) 555–0130\nEmail\nadvising@uwporterfalls.edu\nRelated resources\nAll programs\nMinors\nAcademic advising\nCourse catalog\nDegree audit" }, { "url": "conduct-policies.html", "title": "Student conduct & policies", "description": "What the student code covers, what happens after a report, your rights in the process, and how sanctions work.", "headings": [ "Student conduct & policies", "On this page", "What the code covers", "What happens after a report", "Your rights", "Sanctions and restorative options" ], "content": "Policies & reporting Student conduct & policies\nWhat the student code covers, what happens after a report, your rights in the process, and how sanctions work.\nWhat the code covers\nThe student code of conduct governs behavior on campus and, in defined situations, off campus and online when it affects the university community. Non-academic misconduct includes physical harm and threats, harassment, property damage and theft, alcohol and drug violations, disruptive behavior, misuse of university systems, providing false information, failure to comply with an official, hazing, and weapons possession. Academic misconduct — cheating, plagiarism, unauthorized collaboration, fabrication, sabotage — is usually handled first by the instructor under the academic-integrity process, with the conduct office involved for serious or repeat cases. Sexual and gender-based misconduct runs through the separate Title IX process. The code is published in full with definitions and the range of outcomes for each category.\nWhat happens after a report\nA report (from anyone — staff, a student, Campus Safety) goes to the Dean of Students office, which decides whether it plausibly describes a violation. If so, you get written notice naming the alleged conduct and the section of the code, and an invitation to a meeting with a conduct officer. At that meeting you hear the information, tell your side, and either resolve it by agreement (you accept responsibility and an outcome) or proceed to a hearing before a trained panel or officer who decides by \"preponderance of the evidence\" — more likely than not. Most cases resolve at the meeting. Interim measures (a no-contact order, a housing move, a temporary suspension for a genuine safety risk) can be put in place before anything is decided, and are not themselves a finding.\nYour rights\nYou are entitled to written notice with enough time to prepare, access to the information being considered, the chance to respond and to identify witnesses and evidence, an advisor of your choice (including an attorney at your own expense) present with you, a decision-maker who is not the person who reported or investigated, a written outcome with reasons, and an appeal on specific grounds — a procedural error that affected the result, new information that was not reasonably available, or a sanction grossly out of proportion. You are not required to answer questions, and silence is not treated as an admission. Retaliation against anyone for reporting or participating is itself a violation.\nSanctions and restorative options\nOutcomes are meant to be proportionate and educational: a warning, probation, required education or counseling assessment, restitution, loss of privileges, residence-hall relocation or removal, and — for serious or repeated conduct — suspension or expulsion, which are noted on the transcript. A first minor alcohol violation looks nothing like an assault case. Where everyone affected agrees and it fits, a restorative process — a facilitated conversation focused on accountability, repair, and what the person will do differently — can substitute for or accompany the standard track. Completing your assigned outcomes closes the case; not completing them is a new violation.\nAt a glance\nCovers\nNon-academic misconduct (harm, harassment, alcohol/drugs, property, disruption, hazing, weapons); academic integrity via the instructor first; Title IX is separate\nProcess\nReport → Dean of Students screens → written notice → meeting with a conduct officer → agreement or a hearing decided by \"more likely than not\"\nYour rights\nNotice and prep time, the evidence, an advisor (incl. an attorney), an impartial decision-maker, a written outcome, and an appeal on set grounds. You need not answer questions\nSanctions\nProportionate and educational — warning through expulsion; restorative options where all agree; suspension/expulsion are transcript-noted\nRelated resources\nTitle IX & sexual misconduct resources\nBias reporting & response\nNondiscrimination & equal opportunity\nAcademic integrity\nStudent records privacy\nContact directory" }, { "url": "conference-services.html", "title": "Conference services", "description": "Running a multi-day conference or summer camp on campus — what a coordinator handles, the youth-program rules, and lead time.", "headings": [ "Conference services", "On this page", "One coordinator, the whole logistics", "Youth programs — the rules are firm", "Requesting and lead time" ], "content": "Outreach & engagement Conference services\nRunning a multi-day conference or summer camp on campus — what a coordinator handles, the youth-program rules, and lead time.\nOne coordinator, the whole logistics\nConference Services exists so an outside or internal group can hold a multi-day event on campus without separately negotiating with housing, dining, the event office, parking, IT, and recreation. A single coordinator builds the package: meeting and breakout space, residence-hall lodging during the summer (and limited options in the academic year), dining from box lunches to banquets, recreation and facility access, parking and shuttle arrangements, event technology and support staff, and a single itemized quote and invoice. It suits academic conferences, professional association meetings, athletic camps, youth academies, band and music camps, and religious or community retreats.\nYouth programs — the rules are firm\nAny program serving participants under 18 without their parents present must meet the university's youth-protection requirements before it runs: background checks and mandated-reporter and boundary training for every adult in contact with minors, minimum supervision ratios by age, a documented check-in/check-out and release process, an emergency and medical plan, and named responsible staff. This applies to outside renters and university departments equally, and it is not waivable. Build the timeline around it — screening and training take weeks, not days.\nRequesting and lead time\nSend preferred dates, expected attendance, the mix of meeting space and lodging you need, meal plans, accessibility requirements, technology needs, and a budget range. Minimum lead time is about eight weeks for a straightforward meeting; a large conference, a residential camp, or anything involving minors needs a full semester or more, partly because summer housing and dining are scheduled well ahead and partly for the youth-program clearance. Peak summer weeks book a year out. The coordinator provides a proposal, then a contract with a deposit, insurance requirements, and a cancellation schedule.\nAt a glance\nOne contact\nA coordinator bundles meeting space, summer residence-hall lodging, dining, recreation, parking, and event tech into one quote and invoice\nGood for\nAcademic and association conferences, athletic and music camps, youth academies, community retreats\nYouth programs\nNon-negotiable: background checks + training for every adult, supervision ratios, check-in/out process, emergency plan — for renters and departments alike, weeks of lead time\nLead time\n~8 weeks for a simple meeting; a semester+ for large conferences, residential camps, or anything with minors; peak summer books a year out\nRelated resources\nEmployer partnerships\nContinuing education\nFacilities & event rentals\nCommunity engagement\nContact directory" }, { "url": "conference-travel-fund.html", "title": "Conference travel fund", "description": "Reimbursement toward travel and registration for students presenting their own work at an academic or professional conference.", "headings": [ "Conference travel fund", "On this page", "What it's for", "Stacking it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Conference travel fund\nReimbursement toward travel and registration for students presenting their own work at an academic or professional conference.\nWhat it's for\nGetting a student to the conference where they're giving a talk or a poster — registration, transport, and lodging, reimbursed against receipts up to the cap. Co-authors who aren't presenting aren't eligible from this fund.\nStacking it\nThe travel fund is designed to be combined with a department contribution or a faculty grant; the office would rather split a trip three ways than be the only source and fund half as many students.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nAward: Up to $600 undergraduate, $900 graduate, per year. Condition: You must be presenting, not just attending. Apply: At least three weeks before the trip. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAward\nUp to $600 undergraduate, $900 graduate, per year\nCondition\nYou must be presenting, not just attending\nApply\nAt least three weeks before the trip\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "conference-travel-funding.html", "title": "Conference travel funding", "description": "Small grants that help students present their work at academic and professional conferences.", "headings": [ "Conference travel funding", "On this page", "What it covers", "Getting reimbursed", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Conference travel funding\nSmall grants that help students present their work at academic and professional conferences.\nWhat it covers\nThe grant offsets registration, the cheapest reasonable transport, and shared lodging for a student who is presenting a poster, giving a talk, or exhibiting work. Attending without presenting is not funded through this line, though a department may have its own money for that. Funds are limited and awarded until the annual pool runs out, so apply as soon as your abstract is accepted.\nGetting reimbursed\nKeep every receipt, including the conference badge or program page showing your name. Submit the reimbursement within thirty days of returning. Booking through the university travel system where possible avoids you fronting the airfare; the office can help set that up before you buy anything.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nWho: Undergraduates and graduate students presenting (not just attending). Amount: A capped reimbursement toward registration, travel and lodging. Apply: Before the trip, with proof of an accepted abstract or an invitation. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWho\nUndergraduates and graduate students presenting (not just attending)\nAmount\nA capped reimbursement toward registration, travel and lodging\nApply\nBefore the trip, with proof of an accepted abstract or an invitation\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "conflict-of-interest-disclosure.html", "title": "Conflict of interest disclosure", "description": "The annual and as-needed disclosure that surfaces outside financial interests before they can bias university work.", "headings": [ "Conflict of interest disclosure", "On this page", "What's disclosed", "What happens next", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Faculty & staff Conflict of interest disclosure\nThe annual and as-needed disclosure that surfaces outside financial interests before they can bias university work.\nWhat's disclosed\nOutside income, equity, board seats, consulting, and intellectual-property interests that relate to the person's university responsibilities — especially where a research sponsor, a vendor, or a startup based on the person's own work is involved.\nWhat happens next\nA committee reviews disclosures; the large majority are noted and closed. Where a real conflict exists, the outcome is a management plan — disclosure to co-authors and students, independent oversight of affected decisions, sometimes recusal — not usually a ban on the outside activity.\nIn and around Porter Falls\nThe Center for Teaching & Learning on the third level of Halvorsen Library is where new faculty get their footing and where mid-career instructors trade notes across colleges.\nThe practical details\nWho files: All faculty, and staff who make purchasing, research or personnel decisions. When: Annually, and within 30 days of a new interest arising. Outcome: Most disclosures need no action; a few get a written management plan. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Center for Teaching & Learning (Halvorsen Library, Level 3). Call (715) 555–0265 or email teaching@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWho files\nAll faculty, and staff who make purchasing, research or personnel decisions\nWhen\nAnnually, and within 30 days of a new interest arising\nOutcome\nMost disclosures need no action; a few get a written management plan\nWho to contact\nNakatani Teaching & Learning Center\nHalvorsen Library, Level 3\nPhone\n(715) 555–0166\nEmail\nteaching@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nEmeritus faculty\nEmeriti College\nFaculty learning communities\nFull contact directory" }, { "url": "conflict-resolution-services.html", "title": "Conflict resolution & mediation", "description": "Free, voluntary, confidential help working through a dispute — with a roommate, a group project, a club, a landlord.", "headings": [ "Conflict resolution & mediation", "On this page", "What it is", "What it isn't", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Conflict resolution & mediation\nFree, voluntary, confidential help working through a dispute — with a roommate, a group project, a club, a landlord.\nWhat it is\nTrained mediators help two people (or a small group) hear each other and reach their own agreement. It's faster and less adversarial than a formal complaint, and it keeps a working relationship intact — useful for the roommate you'll live with for another six months or the lab you both need to keep using.\nWhat it isn't\nMediators don't investigate, assign blame, or impose an outcome, and participation is never required. If a situation involves a protected-class issue, a threat, or a policy violation, it's routed to the office that handles that — mediation can't substitute for it.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nFormats: Facilitated conversation, shuttle mediation (the mediator goes between you), or coaching for just one party. Voluntary: Both sides choose to participate; nothing is decided for you, and it's off the record. Not for: Discrimination, harassment, or safety issues — those go to Title IX, the police, or the Dean of Students. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFormats\nFacilitated conversation, shuttle mediation (the mediator goes between you), or coaching for just one party\nVoluntary\nBoth sides choose to participate; nothing is decided for you, and it's off the record\nNot for\nDiscrimination, harassment, or safety issues — those go to Title IX, the police, or the Dean of Students\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "construction-management-bs.html", "title": "Admission: Construction Management", "description": "The B.S. in Construction Management at UW–Porter Falls: estimating, scheduling, BIM, safety, co-op with GCs and owners, capstone on real Porter County projects.", "headings": [ "Construction Management (B.S.)", "On this page", "Program overview", "Tracks (15 credits each)", "Co-op program", "Capstone: from bid to build", "Admission requirements", "Career outcomes" ], "content": "College of Engineering & Technology Construction Management (B.S.)\nEstimate, schedule, build — with BIM, heavy-civil & commercial tracks, co-ops at major GCs, and capstones that break ground in Porter County.\">\nProgram overview\nThe B.S. in Construction Management (124 credits, ACCE-accredited, ~140 undergraduates) in the College of Engineering & Technology blends business, engineering, and field leadership . Core (72 credits): Construction Materials, Structural Systems, Soils & Foundations, Estimating I–II (RSMeans, ProEst), Scheduling (Primavera P6, CPM, resource leveling), BIM (Revit, Navisworks, clash detection), Contracts & Law (AIA, ConsensusDocs, liens), Safety Management (OSHA 30, EM-385), Project Controls (EVM, change orders), Sustainable Construction (LEED GA prep, WELL), Heavy Equipment Economics. Field labs: Weekly at Prototyping Lab (concrete, steel erection simulators) and active job sites (Porter County projects). Certifications embedded: OSHA 30, CPR/First Aid, LEED Green Associate, FAA Part 107 (drone surveying).\nTracks (15 credits each)\nCommercial Building: Preconstruction Services, MEP Coordination, High-Rise Logistics, Interior Build-Out, Tenant Improvement, LEED Documentation. Partners: J.H. Findorff , Miron Construction , City Building Inspection . Heavy Civil & Infrastructure: Earthwork Estimating, Bridge Construction, Trenchless Technology, DOT Specifications, Railroad Coordination, Environmental Compliance. Partners: WisDOT , Michels Corporation , DNR Porter District . Residential & Mixed-Use: Land Development, Subdivision Design, Production Building, Warranty Management, HOA Coordination. Partners: Veridian Homes , Porter County Housing Authority . Virtual Design & Construction (VDC): 4D/5D BIM, Laser Scanning, Point Clouds, Digital Twin, Prefab/Modular Logistics. Partners: Prototyping Lab , Mortenson , Gilbane .\nCo-op program\nMandatory, 4.5-year degree: 2 terms (8 months). Apply sophomore spring → first term summer junior year. Placement: 98%. Average wage: $22–$30/hr. Top employers: J.H. Findorff (commercial, Madison), Miron Construction (commercial/industrial, Neenah), Michels Corporation (heavy civil, Brownsville), WisDOT Southwest Region (inspection), City Public Works (resident engineering), Porter County Highway (project admin). Academic credit: CNST 3900 Co-op Reflection (2 credits). Owner-side track: 15% of co-ops with Porter Valley Bank (owner's rep), Porter County Schools (facilities), VA Health Care (construction admin).\nCapstone: from bid to build\nCNST 4100/4200 (2 semesters, teams of 4) takes a real project from bid package to construction execution plan. 2025 projects: Cedar Bluff Elementary Addition ( Porter County Schools ): $4.2M, CM-at-risk, BIM execution plan, phasing for occupied school. Depot District Parking Structure (City): $8.5M, design-build, post-tensioned, stormwater integration. Porter County Landfill Scale House (County): $1.1M, design-bid-build, modular, net-zero ready. Founders Hall Lab Renovation (Facilities): $3.8M, CM-at-risk, phased, BIM handover. Deliverables: Bid package (CSI divisions), schedule (P6, resource-loaded), logistics plan (crane, laydown, traffic), safety plan (AHA/JHA), quality plan (IPIs), subcontractor buyout strategy, Owner Presentation (public, April). Industry mentors: Senior PM from partner GC + Faculty advisor.\nAdmission requirements\nDirect admission: 3.2+ GPA, 4 years math (through pre-calc), 3 years science. Test-optional (portfolio: construction internship, trades experience, SkillsUSA, FFA, robotics, Eagle Scout/Gold Award building). Transfer: 60+ credits, 2.75+ GPA, preferred: Estimating, Scheduling, Materials, Contracts. Bridge Week (late August): blueprint reading, RSMeans lab, Primavera intro, Makerspace (concrete forms, steel rigging), OSHA 10 — 90% place into CNST 2100 by add/drop. Construction Trades Legacy Scholarship ( full tuition , 4 years, 3/year). Full admission details .\nCareer outcomes\nClass of 2025 (38 graduates): 92% employed within 3 months (median $72K), 5% grad school (M.S. Construction, M.B.A., M.Arch), 3% still seeking. Top roles: Project Engineer, Field Engineer, Assistant Superintendent, Estimator, Scheduler, VDC Engineer, Owner's Rep. Top employers: J.H. Findorff (9), Miron Construction (7), Michels Corporation (5), WisDOT (4), City/County (6), Veridian Homes (3), Mortenson (2), Gilbane (2). Co-op conversion: 88% receive full-time offers. The Career Services Construction Career Fair (January) brings 30+ construction employers.\nAt a glance\nDegree\nB.S. Construction Management (124 credits, ACCE)\nTracks\nCommercial, Heavy Civil, Residential, VDC\nCo-op\nMandatory, 2 terms, $22–$30/hr, 98% placement\nCertifications\nOSHA 30, LEED GA, Part 107, CPR embedded\nClass of 2025\n92% employed, median $72K\nRelated resources\nAll undergraduate majors\nAdmission: Construction Management\nPrototyping Lab (prefab/modular)\nMakerspace (field skills)\nCity/County projects\nConstruction Career Fair" }, { "url": "construction-updates.html", "title": "Construction Updates: Fall 2026", "description": "Every capital and maintenance project with work on campus this fall: where it is, how long it runs, what it closes and who to call. Updated October 9, 2026.", "headings": [ "Construction Updates: Fall 2026", "On this page", "The short version", "Projects with work on campus this fall", "Notes on the bigger projects", "Have your say" ], "content": "Campus life Construction Updates: Fall 2026\nEvery capital and maintenance project with work on campus this fall: where it is, how long it runs, what it closes and who to call. Updated October 9, 2026.\nThe short version\nThe big summer projects are finished. The summer program wrapped up on August 14 with the Heritage Hall bathrooms, the North Campus heat-pump connections, the Fieldhouse roof, the Founders Drive repaving and the Commerce Hall accessible entrance. This fall’s work is smaller and mostly preparation: one large site under construction, one elevator, and survey, drilling and design for the projects that build in summer 2027. Facilities posts detour notices in MyPorter on the Friday before work starts.\nProjects with work on campus this fall\nSecond solar array (1.4 MW) — Location: Reclaimed field next to the Forge Recreation Center; Dates: Sept 21, 2026 – Aug 2027. Racking through November, panels in spring.; Closures and detours: Rec Center south lot rows K–M are closed. The gravel trail spur is fenced, so use the paved path. Trucks use the east service drive 7 a.m.–3:30 p.m.; Contact: Office of Sustainability with Facilities\nFounders Hall east elevator modernization — Location: Founders Hall, east wing; Dates: Sept 28 – Oct 23, 2026; Closures and detours: The east elevator is out. Use the west elevator and the second-floor connector.; Contact: Facilities, Maintenance & Trades\nSteam line replacement, phase 2: survey and vault inspection — Location: Founders Drive, stone gate to Founders Union; Dates: Oct 19–30, 2026, nights only; Closures and detours: Single-lane flagging 7 p.m.–5 a.m. Full replacement follows in summer 2027.; Contact: Energy & Central Plant\nHalvorsen Library 24-hour study addition — Location: Library east lawn; Dates: Geotechnical borings Oct 19–23. Schematic design through December.; Closures and detours: A fenced area of about 40 by 60 feet. Drill noise runs 8 a.m.–3 p.m., never during finals.; Contact: Capital Planning & Construction\nAdvanced manufacturing & robotics lab — Location: Service yard behind Founders Hall; Dates: Utility locating and relocation Nov 2–20. Groundbreaking spring 2027, opening fall 2027.; Closures and detours: The service drive narrows to one lane, and loading-dock deliveries are by appointment.; Contact: Capital Planning & Construction\nHeritage Hall finish work — Location: Heritage Hall; Dates: Through Oct 30, 2026; Closures and detours: Window trim and shower-stall caulking in an occupied building. Work runs on weekdays 9 a.m.–4 p.m. only, and residents get 48 hours’ notice for their room.; Contact: Housing & Residence Life with Facilities\nKessler Hall HVAC & accessibility upgrade — Location: Kessler Hall; Dates: Bids open Nov 12, 2026. Construction in summer 2027.; Closures and detours: None this fall; Contact: Capital Planning & Construction\nFounders Hall renovation, phase 1 — Location: Founders Hall, one wing per summer; Dates: Design through spring 2027. Construction in summers 2027–2029.; Closures and detours: None this fall. The building stays open during every academic year.; Contact: Capital Planning & Construction\nNotes on the bigger projects\nThe solar array roughly doubles campus solar generation. Details are in the groundbreaking announcement . Pile driving for the racking runs until about November 6 and can be heard from the Rec Center weight floor.\nThe Founders Hall renovation is the $15 million project announced in August. It covers mechanical systems, accessibility and classroom technology, one wing per summer, and the 1912 facade is preserved. The background is in the renovation announcement , and the budget sits in the capital table on Facilities Management . The order of the wings will be presented at the master plan open house.\nThe library addition is campaign-funded and still in schematic design, so this fall’s borings are about soils, not a start date. How it ranks against other needs is explained in the campus master plan .\nHave your say\nThe annual master plan open house is on Wednesday, November 4, 2026, from 4 to 6:30 p.m. in the Founders Union Great Room. Boards will show the Founders Hall phasing, the library addition massing and the robotics lab site plan, and the project managers will be there to answer questions. Written comments go to planning@uwporterfalls.edu through November 30. To report a hazard at a work zone, such as an open trench, a blocked accessible route or a fence down, call Facilities at (715) 555–0145, or Campus Safety after hours. Routine problems go through the maintenance request system .\nAt a glance\nActive sites\nSolar array, Founders Hall elevator, Heritage Hall finish work\nNight work\nFounders Drive steam survey, Oct 19–30\nNext big season\nSummer 2027: Founders Hall, Kessler Hall, steam line, robotics lab\nOpen house\nWed, Nov 4, 4–6:30 p.m., Founders Union Great Room\nReport a hazard\n(715) 555–0145; after hours (715) 555–0191\nWho to contact\nFacilities Management: Capital Planning & Construction\nMillwright Hall 40\nPhone\n(715) 555–0145\nEmail\nfacilities@uwporterfalls.edu\nHours\nMon–Fri, 7:00 a.m.–3:30 p.m.; emergencies 24/7\nRelated resources\nFacilities Management\nCampus master plan\nCampus status\nSustainability\nElevator outage alerts\nTransportation & parking" }, { "url": "consumer-information.html", "title": "Consumer information", "description": "UW–Porter Falls' consolidated consumer information and student-right-to-know disclosures: accreditation, cost and net price, financial aid, graduation and retention rates, outcomes, campus security, drug and alcohol prevention, Title IX, FERPA, voter registration, copyright, and licensure. Fictional parody content.", "headings": [ "Consumer information", "About these disclosures", "The disclosures" ], "content": "About Consumer information\nThe disclosures every accredited U.S. institution publishes, consolidated — with the key figure for each and a link to the detail.\nAbout these disclosures\nUnder the Higher Education Opportunity Act and related rules, an institution that participates in federal student-aid programs must make a defined set of information readily available to current and prospective students and their families. This page collects all of it in one place. Each item links to the office and the detail; a paper copy of any disclosure is available free on request from compliance@uwporterfalls.edu .\nThe disclosures\nAccreditation\nUW–Porter Falls is institutionally accredited, reaffirmed for the full ten-year cycle through 2036 with no findings. Individual programs hold specialized accreditation on their own cycles, all currently in good standing.\nResponsible office: Office of the Provost\nCosts and net price\nFull 2026–27 cost of attendance by residency and living situation, per-credit and online rates, program fees, and net price by family income.\nResponsible office: Financial Aid\nFinancial aid\nTypes of aid, how and when to apply, satisfactory academic progress, the net price calculator, and what happens to aid if you withdraw.\nResponsible office: Financial Aid\nGraduation and retention rates\nFirst-year retention 83%, four-year graduation 58%, six-year 71%, with the federally required breakdown by student group and the athlete Graduation Success Rate.\nResponsible office: Institutional Research\nPost-graduation outcomes\n94% of graduates are employed or in graduate school within six months; median starting salary by field; loan-repayment and default data.\nResponsible office: Career Services\nTextbook and course-material information\nRequired and recommended materials with prices are posted with each section in class search at the time of registration, and an opt-in program delivers all materials by day one at a flat per-credit charge.\nResponsible office: Campus Store\nCampus security and fire safety\nThe Annual Security and Fire Safety Report — three years of crime statistics by location, fire-safety data, and the university's prevention and response policies — is published every October 1.\nResponsible office: Campus Safety\nDrug and alcohol prevention\nStandards of conduct, health risks, sanctions, support resources including medical amnesty, and the biennial review.\nResponsible office: Dean of Students\nNondiscrimination and Title IX\nThe university's nondiscrimination policy, how to report discrimination, harassment, or sexual misconduct, and the resolution process.\nResponsible office: Office of Equity & Access\nStudent privacy (FERPA)\nYour rights over your education record, what the university may release without consent, directory information and how to restrict it, and how to grant access.\nResponsible office: Registrar\nVoter registration\nHow to register and vote as a Porter student, the deadlines, and nonpartisan resources.\nResponsible office: Center for Community Engagement\nCopyright and peer-to-peer file sharing\nThe copyright policy, the civil and criminal risks of unauthorized file sharing, the university's response to infringement notices, and legal alternatives.\nResponsible office: Information Technology\nProfessional licensure disclosures\nFor every program that can lead to a license, whether its curriculum meets each state's educational requirements.\nResponsible office: Registrar\nAthletics program participation (EADA)\nThe Equity in Athletics Disclosure Act report — participation, staffing, revenues, and expenses by team and gender — is filed annually and available on request.\nResponsible office: Athletics\nTeacher-preparation outcomes\nPass rates on required licensure exams, program completion, and Title II reporting for the education programs.\nResponsible office: College of Education\nPublic records\nHow to request university records, the timelines and fees, and the categories of information that are routinely published.\nResponsible office: University Communications\nComplaints\nHow to raise an academic, service, conduct, discrimination, or safety concern, and where each type of complaint goes.\nResponsible office: Student Ombuds\nMost requested\nCost of attendance\nGraduation & retention rates\nPost-graduation outcomes\nAnnual Security Report\nRequest a copy\nAny disclosure is available in print at no charge.\ncompliance@uwporterfalls.edu" }, { "url": "contact.html", "title": "Contact us", "description": "One switchboard, staffed by a person, weekdays 7:30am to 4:30pm.", "headings": [ "Contact us", "Main campus", "Offices", "Send a message", "Take the next step." ], "content": "About\nContact us\nOne switchboard, staffed by a person, weekdays 7:30am to 4:30pm.\nMain campus\nUniversity of Wesconsin–Porter Falls Polytechnic\n1 Founders Drive\nPorter Falls, Wesconsin 54999\nSwitchboard: (715) 555–0188\nEmail: hello@uwporterfalls.edu\nOffices\nAcademic Advising Center — Phone: (715) 555–0130; Email: advising@uwporterfalls.edu\nAdult & Nontraditional Student Services — Phone: (715) 555–0140; Email: adultlearners@uwporterfalls.edu\nAdvancement & Alumni Relations — Phone: (715) 555–0246; Email: give@uwporterfalls.edu\nBursar & Student Accounts — Phone: (715) 555–0233; Email: bursar@uwporterfalls.edu\nBusiness & Industry Outreach — Phone: (715) 555–0157; Email: outreach@uwporterfalls.edu\nCareer Services — Phone: (715) 555–0235; Email: career@uwporterfalls.edu\nCenter for Civic Engagement — Phone: (715) 555–0179; Email: civicengagement@uwporterfalls.edu\nChild & Family Center — Phone: (715) 555–0185; Email: studentparents@uwporterfalls.edu\nCollege of Arts & Design — Phone: (715) 555–0181; Email: design@uwporterfalls.edu\nCollege of Education — Phone: (715) 555–0183; Email: education@uwporterfalls.edu\nCollege of Engineering & Technology — Phone: (715) 555–0180; Email: engineering@uwporterfalls.edu\nCollege of Health Sciences — Phone: (715) 555–0182; Email: healthsciences@uwporterfalls.edu\nCollegiate Recovery Program — Phone: (715) 555–0186; Email: recovery@uwporterfalls.edu\nCounseling & Psychological Services — Phone: (715) 555–0237; Email: counseling@uwporterfalls.edu\nDean of Students Office — Phone: (715) 555–0234; Email: deanofstudents@uwporterfalls.edu\nDining Services — Phone: (715) 555–0242; Email: dining@uwporterfalls.edu\nDisability & Accessibility Services — Phone: (715) 555–0238; Email: access@uwporterfalls.edu\nDiscovery Center — Phone: (715) 555–0156; Email: discovery@uwporterfalls.edu\nEducation Abroad & Away — Phone: (715) 555–0220; Email: abroad@uwporterfalls.edu\nEnvironmental Health & Safety — Phone: (715) 555–0169; Email: ehs@uwporterfalls.edu\nFacilities & Campus Planning — Phone: (715) 555–0145; Email: facilities@uwporterfalls.edu\nFinancial Aid Office — Phone: (715) 555–0231; Email: finaid@uwporterfalls.edu\nFinancial Wellness Coaching — Phone: (715) 555–0231; Email: finaid@uwporterfalls.edu\nFirst-Generation Center — Phone: (715) 555–0172; Email: firstgen@uwporterfalls.edu\nFirst-Year Experience — Phone: (715) 555–0171; Email: fye@uwporterfalls.edu\nFraternity & Sorority Life — Phone: (715) 555–0177; Email: greeklife@uwporterfalls.edu\nGraduate School — Phone: (715) 555–0225; Email: gradschool@uwporterfalls.edu\nHalvorsen Library — Phone: (715) 555–0160; Email: library@uwporterfalls.edu\nHonors College — Phone: (715) 555–0244; Email: honors@uwporterfalls.edu\nHousing & Residence Life — Phone: (715) 555–0143; Email: housing@uwporterfalls.edu\nInstructional Resources Service — Phone: (715) 555–0162; Email: textbooks@uwporterfalls.edu\nInternational Programs — Phone: (715) 555–0239; Email: international@uwporterfalls.edu\nIronclad Athletics — Phone: (715) 555–0144; Email: athletics@uwporterfalls.edu\nLGBTQ+ Resource Center — Phone: (715) 555–0178; Email: lgbtq@uwporterfalls.edu\nMakerspace & Fabrication Services — Phone: (715) 555–0159; Email: makerspace@uwporterfalls.edu\nMicro-Credential Office — Phone: (715) 555–0164; Email: badges@uwporterfalls.edu\nMultilingual Student Support — Phone: (715) 555–0174; Email: mlsupport@uwporterfalls.edu\nNakatani Teaching & Learning Center — Phone: (715) 555–0166; Email: teaching@uwporterfalls.edu\nNew Student & Family Programs — Phone: (715) 555–0135; Email: orientation@uwporterfalls.edu\nOff-Campus & Commuter Life — Phone: (715) 555–0127; Email: transportation@uwporterfalls.edu\nOffice of Academic Integrity — Phone: (715) 555–0112; Email: integrity@uwporterfalls.edu\nOffice of Admissions — Phone: (715) 555–0230; Email: admissions@uwporterfalls.edu\nOffice of Assessment & Accreditation — Phone: (715) 555–0105; Email: accreditation@uwporterfalls.edu\nOffice of Research & Sponsored Programs — Phone: (715) 555–0148; Email: research@uwporterfalls.edu\nOffice of Sustainability — Phone: (715) 555–0173; Email: sustainability@uwporterfalls.edu\nOffice of the Provost — Phone: (715) 555–0104; Email: provost@uwporterfalls.edu\nOnline & Extended Learning — Phone: (715) 555–0128; Email: online@uwporterfalls.edu\nOutdoor Adventures — Phone: (715) 555–0193; Email: outdoors@uwporterfalls.edu\nParent & Family Programs — Phone: (715) 555–0134; Email: families@uwporterfalls.edu\nPorter Campus Safety — Phone: (715) 555–0191; Email: safety@uwporterfalls.edu\nPorter Card Office — Phone: (715) 555–0126; Email: portercard@uwporterfalls.edu\nPorter Student Association — Phone: (715) 555–0137; Email: psa@uwporterfalls.edu\nPre-Professional Advising — Phone: (715) 555–0184; Email: preprofessional@uwporterfalls.edu\nPrecollege & Early College Programs — Phone: (715) 555–0118; Email: earlycollege@uwporterfalls.edu\nRegistrar’s Office — Phone: (715) 555–0232; Email: registrar@uwporterfalls.edu\nResearch Computing — Phone: (715) 555–0167; Email: rc@uwporterfalls.edu\nScholarships Office — Phone: (715) 555–0231; Email: finaid@uwporterfalls.edu\nSchool of Performing Arts — Phone: (715) 555–0189; Email: performingarts@uwporterfalls.edu\nSpiritual & Religious Life — Phone: (715) 555–0176; Email: spirituallife@uwporterfalls.edu\nStudent Activities — Phone: (715) 555–0187; Email: activities@uwporterfalls.edu\nStudent Employment — Phone: (715) 555–0138; Email: studentjobs@uwporterfalls.edu\nStudent Health Services — Phone: (715) 555–0236; Email: health@uwporterfalls.edu\nStudent Media — Phone: (715) 555–0218; Email: studentmedia@uwporterfalls.edu\nStudent Organizations & Leadership — Phone: (715) 555–0136; Email: orgs@uwporterfalls.edu\nStudent Success Center — Phone: (715) 555–0170; Email: success@uwporterfalls.edu\nTechnology Help Desk — Phone: (715) 555–0146; Email: help@uwporterfalls.edu\nTransfer Admissions — Phone: (715) 555–0230; Email: admissions@uwporterfalls.edu\nTransportation & Parking Services — Phone: (715) 555–0127; Email: transportation@uwporterfalls.edu\nTutoring & Learning Center — Phone: (715) 555–0165; Email: learning@uwporterfalls.edu\nUniversity Communications — Phone: (715) 555–0190; Email: news@uwporterfalls.edu\nUniversity Recreation — Phone: (715) 555–0192; Email: recreation@uwporterfalls.edu\nVeteran Resource Center — Phone: (715) 555–0142; Email: veterans@uwporterfalls.edu\nVisitor & Campus Information — Phone: (715) 555–0188; Email: info@uwporterfalls.edu\nWriting & Speaking Centers — Phone: (715) 555–0168; Email: writingcenter@uwporterfalls.edu\nFull names and titles for every office above are on the\nfaculty and staff directory .\nSend a message\nMessage\nYour name\nEmail\nWhat is this about?\nAdmissions A specific program\nBilling Something else\nMessage\nSend message\nThis form does nothing. This is a parody site with no server behind it. Nothing you\ntype here is sent anywhere or stored.\nQuick links\nFrequently asked questions\nCampus hours this week\nApply now\nVisit campus\nTuition and costs\nFinancial aid\nCampus map\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "contingent-and-non-tenure-track-faculty.html", "title": "Contingent & Non-Tenure-Track Faculty", "description": "How non-tenure-track and contingent faculty appointments work at UW-Porter Falls: contract terms, review, and how they differ from the tenure track.", "headings": [ "Contingent & Non-Tenure-Track Faculty", "The two tracks", "What contract length actually buys", "Review and renewal", "Where this shows up for students" ], "content": "Faculty & Staff\nContingent & Non-Tenure-Track Faculty\nRoughly a third of Porter’s instructional staff teach on renewable contracts rather than the tenure track — here is what that distinction actually determines.\nThe two tracks\nTenure-track faculty go through a probationary period, a tenure review, and (if successful) an indefinite appointment reviewable only for cause. Non-tenure-track faculty — called senior lecturers, instructional academic staff, or clinical faculty depending on the college — work on renewable contracts, typically one to three years at a time, without a tenure review built into the timeline.\nWhat contract length actually buys\nA longer contract (Porter offers up to three-year rolling contracts for instructional staff after an initial probationary run of one-year contracts) means fewer renewal cycles to worry about, not a different job description. Non-tenure-track faculty teach the same range of courses as tenure-track colleagues in most departments and serve on curriculum committees; they are not typically expected to carry the same research-output load a tenure case requires.\nReview and renewal\nContract renewal runs on a set review cycle — a department chair evaluates teaching (student evaluations, peer observation, and any advising or committee work) before recommending renewal, non-renewal, or promotion to a longer contract band. A non-renewal decision is expected to include a stated reason and comes with enough lead time to search for other work; it is not treated as equivalent to a for-cause termination.\nWhere this shows up for students\nA syllabus does not distinguish tenure-track from non-tenure-track instructors, and it should not change how a course is chosen. The distinction mostly matters for students curious about a faculty member’s job security or considering an academic career themselves — see the academic vs. industry decision for that broader conversation.\nQuick facts\nShare of instructional staff\nAbout one-third, non-tenure-track\nTypical contract length\n1–3 years, renewable\nGoverned by\nFaculty & academic staff personnel policies\nRelated\nFaculty Senate\nStaff Senate\nThe academic vs. industry decision\nPost-tenure review" }, { "url": "continuing-education.html", "title": "Continuing education", "description": "Non-degree certificates and short courses for working adults — what is offered, whether credits count, and how it is paid for.", "headings": [ "Continuing education", "On this page", "What it is", "Credit, non-credit and stacking", "Format and cost", "Contract training for organizations" ], "content": "Outreach & engagement Continuing education\nNon-degree certificates and short courses for working adults — what is offered, whether credits count, and how it is paid for.\nWhat it is\nContinuing Education runs the learning that is not a degree: professional certificates, single short courses, workshops, exam preparation, continuing-education units (CEUs) for licensed fields, and contract training for employers. It is built for people who already have a job and want a specific, current skill — not a four-year commitment. Open-enrollment topics rotate but consistently include project management, supervision and leadership, lean and quality, cybersecurity, industrial automation and controls, data analysis, instructional design, and grant writing. Most certificates are a stack of three to six short courses completed over a few months to a year.\nCredit, non-credit and stacking\nCourses come in two flavors. Non-credit courses award a certificate of completion or CEUs, have no admission requirement, and are the fastest route to a skill. Credit-bearing courses and certificates carry university credit on an official transcript, cost more, and — importantly — can often be applied later toward a Porter degree if you enroll, so a working adult can test the water with one certificate and have it count if they decide to go further. Prior learning assessment and approved industry certifications can also reduce what you need to take.\nFormat and cost\nDelivery is arranged around a working schedule: self-paced online, live evening or weekend virtual sessions, occasional on-campus intensives, and cohort formats for certificates. Non-credit courses are paid per course or per certificate, usually a few hundred dollars each, with no financial aid but frequent employer reimbursement — Continuing Education will invoice an employer directly and provide the completion documentation their tuition-assistance program needs. Some workforce grants and scholarships cover high-demand fields; ask before you register.\nContract training for organizations\nAn employer can commission a program built for its workforce — same subjects, but using the company's equipment, terminology, and real scenarios, delivered on site or online on the employer's timeline. Faculty and industry instructors define the outcomes with the employer's managers and frontline staff, and follow-up evaluation checks whether the training actually changed how work is done. This is the same door as Employer Relations for companies that also want to recruit students.\nAt a glance\nFor whom\nWorking adults and employers wanting a specific current skill — certificates, short courses, workshops, CEUs — not a degree\nTopics\nProject management, supervision, lean/quality, cybersecurity, automation, data analysis, instructional design, grant writing (rotating)\nCredit?\nNon-credit = fast, no admission, certificate/CEUs. Credit-bearing = transcript, costs more, often applies toward a later Porter degree\nPaid by\nPer course/certificate (a few hundred dollars each), no aid but common employer reimbursement — CE invoices the employer directly\nRelated resources\nProfessional education catalog\nEmployer partnerships\nFacilities & event rentals\nCommunity engagement\nConference services\nContact directory" }, { "url": "copyright-and-peer-to-peer.html", "title": "Copyright and peer-to-peer file sharing", "description": "The university's policy on copyright infringement, the specific risks of unauthorized peer-to-peer file sharing on the campus network, the sanctions, and legal alternatives — a required annual disclosure.", "headings": [ "Copyright and peer-to-peer file sharing", "On this page", "The policy", "The risks", "What the university does", "Legal alternatives" ], "content": "Consumer information Copyright and peer-to-peer file sharing\nThe university's policy on copyright infringement, the specific risks of unauthorized peer-to-peer file sharing on the campus network, the sanctions, and legal alternatives — a required annual disclosure.\nThe policy\nReproducing, distributing, or downloading copyrighted material — music, film, software, games, books, images — without permission of the copyright holder is illegal and violates university policy, including the acceptable-use policy for the campus network. This applies whether the material is shared through a peer-to-peer application, a direct download, a streaming re-host, or a shared drive.\nThe risks\nCivil penalties for copyright infringement can run from $750 to $30,000 per work, and up to $150,000 per work for willful infringement, plus the copyright holder's legal costs. Criminal penalties for large-scale infringement include fines and imprisonment. Peer-to-peer applications also frequently expose the user's own files and carry malware.\nWhat the university does\nThe university responds to valid infringement notices from copyright holders. On a first notice, network access for the device is suspended until the student completes an educational module and confirms the material is removed; repeat notices go to student conduct and can result in loss of network access and further sanctions. The university uses bandwidth-shaping and monitors for the traffic patterns of unauthorized distribution, but does not inspect the contents of private communications.\nLegal alternatives\nA large and growing set of legal services offer music, film, television, software, and books by subscription, rental, purchase, or ad-supported streaming. Many are free to students or discounted, and the library licenses streaming media and e-books that any enrolled student can use at no cost. EDUCAUSE maintains a public list of legal sources of online content.\nRelated\nInformation technology & acceptable use\nLibrary media & streaming\nAll consumer information\nQuestions\nSee the directory for the responsible office, or email compliance@uwporterfalls.edu ." }, { "url": "copyright-for-student-work.html", "title": "Copyright for student work", "description": "Who owns what you make as a student, how to use others' material legally, and what changes if you publish.", "headings": [ "Copyright for student work", "On this page", "The basics", "When it gets complicated", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Copyright for student work\nWho owns what you make as a student, how to use others' material legally, and what changes if you publish.\nThe basics\nCopyright attaches the moment you write, record, or draw something original; you don't have to register it. That means you also can't freely reuse someone else's figure, photo, or paragraph just because you cite it — citation answers plagiarism, not copyright. You need fair use, a license, or permission.\nWhen it gets complicated\nWork done on a funded grant, an invention that might be patented, and materials you create as a TA can be governed by university IP policy or a sponsor's contract. If you plan to publish a thesis, deposit a dataset, or license your code, talk to the library's scholarly-communication staff or the technology-transfer office first.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nYou own: Your papers, code, art, and data by default — copyright is automatic on creation. Using others' work: Fair use, a license (including Creative Commons), permission, or public-domain status — cite regardless. Watch for: Sponsored research, patentable inventions, and course materials, which can carry separate agreements. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nYou own\nYour papers, code, art, and data by default — copyright is automatic on creation\nUsing others' work\nFair use, a license (including Creative Commons), permission, or public-domain status — cite regardless\nWatch for\nSponsored research, patentable inventions, and course materials, which can carry separate agreements\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "corporate-and-economic-engagement.html", "title": "Corporate & economic engagement", "description": "The office that turns a regional employer’s problem into a funded project, a co-op line, or a new lab partnership.", "headings": [ "Corporate & economic engagement", "On this page", "What the office does", "For employers", "For faculty and departments", "Regional footprint" ], "content": "Research & outreach Corporate & economic engagement\nThe office that turns a regional employer’s problem into a funded project, a co-op line, or a new lab partnership.\nWhat the office does\nCorporate & Economic Engagement is the front door for a regional business that wants to work with Porter — contract research, applied senior-capstone projects, a co-op or internship pipeline, custom workforce training, or shared lab and equipment access. It matches a company’s problem to the right department, center, or faculty expertise.\nFor employers\nA company can propose a capstone project for a specific department, sponsor contract research through a faculty lab, set up a standing co-op pipeline, or contract custom training for its own workforce delivered on campus or on-site. Most engagements start with a short intake conversation, not a formal proposal.\nFor faculty and departments\nThe office also works the other direction — helping a faculty member with an applied-research interest find an industry sponsor, or a department build the kind of employer relationship that turns into capstone placements and hiring pipelines for its own graduates.\nRegional footprint\nMost partnerships are with manufacturers, health systems, and technology employers within roughly a hundred miles of Porter Falls — the same region most graduates stay in — which is deliberate: the strategic plan treats regional economic partnership as one of four institutional priorities, not a side activity.\nAt a glance\nFor employers\nCapstones, contract research, co-op pipelines, custom training\nFor faculty\nHelps match applied-research interests to industry sponsors\nRegion\nMostly within ~100 miles of Porter Falls\nWho to contact\nCorporate & Economic Engagement\nJarvis Technology Center 100\nPhone\n(715) 555–0169\nEmail\npartnerships@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nResearch & outreach\nCareer services\nThe strategic plan\nFull contact directory" }, { "url": "corporate-partners.html", "title": "Corporate partners program", "description": "Structured sponsorship, recruiting and curriculum-input tiers for employer partners.", "headings": [ "Corporate partners program", "On this page", "What a partner gets", "Who partners today", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Outreach & engagement Corporate partners program\nStructured sponsorship, recruiting and curriculum-input tiers for employer partners.\nWhat a partner gets\nDepending on tier, a corporate partner gets priority access at career fairs, a seat on a department's industry advisory board, co-branded capstone or applied-research projects, and recognition on the partner's own page on this site.\nWho partners today\nCurrent partners are concentrated in manufacturing, health systems and technology, consistent with where most Porter graduates actually go to work; the outreach office can connect a new partner with the department most relevant to their hiring needs.\nIn and around Porter Falls\nPorter Falls is a town of about 17,000 that has always shared its workforce with the university. Projects are scoped to the Valley first: Porter, Cedar Bluff and Redgranite before anywhere else.\nThe practical details\nTiers: Three, from event sponsorship to a named lab partnership. Benefits: Priority recruiting access, advisory board seats, co-branded projects. Cost: Scales with tier; contact the outreach office for current rates. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Outreach & Engagement (Millwright Hall, Room 120). Call (715) 555–0235 or email engage@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nTiers\nThree, from event sponsorship to a named lab partnership\nBenefits\nPriority recruiting access, advisory board seats, co-branded projects\nCost\nScales with tier; contact the outreach office for current rates\nWho to contact\nBusiness & Industry Outreach\nMillwright Hall 120\nPhone\n(715) 555–0157\nEmail\noutreach@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDiscovery Center\nSmall Business Clinic\nPorter Falls Night Market\nVolunteer tax clinic\nFull contact directory" }, { "url": "corporate-training.html", "title": "Corporate training", "description": "Customized workforce learning built around an organization’s equipment, processes and goals.", "headings": [ "Corporate training", "On this page", "Needs analysis", "Delivery", "Measurement", "Trained on your equipment", "Measured against the floor", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Outreach & engagement Corporate training\nCustomized workforce learning built around an organization’s equipment, processes and goals.\nNeeds analysis\nFaculty and industry instructors define performance outcomes with employer leaders and frontline employees.\nDelivery\nTraining can run on campus, online or at the worksite in short modules, cohort programs or credit-bearing certificates.\nMeasurement\nPre-assessment, demonstrations and follow-up evaluation show whether learning transfers to workplace performance.\nTrained on your equipment\nWhen a Valley manufacturer needs its people up to speed on a new controller or quality standard, Porter faculty and industry instructors build the training around that plant’s machines, parts and shift schedule rather than a generic curriculum. Sessions often run in Founders Hall on the same equipment families the day students use.\nMeasured against the floor\nEvery engagement includes a baseline assessment, a hands-on demonstration and a follow-up ninety days later to check whether the learning actually changed how the work is done. Employers get a short written report, not just attendance.\nIn and around Porter Falls\nPorter Falls is a town of about 17,000 that has always shared its workforce with the university, and the outreach office is the front door for that exchange — summer academies for county middle-schoolers, contract training on the floor at Valley manufacturers, and the small-business clinic run out of Foundry Coworking downtown. Projects are scoped to the Valley first: Porter, Cedar Bluff and Redgranite before anywhere else.\nThe practical details\nFormat: On campus, online or at the worksite. Typical engagement: 4 to 12 weeks. Credit option: Stackable certificates that apply to a degree. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Office of Outreach & Engagement (Millwright Hall, Room 120). Call (715) 555-0235 or email engage@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nFormat\nOn campus, online or at the worksite\nTypical engagement\n4 to 12 weeks\nCredit option\nStackable certificates that apply to a degree\nWho to contact\nBusiness & Industry Outreach\nMillwright Hall 120\nPhone\n(715) 555–0157\nEmail\noutreach@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nProfessional education catalog\nPrecollege programs\nEconomic development\nFull contact directory" }, { "url": "cost-of-attendance-explained.html", "title": "Cost of attendance, explained", "description": "The full budget the university uses for aid — not just tuition — and why your actual spending may differ.", "headings": [ "Cost of attendance, explained", "On this page", "Direct versus indirect", "Adjustments", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Cost of attendance, explained\nThe full budget the university uses for aid — not just tuition — and why your actual spending may differ.\nDirect versus indirect\nYour bill shows direct costs. The cost of attendance adds research-based estimates for the things you'll pay elsewhere — a laptop, groceries if you're off the meal plan, gas, a bus pass — because aid is allowed to help with those too. A lower-spending student can end a term with aid left over as a refund.\nAdjustments\nIf you have a documented expense the standard budget doesn't cover — a disability-related cost, dependent-care while in class, a required professional licensing exam, higher commuting costs — the financial aid office can raise your cost of attendance so more aid can be applied.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nDirect costs: Tuition, fees, and (if you live on campus) housing and a meal plan — billed to your account. Indirect costs: Estimated books, transportation, and personal expenses — not billed, but part of your aid budget. Aid can't exceed: Your total cost of attendance from all sources combined. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nDirect costs\nTuition, fees, and (if you live on campus) housing and a meal plan — billed to your account\nIndirect costs\nEstimated books, transportation, and personal expenses — not billed, but part of your aid budget\nAid can't exceed\nYour total cost of attendance from all sources combined\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "cost-of-attendance.html", "title": "Cost of attendance", "description": "The full 2026-27 cost of attendance at UW–Porter Falls: tuition and fees by residency and living situation, per-credit and online rates, program fees, net price by family income, a four-year projection, the refund schedule, and special rates. Fictional parody content.", "headings": [ "Cost of attendance", "On this page", "What \"cost of attendance\" means", "Full cost of attendance by residency", "Per-credit and part-time rates", "Online programs", "Program and course fees", "What you actually pay — net price", "Four-year cost projection", "Paying the bill", "Refunds if you drop or withdraw", "Special and reduced rates", "What is not included" ], "content": "Admissions Cost of attendance\nThe full 2026–27 numbers — tuition, fees, living costs, and what students actually pay after aid.\nWhat \"cost of attendance\" means\nCost of attendance (COA) is the federal estimate of the full cost of a year at UW–Porter Falls — not just the bill. It has two parts: direct costs Porter charges you (tuition, segregated fees, and, if you live on campus, housing and a meal plan), and indirect costs you pay elsewhere (books and course materials, transportation, personal expenses, and federal loan fees if you borrow). Financial aid is awarded against the full COA, so both parts matter.\nThe figures below are for the 2026–27 academic year (fall + spring), full-time undergraduate. They are estimates for planning; your actual bill depends on your credits, residency, housing choice, and meal plan. For the explainer version see cost of attendance, explained .\nFull cost of attendance by residency\nThree residency rates apply: Wesconsin resident ; the Midwest Student Exchange rate for residents of participating states (Illinois, Indiana, Kansas, Minnesota, Missouri, Nebraska, North Dakota, Ohio); and non-resident . Fully online students pay a separate flat rate — see below.\nOn campus — Tuition: $9,140; Seg. fees: $1,420; Housing & food: $10,100; Books & supplies: $1,000; Transportation: $700; Personal: $1,900; Loan fees: $70; Billed by Porter: $20,660; Full cost of attendance: $24,330\nOff campus (renting) — Tuition: $9,140; Seg. fees: $1,420; Housing & food: $11,600 (est.); Books & supplies: $1,000; Transportation: $1,400; Personal: $1,900; Loan fees: $70; Billed by Porter: $10,560; Full cost of attendance: $26,530\nLiving with family — Tuition: $9,140; Seg. fees: $1,420; Housing & food: $4,200 (est.); Books & supplies: $1,000; Transportation: $1,900; Personal: $1,900; Loan fees: $70; Billed by Porter: $10,560; Full cost of attendance: $19,630\nOn campus — Tuition: $13,710; Seg. fees: $1,420; Housing & food: $10,100; Books & supplies: $1,000; Transportation: $700; Personal: $1,900; Loan fees: $70; Billed by Porter: $25,230; Full cost of attendance: $28,900\nOff campus (renting) — Tuition: $13,710; Seg. fees: $1,420; Housing & food: $11,600 (est.); Books & supplies: $1,000; Transportation: $1,400; Personal: $1,900; Loan fees: $70; Billed by Porter: $15,130; Full cost of attendance: $31,100\nLiving with family — Tuition: $13,710; Seg. fees: $1,420; Housing & food: $4,200 (est.); Books & supplies: $1,000; Transportation: $1,900; Personal: $1,900; Loan fees: $70; Billed by Porter: $15,130; Full cost of attendance: $24,200\nOn campus — Tuition: $17,880; Seg. fees: $1,420; Housing & food: $10,100; Books & supplies: $1,000; Transportation: $700; Personal: $1,900; Loan fees: $70; Billed by Porter: $29,400; Full cost of attendance: $33,070\nOff campus (renting) — Tuition: $17,880; Seg. fees: $1,420; Housing & food: $11,600 (est.); Books & supplies: $1,000; Transportation: $1,400; Personal: $1,900; Loan fees: $70; Billed by Porter: $19,300; Full cost of attendance: $35,270\nLiving with family — Tuition: $17,880; Seg. fees: $1,420; Housing & food: $4,200 (est.); Books & supplies: $1,000; Transportation: $1,900; Personal: $1,900; Loan fees: $70; Billed by Porter: $19,300; Full cost of attendance: $28,370\n\"Housing & food\" on campus is a standard double room plus the standard meal plan; a single room adds $1,620. Off-campus and with-family housing/food are estimates the university publishes for aid purposes, not amounts Porter charges.\nPer-credit and part-time rates\nStudents enrolled in fewer than 12 credits a term are billed per credit. Segregated fees are prorated for part-time students.\nUndergraduate, Wesconsin resident — Per credit: $381\nUndergraduate, Midwest Student Exchange — Per credit: $571\nUndergraduate, non-resident — Per credit: $745\nGraduate (all residencies) — Per credit: $625\nFully online undergraduate (flat, any state) — Per credit: $395\nFully online graduate (flat, any state) — Per credit: $625\nFull-time undergraduate tuition is a flat \"plateau\" rate for 12–18 credits, so a 15- or 16-credit schedule — the pace that finishes a degree in four years — costs the same as 12. Credits above 18 are billed per credit on top of the plateau.\nOnline programs\nFully online degree programs (see Online @ Porter ) are billed at the flat online per-credit rate above with no non-resident surcharge — an online student in any state pays the same. Fully online students are not charged the segregated activity, recreation, or transit fees; a per-term online course fee of about $45 covers the learning platform and library delivery. Books are usually an included digital-courseware fee or an open text.\nProgram and course fees\nMost programs carry no fee beyond tuition. These do:\nNursing (B.S.N.) — Fee: $450 / year clinical & simulation fee\nDietetics, Rehabilitation Services — Fee: $180 / year clinical fee\nAll B.F.A. programs — Fee: $180 / year studio materials fee\nEngineering programs (B.S.) — Fee: $95 / year laboratory fee\nWelding Technology certificate — Fee: $220 one-time shop fee\nAutomotive & Diesel Technology — Fee: $310 / year shop fee\nCNC Machining certificate — Fee: $260 one-time shop fee\nAny course with a field trip or travel component — Fee: stated with the course before you register\nMusic ensemble or applied lesson — Fee: $120 / semester per applied lesson\nA one-time new-student fee of $150 covers orientation, the Campus Card, and first-year records setup. Course-material costs are shown with each course in class search .\nWhat you actually pay — net price\nNet price is the full cost of attendance minus the grants and scholarships you do not repay (not loans, not work-study). About 72% of Porter undergraduates receive gift aid. The average net price for a first-time, full-time resident receiving aid was $11,340 .\nNet price varies most with family income. These are averages for first-time, full-time students who received federal aid, by family adjusted gross income:\n$0 – $30,000 — Average net price: $6,800\n$30,001 – $48,000 — Average net price: $8,900\n$48,001 – $75,000 — Average net price: $12,400\n$75,001 – $110,000 — Average net price: $16,100\n$110,001 and up — Average net price: $19,700\nYour own number can differ a lot from the average for your band — it depends on assets, family size, number in college, and the specific scholarships you qualify for. Run the net price calculator for a personalized estimate, and see net price and return on investment for how to weigh it.\nFour-year cost projection\nA planning estimate for a resident living on campus, assuming tuition and fees rise about 3% a year and the student takes 30 credits a year:\n2026–27 — Full cost of attendance: $24,330; Est. average net price: $11,340\n2027–28 — Full cost of attendance: $25,060; Est. average net price: $11,680\n2028–29 — Full cost of attendance: $25,812; Est. average net price: $12,031\n2029–30 — Full cost of attendance: $26,586; Est. average net price: $12,392\nFour-year total — Full cost of attendance: $101,788; Est. average net price: $47,442\n58% of Porter undergraduates graduate with no student debt. Among those who borrow, median debt at graduation is $17,900 , below the Wesconsin and national medians, and below the amount the median Porter graduate earns in their first eight months of work.\nPaying the bill\nThe semester bill is due about a week before classes begin and is posted in MyPorter in the preceding month. Options:\nPay in full by the due date — check, e-check (no fee), or card (2.85% service fee).\nPayment plan — split a semester into four or five monthly payments for a $35-per-semester enrollment fee and no interest.\nFinancial aid — accepted aid is applied to the bill first; you are billed for the remainder, and any aid above the bill is refunded to you within the first two weeks for living costs.\nEmployer or third-party billing — student accounts invoices a sponsor directly; deferred-payment terms wait for reimbursement.\nAn unpaid balance places a hold that blocks registration and transcripts. Talk to the one-stop student-account desk before a due date you cannot meet — a plan is almost always possible.\nRefunds if you drop or withdraw\nDropping below full-time or withdrawing changes what you owe on a stepped schedule keyed to the term start. For a standard fall or spring semester:\nBefore the first day — Tuition refunded: 100%\nDuring week 1–2 — Tuition refunded: 100% (course also leaves the transcript)\nDuring week 3–4 — Tuition refunded: 50%\nDuring week 5 or later — Tuition refunded: 0%\nCompressed courses (Winter Term, summer, seven-week online) compress this schedule with them — the 100% window on a three-week course can be two days. Federal aid has its own \"return of Title IV funds\" calculation that can require paying some aid back if you withdraw early; the aid office runs it and explains the result. See the academic calendar for the exact dates each term.\nSpecial and reduced rates\nActive-duty military and eligible veterans\nCharged the Wesconsin resident rate regardless of home state; the Veteran Resource Center certifies GI Bill benefits in house.\nWesconsin residents 60 and older\nMay audit most undergraduate courses at no tuition charge on a space-available basis (fees still apply).\nPorter employees and their dependents\nA tuition-remission benefit reduces or waives tuition for employees and, at a partial rate, for a spouse or dependent child.\nHigh school students (dual enrollment)\nNo tuition charge for approved dual-enrollment courses taken while still in high school; see dual enrollment .\nSecond-degree and non-degree students\nCharged the same per-credit tuition as degree-seeking students at their residency; non-degree students are not eligible for federal aid.\nSenior-year \"super-senior\" overload\nStudents within 15 credits of graduation may petition for a reduced per-credit rate on credits above the plateau in their final term.\nWhat is not included\nThe cost of attendance does not include a computer (most programs assume you have a laptop; the library lends loaners and a few programs specify a machine), travel home between terms, greek-life dues, a car and parking permit beyond the transportation estimate, health insurance (recommended; a student plan is available and can be billed to the account), or the one-time costs of moving in. Program kits — tools, a drafting set, scrubs, safety gear — are listed on each program page and range from about $80 to $600.\nRelated\nNet price by family income\nTuition & costs (summary)\nFinancial aid & the net price calculator\nCost of attendance, explained\nNet price & return on investment\nScholarships\nNext step\nRun the net price calculator for a personalized estimate, then apply — no fee, no essay.\nStart an application" }, { "url": "counseling-health.html", "title": "Counseling & health services", "description": "Confidential wellness, medical and prevention resources for the Porter community.", "headings": [ "Counseling & health services", "On this page", "Counseling", "Health care", "Privacy and urgent care", "What is available on campus", "When it is urgent", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Counseling & health services\nConfidential wellness, medical and prevention resources for the Porter community.\nCounseling\nShort-term counseling, groups, crisis consultation and referrals support students navigating academic, personal and relationship concerns.\nHealth care\nAppointments, wellness education, immunization guidance and prevention services are available through the fictional campus clinic.\nPrivacy and urgent care\nCare is private within applicable rules. For a real emergency, call 911 or your local emergency service.\nWhat is available on campus\nShort-term counseling, drop-in crisis consultation, group programs and referrals to community providers for longer-term care, plus a campus clinic for routine appointments, immunisation guidance and wellness education. Care is confidential within the limits the law sets.\nWhen it is urgent\nFor a real emergency, call 911 or go to the Valley Health emergency department in Porter Falls. The 24-hour student support line at (715) 555–0117 connects to a counselor any time the counseling office is closed.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from an advising conversation to a tutor to a writing consultant without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nCounseling: Short-term individual, groups, crisis consultation. Health: Appointments, immunizations, prevention, referrals. After hours: 24/7 support line at (715) 555–0117. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Student Success Center (Halvorsen Library, Level 1). Call (715) 555-0170 or email success@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nCounseling\nShort-term individual, groups, crisis consultation\nHealth\nAppointments, immunizations, prevention, referrals\nAfter hours\n24/7 support line at (715) 555–0117\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudent Success Center\nMath Teaching & Learning Center\nWriting Center\nFirst-generation student center\nFull contact directory" }, { "url": "counseling-services.html", "title": "Counseling services", "description": "Confidential mental-health support, consultation and crisis response for enrolled students.", "headings": [ "Counseling services", "On this page", "Getting started", "Same-day and crisis support", "Groups, workshops, and self-help", "Confidentiality" ], "content": "Health & wellness Counseling services\nConfidential mental-health support, consultation and crisis response for enrolled students.\nGetting started\nCall (715) 555–0237 or stop by the Health & Counseling Center to schedule a first appointment (a brief intake where you and a counselor figure out what would help). Services are prepaid through student fees — there is no per-session charge for the counseling center's own care. In-person and telehealth appointments are both available; telehealth requires you to be physically in Wesconsin at the time.\nThe center uses a short-term model: most students are seen for a focused set of individual sessions aimed at a specific concern. When someone needs weekly long-term therapy, specialized treatment, or a level of care the center cannot provide, a case manager helps with a referral to a Porter Falls or telehealth provider and with the insurance side of that.\nSame-day and crisis support\nA block of same-day urgent slots is held each weekday for students in distress — you do not need an existing appointment. \"Let's Talk\" offers informal, drop-in consultations at locations around campus (including some identity centers) for students who want to talk something through without starting formal counseling. After hours, the 24-hour Student Support Line at (715) 555–0117 is answered by licensed counselors. For immediate danger to yourself or someone else, call 911 or go to the emergency department; campus safety can transport.\nGroups, workshops, and self-help\nGroup counseling is often the best fit for relationships, anxiety, grief, identity, and social connection — and there is usually a shorter wait than for individual sessions. Recurring workshops cover stress and test anxiety, sleep, perfectionism, and coping skills. The center also offers a self-guided online program and free access to a meditation app for enrolled students, plus screening days each term where you can check in anonymously and talk to a counselor about the results.\nConfidentiality\nWhat you share is protected by law and is not part of your academic record. Counseling staff do not tell parents, instructors, coaches, or the university about your care, with narrow exceptions: an imminent risk of serious harm to you or another person, certain reports of abuse of a child or vulnerable adult, or a court order. If you want a counselor to coordinate with an instructor about an accommodation or an absence, that happens only with your written release.\nAt a glance\nCost\nNo per-session charge — prepaid through student fees\nModel\nShort-term individual sessions; case-managed referral out for long-term or specialized care\nRight now\nWeekday same-day urgent block; \"Let's Talk\" drop-ins; 24-hr line (715) 555–0117; 911 for danger\nOften faster\nGroup counseling and workshops — frequently a shorter wait than individual\nRelated resources\nStudent health services\nHealth insurance guidance\nContact directory" }, { "url": "course-accounting-2100.html", "title": "ACCT 2100 Financial Accounting", "description": "Financial Accounting (ACCT 2100, 3 cr). The accounting cycle, accruals, the four statements, and the concepts behind them.", "headings": [ "ACCT 2100 — Financial Accounting", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Accounting ACCT 2100 — Financial Accounting\n3 credits · no prerequisites · typically fall\nCourse description\nThe accounting cycle, accruals, the four statements, and the concepts behind them.\nFinancial Accounting is a lower-division undergraduate course in Accounting (ACCT 2100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of financial Accounting.\nWork standard problems in accounting accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFinancial Accounting counts toward the Accounting program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Accounting course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Financial Accounting spends time on:\nThe vocabulary of accounting and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Accounting. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAccounting (ACCT)\nNumber\nACCT 2100\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nAccounting course list\nAcademic departments\nACCT 2200 — Managerial Accounting\nACCT 3100 — Intermediate Accounting I\nACCT 3200 — Intermediate Accounting II\nACCT 3300 — Cost Accounting\nFull course catalog" }, { "url": "course-accounting-2200.html", "title": "ACCT 2200 Managerial Accounting", "description": "Managerial Accounting (ACCT 2200, 3 cr). Cost systems, budgeting, variance analysis, and relevant-cost decisions.", "headings": [ "ACCT 2200 — Managerial Accounting", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Accounting ACCT 2200 — Managerial Accounting\n3 credits · prerequisite: ACCT 2100 · typically spring\nCourse description\nCost systems, budgeting, variance analysis, and relevant-cost decisions.\nManagerial Accounting is a lower-division undergraduate course in Accounting (ACCT 2200), carrying 3 credits, and is typically offered spring.\nPrerequisites\nACCT 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of managerial Accounting.\nWork standard problems in accounting accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nManagerial Accounting counts toward the Accounting program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Accounting course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Managerial Accounting spends time on:\nThe vocabulary of accounting and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Accounting department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Accounting. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAccounting (ACCT)\nNumber\nACCT 2200\nCredits\n3\nPrerequisite\nACCT 2100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nAccounting course list\nAcademic departments\nACCT 2100 — Financial Accounting\nACCT 3100 — Intermediate Accounting I\nACCT 3200 — Intermediate Accounting II\nACCT 3300 — Cost Accounting\nFull course catalog" }, { "url": "course-accounting-3100.html", "title": "ACCT 3100 Intermediate Accounting I", "description": "Intermediate Accounting I (ACCT 3100, 4 cr). Revenue recognition, receivables, inventory, and long-lived assets under current standards.", "headings": [ "ACCT 3100 — Intermediate Accounting I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Accounting ACCT 3100 — Intermediate Accounting I\n4 credits · prerequisite: ACCT 2100 · typically fall and spring\nCourse description\nRevenue recognition, receivables, inventory, and long-lived assets under current standards.\nIntermediate Accounting I is an advanced undergraduate course in Accounting (ACCT 3100), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nACCT 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of intermediate Accounting I.\nAnalyze and solve open-ended problems in accounting, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntermediate Accounting I counts toward the Accounting program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Accounting course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Intermediate Accounting I spends time on:\nThe vocabulary of accounting and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Accounting department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Accounting. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAccounting (ACCT)\nNumber\nACCT 3100\nCredits\n4\nPrerequisite\nACCT 2100\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nAccounting course list\nAcademic departments\nACCT 2100 — Financial Accounting\nACCT 2200 — Managerial Accounting\nACCT 3200 — Intermediate Accounting II\nACCT 3300 — Cost Accounting\nFull course catalog" }, { "url": "course-accounting-3200.html", "title": "ACCT 3200 Intermediate Accounting II", "description": "Intermediate Accounting II (ACCT 3200, 4 cr). Liabilities, leases, pensions, income taxes, equity, and the statement of cash flows.", "headings": [ "ACCT 3200 — Intermediate Accounting II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Accounting ACCT 3200 — Intermediate Accounting II\n4 credits · prerequisite: ACCT 3100 · typically fall, alternate years\nCourse description\nLiabilities, leases, pensions, income taxes, equity, and the statement of cash flows.\nIntermediate Accounting II is an advanced undergraduate course in Accounting (ACCT 3200), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nACCT 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of intermediate Accounting II.\nAnalyze and solve open-ended problems in accounting, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntermediate Accounting II counts toward the Accounting program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Accounting course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Intermediate Accounting II spends time on:\nThe vocabulary of accounting and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Accounting department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Accounting. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAccounting (ACCT)\nNumber\nACCT 3200\nCredits\n4\nPrerequisite\nACCT 3100\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nAccounting course list\nAcademic departments\nACCT 2100 — Financial Accounting\nACCT 2200 — Managerial Accounting\nACCT 3100 — Intermediate Accounting I\nACCT 3300 — Cost Accounting\nFull course catalog" }, { "url": "course-accounting-3300.html", "title": "ACCT 3300 Cost Accounting", "description": "Cost Accounting (ACCT 3300, 3 cr). Job and process costing, activity-based costing, standard costs, and cost management.", "headings": [ "ACCT 3300 — Cost Accounting", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Accounting ACCT 3300 — Cost Accounting\n3 credits · prerequisite: ACCT 2200 · typically spring, alternate years\nCourse description\nJob and process costing, activity-based costing, standard costs, and cost management.\nCost Accounting is an advanced undergraduate course in Accounting (ACCT 3300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nACCT 2200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of cost Accounting.\nAnalyze and solve open-ended problems in accounting, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCost Accounting counts toward the Accounting program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Accounting course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Cost Accounting spends time on:\nThe vocabulary of accounting and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Accounting department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Accounting. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAccounting (ACCT)\nNumber\nACCT 3300\nCredits\n3\nPrerequisite\nACCT 2200\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nAccounting course list\nAcademic departments\nACCT 2100 — Financial Accounting\nACCT 2200 — Managerial Accounting\nACCT 3100 — Intermediate Accounting I\nACCT 3200 — Intermediate Accounting II\nFull course catalog" }, { "url": "course-accounting-3400.html", "title": "ACCT 3400 Accounting Information Systems", "description": "Accounting Information Systems (ACCT 3400, 3 cr). Transaction cycles, internal controls, data integrity, and the technology accounting runs on.", "headings": [ "ACCT 3400 — Accounting Information Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Accounting ACCT 3400 — Accounting Information Systems\n3 credits · prerequisite: ACCT 2100 · typically fall\nCourse description\nTransaction cycles, internal controls, data integrity, and the technology accounting runs on.\nAccounting Information Systems is an advanced undergraduate course in Accounting (ACCT 3400), carrying 3 credits, and is typically offered fall.\nPrerequisites\nACCT 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of accounting Information Systems.\nAnalyze and solve open-ended problems in accounting, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAccounting Information Systems counts toward the Accounting program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Accounting course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Accounting Information Systems spends time on:\nThe vocabulary of accounting and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Accounting department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Accounting. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAccounting (ACCT)\nNumber\nACCT 3400\nCredits\n3\nPrerequisite\nACCT 2100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nAccounting course list\nAcademic departments\nACCT 2100 — Financial Accounting\nACCT 2200 — Managerial Accounting\nACCT 3100 — Intermediate Accounting I\nACCT 3200 — Intermediate Accounting II\nFull course catalog" }, { "url": "course-accounting-3500.html", "title": "ACCT 3500 Individual Income Tax", "description": "Individual Income Tax (ACCT 3500, 3 cr). Gross income, deductions, credits, and preparing an individual return with current law.", "headings": [ "ACCT 3500 — Individual Income Tax", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Accounting ACCT 3500 — Individual Income Tax\n3 credits · prerequisite: ACCT 2100 · typically spring\nCourse description\nGross income, deductions, credits, and preparing an individual return with current law.\nIndividual Income Tax is an advanced undergraduate course in Accounting (ACCT 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nACCT 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of individual Income Tax.\nAnalyze and solve open-ended problems in accounting, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIndividual Income Tax counts toward the Accounting program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Accounting course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Individual Income Tax spends time on:\nThe vocabulary of accounting and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Accounting department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Accounting. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAccounting (ACCT)\nNumber\nACCT 3500\nCredits\n3\nPrerequisite\nACCT 2100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nAccounting course list\nAcademic departments\nACCT 2100 — Financial Accounting\nACCT 2200 — Managerial Accounting\nACCT 3100 — Intermediate Accounting I\nACCT 3200 — Intermediate Accounting II\nFull course catalog" }, { "url": "course-accounting-4100.html", "title": "ACCT 4100 Auditing", "description": "Auditing (ACCT 4100, 3 cr). Audit risk, evidence, internal control evaluation, sampling, and the auditor's report.", "headings": [ "ACCT 4100 — Auditing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Accounting ACCT 4100 — Auditing\n3 credits · prerequisite: ACCT 3200 · typically fall and spring\nCourse description\nAudit risk, evidence, internal control evaluation, sampling, and the auditor's report.\nAuditing is an advanced, often capstone-level undergraduate course in Accounting (ACCT 4100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nACCT 3200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of auditing.\nAnalyze and solve open-ended problems in accounting, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAuditing counts toward the Accounting program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Accounting course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Auditing spends time on:\nThe vocabulary of accounting and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Accounting department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Accounting. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAccounting (ACCT)\nNumber\nACCT 4100\nCredits\n3\nPrerequisite\nACCT 3200\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nAccounting course list\nAcademic departments\nACCT 2100 — Financial Accounting\nACCT 2200 — Managerial Accounting\nACCT 3100 — Intermediate Accounting I\nACCT 3200 — Intermediate Accounting II\nFull course catalog" }, { "url": "course-accounting-4900.html", "title": "ACCT 4900 Accounting Capstone", "description": "Accounting Capstone (ACCT 4900, 3 cr). An integrative case- and project-based course, including professional-exam preparation and a client engagement simulation.", "headings": [ "ACCT 4900 — Accounting Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Accounting ACCT 4900 — Accounting Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nAn integrative case- and project-based course, including professional-exam preparation and a client engagement simulation.\nAccounting Capstone is an advanced, often capstone-level undergraduate course in Accounting (ACCT 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of accounting Capstone.\nAnalyze and solve open-ended problems in accounting, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAccounting Capstone counts toward the Accounting program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Accounting course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Accounting Capstone spends time on:\nThe vocabulary of accounting and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Accounting department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Accounting. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAccounting (ACCT)\nNumber\nACCT 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nAccounting course list\nAcademic departments\nACCT 2100 — Financial Accounting\nACCT 2200 — Managerial Accounting\nACCT 3100 — Intermediate Accounting I\nACCT 3200 — Intermediate Accounting II\nFull course catalog" }, { "url": "course-american-sign-language-1010.html", "title": "ASL 1010 American Sign Language I", "description": "American Sign Language I (ASL 1010, 4 cr). Fingerspelling, basic vocabulary and grammar, and simple conversation, taught in a voice-off environment.", "headings": [ "ASL 1010 — American Sign Language I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · American Sign Language ASL 1010 — American Sign Language I\n4 credits · no prerequisites · typically fall\nCourse description\nFingerspelling, basic vocabulary and grammar, and simple conversation, taught in a voice-off environment.\nAmerican Sign Language I is an introductory course in American Sign Language (ASL 1010), carrying 4 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of american Sign Language I.\nWork standard problems in american Sign Language accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAmerican Sign Language I counts toward the American Sign Language program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the American Sign Language course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of American Sign Language I spends time on:\nThe vocabulary of american Sign Language and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward American Sign Language. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAmerican Sign Language (ASL)\nNumber\nASL 1010\nCredits\n4\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nAmerican Sign Language course list\nAcademic departments\nASL 1020 — American Sign Language II\nASL 2010 — American Sign Language III\nASL 2020 — American Sign Language IV\nASL 2300 — Deaf Culture and Community\nFull course catalog" }, { "url": "course-american-sign-language-1020.html", "title": "ASL 1020 American Sign Language II", "description": "American Sign Language II (ASL 1020, 4 cr). Expanded vocabulary, classifiers, spatial referencing, and narrative structure.", "headings": [ "ASL 1020 — American Sign Language II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · American Sign Language ASL 1020 — American Sign Language II\n4 credits · prerequisite: ASL 1010 · typically spring\nCourse description\nExpanded vocabulary, classifiers, spatial referencing, and narrative structure.\nAmerican Sign Language II is an introductory course in American Sign Language (ASL 1020), carrying 4 credits, and is typically offered spring.\nPrerequisites\nASL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of american Sign Language II.\nWork standard problems in american Sign Language accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAmerican Sign Language II counts toward the American Sign Language program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the American Sign Language course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of American Sign Language II spends time on:\nThe vocabulary of american Sign Language and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the American Sign Language department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward American Sign Language. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAmerican Sign Language (ASL)\nNumber\nASL 1020\nCredits\n4\nPrerequisite\nASL 1010\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nAmerican Sign Language course list\nAcademic departments\nASL 1010 — American Sign Language I\nASL 2010 — American Sign Language III\nASL 2020 — American Sign Language IV\nASL 2300 — Deaf Culture and Community\nFull course catalog" }, { "url": "course-american-sign-language-2010.html", "title": "ASL 2010 American Sign Language III", "description": "American Sign Language III (ASL 2010, 3 cr). Complex grammar, register, and extended conversation and storytelling.", "headings": [ "ASL 2010 — American Sign Language III", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · American Sign Language ASL 2010 — American Sign Language III\n3 credits · prerequisite: ASL 1020 · typically fall and spring\nCourse description\nComplex grammar, register, and extended conversation and storytelling.\nAmerican Sign Language III is a lower-division undergraduate course in American Sign Language (ASL 2010), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nASL 1020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of american Sign Language III.\nWork standard problems in american Sign Language accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAmerican Sign Language III counts toward the American Sign Language program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the American Sign Language course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of American Sign Language III spends time on:\nThe vocabulary of american Sign Language and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the American Sign Language department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward American Sign Language. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAmerican Sign Language (ASL)\nNumber\nASL 2010\nCredits\n3\nPrerequisite\nASL 1020\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nAmerican Sign Language course list\nAcademic departments\nASL 1010 — American Sign Language I\nASL 1020 — American Sign Language II\nASL 2020 — American Sign Language IV\nASL 2300 — Deaf Culture and Community\nFull course catalog" }, { "url": "course-american-sign-language-2020.html", "title": "ASL 2020 American Sign Language IV", "description": "American Sign Language IV (ASL 2020, 3 cr). Fluency, idiomatic usage, and discussion of abstract topics.", "headings": [ "ASL 2020 — American Sign Language IV", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · American Sign Language ASL 2020 — American Sign Language IV\n3 credits · prerequisite: ASL 2010 · typically fall, alternate years\nCourse description\nFluency, idiomatic usage, and discussion of abstract topics.\nAmerican Sign Language IV is a lower-division undergraduate course in American Sign Language (ASL 2020), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nASL 2010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of american Sign Language IV.\nWork standard problems in american Sign Language accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAmerican Sign Language IV counts toward the American Sign Language program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the American Sign Language course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of American Sign Language IV spends time on:\nThe vocabulary of american Sign Language and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the American Sign Language department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward American Sign Language. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAmerican Sign Language (ASL)\nNumber\nASL 2020\nCredits\n3\nPrerequisite\nASL 2010\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nAmerican Sign Language course list\nAcademic departments\nASL 1010 — American Sign Language I\nASL 1020 — American Sign Language II\nASL 2010 — American Sign Language III\nASL 2300 — Deaf Culture and Community\nFull course catalog" }, { "url": "course-american-sign-language-2300.html", "title": "ASL 2300 Deaf Culture and Community", "description": "Deaf Culture and Community (ASL 2300, 3 cr). History, values, art, and social organization of the Deaf community, and audism and language rights.", "headings": [ "ASL 2300 — Deaf Culture and Community", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · American Sign Language ASL 2300 — Deaf Culture and Community\n3 credits · no prerequisites · typically spring, alternate years\nCourse description\nHistory, values, art, and social organization of the Deaf community, and audism and language rights.\nDeaf Culture and Community is a lower-division undergraduate course in American Sign Language (ASL 2300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of deaf Culture and Community.\nWork standard problems in american Sign Language accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDeaf Culture and Community counts toward the American Sign Language program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the American Sign Language course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Deaf Culture and Community spends time on:\nThe vocabulary of american Sign Language and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward American Sign Language. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAmerican Sign Language (ASL)\nNumber\nASL 2300\nCredits\n3\nPrerequisite\nNone\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nAmerican Sign Language course list\nAcademic departments\nASL 1010 — American Sign Language I\nASL 1020 — American Sign Language II\nASL 2010 — American Sign Language III\nASL 2020 — American Sign Language IV\nFull course catalog" }, { "url": "course-american-sign-language-2500.html", "title": "ASL 2500 Linguistics of ASL", "description": "Linguistics of ASL (ASL 2500, 3 cr). Phonology, morphology, and syntax of ASL, and how signed languages compare with spoken ones.", "headings": [ "ASL 2500 — Linguistics of ASL", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · American Sign Language ASL 2500 — Linguistics of ASL\n3 credits · prerequisite: ASL 2010 · typically fall\nCourse description\nPhonology, morphology, and syntax of ASL, and how signed languages compare with spoken ones.\nLinguistics of ASL is a lower-division undergraduate course in American Sign Language (ASL 2500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nASL 2010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of linguistics of ASL.\nWork standard problems in american Sign Language accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLinguistics of ASL counts toward the American Sign Language program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the American Sign Language course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Linguistics of ASL spends time on:\nThe vocabulary of american Sign Language and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the American Sign Language department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward American Sign Language. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAmerican Sign Language (ASL)\nNumber\nASL 2500\nCredits\n3\nPrerequisite\nASL 2010\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nAmerican Sign Language course list\nAcademic departments\nASL 1010 — American Sign Language I\nASL 1020 — American Sign Language II\nASL 2010 — American Sign Language III\nASL 2020 — American Sign Language IV\nFull course catalog" }, { "url": "course-american-sign-language-3100.html", "title": "ASL 3100 Introduction to Interpreting", "description": "Introduction to Interpreting (ASL 3100, 3 cr). The interpreting process, ethics, and role, with introductory practice between ASL and English.", "headings": [ "ASL 3100 — Introduction to Interpreting", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · American Sign Language ASL 3100 — Introduction to Interpreting\n3 credits · prerequisite: ASL 2020 · typically spring\nCourse description\nThe interpreting process, ethics, and role, with introductory practice between ASL and English.\nIntroduction to Interpreting is an advanced undergraduate course in American Sign Language (ASL 3100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nASL 2020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Interpreting.\nAnalyze and solve open-ended problems in american Sign Language, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Interpreting counts toward the American Sign Language program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the American Sign Language course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Interpreting spends time on:\nThe vocabulary of american Sign Language and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the American Sign Language department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward American Sign Language. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAmerican Sign Language (ASL)\nNumber\nASL 3100\nCredits\n3\nPrerequisite\nASL 2020\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nAmerican Sign Language course list\nAcademic departments\nASL 1010 — American Sign Language I\nASL 1020 — American Sign Language II\nASL 2010 — American Sign Language III\nASL 2020 — American Sign Language IV\nFull course catalog" }, { "url": "course-american-sign-language-3300.html", "title": "ASL 3300 Deaf Education and Access", "description": "Deaf Education and Access (ASL 3300, 3 cr). Approaches to educating Deaf and hard-of-hearing students and designing accessible environments.", "headings": [ "ASL 3300 — Deaf Education and Access", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · American Sign Language ASL 3300 — Deaf Education and Access\n3 credits · prerequisite: ASL 2300 · typically fall and spring\nCourse description\nApproaches to educating Deaf and hard-of-hearing students and designing accessible environments.\nDeaf Education and Access is an advanced undergraduate course in American Sign Language (ASL 3300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nASL 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of deaf Education and Access.\nAnalyze and solve open-ended problems in american Sign Language, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDeaf Education and Access counts toward the American Sign Language program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the American Sign Language course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Deaf Education and Access spends time on:\nThe vocabulary of american Sign Language and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the American Sign Language department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward American Sign Language. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAmerican Sign Language (ASL)\nNumber\nASL 3300\nCredits\n3\nPrerequisite\nASL 2300\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nAmerican Sign Language course list\nAcademic departments\nASL 1010 — American Sign Language I\nASL 1020 — American Sign Language II\nASL 2010 — American Sign Language III\nASL 2020 — American Sign Language IV\nFull course catalog" }, { "url": "course-animation-1200.html", "title": "ANIM 1200 Principles of Animation", "description": "Principles of Animation (ANIM 1200, 3 cr). Timing, spacing, weight, anticipation, and follow-through through classic exercises.", "headings": [ "ANIM 1200 — Principles of Animation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Animation ANIM 1200 — Principles of Animation\n3 credits · no prerequisites · typically fall\nCourse description\nTiming, spacing, weight, anticipation, and follow-through through classic exercises.\nPrinciples of Animation is an introductory course in Animation (ANIM 1200), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of principles of Animation.\nWork standard problems in animation accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPrinciples of Animation counts toward the Animation program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Animation course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Principles of Animation spends time on:\nThe vocabulary of animation and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Animation. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAnimation (ANIM)\nNumber\nANIM 1200\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nAnimation course list\nAcademic departments\nANIM 1400 — Drawing for Animation\nANIM 2100 — 2D Animation\nANIM 2300 — 3D Modeling for Animation\nANIM 2500 — Rigging\nFull course catalog" }, { "url": "course-animation-1400.html", "title": "ANIM 1400 Drawing for Animation", "description": "Drawing for Animation (ANIM 1400, 3 cr). Gesture, construction, and expression for characters in motion.", "headings": [ "ANIM 1400 — Drawing for Animation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Animation ANIM 1400 — Drawing for Animation\n3 credits · no prerequisites · typically spring\nCourse description\nGesture, construction, and expression for characters in motion.\nDrawing for Animation is an introductory course in Animation (ANIM 1400), carrying 3 credits, and is typically offered spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of drawing for Animation.\nWork standard problems in animation accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDrawing for Animation counts toward the Animation program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Animation course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Drawing for Animation spends time on:\nThe vocabulary of animation and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Animation. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAnimation (ANIM)\nNumber\nANIM 1400\nCredits\n3\nPrerequisite\nNone\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nAnimation course list\nAcademic departments\nANIM 1200 — Principles of Animation\nANIM 2100 — 2D Animation\nANIM 2300 — 3D Modeling for Animation\nANIM 2500 — Rigging\nFull course catalog" }, { "url": "course-animation-2100.html", "title": "ANIM 2100 2D Animation", "description": "2D Animation (ANIM 2100, 3 cr). Frame-by-frame and rigged 2D animation, walk cycles, and a short scene.", "headings": [ "ANIM 2100 — 2D Animation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Animation ANIM 2100 — 2D Animation\n3 credits · prerequisite: ANIM 1200 · typically fall and spring\nCourse description\nFrame-by-frame and rigged 2D animation, walk cycles, and a short scene.\n2D Animation is a lower-division undergraduate course in Animation (ANIM 2100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nANIM 1200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of 2D Animation.\nWork standard problems in animation accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\n2D Animation counts toward the Animation program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Animation course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of 2D Animation spends time on:\nThe vocabulary of animation and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Animation department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Animation. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAnimation (ANIM)\nNumber\nANIM 2100\nCredits\n3\nPrerequisite\nANIM 1200\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nAnimation course list\nAcademic departments\nANIM 1200 — Principles of Animation\nANIM 1400 — Drawing for Animation\nANIM 2300 — 3D Modeling for Animation\nANIM 2500 — Rigging\nFull course catalog" }, { "url": "course-animation-2300.html", "title": "ANIM 2300 3D Modeling for Animation", "description": "3D Modeling for Animation (ANIM 2300, 3 cr). Character and prop modeling, topology for deformation, and UVs.", "headings": [ "ANIM 2300 — 3D Modeling for Animation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Animation ANIM 2300 — 3D Modeling for Animation\n3 credits · prerequisite: ANIM 1200 · typically fall, alternate years\nCourse description\nCharacter and prop modeling, topology for deformation, and UVs.\n3D Modeling for Animation is a lower-division undergraduate course in Animation (ANIM 2300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nANIM 1200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of 3D Modeling for Animation.\nWork standard problems in animation accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\n3D Modeling for Animation counts toward the Animation program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Animation course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of 3D Modeling for Animation spends time on:\nThe vocabulary of animation and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Animation department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Animation. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAnimation (ANIM)\nNumber\nANIM 2300\nCredits\n3\nPrerequisite\nANIM 1200\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nAnimation course list\nAcademic departments\nANIM 1200 — Principles of Animation\nANIM 1400 — Drawing for Animation\nANIM 2100 — 2D Animation\nANIM 2500 — Rigging\nFull course catalog" }, { "url": "course-animation-2500.html", "title": "ANIM 2500 Rigging", "description": "Rigging (ANIM 2500, 3 cr). Skeletons, skinning, controls, and building an animator-friendly rig.", "headings": [ "ANIM 2500 — Rigging", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Animation ANIM 2500 — Rigging\n3 credits · prerequisite: ANIM 2300 · typically spring, alternate years\nCourse description\nSkeletons, skinning, controls, and building an animator-friendly rig.\nRigging is a lower-division undergraduate course in Animation (ANIM 2500), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nANIM 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of rigging.\nWork standard problems in animation accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRigging counts toward the Animation program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Animation course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Rigging spends time on:\nThe vocabulary of animation and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Animation department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Animation. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAnimation (ANIM)\nNumber\nANIM 2500\nCredits\n3\nPrerequisite\nANIM 2300\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nAnimation course list\nAcademic departments\nANIM 1200 — Principles of Animation\nANIM 1400 — Drawing for Animation\nANIM 2100 — 2D Animation\nANIM 2300 — 3D Modeling for Animation\nFull course catalog" }, { "url": "course-animation-3100.html", "title": "ANIM 3100 3D Character Animation", "description": "3D Character Animation (ANIM 3100, 3 cr). Body mechanics, acting, and lip sync, built to a director's notes.", "headings": [ "ANIM 3100 — 3D Character Animation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Animation ANIM 3100 — 3D Character Animation\n3 credits · prerequisite: ANIM 2500 · typically fall\nCourse description\nBody mechanics, acting, and lip sync, built to a director's notes.\n3D Character Animation is an advanced undergraduate course in Animation (ANIM 3100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nANIM 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of 3D Character Animation.\nAnalyze and solve open-ended problems in animation, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\n3D Character Animation counts toward the Animation program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Animation course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of 3D Character Animation spends time on:\nThe vocabulary of animation and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Animation department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Animation. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAnimation (ANIM)\nNumber\nANIM 3100\nCredits\n3\nPrerequisite\nANIM 2500\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nAnimation course list\nAcademic departments\nANIM 1200 — Principles of Animation\nANIM 1400 — Drawing for Animation\nANIM 2100 — 2D Animation\nANIM 2300 — 3D Modeling for Animation\nFull course catalog" }, { "url": "course-animation-3300.html", "title": "ANIM 3300 Lighting and Rendering", "description": "Lighting and Rendering (ANIM 3300, 3 cr). Cinematic lighting, shading, and rendering a finished shot.", "headings": [ "ANIM 3300 — Lighting and Rendering", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Animation ANIM 3300 — Lighting and Rendering\n3 credits · prerequisite: ANIM 2300 · typically spring\nCourse description\nCinematic lighting, shading, and rendering a finished shot.\nLighting and Rendering is an advanced undergraduate course in Animation (ANIM 3300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nANIM 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of lighting and Rendering.\nAnalyze and solve open-ended problems in animation, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLighting and Rendering counts toward the Animation program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Animation course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Lighting and Rendering spends time on:\nThe vocabulary of animation and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Animation department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Animation. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAnimation (ANIM)\nNumber\nANIM 3300\nCredits\n3\nPrerequisite\nANIM 2300\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nAnimation course list\nAcademic departments\nANIM 1200 — Principles of Animation\nANIM 1400 — Drawing for Animation\nANIM 2100 — 2D Animation\nANIM 2300 — 3D Modeling for Animation\nFull course catalog" }, { "url": "course-animation-3500.html", "title": "ANIM 3500 Motion Graphics", "description": "Motion Graphics (ANIM 3500, 3 cr). Kinetic type, data-driven animation, and broadcast and explainer pieces.", "headings": [ "ANIM 3500 — Motion Graphics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Animation ANIM 3500 — Motion Graphics\n3 credits · prerequisite: ANIM 2100 · typically fall and spring\nCourse description\nKinetic type, data-driven animation, and broadcast and explainer pieces.\nMotion Graphics is an advanced undergraduate course in Animation (ANIM 3500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nANIM 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of motion Graphics.\nAnalyze and solve open-ended problems in animation, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMotion Graphics counts toward the Animation program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Animation course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Motion Graphics spends time on:\nThe vocabulary of animation and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Animation department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Animation. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAnimation (ANIM)\nNumber\nANIM 3500\nCredits\n3\nPrerequisite\nANIM 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nAnimation course list\nAcademic departments\nANIM 1200 — Principles of Animation\nANIM 1400 — Drawing for Animation\nANIM 2100 — 2D Animation\nANIM 2300 — 3D Modeling for Animation\nFull course catalog" }, { "url": "course-animation-4900.html", "title": "ANIM 4900 Animation Portfolio", "description": "Animation Portfolio (ANIM 4900, 3 cr). A polished reel or short film developed with faculty and shown at the senior screening.", "headings": [ "ANIM 4900 — Animation Portfolio", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Animation ANIM 4900 — Animation Portfolio\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA polished reel or short film developed with faculty and shown at the senior screening.\nAnimation Portfolio is an advanced, often capstone-level undergraduate course in Animation (ANIM 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of animation Portfolio.\nAnalyze and solve open-ended problems in animation, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAnimation Portfolio counts toward the Animation program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Animation course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Animation Portfolio spends time on:\nThe vocabulary of animation and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Animation department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Animation. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAnimation (ANIM)\nNumber\nANIM 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nAnimation course list\nAcademic departments\nANIM 1200 — Principles of Animation\nANIM 1400 — Drawing for Animation\nANIM 2100 — 2D Animation\nANIM 2300 — 3D Modeling for Animation\nFull course catalog" }, { "url": "course-anthropology-1000.html", "title": "ANTH 1000 Introduction to Anthropology", "description": "Introduction to Anthropology (ANTH 1000, 3 cr). The four fields — cultural, biological, archaeological, and linguistic anthropology — and the concept of culture.", "headings": [ "ANTH 1000 — Introduction to Anthropology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Anthropology ANTH 1000 — Introduction to Anthropology\n3 credits · no prerequisites · typically fall\nCourse description\nThe four fields — cultural, biological, archaeological, and linguistic anthropology — and the concept of culture.\nIntroduction to Anthropology is an introductory course in Anthropology (ANTH 1000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Anthropology.\nWork standard problems in anthropology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Anthropology counts toward the Anthropology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Anthropology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Anthropology spends time on:\nThe vocabulary of anthropology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Anthropology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAnthropology (ANTH)\nNumber\nANTH 1000\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nAnthropology course list\nAcademic departments\nANTH 2100 — Cultural Anthropology\nANTH 2200 — Archaeology\nANTH 2300 — Biological Anthropology\nANTH 2400 — Linguistic Anthropology\nFull course catalog" }, { "url": "course-anthropology-2100.html", "title": "ANTH 2100 Cultural Anthropology", "description": "Cultural Anthropology (ANTH 2100, 3 cr). Kinship, economy, politics, religion, and change, illustrated through ethnographies from around the world.", "headings": [ "ANTH 2100 — Cultural Anthropology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Anthropology ANTH 2100 — Cultural Anthropology\n3 credits · prerequisite: ANTH 1000 · typically spring\nCourse description\nKinship, economy, politics, religion, and change, illustrated through ethnographies from around the world.\nCultural Anthropology is a lower-division undergraduate course in Anthropology (ANTH 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nANTH 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of cultural Anthropology.\nWork standard problems in anthropology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCultural Anthropology counts toward the Anthropology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Anthropology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Cultural Anthropology spends time on:\nThe vocabulary of anthropology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Anthropology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Anthropology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAnthropology (ANTH)\nNumber\nANTH 2100\nCredits\n3\nPrerequisite\nANTH 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nAnthropology course list\nAcademic departments\nANTH 1000 — Introduction to Anthropology\nANTH 2200 — Archaeology\nANTH 2300 — Biological Anthropology\nANTH 2400 — Linguistic Anthropology\nFull course catalog" }, { "url": "course-anthropology-2200.html", "title": "ANTH 2200 Archaeology", "description": "Archaeology (ANTH 2200, 3 cr). How archaeologists find, excavate, date, and interpret material remains to reconstruct past societies.", "headings": [ "ANTH 2200 — Archaeology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Anthropology ANTH 2200 — Archaeology\n3 credits · prerequisite: ANTH 1000 · typically fall and spring\nCourse description\nHow archaeologists find, excavate, date, and interpret material remains to reconstruct past societies.\nArchaeology is a lower-division undergraduate course in Anthropology (ANTH 2200), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nANTH 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of archaeology.\nWork standard problems in anthropology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nArchaeology counts toward the Anthropology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Anthropology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Archaeology spends time on:\nThe vocabulary of anthropology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Anthropology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Anthropology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAnthropology (ANTH)\nNumber\nANTH 2200\nCredits\n3\nPrerequisite\nANTH 1000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nAnthropology course list\nAcademic departments\nANTH 1000 — Introduction to Anthropology\nANTH 2100 — Cultural Anthropology\nANTH 2300 — Biological Anthropology\nANTH 2400 — Linguistic Anthropology\nFull course catalog" }, { "url": "course-anthropology-2300.html", "title": "ANTH 2300 Biological Anthropology", "description": "Biological Anthropology (ANTH 2300, 3 cr). Human evolution, primatology, human variation, and the biology of contemporary populations.", "headings": [ "ANTH 2300 — Biological Anthropology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Anthropology ANTH 2300 — Biological Anthropology\n3 credits · prerequisite: ANTH 1000 · typically fall, alternate years\nCourse description\nHuman evolution, primatology, human variation, and the biology of contemporary populations.\nBiological Anthropology is a lower-division undergraduate course in Anthropology (ANTH 2300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nANTH 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of biological Anthropology.\nWork standard problems in anthropology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBiological Anthropology counts toward the Anthropology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Anthropology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Biological Anthropology spends time on:\nThe vocabulary of anthropology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Anthropology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Anthropology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAnthropology (ANTH)\nNumber\nANTH 2300\nCredits\n3\nPrerequisite\nANTH 1000\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nAnthropology course list\nAcademic departments\nANTH 1000 — Introduction to Anthropology\nANTH 2100 — Cultural Anthropology\nANTH 2200 — Archaeology\nANTH 2400 — Linguistic Anthropology\nFull course catalog" }, { "url": "course-anthropology-2400.html", "title": "ANTH 2400 Linguistic Anthropology", "description": "Linguistic Anthropology (ANTH 2400, 3 cr). Language and culture, variation, multilingualism, and how speech constructs identity and power.", "headings": [ "ANTH 2400 — Linguistic Anthropology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Anthropology ANTH 2400 — Linguistic Anthropology\n3 credits · prerequisite: ANTH 1000 · typically spring, alternate years\nCourse description\nLanguage and culture, variation, multilingualism, and how speech constructs identity and power.\nLinguistic Anthropology is a lower-division undergraduate course in Anthropology (ANTH 2400), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nANTH 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of linguistic Anthropology.\nWork standard problems in anthropology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLinguistic Anthropology counts toward the Anthropology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Anthropology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Linguistic Anthropology spends time on:\nThe vocabulary of anthropology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Anthropology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Anthropology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAnthropology (ANTH)\nNumber\nANTH 2400\nCredits\n3\nPrerequisite\nANTH 1000\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nAnthropology course list\nAcademic departments\nANTH 1000 — Introduction to Anthropology\nANTH 2100 — Cultural Anthropology\nANTH 2200 — Archaeology\nANTH 2300 — Biological Anthropology\nFull course catalog" }, { "url": "course-anthropology-3100.html", "title": "ANTH 3100 Ethnographic Methods", "description": "Ethnographic Methods (ANTH 3100, 4 cr). Participant observation, interviewing, field notes, ethics, and writing up a small fieldwork project.", "headings": [ "ANTH 3100 — Ethnographic Methods", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Anthropology ANTH 3100 — Ethnographic Methods\n4 credits · prerequisite: ANTH 2100 · typically fall\nCourse description\nParticipant observation, interviewing, field notes, ethics, and writing up a small fieldwork project.\nEthnographic Methods is an advanced undergraduate course in Anthropology (ANTH 3100), carrying 4 credits, and is typically offered fall.\nPrerequisites\nANTH 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of ethnographic Methods.\nAnalyze and solve open-ended problems in anthropology, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEthnographic Methods counts toward the Anthropology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Anthropology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Ethnographic Methods spends time on:\nThe vocabulary of anthropology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Anthropology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Anthropology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAnthropology (ANTH)\nNumber\nANTH 3100\nCredits\n4\nPrerequisite\nANTH 2100\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nAnthropology course list\nAcademic departments\nANTH 1000 — Introduction to Anthropology\nANTH 2100 — Cultural Anthropology\nANTH 2200 — Archaeology\nANTH 2300 — Biological Anthropology\nFull course catalog" }, { "url": "course-anthropology-3300.html", "title": "ANTH 3300 Medical Anthropology", "description": "Medical Anthropology (ANTH 3300, 3 cr). Culture, illness, and healing systems; global health; and the social production of disease.", "headings": [ "ANTH 3300 — Medical Anthropology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Anthropology ANTH 3300 — Medical Anthropology\n3 credits · prerequisite: ANTH 2100 · typically spring\nCourse description\nCulture, illness, and healing systems; global health; and the social production of disease.\nMedical Anthropology is an advanced undergraduate course in Anthropology (ANTH 3300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nANTH 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of medical Anthropology.\nAnalyze and solve open-ended problems in anthropology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMedical Anthropology counts toward the Anthropology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Anthropology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Medical Anthropology spends time on:\nThe vocabulary of anthropology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Anthropology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Anthropology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAnthropology (ANTH)\nNumber\nANTH 3300\nCredits\n3\nPrerequisite\nANTH 2100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nAnthropology course list\nAcademic departments\nANTH 1000 — Introduction to Anthropology\nANTH 2100 — Cultural Anthropology\nANTH 2200 — Archaeology\nANTH 2300 — Biological Anthropology\nFull course catalog" }, { "url": "course-anthropology-3500.html", "title": "ANTH 3500 Applied and Business Anthropology", "description": "Applied and Business Anthropology (ANTH 3500, 3 cr). Using ethnographic methods in design, user research, organizations, and community work.", "headings": [ "ANTH 3500 — Applied and Business Anthropology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Anthropology ANTH 3500 — Applied and Business Anthropology\n3 credits · prerequisite: ANTH 2100 · typically fall and spring\nCourse description\nUsing ethnographic methods in design, user research, organizations, and community work.\nApplied and Business Anthropology is an advanced undergraduate course in Anthropology (ANTH 3500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nANTH 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of applied and Business Anthropology.\nAnalyze and solve open-ended problems in anthropology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nApplied and Business Anthropology counts toward the Anthropology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Anthropology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Applied and Business Anthropology spends time on:\nThe vocabulary of anthropology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Anthropology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Anthropology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAnthropology (ANTH)\nNumber\nANTH 3500\nCredits\n3\nPrerequisite\nANTH 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nAnthropology course list\nAcademic departments\nANTH 1000 — Introduction to Anthropology\nANTH 2100 — Cultural Anthropology\nANTH 2200 — Archaeology\nANTH 2300 — Biological Anthropology\nFull course catalog" }, { "url": "course-anthropology-4900.html", "title": "ANTH 4900 Senior Project in Anthropology", "description": "Senior Project in Anthropology (ANTH 4900, 3 cr). A fieldwork-based or library-based research project with a written report and a presentation.", "headings": [ "ANTH 4900 — Senior Project in Anthropology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Anthropology ANTH 4900 — Senior Project in Anthropology\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA fieldwork-based or library-based research project with a written report and a presentation.\nSenior Project in Anthropology is an advanced, often capstone-level undergraduate course in Anthropology (ANTH 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of senior Project in Anthropology.\nAnalyze and solve open-ended problems in anthropology, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSenior Project in Anthropology counts toward the Anthropology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Anthropology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Senior Project in Anthropology spends time on:\nThe vocabulary of anthropology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Anthropology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Anthropology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAnthropology (ANTH)\nNumber\nANTH 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nAnthropology course list\nAcademic departments\nANTH 1000 — Introduction to Anthropology\nANTH 2100 — Cultural Anthropology\nANTH 2200 — Archaeology\nANTH 2300 — Biological Anthropology\nFull course catalog" }, { "url": "course-apparel-textile-design-1200.html", "title": "APRL 1200 Apparel Construction I", "description": "Apparel Construction I (APRL 1200, 3 cr). Machine operation, seams and finishes, and constructing a garment from a commercial pattern.", "headings": [ "APRL 1200 — Apparel Construction I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Apparel & Textile Design APRL 1200 — Apparel Construction I\n3 credits · no prerequisites · typically fall\nCourse description\nMachine operation, seams and finishes, and constructing a garment from a commercial pattern.\nApparel Construction I is an introductory course in Apparel & Textile Design (APRL 1200), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of apparel Construction I.\nWork standard problems in apparel & Textile Design accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nApparel Construction I counts toward the Apparel & Textile Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Apparel & Textile Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Apparel Construction I spends time on:\nThe vocabulary of apparel & Textile Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Apparel & Textile Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nApparel & Textile Design (APRL)\nNumber\nAPRL 1200\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nApparel & Textile Design course list\nAcademic departments\nAPRL 1400 — Textiles\nAPRL 2100 — Fashion Illustration and Flats\nAPRL 2300 — Patternmaking I\nAPRL 2500 — Draping\nFull course catalog" }, { "url": "course-apparel-textile-design-1400.html", "title": "APRL 1400 Textiles", "description": "Textiles (APRL 1400, 3 cr). Fibers, yarns, fabric structures, finishes, and performance testing for end use.", "headings": [ "APRL 1400 — Textiles", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Apparel & Textile Design APRL 1400 — Textiles\n3 credits · no prerequisites · typically spring\nCourse description\nFibers, yarns, fabric structures, finishes, and performance testing for end use.\nTextiles is an introductory course in Apparel & Textile Design (APRL 1400), carrying 3 credits, and is typically offered spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of textiles.\nWork standard problems in apparel & Textile Design accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTextiles counts toward the Apparel & Textile Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Apparel & Textile Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Textiles spends time on:\nThe vocabulary of apparel & Textile Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Apparel & Textile Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nApparel & Textile Design (APRL)\nNumber\nAPRL 1400\nCredits\n3\nPrerequisite\nNone\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nApparel & Textile Design course list\nAcademic departments\nAPRL 1200 — Apparel Construction I\nAPRL 2100 — Fashion Illustration and Flats\nAPRL 2300 — Patternmaking I\nAPRL 2500 — Draping\nFull course catalog" }, { "url": "course-apparel-textile-design-2100.html", "title": "APRL 2100 Fashion Illustration and Flats", "description": "Fashion Illustration and Flats (APRL 2100, 3 cr). Croquis, rendering, and technical flat drawings for a line.", "headings": [ "APRL 2100 — Fashion Illustration and Flats", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Apparel & Textile Design APRL 2100 — Fashion Illustration and Flats\n3 credits · no prerequisites · typically fall and spring\nCourse description\nCroquis, rendering, and technical flat drawings for a line.\nFashion Illustration and Flats is a lower-division undergraduate course in Apparel & Textile Design (APRL 2100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of fashion Illustration and Flats.\nWork standard problems in apparel & Textile Design accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFashion Illustration and Flats counts toward the Apparel & Textile Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Apparel & Textile Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Fashion Illustration and Flats spends time on:\nThe vocabulary of apparel & Textile Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Apparel & Textile Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nApparel & Textile Design (APRL)\nNumber\nAPRL 2100\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nApparel & Textile Design course list\nAcademic departments\nAPRL 1200 — Apparel Construction I\nAPRL 1400 — Textiles\nAPRL 2300 — Patternmaking I\nAPRL 2500 — Draping\nFull course catalog" }, { "url": "course-apparel-textile-design-2300.html", "title": "APRL 2300 Patternmaking I", "description": "Patternmaking I (APRL 2300, 3 cr). Drafting slopers, dart manipulation, and developing patterns for basic garments.", "headings": [ "APRL 2300 — Patternmaking I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Apparel & Textile Design APRL 2300 — Patternmaking I\n3 credits · prerequisite: APRL 1200 · typically fall, alternate years\nCourse description\nDrafting slopers, dart manipulation, and developing patterns for basic garments.\nPatternmaking I is a lower-division undergraduate course in Apparel & Textile Design (APRL 2300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nAPRL 1200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of patternmaking I.\nWork standard problems in apparel & Textile Design accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPatternmaking I counts toward the Apparel & Textile Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Apparel & Textile Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Patternmaking I spends time on:\nThe vocabulary of apparel & Textile Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Apparel & Textile Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Apparel & Textile Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nApparel & Textile Design (APRL)\nNumber\nAPRL 2300\nCredits\n3\nPrerequisite\nAPRL 1200\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nApparel & Textile Design course list\nAcademic departments\nAPRL 1200 — Apparel Construction I\nAPRL 1400 — Textiles\nAPRL 2100 — Fashion Illustration and Flats\nAPRL 2500 — Draping\nFull course catalog" }, { "url": "course-apparel-textile-design-2500.html", "title": "APRL 2500 Draping", "description": "Draping (APRL 2500, 3 cr). Developing designs on the form and translating them to patterns.", "headings": [ "APRL 2500 — Draping", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Apparel & Textile Design APRL 2500 — Draping\n3 credits · prerequisite: APRL 2300 · typically spring, alternate years\nCourse description\nDeveloping designs on the form and translating them to patterns.\nDraping is a lower-division undergraduate course in Apparel & Textile Design (APRL 2500), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nAPRL 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of draping.\nWork standard problems in apparel & Textile Design accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDraping counts toward the Apparel & Textile Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Apparel & Textile Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Draping spends time on:\nThe vocabulary of apparel & Textile Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Apparel & Textile Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Apparel & Textile Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nApparel & Textile Design (APRL)\nNumber\nAPRL 2500\nCredits\n3\nPrerequisite\nAPRL 2300\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nApparel & Textile Design course list\nAcademic departments\nAPRL 1200 — Apparel Construction I\nAPRL 1400 — Textiles\nAPRL 2100 — Fashion Illustration and Flats\nAPRL 2300 — Patternmaking I\nFull course catalog" }, { "url": "course-apparel-textile-design-3100.html", "title": "APRL 3100 Apparel Construction II", "description": "Apparel Construction II (APRL 3100, 3 cr). Tailoring, knits, and industry construction methods and quality standards.", "headings": [ "APRL 3100 — Apparel Construction II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Apparel & Textile Design APRL 3100 — Apparel Construction II\n3 credits · prerequisite: APRL 2300 · typically fall\nCourse description\nTailoring, knits, and industry construction methods and quality standards.\nApparel Construction II is an advanced undergraduate course in Apparel & Textile Design (APRL 3100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nAPRL 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of apparel Construction II.\nAnalyze and solve open-ended problems in apparel & Textile Design, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nApparel Construction II counts toward the Apparel & Textile Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Apparel & Textile Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Apparel Construction II spends time on:\nThe vocabulary of apparel & Textile Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Apparel & Textile Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Apparel & Textile Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nApparel & Textile Design (APRL)\nNumber\nAPRL 3100\nCredits\n3\nPrerequisite\nAPRL 2300\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nApparel & Textile Design course list\nAcademic departments\nAPRL 1200 — Apparel Construction I\nAPRL 1400 — Textiles\nAPRL 2100 — Fashion Illustration and Flats\nAPRL 2300 — Patternmaking I\nFull course catalog" }, { "url": "course-apparel-textile-design-3300.html", "title": "APRL 3300 CAD for Apparel", "description": "CAD for Apparel (APRL 3300, 3 cr). Digital patternmaking, grading, marker making, and tech packs.", "headings": [ "APRL 3300 — CAD for Apparel", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Apparel & Textile Design APRL 3300 — CAD for Apparel\n3 credits · prerequisite: APRL 2100 · typically spring\nCourse description\nDigital patternmaking, grading, marker making, and tech packs.\nCAD for Apparel is an advanced undergraduate course in Apparel & Textile Design (APRL 3300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nAPRL 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of cAD for Apparel.\nAnalyze and solve open-ended problems in apparel & Textile Design, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCAD for Apparel counts toward the Apparel & Textile Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Apparel & Textile Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of CAD for Apparel spends time on:\nThe vocabulary of apparel & Textile Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Apparel & Textile Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Apparel & Textile Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nApparel & Textile Design (APRL)\nNumber\nAPRL 3300\nCredits\n3\nPrerequisite\nAPRL 2100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nApparel & Textile Design course list\nAcademic departments\nAPRL 1200 — Apparel Construction I\nAPRL 1400 — Textiles\nAPRL 2100 — Fashion Illustration and Flats\nAPRL 2300 — Patternmaking I\nFull course catalog" }, { "url": "course-apparel-textile-design-3500.html", "title": "APRL 3500 Sustainable and Functional Apparel", "description": "Sustainable and Functional Apparel (APRL 3500, 3 cr). Materials and processes for sustainability, and designing for protection, sport, and accessibility.", "headings": [ "APRL 3500 — Sustainable and Functional Apparel", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Apparel & Textile Design APRL 3500 — Sustainable and Functional Apparel\n3 credits · prerequisite: APRL 1400 · typically fall and spring\nCourse description\nMaterials and processes for sustainability, and designing for protection, sport, and accessibility.\nSustainable and Functional Apparel is an advanced undergraduate course in Apparel & Textile Design (APRL 3500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nAPRL 1400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sustainable and Functional Apparel.\nAnalyze and solve open-ended problems in apparel & Textile Design, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSustainable and Functional Apparel counts toward the Apparel & Textile Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Apparel & Textile Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sustainable and Functional Apparel spends time on:\nThe vocabulary of apparel & Textile Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Apparel & Textile Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Apparel & Textile Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nApparel & Textile Design (APRL)\nNumber\nAPRL 3500\nCredits\n3\nPrerequisite\nAPRL 1400\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nApparel & Textile Design course list\nAcademic departments\nAPRL 1200 — Apparel Construction I\nAPRL 1400 — Textiles\nAPRL 2100 — Fashion Illustration and Flats\nAPRL 2300 — Patternmaking I\nFull course catalog" }, { "url": "course-apparel-textile-design-4900.html", "title": "APRL 4900 Senior Line Development", "description": "Senior Line Development (APRL 4900, 4 cr). Concept through a produced capsule collection, shown in the senior fashion event.", "headings": [ "APRL 4900 — Senior Line Development", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Apparel & Textile Design APRL 4900 — Senior Line Development\n4 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nConcept through a produced capsule collection, shown in the senior fashion event.\nSenior Line Development is an advanced, often capstone-level undergraduate course in Apparel & Textile Design (APRL 4900), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of senior Line Development.\nAnalyze and solve open-ended problems in apparel & Textile Design, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSenior Line Development counts toward the Apparel & Textile Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Apparel & Textile Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Senior Line Development spends time on:\nThe vocabulary of apparel & Textile Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Apparel & Textile Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Apparel & Textile Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nApparel & Textile Design (APRL)\nNumber\nAPRL 4900\nCredits\n4\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nApparel & Textile Design course list\nAcademic departments\nAPRL 1200 — Apparel Construction I\nAPRL 1400 — Textiles\nAPRL 2100 — Fashion Illustration and Flats\nAPRL 2300 — Patternmaking I\nFull course catalog" }, { "url": "course-applied-mathematics-2400.html", "title": "APMTH 2400 Calculus I", "description": "Calculus I (APMTH 2400, 4 cr). Limits, derivatives, and the definite integral, with applied modeling.", "headings": [ "APMTH 2400 — Calculus I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Applied Mathematics APMTH 2400 — Calculus I\n4 credits · prerequisite: MATH 1400 · typically fall\nCourse description\nLimits, derivatives, and the definite integral, with applied modeling.\nCalculus I is a lower-division undergraduate course in Applied Mathematics (APMTH 2400), carrying 4 credits, and is typically offered fall.\nPrerequisites\nMATH 1400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of calculus I.\nWork standard problems in applied Mathematics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCalculus I counts toward the Applied Mathematics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Applied Mathematics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Calculus I spends time on:\nThe vocabulary of applied Mathematics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Applied Mathematics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Applied Mathematics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nApplied Mathematics (APMTH)\nNumber\nAPMTH 2400\nCredits\n4\nPrerequisite\nMATH 1400\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nApplied Mathematics course list\nApplied Mathematics program\nAcademic departments\nAPMTH 2500 — Calculus II\nAPMTH 2700 — Multivariable Calculus\nAPMTH 3100 — Differential Equations and Modeling\nAPMTH 3300 — Numerical Methods\nFull course catalog" }, { "url": "course-applied-mathematics-2500.html", "title": "APMTH 2500 Calculus II", "description": "Calculus II (APMTH 2500, 4 cr). Integration techniques and applications, sequences, and series.", "headings": [ "APMTH 2500 — Calculus II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Applied Mathematics APMTH 2500 — Calculus II\n4 credits · prerequisite: APMTH 2400 · typically spring\nCourse description\nIntegration techniques and applications, sequences, and series.\nCalculus II is a lower-division undergraduate course in Applied Mathematics (APMTH 2500), carrying 4 credits, and is typically offered spring.\nPrerequisites\nAPMTH 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of calculus II.\nWork standard problems in applied Mathematics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCalculus II counts toward the Applied Mathematics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Applied Mathematics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Calculus II spends time on:\nThe vocabulary of applied Mathematics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Applied Mathematics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Applied Mathematics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nApplied Mathematics (APMTH)\nNumber\nAPMTH 2500\nCredits\n4\nPrerequisite\nAPMTH 2400\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nApplied Mathematics course list\nApplied Mathematics program\nAcademic departments\nAPMTH 2400 — Calculus I\nAPMTH 2700 — Multivariable Calculus\nAPMTH 3100 — Differential Equations and Modeling\nAPMTH 3300 — Numerical Methods\nFull course catalog" }, { "url": "course-applied-mathematics-2700.html", "title": "APMTH 2700 Multivariable Calculus", "description": "Multivariable Calculus (APMTH 2700, 4 cr). Vectors, partial derivatives, multiple integrals, and vector calculus.", "headings": [ "APMTH 2700 — Multivariable Calculus", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Applied Mathematics APMTH 2700 — Multivariable Calculus\n4 credits · prerequisite: APMTH 2500 · typically fall and spring\nCourse description\nVectors, partial derivatives, multiple integrals, and vector calculus.\nMultivariable Calculus is a lower-division undergraduate course in Applied Mathematics (APMTH 2700), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nAPMTH 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of multivariable Calculus.\nWork standard problems in applied Mathematics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMultivariable Calculus counts toward the Applied Mathematics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Applied Mathematics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Multivariable Calculus spends time on:\nThe vocabulary of applied Mathematics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Applied Mathematics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Applied Mathematics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nApplied Mathematics (APMTH)\nNumber\nAPMTH 2700\nCredits\n4\nPrerequisite\nAPMTH 2500\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nApplied Mathematics course list\nApplied Mathematics program\nAcademic departments\nAPMTH 2400 — Calculus I\nAPMTH 2500 — Calculus II\nAPMTH 3100 — Differential Equations and Modeling\nAPMTH 3300 — Numerical Methods\nFull course catalog" }, { "url": "course-applied-mathematics-3100.html", "title": "APMTH 3100 Differential Equations and Modeling", "description": "Differential Equations and Modeling (APMTH 3100, 3 cr). ODEs, systems, stability, and building and testing models of real processes.", "headings": [ "APMTH 3100 — Differential Equations and Modeling", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Applied Mathematics APMTH 3100 — Differential Equations and Modeling\n3 credits · prerequisite: APMTH 2700 · typically fall, alternate years\nCourse description\nODEs, systems, stability, and building and testing models of real processes.\nDifferential Equations and Modeling is an advanced undergraduate course in Applied Mathematics (APMTH 3100), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nAPMTH 2700. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of differential Equations and Modeling.\nAnalyze and solve open-ended problems in applied Mathematics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDifferential Equations and Modeling counts toward the Applied Mathematics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Applied Mathematics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Differential Equations and Modeling spends time on:\nThe vocabulary of applied Mathematics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Applied Mathematics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Applied Mathematics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nApplied Mathematics (APMTH)\nNumber\nAPMTH 3100\nCredits\n3\nPrerequisite\nAPMTH 2700\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nApplied Mathematics course list\nApplied Mathematics program\nAcademic departments\nAPMTH 2400 — Calculus I\nAPMTH 2500 — Calculus II\nAPMTH 2700 — Multivariable Calculus\nAPMTH 3300 — Numerical Methods\nFull course catalog" }, { "url": "course-applied-mathematics-3300.html", "title": "APMTH 3300 Numerical Methods", "description": "Numerical Methods (APMTH 3300, 3 cr). Error, root-finding, interpolation, numerical linear algebra, quadrature, and ODE solvers, implemented in code.", "headings": [ "APMTH 3300 — Numerical Methods", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Applied Mathematics APMTH 3300 — Numerical Methods\n3 credits · prerequisite: APMTH 2600, CS 1100 · typically spring, alternate years\nCourse description\nError, root-finding, interpolation, numerical linear algebra, quadrature, and ODE solvers, implemented in code.\nNumerical Methods is an advanced undergraduate course in Applied Mathematics (APMTH 3300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nAPMTH 2600, CS 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of numerical Methods.\nAnalyze and solve open-ended problems in applied Mathematics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nNumerical Methods counts toward the Applied Mathematics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Applied Mathematics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Numerical Methods spends time on:\nThe vocabulary of applied Mathematics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Applied Mathematics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Applied Mathematics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nApplied Mathematics (APMTH)\nNumber\nAPMTH 3300\nCredits\n3\nPrerequisite\nAPMTH 2600, CS 1100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nApplied Mathematics course list\nApplied Mathematics program\nAcademic departments\nAPMTH 2400 — Calculus I\nAPMTH 2500 — Calculus II\nAPMTH 2700 — Multivariable Calculus\nAPMTH 3100 — Differential Equations and Modeling\nFull course catalog" }, { "url": "course-applied-mathematics-3500.html", "title": "APMTH 3500 Probability Models", "description": "Probability Models (APMTH 3500, 3 cr). Random variables, distributions, expectation, Markov chains, and queuing.", "headings": [ "APMTH 3500 — Probability Models", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Applied Mathematics APMTH 3500 — Probability Models\n3 credits · prerequisite: APMTH 2500 · typically fall\nCourse description\nRandom variables, distributions, expectation, Markov chains, and queuing.\nProbability Models is an advanced undergraduate course in Applied Mathematics (APMTH 3500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nAPMTH 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of probability Models.\nAnalyze and solve open-ended problems in applied Mathematics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nProbability Models counts toward the Applied Mathematics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Applied Mathematics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Probability Models spends time on:\nThe vocabulary of applied Mathematics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Applied Mathematics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Applied Mathematics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nApplied Mathematics (APMTH)\nNumber\nAPMTH 3500\nCredits\n3\nPrerequisite\nAPMTH 2500\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nApplied Mathematics course list\nApplied Mathematics program\nAcademic departments\nAPMTH 2400 — Calculus I\nAPMTH 2500 — Calculus II\nAPMTH 2700 — Multivariable Calculus\nAPMTH 3100 — Differential Equations and Modeling\nFull course catalog" }, { "url": "course-applied-mathematics-3700.html", "title": "APMTH 3700 Optimization", "description": "Optimization (APMTH 3700, 3 cr). Linear, integer, and nonlinear programming, duality, and modeling decision problems.", "headings": [ "APMTH 3700 — Optimization", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Applied Mathematics APMTH 3700 — Optimization\n3 credits · prerequisite: APMTH 2600 · typically spring\nCourse description\nLinear, integer, and nonlinear programming, duality, and modeling decision problems.\nOptimization is an advanced undergraduate course in Applied Mathematics (APMTH 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nAPMTH 2600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of optimization.\nAnalyze and solve open-ended problems in applied Mathematics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nOptimization counts toward the Applied Mathematics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Applied Mathematics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Optimization spends time on:\nThe vocabulary of applied Mathematics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Applied Mathematics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Applied Mathematics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nApplied Mathematics (APMTH)\nNumber\nAPMTH 3700\nCredits\n3\nPrerequisite\nAPMTH 2600\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nApplied Mathematics course list\nApplied Mathematics program\nAcademic departments\nAPMTH 2400 — Calculus I\nAPMTH 2500 — Calculus II\nAPMTH 2700 — Multivariable Calculus\nAPMTH 3100 — Differential Equations and Modeling\nFull course catalog" }, { "url": "course-applied-mathematics-3900.html", "title": "APMTH 3900 Mathematical Statistics", "description": "Mathematical Statistics (APMTH 3900, 3 cr). Estimation, hypothesis testing, and the theory behind common procedures.", "headings": [ "APMTH 3900 — Mathematical Statistics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Applied Mathematics APMTH 3900 — Mathematical Statistics\n3 credits · prerequisite: APMTH 3500 · typically fall and spring\nCourse description\nEstimation, hypothesis testing, and the theory behind common procedures.\nMathematical Statistics is an advanced undergraduate course in Applied Mathematics (APMTH 3900), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nAPMTH 3500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of mathematical Statistics.\nAnalyze and solve open-ended problems in applied Mathematics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMathematical Statistics counts toward the Applied Mathematics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Applied Mathematics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Mathematical Statistics spends time on:\nThe vocabulary of applied Mathematics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Applied Mathematics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Applied Mathematics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nApplied Mathematics (APMTH)\nNumber\nAPMTH 3900\nCredits\n3\nPrerequisite\nAPMTH 3500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nApplied Mathematics course list\nApplied Mathematics program\nAcademic departments\nAPMTH 2400 — Calculus I\nAPMTH 2500 — Calculus II\nAPMTH 2700 — Multivariable Calculus\nAPMTH 3100 — Differential Equations and Modeling\nFull course catalog" }, { "url": "course-applied-mathematics-4900.html", "title": "APMTH 4900 Applied Mathematics Capstone", "description": "Applied Mathematics Capstone (APMTH 4900, 3 cr). A modeling project on a real problem from a partner discipline, with a written and oral report.", "headings": [ "APMTH 4900 — Applied Mathematics Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Applied Mathematics APMTH 4900 — Applied Mathematics Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA modeling project on a real problem from a partner discipline, with a written and oral report.\nApplied Mathematics Capstone is an advanced, often capstone-level undergraduate course in Applied Mathematics (APMTH 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of applied Mathematics Capstone.\nAnalyze and solve open-ended problems in applied Mathematics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nApplied Mathematics Capstone counts toward the Applied Mathematics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Applied Mathematics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Applied Mathematics Capstone spends time on:\nThe vocabulary of applied Mathematics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Applied Mathematics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Applied Mathematics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nApplied Mathematics (APMTH)\nNumber\nAPMTH 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nApplied Mathematics course list\nApplied Mathematics program\nAcademic departments\nAPMTH 2400 — Calculus I\nAPMTH 2500 — Calculus II\nAPMTH 2700 — Multivariable Calculus\nAPMTH 3100 — Differential Equations and Modeling\nFull course catalog" }, { "url": "course-architectural-technology-1100.html", "title": "ARCH 1100 Architectural Graphics", "description": "Architectural Graphics (ARCH 1100, 3 cr). Hand drafting, lettering, orthographic and paraline drawing, and reading a set of building documents.", "headings": [ "ARCH 1100 — Architectural Graphics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Architectural Technology ARCH 1100 — Architectural Graphics\n3 credits · no prerequisites · typically fall\nCourse description\nHand drafting, lettering, orthographic and paraline drawing, and reading a set of building documents.\nArchitectural Graphics is an introductory course in Architectural Technology (ARCH 1100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of architectural Graphics.\nWork standard problems in architectural Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nArchitectural Graphics counts toward the Architectural Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Architectural Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Architectural Graphics spends time on:\nThe vocabulary of architectural Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Architectural Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nArchitectural Technology (ARCH)\nNumber\nARCH 1100\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nArchitectural Technology course list\nAcademic departments\nARCH 1300 — Building Information Modeling I\nARCH 2100 — Architectural Design Studio I\nARCH 2300 — Building Construction I\nARCH 2500 — Building Construction II\nFull course catalog" }, { "url": "course-architectural-technology-1300.html", "title": "ARCH 1300 Building Information Modeling I", "description": "Building Information Modeling I (ARCH 1300, 3 cr). Modeling a small building in BIM software: walls, floors, roofs, families, and sheets.", "headings": [ "ARCH 1300 — Building Information Modeling I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Architectural Technology ARCH 1300 — Building Information Modeling I\n3 credits · prerequisite: ARCH 1100 · typically spring\nCourse description\nModeling a small building in BIM software: walls, floors, roofs, families, and sheets.\nBuilding Information Modeling I is an introductory course in Architectural Technology (ARCH 1300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nARCH 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of building Information Modeling I.\nWork standard problems in architectural Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBuilding Information Modeling I counts toward the Architectural Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Architectural Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Building Information Modeling I spends time on:\nThe vocabulary of architectural Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Architectural Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Architectural Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nArchitectural Technology (ARCH)\nNumber\nARCH 1300\nCredits\n3\nPrerequisite\nARCH 1100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nArchitectural Technology course list\nAcademic departments\nARCH 1100 — Architectural Graphics\nARCH 2100 — Architectural Design Studio I\nARCH 2300 — Building Construction I\nARCH 2500 — Building Construction II\nFull course catalog" }, { "url": "course-architectural-technology-2100.html", "title": "ARCH 2100 Architectural Design Studio I", "description": "Architectural Design Studio I (ARCH 2100, 4 cr). Programming, site analysis, and schematic design of a small building, presented at reviews.", "headings": [ "ARCH 2100 — Architectural Design Studio I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Architectural Technology ARCH 2100 — Architectural Design Studio I\n4 credits · prerequisite: ARCH 1300 · typically fall and spring\nCourse description\nProgramming, site analysis, and schematic design of a small building, presented at reviews.\nArchitectural Design Studio I is a lower-division undergraduate course in Architectural Technology (ARCH 2100), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nARCH 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of architectural Design Studio I.\nWork standard problems in architectural Technology accurately and show the reasoning behind each step.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nArchitectural Design Studio I counts toward the Architectural Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Architectural Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Architectural Design Studio I spends time on:\nThe vocabulary of architectural Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Architectural Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Architectural Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nArchitectural Technology (ARCH)\nNumber\nARCH 2100\nCredits\n4\nPrerequisite\nARCH 1300\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nArchitectural Technology course list\nAcademic departments\nARCH 1100 — Architectural Graphics\nARCH 1300 — Building Information Modeling I\nARCH 2300 — Building Construction I\nARCH 2500 — Building Construction II\nFull course catalog" }, { "url": "course-architectural-technology-2300.html", "title": "ARCH 2300 Building Construction I", "description": "Building Construction I (ARCH 2300, 3 cr). Wood and light-frame construction: foundations, framing, envelope, and detailing.", "headings": [ "ARCH 2300 — Building Construction I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Architectural Technology ARCH 2300 — Building Construction I\n3 credits · prerequisite: ARCH 1100 · typically fall, alternate years\nCourse description\nWood and light-frame construction: foundations, framing, envelope, and detailing.\nBuilding Construction I is a lower-division undergraduate course in Architectural Technology (ARCH 2300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nARCH 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of building Construction I.\nWork standard problems in architectural Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBuilding Construction I counts toward the Architectural Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Architectural Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Building Construction I spends time on:\nThe vocabulary of architectural Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Architectural Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Architectural Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nArchitectural Technology (ARCH)\nNumber\nARCH 2300\nCredits\n3\nPrerequisite\nARCH 1100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nArchitectural Technology course list\nAcademic departments\nARCH 1100 — Architectural Graphics\nARCH 1300 — Building Information Modeling I\nARCH 2100 — Architectural Design Studio I\nARCH 2500 — Building Construction II\nFull course catalog" }, { "url": "course-architectural-technology-2500.html", "title": "ARCH 2500 Building Construction II", "description": "Building Construction II (ARCH 2500, 3 cr). Steel, concrete, and masonry systems and commercial detailing.", "headings": [ "ARCH 2500 — Building Construction II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Architectural Technology ARCH 2500 — Building Construction II\n3 credits · prerequisite: ARCH 2300 · typically spring, alternate years\nCourse description\nSteel, concrete, and masonry systems and commercial detailing.\nBuilding Construction II is a lower-division undergraduate course in Architectural Technology (ARCH 2500), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nARCH 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of building Construction II.\nWork standard problems in architectural Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBuilding Construction II counts toward the Architectural Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Architectural Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Building Construction II spends time on:\nThe vocabulary of architectural Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Architectural Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Architectural Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nArchitectural Technology (ARCH)\nNumber\nARCH 2500\nCredits\n3\nPrerequisite\nARCH 2300\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nArchitectural Technology course list\nAcademic departments\nARCH 1100 — Architectural Graphics\nARCH 1300 — Building Information Modeling I\nARCH 2100 — Architectural Design Studio I\nARCH 2300 — Building Construction I\nFull course catalog" }, { "url": "course-architectural-technology-3100.html", "title": "ARCH 3100 Architectural Design Studio II", "description": "Architectural Design Studio II (ARCH 3100, 4 cr). A larger, code-driven project developed to design-development drawings.", "headings": [ "ARCH 3100 — Architectural Design Studio II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Architectural Technology ARCH 3100 — Architectural Design Studio II\n4 credits · prerequisite: ARCH 2100 · typically fall\nCourse description\nA larger, code-driven project developed to design-development drawings.\nArchitectural Design Studio II is an advanced undergraduate course in Architectural Technology (ARCH 3100), carrying 4 credits, and is typically offered fall.\nPrerequisites\nARCH 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of architectural Design Studio II.\nAnalyze and solve open-ended problems in architectural Technology, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nArchitectural Design Studio II counts toward the Architectural Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Architectural Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Architectural Design Studio II spends time on:\nThe vocabulary of architectural Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Architectural Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Architectural Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nArchitectural Technology (ARCH)\nNumber\nARCH 3100\nCredits\n4\nPrerequisite\nARCH 2100\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nArchitectural Technology course list\nAcademic departments\nARCH 1100 — Architectural Graphics\nARCH 1300 — Building Information Modeling I\nARCH 2100 — Architectural Design Studio I\nARCH 2300 — Building Construction I\nFull course catalog" }, { "url": "course-architectural-technology-3300.html", "title": "ARCH 3300 Building Systems", "description": "Building Systems (ARCH 3300, 3 cr). Structural, mechanical, electrical, and plumbing systems and how they coordinate in a building.", "headings": [ "ARCH 3300 — Building Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Architectural Technology ARCH 3300 — Building Systems\n3 credits · prerequisite: ARCH 2300 · typically spring\nCourse description\nStructural, mechanical, electrical, and plumbing systems and how they coordinate in a building.\nBuilding Systems is an advanced undergraduate course in Architectural Technology (ARCH 3300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nARCH 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of building Systems.\nAnalyze and solve open-ended problems in architectural Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBuilding Systems counts toward the Architectural Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Architectural Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Building Systems spends time on:\nThe vocabulary of architectural Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Architectural Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Architectural Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nArchitectural Technology (ARCH)\nNumber\nARCH 3300\nCredits\n3\nPrerequisite\nARCH 2300\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nArchitectural Technology course list\nAcademic departments\nARCH 1100 — Architectural Graphics\nARCH 1300 — Building Information Modeling I\nARCH 2100 — Architectural Design Studio I\nARCH 2300 — Building Construction I\nFull course catalog" }, { "url": "course-architectural-technology-3500.html", "title": "ARCH 3500 Codes, Accessibility, and Specifications", "description": "Codes, Accessibility, and Specifications (ARCH 3500, 3 cr). The building code, accessibility standards, life safety, and writing project specifications.", "headings": [ "ARCH 3500 — Codes, Accessibility, and Specifications", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Architectural Technology ARCH 3500 — Codes, Accessibility, and Specifications\n3 credits · prerequisite: ARCH 2500 · typically fall and spring\nCourse description\nThe building code, accessibility standards, life safety, and writing project specifications.\nCodes, Accessibility, and Specifications is an advanced undergraduate course in Architectural Technology (ARCH 3500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nARCH 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of codes, Accessibility, and Specifications.\nAnalyze and solve open-ended problems in architectural Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCodes, Accessibility, and Specifications counts toward the Architectural Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Architectural Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Codes, Accessibility, and Specifications spends time on:\nThe vocabulary of architectural Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Architectural Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Architectural Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nArchitectural Technology (ARCH)\nNumber\nARCH 3500\nCredits\n3\nPrerequisite\nARCH 2500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nArchitectural Technology course list\nAcademic departments\nARCH 1100 — Architectural Graphics\nARCH 1300 — Building Information Modeling I\nARCH 2100 — Architectural Design Studio I\nARCH 2300 — Building Construction I\nFull course catalog" }, { "url": "course-architectural-technology-4900.html", "title": "ARCH 4900 Construction Documents Capstone", "description": "Construction Documents Capstone (ARCH 4900, 4 cr). A complete, coordinated construction set for a real project, reviewed by practicing architects.", "headings": [ "ARCH 4900 — Construction Documents Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Architectural Technology ARCH 4900 — Construction Documents Capstone\n4 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA complete, coordinated construction set for a real project, reviewed by practicing architects.\nConstruction Documents Capstone is an advanced, often capstone-level undergraduate course in Architectural Technology (ARCH 4900), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of construction Documents Capstone.\nAnalyze and solve open-ended problems in architectural Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nConstruction Documents Capstone counts toward the Architectural Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Architectural Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Construction Documents Capstone spends time on:\nThe vocabulary of architectural Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Architectural Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Architectural Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nArchitectural Technology (ARCH)\nNumber\nARCH 4900\nCredits\n4\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nArchitectural Technology course list\nAcademic departments\nARCH 1100 — Architectural Graphics\nARCH 1300 — Building Information Modeling I\nARCH 2100 — Architectural Design Studio I\nARCH 2300 — Building Construction I\nFull course catalog" }, { "url": "course-astronomy-1010.html", "title": "ASTR 1010 Introduction to Astronomy", "description": "Introduction to Astronomy (ASTR 1010, 4 cr). The sky, the solar system, stars, galaxies, and cosmology, with evening observing sessions.", "headings": [ "ASTR 1010 — Introduction to Astronomy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Astronomy ASTR 1010 — Introduction to Astronomy\n4 credits · prerequisite: MATH 1200 · typically fall\nCourse description\nThe sky, the solar system, stars, galaxies, and cosmology, with evening observing sessions.\nIntroduction to Astronomy is an introductory course in Astronomy (ASTR 1010), carrying 4 credits, and is typically offered fall.\nPrerequisites\nMATH 1200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Astronomy.\nWork standard problems in astronomy accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Astronomy counts toward the Astronomy program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Astronomy course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Astronomy spends time on:\nThe vocabulary of astronomy and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Astronomy department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Astronomy. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAstronomy (ASTR)\nNumber\nASTR 1010\nCredits\n4\nPrerequisite\nMATH 1200\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nAstronomy course list\nAcademic departments\nASTR 2010 — Planetary Science\nASTR 2100 — Stellar Astrophysics\nASTR 3100 — Galactic and Extragalactic Astronomy\nASTR 3300 — Cosmology\nFull course catalog" }, { "url": "course-astronomy-2010.html", "title": "ASTR 2010 Planetary Science", "description": "Planetary Science (ASTR 2010, 3 cr). Formation and evolution of the solar system, comparative planetology, moons, and exoplanets.", "headings": [ "ASTR 2010 — Planetary Science", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Astronomy ASTR 2010 — Planetary Science\n3 credits · prerequisite: ASTR 1010 · typically spring\nCourse description\nFormation and evolution of the solar system, comparative planetology, moons, and exoplanets.\nPlanetary Science is a lower-division undergraduate course in Astronomy (ASTR 2010), carrying 3 credits, and is typically offered spring.\nPrerequisites\nASTR 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of planetary Science.\nWork standard problems in astronomy accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPlanetary Science counts toward the Astronomy program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Astronomy course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Planetary Science spends time on:\nThe vocabulary of astronomy and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Astronomy department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Astronomy. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAstronomy (ASTR)\nNumber\nASTR 2010\nCredits\n3\nPrerequisite\nASTR 1010\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nAstronomy course list\nAcademic departments\nASTR 1010 — Introduction to Astronomy\nASTR 2100 — Stellar Astrophysics\nASTR 3100 — Galactic and Extragalactic Astronomy\nASTR 3300 — Cosmology\nFull course catalog" }, { "url": "course-astronomy-2100.html", "title": "ASTR 2100 Stellar Astrophysics", "description": "Stellar Astrophysics (ASTR 2100, 3 cr). Stellar structure, energy generation, evolution, and endpoints, and the tools used to measure stars.", "headings": [ "ASTR 2100 — Stellar Astrophysics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Astronomy ASTR 2100 — Stellar Astrophysics\n3 credits · prerequisite: ASTR 1010, PHYS 2010 · typically fall and spring\nCourse description\nStellar structure, energy generation, evolution, and endpoints, and the tools used to measure stars.\nStellar Astrophysics is a lower-division undergraduate course in Astronomy (ASTR 2100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nASTR 1010, PHYS 2010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of stellar Astrophysics.\nWork standard problems in astronomy accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStellar Astrophysics counts toward the Astronomy program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Astronomy course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Stellar Astrophysics spends time on:\nThe vocabulary of astronomy and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Astronomy department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Astronomy. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAstronomy (ASTR)\nNumber\nASTR 2100\nCredits\n3\nPrerequisite\nASTR 1010, PHYS 2010\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nAstronomy course list\nAcademic departments\nASTR 1010 — Introduction to Astronomy\nASTR 2010 — Planetary Science\nASTR 3100 — Galactic and Extragalactic Astronomy\nASTR 3300 — Cosmology\nFull course catalog" }, { "url": "course-astronomy-3100.html", "title": "ASTR 3100 Galactic and Extragalactic Astronomy", "description": "Galactic and Extragalactic Astronomy (ASTR 3100, 3 cr). The Milky Way, galaxy types and dynamics, active galaxies, and large-scale structure.", "headings": [ "ASTR 3100 — Galactic and Extragalactic Astronomy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Astronomy ASTR 3100 — Galactic and Extragalactic Astronomy\n3 credits · prerequisite: ASTR 2100 · typically fall, alternate years\nCourse description\nThe Milky Way, galaxy types and dynamics, active galaxies, and large-scale structure.\nGalactic and Extragalactic Astronomy is an advanced undergraduate course in Astronomy (ASTR 3100), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nASTR 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of galactic and Extragalactic Astronomy.\nAnalyze and solve open-ended problems in astronomy, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGalactic and Extragalactic Astronomy counts toward the Astronomy program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Astronomy course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Galactic and Extragalactic Astronomy spends time on:\nThe vocabulary of astronomy and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Astronomy department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Astronomy. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAstronomy (ASTR)\nNumber\nASTR 3100\nCredits\n3\nPrerequisite\nASTR 2100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nAstronomy course list\nAcademic departments\nASTR 1010 — Introduction to Astronomy\nASTR 2010 — Planetary Science\nASTR 2100 — Stellar Astrophysics\nASTR 3300 — Cosmology\nFull course catalog" }, { "url": "course-astronomy-3300.html", "title": "ASTR 3300 Cosmology", "description": "Cosmology (ASTR 3300, 3 cr). The expanding universe, the cosmic microwave background, dark matter and dark energy, and the early universe.", "headings": [ "ASTR 3300 — Cosmology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Astronomy ASTR 3300 — Cosmology\n3 credits · prerequisite: ASTR 2100 · typically spring, alternate years\nCourse description\nThe expanding universe, the cosmic microwave background, dark matter and dark energy, and the early universe.\nCosmology is an advanced undergraduate course in Astronomy (ASTR 3300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nASTR 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of cosmology.\nAnalyze and solve open-ended problems in astronomy, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCosmology counts toward the Astronomy program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Astronomy course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Cosmology spends time on:\nThe vocabulary of astronomy and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Astronomy department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Astronomy. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAstronomy (ASTR)\nNumber\nASTR 3300\nCredits\n3\nPrerequisite\nASTR 2100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nAstronomy course list\nAcademic departments\nASTR 1010 — Introduction to Astronomy\nASTR 2010 — Planetary Science\nASTR 2100 — Stellar Astrophysics\nASTR 3100 — Galactic and Extragalactic Astronomy\nFull course catalog" }, { "url": "course-astronomy-3500.html", "title": "ASTR 3500 Observational Techniques", "description": "Observational Techniques (ASTR 3500, 4 cr). Telescopes and detectors, photometry and spectroscopy, image reduction, and a small observing project.", "headings": [ "ASTR 3500 — Observational Techniques", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Astronomy ASTR 3500 — Observational Techniques\n4 credits · prerequisite: ASTR 1010 · typically fall\nCourse description\nTelescopes and detectors, photometry and spectroscopy, image reduction, and a small observing project.\nObservational Techniques is an advanced undergraduate course in Astronomy (ASTR 3500), carrying 4 credits, and is typically offered fall.\nPrerequisites\nASTR 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of observational Techniques.\nAnalyze and solve open-ended problems in astronomy, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nObservational Techniques counts toward the Astronomy program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Astronomy course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Observational Techniques spends time on:\nThe vocabulary of astronomy and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Astronomy department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Astronomy. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAstronomy (ASTR)\nNumber\nASTR 3500\nCredits\n4\nPrerequisite\nASTR 1010\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nAstronomy course list\nAcademic departments\nASTR 1010 — Introduction to Astronomy\nASTR 2010 — Planetary Science\nASTR 2100 — Stellar Astrophysics\nASTR 3100 — Galactic and Extragalactic Astronomy\nFull course catalog" }, { "url": "course-astronomy-3700.html", "title": "ASTR 3700 Astrobiology", "description": "Astrobiology (ASTR 3700, 3 cr). The origin of life, habitability, biosignatures, and the search for life beyond Earth.", "headings": [ "ASTR 3700 — Astrobiology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Astronomy ASTR 3700 — Astrobiology\n3 credits · prerequisite: ASTR 1010, BIOL 1010 · typically spring\nCourse description\nThe origin of life, habitability, biosignatures, and the search for life beyond Earth.\nAstrobiology is an advanced undergraduate course in Astronomy (ASTR 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nASTR 1010, BIOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of astrobiology.\nAnalyze and solve open-ended problems in astronomy, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAstrobiology counts toward the Astronomy program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Astronomy course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Astrobiology spends time on:\nThe vocabulary of astronomy and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Astronomy department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Astronomy. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAstronomy (ASTR)\nNumber\nASTR 3700\nCredits\n3\nPrerequisite\nASTR 1010, BIOL 1010\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nAstronomy course list\nAcademic departments\nASTR 1010 — Introduction to Astronomy\nASTR 2010 — Planetary Science\nASTR 2100 — Stellar Astrophysics\nASTR 3100 — Galactic and Extragalactic Astronomy\nFull course catalog" }, { "url": "course-astronomy-4900.html", "title": "ASTR 4900 Astronomy Research Project", "description": "Astronomy Research Project (ASTR 4900, 2 cr). A supervised project using archival data or the campus observatory, with a written and oral report.", "headings": [ "ASTR 4900 — Astronomy Research Project", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Astronomy ASTR 4900 — Astronomy Research Project\n2 credits · prerequisite: senior standing · typically fall and spring\nCourse description\nA supervised project using archival data or the campus observatory, with a written and oral report.\nAstronomy Research Project is an advanced, often capstone-level undergraduate course in Astronomy (ASTR 4900), carrying 2 credits, and is typically offered fall and spring.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of astronomy Research Project.\nAnalyze and solve open-ended problems in astronomy, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 2-credit course, expect roughly 4–6 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAstronomy Research Project counts toward the Astronomy program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Astronomy course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Astronomy Research Project spends time on:\nThe vocabulary of astronomy and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Astronomy department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Astronomy. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 4–6 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAstronomy (ASTR)\nNumber\nASTR 4900\nCredits\n2\nPrerequisite\nsenior standing\nTypically offered\nFall and Spring\nOutside-class time\n~4–6 hrs/week\nRelated\nAstronomy course list\nAcademic departments\nASTR 1010 — Introduction to Astronomy\nASTR 2010 — Planetary Science\nASTR 2100 — Stellar Astrophysics\nASTR 3100 — Galactic and Extragalactic Astronomy\nFull course catalog" }, { "url": "course-athletic-training-2000.html", "title": "ATHT 2000 Foundations of Athletic Training", "description": "Foundations of Athletic Training (ATHT 2000, 3 cr). The profession, the health-care team, documentation, emergency planning, and prevention.", "headings": [ "ATHT 2000 — Foundations of Athletic Training", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Athletic Training ATHT 2000 — Foundations of Athletic Training\n3 credits · prerequisite: BIOL 1010 · typically fall\nCourse description\nThe profession, the health-care team, documentation, emergency planning, and prevention.\nFoundations of Athletic Training is a lower-division undergraduate course in Athletic Training (ATHT 2000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nBIOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of foundations of Athletic Training.\nWork standard problems in athletic Training accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFoundations of Athletic Training counts toward the Athletic Training program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Athletic Training course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Foundations of Athletic Training spends time on:\nThe vocabulary of athletic Training and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Athletic Training department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Athletic Training. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAthletic Training (ATHT)\nNumber\nATHT 2000\nCredits\n3\nPrerequisite\nBIOL 1010\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nAthletic Training course list\nAcademic departments\nATHT 2200 — Clinical Anatomy\nATHT 2400 — Emergency Care and First Aid\nATHT 3000 — Lower-Extremity Evaluation\nATHT 3200 — Upper-Extremity and Spine Evaluation\nFull course catalog" }, { "url": "course-athletic-training-2200.html", "title": "ATHT 2200 Clinical Anatomy", "description": "Clinical Anatomy (ATHT 2200, 4 cr). Musculoskeletal anatomy for injury evaluation, with surface anatomy and palpation lab.", "headings": [ "ATHT 2200 — Clinical Anatomy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Athletic Training ATHT 2200 — Clinical Anatomy\n4 credits · prerequisite: BIOL 3300 · typically spring\nCourse description\nMusculoskeletal anatomy for injury evaluation, with surface anatomy and palpation lab.\nClinical Anatomy is a lower-division undergraduate course in Athletic Training (ATHT 2200), carrying 4 credits, and is typically offered spring.\nPrerequisites\nBIOL 3300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of clinical Anatomy.\nWork standard problems in athletic Training accurately and show the reasoning behind each step.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nClinical Anatomy counts toward the Athletic Training program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Athletic Training course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Clinical Anatomy spends time on:\nThe vocabulary of athletic Training and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Athletic Training department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Athletic Training. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAthletic Training (ATHT)\nNumber\nATHT 2200\nCredits\n4\nPrerequisite\nBIOL 3300\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nAthletic Training course list\nAcademic departments\nATHT 2000 — Foundations of Athletic Training\nATHT 2400 — Emergency Care and First Aid\nATHT 3000 — Lower-Extremity Evaluation\nATHT 3200 — Upper-Extremity and Spine Evaluation\nFull course catalog" }, { "url": "course-athletic-training-2400.html", "title": "ATHT 2400 Emergency Care and First Aid", "description": "Emergency Care and First Aid (ATHT 2400, 3 cr). Airway, bleeding, spinal motion restriction, splinting, and environmental emergencies, with certification.", "headings": [ "ATHT 2400 — Emergency Care and First Aid", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Athletic Training ATHT 2400 — Emergency Care and First Aid\n3 credits · prerequisite: ATHT 2000 · typically fall and spring\nCourse description\nAirway, bleeding, spinal motion restriction, splinting, and environmental emergencies, with certification.\nEmergency Care and First Aid is a lower-division undergraduate course in Athletic Training (ATHT 2400), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nATHT 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of emergency Care and First Aid.\nWork standard problems in athletic Training accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEmergency Care and First Aid counts toward the Athletic Training program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Athletic Training course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Emergency Care and First Aid spends time on:\nThe vocabulary of athletic Training and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Athletic Training department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Athletic Training. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAthletic Training (ATHT)\nNumber\nATHT 2400\nCredits\n3\nPrerequisite\nATHT 2000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nAthletic Training course list\nAcademic departments\nATHT 2000 — Foundations of Athletic Training\nATHT 2200 — Clinical Anatomy\nATHT 3000 — Lower-Extremity Evaluation\nATHT 3200 — Upper-Extremity and Spine Evaluation\nFull course catalog" }, { "url": "course-athletic-training-3000.html", "title": "ATHT 3000 Lower-Extremity Evaluation", "description": "Lower-Extremity Evaluation (ATHT 3000, 4 cr). History, inspection, palpation, and special tests for the hip, knee, ankle, and foot, with lab.", "headings": [ "ATHT 3000 — Lower-Extremity Evaluation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Athletic Training ATHT 3000 — Lower-Extremity Evaluation\n4 credits · prerequisite: ATHT 2200 · typically fall, alternate years\nCourse description\nHistory, inspection, palpation, and special tests for the hip, knee, ankle, and foot, with lab.\nLower-Extremity Evaluation is an advanced undergraduate course in Athletic Training (ATHT 3000), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nATHT 2200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of lower-Extremity Evaluation.\nAnalyze and solve open-ended problems in athletic Training, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLower-Extremity Evaluation counts toward the Athletic Training program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Athletic Training course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Lower-Extremity Evaluation spends time on:\nThe vocabulary of athletic Training and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Athletic Training department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Athletic Training. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAthletic Training (ATHT)\nNumber\nATHT 3000\nCredits\n4\nPrerequisite\nATHT 2200\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nAthletic Training course list\nAcademic departments\nATHT 2000 — Foundations of Athletic Training\nATHT 2200 — Clinical Anatomy\nATHT 2400 — Emergency Care and First Aid\nATHT 3200 — Upper-Extremity and Spine Evaluation\nFull course catalog" }, { "url": "course-athletic-training-3200.html", "title": "ATHT 3200 Upper-Extremity and Spine Evaluation", "description": "Upper-Extremity and Spine Evaluation (ATHT 3200, 4 cr). Evaluation of the shoulder, elbow, wrist, hand, and spine, with lab.", "headings": [ "ATHT 3200 — Upper-Extremity and Spine Evaluation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Athletic Training ATHT 3200 — Upper-Extremity and Spine Evaluation\n4 credits · prerequisite: ATHT 3000 · typically spring, alternate years\nCourse description\nEvaluation of the shoulder, elbow, wrist, hand, and spine, with lab.\nUpper-Extremity and Spine Evaluation is an advanced undergraduate course in Athletic Training (ATHT 3200), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nATHT 3000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of upper-Extremity and Spine Evaluation.\nAnalyze and solve open-ended problems in athletic Training, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nUpper-Extremity and Spine Evaluation counts toward the Athletic Training program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Athletic Training course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Upper-Extremity and Spine Evaluation spends time on:\nThe vocabulary of athletic Training and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Athletic Training department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Athletic Training. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAthletic Training (ATHT)\nNumber\nATHT 3200\nCredits\n4\nPrerequisite\nATHT 3000\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nAthletic Training course list\nAcademic departments\nATHT 2000 — Foundations of Athletic Training\nATHT 2200 — Clinical Anatomy\nATHT 2400 — Emergency Care and First Aid\nATHT 3000 — Lower-Extremity Evaluation\nFull course catalog" }, { "url": "course-athletic-training-3400.html", "title": "ATHT 3400 Therapeutic Interventions I", "description": "Therapeutic Interventions I (ATHT 3400, 3 cr). Modalities, tissue healing, and early rehabilitation programming.", "headings": [ "ATHT 3400 — Therapeutic Interventions I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Athletic Training ATHT 3400 — Therapeutic Interventions I\n3 credits · prerequisite: ATHT 3000 · typically fall\nCourse description\nModalities, tissue healing, and early rehabilitation programming.\nTherapeutic Interventions I is an advanced undergraduate course in Athletic Training (ATHT 3400), carrying 3 credits, and is typically offered fall.\nPrerequisites\nATHT 3000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of therapeutic Interventions I.\nAnalyze and solve open-ended problems in athletic Training, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTherapeutic Interventions I counts toward the Athletic Training program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Athletic Training course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Therapeutic Interventions I spends time on:\nThe vocabulary of athletic Training and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Athletic Training department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Athletic Training. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAthletic Training (ATHT)\nNumber\nATHT 3400\nCredits\n3\nPrerequisite\nATHT 3000\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nAthletic Training course list\nAcademic departments\nATHT 2000 — Foundations of Athletic Training\nATHT 2200 — Clinical Anatomy\nATHT 2400 — Emergency Care and First Aid\nATHT 3000 — Lower-Extremity Evaluation\nFull course catalog" }, { "url": "course-athletic-training-3600.html", "title": "ATHT 3600 Therapeutic Interventions II", "description": "Therapeutic Interventions II (ATHT 3600, 3 cr). Progressive rehabilitation, return-to-play criteria, and functional testing.", "headings": [ "ATHT 3600 — Therapeutic Interventions II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Athletic Training ATHT 3600 — Therapeutic Interventions II\n3 credits · prerequisite: ATHT 3400 · typically spring\nCourse description\nProgressive rehabilitation, return-to-play criteria, and functional testing.\nTherapeutic Interventions II is an advanced undergraduate course in Athletic Training (ATHT 3600), carrying 3 credits, and is typically offered spring.\nPrerequisites\nATHT 3400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of therapeutic Interventions II.\nAnalyze and solve open-ended problems in athletic Training, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTherapeutic Interventions II counts toward the Athletic Training program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Athletic Training course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Therapeutic Interventions II spends time on:\nThe vocabulary of athletic Training and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Athletic Training department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Athletic Training. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAthletic Training (ATHT)\nNumber\nATHT 3600\nCredits\n3\nPrerequisite\nATHT 3400\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nAthletic Training course list\nAcademic departments\nATHT 2000 — Foundations of Athletic Training\nATHT 2200 — Clinical Anatomy\nATHT 2400 — Emergency Care and First Aid\nATHT 3000 — Lower-Extremity Evaluation\nFull course catalog" }, { "url": "course-athletic-training-3800.html", "title": "ATHT 3800 General Medical Conditions", "description": "General Medical Conditions (ATHT 3800, 3 cr). Recognizing and referring illness, dermatological, and systemic conditions in active people.", "headings": [ "ATHT 3800 — General Medical Conditions", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Athletic Training ATHT 3800 — General Medical Conditions\n3 credits · prerequisite: ATHT 2200 · typically fall and spring\nCourse description\nRecognizing and referring illness, dermatological, and systemic conditions in active people.\nGeneral Medical Conditions is an advanced undergraduate course in Athletic Training (ATHT 3800), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nATHT 2200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of general Medical Conditions.\nAnalyze and solve open-ended problems in athletic Training, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGeneral Medical Conditions counts toward the Athletic Training program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Athletic Training course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of General Medical Conditions spends time on:\nThe vocabulary of athletic Training and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Athletic Training department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Athletic Training. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAthletic Training (ATHT)\nNumber\nATHT 3800\nCredits\n3\nPrerequisite\nATHT 2200\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nAthletic Training course list\nAcademic departments\nATHT 2000 — Foundations of Athletic Training\nATHT 2200 — Clinical Anatomy\nATHT 2400 — Emergency Care and First Aid\nATHT 3000 — Lower-Extremity Evaluation\nFull course catalog" }, { "url": "course-athletic-training-4900.html", "title": "ATHT 4900 Clinical Practicum in Athletic Training", "description": "Clinical Practicum in Athletic Training (ATHT 4900, 4 cr). Supervised clinical hours with athletic and clinical preceptors and a case portfolio.", "headings": [ "ATHT 4900 — Clinical Practicum in Athletic Training", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Athletic Training ATHT 4900 — Clinical Practicum in Athletic Training\n4 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nSupervised clinical hours with athletic and clinical preceptors and a case portfolio.\nClinical Practicum in Athletic Training is an advanced, often capstone-level undergraduate course in Athletic Training (ATHT 4900), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of clinical Practicum in Athletic Training.\nAnalyze and solve open-ended problems in athletic Training, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nClinical Practicum in Athletic Training counts toward the Athletic Training program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Athletic Training course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Clinical Practicum in Athletic Training spends time on:\nThe vocabulary of athletic Training and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Athletic Training department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Athletic Training. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAthletic Training (ATHT)\nNumber\nATHT 4900\nCredits\n4\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nAthletic Training course list\nAcademic departments\nATHT 2000 — Foundations of Athletic Training\nATHT 2200 — Clinical Anatomy\nATHT 2400 — Emergency Care and First Aid\nATHT 3000 — Lower-Extremity Evaluation\nFull course catalog" }, { "url": "course-automotive-technology-1100.html", "title": "AUTO 1100 Automotive Fundamentals", "description": "Automotive Fundamentals (AUTO 1100, 3 cr). Vehicle systems overview, shop safety, tools, fasteners, and service information systems.", "headings": [ "AUTO 1100 — Automotive Fundamentals", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Automotive & Diesel Technology AUTO 1100 — Automotive Fundamentals\n3 credits · no prerequisites · typically fall\nCourse description\nVehicle systems overview, shop safety, tools, fasteners, and service information systems.\nAutomotive Fundamentals is an introductory course in Automotive & Diesel Technology (AUTO 1100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of automotive Fundamentals.\nWork standard problems in automotive & Diesel Technology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAutomotive Fundamentals counts toward the Automotive & Diesel Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Automotive & Diesel Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Automotive Fundamentals spends time on:\nThe vocabulary of automotive & Diesel Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Automotive & Diesel Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAutomotive & Diesel Technology (AUTO)\nNumber\nAUTO 1100\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nAutomotive & Diesel Technology course list\nAutomotive & Diesel Technology program\nAcademic departments\nAUTO 1300 — Engine Repair\nAUTO 1500 — Electrical and Electronic Systems\nAUTO 2100 — Brakes and Chassis\nAUTO 2300 — Engine Performance and Emissions\nFull course catalog" }, { "url": "course-automotive-technology-1300.html", "title": "AUTO 1300 Engine Repair", "description": "Engine Repair (AUTO 1300, 4 cr). Engine construction, diagnosis of mechanical faults, and teardown and reassembly to specification.", "headings": [ "AUTO 1300 — Engine Repair", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Automotive & Diesel Technology AUTO 1300 — Engine Repair\n4 credits · prerequisite: AUTO 1100 · typically spring\nCourse description\nEngine construction, diagnosis of mechanical faults, and teardown and reassembly to specification.\nEngine Repair is an introductory course in Automotive & Diesel Technology (AUTO 1300), carrying 4 credits, and is typically offered spring.\nPrerequisites\nAUTO 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of engine Repair.\nWork standard problems in automotive & Diesel Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEngine Repair counts toward the Automotive & Diesel Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Automotive & Diesel Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Engine Repair spends time on:\nThe vocabulary of automotive & Diesel Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Automotive & Diesel Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Automotive & Diesel Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAutomotive & Diesel Technology (AUTO)\nNumber\nAUTO 1300\nCredits\n4\nPrerequisite\nAUTO 1100\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nAutomotive & Diesel Technology course list\nAutomotive & Diesel Technology program\nAcademic departments\nAUTO 1100 — Automotive Fundamentals\nAUTO 1500 — Electrical and Electronic Systems\nAUTO 2100 — Brakes and Chassis\nAUTO 2300 — Engine Performance and Emissions\nFull course catalog" }, { "url": "course-automotive-technology-1500.html", "title": "AUTO 1500 Electrical and Electronic Systems", "description": "Electrical and Electronic Systems (AUTO 1500, 4 cr). Circuits, batteries, charging and starting, wiring diagrams, and network diagnostics.", "headings": [ "AUTO 1500 — Electrical and Electronic Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Automotive & Diesel Technology AUTO 1500 — Electrical and Electronic Systems\n4 credits · prerequisite: AUTO 1100 · typically fall and spring\nCourse description\nCircuits, batteries, charging and starting, wiring diagrams, and network diagnostics.\nElectrical and Electronic Systems is an introductory course in Automotive & Diesel Technology (AUTO 1500), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nAUTO 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of electrical and Electronic Systems.\nWork standard problems in automotive & Diesel Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nElectrical and Electronic Systems counts toward the Automotive & Diesel Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Automotive & Diesel Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Electrical and Electronic Systems spends time on:\nThe vocabulary of automotive & Diesel Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Automotive & Diesel Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Automotive & Diesel Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAutomotive & Diesel Technology (AUTO)\nNumber\nAUTO 1500\nCredits\n4\nPrerequisite\nAUTO 1100\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nAutomotive & Diesel Technology course list\nAutomotive & Diesel Technology program\nAcademic departments\nAUTO 1100 — Automotive Fundamentals\nAUTO 1300 — Engine Repair\nAUTO 2100 — Brakes and Chassis\nAUTO 2300 — Engine Performance and Emissions\nFull course catalog" }, { "url": "course-automotive-technology-2100.html", "title": "AUTO 2100 Brakes and Chassis", "description": "Brakes and Chassis (AUTO 2100, 4 cr). Hydraulic and antilock brakes, steering, suspension, alignment, and tires.", "headings": [ "AUTO 2100 — Brakes and Chassis", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Automotive & Diesel Technology AUTO 2100 — Brakes and Chassis\n4 credits · prerequisite: AUTO 1100 · typically fall, alternate years\nCourse description\nHydraulic and antilock brakes, steering, suspension, alignment, and tires.\nBrakes and Chassis is a lower-division undergraduate course in Automotive & Diesel Technology (AUTO 2100), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nAUTO 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of brakes and Chassis.\nWork standard problems in automotive & Diesel Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBrakes and Chassis counts toward the Automotive & Diesel Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Automotive & Diesel Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Brakes and Chassis spends time on:\nThe vocabulary of automotive & Diesel Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Automotive & Diesel Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Automotive & Diesel Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAutomotive & Diesel Technology (AUTO)\nNumber\nAUTO 2100\nCredits\n4\nPrerequisite\nAUTO 1100\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nAutomotive & Diesel Technology course list\nAutomotive & Diesel Technology program\nAcademic departments\nAUTO 1100 — Automotive Fundamentals\nAUTO 1300 — Engine Repair\nAUTO 1500 — Electrical and Electronic Systems\nAUTO 2300 — Engine Performance and Emissions\nFull course catalog" }, { "url": "course-automotive-technology-2300.html", "title": "AUTO 2300 Engine Performance and Emissions", "description": "Engine Performance and Emissions (AUTO 2300, 4 cr). Fuel, ignition, and emissions systems; scan-tool diagnosis; and driveability troubleshooting.", "headings": [ "AUTO 2300 — Engine Performance and Emissions", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Automotive & Diesel Technology AUTO 2300 — Engine Performance and Emissions\n4 credits · prerequisite: AUTO 1300, AUTO 1500 · typically spring, alternate years\nCourse description\nFuel, ignition, and emissions systems; scan-tool diagnosis; and driveability troubleshooting.\nEngine Performance and Emissions is a lower-division undergraduate course in Automotive & Diesel Technology (AUTO 2300), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nAUTO 1300, AUTO 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of engine Performance and Emissions.\nWork standard problems in automotive & Diesel Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEngine Performance and Emissions counts toward the Automotive & Diesel Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Automotive & Diesel Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Engine Performance and Emissions spends time on:\nThe vocabulary of automotive & Diesel Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Automotive & Diesel Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Automotive & Diesel Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAutomotive & Diesel Technology (AUTO)\nNumber\nAUTO 2300\nCredits\n4\nPrerequisite\nAUTO 1300, AUTO 1500\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nAutomotive & Diesel Technology course list\nAutomotive & Diesel Technology program\nAcademic departments\nAUTO 1100 — Automotive Fundamentals\nAUTO 1300 — Engine Repair\nAUTO 1500 — Electrical and Electronic Systems\nAUTO 2100 — Brakes and Chassis\nFull course catalog" }, { "url": "course-automotive-technology-2500.html", "title": "AUTO 2500 Automatic Transmissions and Driveline", "description": "Automatic Transmissions and Driveline (AUTO 2500, 4 cr). Transmission operation, electronic controls, diagnosis, and overhaul.", "headings": [ "AUTO 2500 — Automatic Transmissions and Driveline", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Automotive & Diesel Technology AUTO 2500 — Automatic Transmissions and Driveline\n4 credits · prerequisite: AUTO 1300 · typically fall\nCourse description\nTransmission operation, electronic controls, diagnosis, and overhaul.\nAutomatic Transmissions and Driveline is a lower-division undergraduate course in Automotive & Diesel Technology (AUTO 2500), carrying 4 credits, and is typically offered fall.\nPrerequisites\nAUTO 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of automatic Transmissions and Driveline.\nWork standard problems in automotive & Diesel Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAutomatic Transmissions and Driveline counts toward the Automotive & Diesel Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Automotive & Diesel Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Automatic Transmissions and Driveline spends time on:\nThe vocabulary of automotive & Diesel Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Automotive & Diesel Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Automotive & Diesel Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAutomotive & Diesel Technology (AUTO)\nNumber\nAUTO 2500\nCredits\n4\nPrerequisite\nAUTO 1300\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nAutomotive & Diesel Technology course list\nAutomotive & Diesel Technology program\nAcademic departments\nAUTO 1100 — Automotive Fundamentals\nAUTO 1300 — Engine Repair\nAUTO 1500 — Electrical and Electronic Systems\nAUTO 2100 — Brakes and Chassis\nFull course catalog" }, { "url": "course-automotive-technology-2700.html", "title": "AUTO 2700 Diesel Systems", "description": "Diesel Systems (AUTO 2700, 4 cr). Heavy-duty diesel engines, fuel systems, aftertreatment, and preventive maintenance.", "headings": [ "AUTO 2700 — Diesel Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Automotive & Diesel Technology AUTO 2700 — Diesel Systems\n4 credits · prerequisite: AUTO 1300 · typically spring\nCourse description\nHeavy-duty diesel engines, fuel systems, aftertreatment, and preventive maintenance.\nDiesel Systems is a lower-division undergraduate course in Automotive & Diesel Technology (AUTO 2700), carrying 4 credits, and is typically offered spring.\nPrerequisites\nAUTO 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of diesel Systems.\nWork standard problems in automotive & Diesel Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDiesel Systems counts toward the Automotive & Diesel Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Automotive & Diesel Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Diesel Systems spends time on:\nThe vocabulary of automotive & Diesel Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Automotive & Diesel Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Automotive & Diesel Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAutomotive & Diesel Technology (AUTO)\nNumber\nAUTO 2700\nCredits\n4\nPrerequisite\nAUTO 1300\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nAutomotive & Diesel Technology course list\nAutomotive & Diesel Technology program\nAcademic departments\nAUTO 1100 — Automotive Fundamentals\nAUTO 1300 — Engine Repair\nAUTO 1500 — Electrical and Electronic Systems\nAUTO 2100 — Brakes and Chassis\nFull course catalog" }, { "url": "course-automotive-technology-3100.html", "title": "AUTO 3100 Advanced Vehicle Diagnostics", "description": "Advanced Vehicle Diagnostics (AUTO 3100, 3 cr). Systematic diagnosis of intermittent and network faults, and hybrid and electric-vehicle safety and service.", "headings": [ "AUTO 3100 — Advanced Vehicle Diagnostics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Automotive & Diesel Technology AUTO 3100 — Advanced Vehicle Diagnostics\n3 credits · prerequisite: AUTO 2300 · typically fall and spring\nCourse description\nSystematic diagnosis of intermittent and network faults, and hybrid and electric-vehicle safety and service.\nAdvanced Vehicle Diagnostics is an advanced undergraduate course in Automotive & Diesel Technology (AUTO 3100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nAUTO 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of advanced Vehicle Diagnostics.\nAnalyze and solve open-ended problems in automotive & Diesel Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAdvanced Vehicle Diagnostics counts toward the Automotive & Diesel Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Automotive & Diesel Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Advanced Vehicle Diagnostics spends time on:\nThe vocabulary of automotive & Diesel Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Automotive & Diesel Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Automotive & Diesel Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAutomotive & Diesel Technology (AUTO)\nNumber\nAUTO 3100\nCredits\n3\nPrerequisite\nAUTO 2300\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nAutomotive & Diesel Technology course list\nAutomotive & Diesel Technology program\nAcademic departments\nAUTO 1100 — Automotive Fundamentals\nAUTO 1300 — Engine Repair\nAUTO 1500 — Electrical and Electronic Systems\nAUTO 2100 — Brakes and Chassis\nFull course catalog" }, { "url": "course-automotive-technology-3300.html", "title": "AUTO 3300 Shop Management", "description": "Shop Management (AUTO 3300, 3 cr). Estimating, workflow, customer communication, warranty, and running a service department.", "headings": [ "AUTO 3300 — Shop Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Automotive & Diesel Technology AUTO 3300 — Shop Management\n3 credits · prerequisite: AUTO 2100 · typically fall, alternate years\nCourse description\nEstimating, workflow, customer communication, warranty, and running a service department.\nShop Management is an advanced undergraduate course in Automotive & Diesel Technology (AUTO 3300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nAUTO 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of shop Management.\nAnalyze and solve open-ended problems in automotive & Diesel Technology, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nShop Management counts toward the Automotive & Diesel Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Automotive & Diesel Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Shop Management spends time on:\nThe vocabulary of automotive & Diesel Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Automotive & Diesel Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Automotive & Diesel Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAutomotive & Diesel Technology (AUTO)\nNumber\nAUTO 3300\nCredits\n3\nPrerequisite\nAUTO 2100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nAutomotive & Diesel Technology course list\nAutomotive & Diesel Technology program\nAcademic departments\nAUTO 1100 — Automotive Fundamentals\nAUTO 1300 — Engine Repair\nAUTO 1500 — Electrical and Electronic Systems\nAUTO 2100 — Brakes and Chassis\nFull course catalog" }, { "url": "course-aviation-management-1500.html", "title": "AVIA 1500 Introduction to Aviation", "description": "Introduction to Aviation (AVIA 1500, 3 cr). The aviation system, aircraft, air traffic, weather, and the regulatory bodies that govern flight.", "headings": [ "AVIA 1500 — Introduction to Aviation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Aviation Management AVIA 1500 — Introduction to Aviation\n3 credits · no prerequisites · typically fall\nCourse description\nThe aviation system, aircraft, air traffic, weather, and the regulatory bodies that govern flight.\nIntroduction to Aviation is an introductory course in Aviation Management (AVIA 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Aviation.\nWork standard problems in aviation Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Aviation counts toward the Aviation Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Aviation Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Aviation spends time on:\nThe vocabulary of aviation Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Aviation Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAviation Management (AVIA)\nNumber\nAVIA 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nAviation Management course list\nAcademic departments\nAVIA 2100 — Airport Planning and Management\nAVIA 2300 — Airline Operations\nAVIA 2500 — Aviation Safety Systems\nAVIA 3100 — Aviation Law and Regulation\nFull course catalog" }, { "url": "course-aviation-management-2100.html", "title": "AVIA 2100 Airport Planning and Management", "description": "Airport Planning and Management (AVIA 2100, 3 cr). Airport operations, layout, capacity, funding, noise, and community relations.", "headings": [ "AVIA 2100 — Airport Planning and Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Aviation Management AVIA 2100 — Airport Planning and Management\n3 credits · prerequisite: AVIA 1500 · typically spring\nCourse description\nAirport operations, layout, capacity, funding, noise, and community relations.\nAirport Planning and Management is a lower-division undergraduate course in Aviation Management (AVIA 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nAVIA 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of airport Planning and Management.\nWork standard problems in aviation Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAirport Planning and Management counts toward the Aviation Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Aviation Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Airport Planning and Management spends time on:\nThe vocabulary of aviation Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Aviation Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Aviation Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAviation Management (AVIA)\nNumber\nAVIA 2100\nCredits\n3\nPrerequisite\nAVIA 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nAviation Management course list\nAcademic departments\nAVIA 1500 — Introduction to Aviation\nAVIA 2300 — Airline Operations\nAVIA 2500 — Aviation Safety Systems\nAVIA 3100 — Aviation Law and Regulation\nFull course catalog" }, { "url": "course-aviation-management-2300.html", "title": "AVIA 2300 Airline Operations", "description": "Airline Operations (AVIA 2300, 3 cr). Scheduling, fleet planning, crew, ground operations, and the economics of an airline.", "headings": [ "AVIA 2300 — Airline Operations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Aviation Management AVIA 2300 — Airline Operations\n3 credits · prerequisite: AVIA 1500 · typically fall and spring\nCourse description\nScheduling, fleet planning, crew, ground operations, and the economics of an airline.\nAirline Operations is a lower-division undergraduate course in Aviation Management (AVIA 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nAVIA 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of airline Operations.\nWork standard problems in aviation Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAirline Operations counts toward the Aviation Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Aviation Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Airline Operations spends time on:\nThe vocabulary of aviation Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Aviation Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Aviation Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAviation Management (AVIA)\nNumber\nAVIA 2300\nCredits\n3\nPrerequisite\nAVIA 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nAviation Management course list\nAcademic departments\nAVIA 1500 — Introduction to Aviation\nAVIA 2100 — Airport Planning and Management\nAVIA 2500 — Aviation Safety Systems\nAVIA 3100 — Aviation Law and Regulation\nFull course catalog" }, { "url": "course-aviation-management-2500.html", "title": "AVIA 2500 Aviation Safety Systems", "description": "Aviation Safety Systems (AVIA 2500, 3 cr). Safety management systems, human factors, accident investigation, and a just culture.", "headings": [ "AVIA 2500 — Aviation Safety Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Aviation Management AVIA 2500 — Aviation Safety Systems\n3 credits · prerequisite: AVIA 1500 · typically fall, alternate years\nCourse description\nSafety management systems, human factors, accident investigation, and a just culture.\nAviation Safety Systems is a lower-division undergraduate course in Aviation Management (AVIA 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nAVIA 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of aviation Safety Systems.\nWork standard problems in aviation Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAviation Safety Systems counts toward the Aviation Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Aviation Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Aviation Safety Systems spends time on:\nThe vocabulary of aviation Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Aviation Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Aviation Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAviation Management (AVIA)\nNumber\nAVIA 2500\nCredits\n3\nPrerequisite\nAVIA 1500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nAviation Management course list\nAcademic departments\nAVIA 1500 — Introduction to Aviation\nAVIA 2100 — Airport Planning and Management\nAVIA 2300 — Airline Operations\nAVIA 3100 — Aviation Law and Regulation\nFull course catalog" }, { "url": "course-aviation-management-3100.html", "title": "AVIA 3100 Aviation Law and Regulation", "description": "Aviation Law and Regulation (AVIA 3100, 3 cr). Federal aviation regulations, liability, international agreements, and enforcement.", "headings": [ "AVIA 3100 — Aviation Law and Regulation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Aviation Management AVIA 3100 — Aviation Law and Regulation\n3 credits · prerequisite: AVIA 1500 · typically spring, alternate years\nCourse description\nFederal aviation regulations, liability, international agreements, and enforcement.\nAviation Law and Regulation is an advanced undergraduate course in Aviation Management (AVIA 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nAVIA 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of aviation Law and Regulation.\nAnalyze and solve open-ended problems in aviation Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAviation Law and Regulation counts toward the Aviation Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Aviation Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Aviation Law and Regulation spends time on:\nThe vocabulary of aviation Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Aviation Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Aviation Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAviation Management (AVIA)\nNumber\nAVIA 3100\nCredits\n3\nPrerequisite\nAVIA 1500\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nAviation Management course list\nAcademic departments\nAVIA 1500 — Introduction to Aviation\nAVIA 2100 — Airport Planning and Management\nAVIA 2300 — Airline Operations\nAVIA 2500 — Aviation Safety Systems\nFull course catalog" }, { "url": "course-aviation-management-3300.html", "title": "AVIA 3300 Unmanned Aircraft Systems", "description": "Unmanned Aircraft Systems (AVIA 3300, 3 cr). Drone operations, the small-UAS rule, mission planning, and commercial applications.", "headings": [ "AVIA 3300 — Unmanned Aircraft Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Aviation Management AVIA 3300 — Unmanned Aircraft Systems\n3 credits · prerequisite: AVIA 1500 · typically fall\nCourse description\nDrone operations, the small-UAS rule, mission planning, and commercial applications.\nUnmanned Aircraft Systems is an advanced undergraduate course in Aviation Management (AVIA 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nAVIA 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of unmanned Aircraft Systems.\nAnalyze and solve open-ended problems in aviation Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nUnmanned Aircraft Systems counts toward the Aviation Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Aviation Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Unmanned Aircraft Systems spends time on:\nThe vocabulary of aviation Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Aviation Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Aviation Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAviation Management (AVIA)\nNumber\nAVIA 3300\nCredits\n3\nPrerequisite\nAVIA 1500\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nAviation Management course list\nAcademic departments\nAVIA 1500 — Introduction to Aviation\nAVIA 2100 — Airport Planning and Management\nAVIA 2300 — Airline Operations\nAVIA 2500 — Aviation Safety Systems\nFull course catalog" }, { "url": "course-aviation-management-3500.html", "title": "AVIA 3500 Aviation Finance and Economics", "description": "Aviation Finance and Economics (AVIA 3500, 3 cr). Capital structure, leasing, fuel and labor costs, and demand forecasting in aviation.", "headings": [ "AVIA 3500 — Aviation Finance and Economics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Aviation Management AVIA 3500 — Aviation Finance and Economics\n3 credits · prerequisite: BUS 2100 · typically spring\nCourse description\nCapital structure, leasing, fuel and labor costs, and demand forecasting in aviation.\nAviation Finance and Economics is an advanced undergraduate course in Aviation Management (AVIA 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nBUS 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of aviation Finance and Economics.\nAnalyze and solve open-ended problems in aviation Management, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAviation Finance and Economics counts toward the Aviation Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Aviation Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Aviation Finance and Economics spends time on:\nThe vocabulary of aviation Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Aviation Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Aviation Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAviation Management (AVIA)\nNumber\nAVIA 3500\nCredits\n3\nPrerequisite\nBUS 2100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nAviation Management course list\nAcademic departments\nAVIA 1500 — Introduction to Aviation\nAVIA 2100 — Airport Planning and Management\nAVIA 2300 — Airline Operations\nAVIA 2500 — Aviation Safety Systems\nFull course catalog" }, { "url": "course-aviation-management-3700.html", "title": "AVIA 3700 Air Traffic and Airspace", "description": "Air Traffic and Airspace (AVIA 3700, 3 cr). Airspace classes, separation, NextGen technologies, and the flow of traffic through the system.", "headings": [ "AVIA 3700 — Air Traffic and Airspace", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Aviation Management AVIA 3700 — Air Traffic and Airspace\n3 credits · prerequisite: AVIA 1500 · typically fall and spring\nCourse description\nAirspace classes, separation, NextGen technologies, and the flow of traffic through the system.\nAir Traffic and Airspace is an advanced undergraduate course in Aviation Management (AVIA 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nAVIA 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of air Traffic and Airspace.\nAnalyze and solve open-ended problems in aviation Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAir Traffic and Airspace counts toward the Aviation Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Aviation Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Air Traffic and Airspace spends time on:\nThe vocabulary of aviation Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Aviation Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Aviation Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAviation Management (AVIA)\nNumber\nAVIA 3700\nCredits\n3\nPrerequisite\nAVIA 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nAviation Management course list\nAcademic departments\nAVIA 1500 — Introduction to Aviation\nAVIA 2100 — Airport Planning and Management\nAVIA 2300 — Airline Operations\nAVIA 2500 — Aviation Safety Systems\nFull course catalog" }, { "url": "course-aviation-management-4900.html", "title": "AVIA 4900 Aviation Management Internship", "description": "Aviation Management Internship (AVIA 4900, 4 cr). A supervised placement with an airport, airline, or aviation services company.", "headings": [ "AVIA 4900 — Aviation Management Internship", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Aviation Management AVIA 4900 — Aviation Management Internship\n4 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA supervised placement with an airport, airline, or aviation services company.\nAviation Management Internship is an advanced, often capstone-level undergraduate course in Aviation Management (AVIA 4900), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of aviation Management Internship.\nAnalyze and solve open-ended problems in aviation Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAviation Management Internship counts toward the Aviation Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Aviation Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Aviation Management Internship spends time on:\nThe vocabulary of aviation Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Aviation Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Aviation Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nAviation Management (AVIA)\nNumber\nAVIA 4900\nCredits\n4\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nAviation Management course list\nAcademic departments\nAVIA 1500 — Introduction to Aviation\nAVIA 2100 — Airport Planning and Management\nAVIA 2300 — Airline Operations\nAVIA 2500 — Aviation Safety Systems\nFull course catalog" }, { "url": "course-biology-1010.html", "title": "BIOL 1010 General Biology", "description": "General Biology (BIOL 1010, 4 cr). Cells, energy, genetics, evolution, and the diversity of life for majors and pre-professional students, with lab.", "headings": [ "BIOL 1010 — General Biology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Biology BIOL 1010 — General Biology\n4 credits · no prerequisites · typically fall\nCourse description\nCells, energy, genetics, evolution, and the diversity of life for majors and pre-professional students, with lab.\nGeneral Biology is an introductory course in Biology (BIOL 1010), carrying 4 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of general Biology.\nWork standard problems in biology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGeneral Biology counts toward the Biology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Biology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of General Biology spends time on:\nThe vocabulary of biology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Biology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBiology (BIOL)\nNumber\nBIOL 1010\nCredits\n4\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nBiology course list\nAcademic departments\nBIOL 1020 — Organismal Biology\nBIOL 2100 — Genetics\nBIOL 2300 — Cell Biology\nBIOL 2500 — Ecology\nFull course catalog" }, { "url": "course-biology-1020.html", "title": "BIOL 1020 Organismal Biology", "description": "Organismal Biology (BIOL 1020, 4 cr). Structure, function, and evolution across the kingdoms, with lab and field work.", "headings": [ "BIOL 1020 — Organismal Biology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Biology BIOL 1020 — Organismal Biology\n4 credits · prerequisite: BIOL 1010 · typically spring\nCourse description\nStructure, function, and evolution across the kingdoms, with lab and field work.\nOrganismal Biology is an introductory course in Biology (BIOL 1020), carrying 4 credits, and is typically offered spring.\nPrerequisites\nBIOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of organismal Biology.\nWork standard problems in biology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nOrganismal Biology counts toward the Biology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Biology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Organismal Biology spends time on:\nThe vocabulary of biology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Biology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Biology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBiology (BIOL)\nNumber\nBIOL 1020\nCredits\n4\nPrerequisite\nBIOL 1010\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nBiology course list\nAcademic departments\nBIOL 1010 — General Biology\nBIOL 2100 — Genetics\nBIOL 2300 — Cell Biology\nBIOL 2500 — Ecology\nFull course catalog" }, { "url": "course-biology-2100.html", "title": "BIOL 2100 Genetics", "description": "Genetics (BIOL 2100, 4 cr). Transmission, molecular, and population genetics, with a problem-solving emphasis and lab.", "headings": [ "BIOL 2100 — Genetics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Biology BIOL 2100 — Genetics\n4 credits · prerequisite: BIOL 1010 · typically fall and spring\nCourse description\nTransmission, molecular, and population genetics, with a problem-solving emphasis and lab.\nGenetics is a lower-division undergraduate course in Biology (BIOL 2100), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nBIOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of genetics.\nWork standard problems in biology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGenetics counts toward the Biology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Biology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Genetics spends time on:\nThe vocabulary of biology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Biology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Biology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBiology (BIOL)\nNumber\nBIOL 2100\nCredits\n4\nPrerequisite\nBIOL 1010\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nBiology course list\nAcademic departments\nBIOL 1010 — General Biology\nBIOL 1020 — Organismal Biology\nBIOL 2300 — Cell Biology\nBIOL 2500 — Ecology\nFull course catalog" }, { "url": "course-biology-2300.html", "title": "BIOL 2300 Cell Biology", "description": "Cell Biology (BIOL 2300, 3 cr). Membranes, organelles, the cytoskeleton, signaling, and the cell cycle.", "headings": [ "BIOL 2300 — Cell Biology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Biology BIOL 2300 — Cell Biology\n3 credits · prerequisite: BIOL 1010, CHEM 1120 · typically fall, alternate years\nCourse description\nMembranes, organelles, the cytoskeleton, signaling, and the cell cycle.\nCell Biology is a lower-division undergraduate course in Biology (BIOL 2300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nBIOL 1010, CHEM 1120. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of cell Biology.\nWork standard problems in biology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCell Biology counts toward the Biology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Biology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Cell Biology spends time on:\nThe vocabulary of biology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Biology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Biology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBiology (BIOL)\nNumber\nBIOL 2300\nCredits\n3\nPrerequisite\nBIOL 1010, CHEM 1120\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nBiology course list\nAcademic departments\nBIOL 1010 — General Biology\nBIOL 1020 — Organismal Biology\nBIOL 2100 — Genetics\nBIOL 2500 — Ecology\nFull course catalog" }, { "url": "course-biology-2500.html", "title": "BIOL 2500 Ecology", "description": "Ecology (BIOL 2500, 4 cr). Populations, communities, ecosystems, and applied ecology, with field methods.", "headings": [ "BIOL 2500 — Ecology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Biology BIOL 2500 — Ecology\n4 credits · prerequisite: BIOL 1020 · typically spring, alternate years\nCourse description\nPopulations, communities, ecosystems, and applied ecology, with field methods.\nEcology is a lower-division undergraduate course in Biology (BIOL 2500), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nBIOL 1020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of ecology.\nWork standard problems in biology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEcology counts toward the Biology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Biology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Ecology spends time on:\nThe vocabulary of biology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Biology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Biology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBiology (BIOL)\nNumber\nBIOL 2500\nCredits\n4\nPrerequisite\nBIOL 1020\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nBiology course list\nAcademic departments\nBIOL 1010 — General Biology\nBIOL 1020 — Organismal Biology\nBIOL 2100 — Genetics\nBIOL 2300 — Cell Biology\nFull course catalog" }, { "url": "course-biology-3100.html", "title": "BIOL 3100 Microbiology", "description": "Microbiology (BIOL 3100, 4 cr). Microbial structure, metabolism, genetics, and ecology, and host–microbe interactions, with lab.", "headings": [ "BIOL 3100 — Microbiology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Biology BIOL 3100 — Microbiology\n4 credits · prerequisite: BIOL 2300 · typically fall\nCourse description\nMicrobial structure, metabolism, genetics, and ecology, and host–microbe interactions, with lab.\nMicrobiology is an advanced undergraduate course in Biology (BIOL 3100), carrying 4 credits, and is typically offered fall.\nPrerequisites\nBIOL 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of microbiology.\nAnalyze and solve open-ended problems in biology, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMicrobiology counts toward the Biology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Biology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Microbiology spends time on:\nThe vocabulary of biology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Biology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Biology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBiology (BIOL)\nNumber\nBIOL 3100\nCredits\n4\nPrerequisite\nBIOL 2300\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nBiology course list\nAcademic departments\nBIOL 1010 — General Biology\nBIOL 1020 — Organismal Biology\nBIOL 2100 — Genetics\nBIOL 2300 — Cell Biology\nFull course catalog" }, { "url": "course-biology-3300.html", "title": "BIOL 3300 Human Anatomy and Physiology I", "description": "Human Anatomy and Physiology I (BIOL 3300, 4 cr). Organization of the body, tissues, and the integumentary, skeletal, muscular, and nervous systems, with lab.", "headings": [ "BIOL 3300 — Human Anatomy and Physiology I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Biology BIOL 3300 — Human Anatomy and Physiology I\n4 credits · prerequisite: BIOL 1010 · typically spring\nCourse description\nOrganization of the body, tissues, and the integumentary, skeletal, muscular, and nervous systems, with lab.\nHuman Anatomy and Physiology I is an advanced undergraduate course in Biology (BIOL 3300), carrying 4 credits, and is typically offered spring.\nPrerequisites\nBIOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of human Anatomy and Physiology I.\nAnalyze and solve open-ended problems in biology, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHuman Anatomy and Physiology I counts toward the Biology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Biology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Human Anatomy and Physiology I spends time on:\nThe vocabulary of biology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Biology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Biology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBiology (BIOL)\nNumber\nBIOL 3300\nCredits\n4\nPrerequisite\nBIOL 1010\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nBiology course list\nAcademic departments\nBIOL 1010 — General Biology\nBIOL 1020 — Organismal Biology\nBIOL 2100 — Genetics\nBIOL 2300 — Cell Biology\nFull course catalog" }, { "url": "course-biology-3400.html", "title": "BIOL 3400 Human Anatomy and Physiology II", "description": "Human Anatomy and Physiology II (BIOL 3400, 4 cr). The endocrine, cardiovascular, respiratory, digestive, urinary, and reproductive systems, with lab.", "headings": [ "BIOL 3400 — Human Anatomy and Physiology II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Biology BIOL 3400 — Human Anatomy and Physiology II\n4 credits · prerequisite: BIOL 3300 · typically fall and spring\nCourse description\nThe endocrine, cardiovascular, respiratory, digestive, urinary, and reproductive systems, with lab.\nHuman Anatomy and Physiology II is an advanced undergraduate course in Biology (BIOL 3400), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nBIOL 3300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of human Anatomy and Physiology II.\nAnalyze and solve open-ended problems in biology, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHuman Anatomy and Physiology II counts toward the Biology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Biology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Human Anatomy and Physiology II spends time on:\nThe vocabulary of biology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Biology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Biology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBiology (BIOL)\nNumber\nBIOL 3400\nCredits\n4\nPrerequisite\nBIOL 3300\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nBiology course list\nAcademic departments\nBIOL 1010 — General Biology\nBIOL 1020 — Organismal Biology\nBIOL 2100 — Genetics\nBIOL 2300 — Cell Biology\nFull course catalog" }, { "url": "course-biology-4900.html", "title": "BIOL 4900 Biology Capstone", "description": "Biology Capstone (BIOL 4900, 2 cr). An independent research or literature project with a written report and a presentation.", "headings": [ "BIOL 4900 — Biology Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Biology BIOL 4900 — Biology Capstone\n2 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nAn independent research or literature project with a written report and a presentation.\nBiology Capstone is an advanced, often capstone-level undergraduate course in Biology (BIOL 4900), carrying 2 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of biology Capstone.\nAnalyze and solve open-ended problems in biology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 2-credit course, expect roughly 4–6 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBiology Capstone counts toward the Biology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Biology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Biology Capstone spends time on:\nThe vocabulary of biology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Biology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Biology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 4–6 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBiology (BIOL)\nNumber\nBIOL 4900\nCredits\n2\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~4–6 hrs/week\nRelated\nBiology course list\nAcademic departments\nBIOL 1010 — General Biology\nBIOL 1020 — Organismal Biology\nBIOL 2100 — Genetics\nBIOL 2300 — Cell Biology\nFull course catalog" }, { "url": "course-biomedical-engineering-2000.html", "title": "BME 2000 Introduction to Biomedical Engineering", "description": "Introduction to Biomedical Engineering (BME 2000, 3 cr). The subfields — biomechanics, biomaterials, instrumentation, imaging, tissue engineering — and the design process in a regulated industry.", "headings": [ "BME 2000 — Introduction to Biomedical Engineering", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Biomedical Engineering BME 2000 — Introduction to Biomedical Engineering\n3 credits · prerequisite: MATH 2400, BIOL 1010 · typically fall\nCourse description\nThe subfields — biomechanics, biomaterials, instrumentation, imaging, tissue engineering — and the design process in a regulated industry.\nIntroduction to Biomedical Engineering is a lower-division undergraduate course in Biomedical Engineering (BME 2000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nMATH 2400, BIOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Biomedical Engineering.\nWork standard problems in biomedical Engineering accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Biomedical Engineering counts toward the Biomedical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Biomedical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Biomedical Engineering spends time on:\nThe vocabulary of biomedical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Biomedical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Biomedical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBiomedical Engineering (BME)\nNumber\nBME 2000\nCredits\n3\nPrerequisite\nMATH 2400, BIOL 1010\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nBiomedical Engineering course list\nAcademic departments\nBME 2500 — Biomaterials\nBME 3100 — Biomechanics\nBME 3300 — Biomedical Instrumentation\nBME 3500 — Medical Imaging\nFull course catalog" }, { "url": "course-biomedical-engineering-2500.html", "title": "BME 2500 Biomaterials", "description": "Biomaterials (BME 2500, 3 cr). Metals, polymers, ceramics, and composites for implants and devices; biocompatibility; and degradation.", "headings": [ "BME 2500 — Biomaterials", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Biomedical Engineering BME 2500 — Biomaterials\n3 credits · prerequisite: CHEM 1120, MFGE 2500 · typically spring\nCourse description\nMetals, polymers, ceramics, and composites for implants and devices; biocompatibility; and degradation.\nBiomaterials is a lower-division undergraduate course in Biomedical Engineering (BME 2500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nCHEM 1120, MFGE 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of biomaterials.\nWork standard problems in biomedical Engineering accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBiomaterials counts toward the Biomedical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Biomedical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Biomaterials spends time on:\nThe vocabulary of biomedical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Biomedical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Biomedical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBiomedical Engineering (BME)\nNumber\nBME 2500\nCredits\n3\nPrerequisite\nCHEM 1120, MFGE 2500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nBiomedical Engineering course list\nAcademic departments\nBME 2000 — Introduction to Biomedical Engineering\nBME 3100 — Biomechanics\nBME 3300 — Biomedical Instrumentation\nBME 3500 — Medical Imaging\nFull course catalog" }, { "url": "course-biomedical-engineering-3100.html", "title": "BME 3100 Biomechanics", "description": "Biomechanics (BME 3100, 3 cr). Mechanics of tissues, joints, and gait, and the design of orthopedic and rehabilitation devices.", "headings": [ "BME 3100 — Biomechanics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Biomedical Engineering BME 3100 — Biomechanics\n3 credits · prerequisite: ME 2100 · typically fall and spring\nCourse description\nMechanics of tissues, joints, and gait, and the design of orthopedic and rehabilitation devices.\nBiomechanics is an advanced undergraduate course in Biomedical Engineering (BME 3100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nME 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of biomechanics.\nAnalyze and solve open-ended problems in biomedical Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBiomechanics counts toward the Biomedical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Biomedical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Biomechanics spends time on:\nThe vocabulary of biomedical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Biomedical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Biomedical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBiomedical Engineering (BME)\nNumber\nBME 3100\nCredits\n3\nPrerequisite\nME 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nBiomedical Engineering course list\nAcademic departments\nBME 2000 — Introduction to Biomedical Engineering\nBME 2500 — Biomaterials\nBME 3300 — Biomedical Instrumentation\nBME 3500 — Medical Imaging\nFull course catalog" }, { "url": "course-biomedical-engineering-3300.html", "title": "BME 3300 Biomedical Instrumentation", "description": "Biomedical Instrumentation (BME 3300, 4 cr). Sensors and amplifiers for physiological signals, noise and safety, and building a measurement system.", "headings": [ "BME 3300 — Biomedical Instrumentation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Biomedical Engineering BME 3300 — Biomedical Instrumentation\n4 credits · prerequisite: EE 2000 · typically fall, alternate years\nCourse description\nSensors and amplifiers for physiological signals, noise and safety, and building a measurement system.\nBiomedical Instrumentation is an advanced undergraduate course in Biomedical Engineering (BME 3300), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nEE 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of biomedical Instrumentation.\nAnalyze and solve open-ended problems in biomedical Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBiomedical Instrumentation counts toward the Biomedical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Biomedical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Biomedical Instrumentation spends time on:\nThe vocabulary of biomedical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Biomedical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Biomedical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBiomedical Engineering (BME)\nNumber\nBME 3300\nCredits\n4\nPrerequisite\nEE 2000\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nBiomedical Engineering course list\nAcademic departments\nBME 2000 — Introduction to Biomedical Engineering\nBME 2500 — Biomaterials\nBME 3100 — Biomechanics\nBME 3500 — Medical Imaging\nFull course catalog" }, { "url": "course-biomedical-engineering-3500.html", "title": "BME 3500 Medical Imaging", "description": "Medical Imaging (BME 3500, 3 cr). The physics and signal processing behind X-ray, CT, ultrasound, and MRI.", "headings": [ "BME 3500 — Medical Imaging", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Biomedical Engineering BME 3500 — Medical Imaging\n3 credits · prerequisite: PHYS 2020 · typically spring, alternate years\nCourse description\nThe physics and signal processing behind X-ray, CT, ultrasound, and MRI.\nMedical Imaging is an advanced undergraduate course in Biomedical Engineering (BME 3500), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nPHYS 2020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of medical Imaging.\nAnalyze and solve open-ended problems in biomedical Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMedical Imaging counts toward the Biomedical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Biomedical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Medical Imaging spends time on:\nThe vocabulary of biomedical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Biomedical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Biomedical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBiomedical Engineering (BME)\nNumber\nBME 3500\nCredits\n3\nPrerequisite\nPHYS 2020\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nBiomedical Engineering course list\nAcademic departments\nBME 2000 — Introduction to Biomedical Engineering\nBME 2500 — Biomaterials\nBME 3100 — Biomechanics\nBME 3300 — Biomedical Instrumentation\nFull course catalog" }, { "url": "course-biomedical-engineering-3700.html", "title": "BME 3700 Physiology for Engineers", "description": "Physiology for Engineers (BME 3700, 3 cr). Quantitative treatment of the cardiovascular, respiratory, renal, and nervous systems.", "headings": [ "BME 3700 — Physiology for Engineers", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Biomedical Engineering BME 3700 — Physiology for Engineers\n3 credits · prerequisite: BIOL 1010 · typically fall\nCourse description\nQuantitative treatment of the cardiovascular, respiratory, renal, and nervous systems.\nPhysiology for Engineers is an advanced undergraduate course in Biomedical Engineering (BME 3700), carrying 3 credits, and is typically offered fall.\nPrerequisites\nBIOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of physiology for Engineers.\nAnalyze and solve open-ended problems in biomedical Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPhysiology for Engineers counts toward the Biomedical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Biomedical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Physiology for Engineers spends time on:\nThe vocabulary of biomedical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Biomedical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Biomedical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBiomedical Engineering (BME)\nNumber\nBME 3700\nCredits\n3\nPrerequisite\nBIOL 1010\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nBiomedical Engineering course list\nAcademic departments\nBME 2000 — Introduction to Biomedical Engineering\nBME 2500 — Biomaterials\nBME 3100 — Biomechanics\nBME 3300 — Biomedical Instrumentation\nFull course catalog" }, { "url": "course-biomedical-engineering-4100.html", "title": "BME 4100 Medical Device Design and Regulation", "description": "Medical Device Design and Regulation (BME 4100, 3 cr). Design controls, risk management, verification and validation, and the regulatory pathway.", "headings": [ "BME 4100 — Medical Device Design and Regulation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Biomedical Engineering BME 4100 — Medical Device Design and Regulation\n3 credits · prerequisite: BME 2000 · typically spring\nCourse description\nDesign controls, risk management, verification and validation, and the regulatory pathway.\nMedical Device Design and Regulation is an advanced, often capstone-level undergraduate course in Biomedical Engineering (BME 4100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nBME 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of medical Device Design and Regulation.\nAnalyze and solve open-ended problems in biomedical Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMedical Device Design and Regulation counts toward the Biomedical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Biomedical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Medical Device Design and Regulation spends time on:\nThe vocabulary of biomedical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Biomedical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Biomedical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBiomedical Engineering (BME)\nNumber\nBME 4100\nCredits\n3\nPrerequisite\nBME 2000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nBiomedical Engineering course list\nAcademic departments\nBME 2000 — Introduction to Biomedical Engineering\nBME 2500 — Biomaterials\nBME 3100 — Biomechanics\nBME 3300 — Biomedical Instrumentation\nFull course catalog" }, { "url": "course-biomedical-engineering-4900.html", "title": "BME 4900 Biomedical Senior Design", "description": "Biomedical Senior Design (BME 4900, 3 cr). A team designs and prototypes a medical device or system for a clinical sponsor, with a design-history file.", "headings": [ "BME 4900 — Biomedical Senior Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Biomedical Engineering BME 4900 — Biomedical Senior Design\n3 credits · prerequisite: senior standing · typically fall and spring\nCourse description\nA team designs and prototypes a medical device or system for a clinical sponsor, with a design-history file.\nBiomedical Senior Design is an advanced, often capstone-level undergraduate course in Biomedical Engineering (BME 4900), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of biomedical Senior Design.\nAnalyze and solve open-ended problems in biomedical Engineering, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBiomedical Senior Design counts toward the Biomedical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Biomedical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Biomedical Senior Design spends time on:\nThe vocabulary of biomedical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Biomedical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Biomedical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBiomedical Engineering (BME)\nNumber\nBME 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nBiomedical Engineering course list\nAcademic departments\nBME 2000 — Introduction to Biomedical Engineering\nBME 2500 — Biomaterials\nBME 3100 — Biomechanics\nBME 3300 — Biomedical Instrumentation\nFull course catalog" }, { "url": "course-business-administration-1000.html", "title": "BUS 1000 Introduction to Business", "description": "Introduction to Business (BUS 1000, 3 cr). How firms create value: the functional areas, forms of organization, the competitive environment, and business ethics.", "headings": [ "BUS 1000 — Introduction to Business", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Business Administration BUS 1000 — Introduction to Business\n3 credits · no prerequisites · typically fall\nCourse description\nHow firms create value: the functional areas, forms of organization, the competitive environment, and business ethics.\nIntroduction to Business is an introductory course in Business Administration (BUS 1000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Business.\nWork standard problems in business Administration accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Business counts toward the Business Administration program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Business Administration course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Business spends time on:\nThe vocabulary of business Administration and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Business Administration. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBusiness Administration (BUS)\nNumber\nBUS 1000\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nBusiness Administration course list\nBusiness Administration program\nAcademic departments\nBUS 2100 — Financial Accounting\nBUS 2200 — Managerial Accounting\nBUS 2400 — Principles of Marketing\nBUS 2600 — Principles of Management\nFull course catalog" }, { "url": "course-business-administration-2100.html", "title": "BUS 2100 Financial Accounting", "description": "Financial Accounting (BUS 2100, 3 cr). The accounting cycle, the four statements, and reading a set of financials to understand a company's position.", "headings": [ "BUS 2100 — Financial Accounting", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Business Administration BUS 2100 — Financial Accounting\n3 credits · no prerequisites · typically spring\nCourse description\nThe accounting cycle, the four statements, and reading a set of financials to understand a company's position.\nFinancial Accounting is a lower-division undergraduate course in Business Administration (BUS 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of financial Accounting.\nWork standard problems in business Administration accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFinancial Accounting counts toward the Business Administration program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Business Administration course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Financial Accounting spends time on:\nThe vocabulary of business Administration and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Business Administration. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBusiness Administration (BUS)\nNumber\nBUS 2100\nCredits\n3\nPrerequisite\nNone\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nBusiness Administration course list\nBusiness Administration program\nAcademic departments\nBUS 1000 — Introduction to Business\nBUS 2200 — Managerial Accounting\nBUS 2400 — Principles of Marketing\nBUS 2600 — Principles of Management\nFull course catalog" }, { "url": "course-business-administration-2200.html", "title": "BUS 2200 Managerial Accounting", "description": "Managerial Accounting (BUS 2200, 3 cr). Cost behavior, budgeting, variance analysis, and using cost information to make operating decisions.", "headings": [ "BUS 2200 — Managerial Accounting", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Business Administration BUS 2200 — Managerial Accounting\n3 credits · prerequisite: BUS 2100 · typically fall and spring\nCourse description\nCost behavior, budgeting, variance analysis, and using cost information to make operating decisions.\nManagerial Accounting is a lower-division undergraduate course in Business Administration (BUS 2200), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nBUS 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of managerial Accounting.\nWork standard problems in business Administration accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nManagerial Accounting counts toward the Business Administration program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Business Administration course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Managerial Accounting spends time on:\nThe vocabulary of business Administration and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Business Administration department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Business Administration. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBusiness Administration (BUS)\nNumber\nBUS 2200\nCredits\n3\nPrerequisite\nBUS 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nBusiness Administration course list\nBusiness Administration program\nAcademic departments\nBUS 1000 — Introduction to Business\nBUS 2100 — Financial Accounting\nBUS 2400 — Principles of Marketing\nBUS 2600 — Principles of Management\nFull course catalog" }, { "url": "course-business-administration-2400.html", "title": "BUS 2400 Principles of Marketing", "description": "Principles of Marketing (BUS 2400, 3 cr). Segmentation, targeting, and positioning; the marketing mix; and building a plan from customer insight.", "headings": [ "BUS 2400 — Principles of Marketing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Business Administration BUS 2400 — Principles of Marketing\n3 credits · prerequisite: BUS 1000 · typically fall, alternate years\nCourse description\nSegmentation, targeting, and positioning; the marketing mix; and building a plan from customer insight.\nPrinciples of Marketing is a lower-division undergraduate course in Business Administration (BUS 2400), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nBUS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of principles of Marketing.\nWork standard problems in business Administration accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPrinciples of Marketing counts toward the Business Administration program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Business Administration course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Principles of Marketing spends time on:\nThe vocabulary of business Administration and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Business Administration department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Business Administration. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBusiness Administration (BUS)\nNumber\nBUS 2400\nCredits\n3\nPrerequisite\nBUS 1000\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nBusiness Administration course list\nBusiness Administration program\nAcademic departments\nBUS 1000 — Introduction to Business\nBUS 2100 — Financial Accounting\nBUS 2200 — Managerial Accounting\nBUS 2600 — Principles of Management\nFull course catalog" }, { "url": "course-business-administration-2600.html", "title": "BUS 2600 Principles of Management", "description": "Principles of Management (BUS 2600, 3 cr). Planning, organizing, leading, and controlling; motivation; teams; and the manager's day.", "headings": [ "BUS 2600 — Principles of Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Business Administration BUS 2600 — Principles of Management\n3 credits · prerequisite: BUS 1000 · typically spring, alternate years\nCourse description\nPlanning, organizing, leading, and controlling; motivation; teams; and the manager's day.\nPrinciples of Management is a lower-division undergraduate course in Business Administration (BUS 2600), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nBUS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of principles of Management.\nWork standard problems in business Administration accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPrinciples of Management counts toward the Business Administration program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Business Administration course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Principles of Management spends time on:\nThe vocabulary of business Administration and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Business Administration department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Business Administration. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBusiness Administration (BUS)\nNumber\nBUS 2600\nCredits\n3\nPrerequisite\nBUS 1000\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nBusiness Administration course list\nBusiness Administration program\nAcademic departments\nBUS 1000 — Introduction to Business\nBUS 2100 — Financial Accounting\nBUS 2200 — Managerial Accounting\nBUS 2400 — Principles of Marketing\nFull course catalog" }, { "url": "course-business-administration-3100.html", "title": "BUS 3100 Business Finance", "description": "Business Finance (BUS 3100, 3 cr). Time value of money, valuation, capital budgeting, risk and return, and capital structure.", "headings": [ "BUS 3100 — Business Finance", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Business Administration BUS 3100 — Business Finance\n3 credits · prerequisite: BUS 2100, MATH 1600 · typically fall\nCourse description\nTime value of money, valuation, capital budgeting, risk and return, and capital structure.\nBusiness Finance is an advanced undergraduate course in Business Administration (BUS 3100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nBUS 2100, MATH 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of business Finance.\nAnalyze and solve open-ended problems in business Administration, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBusiness Finance counts toward the Business Administration program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Business Administration course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Business Finance spends time on:\nThe vocabulary of business Administration and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Business Administration department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Business Administration. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBusiness Administration (BUS)\nNumber\nBUS 3100\nCredits\n3\nPrerequisite\nBUS 2100, MATH 1600\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nBusiness Administration course list\nBusiness Administration program\nAcademic departments\nBUS 1000 — Introduction to Business\nBUS 2100 — Financial Accounting\nBUS 2200 — Managerial Accounting\nBUS 2400 — Principles of Marketing\nFull course catalog" }, { "url": "course-business-administration-3300.html", "title": "BUS 3300 Operations Management", "description": "Operations Management (BUS 3300, 3 cr). Process design, capacity, quality, inventory, and lean thinking across manufacturing and services.", "headings": [ "BUS 3300 — Operations Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Business Administration BUS 3300 — Operations Management\n3 credits · prerequisite: BUS 2600 · typically spring\nCourse description\nProcess design, capacity, quality, inventory, and lean thinking across manufacturing and services.\nOperations Management is an advanced undergraduate course in Business Administration (BUS 3300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nBUS 2600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of operations Management.\nAnalyze and solve open-ended problems in business Administration, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nOperations Management counts toward the Business Administration program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Business Administration course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Operations Management spends time on:\nThe vocabulary of business Administration and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Business Administration department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Business Administration. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBusiness Administration (BUS)\nNumber\nBUS 3300\nCredits\n3\nPrerequisite\nBUS 2600\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nBusiness Administration course list\nBusiness Administration program\nAcademic departments\nBUS 1000 — Introduction to Business\nBUS 2100 — Financial Accounting\nBUS 2200 — Managerial Accounting\nBUS 2400 — Principles of Marketing\nFull course catalog" }, { "url": "course-business-administration-3500.html", "title": "BUS 3500 Business Analytics", "description": "Business Analytics (BUS 3500, 3 cr). Framing a business question, working with data, modeling, and communicating a recommendation to a decision-maker.", "headings": [ "BUS 3500 — Business Analytics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Business Administration BUS 3500 — Business Analytics\n3 credits · prerequisite: MATH 1600 · typically fall and spring\nCourse description\nFraming a business question, working with data, modeling, and communicating a recommendation to a decision-maker.\nBusiness Analytics is an advanced undergraduate course in Business Administration (BUS 3500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nMATH 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of business Analytics.\nAnalyze and solve open-ended problems in business Administration, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBusiness Analytics counts toward the Business Administration program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Business Administration course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Business Analytics spends time on:\nThe vocabulary of business Administration and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Business Administration department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Business Administration. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBusiness Administration (BUS)\nNumber\nBUS 3500\nCredits\n3\nPrerequisite\nMATH 1600\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nBusiness Administration course list\nBusiness Administration program\nAcademic departments\nBUS 1000 — Introduction to Business\nBUS 2100 — Financial Accounting\nBUS 2200 — Managerial Accounting\nBUS 2400 — Principles of Marketing\nFull course catalog" }, { "url": "course-business-administration-4900.html", "title": "BUS 4900 Strategic Management", "description": "Strategic Management (BUS 4900, 3 cr). Integrating the functions: industry and competitive analysis, strategy formulation, and execution, worked through cases and a simulation.", "headings": [ "BUS 4900 — Strategic Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Business Administration BUS 4900 — Strategic Management\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nIntegrating the functions: industry and competitive analysis, strategy formulation, and execution, worked through cases and a simulation.\nStrategic Management is an advanced, often capstone-level undergraduate course in Business Administration (BUS 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of strategic Management.\nAnalyze and solve open-ended problems in business Administration, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStrategic Management counts toward the Business Administration program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Business Administration course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Strategic Management spends time on:\nThe vocabulary of business Administration and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Business Administration department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Business Administration. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBusiness Administration (BUS)\nNumber\nBUS 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nBusiness Administration course list\nBusiness Administration program\nAcademic departments\nBUS 1000 — Introduction to Business\nBUS 2100 — Financial Accounting\nBUS 2200 — Managerial Accounting\nBUS 2400 — Principles of Marketing\nFull course catalog" }, { "url": "course-business-law-2000.html", "title": "BLAW 2000 Legal Environment of Business", "description": "Legal Environment of Business (BLAW 2000, 3 cr). The court system, constitutional and administrative law, torts, and ethics for managers.", "headings": [ "BLAW 2000 — Legal Environment of Business", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Business Law BLAW 2000 — Legal Environment of Business\n3 credits · prerequisite: BUS 1000 · typically fall\nCourse description\nThe court system, constitutional and administrative law, torts, and ethics for managers.\nLegal Environment of Business is a lower-division undergraduate course in Business Law (BLAW 2000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nBUS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of legal Environment of Business.\nWork standard problems in business Law accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLegal Environment of Business counts toward the Business Law program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Business Law course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Legal Environment of Business spends time on:\nThe vocabulary of business Law and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Business Law department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Business Law. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBusiness Law (BLAW)\nNumber\nBLAW 2000\nCredits\n3\nPrerequisite\nBUS 1000\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nBusiness Law course list\nAcademic departments\nBLAW 3100 — Contracts and Sales\nBLAW 3200 — Business Organizations\nBLAW 3300 — Employment Law\nBLAW 3400 — Property and Real Estate Law\nFull course catalog" }, { "url": "course-business-law-3100.html", "title": "BLAW 3100 Contracts and Sales", "description": "Contracts and Sales (BLAW 3100, 3 cr). Formation, performance, breach, remedies, and the Uniform Commercial Code for the sale of goods.", "headings": [ "BLAW 3100 — Contracts and Sales", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Business Law BLAW 3100 — Contracts and Sales\n3 credits · prerequisite: BLAW 2000 · typically spring\nCourse description\nFormation, performance, breach, remedies, and the Uniform Commercial Code for the sale of goods.\nContracts and Sales is an advanced undergraduate course in Business Law (BLAW 3100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nBLAW 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of contracts and Sales.\nAnalyze and solve open-ended problems in business Law, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nContracts and Sales counts toward the Business Law program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Business Law course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Contracts and Sales spends time on:\nThe vocabulary of business Law and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Business Law department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Business Law. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBusiness Law (BLAW)\nNumber\nBLAW 3100\nCredits\n3\nPrerequisite\nBLAW 2000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nBusiness Law course list\nAcademic departments\nBLAW 2000 — Legal Environment of Business\nBLAW 3200 — Business Organizations\nBLAW 3300 — Employment Law\nBLAW 3400 — Property and Real Estate Law\nFull course catalog" }, { "url": "course-business-law-3200.html", "title": "BLAW 3200 Business Organizations", "description": "Business Organizations (BLAW 3200, 3 cr). Agency, partnerships, corporations, and LLCs — formation, governance, and liability.", "headings": [ "BLAW 3200 — Business Organizations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Business Law BLAW 3200 — Business Organizations\n3 credits · prerequisite: BLAW 2000 · typically fall and spring\nCourse description\nAgency, partnerships, corporations, and LLCs — formation, governance, and liability.\nBusiness Organizations is an advanced undergraduate course in Business Law (BLAW 3200), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nBLAW 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of business Organizations.\nAnalyze and solve open-ended problems in business Law, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBusiness Organizations counts toward the Business Law program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Business Law course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Business Organizations spends time on:\nThe vocabulary of business Law and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Business Law department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Business Law. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBusiness Law (BLAW)\nNumber\nBLAW 3200\nCredits\n3\nPrerequisite\nBLAW 2000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nBusiness Law course list\nAcademic departments\nBLAW 2000 — Legal Environment of Business\nBLAW 3100 — Contracts and Sales\nBLAW 3300 — Employment Law\nBLAW 3400 — Property and Real Estate Law\nFull course catalog" }, { "url": "course-business-law-3300.html", "title": "BLAW 3300 Employment Law", "description": "Employment Law (BLAW 3300, 3 cr). Hiring, discrimination, wage and hour, safety, and separation, and managing legal risk in HR.", "headings": [ "BLAW 3300 — Employment Law", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Business Law BLAW 3300 — Employment Law\n3 credits · prerequisite: BLAW 2000 · typically fall, alternate years\nCourse description\nHiring, discrimination, wage and hour, safety, and separation, and managing legal risk in HR.\nEmployment Law is an advanced undergraduate course in Business Law (BLAW 3300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nBLAW 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of employment Law.\nAnalyze and solve open-ended problems in business Law, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEmployment Law counts toward the Business Law program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Business Law course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Employment Law spends time on:\nThe vocabulary of business Law and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Business Law department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Business Law. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBusiness Law (BLAW)\nNumber\nBLAW 3300\nCredits\n3\nPrerequisite\nBLAW 2000\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nBusiness Law course list\nAcademic departments\nBLAW 2000 — Legal Environment of Business\nBLAW 3100 — Contracts and Sales\nBLAW 3200 — Business Organizations\nBLAW 3400 — Property and Real Estate Law\nFull course catalog" }, { "url": "course-business-law-3400.html", "title": "BLAW 3400 Property and Real Estate Law", "description": "Property and Real Estate Law (BLAW 3400, 3 cr). Real and personal property, landlord–tenant, land use, and the closing process.", "headings": [ "BLAW 3400 — Property and Real Estate Law", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Business Law BLAW 3400 — Property and Real Estate Law\n3 credits · prerequisite: BLAW 2000 · typically spring, alternate years\nCourse description\nReal and personal property, landlord–tenant, land use, and the closing process.\nProperty and Real Estate Law is an advanced undergraduate course in Business Law (BLAW 3400), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nBLAW 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of property and Real Estate Law.\nAnalyze and solve open-ended problems in business Law, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nProperty and Real Estate Law counts toward the Business Law program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Business Law course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Property and Real Estate Law spends time on:\nThe vocabulary of business Law and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Business Law department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Business Law. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBusiness Law (BLAW)\nNumber\nBLAW 3400\nCredits\n3\nPrerequisite\nBLAW 2000\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nBusiness Law course list\nAcademic departments\nBLAW 2000 — Legal Environment of Business\nBLAW 3100 — Contracts and Sales\nBLAW 3200 — Business Organizations\nBLAW 3300 — Employment Law\nFull course catalog" }, { "url": "course-business-law-3500.html", "title": "BLAW 3500 Commercial Transactions", "description": "Commercial Transactions (BLAW 3500, 3 cr). Secured transactions, negotiable instruments, creditors' rights, and bankruptcy.", "headings": [ "BLAW 3500 — Commercial Transactions", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Business Law BLAW 3500 — Commercial Transactions\n3 credits · prerequisite: BLAW 3100 · typically fall\nCourse description\nSecured transactions, negotiable instruments, creditors' rights, and bankruptcy.\nCommercial Transactions is an advanced undergraduate course in Business Law (BLAW 3500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nBLAW 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of commercial Transactions.\nAnalyze and solve open-ended problems in business Law, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCommercial Transactions counts toward the Business Law program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Business Law course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Commercial Transactions spends time on:\nThe vocabulary of business Law and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Business Law department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Business Law. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBusiness Law (BLAW)\nNumber\nBLAW 3500\nCredits\n3\nPrerequisite\nBLAW 3100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nBusiness Law course list\nAcademic departments\nBLAW 2000 — Legal Environment of Business\nBLAW 3100 — Contracts and Sales\nBLAW 3200 — Business Organizations\nBLAW 3300 — Employment Law\nFull course catalog" }, { "url": "course-business-law-3600.html", "title": "BLAW 3600 Intellectual Property", "description": "Intellectual Property (BLAW 3600, 3 cr). Patents, trademarks, copyrights, and trade secrets, and protecting a company's intangible assets.", "headings": [ "BLAW 3600 — Intellectual Property", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Business Law BLAW 3600 — Intellectual Property\n3 credits · prerequisite: BLAW 2000 · typically spring\nCourse description\nPatents, trademarks, copyrights, and trade secrets, and protecting a company's intangible assets.\nIntellectual Property is an advanced undergraduate course in Business Law (BLAW 3600), carrying 3 credits, and is typically offered spring.\nPrerequisites\nBLAW 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of intellectual Property.\nAnalyze and solve open-ended problems in business Law, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntellectual Property counts toward the Business Law program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Business Law course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Intellectual Property spends time on:\nThe vocabulary of business Law and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Business Law department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Business Law. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBusiness Law (BLAW)\nNumber\nBLAW 3600\nCredits\n3\nPrerequisite\nBLAW 2000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nBusiness Law course list\nAcademic departments\nBLAW 2000 — Legal Environment of Business\nBLAW 3100 — Contracts and Sales\nBLAW 3200 — Business Organizations\nBLAW 3300 — Employment Law\nFull course catalog" }, { "url": "course-business-law-3800.html", "title": "BLAW 3800 Regulation and Compliance", "description": "Regulation and Compliance (BLAW 3800, 3 cr). Antitrust, consumer protection, environmental, and industry regulation, and building a compliance program.", "headings": [ "BLAW 3800 — Regulation and Compliance", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Business Law BLAW 3800 — Regulation and Compliance\n3 credits · prerequisite: BLAW 2000 · typically fall and spring\nCourse description\nAntitrust, consumer protection, environmental, and industry regulation, and building a compliance program.\nRegulation and Compliance is an advanced undergraduate course in Business Law (BLAW 3800), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nBLAW 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of regulation and Compliance.\nAnalyze and solve open-ended problems in business Law, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRegulation and Compliance counts toward the Business Law program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Business Law course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Regulation and Compliance spends time on:\nThe vocabulary of business Law and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Business Law department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Business Law. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBusiness Law (BLAW)\nNumber\nBLAW 3800\nCredits\n3\nPrerequisite\nBLAW 2000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nBusiness Law course list\nAcademic departments\nBLAW 2000 — Legal Environment of Business\nBLAW 3100 — Contracts and Sales\nBLAW 3200 — Business Organizations\nBLAW 3300 — Employment Law\nFull course catalog" }, { "url": "course-business-law-4900.html", "title": "BLAW 4900 Law and Business Strategy", "description": "Law and Business Strategy (BLAW 4900, 3 cr). A case-based capstone integrating legal analysis into business decisions.", "headings": [ "BLAW 4900 — Law and Business Strategy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Business Law BLAW 4900 — Law and Business Strategy\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA case-based capstone integrating legal analysis into business decisions.\nLaw and Business Strategy is an advanced, often capstone-level undergraduate course in Business Law (BLAW 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of law and Business Strategy.\nAnalyze and solve open-ended problems in business Law, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLaw and Business Strategy counts toward the Business Law program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Business Law course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Law and Business Strategy spends time on:\nThe vocabulary of business Law and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Business Law department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Business Law. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nBusiness Law (BLAW)\nNumber\nBLAW 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nBusiness Law course list\nAcademic departments\nBLAW 2000 — Legal Environment of Business\nBLAW 3100 — Contracts and Sales\nBLAW 3200 — Business Organizations\nBLAW 3300 — Employment Law\nFull course catalog" }, { "url": "course-career-technical-education-2000.html", "title": "CTE 2000 Introduction to CTE", "description": "Introduction to CTE (CTE 2000, 3 cr). The history and purposes of career and technical education, program areas, and the licensure pathway.", "headings": [ "CTE 2000 — Introduction to CTE", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Career & Technical Education CTE 2000 — Introduction to CTE\n3 credits · no prerequisites · typically fall\nCourse description\nThe history and purposes of career and technical education, program areas, and the licensure pathway.\nIntroduction to CTE is a lower-division undergraduate course in Career & Technical Education (CTE 2000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to CTE.\nWork standard problems in career & Technical Education accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to CTE counts toward the Career & Technical Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Career & Technical Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to CTE spends time on:\nThe vocabulary of career & Technical Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Career & Technical Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCareer & Technical Education (CTE)\nNumber\nCTE 2000\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nCareer & Technical Education course list\nAcademic departments\nCTE 2200 — Teaching Technical Skills\nCTE 2400 — Laboratory and Shop Management\nCTE 3100 — Curriculum in CTE\nCTE 3300 — Work-Based Learning\nFull course catalog" }, { "url": "course-career-technical-education-2200.html", "title": "CTE 2200 Teaching Technical Skills", "description": "Teaching Technical Skills (CTE 2200, 3 cr). Task analysis, demonstration, guided practice, and assessing skill performance safely.", "headings": [ "CTE 2200 — Teaching Technical Skills", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Career & Technical Education CTE 2200 — Teaching Technical Skills\n3 credits · prerequisite: CTE 2000 · typically spring\nCourse description\nTask analysis, demonstration, guided practice, and assessing skill performance safely.\nTeaching Technical Skills is a lower-division undergraduate course in Career & Technical Education (CTE 2200), carrying 3 credits, and is typically offered spring.\nPrerequisites\nCTE 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of teaching Technical Skills.\nWork standard problems in career & Technical Education accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTeaching Technical Skills counts toward the Career & Technical Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Career & Technical Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Teaching Technical Skills spends time on:\nThe vocabulary of career & Technical Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Career & Technical Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Career & Technical Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCareer & Technical Education (CTE)\nNumber\nCTE 2200\nCredits\n3\nPrerequisite\nCTE 2000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nCareer & Technical Education course list\nAcademic departments\nCTE 2000 — Introduction to CTE\nCTE 2400 — Laboratory and Shop Management\nCTE 3100 — Curriculum in CTE\nCTE 3300 — Work-Based Learning\nFull course catalog" }, { "url": "course-career-technical-education-2400.html", "title": "CTE 2400 Laboratory and Shop Management", "description": "Laboratory and Shop Management (CTE 2400, 3 cr). Facility layout, tool and material control, safety programs, and budgeting a program.", "headings": [ "CTE 2400 — Laboratory and Shop Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Career & Technical Education CTE 2400 — Laboratory and Shop Management\n3 credits · prerequisite: CTE 2000 · typically fall and spring\nCourse description\nFacility layout, tool and material control, safety programs, and budgeting a program.\nLaboratory and Shop Management is a lower-division undergraduate course in Career & Technical Education (CTE 2400), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nCTE 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of laboratory and Shop Management.\nWork standard problems in career & Technical Education accurately and show the reasoning behind each step.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLaboratory and Shop Management counts toward the Career & Technical Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Career & Technical Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Laboratory and Shop Management spends time on:\nThe vocabulary of career & Technical Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Career & Technical Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Career & Technical Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCareer & Technical Education (CTE)\nNumber\nCTE 2400\nCredits\n3\nPrerequisite\nCTE 2000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nCareer & Technical Education course list\nAcademic departments\nCTE 2000 — Introduction to CTE\nCTE 2200 — Teaching Technical Skills\nCTE 3100 — Curriculum in CTE\nCTE 3300 — Work-Based Learning\nFull course catalog" }, { "url": "course-career-technical-education-3100.html", "title": "CTE 3100 Curriculum in CTE", "description": "Curriculum in CTE (CTE 3100, 3 cr). Aligning to industry standards, developing courses and units, and integrating academics.", "headings": [ "CTE 3100 — Curriculum in CTE", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Career & Technical Education CTE 3100 — Curriculum in CTE\n3 credits · prerequisite: CTE 2200 · typically fall, alternate years\nCourse description\nAligning to industry standards, developing courses and units, and integrating academics.\nCurriculum in CTE is an advanced undergraduate course in Career & Technical Education (CTE 3100), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nCTE 2200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of curriculum in CTE.\nAnalyze and solve open-ended problems in career & Technical Education, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCurriculum in CTE counts toward the Career & Technical Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Career & Technical Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Curriculum in CTE spends time on:\nThe vocabulary of career & Technical Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Career & Technical Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Career & Technical Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCareer & Technical Education (CTE)\nNumber\nCTE 3100\nCredits\n3\nPrerequisite\nCTE 2200\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nCareer & Technical Education course list\nAcademic departments\nCTE 2000 — Introduction to CTE\nCTE 2200 — Teaching Technical Skills\nCTE 2400 — Laboratory and Shop Management\nCTE 3300 — Work-Based Learning\nFull course catalog" }, { "url": "course-career-technical-education-3300.html", "title": "CTE 3300 Work-Based Learning", "description": "Work-Based Learning (CTE 3300, 3 cr). Coordinating internships, apprenticeships, and school-based enterprises, and employer partnerships.", "headings": [ "CTE 3300 — Work-Based Learning", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Career & Technical Education CTE 3300 — Work-Based Learning\n3 credits · prerequisite: CTE 2000 · typically spring, alternate years\nCourse description\nCoordinating internships, apprenticeships, and school-based enterprises, and employer partnerships.\nWork-Based Learning is an advanced undergraduate course in Career & Technical Education (CTE 3300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nCTE 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of work-Based Learning.\nAnalyze and solve open-ended problems in career & Technical Education, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWork-Based Learning counts toward the Career & Technical Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Career & Technical Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Work-Based Learning spends time on:\nThe vocabulary of career & Technical Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Career & Technical Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Career & Technical Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCareer & Technical Education (CTE)\nNumber\nCTE 3300\nCredits\n3\nPrerequisite\nCTE 2000\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nCareer & Technical Education course list\nAcademic departments\nCTE 2000 — Introduction to CTE\nCTE 2200 — Teaching Technical Skills\nCTE 2400 — Laboratory and Shop Management\nCTE 3100 — Curriculum in CTE\nFull course catalog" }, { "url": "course-career-technical-education-3500.html", "title": "CTE 3500 Student Organizations and Leadership", "description": "Student Organizations and Leadership (CTE 3500, 2 cr). Advising a career and technical student organization and building student leadership.", "headings": [ "CTE 3500 — Student Organizations and Leadership", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Career & Technical Education CTE 3500 — Student Organizations and Leadership\n2 credits · prerequisite: CTE 2000 · typically fall\nCourse description\nAdvising a career and technical student organization and building student leadership.\nStudent Organizations and Leadership is an advanced undergraduate course in Career & Technical Education (CTE 3500), carrying 2 credits, and is typically offered fall.\nPrerequisites\nCTE 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of student Organizations and Leadership.\nAnalyze and solve open-ended problems in career & Technical Education, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 2-credit course, expect roughly 4–6 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStudent Organizations and Leadership counts toward the Career & Technical Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Career & Technical Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Student Organizations and Leadership spends time on:\nThe vocabulary of career & Technical Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Career & Technical Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Career & Technical Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 4–6 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCareer & Technical Education (CTE)\nNumber\nCTE 3500\nCredits\n2\nPrerequisite\nCTE 2000\nTypically offered\nFall\nOutside-class time\n~4–6 hrs/week\nRelated\nCareer & Technical Education course list\nAcademic departments\nCTE 2000 — Introduction to CTE\nCTE 2200 — Teaching Technical Skills\nCTE 2400 — Laboratory and Shop Management\nCTE 3100 — Curriculum in CTE\nFull course catalog" }, { "url": "course-career-technical-education-3700.html", "title": "CTE 3700 Assessment in Technical Education", "description": "Assessment in Technical Education (CTE 3700, 3 cr). Performance rubrics, industry certifications, and program evaluation.", "headings": [ "CTE 3700 — Assessment in Technical Education", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Career & Technical Education CTE 3700 — Assessment in Technical Education\n3 credits · prerequisite: CTE 3100 · typically spring\nCourse description\nPerformance rubrics, industry certifications, and program evaluation.\nAssessment in Technical Education is an advanced undergraduate course in Career & Technical Education (CTE 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nCTE 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of assessment in Technical Education.\nAnalyze and solve open-ended problems in career & Technical Education, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAssessment in Technical Education counts toward the Career & Technical Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Career & Technical Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Assessment in Technical Education spends time on:\nThe vocabulary of career & Technical Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Career & Technical Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Career & Technical Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCareer & Technical Education (CTE)\nNumber\nCTE 3700\nCredits\n3\nPrerequisite\nCTE 3100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nCareer & Technical Education course list\nAcademic departments\nCTE 2000 — Introduction to CTE\nCTE 2200 — Teaching Technical Skills\nCTE 2400 — Laboratory and Shop Management\nCTE 3100 — Curriculum in CTE\nFull course catalog" }, { "url": "course-career-technical-education-4900.html", "title": "CTE 4900 CTE Student Teaching", "description": "CTE Student Teaching (CTE 4900, 12 cr). A full supervised teaching semester in a technical classroom, with a seminar and portfolio.", "headings": [ "CTE 4900 — CTE Student Teaching", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Career & Technical Education CTE 4900 — CTE Student Teaching\n12 credits · prerequisite: senior standing · typically fall and spring\nCourse description\nA full supervised teaching semester in a technical classroom, with a seminar and portfolio.\nCTE Student Teaching is an advanced, often capstone-level undergraduate course in Career & Technical Education (CTE 4900), carrying 12 credits, and is typically offered fall and spring.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of cTE Student Teaching.\nAnalyze and solve open-ended problems in career & Technical Education, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 12-credit course, expect roughly 24–36 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCTE Student Teaching counts toward the Career & Technical Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Career & Technical Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of CTE Student Teaching spends time on:\nThe vocabulary of career & Technical Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Career & Technical Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Career & Technical Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 24–36 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCareer & Technical Education (CTE)\nNumber\nCTE 4900\nCredits\n12\nPrerequisite\nsenior standing\nTypically offered\nFall and Spring\nOutside-class time\n~24–36 hrs/week\nRelated\nCareer & Technical Education course list\nAcademic departments\nCTE 2000 — Introduction to CTE\nCTE 2200 — Teaching Technical Skills\nCTE 2400 — Laboratory and Shop Management\nCTE 3100 — Curriculum in CTE\nFull course catalog" }, { "url": "course-catalog.html", "title": "Course catalog", "description": "Search all 913 courses by subject, number or keyword, plus how to read a course entry and the difference between the catalog and the class schedule.", "headings": [ "Course catalog", "On this page", "Catalog vs. schedule — two different things", "Reading a course entry", "What the numbers mean", "Which catalog year governs your degree" ], "content": "Academics Course catalog\nSearch all 913 courses below, plus how to read a course entry, what the numbers mean, and the difference between the catalog and the class schedule.\nCatalog vs. schedule — two different things\nThe catalog is the permanent description of every course Porter offers: subject, number, title, credits, prerequisites, when it is typically offered, and a paragraph on what it covers and what you will be able to do afterward. It also holds every degree, minor, and certificate's official requirements. The class schedule is the each-term list of which of those courses are actually running, in which sections, at what times, in what rooms or formats, with which instructor, and how many seats are left. You browse the catalog to plan a degree; you register from the schedule. A course in the catalog is not a promise it runs every term — check the \"typically offered\" line and plan around the ones that run once a year.\nBoth live in MyPorter; the catalog also has a public, printable version for each academic year.\nReading a course entry\nA line like \"MFGE 340 — Manufacturing Automation (3 cr). Prereq: MFGE 240 and MATH 220. Offered fall. May not be repeated for credit.\" tells you: it is a 300-level (advanced undergraduate) manufacturing engineering course worth 3 credits; you must have passed the two listed courses first; it runs in the fall only; and taking it twice does not add credit. Watch for \"concurrent enrollment allowed\" (you can take the prereq at the same time), \"consent of instructor\" (email the professor for a permission number), cross-listings (the same course under two subject codes — it counts once), and credit-range courses like \"1–6 cr\" used for internships and independent study where you and a faculty sponsor set the number.\nPrerequisites are enforced by the registration system. If you have met one by transfer or a test score that has not posted yet, that is what a registration override is for.\nWhat the numbers mean\n100–299 are introductory and lower-division, generally open to any student who meets the prerequisites. 300–499 are upper-division: they assume foundational coursework and are where most major depth lives. 500–699 are advanced courses that carry graduate credit — qualified seniors can sometimes take them for undergraduate credit with approval. 700 and above are graduate-only. The first digit is about level and expectation, not difficulty in the abstract: a 200-level course in a new-to-you field can be harder than a 400-level course in your strength.\nSubject codes (four letters) group courses by field; the catalog lists every code and the department that owns it.\nWhich catalog year governs your degree\nYou complete the degree requirements from the catalog in effect when you first enrolled (your \"catalog year\"), even as the catalog changes around you — so a requirement added two years into your program does not retroactively apply. You keep that catalog year as long as you stay continuously enrolled; a long gap, a program change, or readmission can move you to a newer one. You may also choose to adopt a newer catalog if its requirements suit you better, but it is all-or-nothing — you cannot mix the favorable parts of two years.\nProfessional programs with external accreditation or licensure standards are the exception: a change mandated by the licensing body can apply to everyone. Your degree audit is always built against your governing catalog year; an adviser confirms which one that is.\nAt a glance\nCatalog vs. schedule\nCatalog = permanent course descriptions + degree requirements (plan with it). Schedule = what actually runs this term (register from it)\nAn entry gives you\nCredits, prerequisites, typical term offered, repeatability, cross-listings, and consent rules — prereqs are system-enforced\nNumbers\n100–299 intro · 300–499 upper-division · 500–699 graduate credit (seniors sometimes) · 700+ graduate only\nCatalog year\nYou follow the requirements from when you first enrolled; continuous enrollment keeps it; the degree audit uses it\nRelated resources\nNew courses for spring 2027\nAcademic advising\nRegistration & records\nAcademic calendar\nTutoring & learning center\nCommencement\nContact directory" }, { "url": "course-chemistry-1050.html", "title": "CHEM 1050 Introductory Chemistry", "description": "Introductory Chemistry (CHEM 1050, 4 cr). Matter and measurement, atoms and the periodic table, bonding, reactions, stoichiometry, and gases, with lab.", "headings": [ "CHEM 1050 — Introductory Chemistry", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Chemistry CHEM 1050 — Introductory Chemistry\n4 credits · prerequisite: MATH 1200 · typically fall\nCourse description\nMatter and measurement, atoms and the periodic table, bonding, reactions, stoichiometry, and gases, with lab.\nIntroductory Chemistry is an introductory course in Chemistry (CHEM 1050), carrying 4 credits, and is typically offered fall.\nPrerequisites\nMATH 1200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introductory Chemistry.\nWork standard problems in chemistry accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroductory Chemistry counts toward the Chemistry program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Chemistry course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introductory Chemistry spends time on:\nThe vocabulary of chemistry and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Chemistry department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Chemistry. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nChemistry (CHEM)\nNumber\nCHEM 1050\nCredits\n4\nPrerequisite\nMATH 1200\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nChemistry course list\nAcademic departments\nCHEM 1110 — General Chemistry I\nCHEM 1120 — General Chemistry II\nCHEM 2210 — Organic Chemistry I\nCHEM 2220 — Organic Chemistry II\nFull course catalog" }, { "url": "course-chemistry-1110.html", "title": "CHEM 1110 General Chemistry I", "description": "General Chemistry I (CHEM 1110, 5 cr). Atomic and molecular structure, stoichiometry, thermochemistry, and bonding theories, with lab.", "headings": [ "CHEM 1110 — General Chemistry I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Chemistry CHEM 1110 — General Chemistry I\n5 credits · prerequisite: MATH 1300 · typically spring\nCourse description\nAtomic and molecular structure, stoichiometry, thermochemistry, and bonding theories, with lab.\nGeneral Chemistry I is an introductory course in Chemistry (CHEM 1110), carrying 5 credits, and is typically offered spring.\nPrerequisites\nMATH 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of general Chemistry I.\nWork standard problems in chemistry accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 5-credit course, expect roughly 10–15 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGeneral Chemistry I counts toward the Chemistry program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Chemistry course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of General Chemistry I spends time on:\nThe vocabulary of chemistry and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Chemistry department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Chemistry. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 10–15 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nChemistry (CHEM)\nNumber\nCHEM 1110\nCredits\n5\nPrerequisite\nMATH 1300\nTypically offered\nSpring\nOutside-class time\n~10–15 hrs/week\nRelated\nChemistry course list\nAcademic departments\nCHEM 1050 — Introductory Chemistry\nCHEM 1120 — General Chemistry II\nCHEM 2210 — Organic Chemistry I\nCHEM 2220 — Organic Chemistry II\nFull course catalog" }, { "url": "course-chemistry-1120.html", "title": "CHEM 1120 General Chemistry II", "description": "General Chemistry II (CHEM 1120, 5 cr). Kinetics, equilibrium, acids and bases, thermodynamics, and electrochemistry, with lab.", "headings": [ "CHEM 1120 — General Chemistry II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Chemistry CHEM 1120 — General Chemistry II\n5 credits · prerequisite: CHEM 1110 · typically fall and spring\nCourse description\nKinetics, equilibrium, acids and bases, thermodynamics, and electrochemistry, with lab.\nGeneral Chemistry II is an introductory course in Chemistry (CHEM 1120), carrying 5 credits, and is typically offered fall and spring.\nPrerequisites\nCHEM 1110. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of general Chemistry II.\nWork standard problems in chemistry accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 5-credit course, expect roughly 10–15 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGeneral Chemistry II counts toward the Chemistry program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Chemistry course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of General Chemistry II spends time on:\nThe vocabulary of chemistry and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Chemistry department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Chemistry. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 10–15 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nChemistry (CHEM)\nNumber\nCHEM 1120\nCredits\n5\nPrerequisite\nCHEM 1110\nTypically offered\nFall and Spring\nOutside-class time\n~10–15 hrs/week\nRelated\nChemistry course list\nAcademic departments\nCHEM 1050 — Introductory Chemistry\nCHEM 1110 — General Chemistry I\nCHEM 2210 — Organic Chemistry I\nCHEM 2220 — Organic Chemistry II\nFull course catalog" }, { "url": "course-chemistry-2210.html", "title": "CHEM 2210 Organic Chemistry I", "description": "Organic Chemistry I (CHEM 2210, 4 cr). Structure, bonding, nomenclature, stereochemistry, and the reactions of alkanes, alkenes, and alkyl halides, with lab.", "headings": [ "CHEM 2210 — Organic Chemistry I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Chemistry CHEM 2210 — Organic Chemistry I\n4 credits · prerequisite: CHEM 1120 · typically fall, alternate years\nCourse description\nStructure, bonding, nomenclature, stereochemistry, and the reactions of alkanes, alkenes, and alkyl halides, with lab.\nOrganic Chemistry I is a lower-division undergraduate course in Chemistry (CHEM 2210), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nCHEM 1120. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of organic Chemistry I.\nWork standard problems in chemistry accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nOrganic Chemistry I counts toward the Chemistry program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Chemistry course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Organic Chemistry I spends time on:\nThe vocabulary of chemistry and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Chemistry department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Chemistry. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nChemistry (CHEM)\nNumber\nCHEM 2210\nCredits\n4\nPrerequisite\nCHEM 1120\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nChemistry course list\nAcademic departments\nCHEM 1050 — Introductory Chemistry\nCHEM 1110 — General Chemistry I\nCHEM 1120 — General Chemistry II\nCHEM 2220 — Organic Chemistry II\nFull course catalog" }, { "url": "course-chemistry-2220.html", "title": "CHEM 2220 Organic Chemistry II", "description": "Organic Chemistry II (CHEM 2220, 4 cr). Aromatic chemistry, carbonyl chemistry, amines, and spectroscopy, with lab.", "headings": [ "CHEM 2220 — Organic Chemistry II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Chemistry CHEM 2220 — Organic Chemistry II\n4 credits · prerequisite: CHEM 2210 · typically spring, alternate years\nCourse description\nAromatic chemistry, carbonyl chemistry, amines, and spectroscopy, with lab.\nOrganic Chemistry II is a lower-division undergraduate course in Chemistry (CHEM 2220), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nCHEM 2210. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of organic Chemistry II.\nWork standard problems in chemistry accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nOrganic Chemistry II counts toward the Chemistry program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Chemistry course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Organic Chemistry II spends time on:\nThe vocabulary of chemistry and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Chemistry department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Chemistry. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nChemistry (CHEM)\nNumber\nCHEM 2220\nCredits\n4\nPrerequisite\nCHEM 2210\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nChemistry course list\nAcademic departments\nCHEM 1050 — Introductory Chemistry\nCHEM 1110 — General Chemistry I\nCHEM 1120 — General Chemistry II\nCHEM 2210 — Organic Chemistry I\nFull course catalog" }, { "url": "course-chemistry-3100.html", "title": "CHEM 3100 Analytical Chemistry", "description": "Analytical Chemistry (CHEM 3100, 4 cr). Equilibrium in analysis, titrations, spectrophotometry, chromatography, and statistics of measurement, with lab.", "headings": [ "CHEM 3100 — Analytical Chemistry", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Chemistry CHEM 3100 — Analytical Chemistry\n4 credits · prerequisite: CHEM 1120 · typically fall\nCourse description\nEquilibrium in analysis, titrations, spectrophotometry, chromatography, and statistics of measurement, with lab.\nAnalytical Chemistry is an advanced undergraduate course in Chemistry (CHEM 3100), carrying 4 credits, and is typically offered fall.\nPrerequisites\nCHEM 1120. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of analytical Chemistry.\nAnalyze and solve open-ended problems in chemistry, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAnalytical Chemistry counts toward the Chemistry program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Chemistry course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Analytical Chemistry spends time on:\nThe vocabulary of chemistry and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Chemistry department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Chemistry. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nChemistry (CHEM)\nNumber\nCHEM 3100\nCredits\n4\nPrerequisite\nCHEM 1120\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nChemistry course list\nAcademic departments\nCHEM 1050 — Introductory Chemistry\nCHEM 1110 — General Chemistry I\nCHEM 1120 — General Chemistry II\nCHEM 2210 — Organic Chemistry I\nFull course catalog" }, { "url": "course-chemistry-3300.html", "title": "CHEM 3300 Physical Chemistry I", "description": "Physical Chemistry I (CHEM 3300, 3 cr). Thermodynamics, phase and chemical equilibria, and solutions.", "headings": [ "CHEM 3300 — Physical Chemistry I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Chemistry CHEM 3300 — Physical Chemistry I\n3 credits · prerequisite: CHEM 1120, MATH 2500, PHYS 2010 · typically spring\nCourse description\nThermodynamics, phase and chemical equilibria, and solutions.\nPhysical Chemistry I is an advanced undergraduate course in Chemistry (CHEM 3300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nCHEM 1120, MATH 2500, PHYS 2010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of physical Chemistry I.\nAnalyze and solve open-ended problems in chemistry, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPhysical Chemistry I counts toward the Chemistry program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Chemistry course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Physical Chemistry I spends time on:\nThe vocabulary of chemistry and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Chemistry department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Chemistry. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nChemistry (CHEM)\nNumber\nCHEM 3300\nCredits\n3\nPrerequisite\nCHEM 1120, MATH 2500, PHYS 2010\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nChemistry course list\nAcademic departments\nCHEM 1050 — Introductory Chemistry\nCHEM 1110 — General Chemistry I\nCHEM 1120 — General Chemistry II\nCHEM 2210 — Organic Chemistry I\nFull course catalog" }, { "url": "course-chemistry-3500.html", "title": "CHEM 3500 Biochemistry", "description": "Biochemistry (CHEM 3500, 3 cr). Structure and function of biomolecules, enzyme kinetics, metabolism, and information flow.", "headings": [ "CHEM 3500 — Biochemistry", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Chemistry CHEM 3500 — Biochemistry\n3 credits · prerequisite: CHEM 2220 · typically fall and spring\nCourse description\nStructure and function of biomolecules, enzyme kinetics, metabolism, and information flow.\nBiochemistry is an advanced undergraduate course in Chemistry (CHEM 3500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nCHEM 2220. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of biochemistry.\nAnalyze and solve open-ended problems in chemistry, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBiochemistry counts toward the Chemistry program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Chemistry course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Biochemistry spends time on:\nThe vocabulary of chemistry and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Chemistry department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Chemistry. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nChemistry (CHEM)\nNumber\nCHEM 3500\nCredits\n3\nPrerequisite\nCHEM 2220\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nChemistry course list\nAcademic departments\nCHEM 1050 — Introductory Chemistry\nCHEM 1110 — General Chemistry I\nCHEM 1120 — General Chemistry II\nCHEM 2210 — Organic Chemistry I\nFull course catalog" }, { "url": "course-chemistry-4900.html", "title": "CHEM 4900 Chemistry Capstone", "description": "Chemistry Capstone (CHEM 4900, 2 cr). A literature-based or laboratory research project with a written thesis and a seminar presentation.", "headings": [ "CHEM 4900 — Chemistry Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Chemistry CHEM 4900 — Chemistry Capstone\n2 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA literature-based or laboratory research project with a written thesis and a seminar presentation.\nChemistry Capstone is an advanced, often capstone-level undergraduate course in Chemistry (CHEM 4900), carrying 2 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of chemistry Capstone.\nAnalyze and solve open-ended problems in chemistry, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 2-credit course, expect roughly 4–6 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nChemistry Capstone counts toward the Chemistry program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Chemistry course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Chemistry Capstone spends time on:\nThe vocabulary of chemistry and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Chemistry department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Chemistry. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 4–6 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nChemistry (CHEM)\nNumber\nCHEM 4900\nCredits\n2\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~4–6 hrs/week\nRelated\nChemistry course list\nAcademic departments\nCHEM 1050 — Introductory Chemistry\nCHEM 1110 — General Chemistry I\nCHEM 1120 — General Chemistry II\nCHEM 2210 — Organic Chemistry I\nFull course catalog" }, { "url": "course-civil-engineering-2100.html", "title": "CE 2100 Statics", "description": "Statics (CE 2100, 3 cr). Equilibrium of particles and rigid bodies, trusses and frames, friction, centroids, and moments of inertia.", "headings": [ "CE 2100 — Statics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Civil Engineering CE 2100 — Statics\n3 credits · prerequisite: MATH 2400, PHYS 2010 · typically fall\nCourse description\nEquilibrium of particles and rigid bodies, trusses and frames, friction, centroids, and moments of inertia.\nStatics is a lower-division undergraduate course in Civil Engineering (CE 2100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nMATH 2400, PHYS 2010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of statics.\nWork standard problems in civil Engineering accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStatics counts toward the Civil Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Civil Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Statics spends time on:\nThe vocabulary of civil Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Civil Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Civil Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCivil Engineering (CE)\nNumber\nCE 2100\nCredits\n3\nPrerequisite\nMATH 2400, PHYS 2010\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nCivil Engineering course list\nCivil Engineering program\nAcademic departments\nCE 2300 — Surveying\nCE 2500 — Mechanics of Materials\nCE 3100 — Structural Analysis\nCE 3300 — Geotechnical Engineering\nFull course catalog" }, { "url": "course-civil-engineering-2300.html", "title": "CE 2300 Surveying", "description": "Surveying (CE 2300, 3 cr). Distance, angle, and elevation measurement; traverse computation; leveling; GPS; and producing a site map, with fieldwork.", "headings": [ "CE 2300 — Surveying", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Civil Engineering CE 2300 — Surveying\n3 credits · prerequisite: MATH 1600 · typically spring\nCourse description\nDistance, angle, and elevation measurement; traverse computation; leveling; GPS; and producing a site map, with fieldwork.\nSurveying is a lower-division undergraduate course in Civil Engineering (CE 2300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMATH 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of surveying.\nWork standard problems in civil Engineering accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSurveying counts toward the Civil Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Civil Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Surveying spends time on:\nThe vocabulary of civil Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Civil Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Civil Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCivil Engineering (CE)\nNumber\nCE 2300\nCredits\n3\nPrerequisite\nMATH 1600\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nCivil Engineering course list\nCivil Engineering program\nAcademic departments\nCE 2100 — Statics\nCE 2500 — Mechanics of Materials\nCE 3100 — Structural Analysis\nCE 3300 — Geotechnical Engineering\nFull course catalog" }, { "url": "course-civil-engineering-2500.html", "title": "CE 2500 Mechanics of Materials", "description": "Mechanics of Materials (CE 2500, 3 cr). Axial, torsional, and bending stress and strain; deflection; combined loading; and column buckling.", "headings": [ "CE 2500 — Mechanics of Materials", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Civil Engineering CE 2500 — Mechanics of Materials\n3 credits · prerequisite: CE 2100 · typically fall and spring\nCourse description\nAxial, torsional, and bending stress and strain; deflection; combined loading; and column buckling.\nMechanics of Materials is a lower-division undergraduate course in Civil Engineering (CE 2500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nCE 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of mechanics of Materials.\nWork standard problems in civil Engineering accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMechanics of Materials counts toward the Civil Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Civil Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Mechanics of Materials spends time on:\nThe vocabulary of civil Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Civil Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Civil Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCivil Engineering (CE)\nNumber\nCE 2500\nCredits\n3\nPrerequisite\nCE 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nCivil Engineering course list\nCivil Engineering program\nAcademic departments\nCE 2100 — Statics\nCE 2300 — Surveying\nCE 3100 — Structural Analysis\nCE 3300 — Geotechnical Engineering\nFull course catalog" }, { "url": "course-civil-engineering-3100.html", "title": "CE 3100 Structural Analysis", "description": "Structural Analysis (CE 3100, 3 cr). Determinate and indeterminate beams, frames, and trusses; influence lines; and the stiffness method.", "headings": [ "CE 3100 — Structural Analysis", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Civil Engineering CE 3100 — Structural Analysis\n3 credits · prerequisite: CE 2500 · typically fall, alternate years\nCourse description\nDeterminate and indeterminate beams, frames, and trusses; influence lines; and the stiffness method.\nStructural Analysis is an advanced undergraduate course in Civil Engineering (CE 3100), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nCE 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of structural Analysis.\nAnalyze and solve open-ended problems in civil Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStructural Analysis counts toward the Civil Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Civil Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Structural Analysis spends time on:\nThe vocabulary of civil Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Civil Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Civil Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCivil Engineering (CE)\nNumber\nCE 3100\nCredits\n3\nPrerequisite\nCE 2500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nCivil Engineering course list\nCivil Engineering program\nAcademic departments\nCE 2100 — Statics\nCE 2300 — Surveying\nCE 2500 — Mechanics of Materials\nCE 3300 — Geotechnical Engineering\nFull course catalog" }, { "url": "course-civil-engineering-3300.html", "title": "CE 3300 Geotechnical Engineering", "description": "Geotechnical Engineering (CE 3300, 4 cr). Soil classification, compaction, seepage, consolidation, shear strength, and shallow foundation design, with lab testing.", "headings": [ "CE 3300 — Geotechnical Engineering", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Civil Engineering CE 3300 — Geotechnical Engineering\n4 credits · prerequisite: CE 2500 · typically spring, alternate years\nCourse description\nSoil classification, compaction, seepage, consolidation, shear strength, and shallow foundation design, with lab testing.\nGeotechnical Engineering is an advanced undergraduate course in Civil Engineering (CE 3300), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nCE 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of geotechnical Engineering.\nAnalyze and solve open-ended problems in civil Engineering, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGeotechnical Engineering counts toward the Civil Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Civil Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Geotechnical Engineering spends time on:\nThe vocabulary of civil Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Civil Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Civil Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCivil Engineering (CE)\nNumber\nCE 3300\nCredits\n4\nPrerequisite\nCE 2500\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nCivil Engineering course list\nCivil Engineering program\nAcademic departments\nCE 2100 — Statics\nCE 2300 — Surveying\nCE 2500 — Mechanics of Materials\nCE 3100 — Structural Analysis\nFull course catalog" }, { "url": "course-civil-engineering-3500.html", "title": "CE 3500 Hydraulics and Hydrology", "description": "Hydraulics and Hydrology (CE 3500, 3 cr). Open-channel and pipe flow, pumps, the hydrologic cycle, rainfall–runoff, and stormwater design.", "headings": [ "CE 3500 — Hydraulics and Hydrology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Civil Engineering CE 3500 — Hydraulics and Hydrology\n3 credits · prerequisite: CE 2100 · typically fall\nCourse description\nOpen-channel and pipe flow, pumps, the hydrologic cycle, rainfall–runoff, and stormwater design.\nHydraulics and Hydrology is an advanced undergraduate course in Civil Engineering (CE 3500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nCE 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of hydraulics and Hydrology.\nAnalyze and solve open-ended problems in civil Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHydraulics and Hydrology counts toward the Civil Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Civil Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Hydraulics and Hydrology spends time on:\nThe vocabulary of civil Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Civil Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Civil Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCivil Engineering (CE)\nNumber\nCE 3500\nCredits\n3\nPrerequisite\nCE 2100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nCivil Engineering course list\nCivil Engineering program\nAcademic departments\nCE 2100 — Statics\nCE 2300 — Surveying\nCE 2500 — Mechanics of Materials\nCE 3100 — Structural Analysis\nFull course catalog" }, { "url": "course-civil-engineering-3700.html", "title": "CE 3700 Transportation Engineering", "description": "Transportation Engineering (CE 3700, 3 cr). Traffic flow, geometric design of roads, pavement, and an introduction to planning and safety analysis.", "headings": [ "CE 3700 — Transportation Engineering", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Civil Engineering CE 3700 — Transportation Engineering\n3 credits · prerequisite: CE 2300 · typically spring\nCourse description\nTraffic flow, geometric design of roads, pavement, and an introduction to planning and safety analysis.\nTransportation Engineering is an advanced undergraduate course in Civil Engineering (CE 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nCE 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of transportation Engineering.\nAnalyze and solve open-ended problems in civil Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTransportation Engineering counts toward the Civil Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Civil Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Transportation Engineering spends time on:\nThe vocabulary of civil Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Civil Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Civil Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCivil Engineering (CE)\nNumber\nCE 3700\nCredits\n3\nPrerequisite\nCE 2300\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nCivil Engineering course list\nCivil Engineering program\nAcademic departments\nCE 2100 — Statics\nCE 2300 — Surveying\nCE 2500 — Mechanics of Materials\nCE 3100 — Structural Analysis\nFull course catalog" }, { "url": "course-civil-engineering-3900.html", "title": "CE 3900 Reinforced Concrete Design", "description": "Reinforced Concrete Design (CE 3900, 3 cr). Behavior and design of beams, slabs, and columns under current code, including detailing.", "headings": [ "CE 3900 — Reinforced Concrete Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Civil Engineering CE 3900 — Reinforced Concrete Design\n3 credits · prerequisite: CE 3100 · typically fall and spring\nCourse description\nBehavior and design of beams, slabs, and columns under current code, including detailing.\nReinforced Concrete Design is an advanced undergraduate course in Civil Engineering (CE 3900), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nCE 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of reinforced Concrete Design.\nAnalyze and solve open-ended problems in civil Engineering, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nReinforced Concrete Design counts toward the Civil Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Civil Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Reinforced Concrete Design spends time on:\nThe vocabulary of civil Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Civil Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Civil Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCivil Engineering (CE)\nNumber\nCE 3900\nCredits\n3\nPrerequisite\nCE 3100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nCivil Engineering course list\nCivil Engineering program\nAcademic departments\nCE 2100 — Statics\nCE 2300 — Surveying\nCE 2500 — Mechanics of Materials\nCE 3100 — Structural Analysis\nFull course catalog" }, { "url": "course-civil-engineering-4900.html", "title": "CE 4900 Senior Design", "description": "Senior Design (CE 4900, 3 cr). A multidisciplinary team develops a civil project from site data through a code-compliant design and drawings for a client.", "headings": [ "CE 4900 — Senior Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Civil Engineering CE 4900 — Senior Design\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA multidisciplinary team develops a civil project from site data through a code-compliant design and drawings for a client.\nSenior Design is an advanced, often capstone-level undergraduate course in Civil Engineering (CE 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of senior Design.\nAnalyze and solve open-ended problems in civil Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSenior Design counts toward the Civil Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Civil Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Senior Design spends time on:\nThe vocabulary of civil Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Civil Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Civil Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCivil Engineering (CE)\nNumber\nCE 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nCivil Engineering course list\nCivil Engineering program\nAcademic departments\nCE 2100 — Statics\nCE 2300 — Surveying\nCE 2500 — Mechanics of Materials\nCE 3100 — Structural Analysis\nFull course catalog" }, { "url": "course-communication-studies-1100.html", "title": "COMM 1100 Public Speaking", "description": "Public Speaking (COMM 1100, 3 cr). Researching, organizing, and delivering informative and persuasive speeches, with repeated practice and feedback.", "headings": [ "COMM 1100 — Public Speaking", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Communication Studies COMM 1100 — Public Speaking\n3 credits · no prerequisites · typically fall\nCourse description\nResearching, organizing, and delivering informative and persuasive speeches, with repeated practice and feedback.\nPublic Speaking is an introductory course in Communication Studies (COMM 1100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of public Speaking.\nWork standard problems in communication Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPublic Speaking counts toward the Communication Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Communication Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Public Speaking spends time on:\nThe vocabulary of communication Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Communication Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCommunication Studies (COMM)\nNumber\nCOMM 1100\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nCommunication Studies course list\nAcademic departments\nCOMM 1300 — Interpersonal Communication\nCOMM 2100 — Small Group Communication\nCOMM 2300 — Communication Theory\nCOMM 2500 — Intercultural Communication\nFull course catalog" }, { "url": "course-communication-studies-1300.html", "title": "COMM 1300 Interpersonal Communication", "description": "Interpersonal Communication (COMM 1300, 3 cr). Perception, listening, self-disclosure, conflict, and relational maintenance.", "headings": [ "COMM 1300 — Interpersonal Communication", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Communication Studies COMM 1300 — Interpersonal Communication\n3 credits · no prerequisites · typically spring\nCourse description\nPerception, listening, self-disclosure, conflict, and relational maintenance.\nInterpersonal Communication is an introductory course in Communication Studies (COMM 1300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of interpersonal Communication.\nWork standard problems in communication Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nInterpersonal Communication counts toward the Communication Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Communication Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Interpersonal Communication spends time on:\nThe vocabulary of communication Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Communication Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCommunication Studies (COMM)\nNumber\nCOMM 1300\nCredits\n3\nPrerequisite\nNone\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nCommunication Studies course list\nAcademic departments\nCOMM 1100 — Public Speaking\nCOMM 2100 — Small Group Communication\nCOMM 2300 — Communication Theory\nCOMM 2500 — Intercultural Communication\nFull course catalog" }, { "url": "course-communication-studies-2100.html", "title": "COMM 2100 Small Group Communication", "description": "Small Group Communication (COMM 2100, 3 cr). Roles, norms, decision-making, leadership, and facilitating a productive meeting.", "headings": [ "COMM 2100 — Small Group Communication", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Communication Studies COMM 2100 — Small Group Communication\n3 credits · prerequisite: COMM 1100 · typically fall and spring\nCourse description\nRoles, norms, decision-making, leadership, and facilitating a productive meeting.\nSmall Group Communication is a lower-division undergraduate course in Communication Studies (COMM 2100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nCOMM 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of small Group Communication.\nWork standard problems in communication Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSmall Group Communication counts toward the Communication Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Communication Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Small Group Communication spends time on:\nThe vocabulary of communication Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Communication Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Communication Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCommunication Studies (COMM)\nNumber\nCOMM 2100\nCredits\n3\nPrerequisite\nCOMM 1100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nCommunication Studies course list\nAcademic departments\nCOMM 1100 — Public Speaking\nCOMM 1300 — Interpersonal Communication\nCOMM 2300 — Communication Theory\nCOMM 2500 — Intercultural Communication\nFull course catalog" }, { "url": "course-communication-studies-2300.html", "title": "COMM 2300 Communication Theory", "description": "Communication Theory (COMM 2300, 3 cr). Major theories across contexts and how theory guides analysis and practice.", "headings": [ "COMM 2300 — Communication Theory", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Communication Studies COMM 2300 — Communication Theory\n3 credits · prerequisite: COMM 1300 · typically fall, alternate years\nCourse description\nMajor theories across contexts and how theory guides analysis and practice.\nCommunication Theory is a lower-division undergraduate course in Communication Studies (COMM 2300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nCOMM 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of communication Theory.\nWork standard problems in communication Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCommunication Theory counts toward the Communication Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Communication Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Communication Theory spends time on:\nThe vocabulary of communication Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Communication Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Communication Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCommunication Studies (COMM)\nNumber\nCOMM 2300\nCredits\n3\nPrerequisite\nCOMM 1300\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nCommunication Studies course list\nAcademic departments\nCOMM 1100 — Public Speaking\nCOMM 1300 — Interpersonal Communication\nCOMM 2100 — Small Group Communication\nCOMM 2500 — Intercultural Communication\nFull course catalog" }, { "url": "course-communication-studies-2500.html", "title": "COMM 2500 Intercultural Communication", "description": "Intercultural Communication (COMM 2500, 3 cr). Culture and identity, adaptation, and communicating across difference.", "headings": [ "COMM 2500 — Intercultural Communication", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Communication Studies COMM 2500 — Intercultural Communication\n3 credits · prerequisite: COMM 1300 · typically spring, alternate years\nCourse description\nCulture and identity, adaptation, and communicating across difference.\nIntercultural Communication is a lower-division undergraduate course in Communication Studies (COMM 2500), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nCOMM 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of intercultural Communication.\nWork standard problems in communication Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntercultural Communication counts toward the Communication Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Communication Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Intercultural Communication spends time on:\nThe vocabulary of communication Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Communication Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Communication Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCommunication Studies (COMM)\nNumber\nCOMM 2500\nCredits\n3\nPrerequisite\nCOMM 1300\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nCommunication Studies course list\nAcademic departments\nCOMM 1100 — Public Speaking\nCOMM 1300 — Interpersonal Communication\nCOMM 2100 — Small Group Communication\nCOMM 2300 — Communication Theory\nFull course catalog" }, { "url": "course-communication-studies-3100.html", "title": "COMM 3100 Organizational Communication", "description": "Organizational Communication (COMM 3100, 3 cr). Communication in organizations: culture, networks, change, and leadership messaging.", "headings": [ "COMM 3100 — Organizational Communication", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Communication Studies COMM 3100 — Organizational Communication\n3 credits · prerequisite: COMM 2100 · typically fall\nCourse description\nCommunication in organizations: culture, networks, change, and leadership messaging.\nOrganizational Communication is an advanced undergraduate course in Communication Studies (COMM 3100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nCOMM 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of organizational Communication.\nAnalyze and solve open-ended problems in communication Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nOrganizational Communication counts toward the Communication Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Communication Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Organizational Communication spends time on:\nThe vocabulary of communication Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Communication Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Communication Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCommunication Studies (COMM)\nNumber\nCOMM 3100\nCredits\n3\nPrerequisite\nCOMM 2100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nCommunication Studies course list\nAcademic departments\nCOMM 1100 — Public Speaking\nCOMM 1300 — Interpersonal Communication\nCOMM 2100 — Small Group Communication\nCOMM 2300 — Communication Theory\nFull course catalog" }, { "url": "course-communication-studies-3300.html", "title": "COMM 3300 Persuasion and Social Influence", "description": "Persuasion and Social Influence (COMM 3300, 3 cr). Attitude change, message design, and the ethics of influence.", "headings": [ "COMM 3300 — Persuasion and Social Influence", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Communication Studies COMM 3300 — Persuasion and Social Influence\n3 credits · prerequisite: COMM 2300 · typically spring\nCourse description\nAttitude change, message design, and the ethics of influence.\nPersuasion and Social Influence is an advanced undergraduate course in Communication Studies (COMM 3300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nCOMM 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of persuasion and Social Influence.\nAnalyze and solve open-ended problems in communication Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPersuasion and Social Influence counts toward the Communication Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Communication Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Persuasion and Social Influence spends time on:\nThe vocabulary of communication Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Communication Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Communication Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCommunication Studies (COMM)\nNumber\nCOMM 3300\nCredits\n3\nPrerequisite\nCOMM 2300\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nCommunication Studies course list\nAcademic departments\nCOMM 1100 — Public Speaking\nCOMM 1300 — Interpersonal Communication\nCOMM 2100 — Small Group Communication\nCOMM 2300 — Communication Theory\nFull course catalog" }, { "url": "course-communication-studies-3500.html", "title": "COMM 3500 Communication Research Methods", "description": "Communication Research Methods (COMM 3500, 4 cr). Quantitative and qualitative methods and a small applied study.", "headings": [ "COMM 3500 — Communication Research Methods", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Communication Studies COMM 3500 — Communication Research Methods\n4 credits · prerequisite: COMM 2300 · typically fall and spring\nCourse description\nQuantitative and qualitative methods and a small applied study.\nCommunication Research Methods is an advanced undergraduate course in Communication Studies (COMM 3500), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nCOMM 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of communication Research Methods.\nAnalyze and solve open-ended problems in communication Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCommunication Research Methods counts toward the Communication Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Communication Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Communication Research Methods spends time on:\nThe vocabulary of communication Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Communication Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Communication Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCommunication Studies (COMM)\nNumber\nCOMM 3500\nCredits\n4\nPrerequisite\nCOMM 2300\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nCommunication Studies course list\nAcademic departments\nCOMM 1100 — Public Speaking\nCOMM 1300 — Interpersonal Communication\nCOMM 2100 — Small Group Communication\nCOMM 2300 — Communication Theory\nFull course catalog" }, { "url": "course-communication-studies-4900.html", "title": "COMM 4900 Capstone in Communication", "description": "Capstone in Communication (COMM 4900, 3 cr). An applied project — a campaign, training, or study — for a real client or context.", "headings": [ "COMM 4900 — Capstone in Communication", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Communication Studies COMM 4900 — Capstone in Communication\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nAn applied project — a campaign, training, or study — for a real client or context.\nCapstone in Communication is an advanced, often capstone-level undergraduate course in Communication Studies (COMM 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of capstone in Communication.\nAnalyze and solve open-ended problems in communication Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCapstone in Communication counts toward the Communication Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Communication Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Capstone in Communication spends time on:\nThe vocabulary of communication Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Communication Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Communication Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCommunication Studies (COMM)\nNumber\nCOMM 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nCommunication Studies course list\nAcademic departments\nCOMM 1100 — Public Speaking\nCOMM 1300 — Interpersonal Communication\nCOMM 2100 — Small Group Communication\nCOMM 2300 — Communication Theory\nFull course catalog" }, { "url": "course-computer-engineering-2400.html", "title": "CPE 2400 Digital Logic Design", "description": "Digital Logic Design (CPE 2400, 4 cr). Boolean algebra, combinational and sequential circuits, finite-state machines, and implementation on an FPGA in the lab.", "headings": [ "CPE 2400 — Digital Logic Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Computer Engineering CPE 2400 — Digital Logic Design\n4 credits · prerequisite: MATH 1400 · typically fall\nCourse description\nBoolean algebra, combinational and sequential circuits, finite-state machines, and implementation on an FPGA in the lab.\nDigital Logic Design is a lower-division undergraduate course in Computer Engineering (CPE 2400), carrying 4 credits, and is typically offered fall.\nPrerequisites\nMATH 1400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of digital Logic Design.\nWork standard problems in computer Engineering accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDigital Logic Design counts toward the Computer Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Digital Logic Design spends time on:\nThe vocabulary of computer Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Computer Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Engineering (CPE)\nNumber\nCPE 2400\nCredits\n4\nPrerequisite\nMATH 1400\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nComputer Engineering course list\nComputer Engineering program\nAcademic departments\nCPE 2600 — Introduction to Computer Architecture\nCPE 2800 — Programming for Computer Engineers\nCPE 3100 — Embedded Systems Design\nCPE 3300 — Hardware Description Languages\nFull course catalog" }, { "url": "course-computer-engineering-2600.html", "title": "CPE 2600 Introduction to Computer Architecture", "description": "Introduction to Computer Architecture (CPE 2600, 3 cr). Instruction sets, the datapath and control, pipelining, caches, and the hardware–software interface.", "headings": [ "CPE 2600 — Introduction to Computer Architecture", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Computer Engineering CPE 2600 — Introduction to Computer Architecture\n3 credits · prerequisite: CPE 2400 · typically spring\nCourse description\nInstruction sets, the datapath and control, pipelining, caches, and the hardware–software interface.\nIntroduction to Computer Architecture is a lower-division undergraduate course in Computer Engineering (CPE 2600), carrying 3 credits, and is typically offered spring.\nPrerequisites\nCPE 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Computer Architecture.\nWork standard problems in computer Engineering accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Computer Architecture counts toward the Computer Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Computer Architecture spends time on:\nThe vocabulary of computer Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Computer Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Engineering (CPE)\nNumber\nCPE 2600\nCredits\n3\nPrerequisite\nCPE 2400\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nComputer Engineering course list\nComputer Engineering program\nAcademic departments\nCPE 2400 — Digital Logic Design\nCPE 2800 — Programming for Computer Engineers\nCPE 3100 — Embedded Systems Design\nCPE 3300 — Hardware Description Languages\nFull course catalog" }, { "url": "course-computer-engineering-2800.html", "title": "CPE 2800 Programming for Computer Engineers", "description": "Programming for Computer Engineers (CPE 2800, 3 cr). C and C++ with an emphasis on memory, pointers, bit manipulation, and writing code for constrained targets.", "headings": [ "CPE 2800 — Programming for Computer Engineers", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Computer Engineering CPE 2800 — Programming for Computer Engineers\n3 credits · prerequisite: CS 1100 · typically fall and spring\nCourse description\nC and C++ with an emphasis on memory, pointers, bit manipulation, and writing code for constrained targets.\nProgramming for Computer Engineers is a lower-division undergraduate course in Computer Engineering (CPE 2800), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nCS 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of programming for Computer Engineers.\nWork standard problems in computer Engineering accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nProgramming for Computer Engineers counts toward the Computer Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Programming for Computer Engineers spends time on:\nThe vocabulary of computer Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Computer Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Engineering (CPE)\nNumber\nCPE 2800\nCredits\n3\nPrerequisite\nCS 1100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nComputer Engineering course list\nComputer Engineering program\nAcademic departments\nCPE 2400 — Digital Logic Design\nCPE 2600 — Introduction to Computer Architecture\nCPE 3100 — Embedded Systems Design\nCPE 3300 — Hardware Description Languages\nFull course catalog" }, { "url": "course-computer-engineering-3100.html", "title": "CPE 3100 Embedded Systems Design", "description": "Embedded Systems Design (CPE 3100, 4 cr). Microcontroller peripherals, interrupts, real-time constraints, buses, and building a working embedded product.", "headings": [ "CPE 3100 — Embedded Systems Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Computer Engineering CPE 3100 — Embedded Systems Design\n4 credits · prerequisite: CPE 2400, CPE 2800 · typically fall, alternate years\nCourse description\nMicrocontroller peripherals, interrupts, real-time constraints, buses, and building a working embedded product.\nEmbedded Systems Design is an advanced undergraduate course in Computer Engineering (CPE 3100), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nCPE 2400, CPE 2800. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of embedded Systems Design.\nAnalyze and solve open-ended problems in computer Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEmbedded Systems Design counts toward the Computer Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Embedded Systems Design spends time on:\nThe vocabulary of computer Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Computer Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Engineering (CPE)\nNumber\nCPE 3100\nCredits\n4\nPrerequisite\nCPE 2400, CPE 2800\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nComputer Engineering course list\nComputer Engineering program\nAcademic departments\nCPE 2400 — Digital Logic Design\nCPE 2600 — Introduction to Computer Architecture\nCPE 2800 — Programming for Computer Engineers\nCPE 3300 — Hardware Description Languages\nFull course catalog" }, { "url": "course-computer-engineering-3300.html", "title": "CPE 3300 Hardware Description Languages", "description": "Hardware Description Languages (CPE 3300, 3 cr). Modeling, simulating, and synthesizing digital hardware in a hardware description language, with testbenches.", "headings": [ "CPE 3300 — Hardware Description Languages", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Computer Engineering CPE 3300 — Hardware Description Languages\n3 credits · prerequisite: CPE 2400 · typically spring, alternate years\nCourse description\nModeling, simulating, and synthesizing digital hardware in a hardware description language, with testbenches.\nHardware Description Languages is an advanced undergraduate course in Computer Engineering (CPE 3300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nCPE 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of hardware Description Languages.\nAnalyze and solve open-ended problems in computer Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHardware Description Languages counts toward the Computer Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Hardware Description Languages spends time on:\nThe vocabulary of computer Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Computer Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Engineering (CPE)\nNumber\nCPE 3300\nCredits\n3\nPrerequisite\nCPE 2400\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nComputer Engineering course list\nComputer Engineering program\nAcademic departments\nCPE 2400 — Digital Logic Design\nCPE 2600 — Introduction to Computer Architecture\nCPE 2800 — Programming for Computer Engineers\nCPE 3100 — Embedded Systems Design\nFull course catalog" }, { "url": "course-computer-engineering-3500.html", "title": "CPE 3500 Computer Networks", "description": "Computer Networks (CPE 3500, 3 cr). The protocol stack, sockets, routing and switching, reliability and congestion control, and network programming.", "headings": [ "CPE 3500 — Computer Networks", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Computer Engineering CPE 3500 — Computer Networks\n3 credits · prerequisite: CPE 2800 · typically fall\nCourse description\nThe protocol stack, sockets, routing and switching, reliability and congestion control, and network programming.\nComputer Networks is an advanced undergraduate course in Computer Engineering (CPE 3500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nCPE 2800. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of computer Networks.\nAnalyze and solve open-ended problems in computer Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nComputer Networks counts toward the Computer Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Computer Networks spends time on:\nThe vocabulary of computer Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Computer Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Engineering (CPE)\nNumber\nCPE 3500\nCredits\n3\nPrerequisite\nCPE 2800\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nComputer Engineering course list\nComputer Engineering program\nAcademic departments\nCPE 2400 — Digital Logic Design\nCPE 2600 — Introduction to Computer Architecture\nCPE 2800 — Programming for Computer Engineers\nCPE 3100 — Embedded Systems Design\nFull course catalog" }, { "url": "course-computer-engineering-3700.html", "title": "CPE 3700 Operating Systems for Engineers", "description": "Operating Systems for Engineers (CPE 3700, 3 cr). Processes and threads, scheduling, memory management, and drivers, with kernel-level programming assignments.", "headings": [ "CPE 3700 — Operating Systems for Engineers", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Computer Engineering CPE 3700 — Operating Systems for Engineers\n3 credits · prerequisite: CPE 2600 · typically spring\nCourse description\nProcesses and threads, scheduling, memory management, and drivers, with kernel-level programming assignments.\nOperating Systems for Engineers is an advanced undergraduate course in Computer Engineering (CPE 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nCPE 2600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of operating Systems for Engineers.\nAnalyze and solve open-ended problems in computer Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nOperating Systems for Engineers counts toward the Computer Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Operating Systems for Engineers spends time on:\nThe vocabulary of computer Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Computer Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Engineering (CPE)\nNumber\nCPE 3700\nCredits\n3\nPrerequisite\nCPE 2600\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nComputer Engineering course list\nComputer Engineering program\nAcademic departments\nCPE 2400 — Digital Logic Design\nCPE 2600 — Introduction to Computer Architecture\nCPE 2800 — Programming for Computer Engineers\nCPE 3100 — Embedded Systems Design\nFull course catalog" }, { "url": "course-computer-engineering-4100.html", "title": "CPE 4100 System-on-Chip Design", "description": "System-on-Chip Design (CPE 4100, 3 cr). Integrating processors, memory, and custom accelerators; on-chip interconnect; and hardware/software co-verification.", "headings": [ "CPE 4100 — System-on-Chip Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Computer Engineering CPE 4100 — System-on-Chip Design\n3 credits · prerequisite: CPE 3300 · typically fall and spring\nCourse description\nIntegrating processors, memory, and custom accelerators; on-chip interconnect; and hardware/software co-verification.\nSystem-on-Chip Design is an advanced, often capstone-level undergraduate course in Computer Engineering (CPE 4100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nCPE 3300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of system-on-Chip Design.\nAnalyze and solve open-ended problems in computer Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSystem-on-Chip Design counts toward the Computer Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of System-on-Chip Design spends time on:\nThe vocabulary of computer Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Computer Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Engineering (CPE)\nNumber\nCPE 4100\nCredits\n3\nPrerequisite\nCPE 3300\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nComputer Engineering course list\nComputer Engineering program\nAcademic departments\nCPE 2400 — Digital Logic Design\nCPE 2600 — Introduction to Computer Architecture\nCPE 2800 — Programming for Computer Engineers\nCPE 3100 — Embedded Systems Design\nFull course catalog" }, { "url": "course-computer-engineering-4900.html", "title": "CPE 4900 Computer Engineering Senior Design", "description": "Computer Engineering Senior Design (CPE 4900, 3 cr). A two-term team project delivering a working hardware/software system for an industry sponsor, with formal design reviews.", "headings": [ "CPE 4900 — Computer Engineering Senior Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Computer Engineering CPE 4900 — Computer Engineering Senior Design\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA two-term team project delivering a working hardware/software system for an industry sponsor, with formal design reviews.\nComputer Engineering Senior Design is an advanced, often capstone-level undergraduate course in Computer Engineering (CPE 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of computer Engineering Senior Design.\nAnalyze and solve open-ended problems in computer Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nComputer Engineering Senior Design counts toward the Computer Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Computer Engineering Senior Design spends time on:\nThe vocabulary of computer Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Computer Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Engineering (CPE)\nNumber\nCPE 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nComputer Engineering course list\nComputer Engineering program\nAcademic departments\nCPE 2400 — Digital Logic Design\nCPE 2600 — Introduction to Computer Architecture\nCPE 2800 — Programming for Computer Engineers\nCPE 3100 — Embedded Systems Design\nFull course catalog" }, { "url": "course-computer-science-1100.html", "title": "CS 1100 Introduction to Programming", "description": "Introduction to Programming (CS 1100, 3 cr). A first course in writing, testing, and debugging programs. Variables, control flow, functions, collections, files, and basic object use, practiced weekly in a studio with a lab instructor. No prior experience assumed.", "headings": [ "CS 1100 — Introduction to Programming", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Computer Science CS 1100 — Introduction to Programming\n3 credits · no prerequisites · typically fall\nCourse description\nA first course in writing, testing, and debugging programs. Variables, control flow, functions, collections, files, and basic object use, practiced weekly in a studio with a lab instructor. No prior experience assumed.\nIntroduction to Programming is an introductory course in Computer Science (CS 1100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Programming.\nWork standard problems in computer Science accurately and show the reasoning behind each step.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Programming counts toward the Computer Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Programming spends time on:\nThe vocabulary of computer Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Science (CS)\nNumber\nCS 1100\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nComputer Science course list\nComputer Science program\nAcademic departments\nCS 1200 — Object-Oriented Programming\nCS 2400 — Data Structures and Algorithms\nCS 2600 — Computer Organization\nCS 3200 — Databases\nFull course catalog" }, { "url": "course-computer-science-1200.html", "title": "CS 1200 Object-Oriented Programming", "description": "Object-Oriented Programming (CS 1200, 3 cr). Designing programs around classes and objects: encapsulation, inheritance, polymorphism, interfaces, exceptions, and unit testing. A term-long project builds a small application in stages with version control.", "headings": [ "CS 1200 — Object-Oriented Programming", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Computer Science CS 1200 — Object-Oriented Programming\n3 credits · prerequisite: CS 1100 · typically spring\nCourse description\nDesigning programs around classes and objects: encapsulation, inheritance, polymorphism, interfaces, exceptions, and unit testing. A term-long project builds a small application in stages with version control.\nObject-Oriented Programming is an introductory course in Computer Science (CS 1200), carrying 3 credits, and is typically offered spring.\nPrerequisites\nCS 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of object-Oriented Programming.\nWork standard problems in computer Science accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nObject-Oriented Programming counts toward the Computer Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Object-Oriented Programming spends time on:\nThe vocabulary of computer Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Computer Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Science (CS)\nNumber\nCS 1200\nCredits\n3\nPrerequisite\nCS 1100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nComputer Science course list\nComputer Science program\nAcademic departments\nCS 1100 — Introduction to Programming\nCS 2400 — Data Structures and Algorithms\nCS 2600 — Computer Organization\nCS 3200 — Databases\nFull course catalog" }, { "url": "course-computer-science-2400.html", "title": "CS 2400 Data Structures and Algorithms", "description": "Data Structures and Algorithms (CS 2400, 4 cr). Lists, stacks, queues, trees, hash tables, and graphs, with the algorithms that operate on them and the cost analysis that compares them. Emphasis on choosing the right structure for a problem and measuring the result.", "headings": [ "CS 2400 — Data Structures and Algorithms", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Computer Science CS 2400 — Data Structures and Algorithms\n4 credits · prerequisite: CS 1200 · typically fall and spring\nCourse description\nLists, stacks, queues, trees, hash tables, and graphs, with the algorithms that operate on them and the cost analysis that compares them. Emphasis on choosing the right structure for a problem and measuring the result.\nData Structures and Algorithms is a lower-division undergraduate course in Computer Science (CS 2400), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nCS 1200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of data Structures and Algorithms.\nWork standard problems in computer Science accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nData Structures and Algorithms counts toward the Computer Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Data Structures and Algorithms spends time on:\nThe vocabulary of computer Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Computer Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Science (CS)\nNumber\nCS 2400\nCredits\n4\nPrerequisite\nCS 1200\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nComputer Science course list\nComputer Science program\nAcademic departments\nCS 1100 — Introduction to Programming\nCS 1200 — Object-Oriented Programming\nCS 2600 — Computer Organization\nCS 3200 — Databases\nFull course catalog" }, { "url": "course-computer-science-2600.html", "title": "CS 2600 Computer Organization", "description": "Computer Organization (CS 2600, 3 cr). How a program becomes machine behavior: number representation, assembly, the memory hierarchy, the processor datapath, and the operating-system interface. Assignments work close to the hardware.", "headings": [ "CS 2600 — Computer Organization", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Computer Science CS 2600 — Computer Organization\n3 credits · prerequisite: CS 1200 · typically fall, alternate years\nCourse description\nHow a program becomes machine behavior: number representation, assembly, the memory hierarchy, the processor datapath, and the operating-system interface. Assignments work close to the hardware.\nComputer Organization is a lower-division undergraduate course in Computer Science (CS 2600), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nCS 1200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of computer Organization.\nWork standard problems in computer Science accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nComputer Organization counts toward the Computer Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Computer Organization spends time on:\nThe vocabulary of computer Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Computer Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Science (CS)\nNumber\nCS 2600\nCredits\n3\nPrerequisite\nCS 1200\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nComputer Science course list\nComputer Science program\nAcademic departments\nCS 1100 — Introduction to Programming\nCS 1200 — Object-Oriented Programming\nCS 2400 — Data Structures and Algorithms\nCS 3200 — Databases\nFull course catalog" }, { "url": "course-computer-science-3200.html", "title": "CS 3200 Databases", "description": "Databases (CS 3200, 3 cr). The relational model, SQL, schema design and normalization, transactions, indexing, and an introduction to non-relational stores. A project models a real domain and builds the queries an application would need.", "headings": [ "CS 3200 — Databases", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Computer Science CS 3200 — Databases\n3 credits · prerequisite: CS 2400 · typically spring, alternate years\nCourse description\nThe relational model, SQL, schema design and normalization, transactions, indexing, and an introduction to non-relational stores. A project models a real domain and builds the queries an application would need.\nDatabases is an advanced undergraduate course in Computer Science (CS 3200), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nCS 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of databases.\nAnalyze and solve open-ended problems in computer Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDatabases counts toward the Computer Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Databases spends time on:\nThe vocabulary of computer Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Computer Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Science (CS)\nNumber\nCS 3200\nCredits\n3\nPrerequisite\nCS 2400\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nComputer Science course list\nComputer Science program\nAcademic departments\nCS 1100 — Introduction to Programming\nCS 1200 — Object-Oriented Programming\nCS 2400 — Data Structures and Algorithms\nCS 2600 — Computer Organization\nFull course catalog" }, { "url": "course-computer-science-3300.html", "title": "CS 3300 Web and Application Development", "description": "Web and Application Development (CS 3300, 3 cr). Building client–server applications: HTTP, front-end frameworks, APIs, authentication, and deployment. Teams ship a working application and maintain it through several iterations with code review.", "headings": [ "CS 3300 — Web and Application Development", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Computer Science CS 3300 — Web and Application Development\n3 credits · prerequisite: CS 2400 · typically fall\nCourse description\nBuilding client–server applications: HTTP, front-end frameworks, APIs, authentication, and deployment. Teams ship a working application and maintain it through several iterations with code review.\nWeb and Application Development is an advanced undergraduate course in Computer Science (CS 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nCS 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of web and Application Development.\nAnalyze and solve open-ended problems in computer Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWeb and Application Development counts toward the Computer Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Web and Application Development spends time on:\nThe vocabulary of computer Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Computer Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Science (CS)\nNumber\nCS 3300\nCredits\n3\nPrerequisite\nCS 2400\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nComputer Science course list\nComputer Science program\nAcademic departments\nCS 1100 — Introduction to Programming\nCS 1200 — Object-Oriented Programming\nCS 2400 — Data Structures and Algorithms\nCS 2600 — Computer Organization\nFull course catalog" }, { "url": "course-computer-science-3500.html", "title": "CS 3500 Operating Systems", "description": "Operating Systems (CS 3500, 4 cr). Processes and threads, scheduling, concurrency and synchronization, virtual memory, file systems, and I/O. Programming assignments implement pieces of an operating system and measure their behavior.", "headings": [ "CS 3500 — Operating Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Computer Science CS 3500 — Operating Systems\n4 credits · prerequisite: CS 2600 · typically spring\nCourse description\nProcesses and threads, scheduling, concurrency and synchronization, virtual memory, file systems, and I/O. Programming assignments implement pieces of an operating system and measure their behavior.\nOperating Systems is an advanced undergraduate course in Computer Science (CS 3500), carrying 4 credits, and is typically offered spring.\nPrerequisites\nCS 2600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of operating Systems.\nAnalyze and solve open-ended problems in computer Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nOperating Systems counts toward the Computer Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Operating Systems spends time on:\nThe vocabulary of computer Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Computer Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Science (CS)\nNumber\nCS 3500\nCredits\n4\nPrerequisite\nCS 2600\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nComputer Science course list\nComputer Science program\nAcademic departments\nCS 1100 — Introduction to Programming\nCS 1200 — Object-Oriented Programming\nCS 2400 — Data Structures and Algorithms\nCS 2600 — Computer Organization\nFull course catalog" }, { "url": "course-computer-science-3700.html", "title": "CS 3700 Software Engineering", "description": "Software Engineering (CS 3700, 3 cr). Working on software as a team over time: requirements, design, estimation, testing strategy, continuous integration, and maintenance. Students work with an external client on a semester project.", "headings": [ "CS 3700 — Software Engineering", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Computer Science CS 3700 — Software Engineering\n3 credits · prerequisite: CS 3300 · typically fall and spring\nCourse description\nWorking on software as a team over time: requirements, design, estimation, testing strategy, continuous integration, and maintenance. Students work with an external client on a semester project.\nSoftware Engineering is an advanced undergraduate course in Computer Science (CS 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nCS 3300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of software Engineering.\nAnalyze and solve open-ended problems in computer Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSoftware Engineering counts toward the Computer Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Software Engineering spends time on:\nThe vocabulary of computer Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Computer Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Science (CS)\nNumber\nCS 3700\nCredits\n3\nPrerequisite\nCS 3300\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nComputer Science course list\nComputer Science program\nAcademic departments\nCS 1100 — Introduction to Programming\nCS 1200 — Object-Oriented Programming\nCS 2400 — Data Structures and Algorithms\nCS 2600 — Computer Organization\nFull course catalog" }, { "url": "course-computer-science-4200.html", "title": "CS 4200 Machine Learning", "description": "Machine Learning (CS 4200, 3 cr). Supervised and unsupervised learning: regression, classification, trees and ensembles, clustering, and neural networks, with the evaluation methods that keep results honest. Assignments use real datasets and standard tooling.", "headings": [ "CS 4200 — Machine Learning", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Computer Science CS 4200 — Machine Learning\n3 credits · prerequisite: CS 2400, MATH 2600 · typically fall, alternate years\nCourse description\nSupervised and unsupervised learning: regression, classification, trees and ensembles, clustering, and neural networks, with the evaluation methods that keep results honest. Assignments use real datasets and standard tooling.\nMachine Learning is an advanced, often capstone-level undergraduate course in Computer Science (CS 4200), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nCS 2400, MATH 2600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of machine Learning.\nAnalyze and solve open-ended problems in computer Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMachine Learning counts toward the Computer Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Machine Learning spends time on:\nThe vocabulary of computer Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Computer Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Science (CS)\nNumber\nCS 4200\nCredits\n3\nPrerequisite\nCS 2400, MATH 2600\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nComputer Science course list\nComputer Science program\nAcademic departments\nCS 1100 — Introduction to Programming\nCS 1200 — Object-Oriented Programming\nCS 2400 — Data Structures and Algorithms\nCS 2600 — Computer Organization\nFull course catalog" }, { "url": "course-computer-science-4900.html", "title": "CS 4900 Senior Capstone Project", "description": "Senior Capstone Project (CS 4900, 3 cr). A team designs, builds, and delivers a substantial software system for a sponsor over two terms, presenting progress at reviews and the finished work at the showcase.", "headings": [ "CS 4900 — Senior Capstone Project", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Computer Science CS 4900 — Senior Capstone Project\n3 credits · prerequisite: senior standing · typically spring, alternate years\nCourse description\nA team designs, builds, and delivers a substantial software system for a sponsor over two terms, presenting progress at reviews and the finished work at the showcase.\nSenior Capstone Project is an advanced, often capstone-level undergraduate course in Computer Science (CS 4900), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of senior Capstone Project.\nAnalyze and solve open-ended problems in computer Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSenior Capstone Project counts toward the Computer Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Computer Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Senior Capstone Project spends time on:\nThe vocabulary of computer Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Computer Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Computer Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nComputer Science (CS)\nNumber\nCS 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nComputer Science course list\nComputer Science program\nAcademic departments\nCS 1100 — Introduction to Programming\nCS 1200 — Object-Oriented Programming\nCS 2400 — Data Structures and Algorithms\nCS 2600 — Computer Organization\nFull course catalog" }, { "url": "course-construction-management-1500.html", "title": "CNST 1500 Introduction to Construction", "description": "Introduction to Construction (CNST 1500, 3 cr). The project delivery process, the parties involved, drawings and specifications, and construction safety fundamentals.", "headings": [ "CNST 1500 — Introduction to Construction", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Construction Management CNST 1500 — Introduction to Construction\n3 credits · no prerequisites · typically fall\nCourse description\nThe project delivery process, the parties involved, drawings and specifications, and construction safety fundamentals.\nIntroduction to Construction is an introductory course in Construction Management (CNST 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Construction.\nWork standard problems in construction Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Construction counts toward the Construction Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Construction Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Construction spends time on:\nThe vocabulary of construction Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Construction Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nConstruction Management (CNST)\nNumber\nCNST 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nConstruction Management course list\nConstruction Management program\nAcademic departments\nCNST 2100 — Construction Materials and Methods\nCNST 2400 — Construction Graphics and BIM\nCNST 3100 — Estimating\nCNST 3300 — Scheduling and Project Controls\nFull course catalog" }, { "url": "course-construction-management-2100.html", "title": "CNST 2100 Construction Materials and Methods", "description": "Construction Materials and Methods (CNST 2100, 4 cr). Site work, concrete, masonry, steel, wood, and enclosure systems, and how each is built, with site visits.", "headings": [ "CNST 2100 — Construction Materials and Methods", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Construction Management CNST 2100 — Construction Materials and Methods\n4 credits · prerequisite: CNST 1500 · typically spring\nCourse description\nSite work, concrete, masonry, steel, wood, and enclosure systems, and how each is built, with site visits.\nConstruction Materials and Methods is a lower-division undergraduate course in Construction Management (CNST 2100), carrying 4 credits, and is typically offered spring.\nPrerequisites\nCNST 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of construction Materials and Methods.\nWork standard problems in construction Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nConstruction Materials and Methods counts toward the Construction Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Construction Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Construction Materials and Methods spends time on:\nThe vocabulary of construction Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Construction Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Construction Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nConstruction Management (CNST)\nNumber\nCNST 2100\nCredits\n4\nPrerequisite\nCNST 1500\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nConstruction Management course list\nConstruction Management program\nAcademic departments\nCNST 1500 — Introduction to Construction\nCNST 2400 — Construction Graphics and BIM\nCNST 3100 — Estimating\nCNST 3300 — Scheduling and Project Controls\nFull course catalog" }, { "url": "course-construction-management-2400.html", "title": "CNST 2400 Construction Graphics and BIM", "description": "Construction Graphics and BIM (CNST 2400, 3 cr). Reading and producing construction documents and building an information model used for coordination and quantities.", "headings": [ "CNST 2400 — Construction Graphics and BIM", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Construction Management CNST 2400 — Construction Graphics and BIM\n3 credits · prerequisite: CNST 1500 · typically fall and spring\nCourse description\nReading and producing construction documents and building an information model used for coordination and quantities.\nConstruction Graphics and BIM is a lower-division undergraduate course in Construction Management (CNST 2400), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nCNST 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of construction Graphics and BIM.\nWork standard problems in construction Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nConstruction Graphics and BIM counts toward the Construction Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Construction Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Construction Graphics and BIM spends time on:\nThe vocabulary of construction Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Construction Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Construction Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nConstruction Management (CNST)\nNumber\nCNST 2400\nCredits\n3\nPrerequisite\nCNST 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nConstruction Management course list\nConstruction Management program\nAcademic departments\nCNST 1500 — Introduction to Construction\nCNST 2100 — Construction Materials and Methods\nCNST 3100 — Estimating\nCNST 3300 — Scheduling and Project Controls\nFull course catalog" }, { "url": "course-construction-management-3100.html", "title": "CNST 3100 Estimating", "description": "Estimating (CNST 3100, 3 cr). Quantity takeoff, pricing labor, material, and equipment, and assembling a competitive bid.", "headings": [ "CNST 3100 — Estimating", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Construction Management CNST 3100 — Estimating\n3 credits · prerequisite: CNST 2100 · typically fall, alternate years\nCourse description\nQuantity takeoff, pricing labor, material, and equipment, and assembling a competitive bid.\nEstimating is an advanced undergraduate course in Construction Management (CNST 3100), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nCNST 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of estimating.\nAnalyze and solve open-ended problems in construction Management, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEstimating counts toward the Construction Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Construction Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Estimating spends time on:\nThe vocabulary of construction Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Construction Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Construction Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nConstruction Management (CNST)\nNumber\nCNST 3100\nCredits\n3\nPrerequisite\nCNST 2100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nConstruction Management course list\nConstruction Management program\nAcademic departments\nCNST 1500 — Introduction to Construction\nCNST 2100 — Construction Materials and Methods\nCNST 2400 — Construction Graphics and BIM\nCNST 3300 — Scheduling and Project Controls\nFull course catalog" }, { "url": "course-construction-management-3300.html", "title": "CNST 3300 Scheduling and Project Controls", "description": "Scheduling and Project Controls (CNST 3300, 3 cr). Critical-path scheduling, resource loading, earned value, and keeping a project on time and on budget.", "headings": [ "CNST 3300 — Scheduling and Project Controls", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Construction Management CNST 3300 — Scheduling and Project Controls\n3 credits · prerequisite: CNST 3100 · typically spring, alternate years\nCourse description\nCritical-path scheduling, resource loading, earned value, and keeping a project on time and on budget.\nScheduling and Project Controls is an advanced undergraduate course in Construction Management (CNST 3300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nCNST 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of scheduling and Project Controls.\nAnalyze and solve open-ended problems in construction Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nScheduling and Project Controls counts toward the Construction Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Construction Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Scheduling and Project Controls spends time on:\nThe vocabulary of construction Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Construction Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Construction Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nConstruction Management (CNST)\nNumber\nCNST 3300\nCredits\n3\nPrerequisite\nCNST 3100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nConstruction Management course list\nConstruction Management program\nAcademic departments\nCNST 1500 — Introduction to Construction\nCNST 2100 — Construction Materials and Methods\nCNST 2400 — Construction Graphics and BIM\nCNST 3100 — Estimating\nFull course catalog" }, { "url": "course-construction-management-3500.html", "title": "CNST 3500 Construction Law and Contracts", "description": "Construction Law and Contracts (CNST 3500, 3 cr). Contract types, the bidding process, changes and claims, liens, and risk allocation.", "headings": [ "CNST 3500 — Construction Law and Contracts", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Construction Management CNST 3500 — Construction Law and Contracts\n3 credits · prerequisite: junior standing · typically fall\nCourse description\nContract types, the bidding process, changes and claims, liens, and risk allocation.\nConstruction Law and Contracts is an advanced undergraduate course in Construction Management (CNST 3500), carrying 3 credits, and is typically offered fall.\nPrerequisites\njunior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of construction Law and Contracts.\nAnalyze and solve open-ended problems in construction Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nConstruction Law and Contracts counts toward the Construction Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Construction Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Construction Law and Contracts spends time on:\nThe vocabulary of construction Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Construction Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Construction Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nConstruction Management (CNST)\nNumber\nCNST 3500\nCredits\n3\nPrerequisite\njunior standing\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nConstruction Management course list\nConstruction Management program\nAcademic departments\nCNST 1500 — Introduction to Construction\nCNST 2100 — Construction Materials and Methods\nCNST 2400 — Construction Graphics and BIM\nCNST 3100 — Estimating\nFull course catalog" }, { "url": "course-construction-management-3700.html", "title": "CNST 3700 Mechanical and Electrical Systems", "description": "Mechanical and Electrical Systems (CNST 3700, 3 cr). Building HVAC, plumbing, and electrical systems from the constructor's point of view — coordination, rough-in, and commissioning.", "headings": [ "CNST 3700 — Mechanical and Electrical Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Construction Management CNST 3700 — Mechanical and Electrical Systems\n3 credits · prerequisite: CNST 2100 · typically spring\nCourse description\nBuilding HVAC, plumbing, and electrical systems from the constructor's point of view — coordination, rough-in, and commissioning.\nMechanical and Electrical Systems is an advanced undergraduate course in Construction Management (CNST 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nCNST 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of mechanical and Electrical Systems.\nAnalyze and solve open-ended problems in construction Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMechanical and Electrical Systems counts toward the Construction Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Construction Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Mechanical and Electrical Systems spends time on:\nThe vocabulary of construction Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Construction Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Construction Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nConstruction Management (CNST)\nNumber\nCNST 3700\nCredits\n3\nPrerequisite\nCNST 2100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nConstruction Management course list\nConstruction Management program\nAcademic departments\nCNST 1500 — Introduction to Construction\nCNST 2100 — Construction Materials and Methods\nCNST 2400 — Construction Graphics and BIM\nCNST 3100 — Estimating\nFull course catalog" }, { "url": "course-construction-management-3900.html", "title": "CNST 3900 Construction Safety Management", "description": "Construction Safety Management (CNST 3900, 3 cr). Regulations, hazard analysis, the safety plan, and building a safety culture on a jobsite.", "headings": [ "CNST 3900 — Construction Safety Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Construction Management CNST 3900 — Construction Safety Management\n3 credits · prerequisite: CNST 2100 · typically fall and spring\nCourse description\nRegulations, hazard analysis, the safety plan, and building a safety culture on a jobsite.\nConstruction Safety Management is an advanced undergraduate course in Construction Management (CNST 3900), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nCNST 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of construction Safety Management.\nAnalyze and solve open-ended problems in construction Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nConstruction Safety Management counts toward the Construction Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Construction Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Construction Safety Management spends time on:\nThe vocabulary of construction Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Construction Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Construction Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nConstruction Management (CNST)\nNumber\nCNST 3900\nCredits\n3\nPrerequisite\nCNST 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nConstruction Management course list\nConstruction Management program\nAcademic departments\nCNST 1500 — Introduction to Construction\nCNST 2100 — Construction Materials and Methods\nCNST 2400 — Construction Graphics and BIM\nCNST 3100 — Estimating\nFull course catalog" }, { "url": "course-construction-management-4900.html", "title": "CNST 4900 Construction Capstone", "description": "Construction Capstone (CNST 4900, 3 cr). A team plans a real building project end to end: estimate, schedule, logistics, and a management plan, presented to industry judges.", "headings": [ "CNST 4900 — Construction Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Construction Management CNST 4900 — Construction Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA team plans a real building project end to end: estimate, schedule, logistics, and a management plan, presented to industry judges.\nConstruction Capstone is an advanced, often capstone-level undergraduate course in Construction Management (CNST 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of construction Capstone.\nAnalyze and solve open-ended problems in construction Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nConstruction Capstone counts toward the Construction Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Construction Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Construction Capstone spends time on:\nThe vocabulary of construction Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Construction Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Construction Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nConstruction Management (CNST)\nNumber\nCNST 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nConstruction Management course list\nConstruction Management program\nAcademic departments\nCNST 1500 — Introduction to Construction\nCNST 2100 — Construction Materials and Methods\nCNST 2400 — Construction Graphics and BIM\nCNST 3100 — Estimating\nFull course catalog" }, { "url": "course-cooperative-education-1000.html", "title": "COOP 1000 Career Readiness", "description": "Career Readiness (COOP 1000, 1 cr). Résumé and portfolio, the job search, interviewing, and offer evaluation, before a first experience.", "headings": [ "COOP 1000 — Career Readiness", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "Career Services · Cooperative Education COOP 1000 — Career Readiness\n1 credit · no prerequisites · typically fall\nCourse description\nRésumé and portfolio, the job search, interviewing, and offer evaluation, before a first experience.\nCareer Readiness is an introductory course in Cooperative Education (COOP 1000), carrying 1 credit, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of career Readiness.\nWork standard problems in cooperative Education accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 1-credit course, expect roughly 2–3 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCareer Readiness counts toward the Cooperative Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Cooperative Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Career Readiness spends time on:\nThe vocabulary of cooperative Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Cooperative Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 2–3 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCooperative Education (COOP)\nNumber\nCOOP 1000\nCredits\n1\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~2–3 hrs/week\nRelated\nCooperative Education course list\nAcademic departments\nCOOP 2000 — Cooperative Education I\nCOOP 2010 — Cooperative Education II\nCOOP 3000 — Internship\nCOOP 3010 — International Co-op\nFull course catalog" }, { "url": "course-cooperative-education-2000.html", "title": "COOP 2000 Cooperative Education I", "description": "Cooperative Education I (COOP 2000, 0 cr). A full-time or part-time work term in a role related to the major, with faculty-approved learning objectives and a supervisor evaluation.", "headings": [ "COOP 2000 — Cooperative Education I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "Career Services · Cooperative Education COOP 2000 — Cooperative Education I\n0 credits · prerequisite: sophomore standing, approved placement · typically spring\nCourse description\nA full-time or part-time work term in a role related to the major, with faculty-approved learning objectives and a supervisor evaluation.\nCooperative Education I is a lower-division undergraduate course in Cooperative Education (COOP 2000), carrying 0 credits, and is typically offered spring.\nPrerequisites\nsophomore standing, approved placement. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of cooperative Education I.\nWork standard problems in cooperative Education accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 0-credit course, expect roughly 0–0 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCooperative Education I counts toward the Cooperative Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Cooperative Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Cooperative Education I spends time on:\nThe vocabulary of cooperative Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Cooperative Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Cooperative Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 0–0 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCooperative Education (COOP)\nNumber\nCOOP 2000\nCredits\n0\nPrerequisite\nsophomore standing, approved placement\nTypically offered\nSpring\nOutside-class time\n~0–0 hrs/week\nRelated\nCooperative Education course list\nAcademic departments\nCOOP 1000 — Career Readiness\nCOOP 2010 — Cooperative Education II\nCOOP 3000 — Internship\nCOOP 3010 — International Co-op\nFull course catalog" }, { "url": "course-cooperative-education-2010.html", "title": "COOP 2010 Cooperative Education II", "description": "Cooperative Education II (COOP 2010, 1 cr). A second work term with deeper objectives, a mid-term check-in, and a reflective report.", "headings": [ "COOP 2010 — Cooperative Education II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "Career Services · Cooperative Education COOP 2010 — Cooperative Education II\n1 credit · prerequisite: COOP 2000 · typically fall and spring\nCourse description\nA second work term with deeper objectives, a mid-term check-in, and a reflective report.\nCooperative Education II is a lower-division undergraduate course in Cooperative Education (COOP 2010), carrying 1 credit, and is typically offered fall and spring.\nPrerequisites\nCOOP 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of cooperative Education II.\nWork standard problems in cooperative Education accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 1-credit course, expect roughly 2–3 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCooperative Education II counts toward the Cooperative Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Cooperative Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Cooperative Education II spends time on:\nThe vocabulary of cooperative Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Cooperative Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Cooperative Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 2–3 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCooperative Education (COOP)\nNumber\nCOOP 2010\nCredits\n1\nPrerequisite\nCOOP 2000\nTypically offered\nFall and Spring\nOutside-class time\n~2–3 hrs/week\nRelated\nCooperative Education course list\nAcademic departments\nCOOP 1000 — Career Readiness\nCOOP 2000 — Cooperative Education I\nCOOP 3000 — Internship\nCOOP 3010 — International Co-op\nFull course catalog" }, { "url": "course-cooperative-education-3000.html", "title": "COOP 3000 Internship", "description": "Internship (COOP 3000, 1 cr). A supervised internship with learning objectives, a workplace mentor, and a portfolio deliverable.", "headings": [ "COOP 3000 — Internship", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "Career Services · Cooperative Education COOP 3000 — Internship\n1 credit · prerequisite: junior standing, approved placement · typically fall, alternate years\nCourse description\nA supervised internship with learning objectives, a workplace mentor, and a portfolio deliverable.\nInternship is an advanced undergraduate course in Cooperative Education (COOP 3000), carrying 1 credit, and is typically offered fall, alternate years.\nPrerequisites\njunior standing, approved placement. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of internship.\nAnalyze and solve open-ended problems in cooperative Education, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 1-credit course, expect roughly 2–3 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nInternship counts toward the Cooperative Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Cooperative Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Internship spends time on:\nThe vocabulary of cooperative Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Cooperative Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Cooperative Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 2–3 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCooperative Education (COOP)\nNumber\nCOOP 3000\nCredits\n1\nPrerequisite\njunior standing, approved placement\nTypically offered\nFall, alternate years\nOutside-class time\n~2–3 hrs/week\nRelated\nCooperative Education course list\nAcademic departments\nCOOP 1000 — Career Readiness\nCOOP 2000 — Cooperative Education I\nCOOP 2010 — Cooperative Education II\nCOOP 3010 — International Co-op\nFull course catalog" }, { "url": "course-cooperative-education-3010.html", "title": "COOP 3010 International Co-op", "description": "International Co-op (COOP 3010, 1 cr). A co-op abroad with added cross-cultural learning objectives and pre-departure preparation.", "headings": [ "COOP 3010 — International Co-op", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "Career Services · Cooperative Education COOP 3010 — International Co-op\n1 credit · prerequisite: junior standing, approved placement · typically spring, alternate years\nCourse description\nA co-op abroad with added cross-cultural learning objectives and pre-departure preparation.\nInternational Co-op is an advanced undergraduate course in Cooperative Education (COOP 3010), carrying 1 credit, and is typically offered spring, alternate years.\nPrerequisites\njunior standing, approved placement. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of international Co-op.\nAnalyze and solve open-ended problems in cooperative Education, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 1-credit course, expect roughly 2–3 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nInternational Co-op counts toward the Cooperative Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Cooperative Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of International Co-op spends time on:\nThe vocabulary of cooperative Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Cooperative Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Cooperative Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 2–3 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCooperative Education (COOP)\nNumber\nCOOP 3010\nCredits\n1\nPrerequisite\njunior standing, approved placement\nTypically offered\nSpring, alternate years\nOutside-class time\n~2–3 hrs/week\nRelated\nCooperative Education course list\nAcademic departments\nCOOP 1000 — Career Readiness\nCOOP 2000 — Cooperative Education I\nCOOP 2010 — Cooperative Education II\nCOOP 3000 — Internship\nFull course catalog" }, { "url": "course-cooperative-education-3500.html", "title": "COOP 3500 Professional Practice Seminar", "description": "Professional Practice Seminar (COOP 3500, 1 cr). Reflecting on a completed experience, translating it for interviews, and planning the next step.", "headings": [ "COOP 3500 — Professional Practice Seminar", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "Career Services · Cooperative Education COOP 3500 — Professional Practice Seminar\n1 credit · prerequisite: COOP 2000 or COOP 3000 · typically fall\nCourse description\nReflecting on a completed experience, translating it for interviews, and planning the next step.\nProfessional Practice Seminar is an advanced undergraduate course in Cooperative Education (COOP 3500), carrying 1 credit, and is typically offered fall.\nPrerequisites\nCOOP 2000 or COOP 3000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of professional Practice Seminar.\nAnalyze and solve open-ended problems in cooperative Education, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 1-credit course, expect roughly 2–3 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nProfessional Practice Seminar counts toward the Cooperative Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Cooperative Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Professional Practice Seminar spends time on:\nThe vocabulary of cooperative Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Cooperative Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Cooperative Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 2–3 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCooperative Education (COOP)\nNumber\nCOOP 3500\nCredits\n1\nPrerequisite\nCOOP 2000 or COOP 3000\nTypically offered\nFall\nOutside-class time\n~2–3 hrs/week\nRelated\nCooperative Education course list\nAcademic departments\nCOOP 1000 — Career Readiness\nCOOP 2000 — Cooperative Education I\nCOOP 2010 — Cooperative Education II\nCOOP 3000 — Internship\nFull course catalog" }, { "url": "course-criminal-justice-1000.html", "title": "CJ 1000 Introduction to Criminal Justice", "description": "Introduction to Criminal Justice (CJ 1000, 3 cr). The system's components, how a case moves through it, discretion, and current controversies.", "headings": [ "CJ 1000 — Introduction to Criminal Justice", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Criminal Justice CJ 1000 — Introduction to Criminal Justice\n3 credits · no prerequisites · typically fall\nCourse description\nThe system's components, how a case moves through it, discretion, and current controversies.\nIntroduction to Criminal Justice is an introductory course in Criminal Justice (CJ 1000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Criminal Justice.\nWork standard problems in criminal Justice accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Criminal Justice counts toward the Criminal Justice program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Criminal Justice course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Criminal Justice spends time on:\nThe vocabulary of criminal Justice and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Criminal Justice. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCriminal Justice (CJ)\nNumber\nCJ 1000\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nCriminal Justice course list\nCriminal Justice program\nAcademic departments\nCJ 2100 — Criminology\nCJ 2300 — Policing in a Democracy\nCJ 2500 — Criminal Law\nCJ 3100 — Criminal Procedure\nFull course catalog" }, { "url": "course-criminal-justice-2100.html", "title": "CJ 2100 Criminology", "description": "Criminology (CJ 2100, 3 cr). Theories of why crime occurs — from classical to biosocial to critical — and the evidence for each.", "headings": [ "CJ 2100 — Criminology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Criminal Justice CJ 2100 — Criminology\n3 credits · prerequisite: CJ 1000 · typically spring\nCourse description\nTheories of why crime occurs — from classical to biosocial to critical — and the evidence for each.\nCriminology is a lower-division undergraduate course in Criminal Justice (CJ 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nCJ 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of criminology.\nWork standard problems in criminal Justice accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCriminology counts toward the Criminal Justice program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Criminal Justice course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Criminology spends time on:\nThe vocabulary of criminal Justice and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Criminal Justice department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Criminal Justice. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCriminal Justice (CJ)\nNumber\nCJ 2100\nCredits\n3\nPrerequisite\nCJ 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nCriminal Justice course list\nCriminal Justice program\nAcademic departments\nCJ 1000 — Introduction to Criminal Justice\nCJ 2300 — Policing in a Democracy\nCJ 2500 — Criminal Law\nCJ 3100 — Criminal Procedure\nFull course catalog" }, { "url": "course-criminal-justice-2300.html", "title": "CJ 2300 Policing in a Democracy", "description": "Policing in a Democracy (CJ 2300, 3 cr). History, function, and organization of policing; use of force; accountability; and community relations.", "headings": [ "CJ 2300 — Policing in a Democracy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Criminal Justice CJ 2300 — Policing in a Democracy\n3 credits · prerequisite: CJ 1000 · typically fall and spring\nCourse description\nHistory, function, and organization of policing; use of force; accountability; and community relations.\nPolicing in a Democracy is a lower-division undergraduate course in Criminal Justice (CJ 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nCJ 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of policing in a Democracy.\nWork standard problems in criminal Justice accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPolicing in a Democracy counts toward the Criminal Justice program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Criminal Justice course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Policing in a Democracy spends time on:\nThe vocabulary of criminal Justice and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Criminal Justice department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Criminal Justice. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCriminal Justice (CJ)\nNumber\nCJ 2300\nCredits\n3\nPrerequisite\nCJ 1000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nCriminal Justice course list\nCriminal Justice program\nAcademic departments\nCJ 1000 — Introduction to Criminal Justice\nCJ 2100 — Criminology\nCJ 2500 — Criminal Law\nCJ 3100 — Criminal Procedure\nFull course catalog" }, { "url": "course-criminal-justice-2500.html", "title": "CJ 2500 Criminal Law", "description": "Criminal Law (CJ 2500, 3 cr). Elements of crimes, defenses, and the constitutional limits on the criminal law.", "headings": [ "CJ 2500 — Criminal Law", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Criminal Justice CJ 2500 — Criminal Law\n3 credits · prerequisite: CJ 1000 · typically fall, alternate years\nCourse description\nElements of crimes, defenses, and the constitutional limits on the criminal law.\nCriminal Law is a lower-division undergraduate course in Criminal Justice (CJ 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nCJ 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of criminal Law.\nWork standard problems in criminal Justice accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCriminal Law counts toward the Criminal Justice program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Criminal Justice course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Criminal Law spends time on:\nThe vocabulary of criminal Justice and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Criminal Justice department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Criminal Justice. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCriminal Justice (CJ)\nNumber\nCJ 2500\nCredits\n3\nPrerequisite\nCJ 1000\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nCriminal Justice course list\nCriminal Justice program\nAcademic departments\nCJ 1000 — Introduction to Criminal Justice\nCJ 2100 — Criminology\nCJ 2300 — Policing in a Democracy\nCJ 3100 — Criminal Procedure\nFull course catalog" }, { "url": "course-criminal-justice-3100.html", "title": "CJ 3100 Criminal Procedure", "description": "Criminal Procedure (CJ 3100, 3 cr). Search and seizure, interrogation, the right to counsel, and the exclusionary rule.", "headings": [ "CJ 3100 — Criminal Procedure", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Criminal Justice CJ 3100 — Criminal Procedure\n3 credits · prerequisite: CJ 2500 · typically spring, alternate years\nCourse description\nSearch and seizure, interrogation, the right to counsel, and the exclusionary rule.\nCriminal Procedure is an advanced undergraduate course in Criminal Justice (CJ 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nCJ 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of criminal Procedure.\nAnalyze and solve open-ended problems in criminal Justice, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCriminal Procedure counts toward the Criminal Justice program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Criminal Justice course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Criminal Procedure spends time on:\nThe vocabulary of criminal Justice and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Criminal Justice department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Criminal Justice. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCriminal Justice (CJ)\nNumber\nCJ 3100\nCredits\n3\nPrerequisite\nCJ 2500\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nCriminal Justice course list\nCriminal Justice program\nAcademic departments\nCJ 1000 — Introduction to Criminal Justice\nCJ 2100 — Criminology\nCJ 2300 — Policing in a Democracy\nCJ 2500 — Criminal Law\nFull course catalog" }, { "url": "course-criminal-justice-3300.html", "title": "CJ 3300 Corrections", "description": "Corrections (CJ 3300, 3 cr). Sentencing, incarceration, community supervision, reentry, and the aims of punishment.", "headings": [ "CJ 3300 — Corrections", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Criminal Justice CJ 3300 — Corrections\n3 credits · prerequisite: CJ 1000 · typically fall\nCourse description\nSentencing, incarceration, community supervision, reentry, and the aims of punishment.\nCorrections is an advanced undergraduate course in Criminal Justice (CJ 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nCJ 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of corrections.\nAnalyze and solve open-ended problems in criminal Justice, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCorrections counts toward the Criminal Justice program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Criminal Justice course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Corrections spends time on:\nThe vocabulary of criminal Justice and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Criminal Justice department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Criminal Justice. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCriminal Justice (CJ)\nNumber\nCJ 3300\nCredits\n3\nPrerequisite\nCJ 1000\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nCriminal Justice course list\nCriminal Justice program\nAcademic departments\nCJ 1000 — Introduction to Criminal Justice\nCJ 2100 — Criminology\nCJ 2300 — Policing in a Democracy\nCJ 2500 — Criminal Law\nFull course catalog" }, { "url": "course-criminal-justice-3500.html", "title": "CJ 3500 Research Methods in Criminal Justice", "description": "Research Methods in Criminal Justice (CJ 3500, 4 cr). Measuring crime, program evaluation, data sources, and a small applied project.", "headings": [ "CJ 3500 — Research Methods in Criminal Justice", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Criminal Justice CJ 3500 — Research Methods in Criminal Justice\n4 credits · prerequisite: CJ 2100 · typically spring\nCourse description\nMeasuring crime, program evaluation, data sources, and a small applied project.\nResearch Methods in Criminal Justice is an advanced undergraduate course in Criminal Justice (CJ 3500), carrying 4 credits, and is typically offered spring.\nPrerequisites\nCJ 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of research Methods in Criminal Justice.\nAnalyze and solve open-ended problems in criminal Justice, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nResearch Methods in Criminal Justice counts toward the Criminal Justice program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Criminal Justice course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Research Methods in Criminal Justice spends time on:\nThe vocabulary of criminal Justice and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Criminal Justice department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Criminal Justice. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCriminal Justice (CJ)\nNumber\nCJ 3500\nCredits\n4\nPrerequisite\nCJ 2100\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nCriminal Justice course list\nCriminal Justice program\nAcademic departments\nCJ 1000 — Introduction to Criminal Justice\nCJ 2100 — Criminology\nCJ 2300 — Policing in a Democracy\nCJ 2500 — Criminal Law\nFull course catalog" }, { "url": "course-criminal-justice-3700.html", "title": "CJ 3700 Victimology", "description": "Victimology (CJ 3700, 3 cr). Patterns of victimization, the victim in the system, services, and restorative approaches.", "headings": [ "CJ 3700 — Victimology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Criminal Justice CJ 3700 — Victimology\n3 credits · prerequisite: CJ 2100 · typically fall and spring\nCourse description\nPatterns of victimization, the victim in the system, services, and restorative approaches.\nVictimology is an advanced undergraduate course in Criminal Justice (CJ 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nCJ 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of victimology.\nAnalyze and solve open-ended problems in criminal Justice, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nVictimology counts toward the Criminal Justice program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Criminal Justice course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Victimology spends time on:\nThe vocabulary of criminal Justice and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Criminal Justice department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Criminal Justice. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCriminal Justice (CJ)\nNumber\nCJ 3700\nCredits\n3\nPrerequisite\nCJ 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nCriminal Justice course list\nCriminal Justice program\nAcademic departments\nCJ 1000 — Introduction to Criminal Justice\nCJ 2100 — Criminology\nCJ 2300 — Policing in a Democracy\nCJ 2500 — Criminal Law\nFull course catalog" }, { "url": "course-criminal-justice-4900.html", "title": "CJ 4900 Criminal Justice Capstone", "description": "Criminal Justice Capstone (CJ 4900, 3 cr). An applied policy analysis or agency project, presented to practitioners.", "headings": [ "CJ 4900 — Criminal Justice Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Criminal Justice CJ 4900 — Criminal Justice Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nAn applied policy analysis or agency project, presented to practitioners.\nCriminal Justice Capstone is an advanced, often capstone-level undergraduate course in Criminal Justice (CJ 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of criminal Justice Capstone.\nAnalyze and solve open-ended problems in criminal Justice, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCriminal Justice Capstone counts toward the Criminal Justice program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Criminal Justice course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Criminal Justice Capstone spends time on:\nThe vocabulary of criminal Justice and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Criminal Justice department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Criminal Justice. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCriminal Justice (CJ)\nNumber\nCJ 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nCriminal Justice course list\nCriminal Justice program\nAcademic departments\nCJ 1000 — Introduction to Criminal Justice\nCJ 2100 — Criminology\nCJ 2300 — Policing in a Democracy\nCJ 2500 — Criminal Law\nFull course catalog" }, { "url": "course-culinary-arts-1100.html", "title": "CULA 1100 Culinary Foundations", "description": "Culinary Foundations (CULA 1100, 4 cr). Knife skills, stocks and sauces, cooking methods, mise en place, and kitchen safety and sanitation.", "headings": [ "CULA 1100 — Culinary Foundations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Culinary Arts CULA 1100 — Culinary Foundations\n4 credits · no prerequisites · typically fall\nCourse description\nKnife skills, stocks and sauces, cooking methods, mise en place, and kitchen safety and sanitation.\nCulinary Foundations is an introductory course in Culinary Arts (CULA 1100), carrying 4 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of culinary Foundations.\nWork standard problems in culinary Arts accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCulinary Foundations counts toward the Culinary Arts program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Culinary Arts course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Culinary Foundations spends time on:\nThe vocabulary of culinary Arts and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Culinary Arts. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCulinary Arts (CULA)\nNumber\nCULA 1100\nCredits\n4\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nCulinary Arts course list\nAcademic departments\nCULA 1300 — Baking and Pastry Foundations\nCULA 2100 — Garde Manger\nCULA 2300 — World Cuisines\nCULA 2500 — À la Carte Kitchen\nFull course catalog" }, { "url": "course-culinary-arts-1300.html", "title": "CULA 1300 Baking and Pastry Foundations", "description": "Baking and Pastry Foundations (CULA 1300, 4 cr). Yeast breads, quick breads, pastry doughs, custards, and basic cakes and their science.", "headings": [ "CULA 1300 — Baking and Pastry Foundations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Culinary Arts CULA 1300 — Baking and Pastry Foundations\n4 credits · prerequisite: CULA 1100 · typically spring\nCourse description\nYeast breads, quick breads, pastry doughs, custards, and basic cakes and their science.\nBaking and Pastry Foundations is an introductory course in Culinary Arts (CULA 1300), carrying 4 credits, and is typically offered spring.\nPrerequisites\nCULA 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of baking and Pastry Foundations.\nWork standard problems in culinary Arts accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBaking and Pastry Foundations counts toward the Culinary Arts program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Culinary Arts course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Baking and Pastry Foundations spends time on:\nThe vocabulary of culinary Arts and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Culinary Arts department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Culinary Arts. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCulinary Arts (CULA)\nNumber\nCULA 1300\nCredits\n4\nPrerequisite\nCULA 1100\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nCulinary Arts course list\nAcademic departments\nCULA 1100 — Culinary Foundations\nCULA 2100 — Garde Manger\nCULA 2300 — World Cuisines\nCULA 2500 — À la Carte Kitchen\nFull course catalog" }, { "url": "course-culinary-arts-2100.html", "title": "CULA 2100 Garde Manger", "description": "Garde Manger (CULA 2100, 3 cr). Cold kitchen: salads, charcuterie, terrines, canapés, and buffet presentation.", "headings": [ "CULA 2100 — Garde Manger", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Culinary Arts CULA 2100 — Garde Manger\n3 credits · prerequisite: CULA 1100 · typically fall and spring\nCourse description\nCold kitchen: salads, charcuterie, terrines, canapés, and buffet presentation.\nGarde Manger is a lower-division undergraduate course in Culinary Arts (CULA 2100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nCULA 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of garde Manger.\nWork standard problems in culinary Arts accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGarde Manger counts toward the Culinary Arts program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Culinary Arts course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Garde Manger spends time on:\nThe vocabulary of culinary Arts and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Culinary Arts department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Culinary Arts. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCulinary Arts (CULA)\nNumber\nCULA 2100\nCredits\n3\nPrerequisite\nCULA 1100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nCulinary Arts course list\nAcademic departments\nCULA 1100 — Culinary Foundations\nCULA 1300 — Baking and Pastry Foundations\nCULA 2300 — World Cuisines\nCULA 2500 — À la Carte Kitchen\nFull course catalog" }, { "url": "course-culinary-arts-2300.html", "title": "CULA 2300 World Cuisines", "description": "World Cuisines (CULA 2300, 3 cr). Ingredients, techniques, and dishes from major regional cuisines, cooked in rotation.", "headings": [ "CULA 2300 — World Cuisines", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Culinary Arts CULA 2300 — World Cuisines\n3 credits · prerequisite: CULA 1100 · typically fall, alternate years\nCourse description\nIngredients, techniques, and dishes from major regional cuisines, cooked in rotation.\nWorld Cuisines is a lower-division undergraduate course in Culinary Arts (CULA 2300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nCULA 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of world Cuisines.\nWork standard problems in culinary Arts accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWorld Cuisines counts toward the Culinary Arts program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Culinary Arts course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of World Cuisines spends time on:\nThe vocabulary of culinary Arts and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Culinary Arts department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Culinary Arts. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCulinary Arts (CULA)\nNumber\nCULA 2300\nCredits\n3\nPrerequisite\nCULA 1100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nCulinary Arts course list\nAcademic departments\nCULA 1100 — Culinary Foundations\nCULA 1300 — Baking and Pastry Foundations\nCULA 2100 — Garde Manger\nCULA 2500 — À la Carte Kitchen\nFull course catalog" }, { "url": "course-culinary-arts-2500.html", "title": "CULA 2500 À la Carte Kitchen", "description": "À la Carte Kitchen (CULA 2500, 4 cr). Running a station in the teaching restaurant — timing, consistency, and plating under service pressure.", "headings": [ "CULA 2500 — À la Carte Kitchen", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Culinary Arts CULA 2500 — À la Carte Kitchen\n4 credits · prerequisite: CULA 2100 · typically spring, alternate years\nCourse description\nRunning a station in the teaching restaurant — timing, consistency, and plating under service pressure.\nÀ la Carte Kitchen is a lower-division undergraduate course in Culinary Arts (CULA 2500), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nCULA 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of à la Carte Kitchen.\nWork standard problems in culinary Arts accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nÀ la Carte Kitchen counts toward the Culinary Arts program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Culinary Arts course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of À la Carte Kitchen spends time on:\nThe vocabulary of culinary Arts and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Culinary Arts department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Culinary Arts. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCulinary Arts (CULA)\nNumber\nCULA 2500\nCredits\n4\nPrerequisite\nCULA 2100\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nCulinary Arts course list\nAcademic departments\nCULA 1100 — Culinary Foundations\nCULA 1300 — Baking and Pastry Foundations\nCULA 2100 — Garde Manger\nCULA 2300 — World Cuisines\nFull course catalog" }, { "url": "course-culinary-arts-2700.html", "title": "CULA 2700 Advanced Pastry and Confections", "description": "Advanced Pastry and Confections (CULA 2700, 3 cr). Laminated doughs, plated desserts, chocolate, and sugar work.", "headings": [ "CULA 2700 — Advanced Pastry and Confections", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Culinary Arts CULA 2700 — Advanced Pastry and Confections\n3 credits · prerequisite: CULA 1300 · typically fall\nCourse description\nLaminated doughs, plated desserts, chocolate, and sugar work.\nAdvanced Pastry and Confections is a lower-division undergraduate course in Culinary Arts (CULA 2700), carrying 3 credits, and is typically offered fall.\nPrerequisites\nCULA 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of advanced Pastry and Confections.\nWork standard problems in culinary Arts accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAdvanced Pastry and Confections counts toward the Culinary Arts program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Culinary Arts course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Advanced Pastry and Confections spends time on:\nThe vocabulary of culinary Arts and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Culinary Arts department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Culinary Arts. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCulinary Arts (CULA)\nNumber\nCULA 2700\nCredits\n3\nPrerequisite\nCULA 1300\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nCulinary Arts course list\nAcademic departments\nCULA 1100 — Culinary Foundations\nCULA 1300 — Baking and Pastry Foundations\nCULA 2100 — Garde Manger\nCULA 2300 — World Cuisines\nFull course catalog" }, { "url": "course-culinary-arts-3100.html", "title": "CULA 3100 Menu Development and Food Cost", "description": "Menu Development and Food Cost (CULA 3100, 3 cr). Menu design, costing, yield testing, purchasing, and pricing for profitability.", "headings": [ "CULA 3100 — Menu Development and Food Cost", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Culinary Arts CULA 3100 — Menu Development and Food Cost\n3 credits · prerequisite: CULA 2300 · typically spring\nCourse description\nMenu design, costing, yield testing, purchasing, and pricing for profitability.\nMenu Development and Food Cost is an advanced undergraduate course in Culinary Arts (CULA 3100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nCULA 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of menu Development and Food Cost.\nAnalyze and solve open-ended problems in culinary Arts, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMenu Development and Food Cost counts toward the Culinary Arts program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Culinary Arts course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Menu Development and Food Cost spends time on:\nThe vocabulary of culinary Arts and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Culinary Arts department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Culinary Arts. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCulinary Arts (CULA)\nNumber\nCULA 3100\nCredits\n3\nPrerequisite\nCULA 2300\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nCulinary Arts course list\nAcademic departments\nCULA 1100 — Culinary Foundations\nCULA 1300 — Baking and Pastry Foundations\nCULA 2100 — Garde Manger\nCULA 2300 — World Cuisines\nFull course catalog" }, { "url": "course-culinary-arts-3300.html", "title": "CULA 3300 Kitchen Management and Supervision", "description": "Kitchen Management and Supervision (CULA 3300, 3 cr). Scheduling, training, ordering, inventory, and leading a kitchen team.", "headings": [ "CULA 3300 — Kitchen Management and Supervision", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Culinary Arts CULA 3300 — Kitchen Management and Supervision\n3 credits · prerequisite: CULA 2500 · typically fall and spring\nCourse description\nScheduling, training, ordering, inventory, and leading a kitchen team.\nKitchen Management and Supervision is an advanced undergraduate course in Culinary Arts (CULA 3300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nCULA 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of kitchen Management and Supervision.\nAnalyze and solve open-ended problems in culinary Arts, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nKitchen Management and Supervision counts toward the Culinary Arts program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Culinary Arts course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Kitchen Management and Supervision spends time on:\nThe vocabulary of culinary Arts and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Culinary Arts department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Culinary Arts. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCulinary Arts (CULA)\nNumber\nCULA 3300\nCredits\n3\nPrerequisite\nCULA 2500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nCulinary Arts course list\nAcademic departments\nCULA 1100 — Culinary Foundations\nCULA 1300 — Baking and Pastry Foundations\nCULA 2100 — Garde Manger\nCULA 2300 — World Cuisines\nFull course catalog" }, { "url": "course-culinary-arts-4900.html", "title": "CULA 4900 Capstone: Restaurant Operations", "description": "Capstone: Restaurant Operations (CULA 4900, 4 cr). Students plan and run a full-service concept in the teaching restaurant for a run of service.", "headings": [ "CULA 4900 — Capstone: Restaurant Operations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Culinary Arts CULA 4900 — Capstone: Restaurant Operations\n4 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nStudents plan and run a full-service concept in the teaching restaurant for a run of service.\nCapstone: Restaurant Operations is an advanced, often capstone-level undergraduate course in Culinary Arts (CULA 4900), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of capstone: Restaurant Operations.\nAnalyze and solve open-ended problems in culinary Arts, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCapstone: Restaurant Operations counts toward the Culinary Arts program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Culinary Arts course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Capstone: Restaurant Operations spends time on:\nThe vocabulary of culinary Arts and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Culinary Arts department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Culinary Arts. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCulinary Arts (CULA)\nNumber\nCULA 4900\nCredits\n4\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nCulinary Arts course list\nAcademic departments\nCULA 1100 — Culinary Foundations\nCULA 1300 — Baking and Pastry Foundations\nCULA 2100 — Garde Manger\nCULA 2300 — World Cuisines\nFull course catalog" }, { "url": "course-cybersecurity-1500.html", "title": "CYBR 1500 Foundations of Cybersecurity", "description": "Foundations of Cybersecurity (CYBR 1500, 3 cr). The vocabulary and mindset of security: the CIA triad, threats and threat actors, controls, risk, and the legal and ethical boundaries of the field.", "headings": [ "CYBR 1500 — Foundations of Cybersecurity", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Cybersecurity CYBR 1500 — Foundations of Cybersecurity\n3 credits · no prerequisites · typically fall\nCourse description\nThe vocabulary and mindset of security: the CIA triad, threats and threat actors, controls, risk, and the legal and ethical boundaries of the field.\nFoundations of Cybersecurity is an introductory course in Cybersecurity (CYBR 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of foundations of Cybersecurity.\nWork standard problems in cybersecurity accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFoundations of Cybersecurity counts toward the Cybersecurity program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Cybersecurity course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Foundations of Cybersecurity spends time on:\nThe vocabulary of cybersecurity and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Cybersecurity. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCybersecurity (CYBR)\nNumber\nCYBR 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nCybersecurity course list\nCybersecurity program\nAcademic departments\nCYBR 2200 — Networking for Security\nCYBR 2600 — System Administration and Hardening\nCYBR 3100 — Offensive Security\nCYBR 3300 — Digital Forensics and Incident Response\nFull course catalog" }, { "url": "course-cybersecurity-2200.html", "title": "CYBR 2200 Networking for Security", "description": "Networking for Security (CYBR 2200, 4 cr). How networks actually move data, so you can defend them: the protocol stack, routing and switching, common services, packet capture, and where each layer can be attacked or monitored.", "headings": [ "CYBR 2200 — Networking for Security", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Cybersecurity CYBR 2200 — Networking for Security\n4 credits · prerequisite: CYBR 1500 · typically spring\nCourse description\nHow networks actually move data, so you can defend them: the protocol stack, routing and switching, common services, packet capture, and where each layer can be attacked or monitored.\nNetworking for Security is a lower-division undergraduate course in Cybersecurity (CYBR 2200), carrying 4 credits, and is typically offered spring.\nPrerequisites\nCYBR 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of networking for Security.\nWork standard problems in cybersecurity accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nNetworking for Security counts toward the Cybersecurity program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Cybersecurity course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Networking for Security spends time on:\nThe vocabulary of cybersecurity and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Cybersecurity department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Cybersecurity. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCybersecurity (CYBR)\nNumber\nCYBR 2200\nCredits\n4\nPrerequisite\nCYBR 1500\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nCybersecurity course list\nCybersecurity program\nAcademic departments\nCYBR 1500 — Foundations of Cybersecurity\nCYBR 2600 — System Administration and Hardening\nCYBR 3100 — Offensive Security\nCYBR 3300 — Digital Forensics and Incident Response\nFull course catalog" }, { "url": "course-cybersecurity-2600.html", "title": "CYBR 2600 System Administration and Hardening", "description": "System Administration and Hardening (CYBR 2600, 3 cr). Configuring and locking down Linux and Windows systems: accounts and permissions, patching, logging, baseline configuration, and verifying that a control does what you think.", "headings": [ "CYBR 2600 — System Administration and Hardening", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Cybersecurity CYBR 2600 — System Administration and Hardening\n3 credits · prerequisite: CYBR 1500 · typically fall and spring\nCourse description\nConfiguring and locking down Linux and Windows systems: accounts and permissions, patching, logging, baseline configuration, and verifying that a control does what you think.\nSystem Administration and Hardening is a lower-division undergraduate course in Cybersecurity (CYBR 2600), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nCYBR 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of system Administration and Hardening.\nWork standard problems in cybersecurity accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSystem Administration and Hardening counts toward the Cybersecurity program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Cybersecurity course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of System Administration and Hardening spends time on:\nThe vocabulary of cybersecurity and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Cybersecurity department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Cybersecurity. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCybersecurity (CYBR)\nNumber\nCYBR 2600\nCredits\n3\nPrerequisite\nCYBR 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nCybersecurity course list\nCybersecurity program\nAcademic departments\nCYBR 1500 — Foundations of Cybersecurity\nCYBR 2200 — Networking for Security\nCYBR 3100 — Offensive Security\nCYBR 3300 — Digital Forensics and Incident Response\nFull course catalog" }, { "url": "course-cybersecurity-3100.html", "title": "CYBR 3100 Offensive Security", "description": "Offensive Security (CYBR 3100, 3 cr). Reconnaissance, vulnerability assessment, exploitation, and post-exploitation in a contained lab, taught so defenders understand attacker workflows. Rules of engagement and authorization are central.", "headings": [ "CYBR 3100 — Offensive Security", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Cybersecurity CYBR 3100 — Offensive Security\n3 credits · prerequisite: CYBR 2200 · typically fall, alternate years\nCourse description\nReconnaissance, vulnerability assessment, exploitation, and post-exploitation in a contained lab, taught so defenders understand attacker workflows. Rules of engagement and authorization are central.\nOffensive Security is an advanced undergraduate course in Cybersecurity (CYBR 3100), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nCYBR 2200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of offensive Security.\nAnalyze and solve open-ended problems in cybersecurity, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nOffensive Security counts toward the Cybersecurity program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Cybersecurity course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Offensive Security spends time on:\nThe vocabulary of cybersecurity and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Cybersecurity department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Cybersecurity. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCybersecurity (CYBR)\nNumber\nCYBR 3100\nCredits\n3\nPrerequisite\nCYBR 2200\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nCybersecurity course list\nCybersecurity program\nAcademic departments\nCYBR 1500 — Foundations of Cybersecurity\nCYBR 2200 — Networking for Security\nCYBR 2600 — System Administration and Hardening\nCYBR 3300 — Digital Forensics and Incident Response\nFull course catalog" }, { "url": "course-cybersecurity-3300.html", "title": "CYBR 3300 Digital Forensics and Incident Response", "description": "Digital Forensics and Incident Response (CYBR 3300, 3 cr). Acquiring and analyzing evidence from disks, memory, and network logs; maintaining chain of custody; reconstructing an incident timeline; and writing a report that holds up.", "headings": [ "CYBR 3300 — Digital Forensics and Incident Response", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Cybersecurity CYBR 3300 — Digital Forensics and Incident Response\n3 credits · prerequisite: CYBR 2600 · typically spring, alternate years\nCourse description\nAcquiring and analyzing evidence from disks, memory, and network logs; maintaining chain of custody; reconstructing an incident timeline; and writing a report that holds up.\nDigital Forensics and Incident Response is an advanced undergraduate course in Cybersecurity (CYBR 3300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nCYBR 2600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of digital Forensics and Incident Response.\nAnalyze and solve open-ended problems in cybersecurity, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDigital Forensics and Incident Response counts toward the Cybersecurity program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Cybersecurity course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Digital Forensics and Incident Response spends time on:\nThe vocabulary of cybersecurity and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Cybersecurity department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Cybersecurity. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCybersecurity (CYBR)\nNumber\nCYBR 3300\nCredits\n3\nPrerequisite\nCYBR 2600\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nCybersecurity course list\nCybersecurity program\nAcademic departments\nCYBR 1500 — Foundations of Cybersecurity\nCYBR 2200 — Networking for Security\nCYBR 2600 — System Administration and Hardening\nCYBR 3100 — Offensive Security\nFull course catalog" }, { "url": "course-cybersecurity-3500.html", "title": "CYBR 3500 Cryptography Applied", "description": "Cryptography Applied (CYBR 3500, 3 cr). Symmetric and public-key cryptography, hashing, key exchange, digital signatures, and certificates — how they work, how they fail, and how to use libraries correctly.", "headings": [ "CYBR 3500 — Cryptography Applied", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Cybersecurity CYBR 3500 — Cryptography Applied\n3 credits · prerequisite: MATH 2100 · typically fall\nCourse description\nSymmetric and public-key cryptography, hashing, key exchange, digital signatures, and certificates — how they work, how they fail, and how to use libraries correctly.\nCryptography Applied is an advanced undergraduate course in Cybersecurity (CYBR 3500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nMATH 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of cryptography Applied.\nAnalyze and solve open-ended problems in cybersecurity, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCryptography Applied counts toward the Cybersecurity program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Cybersecurity course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Cryptography Applied spends time on:\nThe vocabulary of cybersecurity and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Cybersecurity department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Cybersecurity. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCybersecurity (CYBR)\nNumber\nCYBR 3500\nCredits\n3\nPrerequisite\nMATH 2100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nCybersecurity course list\nCybersecurity program\nAcademic departments\nCYBR 1500 — Foundations of Cybersecurity\nCYBR 2200 — Networking for Security\nCYBR 2600 — System Administration and Hardening\nCYBR 3100 — Offensive Security\nFull course catalog" }, { "url": "course-cybersecurity-3700.html", "title": "CYBR 3700 Security Operations", "description": "Security Operations (CYBR 3700, 3 cr). Running a security operations center: log aggregation, detection engineering, alert triage, threat intelligence, and tabletop exercises.", "headings": [ "CYBR 3700 — Security Operations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Cybersecurity CYBR 3700 — Security Operations\n3 credits · prerequisite: CYBR 2600 · typically spring\nCourse description\nRunning a security operations center: log aggregation, detection engineering, alert triage, threat intelligence, and tabletop exercises.\nSecurity Operations is an advanced undergraduate course in Cybersecurity (CYBR 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nCYBR 2600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of security Operations.\nAnalyze and solve open-ended problems in cybersecurity, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSecurity Operations counts toward the Cybersecurity program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Cybersecurity course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Security Operations spends time on:\nThe vocabulary of cybersecurity and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Cybersecurity department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Cybersecurity. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCybersecurity (CYBR)\nNumber\nCYBR 3700\nCredits\n3\nPrerequisite\nCYBR 2600\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nCybersecurity course list\nCybersecurity program\nAcademic departments\nCYBR 1500 — Foundations of Cybersecurity\nCYBR 2200 — Networking for Security\nCYBR 2600 — System Administration and Hardening\nCYBR 3100 — Offensive Security\nFull course catalog" }, { "url": "course-cybersecurity-4100.html", "title": "CYBR 4100 Governance, Risk, and Compliance", "description": "Governance, Risk, and Compliance (CYBR 4100, 3 cr). Security frameworks and regulations, risk assessment methods, audit, policy writing, and translating between technical findings and organizational decisions.", "headings": [ "CYBR 4100 — Governance, Risk, and Compliance", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Cybersecurity CYBR 4100 — Governance, Risk, and Compliance\n3 credits · prerequisite: junior standing · typically fall and spring\nCourse description\nSecurity frameworks and regulations, risk assessment methods, audit, policy writing, and translating between technical findings and organizational decisions.\nGovernance, Risk, and Compliance is an advanced, often capstone-level undergraduate course in Cybersecurity (CYBR 4100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\njunior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of governance, Risk, and Compliance.\nAnalyze and solve open-ended problems in cybersecurity, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGovernance, Risk, and Compliance counts toward the Cybersecurity program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Cybersecurity course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Governance, Risk, and Compliance spends time on:\nThe vocabulary of cybersecurity and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Cybersecurity department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Cybersecurity. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCybersecurity (CYBR)\nNumber\nCYBR 4100\nCredits\n3\nPrerequisite\njunior standing\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nCybersecurity course list\nCybersecurity program\nAcademic departments\nCYBR 1500 — Foundations of Cybersecurity\nCYBR 2200 — Networking for Security\nCYBR 2600 — System Administration and Hardening\nCYBR 3100 — Offensive Security\nFull course catalog" }, { "url": "course-cybersecurity-4900.html", "title": "CYBR 4900 Cybersecurity Capstone", "description": "Cybersecurity Capstone (CYBR 4900, 3 cr). A team assesses, hardens, and defends a realistic environment across a term, culminating in a defended live exercise and a formal findings report.", "headings": [ "CYBR 4900 — Cybersecurity Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Cybersecurity CYBR 4900 — Cybersecurity Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA team assesses, hardens, and defends a realistic environment across a term, culminating in a defended live exercise and a formal findings report.\nCybersecurity Capstone is an advanced, often capstone-level undergraduate course in Cybersecurity (CYBR 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of cybersecurity Capstone.\nAnalyze and solve open-ended problems in cybersecurity, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCybersecurity Capstone counts toward the Cybersecurity program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Cybersecurity course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Cybersecurity Capstone spends time on:\nThe vocabulary of cybersecurity and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Cybersecurity department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Cybersecurity. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nCybersecurity (CYBR)\nNumber\nCYBR 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nCybersecurity course list\nCybersecurity program\nAcademic departments\nCYBR 1500 — Foundations of Cybersecurity\nCYBR 2200 — Networking for Security\nCYBR 2600 — System Administration and Hardening\nCYBR 3100 — Offensive Security\nFull course catalog" }, { "url": "course-dance-1100.html", "title": "DANC 1100 Modern Dance I", "description": "Modern Dance I (DANC 1100, 2 cr). Alignment, weight, momentum, and phrase work in a contemporary technique, all levels welcome.", "headings": [ "DANC 1100 — Modern Dance I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Dance DANC 1100 — Modern Dance I\n2 credits · no prerequisites · typically fall\nCourse description\nAlignment, weight, momentum, and phrase work in a contemporary technique, all levels welcome.\nModern Dance I is an introductory course in Dance (DANC 1100), carrying 2 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of modern Dance I.\nWork standard problems in dance accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 2-credit course, expect roughly 4–6 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nModern Dance I counts toward the Dance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Dance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Modern Dance I spends time on:\nThe vocabulary of dance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Dance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 4–6 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nDance (DANC)\nNumber\nDANC 1100\nCredits\n2\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~4–6 hrs/week\nRelated\nDance course list\nAcademic departments\nDANC 1200 — Ballet I\nDANC 1300 — Jazz and Contemporary Styles\nDANC 2100 — Dance Composition\nDANC 2300 — Dance History\nFull course catalog" }, { "url": "course-dance-1200.html", "title": "DANC 1200 Ballet I", "description": "Ballet I (DANC 1200, 2 cr). Barre and center fundamentals, placement, and vocabulary.", "headings": [ "DANC 1200 — Ballet I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Dance DANC 1200 — Ballet I\n2 credits · no prerequisites · typically spring\nCourse description\nBarre and center fundamentals, placement, and vocabulary.\nBallet I is an introductory course in Dance (DANC 1200), carrying 2 credits, and is typically offered spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of ballet I.\nWork standard problems in dance accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 2-credit course, expect roughly 4–6 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBallet I counts toward the Dance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Dance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Ballet I spends time on:\nThe vocabulary of dance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Dance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 4–6 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nDance (DANC)\nNumber\nDANC 1200\nCredits\n2\nPrerequisite\nNone\nTypically offered\nSpring\nOutside-class time\n~4–6 hrs/week\nRelated\nDance course list\nAcademic departments\nDANC 1100 — Modern Dance I\nDANC 1300 — Jazz and Contemporary Styles\nDANC 2100 — Dance Composition\nDANC 2300 — Dance History\nFull course catalog" }, { "url": "course-dance-1300.html", "title": "DANC 1300 Jazz and Contemporary Styles", "description": "Jazz and Contemporary Styles (DANC 1300, 2 cr). Isolations, across-the-floor combinations, and current commercial and concert styles.", "headings": [ "DANC 1300 — Jazz and Contemporary Styles", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Dance DANC 1300 — Jazz and Contemporary Styles\n2 credits · no prerequisites · typically fall and spring\nCourse description\nIsolations, across-the-floor combinations, and current commercial and concert styles.\nJazz and Contemporary Styles is an introductory course in Dance (DANC 1300), carrying 2 credits, and is typically offered fall and spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of jazz and Contemporary Styles.\nWork standard problems in dance accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 2-credit course, expect roughly 4–6 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nJazz and Contemporary Styles counts toward the Dance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Dance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Jazz and Contemporary Styles spends time on:\nThe vocabulary of dance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Dance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 4–6 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nDance (DANC)\nNumber\nDANC 1300\nCredits\n2\nPrerequisite\nNone\nTypically offered\nFall and Spring\nOutside-class time\n~4–6 hrs/week\nRelated\nDance course list\nAcademic departments\nDANC 1100 — Modern Dance I\nDANC 1200 — Ballet I\nDANC 2100 — Dance Composition\nDANC 2300 — Dance History\nFull course catalog" }, { "url": "course-dance-2100.html", "title": "DANC 2100 Dance Composition", "description": "Dance Composition (DANC 2100, 3 cr). Improvisation, choreographic tools, and making and showing short original studies.", "headings": [ "DANC 2100 — Dance Composition", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Dance DANC 2100 — Dance Composition\n3 credits · prerequisite: DANC 1100 · typically fall, alternate years\nCourse description\nImprovisation, choreographic tools, and making and showing short original studies.\nDance Composition is a lower-division undergraduate course in Dance (DANC 2100), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nDANC 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of dance Composition.\nWork standard problems in dance accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDance Composition counts toward the Dance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Dance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Dance Composition spends time on:\nThe vocabulary of dance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Dance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Dance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nDance (DANC)\nNumber\nDANC 2100\nCredits\n3\nPrerequisite\nDANC 1100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nDance course list\nAcademic departments\nDANC 1100 — Modern Dance I\nDANC 1200 — Ballet I\nDANC 1300 — Jazz and Contemporary Styles\nDANC 2300 — Dance History\nFull course catalog" }, { "url": "course-dance-2300.html", "title": "DANC 2300 Dance History", "description": "Dance History (DANC 2300, 3 cr). Concert dance from the early twentieth century to the present and its social contexts.", "headings": [ "DANC 2300 — Dance History", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Dance DANC 2300 — Dance History\n3 credits · no prerequisites · typically spring, alternate years\nCourse description\nConcert dance from the early twentieth century to the present and its social contexts.\nDance History is a lower-division undergraduate course in Dance (DANC 2300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of dance History.\nWork standard problems in dance accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDance History counts toward the Dance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Dance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Dance History spends time on:\nThe vocabulary of dance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Dance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nDance (DANC)\nNumber\nDANC 2300\nCredits\n3\nPrerequisite\nNone\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nDance course list\nAcademic departments\nDANC 1100 — Modern Dance I\nDANC 1200 — Ballet I\nDANC 1300 — Jazz and Contemporary Styles\nDANC 2100 — Dance Composition\nFull course catalog" }, { "url": "course-dance-2500.html", "title": "DANC 2500 Music and Anatomy for Dancers", "description": "Music and Anatomy for Dancers (DANC 2500, 3 cr). Rhythm and phrasing, functional anatomy, injury prevention, and conditioning.", "headings": [ "DANC 2500 — Music and Anatomy for Dancers", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Dance DANC 2500 — Music and Anatomy for Dancers\n3 credits · prerequisite: DANC 1100 · typically fall\nCourse description\nRhythm and phrasing, functional anatomy, injury prevention, and conditioning.\nMusic and Anatomy for Dancers is a lower-division undergraduate course in Dance (DANC 2500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nDANC 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of music and Anatomy for Dancers.\nWork standard problems in dance accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMusic and Anatomy for Dancers counts toward the Dance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Dance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Music and Anatomy for Dancers spends time on:\nThe vocabulary of dance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Dance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Dance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nDance (DANC)\nNumber\nDANC 2500\nCredits\n3\nPrerequisite\nDANC 1100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nDance course list\nAcademic departments\nDANC 1100 — Modern Dance I\nDANC 1200 — Ballet I\nDANC 1300 — Jazz and Contemporary Styles\nDANC 2100 — Dance Composition\nFull course catalog" }, { "url": "course-dance-3100.html", "title": "DANC 3100 Choreography and Production", "description": "Choreography and Production (DANC 3100, 3 cr). Developing a group work and mounting it with lighting, sound, and costume for the concert.", "headings": [ "DANC 3100 — Choreography and Production", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Dance DANC 3100 — Choreography and Production\n3 credits · prerequisite: DANC 2100 · typically spring\nCourse description\nDeveloping a group work and mounting it with lighting, sound, and costume for the concert.\nChoreography and Production is an advanced undergraduate course in Dance (DANC 3100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nDANC 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of choreography and Production.\nAnalyze and solve open-ended problems in dance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nChoreography and Production counts toward the Dance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Dance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Choreography and Production spends time on:\nThe vocabulary of dance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Dance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Dance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nDance (DANC)\nNumber\nDANC 3100\nCredits\n3\nPrerequisite\nDANC 2100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nDance course list\nAcademic departments\nDANC 1100 — Modern Dance I\nDANC 1200 — Ballet I\nDANC 1300 — Jazz and Contemporary Styles\nDANC 2100 — Dance Composition\nFull course catalog" }, { "url": "course-dance-3300.html", "title": "DANC 3300 Teaching Dance", "description": "Teaching Dance (DANC 3300, 3 cr). Lesson design, cueing, feedback, and leading a class safely across ages and levels.", "headings": [ "DANC 3300 — Teaching Dance", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Dance DANC 3300 — Teaching Dance\n3 credits · prerequisite: DANC 2100 · typically fall and spring\nCourse description\nLesson design, cueing, feedback, and leading a class safely across ages and levels.\nTeaching Dance is an advanced undergraduate course in Dance (DANC 3300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nDANC 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of teaching Dance.\nAnalyze and solve open-ended problems in dance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTeaching Dance counts toward the Dance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Dance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Teaching Dance spends time on:\nThe vocabulary of dance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Dance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Dance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nDance (DANC)\nNumber\nDANC 3300\nCredits\n3\nPrerequisite\nDANC 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nDance course list\nAcademic departments\nDANC 1100 — Modern Dance I\nDANC 1200 — Ballet I\nDANC 1300 — Jazz and Contemporary Styles\nDANC 2100 — Dance Composition\nFull course catalog" }, { "url": "course-dance-4900.html", "title": "DANC 4900 Senior Dance Project", "description": "Senior Dance Project (DANC 4900, 3 cr). A choreographed or performed capstone shown in the spring dance concert with written reflection.", "headings": [ "DANC 4900 — Senior Dance Project", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Dance DANC 4900 — Senior Dance Project\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA choreographed or performed capstone shown in the spring dance concert with written reflection.\nSenior Dance Project is an advanced, often capstone-level undergraduate course in Dance (DANC 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of senior Dance Project.\nAnalyze and solve open-ended problems in dance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSenior Dance Project counts toward the Dance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Dance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Senior Dance Project spends time on:\nThe vocabulary of dance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Dance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Dance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nDance (DANC)\nNumber\nDANC 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nDance course list\nAcademic departments\nDANC 1100 — Modern Dance I\nDANC 1200 — Ballet I\nDANC 1300 — Jazz and Contemporary Styles\nDANC 2100 — Dance Composition\nFull course catalog" }, { "url": "course-data-science-1400.html", "title": "DATA 1400 Introduction to Data Science", "description": "Introduction to Data Science (DATA 1400, 3 cr). The data life cycle from question to communication: acquiring data, cleaning it, exploring it visually, and being honest about what it can and cannot support.", "headings": [ "DATA 1400 — Introduction to Data Science", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Data Science DATA 1400 — Introduction to Data Science\n3 credits · no prerequisites · typically fall\nCourse description\nThe data life cycle from question to communication: acquiring data, cleaning it, exploring it visually, and being honest about what it can and cannot support.\nIntroduction to Data Science is an introductory course in Data Science (DATA 1400), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Data Science.\nWork standard problems in data Science accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Data Science counts toward the Data Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Data Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Data Science spends time on:\nThe vocabulary of data Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Data Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nData Science (DATA)\nNumber\nDATA 1400\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nData Science course list\nData Science program\nAcademic departments\nDATA 2200 — Data Wrangling and Visualization\nDATA 2600 — Statistical Inference\nDATA 3100 — Machine Learning for Data Science\nDATA 3300 — Databases and Data Engineering\nFull course catalog" }, { "url": "course-data-science-2200.html", "title": "DATA 2200 Data Wrangling and Visualization", "description": "Data Wrangling and Visualization (DATA 2200, 3 cr). Reshaping messy real-world data, joining sources, handling missing values, and building clear visualizations that answer a specific question.", "headings": [ "DATA 2200 — Data Wrangling and Visualization", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Data Science DATA 2200 — Data Wrangling and Visualization\n3 credits · prerequisite: DATA 1400, CS 1100 · typically spring\nCourse description\nReshaping messy real-world data, joining sources, handling missing values, and building clear visualizations that answer a specific question.\nData Wrangling and Visualization is a lower-division undergraduate course in Data Science (DATA 2200), carrying 3 credits, and is typically offered spring.\nPrerequisites\nDATA 1400, CS 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of data Wrangling and Visualization.\nWork standard problems in data Science accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nData Wrangling and Visualization counts toward the Data Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Data Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Data Wrangling and Visualization spends time on:\nThe vocabulary of data Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Data Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Data Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nData Science (DATA)\nNumber\nDATA 2200\nCredits\n3\nPrerequisite\nDATA 1400, CS 1100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nData Science course list\nData Science program\nAcademic departments\nDATA 1400 — Introduction to Data Science\nDATA 2600 — Statistical Inference\nDATA 3100 — Machine Learning for Data Science\nDATA 3300 — Databases and Data Engineering\nFull course catalog" }, { "url": "course-data-science-2600.html", "title": "DATA 2600 Statistical Inference", "description": "Statistical Inference (DATA 2600, 4 cr). Sampling, estimation, hypothesis tests, confidence intervals, regression, and the assumptions that make each one valid — with simulation to build intuition.", "headings": [ "DATA 2600 — Statistical Inference", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Data Science DATA 2600 — Statistical Inference\n4 credits · prerequisite: MATH 1600 · typically fall and spring\nCourse description\nSampling, estimation, hypothesis tests, confidence intervals, regression, and the assumptions that make each one valid — with simulation to build intuition.\nStatistical Inference is a lower-division undergraduate course in Data Science (DATA 2600), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nMATH 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of statistical Inference.\nWork standard problems in data Science accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStatistical Inference counts toward the Data Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Data Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Statistical Inference spends time on:\nThe vocabulary of data Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Data Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Data Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nData Science (DATA)\nNumber\nDATA 2600\nCredits\n4\nPrerequisite\nMATH 1600\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nData Science course list\nData Science program\nAcademic departments\nDATA 1400 — Introduction to Data Science\nDATA 2200 — Data Wrangling and Visualization\nDATA 3100 — Machine Learning for Data Science\nDATA 3300 — Databases and Data Engineering\nFull course catalog" }, { "url": "course-data-science-3100.html", "title": "DATA 3100 Machine Learning for Data Science", "description": "Machine Learning for Data Science (DATA 3100, 3 cr). Predictive modeling in practice: feature engineering, model selection, cross-validation, regularization, and evaluating a model against a real baseline.", "headings": [ "DATA 3100 — Machine Learning for Data Science", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Data Science DATA 3100 — Machine Learning for Data Science\n3 credits · prerequisite: DATA 2600, CS 2400 · typically fall, alternate years\nCourse description\nPredictive modeling in practice: feature engineering, model selection, cross-validation, regularization, and evaluating a model against a real baseline.\nMachine Learning for Data Science is an advanced undergraduate course in Data Science (DATA 3100), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nDATA 2600, CS 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of machine Learning for Data Science.\nAnalyze and solve open-ended problems in data Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMachine Learning for Data Science counts toward the Data Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Data Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Machine Learning for Data Science spends time on:\nThe vocabulary of data Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Data Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Data Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nData Science (DATA)\nNumber\nDATA 3100\nCredits\n3\nPrerequisite\nDATA 2600, CS 2400\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nData Science course list\nData Science program\nAcademic departments\nDATA 1400 — Introduction to Data Science\nDATA 2200 — Data Wrangling and Visualization\nDATA 2600 — Statistical Inference\nDATA 3300 — Databases and Data Engineering\nFull course catalog" }, { "url": "course-data-science-3300.html", "title": "DATA 3300 Databases and Data Engineering", "description": "Databases and Data Engineering (DATA 3300, 3 cr). Relational and non-relational stores, SQL at depth, pipelines, batch and streaming processing, and moving data reliably between systems.", "headings": [ "DATA 3300 — Databases and Data Engineering", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Data Science DATA 3300 — Databases and Data Engineering\n3 credits · prerequisite: CS 1200 · typically spring, alternate years\nCourse description\nRelational and non-relational stores, SQL at depth, pipelines, batch and streaming processing, and moving data reliably between systems.\nDatabases and Data Engineering is an advanced undergraduate course in Data Science (DATA 3300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nCS 1200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of databases and Data Engineering.\nAnalyze and solve open-ended problems in data Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDatabases and Data Engineering counts toward the Data Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Data Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Databases and Data Engineering spends time on:\nThe vocabulary of data Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Data Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Data Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nData Science (DATA)\nNumber\nDATA 3300\nCredits\n3\nPrerequisite\nCS 1200\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nData Science course list\nData Science program\nAcademic departments\nDATA 1400 — Introduction to Data Science\nDATA 2200 — Data Wrangling and Visualization\nDATA 2600 — Statistical Inference\nDATA 3100 — Machine Learning for Data Science\nFull course catalog" }, { "url": "course-data-science-3500.html", "title": "DATA 3500 Experiments and Causal Inference", "description": "Experiments and Causal Inference (DATA 3500, 3 cr). Designing experiments, running A/B tests, and the methods for estimating a causal effect from observational data — plus the traps in each.", "headings": [ "DATA 3500 — Experiments and Causal Inference", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Data Science DATA 3500 — Experiments and Causal Inference\n3 credits · prerequisite: DATA 2600 · typically fall\nCourse description\nDesigning experiments, running A/B tests, and the methods for estimating a causal effect from observational data — plus the traps in each.\nExperiments and Causal Inference is an advanced undergraduate course in Data Science (DATA 3500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nDATA 2600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of experiments and Causal Inference.\nAnalyze and solve open-ended problems in data Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nExperiments and Causal Inference counts toward the Data Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Data Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Experiments and Causal Inference spends time on:\nThe vocabulary of data Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Data Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Data Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nData Science (DATA)\nNumber\nDATA 3500\nCredits\n3\nPrerequisite\nDATA 2600\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nData Science course list\nData Science program\nAcademic departments\nDATA 1400 — Introduction to Data Science\nDATA 2200 — Data Wrangling and Visualization\nDATA 2600 — Statistical Inference\nDATA 3100 — Machine Learning for Data Science\nFull course catalog" }, { "url": "course-data-science-3700.html", "title": "DATA 3700 Data Ethics and Governance", "description": "Data Ethics and Governance (DATA 3700, 3 cr). Bias and fairness in data and models, privacy, consent, transparency, and the regulatory landscape, worked through case studies.", "headings": [ "DATA 3700 — Data Ethics and Governance", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Data Science DATA 3700 — Data Ethics and Governance\n3 credits · prerequisite: junior standing · typically spring\nCourse description\nBias and fairness in data and models, privacy, consent, transparency, and the regulatory landscape, worked through case studies.\nData Ethics and Governance is an advanced undergraduate course in Data Science (DATA 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\njunior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of data Ethics and Governance.\nAnalyze and solve open-ended problems in data Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nData Ethics and Governance counts toward the Data Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Data Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Data Ethics and Governance spends time on:\nThe vocabulary of data Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Data Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Data Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nData Science (DATA)\nNumber\nDATA 3700\nCredits\n3\nPrerequisite\njunior standing\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nData Science course list\nData Science program\nAcademic departments\nDATA 1400 — Introduction to Data Science\nDATA 2200 — Data Wrangling and Visualization\nDATA 2600 — Statistical Inference\nDATA 3100 — Machine Learning for Data Science\nFull course catalog" }, { "url": "course-data-science-4200.html", "title": "DATA 4200 Data Science Practicum", "description": "Data Science Practicum (DATA 4200, 3 cr). A team takes a sponsor's real problem and real data from framing to a delivered, documented analysis or model.", "headings": [ "DATA 4200 — Data Science Practicum", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Data Science DATA 4200 — Data Science Practicum\n3 credits · prerequisite: DATA 3100 · typically fall and spring\nCourse description\nA team takes a sponsor's real problem and real data from framing to a delivered, documented analysis or model.\nData Science Practicum is an advanced, often capstone-level undergraduate course in Data Science (DATA 4200), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nDATA 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of data Science Practicum.\nAnalyze and solve open-ended problems in data Science, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nData Science Practicum counts toward the Data Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Data Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Data Science Practicum spends time on:\nThe vocabulary of data Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Data Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Data Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nData Science (DATA)\nNumber\nDATA 4200\nCredits\n3\nPrerequisite\nDATA 3100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nData Science course list\nData Science program\nAcademic departments\nDATA 1400 — Introduction to Data Science\nDATA 2200 — Data Wrangling and Visualization\nDATA 2600 — Statistical Inference\nDATA 3100 — Machine Learning for Data Science\nFull course catalog" }, { "url": "course-data-science-4900.html", "title": "DATA 4900 Data Science Capstone", "description": "Data Science Capstone (DATA 4900, 3 cr). An individual project: a substantial analysis or model on a question of the student's choosing, presented at the showcase with a written report.", "headings": [ "DATA 4900 — Data Science Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Data Science DATA 4900 — Data Science Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nAn individual project: a substantial analysis or model on a question of the student's choosing, presented at the showcase with a written report.\nData Science Capstone is an advanced, often capstone-level undergraduate course in Data Science (DATA 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of data Science Capstone.\nAnalyze and solve open-ended problems in data Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nData Science Capstone counts toward the Data Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Data Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Data Science Capstone spends time on:\nThe vocabulary of data Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Data Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Data Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nData Science (DATA)\nNumber\nDATA 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nData Science course list\nData Science program\nAcademic departments\nDATA 1400 — Introduction to Data Science\nDATA 2200 — Data Wrangling and Visualization\nDATA 2600 — Statistical Inference\nDATA 3100 — Machine Learning for Data Science\nFull course catalog" }, { "url": "course-dietetics-1500.html", "title": "DIET 1500 Introduction to Nutrition", "description": "Introduction to Nutrition (DIET 1500, 3 cr). Nutrients, requirements, food sources, dietary patterns, and evaluating nutrition claims.", "headings": [ "DIET 1500 — Introduction to Nutrition", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Dietetics DIET 1500 — Introduction to Nutrition\n3 credits · no prerequisites · typically fall\nCourse description\nNutrients, requirements, food sources, dietary patterns, and evaluating nutrition claims.\nIntroduction to Nutrition is an introductory course in Dietetics (DIET 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Nutrition.\nWork standard problems in dietetics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Nutrition counts toward the Dietetics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Dietetics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Nutrition spends time on:\nThe vocabulary of dietetics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Dietetics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nDietetics (DIET)\nNumber\nDIET 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nDietetics course list\nDietetics program\nAcademic departments\nDIET 2200 — Food Science\nDIET 2500 — Nutrition Through the Lifespan\nDIET 3100 — Nutrition Assessment\nDIET 3300 — Medical Nutrition Therapy I\nFull course catalog" }, { "url": "course-dietetics-2200.html", "title": "DIET 2200 Food Science", "description": "Food Science (DIET 2200, 4 cr). Composition and behavior of food, cooking chemistry, safety, and functional properties, with lab.", "headings": [ "DIET 2200 — Food Science", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Dietetics DIET 2200 — Food Science\n4 credits · prerequisite: CHEM 1050 · typically spring\nCourse description\nComposition and behavior of food, cooking chemistry, safety, and functional properties, with lab.\nFood Science is a lower-division undergraduate course in Dietetics (DIET 2200), carrying 4 credits, and is typically offered spring.\nPrerequisites\nCHEM 1050. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of food Science.\nWork standard problems in dietetics accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFood Science counts toward the Dietetics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Dietetics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Food Science spends time on:\nThe vocabulary of dietetics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Dietetics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Dietetics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nDietetics (DIET)\nNumber\nDIET 2200\nCredits\n4\nPrerequisite\nCHEM 1050\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nDietetics course list\nDietetics program\nAcademic departments\nDIET 1500 — Introduction to Nutrition\nDIET 2500 — Nutrition Through the Lifespan\nDIET 3100 — Nutrition Assessment\nDIET 3300 — Medical Nutrition Therapy I\nFull course catalog" }, { "url": "course-dietetics-2500.html", "title": "DIET 2500 Nutrition Through the Lifespan", "description": "Nutrition Through the Lifespan (DIET 2500, 3 cr). Changing needs from pregnancy through older adulthood and the factors that shape intake.", "headings": [ "DIET 2500 — Nutrition Through the Lifespan", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Dietetics DIET 2500 — Nutrition Through the Lifespan\n3 credits · prerequisite: DIET 1500 · typically fall and spring\nCourse description\nChanging needs from pregnancy through older adulthood and the factors that shape intake.\nNutrition Through the Lifespan is a lower-division undergraduate course in Dietetics (DIET 2500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nDIET 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of nutrition Through the Lifespan.\nWork standard problems in dietetics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nNutrition Through the Lifespan counts toward the Dietetics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Dietetics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Nutrition Through the Lifespan spends time on:\nThe vocabulary of dietetics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Dietetics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Dietetics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nDietetics (DIET)\nNumber\nDIET 2500\nCredits\n3\nPrerequisite\nDIET 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nDietetics course list\nDietetics program\nAcademic departments\nDIET 1500 — Introduction to Nutrition\nDIET 2200 — Food Science\nDIET 3100 — Nutrition Assessment\nDIET 3300 — Medical Nutrition Therapy I\nFull course catalog" }, { "url": "course-dietetics-3100.html", "title": "DIET 3100 Nutrition Assessment", "description": "Nutrition Assessment (DIET 3100, 3 cr). Anthropometric, biochemical, clinical, and dietary assessment methods and their interpretation.", "headings": [ "DIET 3100 — Nutrition Assessment", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Dietetics DIET 3100 — Nutrition Assessment\n3 credits · prerequisite: DIET 2500 · typically fall, alternate years\nCourse description\nAnthropometric, biochemical, clinical, and dietary assessment methods and their interpretation.\nNutrition Assessment is an advanced undergraduate course in Dietetics (DIET 3100), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nDIET 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of nutrition Assessment.\nAnalyze and solve open-ended problems in dietetics, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nNutrition Assessment counts toward the Dietetics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Dietetics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Nutrition Assessment spends time on:\nThe vocabulary of dietetics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Dietetics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Dietetics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nDietetics (DIET)\nNumber\nDIET 3100\nCredits\n3\nPrerequisite\nDIET 2500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nDietetics course list\nDietetics program\nAcademic departments\nDIET 1500 — Introduction to Nutrition\nDIET 2200 — Food Science\nDIET 2500 — Nutrition Through the Lifespan\nDIET 3300 — Medical Nutrition Therapy I\nFull course catalog" }, { "url": "course-dietetics-3300.html", "title": "DIET 3300 Medical Nutrition Therapy I", "description": "Medical Nutrition Therapy I (DIET 3300, 4 cr). Nutrition care for cardiovascular, gastrointestinal, and renal conditions, with case studies.", "headings": [ "DIET 3300 — Medical Nutrition Therapy I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Dietetics DIET 3300 — Medical Nutrition Therapy I\n4 credits · prerequisite: DIET 3100 · typically spring, alternate years\nCourse description\nNutrition care for cardiovascular, gastrointestinal, and renal conditions, with case studies.\nMedical Nutrition Therapy I is an advanced undergraduate course in Dietetics (DIET 3300), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nDIET 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of medical Nutrition Therapy I.\nAnalyze and solve open-ended problems in dietetics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMedical Nutrition Therapy I counts toward the Dietetics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Dietetics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Medical Nutrition Therapy I spends time on:\nThe vocabulary of dietetics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Dietetics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Dietetics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nDietetics (DIET)\nNumber\nDIET 3300\nCredits\n4\nPrerequisite\nDIET 3100\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nDietetics course list\nDietetics program\nAcademic departments\nDIET 1500 — Introduction to Nutrition\nDIET 2200 — Food Science\nDIET 2500 — Nutrition Through the Lifespan\nDIET 3100 — Nutrition Assessment\nFull course catalog" }, { "url": "course-dietetics-3500.html", "title": "DIET 3500 Community Nutrition", "description": "Community Nutrition (DIET 3500, 3 cr). Program planning, food assistance, policy, and delivering nutrition education to a group.", "headings": [ "DIET 3500 — Community Nutrition", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Dietetics DIET 3500 — Community Nutrition\n3 credits · prerequisite: DIET 2500 · typically fall\nCourse description\nProgram planning, food assistance, policy, and delivering nutrition education to a group.\nCommunity Nutrition is an advanced undergraduate course in Dietetics (DIET 3500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nDIET 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of community Nutrition.\nAnalyze and solve open-ended problems in dietetics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCommunity Nutrition counts toward the Dietetics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Dietetics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Community Nutrition spends time on:\nThe vocabulary of dietetics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Dietetics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Dietetics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nDietetics (DIET)\nNumber\nDIET 3500\nCredits\n3\nPrerequisite\nDIET 2500\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nDietetics course list\nDietetics program\nAcademic departments\nDIET 1500 — Introduction to Nutrition\nDIET 2200 — Food Science\nDIET 2500 — Nutrition Through the Lifespan\nDIET 3100 — Nutrition Assessment\nFull course catalog" }, { "url": "course-dietetics-3700.html", "title": "DIET 3700 Food Service Systems Management", "description": "Food Service Systems Management (DIET 3700, 3 cr). Menu, procurement, production, sanitation, and financial management in institutional food service.", "headings": [ "DIET 3700 — Food Service Systems Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Dietetics DIET 3700 — Food Service Systems Management\n3 credits · prerequisite: DIET 2200 · typically spring\nCourse description\nMenu, procurement, production, sanitation, and financial management in institutional food service.\nFood Service Systems Management is an advanced undergraduate course in Dietetics (DIET 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nDIET 2200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of food Service Systems Management.\nAnalyze and solve open-ended problems in dietetics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFood Service Systems Management counts toward the Dietetics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Dietetics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Food Service Systems Management spends time on:\nThe vocabulary of dietetics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Dietetics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Dietetics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nDietetics (DIET)\nNumber\nDIET 3700\nCredits\n3\nPrerequisite\nDIET 2200\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nDietetics course list\nDietetics program\nAcademic departments\nDIET 1500 — Introduction to Nutrition\nDIET 2200 — Food Science\nDIET 2500 — Nutrition Through the Lifespan\nDIET 3100 — Nutrition Assessment\nFull course catalog" }, { "url": "course-dietetics-4100.html", "title": "DIET 4100 Medical Nutrition Therapy II", "description": "Medical Nutrition Therapy II (DIET 4100, 4 cr). Nutrition support, critical illness, oncology, and endocrine conditions.", "headings": [ "DIET 4100 — Medical Nutrition Therapy II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Dietetics DIET 4100 — Medical Nutrition Therapy II\n4 credits · prerequisite: DIET 3300 · typically fall and spring\nCourse description\nNutrition support, critical illness, oncology, and endocrine conditions.\nMedical Nutrition Therapy II is an advanced, often capstone-level undergraduate course in Dietetics (DIET 4100), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nDIET 3300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of medical Nutrition Therapy II.\nAnalyze and solve open-ended problems in dietetics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMedical Nutrition Therapy II counts toward the Dietetics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Dietetics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Medical Nutrition Therapy II spends time on:\nThe vocabulary of dietetics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Dietetics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Dietetics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nDietetics (DIET)\nNumber\nDIET 4100\nCredits\n4\nPrerequisite\nDIET 3300\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nDietetics course list\nDietetics program\nAcademic departments\nDIET 1500 — Introduction to Nutrition\nDIET 2200 — Food Science\nDIET 2500 — Nutrition Through the Lifespan\nDIET 3100 — Nutrition Assessment\nFull course catalog" }, { "url": "course-dietetics-4900.html", "title": "DIET 4900 Dietetics Capstone", "description": "Dietetics Capstone (DIET 4900, 3 cr). An integrative case portfolio and a supervised-practice readiness project.", "headings": [ "DIET 4900 — Dietetics Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Dietetics DIET 4900 — Dietetics Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nAn integrative case portfolio and a supervised-practice readiness project.\nDietetics Capstone is an advanced, often capstone-level undergraduate course in Dietetics (DIET 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of dietetics Capstone.\nAnalyze and solve open-ended problems in dietetics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDietetics Capstone counts toward the Dietetics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Dietetics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Dietetics Capstone spends time on:\nThe vocabulary of dietetics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Dietetics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Dietetics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nDietetics (DIET)\nNumber\nDIET 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nDietetics course list\nDietetics program\nAcademic departments\nDIET 1500 — Introduction to Nutrition\nDIET 2200 — Food Science\nDIET 2500 — Nutrition Through the Lifespan\nDIET 3100 — Nutrition Assessment\nFull course catalog" }, { "url": "course-early-childhood-education-1500.html", "title": "ECE 1500 Foundations of Early Childhood Education", "description": "Foundations of Early Childhood Education (ECE 1500, 3 cr). History, models, and current issues in early care and education, with observation.", "headings": [ "ECE 1500 — Foundations of Early Childhood Education", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Early Childhood Education ECE 1500 — Foundations of Early Childhood Education\n3 credits · no prerequisites · typically fall\nCourse description\nHistory, models, and current issues in early care and education, with observation.\nFoundations of Early Childhood Education is an introductory course in Early Childhood Education (ECE 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of foundations of Early Childhood Education.\nWork standard problems in early Childhood Education accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFoundations of Early Childhood Education counts toward the Early Childhood Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Early Childhood Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Foundations of Early Childhood Education spends time on:\nThe vocabulary of early Childhood Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Early Childhood Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEarly Childhood Education (ECE)\nNumber\nECE 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nEarly Childhood Education course list\nAcademic departments\nECE 2100 — Child Growth and Development\nECE 2300 — Early Learning Environments\nECE 2500 — Curriculum for Infants and Toddlers\nECE 3100 — Curriculum for Preschool and Kindergarten\nFull course catalog" }, { "url": "course-early-childhood-education-2100.html", "title": "ECE 2100 Child Growth and Development", "description": "Child Growth and Development (ECE 2100, 3 cr). Development from birth to age eight and its implications for practice.", "headings": [ "ECE 2100 — Child Growth and Development", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Early Childhood Education ECE 2100 — Child Growth and Development\n3 credits · prerequisite: ECE 1500 · typically spring\nCourse description\nDevelopment from birth to age eight and its implications for practice.\nChild Growth and Development is a lower-division undergraduate course in Early Childhood Education (ECE 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nECE 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of child Growth and Development.\nWork standard problems in early Childhood Education accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nChild Growth and Development counts toward the Early Childhood Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Early Childhood Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Child Growth and Development spends time on:\nThe vocabulary of early Childhood Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Early Childhood Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Early Childhood Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEarly Childhood Education (ECE)\nNumber\nECE 2100\nCredits\n3\nPrerequisite\nECE 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nEarly Childhood Education course list\nAcademic departments\nECE 1500 — Foundations of Early Childhood Education\nECE 2300 — Early Learning Environments\nECE 2500 — Curriculum for Infants and Toddlers\nECE 3100 — Curriculum for Preschool and Kindergarten\nFull course catalog" }, { "url": "course-early-childhood-education-2300.html", "title": "ECE 2300 Early Learning Environments", "description": "Early Learning Environments (ECE 2300, 3 cr). Designing indoor and outdoor spaces, materials, schedules, and routines.", "headings": [ "ECE 2300 — Early Learning Environments", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Early Childhood Education ECE 2300 — Early Learning Environments\n3 credits · prerequisite: ECE 1500 · typically fall and spring\nCourse description\nDesigning indoor and outdoor spaces, materials, schedules, and routines.\nEarly Learning Environments is a lower-division undergraduate course in Early Childhood Education (ECE 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nECE 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of early Learning Environments.\nWork standard problems in early Childhood Education accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEarly Learning Environments counts toward the Early Childhood Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Early Childhood Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Early Learning Environments spends time on:\nThe vocabulary of early Childhood Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Early Childhood Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Early Childhood Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEarly Childhood Education (ECE)\nNumber\nECE 2300\nCredits\n3\nPrerequisite\nECE 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nEarly Childhood Education course list\nAcademic departments\nECE 1500 — Foundations of Early Childhood Education\nECE 2100 — Child Growth and Development\nECE 2500 — Curriculum for Infants and Toddlers\nECE 3100 — Curriculum for Preschool and Kindergarten\nFull course catalog" }, { "url": "course-early-childhood-education-2500.html", "title": "ECE 2500 Curriculum for Infants and Toddlers", "description": "Curriculum for Infants and Toddlers (ECE 2500, 3 cr). Responsive caregiving, early language, and play-based experiences for the youngest children.", "headings": [ "ECE 2500 — Curriculum for Infants and Toddlers", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Early Childhood Education ECE 2500 — Curriculum for Infants and Toddlers\n3 credits · prerequisite: ECE 2100 · typically fall, alternate years\nCourse description\nResponsive caregiving, early language, and play-based experiences for the youngest children.\nCurriculum for Infants and Toddlers is a lower-division undergraduate course in Early Childhood Education (ECE 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nECE 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of curriculum for Infants and Toddlers.\nWork standard problems in early Childhood Education accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCurriculum for Infants and Toddlers counts toward the Early Childhood Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Early Childhood Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Curriculum for Infants and Toddlers spends time on:\nThe vocabulary of early Childhood Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Early Childhood Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Early Childhood Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEarly Childhood Education (ECE)\nNumber\nECE 2500\nCredits\n3\nPrerequisite\nECE 2100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEarly Childhood Education course list\nAcademic departments\nECE 1500 — Foundations of Early Childhood Education\nECE 2100 — Child Growth and Development\nECE 2300 — Early Learning Environments\nECE 3100 — Curriculum for Preschool and Kindergarten\nFull course catalog" }, { "url": "course-early-childhood-education-3100.html", "title": "ECE 3100 Curriculum for Preschool and Kindergarten", "description": "Curriculum for Preschool and Kindergarten (ECE 3100, 4 cr). Planning across domains, emergent literacy and math, and assessment through observation.", "headings": [ "ECE 3100 — Curriculum for Preschool and Kindergarten", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Early Childhood Education ECE 3100 — Curriculum for Preschool and Kindergarten\n4 credits · prerequisite: ECE 2100 · typically spring, alternate years\nCourse description\nPlanning across domains, emergent literacy and math, and assessment through observation.\nCurriculum for Preschool and Kindergarten is an advanced undergraduate course in Early Childhood Education (ECE 3100), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nECE 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of curriculum for Preschool and Kindergarten.\nAnalyze and solve open-ended problems in early Childhood Education, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCurriculum for Preschool and Kindergarten counts toward the Early Childhood Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Early Childhood Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Curriculum for Preschool and Kindergarten spends time on:\nThe vocabulary of early Childhood Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Early Childhood Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Early Childhood Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEarly Childhood Education (ECE)\nNumber\nECE 3100\nCredits\n4\nPrerequisite\nECE 2100\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nEarly Childhood Education course list\nAcademic departments\nECE 1500 — Foundations of Early Childhood Education\nECE 2100 — Child Growth and Development\nECE 2300 — Early Learning Environments\nECE 2500 — Curriculum for Infants and Toddlers\nFull course catalog" }, { "url": "course-early-childhood-education-3300.html", "title": "ECE 3300 Guiding Young Children's Behavior", "description": "Guiding Young Children's Behavior (ECE 3300, 3 cr). Positive guidance, social-emotional teaching, and supporting children with challenging behavior.", "headings": [ "ECE 3300 — Guiding Young Children's Behavior", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Early Childhood Education ECE 3300 — Guiding Young Children's Behavior\n3 credits · prerequisite: ECE 2100 · typically fall\nCourse description\nPositive guidance, social-emotional teaching, and supporting children with challenging behavior.\nGuiding Young Children's Behavior is an advanced undergraduate course in Early Childhood Education (ECE 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nECE 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of guiding Young Children's Behavior.\nAnalyze and solve open-ended problems in early Childhood Education, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGuiding Young Children's Behavior counts toward the Early Childhood Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Early Childhood Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Guiding Young Children's Behavior spends time on:\nThe vocabulary of early Childhood Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Early Childhood Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Early Childhood Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEarly Childhood Education (ECE)\nNumber\nECE 3300\nCredits\n3\nPrerequisite\nECE 2100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nEarly Childhood Education course list\nAcademic departments\nECE 1500 — Foundations of Early Childhood Education\nECE 2100 — Child Growth and Development\nECE 2300 — Early Learning Environments\nECE 2500 — Curriculum for Infants and Toddlers\nFull course catalog" }, { "url": "course-early-childhood-education-3500.html", "title": "ECE 3500 Family and Community Engagement", "description": "Family and Community Engagement (ECE 3500, 3 cr). Partnering with families, home visiting, and connecting families to resources.", "headings": [ "ECE 3500 — Family and Community Engagement", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Early Childhood Education ECE 3500 — Family and Community Engagement\n3 credits · prerequisite: ECE 1500 · typically spring\nCourse description\nPartnering with families, home visiting, and connecting families to resources.\nFamily and Community Engagement is an advanced undergraduate course in Early Childhood Education (ECE 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nECE 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of family and Community Engagement.\nAnalyze and solve open-ended problems in early Childhood Education, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFamily and Community Engagement counts toward the Early Childhood Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Early Childhood Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Family and Community Engagement spends time on:\nThe vocabulary of early Childhood Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Early Childhood Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Early Childhood Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEarly Childhood Education (ECE)\nNumber\nECE 3500\nCredits\n3\nPrerequisite\nECE 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nEarly Childhood Education course list\nAcademic departments\nECE 1500 — Foundations of Early Childhood Education\nECE 2100 — Child Growth and Development\nECE 2300 — Early Learning Environments\nECE 2500 — Curriculum for Infants and Toddlers\nFull course catalog" }, { "url": "course-early-childhood-education-3700.html", "title": "ECE 3700 Young Children with Exceptionalities", "description": "Young Children with Exceptionalities (ECE 3700, 3 cr). Inclusion, early intervention, the IFSP/IEP process, and adapting curriculum.", "headings": [ "ECE 3700 — Young Children with Exceptionalities", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Early Childhood Education ECE 3700 — Young Children with Exceptionalities\n3 credits · prerequisite: ECE 2100 · typically fall and spring\nCourse description\nInclusion, early intervention, the IFSP/IEP process, and adapting curriculum.\nYoung Children with Exceptionalities is an advanced undergraduate course in Early Childhood Education (ECE 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nECE 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of young Children with Exceptionalities.\nAnalyze and solve open-ended problems in early Childhood Education, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nYoung Children with Exceptionalities counts toward the Early Childhood Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Early Childhood Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Young Children with Exceptionalities spends time on:\nThe vocabulary of early Childhood Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Early Childhood Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Early Childhood Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEarly Childhood Education (ECE)\nNumber\nECE 3700\nCredits\n3\nPrerequisite\nECE 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nEarly Childhood Education course list\nAcademic departments\nECE 1500 — Foundations of Early Childhood Education\nECE 2100 — Child Growth and Development\nECE 2300 — Early Learning Environments\nECE 2500 — Curriculum for Infants and Toddlers\nFull course catalog" }, { "url": "course-early-childhood-education-4900.html", "title": "ECE 4900 Early Childhood Practicum", "description": "Early Childhood Practicum (ECE 4900, 5 cr). A supervised student-teaching placement in an early-childhood setting with a seminar.", "headings": [ "ECE 4900 — Early Childhood Practicum", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Early Childhood Education ECE 4900 — Early Childhood Practicum\n5 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA supervised student-teaching placement in an early-childhood setting with a seminar.\nEarly Childhood Practicum is an advanced, often capstone-level undergraduate course in Early Childhood Education (ECE 4900), carrying 5 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of early Childhood Practicum.\nAnalyze and solve open-ended problems in early Childhood Education, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 5-credit course, expect roughly 10–15 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEarly Childhood Practicum counts toward the Early Childhood Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Early Childhood Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Early Childhood Practicum spends time on:\nThe vocabulary of early Childhood Education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Early Childhood Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Early Childhood Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 10–15 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEarly Childhood Education (ECE)\nNumber\nECE 4900\nCredits\n5\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~10–15 hrs/week\nRelated\nEarly Childhood Education course list\nAcademic departments\nECE 1500 — Foundations of Early Childhood Education\nECE 2100 — Child Growth and Development\nECE 2300 — Early Learning Environments\nECE 2500 — Curriculum for Infants and Toddlers\nFull course catalog" }, { "url": "course-economics-2010.html", "title": "ECON 2010 Principles of Microeconomics", "description": "Principles of Microeconomics (ECON 2010, 3 cr). Scarcity and choice, supply and demand, elasticity, market structures, and the effects of taxes, subsidies, and price controls, with graphical and simple algebraic analysis.", "headings": [ "ECON 2010 — Principles of Microeconomics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Economics ECON 2010 — Principles of Microeconomics\n3 credits · prerequisite: MATH 1200 · typically fall\nCourse description\nScarcity and choice, supply and demand, elasticity, market structures, and the effects of taxes, subsidies, and price controls, with graphical and simple algebraic analysis.\nPrinciples of Microeconomics is a lower-division undergraduate course in Economics (ECON 2010), carrying 3 credits, and is typically offered fall.\nPrerequisites\nMATH 1200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of principles of Microeconomics.\nWork standard problems in economics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPrinciples of Microeconomics counts toward the Economics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Economics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Principles of Microeconomics spends time on:\nThe vocabulary of economics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Economics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Economics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEconomics (ECON)\nNumber\nECON 2010\nCredits\n3\nPrerequisite\nMATH 1200\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nEconomics course list\nAcademic departments\nECON 2020 — Principles of Macroeconomics\nECON 3100 — Intermediate Microeconomics\nECON 3200 — Intermediate Macroeconomics\nECON 3300 — Money and Banking\nFull course catalog" }, { "url": "course-economics-2020.html", "title": "ECON 2020 Principles of Macroeconomics", "description": "Principles of Macroeconomics (ECON 2020, 3 cr). Output, unemployment, and inflation; aggregate demand and supply; money and banking; and the tools and limits of fiscal and monetary policy.", "headings": [ "ECON 2020 — Principles of Macroeconomics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Economics ECON 2020 — Principles of Macroeconomics\n3 credits · prerequisite: ECON 2010 · typically spring\nCourse description\nOutput, unemployment, and inflation; aggregate demand and supply; money and banking; and the tools and limits of fiscal and monetary policy.\nPrinciples of Macroeconomics is a lower-division undergraduate course in Economics (ECON 2020), carrying 3 credits, and is typically offered spring.\nPrerequisites\nECON 2010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of principles of Macroeconomics.\nWork standard problems in economics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPrinciples of Macroeconomics counts toward the Economics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Economics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Principles of Macroeconomics spends time on:\nThe vocabulary of economics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Economics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Economics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEconomics (ECON)\nNumber\nECON 2020\nCredits\n3\nPrerequisite\nECON 2010\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nEconomics course list\nAcademic departments\nECON 2010 — Principles of Microeconomics\nECON 3100 — Intermediate Microeconomics\nECON 3200 — Intermediate Macroeconomics\nECON 3300 — Money and Banking\nFull course catalog" }, { "url": "course-economics-3100.html", "title": "ECON 3100 Intermediate Microeconomics", "description": "Intermediate Microeconomics (ECON 3100, 3 cr). Consumer and producer theory, general equilibrium, market failure, and welfare analysis with calculus.", "headings": [ "ECON 3100 — Intermediate Microeconomics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Economics ECON 3100 — Intermediate Microeconomics\n3 credits · prerequisite: ECON 2010, MATH 2400 · typically fall and spring\nCourse description\nConsumer and producer theory, general equilibrium, market failure, and welfare analysis with calculus.\nIntermediate Microeconomics is an advanced undergraduate course in Economics (ECON 3100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nECON 2010, MATH 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of intermediate Microeconomics.\nAnalyze and solve open-ended problems in economics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntermediate Microeconomics counts toward the Economics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Economics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Intermediate Microeconomics spends time on:\nThe vocabulary of economics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Economics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Economics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEconomics (ECON)\nNumber\nECON 3100\nCredits\n3\nPrerequisite\nECON 2010, MATH 2400\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nEconomics course list\nAcademic departments\nECON 2010 — Principles of Microeconomics\nECON 2020 — Principles of Macroeconomics\nECON 3200 — Intermediate Macroeconomics\nECON 3300 — Money and Banking\nFull course catalog" }, { "url": "course-economics-3200.html", "title": "ECON 3200 Intermediate Macroeconomics", "description": "Intermediate Macroeconomics (ECON 3200, 3 cr). Growth models, business cycles, expectations, and open-economy macroeconomics.", "headings": [ "ECON 3200 — Intermediate Macroeconomics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Economics ECON 3200 — Intermediate Macroeconomics\n3 credits · prerequisite: ECON 2020, MATH 2400 · typically fall, alternate years\nCourse description\nGrowth models, business cycles, expectations, and open-economy macroeconomics.\nIntermediate Macroeconomics is an advanced undergraduate course in Economics (ECON 3200), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nECON 2020, MATH 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of intermediate Macroeconomics.\nAnalyze and solve open-ended problems in economics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntermediate Macroeconomics counts toward the Economics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Economics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Intermediate Macroeconomics spends time on:\nThe vocabulary of economics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Economics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Economics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEconomics (ECON)\nNumber\nECON 3200\nCredits\n3\nPrerequisite\nECON 2020, MATH 2400\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEconomics course list\nAcademic departments\nECON 2010 — Principles of Microeconomics\nECON 2020 — Principles of Macroeconomics\nECON 3100 — Intermediate Microeconomics\nECON 3300 — Money and Banking\nFull course catalog" }, { "url": "course-economics-3300.html", "title": "ECON 3300 Money and Banking", "description": "Money and Banking (ECON 3300, 3 cr). The financial system, interest rates, central banking, and monetary policy transmission.", "headings": [ "ECON 3300 — Money and Banking", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Economics ECON 3300 — Money and Banking\n3 credits · prerequisite: ECON 2020 · typically spring, alternate years\nCourse description\nThe financial system, interest rates, central banking, and monetary policy transmission.\nMoney and Banking is an advanced undergraduate course in Economics (ECON 3300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nECON 2020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of money and Banking.\nAnalyze and solve open-ended problems in economics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMoney and Banking counts toward the Economics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Economics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Money and Banking spends time on:\nThe vocabulary of economics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Economics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Economics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEconomics (ECON)\nNumber\nECON 3300\nCredits\n3\nPrerequisite\nECON 2020\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEconomics course list\nAcademic departments\nECON 2010 — Principles of Microeconomics\nECON 2020 — Principles of Macroeconomics\nECON 3100 — Intermediate Microeconomics\nECON 3200 — Intermediate Macroeconomics\nFull course catalog" }, { "url": "course-economics-3400.html", "title": "ECON 3400 Labor Economics", "description": "Labor Economics (ECON 3400, 3 cr). Labor supply and demand, human capital, wage determination, discrimination, and labor-market policy.", "headings": [ "ECON 3400 — Labor Economics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Economics ECON 3400 — Labor Economics\n3 credits · prerequisite: ECON 2010 · typically fall\nCourse description\nLabor supply and demand, human capital, wage determination, discrimination, and labor-market policy.\nLabor Economics is an advanced undergraduate course in Economics (ECON 3400), carrying 3 credits, and is typically offered fall.\nPrerequisites\nECON 2010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of labor Economics.\nAnalyze and solve open-ended problems in economics, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLabor Economics counts toward the Economics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Economics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Labor Economics spends time on:\nThe vocabulary of economics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Economics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Economics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEconomics (ECON)\nNumber\nECON 3400\nCredits\n3\nPrerequisite\nECON 2010\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nEconomics course list\nAcademic departments\nECON 2010 — Principles of Microeconomics\nECON 2020 — Principles of Macroeconomics\nECON 3100 — Intermediate Microeconomics\nECON 3200 — Intermediate Macroeconomics\nFull course catalog" }, { "url": "course-economics-3500.html", "title": "ECON 3500 Econometrics", "description": "Econometrics (ECON 3500, 4 cr). The linear regression model, inference, and the common problems — omitted variables, endogeneity, heteroskedasticity — with software and a project.", "headings": [ "ECON 3500 — Econometrics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Economics ECON 3500 — Econometrics\n4 credits · prerequisite: ECON 3100, MATH 1600 · typically spring\nCourse description\nThe linear regression model, inference, and the common problems — omitted variables, endogeneity, heteroskedasticity — with software and a project.\nEconometrics is an advanced undergraduate course in Economics (ECON 3500), carrying 4 credits, and is typically offered spring.\nPrerequisites\nECON 3100, MATH 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of econometrics.\nAnalyze and solve open-ended problems in economics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEconometrics counts toward the Economics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Economics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Econometrics spends time on:\nThe vocabulary of economics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Economics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Economics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEconomics (ECON)\nNumber\nECON 3500\nCredits\n4\nPrerequisite\nECON 3100, MATH 1600\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nEconomics course list\nAcademic departments\nECON 2010 — Principles of Microeconomics\nECON 2020 — Principles of Macroeconomics\nECON 3100 — Intermediate Microeconomics\nECON 3200 — Intermediate Macroeconomics\nFull course catalog" }, { "url": "course-economics-3700.html", "title": "ECON 3700 Environmental Economics", "description": "Environmental Economics (ECON 3700, 3 cr). Externalities, public goods, valuation of environmental amenities, and the design of environmental policy instruments.", "headings": [ "ECON 3700 — Environmental Economics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Economics ECON 3700 — Environmental Economics\n3 credits · prerequisite: ECON 2010 · typically fall and spring\nCourse description\nExternalities, public goods, valuation of environmental amenities, and the design of environmental policy instruments.\nEnvironmental Economics is an advanced undergraduate course in Economics (ECON 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nECON 2010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of environmental Economics.\nAnalyze and solve open-ended problems in economics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEnvironmental Economics counts toward the Economics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Economics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Environmental Economics spends time on:\nThe vocabulary of economics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Economics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Economics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEconomics (ECON)\nNumber\nECON 3700\nCredits\n3\nPrerequisite\nECON 2010\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nEconomics course list\nAcademic departments\nECON 2010 — Principles of Microeconomics\nECON 2020 — Principles of Macroeconomics\nECON 3100 — Intermediate Microeconomics\nECON 3200 — Intermediate Macroeconomics\nFull course catalog" }, { "url": "course-economics-4900.html", "title": "ECON 4900 Senior Seminar in Economics", "description": "Senior Seminar in Economics (ECON 4900, 3 cr). An original empirical or theoretical paper developed across the term and presented to the department.", "headings": [ "ECON 4900 — Senior Seminar in Economics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Economics ECON 4900 — Senior Seminar in Economics\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nAn original empirical or theoretical paper developed across the term and presented to the department.\nSenior Seminar in Economics is an advanced, often capstone-level undergraduate course in Economics (ECON 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of senior Seminar in Economics.\nAnalyze and solve open-ended problems in economics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSenior Seminar in Economics counts toward the Economics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Economics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Senior Seminar in Economics spends time on:\nThe vocabulary of economics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Economics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Economics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEconomics (ECON)\nNumber\nECON 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEconomics course list\nAcademic departments\nECON 2010 — Principles of Microeconomics\nECON 2020 — Principles of Macroeconomics\nECON 3100 — Intermediate Microeconomics\nECON 3200 — Intermediate Macroeconomics\nFull course catalog" }, { "url": "course-education-1000.html", "title": "EDUC 1000 Schools and Society", "description": "Schools and Society (EDUC 1000, 3 cr). The purposes, history, and politics of schooling, and observing in classrooms.", "headings": [ "EDUC 1000 — Schools and Society", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Education EDUC 1000 — Schools and Society\n3 credits · no prerequisites · typically fall\nCourse description\nThe purposes, history, and politics of schooling, and observing in classrooms.\nSchools and Society is an introductory course in Education (EDUC 1000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of schools and Society.\nWork standard problems in education accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSchools and Society counts toward the Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Schools and Society spends time on:\nThe vocabulary of education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEducation (EDUC)\nNumber\nEDUC 1000\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nEducation course list\nAcademic departments\nEDUC 2100 — Human Development and Learning\nEDUC 2300 — Educational Psychology and Assessment\nEDUC 2500 — Teaching Diverse Learners\nEDUC 3100 — Literacy Across the Curriculum\nFull course catalog" }, { "url": "course-education-2100.html", "title": "EDUC 2100 Human Development and Learning", "description": "Human Development and Learning (EDUC 2100, 3 cr). Cognitive, social, and emotional development and the theories of learning that inform teaching.", "headings": [ "EDUC 2100 — Human Development and Learning", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Education EDUC 2100 — Human Development and Learning\n3 credits · prerequisite: EDUC 1000 · typically spring\nCourse description\nCognitive, social, and emotional development and the theories of learning that inform teaching.\nHuman Development and Learning is a lower-division undergraduate course in Education (EDUC 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nEDUC 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of human Development and Learning.\nWork standard problems in education accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHuman Development and Learning counts toward the Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Human Development and Learning spends time on:\nThe vocabulary of education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEducation (EDUC)\nNumber\nEDUC 2100\nCredits\n3\nPrerequisite\nEDUC 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nEducation course list\nAcademic departments\nEDUC 1000 — Schools and Society\nEDUC 2300 — Educational Psychology and Assessment\nEDUC 2500 — Teaching Diverse Learners\nEDUC 3100 — Literacy Across the Curriculum\nFull course catalog" }, { "url": "course-education-2300.html", "title": "EDUC 2300 Educational Psychology and Assessment", "description": "Educational Psychology and Assessment (EDUC 2300, 3 cr). Motivation, classroom management, and designing assessments that measure what they claim to.", "headings": [ "EDUC 2300 — Educational Psychology and Assessment", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Education EDUC 2300 — Educational Psychology and Assessment\n3 credits · prerequisite: EDUC 2100 · typically fall and spring\nCourse description\nMotivation, classroom management, and designing assessments that measure what they claim to.\nEducational Psychology and Assessment is a lower-division undergraduate course in Education (EDUC 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nEDUC 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of educational Psychology and Assessment.\nWork standard problems in education accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEducational Psychology and Assessment counts toward the Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Educational Psychology and Assessment spends time on:\nThe vocabulary of education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEducation (EDUC)\nNumber\nEDUC 2300\nCredits\n3\nPrerequisite\nEDUC 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nEducation course list\nAcademic departments\nEDUC 1000 — Schools and Society\nEDUC 2100 — Human Development and Learning\nEDUC 2500 — Teaching Diverse Learners\nEDUC 3100 — Literacy Across the Curriculum\nFull course catalog" }, { "url": "course-education-2500.html", "title": "EDUC 2500 Teaching Diverse Learners", "description": "Teaching Diverse Learners (EDUC 2500, 3 cr). Culturally responsive teaching, language learners, and differentiating instruction.", "headings": [ "EDUC 2500 — Teaching Diverse Learners", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Education EDUC 2500 — Teaching Diverse Learners\n3 credits · prerequisite: EDUC 1000 · typically fall, alternate years\nCourse description\nCulturally responsive teaching, language learners, and differentiating instruction.\nTeaching Diverse Learners is a lower-division undergraduate course in Education (EDUC 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nEDUC 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of teaching Diverse Learners.\nWork standard problems in education accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTeaching Diverse Learners counts toward the Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Teaching Diverse Learners spends time on:\nThe vocabulary of education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEducation (EDUC)\nNumber\nEDUC 2500\nCredits\n3\nPrerequisite\nEDUC 1000\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEducation course list\nAcademic departments\nEDUC 1000 — Schools and Society\nEDUC 2100 — Human Development and Learning\nEDUC 2300 — Educational Psychology and Assessment\nEDUC 3100 — Literacy Across the Curriculum\nFull course catalog" }, { "url": "course-education-3100.html", "title": "EDUC 3100 Literacy Across the Curriculum", "description": "Literacy Across the Curriculum (EDUC 3100, 3 cr). Reading and writing to learn in every subject, and supporting struggling readers.", "headings": [ "EDUC 3100 — Literacy Across the Curriculum", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Education EDUC 3100 — Literacy Across the Curriculum\n3 credits · prerequisite: EDUC 2300 · typically spring, alternate years\nCourse description\nReading and writing to learn in every subject, and supporting struggling readers.\nLiteracy Across the Curriculum is an advanced undergraduate course in Education (EDUC 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nEDUC 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of literacy Across the Curriculum.\nAnalyze and solve open-ended problems in education, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLiteracy Across the Curriculum counts toward the Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Literacy Across the Curriculum spends time on:\nThe vocabulary of education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEducation (EDUC)\nNumber\nEDUC 3100\nCredits\n3\nPrerequisite\nEDUC 2300\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEducation course list\nAcademic departments\nEDUC 1000 — Schools and Society\nEDUC 2100 — Human Development and Learning\nEDUC 2300 — Educational Psychology and Assessment\nEDUC 2500 — Teaching Diverse Learners\nFull course catalog" }, { "url": "course-education-3300.html", "title": "EDUC 3300 Curriculum and Instructional Design", "description": "Curriculum and Instructional Design (EDUC 3300, 3 cr). Standards, backward design, unit and lesson planning, and instructional strategies.", "headings": [ "EDUC 3300 — Curriculum and Instructional Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Education EDUC 3300 — Curriculum and Instructional Design\n3 credits · prerequisite: EDUC 2300 · typically fall\nCourse description\nStandards, backward design, unit and lesson planning, and instructional strategies.\nCurriculum and Instructional Design is an advanced undergraduate course in Education (EDUC 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nEDUC 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of curriculum and Instructional Design.\nAnalyze and solve open-ended problems in education, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCurriculum and Instructional Design counts toward the Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Curriculum and Instructional Design spends time on:\nThe vocabulary of education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEducation (EDUC)\nNumber\nEDUC 3300\nCredits\n3\nPrerequisite\nEDUC 2300\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nEducation course list\nAcademic departments\nEDUC 1000 — Schools and Society\nEDUC 2100 — Human Development and Learning\nEDUC 2300 — Educational Psychology and Assessment\nEDUC 2500 — Teaching Diverse Learners\nFull course catalog" }, { "url": "course-education-3500.html", "title": "EDUC 3500 Special Education Foundations", "description": "Special Education Foundations (EDUC 3500, 3 cr). Disability categories, the IEP process, inclusion, and collaboration with specialists.", "headings": [ "EDUC 3500 — Special Education Foundations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Education EDUC 3500 — Special Education Foundations\n3 credits · prerequisite: EDUC 2100 · typically spring\nCourse description\nDisability categories, the IEP process, inclusion, and collaboration with specialists.\nSpecial Education Foundations is an advanced undergraduate course in Education (EDUC 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nEDUC 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of special Education Foundations.\nAnalyze and solve open-ended problems in education, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSpecial Education Foundations counts toward the Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Special Education Foundations spends time on:\nThe vocabulary of education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEducation (EDUC)\nNumber\nEDUC 3500\nCredits\n3\nPrerequisite\nEDUC 2100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nEducation course list\nAcademic departments\nEDUC 1000 — Schools and Society\nEDUC 2100 — Human Development and Learning\nEDUC 2300 — Educational Psychology and Assessment\nEDUC 2500 — Teaching Diverse Learners\nFull course catalog" }, { "url": "course-education-4100.html", "title": "EDUC 4100 Methods and Clinical Practice", "description": "Methods and Clinical Practice (EDUC 4100, 4 cr). Content-specific methods paired with a supervised classroom placement.", "headings": [ "EDUC 4100 — Methods and Clinical Practice", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Education EDUC 4100 — Methods and Clinical Practice\n4 credits · prerequisite: EDUC 3300 · typically fall and spring\nCourse description\nContent-specific methods paired with a supervised classroom placement.\nMethods and Clinical Practice is an advanced, often capstone-level undergraduate course in Education (EDUC 4100), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nEDUC 3300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of methods and Clinical Practice.\nAnalyze and solve open-ended problems in education, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMethods and Clinical Practice counts toward the Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Methods and Clinical Practice spends time on:\nThe vocabulary of education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEducation (EDUC)\nNumber\nEDUC 4100\nCredits\n4\nPrerequisite\nEDUC 3300\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nEducation course list\nAcademic departments\nEDUC 1000 — Schools and Society\nEDUC 2100 — Human Development and Learning\nEDUC 2300 — Educational Psychology and Assessment\nEDUC 2500 — Teaching Diverse Learners\nFull course catalog" }, { "url": "course-education-4900.html", "title": "EDUC 4900 Student Teaching", "description": "Student Teaching (EDUC 4900, 12 cr). A full-time supervised teaching semester with a cooperating teacher, plus a seminar and a professional portfolio.", "headings": [ "EDUC 4900 — Student Teaching", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Education EDUC 4900 — Student Teaching\n12 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA full-time supervised teaching semester with a cooperating teacher, plus a seminar and a professional portfolio.\nStudent Teaching is an advanced, often capstone-level undergraduate course in Education (EDUC 4900), carrying 12 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of student Teaching.\nAnalyze and solve open-ended problems in education, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 12-credit course, expect roughly 24–36 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStudent Teaching counts toward the Education program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Education course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Student Teaching spends time on:\nThe vocabulary of education and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Education department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Education. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 24–36 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEducation (EDUC)\nNumber\nEDUC 4900\nCredits\n12\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~24–36 hrs/week\nRelated\nEducation course list\nAcademic departments\nEDUC 1000 — Schools and Society\nEDUC 2100 — Human Development and Learning\nEDUC 2300 — Educational Psychology and Assessment\nEDUC 2500 — Teaching Diverse Learners\nFull course catalog" }, { "url": "course-electrical-engineering-2000.html", "title": "EE 2000 Circuit Analysis I", "description": "Circuit Analysis I (EE 2000, 4 cr). DC and AC circuits: node and mesh analysis, Thévenin and Norton equivalents, phasors, power, and lab measurement.", "headings": [ "EE 2000 — Circuit Analysis I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Electrical Engineering EE 2000 — Circuit Analysis I\n4 credits · prerequisite: MATH 2400, PHYS 2020 · typically fall\nCourse description\nDC and AC circuits: node and mesh analysis, Thévenin and Norton equivalents, phasors, power, and lab measurement.\nCircuit Analysis I is a lower-division undergraduate course in Electrical Engineering (EE 2000), carrying 4 credits, and is typically offered fall.\nPrerequisites\nMATH 2400, PHYS 2020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of circuit Analysis I.\nWork standard problems in electrical Engineering accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCircuit Analysis I counts toward the Electrical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Electrical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Circuit Analysis I spends time on:\nThe vocabulary of electrical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Electrical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Electrical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nElectrical Engineering (EE)\nNumber\nEE 2000\nCredits\n4\nPrerequisite\nMATH 2400, PHYS 2020\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nElectrical Engineering course list\nElectrical Engineering program\nAcademic departments\nEE 2100 — Circuit Analysis II\nEE 2400 — Digital Logic\nEE 2600 — Electronics I\nEE 3100 — Signals and Systems\nFull course catalog" }, { "url": "course-electrical-engineering-2100.html", "title": "EE 2100 Circuit Analysis II", "description": "Circuit Analysis II (EE 2100, 3 cr). Transient response, Laplace methods, frequency response, resonance, two-port networks, and filters.", "headings": [ "EE 2100 — Circuit Analysis II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Electrical Engineering EE 2100 — Circuit Analysis II\n3 credits · prerequisite: EE 2000 · typically spring\nCourse description\nTransient response, Laplace methods, frequency response, resonance, two-port networks, and filters.\nCircuit Analysis II is a lower-division undergraduate course in Electrical Engineering (EE 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nEE 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of circuit Analysis II.\nWork standard problems in electrical Engineering accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCircuit Analysis II counts toward the Electrical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Electrical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Circuit Analysis II spends time on:\nThe vocabulary of electrical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Electrical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Electrical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nElectrical Engineering (EE)\nNumber\nEE 2100\nCredits\n3\nPrerequisite\nEE 2000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nElectrical Engineering course list\nElectrical Engineering program\nAcademic departments\nEE 2000 — Circuit Analysis I\nEE 2400 — Digital Logic\nEE 2600 — Electronics I\nEE 3100 — Signals and Systems\nFull course catalog" }, { "url": "course-electrical-engineering-2400.html", "title": "EE 2400 Digital Logic", "description": "Digital Logic (EE 2400, 4 cr). Boolean algebra, combinational and sequential design, state machines, and implementation on a programmable logic device in the lab.", "headings": [ "EE 2400 — Digital Logic", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Electrical Engineering EE 2400 — Digital Logic\n4 credits · no prerequisites · typically fall and spring\nCourse description\nBoolean algebra, combinational and sequential design, state machines, and implementation on a programmable logic device in the lab.\nDigital Logic is a lower-division undergraduate course in Electrical Engineering (EE 2400), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of digital Logic.\nWork standard problems in electrical Engineering accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDigital Logic counts toward the Electrical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Electrical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Digital Logic spends time on:\nThe vocabulary of electrical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Electrical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nElectrical Engineering (EE)\nNumber\nEE 2400\nCredits\n4\nPrerequisite\nNone\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nElectrical Engineering course list\nElectrical Engineering program\nAcademic departments\nEE 2000 — Circuit Analysis I\nEE 2100 — Circuit Analysis II\nEE 2600 — Electronics I\nEE 3100 — Signals and Systems\nFull course catalog" }, { "url": "course-electrical-engineering-2600.html", "title": "EE 2600 Electronics I", "description": "Electronics I (EE 2600, 4 cr). Diodes, bipolar and field-effect transistors, biasing, small-signal analysis, and single-stage amplifiers, built and measured.", "headings": [ "EE 2600 — Electronics I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Electrical Engineering EE 2600 — Electronics I\n4 credits · prerequisite: EE 2000 · typically fall, alternate years\nCourse description\nDiodes, bipolar and field-effect transistors, biasing, small-signal analysis, and single-stage amplifiers, built and measured.\nElectronics I is a lower-division undergraduate course in Electrical Engineering (EE 2600), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nEE 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of electronics I.\nWork standard problems in electrical Engineering accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nElectronics I counts toward the Electrical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Electrical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Electronics I spends time on:\nThe vocabulary of electrical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Electrical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Electrical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nElectrical Engineering (EE)\nNumber\nEE 2600\nCredits\n4\nPrerequisite\nEE 2000\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nElectrical Engineering course list\nElectrical Engineering program\nAcademic departments\nEE 2000 — Circuit Analysis I\nEE 2100 — Circuit Analysis II\nEE 2400 — Digital Logic\nEE 3100 — Signals and Systems\nFull course catalog" }, { "url": "course-electrical-engineering-3100.html", "title": "EE 3100 Signals and Systems", "description": "Signals and Systems (EE 3100, 3 cr). Continuous and discrete signals, convolution, Fourier and Laplace transforms, sampling, and linear time-invariant systems.", "headings": [ "EE 3100 — Signals and Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Electrical Engineering EE 3100 — Signals and Systems\n3 credits · prerequisite: EE 2100 · typically spring, alternate years\nCourse description\nContinuous and discrete signals, convolution, Fourier and Laplace transforms, sampling, and linear time-invariant systems.\nSignals and Systems is an advanced undergraduate course in Electrical Engineering (EE 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nEE 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of signals and Systems.\nAnalyze and solve open-ended problems in electrical Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSignals and Systems counts toward the Electrical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Electrical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Signals and Systems spends time on:\nThe vocabulary of electrical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Electrical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Electrical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nElectrical Engineering (EE)\nNumber\nEE 3100\nCredits\n3\nPrerequisite\nEE 2100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nElectrical Engineering course list\nElectrical Engineering program\nAcademic departments\nEE 2000 — Circuit Analysis I\nEE 2100 — Circuit Analysis II\nEE 2400 — Digital Logic\nEE 2600 — Electronics I\nFull course catalog" }, { "url": "course-electrical-engineering-3300.html", "title": "EE 3300 Embedded Systems", "description": "Embedded Systems (EE 3300, 4 cr). Microcontroller architecture, C for embedded targets, interrupts, timers, buses, and interfacing sensors and actuators.", "headings": [ "EE 3300 — Embedded Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Electrical Engineering EE 3300 — Embedded Systems\n4 credits · prerequisite: EE 2400, CS 1100 · typically fall\nCourse description\nMicrocontroller architecture, C for embedded targets, interrupts, timers, buses, and interfacing sensors and actuators.\nEmbedded Systems is an advanced undergraduate course in Electrical Engineering (EE 3300), carrying 4 credits, and is typically offered fall.\nPrerequisites\nEE 2400, CS 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of embedded Systems.\nAnalyze and solve open-ended problems in electrical Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEmbedded Systems counts toward the Electrical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Electrical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Embedded Systems spends time on:\nThe vocabulary of electrical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Electrical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Electrical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nElectrical Engineering (EE)\nNumber\nEE 3300\nCredits\n4\nPrerequisite\nEE 2400, CS 1100\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nElectrical Engineering course list\nElectrical Engineering program\nAcademic departments\nEE 2000 — Circuit Analysis I\nEE 2100 — Circuit Analysis II\nEE 2400 — Digital Logic\nEE 2600 — Electronics I\nFull course catalog" }, { "url": "course-electrical-engineering-3500.html", "title": "EE 3500 Electromagnetics", "description": "Electromagnetics (EE 3500, 3 cr). Electrostatics, magnetostatics, Maxwell's equations, plane waves, transmission lines, and impedance matching.", "headings": [ "EE 3500 — Electromagnetics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Electrical Engineering EE 3500 — Electromagnetics\n3 credits · prerequisite: MATH 2600, PHYS 2020 · typically spring\nCourse description\nElectrostatics, magnetostatics, Maxwell's equations, plane waves, transmission lines, and impedance matching.\nElectromagnetics is an advanced undergraduate course in Electrical Engineering (EE 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMATH 2600, PHYS 2020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of electromagnetics.\nAnalyze and solve open-ended problems in electrical Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nElectromagnetics counts toward the Electrical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Electrical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Electromagnetics spends time on:\nThe vocabulary of electrical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Electrical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Electrical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nElectrical Engineering (EE)\nNumber\nEE 3500\nCredits\n3\nPrerequisite\nMATH 2600, PHYS 2020\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nElectrical Engineering course list\nElectrical Engineering program\nAcademic departments\nEE 2000 — Circuit Analysis I\nEE 2100 — Circuit Analysis II\nEE 2400 — Digital Logic\nEE 2600 — Electronics I\nFull course catalog" }, { "url": "course-electrical-engineering-3700.html", "title": "EE 3700 Power Systems", "description": "Power Systems (EE 3700, 3 cr). Three-phase power, transformers, machines, transmission and distribution, per-unit analysis, and an introduction to the grid.", "headings": [ "EE 3700 — Power Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Electrical Engineering EE 3700 — Power Systems\n3 credits · prerequisite: EE 2100 · typically fall and spring\nCourse description\nThree-phase power, transformers, machines, transmission and distribution, per-unit analysis, and an introduction to the grid.\nPower Systems is an advanced undergraduate course in Electrical Engineering (EE 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nEE 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of power Systems.\nAnalyze and solve open-ended problems in electrical Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPower Systems counts toward the Electrical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Electrical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Power Systems spends time on:\nThe vocabulary of electrical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Electrical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Electrical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nElectrical Engineering (EE)\nNumber\nEE 3700\nCredits\n3\nPrerequisite\nEE 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nElectrical Engineering course list\nElectrical Engineering program\nAcademic departments\nEE 2000 — Circuit Analysis I\nEE 2100 — Circuit Analysis II\nEE 2400 — Digital Logic\nEE 2600 — Electronics I\nFull course catalog" }, { "url": "course-electrical-engineering-4900.html", "title": "EE 4900 Senior Design", "description": "Senior Design (EE 4900, 3 cr). A two-term team project delivering a tested electrical or electronic system for a sponsor.", "headings": [ "EE 4900 — Senior Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Electrical Engineering EE 4900 — Senior Design\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA two-term team project delivering a tested electrical or electronic system for a sponsor.\nSenior Design is an advanced, often capstone-level undergraduate course in Electrical Engineering (EE 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of senior Design.\nAnalyze and solve open-ended problems in electrical Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSenior Design counts toward the Electrical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Electrical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Senior Design spends time on:\nThe vocabulary of electrical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Electrical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Electrical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nElectrical Engineering (EE)\nNumber\nEE 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nElectrical Engineering course list\nElectrical Engineering program\nAcademic departments\nEE 2000 — Circuit Analysis I\nEE 2100 — Circuit Analysis II\nEE 2400 — Digital Logic\nEE 2600 — Electronics I\nFull course catalog" }, { "url": "course-emergency-management-1500.html", "title": "EMGT 1500 Introduction to Emergency Management", "description": "Introduction to Emergency Management (EMGT 1500, 3 cr). The four phases, the players, and the legal and policy framework of the emergency-management system.", "headings": [ "EMGT 1500 — Introduction to Emergency Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Emergency Management EMGT 1500 — Introduction to Emergency Management\n3 credits · no prerequisites · typically fall\nCourse description\nThe four phases, the players, and the legal and policy framework of the emergency-management system.\nIntroduction to Emergency Management is an introductory course in Emergency Management (EMGT 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Emergency Management.\nWork standard problems in emergency Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Emergency Management counts toward the Emergency Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Emergency Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Emergency Management spends time on:\nThe vocabulary of emergency Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Emergency Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEmergency Management (EMGT)\nNumber\nEMGT 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nEmergency Management course list\nAcademic departments\nEMGT 2100 — Hazard Analysis and Mitigation\nEMGT 2300 — Preparedness and Planning\nEMGT 2500 — Incident Command and Response\nEMGT 3100 — Disaster Recovery\nFull course catalog" }, { "url": "course-emergency-management-2100.html", "title": "EMGT 2100 Hazard Analysis and Mitigation", "description": "Hazard Analysis and Mitigation (EMGT 2100, 3 cr). Identifying and assessing natural and human-caused hazards and building a mitigation plan.", "headings": [ "EMGT 2100 — Hazard Analysis and Mitigation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Emergency Management EMGT 2100 — Hazard Analysis and Mitigation\n3 credits · prerequisite: EMGT 1500 · typically spring\nCourse description\nIdentifying and assessing natural and human-caused hazards and building a mitigation plan.\nHazard Analysis and Mitigation is a lower-division undergraduate course in Emergency Management (EMGT 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nEMGT 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of hazard Analysis and Mitigation.\nWork standard problems in emergency Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHazard Analysis and Mitigation counts toward the Emergency Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Emergency Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Hazard Analysis and Mitigation spends time on:\nThe vocabulary of emergency Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Emergency Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Emergency Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEmergency Management (EMGT)\nNumber\nEMGT 2100\nCredits\n3\nPrerequisite\nEMGT 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nEmergency Management course list\nAcademic departments\nEMGT 1500 — Introduction to Emergency Management\nEMGT 2300 — Preparedness and Planning\nEMGT 2500 — Incident Command and Response\nEMGT 3100 — Disaster Recovery\nFull course catalog" }, { "url": "course-emergency-management-2300.html", "title": "EMGT 2300 Preparedness and Planning", "description": "Preparedness and Planning (EMGT 2300, 3 cr). Writing emergency operations plans, training and exercises, and building community preparedness.", "headings": [ "EMGT 2300 — Preparedness and Planning", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Emergency Management EMGT 2300 — Preparedness and Planning\n3 credits · prerequisite: EMGT 1500 · typically fall and spring\nCourse description\nWriting emergency operations plans, training and exercises, and building community preparedness.\nPreparedness and Planning is a lower-division undergraduate course in Emergency Management (EMGT 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nEMGT 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of preparedness and Planning.\nWork standard problems in emergency Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPreparedness and Planning counts toward the Emergency Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Emergency Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Preparedness and Planning spends time on:\nThe vocabulary of emergency Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Emergency Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Emergency Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEmergency Management (EMGT)\nNumber\nEMGT 2300\nCredits\n3\nPrerequisite\nEMGT 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nEmergency Management course list\nAcademic departments\nEMGT 1500 — Introduction to Emergency Management\nEMGT 2100 — Hazard Analysis and Mitigation\nEMGT 2500 — Incident Command and Response\nEMGT 3100 — Disaster Recovery\nFull course catalog" }, { "url": "course-emergency-management-2500.html", "title": "EMGT 2500 Incident Command and Response", "description": "Incident Command and Response (EMGT 2500, 3 cr). The Incident Command System, coordination, resource management, and the emergency operations center.", "headings": [ "EMGT 2500 — Incident Command and Response", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Emergency Management EMGT 2500 — Incident Command and Response\n3 credits · prerequisite: EMGT 1500 · typically fall, alternate years\nCourse description\nThe Incident Command System, coordination, resource management, and the emergency operations center.\nIncident Command and Response is a lower-division undergraduate course in Emergency Management (EMGT 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nEMGT 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of incident Command and Response.\nWork standard problems in emergency Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIncident Command and Response counts toward the Emergency Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Emergency Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Incident Command and Response spends time on:\nThe vocabulary of emergency Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Emergency Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Emergency Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEmergency Management (EMGT)\nNumber\nEMGT 2500\nCredits\n3\nPrerequisite\nEMGT 1500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEmergency Management course list\nAcademic departments\nEMGT 1500 — Introduction to Emergency Management\nEMGT 2100 — Hazard Analysis and Mitigation\nEMGT 2300 — Preparedness and Planning\nEMGT 3100 — Disaster Recovery\nFull course catalog" }, { "url": "course-emergency-management-3100.html", "title": "EMGT 3100 Disaster Recovery", "description": "Disaster Recovery (EMGT 3100, 3 cr). Short- and long-term recovery, assistance programs, and rebuilding more resilient communities.", "headings": [ "EMGT 3100 — Disaster Recovery", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Emergency Management EMGT 3100 — Disaster Recovery\n3 credits · prerequisite: EMGT 2300 · typically spring, alternate years\nCourse description\nShort- and long-term recovery, assistance programs, and rebuilding more resilient communities.\nDisaster Recovery is an advanced undergraduate course in Emergency Management (EMGT 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nEMGT 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of disaster Recovery.\nAnalyze and solve open-ended problems in emergency Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDisaster Recovery counts toward the Emergency Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Emergency Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Disaster Recovery spends time on:\nThe vocabulary of emergency Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Emergency Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Emergency Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEmergency Management (EMGT)\nNumber\nEMGT 3100\nCredits\n3\nPrerequisite\nEMGT 2300\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEmergency Management course list\nAcademic departments\nEMGT 1500 — Introduction to Emergency Management\nEMGT 2100 — Hazard Analysis and Mitigation\nEMGT 2300 — Preparedness and Planning\nEMGT 2500 — Incident Command and Response\nFull course catalog" }, { "url": "course-emergency-management-3300.html", "title": "EMGT 3300 Business Continuity Management", "description": "Business Continuity Management (EMGT 3300, 3 cr). Business impact analysis, continuity and IT disaster-recovery planning, and testing.", "headings": [ "EMGT 3300 — Business Continuity Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Emergency Management EMGT 3300 — Business Continuity Management\n3 credits · prerequisite: EMGT 2300 · typically fall\nCourse description\nBusiness impact analysis, continuity and IT disaster-recovery planning, and testing.\nBusiness Continuity Management is an advanced undergraduate course in Emergency Management (EMGT 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nEMGT 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of business Continuity Management.\nAnalyze and solve open-ended problems in emergency Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBusiness Continuity Management counts toward the Emergency Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Emergency Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Business Continuity Management spends time on:\nThe vocabulary of emergency Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Emergency Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Emergency Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEmergency Management (EMGT)\nNumber\nEMGT 3300\nCredits\n3\nPrerequisite\nEMGT 2300\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nEmergency Management course list\nAcademic departments\nEMGT 1500 — Introduction to Emergency Management\nEMGT 2100 — Hazard Analysis and Mitigation\nEMGT 2300 — Preparedness and Planning\nEMGT 2500 — Incident Command and Response\nFull course catalog" }, { "url": "course-emergency-management-3500.html", "title": "EMGT 3500 Risk Communication", "description": "Risk Communication (EMGT 3500, 3 cr). Warning, crisis, and public-information messaging before, during, and after an event.", "headings": [ "EMGT 3500 — Risk Communication", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Emergency Management EMGT 3500 — Risk Communication\n3 credits · prerequisite: COMM 1100 · typically spring\nCourse description\nWarning, crisis, and public-information messaging before, during, and after an event.\nRisk Communication is an advanced undergraduate course in Emergency Management (EMGT 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nCOMM 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of risk Communication.\nAnalyze and solve open-ended problems in emergency Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRisk Communication counts toward the Emergency Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Emergency Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Risk Communication spends time on:\nThe vocabulary of emergency Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Emergency Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Emergency Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEmergency Management (EMGT)\nNumber\nEMGT 3500\nCredits\n3\nPrerequisite\nCOMM 1100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nEmergency Management course list\nAcademic departments\nEMGT 1500 — Introduction to Emergency Management\nEMGT 2100 — Hazard Analysis and Mitigation\nEMGT 2300 — Preparedness and Planning\nEMGT 2500 — Incident Command and Response\nFull course catalog" }, { "url": "course-emergency-management-3700.html", "title": "EMGT 3700 Public Health Emergency Preparedness", "description": "Public Health Emergency Preparedness (EMGT 3700, 3 cr). Outbreaks, mass-casualty incidents, points of dispensing, and the health-care coalition.", "headings": [ "EMGT 3700 — Public Health Emergency Preparedness", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Emergency Management EMGT 3700 — Public Health Emergency Preparedness\n3 credits · prerequisite: EMGT 1500 · typically fall and spring\nCourse description\nOutbreaks, mass-casualty incidents, points of dispensing, and the health-care coalition.\nPublic Health Emergency Preparedness is an advanced undergraduate course in Emergency Management (EMGT 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nEMGT 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of public Health Emergency Preparedness.\nAnalyze and solve open-ended problems in emergency Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPublic Health Emergency Preparedness counts toward the Emergency Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Emergency Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Public Health Emergency Preparedness spends time on:\nThe vocabulary of emergency Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Emergency Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Emergency Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEmergency Management (EMGT)\nNumber\nEMGT 3700\nCredits\n3\nPrerequisite\nEMGT 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nEmergency Management course list\nAcademic departments\nEMGT 1500 — Introduction to Emergency Management\nEMGT 2100 — Hazard Analysis and Mitigation\nEMGT 2300 — Preparedness and Planning\nEMGT 2500 — Incident Command and Response\nFull course catalog" }, { "url": "course-emergency-management-4900.html", "title": "EMGT 4900 Emergency Management Practicum", "description": "Emergency Management Practicum (EMGT 4900, 4 cr). A supervised placement with an emergency-management agency, hospital, or business continuity team.", "headings": [ "EMGT 4900 — Emergency Management Practicum", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Emergency Management EMGT 4900 — Emergency Management Practicum\n4 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA supervised placement with an emergency-management agency, hospital, or business continuity team.\nEmergency Management Practicum is an advanced, often capstone-level undergraduate course in Emergency Management (EMGT 4900), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of emergency Management Practicum.\nAnalyze and solve open-ended problems in emergency Management, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEmergency Management Practicum counts toward the Emergency Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Emergency Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Emergency Management Practicum spends time on:\nThe vocabulary of emergency Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Emergency Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Emergency Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEmergency Management (EMGT)\nNumber\nEMGT 4900\nCredits\n4\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nEmergency Management course list\nAcademic departments\nEMGT 1500 — Introduction to Emergency Management\nEMGT 2100 — Hazard Analysis and Mitigation\nEMGT 2300 — Preparedness and Planning\nEMGT 2500 — Incident Command and Response\nFull course catalog" }, { "url": "course-engineering-technology-1100.html", "title": "ENGT 1100 Technical Drawing and CAD", "description": "Technical Drawing and CAD (ENGT 1100, 3 cr). Orthographic and isometric projection, dimensioning and tolerancing, and parametric modeling.", "headings": [ "ENGT 1100 — Technical Drawing and CAD", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Engineering Technology ENGT 1100 — Technical Drawing and CAD\n3 credits · no prerequisites · typically fall\nCourse description\nOrthographic and isometric projection, dimensioning and tolerancing, and parametric modeling.\nTechnical Drawing and CAD is an introductory course in Engineering Technology (ENGT 1100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of technical Drawing and CAD.\nWork standard problems in engineering Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTechnical Drawing and CAD counts toward the Engineering Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Engineering Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Technical Drawing and CAD spends time on:\nThe vocabulary of engineering Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Engineering Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEngineering Technology (ENGT)\nNumber\nENGT 1100\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nEngineering Technology course list\nEngineering Technology program\nAcademic departments\nENGT 1500 — Circuits and Instrumentation\nENGT 2100 — Applied Mechanics\nENGT 2500 — Manufacturing Technology\nENGT 3100 — Fluid Power\nFull course catalog" }, { "url": "course-engineering-technology-1500.html", "title": "ENGT 1500 Circuits and Instrumentation", "description": "Circuits and Instrumentation (ENGT 1500, 4 cr). DC and AC circuits at an applied level, sensors, data acquisition, and making a reliable measurement.", "headings": [ "ENGT 1500 — Circuits and Instrumentation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Engineering Technology ENGT 1500 — Circuits and Instrumentation\n4 credits · prerequisite: MATH 1400 · typically spring\nCourse description\nDC and AC circuits at an applied level, sensors, data acquisition, and making a reliable measurement.\nCircuits and Instrumentation is an introductory course in Engineering Technology (ENGT 1500), carrying 4 credits, and is typically offered spring.\nPrerequisites\nMATH 1400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of circuits and Instrumentation.\nWork standard problems in engineering Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCircuits and Instrumentation counts toward the Engineering Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Engineering Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Circuits and Instrumentation spends time on:\nThe vocabulary of engineering Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Engineering Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Engineering Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEngineering Technology (ENGT)\nNumber\nENGT 1500\nCredits\n4\nPrerequisite\nMATH 1400\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nEngineering Technology course list\nEngineering Technology program\nAcademic departments\nENGT 1100 — Technical Drawing and CAD\nENGT 2100 — Applied Mechanics\nENGT 2500 — Manufacturing Technology\nENGT 3100 — Fluid Power\nFull course catalog" }, { "url": "course-engineering-technology-2100.html", "title": "ENGT 2100 Applied Mechanics", "description": "Applied Mechanics (ENGT 2100, 3 cr). Statics and strength of materials for technologists, with an emphasis on analysis you can do on the shop floor.", "headings": [ "ENGT 2100 — Applied Mechanics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Engineering Technology ENGT 2100 — Applied Mechanics\n3 credits · prerequisite: MATH 1600 · typically fall and spring\nCourse description\nStatics and strength of materials for technologists, with an emphasis on analysis you can do on the shop floor.\nApplied Mechanics is a lower-division undergraduate course in Engineering Technology (ENGT 2100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nMATH 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of applied Mechanics.\nWork standard problems in engineering Technology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nApplied Mechanics counts toward the Engineering Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Engineering Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Applied Mechanics spends time on:\nThe vocabulary of engineering Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Engineering Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Engineering Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEngineering Technology (ENGT)\nNumber\nENGT 2100\nCredits\n3\nPrerequisite\nMATH 1600\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nEngineering Technology course list\nEngineering Technology program\nAcademic departments\nENGT 1100 — Technical Drawing and CAD\nENGT 1500 — Circuits and Instrumentation\nENGT 2500 — Manufacturing Technology\nENGT 3100 — Fluid Power\nFull course catalog" }, { "url": "course-engineering-technology-2500.html", "title": "ENGT 2500 Manufacturing Technology", "description": "Manufacturing Technology (ENGT 2500, 3 cr). Machining, fabrication, and additive processes; fixturing; and producing parts to a drawing.", "headings": [ "ENGT 2500 — Manufacturing Technology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Engineering Technology ENGT 2500 — Manufacturing Technology\n3 credits · prerequisite: ENGT 1100 · typically fall, alternate years\nCourse description\nMachining, fabrication, and additive processes; fixturing; and producing parts to a drawing.\nManufacturing Technology is a lower-division undergraduate course in Engineering Technology (ENGT 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nENGT 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of manufacturing Technology.\nWork standard problems in engineering Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nManufacturing Technology counts toward the Engineering Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Engineering Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Manufacturing Technology spends time on:\nThe vocabulary of engineering Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Engineering Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Engineering Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEngineering Technology (ENGT)\nNumber\nENGT 2500\nCredits\n3\nPrerequisite\nENGT 1100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEngineering Technology course list\nEngineering Technology program\nAcademic departments\nENGT 1100 — Technical Drawing and CAD\nENGT 1500 — Circuits and Instrumentation\nENGT 2100 — Applied Mechanics\nENGT 3100 — Fluid Power\nFull course catalog" }, { "url": "course-engineering-technology-3100.html", "title": "ENGT 3100 Fluid Power", "description": "Fluid Power (ENGT 3100, 3 cr). Hydraulic and pneumatic components, circuits, symbols, and troubleshooting a system.", "headings": [ "ENGT 3100 — Fluid Power", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Engineering Technology ENGT 3100 — Fluid Power\n3 credits · prerequisite: ENGT 1500 · typically spring, alternate years\nCourse description\nHydraulic and pneumatic components, circuits, symbols, and troubleshooting a system.\nFluid Power is an advanced undergraduate course in Engineering Technology (ENGT 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nENGT 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of fluid Power.\nAnalyze and solve open-ended problems in engineering Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFluid Power counts toward the Engineering Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Engineering Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Fluid Power spends time on:\nThe vocabulary of engineering Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Engineering Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Engineering Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEngineering Technology (ENGT)\nNumber\nENGT 3100\nCredits\n3\nPrerequisite\nENGT 1500\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEngineering Technology course list\nEngineering Technology program\nAcademic departments\nENGT 1100 — Technical Drawing and CAD\nENGT 1500 — Circuits and Instrumentation\nENGT 2100 — Applied Mechanics\nENGT 2500 — Manufacturing Technology\nFull course catalog" }, { "url": "course-engineering-technology-3300.html", "title": "ENGT 3300 Programmable Logic Controllers", "description": "Programmable Logic Controllers (ENGT 3300, 4 cr). Ladder logic, I/O wiring, human–machine interfaces, and programming a control task on real hardware.", "headings": [ "ENGT 3300 — Programmable Logic Controllers", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Engineering Technology ENGT 3300 — Programmable Logic Controllers\n4 credits · prerequisite: ENGT 1500 · typically fall\nCourse description\nLadder logic, I/O wiring, human–machine interfaces, and programming a control task on real hardware.\nProgrammable Logic Controllers is an advanced undergraduate course in Engineering Technology (ENGT 3300), carrying 4 credits, and is typically offered fall.\nPrerequisites\nENGT 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of programmable Logic Controllers.\nAnalyze and solve open-ended problems in engineering Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nProgrammable Logic Controllers counts toward the Engineering Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Engineering Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Programmable Logic Controllers spends time on:\nThe vocabulary of engineering Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Engineering Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Engineering Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEngineering Technology (ENGT)\nNumber\nENGT 3300\nCredits\n4\nPrerequisite\nENGT 1500\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nEngineering Technology course list\nEngineering Technology program\nAcademic departments\nENGT 1100 — Technical Drawing and CAD\nENGT 1500 — Circuits and Instrumentation\nENGT 2100 — Applied Mechanics\nENGT 2500 — Manufacturing Technology\nFull course catalog" }, { "url": "course-engineering-technology-3500.html", "title": "ENGT 3500 Quality and Metrology", "description": "Quality and Metrology (ENGT 3500, 3 cr). Measurement systems, gauging, statistical process control, and inspection planning.", "headings": [ "ENGT 3500 — Quality and Metrology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Engineering Technology ENGT 3500 — Quality and Metrology\n3 credits · prerequisite: MATH 1600 · typically spring\nCourse description\nMeasurement systems, gauging, statistical process control, and inspection planning.\nQuality and Metrology is an advanced undergraduate course in Engineering Technology (ENGT 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMATH 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of quality and Metrology.\nAnalyze and solve open-ended problems in engineering Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nQuality and Metrology counts toward the Engineering Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Engineering Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Quality and Metrology spends time on:\nThe vocabulary of engineering Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Engineering Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Engineering Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEngineering Technology (ENGT)\nNumber\nENGT 3500\nCredits\n3\nPrerequisite\nMATH 1600\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nEngineering Technology course list\nEngineering Technology program\nAcademic departments\nENGT 1100 — Technical Drawing and CAD\nENGT 1500 — Circuits and Instrumentation\nENGT 2100 — Applied Mechanics\nENGT 2500 — Manufacturing Technology\nFull course catalog" }, { "url": "course-engineering-technology-3700.html", "title": "ENGT 3700 Project Management for Technology", "description": "Project Management for Technology (ENGT 3700, 3 cr). Planning and running a technical project: scope, schedule, budget, and communication.", "headings": [ "ENGT 3700 — Project Management for Technology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Engineering Technology ENGT 3700 — Project Management for Technology\n3 credits · prerequisite: junior standing · typically fall and spring\nCourse description\nPlanning and running a technical project: scope, schedule, budget, and communication.\nProject Management for Technology is an advanced undergraduate course in Engineering Technology (ENGT 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\njunior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of project Management for Technology.\nAnalyze and solve open-ended problems in engineering Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nProject Management for Technology counts toward the Engineering Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Engineering Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Project Management for Technology spends time on:\nThe vocabulary of engineering Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Engineering Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Engineering Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEngineering Technology (ENGT)\nNumber\nENGT 3700\nCredits\n3\nPrerequisite\njunior standing\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nEngineering Technology course list\nEngineering Technology program\nAcademic departments\nENGT 1100 — Technical Drawing and CAD\nENGT 1500 — Circuits and Instrumentation\nENGT 2100 — Applied Mechanics\nENGT 2500 — Manufacturing Technology\nFull course catalog" }, { "url": "course-engineering-technology-4900.html", "title": "ENGT 4900 Technology Capstone", "description": "Technology Capstone (ENGT 4900, 3 cr). A team solves an applied engineering problem for an industry sponsor and demonstrates the result.", "headings": [ "ENGT 4900 — Technology Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Engineering Technology ENGT 4900 — Technology Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA team solves an applied engineering problem for an industry sponsor and demonstrates the result.\nTechnology Capstone is an advanced, often capstone-level undergraduate course in Engineering Technology (ENGT 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of technology Capstone.\nAnalyze and solve open-ended problems in engineering Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTechnology Capstone counts toward the Engineering Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Engineering Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Technology Capstone spends time on:\nThe vocabulary of engineering Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Engineering Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Engineering Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEngineering Technology (ENGT)\nNumber\nENGT 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEngineering Technology course list\nEngineering Technology program\nAcademic departments\nENGT 1100 — Technical Drawing and CAD\nENGT 1500 — Circuits and Instrumentation\nENGT 2100 — Applied Mechanics\nENGT 2500 — Manufacturing Technology\nFull course catalog" }, { "url": "course-english-1010.html", "title": "ENGL 1010 Composition I", "description": "Composition I (ENGL 1010, 3 cr). Academic writing as inquiry: developing an idea, using sources responsibly, and revising with feedback.", "headings": [ "ENGL 1010 — Composition I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · English ENGL 1010 — Composition I\n3 credits · prerequisite: placement · typically fall\nCourse description\nAcademic writing as inquiry: developing an idea, using sources responsibly, and revising with feedback.\nComposition I is an introductory course in English (ENGL 1010), carrying 3 credits, and is typically offered fall.\nPrerequisites\nplacement. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of composition I.\nWork standard problems in english accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nComposition I counts toward the English program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the English course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Composition I spends time on:\nThe vocabulary of english and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the English department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward English. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnglish (ENGL)\nNumber\nENGL 1010\nCredits\n3\nPrerequisite\nplacement\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nEnglish course list\nAcademic departments\nENGL 1020 — Composition II\nENGL 2100 — Introduction to Literature\nENGL 2300 — Creative Writing\nENGL 2500 — Technical and Professional Writing\nFull course catalog" }, { "url": "course-english-1020.html", "title": "ENGL 1020 Composition II", "description": "Composition II (ENGL 1020, 3 cr). Research-based argument, evaluating evidence, and writing for different audiences and genres.", "headings": [ "ENGL 1020 — Composition II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · English ENGL 1020 — Composition II\n3 credits · prerequisite: ENGL 1010 · typically spring\nCourse description\nResearch-based argument, evaluating evidence, and writing for different audiences and genres.\nComposition II is an introductory course in English (ENGL 1020), carrying 3 credits, and is typically offered spring.\nPrerequisites\nENGL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of composition II.\nWork standard problems in english accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nComposition II counts toward the English program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the English course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Composition II spends time on:\nThe vocabulary of english and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the English department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward English. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnglish (ENGL)\nNumber\nENGL 1020\nCredits\n3\nPrerequisite\nENGL 1010\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nEnglish course list\nAcademic departments\nENGL 1010 — Composition I\nENGL 2100 — Introduction to Literature\nENGL 2300 — Creative Writing\nENGL 2500 — Technical and Professional Writing\nFull course catalog" }, { "url": "course-english-2100.html", "title": "ENGL 2100 Introduction to Literature", "description": "Introduction to Literature (ENGL 2100, 3 cr). Reading fiction, poetry, and drama closely and writing about them with precision.", "headings": [ "ENGL 2100 — Introduction to Literature", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · English ENGL 2100 — Introduction to Literature\n3 credits · prerequisite: ENGL 1010 · typically fall and spring\nCourse description\nReading fiction, poetry, and drama closely and writing about them with precision.\nIntroduction to Literature is a lower-division undergraduate course in English (ENGL 2100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nENGL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Literature.\nWork standard problems in english accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Literature counts toward the English program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the English course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Literature spends time on:\nThe vocabulary of english and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the English department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward English. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnglish (ENGL)\nNumber\nENGL 2100\nCredits\n3\nPrerequisite\nENGL 1010\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nEnglish course list\nAcademic departments\nENGL 1010 — Composition I\nENGL 1020 — Composition II\nENGL 2300 — Creative Writing\nENGL 2500 — Technical and Professional Writing\nFull course catalog" }, { "url": "course-english-2300.html", "title": "ENGL 2300 Creative Writing", "description": "Creative Writing (ENGL 2300, 3 cr). Workshop practice in poetry and short fiction, with attention to craft and revision.", "headings": [ "ENGL 2300 — Creative Writing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · English ENGL 2300 — Creative Writing\n3 credits · prerequisite: ENGL 1010 · typically fall, alternate years\nCourse description\nWorkshop practice in poetry and short fiction, with attention to craft and revision.\nCreative Writing is a lower-division undergraduate course in English (ENGL 2300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nENGL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of creative Writing.\nWork standard problems in english accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCreative Writing counts toward the English program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the English course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Creative Writing spends time on:\nThe vocabulary of english and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the English department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward English. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnglish (ENGL)\nNumber\nENGL 2300\nCredits\n3\nPrerequisite\nENGL 1010\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEnglish course list\nAcademic departments\nENGL 1010 — Composition I\nENGL 1020 — Composition II\nENGL 2100 — Introduction to Literature\nENGL 2500 — Technical and Professional Writing\nFull course catalog" }, { "url": "course-english-2500.html", "title": "ENGL 2500 Technical and Professional Writing", "description": "Technical and Professional Writing (ENGL 2500, 3 cr). Documents that do work — reports, proposals, instructions, correspondence — written for clarity and use.", "headings": [ "ENGL 2500 — Technical and Professional Writing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · English ENGL 2500 — Technical and Professional Writing\n3 credits · prerequisite: ENGL 1020 · typically spring, alternate years\nCourse description\nDocuments that do work — reports, proposals, instructions, correspondence — written for clarity and use.\nTechnical and Professional Writing is a lower-division undergraduate course in English (ENGL 2500), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nENGL 1020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of technical and Professional Writing.\nWork standard problems in english accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTechnical and Professional Writing counts toward the English program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the English course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Technical and Professional Writing spends time on:\nThe vocabulary of english and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the English department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward English. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnglish (ENGL)\nNumber\nENGL 2500\nCredits\n3\nPrerequisite\nENGL 1020\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEnglish course list\nAcademic departments\nENGL 1010 — Composition I\nENGL 1020 — Composition II\nENGL 2100 — Introduction to Literature\nENGL 2300 — Creative Writing\nFull course catalog" }, { "url": "course-english-3100.html", "title": "ENGL 3100 British Literature Survey", "description": "British Literature Survey (ENGL 3100, 3 cr). Major works and movements from the medieval period to the modern, in context.", "headings": [ "ENGL 3100 — British Literature Survey", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · English ENGL 3100 — British Literature Survey\n3 credits · prerequisite: ENGL 2100 · typically fall\nCourse description\nMajor works and movements from the medieval period to the modern, in context.\nBritish Literature Survey is an advanced undergraduate course in English (ENGL 3100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nENGL 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of british Literature Survey.\nAnalyze and solve open-ended problems in english, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBritish Literature Survey counts toward the English program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the English course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of British Literature Survey spends time on:\nThe vocabulary of english and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the English department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward English. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnglish (ENGL)\nNumber\nENGL 3100\nCredits\n3\nPrerequisite\nENGL 2100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nEnglish course list\nAcademic departments\nENGL 1010 — Composition I\nENGL 1020 — Composition II\nENGL 2100 — Introduction to Literature\nENGL 2300 — Creative Writing\nFull course catalog" }, { "url": "course-english-3200.html", "title": "ENGL 3200 American Literature Survey", "description": "American Literature Survey (ENGL 3200, 3 cr). Major works and movements in American writing and the debates that shaped the canon.", "headings": [ "ENGL 3200 — American Literature Survey", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · English ENGL 3200 — American Literature Survey\n3 credits · prerequisite: ENGL 2100 · typically spring\nCourse description\nMajor works and movements in American writing and the debates that shaped the canon.\nAmerican Literature Survey is an advanced undergraduate course in English (ENGL 3200), carrying 3 credits, and is typically offered spring.\nPrerequisites\nENGL 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of american Literature Survey.\nAnalyze and solve open-ended problems in english, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAmerican Literature Survey counts toward the English program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the English course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of American Literature Survey spends time on:\nThe vocabulary of english and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the English department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward English. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnglish (ENGL)\nNumber\nENGL 3200\nCredits\n3\nPrerequisite\nENGL 2100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nEnglish course list\nAcademic departments\nENGL 1010 — Composition I\nENGL 1020 — Composition II\nENGL 2100 — Introduction to Literature\nENGL 2300 — Creative Writing\nFull course catalog" }, { "url": "course-english-3500.html", "title": "ENGL 3500 Rhetoric and Style", "description": "Rhetoric and Style (ENGL 3500, 3 cr). How prose persuades and moves; analyzing and practicing style at the sentence and the whole-piece level.", "headings": [ "ENGL 3500 — Rhetoric and Style", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · English ENGL 3500 — Rhetoric and Style\n3 credits · prerequisite: ENGL 1020 · typically fall and spring\nCourse description\nHow prose persuades and moves; analyzing and practicing style at the sentence and the whole-piece level.\nRhetoric and Style is an advanced undergraduate course in English (ENGL 3500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nENGL 1020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of rhetoric and Style.\nAnalyze and solve open-ended problems in english, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRhetoric and Style counts toward the English program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the English course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Rhetoric and Style spends time on:\nThe vocabulary of english and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the English department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward English. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnglish (ENGL)\nNumber\nENGL 3500\nCredits\n3\nPrerequisite\nENGL 1020\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nEnglish course list\nAcademic departments\nENGL 1010 — Composition I\nENGL 1020 — Composition II\nENGL 2100 — Introduction to Literature\nENGL 2300 — Creative Writing\nFull course catalog" }, { "url": "course-english-4900.html", "title": "ENGL 4900 Senior Seminar in English", "description": "Senior Seminar in English (ENGL 4900, 3 cr). A focused study culminating in a substantial critical or creative project and its presentation.", "headings": [ "ENGL 4900 — Senior Seminar in English", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · English ENGL 4900 — Senior Seminar in English\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA focused study culminating in a substantial critical or creative project and its presentation.\nSenior Seminar in English is an advanced, often capstone-level undergraduate course in English (ENGL 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of senior Seminar in English.\nAnalyze and solve open-ended problems in english, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSenior Seminar in English counts toward the English program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the English course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Senior Seminar in English spends time on:\nThe vocabulary of english and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the English department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward English. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnglish (ENGL)\nNumber\nENGL 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEnglish course list\nAcademic departments\nENGL 1010 — Composition I\nENGL 1020 — Composition II\nENGL 2100 — Introduction to Literature\nENGL 2300 — Creative Writing\nFull course catalog" }, { "url": "course-entrepreneurship-2000.html", "title": "ENTR 2000 The Entrepreneurial Mindset", "description": "The Entrepreneurial Mindset (ENTR 2000, 3 cr). Opportunity recognition, bias for action, dealing with uncertainty, and the ethics of building something new.", "headings": [ "ENTR 2000 — The Entrepreneurial Mindset", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Entrepreneurship ENTR 2000 — The Entrepreneurial Mindset\n3 credits · no prerequisites · typically fall\nCourse description\nOpportunity recognition, bias for action, dealing with uncertainty, and the ethics of building something new.\nThe Entrepreneurial Mindset is a lower-division undergraduate course in Entrepreneurship (ENTR 2000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of the Entrepreneurial Mindset.\nWork standard problems in entrepreneurship accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nThe Entrepreneurial Mindset counts toward the Entrepreneurship program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Entrepreneurship course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of The Entrepreneurial Mindset spends time on:\nThe vocabulary of entrepreneurship and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Entrepreneurship. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEntrepreneurship (ENTR)\nNumber\nENTR 2000\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nEntrepreneurship course list\nEntrepreneurship program\nAcademic departments\nENTR 2500 — Customer Discovery\nENTR 3100 — Building the Business Model\nENTR 3200 — New Venture Finance\nENTR 3300 — Product and Prototype\nFull course catalog" }, { "url": "course-entrepreneurship-2500.html", "title": "ENTR 2500 Customer Discovery", "description": "Customer Discovery (ENTR 2500, 3 cr). Finding a real problem worth solving: interviewing, testing assumptions, and pivoting on evidence.", "headings": [ "ENTR 2500 — Customer Discovery", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Entrepreneurship ENTR 2500 — Customer Discovery\n3 credits · prerequisite: ENTR 2000 · typically spring\nCourse description\nFinding a real problem worth solving: interviewing, testing assumptions, and pivoting on evidence.\nCustomer Discovery is a lower-division undergraduate course in Entrepreneurship (ENTR 2500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nENTR 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of customer Discovery.\nWork standard problems in entrepreneurship accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCustomer Discovery counts toward the Entrepreneurship program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Entrepreneurship course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Customer Discovery spends time on:\nThe vocabulary of entrepreneurship and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Entrepreneurship department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Entrepreneurship. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEntrepreneurship (ENTR)\nNumber\nENTR 2500\nCredits\n3\nPrerequisite\nENTR 2000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nEntrepreneurship course list\nEntrepreneurship program\nAcademic departments\nENTR 2000 — The Entrepreneurial Mindset\nENTR 3100 — Building the Business Model\nENTR 3200 — New Venture Finance\nENTR 3300 — Product and Prototype\nFull course catalog" }, { "url": "course-entrepreneurship-3100.html", "title": "ENTR 3100 Building the Business Model", "description": "Building the Business Model (ENTR 3100, 3 cr). Value proposition, channels, revenue and cost structure, and sizing a market honestly.", "headings": [ "ENTR 3100 — Building the Business Model", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Entrepreneurship ENTR 3100 — Building the Business Model\n3 credits · prerequisite: ENTR 2500 · typically fall and spring\nCourse description\nValue proposition, channels, revenue and cost structure, and sizing a market honestly.\nBuilding the Business Model is an advanced undergraduate course in Entrepreneurship (ENTR 3100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nENTR 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of building the Business Model.\nAnalyze and solve open-ended problems in entrepreneurship, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBuilding the Business Model counts toward the Entrepreneurship program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Entrepreneurship course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Building the Business Model spends time on:\nThe vocabulary of entrepreneurship and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Entrepreneurship department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Entrepreneurship. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEntrepreneurship (ENTR)\nNumber\nENTR 3100\nCredits\n3\nPrerequisite\nENTR 2500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nEntrepreneurship course list\nEntrepreneurship program\nAcademic departments\nENTR 2000 — The Entrepreneurial Mindset\nENTR 2500 — Customer Discovery\nENTR 3200 — New Venture Finance\nENTR 3300 — Product and Prototype\nFull course catalog" }, { "url": "course-entrepreneurship-3200.html", "title": "ENTR 3200 New Venture Finance", "description": "New Venture Finance (ENTR 3200, 3 cr). Bootstrapping, funding sources, cap tables, unit economics, and a financial model that a founder can actually run.", "headings": [ "ENTR 3200 — New Venture Finance", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Entrepreneurship ENTR 3200 — New Venture Finance\n3 credits · prerequisite: BUS 2100 · typically fall, alternate years\nCourse description\nBootstrapping, funding sources, cap tables, unit economics, and a financial model that a founder can actually run.\nNew Venture Finance is an advanced undergraduate course in Entrepreneurship (ENTR 3200), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nBUS 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of new Venture Finance.\nAnalyze and solve open-ended problems in entrepreneurship, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nNew Venture Finance counts toward the Entrepreneurship program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Entrepreneurship course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of New Venture Finance spends time on:\nThe vocabulary of entrepreneurship and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Entrepreneurship department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Entrepreneurship. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEntrepreneurship (ENTR)\nNumber\nENTR 3200\nCredits\n3\nPrerequisite\nBUS 2100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEntrepreneurship course list\nEntrepreneurship program\nAcademic departments\nENTR 2000 — The Entrepreneurial Mindset\nENTR 2500 — Customer Discovery\nENTR 3100 — Building the Business Model\nENTR 3300 — Product and Prototype\nFull course catalog" }, { "url": "course-entrepreneurship-3300.html", "title": "ENTR 3300 Product and Prototype", "description": "Product and Prototype (ENTR 3300, 3 cr). From concept to a minimum viable product or prototype, and learning from what users do with it.", "headings": [ "ENTR 3300 — Product and Prototype", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Entrepreneurship ENTR 3300 — Product and Prototype\n3 credits · prerequisite: ENTR 2500 · typically spring, alternate years\nCourse description\nFrom concept to a minimum viable product or prototype, and learning from what users do with it.\nProduct and Prototype is an advanced undergraduate course in Entrepreneurship (ENTR 3300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nENTR 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of product and Prototype.\nAnalyze and solve open-ended problems in entrepreneurship, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nProduct and Prototype counts toward the Entrepreneurship program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Entrepreneurship course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Product and Prototype spends time on:\nThe vocabulary of entrepreneurship and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Entrepreneurship department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Entrepreneurship. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEntrepreneurship (ENTR)\nNumber\nENTR 3300\nCredits\n3\nPrerequisite\nENTR 2500\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEntrepreneurship course list\nEntrepreneurship program\nAcademic departments\nENTR 2000 — The Entrepreneurial Mindset\nENTR 2500 — Customer Discovery\nENTR 3100 — Building the Business Model\nENTR 3200 — New Venture Finance\nFull course catalog" }, { "url": "course-entrepreneurship-3500.html", "title": "ENTR 3500 Marketing for Startups", "description": "Marketing for Startups (ENTR 3500, 3 cr). Early traction, positioning, low-budget channels, and measuring what is working.", "headings": [ "ENTR 3500 — Marketing for Startups", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Entrepreneurship ENTR 3500 — Marketing for Startups\n3 credits · prerequisite: ENTR 3100 · typically fall\nCourse description\nEarly traction, positioning, low-budget channels, and measuring what is working.\nMarketing for Startups is an advanced undergraduate course in Entrepreneurship (ENTR 3500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nENTR 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of marketing for Startups.\nAnalyze and solve open-ended problems in entrepreneurship, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMarketing for Startups counts toward the Entrepreneurship program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Entrepreneurship course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Marketing for Startups spends time on:\nThe vocabulary of entrepreneurship and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Entrepreneurship department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Entrepreneurship. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEntrepreneurship (ENTR)\nNumber\nENTR 3500\nCredits\n3\nPrerequisite\nENTR 3100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nEntrepreneurship course list\nEntrepreneurship program\nAcademic departments\nENTR 2000 — The Entrepreneurial Mindset\nENTR 2500 — Customer Discovery\nENTR 3100 — Building the Business Model\nENTR 3200 — New Venture Finance\nFull course catalog" }, { "url": "course-entrepreneurship-3700.html", "title": "ENTR 3700 Small Business Management", "description": "Small Business Management (ENTR 3700, 3 cr). Running an existing small business: operations, cash, hiring, and growth decisions.", "headings": [ "ENTR 3700 — Small Business Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Entrepreneurship ENTR 3700 — Small Business Management\n3 credits · prerequisite: ENTR 3100 · typically spring\nCourse description\nRunning an existing small business: operations, cash, hiring, and growth decisions.\nSmall Business Management is an advanced undergraduate course in Entrepreneurship (ENTR 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nENTR 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of small Business Management.\nAnalyze and solve open-ended problems in entrepreneurship, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSmall Business Management counts toward the Entrepreneurship program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Entrepreneurship course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Small Business Management spends time on:\nThe vocabulary of entrepreneurship and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Entrepreneurship department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Entrepreneurship. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEntrepreneurship (ENTR)\nNumber\nENTR 3700\nCredits\n3\nPrerequisite\nENTR 3100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nEntrepreneurship course list\nEntrepreneurship program\nAcademic departments\nENTR 2000 — The Entrepreneurial Mindset\nENTR 2500 — Customer Discovery\nENTR 3100 — Building the Business Model\nENTR 3200 — New Venture Finance\nFull course catalog" }, { "url": "course-entrepreneurship-4100.html", "title": "ENTR 4100 Social Entrepreneurship", "description": "Social Entrepreneurship (ENTR 4100, 3 cr). Ventures built for impact, blended value, measurement, and funding models.", "headings": [ "ENTR 4100 — Social Entrepreneurship", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Entrepreneurship ENTR 4100 — Social Entrepreneurship\n3 credits · prerequisite: ENTR 2000 · typically fall and spring\nCourse description\nVentures built for impact, blended value, measurement, and funding models.\nSocial Entrepreneurship is an advanced, often capstone-level undergraduate course in Entrepreneurship (ENTR 4100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nENTR 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of social Entrepreneurship.\nAnalyze and solve open-ended problems in entrepreneurship, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSocial Entrepreneurship counts toward the Entrepreneurship program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Entrepreneurship course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Social Entrepreneurship spends time on:\nThe vocabulary of entrepreneurship and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Entrepreneurship department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Entrepreneurship. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEntrepreneurship (ENTR)\nNumber\nENTR 4100\nCredits\n3\nPrerequisite\nENTR 2000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nEntrepreneurship course list\nEntrepreneurship program\nAcademic departments\nENTR 2000 — The Entrepreneurial Mindset\nENTR 2500 — Customer Discovery\nENTR 3100 — Building the Business Model\nENTR 3200 — New Venture Finance\nFull course catalog" }, { "url": "course-entrepreneurship-4900.html", "title": "ENTR 4900 Venture Capstone", "description": "Venture Capstone (ENTR 4900, 3 cr). A student or team develops a venture to a validated stage and pitches it to a panel of founders and investors.", "headings": [ "ENTR 4900 — Venture Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Entrepreneurship ENTR 4900 — Venture Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA student or team develops a venture to a validated stage and pitches it to a panel of founders and investors.\nVenture Capstone is an advanced, often capstone-level undergraduate course in Entrepreneurship (ENTR 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of venture Capstone.\nAnalyze and solve open-ended problems in entrepreneurship, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nVenture Capstone counts toward the Entrepreneurship program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Entrepreneurship course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Venture Capstone spends time on:\nThe vocabulary of entrepreneurship and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Entrepreneurship department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Entrepreneurship. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEntrepreneurship (ENTR)\nNumber\nENTR 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEntrepreneurship course list\nEntrepreneurship program\nAcademic departments\nENTR 2000 — The Entrepreneurial Mindset\nENTR 2500 — Customer Discovery\nENTR 3100 — Building the Business Model\nENTR 3200 — New Venture Finance\nFull course catalog" }, { "url": "course-environmental-engineering-2000.html", "title": "ENVE 2000 Introduction to Environmental Engineering", "description": "Introduction to Environmental Engineering (ENVE 2000, 3 cr). Mass balances, reactor concepts, and the major environmental engineering problems.", "headings": [ "ENVE 2000 — Introduction to Environmental Engineering", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Environmental Engineering ENVE 2000 — Introduction to Environmental Engineering\n3 credits · prerequisite: CHEM 1050, MATH 2400 · typically fall\nCourse description\nMass balances, reactor concepts, and the major environmental engineering problems.\nIntroduction to Environmental Engineering is a lower-division undergraduate course in Environmental Engineering (ENVE 2000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nCHEM 1050, MATH 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Environmental Engineering.\nWork standard problems in environmental Engineering accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Environmental Engineering counts toward the Environmental Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Environmental Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Environmental Engineering spends time on:\nThe vocabulary of environmental Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Environmental Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Environmental Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnvironmental Engineering (ENVE)\nNumber\nENVE 2000\nCredits\n3\nPrerequisite\nCHEM 1050, MATH 2400\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nEnvironmental Engineering course list\nAcademic departments\nENVE 2500 — Environmental Chemistry and Microbiology\nENVE 3100 — Water and Wastewater Treatment\nENVE 3300 — Air Pollution Engineering\nENVE 3500 — Solid and Hazardous Waste Management\nFull course catalog" }, { "url": "course-environmental-engineering-2500.html", "title": "ENVE 2500 Environmental Chemistry and Microbiology", "description": "Environmental Chemistry and Microbiology (ENVE 2500, 4 cr). Aquatic chemistry, equilibrium and kinetics, and the microbiology of treatment, with lab.", "headings": [ "ENVE 2500 — Environmental Chemistry and Microbiology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Environmental Engineering ENVE 2500 — Environmental Chemistry and Microbiology\n4 credits · prerequisite: ENVE 2000 · typically spring\nCourse description\nAquatic chemistry, equilibrium and kinetics, and the microbiology of treatment, with lab.\nEnvironmental Chemistry and Microbiology is a lower-division undergraduate course in Environmental Engineering (ENVE 2500), carrying 4 credits, and is typically offered spring.\nPrerequisites\nENVE 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of environmental Chemistry and Microbiology.\nWork standard problems in environmental Engineering accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEnvironmental Chemistry and Microbiology counts toward the Environmental Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Environmental Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Environmental Chemistry and Microbiology spends time on:\nThe vocabulary of environmental Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Environmental Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Environmental Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnvironmental Engineering (ENVE)\nNumber\nENVE 2500\nCredits\n4\nPrerequisite\nENVE 2000\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nEnvironmental Engineering course list\nAcademic departments\nENVE 2000 — Introduction to Environmental Engineering\nENVE 3100 — Water and Wastewater Treatment\nENVE 3300 — Air Pollution Engineering\nENVE 3500 — Solid and Hazardous Waste Management\nFull course catalog" }, { "url": "course-environmental-engineering-3100.html", "title": "ENVE 3100 Water and Wastewater Treatment", "description": "Water and Wastewater Treatment (ENVE 3100, 4 cr). Unit processes for drinking-water and wastewater treatment and their design, with lab.", "headings": [ "ENVE 3100 — Water and Wastewater Treatment", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Environmental Engineering ENVE 3100 — Water and Wastewater Treatment\n4 credits · prerequisite: ENVE 2500 · typically fall and spring\nCourse description\nUnit processes for drinking-water and wastewater treatment and their design, with lab.\nWater and Wastewater Treatment is an advanced undergraduate course in Environmental Engineering (ENVE 3100), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nENVE 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of water and Wastewater Treatment.\nAnalyze and solve open-ended problems in environmental Engineering, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWater and Wastewater Treatment counts toward the Environmental Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Environmental Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Water and Wastewater Treatment spends time on:\nThe vocabulary of environmental Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Environmental Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Environmental Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnvironmental Engineering (ENVE)\nNumber\nENVE 3100\nCredits\n4\nPrerequisite\nENVE 2500\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nEnvironmental Engineering course list\nAcademic departments\nENVE 2000 — Introduction to Environmental Engineering\nENVE 2500 — Environmental Chemistry and Microbiology\nENVE 3300 — Air Pollution Engineering\nENVE 3500 — Solid and Hazardous Waste Management\nFull course catalog" }, { "url": "course-environmental-engineering-3300.html", "title": "ENVE 3300 Air Pollution Engineering", "description": "Air Pollution Engineering (ENVE 3300, 3 cr). Sources, dispersion, control technologies, and regulations for air emissions.", "headings": [ "ENVE 3300 — Air Pollution Engineering", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Environmental Engineering ENVE 3300 — Air Pollution Engineering\n3 credits · prerequisite: ENVE 2000, ME 2600 · typically fall, alternate years\nCourse description\nSources, dispersion, control technologies, and regulations for air emissions.\nAir Pollution Engineering is an advanced undergraduate course in Environmental Engineering (ENVE 3300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nENVE 2000, ME 2600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of air Pollution Engineering.\nAnalyze and solve open-ended problems in environmental Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAir Pollution Engineering counts toward the Environmental Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Environmental Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Air Pollution Engineering spends time on:\nThe vocabulary of environmental Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Environmental Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Environmental Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnvironmental Engineering (ENVE)\nNumber\nENVE 3300\nCredits\n3\nPrerequisite\nENVE 2000, ME 2600\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEnvironmental Engineering course list\nAcademic departments\nENVE 2000 — Introduction to Environmental Engineering\nENVE 2500 — Environmental Chemistry and Microbiology\nENVE 3100 — Water and Wastewater Treatment\nENVE 3500 — Solid and Hazardous Waste Management\nFull course catalog" }, { "url": "course-environmental-engineering-3500.html", "title": "ENVE 3500 Solid and Hazardous Waste Management", "description": "Solid and Hazardous Waste Management (ENVE 3500, 3 cr). Waste characterization, landfills, resource recovery, and site remediation.", "headings": [ "ENVE 3500 — Solid and Hazardous Waste Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Environmental Engineering ENVE 3500 — Solid and Hazardous Waste Management\n3 credits · prerequisite: ENVE 2000 · typically spring, alternate years\nCourse description\nWaste characterization, landfills, resource recovery, and site remediation.\nSolid and Hazardous Waste Management is an advanced undergraduate course in Environmental Engineering (ENVE 3500), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nENVE 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of solid and Hazardous Waste Management.\nAnalyze and solve open-ended problems in environmental Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSolid and Hazardous Waste Management counts toward the Environmental Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Environmental Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Solid and Hazardous Waste Management spends time on:\nThe vocabulary of environmental Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Environmental Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Environmental Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnvironmental Engineering (ENVE)\nNumber\nENVE 3500\nCredits\n3\nPrerequisite\nENVE 2000\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEnvironmental Engineering course list\nAcademic departments\nENVE 2000 — Introduction to Environmental Engineering\nENVE 2500 — Environmental Chemistry and Microbiology\nENVE 3100 — Water and Wastewater Treatment\nENVE 3300 — Air Pollution Engineering\nFull course catalog" }, { "url": "course-environmental-engineering-3700.html", "title": "ENVE 3700 Hydrology and Hydraulic Design", "description": "Hydrology and Hydraulic Design (ENVE 3700, 3 cr). Watershed hydrology, open-channel flow, and the design of stormwater and conveyance systems.", "headings": [ "ENVE 3700 — Hydrology and Hydraulic Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Environmental Engineering ENVE 3700 — Hydrology and Hydraulic Design\n3 credits · prerequisite: CE 2100 · typically fall\nCourse description\nWatershed hydrology, open-channel flow, and the design of stormwater and conveyance systems.\nHydrology and Hydraulic Design is an advanced undergraduate course in Environmental Engineering (ENVE 3700), carrying 3 credits, and is typically offered fall.\nPrerequisites\nCE 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of hydrology and Hydraulic Design.\nAnalyze and solve open-ended problems in environmental Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHydrology and Hydraulic Design counts toward the Environmental Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Environmental Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Hydrology and Hydraulic Design spends time on:\nThe vocabulary of environmental Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Environmental Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Environmental Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnvironmental Engineering (ENVE)\nNumber\nENVE 3700\nCredits\n3\nPrerequisite\nCE 2100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nEnvironmental Engineering course list\nAcademic departments\nENVE 2000 — Introduction to Environmental Engineering\nENVE 2500 — Environmental Chemistry and Microbiology\nENVE 3100 — Water and Wastewater Treatment\nENVE 3300 — Air Pollution Engineering\nFull course catalog" }, { "url": "course-environmental-engineering-4100.html", "title": "ENVE 4100 Environmental Systems Modeling", "description": "Environmental Systems Modeling (ENVE 4100, 3 cr). Modeling fate and transport of contaminants in water, air, and soil.", "headings": [ "ENVE 4100 — Environmental Systems Modeling", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Environmental Engineering ENVE 4100 — Environmental Systems Modeling\n3 credits · prerequisite: ENVE 3100 · typically spring\nCourse description\nModeling fate and transport of contaminants in water, air, and soil.\nEnvironmental Systems Modeling is an advanced, often capstone-level undergraduate course in Environmental Engineering (ENVE 4100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nENVE 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of environmental Systems Modeling.\nAnalyze and solve open-ended problems in environmental Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEnvironmental Systems Modeling counts toward the Environmental Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Environmental Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Environmental Systems Modeling spends time on:\nThe vocabulary of environmental Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Environmental Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Environmental Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnvironmental Engineering (ENVE)\nNumber\nENVE 4100\nCredits\n3\nPrerequisite\nENVE 3100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nEnvironmental Engineering course list\nAcademic departments\nENVE 2000 — Introduction to Environmental Engineering\nENVE 2500 — Environmental Chemistry and Microbiology\nENVE 3100 — Water and Wastewater Treatment\nENVE 3300 — Air Pollution Engineering\nFull course catalog" }, { "url": "course-environmental-engineering-4900.html", "title": "ENVE 4900 Environmental Senior Design", "description": "Environmental Senior Design (ENVE 4900, 3 cr). A team develops a treatment or remediation design for a real client to regulatory standards.", "headings": [ "ENVE 4900 — Environmental Senior Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Environmental Engineering ENVE 4900 — Environmental Senior Design\n3 credits · prerequisite: senior standing · typically fall and spring\nCourse description\nA team develops a treatment or remediation design for a real client to regulatory standards.\nEnvironmental Senior Design is an advanced, often capstone-level undergraduate course in Environmental Engineering (ENVE 4900), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of environmental Senior Design.\nAnalyze and solve open-ended problems in environmental Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEnvironmental Senior Design counts toward the Environmental Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Environmental Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Environmental Senior Design spends time on:\nThe vocabulary of environmental Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Environmental Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Environmental Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnvironmental Engineering (ENVE)\nNumber\nENVE 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nEnvironmental Engineering course list\nAcademic departments\nENVE 2000 — Introduction to Environmental Engineering\nENVE 2500 — Environmental Chemistry and Microbiology\nENVE 3100 — Water and Wastewater Treatment\nENVE 3300 — Air Pollution Engineering\nFull course catalog" }, { "url": "course-environmental-science-1500.html", "title": "ENVS 1500 Introduction to Environmental Science", "description": "Introduction to Environmental Science (ENVS 1500, 4 cr). Ecosystems, biogeochemical cycles, population, resources, pollution, and climate, with lab and field work.", "headings": [ "ENVS 1500 — Introduction to Environmental Science", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Environmental Science ENVS 1500 — Introduction to Environmental Science\n4 credits · no prerequisites · typically fall\nCourse description\nEcosystems, biogeochemical cycles, population, resources, pollution, and climate, with lab and field work.\nIntroduction to Environmental Science is an introductory course in Environmental Science (ENVS 1500), carrying 4 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Environmental Science.\nWork standard problems in environmental Science accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Environmental Science counts toward the Environmental Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Environmental Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Environmental Science spends time on:\nThe vocabulary of environmental Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Environmental Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnvironmental Science (ENVS)\nNumber\nENVS 1500\nCredits\n4\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nEnvironmental Science course list\nEnvironmental Science program\nAcademic departments\nENVS 2100 — Environmental Chemistry\nENVS 2300 — Geographic Information Systems\nENVS 2500 — Ecology\nENVS 3100 — Hydrology and Water Resources\nFull course catalog" }, { "url": "course-environmental-science-2100.html", "title": "ENVS 2100 Environmental Chemistry", "description": "Environmental Chemistry (ENVS 2100, 4 cr). Chemistry of the atmosphere, water, and soil; contaminants; and analytical methods, with lab.", "headings": [ "ENVS 2100 — Environmental Chemistry", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Environmental Science ENVS 2100 — Environmental Chemistry\n4 credits · prerequisite: CHEM 1050 · typically spring\nCourse description\nChemistry of the atmosphere, water, and soil; contaminants; and analytical methods, with lab.\nEnvironmental Chemistry is a lower-division undergraduate course in Environmental Science (ENVS 2100), carrying 4 credits, and is typically offered spring.\nPrerequisites\nCHEM 1050. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of environmental Chemistry.\nWork standard problems in environmental Science accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEnvironmental Chemistry counts toward the Environmental Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Environmental Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Environmental Chemistry spends time on:\nThe vocabulary of environmental Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Environmental Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Environmental Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnvironmental Science (ENVS)\nNumber\nENVS 2100\nCredits\n4\nPrerequisite\nCHEM 1050\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nEnvironmental Science course list\nEnvironmental Science program\nAcademic departments\nENVS 1500 — Introduction to Environmental Science\nENVS 2300 — Geographic Information Systems\nENVS 2500 — Ecology\nENVS 3100 — Hydrology and Water Resources\nFull course catalog" }, { "url": "course-environmental-science-2300.html", "title": "ENVS 2300 Geographic Information Systems", "description": "Geographic Information Systems (ENVS 2300, 3 cr). Spatial data, projections, analysis, and cartography, with hands-on projects.", "headings": [ "ENVS 2300 — Geographic Information Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Environmental Science ENVS 2300 — Geographic Information Systems\n3 credits · no prerequisites · typically fall and spring\nCourse description\nSpatial data, projections, analysis, and cartography, with hands-on projects.\nGeographic Information Systems is a lower-division undergraduate course in Environmental Science (ENVS 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of geographic Information Systems.\nWork standard problems in environmental Science accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGeographic Information Systems counts toward the Environmental Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Environmental Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Geographic Information Systems spends time on:\nThe vocabulary of environmental Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Environmental Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnvironmental Science (ENVS)\nNumber\nENVS 2300\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nEnvironmental Science course list\nEnvironmental Science program\nAcademic departments\nENVS 1500 — Introduction to Environmental Science\nENVS 2100 — Environmental Chemistry\nENVS 2500 — Ecology\nENVS 3100 — Hydrology and Water Resources\nFull course catalog" }, { "url": "course-environmental-science-2500.html", "title": "ENVS 2500 Ecology", "description": "Ecology (ENVS 2500, 4 cr). Populations, communities, and ecosystems, with field methods.", "headings": [ "ENVS 2500 — Ecology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Environmental Science ENVS 2500 — Ecology\n4 credits · prerequisite: BIOL 1010 · typically fall, alternate years\nCourse description\nPopulations, communities, and ecosystems, with field methods.\nEcology is a lower-division undergraduate course in Environmental Science (ENVS 2500), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nBIOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of ecology.\nWork standard problems in environmental Science accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEcology counts toward the Environmental Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Environmental Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Ecology spends time on:\nThe vocabulary of environmental Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Environmental Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Environmental Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnvironmental Science (ENVS)\nNumber\nENVS 2500\nCredits\n4\nPrerequisite\nBIOL 1010\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nEnvironmental Science course list\nEnvironmental Science program\nAcademic departments\nENVS 1500 — Introduction to Environmental Science\nENVS 2100 — Environmental Chemistry\nENVS 2300 — Geographic Information Systems\nENVS 3100 — Hydrology and Water Resources\nFull course catalog" }, { "url": "course-environmental-science-3100.html", "title": "ENVS 3100 Hydrology and Water Resources", "description": "Hydrology and Water Resources (ENVS 3100, 3 cr). The water cycle, surface and groundwater, watershed analysis, and water policy.", "headings": [ "ENVS 3100 — Hydrology and Water Resources", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Environmental Science ENVS 3100 — Hydrology and Water Resources\n3 credits · prerequisite: ENVS 1500 · typically spring, alternate years\nCourse description\nThe water cycle, surface and groundwater, watershed analysis, and water policy.\nHydrology and Water Resources is an advanced undergraduate course in Environmental Science (ENVS 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nENVS 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of hydrology and Water Resources.\nAnalyze and solve open-ended problems in environmental Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHydrology and Water Resources counts toward the Environmental Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Environmental Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Hydrology and Water Resources spends time on:\nThe vocabulary of environmental Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Environmental Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Environmental Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnvironmental Science (ENVS)\nNumber\nENVS 3100\nCredits\n3\nPrerequisite\nENVS 1500\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEnvironmental Science course list\nEnvironmental Science program\nAcademic departments\nENVS 1500 — Introduction to Environmental Science\nENVS 2100 — Environmental Chemistry\nENVS 2300 — Geographic Information Systems\nENVS 2500 — Ecology\nFull course catalog" }, { "url": "course-environmental-science-3300.html", "title": "ENVS 3300 Environmental Policy and Law", "description": "Environmental Policy and Law (ENVS 3300, 3 cr). Major statutes, the regulatory process, economics of the environment, and case studies.", "headings": [ "ENVS 3300 — Environmental Policy and Law", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Environmental Science ENVS 3300 — Environmental Policy and Law\n3 credits · prerequisite: ENVS 1500 · typically fall\nCourse description\nMajor statutes, the regulatory process, economics of the environment, and case studies.\nEnvironmental Policy and Law is an advanced undergraduate course in Environmental Science (ENVS 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nENVS 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of environmental Policy and Law.\nAnalyze and solve open-ended problems in environmental Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEnvironmental Policy and Law counts toward the Environmental Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Environmental Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Environmental Policy and Law spends time on:\nThe vocabulary of environmental Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Environmental Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Environmental Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnvironmental Science (ENVS)\nNumber\nENVS 3300\nCredits\n3\nPrerequisite\nENVS 1500\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nEnvironmental Science course list\nEnvironmental Science program\nAcademic departments\nENVS 1500 — Introduction to Environmental Science\nENVS 2100 — Environmental Chemistry\nENVS 2300 — Geographic Information Systems\nENVS 2500 — Ecology\nFull course catalog" }, { "url": "course-environmental-science-3500.html", "title": "ENVS 3500 Environmental Sampling and Analysis", "description": "Environmental Sampling and Analysis (ENVS 3500, 4 cr). Field sampling design, QA/QC, laboratory analysis, and reporting to a standard.", "headings": [ "ENVS 3500 — Environmental Sampling and Analysis", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Environmental Science ENVS 3500 — Environmental Sampling and Analysis\n4 credits · prerequisite: ENVS 2100 · typically spring\nCourse description\nField sampling design, QA/QC, laboratory analysis, and reporting to a standard.\nEnvironmental Sampling and Analysis is an advanced undergraduate course in Environmental Science (ENVS 3500), carrying 4 credits, and is typically offered spring.\nPrerequisites\nENVS 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of environmental Sampling and Analysis.\nAnalyze and solve open-ended problems in environmental Science, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEnvironmental Sampling and Analysis counts toward the Environmental Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Environmental Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Environmental Sampling and Analysis spends time on:\nThe vocabulary of environmental Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Environmental Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Environmental Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnvironmental Science (ENVS)\nNumber\nENVS 3500\nCredits\n4\nPrerequisite\nENVS 2100\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nEnvironmental Science course list\nEnvironmental Science program\nAcademic departments\nENVS 1500 — Introduction to Environmental Science\nENVS 2100 — Environmental Chemistry\nENVS 2300 — Geographic Information Systems\nENVS 2500 — Ecology\nFull course catalog" }, { "url": "course-environmental-science-3700.html", "title": "ENVS 3700 Restoration Ecology", "description": "Restoration Ecology (ENVS 3700, 3 cr). Principles and practice of restoring degraded ecosystems, with a field project.", "headings": [ "ENVS 3700 — Restoration Ecology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Environmental Science ENVS 3700 — Restoration Ecology\n3 credits · prerequisite: ENVS 2500 · typically fall and spring\nCourse description\nPrinciples and practice of restoring degraded ecosystems, with a field project.\nRestoration Ecology is an advanced undergraduate course in Environmental Science (ENVS 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nENVS 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of restoration Ecology.\nAnalyze and solve open-ended problems in environmental Science, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRestoration Ecology counts toward the Environmental Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Environmental Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Restoration Ecology spends time on:\nThe vocabulary of environmental Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Environmental Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Environmental Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnvironmental Science (ENVS)\nNumber\nENVS 3700\nCredits\n3\nPrerequisite\nENVS 2500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nEnvironmental Science course list\nEnvironmental Science program\nAcademic departments\nENVS 1500 — Introduction to Environmental Science\nENVS 2100 — Environmental Chemistry\nENVS 2300 — Geographic Information Systems\nENVS 2500 — Ecology\nFull course catalog" }, { "url": "course-environmental-science-4900.html", "title": "ENVS 4900 Environmental Capstone", "description": "Environmental Capstone (ENVS 4900, 3 cr). A team assessment or management plan for a real site and client.", "headings": [ "ENVS 4900 — Environmental Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Environmental Science ENVS 4900 — Environmental Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA team assessment or management plan for a real site and client.\nEnvironmental Capstone is an advanced, often capstone-level undergraduate course in Environmental Science (ENVS 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of environmental Capstone.\nAnalyze and solve open-ended problems in environmental Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEnvironmental Capstone counts toward the Environmental Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Environmental Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Environmental Capstone spends time on:\nThe vocabulary of environmental Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Environmental Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Environmental Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nEnvironmental Science (ENVS)\nNumber\nENVS 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nEnvironmental Science course list\nEnvironmental Science program\nAcademic departments\nENVS 1500 — Introduction to Environmental Science\nENVS 2100 — Environmental Chemistry\nENVS 2300 — Geographic Information Systems\nENVS 2500 — Ecology\nFull course catalog" }, { "url": "course-evaluations-and-student-feedback.html", "title": "Course Evaluations & Student Feedback", "description": "How UW-Porter Falls' student course evaluations work, who sees the results, and how they factor into faculty review.", "headings": [ "Course Evaluations & Student Feedback", "When and how it runs", "What it asks", "Where the results go", "Why the response rate matters" ], "content": "Academics\nCourse Evaluations & Student Feedback\nThe end-of-semester survey that shows up in every course shell — where the responses actually go, and why filling it out is worth the five minutes.\nWhen and how it runs\nAn evaluation opens for each course roughly two weeks before finals and stays open through the end of exams, delivered online through the same portal as grades and registration. Responses are anonymous and only released to the instructor after final grades are submitted, so a student’s honest answer cannot influence their own grade.\nWhat it asks\nA standard set of questions covers clarity of expectations, feedback on assignments, and overall effectiveness, scored on a numeric scale; open-response questions ask what worked and what to change. Departments can add a small number of course-specific questions on top of the standard set.\nWhere the results go\nAn instructor sees their own numeric scores and comments once grades post. Department chairs see aggregated numeric trends across an instructor’s courses over time for annual review, tenure and promotion cases, and contract renewal (see contingent & non-tenure-track faculty ) — but individual open-response comments are visible only to the instructor and the chair, not published or shared with other students.\nWhy the response rate matters\nA course with a 20 percent response rate gets treated with real caution in a review, not read at face value — a low-turnout evaluation skews toward whoever felt strongly enough to bother, in either direction. Departments track response rates alongside scores and can require a make-up evaluation window for a course that fell short.\nQuick facts\nTiming\nOpens ~2 weeks before finals\nAnonymity\nInstructor sees results only after grades post\nUsed in\nAnnual review, tenure/promotion, contract renewal\nRelated\nAcademic integrity\nContingent & non-tenure-track faculty\nPost-tenure review" }, { "url": "course-fermentation-science-1500.html", "title": "FERM 1500 Introduction to Fermentation", "description": "Introduction to Fermentation (FERM 1500, 3 cr). The history and science of fermentation across bread, dairy, vegetables, beer, wine, and spirits.", "headings": [ "FERM 1500 — Introduction to Fermentation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Fermentation Science FERM 1500 — Introduction to Fermentation\n3 credits · prerequisite: CHEM 1050 · typically fall\nCourse description\nThe history and science of fermentation across bread, dairy, vegetables, beer, wine, and spirits.\nIntroduction to Fermentation is an introductory course in Fermentation Science (FERM 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nCHEM 1050. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Fermentation.\nWork standard problems in fermentation Science accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Fermentation counts toward the Fermentation Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Fermentation Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Fermentation spends time on:\nThe vocabulary of fermentation Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Fermentation Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Fermentation Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFermentation Science (FERM)\nNumber\nFERM 1500\nCredits\n3\nPrerequisite\nCHEM 1050\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nFermentation Science course list\nAcademic departments\nFERM 2100 — Fermentation Microbiology\nFERM 2300 — Malting and Brewing Science\nFERM 2500 — Wine and Cider Production\nFERM 3100 — Distilled Spirits\nFull course catalog" }, { "url": "course-fermentation-science-2100.html", "title": "FERM 2100 Fermentation Microbiology", "description": "Fermentation Microbiology (FERM 2100, 4 cr). Yeasts, bacteria, and molds in fermentation; culturing; contamination; and sanitation, with lab.", "headings": [ "FERM 2100 — Fermentation Microbiology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Fermentation Science FERM 2100 — Fermentation Microbiology\n4 credits · prerequisite: BIOL 1010 · typically spring\nCourse description\nYeasts, bacteria, and molds in fermentation; culturing; contamination; and sanitation, with lab.\nFermentation Microbiology is a lower-division undergraduate course in Fermentation Science (FERM 2100), carrying 4 credits, and is typically offered spring.\nPrerequisites\nBIOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of fermentation Microbiology.\nWork standard problems in fermentation Science accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFermentation Microbiology counts toward the Fermentation Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Fermentation Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Fermentation Microbiology spends time on:\nThe vocabulary of fermentation Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Fermentation Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Fermentation Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFermentation Science (FERM)\nNumber\nFERM 2100\nCredits\n4\nPrerequisite\nBIOL 1010\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nFermentation Science course list\nAcademic departments\nFERM 1500 — Introduction to Fermentation\nFERM 2300 — Malting and Brewing Science\nFERM 2500 — Wine and Cider Production\nFERM 3100 — Distilled Spirits\nFull course catalog" }, { "url": "course-fermentation-science-2300.html", "title": "FERM 2300 Malting and Brewing Science", "description": "Malting and Brewing Science (FERM 2300, 4 cr). Malt, mashing, the boil, fermentation, and conditioning, with a pilot brewery, plus process control.", "headings": [ "FERM 2300 — Malting and Brewing Science", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Fermentation Science FERM 2300 — Malting and Brewing Science\n4 credits · prerequisite: FERM 1500 · typically fall and spring\nCourse description\nMalt, mashing, the boil, fermentation, and conditioning, with a pilot brewery, plus process control.\nMalting and Brewing Science is a lower-division undergraduate course in Fermentation Science (FERM 2300), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nFERM 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of malting and Brewing Science.\nWork standard problems in fermentation Science accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMalting and Brewing Science counts toward the Fermentation Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Fermentation Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Malting and Brewing Science spends time on:\nThe vocabulary of fermentation Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Fermentation Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Fermentation Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFermentation Science (FERM)\nNumber\nFERM 2300\nCredits\n4\nPrerequisite\nFERM 1500\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nFermentation Science course list\nAcademic departments\nFERM 1500 — Introduction to Fermentation\nFERM 2100 — Fermentation Microbiology\nFERM 2500 — Wine and Cider Production\nFERM 3100 — Distilled Spirits\nFull course catalog" }, { "url": "course-fermentation-science-2500.html", "title": "FERM 2500 Wine and Cider Production", "description": "Wine and Cider Production (FERM 2500, 3 cr). Fruit chemistry, fermentation management, stabilization, and sensory faults.", "headings": [ "FERM 2500 — Wine and Cider Production", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Fermentation Science FERM 2500 — Wine and Cider Production\n3 credits · prerequisite: FERM 1500 · typically fall, alternate years\nCourse description\nFruit chemistry, fermentation management, stabilization, and sensory faults.\nWine and Cider Production is a lower-division undergraduate course in Fermentation Science (FERM 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nFERM 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of wine and Cider Production.\nWork standard problems in fermentation Science accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWine and Cider Production counts toward the Fermentation Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Fermentation Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Wine and Cider Production spends time on:\nThe vocabulary of fermentation Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Fermentation Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Fermentation Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFermentation Science (FERM)\nNumber\nFERM 2500\nCredits\n3\nPrerequisite\nFERM 1500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nFermentation Science course list\nAcademic departments\nFERM 1500 — Introduction to Fermentation\nFERM 2100 — Fermentation Microbiology\nFERM 2300 — Malting and Brewing Science\nFERM 3100 — Distilled Spirits\nFull course catalog" }, { "url": "course-fermentation-science-3100.html", "title": "FERM 3100 Distilled Spirits", "description": "Distilled Spirits (FERM 3100, 3 cr). Fermentation for distillation, still operation, cuts, aging, and regulatory basics.", "headings": [ "FERM 3100 — Distilled Spirits", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Fermentation Science FERM 3100 — Distilled Spirits\n3 credits · prerequisite: FERM 2300 · typically spring, alternate years\nCourse description\nFermentation for distillation, still operation, cuts, aging, and regulatory basics.\nDistilled Spirits is an advanced undergraduate course in Fermentation Science (FERM 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nFERM 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of distilled Spirits.\nAnalyze and solve open-ended problems in fermentation Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDistilled Spirits counts toward the Fermentation Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Fermentation Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Distilled Spirits spends time on:\nThe vocabulary of fermentation Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Fermentation Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Fermentation Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFermentation Science (FERM)\nNumber\nFERM 3100\nCredits\n3\nPrerequisite\nFERM 2300\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nFermentation Science course list\nAcademic departments\nFERM 1500 — Introduction to Fermentation\nFERM 2100 — Fermentation Microbiology\nFERM 2300 — Malting and Brewing Science\nFERM 2500 — Wine and Cider Production\nFull course catalog" }, { "url": "course-fermentation-science-3300.html", "title": "FERM 3300 Sensory Analysis of Fermented Products", "description": "Sensory Analysis of Fermented Products (FERM 3300, 3 cr). Panel training, descriptive and discrimination tests, and identifying and tracing off-flavors.", "headings": [ "FERM 3300 — Sensory Analysis of Fermented Products", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Fermentation Science FERM 3300 — Sensory Analysis of Fermented Products\n3 credits · prerequisite: FERM 1500 · typically fall\nCourse description\nPanel training, descriptive and discrimination tests, and identifying and tracing off-flavors.\nSensory Analysis of Fermented Products is an advanced undergraduate course in Fermentation Science (FERM 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nFERM 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sensory Analysis of Fermented Products.\nAnalyze and solve open-ended problems in fermentation Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSensory Analysis of Fermented Products counts toward the Fermentation Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Fermentation Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sensory Analysis of Fermented Products spends time on:\nThe vocabulary of fermentation Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Fermentation Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Fermentation Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFermentation Science (FERM)\nNumber\nFERM 3300\nCredits\n3\nPrerequisite\nFERM 1500\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nFermentation Science course list\nAcademic departments\nFERM 1500 — Introduction to Fermentation\nFERM 2100 — Fermentation Microbiology\nFERM 2300 — Malting and Brewing Science\nFERM 2500 — Wine and Cider Production\nFull course catalog" }, { "url": "course-fermentation-science-3500.html", "title": "FERM 3500 Quality and Regulatory in Fermentation", "description": "Quality and Regulatory in Fermentation (FERM 3500, 3 cr). HACCP, lab testing, labeling, licensing, and building a quality program for a small producer.", "headings": [ "FERM 3500 — Quality and Regulatory in Fermentation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Fermentation Science FERM 3500 — Quality and Regulatory in Fermentation\n3 credits · prerequisite: FERM 2100 · typically spring\nCourse description\nHACCP, lab testing, labeling, licensing, and building a quality program for a small producer.\nQuality and Regulatory in Fermentation is an advanced undergraduate course in Fermentation Science (FERM 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nFERM 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of quality and Regulatory in Fermentation.\nAnalyze and solve open-ended problems in fermentation Science, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nQuality and Regulatory in Fermentation counts toward the Fermentation Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Fermentation Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Quality and Regulatory in Fermentation spends time on:\nThe vocabulary of fermentation Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Fermentation Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Fermentation Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFermentation Science (FERM)\nNumber\nFERM 3500\nCredits\n3\nPrerequisite\nFERM 2100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nFermentation Science course list\nAcademic departments\nFERM 1500 — Introduction to Fermentation\nFERM 2100 — Fermentation Microbiology\nFERM 2300 — Malting and Brewing Science\nFERM 2500 — Wine and Cider Production\nFull course catalog" }, { "url": "course-fermentation-science-3700.html", "title": "FERM 3700 Fermented Foods", "description": "Fermented Foods (FERM 3700, 3 cr). Cheese, yogurt, sourdough, kimchi, miso, and other fermented foods, with production practice.", "headings": [ "FERM 3700 — Fermented Foods", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Fermentation Science FERM 3700 — Fermented Foods\n3 credits · prerequisite: FERM 2100 · typically fall and spring\nCourse description\nCheese, yogurt, sourdough, kimchi, miso, and other fermented foods, with production practice.\nFermented Foods is an advanced undergraduate course in Fermentation Science (FERM 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nFERM 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of fermented Foods.\nAnalyze and solve open-ended problems in fermentation Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFermented Foods counts toward the Fermentation Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Fermentation Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Fermented Foods spends time on:\nThe vocabulary of fermentation Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Fermentation Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Fermentation Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFermentation Science (FERM)\nNumber\nFERM 3700\nCredits\n3\nPrerequisite\nFERM 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nFermentation Science course list\nAcademic departments\nFERM 1500 — Introduction to Fermentation\nFERM 2100 — Fermentation Microbiology\nFERM 2300 — Malting and Brewing Science\nFERM 2500 — Wine and Cider Production\nFull course catalog" }, { "url": "course-fermentation-science-4900.html", "title": "FERM 4900 Fermentation Science Capstone", "description": "Fermentation Science Capstone (FERM 4900, 3 cr). A production and analysis project developing a fermented product to a specification.", "headings": [ "FERM 4900 — Fermentation Science Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Fermentation Science FERM 4900 — Fermentation Science Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA production and analysis project developing a fermented product to a specification.\nFermentation Science Capstone is an advanced, often capstone-level undergraduate course in Fermentation Science (FERM 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of fermentation Science Capstone.\nAnalyze and solve open-ended problems in fermentation Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFermentation Science Capstone counts toward the Fermentation Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Fermentation Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Fermentation Science Capstone spends time on:\nThe vocabulary of fermentation Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Fermentation Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Fermentation Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFermentation Science (FERM)\nNumber\nFERM 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nFermentation Science course list\nAcademic departments\nFERM 1500 — Introduction to Fermentation\nFERM 2100 — Fermentation Microbiology\nFERM 2300 — Malting and Brewing Science\nFERM 2500 — Wine and Cider Production\nFull course catalog" }, { "url": "course-finance-3100.html", "title": "FIN 3100 Business Finance", "description": "Business Finance (FIN 3100, 3 cr). Time value of money, valuation of stocks and bonds, capital budgeting, cost of capital, and capital structure.", "headings": [ "FIN 3100 — Business Finance", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Finance FIN 3100 — Business Finance\n3 credits · prerequisite: ACCT 2100, MATH 1600 · typically fall\nCourse description\nTime value of money, valuation of stocks and bonds, capital budgeting, cost of capital, and capital structure.\nBusiness Finance is an advanced undergraduate course in Finance (FIN 3100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nACCT 2100, MATH 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of business Finance.\nAnalyze and solve open-ended problems in finance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBusiness Finance counts toward the Finance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Finance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Business Finance spends time on:\nThe vocabulary of finance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Finance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Finance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFinance (FIN)\nNumber\nFIN 3100\nCredits\n3\nPrerequisite\nACCT 2100, MATH 1600\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nFinance course list\nAcademic departments\nFIN 3200 — Investments\nFIN 3300 — Corporate Finance\nFIN 3400 — Financial Markets and Institutions\nFIN 3500 — Financial Modeling\nFull course catalog" }, { "url": "course-finance-3200.html", "title": "FIN 3200 Investments", "description": "Investments (FIN 3200, 3 cr). Risk and return, portfolio theory, asset pricing models, market efficiency, and fixed-income and equity analysis.", "headings": [ "FIN 3200 — Investments", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Finance FIN 3200 — Investments\n3 credits · prerequisite: FIN 3100 · typically spring\nCourse description\nRisk and return, portfolio theory, asset pricing models, market efficiency, and fixed-income and equity analysis.\nInvestments is an advanced undergraduate course in Finance (FIN 3200), carrying 3 credits, and is typically offered spring.\nPrerequisites\nFIN 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of investments.\nAnalyze and solve open-ended problems in finance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nInvestments counts toward the Finance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Finance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Investments spends time on:\nThe vocabulary of finance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Finance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Finance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFinance (FIN)\nNumber\nFIN 3200\nCredits\n3\nPrerequisite\nFIN 3100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nFinance course list\nAcademic departments\nFIN 3100 — Business Finance\nFIN 3300 — Corporate Finance\nFIN 3400 — Financial Markets and Institutions\nFIN 3500 — Financial Modeling\nFull course catalog" }, { "url": "course-finance-3300.html", "title": "FIN 3300 Corporate Finance", "description": "Corporate Finance (FIN 3300, 3 cr). Capital-structure and payout policy, mergers and acquisitions, leasing, and financial distress.", "headings": [ "FIN 3300 — Corporate Finance", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Finance FIN 3300 — Corporate Finance\n3 credits · prerequisite: FIN 3100 · typically fall and spring\nCourse description\nCapital-structure and payout policy, mergers and acquisitions, leasing, and financial distress.\nCorporate Finance is an advanced undergraduate course in Finance (FIN 3300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nFIN 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of corporate Finance.\nAnalyze and solve open-ended problems in finance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCorporate Finance counts toward the Finance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Finance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Corporate Finance spends time on:\nThe vocabulary of finance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Finance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Finance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFinance (FIN)\nNumber\nFIN 3300\nCredits\n3\nPrerequisite\nFIN 3100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nFinance course list\nAcademic departments\nFIN 3100 — Business Finance\nFIN 3200 — Investments\nFIN 3400 — Financial Markets and Institutions\nFIN 3500 — Financial Modeling\nFull course catalog" }, { "url": "course-finance-3400.html", "title": "FIN 3400 Financial Markets and Institutions", "description": "Financial Markets and Institutions (FIN 3400, 3 cr). The money and capital markets, banks and intermediaries, the yield curve, and regulation.", "headings": [ "FIN 3400 — Financial Markets and Institutions", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Finance FIN 3400 — Financial Markets and Institutions\n3 credits · prerequisite: FIN 3100 · typically fall, alternate years\nCourse description\nThe money and capital markets, banks and intermediaries, the yield curve, and regulation.\nFinancial Markets and Institutions is an advanced undergraduate course in Finance (FIN 3400), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nFIN 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of financial Markets and Institutions.\nAnalyze and solve open-ended problems in finance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFinancial Markets and Institutions counts toward the Finance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Finance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Financial Markets and Institutions spends time on:\nThe vocabulary of finance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Finance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Finance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFinance (FIN)\nNumber\nFIN 3400\nCredits\n3\nPrerequisite\nFIN 3100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nFinance course list\nAcademic departments\nFIN 3100 — Business Finance\nFIN 3200 — Investments\nFIN 3300 — Corporate Finance\nFIN 3500 — Financial Modeling\nFull course catalog" }, { "url": "course-finance-3500.html", "title": "FIN 3500 Financial Modeling", "description": "Financial Modeling (FIN 3500, 3 cr). Building and auditing spreadsheet models for valuation, forecasting, and scenario analysis.", "headings": [ "FIN 3500 — Financial Modeling", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Finance FIN 3500 — Financial Modeling\n3 credits · prerequisite: FIN 3100 · typically spring, alternate years\nCourse description\nBuilding and auditing spreadsheet models for valuation, forecasting, and scenario analysis.\nFinancial Modeling is an advanced undergraduate course in Finance (FIN 3500), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nFIN 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of financial Modeling.\nAnalyze and solve open-ended problems in finance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFinancial Modeling counts toward the Finance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Finance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Financial Modeling spends time on:\nThe vocabulary of finance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Finance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Finance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFinance (FIN)\nNumber\nFIN 3500\nCredits\n3\nPrerequisite\nFIN 3100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nFinance course list\nAcademic departments\nFIN 3100 — Business Finance\nFIN 3200 — Investments\nFIN 3300 — Corporate Finance\nFIN 3400 — Financial Markets and Institutions\nFull course catalog" }, { "url": "course-finance-3600.html", "title": "FIN 3600 Derivatives", "description": "Derivatives (FIN 3600, 3 cr). Forwards, futures, options, and swaps; pricing; and using derivatives to hedge and to speculate.", "headings": [ "FIN 3600 — Derivatives", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Finance FIN 3600 — Derivatives\n3 credits · prerequisite: FIN 3200 · typically fall\nCourse description\nForwards, futures, options, and swaps; pricing; and using derivatives to hedge and to speculate.\nDerivatives is an advanced undergraduate course in Finance (FIN 3600), carrying 3 credits, and is typically offered fall.\nPrerequisites\nFIN 3200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of derivatives.\nAnalyze and solve open-ended problems in finance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDerivatives counts toward the Finance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Finance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Derivatives spends time on:\nThe vocabulary of finance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Finance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Finance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFinance (FIN)\nNumber\nFIN 3600\nCredits\n3\nPrerequisite\nFIN 3200\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nFinance course list\nAcademic departments\nFIN 3100 — Business Finance\nFIN 3200 — Investments\nFIN 3300 — Corporate Finance\nFIN 3400 — Financial Markets and Institutions\nFull course catalog" }, { "url": "course-finance-3700.html", "title": "FIN 3700 Personal Financial Planning", "description": "Personal Financial Planning (FIN 3700, 3 cr). Budgeting, credit, insurance, taxes, investing, and retirement planning for individuals and households.", "headings": [ "FIN 3700 — Personal Financial Planning", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Finance FIN 3700 — Personal Financial Planning\n3 credits · prerequisite: FIN 3100 · typically spring\nCourse description\nBudgeting, credit, insurance, taxes, investing, and retirement planning for individuals and households.\nPersonal Financial Planning is an advanced undergraduate course in Finance (FIN 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nFIN 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of personal Financial Planning.\nAnalyze and solve open-ended problems in finance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPersonal Financial Planning counts toward the Finance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Finance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Personal Financial Planning spends time on:\nThe vocabulary of finance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Finance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Finance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFinance (FIN)\nNumber\nFIN 3700\nCredits\n3\nPrerequisite\nFIN 3100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nFinance course list\nAcademic departments\nFIN 3100 — Business Finance\nFIN 3200 — Investments\nFIN 3300 — Corporate Finance\nFIN 3400 — Financial Markets and Institutions\nFull course catalog" }, { "url": "course-finance-4100.html", "title": "FIN 4100 International Finance", "description": "International Finance (FIN 4100, 3 cr). Exchange rates, currency risk, international capital budgeting, and financing the multinational firm.", "headings": [ "FIN 4100 — International Finance", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Finance FIN 4100 — International Finance\n3 credits · prerequisite: FIN 3300 · typically fall and spring\nCourse description\nExchange rates, currency risk, international capital budgeting, and financing the multinational firm.\nInternational Finance is an advanced, often capstone-level undergraduate course in Finance (FIN 4100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nFIN 3300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of international Finance.\nAnalyze and solve open-ended problems in finance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nInternational Finance counts toward the Finance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Finance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of International Finance spends time on:\nThe vocabulary of finance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Finance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Finance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFinance (FIN)\nNumber\nFIN 4100\nCredits\n3\nPrerequisite\nFIN 3300\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nFinance course list\nAcademic departments\nFIN 3100 — Business Finance\nFIN 3200 — Investments\nFIN 3300 — Corporate Finance\nFIN 3400 — Financial Markets and Institutions\nFull course catalog" }, { "url": "course-finance-4900.html", "title": "FIN 4900 Cases in Finance", "description": "Cases in Finance (FIN 4900, 3 cr). A capstone built around finance cases and a portfolio or valuation project defended to a panel.", "headings": [ "FIN 4900 — Cases in Finance", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Finance FIN 4900 — Cases in Finance\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA capstone built around finance cases and a portfolio or valuation project defended to a panel.\nCases in Finance is an advanced, often capstone-level undergraduate course in Finance (FIN 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of cases in Finance.\nAnalyze and solve open-ended problems in finance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCases in Finance counts toward the Finance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Finance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Cases in Finance spends time on:\nThe vocabulary of finance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Finance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Finance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFinance (FIN)\nNumber\nFIN 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nFinance course list\nAcademic departments\nFIN 3100 — Business Finance\nFIN 3200 — Investments\nFIN 3300 — Corporate Finance\nFIN 3400 — Financial Markets and Institutions\nFull course catalog" }, { "url": "course-food-science-technology-1500.html", "title": "FDSC 1500 Introduction to Food Science", "description": "Introduction to Food Science (FDSC 1500, 3 cr). The composition of food, the food system, and the disciplines of food science.", "headings": [ "FDSC 1500 — Introduction to Food Science", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Food Science & Technology FDSC 1500 — Introduction to Food Science\n3 credits · prerequisite: CHEM 1050 · typically fall\nCourse description\nThe composition of food, the food system, and the disciplines of food science.\nIntroduction to Food Science is an introductory course in Food Science & Technology (FDSC 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nCHEM 1050. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Food Science.\nWork standard problems in food Science & Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Food Science counts toward the Food Science & Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Food Science & Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Food Science spends time on:\nThe vocabulary of food Science & Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Food Science & Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Food Science & Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFood Science & Technology (FDSC)\nNumber\nFDSC 1500\nCredits\n3\nPrerequisite\nCHEM 1050\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nFood Science & Technology course list\nAcademic departments\nFDSC 2100 — Food Chemistry\nFDSC 2300 — Food Microbiology\nFDSC 2500 — Food Processing\nFDSC 3100 — Food Analysis\nFull course catalog" }, { "url": "course-food-science-technology-2100.html", "title": "FDSC 2100 Food Chemistry", "description": "Food Chemistry (FDSC 2100, 4 cr). Water, carbohydrates, lipids, proteins, and reactions during processing and storage, with lab.", "headings": [ "FDSC 2100 — Food Chemistry", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Food Science & Technology FDSC 2100 — Food Chemistry\n4 credits · prerequisite: CHEM 2210 · typically spring\nCourse description\nWater, carbohydrates, lipids, proteins, and reactions during processing and storage, with lab.\nFood Chemistry is a lower-division undergraduate course in Food Science & Technology (FDSC 2100), carrying 4 credits, and is typically offered spring.\nPrerequisites\nCHEM 2210. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of food Chemistry.\nWork standard problems in food Science & Technology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFood Chemistry counts toward the Food Science & Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Food Science & Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Food Chemistry spends time on:\nThe vocabulary of food Science & Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Food Science & Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Food Science & Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFood Science & Technology (FDSC)\nNumber\nFDSC 2100\nCredits\n4\nPrerequisite\nCHEM 2210\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nFood Science & Technology course list\nAcademic departments\nFDSC 1500 — Introduction to Food Science\nFDSC 2300 — Food Microbiology\nFDSC 2500 — Food Processing\nFDSC 3100 — Food Analysis\nFull course catalog" }, { "url": "course-food-science-technology-2300.html", "title": "FDSC 2300 Food Microbiology", "description": "Food Microbiology (FDSC 2300, 4 cr). Spoilage and pathogenic organisms, fermentation, and controlling microbial hazards, with lab.", "headings": [ "FDSC 2300 — Food Microbiology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Food Science & Technology FDSC 2300 — Food Microbiology\n4 credits · prerequisite: BIOL 1010 · typically fall and spring\nCourse description\nSpoilage and pathogenic organisms, fermentation, and controlling microbial hazards, with lab.\nFood Microbiology is a lower-division undergraduate course in Food Science & Technology (FDSC 2300), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nBIOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of food Microbiology.\nWork standard problems in food Science & Technology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFood Microbiology counts toward the Food Science & Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Food Science & Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Food Microbiology spends time on:\nThe vocabulary of food Science & Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Food Science & Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Food Science & Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFood Science & Technology (FDSC)\nNumber\nFDSC 2300\nCredits\n4\nPrerequisite\nBIOL 1010\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nFood Science & Technology course list\nAcademic departments\nFDSC 1500 — Introduction to Food Science\nFDSC 2100 — Food Chemistry\nFDSC 2500 — Food Processing\nFDSC 3100 — Food Analysis\nFull course catalog" }, { "url": "course-food-science-technology-2500.html", "title": "FDSC 2500 Food Processing", "description": "Food Processing (FDSC 2500, 4 cr). Thermal processing, freezing, drying, extrusion, and packaging, with pilot-plant work.", "headings": [ "FDSC 2500 — Food Processing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Food Science & Technology FDSC 2500 — Food Processing\n4 credits · prerequisite: FDSC 1500 · typically fall, alternate years\nCourse description\nThermal processing, freezing, drying, extrusion, and packaging, with pilot-plant work.\nFood Processing is a lower-division undergraduate course in Food Science & Technology (FDSC 2500), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nFDSC 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of food Processing.\nWork standard problems in food Science & Technology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFood Processing counts toward the Food Science & Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Food Science & Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Food Processing spends time on:\nThe vocabulary of food Science & Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Food Science & Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Food Science & Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFood Science & Technology (FDSC)\nNumber\nFDSC 2500\nCredits\n4\nPrerequisite\nFDSC 1500\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nFood Science & Technology course list\nAcademic departments\nFDSC 1500 — Introduction to Food Science\nFDSC 2100 — Food Chemistry\nFDSC 2300 — Food Microbiology\nFDSC 3100 — Food Analysis\nFull course catalog" }, { "url": "course-food-science-technology-3100.html", "title": "FDSC 3100 Food Analysis", "description": "Food Analysis (FDSC 3100, 4 cr). Proximate analysis, chromatography, and spectroscopy for composition and quality, with lab.", "headings": [ "FDSC 3100 — Food Analysis", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Food Science & Technology FDSC 3100 — Food Analysis\n4 credits · prerequisite: FDSC 2100 · typically spring, alternate years\nCourse description\nProximate analysis, chromatography, and spectroscopy for composition and quality, with lab.\nFood Analysis is an advanced undergraduate course in Food Science & Technology (FDSC 3100), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nFDSC 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of food Analysis.\nAnalyze and solve open-ended problems in food Science & Technology, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFood Analysis counts toward the Food Science & Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Food Science & Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Food Analysis spends time on:\nThe vocabulary of food Science & Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Food Science & Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Food Science & Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFood Science & Technology (FDSC)\nNumber\nFDSC 3100\nCredits\n4\nPrerequisite\nFDSC 2100\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nFood Science & Technology course list\nAcademic departments\nFDSC 1500 — Introduction to Food Science\nFDSC 2100 — Food Chemistry\nFDSC 2300 — Food Microbiology\nFDSC 2500 — Food Processing\nFull course catalog" }, { "url": "course-food-science-technology-3300.html", "title": "FDSC 3300 Sensory Evaluation", "description": "Sensory Evaluation (FDSC 3300, 3 cr). Discrimination, descriptive, and consumer tests, panel training, and statistics.", "headings": [ "FDSC 3300 — Sensory Evaluation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Food Science & Technology FDSC 3300 — Sensory Evaluation\n3 credits · prerequisite: FDSC 1500, MATH 1600 · typically fall\nCourse description\nDiscrimination, descriptive, and consumer tests, panel training, and statistics.\nSensory Evaluation is an advanced undergraduate course in Food Science & Technology (FDSC 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nFDSC 1500, MATH 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sensory Evaluation.\nAnalyze and solve open-ended problems in food Science & Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSensory Evaluation counts toward the Food Science & Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Food Science & Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sensory Evaluation spends time on:\nThe vocabulary of food Science & Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Food Science & Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Food Science & Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFood Science & Technology (FDSC)\nNumber\nFDSC 3300\nCredits\n3\nPrerequisite\nFDSC 1500, MATH 1600\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nFood Science & Technology course list\nAcademic departments\nFDSC 1500 — Introduction to Food Science\nFDSC 2100 — Food Chemistry\nFDSC 2300 — Food Microbiology\nFDSC 2500 — Food Processing\nFull course catalog" }, { "url": "course-food-science-technology-3500.html", "title": "FDSC 3500 Food Safety and Quality Systems", "description": "Food Safety and Quality Systems (FDSC 3500, 3 cr). HACCP, preventive controls, auditing, and regulatory requirements.", "headings": [ "FDSC 3500 — Food Safety and Quality Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Food Science & Technology FDSC 3500 — Food Safety and Quality Systems\n3 credits · prerequisite: FDSC 2300 · typically spring\nCourse description\nHACCP, preventive controls, auditing, and regulatory requirements.\nFood Safety and Quality Systems is an advanced undergraduate course in Food Science & Technology (FDSC 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nFDSC 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of food Safety and Quality Systems.\nAnalyze and solve open-ended problems in food Science & Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFood Safety and Quality Systems counts toward the Food Science & Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Food Science & Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Food Safety and Quality Systems spends time on:\nThe vocabulary of food Science & Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Food Science & Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Food Science & Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFood Science & Technology (FDSC)\nNumber\nFDSC 3500\nCredits\n3\nPrerequisite\nFDSC 2300\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nFood Science & Technology course list\nAcademic departments\nFDSC 1500 — Introduction to Food Science\nFDSC 2100 — Food Chemistry\nFDSC 2300 — Food Microbiology\nFDSC 2500 — Food Processing\nFull course catalog" }, { "url": "course-food-science-technology-3700.html", "title": "FDSC 3700 Product Development", "description": "Product Development (FDSC 3700, 3 cr). From concept and prototyping through shelf-life testing and a scale-up plan.", "headings": [ "FDSC 3700 — Product Development", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Food Science & Technology FDSC 3700 — Product Development\n3 credits · prerequisite: FDSC 2500 · typically fall and spring\nCourse description\nFrom concept and prototyping through shelf-life testing and a scale-up plan.\nProduct Development is an advanced undergraduate course in Food Science & Technology (FDSC 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nFDSC 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of product Development.\nAnalyze and solve open-ended problems in food Science & Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nProduct Development counts toward the Food Science & Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Food Science & Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Product Development spends time on:\nThe vocabulary of food Science & Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Food Science & Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Food Science & Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFood Science & Technology (FDSC)\nNumber\nFDSC 3700\nCredits\n3\nPrerequisite\nFDSC 2500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nFood Science & Technology course list\nAcademic departments\nFDSC 1500 — Introduction to Food Science\nFDSC 2100 — Food Chemistry\nFDSC 2300 — Food Microbiology\nFDSC 2500 — Food Processing\nFull course catalog" }, { "url": "course-food-science-technology-4900.html", "title": "FDSC 4900 Food Science Capstone", "description": "Food Science Capstone (FDSC 4900, 3 cr). A team develops a new food product for an industry sponsor, from brief to a validated prototype.", "headings": [ "FDSC 4900 — Food Science Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Food Science & Technology FDSC 4900 — Food Science Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA team develops a new food product for an industry sponsor, from brief to a validated prototype.\nFood Science Capstone is an advanced, often capstone-level undergraduate course in Food Science & Technology (FDSC 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of food Science Capstone.\nAnalyze and solve open-ended problems in food Science & Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFood Science Capstone counts toward the Food Science & Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Food Science & Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Food Science Capstone spends time on:\nThe vocabulary of food Science & Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Food Science & Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Food Science & Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFood Science & Technology (FDSC)\nNumber\nFDSC 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nFood Science & Technology course list\nAcademic departments\nFDSC 1500 — Introduction to Food Science\nFDSC 2100 — Food Chemistry\nFDSC 2300 — Food Microbiology\nFDSC 2500 — Food Processing\nFull course catalog" }, { "url": "course-french-1010.html", "title": "FREN 1010 Elementary French I", "description": "Elementary French I (FREN 1010, 4 cr). Foundations of listening, speaking, reading, and writing for everyday communication.", "headings": [ "FREN 1010 — Elementary French I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · French FREN 1010 — Elementary French I\n4 credits · no prerequisites · typically fall\nCourse description\nFoundations of listening, speaking, reading, and writing for everyday communication.\nElementary French I is an introductory course in French (FREN 1010), carrying 4 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of elementary French I.\nWork standard problems in french accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nElementary French I counts toward the French program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the French course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Elementary French I spends time on:\nThe vocabulary of french and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward French. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFrench (FREN)\nNumber\nFREN 1010\nCredits\n4\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nFrench course list\nAcademic departments\nFREN 1020 — Elementary French II\nFREN 2010 — Intermediate French I\nFREN 2020 — Intermediate French II\nFREN 2500 — French Conversation\nFull course catalog" }, { "url": "course-french-1020.html", "title": "FREN 1020 Elementary French II", "description": "Elementary French II (FREN 1020, 4 cr). Continued development of the four skills, the passé composé, and cultural literacy.", "headings": [ "FREN 1020 — Elementary French II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · French FREN 1020 — Elementary French II\n4 credits · prerequisite: FREN 1010 · typically spring\nCourse description\nContinued development of the four skills, the passé composé, and cultural literacy.\nElementary French II is an introductory course in French (FREN 1020), carrying 4 credits, and is typically offered spring.\nPrerequisites\nFREN 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of elementary French II.\nWork standard problems in french accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nElementary French II counts toward the French program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the French course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Elementary French II spends time on:\nThe vocabulary of french and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the French department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward French. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFrench (FREN)\nNumber\nFREN 1020\nCredits\n4\nPrerequisite\nFREN 1010\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nFrench course list\nAcademic departments\nFREN 1010 — Elementary French I\nFREN 2010 — Intermediate French I\nFREN 2020 — Intermediate French II\nFREN 2500 — French Conversation\nFull course catalog" }, { "url": "course-french-2010.html", "title": "FREN 2010 Intermediate French I", "description": "Intermediate French I (FREN 2010, 3 cr). Narration in past tenses, expanded vocabulary, and short authentic readings.", "headings": [ "FREN 2010 — Intermediate French I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · French FREN 2010 — Intermediate French I\n3 credits · prerequisite: FREN 1020 · typically fall and spring\nCourse description\nNarration in past tenses, expanded vocabulary, and short authentic readings.\nIntermediate French I is a lower-division undergraduate course in French (FREN 2010), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nFREN 1020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of intermediate French I.\nWork standard problems in french accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntermediate French I counts toward the French program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the French course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Intermediate French I spends time on:\nThe vocabulary of french and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the French department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward French. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFrench (FREN)\nNumber\nFREN 2010\nCredits\n3\nPrerequisite\nFREN 1020\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nFrench course list\nAcademic departments\nFREN 1010 — Elementary French I\nFREN 1020 — Elementary French II\nFREN 2020 — Intermediate French II\nFREN 2500 — French Conversation\nFull course catalog" }, { "url": "course-french-2020.html", "title": "FREN 2020 Intermediate French II", "description": "Intermediate French II (FREN 2020, 3 cr). The subjunctive, complex structures, and reading and discussion of texts and film.", "headings": [ "FREN 2020 — Intermediate French II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · French FREN 2020 — Intermediate French II\n3 credits · prerequisite: FREN 2010 · typically fall, alternate years\nCourse description\nThe subjunctive, complex structures, and reading and discussion of texts and film.\nIntermediate French II is a lower-division undergraduate course in French (FREN 2020), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nFREN 2010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of intermediate French II.\nWork standard problems in french accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntermediate French II counts toward the French program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the French course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Intermediate French II spends time on:\nThe vocabulary of french and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the French department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward French. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFrench (FREN)\nNumber\nFREN 2020\nCredits\n3\nPrerequisite\nFREN 2010\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nFrench course list\nAcademic departments\nFREN 1010 — Elementary French I\nFREN 1020 — Elementary French II\nFREN 2010 — Intermediate French I\nFREN 2500 — French Conversation\nFull course catalog" }, { "url": "course-french-2500.html", "title": "FREN 2500 French Conversation", "description": "French Conversation (FREN 2500, 3 cr). Fluency through structured discussion of contemporary topics.", "headings": [ "FREN 2500 — French Conversation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · French FREN 2500 — French Conversation\n3 credits · prerequisite: FREN 2010 · typically spring, alternate years\nCourse description\nFluency through structured discussion of contemporary topics.\nFrench Conversation is a lower-division undergraduate course in French (FREN 2500), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nFREN 2010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of french Conversation.\nWork standard problems in french accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFrench Conversation counts toward the French program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the French course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of French Conversation spends time on:\nThe vocabulary of french and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the French department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward French. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFrench (FREN)\nNumber\nFREN 2500\nCredits\n3\nPrerequisite\nFREN 2010\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nFrench course list\nAcademic departments\nFREN 1010 — Elementary French I\nFREN 1020 — Elementary French II\nFREN 2010 — Intermediate French I\nFREN 2020 — Intermediate French II\nFull course catalog" }, { "url": "course-french-3100.html", "title": "FREN 3100 French for Global Careers", "description": "French for Global Careers (FREN 3100, 3 cr). Professional communication for business, diplomacy, and the arts in Francophone contexts.", "headings": [ "FREN 3100 — French for Global Careers", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · French FREN 3100 — French for Global Careers\n3 credits · prerequisite: FREN 2020 · typically fall\nCourse description\nProfessional communication for business, diplomacy, and the arts in Francophone contexts.\nFrench for Global Careers is an advanced undergraduate course in French (FREN 3100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nFREN 2020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of french for Global Careers.\nAnalyze and solve open-ended problems in french, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFrench for Global Careers counts toward the French program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the French course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of French for Global Careers spends time on:\nThe vocabulary of french and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the French department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward French. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFrench (FREN)\nNumber\nFREN 3100\nCredits\n3\nPrerequisite\nFREN 2020\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nFrench course list\nAcademic departments\nFREN 1010 — Elementary French I\nFREN 1020 — Elementary French II\nFREN 2010 — Intermediate French I\nFREN 2020 — Intermediate French II\nFull course catalog" }, { "url": "course-french-3300.html", "title": "FREN 3300 Introduction to French Literature", "description": "Introduction to French Literature (FREN 3300, 3 cr). Close reading of representative works across genres and periods.", "headings": [ "FREN 3300 — Introduction to French Literature", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · French FREN 3300 — Introduction to French Literature\n3 credits · prerequisite: FREN 2020 · typically spring\nCourse description\nClose reading of representative works across genres and periods.\nIntroduction to French Literature is an advanced undergraduate course in French (FREN 3300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nFREN 2020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to French Literature.\nAnalyze and solve open-ended problems in french, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to French Literature counts toward the French program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the French course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to French Literature spends time on:\nThe vocabulary of french and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the French department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward French. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFrench (FREN)\nNumber\nFREN 3300\nCredits\n3\nPrerequisite\nFREN 2020\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nFrench course list\nAcademic departments\nFREN 1010 — Elementary French I\nFREN 1020 — Elementary French II\nFREN 2010 — Intermediate French I\nFREN 2020 — Intermediate French II\nFull course catalog" }, { "url": "course-french-3500.html", "title": "FREN 3500 Francophone Cultures", "description": "Francophone Cultures (FREN 3500, 3 cr). Society, history, and current issues across France, Canada, Africa, and the Caribbean.", "headings": [ "FREN 3500 — Francophone Cultures", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · French FREN 3500 — Francophone Cultures\n3 credits · prerequisite: FREN 2020 · typically fall and spring\nCourse description\nSociety, history, and current issues across France, Canada, Africa, and the Caribbean.\nFrancophone Cultures is an advanced undergraduate course in French (FREN 3500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nFREN 2020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of francophone Cultures.\nAnalyze and solve open-ended problems in french, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFrancophone Cultures counts toward the French program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the French course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Francophone Cultures spends time on:\nThe vocabulary of french and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the French department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward French. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nFrench (FREN)\nNumber\nFREN 3500\nCredits\n3\nPrerequisite\nFREN 2020\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nFrench course list\nAcademic departments\nFREN 1010 — Elementary French I\nFREN 1020 — Elementary French II\nFREN 2010 — Intermediate French I\nFREN 2020 — Intermediate French II\nFull course catalog" }, { "url": "course-game-art-1500.html", "title": "GDES 1500 Introduction to Game Art", "description": "Introduction to Game Art (GDES 1500, 3 cr). Pipelines, engines, real-time constraints, and building a simple asset end to end.", "headings": [ "GDES 1500 — Introduction to Game Art", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Game Art GDES 1500 — Introduction to Game Art\n3 credits · no prerequisites · typically fall\nCourse description\nPipelines, engines, real-time constraints, and building a simple asset end to end.\nIntroduction to Game Art is an introductory course in Game Art (GDES 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Game Art.\nWork standard problems in game Art accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Game Art counts toward the Game Art program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Game Art course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Game Art spends time on:\nThe vocabulary of game Art and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Game Art. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGame Art (GDES)\nNumber\nGDES 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nGame Art course list\nAcademic departments\nGDES 2100 — 3D Asset Creation\nGDES 2300 — Texturing and Materials\nGDES 2500 — Environment Art\nGDES 3100 — Character Art\nFull course catalog" }, { "url": "course-game-art-2100.html", "title": "GDES 2100 3D Asset Creation", "description": "3D Asset Creation (GDES 2100, 3 cr). Hard-surface and organic modeling, high-to-low bake, and clean topology.", "headings": [ "GDES 2100 — 3D Asset Creation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Game Art GDES 2100 — 3D Asset Creation\n3 credits · prerequisite: GDES 1500 · typically spring\nCourse description\nHard-surface and organic modeling, high-to-low bake, and clean topology.\n3D Asset Creation is a lower-division undergraduate course in Game Art (GDES 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nGDES 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of 3D Asset Creation.\nWork standard problems in game Art accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\n3D Asset Creation counts toward the Game Art program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Game Art course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of 3D Asset Creation spends time on:\nThe vocabulary of game Art and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Game Art department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Game Art. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGame Art (GDES)\nNumber\nGDES 2100\nCredits\n3\nPrerequisite\nGDES 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nGame Art course list\nAcademic departments\nGDES 1500 — Introduction to Game Art\nGDES 2300 — Texturing and Materials\nGDES 2500 — Environment Art\nGDES 3100 — Character Art\nFull course catalog" }, { "url": "course-game-art-2300.html", "title": "GDES 2300 Texturing and Materials", "description": "Texturing and Materials (GDES 2300, 3 cr). PBR texturing, trim sheets, and authoring materials to a performance budget.", "headings": [ "GDES 2300 — Texturing and Materials", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Game Art GDES 2300 — Texturing and Materials\n3 credits · prerequisite: GDES 2100 · typically fall and spring\nCourse description\nPBR texturing, trim sheets, and authoring materials to a performance budget.\nTexturing and Materials is a lower-division undergraduate course in Game Art (GDES 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nGDES 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of texturing and Materials.\nWork standard problems in game Art accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTexturing and Materials counts toward the Game Art program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Game Art course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Texturing and Materials spends time on:\nThe vocabulary of game Art and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Game Art department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Game Art. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGame Art (GDES)\nNumber\nGDES 2300\nCredits\n3\nPrerequisite\nGDES 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nGame Art course list\nAcademic departments\nGDES 1500 — Introduction to Game Art\nGDES 2100 — 3D Asset Creation\nGDES 2500 — Environment Art\nGDES 3100 — Character Art\nFull course catalog" }, { "url": "course-game-art-2500.html", "title": "GDES 2500 Environment Art", "description": "Environment Art (GDES 2500, 3 cr). Modular kits, set dressing, and building a playable environment in an engine.", "headings": [ "GDES 2500 — Environment Art", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Game Art GDES 2500 — Environment Art\n3 credits · prerequisite: GDES 2300 · typically fall, alternate years\nCourse description\nModular kits, set dressing, and building a playable environment in an engine.\nEnvironment Art is a lower-division undergraduate course in Game Art (GDES 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nGDES 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of environment Art.\nWork standard problems in game Art accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEnvironment Art counts toward the Game Art program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Game Art course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Environment Art spends time on:\nThe vocabulary of game Art and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Game Art department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Game Art. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGame Art (GDES)\nNumber\nGDES 2500\nCredits\n3\nPrerequisite\nGDES 2300\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nGame Art course list\nAcademic departments\nGDES 1500 — Introduction to Game Art\nGDES 2100 — 3D Asset Creation\nGDES 2300 — Texturing and Materials\nGDES 3100 — Character Art\nFull course catalog" }, { "url": "course-game-art-3100.html", "title": "GDES 3100 Character Art", "description": "Character Art (GDES 3100, 3 cr). Sculpting, retopology, and preparing a game-ready character.", "headings": [ "GDES 3100 — Character Art", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Game Art GDES 3100 — Character Art\n3 credits · prerequisite: GDES 2300 · typically spring, alternate years\nCourse description\nSculpting, retopology, and preparing a game-ready character.\nCharacter Art is an advanced undergraduate course in Game Art (GDES 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nGDES 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of character Art.\nAnalyze and solve open-ended problems in game Art, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCharacter Art counts toward the Game Art program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Game Art course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Character Art spends time on:\nThe vocabulary of game Art and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Game Art department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Game Art. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGame Art (GDES)\nNumber\nGDES 3100\nCredits\n3\nPrerequisite\nGDES 2300\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nGame Art course list\nAcademic departments\nGDES 1500 — Introduction to Game Art\nGDES 2100 — 3D Asset Creation\nGDES 2300 — Texturing and Materials\nGDES 2500 — Environment Art\nFull course catalog" }, { "url": "course-game-art-3300.html", "title": "GDES 3300 Technical Art", "description": "Technical Art (GDES 3300, 3 cr). Shaders, VFX, optimization, and building tools that support the art team.", "headings": [ "GDES 3300 — Technical Art", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Game Art GDES 3300 — Technical Art\n3 credits · prerequisite: GDES 2500 · typically fall\nCourse description\nShaders, VFX, optimization, and building tools that support the art team.\nTechnical Art is an advanced undergraduate course in Game Art (GDES 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nGDES 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of technical Art.\nAnalyze and solve open-ended problems in game Art, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTechnical Art counts toward the Game Art program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Game Art course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Technical Art spends time on:\nThe vocabulary of game Art and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Game Art department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Game Art. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGame Art (GDES)\nNumber\nGDES 3300\nCredits\n3\nPrerequisite\nGDES 2500\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nGame Art course list\nAcademic departments\nGDES 1500 — Introduction to Game Art\nGDES 2100 — 3D Asset Creation\nGDES 2300 — Texturing and Materials\nGDES 2500 — Environment Art\nFull course catalog" }, { "url": "course-game-art-3500.html", "title": "GDES 3500 Lighting for Games", "description": "Lighting for Games (GDES 3500, 3 cr). Real-time lighting, mood, performance, and cinematics.", "headings": [ "GDES 3500 — Lighting for Games", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Game Art GDES 3500 — Lighting for Games\n3 credits · prerequisite: GDES 2500 · typically spring\nCourse description\nReal-time lighting, mood, performance, and cinematics.\nLighting for Games is an advanced undergraduate course in Game Art (GDES 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nGDES 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of lighting for Games.\nAnalyze and solve open-ended problems in game Art, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLighting for Games counts toward the Game Art program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Game Art course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Lighting for Games spends time on:\nThe vocabulary of game Art and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Game Art department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Game Art. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGame Art (GDES)\nNumber\nGDES 3500\nCredits\n3\nPrerequisite\nGDES 2500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nGame Art course list\nAcademic departments\nGDES 1500 — Introduction to Game Art\nGDES 2100 — 3D Asset Creation\nGDES 2300 — Texturing and Materials\nGDES 2500 — Environment Art\nFull course catalog" }, { "url": "course-game-art-4900.html", "title": "GDES 4900 Game Art Portfolio", "description": "Game Art Portfolio (GDES 4900, 3 cr). A focused, polished portfolio and a contribution to a studio project.", "headings": [ "GDES 4900 — Game Art Portfolio", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Game Art GDES 4900 — Game Art Portfolio\n3 credits · prerequisite: senior standing · typically fall and spring\nCourse description\nA focused, polished portfolio and a contribution to a studio project.\nGame Art Portfolio is an advanced, often capstone-level undergraduate course in Game Art (GDES 4900), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of game Art Portfolio.\nAnalyze and solve open-ended problems in game Art, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGame Art Portfolio counts toward the Game Art program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Game Art course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Game Art Portfolio spends time on:\nThe vocabulary of game Art and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Game Art department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Game Art. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGame Art (GDES)\nNumber\nGDES 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nGame Art course list\nAcademic departments\nGDES 1500 — Introduction to Game Art\nGDES 2100 — 3D Asset Creation\nGDES 2300 — Texturing and Materials\nGDES 2500 — Environment Art\nFull course catalog" }, { "url": "course-game-design-1600.html", "title": "GAME 1600 Introduction to Game Design", "description": "Introduction to Game Design (GAME 1600, 3 cr). Game mechanics, dynamics, and player experience; paper prototyping; and the discipline of changing a design based on what playtesters actually do.", "headings": [ "GAME 1600 — Introduction to Game Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Game Design & Development GAME 1600 — Introduction to Game Design\n3 credits · no prerequisites · typically fall\nCourse description\nGame mechanics, dynamics, and player experience; paper prototyping; and the discipline of changing a design based on what playtesters actually do.\nIntroduction to Game Design is an introductory course in Game Design & Development (GAME 1600), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Game Design.\nWork standard problems in game Design & Development accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Game Design counts toward the Game Design & Development program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Game Design & Development course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Game Design spends time on:\nThe vocabulary of game Design & Development and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Game Design & Development. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGame Design & Development (GAME)\nNumber\nGAME 1600\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nGame Design & Development course list\nGame Design & Development program\nAcademic departments\nGAME 2100 — Game Programming I\nGAME 2300 — Level and Systems Design\nGAME 2500 — Game Art Pipeline\nGAME 3100 — Game Programming II\nFull course catalog" }, { "url": "course-game-design-2100.html", "title": "GAME 2100 Game Programming I", "description": "Game Programming I (GAME 2100, 3 cr). Building interactive real-time applications in an engine: the game loop, input, physics, collision, state, and structuring code for a project that will grow.", "headings": [ "GAME 2100 — Game Programming I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Game Design & Development GAME 2100 — Game Programming I\n3 credits · prerequisite: CS 1100 · typically spring\nCourse description\nBuilding interactive real-time applications in an engine: the game loop, input, physics, collision, state, and structuring code for a project that will grow.\nGame Programming I is a lower-division undergraduate course in Game Design & Development (GAME 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nCS 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of game Programming I.\nWork standard problems in game Design & Development accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGame Programming I counts toward the Game Design & Development program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Game Design & Development course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Game Programming I spends time on:\nThe vocabulary of game Design & Development and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Game Design & Development department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Game Design & Development. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGame Design & Development (GAME)\nNumber\nGAME 2100\nCredits\n3\nPrerequisite\nCS 1100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nGame Design & Development course list\nGame Design & Development program\nAcademic departments\nGAME 1600 — Introduction to Game Design\nGAME 2300 — Level and Systems Design\nGAME 2500 — Game Art Pipeline\nGAME 3100 — Game Programming II\nFull course catalog" }, { "url": "course-game-design-2300.html", "title": "GAME 2300 Level and Systems Design", "description": "Level and Systems Design (GAME 2300, 3 cr). Designing spaces and rule systems that teach, pace, and challenge; blockouts; and balancing through iteration and data.", "headings": [ "GAME 2300 — Level and Systems Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Game Design & Development GAME 2300 — Level and Systems Design\n3 credits · prerequisite: GAME 1600 · typically fall and spring\nCourse description\nDesigning spaces and rule systems that teach, pace, and challenge; blockouts; and balancing through iteration and data.\nLevel and Systems Design is a lower-division undergraduate course in Game Design & Development (GAME 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nGAME 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of level and Systems Design.\nWork standard problems in game Design & Development accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLevel and Systems Design counts toward the Game Design & Development program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Game Design & Development course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Level and Systems Design spends time on:\nThe vocabulary of game Design & Development and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Game Design & Development department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Game Design & Development. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGame Design & Development (GAME)\nNumber\nGAME 2300\nCredits\n3\nPrerequisite\nGAME 1600\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nGame Design & Development course list\nGame Design & Development program\nAcademic departments\nGAME 1600 — Introduction to Game Design\nGAME 2100 — Game Programming I\nGAME 2500 — Game Art Pipeline\nGAME 3100 — Game Programming II\nFull course catalog" }, { "url": "course-game-design-2500.html", "title": "GAME 2500 Game Art Pipeline", "description": "Game Art Pipeline (GAME 2500, 3 cr). Modeling, texturing, rigging, and importing assets into an engine at a target performance budget, working to a shared style guide.", "headings": [ "GAME 2500 — Game Art Pipeline", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Game Design & Development GAME 2500 — Game Art Pipeline\n3 credits · prerequisite: ART 1100 · typically fall, alternate years\nCourse description\nModeling, texturing, rigging, and importing assets into an engine at a target performance budget, working to a shared style guide.\nGame Art Pipeline is a lower-division undergraduate course in Game Design & Development (GAME 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nART 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of game Art Pipeline.\nWork standard problems in game Design & Development accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGame Art Pipeline counts toward the Game Design & Development program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Game Design & Development course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Game Art Pipeline spends time on:\nThe vocabulary of game Design & Development and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Game Design & Development department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Game Design & Development. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGame Design & Development (GAME)\nNumber\nGAME 2500\nCredits\n3\nPrerequisite\nART 1100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nGame Design & Development course list\nGame Design & Development program\nAcademic departments\nGAME 1600 — Introduction to Game Design\nGAME 2100 — Game Programming I\nGAME 2300 — Level and Systems Design\nGAME 3100 — Game Programming II\nFull course catalog" }, { "url": "course-game-design-3100.html", "title": "GAME 3100 Game Programming II", "description": "Game Programming II (GAME 3100, 3 cr). Gameplay systems, AI behaviors, networking for multiplayer, tools programming, and profiling for performance.", "headings": [ "GAME 3100 — Game Programming II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Game Design & Development GAME 3100 — Game Programming II\n3 credits · prerequisite: GAME 2100 · typically spring, alternate years\nCourse description\nGameplay systems, AI behaviors, networking for multiplayer, tools programming, and profiling for performance.\nGame Programming II is an advanced undergraduate course in Game Design & Development (GAME 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nGAME 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of game Programming II.\nAnalyze and solve open-ended problems in game Design & Development, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGame Programming II counts toward the Game Design & Development program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Game Design & Development course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Game Programming II spends time on:\nThe vocabulary of game Design & Development and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Game Design & Development department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Game Design & Development. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGame Design & Development (GAME)\nNumber\nGAME 3100\nCredits\n3\nPrerequisite\nGAME 2100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nGame Design & Development course list\nGame Design & Development program\nAcademic departments\nGAME 1600 — Introduction to Game Design\nGAME 2100 — Game Programming I\nGAME 2300 — Level and Systems Design\nGAME 2500 — Game Art Pipeline\nFull course catalog" }, { "url": "course-game-design-3300.html", "title": "GAME 3300 Narrative and Player Psychology", "description": "Narrative and Player Psychology (GAME 3300, 3 cr). Environmental and systemic storytelling, motivation and reward, difficulty and flow, and designing for a range of players.", "headings": [ "GAME 3300 — Narrative and Player Psychology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Game Design & Development GAME 3300 — Narrative and Player Psychology\n3 credits · prerequisite: GAME 1600 · typically fall\nCourse description\nEnvironmental and systemic storytelling, motivation and reward, difficulty and flow, and designing for a range of players.\nNarrative and Player Psychology is an advanced undergraduate course in Game Design & Development (GAME 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nGAME 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of narrative and Player Psychology.\nAnalyze and solve open-ended problems in game Design & Development, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nNarrative and Player Psychology counts toward the Game Design & Development program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Game Design & Development course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Narrative and Player Psychology spends time on:\nThe vocabulary of game Design & Development and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Game Design & Development department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Game Design & Development. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGame Design & Development (GAME)\nNumber\nGAME 3300\nCredits\n3\nPrerequisite\nGAME 1600\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nGame Design & Development course list\nGame Design & Development program\nAcademic departments\nGAME 1600 — Introduction to Game Design\nGAME 2100 — Game Programming I\nGAME 2300 — Level and Systems Design\nGAME 2500 — Game Art Pipeline\nFull course catalog" }, { "url": "course-game-design-3500.html", "title": "GAME 3500 Production and the Vertical Slice", "description": "Production and the Vertical Slice (GAME 3500, 3 cr). Scoping a game realistically, running a small team through milestones, and delivering a polished vertical slice.", "headings": [ "GAME 3500 — Production and the Vertical Slice", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Game Design & Development GAME 3500 — Production and the Vertical Slice\n3 credits · prerequisite: GAME 2300 · typically spring\nCourse description\nScoping a game realistically, running a small team through milestones, and delivering a polished vertical slice.\nProduction and the Vertical Slice is an advanced undergraduate course in Game Design & Development (GAME 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nGAME 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of production and the Vertical Slice.\nAnalyze and solve open-ended problems in game Design & Development, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nProduction and the Vertical Slice counts toward the Game Design & Development program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Game Design & Development course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Production and the Vertical Slice spends time on:\nThe vocabulary of game Design & Development and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Game Design & Development department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Game Design & Development. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGame Design & Development (GAME)\nNumber\nGAME 3500\nCredits\n3\nPrerequisite\nGAME 2300\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nGame Design & Development course list\nGame Design & Development program\nAcademic departments\nGAME 1600 — Introduction to Game Design\nGAME 2100 — Game Programming I\nGAME 2300 — Level and Systems Design\nGAME 2500 — Game Art Pipeline\nFull course catalog" }, { "url": "course-game-design-4700.html", "title": "GAME 4700 Studio I", "description": "Studio I (GAME 4700, 3 cr). A cross-disciplinary team begins production on an original game that will ship at the end of the following term.", "headings": [ "GAME 4700 — Studio I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Game Design & Development GAME 4700 — Studio I\n3 credits · prerequisite: GAME 3500 · typically fall and spring\nCourse description\nA cross-disciplinary team begins production on an original game that will ship at the end of the following term.\nStudio I is an advanced, often capstone-level undergraduate course in Game Design & Development (GAME 4700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nGAME 3500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of studio I.\nAnalyze and solve open-ended problems in game Design & Development, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStudio I counts toward the Game Design & Development program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Game Design & Development course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Studio I spends time on:\nThe vocabulary of game Design & Development and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Game Design & Development department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Game Design & Development. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGame Design & Development (GAME)\nNumber\nGAME 4700\nCredits\n3\nPrerequisite\nGAME 3500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nGame Design & Development course list\nGame Design & Development program\nAcademic departments\nGAME 1600 — Introduction to Game Design\nGAME 2100 — Game Programming I\nGAME 2300 — Level and Systems Design\nGAME 2500 — Game Art Pipeline\nFull course catalog" }, { "url": "course-game-design-4900.html", "title": "GAME 4900 Studio II", "description": "Studio II (GAME 4900, 3 cr). The team completes, tests, and releases the game, then presents it publicly at the showcase.", "headings": [ "GAME 4900 — Studio II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Game Design & Development GAME 4900 — Studio II\n3 credits · prerequisite: GAME 4700 · typically fall, alternate years\nCourse description\nThe team completes, tests, and releases the game, then presents it publicly at the showcase.\nStudio II is an advanced, often capstone-level undergraduate course in Game Design & Development (GAME 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nGAME 4700. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of studio II.\nAnalyze and solve open-ended problems in game Design & Development, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStudio II counts toward the Game Design & Development program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Game Design & Development course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Studio II spends time on:\nThe vocabulary of game Design & Development and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Game Design & Development department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Game Design & Development. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGame Design & Development (GAME)\nNumber\nGAME 4900\nCredits\n3\nPrerequisite\nGAME 4700\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nGame Design & Development course list\nGame Design & Development program\nAcademic departments\nGAME 1600 — Introduction to Game Design\nGAME 2100 — Game Programming I\nGAME 2300 — Level and Systems Design\nGAME 2500 — Game Art Pipeline\nFull course catalog" }, { "url": "course-geography-1000.html", "title": "GEOG 1000 World Regional Geography", "description": "World Regional Geography (GEOG 1000, 3 cr). The physical and human geography of the major world regions and the processes of globalization that link them.", "headings": [ "GEOG 1000 — World Regional Geography", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Geography GEOG 1000 — World Regional Geography\n3 credits · no prerequisites · typically fall\nCourse description\nThe physical and human geography of the major world regions and the processes of globalization that link them.\nWorld Regional Geography is an introductory course in Geography (GEOG 1000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of world Regional Geography.\nWork standard problems in geography accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWorld Regional Geography counts toward the Geography program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Geography course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of World Regional Geography spends time on:\nThe vocabulary of geography and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Geography. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGeography (GEOG)\nNumber\nGEOG 1000\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nGeography course list\nAcademic departments\nGEOG 2100 — Physical Geography\nGEOG 2200 — Human Geography\nGEOG 2300 — Cartography and Map Design\nGEOG 2500 — Introduction to GIS\nFull course catalog" }, { "url": "course-geography-2100.html", "title": "GEOG 2100 Physical Geography", "description": "Physical Geography (GEOG 2100, 4 cr). Weather and climate, landforms, soils, and biogeography, with lab.", "headings": [ "GEOG 2100 — Physical Geography", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Geography GEOG 2100 — Physical Geography\n4 credits · no prerequisites · typically spring\nCourse description\nWeather and climate, landforms, soils, and biogeography, with lab.\nPhysical Geography is a lower-division undergraduate course in Geography (GEOG 2100), carrying 4 credits, and is typically offered spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of physical Geography.\nWork standard problems in geography accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPhysical Geography counts toward the Geography program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Geography course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Physical Geography spends time on:\nThe vocabulary of geography and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Geography. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGeography (GEOG)\nNumber\nGEOG 2100\nCredits\n4\nPrerequisite\nNone\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nGeography course list\nAcademic departments\nGEOG 1000 — World Regional Geography\nGEOG 2200 — Human Geography\nGEOG 2300 — Cartography and Map Design\nGEOG 2500 — Introduction to GIS\nFull course catalog" }, { "url": "course-geography-2200.html", "title": "GEOG 2200 Human Geography", "description": "Human Geography (GEOG 2200, 3 cr). Population, migration, urbanization, agriculture, industry, and cultural landscapes.", "headings": [ "GEOG 2200 — Human Geography", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Geography GEOG 2200 — Human Geography\n3 credits · prerequisite: GEOG 1000 · typically fall and spring\nCourse description\nPopulation, migration, urbanization, agriculture, industry, and cultural landscapes.\nHuman Geography is a lower-division undergraduate course in Geography (GEOG 2200), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nGEOG 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of human Geography.\nWork standard problems in geography accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHuman Geography counts toward the Geography program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Geography course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Human Geography spends time on:\nThe vocabulary of geography and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Geography department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Geography. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGeography (GEOG)\nNumber\nGEOG 2200\nCredits\n3\nPrerequisite\nGEOG 1000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nGeography course list\nAcademic departments\nGEOG 1000 — World Regional Geography\nGEOG 2100 — Physical Geography\nGEOG 2300 — Cartography and Map Design\nGEOG 2500 — Introduction to GIS\nFull course catalog" }, { "url": "course-geography-2300.html", "title": "GEOG 2300 Cartography and Map Design", "description": "Cartography and Map Design (GEOG 2300, 3 cr). Map projections, symbolization, generalization, and producing clear thematic maps.", "headings": [ "GEOG 2300 — Cartography and Map Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Geography GEOG 2300 — Cartography and Map Design\n3 credits · no prerequisites · typically fall, alternate years\nCourse description\nMap projections, symbolization, generalization, and producing clear thematic maps.\nCartography and Map Design is a lower-division undergraduate course in Geography (GEOG 2300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of cartography and Map Design.\nWork standard problems in geography accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCartography and Map Design counts toward the Geography program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Geography course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Cartography and Map Design spends time on:\nThe vocabulary of geography and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Geography. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGeography (GEOG)\nNumber\nGEOG 2300\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nGeography course list\nAcademic departments\nGEOG 1000 — World Regional Geography\nGEOG 2100 — Physical Geography\nGEOG 2200 — Human Geography\nGEOG 2500 — Introduction to GIS\nFull course catalog" }, { "url": "course-geography-2500.html", "title": "GEOG 2500 Introduction to GIS", "description": "Introduction to GIS (GEOG 2500, 3 cr). Spatial data models, coordinate systems, overlay analysis, and cartographic output using GIS software.", "headings": [ "GEOG 2500 — Introduction to GIS", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Geography GEOG 2500 — Introduction to GIS\n3 credits · no prerequisites · typically spring, alternate years\nCourse description\nSpatial data models, coordinate systems, overlay analysis, and cartographic output using GIS software.\nIntroduction to GIS is a lower-division undergraduate course in Geography (GEOG 2500), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to GIS.\nWork standard problems in geography accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to GIS counts toward the Geography program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Geography course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to GIS spends time on:\nThe vocabulary of geography and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Geography. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGeography (GEOG)\nNumber\nGEOG 2500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nGeography course list\nAcademic departments\nGEOG 1000 — World Regional Geography\nGEOG 2100 — Physical Geography\nGEOG 2200 — Human Geography\nGEOG 2300 — Cartography and Map Design\nFull course catalog" }, { "url": "course-geography-3100.html", "title": "GEOG 3100 Remote Sensing", "description": "Remote Sensing (GEOG 3100, 3 cr). Acquiring and interpreting satellite and aerial imagery, classification, and change detection.", "headings": [ "GEOG 3100 — Remote Sensing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Geography GEOG 3100 — Remote Sensing\n3 credits · prerequisite: GEOG 2500 · typically fall\nCourse description\nAcquiring and interpreting satellite and aerial imagery, classification, and change detection.\nRemote Sensing is an advanced undergraduate course in Geography (GEOG 3100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nGEOG 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of remote Sensing.\nAnalyze and solve open-ended problems in geography, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRemote Sensing counts toward the Geography program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Geography course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Remote Sensing spends time on:\nThe vocabulary of geography and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Geography department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Geography. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGeography (GEOG)\nNumber\nGEOG 3100\nCredits\n3\nPrerequisite\nGEOG 2500\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nGeography course list\nAcademic departments\nGEOG 1000 — World Regional Geography\nGEOG 2100 — Physical Geography\nGEOG 2200 — Human Geography\nGEOG 2300 — Cartography and Map Design\nFull course catalog" }, { "url": "course-geography-3300.html", "title": "GEOG 3300 Urban Geography", "description": "Urban Geography (GEOG 3300, 3 cr). City systems, land use, transportation, housing, and planning.", "headings": [ "GEOG 3300 — Urban Geography", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Geography GEOG 3300 — Urban Geography\n3 credits · prerequisite: GEOG 2200 · typically spring\nCourse description\nCity systems, land use, transportation, housing, and planning.\nUrban Geography is an advanced undergraduate course in Geography (GEOG 3300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nGEOG 2200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of urban Geography.\nAnalyze and solve open-ended problems in geography, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nUrban Geography counts toward the Geography program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Geography course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Urban Geography spends time on:\nThe vocabulary of geography and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Geography department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Geography. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGeography (GEOG)\nNumber\nGEOG 3300\nCredits\n3\nPrerequisite\nGEOG 2200\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nGeography course list\nAcademic departments\nGEOG 1000 — World Regional Geography\nGEOG 2100 — Physical Geography\nGEOG 2200 — Human Geography\nGEOG 2300 — Cartography and Map Design\nFull course catalog" }, { "url": "course-geography-3500.html", "title": "GEOG 3500 GIS Analysis and Modeling", "description": "GIS Analysis and Modeling (GEOG 3500, 4 cr). Suitability modeling, network analysis, spatial statistics, and a client project.", "headings": [ "GEOG 3500 — GIS Analysis and Modeling", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Geography GEOG 3500 — GIS Analysis and Modeling\n4 credits · prerequisite: GEOG 2500 · typically fall and spring\nCourse description\nSuitability modeling, network analysis, spatial statistics, and a client project.\nGIS Analysis and Modeling is an advanced undergraduate course in Geography (GEOG 3500), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nGEOG 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of gIS Analysis and Modeling.\nAnalyze and solve open-ended problems in geography, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGIS Analysis and Modeling counts toward the Geography program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Geography course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of GIS Analysis and Modeling spends time on:\nThe vocabulary of geography and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Geography department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Geography. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGeography (GEOG)\nNumber\nGEOG 3500\nCredits\n4\nPrerequisite\nGEOG 2500\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nGeography course list\nAcademic departments\nGEOG 1000 — World Regional Geography\nGEOG 2100 — Physical Geography\nGEOG 2200 — Human Geography\nGEOG 2300 — Cartography and Map Design\nFull course catalog" }, { "url": "course-geography-4900.html", "title": "GEOG 4900 Geography Capstone", "description": "Geography Capstone (GEOG 4900, 3 cr). An applied spatial-analysis project for a community or agency partner.", "headings": [ "GEOG 4900 — Geography Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Geography GEOG 4900 — Geography Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nAn applied spatial-analysis project for a community or agency partner.\nGeography Capstone is an advanced, often capstone-level undergraduate course in Geography (GEOG 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of geography Capstone.\nAnalyze and solve open-ended problems in geography, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGeography Capstone counts toward the Geography program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Geography course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Geography Capstone spends time on:\nThe vocabulary of geography and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Geography department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Geography. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGeography (GEOG)\nNumber\nGEOG 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nGeography course list\nAcademic departments\nGEOG 1000 — World Regional Geography\nGEOG 2100 — Physical Geography\nGEOG 2200 — Human Geography\nGEOG 2300 — Cartography and Map Design\nFull course catalog" }, { "url": "course-geology-1010.html", "title": "GEOL 1010 Physical Geology", "description": "Physical Geology (GEOL 1010, 4 cr). Minerals and rocks, plate tectonics, volcanism, earthquakes, weathering, rivers, glaciers, and groundwater, with lab.", "headings": [ "GEOL 1010 — Physical Geology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Geology GEOL 1010 — Physical Geology\n4 credits · no prerequisites · typically fall\nCourse description\nMinerals and rocks, plate tectonics, volcanism, earthquakes, weathering, rivers, glaciers, and groundwater, with lab.\nPhysical Geology is an introductory course in Geology (GEOL 1010), carrying 4 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of physical Geology.\nWork standard problems in geology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPhysical Geology counts toward the Geology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Geology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Physical Geology spends time on:\nThe vocabulary of geology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Geology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGeology (GEOL)\nNumber\nGEOL 1010\nCredits\n4\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nGeology course list\nAcademic departments\nGEOL 1020 — Historical Geology\nGEOL 2100 — Mineralogy\nGEOL 2300 — Sedimentology and Stratigraphy\nGEOL 3100 — Structural Geology\nFull course catalog" }, { "url": "course-geology-1020.html", "title": "GEOL 1020 Historical Geology", "description": "Historical Geology (GEOL 1020, 4 cr). The rock and fossil record, geologic time, and the evolution of Earth and life, with lab.", "headings": [ "GEOL 1020 — Historical Geology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Geology GEOL 1020 — Historical Geology\n4 credits · prerequisite: GEOL 1010 · typically spring\nCourse description\nThe rock and fossil record, geologic time, and the evolution of Earth and life, with lab.\nHistorical Geology is an introductory course in Geology (GEOL 1020), carrying 4 credits, and is typically offered spring.\nPrerequisites\nGEOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of historical Geology.\nWork standard problems in geology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHistorical Geology counts toward the Geology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Geology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Historical Geology spends time on:\nThe vocabulary of geology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Geology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Geology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGeology (GEOL)\nNumber\nGEOL 1020\nCredits\n4\nPrerequisite\nGEOL 1010\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nGeology course list\nAcademic departments\nGEOL 1010 — Physical Geology\nGEOL 2100 — Mineralogy\nGEOL 2300 — Sedimentology and Stratigraphy\nGEOL 3100 — Structural Geology\nFull course catalog" }, { "url": "course-geology-2100.html", "title": "GEOL 2100 Mineralogy", "description": "Mineralogy (GEOL 2100, 4 cr). Crystal chemistry, mineral identification, and optical mineralogy, with lab.", "headings": [ "GEOL 2100 — Mineralogy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Geology GEOL 2100 — Mineralogy\n4 credits · prerequisite: GEOL 1010, CHEM 1050 · typically fall and spring\nCourse description\nCrystal chemistry, mineral identification, and optical mineralogy, with lab.\nMineralogy is a lower-division undergraduate course in Geology (GEOL 2100), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nGEOL 1010, CHEM 1050. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of mineralogy.\nWork standard problems in geology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMineralogy counts toward the Geology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Geology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Mineralogy spends time on:\nThe vocabulary of geology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Geology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Geology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGeology (GEOL)\nNumber\nGEOL 2100\nCredits\n4\nPrerequisite\nGEOL 1010, CHEM 1050\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nGeology course list\nAcademic departments\nGEOL 1010 — Physical Geology\nGEOL 1020 — Historical Geology\nGEOL 2300 — Sedimentology and Stratigraphy\nGEOL 3100 — Structural Geology\nFull course catalog" }, { "url": "course-geology-2300.html", "title": "GEOL 2300 Sedimentology and Stratigraphy", "description": "Sedimentology and Stratigraphy (GEOL 2300, 4 cr). Sediment transport, depositional environments, and correlating and interpreting rock sequences, with field work.", "headings": [ "GEOL 2300 — Sedimentology and Stratigraphy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Geology GEOL 2300 — Sedimentology and Stratigraphy\n4 credits · prerequisite: GEOL 1020 · typically fall, alternate years\nCourse description\nSediment transport, depositional environments, and correlating and interpreting rock sequences, with field work.\nSedimentology and Stratigraphy is a lower-division undergraduate course in Geology (GEOL 2300), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nGEOL 1020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sedimentology and Stratigraphy.\nWork standard problems in geology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSedimentology and Stratigraphy counts toward the Geology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Geology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sedimentology and Stratigraphy spends time on:\nThe vocabulary of geology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Geology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Geology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGeology (GEOL)\nNumber\nGEOL 2300\nCredits\n4\nPrerequisite\nGEOL 1020\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nGeology course list\nAcademic departments\nGEOL 1010 — Physical Geology\nGEOL 1020 — Historical Geology\nGEOL 2100 — Mineralogy\nGEOL 3100 — Structural Geology\nFull course catalog" }, { "url": "course-geology-3100.html", "title": "GEOL 3100 Structural Geology", "description": "Structural Geology (GEOL 3100, 4 cr). Stress and strain, folds, faults, and reconstructing the deformation history of a region, with lab.", "headings": [ "GEOL 3100 — Structural Geology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Geology GEOL 3100 — Structural Geology\n4 credits · prerequisite: GEOL 1010 · typically spring, alternate years\nCourse description\nStress and strain, folds, faults, and reconstructing the deformation history of a region, with lab.\nStructural Geology is an advanced undergraduate course in Geology (GEOL 3100), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nGEOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of structural Geology.\nAnalyze and solve open-ended problems in geology, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStructural Geology counts toward the Geology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Geology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Structural Geology spends time on:\nThe vocabulary of geology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Geology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Geology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGeology (GEOL)\nNumber\nGEOL 3100\nCredits\n4\nPrerequisite\nGEOL 1010\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nGeology course list\nAcademic departments\nGEOL 1010 — Physical Geology\nGEOL 1020 — Historical Geology\nGEOL 2100 — Mineralogy\nGEOL 2300 — Sedimentology and Stratigraphy\nFull course catalog" }, { "url": "course-geology-3300.html", "title": "GEOL 3300 Hydrogeology", "description": "Hydrogeology (GEOL 3300, 3 cr). Groundwater flow, aquifer properties, wells, and contaminant transport.", "headings": [ "GEOL 3300 — Hydrogeology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Geology GEOL 3300 — Hydrogeology\n3 credits · prerequisite: GEOL 1010 · typically fall\nCourse description\nGroundwater flow, aquifer properties, wells, and contaminant transport.\nHydrogeology is an advanced undergraduate course in Geology (GEOL 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nGEOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of hydrogeology.\nAnalyze and solve open-ended problems in geology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHydrogeology counts toward the Geology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Geology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Hydrogeology spends time on:\nThe vocabulary of geology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Geology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Geology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGeology (GEOL)\nNumber\nGEOL 3300\nCredits\n3\nPrerequisite\nGEOL 1010\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nGeology course list\nAcademic departments\nGEOL 1010 — Physical Geology\nGEOL 1020 — Historical Geology\nGEOL 2100 — Mineralogy\nGEOL 2300 — Sedimentology and Stratigraphy\nFull course catalog" }, { "url": "course-geology-3500.html", "title": "GEOL 3500 Environmental and Engineering Geology", "description": "Environmental and Engineering Geology (GEOL 3500, 3 cr). Geologic hazards, site characterization, and geology applied to land use and construction.", "headings": [ "GEOL 3500 — Environmental and Engineering Geology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Geology GEOL 3500 — Environmental and Engineering Geology\n3 credits · prerequisite: GEOL 1010 · typically spring\nCourse description\nGeologic hazards, site characterization, and geology applied to land use and construction.\nEnvironmental and Engineering Geology is an advanced undergraduate course in Geology (GEOL 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nGEOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of environmental and Engineering Geology.\nAnalyze and solve open-ended problems in geology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEnvironmental and Engineering Geology counts toward the Geology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Geology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Environmental and Engineering Geology spends time on:\nThe vocabulary of geology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Geology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Geology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGeology (GEOL)\nNumber\nGEOL 3500\nCredits\n3\nPrerequisite\nGEOL 1010\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nGeology course list\nAcademic departments\nGEOL 1010 — Physical Geology\nGEOL 1020 — Historical Geology\nGEOL 2100 — Mineralogy\nGEOL 2300 — Sedimentology and Stratigraphy\nFull course catalog" }, { "url": "course-geology-3700.html", "title": "GEOL 3700 Geochemistry", "description": "Geochemistry (GEOL 3700, 3 cr). Element behavior in Earth systems, isotopes, water–rock interaction, and analytical methods.", "headings": [ "GEOL 3700 — Geochemistry", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Geology GEOL 3700 — Geochemistry\n3 credits · prerequisite: GEOL 2100 · typically fall and spring\nCourse description\nElement behavior in Earth systems, isotopes, water–rock interaction, and analytical methods.\nGeochemistry is an advanced undergraduate course in Geology (GEOL 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nGEOL 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of geochemistry.\nAnalyze and solve open-ended problems in geology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGeochemistry counts toward the Geology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Geology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Geochemistry spends time on:\nThe vocabulary of geology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Geology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Geology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGeology (GEOL)\nNumber\nGEOL 3700\nCredits\n3\nPrerequisite\nGEOL 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nGeology course list\nAcademic departments\nGEOL 1010 — Physical Geology\nGEOL 1020 — Historical Geology\nGEOL 2100 — Mineralogy\nGEOL 2300 — Sedimentology and Stratigraphy\nFull course catalog" }, { "url": "course-geology-4900.html", "title": "GEOL 4900 Field Geology", "description": "Field Geology (GEOL 4900, 4 cr). A multi-week field course mapping bedrock and surficial geology and producing a professional report.", "headings": [ "GEOL 4900 — Field Geology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Geology GEOL 4900 — Field Geology\n4 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA multi-week field course mapping bedrock and surficial geology and producing a professional report.\nField Geology is an advanced, often capstone-level undergraduate course in Geology (GEOL 4900), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of field Geology.\nAnalyze and solve open-ended problems in geology, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nField Geology counts toward the Geology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Geology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Field Geology spends time on:\nThe vocabulary of geology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Geology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Geology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGeology (GEOL)\nNumber\nGEOL 4900\nCredits\n4\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nGeology course list\nAcademic departments\nGEOL 1010 — Physical Geology\nGEOL 1020 — Historical Geology\nGEOL 2100 — Mineralogy\nGEOL 2300 — Sedimentology and Stratigraphy\nFull course catalog" }, { "url": "course-gerontology-1500.html", "title": "GERO 1500 Introduction to Gerontology", "description": "Introduction to Gerontology (GERO 1500, 3 cr). Demography of aging, theories, and the systems that serve older adults.", "headings": [ "GERO 1500 — Introduction to Gerontology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Gerontology GERO 1500 — Introduction to Gerontology\n3 credits · no prerequisites · typically fall\nCourse description\nDemography of aging, theories, and the systems that serve older adults.\nIntroduction to Gerontology is an introductory course in Gerontology (GERO 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Gerontology.\nWork standard problems in gerontology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Gerontology counts toward the Gerontology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Gerontology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Gerontology spends time on:\nThe vocabulary of gerontology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Gerontology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGerontology (GERO)\nNumber\nGERO 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nGerontology course list\nAcademic departments\nGERO 2100 — Biology and Health of Aging\nGERO 2300 — Psychology of Adult Development and Aging\nGERO 2500 — Sociology of Aging\nGERO 3100 — Programs and Services for Older Adults\nFull course catalog" }, { "url": "course-gerontology-2100.html", "title": "GERO 2100 Biology and Health of Aging", "description": "Biology and Health of Aging (GERO 2100, 3 cr). Normal aging, common chronic conditions, function, and healthy-aging strategies.", "headings": [ "GERO 2100 — Biology and Health of Aging", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Gerontology GERO 2100 — Biology and Health of Aging\n3 credits · prerequisite: BIOL 1010 · typically spring\nCourse description\nNormal aging, common chronic conditions, function, and healthy-aging strategies.\nBiology and Health of Aging is a lower-division undergraduate course in Gerontology (GERO 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nBIOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of biology and Health of Aging.\nWork standard problems in gerontology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBiology and Health of Aging counts toward the Gerontology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Gerontology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Biology and Health of Aging spends time on:\nThe vocabulary of gerontology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Gerontology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Gerontology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGerontology (GERO)\nNumber\nGERO 2100\nCredits\n3\nPrerequisite\nBIOL 1010\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nGerontology course list\nAcademic departments\nGERO 1500 — Introduction to Gerontology\nGERO 2300 — Psychology of Adult Development and Aging\nGERO 2500 — Sociology of Aging\nGERO 3100 — Programs and Services for Older Adults\nFull course catalog" }, { "url": "course-gerontology-2300.html", "title": "GERO 2300 Psychology of Adult Development and Aging", "description": "Psychology of Adult Development and Aging (GERO 2300, 3 cr). Cognition, personality, mental health, and adaptation in later life.", "headings": [ "GERO 2300 — Psychology of Adult Development and Aging", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Gerontology GERO 2300 — Psychology of Adult Development and Aging\n3 credits · prerequisite: PSYC 1000 · typically fall and spring\nCourse description\nCognition, personality, mental health, and adaptation in later life.\nPsychology of Adult Development and Aging is a lower-division undergraduate course in Gerontology (GERO 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nPSYC 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of psychology of Adult Development and Aging.\nWork standard problems in gerontology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPsychology of Adult Development and Aging counts toward the Gerontology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Gerontology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Psychology of Adult Development and Aging spends time on:\nThe vocabulary of gerontology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Gerontology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Gerontology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGerontology (GERO)\nNumber\nGERO 2300\nCredits\n3\nPrerequisite\nPSYC 1000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nGerontology course list\nAcademic departments\nGERO 1500 — Introduction to Gerontology\nGERO 2100 — Biology and Health of Aging\nGERO 2500 — Sociology of Aging\nGERO 3100 — Programs and Services for Older Adults\nFull course catalog" }, { "url": "course-gerontology-2500.html", "title": "GERO 2500 Sociology of Aging", "description": "Sociology of Aging (GERO 2500, 3 cr). Roles, family, work and retirement, ageism, and diversity among older adults.", "headings": [ "GERO 2500 — Sociology of Aging", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Gerontology GERO 2500 — Sociology of Aging\n3 credits · prerequisite: SOC 1000 · typically fall, alternate years\nCourse description\nRoles, family, work and retirement, ageism, and diversity among older adults.\nSociology of Aging is a lower-division undergraduate course in Gerontology (GERO 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nSOC 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sociology of Aging.\nWork standard problems in gerontology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSociology of Aging counts toward the Gerontology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Gerontology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sociology of Aging spends time on:\nThe vocabulary of gerontology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Gerontology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Gerontology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGerontology (GERO)\nNumber\nGERO 2500\nCredits\n3\nPrerequisite\nSOC 1000\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nGerontology course list\nAcademic departments\nGERO 1500 — Introduction to Gerontology\nGERO 2100 — Biology and Health of Aging\nGERO 2300 — Psychology of Adult Development and Aging\nGERO 3100 — Programs and Services for Older Adults\nFull course catalog" }, { "url": "course-gerontology-3100.html", "title": "GERO 3100 Programs and Services for Older Adults", "description": "Programs and Services for Older Adults (GERO 3100, 3 cr). The aging network, long-term care, home and community-based services, and care coordination.", "headings": [ "GERO 3100 — Programs and Services for Older Adults", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Gerontology GERO 3100 — Programs and Services for Older Adults\n3 credits · prerequisite: GERO 1500 · typically spring, alternate years\nCourse description\nThe aging network, long-term care, home and community-based services, and care coordination.\nPrograms and Services for Older Adults is an advanced undergraduate course in Gerontology (GERO 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nGERO 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of programs and Services for Older Adults.\nAnalyze and solve open-ended problems in gerontology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPrograms and Services for Older Adults counts toward the Gerontology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Gerontology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Programs and Services for Older Adults spends time on:\nThe vocabulary of gerontology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Gerontology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Gerontology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGerontology (GERO)\nNumber\nGERO 3100\nCredits\n3\nPrerequisite\nGERO 1500\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nGerontology course list\nAcademic departments\nGERO 1500 — Introduction to Gerontology\nGERO 2100 — Biology and Health of Aging\nGERO 2300 — Psychology of Adult Development and Aging\nGERO 2500 — Sociology of Aging\nFull course catalog" }, { "url": "course-gerontology-3300.html", "title": "GERO 3300 Policy and Economics of Aging", "description": "Policy and Economics of Aging (GERO 3300, 3 cr). Social Security, Medicare and Medicaid, pensions, and the politics of an aging society.", "headings": [ "GERO 3300 — Policy and Economics of Aging", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Gerontology GERO 3300 — Policy and Economics of Aging\n3 credits · prerequisite: GERO 1500 · typically fall\nCourse description\nSocial Security, Medicare and Medicaid, pensions, and the politics of an aging society.\nPolicy and Economics of Aging is an advanced undergraduate course in Gerontology (GERO 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nGERO 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of policy and Economics of Aging.\nAnalyze and solve open-ended problems in gerontology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPolicy and Economics of Aging counts toward the Gerontology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Gerontology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Policy and Economics of Aging spends time on:\nThe vocabulary of gerontology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Gerontology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Gerontology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGerontology (GERO)\nNumber\nGERO 3300\nCredits\n3\nPrerequisite\nGERO 1500\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nGerontology course list\nAcademic departments\nGERO 1500 — Introduction to Gerontology\nGERO 2100 — Biology and Health of Aging\nGERO 2300 — Psychology of Adult Development and Aging\nGERO 2500 — Sociology of Aging\nFull course catalog" }, { "url": "course-gerontology-3500.html", "title": "GERO 3500 End-of-Life and Palliative Care", "description": "End-of-Life and Palliative Care (GERO 3500, 3 cr). Advance care planning, hospice, grief, and supporting families.", "headings": [ "GERO 3500 — End-of-Life and Palliative Care", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Gerontology GERO 3500 — End-of-Life and Palliative Care\n3 credits · prerequisite: GERO 2100 · typically spring\nCourse description\nAdvance care planning, hospice, grief, and supporting families.\nEnd-of-Life and Palliative Care is an advanced undergraduate course in Gerontology (GERO 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nGERO 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of end-of-Life and Palliative Care.\nAnalyze and solve open-ended problems in gerontology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEnd-of-Life and Palliative Care counts toward the Gerontology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Gerontology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of End-of-Life and Palliative Care spends time on:\nThe vocabulary of gerontology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Gerontology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Gerontology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGerontology (GERO)\nNumber\nGERO 3500\nCredits\n3\nPrerequisite\nGERO 2100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nGerontology course list\nAcademic departments\nGERO 1500 — Introduction to Gerontology\nGERO 2100 — Biology and Health of Aging\nGERO 2300 — Psychology of Adult Development and Aging\nGERO 2500 — Sociology of Aging\nFull course catalog" }, { "url": "course-gerontology-4900.html", "title": "GERO 4900 Gerontology Practicum", "description": "Gerontology Practicum (GERO 4900, 4 cr). A supervised placement in an aging-services organization with a seminar.", "headings": [ "GERO 4900 — Gerontology Practicum", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Gerontology GERO 4900 — Gerontology Practicum\n4 credits · prerequisite: senior standing · typically fall and spring\nCourse description\nA supervised placement in an aging-services organization with a seminar.\nGerontology Practicum is an advanced, often capstone-level undergraduate course in Gerontology (GERO 4900), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of gerontology Practicum.\nAnalyze and solve open-ended problems in gerontology, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGerontology Practicum counts toward the Gerontology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Gerontology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Gerontology Practicum spends time on:\nThe vocabulary of gerontology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Gerontology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Gerontology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGerontology (GERO)\nNumber\nGERO 4900\nCredits\n4\nPrerequisite\nsenior standing\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nGerontology course list\nAcademic departments\nGERO 1500 — Introduction to Gerontology\nGERO 2100 — Biology and Health of Aging\nGERO 2300 — Psychology of Adult Development and Aging\nGERO 2500 — Sociology of Aging\nFull course catalog" }, { "url": "course-global-studies-1000.html", "title": "GLBL 1000 Introduction to Global Studies", "description": "Introduction to Global Studies (GLBL 1000, 3 cr). Globalization's economic, political, cultural, and environmental dimensions and their tensions.", "headings": [ "GLBL 1000 — Introduction to Global Studies", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Global Studies GLBL 1000 — Introduction to Global Studies\n3 credits · no prerequisites · typically fall\nCourse description\nGlobalization's economic, political, cultural, and environmental dimensions and their tensions.\nIntroduction to Global Studies is an introductory course in Global Studies (GLBL 1000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Global Studies.\nWork standard problems in global Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Global Studies counts toward the Global Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Global Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Global Studies spends time on:\nThe vocabulary of global Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Global Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGlobal Studies (GLBL)\nNumber\nGLBL 1000\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nGlobal Studies course list\nAcademic departments\nGLBL 2100 — Global Political Economy\nGLBL 2300 — Global Cultures and Identities\nGLBL 2500 — Human Rights in Global Perspective\nGLBL 3100 — Global Environmental Politics\nFull course catalog" }, { "url": "course-global-studies-2100.html", "title": "GLBL 2100 Global Political Economy", "description": "Global Political Economy (GLBL 2100, 3 cr). Trade, finance, development, and the institutions that govern the world economy.", "headings": [ "GLBL 2100 — Global Political Economy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Global Studies GLBL 2100 — Global Political Economy\n3 credits · prerequisite: GLBL 1000 · typically spring\nCourse description\nTrade, finance, development, and the institutions that govern the world economy.\nGlobal Political Economy is a lower-division undergraduate course in Global Studies (GLBL 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nGLBL 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of global Political Economy.\nWork standard problems in global Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGlobal Political Economy counts toward the Global Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Global Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Global Political Economy spends time on:\nThe vocabulary of global Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Global Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Global Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGlobal Studies (GLBL)\nNumber\nGLBL 2100\nCredits\n3\nPrerequisite\nGLBL 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nGlobal Studies course list\nAcademic departments\nGLBL 1000 — Introduction to Global Studies\nGLBL 2300 — Global Cultures and Identities\nGLBL 2500 — Human Rights in Global Perspective\nGLBL 3100 — Global Environmental Politics\nFull course catalog" }, { "url": "course-global-studies-2300.html", "title": "GLBL 2300 Global Cultures and Identities", "description": "Global Cultures and Identities (GLBL 2300, 3 cr). Migration, diaspora, media, and the local negotiation of global flows.", "headings": [ "GLBL 2300 — Global Cultures and Identities", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Global Studies GLBL 2300 — Global Cultures and Identities\n3 credits · prerequisite: GLBL 1000 · typically fall and spring\nCourse description\nMigration, diaspora, media, and the local negotiation of global flows.\nGlobal Cultures and Identities is a lower-division undergraduate course in Global Studies (GLBL 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nGLBL 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of global Cultures and Identities.\nWork standard problems in global Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGlobal Cultures and Identities counts toward the Global Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Global Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Global Cultures and Identities spends time on:\nThe vocabulary of global Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Global Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Global Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGlobal Studies (GLBL)\nNumber\nGLBL 2300\nCredits\n3\nPrerequisite\nGLBL 1000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nGlobal Studies course list\nAcademic departments\nGLBL 1000 — Introduction to Global Studies\nGLBL 2100 — Global Political Economy\nGLBL 2500 — Human Rights in Global Perspective\nGLBL 3100 — Global Environmental Politics\nFull course catalog" }, { "url": "course-global-studies-2500.html", "title": "GLBL 2500 Human Rights in Global Perspective", "description": "Human Rights in Global Perspective (GLBL 2500, 3 cr). The human-rights framework, mechanisms, and debates over universality and enforcement.", "headings": [ "GLBL 2500 — Human Rights in Global Perspective", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Global Studies GLBL 2500 — Human Rights in Global Perspective\n3 credits · prerequisite: GLBL 1000 · typically fall, alternate years\nCourse description\nThe human-rights framework, mechanisms, and debates over universality and enforcement.\nHuman Rights in Global Perspective is a lower-division undergraduate course in Global Studies (GLBL 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nGLBL 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of human Rights in Global Perspective.\nWork standard problems in global Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHuman Rights in Global Perspective counts toward the Global Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Global Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Human Rights in Global Perspective spends time on:\nThe vocabulary of global Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Global Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Global Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGlobal Studies (GLBL)\nNumber\nGLBL 2500\nCredits\n3\nPrerequisite\nGLBL 1000\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nGlobal Studies course list\nAcademic departments\nGLBL 1000 — Introduction to Global Studies\nGLBL 2100 — Global Political Economy\nGLBL 2300 — Global Cultures and Identities\nGLBL 3100 — Global Environmental Politics\nFull course catalog" }, { "url": "course-global-studies-3100.html", "title": "GLBL 3100 Global Environmental Politics", "description": "Global Environmental Politics (GLBL 3100, 3 cr). Climate, biodiversity, and resource governance across borders.", "headings": [ "GLBL 3100 — Global Environmental Politics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Global Studies GLBL 3100 — Global Environmental Politics\n3 credits · prerequisite: GLBL 1000 · typically spring, alternate years\nCourse description\nClimate, biodiversity, and resource governance across borders.\nGlobal Environmental Politics is an advanced undergraduate course in Global Studies (GLBL 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nGLBL 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of global Environmental Politics.\nAnalyze and solve open-ended problems in global Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGlobal Environmental Politics counts toward the Global Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Global Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Global Environmental Politics spends time on:\nThe vocabulary of global Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Global Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Global Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGlobal Studies (GLBL)\nNumber\nGLBL 3100\nCredits\n3\nPrerequisite\nGLBL 1000\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nGlobal Studies course list\nAcademic departments\nGLBL 1000 — Introduction to Global Studies\nGLBL 2100 — Global Political Economy\nGLBL 2300 — Global Cultures and Identities\nGLBL 2500 — Human Rights in Global Perspective\nFull course catalog" }, { "url": "course-global-studies-3300.html", "title": "GLBL 3300 Conflict, Security, and Peacebuilding", "description": "Conflict, Security, and Peacebuilding (GLBL 3300, 3 cr). Causes of conflict, intervention, transitional justice, and building durable peace.", "headings": [ "GLBL 3300 — Conflict, Security, and Peacebuilding", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Global Studies GLBL 3300 — Conflict, Security, and Peacebuilding\n3 credits · prerequisite: GLBL 1000 · typically fall\nCourse description\nCauses of conflict, intervention, transitional justice, and building durable peace.\nConflict, Security, and Peacebuilding is an advanced undergraduate course in Global Studies (GLBL 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nGLBL 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of conflict, Security, and Peacebuilding.\nAnalyze and solve open-ended problems in global Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nConflict, Security, and Peacebuilding counts toward the Global Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Global Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Conflict, Security, and Peacebuilding spends time on:\nThe vocabulary of global Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Global Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Global Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGlobal Studies (GLBL)\nNumber\nGLBL 3300\nCredits\n3\nPrerequisite\nGLBL 1000\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nGlobal Studies course list\nAcademic departments\nGLBL 1000 — Introduction to Global Studies\nGLBL 2100 — Global Political Economy\nGLBL 2300 — Global Cultures and Identities\nGLBL 2500 — Human Rights in Global Perspective\nFull course catalog" }, { "url": "course-global-studies-3500.html", "title": "GLBL 3500 Regional Focus Seminar", "description": "Regional Focus Seminar (GLBL 3500, 3 cr). An in-depth term on one world region's history, politics, and current issues; topic rotates.", "headings": [ "GLBL 3500 — Regional Focus Seminar", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Global Studies GLBL 3500 — Regional Focus Seminar\n3 credits · prerequisite: GLBL 1000 · typically spring\nCourse description\nAn in-depth term on one world region's history, politics, and current issues; topic rotates.\nRegional Focus Seminar is an advanced undergraduate course in Global Studies (GLBL 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nGLBL 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of regional Focus Seminar.\nAnalyze and solve open-ended problems in global Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRegional Focus Seminar counts toward the Global Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Global Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Regional Focus Seminar spends time on:\nThe vocabulary of global Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Global Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Global Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGlobal Studies (GLBL)\nNumber\nGLBL 3500\nCredits\n3\nPrerequisite\nGLBL 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nGlobal Studies course list\nAcademic departments\nGLBL 1000 — Introduction to Global Studies\nGLBL 2100 — Global Political Economy\nGLBL 2300 — Global Cultures and Identities\nGLBL 2500 — Human Rights in Global Perspective\nFull course catalog" }, { "url": "course-global-studies-4900.html", "title": "GLBL 4900 Global Studies Capstone", "description": "Global Studies Capstone (GLBL 4900, 3 cr). A research project connecting a global process to a specific place, often tied to study abroad.", "headings": [ "GLBL 4900 — Global Studies Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Global Studies GLBL 4900 — Global Studies Capstone\n3 credits · prerequisite: senior standing · typically fall and spring\nCourse description\nA research project connecting a global process to a specific place, often tied to study abroad.\nGlobal Studies Capstone is an advanced, often capstone-level undergraduate course in Global Studies (GLBL 4900), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of global Studies Capstone.\nAnalyze and solve open-ended problems in global Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGlobal Studies Capstone counts toward the Global Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Global Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Global Studies Capstone spends time on:\nThe vocabulary of global Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Global Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Global Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGlobal Studies (GLBL)\nNumber\nGLBL 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nGlobal Studies course list\nAcademic departments\nGLBL 1000 — Introduction to Global Studies\nGLBL 2100 — Global Political Economy\nGLBL 2300 — Global Cultures and Identities\nGLBL 2500 — Human Rights in Global Perspective\nFull course catalog" }, { "url": "course-graphic-design-1100.html", "title": "GRDS 1100 Design Foundations", "description": "Design Foundations (GRDS 1100, 3 cr). Composition, hierarchy, contrast, grid, and figure–ground worked through a series of black-and-white studio projects and critiques.", "headings": [ "GRDS 1100 — Design Foundations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Graphic Design & Interactive Media GRDS 1100 — Design Foundations\n3 credits · no prerequisites · typically fall\nCourse description\nComposition, hierarchy, contrast, grid, and figure–ground worked through a series of black-and-white studio projects and critiques.\nDesign Foundations is an introductory course in Graphic Design & Interactive Media (GRDS 1100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of design Foundations.\nWork standard problems in graphic Design & Interactive Media accurately and show the reasoning behind each step.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDesign Foundations counts toward the Graphic Design & Interactive Media program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Graphic Design & Interactive Media course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Design Foundations spends time on:\nThe vocabulary of graphic Design & Interactive Media and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Graphic Design & Interactive Media. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGraphic Design & Interactive Media (GRDS)\nNumber\nGRDS 1100\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nGraphic Design & Interactive Media course list\nGraphic Design & Interactive Media program\nAcademic departments\nGRDS 1300 — Typography I\nGRDS 2100 — Design Software and Production\nGRDS 2300 — Brand and Identity\nGRDS 2500 — Interactive Design I\nFull course catalog" }, { "url": "course-graphic-design-1300.html", "title": "GRDS 1300 Typography I", "description": "Typography I (GRDS 1300, 3 cr). Letterforms, spacing, type families, and setting text for reading; the history and anatomy of type; and typographic systems.", "headings": [ "GRDS 1300 — Typography I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Graphic Design & Interactive Media GRDS 1300 — Typography I\n3 credits · prerequisite: GRDS 1100 · typically spring\nCourse description\nLetterforms, spacing, type families, and setting text for reading; the history and anatomy of type; and typographic systems.\nTypography I is an introductory course in Graphic Design & Interactive Media (GRDS 1300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nGRDS 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of typography I.\nWork standard problems in graphic Design & Interactive Media accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTypography I counts toward the Graphic Design & Interactive Media program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Graphic Design & Interactive Media course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Typography I spends time on:\nThe vocabulary of graphic Design & Interactive Media and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Graphic Design & Interactive Media department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Graphic Design & Interactive Media. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGraphic Design & Interactive Media (GRDS)\nNumber\nGRDS 1300\nCredits\n3\nPrerequisite\nGRDS 1100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nGraphic Design & Interactive Media course list\nGraphic Design & Interactive Media program\nAcademic departments\nGRDS 1100 — Design Foundations\nGRDS 2100 — Design Software and Production\nGRDS 2300 — Brand and Identity\nGRDS 2500 — Interactive Design I\nFull course catalog" }, { "url": "course-graphic-design-2100.html", "title": "GRDS 2100 Design Software and Production", "description": "Design Software and Production (GRDS 2100, 3 cr). Vector, raster, and layout tools; color modes; prepress and export; and building files a printer or developer can use.", "headings": [ "GRDS 2100 — Design Software and Production", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Graphic Design & Interactive Media GRDS 2100 — Design Software and Production\n3 credits · prerequisite: GRDS 1100 · typically fall and spring\nCourse description\nVector, raster, and layout tools; color modes; prepress and export; and building files a printer or developer can use.\nDesign Software and Production is a lower-division undergraduate course in Graphic Design & Interactive Media (GRDS 2100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nGRDS 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of design Software and Production.\nWork standard problems in graphic Design & Interactive Media accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDesign Software and Production counts toward the Graphic Design & Interactive Media program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Graphic Design & Interactive Media course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Design Software and Production spends time on:\nThe vocabulary of graphic Design & Interactive Media and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Graphic Design & Interactive Media department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Graphic Design & Interactive Media. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGraphic Design & Interactive Media (GRDS)\nNumber\nGRDS 2100\nCredits\n3\nPrerequisite\nGRDS 1100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nGraphic Design & Interactive Media course list\nGraphic Design & Interactive Media program\nAcademic departments\nGRDS 1100 — Design Foundations\nGRDS 1300 — Typography I\nGRDS 2300 — Brand and Identity\nGRDS 2500 — Interactive Design I\nFull course catalog" }, { "url": "course-graphic-design-2300.html", "title": "GRDS 2300 Brand and Identity", "description": "Brand and Identity (GRDS 2300, 3 cr). Developing a visual identity system — mark, palette, type, voice, and guidelines — from research through application.", "headings": [ "GRDS 2300 — Brand and Identity", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Graphic Design & Interactive Media GRDS 2300 — Brand and Identity\n3 credits · prerequisite: GRDS 1300 · typically fall, alternate years\nCourse description\nDeveloping a visual identity system — mark, palette, type, voice, and guidelines — from research through application.\nBrand and Identity is a lower-division undergraduate course in Graphic Design & Interactive Media (GRDS 2300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nGRDS 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of brand and Identity.\nWork standard problems in graphic Design & Interactive Media accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBrand and Identity counts toward the Graphic Design & Interactive Media program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Graphic Design & Interactive Media course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Brand and Identity spends time on:\nThe vocabulary of graphic Design & Interactive Media and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Graphic Design & Interactive Media department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Graphic Design & Interactive Media. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGraphic Design & Interactive Media (GRDS)\nNumber\nGRDS 2300\nCredits\n3\nPrerequisite\nGRDS 1300\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nGraphic Design & Interactive Media course list\nGraphic Design & Interactive Media program\nAcademic departments\nGRDS 1100 — Design Foundations\nGRDS 1300 — Typography I\nGRDS 2100 — Design Software and Production\nGRDS 2500 — Interactive Design I\nFull course catalog" }, { "url": "course-graphic-design-2500.html", "title": "GRDS 2500 Interactive Design I", "description": "Interactive Design I (GRDS 2500, 3 cr). Designing for screens: layout for multiple sizes, components, prototyping interaction, and handing off to development.", "headings": [ "GRDS 2500 — Interactive Design I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Graphic Design & Interactive Media GRDS 2500 — Interactive Design I\n3 credits · prerequisite: GRDS 2100 · typically spring, alternate years\nCourse description\nDesigning for screens: layout for multiple sizes, components, prototyping interaction, and handing off to development.\nInteractive Design I is a lower-division undergraduate course in Graphic Design & Interactive Media (GRDS 2500), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nGRDS 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of interactive Design I.\nWork standard problems in graphic Design & Interactive Media accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nInteractive Design I counts toward the Graphic Design & Interactive Media program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Graphic Design & Interactive Media course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Interactive Design I spends time on:\nThe vocabulary of graphic Design & Interactive Media and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Graphic Design & Interactive Media department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Graphic Design & Interactive Media. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGraphic Design & Interactive Media (GRDS)\nNumber\nGRDS 2500\nCredits\n3\nPrerequisite\nGRDS 2100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nGraphic Design & Interactive Media course list\nGraphic Design & Interactive Media program\nAcademic departments\nGRDS 1100 — Design Foundations\nGRDS 1300 — Typography I\nGRDS 2100 — Design Software and Production\nGRDS 2300 — Brand and Identity\nFull course catalog" }, { "url": "course-graphic-design-3100.html", "title": "GRDS 3100 Motion Design", "description": "Motion Design (GRDS 3100, 3 cr). Timing, easing, and sequencing for titles, explainers, and interface motion, produced to a brief.", "headings": [ "GRDS 3100 — Motion Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Graphic Design & Interactive Media GRDS 3100 — Motion Design\n3 credits · prerequisite: GRDS 2100 · typically fall\nCourse description\nTiming, easing, and sequencing for titles, explainers, and interface motion, produced to a brief.\nMotion Design is an advanced undergraduate course in Graphic Design & Interactive Media (GRDS 3100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nGRDS 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of motion Design.\nAnalyze and solve open-ended problems in graphic Design & Interactive Media, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMotion Design counts toward the Graphic Design & Interactive Media program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Graphic Design & Interactive Media course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Motion Design spends time on:\nThe vocabulary of graphic Design & Interactive Media and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Graphic Design & Interactive Media department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Graphic Design & Interactive Media. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGraphic Design & Interactive Media (GRDS)\nNumber\nGRDS 3100\nCredits\n3\nPrerequisite\nGRDS 2100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nGraphic Design & Interactive Media course list\nGraphic Design & Interactive Media program\nAcademic departments\nGRDS 1100 — Design Foundations\nGRDS 1300 — Typography I\nGRDS 2100 — Design Software and Production\nGRDS 2300 — Brand and Identity\nFull course catalog" }, { "url": "course-graphic-design-3300.html", "title": "GRDS 3300 Design Research and Strategy", "description": "Design Research and Strategy (GRDS 3300, 3 cr). Framing a design problem, methods for understanding an audience, and arguing a direction with evidence.", "headings": [ "GRDS 3300 — Design Research and Strategy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Graphic Design & Interactive Media GRDS 3300 — Design Research and Strategy\n3 credits · prerequisite: junior standing · typically spring\nCourse description\nFraming a design problem, methods for understanding an audience, and arguing a direction with evidence.\nDesign Research and Strategy is an advanced undergraduate course in Graphic Design & Interactive Media (GRDS 3300), carrying 3 credits, and is typically offered spring.\nPrerequisites\njunior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of design Research and Strategy.\nAnalyze and solve open-ended problems in graphic Design & Interactive Media, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDesign Research and Strategy counts toward the Graphic Design & Interactive Media program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Graphic Design & Interactive Media course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Design Research and Strategy spends time on:\nThe vocabulary of graphic Design & Interactive Media and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Graphic Design & Interactive Media department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Graphic Design & Interactive Media. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGraphic Design & Interactive Media (GRDS)\nNumber\nGRDS 3300\nCredits\n3\nPrerequisite\njunior standing\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nGraphic Design & Interactive Media course list\nGraphic Design & Interactive Media program\nAcademic departments\nGRDS 1100 — Design Foundations\nGRDS 1300 — Typography I\nGRDS 2100 — Design Software and Production\nGRDS 2300 — Brand and Identity\nFull course catalog" }, { "url": "course-graphic-design-3500.html", "title": "GRDS 3500 Publication and Editorial Design", "description": "Publication and Editorial Design (GRDS 3500, 3 cr). Long-form layout, editorial systems, image and text integration, and producing a bound piece.", "headings": [ "GRDS 3500 — Publication and Editorial Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Graphic Design & Interactive Media GRDS 3500 — Publication and Editorial Design\n3 credits · prerequisite: GRDS 1300 · typically fall and spring\nCourse description\nLong-form layout, editorial systems, image and text integration, and producing a bound piece.\nPublication and Editorial Design is an advanced undergraduate course in Graphic Design & Interactive Media (GRDS 3500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nGRDS 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of publication and Editorial Design.\nAnalyze and solve open-ended problems in graphic Design & Interactive Media, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPublication and Editorial Design counts toward the Graphic Design & Interactive Media program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Graphic Design & Interactive Media course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Publication and Editorial Design spends time on:\nThe vocabulary of graphic Design & Interactive Media and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Graphic Design & Interactive Media department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Graphic Design & Interactive Media. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGraphic Design & Interactive Media (GRDS)\nNumber\nGRDS 3500\nCredits\n3\nPrerequisite\nGRDS 1300\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nGraphic Design & Interactive Media course list\nGraphic Design & Interactive Media program\nAcademic departments\nGRDS 1100 — Design Foundations\nGRDS 1300 — Typography I\nGRDS 2100 — Design Software and Production\nGRDS 2300 — Brand and Identity\nFull course catalog" }, { "url": "course-graphic-design-4900.html", "title": "GRDS 4900 Design Capstone", "description": "Design Capstone (GRDS 4900, 3 cr). A self-directed body of work developed with an adviser and presented in the senior show.", "headings": [ "GRDS 4900 — Design Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Graphic Design & Interactive Media GRDS 4900 — Design Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA self-directed body of work developed with an adviser and presented in the senior show.\nDesign Capstone is an advanced, often capstone-level undergraduate course in Graphic Design & Interactive Media (GRDS 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of design Capstone.\nAnalyze and solve open-ended problems in graphic Design & Interactive Media, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDesign Capstone counts toward the Graphic Design & Interactive Media program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Graphic Design & Interactive Media course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Design Capstone spends time on:\nThe vocabulary of graphic Design & Interactive Media and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Graphic Design & Interactive Media department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Graphic Design & Interactive Media. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nGraphic Design & Interactive Media (GRDS)\nNumber\nGRDS 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nGraphic Design & Interactive Media course list\nGraphic Design & Interactive Media program\nAcademic departments\nGRDS 1100 — Design Foundations\nGRDS 1300 — Typography I\nGRDS 2100 — Design Software and Production\nGRDS 2300 — Brand and Identity\nFull course catalog" }, { "url": "course-health-information-management-1500.html", "title": "HIM 1500 Introduction to Health Information Management", "description": "Introduction to Health Information Management (HIM 1500, 3 cr). The health record, the health-care delivery system, and the HIM profession and its credentials.", "headings": [ "HIM 1500 — Introduction to Health Information Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Health Information Management HIM 1500 — Introduction to Health Information Management\n3 credits · no prerequisites · typically fall\nCourse description\nThe health record, the health-care delivery system, and the HIM profession and its credentials.\nIntroduction to Health Information Management is an introductory course in Health Information Management (HIM 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Health Information Management.\nWork standard problems in health Information Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Health Information Management counts toward the Health Information Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Health Information Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Health Information Management spends time on:\nThe vocabulary of health Information Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Health Information Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHealth Information Management (HIM)\nNumber\nHIM 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nHealth Information Management course list\nHealth Information Management program\nAcademic departments\nHIM 2100 — Medical Terminology\nHIM 2200 — Pathophysiology and Pharmacology\nHIM 2500 — Health Data Content and Structure\nHIM 3100 — Coding and Classification Systems I\nFull course catalog" }, { "url": "course-health-information-management-2100.html", "title": "HIM 2100 Medical Terminology", "description": "Medical Terminology (HIM 2100, 3 cr). Word roots, prefixes, and suffixes across body systems, and reading clinical documentation.", "headings": [ "HIM 2100 — Medical Terminology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Health Information Management HIM 2100 — Medical Terminology\n3 credits · no prerequisites · typically spring\nCourse description\nWord roots, prefixes, and suffixes across body systems, and reading clinical documentation.\nMedical Terminology is a lower-division undergraduate course in Health Information Management (HIM 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of medical Terminology.\nWork standard problems in health Information Management accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMedical Terminology counts toward the Health Information Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Health Information Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Medical Terminology spends time on:\nThe vocabulary of health Information Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Health Information Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHealth Information Management (HIM)\nNumber\nHIM 2100\nCredits\n3\nPrerequisite\nNone\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nHealth Information Management course list\nHealth Information Management program\nAcademic departments\nHIM 1500 — Introduction to Health Information Management\nHIM 2200 — Pathophysiology and Pharmacology\nHIM 2500 — Health Data Content and Structure\nHIM 3100 — Coding and Classification Systems I\nFull course catalog" }, { "url": "course-health-information-management-2200.html", "title": "HIM 2200 Pathophysiology and Pharmacology", "description": "Pathophysiology and Pharmacology (HIM 2200, 4 cr). Disease processes and drug therapy across body systems, at the level HIM professionals need.", "headings": [ "HIM 2200 — Pathophysiology and Pharmacology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Health Information Management HIM 2200 — Pathophysiology and Pharmacology\n4 credits · prerequisite: BIOL 1010 · typically fall and spring\nCourse description\nDisease processes and drug therapy across body systems, at the level HIM professionals need.\nPathophysiology and Pharmacology is a lower-division undergraduate course in Health Information Management (HIM 2200), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nBIOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of pathophysiology and Pharmacology.\nWork standard problems in health Information Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPathophysiology and Pharmacology counts toward the Health Information Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Health Information Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Pathophysiology and Pharmacology spends time on:\nThe vocabulary of health Information Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Health Information Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Health Information Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHealth Information Management (HIM)\nNumber\nHIM 2200\nCredits\n4\nPrerequisite\nBIOL 1010\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nHealth Information Management course list\nHealth Information Management program\nAcademic departments\nHIM 1500 — Introduction to Health Information Management\nHIM 2100 — Medical Terminology\nHIM 2500 — Health Data Content and Structure\nHIM 3100 — Coding and Classification Systems I\nFull course catalog" }, { "url": "course-health-information-management-2500.html", "title": "HIM 2500 Health Data Content and Structure", "description": "Health Data Content and Structure (HIM 2500, 3 cr). Data sets, documentation standards, data quality, and the legal health record.", "headings": [ "HIM 2500 — Health Data Content and Structure", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Health Information Management HIM 2500 — Health Data Content and Structure\n3 credits · prerequisite: HIM 1500 · typically fall, alternate years\nCourse description\nData sets, documentation standards, data quality, and the legal health record.\nHealth Data Content and Structure is a lower-division undergraduate course in Health Information Management (HIM 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nHIM 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of health Data Content and Structure.\nWork standard problems in health Information Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHealth Data Content and Structure counts toward the Health Information Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Health Information Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Health Data Content and Structure spends time on:\nThe vocabulary of health Information Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Health Information Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Health Information Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHealth Information Management (HIM)\nNumber\nHIM 2500\nCredits\n3\nPrerequisite\nHIM 1500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nHealth Information Management course list\nHealth Information Management program\nAcademic departments\nHIM 1500 — Introduction to Health Information Management\nHIM 2100 — Medical Terminology\nHIM 2200 — Pathophysiology and Pharmacology\nHIM 3100 — Coding and Classification Systems I\nFull course catalog" }, { "url": "course-health-information-management-3100.html", "title": "HIM 3100 Coding and Classification Systems I", "description": "Coding and Classification Systems I (HIM 3100, 4 cr). ICD diagnosis and procedure coding conventions and guidelines, with hands-on practice.", "headings": [ "HIM 3100 — Coding and Classification Systems I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Health Information Management HIM 3100 — Coding and Classification Systems I\n4 credits · prerequisite: HIM 2100, HIM 2200 · typically spring, alternate years\nCourse description\nICD diagnosis and procedure coding conventions and guidelines, with hands-on practice.\nCoding and Classification Systems I is an advanced undergraduate course in Health Information Management (HIM 3100), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nHIM 2100, HIM 2200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of coding and Classification Systems I.\nAnalyze and solve open-ended problems in health Information Management, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCoding and Classification Systems I counts toward the Health Information Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Health Information Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Coding and Classification Systems I spends time on:\nThe vocabulary of health Information Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Health Information Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Health Information Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHealth Information Management (HIM)\nNumber\nHIM 3100\nCredits\n4\nPrerequisite\nHIM 2100, HIM 2200\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nHealth Information Management course list\nHealth Information Management program\nAcademic departments\nHIM 1500 — Introduction to Health Information Management\nHIM 2100 — Medical Terminology\nHIM 2200 — Pathophysiology and Pharmacology\nHIM 2500 — Health Data Content and Structure\nFull course catalog" }, { "url": "course-health-information-management-3200.html", "title": "HIM 3200 Coding and Classification Systems II", "description": "Coding and Classification Systems II (HIM 3200, 4 cr). CPT coding, reimbursement methodologies, and the revenue cycle.", "headings": [ "HIM 3200 — Coding and Classification Systems II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Health Information Management HIM 3200 — Coding and Classification Systems II\n4 credits · prerequisite: HIM 3100 · typically fall\nCourse description\nCPT coding, reimbursement methodologies, and the revenue cycle.\nCoding and Classification Systems II is an advanced undergraduate course in Health Information Management (HIM 3200), carrying 4 credits, and is typically offered fall.\nPrerequisites\nHIM 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of coding and Classification Systems II.\nAnalyze and solve open-ended problems in health Information Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCoding and Classification Systems II counts toward the Health Information Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Health Information Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Coding and Classification Systems II spends time on:\nThe vocabulary of health Information Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Health Information Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Health Information Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHealth Information Management (HIM)\nNumber\nHIM 3200\nCredits\n4\nPrerequisite\nHIM 3100\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nHealth Information Management course list\nHealth Information Management program\nAcademic departments\nHIM 1500 — Introduction to Health Information Management\nHIM 2100 — Medical Terminology\nHIM 2200 — Pathophysiology and Pharmacology\nHIM 2500 — Health Data Content and Structure\nFull course catalog" }, { "url": "course-health-information-management-3400.html", "title": "HIM 3400 Health Information Systems", "description": "Health Information Systems (HIM 3400, 3 cr). Electronic health records, interoperability, implementation, and system selection.", "headings": [ "HIM 3400 — Health Information Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Health Information Management HIM 3400 — Health Information Systems\n3 credits · prerequisite: HIM 2500 · typically spring\nCourse description\nElectronic health records, interoperability, implementation, and system selection.\nHealth Information Systems is an advanced undergraduate course in Health Information Management (HIM 3400), carrying 3 credits, and is typically offered spring.\nPrerequisites\nHIM 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of health Information Systems.\nAnalyze and solve open-ended problems in health Information Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHealth Information Systems counts toward the Health Information Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Health Information Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Health Information Systems spends time on:\nThe vocabulary of health Information Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Health Information Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Health Information Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHealth Information Management (HIM)\nNumber\nHIM 3400\nCredits\n3\nPrerequisite\nHIM 2500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nHealth Information Management course list\nHealth Information Management program\nAcademic departments\nHIM 1500 — Introduction to Health Information Management\nHIM 2100 — Medical Terminology\nHIM 2200 — Pathophysiology and Pharmacology\nHIM 2500 — Health Data Content and Structure\nFull course catalog" }, { "url": "course-health-information-management-3600.html", "title": "HIM 3600 Health Law, Privacy, and Compliance", "description": "Health Law, Privacy, and Compliance (HIM 3600, 3 cr). Release of information, HIPAA, retention, e-discovery, and compliance programs.", "headings": [ "HIM 3600 — Health Law, Privacy, and Compliance", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Health Information Management HIM 3600 — Health Law, Privacy, and Compliance\n3 credits · prerequisite: HIM 2500 · typically fall and spring\nCourse description\nRelease of information, HIPAA, retention, e-discovery, and compliance programs.\nHealth Law, Privacy, and Compliance is an advanced undergraduate course in Health Information Management (HIM 3600), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nHIM 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of health Law, Privacy, and Compliance.\nAnalyze and solve open-ended problems in health Information Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHealth Law, Privacy, and Compliance counts toward the Health Information Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Health Information Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Health Law, Privacy, and Compliance spends time on:\nThe vocabulary of health Information Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Health Information Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Health Information Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHealth Information Management (HIM)\nNumber\nHIM 3600\nCredits\n3\nPrerequisite\nHIM 2500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nHealth Information Management course list\nHealth Information Management program\nAcademic departments\nHIM 1500 — Introduction to Health Information Management\nHIM 2100 — Medical Terminology\nHIM 2200 — Pathophysiology and Pharmacology\nHIM 2500 — Health Data Content and Structure\nFull course catalog" }, { "url": "course-health-information-management-4900.html", "title": "HIM 4900 HIM Professional Practice", "description": "HIM Professional Practice (HIM 4900, 4 cr). A supervised practicum across HIM functions and a management project.", "headings": [ "HIM 4900 — HIM Professional Practice", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Health Information Management HIM 4900 — HIM Professional Practice\n4 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA supervised practicum across HIM functions and a management project.\nHIM Professional Practice is an advanced, often capstone-level undergraduate course in Health Information Management (HIM 4900), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of hIM Professional Practice.\nAnalyze and solve open-ended problems in health Information Management, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHIM Professional Practice counts toward the Health Information Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Health Information Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of HIM Professional Practice spends time on:\nThe vocabulary of health Information Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Health Information Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Health Information Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHealth Information Management (HIM)\nNumber\nHIM 4900\nCredits\n4\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nHealth Information Management course list\nHealth Information Management program\nAcademic departments\nHIM 1500 — Introduction to Health Information Management\nHIM 2100 — Medical Terminology\nHIM 2200 — Pathophysiology and Pharmacology\nHIM 2500 — Health Data Content and Structure\nFull course catalog" }, { "url": "course-history-1010.html", "title": "HIST 1010 United States History to 1877", "description": "United States History to 1877 (HIST 1010, 3 cr). Colonization, revolution, the early republic, expansion, slavery, and the Civil War, using primary sources.", "headings": [ "HIST 1010 — United States History to 1877", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · History HIST 1010 — United States History to 1877\n3 credits · no prerequisites · typically fall\nCourse description\nColonization, revolution, the early republic, expansion, slavery, and the Civil War, using primary sources.\nUnited States History to 1877 is an introductory course in History (HIST 1010), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of united States History to 1877.\nWork standard problems in history accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nUnited States History to 1877 counts toward the History program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the History course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of United States History to 1877 spends time on:\nThe vocabulary of history and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward History. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHistory (HIST)\nNumber\nHIST 1010\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nHistory course list\nAcademic departments\nHIST 1020 — United States History since 1877\nHIST 1110 — World History to 1500\nHIST 1120 — World History since 1500\nHIST 2100 — The Historian's Craft\nFull course catalog" }, { "url": "course-history-1020.html", "title": "HIST 1020 United States History since 1877", "description": "United States History since 1877 (HIST 1020, 3 cr). Industrialization, immigration, the World Wars, the New Deal, the civil-rights era, and recent decades.", "headings": [ "HIST 1020 — United States History since 1877", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · History HIST 1020 — United States History since 1877\n3 credits · no prerequisites · typically spring\nCourse description\nIndustrialization, immigration, the World Wars, the New Deal, the civil-rights era, and recent decades.\nUnited States History since 1877 is an introductory course in History (HIST 1020), carrying 3 credits, and is typically offered spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of united States History since 1877.\nWork standard problems in history accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nUnited States History since 1877 counts toward the History program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the History course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of United States History since 1877 spends time on:\nThe vocabulary of history and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward History. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHistory (HIST)\nNumber\nHIST 1020\nCredits\n3\nPrerequisite\nNone\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nHistory course list\nAcademic departments\nHIST 1010 — United States History to 1877\nHIST 1110 — World History to 1500\nHIST 1120 — World History since 1500\nHIST 2100 — The Historian's Craft\nFull course catalog" }, { "url": "course-history-1110.html", "title": "HIST 1110 World History to 1500", "description": "World History to 1500 (HIST 1110, 3 cr). Comparative development of major societies, trade networks, and belief systems across Afro-Eurasia and the Americas.", "headings": [ "HIST 1110 — World History to 1500", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · History HIST 1110 — World History to 1500\n3 credits · no prerequisites · typically fall and spring\nCourse description\nComparative development of major societies, trade networks, and belief systems across Afro-Eurasia and the Americas.\nWorld History to 1500 is an introductory course in History (HIST 1110), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of world History to 1500.\nWork standard problems in history accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWorld History to 1500 counts toward the History program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the History course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of World History to 1500 spends time on:\nThe vocabulary of history and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward History. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHistory (HIST)\nNumber\nHIST 1110\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nHistory course list\nAcademic departments\nHIST 1010 — United States History to 1877\nHIST 1020 — United States History since 1877\nHIST 1120 — World History since 1500\nHIST 2100 — The Historian's Craft\nFull course catalog" }, { "url": "course-history-1120.html", "title": "HIST 1120 World History since 1500", "description": "World History since 1500 (HIST 1120, 3 cr). Global integration, empire, revolutions, industrialization, decolonization, and the contemporary world.", "headings": [ "HIST 1120 — World History since 1500", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · History HIST 1120 — World History since 1500\n3 credits · no prerequisites · typically fall, alternate years\nCourse description\nGlobal integration, empire, revolutions, industrialization, decolonization, and the contemporary world.\nWorld History since 1500 is an introductory course in History (HIST 1120), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of world History since 1500.\nWork standard problems in history accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWorld History since 1500 counts toward the History program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the History course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of World History since 1500 spends time on:\nThe vocabulary of history and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward History. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHistory (HIST)\nNumber\nHIST 1120\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nHistory course list\nAcademic departments\nHIST 1010 — United States History to 1877\nHIST 1020 — United States History since 1877\nHIST 1110 — World History to 1500\nHIST 2100 — The Historian's Craft\nFull course catalog" }, { "url": "course-history-2100.html", "title": "HIST 2100 The Historian's Craft", "description": "The Historian's Craft (HIST 2100, 3 cr). Working with primary and secondary sources, historiography, and writing an evidence-based argument.", "headings": [ "HIST 2100 — The Historian's Craft", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · History HIST 2100 — The Historian's Craft\n3 credits · prerequisite: HIST 1010 or HIST 1110 · typically spring, alternate years\nCourse description\nWorking with primary and secondary sources, historiography, and writing an evidence-based argument.\nThe Historian's Craft is a lower-division undergraduate course in History (HIST 2100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nHIST 1010 or HIST 1110. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of the Historian's Craft.\nWork standard problems in history accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nThe Historian's Craft counts toward the History program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the History course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of The Historian's Craft spends time on:\nThe vocabulary of history and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the History department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward History. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHistory (HIST)\nNumber\nHIST 2100\nCredits\n3\nPrerequisite\nHIST 1010 or HIST 1110\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nHistory course list\nAcademic departments\nHIST 1010 — United States History to 1877\nHIST 1020 — United States History since 1877\nHIST 1110 — World History to 1500\nHIST 1120 — World History since 1500\nFull course catalog" }, { "url": "course-history-2300.html", "title": "HIST 2300 Wesconsin and the Upper Midwest", "description": "Wesconsin and the Upper Midwest (HIST 2300, 3 cr). Indigenous nations, the fur trade, lumbering, farming, industry, and immigration in the region.", "headings": [ "HIST 2300 — Wesconsin and the Upper Midwest", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · History HIST 2300 — Wesconsin and the Upper Midwest\n3 credits · no prerequisites · typically fall\nCourse description\nIndigenous nations, the fur trade, lumbering, farming, industry, and immigration in the region.\nWesconsin and the Upper Midwest is a lower-division undergraduate course in History (HIST 2300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of wesconsin and the Upper Midwest.\nWork standard problems in history accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWesconsin and the Upper Midwest counts toward the History program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the History course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Wesconsin and the Upper Midwest spends time on:\nThe vocabulary of history and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward History. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHistory (HIST)\nNumber\nHIST 2300\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nHistory course list\nAcademic departments\nHIST 1010 — United States History to 1877\nHIST 1020 — United States History since 1877\nHIST 1110 — World History to 1500\nHIST 1120 — World History since 1500\nFull course catalog" }, { "url": "course-history-3100.html", "title": "HIST 3100 History of Technology", "description": "History of Technology (HIST 3100, 3 cr). How tools, machines, and systems have shaped work, war, and daily life, and been shaped in turn.", "headings": [ "HIST 3100 — History of Technology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · History HIST 3100 — History of Technology\n3 credits · prerequisite: HIST 2100 · typically spring\nCourse description\nHow tools, machines, and systems have shaped work, war, and daily life, and been shaped in turn.\nHistory of Technology is an advanced undergraduate course in History (HIST 3100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nHIST 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of history of Technology.\nAnalyze and solve open-ended problems in history, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHistory of Technology counts toward the History program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the History course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of History of Technology spends time on:\nThe vocabulary of history and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the History department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward History. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHistory (HIST)\nNumber\nHIST 3100\nCredits\n3\nPrerequisite\nHIST 2100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nHistory course list\nAcademic departments\nHIST 1010 — United States History to 1877\nHIST 1020 — United States History since 1877\nHIST 1110 — World History to 1500\nHIST 1120 — World History since 1500\nFull course catalog" }, { "url": "course-history-3300.html", "title": "HIST 3300 Modern Europe", "description": "Modern Europe (HIST 3300, 3 cr). The French Revolution to the present: nationalism, the World Wars, the Cold War, and integration.", "headings": [ "HIST 3300 — Modern Europe", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · History HIST 3300 — Modern Europe\n3 credits · prerequisite: HIST 1120 · typically fall and spring\nCourse description\nThe French Revolution to the present: nationalism, the World Wars, the Cold War, and integration.\nModern Europe is an advanced undergraduate course in History (HIST 3300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nHIST 1120. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of modern Europe.\nAnalyze and solve open-ended problems in history, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nModern Europe counts toward the History program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the History course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Modern Europe spends time on:\nThe vocabulary of history and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the History department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward History. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHistory (HIST)\nNumber\nHIST 3300\nCredits\n3\nPrerequisite\nHIST 1120\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nHistory course list\nAcademic departments\nHIST 1010 — United States History to 1877\nHIST 1020 — United States History since 1877\nHIST 1110 — World History to 1500\nHIST 1120 — World History since 1500\nFull course catalog" }, { "url": "course-history-4900.html", "title": "HIST 4900 Senior Seminar in History", "description": "Senior Seminar in History (HIST 4900, 3 cr). A substantial research paper based on primary sources, workshopped and presented.", "headings": [ "HIST 4900 — Senior Seminar in History", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · History HIST 4900 — Senior Seminar in History\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA substantial research paper based on primary sources, workshopped and presented.\nSenior Seminar in History is an advanced, often capstone-level undergraduate course in History (HIST 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of senior Seminar in History.\nAnalyze and solve open-ended problems in history, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSenior Seminar in History counts toward the History program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the History course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Senior Seminar in History spends time on:\nThe vocabulary of history and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the History department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward History. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHistory (HIST)\nNumber\nHIST 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nHistory course list\nAcademic departments\nHIST 1010 — United States History to 1877\nHIST 1020 — United States History since 1877\nHIST 1110 — World History to 1500\nHIST 1120 — World History since 1500\nFull course catalog" }, { "url": "course-horticulture-1500.html", "title": "HORT 1500 Introduction to Horticulture", "description": "Introduction to Horticulture (HORT 1500, 3 cr). Plant structure and growth, propagation, soils, and the branches of the horticulture industry.", "headings": [ "HORT 1500 — Introduction to Horticulture", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Horticulture HORT 1500 — Introduction to Horticulture\n3 credits · no prerequisites · typically fall\nCourse description\nPlant structure and growth, propagation, soils, and the branches of the horticulture industry.\nIntroduction to Horticulture is an introductory course in Horticulture (HORT 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Horticulture.\nWork standard problems in horticulture accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Horticulture counts toward the Horticulture program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Horticulture course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Horticulture spends time on:\nThe vocabulary of horticulture and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Horticulture. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHorticulture (HORT)\nNumber\nHORT 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nHorticulture course list\nAcademic departments\nHORT 2100 — Plant Propagation\nHORT 2300 — Soils and Plant Nutrition\nHORT 2500 — Woody and Herbaceous Plants\nHORT 3100 — Greenhouse and Controlled-Environment Production\nFull course catalog" }, { "url": "course-horticulture-2100.html", "title": "HORT 2100 Plant Propagation", "description": "Plant Propagation (HORT 2100, 3 cr). Seeds, cuttings, grafting, division, and tissue culture, with greenhouse practice.", "headings": [ "HORT 2100 — Plant Propagation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Horticulture HORT 2100 — Plant Propagation\n3 credits · prerequisite: HORT 1500 · typically spring\nCourse description\nSeeds, cuttings, grafting, division, and tissue culture, with greenhouse practice.\nPlant Propagation is a lower-division undergraduate course in Horticulture (HORT 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nHORT 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of plant Propagation.\nWork standard problems in horticulture accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPlant Propagation counts toward the Horticulture program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Horticulture course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Plant Propagation spends time on:\nThe vocabulary of horticulture and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Horticulture department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Horticulture. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHorticulture (HORT)\nNumber\nHORT 2100\nCredits\n3\nPrerequisite\nHORT 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nHorticulture course list\nAcademic departments\nHORT 1500 — Introduction to Horticulture\nHORT 2300 — Soils and Plant Nutrition\nHORT 2500 — Woody and Herbaceous Plants\nHORT 3100 — Greenhouse and Controlled-Environment Production\nFull course catalog" }, { "url": "course-horticulture-2300.html", "title": "HORT 2300 Soils and Plant Nutrition", "description": "Soils and Plant Nutrition (HORT 2300, 4 cr). Soil properties, testing, amendments, fertility, and irrigation, with lab.", "headings": [ "HORT 2300 — Soils and Plant Nutrition", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Horticulture HORT 2300 — Soils and Plant Nutrition\n4 credits · prerequisite: CHEM 1050 · typically fall and spring\nCourse description\nSoil properties, testing, amendments, fertility, and irrigation, with lab.\nSoils and Plant Nutrition is a lower-division undergraduate course in Horticulture (HORT 2300), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nCHEM 1050. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of soils and Plant Nutrition.\nWork standard problems in horticulture accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSoils and Plant Nutrition counts toward the Horticulture program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Horticulture course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Soils and Plant Nutrition spends time on:\nThe vocabulary of horticulture and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Horticulture department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Horticulture. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHorticulture (HORT)\nNumber\nHORT 2300\nCredits\n4\nPrerequisite\nCHEM 1050\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nHorticulture course list\nAcademic departments\nHORT 1500 — Introduction to Horticulture\nHORT 2100 — Plant Propagation\nHORT 2500 — Woody and Herbaceous Plants\nHORT 3100 — Greenhouse and Controlled-Environment Production\nFull course catalog" }, { "url": "course-horticulture-2500.html", "title": "HORT 2500 Woody and Herbaceous Plants", "description": "Woody and Herbaceous Plants (HORT 2500, 3 cr). Identification, culture, and use of landscape trees, shrubs, and perennials.", "headings": [ "HORT 2500 — Woody and Herbaceous Plants", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Horticulture HORT 2500 — Woody and Herbaceous Plants\n3 credits · prerequisite: HORT 1500 · typically fall, alternate years\nCourse description\nIdentification, culture, and use of landscape trees, shrubs, and perennials.\nWoody and Herbaceous Plants is a lower-division undergraduate course in Horticulture (HORT 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nHORT 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of woody and Herbaceous Plants.\nWork standard problems in horticulture accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWoody and Herbaceous Plants counts toward the Horticulture program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Horticulture course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Woody and Herbaceous Plants spends time on:\nThe vocabulary of horticulture and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Horticulture department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Horticulture. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHorticulture (HORT)\nNumber\nHORT 2500\nCredits\n3\nPrerequisite\nHORT 1500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nHorticulture course list\nAcademic departments\nHORT 1500 — Introduction to Horticulture\nHORT 2100 — Plant Propagation\nHORT 2300 — Soils and Plant Nutrition\nHORT 3100 — Greenhouse and Controlled-Environment Production\nFull course catalog" }, { "url": "course-horticulture-3100.html", "title": "HORT 3100 Greenhouse and Controlled-Environment Production", "description": "Greenhouse and Controlled-Environment Production (HORT 3100, 4 cr). Environmental control, scheduling, pest management, and producing a greenhouse crop.", "headings": [ "HORT 3100 — Greenhouse and Controlled-Environment Production", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Horticulture HORT 3100 — Greenhouse and Controlled-Environment Production\n4 credits · prerequisite: HORT 2100 · typically spring, alternate years\nCourse description\nEnvironmental control, scheduling, pest management, and producing a greenhouse crop.\nGreenhouse and Controlled-Environment Production is an advanced undergraduate course in Horticulture (HORT 3100), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nHORT 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of greenhouse and Controlled-Environment Production.\nAnalyze and solve open-ended problems in horticulture, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGreenhouse and Controlled-Environment Production counts toward the Horticulture program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Horticulture course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Greenhouse and Controlled-Environment Production spends time on:\nThe vocabulary of horticulture and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Horticulture department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Horticulture. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHorticulture (HORT)\nNumber\nHORT 3100\nCredits\n4\nPrerequisite\nHORT 2100\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nHorticulture course list\nAcademic departments\nHORT 1500 — Introduction to Horticulture\nHORT 2100 — Plant Propagation\nHORT 2300 — Soils and Plant Nutrition\nHORT 2500 — Woody and Herbaceous Plants\nFull course catalog" }, { "url": "course-horticulture-3300.html", "title": "HORT 3300 Fruit and Vegetable Production", "description": "Fruit and Vegetable Production (HORT 3300, 3 cr). Site selection, cultivars, culture, harvest, and post-harvest handling for edible crops.", "headings": [ "HORT 3300 — Fruit and Vegetable Production", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Horticulture HORT 3300 — Fruit and Vegetable Production\n3 credits · prerequisite: HORT 2300 · typically fall\nCourse description\nSite selection, cultivars, culture, harvest, and post-harvest handling for edible crops.\nFruit and Vegetable Production is an advanced undergraduate course in Horticulture (HORT 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nHORT 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of fruit and Vegetable Production.\nAnalyze and solve open-ended problems in horticulture, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFruit and Vegetable Production counts toward the Horticulture program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Horticulture course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Fruit and Vegetable Production spends time on:\nThe vocabulary of horticulture and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Horticulture department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Horticulture. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHorticulture (HORT)\nNumber\nHORT 3300\nCredits\n3\nPrerequisite\nHORT 2300\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nHorticulture course list\nAcademic departments\nHORT 1500 — Introduction to Horticulture\nHORT 2100 — Plant Propagation\nHORT 2300 — Soils and Plant Nutrition\nHORT 2500 — Woody and Herbaceous Plants\nFull course catalog" }, { "url": "course-horticulture-3500.html", "title": "HORT 3500 Landscape Design and Management", "description": "Landscape Design and Management (HORT 3500, 3 cr). Design principles, planting plans, installation, and maintenance of managed landscapes.", "headings": [ "HORT 3500 — Landscape Design and Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Horticulture HORT 3500 — Landscape Design and Management\n3 credits · prerequisite: HORT 2500 · typically spring\nCourse description\nDesign principles, planting plans, installation, and maintenance of managed landscapes.\nLandscape Design and Management is an advanced undergraduate course in Horticulture (HORT 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nHORT 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of landscape Design and Management.\nAnalyze and solve open-ended problems in horticulture, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLandscape Design and Management counts toward the Horticulture program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Horticulture course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Landscape Design and Management spends time on:\nThe vocabulary of horticulture and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Horticulture department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Horticulture. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHorticulture (HORT)\nNumber\nHORT 3500\nCredits\n3\nPrerequisite\nHORT 2500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nHorticulture course list\nAcademic departments\nHORT 1500 — Introduction to Horticulture\nHORT 2100 — Plant Propagation\nHORT 2300 — Soils and Plant Nutrition\nHORT 2500 — Woody and Herbaceous Plants\nFull course catalog" }, { "url": "course-horticulture-3700.html", "title": "HORT 3700 Integrated Pest Management", "description": "Integrated Pest Management (HORT 3700, 3 cr). Identifying pests and diseases and combining cultural, biological, and chemical controls.", "headings": [ "HORT 3700 — Integrated Pest Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Horticulture HORT 3700 — Integrated Pest Management\n3 credits · prerequisite: BIOL 1010 · typically fall and spring\nCourse description\nIdentifying pests and diseases and combining cultural, biological, and chemical controls.\nIntegrated Pest Management is an advanced undergraduate course in Horticulture (HORT 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nBIOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of integrated Pest Management.\nAnalyze and solve open-ended problems in horticulture, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntegrated Pest Management counts toward the Horticulture program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Horticulture course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Integrated Pest Management spends time on:\nThe vocabulary of horticulture and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Horticulture department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Horticulture. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHorticulture (HORT)\nNumber\nHORT 3700\nCredits\n3\nPrerequisite\nBIOL 1010\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nHorticulture course list\nAcademic departments\nHORT 1500 — Introduction to Horticulture\nHORT 2100 — Plant Propagation\nHORT 2300 — Soils and Plant Nutrition\nHORT 2500 — Woody and Herbaceous Plants\nFull course catalog" }, { "url": "course-horticulture-4900.html", "title": "HORT 4900 Horticulture Capstone", "description": "Horticulture Capstone (HORT 4900, 3 cr). A production or design project for a real client or the campus grounds and gardens.", "headings": [ "HORT 4900 — Horticulture Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Horticulture HORT 4900 — Horticulture Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA production or design project for a real client or the campus grounds and gardens.\nHorticulture Capstone is an advanced, often capstone-level undergraduate course in Horticulture (HORT 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of horticulture Capstone.\nAnalyze and solve open-ended problems in horticulture, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHorticulture Capstone counts toward the Horticulture program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Horticulture course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Horticulture Capstone spends time on:\nThe vocabulary of horticulture and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Horticulture department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Horticulture. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHorticulture (HORT)\nNumber\nHORT 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nHorticulture course list\nAcademic departments\nHORT 1500 — Introduction to Horticulture\nHORT 2100 — Plant Propagation\nHORT 2300 — Soils and Plant Nutrition\nHORT 2500 — Woody and Herbaceous Plants\nFull course catalog" }, { "url": "course-hospitality-management-1500.html", "title": "HOSP 1500 Introduction to Hospitality", "description": "Introduction to Hospitality (HOSP 1500, 3 cr). The industry's segments, the guest experience, service culture, and career paths, with site visits.", "headings": [ "HOSP 1500 — Introduction to Hospitality", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Hospitality & Tourism Management HOSP 1500 — Introduction to Hospitality\n3 credits · no prerequisites · typically fall\nCourse description\nThe industry's segments, the guest experience, service culture, and career paths, with site visits.\nIntroduction to Hospitality is an introductory course in Hospitality & Tourism Management (HOSP 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Hospitality.\nWork standard problems in hospitality & Tourism Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Hospitality counts toward the Hospitality & Tourism Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Hospitality & Tourism Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Hospitality spends time on:\nThe vocabulary of hospitality & Tourism Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Hospitality & Tourism Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHospitality & Tourism Management (HOSP)\nNumber\nHOSP 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nHospitality & Tourism Management course list\nHospitality & Tourism Management program\nAcademic departments\nHOSP 2100 — Food Service Operations\nHOSP 2300 — Lodging Operations\nHOSP 2500 — Event and Meeting Management\nHOSP 3100 — Hospitality Finance and Analytics\nFull course catalog" }, { "url": "course-hospitality-management-2100.html", "title": "HOSP 2100 Food Service Operations", "description": "Food Service Operations (HOSP 2100, 4 cr). Menu, purchasing, production, sanitation, and cost control, with time in a teaching kitchen and dining room.", "headings": [ "HOSP 2100 — Food Service Operations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Hospitality & Tourism Management HOSP 2100 — Food Service Operations\n4 credits · prerequisite: HOSP 1500 · typically spring\nCourse description\nMenu, purchasing, production, sanitation, and cost control, with time in a teaching kitchen and dining room.\nFood Service Operations is a lower-division undergraduate course in Hospitality & Tourism Management (HOSP 2100), carrying 4 credits, and is typically offered spring.\nPrerequisites\nHOSP 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of food Service Operations.\nWork standard problems in hospitality & Tourism Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFood Service Operations counts toward the Hospitality & Tourism Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Hospitality & Tourism Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Food Service Operations spends time on:\nThe vocabulary of hospitality & Tourism Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Hospitality & Tourism Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Hospitality & Tourism Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHospitality & Tourism Management (HOSP)\nNumber\nHOSP 2100\nCredits\n4\nPrerequisite\nHOSP 1500\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nHospitality & Tourism Management course list\nHospitality & Tourism Management program\nAcademic departments\nHOSP 1500 — Introduction to Hospitality\nHOSP 2300 — Lodging Operations\nHOSP 2500 — Event and Meeting Management\nHOSP 3100 — Hospitality Finance and Analytics\nFull course catalog" }, { "url": "course-hospitality-management-2300.html", "title": "HOSP 2300 Lodging Operations", "description": "Lodging Operations (HOSP 2300, 3 cr). Front office, housekeeping, revenue management, and the systems that run a property.", "headings": [ "HOSP 2300 — Lodging Operations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Hospitality & Tourism Management HOSP 2300 — Lodging Operations\n3 credits · prerequisite: HOSP 1500 · typically fall and spring\nCourse description\nFront office, housekeeping, revenue management, and the systems that run a property.\nLodging Operations is a lower-division undergraduate course in Hospitality & Tourism Management (HOSP 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nHOSP 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of lodging Operations.\nWork standard problems in hospitality & Tourism Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLodging Operations counts toward the Hospitality & Tourism Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Hospitality & Tourism Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Lodging Operations spends time on:\nThe vocabulary of hospitality & Tourism Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Hospitality & Tourism Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Hospitality & Tourism Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHospitality & Tourism Management (HOSP)\nNumber\nHOSP 2300\nCredits\n3\nPrerequisite\nHOSP 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nHospitality & Tourism Management course list\nHospitality & Tourism Management program\nAcademic departments\nHOSP 1500 — Introduction to Hospitality\nHOSP 2100 — Food Service Operations\nHOSP 2500 — Event and Meeting Management\nHOSP 3100 — Hospitality Finance and Analytics\nFull course catalog" }, { "url": "course-hospitality-management-2500.html", "title": "HOSP 2500 Event and Meeting Management", "description": "Event and Meeting Management (HOSP 2500, 3 cr). Planning, logistics, budgeting, vendors, and running an event from concept to teardown.", "headings": [ "HOSP 2500 — Event and Meeting Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Hospitality & Tourism Management HOSP 2500 — Event and Meeting Management\n3 credits · prerequisite: HOSP 1500 · typically fall, alternate years\nCourse description\nPlanning, logistics, budgeting, vendors, and running an event from concept to teardown.\nEvent and Meeting Management is a lower-division undergraduate course in Hospitality & Tourism Management (HOSP 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nHOSP 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of event and Meeting Management.\nWork standard problems in hospitality & Tourism Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEvent and Meeting Management counts toward the Hospitality & Tourism Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Hospitality & Tourism Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Event and Meeting Management spends time on:\nThe vocabulary of hospitality & Tourism Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Hospitality & Tourism Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Hospitality & Tourism Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHospitality & Tourism Management (HOSP)\nNumber\nHOSP 2500\nCredits\n3\nPrerequisite\nHOSP 1500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nHospitality & Tourism Management course list\nHospitality & Tourism Management program\nAcademic departments\nHOSP 1500 — Introduction to Hospitality\nHOSP 2100 — Food Service Operations\nHOSP 2300 — Lodging Operations\nHOSP 3100 — Hospitality Finance and Analytics\nFull course catalog" }, { "url": "course-hospitality-management-3100.html", "title": "HOSP 3100 Hospitality Finance and Analytics", "description": "Hospitality Finance and Analytics (HOSP 3100, 3 cr). Property-level statements, the uniform system of accounts, forecasting, and pricing decisions.", "headings": [ "HOSP 3100 — Hospitality Finance and Analytics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Hospitality & Tourism Management HOSP 3100 — Hospitality Finance and Analytics\n3 credits · prerequisite: BUS 2100 · typically spring, alternate years\nCourse description\nProperty-level statements, the uniform system of accounts, forecasting, and pricing decisions.\nHospitality Finance and Analytics is an advanced undergraduate course in Hospitality & Tourism Management (HOSP 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nBUS 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of hospitality Finance and Analytics.\nAnalyze and solve open-ended problems in hospitality & Tourism Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHospitality Finance and Analytics counts toward the Hospitality & Tourism Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Hospitality & Tourism Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Hospitality Finance and Analytics spends time on:\nThe vocabulary of hospitality & Tourism Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Hospitality & Tourism Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Hospitality & Tourism Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHospitality & Tourism Management (HOSP)\nNumber\nHOSP 3100\nCredits\n3\nPrerequisite\nBUS 2100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nHospitality & Tourism Management course list\nHospitality & Tourism Management program\nAcademic departments\nHOSP 1500 — Introduction to Hospitality\nHOSP 2100 — Food Service Operations\nHOSP 2300 — Lodging Operations\nHOSP 2500 — Event and Meeting Management\nFull course catalog" }, { "url": "course-hospitality-management-3300.html", "title": "HOSP 3300 Hospitality Marketing and Revenue", "description": "Hospitality Marketing and Revenue (HOSP 3300, 3 cr). Distribution channels, online reputation, loyalty, and revenue management in practice.", "headings": [ "HOSP 3300 — Hospitality Marketing and Revenue", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Hospitality & Tourism Management HOSP 3300 — Hospitality Marketing and Revenue\n3 credits · prerequisite: MKTG 2400 · typically fall\nCourse description\nDistribution channels, online reputation, loyalty, and revenue management in practice.\nHospitality Marketing and Revenue is an advanced undergraduate course in Hospitality & Tourism Management (HOSP 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nMKTG 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of hospitality Marketing and Revenue.\nAnalyze and solve open-ended problems in hospitality & Tourism Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHospitality Marketing and Revenue counts toward the Hospitality & Tourism Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Hospitality & Tourism Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Hospitality Marketing and Revenue spends time on:\nThe vocabulary of hospitality & Tourism Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Hospitality & Tourism Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Hospitality & Tourism Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHospitality & Tourism Management (HOSP)\nNumber\nHOSP 3300\nCredits\n3\nPrerequisite\nMKTG 2400\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nHospitality & Tourism Management course list\nHospitality & Tourism Management program\nAcademic departments\nHOSP 1500 — Introduction to Hospitality\nHOSP 2100 — Food Service Operations\nHOSP 2300 — Lodging Operations\nHOSP 2500 — Event and Meeting Management\nFull course catalog" }, { "url": "course-hospitality-management-3500.html", "title": "HOSP 3500 Tourism and Destination Management", "description": "Tourism and Destination Management (HOSP 3500, 3 cr). Destination planning, economic impact, sustainability, and the visitor economy.", "headings": [ "HOSP 3500 — Tourism and Destination Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Hospitality & Tourism Management HOSP 3500 — Tourism and Destination Management\n3 credits · prerequisite: HOSP 1500 · typically spring\nCourse description\nDestination planning, economic impact, sustainability, and the visitor economy.\nTourism and Destination Management is an advanced undergraduate course in Hospitality & Tourism Management (HOSP 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nHOSP 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of tourism and Destination Management.\nAnalyze and solve open-ended problems in hospitality & Tourism Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTourism and Destination Management counts toward the Hospitality & Tourism Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Hospitality & Tourism Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Tourism and Destination Management spends time on:\nThe vocabulary of hospitality & Tourism Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Hospitality & Tourism Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Hospitality & Tourism Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHospitality & Tourism Management (HOSP)\nNumber\nHOSP 3500\nCredits\n3\nPrerequisite\nHOSP 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nHospitality & Tourism Management course list\nHospitality & Tourism Management program\nAcademic departments\nHOSP 1500 — Introduction to Hospitality\nHOSP 2100 — Food Service Operations\nHOSP 2300 — Lodging Operations\nHOSP 2500 — Event and Meeting Management\nFull course catalog" }, { "url": "course-hospitality-management-3700.html", "title": "HOSP 3700 Human Resources in Hospitality", "description": "Human Resources in Hospitality (HOSP 3700, 3 cr). Recruiting, scheduling, training, and retention in a high-turnover, service-intensive industry.", "headings": [ "HOSP 3700 — Human Resources in Hospitality", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Hospitality & Tourism Management HOSP 3700 — Human Resources in Hospitality\n3 credits · prerequisite: HOSP 2300 · typically fall and spring\nCourse description\nRecruiting, scheduling, training, and retention in a high-turnover, service-intensive industry.\nHuman Resources in Hospitality is an advanced undergraduate course in Hospitality & Tourism Management (HOSP 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nHOSP 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of human Resources in Hospitality.\nAnalyze and solve open-ended problems in hospitality & Tourism Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHuman Resources in Hospitality counts toward the Hospitality & Tourism Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Hospitality & Tourism Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Human Resources in Hospitality spends time on:\nThe vocabulary of hospitality & Tourism Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Hospitality & Tourism Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Hospitality & Tourism Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHospitality & Tourism Management (HOSP)\nNumber\nHOSP 3700\nCredits\n3\nPrerequisite\nHOSP 2300\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nHospitality & Tourism Management course list\nHospitality & Tourism Management program\nAcademic departments\nHOSP 1500 — Introduction to Hospitality\nHOSP 2100 — Food Service Operations\nHOSP 2300 — Lodging Operations\nHOSP 2500 — Event and Meeting Management\nFull course catalog" }, { "url": "course-hospitality-management-4900.html", "title": "HOSP 4900 Hospitality Capstone", "description": "Hospitality Capstone (HOSP 4900, 3 cr). A consulting project for an industry client, or the operation of a live event or dining concept, evaluated by professionals.", "headings": [ "HOSP 4900 — Hospitality Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Hospitality & Tourism Management HOSP 4900 — Hospitality Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA consulting project for an industry client, or the operation of a live event or dining concept, evaluated by professionals.\nHospitality Capstone is an advanced, often capstone-level undergraduate course in Hospitality & Tourism Management (HOSP 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of hospitality Capstone.\nAnalyze and solve open-ended problems in hospitality & Tourism Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHospitality Capstone counts toward the Hospitality & Tourism Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Hospitality & Tourism Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Hospitality Capstone spends time on:\nThe vocabulary of hospitality & Tourism Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Hospitality & Tourism Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Hospitality & Tourism Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHospitality & Tourism Management (HOSP)\nNumber\nHOSP 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nHospitality & Tourism Management course list\nHospitality & Tourism Management program\nAcademic departments\nHOSP 1500 — Introduction to Hospitality\nHOSP 2100 — Food Service Operations\nHOSP 2300 — Lodging Operations\nHOSP 2500 — Event and Meeting Management\nFull course catalog" }, { "url": "course-human-development-family-studies-1500.html", "title": "HDFS 1500 Introduction to Human Development and Family Studies", "description": "Introduction to Human Development and Family Studies (HDFS 1500, 3 cr). Theories of development and family functioning and the helping professions built on them.", "headings": [ "HDFS 1500 — Introduction to Human Development and Family Studies", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Human Development & Family Studies HDFS 1500 — Introduction to Human Development and Family Studies\n3 credits · no prerequisites · typically fall\nCourse description\nTheories of development and family functioning and the helping professions built on them.\nIntroduction to Human Development and Family Studies is an introductory course in Human Development & Family Studies (HDFS 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Human Development and Family Studies.\nWork standard problems in human Development & Family Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Human Development and Family Studies counts toward the Human Development & Family Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Human Development & Family Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Human Development and Family Studies spends time on:\nThe vocabulary of human Development & Family Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Human Development & Family Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHuman Development & Family Studies (HDFS)\nNumber\nHDFS 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nHuman Development & Family Studies course list\nAcademic departments\nHDFS 2100 — Child Development\nHDFS 2200 — Adolescent and Adult Development\nHDFS 2400 — Family Relationships\nHDFS 3100 — Family Resource Management\nFull course catalog" }, { "url": "course-human-development-family-studies-2100.html", "title": "HDFS 2100 Child Development", "description": "Child Development (HDFS 2100, 3 cr). Physical, cognitive, social, and emotional development from prenatal life through middle childhood.", "headings": [ "HDFS 2100 — Child Development", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Human Development & Family Studies HDFS 2100 — Child Development\n3 credits · prerequisite: HDFS 1500 · typically spring\nCourse description\nPhysical, cognitive, social, and emotional development from prenatal life through middle childhood.\nChild Development is a lower-division undergraduate course in Human Development & Family Studies (HDFS 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nHDFS 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of child Development.\nWork standard problems in human Development & Family Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nChild Development counts toward the Human Development & Family Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Human Development & Family Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Child Development spends time on:\nThe vocabulary of human Development & Family Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Human Development & Family Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Human Development & Family Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHuman Development & Family Studies (HDFS)\nNumber\nHDFS 2100\nCredits\n3\nPrerequisite\nHDFS 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nHuman Development & Family Studies course list\nAcademic departments\nHDFS 1500 — Introduction to Human Development and Family Studies\nHDFS 2200 — Adolescent and Adult Development\nHDFS 2400 — Family Relationships\nHDFS 3100 — Family Resource Management\nFull course catalog" }, { "url": "course-human-development-family-studies-2200.html", "title": "HDFS 2200 Adolescent and Adult Development", "description": "Adolescent and Adult Development (HDFS 2200, 3 cr). Identity, relationships, work, aging, and transitions from adolescence through later life.", "headings": [ "HDFS 2200 — Adolescent and Adult Development", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Human Development & Family Studies HDFS 2200 — Adolescent and Adult Development\n3 credits · prerequisite: HDFS 2100 · typically fall and spring\nCourse description\nIdentity, relationships, work, aging, and transitions from adolescence through later life.\nAdolescent and Adult Development is a lower-division undergraduate course in Human Development & Family Studies (HDFS 2200), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nHDFS 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of adolescent and Adult Development.\nWork standard problems in human Development & Family Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAdolescent and Adult Development counts toward the Human Development & Family Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Human Development & Family Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Adolescent and Adult Development spends time on:\nThe vocabulary of human Development & Family Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Human Development & Family Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Human Development & Family Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHuman Development & Family Studies (HDFS)\nNumber\nHDFS 2200\nCredits\n3\nPrerequisite\nHDFS 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nHuman Development & Family Studies course list\nAcademic departments\nHDFS 1500 — Introduction to Human Development and Family Studies\nHDFS 2100 — Child Development\nHDFS 2400 — Family Relationships\nHDFS 3100 — Family Resource Management\nFull course catalog" }, { "url": "course-human-development-family-studies-2400.html", "title": "HDFS 2400 Family Relationships", "description": "Family Relationships (HDFS 2400, 3 cr). Partner selection, communication, conflict, parenting, divorce, and remarriage.", "headings": [ "HDFS 2400 — Family Relationships", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Human Development & Family Studies HDFS 2400 — Family Relationships\n3 credits · prerequisite: HDFS 1500 · typically fall, alternate years\nCourse description\nPartner selection, communication, conflict, parenting, divorce, and remarriage.\nFamily Relationships is a lower-division undergraduate course in Human Development & Family Studies (HDFS 2400), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nHDFS 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of family Relationships.\nWork standard problems in human Development & Family Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFamily Relationships counts toward the Human Development & Family Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Human Development & Family Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Family Relationships spends time on:\nThe vocabulary of human Development & Family Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Human Development & Family Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Human Development & Family Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHuman Development & Family Studies (HDFS)\nNumber\nHDFS 2400\nCredits\n3\nPrerequisite\nHDFS 1500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nHuman Development & Family Studies course list\nAcademic departments\nHDFS 1500 — Introduction to Human Development and Family Studies\nHDFS 2100 — Child Development\nHDFS 2200 — Adolescent and Adult Development\nHDFS 3100 — Family Resource Management\nFull course catalog" }, { "url": "course-human-development-family-studies-3100.html", "title": "HDFS 3100 Family Resource Management", "description": "Family Resource Management (HDFS 3100, 3 cr). Decision-making, time and money management, and helping families set and meet goals.", "headings": [ "HDFS 3100 — Family Resource Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Human Development & Family Studies HDFS 3100 — Family Resource Management\n3 credits · prerequisite: HDFS 1500 · typically spring, alternate years\nCourse description\nDecision-making, time and money management, and helping families set and meet goals.\nFamily Resource Management is an advanced undergraduate course in Human Development & Family Studies (HDFS 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nHDFS 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of family Resource Management.\nAnalyze and solve open-ended problems in human Development & Family Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFamily Resource Management counts toward the Human Development & Family Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Human Development & Family Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Family Resource Management spends time on:\nThe vocabulary of human Development & Family Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Human Development & Family Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Human Development & Family Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHuman Development & Family Studies (HDFS)\nNumber\nHDFS 3100\nCredits\n3\nPrerequisite\nHDFS 1500\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nHuman Development & Family Studies course list\nAcademic departments\nHDFS 1500 — Introduction to Human Development and Family Studies\nHDFS 2100 — Child Development\nHDFS 2200 — Adolescent and Adult Development\nHDFS 2400 — Family Relationships\nFull course catalog" }, { "url": "course-human-development-family-studies-3300.html", "title": "HDFS 3300 Guidance of Young Children", "description": "Guidance of Young Children (HDFS 3300, 3 cr). Positive guidance strategies, environments, and supporting social-emotional development.", "headings": [ "HDFS 3300 — Guidance of Young Children", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Human Development & Family Studies HDFS 3300 — Guidance of Young Children\n3 credits · prerequisite: HDFS 2100 · typically fall\nCourse description\nPositive guidance strategies, environments, and supporting social-emotional development.\nGuidance of Young Children is an advanced undergraduate course in Human Development & Family Studies (HDFS 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nHDFS 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of guidance of Young Children.\nAnalyze and solve open-ended problems in human Development & Family Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGuidance of Young Children counts toward the Human Development & Family Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Human Development & Family Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Guidance of Young Children spends time on:\nThe vocabulary of human Development & Family Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Human Development & Family Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Human Development & Family Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHuman Development & Family Studies (HDFS)\nNumber\nHDFS 3300\nCredits\n3\nPrerequisite\nHDFS 2100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nHuman Development & Family Studies course list\nAcademic departments\nHDFS 1500 — Introduction to Human Development and Family Studies\nHDFS 2100 — Child Development\nHDFS 2200 — Adolescent and Adult Development\nHDFS 2400 — Family Relationships\nFull course catalog" }, { "url": "course-human-development-family-studies-3500.html", "title": "HDFS 3500 Programs and Policy for Families", "description": "Programs and Policy for Families (HDFS 3500, 3 cr). Family-support programs, family life education, and the policies that shape family well-being.", "headings": [ "HDFS 3500 — Programs and Policy for Families", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Human Development & Family Studies HDFS 3500 — Programs and Policy for Families\n3 credits · prerequisite: HDFS 2200 · typically spring\nCourse description\nFamily-support programs, family life education, and the policies that shape family well-being.\nPrograms and Policy for Families is an advanced undergraduate course in Human Development & Family Studies (HDFS 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nHDFS 2200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of programs and Policy for Families.\nAnalyze and solve open-ended problems in human Development & Family Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPrograms and Policy for Families counts toward the Human Development & Family Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Human Development & Family Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Programs and Policy for Families spends time on:\nThe vocabulary of human Development & Family Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Human Development & Family Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Human Development & Family Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHuman Development & Family Studies (HDFS)\nNumber\nHDFS 3500\nCredits\n3\nPrerequisite\nHDFS 2200\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nHuman Development & Family Studies course list\nAcademic departments\nHDFS 1500 — Introduction to Human Development and Family Studies\nHDFS 2100 — Child Development\nHDFS 2200 — Adolescent and Adult Development\nHDFS 2400 — Family Relationships\nFull course catalog" }, { "url": "course-human-development-family-studies-3700.html", "title": "HDFS 3700 Family Life Education Methods", "description": "Family Life Education Methods (HDFS 3700, 3 cr). Designing, delivering, and evaluating educational programs for families and community groups.", "headings": [ "HDFS 3700 — Family Life Education Methods", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Human Development & Family Studies HDFS 3700 — Family Life Education Methods\n3 credits · prerequisite: HDFS 3500 · typically fall and spring\nCourse description\nDesigning, delivering, and evaluating educational programs for families and community groups.\nFamily Life Education Methods is an advanced undergraduate course in Human Development & Family Studies (HDFS 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nHDFS 3500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of family Life Education Methods.\nAnalyze and solve open-ended problems in human Development & Family Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFamily Life Education Methods counts toward the Human Development & Family Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Human Development & Family Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Family Life Education Methods spends time on:\nThe vocabulary of human Development & Family Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Human Development & Family Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Human Development & Family Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHuman Development & Family Studies (HDFS)\nNumber\nHDFS 3700\nCredits\n3\nPrerequisite\nHDFS 3500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nHuman Development & Family Studies course list\nAcademic departments\nHDFS 1500 — Introduction to Human Development and Family Studies\nHDFS 2100 — Child Development\nHDFS 2200 — Adolescent and Adult Development\nHDFS 2400 — Family Relationships\nFull course catalog" }, { "url": "course-human-development-family-studies-4900.html", "title": "HDFS 4900 HDFS Internship", "description": "HDFS Internship (HDFS 4900, 4 cr). A supervised placement in a family-serving agency with a reflective seminar.", "headings": [ "HDFS 4900 — HDFS Internship", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Human Development & Family Studies HDFS 4900 — HDFS Internship\n4 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA supervised placement in a family-serving agency with a reflective seminar.\nHDFS Internship is an advanced, often capstone-level undergraduate course in Human Development & Family Studies (HDFS 4900), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of hDFS Internship.\nAnalyze and solve open-ended problems in human Development & Family Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHDFS Internship counts toward the Human Development & Family Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Human Development & Family Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of HDFS Internship spends time on:\nThe vocabulary of human Development & Family Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Human Development & Family Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Human Development & Family Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHuman Development & Family Studies (HDFS)\nNumber\nHDFS 4900\nCredits\n4\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nHuman Development & Family Studies course list\nAcademic departments\nHDFS 1500 — Introduction to Human Development and Family Studies\nHDFS 2100 — Child Development\nHDFS 2200 — Adolescent and Adult Development\nHDFS 2400 — Family Relationships\nFull course catalog" }, { "url": "course-hvac-r-technology-1100.html", "title": "HVAC 1100 HVAC-R Fundamentals", "description": "HVAC-R Fundamentals (HVAC 1100, 3 cr). The refrigeration cycle, system components, tools, and EPA refrigerant-handling certification.", "headings": [ "HVAC 1100 — HVAC-R Fundamentals", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · HVAC-R Technology HVAC 1100 — HVAC-R Fundamentals\n3 credits · no prerequisites · typically fall\nCourse description\nThe refrigeration cycle, system components, tools, and EPA refrigerant-handling certification.\nHVAC-R Fundamentals is an introductory course in HVAC-R Technology (HVAC 1100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of hVAC-R Fundamentals.\nWork standard problems in hVAC-R Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHVAC-R Fundamentals counts toward the HVAC-R Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the HVAC-R Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of HVAC-R Fundamentals spends time on:\nThe vocabulary of hVAC-R Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward HVAC-R Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHVAC-R Technology (HVAC)\nNumber\nHVAC 1100\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nHVAC-R Technology course list\nAcademic departments\nHVAC 1300 — Electricity for HVAC-R\nHVAC 1500 — Refrigeration Systems\nHVAC 2100 — Air Conditioning and Heat Pumps\nHVAC 2300 — Gas and Oil Heating\nFull course catalog" }, { "url": "course-hvac-r-technology-1300.html", "title": "HVAC 1300 Electricity for HVAC-R", "description": "Electricity for HVAC-R (HVAC 1300, 4 cr). Circuits, motors, contactors and relays, thermostats, and reading a control diagram.", "headings": [ "HVAC 1300 — Electricity for HVAC-R", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · HVAC-R Technology HVAC 1300 — Electricity for HVAC-R\n4 credits · prerequisite: HVAC 1100 · typically spring\nCourse description\nCircuits, motors, contactors and relays, thermostats, and reading a control diagram.\nElectricity for HVAC-R is an introductory course in HVAC-R Technology (HVAC 1300), carrying 4 credits, and is typically offered spring.\nPrerequisites\nHVAC 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of electricity for HVAC-R.\nWork standard problems in hVAC-R Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nElectricity for HVAC-R counts toward the HVAC-R Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the HVAC-R Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Electricity for HVAC-R spends time on:\nThe vocabulary of hVAC-R Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the HVAC-R Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward HVAC-R Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHVAC-R Technology (HVAC)\nNumber\nHVAC 1300\nCredits\n4\nPrerequisite\nHVAC 1100\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nHVAC-R Technology course list\nAcademic departments\nHVAC 1100 — HVAC-R Fundamentals\nHVAC 1500 — Refrigeration Systems\nHVAC 2100 — Air Conditioning and Heat Pumps\nHVAC 2300 — Gas and Oil Heating\nFull course catalog" }, { "url": "course-hvac-r-technology-1500.html", "title": "HVAC 1500 Refrigeration Systems", "description": "Refrigeration Systems (HVAC 1500, 4 cr). Charging, evacuation, leak detection, metering devices, and diagnosing a sealed system.", "headings": [ "HVAC 1500 — Refrigeration Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · HVAC-R Technology HVAC 1500 — Refrigeration Systems\n4 credits · prerequisite: HVAC 1100 · typically fall and spring\nCourse description\nCharging, evacuation, leak detection, metering devices, and diagnosing a sealed system.\nRefrigeration Systems is an introductory course in HVAC-R Technology (HVAC 1500), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nHVAC 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of refrigeration Systems.\nWork standard problems in hVAC-R Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRefrigeration Systems counts toward the HVAC-R Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the HVAC-R Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Refrigeration Systems spends time on:\nThe vocabulary of hVAC-R Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the HVAC-R Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward HVAC-R Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHVAC-R Technology (HVAC)\nNumber\nHVAC 1500\nCredits\n4\nPrerequisite\nHVAC 1100\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nHVAC-R Technology course list\nAcademic departments\nHVAC 1100 — HVAC-R Fundamentals\nHVAC 1300 — Electricity for HVAC-R\nHVAC 2100 — Air Conditioning and Heat Pumps\nHVAC 2300 — Gas and Oil Heating\nFull course catalog" }, { "url": "course-hvac-r-technology-2100.html", "title": "HVAC 2100 Air Conditioning and Heat Pumps", "description": "Air Conditioning and Heat Pumps (HVAC 2100, 4 cr). Residential and light-commercial cooling and heat-pump operation, airflow, and troubleshooting.", "headings": [ "HVAC 2100 — Air Conditioning and Heat Pumps", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · HVAC-R Technology HVAC 2100 — Air Conditioning and Heat Pumps\n4 credits · prerequisite: HVAC 1500 · typically fall, alternate years\nCourse description\nResidential and light-commercial cooling and heat-pump operation, airflow, and troubleshooting.\nAir Conditioning and Heat Pumps is a lower-division undergraduate course in HVAC-R Technology (HVAC 2100), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nHVAC 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of air Conditioning and Heat Pumps.\nWork standard problems in hVAC-R Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAir Conditioning and Heat Pumps counts toward the HVAC-R Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the HVAC-R Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Air Conditioning and Heat Pumps spends time on:\nThe vocabulary of hVAC-R Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the HVAC-R Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward HVAC-R Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHVAC-R Technology (HVAC)\nNumber\nHVAC 2100\nCredits\n4\nPrerequisite\nHVAC 1500\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nHVAC-R Technology course list\nAcademic departments\nHVAC 1100 — HVAC-R Fundamentals\nHVAC 1300 — Electricity for HVAC-R\nHVAC 1500 — Refrigeration Systems\nHVAC 2300 — Gas and Oil Heating\nFull course catalog" }, { "url": "course-hvac-r-technology-2300.html", "title": "HVAC 2300 Gas and Oil Heating", "description": "Gas and Oil Heating (HVAC 2300, 4 cr). Furnaces and boilers, combustion, venting, ignition and safety controls, and service.", "headings": [ "HVAC 2300 — Gas and Oil Heating", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · HVAC-R Technology HVAC 2300 — Gas and Oil Heating\n4 credits · prerequisite: HVAC 1300 · typically spring, alternate years\nCourse description\nFurnaces and boilers, combustion, venting, ignition and safety controls, and service.\nGas and Oil Heating is a lower-division undergraduate course in HVAC-R Technology (HVAC 2300), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nHVAC 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of gas and Oil Heating.\nWork standard problems in hVAC-R Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGas and Oil Heating counts toward the HVAC-R Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the HVAC-R Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Gas and Oil Heating spends time on:\nThe vocabulary of hVAC-R Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the HVAC-R Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward HVAC-R Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHVAC-R Technology (HVAC)\nNumber\nHVAC 2300\nCredits\n4\nPrerequisite\nHVAC 1300\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nHVAC-R Technology course list\nAcademic departments\nHVAC 1100 — HVAC-R Fundamentals\nHVAC 1300 — Electricity for HVAC-R\nHVAC 1500 — Refrigeration Systems\nHVAC 2100 — Air Conditioning and Heat Pumps\nFull course catalog" }, { "url": "course-hvac-r-technology-2500.html", "title": "HVAC 2500 Commercial Refrigeration", "description": "Commercial Refrigeration (HVAC 2500, 4 cr). Supermarket and walk-in systems, defrost, multiple evaporators, and controls.", "headings": [ "HVAC 2500 — Commercial Refrigeration", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · HVAC-R Technology HVAC 2500 — Commercial Refrigeration\n4 credits · prerequisite: HVAC 1500 · typically fall\nCourse description\nSupermarket and walk-in systems, defrost, multiple evaporators, and controls.\nCommercial Refrigeration is a lower-division undergraduate course in HVAC-R Technology (HVAC 2500), carrying 4 credits, and is typically offered fall.\nPrerequisites\nHVAC 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of commercial Refrigeration.\nWork standard problems in hVAC-R Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCommercial Refrigeration counts toward the HVAC-R Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the HVAC-R Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Commercial Refrigeration spends time on:\nThe vocabulary of hVAC-R Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the HVAC-R Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward HVAC-R Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHVAC-R Technology (HVAC)\nNumber\nHVAC 2500\nCredits\n4\nPrerequisite\nHVAC 1500\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nHVAC-R Technology course list\nAcademic departments\nHVAC 1100 — HVAC-R Fundamentals\nHVAC 1300 — Electricity for HVAC-R\nHVAC 1500 — Refrigeration Systems\nHVAC 2100 — Air Conditioning and Heat Pumps\nFull course catalog" }, { "url": "course-hvac-r-technology-2700.html", "title": "HVAC 2700 Air Distribution and Balancing", "description": "Air Distribution and Balancing (HVAC 2700, 3 cr). Duct design, fans, static pressure, and testing and balancing an air system.", "headings": [ "HVAC 2700 — Air Distribution and Balancing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · HVAC-R Technology HVAC 2700 — Air Distribution and Balancing\n3 credits · prerequisite: HVAC 2100 · typically spring\nCourse description\nDuct design, fans, static pressure, and testing and balancing an air system.\nAir Distribution and Balancing is a lower-division undergraduate course in HVAC-R Technology (HVAC 2700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nHVAC 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of air Distribution and Balancing.\nWork standard problems in hVAC-R Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAir Distribution and Balancing counts toward the HVAC-R Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the HVAC-R Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Air Distribution and Balancing spends time on:\nThe vocabulary of hVAC-R Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the HVAC-R Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward HVAC-R Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHVAC-R Technology (HVAC)\nNumber\nHVAC 2700\nCredits\n3\nPrerequisite\nHVAC 2100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nHVAC-R Technology course list\nAcademic departments\nHVAC 1100 — HVAC-R Fundamentals\nHVAC 1300 — Electricity for HVAC-R\nHVAC 1500 — Refrigeration Systems\nHVAC 2100 — Air Conditioning and Heat Pumps\nFull course catalog" }, { "url": "course-hvac-r-technology-3100.html", "title": "HVAC 3100 Building Automation and Controls", "description": "Building Automation and Controls (HVAC 3100, 3 cr). DDC systems, sensors and actuators, sequences of operation, and commissioning.", "headings": [ "HVAC 3100 — Building Automation and Controls", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · HVAC-R Technology HVAC 3100 — Building Automation and Controls\n3 credits · prerequisite: HVAC 1300 · typically fall and spring\nCourse description\nDDC systems, sensors and actuators, sequences of operation, and commissioning.\nBuilding Automation and Controls is an advanced undergraduate course in HVAC-R Technology (HVAC 3100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nHVAC 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of building Automation and Controls.\nAnalyze and solve open-ended problems in hVAC-R Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBuilding Automation and Controls counts toward the HVAC-R Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the HVAC-R Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Building Automation and Controls spends time on:\nThe vocabulary of hVAC-R Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the HVAC-R Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward HVAC-R Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHVAC-R Technology (HVAC)\nNumber\nHVAC 3100\nCredits\n3\nPrerequisite\nHVAC 1300\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nHVAC-R Technology course list\nAcademic departments\nHVAC 1100 — HVAC-R Fundamentals\nHVAC 1300 — Electricity for HVAC-R\nHVAC 1500 — Refrigeration Systems\nHVAC 2100 — Air Conditioning and Heat Pumps\nFull course catalog" }, { "url": "course-hvac-r-technology-3300.html", "title": "HVAC 3300 System Design and Load Calculation", "description": "System Design and Load Calculation (HVAC 3300, 3 cr). Heating and cooling load calculations and selecting and laying out equipment for a building.", "headings": [ "HVAC 3300 — System Design and Load Calculation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · HVAC-R Technology HVAC 3300 — System Design and Load Calculation\n3 credits · prerequisite: HVAC 2100 · typically fall, alternate years\nCourse description\nHeating and cooling load calculations and selecting and laying out equipment for a building.\nSystem Design and Load Calculation is an advanced undergraduate course in HVAC-R Technology (HVAC 3300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nHVAC 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of system Design and Load Calculation.\nAnalyze and solve open-ended problems in hVAC-R Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSystem Design and Load Calculation counts toward the HVAC-R Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the HVAC-R Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of System Design and Load Calculation spends time on:\nThe vocabulary of hVAC-R Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the HVAC-R Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward HVAC-R Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nHVAC-R Technology (HVAC)\nNumber\nHVAC 3300\nCredits\n3\nPrerequisite\nHVAC 2100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nHVAC-R Technology course list\nAcademic departments\nHVAC 1100 — HVAC-R Fundamentals\nHVAC 1300 — Electricity for HVAC-R\nHVAC 1500 — Refrigeration Systems\nHVAC 2100 — Air Conditioning and Heat Pumps\nFull course catalog" }, { "url": "course-industrial-design-1200.html", "title": "IDES 1200 Design Sketching and Visualization", "description": "Design Sketching and Visualization (IDES 1200, 3 cr). Fast ideation sketching, perspective, form development, and rendering to communicate a product idea clearly.", "headings": [ "IDES 1200 — Design Sketching and Visualization", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Industrial Design IDES 1200 — Design Sketching and Visualization\n3 credits · no prerequisites · typically fall\nCourse description\nFast ideation sketching, perspective, form development, and rendering to communicate a product idea clearly.\nDesign Sketching and Visualization is an introductory course in Industrial Design (IDES 1200), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of design Sketching and Visualization.\nWork standard problems in industrial Design accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDesign Sketching and Visualization counts toward the Industrial Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Industrial Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Design Sketching and Visualization spends time on:\nThe vocabulary of industrial Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Industrial Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nIndustrial Design (IDES)\nNumber\nIDES 1200\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nIndustrial Design course list\nIndustrial Design program\nAcademic departments\nIDES 1400 — Design Process I\nIDES 2200 — Materials and Manufacturing\nIDES 2400 — Model Making and Prototyping\nIDES 2600 — CAD for Product Design\nFull course catalog" }, { "url": "course-industrial-design-1400.html", "title": "IDES 1400 Design Process I", "description": "Design Process I (IDES 1400, 3 cr). The full arc from user research and problem framing to concepts, models, and a resolved proposal, on a small product.", "headings": [ "IDES 1400 — Design Process I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Industrial Design IDES 1400 — Design Process I\n3 credits · no prerequisites · typically spring\nCourse description\nThe full arc from user research and problem framing to concepts, models, and a resolved proposal, on a small product.\nDesign Process I is an introductory course in Industrial Design (IDES 1400), carrying 3 credits, and is typically offered spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of design Process I.\nWork standard problems in industrial Design accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDesign Process I counts toward the Industrial Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Industrial Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Design Process I spends time on:\nThe vocabulary of industrial Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Industrial Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nIndustrial Design (IDES)\nNumber\nIDES 1400\nCredits\n3\nPrerequisite\nNone\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nIndustrial Design course list\nIndustrial Design program\nAcademic departments\nIDES 1200 — Design Sketching and Visualization\nIDES 2200 — Materials and Manufacturing\nIDES 2400 — Model Making and Prototyping\nIDES 2600 — CAD for Product Design\nFull course catalog" }, { "url": "course-industrial-design-2200.html", "title": "IDES 2200 Materials and Manufacturing", "description": "Materials and Manufacturing (IDES 2200, 3 cr). Common materials and the processes that shape them — molding, casting, machining, forming, joining — and designing for each.", "headings": [ "IDES 2200 — Materials and Manufacturing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Industrial Design IDES 2200 — Materials and Manufacturing\n3 credits · prerequisite: IDES 1400 · typically fall and spring\nCourse description\nCommon materials and the processes that shape them — molding, casting, machining, forming, joining — and designing for each.\nMaterials and Manufacturing is a lower-division undergraduate course in Industrial Design (IDES 2200), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nIDES 1400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of materials and Manufacturing.\nWork standard problems in industrial Design accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMaterials and Manufacturing counts toward the Industrial Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Industrial Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Materials and Manufacturing spends time on:\nThe vocabulary of industrial Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Industrial Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Industrial Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nIndustrial Design (IDES)\nNumber\nIDES 2200\nCredits\n3\nPrerequisite\nIDES 1400\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nIndustrial Design course list\nIndustrial Design program\nAcademic departments\nIDES 1200 — Design Sketching and Visualization\nIDES 1400 — Design Process I\nIDES 2400 — Model Making and Prototyping\nIDES 2600 — CAD for Product Design\nFull course catalog" }, { "url": "course-industrial-design-2400.html", "title": "IDES 2400 Model Making and Prototyping", "description": "Model Making and Prototyping (IDES 2400, 3 cr). Foam, wood, and printed models; test rigs; and using a prototype to answer a specific design question.", "headings": [ "IDES 2400 — Model Making and Prototyping", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Industrial Design IDES 2400 — Model Making and Prototyping\n3 credits · prerequisite: IDES 1200 · typically fall, alternate years\nCourse description\nFoam, wood, and printed models; test rigs; and using a prototype to answer a specific design question.\nModel Making and Prototyping is a lower-division undergraduate course in Industrial Design (IDES 2400), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nIDES 1200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of model Making and Prototyping.\nWork standard problems in industrial Design accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nModel Making and Prototyping counts toward the Industrial Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Industrial Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Model Making and Prototyping spends time on:\nThe vocabulary of industrial Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Industrial Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Industrial Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nIndustrial Design (IDES)\nNumber\nIDES 2400\nCredits\n3\nPrerequisite\nIDES 1200\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nIndustrial Design course list\nIndustrial Design program\nAcademic departments\nIDES 1200 — Design Sketching and Visualization\nIDES 1400 — Design Process I\nIDES 2200 — Materials and Manufacturing\nIDES 2600 — CAD for Product Design\nFull course catalog" }, { "url": "course-industrial-design-2600.html", "title": "IDES 2600 CAD for Product Design", "description": "CAD for Product Design (IDES 2600, 3 cr). Parametric solid modeling, surfacing, assemblies, and drawings for manufacture.", "headings": [ "IDES 2600 — CAD for Product Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Industrial Design IDES 2600 — CAD for Product Design\n3 credits · prerequisite: IDES 1200 · typically spring, alternate years\nCourse description\nParametric solid modeling, surfacing, assemblies, and drawings for manufacture.\nCAD for Product Design is a lower-division undergraduate course in Industrial Design (IDES 2600), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nIDES 1200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of cAD for Product Design.\nWork standard problems in industrial Design accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCAD for Product Design counts toward the Industrial Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Industrial Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of CAD for Product Design spends time on:\nThe vocabulary of industrial Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Industrial Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Industrial Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nIndustrial Design (IDES)\nNumber\nIDES 2600\nCredits\n3\nPrerequisite\nIDES 1200\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nIndustrial Design course list\nIndustrial Design program\nAcademic departments\nIDES 1200 — Design Sketching and Visualization\nIDES 1400 — Design Process I\nIDES 2200 — Materials and Manufacturing\nIDES 2400 — Model Making and Prototyping\nFull course catalog" }, { "url": "course-industrial-design-3200.html", "title": "IDES 3200 Human Factors and Ergonomics", "description": "Human Factors and Ergonomics (IDES 3200, 3 cr). Anthropometry, biomechanics, cognitive load, and designing products people can use safely and comfortably.", "headings": [ "IDES 3200 — Human Factors and Ergonomics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Industrial Design IDES 3200 — Human Factors and Ergonomics\n3 credits · prerequisite: IDES 2200 · typically fall\nCourse description\nAnthropometry, biomechanics, cognitive load, and designing products people can use safely and comfortably.\nHuman Factors and Ergonomics is an advanced undergraduate course in Industrial Design (IDES 3200), carrying 3 credits, and is typically offered fall.\nPrerequisites\nIDES 2200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of human Factors and Ergonomics.\nAnalyze and solve open-ended problems in industrial Design, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHuman Factors and Ergonomics counts toward the Industrial Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Industrial Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Human Factors and Ergonomics spends time on:\nThe vocabulary of industrial Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Industrial Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Industrial Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nIndustrial Design (IDES)\nNumber\nIDES 3200\nCredits\n3\nPrerequisite\nIDES 2200\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nIndustrial Design course list\nIndustrial Design program\nAcademic departments\nIDES 1200 — Design Sketching and Visualization\nIDES 1400 — Design Process I\nIDES 2200 — Materials and Manufacturing\nIDES 2400 — Model Making and Prototyping\nFull course catalog" }, { "url": "course-industrial-design-3400.html", "title": "IDES 3400 Design Process II", "description": "Design Process II (IDES 3400, 3 cr). A more complex product developed with a manufacturing partner, from research through a production-intent prototype.", "headings": [ "IDES 3400 — Design Process II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Industrial Design IDES 3400 — Design Process II\n3 credits · prerequisite: IDES 1400 · typically spring\nCourse description\nA more complex product developed with a manufacturing partner, from research through a production-intent prototype.\nDesign Process II is an advanced undergraduate course in Industrial Design (IDES 3400), carrying 3 credits, and is typically offered spring.\nPrerequisites\nIDES 1400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of design Process II.\nAnalyze and solve open-ended problems in industrial Design, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDesign Process II counts toward the Industrial Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Industrial Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Design Process II spends time on:\nThe vocabulary of industrial Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Industrial Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Industrial Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nIndustrial Design (IDES)\nNumber\nIDES 3400\nCredits\n3\nPrerequisite\nIDES 1400\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nIndustrial Design course list\nIndustrial Design program\nAcademic departments\nIDES 1200 — Design Sketching and Visualization\nIDES 1400 — Design Process I\nIDES 2200 — Materials and Manufacturing\nIDES 2400 — Model Making and Prototyping\nFull course catalog" }, { "url": "course-industrial-design-3600.html", "title": "IDES 3600 Sustainable Product Design", "description": "Sustainable Product Design (IDES 3600, 3 cr). Life-cycle thinking, material choices, repairability, disassembly, and measuring a product's footprint.", "headings": [ "IDES 3600 — Sustainable Product Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Industrial Design IDES 3600 — Sustainable Product Design\n3 credits · prerequisite: IDES 2200 · typically fall and spring\nCourse description\nLife-cycle thinking, material choices, repairability, disassembly, and measuring a product's footprint.\nSustainable Product Design is an advanced undergraduate course in Industrial Design (IDES 3600), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nIDES 2200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sustainable Product Design.\nAnalyze and solve open-ended problems in industrial Design, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSustainable Product Design counts toward the Industrial Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Industrial Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sustainable Product Design spends time on:\nThe vocabulary of industrial Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Industrial Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Industrial Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nIndustrial Design (IDES)\nNumber\nIDES 3600\nCredits\n3\nPrerequisite\nIDES 2200\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nIndustrial Design course list\nIndustrial Design program\nAcademic departments\nIDES 1200 — Design Sketching and Visualization\nIDES 1400 — Design Process I\nIDES 2200 — Materials and Manufacturing\nIDES 2400 — Model Making and Prototyping\nFull course catalog" }, { "url": "course-industrial-design-4900.html", "title": "IDES 4900 Industrial Design Capstone", "description": "Industrial Design Capstone (IDES 4900, 3 cr). A year-long self-directed product project, sponsored where possible, ending in a resolved prototype and the senior show.", "headings": [ "IDES 4900 — Industrial Design Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Industrial Design IDES 4900 — Industrial Design Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA year-long self-directed product project, sponsored where possible, ending in a resolved prototype and the senior show.\nIndustrial Design Capstone is an advanced, often capstone-level undergraduate course in Industrial Design (IDES 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of industrial Design Capstone.\nAnalyze and solve open-ended problems in industrial Design, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIndustrial Design Capstone counts toward the Industrial Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Industrial Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Industrial Design Capstone spends time on:\nThe vocabulary of industrial Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Industrial Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Industrial Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nIndustrial Design (IDES)\nNumber\nIDES 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nIndustrial Design course list\nIndustrial Design program\nAcademic departments\nIDES 1200 — Design Sketching and Visualization\nIDES 1400 — Design Process I\nIDES 2200 — Materials and Manufacturing\nIDES 2400 — Model Making and Prototyping\nFull course catalog" }, { "url": "course-information-technology-1300.html", "title": "IT 1300 IT Fundamentals", "description": "IT Fundamentals (IT 1300, 3 cr). Hardware, operating systems, networking basics, virtualization, and the help-desk skills of diagnosing a problem methodically and communicating with the person who reported it.", "headings": [ "IT 1300 — IT Fundamentals", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Information Technology IT 1300 — IT Fundamentals\n3 credits · no prerequisites · typically fall\nCourse description\nHardware, operating systems, networking basics, virtualization, and the help-desk skills of diagnosing a problem methodically and communicating with the person who reported it.\nIT Fundamentals is an introductory course in Information Technology (IT 1300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of iT Fundamentals.\nWork standard problems in information Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIT Fundamentals counts toward the Information Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Information Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of IT Fundamentals spends time on:\nThe vocabulary of information Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Information Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nInformation Technology (IT)\nNumber\nIT 1300\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nInformation Technology course list\nInformation Technology program\nAcademic departments\nIT 2100 — Networking I\nIT 2400 — Server Administration\nIT 2700 — Scripting for Administrators\nIT 3200 — Cloud Infrastructure\nFull course catalog" }, { "url": "course-information-technology-2100.html", "title": "IT 2100 Networking I", "description": "Networking I (IT 2100, 4 cr). Addressing, subnetting, switching, routing, wireless, and troubleshooting a small network end to end in the lab.", "headings": [ "IT 2100 — Networking I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Information Technology IT 2100 — Networking I\n4 credits · prerequisite: IT 1300 · typically spring\nCourse description\nAddressing, subnetting, switching, routing, wireless, and troubleshooting a small network end to end in the lab.\nNetworking I is a lower-division undergraduate course in Information Technology (IT 2100), carrying 4 credits, and is typically offered spring.\nPrerequisites\nIT 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of networking I.\nWork standard problems in information Technology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nNetworking I counts toward the Information Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Information Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Networking I spends time on:\nThe vocabulary of information Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Information Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Information Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nInformation Technology (IT)\nNumber\nIT 2100\nCredits\n4\nPrerequisite\nIT 1300\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nInformation Technology course list\nInformation Technology program\nAcademic departments\nIT 1300 — IT Fundamentals\nIT 2400 — Server Administration\nIT 2700 — Scripting for Administrators\nIT 3200 — Cloud Infrastructure\nFull course catalog" }, { "url": "course-information-technology-2400.html", "title": "IT 2400 Server Administration", "description": "Server Administration (IT 2400, 3 cr). Provisioning and maintaining servers and services: directory services, file and print, web and database hosting, backups, and monitoring.", "headings": [ "IT 2400 — Server Administration", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Information Technology IT 2400 — Server Administration\n3 credits · prerequisite: IT 1300 · typically fall and spring\nCourse description\nProvisioning and maintaining servers and services: directory services, file and print, web and database hosting, backups, and monitoring.\nServer Administration is a lower-division undergraduate course in Information Technology (IT 2400), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nIT 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of server Administration.\nWork standard problems in information Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nServer Administration counts toward the Information Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Information Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Server Administration spends time on:\nThe vocabulary of information Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Information Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Information Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nInformation Technology (IT)\nNumber\nIT 2400\nCredits\n3\nPrerequisite\nIT 1300\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nInformation Technology course list\nInformation Technology program\nAcademic departments\nIT 1300 — IT Fundamentals\nIT 2100 — Networking I\nIT 2700 — Scripting for Administrators\nIT 3200 — Cloud Infrastructure\nFull course catalog" }, { "url": "course-information-technology-2700.html", "title": "IT 2700 Scripting for Administrators", "description": "Scripting for Administrators (IT 2700, 3 cr). Automating repetitive administration with a scripting language: files, processes, APIs, scheduled tasks, and writing scripts other admins can safely run.", "headings": [ "IT 2700 — Scripting for Administrators", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Information Technology IT 2700 — Scripting for Administrators\n3 credits · prerequisite: IT 1300 · typically fall, alternate years\nCourse description\nAutomating repetitive administration with a scripting language: files, processes, APIs, scheduled tasks, and writing scripts other admins can safely run.\nScripting for Administrators is a lower-division undergraduate course in Information Technology (IT 2700), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nIT 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of scripting for Administrators.\nWork standard problems in information Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nScripting for Administrators counts toward the Information Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Information Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Scripting for Administrators spends time on:\nThe vocabulary of information Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Information Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Information Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nInformation Technology (IT)\nNumber\nIT 2700\nCredits\n3\nPrerequisite\nIT 1300\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nInformation Technology course list\nInformation Technology program\nAcademic departments\nIT 1300 — IT Fundamentals\nIT 2100 — Networking I\nIT 2400 — Server Administration\nIT 3200 — Cloud Infrastructure\nFull course catalog" }, { "url": "course-information-technology-3200.html", "title": "IT 3200 Cloud Infrastructure", "description": "Cloud Infrastructure (IT 3200, 3 cr). Compute, storage, networking, and identity in a public cloud; infrastructure as code; cost awareness; and migrating a workload from on-premises.", "headings": [ "IT 3200 — Cloud Infrastructure", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Information Technology IT 3200 — Cloud Infrastructure\n3 credits · prerequisite: IT 2400 · typically spring, alternate years\nCourse description\nCompute, storage, networking, and identity in a public cloud; infrastructure as code; cost awareness; and migrating a workload from on-premises.\nCloud Infrastructure is an advanced undergraduate course in Information Technology (IT 3200), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nIT 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of cloud Infrastructure.\nAnalyze and solve open-ended problems in information Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCloud Infrastructure counts toward the Information Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Information Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Cloud Infrastructure spends time on:\nThe vocabulary of information Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Information Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Information Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nInformation Technology (IT)\nNumber\nIT 3200\nCredits\n3\nPrerequisite\nIT 2400\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nInformation Technology course list\nInformation Technology program\nAcademic departments\nIT 1300 — IT Fundamentals\nIT 2100 — Networking I\nIT 2400 — Server Administration\nIT 2700 — Scripting for Administrators\nFull course catalog" }, { "url": "course-information-technology-3400.html", "title": "IT 3400 Enterprise Systems and Integration", "description": "Enterprise Systems and Integration (IT 3400, 3 cr). How large organizations connect their systems: middleware, APIs, identity federation, data flows, and the change management around a rollout.", "headings": [ "IT 3400 — Enterprise Systems and Integration", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Information Technology IT 3400 — Enterprise Systems and Integration\n3 credits · prerequisite: IT 2400 · typically fall\nCourse description\nHow large organizations connect their systems: middleware, APIs, identity federation, data flows, and the change management around a rollout.\nEnterprise Systems and Integration is an advanced undergraduate course in Information Technology (IT 3400), carrying 3 credits, and is typically offered fall.\nPrerequisites\nIT 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of enterprise Systems and Integration.\nAnalyze and solve open-ended problems in information Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEnterprise Systems and Integration counts toward the Information Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Information Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Enterprise Systems and Integration spends time on:\nThe vocabulary of information Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Information Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Information Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nInformation Technology (IT)\nNumber\nIT 3400\nCredits\n3\nPrerequisite\nIT 2400\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nInformation Technology course list\nInformation Technology program\nAcademic departments\nIT 1300 — IT Fundamentals\nIT 2100 — Networking I\nIT 2400 — Server Administration\nIT 2700 — Scripting for Administrators\nFull course catalog" }, { "url": "course-information-technology-3600.html", "title": "IT 3600 IT Project Management", "description": "IT Project Management (IT 3600, 3 cr). Scoping, planning, and delivering an IT project: stakeholders, budgets, vendors, risk, and closing out.", "headings": [ "IT 3600 — IT Project Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Information Technology IT 3600 — IT Project Management\n3 credits · prerequisite: junior standing · typically spring\nCourse description\nScoping, planning, and delivering an IT project: stakeholders, budgets, vendors, risk, and closing out.\nIT Project Management is an advanced undergraduate course in Information Technology (IT 3600), carrying 3 credits, and is typically offered spring.\nPrerequisites\njunior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of iT Project Management.\nAnalyze and solve open-ended problems in information Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIT Project Management counts toward the Information Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Information Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of IT Project Management spends time on:\nThe vocabulary of information Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Information Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Information Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nInformation Technology (IT)\nNumber\nIT 3600\nCredits\n3\nPrerequisite\njunior standing\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nInformation Technology course list\nInformation Technology program\nAcademic departments\nIT 1300 — IT Fundamentals\nIT 2100 — Networking I\nIT 2400 — Server Administration\nIT 2700 — Scripting for Administrators\nFull course catalog" }, { "url": "course-information-technology-3800.html", "title": "IT 3800 IT Service Management", "description": "IT Service Management (IT 3800, 3 cr). Service desks, ticketing, service-level agreements, change and incident processes, and measuring whether support is actually improving.", "headings": [ "IT 3800 — IT Service Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Information Technology IT 3800 — IT Service Management\n3 credits · prerequisite: IT 2400 · typically fall and spring\nCourse description\nService desks, ticketing, service-level agreements, change and incident processes, and measuring whether support is actually improving.\nIT Service Management is an advanced undergraduate course in Information Technology (IT 3800), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nIT 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of iT Service Management.\nAnalyze and solve open-ended problems in information Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIT Service Management counts toward the Information Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Information Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of IT Service Management spends time on:\nThe vocabulary of information Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Information Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Information Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nInformation Technology (IT)\nNumber\nIT 3800\nCredits\n3\nPrerequisite\nIT 2400\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nInformation Technology course list\nInformation Technology program\nAcademic departments\nIT 1300 — IT Fundamentals\nIT 2100 — Networking I\nIT 2400 — Server Administration\nIT 2700 — Scripting for Administrators\nFull course catalog" }, { "url": "course-information-technology-4900.html", "title": "IT 4900 IT Capstone", "description": "IT Capstone (IT 4900, 3 cr). A team designs and implements an infrastructure or integration solution for a sponsor, documented and handed off for operation.", "headings": [ "IT 4900 — IT Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Information Technology IT 4900 — IT Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA team designs and implements an infrastructure or integration solution for a sponsor, documented and handed off for operation.\nIT Capstone is an advanced, often capstone-level undergraduate course in Information Technology (IT 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of iT Capstone.\nAnalyze and solve open-ended problems in information Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIT Capstone counts toward the Information Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Information Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of IT Capstone spends time on:\nThe vocabulary of information Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Information Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Information Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nInformation Technology (IT)\nNumber\nIT 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nInformation Technology course list\nInformation Technology program\nAcademic departments\nIT 1300 — IT Fundamentals\nIT 2100 — Networking I\nIT 2400 — Server Administration\nIT 2700 — Scripting for Administrators\nFull course catalog" }, { "url": "course-innovation-studies-1500.html", "title": "INNO 1500 The Innovation Mindset", "description": "The Innovation Mindset (INNO 1500, 3 cr). Curiosity, reframing, and comfort with ambiguity, practiced through rapid challenges.", "headings": [ "INNO 1500 — The Innovation Mindset", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Innovation Studies INNO 1500 — The Innovation Mindset\n3 credits · no prerequisites · typically fall\nCourse description\nCuriosity, reframing, and comfort with ambiguity, practiced through rapid challenges.\nThe Innovation Mindset is an introductory course in Innovation Studies (INNO 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of the Innovation Mindset.\nWork standard problems in innovation Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nThe Innovation Mindset counts toward the Innovation Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Innovation Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of The Innovation Mindset spends time on:\nThe vocabulary of innovation Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Innovation Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nInnovation Studies (INNO)\nNumber\nINNO 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nInnovation Studies course list\nAcademic departments\nINNO 2100 — Design Thinking\nINNO 2300 — Creativity and Idea Generation\nINNO 2500 — Innovation in Organizations\nINNO 3100 — Prototyping and Testing\nFull course catalog" }, { "url": "course-innovation-studies-2100.html", "title": "INNO 2100 Design Thinking", "description": "Design Thinking (INNO 2100, 3 cr). Empathy, problem framing, ideation, prototyping, and testing, run as a team studio.", "headings": [ "INNO 2100 — Design Thinking", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Innovation Studies INNO 2100 — Design Thinking\n3 credits · prerequisite: INNO 1500 · typically spring\nCourse description\nEmpathy, problem framing, ideation, prototyping, and testing, run as a team studio.\nDesign Thinking is a lower-division undergraduate course in Innovation Studies (INNO 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nINNO 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of design Thinking.\nWork standard problems in innovation Studies accurately and show the reasoning behind each step.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDesign Thinking counts toward the Innovation Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Innovation Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Design Thinking spends time on:\nThe vocabulary of innovation Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Innovation Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Innovation Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nInnovation Studies (INNO)\nNumber\nINNO 2100\nCredits\n3\nPrerequisite\nINNO 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nInnovation Studies course list\nAcademic departments\nINNO 1500 — The Innovation Mindset\nINNO 2300 — Creativity and Idea Generation\nINNO 2500 — Innovation in Organizations\nINNO 3100 — Prototyping and Testing\nFull course catalog" }, { "url": "course-innovation-studies-2300.html", "title": "INNO 2300 Creativity and Idea Generation", "description": "Creativity and Idea Generation (INNO 2300, 3 cr). Techniques for producing, combining, and selecting ideas, individually and in groups.", "headings": [ "INNO 2300 — Creativity and Idea Generation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Innovation Studies INNO 2300 — Creativity and Idea Generation\n3 credits · prerequisite: INNO 1500 · typically fall and spring\nCourse description\nTechniques for producing, combining, and selecting ideas, individually and in groups.\nCreativity and Idea Generation is a lower-division undergraduate course in Innovation Studies (INNO 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nINNO 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of creativity and Idea Generation.\nWork standard problems in innovation Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCreativity and Idea Generation counts toward the Innovation Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Innovation Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Creativity and Idea Generation spends time on:\nThe vocabulary of innovation Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Innovation Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Innovation Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nInnovation Studies (INNO)\nNumber\nINNO 2300\nCredits\n3\nPrerequisite\nINNO 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nInnovation Studies course list\nAcademic departments\nINNO 1500 — The Innovation Mindset\nINNO 2100 — Design Thinking\nINNO 2500 — Innovation in Organizations\nINNO 3100 — Prototyping and Testing\nFull course catalog" }, { "url": "course-innovation-studies-2500.html", "title": "INNO 2500 Innovation in Organizations", "description": "Innovation in Organizations (INNO 2500, 3 cr). Why established organizations struggle to innovate, and the structures and cultures that help.", "headings": [ "INNO 2500 — Innovation in Organizations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Innovation Studies INNO 2500 — Innovation in Organizations\n3 credits · prerequisite: INNO 1500 · typically fall, alternate years\nCourse description\nWhy established organizations struggle to innovate, and the structures and cultures that help.\nInnovation in Organizations is a lower-division undergraduate course in Innovation Studies (INNO 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nINNO 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of innovation in Organizations.\nWork standard problems in innovation Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nInnovation in Organizations counts toward the Innovation Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Innovation Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Innovation in Organizations spends time on:\nThe vocabulary of innovation Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Innovation Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Innovation Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nInnovation Studies (INNO)\nNumber\nINNO 2500\nCredits\n3\nPrerequisite\nINNO 1500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nInnovation Studies course list\nAcademic departments\nINNO 1500 — The Innovation Mindset\nINNO 2100 — Design Thinking\nINNO 2300 — Creativity and Idea Generation\nINNO 3100 — Prototyping and Testing\nFull course catalog" }, { "url": "course-innovation-studies-3100.html", "title": "INNO 3100 Prototyping and Testing", "description": "Prototyping and Testing (INNO 3100, 3 cr). Building rough versions fast — physical, digital, and service — and learning from users.", "headings": [ "INNO 3100 — Prototyping and Testing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Innovation Studies INNO 3100 — Prototyping and Testing\n3 credits · prerequisite: INNO 2100 · typically spring, alternate years\nCourse description\nBuilding rough versions fast — physical, digital, and service — and learning from users.\nPrototyping and Testing is an advanced undergraduate course in Innovation Studies (INNO 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nINNO 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of prototyping and Testing.\nAnalyze and solve open-ended problems in innovation Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPrototyping and Testing counts toward the Innovation Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Innovation Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Prototyping and Testing spends time on:\nThe vocabulary of innovation Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Innovation Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Innovation Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nInnovation Studies (INNO)\nNumber\nINNO 3100\nCredits\n3\nPrerequisite\nINNO 2100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nInnovation Studies course list\nAcademic departments\nINNO 1500 — The Innovation Mindset\nINNO 2100 — Design Thinking\nINNO 2300 — Creativity and Idea Generation\nINNO 2500 — Innovation in Organizations\nFull course catalog" }, { "url": "course-innovation-studies-3300.html", "title": "INNO 3300 Innovation and Society", "description": "Innovation and Society (INNO 3300, 3 cr). Technology adoption, unintended consequences, equity, and responsible innovation.", "headings": [ "INNO 3300 — Innovation and Society", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Innovation Studies INNO 3300 — Innovation and Society\n3 credits · prerequisite: INNO 1500 · typically fall\nCourse description\nTechnology adoption, unintended consequences, equity, and responsible innovation.\nInnovation and Society is an advanced undergraduate course in Innovation Studies (INNO 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nINNO 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of innovation and Society.\nAnalyze and solve open-ended problems in innovation Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nInnovation and Society counts toward the Innovation Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Innovation Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Innovation and Society spends time on:\nThe vocabulary of innovation Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Innovation Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Innovation Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nInnovation Studies (INNO)\nNumber\nINNO 3300\nCredits\n3\nPrerequisite\nINNO 1500\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nInnovation Studies course list\nAcademic departments\nINNO 1500 — The Innovation Mindset\nINNO 2100 — Design Thinking\nINNO 2300 — Creativity and Idea Generation\nINNO 2500 — Innovation in Organizations\nFull course catalog" }, { "url": "course-innovation-studies-3500.html", "title": "INNO 3500 Intrapreneurship Practicum", "description": "Intrapreneurship Practicum (INNO 3500, 3 cr). Running an innovation project inside a partner organization.", "headings": [ "INNO 3500 — Intrapreneurship Practicum", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Innovation Studies INNO 3500 — Intrapreneurship Practicum\n3 credits · prerequisite: INNO 2500 · typically spring\nCourse description\nRunning an innovation project inside a partner organization.\nIntrapreneurship Practicum is an advanced undergraduate course in Innovation Studies (INNO 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nINNO 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of intrapreneurship Practicum.\nAnalyze and solve open-ended problems in innovation Studies, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntrapreneurship Practicum counts toward the Innovation Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Innovation Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Intrapreneurship Practicum spends time on:\nThe vocabulary of innovation Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Innovation Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Innovation Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nInnovation Studies (INNO)\nNumber\nINNO 3500\nCredits\n3\nPrerequisite\nINNO 2500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nInnovation Studies course list\nAcademic departments\nINNO 1500 — The Innovation Mindset\nINNO 2100 — Design Thinking\nINNO 2300 — Creativity and Idea Generation\nINNO 2500 — Innovation in Organizations\nFull course catalog" }, { "url": "course-innovation-studies-4900.html", "title": "INNO 4900 Innovation Capstone", "description": "Innovation Capstone (INNO 4900, 3 cr). A team takes an opportunity from insight to a tested, pitched concept.", "headings": [ "INNO 4900 — Innovation Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Innovation Studies INNO 4900 — Innovation Capstone\n3 credits · prerequisite: senior standing · typically fall and spring\nCourse description\nA team takes an opportunity from insight to a tested, pitched concept.\nInnovation Capstone is an advanced, often capstone-level undergraduate course in Innovation Studies (INNO 4900), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of innovation Capstone.\nAnalyze and solve open-ended problems in innovation Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nInnovation Capstone counts toward the Innovation Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Innovation Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Innovation Capstone spends time on:\nThe vocabulary of innovation Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Innovation Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Innovation Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nInnovation Studies (INNO)\nNumber\nINNO 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nInnovation Studies course list\nAcademic departments\nINNO 1500 — The Innovation Mindset\nINNO 2100 — Design Thinking\nINNO 2300 — Creativity and Idea Generation\nINNO 2500 — Innovation in Organizations\nFull course catalog" }, { "url": "course-interior-design-1100.html", "title": "INTD 1100 Interior Design Fundamentals", "description": "Interior Design Fundamentals (INTD 1100, 3 cr). Space, color, form and the history of interior environments, with a first studio project.", "headings": [ "INTD 1100 — Interior Design Fundamentals", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Common questions" ], "content": "" }, { "url": "course-interior-design-1300.html", "title": "INTD 1300 Drafting and CAD for Interiors", "description": "Drafting and CAD for Interiors (INTD 1300, 3 cr). Manual drafting fundamentals moving into 2D/3D CAD for floor plans, elevations and sections.", "headings": [ "INTD 1300 — Drafting and CAD for Interiors", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Common questions" ], "content": "" }, { "url": "course-interior-design-2100.html", "title": "INTD 2100 Materials and Finishes", "description": "Materials and Finishes (INTD 2100, 3 cr). Flooring, wall, textile and surface materials — performance, sustainability, cost and specification.", "headings": [ "INTD 2100 — Materials and Finishes", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Common questions" ], "content": "" }, { "url": "course-interior-design-2300.html", "title": "INTD 2300 Lighting Design", "description": "Lighting Design (INTD 2300, 3 cr). Natural and electric lighting for mood, function and energy performance in interior spaces.", "headings": [ "INTD 2300 — Lighting Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Common questions" ], "content": "" }, { "url": "course-interior-design-2500.html", "title": "INTD 2500 Space Planning", "description": "Space Planning (INTD 2500, 3 cr). Programming a space from a client brief through adjacency diagrams to a resolved floor plan.", "headings": [ "INTD 2500 — Space Planning", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Common questions" ], "content": "" }, { "url": "course-interior-design-3100.html", "title": "INTD 3100 Building Codes and Universal Design", "description": "Building Codes and Universal Design (INTD 3100, 3 cr). Life-safety and accessibility codes, egress, and designing spaces that work for every body.", "headings": [ "INTD 3100 — Building Codes and Universal Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Common questions" ], "content": "" }, { "url": "course-interior-design-3300.html", "title": "INTD 3300 Residential Interior Design Studio", "description": "Residential Interior Design Studio (INTD 3300, 3 cr). A full residential project from client program through finish and furniture selections.", "headings": [ "INTD 3300 — Residential Interior Design Studio", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Common questions" ], "content": "" }, { "url": "course-interior-design-3500.html", "title": "INTD 3500 Commercial Interior Design Studio", "description": "Commercial Interior Design Studio (INTD 3500, 3 cr). A commercial or hospitality project balancing brand, code, budget and workflow.", "headings": [ "INTD 3500 — Commercial Interior Design Studio", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Common questions" ], "content": "" }, { "url": "course-interior-design-4900.html", "title": "INTD 4900 Interior Design Capstone", "description": "Interior Design Capstone (INTD 4900, 3 cr). A self-directed, client-based capstone project presented at the senior show.", "headings": [ "INTD 4900 — Interior Design Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Common questions" ], "content": "" }, { "url": "course-kinesiology-1500.html", "title": "KINE 1500 Introduction to Kinesiology", "description": "Introduction to Kinesiology (KINE 1500, 3 cr). The subdisciplines of the field, careers, and the role of physical activity in health.", "headings": [ "KINE 1500 — Introduction to Kinesiology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Kinesiology KINE 1500 — Introduction to Kinesiology\n3 credits · no prerequisites · typically fall\nCourse description\nThe subdisciplines of the field, careers, and the role of physical activity in health.\nIntroduction to Kinesiology is an introductory course in Kinesiology (KINE 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Kinesiology.\nWork standard problems in kinesiology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Kinesiology counts toward the Kinesiology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Kinesiology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Kinesiology spends time on:\nThe vocabulary of kinesiology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Kinesiology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nKinesiology (KINE)\nNumber\nKINE 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nKinesiology course list\nAcademic departments\nKINE 2100 — Functional Anatomy\nKINE 2300 — Exercise Physiology\nKINE 2500 — Biomechanics\nKINE 3100 — Motor Learning and Control\nFull course catalog" }, { "url": "course-kinesiology-2100.html", "title": "KINE 2100 Functional Anatomy", "description": "Functional Anatomy (KINE 2100, 4 cr). The musculoskeletal system analyzed for movement — joints, muscle actions, and mechanics, with lab.", "headings": [ "KINE 2100 — Functional Anatomy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Kinesiology KINE 2100 — Functional Anatomy\n4 credits · prerequisite: BIOL 1010 · typically spring\nCourse description\nThe musculoskeletal system analyzed for movement — joints, muscle actions, and mechanics, with lab.\nFunctional Anatomy is a lower-division undergraduate course in Kinesiology (KINE 2100), carrying 4 credits, and is typically offered spring.\nPrerequisites\nBIOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of functional Anatomy.\nWork standard problems in kinesiology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFunctional Anatomy counts toward the Kinesiology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Kinesiology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Functional Anatomy spends time on:\nThe vocabulary of kinesiology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Kinesiology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Kinesiology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nKinesiology (KINE)\nNumber\nKINE 2100\nCredits\n4\nPrerequisite\nBIOL 1010\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nKinesiology course list\nAcademic departments\nKINE 1500 — Introduction to Kinesiology\nKINE 2300 — Exercise Physiology\nKINE 2500 — Biomechanics\nKINE 3100 — Motor Learning and Control\nFull course catalog" }, { "url": "course-kinesiology-2300.html", "title": "KINE 2300 Exercise Physiology", "description": "Exercise Physiology (KINE 2300, 4 cr). Acute and chronic responses of the body's systems to exercise, and the basis of training, with lab.", "headings": [ "KINE 2300 — Exercise Physiology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Kinesiology KINE 2300 — Exercise Physiology\n4 credits · prerequisite: BIOL 3300 · typically fall and spring\nCourse description\nAcute and chronic responses of the body's systems to exercise, and the basis of training, with lab.\nExercise Physiology is a lower-division undergraduate course in Kinesiology (KINE 2300), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nBIOL 3300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of exercise Physiology.\nWork standard problems in kinesiology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nExercise Physiology counts toward the Kinesiology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Kinesiology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Exercise Physiology spends time on:\nThe vocabulary of kinesiology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Kinesiology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Kinesiology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nKinesiology (KINE)\nNumber\nKINE 2300\nCredits\n4\nPrerequisite\nBIOL 3300\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nKinesiology course list\nAcademic departments\nKINE 1500 — Introduction to Kinesiology\nKINE 2100 — Functional Anatomy\nKINE 2500 — Biomechanics\nKINE 3100 — Motor Learning and Control\nFull course catalog" }, { "url": "course-kinesiology-2500.html", "title": "KINE 2500 Biomechanics", "description": "Biomechanics (KINE 2500, 4 cr). Applying mechanics to human movement: forces, levers, motion analysis, and injury mechanisms, with lab.", "headings": [ "KINE 2500 — Biomechanics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Kinesiology KINE 2500 — Biomechanics\n4 credits · prerequisite: PHYS 1010, KINE 2100 · typically fall, alternate years\nCourse description\nApplying mechanics to human movement: forces, levers, motion analysis, and injury mechanisms, with lab.\nBiomechanics is a lower-division undergraduate course in Kinesiology (KINE 2500), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nPHYS 1010, KINE 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of biomechanics.\nWork standard problems in kinesiology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBiomechanics counts toward the Kinesiology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Kinesiology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Biomechanics spends time on:\nThe vocabulary of kinesiology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Kinesiology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Kinesiology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nKinesiology (KINE)\nNumber\nKINE 2500\nCredits\n4\nPrerequisite\nPHYS 1010, KINE 2100\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nKinesiology course list\nAcademic departments\nKINE 1500 — Introduction to Kinesiology\nKINE 2100 — Functional Anatomy\nKINE 2300 — Exercise Physiology\nKINE 3100 — Motor Learning and Control\nFull course catalog" }, { "url": "course-kinesiology-3100.html", "title": "KINE 3100 Motor Learning and Control", "description": "Motor Learning and Control (KINE 3100, 3 cr). How movement skills are acquired, practiced, and retained, and how to structure practice.", "headings": [ "KINE 3100 — Motor Learning and Control", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Kinesiology KINE 3100 — Motor Learning and Control\n3 credits · prerequisite: KINE 1500 · typically spring, alternate years\nCourse description\nHow movement skills are acquired, practiced, and retained, and how to structure practice.\nMotor Learning and Control is an advanced undergraduate course in Kinesiology (KINE 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nKINE 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of motor Learning and Control.\nAnalyze and solve open-ended problems in kinesiology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMotor Learning and Control counts toward the Kinesiology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Kinesiology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Motor Learning and Control spends time on:\nThe vocabulary of kinesiology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Kinesiology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Kinesiology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nKinesiology (KINE)\nNumber\nKINE 3100\nCredits\n3\nPrerequisite\nKINE 1500\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nKinesiology course list\nAcademic departments\nKINE 1500 — Introduction to Kinesiology\nKINE 2100 — Functional Anatomy\nKINE 2300 — Exercise Physiology\nKINE 2500 — Biomechanics\nFull course catalog" }, { "url": "course-kinesiology-3300.html", "title": "KINE 3300 Strength and Conditioning", "description": "Strength and Conditioning (KINE 3300, 3 cr). Program design for performance and health, periodization, and coaching the major lifts.", "headings": [ "KINE 3300 — Strength and Conditioning", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Kinesiology KINE 3300 — Strength and Conditioning\n3 credits · prerequisite: KINE 2300 · typically fall\nCourse description\nProgram design for performance and health, periodization, and coaching the major lifts.\nStrength and Conditioning is an advanced undergraduate course in Kinesiology (KINE 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nKINE 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of strength and Conditioning.\nAnalyze and solve open-ended problems in kinesiology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStrength and Conditioning counts toward the Kinesiology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Kinesiology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Strength and Conditioning spends time on:\nThe vocabulary of kinesiology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Kinesiology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Kinesiology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nKinesiology (KINE)\nNumber\nKINE 3300\nCredits\n3\nPrerequisite\nKINE 2300\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nKinesiology course list\nAcademic departments\nKINE 1500 — Introduction to Kinesiology\nKINE 2100 — Functional Anatomy\nKINE 2300 — Exercise Physiology\nKINE 2500 — Biomechanics\nFull course catalog" }, { "url": "course-kinesiology-3500.html", "title": "KINE 3500 Exercise Testing and Prescription", "description": "Exercise Testing and Prescription (KINE 3500, 4 cr). Health screening, graded exercise testing, and writing individualized programs, with lab.", "headings": [ "KINE 3500 — Exercise Testing and Prescription", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Kinesiology KINE 3500 — Exercise Testing and Prescription\n4 credits · prerequisite: KINE 2300 · typically spring\nCourse description\nHealth screening, graded exercise testing, and writing individualized programs, with lab.\nExercise Testing and Prescription is an advanced undergraduate course in Kinesiology (KINE 3500), carrying 4 credits, and is typically offered spring.\nPrerequisites\nKINE 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of exercise Testing and Prescription.\nAnalyze and solve open-ended problems in kinesiology, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nExercise Testing and Prescription counts toward the Kinesiology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Kinesiology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Exercise Testing and Prescription spends time on:\nThe vocabulary of kinesiology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Kinesiology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Kinesiology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nKinesiology (KINE)\nNumber\nKINE 3500\nCredits\n4\nPrerequisite\nKINE 2300\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nKinesiology course list\nAcademic departments\nKINE 1500 — Introduction to Kinesiology\nKINE 2100 — Functional Anatomy\nKINE 2300 — Exercise Physiology\nKINE 2500 — Biomechanics\nFull course catalog" }, { "url": "course-kinesiology-3700.html", "title": "KINE 3700 Physical Activity and Public Health", "description": "Physical Activity and Public Health (KINE 3700, 3 cr). Population-level physical-activity promotion, environments, and policy.", "headings": [ "KINE 3700 — Physical Activity and Public Health", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Kinesiology KINE 3700 — Physical Activity and Public Health\n3 credits · prerequisite: KINE 1500 · typically fall and spring\nCourse description\nPopulation-level physical-activity promotion, environments, and policy.\nPhysical Activity and Public Health is an advanced undergraduate course in Kinesiology (KINE 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nKINE 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of physical Activity and Public Health.\nAnalyze and solve open-ended problems in kinesiology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPhysical Activity and Public Health counts toward the Kinesiology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Kinesiology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Physical Activity and Public Health spends time on:\nThe vocabulary of kinesiology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Kinesiology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Kinesiology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nKinesiology (KINE)\nNumber\nKINE 3700\nCredits\n3\nPrerequisite\nKINE 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nKinesiology course list\nAcademic departments\nKINE 1500 — Introduction to Kinesiology\nKINE 2100 — Functional Anatomy\nKINE 2300 — Exercise Physiology\nKINE 2500 — Biomechanics\nFull course catalog" }, { "url": "course-kinesiology-4900.html", "title": "KINE 4900 Kinesiology Internship", "description": "Kinesiology Internship (KINE 4900, 4 cr). A supervised placement in a clinical, fitness, performance, or community setting.", "headings": [ "KINE 4900 — Kinesiology Internship", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Kinesiology KINE 4900 — Kinesiology Internship\n4 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA supervised placement in a clinical, fitness, performance, or community setting.\nKinesiology Internship is an advanced, often capstone-level undergraduate course in Kinesiology (KINE 4900), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of kinesiology Internship.\nAnalyze and solve open-ended problems in kinesiology, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nKinesiology Internship counts toward the Kinesiology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Kinesiology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Kinesiology Internship spends time on:\nThe vocabulary of kinesiology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Kinesiology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Kinesiology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nKinesiology (KINE)\nNumber\nKINE 4900\nCredits\n4\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nKinesiology course list\nAcademic departments\nKINE 1500 — Introduction to Kinesiology\nKINE 2100 — Functional Anatomy\nKINE 2300 — Exercise Physiology\nKINE 2500 — Biomechanics\nFull course catalog" }, { "url": "course-leadership-studies-1500.html", "title": "LEAD 1500 Foundations of Leadership", "description": "Foundations of Leadership (LEAD 1500, 3 cr). Major leadership theories, self-assessment, and the difference between leadership and authority.", "headings": [ "LEAD 1500 — Foundations of Leadership", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Leadership Studies LEAD 1500 — Foundations of Leadership\n3 credits · no prerequisites · typically fall\nCourse description\nMajor leadership theories, self-assessment, and the difference between leadership and authority.\nFoundations of Leadership is an introductory course in Leadership Studies (LEAD 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of foundations of Leadership.\nWork standard problems in leadership Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFoundations of Leadership counts toward the Leadership Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Leadership Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Foundations of Leadership spends time on:\nThe vocabulary of leadership Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Leadership Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nLeadership Studies (LEAD)\nNumber\nLEAD 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nLeadership Studies course list\nAcademic departments\nLEAD 2100 — Team Leadership and Facilitation\nLEAD 2300 — Ethical Leadership\nLEAD 2500 — Communication for Leaders\nLEAD 3100 — Leading Change\nFull course catalog" }, { "url": "course-leadership-studies-2100.html", "title": "LEAD 2100 Team Leadership and Facilitation", "description": "Team Leadership and Facilitation (LEAD 2100, 3 cr). Group development, roles, decision-making, and running a productive meeting.", "headings": [ "LEAD 2100 — Team Leadership and Facilitation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Leadership Studies LEAD 2100 — Team Leadership and Facilitation\n3 credits · prerequisite: LEAD 1500 · typically spring\nCourse description\nGroup development, roles, decision-making, and running a productive meeting.\nTeam Leadership and Facilitation is a lower-division undergraduate course in Leadership Studies (LEAD 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nLEAD 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of team Leadership and Facilitation.\nWork standard problems in leadership Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTeam Leadership and Facilitation counts toward the Leadership Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Leadership Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Team Leadership and Facilitation spends time on:\nThe vocabulary of leadership Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Leadership Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Leadership Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nLeadership Studies (LEAD)\nNumber\nLEAD 2100\nCredits\n3\nPrerequisite\nLEAD 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nLeadership Studies course list\nAcademic departments\nLEAD 1500 — Foundations of Leadership\nLEAD 2300 — Ethical Leadership\nLEAD 2500 — Communication for Leaders\nLEAD 3100 — Leading Change\nFull course catalog" }, { "url": "course-leadership-studies-2300.html", "title": "LEAD 2300 Ethical Leadership", "description": "Ethical Leadership (LEAD 2300, 3 cr). Values, moral reasoning, power, and building an ethical climate.", "headings": [ "LEAD 2300 — Ethical Leadership", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Leadership Studies LEAD 2300 — Ethical Leadership\n3 credits · prerequisite: LEAD 1500 · typically fall and spring\nCourse description\nValues, moral reasoning, power, and building an ethical climate.\nEthical Leadership is a lower-division undergraduate course in Leadership Studies (LEAD 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nLEAD 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of ethical Leadership.\nWork standard problems in leadership Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEthical Leadership counts toward the Leadership Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Leadership Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Ethical Leadership spends time on:\nThe vocabulary of leadership Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Leadership Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Leadership Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nLeadership Studies (LEAD)\nNumber\nLEAD 2300\nCredits\n3\nPrerequisite\nLEAD 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nLeadership Studies course list\nAcademic departments\nLEAD 1500 — Foundations of Leadership\nLEAD 2100 — Team Leadership and Facilitation\nLEAD 2500 — Communication for Leaders\nLEAD 3100 — Leading Change\nFull course catalog" }, { "url": "course-leadership-studies-2500.html", "title": "LEAD 2500 Communication for Leaders", "description": "Communication for Leaders (LEAD 2500, 3 cr). Framing a message, difficult conversations, feedback, and public communication.", "headings": [ "LEAD 2500 — Communication for Leaders", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Leadership Studies LEAD 2500 — Communication for Leaders\n3 credits · prerequisite: COMM 1100 · typically fall, alternate years\nCourse description\nFraming a message, difficult conversations, feedback, and public communication.\nCommunication for Leaders is a lower-division undergraduate course in Leadership Studies (LEAD 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nCOMM 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of communication for Leaders.\nWork standard problems in leadership Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCommunication for Leaders counts toward the Leadership Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Leadership Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Communication for Leaders spends time on:\nThe vocabulary of leadership Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Leadership Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Leadership Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nLeadership Studies (LEAD)\nNumber\nLEAD 2500\nCredits\n3\nPrerequisite\nCOMM 1100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nLeadership Studies course list\nAcademic departments\nLEAD 1500 — Foundations of Leadership\nLEAD 2100 — Team Leadership and Facilitation\nLEAD 2300 — Ethical Leadership\nLEAD 3100 — Leading Change\nFull course catalog" }, { "url": "course-leadership-studies-3100.html", "title": "LEAD 3100 Leading Change", "description": "Leading Change (LEAD 3100, 3 cr). Diagnosing an organization, change models, resistance, and sustaining a change.", "headings": [ "LEAD 3100 — Leading Change", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Leadership Studies LEAD 3100 — Leading Change\n3 credits · prerequisite: LEAD 2100 · typically spring, alternate years\nCourse description\nDiagnosing an organization, change models, resistance, and sustaining a change.\nLeading Change is an advanced undergraduate course in Leadership Studies (LEAD 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nLEAD 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of leading Change.\nAnalyze and solve open-ended problems in leadership Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLeading Change counts toward the Leadership Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Leadership Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Leading Change spends time on:\nThe vocabulary of leadership Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Leadership Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Leadership Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nLeadership Studies (LEAD)\nNumber\nLEAD 3100\nCredits\n3\nPrerequisite\nLEAD 2100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nLeadership Studies course list\nAcademic departments\nLEAD 1500 — Foundations of Leadership\nLEAD 2100 — Team Leadership and Facilitation\nLEAD 2300 — Ethical Leadership\nLEAD 2500 — Communication for Leaders\nFull course catalog" }, { "url": "course-leadership-studies-3300.html", "title": "LEAD 3300 Conflict Resolution and Negotiation", "description": "Conflict Resolution and Negotiation (LEAD 3300, 3 cr). Interests versus positions, mediation basics, and principled negotiation, with simulations.", "headings": [ "LEAD 3300 — Conflict Resolution and Negotiation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Leadership Studies LEAD 3300 — Conflict Resolution and Negotiation\n3 credits · prerequisite: LEAD 2100 · typically fall\nCourse description\nInterests versus positions, mediation basics, and principled negotiation, with simulations.\nConflict Resolution and Negotiation is an advanced undergraduate course in Leadership Studies (LEAD 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nLEAD 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of conflict Resolution and Negotiation.\nAnalyze and solve open-ended problems in leadership Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nConflict Resolution and Negotiation counts toward the Leadership Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Leadership Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Conflict Resolution and Negotiation spends time on:\nThe vocabulary of leadership Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Leadership Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Leadership Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nLeadership Studies (LEAD)\nNumber\nLEAD 3300\nCredits\n3\nPrerequisite\nLEAD 2100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nLeadership Studies course list\nAcademic departments\nLEAD 1500 — Foundations of Leadership\nLEAD 2100 — Team Leadership and Facilitation\nLEAD 2300 — Ethical Leadership\nLEAD 2500 — Communication for Leaders\nFull course catalog" }, { "url": "course-leadership-studies-3500.html", "title": "LEAD 3500 Inclusive Leadership", "description": "Inclusive Leadership (LEAD 3500, 3 cr). Bias, belonging, equity, and leading across difference.", "headings": [ "LEAD 3500 — Inclusive Leadership", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Leadership Studies LEAD 3500 — Inclusive Leadership\n3 credits · prerequisite: LEAD 1500 · typically spring\nCourse description\nBias, belonging, equity, and leading across difference.\nInclusive Leadership is an advanced undergraduate course in Leadership Studies (LEAD 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nLEAD 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of inclusive Leadership.\nAnalyze and solve open-ended problems in leadership Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nInclusive Leadership counts toward the Leadership Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Leadership Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Inclusive Leadership spends time on:\nThe vocabulary of leadership Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Leadership Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Leadership Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nLeadership Studies (LEAD)\nNumber\nLEAD 3500\nCredits\n3\nPrerequisite\nLEAD 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nLeadership Studies course list\nAcademic departments\nLEAD 1500 — Foundations of Leadership\nLEAD 2100 — Team Leadership and Facilitation\nLEAD 2300 — Ethical Leadership\nLEAD 2500 — Communication for Leaders\nFull course catalog" }, { "url": "course-leadership-studies-4900.html", "title": "LEAD 4900 Leadership Capstone", "description": "Leadership Capstone (LEAD 4900, 3 cr). A leadership project with a real organization, plus a reflective portfolio of growth.", "headings": [ "LEAD 4900 — Leadership Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Leadership Studies LEAD 4900 — Leadership Capstone\n3 credits · prerequisite: senior standing · typically fall and spring\nCourse description\nA leadership project with a real organization, plus a reflective portfolio of growth.\nLeadership Capstone is an advanced, often capstone-level undergraduate course in Leadership Studies (LEAD 4900), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of leadership Capstone.\nAnalyze and solve open-ended problems in leadership Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLeadership Capstone counts toward the Leadership Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Leadership Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Leadership Capstone spends time on:\nThe vocabulary of leadership Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Leadership Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Leadership Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nLeadership Studies (LEAD)\nNumber\nLEAD 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nLeadership Studies course list\nAcademic departments\nLEAD 1500 — Foundations of Leadership\nLEAD 2100 — Team Leadership and Facilitation\nLEAD 2300 — Ethical Leadership\nLEAD 2500 — Communication for Leaders\nFull course catalog" }, { "url": "course-linguistics-1000.html", "title": "LING 1000 Introduction to Linguistics", "description": "Introduction to Linguistics (LING 1000, 3 cr). Phonetics, phonology, morphology, syntax, semantics, and how linguists analyze a language.", "headings": [ "LING 1000 — Introduction to Linguistics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Linguistics LING 1000 — Introduction to Linguistics\n3 credits · no prerequisites · typically fall\nCourse description\nPhonetics, phonology, morphology, syntax, semantics, and how linguists analyze a language.\nIntroduction to Linguistics is an introductory course in Linguistics (LING 1000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Linguistics.\nWork standard problems in linguistics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Linguistics counts toward the Linguistics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Linguistics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Linguistics spends time on:\nThe vocabulary of linguistics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Linguistics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nLinguistics (LING)\nNumber\nLING 1000\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nLinguistics course list\nAcademic departments\nLING 2100 — Phonetics and Phonology\nLING 2300 — Syntax\nLING 2500 — Sociolinguistics\nLING 3100 — Semantics and Pragmatics\nFull course catalog" }, { "url": "course-linguistics-2100.html", "title": "LING 2100 Phonetics and Phonology", "description": "Phonetics and Phonology (LING 2100, 3 cr). Producing and transcribing speech sounds and modeling sound systems and rules.", "headings": [ "LING 2100 — Phonetics and Phonology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Linguistics LING 2100 — Phonetics and Phonology\n3 credits · prerequisite: LING 1000 · typically spring\nCourse description\nProducing and transcribing speech sounds and modeling sound systems and rules.\nPhonetics and Phonology is a lower-division undergraduate course in Linguistics (LING 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nLING 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of phonetics and Phonology.\nWork standard problems in linguistics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPhonetics and Phonology counts toward the Linguistics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Linguistics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Phonetics and Phonology spends time on:\nThe vocabulary of linguistics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Linguistics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Linguistics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nLinguistics (LING)\nNumber\nLING 2100\nCredits\n3\nPrerequisite\nLING 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nLinguistics course list\nAcademic departments\nLING 1000 — Introduction to Linguistics\nLING 2300 — Syntax\nLING 2500 — Sociolinguistics\nLING 3100 — Semantics and Pragmatics\nFull course catalog" }, { "url": "course-linguistics-2300.html", "title": "LING 2300 Syntax", "description": "Syntax (LING 2300, 3 cr). Constituency, phrase structure, movement, and building grammars that predict what sentences are possible.", "headings": [ "LING 2300 — Syntax", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Linguistics LING 2300 — Syntax\n3 credits · prerequisite: LING 1000 · typically fall and spring\nCourse description\nConstituency, phrase structure, movement, and building grammars that predict what sentences are possible.\nSyntax is a lower-division undergraduate course in Linguistics (LING 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nLING 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of syntax.\nWork standard problems in linguistics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSyntax counts toward the Linguistics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Linguistics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Syntax spends time on:\nThe vocabulary of linguistics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Linguistics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Linguistics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nLinguistics (LING)\nNumber\nLING 2300\nCredits\n3\nPrerequisite\nLING 1000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nLinguistics course list\nAcademic departments\nLING 1000 — Introduction to Linguistics\nLING 2100 — Phonetics and Phonology\nLING 2500 — Sociolinguistics\nLING 3100 — Semantics and Pragmatics\nFull course catalog" }, { "url": "course-linguistics-2500.html", "title": "LING 2500 Sociolinguistics", "description": "Sociolinguistics (LING 2500, 3 cr). Variation by region, class, gender, and context; language attitudes; and language and identity.", "headings": [ "LING 2500 — Sociolinguistics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Linguistics LING 2500 — Sociolinguistics\n3 credits · prerequisite: LING 1000 · typically fall, alternate years\nCourse description\nVariation by region, class, gender, and context; language attitudes; and language and identity.\nSociolinguistics is a lower-division undergraduate course in Linguistics (LING 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nLING 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sociolinguistics.\nWork standard problems in linguistics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSociolinguistics counts toward the Linguistics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Linguistics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sociolinguistics spends time on:\nThe vocabulary of linguistics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Linguistics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Linguistics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nLinguistics (LING)\nNumber\nLING 2500\nCredits\n3\nPrerequisite\nLING 1000\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nLinguistics course list\nAcademic departments\nLING 1000 — Introduction to Linguistics\nLING 2100 — Phonetics and Phonology\nLING 2300 — Syntax\nLING 3100 — Semantics and Pragmatics\nFull course catalog" }, { "url": "course-linguistics-3100.html", "title": "LING 3100 Semantics and Pragmatics", "description": "Semantics and Pragmatics (LING 3100, 3 cr). Meaning, reference, entailment, implicature, and how context fills in what words leave out.", "headings": [ "LING 3100 — Semantics and Pragmatics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Linguistics LING 3100 — Semantics and Pragmatics\n3 credits · prerequisite: LING 2300 · typically spring, alternate years\nCourse description\nMeaning, reference, entailment, implicature, and how context fills in what words leave out.\nSemantics and Pragmatics is an advanced undergraduate course in Linguistics (LING 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nLING 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of semantics and Pragmatics.\nAnalyze and solve open-ended problems in linguistics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSemantics and Pragmatics counts toward the Linguistics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Linguistics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Semantics and Pragmatics spends time on:\nThe vocabulary of linguistics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Linguistics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Linguistics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nLinguistics (LING)\nNumber\nLING 3100\nCredits\n3\nPrerequisite\nLING 2300\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nLinguistics course list\nAcademic departments\nLING 1000 — Introduction to Linguistics\nLING 2100 — Phonetics and Phonology\nLING 2300 — Syntax\nLING 2500 — Sociolinguistics\nFull course catalog" }, { "url": "course-linguistics-3300.html", "title": "LING 3300 Language Acquisition", "description": "Language Acquisition (LING 3300, 3 cr). How children acquire a first language and how adults learn a second.", "headings": [ "LING 3300 — Language Acquisition", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Linguistics LING 3300 — Language Acquisition\n3 credits · prerequisite: LING 1000 · typically fall\nCourse description\nHow children acquire a first language and how adults learn a second.\nLanguage Acquisition is an advanced undergraduate course in Linguistics (LING 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nLING 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of language Acquisition.\nAnalyze and solve open-ended problems in linguistics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLanguage Acquisition counts toward the Linguistics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Linguistics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Language Acquisition spends time on:\nThe vocabulary of linguistics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Linguistics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Linguistics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nLinguistics (LING)\nNumber\nLING 3300\nCredits\n3\nPrerequisite\nLING 1000\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nLinguistics course list\nAcademic departments\nLING 1000 — Introduction to Linguistics\nLING 2100 — Phonetics and Phonology\nLING 2300 — Syntax\nLING 2500 — Sociolinguistics\nFull course catalog" }, { "url": "course-linguistics-3500.html", "title": "LING 3500 Computational Linguistics", "description": "Computational Linguistics (LING 3500, 3 cr). Corpora, tokenization, tagging, parsing, and an introduction to language technology.", "headings": [ "LING 3500 — Computational Linguistics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Linguistics LING 3500 — Computational Linguistics\n3 credits · prerequisite: LING 1000 · typically spring\nCourse description\nCorpora, tokenization, tagging, parsing, and an introduction to language technology.\nComputational Linguistics is an advanced undergraduate course in Linguistics (LING 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nLING 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of computational Linguistics.\nAnalyze and solve open-ended problems in linguistics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nComputational Linguistics counts toward the Linguistics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Linguistics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Computational Linguistics spends time on:\nThe vocabulary of linguistics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Linguistics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Linguistics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nLinguistics (LING)\nNumber\nLING 3500\nCredits\n3\nPrerequisite\nLING 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nLinguistics course list\nAcademic departments\nLING 1000 — Introduction to Linguistics\nLING 2100 — Phonetics and Phonology\nLING 2300 — Syntax\nLING 2500 — Sociolinguistics\nFull course catalog" }, { "url": "course-linguistics-3700.html", "title": "LING 3700 Historical Linguistics", "description": "Historical Linguistics (LING 3700, 3 cr). Sound change, reconstruction, language families, and how languages diverge over time.", "headings": [ "LING 3700 — Historical Linguistics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Linguistics LING 3700 — Historical Linguistics\n3 credits · prerequisite: LING 2100 · typically fall and spring\nCourse description\nSound change, reconstruction, language families, and how languages diverge over time.\nHistorical Linguistics is an advanced undergraduate course in Linguistics (LING 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nLING 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of historical Linguistics.\nAnalyze and solve open-ended problems in linguistics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHistorical Linguistics counts toward the Linguistics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Linguistics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Historical Linguistics spends time on:\nThe vocabulary of linguistics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Linguistics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Linguistics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nLinguistics (LING)\nNumber\nLING 3700\nCredits\n3\nPrerequisite\nLING 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nLinguistics course list\nAcademic departments\nLING 1000 — Introduction to Linguistics\nLING 2100 — Phonetics and Phonology\nLING 2300 — Syntax\nLING 2500 — Sociolinguistics\nFull course catalog" }, { "url": "course-machine-tool-technology-1100.html", "title": "MACH 1100 Machining Fundamentals", "description": "Machining Fundamentals (MACH 1100, 4 cr). Measurement, layout, bench work, and safe operation of the drill press, band saw, and grinder.", "headings": [ "MACH 1100 — Machining Fundamentals", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Machine Tool Technology MACH 1100 — Machining Fundamentals\n4 credits · no prerequisites · typically fall\nCourse description\nMeasurement, layout, bench work, and safe operation of the drill press, band saw, and grinder.\nMachining Fundamentals is an introductory course in Machine Tool Technology (MACH 1100), carrying 4 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of machining Fundamentals.\nWork standard problems in machine Tool Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMachining Fundamentals counts toward the Machine Tool Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Machine Tool Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Machining Fundamentals spends time on:\nThe vocabulary of machine Tool Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Machine Tool Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMachine Tool Technology (MACH)\nNumber\nMACH 1100\nCredits\n4\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nMachine Tool Technology course list\nAcademic departments\nMACH 1300 — Manual Lathe Operations\nMACH 1500 — Manual Milling Operations\nMACH 2100 — CNC Programming and Operation I\nMACH 2300 — CAM Programming\nFull course catalog" }, { "url": "course-machine-tool-technology-1300.html", "title": "MACH 1300 Manual Lathe Operations", "description": "Manual Lathe Operations (MACH 1300, 4 cr). Turning, facing, drilling, boring, threading, and taper work to a print.", "headings": [ "MACH 1300 — Manual Lathe Operations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Machine Tool Technology MACH 1300 — Manual Lathe Operations\n4 credits · prerequisite: MACH 1100 · typically spring\nCourse description\nTurning, facing, drilling, boring, threading, and taper work to a print.\nManual Lathe Operations is an introductory course in Machine Tool Technology (MACH 1300), carrying 4 credits, and is typically offered spring.\nPrerequisites\nMACH 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of manual Lathe Operations.\nWork standard problems in machine Tool Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nManual Lathe Operations counts toward the Machine Tool Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Machine Tool Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Manual Lathe Operations spends time on:\nThe vocabulary of machine Tool Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Machine Tool Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Machine Tool Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMachine Tool Technology (MACH)\nNumber\nMACH 1300\nCredits\n4\nPrerequisite\nMACH 1100\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nMachine Tool Technology course list\nAcademic departments\nMACH 1100 — Machining Fundamentals\nMACH 1500 — Manual Milling Operations\nMACH 2100 — CNC Programming and Operation I\nMACH 2300 — CAM Programming\nFull course catalog" }, { "url": "course-machine-tool-technology-1500.html", "title": "MACH 1500 Manual Milling Operations", "description": "Manual Milling Operations (MACH 1500, 4 cr). Squaring stock, slotting, drilling, boring, and using a rotary table and DRO.", "headings": [ "MACH 1500 — Manual Milling Operations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Machine Tool Technology MACH 1500 — Manual Milling Operations\n4 credits · prerequisite: MACH 1100 · typically fall and spring\nCourse description\nSquaring stock, slotting, drilling, boring, and using a rotary table and DRO.\nManual Milling Operations is an introductory course in Machine Tool Technology (MACH 1500), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nMACH 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of manual Milling Operations.\nWork standard problems in machine Tool Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nManual Milling Operations counts toward the Machine Tool Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Machine Tool Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Manual Milling Operations spends time on:\nThe vocabulary of machine Tool Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Machine Tool Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Machine Tool Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMachine Tool Technology (MACH)\nNumber\nMACH 1500\nCredits\n4\nPrerequisite\nMACH 1100\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nMachine Tool Technology course list\nAcademic departments\nMACH 1100 — Machining Fundamentals\nMACH 1300 — Manual Lathe Operations\nMACH 2100 — CNC Programming and Operation I\nMACH 2300 — CAM Programming\nFull course catalog" }, { "url": "course-machine-tool-technology-2100.html", "title": "MACH 2100 CNC Programming and Operation I", "description": "CNC Programming and Operation I (MACH 2100, 4 cr). G- and M-code, work and tool offsets, and running turning and milling programs.", "headings": [ "MACH 2100 — CNC Programming and Operation I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Machine Tool Technology MACH 2100 — CNC Programming and Operation I\n4 credits · prerequisite: MACH 1300, MACH 1500 · typically fall, alternate years\nCourse description\nG- and M-code, work and tool offsets, and running turning and milling programs.\nCNC Programming and Operation I is a lower-division undergraduate course in Machine Tool Technology (MACH 2100), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nMACH 1300, MACH 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of cNC Programming and Operation I.\nWork standard problems in machine Tool Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCNC Programming and Operation I counts toward the Machine Tool Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Machine Tool Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of CNC Programming and Operation I spends time on:\nThe vocabulary of machine Tool Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Machine Tool Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Machine Tool Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMachine Tool Technology (MACH)\nNumber\nMACH 2100\nCredits\n4\nPrerequisite\nMACH 1300, MACH 1500\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nMachine Tool Technology course list\nAcademic departments\nMACH 1100 — Machining Fundamentals\nMACH 1300 — Manual Lathe Operations\nMACH 1500 — Manual Milling Operations\nMACH 2300 — CAM Programming\nFull course catalog" }, { "url": "course-machine-tool-technology-2300.html", "title": "MACH 2300 CAM Programming", "description": "CAM Programming (MACH 2300, 4 cr). Generating toolpaths from a CAD model, simulation, and post-processing for the machine.", "headings": [ "MACH 2300 — CAM Programming", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Machine Tool Technology MACH 2300 — CAM Programming\n4 credits · prerequisite: MACH 2100 · typically spring, alternate years\nCourse description\nGenerating toolpaths from a CAD model, simulation, and post-processing for the machine.\nCAM Programming is a lower-division undergraduate course in Machine Tool Technology (MACH 2300), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nMACH 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of cAM Programming.\nWork standard problems in machine Tool Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCAM Programming counts toward the Machine Tool Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Machine Tool Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of CAM Programming spends time on:\nThe vocabulary of machine Tool Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Machine Tool Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Machine Tool Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMachine Tool Technology (MACH)\nNumber\nMACH 2300\nCredits\n4\nPrerequisite\nMACH 2100\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nMachine Tool Technology course list\nAcademic departments\nMACH 1100 — Machining Fundamentals\nMACH 1300 — Manual Lathe Operations\nMACH 1500 — Manual Milling Operations\nMACH 2100 — CNC Programming and Operation I\nFull course catalog" }, { "url": "course-machine-tool-technology-2500.html", "title": "MACH 2500 Precision Grinding", "description": "Precision Grinding (MACH 2500, 3 cr). Surface and cylindrical grinding, wheel selection, and holding tenths.", "headings": [ "MACH 2500 — Precision Grinding", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Machine Tool Technology MACH 2500 — Precision Grinding\n3 credits · prerequisite: MACH 1500 · typically fall\nCourse description\nSurface and cylindrical grinding, wheel selection, and holding tenths.\nPrecision Grinding is a lower-division undergraduate course in Machine Tool Technology (MACH 2500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nMACH 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of precision Grinding.\nWork standard problems in machine Tool Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPrecision Grinding counts toward the Machine Tool Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Machine Tool Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Precision Grinding spends time on:\nThe vocabulary of machine Tool Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Machine Tool Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Machine Tool Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMachine Tool Technology (MACH)\nNumber\nMACH 2500\nCredits\n3\nPrerequisite\nMACH 1500\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nMachine Tool Technology course list\nAcademic departments\nMACH 1100 — Machining Fundamentals\nMACH 1300 — Manual Lathe Operations\nMACH 1500 — Manual Milling Operations\nMACH 2100 — CNC Programming and Operation I\nFull course catalog" }, { "url": "course-machine-tool-technology-2700.html", "title": "MACH 2700 Metrology and Quality", "description": "Metrology and Quality (MACH 2700, 3 cr). Gage blocks, comparators, CMM basics, GD&T, and inspection planning.", "headings": [ "MACH 2700 — Metrology and Quality", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Machine Tool Technology MACH 2700 — Metrology and Quality\n3 credits · prerequisite: MACH 1100 · typically spring\nCourse description\nGage blocks, comparators, CMM basics, GD&T, and inspection planning.\nMetrology and Quality is a lower-division undergraduate course in Machine Tool Technology (MACH 2700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMACH 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of metrology and Quality.\nWork standard problems in machine Tool Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMetrology and Quality counts toward the Machine Tool Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Machine Tool Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Metrology and Quality spends time on:\nThe vocabulary of machine Tool Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Machine Tool Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Machine Tool Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMachine Tool Technology (MACH)\nNumber\nMACH 2700\nCredits\n3\nPrerequisite\nMACH 1100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nMachine Tool Technology course list\nAcademic departments\nMACH 1100 — Machining Fundamentals\nMACH 1300 — Manual Lathe Operations\nMACH 1500 — Manual Milling Operations\nMACH 2100 — CNC Programming and Operation I\nFull course catalog" }, { "url": "course-machine-tool-technology-3100.html", "title": "MACH 3100 Multi-Axis CNC Machining", "description": "Multi-Axis CNC Machining (MACH 3100, 4 cr). 4- and 5-axis setups, work holding, and machining complex geometry.", "headings": [ "MACH 3100 — Multi-Axis CNC Machining", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Machine Tool Technology MACH 3100 — Multi-Axis CNC Machining\n4 credits · prerequisite: MACH 2300 · typically fall and spring\nCourse description\n4- and 5-axis setups, work holding, and machining complex geometry.\nMulti-Axis CNC Machining is an advanced undergraduate course in Machine Tool Technology (MACH 3100), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nMACH 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of multi-Axis CNC Machining.\nAnalyze and solve open-ended problems in machine Tool Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMulti-Axis CNC Machining counts toward the Machine Tool Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Machine Tool Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Multi-Axis CNC Machining spends time on:\nThe vocabulary of machine Tool Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Machine Tool Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Machine Tool Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMachine Tool Technology (MACH)\nNumber\nMACH 3100\nCredits\n4\nPrerequisite\nMACH 2300\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nMachine Tool Technology course list\nAcademic departments\nMACH 1100 — Machining Fundamentals\nMACH 1300 — Manual Lathe Operations\nMACH 1500 — Manual Milling Operations\nMACH 2100 — CNC Programming and Operation I\nFull course catalog" }, { "url": "course-machine-tool-technology-3300.html", "title": "MACH 3300 Tool and Die Making", "description": "Tool and Die Making (MACH 3300, 4 cr). Jigs, fixtures, and the design and build of simple dies and molds.", "headings": [ "MACH 3300 — Tool and Die Making", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Machine Tool Technology MACH 3300 — Tool and Die Making\n4 credits · prerequisite: MACH 2100 · typically fall, alternate years\nCourse description\nJigs, fixtures, and the design and build of simple dies and molds.\nTool and Die Making is an advanced undergraduate course in Machine Tool Technology (MACH 3300), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nMACH 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of tool and Die Making.\nAnalyze and solve open-ended problems in machine Tool Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTool and Die Making counts toward the Machine Tool Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Machine Tool Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Tool and Die Making spends time on:\nThe vocabulary of machine Tool Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Machine Tool Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Machine Tool Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMachine Tool Technology (MACH)\nNumber\nMACH 3300\nCredits\n4\nPrerequisite\nMACH 2100\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nMachine Tool Technology course list\nAcademic departments\nMACH 1100 — Machining Fundamentals\nMACH 1300 — Manual Lathe Operations\nMACH 1500 — Manual Milling Operations\nMACH 2100 — CNC Programming and Operation I\nFull course catalog" }, { "url": "course-management-information-systems-2000.html", "title": "MIS 2000 Introduction to Information Systems", "description": "Introduction to Information Systems (MIS 2000, 3 cr). How organizations use hardware, software, networks, and data, and the systems that support each function.", "headings": [ "MIS 2000 — Introduction to Information Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Management Information Systems MIS 2000 — Introduction to Information Systems\n3 credits · prerequisite: BUS 1000 · typically fall\nCourse description\nHow organizations use hardware, software, networks, and data, and the systems that support each function.\nIntroduction to Information Systems is a lower-division undergraduate course in Management Information Systems (MIS 2000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nBUS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Information Systems.\nWork standard problems in management Information Systems accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Information Systems counts toward the Management Information Systems program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Management Information Systems course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Information Systems spends time on:\nThe vocabulary of management Information Systems and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Management Information Systems department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Management Information Systems. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nManagement Information Systems (MIS)\nNumber\nMIS 2000\nCredits\n3\nPrerequisite\nBUS 1000\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nManagement Information Systems course list\nAcademic departments\nMIS 2200 — Business Programming\nMIS 2500 — Business Database Systems\nMIS 3100 — Systems Analysis and Design\nMIS 3300 — Business Analytics and Visualization\nFull course catalog" }, { "url": "course-management-information-systems-2200.html", "title": "MIS 2200 Business Programming", "description": "Business Programming (MIS 2200, 3 cr). Writing programs to automate business tasks, work with files and databases, and consume APIs.", "headings": [ "MIS 2200 — Business Programming", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Management Information Systems MIS 2200 — Business Programming\n3 credits · prerequisite: MIS 2000 · typically spring\nCourse description\nWriting programs to automate business tasks, work with files and databases, and consume APIs.\nBusiness Programming is a lower-division undergraduate course in Management Information Systems (MIS 2200), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMIS 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of business Programming.\nWork standard problems in management Information Systems accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBusiness Programming counts toward the Management Information Systems program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Management Information Systems course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Business Programming spends time on:\nThe vocabulary of management Information Systems and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Management Information Systems department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Management Information Systems. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nManagement Information Systems (MIS)\nNumber\nMIS 2200\nCredits\n3\nPrerequisite\nMIS 2000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nManagement Information Systems course list\nAcademic departments\nMIS 2000 — Introduction to Information Systems\nMIS 2500 — Business Database Systems\nMIS 3100 — Systems Analysis and Design\nMIS 3300 — Business Analytics and Visualization\nFull course catalog" }, { "url": "course-management-information-systems-2500.html", "title": "MIS 2500 Business Database Systems", "description": "Business Database Systems (MIS 2500, 3 cr). Data modeling, SQL, and building a small database application for a business scenario.", "headings": [ "MIS 2500 — Business Database Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Management Information Systems MIS 2500 — Business Database Systems\n3 credits · prerequisite: MIS 2000 · typically fall and spring\nCourse description\nData modeling, SQL, and building a small database application for a business scenario.\nBusiness Database Systems is a lower-division undergraduate course in Management Information Systems (MIS 2500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nMIS 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of business Database Systems.\nWork standard problems in management Information Systems accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBusiness Database Systems counts toward the Management Information Systems program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Management Information Systems course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Business Database Systems spends time on:\nThe vocabulary of management Information Systems and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Management Information Systems department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Management Information Systems. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nManagement Information Systems (MIS)\nNumber\nMIS 2500\nCredits\n3\nPrerequisite\nMIS 2000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nManagement Information Systems course list\nAcademic departments\nMIS 2000 — Introduction to Information Systems\nMIS 2200 — Business Programming\nMIS 3100 — Systems Analysis and Design\nMIS 3300 — Business Analytics and Visualization\nFull course catalog" }, { "url": "course-management-information-systems-3100.html", "title": "MIS 3100 Systems Analysis and Design", "description": "Systems Analysis and Design (MIS 3100, 3 cr). Requirements, process modeling, prototyping, and managing a systems project.", "headings": [ "MIS 3100 — Systems Analysis and Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Management Information Systems MIS 3100 — Systems Analysis and Design\n3 credits · prerequisite: MIS 2500 · typically fall, alternate years\nCourse description\nRequirements, process modeling, prototyping, and managing a systems project.\nSystems Analysis and Design is an advanced undergraduate course in Management Information Systems (MIS 3100), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nMIS 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of systems Analysis and Design.\nAnalyze and solve open-ended problems in management Information Systems, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSystems Analysis and Design counts toward the Management Information Systems program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Management Information Systems course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Systems Analysis and Design spends time on:\nThe vocabulary of management Information Systems and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Management Information Systems department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Management Information Systems. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nManagement Information Systems (MIS)\nNumber\nMIS 3100\nCredits\n3\nPrerequisite\nMIS 2500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nManagement Information Systems course list\nAcademic departments\nMIS 2000 — Introduction to Information Systems\nMIS 2200 — Business Programming\nMIS 2500 — Business Database Systems\nMIS 3300 — Business Analytics and Visualization\nFull course catalog" }, { "url": "course-management-information-systems-3300.html", "title": "MIS 3300 Business Analytics and Visualization", "description": "Business Analytics and Visualization (MIS 3300, 3 cr). Preparing data, building models, and presenting insight with dashboards and reports.", "headings": [ "MIS 3300 — Business Analytics and Visualization", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Management Information Systems MIS 3300 — Business Analytics and Visualization\n3 credits · prerequisite: MIS 2500 · typically spring, alternate years\nCourse description\nPreparing data, building models, and presenting insight with dashboards and reports.\nBusiness Analytics and Visualization is an advanced undergraduate course in Management Information Systems (MIS 3300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nMIS 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of business Analytics and Visualization.\nAnalyze and solve open-ended problems in management Information Systems, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBusiness Analytics and Visualization counts toward the Management Information Systems program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Management Information Systems course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Business Analytics and Visualization spends time on:\nThe vocabulary of management Information Systems and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Management Information Systems department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Management Information Systems. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nManagement Information Systems (MIS)\nNumber\nMIS 3300\nCredits\n3\nPrerequisite\nMIS 2500\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nManagement Information Systems course list\nAcademic departments\nMIS 2000 — Introduction to Information Systems\nMIS 2200 — Business Programming\nMIS 2500 — Business Database Systems\nMIS 3100 — Systems Analysis and Design\nFull course catalog" }, { "url": "course-management-information-systems-3400.html", "title": "MIS 3400 IT Infrastructure and Security", "description": "IT Infrastructure and Security (MIS 3400, 3 cr). Networks, cloud, and the security and governance concerns a business manager must understand.", "headings": [ "MIS 3400 — IT Infrastructure and Security", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Management Information Systems MIS 3400 — IT Infrastructure and Security\n3 credits · prerequisite: MIS 2000 · typically fall\nCourse description\nNetworks, cloud, and the security and governance concerns a business manager must understand.\nIT Infrastructure and Security is an advanced undergraduate course in Management Information Systems (MIS 3400), carrying 3 credits, and is typically offered fall.\nPrerequisites\nMIS 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of iT Infrastructure and Security.\nAnalyze and solve open-ended problems in management Information Systems, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIT Infrastructure and Security counts toward the Management Information Systems program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Management Information Systems course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of IT Infrastructure and Security spends time on:\nThe vocabulary of management Information Systems and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Management Information Systems department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Management Information Systems. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nManagement Information Systems (MIS)\nNumber\nMIS 3400\nCredits\n3\nPrerequisite\nMIS 2000\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nManagement Information Systems course list\nAcademic departments\nMIS 2000 — Introduction to Information Systems\nMIS 2200 — Business Programming\nMIS 2500 — Business Database Systems\nMIS 3100 — Systems Analysis and Design\nFull course catalog" }, { "url": "course-management-information-systems-3600.html", "title": "MIS 3600 Enterprise Systems", "description": "Enterprise Systems (MIS 3600, 3 cr). ERP and CRM concepts, configuration, and the change management around an implementation.", "headings": [ "MIS 3600 — Enterprise Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Management Information Systems MIS 3600 — Enterprise Systems\n3 credits · prerequisite: MIS 3100 · typically spring\nCourse description\nERP and CRM concepts, configuration, and the change management around an implementation.\nEnterprise Systems is an advanced undergraduate course in Management Information Systems (MIS 3600), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMIS 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of enterprise Systems.\nAnalyze and solve open-ended problems in management Information Systems, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEnterprise Systems counts toward the Management Information Systems program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Management Information Systems course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Enterprise Systems spends time on:\nThe vocabulary of management Information Systems and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Management Information Systems department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Management Information Systems. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nManagement Information Systems (MIS)\nNumber\nMIS 3600\nCredits\n3\nPrerequisite\nMIS 3100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nManagement Information Systems course list\nAcademic departments\nMIS 2000 — Introduction to Information Systems\nMIS 2200 — Business Programming\nMIS 2500 — Business Database Systems\nMIS 3100 — Systems Analysis and Design\nFull course catalog" }, { "url": "course-management-information-systems-3800.html", "title": "MIS 3800 IT Project Management", "description": "IT Project Management (MIS 3800, 3 cr). Scope, schedule, budget, risk, and vendor management for technology projects.", "headings": [ "MIS 3800 — IT Project Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Management Information Systems MIS 3800 — IT Project Management\n3 credits · prerequisite: MIS 3100 · typically fall and spring\nCourse description\nScope, schedule, budget, risk, and vendor management for technology projects.\nIT Project Management is an advanced undergraduate course in Management Information Systems (MIS 3800), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nMIS 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of iT Project Management.\nAnalyze and solve open-ended problems in management Information Systems, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIT Project Management counts toward the Management Information Systems program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Management Information Systems course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of IT Project Management spends time on:\nThe vocabulary of management Information Systems and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Management Information Systems department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Management Information Systems. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nManagement Information Systems (MIS)\nNumber\nMIS 3800\nCredits\n3\nPrerequisite\nMIS 3100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nManagement Information Systems course list\nAcademic departments\nMIS 2000 — Introduction to Information Systems\nMIS 2200 — Business Programming\nMIS 2500 — Business Database Systems\nMIS 3100 — Systems Analysis and Design\nFull course catalog" }, { "url": "course-management-information-systems-4900.html", "title": "MIS 4900 MIS Capstone", "description": "MIS Capstone (MIS 4900, 3 cr). A team delivers an analysis, application, or system for a real business client.", "headings": [ "MIS 4900 — MIS Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Management Information Systems MIS 4900 — MIS Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA team delivers an analysis, application, or system for a real business client.\nMIS Capstone is an advanced, often capstone-level undergraduate course in Management Information Systems (MIS 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of mIS Capstone.\nAnalyze and solve open-ended problems in management Information Systems, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMIS Capstone counts toward the Management Information Systems program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Management Information Systems course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of MIS Capstone spends time on:\nThe vocabulary of management Information Systems and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Management Information Systems department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Management Information Systems. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nManagement Information Systems (MIS)\nNumber\nMIS 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nManagement Information Systems course list\nAcademic departments\nMIS 2000 — Introduction to Information Systems\nMIS 2200 — Business Programming\nMIS 2500 — Business Database Systems\nMIS 3100 — Systems Analysis and Design\nFull course catalog" }, { "url": "course-manufacturing-engineering-1500.html", "title": "MFGE 1500 Manufacturing Processes", "description": "Manufacturing Processes (MFGE 1500, 3 cr). Casting, forming, machining, joining, and additive processes; process capability; and choosing a process for a part.", "headings": [ "MFGE 1500 — Manufacturing Processes", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Industrial & Manufacturing Engineering MFGE 1500 — Manufacturing Processes\n3 credits · no prerequisites · typically fall\nCourse description\nCasting, forming, machining, joining, and additive processes; process capability; and choosing a process for a part.\nManufacturing Processes is an introductory course in Industrial & Manufacturing Engineering (MFGE 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of manufacturing Processes.\nWork standard problems in industrial & Manufacturing Engineering accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nManufacturing Processes counts toward the Industrial & Manufacturing Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Industrial & Manufacturing Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Manufacturing Processes spends time on:\nThe vocabulary of industrial & Manufacturing Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Industrial & Manufacturing Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nIndustrial & Manufacturing Engineering (MFGE)\nNumber\nMFGE 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nIndustrial & Manufacturing Engineering course list\nIndustrial & Manufacturing Engineering program\nAcademic departments\nMFGE 2200 — Engineering Economics\nMFGE 2500 — Materials Science\nMFGE 3100 — Work Design and Ergonomics\nMFGE 3300 — Quality Engineering\nFull course catalog" }, { "url": "course-manufacturing-engineering-2200.html", "title": "MFGE 2200 Engineering Economics", "description": "Engineering Economics (MFGE 2200, 3 cr). Time value of money, cash-flow analysis, depreciation, replacement, and making a defensible investment decision.", "headings": [ "MFGE 2200 — Engineering Economics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Industrial & Manufacturing Engineering MFGE 2200 — Engineering Economics\n3 credits · prerequisite: MATH 1600 · typically spring\nCourse description\nTime value of money, cash-flow analysis, depreciation, replacement, and making a defensible investment decision.\nEngineering Economics is a lower-division undergraduate course in Industrial & Manufacturing Engineering (MFGE 2200), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMATH 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of engineering Economics.\nWork standard problems in industrial & Manufacturing Engineering accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEngineering Economics counts toward the Industrial & Manufacturing Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Industrial & Manufacturing Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Engineering Economics spends time on:\nThe vocabulary of industrial & Manufacturing Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Industrial & Manufacturing Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Industrial & Manufacturing Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nIndustrial & Manufacturing Engineering (MFGE)\nNumber\nMFGE 2200\nCredits\n3\nPrerequisite\nMATH 1600\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nIndustrial & Manufacturing Engineering course list\nIndustrial & Manufacturing Engineering program\nAcademic departments\nMFGE 1500 — Manufacturing Processes\nMFGE 2500 — Materials Science\nMFGE 3100 — Work Design and Ergonomics\nMFGE 3300 — Quality Engineering\nFull course catalog" }, { "url": "course-manufacturing-engineering-2500.html", "title": "MFGE 2500 Materials Science", "description": "Materials Science (MFGE 2500, 3 cr). Structure and properties of metals, polymers, ceramics, and composites; phase diagrams; heat treatment; and failure.", "headings": [ "MFGE 2500 — Materials Science", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Industrial & Manufacturing Engineering MFGE 2500 — Materials Science\n3 credits · prerequisite: CHEM 1050 · typically fall and spring\nCourse description\nStructure and properties of metals, polymers, ceramics, and composites; phase diagrams; heat treatment; and failure.\nMaterials Science is a lower-division undergraduate course in Industrial & Manufacturing Engineering (MFGE 2500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nCHEM 1050. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of materials Science.\nWork standard problems in industrial & Manufacturing Engineering accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMaterials Science counts toward the Industrial & Manufacturing Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Industrial & Manufacturing Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Materials Science spends time on:\nThe vocabulary of industrial & Manufacturing Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Industrial & Manufacturing Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Industrial & Manufacturing Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nIndustrial & Manufacturing Engineering (MFGE)\nNumber\nMFGE 2500\nCredits\n3\nPrerequisite\nCHEM 1050\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nIndustrial & Manufacturing Engineering course list\nIndustrial & Manufacturing Engineering program\nAcademic departments\nMFGE 1500 — Manufacturing Processes\nMFGE 2200 — Engineering Economics\nMFGE 3100 — Work Design and Ergonomics\nMFGE 3300 — Quality Engineering\nFull course catalog" }, { "url": "course-manufacturing-engineering-3100.html", "title": "MFGE 3100 Work Design and Ergonomics", "description": "Work Design and Ergonomics (MFGE 3100, 3 cr). Method study, time standards, workstation and workplace design, and reducing physical risk.", "headings": [ "MFGE 3100 — Work Design and Ergonomics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Industrial & Manufacturing Engineering MFGE 3100 — Work Design and Ergonomics\n3 credits · prerequisite: sophomore standing · typically fall, alternate years\nCourse description\nMethod study, time standards, workstation and workplace design, and reducing physical risk.\nWork Design and Ergonomics is an advanced undergraduate course in Industrial & Manufacturing Engineering (MFGE 3100), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsophomore standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of work Design and Ergonomics.\nAnalyze and solve open-ended problems in industrial & Manufacturing Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWork Design and Ergonomics counts toward the Industrial & Manufacturing Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Industrial & Manufacturing Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Work Design and Ergonomics spends time on:\nThe vocabulary of industrial & Manufacturing Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Industrial & Manufacturing Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Industrial & Manufacturing Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nIndustrial & Manufacturing Engineering (MFGE)\nNumber\nMFGE 3100\nCredits\n3\nPrerequisite\nsophomore standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nIndustrial & Manufacturing Engineering course list\nIndustrial & Manufacturing Engineering program\nAcademic departments\nMFGE 1500 — Manufacturing Processes\nMFGE 2200 — Engineering Economics\nMFGE 2500 — Materials Science\nMFGE 3300 — Quality Engineering\nFull course catalog" }, { "url": "course-manufacturing-engineering-3300.html", "title": "MFGE 3300 Quality Engineering", "description": "Quality Engineering (MFGE 3300, 3 cr). Statistical process control, measurement systems analysis, design of experiments, and problem-solving methods.", "headings": [ "MFGE 3300 — Quality Engineering", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Industrial & Manufacturing Engineering MFGE 3300 — Quality Engineering\n3 credits · prerequisite: MATH 1600 · typically spring, alternate years\nCourse description\nStatistical process control, measurement systems analysis, design of experiments, and problem-solving methods.\nQuality Engineering is an advanced undergraduate course in Industrial & Manufacturing Engineering (MFGE 3300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nMATH 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of quality Engineering.\nAnalyze and solve open-ended problems in industrial & Manufacturing Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nQuality Engineering counts toward the Industrial & Manufacturing Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Industrial & Manufacturing Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Quality Engineering spends time on:\nThe vocabulary of industrial & Manufacturing Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Industrial & Manufacturing Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Industrial & Manufacturing Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nIndustrial & Manufacturing Engineering (MFGE)\nNumber\nMFGE 3300\nCredits\n3\nPrerequisite\nMATH 1600\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nIndustrial & Manufacturing Engineering course list\nIndustrial & Manufacturing Engineering program\nAcademic departments\nMFGE 1500 — Manufacturing Processes\nMFGE 2200 — Engineering Economics\nMFGE 2500 — Materials Science\nMFGE 3100 — Work Design and Ergonomics\nFull course catalog" }, { "url": "course-manufacturing-engineering-3500.html", "title": "MFGE 3500 Automation and Robotics", "description": "Automation and Robotics (MFGE 3500, 4 cr). Sensors, actuators, programmable logic controllers, industrial robots, and integrating a small automated cell.", "headings": [ "MFGE 3500 — Automation and Robotics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Industrial & Manufacturing Engineering MFGE 3500 — Automation and Robotics\n4 credits · prerequisite: EE 2400 · typically fall\nCourse description\nSensors, actuators, programmable logic controllers, industrial robots, and integrating a small automated cell.\nAutomation and Robotics is an advanced undergraduate course in Industrial & Manufacturing Engineering (MFGE 3500), carrying 4 credits, and is typically offered fall.\nPrerequisites\nEE 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of automation and Robotics.\nAnalyze and solve open-ended problems in industrial & Manufacturing Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAutomation and Robotics counts toward the Industrial & Manufacturing Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Industrial & Manufacturing Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Automation and Robotics spends time on:\nThe vocabulary of industrial & Manufacturing Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Industrial & Manufacturing Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Industrial & Manufacturing Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nIndustrial & Manufacturing Engineering (MFGE)\nNumber\nMFGE 3500\nCredits\n4\nPrerequisite\nEE 2400\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nIndustrial & Manufacturing Engineering course list\nIndustrial & Manufacturing Engineering program\nAcademic departments\nMFGE 1500 — Manufacturing Processes\nMFGE 2200 — Engineering Economics\nMFGE 2500 — Materials Science\nMFGE 3100 — Work Design and Ergonomics\nFull course catalog" }, { "url": "course-manufacturing-engineering-3700.html", "title": "MFGE 3700 Operations and Supply Chain", "description": "Operations and Supply Chain (MFGE 3700, 3 cr). Forecasting, inventory, scheduling, lean methods, and the flow of material from supplier to customer.", "headings": [ "MFGE 3700 — Operations and Supply Chain", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Industrial & Manufacturing Engineering MFGE 3700 — Operations and Supply Chain\n3 credits · prerequisite: MFGE 2200 · typically spring\nCourse description\nForecasting, inventory, scheduling, lean methods, and the flow of material from supplier to customer.\nOperations and Supply Chain is an advanced undergraduate course in Industrial & Manufacturing Engineering (MFGE 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMFGE 2200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of operations and Supply Chain.\nAnalyze and solve open-ended problems in industrial & Manufacturing Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nOperations and Supply Chain counts toward the Industrial & Manufacturing Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Industrial & Manufacturing Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Operations and Supply Chain spends time on:\nThe vocabulary of industrial & Manufacturing Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Industrial & Manufacturing Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Industrial & Manufacturing Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nIndustrial & Manufacturing Engineering (MFGE)\nNumber\nMFGE 3700\nCredits\n3\nPrerequisite\nMFGE 2200\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nIndustrial & Manufacturing Engineering course list\nIndustrial & Manufacturing Engineering program\nAcademic departments\nMFGE 1500 — Manufacturing Processes\nMFGE 2200 — Engineering Economics\nMFGE 2500 — Materials Science\nMFGE 3100 — Work Design and Ergonomics\nFull course catalog" }, { "url": "course-manufacturing-engineering-3900.html", "title": "MFGE 3900 Facilities and Systems Design", "description": "Facilities and Systems Design (MFGE 3900, 3 cr). Layout, material handling, capacity, simulation, and designing a production system to meet demand.", "headings": [ "MFGE 3900 — Facilities and Systems Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Industrial & Manufacturing Engineering MFGE 3900 — Facilities and Systems Design\n3 credits · prerequisite: MFGE 3700 · typically fall and spring\nCourse description\nLayout, material handling, capacity, simulation, and designing a production system to meet demand.\nFacilities and Systems Design is an advanced undergraduate course in Industrial & Manufacturing Engineering (MFGE 3900), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nMFGE 3700. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of facilities and Systems Design.\nAnalyze and solve open-ended problems in industrial & Manufacturing Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFacilities and Systems Design counts toward the Industrial & Manufacturing Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Industrial & Manufacturing Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Facilities and Systems Design spends time on:\nThe vocabulary of industrial & Manufacturing Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Industrial & Manufacturing Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Industrial & Manufacturing Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nIndustrial & Manufacturing Engineering (MFGE)\nNumber\nMFGE 3900\nCredits\n3\nPrerequisite\nMFGE 3700\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nIndustrial & Manufacturing Engineering course list\nIndustrial & Manufacturing Engineering program\nAcademic departments\nMFGE 1500 — Manufacturing Processes\nMFGE 2200 — Engineering Economics\nMFGE 2500 — Materials Science\nMFGE 3100 — Work Design and Ergonomics\nFull course catalog" }, { "url": "course-manufacturing-engineering-4900.html", "title": "MFGE 4900 Senior Design", "description": "Senior Design (MFGE 4900, 3 cr). A team improves a real manufacturing process or system for a sponsor, measured against a baseline.", "headings": [ "MFGE 4900 — Senior Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Industrial & Manufacturing Engineering MFGE 4900 — Senior Design\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA team improves a real manufacturing process or system for a sponsor, measured against a baseline.\nSenior Design is an advanced, often capstone-level undergraduate course in Industrial & Manufacturing Engineering (MFGE 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of senior Design.\nAnalyze and solve open-ended problems in industrial & Manufacturing Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSenior Design counts toward the Industrial & Manufacturing Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Industrial & Manufacturing Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Senior Design spends time on:\nThe vocabulary of industrial & Manufacturing Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Industrial & Manufacturing Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Industrial & Manufacturing Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nIndustrial & Manufacturing Engineering (MFGE)\nNumber\nMFGE 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nIndustrial & Manufacturing Engineering course list\nIndustrial & Manufacturing Engineering program\nAcademic departments\nMFGE 1500 — Manufacturing Processes\nMFGE 2200 — Engineering Economics\nMFGE 2500 — Materials Science\nMFGE 3100 — Work Design and Ergonomics\nFull course catalog" }, { "url": "course-marketing-2400.html", "title": "MKTG 2400 Principles of Marketing", "description": "Principles of Marketing (MKTG 2400, 3 cr). Segmentation, targeting, positioning, and the marketing mix, built from customer research.", "headings": [ "MKTG 2400 — Principles of Marketing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Marketing & Digital Communication MKTG 2400 — Principles of Marketing\n3 credits · prerequisite: BUS 1000 · typically fall\nCourse description\nSegmentation, targeting, positioning, and the marketing mix, built from customer research.\nPrinciples of Marketing is a lower-division undergraduate course in Marketing & Digital Communication (MKTG 2400), carrying 3 credits, and is typically offered fall.\nPrerequisites\nBUS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of principles of Marketing.\nWork standard problems in marketing & Digital Communication accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPrinciples of Marketing counts toward the Marketing & Digital Communication program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Marketing & Digital Communication course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Principles of Marketing spends time on:\nThe vocabulary of marketing & Digital Communication and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Marketing & Digital Communication department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Marketing & Digital Communication. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMarketing & Digital Communication (MKTG)\nNumber\nMKTG 2400\nCredits\n3\nPrerequisite\nBUS 1000\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nMarketing & Digital Communication course list\nMarketing & Digital Communication program\nAcademic departments\nMKTG 3100 — Consumer Behavior\nMKTG 3200 — Digital Marketing\nMKTG 3300 — Marketing Research\nMKTG 3400 — Brand Management\nFull course catalog" }, { "url": "course-marketing-3100.html", "title": "MKTG 3100 Consumer Behavior", "description": "Consumer Behavior (MKTG 3100, 3 cr). How people perceive, decide, and buy; motivation and attitudes; and using behavioral insight in a campaign.", "headings": [ "MKTG 3100 — Consumer Behavior", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Marketing & Digital Communication MKTG 3100 — Consumer Behavior\n3 credits · prerequisite: MKTG 2400 · typically spring\nCourse description\nHow people perceive, decide, and buy; motivation and attitudes; and using behavioral insight in a campaign.\nConsumer Behavior is an advanced undergraduate course in Marketing & Digital Communication (MKTG 3100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMKTG 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of consumer Behavior.\nAnalyze and solve open-ended problems in marketing & Digital Communication, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nConsumer Behavior counts toward the Marketing & Digital Communication program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Marketing & Digital Communication course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Consumer Behavior spends time on:\nThe vocabulary of marketing & Digital Communication and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Marketing & Digital Communication department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Marketing & Digital Communication. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMarketing & Digital Communication (MKTG)\nNumber\nMKTG 3100\nCredits\n3\nPrerequisite\nMKTG 2400\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nMarketing & Digital Communication course list\nMarketing & Digital Communication program\nAcademic departments\nMKTG 2400 — Principles of Marketing\nMKTG 3200 — Digital Marketing\nMKTG 3300 — Marketing Research\nMKTG 3400 — Brand Management\nFull course catalog" }, { "url": "course-marketing-3200.html", "title": "MKTG 3200 Digital Marketing", "description": "Digital Marketing (MKTG 3200, 3 cr). Search, social, email, and content; the analytics behind each; and running a small live campaign.", "headings": [ "MKTG 3200 — Digital Marketing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Marketing & Digital Communication MKTG 3200 — Digital Marketing\n3 credits · prerequisite: MKTG 2400 · typically fall and spring\nCourse description\nSearch, social, email, and content; the analytics behind each; and running a small live campaign.\nDigital Marketing is an advanced undergraduate course in Marketing & Digital Communication (MKTG 3200), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nMKTG 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of digital Marketing.\nAnalyze and solve open-ended problems in marketing & Digital Communication, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDigital Marketing counts toward the Marketing & Digital Communication program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Marketing & Digital Communication course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Digital Marketing spends time on:\nThe vocabulary of marketing & Digital Communication and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Marketing & Digital Communication department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Marketing & Digital Communication. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMarketing & Digital Communication (MKTG)\nNumber\nMKTG 3200\nCredits\n3\nPrerequisite\nMKTG 2400\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nMarketing & Digital Communication course list\nMarketing & Digital Communication program\nAcademic departments\nMKTG 2400 — Principles of Marketing\nMKTG 3100 — Consumer Behavior\nMKTG 3300 — Marketing Research\nMKTG 3400 — Brand Management\nFull course catalog" }, { "url": "course-marketing-3300.html", "title": "MKTG 3300 Marketing Research", "description": "Marketing Research (MKTG 3300, 3 cr). Designing surveys and interviews, sampling, analysis, and turning findings into a decision.", "headings": [ "MKTG 3300 — Marketing Research", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Marketing & Digital Communication MKTG 3300 — Marketing Research\n3 credits · prerequisite: MATH 1600 · typically fall, alternate years\nCourse description\nDesigning surveys and interviews, sampling, analysis, and turning findings into a decision.\nMarketing Research is an advanced undergraduate course in Marketing & Digital Communication (MKTG 3300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nMATH 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of marketing Research.\nAnalyze and solve open-ended problems in marketing & Digital Communication, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMarketing Research counts toward the Marketing & Digital Communication program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Marketing & Digital Communication course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Marketing Research spends time on:\nThe vocabulary of marketing & Digital Communication and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Marketing & Digital Communication department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Marketing & Digital Communication. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMarketing & Digital Communication (MKTG)\nNumber\nMKTG 3300\nCredits\n3\nPrerequisite\nMATH 1600\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nMarketing & Digital Communication course list\nMarketing & Digital Communication program\nAcademic departments\nMKTG 2400 — Principles of Marketing\nMKTG 3100 — Consumer Behavior\nMKTG 3200 — Digital Marketing\nMKTG 3400 — Brand Management\nFull course catalog" }, { "url": "course-marketing-3400.html", "title": "MKTG 3400 Brand Management", "description": "Brand Management (MKTG 3400, 3 cr). Brand positioning, architecture, equity, and extending a brand without diluting it.", "headings": [ "MKTG 3400 — Brand Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Marketing & Digital Communication MKTG 3400 — Brand Management\n3 credits · prerequisite: MKTG 3100 · typically spring, alternate years\nCourse description\nBrand positioning, architecture, equity, and extending a brand without diluting it.\nBrand Management is an advanced undergraduate course in Marketing & Digital Communication (MKTG 3400), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nMKTG 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of brand Management.\nAnalyze and solve open-ended problems in marketing & Digital Communication, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBrand Management counts toward the Marketing & Digital Communication program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Marketing & Digital Communication course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Brand Management spends time on:\nThe vocabulary of marketing & Digital Communication and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Marketing & Digital Communication department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Marketing & Digital Communication. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMarketing & Digital Communication (MKTG)\nNumber\nMKTG 3400\nCredits\n3\nPrerequisite\nMKTG 3100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nMarketing & Digital Communication course list\nMarketing & Digital Communication program\nAcademic departments\nMKTG 2400 — Principles of Marketing\nMKTG 3100 — Consumer Behavior\nMKTG 3200 — Digital Marketing\nMKTG 3300 — Marketing Research\nFull course catalog" }, { "url": "course-marketing-3500.html", "title": "MKTG 3500 Content and Social Media Strategy", "description": "Content and Social Media Strategy (MKTG 3500, 3 cr). Editorial planning, channel fit, community management, and measuring engagement that matters.", "headings": [ "MKTG 3500 — Content and Social Media Strategy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Marketing & Digital Communication MKTG 3500 — Content and Social Media Strategy\n3 credits · prerequisite: MKTG 3200 · typically fall\nCourse description\nEditorial planning, channel fit, community management, and measuring engagement that matters.\nContent and Social Media Strategy is an advanced undergraduate course in Marketing & Digital Communication (MKTG 3500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nMKTG 3200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of content and Social Media Strategy.\nAnalyze and solve open-ended problems in marketing & Digital Communication, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nContent and Social Media Strategy counts toward the Marketing & Digital Communication program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Marketing & Digital Communication course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Content and Social Media Strategy spends time on:\nThe vocabulary of marketing & Digital Communication and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Marketing & Digital Communication department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Marketing & Digital Communication. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMarketing & Digital Communication (MKTG)\nNumber\nMKTG 3500\nCredits\n3\nPrerequisite\nMKTG 3200\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nMarketing & Digital Communication course list\nMarketing & Digital Communication program\nAcademic departments\nMKTG 2400 — Principles of Marketing\nMKTG 3100 — Consumer Behavior\nMKTG 3200 — Digital Marketing\nMKTG 3300 — Marketing Research\nFull course catalog" }, { "url": "course-marketing-3600.html", "title": "MKTG 3600 Sales and Account Management", "description": "Sales and Account Management (MKTG 3600, 3 cr). The sales process, needs discovery, negotiation, and managing an account over time.", "headings": [ "MKTG 3600 — Sales and Account Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Marketing & Digital Communication MKTG 3600 — Sales and Account Management\n3 credits · prerequisite: MKTG 2400 · typically spring\nCourse description\nThe sales process, needs discovery, negotiation, and managing an account over time.\nSales and Account Management is an advanced undergraduate course in Marketing & Digital Communication (MKTG 3600), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMKTG 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sales and Account Management.\nAnalyze and solve open-ended problems in marketing & Digital Communication, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSales and Account Management counts toward the Marketing & Digital Communication program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Marketing & Digital Communication course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sales and Account Management spends time on:\nThe vocabulary of marketing & Digital Communication and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Marketing & Digital Communication department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Marketing & Digital Communication. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMarketing & Digital Communication (MKTG)\nNumber\nMKTG 3600\nCredits\n3\nPrerequisite\nMKTG 2400\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nMarketing & Digital Communication course list\nMarketing & Digital Communication program\nAcademic departments\nMKTG 2400 — Principles of Marketing\nMKTG 3100 — Consumer Behavior\nMKTG 3200 — Digital Marketing\nMKTG 3300 — Marketing Research\nFull course catalog" }, { "url": "course-marketing-3800.html", "title": "MKTG 3800 Marketing Analytics", "description": "Marketing Analytics (MKTG 3800, 3 cr). Attribution, lifetime value, experimentation, and dashboards that drive action.", "headings": [ "MKTG 3800 — Marketing Analytics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Marketing & Digital Communication MKTG 3800 — Marketing Analytics\n3 credits · prerequisite: MKTG 3300 · typically fall and spring\nCourse description\nAttribution, lifetime value, experimentation, and dashboards that drive action.\nMarketing Analytics is an advanced undergraduate course in Marketing & Digital Communication (MKTG 3800), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nMKTG 3300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of marketing Analytics.\nAnalyze and solve open-ended problems in marketing & Digital Communication, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMarketing Analytics counts toward the Marketing & Digital Communication program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Marketing & Digital Communication course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Marketing Analytics spends time on:\nThe vocabulary of marketing & Digital Communication and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Marketing & Digital Communication department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Marketing & Digital Communication. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMarketing & Digital Communication (MKTG)\nNumber\nMKTG 3800\nCredits\n3\nPrerequisite\nMKTG 3300\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nMarketing & Digital Communication course list\nMarketing & Digital Communication program\nAcademic departments\nMKTG 2400 — Principles of Marketing\nMKTG 3100 — Consumer Behavior\nMKTG 3200 — Digital Marketing\nMKTG 3300 — Marketing Research\nFull course catalog" }, { "url": "course-marketing-4900.html", "title": "MKTG 4900 Integrated Marketing Campaign", "description": "Integrated Marketing Campaign (MKTG 4900, 3 cr). A team develops a full campaign for a real client — research, strategy, creative, media, and measurement — and pitches it.", "headings": [ "MKTG 4900 — Integrated Marketing Campaign", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Marketing & Digital Communication MKTG 4900 — Integrated Marketing Campaign\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA team develops a full campaign for a real client — research, strategy, creative, media, and measurement — and pitches it.\nIntegrated Marketing Campaign is an advanced, often capstone-level undergraduate course in Marketing & Digital Communication (MKTG 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of integrated Marketing Campaign.\nAnalyze and solve open-ended problems in marketing & Digital Communication, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntegrated Marketing Campaign counts toward the Marketing & Digital Communication program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Marketing & Digital Communication course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Integrated Marketing Campaign spends time on:\nThe vocabulary of marketing & Digital Communication and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Marketing & Digital Communication department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Marketing & Digital Communication. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMarketing & Digital Communication (MKTG)\nNumber\nMKTG 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nMarketing & Digital Communication course list\nMarketing & Digital Communication program\nAcademic departments\nMKTG 2400 — Principles of Marketing\nMKTG 3100 — Consumer Behavior\nMKTG 3200 — Digital Marketing\nMKTG 3300 — Marketing Research\nFull course catalog" }, { "url": "course-mathematics-1200.html", "title": "MATH 1200 College Algebra", "description": "College Algebra (MATH 1200, 3 cr). Functions, equations, inequalities, polynomials, exponentials, logarithms, and systems.", "headings": [ "MATH 1200 — College Algebra", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Mathematics MATH 1200 — College Algebra\n3 credits · prerequisite: placement · typically fall\nCourse description\nFunctions, equations, inequalities, polynomials, exponentials, logarithms, and systems.\nCollege Algebra is an introductory course in Mathematics (MATH 1200), carrying 3 credits, and is typically offered fall.\nPrerequisites\nplacement. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of college Algebra.\nWork standard problems in mathematics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCollege Algebra counts toward the Mathematics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Mathematics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of College Algebra spends time on:\nThe vocabulary of mathematics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Mathematics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Mathematics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMathematics (MATH)\nNumber\nMATH 1200\nCredits\n3\nPrerequisite\nplacement\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nMathematics course list\nAcademic departments\nMATH 1300 — Trigonometry\nMATH 1400 — Precalculus\nMATH 1600 — Introductory Statistics\nMATH 2400 — Calculus I\nFull course catalog" }, { "url": "course-mathematics-1300.html", "title": "MATH 1300 Trigonometry", "description": "Trigonometry (MATH 1300, 3 cr). Trigonometric functions, identities, equations, and applications to triangles and periodic phenomena.", "headings": [ "MATH 1300 — Trigonometry", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Mathematics MATH 1300 — Trigonometry\n3 credits · prerequisite: MATH 1200 · typically spring\nCourse description\nTrigonometric functions, identities, equations, and applications to triangles and periodic phenomena.\nTrigonometry is an introductory course in Mathematics (MATH 1300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMATH 1200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of trigonometry.\nWork standard problems in mathematics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTrigonometry counts toward the Mathematics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Mathematics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Trigonometry spends time on:\nThe vocabulary of mathematics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Mathematics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Mathematics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMathematics (MATH)\nNumber\nMATH 1300\nCredits\n3\nPrerequisite\nMATH 1200\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nMathematics course list\nAcademic departments\nMATH 1200 — College Algebra\nMATH 1400 — Precalculus\nMATH 1600 — Introductory Statistics\nMATH 2400 — Calculus I\nFull course catalog" }, { "url": "course-mathematics-1400.html", "title": "MATH 1400 Precalculus", "description": "Precalculus (MATH 1400, 4 cr). A combined, accelerated treatment of algebra and trigonometry preparing for calculus.", "headings": [ "MATH 1400 — Precalculus", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Mathematics MATH 1400 — Precalculus\n4 credits · prerequisite: placement · typically fall and spring\nCourse description\nA combined, accelerated treatment of algebra and trigonometry preparing for calculus.\nPrecalculus is an introductory course in Mathematics (MATH 1400), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nplacement. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of precalculus.\nWork standard problems in mathematics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPrecalculus counts toward the Mathematics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Mathematics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Precalculus spends time on:\nThe vocabulary of mathematics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Mathematics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Mathematics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMathematics (MATH)\nNumber\nMATH 1400\nCredits\n4\nPrerequisite\nplacement\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nMathematics course list\nAcademic departments\nMATH 1200 — College Algebra\nMATH 1300 — Trigonometry\nMATH 1600 — Introductory Statistics\nMATH 2400 — Calculus I\nFull course catalog" }, { "url": "course-mathematics-1600.html", "title": "MATH 1600 Introductory Statistics", "description": "Introductory Statistics (MATH 1600, 3 cr). Data description, probability, sampling distributions, confidence intervals, and hypothesis tests, with software.", "headings": [ "MATH 1600 — Introductory Statistics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Mathematics MATH 1600 — Introductory Statistics\n3 credits · prerequisite: MATH 1200 · typically fall, alternate years\nCourse description\nData description, probability, sampling distributions, confidence intervals, and hypothesis tests, with software.\nIntroductory Statistics is an introductory course in Mathematics (MATH 1600), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nMATH 1200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introductory Statistics.\nWork standard problems in mathematics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroductory Statistics counts toward the Mathematics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Mathematics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introductory Statistics spends time on:\nThe vocabulary of mathematics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Mathematics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Mathematics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMathematics (MATH)\nNumber\nMATH 1600\nCredits\n3\nPrerequisite\nMATH 1200\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nMathematics course list\nAcademic departments\nMATH 1200 — College Algebra\nMATH 1300 — Trigonometry\nMATH 1400 — Precalculus\nMATH 2400 — Calculus I\nFull course catalog" }, { "url": "course-mathematics-2400.html", "title": "MATH 2400 Calculus I", "description": "Calculus I (MATH 2400, 4 cr). Limits, derivatives, applications of the derivative, and the definite integral.", "headings": [ "MATH 2400 — Calculus I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Mathematics MATH 2400 — Calculus I\n4 credits · prerequisite: MATH 1400 · typically spring, alternate years\nCourse description\nLimits, derivatives, applications of the derivative, and the definite integral.\nCalculus I is a lower-division undergraduate course in Mathematics (MATH 2400), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nMATH 1400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of calculus I.\nWork standard problems in mathematics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCalculus I counts toward the Mathematics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Mathematics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Calculus I spends time on:\nThe vocabulary of mathematics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Mathematics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Mathematics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMathematics (MATH)\nNumber\nMATH 2400\nCredits\n4\nPrerequisite\nMATH 1400\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nMathematics course list\nAcademic departments\nMATH 1200 — College Algebra\nMATH 1300 — Trigonometry\nMATH 1400 — Precalculus\nMATH 1600 — Introductory Statistics\nFull course catalog" }, { "url": "course-mathematics-2500.html", "title": "MATH 2500 Calculus II", "description": "Calculus II (MATH 2500, 4 cr). Techniques and applications of integration, sequences and series, and parametric and polar curves.", "headings": [ "MATH 2500 — Calculus II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Mathematics MATH 2500 — Calculus II\n4 credits · prerequisite: MATH 2400 · typically fall\nCourse description\nTechniques and applications of integration, sequences and series, and parametric and polar curves.\nCalculus II is a lower-division undergraduate course in Mathematics (MATH 2500), carrying 4 credits, and is typically offered fall.\nPrerequisites\nMATH 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of calculus II.\nWork standard problems in mathematics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCalculus II counts toward the Mathematics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Mathematics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Calculus II spends time on:\nThe vocabulary of mathematics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Mathematics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Mathematics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMathematics (MATH)\nNumber\nMATH 2500\nCredits\n4\nPrerequisite\nMATH 2400\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nMathematics course list\nAcademic departments\nMATH 1200 — College Algebra\nMATH 1300 — Trigonometry\nMATH 1400 — Precalculus\nMATH 1600 — Introductory Statistics\nFull course catalog" }, { "url": "course-mathematics-2600.html", "title": "MATH 2600 Linear Algebra", "description": "Linear Algebra (MATH 2600, 3 cr). Systems, matrices, vector spaces, eigenvalues, and applications.", "headings": [ "MATH 2600 — Linear Algebra", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Mathematics MATH 2600 — Linear Algebra\n3 credits · prerequisite: MATH 2400 · typically spring\nCourse description\nSystems, matrices, vector spaces, eigenvalues, and applications.\nLinear Algebra is a lower-division undergraduate course in Mathematics (MATH 2600), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMATH 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of linear Algebra.\nWork standard problems in mathematics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLinear Algebra counts toward the Mathematics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Mathematics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Linear Algebra spends time on:\nThe vocabulary of mathematics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Mathematics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Mathematics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMathematics (MATH)\nNumber\nMATH 2600\nCredits\n3\nPrerequisite\nMATH 2400\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nMathematics course list\nAcademic departments\nMATH 1200 — College Algebra\nMATH 1300 — Trigonometry\nMATH 1400 — Precalculus\nMATH 1600 — Introductory Statistics\nFull course catalog" }, { "url": "course-mathematics-3100.html", "title": "MATH 3100 Differential Equations", "description": "Differential Equations (MATH 3100, 3 cr). First-order equations, linear higher-order equations, systems, and Laplace transforms, with modeling.", "headings": [ "MATH 3100 — Differential Equations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Mathematics MATH 3100 — Differential Equations\n3 credits · prerequisite: MATH 2500 · typically fall and spring\nCourse description\nFirst-order equations, linear higher-order equations, systems, and Laplace transforms, with modeling.\nDifferential Equations is an advanced undergraduate course in Mathematics (MATH 3100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nMATH 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of differential Equations.\nAnalyze and solve open-ended problems in mathematics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDifferential Equations counts toward the Mathematics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Mathematics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Differential Equations spends time on:\nThe vocabulary of mathematics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Mathematics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Mathematics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMathematics (MATH)\nNumber\nMATH 3100\nCredits\n3\nPrerequisite\nMATH 2500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nMathematics course list\nAcademic departments\nMATH 1200 — College Algebra\nMATH 1300 — Trigonometry\nMATH 1400 — Precalculus\nMATH 1600 — Introductory Statistics\nFull course catalog" }, { "url": "course-mathematics-3300.html", "title": "MATH 3300 Discrete Mathematics", "description": "Discrete Mathematics (MATH 3300, 3 cr). Logic, proof, sets, relations, combinatorics, and graphs.", "headings": [ "MATH 3300 — Discrete Mathematics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Mathematics MATH 3300 — Discrete Mathematics\n3 credits · prerequisite: MATH 2400 · typically fall, alternate years\nCourse description\nLogic, proof, sets, relations, combinatorics, and graphs.\nDiscrete Mathematics is an advanced undergraduate course in Mathematics (MATH 3300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nMATH 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of discrete Mathematics.\nAnalyze and solve open-ended problems in mathematics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDiscrete Mathematics counts toward the Mathematics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Mathematics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Discrete Mathematics spends time on:\nThe vocabulary of mathematics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Mathematics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Mathematics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMathematics (MATH)\nNumber\nMATH 3300\nCredits\n3\nPrerequisite\nMATH 2400\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nMathematics course list\nAcademic departments\nMATH 1200 — College Algebra\nMATH 1300 — Trigonometry\nMATH 1400 — Precalculus\nMATH 1600 — Introductory Statistics\nFull course catalog" }, { "url": "course-mechanical-engineering-1000.html", "title": "ME 1000 Introduction to Engineering", "description": "Introduction to Engineering (ME 1000, 2 cr). The engineering method, teamwork, technical drawing, measurement, and a hands-on design–build project in the first term.", "headings": [ "ME 1000 — Introduction to Engineering", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Mechanical Engineering ME 1000 — Introduction to Engineering\n2 credits · no prerequisites · typically fall\nCourse description\nThe engineering method, teamwork, technical drawing, measurement, and a hands-on design–build project in the first term.\nIntroduction to Engineering is an introductory course in Mechanical Engineering (ME 1000), carrying 2 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Engineering.\nWork standard problems in mechanical Engineering accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 2-credit course, expect roughly 4–6 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Engineering counts toward the Mechanical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Mechanical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Engineering spends time on:\nThe vocabulary of mechanical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Mechanical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 4–6 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMechanical Engineering (ME)\nNumber\nME 1000\nCredits\n2\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~4–6 hrs/week\nRelated\nMechanical Engineering course list\nMechanical Engineering program\nAcademic departments\nME 2100 — Statics\nME 2200 — Dynamics\nME 2400 — Mechanics of Materials\nME 2600 — Thermodynamics\nFull course catalog" }, { "url": "course-mechanical-engineering-2100.html", "title": "ME 2100 Statics", "description": "Statics (ME 2100, 3 cr). Forces and moments on bodies in equilibrium: trusses, frames, friction, centroids, and free-body diagrams as a habit.", "headings": [ "ME 2100 — Statics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Mechanical Engineering ME 2100 — Statics\n3 credits · prerequisite: MATH 2400, PHYS 2010 · typically spring\nCourse description\nForces and moments on bodies in equilibrium: trusses, frames, friction, centroids, and free-body diagrams as a habit.\nStatics is a lower-division undergraduate course in Mechanical Engineering (ME 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMATH 2400, PHYS 2010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of statics.\nWork standard problems in mechanical Engineering accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStatics counts toward the Mechanical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Mechanical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Statics spends time on:\nThe vocabulary of mechanical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Mechanical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Mechanical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMechanical Engineering (ME)\nNumber\nME 2100\nCredits\n3\nPrerequisite\nMATH 2400, PHYS 2010\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nMechanical Engineering course list\nMechanical Engineering program\nAcademic departments\nME 1000 — Introduction to Engineering\nME 2200 — Dynamics\nME 2400 — Mechanics of Materials\nME 2600 — Thermodynamics\nFull course catalog" }, { "url": "course-mechanical-engineering-2200.html", "title": "ME 2200 Dynamics", "description": "Dynamics (ME 2200, 3 cr). Kinematics and kinetics of particles and rigid bodies, work and energy, impulse and momentum, and vibration basics.", "headings": [ "ME 2200 — Dynamics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Mechanical Engineering ME 2200 — Dynamics\n3 credits · prerequisite: ME 2100 · typically fall and spring\nCourse description\nKinematics and kinetics of particles and rigid bodies, work and energy, impulse and momentum, and vibration basics.\nDynamics is a lower-division undergraduate course in Mechanical Engineering (ME 2200), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nME 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of dynamics.\nWork standard problems in mechanical Engineering accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDynamics counts toward the Mechanical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Mechanical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Dynamics spends time on:\nThe vocabulary of mechanical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Mechanical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Mechanical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMechanical Engineering (ME)\nNumber\nME 2200\nCredits\n3\nPrerequisite\nME 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nMechanical Engineering course list\nMechanical Engineering program\nAcademic departments\nME 1000 — Introduction to Engineering\nME 2100 — Statics\nME 2400 — Mechanics of Materials\nME 2600 — Thermodynamics\nFull course catalog" }, { "url": "course-mechanical-engineering-2400.html", "title": "ME 2400 Mechanics of Materials", "description": "Mechanics of Materials (ME 2400, 3 cr). Stress, strain, axial and torsional loading, bending, deflection, combined loading, and failure criteria.", "headings": [ "ME 2400 — Mechanics of Materials", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Mechanical Engineering ME 2400 — Mechanics of Materials\n3 credits · prerequisite: ME 2100 · typically fall, alternate years\nCourse description\nStress, strain, axial and torsional loading, bending, deflection, combined loading, and failure criteria.\nMechanics of Materials is a lower-division undergraduate course in Mechanical Engineering (ME 2400), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nME 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of mechanics of Materials.\nWork standard problems in mechanical Engineering accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMechanics of Materials counts toward the Mechanical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Mechanical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Mechanics of Materials spends time on:\nThe vocabulary of mechanical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Mechanical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Mechanical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMechanical Engineering (ME)\nNumber\nME 2400\nCredits\n3\nPrerequisite\nME 2100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nMechanical Engineering course list\nMechanical Engineering program\nAcademic departments\nME 1000 — Introduction to Engineering\nME 2100 — Statics\nME 2200 — Dynamics\nME 2600 — Thermodynamics\nFull course catalog" }, { "url": "course-mechanical-engineering-2600.html", "title": "ME 2600 Thermodynamics", "description": "Thermodynamics (ME 2600, 3 cr). The first and second laws, properties of pure substances, and analysis of power and refrigeration cycles.", "headings": [ "ME 2600 — Thermodynamics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Mechanical Engineering ME 2600 — Thermodynamics\n3 credits · prerequisite: MATH 2400, PHYS 2010 · typically spring, alternate years\nCourse description\nThe first and second laws, properties of pure substances, and analysis of power and refrigeration cycles.\nThermodynamics is a lower-division undergraduate course in Mechanical Engineering (ME 2600), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nMATH 2400, PHYS 2010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of thermodynamics.\nWork standard problems in mechanical Engineering accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nThermodynamics counts toward the Mechanical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Mechanical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Thermodynamics spends time on:\nThe vocabulary of mechanical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Mechanical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Mechanical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMechanical Engineering (ME)\nNumber\nME 2600\nCredits\n3\nPrerequisite\nMATH 2400, PHYS 2010\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nMechanical Engineering course list\nMechanical Engineering program\nAcademic departments\nME 1000 — Introduction to Engineering\nME 2100 — Statics\nME 2200 — Dynamics\nME 2400 — Mechanics of Materials\nFull course catalog" }, { "url": "course-mechanical-engineering-3100.html", "title": "ME 3100 Fluid Mechanics", "description": "Fluid Mechanics (ME 3100, 3 cr). Fluid statics, control-volume analysis, the Bernoulli and Navier–Stokes equations, pipe flow, and pumps.", "headings": [ "ME 3100 — Fluid Mechanics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Mechanical Engineering ME 3100 — Fluid Mechanics\n3 credits · prerequisite: ME 2200 · typically fall\nCourse description\nFluid statics, control-volume analysis, the Bernoulli and Navier–Stokes equations, pipe flow, and pumps.\nFluid Mechanics is an advanced undergraduate course in Mechanical Engineering (ME 3100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nME 2200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of fluid Mechanics.\nAnalyze and solve open-ended problems in mechanical Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFluid Mechanics counts toward the Mechanical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Mechanical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Fluid Mechanics spends time on:\nThe vocabulary of mechanical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Mechanical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Mechanical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMechanical Engineering (ME)\nNumber\nME 3100\nCredits\n3\nPrerequisite\nME 2200\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nMechanical Engineering course list\nMechanical Engineering program\nAcademic departments\nME 1000 — Introduction to Engineering\nME 2100 — Statics\nME 2200 — Dynamics\nME 2400 — Mechanics of Materials\nFull course catalog" }, { "url": "course-mechanical-engineering-3300.html", "title": "ME 3300 Machine Design", "description": "Machine Design (ME 3300, 3 cr). Designing shafts, gears, bearings, fasteners, and springs against fatigue and other failure modes, with codes and safety factors.", "headings": [ "ME 3300 — Machine Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Mechanical Engineering ME 3300 — Machine Design\n3 credits · prerequisite: ME 2400 · typically spring\nCourse description\nDesigning shafts, gears, bearings, fasteners, and springs against fatigue and other failure modes, with codes and safety factors.\nMachine Design is an advanced undergraduate course in Mechanical Engineering (ME 3300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nME 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of machine Design.\nAnalyze and solve open-ended problems in mechanical Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMachine Design counts toward the Mechanical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Mechanical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Machine Design spends time on:\nThe vocabulary of mechanical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Mechanical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Mechanical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMechanical Engineering (ME)\nNumber\nME 3300\nCredits\n3\nPrerequisite\nME 2400\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nMechanical Engineering course list\nMechanical Engineering program\nAcademic departments\nME 1000 — Introduction to Engineering\nME 2100 — Statics\nME 2200 — Dynamics\nME 2400 — Mechanics of Materials\nFull course catalog" }, { "url": "course-mechanical-engineering-3500.html", "title": "ME 3500 Heat Transfer", "description": "Heat Transfer (ME 3500, 3 cr). Conduction, convection, and radiation; heat exchangers; and thermal analysis of real components.", "headings": [ "ME 3500 — Heat Transfer", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Mechanical Engineering ME 3500 — Heat Transfer\n3 credits · prerequisite: ME 2600, ME 3100 · typically fall and spring\nCourse description\nConduction, convection, and radiation; heat exchangers; and thermal analysis of real components.\nHeat Transfer is an advanced undergraduate course in Mechanical Engineering (ME 3500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nME 2600, ME 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of heat Transfer.\nAnalyze and solve open-ended problems in mechanical Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHeat Transfer counts toward the Mechanical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Mechanical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Heat Transfer spends time on:\nThe vocabulary of mechanical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Mechanical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Mechanical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMechanical Engineering (ME)\nNumber\nME 3500\nCredits\n3\nPrerequisite\nME 2600, ME 3100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nMechanical Engineering course list\nMechanical Engineering program\nAcademic departments\nME 1000 — Introduction to Engineering\nME 2100 — Statics\nME 2200 — Dynamics\nME 2400 — Mechanics of Materials\nFull course catalog" }, { "url": "course-mechanical-engineering-4900.html", "title": "ME 4900 Senior Design", "description": "Senior Design (ME 4900, 3 cr). A two-term team project taking an engineering problem from requirements through analysis, prototype, and test for an industry sponsor.", "headings": [ "ME 4900 — Senior Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Mechanical Engineering ME 4900 — Senior Design\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA two-term team project taking an engineering problem from requirements through analysis, prototype, and test for an industry sponsor.\nSenior Design is an advanced, often capstone-level undergraduate course in Mechanical Engineering (ME 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of senior Design.\nAnalyze and solve open-ended problems in mechanical Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSenior Design counts toward the Mechanical Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Mechanical Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Senior Design spends time on:\nThe vocabulary of mechanical Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Mechanical Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Mechanical Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMechanical Engineering (ME)\nNumber\nME 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nMechanical Engineering course list\nMechanical Engineering program\nAcademic departments\nME 1000 — Introduction to Engineering\nME 2100 — Statics\nME 2200 — Dynamics\nME 2400 — Mechanics of Materials\nFull course catalog" }, { "url": "course-medical-laboratory-science-2000.html", "title": "MLT 2000 Introduction to Medical Laboratory Science", "description": "Introduction to Medical Laboratory Science (MLT 2000, 3 cr). The clinical lab, quality, safety, phlebotomy, and the role of the laboratory in patient care.", "headings": [ "MLT 2000 — Introduction to Medical Laboratory Science", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Medical Laboratory Science MLT 2000 — Introduction to Medical Laboratory Science\n3 credits · prerequisite: BIOL 1010 · typically fall\nCourse description\nThe clinical lab, quality, safety, phlebotomy, and the role of the laboratory in patient care.\nIntroduction to Medical Laboratory Science is a lower-division undergraduate course in Medical Laboratory Science (MLT 2000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nBIOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Medical Laboratory Science.\nWork standard problems in medical Laboratory Science accurately and show the reasoning behind each step.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Medical Laboratory Science counts toward the Medical Laboratory Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Medical Laboratory Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Medical Laboratory Science spends time on:\nThe vocabulary of medical Laboratory Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Medical Laboratory Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Medical Laboratory Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMedical Laboratory Science (MLT)\nNumber\nMLT 2000\nCredits\n3\nPrerequisite\nBIOL 1010\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nMedical Laboratory Science course list\nAcademic departments\nMLT 2200 — Clinical Chemistry\nMLT 2400 — Hematology\nMLT 2600 — Clinical Microbiology\nMLT 3000 — Immunohematology\nFull course catalog" }, { "url": "course-medical-laboratory-science-2200.html", "title": "MLT 2200 Clinical Chemistry", "description": "Clinical Chemistry (MLT 2200, 4 cr). Analytes, methods, instrumentation, and quality control for the chemistry section, with lab.", "headings": [ "MLT 2200 — Clinical Chemistry", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Medical Laboratory Science MLT 2200 — Clinical Chemistry\n4 credits · prerequisite: CHEM 2210 · typically spring\nCourse description\nAnalytes, methods, instrumentation, and quality control for the chemistry section, with lab.\nClinical Chemistry is a lower-division undergraduate course in Medical Laboratory Science (MLT 2200), carrying 4 credits, and is typically offered spring.\nPrerequisites\nCHEM 2210. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of clinical Chemistry.\nWork standard problems in medical Laboratory Science accurately and show the reasoning behind each step.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nClinical Chemistry counts toward the Medical Laboratory Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Medical Laboratory Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Clinical Chemistry spends time on:\nThe vocabulary of medical Laboratory Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Medical Laboratory Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Medical Laboratory Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMedical Laboratory Science (MLT)\nNumber\nMLT 2200\nCredits\n4\nPrerequisite\nCHEM 2210\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nMedical Laboratory Science course list\nAcademic departments\nMLT 2000 — Introduction to Medical Laboratory Science\nMLT 2400 — Hematology\nMLT 2600 — Clinical Microbiology\nMLT 3000 — Immunohematology\nFull course catalog" }, { "url": "course-medical-laboratory-science-2400.html", "title": "MLT 2400 Hematology", "description": "Hematology (MLT 2400, 4 cr). Blood cell production and morphology, the CBC, coagulation, and identifying abnormal cells, with lab.", "headings": [ "MLT 2400 — Hematology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Medical Laboratory Science MLT 2400 — Hematology\n4 credits · prerequisite: MLT 2000 · typically fall and spring\nCourse description\nBlood cell production and morphology, the CBC, coagulation, and identifying abnormal cells, with lab.\nHematology is a lower-division undergraduate course in Medical Laboratory Science (MLT 2400), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nMLT 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of hematology.\nWork standard problems in medical Laboratory Science accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHematology counts toward the Medical Laboratory Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Medical Laboratory Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Hematology spends time on:\nThe vocabulary of medical Laboratory Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Medical Laboratory Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Medical Laboratory Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMedical Laboratory Science (MLT)\nNumber\nMLT 2400\nCredits\n4\nPrerequisite\nMLT 2000\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nMedical Laboratory Science course list\nAcademic departments\nMLT 2000 — Introduction to Medical Laboratory Science\nMLT 2200 — Clinical Chemistry\nMLT 2600 — Clinical Microbiology\nMLT 3000 — Immunohematology\nFull course catalog" }, { "url": "course-medical-laboratory-science-2600.html", "title": "MLT 2600 Clinical Microbiology", "description": "Clinical Microbiology (MLT 2600, 4 cr). Isolation, identification, and susceptibility testing of pathogens, with lab.", "headings": [ "MLT 2600 — Clinical Microbiology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Medical Laboratory Science MLT 2600 — Clinical Microbiology\n4 credits · prerequisite: MLT 2000 · typically fall, alternate years\nCourse description\nIsolation, identification, and susceptibility testing of pathogens, with lab.\nClinical Microbiology is a lower-division undergraduate course in Medical Laboratory Science (MLT 2600), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nMLT 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of clinical Microbiology.\nWork standard problems in medical Laboratory Science accurately and show the reasoning behind each step.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nClinical Microbiology counts toward the Medical Laboratory Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Medical Laboratory Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Clinical Microbiology spends time on:\nThe vocabulary of medical Laboratory Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Medical Laboratory Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Medical Laboratory Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMedical Laboratory Science (MLT)\nNumber\nMLT 2600\nCredits\n4\nPrerequisite\nMLT 2000\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nMedical Laboratory Science course list\nAcademic departments\nMLT 2000 — Introduction to Medical Laboratory Science\nMLT 2200 — Clinical Chemistry\nMLT 2400 — Hematology\nMLT 3000 — Immunohematology\nFull course catalog" }, { "url": "course-medical-laboratory-science-3000.html", "title": "MLT 3000 Immunohematology", "description": "Immunohematology (MLT 3000, 4 cr). Blood groups, antibody detection and identification, compatibility testing, and transfusion, with lab.", "headings": [ "MLT 3000 — Immunohematology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Medical Laboratory Science MLT 3000 — Immunohematology\n4 credits · prerequisite: MLT 2400 · typically spring, alternate years\nCourse description\nBlood groups, antibody detection and identification, compatibility testing, and transfusion, with lab.\nImmunohematology is an advanced undergraduate course in Medical Laboratory Science (MLT 3000), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nMLT 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of immunohematology.\nAnalyze and solve open-ended problems in medical Laboratory Science, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nImmunohematology counts toward the Medical Laboratory Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Medical Laboratory Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Immunohematology spends time on:\nThe vocabulary of medical Laboratory Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Medical Laboratory Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Medical Laboratory Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMedical Laboratory Science (MLT)\nNumber\nMLT 3000\nCredits\n4\nPrerequisite\nMLT 2400\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nMedical Laboratory Science course list\nAcademic departments\nMLT 2000 — Introduction to Medical Laboratory Science\nMLT 2200 — Clinical Chemistry\nMLT 2400 — Hematology\nMLT 2600 — Clinical Microbiology\nFull course catalog" }, { "url": "course-medical-laboratory-science-3200.html", "title": "MLT 3200 Clinical Immunology and Serology", "description": "Clinical Immunology and Serology (MLT 3200, 3 cr). Antigen–antibody reactions, autoimmune and infectious disease testing, and molecular methods.", "headings": [ "MLT 3200 — Clinical Immunology and Serology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Medical Laboratory Science MLT 3200 — Clinical Immunology and Serology\n3 credits · prerequisite: MLT 2000 · typically fall\nCourse description\nAntigen–antibody reactions, autoimmune and infectious disease testing, and molecular methods.\nClinical Immunology and Serology is an advanced undergraduate course in Medical Laboratory Science (MLT 3200), carrying 3 credits, and is typically offered fall.\nPrerequisites\nMLT 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of clinical Immunology and Serology.\nAnalyze and solve open-ended problems in medical Laboratory Science, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nClinical Immunology and Serology counts toward the Medical Laboratory Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Medical Laboratory Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Clinical Immunology and Serology spends time on:\nThe vocabulary of medical Laboratory Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Medical Laboratory Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Medical Laboratory Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMedical Laboratory Science (MLT)\nNumber\nMLT 3200\nCredits\n3\nPrerequisite\nMLT 2000\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nMedical Laboratory Science course list\nAcademic departments\nMLT 2000 — Introduction to Medical Laboratory Science\nMLT 2200 — Clinical Chemistry\nMLT 2400 — Hematology\nMLT 2600 — Clinical Microbiology\nFull course catalog" }, { "url": "course-medical-laboratory-science-3400.html", "title": "MLT 3400 Urinalysis and Body Fluids", "description": "Urinalysis and Body Fluids (MLT 3400, 3 cr). Physical, chemical, and microscopic examination of urine and other body fluids.", "headings": [ "MLT 3400 — Urinalysis and Body Fluids", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Medical Laboratory Science MLT 3400 — Urinalysis and Body Fluids\n3 credits · prerequisite: MLT 2000 · typically spring\nCourse description\nPhysical, chemical, and microscopic examination of urine and other body fluids.\nUrinalysis and Body Fluids is an advanced undergraduate course in Medical Laboratory Science (MLT 3400), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMLT 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of urinalysis and Body Fluids.\nAnalyze and solve open-ended problems in medical Laboratory Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nUrinalysis and Body Fluids counts toward the Medical Laboratory Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Medical Laboratory Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Urinalysis and Body Fluids spends time on:\nThe vocabulary of medical Laboratory Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Medical Laboratory Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Medical Laboratory Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMedical Laboratory Science (MLT)\nNumber\nMLT 3400\nCredits\n3\nPrerequisite\nMLT 2000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nMedical Laboratory Science course list\nAcademic departments\nMLT 2000 — Introduction to Medical Laboratory Science\nMLT 2200 — Clinical Chemistry\nMLT 2400 — Hematology\nMLT 2600 — Clinical Microbiology\nFull course catalog" }, { "url": "course-medical-laboratory-science-3600.html", "title": "MLT 3600 Laboratory Operations and Education", "description": "Laboratory Operations and Education (MLT 3600, 3 cr). Regulations, informatics, workflow, and training within a clinical laboratory.", "headings": [ "MLT 3600 — Laboratory Operations and Education", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Medical Laboratory Science MLT 3600 — Laboratory Operations and Education\n3 credits · prerequisite: MLT 2000 · typically fall and spring\nCourse description\nRegulations, informatics, workflow, and training within a clinical laboratory.\nLaboratory Operations and Education is an advanced undergraduate course in Medical Laboratory Science (MLT 3600), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nMLT 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of laboratory Operations and Education.\nAnalyze and solve open-ended problems in medical Laboratory Science, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLaboratory Operations and Education counts toward the Medical Laboratory Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Medical Laboratory Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Laboratory Operations and Education spends time on:\nThe vocabulary of medical Laboratory Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Medical Laboratory Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Medical Laboratory Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMedical Laboratory Science (MLT)\nNumber\nMLT 3600\nCredits\n3\nPrerequisite\nMLT 2000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nMedical Laboratory Science course list\nAcademic departments\nMLT 2000 — Introduction to Medical Laboratory Science\nMLT 2200 — Clinical Chemistry\nMLT 2400 — Hematology\nMLT 2600 — Clinical Microbiology\nFull course catalog" }, { "url": "course-medical-laboratory-science-4900.html", "title": "MLT 4900 Clinical Practicum", "description": "Clinical Practicum (MLT 4900, 6 cr). Rotations through the sections of an affiliated hospital laboratory under certified staff.", "headings": [ "MLT 4900 — Clinical Practicum", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Medical Laboratory Science MLT 4900 — Clinical Practicum\n6 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nRotations through the sections of an affiliated hospital laboratory under certified staff.\nClinical Practicum is an advanced, often capstone-level undergraduate course in Medical Laboratory Science (MLT 4900), carrying 6 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of clinical Practicum.\nAnalyze and solve open-ended problems in medical Laboratory Science, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 6-credit course, expect roughly 12–18 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nClinical Practicum counts toward the Medical Laboratory Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Medical Laboratory Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Clinical Practicum spends time on:\nThe vocabulary of medical Laboratory Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Medical Laboratory Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Medical Laboratory Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 12–18 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMedical Laboratory Science (MLT)\nNumber\nMLT 4900\nCredits\n6\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~12–18 hrs/week\nRelated\nMedical Laboratory Science course list\nAcademic departments\nMLT 2000 — Introduction to Medical Laboratory Science\nMLT 2200 — Clinical Chemistry\nMLT 2400 — Hematology\nMLT 2600 — Clinical Microbiology\nFull course catalog" }, { "url": "course-military-science-1010.html", "title": "MSCI 1010 Foundations of Officership", "description": "Foundations of Officership (MSCI 1010, 2 cr). The role of an Army officer, values, and personal development; open to all students with no obligation.", "headings": [ "MSCI 1010 — Foundations of Officership", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Military Science MSCI 1010 — Foundations of Officership\n2 credits · no prerequisites · typically fall\nCourse description\nThe role of an Army officer, values, and personal development; open to all students with no obligation.\nFoundations of Officership is an introductory course in Military Science (MSCI 1010), carrying 2 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of foundations of Officership.\nWork standard problems in military Science accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 2-credit course, expect roughly 4–6 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFoundations of Officership counts toward the Military Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Military Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Foundations of Officership spends time on:\nThe vocabulary of military Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Military Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 4–6 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMilitary Science (MSCI)\nNumber\nMSCI 1010\nCredits\n2\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~4–6 hrs/week\nRelated\nMilitary Science course list\nAcademic departments\nMSCI 1020 — Basic Leadership\nMSCI 2010 — Individual Leadership Studies\nMSCI 2020 — Leadership and Teamwork\nMSCI 3010 — Applied Leadership I\nFull course catalog" }, { "url": "course-military-science-1020.html", "title": "MSCI 1020 Basic Leadership", "description": "Basic Leadership (MSCI 1020, 2 cr). Communication, problem-solving, and small-group leadership fundamentals.", "headings": [ "MSCI 1020 — Basic Leadership", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Military Science MSCI 1020 — Basic Leadership\n2 credits · prerequisite: MSCI 1010 · typically spring\nCourse description\nCommunication, problem-solving, and small-group leadership fundamentals.\nBasic Leadership is an introductory course in Military Science (MSCI 1020), carrying 2 credits, and is typically offered spring.\nPrerequisites\nMSCI 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of basic Leadership.\nWork standard problems in military Science accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 2-credit course, expect roughly 4–6 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBasic Leadership counts toward the Military Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Military Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Basic Leadership spends time on:\nThe vocabulary of military Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Military Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Military Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 4–6 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMilitary Science (MSCI)\nNumber\nMSCI 1020\nCredits\n2\nPrerequisite\nMSCI 1010\nTypically offered\nSpring\nOutside-class time\n~4–6 hrs/week\nRelated\nMilitary Science course list\nAcademic departments\nMSCI 1010 — Foundations of Officership\nMSCI 2010 — Individual Leadership Studies\nMSCI 2020 — Leadership and Teamwork\nMSCI 3010 — Applied Leadership I\nFull course catalog" }, { "url": "course-military-science-2010.html", "title": "MSCI 2010 Individual Leadership Studies", "description": "Individual Leadership Studies (MSCI 2010, 2 cr). Applying leadership and decision-making models in practical exercises.", "headings": [ "MSCI 2010 — Individual Leadership Studies", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Military Science MSCI 2010 — Individual Leadership Studies\n2 credits · prerequisite: MSCI 1020 · typically fall and spring\nCourse description\nApplying leadership and decision-making models in practical exercises.\nIndividual Leadership Studies is a lower-division undergraduate course in Military Science (MSCI 2010), carrying 2 credits, and is typically offered fall and spring.\nPrerequisites\nMSCI 1020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of individual Leadership Studies.\nWork standard problems in military Science accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 2-credit course, expect roughly 4–6 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIndividual Leadership Studies counts toward the Military Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Military Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Individual Leadership Studies spends time on:\nThe vocabulary of military Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Military Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Military Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 4–6 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMilitary Science (MSCI)\nNumber\nMSCI 2010\nCredits\n2\nPrerequisite\nMSCI 1020\nTypically offered\nFall and Spring\nOutside-class time\n~4–6 hrs/week\nRelated\nMilitary Science course list\nAcademic departments\nMSCI 1010 — Foundations of Officership\nMSCI 1020 — Basic Leadership\nMSCI 2020 — Leadership and Teamwork\nMSCI 3010 — Applied Leadership I\nFull course catalog" }, { "url": "course-military-science-2020.html", "title": "MSCI 2020 Leadership and Teamwork", "description": "Leadership and Teamwork (MSCI 2020, 2 cr). Leading small teams, planning, and giving and acting on feedback.", "headings": [ "MSCI 2020 — Leadership and Teamwork", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Military Science MSCI 2020 — Leadership and Teamwork\n2 credits · prerequisite: MSCI 2010 · typically fall, alternate years\nCourse description\nLeading small teams, planning, and giving and acting on feedback.\nLeadership and Teamwork is a lower-division undergraduate course in Military Science (MSCI 2020), carrying 2 credits, and is typically offered fall, alternate years.\nPrerequisites\nMSCI 2010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of leadership and Teamwork.\nWork standard problems in military Science accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 2-credit course, expect roughly 4–6 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLeadership and Teamwork counts toward the Military Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Military Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Leadership and Teamwork spends time on:\nThe vocabulary of military Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Military Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Military Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 4–6 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMilitary Science (MSCI)\nNumber\nMSCI 2020\nCredits\n2\nPrerequisite\nMSCI 2010\nTypically offered\nFall, alternate years\nOutside-class time\n~4–6 hrs/week\nRelated\nMilitary Science course list\nAcademic departments\nMSCI 1010 — Foundations of Officership\nMSCI 1020 — Basic Leadership\nMSCI 2010 — Individual Leadership Studies\nMSCI 3010 — Applied Leadership I\nFull course catalog" }, { "url": "course-military-science-3010.html", "title": "MSCI 3010 Applied Leadership I", "description": "Applied Leadership I (MSCI 3010, 3 cr). Tactics, troop-leading procedures, and leading peers in field exercises.", "headings": [ "MSCI 3010 — Applied Leadership I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Military Science MSCI 3010 — Applied Leadership I\n3 credits · prerequisite: MSCI 2020, admission to advanced course · typically spring, alternate years\nCourse description\nTactics, troop-leading procedures, and leading peers in field exercises.\nApplied Leadership I is an advanced undergraduate course in Military Science (MSCI 3010), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nMSCI 2020, admission to advanced course. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of applied Leadership I.\nAnalyze and solve open-ended problems in military Science, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nApplied Leadership I counts toward the Military Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Military Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Applied Leadership I spends time on:\nThe vocabulary of military Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Military Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Military Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMilitary Science (MSCI)\nNumber\nMSCI 3010\nCredits\n3\nPrerequisite\nMSCI 2020, admission to advanced course\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nMilitary Science course list\nAcademic departments\nMSCI 1010 — Foundations of Officership\nMSCI 1020 — Basic Leadership\nMSCI 2010 — Individual Leadership Studies\nMSCI 2020 — Leadership and Teamwork\nFull course catalog" }, { "url": "course-military-science-3020.html", "title": "MSCI 3020 Applied Leadership II", "description": "Applied Leadership II (MSCI 3020, 3 cr). Planning and executing complex operations and preparing for advanced camp.", "headings": [ "MSCI 3020 — Applied Leadership II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Military Science MSCI 3020 — Applied Leadership II\n3 credits · prerequisite: MSCI 3010 · typically fall\nCourse description\nPlanning and executing complex operations and preparing for advanced camp.\nApplied Leadership II is an advanced undergraduate course in Military Science (MSCI 3020), carrying 3 credits, and is typically offered fall.\nPrerequisites\nMSCI 3010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of applied Leadership II.\nAnalyze and solve open-ended problems in military Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nApplied Leadership II counts toward the Military Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Military Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Applied Leadership II spends time on:\nThe vocabulary of military Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Military Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Military Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMilitary Science (MSCI)\nNumber\nMSCI 3020\nCredits\n3\nPrerequisite\nMSCI 3010\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nMilitary Science course list\nAcademic departments\nMSCI 1010 — Foundations of Officership\nMSCI 1020 — Basic Leadership\nMSCI 2010 — Individual Leadership Studies\nMSCI 2020 — Leadership and Teamwork\nFull course catalog" }, { "url": "course-military-science-4010.html", "title": "MSCI 4010 Leadership and Management", "description": "Leadership and Management (MSCI 4010, 3 cr). Training management, ethics, and the transition to commissioned service.", "headings": [ "MSCI 4010 — Leadership and Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Military Science MSCI 4010 — Leadership and Management\n3 credits · prerequisite: MSCI 3020 · typically spring\nCourse description\nTraining management, ethics, and the transition to commissioned service.\nLeadership and Management is an advanced, often capstone-level undergraduate course in Military Science (MSCI 4010), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMSCI 3020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of leadership and Management.\nAnalyze and solve open-ended problems in military Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLeadership and Management counts toward the Military Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Military Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Leadership and Management spends time on:\nThe vocabulary of military Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Military Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Military Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMilitary Science (MSCI)\nNumber\nMSCI 4010\nCredits\n3\nPrerequisite\nMSCI 3020\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nMilitary Science course list\nAcademic departments\nMSCI 1010 — Foundations of Officership\nMSCI 1020 — Basic Leadership\nMSCI 2010 — Individual Leadership Studies\nMSCI 2020 — Leadership and Teamwork\nFull course catalog" }, { "url": "course-military-science-4020.html", "title": "MSCI 4020 Officership Capstone", "description": "Officership Capstone (MSCI 4020, 3 cr). Military law, administration, and a leadership case study before commissioning.", "headings": [ "MSCI 4020 — Officership Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Military Science MSCI 4020 — Officership Capstone\n3 credits · prerequisite: MSCI 4010 · typically fall and spring\nCourse description\nMilitary law, administration, and a leadership case study before commissioning.\nOfficership Capstone is an advanced, often capstone-level undergraduate course in Military Science (MSCI 4020), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nMSCI 4010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of officership Capstone.\nAnalyze and solve open-ended problems in military Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nOfficership Capstone counts toward the Military Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Military Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Officership Capstone spends time on:\nThe vocabulary of military Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Military Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Military Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMilitary Science (MSCI)\nNumber\nMSCI 4020\nCredits\n3\nPrerequisite\nMSCI 4010\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nMilitary Science course list\nAcademic departments\nMSCI 1010 — Foundations of Officership\nMSCI 1020 — Basic Leadership\nMSCI 2010 — Individual Leadership Studies\nMSCI 2020 — Leadership and Teamwork\nFull course catalog" }, { "url": "course-music-1010.html", "title": "MUS 1010 Music Fundamentals", "description": "Music Fundamentals (MUS 1010, 2 cr). Notation, rhythm, scales, keys, intervals, and basic ear training for students without prior theory.", "headings": [ "MUS 1010 — Music Fundamentals", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Music MUS 1010 — Music Fundamentals\n2 credits · no prerequisites · typically fall\nCourse description\nNotation, rhythm, scales, keys, intervals, and basic ear training for students without prior theory.\nMusic Fundamentals is an introductory course in Music (MUS 1010), carrying 2 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of music Fundamentals.\nWork standard problems in music accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 2-credit course, expect roughly 4–6 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMusic Fundamentals counts toward the Music program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Music course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Music Fundamentals spends time on:\nThe vocabulary of music and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Music. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 4–6 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMusic (MUS)\nNumber\nMUS 1010\nCredits\n2\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~4–6 hrs/week\nRelated\nMusic course list\nAcademic departments\nMUS 1110 — Music Theory I\nMUS 1120 — Music Theory II\nMUS 1500 — Class Piano\nMUS 2010 — Music History I\nFull course catalog" }, { "url": "course-music-1110.html", "title": "MUS 1110 Music Theory I", "description": "Music Theory I (MUS 1110, 3 cr). Diatonic harmony, voice leading, part writing, and analysis of common-practice music, with aural skills.", "headings": [ "MUS 1110 — Music Theory I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Music MUS 1110 — Music Theory I\n3 credits · prerequisite: MUS 1010 or placement · typically spring\nCourse description\nDiatonic harmony, voice leading, part writing, and analysis of common-practice music, with aural skills.\nMusic Theory I is an introductory course in Music (MUS 1110), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMUS 1010 or placement. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of music Theory I.\nWork standard problems in music accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMusic Theory I counts toward the Music program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Music course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Music Theory I spends time on:\nThe vocabulary of music and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Music department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Music. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMusic (MUS)\nNumber\nMUS 1110\nCredits\n3\nPrerequisite\nMUS 1010 or placement\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nMusic course list\nAcademic departments\nMUS 1010 — Music Fundamentals\nMUS 1120 — Music Theory II\nMUS 1500 — Class Piano\nMUS 2010 — Music History I\nFull course catalog" }, { "url": "course-music-1120.html", "title": "MUS 1120 Music Theory II", "description": "Music Theory II (MUS 1120, 3 cr). Chromatic harmony, modulation, and larger forms, with continued aural training.", "headings": [ "MUS 1120 — Music Theory II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Music MUS 1120 — Music Theory II\n3 credits · prerequisite: MUS 1110 · typically fall and spring\nCourse description\nChromatic harmony, modulation, and larger forms, with continued aural training.\nMusic Theory II is an introductory course in Music (MUS 1120), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nMUS 1110. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of music Theory II.\nWork standard problems in music accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMusic Theory II counts toward the Music program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Music course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Music Theory II spends time on:\nThe vocabulary of music and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Music department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Music. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMusic (MUS)\nNumber\nMUS 1120\nCredits\n3\nPrerequisite\nMUS 1110\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nMusic course list\nAcademic departments\nMUS 1010 — Music Fundamentals\nMUS 1110 — Music Theory I\nMUS 1500 — Class Piano\nMUS 2010 — Music History I\nFull course catalog" }, { "url": "course-music-1500.html", "title": "MUS 1500 Class Piano", "description": "Class Piano (MUS 1500, 1 cr). Functional keyboard skills: reading, scales, chords, harmonization, and simple accompaniment.", "headings": [ "MUS 1500 — Class Piano", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Music MUS 1500 — Class Piano\n1 credit · no prerequisites · typically fall, alternate years\nCourse description\nFunctional keyboard skills: reading, scales, chords, harmonization, and simple accompaniment.\nClass Piano is an introductory course in Music (MUS 1500), carrying 1 credit, and is typically offered fall, alternate years.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of class Piano.\nWork standard problems in music accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 1-credit course, expect roughly 2–3 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nClass Piano counts toward the Music program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Music course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Class Piano spends time on:\nThe vocabulary of music and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Music. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 2–3 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMusic (MUS)\nNumber\nMUS 1500\nCredits\n1\nPrerequisite\nNone\nTypically offered\nFall, alternate years\nOutside-class time\n~2–3 hrs/week\nRelated\nMusic course list\nAcademic departments\nMUS 1010 — Music Fundamentals\nMUS 1110 — Music Theory I\nMUS 1120 — Music Theory II\nMUS 2010 — Music History I\nFull course catalog" }, { "url": "course-music-2010.html", "title": "MUS 2010 Music History I", "description": "Music History I (MUS 2010, 3 cr). Western art music from antiquity through the Baroque, with listening and score study.", "headings": [ "MUS 2010 — Music History I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Music MUS 2010 — Music History I\n3 credits · prerequisite: MUS 1120 · typically spring, alternate years\nCourse description\nWestern art music from antiquity through the Baroque, with listening and score study.\nMusic History I is a lower-division undergraduate course in Music (MUS 2010), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nMUS 1120. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of music History I.\nWork standard problems in music accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMusic History I counts toward the Music program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Music course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Music History I spends time on:\nThe vocabulary of music and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Music department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Music. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMusic (MUS)\nNumber\nMUS 2010\nCredits\n3\nPrerequisite\nMUS 1120\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nMusic course list\nAcademic departments\nMUS 1010 — Music Fundamentals\nMUS 1110 — Music Theory I\nMUS 1120 — Music Theory II\nMUS 1500 — Class Piano\nFull course catalog" }, { "url": "course-music-2020.html", "title": "MUS 2020 Music History II", "description": "Music History II (MUS 2020, 3 cr). The Classical era to the present, including twentieth-century and popular idioms.", "headings": [ "MUS 2020 — Music History II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Music MUS 2020 — Music History II\n3 credits · prerequisite: MUS 2010 · typically fall\nCourse description\nThe Classical era to the present, including twentieth-century and popular idioms.\nMusic History II is a lower-division undergraduate course in Music (MUS 2020), carrying 3 credits, and is typically offered fall.\nPrerequisites\nMUS 2010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of music History II.\nWork standard problems in music accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMusic History II counts toward the Music program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Music course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Music History II spends time on:\nThe vocabulary of music and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Music department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Music. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMusic (MUS)\nNumber\nMUS 2020\nCredits\n3\nPrerequisite\nMUS 2010\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nMusic course list\nAcademic departments\nMUS 1010 — Music Fundamentals\nMUS 1110 — Music Theory I\nMUS 1120 — Music Theory II\nMUS 1500 — Class Piano\nFull course catalog" }, { "url": "course-music-2500.html", "title": "MUS 2500 Introduction to Music Technology", "description": "Introduction to Music Technology (MUS 2500, 3 cr). Recording, editing, MIDI, notation software, and producing a short project.", "headings": [ "MUS 2500 — Introduction to Music Technology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Music MUS 2500 — Introduction to Music Technology\n3 credits · no prerequisites · typically spring\nCourse description\nRecording, editing, MIDI, notation software, and producing a short project.\nIntroduction to Music Technology is a lower-division undergraduate course in Music (MUS 2500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Music Technology.\nWork standard problems in music accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Music Technology counts toward the Music program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Music course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Music Technology spends time on:\nThe vocabulary of music and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Music. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMusic (MUS)\nNumber\nMUS 2500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nMusic course list\nAcademic departments\nMUS 1010 — Music Fundamentals\nMUS 1110 — Music Theory I\nMUS 1120 — Music Theory II\nMUS 1500 — Class Piano\nFull course catalog" }, { "url": "course-music-3100.html", "title": "MUS 3100 Conducting", "description": "Conducting (MUS 3100, 2 cr). Baton technique, score preparation, rehearsal planning, and podium practice.", "headings": [ "MUS 3100 — Conducting", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Music MUS 3100 — Conducting\n2 credits · prerequisite: MUS 1120 · typically fall and spring\nCourse description\nBaton technique, score preparation, rehearsal planning, and podium practice.\nConducting is an advanced undergraduate course in Music (MUS 3100), carrying 2 credits, and is typically offered fall and spring.\nPrerequisites\nMUS 1120. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of conducting.\nAnalyze and solve open-ended problems in music, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 2-credit course, expect roughly 4–6 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nConducting counts toward the Music program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Music course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Conducting spends time on:\nThe vocabulary of music and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Music department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Music. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 4–6 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMusic (MUS)\nNumber\nMUS 3100\nCredits\n2\nPrerequisite\nMUS 1120\nTypically offered\nFall and Spring\nOutside-class time\n~4–6 hrs/week\nRelated\nMusic course list\nAcademic departments\nMUS 1010 — Music Fundamentals\nMUS 1110 — Music Theory I\nMUS 1120 — Music Theory II\nMUS 1500 — Class Piano\nFull course catalog" }, { "url": "course-music-3500.html", "title": "MUS 3500 Composition", "description": "Composition (MUS 3500, 3 cr). Writing original music in a range of styles, workshopped and performed.", "headings": [ "MUS 3500 — Composition", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Music MUS 3500 — Composition\n3 credits · prerequisite: MUS 1120 · typically fall, alternate years\nCourse description\nWriting original music in a range of styles, workshopped and performed.\nComposition is an advanced undergraduate course in Music (MUS 3500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nMUS 1120. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of composition.\nAnalyze and solve open-ended problems in music, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nComposition counts toward the Music program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Music course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Composition spends time on:\nThe vocabulary of music and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Music department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Music. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nMusic (MUS)\nNumber\nMUS 3500\nCredits\n3\nPrerequisite\nMUS 1120\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nMusic course list\nAcademic departments\nMUS 1010 — Music Fundamentals\nMUS 1110 — Music Theory I\nMUS 1120 — Music Theory II\nMUS 1500 — Class Piano\nFull course catalog" }, { "url": "course-nondestructive-testing-1500.html", "title": "NDT 1500 Introduction to Nondestructive Testing", "description": "Introduction to Nondestructive Testing (NDT 1500, 3 cr). The NDT methods, when each applies, codes and standards, and certification pathways.", "headings": [ "NDT 1500 — Introduction to Nondestructive Testing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Nondestructive Testing NDT 1500 — Introduction to Nondestructive Testing\n3 credits · no prerequisites · typically fall\nCourse description\nThe NDT methods, when each applies, codes and standards, and certification pathways.\nIntroduction to Nondestructive Testing is an introductory course in Nondestructive Testing (NDT 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Nondestructive Testing.\nWork standard problems in nondestructive Testing accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Nondestructive Testing counts toward the Nondestructive Testing program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Nondestructive Testing course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Nondestructive Testing spends time on:\nThe vocabulary of nondestructive Testing and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Nondestructive Testing. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nNondestructive Testing (NDT)\nNumber\nNDT 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nNondestructive Testing course list\nAcademic departments\nNDT 2100 — Visual and Penetrant Testing\nNDT 2300 — Magnetic Particle and Eddy Current Testing\nNDT 2500 — Radiographic Testing\nNDT 3100 — Ultrasonic Testing\nFull course catalog" }, { "url": "course-nondestructive-testing-2100.html", "title": "NDT 2100 Visual and Penetrant Testing", "description": "Visual and Penetrant Testing (NDT 2100, 3 cr). Visual inspection tools and criteria, and liquid-penetrant technique and interpretation, with lab.", "headings": [ "NDT 2100 — Visual and Penetrant Testing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Nondestructive Testing NDT 2100 — Visual and Penetrant Testing\n3 credits · prerequisite: NDT 1500 · typically spring\nCourse description\nVisual inspection tools and criteria, and liquid-penetrant technique and interpretation, with lab.\nVisual and Penetrant Testing is a lower-division undergraduate course in Nondestructive Testing (NDT 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nNDT 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of visual and Penetrant Testing.\nWork standard problems in nondestructive Testing accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nVisual and Penetrant Testing counts toward the Nondestructive Testing program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Nondestructive Testing course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Visual and Penetrant Testing spends time on:\nThe vocabulary of nondestructive Testing and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Nondestructive Testing department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Nondestructive Testing. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nNondestructive Testing (NDT)\nNumber\nNDT 2100\nCredits\n3\nPrerequisite\nNDT 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nNondestructive Testing course list\nAcademic departments\nNDT 1500 — Introduction to Nondestructive Testing\nNDT 2300 — Magnetic Particle and Eddy Current Testing\nNDT 2500 — Radiographic Testing\nNDT 3100 — Ultrasonic Testing\nFull course catalog" }, { "url": "course-nondestructive-testing-2300.html", "title": "NDT 2300 Magnetic Particle and Eddy Current Testing", "description": "Magnetic Particle and Eddy Current Testing (NDT 2300, 3 cr). Magnetization, particle application, and eddy-current probes for surface and near-surface flaws, with lab.", "headings": [ "NDT 2300 — Magnetic Particle and Eddy Current Testing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Nondestructive Testing NDT 2300 — Magnetic Particle and Eddy Current Testing\n3 credits · prerequisite: NDT 1500 · typically fall and spring\nCourse description\nMagnetization, particle application, and eddy-current probes for surface and near-surface flaws, with lab.\nMagnetic Particle and Eddy Current Testing is a lower-division undergraduate course in Nondestructive Testing (NDT 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nNDT 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of magnetic Particle and Eddy Current Testing.\nWork standard problems in nondestructive Testing accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMagnetic Particle and Eddy Current Testing counts toward the Nondestructive Testing program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Nondestructive Testing course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Magnetic Particle and Eddy Current Testing spends time on:\nThe vocabulary of nondestructive Testing and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Nondestructive Testing department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Nondestructive Testing. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nNondestructive Testing (NDT)\nNumber\nNDT 2300\nCredits\n3\nPrerequisite\nNDT 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nNondestructive Testing course list\nAcademic departments\nNDT 1500 — Introduction to Nondestructive Testing\nNDT 2100 — Visual and Penetrant Testing\nNDT 2500 — Radiographic Testing\nNDT 3100 — Ultrasonic Testing\nFull course catalog" }, { "url": "course-nondestructive-testing-2500.html", "title": "NDT 2500 Radiographic Testing", "description": "Radiographic Testing (NDT 2500, 4 cr). Radiation sources, exposure, film and digital radiography, safety, and reading a radiograph, with lab.", "headings": [ "NDT 2500 — Radiographic Testing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Nondestructive Testing NDT 2500 — Radiographic Testing\n4 credits · prerequisite: PHYS 1010 · typically fall, alternate years\nCourse description\nRadiation sources, exposure, film and digital radiography, safety, and reading a radiograph, with lab.\nRadiographic Testing is a lower-division undergraduate course in Nondestructive Testing (NDT 2500), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nPHYS 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of radiographic Testing.\nWork standard problems in nondestructive Testing accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRadiographic Testing counts toward the Nondestructive Testing program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Nondestructive Testing course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Radiographic Testing spends time on:\nThe vocabulary of nondestructive Testing and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Nondestructive Testing department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Nondestructive Testing. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nNondestructive Testing (NDT)\nNumber\nNDT 2500\nCredits\n4\nPrerequisite\nPHYS 1010\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nNondestructive Testing course list\nAcademic departments\nNDT 1500 — Introduction to Nondestructive Testing\nNDT 2100 — Visual and Penetrant Testing\nNDT 2300 — Magnetic Particle and Eddy Current Testing\nNDT 3100 — Ultrasonic Testing\nFull course catalog" }, { "url": "course-nondestructive-testing-3100.html", "title": "NDT 3100 Ultrasonic Testing", "description": "Ultrasonic Testing (NDT 3100, 4 cr). Wave propagation, transducers, calibration, thickness gauging, and flaw detection and sizing, with lab.", "headings": [ "NDT 3100 — Ultrasonic Testing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Nondestructive Testing NDT 3100 — Ultrasonic Testing\n4 credits · prerequisite: NDT 1500 · typically spring, alternate years\nCourse description\nWave propagation, transducers, calibration, thickness gauging, and flaw detection and sizing, with lab.\nUltrasonic Testing is an advanced undergraduate course in Nondestructive Testing (NDT 3100), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nNDT 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of ultrasonic Testing.\nAnalyze and solve open-ended problems in nondestructive Testing, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nUltrasonic Testing counts toward the Nondestructive Testing program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Nondestructive Testing course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Ultrasonic Testing spends time on:\nThe vocabulary of nondestructive Testing and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Nondestructive Testing department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Nondestructive Testing. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nNondestructive Testing (NDT)\nNumber\nNDT 3100\nCredits\n4\nPrerequisite\nNDT 1500\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nNondestructive Testing course list\nAcademic departments\nNDT 1500 — Introduction to Nondestructive Testing\nNDT 2100 — Visual and Penetrant Testing\nNDT 2300 — Magnetic Particle and Eddy Current Testing\nNDT 2500 — Radiographic Testing\nFull course catalog" }, { "url": "course-nondestructive-testing-3300.html", "title": "NDT 3300 Advanced Ultrasonics: Phased Array and TOFD", "description": "Advanced Ultrasonics: Phased Array and TOFD (NDT 3300, 3 cr). Phased-array and time-of-flight-diffraction setup, scanning, and analysis.", "headings": [ "NDT 3300 — Advanced Ultrasonics: Phased Array and TOFD", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Nondestructive Testing NDT 3300 — Advanced Ultrasonics: Phased Array and TOFD\n3 credits · prerequisite: NDT 3100 · typically fall\nCourse description\nPhased-array and time-of-flight-diffraction setup, scanning, and analysis.\nAdvanced Ultrasonics: Phased Array and TOFD is an advanced undergraduate course in Nondestructive Testing (NDT 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNDT 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of advanced Ultrasonics: Phased Array and TOFD.\nAnalyze and solve open-ended problems in nondestructive Testing, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAdvanced Ultrasonics: Phased Array and TOFD counts toward the Nondestructive Testing program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Nondestructive Testing course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Advanced Ultrasonics: Phased Array and TOFD spends time on:\nThe vocabulary of nondestructive Testing and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Nondestructive Testing department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Nondestructive Testing. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nNondestructive Testing (NDT)\nNumber\nNDT 3300\nCredits\n3\nPrerequisite\nNDT 3100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nNondestructive Testing course list\nAcademic departments\nNDT 1500 — Introduction to Nondestructive Testing\nNDT 2100 — Visual and Penetrant Testing\nNDT 2300 — Magnetic Particle and Eddy Current Testing\nNDT 2500 — Radiographic Testing\nFull course catalog" }, { "url": "course-nondestructive-testing-3500.html", "title": "NDT 3500 Weld Inspection and Codes", "description": "Weld Inspection and Codes (NDT 3500, 3 cr). Weld discontinuities, acceptance criteria, and applying construction and pressure-vessel codes.", "headings": [ "NDT 3500 — Weld Inspection and Codes", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Nondestructive Testing NDT 3500 — Weld Inspection and Codes\n3 credits · prerequisite: NDT 2100 · typically spring\nCourse description\nWeld discontinuities, acceptance criteria, and applying construction and pressure-vessel codes.\nWeld Inspection and Codes is an advanced undergraduate course in Nondestructive Testing (NDT 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nNDT 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of weld Inspection and Codes.\nAnalyze and solve open-ended problems in nondestructive Testing, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWeld Inspection and Codes counts toward the Nondestructive Testing program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Nondestructive Testing course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Weld Inspection and Codes spends time on:\nThe vocabulary of nondestructive Testing and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Nondestructive Testing department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Nondestructive Testing. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nNondestructive Testing (NDT)\nNumber\nNDT 3500\nCredits\n3\nPrerequisite\nNDT 2100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nNondestructive Testing course list\nAcademic departments\nNDT 1500 — Introduction to Nondestructive Testing\nNDT 2100 — Visual and Penetrant Testing\nNDT 2300 — Magnetic Particle and Eddy Current Testing\nNDT 2500 — Radiographic Testing\nFull course catalog" }, { "url": "course-nondestructive-testing-3700.html", "title": "NDT 3700 NDT Level II Preparation", "description": "NDT Level II Preparation (NDT 3700, 3 cr). Procedure writing, method-specific requirements, and preparation for certification examinations.", "headings": [ "NDT 3700 — NDT Level II Preparation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Nondestructive Testing NDT 3700 — NDT Level II Preparation\n3 credits · prerequisite: NDT 3100 · typically fall and spring\nCourse description\nProcedure writing, method-specific requirements, and preparation for certification examinations.\nNDT Level II Preparation is an advanced undergraduate course in Nondestructive Testing (NDT 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nNDT 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of nDT Level II Preparation.\nAnalyze and solve open-ended problems in nondestructive Testing, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nNDT Level II Preparation counts toward the Nondestructive Testing program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Nondestructive Testing course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of NDT Level II Preparation spends time on:\nThe vocabulary of nondestructive Testing and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Nondestructive Testing department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Nondestructive Testing. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nNondestructive Testing (NDT)\nNumber\nNDT 3700\nCredits\n3\nPrerequisite\nNDT 3100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nNondestructive Testing course list\nAcademic departments\nNDT 1500 — Introduction to Nondestructive Testing\nNDT 2100 — Visual and Penetrant Testing\nNDT 2300 — Magnetic Particle and Eddy Current Testing\nNDT 2500 — Radiographic Testing\nFull course catalog" }, { "url": "course-nondestructive-testing-4900.html", "title": "NDT 4900 NDT Capstone", "description": "NDT Capstone (NDT 4900, 3 cr). An applied inspection project on real components with a full report to code.", "headings": [ "NDT 4900 — NDT Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Nondestructive Testing NDT 4900 — NDT Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nAn applied inspection project on real components with a full report to code.\nNDT Capstone is an advanced, often capstone-level undergraduate course in Nondestructive Testing (NDT 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of nDT Capstone.\nAnalyze and solve open-ended problems in nondestructive Testing, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nNDT Capstone counts toward the Nondestructive Testing program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Nondestructive Testing course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of NDT Capstone spends time on:\nThe vocabulary of nondestructive Testing and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Nondestructive Testing department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Nondestructive Testing. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nNondestructive Testing (NDT)\nNumber\nNDT 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nNondestructive Testing course list\nAcademic departments\nNDT 1500 — Introduction to Nondestructive Testing\nNDT 2100 — Visual and Penetrant Testing\nNDT 2300 — Magnetic Particle and Eddy Current Testing\nNDT 2500 — Radiographic Testing\nFull course catalog" }, { "url": "course-nursing-2000.html", "title": "NURS 2000 Foundations of Nursing Practice", "description": "Foundations of Nursing Practice (NURS 2000, 4 cr). Nursing process, assessment, safety, documentation, and core skills practiced in the lab before clinical.", "headings": [ "NURS 2000 — Foundations of Nursing Practice", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Nursing NURS 2000 — Foundations of Nursing Practice\n4 credits · prerequisite: admission to the program · typically fall\nCourse description\nNursing process, assessment, safety, documentation, and core skills practiced in the lab before clinical.\nFoundations of Nursing Practice is a lower-division undergraduate course in Nursing (NURS 2000), carrying 4 credits, and is typically offered fall.\nPrerequisites\nadmission to the program. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of foundations of Nursing Practice.\nWork standard problems in nursing accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFoundations of Nursing Practice counts toward the Nursing program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Nursing course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Foundations of Nursing Practice spends time on:\nThe vocabulary of nursing and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Nursing department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Nursing. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nNursing (NURS)\nNumber\nNURS 2000\nCredits\n4\nPrerequisite\nadmission to the program\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nNursing course list\nNursing program\nAcademic departments\nNURS 2200 — Health Assessment\nNURS 2400 — Pharmacology for Nursing\nNURS 3000 — Adult Health Nursing I\nNURS 3200 — Mental Health Nursing\nFull course catalog" }, { "url": "course-nursing-2200.html", "title": "NURS 2200 Health Assessment", "description": "Health Assessment (NURS 2200, 3 cr). A systematic head-to-toe assessment, normal versus abnormal findings, and communicating results.", "headings": [ "NURS 2200 — Health Assessment", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Nursing NURS 2200 — Health Assessment\n3 credits · prerequisite: NURS 2000 · typically spring\nCourse description\nA systematic head-to-toe assessment, normal versus abnormal findings, and communicating results.\nHealth Assessment is a lower-division undergraduate course in Nursing (NURS 2200), carrying 3 credits, and is typically offered spring.\nPrerequisites\nNURS 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of health Assessment.\nWork standard problems in nursing accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHealth Assessment counts toward the Nursing program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Nursing course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Health Assessment spends time on:\nThe vocabulary of nursing and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Nursing department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Nursing. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nNursing (NURS)\nNumber\nNURS 2200\nCredits\n3\nPrerequisite\nNURS 2000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nNursing course list\nNursing program\nAcademic departments\nNURS 2000 — Foundations of Nursing Practice\nNURS 2400 — Pharmacology for Nursing\nNURS 3000 — Adult Health Nursing I\nNURS 3200 — Mental Health Nursing\nFull course catalog" }, { "url": "course-nursing-2400.html", "title": "NURS 2400 Pharmacology for Nursing", "description": "Pharmacology for Nursing (NURS 2400, 3 cr). Drug classes, mechanisms, interactions, safe administration, and patient teaching.", "headings": [ "NURS 2400 — Pharmacology for Nursing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Nursing NURS 2400 — Pharmacology for Nursing\n3 credits · prerequisite: NURS 2000 · typically fall and spring\nCourse description\nDrug classes, mechanisms, interactions, safe administration, and patient teaching.\nPharmacology for Nursing is a lower-division undergraduate course in Nursing (NURS 2400), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nNURS 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of pharmacology for Nursing.\nWork standard problems in nursing accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPharmacology for Nursing counts toward the Nursing program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Nursing course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Pharmacology for Nursing spends time on:\nThe vocabulary of nursing and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Nursing department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Nursing. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nNursing (NURS)\nNumber\nNURS 2400\nCredits\n3\nPrerequisite\nNURS 2000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nNursing course list\nNursing program\nAcademic departments\nNURS 2000 — Foundations of Nursing Practice\nNURS 2200 — Health Assessment\nNURS 3000 — Adult Health Nursing I\nNURS 3200 — Mental Health Nursing\nFull course catalog" }, { "url": "course-nursing-3000.html", "title": "NURS 3000 Adult Health Nursing I", "description": "Adult Health Nursing I (NURS 3000, 5 cr). Care of adults with common acute and chronic conditions, with clinical rotations in medical–surgical units.", "headings": [ "NURS 3000 — Adult Health Nursing I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Nursing NURS 3000 — Adult Health Nursing I\n5 credits · prerequisite: NURS 2200, NURS 2400 · typically fall, alternate years\nCourse description\nCare of adults with common acute and chronic conditions, with clinical rotations in medical–surgical units.\nAdult Health Nursing I is an advanced undergraduate course in Nursing (NURS 3000), carrying 5 credits, and is typically offered fall, alternate years.\nPrerequisites\nNURS 2200, NURS 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of adult Health Nursing I.\nAnalyze and solve open-ended problems in nursing, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 5-credit course, expect roughly 10–15 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAdult Health Nursing I counts toward the Nursing program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Nursing course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Adult Health Nursing I spends time on:\nThe vocabulary of nursing and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Nursing department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Nursing. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 10–15 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nNursing (NURS)\nNumber\nNURS 3000\nCredits\n5\nPrerequisite\nNURS 2200, NURS 2400\nTypically offered\nFall, alternate years\nOutside-class time\n~10–15 hrs/week\nRelated\nNursing course list\nNursing program\nAcademic departments\nNURS 2000 — Foundations of Nursing Practice\nNURS 2200 — Health Assessment\nNURS 2400 — Pharmacology for Nursing\nNURS 3200 — Mental Health Nursing\nFull course catalog" }, { "url": "course-nursing-3200.html", "title": "NURS 3200 Mental Health Nursing", "description": "Mental Health Nursing (NURS 3200, 4 cr). Therapeutic communication, common disorders, crisis, and care in inpatient and community settings, with clinical.", "headings": [ "NURS 3200 — Mental Health Nursing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Nursing NURS 3200 — Mental Health Nursing\n4 credits · prerequisite: NURS 3000 · typically spring, alternate years\nCourse description\nTherapeutic communication, common disorders, crisis, and care in inpatient and community settings, with clinical.\nMental Health Nursing is an advanced undergraduate course in Nursing (NURS 3200), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nNURS 3000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of mental Health Nursing.\nAnalyze and solve open-ended problems in nursing, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMental Health Nursing counts toward the Nursing program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Nursing course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Mental Health Nursing spends time on:\nThe vocabulary of nursing and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Nursing department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Nursing. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nNursing (NURS)\nNumber\nNURS 3200\nCredits\n4\nPrerequisite\nNURS 3000\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nNursing course list\nNursing program\nAcademic departments\nNURS 2000 — Foundations of Nursing Practice\nNURS 2200 — Health Assessment\nNURS 2400 — Pharmacology for Nursing\nNURS 3000 — Adult Health Nursing I\nFull course catalog" }, { "url": "course-nursing-3400.html", "title": "NURS 3400 Maternal and Child Nursing", "description": "Maternal and Child Nursing (NURS 3400, 5 cr). Pregnancy, birth, the newborn, and pediatric care, with clinical rotations.", "headings": [ "NURS 3400 — Maternal and Child Nursing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Nursing NURS 3400 — Maternal and Child Nursing\n5 credits · prerequisite: NURS 3000 · typically fall\nCourse description\nPregnancy, birth, the newborn, and pediatric care, with clinical rotations.\nMaternal and Child Nursing is an advanced undergraduate course in Nursing (NURS 3400), carrying 5 credits, and is typically offered fall.\nPrerequisites\nNURS 3000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of maternal and Child Nursing.\nAnalyze and solve open-ended problems in nursing, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 5-credit course, expect roughly 10–15 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMaternal and Child Nursing counts toward the Nursing program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Nursing course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Maternal and Child Nursing spends time on:\nThe vocabulary of nursing and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Nursing department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Nursing. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 10–15 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nNursing (NURS)\nNumber\nNURS 3400\nCredits\n5\nPrerequisite\nNURS 3000\nTypically offered\nFall\nOutside-class time\n~10–15 hrs/week\nRelated\nNursing course list\nNursing program\nAcademic departments\nNURS 2000 — Foundations of Nursing Practice\nNURS 2200 — Health Assessment\nNURS 2400 — Pharmacology for Nursing\nNURS 3000 — Adult Health Nursing I\nFull course catalog" }, { "url": "course-nursing-4000.html", "title": "NURS 4000 Adult Health Nursing II", "description": "Adult Health Nursing II (NURS 4000, 5 cr). Complex and critical illness, prioritization, and care of the deteriorating patient, with high-acuity clinical.", "headings": [ "NURS 4000 — Adult Health Nursing II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Nursing NURS 4000 — Adult Health Nursing II\n5 credits · prerequisite: NURS 3000 · typically spring\nCourse description\nComplex and critical illness, prioritization, and care of the deteriorating patient, with high-acuity clinical.\nAdult Health Nursing II is an advanced, often capstone-level undergraduate course in Nursing (NURS 4000), carrying 5 credits, and is typically offered spring.\nPrerequisites\nNURS 3000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of adult Health Nursing II.\nAnalyze and solve open-ended problems in nursing, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 5-credit course, expect roughly 10–15 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAdult Health Nursing II counts toward the Nursing program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Nursing course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Adult Health Nursing II spends time on:\nThe vocabulary of nursing and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Nursing department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Nursing. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 10–15 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nNursing (NURS)\nNumber\nNURS 4000\nCredits\n5\nPrerequisite\nNURS 3000\nTypically offered\nSpring\nOutside-class time\n~10–15 hrs/week\nRelated\nNursing course list\nNursing program\nAcademic departments\nNURS 2000 — Foundations of Nursing Practice\nNURS 2200 — Health Assessment\nNURS 2400 — Pharmacology for Nursing\nNURS 3000 — Adult Health Nursing I\nFull course catalog" }, { "url": "course-nursing-4200.html", "title": "NURS 4200 Community and Population Health", "description": "Community and Population Health (NURS 4200, 4 cr). Population-level assessment, prevention, health equity, and public-health nursing, with a community clinical.", "headings": [ "NURS 4200 — Community and Population Health", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Nursing NURS 4200 — Community and Population Health\n4 credits · prerequisite: NURS 3200 · typically fall and spring\nCourse description\nPopulation-level assessment, prevention, health equity, and public-health nursing, with a community clinical.\nCommunity and Population Health is an advanced, often capstone-level undergraduate course in Nursing (NURS 4200), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nNURS 3200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of community and Population Health.\nAnalyze and solve open-ended problems in nursing, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCommunity and Population Health counts toward the Nursing program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Nursing course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Community and Population Health spends time on:\nThe vocabulary of nursing and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Nursing department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Nursing. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nNursing (NURS)\nNumber\nNURS 4200\nCredits\n4\nPrerequisite\nNURS 3200\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nNursing course list\nNursing program\nAcademic departments\nNURS 2000 — Foundations of Nursing Practice\nNURS 2200 — Health Assessment\nNURS 2400 — Pharmacology for Nursing\nNURS 3000 — Adult Health Nursing I\nFull course catalog" }, { "url": "course-nursing-4900.html", "title": "NURS 4900 Nursing Capstone and Transition to Practice", "description": "Nursing Capstone and Transition to Practice (NURS 4900, 5 cr). A precepted clinical immersion, licensure-exam preparation, and a professional-role project.", "headings": [ "NURS 4900 — Nursing Capstone and Transition to Practice", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Nursing NURS 4900 — Nursing Capstone and Transition to Practice\n5 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA precepted clinical immersion, licensure-exam preparation, and a professional-role project.\nNursing Capstone and Transition to Practice is an advanced, often capstone-level undergraduate course in Nursing (NURS 4900), carrying 5 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of nursing Capstone and Transition to Practice.\nAnalyze and solve open-ended problems in nursing, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 5-credit course, expect roughly 10–15 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nNursing Capstone and Transition to Practice counts toward the Nursing program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Nursing course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Nursing Capstone and Transition to Practice spends time on:\nThe vocabulary of nursing and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Nursing department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Nursing. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 10–15 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nNursing (NURS)\nNumber\nNURS 4900\nCredits\n5\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~10–15 hrs/week\nRelated\nNursing course list\nNursing program\nAcademic departments\nNURS 2000 — Foundations of Nursing Practice\nNURS 2200 — Health Assessment\nNURS 2400 — Pharmacology for Nursing\nNURS 3000 — Adult Health Nursing I\nFull course catalog" }, { "url": "course-occupational-safety-health-1500.html", "title": "OSH 1500 Introduction to Occupational Safety and Health", "description": "Introduction to Occupational Safety and Health (OSH 1500, 3 cr). The field, regulatory framework, injury and illness data, and the elements of a safety program.", "headings": [ "OSH 1500 — Introduction to Occupational Safety and Health", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Occupational Safety & Health OSH 1500 — Introduction to Occupational Safety and Health\n3 credits · no prerequisites · typically fall\nCourse description\nThe field, regulatory framework, injury and illness data, and the elements of a safety program.\nIntroduction to Occupational Safety and Health is an introductory course in Occupational Safety & Health (OSH 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Occupational Safety and Health.\nWork standard problems in occupational Safety & Health accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Occupational Safety and Health counts toward the Occupational Safety & Health program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Occupational Safety & Health course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Occupational Safety and Health spends time on:\nThe vocabulary of occupational Safety & Health and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Occupational Safety & Health. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nOccupational Safety & Health (OSH)\nNumber\nOSH 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nOccupational Safety & Health course list\nAcademic departments\nOSH 2100 — Safety Regulations and Standards\nOSH 2300 — Hazard Recognition and Control\nOSH 2500 — Industrial Hygiene\nOSH 3100 — Safety Program Management\nFull course catalog" }, { "url": "course-occupational-safety-health-2100.html", "title": "OSH 2100 Safety Regulations and Standards", "description": "Safety Regulations and Standards (OSH 2100, 3 cr). General industry and construction standards, recordkeeping, inspections, and citations.", "headings": [ "OSH 2100 — Safety Regulations and Standards", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Occupational Safety & Health OSH 2100 — Safety Regulations and Standards\n3 credits · prerequisite: OSH 1500 · typically spring\nCourse description\nGeneral industry and construction standards, recordkeeping, inspections, and citations.\nSafety Regulations and Standards is a lower-division undergraduate course in Occupational Safety & Health (OSH 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nOSH 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of safety Regulations and Standards.\nWork standard problems in occupational Safety & Health accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSafety Regulations and Standards counts toward the Occupational Safety & Health program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Occupational Safety & Health course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Safety Regulations and Standards spends time on:\nThe vocabulary of occupational Safety & Health and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Occupational Safety & Health department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Occupational Safety & Health. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nOccupational Safety & Health (OSH)\nNumber\nOSH 2100\nCredits\n3\nPrerequisite\nOSH 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nOccupational Safety & Health course list\nAcademic departments\nOSH 1500 — Introduction to Occupational Safety and Health\nOSH 2300 — Hazard Recognition and Control\nOSH 2500 — Industrial Hygiene\nOSH 3100 — Safety Program Management\nFull course catalog" }, { "url": "course-occupational-safety-health-2300.html", "title": "OSH 2300 Hazard Recognition and Control", "description": "Hazard Recognition and Control (OSH 2300, 3 cr). Identifying mechanical, electrical, chemical, and ergonomic hazards and applying the hierarchy of controls.", "headings": [ "OSH 2300 — Hazard Recognition and Control", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Occupational Safety & Health OSH 2300 — Hazard Recognition and Control\n3 credits · prerequisite: OSH 1500 · typically fall and spring\nCourse description\nIdentifying mechanical, electrical, chemical, and ergonomic hazards and applying the hierarchy of controls.\nHazard Recognition and Control is a lower-division undergraduate course in Occupational Safety & Health (OSH 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nOSH 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of hazard Recognition and Control.\nWork standard problems in occupational Safety & Health accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHazard Recognition and Control counts toward the Occupational Safety & Health program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Occupational Safety & Health course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Hazard Recognition and Control spends time on:\nThe vocabulary of occupational Safety & Health and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Occupational Safety & Health department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Occupational Safety & Health. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nOccupational Safety & Health (OSH)\nNumber\nOSH 2300\nCredits\n3\nPrerequisite\nOSH 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nOccupational Safety & Health course list\nAcademic departments\nOSH 1500 — Introduction to Occupational Safety and Health\nOSH 2100 — Safety Regulations and Standards\nOSH 2500 — Industrial Hygiene\nOSH 3100 — Safety Program Management\nFull course catalog" }, { "url": "course-occupational-safety-health-2500.html", "title": "OSH 2500 Industrial Hygiene", "description": "Industrial Hygiene (OSH 2500, 4 cr). Recognizing, evaluating, and controlling chemical, noise, and physical exposures, with sampling in the lab.", "headings": [ "OSH 2500 — Industrial Hygiene", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Occupational Safety & Health OSH 2500 — Industrial Hygiene\n4 credits · prerequisite: CHEM 1050 · typically fall, alternate years\nCourse description\nRecognizing, evaluating, and controlling chemical, noise, and physical exposures, with sampling in the lab.\nIndustrial Hygiene is a lower-division undergraduate course in Occupational Safety & Health (OSH 2500), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nCHEM 1050. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of industrial Hygiene.\nWork standard problems in occupational Safety & Health accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIndustrial Hygiene counts toward the Occupational Safety & Health program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Occupational Safety & Health course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Industrial Hygiene spends time on:\nThe vocabulary of occupational Safety & Health and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Occupational Safety & Health department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Occupational Safety & Health. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nOccupational Safety & Health (OSH)\nNumber\nOSH 2500\nCredits\n4\nPrerequisite\nCHEM 1050\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nOccupational Safety & Health course list\nAcademic departments\nOSH 1500 — Introduction to Occupational Safety and Health\nOSH 2100 — Safety Regulations and Standards\nOSH 2300 — Hazard Recognition and Control\nOSH 3100 — Safety Program Management\nFull course catalog" }, { "url": "course-occupational-safety-health-3100.html", "title": "OSH 3100 Safety Program Management", "description": "Safety Program Management (OSH 3100, 3 cr). Building and auditing a safety management system, metrics, and leadership engagement.", "headings": [ "OSH 3100 — Safety Program Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Occupational Safety & Health OSH 3100 — Safety Program Management\n3 credits · prerequisite: OSH 2100 · typically spring, alternate years\nCourse description\nBuilding and auditing a safety management system, metrics, and leadership engagement.\nSafety Program Management is an advanced undergraduate course in Occupational Safety & Health (OSH 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nOSH 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of safety Program Management.\nAnalyze and solve open-ended problems in occupational Safety & Health, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSafety Program Management counts toward the Occupational Safety & Health program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Occupational Safety & Health course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Safety Program Management spends time on:\nThe vocabulary of occupational Safety & Health and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Occupational Safety & Health department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Occupational Safety & Health. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nOccupational Safety & Health (OSH)\nNumber\nOSH 3100\nCredits\n3\nPrerequisite\nOSH 2100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nOccupational Safety & Health course list\nAcademic departments\nOSH 1500 — Introduction to Occupational Safety and Health\nOSH 2100 — Safety Regulations and Standards\nOSH 2300 — Hazard Recognition and Control\nOSH 2500 — Industrial Hygiene\nFull course catalog" }, { "url": "course-occupational-safety-health-3300.html", "title": "OSH 3300 Fire Protection and Emergency Preparedness", "description": "Fire Protection and Emergency Preparedness (OSH 3300, 3 cr). Fire dynamics, suppression and detection systems, life safety, and emergency action plans.", "headings": [ "OSH 3300 — Fire Protection and Emergency Preparedness", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Occupational Safety & Health OSH 3300 — Fire Protection and Emergency Preparedness\n3 credits · prerequisite: OSH 1500 · typically fall\nCourse description\nFire dynamics, suppression and detection systems, life safety, and emergency action plans.\nFire Protection and Emergency Preparedness is an advanced undergraduate course in Occupational Safety & Health (OSH 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nOSH 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of fire Protection and Emergency Preparedness.\nAnalyze and solve open-ended problems in occupational Safety & Health, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFire Protection and Emergency Preparedness counts toward the Occupational Safety & Health program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Occupational Safety & Health course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Fire Protection and Emergency Preparedness spends time on:\nThe vocabulary of occupational Safety & Health and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Occupational Safety & Health department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Occupational Safety & Health. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nOccupational Safety & Health (OSH)\nNumber\nOSH 3300\nCredits\n3\nPrerequisite\nOSH 1500\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nOccupational Safety & Health course list\nAcademic departments\nOSH 1500 — Introduction to Occupational Safety and Health\nOSH 2100 — Safety Regulations and Standards\nOSH 2300 — Hazard Recognition and Control\nOSH 2500 — Industrial Hygiene\nFull course catalog" }, { "url": "course-occupational-safety-health-3500.html", "title": "OSH 3500 Ergonomics and Human Factors", "description": "Ergonomics and Human Factors (OSH 3500, 3 cr). Assessing musculoskeletal risk and designing tasks, tools, and workstations to fit people.", "headings": [ "OSH 3500 — Ergonomics and Human Factors", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Occupational Safety & Health OSH 3500 — Ergonomics and Human Factors\n3 credits · prerequisite: OSH 2300 · typically spring\nCourse description\nAssessing musculoskeletal risk and designing tasks, tools, and workstations to fit people.\nErgonomics and Human Factors is an advanced undergraduate course in Occupational Safety & Health (OSH 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nOSH 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of ergonomics and Human Factors.\nAnalyze and solve open-ended problems in occupational Safety & Health, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nErgonomics and Human Factors counts toward the Occupational Safety & Health program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Occupational Safety & Health course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Ergonomics and Human Factors spends time on:\nThe vocabulary of occupational Safety & Health and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Occupational Safety & Health department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Occupational Safety & Health. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nOccupational Safety & Health (OSH)\nNumber\nOSH 3500\nCredits\n3\nPrerequisite\nOSH 2300\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nOccupational Safety & Health course list\nAcademic departments\nOSH 1500 — Introduction to Occupational Safety and Health\nOSH 2100 — Safety Regulations and Standards\nOSH 2300 — Hazard Recognition and Control\nOSH 2500 — Industrial Hygiene\nFull course catalog" }, { "url": "course-occupational-safety-health-3700.html", "title": "OSH 3700 Construction Safety", "description": "Construction Safety (OSH 3700, 3 cr). Fall protection, excavation, cranes, electrical, and the multi-employer job site.", "headings": [ "OSH 3700 — Construction Safety", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Occupational Safety & Health OSH 3700 — Construction Safety\n3 credits · prerequisite: OSH 2100 · typically fall and spring\nCourse description\nFall protection, excavation, cranes, electrical, and the multi-employer job site.\nConstruction Safety is an advanced undergraduate course in Occupational Safety & Health (OSH 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nOSH 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of construction Safety.\nAnalyze and solve open-ended problems in occupational Safety & Health, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nConstruction Safety counts toward the Occupational Safety & Health program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Occupational Safety & Health course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Construction Safety spends time on:\nThe vocabulary of occupational Safety & Health and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Occupational Safety & Health department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Occupational Safety & Health. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nOccupational Safety & Health (OSH)\nNumber\nOSH 3700\nCredits\n3\nPrerequisite\nOSH 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nOccupational Safety & Health course list\nAcademic departments\nOSH 1500 — Introduction to Occupational Safety and Health\nOSH 2100 — Safety Regulations and Standards\nOSH 2300 — Hazard Recognition and Control\nOSH 2500 — Industrial Hygiene\nFull course catalog" }, { "url": "course-occupational-safety-health-4900.html", "title": "OSH 4900 OSH Capstone and Internship", "description": "OSH Capstone and Internship (OSH 4900, 4 cr). A supervised placement with an employer or agency plus an integrative safety project.", "headings": [ "OSH 4900 — OSH Capstone and Internship", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Occupational Safety & Health OSH 4900 — OSH Capstone and Internship\n4 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA supervised placement with an employer or agency plus an integrative safety project.\nOSH Capstone and Internship is an advanced, often capstone-level undergraduate course in Occupational Safety & Health (OSH 4900), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of oSH Capstone and Internship.\nAnalyze and solve open-ended problems in occupational Safety & Health, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nOSH Capstone and Internship counts toward the Occupational Safety & Health program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Occupational Safety & Health course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of OSH Capstone and Internship spends time on:\nThe vocabulary of occupational Safety & Health and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Occupational Safety & Health department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Occupational Safety & Health. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nOccupational Safety & Health (OSH)\nNumber\nOSH 4900\nCredits\n4\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nOccupational Safety & Health course list\nAcademic departments\nOSH 1500 — Introduction to Occupational Safety and Health\nOSH 2100 — Safety Regulations and Standards\nOSH 2300 — Hazard Recognition and Control\nOSH 2500 — Industrial Hygiene\nFull course catalog" }, { "url": "course-packaging-1500.html", "title": "PKG 1500 Introduction to Packaging", "description": "Introduction to Packaging (PKG 1500, 3 cr). Packaging functions, the distribution environment, common materials and formats, and the regulatory and sustainability context.", "headings": [ "PKG 1500 — Introduction to Packaging", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Packaging Technology PKG 1500 — Introduction to Packaging\n3 credits · no prerequisites · typically fall\nCourse description\nPackaging functions, the distribution environment, common materials and formats, and the regulatory and sustainability context.\nIntroduction to Packaging is an introductory course in Packaging Technology (PKG 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Packaging.\nWork standard problems in packaging Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Packaging counts toward the Packaging Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Packaging Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Packaging spends time on:\nThe vocabulary of packaging Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Packaging Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPackaging Technology (PKG)\nNumber\nPKG 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nPackaging Technology course list\nPackaging Technology program\nAcademic departments\nPKG 2200 — Packaging Materials\nPKG 2500 — Package Design and Development\nPKG 3100 — Distribution Packaging and Testing\nPKG 3300 — Packaging Machinery and Line Integration\nFull course catalog" }, { "url": "course-packaging-2200.html", "title": "PKG 2200 Packaging Materials", "description": "Packaging Materials (PKG 2200, 3 cr). Paper and board, glass, metal, and plastics for packaging; barrier properties; and matching a material to a product.", "headings": [ "PKG 2200 — Packaging Materials", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Packaging Technology PKG 2200 — Packaging Materials\n3 credits · prerequisite: CHEM 1050 · typically spring\nCourse description\nPaper and board, glass, metal, and plastics for packaging; barrier properties; and matching a material to a product.\nPackaging Materials is a lower-division undergraduate course in Packaging Technology (PKG 2200), carrying 3 credits, and is typically offered spring.\nPrerequisites\nCHEM 1050. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of packaging Materials.\nWork standard problems in packaging Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPackaging Materials counts toward the Packaging Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Packaging Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Packaging Materials spends time on:\nThe vocabulary of packaging Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Packaging Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Packaging Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPackaging Technology (PKG)\nNumber\nPKG 2200\nCredits\n3\nPrerequisite\nCHEM 1050\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nPackaging Technology course list\nPackaging Technology program\nAcademic departments\nPKG 1500 — Introduction to Packaging\nPKG 2500 — Package Design and Development\nPKG 3100 — Distribution Packaging and Testing\nPKG 3300 — Packaging Machinery and Line Integration\nFull course catalog" }, { "url": "course-packaging-2500.html", "title": "PKG 2500 Package Design and Development", "description": "Package Design and Development (PKG 2500, 3 cr). The development process from brief to specification, structural design, and prototyping cartons and containers.", "headings": [ "PKG 2500 — Package Design and Development", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Packaging Technology PKG 2500 — Package Design and Development\n3 credits · prerequisite: PKG 1500 · typically fall and spring\nCourse description\nThe development process from brief to specification, structural design, and prototyping cartons and containers.\nPackage Design and Development is a lower-division undergraduate course in Packaging Technology (PKG 2500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nPKG 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of package Design and Development.\nWork standard problems in packaging Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPackage Design and Development counts toward the Packaging Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Packaging Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Package Design and Development spends time on:\nThe vocabulary of packaging Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Packaging Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Packaging Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPackaging Technology (PKG)\nNumber\nPKG 2500\nCredits\n3\nPrerequisite\nPKG 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nPackaging Technology course list\nPackaging Technology program\nAcademic departments\nPKG 1500 — Introduction to Packaging\nPKG 2200 — Packaging Materials\nPKG 3100 — Distribution Packaging and Testing\nPKG 3300 — Packaging Machinery and Line Integration\nFull course catalog" }, { "url": "course-packaging-3100.html", "title": "PKG 3100 Distribution Packaging and Testing", "description": "Distribution Packaging and Testing (PKG 3100, 4 cr). Hazards of shipping — shock, vibration, compression, climate — and the standardized tests that qualify a package, run in the lab.", "headings": [ "PKG 3100 — Distribution Packaging and Testing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Packaging Technology PKG 3100 — Distribution Packaging and Testing\n4 credits · prerequisite: PKG 2200 · typically fall, alternate years\nCourse description\nHazards of shipping — shock, vibration, compression, climate — and the standardized tests that qualify a package, run in the lab.\nDistribution Packaging and Testing is an advanced undergraduate course in Packaging Technology (PKG 3100), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nPKG 2200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of distribution Packaging and Testing.\nAnalyze and solve open-ended problems in packaging Technology, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDistribution Packaging and Testing counts toward the Packaging Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Packaging Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Distribution Packaging and Testing spends time on:\nThe vocabulary of packaging Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Packaging Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Packaging Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPackaging Technology (PKG)\nNumber\nPKG 3100\nCredits\n4\nPrerequisite\nPKG 2200\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nPackaging Technology course list\nPackaging Technology program\nAcademic departments\nPKG 1500 — Introduction to Packaging\nPKG 2200 — Packaging Materials\nPKG 2500 — Package Design and Development\nPKG 3300 — Packaging Machinery and Line Integration\nFull course catalog" }, { "url": "course-packaging-3300.html", "title": "PKG 3300 Packaging Machinery and Line Integration", "description": "Packaging Machinery and Line Integration (PKG 3300, 3 cr). Filling, sealing, labeling, and case packing equipment, line speed and efficiency, and changeover.", "headings": [ "PKG 3300 — Packaging Machinery and Line Integration", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Packaging Technology PKG 3300 — Packaging Machinery and Line Integration\n3 credits · prerequisite: PKG 2500 · typically spring, alternate years\nCourse description\nFilling, sealing, labeling, and case packing equipment, line speed and efficiency, and changeover.\nPackaging Machinery and Line Integration is an advanced undergraduate course in Packaging Technology (PKG 3300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nPKG 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of packaging Machinery and Line Integration.\nAnalyze and solve open-ended problems in packaging Technology, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPackaging Machinery and Line Integration counts toward the Packaging Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Packaging Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Packaging Machinery and Line Integration spends time on:\nThe vocabulary of packaging Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Packaging Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Packaging Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPackaging Technology (PKG)\nNumber\nPKG 3300\nCredits\n3\nPrerequisite\nPKG 2500\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nPackaging Technology course list\nPackaging Technology program\nAcademic departments\nPKG 1500 — Introduction to Packaging\nPKG 2200 — Packaging Materials\nPKG 2500 — Package Design and Development\nPKG 3100 — Distribution Packaging and Testing\nFull course catalog" }, { "url": "course-packaging-3500.html", "title": "PKG 3500 Food and Pharmaceutical Packaging", "description": "Food and Pharmaceutical Packaging (PKG 3500, 3 cr). Shelf life, migration, tamper evidence, serialization, and the regulations specific to these products.", "headings": [ "PKG 3500 — Food and Pharmaceutical Packaging", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Packaging Technology PKG 3500 — Food and Pharmaceutical Packaging\n3 credits · prerequisite: PKG 2200 · typically fall\nCourse description\nShelf life, migration, tamper evidence, serialization, and the regulations specific to these products.\nFood and Pharmaceutical Packaging is an advanced undergraduate course in Packaging Technology (PKG 3500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nPKG 2200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of food and Pharmaceutical Packaging.\nAnalyze and solve open-ended problems in packaging Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFood and Pharmaceutical Packaging counts toward the Packaging Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Packaging Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Food and Pharmaceutical Packaging spends time on:\nThe vocabulary of packaging Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Packaging Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Packaging Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPackaging Technology (PKG)\nNumber\nPKG 3500\nCredits\n3\nPrerequisite\nPKG 2200\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nPackaging Technology course list\nPackaging Technology program\nAcademic departments\nPKG 1500 — Introduction to Packaging\nPKG 2200 — Packaging Materials\nPKG 2500 — Package Design and Development\nPKG 3100 — Distribution Packaging and Testing\nFull course catalog" }, { "url": "course-packaging-3700.html", "title": "PKG 3700 Sustainable Packaging", "description": "Sustainable Packaging (PKG 3700, 3 cr). Source reduction, recyclability, compostability, recycled content, and defensible environmental claims.", "headings": [ "PKG 3700 — Sustainable Packaging", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Packaging Technology PKG 3700 — Sustainable Packaging\n3 credits · prerequisite: PKG 2200 · typically spring\nCourse description\nSource reduction, recyclability, compostability, recycled content, and defensible environmental claims.\nSustainable Packaging is an advanced undergraduate course in Packaging Technology (PKG 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nPKG 2200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sustainable Packaging.\nAnalyze and solve open-ended problems in packaging Technology, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSustainable Packaging counts toward the Packaging Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Packaging Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sustainable Packaging spends time on:\nThe vocabulary of packaging Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Packaging Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Packaging Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPackaging Technology (PKG)\nNumber\nPKG 3700\nCredits\n3\nPrerequisite\nPKG 2200\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nPackaging Technology course list\nPackaging Technology program\nAcademic departments\nPKG 1500 — Introduction to Packaging\nPKG 2200 — Packaging Materials\nPKG 2500 — Package Design and Development\nPKG 3100 — Distribution Packaging and Testing\nFull course catalog" }, { "url": "course-packaging-4100.html", "title": "PKG 4100 Packaging Project Management", "description": "Packaging Project Management (PKG 4100, 3 cr). Running a packaging development project across functions, suppliers, and timelines.", "headings": [ "PKG 4100 — Packaging Project Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Packaging Technology PKG 4100 — Packaging Project Management\n3 credits · prerequisite: junior standing · typically fall and spring\nCourse description\nRunning a packaging development project across functions, suppliers, and timelines.\nPackaging Project Management is an advanced, often capstone-level undergraduate course in Packaging Technology (PKG 4100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\njunior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of packaging Project Management.\nAnalyze and solve open-ended problems in packaging Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPackaging Project Management counts toward the Packaging Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Packaging Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Packaging Project Management spends time on:\nThe vocabulary of packaging Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Packaging Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Packaging Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPackaging Technology (PKG)\nNumber\nPKG 4100\nCredits\n3\nPrerequisite\njunior standing\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nPackaging Technology course list\nPackaging Technology program\nAcademic departments\nPKG 1500 — Introduction to Packaging\nPKG 2200 — Packaging Materials\nPKG 2500 — Package Design and Development\nPKG 3100 — Distribution Packaging and Testing\nFull course catalog" }, { "url": "course-packaging-4900.html", "title": "PKG 4900 Senior Design", "description": "Senior Design (PKG 4900, 3 cr). A team develops and validates a packaging solution for a sponsor against distribution, cost, and sustainability targets.", "headings": [ "PKG 4900 — Senior Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Packaging Technology PKG 4900 — Senior Design\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA team develops and validates a packaging solution for a sponsor against distribution, cost, and sustainability targets.\nSenior Design is an advanced, often capstone-level undergraduate course in Packaging Technology (PKG 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of senior Design.\nAnalyze and solve open-ended problems in packaging Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSenior Design counts toward the Packaging Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Packaging Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Senior Design spends time on:\nThe vocabulary of packaging Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Packaging Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Packaging Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPackaging Technology (PKG)\nNumber\nPKG 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nPackaging Technology course list\nPackaging Technology program\nAcademic departments\nPKG 1500 — Introduction to Packaging\nPKG 2200 — Packaging Materials\nPKG 2500 — Package Design and Development\nPKG 3100 — Distribution Packaging and Testing\nFull course catalog" }, { "url": "course-parks-natural-resources-1500.html", "title": "PARK 1500 Introduction to Natural Resource Management", "description": "Introduction to Natural Resource Management (PARK 1500, 3 cr). Land ownership and agencies, conservation history, and the tension between use and preservation.", "headings": [ "PARK 1500 — Introduction to Natural Resource Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Parks & Natural Resource Management PARK 1500 — Introduction to Natural Resource Management\n3 credits · no prerequisites · typically fall\nCourse description\nLand ownership and agencies, conservation history, and the tension between use and preservation.\nIntroduction to Natural Resource Management is an introductory course in Parks & Natural Resource Management (PARK 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Natural Resource Management.\nWork standard problems in parks & Natural Resource Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Natural Resource Management counts toward the Parks & Natural Resource Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Parks & Natural Resource Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Natural Resource Management spends time on:\nThe vocabulary of parks & Natural Resource Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Parks & Natural Resource Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nParks & Natural Resource Management (PARK)\nNumber\nPARK 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nParks & Natural Resource Management course list\nAcademic departments\nPARK 2100 — Wildlife Ecology and Management\nPARK 2300 — Forest Ecology and Measurements\nPARK 2500 — Park Planning and Design\nPARK 3100 — Recreation Resource Management\nFull course catalog" }, { "url": "course-parks-natural-resources-2100.html", "title": "PARK 2100 Wildlife Ecology and Management", "description": "Wildlife Ecology and Management (PARK 2100, 4 cr). Populations, habitat, surveys, harvest management, and human–wildlife conflict, with field methods.", "headings": [ "PARK 2100 — Wildlife Ecology and Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Parks & Natural Resource Management PARK 2100 — Wildlife Ecology and Management\n4 credits · prerequisite: BIOL 1010 · typically spring\nCourse description\nPopulations, habitat, surveys, harvest management, and human–wildlife conflict, with field methods.\nWildlife Ecology and Management is a lower-division undergraduate course in Parks & Natural Resource Management (PARK 2100), carrying 4 credits, and is typically offered spring.\nPrerequisites\nBIOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of wildlife Ecology and Management.\nWork standard problems in parks & Natural Resource Management accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWildlife Ecology and Management counts toward the Parks & Natural Resource Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Parks & Natural Resource Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Wildlife Ecology and Management spends time on:\nThe vocabulary of parks & Natural Resource Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Parks & Natural Resource Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Parks & Natural Resource Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nParks & Natural Resource Management (PARK)\nNumber\nPARK 2100\nCredits\n4\nPrerequisite\nBIOL 1010\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nParks & Natural Resource Management course list\nAcademic departments\nPARK 1500 — Introduction to Natural Resource Management\nPARK 2300 — Forest Ecology and Measurements\nPARK 2500 — Park Planning and Design\nPARK 3100 — Recreation Resource Management\nFull course catalog" }, { "url": "course-parks-natural-resources-2300.html", "title": "PARK 2300 Forest Ecology and Measurements", "description": "Forest Ecology and Measurements (PARK 2300, 4 cr). Stand dynamics, inventory, growth and yield, and silviculture basics, with fieldwork.", "headings": [ "PARK 2300 — Forest Ecology and Measurements", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Parks & Natural Resource Management PARK 2300 — Forest Ecology and Measurements\n4 credits · prerequisite: BIOL 1020 · typically fall and spring\nCourse description\nStand dynamics, inventory, growth and yield, and silviculture basics, with fieldwork.\nForest Ecology and Measurements is a lower-division undergraduate course in Parks & Natural Resource Management (PARK 2300), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nBIOL 1020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of forest Ecology and Measurements.\nWork standard problems in parks & Natural Resource Management accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nForest Ecology and Measurements counts toward the Parks & Natural Resource Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Parks & Natural Resource Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Forest Ecology and Measurements spends time on:\nThe vocabulary of parks & Natural Resource Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Parks & Natural Resource Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Parks & Natural Resource Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nParks & Natural Resource Management (PARK)\nNumber\nPARK 2300\nCredits\n4\nPrerequisite\nBIOL 1020\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nParks & Natural Resource Management course list\nAcademic departments\nPARK 1500 — Introduction to Natural Resource Management\nPARK 2100 — Wildlife Ecology and Management\nPARK 2500 — Park Planning and Design\nPARK 3100 — Recreation Resource Management\nFull course catalog" }, { "url": "course-parks-natural-resources-2500.html", "title": "PARK 2500 Park Planning and Design", "description": "Park Planning and Design (PARK 2500, 3 cr). Site inventory, carrying capacity, trail and facility layout, and management plans.", "headings": [ "PARK 2500 — Park Planning and Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Parks & Natural Resource Management PARK 2500 — Park Planning and Design\n3 credits · prerequisite: PARK 1500 · typically fall, alternate years\nCourse description\nSite inventory, carrying capacity, trail and facility layout, and management plans.\nPark Planning and Design is a lower-division undergraduate course in Parks & Natural Resource Management (PARK 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nPARK 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of park Planning and Design.\nWork standard problems in parks & Natural Resource Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPark Planning and Design counts toward the Parks & Natural Resource Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Parks & Natural Resource Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Park Planning and Design spends time on:\nThe vocabulary of parks & Natural Resource Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Parks & Natural Resource Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Parks & Natural Resource Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nParks & Natural Resource Management (PARK)\nNumber\nPARK 2500\nCredits\n3\nPrerequisite\nPARK 1500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nParks & Natural Resource Management course list\nAcademic departments\nPARK 1500 — Introduction to Natural Resource Management\nPARK 2100 — Wildlife Ecology and Management\nPARK 2300 — Forest Ecology and Measurements\nPARK 3100 — Recreation Resource Management\nFull course catalog" }, { "url": "course-parks-natural-resources-3100.html", "title": "PARK 3100 Recreation Resource Management", "description": "Recreation Resource Management (PARK 3100, 3 cr). Visitor use, impacts, permitting, interpretation, and managing recreation on public land.", "headings": [ "PARK 3100 — Recreation Resource Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Parks & Natural Resource Management PARK 3100 — Recreation Resource Management\n3 credits · prerequisite: PARK 1500 · typically spring, alternate years\nCourse description\nVisitor use, impacts, permitting, interpretation, and managing recreation on public land.\nRecreation Resource Management is an advanced undergraduate course in Parks & Natural Resource Management (PARK 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nPARK 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of recreation Resource Management.\nAnalyze and solve open-ended problems in parks & Natural Resource Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRecreation Resource Management counts toward the Parks & Natural Resource Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Parks & Natural Resource Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Recreation Resource Management spends time on:\nThe vocabulary of parks & Natural Resource Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Parks & Natural Resource Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Parks & Natural Resource Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nParks & Natural Resource Management (PARK)\nNumber\nPARK 3100\nCredits\n3\nPrerequisite\nPARK 1500\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nParks & Natural Resource Management course list\nAcademic departments\nPARK 1500 — Introduction to Natural Resource Management\nPARK 2100 — Wildlife Ecology and Management\nPARK 2300 — Forest Ecology and Measurements\nPARK 2500 — Park Planning and Design\nFull course catalog" }, { "url": "course-parks-natural-resources-3300.html", "title": "PARK 3300 Water and Soil Conservation", "description": "Water and Soil Conservation (PARK 3300, 3 cr). Watershed processes, erosion, best management practices, and stream and wetland protection.", "headings": [ "PARK 3300 — Water and Soil Conservation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Parks & Natural Resource Management PARK 3300 — Water and Soil Conservation\n3 credits · prerequisite: PARK 1500 · typically fall\nCourse description\nWatershed processes, erosion, best management practices, and stream and wetland protection.\nWater and Soil Conservation is an advanced undergraduate course in Parks & Natural Resource Management (PARK 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nPARK 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of water and Soil Conservation.\nAnalyze and solve open-ended problems in parks & Natural Resource Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWater and Soil Conservation counts toward the Parks & Natural Resource Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Parks & Natural Resource Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Water and Soil Conservation spends time on:\nThe vocabulary of parks & Natural Resource Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Parks & Natural Resource Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Parks & Natural Resource Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nParks & Natural Resource Management (PARK)\nNumber\nPARK 3300\nCredits\n3\nPrerequisite\nPARK 1500\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nParks & Natural Resource Management course list\nAcademic departments\nPARK 1500 — Introduction to Natural Resource Management\nPARK 2100 — Wildlife Ecology and Management\nPARK 2300 — Forest Ecology and Measurements\nPARK 2500 — Park Planning and Design\nFull course catalog" }, { "url": "course-parks-natural-resources-3500.html", "title": "PARK 3500 Fire Ecology and Management", "description": "Fire Ecology and Management (PARK 3500, 3 cr). Fire regimes, fuels, prescribed burning, and wildland fire policy and operations.", "headings": [ "PARK 3500 — Fire Ecology and Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Parks & Natural Resource Management PARK 3500 — Fire Ecology and Management\n3 credits · prerequisite: PARK 2300 · typically spring\nCourse description\nFire regimes, fuels, prescribed burning, and wildland fire policy and operations.\nFire Ecology and Management is an advanced undergraduate course in Parks & Natural Resource Management (PARK 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nPARK 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of fire Ecology and Management.\nAnalyze and solve open-ended problems in parks & Natural Resource Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFire Ecology and Management counts toward the Parks & Natural Resource Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Parks & Natural Resource Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Fire Ecology and Management spends time on:\nThe vocabulary of parks & Natural Resource Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Parks & Natural Resource Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Parks & Natural Resource Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nParks & Natural Resource Management (PARK)\nNumber\nPARK 3500\nCredits\n3\nPrerequisite\nPARK 2300\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nParks & Natural Resource Management course list\nAcademic departments\nPARK 1500 — Introduction to Natural Resource Management\nPARK 2100 — Wildlife Ecology and Management\nPARK 2300 — Forest Ecology and Measurements\nPARK 2500 — Park Planning and Design\nFull course catalog" }, { "url": "course-parks-natural-resources-3700.html", "title": "PARK 3700 GIS for Natural Resources", "description": "GIS for Natural Resources (PARK 3700, 3 cr). Spatial data, analysis, and mapping for habitat, inventory, and planning applications.", "headings": [ "PARK 3700 — GIS for Natural Resources", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Parks & Natural Resource Management PARK 3700 — GIS for Natural Resources\n3 credits · no prerequisites · typically fall and spring\nCourse description\nSpatial data, analysis, and mapping for habitat, inventory, and planning applications.\nGIS for Natural Resources is an advanced undergraduate course in Parks & Natural Resource Management (PARK 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of gIS for Natural Resources.\nAnalyze and solve open-ended problems in parks & Natural Resource Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGIS for Natural Resources counts toward the Parks & Natural Resource Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Parks & Natural Resource Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of GIS for Natural Resources spends time on:\nThe vocabulary of parks & Natural Resource Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Parks & Natural Resource Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nParks & Natural Resource Management (PARK)\nNumber\nPARK 3700\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nParks & Natural Resource Management course list\nAcademic departments\nPARK 1500 — Introduction to Natural Resource Management\nPARK 2100 — Wildlife Ecology and Management\nPARK 2300 — Forest Ecology and Measurements\nPARK 2500 — Park Planning and Design\nFull course catalog" }, { "url": "course-parks-natural-resources-4900.html", "title": "PARK 4900 Natural Resources Capstone", "description": "Natural Resources Capstone (PARK 4900, 4 cr). A management plan or applied study for a park, forest, or agency partner.", "headings": [ "PARK 4900 — Natural Resources Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Parks & Natural Resource Management PARK 4900 — Natural Resources Capstone\n4 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA management plan or applied study for a park, forest, or agency partner.\nNatural Resources Capstone is an advanced, often capstone-level undergraduate course in Parks & Natural Resource Management (PARK 4900), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of natural Resources Capstone.\nAnalyze and solve open-ended problems in parks & Natural Resource Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nNatural Resources Capstone counts toward the Parks & Natural Resource Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Parks & Natural Resource Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Natural Resources Capstone spends time on:\nThe vocabulary of parks & Natural Resource Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Parks & Natural Resource Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Parks & Natural Resource Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nParks & Natural Resource Management (PARK)\nNumber\nPARK 4900\nCredits\n4\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nParks & Natural Resource Management course list\nAcademic departments\nPARK 1500 — Introduction to Natural Resource Management\nPARK 2100 — Wildlife Ecology and Management\nPARK 2300 — Forest Ecology and Measurements\nPARK 2500 — Park Planning and Design\nFull course catalog" }, { "url": "course-philosophy-1000.html", "title": "PHIL 1000 Introduction to Philosophy", "description": "Introduction to Philosophy (PHIL 1000, 3 cr). Central problems — free will, the mind, knowledge, God, and the good life — through primary readings.", "headings": [ "PHIL 1000 — Introduction to Philosophy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Philosophy PHIL 1000 — Introduction to Philosophy\n3 credits · no prerequisites · typically fall\nCourse description\nCentral problems — free will, the mind, knowledge, God, and the good life — through primary readings.\nIntroduction to Philosophy is an introductory course in Philosophy (PHIL 1000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Philosophy.\nWork standard problems in philosophy accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Philosophy counts toward the Philosophy program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Philosophy course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Philosophy spends time on:\nThe vocabulary of philosophy and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Philosophy. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPhilosophy (PHIL)\nNumber\nPHIL 1000\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nPhilosophy course list\nAcademic departments\nPHIL 1200 — Critical Thinking\nPHIL 2100 — Formal Logic\nPHIL 2300 — Ethics\nPHIL 2500 — Philosophy of Science\nFull course catalog" }, { "url": "course-philosophy-1200.html", "title": "PHIL 1200 Critical Thinking", "description": "Critical Thinking (PHIL 1200, 3 cr). Arguments, fallacies, evidence, probability, and reasoning well about everyday and public questions.", "headings": [ "PHIL 1200 — Critical Thinking", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Philosophy PHIL 1200 — Critical Thinking\n3 credits · no prerequisites · typically spring\nCourse description\nArguments, fallacies, evidence, probability, and reasoning well about everyday and public questions.\nCritical Thinking is an introductory course in Philosophy (PHIL 1200), carrying 3 credits, and is typically offered spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of critical Thinking.\nWork standard problems in philosophy accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCritical Thinking counts toward the Philosophy program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Philosophy course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Critical Thinking spends time on:\nThe vocabulary of philosophy and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Philosophy. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPhilosophy (PHIL)\nNumber\nPHIL 1200\nCredits\n3\nPrerequisite\nNone\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nPhilosophy course list\nAcademic departments\nPHIL 1000 — Introduction to Philosophy\nPHIL 2100 — Formal Logic\nPHIL 2300 — Ethics\nPHIL 2500 — Philosophy of Science\nFull course catalog" }, { "url": "course-philosophy-2100.html", "title": "PHIL 2100 Formal Logic", "description": "Formal Logic (PHIL 2100, 3 cr). Propositional and predicate logic, translation, proofs, and the concepts of validity and soundness.", "headings": [ "PHIL 2100 — Formal Logic", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Philosophy PHIL 2100 — Formal Logic\n3 credits · no prerequisites · typically fall and spring\nCourse description\nPropositional and predicate logic, translation, proofs, and the concepts of validity and soundness.\nFormal Logic is a lower-division undergraduate course in Philosophy (PHIL 2100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of formal Logic.\nWork standard problems in philosophy accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFormal Logic counts toward the Philosophy program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Philosophy course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Formal Logic spends time on:\nThe vocabulary of philosophy and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Philosophy. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPhilosophy (PHIL)\nNumber\nPHIL 2100\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nPhilosophy course list\nAcademic departments\nPHIL 1000 — Introduction to Philosophy\nPHIL 1200 — Critical Thinking\nPHIL 2300 — Ethics\nPHIL 2500 — Philosophy of Science\nFull course catalog" }, { "url": "course-philosophy-2300.html", "title": "PHIL 2300 Ethics", "description": "Ethics (PHIL 2300, 3 cr). Consequentialism, deontology, virtue ethics, and applying each to contemporary moral problems.", "headings": [ "PHIL 2300 — Ethics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Philosophy PHIL 2300 — Ethics\n3 credits · prerequisite: PHIL 1000 · typically fall, alternate years\nCourse description\nConsequentialism, deontology, virtue ethics, and applying each to contemporary moral problems.\nEthics is a lower-division undergraduate course in Philosophy (PHIL 2300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nPHIL 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of ethics.\nWork standard problems in philosophy accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEthics counts toward the Philosophy program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Philosophy course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Ethics spends time on:\nThe vocabulary of philosophy and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Philosophy department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Philosophy. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPhilosophy (PHIL)\nNumber\nPHIL 2300\nCredits\n3\nPrerequisite\nPHIL 1000\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nPhilosophy course list\nAcademic departments\nPHIL 1000 — Introduction to Philosophy\nPHIL 1200 — Critical Thinking\nPHIL 2100 — Formal Logic\nPHIL 2500 — Philosophy of Science\nFull course catalog" }, { "url": "course-philosophy-2500.html", "title": "PHIL 2500 Philosophy of Science", "description": "Philosophy of Science (PHIL 2500, 3 cr). Explanation, confirmation, theory change, realism, and the demarcation of science.", "headings": [ "PHIL 2500 — Philosophy of Science", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Philosophy PHIL 2500 — Philosophy of Science\n3 credits · prerequisite: PHIL 1000 · typically spring, alternate years\nCourse description\nExplanation, confirmation, theory change, realism, and the demarcation of science.\nPhilosophy of Science is a lower-division undergraduate course in Philosophy (PHIL 2500), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nPHIL 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of philosophy of Science.\nWork standard problems in philosophy accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPhilosophy of Science counts toward the Philosophy program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Philosophy course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Philosophy of Science spends time on:\nThe vocabulary of philosophy and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Philosophy department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Philosophy. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPhilosophy (PHIL)\nNumber\nPHIL 2500\nCredits\n3\nPrerequisite\nPHIL 1000\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nPhilosophy course list\nAcademic departments\nPHIL 1000 — Introduction to Philosophy\nPHIL 1200 — Critical Thinking\nPHIL 2100 — Formal Logic\nPHIL 2300 — Ethics\nFull course catalog" }, { "url": "course-philosophy-3100.html", "title": "PHIL 3100 Ancient Philosophy", "description": "Ancient Philosophy (PHIL 3100, 3 cr). The Presocratics, Plato, and Aristotle, and their questions about nature, knowledge, and the soul.", "headings": [ "PHIL 3100 — Ancient Philosophy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Philosophy PHIL 3100 — Ancient Philosophy\n3 credits · prerequisite: PHIL 1000 · typically fall\nCourse description\nThe Presocratics, Plato, and Aristotle, and their questions about nature, knowledge, and the soul.\nAncient Philosophy is an advanced undergraduate course in Philosophy (PHIL 3100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nPHIL 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of ancient Philosophy.\nAnalyze and solve open-ended problems in philosophy, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAncient Philosophy counts toward the Philosophy program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Philosophy course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Ancient Philosophy spends time on:\nThe vocabulary of philosophy and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Philosophy department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Philosophy. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPhilosophy (PHIL)\nNumber\nPHIL 3100\nCredits\n3\nPrerequisite\nPHIL 1000\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nPhilosophy course list\nAcademic departments\nPHIL 1000 — Introduction to Philosophy\nPHIL 1200 — Critical Thinking\nPHIL 2100 — Formal Logic\nPHIL 2300 — Ethics\nFull course catalog" }, { "url": "course-philosophy-3200.html", "title": "PHIL 3200 Modern Philosophy", "description": "Modern Philosophy (PHIL 3200, 3 cr). Descartes through Kant: rationalism, empiricism, and the turn to the knowing subject.", "headings": [ "PHIL 3200 — Modern Philosophy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Philosophy PHIL 3200 — Modern Philosophy\n3 credits · prerequisite: PHIL 1000 · typically spring\nCourse description\nDescartes through Kant: rationalism, empiricism, and the turn to the knowing subject.\nModern Philosophy is an advanced undergraduate course in Philosophy (PHIL 3200), carrying 3 credits, and is typically offered spring.\nPrerequisites\nPHIL 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of modern Philosophy.\nAnalyze and solve open-ended problems in philosophy, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nModern Philosophy counts toward the Philosophy program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Philosophy course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Modern Philosophy spends time on:\nThe vocabulary of philosophy and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Philosophy department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Philosophy. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPhilosophy (PHIL)\nNumber\nPHIL 3200\nCredits\n3\nPrerequisite\nPHIL 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nPhilosophy course list\nAcademic departments\nPHIL 1000 — Introduction to Philosophy\nPHIL 1200 — Critical Thinking\nPHIL 2100 — Formal Logic\nPHIL 2300 — Ethics\nFull course catalog" }, { "url": "course-philosophy-3400.html", "title": "PHIL 3400 Biomedical Ethics", "description": "Biomedical Ethics (PHIL 3400, 3 cr). Autonomy, consent, justice in health care, end-of-life decisions, and emerging technologies.", "headings": [ "PHIL 3400 — Biomedical Ethics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Philosophy PHIL 3400 — Biomedical Ethics\n3 credits · prerequisite: PHIL 2300 · typically fall and spring\nCourse description\nAutonomy, consent, justice in health care, end-of-life decisions, and emerging technologies.\nBiomedical Ethics is an advanced undergraduate course in Philosophy (PHIL 3400), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nPHIL 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of biomedical Ethics.\nAnalyze and solve open-ended problems in philosophy, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBiomedical Ethics counts toward the Philosophy program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Philosophy course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Biomedical Ethics spends time on:\nThe vocabulary of philosophy and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Philosophy department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Philosophy. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPhilosophy (PHIL)\nNumber\nPHIL 3400\nCredits\n3\nPrerequisite\nPHIL 2300\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nPhilosophy course list\nAcademic departments\nPHIL 1000 — Introduction to Philosophy\nPHIL 1200 — Critical Thinking\nPHIL 2100 — Formal Logic\nPHIL 2300 — Ethics\nFull course catalog" }, { "url": "course-philosophy-3600.html", "title": "PHIL 3600 Philosophy of Technology and AI", "description": "Philosophy of Technology and AI (PHIL 3600, 3 cr). Agency, responsibility, surveillance, automation, and the ethics of machine decision-making.", "headings": [ "PHIL 3600 — Philosophy of Technology and AI", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Philosophy PHIL 3600 — Philosophy of Technology and AI\n3 credits · prerequisite: PHIL 2300 · typically fall, alternate years\nCourse description\nAgency, responsibility, surveillance, automation, and the ethics of machine decision-making.\nPhilosophy of Technology and AI is an advanced undergraduate course in Philosophy (PHIL 3600), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nPHIL 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of philosophy of Technology and AI.\nAnalyze and solve open-ended problems in philosophy, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPhilosophy of Technology and AI counts toward the Philosophy program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Philosophy course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Philosophy of Technology and AI spends time on:\nThe vocabulary of philosophy and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Philosophy department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Philosophy. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPhilosophy (PHIL)\nNumber\nPHIL 3600\nCredits\n3\nPrerequisite\nPHIL 2300\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nPhilosophy course list\nAcademic departments\nPHIL 1000 — Introduction to Philosophy\nPHIL 1200 — Critical Thinking\nPHIL 2100 — Formal Logic\nPHIL 2300 — Ethics\nFull course catalog" }, { "url": "course-physics-1010.html", "title": "PHYS 1010 Conceptual Physics", "description": "Conceptual Physics (PHYS 1010, 3 cr). A quantitative-but-gentle survey of mechanics, energy, waves, electricity, and modern physics for non-majors.", "headings": [ "PHYS 1010 — Conceptual Physics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Physics PHYS 1010 — Conceptual Physics\n3 credits · prerequisite: MATH 1200 · typically fall\nCourse description\nA quantitative-but-gentle survey of mechanics, energy, waves, electricity, and modern physics for non-majors.\nConceptual Physics is an introductory course in Physics (PHYS 1010), carrying 3 credits, and is typically offered fall.\nPrerequisites\nMATH 1200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of conceptual Physics.\nWork standard problems in physics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nConceptual Physics counts toward the Physics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Physics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Conceptual Physics spends time on:\nThe vocabulary of physics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Physics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Physics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPhysics (PHYS)\nNumber\nPHYS 1010\nCredits\n3\nPrerequisite\nMATH 1200\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nPhysics course list\nAcademic departments\nPHYS 2010 — University Physics I\nPHYS 2020 — University Physics II\nPHYS 2030 — University Physics III\nPHYS 3100 — Classical Mechanics\nFull course catalog" }, { "url": "course-physics-2010.html", "title": "PHYS 2010 University Physics I", "description": "University Physics I (PHYS 2010, 5 cr). Kinematics, Newton's laws, work and energy, momentum, rotation, and oscillations, with lab.", "headings": [ "PHYS 2010 — University Physics I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Physics PHYS 2010 — University Physics I\n5 credits · prerequisite: MATH 2400 · typically spring\nCourse description\nKinematics, Newton's laws, work and energy, momentum, rotation, and oscillations, with lab.\nUniversity Physics I is a lower-division undergraduate course in Physics (PHYS 2010), carrying 5 credits, and is typically offered spring.\nPrerequisites\nMATH 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of university Physics I.\nWork standard problems in physics accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 5-credit course, expect roughly 10–15 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nUniversity Physics I counts toward the Physics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Physics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of University Physics I spends time on:\nThe vocabulary of physics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Physics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Physics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 10–15 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPhysics (PHYS)\nNumber\nPHYS 2010\nCredits\n5\nPrerequisite\nMATH 2400\nTypically offered\nSpring\nOutside-class time\n~10–15 hrs/week\nRelated\nPhysics course list\nAcademic departments\nPHYS 1010 — Conceptual Physics\nPHYS 2020 — University Physics II\nPHYS 2030 — University Physics III\nPHYS 3100 — Classical Mechanics\nFull course catalog" }, { "url": "course-physics-2020.html", "title": "PHYS 2020 University Physics II", "description": "University Physics II (PHYS 2020, 5 cr). Electric and magnetic fields, circuits, electromagnetic induction, and Maxwell's equations, with lab.", "headings": [ "PHYS 2020 — University Physics II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Physics PHYS 2020 — University Physics II\n5 credits · prerequisite: PHYS 2010, MATH 2500 · typically fall and spring\nCourse description\nElectric and magnetic fields, circuits, electromagnetic induction, and Maxwell's equations, with lab.\nUniversity Physics II is a lower-division undergraduate course in Physics (PHYS 2020), carrying 5 credits, and is typically offered fall and spring.\nPrerequisites\nPHYS 2010, MATH 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of university Physics II.\nWork standard problems in physics accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 5-credit course, expect roughly 10–15 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nUniversity Physics II counts toward the Physics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Physics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of University Physics II spends time on:\nThe vocabulary of physics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Physics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Physics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 10–15 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPhysics (PHYS)\nNumber\nPHYS 2020\nCredits\n5\nPrerequisite\nPHYS 2010, MATH 2500\nTypically offered\nFall and Spring\nOutside-class time\n~10–15 hrs/week\nRelated\nPhysics course list\nAcademic departments\nPHYS 1010 — Conceptual Physics\nPHYS 2010 — University Physics I\nPHYS 2030 — University Physics III\nPHYS 3100 — Classical Mechanics\nFull course catalog" }, { "url": "course-physics-2030.html", "title": "PHYS 2030 University Physics III", "description": "University Physics III (PHYS 2030, 4 cr). Waves, optics, special relativity, and an introduction to quantum phenomena, with lab.", "headings": [ "PHYS 2030 — University Physics III", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Physics PHYS 2030 — University Physics III\n4 credits · prerequisite: PHYS 2020 · typically fall, alternate years\nCourse description\nWaves, optics, special relativity, and an introduction to quantum phenomena, with lab.\nUniversity Physics III is a lower-division undergraduate course in Physics (PHYS 2030), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nPHYS 2020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of university Physics III.\nWork standard problems in physics accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nUniversity Physics III counts toward the Physics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Physics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of University Physics III spends time on:\nThe vocabulary of physics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Physics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Physics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPhysics (PHYS)\nNumber\nPHYS 2030\nCredits\n4\nPrerequisite\nPHYS 2020\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nPhysics course list\nAcademic departments\nPHYS 1010 — Conceptual Physics\nPHYS 2010 — University Physics I\nPHYS 2020 — University Physics II\nPHYS 3100 — Classical Mechanics\nFull course catalog" }, { "url": "course-physics-3100.html", "title": "PHYS 3100 Classical Mechanics", "description": "Classical Mechanics (PHYS 3100, 3 cr). Lagrangian and Hamiltonian methods, central forces, rigid-body motion, and coupled oscillations.", "headings": [ "PHYS 3100 — Classical Mechanics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Physics PHYS 3100 — Classical Mechanics\n3 credits · prerequisite: PHYS 2010, MATH 3100 · typically spring, alternate years\nCourse description\nLagrangian and Hamiltonian methods, central forces, rigid-body motion, and coupled oscillations.\nClassical Mechanics is an advanced undergraduate course in Physics (PHYS 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nPHYS 2010, MATH 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of classical Mechanics.\nAnalyze and solve open-ended problems in physics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nClassical Mechanics counts toward the Physics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Physics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Classical Mechanics spends time on:\nThe vocabulary of physics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Physics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Physics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPhysics (PHYS)\nNumber\nPHYS 3100\nCredits\n3\nPrerequisite\nPHYS 2010, MATH 3100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nPhysics course list\nAcademic departments\nPHYS 1010 — Conceptual Physics\nPHYS 2010 — University Physics I\nPHYS 2020 — University Physics II\nPHYS 2030 — University Physics III\nFull course catalog" }, { "url": "course-physics-3300.html", "title": "PHYS 3300 Electromagnetic Theory", "description": "Electromagnetic Theory (PHYS 3300, 3 cr). Electrostatics and magnetostatics from first principles, boundary-value problems, and electromagnetic waves.", "headings": [ "PHYS 3300 — Electromagnetic Theory", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Physics PHYS 3300 — Electromagnetic Theory\n3 credits · prerequisite: PHYS 2020, MATH 2600 · typically fall\nCourse description\nElectrostatics and magnetostatics from first principles, boundary-value problems, and electromagnetic waves.\nElectromagnetic Theory is an advanced undergraduate course in Physics (PHYS 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nPHYS 2020, MATH 2600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of electromagnetic Theory.\nAnalyze and solve open-ended problems in physics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nElectromagnetic Theory counts toward the Physics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Physics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Electromagnetic Theory spends time on:\nThe vocabulary of physics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Physics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Physics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPhysics (PHYS)\nNumber\nPHYS 3300\nCredits\n3\nPrerequisite\nPHYS 2020, MATH 2600\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nPhysics course list\nAcademic departments\nPHYS 1010 — Conceptual Physics\nPHYS 2010 — University Physics I\nPHYS 2020 — University Physics II\nPHYS 2030 — University Physics III\nFull course catalog" }, { "url": "course-physics-3500.html", "title": "PHYS 3500 Modern Physics", "description": "Modern Physics (PHYS 3500, 3 cr). Quantum mechanics, atomic and nuclear physics, and solid-state basics.", "headings": [ "PHYS 3500 — Modern Physics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Physics PHYS 3500 — Modern Physics\n3 credits · prerequisite: PHYS 2030 · typically spring\nCourse description\nQuantum mechanics, atomic and nuclear physics, and solid-state basics.\nModern Physics is an advanced undergraduate course in Physics (PHYS 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nPHYS 2030. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of modern Physics.\nAnalyze and solve open-ended problems in physics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nModern Physics counts toward the Physics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Physics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Modern Physics spends time on:\nThe vocabulary of physics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Physics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Physics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPhysics (PHYS)\nNumber\nPHYS 3500\nCredits\n3\nPrerequisite\nPHYS 2030\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nPhysics course list\nAcademic departments\nPHYS 1010 — Conceptual Physics\nPHYS 2010 — University Physics I\nPHYS 2020 — University Physics II\nPHYS 2030 — University Physics III\nFull course catalog" }, { "url": "course-physics-3700.html", "title": "PHYS 3700 Thermal and Statistical Physics", "description": "Thermal and Statistical Physics (PHYS 3700, 3 cr). Thermodynamic laws, kinetic theory, and the statistical basis of thermal behavior.", "headings": [ "PHYS 3700 — Thermal and Statistical Physics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Physics PHYS 3700 — Thermal and Statistical Physics\n3 credits · prerequisite: PHYS 2030 · typically fall and spring\nCourse description\nThermodynamic laws, kinetic theory, and the statistical basis of thermal behavior.\nThermal and Statistical Physics is an advanced undergraduate course in Physics (PHYS 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nPHYS 2030. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of thermal and Statistical Physics.\nAnalyze and solve open-ended problems in physics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nThermal and Statistical Physics counts toward the Physics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Physics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Thermal and Statistical Physics spends time on:\nThe vocabulary of physics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Physics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Physics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPhysics (PHYS)\nNumber\nPHYS 3700\nCredits\n3\nPrerequisite\nPHYS 2030\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nPhysics course list\nAcademic departments\nPHYS 1010 — Conceptual Physics\nPHYS 2010 — University Physics I\nPHYS 2020 — University Physics II\nPHYS 2030 — University Physics III\nFull course catalog" }, { "url": "course-physics-4900.html", "title": "PHYS 4900 Advanced Physics Laboratory", "description": "Advanced Physics Laboratory (PHYS 4900, 3 cr). A sequence of classic experiments with modern instrumentation, emphasizing uncertainty and technical writing.", "headings": [ "PHYS 4900 — Advanced Physics Laboratory", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Physics PHYS 4900 — Advanced Physics Laboratory\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA sequence of classic experiments with modern instrumentation, emphasizing uncertainty and technical writing.\nAdvanced Physics Laboratory is an advanced, often capstone-level undergraduate course in Physics (PHYS 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of advanced Physics Laboratory.\nAnalyze and solve open-ended problems in physics, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAdvanced Physics Laboratory counts toward the Physics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Physics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Advanced Physics Laboratory spends time on:\nThe vocabulary of physics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Physics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Physics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPhysics (PHYS)\nNumber\nPHYS 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nPhysics course list\nAcademic departments\nPHYS 1010 — Conceptual Physics\nPHYS 2010 — University Physics I\nPHYS 2020 — University Physics II\nPHYS 2030 — University Physics III\nFull course catalog" }, { "url": "course-plastics-engineering-1500.html", "title": "PLE 1500 Introduction to Plastics", "description": "Introduction to Plastics (PLE 1500, 3 cr). Polymer families, properties, and the major processes — extrusion, injection molding, thermoforming, blow molding — with lab exposure to each.", "headings": [ "PLE 1500 — Introduction to Plastics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Plastics Engineering PLE 1500 — Introduction to Plastics\n3 credits · no prerequisites · typically fall\nCourse description\nPolymer families, properties, and the major processes — extrusion, injection molding, thermoforming, blow molding — with lab exposure to each.\nIntroduction to Plastics is an introductory course in Plastics Engineering (PLE 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Plastics.\nWork standard problems in plastics Engineering accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Plastics counts toward the Plastics Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Plastics Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Plastics spends time on:\nThe vocabulary of plastics Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Plastics Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPlastics Engineering (PLE)\nNumber\nPLE 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nPlastics Engineering course list\nPlastics Engineering program\nAcademic departments\nPLE 2500 — Polymer Materials\nPLE 3100 — Injection Molding\nPLE 3300 — Extrusion and Compounding\nPLE 3500 — Plastics Product and Mold Design\nFull course catalog" }, { "url": "course-plastics-engineering-2500.html", "title": "PLE 2500 Polymer Materials", "description": "Polymer Materials (PLE 2500, 3 cr). Polymer structure, molecular weight, crystallinity, thermal transitions, additives, and how each drives properties.", "headings": [ "PLE 2500 — Polymer Materials", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Plastics Engineering PLE 2500 — Polymer Materials\n3 credits · prerequisite: CHEM 1050 · typically spring\nCourse description\nPolymer structure, molecular weight, crystallinity, thermal transitions, additives, and how each drives properties.\nPolymer Materials is a lower-division undergraduate course in Plastics Engineering (PLE 2500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nCHEM 1050. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of polymer Materials.\nWork standard problems in plastics Engineering accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPolymer Materials counts toward the Plastics Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Plastics Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Polymer Materials spends time on:\nThe vocabulary of plastics Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Plastics Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Plastics Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPlastics Engineering (PLE)\nNumber\nPLE 2500\nCredits\n3\nPrerequisite\nCHEM 1050\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nPlastics Engineering course list\nPlastics Engineering program\nAcademic departments\nPLE 1500 — Introduction to Plastics\nPLE 3100 — Injection Molding\nPLE 3300 — Extrusion and Compounding\nPLE 3500 — Plastics Product and Mold Design\nFull course catalog" }, { "url": "course-plastics-engineering-3100.html", "title": "PLE 3100 Injection Molding", "description": "Injection Molding (PLE 3100, 4 cr). Machine and mold, the molding cycle, process windows, defects and their causes, and scientific molding practice in the lab.", "headings": [ "PLE 3100 — Injection Molding", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Plastics Engineering PLE 3100 — Injection Molding\n4 credits · prerequisite: PLE 1500 · typically fall and spring\nCourse description\nMachine and mold, the molding cycle, process windows, defects and their causes, and scientific molding practice in the lab.\nInjection Molding is an advanced undergraduate course in Plastics Engineering (PLE 3100), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nPLE 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of injection Molding.\nAnalyze and solve open-ended problems in plastics Engineering, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nInjection Molding counts toward the Plastics Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Plastics Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Injection Molding spends time on:\nThe vocabulary of plastics Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Plastics Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Plastics Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPlastics Engineering (PLE)\nNumber\nPLE 3100\nCredits\n4\nPrerequisite\nPLE 1500\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nPlastics Engineering course list\nPlastics Engineering program\nAcademic departments\nPLE 1500 — Introduction to Plastics\nPLE 2500 — Polymer Materials\nPLE 3300 — Extrusion and Compounding\nPLE 3500 — Plastics Product and Mold Design\nFull course catalog" }, { "url": "course-plastics-engineering-3300.html", "title": "PLE 3300 Extrusion and Compounding", "description": "Extrusion and Compounding (PLE 3300, 3 cr). Single- and twin-screw extrusion, die design, downstream equipment, and compounding to a target formulation.", "headings": [ "PLE 3300 — Extrusion and Compounding", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Plastics Engineering PLE 3300 — Extrusion and Compounding\n3 credits · prerequisite: PLE 1500 · typically fall, alternate years\nCourse description\nSingle- and twin-screw extrusion, die design, downstream equipment, and compounding to a target formulation.\nExtrusion and Compounding is an advanced undergraduate course in Plastics Engineering (PLE 3300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nPLE 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of extrusion and Compounding.\nAnalyze and solve open-ended problems in plastics Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nExtrusion and Compounding counts toward the Plastics Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Plastics Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Extrusion and Compounding spends time on:\nThe vocabulary of plastics Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Plastics Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Plastics Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPlastics Engineering (PLE)\nNumber\nPLE 3300\nCredits\n3\nPrerequisite\nPLE 1500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nPlastics Engineering course list\nPlastics Engineering program\nAcademic departments\nPLE 1500 — Introduction to Plastics\nPLE 2500 — Polymer Materials\nPLE 3100 — Injection Molding\nPLE 3500 — Plastics Product and Mold Design\nFull course catalog" }, { "url": "course-plastics-engineering-3500.html", "title": "PLE 3500 Plastics Product and Mold Design", "description": "Plastics Product and Mold Design (PLE 3500, 3 cr). Designing parts for moldability — wall sections, ribs, draft, gating — and the basics of mold layout.", "headings": [ "PLE 3500 — Plastics Product and Mold Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Plastics Engineering PLE 3500 — Plastics Product and Mold Design\n3 credits · prerequisite: PLE 3100 · typically spring, alternate years\nCourse description\nDesigning parts for moldability — wall sections, ribs, draft, gating — and the basics of mold layout.\nPlastics Product and Mold Design is an advanced undergraduate course in Plastics Engineering (PLE 3500), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nPLE 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of plastics Product and Mold Design.\nAnalyze and solve open-ended problems in plastics Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPlastics Product and Mold Design counts toward the Plastics Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Plastics Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Plastics Product and Mold Design spends time on:\nThe vocabulary of plastics Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Plastics Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Plastics Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPlastics Engineering (PLE)\nNumber\nPLE 3500\nCredits\n3\nPrerequisite\nPLE 3100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nPlastics Engineering course list\nPlastics Engineering program\nAcademic departments\nPLE 1500 — Introduction to Plastics\nPLE 2500 — Polymer Materials\nPLE 3100 — Injection Molding\nPLE 3300 — Extrusion and Compounding\nFull course catalog" }, { "url": "course-plastics-engineering-3700.html", "title": "PLE 3700 Polymer Testing and Characterization", "description": "Polymer Testing and Characterization (PLE 3700, 3 cr). Mechanical, thermal, rheological, and failure testing, and reading a data sheet critically.", "headings": [ "PLE 3700 — Polymer Testing and Characterization", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Plastics Engineering PLE 3700 — Polymer Testing and Characterization\n3 credits · prerequisite: PLE 2500 · typically fall\nCourse description\nMechanical, thermal, rheological, and failure testing, and reading a data sheet critically.\nPolymer Testing and Characterization is an advanced undergraduate course in Plastics Engineering (PLE 3700), carrying 3 credits, and is typically offered fall.\nPrerequisites\nPLE 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of polymer Testing and Characterization.\nAnalyze and solve open-ended problems in plastics Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPolymer Testing and Characterization counts toward the Plastics Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Plastics Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Polymer Testing and Characterization spends time on:\nThe vocabulary of plastics Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Plastics Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Plastics Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPlastics Engineering (PLE)\nNumber\nPLE 3700\nCredits\n3\nPrerequisite\nPLE 2500\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nPlastics Engineering course list\nPlastics Engineering program\nAcademic departments\nPLE 1500 — Introduction to Plastics\nPLE 2500 — Polymer Materials\nPLE 3100 — Injection Molding\nPLE 3300 — Extrusion and Compounding\nFull course catalog" }, { "url": "course-plastics-engineering-3900.html", "title": "PLE 3900 Composites", "description": "Composites (PLE 3900, 3 cr). Reinforcements, matrices, layup and molding methods, and basic laminate analysis.", "headings": [ "PLE 3900 — Composites", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Plastics Engineering PLE 3900 — Composites\n3 credits · prerequisite: PLE 2500 · typically spring\nCourse description\nReinforcements, matrices, layup and molding methods, and basic laminate analysis.\nComposites is an advanced undergraduate course in Plastics Engineering (PLE 3900), carrying 3 credits, and is typically offered spring.\nPrerequisites\nPLE 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of composites.\nAnalyze and solve open-ended problems in plastics Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nComposites counts toward the Plastics Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Plastics Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Composites spends time on:\nThe vocabulary of plastics Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Plastics Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Plastics Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPlastics Engineering (PLE)\nNumber\nPLE 3900\nCredits\n3\nPrerequisite\nPLE 2500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nPlastics Engineering course list\nPlastics Engineering program\nAcademic departments\nPLE 1500 — Introduction to Plastics\nPLE 2500 — Polymer Materials\nPLE 3100 — Injection Molding\nPLE 3300 — Extrusion and Compounding\nFull course catalog" }, { "url": "course-plastics-engineering-4100.html", "title": "PLE 4100 Sustainable Polymers", "description": "Sustainable Polymers (PLE 4100, 3 cr). Recycling streams and limits, bio-based polymers, design for circularity, and life-cycle assessment.", "headings": [ "PLE 4100 — Sustainable Polymers", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Plastics Engineering PLE 4100 — Sustainable Polymers\n3 credits · prerequisite: PLE 2500 · typically fall and spring\nCourse description\nRecycling streams and limits, bio-based polymers, design for circularity, and life-cycle assessment.\nSustainable Polymers is an advanced, often capstone-level undergraduate course in Plastics Engineering (PLE 4100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nPLE 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sustainable Polymers.\nAnalyze and solve open-ended problems in plastics Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSustainable Polymers counts toward the Plastics Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Plastics Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sustainable Polymers spends time on:\nThe vocabulary of plastics Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Plastics Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Plastics Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPlastics Engineering (PLE)\nNumber\nPLE 4100\nCredits\n3\nPrerequisite\nPLE 2500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nPlastics Engineering course list\nPlastics Engineering program\nAcademic departments\nPLE 1500 — Introduction to Plastics\nPLE 2500 — Polymer Materials\nPLE 3100 — Injection Molding\nPLE 3300 — Extrusion and Compounding\nFull course catalog" }, { "url": "course-plastics-engineering-4900.html", "title": "PLE 4900 Senior Design", "description": "Senior Design (PLE 4900, 3 cr). A team develops a plastics product or process for a sponsor, from material selection through a validated prototype.", "headings": [ "PLE 4900 — Senior Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Plastics Engineering PLE 4900 — Senior Design\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA team develops a plastics product or process for a sponsor, from material selection through a validated prototype.\nSenior Design is an advanced, often capstone-level undergraduate course in Plastics Engineering (PLE 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of senior Design.\nAnalyze and solve open-ended problems in plastics Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSenior Design counts toward the Plastics Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Plastics Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Senior Design spends time on:\nThe vocabulary of plastics Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Plastics Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Plastics Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPlastics Engineering (PLE)\nNumber\nPLE 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nPlastics Engineering course list\nPlastics Engineering program\nAcademic departments\nPLE 1500 — Introduction to Plastics\nPLE 2500 — Polymer Materials\nPLE 3100 — Injection Molding\nPLE 3300 — Extrusion and Compounding\nFull course catalog" }, { "url": "course-political-science-1000.html", "title": "POLS 1000 American Government", "description": "American Government (POLS 1000, 3 cr). The Constitution, federalism, the three branches, elections, parties, interest groups, and civil liberties and rights.", "headings": [ "POLS 1000 — American Government", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Political Science POLS 1000 — American Government\n3 credits · no prerequisites · typically fall\nCourse description\nThe Constitution, federalism, the three branches, elections, parties, interest groups, and civil liberties and rights.\nAmerican Government is an introductory course in Political Science (POLS 1000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of american Government.\nWork standard problems in political Science accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAmerican Government counts toward the Political Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Political Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of American Government spends time on:\nThe vocabulary of political Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Political Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPolitical Science (POLS)\nNumber\nPOLS 1000\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nPolitical Science course list\nAcademic departments\nPOLS 2100 — Comparative Politics\nPOLS 2200 — International Relations\nPOLS 2300 — Political Theory\nPOLS 3100 — Public Policy Analysis\nFull course catalog" }, { "url": "course-political-science-2100.html", "title": "POLS 2100 Comparative Politics", "description": "Comparative Politics (POLS 2100, 3 cr). How other countries organize power: regime types, institutions, parties and elections, and political development.", "headings": [ "POLS 2100 — Comparative Politics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Political Science POLS 2100 — Comparative Politics\n3 credits · prerequisite: POLS 1000 · typically spring\nCourse description\nHow other countries organize power: regime types, institutions, parties and elections, and political development.\nComparative Politics is a lower-division undergraduate course in Political Science (POLS 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nPOLS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of comparative Politics.\nWork standard problems in political Science accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nComparative Politics counts toward the Political Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Political Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Comparative Politics spends time on:\nThe vocabulary of political Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Political Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Political Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPolitical Science (POLS)\nNumber\nPOLS 2100\nCredits\n3\nPrerequisite\nPOLS 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nPolitical Science course list\nAcademic departments\nPOLS 1000 — American Government\nPOLS 2200 — International Relations\nPOLS 2300 — Political Theory\nPOLS 3100 — Public Policy Analysis\nFull course catalog" }, { "url": "course-political-science-2200.html", "title": "POLS 2200 International Relations", "description": "International Relations (POLS 2200, 3 cr). Theories of world politics, security and conflict, international political economy, and global institutions.", "headings": [ "POLS 2200 — International Relations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Political Science POLS 2200 — International Relations\n3 credits · prerequisite: POLS 1000 · typically fall and spring\nCourse description\nTheories of world politics, security and conflict, international political economy, and global institutions.\nInternational Relations is a lower-division undergraduate course in Political Science (POLS 2200), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nPOLS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of international Relations.\nWork standard problems in political Science accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nInternational Relations counts toward the Political Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Political Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of International Relations spends time on:\nThe vocabulary of political Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Political Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Political Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPolitical Science (POLS)\nNumber\nPOLS 2200\nCredits\n3\nPrerequisite\nPOLS 1000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nPolitical Science course list\nAcademic departments\nPOLS 1000 — American Government\nPOLS 2100 — Comparative Politics\nPOLS 2300 — Political Theory\nPOLS 3100 — Public Policy Analysis\nFull course catalog" }, { "url": "course-political-science-2300.html", "title": "POLS 2300 Political Theory", "description": "Political Theory (POLS 2300, 3 cr). Enduring questions about authority, justice, liberty, and equality, read through classic and modern texts.", "headings": [ "POLS 2300 — Political Theory", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Political Science POLS 2300 — Political Theory\n3 credits · prerequisite: POLS 1000 · typically fall, alternate years\nCourse description\nEnduring questions about authority, justice, liberty, and equality, read through classic and modern texts.\nPolitical Theory is a lower-division undergraduate course in Political Science (POLS 2300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nPOLS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of political Theory.\nWork standard problems in political Science accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPolitical Theory counts toward the Political Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Political Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Political Theory spends time on:\nThe vocabulary of political Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Political Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Political Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPolitical Science (POLS)\nNumber\nPOLS 2300\nCredits\n3\nPrerequisite\nPOLS 1000\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nPolitical Science course list\nAcademic departments\nPOLS 1000 — American Government\nPOLS 2100 — Comparative Politics\nPOLS 2200 — International Relations\nPOLS 3100 — Public Policy Analysis\nFull course catalog" }, { "url": "course-political-science-3100.html", "title": "POLS 3100 Public Policy Analysis", "description": "Public Policy Analysis (POLS 3100, 3 cr). Framing problems, evaluating alternatives, cost–benefit reasoning, and writing a policy memo.", "headings": [ "POLS 3100 — Public Policy Analysis", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Political Science POLS 3100 — Public Policy Analysis\n3 credits · prerequisite: POLS 1000 · typically spring, alternate years\nCourse description\nFraming problems, evaluating alternatives, cost–benefit reasoning, and writing a policy memo.\nPublic Policy Analysis is an advanced undergraduate course in Political Science (POLS 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nPOLS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of public Policy Analysis.\nAnalyze and solve open-ended problems in political Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPublic Policy Analysis counts toward the Political Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Political Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Public Policy Analysis spends time on:\nThe vocabulary of political Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Political Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Political Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPolitical Science (POLS)\nNumber\nPOLS 3100\nCredits\n3\nPrerequisite\nPOLS 1000\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nPolitical Science course list\nAcademic departments\nPOLS 1000 — American Government\nPOLS 2100 — Comparative Politics\nPOLS 2200 — International Relations\nPOLS 2300 — Political Theory\nFull course catalog" }, { "url": "course-political-science-3200.html", "title": "POLS 3200 State and Local Government", "description": "State and Local Government (POLS 3200, 3 cr). Wesconsin and comparative state institutions, intergovernmental relations, budgeting, and local politics.", "headings": [ "POLS 3200 — State and Local Government", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Political Science POLS 3200 — State and Local Government\n3 credits · prerequisite: POLS 1000 · typically fall\nCourse description\nWesconsin and comparative state institutions, intergovernmental relations, budgeting, and local politics.\nState and Local Government is an advanced undergraduate course in Political Science (POLS 3200), carrying 3 credits, and is typically offered fall.\nPrerequisites\nPOLS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of state and Local Government.\nAnalyze and solve open-ended problems in political Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nState and Local Government counts toward the Political Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Political Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of State and Local Government spends time on:\nThe vocabulary of political Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Political Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Political Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPolitical Science (POLS)\nNumber\nPOLS 3200\nCredits\n3\nPrerequisite\nPOLS 1000\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nPolitical Science course list\nAcademic departments\nPOLS 1000 — American Government\nPOLS 2100 — Comparative Politics\nPOLS 2200 — International Relations\nPOLS 2300 — Political Theory\nFull course catalog" }, { "url": "course-political-science-3300.html", "title": "POLS 3300 Constitutional Law", "description": "Constitutional Law (POLS 3300, 3 cr). Judicial power, separation of powers, federalism, and the major lines of constitutional doctrine.", "headings": [ "POLS 3300 — Constitutional Law", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Political Science POLS 3300 — Constitutional Law\n3 credits · prerequisite: POLS 1000 · typically spring\nCourse description\nJudicial power, separation of powers, federalism, and the major lines of constitutional doctrine.\nConstitutional Law is an advanced undergraduate course in Political Science (POLS 3300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nPOLS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of constitutional Law.\nAnalyze and solve open-ended problems in political Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nConstitutional Law counts toward the Political Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Political Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Constitutional Law spends time on:\nThe vocabulary of political Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Political Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Political Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPolitical Science (POLS)\nNumber\nPOLS 3300\nCredits\n3\nPrerequisite\nPOLS 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nPolitical Science course list\nAcademic departments\nPOLS 1000 — American Government\nPOLS 2100 — Comparative Politics\nPOLS 2200 — International Relations\nPOLS 2300 — Political Theory\nFull course catalog" }, { "url": "course-political-science-3500.html", "title": "POLS 3500 Research Methods in Political Science", "description": "Research Methods in Political Science (POLS 3500, 4 cr). Measurement, research design, basic statistics, and a small empirical project.", "headings": [ "POLS 3500 — Research Methods in Political Science", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Political Science POLS 3500 — Research Methods in Political Science\n4 credits · prerequisite: POLS 1000 · typically fall and spring\nCourse description\nMeasurement, research design, basic statistics, and a small empirical project.\nResearch Methods in Political Science is an advanced undergraduate course in Political Science (POLS 3500), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nPOLS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of research Methods in Political Science.\nAnalyze and solve open-ended problems in political Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nResearch Methods in Political Science counts toward the Political Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Political Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Research Methods in Political Science spends time on:\nThe vocabulary of political Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Political Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Political Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPolitical Science (POLS)\nNumber\nPOLS 3500\nCredits\n4\nPrerequisite\nPOLS 1000\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nPolitical Science course list\nAcademic departments\nPOLS 1000 — American Government\nPOLS 2100 — Comparative Politics\nPOLS 2200 — International Relations\nPOLS 2300 — Political Theory\nFull course catalog" }, { "url": "course-political-science-4900.html", "title": "POLS 4900 Senior Seminar in Political Science", "description": "Senior Seminar in Political Science (POLS 4900, 3 cr). An original research paper on a focused question, presented and defended.", "headings": [ "POLS 4900 — Senior Seminar in Political Science", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Political Science POLS 4900 — Senior Seminar in Political Science\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nAn original research paper on a focused question, presented and defended.\nSenior Seminar in Political Science is an advanced, often capstone-level undergraduate course in Political Science (POLS 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of senior Seminar in Political Science.\nAnalyze and solve open-ended problems in political Science, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSenior Seminar in Political Science counts toward the Political Science program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Political Science course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Senior Seminar in Political Science spends time on:\nThe vocabulary of political Science and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Political Science department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Political Science. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPolitical Science (POLS)\nNumber\nPOLS 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nPolitical Science course list\nAcademic departments\nPOLS 1000 — American Government\nPOLS 2100 — Comparative Politics\nPOLS 2200 — International Relations\nPOLS 2300 — Political Theory\nFull course catalog" }, { "url": "course-psychology-1000.html", "title": "PSYC 1000 Introduction to Psychology", "description": "Introduction to Psychology (PSYC 1000, 3 cr). A survey of the field: biological bases, learning, memory, development, personality, social behavior, and disorders.", "headings": [ "PSYC 1000 — Introduction to Psychology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Psychology PSYC 1000 — Introduction to Psychology\n3 credits · no prerequisites · typically fall\nCourse description\nA survey of the field: biological bases, learning, memory, development, personality, social behavior, and disorders.\nIntroduction to Psychology is an introductory course in Psychology (PSYC 1000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Psychology.\nWork standard problems in psychology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Psychology counts toward the Psychology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Psychology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Psychology spends time on:\nThe vocabulary of psychology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Psychology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPsychology (PSYC)\nNumber\nPSYC 1000\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nPsychology course list\nPsychology program\nAcademic departments\nPSYC 2100 — Research Methods\nPSYC 2200 — Statistics for the Behavioral Sciences\nPSYC 2400 — Developmental Psychology\nPSYC 2600 — Social Psychology\nFull course catalog" }, { "url": "course-psychology-2100.html", "title": "PSYC 2100 Research Methods", "description": "Research Methods (PSYC 2100, 4 cr). Designing studies, operationalizing variables, sampling, ethics, and writing in the discipline's style, with a small study.", "headings": [ "PSYC 2100 — Research Methods", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Psychology PSYC 2100 — Research Methods\n4 credits · prerequisite: PSYC 1000 · typically spring\nCourse description\nDesigning studies, operationalizing variables, sampling, ethics, and writing in the discipline's style, with a small study.\nResearch Methods is a lower-division undergraduate course in Psychology (PSYC 2100), carrying 4 credits, and is typically offered spring.\nPrerequisites\nPSYC 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of research Methods.\nWork standard problems in psychology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nResearch Methods counts toward the Psychology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Psychology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Research Methods spends time on:\nThe vocabulary of psychology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Psychology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Psychology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPsychology (PSYC)\nNumber\nPSYC 2100\nCredits\n4\nPrerequisite\nPSYC 1000\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nPsychology course list\nPsychology program\nAcademic departments\nPSYC 1000 — Introduction to Psychology\nPSYC 2200 — Statistics for the Behavioral Sciences\nPSYC 2400 — Developmental Psychology\nPSYC 2600 — Social Psychology\nFull course catalog" }, { "url": "course-psychology-2200.html", "title": "PSYC 2200 Statistics for the Behavioral Sciences", "description": "Statistics for the Behavioral Sciences (PSYC 2200, 3 cr). Descriptive statistics, probability, t-tests, ANOVA, correlation, and regression, with software.", "headings": [ "PSYC 2200 — Statistics for the Behavioral Sciences", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Psychology PSYC 2200 — Statistics for the Behavioral Sciences\n3 credits · prerequisite: MATH 1400 · typically fall and spring\nCourse description\nDescriptive statistics, probability, t-tests, ANOVA, correlation, and regression, with software.\nStatistics for the Behavioral Sciences is a lower-division undergraduate course in Psychology (PSYC 2200), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nMATH 1400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of statistics for the Behavioral Sciences.\nWork standard problems in psychology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStatistics for the Behavioral Sciences counts toward the Psychology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Psychology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Statistics for the Behavioral Sciences spends time on:\nThe vocabulary of psychology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Psychology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Psychology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPsychology (PSYC)\nNumber\nPSYC 2200\nCredits\n3\nPrerequisite\nMATH 1400\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nPsychology course list\nPsychology program\nAcademic departments\nPSYC 1000 — Introduction to Psychology\nPSYC 2100 — Research Methods\nPSYC 2400 — Developmental Psychology\nPSYC 2600 — Social Psychology\nFull course catalog" }, { "url": "course-psychology-2400.html", "title": "PSYC 2400 Developmental Psychology", "description": "Developmental Psychology (PSYC 2400, 3 cr). Physical, cognitive, and social development across the lifespan and the theories that organize it.", "headings": [ "PSYC 2400 — Developmental Psychology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Psychology PSYC 2400 — Developmental Psychology\n3 credits · prerequisite: PSYC 1000 · typically fall, alternate years\nCourse description\nPhysical, cognitive, and social development across the lifespan and the theories that organize it.\nDevelopmental Psychology is a lower-division undergraduate course in Psychology (PSYC 2400), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nPSYC 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of developmental Psychology.\nWork standard problems in psychology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDevelopmental Psychology counts toward the Psychology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Psychology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Developmental Psychology spends time on:\nThe vocabulary of psychology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Psychology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Psychology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPsychology (PSYC)\nNumber\nPSYC 2400\nCredits\n3\nPrerequisite\nPSYC 1000\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nPsychology course list\nPsychology program\nAcademic departments\nPSYC 1000 — Introduction to Psychology\nPSYC 2100 — Research Methods\nPSYC 2200 — Statistics for the Behavioral Sciences\nPSYC 2600 — Social Psychology\nFull course catalog" }, { "url": "course-psychology-2600.html", "title": "PSYC 2600 Social Psychology", "description": "Social Psychology (PSYC 2600, 3 cr). Attitudes, persuasion, conformity, group behavior, attribution, and prejudice.", "headings": [ "PSYC 2600 — Social Psychology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Psychology PSYC 2600 — Social Psychology\n3 credits · prerequisite: PSYC 1000 · typically spring, alternate years\nCourse description\nAttitudes, persuasion, conformity, group behavior, attribution, and prejudice.\nSocial Psychology is a lower-division undergraduate course in Psychology (PSYC 2600), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nPSYC 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of social Psychology.\nWork standard problems in psychology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSocial Psychology counts toward the Psychology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Psychology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Social Psychology spends time on:\nThe vocabulary of psychology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Psychology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Psychology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPsychology (PSYC)\nNumber\nPSYC 2600\nCredits\n3\nPrerequisite\nPSYC 1000\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nPsychology course list\nPsychology program\nAcademic departments\nPSYC 1000 — Introduction to Psychology\nPSYC 2100 — Research Methods\nPSYC 2200 — Statistics for the Behavioral Sciences\nPSYC 2400 — Developmental Psychology\nFull course catalog" }, { "url": "course-psychology-3100.html", "title": "PSYC 3100 Cognitive Psychology", "description": "Cognitive Psychology (PSYC 3100, 3 cr). Attention, perception, memory, language, and decision-making, and the experiments that reveal them.", "headings": [ "PSYC 3100 — Cognitive Psychology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Psychology PSYC 3100 — Cognitive Psychology\n3 credits · prerequisite: PSYC 2100 · typically fall\nCourse description\nAttention, perception, memory, language, and decision-making, and the experiments that reveal them.\nCognitive Psychology is an advanced undergraduate course in Psychology (PSYC 3100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nPSYC 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of cognitive Psychology.\nAnalyze and solve open-ended problems in psychology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCognitive Psychology counts toward the Psychology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Psychology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Cognitive Psychology spends time on:\nThe vocabulary of psychology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Psychology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Psychology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPsychology (PSYC)\nNumber\nPSYC 3100\nCredits\n3\nPrerequisite\nPSYC 2100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nPsychology course list\nPsychology program\nAcademic departments\nPSYC 1000 — Introduction to Psychology\nPSYC 2100 — Research Methods\nPSYC 2200 — Statistics for the Behavioral Sciences\nPSYC 2400 — Developmental Psychology\nFull course catalog" }, { "url": "course-psychology-3300.html", "title": "PSYC 3300 Abnormal Psychology", "description": "Abnormal Psychology (PSYC 3300, 3 cr). Classification, causes, and treatment of psychological disorders, and the debates around diagnosis.", "headings": [ "PSYC 3300 — Abnormal Psychology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Psychology PSYC 3300 — Abnormal Psychology\n3 credits · prerequisite: PSYC 1000 · typically spring\nCourse description\nClassification, causes, and treatment of psychological disorders, and the debates around diagnosis.\nAbnormal Psychology is an advanced undergraduate course in Psychology (PSYC 3300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nPSYC 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of abnormal Psychology.\nAnalyze and solve open-ended problems in psychology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAbnormal Psychology counts toward the Psychology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Psychology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Abnormal Psychology spends time on:\nThe vocabulary of psychology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Psychology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Psychology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPsychology (PSYC)\nNumber\nPSYC 3300\nCredits\n3\nPrerequisite\nPSYC 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nPsychology course list\nPsychology program\nAcademic departments\nPSYC 1000 — Introduction to Psychology\nPSYC 2100 — Research Methods\nPSYC 2200 — Statistics for the Behavioral Sciences\nPSYC 2400 — Developmental Psychology\nFull course catalog" }, { "url": "course-psychology-3500.html", "title": "PSYC 3500 Biological Psychology", "description": "Biological Psychology (PSYC 3500, 3 cr). Neurons, neurotransmission, brain systems, and the biological bases of behavior.", "headings": [ "PSYC 3500 — Biological Psychology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Psychology PSYC 3500 — Biological Psychology\n3 credits · prerequisite: PSYC 1000 · typically fall and spring\nCourse description\nNeurons, neurotransmission, brain systems, and the biological bases of behavior.\nBiological Psychology is an advanced undergraduate course in Psychology (PSYC 3500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nPSYC 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of biological Psychology.\nAnalyze and solve open-ended problems in psychology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBiological Psychology counts toward the Psychology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Psychology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Biological Psychology spends time on:\nThe vocabulary of psychology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Psychology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Psychology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPsychology (PSYC)\nNumber\nPSYC 3500\nCredits\n3\nPrerequisite\nPSYC 1000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nPsychology course list\nPsychology program\nAcademic departments\nPSYC 1000 — Introduction to Psychology\nPSYC 2100 — Research Methods\nPSYC 2200 — Statistics for the Behavioral Sciences\nPSYC 2400 — Developmental Psychology\nFull course catalog" }, { "url": "course-psychology-4900.html", "title": "PSYC 4900 Senior Seminar in Psychology", "description": "Senior Seminar in Psychology (PSYC 4900, 3 cr). A capstone that integrates the major through a literature review or empirical project and a formal presentation.", "headings": [ "PSYC 4900 — Senior Seminar in Psychology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Psychology PSYC 4900 — Senior Seminar in Psychology\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA capstone that integrates the major through a literature review or empirical project and a formal presentation.\nSenior Seminar in Psychology is an advanced, often capstone-level undergraduate course in Psychology (PSYC 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of senior Seminar in Psychology.\nAnalyze and solve open-ended problems in psychology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSenior Seminar in Psychology counts toward the Psychology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Psychology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Senior Seminar in Psychology spends time on:\nThe vocabulary of psychology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Psychology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Psychology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPsychology (PSYC)\nNumber\nPSYC 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nPsychology course list\nPsychology program\nAcademic departments\nPSYC 1000 — Introduction to Psychology\nPSYC 2100 — Research Methods\nPSYC 2200 — Statistics for the Behavioral Sciences\nPSYC 2400 — Developmental Psychology\nFull course catalog" }, { "url": "course-public-health-1500.html", "title": "HLTH 1500 Introduction to Public Health", "description": "Introduction to Public Health (HLTH 1500, 3 cr). The core functions, the determinants of health, and the major public-health achievements and challenges.", "headings": [ "HLTH 1500 — Introduction to Public Health", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Public Health HLTH 1500 — Introduction to Public Health\n3 credits · no prerequisites · typically fall\nCourse description\nThe core functions, the determinants of health, and the major public-health achievements and challenges.\nIntroduction to Public Health is an introductory course in Public Health (HLTH 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Public Health.\nWork standard problems in public Health accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Public Health counts toward the Public Health program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Public Health course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Public Health spends time on:\nThe vocabulary of public Health and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Public Health. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPublic Health (HLTH)\nNumber\nHLTH 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nPublic Health course list\nAcademic departments\nHLTH 2100 — Epidemiology\nHLTH 2300 — Environmental Health\nHLTH 2500 — Health Behavior and Promotion\nHLTH 3100 — Biostatistics for Public Health\nFull course catalog" }, { "url": "course-public-health-2100.html", "title": "HLTH 2100 Epidemiology", "description": "Epidemiology (HLTH 2100, 3 cr). Measures of disease frequency, study designs, causal inference, and outbreak investigation.", "headings": [ "HLTH 2100 — Epidemiology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Public Health HLTH 2100 — Epidemiology\n3 credits · prerequisite: MATH 1600 · typically spring\nCourse description\nMeasures of disease frequency, study designs, causal inference, and outbreak investigation.\nEpidemiology is a lower-division undergraduate course in Public Health (HLTH 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMATH 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of epidemiology.\nWork standard problems in public Health accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEpidemiology counts toward the Public Health program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Public Health course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Epidemiology spends time on:\nThe vocabulary of public Health and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Public Health department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Public Health. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPublic Health (HLTH)\nNumber\nHLTH 2100\nCredits\n3\nPrerequisite\nMATH 1600\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nPublic Health course list\nAcademic departments\nHLTH 1500 — Introduction to Public Health\nHLTH 2300 — Environmental Health\nHLTH 2500 — Health Behavior and Promotion\nHLTH 3100 — Biostatistics for Public Health\nFull course catalog" }, { "url": "course-public-health-2300.html", "title": "HLTH 2300 Environmental Health", "description": "Environmental Health (HLTH 2300, 3 cr). Air, water, food, and built-environment hazards and the systems that manage them.", "headings": [ "HLTH 2300 — Environmental Health", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Public Health HLTH 2300 — Environmental Health\n3 credits · prerequisite: HLTH 1500 · typically fall and spring\nCourse description\nAir, water, food, and built-environment hazards and the systems that manage them.\nEnvironmental Health is a lower-division undergraduate course in Public Health (HLTH 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nHLTH 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of environmental Health.\nWork standard problems in public Health accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEnvironmental Health counts toward the Public Health program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Public Health course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Environmental Health spends time on:\nThe vocabulary of public Health and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Public Health department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Public Health. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPublic Health (HLTH)\nNumber\nHLTH 2300\nCredits\n3\nPrerequisite\nHLTH 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nPublic Health course list\nAcademic departments\nHLTH 1500 — Introduction to Public Health\nHLTH 2100 — Epidemiology\nHLTH 2500 — Health Behavior and Promotion\nHLTH 3100 — Biostatistics for Public Health\nFull course catalog" }, { "url": "course-public-health-2500.html", "title": "HLTH 2500 Health Behavior and Promotion", "description": "Health Behavior and Promotion (HLTH 2500, 3 cr). Behavior-change theories and designing interventions for individuals and communities.", "headings": [ "HLTH 2500 — Health Behavior and Promotion", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Public Health HLTH 2500 — Health Behavior and Promotion\n3 credits · prerequisite: HLTH 1500 · typically fall, alternate years\nCourse description\nBehavior-change theories and designing interventions for individuals and communities.\nHealth Behavior and Promotion is a lower-division undergraduate course in Public Health (HLTH 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nHLTH 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of health Behavior and Promotion.\nWork standard problems in public Health accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHealth Behavior and Promotion counts toward the Public Health program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Public Health course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Health Behavior and Promotion spends time on:\nThe vocabulary of public Health and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Public Health department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Public Health. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPublic Health (HLTH)\nNumber\nHLTH 2500\nCredits\n3\nPrerequisite\nHLTH 1500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nPublic Health course list\nAcademic departments\nHLTH 1500 — Introduction to Public Health\nHLTH 2100 — Epidemiology\nHLTH 2300 — Environmental Health\nHLTH 3100 — Biostatistics for Public Health\nFull course catalog" }, { "url": "course-public-health-3100.html", "title": "HLTH 3100 Biostatistics for Public Health", "description": "Biostatistics for Public Health (HLTH 3100, 3 cr). Estimation, hypothesis testing, and regression applied to health data, with software.", "headings": [ "HLTH 3100 — Biostatistics for Public Health", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Public Health HLTH 3100 — Biostatistics for Public Health\n3 credits · prerequisite: HLTH 2100 · typically spring, alternate years\nCourse description\nEstimation, hypothesis testing, and regression applied to health data, with software.\nBiostatistics for Public Health is an advanced undergraduate course in Public Health (HLTH 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nHLTH 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of biostatistics for Public Health.\nAnalyze and solve open-ended problems in public Health, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBiostatistics for Public Health counts toward the Public Health program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Public Health course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Biostatistics for Public Health spends time on:\nThe vocabulary of public Health and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Public Health department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Public Health. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPublic Health (HLTH)\nNumber\nHLTH 3100\nCredits\n3\nPrerequisite\nHLTH 2100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nPublic Health course list\nAcademic departments\nHLTH 1500 — Introduction to Public Health\nHLTH 2100 — Epidemiology\nHLTH 2300 — Environmental Health\nHLTH 2500 — Health Behavior and Promotion\nFull course catalog" }, { "url": "course-public-health-3300.html", "title": "HLTH 3300 Health Policy and Systems", "description": "Health Policy and Systems (HLTH 3300, 3 cr). How health systems are organized and financed, and how policy is made and evaluated.", "headings": [ "HLTH 3300 — Health Policy and Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Public Health HLTH 3300 — Health Policy and Systems\n3 credits · prerequisite: HLTH 1500 · typically fall\nCourse description\nHow health systems are organized and financed, and how policy is made and evaluated.\nHealth Policy and Systems is an advanced undergraduate course in Public Health (HLTH 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nHLTH 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of health Policy and Systems.\nAnalyze and solve open-ended problems in public Health, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHealth Policy and Systems counts toward the Public Health program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Public Health course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Health Policy and Systems spends time on:\nThe vocabulary of public Health and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Public Health department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Public Health. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPublic Health (HLTH)\nNumber\nHLTH 3300\nCredits\n3\nPrerequisite\nHLTH 1500\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nPublic Health course list\nAcademic departments\nHLTH 1500 — Introduction to Public Health\nHLTH 2100 — Epidemiology\nHLTH 2300 — Environmental Health\nHLTH 2500 — Health Behavior and Promotion\nFull course catalog" }, { "url": "course-public-health-3500.html", "title": "HLTH 3500 Program Planning and Evaluation", "description": "Program Planning and Evaluation (HLTH 3500, 3 cr). Needs assessment, logic models, implementation, and evaluation design.", "headings": [ "HLTH 3500 — Program Planning and Evaluation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Public Health HLTH 3500 — Program Planning and Evaluation\n3 credits · prerequisite: HLTH 2500 · typically spring\nCourse description\nNeeds assessment, logic models, implementation, and evaluation design.\nProgram Planning and Evaluation is an advanced undergraduate course in Public Health (HLTH 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nHLTH 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of program Planning and Evaluation.\nAnalyze and solve open-ended problems in public Health, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nProgram Planning and Evaluation counts toward the Public Health program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Public Health course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Program Planning and Evaluation spends time on:\nThe vocabulary of public Health and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Public Health department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Public Health. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPublic Health (HLTH)\nNumber\nHLTH 3500\nCredits\n3\nPrerequisite\nHLTH 2500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nPublic Health course list\nAcademic departments\nHLTH 1500 — Introduction to Public Health\nHLTH 2100 — Epidemiology\nHLTH 2300 — Environmental Health\nHLTH 2500 — Health Behavior and Promotion\nFull course catalog" }, { "url": "course-public-health-3700.html", "title": "HLTH 3700 Global Health", "description": "Global Health (HLTH 3700, 3 cr). The global burden of disease, health equity, and international health institutions.", "headings": [ "HLTH 3700 — Global Health", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Public Health HLTH 3700 — Global Health\n3 credits · prerequisite: HLTH 1500 · typically fall and spring\nCourse description\nThe global burden of disease, health equity, and international health institutions.\nGlobal Health is an advanced undergraduate course in Public Health (HLTH 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nHLTH 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of global Health.\nAnalyze and solve open-ended problems in public Health, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGlobal Health counts toward the Public Health program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Public Health course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Global Health spends time on:\nThe vocabulary of public Health and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Public Health department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Public Health. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPublic Health (HLTH)\nNumber\nHLTH 3700\nCredits\n3\nPrerequisite\nHLTH 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nPublic Health course list\nAcademic departments\nHLTH 1500 — Introduction to Public Health\nHLTH 2100 — Epidemiology\nHLTH 2300 — Environmental Health\nHLTH 2500 — Health Behavior and Promotion\nFull course catalog" }, { "url": "course-public-health-4900.html", "title": "HLTH 4900 Public Health Practicum", "description": "Public Health Practicum (HLTH 4900, 4 cr). A supervised placement with a health department or community organization and a capstone project.", "headings": [ "HLTH 4900 — Public Health Practicum", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Public Health HLTH 4900 — Public Health Practicum\n4 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA supervised placement with a health department or community organization and a capstone project.\nPublic Health Practicum is an advanced, often capstone-level undergraduate course in Public Health (HLTH 4900), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of public Health Practicum.\nAnalyze and solve open-ended problems in public Health, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPublic Health Practicum counts toward the Public Health program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Public Health course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Public Health Practicum spends time on:\nThe vocabulary of public Health and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Public Health department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Public Health. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nPublic Health (HLTH)\nNumber\nHLTH 4900\nCredits\n4\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nPublic Health course list\nAcademic departments\nHLTH 1500 — Introduction to Public Health\nHLTH 2100 — Epidemiology\nHLTH 2300 — Environmental Health\nHLTH 2500 — Health Behavior and Promotion\nFull course catalog" }, { "url": "course-radiologic-technology-2000.html", "title": "RADT 2000 Introduction to Radiography", "description": "Introduction to Radiography (RADT 2000, 3 cr). The profession, the imaging chain, patient care, and medical terminology.", "headings": [ "RADT 2000 — Introduction to Radiography", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Radiologic Technology RADT 2000 — Introduction to Radiography\n3 credits · prerequisite: BIOL 1010 · typically fall\nCourse description\nThe profession, the imaging chain, patient care, and medical terminology.\nIntroduction to Radiography is a lower-division undergraduate course in Radiologic Technology (RADT 2000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nBIOL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Radiography.\nWork standard problems in radiologic Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Radiography counts toward the Radiologic Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Radiologic Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Radiography spends time on:\nThe vocabulary of radiologic Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Radiologic Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Radiologic Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRadiologic Technology (RADT)\nNumber\nRADT 2000\nCredits\n3\nPrerequisite\nBIOL 1010\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nRadiologic Technology course list\nAcademic departments\nRADT 2200 — Radiographic Procedures I\nRADT 2400 — Radiation Physics and Equipment\nRADT 2600 — Radiation Biology and Protection\nRADT 3000 — Radiographic Procedures II\nFull course catalog" }, { "url": "course-radiologic-technology-2200.html", "title": "RADT 2200 Radiographic Procedures I", "description": "Radiographic Procedures I (RADT 2200, 4 cr). Positioning and technique for the chest, abdomen, and extremities, with lab.", "headings": [ "RADT 2200 — Radiographic Procedures I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Radiologic Technology RADT 2200 — Radiographic Procedures I\n4 credits · prerequisite: RADT 2000 · typically spring\nCourse description\nPositioning and technique for the chest, abdomen, and extremities, with lab.\nRadiographic Procedures I is a lower-division undergraduate course in Radiologic Technology (RADT 2200), carrying 4 credits, and is typically offered spring.\nPrerequisites\nRADT 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of radiographic Procedures I.\nWork standard problems in radiologic Technology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRadiographic Procedures I counts toward the Radiologic Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Radiologic Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Radiographic Procedures I spends time on:\nThe vocabulary of radiologic Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Radiologic Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Radiologic Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRadiologic Technology (RADT)\nNumber\nRADT 2200\nCredits\n4\nPrerequisite\nRADT 2000\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nRadiologic Technology course list\nAcademic departments\nRADT 2000 — Introduction to Radiography\nRADT 2400 — Radiation Physics and Equipment\nRADT 2600 — Radiation Biology and Protection\nRADT 3000 — Radiographic Procedures II\nFull course catalog" }, { "url": "course-radiologic-technology-2400.html", "title": "RADT 2400 Radiation Physics and Equipment", "description": "Radiation Physics and Equipment (RADT 2400, 3 cr). X-ray production, interactions with matter, the generator, and image receptors.", "headings": [ "RADT 2400 — Radiation Physics and Equipment", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Radiologic Technology RADT 2400 — Radiation Physics and Equipment\n3 credits · prerequisite: PHYS 1010 · typically fall and spring\nCourse description\nX-ray production, interactions with matter, the generator, and image receptors.\nRadiation Physics and Equipment is a lower-division undergraduate course in Radiologic Technology (RADT 2400), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nPHYS 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of radiation Physics and Equipment.\nWork standard problems in radiologic Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRadiation Physics and Equipment counts toward the Radiologic Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Radiologic Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Radiation Physics and Equipment spends time on:\nThe vocabulary of radiologic Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Radiologic Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Radiologic Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRadiologic Technology (RADT)\nNumber\nRADT 2400\nCredits\n3\nPrerequisite\nPHYS 1010\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nRadiologic Technology course list\nAcademic departments\nRADT 2000 — Introduction to Radiography\nRADT 2200 — Radiographic Procedures I\nRADT 2600 — Radiation Biology and Protection\nRADT 3000 — Radiographic Procedures II\nFull course catalog" }, { "url": "course-radiologic-technology-2600.html", "title": "RADT 2600 Radiation Biology and Protection", "description": "Radiation Biology and Protection (RADT 2600, 3 cr). Cellular effects, dose limits, ALARA, shielding, and regulatory requirements.", "headings": [ "RADT 2600 — Radiation Biology and Protection", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Radiologic Technology RADT 2600 — Radiation Biology and Protection\n3 credits · prerequisite: RADT 2400 · typically fall, alternate years\nCourse description\nCellular effects, dose limits, ALARA, shielding, and regulatory requirements.\nRadiation Biology and Protection is a lower-division undergraduate course in Radiologic Technology (RADT 2600), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nRADT 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of radiation Biology and Protection.\nWork standard problems in radiologic Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRadiation Biology and Protection counts toward the Radiologic Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Radiologic Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Radiation Biology and Protection spends time on:\nThe vocabulary of radiologic Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Radiologic Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Radiologic Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRadiologic Technology (RADT)\nNumber\nRADT 2600\nCredits\n3\nPrerequisite\nRADT 2400\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nRadiologic Technology course list\nAcademic departments\nRADT 2000 — Introduction to Radiography\nRADT 2200 — Radiographic Procedures I\nRADT 2400 — Radiation Physics and Equipment\nRADT 3000 — Radiographic Procedures II\nFull course catalog" }, { "url": "course-radiologic-technology-3000.html", "title": "RADT 3000 Radiographic Procedures II", "description": "Radiographic Procedures II (RADT 3000, 4 cr). Spine, skull, and contrast studies, and an introduction to CT and fluoroscopy, with lab.", "headings": [ "RADT 3000 — Radiographic Procedures II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Radiologic Technology RADT 3000 — Radiographic Procedures II\n4 credits · prerequisite: RADT 2200 · typically spring, alternate years\nCourse description\nSpine, skull, and contrast studies, and an introduction to CT and fluoroscopy, with lab.\nRadiographic Procedures II is an advanced undergraduate course in Radiologic Technology (RADT 3000), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nRADT 2200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of radiographic Procedures II.\nAnalyze and solve open-ended problems in radiologic Technology, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRadiographic Procedures II counts toward the Radiologic Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Radiologic Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Radiographic Procedures II spends time on:\nThe vocabulary of radiologic Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Radiologic Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Radiologic Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRadiologic Technology (RADT)\nNumber\nRADT 3000\nCredits\n4\nPrerequisite\nRADT 2200\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nRadiologic Technology course list\nAcademic departments\nRADT 2000 — Introduction to Radiography\nRADT 2200 — Radiographic Procedures I\nRADT 2400 — Radiation Physics and Equipment\nRADT 2600 — Radiation Biology and Protection\nFull course catalog" }, { "url": "course-radiologic-technology-3200.html", "title": "RADT 3200 Image Analysis and Quality", "description": "Image Analysis and Quality (RADT 3200, 3 cr). Evaluating images for positioning, exposure, and artifacts, and quality-control testing.", "headings": [ "RADT 3200 — Image Analysis and Quality", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Radiologic Technology RADT 3200 — Image Analysis and Quality\n3 credits · prerequisite: RADT 2400 · typically fall\nCourse description\nEvaluating images for positioning, exposure, and artifacts, and quality-control testing.\nImage Analysis and Quality is an advanced undergraduate course in Radiologic Technology (RADT 3200), carrying 3 credits, and is typically offered fall.\nPrerequisites\nRADT 2400. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of image Analysis and Quality.\nAnalyze and solve open-ended problems in radiologic Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nImage Analysis and Quality counts toward the Radiologic Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Radiologic Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Image Analysis and Quality spends time on:\nThe vocabulary of radiologic Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Radiologic Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Radiologic Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRadiologic Technology (RADT)\nNumber\nRADT 3200\nCredits\n3\nPrerequisite\nRADT 2400\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nRadiologic Technology course list\nAcademic departments\nRADT 2000 — Introduction to Radiography\nRADT 2200 — Radiographic Procedures I\nRADT 2400 — Radiation Physics and Equipment\nRADT 2600 — Radiation Biology and Protection\nFull course catalog" }, { "url": "course-radiologic-technology-3400.html", "title": "RADT 3400 Pathology for Radiographers", "description": "Pathology for Radiographers (RADT 3400, 3 cr). Common pathologies and their radiographic appearance and technique adjustments.", "headings": [ "RADT 3400 — Pathology for Radiographers", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Radiologic Technology RADT 3400 — Pathology for Radiographers\n3 credits · prerequisite: RADT 2000 · typically spring\nCourse description\nCommon pathologies and their radiographic appearance and technique adjustments.\nPathology for Radiographers is an advanced undergraduate course in Radiologic Technology (RADT 3400), carrying 3 credits, and is typically offered spring.\nPrerequisites\nRADT 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of pathology for Radiographers.\nAnalyze and solve open-ended problems in radiologic Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPathology for Radiographers counts toward the Radiologic Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Radiologic Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Pathology for Radiographers spends time on:\nThe vocabulary of radiologic Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Radiologic Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Radiologic Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRadiologic Technology (RADT)\nNumber\nRADT 3400\nCredits\n3\nPrerequisite\nRADT 2000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nRadiologic Technology course list\nAcademic departments\nRADT 2000 — Introduction to Radiography\nRADT 2200 — Radiographic Procedures I\nRADT 2400 — Radiation Physics and Equipment\nRADT 2600 — Radiation Biology and Protection\nFull course catalog" }, { "url": "course-radiologic-technology-3600.html", "title": "RADT 3600 Cross-Sectional Imaging", "description": "Cross-Sectional Imaging (RADT 3600, 3 cr). Sectional anatomy and the fundamentals of CT and MRI.", "headings": [ "RADT 3600 — Cross-Sectional Imaging", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Radiologic Technology RADT 3600 — Cross-Sectional Imaging\n3 credits · prerequisite: RADT 3000 · typically fall and spring\nCourse description\nSectional anatomy and the fundamentals of CT and MRI.\nCross-Sectional Imaging is an advanced undergraduate course in Radiologic Technology (RADT 3600), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nRADT 3000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of cross-Sectional Imaging.\nAnalyze and solve open-ended problems in radiologic Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCross-Sectional Imaging counts toward the Radiologic Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Radiologic Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Cross-Sectional Imaging spends time on:\nThe vocabulary of radiologic Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Radiologic Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Radiologic Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRadiologic Technology (RADT)\nNumber\nRADT 3600\nCredits\n3\nPrerequisite\nRADT 3000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nRadiologic Technology course list\nAcademic departments\nRADT 2000 — Introduction to Radiography\nRADT 2200 — Radiographic Procedures I\nRADT 2400 — Radiation Physics and Equipment\nRADT 2600 — Radiation Biology and Protection\nFull course catalog" }, { "url": "course-radiologic-technology-4900.html", "title": "RADT 4900 Radiography Clinical Practicum", "description": "Radiography Clinical Practicum (RADT 4900, 6 cr). Supervised clinical rotations across imaging areas at affiliated hospitals.", "headings": [ "RADT 4900 — Radiography Clinical Practicum", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Radiologic Technology RADT 4900 — Radiography Clinical Practicum\n6 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nSupervised clinical rotations across imaging areas at affiliated hospitals.\nRadiography Clinical Practicum is an advanced, often capstone-level undergraduate course in Radiologic Technology (RADT 4900), carrying 6 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of radiography Clinical Practicum.\nAnalyze and solve open-ended problems in radiologic Technology, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 6-credit course, expect roughly 12–18 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRadiography Clinical Practicum counts toward the Radiologic Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Radiologic Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Radiography Clinical Practicum spends time on:\nThe vocabulary of radiologic Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Radiologic Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Radiologic Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 12–18 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRadiologic Technology (RADT)\nNumber\nRADT 4900\nCredits\n6\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~12–18 hrs/week\nRelated\nRadiologic Technology course list\nAcademic departments\nRADT 2000 — Introduction to Radiography\nRADT 2200 — Radiographic Procedures I\nRADT 2400 — Radiation Physics and Equipment\nRADT 2600 — Radiation Biology and Protection\nFull course catalog" }, { "url": "course-real-estate-2000.html", "title": "REST 2000 Principles of Real Estate", "description": "Principles of Real Estate (REST 2000, 3 cr). Property rights, brokerage, contracts, financing, valuation, and the transaction process.", "headings": [ "REST 2000 — Principles of Real Estate", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Real Estate REST 2000 — Principles of Real Estate\n3 credits · prerequisite: BUS 1000 · typically fall\nCourse description\nProperty rights, brokerage, contracts, financing, valuation, and the transaction process.\nPrinciples of Real Estate is a lower-division undergraduate course in Real Estate (REST 2000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nBUS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of principles of Real Estate.\nWork standard problems in real Estate accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPrinciples of Real Estate counts toward the Real Estate program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Real Estate course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Principles of Real Estate spends time on:\nThe vocabulary of real Estate and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Real Estate department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Real Estate. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nReal Estate (REST)\nNumber\nREST 2000\nCredits\n3\nPrerequisite\nBUS 1000\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nReal Estate course list\nAcademic departments\nREST 3100 — Real Estate Finance and Investment\nREST 3200 — Real Estate Valuation\nREST 3300 — Real Estate Law\nREST 3400 — Real Estate Development\nFull course catalog" }, { "url": "course-real-estate-3100.html", "title": "REST 3100 Real Estate Finance and Investment", "description": "Real Estate Finance and Investment (REST 3100, 3 cr). Mortgages, leverage, cash-flow analysis, cap rates, and evaluating an income property.", "headings": [ "REST 3100 — Real Estate Finance and Investment", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Real Estate REST 3100 — Real Estate Finance and Investment\n3 credits · prerequisite: FIN 3100 · typically spring\nCourse description\nMortgages, leverage, cash-flow analysis, cap rates, and evaluating an income property.\nReal Estate Finance and Investment is an advanced undergraduate course in Real Estate (REST 3100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nFIN 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of real Estate Finance and Investment.\nAnalyze and solve open-ended problems in real Estate, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nReal Estate Finance and Investment counts toward the Real Estate program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Real Estate course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Real Estate Finance and Investment spends time on:\nThe vocabulary of real Estate and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Real Estate department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Real Estate. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nReal Estate (REST)\nNumber\nREST 3100\nCredits\n3\nPrerequisite\nFIN 3100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nReal Estate course list\nAcademic departments\nREST 2000 — Principles of Real Estate\nREST 3200 — Real Estate Valuation\nREST 3300 — Real Estate Law\nREST 3400 — Real Estate Development\nFull course catalog" }, { "url": "course-real-estate-3200.html", "title": "REST 3200 Real Estate Valuation", "description": "Real Estate Valuation (REST 3200, 3 cr). The cost, sales-comparison, and income approaches to appraising residential and commercial property.", "headings": [ "REST 3200 — Real Estate Valuation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Real Estate REST 3200 — Real Estate Valuation\n3 credits · prerequisite: REST 2000 · typically fall and spring\nCourse description\nThe cost, sales-comparison, and income approaches to appraising residential and commercial property.\nReal Estate Valuation is an advanced undergraduate course in Real Estate (REST 3200), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nREST 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of real Estate Valuation.\nAnalyze and solve open-ended problems in real Estate, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nReal Estate Valuation counts toward the Real Estate program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Real Estate course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Real Estate Valuation spends time on:\nThe vocabulary of real Estate and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Real Estate department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Real Estate. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nReal Estate (REST)\nNumber\nREST 3200\nCredits\n3\nPrerequisite\nREST 2000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nReal Estate course list\nAcademic departments\nREST 2000 — Principles of Real Estate\nREST 3100 — Real Estate Finance and Investment\nREST 3300 — Real Estate Law\nREST 3400 — Real Estate Development\nFull course catalog" }, { "url": "course-real-estate-3300.html", "title": "REST 3300 Real Estate Law", "description": "Real Estate Law (REST 3300, 3 cr). Deeds, titles, easements, land use and zoning, leases, and closings.", "headings": [ "REST 3300 — Real Estate Law", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Real Estate REST 3300 — Real Estate Law\n3 credits · prerequisite: BLAW 2000 · typically fall, alternate years\nCourse description\nDeeds, titles, easements, land use and zoning, leases, and closings.\nReal Estate Law is an advanced undergraduate course in Real Estate (REST 3300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nBLAW 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of real Estate Law.\nAnalyze and solve open-ended problems in real Estate, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nReal Estate Law counts toward the Real Estate program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Real Estate course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Real Estate Law spends time on:\nThe vocabulary of real Estate and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Real Estate department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Real Estate. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nReal Estate (REST)\nNumber\nREST 3300\nCredits\n3\nPrerequisite\nBLAW 2000\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nReal Estate course list\nAcademic departments\nREST 2000 — Principles of Real Estate\nREST 3100 — Real Estate Finance and Investment\nREST 3200 — Real Estate Valuation\nREST 3400 — Real Estate Development\nFull course catalog" }, { "url": "course-real-estate-3400.html", "title": "REST 3400 Real Estate Development", "description": "Real Estate Development (REST 3400, 3 cr). Site selection, entitlement, feasibility, financing, construction, and lease-up.", "headings": [ "REST 3400 — Real Estate Development", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Real Estate REST 3400 — Real Estate Development\n3 credits · prerequisite: REST 3100 · typically spring, alternate years\nCourse description\nSite selection, entitlement, feasibility, financing, construction, and lease-up.\nReal Estate Development is an advanced undergraduate course in Real Estate (REST 3400), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nREST 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of real Estate Development.\nAnalyze and solve open-ended problems in real Estate, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nReal Estate Development counts toward the Real Estate program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Real Estate course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Real Estate Development spends time on:\nThe vocabulary of real Estate and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Real Estate department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Real Estate. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nReal Estate (REST)\nNumber\nREST 3400\nCredits\n3\nPrerequisite\nREST 3100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nReal Estate course list\nAcademic departments\nREST 2000 — Principles of Real Estate\nREST 3100 — Real Estate Finance and Investment\nREST 3200 — Real Estate Valuation\nREST 3300 — Real Estate Law\nFull course catalog" }, { "url": "course-real-estate-3500.html", "title": "REST 3500 Commercial Real Estate", "description": "Commercial Real Estate (REST 3500, 3 cr). Office, retail, industrial, and multifamily markets, brokerage, and asset management.", "headings": [ "REST 3500 — Commercial Real Estate", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Real Estate REST 3500 — Commercial Real Estate\n3 credits · prerequisite: REST 3100 · typically fall\nCourse description\nOffice, retail, industrial, and multifamily markets, brokerage, and asset management.\nCommercial Real Estate is an advanced undergraduate course in Real Estate (REST 3500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nREST 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of commercial Real Estate.\nAnalyze and solve open-ended problems in real Estate, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCommercial Real Estate counts toward the Real Estate program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Real Estate course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Commercial Real Estate spends time on:\nThe vocabulary of real Estate and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Real Estate department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Real Estate. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nReal Estate (REST)\nNumber\nREST 3500\nCredits\n3\nPrerequisite\nREST 3100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nReal Estate course list\nAcademic departments\nREST 2000 — Principles of Real Estate\nREST 3100 — Real Estate Finance and Investment\nREST 3200 — Real Estate Valuation\nREST 3300 — Real Estate Law\nFull course catalog" }, { "url": "course-real-estate-3700.html", "title": "REST 3700 Real Estate Market Analysis", "description": "Real Estate Market Analysis (REST 3700, 3 cr). Supply and demand analysis, demographics, absorption, and forecasting a submarket.", "headings": [ "REST 3700 — Real Estate Market Analysis", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Real Estate REST 3700 — Real Estate Market Analysis\n3 credits · prerequisite: REST 2000 · typically spring\nCourse description\nSupply and demand analysis, demographics, absorption, and forecasting a submarket.\nReal Estate Market Analysis is an advanced undergraduate course in Real Estate (REST 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nREST 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of real Estate Market Analysis.\nAnalyze and solve open-ended problems in real Estate, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nReal Estate Market Analysis counts toward the Real Estate program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Real Estate course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Real Estate Market Analysis spends time on:\nThe vocabulary of real Estate and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Real Estate department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Real Estate. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nReal Estate (REST)\nNumber\nREST 3700\nCredits\n3\nPrerequisite\nREST 2000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nReal Estate course list\nAcademic departments\nREST 2000 — Principles of Real Estate\nREST 3100 — Real Estate Finance and Investment\nREST 3200 — Real Estate Valuation\nREST 3300 — Real Estate Law\nFull course catalog" }, { "url": "course-real-estate-4900.html", "title": "REST 4900 Real Estate Capstone", "description": "Real Estate Capstone (REST 4900, 3 cr). A full development or investment analysis for a real site, presented to industry reviewers.", "headings": [ "REST 4900 — Real Estate Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Real Estate REST 4900 — Real Estate Capstone\n3 credits · prerequisite: senior standing · typically fall and spring\nCourse description\nA full development or investment analysis for a real site, presented to industry reviewers.\nReal Estate Capstone is an advanced, often capstone-level undergraduate course in Real Estate (REST 4900), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of real Estate Capstone.\nAnalyze and solve open-ended problems in real Estate, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nReal Estate Capstone counts toward the Real Estate program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Real Estate course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Real Estate Capstone spends time on:\nThe vocabulary of real Estate and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Real Estate department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Real Estate. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nReal Estate (REST)\nNumber\nREST 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nReal Estate course list\nAcademic departments\nREST 2000 — Principles of Real Estate\nREST 3100 — Real Estate Finance and Investment\nREST 3200 — Real Estate Valuation\nREST 3300 — Real Estate Law\nFull course catalog" }, { "url": "course-recreation-management-1500.html", "title": "RECR 1500 Foundations of Recreation and Leisure", "description": "Foundations of Recreation and Leisure (RECR 1500, 3 cr). The history, benefits, and delivery systems of recreation across public, nonprofit, and commercial sectors.", "headings": [ "RECR 1500 — Foundations of Recreation and Leisure", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Recreation Management RECR 1500 — Foundations of Recreation and Leisure\n3 credits · no prerequisites · typically fall\nCourse description\nThe history, benefits, and delivery systems of recreation across public, nonprofit, and commercial sectors.\nFoundations of Recreation and Leisure is an introductory course in Recreation Management (RECR 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of foundations of Recreation and Leisure.\nWork standard problems in recreation Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFoundations of Recreation and Leisure counts toward the Recreation Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Recreation Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Foundations of Recreation and Leisure spends time on:\nThe vocabulary of recreation Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Recreation Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRecreation Management (RECR)\nNumber\nRECR 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nRecreation Management course list\nAcademic departments\nRECR 2100 — Program Planning and Leadership\nRECR 2300 — Outdoor and Adventure Programming\nRECR 2500 — Recreation for Diverse Populations\nRECR 3100 — Facility and Resource Management\nFull course catalog" }, { "url": "course-recreation-management-2100.html", "title": "RECR 2100 Program Planning and Leadership", "description": "Program Planning and Leadership (RECR 2100, 3 cr). Designing, staffing, marketing, and evaluating recreation programs and leading activity groups.", "headings": [ "RECR 2100 — Program Planning and Leadership", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Recreation Management RECR 2100 — Program Planning and Leadership\n3 credits · prerequisite: RECR 1500 · typically spring\nCourse description\nDesigning, staffing, marketing, and evaluating recreation programs and leading activity groups.\nProgram Planning and Leadership is a lower-division undergraduate course in Recreation Management (RECR 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nRECR 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of program Planning and Leadership.\nWork standard problems in recreation Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nProgram Planning and Leadership counts toward the Recreation Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Recreation Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Program Planning and Leadership spends time on:\nThe vocabulary of recreation Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Recreation Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Recreation Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRecreation Management (RECR)\nNumber\nRECR 2100\nCredits\n3\nPrerequisite\nRECR 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nRecreation Management course list\nAcademic departments\nRECR 1500 — Foundations of Recreation and Leisure\nRECR 2300 — Outdoor and Adventure Programming\nRECR 2500 — Recreation for Diverse Populations\nRECR 3100 — Facility and Resource Management\nFull course catalog" }, { "url": "course-recreation-management-2300.html", "title": "RECR 2300 Outdoor and Adventure Programming", "description": "Outdoor and Adventure Programming (RECR 2300, 3 cr). Trip planning, risk management, group facilitation, and Leave No Trace, with field practice.", "headings": [ "RECR 2300 — Outdoor and Adventure Programming", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Recreation Management RECR 2300 — Outdoor and Adventure Programming\n3 credits · prerequisite: RECR 1500 · typically fall and spring\nCourse description\nTrip planning, risk management, group facilitation, and Leave No Trace, with field practice.\nOutdoor and Adventure Programming is a lower-division undergraduate course in Recreation Management (RECR 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nRECR 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of outdoor and Adventure Programming.\nWork standard problems in recreation Management accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nOutdoor and Adventure Programming counts toward the Recreation Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Recreation Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Outdoor and Adventure Programming spends time on:\nThe vocabulary of recreation Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Recreation Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Recreation Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRecreation Management (RECR)\nNumber\nRECR 2300\nCredits\n3\nPrerequisite\nRECR 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nRecreation Management course list\nAcademic departments\nRECR 1500 — Foundations of Recreation and Leisure\nRECR 2100 — Program Planning and Leadership\nRECR 2500 — Recreation for Diverse Populations\nRECR 3100 — Facility and Resource Management\nFull course catalog" }, { "url": "course-recreation-management-2500.html", "title": "RECR 2500 Recreation for Diverse Populations", "description": "Recreation for Diverse Populations (RECR 2500, 3 cr). Inclusive programming across age, ability, and background, including therapeutic recreation basics.", "headings": [ "RECR 2500 — Recreation for Diverse Populations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Recreation Management RECR 2500 — Recreation for Diverse Populations\n3 credits · prerequisite: RECR 1500 · typically fall, alternate years\nCourse description\nInclusive programming across age, ability, and background, including therapeutic recreation basics.\nRecreation for Diverse Populations is a lower-division undergraduate course in Recreation Management (RECR 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nRECR 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of recreation for Diverse Populations.\nWork standard problems in recreation Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRecreation for Diverse Populations counts toward the Recreation Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Recreation Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Recreation for Diverse Populations spends time on:\nThe vocabulary of recreation Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Recreation Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Recreation Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRecreation Management (RECR)\nNumber\nRECR 2500\nCredits\n3\nPrerequisite\nRECR 1500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nRecreation Management course list\nAcademic departments\nRECR 1500 — Foundations of Recreation and Leisure\nRECR 2100 — Program Planning and Leadership\nRECR 2300 — Outdoor and Adventure Programming\nRECR 3100 — Facility and Resource Management\nFull course catalog" }, { "url": "course-recreation-management-3100.html", "title": "RECR 3100 Facility and Resource Management", "description": "Facility and Resource Management (RECR 3100, 3 cr). Operating parks, centers, and aquatic facilities — maintenance, scheduling, budgets, and safety.", "headings": [ "RECR 3100 — Facility and Resource Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Recreation Management RECR 3100 — Facility and Resource Management\n3 credits · prerequisite: RECR 2100 · typically spring, alternate years\nCourse description\nOperating parks, centers, and aquatic facilities — maintenance, scheduling, budgets, and safety.\nFacility and Resource Management is an advanced undergraduate course in Recreation Management (RECR 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nRECR 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of facility and Resource Management.\nAnalyze and solve open-ended problems in recreation Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFacility and Resource Management counts toward the Recreation Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Recreation Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Facility and Resource Management spends time on:\nThe vocabulary of recreation Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Recreation Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Recreation Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRecreation Management (RECR)\nNumber\nRECR 3100\nCredits\n3\nPrerequisite\nRECR 2100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nRecreation Management course list\nAcademic departments\nRECR 1500 — Foundations of Recreation and Leisure\nRECR 2100 — Program Planning and Leadership\nRECR 2300 — Outdoor and Adventure Programming\nRECR 2500 — Recreation for Diverse Populations\nFull course catalog" }, { "url": "course-recreation-management-3300.html", "title": "RECR 3300 Commercial and Event Recreation", "description": "Commercial and Event Recreation (RECR 3300, 3 cr). Tournaments, festivals, camps, and the business side of commercial recreation.", "headings": [ "RECR 3300 — Commercial and Event Recreation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Recreation Management RECR 3300 — Commercial and Event Recreation\n3 credits · prerequisite: RECR 2100 · typically fall\nCourse description\nTournaments, festivals, camps, and the business side of commercial recreation.\nCommercial and Event Recreation is an advanced undergraduate course in Recreation Management (RECR 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nRECR 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of commercial and Event Recreation.\nAnalyze and solve open-ended problems in recreation Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCommercial and Event Recreation counts toward the Recreation Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Recreation Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Commercial and Event Recreation spends time on:\nThe vocabulary of recreation Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Recreation Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Recreation Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRecreation Management (RECR)\nNumber\nRECR 3300\nCredits\n3\nPrerequisite\nRECR 2100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nRecreation Management course list\nAcademic departments\nRECR 1500 — Foundations of Recreation and Leisure\nRECR 2100 — Program Planning and Leadership\nRECR 2300 — Outdoor and Adventure Programming\nRECR 2500 — Recreation for Diverse Populations\nFull course catalog" }, { "url": "course-recreation-management-3500.html", "title": "RECR 3500 Administration of Recreation Services", "description": "Administration of Recreation Services (RECR 3500, 3 cr). Budgeting, personnel, policy, grants, and community relations for a recreation agency.", "headings": [ "RECR 3500 — Administration of Recreation Services", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Recreation Management RECR 3500 — Administration of Recreation Services\n3 credits · prerequisite: RECR 3100 · typically spring\nCourse description\nBudgeting, personnel, policy, grants, and community relations for a recreation agency.\nAdministration of Recreation Services is an advanced undergraduate course in Recreation Management (RECR 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nRECR 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of administration of Recreation Services.\nAnalyze and solve open-ended problems in recreation Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAdministration of Recreation Services counts toward the Recreation Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Recreation Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Administration of Recreation Services spends time on:\nThe vocabulary of recreation Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Recreation Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Recreation Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRecreation Management (RECR)\nNumber\nRECR 3500\nCredits\n3\nPrerequisite\nRECR 3100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nRecreation Management course list\nAcademic departments\nRECR 1500 — Foundations of Recreation and Leisure\nRECR 2100 — Program Planning and Leadership\nRECR 2300 — Outdoor and Adventure Programming\nRECR 2500 — Recreation for Diverse Populations\nFull course catalog" }, { "url": "course-recreation-management-3700.html", "title": "RECR 3700 Risk Management in Recreation", "description": "Risk Management in Recreation (RECR 3700, 3 cr). Hazard analysis, waivers, emergency planning, and liability across recreation settings.", "headings": [ "RECR 3700 — Risk Management in Recreation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Recreation Management RECR 3700 — Risk Management in Recreation\n3 credits · prerequisite: RECR 2300 · typically fall and spring\nCourse description\nHazard analysis, waivers, emergency planning, and liability across recreation settings.\nRisk Management in Recreation is an advanced undergraduate course in Recreation Management (RECR 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nRECR 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of risk Management in Recreation.\nAnalyze and solve open-ended problems in recreation Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRisk Management in Recreation counts toward the Recreation Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Recreation Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Risk Management in Recreation spends time on:\nThe vocabulary of recreation Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Recreation Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Recreation Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRecreation Management (RECR)\nNumber\nRECR 3700\nCredits\n3\nPrerequisite\nRECR 2300\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nRecreation Management course list\nAcademic departments\nRECR 1500 — Foundations of Recreation and Leisure\nRECR 2100 — Program Planning and Leadership\nRECR 2300 — Outdoor and Adventure Programming\nRECR 2500 — Recreation for Diverse Populations\nFull course catalog" }, { "url": "course-recreation-management-4900.html", "title": "RECR 4900 Recreation Management Internship", "description": "Recreation Management Internship (RECR 4900, 6 cr). A full-time supervised placement with a parks, recreation, or outdoor organization.", "headings": [ "RECR 4900 — Recreation Management Internship", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Recreation Management RECR 4900 — Recreation Management Internship\n6 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA full-time supervised placement with a parks, recreation, or outdoor organization.\nRecreation Management Internship is an advanced, often capstone-level undergraduate course in Recreation Management (RECR 4900), carrying 6 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of recreation Management Internship.\nAnalyze and solve open-ended problems in recreation Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 6-credit course, expect roughly 12–18 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRecreation Management Internship counts toward the Recreation Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Recreation Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Recreation Management Internship spends time on:\nThe vocabulary of recreation Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Recreation Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Recreation Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 12–18 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRecreation Management (RECR)\nNumber\nRECR 4900\nCredits\n6\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~12–18 hrs/week\nRelated\nRecreation Management course list\nAcademic departments\nRECR 1500 — Foundations of Recreation and Leisure\nRECR 2100 — Program Planning and Leadership\nRECR 2300 — Outdoor and Adventure Programming\nRECR 2500 — Recreation for Diverse Populations\nFull course catalog" }, { "url": "course-redesign-grants.html", "title": "Course redesign grants", "description": "Funding and instructional-design support to substantially rework a high-enrolment or high-failure course.", "headings": [ "Course redesign grants", "On this page", "What the grant is for", "What comes back", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Course redesign grants\nFunding and instructional-design support to substantially rework a high-enrolment or high-failure course.\nWhat the grant is for\nA redesign grant supports real structural change — moving to active learning, rebuilding the assessment scheme, adding a co-requisite support section, adopting open materials — not a light refresh. Priority goes to courses that many students must pass and too many do not. An instructional designer is assigned to the project, not just funding.\nWhat comes back\nThe redesigned course is taught, and its outcomes — pass rates, grade distribution, a student survey — are compared against the pre-redesign baseline and shared with the department. A redesign that works is documented so the next person to teach the course inherits it rather than starting over.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nTarget: Courses with large sections, a high D/F/withdraw rate, or an outdated structure. Award: Summer salary or a course release, plus instructional-design time. Expectation: Assessment of the redesign against the prior baseline. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nTarget\nCourses with large sections, a high D/F/withdraw rate, or an outdated structure\nAward\nSummer salary or a course release, plus instructional-design time\nExpectation\nAssessment of the redesign against the prior baseline\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "course-registration.html", "title": "Course registration", "description": "Enrollment windows, holds, waitlists, permission numbers, overrides and schedule changes.", "headings": [ "Course registration", "On this page", "Windows and why they exist", "Waitlists and permission numbers", "Fixing a schedule after the fact", "The practical details", "If you have a question" ], "content": "Student services Course registration\nEnrollment windows, holds, waitlists, permission numbers, overrides and schedule changes.\nWindows and why they exist\nRegistration opens in staggered windows by class standing (plus required early access for student-athletes and some accommodation cases) specifically so a graduating senior is not competing with a first-year student for the one remaining seat in a required capstone.\nWaitlists and permission numbers\nMost high-demand courses run an automatic waitlist that offers a seat in order as one opens, usually by email with a short window to accept; a permission number to override a prerequisite or a full section comes from the teaching department, not the Registrar, because only the department can judge whether the override is reasonable.\nFixing a schedule after the fact\nAdd and drop deadlines, the last day to switch a section without a fee, and the point at which a withdrawal starts affecting a transcript are all on the academic calendar; an adviser can usually solve a scheduling conflict with a substitution or an overload request before either deadline passes.\nThe practical details\nRegistration windows: Open by class standing, earliest for seniors and athletes. Waitlists: Automatic; seats offered in order as they open. Permission numbers: Issued by the department, not the Registrar. These specifics can change from year to year, so confirm anything time-sensitive directly with the office below before you rely on it.\nIf you have a question\nThis is handled by Office of the Registrar (Millwright Hall, Room 100). Call (715) 555–0160 or email registrar@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRegistration windows\nOpen by class standing, earliest for seniors and athletes\nWaitlists\nAutomatic; seats offered in order as they open\nPermission numbers\nIssued by the department, not the Registrar\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRegistrar services\nCourse catalog & schedule\nClass search\nCourse withdrawal & leave\nContact directory" }, { "url": "course-rehabilitation-services-1500.html", "title": "REHB 1500 Introduction to Disability Studies", "description": "Introduction to Disability Studies (REHB 1500, 3 cr). Models of disability, history, law, language, and disability as identity and culture.", "headings": [ "REHB 1500 — Introduction to Disability Studies", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Rehabilitation & Disability Services REHB 1500 — Introduction to Disability Studies\n3 credits · no prerequisites · typically fall\nCourse description\nModels of disability, history, law, language, and disability as identity and culture.\nIntroduction to Disability Studies is an introductory course in Rehabilitation & Disability Services (REHB 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Disability Studies.\nWork standard problems in rehabilitation & Disability Services accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Disability Studies counts toward the Rehabilitation & Disability Services program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Rehabilitation & Disability Services course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Disability Studies spends time on:\nThe vocabulary of rehabilitation & Disability Services and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Rehabilitation & Disability Services. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRehabilitation & Disability Services (REHB)\nNumber\nREHB 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nRehabilitation & Disability Services course list\nRehabilitation & Disability Services program\nAcademic departments\nREHB 2100 — Medical and Psychosocial Aspects of Disability\nREHB 2500 — Helping Relationships and Interviewing\nREHB 3100 — Case Management\nREHB 3300 — Vocational Development and Placement\nFull course catalog" }, { "url": "course-rehabilitation-services-2100.html", "title": "REHB 2100 Medical and Psychosocial Aspects of Disability", "description": "Medical and Psychosocial Aspects of Disability (REHB 2100, 3 cr). Common conditions and their functional impact, and the psychological and social experience of disability.", "headings": [ "REHB 2100 — Medical and Psychosocial Aspects of Disability", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Rehabilitation & Disability Services REHB 2100 — Medical and Psychosocial Aspects of Disability\n3 credits · prerequisite: REHB 1500 · typically spring\nCourse description\nCommon conditions and their functional impact, and the psychological and social experience of disability.\nMedical and Psychosocial Aspects of Disability is a lower-division undergraduate course in Rehabilitation & Disability Services (REHB 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nREHB 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of medical and Psychosocial Aspects of Disability.\nWork standard problems in rehabilitation & Disability Services accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMedical and Psychosocial Aspects of Disability counts toward the Rehabilitation & Disability Services program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Rehabilitation & Disability Services course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Medical and Psychosocial Aspects of Disability spends time on:\nThe vocabulary of rehabilitation & Disability Services and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Rehabilitation & Disability Services department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Rehabilitation & Disability Services. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRehabilitation & Disability Services (REHB)\nNumber\nREHB 2100\nCredits\n3\nPrerequisite\nREHB 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nRehabilitation & Disability Services course list\nRehabilitation & Disability Services program\nAcademic departments\nREHB 1500 — Introduction to Disability Studies\nREHB 2500 — Helping Relationships and Interviewing\nREHB 3100 — Case Management\nREHB 3300 — Vocational Development and Placement\nFull course catalog" }, { "url": "course-rehabilitation-services-2500.html", "title": "REHB 2500 Helping Relationships and Interviewing", "description": "Helping Relationships and Interviewing (REHB 2500, 3 cr). Core counseling skills, the working alliance, and structuring a helping conversation, practiced in role-play.", "headings": [ "REHB 2500 — Helping Relationships and Interviewing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Rehabilitation & Disability Services REHB 2500 — Helping Relationships and Interviewing\n3 credits · prerequisite: REHB 1500 · typically fall and spring\nCourse description\nCore counseling skills, the working alliance, and structuring a helping conversation, practiced in role-play.\nHelping Relationships and Interviewing is a lower-division undergraduate course in Rehabilitation & Disability Services (REHB 2500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nREHB 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of helping Relationships and Interviewing.\nWork standard problems in rehabilitation & Disability Services accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHelping Relationships and Interviewing counts toward the Rehabilitation & Disability Services program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Rehabilitation & Disability Services course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Helping Relationships and Interviewing spends time on:\nThe vocabulary of rehabilitation & Disability Services and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Rehabilitation & Disability Services department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Rehabilitation & Disability Services. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRehabilitation & Disability Services (REHB)\nNumber\nREHB 2500\nCredits\n3\nPrerequisite\nREHB 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nRehabilitation & Disability Services course list\nRehabilitation & Disability Services program\nAcademic departments\nREHB 1500 — Introduction to Disability Studies\nREHB 2100 — Medical and Psychosocial Aspects of Disability\nREHB 3100 — Case Management\nREHB 3300 — Vocational Development and Placement\nFull course catalog" }, { "url": "course-rehabilitation-services-3100.html", "title": "REHB 3100 Case Management", "description": "Case Management (REHB 3100, 3 cr). Assessment, planning, coordination, documentation, and advocacy across service systems.", "headings": [ "REHB 3100 — Case Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Rehabilitation & Disability Services REHB 3100 — Case Management\n3 credits · prerequisite: REHB 2500 · typically fall, alternate years\nCourse description\nAssessment, planning, coordination, documentation, and advocacy across service systems.\nCase Management is an advanced undergraduate course in Rehabilitation & Disability Services (REHB 3100), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nREHB 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of case Management.\nAnalyze and solve open-ended problems in rehabilitation & Disability Services, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCase Management counts toward the Rehabilitation & Disability Services program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Rehabilitation & Disability Services course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Case Management spends time on:\nThe vocabulary of rehabilitation & Disability Services and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Rehabilitation & Disability Services department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Rehabilitation & Disability Services. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRehabilitation & Disability Services (REHB)\nNumber\nREHB 3100\nCredits\n3\nPrerequisite\nREHB 2500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nRehabilitation & Disability Services course list\nRehabilitation & Disability Services program\nAcademic departments\nREHB 1500 — Introduction to Disability Studies\nREHB 2100 — Medical and Psychosocial Aspects of Disability\nREHB 2500 — Helping Relationships and Interviewing\nREHB 3300 — Vocational Development and Placement\nFull course catalog" }, { "url": "course-rehabilitation-services-3300.html", "title": "REHB 3300 Vocational Development and Placement", "description": "Vocational Development and Placement (REHB 3300, 3 cr). Career assessment, job development, workplace accommodations, and supported employment.", "headings": [ "REHB 3300 — Vocational Development and Placement", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Rehabilitation & Disability Services REHB 3300 — Vocational Development and Placement\n3 credits · prerequisite: REHB 2100 · typically spring, alternate years\nCourse description\nCareer assessment, job development, workplace accommodations, and supported employment.\nVocational Development and Placement is an advanced undergraduate course in Rehabilitation & Disability Services (REHB 3300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nREHB 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of vocational Development and Placement.\nAnalyze and solve open-ended problems in rehabilitation & Disability Services, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nVocational Development and Placement counts toward the Rehabilitation & Disability Services program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Rehabilitation & Disability Services course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Vocational Development and Placement spends time on:\nThe vocabulary of rehabilitation & Disability Services and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Rehabilitation & Disability Services department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Rehabilitation & Disability Services. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRehabilitation & Disability Services (REHB)\nNumber\nREHB 3300\nCredits\n3\nPrerequisite\nREHB 2100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nRehabilitation & Disability Services course list\nRehabilitation & Disability Services program\nAcademic departments\nREHB 1500 — Introduction to Disability Studies\nREHB 2100 — Medical and Psychosocial Aspects of Disability\nREHB 2500 — Helping Relationships and Interviewing\nREHB 3100 — Case Management\nFull course catalog" }, { "url": "course-rehabilitation-services-3500.html", "title": "REHB 3500 Assistive Technology", "description": "Assistive Technology (REHB 3500, 3 cr). Matching devices and services to needs across mobility, communication, and daily living.", "headings": [ "REHB 3500 — Assistive Technology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Rehabilitation & Disability Services REHB 3500 — Assistive Technology\n3 credits · prerequisite: REHB 2100 · typically fall\nCourse description\nMatching devices and services to needs across mobility, communication, and daily living.\nAssistive Technology is an advanced undergraduate course in Rehabilitation & Disability Services (REHB 3500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nREHB 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of assistive Technology.\nAnalyze and solve open-ended problems in rehabilitation & Disability Services, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAssistive Technology counts toward the Rehabilitation & Disability Services program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Rehabilitation & Disability Services course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Assistive Technology spends time on:\nThe vocabulary of rehabilitation & Disability Services and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Rehabilitation & Disability Services department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Rehabilitation & Disability Services. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRehabilitation & Disability Services (REHB)\nNumber\nREHB 3500\nCredits\n3\nPrerequisite\nREHB 2100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nRehabilitation & Disability Services course list\nRehabilitation & Disability Services program\nAcademic departments\nREHB 1500 — Introduction to Disability Studies\nREHB 2100 — Medical and Psychosocial Aspects of Disability\nREHB 2500 — Helping Relationships and Interviewing\nREHB 3100 — Case Management\nFull course catalog" }, { "url": "course-rehabilitation-services-3700.html", "title": "REHB 3700 Substance Use and Co-occurring Conditions", "description": "Substance Use and Co-occurring Conditions (REHB 3700, 3 cr). Screening, brief intervention, referral, and recovery support.", "headings": [ "REHB 3700 — Substance Use and Co-occurring Conditions", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Rehabilitation & Disability Services REHB 3700 — Substance Use and Co-occurring Conditions\n3 credits · prerequisite: REHB 2500 · typically spring\nCourse description\nScreening, brief intervention, referral, and recovery support.\nSubstance Use and Co-occurring Conditions is an advanced undergraduate course in Rehabilitation & Disability Services (REHB 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nREHB 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of substance Use and Co-occurring Conditions.\nAnalyze and solve open-ended problems in rehabilitation & Disability Services, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSubstance Use and Co-occurring Conditions counts toward the Rehabilitation & Disability Services program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Rehabilitation & Disability Services course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Substance Use and Co-occurring Conditions spends time on:\nThe vocabulary of rehabilitation & Disability Services and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Rehabilitation & Disability Services department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Rehabilitation & Disability Services. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRehabilitation & Disability Services (REHB)\nNumber\nREHB 3700\nCredits\n3\nPrerequisite\nREHB 2500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nRehabilitation & Disability Services course list\nRehabilitation & Disability Services program\nAcademic departments\nREHB 1500 — Introduction to Disability Studies\nREHB 2100 — Medical and Psychosocial Aspects of Disability\nREHB 2500 — Helping Relationships and Interviewing\nREHB 3100 — Case Management\nFull course catalog" }, { "url": "course-rehabilitation-services-4100.html", "title": "REHB 4100 Ethics and Professional Practice", "description": "Ethics and Professional Practice (REHB 4100, 3 cr). Codes of ethics, boundaries, confidentiality, cultural humility, and self-care.", "headings": [ "REHB 4100 — Ethics and Professional Practice", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Rehabilitation & Disability Services REHB 4100 — Ethics and Professional Practice\n3 credits · prerequisite: junior standing · typically fall and spring\nCourse description\nCodes of ethics, boundaries, confidentiality, cultural humility, and self-care.\nEthics and Professional Practice is an advanced, often capstone-level undergraduate course in Rehabilitation & Disability Services (REHB 4100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\njunior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of ethics and Professional Practice.\nAnalyze and solve open-ended problems in rehabilitation & Disability Services, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEthics and Professional Practice counts toward the Rehabilitation & Disability Services program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Rehabilitation & Disability Services course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Ethics and Professional Practice spends time on:\nThe vocabulary of rehabilitation & Disability Services and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Rehabilitation & Disability Services department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Rehabilitation & Disability Services. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRehabilitation & Disability Services (REHB)\nNumber\nREHB 4100\nCredits\n3\nPrerequisite\njunior standing\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nRehabilitation & Disability Services course list\nRehabilitation & Disability Services program\nAcademic departments\nREHB 1500 — Introduction to Disability Studies\nREHB 2100 — Medical and Psychosocial Aspects of Disability\nREHB 2500 — Helping Relationships and Interviewing\nREHB 3100 — Case Management\nFull course catalog" }, { "url": "course-rehabilitation-services-4900.html", "title": "REHB 4900 Practicum in Rehabilitation Services", "description": "Practicum in Rehabilitation Services (REHB 4900, 4 cr). A supervised placement in a community agency, with a weekly seminar.", "headings": [ "REHB 4900 — Practicum in Rehabilitation Services", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Rehabilitation & Disability Services REHB 4900 — Practicum in Rehabilitation Services\n4 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA supervised placement in a community agency, with a weekly seminar.\nPracticum in Rehabilitation Services is an advanced, often capstone-level undergraduate course in Rehabilitation & Disability Services (REHB 4900), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of practicum in Rehabilitation Services.\nAnalyze and solve open-ended problems in rehabilitation & Disability Services, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPracticum in Rehabilitation Services counts toward the Rehabilitation & Disability Services program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Rehabilitation & Disability Services course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Practicum in Rehabilitation Services spends time on:\nThe vocabulary of rehabilitation & Disability Services and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Rehabilitation & Disability Services department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Rehabilitation & Disability Services. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRehabilitation & Disability Services (REHB)\nNumber\nREHB 4900\nCredits\n4\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nRehabilitation & Disability Services course list\nRehabilitation & Disability Services program\nAcademic departments\nREHB 1500 — Introduction to Disability Studies\nREHB 2100 — Medical and Psychosocial Aspects of Disability\nREHB 2500 — Helping Relationships and Interviewing\nREHB 3100 — Case Management\nFull course catalog" }, { "url": "course-religious-studies-1000.html", "title": "RELS 1000 Introduction to World Religions", "description": "Introduction to World Religions (RELS 1000, 3 cr). Beliefs, practices, texts, and histories of the major religious traditions, studied comparatively.", "headings": [ "RELS 1000 — Introduction to World Religions", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Religious Studies RELS 1000 — Introduction to World Religions\n3 credits · no prerequisites · typically fall\nCourse description\nBeliefs, practices, texts, and histories of the major religious traditions, studied comparatively.\nIntroduction to World Religions is an introductory course in Religious Studies (RELS 1000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to World Religions.\nWork standard problems in religious Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to World Religions counts toward the Religious Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Religious Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to World Religions spends time on:\nThe vocabulary of religious Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Religious Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nReligious Studies (RELS)\nNumber\nRELS 1000\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nReligious Studies course list\nAcademic departments\nRELS 2100 — Hebrew Bible / Old Testament\nRELS 2200 — New Testament\nRELS 2300 — Islam\nRELS 2400 — Religions of Asia\nFull course catalog" }, { "url": "course-religious-studies-2100.html", "title": "RELS 2100 Hebrew Bible / Old Testament", "description": "Hebrew Bible / Old Testament (RELS 2100, 3 cr). The literature, history, and interpretation of the Hebrew scriptures in their ancient context.", "headings": [ "RELS 2100 — Hebrew Bible / Old Testament", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Religious Studies RELS 2100 — Hebrew Bible / Old Testament\n3 credits · prerequisite: RELS 1000 · typically spring\nCourse description\nThe literature, history, and interpretation of the Hebrew scriptures in their ancient context.\nHebrew Bible / Old Testament is a lower-division undergraduate course in Religious Studies (RELS 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nRELS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of hebrew Bible / Old Testament.\nWork standard problems in religious Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHebrew Bible / Old Testament counts toward the Religious Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Religious Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Hebrew Bible / Old Testament spends time on:\nThe vocabulary of religious Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Religious Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Religious Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nReligious Studies (RELS)\nNumber\nRELS 2100\nCredits\n3\nPrerequisite\nRELS 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nReligious Studies course list\nAcademic departments\nRELS 1000 — Introduction to World Religions\nRELS 2200 — New Testament\nRELS 2300 — Islam\nRELS 2400 — Religions of Asia\nFull course catalog" }, { "url": "course-religious-studies-2200.html", "title": "RELS 2200 New Testament", "description": "New Testament (RELS 2200, 3 cr). The Gospels, Paul, and early Christian writings, and the methods used to study them.", "headings": [ "RELS 2200 — New Testament", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Religious Studies RELS 2200 — New Testament\n3 credits · prerequisite: RELS 1000 · typically fall and spring\nCourse description\nThe Gospels, Paul, and early Christian writings, and the methods used to study them.\nNew Testament is a lower-division undergraduate course in Religious Studies (RELS 2200), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nRELS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of new Testament.\nWork standard problems in religious Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nNew Testament counts toward the Religious Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Religious Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of New Testament spends time on:\nThe vocabulary of religious Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Religious Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Religious Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nReligious Studies (RELS)\nNumber\nRELS 2200\nCredits\n3\nPrerequisite\nRELS 1000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nReligious Studies course list\nAcademic departments\nRELS 1000 — Introduction to World Religions\nRELS 2100 — Hebrew Bible / Old Testament\nRELS 2300 — Islam\nRELS 2400 — Religions of Asia\nFull course catalog" }, { "url": "course-religious-studies-2300.html", "title": "RELS 2300 Islam", "description": "Islam (RELS 2300, 3 cr). The Qur'an, the life of Muhammad, law and theology, and the diversity of Muslim societies.", "headings": [ "RELS 2300 — Islam", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Religious Studies RELS 2300 — Islam\n3 credits · prerequisite: RELS 1000 · typically fall, alternate years\nCourse description\nThe Qur'an, the life of Muhammad, law and theology, and the diversity of Muslim societies.\nIslam is a lower-division undergraduate course in Religious Studies (RELS 2300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nRELS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of islam.\nWork standard problems in religious Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIslam counts toward the Religious Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Religious Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Islam spends time on:\nThe vocabulary of religious Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Religious Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Religious Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nReligious Studies (RELS)\nNumber\nRELS 2300\nCredits\n3\nPrerequisite\nRELS 1000\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nReligious Studies course list\nAcademic departments\nRELS 1000 — Introduction to World Religions\nRELS 2100 — Hebrew Bible / Old Testament\nRELS 2200 — New Testament\nRELS 2400 — Religions of Asia\nFull course catalog" }, { "url": "course-religious-studies-2400.html", "title": "RELS 2400 Religions of Asia", "description": "Religions of Asia (RELS 2400, 3 cr). Hindu, Buddhist, Jain, Sikh, Confucian, and Daoist traditions in historical and contemporary practice.", "headings": [ "RELS 2400 — Religions of Asia", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Religious Studies RELS 2400 — Religions of Asia\n3 credits · prerequisite: RELS 1000 · typically spring, alternate years\nCourse description\nHindu, Buddhist, Jain, Sikh, Confucian, and Daoist traditions in historical and contemporary practice.\nReligions of Asia is a lower-division undergraduate course in Religious Studies (RELS 2400), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nRELS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of religions of Asia.\nWork standard problems in religious Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nReligions of Asia counts toward the Religious Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Religious Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Religions of Asia spends time on:\nThe vocabulary of religious Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Religious Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Religious Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nReligious Studies (RELS)\nNumber\nRELS 2400\nCredits\n3\nPrerequisite\nRELS 1000\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nReligious Studies course list\nAcademic departments\nRELS 1000 — Introduction to World Religions\nRELS 2100 — Hebrew Bible / Old Testament\nRELS 2200 — New Testament\nRELS 2300 — Islam\nFull course catalog" }, { "url": "course-religious-studies-3100.html", "title": "RELS 3100 Religion and Science", "description": "Religion and Science (RELS 3100, 3 cr). Historical and contemporary encounters between religious and scientific accounts of the world.", "headings": [ "RELS 3100 — Religion and Science", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Religious Studies RELS 3100 — Religion and Science\n3 credits · prerequisite: RELS 1000 · typically fall\nCourse description\nHistorical and contemporary encounters between religious and scientific accounts of the world.\nReligion and Science is an advanced undergraduate course in Religious Studies (RELS 3100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nRELS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of religion and Science.\nAnalyze and solve open-ended problems in religious Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nReligion and Science counts toward the Religious Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Religious Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Religion and Science spends time on:\nThe vocabulary of religious Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Religious Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Religious Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nReligious Studies (RELS)\nNumber\nRELS 3100\nCredits\n3\nPrerequisite\nRELS 1000\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nReligious Studies course list\nAcademic departments\nRELS 1000 — Introduction to World Religions\nRELS 2100 — Hebrew Bible / Old Testament\nRELS 2200 — New Testament\nRELS 2300 — Islam\nFull course catalog" }, { "url": "course-religious-studies-3300.html", "title": "RELS 3300 Religion, Ethics, and Public Life", "description": "Religion, Ethics, and Public Life (RELS 3300, 3 cr). How religious communities engage questions of justice, politics, and the environment.", "headings": [ "RELS 3300 — Religion, Ethics, and Public Life", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Religious Studies RELS 3300 — Religion, Ethics, and Public Life\n3 credits · prerequisite: RELS 1000 · typically spring\nCourse description\nHow religious communities engage questions of justice, politics, and the environment.\nReligion, Ethics, and Public Life is an advanced undergraduate course in Religious Studies (RELS 3300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nRELS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of religion, Ethics, and Public Life.\nAnalyze and solve open-ended problems in religious Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nReligion, Ethics, and Public Life counts toward the Religious Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Religious Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Religion, Ethics, and Public Life spends time on:\nThe vocabulary of religious Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Religious Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Religious Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nReligious Studies (RELS)\nNumber\nRELS 3300\nCredits\n3\nPrerequisite\nRELS 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nReligious Studies course list\nAcademic departments\nRELS 1000 — Introduction to World Religions\nRELS 2100 — Hebrew Bible / Old Testament\nRELS 2200 — New Testament\nRELS 2300 — Islam\nFull course catalog" }, { "url": "course-religious-studies-3500.html", "title": "RELS 3500 Method and Theory in the Study of Religion", "description": "Method and Theory in the Study of Religion (RELS 3500, 3 cr). Major approaches — sociological, anthropological, psychological, philosophical — to explaining religion.", "headings": [ "RELS 3500 — Method and Theory in the Study of Religion", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Religious Studies RELS 3500 — Method and Theory in the Study of Religion\n3 credits · prerequisite: RELS 1000 · typically fall and spring\nCourse description\nMajor approaches — sociological, anthropological, psychological, philosophical — to explaining religion.\nMethod and Theory in the Study of Religion is an advanced undergraduate course in Religious Studies (RELS 3500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nRELS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of method and Theory in the Study of Religion.\nAnalyze and solve open-ended problems in religious Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMethod and Theory in the Study of Religion counts toward the Religious Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Religious Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Method and Theory in the Study of Religion spends time on:\nThe vocabulary of religious Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Religious Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Religious Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nReligious Studies (RELS)\nNumber\nRELS 3500\nCredits\n3\nPrerequisite\nRELS 1000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nReligious Studies course list\nAcademic departments\nRELS 1000 — Introduction to World Religions\nRELS 2100 — Hebrew Bible / Old Testament\nRELS 2200 — New Testament\nRELS 2300 — Islam\nFull course catalog" }, { "url": "course-reserves.html", "title": "Course reserves", "description": "How assigned readings and materials an instructor puts on reserve work — print at the desk, and scanned chapters online.", "headings": [ "Course reserves", "On this page", "Two forms", "If something's missing", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Online learning Course reserves\nHow assigned readings and materials an instructor puts on reserve work — print at the desk, and scanned chapters online.\nTwo forms\nA physical item — a textbook copy, a DVD, a lab manual — is a print reserve, borrowed for a couple of hours so it circulates through a whole class. A chapter or article the instructor cleared for the course is an electronic reserve, linked straight from the course site with no limit on who reads it when.\nIf something's missing\nA reading that isn't there yet is usually still in copyright review; the library clears each electronic reserve for fair use before it posts, and will rush one an instructor flags as urgent.\nIn and around Porter Falls\nOnline and Extended Learning works out of the second level of Halvorsen Library and supports learners across Wesconsin who rarely come to Porter Falls in person.\nThe practical details\nPrint reserves: Checked out for 2 hours at a time at the Halvorsen Library desk, in-building use. Electronic reserves: Chapters and articles linked in the course's online space, no checkout. Set up by: The instructor, before the term; students just use them. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Online & Extended Learning (Halvorsen Library, Level 2). Call (715) 555–0128 or email online@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nPrint reserves\nChecked out for 2 hours at a time at the Halvorsen Library desk, in-building use\nElectronic reserves\nChapters and articles linked in the course's online space, no checkout\nSet up by\nThe instructor, before the term; students just use them\nWho to contact\nOnline & Extended Learning\nHalvorsen Library, Level 2\nPhone\n(715) 555–0128\nEmail\nonline@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRemote exam proctoring\nInterlibrary loan\nLibrarian research consultations\nCitation manager help\nFull contact directory" }, { "url": "course-risk-management-insurance-2000.html", "title": "INSU 2000 Introduction to Risk Management and Insurance", "description": "Introduction to Risk Management and Insurance (INSU 2000, 3 cr). The risk-management process, insurance mechanics, and the structure of the insurance industry.", "headings": [ "INSU 2000 — Introduction to Risk Management and Insurance", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Risk Management & Insurance INSU 2000 — Introduction to Risk Management and Insurance\n3 credits · prerequisite: BUS 1000 · typically fall\nCourse description\nThe risk-management process, insurance mechanics, and the structure of the insurance industry.\nIntroduction to Risk Management and Insurance is a lower-division undergraduate course in Risk Management & Insurance (INSU 2000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nBUS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Risk Management and Insurance.\nWork standard problems in risk Management & Insurance accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Risk Management and Insurance counts toward the Risk Management & Insurance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Risk Management & Insurance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Risk Management and Insurance spends time on:\nThe vocabulary of risk Management & Insurance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Risk Management & Insurance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Risk Management & Insurance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRisk Management & Insurance (INSU)\nNumber\nINSU 2000\nCredits\n3\nPrerequisite\nBUS 1000\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nRisk Management & Insurance course list\nAcademic departments\nINSU 3100 — Property and Liability Insurance\nINSU 3200 — Life, Health, and Retirement\nINSU 3300 — Enterprise Risk Management\nINSU 3400 — Insurance Operations\nFull course catalog" }, { "url": "course-risk-management-insurance-3100.html", "title": "INSU 3100 Property and Liability Insurance", "description": "Property and Liability Insurance (INSU 3100, 3 cr). Commercial and personal property, general liability, and reading and analyzing policy language.", "headings": [ "INSU 3100 — Property and Liability Insurance", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Risk Management & Insurance INSU 3100 — Property and Liability Insurance\n3 credits · prerequisite: INSU 2000 · typically spring\nCourse description\nCommercial and personal property, general liability, and reading and analyzing policy language.\nProperty and Liability Insurance is an advanced undergraduate course in Risk Management & Insurance (INSU 3100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nINSU 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of property and Liability Insurance.\nAnalyze and solve open-ended problems in risk Management & Insurance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nProperty and Liability Insurance counts toward the Risk Management & Insurance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Risk Management & Insurance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Property and Liability Insurance spends time on:\nThe vocabulary of risk Management & Insurance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Risk Management & Insurance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Risk Management & Insurance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRisk Management & Insurance (INSU)\nNumber\nINSU 3100\nCredits\n3\nPrerequisite\nINSU 2000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nRisk Management & Insurance course list\nAcademic departments\nINSU 2000 — Introduction to Risk Management and Insurance\nINSU 3200 — Life, Health, and Retirement\nINSU 3300 — Enterprise Risk Management\nINSU 3400 — Insurance Operations\nFull course catalog" }, { "url": "course-risk-management-insurance-3200.html", "title": "INSU 3200 Life, Health, and Retirement", "description": "Life, Health, and Retirement (INSU 3200, 3 cr). Life and health products, employee benefits, and retirement plan design.", "headings": [ "INSU 3200 — Life, Health, and Retirement", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Risk Management & Insurance INSU 3200 — Life, Health, and Retirement\n3 credits · prerequisite: INSU 2000 · typically fall and spring\nCourse description\nLife and health products, employee benefits, and retirement plan design.\nLife, Health, and Retirement is an advanced undergraduate course in Risk Management & Insurance (INSU 3200), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nINSU 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of life, Health, and Retirement.\nAnalyze and solve open-ended problems in risk Management & Insurance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLife, Health, and Retirement counts toward the Risk Management & Insurance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Risk Management & Insurance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Life, Health, and Retirement spends time on:\nThe vocabulary of risk Management & Insurance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Risk Management & Insurance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Risk Management & Insurance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRisk Management & Insurance (INSU)\nNumber\nINSU 3200\nCredits\n3\nPrerequisite\nINSU 2000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nRisk Management & Insurance course list\nAcademic departments\nINSU 2000 — Introduction to Risk Management and Insurance\nINSU 3100 — Property and Liability Insurance\nINSU 3300 — Enterprise Risk Management\nINSU 3400 — Insurance Operations\nFull course catalog" }, { "url": "course-risk-management-insurance-3300.html", "title": "INSU 3300 Enterprise Risk Management", "description": "Enterprise Risk Management (INSU 3300, 3 cr). Identifying, assessing, and prioritizing organizational risk and building an ERM framework.", "headings": [ "INSU 3300 — Enterprise Risk Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Risk Management & Insurance INSU 3300 — Enterprise Risk Management\n3 credits · prerequisite: INSU 2000 · typically fall, alternate years\nCourse description\nIdentifying, assessing, and prioritizing organizational risk and building an ERM framework.\nEnterprise Risk Management is an advanced undergraduate course in Risk Management & Insurance (INSU 3300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nINSU 2000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of enterprise Risk Management.\nAnalyze and solve open-ended problems in risk Management & Insurance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEnterprise Risk Management counts toward the Risk Management & Insurance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Risk Management & Insurance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Enterprise Risk Management spends time on:\nThe vocabulary of risk Management & Insurance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Risk Management & Insurance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Risk Management & Insurance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRisk Management & Insurance (INSU)\nNumber\nINSU 3300\nCredits\n3\nPrerequisite\nINSU 2000\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nRisk Management & Insurance course list\nAcademic departments\nINSU 2000 — Introduction to Risk Management and Insurance\nINSU 3100 — Property and Liability Insurance\nINSU 3200 — Life, Health, and Retirement\nINSU 3400 — Insurance Operations\nFull course catalog" }, { "url": "course-risk-management-insurance-3400.html", "title": "INSU 3400 Insurance Operations", "description": "Insurance Operations (INSU 3400, 3 cr). Underwriting, actuarial pricing, claims, reinsurance, and regulation.", "headings": [ "INSU 3400 — Insurance Operations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Risk Management & Insurance INSU 3400 — Insurance Operations\n3 credits · prerequisite: INSU 3100 · typically spring, alternate years\nCourse description\nUnderwriting, actuarial pricing, claims, reinsurance, and regulation.\nInsurance Operations is an advanced undergraduate course in Risk Management & Insurance (INSU 3400), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nINSU 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of insurance Operations.\nAnalyze and solve open-ended problems in risk Management & Insurance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nInsurance Operations counts toward the Risk Management & Insurance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Risk Management & Insurance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Insurance Operations spends time on:\nThe vocabulary of risk Management & Insurance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Risk Management & Insurance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Risk Management & Insurance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRisk Management & Insurance (INSU)\nNumber\nINSU 3400\nCredits\n3\nPrerequisite\nINSU 3100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nRisk Management & Insurance course list\nAcademic departments\nINSU 2000 — Introduction to Risk Management and Insurance\nINSU 3100 — Property and Liability Insurance\nINSU 3200 — Life, Health, and Retirement\nINSU 3300 — Enterprise Risk Management\nFull course catalog" }, { "url": "course-risk-management-insurance-3500.html", "title": "INSU 3500 Employee Benefits", "description": "Employee Benefits (INSU 3500, 3 cr). Designing, funding, and administering benefit programs and the relevant law.", "headings": [ "INSU 3500 — Employee Benefits", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Risk Management & Insurance INSU 3500 — Employee Benefits\n3 credits · prerequisite: INSU 3200 · typically fall\nCourse description\nDesigning, funding, and administering benefit programs and the relevant law.\nEmployee Benefits is an advanced undergraduate course in Risk Management & Insurance (INSU 3500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nINSU 3200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of employee Benefits.\nAnalyze and solve open-ended problems in risk Management & Insurance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEmployee Benefits counts toward the Risk Management & Insurance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Risk Management & Insurance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Employee Benefits spends time on:\nThe vocabulary of risk Management & Insurance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Risk Management & Insurance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Risk Management & Insurance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRisk Management & Insurance (INSU)\nNumber\nINSU 3500\nCredits\n3\nPrerequisite\nINSU 3200\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nRisk Management & Insurance course list\nAcademic departments\nINSU 2000 — Introduction to Risk Management and Insurance\nINSU 3100 — Property and Liability Insurance\nINSU 3200 — Life, Health, and Retirement\nINSU 3300 — Enterprise Risk Management\nFull course catalog" }, { "url": "course-risk-management-insurance-3700.html", "title": "INSU 3700 Risk Financing and Analytics", "description": "Risk Financing and Analytics (INSU 3700, 3 cr). Retention, transfer, captives, and using data to model loss and set retentions.", "headings": [ "INSU 3700 — Risk Financing and Analytics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Risk Management & Insurance INSU 3700 — Risk Financing and Analytics\n3 credits · prerequisite: MATH 1600 · typically spring\nCourse description\nRetention, transfer, captives, and using data to model loss and set retentions.\nRisk Financing and Analytics is an advanced undergraduate course in Risk Management & Insurance (INSU 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMATH 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of risk Financing and Analytics.\nAnalyze and solve open-ended problems in risk Management & Insurance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRisk Financing and Analytics counts toward the Risk Management & Insurance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Risk Management & Insurance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Risk Financing and Analytics spends time on:\nThe vocabulary of risk Management & Insurance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Risk Management & Insurance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Risk Management & Insurance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRisk Management & Insurance (INSU)\nNumber\nINSU 3700\nCredits\n3\nPrerequisite\nMATH 1600\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nRisk Management & Insurance course list\nAcademic departments\nINSU 2000 — Introduction to Risk Management and Insurance\nINSU 3100 — Property and Liability Insurance\nINSU 3200 — Life, Health, and Retirement\nINSU 3300 — Enterprise Risk Management\nFull course catalog" }, { "url": "course-risk-management-insurance-4900.html", "title": "INSU 4900 Risk Management Capstone", "description": "Risk Management Capstone (INSU 4900, 3 cr). A risk assessment and treatment plan for a real organization.", "headings": [ "INSU 4900 — Risk Management Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Risk Management & Insurance INSU 4900 — Risk Management Capstone\n3 credits · prerequisite: senior standing · typically fall and spring\nCourse description\nA risk assessment and treatment plan for a real organization.\nRisk Management Capstone is an advanced, often capstone-level undergraduate course in Risk Management & Insurance (INSU 4900), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of risk Management Capstone.\nAnalyze and solve open-ended problems in risk Management & Insurance, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRisk Management Capstone counts toward the Risk Management & Insurance program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Risk Management & Insurance course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Risk Management Capstone spends time on:\nThe vocabulary of risk Management & Insurance and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Risk Management & Insurance department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Risk Management & Insurance. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nRisk Management & Insurance (INSU)\nNumber\nINSU 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nRisk Management & Insurance course list\nAcademic departments\nINSU 2000 — Introduction to Risk Management and Insurance\nINSU 3100 — Property and Liability Insurance\nINSU 3200 — Life, Health, and Retirement\nINSU 3300 — Enterprise Risk Management\nFull course catalog" }, { "url": "course-science-technology-society-1000.html", "title": "STS 1000 Introduction to Science, Technology, and Society", "description": "Introduction to Science, Technology, and Society (STS 1000, 3 cr). Core STS concepts: co-production, sociotechnical systems, expertise, risk, and controversy.", "headings": [ "STS 1000 — Introduction to Science, Technology, and Society", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Science, Technology & Society STS 1000 — Introduction to Science, Technology, and Society\n3 credits · no prerequisites · typically fall\nCourse description\nCore STS concepts: co-production, sociotechnical systems, expertise, risk, and controversy.\nIntroduction to Science, Technology, and Society is an introductory course in Science, Technology & Society (STS 1000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Science, Technology, and Society.\nWork standard problems in science, Technology & Society accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Science, Technology, and Society counts toward the Science, Technology & Society program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Science, Technology & Society course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Science, Technology, and Society spends time on:\nThe vocabulary of science, Technology & Society and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Science, Technology & Society. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nScience, Technology & Society (STS)\nNumber\nSTS 1000\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nScience, Technology & Society course list\nAcademic departments\nSTS 2100 — History of Technology\nSTS 2300 — Technology and Ethics\nSTS 2500 — Data, Algorithms, and Society\nSTS 3100 — Environment, Technology, and Risk\nFull course catalog" }, { "url": "course-science-technology-society-2100.html", "title": "STS 2100 History of Technology", "description": "History of Technology (STS 2100, 3 cr). How major technologies emerged and reshaped work, cities, war, and daily life.", "headings": [ "STS 2100 — History of Technology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Science, Technology & Society STS 2100 — History of Technology\n3 credits · prerequisite: STS 1000 · typically spring\nCourse description\nHow major technologies emerged and reshaped work, cities, war, and daily life.\nHistory of Technology is a lower-division undergraduate course in Science, Technology & Society (STS 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nSTS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of history of Technology.\nWork standard problems in science, Technology & Society accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHistory of Technology counts toward the Science, Technology & Society program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Science, Technology & Society course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of History of Technology spends time on:\nThe vocabulary of science, Technology & Society and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Science, Technology & Society department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Science, Technology & Society. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nScience, Technology & Society (STS)\nNumber\nSTS 2100\nCredits\n3\nPrerequisite\nSTS 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nScience, Technology & Society course list\nAcademic departments\nSTS 1000 — Introduction to Science, Technology, and Society\nSTS 2300 — Technology and Ethics\nSTS 2500 — Data, Algorithms, and Society\nSTS 3100 — Environment, Technology, and Risk\nFull course catalog" }, { "url": "course-science-technology-society-2300.html", "title": "STS 2300 Technology and Ethics", "description": "Technology and Ethics (STS 2300, 3 cr). Responsibility, dual use, automation, surveillance, and the ethics of design choices.", "headings": [ "STS 2300 — Technology and Ethics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Science, Technology & Society STS 2300 — Technology and Ethics\n3 credits · prerequisite: STS 1000 · typically fall and spring\nCourse description\nResponsibility, dual use, automation, surveillance, and the ethics of design choices.\nTechnology and Ethics is a lower-division undergraduate course in Science, Technology & Society (STS 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nSTS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of technology and Ethics.\nWork standard problems in science, Technology & Society accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTechnology and Ethics counts toward the Science, Technology & Society program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Science, Technology & Society course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Technology and Ethics spends time on:\nThe vocabulary of science, Technology & Society and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Science, Technology & Society department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Science, Technology & Society. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nScience, Technology & Society (STS)\nNumber\nSTS 2300\nCredits\n3\nPrerequisite\nSTS 1000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nScience, Technology & Society course list\nAcademic departments\nSTS 1000 — Introduction to Science, Technology, and Society\nSTS 2100 — History of Technology\nSTS 2500 — Data, Algorithms, and Society\nSTS 3100 — Environment, Technology, and Risk\nFull course catalog" }, { "url": "course-science-technology-society-2500.html", "title": "STS 2500 Data, Algorithms, and Society", "description": "Data, Algorithms, and Society (STS 2500, 3 cr). Bias, transparency, platform power, and the governance of data-driven systems.", "headings": [ "STS 2500 — Data, Algorithms, and Society", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Science, Technology & Society STS 2500 — Data, Algorithms, and Society\n3 credits · prerequisite: STS 1000 · typically fall, alternate years\nCourse description\nBias, transparency, platform power, and the governance of data-driven systems.\nData, Algorithms, and Society is a lower-division undergraduate course in Science, Technology & Society (STS 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nSTS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of data, Algorithms, and Society.\nWork standard problems in science, Technology & Society accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nData, Algorithms, and Society counts toward the Science, Technology & Society program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Science, Technology & Society course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Data, Algorithms, and Society spends time on:\nThe vocabulary of science, Technology & Society and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Science, Technology & Society department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Science, Technology & Society. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nScience, Technology & Society (STS)\nNumber\nSTS 2500\nCredits\n3\nPrerequisite\nSTS 1000\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nScience, Technology & Society course list\nAcademic departments\nSTS 1000 — Introduction to Science, Technology, and Society\nSTS 2100 — History of Technology\nSTS 2300 — Technology and Ethics\nSTS 3100 — Environment, Technology, and Risk\nFull course catalog" }, { "url": "course-science-technology-society-3100.html", "title": "STS 3100 Environment, Technology, and Risk", "description": "Environment, Technology, and Risk (STS 3100, 3 cr). How societies assess and manage technological and environmental risk, with case studies.", "headings": [ "STS 3100 — Environment, Technology, and Risk", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Science, Technology & Society STS 3100 — Environment, Technology, and Risk\n3 credits · prerequisite: STS 1000 · typically spring, alternate years\nCourse description\nHow societies assess and manage technological and environmental risk, with case studies.\nEnvironment, Technology, and Risk is an advanced undergraduate course in Science, Technology & Society (STS 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nSTS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of environment, Technology, and Risk.\nAnalyze and solve open-ended problems in science, Technology & Society, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEnvironment, Technology, and Risk counts toward the Science, Technology & Society program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Science, Technology & Society course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Environment, Technology, and Risk spends time on:\nThe vocabulary of science, Technology & Society and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Science, Technology & Society department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Science, Technology & Society. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nScience, Technology & Society (STS)\nNumber\nSTS 3100\nCredits\n3\nPrerequisite\nSTS 1000\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nScience, Technology & Society course list\nAcademic departments\nSTS 1000 — Introduction to Science, Technology, and Society\nSTS 2100 — History of Technology\nSTS 2300 — Technology and Ethics\nSTS 2500 — Data, Algorithms, and Society\nFull course catalog" }, { "url": "course-science-technology-society-3300.html", "title": "STS 3300 Science, Policy, and Democracy", "description": "Science, Policy, and Democracy (STS 3300, 3 cr). Expertise in policymaking, public participation, and science communication.", "headings": [ "STS 3300 — Science, Policy, and Democracy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Science, Technology & Society STS 3300 — Science, Policy, and Democracy\n3 credits · prerequisite: STS 1000 · typically fall\nCourse description\nExpertise in policymaking, public participation, and science communication.\nScience, Policy, and Democracy is an advanced undergraduate course in Science, Technology & Society (STS 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nSTS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of science, Policy, and Democracy.\nAnalyze and solve open-ended problems in science, Technology & Society, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nScience, Policy, and Democracy counts toward the Science, Technology & Society program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Science, Technology & Society course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Science, Policy, and Democracy spends time on:\nThe vocabulary of science, Technology & Society and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Science, Technology & Society department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Science, Technology & Society. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nScience, Technology & Society (STS)\nNumber\nSTS 3300\nCredits\n3\nPrerequisite\nSTS 1000\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nScience, Technology & Society course list\nAcademic departments\nSTS 1000 — Introduction to Science, Technology, and Society\nSTS 2100 — History of Technology\nSTS 2300 — Technology and Ethics\nSTS 2500 — Data, Algorithms, and Society\nFull course catalog" }, { "url": "course-science-technology-society-3500.html", "title": "STS 3500 Innovation and Society", "description": "Innovation and Society (STS 3500, 3 cr). Diffusion, disruption, inequality, and who benefits from and bears the costs of new technology.", "headings": [ "STS 3500 — Innovation and Society", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Science, Technology & Society STS 3500 — Innovation and Society\n3 credits · prerequisite: STS 1000 · typically spring\nCourse description\nDiffusion, disruption, inequality, and who benefits from and bears the costs of new technology.\nInnovation and Society is an advanced undergraduate course in Science, Technology & Society (STS 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nSTS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of innovation and Society.\nAnalyze and solve open-ended problems in science, Technology & Society, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nInnovation and Society counts toward the Science, Technology & Society program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Science, Technology & Society course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Innovation and Society spends time on:\nThe vocabulary of science, Technology & Society and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Science, Technology & Society department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Science, Technology & Society. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nScience, Technology & Society (STS)\nNumber\nSTS 3500\nCredits\n3\nPrerequisite\nSTS 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nScience, Technology & Society course list\nAcademic departments\nSTS 1000 — Introduction to Science, Technology, and Society\nSTS 2100 — History of Technology\nSTS 2300 — Technology and Ethics\nSTS 2500 — Data, Algorithms, and Society\nFull course catalog" }, { "url": "course-science-technology-society-4900.html", "title": "STS 4900 STS Capstone", "description": "STS Capstone (STS 4900, 3 cr). A research project analyzing a specific technology or controversy through STS frameworks.", "headings": [ "STS 4900 — STS Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Science, Technology & Society STS 4900 — STS Capstone\n3 credits · prerequisite: senior standing · typically fall and spring\nCourse description\nA research project analyzing a specific technology or controversy through STS frameworks.\nSTS Capstone is an advanced, often capstone-level undergraduate course in Science, Technology & Society (STS 4900), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sTS Capstone.\nAnalyze and solve open-ended problems in science, Technology & Society, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSTS Capstone counts toward the Science, Technology & Society program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Science, Technology & Society course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of STS Capstone spends time on:\nThe vocabulary of science, Technology & Society and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Science, Technology & Society department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Science, Technology & Society. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nScience, Technology & Society (STS)\nNumber\nSTS 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nScience, Technology & Society course list\nAcademic departments\nSTS 1000 — Introduction to Science, Technology, and Society\nSTS 2100 — History of Technology\nSTS 2300 — Technology and Ethics\nSTS 2500 — Data, Algorithms, and Society\nFull course catalog" }, { "url": "course-social-work-1500.html", "title": "SOCW 1500 Introduction to Social Work", "description": "Introduction to Social Work (SOCW 1500, 3 cr). The profession's history, values, fields of practice, and the social-welfare system.", "headings": [ "SOCW 1500 — Introduction to Social Work", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Social Work SOCW 1500 — Introduction to Social Work\n3 credits · no prerequisites · typically fall\nCourse description\nThe profession's history, values, fields of practice, and the social-welfare system.\nIntroduction to Social Work is an introductory course in Social Work (SOCW 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Social Work.\nWork standard problems in social Work accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Social Work counts toward the Social Work program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Social Work course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Social Work spends time on:\nThe vocabulary of social Work and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Social Work. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSocial Work (SOCW)\nNumber\nSOCW 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nSocial Work course list\nAcademic departments\nSOCW 2100 — Human Behavior and the Social Environment\nSOCW 2300 — Social Welfare Policy\nSOCW 3100 — Social Work Practice I: Individuals and Families\nSOCW 3300 — Social Work Practice II: Groups and Communities\nFull course catalog" }, { "url": "course-social-work-2100.html", "title": "SOCW 2100 Human Behavior and the Social Environment", "description": "Human Behavior and the Social Environment (SOCW 2100, 3 cr). Development across the lifespan in the context of families, groups, organizations, and communities.", "headings": [ "SOCW 2100 — Human Behavior and the Social Environment", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Social Work SOCW 2100 — Human Behavior and the Social Environment\n3 credits · prerequisite: SOCW 1500, PSYC 1000 · typically spring\nCourse description\nDevelopment across the lifespan in the context of families, groups, organizations, and communities.\nHuman Behavior and the Social Environment is a lower-division undergraduate course in Social Work (SOCW 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nSOCW 1500, PSYC 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of human Behavior and the Social Environment.\nWork standard problems in social Work accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHuman Behavior and the Social Environment counts toward the Social Work program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Social Work course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Human Behavior and the Social Environment spends time on:\nThe vocabulary of social Work and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Social Work department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Social Work. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSocial Work (SOCW)\nNumber\nSOCW 2100\nCredits\n3\nPrerequisite\nSOCW 1500, PSYC 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nSocial Work course list\nAcademic departments\nSOCW 1500 — Introduction to Social Work\nSOCW 2300 — Social Welfare Policy\nSOCW 3100 — Social Work Practice I: Individuals and Families\nSOCW 3300 — Social Work Practice II: Groups and Communities\nFull course catalog" }, { "url": "course-social-work-2300.html", "title": "SOCW 2300 Social Welfare Policy", "description": "Social Welfare Policy (SOCW 2300, 3 cr). How policies are made, major programs, and analyzing a policy for its effects on vulnerable groups.", "headings": [ "SOCW 2300 — Social Welfare Policy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Social Work SOCW 2300 — Social Welfare Policy\n3 credits · prerequisite: SOCW 1500 · typically fall and spring\nCourse description\nHow policies are made, major programs, and analyzing a policy for its effects on vulnerable groups.\nSocial Welfare Policy is a lower-division undergraduate course in Social Work (SOCW 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nSOCW 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of social Welfare Policy.\nWork standard problems in social Work accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSocial Welfare Policy counts toward the Social Work program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Social Work course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Social Welfare Policy spends time on:\nThe vocabulary of social Work and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Social Work department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Social Work. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSocial Work (SOCW)\nNumber\nSOCW 2300\nCredits\n3\nPrerequisite\nSOCW 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nSocial Work course list\nAcademic departments\nSOCW 1500 — Introduction to Social Work\nSOCW 2100 — Human Behavior and the Social Environment\nSOCW 3100 — Social Work Practice I: Individuals and Families\nSOCW 3300 — Social Work Practice II: Groups and Communities\nFull course catalog" }, { "url": "course-social-work-3100.html", "title": "SOCW 3100 Social Work Practice I: Individuals and Families", "description": "Social Work Practice I: Individuals and Families (SOCW 3100, 4 cr). Engagement, assessment, planning, and intervention skills, practiced in role-play and video review.", "headings": [ "SOCW 3100 — Social Work Practice I: Individuals and Families", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Social Work SOCW 3100 — Social Work Practice I: Individuals and Families\n4 credits · prerequisite: SOCW 2100 · typically fall, alternate years\nCourse description\nEngagement, assessment, planning, and intervention skills, practiced in role-play and video review.\nSocial Work Practice I: Individuals and Families is an advanced undergraduate course in Social Work (SOCW 3100), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nSOCW 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of social Work Practice I: Individuals and Families.\nAnalyze and solve open-ended problems in social Work, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSocial Work Practice I: Individuals and Families counts toward the Social Work program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Social Work course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Social Work Practice I: Individuals and Families spends time on:\nThe vocabulary of social Work and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Social Work department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Social Work. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSocial Work (SOCW)\nNumber\nSOCW 3100\nCredits\n4\nPrerequisite\nSOCW 2100\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nSocial Work course list\nAcademic departments\nSOCW 1500 — Introduction to Social Work\nSOCW 2100 — Human Behavior and the Social Environment\nSOCW 2300 — Social Welfare Policy\nSOCW 3300 — Social Work Practice II: Groups and Communities\nFull course catalog" }, { "url": "course-social-work-3300.html", "title": "SOCW 3300 Social Work Practice II: Groups and Communities", "description": "Social Work Practice II: Groups and Communities (SOCW 3300, 3 cr). Group facilitation, community organizing, and program development.", "headings": [ "SOCW 3300 — Social Work Practice II: Groups and Communities", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Social Work SOCW 3300 — Social Work Practice II: Groups and Communities\n3 credits · prerequisite: SOCW 3100 · typically spring, alternate years\nCourse description\nGroup facilitation, community organizing, and program development.\nSocial Work Practice II: Groups and Communities is an advanced undergraduate course in Social Work (SOCW 3300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nSOCW 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of social Work Practice II: Groups and Communities.\nAnalyze and solve open-ended problems in social Work, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSocial Work Practice II: Groups and Communities counts toward the Social Work program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Social Work course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Social Work Practice II: Groups and Communities spends time on:\nThe vocabulary of social Work and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Social Work department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Social Work. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSocial Work (SOCW)\nNumber\nSOCW 3300\nCredits\n3\nPrerequisite\nSOCW 3100\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nSocial Work course list\nAcademic departments\nSOCW 1500 — Introduction to Social Work\nSOCW 2100 — Human Behavior and the Social Environment\nSOCW 2300 — Social Welfare Policy\nSOCW 3100 — Social Work Practice I: Individuals and Families\nFull course catalog" }, { "url": "course-social-work-3500.html", "title": "SOCW 3500 Social Work Research", "description": "Social Work Research (SOCW 3500, 3 cr). Practice evaluation, program evaluation, and using evidence to guide intervention.", "headings": [ "SOCW 3500 — Social Work Research", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Social Work SOCW 3500 — Social Work Research\n3 credits · prerequisite: SOCW 2100 · typically fall\nCourse description\nPractice evaluation, program evaluation, and using evidence to guide intervention.\nSocial Work Research is an advanced undergraduate course in Social Work (SOCW 3500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nSOCW 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of social Work Research.\nAnalyze and solve open-ended problems in social Work, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSocial Work Research counts toward the Social Work program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Social Work course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Social Work Research spends time on:\nThe vocabulary of social Work and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Social Work department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Social Work. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSocial Work (SOCW)\nNumber\nSOCW 3500\nCredits\n3\nPrerequisite\nSOCW 2100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nSocial Work course list\nAcademic departments\nSOCW 1500 — Introduction to Social Work\nSOCW 2100 — Human Behavior and the Social Environment\nSOCW 2300 — Social Welfare Policy\nSOCW 3100 — Social Work Practice I: Individuals and Families\nFull course catalog" }, { "url": "course-social-work-3700.html", "title": "SOCW 3700 Diversity, Oppression, and Social Justice", "description": "Diversity, Oppression, and Social Justice (SOCW 3700, 3 cr). Systems of privilege and oppression and culturally responsive, anti-oppressive practice.", "headings": [ "SOCW 3700 — Diversity, Oppression, and Social Justice", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Social Work SOCW 3700 — Diversity, Oppression, and Social Justice\n3 credits · prerequisite: SOCW 1500 · typically spring\nCourse description\nSystems of privilege and oppression and culturally responsive, anti-oppressive practice.\nDiversity, Oppression, and Social Justice is an advanced undergraduate course in Social Work (SOCW 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nSOCW 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of diversity, Oppression, and Social Justice.\nAnalyze and solve open-ended problems in social Work, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDiversity, Oppression, and Social Justice counts toward the Social Work program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Social Work course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Diversity, Oppression, and Social Justice spends time on:\nThe vocabulary of social Work and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Social Work department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Social Work. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSocial Work (SOCW)\nNumber\nSOCW 3700\nCredits\n3\nPrerequisite\nSOCW 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nSocial Work course list\nAcademic departments\nSOCW 1500 — Introduction to Social Work\nSOCW 2100 — Human Behavior and the Social Environment\nSOCW 2300 — Social Welfare Policy\nSOCW 3100 — Social Work Practice I: Individuals and Families\nFull course catalog" }, { "url": "course-social-work-4800.html", "title": "SOCW 4800 Field Practicum I", "description": "Field Practicum I (SOCW 4800, 4 cr). A supervised agency placement with an integrative seminar.", "headings": [ "SOCW 4800 — Field Practicum I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Social Work SOCW 4800 — Field Practicum I\n4 credits · prerequisite: senior standing · typically fall and spring\nCourse description\nA supervised agency placement with an integrative seminar.\nField Practicum I is an advanced, often capstone-level undergraduate course in Social Work (SOCW 4800), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of field Practicum I.\nAnalyze and solve open-ended problems in social Work, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nField Practicum I counts toward the Social Work program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Social Work course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Field Practicum I spends time on:\nThe vocabulary of social Work and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Social Work department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Social Work. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSocial Work (SOCW)\nNumber\nSOCW 4800\nCredits\n4\nPrerequisite\nsenior standing\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nSocial Work course list\nAcademic departments\nSOCW 1500 — Introduction to Social Work\nSOCW 2100 — Human Behavior and the Social Environment\nSOCW 2300 — Social Welfare Policy\nSOCW 3100 — Social Work Practice I: Individuals and Families\nFull course catalog" }, { "url": "course-social-work-4900.html", "title": "SOCW 4900 Field Practicum II", "description": "Field Practicum II (SOCW 4900, 4 cr). Continued supervised practice, a capstone project, and preparation for licensure and employment.", "headings": [ "SOCW 4900 — Field Practicum II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · Social Work SOCW 4900 — Field Practicum II\n4 credits · prerequisite: SOCW 4800 · typically fall, alternate years\nCourse description\nContinued supervised practice, a capstone project, and preparation for licensure and employment.\nField Practicum II is an advanced, often capstone-level undergraduate course in Social Work (SOCW 4900), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nSOCW 4800. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of field Practicum II.\nAnalyze and solve open-ended problems in social Work, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nField Practicum II counts toward the Social Work program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Social Work course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Field Practicum II spends time on:\nThe vocabulary of social Work and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Social Work department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Social Work. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSocial Work (SOCW)\nNumber\nSOCW 4900\nCredits\n4\nPrerequisite\nSOCW 4800\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nSocial Work course list\nAcademic departments\nSOCW 1500 — Introduction to Social Work\nSOCW 2100 — Human Behavior and the Social Environment\nSOCW 2300 — Social Welfare Policy\nSOCW 3100 — Social Work Practice I: Individuals and Families\nFull course catalog" }, { "url": "course-sociology-1000.html", "title": "SOC 1000 Introduction to Sociology", "description": "Introduction to Sociology (SOC 1000, 3 cr). The sociological perspective: culture, socialization, institutions, inequality, and social change.", "headings": [ "SOC 1000 — Introduction to Sociology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Sociology SOC 1000 — Introduction to Sociology\n3 credits · no prerequisites · typically fall\nCourse description\nThe sociological perspective: culture, socialization, institutions, inequality, and social change.\nIntroduction to Sociology is an introductory course in Sociology (SOC 1000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Sociology.\nWork standard problems in sociology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Sociology counts toward the Sociology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Sociology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Sociology spends time on:\nThe vocabulary of sociology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Sociology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSociology (SOC)\nNumber\nSOC 1000\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nSociology course list\nAcademic departments\nSOC 2100 — Social Problems\nSOC 2300 — Race and Ethnicity\nSOC 2500 — Sociology of Family\nSOC 3100 — Social Research Methods\nFull course catalog" }, { "url": "course-sociology-2100.html", "title": "SOC 2100 Social Problems", "description": "Social Problems (SOC 2100, 3 cr). Poverty, crime, health, environment, and work analyzed as structural rather than individual issues.", "headings": [ "SOC 2100 — Social Problems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Sociology SOC 2100 — Social Problems\n3 credits · prerequisite: SOC 1000 · typically spring\nCourse description\nPoverty, crime, health, environment, and work analyzed as structural rather than individual issues.\nSocial Problems is a lower-division undergraduate course in Sociology (SOC 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nSOC 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of social Problems.\nWork standard problems in sociology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSocial Problems counts toward the Sociology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Sociology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Social Problems spends time on:\nThe vocabulary of sociology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Sociology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Sociology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSociology (SOC)\nNumber\nSOC 2100\nCredits\n3\nPrerequisite\nSOC 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nSociology course list\nAcademic departments\nSOC 1000 — Introduction to Sociology\nSOC 2300 — Race and Ethnicity\nSOC 2500 — Sociology of Family\nSOC 3100 — Social Research Methods\nFull course catalog" }, { "url": "course-sociology-2300.html", "title": "SOC 2300 Race and Ethnicity", "description": "Race and Ethnicity (SOC 2300, 3 cr). The social construction of race, systems of stratification, and contemporary policy debates.", "headings": [ "SOC 2300 — Race and Ethnicity", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Sociology SOC 2300 — Race and Ethnicity\n3 credits · prerequisite: SOC 1000 · typically fall and spring\nCourse description\nThe social construction of race, systems of stratification, and contemporary policy debates.\nRace and Ethnicity is a lower-division undergraduate course in Sociology (SOC 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nSOC 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of race and Ethnicity.\nWork standard problems in sociology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRace and Ethnicity counts toward the Sociology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Sociology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Race and Ethnicity spends time on:\nThe vocabulary of sociology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Sociology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Sociology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSociology (SOC)\nNumber\nSOC 2300\nCredits\n3\nPrerequisite\nSOC 1000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nSociology course list\nAcademic departments\nSOC 1000 — Introduction to Sociology\nSOC 2100 — Social Problems\nSOC 2500 — Sociology of Family\nSOC 3100 — Social Research Methods\nFull course catalog" }, { "url": "course-sociology-2500.html", "title": "SOC 2500 Sociology of Family", "description": "Sociology of Family (SOC 2500, 3 cr). Family forms across time and culture, work and care, and family policy.", "headings": [ "SOC 2500 — Sociology of Family", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Sociology SOC 2500 — Sociology of Family\n3 credits · prerequisite: SOC 1000 · typically fall, alternate years\nCourse description\nFamily forms across time and culture, work and care, and family policy.\nSociology of Family is a lower-division undergraduate course in Sociology (SOC 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nSOC 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sociology of Family.\nWork standard problems in sociology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSociology of Family counts toward the Sociology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Sociology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sociology of Family spends time on:\nThe vocabulary of sociology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Sociology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Sociology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSociology (SOC)\nNumber\nSOC 2500\nCredits\n3\nPrerequisite\nSOC 1000\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nSociology course list\nAcademic departments\nSOC 1000 — Introduction to Sociology\nSOC 2100 — Social Problems\nSOC 2300 — Race and Ethnicity\nSOC 3100 — Social Research Methods\nFull course catalog" }, { "url": "course-sociology-3100.html", "title": "SOC 3100 Social Research Methods", "description": "Social Research Methods (SOC 3100, 4 cr). Survey, interview, ethnographic, and secondary-data methods, ethics, and a small research project.", "headings": [ "SOC 3100 — Social Research Methods", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Sociology SOC 3100 — Social Research Methods\n4 credits · prerequisite: SOC 1000 · typically spring, alternate years\nCourse description\nSurvey, interview, ethnographic, and secondary-data methods, ethics, and a small research project.\nSocial Research Methods is an advanced undergraduate course in Sociology (SOC 3100), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nSOC 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of social Research Methods.\nAnalyze and solve open-ended problems in sociology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSocial Research Methods counts toward the Sociology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Sociology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Social Research Methods spends time on:\nThe vocabulary of sociology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Sociology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Sociology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSociology (SOC)\nNumber\nSOC 3100\nCredits\n4\nPrerequisite\nSOC 1000\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nSociology course list\nAcademic departments\nSOC 1000 — Introduction to Sociology\nSOC 2100 — Social Problems\nSOC 2300 — Race and Ethnicity\nSOC 2500 — Sociology of Family\nFull course catalog" }, { "url": "course-sociology-3300.html", "title": "SOC 3300 Social Stratification", "description": "Social Stratification (SOC 3300, 3 cr). Class, status, and power; mobility; and how inequality is produced and reproduced.", "headings": [ "SOC 3300 — Social Stratification", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Sociology SOC 3300 — Social Stratification\n3 credits · prerequisite: SOC 1000 · typically fall\nCourse description\nClass, status, and power; mobility; and how inequality is produced and reproduced.\nSocial Stratification is an advanced undergraduate course in Sociology (SOC 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nSOC 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of social Stratification.\nAnalyze and solve open-ended problems in sociology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSocial Stratification counts toward the Sociology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Sociology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Social Stratification spends time on:\nThe vocabulary of sociology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Sociology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Sociology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSociology (SOC)\nNumber\nSOC 3300\nCredits\n3\nPrerequisite\nSOC 1000\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nSociology course list\nAcademic departments\nSOC 1000 — Introduction to Sociology\nSOC 2100 — Social Problems\nSOC 2300 — Race and Ethnicity\nSOC 2500 — Sociology of Family\nFull course catalog" }, { "url": "course-sociology-3500.html", "title": "SOC 3500 Work and Organizations", "description": "Work and Organizations (SOC 3500, 3 cr). Labor markets, bureaucracy, professions, automation, and the changing nature of work.", "headings": [ "SOC 3500 — Work and Organizations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Sociology SOC 3500 — Work and Organizations\n3 credits · prerequisite: SOC 1000 · typically spring\nCourse description\nLabor markets, bureaucracy, professions, automation, and the changing nature of work.\nWork and Organizations is an advanced undergraduate course in Sociology (SOC 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nSOC 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of work and Organizations.\nAnalyze and solve open-ended problems in sociology, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWork and Organizations counts toward the Sociology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Sociology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Work and Organizations spends time on:\nThe vocabulary of sociology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Sociology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Sociology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSociology (SOC)\nNumber\nSOC 3500\nCredits\n3\nPrerequisite\nSOC 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nSociology course list\nAcademic departments\nSOC 1000 — Introduction to Sociology\nSOC 2100 — Social Problems\nSOC 2300 — Race and Ethnicity\nSOC 2500 — Sociology of Family\nFull course catalog" }, { "url": "course-sociology-3700.html", "title": "SOC 3700 Deviance and Social Control", "description": "Deviance and Social Control (SOC 3700, 3 cr). How societies define and respond to rule-breaking, and the institutions of control.", "headings": [ "SOC 3700 — Deviance and Social Control", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Sociology SOC 3700 — Deviance and Social Control\n3 credits · prerequisite: SOC 1000 · typically fall and spring\nCourse description\nHow societies define and respond to rule-breaking, and the institutions of control.\nDeviance and Social Control is an advanced undergraduate course in Sociology (SOC 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nSOC 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of deviance and Social Control.\nAnalyze and solve open-ended problems in sociology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDeviance and Social Control counts toward the Sociology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Sociology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Deviance and Social Control spends time on:\nThe vocabulary of sociology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Sociology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Sociology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSociology (SOC)\nNumber\nSOC 3700\nCredits\n3\nPrerequisite\nSOC 1000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nSociology course list\nAcademic departments\nSOC 1000 — Introduction to Sociology\nSOC 2100 — Social Problems\nSOC 2300 — Race and Ethnicity\nSOC 2500 — Sociology of Family\nFull course catalog" }, { "url": "course-sociology-4900.html", "title": "SOC 4900 Senior Seminar in Sociology", "description": "Senior Seminar in Sociology (SOC 4900, 3 cr). An integrative capstone built around an original research paper and its presentation.", "headings": [ "SOC 4900 — Senior Seminar in Sociology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Sociology SOC 4900 — Senior Seminar in Sociology\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nAn integrative capstone built around an original research paper and its presentation.\nSenior Seminar in Sociology is an advanced, often capstone-level undergraduate course in Sociology (SOC 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of senior Seminar in Sociology.\nAnalyze and solve open-ended problems in sociology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSenior Seminar in Sociology counts toward the Sociology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Sociology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Senior Seminar in Sociology spends time on:\nThe vocabulary of sociology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Sociology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Sociology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSociology (SOC)\nNumber\nSOC 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nSociology course list\nAcademic departments\nSOC 1000 — Introduction to Sociology\nSOC 2100 — Social Problems\nSOC 2300 — Race and Ethnicity\nSOC 2500 — Sociology of Family\nFull course catalog" }, { "url": "course-software-engineering-2100.html", "title": "SE 2100 Software Construction", "description": "Software Construction (SE 2100, 3 cr). Writing code that other people can read, test, and change: style, documentation, refactoring, defensive programming, and automated testing as a habit rather than an afterthought.", "headings": [ "SE 2100 — Software Construction", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Software Engineering SE 2100 — Software Construction\n3 credits · prerequisite: CS 1200 · typically fall\nCourse description\nWriting code that other people can read, test, and change: style, documentation, refactoring, defensive programming, and automated testing as a habit rather than an afterthought.\nSoftware Construction is a lower-division undergraduate course in Software Engineering (SE 2100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nCS 1200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of software Construction.\nWork standard problems in software Engineering accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSoftware Construction counts toward the Software Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Software Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Software Construction spends time on:\nThe vocabulary of software Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Software Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Software Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSoftware Engineering (SE)\nNumber\nSE 2100\nCredits\n3\nPrerequisite\nCS 1200\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nSoftware Engineering course list\nAcademic departments\nSE 3100 — Requirements and Design\nSE 3200 — Software Quality and Testing\nSE 3400 — DevOps and Release Engineering\nSE 3600 — Human–Computer Interaction\nFull course catalog" }, { "url": "course-software-engineering-3100.html", "title": "SE 3100 Requirements and Design", "description": "Requirements and Design (SE 3100, 3 cr). Eliciting what a system needs to do, resolving conflicts among stakeholders, modeling behavior, and turning requirements into an architecture with defined interfaces and trade-offs.", "headings": [ "SE 3100 — Requirements and Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Software Engineering SE 3100 — Requirements and Design\n3 credits · prerequisite: SE 2100 · typically spring\nCourse description\nEliciting what a system needs to do, resolving conflicts among stakeholders, modeling behavior, and turning requirements into an architecture with defined interfaces and trade-offs.\nRequirements and Design is an advanced undergraduate course in Software Engineering (SE 3100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nSE 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of requirements and Design.\nAnalyze and solve open-ended problems in software Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRequirements and Design counts toward the Software Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Software Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Requirements and Design spends time on:\nThe vocabulary of software Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Software Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Software Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSoftware Engineering (SE)\nNumber\nSE 3100\nCredits\n3\nPrerequisite\nSE 2100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nSoftware Engineering course list\nAcademic departments\nSE 2100 — Software Construction\nSE 3200 — Software Quality and Testing\nSE 3400 — DevOps and Release Engineering\nSE 3600 — Human–Computer Interaction\nFull course catalog" }, { "url": "course-software-engineering-3200.html", "title": "SE 3200 Software Quality and Testing", "description": "Software Quality and Testing (SE 3200, 3 cr). Test design, coverage, mocking, property-based testing, static analysis, and the economics of finding defects earlier. Students build a test suite for an existing codebase and measure its effectiveness.", "headings": [ "SE 3200 — Software Quality and Testing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Software Engineering SE 3200 — Software Quality and Testing\n3 credits · prerequisite: SE 2100 · typically fall and spring\nCourse description\nTest design, coverage, mocking, property-based testing, static analysis, and the economics of finding defects earlier. Students build a test suite for an existing codebase and measure its effectiveness.\nSoftware Quality and Testing is an advanced undergraduate course in Software Engineering (SE 3200), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nSE 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of software Quality and Testing.\nAnalyze and solve open-ended problems in software Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSoftware Quality and Testing counts toward the Software Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Software Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Software Quality and Testing spends time on:\nThe vocabulary of software Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Software Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Software Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSoftware Engineering (SE)\nNumber\nSE 3200\nCredits\n3\nPrerequisite\nSE 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nSoftware Engineering course list\nAcademic departments\nSE 2100 — Software Construction\nSE 3100 — Requirements and Design\nSE 3400 — DevOps and Release Engineering\nSE 3600 — Human–Computer Interaction\nFull course catalog" }, { "url": "course-software-engineering-3400.html", "title": "SE 3400 DevOps and Release Engineering", "description": "DevOps and Release Engineering (SE 3400, 3 cr). Version control workflows, build pipelines, containers, infrastructure as code, monitoring, and incident response. A team automates the path from commit to production for a running service.", "headings": [ "SE 3400 — DevOps and Release Engineering", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Software Engineering SE 3400 — DevOps and Release Engineering\n3 credits · prerequisite: SE 2100 · typically fall, alternate years\nCourse description\nVersion control workflows, build pipelines, containers, infrastructure as code, monitoring, and incident response. A team automates the path from commit to production for a running service.\nDevOps and Release Engineering is an advanced undergraduate course in Software Engineering (SE 3400), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nSE 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of devOps and Release Engineering.\nAnalyze and solve open-ended problems in software Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDevOps and Release Engineering counts toward the Software Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Software Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of DevOps and Release Engineering spends time on:\nThe vocabulary of software Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Software Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Software Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSoftware Engineering (SE)\nNumber\nSE 3400\nCredits\n3\nPrerequisite\nSE 2100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nSoftware Engineering course list\nAcademic departments\nSE 2100 — Software Construction\nSE 3100 — Requirements and Design\nSE 3200 — Software Quality and Testing\nSE 3600 — Human–Computer Interaction\nFull course catalog" }, { "url": "course-software-engineering-3600.html", "title": "SE 3600 Human–Computer Interaction", "description": "Human–Computer Interaction (SE 3600, 3 cr). Designing interfaces people can actually use: task analysis, prototyping, usability testing, accessibility, and iterating on evidence rather than opinion.", "headings": [ "SE 3600 — Human–Computer Interaction", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Software Engineering SE 3600 — Human–Computer Interaction\n3 credits · prerequisite: sophomore standing · typically spring, alternate years\nCourse description\nDesigning interfaces people can actually use: task analysis, prototyping, usability testing, accessibility, and iterating on evidence rather than opinion.\nHuman–Computer Interaction is an advanced undergraduate course in Software Engineering (SE 3600), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nsophomore standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of human–Computer Interaction.\nAnalyze and solve open-ended problems in software Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nHuman–Computer Interaction counts toward the Software Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Software Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Human–Computer Interaction spends time on:\nThe vocabulary of software Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Software Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Software Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSoftware Engineering (SE)\nNumber\nSE 3600\nCredits\n3\nPrerequisite\nsophomore standing\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nSoftware Engineering course list\nAcademic departments\nSE 2100 — Software Construction\nSE 3100 — Requirements and Design\nSE 3200 — Software Quality and Testing\nSE 3400 — DevOps and Release Engineering\nFull course catalog" }, { "url": "course-software-engineering-4100.html", "title": "SE 4100 Software Architecture", "description": "Software Architecture (SE 4100, 3 cr). Architectural styles, distributed-system patterns, scalability and reliability trade-offs, and evaluating an architecture against quality attributes before it is built.", "headings": [ "SE 4100 — Software Architecture", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Software Engineering SE 4100 — Software Architecture\n3 credits · prerequisite: SE 3100 · typically fall\nCourse description\nArchitectural styles, distributed-system patterns, scalability and reliability trade-offs, and evaluating an architecture against quality attributes before it is built.\nSoftware Architecture is an advanced, often capstone-level undergraduate course in Software Engineering (SE 4100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nSE 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of software Architecture.\nAnalyze and solve open-ended problems in software Engineering, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSoftware Architecture counts toward the Software Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Software Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Software Architecture spends time on:\nThe vocabulary of software Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Software Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Software Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSoftware Engineering (SE)\nNumber\nSE 4100\nCredits\n3\nPrerequisite\nSE 3100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nSoftware Engineering course list\nAcademic departments\nSE 2100 — Software Construction\nSE 3100 — Requirements and Design\nSE 3200 — Software Quality and Testing\nSE 3400 — DevOps and Release Engineering\nFull course catalog" }, { "url": "course-software-engineering-4300.html", "title": "SE 4300 Secure Software Development", "description": "Secure Software Development (SE 4300, 3 cr). Threat modeling, common vulnerability classes, secure coding practices, dependency and supply-chain risk, and building security review into the development process.", "headings": [ "SE 4300 — Secure Software Development", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Software Engineering SE 4300 — Secure Software Development\n3 credits · prerequisite: SE 3200 · typically spring\nCourse description\nThreat modeling, common vulnerability classes, secure coding practices, dependency and supply-chain risk, and building security review into the development process.\nSecure Software Development is an advanced, often capstone-level undergraduate course in Software Engineering (SE 4300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nSE 3200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of secure Software Development.\nAnalyze and solve open-ended problems in software Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSecure Software Development counts toward the Software Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Software Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Secure Software Development spends time on:\nThe vocabulary of software Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Software Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Software Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSoftware Engineering (SE)\nNumber\nSE 4300\nCredits\n3\nPrerequisite\nSE 3200\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nSoftware Engineering course list\nAcademic departments\nSE 2100 — Software Construction\nSE 3100 — Requirements and Design\nSE 3200 — Software Quality and Testing\nSE 3400 — DevOps and Release Engineering\nFull course catalog" }, { "url": "course-software-engineering-4500.html", "title": "SE 4500 Software Project Management", "description": "Software Project Management (SE 4500, 3 cr). Estimation, scheduling, risk, agile and plan-driven methods, metrics, and leading a team through the messy middle of a project.", "headings": [ "SE 4500 — Software Project Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Software Engineering SE 4500 — Software Project Management\n3 credits · prerequisite: SE 3100 · typically fall and spring\nCourse description\nEstimation, scheduling, risk, agile and plan-driven methods, metrics, and leading a team through the messy middle of a project.\nSoftware Project Management is an advanced, often capstone-level undergraduate course in Software Engineering (SE 4500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nSE 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of software Project Management.\nAnalyze and solve open-ended problems in software Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSoftware Project Management counts toward the Software Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Software Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Software Project Management spends time on:\nThe vocabulary of software Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Software Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Software Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSoftware Engineering (SE)\nNumber\nSE 4500\nCredits\n3\nPrerequisite\nSE 3100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nSoftware Engineering course list\nAcademic departments\nSE 2100 — Software Construction\nSE 3100 — Requirements and Design\nSE 3200 — Software Quality and Testing\nSE 3400 — DevOps and Release Engineering\nFull course catalog" }, { "url": "course-software-engineering-4900.html", "title": "SE 4900 Capstone in Software Engineering", "description": "Capstone in Software Engineering (SE 4900, 3 cr). A two-term team project delivering a maintained system for an external sponsor, with formal reviews of requirements, design, testing, and release readiness.", "headings": [ "SE 4900 — Capstone in Software Engineering", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Computing & Information Sciences · Software Engineering SE 4900 — Capstone in Software Engineering\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA two-term team project delivering a maintained system for an external sponsor, with formal reviews of requirements, design, testing, and release readiness.\nCapstone in Software Engineering is an advanced, often capstone-level undergraduate course in Software Engineering (SE 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of capstone in Software Engineering.\nAnalyze and solve open-ended problems in software Engineering, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCapstone in Software Engineering counts toward the Software Engineering program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Software Engineering course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Capstone in Software Engineering spends time on:\nThe vocabulary of software Engineering and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Software Engineering department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Software Engineering. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSoftware Engineering (SE)\nNumber\nSE 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nSoftware Engineering course list\nAcademic departments\nSE 2100 — Software Construction\nSE 3100 — Requirements and Design\nSE 3200 — Software Quality and Testing\nSE 3400 — DevOps and Release Engineering\nFull course catalog" }, { "url": "course-spanish-1010.html", "title": "SPAN 1010 Elementary Spanish I", "description": "Elementary Spanish I (SPAN 1010, 4 cr). Foundations of listening, speaking, reading, and writing for everyday communication.", "headings": [ "SPAN 1010 — Elementary Spanish I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Spanish SPAN 1010 — Elementary Spanish I\n4 credits · no prerequisites · typically fall\nCourse description\nFoundations of listening, speaking, reading, and writing for everyday communication.\nElementary Spanish I is an introductory course in Spanish (SPAN 1010), carrying 4 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of elementary Spanish I.\nWork standard problems in spanish accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nElementary Spanish I counts toward the Spanish program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Spanish course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Elementary Spanish I spends time on:\nThe vocabulary of spanish and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Spanish. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSpanish (SPAN)\nNumber\nSPAN 1010\nCredits\n4\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nSpanish course list\nAcademic departments\nSPAN 1020 — Elementary Spanish II\nSPAN 2010 — Intermediate Spanish I\nSPAN 2020 — Intermediate Spanish II\nSPAN 2500 — Spanish Conversation\nFull course catalog" }, { "url": "course-spanish-1020.html", "title": "SPAN 1020 Elementary Spanish II", "description": "Elementary Spanish II (SPAN 1020, 4 cr). Continued development of the four skills, past tenses, and cultural literacy.", "headings": [ "SPAN 1020 — Elementary Spanish II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Spanish SPAN 1020 — Elementary Spanish II\n4 credits · prerequisite: SPAN 1010 · typically spring\nCourse description\nContinued development of the four skills, past tenses, and cultural literacy.\nElementary Spanish II is an introductory course in Spanish (SPAN 1020), carrying 4 credits, and is typically offered spring.\nPrerequisites\nSPAN 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of elementary Spanish II.\nWork standard problems in spanish accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nElementary Spanish II counts toward the Spanish program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Spanish course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Elementary Spanish II spends time on:\nThe vocabulary of spanish and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Spanish department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Spanish. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSpanish (SPAN)\nNumber\nSPAN 1020\nCredits\n4\nPrerequisite\nSPAN 1010\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nSpanish course list\nAcademic departments\nSPAN 1010 — Elementary Spanish I\nSPAN 2010 — Intermediate Spanish I\nSPAN 2020 — Intermediate Spanish II\nSPAN 2500 — Spanish Conversation\nFull course catalog" }, { "url": "course-spanish-2010.html", "title": "SPAN 2010 Intermediate Spanish I", "description": "Intermediate Spanish I (SPAN 2010, 3 cr). Narration and description in past and future, expanded vocabulary, and short readings.", "headings": [ "SPAN 2010 — Intermediate Spanish I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Spanish SPAN 2010 — Intermediate Spanish I\n3 credits · prerequisite: SPAN 1020 · typically fall and spring\nCourse description\nNarration and description in past and future, expanded vocabulary, and short readings.\nIntermediate Spanish I is a lower-division undergraduate course in Spanish (SPAN 2010), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nSPAN 1020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of intermediate Spanish I.\nWork standard problems in spanish accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntermediate Spanish I counts toward the Spanish program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Spanish course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Intermediate Spanish I spends time on:\nThe vocabulary of spanish and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Spanish department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Spanish. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSpanish (SPAN)\nNumber\nSPAN 2010\nCredits\n3\nPrerequisite\nSPAN 1020\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nSpanish course list\nAcademic departments\nSPAN 1010 — Elementary Spanish I\nSPAN 1020 — Elementary Spanish II\nSPAN 2020 — Intermediate Spanish II\nSPAN 2500 — Spanish Conversation\nFull course catalog" }, { "url": "course-spanish-2020.html", "title": "SPAN 2020 Intermediate Spanish II", "description": "Intermediate Spanish II (SPAN 2020, 3 cr). The subjunctive, complex sentences, and reading and discussing authentic texts.", "headings": [ "SPAN 2020 — Intermediate Spanish II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Spanish SPAN 2020 — Intermediate Spanish II\n3 credits · prerequisite: SPAN 2010 · typically fall, alternate years\nCourse description\nThe subjunctive, complex sentences, and reading and discussing authentic texts.\nIntermediate Spanish II is a lower-division undergraduate course in Spanish (SPAN 2020), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nSPAN 2010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of intermediate Spanish II.\nWork standard problems in spanish accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntermediate Spanish II counts toward the Spanish program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Spanish course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Intermediate Spanish II spends time on:\nThe vocabulary of spanish and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Spanish department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Spanish. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSpanish (SPAN)\nNumber\nSPAN 2020\nCredits\n3\nPrerequisite\nSPAN 2010\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nSpanish course list\nAcademic departments\nSPAN 1010 — Elementary Spanish I\nSPAN 1020 — Elementary Spanish II\nSPAN 2010 — Intermediate Spanish I\nSPAN 2500 — Spanish Conversation\nFull course catalog" }, { "url": "course-spanish-2500.html", "title": "SPAN 2500 Spanish Conversation", "description": "Spanish Conversation (SPAN 2500, 3 cr). Fluency and confidence through structured discussion of contemporary topics.", "headings": [ "SPAN 2500 — Spanish Conversation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Spanish SPAN 2500 — Spanish Conversation\n3 credits · prerequisite: SPAN 2010 · typically spring, alternate years\nCourse description\nFluency and confidence through structured discussion of contemporary topics.\nSpanish Conversation is a lower-division undergraduate course in Spanish (SPAN 2500), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nSPAN 2010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of spanish Conversation.\nWork standard problems in spanish accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSpanish Conversation counts toward the Spanish program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Spanish course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Spanish Conversation spends time on:\nThe vocabulary of spanish and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Spanish department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Spanish. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSpanish (SPAN)\nNumber\nSPAN 2500\nCredits\n3\nPrerequisite\nSPAN 2010\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nSpanish course list\nAcademic departments\nSPAN 1010 — Elementary Spanish I\nSPAN 1020 — Elementary Spanish II\nSPAN 2010 — Intermediate Spanish I\nSPAN 2020 — Intermediate Spanish II\nFull course catalog" }, { "url": "course-spanish-3100.html", "title": "SPAN 3100 Spanish for the Professions", "description": "Spanish for the Professions (SPAN 3100, 3 cr). Health-care, business, and public-service vocabulary and communication scenarios.", "headings": [ "SPAN 3100 — Spanish for the Professions", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Spanish SPAN 3100 — Spanish for the Professions\n3 credits · prerequisite: SPAN 2020 · typically fall\nCourse description\nHealth-care, business, and public-service vocabulary and communication scenarios.\nSpanish for the Professions is an advanced undergraduate course in Spanish (SPAN 3100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nSPAN 2020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of spanish for the Professions.\nAnalyze and solve open-ended problems in spanish, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSpanish for the Professions counts toward the Spanish program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Spanish course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Spanish for the Professions spends time on:\nThe vocabulary of spanish and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Spanish department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Spanish. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSpanish (SPAN)\nNumber\nSPAN 3100\nCredits\n3\nPrerequisite\nSPAN 2020\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nSpanish course list\nAcademic departments\nSPAN 1010 — Elementary Spanish I\nSPAN 1020 — Elementary Spanish II\nSPAN 2010 — Intermediate Spanish I\nSPAN 2020 — Intermediate Spanish II\nFull course catalog" }, { "url": "course-spanish-3300.html", "title": "SPAN 3300 Introduction to Hispanic Literature", "description": "Introduction to Hispanic Literature (SPAN 3300, 3 cr). Reading and analyzing poetry, fiction, and drama from Spain and Latin America.", "headings": [ "SPAN 3300 — Introduction to Hispanic Literature", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Spanish SPAN 3300 — Introduction to Hispanic Literature\n3 credits · prerequisite: SPAN 2020 · typically spring\nCourse description\nReading and analyzing poetry, fiction, and drama from Spain and Latin America.\nIntroduction to Hispanic Literature is an advanced undergraduate course in Spanish (SPAN 3300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nSPAN 2020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Hispanic Literature.\nAnalyze and solve open-ended problems in spanish, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Hispanic Literature counts toward the Spanish program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Spanish course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Hispanic Literature spends time on:\nThe vocabulary of spanish and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Spanish department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Spanish. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSpanish (SPAN)\nNumber\nSPAN 3300\nCredits\n3\nPrerequisite\nSPAN 2020\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nSpanish course list\nAcademic departments\nSPAN 1010 — Elementary Spanish I\nSPAN 1020 — Elementary Spanish II\nSPAN 2010 — Intermediate Spanish I\nSPAN 2020 — Intermediate Spanish II\nFull course catalog" }, { "url": "course-spanish-3500.html", "title": "SPAN 3500 Latin American Culture and Civilization", "description": "Latin American Culture and Civilization (SPAN 3500, 3 cr). History, society, art, and current issues across Latin America, taught in Spanish.", "headings": [ "SPAN 3500 — Latin American Culture and Civilization", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Spanish SPAN 3500 — Latin American Culture and Civilization\n3 credits · prerequisite: SPAN 2020 · typically fall and spring\nCourse description\nHistory, society, art, and current issues across Latin America, taught in Spanish.\nLatin American Culture and Civilization is an advanced undergraduate course in Spanish (SPAN 3500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nSPAN 2020. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of latin American Culture and Civilization.\nAnalyze and solve open-ended problems in spanish, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLatin American Culture and Civilization counts toward the Spanish program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Spanish course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Latin American Culture and Civilization spends time on:\nThe vocabulary of spanish and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Spanish department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Spanish. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSpanish (SPAN)\nNumber\nSPAN 3500\nCredits\n3\nPrerequisite\nSPAN 2020\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nSpanish course list\nAcademic departments\nSPAN 1010 — Elementary Spanish I\nSPAN 1020 — Elementary Spanish II\nSPAN 2010 — Intermediate Spanish I\nSPAN 2020 — Intermediate Spanish II\nFull course catalog" }, { "url": "course-sport-management-1500.html", "title": "SPMT 1500 Introduction to Sport Management", "description": "Introduction to Sport Management (SPMT 1500, 3 cr). The industry's segments, governance, careers, and the issues facing sport organizations.", "headings": [ "SPMT 1500 — Introduction to Sport Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Sport Management SPMT 1500 — Introduction to Sport Management\n3 credits · no prerequisites · typically fall\nCourse description\nThe industry's segments, governance, careers, and the issues facing sport organizations.\nIntroduction to Sport Management is an introductory course in Sport Management (SPMT 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Sport Management.\nWork standard problems in sport Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Sport Management counts toward the Sport Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Sport Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Sport Management spends time on:\nThe vocabulary of sport Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Sport Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSport Management (SPMT)\nNumber\nSPMT 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nSport Management course list\nAcademic departments\nSPMT 2100 — Sport Marketing\nSPMT 2300 — Sport Facilities and Event Management\nSPMT 2500 — Sport Finance\nSPMT 3100 — Sport Law\nFull course catalog" }, { "url": "course-sport-management-2100.html", "title": "SPMT 2100 Sport Marketing", "description": "Sport Marketing (SPMT 2100, 3 cr). Fan behavior, sponsorship, ticketing, media rights, and building a marketing plan for a team or event.", "headings": [ "SPMT 2100 — Sport Marketing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Sport Management SPMT 2100 — Sport Marketing\n3 credits · prerequisite: SPMT 1500 · typically spring\nCourse description\nFan behavior, sponsorship, ticketing, media rights, and building a marketing plan for a team or event.\nSport Marketing is a lower-division undergraduate course in Sport Management (SPMT 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nSPMT 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sport Marketing.\nWork standard problems in sport Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSport Marketing counts toward the Sport Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Sport Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sport Marketing spends time on:\nThe vocabulary of sport Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Sport Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Sport Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSport Management (SPMT)\nNumber\nSPMT 2100\nCredits\n3\nPrerequisite\nSPMT 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nSport Management course list\nAcademic departments\nSPMT 1500 — Introduction to Sport Management\nSPMT 2300 — Sport Facilities and Event Management\nSPMT 2500 — Sport Finance\nSPMT 3100 — Sport Law\nFull course catalog" }, { "url": "course-sport-management-2300.html", "title": "SPMT 2300 Sport Facilities and Event Management", "description": "Sport Facilities and Event Management (SPMT 2300, 3 cr). Booking, operations, staffing, safety, and running an event from setup to teardown.", "headings": [ "SPMT 2300 — Sport Facilities and Event Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Sport Management SPMT 2300 — Sport Facilities and Event Management\n3 credits · prerequisite: SPMT 1500 · typically fall and spring\nCourse description\nBooking, operations, staffing, safety, and running an event from setup to teardown.\nSport Facilities and Event Management is a lower-division undergraduate course in Sport Management (SPMT 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nSPMT 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sport Facilities and Event Management.\nWork standard problems in sport Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSport Facilities and Event Management counts toward the Sport Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Sport Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sport Facilities and Event Management spends time on:\nThe vocabulary of sport Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Sport Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Sport Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSport Management (SPMT)\nNumber\nSPMT 2300\nCredits\n3\nPrerequisite\nSPMT 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nSport Management course list\nAcademic departments\nSPMT 1500 — Introduction to Sport Management\nSPMT 2100 — Sport Marketing\nSPMT 2500 — Sport Finance\nSPMT 3100 — Sport Law\nFull course catalog" }, { "url": "course-sport-management-2500.html", "title": "SPMT 2500 Sport Finance", "description": "Sport Finance (SPMT 2500, 3 cr). Revenue and cost structures, budgeting, and the economics of leagues, venues, and athletic departments.", "headings": [ "SPMT 2500 — Sport Finance", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Sport Management SPMT 2500 — Sport Finance\n3 credits · prerequisite: BUS 2100 · typically fall, alternate years\nCourse description\nRevenue and cost structures, budgeting, and the economics of leagues, venues, and athletic departments.\nSport Finance is a lower-division undergraduate course in Sport Management (SPMT 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nBUS 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sport Finance.\nWork standard problems in sport Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSport Finance counts toward the Sport Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Sport Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sport Finance spends time on:\nThe vocabulary of sport Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Sport Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Sport Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSport Management (SPMT)\nNumber\nSPMT 2500\nCredits\n3\nPrerequisite\nBUS 2100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nSport Management course list\nAcademic departments\nSPMT 1500 — Introduction to Sport Management\nSPMT 2100 — Sport Marketing\nSPMT 2300 — Sport Facilities and Event Management\nSPMT 3100 — Sport Law\nFull course catalog" }, { "url": "course-sport-management-3100.html", "title": "SPMT 3100 Sport Law", "description": "Sport Law (SPMT 3100, 3 cr). Liability, contracts, labor, Title IX, antitrust, and intellectual property in sport.", "headings": [ "SPMT 3100 — Sport Law", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Sport Management SPMT 3100 — Sport Law\n3 credits · prerequisite: SPMT 1500 · typically spring, alternate years\nCourse description\nLiability, contracts, labor, Title IX, antitrust, and intellectual property in sport.\nSport Law is an advanced undergraduate course in Sport Management (SPMT 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nSPMT 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sport Law.\nAnalyze and solve open-ended problems in sport Management, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSport Law counts toward the Sport Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Sport Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sport Law spends time on:\nThe vocabulary of sport Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Sport Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Sport Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSport Management (SPMT)\nNumber\nSPMT 3100\nCredits\n3\nPrerequisite\nSPMT 1500\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nSport Management course list\nAcademic departments\nSPMT 1500 — Introduction to Sport Management\nSPMT 2100 — Sport Marketing\nSPMT 2300 — Sport Facilities and Event Management\nSPMT 2500 — Sport Finance\nFull course catalog" }, { "url": "course-sport-management-3300.html", "title": "SPMT 3300 Governance and Ethics in Sport", "description": "Governance and Ethics in Sport (SPMT 3300, 3 cr). Amateurism, integrity, athlete welfare, and the governing bodies of amateur and professional sport.", "headings": [ "SPMT 3300 — Governance and Ethics in Sport", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Sport Management SPMT 3300 — Governance and Ethics in Sport\n3 credits · prerequisite: SPMT 1500 · typically fall\nCourse description\nAmateurism, integrity, athlete welfare, and the governing bodies of amateur and professional sport.\nGovernance and Ethics in Sport is an advanced undergraduate course in Sport Management (SPMT 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nSPMT 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of governance and Ethics in Sport.\nAnalyze and solve open-ended problems in sport Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGovernance and Ethics in Sport counts toward the Sport Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Sport Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Governance and Ethics in Sport spends time on:\nThe vocabulary of sport Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Sport Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Sport Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSport Management (SPMT)\nNumber\nSPMT 3300\nCredits\n3\nPrerequisite\nSPMT 1500\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nSport Management course list\nAcademic departments\nSPMT 1500 — Introduction to Sport Management\nSPMT 2100 — Sport Marketing\nSPMT 2300 — Sport Facilities and Event Management\nSPMT 2500 — Sport Finance\nFull course catalog" }, { "url": "course-sport-management-3500.html", "title": "SPMT 3500 Analytics in Sport", "description": "Analytics in Sport (SPMT 3500, 3 cr). Performance and business analytics, data sources, and communicating findings to decision-makers.", "headings": [ "SPMT 3500 — Analytics in Sport", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Sport Management SPMT 3500 — Analytics in Sport\n3 credits · prerequisite: MATH 1600 · typically spring\nCourse description\nPerformance and business analytics, data sources, and communicating findings to decision-makers.\nAnalytics in Sport is an advanced undergraduate course in Sport Management (SPMT 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nMATH 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of analytics in Sport.\nAnalyze and solve open-ended problems in sport Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAnalytics in Sport counts toward the Sport Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Sport Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Analytics in Sport spends time on:\nThe vocabulary of sport Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Sport Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Sport Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSport Management (SPMT)\nNumber\nSPMT 3500\nCredits\n3\nPrerequisite\nMATH 1600\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nSport Management course list\nAcademic departments\nSPMT 1500 — Introduction to Sport Management\nSPMT 2100 — Sport Marketing\nSPMT 2300 — Sport Facilities and Event Management\nSPMT 2500 — Sport Finance\nFull course catalog" }, { "url": "course-sport-management-3700.html", "title": "SPMT 3700 Sales in the Sport Industry", "description": "Sales in the Sport Industry (SPMT 3700, 3 cr). Ticket, sponsorship, and premium-seat sales, the sales cycle, and account service.", "headings": [ "SPMT 3700 — Sales in the Sport Industry", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Sport Management SPMT 3700 — Sales in the Sport Industry\n3 credits · prerequisite: SPMT 2100 · typically fall and spring\nCourse description\nTicket, sponsorship, and premium-seat sales, the sales cycle, and account service.\nSales in the Sport Industry is an advanced undergraduate course in Sport Management (SPMT 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nSPMT 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sales in the Sport Industry.\nAnalyze and solve open-ended problems in sport Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSales in the Sport Industry counts toward the Sport Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Sport Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sales in the Sport Industry spends time on:\nThe vocabulary of sport Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Sport Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Sport Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSport Management (SPMT)\nNumber\nSPMT 3700\nCredits\n3\nPrerequisite\nSPMT 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nSport Management course list\nAcademic departments\nSPMT 1500 — Introduction to Sport Management\nSPMT 2100 — Sport Marketing\nSPMT 2300 — Sport Facilities and Event Management\nSPMT 2500 — Sport Finance\nFull course catalog" }, { "url": "course-sport-management-4900.html", "title": "SPMT 4900 Sport Management Practicum", "description": "Sport Management Practicum (SPMT 4900, 4 cr). A supervised placement with an athletic department, team, venue, or event.", "headings": [ "SPMT 4900 — Sport Management Practicum", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Sport Management SPMT 4900 — Sport Management Practicum\n4 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA supervised placement with an athletic department, team, venue, or event.\nSport Management Practicum is an advanced, often capstone-level undergraduate course in Sport Management (SPMT 4900), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sport Management Practicum.\nAnalyze and solve open-ended problems in sport Management, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSport Management Practicum counts toward the Sport Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Sport Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sport Management Practicum spends time on:\nThe vocabulary of sport Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Sport Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Sport Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSport Management (SPMT)\nNumber\nSPMT 4900\nCredits\n4\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nSport Management course list\nAcademic departments\nSPMT 1500 — Introduction to Sport Management\nSPMT 2100 — Sport Marketing\nSPMT 2300 — Sport Facilities and Event Management\nSPMT 2500 — Sport Finance\nFull course catalog" }, { "url": "course-statistics-1600.html", "title": "STAT 1600 Introductory Statistics", "description": "Introductory Statistics (STAT 1600, 3 cr). Data description, probability, sampling, confidence intervals, and hypothesis tests, with software.", "headings": [ "STAT 1600 — Introductory Statistics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Statistics STAT 1600 — Introductory Statistics\n3 credits · prerequisite: MATH 1200 · typically fall\nCourse description\nData description, probability, sampling, confidence intervals, and hypothesis tests, with software.\nIntroductory Statistics is an introductory course in Statistics (STAT 1600), carrying 3 credits, and is typically offered fall.\nPrerequisites\nMATH 1200. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introductory Statistics.\nWork standard problems in statistics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroductory Statistics counts toward the Statistics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Statistics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introductory Statistics spends time on:\nThe vocabulary of statistics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Statistics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Statistics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nStatistics (STAT)\nNumber\nSTAT 1600\nCredits\n3\nPrerequisite\nMATH 1200\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nStatistics course list\nAcademic departments\nSTAT 2600 — Statistical Methods\nSTAT 3100 — Probability\nSTAT 3200 — Mathematical Statistics\nSTAT 3300 — Applied Regression\nFull course catalog" }, { "url": "course-statistics-2600.html", "title": "STAT 2600 Statistical Methods", "description": "Statistical Methods (STAT 2600, 4 cr). Two-sample and paired inference, ANOVA, contingency tables, and simple and multiple regression.", "headings": [ "STAT 2600 — Statistical Methods", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Statistics STAT 2600 — Statistical Methods\n4 credits · prerequisite: STAT 1600 · typically spring\nCourse description\nTwo-sample and paired inference, ANOVA, contingency tables, and simple and multiple regression.\nStatistical Methods is a lower-division undergraduate course in Statistics (STAT 2600), carrying 4 credits, and is typically offered spring.\nPrerequisites\nSTAT 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of statistical Methods.\nWork standard problems in statistics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStatistical Methods counts toward the Statistics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Statistics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Statistical Methods spends time on:\nThe vocabulary of statistics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Statistics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Statistics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nStatistics (STAT)\nNumber\nSTAT 2600\nCredits\n4\nPrerequisite\nSTAT 1600\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nStatistics course list\nAcademic departments\nSTAT 1600 — Introductory Statistics\nSTAT 3100 — Probability\nSTAT 3200 — Mathematical Statistics\nSTAT 3300 — Applied Regression\nFull course catalog" }, { "url": "course-statistics-3100.html", "title": "STAT 3100 Probability", "description": "Probability (STAT 3100, 3 cr). Random variables, common distributions, expectation, joint and conditional distributions, and limit theorems.", "headings": [ "STAT 3100 — Probability", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Statistics STAT 3100 — Probability\n3 credits · prerequisite: MATH 2500 · typically fall and spring\nCourse description\nRandom variables, common distributions, expectation, joint and conditional distributions, and limit theorems.\nProbability is an advanced undergraduate course in Statistics (STAT 3100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nMATH 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of probability.\nAnalyze and solve open-ended problems in statistics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nProbability counts toward the Statistics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Statistics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Probability spends time on:\nThe vocabulary of statistics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Statistics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Statistics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nStatistics (STAT)\nNumber\nSTAT 3100\nCredits\n3\nPrerequisite\nMATH 2500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nStatistics course list\nAcademic departments\nSTAT 1600 — Introductory Statistics\nSTAT 2600 — Statistical Methods\nSTAT 3200 — Mathematical Statistics\nSTAT 3300 — Applied Regression\nFull course catalog" }, { "url": "course-statistics-3200.html", "title": "STAT 3200 Mathematical Statistics", "description": "Mathematical Statistics (STAT 3200, 3 cr). Estimation, sufficiency, hypothesis testing, and the theory behind standard procedures.", "headings": [ "STAT 3200 — Mathematical Statistics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Statistics STAT 3200 — Mathematical Statistics\n3 credits · prerequisite: STAT 3100 · typically fall, alternate years\nCourse description\nEstimation, sufficiency, hypothesis testing, and the theory behind standard procedures.\nMathematical Statistics is an advanced undergraduate course in Statistics (STAT 3200), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nSTAT 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of mathematical Statistics.\nAnalyze and solve open-ended problems in statistics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nMathematical Statistics counts toward the Statistics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Statistics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Mathematical Statistics spends time on:\nThe vocabulary of statistics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Statistics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Statistics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nStatistics (STAT)\nNumber\nSTAT 3200\nCredits\n3\nPrerequisite\nSTAT 3100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nStatistics course list\nAcademic departments\nSTAT 1600 — Introductory Statistics\nSTAT 2600 — Statistical Methods\nSTAT 3100 — Probability\nSTAT 3300 — Applied Regression\nFull course catalog" }, { "url": "course-statistics-3300.html", "title": "STAT 3300 Applied Regression", "description": "Applied Regression (STAT 3300, 3 cr). Model building, diagnostics, transformations, model selection, and logistic regression.", "headings": [ "STAT 3300 — Applied Regression", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Statistics STAT 3300 — Applied Regression\n3 credits · prerequisite: STAT 2600 · typically spring, alternate years\nCourse description\nModel building, diagnostics, transformations, model selection, and logistic regression.\nApplied Regression is an advanced undergraduate course in Statistics (STAT 3300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nSTAT 2600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of applied Regression.\nAnalyze and solve open-ended problems in statistics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nApplied Regression counts toward the Statistics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Statistics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Applied Regression spends time on:\nThe vocabulary of statistics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Statistics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Statistics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nStatistics (STAT)\nNumber\nSTAT 3300\nCredits\n3\nPrerequisite\nSTAT 2600\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nStatistics course list\nAcademic departments\nSTAT 1600 — Introductory Statistics\nSTAT 2600 — Statistical Methods\nSTAT 3100 — Probability\nSTAT 3200 — Mathematical Statistics\nFull course catalog" }, { "url": "course-statistics-3400.html", "title": "STAT 3400 Design of Experiments", "description": "Design of Experiments (STAT 3400, 3 cr). Factorial and fractional-factorial designs, blocking, response surfaces, and analysis.", "headings": [ "STAT 3400 — Design of Experiments", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Statistics STAT 3400 — Design of Experiments\n3 credits · prerequisite: STAT 2600 · typically fall\nCourse description\nFactorial and fractional-factorial designs, blocking, response surfaces, and analysis.\nDesign of Experiments is an advanced undergraduate course in Statistics (STAT 3400), carrying 3 credits, and is typically offered fall.\nPrerequisites\nSTAT 2600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of design of Experiments.\nAnalyze and solve open-ended problems in statistics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDesign of Experiments counts toward the Statistics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Statistics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Design of Experiments spends time on:\nThe vocabulary of statistics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Statistics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Statistics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nStatistics (STAT)\nNumber\nSTAT 3400\nCredits\n3\nPrerequisite\nSTAT 2600\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nStatistics course list\nAcademic departments\nSTAT 1600 — Introductory Statistics\nSTAT 2600 — Statistical Methods\nSTAT 3100 — Probability\nSTAT 3200 — Mathematical Statistics\nFull course catalog" }, { "url": "course-statistics-3500.html", "title": "STAT 3500 Statistical Computing", "description": "Statistical Computing (STAT 3500, 3 cr). Simulation, resampling, optimization, and reproducible analysis workflows.", "headings": [ "STAT 3500 — Statistical Computing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Statistics STAT 3500 — Statistical Computing\n3 credits · prerequisite: STAT 2600 · typically spring\nCourse description\nSimulation, resampling, optimization, and reproducible analysis workflows.\nStatistical Computing is an advanced undergraduate course in Statistics (STAT 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nSTAT 2600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of statistical Computing.\nAnalyze and solve open-ended problems in statistics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStatistical Computing counts toward the Statistics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Statistics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Statistical Computing spends time on:\nThe vocabulary of statistics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Statistics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Statistics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nStatistics (STAT)\nNumber\nSTAT 3500\nCredits\n3\nPrerequisite\nSTAT 2600\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nStatistics course list\nAcademic departments\nSTAT 1600 — Introductory Statistics\nSTAT 2600 — Statistical Methods\nSTAT 3100 — Probability\nSTAT 3200 — Mathematical Statistics\nFull course catalog" }, { "url": "course-statistics-3700.html", "title": "STAT 3700 Categorical and Survival Data", "description": "Categorical and Survival Data (STAT 3700, 3 cr). Contingency tables, log-linear and logistic models, and time-to-event analysis.", "headings": [ "STAT 3700 — Categorical and Survival Data", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Statistics STAT 3700 — Categorical and Survival Data\n3 credits · prerequisite: STAT 3300 · typically fall and spring\nCourse description\nContingency tables, log-linear and logistic models, and time-to-event analysis.\nCategorical and Survival Data is an advanced undergraduate course in Statistics (STAT 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nSTAT 3300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of categorical and Survival Data.\nAnalyze and solve open-ended problems in statistics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCategorical and Survival Data counts toward the Statistics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Statistics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Categorical and Survival Data spends time on:\nThe vocabulary of statistics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Statistics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Statistics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nStatistics (STAT)\nNumber\nSTAT 3700\nCredits\n3\nPrerequisite\nSTAT 3300\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nStatistics course list\nAcademic departments\nSTAT 1600 — Introductory Statistics\nSTAT 2600 — Statistical Methods\nSTAT 3100 — Probability\nSTAT 3200 — Mathematical Statistics\nFull course catalog" }, { "url": "course-statistics-4900.html", "title": "STAT 4900 Statistical Consulting Practicum", "description": "Statistical Consulting Practicum (STAT 4900, 3 cr). Working with real clients from framing a question to a written statistical report.", "headings": [ "STAT 4900 — Statistical Consulting Practicum", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Science & Mathematics · Statistics STAT 4900 — Statistical Consulting Practicum\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nWorking with real clients from framing a question to a written statistical report.\nStatistical Consulting Practicum is an advanced, often capstone-level undergraduate course in Statistics (STAT 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of statistical Consulting Practicum.\nAnalyze and solve open-ended problems in statistics, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStatistical Consulting Practicum counts toward the Statistics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Statistics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Statistical Consulting Practicum spends time on:\nThe vocabulary of statistics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Statistics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Statistics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nStatistics (STAT)\nNumber\nSTAT 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nStatistics course list\nAcademic departments\nSTAT 1600 — Introductory Statistics\nSTAT 2600 — Statistical Methods\nSTAT 3100 — Probability\nSTAT 3200 — Mathematical Statistics\nFull course catalog" }, { "url": "course-studio-art-1100.html", "title": "ART 1100 Drawing I", "description": "Drawing I (ART 1100, 3 cr). Observation, line, value, proportion, and composition from still life, the figure, and the landscape.", "headings": [ "ART 1100 — Drawing I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Studio Art ART 1100 — Drawing I\n3 credits · no prerequisites · typically fall\nCourse description\nObservation, line, value, proportion, and composition from still life, the figure, and the landscape.\nDrawing I is an introductory course in Studio Art (ART 1100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of drawing I.\nWork standard problems in studio Art accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDrawing I counts toward the Studio Art program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Studio Art course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Drawing I spends time on:\nThe vocabulary of studio Art and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Studio Art. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nStudio Art (ART)\nNumber\nART 1100\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nStudio Art course list\nAcademic departments\nART 1300 — 2D Foundations\nART 1500 — 3D Foundations\nART 2100 — Painting I\nART 2300 — Digital Imaging\nFull course catalog" }, { "url": "course-studio-art-1300.html", "title": "ART 1300 2D Foundations", "description": "2D Foundations (ART 1300, 3 cr). The elements and principles of design worked through hands-on projects and critique.", "headings": [ "ART 1300 — 2D Foundations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Studio Art ART 1300 — 2D Foundations\n3 credits · no prerequisites · typically spring\nCourse description\nThe elements and principles of design worked through hands-on projects and critique.\n2D Foundations is an introductory course in Studio Art (ART 1300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of 2D Foundations.\nWork standard problems in studio Art accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\n2D Foundations counts toward the Studio Art program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Studio Art course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of 2D Foundations spends time on:\nThe vocabulary of studio Art and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Studio Art. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nStudio Art (ART)\nNumber\nART 1300\nCredits\n3\nPrerequisite\nNone\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nStudio Art course list\nAcademic departments\nART 1100 — Drawing I\nART 1500 — 3D Foundations\nART 2100 — Painting I\nART 2300 — Digital Imaging\nFull course catalog" }, { "url": "course-studio-art-1500.html", "title": "ART 1500 3D Foundations", "description": "3D Foundations (ART 1500, 3 cr). Form, space, and material through additive and subtractive processes.", "headings": [ "ART 1500 — 3D Foundations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Studio Art ART 1500 — 3D Foundations\n3 credits · no prerequisites · typically fall and spring\nCourse description\nForm, space, and material through additive and subtractive processes.\n3D Foundations is an introductory course in Studio Art (ART 1500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of 3D Foundations.\nWork standard problems in studio Art accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\n3D Foundations counts toward the Studio Art program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Studio Art course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of 3D Foundations spends time on:\nThe vocabulary of studio Art and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Studio Art. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nStudio Art (ART)\nNumber\nART 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nStudio Art course list\nAcademic departments\nART 1100 — Drawing I\nART 1300 — 2D Foundations\nART 2100 — Painting I\nART 2300 — Digital Imaging\nFull course catalog" }, { "url": "course-studio-art-2100.html", "title": "ART 2100 Painting I", "description": "Painting I (ART 2100, 3 cr). Color mixing, paint handling, and building a painting from underpainting to resolution.", "headings": [ "ART 2100 — Painting I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Studio Art ART 2100 — Painting I\n3 credits · prerequisite: ART 1100 · typically fall, alternate years\nCourse description\nColor mixing, paint handling, and building a painting from underpainting to resolution.\nPainting I is a lower-division undergraduate course in Studio Art (ART 2100), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nART 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of painting I.\nWork standard problems in studio Art accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPainting I counts toward the Studio Art program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Studio Art course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Painting I spends time on:\nThe vocabulary of studio Art and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Studio Art department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Studio Art. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nStudio Art (ART)\nNumber\nART 2100\nCredits\n3\nPrerequisite\nART 1100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nStudio Art course list\nAcademic departments\nART 1100 — Drawing I\nART 1300 — 2D Foundations\nART 1500 — 3D Foundations\nART 2300 — Digital Imaging\nFull course catalog" }, { "url": "course-studio-art-2300.html", "title": "ART 2300 Digital Imaging", "description": "Digital Imaging (ART 2300, 3 cr). Raster and vector tools, image capture and manipulation, and output for print and screen.", "headings": [ "ART 2300 — Digital Imaging", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Studio Art ART 2300 — Digital Imaging\n3 credits · prerequisite: ART 1300 · typically spring, alternate years\nCourse description\nRaster and vector tools, image capture and manipulation, and output for print and screen.\nDigital Imaging is a lower-division undergraduate course in Studio Art (ART 2300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nART 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of digital Imaging.\nWork standard problems in studio Art accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDigital Imaging counts toward the Studio Art program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Studio Art course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Digital Imaging spends time on:\nThe vocabulary of studio Art and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Studio Art department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Studio Art. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nStudio Art (ART)\nNumber\nART 2300\nCredits\n3\nPrerequisite\nART 1300\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nStudio Art course list\nAcademic departments\nART 1100 — Drawing I\nART 1300 — 2D Foundations\nART 1500 — 3D Foundations\nART 2100 — Painting I\nFull course catalog" }, { "url": "course-studio-art-2500.html", "title": "ART 2500 Sculpture I", "description": "Sculpture I (ART 2500, 3 cr). Modeling, mold-making, casting, and fabrication, with shop safety.", "headings": [ "ART 2500 — Sculpture I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Studio Art ART 2500 — Sculpture I\n3 credits · prerequisite: ART 1500 · typically fall\nCourse description\nModeling, mold-making, casting, and fabrication, with shop safety.\nSculpture I is a lower-division undergraduate course in Studio Art (ART 2500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nART 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sculpture I.\nWork standard problems in studio Art accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSculpture I counts toward the Studio Art program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Studio Art course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sculpture I spends time on:\nThe vocabulary of studio Art and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Studio Art department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Studio Art. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nStudio Art (ART)\nNumber\nART 2500\nCredits\n3\nPrerequisite\nART 1500\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nStudio Art course list\nAcademic departments\nART 1100 — Drawing I\nART 1300 — 2D Foundations\nART 1500 — 3D Foundations\nART 2100 — Painting I\nFull course catalog" }, { "url": "course-studio-art-2700.html", "title": "ART 2700 Printmaking I", "description": "Printmaking I (ART 2700, 3 cr). Relief and intaglio processes, editioning, and the print as a medium.", "headings": [ "ART 2700 — Printmaking I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Studio Art ART 2700 — Printmaking I\n3 credits · prerequisite: ART 1100 · typically spring\nCourse description\nRelief and intaglio processes, editioning, and the print as a medium.\nPrintmaking I is a lower-division undergraduate course in Studio Art (ART 2700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nART 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of printmaking I.\nWork standard problems in studio Art accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPrintmaking I counts toward the Studio Art program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Studio Art course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Printmaking I spends time on:\nThe vocabulary of studio Art and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Studio Art department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Studio Art. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nStudio Art (ART)\nNumber\nART 2700\nCredits\n3\nPrerequisite\nART 1100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nStudio Art course list\nAcademic departments\nART 1100 — Drawing I\nART 1300 — 2D Foundations\nART 1500 — 3D Foundations\nART 2100 — Painting I\nFull course catalog" }, { "url": "course-studio-art-3100.html", "title": "ART 3100 Art History Survey", "description": "Art History Survey (ART 3100, 3 cr). A chronological survey of visual art from antiquity to the present, with an emphasis on looking and context.", "headings": [ "ART 3100 — Art History Survey", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Studio Art ART 3100 — Art History Survey\n3 credits · no prerequisites · typically fall and spring\nCourse description\nA chronological survey of visual art from antiquity to the present, with an emphasis on looking and context.\nArt History Survey is an advanced undergraduate course in Studio Art (ART 3100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of art History Survey.\nAnalyze and solve open-ended problems in studio Art, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nArt History Survey counts toward the Studio Art program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Studio Art course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Art History Survey spends time on:\nThe vocabulary of studio Art and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Studio Art. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nStudio Art (ART)\nNumber\nART 3100\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nStudio Art course list\nAcademic departments\nART 1100 — Drawing I\nART 1300 — 2D Foundations\nART 1500 — 3D Foundations\nART 2100 — Painting I\nFull course catalog" }, { "url": "course-studio-art-4900.html", "title": "ART 4900 Senior Studio", "description": "Senior Studio (ART 4900, 6 cr). A sustained, self-directed body of work developed with faculty and exhibited in the senior show.", "headings": [ "ART 4900 — Senior Studio", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Studio Art ART 4900 — Senior Studio\n6 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA sustained, self-directed body of work developed with faculty and exhibited in the senior show.\nSenior Studio is an advanced, often capstone-level undergraduate course in Studio Art (ART 4900), carrying 6 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of senior Studio.\nAnalyze and solve open-ended problems in studio Art, justifying the approach and the result.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 6-credit course, expect roughly 12–18 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSenior Studio counts toward the Studio Art program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Studio Art course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Senior Studio spends time on:\nThe vocabulary of studio Art and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Studio Art department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Studio Art. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 12–18 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nStudio Art (ART)\nNumber\nART 4900\nCredits\n6\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~12–18 hrs/week\nRelated\nStudio Art course list\nAcademic departments\nART 1100 — Drawing I\nART 1300 — 2D Foundations\nART 1500 — 3D Foundations\nART 2100 — Painting I\nFull course catalog" }, { "url": "course-substitution-request.html", "title": "Course substitution requests", "description": "Asking to use one course to satisfy a requirement it isn't listed for — and when that's granted.", "headings": [ "Course substitution requests", "On this page", "How it works", "Getting it approved", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Course substitution requests\nAsking to use one course to satisfy a requirement it isn't listed for — and when that's granted.\nHow it works\nRequirements exist for a reason, so substitutions are the exception. The strongest case is content equivalence: ‘this transfer course covered the same material as the required one, here's the syllabus.’ A scheduling case (‘the required course only runs in spring and I need it now to graduate’) is weaker but sometimes works with a comparable alternative.\nGetting it approved\nSubmit the form early — not the term you plan to graduate. Attach evidence. If the department says no, ask what would satisfy them; sometimes a specific alternative course or an added assignment bridges the gap. An approved substitution is recorded on your degree audit so it isn't questioned later.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nGrounds: A course with equivalent content (often a transfer course or a cross-listed one), a scheduling impossibility, or an approved accommodation. Who decides: The department or college that owns the requirement, not your advisor alone. Bring: The syllabus of the proposed substitute, and a short case for why it's equivalent. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nGrounds\nA course with equivalent content (often a transfer course or a cross-listed one), a scheduling impossibility, or an approved accommodation\nWho decides\nThe department or college that owns the requirement, not your advisor alone\nBring\nThe syllabus of the proposed substitute, and a short case for why it's equivalent\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "course-substitutions-and-waivers.html", "title": "Course substitutions and waivers", "description": "When one course can stand in for another on your degree audit, and how to get it approved.", "headings": [ "Course substitutions and waivers", "On this page", "Substitution vs. waiver", "Common legitimate reasons", "Who approves it", "Make the case in writing", "Do it early", "If it is denied" ], "content": "Registrar Course substitutions and waivers\nWhen one course can stand in for another on your degree audit, and how to get it approved.\nSubstitution vs. waiver\nA substitution replaces a required course with a different one that covers similar ground — you still earn the credits, just from another course. A waiver removes a requirement without replacing it, usually because you have demonstrated the competence another way; it does not add credits, so you may need an elective to hit your total. Both need approval and both are recorded as an exception on your audit.\nCommon legitimate reasons\nA transfer course that clearly matches a requirement but was coded as elective; a required course that is no longer offered or that you cannot fit before graduation; a scheduling conflict that recurs every term; a course whose content you have covered in a more advanced course you have already passed; an accommodation-related substitution approved through the accessibility office (for example, a different course satisfying a quantitative requirement).\nWho approves it\nUsually the department or program that owns the requirement — the chair or the director of undergraduate studies signs off, sometimes with a college dean's office for general-education requirements. The Registrar records the approved exception on your audit. Your adviser initiates the paperwork and knows who signs.\nMake the case in writing\nBring the syllabus of the course you want to substitute, your transcript, and a short statement of why the substitution is academically sound (what learning outcomes it covers). \"It fits my schedule better\" alone rarely works; \"this course covers the same statistical methods and I need it for my research\" does.\nDo it early\nGet substitutions approved as soon as you know you need one — ideally a year before graduation, not during your final audit. A pending exception that has not been formally recorded can hold up your degree clearance even if everyone verbally agreed.\nIf it is denied\nYou can ask the department to reconsider with more documentation, escalate to the college dean's office, or, for a general-education requirement, use the academic petition process. The Registrar and your adviser can tell you which path fits your situation.\nAt a glance\nSubstitution\nAnother course stands in — you keep the credits\nWaiver\nThe requirement is removed, no replacement — you may need an elective to hit your total\nApproves\nThe department that owns the requirement; recorded by the Registrar; adviser initiates\nMake the case\nSyllabus + transcript + why it's academically sound — and do it a year early\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCatalog year and degree requirements\nReading your degree audit\nTransferring credits to Porter\nGetting accommodations that actually work\nFull contact directory" }, { "url": "course-supply-chain-management-2500.html", "title": "SCM 2500 Introduction to Supply Chain", "description": "Introduction to Supply Chain (SCM 2500, 3 cr). The end-to-end chain from supplier to customer, the trade-offs among cost, speed, and service, and the bullwhip effect.", "headings": [ "SCM 2500 — Introduction to Supply Chain", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Supply Chain Management SCM 2500 — Introduction to Supply Chain\n3 credits · prerequisite: BUS 1000 · typically fall\nCourse description\nThe end-to-end chain from supplier to customer, the trade-offs among cost, speed, and service, and the bullwhip effect.\nIntroduction to Supply Chain is a lower-division undergraduate course in Supply Chain Management (SCM 2500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nBUS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Supply Chain.\nWork standard problems in supply Chain Management accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Supply Chain counts toward the Supply Chain Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Supply Chain Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Supply Chain spends time on:\nThe vocabulary of supply Chain Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Supply Chain Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Supply Chain Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSupply Chain Management (SCM)\nNumber\nSCM 2500\nCredits\n3\nPrerequisite\nBUS 1000\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nSupply Chain Management course list\nSupply Chain Management program\nAcademic departments\nSCM 3100 — Procurement and Sourcing\nSCM 3200 — Logistics and Transportation\nSCM 3300 — Inventory and Demand Planning\nSCM 3400 — Lean and Process Improvement\nFull course catalog" }, { "url": "course-supply-chain-management-3100.html", "title": "SCM 3100 Procurement and Sourcing", "description": "Procurement and Sourcing (SCM 3100, 3 cr). Supplier selection, negotiation, contracts, total cost of ownership, and managing supplier risk.", "headings": [ "SCM 3100 — Procurement and Sourcing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Supply Chain Management SCM 3100 — Procurement and Sourcing\n3 credits · prerequisite: SCM 2500 · typically spring\nCourse description\nSupplier selection, negotiation, contracts, total cost of ownership, and managing supplier risk.\nProcurement and Sourcing is an advanced undergraduate course in Supply Chain Management (SCM 3100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nSCM 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of procurement and Sourcing.\nAnalyze and solve open-ended problems in supply Chain Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nProcurement and Sourcing counts toward the Supply Chain Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Supply Chain Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Procurement and Sourcing spends time on:\nThe vocabulary of supply Chain Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Supply Chain Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Supply Chain Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSupply Chain Management (SCM)\nNumber\nSCM 3100\nCredits\n3\nPrerequisite\nSCM 2500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nSupply Chain Management course list\nSupply Chain Management program\nAcademic departments\nSCM 2500 — Introduction to Supply Chain\nSCM 3200 — Logistics and Transportation\nSCM 3300 — Inventory and Demand Planning\nSCM 3400 — Lean and Process Improvement\nFull course catalog" }, { "url": "course-supply-chain-management-3200.html", "title": "SCM 3200 Logistics and Transportation", "description": "Logistics and Transportation (SCM 3200, 3 cr). Modes and carriers, network design, warehousing, and the economics of moving freight.", "headings": [ "SCM 3200 — Logistics and Transportation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Supply Chain Management SCM 3200 — Logistics and Transportation\n3 credits · prerequisite: SCM 2500 · typically fall and spring\nCourse description\nModes and carriers, network design, warehousing, and the economics of moving freight.\nLogistics and Transportation is an advanced undergraduate course in Supply Chain Management (SCM 3200), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nSCM 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of logistics and Transportation.\nAnalyze and solve open-ended problems in supply Chain Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLogistics and Transportation counts toward the Supply Chain Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Supply Chain Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Logistics and Transportation spends time on:\nThe vocabulary of supply Chain Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Supply Chain Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Supply Chain Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSupply Chain Management (SCM)\nNumber\nSCM 3200\nCredits\n3\nPrerequisite\nSCM 2500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nSupply Chain Management course list\nSupply Chain Management program\nAcademic departments\nSCM 2500 — Introduction to Supply Chain\nSCM 3100 — Procurement and Sourcing\nSCM 3300 — Inventory and Demand Planning\nSCM 3400 — Lean and Process Improvement\nFull course catalog" }, { "url": "course-supply-chain-management-3300.html", "title": "SCM 3300 Inventory and Demand Planning", "description": "Inventory and Demand Planning (SCM 3300, 3 cr). Forecasting, safety stock, replenishment policies, and balancing service level against carrying cost.", "headings": [ "SCM 3300 — Inventory and Demand Planning", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Supply Chain Management SCM 3300 — Inventory and Demand Planning\n3 credits · prerequisite: MATH 1600 · typically fall, alternate years\nCourse description\nForecasting, safety stock, replenishment policies, and balancing service level against carrying cost.\nInventory and Demand Planning is an advanced undergraduate course in Supply Chain Management (SCM 3300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nMATH 1600. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of inventory and Demand Planning.\nAnalyze and solve open-ended problems in supply Chain Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nInventory and Demand Planning counts toward the Supply Chain Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Supply Chain Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Inventory and Demand Planning spends time on:\nThe vocabulary of supply Chain Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Supply Chain Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Supply Chain Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSupply Chain Management (SCM)\nNumber\nSCM 3300\nCredits\n3\nPrerequisite\nMATH 1600\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nSupply Chain Management course list\nSupply Chain Management program\nAcademic departments\nSCM 2500 — Introduction to Supply Chain\nSCM 3100 — Procurement and Sourcing\nSCM 3200 — Logistics and Transportation\nSCM 3400 — Lean and Process Improvement\nFull course catalog" }, { "url": "course-supply-chain-management-3400.html", "title": "SCM 3400 Lean and Process Improvement", "description": "Lean and Process Improvement (SCM 3400, 3 cr). Value-stream mapping, waste, flow, pull, and running a kaizen event.", "headings": [ "SCM 3400 — Lean and Process Improvement", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Supply Chain Management SCM 3400 — Lean and Process Improvement\n3 credits · prerequisite: SCM 2500 · typically spring, alternate years\nCourse description\nValue-stream mapping, waste, flow, pull, and running a kaizen event.\nLean and Process Improvement is an advanced undergraduate course in Supply Chain Management (SCM 3400), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nSCM 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of lean and Process Improvement.\nAnalyze and solve open-ended problems in supply Chain Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLean and Process Improvement counts toward the Supply Chain Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Supply Chain Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Lean and Process Improvement spends time on:\nThe vocabulary of supply Chain Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Supply Chain Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Supply Chain Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSupply Chain Management (SCM)\nNumber\nSCM 3400\nCredits\n3\nPrerequisite\nSCM 2500\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nSupply Chain Management course list\nSupply Chain Management program\nAcademic departments\nSCM 2500 — Introduction to Supply Chain\nSCM 3100 — Procurement and Sourcing\nSCM 3200 — Logistics and Transportation\nSCM 3300 — Inventory and Demand Planning\nFull course catalog" }, { "url": "course-supply-chain-management-3500.html", "title": "SCM 3500 Global Supply Chain", "description": "Global Supply Chain (SCM 3500, 3 cr). Trade, incoterms, customs, currency and political risk, and building resilience.", "headings": [ "SCM 3500 — Global Supply Chain", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Supply Chain Management SCM 3500 — Global Supply Chain\n3 credits · prerequisite: SCM 3100 · typically fall\nCourse description\nTrade, incoterms, customs, currency and political risk, and building resilience.\nGlobal Supply Chain is an advanced undergraduate course in Supply Chain Management (SCM 3500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nSCM 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of global Supply Chain.\nAnalyze and solve open-ended problems in supply Chain Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGlobal Supply Chain counts toward the Supply Chain Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Supply Chain Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Global Supply Chain spends time on:\nThe vocabulary of supply Chain Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Supply Chain Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Supply Chain Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSupply Chain Management (SCM)\nNumber\nSCM 3500\nCredits\n3\nPrerequisite\nSCM 3100\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nSupply Chain Management course list\nSupply Chain Management program\nAcademic departments\nSCM 2500 — Introduction to Supply Chain\nSCM 3100 — Procurement and Sourcing\nSCM 3200 — Logistics and Transportation\nSCM 3300 — Inventory and Demand Planning\nFull course catalog" }, { "url": "course-supply-chain-management-3700.html", "title": "SCM 3700 Supply Chain Analytics", "description": "Supply Chain Analytics (SCM 3700, 3 cr). Optimization, simulation, and dashboards applied to network, inventory, and routing problems.", "headings": [ "SCM 3700 — Supply Chain Analytics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Supply Chain Management SCM 3700 — Supply Chain Analytics\n3 credits · prerequisite: SCM 3300 · typically spring\nCourse description\nOptimization, simulation, and dashboards applied to network, inventory, and routing problems.\nSupply Chain Analytics is an advanced undergraduate course in Supply Chain Management (SCM 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nSCM 3300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of supply Chain Analytics.\nAnalyze and solve open-ended problems in supply Chain Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSupply Chain Analytics counts toward the Supply Chain Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Supply Chain Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Supply Chain Analytics spends time on:\nThe vocabulary of supply Chain Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Supply Chain Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Supply Chain Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSupply Chain Management (SCM)\nNumber\nSCM 3700\nCredits\n3\nPrerequisite\nSCM 3300\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nSupply Chain Management course list\nSupply Chain Management program\nAcademic departments\nSCM 2500 — Introduction to Supply Chain\nSCM 3100 — Procurement and Sourcing\nSCM 3200 — Logistics and Transportation\nSCM 3300 — Inventory and Demand Planning\nFull course catalog" }, { "url": "course-supply-chain-management-4100.html", "title": "SCM 4100 Sustainable Operations", "description": "Sustainable Operations (SCM 4100, 3 cr). Emissions, circular flows, reverse logistics, and measuring a chain's footprint.", "headings": [ "SCM 4100 — Sustainable Operations", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Supply Chain Management SCM 4100 — Sustainable Operations\n3 credits · prerequisite: SCM 2500 · typically fall and spring\nCourse description\nEmissions, circular flows, reverse logistics, and measuring a chain's footprint.\nSustainable Operations is an advanced, often capstone-level undergraduate course in Supply Chain Management (SCM 4100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nSCM 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sustainable Operations.\nAnalyze and solve open-ended problems in supply Chain Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSustainable Operations counts toward the Supply Chain Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Supply Chain Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sustainable Operations spends time on:\nThe vocabulary of supply Chain Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Supply Chain Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Supply Chain Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSupply Chain Management (SCM)\nNumber\nSCM 4100\nCredits\n3\nPrerequisite\nSCM 2500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nSupply Chain Management course list\nSupply Chain Management program\nAcademic departments\nSCM 2500 — Introduction to Supply Chain\nSCM 3100 — Procurement and Sourcing\nSCM 3200 — Logistics and Transportation\nSCM 3300 — Inventory and Demand Planning\nFull course catalog" }, { "url": "course-supply-chain-management-4900.html", "title": "SCM 4900 Supply Chain Capstone", "description": "Supply Chain Capstone (SCM 4900, 3 cr). A team analyzes and improves a real supply-chain problem for a sponsor against cost and service targets.", "headings": [ "SCM 4900 — Supply Chain Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Management · Supply Chain Management SCM 4900 — Supply Chain Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA team analyzes and improves a real supply-chain problem for a sponsor against cost and service targets.\nSupply Chain Capstone is an advanced, often capstone-level undergraduate course in Supply Chain Management (SCM 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of supply Chain Capstone.\nAnalyze and solve open-ended problems in supply Chain Management, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSupply Chain Capstone counts toward the Supply Chain Management program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Supply Chain Management course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Supply Chain Capstone spends time on:\nThe vocabulary of supply Chain Management and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Supply Chain Management department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Supply Chain Management. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSupply Chain Management (SCM)\nNumber\nSCM 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nSupply Chain Management course list\nSupply Chain Management program\nAcademic departments\nSCM 2500 — Introduction to Supply Chain\nSCM 3100 — Procurement and Sourcing\nSCM 3200 — Logistics and Transportation\nSCM 3300 — Inventory and Demand Planning\nFull course catalog" }, { "url": "course-surveying-geomatics-1500.html", "title": "SURV 1500 Plane Surveying", "description": "Plane Surveying (SURV 1500, 4 cr). Distance, angle, and elevation measurement; traverse computations; leveling; and error, with fieldwork.", "headings": [ "SURV 1500 — Plane Surveying", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Surveying & Geomatics SURV 1500 — Plane Surveying\n4 credits · prerequisite: MATH 1300 · typically fall\nCourse description\nDistance, angle, and elevation measurement; traverse computations; leveling; and error, with fieldwork.\nPlane Surveying is an introductory course in Surveying & Geomatics (SURV 1500), carrying 4 credits, and is typically offered fall.\nPrerequisites\nMATH 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of plane Surveying.\nWork standard problems in surveying & Geomatics accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPlane Surveying counts toward the Surveying & Geomatics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Surveying & Geomatics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Plane Surveying spends time on:\nThe vocabulary of surveying & Geomatics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Surveying & Geomatics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Surveying & Geomatics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSurveying & Geomatics (SURV)\nNumber\nSURV 1500\nCredits\n4\nPrerequisite\nMATH 1300\nTypically offered\nFall\nOutside-class time\n~8–12 hrs/week\nRelated\nSurveying & Geomatics course list\nAcademic departments\nSURV 2100 — Boundary and Land Surveying\nSURV 2300 — GNSS and Geodesy\nSURV 2500 — Topographic and Construction Surveying\nSURV 3100 — Photogrammetry and LiDAR\nFull course catalog" }, { "url": "course-surveying-geomatics-2100.html", "title": "SURV 2100 Boundary and Land Surveying", "description": "Boundary and Land Surveying (SURV 2100, 3 cr). Property law, deed research, evidence, and retracing and describing boundaries.", "headings": [ "SURV 2100 — Boundary and Land Surveying", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Surveying & Geomatics SURV 2100 — Boundary and Land Surveying\n3 credits · prerequisite: SURV 1500 · typically spring\nCourse description\nProperty law, deed research, evidence, and retracing and describing boundaries.\nBoundary and Land Surveying is a lower-division undergraduate course in Surveying & Geomatics (SURV 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nSURV 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of boundary and Land Surveying.\nWork standard problems in surveying & Geomatics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nBoundary and Land Surveying counts toward the Surveying & Geomatics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Surveying & Geomatics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Boundary and Land Surveying spends time on:\nThe vocabulary of surveying & Geomatics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Surveying & Geomatics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Surveying & Geomatics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSurveying & Geomatics (SURV)\nNumber\nSURV 2100\nCredits\n3\nPrerequisite\nSURV 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nSurveying & Geomatics course list\nAcademic departments\nSURV 1500 — Plane Surveying\nSURV 2300 — GNSS and Geodesy\nSURV 2500 — Topographic and Construction Surveying\nSURV 3100 — Photogrammetry and LiDAR\nFull course catalog" }, { "url": "course-surveying-geomatics-2300.html", "title": "SURV 2300 GNSS and Geodesy", "description": "GNSS and Geodesy (SURV 2300, 3 cr). Satellite positioning, datums, coordinate systems, and adjusting a control network.", "headings": [ "SURV 2300 — GNSS and Geodesy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Surveying & Geomatics SURV 2300 — GNSS and Geodesy\n3 credits · prerequisite: SURV 1500 · typically fall and spring\nCourse description\nSatellite positioning, datums, coordinate systems, and adjusting a control network.\nGNSS and Geodesy is a lower-division undergraduate course in Surveying & Geomatics (SURV 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nSURV 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of gNSS and Geodesy.\nWork standard problems in surveying & Geomatics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGNSS and Geodesy counts toward the Surveying & Geomatics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Surveying & Geomatics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of GNSS and Geodesy spends time on:\nThe vocabulary of surveying & Geomatics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Surveying & Geomatics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Surveying & Geomatics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSurveying & Geomatics (SURV)\nNumber\nSURV 2300\nCredits\n3\nPrerequisite\nSURV 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nSurveying & Geomatics course list\nAcademic departments\nSURV 1500 — Plane Surveying\nSURV 2100 — Boundary and Land Surveying\nSURV 2500 — Topographic and Construction Surveying\nSURV 3100 — Photogrammetry and LiDAR\nFull course catalog" }, { "url": "course-surveying-geomatics-2500.html", "title": "SURV 2500 Topographic and Construction Surveying", "description": "Topographic and Construction Surveying (SURV 2500, 3 cr). Detail surveys, digital terrain models, staking, and as-builts.", "headings": [ "SURV 2500 — Topographic and Construction Surveying", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Surveying & Geomatics SURV 2500 — Topographic and Construction Surveying\n3 credits · prerequisite: SURV 1500 · typically fall, alternate years\nCourse description\nDetail surveys, digital terrain models, staking, and as-builts.\nTopographic and Construction Surveying is a lower-division undergraduate course in Surveying & Geomatics (SURV 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nSURV 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of topographic and Construction Surveying.\nWork standard problems in surveying & Geomatics accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTopographic and Construction Surveying counts toward the Surveying & Geomatics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Surveying & Geomatics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Topographic and Construction Surveying spends time on:\nThe vocabulary of surveying & Geomatics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Surveying & Geomatics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Surveying & Geomatics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSurveying & Geomatics (SURV)\nNumber\nSURV 2500\nCredits\n3\nPrerequisite\nSURV 1500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nSurveying & Geomatics course list\nAcademic departments\nSURV 1500 — Plane Surveying\nSURV 2100 — Boundary and Land Surveying\nSURV 2300 — GNSS and Geodesy\nSURV 3100 — Photogrammetry and LiDAR\nFull course catalog" }, { "url": "course-surveying-geomatics-3100.html", "title": "SURV 3100 Photogrammetry and LiDAR", "description": "Photogrammetry and LiDAR (SURV 3100, 3 cr). Deriving measurements and surfaces from aerial imagery and point clouds, including drone mapping.", "headings": [ "SURV 3100 — Photogrammetry and LiDAR", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Surveying & Geomatics SURV 3100 — Photogrammetry and LiDAR\n3 credits · prerequisite: SURV 2300 · typically spring, alternate years\nCourse description\nDeriving measurements and surfaces from aerial imagery and point clouds, including drone mapping.\nPhotogrammetry and LiDAR is an advanced undergraduate course in Surveying & Geomatics (SURV 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nSURV 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of photogrammetry and LiDAR.\nAnalyze and solve open-ended problems in surveying & Geomatics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPhotogrammetry and LiDAR counts toward the Surveying & Geomatics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Surveying & Geomatics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Photogrammetry and LiDAR spends time on:\nThe vocabulary of surveying & Geomatics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Surveying & Geomatics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Surveying & Geomatics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSurveying & Geomatics (SURV)\nNumber\nSURV 3100\nCredits\n3\nPrerequisite\nSURV 2300\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nSurveying & Geomatics course list\nAcademic departments\nSURV 1500 — Plane Surveying\nSURV 2100 — Boundary and Land Surveying\nSURV 2300 — GNSS and Geodesy\nSURV 2500 — Topographic and Construction Surveying\nFull course catalog" }, { "url": "course-surveying-geomatics-3300.html", "title": "SURV 3300 Geographic Information Systems for Surveyors", "description": "Geographic Information Systems for Surveyors (SURV 3300, 3 cr). Managing survey data in GIS, parcel fabrics, and delivering spatial products.", "headings": [ "SURV 3300 — Geographic Information Systems for Surveyors", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Surveying & Geomatics SURV 3300 — Geographic Information Systems for Surveyors\n3 credits · prerequisite: SURV 2500 · typically fall\nCourse description\nManaging survey data in GIS, parcel fabrics, and delivering spatial products.\nGeographic Information Systems for Surveyors is an advanced undergraduate course in Surveying & Geomatics (SURV 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nSURV 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of geographic Information Systems for Surveyors.\nAnalyze and solve open-ended problems in surveying & Geomatics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGeographic Information Systems for Surveyors counts toward the Surveying & Geomatics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Surveying & Geomatics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Geographic Information Systems for Surveyors spends time on:\nThe vocabulary of surveying & Geomatics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Surveying & Geomatics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Surveying & Geomatics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSurveying & Geomatics (SURV)\nNumber\nSURV 3300\nCredits\n3\nPrerequisite\nSURV 2500\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nSurveying & Geomatics course list\nAcademic departments\nSURV 1500 — Plane Surveying\nSURV 2100 — Boundary and Land Surveying\nSURV 2300 — GNSS and Geodesy\nSURV 2500 — Topographic and Construction Surveying\nFull course catalog" }, { "url": "course-surveying-geomatics-3500.html", "title": "SURV 3500 Route and Subdivision Design", "description": "Route and Subdivision Design (SURV 3500, 3 cr). Horizontal and vertical alignment, earthwork, and platting a subdivision.", "headings": [ "SURV 3500 — Route and Subdivision Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Surveying & Geomatics SURV 3500 — Route and Subdivision Design\n3 credits · prerequisite: SURV 2500 · typically spring\nCourse description\nHorizontal and vertical alignment, earthwork, and platting a subdivision.\nRoute and Subdivision Design is an advanced undergraduate course in Surveying & Geomatics (SURV 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nSURV 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of route and Subdivision Design.\nAnalyze and solve open-ended problems in surveying & Geomatics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRoute and Subdivision Design counts toward the Surveying & Geomatics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Surveying & Geomatics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Route and Subdivision Design spends time on:\nThe vocabulary of surveying & Geomatics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Surveying & Geomatics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Surveying & Geomatics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSurveying & Geomatics (SURV)\nNumber\nSURV 3500\nCredits\n3\nPrerequisite\nSURV 2500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nSurveying & Geomatics course list\nAcademic departments\nSURV 1500 — Plane Surveying\nSURV 2100 — Boundary and Land Surveying\nSURV 2300 — GNSS and Geodesy\nSURV 2500 — Topographic and Construction Surveying\nFull course catalog" }, { "url": "course-surveying-geomatics-3700.html", "title": "SURV 3700 Surveying Practice and Ethics", "description": "Surveying Practice and Ethics (SURV 3700, 3 cr). Licensure, standards of care, liability, business practice, and professional ethics.", "headings": [ "SURV 3700 — Surveying Practice and Ethics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Surveying & Geomatics SURV 3700 — Surveying Practice and Ethics\n3 credits · prerequisite: SURV 2100 · typically fall and spring\nCourse description\nLicensure, standards of care, liability, business practice, and professional ethics.\nSurveying Practice and Ethics is an advanced undergraduate course in Surveying & Geomatics (SURV 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nSURV 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of surveying Practice and Ethics.\nAnalyze and solve open-ended problems in surveying & Geomatics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSurveying Practice and Ethics counts toward the Surveying & Geomatics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Surveying & Geomatics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Surveying Practice and Ethics spends time on:\nThe vocabulary of surveying & Geomatics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Surveying & Geomatics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Surveying & Geomatics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSurveying & Geomatics (SURV)\nNumber\nSURV 3700\nCredits\n3\nPrerequisite\nSURV 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nSurveying & Geomatics course list\nAcademic departments\nSURV 1500 — Plane Surveying\nSURV 2100 — Boundary and Land Surveying\nSURV 2300 — GNSS and Geodesy\nSURV 2500 — Topographic and Construction Surveying\nFull course catalog" }, { "url": "course-surveying-geomatics-4900.html", "title": "SURV 4900 Geomatics Capstone", "description": "Geomatics Capstone (SURV 4900, 3 cr). A comprehensive survey project from control through a final map and legal description for a client.", "headings": [ "SURV 4900 — Geomatics Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Surveying & Geomatics SURV 4900 — Geomatics Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA comprehensive survey project from control through a final map and legal description for a client.\nGeomatics Capstone is an advanced, often capstone-level undergraduate course in Surveying & Geomatics (SURV 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of geomatics Capstone.\nAnalyze and solve open-ended problems in surveying & Geomatics, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGeomatics Capstone counts toward the Surveying & Geomatics program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Surveying & Geomatics course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Geomatics Capstone spends time on:\nThe vocabulary of surveying & Geomatics and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Surveying & Geomatics department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Surveying & Geomatics. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nSurveying & Geomatics (SURV)\nNumber\nSURV 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nSurveying & Geomatics course list\nAcademic departments\nSURV 1500 — Plane Surveying\nSURV 2100 — Boundary and Land Surveying\nSURV 2300 — GNSS and Geodesy\nSURV 2500 — Topographic and Construction Surveying\nFull course catalog" }, { "url": "course-technical-communication-2100.html", "title": "TCOM 2100 Foundations of Technical Communication", "description": "Foundations of Technical Communication (TCOM 2100, 3 cr). Audience and purpose analysis, document design, plain language, and the ethics of technical writing.", "headings": [ "TCOM 2100 — Foundations of Technical Communication", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Professional & Technical Communication TCOM 2100 — Foundations of Technical Communication\n3 credits · prerequisite: ENGL 1010 · typically fall\nCourse description\nAudience and purpose analysis, document design, plain language, and the ethics of technical writing.\nFoundations of Technical Communication is a lower-division undergraduate course in Professional & Technical Communication (TCOM 2100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nENGL 1010. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of foundations of Technical Communication.\nWork standard problems in professional & Technical Communication accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFoundations of Technical Communication counts toward the Professional & Technical Communication program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Professional & Technical Communication course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Foundations of Technical Communication spends time on:\nThe vocabulary of professional & Technical Communication and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Professional & Technical Communication department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Professional & Technical Communication. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nProfessional & Technical Communication (TCOM)\nNumber\nTCOM 2100\nCredits\n3\nPrerequisite\nENGL 1010\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nProfessional & Technical Communication course list\nProfessional & Technical Communication program\nAcademic departments\nTCOM 2300 — Information Design\nTCOM 2500 — Editing\nTCOM 3100 — Content Strategy\nTCOM 3300 — User Documentation and Help Systems\nFull course catalog" }, { "url": "course-technical-communication-2300.html", "title": "TCOM 2300 Information Design", "description": "Information Design (TCOM 2300, 3 cr). Typography, layout, tables, and figures; visual hierarchy; and designing pages people can scan and use.", "headings": [ "TCOM 2300 — Information Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Professional & Technical Communication TCOM 2300 — Information Design\n3 credits · prerequisite: TCOM 2100 · typically spring\nCourse description\nTypography, layout, tables, and figures; visual hierarchy; and designing pages people can scan and use.\nInformation Design is a lower-division undergraduate course in Professional & Technical Communication (TCOM 2300), carrying 3 credits, and is typically offered spring.\nPrerequisites\nTCOM 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of information Design.\nWork standard problems in professional & Technical Communication accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nInformation Design counts toward the Professional & Technical Communication program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Professional & Technical Communication course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Information Design spends time on:\nThe vocabulary of professional & Technical Communication and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Professional & Technical Communication department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Professional & Technical Communication. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nProfessional & Technical Communication (TCOM)\nNumber\nTCOM 2300\nCredits\n3\nPrerequisite\nTCOM 2100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nProfessional & Technical Communication course list\nProfessional & Technical Communication program\nAcademic departments\nTCOM 2100 — Foundations of Technical Communication\nTCOM 2500 — Editing\nTCOM 3100 — Content Strategy\nTCOM 3300 — User Documentation and Help Systems\nFull course catalog" }, { "url": "course-technical-communication-2500.html", "title": "TCOM 2500 Editing", "description": "Editing (TCOM 2500, 3 cr). Levels of edit, style guides, consistency, and working with authors and subject-matter experts.", "headings": [ "TCOM 2500 — Editing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Professional & Technical Communication TCOM 2500 — Editing\n3 credits · prerequisite: TCOM 2100 · typically fall and spring\nCourse description\nLevels of edit, style guides, consistency, and working with authors and subject-matter experts.\nEditing is a lower-division undergraduate course in Professional & Technical Communication (TCOM 2500), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nTCOM 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of editing.\nWork standard problems in professional & Technical Communication accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nEditing counts toward the Professional & Technical Communication program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Professional & Technical Communication course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Editing spends time on:\nThe vocabulary of professional & Technical Communication and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Professional & Technical Communication department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Professional & Technical Communication. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nProfessional & Technical Communication (TCOM)\nNumber\nTCOM 2500\nCredits\n3\nPrerequisite\nTCOM 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nProfessional & Technical Communication course list\nProfessional & Technical Communication program\nAcademic departments\nTCOM 2100 — Foundations of Technical Communication\nTCOM 2300 — Information Design\nTCOM 3100 — Content Strategy\nTCOM 3300 — User Documentation and Help Systems\nFull course catalog" }, { "url": "course-technical-communication-3100.html", "title": "TCOM 3100 Content Strategy", "description": "Content Strategy (TCOM 3100, 3 cr). Planning, structuring, and governing content across a product's life, including reuse and localization.", "headings": [ "TCOM 3100 — Content Strategy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Professional & Technical Communication TCOM 3100 — Content Strategy\n3 credits · prerequisite: TCOM 2100 · typically fall, alternate years\nCourse description\nPlanning, structuring, and governing content across a product's life, including reuse and localization.\nContent Strategy is an advanced undergraduate course in Professional & Technical Communication (TCOM 3100), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nTCOM 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of content Strategy.\nAnalyze and solve open-ended problems in professional & Technical Communication, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nContent Strategy counts toward the Professional & Technical Communication program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Professional & Technical Communication course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Content Strategy spends time on:\nThe vocabulary of professional & Technical Communication and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Professional & Technical Communication department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Professional & Technical Communication. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nProfessional & Technical Communication (TCOM)\nNumber\nTCOM 3100\nCredits\n3\nPrerequisite\nTCOM 2100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nProfessional & Technical Communication course list\nProfessional & Technical Communication program\nAcademic departments\nTCOM 2100 — Foundations of Technical Communication\nTCOM 2300 — Information Design\nTCOM 2500 — Editing\nTCOM 3300 — User Documentation and Help Systems\nFull course catalog" }, { "url": "course-technical-communication-3300.html", "title": "TCOM 3300 User Documentation and Help Systems", "description": "User Documentation and Help Systems (TCOM 3300, 3 cr). Task analysis, procedures, embedded help, and testing documentation with real users.", "headings": [ "TCOM 3300 — User Documentation and Help Systems", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Professional & Technical Communication TCOM 3300 — User Documentation and Help Systems\n3 credits · prerequisite: TCOM 2300 · typically spring, alternate years\nCourse description\nTask analysis, procedures, embedded help, and testing documentation with real users.\nUser Documentation and Help Systems is an advanced undergraduate course in Professional & Technical Communication (TCOM 3300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nTCOM 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of user Documentation and Help Systems.\nAnalyze and solve open-ended problems in professional & Technical Communication, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nUser Documentation and Help Systems counts toward the Professional & Technical Communication program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Professional & Technical Communication course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of User Documentation and Help Systems spends time on:\nThe vocabulary of professional & Technical Communication and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Professional & Technical Communication department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Professional & Technical Communication. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nProfessional & Technical Communication (TCOM)\nNumber\nTCOM 3300\nCredits\n3\nPrerequisite\nTCOM 2300\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nProfessional & Technical Communication course list\nProfessional & Technical Communication program\nAcademic departments\nTCOM 2100 — Foundations of Technical Communication\nTCOM 2300 — Information Design\nTCOM 2500 — Editing\nTCOM 3100 — Content Strategy\nFull course catalog" }, { "url": "course-technical-communication-3500.html", "title": "TCOM 3500 Technical and Data Visualization", "description": "Technical and Data Visualization (TCOM 3500, 3 cr). Choosing and building charts, diagrams, and dashboards that communicate honestly.", "headings": [ "TCOM 3500 — Technical and Data Visualization", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Professional & Technical Communication TCOM 3500 — Technical and Data Visualization\n3 credits · prerequisite: TCOM 2300 · typically fall\nCourse description\nChoosing and building charts, diagrams, and dashboards that communicate honestly.\nTechnical and Data Visualization is an advanced undergraduate course in Professional & Technical Communication (TCOM 3500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nTCOM 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of technical and Data Visualization.\nAnalyze and solve open-ended problems in professional & Technical Communication, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTechnical and Data Visualization counts toward the Professional & Technical Communication program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Professional & Technical Communication course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Technical and Data Visualization spends time on:\nThe vocabulary of professional & Technical Communication and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Professional & Technical Communication department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Professional & Technical Communication. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nProfessional & Technical Communication (TCOM)\nNumber\nTCOM 3500\nCredits\n3\nPrerequisite\nTCOM 2300\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nProfessional & Technical Communication course list\nProfessional & Technical Communication program\nAcademic departments\nTCOM 2100 — Foundations of Technical Communication\nTCOM 2300 — Information Design\nTCOM 2500 — Editing\nTCOM 3100 — Content Strategy\nFull course catalog" }, { "url": "course-technical-communication-3700.html", "title": "TCOM 3700 Proposals and Grant Writing", "description": "Proposals and Grant Writing (TCOM 3700, 3 cr). Reading a solicitation, structuring a persuasive proposal, and managing the submission.", "headings": [ "TCOM 3700 — Proposals and Grant Writing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Professional & Technical Communication TCOM 3700 — Proposals and Grant Writing\n3 credits · prerequisite: TCOM 2100 · typically spring\nCourse description\nReading a solicitation, structuring a persuasive proposal, and managing the submission.\nProposals and Grant Writing is an advanced undergraduate course in Professional & Technical Communication (TCOM 3700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nTCOM 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of proposals and Grant Writing.\nAnalyze and solve open-ended problems in professional & Technical Communication, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nProposals and Grant Writing counts toward the Professional & Technical Communication program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Professional & Technical Communication course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Proposals and Grant Writing spends time on:\nThe vocabulary of professional & Technical Communication and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Professional & Technical Communication department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Professional & Technical Communication. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nProfessional & Technical Communication (TCOM)\nNumber\nTCOM 3700\nCredits\n3\nPrerequisite\nTCOM 2100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nProfessional & Technical Communication course list\nProfessional & Technical Communication program\nAcademic departments\nTCOM 2100 — Foundations of Technical Communication\nTCOM 2300 — Information Design\nTCOM 2500 — Editing\nTCOM 3100 — Content Strategy\nFull course catalog" }, { "url": "course-technical-communication-4100.html", "title": "TCOM 4100 Localization and Global Communication", "description": "Localization and Global Communication (TCOM 4100, 3 cr). Writing for translation, cultural adaptation, and managing a localization workflow.", "headings": [ "TCOM 4100 — Localization and Global Communication", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Professional & Technical Communication TCOM 4100 — Localization and Global Communication\n3 credits · prerequisite: TCOM 3100 · typically fall and spring\nCourse description\nWriting for translation, cultural adaptation, and managing a localization workflow.\nLocalization and Global Communication is an advanced, often capstone-level undergraduate course in Professional & Technical Communication (TCOM 4100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nTCOM 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of localization and Global Communication.\nAnalyze and solve open-ended problems in professional & Technical Communication, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLocalization and Global Communication counts toward the Professional & Technical Communication program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Professional & Technical Communication course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Localization and Global Communication spends time on:\nThe vocabulary of professional & Technical Communication and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Professional & Technical Communication department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Professional & Technical Communication. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nProfessional & Technical Communication (TCOM)\nNumber\nTCOM 4100\nCredits\n3\nPrerequisite\nTCOM 3100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nProfessional & Technical Communication course list\nProfessional & Technical Communication program\nAcademic departments\nTCOM 2100 — Foundations of Technical Communication\nTCOM 2300 — Information Design\nTCOM 2500 — Editing\nTCOM 3100 — Content Strategy\nFull course catalog" }, { "url": "course-technical-communication-4900.html", "title": "TCOM 4900 Technical Communication Capstone", "description": "Technical Communication Capstone (TCOM 4900, 3 cr). A full documentation or content project for a real client, from analysis through a tested deliverable.", "headings": [ "TCOM 4900 — Technical Communication Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Professional & Technical Communication TCOM 4900 — Technical Communication Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA full documentation or content project for a real client, from analysis through a tested deliverable.\nTechnical Communication Capstone is an advanced, often capstone-level undergraduate course in Professional & Technical Communication (TCOM 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of technical Communication Capstone.\nAnalyze and solve open-ended problems in professional & Technical Communication, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTechnical Communication Capstone counts toward the Professional & Technical Communication program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Professional & Technical Communication course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Technical Communication Capstone spends time on:\nThe vocabulary of professional & Technical Communication and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Professional & Technical Communication department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Professional & Technical Communication. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nProfessional & Technical Communication (TCOM)\nNumber\nTCOM 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nProfessional & Technical Communication course list\nProfessional & Technical Communication program\nAcademic departments\nTCOM 2100 — Foundations of Technical Communication\nTCOM 2300 — Information Design\nTCOM 2500 — Editing\nTCOM 3100 — Content Strategy\nFull course catalog" }, { "url": "course-theatre-1000.html", "title": "THEA 1000 Introduction to Theatre", "description": "Introduction to Theatre (THEA 1000, 3 cr). How a production comes together: script, direction, design, acting, and the audience, with attendance at campus shows.", "headings": [ "THEA 1000 — Introduction to Theatre", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Theatre THEA 1000 — Introduction to Theatre\n3 credits · no prerequisites · typically fall\nCourse description\nHow a production comes together: script, direction, design, acting, and the audience, with attendance at campus shows.\nIntroduction to Theatre is an introductory course in Theatre (THEA 1000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Theatre.\nWork standard problems in theatre accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Theatre counts toward the Theatre program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Theatre course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Theatre spends time on:\nThe vocabulary of theatre and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Theatre. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nTheatre (THEA)\nNumber\nTHEA 1000\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nTheatre course list\nAcademic departments\nTHEA 1100 — Acting I\nTHEA 1300 — Stagecraft\nTHEA 2100 — Acting II\nTHEA 2300 — Stage Lighting\nFull course catalog" }, { "url": "course-theatre-1100.html", "title": "THEA 1100 Acting I", "description": "Acting I (THEA 1100, 3 cr). Relaxation, focus, given circumstances, objectives, and scene study with a partner.", "headings": [ "THEA 1100 — Acting I", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Theatre THEA 1100 — Acting I\n3 credits · no prerequisites · typically spring\nCourse description\nRelaxation, focus, given circumstances, objectives, and scene study with a partner.\nActing I is an introductory course in Theatre (THEA 1100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of acting I.\nWork standard problems in theatre accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nActing I counts toward the Theatre program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Theatre course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Acting I spends time on:\nThe vocabulary of theatre and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Theatre. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nTheatre (THEA)\nNumber\nTHEA 1100\nCredits\n3\nPrerequisite\nNone\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nTheatre course list\nAcademic departments\nTHEA 1000 — Introduction to Theatre\nTHEA 1300 — Stagecraft\nTHEA 2100 — Acting II\nTHEA 2300 — Stage Lighting\nFull course catalog" }, { "url": "course-theatre-1300.html", "title": "THEA 1300 Stagecraft", "description": "Stagecraft (THEA 1300, 3 cr). Scenery construction, rigging, tools, and shop safety, with a practicum on a mainstage production.", "headings": [ "THEA 1300 — Stagecraft", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Theatre THEA 1300 — Stagecraft\n3 credits · no prerequisites · typically fall and spring\nCourse description\nScenery construction, rigging, tools, and shop safety, with a practicum on a mainstage production.\nStagecraft is an introductory course in Theatre (THEA 1300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of stagecraft.\nWork standard problems in theatre accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStagecraft counts toward the Theatre program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Theatre course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Stagecraft spends time on:\nThe vocabulary of theatre and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Theatre. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nTheatre (THEA)\nNumber\nTHEA 1300\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nTheatre course list\nAcademic departments\nTHEA 1000 — Introduction to Theatre\nTHEA 1100 — Acting I\nTHEA 2100 — Acting II\nTHEA 2300 — Stage Lighting\nFull course catalog" }, { "url": "course-theatre-2100.html", "title": "THEA 2100 Acting II", "description": "Acting II (THEA 2100, 3 cr). Text analysis, period style, and building a role from audition to performance.", "headings": [ "THEA 2100 — Acting II", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Theatre THEA 2100 — Acting II\n3 credits · prerequisite: THEA 1100 · typically fall, alternate years\nCourse description\nText analysis, period style, and building a role from audition to performance.\nActing II is a lower-division undergraduate course in Theatre (THEA 2100), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nTHEA 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of acting II.\nWork standard problems in theatre accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nActing II counts toward the Theatre program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Theatre course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Acting II spends time on:\nThe vocabulary of theatre and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Theatre department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Theatre. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nTheatre (THEA)\nNumber\nTHEA 2100\nCredits\n3\nPrerequisite\nTHEA 1100\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nTheatre course list\nAcademic departments\nTHEA 1000 — Introduction to Theatre\nTHEA 1100 — Acting I\nTHEA 1300 — Stagecraft\nTHEA 2300 — Stage Lighting\nFull course catalog" }, { "url": "course-theatre-2300.html", "title": "THEA 2300 Stage Lighting", "description": "Stage Lighting (THEA 2300, 3 cr). Light as a design element, instruments and control, plotting, and hanging and focusing a show.", "headings": [ "THEA 2300 — Stage Lighting", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Theatre THEA 2300 — Stage Lighting\n3 credits · prerequisite: THEA 1300 · typically spring, alternate years\nCourse description\nLight as a design element, instruments and control, plotting, and hanging and focusing a show.\nStage Lighting is a lower-division undergraduate course in Theatre (THEA 2300), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nTHEA 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of stage Lighting.\nWork standard problems in theatre accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStage Lighting counts toward the Theatre program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Theatre course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Stage Lighting spends time on:\nThe vocabulary of theatre and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Theatre department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Theatre. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nTheatre (THEA)\nNumber\nTHEA 2300\nCredits\n3\nPrerequisite\nTHEA 1300\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nTheatre course list\nAcademic departments\nTHEA 1000 — Introduction to Theatre\nTHEA 1100 — Acting I\nTHEA 1300 — Stagecraft\nTHEA 2100 — Acting II\nFull course catalog" }, { "url": "course-theatre-2500.html", "title": "THEA 2500 Scene Design", "description": "Scene Design (THEA 2500, 3 cr). Script analysis for design, drafting, model building, and rendering a set concept.", "headings": [ "THEA 2500 — Scene Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Theatre THEA 2500 — Scene Design\n3 credits · prerequisite: THEA 1300 · typically fall\nCourse description\nScript analysis for design, drafting, model building, and rendering a set concept.\nScene Design is a lower-division undergraduate course in Theatre (THEA 2500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nTHEA 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of scene Design.\nWork standard problems in theatre accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nScene Design counts toward the Theatre program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Theatre course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Scene Design spends time on:\nThe vocabulary of theatre and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Theatre department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Theatre. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nTheatre (THEA)\nNumber\nTHEA 2500\nCredits\n3\nPrerequisite\nTHEA 1300\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nTheatre course list\nAcademic departments\nTHEA 1000 — Introduction to Theatre\nTHEA 1100 — Acting I\nTHEA 1300 — Stagecraft\nTHEA 2100 — Acting II\nFull course catalog" }, { "url": "course-theatre-2700.html", "title": "THEA 2700 Costume Construction", "description": "Costume Construction (THEA 2700, 3 cr). Patterning, sewing, fittings, and building costumes to a design.", "headings": [ "THEA 2700 — Costume Construction", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Theatre THEA 2700 — Costume Construction\n3 credits · prerequisite: THEA 1300 · typically spring\nCourse description\nPatterning, sewing, fittings, and building costumes to a design.\nCostume Construction is a lower-division undergraduate course in Theatre (THEA 2700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nTHEA 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of costume Construction.\nWork standard problems in theatre accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCostume Construction counts toward the Theatre program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Theatre course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Costume Construction spends time on:\nThe vocabulary of theatre and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Theatre department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Theatre. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nTheatre (THEA)\nNumber\nTHEA 2700\nCredits\n3\nPrerequisite\nTHEA 1300\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nTheatre course list\nAcademic departments\nTHEA 1000 — Introduction to Theatre\nTHEA 1100 — Acting I\nTHEA 1300 — Stagecraft\nTHEA 2100 — Acting II\nFull course catalog" }, { "url": "course-theatre-3100.html", "title": "THEA 3100 Directing", "description": "Directing (THEA 3100, 3 cr). Play analysis, staging, working with actors, and directing a short piece for public performance.", "headings": [ "THEA 3100 — Directing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Theatre THEA 3100 — Directing\n3 credits · prerequisite: THEA 2100 · typically fall and spring\nCourse description\nPlay analysis, staging, working with actors, and directing a short piece for public performance.\nDirecting is an advanced undergraduate course in Theatre (THEA 3100), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nTHEA 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of directing.\nAnalyze and solve open-ended problems in theatre, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nDirecting counts toward the Theatre program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Theatre course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Directing spends time on:\nThe vocabulary of theatre and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Theatre department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Theatre. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nTheatre (THEA)\nNumber\nTHEA 3100\nCredits\n3\nPrerequisite\nTHEA 2100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nTheatre course list\nAcademic departments\nTHEA 1000 — Introduction to Theatre\nTHEA 1100 — Acting I\nTHEA 1300 — Stagecraft\nTHEA 2100 — Acting II\nFull course catalog" }, { "url": "course-theatre-3300.html", "title": "THEA 3300 Stage Management", "description": "Stage Management (THEA 3300, 3 cr). The prompt book, scheduling, running rehearsals and performances, and communication across a production team.", "headings": [ "THEA 3300 — Stage Management", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Theatre THEA 3300 — Stage Management\n3 credits · prerequisite: THEA 1300 · typically fall, alternate years\nCourse description\nThe prompt book, scheduling, running rehearsals and performances, and communication across a production team.\nStage Management is an advanced undergraduate course in Theatre (THEA 3300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nTHEA 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of stage Management.\nAnalyze and solve open-ended problems in theatre, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nStage Management counts toward the Theatre program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Theatre course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Stage Management spends time on:\nThe vocabulary of theatre and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Theatre department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Theatre. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nTheatre (THEA)\nNumber\nTHEA 3300\nCredits\n3\nPrerequisite\nTHEA 1300\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nTheatre course list\nAcademic departments\nTHEA 1000 — Introduction to Theatre\nTHEA 1100 — Acting I\nTHEA 1300 — Stagecraft\nTHEA 2100 — Acting II\nFull course catalog" }, { "url": "course-university-studies-1000.html", "title": "UNIV 1000 First-Year Seminar", "description": "First-Year Seminar (UNIV 1000, 1 cr). Belonging, campus resources, financial wellness, major and career exploration, and a graduation plan.", "headings": [ "UNIV 1000 — First-Year Seminar", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · University Studies UNIV 1000 — First-Year Seminar\n1 credit · no prerequisites · typically fall\nCourse description\nBelonging, campus resources, financial wellness, major and career exploration, and a graduation plan.\nFirst-Year Seminar is an introductory course in University Studies (UNIV 1000), carrying 1 credit, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of first-Year Seminar.\nWork standard problems in university Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 1-credit course, expect roughly 2–3 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFirst-Year Seminar counts toward the University Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the University Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of First-Year Seminar spends time on:\nThe vocabulary of university Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward University Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 2–3 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nUniversity Studies (UNIV)\nNumber\nUNIV 1000\nCredits\n1\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~2–3 hrs/week\nRelated\nUniversity Studies course list\nAcademic departments\nUNIV 1100 — College Reading and Study Strategies\nUNIV 1200 — Career and Major Exploration\nUNIV 1300 — Academic Recovery Seminar\nUNIV 2000 — Transfer Transition Seminar\nFull course catalog" }, { "url": "course-university-studies-1100.html", "title": "UNIV 1100 College Reading and Study Strategies", "description": "College Reading and Study Strategies (UNIV 1100, 3 cr). Reading complex texts, note-taking, memory, and exam preparation, applied to your current courses.", "headings": [ "UNIV 1100 — College Reading and Study Strategies", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · University Studies UNIV 1100 — College Reading and Study Strategies\n3 credits · no prerequisites · typically spring\nCourse description\nReading complex texts, note-taking, memory, and exam preparation, applied to your current courses.\nCollege Reading and Study Strategies is an introductory course in University Studies (UNIV 1100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of college Reading and Study Strategies.\nWork standard problems in university Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCollege Reading and Study Strategies counts toward the University Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the University Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of College Reading and Study Strategies spends time on:\nThe vocabulary of university Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward University Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nUniversity Studies (UNIV)\nNumber\nUNIV 1100\nCredits\n3\nPrerequisite\nNone\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nUniversity Studies course list\nAcademic departments\nUNIV 1000 — First-Year Seminar\nUNIV 1200 — Career and Major Exploration\nUNIV 1300 — Academic Recovery Seminar\nUNIV 2000 — Transfer Transition Seminar\nFull course catalog" }, { "url": "course-university-studies-1200.html", "title": "UNIV 1200 Career and Major Exploration", "description": "Career and Major Exploration (UNIV 1200, 2 cr). Self-assessment, researching majors and occupations, informational interviews, and a decision plan.", "headings": [ "UNIV 1200 — Career and Major Exploration", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · University Studies UNIV 1200 — Career and Major Exploration\n2 credits · no prerequisites · typically fall and spring\nCourse description\nSelf-assessment, researching majors and occupations, informational interviews, and a decision plan.\nCareer and Major Exploration is an introductory course in University Studies (UNIV 1200), carrying 2 credits, and is typically offered fall and spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of career and Major Exploration.\nWork standard problems in university Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 2-credit course, expect roughly 4–6 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCareer and Major Exploration counts toward the University Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the University Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Career and Major Exploration spends time on:\nThe vocabulary of university Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward University Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 4–6 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nUniversity Studies (UNIV)\nNumber\nUNIV 1200\nCredits\n2\nPrerequisite\nNone\nTypically offered\nFall and Spring\nOutside-class time\n~4–6 hrs/week\nRelated\nUniversity Studies course list\nAcademic departments\nUNIV 1000 — First-Year Seminar\nUNIV 1100 — College Reading and Study Strategies\nUNIV 1300 — Academic Recovery Seminar\nUNIV 2000 — Transfer Transition Seminar\nFull course catalog" }, { "url": "course-university-studies-1300.html", "title": "UNIV 1300 Academic Recovery Seminar", "description": "Academic Recovery Seminar (UNIV 1300, 2 cr). Diagnosing what went wrong, rebuilding habits and systems, and a term-by-term plan back to good standing.", "headings": [ "UNIV 1300 — Academic Recovery Seminar", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · University Studies UNIV 1300 — Academic Recovery Seminar\n2 credits · prerequisite: academic probation · typically fall, alternate years\nCourse description\nDiagnosing what went wrong, rebuilding habits and systems, and a term-by-term plan back to good standing.\nAcademic Recovery Seminar is an introductory course in University Studies (UNIV 1300), carrying 2 credits, and is typically offered fall, alternate years.\nPrerequisites\nacademic probation. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of academic Recovery Seminar.\nWork standard problems in university Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 2-credit course, expect roughly 4–6 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAcademic Recovery Seminar counts toward the University Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the University Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Academic Recovery Seminar spends time on:\nThe vocabulary of university Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the University Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward University Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 4–6 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nUniversity Studies (UNIV)\nNumber\nUNIV 1300\nCredits\n2\nPrerequisite\nacademic probation\nTypically offered\nFall, alternate years\nOutside-class time\n~4–6 hrs/week\nRelated\nUniversity Studies course list\nAcademic departments\nUNIV 1000 — First-Year Seminar\nUNIV 1100 — College Reading and Study Strategies\nUNIV 1200 — Career and Major Exploration\nUNIV 2000 — Transfer Transition Seminar\nFull course catalog" }, { "url": "course-university-studies-2000.html", "title": "UNIV 2000 Transfer Transition Seminar", "description": "Transfer Transition Seminar (UNIV 2000, 1 cr). Navigating a new campus, using the degree audit, and connecting quickly as a transfer student.", "headings": [ "UNIV 2000 — Transfer Transition Seminar", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · University Studies UNIV 2000 — Transfer Transition Seminar\n1 credit · prerequisite: transfer standing · typically spring, alternate years\nCourse description\nNavigating a new campus, using the degree audit, and connecting quickly as a transfer student.\nTransfer Transition Seminar is a lower-division undergraduate course in University Studies (UNIV 2000), carrying 1 credit, and is typically offered spring, alternate years.\nPrerequisites\ntransfer standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of transfer Transition Seminar.\nWork standard problems in university Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 1-credit course, expect roughly 2–3 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nTransfer Transition Seminar counts toward the University Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the University Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Transfer Transition Seminar spends time on:\nThe vocabulary of university Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the University Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward University Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 2–3 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nUniversity Studies (UNIV)\nNumber\nUNIV 2000\nCredits\n1\nPrerequisite\ntransfer standing\nTypically offered\nSpring, alternate years\nOutside-class time\n~2–3 hrs/week\nRelated\nUniversity Studies course list\nAcademic departments\nUNIV 1000 — First-Year Seminar\nUNIV 1100 — College Reading and Study Strategies\nUNIV 1200 — Career and Major Exploration\nUNIV 1300 — Academic Recovery Seminar\nFull course catalog" }, { "url": "course-university-studies-2100.html", "title": "UNIV 2100 Peer Leadership Practicum", "description": "Peer Leadership Practicum (UNIV 2100, 2 cr). Training and supervised practice as an orientation leader, tutor, or first-year mentor.", "headings": [ "UNIV 2100 — Peer Leadership Practicum", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · University Studies UNIV 2100 — Peer Leadership Practicum\n2 credits · prerequisite: instructor consent · typically fall\nCourse description\nTraining and supervised practice as an orientation leader, tutor, or first-year mentor.\nPeer Leadership Practicum is a lower-division undergraduate course in University Studies (UNIV 2100), carrying 2 credits, and is typically offered fall.\nPrerequisites\ninstructor consent. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of peer Leadership Practicum.\nWork standard problems in university Studies accurately and show the reasoning behind each step.\nCarry out studio procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 2-credit course, expect roughly 4–6 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPeer Leadership Practicum counts toward the University Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the University Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Peer Leadership Practicum spends time on:\nThe vocabulary of university Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the University Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward University Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 4–6 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nUniversity Studies (UNIV)\nNumber\nUNIV 2100\nCredits\n2\nPrerequisite\ninstructor consent\nTypically offered\nFall\nOutside-class time\n~4–6 hrs/week\nRelated\nUniversity Studies course list\nAcademic departments\nUNIV 1000 — First-Year Seminar\nUNIV 1100 — College Reading and Study Strategies\nUNIV 1200 — Career and Major Exploration\nUNIV 1300 — Academic Recovery Seminar\nFull course catalog" }, { "url": "course-university-studies-2500.html", "title": "UNIV 2500 Learning and Motivation", "description": "Learning and Motivation (UNIV 2500, 3 cr). Evidence on how people learn — retrieval, spacing, mindset, goal setting — applied to your own studying.", "headings": [ "UNIV 2500 — Learning and Motivation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Education, Health & Human Sciences · University Studies UNIV 2500 — Learning and Motivation\n3 credits · no prerequisites · typically spring\nCourse description\nEvidence on how people learn — retrieval, spacing, mindset, goal setting — applied to your own studying.\nLearning and Motivation is a lower-division undergraduate course in University Studies (UNIV 2500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of learning and Motivation.\nWork standard problems in university Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nLearning and Motivation counts toward the University Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the University Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Learning and Motivation spends time on:\nThe vocabulary of university Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward University Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nUniversity Studies (UNIV)\nNumber\nUNIV 2500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nUniversity Studies course list\nAcademic departments\nUNIV 1000 — First-Year Seminar\nUNIV 1100 — College Reading and Study Strategies\nUNIV 1200 — Career and Major Exploration\nUNIV 1300 — Academic Recovery Seminar\nFull course catalog" }, { "url": "course-user-experience-design-1500.html", "title": "UXD 1500 Foundations of UX", "description": "Foundations of UX (UXD 1500, 3 cr). The design process, user-centered thinking, and the roles on a product team, through a small project.", "headings": [ "UXD 1500 — Foundations of UX", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · User Experience Design UXD 1500 — Foundations of UX\n3 credits · no prerequisites · typically fall\nCourse description\nThe design process, user-centered thinking, and the roles on a product team, through a small project.\nFoundations of UX is an introductory course in User Experience Design (UXD 1500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of foundations of UX.\nWork standard problems in user Experience Design accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFoundations of UX counts toward the User Experience Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the User Experience Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Foundations of UX spends time on:\nThe vocabulary of user Experience Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward User Experience Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nUser Experience Design (UXD)\nNumber\nUXD 1500\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nUser Experience Design course list\nAcademic departments\nUXD 2100 — UX Research Methods\nUXD 2300 — Information Architecture\nUXD 2500 — Interaction Design\nUXD 3100 — Prototyping\nFull course catalog" }, { "url": "course-user-experience-design-2100.html", "title": "UXD 2100 UX Research Methods", "description": "UX Research Methods (UXD 2100, 3 cr). Interviews, surveys, contextual inquiry, and usability testing, and synthesizing findings into insight.", "headings": [ "UXD 2100 — UX Research Methods", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · User Experience Design UXD 2100 — UX Research Methods\n3 credits · prerequisite: UXD 1500 · typically spring\nCourse description\nInterviews, surveys, contextual inquiry, and usability testing, and synthesizing findings into insight.\nUX Research Methods is a lower-division undergraduate course in User Experience Design (UXD 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nUXD 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of uX Research Methods.\nWork standard problems in user Experience Design accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nUX Research Methods counts toward the User Experience Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the User Experience Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of UX Research Methods spends time on:\nThe vocabulary of user Experience Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the User Experience Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward User Experience Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nUser Experience Design (UXD)\nNumber\nUXD 2100\nCredits\n3\nPrerequisite\nUXD 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nUser Experience Design course list\nAcademic departments\nUXD 1500 — Foundations of UX\nUXD 2300 — Information Architecture\nUXD 2500 — Interaction Design\nUXD 3100 — Prototyping\nFull course catalog" }, { "url": "course-user-experience-design-2300.html", "title": "UXD 2300 Information Architecture", "description": "Information Architecture (UXD 2300, 3 cr). Structuring content, navigation, labeling, and card sorting and tree testing.", "headings": [ "UXD 2300 — Information Architecture", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · User Experience Design UXD 2300 — Information Architecture\n3 credits · prerequisite: UXD 1500 · typically fall and spring\nCourse description\nStructuring content, navigation, labeling, and card sorting and tree testing.\nInformation Architecture is a lower-division undergraduate course in User Experience Design (UXD 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nUXD 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of information Architecture.\nWork standard problems in user Experience Design accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nInformation Architecture counts toward the User Experience Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the User Experience Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Information Architecture spends time on:\nThe vocabulary of user Experience Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the User Experience Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward User Experience Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nUser Experience Design (UXD)\nNumber\nUXD 2300\nCredits\n3\nPrerequisite\nUXD 1500\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nUser Experience Design course list\nAcademic departments\nUXD 1500 — Foundations of UX\nUXD 2100 — UX Research Methods\nUXD 2500 — Interaction Design\nUXD 3100 — Prototyping\nFull course catalog" }, { "url": "course-user-experience-design-2500.html", "title": "UXD 2500 Interaction Design", "description": "Interaction Design (UXD 2500, 3 cr). Flows, states, patterns, microinteractions, and designing for edge cases.", "headings": [ "UXD 2500 — Interaction Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · User Experience Design UXD 2500 — Interaction Design\n3 credits · prerequisite: UXD 1500 · typically fall, alternate years\nCourse description\nFlows, states, patterns, microinteractions, and designing for edge cases.\nInteraction Design is a lower-division undergraduate course in User Experience Design (UXD 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nUXD 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of interaction Design.\nWork standard problems in user Experience Design accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nInteraction Design counts toward the User Experience Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the User Experience Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Interaction Design spends time on:\nThe vocabulary of user Experience Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the User Experience Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward User Experience Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nUser Experience Design (UXD)\nNumber\nUXD 2500\nCredits\n3\nPrerequisite\nUXD 1500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nUser Experience Design course list\nAcademic departments\nUXD 1500 — Foundations of UX\nUXD 2100 — UX Research Methods\nUXD 2300 — Information Architecture\nUXD 3100 — Prototyping\nFull course catalog" }, { "url": "course-user-experience-design-3100.html", "title": "UXD 3100 Prototyping", "description": "Prototyping (UXD 3100, 3 cr). Low- to high-fidelity prototypes, design systems, and handoff to development.", "headings": [ "UXD 3100 — Prototyping", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · User Experience Design UXD 3100 — Prototyping\n3 credits · prerequisite: UXD 2500 · typically spring, alternate years\nCourse description\nLow- to high-fidelity prototypes, design systems, and handoff to development.\nPrototyping is an advanced undergraduate course in User Experience Design (UXD 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nUXD 2500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of prototyping.\nAnalyze and solve open-ended problems in user Experience Design, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPrototyping counts toward the User Experience Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the User Experience Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Prototyping spends time on:\nThe vocabulary of user Experience Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the User Experience Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward User Experience Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nUser Experience Design (UXD)\nNumber\nUXD 3100\nCredits\n3\nPrerequisite\nUXD 2500\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nUser Experience Design course list\nAcademic departments\nUXD 1500 — Foundations of UX\nUXD 2100 — UX Research Methods\nUXD 2300 — Information Architecture\nUXD 2500 — Interaction Design\nFull course catalog" }, { "url": "course-user-experience-design-3300.html", "title": "UXD 3300 Accessibility and Inclusive Design", "description": "Accessibility and Inclusive Design (UXD 3300, 3 cr). WCAG, assistive technology, and designing and testing for a range of abilities and contexts.", "headings": [ "UXD 3300 — Accessibility and Inclusive Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · User Experience Design UXD 3300 — Accessibility and Inclusive Design\n3 credits · prerequisite: UXD 2300 · typically fall\nCourse description\nWCAG, assistive technology, and designing and testing for a range of abilities and contexts.\nAccessibility and Inclusive Design is an advanced undergraduate course in User Experience Design (UXD 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nUXD 2300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of accessibility and Inclusive Design.\nAnalyze and solve open-ended problems in user Experience Design, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nAccessibility and Inclusive Design counts toward the User Experience Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the User Experience Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Accessibility and Inclusive Design spends time on:\nThe vocabulary of user Experience Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the User Experience Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward User Experience Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nUser Experience Design (UXD)\nNumber\nUXD 3300\nCredits\n3\nPrerequisite\nUXD 2300\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nUser Experience Design course list\nAcademic departments\nUXD 1500 — Foundations of UX\nUXD 2100 — UX Research Methods\nUXD 2300 — Information Architecture\nUXD 2500 — Interaction Design\nFull course catalog" }, { "url": "course-user-experience-design-3500.html", "title": "UXD 3500 Service Design", "description": "Service Design (UXD 3500, 3 cr). Journey mapping, blueprints, and designing across touchpoints and channels.", "headings": [ "UXD 3500 — Service Design", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · User Experience Design UXD 3500 — Service Design\n3 credits · prerequisite: UXD 2100 · typically spring\nCourse description\nJourney mapping, blueprints, and designing across touchpoints and channels.\nService Design is an advanced undergraduate course in User Experience Design (UXD 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nUXD 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of service Design.\nAnalyze and solve open-ended problems in user Experience Design, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nService Design counts toward the User Experience Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the User Experience Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Service Design spends time on:\nThe vocabulary of user Experience Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the User Experience Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward User Experience Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nUser Experience Design (UXD)\nNumber\nUXD 3500\nCredits\n3\nPrerequisite\nUXD 2100\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nUser Experience Design course list\nAcademic departments\nUXD 1500 — Foundations of UX\nUXD 2100 — UX Research Methods\nUXD 2300 — Information Architecture\nUXD 2500 — Interaction Design\nFull course catalog" }, { "url": "course-user-experience-design-3700.html", "title": "UXD 3700 UX Strategy and Metrics", "description": "UX Strategy and Metrics (UXD 3700, 3 cr). Aligning design with business goals, prioritization, experimentation, and measuring outcomes.", "headings": [ "UXD 3700 — UX Strategy and Metrics", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · User Experience Design UXD 3700 — UX Strategy and Metrics\n3 credits · prerequisite: UXD 3100 · typically fall and spring\nCourse description\nAligning design with business goals, prioritization, experimentation, and measuring outcomes.\nUX Strategy and Metrics is an advanced undergraduate course in User Experience Design (UXD 3700), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nUXD 3100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of uX Strategy and Metrics.\nAnalyze and solve open-ended problems in user Experience Design, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nUX Strategy and Metrics counts toward the User Experience Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the User Experience Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of UX Strategy and Metrics spends time on:\nThe vocabulary of user Experience Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the User Experience Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward User Experience Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nUser Experience Design (UXD)\nNumber\nUXD 3700\nCredits\n3\nPrerequisite\nUXD 3100\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nUser Experience Design course list\nAcademic departments\nUXD 1500 — Foundations of UX\nUXD 2100 — UX Research Methods\nUXD 2300 — Information Architecture\nUXD 2500 — Interaction Design\nFull course catalog" }, { "url": "course-user-experience-design-4900.html", "title": "UXD 4900 UX Capstone", "description": "UX Capstone (UXD 4900, 3 cr). A full product design — research through validated prototype — for a real client, presented as a case study.", "headings": [ "UXD 4900 — UX Capstone", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · User Experience Design UXD 4900 — UX Capstone\n3 credits · prerequisite: senior standing · typically fall, alternate years\nCourse description\nA full product design — research through validated prototype — for a real client, presented as a case study.\nUX Capstone is an advanced, often capstone-level undergraduate course in User Experience Design (UXD 4900), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of uX Capstone.\nAnalyze and solve open-ended problems in user Experience Design, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nUX Capstone counts toward the User Experience Design program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the User Experience Design course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of UX Capstone spends time on:\nThe vocabulary of user Experience Design and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the User Experience Design department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward User Experience Design. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nUser Experience Design (UXD)\nNumber\nUXD 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nUser Experience Design course list\nAcademic departments\nUXD 1500 — Foundations of UX\nUXD 2100 — UX Research Methods\nUXD 2300 — Information Architecture\nUXD 2500 — Interaction Design\nFull course catalog" }, { "url": "course-waitlist-how-it-works.html", "title": "Course waitlists", "description": "What joining a waitlist does, how you move up, and what happens when a seat opens.", "headings": [ "Course waitlists", "On this page", "How it moves", "Before the term starts and after", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Course waitlists\nWhat joining a waitlist does, how you move up, and what happens when a seat opens.\nHow it moves\nEvery drop from a full section triggers an offer to the top of its waitlist. If that person doesn't register in the window, the offer passes to the next. Watch your Porter email during the first two weeks — missed offers don't come back around.\nBefore the term starts and after\nWaitlists usually convert to instructor permission once classes begin; from then on, getting in means emailing the instructor for an override, not waiting. Being waitlisted doesn't count toward your enrolled credits for financial aid or athletic eligibility, so keep a backup section.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nJoining: When a section is full, add yourself to its electronic waitlist in the registration system — position is by time added. When a seat opens: The system emails the next person and holds the seat for a set window (often 24 hours) to register. Not automatic enrollment: You still have to act on the notice, and you must meet prerequisites and have no time conflict. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nJoining\nWhen a section is full, add yourself to its electronic waitlist in the registration system — position is by time added\nWhen a seat opens\nThe system emails the next person and holds the seat for a set window (often 24 hours) to register\nNot automatic enrollment\nYou still have to act on the notice, and you must meet prerequisites and have no time conflict\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "course-welding-technology-1100.html", "title": "WELD 1100 Welding Fundamentals and Safety", "description": "Welding Fundamentals and Safety (WELD 1100, 3 cr). Shop safety, oxy-fuel cutting, and an introduction to the arc processes and weld symbols.", "headings": [ "WELD 1100 — Welding Fundamentals and Safety", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Welding Technology WELD 1100 — Welding Fundamentals and Safety\n3 credits · no prerequisites · typically fall\nCourse description\nShop safety, oxy-fuel cutting, and an introduction to the arc processes and weld symbols.\nWelding Fundamentals and Safety is an introductory course in Welding Technology (WELD 1100), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of welding Fundamentals and Safety.\nWork standard problems in welding Technology accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWelding Fundamentals and Safety counts toward the Welding Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Welding Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Welding Fundamentals and Safety spends time on:\nThe vocabulary of welding Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Welding Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nWelding Technology (WELD)\nNumber\nWELD 1100\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nWelding Technology course list\nAcademic departments\nWELD 1300 — Shielded Metal Arc Welding\nWELD 1500 — Gas Metal and Flux-Cored Arc Welding\nWELD 2100 — Gas Tungsten Arc Welding\nWELD 2300 — Pipe Welding\nFull course catalog" }, { "url": "course-welding-technology-1300.html", "title": "WELD 1300 Shielded Metal Arc Welding", "description": "Shielded Metal Arc Welding (WELD 1300, 4 cr). Stick welding in all positions on plate, electrode selection, and visual inspection.", "headings": [ "WELD 1300 — Shielded Metal Arc Welding", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Welding Technology WELD 1300 — Shielded Metal Arc Welding\n4 credits · prerequisite: WELD 1100 · typically spring\nCourse description\nStick welding in all positions on plate, electrode selection, and visual inspection.\nShielded Metal Arc Welding is an introductory course in Welding Technology (WELD 1300), carrying 4 credits, and is typically offered spring.\nPrerequisites\nWELD 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of shielded Metal Arc Welding.\nWork standard problems in welding Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nShielded Metal Arc Welding counts toward the Welding Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Welding Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Shielded Metal Arc Welding spends time on:\nThe vocabulary of welding Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Welding Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Welding Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nWelding Technology (WELD)\nNumber\nWELD 1300\nCredits\n4\nPrerequisite\nWELD 1100\nTypically offered\nSpring\nOutside-class time\n~8–12 hrs/week\nRelated\nWelding Technology course list\nAcademic departments\nWELD 1100 — Welding Fundamentals and Safety\nWELD 1500 — Gas Metal and Flux-Cored Arc Welding\nWELD 2100 — Gas Tungsten Arc Welding\nWELD 2300 — Pipe Welding\nFull course catalog" }, { "url": "course-welding-technology-1500.html", "title": "WELD 1500 Gas Metal and Flux-Cored Arc Welding", "description": "Gas Metal and Flux-Cored Arc Welding (WELD 1500, 4 cr). MIG and flux-cored welding on plate and sheet, transfer modes, and parameter setup.", "headings": [ "WELD 1500 — Gas Metal and Flux-Cored Arc Welding", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Welding Technology WELD 1500 — Gas Metal and Flux-Cored Arc Welding\n4 credits · prerequisite: WELD 1100 · typically fall and spring\nCourse description\nMIG and flux-cored welding on plate and sheet, transfer modes, and parameter setup.\nGas Metal and Flux-Cored Arc Welding is an introductory course in Welding Technology (WELD 1500), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nWELD 1100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of gas Metal and Flux-Cored Arc Welding.\nWork standard problems in welding Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGas Metal and Flux-Cored Arc Welding counts toward the Welding Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Welding Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Gas Metal and Flux-Cored Arc Welding spends time on:\nThe vocabulary of welding Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Welding Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Welding Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nWelding Technology (WELD)\nNumber\nWELD 1500\nCredits\n4\nPrerequisite\nWELD 1100\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nWelding Technology course list\nAcademic departments\nWELD 1100 — Welding Fundamentals and Safety\nWELD 1300 — Shielded Metal Arc Welding\nWELD 2100 — Gas Tungsten Arc Welding\nWELD 2300 — Pipe Welding\nFull course catalog" }, { "url": "course-welding-technology-2100.html", "title": "WELD 2100 Gas Tungsten Arc Welding", "description": "Gas Tungsten Arc Welding (WELD 2100, 4 cr). TIG welding of steel, stainless, and aluminum, torch control, and filler selection.", "headings": [ "WELD 2100 — Gas Tungsten Arc Welding", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Welding Technology WELD 2100 — Gas Tungsten Arc Welding\n4 credits · prerequisite: WELD 1300 · typically fall, alternate years\nCourse description\nTIG welding of steel, stainless, and aluminum, torch control, and filler selection.\nGas Tungsten Arc Welding is a lower-division undergraduate course in Welding Technology (WELD 2100), carrying 4 credits, and is typically offered fall, alternate years.\nPrerequisites\nWELD 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of gas Tungsten Arc Welding.\nWork standard problems in welding Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGas Tungsten Arc Welding counts toward the Welding Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Welding Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Gas Tungsten Arc Welding spends time on:\nThe vocabulary of welding Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Welding Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Welding Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nWelding Technology (WELD)\nNumber\nWELD 2100\nCredits\n4\nPrerequisite\nWELD 1300\nTypically offered\nFall, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nWelding Technology course list\nAcademic departments\nWELD 1100 — Welding Fundamentals and Safety\nWELD 1300 — Shielded Metal Arc Welding\nWELD 1500 — Gas Metal and Flux-Cored Arc Welding\nWELD 2300 — Pipe Welding\nFull course catalog" }, { "url": "course-welding-technology-2300.html", "title": "WELD 2300 Pipe Welding", "description": "Pipe Welding (WELD 2300, 4 cr). Groove welds on pipe in fixed positions to code, root through cap.", "headings": [ "WELD 2300 — Pipe Welding", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Welding Technology WELD 2300 — Pipe Welding\n4 credits · prerequisite: WELD 1300, WELD 2100 · typically spring, alternate years\nCourse description\nGroove welds on pipe in fixed positions to code, root through cap.\nPipe Welding is a lower-division undergraduate course in Welding Technology (WELD 2300), carrying 4 credits, and is typically offered spring, alternate years.\nPrerequisites\nWELD 1300, WELD 2100. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of pipe Welding.\nWork standard problems in welding Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nPipe Welding counts toward the Welding Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Welding Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Pipe Welding spends time on:\nThe vocabulary of welding Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Welding Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Welding Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nWelding Technology (WELD)\nNumber\nWELD 2300\nCredits\n4\nPrerequisite\nWELD 1300, WELD 2100\nTypically offered\nSpring, alternate years\nOutside-class time\n~8–12 hrs/week\nRelated\nWelding Technology course list\nAcademic departments\nWELD 1100 — Welding Fundamentals and Safety\nWELD 1300 — Shielded Metal Arc Welding\nWELD 1500 — Gas Metal and Flux-Cored Arc Welding\nWELD 2100 — Gas Tungsten Arc Welding\nFull course catalog" }, { "url": "course-welding-technology-2500.html", "title": "WELD 2500 Welding Metallurgy", "description": "Welding Metallurgy (WELD 2500, 3 cr). Heat effects on metal, distortion and residual stress, cracking, and preheat and post-weld heat treatment.", "headings": [ "WELD 2500 — Welding Metallurgy", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Welding Technology WELD 2500 — Welding Metallurgy\n3 credits · prerequisite: WELD 1300 · typically fall\nCourse description\nHeat effects on metal, distortion and residual stress, cracking, and preheat and post-weld heat treatment.\nWelding Metallurgy is a lower-division undergraduate course in Welding Technology (WELD 2500), carrying 3 credits, and is typically offered fall.\nPrerequisites\nWELD 1300. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of welding Metallurgy.\nWork standard problems in welding Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWelding Metallurgy counts toward the Welding Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Welding Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Welding Metallurgy spends time on:\nThe vocabulary of welding Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Welding Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Welding Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nWelding Technology (WELD)\nNumber\nWELD 2500\nCredits\n3\nPrerequisite\nWELD 1300\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nWelding Technology course list\nAcademic departments\nWELD 1100 — Welding Fundamentals and Safety\nWELD 1300 — Shielded Metal Arc Welding\nWELD 1500 — Gas Metal and Flux-Cored Arc Welding\nWELD 2100 — Gas Tungsten Arc Welding\nFull course catalog" }, { "url": "course-welding-technology-2700.html", "title": "WELD 2700 Weld Inspection and Testing", "description": "Weld Inspection and Testing (WELD 2700, 3 cr). Visual, dye-penetrant, magnetic-particle, and ultrasonic testing, and reading a welding procedure specification.", "headings": [ "WELD 2700 — Weld Inspection and Testing", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Welding Technology WELD 2700 — Weld Inspection and Testing\n3 credits · prerequisite: WELD 1500 · typically spring\nCourse description\nVisual, dye-penetrant, magnetic-particle, and ultrasonic testing, and reading a welding procedure specification.\nWeld Inspection and Testing is a lower-division undergraduate course in Welding Technology (WELD 2700), carrying 3 credits, and is typically offered spring.\nPrerequisites\nWELD 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of weld Inspection and Testing.\nWork standard problems in welding Technology accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWeld Inspection and Testing counts toward the Welding Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Welding Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Weld Inspection and Testing spends time on:\nThe vocabulary of welding Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Welding Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Welding Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nWelding Technology (WELD)\nNumber\nWELD 2700\nCredits\n3\nPrerequisite\nWELD 1500\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nWelding Technology course list\nAcademic departments\nWELD 1100 — Welding Fundamentals and Safety\nWELD 1300 — Shielded Metal Arc Welding\nWELD 1500 — Gas Metal and Flux-Cored Arc Welding\nWELD 2100 — Gas Tungsten Arc Welding\nFull course catalog" }, { "url": "course-welding-technology-3100.html", "title": "WELD 3100 Welding Fabrication", "description": "Welding Fabrication (WELD 3100, 4 cr). Blueprint reading, layout, fixturing, and building a fabricated assembly to tolerance.", "headings": [ "WELD 3100 — Welding Fabrication", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Welding Technology WELD 3100 — Welding Fabrication\n4 credits · prerequisite: WELD 1500 · typically fall and spring\nCourse description\nBlueprint reading, layout, fixturing, and building a fabricated assembly to tolerance.\nWelding Fabrication is an advanced undergraduate course in Welding Technology (WELD 3100), carrying 4 credits, and is typically offered fall and spring.\nPrerequisites\nWELD 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of welding Fabrication.\nAnalyze and solve open-ended problems in welding Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 4-credit course, expect roughly 8–12 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nWelding Fabrication counts toward the Welding Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Welding Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Welding Fabrication spends time on:\nThe vocabulary of welding Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Welding Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Welding Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 8–12 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nWelding Technology (WELD)\nNumber\nWELD 3100\nCredits\n4\nPrerequisite\nWELD 1500\nTypically offered\nFall and Spring\nOutside-class time\n~8–12 hrs/week\nRelated\nWelding Technology course list\nAcademic departments\nWELD 1100 — Welding Fundamentals and Safety\nWELD 1300 — Shielded Metal Arc Welding\nWELD 1500 — Gas Metal and Flux-Cored Arc Welding\nWELD 2100 — Gas Tungsten Arc Welding\nFull course catalog" }, { "url": "course-welding-technology-3300.html", "title": "WELD 3300 Robotic and Automated Welding", "description": "Robotic and Automated Welding (WELD 3300, 3 cr). Programming and operating a welding robot, fixturing for automation, and quality control.", "headings": [ "WELD 3300 — Robotic and Automated Welding", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Engineering & Technology · Welding Technology WELD 3300 — Robotic and Automated Welding\n3 credits · prerequisite: WELD 1500 · typically fall, alternate years\nCourse description\nProgramming and operating a welding robot, fixturing for automation, and quality control.\nRobotic and Automated Welding is an advanced undergraduate course in Welding Technology (WELD 3300), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nWELD 1500. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of robotic and Automated Welding.\nAnalyze and solve open-ended problems in welding Technology, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nRobotic and Automated Welding counts toward the Welding Technology program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Welding Technology course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Robotic and Automated Welding spends time on:\nThe vocabulary of welding Technology and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Welding Technology department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Welding Technology. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nWelding Technology (WELD)\nNumber\nWELD 3300\nCredits\n3\nPrerequisite\nWELD 1500\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nWelding Technology course list\nAcademic departments\nWELD 1100 — Welding Fundamentals and Safety\nWELD 1300 — Shielded Metal Arc Welding\nWELD 1500 — Gas Metal and Flux-Cored Arc Welding\nWELD 2100 — Gas Tungsten Arc Welding\nFull course catalog" }, { "url": "course-withdrawal.html", "title": "Course withdrawal & leave", "description": "A careful guide to withdrawal, leave, return planning and the consequences students should understand first.", "headings": [ "Course withdrawal & leave", "On this page", "Before a decision", "Document the step", "Plan a return", "Talk to more than one office", "Plan the return now", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Course withdrawal & leave\nA careful guide to withdrawal, leave, return planning and the consequences students should understand first.\nBefore a decision\nStudents speak with an adviser, financial aid, housing, athletics or international services as relevant because one change can affect several obligations.\nDocument the step\nPublished deadlines, instructor notifications, refund rules, transcript notation and satisfactory-progress effects vary by timing and situation.\nPlan a return\nA leave plan identifies re-entry term, holds, health or accessibility support, housing, finances and the first appointment after returning.\nTalk to more than one office\nA single withdrawal can move financial aid, housing eligibility, athletic eligibility, health insurance and international status, so the first step is a conversation with an adviser plus aid, housing, athletics or international services as they apply. One form does not tell every office.\nPlan the return now\nA leave plan written before a student leaves — naming the re-entry term, the holds to clear, any health or accessibility support, housing, finances and the first appointment back — is the difference between returning next term and not returning at all.\nIn and around Porter Falls\nCurriculum decisions at Porter still run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow: a new program takes roughly two years from proposal to first cohort, and the review calendar is published so students and employers can see what is coming.\nThe practical details\nDeadlines: On the academic calendar; vary by session length. One change: Can affect aid, housing, athletics, visa status. Leave plan: Names a return term and a first appointment back. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Office of the Provost (Millwright Hall, Room 300). Call (715) 555-0130 or email provost@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nDeadlines\nOn the academic calendar; vary by session length\nOne change\nCan affect aid, housing, athletics, visa status\nLeave plan\nNames a return term and a first appointment back\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAssessment & accreditation\nFaculty Senate\nInstitutional effectiveness\nFull contact directory" }, { "url": "course-women-gender-studies-1000.html", "title": "WGS 1000 Introduction to Women's and Gender Studies", "description": "Introduction to Women's and Gender Studies (WGS 1000, 3 cr). Key concepts — gender, sexuality, intersectionality, patriarchy — and the field's history and methods.", "headings": [ "WGS 1000 — Introduction to Women's and Gender Studies", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Women's & Gender Studies WGS 1000 — Introduction to Women's and Gender Studies\n3 credits · no prerequisites · typically fall\nCourse description\nKey concepts — gender, sexuality, intersectionality, patriarchy — and the field's history and methods.\nIntroduction to Women's and Gender Studies is an introductory course in Women's & Gender Studies (WGS 1000), carrying 3 credits, and is typically offered fall.\nPrerequisites\nNone. This course is open to any student who meets general enrollment requirements. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of introduction to Women's and Gender Studies.\nWork standard problems in women's & Gender Studies accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nIntroduction to Women's and Gender Studies counts toward the Women's & Gender Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Women's & Gender Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Introduction to Women's and Gender Studies spends time on:\nThe vocabulary of women's & Gender Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? There is no prerequisite, so no override is needed.\nWill it count toward my major or a general-education requirement? It always counts toward Women's & Gender Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nWomen's & Gender Studies (WGS)\nNumber\nWGS 1000\nCredits\n3\nPrerequisite\nNone\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nWomen's & Gender Studies course list\nAcademic departments\nWGS 2100 — Gender and Work\nWGS 2300 — Gender, Science, and Technology\nWGS 2500 — Sexualities\nWGS 3100 — Feminist Theory\nFull course catalog" }, { "url": "course-women-gender-studies-2100.html", "title": "WGS 2100 Gender and Work", "description": "Gender and Work (WGS 2100, 3 cr). The gendered division of labor, pay gaps, care work, and workplace policy.", "headings": [ "WGS 2100 — Gender and Work", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Women's & Gender Studies WGS 2100 — Gender and Work\n3 credits · prerequisite: WGS 1000 · typically spring\nCourse description\nThe gendered division of labor, pay gaps, care work, and workplace policy.\nGender and Work is a lower-division undergraduate course in Women's & Gender Studies (WGS 2100), carrying 3 credits, and is typically offered spring.\nPrerequisites\nWGS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of gender and Work.\nWork standard problems in women's & Gender Studies accurately and show the reasoning behind each step.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGender and Work counts toward the Women's & Gender Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Women's & Gender Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Gender and Work spends time on:\nThe vocabulary of women's & Gender Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Women's & Gender Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Women's & Gender Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nWomen's & Gender Studies (WGS)\nNumber\nWGS 2100\nCredits\n3\nPrerequisite\nWGS 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nWomen's & Gender Studies course list\nAcademic departments\nWGS 1000 — Introduction to Women's and Gender Studies\nWGS 2300 — Gender, Science, and Technology\nWGS 2500 — Sexualities\nWGS 3100 — Feminist Theory\nFull course catalog" }, { "url": "course-women-gender-studies-2300.html", "title": "WGS 2300 Gender, Science, and Technology", "description": "Gender, Science, and Technology (WGS 2300, 3 cr). Who does science, how gender shapes design and data, and feminist critiques of objectivity.", "headings": [ "WGS 2300 — Gender, Science, and Technology", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Women's & Gender Studies WGS 2300 — Gender, Science, and Technology\n3 credits · prerequisite: WGS 1000 · typically fall and spring\nCourse description\nWho does science, how gender shapes design and data, and feminist critiques of objectivity.\nGender, Science, and Technology is a lower-division undergraduate course in Women's & Gender Studies (WGS 2300), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nWGS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of gender, Science, and Technology.\nWork standard problems in women's & Gender Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGender, Science, and Technology counts toward the Women's & Gender Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Women's & Gender Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Gender, Science, and Technology spends time on:\nThe vocabulary of women's & Gender Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Women's & Gender Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Women's & Gender Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nWomen's & Gender Studies (WGS)\nNumber\nWGS 2300\nCredits\n3\nPrerequisite\nWGS 1000\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nWomen's & Gender Studies course list\nAcademic departments\nWGS 1000 — Introduction to Women's and Gender Studies\nWGS 2100 — Gender and Work\nWGS 2500 — Sexualities\nWGS 3100 — Feminist Theory\nFull course catalog" }, { "url": "course-women-gender-studies-2500.html", "title": "WGS 2500 Sexualities", "description": "Sexualities (WGS 2500, 3 cr). Historical and cross-cultural constructions of sexuality, identity, and LGBTQ+ movements.", "headings": [ "WGS 2500 — Sexualities", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Women's & Gender Studies WGS 2500 — Sexualities\n3 credits · prerequisite: WGS 1000 · typically fall, alternate years\nCourse description\nHistorical and cross-cultural constructions of sexuality, identity, and LGBTQ+ movements.\nSexualities is a lower-division undergraduate course in Women's & Gender Studies (WGS 2500), carrying 3 credits, and is typically offered fall, alternate years.\nPrerequisites\nWGS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. It is one of the courses that later, more advanced courses build on, so a solid grasp here pays off downstream.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of sexualities.\nWork standard problems in women's & Gender Studies accurately and show the reasoning behind each step.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate your work and conclusions clearly in writing and in class discussion.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nA mix of instruction and guided practice. Most weeks include a lab, studio, or problem session where an instructor is present to help you work through the material while it is fresh.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of regular homework or problem sets, quizzes or exams, and in-class activities, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nSexualities counts toward the Women's & Gender Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Women's & Gender Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Sexualities spends time on:\nThe vocabulary of women's & Gender Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a single text, often with a used or open-access edition that costs little or nothing. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Women's & Gender Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Women's & Gender Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nWomen's & Gender Studies (WGS)\nNumber\nWGS 2500\nCredits\n3\nPrerequisite\nWGS 1000\nTypically offered\nFall, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nWomen's & Gender Studies course list\nAcademic departments\nWGS 1000 — Introduction to Women's and Gender Studies\nWGS 2100 — Gender and Work\nWGS 2300 — Gender, Science, and Technology\nWGS 3100 — Feminist Theory\nFull course catalog" }, { "url": "course-women-gender-studies-3100.html", "title": "WGS 3100 Feminist Theory", "description": "Feminist Theory (WGS 3100, 3 cr). Liberal, radical, socialist, postcolonial, and queer feminist thought and its debates.", "headings": [ "WGS 3100 — Feminist Theory", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Women's & Gender Studies WGS 3100 — Feminist Theory\n3 credits · prerequisite: WGS 1000 · typically spring, alternate years\nCourse description\nLiberal, radical, socialist, postcolonial, and queer feminist thought and its debates.\nFeminist Theory is an advanced undergraduate course in Women's & Gender Studies (WGS 3100), carrying 3 credits, and is typically offered spring, alternate years.\nPrerequisites\nWGS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of feminist Theory.\nAnalyze and solve open-ended problems in women's & Gender Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nFeminist Theory counts toward the Women's & Gender Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Women's & Gender Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Feminist Theory spends time on:\nThe vocabulary of women's & Gender Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Women's & Gender Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Women's & Gender Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nWomen's & Gender Studies (WGS)\nNumber\nWGS 3100\nCredits\n3\nPrerequisite\nWGS 1000\nTypically offered\nSpring, alternate years\nOutside-class time\n~6–9 hrs/week\nRelated\nWomen's & Gender Studies course list\nAcademic departments\nWGS 1000 — Introduction to Women's and Gender Studies\nWGS 2100 — Gender and Work\nWGS 2300 — Gender, Science, and Technology\nWGS 2500 — Sexualities\nFull course catalog" }, { "url": "course-women-gender-studies-3300.html", "title": "WGS 3300 Gender and Global Issues", "description": "Gender and Global Issues (WGS 3300, 3 cr). Development, migration, health, and human rights through a gender lens.", "headings": [ "WGS 3300 — Gender and Global Issues", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Women's & Gender Studies WGS 3300 — Gender and Global Issues\n3 credits · prerequisite: WGS 1000 · typically fall\nCourse description\nDevelopment, migration, health, and human rights through a gender lens.\nGender and Global Issues is an advanced undergraduate course in Women's & Gender Studies (WGS 3300), carrying 3 credits, and is typically offered fall.\nPrerequisites\nWGS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of gender and Global Issues.\nAnalyze and solve open-ended problems in women's & Gender Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGender and Global Issues counts toward the Women's & Gender Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Women's & Gender Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Gender and Global Issues spends time on:\nThe vocabulary of women's & Gender Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Women's & Gender Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Women's & Gender Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nWomen's & Gender Studies (WGS)\nNumber\nWGS 3300\nCredits\n3\nPrerequisite\nWGS 1000\nTypically offered\nFall\nOutside-class time\n~6–9 hrs/week\nRelated\nWomen's & Gender Studies course list\nAcademic departments\nWGS 1000 — Introduction to Women's and Gender Studies\nWGS 2100 — Gender and Work\nWGS 2300 — Gender, Science, and Technology\nWGS 2500 — Sexualities\nFull course catalog" }, { "url": "course-women-gender-studies-3500.html", "title": "WGS 3500 Gender, Media, and Representation", "description": "Gender, Media, and Representation (WGS 3500, 3 cr). Analyzing how media construct gender, and producing counter-representations.", "headings": [ "WGS 3500 — Gender, Media, and Representation", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Women's & Gender Studies WGS 3500 — Gender, Media, and Representation\n3 credits · prerequisite: WGS 1000 · typically spring\nCourse description\nAnalyzing how media construct gender, and producing counter-representations.\nGender, Media, and Representation is an advanced undergraduate course in Women's & Gender Studies (WGS 3500), carrying 3 credits, and is typically offered spring.\nPrerequisites\nWGS 1000. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of gender, Media, and Representation.\nAnalyze and solve open-ended problems in women's & Gender Studies, justifying the approach and the result.\nSelect and apply appropriate tools, models, or frameworks, and evaluate how well they fit the situation.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week. Grades are typically based on a mix of a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nGender, Media, and Representation counts toward the Women's & Gender Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Women's & Gender Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Gender, Media, and Representation spends time on:\nThe vocabulary of women's & Gender Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on one or two texts and a set of primary readings, some of them library- or instructor-supplied. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Women's & Gender Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Women's & Gender Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nWomen's & Gender Studies (WGS)\nNumber\nWGS 3500\nCredits\n3\nPrerequisite\nWGS 1000\nTypically offered\nSpring\nOutside-class time\n~6–9 hrs/week\nRelated\nWomen's & Gender Studies course list\nAcademic departments\nWGS 1000 — Introduction to Women's and Gender Studies\nWGS 2100 — Gender and Work\nWGS 2300 — Gender, Science, and Technology\nWGS 2500 — Sexualities\nFull course catalog" }, { "url": "course-women-gender-studies-4900.html", "title": "WGS 4900 Capstone in Women's and Gender Studies", "description": "Capstone in Women's and Gender Studies (WGS 4900, 3 cr). A research or community project applying the field's frameworks.", "headings": [ "WGS 4900 — Capstone in Women's and Gender Studies", "On this page", "Course description", "Prerequisites", "What you will be able to do", "How it is taught", "Workload and assessment", "Where it fits", "Topics you can expect", "Materials and cost", "Common questions" ], "content": "College of Arts, Design & Communication · Women's & Gender Studies WGS 4900 — Capstone in Women's and Gender Studies\n3 credits · prerequisite: senior standing · typically fall and spring\nCourse description\nA research or community project applying the field's frameworks.\nCapstone in Women's and Gender Studies is an advanced, often capstone-level undergraduate course in Women's & Gender Studies (WGS 4900), carrying 3 credits, and is typically offered fall and spring.\nPrerequisites\nsenior standing. Prerequisites are enforced at registration; a registration override from the department is required to enroll without them. This course in turn serves as a prerequisite or a recommended background for later courses in the sequence.\nWhat you will be able to do\nBy the end of the course, a student who does the work should be able to:\nExplain the core concepts, terms, and methods of capstone in Women's and Gender Studies.\nAnalyze and solve open-ended problems in women's & Gender Studies, justifying the approach and the result.\nCarry out laboratory or field procedures safely and correctly, and interpret what the results mean.\nCommunicate technical findings clearly in writing and in discussion, for a specified audience.\nEach section publishes its own specific, measurable outcomes on the syllabus; these are representative.\nHow it is taught\nAdvanced coursework that combines focused instruction with substantial project, studio, or laboratory work. You are expected to work independently and in teams on problems that do not have a single clean answer, and to defend your choices. Scheduled hands-on time is a required part of the course and cannot be made up casually.\nWorkload and assessment\nAs a 3-credit course, expect roughly 6–9 hours of work outside scheduled class time each week, on top of lab or studio hours. Grades are typically based on a mix of laboratory, studio, or fieldwork, a term project or portfolio, quizzes or exams, and participation in critique or seminar discussion, in proportions each instructor sets. Late-work, attendance, and academic-integrity policies are on the section syllabus, which is the authority in any conflict with this page.\nWhere it fits\nCapstone in Women's and Gender Studies counts toward the Women's & Gender Studies program and is available as an elective to students in related majors; it may also apply to a minor or a general-education category. See the Women's & Gender Studies course list for the full sequence, and your degree audit for exactly how it applies to your requirements. If you are not sure whether to take it, your academic adviser can tell you where it lands in your plan.\nTopics you can expect\nSections vary, but a typical offering of Capstone in Women's and Gender Studies spends time on:\nThe vocabulary of women's & Gender Studies and the questions the field is trying to answer.\nCore methods, and how practitioners actually apply them.\nReading, evaluating, and citing evidence, sources, or specifications.\nA recurring problem type worked from a blank page to a defended answer.\nThe notation, tools, or software that is standard in the area.\nHow the individual pieces fit into a larger system or argument.\nThe section syllabus sets the actual schedule and the order these are covered in; this list is representative, not a contract.\nMaterials and cost\nPlan on a course fee for consumable lab, studio, or field materials (listed with the section at registration), plus one text. The course fee is charged with tuition and covers materials the course consumes; personal protective equipment or a few small supplies may be your responsibility. Where a no-cost open option covers the learning outcomes, the department uses it, so wait for the section syllabus before buying anything. Any figure here is illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nCan I enroll without the prerequisite? Not through self-registration. If you have equivalent preparation from transfer work or experience, ask the Women's & Gender Studies department for a registration override before the term begins.\nWill it count toward my major or a general-education requirement? It always counts toward Women's & Gender Studies. Whether it satisfies a category in another major, a minor, or general education depends on that program's rules — check your degree audit or ask your adviser.\nHow heavy is the workload? Budget about 6–9 hours per week beyond scheduled class time, plus your lab or studio hours. Students who fall behind in the first three weeks tend to stay behind, so pace the early work.\nAt a glance\nSubject\nWomen's & Gender Studies (WGS)\nNumber\nWGS 4900\nCredits\n3\nPrerequisite\nsenior standing\nTypically offered\nFall and Spring\nOutside-class time\n~6–9 hrs/week\nRelated\nWomen's & Gender Studies course list\nAcademic departments\nWGS 1000 — Introduction to Women's and Gender Studies\nWGS 2100 — Gender and Work\nWGS 2300 — Gender, Science, and Technology\nWGS 2500 — Sexualities\nFull course catalog" }, { "url": "cpt-opt-workshops.html", "title": "CPT & OPT workshops", "description": "Monthly sessions walking F-1 students through Curricular and Optional Practical Training — what each is, and when to file.", "headings": [ "CPT & OPT workshops", "On this page", "The two kinds of work authorization", "Why timing matters", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Global learning CPT & OPT workshops\nMonthly sessions walking F-1 students through Curricular and Optional Practical Training — what each is, and when to file.\nThe two kinds of work authorization\nCPT is training that's an integral part of your program — a required internship, a co-op — and is authorized by the international office on your I-20 before you start. OPT is up to twelve months of work in your field, applied for through USCIS, usable before or after you finish. The workshop covers which one fits which situation and the timelines each needs.\nWhy timing matters\nOPT has a filing window tied to your program end date, and a late application can't be fixed. Students who come to a workshop two semesters out, not two weeks out, are the ones who don't lose eligibility.\nIn and around Porter Falls\nFor a campus this size Porter both sends and receives a steady stream of students internationally. The Global Education Office in Founders Union runs the advising, the risk review and the arrival and re-entry programming.\nThe practical details\nWhen: Monthly during the academic year, Founders Union. For: F-1 students planning to work in their field. Bring: Your I-20, your job or offer details if you have them. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Global Education Office (Founders Union, Room 240). Call (715) 555–0220 or email global@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nMonthly during the academic year, Founders Union\nFor\nF-1 students planning to work in their field\nBring\nYour I-20, your job or offer details if you have them\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nInternational student orientation\nFaculty-Led Study Abroad\nStudy Abroad Partner Universities\nTravel signature requests\nFull contact directory" }, { "url": "credential-file-service.html", "title": "Credential & reference file service", "description": "A secure file that stores your letters of recommendation and sends them to employers or graduate programs on request.", "headings": [ "Credential & reference file service", "On this page", "Why use one", "Confidential versus not", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Credential & reference file service\nA secure file that stores your letters of recommendation and sends them to employers or graduate programs on request.\nWhy use one\nA recommender writes the letter once, uploads it to your file, and never has to be asked again — you request each send yourself. It's the standard way education, health-professions and academic graduate applicants manage references, where the same three letters go to a dozen programs.\nConfidential versus not\nYou choose per letter whether you waive the right to read it; many programs weigh a confidential letter more heavily. The file records which is which so a recommender's intent is never lost.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nCost: Free while enrolled; a small per-send fee after graduation. Holds: Confidential and non-confidential letters, transcripts, a CV. Sends: Electronically to a program or employer, on your request. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCost\nFree while enrolled; a small per-send fee after graduation\nHolds\nConfidential and non-confidential letters, transcripts, a CV\nSends\nElectronically to a program or employer, on your request\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "credit-by-departmental-exam.html", "title": "Credit by departmental exam", "description": "Testing out of a Porter course you already know — how the challenge exam works and when it is worth it.", "headings": [ "Credit by departmental exam", "On this page", "What it is", "Which courses allow it", "The process", "When it is worth it", "Limits", "Talk to the department first" ], "content": "Registrar Credit by departmental exam\nTesting out of a Porter course you already know — how the challenge exam works and when it is worth it.\nWhat it is\nFor some courses, a department will let you earn the credit by passing a comprehensive examination instead of sitting through the course. It is meant for students who learned the material another way — a job, self-study, a non-transferable course, prior coursework that fell outside the transfer window — and can demonstrate the full learning outcomes.\nWhich courses allow it\nNot all of them. Introductory and skills-based courses (a first programming course, a language course, a technical fundamentals course, some math) are the usual candidates. Lab courses, studio courses, capstones, and seminar courses generally cannot be challenged because the learning is in the doing. Each department decides and publishes its list.\nThe process\nYou get the department's and the Registrar's approval first, pay a challenge-exam fee (typically a fraction of tuition for the course), and take the exam — which may be a written test, a practical demonstration, a portfolio review, or a combination, and is usually pitched at the level of the course's final. Pass, and the credit is posted, often with a grade of \"credit\" rather than a letter grade (so it does not affect GPA).\nWhen it is worth it\nWhen you genuinely know the material, need the credit to satisfy a prerequisite or a requirement, and want the time and tuition back. It is not worth it as a gamble — a failed challenge exam may go on your record, may not be repeatable, and you will take the course anyway. Look at a course syllabus and an old final honestly before you commit.\nLimits\nThere is a cap on how much credit-by-exam can apply to the degree (combined with AP/CLEP), it does not count toward the residency requirement, and some graduate programs and licensing boards look at how many of your credits were earned by exam. Check if either applies to you.\nTalk to the department first\nThe chair or the course coordinator can tell you whether the course is challengeable, what the exam looks like, what a passing performance requires, and whether, given your background, it is a reasonable bet. That conversation is the most useful step.\nAt a glance\nFor\nStudents who learned a course's full outcomes another way and can demonstrate it\nUsually allowed\nIntro and skills courses; not labs, studios, capstones, or seminars\nProcess\nDepartment + Registrar approval → fee → exam at final level → \"credit\" grade, no GPA effect\nNot worth it\nAs a gamble — a fail may be on your record and non-repeatable\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAP, IB, and CLEP credit\nTransferring credits to Porter\nCourse substitutions and waivers\nPrior learning assessment\nFull contact directory" }, { "url": "credit-by-exam.html", "title": "Credit by exam", "description": "AP, IB and CLEP scores that convert directly to Porter course credit.", "headings": [ "Credit by exam", "On this page", "How credit is awarded", "What to do before enrolling", "The practical details", "If you have a question" ], "content": "Academics Credit by exam\nAP, IB and CLEP scores that convert directly to Porter course credit.\nHow credit is awarded\nQualifying AP, IB Higher Level and CLEP scores convert automatically to specific Porter course credit once an official score report reaches the Registrar — no separate application or committee review needed.\nWhat to do before enrolling\nSend official score reports as early as possible; a student registering before scores arrive can still enroll in the next course in a sequence with an advisor's override, adjusted once credit posts.\nThe practical details\nAccepted exams: AP, IB Higher Level, CLEP. Where scores go: Sent directly from the testing agency to the Registrar. Posting: Credit posts automatically once an official score report arrives. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nStart at the contact directory or the Porter Student Help Desk in Founders Union 118, which is the single place to go when it is not obvious which office owns a question. You can also sign in to MyPorter to message an office or book a time.\nAt a glance\nAccepted exams\nAP, IB Higher Level, CLEP\nWhere scores go\nSent directly from the testing agency to the Registrar\nPosting\nCredit posts automatically once an official score report arrives\nRelated resources\nStudy room reservations\nFull contact directory" }, { "url": "credit-overload-request.html", "title": "Taking a credit overload", "description": "Registering for more than the standard full-time maximum in a term, and when it's approved.", "headings": [ "Taking a credit overload", "On this page", "When it makes sense", "The process", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Taking a credit overload\nRegistering for more than the standard full-time maximum in a term, and when it's approved.\nWhen it makes sense\nCatching up after a light term, fitting a double major or a study-abroad semester into four years, or a sequence that has to be taken together. It is not a good idea in a term with a heavy lab load, a job, or a rough patch academically.\nThe process\nSubmit the overload request before registration opens for the term, with your planned schedule and a short rationale. Approval is based on your track record — a strong GPA and no recent withdrawals or failures. Expect a hard ceiling even with approval (often 21 credits), and remember the extra per-credit charge and the workload reality.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nStandard cap: Around 18 credits for undergraduates; anything above needs approval. Usually required: A minimum GPA (often 3.0), good standing, and your advisor's and dean's office sign-off. Cost: Credits above the full-time plateau are typically billed per credit. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStandard cap\nAround 18 credits for undergraduates; anything above needs approval\nUsually required\nA minimum GPA (often 3.0), good standing, and your advisor's and dean's office sign-off\nCost\nCredits above the full-time plateau are typically billed per credit\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "credit-union-branch.html", "title": "Campus credit union branch", "description": "A small member-owned credit union branch in Founders Union, with student-friendly accounts and no-fee basics.", "headings": [ "Campus credit union branch", "On this page", "Why it's a credit union", "Credit-builder loans", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Campus credit union branch\nA small member-owned credit union branch in Founders Union, with student-friendly accounts and no-fee basics.\nWhy it's a credit union\nIt's member-owned, not a bank paying to put its name on campus — the accounts are designed around a student's actual balance (low, sometimes zero) rather than penalizing it. The Financial Wellness coaches and the branch are deliberately separate so coaching stays advice, not a sales channel.\nCredit-builder loans\nA small secured loan whose entire purpose is to create an on-time payment history for someone with no credit file yet; the branch staff walk first-time borrowers through exactly how it works before they sign.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nLocation: Founders Union, ground floor. Membership: Open to any student, employee or Porter Falls resident. Basics: No-minimum checking, a fee-free campus ATM, small credit-builder loans. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nFounders Union, ground floor\nMembership\nOpen to any student, employee or Porter Falls resident\nBasics\nNo-minimum checking, a fee-free campus ATM, small credit-builder loans\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "crisis-support-training.html", "title": "Mental health first aid training", "description": "Free training that teaches faculty, staff and students to recognize and respond to a mental health crisis.", "headings": [ "Mental health first aid training", "On this page", "What the training covers", "Who takes it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Mental health first aid training\nFree training that teaches faculty, staff and students to recognize and respond to a mental health crisis.\nWhat the training covers\nA nationally recognized curriculum teaches how to recognize signs of a developing mental health or substance-use crisis and how to connect someone to help — not how to provide therapy, but how to not freeze up and say the wrong thing.\nWho takes it\nOpen to any student, faculty or staff member; resident assistants, orientation leaders and academic advisors complete it as a standing job requirement rather than an optional extra.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nLength: One 8-hour session, or two 4-hour sessions. Cost: Free. Offered: Monthly during the academic year. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLength\nOne 8-hour session, or two 4-hour sessions\nCost\nFree\nOffered\nMonthly during the academic year\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "cross-registration-consortium.html", "title": "Cross-registration with other campuses", "description": "Taking a course at another Universities of Wesconsin institution and having it count at Porter automatically.", "headings": [ "Cross-registration with other campuses", "On this page", "What it's for", "The logistics", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Cross-registration with other campuses\nTaking a course at another Universities of Wesconsin institution and having it count at Porter automatically.\nWhat it's for\nFilling a gap: a language, a niche elective, or a required course that isn't running at Porter when you need it. It is not for shopping for an easier section of something Porter does offer.\nThe logistics\nYou pay Porter tuition for the credits, register through the process rather than at the host, and follow the host campus's calendar and policies while enrolled there. Confirm in advance exactly how the course maps to a Porter requirement so it isn't a surprise at graduation.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nWho: Enrolled Porter students in good standing, for a course not offered at Porter that term or with an unresolvable time conflict. How: A cross-registration form approved by your Porter advisor and the host campus, filed by the host's deadline. Credit: Comes back as resident credit, not transfer credit — it counts in your GPA and toward residency. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWho\nEnrolled Porter students in good standing, for a course not offered at Porter that term or with an unresolvable time conflict\nHow\nA cross-registration form approved by your Porter advisor and the host campus, filed by the host's deadline\nCredit\nComes back as resident credit, not transfer credit — it counts in your GPA and toward residency\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "curricular-practical-training.html", "title": "Curricular Practical Training (CPT), explained", "description": "The work authorization for an internship or co-op that is an integral part of your F-1 program — before you graduate.", "headings": [ "Curricular Practical Training (CPT), explained", "On this page", "What CPT is", "You must be enrolled and eligible", "Tied to the curriculum", "Part-time vs. full-time", "The paperwork sequence", "CPT then OPT" ], "content": "Academics Curricular Practical Training (CPT), explained\nThe work authorization for an internship or co-op that is an integral part of your F-1 program — before you graduate.\nWhat CPT is\nCPT authorizes an F-1 student to do a specific internship, co-op, or practicum that is an integral part of the curriculum — either required by your program or done for course credit. It is employer-specific and date-specific: it authorizes that job, at that company, for those exact dates, and nothing else.\nYou must be enrolled and eligible\nYou generally need to have been a full-time student for at least one academic year, be in good status, and have the offer in hand. CPT is authorized by the international student office (the designated school official updates your record), not by the federal agency, so it is faster to obtain than OPT — but you still cannot start work before the authorization begins.\nTied to the curriculum\nCPT requires a curricular connection: the internship is a program requirement, or you register for an internship course with a faculty coordinator, learning objectives, and a deliverable. \"I want to work in my field\" is not enough on its own — there has to be an academic tie your program signs off on.\nPart-time vs. full-time\nPart-time CPT (20 hours a week or less) can run during the semester alongside classes. Full-time CPT (more than 20 hours) is normally for summer or a co-op term when you are not carrying a full course load. Twelve months or more of full-time CPT eliminates your eligibility for post-completion OPT — a rule worth knowing before a long co-op.\nThe paperwork sequence\nGet the written offer, meet your faculty coordinator to set up the credit/curricular tie, then take everything to the international office for the CPT authorization on a new I-20 before your start date. Each new job or date change needs a new authorization. Do not begin work on a verbal offer.\nCPT then OPT\nMost students use CPT for internships and co-ops during the degree and save OPT for after graduation. The international office tracks how much of each you have used so a summer co-op does not accidentally cost you your post-graduation work year.\nAt a glance\nWhat\nF-1 authorization for a specific internship/co-op that is part of your curriculum\nEligibility\nUsually 1 full year of study, good status, an offer, a curricular/credit tie\nAuthorized by\nThe international office (faster than OPT) — but not before it starts\nWatch\n12+ months of full-time CPT ends your OPT eligibility\nWho to contact\nInternational Programs\nFounders Union 128\nPhone\n(715) 555–0239\nEmail\ninternational@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCPT / OPT workshops\nOptional Practical Training (OPT), explained\nOn-campus employment (international)\nInternship learning agreement\nMaintaining F-1 status\nFull contact directory" }, { "url": "cybersecurity-clinic.html", "title": "Cybersecurity Clinic", "description": "Supervised students provide free security assessments to small local organizations.", "headings": [ "Cybersecurity Clinic", "On this page", "What the clinic does", "How findings are handled", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Cybersecurity Clinic\nSupervised students provide free security assessments to small local organizations.\nWhat the clinic does\nStudent teams, supervised by cybersecurity faculty, run basic security assessments — phishing-awareness testing, password policy review, network configuration checks — for organizations too small to afford a commercial audit.\nHow findings are handled\nEvery report is reviewed by supervising faculty before it reaches the client, and the clinic follows a strict responsible-disclosure process; students never access production systems without a signed authorization from the organization.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nServes: Nonprofits, schools and small businesses in Porter County. Cost: Free. Supervision: A faculty member reviews every finding before it's shared. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nServes\nNonprofits, schools and small businesses in Porter County\nCost\nFree\nSupervision\nA faculty member reviews every finding before it's shared\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "cybersecurity-incident-response-plan.html", "title": "Cybersecurity Incident Response Plan", "description": "UW-Porter Falls' institutional cybersecurity incident response plan: detection, containment, notification, and recovery.", "headings": [ "Cybersecurity Incident Response Plan", "The four phases", "Who is in charge during an incident", "When people get told, and what they get told", "Testing the plan before it is needed" ], "content": "Campus Technology\nCybersecurity Incident Response Plan\nA written, tested plan for what happens in the first hour after a serious security incident is discovered — not improvised in the moment.\nThe four phases\nDetection and analysis (confirming something real is happening, not a false alarm), containment (isolating affected systems without destroying evidence needed later), eradication and recovery (removing the cause and restoring service), and a post-incident review that happens whether or not the incident was serious — every real incident produces a written lessons-learned report.\nWho is in charge during an incident\nA designated incident commander, from the technology office’s information security team, has clear authority to take systems offline without waiting for sign-off up the chain — a ransomware infection spreading on a shared drive does not wait for a meeting to be scheduled. The chancellor’s office and general counsel are looped in immediately for anything involving restricted data (see data governance & classification ) or a likely legal notification requirement.\nWhen people get told, and what they get told\nAn incident confirmed to expose restricted personal data triggers legal notification requirements under Wesconsin law within a defined window, sent directly to affected individuals with specifics about what was exposed and what to do — not a vague campus-wide email. A less severe incident with no data exposure is documented internally without necessarily going public.\nTesting the plan before it is needed\nThe security team runs a tabletop exercise at least once a year, walking through a simulated incident with the people who would actually be on the call, specifically to find gaps in the written plan before a real incident does.\nQuick facts\nPhases\nDetection, containment, eradication/recovery, review\nIncident commander\nInformation security team, chancellor's office looped in immediately\nPlan testing\nAnnual tabletop exercise\nRelated\nData governance & classification\nTechnology help desk\nIdentity theft prevention program\nWhistleblower policy" }, { "url": "data-governance-and-classification.html", "title": "Data Governance & Classification", "description": "How UW-Porter Falls classifies institutional data and what rules follow from public, internal, and restricted classification levels.", "headings": [ "Data Governance & Classification", "Three tiers", "Who decides the classification", "What this means day to day", "Reporting a possible exposure" ], "content": "Campus Technology\nData Governance & Classification\nNot every campus record needs the same level of protection — a three-tier classification system decides who can see what, and how it has to be stored.\nThree tiers\nPublic — Examples: Course catalog, published research, directory listings a person has not opted out of; Handling rule: No restriction\nInternal — Examples: Internal budget documents, unpublished meeting minutes, staff-only procedures; Handling rule: Porter accounts only; not for external sharing\nRestricted — Examples: Grades, financial aid records, health records, Social Security numbers, most HR files; Handling rule: Access limited to a documented need; encryption required in storage and transit\nWho decides the classification\nA data owner — usually the office that originally collects a given kind of record, like the registrar for grades or human resources for personnel files — assigns its classification and approves who gets ongoing access. The technology office does not set classification on its own; it enforces the controls the data owner requires.\nWhat this means day to day\nRestricted data cannot go into a personal cloud drive, a personal email account, or an unencrypted USB drive, full stop — including by well-meaning staff trying to work from home over the weekend. Approved systems (the student information system, the HR platform, an approved shared drive) meet the encryption and access-logging requirements already; the rule mostly changes behavior around exporting data out of them.\nReporting a possible exposure\nA misdirected email with restricted data attached, a lost laptop with local student records, or a phished account with access to restricted systems all get reported immediately to the technology office through the help desk phishing and incident channel — the same day, not after trying to fix it quietly first.\nQuick facts\nClassification tiers\nPublic, Internal, Restricted\nWho classifies data\nThe data owner (originating office)\nRestricted-data storage\nEncrypted, access-logged, approved systems only\nRelated\nTechnology help desk\nAccount & password security\nRecords retention" }, { "url": "data-management-plans.html", "title": "Data management plans", "description": "The short document most funders now require describing how a project's data will be stored, shared, and preserved.", "headings": [ "Data management plans", "On this page", "What's in it", "Getting it right", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Data management plans\nThe short document most funders now require describing how a project's data will be stored, shared, and preserved.\nWhat's in it\nA page or two: the types and volume of data, file formats and metadata standards, where it lives during the project and how it's backed up, how sensitive or human-subjects data is protected, and the plan to deposit it in a repository with a citable identifier when the work is done.\nGetting it right\nFunders increasingly check that you actually followed the plan, so keep it realistic. The library's data-services team has templates matched to each major agency, can advise on a repository for your field, and will review a draft before submission. Build the storage cost into the budget.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nRequired by: Most federal grants and many foundations, submitted with the proposal. Covers: What data you'll collect, formats, storage and backup, who can access it, and where it goes after the project. Help: Library data-services staff review drafts and maintain funder-specific templates. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRequired by\nMost federal grants and many foundations, submitted with the proposal\nCovers\nWhat data you'll collect, formats, storage and backup, who can access it, and where it goes after the project\nHelp\nLibrary data-services staff review drafts and maintain funder-specific templates\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "data-science-bs.html", "title": "Admission: Data Science", "description": "The B.S. in Data Science at UW–Porter Falls: statistics, ML, domain tracks, capstone with real stakeholders, and the Riverwatch dataset as a teaching laboratory.", "headings": [ "Data Science (B.S.)", "On this page", "Program overview", "Domain tracks (choose one, 18 credits)", "The Riverwatch teaching laboratory", "Capstone with real stakeholders", "Admission requirements", "Career outcomes" ], "content": "College of Science & Mathematics Data Science (B.S.)\nStatistics, machine learning, and domain expertise — with the 15-year Riverwatch dataset as your first laboratory and real stakeholders for every capstone.\">\nProgram overview\nThe B.S. in Data Science (120 credits, ~140 undergraduates) is a joint program between the College of Science & Mathematics (Statistics) and the College of Engineering & Technology (Computer Science). The curriculum is built on a statistical thinking + computational fluency + domain knowledge tripod. Core (60 credits): Calculus I–II, Linear Algebra, Probability, Mathematical Statistics I–II, Statistical Learning (ISLR + ESL), Data Wrangling & Visualization (R/tidyverse, Python/pandas, Observable Plot), Databases (SQL, DuckDB, Parquet), ML Engineering (MLflow, Prefect, Docker), Ethics & Privacy (bias, fairness, differential privacy, consent). Capstone (6 credits, 2 semesters): team project with an external stakeholder. Computing environment: JupyterHub (GPU nodes), RStudio Server, VS Code Server, shared HPC allocation (Slurm, 200 CPU hrs/semester free).\nDomain tracks (choose one, 18 credits)\nEnvironmental & Ecological Data: Time-series (Riverwatch, USGS), spatial stats (sf, stars, INLA), species distribution modeling, remote sensing (GEE, Sentinel-2, Landsat), causal inference for policy (DNR regulations). Partners: Environmental Science , DNR Porter District , Riverkeepers . Health & Biomedical Data: EHR analytics (OMOP CDM, Epic Clarity), survival analysis, clinical trial design, NLP for clinical notes, genomic data (PLINK, Bioconductor). Partners: Valley Health , Nursing , Lake City Medical Center . Business & Financial Analytics: Causal inference for marketing (DiD, IV, synthetic control), risk modeling (credit, fraud, churn), time-series forecasting (hierarchical, probabilistic), A/B testing infrastructure. Partners: Porter Valley Bank , Business Administration , Incubator ventures. Engineering & Physical Systems: Sensor fusion (IoT, Kalman filters), digital twins (physics-informed ML), uncertainty quantification (Polynomial Chaos, Bayesian calibration), HPC for simulation (MPI, Julia). Partners: Mechanical Engineering , Forge Prototyping Lab , Ironclad Robotics .\nThe Riverwatch teaching laboratory\nThe Riverwatch network (12 stations, 15-min data since 2010) is woven into the curriculum from day one: DS 1100 Intro to Data Science: Week 1 — download Riverwatch CSV, clean, plot, ask a question.\nDS 2200 Statistical Learning: Predict DO from temp/conductivity/stage; compare linear, GAM, random forest.\nDS 3300 Time Series: ARIMA, state-space, LSTM for 7-day stage forecast; evaluate on 2023 flood.\nDS 3400 Spatial Stats: Kriging temperature across the watershed; INLA for phosphorus hotspots.\nDS 4100 ML Engineering: Build a production pipeline: ingest (LoRaWAN) → validate → feature store → model → monitor (Evidently).\nStudents maintain the network (calibration shifts, QA/QC) as paid technicians ($13/hr, Tier 2) — 20 positions/semester. The dataset is public ( riverwatch.uwporterfalls.edu/data , CC-BY 4.0) and used by 40+ external researchers.\nCapstone with real stakeholders\nDS 4100/4200 Capstone (2 semesters, teams of 3): Stakeholder matching happens at the Capstone Mixer (first Friday of fall, 30+ partners pitch problems). 2025 projects: DNR: Automated harmful-algal-bloom detection from Sentinel-2 (Riverwatch + satellite fusion). Valley Health: 30-day readmission risk model (EHR + SDOH), fairness audit across race/insurance. Porter Valley Bank: Small-business cash-flow forecasting (transaction + alt data), explainable for loan officers. Riverkeepers: Citizen-science data quality flags (outlier detection, sensor drift classification). Ironclad Robotics: Featherweight match outcome prediction (telemetry + video features). Deliverables: Reproducible pipeline (GitHub, Docker, DVC), model card (Google format), stakeholder demo, Decision Report (what would you deploy, what’s the risk, what’s next). Publication track: 25% of capstones yield a student-first-author paper (JASA, AOAS, ICML, NeurIPS workshops).\nAdmission requirements\nDirect admission: 3.5+ GPA, 4 years math (calc preferred), 1+ year CS/stats (AP Stats 4+, AP CSA 4+, or portfolio). Test-optional (portfolio: Kaggle, research, data viz, GitHub). Transfer: Calculus I–II, Linear Algebra, Intro Stats, Intro CS — all B+, 3.0+ GPA. Bridge Week (late August): R/Python refresher, Git, SQL basics, Riverwatch data tour — 85% place into DS 2200 by add/drop. Data for Good Scholarship ( full tuition , 4 years, 4/year) requires capstone with nonprofit/government partner. Full admission details .\nCareer outcomes\nClass of 2025 (38 graduates): 71% employed within 6 months (median $76K), 18% grad school (M.S. Biostatistics, Statistics, CS, M.P.H.), 8% service/fellowships, 3% still seeking. Top roles: Data Scientist, ML Engineer, Analytics Engineer, Biostatistician, Quantitative Analyst. Top employers: Epic Systems (9, clinical analytics), Porter Valley Bank (6, risk modeling), Northwestern Mutual (5, actuarial/ML), Lake City Medical Center (4, clinical informatics), DNR Porter District (3, ecological forecasting), Forge Prototyping Lab (2, sensor analytics), MedTech Collaborative (2, regulatory analytics). Domain track alignment: Environmental track → DNR, USGS, consulting; Health track → hospitals, pharma, CROs; Business track → fintech, insurance, retail; Engineering track → manufacturing, robotics, defense.\nAt a glance\nDegree\nB.S. Data Science (120 credits, joint Stats + CS)\nDomain tracks\nEnvironmental, Health, Business, Engineering\nTeaching lab\nRiverwatch network (15-year, public dataset)\nCapstone\n2 semesters, real stakeholder, reproducible pipeline\nClass of 2025\n71% employed, median $76K\nRelated resources\nAll undergraduate majors\nAdmission: Data Science\nRiverwatch network\nForge Prototyping Lab (sensor data)\nEnvironmental Science\nComputer Science" }, { "url": "data-visualization-help.html", "title": "Data visualization help", "description": "Consultations on turning data into clear charts and figures — for papers, posters, theses, and presentations.", "headings": [ "Data visualization help", "On this page", "What a consult does", "Common fixes", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Data visualization help\nConsultations on turning data into clear charts and figures — for papers, posters, theses, and presentations.\nWhat a consult does\nYou leave knowing which chart type actually fits your comparison, how to make it readable in grayscale and for color-blind viewers, and how to export it at the resolution a journal or a poster printer needs. Staff won't build the figure for you, but they'll show you how in your tool of choice.\nCommon fixes\nDropping the third dimension off a bar chart, replacing a pie with a sorted bar, putting error bars on means, cutting chartjunk, and labeling directly instead of relying on a legend. Small changes that decide whether a reviewer trusts your result.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nBook: A 45-minute consult with library data-services staff; bring your data and a draft figure if you have one. Covers: Choosing the right chart, fixing a misleading one, color and accessibility, tools (spreadsheet, R, Python, Tableau). Also: Publication-ready figure formatting and journal-specific requirements. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nBook\nA 45-minute consult with library data-services staff; bring your data and a draft figure if you have one\nCovers\nChoosing the right chart, fixing a misleading one, color and accessibility, tools (spreadsheet, R, Python, Tableau)\nAlso\nPublication-ready figure formatting and journal-specific requirements\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "dealing-with-a-bad-grade.html", "title": "Dealing with a bad grade", "description": "The emotional part and the practical part — because doing only one of them does not work.", "headings": [ "Dealing with a bad grade", "On this page", "Let it land, briefly", "Separate the grade from your worth", "Do the diagnosis", "Do the math on what it costs", "Talk to the instructor", "If it is hitting harder than the grade warrants" ], "content": "Student success Dealing with a bad grade\nThe emotional part and the practical part — because doing only one of them does not work.\nLet it land, briefly\nA bad grade on something you cared about stings, and pretending it does not is its own kind of avoidance. Give it a little room — an hour, an evening — to be disappointing. Then move to the two things that actually help, because staying in the feeling past that point does not.\nSeparate the grade from your worth\nA grade is information about a piece of work at a point in time, filtered through one rubric. It is not a measure of your intelligence, your belonging here, or your future. The students who recover fastest are the ones who treat a bad grade as data (\"this approach did not work\") rather than a verdict (\"I am not cut out for this\").\nDo the diagnosis\nSpend 20 minutes with the returned work: sort each mistake into a type (careless, concept gap, application gap, ran out of time, never studied it), and let the mix tell you what to change — more timed practice, re-learning a concept, a different study method, an exam-timing strategy. This turns the grade into a plan.\nDo the math on what it costs\nFind out how much this one grade actually moves your course grade and your GPA — a coach can calculate it, and it is usually less than the dread suggests. Then you know whether you are in \"adjust and move on\" territory or \"this needs a real recovery plan\" territory, instead of guessing.\nTalk to the instructor\nGo to office hours: \"I got this back and I want to understand what went wrong so I do better next time.\" Instructors respond well to that, and it is different from arguing the grade. If you think the grade itself is a calculation or fairness error, that is a specific, prompt conversation — and if unresolved, the grade-appeal process.\nIf it is hitting harder than the grade warrants\nIf one bad grade sends you into a spiral — convinced you do not belong, avoiding the class, not sleeping — that reaction is worth talking to a coach or the counseling center about. It often points at perfectionism or anxiety underneath, and both respond well to a few sessions.\nAt a glance\nFirst\nLet it be disappointing for an hour or an evening — then move on to what helps\nReframe\nA grade is data about a piece of work, not a verdict on you\nDiagnose\n20 minutes with the returned work: sort mistakes by type → a plan\nMath\nFind out how much it actually moves the course grade and GPA — usually less than the dread\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nLearning from a returned exam\nWhat to do if you fail a class\nPerfectionism and getting things done\nGrade appeal process\nRecovering from a hard semester\nFull contact directory" }, { "url": "dean-of-students-office.html", "title": "The Dean of Students office", "description": "The office behind conduct, crisis response, and the referral that connects a struggling student to the right help.", "headings": [ "The Dean of Students office", "On this page", "What the office does", "The early-alert and CARE process", "Conduct process", "If you are worried about someone" ], "content": "Student services The Dean of Students office\nThe office behind conduct, crisis response, and the referral that connects a struggling student to the right help.\nWhat the office does\nThe Dean of Students handles student conduct cases, coordinates the university’s response when a student is in crisis or has an emergency, approves absence accommodations for serious situations, and is usually the office that a worried faculty member, parent, or friend contacts first when they are not sure who else to call.\nThe early-alert and CARE process\nFaculty can flag a student who is missing class, struggling academically, or showing signs of distress through the early-alert system; the Dean of Students’ CARE team reviews every flag and reaches out — sometimes with a resource list, sometimes with a direct check-in — rather than waiting for a crisis to force the issue.\nConduct process\nConduct cases follow a published process: notice, a chance to respond, a hearing if the case is contested, and a written outcome, with an appeal path. The student conduct code lays out both the rules and the full process in detail.\nIf you are worried about someone\nAnyone — faculty, staff, a roommate, a parent — can submit a CARE referral for a student who seems to be struggling; it is not only for emergencies, and a referral is not disciplinary. For an active emergency, call University Police or campus safety first, then follow up with a CARE referral.\nAt a glance\nHandles\nConduct, crisis response, absence accommodations, referrals\nCARE team\nReviews every early-alert flag; not only for emergencies\nEmergency?\nCall University Police first, then submit a CARE referral\nWho to contact\nDean of Students\nFounders Union 210\nPhone\n(715) 555–0130\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUniversity Police\nCounseling services\nAcademic advising\nFull contact directory" }, { "url": "deans-certification-for-licensure.html", "title": "Dean's certification", "description": "The form a licensing board, bar examiner, or graduate program sends the university to confirm your record and conduct.", "headings": [ "Dean's certification", "On this page", "When you'll need it", "If you have a conduct record", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Dean's certification\nThe form a licensing board, bar examiner, or graduate program sends the university to confirm your record and conduct.\nWhen you'll need it\nBar admission, a state professional license (nursing, engineering, teaching, social work), some graduate and professional programs, and certain federal jobs all require the institution to certify your standing and conduct.\nIf you have a conduct record\nA past disciplinary finding doesn't automatically bar you, but it will be reported accurately, and boards care more about candor than about the original incident. Meet with the Dean of Students before you submit — they can tell you exactly what will be disclosed and help you prepare your own explanation.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nWhat it is: A form the outside body sends you (or directly to the university) asking the Dean of Students to confirm your enrollment, degree, and whether you have any disciplinary history. Where it goes: The Dean of Students Office completes the conduct portion; the Registrar confirms enrollment and degree. Lead time: Two to four weeks — request it well before the board's deadline. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhat it is\nA form the outside body sends you (or directly to the university) asking the Dean of Students to confirm your enrollment, degree, and whether you have any disciplinary history\nWhere it goes\nThe Dean of Students Office completes the conduct portion; the Registrar confirms enrollment and degree\nLead time\nTwo to four weeks — request it well before the board's deadline\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "debate-forensics.html", "title": "Debate & Forensics", "description": "Competitive speech and debate, from parliamentary debate to informative and persuasive speaking.", "headings": [ "Debate & Forensics", "On this page", "Events offered", "Who coaches it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Debate & Forensics\nCompetitive speech and debate, from parliamentary debate to informative and persuasive speaking.\nEvents offered\nThe team competes in parliamentary debate along with individual speech events — informative, persuasive and impromptu speaking — so a student with no interest in debate specifically can still compete.\nWho coaches it\nA communication studies faculty member advises the team, with upperclass members running most of the weekly coaching for newer competitors between tournaments.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nPractices: Tuesdays and Thursdays, Founders Hall. Season: Tournaments run September through March. Experience: None required; instruction is part of joining. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nPractices\nTuesdays and Thursdays, Founders Hall\nSeason\nTournaments run September through March\nExperience\nNone required; instruction is part of joining\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "december-commencement-2026.html", "title": "December Commencement 2026", "description": "Two ceremonies on Saturday, December 19, 2026, in Ironclad Fieldhouse: 10 a.m. and 2 p.m., split by college. No tickets are needed, the ceremonies are livestreamed, and parking is free.", "headings": [ "December Commencement 2026", "On this page", "Date, time and place", "Tickets and guests", "For graduates: regalia and the day", "Livestream, parking and accessibility" ], "content": "Academics December Commencement 2026\nTwo ceremonies on Saturday, December 19, 2026, in Ironclad Fieldhouse: 10 a.m. and 2 p.m., split by college. No tickets are needed, the ceremonies are livestreamed, and parking is free.\nDate, time and place\nDecember commencement is Saturday, December 19, 2026 , the day after finals end, in Ironclad Fieldhouse . As in December 2025 , there are two ceremonies, each about an hour and forty-five minutes long.\n10:00 a.m. — Colleges: Engineering & Technology; Computing & Information Sciences; Science & Mathematics; Business; Graduates check in: 8:45 a.m., fieldhouse annex; Guest doors open: 8:30 a.m.\n2:00 p.m. — Colleges: Health Sciences; Education; Arts, Design & Communication; Applied & Technical Studies; Graduates check in: 12:45 p.m., fieldhouse annex; Guest doors open: 12:30 p.m.\nMaster’s graduates cross the stage in their college’s ceremony and are hooded on stage. There is no separate December hooding. About 720 candidates have applied for December degrees.\nChancellor Dr. Elaine Vandehey confers degrees at both ceremonies. The address is given by Provost Dr. Bjorn Halvorsen, less than two weeks before he hands the office to his successor. He has promised to keep it under ten minutes and has been told it will be timed.\nTickets and guests\nNo tickets are needed. Guest seating is general admission, with about 3,200 seats per ceremony. Fieldhouse seating has never filled for a December ceremony, so there is no limit on guests per graduate. Seats saved with coats are fair game 15 minutes before the start. An overflow viewing room in the Forge Recreation Center gym opens if the arena fills, and the doors close to new arrivals once the processional starts.\nGuests should bring a coat they are willing to hold, because there is no coat check. Bags are allowed. Balloons and air horns are not, and the second rule has not always been obeyed.\nFor graduates: regalia and the day\nRegalia: cap, gown and tassel are included in the graduation application fee for bachelor’s candidates. The order deadline is Saturday, November 7 , and master’s hoods are ordered the same way. Pick up at the campus store from December 14 to 18, during finals week, with your Porter Card. See commencement regalia .\nHonors cords and stoles come from the sponsoring office or society, not the store. The First-Generation Student Center gives out its gold cords on December 17.\nYour name: fill in your phonetic name card in MyPorter by December 4. Readers rehearse from it, and it is read the way you write it.\nNot on the list? If you have not applied to graduate, the graduation application page explains your options. If you contact the Registrar by November 13, your name can still be added to the printed program.\nDiplomas are mailed after final grades post and degree audits clear, usually within eight weeks. The cover you receive on stage is empty.\nLivestream, parking and accessibility\nLivestream: both ceremonies stream free with no login required, and they are archived within 24 hours and searchable by graduate name. See commencement livestream .\nParking: all campus lots are free on December 19, and no permit is needed. The Porter Loop runs a ceremony route every 8 minutes from 7:30 a.m. to 5 p.m., from the perimeter lots straight to the fieldhouse doors. Accessible parking is in Lot F next to the fieldhouse. See accessible parking .\nAccessibility: accessible seating with companion seats, wheelchair loans, assistive listening, ASL interpretation and live captioning on the arena screens are all available. Request interpretation or a reserved accessible section by Friday, December 4 . Graduates who need a ramp-only route across the stage should say so on their name card.\nWeather: ceremonies go ahead in snow unless campus is closed. In that case they move to Sunday, December 20, at the same times, and the decision is posted on campus status by 6 a.m.\nAt a glance\nDate\nSaturday, December 19, 2026\nCeremonies\n10 a.m. (Eng & Tech, Computing, Science & Math, Business); 2 p.m. (Health Sciences, Education, Arts/Design/Comm, Applied & Technical)\nVenue\nIronclad Fieldhouse\nTickets\nNone; general admission\nDeadlines\nRegalia Nov 7; name card and access requests Dec 4\nWho to contact\nUniversity Events & Commencement\nMillwright Hall 120\nPhone\n(715) 555–0196\nEmail\ncommencement@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nCommencement\nCommencement regalia\nCommencement livestream\nDecember commencement 2025\nFinal exam schedule, fall 2026\nVisitor parking" }, { "url": "declining-an-offer-gracefully.html", "title": "Declining an offer gracefully", "description": "Turning down a job, an internship, or a grad-school admission without burning the bridge.", "headings": [ "Declining an offer gracefully", "On this page", "It is normal and expected", "Do it promptly", "Keep it short and gracious", "You do not owe a full explanation", "After a signed offer or verbal accept", "Declining a grad admission" ], "content": "Career services Declining an offer gracefully\nTurning down a job, an internship, or a grad-school admission without burning the bridge.\nIt is normal and expected\nEmployers and programs know that strong candidates have options and that not everyone will say yes. Declining professionally is expected behavior, not an insult. What matters is that you do it promptly, directly, and warmly — the field is small, and the recruiter or professor you decline today may cross your path again.\nDo it promptly\nOnce you have decided, tell them soon — do not let an offer sit past its deadline while you keep the option \"just in case.\" A prompt decline lets them move to the next candidate, which they will appreciate and remember. If you need a short extension to decide between two real offers, ask for one honestly rather than going silent.\nKeep it short and gracious\nA brief message: thank them sincerely for the offer and the time everyone spent, say you have decided to accept another opportunity (you do not have to say which or why in detail), express genuine appreciation for the team or program, and leave the door open (\"I hope our paths cross again\"). Decline by the same channel the offer came through, or a quick call for a role you were close on.\nYou do not owe a full explanation\n\"I've accepted a role that's a better fit for my goals right now\" is a complete and professional reason. You are not obligated to detail the comparison, the pay, or your reservations. If a recruiter asks for feedback and you have something constructive and kind, you can share it, but it is optional.\nAfter a signed offer or verbal accept\nReneging after you have accepted is a bigger deal and can genuinely damage your reputation and Career Services' relationship with that employer. If circumstances change and you must, do it immediately, by phone, with a sincere apology, and understand the cost. The way to avoid this is to not accept until you are sure.\nDeclining a grad admission\nSame principles: notify the program (usually through the applicant portal and a short email to the program director or graduate coordinator) as soon as you decide, by the response deadline, so they can offer your spot and any funding to a waitlisted student. A brief, warm note is appreciated.\nAt a glance\nReality\nExpected behavior, not an insult — the field is small; do it well\nTiming\nPromptly, once decided — don't sit on it \"just in case\"; ask for an extension honestly if needed\nThe message\nThank sincerely + \"accepted another opportunity\" + appreciation + leave the door open\nAfter accepting\nReneging is a real reputational cost — don't accept until you're sure\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNegotiating a job offer\nJob offer evaluation\nHandling a job rejection\nThe thank-you note\nApplying to a Porter graduate program\nFull contact directory" }, { "url": "defending-your-thesis.html", "title": "Defending your thesis or dissertation", "description": "The oral defense — what actually happens in the room, how to prepare, and what the outcomes mean.", "headings": [ "Defending your thesis or dissertation", "On this page", "What the defense is for", "The structure", "Preparing the talk", "In the room", "The outcomes", "After" ], "content": "Academics Defending your thesis or dissertation\nThe oral defense — what actually happens in the room, how to prepare, and what the outcomes mean.\nWhat the defense is for\nThe defense is where your committee confirms that the work is yours, that you understand it deeply (including its limits), and that it meets the standard for the degree. By the time you defend, your adviser believes it is ready — the defense is a serious examination, not usually an ambush, but it is real.\nThe structure\nTypically: a public presentation of the work (20–40 minutes), public questions, then a closed session where only the committee questions you, then you step out while they deliberate, then you are told the outcome. Some programs keep the whole thing closed. Confirm your program's format and who may attend.\nPreparing the talk\nBuild the presentation for an educated non-specialist: the question, why it matters, what you did, what you found, what it means, what is next. Practice it out loud several times, ideally once in front of people outside your field and once with your adviser. Book a presentation-practice room. Anticipate the three or four hardest questions and prepare honest answers, including \"I did not do that, and here is why.\"\nIn the room\nBreathe. Restate a question before answering if you need a moment. It is fine — good, even — to say \"that is a limitation\" or \"I do not know, but here is how I would find out.\" Do not defend a weak point to the death; concede what is fair and show you understand why it matters. Treat hard questions as the committee helping you make the work better.\nThe outcomes\nUsually one of: pass with no changes (rare); pass with minor revisions (common — a list of edits your adviser signs off on); pass with major revisions (substantial rework and sometimes a re-review); or, uncommonly, fail or defer. Minor and major revisions both mean you passed the defense; they are about the document.\nAfter\nComplete the revisions on the committee's list, get the sign-offs, run the thesis-formatting review, and submit the final version to the Graduate School and the repository by the term's deadline to have the degree conferred that term. Then tell the people who helped you, and celebrate — it is a genuine milestone.\nAt a glance\nIt confirms\nThe work is yours, you understand it and its limits, it meets the standard\nStructure\nPublic talk → questions → closed committee questions → deliberation → outcome\nIn the room\nConcede what is fair; \"that is a limitation\" and \"I don't know, but...\" are good answers\nOutcomes\nMinor / major revisions both mean you passed — they are about the document\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nThe dissertation\nThesis formatting\nPresenting at a conference\nPresentation practice room\nThree Minute Thesis\nFull contact directory" }, { "url": "degree-audit-exceptions.html", "title": "Degree-audit exceptions", "description": "How approved substitutions, waivers, and requirement adjustments become part of the official graduation record.", "headings": [ "Degree-audit exceptions", "On this page", "An audit note is not approval", "The main exception types", "What to submit", "Verify the final display" ], "content": "Registrar Degree-audit exceptions\nHow approved substitutions, waivers, and requirement adjustments become part of the official graduation record.\nAn audit note is not approval\nA degree audit shows how the student-information system interprets the record. An adviser note or email can explain a plan, but a requirement remains unmet until the authorized academic unit approves an exception and the Registrar posts it to the audit. Check that step before relying on the exception for graduation.\nThe main exception types\nA substitution applies a different course to a requirement. A waiver removes a requirement but usually does not reduce total credits. A shared-course adjustment moves a course between program blocks. A requirement correction fixes catalog or coding logic. Each records the academic reason, approver, catalog year, and affected requirement.\nWhat to submit\nThe request identifies the exact audit block, course and term, proposed treatment, and academic rationale. Attach a syllabus or transfer-course description when content equivalence matters. The student, adviser, program chair, college office, and Registrar each have different roles; the workflow shows whose action is pending.\nVerify the final display\nAfter approval, run a new audit and confirm that the exception is visible in the intended block and that total credits, residency, GPA, and accreditation rules remain satisfied. Graduation review uses the recorded audit, not a private spreadsheet or an old email chain.\nAt a glance\nRule\nThe exception must be approved and posted—not merely discussed\nTypes\nSubstitution, waiver, shared-course adjustment, or requirement correction\nFinish\nRun a fresh audit and verify credits, residency, GPA, and the intended block\nWho to contact\nOffice of the Registrar\nAdmissions & Records, Bowman Hall 110\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReading your degree audit\nCourse substitutions and waivers\nCatalog year and degree requirements\nFull contact directory" }, { "url": "degree-audit.html", "title": "Degree audit & graduation planning", "description": "Track completed, in-progress and remaining requirements in one personalized report.", "headings": [ "Degree audit & graduation planning", "On this page", "What the audit is", "Reading it", "The \"what-if\" audit", "What it cannot do" ], "content": "Academics Degree audit & graduation planning\nTrack completed, in-progress and remaining requirements in one personalized report.\nWhat the audit is\nThe degree audit is an automatically generated report in MyPorter that checks your completed and in-progress coursework against every requirement of your declared program: general education, the major, any minor, total credits, upper-division credits, residency (credits that must be earned at Porter), and GPA minimums. It is built against your catalog year — the requirements in effect when you started — not whatever the current catalog says. It is the single best tool for answering \"what do I still need,\" and you should read yours every term before you register.\nReading it\nRequirements you have satisfied collapse to a checkmark; unmet ones expand to list the specific courses that would fill them. Courses you are currently registered for show as \"in progress\" and move to satisfied once grades post. A red or unfilled block is something still outstanding. If a course you completed is not applying where you expected, that is usually a pending transfer evaluation, a substitution that was never formally recorded, or a course that counts toward a different requirement than you assumed — flag it with your adviser.\nThe \"what-if\" audit\nYou can run the audit against a different program to see how your existing credits would count toward another major or minor before you commit — useful when you are considering a change, adding a minor, or deciding between two paths. It shows what would transfer in, what you would still need, and roughly how many added terms it implies.\nWhat it cannot do\nThe audit does not replace advising and does not itself guarantee your degree. Approved substitutions, waivers, transfer re-evaluations, and program exceptions have to be formally entered by the department and Registrar to show as satisfied — a verbal \"that's fine\" from a professor is not enough. Review the audit with your adviser at least two semesters out, submit any needed exceptions early, and do a final check before your last registration. The formal graduation application (filed the term before you finish) triggers the Registrar's own line-by-line review.\nAt a glance\nIt is\nAn auto report checking your coursework against every program requirement — built against your catalog year\nRead it\nEvery term before registering; unmet requirements list the exact courses that fill them\nWhat-if\nRun it against another major/minor to see how your credits would count before you switch\nCannot\nGuarantee the degree, or count an exception until the department + Registrar formally record it\nRelated resources\nBrowse all minors\nBrowse all concentrations\nAcademic advising\nRegistration & records\nAcademic calendar\nTutoring & learning center\nCommencement\nContact directory" }, { "url": "degree-planning-worksheet.html", "title": "Degree planning worksheet", "description": "A term-by-term map of every course between you and your degree, built with your advisor and kept current.", "headings": [ "Degree planning worksheet", "On this page", "What it does", "Keeping it useful", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Degree planning worksheet\nA term-by-term map of every course between you and your degree, built with your advisor and kept current.\nWhat it does\nThe degree audit tells you what's left; the worksheet decides when you'll take each piece. It surfaces the courses offered only in fall, the three-course sequences that must start on time, and the terms that would otherwise be 19 credits of labs. Advisors keep a template for each major.\nKeeping it useful\nA plan you made in year one and never looked at is worthless by year three. Bring it to every registration advising meeting, adjust for what you actually took and how it went, and use it to see the effect of adding a minor, studying abroad, or taking a lighter term.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nWhat it shows: Each remaining requirement placed in a specific future term, with prerequisites in order and credit loads balanced. Build it: With your advisor after you declare a major; revisit every term at registration. Why: Catches a once-a-year course or a prerequisite chain before it costs you a semester. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhat it shows\nEach remaining requirement placed in a specific future term, with prerequisites in order and credit loads balanced\nBuild it\nWith your advisor after you declare a major; revisit every term at registration\nWhy\nCatches a once-a-year course or a prerequisite chain before it costs you a semester\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "department-directory.html", "title": "Academic departments", "description": "A map of colleges, program leaders, laboratories, studios and student-facing contacts.", "headings": [ "Academic departments", "On this page", "Organized by college, not alphabet", "Where departments actually sit", "Finding the right person", "The practical details", "If you have a question" ], "content": "About Academic departments\nA map of colleges, program leaders, laboratories, studios and student-facing contacts.\nOrganized by college, not alphabet\nPorter’s 28 departments sit inside seven colleges, and most students only ever need the department running their major — the directory is built to search by program name first, department name second, because almost no incoming student knows which department teaches which major.\nWhere departments actually sit\nMost departments keep faculty offices in the building tied to their college: engineering and manufacturing departments in Founders Hall, computing in the Jarvis Technology Center, art and design in the Applied Arts Building, health sciences in the Health Sciences Center. A department chair’s office hours are listed on each department’s own page.\nFinding the right person\nProgram directors handle curriculum and advising escalation; department chairs handle personnel, budget and scheduling; college deans handle everything that crosses departments. The directory flags which of the three a listed contact is, so a question does not bounce three times before landing.\nThe practical details\nColleges: 7. Departments: 29, across the seven colleges. Fastest way in: Search by program name, not department name. These specifics can change from year to year, so confirm anything time-sensitive directly with the office below before you rely on it.\nIf you have a question\nThis is handled by University Communications (Millwright Hall, Room 210). Call (715) 555–0250 or email news@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nColleges\n7\nDepartments\n29, across the seven colleges\nFastest way in\nSearch by program name, not department name\nWho to contact\nUniversity Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\nnews@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nColleges & schools\nFull contact directory\nFaculty experts\nAbout UW–Porter Falls\nContact directory" }, { "url": "dependent-care-travel-grants.html", "title": "Dependent-care travel grants", "description": "Small grants that cover extra caregiving costs when a graduate student travels for research or a conference.", "headings": [ "Dependent-care travel grants", "On this page", "What it is for", "Applying without oversharing", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Graduate school Dependent-care travel grants\nSmall grants that cover extra caregiving costs when a graduate student travels for research or a conference.\nWhat it is for\nA graduate student presenting at a conference or doing field research often faces a caregiving gap the trip created — extra days of daycare, a family member flown in, respite care for a parent. This grant reimburses that specific marginal cost, not the ordinary care the student pays for anyway, and not the travel itself, which other funds cover.\nApplying without oversharing\nThe application asks for the travel dates, evidence that the trip is required (an acceptance letter, a supervisor's note), and an estimate of the added care cost. It does not ask for details about the family situation. Approvals are quick because the amounts are small; keep receipts, because reimbursement comes after the trip.\nIn and around Porter Falls\nPorter's eight graduate programs are small and applied — most students are working in the Valley while they study — and the Graduate School office in Millwright Hall keeps the handbooks and funding notices in one place.\nThe practical details\nCovers: Additional child- or elder-care costs directly caused by required academic travel. Amount: Up to a modest per-trip cap, reimbursed with receipts. Apply: Before the trip, through the Graduate School, with proof of the presentation or fieldwork. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Graduate School (Millwright Hall, Room 320). Call (715) 555–0225 or email gradschool@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCovers\nAdditional child- or elder-care costs directly caused by required academic travel\nAmount\nUp to a modest per-trip cap, reimbursed with receipts\nApply\nBefore the trip, through the Graduate School, with proof of the presentation or fieldwork\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate assistantships\nThesis & dissertation formatting\nGraduate visit days\nGraduate Teaching Certificate\nFull contact directory" }, { "url": "dept-accounting-finance.html", "title": "Accounting & Finance", "description": "The Department of Accounting & Finance at UW–Porter Falls: faculty, degrees, and courses. A trading and analytics classroom, tax and audit software labs, and a student-managed investment fund support the progra", "headings": [ "Department of Accounting & Finance", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Management Department of Accounting & Finance\n29 faculty across 3 subject areas.\nAbout the department\nThe Department of Accounting & Finance, in the College of Management , has 29 faculty and teaches across 3 subject areas. A trading and analytics classroom, tax and audit software labs, and a student-managed investment fund support the programs.\nDegrees and programs\nBusiness Administration\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nAccounting\nFinance\nEconomics\nFaculty\nBruno Groves — Rank: Teaching Professor; Areas: investments and portfolio management; monetary and macroeconomics\nTomas Molnar — Rank: Associate Professor; Areas: applied econometrics; auditing and assurance\nAnton Okafor — Rank: Professor of Practice; Areas: financial accounting and reporting; cost and managerial accounting\nHannah Halvorsen — Rank: Assistant Professor; Areas: taxation; corporate finance\nIsaac Petrov — Rank: Professor; Areas: accounting information systems; financial modeling\nEverett Aluko — Rank: Teaching Professor; Areas: investments and portfolio management; monetary and macroeconomics\nMalik Kaur — Rank: Associate Professor; Areas: applied econometrics; auditing and assurance\nGrace Ackerman — Rank: Professor of Practice; Areas: financial accounting and reporting; cost and managerial accounting\nAmara Carrasco — Rank: Assistant Professor; Areas: taxation; corporate finance\nColin Sundqvist — Rank: Professor; Areas: accounting information systems; financial modeling\nDevon Devereaux — Rank: Teaching Professor; Areas: investments and portfolio management; monetary and macroeconomics\nMei Nakamura — Rank: Associate Professor; Areas: applied econometrics; auditing and assurance\nPriya Adebayo — Rank: Professor of Practice; Areas: financial accounting and reporting; cost and managerial accounting\nPeter Nguyen — Rank: Assistant Professor; Areas: taxation; corporate finance\nSimon Brenner — Rank: Professor; Areas: accounting information systems; financial modeling\nSofia Cruz — Rank: Teaching Professor; Areas: investments and portfolio management; monetary and macroeconomics\nElena Yoon — Rank: Associate Professor; Areas: applied econometrics; auditing and assurance\nRavi Antonelli — Rank: Professor of Practice; Areas: financial accounting and reporting; cost and managerial accounting\nGustav Whitfield — Rank: Assistant Professor; Areas: taxation; corporate finance\nIngrid Vasquez — Rank: Professor; Areas: accounting information systems; financial modeling\nNadia Kowalczyk — Rank: Teaching Professor; Areas: investments and portfolio management; monetary and macroeconomics\nEmmett Marchetti — Rank: Associate Professor; Areas: applied econometrics; auditing and assurance\nHector Sato — Rank: Professor of Practice; Areas: financial accounting and reporting; cost and managerial accounting\nYuki Ibarra — Rank: Assistant Professor; Areas: taxation; corporate finance\nRosa Salazar — Rank: Professor; Areas: accounting information systems; financial modeling\nBruno Delacroix — Rank: Teaching Professor; Areas: investments and portfolio management; monetary and macroeconomics\nTomas Lindqvist — Rank: Associate Professor; Areas: applied econometrics; auditing and assurance\nAnton Rasmussen — Rank: Professor of Practice; Areas: financial accounting and reporting; cost and managerial accounting\nHannah Osei — Rank: Assistant Professor; Areas: taxation; corporate finance\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Management\nFaculty\n29\nSubject areas\n3\nPrograms housed\n1\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-art-design-dept.html", "title": "Art & Design", "description": "The Department of Art & Design at UW–Porter Falls: faculty, degrees, and courses. Studios for drawing, painting, sculpture, print, and photography sit alongside a model shop, a digital-fabrication lab,", "headings": [ "Department of Art & Design", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Arts, Design & Communication Department of Art & Design\n33 faculty across 7 subject areas.\nAbout the department\nThe Department of Art & Design, in the College of Arts, Design & Communication , has 33 faculty and teaches across 7 subject areas. Studios for drawing, painting, sculpture, print, and photography sit alongside a model shop, a digital-fabrication lab, a usability lab, and a motion-capture space.\nDegrees and programs\nGraphic Design & Interactive Media\nIndustrial Design\nFine Art\nApparel & Textile Design\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nStudio Art\nGraphic Design & Interactive Media\nIndustrial Design\nUser Experience Design\nAnimation\nApparel & Textile Design\nGame Art\nFaculty\nTrevor Trombley — Rank: Assistant Professor; Areas: interaction and UX design; photography\nJosephine Persson — Rank: Professor; Areas: exhibition design; typography and branding\nRenata Escobar — Rank: Senior Lecturer; Areas: apparel and textiles; illustration\nRafael Reinholt — Rank: Associate Professor; Areas: interaction and UX design; photography\nOwen Mbeki — Rank: Clinical Associate Professor; Areas: exhibition design; typography and branding\nTalia Whitfield — Rank: Assistant Professor; Areas: apparel and textiles; illustration\nNora Beaumont — Rank: Professor; Areas: interaction and UX design; photography\nBianca Bwalya — Rank: Senior Lecturer; Areas: exhibition design; typography and branding\nKwame Larsen — Rank: Associate Professor; Areas: apparel and textiles; illustration\nCamille Bergström — Rank: Clinical Associate Professor; Areas: interaction and UX design; photography\nDelia Ferris — Rank: Assistant Professor; Areas: exhibition design; typography and branding\nPriscilla Underwood — Rank: Professor; Areas: apparel and textiles; illustration\nIbrahim Fontaine — Rank: Senior Lecturer; Areas: interaction and UX design; photography\nWren Winslow — Rank: Associate Professor; Areas: exhibition design; typography and branding\nSana Trombley — Rank: Clinical Associate Professor; Areas: apparel and textiles; illustration\nFreya Persson — Rank: Assistant Professor; Areas: interaction and UX design; photography\nLeon Escobar — Rank: Professor; Areas: exhibition design; typography and branding\nDaniel Reinholt — Rank: Senior Lecturer; Areas: apparel and textiles; illustration\nMarisol Mbeki — Rank: Associate Professor; Areas: interaction and UX design; photography\nLucia Cho — Rank: Clinical Associate Professor; Areas: exhibition design; typography and branding\nCaleb Weaver — Rank: Assistant Professor; Areas: apparel and textiles; illustration\nMarcus Lundgren — Rank: Professor; Areas: interaction and UX design; photography\nKendra Novak — Rank: Senior Lecturer; Areas: exhibition design; typography and branding\nAisha Fitzgerald — Rank: Associate Professor; Areas: apparel and textiles; illustration\nDarnell Rhodes — Rank: Clinical Associate Professor; Areas: interaction and UX design; photography\nTrevor Okafor — Rank: Assistant Professor; Areas: exhibition design; typography and branding\nJosephine Halvorsen — Rank: Professor; Areas: apparel and textiles; illustration\nRenata Petrov — Rank: Senior Lecturer; Areas: interaction and UX design; photography\nRafael Aluko — Rank: Associate Professor; Areas: exhibition design; typography and branding\nOwen Kaur — Rank: Clinical Associate Professor; Areas: apparel and textiles; illustration\nTalia Cho — Rank: Assistant Professor; Areas: interaction and UX design; photography\nNora Vasquez — Rank: Professor; Areas: exhibition design; typography and branding\nBianca Kowalczyk — Rank: Senior Lecturer; Areas: apparel and textiles; illustration\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Arts, Design & Communication\nFaculty\n33\nSubject areas\n7\nPrograms housed\n4\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-biology-dept.html", "title": "Biology", "description": "The Department of Biology at UW–Porter Falls: faculty, degrees, and courses. Labs support anatomy and physiology, microbiology, cell and molecular biology, and ecology, with a greenhouse, a tissue-", "headings": [ "Department of Biology", "On this page", "About the department", "Courses", "Faculty", "Advising and contact" ], "content": "College of Science & Mathematics Department of Biology\n30 faculty across 1 subject area.\nAbout the department\nThe Department of Biology, in the College of Science & Mathematics , has 30 faculty and teaches across 1 subject area. Labs support anatomy and physiology, microbiology, cell and molecular biology, and ecology, with a greenhouse, a tissue-culture suite, and access to a nearby field station.\nCourses\nThe department offers courses under these subject codes:\nBiology\nFaculty\nMei Ibarra — Rank: Assistant Professor; Areas: science education; cell and molecular biology\nPriya Salazar — Rank: Professor; Areas: immunology; microbiology\nPeter Groves — Rank: Teaching Professor; Areas: evolutionary biology; freshwater ecology\nSimon Winslow — Rank: Associate Professor; Areas: developmental biology; science education\nSofia Trombley — Rank: Professor of Practice; Areas: human anatomy and physiology; immunology\nElena Persson — Rank: Assistant Professor; Areas: plant biology; evolutionary biology\nRavi Escobar — Rank: Professor; Areas: ecology and conservation; developmental biology\nGustav Reinholt — Rank: Teaching Professor; Areas: genetics and genomics; human anatomy and physiology\nIngrid Mbeki — Rank: Associate Professor; Areas: cell and molecular biology; plant biology\nNadia Cho — Rank: Professor of Practice; Areas: microbiology; ecology and conservation\nEmmett Weaver — Rank: Assistant Professor; Areas: freshwater ecology; genetics and genomics\nHector Lundgren — Rank: Professor; Areas: science education; cell and molecular biology\nYuki Novak — Rank: Teaching Professor; Areas: immunology; microbiology\nRosa Fitzgerald — Rank: Associate Professor; Areas: evolutionary biology; freshwater ecology\nBruno Rhodes — Rank: Professor of Practice; Areas: developmental biology; science education\nTomas Amara — Rank: Assistant Professor; Areas: human anatomy and physiology; immunology\nAnton Delacroix — Rank: Professor; Areas: plant biology; evolutionary biology\nHannah Lindqvist — Rank: Teaching Professor; Areas: ecology and conservation; developmental biology\nIsaac Rasmussen — Rank: Associate Professor; Areas: genetics and genomics; human anatomy and physiology\nEverett Osei — Rank: Professor of Practice; Areas: cell and molecular biology; plant biology\nMalik Haddad — Rank: Assistant Professor; Areas: microbiology; ecology and conservation\nGrace Beaumont — Rank: Professor; Areas: freshwater ecology; genetics and genomics\nAmara Bwalya — Rank: Teaching Professor; Areas: science education; cell and molecular biology\nColin Larsen — Rank: Associate Professor; Areas: immunology; microbiology\nDevon Bergström — Rank: Professor of Practice; Areas: evolutionary biology; freshwater ecology\nMei Rhodes — Rank: Assistant Professor; Areas: developmental biology; science education\nPriya Amara — Rank: Professor; Areas: human anatomy and physiology; immunology\nPeter Delacroix — Rank: Teaching Professor; Areas: plant biology; evolutionary biology\nSimon Molnar — Rank: Associate Professor; Areas: ecology and conservation; developmental biology\nSofia Okafor — Rank: Professor of Practice; Areas: genetics and genomics; human anatomy and physiology\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Science & Mathematics\nFaculty\n30\nSubject areas\n1\nPrograms housed\n0\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-biomedical-engineering-dept.html", "title": "Biomedical Engineering", "description": "The Department of Biomedical Engineering at UW–Porter Falls: faculty, degrees, and courses. Labs support biomechanics, biomaterials, biomedical instrumentation, and a design space set up to a medical-device quali", "headings": [ "Department of Biomedical Engineering", "On this page", "About the department", "Courses", "Faculty", "Advising and contact" ], "content": "College of Engineering & Technology Department of Biomedical Engineering\n25 faculty across 1 subject area.\nAbout the department\nThe Department of Biomedical Engineering, in the College of Engineering & Technology, has 25 faculty and teaches across 1 subject area. Labs support biomechanics, biomaterials, biomedical instrumentation, and a design space set up to a medical-device quality standard.\nCourses\nThe department offers courses under these subject codes:\nBiomedical Engineering\nFaculty\nRafael Bwalya — Rank: Clinical Associate Professor; Areas: human factors in health care; biomedical instrumentation\nOwen Larsen — Rank: Assistant Professor; Areas: biomaterials; rehabilitation engineering\nTalia Bergström — Rank: Professor; Areas: medical imaging; tissue engineering\nNora Ferris — Rank: Senior Lecturer; Areas: medical device design and regulation; assistive technology\nBianca Underwood — Rank: Associate Professor; Areas: physiological modeling; biomechanics and orthopedics\nKwame Fontaine — Rank: Clinical Associate Professor; Areas: human factors in health care; biomedical instrumentation\nCamille Adebayo — Rank: Assistant Professor; Areas: biomaterials; rehabilitation engineering\nDelia Nguyen — Rank: Professor; Areas: medical imaging; tissue engineering\nPriscilla Brenner — Rank: Senior Lecturer; Areas: medical device design and regulation; assistive technology\nIbrahim Cruz — Rank: Associate Professor; Areas: physiological modeling; biomechanics and orthopedics\nWren Yoon — Rank: Clinical Associate Professor; Areas: human factors in health care; biomedical instrumentation\nSana Antonelli — Rank: Assistant Professor; Areas: biomaterials; rehabilitation engineering\nFreya Whitfield — Rank: Professor; Areas: medical imaging; tissue engineering\nLeon Vasquez — Rank: Senior Lecturer; Areas: medical device design and regulation; assistive technology\nDaniel Kowalczyk — Rank: Associate Professor; Areas: physiological modeling; biomechanics and orthopedics\nMarisol Marchetti — Rank: Clinical Associate Professor; Areas: human factors in health care; biomedical instrumentation\nLucia Sato — Rank: Assistant Professor; Areas: biomaterials; rehabilitation engineering\nCaleb Ibarra — Rank: Professor; Areas: medical imaging; tissue engineering\nMarcus Salazar — Rank: Senior Lecturer; Areas: medical device design and regulation; assistive technology\nKendra Groves — Rank: Associate Professor; Areas: physiological modeling; biomechanics and orthopedics\nAisha Molnar — Rank: Clinical Associate Professor; Areas: human factors in health care; biomedical instrumentation\nDarnell Okafor — Rank: Assistant Professor; Areas: biomaterials; rehabilitation engineering\nTrevor Halvorsen — Rank: Professor; Areas: medical imaging; tissue engineering\nJosephine Petrov — Rank: Senior Lecturer; Areas: medical device design and regulation; assistive technology\nRenata Aluko — Rank: Associate Professor; Areas: physiological modeling; biomechanics and orthopedics\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Engineering & Technology\nFaculty\n25\nSubject areas\n1\nPrograms housed\n0\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-chemistry-dept.html", "title": "Chemistry", "description": "The Department of Chemistry at UW–Porter Falls: faculty, degrees, and courses. Teaching labs for general, organic, analytical, and physical chemistry are supported by shared instrumentation including", "headings": [ "Department of Chemistry", "On this page", "About the department", "Courses", "Faculty", "Advising and contact" ], "content": "College of Science & Mathematics Department of Chemistry\n29 faculty across 1 subject area.\nAbout the department\nThe Department of Chemistry, in the College of Science & Mathematics , has 29 faculty and teaches across 1 subject area. Teaching labs for general, organic, analytical, and physical chemistry are supported by shared instrumentation including NMR, GC-MS, FTIR, and HPLC.\nCourses\nThe department offers courses under these subject codes:\nChemistry\nFaculty\nRosa Kaur — Rank: Professor of Practice; Areas: chemical education; analytical and instrumental chemistry\nBruno Ackerman — Rank: Assistant Professor; Areas: organic synthesis; biochemistry\nTomas Carrasco — Rank: Professor; Areas: physical chemistry and spectroscopy; environmental chemistry\nAnton Sundqvist — Rank: Teaching Professor; Areas: materials and polymer chemistry; electrochemistry\nHannah Devereaux — Rank: Associate Professor; Areas: computational chemistry; green chemistry\nIsaac Nakamura — Rank: Professor of Practice; Areas: chemical education; analytical and instrumental chemistry\nEverett Adebayo — Rank: Assistant Professor; Areas: organic synthesis; biochemistry\nMalik Nguyen — Rank: Professor; Areas: physical chemistry and spectroscopy; environmental chemistry\nGrace Brenner — Rank: Teaching Professor; Areas: materials and polymer chemistry; electrochemistry\nAmara Cruz — Rank: Associate Professor; Areas: computational chemistry; green chemistry\nColin Yoon — Rank: Professor of Practice; Areas: chemical education; analytical and instrumental chemistry\nDevon Antonelli — Rank: Assistant Professor; Areas: organic synthesis; biochemistry\nMei Whitfield — Rank: Professor; Areas: physical chemistry and spectroscopy; environmental chemistry\nPriya Vasquez — Rank: Teaching Professor; Areas: materials and polymer chemistry; electrochemistry\nPeter Kowalczyk — Rank: Associate Professor; Areas: computational chemistry; green chemistry\nSimon Marchetti — Rank: Professor of Practice; Areas: chemical education; analytical and instrumental chemistry\nSofia Sato — Rank: Assistant Professor; Areas: organic synthesis; biochemistry\nElena Ibarra — Rank: Professor; Areas: physical chemistry and spectroscopy; environmental chemistry\nRavi Salazar — Rank: Teaching Professor; Areas: materials and polymer chemistry; electrochemistry\nGustav Groves — Rank: Associate Professor; Areas: computational chemistry; green chemistry\nIngrid Molnar — Rank: Professor of Practice; Areas: chemical education; analytical and instrumental chemistry\nNadia Okafor — Rank: Assistant Professor; Areas: organic synthesis; biochemistry\nEmmett Halvorsen — Rank: Professor; Areas: physical chemistry and spectroscopy; environmental chemistry\nHector Petrov — Rank: Teaching Professor; Areas: materials and polymer chemistry; electrochemistry\nYuki Aluko — Rank: Associate Professor; Areas: computational chemistry; green chemistry\nRosa Bwalya — Rank: Professor of Practice; Areas: chemical education; analytical and instrumental chemistry\nBruno Larsen — Rank: Assistant Professor; Areas: organic synthesis; biochemistry\nTomas Bergström — Rank: Professor; Areas: physical chemistry and spectroscopy; environmental chemistry\nAnton Ferris — Rank: Teaching Professor; Areas: materials and polymer chemistry; electrochemistry\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Science & Mathematics\nFaculty\n29\nSubject areas\n1\nPrograms housed\n0\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-civil-environmental-engineering.html", "title": "Civil & Environmental Engineering", "description": "The Department of Civil & Environmental Engineering at UW–Porter Falls: faculty, degrees, and courses. Labs support soils and materials testing, hydraulics, structures, and environmental engineering, and a surveying field s", "headings": [ "Department of Civil & Environmental Engineering", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Engineering & Technology Department of Civil & Environmental Engineering\n29 faculty across 2 subject areas.\nAbout the department\nThe Department of Civil & Environmental Engineering, in the College of Engineering & Technology, has 29 faculty and teaches across 2 subject areas. Labs support soils and materials testing, hydraulics, structures, and environmental engineering, and a surveying field site sits on the north edge of campus.\nDegrees and programs\nCivil Engineering\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nCivil Engineering\nEnvironmental Engineering\nFaculty\nOwen Delacroix — Rank: Senior Lecturer; Areas: pavement engineering; structural analysis and design\nTalia Lindqvist — Rank: Associate Professor; Areas: geospatial methods; water resources and hydrology\nNora Rasmussen — Rank: Clinical Associate Professor; Areas: geotechnical engineering; construction materials\nBianca Osei — Rank: Assistant Professor; Areas: transportation engineering; structural health monitoring\nKwame Haddad — Rank: Professor; Areas: environmental and water-treatment engineering; sustainable infrastructure\nCamille Aluko — Rank: Senior Lecturer; Areas: pavement engineering; structural analysis and design\nDelia Kaur — Rank: Associate Professor; Areas: geospatial methods; water resources and hydrology\nPriscilla Ackerman — Rank: Clinical Associate Professor; Areas: geotechnical engineering; construction materials\nIbrahim Carrasco — Rank: Assistant Professor; Areas: transportation engineering; structural health monitoring\nWren Sundqvist — Rank: Professor; Areas: environmental and water-treatment engineering; sustainable infrastructure\nSana Devereaux — Rank: Senior Lecturer; Areas: pavement engineering; structural analysis and design\nFreya Nakamura — Rank: Associate Professor; Areas: geospatial methods; water resources and hydrology\nLeon Adebayo — Rank: Clinical Associate Professor; Areas: geotechnical engineering; construction materials\nDaniel Nguyen — Rank: Assistant Professor; Areas: transportation engineering; structural health monitoring\nMarisol Brenner — Rank: Professor; Areas: environmental and water-treatment engineering; sustainable infrastructure\nLucia Cruz — Rank: Senior Lecturer; Areas: pavement engineering; structural analysis and design\nCaleb Yoon — Rank: Associate Professor; Areas: geospatial methods; water resources and hydrology\nMarcus Antonelli — Rank: Clinical Associate Professor; Areas: geotechnical engineering; construction materials\nKendra Whitfield — Rank: Assistant Professor; Areas: transportation engineering; structural health monitoring\nAisha Vasquez — Rank: Professor; Areas: environmental and water-treatment engineering; sustainable infrastructure\nDarnell Kowalczyk — Rank: Senior Lecturer; Areas: pavement engineering; structural analysis and design\nTrevor Marchetti — Rank: Associate Professor; Areas: geospatial methods; water resources and hydrology\nJosephine Sato — Rank: Clinical Associate Professor; Areas: geotechnical engineering; construction materials\nRenata Ibarra — Rank: Assistant Professor; Areas: transportation engineering; structural health monitoring\nRafael Salazar — Rank: Professor; Areas: environmental and water-treatment engineering; sustainable infrastructure\nOwen Brenner — Rank: Senior Lecturer; Areas: pavement engineering; structural analysis and design\nTalia Cruz — Rank: Associate Professor; Areas: geospatial methods; water resources and hydrology\nNora Yoon — Rank: Clinical Associate Professor; Areas: geotechnical engineering; construction materials\nBianca Antonelli — Rank: Assistant Professor; Areas: transportation engineering; structural health monitoring\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Engineering & Technology\nFaculty\n29\nSubject areas\n2\nPrograms housed\n1\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-communication-media.html", "title": "Communication & Media", "description": "The Department of Communication & Media at UW–Porter Falls: faculty, degrees, and courses. A media production studio, a presentation-practice suite, a writing center, and a content-strategy classroom support the", "headings": [ "Department of Communication & Media", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Arts, Design & Communication Department of Communication & Media\n30 faculty across 3 subject areas.\nAbout the department\nThe Department of Communication & Media, in the College of Arts, Design & Communication , has 30 faculty and teaches across 3 subject areas. A media production studio, a presentation-practice suite, a writing center, and a content-strategy classroom support the programs.\nDegrees and programs\nProfessional & Technical Communication\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nCommunication Studies\nProfessional & Technical Communication\nEnglish\nFaculty\nJosephine Haddad — Rank: Associate Professor; Areas: public relations; writing studies\nRenata Beaumont — Rank: Clinical Associate Professor; Areas: information design; intercultural communication\nRafael Kowalczyk — Rank: Assistant Professor; Areas: content strategy; media production\nOwen Marchetti — Rank: Professor; Areas: technical and professional writing; public relations\nTalia Sato — Rank: Senior Lecturer; Areas: rhetoric and persuasion; information design\nNora Ibarra — Rank: Associate Professor; Areas: interpersonal and group communication; content strategy\nBianca Salazar — Rank: Clinical Associate Professor; Areas: organizational communication; technical and professional writing\nKwame Groves — Rank: Assistant Professor; Areas: user documentation; rhetoric and persuasion\nCamille Winslow — Rank: Professor; Areas: writing studies; interpersonal and group communication\nDelia Trombley — Rank: Senior Lecturer; Areas: intercultural communication; organizational communication\nPriscilla Persson — Rank: Associate Professor; Areas: media production; user documentation\nIbrahim Escobar — Rank: Clinical Associate Professor; Areas: public relations; writing studies\nWren Reinholt — Rank: Assistant Professor; Areas: information design; intercultural communication\nSana Mbeki — Rank: Professor; Areas: content strategy; media production\nFreya Cho — Rank: Senior Lecturer; Areas: technical and professional writing; public relations\nLeon Weaver — Rank: Associate Professor; Areas: rhetoric and persuasion; information design\nDaniel Lundgren — Rank: Clinical Associate Professor; Areas: interpersonal and group communication; content strategy\nMarisol Novak — Rank: Assistant Professor; Areas: organizational communication; technical and professional writing\nLucia Fitzgerald — Rank: Professor; Areas: user documentation; rhetoric and persuasion\nCaleb Rhodes — Rank: Senior Lecturer; Areas: writing studies; interpersonal and group communication\nMarcus Amara — Rank: Associate Professor; Areas: intercultural communication; organizational communication\nKendra Delacroix — Rank: Clinical Associate Professor; Areas: media production; user documentation\nAisha Lindqvist — Rank: Assistant Professor; Areas: public relations; writing studies\nDarnell Rasmussen — Rank: Professor; Areas: information design; intercultural communication\nTrevor Osei — Rank: Senior Lecturer; Areas: content strategy; media production\nJosephine Whitfield — Rank: Associate Professor; Areas: technical and professional writing; public relations\nRenata Vasquez — Rank: Clinical Associate Professor; Areas: rhetoric and persuasion; information design\nRafael Lundgren — Rank: Assistant Professor; Areas: interpersonal and group communication; content strategy\nOwen Novak — Rank: Professor; Areas: organizational communication; technical and professional writing\nTalia Fitzgerald — Rank: Senior Lecturer; Areas: user documentation; rhetoric and persuasion\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Arts, Design & Communication\nFaculty\n30\nSubject areas\n3\nPrograms housed\n1\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-computer-science.html", "title": "Computer Science", "description": "The Department of Computer Science at UW–Porter Falls: faculty, degrees, and courses. The department runs teaching labs for systems and networking, a GPU cluster for coursework, and a capstone studio where", "headings": [ "Department of Computer Science", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Computing & Information Sciences Department of Computer Science\n32 faculty across 2 subject areas.\nAbout the department\nThe Department of Computer Science, in the College of Computing & Information Sciences, has 32 faculty and teaches across 2 subject areas. The department runs teaching labs for systems and networking, a GPU cluster for coursework, and a capstone studio where teams meet industry sponsors.\nDegrees and programs\nComputer Science\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nComputer Science\nSoftware Engineering\nFaculty\nPriya Halvorsen — Rank: Associate Professor; Areas: computer security; algorithms\nPeter Petrov — Rank: Professor of Practice; Areas: distributed systems; databases and data systems\nSimon Aluko — Rank: Assistant Professor; Areas: computer graphics; embedded and cyber-physical systems\nSofia Kaur — Rank: Professor; Areas: computer security; algorithms\nElena Ackerman — Rank: Teaching Professor; Areas: distributed systems; databases and data systems\nRavi Carrasco — Rank: Associate Professor; Areas: computer graphics; embedded and cyber-physical systems\nGustav Sundqvist — Rank: Professor of Practice; Areas: computer security; algorithms\nIngrid Devereaux — Rank: Assistant Professor; Areas: distributed systems; databases and data systems\nNadia Nakamura — Rank: Professor; Areas: computer graphics; embedded and cyber-physical systems\nEmmett Adebayo — Rank: Teaching Professor; Areas: computer security; algorithms\nHector Nguyen — Rank: Associate Professor; Areas: distributed systems; databases and data systems\nYuki Brenner — Rank: Professor of Practice; Areas: computer graphics; embedded and cyber-physical systems\nRosa Cruz — Rank: Assistant Professor; Areas: computer security; algorithms\nBruno Yoon — Rank: Professor; Areas: distributed systems; databases and data systems\nTomas Antonelli — Rank: Teaching Professor; Areas: computer graphics; embedded and cyber-physical systems\nAnton Whitfield — Rank: Associate Professor; Areas: computer security; algorithms\nHannah Vasquez — Rank: Professor of Practice; Areas: distributed systems; databases and data systems\nIsaac Kowalczyk — Rank: Assistant Professor; Areas: computer graphics; embedded and cyber-physical systems\nEverett Marchetti — Rank: Professor; Areas: computer security; algorithms\nMalik Sato — Rank: Teaching Professor; Areas: distributed systems; databases and data systems\nGrace Ibarra — Rank: Associate Professor; Areas: computer graphics; embedded and cyber-physical systems\nAmara Salazar — Rank: Professor of Practice; Areas: computer security; algorithms\nColin Groves — Rank: Assistant Professor; Areas: distributed systems; databases and data systems\nDevon Molnar — Rank: Professor; Areas: computer graphics; embedded and cyber-physical systems\nMei Okafor — Rank: Teaching Professor; Areas: computer security; algorithms\nPriya Osei — Rank: Associate Professor; Areas: distributed systems; databases and data systems\nPeter Haddad — Rank: Professor of Practice; Areas: computer graphics; embedded and cyber-physical systems\nSimon Beaumont — Rank: Assistant Professor; Areas: computer security; algorithms\nSofia Bwalya — Rank: Professor; Areas: distributed systems; databases and data systems\nElena Larsen — Rank: Teaching Professor; Areas: computer graphics; embedded and cyber-physical systems\nRavi Bergström — Rank: Associate Professor; Areas: computer security; algorithms\nGustav Ferris — Rank: Professor of Practice; Areas: distributed systems; databases and data systems\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Computing & Information Sciences\nFaculty\n32\nSubject areas\n2\nPrograms housed\n2\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-construction-management-dept.html", "title": "Construction Management", "description": "The Department of Construction Management at UW–Porter Falls: faculty, degrees, and courses. A BIM lab, a materials and methods lab, and a surveying field site support the program, and students spend time on activ", "headings": [ "Department of Construction Management", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Engineering & Technology Department of Construction Management\n27 faculty across 2 subject areas.\nAbout the department\nThe Department of Construction Management, in the College of Engineering & Technology, has 27 faculty and teaches across 2 subject areas. A BIM lab, a materials and methods lab, and a surveying field site support the program, and students spend time on active job sites with partner firms.\nDegrees and programs\nConstruction Management\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nConstruction Management\nArchitectural Technology\nFaculty\nSofia Devereaux — Rank: Teaching Professor; Areas: sustainable construction; lean construction\nElena Nakamura — Rank: Associate Professor; Areas: residential and light commercial; scheduling and project controls\nRavi Molnar — Rank: Professor of Practice; Areas: estimating and cost control; construction safety\nGustav Okafor — Rank: Assistant Professor; Areas: BIM and virtual construction; mechanical and electrical systems\nIngrid Halvorsen — Rank: Professor; Areas: contracts and law; heavy civil and infrastructure\nNadia Petrov — Rank: Teaching Professor; Areas: sustainable construction; lean construction\nEmmett Reinholt — Rank: Associate Professor; Areas: residential and light commercial; scheduling and project controls\nHector Antonelli — Rank: Professor of Practice; Areas: estimating and cost control; construction safety\nYuki Whitfield — Rank: Assistant Professor; Areas: BIM and virtual construction; mechanical and electrical systems\nRosa Vasquez — Rank: Professor; Areas: contracts and law; heavy civil and infrastructure\nBruno Kowalczyk — Rank: Teaching Professor; Areas: sustainable construction; lean construction\nTomas Marchetti — Rank: Associate Professor; Areas: residential and light commercial; scheduling and project controls\nAnton Sato — Rank: Professor of Practice; Areas: estimating and cost control; construction safety\nHannah Ibarra — Rank: Assistant Professor; Areas: BIM and virtual construction; mechanical and electrical systems\nIsaac Salazar — Rank: Professor; Areas: contracts and law; heavy civil and infrastructure\nEverett Groves — Rank: Teaching Professor; Areas: sustainable construction; lean construction\nMalik Molnar — Rank: Associate Professor; Areas: residential and light commercial; scheduling and project controls\nGrace Okafor — Rank: Professor of Practice; Areas: estimating and cost control; construction safety\nAmara Halvorsen — Rank: Assistant Professor; Areas: BIM and virtual construction; mechanical and electrical systems\nColin Petrov — Rank: Professor; Areas: contracts and law; heavy civil and infrastructure\nDevon Aluko — Rank: Teaching Professor; Areas: sustainable construction; lean construction\nMei Kaur — Rank: Associate Professor; Areas: residential and light commercial; scheduling and project controls\nPriya Ackerman — Rank: Professor of Practice; Areas: estimating and cost control; construction safety\nPeter Carrasco — Rank: Assistant Professor; Areas: BIM and virtual construction; mechanical and electrical systems\nSimon Sundqvist — Rank: Professor; Areas: contracts and law; heavy civil and infrastructure\nSofia Underwood — Rank: Teaching Professor; Areas: sustainable construction; lean construction\nElena Fontaine — Rank: Associate Professor; Areas: residential and light commercial; scheduling and project controls\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Engineering & Technology\nFaculty\n27\nSubject areas\n2\nPrograms housed\n1\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-cybersecurity-information-technology.html", "title": "Cybersecurity & Information Technology", "description": "The Department of Cybersecurity & Information Technology at UW–Porter Falls: faculty, degrees, and courses. A dedicated, air-gapped security lab supports offensive and defensive coursework, and a network operations classroom mir", "headings": [ "Department of Cybersecurity & Information Technology", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Computing & Information Sciences Department of Cybersecurity & Information Technology\n29 faculty across 2 subject areas.\nAbout the department\nThe Department of Cybersecurity & Information Technology, in the College of Computing & Information Sciences, has 29 faculty and teaches across 2 subject areas. A dedicated, air-gapped security lab supports offensive and defensive coursework, and a network operations classroom mirrors an enterprise environment.\nDegrees and programs\nCybersecurity\nInformation Technology\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nCybersecurity\nInformation Technology\nFaculty\nRavi Ibarra — Rank: Associate Professor; Areas: security operations and detection; identity and access management\nGustav Salazar — Rank: Professor of Practice; Areas: cloud infrastructure; security education\nIngrid Groves — Rank: Assistant Professor; Areas: penetration testing; privacy engineering\nNadia Molnar — Rank: Professor; Areas: industrial control system security; network security\nEmmett Okafor — Rank: Teaching Professor; Areas: incident response and digital forensics; governance, risk, and compliance\nHector Halvorsen — Rank: Associate Professor; Areas: security operations and detection; identity and access management\nYuki Petrov — Rank: Professor of Practice; Areas: cloud infrastructure; security education\nRosa Aluko — Rank: Assistant Professor; Areas: penetration testing; privacy engineering\nBruno Kaur — Rank: Professor; Areas: industrial control system security; network security\nTomas Ackerman — Rank: Teaching Professor; Areas: incident response and digital forensics; governance, risk, and compliance\nAnton Carrasco — Rank: Associate Professor; Areas: security operations and detection; identity and access management\nHannah Sundqvist — Rank: Professor of Practice; Areas: cloud infrastructure; security education\nIsaac Devereaux — Rank: Assistant Professor; Areas: penetration testing; privacy engineering\nEverett Nakamura — Rank: Professor; Areas: industrial control system security; network security\nMalik Adebayo — Rank: Teaching Professor; Areas: incident response and digital forensics; governance, risk, and compliance\nGrace Nguyen — Rank: Associate Professor; Areas: security operations and detection; identity and access management\nAmara Brenner — Rank: Professor of Practice; Areas: cloud infrastructure; security education\nColin Cruz — Rank: Assistant Professor; Areas: penetration testing; privacy engineering\nDevon Yoon — Rank: Professor; Areas: industrial control system security; network security\nMei Antonelli — Rank: Teaching Professor; Areas: incident response and digital forensics; governance, risk, and compliance\nPriya Whitfield — Rank: Associate Professor; Areas: security operations and detection; identity and access management\nPeter Vasquez — Rank: Professor of Practice; Areas: cloud infrastructure; security education\nSimon Kowalczyk — Rank: Assistant Professor; Areas: penetration testing; privacy engineering\nSofia Marchetti — Rank: Professor; Areas: industrial control system security; network security\nElena Sato — Rank: Teaching Professor; Areas: incident response and digital forensics; governance, risk, and compliance\nRavi Rhodes — Rank: Associate Professor; Areas: security operations and detection; identity and access management\nGustav Amara — Rank: Professor of Practice; Areas: cloud infrastructure; security education\nIngrid Delacroix — Rank: Assistant Professor; Areas: penetration testing; privacy engineering\nNadia Lindqvist — Rank: Professor; Areas: industrial control system security; network security\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Computing & Information Sciences\nFaculty\n29\nSubject areas\n2\nPrograms housed\n2\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-data-science.html", "title": "Data Science", "description": "The Department of Data Science at UW–Porter Falls: faculty, degrees, and courses. A data-science studio hosts practicum teams working with partner datasets, and a statistics computing lab supports cours", "headings": [ "Department of Data Science", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Computing & Information Sciences Department of Data Science\n28 faculty across 2 subject areas.\nAbout the department\nThe Department of Data Science, in the College of Computing & Information Sciences, has 28 faculty and teaches across 2 subject areas. A data-science studio hosts practicum teams working with partner datasets, and a statistics computing lab supports coursework in R and Python.\nDegrees and programs\nData Science\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nData Science\nApplied Mathematics\nFaculty\nMei Sundqvist — Rank: Assistant Professor; Areas: natural language processing; data ethics and fairness\nPriya Devereaux — Rank: Professor; Areas: time-series analysis; operations and decision analytics\nPeter Nakamura — Rank: Teaching Professor; Areas: Bayesian methods; machine learning\nSimon Adebayo — Rank: Associate Professor; Areas: statistical modeling; data engineering and pipelines\nSofia Nguyen — Rank: Professor of Practice; Areas: causal inference and experimentation; data visualization\nElena Brenner — Rank: Assistant Professor; Areas: natural language processing; data ethics and fairness\nRavi Cruz — Rank: Professor; Areas: time-series analysis; operations and decision analytics\nGustav Yoon — Rank: Teaching Professor; Areas: Bayesian methods; machine learning\nIngrid Antonelli — Rank: Associate Professor; Areas: statistical modeling; data engineering and pipelines\nNadia Whitfield — Rank: Professor of Practice; Areas: causal inference and experimentation; data visualization\nEmmett Vasquez — Rank: Assistant Professor; Areas: natural language processing; data ethics and fairness\nHector Kowalczyk — Rank: Professor; Areas: time-series analysis; operations and decision analytics\nYuki Marchetti — Rank: Teaching Professor; Areas: Bayesian methods; machine learning\nRosa Sato — Rank: Associate Professor; Areas: statistical modeling; data engineering and pipelines\nBruno Ibarra — Rank: Professor of Practice; Areas: causal inference and experimentation; data visualization\nTomas Salazar — Rank: Assistant Professor; Areas: natural language processing; data ethics and fairness\nAnton Groves — Rank: Professor; Areas: time-series analysis; operations and decision analytics\nHannah Molnar — Rank: Teaching Professor; Areas: Bayesian methods; machine learning\nIsaac Okafor — Rank: Associate Professor; Areas: statistical modeling; data engineering and pipelines\nEverett Halvorsen — Rank: Professor of Practice; Areas: causal inference and experimentation; data visualization\nMalik Petrov — Rank: Assistant Professor; Areas: natural language processing; data ethics and fairness\nGrace Aluko — Rank: Professor; Areas: time-series analysis; operations and decision analytics\nAmara Kaur — Rank: Teaching Professor; Areas: Bayesian methods; machine learning\nColin Ackerman — Rank: Associate Professor; Areas: statistical modeling; data engineering and pipelines\nDevon Carrasco — Rank: Professor of Practice; Areas: causal inference and experimentation; data visualization\nMei Ferris — Rank: Assistant Professor; Areas: natural language processing; data ethics and fairness\nPriya Underwood — Rank: Professor; Areas: time-series analysis; operations and decision analytics\nPeter Fontaine — Rank: Teaching Professor; Areas: Bayesian methods; machine learning\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Computing & Information Sciences\nFaculty\n28\nSubject areas\n2\nPrograms housed\n1\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-electrical-computer-engineering.html", "title": "Electrical & Computer Engineering", "description": "The Department of Electrical & Computer Engineering at UW–Porter Falls: faculty, degrees, and courses. Labs support circuits, electronics, embedded systems, power, and communications, with a printed-circuit prototyping room", "headings": [ "Department of Electrical & Computer Engineering", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Engineering & Technology Department of Electrical & Computer Engineering\n30 faculty across 2 subject areas.\nAbout the department\nThe Department of Electrical & Computer Engineering, in the College of Engineering & Technology, has 30 faculty and teaches across 2 subject areas. Labs support circuits, electronics, embedded systems, power, and communications, with a printed-circuit prototyping room and a small anechoic chamber.\nDegrees and programs\nElectrical Engineering\nComputer Engineering\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nElectrical Engineering\nComputer Engineering\nFaculty\nOwen Fontaine — Rank: Senior Lecturer; Areas: communications and wireless; electromagnetics and antennas\nTalia Winslow — Rank: Associate Professor; Areas: digital signal processing; control systems\nNora Trombley — Rank: Clinical Associate Professor; Areas: embedded and real-time systems; analog and mixed-signal design\nBianca Persson — Rank: Assistant Professor; Areas: power electronics; communications and wireless\nKwame Escobar — Rank: Professor; Areas: power systems and the grid; digital signal processing\nCamille Reinholt — Rank: Senior Lecturer; Areas: sensors and instrumentation; embedded and real-time systems\nDelia Mbeki — Rank: Associate Professor; Areas: VLSI and digital design; power electronics\nPriscilla Cho — Rank: Clinical Associate Professor; Areas: renewable energy integration; power systems and the grid\nIbrahim Weaver — Rank: Assistant Professor; Areas: electromagnetics and antennas; sensors and instrumentation\nWren Lundgren — Rank: Professor; Areas: control systems; VLSI and digital design\nSana Novak — Rank: Senior Lecturer; Areas: analog and mixed-signal design; renewable energy integration\nFreya Fitzgerald — Rank: Associate Professor; Areas: communications and wireless; electromagnetics and antennas\nLeon Rhodes — Rank: Clinical Associate Professor; Areas: digital signal processing; control systems\nDaniel Amara — Rank: Assistant Professor; Areas: embedded and real-time systems; analog and mixed-signal design\nMarisol Delacroix — Rank: Professor; Areas: power electronics; communications and wireless\nLucia Lindqvist — Rank: Senior Lecturer; Areas: power systems and the grid; digital signal processing\nCaleb Rasmussen — Rank: Associate Professor; Areas: sensors and instrumentation; embedded and real-time systems\nMarcus Osei — Rank: Clinical Associate Professor; Areas: VLSI and digital design; power electronics\nKendra Haddad — Rank: Assistant Professor; Areas: renewable energy integration; power systems and the grid\nAisha Beaumont — Rank: Professor; Areas: electromagnetics and antennas; sensors and instrumentation\nDarnell Bwalya — Rank: Senior Lecturer; Areas: control systems; VLSI and digital design\nTrevor Larsen — Rank: Associate Professor; Areas: analog and mixed-signal design; renewable energy integration\nJosephine Bergström — Rank: Clinical Associate Professor; Areas: communications and wireless; electromagnetics and antennas\nRenata Ferris — Rank: Assistant Professor; Areas: digital signal processing; control systems\nRafael Underwood — Rank: Professor; Areas: embedded and real-time systems; analog and mixed-signal design\nOwen Groves — Rank: Senior Lecturer; Areas: power electronics; communications and wireless\nTalia Molnar — Rank: Associate Professor; Areas: power systems and the grid; digital signal processing\nNora Okafor — Rank: Clinical Associate Professor; Areas: sensors and instrumentation; embedded and real-time systems\nBianca Halvorsen — Rank: Assistant Professor; Areas: VLSI and digital design; power electronics\nKwame Petrov — Rank: Professor; Areas: renewable energy integration; power systems and the grid\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Engineering & Technology\nFaculty\n30\nSubject areas\n2\nPrograms housed\n2\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-environmental-science-dept.html", "title": "Environmental Science", "description": "The Department of Environmental Science at UW–Porter Falls: faculty, degrees, and courses. A GIS and remote-sensing lab, an environmental analysis lab, and field equipment for water, soil, and vegetation samplin", "headings": [ "Department of Environmental Science", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Science & Mathematics Department of Environmental Science\n28 faculty across 3 subject areas.\nAbout the department\nThe Department of Environmental Science, in the College of Science & Mathematics , has 28 faculty and teaches across 3 subject areas. A GIS and remote-sensing lab, an environmental analysis lab, and field equipment for water, soil, and vegetation sampling support the program, with a restored prairie on campus.\nDegrees and programs\nEnvironmental Science\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nEnvironmental Science\nGeology\nGeography\nFaculty\nAnton Nguyen — Rank: Associate Professor; Areas: environmental chemistry; environmental policy\nHannah Brenner — Rank: Professor of Practice; Areas: GIS and remote sensing; climate and land use\nIsaac Cruz — Rank: Assistant Professor; Areas: restoration ecology; soil science\nEverett Yoon — Rank: Professor; Areas: hydrology and water quality; environmental chemistry\nMalik Antonelli — Rank: Teaching Professor; Areas: sustainability science; GIS and remote sensing\nGrace Whitfield — Rank: Associate Professor; Areas: geomorphology; restoration ecology\nAmara Vasquez — Rank: Professor of Practice; Areas: conservation biology; hydrology and water quality\nColin Kowalczyk — Rank: Assistant Professor; Areas: aquatic ecology; sustainability science\nDevon Marchetti — Rank: Professor; Areas: environmental policy; geomorphology\nMei Sato — Rank: Teaching Professor; Areas: climate and land use; conservation biology\nPriya Ibarra — Rank: Associate Professor; Areas: soil science; aquatic ecology\nPeter Salazar — Rank: Professor of Practice; Areas: environmental chemistry; environmental policy\nSimon Groves — Rank: Assistant Professor; Areas: GIS and remote sensing; climate and land use\nSofia Molnar — Rank: Professor; Areas: restoration ecology; soil science\nElena Okafor — Rank: Teaching Professor; Areas: hydrology and water quality; environmental chemistry\nRavi Halvorsen — Rank: Associate Professor; Areas: sustainability science; GIS and remote sensing\nGustav Petrov — Rank: Professor of Practice; Areas: geomorphology; restoration ecology\nIngrid Aluko — Rank: Assistant Professor; Areas: conservation biology; hydrology and water quality\nNadia Kaur — Rank: Professor; Areas: aquatic ecology; sustainability science\nEmmett Ackerman — Rank: Teaching Professor; Areas: environmental policy; geomorphology\nHector Carrasco — Rank: Associate Professor; Areas: climate and land use; conservation biology\nYuki Sundqvist — Rank: Professor of Practice; Areas: soil science; aquatic ecology\nRosa Devereaux — Rank: Assistant Professor; Areas: environmental chemistry; environmental policy\nBruno Nakamura — Rank: Professor; Areas: GIS and remote sensing; climate and land use\nTomas Adebayo — Rank: Teaching Professor; Areas: restoration ecology; soil science\nAnton Trombley — Rank: Associate Professor; Areas: hydrology and water quality; environmental chemistry\nHannah Persson — Rank: Professor of Practice; Areas: sustainability science; GIS and remote sensing\nIsaac Escobar — Rank: Assistant Professor; Areas: geomorphology; restoration ecology\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Science & Mathematics\nFaculty\n28\nSubject areas\n3\nPrograms housed\n1\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-health-nutrition-sciences.html", "title": "Health & Nutrition Sciences", "description": "The Department of Health & Nutrition Sciences at UW–Porter Falls: faculty, degrees, and courses. A metabolic kitchen and food lab, a human-performance lab, a sensory-evaluation booth room, and a health-information sys", "headings": [ "Department of Health & Nutrition Sciences", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Education, Health & Human Sciences Department of Health & Nutrition Sciences\n31 faculty across 5 subject areas.\nAbout the department\nThe Department of Health & Nutrition Sciences, in the College of Education, Health & Human Sciences , has 31 faculty and teaches across 5 subject areas. A metabolic kitchen and food lab, a human-performance lab, a sensory-evaluation booth room, and a health-information systems classroom support the programs.\nDegrees and programs\nDietetics\nHealth Information Management\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nDietetics\nPublic Health\nKinesiology\nFood Science & Technology\nHealth Information Management\nFaculty\nFreya Lundgren — Rank: Assistant Professor; Areas: biomechanics; health data and coding\nLeon Novak — Rank: Professor; Areas: health behavior and promotion; medical nutrition therapy\nDaniel Fitzgerald — Rank: Senior Lecturer; Areas: sports nutrition; food science and product development\nMarisol Rhodes — Rank: Associate Professor; Areas: community and public-health nutrition; exercise physiology\nLucia Amara — Rank: Clinical Associate Professor; Areas: sensory evaluation; epidemiology\nCaleb Delacroix — Rank: Assistant Professor; Areas: biomechanics; health data and coding\nMarcus Lindqvist — Rank: Professor; Areas: health behavior and promotion; medical nutrition therapy\nKendra Rasmussen — Rank: Senior Lecturer; Areas: sports nutrition; food science and product development\nAisha Osei — Rank: Associate Professor; Areas: community and public-health nutrition; exercise physiology\nDarnell Haddad — Rank: Clinical Associate Professor; Areas: sensory evaluation; epidemiology\nTrevor Beaumont — Rank: Assistant Professor; Areas: biomechanics; health data and coding\nJosephine Bwalya — Rank: Professor; Areas: health behavior and promotion; medical nutrition therapy\nRenata Larsen — Rank: Senior Lecturer; Areas: sports nutrition; food science and product development\nRafael Bergström — Rank: Associate Professor; Areas: community and public-health nutrition; exercise physiology\nOwen Ferris — Rank: Clinical Associate Professor; Areas: sensory evaluation; epidemiology\nTalia Underwood — Rank: Assistant Professor; Areas: biomechanics; health data and coding\nNora Fontaine — Rank: Professor; Areas: health behavior and promotion; medical nutrition therapy\nBianca Winslow — Rank: Senior Lecturer; Areas: sports nutrition; food science and product development\nKwame Trombley — Rank: Associate Professor; Areas: community and public-health nutrition; exercise physiology\nCamille Persson — Rank: Clinical Associate Professor; Areas: sensory evaluation; epidemiology\nDelia Escobar — Rank: Assistant Professor; Areas: biomechanics; health data and coding\nPriscilla Reinholt — Rank: Professor; Areas: health behavior and promotion; medical nutrition therapy\nIbrahim Mbeki — Rank: Senior Lecturer; Areas: sports nutrition; food science and product development\nWren Cho — Rank: Associate Professor; Areas: community and public-health nutrition; exercise physiology\nSana Weaver — Rank: Clinical Associate Professor; Areas: sensory evaluation; epidemiology\nFreya Sundqvist — Rank: Assistant Professor; Areas: biomechanics; health data and coding\nLeon Devereaux — Rank: Professor; Areas: health behavior and promotion; medical nutrition therapy\nDaniel Nakamura — Rank: Senior Lecturer; Areas: sports nutrition; food science and product development\nMarisol Adebayo — Rank: Associate Professor; Areas: community and public-health nutrition; exercise physiology\nLucia Nguyen — Rank: Clinical Associate Professor; Areas: sensory evaluation; epidemiology\nCaleb Brenner — Rank: Assistant Professor; Areas: biomechanics; health data and coding\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Education, Health & Human Sciences\nFaculty\n31\nSubject areas\n5\nPrograms housed\n2\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-humanities-dept.html", "title": "Humanities", "description": "The Department of Humanities at UW–Porter Falls: faculty, degrees, and courses. The department curates the university archives' teaching collections and runs an ethics-and-technology speaker series op", "headings": [ "Department of Humanities", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Arts, Design & Communication Department of Humanities\n32 faculty across 6 subject areas.\nAbout the department\nThe Department of Humanities, in the College of Arts, Design & Communication , has 32 faculty and teaches across 6 subject areas. The department curates the university archives' teaching collections and runs an ethics-and-technology speaker series open to the public.\nDegrees and programs\nCriminal Justice\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nHistory\nPhilosophy\nReligious Studies\nPolitical Science\nAnthropology\nSociology\nFaculty\nTrevor Rasmussen — Rank: Assistant Professor; Areas: logic and philosophy of science; public policy\nJosephine Osei — Rank: Professor; Areas: ethics and applied philosophy; American and comparative politics\nRenata Haddad — Rank: Senior Lecturer; Areas: history of technology; religious studies\nRafael Beaumont — Rank: Associate Professor; Areas: modern history; logic and philosophy of science\nOwen Bwalya — Rank: Clinical Associate Professor; Areas: political theory; ethics and applied philosophy\nTalia Ackerman — Rank: Assistant Professor; Areas: criminology; history of technology\nNora Weaver — Rank: Professor; Areas: social theory; modern history\nBianca Lundgren — Rank: Senior Lecturer; Areas: cultural anthropology; political theory\nKwame Marchetti — Rank: Associate Professor; Areas: public policy; criminology\nCamille Sato — Rank: Clinical Associate Professor; Areas: American and comparative politics; social theory\nDelia Ibarra — Rank: Assistant Professor; Areas: religious studies; cultural anthropology\nPriscilla Salazar — Rank: Professor; Areas: logic and philosophy of science; public policy\nIbrahim Groves — Rank: Senior Lecturer; Areas: ethics and applied philosophy; American and comparative politics\nWren Molnar — Rank: Associate Professor; Areas: history of technology; religious studies\nSana Okafor — Rank: Clinical Associate Professor; Areas: modern history; logic and philosophy of science\nFreya Halvorsen — Rank: Assistant Professor; Areas: political theory; ethics and applied philosophy\nLeon Petrov — Rank: Professor; Areas: criminology; history of technology\nDaniel Aluko — Rank: Senior Lecturer; Areas: social theory; modern history\nMarisol Kaur — Rank: Associate Professor; Areas: cultural anthropology; political theory\nLucia Ackerman — Rank: Clinical Associate Professor; Areas: public policy; criminology\nCaleb Carrasco — Rank: Assistant Professor; Areas: American and comparative politics; social theory\nMarcus Sundqvist — Rank: Professor; Areas: religious studies; cultural anthropology\nKendra Devereaux — Rank: Senior Lecturer; Areas: logic and philosophy of science; public policy\nAisha Nakamura — Rank: Associate Professor; Areas: ethics and applied philosophy; American and comparative politics\nDarnell Adebayo — Rank: Clinical Associate Professor; Areas: history of technology; religious studies\nTrevor Yoon — Rank: Assistant Professor; Areas: modern history; logic and philosophy of science\nJosephine Antonelli — Rank: Professor; Areas: political theory; ethics and applied philosophy\nRenata Whitfield — Rank: Senior Lecturer; Areas: criminology; history of technology\nRafael Vasquez — Rank: Associate Professor; Areas: social theory; modern history\nOwen Kowalczyk — Rank: Clinical Associate Professor; Areas: cultural anthropology; political theory\nTalia Larsen — Rank: Assistant Professor; Areas: public policy; criminology\nNora Carrasco — Rank: Professor; Areas: American and comparative politics; social theory\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Arts, Design & Communication\nFaculty\n32\nSubject areas\n6\nPrograms housed\n1\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-management-dept.html", "title": "Management", "description": "The Department of Management at UW–Porter Falls: faculty, degrees, and courses. A behavioral-research lab, a Bloomberg-style trading classroom, and an innovation studio with prototyping tools support", "headings": [ "Department of Management", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Management Department of Management\n31 faculty across 4 subject areas.\nAbout the department\nThe Department of Management, in the College of Management , has 31 faculty and teaches across 4 subject areas. A behavioral-research lab, a Bloomberg-style trading classroom, and an innovation studio with prototyping tools support coursework, plus a student-run venture fund.\nDegrees and programs\nBusiness Administration\nEntrepreneurship\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nBusiness Administration\nLeadership Studies\nEntrepreneurship\nInnovation Studies\nFaculty\nTrevor Amara — Rank: Assistant Professor; Areas: operations management; business analytics\nJosephine Delacroix — Rank: Professor; Areas: entrepreneurship and new ventures; human resource management\nRenata Lindqvist — Rank: Senior Lecturer; Areas: strategy; leadership development\nRafael Rasmussen — Rank: Associate Professor; Areas: organizational behavior; operations management\nOwen Osei — Rank: Clinical Associate Professor; Areas: business ethics; entrepreneurship and new ventures\nTalia Petrov — Rank: Assistant Professor; Areas: international business; strategy\nNora Aluko — Rank: Professor; Areas: negotiation and conflict; organizational behavior\nBianca Kaur — Rank: Senior Lecturer; Areas: innovation management; business ethics\nKwame Ackerman — Rank: Associate Professor; Areas: business analytics; international business\nCamille Carrasco — Rank: Clinical Associate Professor; Areas: human resource management; negotiation and conflict\nDelia Sundqvist — Rank: Assistant Professor; Areas: leadership development; innovation management\nPriscilla Devereaux — Rank: Professor; Areas: operations management; business analytics\nIbrahim Nakamura — Rank: Senior Lecturer; Areas: entrepreneurship and new ventures; human resource management\nWren Adebayo — Rank: Associate Professor; Areas: strategy; leadership development\nSana Nguyen — Rank: Clinical Associate Professor; Areas: organizational behavior; operations management\nFreya Brenner — Rank: Assistant Professor; Areas: business ethics; entrepreneurship and new ventures\nLeon Cruz — Rank: Professor; Areas: international business; strategy\nDaniel Yoon — Rank: Senior Lecturer; Areas: negotiation and conflict; organizational behavior\nMarisol Antonelli — Rank: Associate Professor; Areas: innovation management; business ethics\nLucia Whitfield — Rank: Clinical Associate Professor; Areas: business analytics; international business\nCaleb Vasquez — Rank: Assistant Professor; Areas: human resource management; negotiation and conflict\nMarcus Kowalczyk — Rank: Professor; Areas: leadership development; innovation management\nKendra Marchetti — Rank: Senior Lecturer; Areas: operations management; business analytics\nAisha Sato — Rank: Associate Professor; Areas: entrepreneurship and new ventures; human resource management\nDarnell Ibarra — Rank: Clinical Associate Professor; Areas: strategy; leadership development\nTrevor Nguyen — Rank: Assistant Professor; Areas: organizational behavior; operations management\nJosephine Brenner — Rank: Professor; Areas: business ethics; entrepreneurship and new ventures\nRenata Cruz — Rank: Senior Lecturer; Areas: international business; strategy\nRafael Yoon — Rank: Associate Professor; Areas: negotiation and conflict; organizational behavior\nOwen Antonelli — Rank: Clinical Associate Professor; Areas: innovation management; business ethics\nTalia Haddad — Rank: Assistant Professor; Areas: business analytics; international business\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Management\nFaculty\n31\nSubject areas\n4\nPrograms housed\n2\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-manufacturing-industrial-engineering.html", "title": "Manufacturing & Industrial Engineering", "description": "The Department of Manufacturing & Industrial Engineering at UW–Porter Falls: faculty, degrees, and courses. A learning factory with CNC, robotics, metrology, and an automated assembly cell anchors the program, alongside a qualit", "headings": [ "Department of Manufacturing & Industrial Engineering", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Engineering & Technology Department of Manufacturing & Industrial Engineering\n30 faculty across 2 subject areas.\nAbout the department\nThe Department of Manufacturing & Industrial Engineering, in the College of Engineering & Technology, has 30 faculty and teaches across 2 subject areas. A learning factory with CNC, robotics, metrology, and an automated assembly cell anchors the program, alongside a quality lab and a lean simulation room.\nDegrees and programs\nIndustrial & Manufacturing Engineering\nEngineering Technology\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nIndustrial & Manufacturing Engineering\nEngineering Technology\nFaculty\nRavi Adebayo — Rank: Associate Professor; Areas: production systems and simulation; additive manufacturing\nGustav Nguyen — Rank: Professor of Practice; Areas: work design and ergonomics; supply-chain operations\nIngrid Brenner — Rank: Assistant Professor; Areas: manufacturing processes; metrology and inspection\nNadia Cruz — Rank: Professor; Areas: lean and operations; production systems and simulation\nEmmett Rasmussen — Rank: Teaching Professor; Areas: quality engineering and statistics; work design and ergonomics\nHector Osei — Rank: Associate Professor; Areas: automation and robotics; manufacturing processes\nYuki Haddad — Rank: Professor of Practice; Areas: facilities and systems design; lean and operations\nRosa Beaumont — Rank: Assistant Professor; Areas: industrial data and analytics; quality engineering and statistics\nBruno Bwalya — Rank: Professor; Areas: additive manufacturing; automation and robotics\nTomas Larsen — Rank: Teaching Professor; Areas: supply-chain operations; facilities and systems design\nAnton Bergström — Rank: Associate Professor; Areas: metrology and inspection; industrial data and analytics\nHannah Ferris — Rank: Professor of Practice; Areas: production systems and simulation; additive manufacturing\nIsaac Underwood — Rank: Assistant Professor; Areas: work design and ergonomics; supply-chain operations\nEverett Fontaine — Rank: Professor; Areas: manufacturing processes; metrology and inspection\nMalik Winslow — Rank: Teaching Professor; Areas: lean and operations; production systems and simulation\nGrace Trombley — Rank: Associate Professor; Areas: quality engineering and statistics; work design and ergonomics\nAmara Persson — Rank: Professor of Practice; Areas: automation and robotics; manufacturing processes\nColin Escobar — Rank: Assistant Professor; Areas: facilities and systems design; lean and operations\nDevon Reinholt — Rank: Professor; Areas: industrial data and analytics; quality engineering and statistics\nMei Mbeki — Rank: Teaching Professor; Areas: additive manufacturing; automation and robotics\nPriya Cho — Rank: Associate Professor; Areas: supply-chain operations; facilities and systems design\nPeter Weaver — Rank: Professor of Practice; Areas: metrology and inspection; industrial data and analytics\nSimon Lundgren — Rank: Assistant Professor; Areas: production systems and simulation; additive manufacturing\nSofia Novak — Rank: Professor; Areas: work design and ergonomics; supply-chain operations\nElena Fitzgerald — Rank: Teaching Professor; Areas: manufacturing processes; metrology and inspection\nRavi Winslow — Rank: Associate Professor; Areas: lean and operations; production systems and simulation\nGustav Trombley — Rank: Professor of Practice; Areas: quality engineering and statistics; work design and ergonomics\nIngrid Persson — Rank: Assistant Professor; Areas: automation and robotics; manufacturing processes\nNadia Escobar — Rank: Professor; Areas: facilities and systems design; lean and operations\nEmmett Yoon — Rank: Teaching Professor; Areas: industrial data and analytics; quality engineering and statistics\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Engineering & Technology\nFaculty\n30\nSubject areas\n2\nPrograms housed\n2\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-marketing-supply-chain.html", "title": "Marketing & Supply Chain", "description": "The Department of Marketing & Supply Chain at UW–Porter Falls: faculty, degrees, and courses. A consumer-insights lab, a digital-marketing analytics classroom, and a teaching restaurant and event space support the", "headings": [ "Department of Marketing & Supply Chain", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Management Department of Marketing & Supply Chain\n30 faculty across 3 subject areas.\nAbout the department\nThe Department of Marketing & Supply Chain, in the College of Management , has 30 faculty and teaches across 3 subject areas. A consumer-insights lab, a digital-marketing analytics classroom, and a teaching restaurant and event space support the programs.\nDegrees and programs\nMarketing & Digital Communication\nSupply Chain Management\nHospitality & Tourism Management\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nMarketing & Digital Communication\nSupply Chain Management\nHospitality & Tourism Management\nFaculty\nTomas Sato — Rank: Assistant Professor; Areas: consumer behavior; marketing research\nAnton Lundgren — Rank: Professor; Areas: event and hospitality management; brand management\nHannah Novak — Rank: Teaching Professor; Areas: sustainable operations; digital marketing and analytics\nIsaac Fitzgerald — Rank: Associate Professor; Areas: revenue management; consumer behavior\nEverett Rhodes — Rank: Professor of Practice; Areas: retail and services marketing; event and hospitality management\nMalik Amara — Rank: Assistant Professor; Areas: demand planning; sustainable operations\nGrace Delacroix — Rank: Professor; Areas: procurement and sourcing; revenue management\nAmara Lindqvist — Rank: Teaching Professor; Areas: logistics and transportation; retail and services marketing\nColin Rasmussen — Rank: Associate Professor; Areas: marketing research; demand planning\nDevon Osei — Rank: Professor of Practice; Areas: brand management; procurement and sourcing\nMei Haddad — Rank: Assistant Professor; Areas: digital marketing and analytics; logistics and transportation\nPriya Beaumont — Rank: Professor; Areas: consumer behavior; marketing research\nPeter Bwalya — Rank: Teaching Professor; Areas: event and hospitality management; brand management\nSimon Larsen — Rank: Associate Professor; Areas: sustainable operations; digital marketing and analytics\nSofia Bergström — Rank: Professor of Practice; Areas: revenue management; consumer behavior\nElena Ferris — Rank: Assistant Professor; Areas: retail and services marketing; event and hospitality management\nRavi Underwood — Rank: Professor; Areas: demand planning; sustainable operations\nGustav Fontaine — Rank: Teaching Professor; Areas: procurement and sourcing; revenue management\nIngrid Winslow — Rank: Associate Professor; Areas: logistics and transportation; retail and services marketing\nNadia Trombley — Rank: Professor of Practice; Areas: marketing research; demand planning\nEmmett Persson — Rank: Assistant Professor; Areas: brand management; procurement and sourcing\nHector Escobar — Rank: Professor; Areas: digital marketing and analytics; logistics and transportation\nYuki Reinholt — Rank: Teaching Professor; Areas: consumer behavior; marketing research\nRosa Mbeki — Rank: Associate Professor; Areas: event and hospitality management; brand management\nBruno Cho — Rank: Professor of Practice; Areas: sustainable operations; digital marketing and analytics\nTomas Fitzgerald — Rank: Assistant Professor; Areas: revenue management; consumer behavior\nAnton Ibarra — Rank: Professor; Areas: retail and services marketing; event and hospitality management\nHannah Underwood — Rank: Teaching Professor; Areas: demand planning; sustainable operations\nIsaac Fontaine — Rank: Associate Professor; Areas: procurement and sourcing; revenue management\nEverett Winslow — Rank: Professor of Practice; Areas: logistics and transportation; retail and services marketing\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Management\nFaculty\n30\nSubject areas\n3\nPrograms housed\n3\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-mathematics-dept.html", "title": "Mathematics", "description": "The Department of Mathematics at UW–Porter Falls: faculty, degrees, and courses. A mathematics learning center offers drop-in help for the calculus and statistics sequences, and a computing lab support", "headings": [ "Department of Mathematics", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Science & Mathematics Department of Mathematics\n31 faculty across 2 subject areas.\nAbout the department\nThe Department of Mathematics, in the College of Science & Mathematics , has 31 faculty and teaches across 2 subject areas. A mathematics learning center offers drop-in help for the calculus and statistics sequences, and a computing lab supports numerical and modeling coursework.\nDegrees and programs\nApplied Mathematics\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nMathematics\nApplied Mathematics\nFaculty\nPriya Antonelli — Rank: Associate Professor; Areas: probability and stochastic processes; statistics\nPeter Whitfield — Rank: Professor of Practice; Areas: discrete mathematics and combinatorics; algebra and number theory\nSimon Vasquez — Rank: Assistant Professor; Areas: mathematical modeling; dynamical systems\nSofia Kowalczyk — Rank: Professor; Areas: mathematics education; numerical analysis\nElena Marchetti — Rank: Teaching Professor; Areas: applied analysis and differential equations; optimization and operations research\nRavi Sato — Rank: Associate Professor; Areas: probability and stochastic processes; statistics\nGustav Ibarra — Rank: Professor of Practice; Areas: discrete mathematics and combinatorics; algebra and number theory\nIngrid Underwood — Rank: Assistant Professor; Areas: mathematical modeling; dynamical systems\nNadia Fontaine — Rank: Professor; Areas: mathematics education; numerical analysis\nEmmett Winslow — Rank: Teaching Professor; Areas: applied analysis and differential equations; optimization and operations research\nHector Trombley — Rank: Associate Professor; Areas: probability and stochastic processes; statistics\nYuki Persson — Rank: Professor of Practice; Areas: discrete mathematics and combinatorics; algebra and number theory\nRosa Escobar — Rank: Assistant Professor; Areas: mathematical modeling; dynamical systems\nBruno Reinholt — Rank: Professor; Areas: mathematics education; numerical analysis\nTomas Mbeki — Rank: Teaching Professor; Areas: applied analysis and differential equations; optimization and operations research\nAnton Cho — Rank: Associate Professor; Areas: probability and stochastic processes; statistics\nHannah Weaver — Rank: Professor of Practice; Areas: discrete mathematics and combinatorics; algebra and number theory\nIsaac Lundgren — Rank: Assistant Professor; Areas: mathematical modeling; dynamical systems\nEverett Novak — Rank: Professor; Areas: mathematics education; numerical analysis\nMalik Fitzgerald — Rank: Teaching Professor; Areas: applied analysis and differential equations; optimization and operations research\nGrace Rhodes — Rank: Associate Professor; Areas: probability and stochastic processes; statistics\nAmara Amara — Rank: Professor of Practice; Areas: discrete mathematics and combinatorics; algebra and number theory\nColin Delacroix — Rank: Assistant Professor; Areas: mathematical modeling; dynamical systems\nDevon Lindqvist — Rank: Professor; Areas: mathematics education; numerical analysis\nMei Rasmussen — Rank: Teaching Professor; Areas: applied analysis and differential equations; optimization and operations research\nPriya Mbeki — Rank: Associate Professor; Areas: probability and stochastic processes; statistics\nPeter Cho — Rank: Professor of Practice; Areas: discrete mathematics and combinatorics; algebra and number theory\nSimon Weaver — Rank: Assistant Professor; Areas: mathematical modeling; dynamical systems\nSofia Lundgren — Rank: Professor; Areas: mathematics education; numerical analysis\nElena Novak — Rank: Teaching Professor; Areas: applied analysis and differential equations; optimization and operations research\nRavi Fitzgerald — Rank: Associate Professor; Areas: probability and stochastic processes; statistics\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Science & Mathematics\nFaculty\n31\nSubject areas\n2\nPrograms housed\n1\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-mechanical-engineering-dept.html", "title": "Mechanical Engineering", "description": "The Department of Mechanical Engineering at UW–Porter Falls: faculty, degrees, and courses. Instructional labs cover materials testing, thermal-fluid systems, instrumentation, and vibrations, and a senior-design", "headings": [ "Department of Mechanical Engineering", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Engineering & Technology Department of Mechanical Engineering\n31 faculty across 1 subject area.\nAbout the department\nThe Department of Mechanical Engineering, in the College of Engineering & Technology, has 31 faculty and teaches across 1 subject area. Instructional labs cover materials testing, thermal-fluid systems, instrumentation, and vibrations, and a senior-design high bay supports year-long sponsored projects.\nDegrees and programs\nMechanical Engineering\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nMechanical Engineering\nFaculty\nRafael Mbeki — Rank: Clinical Associate Professor; Areas: materials and fatigue; additive manufacturing\nOwen Cho — Rank: Assistant Professor; Areas: biomechanics; machine design and mechanisms\nTalia Weaver — Rank: Professor; Areas: energy systems; tribology\nNora Lundgren — Rank: Senior Lecturer; Areas: materials and fatigue; additive manufacturing\nBianca Novak — Rank: Associate Professor; Areas: biomechanics; machine design and mechanisms\nKwame Fitzgerald — Rank: Clinical Associate Professor; Areas: energy systems; tribology\nCamille Rhodes — Rank: Assistant Professor; Areas: materials and fatigue; additive manufacturing\nDelia Amara — Rank: Professor; Areas: biomechanics; machine design and mechanisms\nPriscilla Delacroix — Rank: Senior Lecturer; Areas: energy systems; tribology\nIbrahim Lindqvist — Rank: Associate Professor; Areas: materials and fatigue; additive manufacturing\nWren Rasmussen — Rank: Clinical Associate Professor; Areas: biomechanics; machine design and mechanisms\nSana Osei — Rank: Assistant Professor; Areas: energy systems; tribology\nFreya Haddad — Rank: Professor; Areas: materials and fatigue; additive manufacturing\nLeon Beaumont — Rank: Senior Lecturer; Areas: biomechanics; machine design and mechanisms\nDaniel Bwalya — Rank: Associate Professor; Areas: energy systems; tribology\nMarisol Larsen — Rank: Clinical Associate Professor; Areas: materials and fatigue; additive manufacturing\nLucia Bergström — Rank: Assistant Professor; Areas: biomechanics; machine design and mechanisms\nCaleb Ferris — Rank: Professor; Areas: energy systems; tribology\nMarcus Underwood — Rank: Senior Lecturer; Areas: materials and fatigue; additive manufacturing\nKendra Fontaine — Rank: Associate Professor; Areas: biomechanics; machine design and mechanisms\nAisha Winslow — Rank: Clinical Associate Professor; Areas: energy systems; tribology\nDarnell Trombley — Rank: Assistant Professor; Areas: materials and fatigue; additive manufacturing\nTrevor Persson — Rank: Professor; Areas: biomechanics; machine design and mechanisms\nJosephine Escobar — Rank: Senior Lecturer; Areas: energy systems; tribology\nRenata Reinholt — Rank: Associate Professor; Areas: materials and fatigue; additive manufacturing\nRafael Kaur — Rank: Clinical Associate Professor; Areas: biomechanics; machine design and mechanisms\nOwen Ackerman — Rank: Assistant Professor; Areas: energy systems; tribology\nTalia Carrasco — Rank: Professor; Areas: materials and fatigue; additive manufacturing\nNora Sundqvist — Rank: Senior Lecturer; Areas: biomechanics; machine design and mechanisms\nBianca Devereaux — Rank: Associate Professor; Areas: energy systems; tribology\nKwame Nakamura — Rank: Clinical Associate Professor; Areas: materials and fatigue; additive manufacturing\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Engineering & Technology\nFaculty\n31\nSubject areas\n1\nPrograms housed\n1\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-music-theatre-dept.html", "title": "Music & Theatre", "description": "The Department of Music & Theatre at UW–Porter Falls: faculty, degrees, and courses. Rehearsal halls, practice rooms, a recording studio, a mainstage theatre, and a black-box studio support performance and", "headings": [ "Department of Music & Theatre", "On this page", "About the department", "Courses", "Faculty", "Advising and contact" ], "content": "College of Arts, Design & Communication Department of Music & Theatre\n27 faculty across 2 subject areas.\nAbout the department\nThe Department of Music & Theatre, in the College of Arts, Design & Communication , has 27 faculty and teaches across 2 subject areas. Rehearsal halls, practice rooms, a recording studio, a mainstage theatre, and a black-box studio support performance and production coursework.\nCourses\nThe department offers courses under these subject codes:\nMusic\nTheatre\nFaculty\nBruno Brenner — Rank: Teaching Professor; Areas: costume design and construction; theatre history\nTomas Cruz — Rank: Associate Professor; Areas: music history; vocal and choral music\nAnton Yoon — Rank: Professor of Practice; Areas: instrumental performance and conducting; music technology\nHannah Antonelli — Rank: Assistant Professor; Areas: music theory and composition; scenic and lighting design\nIsaac Haddad — Rank: Professor; Areas: acting and directing; stage management\nEverett Beaumont — Rank: Teaching Professor; Areas: costume design and construction; theatre history\nMalik Bwalya — Rank: Associate Professor; Areas: music history; vocal and choral music\nGrace Larsen — Rank: Professor of Practice; Areas: instrumental performance and conducting; music technology\nAmara Bergström — Rank: Assistant Professor; Areas: music theory and composition; scenic and lighting design\nColin Ferris — Rank: Professor; Areas: acting and directing; stage management\nDevon Underwood — Rank: Teaching Professor; Areas: costume design and construction; theatre history\nMei Fontaine — Rank: Associate Professor; Areas: music history; vocal and choral music\nPriya Winslow — Rank: Professor of Practice; Areas: instrumental performance and conducting; music technology\nPeter Trombley — Rank: Assistant Professor; Areas: music theory and composition; scenic and lighting design\nSimon Persson — Rank: Professor; Areas: acting and directing; stage management\nSofia Escobar — Rank: Teaching Professor; Areas: costume design and construction; theatre history\nElena Reinholt — Rank: Associate Professor; Areas: music history; vocal and choral music\nRavi Mbeki — Rank: Professor of Practice; Areas: instrumental performance and conducting; music technology\nGustav Cho — Rank: Assistant Professor; Areas: music theory and composition; scenic and lighting design\nIngrid Weaver — Rank: Professor; Areas: acting and directing; stage management\nNadia Lundgren — Rank: Teaching Professor; Areas: costume design and construction; theatre history\nEmmett Novak — Rank: Associate Professor; Areas: music history; vocal and choral music\nHector Fitzgerald — Rank: Professor of Practice; Areas: instrumental performance and conducting; music technology\nYuki Rhodes — Rank: Assistant Professor; Areas: music theory and composition; scenic and lighting design\nRosa Amara — Rank: Professor; Areas: acting and directing; stage management\nBruno Persson — Rank: Teaching Professor; Areas: costume design and construction; theatre history\nTomas Escobar — Rank: Associate Professor; Areas: music history; vocal and choral music\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Arts, Design & Communication\nFaculty\n27\nSubject areas\n2\nPrograms housed\n0\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-nursing-dept.html", "title": "Nursing", "description": "The Department of Nursing at UW–Porter Falls: faculty, degrees, and courses. A simulation hospital with high-fidelity manikins, a skills lab, and clinical placements across regional health systems", "headings": [ "Department of Nursing", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Education, Health & Human Sciences Department of Nursing\n32 faculty across 1 subject area.\nAbout the department\nThe Department of Nursing, in the College of Education, Health & Human Sciences , has 32 faculty and teaches across 1 subject area. A simulation hospital with high-fidelity manikins, a skills lab, and clinical placements across regional health systems support the program.\nDegrees and programs\nNursing\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nNursing\nFaculty\nMei Adebayo — Rank: Assistant Professor; Areas: critical care; nursing informatics\nPriya Nguyen — Rank: Professor; Areas: gerontological nursing; public health nursing\nPeter Brenner — Rank: Teaching Professor; Areas: quality and safety; maternal and child health\nSimon Lindqvist — Rank: Associate Professor; Areas: adult health and medical–surgical nursing; community and population health\nSofia Rasmussen — Rank: Professor of Practice; Areas: mental health nursing; nursing education and simulation\nElena Halvorsen — Rank: Assistant Professor; Areas: critical care; nursing informatics\nRavi Petrov — Rank: Professor; Areas: gerontological nursing; public health nursing\nGustav Aluko — Rank: Teaching Professor; Areas: quality and safety; maternal and child health\nIngrid Kaur — Rank: Associate Professor; Areas: adult health and medical–surgical nursing; community and population health\nNadia Ackerman — Rank: Professor of Practice; Areas: mental health nursing; nursing education and simulation\nEmmett Carrasco — Rank: Assistant Professor; Areas: critical care; nursing informatics\nHector Sundqvist — Rank: Professor; Areas: gerontological nursing; public health nursing\nYuki Devereaux — Rank: Teaching Professor; Areas: quality and safety; maternal and child health\nRosa Nakamura — Rank: Associate Professor; Areas: adult health and medical–surgical nursing; community and population health\nBruno Adebayo — Rank: Professor of Practice; Areas: mental health nursing; nursing education and simulation\nTomas Nguyen — Rank: Assistant Professor; Areas: critical care; nursing informatics\nAnton Brenner — Rank: Professor; Areas: gerontological nursing; public health nursing\nHannah Cruz — Rank: Teaching Professor; Areas: quality and safety; maternal and child health\nIsaac Yoon — Rank: Associate Professor; Areas: adult health and medical–surgical nursing; community and population health\nEverett Antonelli — Rank: Professor of Practice; Areas: mental health nursing; nursing education and simulation\nMalik Whitfield — Rank: Assistant Professor; Areas: critical care; nursing informatics\nGrace Vasquez — Rank: Professor; Areas: gerontological nursing; public health nursing\nAmara Kowalczyk — Rank: Teaching Professor; Areas: quality and safety; maternal and child health\nColin Marchetti — Rank: Associate Professor; Areas: adult health and medical–surgical nursing; community and population health\nDevon Sato — Rank: Professor of Practice; Areas: mental health nursing; nursing education and simulation\nMei Winslow — Rank: Assistant Professor; Areas: critical care; nursing informatics\nPriya Trombley — Rank: Professor; Areas: gerontological nursing; public health nursing\nPeter Persson — Rank: Teaching Professor; Areas: quality and safety; maternal and child health\nSimon Cruz — Rank: Associate Professor; Areas: adult health and medical–surgical nursing; community and population health\nSofia Yoon — Rank: Professor of Practice; Areas: mental health nursing; nursing education and simulation\nElena Osei — Rank: Assistant Professor; Areas: critical care; nursing informatics\nRavi Haddad — Rank: Professor; Areas: gerontological nursing; public health nursing\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Education, Health & Human Sciences\nFaculty\n32\nSubject areas\n1\nPrograms housed\n1\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-physics-astronomy-dept.html", "title": "Physics & Astronomy", "description": "The Department of Physics & Astronomy at UW–Porter Falls: faculty, degrees, and courses. Introductory and advanced labs, a small machine shop, and a rooftop observatory with a research-grade telescope support", "headings": [ "Department of Physics & Astronomy", "On this page", "About the department", "Courses", "Faculty", "Advising and contact" ], "content": "College of Science & Mathematics Department of Physics & Astronomy\n26 faculty across 2 subject areas.\nAbout the department\nThe Department of Physics & Astronomy, in the College of Science & Mathematics , has 26 faculty and teaches across 2 subject areas. Introductory and advanced labs, a small machine shop, and a rooftop observatory with a research-grade telescope support coursework and undergraduate projects.\nCourses\nThe department offers courses under these subject codes:\nPhysics\nAstronomy\nFaculty\nTomas Vasquez — Rank: Assistant Professor; Areas: atomic and molecular physics; biophysics\nAnton Kowalczyk — Rank: Professor; Areas: acoustics; instrumentation\nHannah Marchetti — Rank: Teaching Professor; Areas: nuclear and particle physics; optics and photonics\nIsaac Sato — Rank: Associate Professor; Areas: condensed-matter physics; astrophysics\nEverett Ibarra — Rank: Professor of Practice; Areas: computational physics; physics education research\nMalik Salazar — Rank: Assistant Professor; Areas: atomic and molecular physics; biophysics\nGrace Groves — Rank: Professor; Areas: acoustics; instrumentation\nAmara Molnar — Rank: Teaching Professor; Areas: nuclear and particle physics; optics and photonics\nColin Okafor — Rank: Associate Professor; Areas: condensed-matter physics; astrophysics\nDevon Halvorsen — Rank: Professor of Practice; Areas: computational physics; physics education research\nMei Petrov — Rank: Assistant Professor; Areas: atomic and molecular physics; biophysics\nPriya Aluko — Rank: Professor; Areas: acoustics; instrumentation\nPeter Kaur — Rank: Teaching Professor; Areas: nuclear and particle physics; optics and photonics\nSimon Ackerman — Rank: Associate Professor; Areas: condensed-matter physics; astrophysics\nSofia Carrasco — Rank: Professor of Practice; Areas: computational physics; physics education research\nElena Sundqvist — Rank: Assistant Professor; Areas: atomic and molecular physics; biophysics\nRavi Devereaux — Rank: Professor; Areas: acoustics; instrumentation\nGustav Nakamura — Rank: Teaching Professor; Areas: nuclear and particle physics; optics and photonics\nIngrid Adebayo — Rank: Associate Professor; Areas: condensed-matter physics; astrophysics\nNadia Nguyen — Rank: Professor of Practice; Areas: computational physics; physics education research\nEmmett Brenner — Rank: Assistant Professor; Areas: atomic and molecular physics; biophysics\nHector Cruz — Rank: Professor; Areas: acoustics; instrumentation\nYuki Yoon — Rank: Teaching Professor; Areas: nuclear and particle physics; optics and photonics\nRosa Antonelli — Rank: Associate Professor; Areas: condensed-matter physics; astrophysics\nBruno Whitfield — Rank: Professor of Practice; Areas: computational physics; physics education research\nTomas Weaver — Rank: Assistant Professor; Areas: atomic and molecular physics; biophysics\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Science & Mathematics\nFaculty\n26\nSubject areas\n2\nPrograms housed\n0\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-plastics-packaging-engineering.html", "title": "Plastics & Packaging Engineering", "description": "The Department of Plastics & Packaging Engineering at UW–Porter Falls: faculty, degrees, and courses. An injection-molding and extrusion lab, a polymer characterization lab, and a distribution-testing lab with shock, vibra", "headings": [ "Department of Plastics & Packaging Engineering", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Engineering & Technology Department of Plastics & Packaging Engineering\n28 faculty across 2 subject areas.\nAbout the department\nThe Department of Plastics & Packaging Engineering, in the College of Engineering & Technology, has 28 faculty and teaches across 2 subject areas. An injection-molding and extrusion lab, a polymer characterization lab, and a distribution-testing lab with shock, vibration, and compression equipment support the programs.\nDegrees and programs\nPlastics Engineering\nPackaging Technology\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nPlastics Engineering\nPackaging Technology\nFaculty\nHannah Ackerman — Rank: Professor; Areas: injection molding and process optimization; mold and product design\nIsaac Carrasco — Rank: Teaching Professor; Areas: polymer characterization; sustainable polymers and recycling\nEverett Sundqvist — Rank: Associate Professor; Areas: composites; barrier materials\nMalik Devereaux — Rank: Professor of Practice; Areas: distribution packaging and testing; rheology\nGrace Nakamura — Rank: Assistant Professor; Areas: food and pharmaceutical packaging; extrusion and compounding\nAmara Adebayo — Rank: Professor; Areas: injection molding and process optimization; mold and product design\nColin Nguyen — Rank: Teaching Professor; Areas: polymer characterization; sustainable polymers and recycling\nDevon Brenner — Rank: Associate Professor; Areas: composites; barrier materials\nMei Cruz — Rank: Professor of Practice; Areas: distribution packaging and testing; rheology\nPriya Yoon — Rank: Assistant Professor; Areas: food and pharmaceutical packaging; extrusion and compounding\nPeter Antonelli — Rank: Professor; Areas: injection molding and process optimization; mold and product design\nSimon Whitfield — Rank: Teaching Professor; Areas: polymer characterization; sustainable polymers and recycling\nSofia Vasquez — Rank: Associate Professor; Areas: composites; barrier materials\nElena Kowalczyk — Rank: Professor of Practice; Areas: distribution packaging and testing; rheology\nRavi Marchetti — Rank: Assistant Professor; Areas: food and pharmaceutical packaging; extrusion and compounding\nGustav Sato — Rank: Professor; Areas: injection molding and process optimization; mold and product design\nIngrid Ibarra — Rank: Teaching Professor; Areas: polymer characterization; sustainable polymers and recycling\nNadia Salazar — Rank: Associate Professor; Areas: composites; barrier materials\nEmmett Groves — Rank: Professor of Practice; Areas: distribution packaging and testing; rheology\nHector Molnar — Rank: Assistant Professor; Areas: food and pharmaceutical packaging; extrusion and compounding\nYuki Okafor — Rank: Professor; Areas: injection molding and process optimization; mold and product design\nRosa Halvorsen — Rank: Teaching Professor; Areas: polymer characterization; sustainable polymers and recycling\nBruno Petrov — Rank: Associate Professor; Areas: composites; barrier materials\nTomas Aluko — Rank: Professor of Practice; Areas: distribution packaging and testing; rheology\nAnton Kaur — Rank: Assistant Professor; Areas: food and pharmaceutical packaging; extrusion and compounding\nHannah Larsen — Rank: Professor; Areas: injection molding and process optimization; mold and product design\nIsaac Bergström — Rank: Teaching Professor; Areas: polymer characterization; sustainable polymers and recycling\nEverett Ferris — Rank: Associate Professor; Areas: composites; barrier materials\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Engineering & Technology\nFaculty\n28\nSubject areas\n2\nPrograms housed\n2\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-psychology-dept.html", "title": "Psychology", "description": "The Department of Psychology at UW–Porter Falls: faculty, degrees, and courses. Research labs cover cognition, development, social psychology, and human factors, with eye-tracking, physiological recor", "headings": [ "Department of Psychology", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Education, Health & Human Sciences Department of Psychology\n30 faculty across 1 subject area.\nAbout the department\nThe Department of Psychology, in the College of Education, Health & Human Sciences , has 30 faculty and teaches across 1 subject area. Research labs cover cognition, development, social psychology, and human factors, with eye-tracking, physiological recording, and observation suites.\nDegrees and programs\nPsychology\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nPsychology\nFaculty\nTrevor Underwood — Rank: Assistant Professor; Areas: behavioral neuroscience; quantitative methods\nJosephine Fontaine — Rank: Professor; Areas: health psychology; cognitive psychology\nRenata Winslow — Rank: Senior Lecturer; Areas: psychology of learning; social psychology\nRafael Trombley — Rank: Associate Professor; Areas: developmental psychology; clinical and counseling psychology\nOwen Persson — Rank: Clinical Associate Professor; Areas: industrial-organizational psychology; human factors and engineering psychology\nTalia Escobar — Rank: Assistant Professor; Areas: behavioral neuroscience; quantitative methods\nNora Reinholt — Rank: Professor; Areas: health psychology; cognitive psychology\nBianca Mbeki — Rank: Senior Lecturer; Areas: psychology of learning; social psychology\nKwame Cho — Rank: Associate Professor; Areas: developmental psychology; clinical and counseling psychology\nCamille Weaver — Rank: Clinical Associate Professor; Areas: industrial-organizational psychology; human factors and engineering psychology\nDelia Lundgren — Rank: Assistant Professor; Areas: behavioral neuroscience; quantitative methods\nPriscilla Novak — Rank: Professor; Areas: health psychology; cognitive psychology\nIbrahim Fitzgerald — Rank: Senior Lecturer; Areas: psychology of learning; social psychology\nWren Rhodes — Rank: Associate Professor; Areas: developmental psychology; clinical and counseling psychology\nSana Amara — Rank: Clinical Associate Professor; Areas: industrial-organizational psychology; human factors and engineering psychology\nFreya Delacroix — Rank: Assistant Professor; Areas: behavioral neuroscience; quantitative methods\nLeon Lindqvist — Rank: Professor; Areas: health psychology; cognitive psychology\nDaniel Rasmussen — Rank: Senior Lecturer; Areas: psychology of learning; social psychology\nMarisol Osei — Rank: Associate Professor; Areas: developmental psychology; clinical and counseling psychology\nLucia Haddad — Rank: Clinical Associate Professor; Areas: industrial-organizational psychology; human factors and engineering psychology\nCaleb Beaumont — Rank: Assistant Professor; Areas: behavioral neuroscience; quantitative methods\nMarcus Bwalya — Rank: Professor; Areas: health psychology; cognitive psychology\nKendra Larsen — Rank: Senior Lecturer; Areas: psychology of learning; social psychology\nAisha Bergström — Rank: Associate Professor; Areas: developmental psychology; clinical and counseling psychology\nDarnell Ferris — Rank: Clinical Associate Professor; Areas: industrial-organizational psychology; human factors and engineering psychology\nTrevor Salazar — Rank: Assistant Professor; Areas: behavioral neuroscience; quantitative methods\nJosephine Groves — Rank: Professor; Areas: health psychology; cognitive psychology\nRenata Molnar — Rank: Senior Lecturer; Areas: psychology of learning; social psychology\nRafael Okafor — Rank: Associate Professor; Areas: developmental psychology; clinical and counseling psychology\nOwen Halvorsen — Rank: Clinical Associate Professor; Areas: industrial-organizational psychology; human factors and engineering psychology\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Education, Health & Human Sciences\nFaculty\n30\nSubject areas\n1\nPrograms housed\n1\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-rehabilitation-human-services.html", "title": "Rehabilitation & Human Services", "description": "The Department of Rehabilitation & Human Services at UW–Porter Falls: faculty, degrees, and courses. Interview and counseling-skills rooms with recording, an assistive-technology lab, and community-agency partnerships sup", "headings": [ "Department of Rehabilitation & Human Services", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Education, Health & Human Sciences Department of Rehabilitation & Human Services\n29 faculty across 3 subject areas.\nAbout the department\nThe Department of Rehabilitation & Human Services, in the College of Education, Health & Human Sciences , has 29 faculty and teaches across 3 subject areas. Interview and counseling-skills rooms with recording, an assistive-technology lab, and community-agency partnerships support fieldwork across the programs.\nDegrees and programs\nRehabilitation & Disability Services\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nRehabilitation & Disability Services\nSocial Work\nHuman Development & Family Studies\nFaculty\nLeon Persson — Rank: Associate Professor; Areas: substance use and recovery; child and family services\nDaniel Escobar — Rank: Clinical Associate Professor; Areas: family systems and support; community-based practice\nMarisol Reinholt — Rank: Assistant Professor; Areas: counseling skills and the working alliance; vocational rehabilitation\nLucia Mbeki — Rank: Professor; Areas: program evaluation; case management\nCaleb Cho — Rank: Senior Lecturer; Areas: disability studies; assistive technology\nMarcus Weaver — Rank: Associate Professor; Areas: substance use and recovery; child and family services\nKendra Lundgren — Rank: Clinical Associate Professor; Areas: family systems and support; community-based practice\nAisha Novak — Rank: Assistant Professor; Areas: counseling skills and the working alliance; vocational rehabilitation\nDarnell Fitzgerald — Rank: Professor; Areas: program evaluation; case management\nTrevor Rhodes — Rank: Senior Lecturer; Areas: disability studies; assistive technology\nJosephine Amara — Rank: Associate Professor; Areas: substance use and recovery; child and family services\nRenata Delacroix — Rank: Clinical Associate Professor; Areas: family systems and support; community-based practice\nRafael Lindqvist — Rank: Assistant Professor; Areas: counseling skills and the working alliance; vocational rehabilitation\nOwen Rasmussen — Rank: Professor; Areas: program evaluation; case management\nTalia Osei — Rank: Senior Lecturer; Areas: disability studies; assistive technology\nNora Haddad — Rank: Associate Professor; Areas: substance use and recovery; child and family services\nBianca Beaumont — Rank: Clinical Associate Professor; Areas: family systems and support; community-based practice\nKwame Bwalya — Rank: Assistant Professor; Areas: counseling skills and the working alliance; vocational rehabilitation\nCamille Larsen — Rank: Professor; Areas: program evaluation; case management\nDelia Bergström — Rank: Senior Lecturer; Areas: disability studies; assistive technology\nPriscilla Ferris — Rank: Associate Professor; Areas: substance use and recovery; child and family services\nIbrahim Underwood — Rank: Clinical Associate Professor; Areas: family systems and support; community-based practice\nWren Fontaine — Rank: Assistant Professor; Areas: counseling skills and the working alliance; vocational rehabilitation\nSana Winslow — Rank: Professor; Areas: program evaluation; case management\nFreya Trombley — Rank: Senior Lecturer; Areas: disability studies; assistive technology\nLeon Halvorsen — Rank: Associate Professor; Areas: substance use and recovery; child and family services\nDaniel Petrov — Rank: Clinical Associate Professor; Areas: family systems and support; community-based practice\nMarisol Aluko — Rank: Assistant Professor; Areas: counseling skills and the working alliance; vocational rehabilitation\nLucia Kaur — Rank: Professor; Areas: program evaluation; case management\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Education, Health & Human Sciences\nFaculty\n29\nSubject areas\n3\nPrograms housed\n1\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-teacher-education.html", "title": "Teacher Education", "description": "The Department of Teacher Education at UW–Porter Falls: faculty, degrees, and courses. A curriculum library, a maker classroom for technology education, and partnerships with more than forty regional schools", "headings": [ "Department of Teacher Education", "On this page", "About the department", "Degrees and programs", "Courses", "Faculty", "Advising and contact" ], "content": "College of Education, Health & Human Sciences Department of Teacher Education\n31 faculty across 4 subject areas.\nAbout the department\nThe Department of Teacher Education, in the College of Education, Health & Human Sciences , has 31 faculty and teaches across 4 subject areas. A curriculum library, a maker classroom for technology education, and partnerships with more than forty regional schools support clinical placements every term.\nDegrees and programs\nElementary Education\nSpecial Education\nTechnology & Engineering Education\nConcentrations, minors, and certificates connected to the department are listed on each program page and in the full program list .\nCourses\nThe department offers courses under these subject codes:\nEducation\nEarly Childhood Education\nCareer & Technical Education\nUniversity Studies\nFaculty\nWren Larsen — Rank: Clinical Associate Professor; Areas: educational technology; science and STEM education\nSana Bergström — Rank: Assistant Professor; Areas: mathematics education; early childhood education\nFreya Ferris — Rank: Professor; Areas: special education and inclusion; assessment and data-informed teaching\nLeon Underwood — Rank: Senior Lecturer; Areas: classroom management; career and technical education\nDaniel Fontaine — Rank: Associate Professor; Areas: culturally responsive teaching; literacy and reading instruction\nMarisol Winslow — Rank: Clinical Associate Professor; Areas: educational technology; science and STEM education\nLucia Trombley — Rank: Assistant Professor; Areas: mathematics education; early childhood education\nCaleb Persson — Rank: Professor; Areas: special education and inclusion; assessment and data-informed teaching\nMarcus Escobar — Rank: Senior Lecturer; Areas: classroom management; career and technical education\nKendra Reinholt — Rank: Associate Professor; Areas: culturally responsive teaching; literacy and reading instruction\nAisha Mbeki — Rank: Clinical Associate Professor; Areas: educational technology; science and STEM education\nDarnell Cho — Rank: Assistant Professor; Areas: mathematics education; early childhood education\nTrevor Weaver — Rank: Professor; Areas: special education and inclusion; assessment and data-informed teaching\nJosephine Lundgren — Rank: Senior Lecturer; Areas: classroom management; career and technical education\nRenata Novak — Rank: Associate Professor; Areas: culturally responsive teaching; literacy and reading instruction\nRafael Fitzgerald — Rank: Clinical Associate Professor; Areas: educational technology; science and STEM education\nOwen Rhodes — Rank: Assistant Professor; Areas: mathematics education; early childhood education\nTalia Amara — Rank: Professor; Areas: special education and inclusion; assessment and data-informed teaching\nNora Delacroix — Rank: Senior Lecturer; Areas: classroom management; career and technical education\nBianca Lindqvist — Rank: Associate Professor; Areas: culturally responsive teaching; literacy and reading instruction\nKwame Rasmussen — Rank: Clinical Associate Professor; Areas: educational technology; science and STEM education\nCamille Osei — Rank: Assistant Professor; Areas: mathematics education; early childhood education\nDelia Haddad — Rank: Professor; Areas: special education and inclusion; assessment and data-informed teaching\nPriscilla Beaumont — Rank: Senior Lecturer; Areas: classroom management; career and technical education\nIbrahim Bwalya — Rank: Associate Professor; Areas: culturally responsive teaching; literacy and reading instruction\nWren Marchetti — Rank: Clinical Associate Professor; Areas: educational technology; science and STEM education\nSana Sato — Rank: Assistant Professor; Areas: mathematics education; early childhood education\nFreya Ibarra — Rank: Professor; Areas: special education and inclusion; assessment and data-informed teaching\nLeon Salazar — Rank: Senior Lecturer; Areas: classroom management; career and technical education\nDaniel Groves — Rank: Associate Professor; Areas: culturally responsive teaching; literacy and reading instruction\nMarisol Molnar — Rank: Clinical Associate Professor; Areas: educational technology; science and STEM education\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Education, Health & Human Sciences\nFaculty\n31\nSubject areas\n4\nPrograms housed\n3\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "dept-world-languages-dept.html", "title": "World Languages", "description": "The Department of World Languages at UW–Porter Falls: faculty, degrees, and courses. A language-learning lab, conversation tables, and study-abroad partnerships support the language sequences, and interpre", "headings": [ "Department of World Languages", "On this page", "About the department", "Courses", "Faculty", "Advising and contact" ], "content": "College of Arts, Design & Communication Department of World Languages\n26 faculty across 3 subject areas.\nAbout the department\nThe Department of World Languages, in the College of Arts, Design & Communication , has 26 faculty and teaches across 3 subject areas. A language-learning lab, conversation tables, and study-abroad partnerships support the language sequences, and interpreting students practice in equipped booths.\nCourses\nThe department offers courses under these subject codes:\nSpanish\nFrench\nAmerican Sign Language\nFaculty\nPeter Sato — Rank: Professor; Areas: second-language acquisition; French and Francophone studies\nSimon Ibarra — Rank: Teaching Professor; Areas: Latin American literature and culture; Deaf culture and studies\nSofia Salazar — Rank: Associate Professor; Areas: ASL linguistics; language for the professions\nElena Groves — Rank: Professor of Practice; Areas: interpreting; language pedagogy\nRavi Lindqvist — Rank: Assistant Professor; Areas: translation; Spanish linguistics\nGustav Rasmussen — Rank: Professor; Areas: second-language acquisition; French and Francophone studies\nIngrid Osei — Rank: Teaching Professor; Areas: Latin American literature and culture; Deaf culture and studies\nNadia Haddad — Rank: Associate Professor; Areas: ASL linguistics; language for the professions\nEmmett Aluko — Rank: Professor of Practice; Areas: interpreting; language pedagogy\nHector Kaur — Rank: Assistant Professor; Areas: translation; Spanish linguistics\nYuki Ackerman — Rank: Professor; Areas: second-language acquisition; French and Francophone studies\nRosa Carrasco — Rank: Teaching Professor; Areas: Latin American literature and culture; Deaf culture and studies\nBruno Sundqvist — Rank: Associate Professor; Areas: ASL linguistics; language for the professions\nTomas Devereaux — Rank: Professor of Practice; Areas: interpreting; language pedagogy\nAnton Nakamura — Rank: Assistant Professor; Areas: translation; Spanish linguistics\nHannah Adebayo — Rank: Professor; Areas: second-language acquisition; French and Francophone studies\nIsaac Nguyen — Rank: Teaching Professor; Areas: Latin American literature and culture; Deaf culture and studies\nEverett Brenner — Rank: Associate Professor; Areas: ASL linguistics; language for the professions\nMalik Cruz — Rank: Professor of Practice; Areas: interpreting; language pedagogy\nGrace Yoon — Rank: Assistant Professor; Areas: translation; Spanish linguistics\nAmara Antonelli — Rank: Professor; Areas: second-language acquisition; French and Francophone studies\nColin Whitfield — Rank: Teaching Professor; Areas: Latin American literature and culture; Deaf culture and studies\nDevon Vasquez — Rank: Associate Professor; Areas: ASL linguistics; language for the professions\nMei Kowalczyk — Rank: Professor of Practice; Areas: interpreting; language pedagogy\nPriya Marchetti — Rank: Assistant Professor; Areas: translation; Spanish linguistics\nPeter Fitzgerald — Rank: Professor; Areas: second-language acquisition; French and Francophone studies\nAdvising and contact\nStudents in the department's programs are assigned a faculty adviser; new and prospective students can reach the department office to be connected with the right person. Office hours for every instructor are posted each term.\nAt a glance\nCollege\nCollege of Arts, Design & Communication\nFaculty\n26\nSubject areas\n3\nPrograms housed\n0\nRelated\nAll departments\nAll academic programs\nCourse catalog\nAcademic advising" }, { "url": "designing-a-research-poster.html", "title": "Designing a research poster", "description": "A poster that works from six feet away and up close — layout, text, figures, and the two versions of the pitch.", "headings": [ "Designing a research poster", "On this page", "Design for two distances", "Layout and flow", "Text", "Figures carry the poster", "The two pitches", "Printing and the day" ], "content": "Academics Designing a research poster\nA poster that works from six feet away and up close — layout, text, figures, and the two versions of the pitch.\nDesign for two distances\nA poster is read from across the room (does this look interesting? what is it about?) and then up close (a 3-minute read of the argument). The title and a one-line takeaway must land from six feet; the detail rewards someone who steps in. If it only works up close, most people walk past.\nLayout and flow\nUse a clear reading path — columns top-to-bottom, or numbered sections. Put a plain-language takeaway sentence near the top under the title. Group content into a few blocks (background, methods, results, meaning, next) with generous white space. Do not fill every inch; empty space is what makes it readable.\nText\nFar less than you think. Short phrases and bullet fragments, not paragraphs. Title readable at ~72–100 pt, section headers ~36–48 pt, body ~24–28 pt minimum. One or two fonts. High contrast. If a section needs three paragraphs, it belongs in the talk, not the poster.\nFigures carry the poster\nYour best result should be a large, clean, self-explanatory figure — with axis labels, units, a legend, and a one-line caption stating the finding (\"X increased with Y, r = 0.86\"). A good figure does more than any block of text. Remake small journal figures at poster scale; do not paste in a 200-pixel screenshot.\nThe two pitches\nPrepare a 30-second version (the hook and the takeaway) for people passing by, and a 3-minute walk-through (question → approach → key result → meaning → next) for people who stop. Practice both out loud. Bring small cards with your name, contact, and a link to the full work.\nPrinting and the day\nUse the campus poster-printing service; submit a day or two ahead, especially near a symposium when the queue is long. Check the required dimensions for your venue. Bring pushpins or clips, a backup PDF on your phone, and water. Stand to the side of your poster, not in front of it.\nAt a glance\nTwo distances\nTitle + takeaway from 6 feet; the argument up close\nFlow\nColumns or numbered sections; a takeaway line under the title; white space\nText sizes\n~24–28 pt body minimum; phrases not paragraphs\nFigure\nYour best result, large, labeled, with a finding-stating caption\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nPoster printing service\nPresenting at a conference\nData visualization help\nResearch symposium\nThe senior show and showcase\nFull contact directory" }, { "url": "device-loaner-program.html", "title": "Laptop & hotspot loaner program", "description": "Short-term and semester-long loans of laptops, tablets and mobile hotspots for students without reliable access.", "headings": [ "Laptop & hotspot loaner program", "On this page", "Two tiers", "Why hotspots", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Laptop & hotspot loaner program\nShort-term and semester-long loans of laptops, tablets and mobile hotspots for students without reliable access.\nTwo tiers\nGrab-and-go loans at the Halvorsen Library desk cover a dead laptop before a deadline or a device for an exam. Semester loans — a laptop for the term, a hotspot for a student whose home has no broadband — go through a short need-based request with the Dean of Students Office and renew each term.\nWhy hotspots\nCoursework assumes reliable internet at home, and for some students that assumption is wrong. A loaned hotspot with a data plan closes that gap for the term at no cost to the student.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nShort-term: Laptops and chargers from the library desk, a few days at a time. Semester-long: Applied for through the Dean of Students Office, need-based, renewable. Hotspots: Mobile internet devices for students without home broadband, semester loan. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nShort-term\nLaptops and chargers from the library desk, a few days at a time\nSemester-long\nApplied for through the Dean of Students Office, need-based, renewable\nHotspots\nMobile internet devices for students without home broadband, semester loan\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "digital-badges-and-micro-credentials.html", "title": "Digital badges and micro-credentials", "description": "Short, verifiable credentials for a specific skill — how they work at Porter and what they are worth.", "headings": [ "Digital badges and micro-credentials", "On this page", "What a badge is", "Where they come from", "Badge vs. certificate vs. minor", "Stacking", "What they are actually worth", "Managing your badges", "Finding them" ], "content": "Academics Digital badges and micro-credentials\nShort, verifiable credentials for a specific skill — how they work at Porter and what they are worth.\nWhat a badge is\nA digital badge is a verifiable record that you demonstrated a specific, defined skill — running a particular test method, using a software tool to a stated level, facilitating a meeting, doing a safety procedure. It links to the criteria you met and who issued it, and you can attach it to a résumé, a LinkedIn profile, or an email signature.\nWhere they come from\nPorter issues badges through some courses (a module with a distinct skill outcome), through workshops and training series, through co-curricular programs (peer leadership, sustainability, undergraduate research methods), and through employer-designed micro-credentials built with a program's advisory board.\nBadge vs. certificate vs. minor\nA badge is the smallest unit — one skill. A certificate is 9 to 15 credits of coursework in an applied area and appears on your transcript. A minor is 18 to 21 credits of academic depth, also on the transcript. Badges do not appear on the transcript; they live in a separate credential wallet you control.\nStacking\nSome badge sets stack: earn the components and you have the certificate, or the badges map onto specific course outcomes so the work counts twice. Where stacking exists, the program page and the badge criteria say so. Do not assume it; check.\nWhat they are actually worth\nA badge is useful when it names a concrete skill an employer screens for and you would otherwise just be claiming — a specific CAD proficiency, a lab certification, a facilitation method. A pile of vague badges (\"Teamwork,\" \"Innovation\") does not move a hiring decision. Earn the specific ones tied to your field.\nManaging your badges\nBadges are issued to your Porter email and stored in a credential platform you can keep after graduation — export them or transfer them to a personal account before your student account closes. Each badge has a public verification link; that is what makes it more than a logo.\nFinding them\nThe micro-credential catalog lists what is available and the criteria for each. Ask an instructor whether a course issues one, and check co-curricular programs you are already in — many issue a badge you are eligible for and never claimed.\nAt a glance\nA badge is\nA verifiable record of one specific, defined skill\nNot on\nThe transcript — a separate wallet you control\nWorth it when\nIt names a concrete skill an employer screens for\nBefore graduation\nExport or transfer them off your student account\nWho to contact\nMicro-Credential Office\nHalvorsen Library, Level 2\nPhone\n(715) 555–0164\nEmail\nbadges@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nMinors & certificates\nChoosing a minor or certificate\nCompetency-based options\nPrior learning assessment\nContinuing education\nFull contact directory" }, { "url": "digital-fabrication-lab.html", "title": "Digital fabrication lab", "description": "Laser cutters, a CNC router, vinyl cutters and 3D printers in one supervised room, priced by material.", "headings": [ "Digital fabrication lab", "On this page", "What's in it", "Getting started", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Digital fabrication lab\nLaser cutters, a CNC router, vinyl cutters and 3D printers in one supervised room, priced by material.\nWhat's in it\nTwo laser cutters, a desktop CNC router, vinyl and sticker cutters, and a rack of FDM 3D printers — the fast, low-mess digital tools, kept separate from the woodshop and metal shop so a design student isn't sent across campus for a laser cut.\nGetting started\nWatch the orientation video, book a slot, and a lab consultant does a ten-minute sign-off the first time you use each machine. Files are submitted ahead through the lab portal, which also returns the cost estimate before you commit.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nLocation: Jarvis Technology Center, Room 120. Access: A short online orientation, then in-person sign-off per machine. Cost: Material cost plus a small per-hour machine fee, to the Porter Card. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nJarvis Technology Center, Room 120\nAccess\nA short online orientation, then in-person sign-off per machine\nCost\nMaterial cost plus a small per-hour machine fee, to the Porter Card\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "digital-viewbook.html", "title": "Digital Viewbook", "description": "The printed viewbook, minus the glossy paper: Porter in numbers, six reasons students pick us, every college at a glance, the town, what it costs and how to come see it.", "headings": [ "Digital Viewbook", "On this page", "Porter in numbers", "Six reasons students choose Porter", "Programs by college", "Life in Porter Falls", "Cost and aid snapshot", "Come see it" ], "content": "Admissions Digital Viewbook\nThe printed viewbook, minus the glossy paper: Porter in numbers, six reasons students pick us, every college at a glance, the town, what it costs and how to come see it.\nPorter in numbers\n8,412 — What it means: Students this fall, 91% undergraduates\n17:1 — What it means: Students per faculty member; average class of 24\n49 — What it means: Degree and certificate programs in seven colleges\n96% — What it means: Graduates who complete an internship, co-op or clinical\n91% — What it means: Class of 2025 employed or in graduate school within six months\n$11,340 — What it means: Average net price for Wesconsin residents receiving aid\n58% — What it means: Graduate with no federal student debt\n12 — What it means: NCAA Division III Ironclad teams\nMore in the fact book and on quick facts .\nSix reasons students choose Porter\nYou make things from the first semester. Engineering students are in the Founders Hall high bay in week one, nursing students in the simulation hospital in year one, and every major ends with an applied capstone or co-op.\nEmployers know us. 140 employers came to this fall’s career fair, and 212 capstone projects last year had a real client.\nYour professor teaches your class. Not a video, and usually not a teaching assistant. The provost has taught Statics every fall for years.\nThe price is the price. No application fee, no essay, flat resident tuition for two years running, and costs published down to the lab fee.\nFirst-generation students finish. About 28 percent of each entering class is first-gen, and they graduate within two points of everyone else, with a center built for them.\nIt is a small town with a river through it. Porter Falls has a downtown you can walk to, a trail along the water, and traditions like First Forge and Millrace Week.\nPrograms by college\nEngineering & Technology — Programs: 10; A few to know: Mechanical, Manufacturing, Plastics, Construction Management, Welding certificate\nComputing & Information Sciences — Programs: 8; A few to know: Computer Science, Cybersecurity, Data Science, Game Design\nBusiness — Programs: 6; A few to know: Business Administration, Supply Chain, Entrepreneurship, M.B.A.\nHealth Sciences — Programs: 6; A few to know: Nursing (B.S.N.), Dietetics, Rehabilitation & Disability Services\nEducation — Programs: 5; A few to know: Elementary, Special, and Technology & Engineering Education\nArts, Design & Communication — Programs: 6; A few to know: Graphic Design, Industrial Design, Video Production\nApplied & Technical Studies — Programs: 8; A few to know: Packaging Technology, Automotive & Diesel, Hospitality\nNot sure yet? About 200 students start as exploratory majors each year and choose by the end of their first year. Browse everything on colleges and schools .\nLife in Porter Falls\nPorter Falls is a town of about 17,000 on the Porter River. Campus is a ten-minute walk from the Depot District, where Main Street has coffee, cheap dinners and the Depot Plaza farmers market from May through October. The Riverfront Trail runs past Millwright Stadium, and the Porter Loop shuttle comes every 12 minutes. Lake City is 40 minutes east for the regional airport; the Cities are 75 minutes west by coach.\nAbout 96 percent of first-year students live on campus, in halls from historic Heritage to the Depot Apartments; see residence halls . There are more than 300 student organizations , twelve Ironclad varsity teams, and a Forge Bowl against Chippewa Valley State that draws more than 4,000 fans every October. More about the town is on Porter Falls .\nCost and aid snapshot\nTuition, Wesconsin resident — Per year: $9,140\nTuition, Midwest Student Exchange rate — Per year: $13,710\nTuition, non-resident — Per year: $17,880\nSegregated fees — Per year: $1,420\nHousing (double) and standard meal plan — Per year: $10,100\nFull cost of attendance, resident on campus — Per year: $24,330\nAverage net price, residents receiving aid — Per year: $11,340\nAbout 72 percent of undergraduates receive grants or scholarships. What families at different incomes actually paid is on net price by income ; every rate is on cost of attendance ; and the net price calculator gives your own estimate in about ten minutes.\nCome see it\nDaily tours Monday through Saturday at 10 a.m. and 2 p.m., about ninety minutes, led by students. Fridays add an admissions and aid session. See visit campus .\nIronclad Preview Days on October 24 and November 14, with every college open, lunch at The Forge, and travel grants for families 60 or more miles away.\nCan’t travel? Take the virtual campus tour or meet your counselor on the road; see the travel schedule .\nReady? Apply : no fee, no essay, and a decision in about two weeks.\nAt a glance\nStudents\n8,412\nPrograms\n49 in seven colleges\nApplication\nNo fee, no essay\nDecision\nAbout two weeks\nNext Preview Day\nSaturday, October 24, 2026\nWho to contact\nOffice of Admissions\nWelcome Center (the 1911 depot)\nPhone\n(715) 555–0144\nEmail\nadmissions@uwporterfalls.edu\nHours\nMon–Fri, 8:00 a.m.–4:30 p.m.; Sat, 9:00 a.m.–noon\nRelated resources\nAdmissions\nApply\nVisit campus\nCampus tour options\nTuition and costs\nScholarships" }, { "url": "dining-dietary-accommodations.html", "title": "Dining dietary accommodations", "description": "How a student with a food allergy, celiac disease, or another medical dietary need gets a safe plan in the dining halls.", "headings": [ "Dining dietary accommodations", "On this page", "How it works", "The meal plan question", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Dining dietary accommodations\nHow a student with a food allergy, celiac disease, or another medical dietary need gets a safe plan in the dining halls.\nHow it works\nThe campus dietitian meets one-on-one, walks the student through which stations and ingredients are safe, sets up access to the allergen-free pantry (a separate prep area with its own equipment), and arranges made-to-order meals for anything the line can't safely cover. It's a plan, revisited if it isn't working.\nThe meal plan question\nThe default is to keep the plan and make dining work, because it usually can. Where a student's need genuinely can't be met on campus, the plan can be reduced or released with the dietitian's and a provider's sign-off — not as a first resort.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nStart with: The dietitian in Dining Services, and a note from a treating provider for a medical need. What's arranged: A tour of safe stations, a dedicated allergen-free pantry, made-to-order meals when needed. Meal plan: Kept, adjusted, or in rare cases released with documentation. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStart with\nThe dietitian in Dining Services, and a note from a treating provider for a medical need\nWhat's arranged\nA tour of safe stations, a dedicated allergen-free pantry, made-to-order meals when needed\nMeal plan\nKept, adjusted, or in rare cases released with documentation\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "dining-dollars-explained.html", "title": "Dining Dollars & meal swipes", "description": "The two currencies on a meal plan — what each buys, whether they roll over, and how to check a balance.", "headings": [ "Dining Dollars & meal swipes", "On this page", "Swipes versus Dollars", "Running out", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Dining Dollars & meal swipes\nThe two currencies on a meal plan — what each buys, whether they roll over, and how to check a balance.\nSwipes versus Dollars\nA swipe gets you into an all-you-care-to-eat dining hall (or a set late-night meal). Dining Dollars work like a debit balance at the cafés, markets, and food trucks — a coffee, a sandwich, a snack — and at the dining halls too if you're out of swipes. Weekly swipes reset; Dollars carry from fall to spring.\nRunning out\nIf swipes run low mid-week, you can pay a dining-hall entry with Dining Dollars. If both run out, the Dean of Students Office grants short blocks of meal credits — see meal-swipe donation — and the Food Pantry covers groceries.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nMeal swipes: One entry to a dining hall, or a fixed late-night combo; reset each week, don't roll over. Dining Dollars: A declining balance for anywhere on campus, à la carte; roll over fall-to-spring, forfeited after spring. Check: Balance and swipe count in the dining app or on any register receipt. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nMeal swipes\nOne entry to a dining hall, or a fixed late-night combo; reset each week, don't roll over\nDining Dollars\nA declining balance for anywhere on campus, à la carte; roll over fall-to-spring, forfeited after spring\nCheck\nBalance and swipe count in the dining app or on any register receipt\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "dining-during-breaks.html", "title": "Dining during breaks", "description": "What's open over Thanksgiving, winter, and spring break, and how meals work when the halls close.", "headings": [ "Dining during breaks", "On this page", "What to expect", "Plan around it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Dining during breaks\nWhat's open over Thanksgiving, winter, and spring break, and how meals work when the halls close.\nWhat to expect\nThanksgiving and spring break run one hall or the union food court on reduced hours — enough to eat, not a full spread. Over the multi-week winter closure, campus dining is entirely closed; students approved for break housing receive a modest grocery credit or access to an off-campus partner.\nPlan around it\nIf you're staying for a short break, you'll be fine with the reduced service plus the markets. For winter break, plan to cook or eat out — budget for it, since your swipes don't carry and nothing on campus is serving.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nShort breaks: One dining location stays open on a limited schedule for Thanksgiving and spring break. Winter closure: Full dining shuts for the long winter break; students in break housing get a grocery stipend or a nearby open option. Plans: Meal-plan swipes pause during full closures; Dining Dollars still work at anything open. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nShort breaks\nOne dining location stays open on a limited schedule for Thanksgiving and spring break\nWinter closure\nFull dining shuts for the long winter break; students in break housing get a grocery stipend or a nearby open option\nPlans\nMeal-plan swipes pause during full closures; Dining Dollars still work at anything open\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "dining-employment.html", "title": "Jobs in university dining", "description": "One of the easiest campus jobs to get — the roles, how scheduling around classes works, pay and perks, and moving up.", "headings": [ "Jobs in university dining", "On this page", "The roles and why it is easy to get hired", "Scheduling around classes", "Pay, perks and advancement" ], "content": "Dining Jobs in university dining\nOne of the easiest campus jobs to get — the roles, how scheduling around classes works, pay and perks, and moving up.\nThe roles and why it is easy to get hired\nUniversity Dining is the largest single student employer on campus and hires continuously, so it is often the fastest way into a campus job with no experience. Roles include line service and food prep in The Forge, cashiering and the retail stations in Ironworks, barista work at the cafés, catering setup and service for events (often the best-paid because of event premiums and tips), dish room, receiving and stockroom, and the sustainability crew handling compost and the reusable-container program. You apply through the student employment portal or just ask a manager; hiring is quick and training is paid.\nScheduling around classes\nYou give your class schedule and your availability each term, and managers build around it — this is normal and expected, not a favor. Shifts run early morning through late evening and on weekends, so there is almost always something that fits between classes. Most students work 8–12 hours a week during the semester (the on-campus cap is usually 20 during terms, more over breaks), and you can pick up or drop shifts through a swap board. Catering shifts are more variable but you sign up for the ones you want.\nPay, perks and advancement\nPay is hourly, at or above the campus student minimum, with a shift differential for some late and weekend hours and higher rates for catering and lead roles. You get a free or discounted meal on qualifying shifts, food-handler certification paid for by the university (a real resume item and a credential you keep), and flexible scheduling that flexes back up during finals and breaks when you want more hours. Reliable returning employees move up to trainer, shift lead, and student manager roles with a pay bump and a genuine supervisory line for a resume — several dining student managers run schedules and train new hires by junior year.\nAt a glance\nEasy in\nLargest student employer on campus, hires continuously, no experience needed, paid training — apply in the portal or ask a manager\nAround classes\nGive your schedule each term; managers build around it. ~8–12 hrs/week typical, shift-swap board, catering sign-ups\nPay & perks\nHourly at/above campus student minimum + late/weekend differential; free meal on qualifying shifts; paid food-handler certification you keep\nMove up\nTrainer → shift lead → student manager, with pay bumps and a real supervisory line for your resume\nRelated resources\nDining plans\nWhere to eat\nNutrition & food allergies\nContact directory" }, { "url": "dining-hall-menus-and-nutrition.html", "title": "Dining menus & nutrition info", "description": "Where to see what's cooking, full ingredient and allergen detail, and calorie and macro information.", "headings": [ "Dining menus & nutrition info", "On this page", "Using the app", "When labels aren't enough", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Dining menus & nutrition info\nWhere to see what's cooking, full ingredient and allergen detail, and calorie and macro information.\nUsing the app\nSearch a dish to see its full recipe, sub-ingredients, allergens, and nutrition facts, and tap a diet filter (vegetarian, vegan, halal, gluten-avoiding) to hide everything that doesn't fit. Menus update when the kitchen's plan changes, so check the day-of for accuracy.\nWhen labels aren't enough\nA printed station card shows allergens and diet icons; the app has the detail. For a medical diet, meet the dietitian rather than relying on labels — see dietary accommodations. Sourcing and preparation questions (is the soup stock vegetarian, is the fryer shared) go to the dietitian or the station chef.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nMenus: Posted a week ahead in the dining app and on screens at each hall; filter by diet and allergen. Nutrition: Per-serving calories, macros, and the big-nine allergens for every recipe, in the app. Questions: The campus dietitian answers ingredient and sourcing questions directly. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nMenus\nPosted a week ahead in the dining app and on screens at each hall; filter by diet and allergen\nNutrition\nPer-serving calories, macros, and the big-nine allergens for every recipe, in the app\nQuestions\nThe campus dietitian answers ingredient and sourcing questions directly\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "dining-locations.html", "title": "Where to eat", "description": "Every dining spot on campus, what each is for, which currency it takes, and where to find food late.", "headings": [ "Where to eat", "On this page", "The Forge — residential dining", "Retail — union, markets and cafés", "Coffee, late night and mobile ordering", "Catering and dietary help" ], "content": "Dining Where to eat\nEvery dining spot on campus, what each is for, which currency it takes, and where to find food late.\nThe Forge — residential dining\nThe Forge in Founders Commons is the all-you-care-to-eat hall and the anchor of the meal plan: one swipe gets you in, and you eat as much as you want across the grill, deli, a rotating global station, a dedicated allergen-friendly pantry station, salad and soup, pizza and pasta, a vegan/vegetarian station guaranteed at every meal, and a bakery. It runs continuous service from breakfast through dinner on weekdays and brunch-plus-dinner on weekends during the academic year, with reduced hours over breaks. Guest swipes on your plan let you bring someone in.\nRetail — union, markets and cafés\nIronworks Food Hall in Founders Union is the retail hub: pizza, rice and grain bowls, burgers and sandwiches, a salad and wrap line, and one or two rotating stalls that change each term, most with mobile ordering to skip the line. Around campus: North Market (a full convenience store with hot grab-and-go, groceries, and a coffee bar on North Campus), the Library Café, Engineering Express in Founders Hall, and Health Sciences Coffee. All retail spots take Campus Cash (tax-free on food), a card or phone, and, at some, a meal swipe for a fixed \"swipe equivalency\" combo during set hours.\nCoffee, late night and mobile ordering\nCoffee kiosks are in the union, the library, and the two big academic buildings, most open early and into the evening. For late food, Ironworks keeps a limited menu going until midnight on weeknights and later on weekends, North Market is the latest-closing option, and the vending banks in every residence hall and academic building take Campus Cash. The dining app shows live hours for every location (they shift around exam weeks and breaks), lets you mobile-order from Ironworks and the cafés, and filters any menu to your dietary needs.\nCatering and dietary help\nUniversity Catering handles everything from a box-lunch meeting to a banquet and is the required caterer for most events in campus spaces; student organizations order through their advisor with activity-fund billing. A registered dietitian will help you map the safe options at each location for an allergy or medical diet, and every station everywhere posts full allergen and ingredient information.\nAt a glance\nResidential\nThe Forge (Founders Commons) — all-you-care-to-eat, one swipe, continuous weekday service; allergen pantry + guaranteed vegan station\nRetail\nIronworks Food Hall (union, mobile order), North Market, Library Café, Engineering Express, Health Sciences Coffee — Campus Cash (tax-free) or a swipe combo in set hours\nLate / coffee\nIronworks to midnight on weeknights, North Market latest, hall vending anytime; coffee kiosks in the union, library, and academic buildings\nApp\nLive hours for every spot (they shift on exam weeks), mobile ordering, and dietary-filter menus\nRelated resources\nDining plans\nNutrition & food allergies\nJobs in university dining\nContact directory" }, { "url": "dining-meal-plans.html", "title": "Dining & meal plans", "description": "Flexible dining, nutrition information, meal-plan changes and practical options for busy schedules.", "headings": [ "Dining & meal plans", "On this page", "Choose a plan", "Eat with confidence", "Use the day well", "Pick a plan you will use", "Built around lab schedules", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Dining & meal plans\nFlexible dining, nutrition information, meal-plan changes and practical options for busy schedules.\nChoose a plan\nResidents compare meals, dining credits, commuter options, guest meals, rollover rules and the cost of changing plans.\nEat with confidence\nMenus identify common allergens and dietary preferences; students can speak with dining staff about ingredient questions and accommodations.\nUse the day well\nThe food hall, market, cafés, late hours and mobile ordering are designed around labs, studios, evening classes and athletics.\nPick a plan you will use\nResidents compare meal counts, dining dollars, guest meals and rollover rules, and the cost of switching plans later. Commuters can buy smaller blocks. The plan that looks cheapest is not a bargain if half of it expires unused.\nBuilt around lab schedules\nThe food hall, North Market, the cafés, late-night hours and mobile ordering are arranged around labs, studios, evening classes and athletic practice, because a nine-to-five dining hall does not serve this campus. Allergen information is posted on the line and dining staff will talk through ingredients and accommodations.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle, the lighted trail and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nWhere: Founders Union food hall, North Market, three cafés. Plans: Meal-count and dining-dollar options; commuter blocks. Allergens: Labeled on the line; talk to a chef for specifics. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Dean of Students Office (Founders Union, Room 200). Call (715) 555-0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nWhere\nFounders Union food hall, North Market, three cafés\nPlans\nMeal-count and dining-dollar options; commuter blocks\nAllergens\nLabeled on the line; talk to a chef for specifics\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nResidence life\nStudent organizations\nPlan a campus event\nFull contact directory" }, { "url": "dining-menus-this-week.html", "title": "Dining Menus This Week", "description": "What The Forge is serving at each meal and station from Monday, October 12 through Sunday, October 18, 2026, including the Millrace Week theme nights and the specials at the cafés and markets.", "headings": [ "Dining Menus This Week", "On this page", "Reading this menu", "Every day at The Forge", "Lunch and dinner, Monday–Wednesday", "Thursday–Sunday and the Millrace theme nights", "Specials at the other venues" ], "content": "Campus life Dining Menus This Week\nWhat The Forge is serving at each meal and station from Monday, October 12 through Sunday, October 18, 2026, including the Millrace Week theme nights and the specials at the cafés and markets.\nReading this menu\nThe tables below cover the stations at The Forge in Founders Commons whose menus change. Each item carries diet labels in brackets. [V] means vegan, with no animal products. [VG] means vegetarian, which may include dairy or egg. [GF] means made without gluten-containing ingredients. It is not certified, and it is prepared in a shared kitchen. [H] means halal-certified meat. Station cards and the dining app also list the nine major allergens for every recipe: milk, egg, wheat, soy, peanut, tree nut, fish, shellfish and sesame. Peanuts and tree nuts are named in the item text below whenever a dish contains them.\nThe Pantry station cooks without any of the nine major allergens or gluten. It uses its own equipment and its own purple utensils, and its menu is listed separately. If you have a severe allergy, talk to the dietitian before relying on a label. The process is on dietary accommodations .\nEvery day at The Forge\nBreakfast, 7–10:30 a.m. on weekdays: scrambled eggs [VG][GF], tofu scramble [V][GF], oatmeal with a toppings bar [V], the waffle station [VG], and fruit and yogurt.\nGrill: burgers [H], grilled chicken [H][GF], black bean patty [V] and fries [V][GF], from 10:30 a.m. to close.\nDeli: made-to-order sandwiches and wraps, with gluten-free bread on request.\nSalad and soup: about 40 toppings, plus two soups a day, one of them always [V].\nPizza and pasta: cheese [VG], pepperoni, and a rotating vegan pie [V].\nBakery: cookies, bars and one daily dessert. Anything containing nuts is shelved apart from the rest.\nLunch and dinner, Monday–Wednesday\nMon 12 — Meal: Lunch; Global station: Chicken shawarma bowls [H][GF]; Plant station: Falafel with tahini [V] (sesame); Soup: Tomato basil [V][GF]\nMon 12 — Meal: Dinner: 1893 Night; Global station: Pot roast with root vegetables [GF]; rye bread; Plant station: Mushroom and barley stew [V]; Soup: Split pea [V][GF]\nTue 13 — Meal: Lunch; Global station: Pork carnitas tacos [GF]; Plant station: Sweet potato and black bean tacos [V][GF]; Soup: Chicken tortilla [GF]\nTue 13 — Meal: Dinner; Global station: Bibimbap with beef or tofu [GF] (soy); Plant station: Tofu bibimbap [V] (soy, sesame); Soup: Miso [V] (soy)\nWed 14 — Meal: Lunch; Global station: Butter chicken [H][GF] (milk); Plant station: Chana masala [V][GF]; Soup: Lentil [V][GF]\nWed 14 — Meal: Dinner: Regatta Night; Global station: Lake-style fish boil: whitefish, red potatoes, onions [GF] (fish); Plant station: Corn and potato chowder [V][GF]; Soup: Clam chowder (shellfish, milk)\n1893 Night serves a version of the cafeteria menu from the Porter Manual Training School’s first year, reconstructed from a ledger in the university archives. The dining team has added seasoning the original cooks did not use.\nThursday–Sunday and the Millrace theme nights\nThu 15 — Meal: Lunch; Global station: Chicken pho [GF]; Plant station: Vegetable pho with tofu [V][GF] (soy); Soup: Pho broth, both versions\nThu 15 — Meal: Dinner: Cast-Iron Supper , 4–6:15 p.m. rush; Global station: Skillet chicken and gravy; cornbread baked in cast iron [VG]; Plant station: Skillet ratatouille [V][GF]; Soup: Beer cheese (milk, wheat)\nFri 16 — Meal: Lunch; Global station: Philly cheesesteaks (milk, wheat); Plant station: Seitan cheesesteak [V] (wheat, soy); Soup: Minestrone [V]\nFri 16 — Meal: Dinner: Friday Fish Fry; Global station: Beer-battered cod, rye bread, coleslaw, potato pancakes (fish, wheat, egg); Plant station: Battered cauliflower [V] (wheat); Soup: Clam chowder (shellfish, milk)\nSat 17 — Meal: Game Day Brunch, 9:30–1:30; Global station: Brats on pretzel buns [H option]; cheese curds (milk); Plant station: Plant-based brats [V] (soy, wheat); Soup: Chili, beef and three-bean [V]\nSat 17 — Meal: Dinner, 4:30–7; Global station: Pulled pork sandwiches [GF without bun]; Plant station: BBQ jackfruit sandwiches [V]; Soup: Chili (both)\nSun 18 — Meal: Brunch, 10–2; Global station: Pancakes and a Belgian waffle bar [VG]; ham [GF]; Plant station: Vegan pancakes [V]; hash browns [V][GF]; Soup: Chicken and wild rice [GF]\nSun 18 — Meal: Dinner; Global station: Roast turkey and stuffing; Plant station: Lentil shepherd’s pie [V][GF]; Soup: Butternut squash [V][GF]\nThe Thursday supper starts early so people can eat and still reach the Foundry pour by 6:30. The Friday fish fry continues a Founders Commons tradition that predates the dining hall’s current name.\nPantry station this week: herb roast chicken, rice, steamed green beans and roasted potatoes at every lunch and dinner. Monday adds turkey meatballs, Wednesday a Pantry fish boil with cod, and Saturday a Pantry brat. Brunch every day includes allergen-free pancakes and sunflower-seed butter.\nSpecials at the other venues\nIronworks Food Hall : the rotating stall is the Millrace Week stand , serving brats, cheese curds and cider donuts all week. Mobile ordering is available, and a meal swipe covers the brat combo from 2 to 5 p.m.\nLibrary Café : maple oat latte and pumpkin bread [VG]. The pumpkin bread contains walnuts.\nNorth Market : $9 Forge Bowl snack boxes with summer sausage, cheese, crackers and an apple. Preorder by Friday at noon.\nEngineering Express : the Thursday-evening cider stand at the Foundry pour, $2 a cup, with proceeds going to the campus food pantry.\nHealth Sciences Coffee : apple cider donuts on Monday through Wednesday, while they last. They usually run out by 9:40.\nAt a glance\nWeek\nOct 12–18, 2026 (Millrace Week)\nTheme nights\nMon 1893 Night; Wed Regatta Night; Thu Cast-Iron Supper; Fri Fish Fry\nLabels\n[V] vegan, [VG] vegetarian, [GF] no gluten ingredients, [H] halal\nPantry\nFree of the nine major allergens and gluten, every lunch and dinner\nLive menus\nDining app, updated when the kitchen plan changes\nWho to contact\nDining Services\nFounders Commons, lower level\nPhone\n(715) 555–0242\nEmail\ndining@uwporterfalls.edu\nHours\nMon–Fri, 7:30 a.m.–4:30 p.m.\nRelated resources\nWhere to eat\nCampus hours this week\nDining menus & nutrition info\nNutrition & food allergies\nLate-night dining\nDining during breaks" }, { "url": "dining-plans.html", "title": "Dining plans", "description": "How meal swipes, Campus Cash and the residential requirement work — and how to pick a plan you will actually use.", "headings": [ "Dining plans", "On this page", "Two currencies, one card", "The plans", "Changing your plan", "Allergies, medical diets and preferences" ], "content": "Dining Dining plans\nHow meal swipes, Campus Cash and the residential requirement work — and how to pick a plan you will actually use.\nTwo currencies, one card\nEverything runs on your Campus Card. A meal swipe is one entry to The Forge, the all-you-care-to-eat residential dining hall; you also get a set number of \"guest swipes\" a semester to bring someone in. Campus Cash is a declining debit balance that works like money at the retail spots — the union food hall, the coffee kiosks, the North Market convenience store, concessions, and the vending machines — and it is tax-free on food. Meal swipes reset every week and do not roll over; Campus Cash rolls from fall to spring and is refunded when you graduate or move off campus.\nA weekly swipe allowance of \"14\" does not mean two meals a day for seven days — it means 14 entries you can spend however you want, including three in one day during finals.\nThe plans\nForge 19 (19 swipes/week + $150 Campus Cash) suits students who eat most meals in the hall and rarely cook. Forge 14 (14 + $250) is the common choice — roughly two hall meals a day with enough Campus Cash for coffee and the odd union lunch. Forge 10 (10 + $400) fits students with a kitchen, a light schedule, or a strong preference for the retail side. Anytime (unlimited hall entry + $100) is for first-year students in the traditional halls who want to stop counting.\nAll new students in the traditional residence halls are required to carry Forge 14 or higher. Students in the apartment-style and cooperative halls, and all commuters, may buy any plan or none; a Commuter 50 block (50 swipes a semester, no weekly reset) is popular with people who are on campus three long days a week.\nChanging your plan\nYou can move up a plan at any time and the difference is prorated to your student account. You can move down a plan or cancel only during the first two weeks of a semester; after that you are committed for the term, the same way tuition is. Requests go through the housing portal in MyPorter, not the dining hall.\nIf money is tight, talk to the dining office before you cancel — they can often shift you to a lower plan plus a food-pantry referral rather than leaving you with nothing, and the student emergency fund can bridge a gap.\nAllergies, medical diets and preferences\nA registered dietitian on staff will sit down with you (free, confidential) to build a plan around a food allergy, celiac disease, a medical diet, or religious requirements — including a dedicated allergen-free pantry station in The Forge and standing orders the kitchen prepares away from cross-contact. Halal and kosher-style options are labeled daily; vegan and vegetarian entrées are guaranteed at every meal, not just a side.\nEvery station posts full allergen and ingredient information, and the dining app lets you filter the day's menu to what you can actually eat before you walk over.\nAt a glance\nTwo currencies\nMeal swipes = entry to The Forge, reset weekly, no rollover. Campus Cash = tax-free debit at retail spots, rolls over\nRequired?\nNew students in traditional halls: Forge 14 or higher. Apartment halls and commuters: optional\nCommon pick\nForge 14 (14 swipes + $250 Campus Cash) — about two hall meals a day plus coffee money\nChange it\nUpgrade anytime (prorated). Downgrade or cancel only in the first two weeks of the term\nRelated resources\nWhere to eat\nNutrition & food allergies\nJobs in university dining\nContact directory" }, { "url": "dining-services.html", "title": "Dining Services", "description": "UW–Porter Falls Dining: Founders Dining Hall, retail locations, meal plans, the Founders Farm partnership, reusable containers, and special dietary needs.", "headings": [ "Dining Services", "On this page", "Founders Dining Hall", "Retail dining locations", "Meal plans and pricing", "Founders Farm partnership", "Special diets, allergies, and nutrition", "Sustainability: containers, waste, and Meatless Monday" ], "content": "Campus life Dining Services\nFounders Dining Hall (7 stations, 35% farm-sourced), 6 retail spots, reusable containers, and a menu that changes with the Saturday market.\nFounders Dining Hall\nLocation: Founders Hall basement (direct access from all 3 wings). Hours: Mon–Thu 7 a.m.–10 p.m., Fri 7 a.m.–midnight, Sat 8 a.m.–midnight, Sun 8 a.m.–10 p.m. 7 stations: Grill (burgers, chicken, veggie patties, made-to-order), Global (rotating: Korean bibimbap, Ethiopian injera, Mexican street tacos, Indian thali), Comfort (rotisserie chicken, mashed potatoes, mac & cheese, daily soup), Salad & Grain (build-your-own, 40+ toppings, house dressings), Vegan & Plant-Forward (dedicated equipment, tofu, tempeh, jackfruit, legumes), Bakery & Dessert (fresh bread, pies, cookies, soft-serve), Late Night (Fri–Sat 10 p.m.–midnight: breakfast for dinner, pancakes, eggs, maple-bacon doughnut holes). Seating: 600 (booths, community tables, quiet zone, patio overlooking Millrace). Staff: 45 full-time (union, AFSCME), 60 student workers (Tier 1–2).\nRetail dining locations\nHalvorsen Brew (Halvorsen Library lobby): espresso, cold brew, pastries, sandwiches, salads — Mon–Thu 7 a.m.–10 p.m., Fri 7 a.m.–6 p.m., Sat 10 a.m.–4 p.m., Sun 12 p.m.–6 p.m. (extended finals). Forge Cafe (Forge Innovation Hub atrium): breakfast burritos, grain bowls, smoothies, local beer/wine (4 p.m.–close) — Mon–Fri 7 a.m.–8 p.m. Depot Express (Welcome Center): grab-and-go salads, sandwiches, sushi, coffee — Mon–Fri 6:30 a.m.–7 p.m., Sat 8 a.m.–2 p.m. Rec Center Fuel (Rec Center lobby): protein smoothies, energy bars, electrolyte drinks, yogurt parfaits — Mon–Fri 6 a.m.–9 p.m., Sat–Sun 8 a.m.–6 p.m. Makerspace Munch (Forge Makerspace lobby): vending + micro-market (local snacks, fruit, nuts, LaCroix) — 24/7 card access. Riverfront Concessions (Riverfront Park, seasonal May–Sep): ice cream, lemonade, pretzels, grill Fridays — weather dependent.\nMeal plans and pricing\nRequired for all on-campus residents. Unlimited ($2,450/sem): unlimited swipes at Founders Dining Hall, 5 guest swipes, $100 dining dollars (retail locations). Block 180 ($2,100/sem): 180 swipes, $200 dining dollars. Block 120 ($1,750/sem): 120 swipes, $300 dining dollars (upper-class only). Commuter 50 ($600/sem): 50 swipes, $50 dining dollars (off-campus students). Faculty/Staff 25 ($300/sem): 25 swipes, $25 dining dollars. Dining dollars roll over fall→spring, expire May 31. Guest swipes don’t roll over. Changes: Upgrade anytime (prorated); downgrade only at semester break (deadline: Jan 15 / Aug 15). Financial aid: Meal plan costs included in COA; Porter Cares covers shortfalls.\nFounders Farm partnership\nFounders Farm (3 acres, north campus, managed by Agriculture & Food Systems ): ~18,000 lbs/year to dining + Porter Cares pantry. What’s grown: Tomatoes (5 varieties), peppers, kale, chard, carrots, beets, herbs (basil, cilantro, dill, mint), strawberries, raspberries, apples (espalier). Seasonal menu integration: Weekly “Farm Feature” at Global station (e.g., heirloom tomato gazpacho, kale-sausage pasta, strawberry-rhubarb crisp). Student labor: 15 paid positions (work-study) + 20 volunteers/semester. Closed loop: Pre-consumer waste (400 lbs/week) → farm aerobic digester → compost → fields. Education: Nursing nutrition tours, EnvSci soil labs, Hospitality farm-to-table module.\nSpecial diets, allergies, and nutrition\nAllergen labeling: Top 9 (milk, egg, peanut, tree nut, fish, shellfish, soy, wheat, sesame) + gluten marked at every station (digital screens + printed cards). Dedicated prep: Vegan station (separate equipment, purple utensils), Gluten-free zone (toaster, microwave, prep area, certified GF oats/bread). Halal: Certified halal chicken/beef daily at Grill (green H icon), separate storage/prep. Kosher: Pre-packaged certified kosher meals (refrigerated case, heat-and-serve). Nutrition: Full nutrition facts + ingredients online ( dining.uwporterfalls.edu/nutrition ) and on app (filter by allergen, diet, calorie range). Dietitian: 1 FTE Registered Dietitian (office: Founders Dining Hall, Mon–Fri 9–3, drop-ins welcome) — meal-plan consulting, allergy management, athlete fueling, eating disorder support (coordinates with Counseling Services ). Student advisory: Dining Advisory Board (12 students, monthly, menu tastings, feedback, sustainability initiatives).\nSustainability: containers, waste, and Meatless Monday\nReusable Container Program: Green clamshells (polypropylene, 300-use rated), carabiner clip, $5 deposit (refundable at semester end). How it works: Check out at Founders Dining Hall swipe → eat → return dirty to any dining location drop bin → get clean one next swipe. Impact: 120,000 disposable containers eliminated in Year 1. Food waste: Pre-consumer → farm digester (see above). Post-consumer → pulper → anaerobic digester (city wastewater plant, biogas to grid). Trayless dining: Default since 2018 (reduced post-consumer waste 28%). Meatless Monday (expanded to Monday/Thursday 2024): Global + Comfort stations fully plant-based; Grill offers Beyond/Impossible. Local sourcing: 35% Wisconsin/Minnesota/Iowa/Michigan (produce, dairy, eggs, beef, bakery). Fair Trade: All coffee, tea, chocolate, bananas. Student projects: Sustainability Innovation Fund grants for: smart waste bins (load sensors, 15% contamination reduction), hydroponic herb wall (dining hall lobby, 50 lbs/year).\nAt a glance\nFounders Dining Hall\n7 stations, 600 seats, 7a–10p (Fri/Sat midnight)\nRetail locations\n6 (Halvorsen Brew, Forge Cafe, Depot Express, Rec Fuel, Makerspace Munch, Riverfront)\nMeal plans\nUnlimited $2,450/sem, Block 180 $2,100, Block 120 $1,750\nFarm partnership\n3 acres, 18K lbs/year, closed-loop compost\nReusable containers\n120K disposables eliminated Year 1\nRelated resources\nSustainability & Founders Farm\nResidence Life (meal plan req)\nPorter Cares (food pantry)\nDietitian & counseling\nEating in Porter Falls (off-campus)" }, { "url": "dining-venue-engineering-express.html", "title": "Engineering Express", "description": "Engineering Express: a coffee & quick food in Founders Hall. Coffee and espresso drinks, grab-and-go sandwiches, and snacks, sized for a quick break between labs", "headings": [ "Engineering Express", "On this page", "What it is", "Hours", "What's on the menu", "How to pay", "Dietary accommodations", "Good to know", "Common questions" ], "content": "Dining Engineering Express\nCoffee & quick food in Founders Hall.\nWhat it is\nEngineering Express is a coffee & quick food located in Founders Hall .\nHours\nWeekday mornings through mid-afternoon during the academic year. The dining app shows live hours for every location, since they shift around exam weeks, breaks, and university holidays — check it before a special-occasion trip.\nWhat's on the menu\nCoffee and espresso drinks, grab-and-go sandwiches, and snacks, sized for a quick break between labs.\nHow to pay\nCampus Cash (tax-free on food)\nCard or phone\nDietary accommodations\nA small allergen-labeled snack selection is kept separate from the general case; ask staff if you need the current list.\nGood to know\nCloses earlier than the union-area options, so it is built around the lab schedule rather than an all-day stop — plan around it if your last class runs late.\nCommon questions\nCan I use a meal swipe here? No — this location takes Campus Cash, a card, or your phone, but not a meal-plan swipe.\nWhat if I have a severe allergy? Ask any staff member for the current allergen binder, or contact the campus dietitian through dining dietary accommodations to set up a standing plan before you rely on any single location.\nAt a glance\nType\nCoffee & quick food\nLocation\nFounders Hall\nPayment\nCampus Cash, Card or phone\nRelated\nAll dining locations\nMeal plans\nCampus Cash / dining dollars\nDietary accommodations\nLate-night dining" }, { "url": "dining-venue-health-sciences-coffee.html", "title": "Health Sciences Coffee", "description": "Health Sciences Coffee: a coffee & quick food in The health-sciences academic building. Coffee and espresso drinks, grab-and-go sandwiches, yogurt and fruit cups, and snacks", "headings": [ "Health Sciences Coffee", "On this page", "What it is", "Hours", "What's on the menu", "How to pay", "Dietary accommodations", "Good to know", "Common questions" ], "content": "Dining Health Sciences Coffee\nCoffee & quick food in The health-sciences academic building.\nWhat it is\nHealth Sciences Coffee is a coffee & quick food located in The health-sciences academic building .\nHours\nWeekday mornings through mid-afternoon during the academic year, with extended hours during clinical-exam weeks. The dining app shows live hours for every location, since they shift around exam weeks, breaks, and university holidays — check it before a special-occasion trip.\nWhat's on the menu\nCoffee and espresso drinks, grab-and-go sandwiches, yogurt and fruit cups, and snacks.\nHow to pay\nCampus Cash (tax-free on food)\nCard or phone\nDietary accommodations\nStocks a rotating selection of allergen-friendly grab-and-go options; ask staff for the current list.\nGood to know\nThe extended hours during clinical-exam weeks are the one schedule change worth knowing in advance if you rely on this stop before an early clinical shift.\nCommon questions\nCan I use a meal swipe here? No — this location takes Campus Cash, a card, or your phone, but not a meal-plan swipe.\nWhat if I have a severe allergy? Ask any staff member for the current allergen binder, or contact the campus dietitian through dining dietary accommodations to set up a standing plan before you rely on any single location.\nAt a glance\nType\nCoffee & quick food\nLocation\nThe health-sciences academic building\nPayment\nCampus Cash, Card or phone\nRelated\nAll dining locations\nMeal plans\nCampus Cash / dining dollars\nDietary accommodations\nLate-night dining" }, { "url": "dining-venue-ironworks-food-hall.html", "title": "Ironworks Food Hall", "description": "Ironworks Food Hall: a retail food hall in Founders Union. Pizza, rice and grain bowls, burgers and sandwiches, a salad and wrap line, and one or two rotating stalls that change each term", "headings": [ "Ironworks Food Hall", "On this page", "What it is", "Hours", "What's on the menu", "How to pay", "Dietary accommodations", "Good to know", "Common questions" ], "content": "Dining Ironworks Food Hall\nRetail food hall in Founders Union.\nWhat it is\nIronworks Food Hall is a retail food hall located in Founders Union .\nHours\nStandard retail hours daily; a limited menu runs until midnight on weeknights and later on weekends. The dining app shows live hours for every location, since they shift around exam weeks, breaks, and university holidays — check it before a special-occasion trip.\nWhat's on the menu\nPizza, rice and grain bowls, burgers and sandwiches, a salad and wrap line, and one or two rotating stalls that change each term.\nHow to pay\nCampus Cash (tax-free on food)\nCard or phone\nMeal-swipe equivalency during set hours\nDietary accommodations\nEvery stall posts full allergen and ingredient information; ask any stall staff member for the current allergen binder if it is not posted.\nGood to know\nMobile ordering through the dining app is the fastest way to beat the lunch line; the rotating stalls (see the news archive for the current pair) are voted on by students each spring and change again in the fall.\nCommon questions\nCan I use a meal swipe here? Yes, as a fixed swipe-equivalency combo during set hours; a swipe covers a defined combo rather than anything on the menu.\nWhat if I have a severe allergy? Ask any staff member for the current allergen binder, or contact the campus dietitian through dining dietary accommodations to set up a standing plan before you rely on any single location.\nAt a glance\nType\nRetail food hall\nLocation\nFounders Union\nPayment\nCampus Cash, Card or phone, Meal-swipe equivalency during set hours\nRelated\nAll dining locations\nMeal plans\nCampus Cash / dining dollars\nDietary accommodations\nLate-night dining" }, { "url": "dining-venue-library-cafe.html", "title": "Library Café", "description": "Library Café: a coffee & light bites in Halvorsen Library, ground floor. Coffee and espresso drinks, pastries, grab-and-go sandwiches and salads, and snacks", "headings": [ "Library Café", "On this page", "What it is", "Hours", "What's on the menu", "How to pay", "Dietary accommodations", "Good to know", "Common questions" ], "content": "Dining Library Café\nCoffee & light bites in Halvorsen Library, ground floor.\nWhat it is\nLibrary Café is a coffee & light bites located in Halvorsen Library , ground floor.\nHours\nEarly morning through late evening on weekdays; shorter weekend hours. The dining app shows live hours for every location, since they shift around exam weeks, breaks, and university holidays — check it before a special-occasion trip.\nWhat's on the menu\nCoffee and espresso drinks, pastries, grab-and-go sandwiches and salads, and snacks.\nHow to pay\nCampus Cash (tax-free on food)\nCard or phone\nDietary accommodations\nA gluten-free pastry case option is stocked daily; ask staff for current allergen information on rotating items.\nGood to know\nSeating here is shared with the library's ground-floor study tables, so it is one of the few campus food spots where lingering with a laptop for a couple of hours is the norm rather than the exception.\nCommon questions\nCan I use a meal swipe here? No — this location takes Campus Cash, a card, or your phone, but not a meal-plan swipe.\nWhat if I have a severe allergy? Ask any staff member for the current allergen binder, or contact the campus dietitian through dining dietary accommodations to set up a standing plan before you rely on any single location.\nAt a glance\nType\nCoffee & light bites\nLocation\nHalvorsen Library, ground floor\nPayment\nCampus Cash, Card or phone\nRelated\nAll dining locations\nMeal plans\nCampus Cash / dining dollars\nDietary accommodations\nLate-night dining" }, { "url": "dining-venue-north-market.html", "title": "North Market", "description": "North Market: a convenience store & grab-and-go in North Campus. Hot grab-and-go items, groceries and household basics, and a coffee bar", "headings": [ "North Market", "On this page", "What it is", "Hours", "What's on the menu", "How to pay", "Dietary accommodations", "Good to know", "Common questions" ], "content": "Dining North Market\nConvenience store & grab-and-go in North Campus.\nWhat it is\nNorth Market is a convenience store & grab-and-go located in North Campus .\nHours\nEarly morning through late evening daily; the latest-closing dining option on campus. The dining app shows live hours for every location, since they shift around exam weeks, breaks, and university holidays — check it before a special-occasion trip.\nWhat's on the menu\nHot grab-and-go items, groceries and household basics, and a coffee bar.\nHow to pay\nCampus Cash (tax-free on food)\nCard or phone\nMeal-swipe equivalency during set hours\nDietary accommodations\nPackaged grab-and-go items carry full ingredient labels; the coffee bar can make any drink dairy-free on request at no extra charge.\nGood to know\nThis is the option to remember for a late-night craving or a forgotten toiletry, since it is the last place open most nights; it restocks hot grab-and-go items on a rolling basis rather than one big batch, so the case looks fullest right after a restock.\nCommon questions\nCan I use a meal swipe here? Yes, as a fixed swipe-equivalency combo during set hours; a swipe covers a defined combo rather than anything on the menu.\nWhat if I have a severe allergy? Ask any staff member for the current allergen binder, or contact the campus dietitian through dining dietary accommodations to set up a standing plan before you rely on any single location.\nAt a glance\nType\nConvenience store & grab-and-go\nLocation\nNorth Campus\nPayment\nCampus Cash, Card or phone, Meal-swipe equivalency during set hours\nRelated\nAll dining locations\nMeal plans\nCampus Cash / dining dollars\nDietary accommodations\nLate-night dining" }, { "url": "dining-venue-the-forge-dining-hall.html", "title": "The Forge", "description": "The Forge: a all-you-care-to-eat dining hall in Founders Commons. A grill, a deli, a rotating global station, a dedicated allergen-friendly pantry station, salad and soup, pizza and pasta, a guarantee", "headings": [ "The Forge", "On this page", "What it is", "Hours", "What's on the menu", "How to pay", "Dietary accommodations", "Good to know", "Common questions" ], "content": "Dining The Forge\nAll-you-care-to-eat dining hall in Founders Commons.\nWhat it is\nThe Forge is a all-you-care-to-eat dining hall located in Founders Commons .\nHours\nContinuous service breakfast through dinner on weekdays; brunch and dinner on weekends during the academic year; reduced hours over breaks. The dining app shows live hours for every location, since they shift around exam weeks, breaks, and university holidays — check it before a special-occasion trip.\nWhat's on the menu\nA grill, a deli, a rotating global station, a dedicated allergen-friendly pantry station, salad and soup, pizza and pasta, a guaranteed vegan/vegetarian station at every meal, and a bakery.\nHow to pay\nMeal-plan swipe (unlimited within your plan)\nGuest swipes from your plan\nCampus Cash\nDietary accommodations\nA registered dietitian is on call to walk any student through safe options at every station; the allergen-friendly pantry station is kept fully separate from the top eight allergens.\nGood to know\nThe rush hits hardest 11:45 a.m.–12:30 p.m. and 5:30–6:30 p.m.; the global station and the bakery are usually the least crowded stops if you are in and out. Sunday brunch is the one meal that regularly runs a short line at the door.\nCommon questions\nCan I use a meal swipe here? Yes — this is the anchor of the meal plan; one swipe gets you in for as long as you like at that meal.\nWhat if I have a severe allergy? Ask any staff member for the current allergen binder, or contact the campus dietitian through dining dietary accommodations to set up a standing plan before you rely on any single location.\nAt a glance\nType\nAll-you-care-to-eat dining hall\nLocation\nFounders Commons\nPayment\nMeal-plan swipe, Guest swipes from your plan, Campus Cash\nRelated\nAll dining locations\nMeal plans\nCampus Cash / dining dollars\nDietary accommodations\nLate-night dining" }, { "url": "dining.html", "title": "Dining", "description": "One dining hall, three cafes, and a food-service management program that treats it as a working lab.", "headings": [ "Dining", "Where to eat", "Dietary needs", "Meal plans", "Take the next step." ], "content": "Campus life\nDining\nOne dining hall, three cafes, and a food-service management program that treats the\nwhole operation as a working lab.\nWhere to eat\nThe Commons. All-you-care-to-eat dining hall, open 7am–9pm daily.\nFounders Cafe. Coffee and grab-and-go, Founders Hall lobby.\nThe Forge. Grill and sandwich counter in the student union, open late on weekends.\nIronclad Diner. Sit-down service run partly by Hospitality & Tourism Management students\nas a working practicum.\nDietary needs\nThe Commons posts full allergen information at every station and keeps a dedicated allergen-free\nprep area. Meet with campus dining's registered dietitian, at no charge, to build an eating plan around\nany dietary restriction.\nMeal plans\nStandard — Meals/week: 14; Cost/semester: $2,120\nUnlimited — Meals/week: Unlimited; Cost/semester: $2,610\nBlock 75 — Meals/week: 75/semester; Cost/semester: $1,480\nQuick links\nDining menus this week\nDining FAQ\nHousing\nCampus life\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "diploma-replacement.html", "title": "Replacement diploma", "description": "How a graduate orders a replacement or a duplicate diploma, and what a name change means for it.", "headings": [ "Replacement diploma", "On this page", "When people order one", "Name changes", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Replacement diploma\nHow a graduate orders a replacement or a duplicate diploma, and what a name change means for it.\nWhen people order one\nA lost or damaged diploma, a diploma that needs the graduate's updated legal name, or an extra copy for a family member. A duplicate is printed identically to the original with a small “duplicate” notation on the back.\nName changes\nA replacement diploma is issued in a graduate's current legal name on request with documentation; the transcript name updates separately and does not change automatically when the diploma does.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nOrder: Through the Registrar, by any alum. Cost: A flat replacement fee. Delivered: 6–8 weeks, from the same vendor that prints the originals. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nOrder\nThrough the Registrar, by any alum\nCost\nA flat replacement fee\nDelivered\n6–8 weeks, from the same vendor that prints the originals\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "directions-to-campus.html", "title": "Directions to Campus", "description": "Driving from Lake City or the Cities, riding the regional coach, or flying into Lake City Regional Airport, plus the address to put in your GPS and where to leave the car.", "headings": [ "Directions to Campus", "On this page", "The address", "By car", "By regional coach", "By air", "Where to park" ], "content": "Visit Directions to Campus\nDriving from Lake City or the Cities, riding the regional coach, or flying into Lake City Regional Airport, plus the address to put in your GPS and where to leave the car.\nThe address\nFor GPS and ride apps, use 1 Founders Drive, Porter Falls, Wesconsin 54999 . That address takes you to the stone entrance sign at Founders Drive and Depot Street. The Welcome Center, where every tour and Preview Day begins, is the red-brick depot 200 feet past the sign on the right. Lot D is behind it.\nOne known problem: some navigation apps send drivers to the Facilities service entrance on Mill Street, which has a gate and no parking. If your route ends at a loading dock, drive two blocks north on Mill Street and turn right on Founders Drive.\nBy car\nLake City — Distance: 34 miles; Time: About 40 minutes; Route: US 12 west to the Porter Falls / University exit (County Road P). Turn left at the top of the ramp, follow County P for 1.8 miles across the river, then turn right on Founders Drive.\nThe Cities — Distance: 71 miles; Time: About 75 minutes; Route: US 12 east to the same exit. Turn right at the top of the ramp, then follow County P and Founders Drive as above.\nCedar Bluff and points north — Distance: 3 miles; Time: 10 minutes; Route: Ridge Road south to Lakeview Drive, then Main Street through the Depot District to Founders Drive.\nIn winter, US 12 is plowed first and County P second. The bridge on County P ices before the road does. When the state closes US 12, the university posts it on campus status and admissions will reschedule your visit without any fuss.\nBy regional coach\nThe Lake City Connector coach runs three times each weekday and twice a day on weekends between Lake City and Porter Falls. The trip takes 40 minutes. In Porter Falls it stops at the Welcome Center (Depot District), the Founders Union transit bay and the Highway 12 Park & Ride (Lot R). The public fare is $8 each way, and riders with a Porter Card travel free. Coaches to and from the Cities take about 75 minutes. Buy those tickets from the intercity carrier, about $19 each way.\nComing for a Preview Day from 60–149 miles away? The Preview Day Travel Grant can cover a prepaid coach ticket for students who qualify.\nBy air\nThe nearest airport is Lake City Regional Airport , 40 minutes east, with daily flights connecting through larger hubs. From the airport you can take the Lake City Connector (change at the Lake City transit center), rent a car at the terminal, or book a taxi for about $75. The international airport in the Cities is about 90 minutes west in normal traffic.\nProspective students with a scheduled tour can ask for a campus pickup from the Lake City Connector stop or Lot R at no charge. Request it when you book, at least five business days ahead. Current students should use the break travel shuttles .\nWhere to park\nLot D (Welcome Center) — Best for: Tours, Preview Days, admissions appointments; Cost: First 2 hours free, then $2/hour; passes emailed for registered events\nMeters near Founders Union and the Depot — Best for: Short errands, the campus store; Cost: $1.50/hour; coins, card or the ParkPorter app\nApplied Arts lot — Best for: Concerts and theatre; Cost: Free after 5 p.m. and on weekends\nAny general lot — Best for: A full day on campus; Cost: $6 daily visitor permit from the parking portal\nLot C1 and Lot R — Best for: Football Saturdays and commencement; Cost: Event rates posted on the game day guide ; the Porter Loop runs from both\nState-issued disability placards are honored in any accessible space without a campus permit. Details are on visitor parking and accessible parking .\nAt a glance\nGPS address\n1 Founders Drive, Porter Falls, WE 54999\nFrom Lake City\n34 mi, about 40 min on US 12 west\nFrom the Cities\n71 mi, about 75 min on US 12 east\nCoach\nLake City Connector, $8 public, free with Porter Card\nAirport\nLake City Regional, 40 min east\nPark\nLot D at the Welcome Center\nWho to contact\nVisitor Services, Office of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0144\nEmail\nvisit@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.; Sat, 9 a.m.–noon\nRelated resources\nVisitor guide\nWhere to stay\nTransportation & parking\nTransportation deep dive\nCampus map\nParking & transportation FAQ" }, { "url": "directory.html", "title": "Faculty and staff directory", "description": "Search all 848 faculty and staff by name, title or department, or browse the leadership and administration lists.", "headings": [ "Faculty and staff directory", "Executive leadership", "Administration & student services", "Academic deans", "Can’t find someone?", "Take the next step." ], "content": "About\nFaculty and staff directory\nCampus-wide search finally launched in December 2025 — only four years after it was first promised. Search all 848 faculty and staff below, or browse the leadership lists.\nFaculty and staff can be reached by email in the form lastname@uwporterfalls.edu , except general offices,\nwhich use a department address below.\nExecutive leadership\nChancellor Elaine Vandehey and Provost Bjorn Halvorsen. Full biographies and the Board of Regents are on the\nleadership page .\nAdministration & student services\nTrudy Solberg Director of Admissions admissions@uwporterfalls.edu Mervin Aaby Director of Financial Aid & Scholarships aid@uwporterfalls.edu Colette Rindahl University Registrar registrar@uwporterfalls.edu Neil Torkelson Bursar, Student Accounts bursar@uwporterfalls.edu Anders Skogen Dean of Students deanofstudents@uwporterfalls.edu Jolene Brandvold Director, Career Services & Employer Relations career@uwporterfalls.edu Dr. Rosalind Amundson Medical Director, University Health Services health@uwporterfalls.edu Owen Melby Director, Counseling & Psychological Services counseling@uwporterfalls.edu Faye Gunderson Director, Disability & Accessibility Services access@uwporterfalls.edu Mikel Stenberg Coordinator, International Programs & Study Abroad international@uwporterfalls.edu Garrett Loken Director of Information Technology help@uwporterfalls.edu Petra Nystrom Director of Housing & Residence Life housing@uwporterfalls.edu Wade Holt Director of Dining Services dining@uwporterfalls.edu Chuck Running Director of Athletics athletics@uwporterfalls.edu Sylvie Dahl Director of University Communications & Marketing news@uwporterfalls.edu Duane Kolsrud Director of Facilities facilities@uwporterfalls.edu Hollis Vang Director of Advancement & Alumni Relations give@uwporterfalls.edu\nAcademic deans\nDr. Karen Bergstrom Dean, College of Engineering & Technology engr@uwporterfalls.edu Dr. Nancy Jorgensen Dean, College of Computing & Information Sciences ccis@uwporterfalls.edu Dr. Elizabeth Pratt Dean, College of Business cob@uwporterfalls.edu Dr. Laura Vance Dean, College of Health Sciences chs@uwporterfalls.edu Dr. Rebecca Dunmore Dean, College of Education coe@uwporterfalls.edu Dr. Melissa Jacoby Dean, College of Arts, Design & Communication cadc@uwporterfalls.edu Dr. Sandra Petrov Dean, College of Applied & Technical Studies cats@uwporterfalls.edu\nFor a specific program's director and faculty, see that\nprogram's page — every one of the 49 lists its own contact.\nCan’t find someone?\nCall the switchboard at (715) 555–0188 and describe what you need. The person who answers has been\nhere longer than the org chart.\nQuick links\nApply now\nVisit campus\nTuition and costs\nFinancial aid\nCampus map\nContact us\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "disability-exam-accommodations.html", "title": "Testing accommodations", "description": "How approved exam accommodations — extended time, a reduced-distraction room, assistive tech — actually get arranged each term.", "headings": [ "Testing accommodations", "On this page", "The two-step split", "What's available", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Testing accommodations\nHow approved exam accommodations — extended time, a reduced-distraction room, assistive tech — actually get arranged each term.\nThe two-step split\nAccessibility Services decides what a student is eligible for; the Testing Center delivers it exam by exam. A student books each accommodated exam ahead of time so the right room, time and materials are ready — a missed booking is rescheduled with the instructor, not lost.\nWhat's available\nExtended time, a reduced-distraction or private room, a reader or scribe, screen-reading and speech-to-text software, and paper alternatives to an online exam format, matched to the specific approved need rather than offered as a menu.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nApproved by: Accessibility Services, once per condition. Arranged: Each exam, at least 48 hours ahead, through the Testing Center. Cost: Free. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nApproved by\nAccessibility Services, once per condition\nArranged\nEach exam, at least 48 hours ahead, through the Testing Center\nCost\nFree\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "disability-housing.html", "title": "Accessible housing", "description": "How to request a housing accommodation, what is possible, the timeline that matters, and assistance animals.", "headings": [ "Accessible housing", "On this page", "How the request works", "What can be arranged", "Timing", "Assistance animals" ], "content": "Housing Accessible housing\nHow to request a housing accommodation, what is possible, the timeline that matters, and assistance animals.\nHow the request works\nHousing accommodations go through Accessibility Services, not the housing office — you submit a request describing the barrier and documentation from a provider connecting it to a specific housing need, and an access consultant meets with you to work out what actually addresses it. Housing then receives only the approved arrangement (\"needs a single room, ground floor, air conditioning\"), never your diagnosis or records. This is a separate process from your academic accommodations, though you can start both in the same appointment, and it renews each year with a quick check-in rather than a full re-application unless the need changes.\nThe standard is whether the accommodation is necessary for equal access to housing — not merely preferred — so the conversation is about function and impact, not labels.\nWhat can be arranged\nCommon approved accommodations include a single room (for a documented medical or psychological need), a room with a private or accessible bathroom, roll-in showers and other mobility features, air conditioning, a ground-floor or near-elevator location, a reduced-distraction placement away from lounges and high-traffic areas, visual smoke and doorbell alerts for deaf and hard-of-hearing residents, a room configured for medical equipment or a personal care attendant, proximity to a specific building or to accessible parking, and permission to stay during breaks when travel is a barrier. Temporary accommodations after a surgery or injury are handled the same way on a short timeline.\nNot every hall has every feature, so an approval sometimes means a specific building rather than your first-choice community.\nTiming\nRequests are reviewed year-round, but the room-selection calendar is unforgiving: submit by the priority deadline in the spring (well before returning-student room selection, and as soon as you have paid your deposit as an incoming student) and the full range of qualifying rooms is available. Submit in August and you get whatever qualifying room is still empty. If your need arises mid-year, contact Accessibility Services immediately — mid-year moves happen, but they depend on what is open.\nAssistance animals\nA trained service animal (a dog, or in some cases a miniature horse, individually trained to do work related to a disability) may accompany you anywhere on campus, including your room, and does not require pre-approval — though notifying Accessibility Services and Housing avoids friction with roommates and staff. An emotional support animal is different: it is a housing accommodation only, requires the documentation-and-review process above, is approved for your residence and not for classrooms or dining, and comes with owner responsibilities (vaccination, control, cleanup, no disruption) that, if unmet, can end the approval. Start an ESA request early — it is one of the slower reviews.\nAt a glance\nWhere\nAccessibility Services (not Housing) — you give documentation once; Housing only gets the approved arrangement, not your records\nPossible\nSingle room, accessible/private bath, A/C, ground floor, low-distraction placement, visual alerts, break-stay, equipment space\nDeadline\nSubmit by the spring priority date for full room choice; later requests get whatever qualifying room is left\nAnimals\nService animal: no pre-approval needed, goes anywhere. ESA: housing-only, needs the full review — apply early\nRelated resources\nResidence halls\nHousing process\nLiving-learning communities\nMove-in & move-out\nContact directory" }, { "url": "disclaimer.html", "title": "Full disclaimer", "description": "The part where we are completely straightforward about what this is.", "headings": [ "Full disclaimer", "Practical next step", "Not affiliated with anyone", "Everything here is invented", "You cannot enroll", "Artwork & photography", "If you are here by accident", "Who runs this", "Take the next step." ], "content": "Policies\nFull disclaimer\nThe part where we are completely straightforward about what this is.\nPractical next step\nUse the named office for current facts, records, media requests or institutional questions. Public-facing summaries explain context; official notices and approved records control when details differ.\nNot affiliated with anyone\nThis site is not affiliated with, endorsed by, sponsored by or connected to the University of\nWisconsin–Stout, the Universities of Wisconsin, the State of Wisconsin, or any other real\ninstitution, company or brand. No real logos or trademarks of any real organization are used\nanywhere on this site.\nEverything here is invented\nEvery program, course, statistic, salary figure, building, event, news story, policy and quotation\non this site is fictional and was written for comedic effect. Every person named is invented. Any\nresemblance to a real person is coincidental. No statement on this site should be relied on for any\npurpose whatsoever.\nYou cannot enroll\nThere is no application, no admissions office, no degree and no accreditation. The forms do not\nsubmit. No money can be paid to this university because this university is not a thing that can\nreceive money.\nArtwork & photography\nThe university seal is original artwork created for this site and does not depict, imitate or derive\nfrom any real institution's mark. The photographs are real\nand depict real places and people — a mix of historic and current U.S. federal government works and\nCarol M. Highsmith's donated photography, all held by the Library of Congress with no copyright\nrestrictions. None of them depict University of Wesconsin–Porter Falls Polytechnic, because it does not exist; they\nare used here as generic, unlabeled illustrations of campus life, industry and Wesconsin scenery, the\nway a stock photograph is used on any real institutional website.\nIf you are here by accident\nYou may be looking for a real polytechnic university in Wesconsin. Several excellent ones exist.\nSearch for the real thing and you will find it quickly.\nWho runs this\nThis is a personal creative project by Jack Alfred Davison Blaker, hosted at jackblaker.com. It is\nprovided “as is” with no warranty, and to the fullest extent the law allows there is no\nliability arising from your use of it. The full, governing\nterms, disclaimer & privacy notice covers this site\nalong with everything else hosted under jackblaker.com.\nQuick links\nApply now\nVisit campus\nTuition and costs\nFinancial aid\nCampus map\nContact us\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "discover-your-path.html", "title": "Discover your path", "description": "Start here at UW–Porter Falls — tailored paths for future undergraduates, transfer, graduate, adult, international, and online students, families, veterans, counselors, employers, alumni, and current s", "headings": [ "Discover your path", "On this page", "Choose the path that fits you", "Or explore by the work you want to do", "Still not sure?" ], "content": "Discover your path Discover your path\nEverything on this site, sorted by who you are and what you want to do next.\nChoose the path that fits you\nThe rest of this site has everything — but where you should start depends on who you are. Pick the closest match.\nFuture undergraduate students\nYou are finishing high school (or close to it) and thinking about a hands-on, applied degr\nTransfer students\nYou have college credit already — from a two-year college, another university, the militar\nGraduate and professional students\nYou want an applied master's, a doctorate, or a graduate certificate — often while working\nAdult and returning students\nYou are coming back to college at 25, 40, or 60 — often with prior credit, a job, and a fa\nInternational students\nYou are applying from outside the United States, or you are already here on a student visa\nOnline students\nYou want a Porter degree or course without moving to Porter Falls.\nFamilies and supporters\nYou are a parent, guardian, or family member of a Porter student or applicant, and you wan\nMilitary-connected students\nYou are a veteran, an active-duty or reserve service member, or a military family member u\nSchool counselors and advisers\nYou advise high-school or community-college students who might be a fit for an applied, po\nEmployers and community partners\nYou want to hire Porter students, sponsor a project, train your workforce, or work with fa\nAlumni\nYou graduated from Porter (or its earlier incarnations) and want to stay connected, keep l\nCurrent students\nYou are enrolled. This is the short list of things that keep a semester on track and the d\nOr explore by the work you want to do\nNot sure which program? Start from the job.\nSoftware & data\nEngineering & manufacturing\nBuilding & construction\nHealth & wellness\nDesign & media\nBusiness & management\nEducation & human services\nScience & environment\nHospitality & events\nPublic safety & service\nStill not sure?\nAsk Poly, the campus assistant at the bottom-right of any page — it answers from this site and links you to the exact page. Or visit campus , browse all programs , or contact the university .\nAt a glance\nAudience paths\n12\nCareer areas\n10\nBest tool\nPoly, bottom-right\nNext step\nVisit or apply\nRelated\nAll programs\nAdmissions\nVisit\nApply\nContact" }, { "url": "discovery-center.html", "title": "Discovery Center", "description": "Hands-on STEM outreach that brings K-12 classrooms onto campus and faculty into schools.", "headings": [ "Discovery Center", "On this page", "What a visit looks like", "Reaching schools that can't travel", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Outreach & engagement Discovery Center\nHands-on STEM outreach that brings K-12 classrooms onto campus and faculty into schools.\nWhat a visit looks like\nA school day trip rotates a class through two or three hands-on stations — a robotics build, a bridge-load test, a water-quality sample from the Porter River — run by faculty and trained Porter students rather than a canned demo.\nReaching schools that can't travel\nA traveling kit version brings the same stations to a classroom for districts too far or too small to bus students in, and a summer training week helps K-12 teachers adapt the activities for their own curriculum afterward.\nIn and around Porter Falls\nPorter Falls is a town of about 17,000 that has always shared its workforce with the university. Projects are scoped to the Valley first: Porter, Cedar Bluff and Redgranite before anywhere else.\nThe practical details\nServes: Grades 3–12 across Porter County and the Valley. Format: Field trips to campus and traveling classroom kits. Cost: Free to partner schools, grant-funded. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Outreach & Engagement (Millwright Hall, Room 120). Call (715) 555–0235 or email engage@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nServes\nGrades 3–12 across Porter County and the Valley\nFormat\nField trips to campus and traveling classroom kits\nCost\nFree to partner schools, grant-funded\nWho to contact\nBusiness & Industry Outreach\nMillwright Hall 120\nPhone\n(715) 555–0157\nEmail\noutreach@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCorporate partners program\nSmall Business Clinic\nPorter Falls Night Market\nVolunteer tax clinic\nFull contact directory" }, { "url": "dissertation-boot-camp.html", "title": "Dissertation writing boot camp", "description": "A structured week of protected writing time, light accountability and no meetings, run twice a year for students in the writing stage.", "headings": [ "Dissertation writing boot camp", "On this page", "What it is", "Why it works", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Graduate school Dissertation writing boot camp\nA structured week of protected writing time, light accountability and no meetings, run twice a year for students in the writing stage.\nWhat it is\nA room, a schedule, and twenty other people doing the same thing. Writing blocks with enforced quiet, short breaks, a daily goal-setting and progress check-in, and food brought in so no one leaves for lunch and loses the afternoon. No workshops, no feedback sessions — just the time.\nWhy it works\nThe dissertation-writing stage is isolating and easy to stall in. A week of external structure and visible peers is often enough to rebuild a daily habit that carries for months after.\nIn and around Porter Falls\nPorter's eight graduate programs are small and applied — most students are working in the Valley while they study — and the Graduate School office in Millwright Hall keeps the handbooks and funding notices in one place.\nThe practical details\nWhen: The week before fall classes and during spring break. Format: Set writing blocks, shared quiet space, a daily check-in, meals provided. Capacity: About 20 students; apply ahead. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Graduate School (Millwright Hall, Room 320). Call (715) 555–0225 or email gradschool@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nThe week before fall classes and during spring break\nFormat\nSet writing blocks, shared quiet space, a daily check-in, meals provided\nCapacity\nAbout 20 students; apply ahead\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate assistantships\nThesis & dissertation formatting\nGraduate visit days\nGraduate Teaching Certificate\nFull contact directory" }, { "url": "distance-proctoring.html", "title": "Remote exam proctoring", "description": "Options for verifying identity and exam integrity in fully online courses.", "headings": [ "Remote exam proctoring", "On this page", "Choosing an option", "What is actually monitored", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Online learning Remote exam proctoring\nOptions for verifying identity and exam integrity in fully online courses.\nChoosing an option\nAn instructor selects which proctoring method a given online exam uses; students without reliable webcam access at home can instead test at a partner testing center near them, arranged through Online & Extended Learning.\nWhat is actually monitored\nRemote proctoring checks identity at the start of the exam and flags unusual activity for instructor review afterward; it does not continuously record audio/video for AI analysis without disclosure, and students are told exactly what is being monitored before the exam starts.\nIn and around Porter Falls\nOnline and Extended Learning works out of the second level of Halvorsen Library and supports learners across Wesconsin who rarely come to Porter Falls in person.\nThe practical details\nOptions: Live remote proctor, recorded proctoring, or in-person at a partner testing center. Equipment: A working webcam and stable connection for remote options. Cost: Included in course fees for Porter-selected tools. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Online & Extended Learning (Halvorsen Library, Level 2). Call (715) 555–0128 or email online@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nOptions\nLive remote proctor, recorded proctoring, or in-person at a partner testing center\nEquipment\nA working webcam and stable connection for remote options\nCost\nIncluded in course fees for Porter-selected tools\nWho to contact\nOnline & Extended Learning\nHalvorsen Library, Level 2\nPhone\n(715) 555–0128\nEmail\nonline@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCourse reserves\nInterlibrary loan\nLibrarian research consultations\nCitation manager help\nFull contact directory" }, { "url": "distinguished-alumni-awards.html", "title": "Distinguished Alumni Awards", "description": "Annual recognition for graduates whose careers reflect the polytechnic mission.", "headings": [ "Distinguished Alumni Awards", "On this page", "What the awards recognise", "How someone is chosen", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Alumni & giving Distinguished Alumni Awards\nAnnual recognition for graduates whose careers reflect the polytechnic mission.\nWhat the awards recognise\nCategories cover a full career of achievement, an early-career honor for graduates within ten years, and a service award for alumni who have given time rather than money — mentoring students, sitting on an advisory board, hosting co-op students year after year.\nHow someone is chosen\nA committee of alumni, faculty and Foundation staff reviews nominations submitted by anyone in the Porter community; nominees do not apply for themselves. Winners are honored at a Millrace Week dinner and profiled on the alumni pages for the year.\nIn and around Porter Falls\nThe UW–Porter Falls Foundation shares the Depot with admissions, which is deliberate: the people who fund scholarships and the students who receive them use the same front door. Most gifts to Porter are small, local and recurring.\nThe practical details\nPresented: Each year at Millrace Week. Categories: Career achievement, early career, service to Porter. Nominate: Open to any student, faculty or alum. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is UW–Porter Falls Foundation & Alumni Relations (Welcome Center at the Depot). Call (715) 555–0280 or email foundation@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nPresented\nEach year at Millrace Week\nCategories\nCareer achievement, early career, service to Porter\nNominate\nOpen to any student, faculty or alum\nWho to contact\nAdvancement & Alumni Relations\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0246\nEmail\ngive@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAlumni spotlights\nAlumni mentor network\nLegacy scholarships\nThe senior class gift\nEmployer matching gifts\nFull contact directory" }, { "url": "distinguished-lecture-ai-and-the-future-of-skilled-trades.html", "title": "AI and the Future of Skilled Trades — Dr. Renata Kolb", "description": "Dr. Renata Kolb (automation research lead at a national manufacturing institute) spoke on AI and the Future of Skilled Trades in October 2025. Kolb argued that automation is displacing the most repeti", "headings": [ "AI and the Future of Skilled Trades", "On this page", "About the talk", "What the talk covered", "A line worth remembering", "If you missed it", "How it connected to coursework", "Common questions" ], "content": "Distinguished Lecture Series AI and the Future of Skilled Trades\nDr. Renata Kolb, automation research lead at a national manufacturing institute · October 2025\nAbout the talk\nDr. Renata Kolb, automation research lead at a national manufacturing institute, spoke at UW–Porter Falls in October 2025 as part of the Distinguished Lecture Series, nominated by the College of Engineering & Technology .\nWhat the talk covered\nKolb argued that automation is displacing the most repetitive parts of skilled trades work while creating new demand for workers who can supervise, troubleshoot, and improve automated systems — a shift she said most workforce-development programs are still built around the old assumption.\nA line worth remembering\n“The trades aren't disappearing. The boring forty percent of every trade is disappearing, and somebody still has to do the other sixty.”\n— Dr. Renata Kolb\nIf you missed it\nDistinguished Lecture Series talks are recorded and streamed live from the Halvorsen Library auditorium, and a recording is typically posted afterward through the sponsoring college's page. Reach the College of Engineering & Technology directly if you are looking for a specific talk that is not yet posted.\nHow it connected to coursework\nThe College of Engineering & Technology typically builds a short discussion or reflection assignment around its nominated speaker into at least one course that term, so students who could not attend live still engage with the ideas secondhand. Faculty who teach in areas adjacent to “AI and the Future of Skilled Trades” say the Q&A after the formal talk is usually where the most specific, applicable answers come out — worth staying for if you do attend in person.\nCommon questions\nCan students propose a speaker? Each college nominates its own speaker; a student with a suggestion should raise it with a faculty member or the department office in the relevant college, since faculty typically make the actual nomination.\nIs attendance required for any course? Some instructors offer extra credit or a short reflection assignment tied to a relevant talk, but attendance is never a blanket requirement across the university.\nAt a glance\nSpeaker\nDr. Renata Kolb\nDate\nOctober 2025\nSponsoring college\nCollege of Engineering & Technology\nRelated\nDistinguished Lecture Series\nUniversity research\nAll academic programs" }, { "url": "distinguished-lecture-climate-adaptation-for-small-cities.html", "title": "Climate Adaptation for Small Cities — Dr. Ingrid Solberg", "description": "Dr. Ingrid Solberg (climate adaptation planner for a regional planning commission) spoke on Climate Adaptation for Small Cities in September 2025. Solberg made the case that small cities like Porter F", "headings": [ "Climate Adaptation for Small Cities", "On this page", "About the talk", "What the talk covered", "A line worth remembering", "If you missed it", "How it connected to coursework", "Common questions" ], "content": "Distinguished Lecture Series Climate Adaptation for Small Cities\nDr. Ingrid Solberg, climate adaptation planner for a regional planning commission · September 2025\nAbout the talk\nDr. Ingrid Solberg, climate adaptation planner for a regional planning commission, spoke at UW–Porter Falls in September 2025 as part of the Distinguished Lecture Series, nominated by the College of Science & Mathematics .\nWhat the talk covered\nSolberg made the case that small cities like Porter Falls have both more flexibility and less capacity than large cities when it comes to climate adaptation, and shared specific, low-cost interventions — like the kind of stream restoration Porter's own campus has done — that smaller communities can actually afford.\nA line worth remembering\n“A big city can hire a climate office. A small city has to make every project do climate work as a side effect.”\n— Dr. Ingrid Solberg\nIf you missed it\nDistinguished Lecture Series talks are recorded and streamed live from the Halvorsen Library auditorium, and a recording is typically posted afterward through the sponsoring college's page. Reach the College of Science & Mathematics directly if you are looking for a specific talk that is not yet posted.\nHow it connected to coursework\nThe College of Science & Mathematics typically builds a short discussion or reflection assignment around its nominated speaker into at least one course that term, so students who could not attend live still engage with the ideas secondhand. Faculty who teach in areas adjacent to “Climate Adaptation for Small Cities” say the Q&A after the formal talk is usually where the most specific, applicable answers come out — worth staying for if you do attend in person.\nCommon questions\nCan students propose a speaker? Each college nominates its own speaker; a student with a suggestion should raise it with a faculty member or the department office in the relevant college, since faculty typically make the actual nomination.\nIs attendance required for any course? Some instructors offer extra credit or a short reflection assignment tied to a relevant talk, but attendance is never a blanket requirement across the university.\nAt a glance\nSpeaker\nDr. Ingrid Solberg\nDate\nSeptember 2025\nSponsoring college\nCollege of Science & Mathematics\nRelated\nDistinguished Lecture Series\nUniversity research\nAll academic programs" }, { "url": "distinguished-lecture-data-ethics-in-practice.html", "title": "Data Ethics in Practice — Dr. Yusuf Abara", "description": "Dr. Yusuf Abara (data ethics researcher and former industry practitioner) spoke on Data Ethics in Practice in April 2026. Abara walked through real (anonymized) cases where a data-science team's techn", "headings": [ "Data Ethics in Practice", "On this page", "About the talk", "What the talk covered", "A line worth remembering", "If you missed it", "How it connected to coursework", "Common questions" ], "content": "Distinguished Lecture Series Data Ethics in Practice\nDr. Yusuf Abara, data ethics researcher and former industry practitioner · April 2026\nAbout the talk\nDr. Yusuf Abara, data ethics researcher and former industry practitioner, spoke at UW–Porter Falls in April 2026 as part of the Distinguished Lecture Series, nominated by the College of Computing & Information Sciences .\nWhat the talk covered\nAbara walked through real (anonymized) cases where a data-science team's technically correct model produced an ethically indefensible outcome, and argued that ethics training works better as a set of practiced habits than a one-time course requirement.\nA line worth remembering\n“Nobody sets out to build the biased model. It shows up because nobody in the room asked the uncomfortable question at the right moment.”\n— Dr. Yusuf Abara\nIf you missed it\nDistinguished Lecture Series talks are recorded and streamed live from the Halvorsen Library auditorium, and a recording is typically posted afterward through the sponsoring college's page. Reach the College of Computing & Information Sciences directly if you are looking for a specific talk that is not yet posted.\nHow it connected to coursework\nThe College of Computing & Information Sciences typically builds a short discussion or reflection assignment around its nominated speaker into at least one course that term, so students who could not attend live still engage with the ideas secondhand. Faculty who teach in areas adjacent to “Data Ethics in Practice” say the Q&A after the formal talk is usually where the most specific, applicable answers come out — worth staying for if you do attend in person.\nCommon questions\nCan students propose a speaker? Each college nominates its own speaker; a student with a suggestion should raise it with a faculty member or the department office in the relevant college, since faculty typically make the actual nomination.\nIs attendance required for any course? Some instructors offer extra credit or a short reflection assignment tied to a relevant talk, but attendance is never a blanket requirement across the university.\nAt a glance\nSpeaker\nDr. Yusuf Abara\nDate\nApril 2026\nSponsoring college\nCollege of Computing & Information Sciences\nRelated\nDistinguished Lecture Series\nUniversity research\nAll academic programs" }, { "url": "distinguished-lecture-designing-for-an-aging-population.html", "title": "Designing for an Aging Population — Marcus Ihejirika", "description": "Marcus Ihejirika (principal at a universal-design consultancy) spoke on Designing for an Aging Population in November 2025. Ihejirika walked through case studies of products and spaces redesigned for", "headings": [ "Designing for an Aging Population", "On this page", "About the talk", "What the talk covered", "A line worth remembering", "If you missed it", "How it connected to coursework", "Common questions" ], "content": "Distinguished Lecture Series Designing for an Aging Population\nMarcus Ihejirika, principal at a universal-design consultancy · November 2025\nAbout the talk\nMarcus Ihejirika, principal at a universal-design consultancy, spoke at UW–Porter Falls in November 2025 as part of the Distinguished Lecture Series, nominated by the College of Arts, Design & Communication .\nWhat the talk covered\nIhejirika walked through case studies of products and spaces redesigned for older adults that ended up working better for everyone, making the case that \"aging in place\" design is really just good design with a longer time horizon.\nA line worth remembering\n“Every feature you add for a 78-year-old with mild arthritis, a tired 30-year-old with a bag of groceries will thank you for too.”\n— Marcus Ihejirika\nIf you missed it\nDistinguished Lecture Series talks are recorded and streamed live from the Halvorsen Library auditorium, and a recording is typically posted afterward through the sponsoring college's page. Reach the College of Arts, Design & Communication directly if you are looking for a specific talk that is not yet posted.\nHow it connected to coursework\nThe College of Arts, Design & Communication typically builds a short discussion or reflection assignment around its nominated speaker into at least one course that term, so students who could not attend live still engage with the ideas secondhand. Faculty who teach in areas adjacent to “Designing for an Aging Population” say the Q&A after the formal talk is usually where the most specific, applicable answers come out — worth staying for if you do attend in person.\nCommon questions\nCan students propose a speaker? Each college nominates its own speaker; a student with a suggestion should raise it with a faculty member or the department office in the relevant college, since faculty typically make the actual nomination.\nIs attendance required for any course? Some instructors offer extra credit or a short reflection assignment tied to a relevant talk, but attendance is never a blanket requirement across the university.\nAt a glance\nSpeaker\nMarcus Ihejirika\nDate\nNovember 2025\nSponsoring college\nCollege of Arts, Design & Communication\nRelated\nDistinguished Lecture Series\nUniversity research\nAll academic programs" }, { "url": "distinguished-lecture-rural-health-systems-under-pressure.html", "title": "Rural Health Systems Under Pressure — Dr. Camille Tran", "description": "Dr. Camille Tran (chief medical officer at a regional rural health network) spoke on Rural Health Systems Under Pressure in February 2026. Tran described the specific staffing and funding pressures fa", "headings": [ "Rural Health Systems Under Pressure", "On this page", "About the talk", "What the talk covered", "A line worth remembering", "If you missed it", "How it connected to coursework", "Common questions" ], "content": "Distinguished Lecture Series Rural Health Systems Under Pressure\nDr. Camille Tran, chief medical officer at a regional rural health network · February 2026\nAbout the talk\nDr. Camille Tran, chief medical officer at a regional rural health network, spoke at UW–Porter Falls in February 2026 as part of the Distinguished Lecture Series, nominated by the College of Education, Health & Human Sciences .\nWhat the talk covered\nTran described the specific staffing and funding pressures facing rural hospitals compared to urban systems, and made the case that nursing and dietetics programs at polytechnic universities like Porter are uniquely positioned to supply the generalist clinicians rural systems actually need.\nA line worth remembering\n“A specialist is a luxury a rural hospital plans for. A good generalist is the thing it cannot function without.”\n— Dr. Camille Tran\nIf you missed it\nDistinguished Lecture Series talks are recorded and streamed live from the Halvorsen Library auditorium, and a recording is typically posted afterward through the sponsoring college's page. Reach the College of Education, Health & Human Sciences directly if you are looking for a specific talk that is not yet posted.\nHow it connected to coursework\nThe College of Education, Health & Human Sciences typically builds a short discussion or reflection assignment around its nominated speaker into at least one course that term, so students who could not attend live still engage with the ideas secondhand. Faculty who teach in areas adjacent to “Rural Health Systems Under Pressure” say the Q&A after the formal talk is usually where the most specific, applicable answers come out — worth staying for if you do attend in person.\nCommon questions\nCan students propose a speaker? Each college nominates its own speaker; a student with a suggestion should raise it with a faculty member or the department office in the relevant college, since faculty typically make the actual nomination.\nIs attendance required for any course? Some instructors offer extra credit or a short reflection assignment tied to a relevant talk, but attendance is never a blanket requirement across the university.\nAt a glance\nSpeaker\nDr. Camille Tran\nDate\nFebruary 2026\nSponsoring college\nCollege of Education, Health & Human Sciences\nRelated\nDistinguished Lecture Series\nUniversity research\nAll academic programs" }, { "url": "distinguished-lecture-series.html", "title": "Distinguished Lecture Series", "description": "Public talks by outside researchers, practitioners and alumni, free and open to the community.", "headings": [ "Distinguished Lecture Series", "On this page", "What the series covers", "Attending", "Past lectures", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Distinguished Lecture Series\nPublic talks by outside researchers, practitioners and alumni, free and open to the community.\nWhat the series covers\nEach college nominates at least one speaker a year — a researcher, an industry practitioner, occasionally a Porter alumnus — so the series rotates across engineering, health, business, design and the sciences rather than favoring one field.\nAttending\nTalks are free and open to the public, held in the Halvorsen Library auditorium with a livestream for anyone who can't attend in person; a reception with light refreshments follows most talks.\nPast lectures\nEight talks so far, most recent first below in the archive but listed here in the order they were given.\nSeptember 2025 · Climate Adaptation for Small Cities\nDr. Ingrid Solberg, climate adaptation planner for a regional planning commission\nOctober 2025 · AI and the Future of Skilled Trades\nDr. Renata Kolb, automation research lead at a national manufacturing institute\nNovember 2025 · Designing for an Aging Population\nMarcus Ihejirika, principal at a universal-design consultancy\nJanuary 2026 · The Honest Startup Pitch\nTalia Fenwick, founder and former CEO of two manufacturing startups, one that failed\nFebruary 2026 · Rural Health Systems Under Pressure\nDr. Camille Tran, chief medical officer at a regional rural health network\nMarch 2026 · The Economics of Small Manufacturing\nDr. Owen Faraday, economist specializing in regional manufacturing policy\nApril 2026 · Data Ethics in Practice\nDr. Yusuf Abara, data ethics researcher and former industry practitioner\nMay 2026 · What Employers Actually Test For\nDr. Priscilla Amankwah, organizational psychologist studying hiring assessment\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nWhen: 4–6 lectures per academic year. Cost: Free, open to the public. Where: Halvorsen Library auditorium, also streamed. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\n4–6 lectures per academic year\nCost\nFree, open to the public\nWhere\nHalvorsen Library auditorium, also streamed\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "distinguished-lecture-the-economics-of-small-manufacturing.html", "title": "The Economics of Small Manufacturing — Dr. Owen Faraday", "description": "Dr. Owen Faraday (economist specializing in regional manufacturing policy) spoke on The Economics of Small Manufacturing in March 2026. Faraday presented data on how small and mid-sized manufacturers", "headings": [ "The Economics of Small Manufacturing", "On this page", "About the talk", "What the talk covered", "A line worth remembering", "If you missed it", "How it connected to coursework", "Common questions" ], "content": "Distinguished Lecture Series The Economics of Small Manufacturing\nDr. Owen Faraday, economist specializing in regional manufacturing policy · March 2026\nAbout the talk\nDr. Owen Faraday, economist specializing in regional manufacturing policy, spoke at UW–Porter Falls in March 2026 as part of the Distinguished Lecture Series, nominated by the College of Management .\nWhat the talk covered\nFaraday presented data on how small and mid-sized manufacturers in the Upper Midwest have adapted to reshoring trends and labor shortages, arguing that the region's advantage is workforce reliability rather than lower costs.\nA line worth remembering\n“Nobody picks Wesconsin because it's the cheapest option on the spreadsheet. They pick it because the part shows up correct and on time.”\n— Dr. Owen Faraday\nIf you missed it\nDistinguished Lecture Series talks are recorded and streamed live from the Halvorsen Library auditorium, and a recording is typically posted afterward through the sponsoring college's page. Reach the College of Management directly if you are looking for a specific talk that is not yet posted.\nHow it connected to coursework\nThe College of Management typically builds a short discussion or reflection assignment around its nominated speaker into at least one course that term, so students who could not attend live still engage with the ideas secondhand. Faculty who teach in areas adjacent to “The Economics of Small Manufacturing” say the Q&A after the formal talk is usually where the most specific, applicable answers come out — worth staying for if you do attend in person.\nCommon questions\nCan students propose a speaker? Each college nominates its own speaker; a student with a suggestion should raise it with a faculty member or the department office in the relevant college, since faculty typically make the actual nomination.\nIs attendance required for any course? Some instructors offer extra credit or a short reflection assignment tied to a relevant talk, but attendance is never a blanket requirement across the university.\nAt a glance\nSpeaker\nDr. Owen Faraday\nDate\nMarch 2026\nSponsoring college\nCollege of Management\nRelated\nDistinguished Lecture Series\nUniversity research\nAll academic programs" }, { "url": "distinguished-lecture-the-honest-startup-pitch.html", "title": "The Honest Startup Pitch — Talia Fenwick", "description": "Talia Fenwick (founder and former CEO of two manufacturing startups, one that failed) spoke on The Honest Startup Pitch in January 2026. Fenwick gave an unusually candid account of why her first compa", "headings": [ "The Honest Startup Pitch", "On this page", "About the talk", "What the talk covered", "A line worth remembering", "If you missed it", "How it connected to coursework", "Common questions" ], "content": "Distinguished Lecture Series The Honest Startup Pitch\nTalia Fenwick, founder and former CEO of two manufacturing startups, one that failed · January 2026\nAbout the talk\nTalia Fenwick, founder and former CEO of two manufacturing startups, one that failed, spoke at UW–Porter Falls in January 2026 as part of the Distinguished Lecture Series, nominated by the College of Management .\nWhat the talk covered\nFenwick gave an unusually candid account of why her first company failed, walking through the exact decisions she would make differently, before describing what she changed at her second company as a direct result.\nA line worth remembering\n“Every founder talk you've seen is a highlight reel. I only had one talk in me that was actually useful, and it's the one about the company that died.”\n— Talia Fenwick\nIf you missed it\nDistinguished Lecture Series talks are recorded and streamed live from the Halvorsen Library auditorium, and a recording is typically posted afterward through the sponsoring college's page. Reach the College of Management directly if you are looking for a specific talk that is not yet posted.\nHow it connected to coursework\nThe College of Management typically builds a short discussion or reflection assignment around its nominated speaker into at least one course that term, so students who could not attend live still engage with the ideas secondhand. Faculty who teach in areas adjacent to “The Honest Startup Pitch” say the Q&A after the formal talk is usually where the most specific, applicable answers come out — worth staying for if you do attend in person.\nCommon questions\nCan students propose a speaker? Each college nominates its own speaker; a student with a suggestion should raise it with a faculty member or the department office in the relevant college, since faculty typically make the actual nomination.\nIs attendance required for any course? Some instructors offer extra credit or a short reflection assignment tied to a relevant talk, but attendance is never a blanket requirement across the university.\nAt a glance\nSpeaker\nTalia Fenwick\nDate\nJanuary 2026\nSponsoring college\nCollege of Management\nRelated\nDistinguished Lecture Series\nUniversity research\nAll academic programs" }, { "url": "distinguished-lecture-what-employers-actually-test-for.html", "title": "What Employers Actually Test For — Dr. Priscilla Amankwah", "description": "Dr. Priscilla Amankwah (organizational psychologist studying hiring assessment) spoke on What Employers Actually Test For in May 2026. Amankwah presented research on the gap between what hiring manage", "headings": [ "What Employers Actually Test For", "On this page", "About the talk", "What the talk covered", "A line worth remembering", "If you missed it", "How it connected to coursework", "Common questions" ], "content": "Distinguished Lecture Series What Employers Actually Test For\nDr. Priscilla Amankwah, organizational psychologist studying hiring assessment · May 2026\nAbout the talk\nDr. Priscilla Amankwah, organizational psychologist studying hiring assessment, spoke at UW–Porter Falls in May 2026 as part of the Distinguished Lecture Series, nominated by the College of Education, Health & Human Sciences .\nWhat the talk covered\nAmankwah presented research on the gap between what hiring managers say they value in an interview and what their own assessment data shows actually predicts good hires, with implications for how students should prepare for interviews.\nA line worth remembering\n“Employers tell you they want a culture fit. Their own data almost always says they hired the person who asked the best follow-up question.”\n— Dr. Priscilla Amankwah\nIf you missed it\nDistinguished Lecture Series talks are recorded and streamed live from the Halvorsen Library auditorium, and a recording is typically posted afterward through the sponsoring college's page. Reach the College of Education, Health & Human Sciences directly if you are looking for a specific talk that is not yet posted.\nHow it connected to coursework\nThe College of Education, Health & Human Sciences typically builds a short discussion or reflection assignment around its nominated speaker into at least one course that term, so students who could not attend live still engage with the ideas secondhand. Faculty who teach in areas adjacent to “What Employers Actually Test For” say the Q&A after the formal talk is usually where the most specific, applicable answers come out — worth staying for if you do attend in person.\nCommon questions\nCan students propose a speaker? Each college nominates its own speaker; a student with a suggestion should raise it with a faculty member or the department office in the relevant college, since faculty typically make the actual nomination.\nIs attendance required for any course? Some instructors offer extra credit or a short reflection assignment tied to a relevant talk, but attendance is never a blanket requirement across the university.\nAt a glance\nSpeaker\nDr. Priscilla Amankwah\nDate\nMay 2026\nSponsoring college\nCollege of Education, Health & Human Sciences\nRelated\nDistinguished Lecture Series\nUniversity research\nAll academic programs" }, { "url": "division-of-student-affairs.html", "title": "Division of Student Affairs", "description": "Everything outside the classroom that decides whether a student stays: housing, food, health, counseling, career help, accessibility, conduct and the people on call at 2 a.m.", "headings": [ "Division of Student Affairs", "On this page", "What the division does", "Departments", "This year’s priorities", "Where the money comes from", "Help after hours", "Raising a concern" ], "content": "Administration Division of Student Affairs\nEverything outside the classroom that decides whether a student stays: housing, food, health, counseling, career help, accessibility, conduct and the people on call at 2 a.m.\nWhat the division does\nStudent Affairs is the largest division on campus by headcount — about 310 full-time staff and more than 600 student employees — and runs the services a student touches between classes. It is led by Dr. Darius Whitcomb , vice chancellor for student affairs since 2021, who came to Porter after twelve years in residence life and a stint as a dean of students at a technical university in the Upper Midwest.\nThe division’s job, as Whitcomb puts it at every orientation, is “to make sure the reason you leave is that you graduated.” Its work is measured against the strategic plan’s retention goals, especially the gap between first-generation and continuing-generation students.\nDepartments\nDean of Students Office — Director: Anders Skogen; Where: Founders Union 210\nUniversity Housing & Residence Life — Director: Petra Nystrom; Where: Heritage Hall, lower level\nCounseling Services — Director: Owen Melby; Where: Health & Counseling Center, North Campus\nStudent Health Services — Director: Dr. Rosalind Amundson; Where: Health & Counseling Center, North Campus\nCareer Services — Director: Jolene Brandvold; Where: Founders Union 120\nDisability & Accessibility Services — Director: Faye Gunderson; Where: Halvorsen Library, 2nd floor\nDining Services — Director: Wade Holt; Where: Founders Commons\nRecreation — Director: Joaquin Ruud; Where: Forge Recreation Center\nStudent Life & Founders Union — Director: Annelise Thorsgaard; Where: Founders Union 215\nFirst-Generation Center — Director: Mateo Grinde; Where: Founders Union 130\nVeteran Resource Center — Director: Sgt. (ret.) Lorna Fjelstad; Where: Founders Union 135\nThis year’s priorities\nEach fall the division picks a short list of things it will be held to by May. For 2026–27:\nHousing at 98 percent. Clear the overflow wait-list by the end of October, and open 64 beds in Depot Apartments for spring after the lounge conversions finish.\nCounseling access. Hold the wait for a first appointment under seven business days through November, the month it usually breaks; two counselors were added this summer.\nEarly alert. Contact every first-year student flagged by an instructor within 48 hours, working with the colleges’ advisers.\nBasic needs. Keep the Founders Union food pantry open five days a week and move emergency grants to a two-day turnaround.\nProgress is reported to the chancellor’s cabinet in January and May and to Student Senate the week after.\nWhere the money comes from\nAbout two-thirds of the division is funded by students directly: housing and meal-plan charges pay for housing and dining, and the segregated fee ($1,420 a year in 2026–27, shown on the tuition page ) pays for health services, counseling, recreation, Founders Union and student organizations. The Student Senate’s Segregated Fee Allocation Committee reviews every fee-funded budget each February and votes on the student-activity portion outright. The remaining third — the Dean of Students Office, career services and accessibility services — comes from the general operating budget.\nHelp after hours\nEmergency: call 911, then Campus Safety at (715) 555–0191.\nMental health crisis: the counseling after-hours line is answered around the clock; the number is on the back of every Porter Card.\nOn-call dean: a Student Affairs administrator is on call every night and weekend for hospitalizations, deaths, fires and anything that will need a dean in the morning. Campus Safety or a residence hall director will reach them.\nA student you are worried about: file a CARE referral through the Dean of Students Office. It goes to a support team, not to conduct. Short-term food, housing or emergency-cash help runs through Porter CARES .\nRaising a concern\nStart with the department involved; most problems are settled there in a day or two. If it is not, the dean of students can step in on anything affecting a student’s enrollment, and the student ombuds will help informally and confidentially. Complaints about conduct decisions follow the appeal steps in the student conduct process . The vice chancellor’s office takes anything still unresolved after that and answers in writing within ten business days.\nParents and families: the office is glad to talk, within the limits of FERPA. A student can sign a release in MyPorter that lets staff discuss specific records with you.\nAt a glance\nVice chancellor\nDr. Darius Whitcomb, since 2021\nStaff\nAbout 310 full-time, 600+ student employees\nDepartments\nEleven, from housing to the Veteran Resource Center\nFunding\nAbout two-thirds from room, board and segregated fees\nAfter hours\nOn-call dean every night via Campus Safety\nWho to contact\nOffice of the Vice Chancellor for Student Affairs\nFounders Union 220\nPhone\n(715) 555–0106\nEmail\nstudentaffairs@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nDean of Students Office\nResidence life\nOffice of Inclusive Excellence\nEnrollment Management\nTitle IX\nOffice of the Chancellor" }, { "url": "doctoral-candidacy.html", "title": "Advancing to doctoral candidacy", "description": "The step that turns a doctoral student into a ‘PhD candidate’ — what it takes and what changes.", "headings": [ "Advancing to doctoral candidacy", "On this page", "The gate", "After you advance", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Graduate school Advancing to doctoral candidacy\nThe step that turns a doctoral student into a ‘PhD candidate’ — what it takes and what changes.\nThe gate\nCandidacy certifies you've shown mastery of the field and have a viable dissertation plan. The qualifying exam format varies — written, oral, a portfolio, or a research paper — and is set by the program. Forming the committee and getting the proposal approved usually happens around the same time.\nAfter you advance\nThe work becomes self-directed: regular meetings with your advisor, committee check-ins, and the dissertation itself. Watch the candidacy and overall time limits, keep continuous enrollment as required, and confirm how the reduced dissertator tuition and any funding change affects your budget and, for international students, your status.\nIn and around Porter Falls\nPorter's eight graduate programs are small and applied — most students are working in the Valley while they study — and the Graduate School office in Millwright Hall keeps the handbooks and funding notices in one place.\nThe practical details\nRequirements: Completed core coursework, passed the qualifying/preliminary examination, an approved dissertation committee, and often an approved proposal. Status change: You become ‘ABD’ (all but dissertation); tuition may shift to a lower candidacy rate and enrollment to a dissertator credit. Clock: The time-to-degree limit still applies, and some programs set a separate limit on years in candidacy. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Graduate School (Millwright Hall, Room 320). Call (715) 555–0225 or email gradschool@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRequirements\nCompleted core coursework, passed the qualifying/preliminary examination, an approved dissertation committee, and often an approved proposal\nStatus change\nYou become ‘ABD’ (all but dissertation); tuition may shift to a lower candidacy rate and enrollment to a dissertator credit\nClock\nThe time-to-degree limit still applies, and some programs set a separate limit on years in candidacy\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate assistantships\nThesis & dissertation formatting\nGraduate visit days\nGraduate Teaching Certificate\nFull contact directory" }, { "url": "document-accessibility-help.html", "title": "Accessible documents & media", "description": "Making course materials, slides, PDFs, and video usable by everyone — support for students and instructors.", "headings": [ "Accessible documents & media", "On this page", "The common problems", "Getting help", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Accessible documents & media\nMaking course materials, slides, PDFs, and video usable by everyone — support for students and instructors.\nThe common problems\nA PDF that's just a scanned image (no real text), slides with no reading order, images with no alt text, videos with no captions, and color used as the only way to convey meaning. Each has a fix, and the earlier it's caught the cheaper it is.\nGetting help\nStudents who hit an inaccessible required document should report it — the office can rush a remediated copy and follow up with the instructor. Instructors can send materials to the remediation queue, book a one-on-one, or run the free checker before posting. Captioning requests for course video go through the same office.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nFor students: If a required file is unusable with your screen reader or needs remediation, request an accessible version through Accessibility Services. For instructors: A checklist, training, and a remediation queue for scanned PDFs, complex tables, and math. Tools: Built-in accessibility checkers in the office suite, plus a campus license for a PDF remediation tool. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFor students\nIf a required file is unusable with your screen reader or needs remediation, request an accessible version through Accessibility Services\nFor instructors\nA checklist, training, and a remediation queue for scanned PDFs, complex tables, and math\nTools\nBuilt-in accessibility checkers in the office suite, plus a campus license for a PDF remediation tool\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "document-shredding-days.html", "title": "Secure shredding days", "description": "Scheduled events where students and employees can securely destroy personal documents for free, with the paper recycled after.", "headings": [ "Secure shredding days", "On this page", "What it's for", "What it won't take", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability Secure shredding days\nScheduled events where students and employees can securely destroy personal documents for free, with the paper recycled after.\nWhat it's for\nOld financial aid paperwork, bank statements, anything with a name and an account number on it — destroyed on site in a locked truck while you watch, then baled and recycled rather than landfilled. It's a data-privacy service and a paper-diversion service at once.\nWhat it won't take\nHard drives, phones and other electronics go to the separate tech-recycling collection; three-ring binders and laminated pages jam the shredder and are turned away.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's sustainability commitments are mostly about water and heat: the Millrace restoration, rain gardens, and fourteen buildings surviving a Wesconsin winter as efficiently as possible.\nThe practical details\nWhen: Once a term, plus around tax season. Where: The Founders Drive loading area. Limit: A few standard boxes per person; no binders, no electronics. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Sustainability (Founders Union, Room 015). Call (715) 555–0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nOnce a term, plus around tax season\nWhere\nThe Founders Drive loading area\nLimit\nA few standard boxes per person; no binders, no electronics\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSustainability dashboard\nSmoke-free campus\nLEED-certified buildings\nGreen Fund\nFull contact directory" }, { "url": "documenting-your-disability.html", "title": "Documenting a disability for accommodations", "description": "What documentation is for, what generally counts, and what to do if you do not have any yet.", "headings": [ "Documenting a disability for accommodations", "On this page", "What documentation does", "What usually counts", "If you do not have documentation", "Temporary conditions", "Privacy", "Updating it" ], "content": "Student services Documenting a disability for accommodations\nWhat documentation is for, what generally counts, and what to do if you do not have any yet.\nWhat documentation does\nDocumentation helps the accessibility office understand how your condition affects you in a college setting so accommodations can be matched to the actual barrier. It is one input to a conversation, not a hurdle you clear once. The office decides accommodations with you — a diagnosis alone does not dictate them, and the absence of perfect paperwork does not stop the process.\nWhat usually counts\nA letter or report from a qualified professional (physician, psychologist, audiologist, learning specialist, psychiatrist) that names the condition, describes its functional impact, and ideally suggests accommodations. A recent IEP or 504 plan from high school helps as background. An older evaluation can still be useful, especially for a lifelong condition.\nIf you do not have documentation\nMeet with an access coordinator anyway. They can often work with a treating provider to get what is missing, accept a provisional accommodation while you obtain an evaluation, or point you to low-cost assessment options on or near campus. Cost and access to evaluation are real barriers the office knows how to work around.\nTemporary conditions\nA concussion, a surgery recovery, a broken arm, a serious illness, or a flare of a chronic condition can all be grounds for short-term accommodations. The process is the same, just faster, and the documentation can be a note from the treating clinician for the recovery period.\nPrivacy\nYour documentation and diagnosis stay with the accessibility office. Instructors receive an accommodation letter that lists what you are approved for — not why. You choose which courses to share it with. Nothing about your disability appears on your transcript.\nUpdating it\nIf your condition changes, or an accommodation stops fitting, bring updated information and revisit the plan rather than working around it. For a progressive condition, the office may ask for a periodic update; for a static lifelong one, usually not.\nAt a glance\nIt is\nAn input to a conversation — the office decides accommodations with you\nUsually\nA qualified professional's letter naming the condition and its functional impact\nNo documentation yet?\nMeet an access coordinator anyway — provisional accommodations and referrals exist\nPrivacy\nDiagnosis stays with the office; instructors see only what you're approved for\nWho to contact\nDisability & Accessibility Services\nHalvorsen Library, Level 1\nPhone\n(715) 555–0238\nEmail\naccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAccessibility services\nGetting accommodations that actually work\nThe accommodation interactive process\nDisability exam accommodations\nAssistive technology\nFull contact directory" }, { "url": "doing-a-literature-review.html", "title": "Doing a literature review", "description": "Finding what is known, organizing it, and writing a section that makes an argument instead of a list.", "headings": [ "Doing a literature review", "On this page", "What it is for", "Define the question first", "Search systematically", "Organize by idea, not by paper", "Write the argument", "Get it reviewed" ], "content": "Academics Doing a literature review\nFinding what is known, organizing it, and writing a section that makes an argument instead of a list.\nWhat it is for\nA literature review establishes what is already known about your question, what is contested, and where the gap is that your work addresses. It is not a book report on every paper you found — it is an argument, built from sources, that leads the reader to \"and that is why this study is needed.\" A pile of paper summaries is the most common failure.\nDefine the question first\nTurn your topic into a specific question with parts — a population, a variable, an outcome, a context. That question determines which literature is in scope and which is not, and it keeps the review from sprawling. Write it down and check every source against it.\nSearch systematically\nStart from your field's subject databases (a librarian will name the two or three that matter), use the right keywords and their synonyms, filter by date and type, and record your searches. When you find a strong recent source, mine its references backward and its citations forward. Aim for saturation — when new searches keep turning up papers you already have.\nOrganize by idea, not by paper\nBuild a matrix or an outline organized around themes, findings, methods, or debates — the columns are concepts, the rows are sources, the cells are what each source says about each concept. This is what turns a reading list into a review: you can now write \"three studies found X, while two others found Y, likely because...\" instead of \"Smith did this. Jones did that.\"\nWrite the argument\nGroup the literature into the themes from your matrix. For each, synthesize (what do the sources collectively say?), evaluate (how strong is the evidence, what are the limits?), and connect it toward your gap. Cite as you go — a citation manager from source one prevents a bibliography panic at the end.\nGet it reviewed\nYour faculty mentor checks whether you found the key work and framed the gap correctly; the writing center checks whether it reads as an argument and flows. Both catch different problems. A literature review usually goes through several drafts.\nAt a glance\nIt is\nAn argument built from sources that leads to \"and that is why this is needed\"\nFirst\nA specific question with parts — it sets the scope\nOrganize\nA matrix: concepts × sources — not paper-by-paper summaries\nWrite\nSynthesize + evaluate + connect toward the gap, per theme\nWho to contact\nHalvorsen Library\nHalvorsen Library\nPhone\n(715) 555–0160\nEmail\nlibrary@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReading a technical or scientific paper\nUsing the library for real research\nResearch consultations\nWriting and communication across the curriculum\nCo-authoring a paper as an undergraduate\nFull contact directory" }, { "url": "double-major-vs-dual-degree.html", "title": "Double major vs. dual degree", "description": "The difference between two majors on one diploma and two separate degrees, and what each takes.", "headings": [ "Double major vs. dual degree", "On this page", "Which to pursue", "Plan it early", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Double major vs. dual degree\nThe difference between two majors on one diploma and two separate degrees, and what each takes.\nWhich to pursue\nA double major is the common choice: it recognizes real depth in two fields without the extra credit burden. A dual degree makes sense when the two programs lead to different degree types with distinct professional expectations, or sit in different colleges with their own core requirements.\nPlan it early\nBoth need a degree worksheet from day one and sign-off from both departments. Watch for the courses that count for one major but only as an elective for the other — that's where the credit total grows. An advisor in each department has to certify completion.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nDouble major: Two majors, one bachelor's degree and one diploma; both majors' requirements, general education done once. Dual degree: Two bachelor's degrees (e.g. a B.S. and a B.A.), two diplomas; a minimum number of extra credits beyond the higher single-degree total, and both sets of college requirements. Time: A double major often fits in four years with planning; a dual degree usually adds a semester or more. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nDouble major\nTwo majors, one bachelor's degree and one diploma; both majors' requirements, general education done once\nDual degree\nTwo bachelor's degrees (e.g. a B.S. and a B.A.), two diplomas; a minimum number of extra credits beyond the higher single-degree total, and both sets of college requirements\nTime\nA double major often fits in four years with planning; a dual degree usually adds a semester or more\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "drop-in-vs-appointment-tutoring.html", "title": "Drop-in vs. appointment tutoring", "description": "Which kind of tutoring help fits which situation.", "headings": [ "Drop-in vs. appointment tutoring", "On this page", "Choosing", "Getting the most from it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Drop-in vs. appointment tutoring\nWhich kind of tutoring help fits which situation.\nChoosing\nIf you can name the exact problem — \"I don't get step 3\" — drop-in is faster. If the issue is \"I'm lost in this whole course,\" book a standing weekly appointment with the same tutor so they can track your progress. SI is worth attending from week one, before you need it.\nGetting the most from it\nCome with your notes, the textbook, and a real attempt at the problem — tutors help you past a stuck point, not from zero. Book appointments a few days ahead near midterms; the calendar fills.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nDrop-in: No booking, come when you're stuck, share a tutor with others in the room; best for a specific homework question or exam-week review. Appointment: A booked 30–50 minute one-on-one; best for ongoing struggle in a course, building a study plan, or a big assignment. Supplemental Instruction: Regular group sessions attached to historically hard courses, led by a student who aced it. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nDrop-in\nNo booking, come when you're stuck, share a tutor with others in the room; best for a specific homework question or exam-week review\nAppointment\nA booked 30–50 minute one-on-one; best for ongoing struggle in a course, building a study plan, or a big assignment\nSupplemental Instruction\nRegular group sessions attached to historically hard courses, led by a student who aced it\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "drug-and-alcohol-prevention.html", "title": "Drug and alcohol prevention", "description": "UW–Porter Falls' standards of conduct, the health risks, the sanctions, the support resources, and the biennial review — the disclosure required of institutions receiving federal funds.", "headings": [ "Drug and alcohol prevention", "On this page", "Standards of conduct", "Sanctions", "Health risks", "Support and amnesty", "Biennial review" ], "content": "Consumer information Drug and alcohol prevention\nUW–Porter Falls' standards of conduct, the health risks, the sanctions, the support resources, and the biennial review — the disclosure required of institutions receiving federal funds.\nStandards of conduct\nThe unlawful possession, use, or distribution of alcohol or illicit drugs by students and employees on university property or as part of any university activity is prohibited. Alcohol is permitted only for people of legal age at events that have been approved and licensed, and public intoxication and providing alcohol to minors are violations regardless of where they occur.\nSanctions\nStudents face the full range of outcomes in the student code of conduct — from an educational intervention and parental notification for a first minor alcohol violation, up to suspension or expulsion for distribution or repeated violations. Employees are subject to discipline up to termination. Violations that are also crimes are referred to local law enforcement. Federal law can also make a student ineligible for financial aid after a drug conviction for conduct that occurred while receiving aid.\nHealth risks\nAlcohol and other drugs carry risks that range from impaired judgment, injury, and academic failure to overdose, dependence, long-term organ damage, and death. Combining depressants, or combining any substance with prescription medication, sharply raises the risk. The counseling and health centers provide confidential screening and a plain-language summary of the risks of specific substances.\nSupport and amnesty\nThe counseling center and student health center offer confidential assessment, brief intervention, and referral; a collegiate recovery community supports students in or seeking recovery. A medical-amnesty provision protects a student who calls for help for themselves or someone else in a possible overdose from conduct charges for the underlying alcohol or drug use. National backup: the 988 Suicide & Crisis Lifeline and SAMHSA's helpline at 1-800-662-4357.\nBiennial review\nThe university conducts a review of its alcohol and other drug programs every two years to judge their effectiveness, ensure the sanctions are enforced consistently, and identify changes. The most recent review is available on request from the Dean of Students office.\nRelated\nCounseling services\nRecovery & sober community\nStudent conduct\nAll consumer information\nQuestions\nSee the directory for the responsible office, or email compliance@uwporterfalls.edu ." }, { "url": "dual-enrollment-and-early-college.html", "title": "Dual enrollment and early college", "description": "For high school students taking Porter courses — how it works, what it costs, and how the credit carries.", "headings": [ "Dual enrollment and early college", "On this page", "What it is", "The programs", "Cost", "How the credit carries", "The demands are real", "Applying" ], "content": "Admissions Dual enrollment and early college\nFor high school students taking Porter courses — how it works, what it costs, and how the credit carries.\nWhat it is\nDual enrollment lets a high school student take real Porter courses — on campus, online, or sometimes at the high school — earning both high school and college credit at once. It is open to qualified juniors and seniors (and some sophomores) by application, with a recommendation from the high school and a minimum GPA.\nThe programs\nThere are a few paths: individual course enrollment (take one or two Porter courses a term alongside high school), a structured early-college pathway (a planned sequence, sometimes a full year, often in a technical or STEM area), and summer pre-college academies that are shorter and more exploratory. The right one depends on how much college-level work the student is ready for.\nCost\nUnder the state's dual-enrollment provisions, tuition for eligible courses is often covered or heavily reduced for the student — the arrangement varies by program and by whether the course is part of a formal agreement with the school district. Fees, books (rental), and transportation may still apply. The admissions office confirms the specifics for a given student and school.\nHow the credit carries\nCredit earned as a dual-enrollment student goes on a Porter transcript. If the student later enrolls at Porter, it is already there. If they go elsewhere, it transfers like any accredited college credit — usually well, though the receiving school decides how each course applies. It is genuine college credit, not \"high school honors.\"\nThe demands are real\nA dual-enrollment student is a college student in that course — same syllabus, same expectations, same grading, and the grade goes on a permanent college transcript. That is the point (a real head start) and the risk (a low grade follows you). Students who do well are ready for the independence, not just the content.\nApplying\nStart with the high school counselor and the Porter admissions office in the semester before you want to enroll. There is an application, a transcript, a recommendation, and sometimes a placement step for math or writing. Deadlines are firm and earlier than a lot of families expect.\nAt a glance\nWho\nQualified high school juniors/seniors (some sophomores), by application\nPaths\nIndividual courses · a structured early-college pathway · summer academies\nCost\nOften covered or reduced under state provisions; fees/books/transport may apply\nThe credit\nOn a Porter transcript — real college credit that transfers like any\nWho to contact\nPrecollege & Early College Programs\nFounders Union 100\nPhone\n(715) 555–0118\nEmail\nearlycollege@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDual enrollment\nPrecollege programs\nYouth camps\nTransfer credit\nAP / IB / CLEP credit chart\nFull contact directory" }, { "url": "dual-enrollment.html", "title": "Dual enrollment", "description": "College-credit coursework for high school juniors and seniors before they apply.", "headings": [ "Dual enrollment", "On this page", "How it works", "After high school", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Admissions Dual enrollment\nCollege-credit coursework for high school juniors and seniors before they apply.\nHow it works\nParticipating high schools across the Valley offer select Porter courses taught by approved high school instructors or streamed from campus; a student earns both high school and transcripted Porter college credit in the same course.\nAfter high school\nCredit earned through dual enrollment counts toward a Porter degree the same as any other transfer credit if the student later enrolls, and dual-enrollment students get a fee waiver on their eventual application.\nIn and around Porter Falls\nMost families reach campus from the west on US 12 or by regional coach into the Depot District, and the Welcome Center at the Depot is where visits start.\nThe practical details\nEligibility: Juniors and seniors with counselor approval. Cost: Reduced per-credit rate for dual-enrolled students. Credit: Transfers into a Porter degree automatically if admitted. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Admissions (Welcome Center at the Depot). Call (715) 555–0143 or email admissions@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nEligibility\nJuniors and seniors with counselor approval\nCost\nReduced per-credit rate for dual-enrolled students\nCredit\nTransfers into a Porter degree automatically if admitted\nWho to contact\nOffice of Admissions\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nScholarship directory\nFamily Weekend\nTransfer student orientation\nNew student checklist\nFull contact directory" }, { "url": "eating-in-porter-falls-on-a-student-budget.html", "title": "Eating in Porter Falls on a student budget", "description": "A realistic way to enjoy town food, cook at home, and avoid turning every busy week into an expensive habit.", "headings": [ "Eating in Porter Falls on a student budget", "On this page", "Make food decisions before you are hungry", "Use town food as a connection", "Keep the pantry in the plan" ], "content": "Porter Falls life Eating in Porter Falls on a student budget\nA realistic way to enjoy town food, cook at home, and avoid turning every busy week into an expensive habit.\nMake food decisions before you are hungry\nKeep a short rotation of groceries, campus meals, and one planned town meal. A plan is not restrictive; it prevents the 9 p.m. choice from becoming delivery, snacks, and a bill you did not mean to create.\nUse town food as a connection\nA diner, market, or community meal can be a good place to catch up with friends or take a break from campus. Share when it helps, ask about dietary needs plainly, and treat staff with patience during busy hours.\nKeep the pantry in the plan\nThe food pantry and basic campus resources belong in a sensible budget. They are there to make a difficult month manageable, not as a last resort after you have skipped meals.\nRelated resources\nAbout Porter Falls\nCommunity partnerships\nStudent services" }, { "url": "eating-in-porter-falls.html", "title": "Eating & Drinking in Porter Falls", "description": "Where to eat and drink in Porter Falls: downtown restaurants, campus-adjacent cafés, late-night spots, and the Saturday farmers market.", "headings": [ "Eating & Drinking in Porter Falls", "On this page", "Downtown and the Depot District", "Campus-adjacent cafés and lunch", "Dinner and date night", "Late night and weekends", "Coffee, baked goods, and the farmers market", "Dietary needs and budget tips" ], "content": "Porter Falls town guides Eating & Drinking in Porter Falls\nFrom the Depot District coffee roaster to late-night tacos by the river, here’s where students, faculty, and locals actually eat.\nDowntown and the Depot District\nMain Street between the Welcome Center and the river bridge holds the densest cluster of independent restaurants in town. Foundry Kitchen (in the Foundry Coworking building) serves a rotating lunch menu sourced from the Saturday market and stays open for dinner Thursday–Saturday with a short wine list heavy on Wisconsin vineyards. Two doors down, Riverbend Bistro occupies the 1890s warehouse space that once stored millwright tools; its smoked-whitefish chowder and walleye sandwich are the closest thing Porter Falls has to a signature dish. Depot Pizza runs a wood-fired oven in the old freight room — cash only, BYOB, and the pepperoni-jalapeño pie is the default order for the 10 p.m. study-break crowd.\nCampus-adjacent cafés and lunch\nThe blocks between Founders Hall and the Depot District are where students eat between classes. Halvorsen Brew (Halvorsen Library lobby) pulls espresso from Madison-roasted beans and sells out of its cardamom buns by 10 a.m. Millrace Deli on College Avenue does a $12 turkey-cranberry panini and a quart of tomato-basil soup that feeds two for a library marathon. Bento Box , a five-stool takeout window behind the engineering building, serves Korean fried-chicken rice bowls and kimchi fried rice made by the owner’s mother — line forms at 11:30, gone by 12:45. Vegetarian and halal options are marked on every board; ask for the green dot menu at any of the three.\nDinner and date night\nFor something quieter than the Depot District, walk three blocks north to the Cedar Bluff neighborhood. Osteria Lucia runs a twelve-seat counter with hand-rolled pasta and a natural-wine list curated by a UW–Porter Falls hospitality alum. The Millwright’s Table (yes, the name is on the nose) occupies the former ironworks office and serves a $48 prix fixe that changes monthly — reservation required, they only seat twenty. Sundog Supper Club on the old highway 12 frontage road keeps the Friday fish-fry tradition alive with lake perch, rye bread, and a brandy old fashioned that comes sweet, sour, or press by default.\nLate night and weekends\nAfter 10 p.m. the options compress but don’t disappear. Depot Pizza stays open until midnight Friday and Saturday. Taco Libre , a turquoise food truck parked permanently in the Foundry lot, serves al pastor and lengua tacos until 2 a.m. Thursday–Saturday; the horchata is made fresh daily. Waffle Window (literally a walk-up window in the alumni center basement) does liege waffles with Nutella, whipped cream, and a dusting of pearl sugar — popular with the 3 a.m. crowd leaving the Rec Center late-night basketball. The Porter Loop shuttle runs a 20-minute night loop Thursday–Saturday connecting campus, the Depot, and the Cedar Bluff restaurant strip.\nCoffee, baked goods, and the farmers market\nRoast & River on Mill Street roasts its own beans in a vintage Probat drum roaster visible through the front window; their pour-over program rotates single-origin lots every two weeks. Mabel’s Bakery (cash only, opens 6 a.m.) is famous for its rye sourdough, cardamom twists, and the only decent gluten-free muffin in town — made with oat flour from the Miller’s Co-op in Lake City. The Saturday Farmers Market on Depot Plaza (May–October, 8 a.m.–1 p.m.) is where half the restaurant kitchens shop; look for the UW–Porter Falls Sustainability Office booth handing out reusable produce bags and the precollege kids selling herb starts from the greenhouse program.\nDietary needs and budget tips\nMost downtown menus mark vegetarian (V), vegan (VG), gluten-free (GF), and halal (H) items. Halvorsen Brew, Millrace Deli, and Bento Box all keep dedicated prep areas for allergen-sensitive orders. For tight budgets: the Porter Cares food pantry in the Student Services Center stocks shelf-stable meals and fresh produce from the market gleaning program; the student-budget guide maps every $10-and-under meal within a fifteen-minute walk of campus. Tipping culture follows regional norms — 20% at table-service spots, rounding up at counter service, and a dollar in the tip jar at the food truck is noticed and appreciated.\nAt a glance\nDowntown core\nMain St., Depot District (5–15 min walk from campus)\nCampus-adjacent\nCollege Ave., Founders Hall block\nLate-night shuttle\nPorter Loop night loop, Thu–Sat until 2 a.m.\nFarmers market\nDepot Plaza, Saturdays 8 a.m.–1 p.m., May–Oct\nBudget resources\nPorter Cares pantry, student-budget dining guide\nRelated resources\nPorter Falls, WE overview\nParks, trails & public spaces\nTransportation & parking\nBasic needs & Porter Cares\nEating on a student budget\nSustainability & the farmers market\nPlan a visit" }, { "url": "eating-well-on-a-student-budget.html", "title": "Eating well on a student budget", "description": "Feeding yourself decently when money and time are both tight — the pantry, the meal-plan math, and a few reliable habits.", "headings": [ "Eating well on a student budget", "On this page", "The campus food pantry is for you", "Do the meal-plan math honestly", "A short list of cheap, decent staples", "Cook in batches", "Watch the invisible spend", "If food insecurity is ongoing" ], "content": "Health & wellness Eating well on a student budget\nFeeding yourself decently when money and time are both tight — the pantry, the meal-plan math, and a few reliable habits.\nThe campus food pantry is for you\nThe student food pantry is free, confidential, and open to any enrolled student — no proof of need, no application. Students use it between paychecks, at the end of the month, and whenever the budget is tight. Using it is normal and it is what it is there for. It usually stocks shelf-stable food, some fresh items, and basic toiletries.\nDo the meal-plan math honestly\nIf you are on a meal plan, know how many meals or dollars you actually use per week versus what you are paying for — unused meals are money gone. If you consistently under-use it, switch to a smaller plan next term. If you run out every week, a bigger plan may be cheaper than the à la carte and convenience-store spending that fills the gap.\nA short list of cheap, decent staples\nEggs, oats, rice, dried and canned beans and lentils, frozen vegetables (as good nutritionally as fresh and they do not rot), pasta, peanut butter, canned fish, potatoes, carrots, cabbage, onions, in-season fruit, tortillas, and a block of cheese. Built around these, a week of food costs far less than eating out even a few times.\nCook in batches\nThe realistic version of cooking as a busy student is making a big pot of something once or twice a week — a pot of chili, a tray of roasted vegetables and grain, a soup — and eating from it. It removes the daily decision, it is cheaper per serving, and it means there is food when you are too tired to think. A slow cooker or a sheet pan does most of the work.\nWatch the invisible spend\nCoffee shop stops, delivery apps, vending machines, and convenience-store snacks are where a food budget quietly disappears — often more than groceries. Tracking it for two weeks is usually a surprise. A travel mug, a water bottle, and a couple of packed snacks in your bag cover most of it.\nIf food insecurity is ongoing\nIf you are regularly skipping meals or choosing between food and other essentials, that is worth a conversation with the dean's office or a financial-wellness coach — there are emergency grants, help applying for state food assistance (many students qualify and do not realize it), and budgeting support. Not eating enough affects your health and your grades; it is an academic issue, not just a personal one.\nAt a glance\nPantry\nFree, confidential, any enrolled student, no application — using it is normal\nMeal plan\nMatch the plan to what you actually use; unused meals are money gone\nStaples\nEggs, oats, rice, beans, frozen veg, pasta, peanut butter, potatoes, cabbage, in-season fruit\nOngoing\nRegularly skipping meals → the dean's office: emergency grants, help applying for food assistance\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFinancial wellness coaching\nFull contact directory" }, { "url": "eating-well-on-campus.html", "title": "Eating well on campus", "description": "The dining halls, the quick stops, cooking in a hall kitchen, and eating decently on a student budget and schedule.", "headings": [ "Eating well on campus", "On this page", "How the plan works", "Building a decent plate", "The quick stops", "Cooking in the hall", "If food is tight", "Off-campus and dietary needs" ], "content": "Campus life Eating well on campus\nThe dining halls, the quick stops, cooking in a hall kitchen, and eating decently on a student budget and schedule.\nHow the plan works\nIf you live on campus you have a meal plan: weekly Dining Credits for the all-you-care-to-eat residential halls, plus a Campus Cash balance that spends like debit at every café, market, and food-hall station on campus. Unused weekly Dining Credits generally do not roll over; Campus Cash does. Pick the tier that matches how you actually eat, and there is a change window early each term.\nBuilding a decent plate\nEvery residential dining hall has a vegetable station, a protein, a whole grain, and a salad bar — most plates should come from those, with the grill and fried stations as sometimes food. The rotating \"global\" and allergen-aware stations are usually the better cooking. A dietitian helps free with allergies, medical diets, and just eating better on a plan.\nThe quick stops\nThe Ironworks Food Hall in the union has pizza, bowls, and sandwiches with mobile ordering; the markets (North Market, Library Café, and others) do grab-and-go meals, snacks, and coffee on Campus Cash. Late-night dining runs during the semester for the 10 p.m. study break.\nCooking in the hall\nEvery residence hall has a shared kitchen. Keeping a few basics — eggs, oats, frozen vegetables, rice, pasta, a couple of sauces, fruit, and something with protein for the room — covers the meals a dining hall does not, and a Sunday batch-cook saves the week. Label your food and clean up; kitchen conflicts are almost always about the sink.\nIf food is tight\nThe campus food pantry is open to any enrolled student, no documentation, no means test. Swipe Out Hunger provides meal swipes for students without a plan or between aid refunds. The farmers market on campus and the campus garden are cheap, real food. Using these is normal.\nOff-campus and dietary needs\nCommuters can buy a smaller commuter plan or just load Campus Cash. Halal options are standard; the dietitian works with students on kosher, vegan, gluten-free, and fasting schedules. Dining publishes menus with nutrition and allergen information in the app so you can plan ahead.\nAt a glance\nThe plan\nWeekly Dining Credits (halls) + Campus Cash (everywhere) — Campus Cash rolls over\nA good plate\nVegetable + protein + whole grain + salad bar; grill/fried as sometimes\nFree help\nA campus dietitian for allergies, medical diets, or just eating better\nFood tight\nPantry (no documentation) + Swipe Out Hunger\nWho to contact\nDining Services\nFounders Commons, lower level\nPhone\n(715) 555–0242\nEmail\ndining@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDining\nDining meal plans\nDining menus & nutrition\nDining dietary accommodations\nFood pantry\nFull contact directory" }, { "url": "economic-development.html", "title": "Economic development", "description": "Applied university expertise supporting entrepreneurs, manufacturers and regional communities.", "headings": [ "Economic development", "On this page", "Business assistance", "Community projects", "Connect to resources", "The Valley first", "Where the university plugs in", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Outreach & engagement Economic development\nApplied university expertise supporting entrepreneurs, manufacturers and regional communities.\nBusiness assistance\nTeams help with market research, process improvement, prototypes, cybersecurity planning and workforce strategy.\nCommunity projects\nStudents and faculty partner on planning, tourism, public communication, data and quality-of-life initiatives.\nConnect to resources\nStaff coordinate university expertise with state, regional and local development organizations.\nThe Valley first\nApplied projects are scoped to Porter County and the surrounding Valley before anywhere else — a market study for a Cedar Bluff maker, a cybersecurity check for a county clinic, a tourism plan for the Riverfront. The work is real, supervised and delivered on a schedule a small organisation can use.\nWhere the university plugs in\nPorter coordinates its expertise with the Porter County Economic Development Corporation and state programs so a business gets one point of contact instead of a directory. Requests come in through the outreach office and are matched to a course or a faculty team.\nIn and around Porter Falls\nPorter Falls is a town of about 17,000 that has always shared its workforce with the university, and the outreach office is the front door for that exchange — summer academies for county middle-schoolers, contract training on the floor at Valley manufacturers, and the small-business clinic run out of Foundry Coworking downtown. Projects are scoped to the Valley first: Porter, Cedar Bluff and Redgranite before anywhere else.\nThe practical details\nSmall-business clinic: Foundry Coworking, downtown, Thursdays. Partners: PCEDC, Northwoods Manufacturing Alliance, Valley Health. Student teams: About 40 scoped projects a year. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Office of Outreach & Engagement (Millwright Hall, Room 120). Call (715) 555-0235 or email engage@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nSmall-business clinic\nFoundry Coworking, downtown, Thursdays\nPartners\nPCEDC, Northwoods Manufacturing Alliance, Valley Health\nStudent teams\nAbout 40 scoped projects a year\nWho to contact\nBusiness & Industry Outreach\nMillwright Hall 120\nPhone\n(715) 555–0157\nEmail\noutreach@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nPrecollege programs\nCorporate training\nFull contact directory" }, { "url": "economic-impact-report.html", "title": "Economic Impact Report, FY2026", "description": "In fiscal year 2026, UW–Porter Falls added an estimated $468.2 million to the economy of Porter County and the five counties around it, and supported about 3,900 jobs. Here is how that number was reached.", "headings": [ "Economic Impact Report, FY2026", "On this page", "The headline numbers", "Where the money comes from", "How it was calculated, in plain language", "Compared with FY2022", "Getting the full report" ], "content": "Community Economic Impact Report, FY2026\nIn fiscal year 2026, UW–Porter Falls added an estimated $468.2 million to the economy of Porter County and the five counties around it, and supported about 3,900 jobs. Here is how that number was reached.\nThe headline numbers\nThis summary covers fiscal year 2026 (July 1, 2025 to June 30, 2026) and was released in September 2026. The Institute for Regional Economic Development prepared it. It is the third such study, after FY2018 and FY2022. The region is Porter County plus the five counties that border it, which this report calls the six-county Valley.\nTotal economic impact: $468.2 million\nJobs supported: 3,894 , including 1,284 university faculty and staff\nState and local taxes generated: about $17.9 million\n$11.23 of regional impact for every $1 of state appropriation . The FY2026 appropriation was $41.7 million.\nVisitor-days: about 118,000 , for games, concerts, camps, commencement and admissions visits\nWhere the money comes from\nUniversity payroll (1,284 employees) — Direct spending in region: $98.6M; Total impact: $151.3M; Jobs supported: 1,824\nUniversity purchasing (goods, services, utilities) — Direct spending in region: $61.4M; Total impact: $92.8M; Jobs supported: 610\nStudent off-campus spending — Direct spending in region: $72.5M; Total impact: $104.9M; Jobs supported: 860\nCapital construction and major repairs — Direct spending in region: $22.8M; Total impact: $35.1M; Jobs supported: 260\nVisitor spending — Direct spending in region: $14.2M; Total impact: $21.6M; Jobs supported: 230\nSponsored research and outreach (incl. clinic clients) — Direct spending in region: $9.4M; Total impact: $14.2M; Jobs supported: 110\nSubtotal, spending effects — Direct spending in region: $278.9M; Total impact: $419.9M; Jobs supported: 3,894\nAdded earnings of Porter graduates working in the region — Direct spending in region: —; Total impact: $48.3M; Jobs supported: —\nTotal — Direct spending in region: ; Total impact: $468.2M; Jobs supported: 3,894\nFigures are rounded. Jobs are counted by headcount, full- and part-time.\nHow it was calculated, in plain language\nCount only money that lands in the region. A laptop bought from an out-of-state vendor mostly leaves the Valley, so it counts for very little. A roof replaced by a Lake City contractor counts in full.\nCount only money that would not be here otherwise. Students from inside the six counties might have spent some of their money locally anyway. The institute subtracted an estimate of that spending, which reduced the student line by about $11 million.\nFollow the money one round further. When a Porter employee buys groceries on Main Street, the grocer pays wages, and those wages get spent too. A standard regional input-output model estimates those follow-on rounds. On average, each direct dollar became about $1.51 of total activity.\nAdd what graduates earn because of their degrees. This counts only the earnings premium for Porter graduates who live and work in the region, and it is not multiplied again.\nThe institute’s economist, Dr. Martin Seefeldt, puts the caveat bluntly: “This is an impact study, not a cost–benefit study. It tells you how much activity moves through the region because the university is here. It does not tell you whether every dollar was well spent.”\nCompared with FY2022\nThe FY2022 study estimated $401 million, which is about $446 million in FY2026 dollars. After inflation, total impact grew by roughly 5% in four years. Most of the growth came from capital work, including the Founders Hall high-bay renovation, and from visitor spending, which recovered fully after a weak 2021–22. Student spending was flat in real terms, as enrollment has been.\nThe institute also asked 214 Depot District and Cedar Bluff businesses how much of their revenue came from students, employees and university visitors. The median answer was 22%. For downtown restaurants it was 38%. During Millrace Week it was, in the words of one survey respondent, “all of it.”\nGetting the full report\nThe 48-page full report has county-by-county tables and the model assumptions. Ask the institute for a copy. Local governments and development organizations can request a custom cut of the data at no cost; see Economic development and the Town–Gown Council , where the report was presented on September 16, 2026. For context on why a state university publishes this at all, see the Wesconsin Idea and Budget and financial planning .\nAt a glance\nTotal impact\n$468.2 million (FY2026)\nJobs supported\n3,894\nPer state dollar\n$11.23\nRegion\nPorter County + five adjacent counties\nPrepared by\nInstitute for Regional Economic Development\nWho to contact\nInstitute for Regional Economic Development\nCommerce Hall 230\nPhone\n(715) 555–0272\nEmail\niredinstitute@uwporterfalls.edu\nRelated resources\nFor the community\nEconomic development\nCorporate & economic engagement\nQuick facts\nTown–Gown Council" }, { "url": "education-college.html", "title": "College of Education", "description": "Teacher licensure and educational leadership programs serving rural and small-city districts across the upper Midwest.", "headings": [ "College of Education", "Undergraduate majors", "Graduate programs", "Facilities", "Student organizations", "Take the next step." ], "content": "COE · 5 programs\nCollege of Education\nTeacher licensure and educational leadership programs serving rural and small-city districts across the upper Midwest.\nUndergraduate majors\nElementary Education B.S.\nSpecial Education B.S.\nTechnology & Engineering Education B.S.\nGraduate programs\nSchool Counseling M.S.\nCareer & Technical Education Leadership Ed.D.\nFacilities\nMost of the college’s classes and labs run out of The Campus School . A K-8 laboratory school on campus where education majors student-teach under a licensed mentor, years before their formal placement — most students log their first classroom hours here as sophomores, not seniors.\nStudent organizations\nEducation Student Council coordinates the college’s tutoring placements at three Porter Falls-area schools\nDean's office\nDr. Rebecca Dunmore\nDean, College of Education\ncoe@uwporterfalls.edu\nExplore\nAll programs\nAll colleges\nResearch & outreach\nApply now\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "education-health-human-sciences-college.html", "title": "College of Education, Health & Human Sciences", "description": "The administrative parent of the College of Education and the College of Health Sciences, plus the departments that feed programs in both.", "headings": [ "College of Education, Health & Human Sciences", "One college, two front doors", "Schools", "Shared departments", "Take the next step." ], "content": "CEHHS · parent of 2 colleges\nCollege of Education, Health & Human Sciences\nPorter's largest administrative college — the parent unit over the College of Education and the College of Health Sciences, plus the departments that feed programs in both.\nOne college, two front doors\nNobody applies to the College of Education, Health & Human Sciences by name. Students apply to Nursing, or Elementary Education, or Psychology — each of which keeps its own admissions identity, dean, and building under the College of Education or the College of Health Sciences . This college is the administrative layer above both: it holds the budget, the faculty lines, and the departments that don't sit neatly inside just one of them.\nCourse listings, department pages, and faculty profiles across Porter reference “College of Education, Health & Human Sciences” because that's the formal college of record for their department, even when the degree a student earns is administered through Education or Health Sciences specifically.\nSchools\nCollege of Education — Elementary Education, Special Education, Technology & Engineering Education, School Counseling, and Career & Technical Education Leadership.\nCollege of Health Sciences — Nursing, Dietetics, Health Information Management, Rehabilitation & Disability Services, Psychology, and Clinical Mental Health Counseling.\nShared departments\nThese departments carry the college's formal name because their coursework and faculty feed programs in both schools:\nHealth & Nutrition Sciences\nNursing\nPsychology\nRehabilitation & Human Services\nTeacher Education\nDean's office\nDr. Thaddeus Marsh\nDean, College of Education, Health & Human Sciences\ncehhs@uwporterfalls.edu\nExplore\nCollege of Education\nCollege of Health Sciences\nAll colleges\nApply now\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "electrical-engineering-bs.html", "title": "Admission: Electrical Engineering", "description": "The B.S. in Electrical Engineering at UW–Porter Falls: circuits, signals, power, embedded systems, co-op program, and the Forge Prototyping Lab for hardware bring-up.", "headings": [ "Electrical Engineering (B.S.)", "On this page", "Program overview", "Concentrations", "Co-op program", "Capstone: silicon to system", "Admission requirements", "Career outcomes" ], "content": "College of Engineering & Technology Electrical Engineering (B.S.)\nCircuits, signals, power, and embedded intelligence — with a mandatory co-op, the Forge Prototyping Lab for silicon bring-up, and Ironclad Robotics for the competitive edge.\">\nProgram overview\nThe B.S. in Electrical Engineering (130 credits, ABET-accredited, ~220 undergraduates) is housed in the College of Engineering & Technology . The curriculum spans physics to firmware : electromagnetic fields, circuit theory, signals & systems, semiconductor devices, power electronics, and embedded software. Core sequence: EE 1100 Circuits I , EE 1200 Circuits II , EE 2100 Signals & Systems , EE 2200 Electronics I , EE 2300 Digital Logic , EE 3100 Electromagnetics , EE 3200 Electronics II , EE 3300 Microcontrollers (STM32, bare-metal & RTOS), EE 3400 Power Systems , EE 4100/4200 Capstone I/II . Hardware-first philosophy: Every EE student earns Makerspace badges (soldering, PCB milling, bench instruments) freshman year; senior capstones tape out custom PCBs at the Forge Prototyping Lab .\nConcentrations\nEmbedded Systems & IoT (15 credits): RTOS (Zephyr, FreeRTOS), BLE/Thread/Zigbee, LoRaWAN, firmware security (TF-M, PSA), sensor fusion (IMU, ToF, radar), edge ML (TensorFlow Lite Micro). Partners: Ironclad Robotics , Prototyping Lab , Generac . Power & Energy Systems (15 credits): Power Electronics (SiC/GaN, magnetics design), Grid Integration (IEEE 1547, microgrids), Motor Drives (FOC, SVM), Renewable Integration (PV, wind, storage), Smart Grid (PMUs, DERMS). Partners: Porter Valley Bank (fintech hardware), Generac , Oshkosh Defense . RF & Microwave (15 credits): RFIC Design (ADS, Cadence), Antenna Theory, 5G/6G PHY, Radar, EMI/EMC Compliance. Partners: MedTech Collaborative (implant telemetry), DNR (wildlife tracking). Computer Engineering (15 credits, joint with Computer Engineering ): Computer Architecture (RISC-V, cache coherence), VLSI Design (Verilog, synthesis, place & route), FPGA (Xilinx, Intel, HLS), Hardware Security (PUF, side-channels).\nCo-op program\nStructure: Mandatory (unlike MechE/CS where it's optional). Apply sophomore fall → first term spring junior year → alternate work/study → graduate in 5 years with 3 co-op terms (12–18 months). Placement rate: 96%. Average wage: $23–$32/hr. Top employers: Generac (power electronics, 25+ co-ops/year), Oshkosh Defense (vehicle electronics), Porter Valley Bank (ATM/payment terminal hardware), MedTech Collaborative (implantable devices), Forge Prototyping Lab (ASIC bring-up), Rockwell Automation (industrial drives). Academic credit: EE 3900 Co-op Reflection (1 credit/term). Remote option: ~20% hybrid (firmware/verification roles).\nCapstone: silicon to system\nEE 4100/4200 (2 semesters, teams of 3–4) takes a custom IC or PCB from spec to validated hardware. 2025 projects: Generac: SiC-based 20kW bidirectional inverter controller (custom gate driver ASIC + FPGA). Ironclad Robotics: Featherweight motor controller (GaN FETs, FOC, CAN-FD, 200A peak). Valley Health: Wireless patient monitor (BLE 5.3, 14-day battery, IEC 60601). DNR: LoRaWAN river sensor node (solar, 5-year life, Riverwatch compatible). Incubator venture Lumen Prosthetics : Myoelectric pattern-recognition ASIC (analog front-end + TinyML). Deliverables: Taped-out PCB (fabbed at Prototyping Lab), BOM, schematics, test vectors, compliance report (FCC Part 15 / IEC 60601), Bring-Up Log (video + notes). Silicon track: 2–3 teams/year tape out via Prototyping Lab MPW shuttle (TSMC 180nm / SkyWater 130nm).\nAdmission requirements\nDirect admission: 3.6+ GPA, 4 years math (calc preferred), 4 years science (physics + chemistry), 650+ math SAT / 28+ math ACT. Test-optional (portfolio: PCB designs, GitHub firmware, robotics, ham radio, CTF hardware challenges). Transfer: Circuits I–II, Physics I–II, Calculus I–II — all B+, 3.0+ GPA. Bridge Week (late August): SPICE simulation, oscilloscope/LA basics, STM32 blinky, Makerspace (soldering, PCB mill) — 90% place into EE 2200 by add/drop. Women in Engineering Scholarship ( full tuition , 4 years, 8/year). Full admission details .\nCareer outcomes\nClass of 2025 (58 graduates): 76% employed within 6 months (median $82K), 14% grad school (M.S. EE, Ph.D., M.B.A.), 5% founding/joining early-stage, 5% still seeking. Top roles: Hardware Engineer, Firmware Engineer, Power Electronics Engineer, RF Engineer, Validation Engineer, Systems Engineer. Top employers: Generac (14), Oshkosh Defense (9), Porter Valley Bank (7), MedTech Collaborative (6), Forge Prototyping Lab (4), Rockwell Automation (4), Texas Instruments (3), Apple (2), NVIDIA (2). Co-op conversion: 78% receive full-time offers. The Career Services EE Career Fair (October, dedicated day) brings 35+ EE-specific employers.\nAt a glance\nDegree\nB.S. Electrical Engineering (130 credits, ABET)\nConcentrations\nEmbedded/IoT, Power, RF, Computer Engineering\nCo-op\nMandatory, 3 terms, $23–$32/hr, 96% placement\nCapstone\nCustom PCB/IC tape-out, bring-up validation\nClass of 2025\n76% employed, median $82K\nRelated resources\nAll undergraduate majors\nAdmission: Electrical Engineering\nThe Forge Makerspace\nForge Prototyping Lab\nIronclad Robotics\nEE Career Fair" }, { "url": "electronics-bench-hours.html", "title": "Electronics benches", "description": "Open bench space with soldering stations, oscilloscopes, power supplies and a parts library for coursework and projects.", "headings": [ "Electronics benches", "On this page", "What's available", "Beyond the basics", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Electronics benches\nOpen bench space with soldering stations, oscilloscopes, power supplies and a parts library for coursework and projects.\nWhat's available\nTemperature-controlled soldering and rework stations, benchtop supplies, function generators, oscilloscopes and multimeters, plus a drawer library of resistors, caps, headers and the common ICs — enough to build and debug most coursework and club-project boards without buying anything.\nBeyond the basics\nA surface-mount rework station and a small reflow oven are available with a quick sign-off; anything needing a specific part not in the library goes through the science stockroom's ordering system.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nLocation: Engineering & Technology Building, Room 210. Hours: Extended during the semester; staffed by lab assistants. Parts: A common-components library is free; specialty parts are ordered through the stockroom. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nEngineering & Technology Building, Room 210\nHours\nExtended during the semester; staffed by lab assistants\nParts\nA common-components library is free; specialty parts are ordered through the stockroom\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "elevator-outage-alerts.html", "title": "Elevator & accessibility outage alerts", "description": "How to see which elevators, automatic doors and lifts are out of service right now, and how to report one.", "headings": [ "Elevator & accessibility outage alerts", "On this page", "Why it's tracked publicly", "Reporting and response", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Elevator & accessibility outage alerts\nHow to see which elevators, automatic doors and lifts are out of service right now, and how to report one.\nWhy it's tracked publicly\nA broken elevator can turn a step-free route into no route. The map shows current outages on the accessibility layer, and anyone can subscribe to alerts for specific buildings so they find out before they arrive, not after.\nReporting and response\nFacilities takes reports around the clock; an outage that severs the only accessible path to a classroom or office is escalated for same-day repair, and Campus Safety will physically assist anyone caught by a sudden failure.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nWhere: The accessibility layer of the campus map, and an opt-in alert list. Report: Facilities, 24/7 line; Campus Safety after hours for anyone stranded. Priority: Outages that cut off a step-free route are treated as urgent. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nThe accessibility layer of the campus map, and an opt-in alert list\nReport\nFacilities, 24/7 line; Campus Safety after hours for anyone stranded\nPriority\nOutages that cut off a step-free route are treated as urgent\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "email-retention-and-cleanup.html", "title": "Email retention & cleanup", "description": "How long messages stick around, what counts as a record, and how to keep your mailbox under quota.", "headings": [ "Email retention & cleanup", "On this page", "Staying under quota", "What not to delete", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Email retention & cleanup\nHow long messages stick around, what counts as a record, and how to keep your mailbox under quota.\nStaying under quota\nEmpty large attachments, archive old threads to a local or cloud folder, and let Trash and Junk clear themselves. The mail client's 'sort by size' view finds the few messages using most of your space.\nWhat not to delete\nIf you've been notified of a litigation hold, a public-records request, or an investigation, stop deleting anything in scope — that applies to students in a governance or employment role too. When in doubt, archive rather than delete.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nQuota: A generous but finite mailbox; you get warnings before sends and receipts stop working. Retention: Routine mail isn't auto-deleted, but items in Trash and Junk purge after 30 days. Records: Email about university business can be a public or academic record — don't delete something that's under a hold or a request. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nQuota\nA generous but finite mailbox; you get warnings before sends and receipts stop working\nRetention\nRoutine mail isn't auto-deleted, but items in Trash and Junk purge after 30 days\nRecords\nEmail about university business can be a public or academic record — don't delete something that's under a hold or a request\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "emailing-a-professor.html", "title": "Emailing a professor", "description": "A short guide to a clear, respectful email that gets a helpful reply.", "headings": [ "Emailing a professor", "On this page", "What works", "What to avoid", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Emailing a professor\nA short guide to a clear, respectful email that gets a helpful reply.\nWhat works\nBe specific and self-contained: state what you've tried, attach the relevant file, and propose times if you're asking to meet. Proofread. A professor teaching 120 students answers a clear two-line email fast and a vague paragraph slowly.\nWhat to avoid\nTexting-style shorthand, sending the same question to the TA and the professor at once, emailing at 2 a.m. expecting a reply before an 8 a.m. exam, and asking something the syllabus already answers. If it's urgent and personal (a death, a hospitalization), say so briefly and copy your advisor or the Dean of Students.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nSubject line: Course number + the point: ‘ENGR 210 — question about Problem 3’. Body: A greeting, who you are and which section, your specific question or request, and a thank-you — a few sentences. Send from: Your Porter email, and give it a business day before following up. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSubject line\nCourse number + the point: ‘ENGR 210 — question about Problem 3’\nBody\nA greeting, who you are and which section, your specific question or request, and a thank-you — a few sentences\nSend from\nYour Porter email, and give it a business day before following up\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "emailing-faculty-and-staff.html", "title": "Emailing faculty and staff well", "description": "A short, specific email gets a fast, useful reply. Here is the shape of one.", "headings": [ "Emailing faculty and staff well", "On this page", "Use your Porter address", "Subject line and greeting", "Say who you are and what you need", "Ask clearly and give options", "Timing and follow-up", "Tone" ], "content": "Student success Emailing faculty and staff well\nA short, specific email gets a fast, useful reply. Here is the shape of one.\nUse your Porter address\nEmail from your university account, not a personal one — it identifies you, it is what offices are allowed to reply to about your record, and it does not land in spam. Check it daily during the term; a lot of time-sensitive things (waitlist offers, advising holds, aid requests) only arrive there.\nSubject line and greeting\nPut the point in the subject: \"BIOL 210 section 2 — question about the Friday lab,\" not \"question.\" Open with \"Hi Professor Lang,\" or \"Dear Dr. Okafor,\" — when you are unsure, \"Professor\" is safe. Skip the greeting only in a fast back-and-forth you already started.\nSay who you are and what you need\nOne or two sentences: which course and section, and the specific thing you need — a meeting time, an extension request with a reason, a clarification on an assignment. If you are asking for something in the syllabus, say you checked and where you got stuck. Vague emails get slow, vague answers.\nAsk clearly and give options\nFor a meeting: \"Are you free during office hours Thursday, or could we find 15 minutes Monday or Tuesday?\" For a decision: state what you are asking them to approve. Making the reply a yes/no or a pick-one is a kindness that gets you answered faster.\nTiming and follow-up\nSend during business hours and expect one to two business days for a reply — weekends and evenings do not count. If it is genuinely urgent, say why in the first line. If you have heard nothing after two business days, a short polite reply to your own email (\"following up on the below\") is fine.\nTone\nWarm and direct beats either stiff or overly casual. Thank them, sign with your name and the course, and keep it to a screen. If a situation is emotional — a grade dispute, a hard personal circumstance — write the email, wait an hour, reread it, then send.\nAt a glance\nFrom\nYour Porter email, always\nSubject\nCourse + section + the actual topic\nBody\nWho you are, what you need, checked the syllabus\nReply time\n1–2 business days; follow up once after that\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUsing office hours\nEmailing a professor\nOffice hours etiquette\nReading a syllabus\nTime-management coaching\nFull contact directory" }, { "url": "emergency-alerts-and-campus-safety.html", "title": "Emergency Alerts & Campus Safety", "description": "How the PorterAlert emergency notification system works, what triggers an alert, and how campus safety and public safety fit together.", "headings": [ "Emergency Alerts & Campus Safety", "PorterAlert", "What triggers an alert", "Campus police & public safety", "Active-threat protocol", "The annual security report" ], "content": "Campus Safety\nEmergency Alerts & Campus Safety\nPorterAlert sends time-critical notifications by text, call, email and campus-building speakers — here is what triggers one and how to make sure yours arrives.\nPorterAlert\nEvery student, faculty and staff member is automatically enrolled in PorterAlert using the mobile number and email on file; there is no separate opt-in. Update your mobile number any time in the student or employee portal — a number that goes to voicemail during an active alert defeats the point of having one.\nWhat triggers an alert\nPorterAlert is reserved for an immediate threat to health or safety on or near campus: a weather warning affecting campus, a hazardous-materials incident, an active-threat situation, or a building-specific evacuation. It is not used for routine weather closings (see weather closings & snow days ) or general campus announcements, which go out through ordinary email instead.\nCampus police & public safety\nPorter Police is a fully commissioned law enforcement agency with jurisdiction on campus property, staffed around the clock. Non-emergency calls go to the campus police non-emergency line; anything urgent goes to 911 first, which is routed to campus police automatically for on-campus locations.\nActive-threat protocol\nPorter uses the widely taught run-hide-fight framework: leave the area if there is a safe path out, secure yourself in a room and silence your phone if there is not, and only act directly against a threat as an absolute last resort. Building coordinators run a walkthrough of evacuation routes and shelter-in-place points with new occupants each fall.\nThe annual security report\nFederal law requires Porter to publish crime statistics and safety-policy disclosures every year; see consumer information & required disclosures for the current report.\nQuick facts\nSystem\nPorterAlert\nEnrollment\nAutomatic, using portal contact info\nNon-emergency police line\n(715) 555–0199\nRelated\nWeather closings & snow days\nConsumer information & disclosures\nAccessible shuttle & safety escort" }, { "url": "emergency-housing-short-term.html", "title": "Short-term emergency housing", "description": "A few nights of on-campus housing for a student facing a sudden loss of a place to stay, while a longer fix is worked out.", "headings": [ "Short-term emergency housing", "On this page", "What it's for", "How to reach it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Short-term emergency housing\nA few nights of on-campus housing for a student facing a sudden loss of a place to stay, while a longer fix is worked out.\nWhat it's for\nA house fire, a family breakdown, a lease that fell through, a roommate situation that turned unsafe — the gap between losing housing and arranging something stable. It is a bridge, not a housing assignment, and comes with a case manager working the longer-term plan.\nHow to reach it\nDuring business hours, the Dean of Students Office. After hours, Campus Safety can open a room the same night and connect the student to the office the next morning — no one is told to wait until Monday.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nContact: Dean of Students Office, any hour through Campus Safety after hours. Length: Typically 3–7 nights. Cost: No charge for the emergency stay itself. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nContact\nDean of Students Office, any hour through Campus Safety after hours\nLength\nTypically 3–7 nights\nCost\nNo charge for the emergency stay itself\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "emergency-information.html", "title": "Emergency information", "description": "The alert system, and what to actually do in the four situations that drive most campus emergencies.", "headings": [ "Emergency information", "On this page", "Get the alerts, and know the words", "Severe weather", "Fire", "Violence, threats and medical emergencies" ], "content": "Campus safety Emergency information\nThe alert system, and what to actually do in the four situations that drive most campus emergencies.\nGet the alerts, and know the words\nPorter Alert sends urgent instructions by text, email, app push, campus-computer pop-up, and — for a life-safety event — outdoor sirens and building PA. Your Porter email is enrolled automatically; add and test your mobile number in MyPorter, because text is the fastest channel. The messages use consistent verbs: \"Shelter in place\" (stay inside, away from windows, until told otherwise), \"Evacuate\" (leave now by the nearest safe exit, go to the area named), \"Secure/Lockdown\" (get out of sight, lock or barricade the door, silence your phone, stay put), and \"All clear\" (the only message that ends an event). Do not rely on rumor or social media to tell you it is over.\nProgram the campus number now: Campus Safety, (715) 555–0191, staffed 24/7. Call 911 first for any immediate threat to life, then Campus Safety so they can direct responders on campus.\nSevere weather\nFor a tornado warning, move to the lowest interior level, into an interior hallway, stairwell, or restroom away from windows and large open roofs like gyms and auditoriums; every building posts its shelter areas and the residence halls drill them. Stay there until the \"all clear,\" not just until the noise stops. For severe thunderstorms and lightning, get inside a building or a hard-topped vehicle. Winter emergencies are mostly about not traveling — see weather and campus closures — and about reporting a heat or power outage in a residence hall immediately.\nFire\nAny alarm means leave — no exceptions for \"probably burnt toast.\" Use stairs, never elevators, feel doors before opening, close doors behind you, and go to your building's posted assembly point so staff can account for people. Do not go back in for anything until the fire department clears the building. If you cannot use the stairs, go to the marked area of refuge in the stairwell and call Campus Safety with your exact location; responders check those first. Tampering with an alarm, extinguisher, or sprinkler is a serious conduct violation because it kills people in the next real fire.\nViolence, threats and medical emergencies\nFor an active threat, the order is Run (get out if there is a path), Hide (if you cannot — lock/barricade, lights off, silent, away from the door), Fight (only as a last resort, together). When police arrive, show empty hands and follow commands. Report a threatening person or a concerning message to Campus Safety, and use the anonymous tip line or the behavioral-concern form for something that is not an emergency but is not right. For a medical emergency call 911 then Campus Safety; AEDs are mounted near building entrances and main desks, bleeding-control kits are with them in many buildings, and Campus Safety officers are trained first responders.\nAt a glance\nAlerts\nPorter Alert: text/email/app/PA/sirens. Enroll and test your mobile in MyPorter. \"All clear\" is the only message that ends an event\nWords\nShelter in place · Evacuate · Secure/Lockdown (hide, barricade, silence) — act on the verb\nFire\nEvery alarm = leave by stairs, doors closed, to the assembly point; area of refuge + call if you can't use stairs\nCall\n911 first for any threat to life, then Campus Safety (715) 555–0191 (24/7) to direct responders on campus\nRelated resources\nCampus status\nCampus Safety & police\nAnnual security & fire safety report\nContact directory" }, { "url": "emergency-loan-fund.html", "title": "Emergency short-term loans", "description": "Small, interest-free loans for a gap before financial aid disburses.", "headings": [ "Emergency short-term loans", "On this page", "What it is for", "How it is different from the emergency fund", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Emergency short-term loans\nSmall, interest-free loans for a gap before financial aid disburses.\nWhat it is for\nA short-term, interest-free loan bridges a gap before financial aid disburses — a security deposit, a textbook rental fee, a bus pass — and is meant to be repaid the same term, not a long-term borrowing source.\nHow it is different from the emergency fund\nThe Student Success Center's emergency fund is a grant for a genuine crisis; this is a short-term loan for a timing problem, approved same-day at the Bursar's window with no credit check.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nAmount: Up to $500. Interest: None. Repayment: Due by the end of the term, deducted from any refund first. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAmount\nUp to $500\nInterest\nNone\nRepayment\nDue by the end of the term, deducted from any refund first\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nCommencement speakers\nFull contact directory" }, { "url": "emergency-notification-signup.html", "title": "Emergency notifications", "description": "How the university reaches you fast in a real emergency — text, call, email, desktop and outdoor sirens — and how to set your contact points.", "headings": [ "Emergency notifications", "On this page", "The layers", "Set it up", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus safety Emergency notifications\nHow the university reaches you fast in a real emergency — text, call, email, desktop and outdoor sirens — and how to set your contact points.\nThe layers\nA genuine threat to life or safety triggers a text and voice call to every number on file, an email, a takeover message on lab and classroom screens, and the outdoor warning sirens across campus. Lesser disruptions (a water main, a closure) use email and the status page only.\nSet it up\nYou're enrolled by default, but the system only reaches the numbers it has. Adding a mobile number and a family contact, and choosing whether you want calls or only texts, takes a minute in MyPorter and is worth doing before you need it.\nIn and around Porter Falls\nPorter Campus Safety operates from the ground level of Millwright Hall around the clock during the semester and coordinates with the Porter Falls Police and Fire departments, whose stations are both within a mile of campus. For a real emergency the number is 911.\nThe practical details\nEnrolled: Automatically, to your Porter email and any phone number on file. Add: A second number, a parent's number, or a text-only preference in MyPorter. Tested: A full-system test each semester, announced ahead. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Campus Safety (Millwright Hall, ground level). Call (715) 555–0191 or email safety@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nEnrolled\nAutomatically, to your Porter email and any phone number on file\nAdd\nA second number, a parent's number, or a text-only preference in MyPorter\nTested\nA full-system test each semester, announced ahead\nWho to contact\nPorter Campus Safety\nMillwright Hall, ground level\nPhone\n(715) 555–0191\nEmail\nsafety@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWeapons policy\nAlcohol & drug policy\nBike registration\nAccessible parking\nFull contact directory" }, { "url": "emergency-preparedness.html", "title": "Emergency preparedness", "description": "Notifications, severe weather, evacuation, continuity and response roles for a resilient campus.", "headings": [ "Emergency preparedness", "On this page", "Get alerts", "Know the basics", "Return to learning", "Get the alert", "Know the building", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus safety Emergency preparedness\nNotifications, severe weather, evacuation, continuity and response roles for a resilient campus.\nGet alerts\nStudents and employees keep contact information current in MyPorter so urgent notices reach the right phone or email.\nKnow the basics\nFollow posted evacuation routes, shelter instructions, accessibility plans and directions from emergency personnel; do not use elevators during a fire.\nReturn to learning\nAfter an incident, recovery teams coordinate building status, class changes, technology access, counseling and communication about next steps.\nGet the alert\nPorter Alert sends urgent notices by text and email, and it only works if a student or employee keeps a current cell number in MyPorter. The system is tested on a published schedule so a real alert is recognisable.\nKnow the building\nEvery building has posted evacuation routes, shelter locations for severe weather and an accessibility plan for people who cannot use stairs. After an incident, recovery teams coordinate building status, class changes, technology access and counselling and communicate the next steps.\nIn and around Porter Falls\nPorter Campus Safety operates from the ground level of Millwright Hall around the clock during the semester and coordinates with the Porter Falls Police and Fire departments, whose stations are both within a mile of campus. For a real emergency the number is 911; Campus Safety handles escorts, lockouts, lost-and-found and the campus alert system.\nThe practical details\nAlerts: Porter Alert texts and emails; keep MyPorter current. Severe weather: Sirens plus shelter maps in every building. Never: Use elevators during a fire alarm. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Porter Campus Safety (Millwright Hall, ground level). Call (715) 555-0191 or email safety@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nAlerts\nPorter Alert texts and emails; keep MyPorter current\nSevere weather\nSirens plus shelter maps in every building\nNever\nUse elevators during a fire alarm\nWho to contact\nPorter Campus Safety\nMillwright Hall, ground level\nPhone\n(715) 555–0191\nEmail\nsafety@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFull contact directory" }, { "url": "emergency-procedures.html", "title": "Emergency procedures", "description": "What to do in a fire, severe weather, a lockdown, a medical emergency, or a power outage — before it happens.", "headings": [ "Emergency procedures", "On this page", "Get the alerts", "Fire alarm", "Severe weather / tornado", "Lockdown / threat on campus", "Medical emergency", "Power outage and other disruptions" ], "content": "Campus life Emergency procedures\nWhat to do in a fire, severe weather, a lockdown, a medical emergency, or a power outage — before it happens.\nGet the alerts\nPorter Alert sends urgent messages by text, email, and desktop notification for campus emergencies and weather closures. You are enrolled with your Porter contacts by default; add a mobile number and confirm it in MyPorter now, because the one time you need it is not the time to set it up.\nFire alarm\nEvery alarm is real until told otherwise. Leave immediately by the nearest exit, do not use elevators, take your keys and phone if they are right there but do not go back for anything, and go to your building's assembly point (away from the building, out of the way of responders). Do not re-enter until staff or the fire department clears it. Know two ways out of any room you spend time in.\nSevere weather / tornado\nOn a tornado warning: move to the lowest level, to an interior room or hallway away from windows — building maps mark shelter areas. Stay there until the warning is lifted, not just until it looks calm. For winter storms, watch Porter Alert and the homepage for closures; if class is not cancelled, allow extra travel time.\nLockdown / threat on campus\nIf there is a violent threat: run if you can get away safely, hide if you cannot (lock or barricade the door, silence your phone, stay low and away from the door), and fight only as a last resort. Call 911 when it is safe to. Porter Alert will send instructions; follow them. The campus runs periodic briefings on this — go to one.\nMedical emergency\nCall 911 first for anything serious — chest pain, trouble breathing, severe bleeding, a head injury with confusion, a seizure, unconsciousness, a severe allergic reaction. Then call Campus Safety at (715) 555–0191 so they can direct responders and, if needed, bring an AED — locations are mapped on the emergency page. Do not move someone with a possible spine injury unless they are in immediate danger.\nPower outage and other disruptions\nStay calm, use your phone as a light (not a candle), and check Porter Alert. Labs and shops have shutdown procedures — follow your instructor's. If you are stuck in an elevator, use the call button and wait; do not try to force the doors. For a gas smell, leave and call Campus Safety from outside.\nAt a glance\nFirst\nConfirm your mobile number in MyPorter for Porter Alert — now\nFire\nEvery alarm is real — nearest exit, no elevators, assembly point, wait for the all-clear\nTornado\nLowest interior room away from windows; stay until the warning is lifted\nViolent threat\nRun · hide (lock/barricade, silence phone) · fight as last resort; call 911 when safe\nWho to contact\nPorter Campus Safety\nMillwright Hall, ground level\nPhone\n(715) 555–0191\nEmail\nsafety@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nEmergency preparedness\nEmergency notification signup\nWeather closures\nAED locations\nCampus safety\nFull contact directory" }, { "url": "emeriti-and-retirees-association.html", "title": "Emeriti & Retirees Association", "description": "The UW-Porter Falls Emeriti & Retirees Association: who can join, what it does, and how it differs from individual emeritus status.", "headings": [ "Emeriti & Retirees Association", "How this differs from emeritus status", "What the association does", "Continued campus privileges", "Mentoring current faculty and staff" ], "content": "Faculty & Staff\nEmeriti & Retirees Association\nEmeritus status is an individual honor a department confers; the Emeriti & Retirees Association is the organized community that comes after it.\nHow this differs from emeritus status\nSee faculty emeritus status for how an individual retiring faculty member is nominated for the honorific title. The Emeriti & Retirees Association is a separate, opt-in organization open to any retired faculty or staff member, emeritus title or not — a retired administrative assistant of thirty years is just as welcome as a retired dean.\nWhat the association does\nIt runs a monthly speaker lunch (often a current faculty member presenting recent research to a genuinely engaged audience), maintains library and building access for members, and serves as an organized voice for retiree health-benefit and pension questions when the state changes retirement-system rules.\nContinued campus privileges\nAssociation members keep library borrowing privileges, a discounted parking permit, access to the recreation center, and an official university email forwarding address — small things individually, but the kind of continuity that keeps a thirty-year career from ending at a single retirement party.\nMentoring current faculty and staff\nThe association coordinates an informal mentoring pool that new department chairs and first-year faculty can draw on — someone who chaired the same department fifteen years ago has usually already solved the budget-cycle problem a new chair is currently stuck on.\nQuick facts\nMembership\nAny retired faculty or staff member\nMeets\nMonthly speaker lunch\nContinued privileges\nLibrary, parking, recreation center, email\nRelated\nFaculty emeritus status\nFaculty Senate\nStaff Senate\nContact directory" }, { "url": "emeriti-college.html", "title": "Emeriti College", "description": "The association of retired Porter faculty and staff, and what emeritus status carries.", "headings": [ "Emeriti College", "On this page", "What emeritus status means", "An active association", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Faculty & staff Emeriti College\nThe association of retired Porter faculty and staff, and what emeritus status carries.\nWhat emeritus status means\nA retiring faculty or academic-staff member with a substantial service record is recommended for emeritus standing, which is an honorary continuation of affiliation rather than a paid role. It carries library and email access, a parking option, invitations to convocations, and a shared workroom. It does not carry voting rights in governance or a claim on office space.\nAn active association\nThe Emeriti College is not just a title list. Members co-teach first-year seminars, sit for the university's oral-history archive, run a lecture series open to Porter Falls residents, and are among the steadiest donors to student scholarships. New retirees are paired with a member for the first year, which is also how the institution keeps a thread of its own memory.\nIn and around Porter Falls\nThe Center for Teaching & Learning on the third level of Halvorsen Library is where new faculty get their footing and where mid-career instructors trade notes across colleges.\nThe practical details\nStatus: Granted by the Provost on retirement after a qualifying length of service. Keeps: Library borrowing, a campus email address, event access, and use of the Emeriti Commons in Halvorsen Library. Gives back: Mentoring, guest lectures, oral-history projects and scholarship fundraising. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Center for Teaching & Learning (Halvorsen Library, Level 3). Call (715) 555–0265 or email teaching@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStatus\nGranted by the Provost on retirement after a qualifying length of service\nKeeps\nLibrary borrowing, a campus email address, event access, and use of the Emeriti Commons in Halvorsen Library\nGives back\nMentoring, guest lectures, oral-history projects and scholarship fundraising\nWho to contact\nNakatani Teaching & Learning Center\nHalvorsen Library, Level 3\nPhone\n(715) 555–0166\nEmail\nteaching@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nEmeritus faculty\nConflict of interest disclosure\nFaculty learning communities\nFull contact directory" }, { "url": "emotional-support-animal-housing.html", "title": "Emotional support animals in housing", "description": "How an ESA is approved to live in the residence halls, and how that differs from a service animal.", "headings": [ "Emotional support animals in housing", "On this page", "The distinction", "What approval covers", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Emotional support animals in housing\nHow an ESA is approved to live in the residence halls, and how that differs from a service animal.\nThe distinction\nA service animal is individually trained to do work for a person with a disability and accompanies its handler everywhere on campus with no paperwork. An emotional support animal provides comfort by its presence, needs documentation from a treating provider, and is approved specifically for the student's residence-hall room.\nWhat approval covers\nThe animal lives in the student's assigned room, the roommate is consulted before placement, and the student is responsible for its care, behaviour and any damage. It does not come to class or the dining hall.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nApproved by: Accessibility Services, with documentation from a treating provider. Where: In the student's own room; not in dining halls, classrooms or shared lounges. Service animals: No approval needed — a trained service animal goes anywhere its handler does. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nApproved by\nAccessibility Services, with documentation from a treating provider\nWhere\nIn the student's own room; not in dining halls, classrooms or shared lounges\nService animals\nNo approval needed — a trained service animal goes anywhere its handler does\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "emotional-support-animal-policy.html", "title": "Emotional support animals", "description": "How an ESA is approved for the residence halls, and why it is different from a service animal.", "headings": [ "Emotional support animals", "On this page", "Not the same as a service animal", "What the review asks for", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Emotional support animals\nHow an ESA is approved for the residence halls, and why it is different from a service animal.\nNot the same as a service animal\nAn emotional support animal provides comfort by its presence but is not trained to perform a task, so it has no general campus access — it lives in the room and goes outside for the obvious reasons, nothing more. It can be a species other than a dog. Because it is a housing accommodation, it is reviewed by Accessibility Services, not simply declared.\nWhat the review asks for\nDocumentation from a provider who has an ongoing treatment relationship, stating that the student has a disability and that the animal is part of the treatment plan. Accessibility Services weighs that against the practicalities — the animal's size for the room, the effect on roommates, the student's ability to care for it. An approved ESA agreement is renewed each year the student stays in the halls.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nWhere: Approved ESAs are a housing accommodation only — the residence hall room, not classrooms, dining or the library. Approval: Through Accessibility Services, with documentation from a treating provider. Timing: Request at least 60 days before move-in; approvals do not carry between academic years automatically. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nApproved ESAs are a housing accommodation only — the residence hall room, not classrooms, dining or the library\nApproval\nThrough Accessibility Services, with documentation from a treating provider\nTiming\nRequest at least 60 days before move-in; approvals do not carry between academic years automatically\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "employee-assistance-program.html", "title": "Employee Assistance Program", "description": "How UW-Porter Falls' Employee Assistance Program (EAP) works: what it covers, how confidential it is, and how to use it.", "headings": [ "Employee Assistance Program", "What it covers", "How confidential it actually is", "How to use it", "When a supervisor suggests it" ], "content": "Faculty & Staff\nEmployee Assistance Program\nFree, confidential short-term counseling and referral for any Porter employee or member of their household — not just for a workplace problem.\nWhat it covers\nUp to six free counseling sessions per issue per year, covering anything from a work conflict to a family crisis, grief, substance use, or financial and legal referral — the issue does not have to be work-related to qualify. Household members, not just the employee, are covered under the same benefit.\nHow confidential it actually is\nThe EAP is run by an outside vendor, not university human resources; HR receives only aggregated, anonymous utilization statistics (how many people used it, broadly what kinds of issues came up) and never a list of who used the service or what was discussed. A supervisor who refers an employee to the EAP is never told whether that employee actually made an appointment.\nHow to use it\nCall the EAP line any time (24/7) or use the online portal to request an appointment; the first session is typically scheduled within a few business days, sooner if flagged as urgent. Sessions can happen by phone, video, or in person with a local counselor in the vendor’s network.\nWhen a supervisor suggests it\nA supervisor can recommend the EAP as part of addressing a performance concern, but using it is always voluntary and cannot be made a condition of continued employment except in the narrow case of a formal return-to-work agreement after a documented safety or conduct issue.\nQuick facts\nSessions covered\nUp to 6 per issue, per year, free\nConfidentiality\nOutside vendor; HR sees no individual data\nAvailability\n24/7 phone line and online portal\nRelated\nVeteran education benefits\nWorkplace safety & workers’ compensation\nContact directory\nFamily & medical leave" }, { "url": "employee-family-and-medical-leave.html", "title": "Employee Family & Medical Leave", "description": "How family and medical leave (FMLA) works for UW-Porter Falls employees, and what paid leave is layered on top of the federal minimum.", "headings": [ "Employee Family & Medical Leave", "The federal baseline", "What Porter adds on top", "How to request it", "Graduate students and student employees" ], "content": "Faculty & Staff\nEmployee Family & Medical Leave\nJob-protected, mostly unpaid leave for a serious health condition or a new child, layered with the paid leave Porter offers on top of the federal minimum.\nThe federal baseline\nUnder the federal Family and Medical Leave Act, an eligible employee (twelve months of employment and a minimum hours threshold) can take up to twelve weeks of job-protected leave per year for their own serious health condition, to care for an immediate family member with one, or for a new child by birth, adoption or foster placement. FMLA leave itself is unpaid; it guarantees the job and health coverage continue, not a paycheck.\nWhat Porter adds on top\nEmployees can apply accrued sick leave and vacation to an FMLA leave to keep receiving pay for part or all of it, and Porter offers six weeks of paid parental leave for a birth parent and two weeks for a non-birth parent, running concurrently with (not in addition to) the twelve-week FMLA clock.\nHow to request it\nRequests go through Human Resources with (for a medical leave) a healthcare provider’s certification; HR coordinates the specific return-to-work date and any temporary workload redistribution with the employee’s supervisor, so the employee is not the one explaining the situation to colleagues.\nGraduate students and student employees\nGraduate assistants and student employees are generally not eligible for FMLA (the hours threshold rarely applies to a typical assistantship), but see graduate parental leave for the separate policy that covers them.\nQuick facts\nFederal leave (FMLA)\nUp to 12 weeks, job-protected, unpaid\nPorter paid parental leave\n6 weeks (birth parent) / 2 weeks (non-birth parent)\nRequests through\nHuman Resources\nRelated\nEmployee assistance program\nGraduate parental leave\nWorkplace safety & workers’ compensation\nContact directory" }, { "url": "employee-resources.html", "title": "Employee resources", "description": "The self-service portal, what you have to do and by when, the support offices, and the perks employees forget they have.", "headings": [ "Employee resources", "On this page", "The self-service portal", "What is required, and when", "Support and consultation", "Perks employees forget" ], "content": "Faculty & staff Employee resources\nThe self-service portal, what you have to do and by when, the support offices, and the perks employees forget they have.\nThe self-service portal\nOne portal holds the recurring employee tasks: view and download earnings statements and year-end tax forms, update direct deposit and tax withholding, check leave balances and request time off, complete benefits open enrollment and life-event changes, record effort on grants, acknowledge policies, and enroll in training. Set it up and bookmark it during onboarding; most \"how do I…\" questions for employees are answered there before HR.\nWhat is required, and when\nA few things are not optional and have deadlines. Benefits elections within your new-hire window (missing it defaults you into or out of coverage you may not want). Annual compliance training — typically information security, discrimination and harassment prevention, and, for some roles, FERPA, Title IX, lab or driver safety — assigned each year with a due date and a reminder cascade. Keeping your emergency contacts and your Porter Alert mobile number current. The performance-review cycle on your unit's schedule. For anyone who supervises, hires, spends, or handles student records, the role-specific training layered on top.\nSupport and consultation\nHR for policy, pay, classification, and benefits; the ombuds for confidential, off-the-record help working through a conflict or a decision; the Office of Equity & Access and Title IX for discrimination, harassment, and accommodation matters; the employee assistance program — free, confidential, and run by an outside provider — for counseling, financial coaching, legal consultation, and elder- and child-care referrals; and, for represented employees, the union and its contract. The Center for Applied Teaching supports instructors specifically.\nPerks employees forget\nA tuition benefit that reduces or waives fees for employees taking courses, and in some cases a partial benefit for a spouse or dependent. Use of the recreation center at a member rate, library borrowing and databases, discounted arts and athletics tickets, the campus food pantry and emergency fund (staff are eligible too), a wellness program with premium incentives, retirement-planning sessions, credit-union access, and vendor and travel discounts through the state employee program. HR keeps the current list.\nAt a glance\nPortal\nOne place for pay stubs, tax forms, direct deposit, leave requests, benefits enrollment, effort reporting, policy sign-offs, and training\nRequired + dated\nNew-hire benefits window · annual compliance training with due dates · current emergency contacts + Porter Alert number · performance review · role-specific training\nSupport\nHR · ombuds (confidential) · Equity & Access / Title IX · EAP (free, external counseling/financial/legal) · union if represented · Center for Applied Teaching for instructors\nPerks\nEmployee tuition benefit (sometimes for family), rec-center member rate, library access, ticket discounts, pantry + emergency fund, wellness incentives, state vendor discounts\nRelated resources\nFaculty resources\nContact directory" }, { "url": "employer-bluff-city-design-co.html", "title": "Bluff City Design Co.", "description": "Bluff City Design Co.: a product & ux design studio employer partner in Cedar Bluff, Wesconsin. Junior designer and UX-research internships supporting client product work", "headings": [ "Bluff City Design Co.", "On this page", "About the partnership", "What they hire for", "How the co-op or internship works", "Beyond hiring", "Standing out for a role here", "Common questions" ], "content": "Employer partner · Product & UX design studio Bluff City Design Co.\nProduct & UX design studio in Cedar Bluff, Wesconsin.\nAbout the partnership\nBluff City Design Co. is a product & ux design studio employer based in Cedar Bluff, Wesconsin, and a recurring hiring and project partner for UW–Porter Falls students.\nWhat they hire for\nJunior designer and UX-research internships supporting client product work. Students most often connect through Graphic Design & Interactive Media or Industrial Design or User Experience Design, though openings are posted broadly on PorterConnect and any student can apply.\nHow the co-op or internship works\nA rolling internship program with two cohorts a year (fall and spring)\nBeyond hiring\nJudges the senior portfolio review and hosts studio-visit days each term. Employer Relations coordinates the recruiting calendar; a specific department office usually coordinates project sponsorships and advisory-board involvement.\nStanding out for a role here\nBecause Bluff City Design Co. recruits from Porter every cycle rather than once, staff there have a working sense of what the product & ux design studio coursework in Graphic Design & Interactive Media actually covers — so a Porter-specific project, a relevant student-organization role, or a completed lab or capstone tied to their field carries more weight in an interview here than it would somewhere unfamiliar with the program. Ask your internship coordinator whether a current or former Porter student is on staff there; a warm introduction still beats a cold application.\nCommon questions\nDo I need to already have an internship-ready résumé? No — Career Services and most department internship coordinators will review a résumé before you apply here or anywhere else, and a first internship rarely requires much beyond coursework and enthusiasm.\nIs this a guaranteed placement? No. A recurring partnership means the employer reliably posts openings and knows the program, not that any specific student is guaranteed a slot — you still apply and interview like any other opening.\nCan I do more than one rotation with the same employer? Often, yes, particularly where the partnership is described as a multi-rotation track above; ask the employer or your internship coordinator directly.\nAt a glance\nIndustry\nProduct & UX design studio\nLocation\nCedar Bluff, Wesconsin\nBest fit\nGraphic Design & Interactive Media , Industrial Design\nRelated\nFor employers & partners\nEmployer partnerships\nEmployer recruiting guide\nGraphic Design & Interactive Media program\nCareer Services" }, { "url": "employer-dnr-porter-district-office.html", "title": "Wesconsin DNR — Porter District Office", "description": "Wesconsin DNR — Porter District Office: a state environmental agency employer partner in Porter Falls district office. Field-technician and water-quality-monitoring internships", "headings": [ "Wesconsin DNR — Porter District Office", "On this page", "About the partnership", "What they hire for", "How the co-op or internship works", "Beyond hiring", "Standing out for a role here", "Common questions" ], "content": "Employer partner · State environmental agency Wesconsin DNR — Porter District Office\nState environmental agency in Porter Falls district office.\nAbout the partnership\nWesconsin DNR — Porter District Office is a state environmental agency employer based in Porter Falls district office, and a recurring hiring and project partner for UW–Porter Falls students.\nWhat they hire for\nField-technician and water-quality-monitoring internships. Students most often connect through Environmental Science , though openings are posted broadly on PorterConnect and any student can apply.\nHow the co-op or internship works\nA summer field internship tied to the state's monitoring season, with occasional school-year data-analysis work\nBeyond hiring\nPartners on the Costa Rica Sustainability faculty-led course debrief and several capstone water-quality projects. Employer Relations coordinates the recruiting calendar; a specific department office usually coordinates project sponsorships and advisory-board involvement.\nStanding out for a role here\nBecause Wesconsin DNR — Porter District Office recruits from Porter every cycle rather than once, staff there have a working sense of what the state environmental agency coursework in Environmental Science actually covers — so a Porter-specific project, a relevant student-organization role, or a completed lab or capstone tied to their field carries more weight in an interview here than it would somewhere unfamiliar with the program. Ask your internship coordinator whether a current or former Porter student is on staff there; a warm introduction still beats a cold application.\nCommon questions\nDo I need to already have an internship-ready résumé? No — Career Services and most department internship coordinators will review a résumé before you apply here or anywhere else, and a first internship rarely requires much beyond coursework and enthusiasm.\nIs this a guaranteed placement? No. A recurring partnership means the employer reliably posts openings and knows the program, not that any specific student is guaranteed a slot — you still apply and interview like any other opening.\nCan I do more than one rotation with the same employer? Often, yes, particularly where the partnership is described as a multi-rotation track above; ask the employer or your internship coordinator directly.\nAt a glance\nIndustry\nState environmental agency\nLocation\nPorter Falls district office\nBest fit\nEnvironmental Science\nRelated\nFor employers & partners\nEmployer partnerships\nEmployer recruiting guide\nEnvironmental Science program\nCareer Services" }, { "url": "employer-fermented-foods-collective.html", "title": "Fermented Foods Collective", "description": "Fermented Foods Collective: a specialty food production employer partner in Porter Falls. Product-development and small-batch production internships", "headings": [ "Fermented Foods Collective", "On this page", "About the partnership", "What they hire for", "How the co-op or internship works", "Beyond hiring", "Standing out for a role here", "Common questions" ], "content": "Employer partner · Specialty food production Fermented Foods Collective\nSpecialty food production in Porter Falls.\nAbout the partnership\nFermented Foods Collective is a specialty food production employer based in Porter Falls, and a recurring hiring and project partner for UW–Porter Falls students.\nWhat they hire for\nProduct-development and small-batch production internships. Students most often connect through Food Science & Technology or Entrepreneurship , though openings are posted broadly on PorterConnect and any student can apply.\nHow the co-op or internship works\nA hands-on internship pairing a student with a single product launch from concept to shelf\nBeyond hiring\nGrew out of a student capstone project and now hires almost exclusively from the Fermentation and Food Innovation Lab. Employer Relations coordinates the recruiting calendar; a specific department office usually coordinates project sponsorships and advisory-board involvement.\nStanding out for a role here\nBecause Fermented Foods Collective recruits from Porter every cycle rather than once, staff there have a working sense of what the specialty food production coursework in Food Science & Technology actually covers — so a Porter-specific project, a relevant student-organization role, or a completed lab or capstone tied to their field carries more weight in an interview here than it would somewhere unfamiliar with the program. Ask your internship coordinator whether a current or former Porter student is on staff there; a warm introduction still beats a cold application.\nCommon questions\nDo I need to already have an internship-ready résumé? No — Career Services and most department internship coordinators will review a résumé before you apply here or anywhere else, and a first internship rarely requires much beyond coursework and enthusiasm.\nIs this a guaranteed placement? No. A recurring partnership means the employer reliably posts openings and knows the program, not that any specific student is guaranteed a slot — you still apply and interview like any other opening.\nCan I do more than one rotation with the same employer? Often, yes, particularly where the partnership is described as a multi-rotation track above; ask the employer or your internship coordinator directly.\nAt a glance\nIndustry\nSpecialty food production\nLocation\nPorter Falls\nBest fit\nFood Science & Technology, Entrepreneurship\nRelated\nFor employers & partners\nEmployer partnerships\nEmployer recruiting guide\nCareer Services" }, { "url": "employer-great-lakes-logistics.html", "title": "Great Lakes Logistics", "description": "Great Lakes Logistics: a freight & distribution employer partner in A regional distribution hub near Porter Falls. Logistics-analyst and operations-management co-ops", "headings": [ "Great Lakes Logistics", "On this page", "About the partnership", "What they hire for", "How the co-op or internship works", "Beyond hiring", "Standing out for a role here", "Common questions" ], "content": "Employer partner · Freight & distribution Great Lakes Logistics\nFreight & distribution in A regional distribution hub near Porter Falls.\nAbout the partnership\nGreat Lakes Logistics is a freight & distribution employer based in A regional distribution hub near Porter Falls, and a recurring hiring and project partner for UW–Porter Falls students.\nWhat they hire for\nLogistics-analyst and operations-management co-ops. Students most often connect through Supply Chain Management or Business Administration , though openings are posted broadly on PorterConnect and any student can apply.\nHow the co-op or internship works\nA single-semester co-op with a strong track record of converting to full-time offers before graduation\nBeyond hiring\nSits on the Supply Chain Management program advisory board. Employer Relations coordinates the recruiting calendar; a specific department office usually coordinates project sponsorships and advisory-board involvement.\nStanding out for a role here\nBecause Great Lakes Logistics recruits from Porter every cycle rather than once, staff there have a working sense of what the freight & distribution coursework in Supply Chain Management actually covers — so a Porter-specific project, a relevant student-organization role, or a completed lab or capstone tied to their field carries more weight in an interview here than it would somewhere unfamiliar with the program. Ask your internship coordinator whether a current or former Porter student is on staff there; a warm introduction still beats a cold application.\nCommon questions\nDo I need to already have an internship-ready résumé? No — Career Services and most department internship coordinators will review a résumé before you apply here or anywhere else, and a first internship rarely requires much beyond coursework and enthusiasm.\nIs this a guaranteed placement? No. A recurring partnership means the employer reliably posts openings and knows the program, not that any specific student is guaranteed a slot — you still apply and interview like any other opening.\nCan I do more than one rotation with the same employer? Often, yes, particularly where the partnership is described as a multi-rotation track above; ask the employer or your internship coordinator directly.\nAt a glance\nIndustry\nFreight & distribution\nLocation\nA regional distribution hub near Porter Falls\nBest fit\nSupply Chain Management , Business Administration\nRelated\nFor employers & partners\nEmployer partnerships\nEmployer recruiting guide\nSupply Chain Management program\nCareer Services" }, { "url": "employer-harvest-point-cooperative.html", "title": "Harvest Point Cooperative", "description": "Harvest Point Cooperative: a agricultural cooperative & food processing employer partner in Rural Porter County. Food-science, quality, and supply-chain internships tied to the growing and process", "headings": [ "Harvest Point Cooperative", "On this page", "About the partnership", "What they hire for", "How the co-op or internship works", "Beyond hiring", "Standing out for a role here", "Common questions" ], "content": "Employer partner · Agricultural cooperative & food processing Harvest Point Cooperative\nAgricultural cooperative & food processing in Rural Porter County.\nAbout the partnership\nHarvest Point Cooperative is a agricultural cooperative & food processing employer based in Rural Porter County, and a recurring hiring and project partner for UW–Porter Falls students.\nWhat they hire for\nFood-science, quality, and supply-chain internships tied to the growing and processing season. Students most often connect through Food Science & Technology or Dietetics or Supply Chain Management , though openings are posted broadly on PorterConnect and any student can apply.\nHow the co-op or internship works\nA seasonal internship calendar timed to harvest and processing peaks rather than the standard summer window\nBeyond hiring\nAnchors the Agricultural & Food Systems Institute and funds the Agribusiness minor advisory panel. Employer Relations coordinates the recruiting calendar; a specific department office usually coordinates project sponsorships and advisory-board involvement.\nStanding out for a role here\nBecause Harvest Point Cooperative recruits from Porter every cycle rather than once, staff there have a working sense of what the agricultural cooperative & food processing coursework in Food Science & Technology actually covers — so a Porter-specific project, a relevant student-organization role, or a completed lab or capstone tied to their field carries more weight in an interview here than it would somewhere unfamiliar with the program. Ask your internship coordinator whether a current or former Porter student is on staff there; a warm introduction still beats a cold application.\nCommon questions\nDo I need to already have an internship-ready résumé? No — Career Services and most department internship coordinators will review a résumé before you apply here or anywhere else, and a first internship rarely requires much beyond coursework and enthusiasm.\nIs this a guaranteed placement? No. A recurring partnership means the employer reliably posts openings and knows the program, not that any specific student is guaranteed a slot — you still apply and interview like any other opening.\nCan I do more than one rotation with the same employer? Often, yes, particularly where the partnership is described as a multi-rotation track above; ask the employer or your internship coordinator directly.\nAt a glance\nIndustry\nAgricultural cooperative & food processing\nLocation\nRural Porter County\nBest fit\nFood Science & Technology, Dietetics\nRelated\nFor employers & partners\nEmployer partnerships\nEmployer recruiting guide\nCareer Services" }, { "url": "employer-ironwood-construction-group.html", "title": "Ironwood Construction Group", "description": "Ironwood Construction Group: a commercial general contractor employer partner in The Porter Valley region. Project-engineer and estimating internships on active commercial and health-care job sites", "headings": [ "Ironwood Construction Group", "On this page", "About the partnership", "What they hire for", "How the co-op or internship works", "Beyond hiring", "Standing out for a role here", "Common questions" ], "content": "Employer partner · Commercial general contractor Ironwood Construction Group\nCommercial general contractor in The Porter Valley region.\nAbout the partnership\nIronwood Construction Group is a commercial general contractor employer based in The Porter Valley region, and a recurring hiring and project partner for UW–Porter Falls students.\nWhat they hire for\nProject-engineer and estimating internships on active commercial and health-care job sites. Students most often connect through Construction Management or Civil Engineering , though openings are posted broadly on PorterConnect and any student can apply.\nHow the co-op or internship works\nSummer field internships with a standing offer to return for a second summer in a different role (field, then estimating)\nBeyond hiring\nHosts active job-site tours for the Construction Student Association most semesters. Employer Relations coordinates the recruiting calendar; a specific department office usually coordinates project sponsorships and advisory-board involvement.\nStanding out for a role here\nBecause Ironwood Construction Group recruits from Porter every cycle rather than once, staff there have a working sense of what the commercial general contractor coursework in Construction Management actually covers — so a Porter-specific project, a relevant student-organization role, or a completed lab or capstone tied to their field carries more weight in an interview here than it would somewhere unfamiliar with the program. Ask your internship coordinator whether a current or former Porter student is on staff there; a warm introduction still beats a cold application.\nCommon questions\nDo I need to already have an internship-ready résumé? No — Career Services and most department internship coordinators will review a résumé before you apply here or anywhere else, and a first internship rarely requires much beyond coursework and enthusiasm.\nIs this a guaranteed placement? No. A recurring partnership means the employer reliably posts openings and knows the program, not that any specific student is guaranteed a slot — you still apply and interview like any other opening.\nCan I do more than one rotation with the same employer? Often, yes, particularly where the partnership is described as a multi-rotation track above; ask the employer or your internship coordinator directly.\nAt a glance\nIndustry\nCommercial general contractor\nLocation\nThe Porter Valley region\nBest fit\nConstruction Management , Civil Engineering\nRelated\nFor employers & partners\nEmployer partnerships\nEmployer recruiting guide\nConstruction Management program\nCareer Services" }, { "url": "employer-millrace-software.html", "title": "Millrace Software", "description": "Millrace Software: a enterprise software employer partner in Porter Falls. Full-stack development, data engineering, and QA internships, with a strong new-grad hiring track", "headings": [ "Millrace Software", "On this page", "About the partnership", "What they hire for", "How the co-op or internship works", "Beyond hiring", "Standing out for a role here", "Common questions" ], "content": "Employer partner · Enterprise software Millrace Software\nEnterprise software in Porter Falls.\nAbout the partnership\nMillrace Software is a enterprise software employer based in Porter Falls, and a recurring hiring and project partner for UW–Porter Falls students.\nWhat they hire for\nFull-stack development, data engineering, and QA internships, with a strong new-grad hiring track. Students most often connect through Computer Science or Software Engineering or Data Science , though openings are posted broadly on PorterConnect and any student can apply.\nHow the co-op or internship works\nSummer internships that convert to full-time offers for roughly two-thirds of interns\nBeyond hiring\nSponsors a senior capstone team most years and runs a mock-interview night each fall. Employer Relations coordinates the recruiting calendar; a specific department office usually coordinates project sponsorships and advisory-board involvement.\nStanding out for a role here\nBecause Millrace Software recruits from Porter every cycle rather than once, staff there have a working sense of what the enterprise software coursework in Computer Science actually covers — so a Porter-specific project, a relevant student-organization role, or a completed lab or capstone tied to their field carries more weight in an interview here than it would somewhere unfamiliar with the program. Ask your internship coordinator whether a current or former Porter student is on staff there; a warm introduction still beats a cold application.\nCommon questions\nDo I need to already have an internship-ready résumé? No — Career Services and most department internship coordinators will review a résumé before you apply here or anywhere else, and a first internship rarely requires much beyond coursework and enthusiasm.\nIs this a guaranteed placement? No. A recurring partnership means the employer reliably posts openings and knows the program, not that any specific student is guaranteed a slot — you still apply and interview like any other opening.\nCan I do more than one rotation with the same employer? Often, yes, particularly where the partnership is described as a multi-rotation track above; ask the employer or your internship coordinator directly.\nAt a glance\nIndustry\nEnterprise software\nLocation\nPorter Falls\nBest fit\nComputer Science , Software Engineering\nRelated\nFor employers & partners\nEmployer partnerships\nEmployer recruiting guide\nComputer Science program\nCareer Services" }, { "url": "employer-northwoods-manufacturing-alliance.html", "title": "Northwoods Manufacturing Alliance", "description": "Northwoods Manufacturing Alliance: a manufacturing consortium employer partner in Western Wesconsin. Rotating co-op placements across a dozen member manufacturers, from process engineering to quality", "headings": [ "Northwoods Manufacturing Alliance", "On this page", "About the partnership", "What they hire for", "How the co-op or internship works", "Beyond hiring", "Standing out for a role here", "Common questions" ], "content": "Employer partner · Manufacturing consortium Northwoods Manufacturing Alliance\nManufacturing consortium in Western Wesconsin.\nAbout the partnership\nNorthwoods Manufacturing Alliance is a manufacturing consortium employer based in Western Wesconsin, and a recurring hiring and project partner for UW–Porter Falls students.\nWhat they hire for\nRotating co-op placements across a dozen member manufacturers, from process engineering to quality and automation. Students most often connect through Industrial & Manufacturing Engineering or Mechanical Engineering or Engineering Technology , though openings are posted broadly on PorterConnect and any student can apply.\nHow the co-op or internship works\nA shared co-op pipeline across member companies, so one application can lead to a placement at several employers\nBeyond hiring\nCo-sponsors the Advanced Manufacturing Center and sits on the Manufacturing & Industrial Engineering advisory board. Employer Relations coordinates the recruiting calendar; a specific department office usually coordinates project sponsorships and advisory-board involvement.\nStanding out for a role here\nBecause Northwoods Manufacturing Alliance recruits from Porter every cycle rather than once, staff there have a working sense of what the manufacturing consortium coursework in Industrial & Manufacturing Engineering actually covers — so a Porter-specific project, a relevant student-organization role, or a completed lab or capstone tied to their field carries more weight in an interview here than it would somewhere unfamiliar with the program. Ask your internship coordinator whether a current or former Porter student is on staff there; a warm introduction still beats a cold application.\nCommon questions\nDo I need to already have an internship-ready résumé? No — Career Services and most department internship coordinators will review a résumé before you apply here or anywhere else, and a first internship rarely requires much beyond coursework and enthusiasm.\nIs this a guaranteed placement? No. A recurring partnership means the employer reliably posts openings and knows the program, not that any specific student is guaranteed a slot — you still apply and interview like any other opening.\nCan I do more than one rotation with the same employer? Often, yes, particularly where the partnership is described as a multi-rotation track above; ask the employer or your internship coordinator directly.\nAt a glance\nIndustry\nManufacturing consortium\nLocation\nWestern Wesconsin\nBest fit\nIndustrial & Manufacturing Engineering , Mechanical Engineering\nRelated\nFor employers & partners\nEmployer partnerships\nEmployer recruiting guide\nIndustrial & Manufacturing Engineering program\nCareer Services" }, { "url": "employer-partnerships.html", "title": "Employer partnerships", "description": "How a company recruits Porter students, sponsors a capstone, trains its workforce, or taps faculty expertise — one contact for all of it.", "headings": [ "Employer partnerships", "On this page", "Recruiting talent", "Sponsoring applied learning", "Workforce development and expertise", "Getting started" ], "content": "Outreach & engagement Employer partnerships\nHow a company recruits Porter students, sponsors a capstone, trains its workforce, or taps faculty expertise — one contact for all of it.\nRecruiting talent\nEmployer Relations is the single point of contact for hiring Porter students and graduates. A company can post co-op, internship, and full-time roles in PorterCareers at no cost; attend the fall and spring career conferences; run on-campus or virtual interview days; host an info session, a site visit, or an employer-in-residence table; and sponsor a student competition team. The highest-value move is a recurring co-op pipeline — the same two or three roles filled every rotation — which Employer Relations will help set up with a department so the candidates arrive pre-screened for the skills that matter.\nSponsoring applied learning\nPorter is a polytechnic, so real client projects are built into the curriculum. A company can bring a scoped problem — a design challenge, a process improvement, a prototype, a market study, a software build, a data analysis — to a junior-level project course or a senior capstone team that works it over a semester or a year under faculty supervision, with a modest sponsorship fee that covers materials and administration. The company gets a worked deliverable and a close look at potential hires; students get a portfolio piece and a reference. IP terms are agreed up front.\nWorkforce development and expertise\nBeyond students, the university delivers customized training for a company's current employees — short courses, certificates, and credit-bearing programs in manufacturing, quality, automation, cybersecurity, supervision, project management, and design, taught on campus, online, or at the worksite and built around the employer's own equipment and processes. Faculty are also available for applied research, testing and lab services, technical consultation, and serving on program advisory boards that keep the curriculum current.\nGetting started\nContact Employer Relations with what you are trying to do — hire, sponsor a project, train staff, or solve a technical problem — and they route it to the right people rather than making you find them. First conversations are free and exploratory; a company new to Porter is often pointed at a single career fair and one capstone project to start before committing to a pipeline.\nAt a glance\nOne contact\nEmployer Relations coordinates recruiting, project sponsorship, workforce training, and faculty expertise — you do not have to find each office\nRecruit\nFree job posting in PorterCareers, career conferences, interview days, info sessions; best value is a recurring co-op pipeline with a department\nSponsor a project\nBring a scoped problem to a junior project course or senior capstone for a semester/year; modest fee, IP agreed up front, worked deliverable + hiring look\nTrain / consult\nCustomized employee training on your equipment, plus applied research, testing, and advisory-board roles\nRelated resources\nContinuing education\nFacilities & event rentals\nCommunity engagement\nConference services\nContact directory" }, { "url": "employer-pcedc.html", "title": "Porter County Economic Development Corporation", "description": "Porter County Economic Development Corporation: a regional economic development employer partner in Porter County. Economic-development-analyst and small-business-support internships", "headings": [ "Porter County Economic Development Corporation", "On this page", "About the partnership", "What they hire for", "How the co-op or internship works", "Beyond hiring", "Standing out for a role here", "Common questions" ], "content": "Employer partner · Regional economic development Porter County Economic Development Corporation\nRegional economic development in Porter County.\nAbout the partnership\nPorter County Economic Development Corporation is a regional economic development employer based in Porter County, and a recurring hiring and project partner for UW–Porter Falls students.\nWhat they hire for\nEconomic-development-analyst and small-business-support internships. Students most often connect through Business Administration or Entrepreneurship or Construction Management , though openings are posted broadly on PorterConnect and any student can apply.\nHow the co-op or internship works\nA semester-long internship supporting the small-business clinic and regional site-selection projects\nBeyond hiring\nThe primary partner for the Economic Development outreach programming and site visits for business students. Employer Relations coordinates the recruiting calendar; a specific department office usually coordinates project sponsorships and advisory-board involvement.\nStanding out for a role here\nBecause Porter County Economic Development Corporation recruits from Porter every cycle rather than once, staff there have a working sense of what the regional economic development coursework in Business Administration actually covers — so a Porter-specific project, a relevant student-organization role, or a completed lab or capstone tied to their field carries more weight in an interview here than it would somewhere unfamiliar with the program. Ask your internship coordinator whether a current or former Porter student is on staff there; a warm introduction still beats a cold application.\nCommon questions\nDo I need to already have an internship-ready résumé? No — Career Services and most department internship coordinators will review a résumé before you apply here or anywhere else, and a first internship rarely requires much beyond coursework and enthusiasm.\nIs this a guaranteed placement? No. A recurring partnership means the employer reliably posts openings and knows the program, not that any specific student is guaranteed a slot — you still apply and interview like any other opening.\nCan I do more than one rotation with the same employer? Often, yes, particularly where the partnership is described as a multi-rotation track above; ask the employer or your internship coordinator directly.\nAt a glance\nIndustry\nRegional economic development\nLocation\nPorter County\nBest fit\nBusiness Administration , Entrepreneurship\nRelated\nFor employers & partners\nEmployer partnerships\nEmployer recruiting guide\nBusiness Administration program\nCareer Services" }, { "url": "employer-porter-county-public-schools.html", "title": "Porter County Public Schools", "description": "Porter County Public Schools: a k-12 public education employer partner in Porter County school district. Required clinical placements and student-teaching semesters across elementary, special educatio", "headings": [ "Porter County Public Schools", "On this page", "About the partnership", "What they hire for", "How the co-op or internship works", "Beyond hiring", "Standing out for a role here", "Common questions" ], "content": "Employer partner · K-12 public education Porter County Public Schools\nK-12 public education in Porter County school district.\nAbout the partnership\nPorter County Public Schools is a k-12 public education employer based in Porter County school district, and a recurring hiring and project partner for UW–Porter Falls students.\nWhat they hire for\nRequired clinical placements and student-teaching semesters across elementary, special education, and technology education. Students most often connect through Elementary Education or Special Education or Technology & Engineering Education , though openings are posted broadly on PorterConnect and any student can apply.\nHow the co-op or internship works\nThe primary student-teaching placement site for most Teacher Education students, coordinated a full year ahead\nBeyond hiring\nCo-hosts the Classroom-Ready Award and takes Porter student teachers in more than forty regional schools. Employer Relations coordinates the recruiting calendar; a specific department office usually coordinates project sponsorships and advisory-board involvement.\nStanding out for a role here\nBecause Porter County Public Schools recruits from Porter every cycle rather than once, staff there have a working sense of what the k-12 public education coursework in Elementary Education actually covers — so a Porter-specific project, a relevant student-organization role, or a completed lab or capstone tied to their field carries more weight in an interview here than it would somewhere unfamiliar with the program. Ask your internship coordinator whether a current or former Porter student is on staff there; a warm introduction still beats a cold application.\nCommon questions\nDo I need to already have an internship-ready résumé? No — Career Services and most department internship coordinators will review a résumé before you apply here or anywhere else, and a first internship rarely requires much beyond coursework and enthusiasm.\nIs this a guaranteed placement? No. A recurring partnership means the employer reliably posts openings and knows the program, not that any specific student is guaranteed a slot — you still apply and interview like any other opening.\nCan I do more than one rotation with the same employer? Often, yes, particularly where the partnership is described as a multi-rotation track above; ask the employer or your internship coordinator directly.\nAt a glance\nIndustry\nK-12 public education\nLocation\nPorter County school district\nBest fit\nElementary Education , Special Education\nRelated\nFor employers & partners\nEmployer partnerships\nEmployer recruiting guide\nElementary Education program\nCareer Services" }, { "url": "employer-porter-valley-bank.html", "title": "Porter Valley Bank", "description": "Porter Valley Bank: a community banking & finance employer partner in Porter Falls, with branches across the Valley. Credit-analyst, teller-to-officer, and finance internships", "headings": [ "Porter Valley Bank", "On this page", "About the partnership", "What they hire for", "How the co-op or internship works", "Beyond hiring", "Standing out for a role here", "Common questions" ], "content": "Employer partner · Community banking & finance Porter Valley Bank\nCommunity banking & finance in Porter Falls, with branches across the Valley.\nAbout the partnership\nPorter Valley Bank is a community banking & finance employer based in Porter Falls, with branches across the Valley, and a recurring hiring and project partner for UW–Porter Falls students.\nWhat they hire for\nCredit-analyst, teller-to-officer, and finance internships. Students most often connect through Accounting or Finance or Business Administration , though openings are posted broadly on PorterConnect and any student can apply.\nHow the co-op or internship works\nA part-time school-year internship with a defined path into a full-time credit-analyst role after graduation\nBeyond hiring\nFunds a need-based scholarship for first-generation business students and sits on the Accounting & Finance advisory board. Employer Relations coordinates the recruiting calendar; a specific department office usually coordinates project sponsorships and advisory-board involvement.\nStanding out for a role here\nBecause Porter Valley Bank recruits from Porter every cycle rather than once, staff there have a working sense of what the community banking & finance coursework in Accounting actually covers — so a Porter-specific project, a relevant student-organization role, or a completed lab or capstone tied to their field carries more weight in an interview here than it would somewhere unfamiliar with the program. Ask your internship coordinator whether a current or former Porter student is on staff there; a warm introduction still beats a cold application.\nCommon questions\nDo I need to already have an internship-ready résumé? No — Career Services and most department internship coordinators will review a résumé before you apply here or anywhere else, and a first internship rarely requires much beyond coursework and enthusiasm.\nIs this a guaranteed placement? No. A recurring partnership means the employer reliably posts openings and knows the program, not that any specific student is guaranteed a slot — you still apply and interview like any other opening.\nCan I do more than one rotation with the same employer? Often, yes, particularly where the partnership is described as a multi-rotation track above; ask the employer or your internship coordinator directly.\nAt a glance\nIndustry\nCommunity banking & finance\nLocation\nPorter Falls, with branches across the Valley\nBest fit\nAccounting, Finance\nRelated\nFor employers & partners\nEmployer partnerships\nEmployer recruiting guide\nCareer Services" }, { "url": "employer-recruiting-guide.html", "title": "Recruit at Porter", "description": "How an employer posts a job, books a table or sponsors a course project.", "headings": [ "Recruit at Porter", "On this page", "Ways to recruit", "Getting the most out of it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Recruit at Porter\nHow an employer posts a job, books a table or sponsors a course project.\nWays to recruit\nEmployers can post co-op, internship and full-time openings on PorterConnect at no cost, register for an all-campus or field-specific fair, or sponsor a course-embedded project that puts a real problem in front of a class for a semester.\nGetting the most out of it\nEmployers who come back year after year tend to also serve on a department's industry advisory board or sponsor a Prototype Development Center project — recruiting works better paired with a visible relationship, not a single job posting.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nPost a job: Free, through PorterConnect. Career fairs: Two all-campus fairs a year, plus focused sessions by field. Sponsor a project: Coordinated with a specific department. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nPost a job\nFree, through PorterConnect\nCareer fairs\nTwo all-campus fairs a year, plus focused sessions by field\nSponsor a project\nCoordinated with a specific department\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nInternship course credit\nSalary negotiation workshops\nThe first-destination survey\nFull contact directory" }, { "url": "employer-redgranite-precision-components.html", "title": "Redgranite Precision Components", "description": "Redgranite Precision Components: a precision machining & metal fabrication employer partner in Redgranite, Wesconsin. CNC programming, quality engineering, and production-supervisor co-ops", "headings": [ "Redgranite Precision Components", "On this page", "About the partnership", "What they hire for", "How the co-op or internship works", "Beyond hiring", "Standing out for a role here", "Common questions" ], "content": "Employer partner · Precision machining & metal fabrication Redgranite Precision Components\nPrecision machining & metal fabrication in Redgranite, Wesconsin.\nAbout the partnership\nRedgranite Precision Components is a precision machining & metal fabrication employer based in Redgranite, Wesconsin, and a recurring hiring and project partner for UW–Porter Falls students.\nWhat they hire for\nCNC programming, quality engineering, and production-supervisor co-ops. Students most often connect through Industrial & Manufacturing Engineering or Engineering Technology , though openings are posted broadly on PorterConnect and any student can apply.\nHow the co-op or internship works\nA structured two-rotation co-op (production floor, then quality) over consecutive semesters\nBeyond hiring\nHosts a Baja SAE team shop day each fall and funds the Manufacturing Workforce Scholarship. Employer Relations coordinates the recruiting calendar; a specific department office usually coordinates project sponsorships and advisory-board involvement.\nStanding out for a role here\nBecause Redgranite Precision Components recruits from Porter every cycle rather than once, staff there have a working sense of what the precision machining & metal fabrication coursework in Industrial & Manufacturing Engineering actually covers — so a Porter-specific project, a relevant student-organization role, or a completed lab or capstone tied to their field carries more weight in an interview here than it would somewhere unfamiliar with the program. Ask your internship coordinator whether a current or former Porter student is on staff there; a warm introduction still beats a cold application.\nCommon questions\nDo I need to already have an internship-ready résumé? No — Career Services and most department internship coordinators will review a résumé before you apply here or anywhere else, and a first internship rarely requires much beyond coursework and enthusiasm.\nIs this a guaranteed placement? No. A recurring partnership means the employer reliably posts openings and knows the program, not that any specific student is guaranteed a slot — you still apply and interview like any other opening.\nCan I do more than one rotation with the same employer? Often, yes, particularly where the partnership is described as a multi-rotation track above; ask the employer or your internship coordinator directly.\nAt a glance\nIndustry\nPrecision machining & metal fabrication\nLocation\nRedgranite, Wesconsin\nBest fit\nIndustrial & Manufacturing Engineering , Engineering Technology\nRelated\nFor employers & partners\nEmployer partnerships\nEmployer recruiting guide\nIndustrial & Manufacturing Engineering program\nCareer Services" }, { "url": "employer-riverbend-packaging-solutions.html", "title": "Riverbend Packaging Solutions", "description": "Riverbend Packaging Solutions: a packaging design & testing employer partner in Porter Falls. Package development, distribution-testing, and sustainability-focused co-ops", "headings": [ "Riverbend Packaging Solutions", "On this page", "About the partnership", "What they hire for", "How the co-op or internship works", "Beyond hiring", "Standing out for a role here", "Common questions" ], "content": "Employer partner · Packaging design & testing Riverbend Packaging Solutions\nPackaging design & testing in Porter Falls.\nAbout the partnership\nRiverbend Packaging Solutions is a packaging design & testing employer based in Porter Falls, and a recurring hiring and project partner for UW–Porter Falls students.\nWhat they hire for\nPackage development, distribution-testing, and sustainability-focused co-ops. Students most often connect through Plastics Engineering or Packaging Technology , though openings are posted broadly on PorterConnect and any student can apply.\nHow the co-op or internship works\nA required-for-most-hires co-op that runs alongside the Packaging Technology program capstone\nBeyond hiring\nCo-funds the Center for Packaging Innovation and the Plastics Industry Partners Scholarship. Employer Relations coordinates the recruiting calendar; a specific department office usually coordinates project sponsorships and advisory-board involvement.\nStanding out for a role here\nBecause Riverbend Packaging Solutions recruits from Porter every cycle rather than once, staff there have a working sense of what the packaging design & testing coursework in Plastics Engineering actually covers — so a Porter-specific project, a relevant student-organization role, or a completed lab or capstone tied to their field carries more weight in an interview here than it would somewhere unfamiliar with the program. Ask your internship coordinator whether a current or former Porter student is on staff there; a warm introduction still beats a cold application.\nCommon questions\nDo I need to already have an internship-ready résumé? No — Career Services and most department internship coordinators will review a résumé before you apply here or anywhere else, and a first internship rarely requires much beyond coursework and enthusiasm.\nIs this a guaranteed placement? No. A recurring partnership means the employer reliably posts openings and knows the program, not that any specific student is guaranteed a slot — you still apply and interview like any other opening.\nCan I do more than one rotation with the same employer? Often, yes, particularly where the partnership is described as a multi-rotation track above; ask the employer or your internship coordinator directly.\nAt a glance\nIndustry\nPackaging design & testing\nLocation\nPorter Falls\nBest fit\nPlastics Engineering , Packaging Technology\nRelated\nFor employers & partners\nEmployer partnerships\nEmployer recruiting guide\nPlastics Engineering program\nCareer Services" }, { "url": "employer-sentinel-cybersecurity-partners.html", "title": "Sentinel Cybersecurity Partners", "description": "Sentinel Cybersecurity Partners: a managed security services employer partner in Remote-first, with a Porter Falls office. Security-operations-center analyst internships with a rotating on-call shadow", "headings": [ "Sentinel Cybersecurity Partners", "On this page", "About the partnership", "What they hire for", "How the co-op or internship works", "Beyond hiring", "Standing out for a role here", "Common questions" ], "content": "Employer partner · Managed security services Sentinel Cybersecurity Partners\nManaged security services in Remote-first, with a Porter Falls office.\nAbout the partnership\nSentinel Cybersecurity Partners is a managed security services employer based in Remote-first, with a Porter Falls office, and a recurring hiring and project partner for UW–Porter Falls students.\nWhat they hire for\nSecurity-operations-center analyst internships with a rotating on-call shadowing component. Students most often connect through Cybersecurity or Information Technology , though openings are posted broadly on PorterConnect and any student can apply.\nHow the co-op or internship works\nA part-time, school-year internship that can run alongside coursework, plus a full-time summer option\nBeyond hiring\nHosts the Cybersecurity Club capture-the-flag night and sponsors two Cybersecurity Operations graduate certificate seats a year. Employer Relations coordinates the recruiting calendar; a specific department office usually coordinates project sponsorships and advisory-board involvement.\nStanding out for a role here\nBecause Sentinel Cybersecurity Partners recruits from Porter every cycle rather than once, staff there have a working sense of what the managed security services coursework in Cybersecurity actually covers — so a Porter-specific project, a relevant student-organization role, or a completed lab or capstone tied to their field carries more weight in an interview here than it would somewhere unfamiliar with the program. Ask your internship coordinator whether a current or former Porter student is on staff there; a warm introduction still beats a cold application.\nCommon questions\nDo I need to already have an internship-ready résumé? No — Career Services and most department internship coordinators will review a résumé before you apply here or anywhere else, and a first internship rarely requires much beyond coursework and enthusiasm.\nIs this a guaranteed placement? No. A recurring partnership means the employer reliably posts openings and knows the program, not that any specific student is guaranteed a slot — you still apply and interview like any other opening.\nCan I do more than one rotation with the same employer? Often, yes, particularly where the partnership is described as a multi-rotation track above; ask the employer or your internship coordinator directly.\nAt a glance\nIndustry\nManaged security services\nLocation\nRemote-first, with a Porter Falls office\nBest fit\nCybersecurity , Information Technology\nRelated\nFor employers & partners\nEmployer partnerships\nEmployer recruiting guide\nCybersecurity program\nCareer Services" }, { "url": "employer-site-visits.html", "title": "Employer site visits", "description": "Small-group tours of Valley and regional employers, arranged by Career Services.", "headings": [ "Employer site visits", "On this page", "What a visit is", "Getting a seat", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Employer site visits\nSmall-group tours of Valley and regional employers, arranged by Career Services.\nWhat a visit is\nA structured look inside an employer — a facility tour, time with recent-graduate employees, a hiring-manager Q&A, sometimes a short problem exercise. It is not a job fair; the value is seeing the work and the workplace before you apply. Hosts range from Valley Health and a county manufacturer to firms in the Cities.\nGetting a seat\nVisits are posted in PorterConnect a few weeks ahead with the date, the host and any major restrictions. Transport leaves from the Depot. Dress is business-casual unless the posting says otherwise, and a no-show without notice affects your priority for the next one, because seats are limited and hosts plan headcount.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nFormat: A half-day visit, usually 8–15 students, transport provided. Cadence: Several each semester, weighted toward majors with local hiring. Sign-up: Through PorterConnect; seats fill quickly for popular hosts. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFormat\nA half-day visit, usually 8–15 students, transport provided\nCadence\nSeveral each semester, weighted toward majors with local hiring\nSign-up\nThrough PorterConnect; seats fill quickly for popular hosts\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "employer-sponsored-classroom-projects.html", "title": "Employer-sponsored classroom projects", "description": "Bring a real, bounded industry problem to a Porter course and receive useful student work with faculty oversight.", "headings": [ "Employer-sponsored classroom projects", "On this page", "What makes a good project", "Scope it with the faculty lead", "Confidentiality and ownership", "Sponsor commitment" ], "content": "Business & industry Employer-sponsored classroom projects\nBring a real, bounded industry problem to a Porter course and receive useful student work with faculty oversight.\nWhat makes a good project\nThe strongest sponsor brief has a real user, a decision or deliverable that matters, enough complexity for a team, and room for several defensible answers. It can involve research, design, process improvement, communication, software, packaging, or testing. It should fit a course calendar and remain valuable even if the result is exploratory.\nScope it with the faculty lead\nOutreach staff match the brief to a course, then the sponsor and instructor define outcomes, available data, checkpoints, constraints, and what “done” means. The instructor owns grading and learning objectives. The sponsor provides context and feedback without managing students as unpaid employees.\nConfidentiality and ownership\nAssume student work can be discussed and shown unless a written agreement says otherwise. Identify confidential inputs before the course begins. If a sponsor requires assignment of intellectual property, publication restrictions, regulated data, or export controls, the work may need a different agreement or a paid research pathway.\nSponsor commitment\nPlan for a kickoff, two or three milestone reviews, prompt answers to team questions, and a final presentation. One knowledgeable contact should stay available throughout the term. The quality of the result tracks the quality and timeliness of the sponsor’s participation.\nAt a glance\nTimeline\nUsually one academic term, scoped before registration closes\nSponsor gives\nA clear brief, usable inputs, milestone feedback, and final review\nBoundary\nFaculty own learning and grading; special IP or regulated data needs another pathway\nWho to contact\nBusiness & Industry Outreach\nMillwright Hall 120\nPhone\n(715) 555–0157\nEmail\noutreach@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nEmployers and partners\nResearch and sponsored programs\nFull contact directory" }, { "url": "employer-valley-grid-energy.html", "title": "Valley Grid Energy", "description": "Valley Grid Energy: a regional electric utility employer partner in Serving Porter County and neighboring counties. Power-systems, protection, and renewable-integration co-ops", "headings": [ "Valley Grid Energy", "On this page", "About the partnership", "What they hire for", "How the co-op or internship works", "Beyond hiring", "Standing out for a role here", "Common questions" ], "content": "Employer partner · Regional electric utility Valley Grid Energy\nRegional electric utility in Serving Porter County and neighboring counties.\nAbout the partnership\nValley Grid Energy is a regional electric utility employer based in Serving Porter County and neighboring counties, and a recurring hiring and project partner for UW–Porter Falls students.\nWhat they hire for\nPower-systems, protection, and renewable-integration co-ops. Students most often connect through Electrical Engineering or Mechanical Engineering , though openings are posted broadly on PorterConnect and any student can apply.\nHow the co-op or internship works\nA three-rotation co-op track (distribution, protection, and planning) over a student's junior and senior years\nBeyond hiring\nSponsors the Renewable Energy & Microgrid Laboratory and the Iceland Renewable Energy faculty-led program. Employer Relations coordinates the recruiting calendar; a specific department office usually coordinates project sponsorships and advisory-board involvement.\nStanding out for a role here\nBecause Valley Grid Energy recruits from Porter every cycle rather than once, staff there have a working sense of what the regional electric utility coursework in Electrical Engineering actually covers — so a Porter-specific project, a relevant student-organization role, or a completed lab or capstone tied to their field carries more weight in an interview here than it would somewhere unfamiliar with the program. Ask your internship coordinator whether a current or former Porter student is on staff there; a warm introduction still beats a cold application.\nCommon questions\nDo I need to already have an internship-ready résumé? No — Career Services and most department internship coordinators will review a résumé before you apply here or anywhere else, and a first internship rarely requires much beyond coursework and enthusiasm.\nIs this a guaranteed placement? No. A recurring partnership means the employer reliably posts openings and knows the program, not that any specific student is guaranteed a slot — you still apply and interview like any other opening.\nCan I do more than one rotation with the same employer? Often, yes, particularly where the partnership is described as a multi-rotation track above; ask the employer or your internship coordinator directly.\nAt a glance\nIndustry\nRegional electric utility\nLocation\nServing Porter County and neighboring counties\nBest fit\nElectrical Engineering , Mechanical Engineering\nRelated\nFor employers & partners\nEmployer partnerships\nEmployer recruiting guide\nElectrical Engineering program\nCareer Services" }, { "url": "employer-valley-health-system.html", "title": "Valley Health", "description": "Valley Health: a regional health system employer partner in Porter Falls and the surrounding counties. Clinical placements across medical-surgical, critical care, and community health, plus health-inf", "headings": [ "Valley Health", "On this page", "About the partnership", "What they hire for", "How the co-op or internship works", "Beyond hiring", "Standing out for a role here", "Common questions" ], "content": "Employer partner · Regional health system Valley Health\nRegional health system in Porter Falls and the surrounding counties.\nAbout the partnership\nValley Health is a regional health system employer based in Porter Falls and the surrounding counties, and a recurring hiring and project partner for UW–Porter Falls students.\nWhat they hire for\nClinical placements across medical-surgical, critical care, and community health, plus health-information and dietetics rotations. Students most often connect through Nursing or Dietetics or Health Information Management or Rehabilitation & Disability Services , though openings are posted broadly on PorterConnect and any student can apply.\nHow the co-op or internship works\nRequired clinical rotations for nursing and dietetics students each year, with a standing new-graduate residency for nursing hires\nBeyond hiring\nSits on the Nursing and Dietetics program advisory boards and funds the Rural Health concentration scholarship. Employer Relations coordinates the recruiting calendar; a specific department office usually coordinates project sponsorships and advisory-board involvement.\nStanding out for a role here\nBecause Valley Health recruits from Porter every cycle rather than once, staff there have a working sense of what the regional health system coursework in Nursing actually covers — so a Porter-specific project, a relevant student-organization role, or a completed lab or capstone tied to their field carries more weight in an interview here than it would somewhere unfamiliar with the program. Ask your internship coordinator whether a current or former Porter student is on staff there; a warm introduction still beats a cold application.\nCommon questions\nDo I need to already have an internship-ready résumé? No — Career Services and most department internship coordinators will review a résumé before you apply here or anywhere else, and a first internship rarely requires much beyond coursework and enthusiasm.\nIs this a guaranteed placement? No. A recurring partnership means the employer reliably posts openings and knows the program, not that any specific student is guaranteed a slot — you still apply and interview like any other opening.\nCan I do more than one rotation with the same employer? Often, yes, particularly where the partnership is described as a multi-rotation track above; ask the employer or your internship coordinator directly.\nAt a glance\nIndustry\nRegional health system\nLocation\nPorter Falls and the surrounding counties\nBest fit\nNursing , Dietetics\nRelated\nFor employers & partners\nEmployer partnerships\nEmployer recruiting guide\nNursing program\nCareer Services" }, { "url": "engineering-technology-college.html", "title": "College of Engineering & Technology", "description": "Ten programs in mechanical, electrical, civil and manufacturing engineering, built around labs and project work from the first semester.", "headings": [ "College of Engineering & Technology", "Undergraduate majors", "Graduate programs", "Certificates", "Take the next step." ], "content": "ENGR · 10 programs\nCollege of Engineering & Technology\nTen programs in mechanical, electrical, civil and manufacturing engineering, built around labs and project work from the first semester.\nUndergraduate majors\nMechanical Engineering B.S.\nElectrical Engineering B.S.\nCivil Engineering B.S.\nIndustrial & Manufacturing Engineering B.S.\nPlastics Engineering B.S.\nEngineering Technology B.S.\nConstruction Management B.S.\nGraduate programs\nManufacturing Engineering M.S.\nEngineering Management M.S.\nCertificates\nWelding Technology Certificate\nCNC Machining Certificate\nDean's office\nDr. Karen Bergstrom\nDean, College of Engineering & Technology\nengr@uwporterfalls.edu\nExplore\nAll programs\nAll colleges\nResearch & outreach\nApply now\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "english-language-support.html", "title": "English language support", "description": "For multilingual students — the classes, the tutoring, and the conversation practice that are all free.", "headings": [ "English language support", "On this page", "You are not behind", "Support courses", "The Writing Center for multilingual writers", "Conversation practice", "Pronunciation and presentations", "Talk to your instructors" ], "content": "Academics English language support\nFor multilingual students — the classes, the tutoring, and the conversation practice that are all free.\nYou are not behind\nSpeaking more than one language is an asset, and needing support with academic English in a second language is expected, not a deficiency. Plenty of strong students use these resources for a term or two while the academic register clicks.\nSupport courses\nSome multilingual students take a designated academic-English course alongside their regular load — focused on the reading, writing, and presentation demands of college coursework rather than grammar drills. It may satisfy or pair with the first-year writing requirement; an adviser sorts out how it fits your plan.\nThe Writing Center for multilingual writers\nWriting Center consultants are trained to work with multilingual writers on the things that matter most — organization, clarity, argument, and the conventions of writing in your field — not to \"fix\" every article and preposition. Come at any stage of a paper. Standing weekly appointments help more than one visit before a deadline.\nConversation practice\nLanguage conversation tables and one-on-one conversation partners pair you with other students for low-stakes speaking practice — casual, no grade, and a good way to meet people. It is the fastest way to get comfortable participating out loud in class.\nPronunciation and presentations\nThe Speaking Center helps with structuring a talk and handling questions, and some programs offer targeted pronunciation and presentation coaching for multilingual students preparing for a capstone presentation, a conference talk, or interviews.\nTalk to your instructors\nMost instructors are glad to know a strong idea is arriving through a second language and will focus feedback on the thinking. If a timed writing task or a fast-paced discussion is a specific barrier, that is worth a conversation — sometimes an accommodation applies, and always an instructor can point you to the right support.\nAt a glance\nFraming\nSecond-language academic English support is expected, not remedial\nClasses\nDesignated academic-English courses that fit into your plan\nWriting\nWriting Center consultants trained for multilingual writers — any stage\nSpeaking\nConversation tables + partners (no grade, meet people)\nWho to contact\nMultilingual Student Support\nHalvorsen Library, Level 1\nPhone\n(715) 555–0174\nEmail\nmlsupport@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWriting Center\nLanguage conversation tables\nSpeaking Center\nInternational students\nTutoring & learning center\nFull contact directory" }, { "url": "enrollment-deposit-and-confirmation.html", "title": "Enrollment Deposit and Confirmation", "description": "The $100 deposit that says yes: when it is due, who does not pay it, how refunds work, and what unlocks the moment it posts.", "headings": [ "Enrollment Deposit and Confirmation", "On this page", "What the deposit does", "Deadlines", "Waivers", "Refunds, deferrals and changing your mind", "What happens next" ], "content": "Admissions Enrollment Deposit and Confirmation\nThe $100 deposit that says yes: when it is due, who does not pay it, how refunds work, and what unlocks the moment it posts.\nWhat the deposit does\nThe $100 enrollment deposit tells Porter you are coming and holds your place in the entering class. It is not an extra charge: the full $100 is credited to your first-semester bill. Paying it unlocks the Housing Gateway, orientation registration and the placement assessments on your admitted-student checklist.\nPay it in MyPorter, under “Confirm my enrollment,” by card or e-check. Unlike tuition payments, the deposit carries no card service fee. Activate your Porter account first — the activation code is in your admission letter, and admitted students walks through it.\nDeadlines\nSpring 2027 — Deposit due: December 15, 2026; After the deadline: Accepted until January 15, 2027, space permitting\nSummer 2027 — Deposit due: May 24, 2027; After the deadline: Accepted until the session’s first day\nFall 2027 — Deposit due: May 1, 2027; After the deadline: Accepted through August 1, 2027 for most programs; Nursing and design programs may waitlist\nStudents admitted after April 15 have two weeks from the date on their admission letter. May 1, 2027 falls on a Saturday; online payments count until 11:59 p.m. Central, and the Welcome Center is open 9 a.m.–1 p.m. that day for anyone who would rather pay in person and have their photo taken with the depot bell.\nNeed more time to compare aid offers? Ask before May 1. Extensions to May 15 are granted routinely when an offer from another school is still pending.\nTransfer students entering in fall 2027 have the same May 1 date if admitted by April 15; later transfer admits get two weeks, like everyone else. Students admitted to a program with secondary admission, such as Nursing, deposit to the university — the program decision comes later and does not change the deposit.\nWaivers\nNo one should skip Porter over $100, and no one should have to explain their finances to avoid paying it. The deposit is waived automatically, with nothing to request, if your FAFSA shows Pell Grant eligibility, if you are a veteran or on active duty, or if you are an independent student who was in foster care. Anyone else can ask for a waiver by email — a sentence is enough, and nearly every request is approved. For fall 2026, 640 of the 2,110 entering students had the deposit waived.\nA waived deposit confirms your enrollment exactly as a paid one does; there is just no $100 credit on the bill afterward.\nRefunds, deferrals and changing your mind\nFull refund on a written request from your Porter email through June 1, 2027 for fall entry (December 31, 2026 for spring).\nAfter June 1 the deposit is non-refundable, except for military orders, a serious medical situation or a death in the family, which are refunded at any point before classes begin.\nDeferral: admitted students may defer for one semester or one year by request before August 1, 2027; the deposit carries forward. See gap year planning if you are weighing it.\nHousing is separate. The housing contract carries its own $200 housing deposit and its own cancellation terms; read them in the housing process before you sign.\nWhat happens next\nWithin two business days: the Housing Gateway opens. Incoming first-year students who apply for housing by May 1, 2027 are guaranteed a space; see housing .\nFrom March 1, 2027: orientation registration opens for depositors. Two-day sessions run June 14 through July 27, 2027 ; details are on new student orientation .\nBefore orientation: complete math placement ( placement testing guide ), upload immunization records , and send AP or dual-enrollment scores.\nBy July 15, 2027: your official final high school transcript.\nLate August: the fall bill is due about a week before classes; first-year move-in appointments run August 28–29, First Forge follows, and classes begin September 1, 2027 .\nThe full ordered list is on the new student checklist .\nAt a glance\nAmount\n$100, credited to your first-semester bill\nFall 2027 deadline\nMay 1, 2027 (extensions to May 15 on request)\nWaived for\nPell-eligible, veterans and service members, former foster youth — and anyone who asks\nRefundable\nIn full through June 1, 2027\nUnlocks\nHousing Gateway, orientation registration, placement\nWho to contact\nOffice of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0143\nEmail\nadmissions@uwporterfalls.edu\nHours\nMon–Fri 8 a.m.–4:30 p.m.; Saturdays 9 a.m.–noon during Millrace Week and in April\nRelated resources\nAdmitted students\nNew student checklist\nHousing process\nNew student orientation\nScholarship deadlines and priority dates\nHigh school senior timeline" }, { "url": "enrollment-management.html", "title": "Enrollment Management", "description": "Admissions, financial aid, the registrar and orientation, run as one division so a student gets from application to first class without falling between offices.", "headings": [ "Enrollment Management", "On this page", "About the division", "The four offices", "Fall 2026 enrollment", "From applicant to student", "Transfer, returning and out-of-state students", "How the division works" ], "content": "Administration Enrollment Management\nAdmissions, financial aid, the registrar and orientation, run as one division so a student gets from application to first class without falling between offices.\nAbout the division\nEnrollment Management is led by Tobias Lindahl , associate vice chancellor for enrollment management since 2020. He reports to the provost, sits on the chancellor’s cabinet, and is responsible for one number above all others: how many students start each fall and how many come back. For fall 2026 that number was 8,412 , a nine-year high and 6.1 percent above last year ( the enrollment announcement ).\nThe four offices\nAdmissions — Director: Trudy Solberg; What it does: Recruitment, visits, application review, transfer credit preview\nFinancial Aid — Director: Mervin Aaby; What it does: FAFSA, grants, loans, work-study, scholarships, appeals\nRegistrar — Director: Colette Rindahl; What it does: Registration, records, transcripts, graduation audits, FERPA\nOrientation & Transition — Director: Kaia Brustad; What it does: Summer orientation, First Forge, transfer and family programs\nBilling and payment plans belong to the Bursar (Neil Torkelson), which sits in finance rather than here; the four offices above will send you there rather than make you find it.\nFall 2026 enrollment\nTotal headcount\n8,412 (91 percent undergraduate)\nNew first-year students\n1,742\nNew transfer students\n812, about a third from Wesconsin technical colleges\nGraduate students\n757\nFirst-to-second-year retention\n79.4 percent (fall 2025 cohort)\nStudents receiving any aid\n81 percent\nHousing occupancy\n98 percent\nOfficial census figures are taken on the tenth day of the term and published by Institutional Research .\nFrom applicant to student\nApply. No fee, no essay; a decision in about two weeks. Requirements are on first-year admission requirements .\nFile the FAFSA. Porter’s priority date is December 1; see scholarship deadlines and priority dates .\nVisit. Daily tours start at the Welcome Center; Ironclad Preview Days run in fall and spring.\nConfirm. A $100 enrollment deposit holds your place and starts housing; details on enrollment deposit and confirmation .\nOrientation. Summer sessions in June and July; First Forge, the pewter pour, ends move-in weekend.\nTransfer, returning and out-of-state students\nTransfer students can see how credits will count before applying with the transfer credit preview tool ; transfer orientation runs separately from the first-year sessions.\nFormer Porter students who have been away a semester or more re-enter through readmission , which is usually a one-page form, not a new application.\nMinnesota residents pay a reduced rate under tuition reciprocity . Whether a student counts as a Wesconsin resident is decided by the registrar under the rules on residency for tuition purposes .\nAdults and part-time students can take a course without being admitted to a degree; the registrar enrolls non-degree and guest students from the first day of each term, space permitting, and those credits count if the student later applies.\nHow an application is actually read — what counts, what doesn’t, and who reads it — is explained on how Porter reviews applications .\nHow the division works\nThe four offices share one student record and one service desk in Founders Union, so a student with a hold, a missing aid document and a registration problem can sort out all three at the same counter. Wait times at the desk peak the first two weeks of each term; outside those weeks the median wait last year was six minutes.\nThe division also sets the enrollment targets that drive the budget , works with the colleges on program capacity (nursing and cybersecurity are full), and runs the counselor travel schedule that puts Porter admissions staff in about 230 high schools a year.\nWhen something goes wrong between offices — an aid package that changed after registration, a transcript held for a balance the student says was paid — the associate vice chancellor’s office will take the case and answer within three business days. Email enrollment@uwporterfalls.edu with your student ID and a short description; you do not need to have tried every office first.\nAt a glance\nLeader\nTobias Lindahl, associate vice chancellor\nFall 2026 headcount\n8,412\nNew students\n1,742 first-year, 812 transfer\nFAFSA priority date\nDecember 1\nService desk\nFounders Union, one counter for all four offices\nWho to contact\nEnrollment Management\nMillwright Hall 150\nPhone\n(715) 555–0113\nEmail\nenrollment@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nAdmissions\nFinancial aid\nRegistrar services\nOrientation\nDivision of Student Affairs\nProvost & Academic Affairs" }, { "url": "enrollment-verification.html", "title": "Enrollment verification", "description": "Proof of enrollment for insurance, loans, scholarships and employers, issued free through a national clearinghouse.", "headings": [ "Enrollment verification", "On this page", "What it certifies", "Beyond the standard letter", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Enrollment verification\nProof of enrollment for insurance, loans, scholarships and employers, issued free through a national clearinghouse.\nWhat it certifies\nCurrent enrollment status and dates, full- or part-time standing, and anticipated graduation date — the specific facts an auto insurer's good-student discount, a loan deferment, or a parent's health plan actually asks for.\nBeyond the standard letter\nA few situations (some international scholarship bodies, certain court filings) need a certification the standard letter doesn't cover; the Registrar's office produces those by request, usually within two business days.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nWhere: Self-service through MyPorter's National Student Clearinghouse link. Cost: Free. Turnaround: Immediate for the standard letter. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nSelf-service through MyPorter's National Student Clearinghouse link\nCost\nFree\nTurnaround\nImmediate for the standard letter\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "ensemble-auditions.html", "title": "Ensemble & Theatre Auditions", "description": "How to get into any Porter ensemble or production, whatever your major: what to prepare, when it happens and what “non-cut” means.", "headings": [ "Ensemble & Theatre Auditions", "On this page", "The short version", "Music ensembles", "Theatre", "Crew, design and stage management", "Credit and scholarships" ], "content": "Arts & performances Ensemble & Theatre Auditions\nHow to get into any Porter ensemble or production, whatever your major: what to prepare, when it happens and what “non-cut” means.\nThe short version\nEvery ensemble and production at Porter is open to students in any major . Most music hearings are placement, not selection . They decide your part, your chair or which band you play in, not whether you get in. The exceptions with limited spots are the Chamber Singers, the first big band and theatre roles. Even there, people not cast are offered a place on crew, in the orchestra or in a second group, and most say yes. Each year roughly 70% of ensemble members and 60% of theatre company members are not music or theatre majors or minors.\nSign up through MyPorter → Arts auditions . If you need an accommodation, such as extra time, a seated audition or materials in advance, note it on the form or contact Accessibility Services . The department arranges it without asking you to explain.\nMusic ensembles\nSpring 2027 hearings: Monday–Thursday, January 25–28 , 4–9 p.m., Applied Arts Building third floor. Sign-up opens January 11.\nWind Symphony — What to prepare: A short piece of your choice, two scales, sight-reading; Result: Part and chair; no cut\nJazz Orchestra — What to prepare: 12-bar blues (improvisation optional), scales, sight-reading; rhythm section comps; Result: Orchestra, Lab Band or combo; no cut\nUniversity Choir — What to prepare: A verse of any song; range and pitch-matching; Result: Voice part; no cut\nChamber Singers — What to prepare: A two-minute prepared piece, sight-reading; Result: 24 places\nChamber music — What to prepare: 2–3 minutes of anything; interest form; Result: Placed in a group; no cut\nIronclad Pep Band — What to prepare: Nothing — come to a Thursday rehearsal; Result: No hearing\nHearings last ten minutes, take place in a practice room with one or two faculty, and are not an occasion for formal clothes. You can borrow a school instrument for the hearing if yours is at home. Students who want private instruction as well should see music lessons for non-majors .\nTheatre\nTheatre auditions are held for each production. Remaining dates this year:\nWhat the Coulee Keeps — Auditions: Mon–Tue, Nov 9–10, 6:30 p.m., the Black Box; callbacks Thu, Nov 12; Prepare: Cold readings from the script, available at the department office from Oct 26\nThe Millrace Follies of 1911 — Auditions: Mon–Wed, Nov 30–Dec 2, 6 p.m., Thorsen Theatre; callbacks Fri, Dec 4; Prepare: 32 bars of a song (bring music), a short movement call\nShift Change — Auditions: Wed, Jan 27, 6:30 p.m., the Black Box (two performer spots); Prepare: A two-minute true story about a place, told, not memorized\nNo monologue is required for any audition this year. Rehearsals run Monday–Thursday, 6:30–10 p.m., plus Sunday afternoons, and conflict sheets are taken seriously. Labs, clinicals, athletic travel and jobs are all scheduled around. Fall play auditions were held September 8–9.\nCrew, design and stage management\nThere is no audition for the backstage side. Fill out the production interest form any time and you will be placed on a build crew, run crew, wardrobe, props, lighting or sound. First-year students regularly hold crew-head jobs by their second production. Stage management and assistant design posts are by short interview with the production’s designer. Courses that pair well: THEA 1300 Stagecraft , THEA 2300 Stage Lighting and THEA 3300 Stage Management .\nCredit and scholarships\nEnsembles carry 0 or 1 credit each (MUS 1610–1650). Theatre work counts as THEA 1900 Production Practicum (1 credit per production, up to 4), or can go on your involvement record without credit. All of it counts toward the music and theatre minors. The Ensemble Music Scholarship ($1,000 a year, any major) uses a separate audition, held the same week as spring hearings. Its deadline is March 1, 2027 . See the season for what you would be rehearsing toward.\nAt a glance\nOpen to\nEvery student, any major\nSpring ensemble hearings\nJan 25–28, 2027 (sign-up opens Jan 11)\nWinter drama\nNov 9–10; callbacks Nov 12\nSpring musical\nNov 30–Dec 2; callbacks Dec 4\nSign up\nMyPorter → Arts auditions\nWho to contact\nDepartment of Music & Theatre\nApplied Arts Building 300\nPhone\n(715) 555–0189\nEmail\nperformingarts@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nMusic & theatre\nPerforming arts for non-majors\nMusic lessons for non-majors\nArts season 2026–27\nImprov troupe\nA cappella group" }, { "url": "ensemble-chamber-music.html", "title": "Chamber Music", "description": "Quartets, quintets, trios and whatever else four friends can play. Coached weekly, performed three times a year in the Furlong Gallery and Thorsen Theatre.", "headings": [ "Chamber Music", "On this page", "How the program works", "Coordinator and coaches", "Credit", "Recitals this season", "How to join" ], "content": "Arts & performances Chamber Music\nQuartets, quintets, trios and whatever else four friends can play. Coached weekly, performed three times a year in the Furlong Gallery and Thorsen Theatre.\nHow the program works\nChamber music is the small-group side of Porter’s ensembles: two to eight players, one on a part, no conductor. Groups form in the first two weeks of each term and rehearse on their own for at least two hours a week. Each group gets a 50-minute coaching session every week with a faculty member or teaching artist. This fall there are eleven groups and 46 players:\ntwo string quartets and a piano trio,\na woodwind quintet and a saxophone quartet,\na brass quintet (which the visiting Lantern Brass Quintet coaches in November),\na percussion ensemble of six, which is the reason the Band Room has earplugs,\na guitar trio, a flute choir, a vocal sextet and a mixed group of clarinet, cello and accordion with music arranged by its own members.\nStrings are thin on a polytechnic campus, so violinists, violists and cellists are recruited hard and also make up the core of the Porter Falls Chamber Orchestra . That is a string orchestra of students, faculty and community players, rehearsed for one project a term. This year it joins the University Choir on March 21.\nCoordinator and coaches\nThe program is coordinated by Priya Winslow , professor of practice in instrumental performance, who sorts the groups and matches coaches. Coaches this year include Anton Yoon (winds), Ravi Mbeki (brass and percussion), Elena Reinholt (voices) and two community teaching artists: Naomi Kraus (violin and viola) and Lars Hegg (guitar). Rehearsal rooms are booked through the same system as the practice rooms . Chamber groups get the larger rooms with grand pianos from 6 to 10 p.m. on weeknights.\nCredit\nRegister for MUS 1650 Chamber Music , 0 or 1 credit, repeatable. It counts toward the music minor . You can be in a chamber group and a large ensemble at the same time, and about two-thirds of members are. Students writing for their own groups can take MUS 3500 Composition , and the spring showcase includes a set of new student pieces.\nRecitals this season\nSun, Nov 15, 2 p.m. — Recital: Chamber Music Recital I, played among the Load Bearing faculty exhibition; Venue: Furlong Gallery\nThu, Nov 19 — Recital: Brass masterclass with the Lantern Brass Quintet; Venue: Thorsen Theatre\nSat, Mar 6, 2 p.m. — Recital: Chamber Music Recital II, during Low Water; Venue: Furlong Gallery\nSun, Mar 21, 3 p.m. — Recital: Porter Falls Chamber Orchestra with the University Choir; Venue: Heritage Auditorium\nSun, May 2, 2 p.m. — Recital: Chamber & Composition Showcase; Venue: Thorsen Theatre\nThe recitals are free and need no ticket. The gallery holds about 90 folding chairs, and after that people stand among the art, which the gallery staff tolerate cheerfully. See the exhibitions that will be on the walls. Groups also play receptions, the Chancellor’s holiday open house and, on request, community events. Musicians are paid $75 each per gig through the department, and booking requests go to the department office.\nHow to join\nFill out the chamber music interest form in MyPorter, listing your instrument, your experience and anyone you already want to play with, then play a short placement hearing in the first week of term ( January 25–28, 2027 for spring). Bring 2–3 minutes of anything. Pre-formed groups are welcome and are kept together. Singles are placed by Winslow, who has a good record of making a quartet out of four strangers from four different colleges. Community string players interested in the Chamber Orchestra can email the department. Adults in town who are looking for a wind band should also see the Porter Falls Community Band . All requirements are on ensemble auditions .\nAt a glance\nCoordinator\nPriya Winslow\nFormat\n2–8 players, weekly 50-minute coaching, 2+ hours self-rehearsal\nCredit\nMUS 1650, 0 or 1 credit\nThis year\n11 groups, 46 players\nRecitals\nNov 15, Mar 6 (Furlong Gallery); May 2 (Thorsen Theatre) — free\nWho to contact\nDepartment of Music & Theatre\nApplied Arts Building 300\nPhone\n(715) 555–0189\nEmail\nperformingarts@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nEnsemble auditions\nUniversity Choir\nWind Symphony\nPractice rooms\nMusic lessons for non-majors\nFurlong Gallery exhibitions" }, { "url": "ensemble-ironclad-pep-band.html", "title": "Ironclad Pep Band", "description": "Navy jackets, the fight song and the north stands. Open to anyone who plays, no audition, about thirty games a year.", "headings": [ "Ironclad Pep Band", "On this page", "What the pep band does", "Director and rehearsals", "Credit, perks and the jacket", "This season", "How to join" ], "content": "Arts & performances Ironclad Pep Band\nNavy jackets, the fight song and the north stands. Open to anyone who plays, no audition, about thirty games a year.\nWhat the pep band does\nThe Ironclad Pep Band plays home football at Millwright Stadium , home basketball at Ironclad Fieldhouse , selected volleyball and wrestling nights, the Millrace Week parade and the Winter Carnival opening. It is the loudest ensemble on campus and the only one with a sousaphone budget line.\nThis fall there are 74 members. Fewer than one in ten is a music major or minor. The band’s student president is a construction management junior, the drumline captain is in nursing, and two of the trombones play on the men’s soccer team when they are not playing for the other teams. The band leads the north stands at football (see the game-day guide ), plays the fight song after every Ironclad score and keeps a running count of games where it outlasted the visiting fans.\nDirector and rehearsals\nThe band is directed by Ravi Mbeki , professor of practice in instrumental performance, with an elected student leadership team that handles music, uniforms and the stands chants.\nFootball season: one rehearsal a week, Thursday 8:30–9:45 p.m., Band Room (Applied Arts 150). Game-day call is two hours before kickoff.\nBasketball season (November–February): the band splits into two smaller squads, Navy and Gold, which alternate games so nobody has to give up every weekend. Each squad has a 45-minute rehearsal on Sunday evenings.\nAttendance: sign up for the games you can make in the band’s app. Squads need about 25 players to sound like a band.\nCredit, perks and the jacket\nThe pep band is MUS 1640 Pep Band , 0 or 1 credit, repeatable. For 1 credit you commit to 80% of your squad’s games. Most members take it for 0 credits and come when they can. The perks:\nA navy pep-band jacket with gold trim, yours while you are a member, and yours to keep after four terms.\nA $100 Porter Card dining credit each term for members who make 80% of their games.\nFree admission to every home event, which every student gets anyway, plus a reserved spot out of the wind.\nThe bus trip to the Forge Bowl against Chippewa Valley State whenever it is played away.\nPep band also counts toward the ensemble requirement of the music minor , which surprises people.\nThis season\nThe band plays every regular-season home football game. Kickoff times and opponents are on the fall 2026 athletics schedule , and the Forge Bowl page has the rivalry game. After football:\nNovember–February — What: Home men’s and women’s basketball (Navy and Gold squads alternate); Where: Ironclad Fieldhouse\nSelected nights — What: Volleyball and wrestling duals (a 15-player “small band”); Where: Ironclad Fieldhouse\nWinter Carnival — What: Opening night on the quad, mittens permitted, valves warmed; Where: Campus quad\nApril — What: Admitted Student Day welcome; Where: Welcome Center lawn\nHow to join\nThere is no audition. Show up at a Thursday rehearsal with an instrument, or email the department to get on the list. If you played in a high school band, you can do this. Brass, saxophone, flute, clarinet, sousaphone, mellophone and drumline are all welcome. The band lends sousaphones, mellophones, baritones and the full drumline, with no maintenance fee for pep band use. Music is on flip folders and in the band’s app, and nobody is expected to memorize anything except the fight song, which you will have learned by week three anyway. New members can join any time before basketball squads are set on November 1 , and again at the start of spring term. See ensemble auditions for the other groups.\nAt a glance\nDirector\nRavi Mbeki\nAudition\nNone — open to anyone who plays\nRehearsal\nThu 8:30–9:45 p.m. in football season; Sunday squads in winter\nCredit\nMUS 1640, 0 or 1 credit\nMembers\n74 this fall, fewer than 10% music majors/minors\nWho to contact\nDepartment of Music & Theatre\nApplied Arts Building 300\nPhone\n(715) 555–0189\nEmail\nperformingarts@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nGame-day guide\nAthletics\nAthletics schedule, fall 2026\nWind Symphony\nEnsemble auditions\nArts season 2026–27" }, { "url": "ensemble-jazz-orchestra.html", "title": "Jazz Orchestra", "description": "An 18-piece big band, a second band for everyone else who wants to swing, and small combos, all open to any major and all playing at cabaret tables in the Founders Ballroom.", "headings": [ "Jazz Orchestra", "On this page", "The bands", "Director and rehearsals", "Credit", "Concerts this season", "How to join" ], "content": "Arts & performances Jazz Orchestra\nAn 18-piece big band, a second band for everyone else who wants to swing, and small combos, all open to any major and all playing at cabaret tables in the Founders Ballroom.\nThe bands\nPorter’s jazz program runs three groups, so nobody who wants to play is turned away:\nJazz Orchestra : the standard big-band lineup of five saxes, four trumpets, four trombones, piano, guitar, bass, drums and a vibraphone when someone can play one. 18 chairs.\nJazz Lab Band : a second big band. Students run it under faculty supervision, and it takes everyone the first band has no chair for. Most Lab Band players move up within a year.\nCombos : three or four small groups of four to six players, formed each term and coached weekly. This is where improvising gets learned.\nThe repertoire runs from swing-era charts to arrangements by current students. A senior in electrical engineering arranged three charts in last spring’s book, after taking Music Theory I as an elective “to see what the chords were doing.”\nDirector and rehearsals\nThe program is directed by Grace Larsen , professor of practice in instrumental performance and music technology. She also runs the recording side, so every concert is multitracked and members get the stems.\nJazz Orchestra — Rehearsal: Tue & Thu, 6:30–8:30 p.m.; Room: Band Room, Applied Arts 150\nJazz Lab Band — Rehearsal: Wed, 7:00–8:30 p.m.; Room: Band Room, Applied Arts 150\nCombos — Rehearsal: One hour weekly, arranged; Room: Applied Arts 158 (combo room)\nThe evening schedule is deliberate. It keeps the Jazz Orchestra clear of afternoon labs and of the Wind Symphony , and about a third of the players are in both.\nCredit\nRegister for MUS 1620 Jazz Orchestra (Jazz Orchestra or Lab Band) or MUS 1625 Jazz Combo , each for 0 or 1 credit and repeatable. Both count toward the music minor . Students who want to arrange or compose for the band can do it as an independent project after MUS 3500 Composition . Students who want to run sound for it should look at MUS 2500 Introduction to Music Technology and the music technology minor .\nConcerts this season\nSat, Nov 7, 7:30 p.m. — Event: Fall Jazz Night, with the Jazz Orchestra and Jazz Lab Band; Venue: Founders Ballroom\nSat, Feb 27, 7:30 p.m. — Event: Winter Jazz Night, with combos opening; Venue: Founders Ballroom\nFri, Apr 30, 7:30 p.m. — Event: Spring Jazz Night and senior features; Venue: Founders Ballroom\nSelected Fridays — Event: Combo sets at Foundry Friday gatherings; Venue: Founders Union\nJazz nights are set up cabaret-style at tables of eight, with a coffee and dessert bar run by a student organization. Tickets are $8 public, $5 seniors 65+ and youth, free for Porter students at the door, and tables for groups can be reserved through the box office . Doors open at 7. Back-row tables are first come, first served, and they go fast.\nHow to join\nPlacement hearings are held the first week of each term. Spring 2027 hearings are January 25–28 . Prepare:\na 12-bar blues in F or B-flat (play the melody, then a chorus of improvisation if you can; it is fine if you can’t),\na major scale and its Mixolydian mode in two keys,\na short sight-reading excerpt, provided on the day.\nRhythm-section players also comp a swing tune and a straight-eighth groove. Improvising is not required for a section chair, and lead trumpet has never been chosen on improvisation. The hearing places you in the Orchestra, the Lab Band or a combo. Nobody is cut. Sign-up and the other ensembles’ requirements are on ensemble auditions .\nAt a glance\nDirector\nGrace Larsen\nGroups\nJazz Orchestra (18), Jazz Lab Band, 3–4 combos\nRehearsals\nOrchestra Tue/Thu 6:30–8:30 p.m.; Lab Band Wed 7–8:30 p.m.\nCredit\nMUS 1620 / 1625, 0 or 1 credit\nConcerts\nNov 7, Feb 27, Apr 30 — Founders Ballroom\nWho to contact\nDepartment of Music & Theatre\nApplied Arts Building 300\nPhone\n(715) 555–0189\nEmail\nperformingarts@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nEnsemble auditions\nWind Symphony\nChamber music\nMusic lessons for non-majors\nArts season 2026–27\nCampus radio & podcasts" }, { "url": "ensemble-university-choir.html", "title": "University Choir", "description": "About eighty singers from every major, no reading test, and three Heritage Auditorium concerts a year. Plus the smaller, auditioned Chamber Singers.", "headings": [ "University Choir", "On this page", "About the choir", "Director and rehearsals", "Credit", "Concerts this season", "How to join" ], "content": "Arts & performances University Choir\nAbout eighty singers from every major, no reading test, and three Heritage Auditorium concerts a year. Plus the smaller, auditioned Chamber Singers.\nAbout the choir\nThe University Choir is Porter’s largest ensemble, with 84 voices this fall in soprano, alto, tenor and bass sections. Tenors are, as at every institution in recorded history, the scarce part. The choir sings everything from Renaissance motets to folk arrangements to new commissions, in five or six languages a year, with diction coaching built into rehearsal. Roughly a quarter of the members have never sung in a choir before. The rest sang in high school and missed it.\nInside the choir is the Chamber Singers , a group of 24 chosen by audition. It rehearses one extra evening a week, sings the harder repertoire and takes the off-campus engagements: the December program at Porter Falls Public Library, a spring exchange concert with a neighboring college choir, and the Ring of Iron anthem.\nDirector and rehearsals\nThe choir is conducted by Tomas Cruz , associate professor of music history and choral music. The Chamber Singers are led by Mei Fontaine , associate professor of vocal and choral music. Rehearsals:\nUniversity Choir: Monday and Wednesday, 5:30–6:50 p.m., Choral Room (Applied Arts Building 160).\nChamber Singers: also Thursday, 6:00–7:30 p.m., same room.\nSection rehearsals: three or four per term, posted a month ahead. A student assistant runs them.\nThe 5:30 slot was picked because it clears almost every afternoon lab in Founders Hall and the Health Sciences Center. Dinner at The Forge stays open until 8, and the choir knows this.\nCredit\nRegister for MUS 1630 University Choir or MUS 1635 Chamber Singers , each for 0 or 1 credit and repeatable. Either counts toward the music minor . If you have no music-reading background and want one, MUS 1010 Music Fundamentals pairs well with a first term in the choir. Individual voice lessons are available to non-majors for credit, with ensemble members getting priority. See music lessons for non-majors .\nConcerts this season\nSun, Oct 11, 3 p.m. — Program: Fall Choral & Wind Concert , with the Wind Symphony; Venue: Heritage Auditorium\nSat, Dec 5, 7:30 p.m. — Program: Winter Choral Concert , the one with the candles (LED; Facilities asked); Venue: Heritage Auditorium\nSun, Dec 13, 2 p.m. — Program: Chamber Singers at the library; Venue: Porter Falls Public Library\nSun, Mar 21, 3 p.m. — Program: Spring Choral & Orchestra Concert , with the Porter Falls Chamber Orchestra; Venue: Heritage Auditorium\nSat, May 15 — Program: Commencement: the alma mater; Venue: Ironclad Fieldhouse\nTickets for the Heritage Auditorium concerts are $8 public, $5 seniors 65+ and youth, and free for Porter students through the box office . The library concert is free. The March program is a large work for choir and strings, with the string players drawn from the chamber music program and community musicians.\nHow to join\nThe University Choir does not cut anyone. A voice placement takes about ten minutes. Cruz checks your range, has you match a few pitches and asks you to sing a verse of any song you know, including “Happy Birthday.” There is no sight-reading test. Placements run in the first week of each term. The next ones are January 25–28, 2027 , and you can also join after the October concert by emailing the department.\nChamber Singers auditions are held at the same time and add a prepared piece of about two minutes and a short sight-reading exercise. Choir members get black concert folders. You supply black clothes, and a few loaner outfits are kept in the Choral Room for anyone who needs one. Sign-up details are on ensemble auditions .\nAt a glance\nDirectors\nTomas Cruz (choir); Mei Fontaine (Chamber Singers)\nRehearsals\nMon/Wed 5:30–6:50 p.m., Choral Room (Applied Arts 160)\nCredit\nMUS 1630 / 1635, 0 or 1 credit\nJoin\nNon-cut voice placement, about 10 minutes, no reading test\nConcerts\nOct 11, Dec 5, Mar 21 — Heritage Auditorium\nWho to contact\nDepartment of Music & Theatre\nApplied Arts Building 300\nPhone\n(715) 555–0189\nEmail\nperformingarts@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nEnsemble auditions\nChamber music\nSpring musical\nMusic lessons for non-majors\nA cappella group\nArts season 2026–27" }, { "url": "ensemble-wind-symphony.html", "title": "Wind Symphony", "description": "Porter’s concert band: about 60 woodwind, brass and percussion players from every college, three Heritage Auditorium concerts a year, open to any major.", "headings": [ "Wind Symphony", "On this page", "About the ensemble", "Director and rehearsals", "Credit", "Concerts this season", "How to join" ], "content": "Arts & performances Wind Symphony\nPorter’s concert band: about 60 woodwind, brass and percussion players from every college, three Heritage Auditorium concerts a year, open to any major.\nAbout the ensemble\nThe Wind Symphony is the university’s large concert band. It has 61 players this fall. Last year 41% of members were in engineering or technology programs, 18% in health sciences and 9% were music majors or minors, and the remaining third came from everywhere else, including two people from the cyber range who would like it known that they also play contrabass clarinet. The repertoire mixes standard wind-band literature with new work. One new piece is premiered each year, usually by a Porter graduate.\nThis year’s premiere, on April 4, is Spillway by alumna composer Teodora Marsh ’12. It is a twelve-minute piece built on the sound of the Porter River going over the dam in spring, and it calls for an amplified sheet of steel that the Founders Hall machine shop is building to her specifications.\nDirector and rehearsals\nThe Wind Symphony is conducted by Anton Yoon , professor of practice in instrumental performance and conducting. Before Porter he spent years in professional touring productions, and it shows in how rehearsals are paced.\nFull rehearsals: Monday, Wednesday and Friday, 4:00–5:20 p.m., Band Room (Applied Arts Building 150).\nSectionals: one 50-minute sectional a week, scheduled by section leaders around labs.\nDress rehearsals: the evening before each concert, 6:30–9 p.m., on the Heritage Auditorium stage.\nTwo unexcused absences per term are allowed without comment. Clinical rotations, required labs and athletic travel count as excused if you say so in advance. Yoon has rewritten a rehearsal plan around a nursing simulation schedule more than once.\nCredit\nThe Wind Symphony is listed in the class schedule as MUS 1610 Wind Symphony . You can take it for 1 credit or 0 credits, and it is repeatable every term. The 0-credit option puts the ensemble on your transcript without adding to your load, which helps students at the credit cap in packed programs. Membership, either way, counts toward the music minor ensemble requirement. Students in ensembles get practice-room priority (see practice rooms ) and can apply for the $1,000 Ensemble Music Scholarship . Its deadline is March 1. Other music courses are on the music course list .\nConcerts this season\nSun, Oct 11, 3 p.m. — Program: Fall Choral & Wind Concert , shared with the University Choir; Venue: Heritage Auditorium\nThu, Nov 19 — Program: Afternoon brass masterclass with the visiting Lantern Brass Quintet; Venue: Thorsen Theatre\nSun, Dec 6, 3 p.m. — Program: Winter Concert: marches, a carol medley, and the annual “conduct the band” raffle; Venue: Heritage Auditorium\nSun, Apr 4, 3 p.m. — Program: Spring Concert: premiere of Spillway by Teodora Marsh ’12; Venue: Heritage Auditorium\nSat, May 15 — Program: Commencement brass and percussion; Venue: Ironclad Fieldhouse\nTickets: $8 public, $5 seniors 65+ and youth, free for Porter students. See the box office . Some members also play in the pit for the spring musical . It is a separate commitment, and those seats are filled from Wind Symphony players first.\nHow to join\nCome to a placement hearing in the first week of a term. The next ones are January 25–28, 2027 . A hearing takes ten minutes: a short piece of your choice, two scales and a little sight-reading. It sets your part and chair. It is not a cut. If you have not played since high school, bring the piece you remember best and say how long it has been. The details are on ensemble auditions .\nThe university lends tubas, euphoniums, horns, bass clarinets, bassoons, baritone saxophones and most of the percussion. There is a $25 maintenance fee per term. Bring your own flute, clarinet, trumpet or alto sax if you have one. Lockers in the Band Room are assigned the first week.\nAt a glance\nDirector\nAnton Yoon\nRehearsals\nMon/Wed/Fri 4:00–5:20 p.m., Band Room (Applied Arts 150)\nCredit\nMUS 1610, 0 or 1 credit, repeatable\nSize\n61 players, any major\nJoin\nPlacement hearing Jan 25–28, 2027 — not a cut\nWho to contact\nDepartment of Music & Theatre\nApplied Arts Building 300\nPhone\n(715) 555–0189\nEmail\nperformingarts@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nEnsemble auditions\nJazz Orchestra\nIronclad Pep Band\nChamber music\nArts season 2026–27\nMusic lessons for non-majors" }, { "url": "entrepreneurship-legal-clinic.html", "title": "Entrepreneurship Legal Clinic", "description": "Free legal counsel for student founders: entity formation, IP, contracts, fundraising, employment, and immigration — staffed by supervised law students and volunteer attorneys.", "headings": [ "Entrepreneurship Legal Clinic", "On this page", "Services offered", "How to engage", "Clinic structure and staffing", "Common engagements", "Housing Law Clinic (bonus)", "Volunteer and support" ], "content": "Innovation & entrepreneurship Entrepreneurship Legal Clinic\nPro bono counsel for student ventures: incorporate, file provisional patents, draft founder agreements, review term sheets — all without billing hours.\nServices offered\nEntity Formation & Governance: LLC, C-Corp, B-Corp, nonprofit — articles, operating agreements, bylaws, cap table setup, EIN, Wesconsin qualification. Intellectual Property: Provisional patent drafting (with Prototyping Lab inventors), trademark clearance & filing, copyright registration, trade-secret policies, open-source licensing strategy. Contracts & Commercial: NDAs, MSAs, SaaS terms, pilot agreements, LOIs, vendor/manufacturing contracts, beta-test agreements. Fundraising: SAFE/convertible note review, term-sheet negotiation, cap-table modeling, dilution waterfalls, securities compliance (Reg D, Reg CF, Rule 701). Employment & HR: Offer letters, equity grants (ISO/NSO/RSU), vesting schedules, contractor vs. employee classification, handbook basics. Immigration: O-1, H-1B cap-gap, STEM OPT, E-2 for founder-investors — initial consult only (referrals to partner firms for full representation). Regulatory: FDA Class I/II pathway mapping (med-tech), FERPA/HIPAA for edtech/healthtech, Wesconsin consumer protection, export controls (EAR/ITAR) screening.\nHow to engage\nEligibility: Any venture with at least one current UW–Porter Falls student founder (or recent alum Intake: Submit the Legal Needs Assessment (portal, 10 min) — describes venture stage, specific questions, urgency. Triage (48 hrs): Clinic Director assigns a Student Attorney (3L, supervised) + Volunteer Supervising Attorney (local bar, specialist matched to issue). Engagement letter: 1-page scope, confidentiality, no-fee confirmation, conflict check. Work product: Drafts, memos, filed documents delivered via secure portal; final review by Supervising Attorney before client use. Timeline: Routine (formation, NDAs) 5–7 business days; complex (provisional patent, term sheet) 2–3 weeks. Capacity: ~120 engagements/semester; waitlist kicks in at 90% capacity (avg wait 3 weeks).\nClinic structure and staffing\nDirector: Prof. Mara Villanueva (15 yrs startup GC, Wesconsin Bar). Associate Director: Prof. David Chen (IP, former USPTO examiner). Student Attorneys (12/semester, 3L, 3 credits, graded): selected via application (grades, writing sample, interview). Volunteer Supervising Attorneys (25+): partners from Villanueva & Associates , Chen IP Law , Midwest Venture Counsel , Porter Valley Bank legal dept., DNR counsel — each commits 4 hrs/month. Paralegal Support: 2 certified paralegals (filings, docketing, document management). Advisory Board: 8 alumni founders/GCs (quarterly strategy, fundraising for clinic endowment). Funding: University (60%), Wesconsin Bar Foundation (20%), alumni donors (15%), clinic endowment earnings (5%).\nCommon engagements\nPre-Incubator (idea stage): Founder IP assignment, consultant NDA, problem-interview consent form. Incubator Cohort ( Student Venture Incubator ): Standard Delaware C-Corp package (certificate, bylaws, IP assignment, founder stock purchase, 83(b) election), advisor agreements, SAFE template. Seed Fund Recipients ( Student Venture Fund ): Term-sheet review, cap-table audit, employment agreements for first hires, provisional patent for core tech. Scale-Up (post-graduation): Series Seed/Series A prep (data room, disclosure schedules, IP due diligence), option-pool refresh, international entity setup. Nonprofit/Social Ventures: 501(c)(3) application, fiscal sponsorship agreements, grant compliance, board governance.\nHousing Law Clinic (bonus)\nSame space, same model, different docket. Services: Lease review, repair-demand letters, security-deposit disputes, eviction defense (court representation by Supervising Attorney), fair-housing complaints, roommate agreements. Hours: Mondays 4–6 p.m., Student Services Center (drop-in, no appointment). Volume: ~60 consultations/semester; 70% resolved without court. Student Attorneys (6/semester, 2L/3L) rotate between Entrepreneurship and Housing dockets. Partners: Porter Cares (referrals), Porter County Legal Aid (co-counsel), City Clerk’s Office (rental license data).\nVolunteer and support\nAttorneys: 4 hrs/month commitment (remote or in-person), malpractice covered by clinic, CLE credit (Wesconsin: 1 hr pro bono = 1 CLE). Alumni founders: Mentor clinic clients (office hours, intro emails, term-sheet perspective). Donors: Clinic Endowment (goal $2M, currently $1.3M) funds Associate Director salary and student stipends. Naming opportunities: Villanueva Clinic Suite ($500K), Student Attorney Fellowships ($50K each, named). Contact: legalclinic@uwporterfalls.edu or stop by Founders Hall 220 (Mon–Fri 9–5).\nAt a glance\nEligibility\nStudent founder (current or Cost\nFree (pro bono, no equity)\nStaff\n12 Student Attorneys/sem + 25 Volunteer Supervising Attorneys\nCapacity\n~120 engagements/semester\nBonus docket\nHousing Law Clinic (Mon 4–6p)\nRelated resources\nStudent Venture Incubator\nInnovation Micro-Grants & Seed Fund\nForge Prototyping Lab (IP)\nBasic Needs & Porter Cares (housing referrals)\nInnovation Coaching & Mentorship" }, { "url": "entrepreneurship-minor.html", "title": "Entrepreneurship Minor", "description": "A 15-credit minor open to any major, blending discovery, validation, prototyping, and venture-building with academic credit.", "headings": [ "Entrepreneurship Minor", "On this page", "Curriculum overview", "Course sequence", "Capstone options", "Who it is for", "How to declare" ], "content": "Innovation & entrepreneurship Entrepreneurship Minor\nA 15-credit minor open to any major — learn by building, not just studying, and earn credit for your venture work.\nCurriculum overview\nThe Entrepreneurship Minor is 15 credits (five courses) designed to be taken alongside any major. The sequence moves from problem discovery through validation, prototyping, and venture building, with each course requiring real progress on a venture concept — your own or a team's. There are no prerequisites beyond sophomore standing.\nThe minor is housed in the College of Business but draws faculty from engineering, design, health sciences, and the arts. Courses are project-based; exams are rare. Grading emphasizes iteration quality, evidence gathering, and reflection, not whether your venture \"succeeds.\"\nCourse sequence\nENTR 200: Discovery & Problem Framing (3 cr.) — Interviewing users, mapping systems, sizing markets, writing problem statements. Offered every semester. Fulfills a General Education Social Science requirement.\nENTR 310: Validation & Business Models (3 cr.) — Running structured experiments, building MVPs, unit economics, pricing tests. Prereq: ENTR 200 or instructor permission. Offered spring.\nENTR 320: Prototyping & Product Development (3 cr.) — Physical and digital prototyping, design for manufacturability, working with the Forge Prototyping Lab . Prereq: ENTR 310. Offered fall.\nENTR 410: Go-to-Market & Traction (3 cr.) — Channel strategy, sales fundamentals, growth loops, fundraising basics, cap tables. Prereq: ENTR 320. Offered spring.\nENTR 490: Venture Capstone (3 cr.) — See capstone options below. Prereq: ENTR 410. Offered every semester.\nCourses must be taken in order. A summer accelerator section compresses ENTR 310–410 into 10 weeks for students who want to move faster.\nCapstone options\nENTR 490 lets you choose a path that fits your venture stage:\nIncubator Track: Join the Student Venture Incubator for the semester; your cohort work is your capstone deliverable.\nSeed Fund Track: Prepare and pitch to the Student Venture Fund ; the investment memo and pitch deck are your deliverables.\nSocial Venture Track: Build a nonprofit or campus-impact project with a community partner; a sustainability plan and impact metrics are your deliverables.\nResearch Commercialization Track: Work with a faculty PI on a research project with commercial potential; a technology transfer plan is your deliverable.\nAll tracks include a weekly seminar, a final presentation, and a reflective portfolio.\nWho it is for\nThe minor attracts students from every college: engineers turning senior-design projects into products, designers building service ventures, nursing students creating patient-education tools, computer science majors launching SaaS products, and arts students starting creative businesses. About 30% of minors enter with an existing venture; the rest form teams in ENTR 200.\nYou do not need to identify as an \"entrepreneur.\" The skills — problem discovery, evidence-based iteration, resourcefulness, communication — transfer to product management, consulting, research, nonprofit leadership, and intrapreneurship roles.\nHow to declare\nComplete ENTR 200 with a C or better.\nMeet with an entrepreneurship advisor (book through the Innovation Coaching portal).\nSubmit the minor declaration form in MyPorter; your advisor signs off.\nPlan the remaining four courses with your advisor — they will help you sequence around your major requirements.\nTransfer students with equivalent coursework can petition for ENTR 200 waiver. The minor appears on your transcript and diploma.\nAt a glance\nCredits\n15 (five courses)\nOpen to\nAny major, sophomore standing+\nSequence\nENTR 200 → 310 → 320 → 410 → 490\nCapstone\nIncubator, Seed Fund, Social Venture, or Research Commercialization track\nSummer option\nAccelerated 10-week track for ENTR 310–410\nRelated resources\nInnovation & entrepreneurship overview\nStudent Venture Incubator\nInnovation Micro-Grants & Seed Fund\nForge Prototyping Lab\nInnovation Coaching & Mentorship\nEntrepreneurship Legal Clinic\nAcademic advising\nContact directory" }, { "url": "environmental-engineering-bs.html", "title": "Admission: Environmental Engineering", "description": "The B.S. in Environmental Engineering at UW–Porter Falls: water, air, waste, and remediation tracks, co-op with DNR and consulting firms, capstone on the Porter River.", "headings": [ "Environmental Engineering (B.S.)", "On this page", "Program overview", "Tracks (18 credits each)", "Co-op and the DNR pipeline", "Capstone: watershed-scale design", "Admission requirements", "Career outcomes" ], "content": "College of Engineering & Technology Environmental Engineering (B.S.)\nClean water, clean air, circular waste — designed on the Porter River watershed with co-ops at DNR, consulting firms, and the Forge Prototyping Lab.\">\nProgram overview\nThe B.S. in Environmental Engineering (130 credits, ABET-accredited, ~90 undergraduates) is the smallest engineering major — and the most place-based. The Porter River watershed is the teaching laboratory: every core course has a field or data component tied to the Riverwatch network , the Millrace Fish Passage , or the Founders Farm nutrient budgets. Core (70 credits): Calculus I–III, Differential Equations, Chemistry I–II, Physics I–II, Fluid Mechanics, Environmental Chemistry, Water & Wastewater Treatment Design, Air Pollution Control, Solid & Hazardous Waste, Contaminant Fate & Transport, Environmental Systems Modeling (SWAT, MODFLOW, EPA WAM), Professional Practice (ethics, licensure, WEPA/NEPA). FE Exam: 92% first-time pass rate (national ~75%); review course embedded in senior fall.\nTracks (18 credits each)\nWater Resources & Treatment: Advanced Water Treatment (membranes, UV, AOP), Wastewater Reclamation, Stormwater Design (green infrastructure, SWMM), River Restoration (fluvial geomorphology, fish passage), Watershed Modeling (SWAT, HSPF). Capstone partners: City Stormwater , DNR Porter District , Strand Associates (consulting). Air Quality & Climate: Atmospheric Chemistry, Dispersion Modeling (AERMOD, CALPUFF), Carbon Capture & Storage, Climate Resilience Engineering, Emissions Inventories. Capstone partners: DNR Air Program , Ramboll , Epic Systems (facilities emissions). Waste & Remediation: Hazardous Waste Treatment (thermal, chemical, biological), Landfill Design, Brownfield Redevelopment, PFAS Remediation (GAC, ion exchange, foam fractionation), Circular Economy (LCA, material flow analysis). Capstone partners: Porter County Landfill , Fehr Graham , Founders Farm (compost optimization). Ecological Engineering (with Environmental Science ): Treatment Wetlands, Stream Restoration, Nutrient Trading, Ecosystem Services Valuation, Nature-Based Solutions. Capstone partners: Riverkeepers , DNR State Natural Areas, The Nature Conservancy .\nCo-op and the DNR pipeline\nCo-op (optional, 5-year degree): 75% participation. Apply sophomore fall → first term spring junior year. DNR Porter District is the anchor co-op employer (3–4 positions/term): water-quality monitoring, permit review, TMDL modeling, fish-passage inspection. Consulting firms (Strand, Fehr Graham, Ramboll, Ayres) take 2–3 co-ops each/term: field sampling, design calcs, permit drafting, construction oversight. Industrial: Porter Valley Bank (ESG reporting), Generac (emissions compliance), MedTech Collaborative (wastewater pretreatment). Average wage: $20–$26/hr. Academic credit: ENVE 3900 Co-op Reflection (1 credit/term, online). Housing: University assists with sublets; regional coach serves Lake City consulting offices.\nCapstone: watershed-scale design\nENVE 4100/4200 (2 semesters, teams of 4) tackles a real watershed problem. 2025 projects: Cedar Creek TMDL Implementation Plan (DNR + City): BMP sizing, cost-sharing model, landowner outreach. Founders Farm Nutrient Recovery (Sustainability Office + Agriculture ): anaerobic digester + struvite precipitation, economic analysis. Millrace Thermal Refuge Enhancement (DNR + Environmental Science ): groundwater upwelling protection, riparian shading design. Porter County Landfill Leachate PFAS Treatment (County + Prototyping Lab ): bench-scale GAC/IX/foam, pilot design. Deliverables: Engineering report (PE-review ready), 30% design drawings, cost estimate (AACE Class 3), O&M manual, public presentation at Environmental Engineering Expo (April). PE Mentorship: Each team assigned a licensed PE (faculty or volunteer) for technical review.\nAdmission requirements\nDirect admission: 3.5+ GPA, 4 years math (calc preferred), 4 years science (chem + physics required), 600+ math SAT / 26+ math ACT. Test-optional (portfolio: water-quality project, robotics, research, Eagle Scout/Gold Award environmental). Transfer: Calculus I–II, Chemistry I–II, Physics I, Statics — all B, 3.0+ GPA. Bridge Week (late August): water chemistry lab, stream gauging demo, Makerspace (PVC pipe networks, pump curves) — 88% place into ENVE 2100 by add/drop. Environmental Engineering Scholarship ( full tuition , 4 years, 3/year) includes guaranteed DNR co-op interview. Full admission details .\nCareer outcomes\nClass of 2025 (24 graduates): 79% employed within 6 months (median $68K), 13% grad school (M.S. EnvE, Civil, Public Health), 8% service/fellowships. Top roles: Water Resources Engineer, Air Quality Engineer, Remediation Engineer, Environmental Compliance Specialist, ESG Analyst. Top employers: Wesconsin DNR (7), Strand Associates (5), Fehr Graham (4), Ramboll (3), Porter County (2), USACE (1), MedTech Collaborative (2). PE trajectory: 65% sit for PE within 4 years (national ~40%); program hosts PE Review Course (annual, free for alumni). The Career Services Green Engineering Career Fair (February) brings 20+ environmental employers.\nAt a glance\nDegree\nB.S. Environmental Engineering (130 credits, ABET)\nTracks\nWater, Air, Waste, Ecological\nCo-op\n75% participation, DNR anchor employer\nCapstone\nWatershed-scale, PE-mentored\nClass of 2025\n79% employed, median $68K\nRelated resources\nAll undergraduate majors\nAdmission: Environmental Science\nRiverwatch & fish passage\nSustainability initiatives\nDNR Porter District\nGreen Engineering Career Fair" }, { "url": "environmental-health-and-safety.html", "title": "Environmental Health & Safety", "description": "Lab safety, hazardous waste, fire inspections and workplace safety training for a campus with machine shops, welding bays, a simulation hospital and a lot of chemistry.", "headings": [ "Environmental Health & Safety", "On this page", "What EH&S covers", "Lab and shop safety", "Chemical and hazardous waste", "Fire safety", "Required safety training" ], "content": "Offices & services Environmental Health & Safety\nLab safety, hazardous waste, fire inspections and workplace safety training for a campus with machine shops, welding bays, a simulation hospital and a lot of chemistry.\nWhat EH&S covers\nEnvironmental Health & Safety (EH&S) keeps Porter’s labs, shops, studios and workplaces within safety and environmental rules and helps people work safely in them. It reports to the vice chancellor for finance and operations and works daily with Facilities and Campus Safety . As a public employer, Porter follows the state’s public-employee safety program, which adopts the federal workplace safety standards; EH&S is where those rules turn into training and inspections.\nCurtis Hagen — Title: Director, Environmental Health & Safety\nDr. Lise Andvik — Title: Chemical Hygiene Officer\nMarco Dufresne — Title: Fire & Life Safety Specialist\nTamsin Odell — Title: Occupational Safety & Training Coordinator\nBrent Sjoquist — Title: Hazardous Materials Technician\nLab and shop safety\nNo one works independently in a lab or shop with chemical, biological or physical hazards without training. The general online module and the room-specific walkthrough are described on laboratory safety training ; the rules for each kind of space are on laboratory and studio safety . Every lab using hazardous chemicals operates under the chemical hygiene plan , and the chemical hygiene officer inspects each one at least once a year. Fume hoods are certified every twelve months; a hood with an expired sticker is tagged out of service.\nWork with biological agents requires biosafety training ; work with radioactive sources or X-ray equipment starts with radiation safety basics . Field trips to the Porter River and University Farm follow the field research safety plan.\nChemical and hazardous waste\nNothing hazardous goes down a drain or into regular trash.\nCollect waste in a compatible, closed, labeled container at or near where it was produced. Labels must say “Hazardous Waste” and list contents in words, not formulas.\nRequest a pickup in MyPorter by noon Monday or noon Wednesday; EH&S collects on Tuesdays and Thursdays.\nContainers may not sit in a lab more than 90 days after they are full.\nLast year EH&S shipped 11.2 tons of hazardous waste for licensed disposal and redistributed 640 unopened chemical containers to other labs through the surplus exchange.\nBatteries, bulbs and electronics go through the universal-waste program on waste and recycling . A spill too big for the lab’s spill kit, or any spill with an injury or vapor, is a call to 911 and Campus Safety, not a cleanup.\nFire safety\nThe fire and life safety specialist inspects every academic building once a year and every residence hall each semester, with the Porter Falls Fire Department joining the residence-hall inspections in October. Residence halls run two evacuation drills per semester; academic buildings run one per year. Room inspections during winter and spring breaks look for candles, space heaters, extension cords chained together and covered smoke detectors — still the top four findings. Fire statistics are published each year in the annual security and fire safety report . Evacuation steps are on emergency procedures .\nRequired safety training\nLaboratory safety — Who: Anyone in a lab with hazards; How often: Annually\nHazardous waste generator — Who: Lab staff, shop leads, art studio techs; How often: Annually\nBloodborne pathogens — Who: Nursing, athletic training, custodial, health services; How often: Annually\nHearing conservation — Who: Machine shop, welding, grounds, central plant; How often: Annually, with a hearing test\nRespirator fit test — Who: Anyone assigned a respirator; How often: Annually\nLockout/tagout — Who: Trades, shop instructors, lab technicians; How often: Annually\nForklift and aerial lift — Who: Facilities, theatre, receiving; How often: Every three years, with a practical\nFire extinguisher (hands-on) — Who: Building safety wardens, residence hall staff; How often: Every two years\nTraining records live in MyPorter; supervisors see their team’s status. Workplace injuries are reported the same day under workplace safety and workers’ compensation , and near-misses should be reported too.\nAt a glance\nDirector\nCurtis Hagen\nWaste pickups\nTuesdays and Thursdays; request by noon the day before\nFume hoods\nCertified every 12 months\nResidence hall drills\nTwo per semester\nSpill or exposure\n911, then Campus Safety (715) 555–0191\nWho to contact\nEnvironmental Health & Safety\nFounders Hall 012 (lower level)\nPhone\n(715) 555–0115\nEmail\nehs@uwporterfalls.edu\nHours\nMon–Fri, 7:30 a.m.–4:00 p.m.\nRelated resources\nLaboratory safety training\nChemical hygiene plan\nFacilities Management\nResearch & Sponsored Programs\nEmergency information" }, { "url": "environmental-science-bs.html", "title": "Admission: Environmental Science", "description": "The B.S. in Environmental Science at UW–Porter Falls: concentrations in water resources, conservation, policy, and geospatial analysis — with fieldwork on the Porter River from day one.", "headings": [ "Environmental Science (B.S.)", "On this page", "Program overview", "Concentrations", "Fieldwork and the Porter River", "Faculty research and the Riverwatch network", "Admission requirements", "Career outcomes" ], "content": "College of Science & Mathematics Environmental Science (B.S.)\nRiver, forest, wetland, and policy labs starting freshman year — the Porter River watershed is your classroom, and the DNR district office is your internship pipeline.\">\nProgram overview\nThe B.S. in Environmental Science (120 credits) sits in the College of Science & Mathematics and is built around a simple premise: you learn environmental science by doing it in the watershed you live in. The Porter River , the Millrace , the Founders Farm wetlands, and the Riverside Park floodplain forest are all within a 15-minute walk of campus. Every core course has a field component; the program owns a 12-station Riverwatch monitoring network (temp, DO, conductivity, turbidity, stage) that students maintain and analyze as part of their coursework. Concentrations (18 credits each): Water Resources & Hydrology , Conservation & Restoration Ecology , Environmental Policy & Justice , Geospatial Analysis & Remote Sensing . A GIS Certificate (12 credits) stacks neatly with any concentration.\nConcentrations\nWater Resources & Hydrology: Groundwater modeling, fluvial geomorphology, stormwater design, contaminant transport. Capstone partners: DNR Porter District , City Stormwater , Porter Valley Bank (flood-risk portfolio). Conservation & Restoration Ecology: Plant community ecology, invasive species management, prescribed fire, wetland delineation. Capstone partners: Riverkeepers , DNR State Natural Areas, Founders Farm . Environmental Policy & Justice: NEPA/WEPA compliance, environmental law, community-based participatory research, climate adaptation planning. Capstone partners: Entrepreneurship Legal Clinic , Porter County Board, Porter County Food Bank (food-access mapping). Geospatial Analysis & Remote Sensing: GIS, LiDAR, drone photogrammetry, satellite imagery classification, spatial statistics. Capstone partners: Forge Prototyping Lab (drone sensor integration), Civil Engineering (infrastructure mapping), DNR (habitat connectivity).\nFieldwork and the Porter River\nFreshman fall: ENVS 1100 Watershed Fundamentals — weekly labs on the Riverwatch network (calibrate sondes, download data, QA/QC in R). Sophomore year: ENVS 2300 Field Methods (electrofishing, macroinvertebrate indexing, vegetation plots, soil cores) and ENVS 2400 GIS for Environmental Science (map the Millrace corridor). Junior year: Concentration field practicum (3 credits, 120 hours) — placed with DNR, City, County, or a nonprofit. Senior capstone: Two-semester team project with a real client; deliverables include a technical report, a public presentation at the Environmental Science Symposium (April), and a data package archived in the Halvorsen Library Digital Repository. The program provides waders, boots, backpacks, and a Field Gear Library (GPS units, water-quality sondes, drone kits) — checkout is free with student ID.\nFaculty research and the Riverwatch network\nDr. Amara Okonkwo (chair): nutrient spiraling in agricultural streams, leads the Riverwatch network (NSF LTREB-funded, 15-year dataset). Dr. Hassan Al-Rashid : floodplain reconnection and carbon sequestration, designed the Millrace Fish Passage (completed 2024). Dr. Sofia Andersson : environmental justice mapping, directs the Community GIS Lab (students produce maps for Porter County nonprofits pro bono). Dr. Kenji Tanaka : drone-based thermal imaging for groundwater discharge detection, collaborates with Forge Prototyping Lab on custom sensor payloads. Undergraduates join research as early as spring freshman year via the Research Scholars Program (stipended summer) or the Student Venture Incubator (for environmental-tech startups). The Environmental Science Seminar (Fridays 3 p.m., Science 210) brings alumni, DNR scientists, and tribal resource managers — open to all.\nAdmission requirements\nDirect admission: 3.3+ GPA (unweighted), 3 years lab science (biology, chemistry, physics or environmental), 4 years math through pre-calc. Test-optional (SAT/ACT not required); if submitted, 1100+ composite or 24+ ACT strengthens the file. Transfer students: General Chemistry I–II with labs, Calculus I, Intro Biology or Environmental Science — all C or better, 2.75+ college GPA. The department runs Field Week (late August, free) for incoming students: three days of Riverwatch training, a canoe trip on the Porter River, and a campfire Q&A with upperclassmen — 90% of participants say it confirmed their major choice. Full admission details including portfolio review for homeschooled applicants and the First-Generation Environmental Scholar award ($2,000/year, renewable).\nCareer outcomes\nClass of 2025 (58 graduates): 67% employed within 6 months (median $58K), 19% in graduate programs (M.S. Environmental Science, M.P.H., J.D., M.U.R.P.), 9% in service/fellowships (AmeriCorps, Peace Corps, Fostering Success ), 5% still seeking. Top employers: Wesconsin DNR (12 hires), City/County Stormwater (6), USGS Upper Midwest Water Science Center (4), The Nature Conservancy (3), Environmental consulting firms (18 across 7 firms). The Career Services Green Jobs Fair (February) brings 35+ environmental employers; the DNR Porter District hires 3–4 seasonal techs annually from the program.\nAt a glance\nDegree\nB.S. Environmental Science (120 credits)\nConcentrations\nWater Resources, Conservation, Policy & Justice, Geospatial\nField gear\nWaders, boots, sondes, drones — free checkout\nRiverwatch network\n12 stations, 15-year dataset, student-maintained\nClass of 2025 outcomes\n67% employed, 19% grad school, median $58K\nRelated resources\nAll undergraduate majors\nAdmission: Environmental Science\nSustainability & Riverwatch\nForge Prototyping Lab (drone sensors)\nRiverkeepers & nonprofits\nGreen Jobs Fair" }, { "url": "equipment-checkout.html", "title": "Equipment checkout", "description": "What you can borrow, from where, for how long, and what you owe if something breaks or comes back late.", "headings": [ "Equipment checkout", "On this page", "What is available and where", "Loan periods and reservations", "Your responsibility for it" ], "content": "Technology services Equipment checkout\nWhat you can borrow, from where, for how long, and what you owe if something breaks or comes back late.\nWhat is available and where\nTwo desks lend gear. The library tech desk handles the general pool: loaner laptops and chargers, webcams and ring lights, USB microphones, headsets, basic camcorders and tripods, presentation clickers and adapters (HDMI, USB-C, the dongle you forgot), graphing and financial calculators, portable projectors, and assistive technology (screen readers on a stick, digital recorders, FM listening systems, adjustable input devices). The media production center in the Applied Arts Building lends the serious kit: DSLR and mirrorless bodies and lenses, cinema cameras, lighting kits, field audio recorders and boom setups, gimbals and sliders, green screens, and podcast-room time. Some program labs also lend discipline-specific instruments to enrolled students.\nA short online orientation or a quick desk walkthrough unlocks the higher-value production gear the first time.\nLoan periods and reservations\nEveryday accessories and calculators circulate for about a week with renewals if no one is waiting; loaner laptops are shorter (a few days) and meant as a stopgap while yours is repaired, not a substitute for owning one. Production kits go out for 24 to 72 hours because demand is high and every class has the same project due the same week — reserve those days or weeks ahead through the booking system, and pick up and return on time to the minute, because the next person's assignment depends on it. Semester-long loans exist for documented accessibility needs, arranged through the accessibility office.\nYour responsibility for it\nCheck every item against the packing list at the counter and flag any existing damage then — once it is signed out, it is on you. Keep it dry, cool, and with you (a camera bag left in a car or a library carrel is how most losses happen), do not attempt repairs or swap parts, and bring back every cable, battery, cap, and case. Late returns accrue a per-day fee and then a replacement charge to your student account; damage or loss is billed at repair or replacement cost, and an unresolved balance places a hold that blocks registration and transcripts. Report a fault or an accident immediately and honestly — the outcome is almost always better than hiding it.\nAt a glance\nTwo desks\nLibrary tech desk = general pool (laptops, webcams, mics, calculators, adapters, assistive tech). Applied Arts media center = cameras, lenses, lighting, field audio, gimbals\nLoans\nAccessories ~1 week (renewable); loaner laptops a few days (stopgap only); production kits 24–72 hrs, reserve ahead\nOn pickup\nCheck every item against the packing list and flag existing damage before you sign — then it is your responsibility\nLate / damaged\nPer-day late fee → replacement charge to your account; unpaid balance = a hold on registration and transcripts. Report faults immediately\nRelated resources\nComputer labs & software\nContact directory" }, { "url": "esports-arena.html", "title": "Esports Arena", "description": "The dedicated competition and practice space behind the esports program.", "headings": [ "Esports Arena", "On this page", "What is actually in the room", "Beyond varsity matches", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Athletics Esports Arena\nThe dedicated competition and practice space behind the esports program.\nWhat is actually in the room\nTwenty-four competition-grade PCs, dedicated console bays, a small shoutcast booth for casting matches, and the network infrastructure to keep competitive play separate from general campus traffic.\nBeyond varsity matches\nOutside scheduled practices and matches, the arena runs open hours for registered esports club members, and hosts community tournament nights a few times a semester open to any student.\nIn and around Porter Falls\nThe Ironclads compete in NCAA Division III as members of the Wesconsin Collegiate Athletic Conference, and home events are at the Ironhouse Athletic Center and the riverside fields off North Campus. Millrace Week in October is still built around the homecoming football game.\nThe practical details\nLocated: Jarvis Technology Center, Level 1. Seats: 24 competition PCs, console bays, a shoutcast booth. Open hours: Practice access for club members outside match times. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Ironclad Athletics (Ironhouse Athletic Center). Call (715) 555–0195 or email athletics@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocated\nJarvis Technology Center, Level 1\nSeats\n24 competition PCs, console bays, a shoutcast booth\nOpen hours\nPractice access for club members outside match times\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nClub sports\nIntramural schedule\nVarsity Esports\nStudent-athlete academic support\nFull contact directory" }, { "url": "esports-varsity.html", "title": "Varsity Esports", "description": "Porter's varsity esports program, competing in Rocket League, Valorant and Super Smash Bros. Ultimate.", "headings": [ "Varsity Esports", "On this page", "How it's organized", "Trying out", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Athletics Varsity Esports\nPorter's varsity esports program, competing in Rocket League, Valorant and Super Smash Bros. Ultimate.\nHow it's organized\nVarsity esports sits inside Athletics rather than Student Organizations, which is what makes scholarship money and an athletic-department budget possible — the same eligibility and academic-standing rules apply to a roster player as to any other Ironclad athlete.\nTrying out\nTryouts run each August for open roster spots; the casual, drop-in Esports Arena hours are separate from the varsity program and open to any student regardless of skill.\nIn and around Porter Falls\nThe Ironclads compete in NCAA Division III as members of the Wesconsin Collegiate Athletic Conference, and home events are at the Ironhouse Athletic Center and the riverside fields off North Campus. Millrace Week in October is still built around the homecoming football game.\nThe practical details\nTitles: Rocket League, Valorant, Super Smash Bros. Ultimate. Scholarships: Partial scholarships for roster players. Home venue: Esports Arena, Founders Union basement. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Ironclad Athletics (Ironhouse Athletic Center). Call (715) 555–0195 or email athletics@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nTitles\nRocket League, Valorant, Super Smash Bros. Ultimate\nScholarships\nPartial scholarships for roster players\nHome venue\nEsports Arena, Founders Union basement\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nEsports Arena\nClub sports\nIntramural schedule\nStudent-athlete academic support\nFull contact directory" }, { "url": "esports.html", "title": "Porter esports", "description": "The varsity program, the club and intramural tiers, the arena, and the production and analytics roles behind the teams.", "headings": [ "Porter esports", "On this page", "Three tiers, not one", "The arena and open play", "The jobs around the teams" ], "content": "Campus life Porter esports\nThe varsity program, the club and intramural tiers, the arena, and the production and analytics roles behind the teams.\nThree tiers, not one\nEsports at Porter runs at three levels so it is not all-or-nothing. Varsity: rostered, coached teams in Rocket League, VALORANT, League of Legends, Overwatch 2, and Super Smash Bros. Ultimate that compete in collegiate conferences, with tryouts each September and a scholarship pool for top players. Club: student-run competitive and semi-competitive teams in those titles plus others (fighting games, Rainbow Six, sim racing, Teamfight Tactics), lower commitment, still traveling to the occasional LAN. Intramural: casual in-house leagues and one-night tournaments open to anyone, run through the rec department. You can move up a tier as you improve or just stay where the fun is.\nThe arena and open play\nThe Founders esports arena has 48 high-spec PC stations, console setups, a streaming stage, and a coaching room. Outside reserved practice and match blocks it is open to all students for drop-in play — reserve a station in the rec app or walk in when it is quiet. It is also a straightforward social space: people bring a group, grab adjacent seats, and play. Membership is included in your fees; no separate esports fee.\nThe jobs around the teams\nA varsity match needs more people off the server than on it, and those roles are open to students in any major: shoutcasting and hosting, camera and switching, graphics and overlay design, stream management, social media and content, photography, statistics and match analysis, roster and travel operations, and event production for the tournaments Porter hosts. Several are paid or carry a stipend, and game design, computer science, marketing, and video-production courses use the program as a live client. For a lot of students this is the real point of entry — you build a broadcast reel or an analytics portfolio, not just a rank.\nAt a glance\nThree tiers\nVarsity (coached, scholarships, conference play, Sept tryouts) · Club (student-run, some travel) · Intramural (casual, open to all)\nTitles\nRocket League, VALORANT, League, Overwatch 2, Smash at varsity; more at club (fighting games, sim racing, R6, TFT)\nArena\n48 PC stations + consoles + a streaming stage in Founders; drop-in play free with your fees, reserve in the rec app\nOff-server roles\nCasting, production, graphics, stats/analysis, social, ops — many paid or for credit, open to any major\nRelated resources\nStudent services\nUniversity recreation\nSustainability\nParents & families\nArts & culture\nContact directory" }, { "url": "ev-charging-stations.html", "title": "EV charging stations", "description": "Where the campus electric-vehicle chargers are, what they cost to use, and the time limits that keep them turning over.", "headings": [ "EV charging stations", "On this page", "How it's priced", "Keeping them free", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability EV charging stations\nWhere the campus electric-vehicle chargers are, what they cost to use, and the time limits that keep them turning over.\nHow it's priced\nThe chargers bill the actual cost of the electricity per kilowatt-hour to the Porter Card — not free (which fills them with all-day parkers) and not a profit centre. A DC fast charger at the Depot garage covers a quick top-up; the rest are Level 2.\nKeeping them free\nA four-hour cap on the Level 2 stations during the day, enforced by an escalating fee for staying plugged in past a full charge, so a charger is a charging spot and not a reserved parking space.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's sustainability commitments are mostly about water and heat: the Millrace restoration, rain gardens, and fourteen buildings surviving a Wesconsin winter as efficiently as possible.\nThe practical details\nLocations: The Depot District garage, the North Campus lot, and two surface lots. Cost: A per-kWh rate at cost, billed to the Porter Card. Limit: Four hours at a Level 2 station during business hours, then a move-along fee. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Sustainability (Founders Union, Room 015). Call (715) 555–0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocations\nThe Depot District garage, the North Campus lot, and two surface lots\nCost\nA per-kWh rate at cost, billed to the Porter Card\nLimit\nFour hours at a Level 2 station during business hours, then a move-along fee\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSustainability dashboard\nSmoke-free campus\nLEED-certified buildings\nGreen Fund\nFull contact directory" }, { "url": "event-2026-alumni-webinar-asking-for-a-raise.html", "title": "Alumni Career Webinar: Asking for a Raise in a Flat Budget Year", "description": "Thursday, October 22, noon to 12:45 p.m., online: Career Services director Jolene Brandvold on making the case for more money when your employer says there isn’t any.", "headings": [ "Alumni Career Webinar: Asking for a Raise in a Flat Budget Year", "On this page", "About the event", "Schedule", "Location and access", "Registration", "Contact and related events" ], "content": "Events Alumni Career Webinar: Asking for a Raise in a Flat Budget Year\nThursday, October 22, noon to 12:45 p.m., online: Career Services director Jolene Brandvold on making the case for more money when your employer says there isn’t any.\nAbout the event\nThis is the first of this year’s monthly noon career webinars, which Alumni Relations runs with Career Services. Jolene Brandvold, director of Career Services , has spent more than twenty years on the employer side of the table. She will cover what a flat budget year usually means in practice, which numbers to bring and where to find them, how to ask for something other than salary when salary really is frozen, and the email to send afterward.\nShe will spend the last fifteen minutes on questions. Send them in advance on the registration form if you would rather your manager not hear you ask.\nThe session is aimed at alumni from one to fifteen years out, but anyone is welcome, including seniors who are about to negotiate a first offer. Brandvold’s view is that the first offer is where the habit starts.\nSchedule\n11:50 a.m. — What: Webinar room opens; Where: Online\nNoon — What: Presentation; Where: Online\n12:30 p.m. — What: Questions (submitted and live); Where: Online\nWithin 24 hours — What: Recording and slides emailed to everyone who registered; Where: Your inbox\nLocation and access\nThe webinar has live captions, and the recording is captioned too. You can join by browser or phone, and you do not need a camera or a microphone. If you need an interpreter or another accommodation, ask Alumni Relations by Monday, October 19.\nRegistration\nFree. Register through MyPorter with your alumni account or by calling the office. Everyone who registers gets the recording, including people who do not show up, and that is most people. Alumni can also book up to three free one-on-one sessions a year through alumni career coaching .\nContact and related events\nThe next webinar, on November 19, is a panel of three alumni managers on going from engineer to manager without losing your evenings. Every chapter event and webinar for the year is on the alumni events calendar . In person, the Lake City chapter’s hospital-district happy hour is a week later, on October 29.\nAt a glance\nDate\nThursday, October 22, 2026\nTime\nNoon–12:45 p.m. Central\nLocation\nOnline (link sent at registration)\nCost\nFree\nAudience\nAlumni; students welcome\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nOffice of Alumni Relations\nWelcome Center (the 1911 depot), second floor\nPhone\n(715) 555–0246\nEmail\nalumni@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nAlumni events 2026–27\nAlumni career coaching\nCareer Services\nYoung Alumni Council\nFall 2026 events calendar" }, { "url": "event-2026-campus-blood-drive.html", "title": "Campus Blood Drive", "description": "Tuesday and Wednesday, November 17 and 18, 10 a.m. to 4 p.m., in the Founders Union ballroom: the fall blood drive aims for 160 donations before the holiday shortfall.", "headings": [ "Campus Blood Drive", "On this page", "About the event", "Schedule", "Location and access", "Registration and eligibility", "Contact and related events" ], "content": "Events Campus Blood Drive\nTuesday and Wednesday, November 17 and 18, 10 a.m. to 4 p.m., in the Founders Union ballroom: the fall blood drive aims for 160 donations before the holiday shortfall.\nAbout the event\nBlood supplies dip every year between Thanksgiving and New Year’s, when regular donors travel and drives stop. The fall campus drive is timed to land just before that dip. The regional blood center brings the staff, beds and equipment. The Student Nurses Association runs check-in, the canteen and the reminder texts. Last fall’s drive collected 148 units, and the goal this year is 160.\nA whole-blood donation takes about an hour from check-in to cookies, and only eight to ten minutes of that is the donation itself. First-time donors are about a third of each campus drive. Staff are used to nerves and will talk you through every step.\nSchedule\nTue, Nov 17, 10 a.m.–4 p.m. — What: Donations by appointment and walk-in; Where: Founders Union ballroom\nWed, Nov 18, 10 a.m.–4 p.m. — What: Donations by appointment and walk-in; Where: Founders Union ballroom\nBoth days, 11 a.m.–1 p.m. — What: Busiest window; book ahead; Where: —\nLocation and access\nThe ballroom is on the upper level of Founders Union , by elevator from the information desk. Community donors can park free in the visitor spaces by the union for the length of their appointment. Ask at check-in for a parking slip. Tell staff if you need an interpreter or have a disability that affects positioning. They can usually accommodate it.\nRegistration and eligibility\nBook a time in MyPorter or walk in. Appointments go first. Donors generally need to be at least 17 (16 with signed parental consent), weigh at least 110 pounds and feel well that day. The blood center makes the final eligibility call. Eat a real meal and drink water beforehand. Bring a photo ID or your Porter Card.\nContact and related events\nStudent Health coordinates the drive with the blood center. Its regular services are on student health services . If you donate and feel unwell afterward, call the clinic. Earlier this fall, the flu shot clinics covered the other arm. For more ways to help, see volunteer on campus .\nAt a glance\nDate\nTuesday–Wednesday, November 17–18, 2026\nTime\n10:00 a.m.–4:00 p.m. both days\nLocation\nFounders Union ballroom\nCost\nFree\nAudience\nStudents, employees and community members who are eligible to donate\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nStudent Health Services\nHealth & Counseling Center, North Campus\nPhone\n(715) 555–0236\nEmail\nhealth@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nStudent health services\nStudent Nurses Association\nFounders Union\nVolunteer on campus\nFall 2026 events calendar" }, { "url": "event-2026-cardboard-boat-regatta.html", "title": "Millrace Week Cardboard Boat Regatta", "description": "Wednesday, October 14, 6 p.m., in the Forge Recreation Center pool: student-built boats made of cardboard and duct tape race two lengths, and most of them do not finish.", "headings": [ "Millrace Week Cardboard Boat Regatta", "On this page", "About the event", "Schedule", "Location and access", "Tickets and registration", "Contact and related events" ], "content": "Events Millrace Week Cardboard Boat Regatta\nWednesday, October 14, 6 p.m., in the Forge Recreation Center pool: student-built boats made of cardboard and duct tape race two lengths, and most of them do not finish.\nAbout the event\nThe regatta is the Wednesday event of Millrace Week and, in only its second year, the one people ask about most. Teams of two to four build a boat from corrugated cardboard and duct tape, carry it to the pool deck and paddle it two lengths of the 25-yard pool. Last year eleven boats started and two finished. The committee would like the number to go up but is not counting on it.\nThe rules are short. Cardboard and duct tape only: no wood, no plastic sheeting, no foam, no hot glue, no paint that seals the hull. Every paddler wears a life jacket supplied by the pool. Paddles may be made of cardboard or borrowed from the rec center’s kayak program. A boat that sinks is towed out by lifeguards so the next heat can start.\nSchedule\n5:00 p.m. — What: Pool closes to lap swim; Where: Forge Recreation Center\n5:00–5:40 p.m. — What: Boat check-in and materials inspection; Where: East doors, pool deck\n5:45 p.m. — What: Captains’ meeting; Where: Pool deck, shallow end\n6:00 p.m. — What: First heat (three boats per heat); Where: Pool\nAbout 7:30 p.m. — What: Final, then awards: Fastest Hull, Best Design, and the Heritage Hall Radiator Award for the most dramatic sinking; Where: Pool deck\n8:30 p.m. — What: Pool reopens to lap swim; Where: Forge Recreation Center\nLocation and access\nThe pool is on the lower level of the Forge Recreation Center . The rest of the building keeps its normal Wednesday hours (see campus hours ), and spectators sit on the pool-deck bleachers, which hold about 220. The deck is step-free from the east doors, and there is space for wheelchairs at the end of the front row. Street shoes are fine in the bleachers, but not on the wet deck.\nTickets and registration\nWatching is free, with no ticket. To race, a team captain registers the team in MyPorter under Millrace Week by noon on Monday, October 12. At check-in each team receives two rolls of duct tape. You bring the cardboard, and appliance boxes from the Founders Union loading dock are fair game after 3 p.m. on Tuesday.\nContact and related events\nThe regatta is run by the student Millrace Week committee with the rec center’s aquatics staff. Next on the week’s calendar are the Foundry pour on Thursday and the Ring of Iron and pep rally on Friday.\nAt a glance\nDate\nWednesday, October 14, 2026\nTime\n6:00–about 8:00 p.m.\nLocation\nForge Recreation Center pool\nCost\nFree to watch; free to enter\nAudience\nStudents race; anyone may watch\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nMillrace Week Committee, c/o Dean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\nmillraceweek@uwporterfalls.edu\nRelated resources\nMillrace Week schedule\nForge Recreation Center\nCampus hours this week\nTraditions\nFall 2026 events calendar" }, { "url": "event-2026-chamber-music-recital.html", "title": "Chamber Music Recital I", "description": "Sunday, November 15, 2 p.m., in the Furlong Gallery: student chamber groups play among the art in the faculty exhibition Load Bearing. Free, no ticket needed.", "headings": [ "Chamber Music Recital I", "On this page", "About the event", "Schedule", "Location and access", "Admission", "Contact and related events" ], "content": "Events Chamber Music Recital I\nSunday, November 15, 2 p.m., in the Furlong Gallery: student chamber groups play among the art in the faculty exhibition Load Bearing. Free, no ticket needed.\nAbout the event\nChamber music is the small-group side of Porter’s ensembles : two to eight players, one on a part, and no conductor. This fall there are eleven groups and 46 players. They formed in the first two weeks of term, have rehearsed on their own ever since, and get a 50-minute coaching session each week. This is their first public outing.\nThe recital is played in the Furlong Gallery among the objects in Load Bearing , the faculty exhibition. Priya Winslow, who coordinates the program, chose groups and repertoire with the room in mind: a string quartet, a woodwind quintet, a guitar duo, a vocal trio and a brass quintet. The brass quintet is placed farthest from the stoneware. The six-player percussion ensemble does not play in the gallery, for reasons the stoneware would understand.\nSchedule\n1:30 p.m. — What: Gallery doors; seating opens; Where: Furlong Gallery\n2:00 p.m. — What: Strings, guitar and vocal groups; Where: Furlong Gallery, center room\nAbout 2:40 p.m. — What: Short pause; walk the exhibition; Where: Furlong Gallery\nAbout 2:50 p.m. — What: Woodwind and brass quintets; Where: Furlong Gallery, west room\nLocation and access\nThe gallery is on the ground floor of the Applied Arts Building , inside the west entrance, and is step-free. There are about 110 folding chairs, and there is standing room along the walls. Wheelchair spaces are at the front of each room. Parking in the Applied Arts lot is free on weekends.\nAdmission\nFree, with no ticket and no reservation. Seating is first come, first served, and families with small children are welcome near the doors, where leaving mid-piece is easy. Chamber recitals are among the free events listed on the box office price table.\nContact and related events\nChamber Music Recital II is Saturday, March 6, 2027, also in the gallery. Four days after this recital, the brass players work with the visiting Lantern Brass Quintet . Every concert is on Arts Season 2026–27 .\nAt a glance\nDate\nSunday, November 15, 2026\nTime\n2:00 p.m. (about 75 minutes)\nLocation\nFurlong Gallery, Applied Arts Building\nCost\nFree; no ticket needed\nAudience\nGeneral audience\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nDepartment of Music & Theatre\nApplied Arts Building 300\nPhone\n(715) 555–0189\nEmail\nperformingarts@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nChamber music\nFurlong Gallery exhibitions\nArts season 2026–27\nMusic lessons for non-majors\nFall 2026 events calendar" }, { "url": "event-2026-community-band-holiday-concert.html", "title": "Porter Falls Community Band Holiday Concert", "description": "Sunday, December 13, 3 p.m., in Heritage Auditorium: the town–gown band’s free holiday concert, with a sing-along the band pretends is optional. Food pantry donations welcome at the door.", "headings": [ "Porter Falls Community Band Holiday Concert", "On this page", "About the event", "Schedule", "Location and access", "Admission", "Contact and related events" ], "content": "Events Porter Falls Community Band Holiday Concert\nSunday, December 13, 3 p.m., in Heritage Auditorium: the town–gown band’s free holiday concert, with a sing-along the band pretends is optional. Food pantry donations welcome at the door.\nAbout the event\nThe Porter Falls Community Band started in 1948 as the municipal band and has rehearsed on campus since 1979. About a third of its members are Porter students, faculty or staff. The rest come from Porter Falls, Cedar Bluff and farther out, including one trombonist who drives 50 minutes each way from Lake City. Marjorie Lindahl conducts. She directed bands in the Porter Falls Area School District for 34 years and taught about half of the current band to count.\nThe holiday concert is the band’s biggest free show. It ends with a sing-along. The words are printed in the program, and Lindahl will turn around and conduct the audience whether or not it is ready.\nSchedule\n2:15 p.m. — What: Doors; food pantry collection bins open; Where: Heritage Auditorium lobby\n3:00 p.m. — What: Concert; Where: Heritage Auditorium\nAbout 4:00 p.m. — What: Sing-along; Where: Heritage Auditorium\nAbout 4:15 p.m. — What: Cookies with the band; Where: East lobby\nLocation and access\nHeritage Auditorium is in the east wing of the Applied Arts Building . It is step-free from the east entrance and has wheelchair seating, assistive listening and a hearing loop. Parking is free on Sundays, and the Applied Arts lot is closest. See visitor parking . If the university closes for weather, the concert is cancelled. Check weather closures .\nAdmission\nFree, with no tickets. Seating is general admission in a 900-seat hall, so there is room. Non-perishable food and toiletries go to the campus food pantry , which stocks up before winter break for students who stay in town.\nContact and related events\nThe concert falls on the study weekend before finals, so students are welcome to take a 75-minute break from the library, which is open 24 hours from noon that day. The band’s winter concert, “Music from the Mill Town,” is March 7, 2027. Adults who play can join any Tuesday rehearsal. More events for the town are on For the community .\nAt a glance\nDate\nSunday, December 13, 2026\nTime\n3:00 p.m. (about 75 minutes)\nLocation\nHeritage Auditorium, Applied Arts Building\nCost\nFree; bring a food pantry donation if you can\nAudience\nEveryone; children welcome\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nPorter Falls Community Band (Marjorie Lindahl, conductor)\nc/o Department of Music & Theatre, Applied Arts Building\nPhone\n(715) 555–0268\nEmail\ncommunityband@uwporterfalls.edu\nRelated resources\nPorter Falls Community Band\nArts season 2026–27\nCampus food pantry\nFor the community\nFall 2026 events calendar" }, { "url": "event-2026-december-commencement.html", "title": "December Commencement", "description": "Saturday, December 19, in Ironclad Fieldhouse: two ceremonies, at 10 a.m. and 2 p.m., split by college, for about 720 December degree candidates. No tickets, free parking, livestreamed.", "headings": [ "December Commencement", "On this page", "About the event", "Schedule", "Location and access", "Tickets and deadlines", "Contact and related events" ], "content": "Events December Commencement\nSaturday, December 19, in Ironclad Fieldhouse: two ceremonies, at 10 a.m. and 2 p.m., split by college, for about 720 December degree candidates. No tickets, free parking, livestreamed.\nAbout the event\nDecember commencement is the day after finals end. Chancellor Dr. Elaine Vandehey confers degrees at both ceremonies. The address is given by Provost Dr. Bjorn Halvorsen less than two weeks before he hands the office to his successor. He has promised to keep it under ten minutes and has been told it will be timed. Master’s graduates cross the stage in their college’s ceremony and are hooded there.\nEverything a graduate needs is on December Commencement 2026 . This page is the calendar listing.\nSchedule\n10:00 a.m. — Colleges: Engineering & Technology; Computing & Information Sciences; Science & Mathematics; Business; Graduates check in / guest doors: 8:45 a.m., fieldhouse annex / 8:30 a.m.\n2:00 p.m. — Colleges: Health Sciences; Education; Arts, Design & Communication; Applied & Technical Studies; Graduates check in / guest doors: 12:45 p.m., fieldhouse annex / 12:30 p.m.\nThe Forge serves a graduates’ brunch from 9 a.m. to 1:30 p.m.\nLocation and access\nAll campus lots are free on December 19. The Porter Loop runs a ceremony route every 8 minutes from 7:30 a.m. to 5 p.m. Accessible parking is in Lot F next to Ironclad Fieldhouse . ASL interpretation, live captioning and assistive listening are provided. Request interpretation or a reserved accessible section by December 4. If campus closes for snow, the ceremonies move to Sunday, December 20, at the same times.\nTickets and deadlines\nNo tickets are needed. Seating is general admission, with about 3,200 seats per ceremony and an overflow room in the Forge Recreation Center. Graduates: the regalia order deadline is November 7, and pickup is at the campus store December 14–18 (see commencement regalia ). The phonetic name card is due December 4. Both ceremonies stream on the commencement livestream .\nContact and related events\nBefore the ceremony comes the final exam week, December 14–18. See the final exam schedule . Campus closes for the winter, December 24 – January 1.\nAt a glance\nDate\nSaturday, December 19, 2026\nTime\n10:00 a.m. and 2:00 p.m. (about 1 hour 45 minutes each)\nLocation\nIronclad Fieldhouse\nCost\nFree; no tickets\nAudience\nGraduates, families and guests\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nUniversity Events & Commencement\nMillwright Hall 120\nPhone\n(715) 555–0196\nEmail\ncommencement@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nDecember Commencement 2026\nCommencement\nCommencement livestream\nFAQ: graduation\nFall 2026 events calendar" }, { "url": "event-2026-distinguished-lecture-mill-towns-and-their-rivers.html", "title": "Distinguished Lecture: Old Dams, New Water", "description": "Tuesday, November 17, 7 p.m., in the Halvorsen Library auditorium: river engineer Dr. Lucia Ferreira-Holm on what small mill towns owe the rivers they were built on. Free, open to the public, and streamed.", "headings": [ "Distinguished Lecture: Old Dams, New Water", "On this page", "About the event", "Schedule", "Location and access", "Admission", "Contact and related events" ], "content": "Events Distinguished Lecture: Old Dams, New Water\nTuesday, November 17, 7 p.m., in the Halvorsen Library auditorium: river engineer Dr. Lucia Ferreira-Holm on what small mill towns owe the rivers they were built on. Free, open to the public, and streamed.\nAbout the event\nThe Distinguished Lecture Series brings four to six speakers a year, each nominated by a college. The College of Science & Mathematics nominated this fall’s speaker. Dr. Lucia Ferreira-Holm is a hydraulic engineer who has spent twenty years on small dams, the low-head structures that built towns like Porter Falls and that now are too expensive to fix, too dangerous to ignore and too beloved to remove.\nHer talk, “Old Dams, New Water: What Mill Towns Owe Their Rivers,” uses three case studies from the region. One of them is uncomfortably close to home. The Millrace channel and its sluice gate come up, and so does the fish passage that opened in 2024. Students who have just registered for ENVS 3650, the new spring course on the Porter River, have been asked to sit in the front rows and take notes.\nSchedule\n6:15 p.m. — What: Reception; coffee and bars; Where: Halvorsen Library, Level 1 lobby\n7:00 p.m. — What: Introduction by Provost Dr. Bjorn Halvorsen; Where: Auditorium\n7:05 p.m. — What: Lecture; Where: Auditorium\nAbout 7:50 p.m. — What: Questions from the audience and the stream; Where: Auditorium\n8:30 p.m. — What: Ends; Where: —\nLocation and access\nThe auditorium is on Level 1 of Halvorsen Library , step-free from the main entrance, with wheelchair spaces, a hearing loop and live captions on the screen. Parking is free in the general lots after 4:30 p.m. The stream is captioned and archived the next day.\nAdmission\nFree. Seats are first come, first served, and the room holds about 240. No registration is needed in person. Register in MyPorter for the stream link. Porter Lifelong Learning Institute members have reserved seats until 6:55 p.m.\nContact and related events\nPast lectures, including Climate Adaptation for Small Cities , are archived with the series. For the river itself, read the Millrace and Porter River and Porter River and Millrace ecology . The next evening, the Town–Gown Council meets downtown.\nAt a glance\nDate\nTuesday, November 17, 2026\nTime\n7:00 p.m.; reception 6:15 p.m.\nLocation\nHalvorsen Library auditorium (also streamed)\nCost\nFree\nAudience\nOpen to the public\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nOffice of the Provost\nMillwright Hall 300\nPhone\n(715) 555–0130\nEmail\nprovost@uwporterfalls.edu\nRelated resources\nDistinguished Lecture Series\nThe Millrace and Porter River\nHalvorsen Library\nNew courses for spring 2027\nFall 2026 events calendar" }, { "url": "event-2026-fall-jazz-night.html", "title": "Fall Jazz Night: Jazz Orchestra and Jazz Lab Band", "description": "Saturday, November 7, 7:30 p.m., in the Founders Ballroom: two big bands, cabaret tables of eight, and a coffee and dessert bar. Doors at 7.", "headings": [ "Fall Jazz Night: Jazz Orchestra and Jazz Lab Band", "On this page", "About the event", "Schedule", "Location and access", "Tickets and registration", "Contact and related events" ], "content": "Events Fall Jazz Night: Jazz Orchestra and Jazz Lab Band\nSaturday, November 7, 7:30 p.m., in the Founders Ballroom: two big bands, cabaret tables of eight, and a coffee and dessert bar. Doors at 7.\nAbout the event\nJazz nights are the only arts season concerts held outside the Applied Arts Building. The ballroom is set up cabaret-style, with tables of eight, low light and a student-run coffee and dessert bar along the back wall. The Jazz Orchestra is an 18-chair big band with a vibraphone when someone can play one. It shares the night with the Jazz Lab Band, the second big band, which takes everyone the first band has no chair for and plays the first set.\nThe program runs from swing-era charts to newer writing for big band. Expect at least one tune the Lab Band’s trombones have been rehearsing since September and are visibly proud of. Most Lab Band players move up to the Orchestra within a year, so tonight’s second band is next year’s first.\nSchedule\n7:00 p.m. — What: Doors; dessert bar opens; Where: Founders Ballroom\n7:30 p.m. — What: Jazz Lab Band; Where: Founders Ballroom\nAbout 8:15 p.m. — What: Intermission; Where: Founders Ballroom\nAbout 8:35 p.m. — What: Jazz Orchestra; Where: Founders Ballroom\nAbout 9:30 p.m. — What: Concert ends; Where: —\nLocation and access\nThe Founders Ballroom is on the upper level of Founders Union . Take the elevator by the information desk. Accessible tables at the front can be held through the box office. Parking is free in the general lots on Saturday evening. Football is at noon the same day, so by 7 the lots are empty again.\nTickets and registration\nPay at the table at the door, or buy ahead through the box office . Groups can reserve whole tables of eight in advance. Back-row tables are first come, first served, and they go fast. The public season pass covers this concert.\nContact and related events\nThe full season is on Arts Season 2026–27 . The next jazz night is February 27. In between, combos play some Foundry Friday afternoons, and the Chamber Music Recital is the following Sunday.\nAt a glance\nDate\nSaturday, November 7, 2026\nTime\n7:30 p.m.; doors 7:00 p.m.\nLocation\nFounders Ballroom, Founders Union\nCost\n$8 adult; $5 seniors 65+ and youth; Porter students free at the door\nAudience\nGeneral audience; families welcome\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nArts Box Office\nApplied Arts Building 104 (east lobby)\nPhone\n(715) 555–0226\nEmail\nboxoffice@uwporterfalls.edu\nHours\nMon–Fri, noon–5 p.m. during the fall and spring terms\nRelated resources\nJazz Orchestra\nArts season 2026–27\nBox office\nFounders Union\nFall 2026 events calendar" }, { "url": "event-2026-fall-play-the-supper-club.html", "title": "Fall Play: The Supper Club", "description": "Eight performances of Joanna Fjelstad’s comedy-drama about the last Friday night at a lakeside supper club, Thursday, October 15 through Sunday, October 25, in Thorsen Theatre.", "headings": [ "Fall Play: The Supper Club", "On this page", "About the event", "Schedule", "Location and access", "Tickets and registration", "Contact and related events" ], "content": "Events Fall Play: The Supper Club\nEight performances of Joanna Fjelstad’s comedy-drama about the last Friday night at a lakeside supper club, Thursday, October 15 through Sunday, October 25, in Thorsen Theatre.\nAbout the event\nIt is the last Friday night at the Lindahl Supper Club, and nobody has told the regulars. Over one dinner service of fried walleye, relish trays and old fashioneds, three generations of a family argue about selling to the developer across the lake, who is, unfortunately, at table six. The Supper Club is funny for most of its length, and in the last twenty minutes it isn’t.\nColin Ferris directs a cast of nine students. Four of them are theatre majors or minors, and the rest study nursing, mechanical engineering, hospitality, apparel design and early childhood education. The production opens the same night as the Foundry pour , so plan your Thursday.\nSchedule\nThu, Oct 15, 7:30 p.m. — What: Opening night; Where: Thorsen Theatre\nFri, Oct 16, 7:30 p.m. — What: Talkback with the playwright after the show; Where: Thorsen Theatre\nSat, Oct 17, 7:30 p.m. — What: Forge Bowl day; the 7:30 fireworks over the quad are faintly audible in the first scene; Where: Thorsen Theatre\nSun, Oct 18, 2:00 p.m. — What: Open-captioned; Where: Thorsen Theatre\nThu, Oct 22, 7:30 p.m. — What: Audio-described; designers’ conversation after; Where: Thorsen Theatre\nFri, Oct 23, 7:30 p.m. — What: Family Weekend; Where: Thorsen Theatre\nSat, Oct 24, 7:30 p.m. — What: Family Weekend; ASL-interpreted; Where: Thorsen Theatre\nSun, Oct 25, 2:00 p.m. — What: Relaxed performance (closing); Where: Thorsen Theatre\nRunning time is about 2 hours 10 minutes with one intermission. Contains strong language, on-stage drinking with prop beverages, and a sustained conversation about a parent’s dementia.\nLocation and access\nThorsen Theatre seats 312 and is in the Applied Arts Building , entered from the east lobby. Accessible parking is at the step-free east entrance. Wheelchair and companion seats, assistive listening receivers and a hearing loop in the center section are all available.\nTickets and registration\nBuy at the box office or online. Porter students get one free seat per performance by reserving with a Porter Card. Family Weekend performances, October 23–24, usually sell out first. The $48 public season pass covers this production.\nContact and related events\nThe full season is on Arts Season 2026–27 . The next production is the winter drama, What the Coulee Keeps , in February. Auditions for it are November 9–10.\nAt a glance\nDate\nThursday, October 15 – Sunday, October 25, 2026\nTime\nThu–Sat 7:30 p.m.; Sun 2:00 p.m.\nLocation\nThorsen Theatre, Applied Arts Building\nCost\n$12 adult; $5 seniors 65+, youth and other colleges’ students; Porter students free\nAudience\nGeneral audience, ages 13 and up\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nArts Box Office\nApplied Arts Building 104 (east lobby)\nPhone\n(715) 555–0226\nEmail\nboxoffice@uwporterfalls.edu\nHours\nMon–Fri, noon–5 p.m. during the fall and spring terms\nRelated resources\nThe Supper Club (production page)\nBox office\nArts season 2026–27\nEnsemble & theatre auditions\nFall 2026 events calendar" }, { "url": "event-2026-final-exam-conflict-deadline.html", "title": "Final Exam Conflict Filing Deadline", "description": "Monday, November 30, 4:30 p.m.: the last moment to file a direct conflict or a three-exams-in-one-day overload for fall finals. Thanksgiving recess is the week before, so file before you leave.", "headings": [ "Final Exam Conflict Filing Deadline", "On this page", "About the event", "Schedule", "Location and access", "How to file", "Contact and related events" ], "content": "Events Final Exam Conflict Filing Deadline\nMonday, November 30, 4:30 p.m.: the last moment to file a direct conflict or a three-exams-in-one-day overload for fall finals. Thanksgiving recess is the week before, so file before you leave.\nAbout the event\nFall finals run Monday, December 14 through Friday, December 18. The university resolves two situations. A direct conflict is two exams in the same block. An overload is three or more exams on one calendar day. Two exams on the same day with a gap between them is not a conflict, and neither is “my flight leaves Thursday.”\nThe Registrar applies the rule. A common exam stays where it is. Otherwise the higher-numbered course moves, unless the Registrar designates a different section. The make-up goes into the Friday, December 18 conflict block, and you and both instructors are told by December 4.\nSchedule\nWed, Nov 25, until 4:30 p.m. — What: Last Registrar counter day before the holiday (offices close Nov 26–27); Where: Founders Union 105\nWed–Sun, Nov 25–29 — What: Thanksgiving recess (the form stays open online); Where: MyPorter\nMon, Nov 30, 4:30 p.m. — What: Conflict and overload form closes; Where: MyPorter\nFri, Dec 4 — What: Resolutions sent; instructors post any room changes; Where: Email; PorterLearn\nFri, Dec 18 — What: Conflict make-up blocks; Where: As assigned\nLocation and access\nThe form is in MyPorter under Registration › Final exams, and it takes about three minutes. If you would rather do it in person, the Registrar’s counter in Founders Union 105 is step-free. Students with approved testing accommodations book each final separately through the Testing Center at least 48 hours ahead. Finals-week slots fill faster than any other week, so book in November.\nHow to file\nFind your exam times on the fall 2026 final exam schedule , including the four common-exam blocks.\nConfirm that you really have a conflict or an overload under the final exam conflict policy .\nFile in MyPorter by 4:30 p.m. on November 30. Late filings are reviewed only for documented emergencies.\nContact and related events\nThe last day of classes is Friday, December 11, and the library goes to 24 hours from noon Sunday, December 13. See campus hours . December graduates should also note the December 19 commencement deadlines.\nAt a glance\nDate\nMonday, November 30, 2026\nTime\nForm closes at 4:30 p.m.\nLocation\nOnline in MyPorter; help at Founders Union 105\nCost\nNo fee\nAudience\nStudents with two exams in one block, or three or more in one day\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nOffice of the Registrar\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nFinal exam schedule, fall 2026\nFinal exam conflict policy\nTesting Center\nAcademic calendar\nFall 2026 events calendar" }, { "url": "event-2026-flu-shot-clinic-halvorsen-library.html", "title": "Flu Shot Clinic at Halvorsen Library", "description": "Tuesday, October 20, 10 a.m. to 3 p.m., on Level 1 of Halvorsen Library: free walk-in flu shots for students and employees, timed for midterms week, when the library is full anyway.", "headings": [ "Flu Shot Clinic at Halvorsen Library", "On this page", "About the event", "Schedule", "Location and access", "Registration", "Contact and related events" ], "content": "Events Flu Shot Clinic at Halvorsen Library\nTuesday, October 20, 10 a.m. to 3 p.m., on Level 1 of Halvorsen Library: free walk-in flu shots for students and employees, timed for midterms week, when the library is full anyway.\nAbout the event\nStudent Health brings the vaccine to where people already are, rather than asking everyone to walk to North Campus. In midterms week that means the library. Bring your Porter Card and, if you have one, your insurance card. The shot is billed to insurance when possible and never to you. The whole thing takes about ten minutes, including the five you sit afterward.\nThe clinic is most important for students in clinical placements, anyone living in a residence hall, and anyone with asthma, diabetes or another chronic condition. Employees over 65 can ask for the high-dose formulation. Nursing students working the clinic under supervision count the hours toward their community health rotation. They are good at it, and they will tell you so.\nSchedule\nThis is one of four fall clinics. The others are listed below.\nTue, Oct 20, 10 a.m.–3 p.m. — What: This clinic; Where: Halvorsen Library, Level 1\nThu, Oct 29, 11 a.m.–2 p.m. — What: Clinic; Where: Health Sciences Center lobby\nWed, Nov 4, 11 a.m.–2 p.m. — What: Clinic; Where: Founders Union, main level\nThrough November — What: By appointment; Where: Health & Counseling Center, North Campus\nLocation and access\nThe table is set up beside the Library Café on Level 1 of Halvorsen Library , which is step-free from the main entrance. A screened chair is available if you would rather not roll up a sleeve in front of the periodicals. If you are anxious about needles, tell the nurse at check-in. You can lie down, and nobody will make a thing of it.\nRegistration\nNo appointment and no registration. Walk in any time during the clinic. If you cannot make any of the four dates, book a shot through MyPorter at the Student Health clinic. More detail is on flu shot clinics .\nContact and related events\nQuestions go to Student Health. If midterms are the bigger problem this week, Let’s Talk drop-in counseling needs no appointment. The next wellness event on the calendar is the campus blood drive , November 17–18.\nAt a glance\nDate\nTuesday, October 20, 2026\nTime\n10:00 a.m.–3:00 p.m., walk in\nLocation\nHalvorsen Library, Level 1 (by the Library Café)\nCost\nFree with a Porter Card\nAudience\nStudents, faculty and staff\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nStudent Health Services\nHealth & Counseling Center, North Campus\nPhone\n(715) 555–0236\nEmail\nhealth@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nFlu shot clinics\nStudent health services\nHalvorsen Library\nCounseling services\nFall 2026 events calendar" }, { "url": "event-2026-football-senior-day.html", "title": "Football Senior Day vs. Lakeview Lutheran", "description": "Saturday, November 7, noon, at Millwright Stadium: the last game of the regular season, the last home game for this year’s seniors, and the last chance this fall to sit in the stands by the river.", "headings": [ "Football Senior Day vs. Lakeview Lutheran", "On this page", "About the event", "Schedule", "Location and access", "Tickets and registration", "Contact and related events" ], "content": "Events Football Senior Day vs. Lakeview Lutheran\nSaturday, November 7, noon, at Millwright Stadium: the last game of the regular season, the last home game for this year’s seniors, and the last chance this fall to sit in the stands by the river.\nAbout the event\nThe Ironclads were 4–1 (2–1 in the conference) through October 8, with a road game, the Forge Bowl and two more road games still to come before this one. Senior Day recognizes every senior on the roster, along with the team managers, athletic trainers and pep band seniors, at midfield before kickoff. Families walk out with them.\nIt is also the last home football game Porter will play as a Wesconsin Collegiate Athletic Conference member, since the move to a nearer conference begins in 2027–28. Nobody is making a ceremony of it, but the old conference banner comes down from the press box after the game.\nSchedule\n9:00 a.m. — What: General lots open (free); Where: Campus lots\n10:30 a.m. — What: Gates open; Where: Millwright Stadium\n11:40 a.m. — What: Senior recognition; Where: Midfield\n12:00 p.m. — What: Kickoff vs. Lakeview Lutheran*; Where: Millwright Stadium\nHalftime — What: Ironclad Pep Band senior feature; Where: North stands\n*Conference game. Weather calls are posted by 10 a.m.\nLocation and access\nAccessible seating with companion seats is at the top of the home-side ramp, and accessible parking is beside the river gate. Bags must be clear, and outside food is not allowed. The full rules are in the game day guide . Tailgating is allowed in the general lots from 9 a.m. until kickoff, with no glass and no open flames bigger than a grill. The Porter Loop runs its 8-minute game-day route with a stadium stop from 10 a.m.\nTickets and registration\nStudents tap a Porter Card at the gate, and the student section is general admission. Public tickets are sold online and at the gate. See athletics tickets . Seniors’ families get reserved seats behind the home bench, and players’ families should check in at the ticket booth by 11 a.m.\nContact and related events\nThe full season is on the fall 2026 schedule . The same evening, the Fall Jazz Night plays in the Founders Ballroom at 7:30. Winter sports schedules are on winter 2026–27 .\nAt a glance\nDate\nSaturday, November 7, 2026\nTime\nKickoff 12:00 p.m.; gates 10:30 a.m.; senior ceremony 11:40 a.m.\nLocation\nMillwright Stadium\nCost\nStudents free with Porter Card; public $8 adult, $5 youth and seniors\nAudience\nOpen to the public\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.; event days as posted\nRelated resources\nFootball\nFall 2026 schedule & results\nGame day guide\nMillwright Stadium\nFall 2026 events calendar" }, { "url": "event-2026-foundry-friday-ornament-build.html", "title": "Foundry Friday: Holiday Ornament Build", "description": "Friday, December 4, 1 to 5 p.m., at the Foundry in Founders Union: the weekly open-tools afternoon turns into an ornament workshop, with laser-cut and 3D-printed templates, free materials and a jazz combo.", "headings": [ "Foundry Friday: Holiday Ornament Build", "On this page", "About the event", "Schedule", "Location and access", "Registration", "Contact and related events" ], "content": "Events Foundry Friday: Holiday Ornament Build\nFriday, December 4, 1 to 5 p.m., at the Foundry in Founders Union: the weekly open-tools afternoon turns into an ornament workshop, with laser-cut and 3D-printed templates, free materials and a jazz combo.\nAbout the event\nEvery Friday afternoon of the semester, the Foundry, the makerspace café in Founders Union, opens its tools and 3D printers to any student with an idea and no particular plan. That is the Foundry Friday tradition. On the second-to-last Friday of the fall term the idea is supplied. Everyone makes ornaments.\nReady-made templates include the Porter “P,” the 1911 depot, a tiny anvil for the Forge Bowl, and a snowflake built from the cross-section of an I-beam, which civil engineering students think is hilarious. You can also bring your own design. Makerspace technicians run the laser cutter in five-minute slots and keep the two newest printers on their usual sign-up sheet. A jazz combo plays from 3 to 4. Finished ornaments can go home with you or onto the Founders Union tree.\nSchedule\n1:00 p.m. — What: Doors; sign-up sheets for the laser and the two newest printers; Where: The Foundry\n1:00–4:30 p.m. — What: Laser-cut ornaments in five-minute slots; paint and finishing table; Where: The Foundry\n1:00–3:00 p.m. — What: Last 3D print starts (prints are picked up Monday); Where: The Foundry\n3:00–4:00 p.m. — What: Jazz combo set; Where: The Foundry\n5:00 p.m. — What: Close; Where: —\nLocation and access\nThe Foundry is on the main level of Founders Union and is step-free. A seated-height work table and large-handle tools are always out. Nothing here needs a shop badge. The full shops in Founders Hall do, as explained on makerspace access .\nRegistration\nNo registration. Materials are free: birch plywood, acrylic, PLA, paint and ribbon. The limit is three ornaments per person until 4 p.m., then whatever is left. Bring a design on a USB stick or in your Porter cloud folder if you are making your own.\nContact and related events\nThe Foundry is staffed by the Forge Makerspace , whose student technicians are hired through the student jobs board as makerspace technicians . The last Foundry Friday of the term is December 11, the last day of classes.\nAt a glance\nDate\nFriday, December 4, 2026\nTime\n1:00–5:00 p.m.\nLocation\nThe Foundry (makerspace café), Founders Union\nCost\nFree; materials provided\nAudience\nAll Porter students\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nForge Makerspace\nFounders Hall 140–150\nPhone\n(715) 555–0219\nEmail\nmakerspace@uwporterfalls.edu\nRelated resources\nThe Forge Makerspace\nTraditions\nMakerspace access\nJazz Orchestra and combos\nFall 2026 events calendar" }, { "url": "event-2026-foundry-pour.html", "title": "Millrace Week Foundry Pour", "description": "Thursday, October 15, in the Founders Hall high bay: about 1,100 pounds of iron from Heritage Hall’s old radiators, melted and poured into 400 trivet molds in front of the public. Doors at 6 p.m., first tap about 6:30.", "headings": [ "Millrace Week Foundry Pour", "On this page", "About the event", "Schedule", "Location and access", "Tickets and registration", "Contact and related events" ], "content": "Events Millrace Week Foundry Pour\nThursday, October 15, in the Founders Hall high bay: about 1,100 pounds of iron from Heritage Hall’s old radiators, melted and poured into 400 trivet molds in front of the public. Doors at 6 p.m., first tap about 6:30.\nAbout the event\nThe Thursday pour has been part of Millrace Week every year since 1958. It is the loud, public half of a tradition that starts with First Forge, the pewter casting new students do at orientation. A cupola furnace runs at about 2,700°F, metalcasting students in leathers tap it, and several hundred people watch from behind a rail.\nThis year’s iron is personal. When Heritage Hall’s bathrooms were gutted over the summer, crews pulled out 31 cast-iron radiators. About 1,100 pounds of that iron will become roughly 400 trivets in the shape of the Porter “P,” each stamped “HERITAGE 2026” on the back. The full story is in the October 5 news story .\nSchedule\n5:30–8:00 p.m. — What: Engineering Express sells cider and coffee; Where: Founders Hall east lobby\n6:00 p.m. — What: Doors open; alumni seating opens on the mezzanine; Where: High bay\nAbout 6:30 p.m. — What: First tap from the cupola; Where: Behind the yellow rail\nAbout 7:30 p.m. — What: Last ladle; molds cool overnight; Where: High bay\nFri, Oct 16, 8:00 a.m. — What: Trivets on sale, limit two per person; Where: Campus store, Founders Union\nLocation and access\nUse the east entrance of Founders Hall . Standing capacity is 450, and when the room fills the pour is shown live on the quad screen. Closed-toe shoes are required. Spectators stay behind the yellow rail, at least 30 feet from the furnace, under the supervision of Environmental Health & Safety . A step-free viewing area with seating is at the north end of the rail, and ear protection is offered at the door. The Forge Makerspace closes at 4 p.m. that day so its student mentors can staff the rail.\nTickets and registration\nFree, with no registration. Alumni attending through Homecoming and reunions have reserved mezzanine seating. Trivets go first to current and former Heritage Hall residents, who reserve them through Alumni Relations. The rest are $25 at the campus store, and proceeds go to the student emergency fund .\nContact and related events\nQuestions about the pour go to the foundry lab, managed by Gordon Haugstad. On Friday, the Ring of Iron and pep rally follow, and the week ends with the Forge Bowl on Saturday.\nAt a glance\nDate\nThursday, October 15, 2026 (fall break; no classes)\nTime\nDoors 6:00 p.m.; first tap about 6:30 p.m.\nLocation\nFounders Hall high bay, east entrance\nCost\nFree\nAudience\nOpen to the public; children under 12 with an adult\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nFoundry lab, Department of Manufacturing & Industrial Engineering\nFounders Hall high bay (east entrance)\nPhone\n(715) 555–0218\nEmail\nfoundrylab@uwporterfalls.edu\nRelated resources\nPour preview (news)\nMillrace Week schedule\nDepartment of Manufacturing & Industrial Engineering\nFounders Hall\nFall 2026 events calendar" }, { "url": "event-2026-international-education-week.html", "title": "International Education Week", "description": "Monday, November 9 through Friday, November 13: a week of study abroad advising, a global lunch at The Forge, a film night and language tables, ending with International Night on Friday.", "headings": [ "International Education Week", "On this page", "About the event", "Schedule", "Location and access", "Tickets and registration", "Contact and related events" ], "content": "Events International Education Week\nMonday, November 9 through Friday, November 13: a week of study abroad advising, a global lunch at The Forge, a film night and language tables, ending with International Night on Friday.\nAbout the event\nInternational Education Week is when International Programs, the International Student Organization and the study abroad office stop working in separate rooms for five days. The week has two audiences. One is Porter students who have never left the Upper Midwest and are wondering whether a semester away is realistic. It usually is, and about 22% of graduates do it. The other is international students, who should not have to explain where they are from at every lunch table.\nMikel Stenberg, who directs International Programs and study abroad, says the most useful hour of the week is Monday’s peer advising. Students who went abroad last year tell you what it actually cost.\nSchedule\nMon, Nov 9, 11 a.m.–2 p.m. — What: Study abroad peer advising: returnees on cost, credit and homesickness; Where: Founders Union, main level\nTue, Nov 10, 4–6 p.m. — What: Passport photo booth and application checklist help ($5 photos); Where: Founders Union 215\nWed, Nov 11, 6:30 p.m. — What: International film night, chosen by ISO members; Where: Halvorsen Library auditorium\nThu, Nov 12, 11 a.m.–1:30 p.m. — What: Global Lunch: dishes picked by international students, cooked with Dining; Where: The Forge, Founders Commons\nThu, Nov 12, 7 p.m. — What: Language tables and trivia; Where: Ironworks Food Hall\nFri, Nov 13, evening — What: International Night; Where: Founders Union Ballroom\nLocation and access\nEvery venue is step-free. The film has captions, and the Global Lunch menu lists allergens and ingredients in full. Wednesday is Veterans Day. The ceremony is at 11 a.m., and no Education Week events are scheduled against it.\nTickets and registration\nEverything is free and needs no registration except International Night , where tickets are $6 for students and $10 for the public, sold through student involvement or at the door while they last. The Global Lunch is a normal meal swipe or the standard door price.\nContact and related events\nStudy abroad application deadlines are October 1 for spring and March 1 for fall and summer. Details are on study abroad . Support for international students is on international students and the international student FAQ .\nAt a glance\nDate\nMonday, November 9 – Friday, November 13, 2026\nTime\nDaily; see schedule\nLocation\nFounders Union, The Forge, Halvorsen Library\nCost\nFree except International Night (students $6, public $10)\nAudience\nEveryone\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nInternational Programs\nFounders Union 215\nPhone\n(715) 555–0239\nEmail\ninternational@uwporterfalls.edu\nRelated resources\nStudy abroad\nInternational students\nInternational Student Organization\nInternational Night\nFall 2026 events calendar" }, { "url": "event-2026-lantern-brass-quintet.html", "title": "Visiting Artists: Lantern Brass Quintet", "description": "Thursday, November 19, 7:30 p.m., in Thorsen Theatre: a touring brass quintet plays the first visiting-artist concert of the season, after a free afternoon masterclass with Porter’s brass players.", "headings": [ "Visiting Artists: Lantern Brass Quintet", "On this page", "About the event", "Schedule", "Location and access", "Tickets and registration", "Contact and related events" ], "content": "Events Visiting Artists: Lantern Brass Quintet\nThursday, November 19, 7:30 p.m., in Thorsen Theatre: a touring brass quintet plays the first visiting-artist concert of the season, after a free afternoon masterclass with Porter’s brass players.\nAbout the event\nThe Lantern Brass Quintet is a touring group of two trumpets, a horn, a trombone and a tuba. It is one of two visiting artists on the 2026–27 season . Its program mixes Renaissance dances arranged for brass, a contemporary suite written for the quintet, and a closing set of marches and rags that nobody in the audience will be able to sit still through. Between pieces the players explain what they are doing, including why the tuba player brought two tubas.\nBoth visiting artists also teach. In the afternoon the quintet works with the Wind Symphony brass on breathing, blend and how five people stay together without a conductor. The session is open to students from any ensemble, and listeners are welcome too.\nSchedule\n3:30–5:00 p.m. — What: Masterclass with Wind Symphony brass (free; listeners welcome); Where: Thorsen Theatre\n6:30 p.m. — What: Box office window opens; Where: Thorsen Theatre lobby\n7:30 p.m. — What: Concert; Where: Thorsen Theatre\nAbout 9:00 p.m. — What: Concert ends; quintet meets the audience in the lobby; Where: East lobby\nLocation and access\nThorsen Theatre seats 312 and is in the Applied Arts Building , with step-free access from the east entrance and accessible parking beside it. Wheelchair and companion seating, assistive listening receivers and a hearing loop are available. Parking in the Applied Arts lot is free after 5 p.m.\nTickets and registration\nBuy at the box office window, Monday–Friday from noon to 5, or online, where there is a $1.50 fee. Porter students show a Porter Card at the door. The $48 public season pass includes this concert. The masterclass needs no ticket. Groups of ten or more, including school bands, get the group rate through the box office.\nContact and related events\nThe season’s other visiting artist, percussionist Adaeze Holloway, plays February 25. Student chamber groups play four days earlier at Chamber Music Recital I . Students who want lessons can look at music lessons for non-majors .\nAt a glance\nDate\nThursday, November 19, 2026\nTime\nMasterclass 3:30 p.m.; concert 7:30 p.m.\nLocation\nThorsen Theatre, Applied Arts Building\nCost\nConcert $12 adult, $5 seniors and youth, Porter students free; masterclass free\nAudience\nGeneral audience\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nArts Box Office\nApplied Arts Building 104 (east lobby)\nPhone\n(715) 555–0226\nEmail\nboxoffice@uwporterfalls.edu\nHours\nMon–Fri, noon–5 p.m. during the fall and spring terms\nRelated resources\nArts season 2026–27\nWind Symphony\nBox office\nChamber music\nFall 2026 events calendar" }, { "url": "event-2026-load-bearing-opening-reception.html", "title": "Opening Reception: Load Bearing, Art & Design Faculty Exhibition", "description": "Thursday, October 29, 5 to 7 p.m., in the Furlong Gallery: the biennial faculty show opens with free food and an artist talk at 5:30. Fourteen faculty, and every object holds something up or holds something in.", "headings": [ "Opening Reception: Load Bearing, Art & Design Faculty Exhibition", "On this page", "About the event", "Schedule", "Location and access", "Admission", "Contact and related events" ], "content": "Events Opening Reception: Load Bearing, Art & Design Faculty Exhibition\nThursday, October 29, 5 to 7 p.m., in the Furlong Gallery: the biennial faculty show opens with free food and an artist talk at 5:30. Fourteen faculty, and every object holds something up or holds something in.\nAbout the event\nLoad Bearing is this year’s faculty exhibition from the Department of Art & Design. It is built around objects that hold something up or hold something in: stoneware storage jars, a steam-bent ash bench, a woven room divider, letterpress broadsides about bridges, and an industrial-design prototype of a folding hospital step stool. The Health Sciences Center has asked to keep the step stool, which is inconvenient for the exhibition.\nOpening receptions in the gallery follow a pattern. The doors open at five, the food is free, and one artist talks for about fifteen minutes at 5:30. This time three of the fourteen faculty will take five minutes each. Anyone may walk in.\nSchedule\n5:00 p.m. — What: Gallery opens; food and cider; Where: Furlong Gallery\n5:30 p.m. — What: Artist talks (three faculty, five minutes each); Where: Furlong Gallery, center room\n7:00 p.m. — What: Reception ends; staffed hours run until 8 p.m. on Thursdays; Where: Furlong Gallery\nThu, Nov 12, 4:30 p.m. — What: Gallery talk; Where: Furlong Gallery\nSun, Nov 15, 2:00 p.m. — What: Chamber Music Recital I, among the work; Where: Furlong Gallery\nLocation and access\nThe gallery is on the ground floor of the Applied Arts Building , inside the west entrance, and it is step-free. Parking in the Applied Arts lot is free after 5 p.m. Large-print labels are at the desk. The bench is meant to be sat on, and a sign says so. Nothing else is.\nAdmission\nAlways free, with no ticket or registration. K–12 and community groups can book a free guided visit with two weeks’ notice. The exhibition runs through December 4.\nContact and related events\nEvery show this year is on Furlong Gallery exhibitions , and the research side of the gallery is on Furlong Gallery & University Collections . The next gallery event after this exhibition is the B.F.A. Senior Exhibition opening on December 12. Before that, Chamber Music Recital I plays in the gallery on November 15.\nAt a glance\nDate\nThursday, October 29, 2026\nTime\n5:00–7:00 p.m.; artist talk 5:30 p.m.\nLocation\nFurlong Gallery, Applied Arts Building\nCost\nFree\nAudience\nOpen to the public\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nFurlong Gallery\nApplied Arts Building, ground floor (west entrance)\nPhone\n(715) 555–0217\nEmail\nfurlong@uwporterfalls.edu\nHours\nStaffed Tue–Sat, noon–5 p.m.; Thu until 8 p.m.\nRelated resources\nFurlong Gallery exhibitions\nArts season 2026–27\nDepartment of Art & Design\nApplied Arts Building\nFall 2026 events calendar" }, { "url": "event-2026-mock-interview-night.html", "title": "Mock Interview Night with Employers", "description": "Tuesday, October 27, 5 to 8 p.m., in Commerce Hall: a 20-minute practice interview with a real recruiter or alumni hiring manager, then ten minutes of honest feedback.", "headings": [ "Mock Interview Night with Employers", "On this page", "About the event", "Schedule", "Location and access", "Registration", "Contact and related events" ], "content": "Events Mock Interview Night with Employers\nTuesday, October 27, 5 to 8 p.m., in Commerce Hall: a 20-minute practice interview with a real recruiter or alumni hiring manager, then ten minutes of honest feedback.\nAbout the event\nTwice a year Career Services fills the second floor of Commerce Hall with people who interview for a living. This fall that is 34 volunteers from 22 employers, including manufacturers, two hospital systems, a packaging company, three software shops and the Porter Falls Area School District, plus a dozen alumni who now do the hiring. Each one runs a 20-minute interview from a real job posting in your field and spends ten minutes telling you what they would have written down.\nThe timing is deliberate. Spring co-op interviews start in November, and most students who walk into one cold have not done a practice interview since high school. Volunteers are asked to be as honest as they would be in a hiring debrief, and politer.\nSchedule\n4:30 p.m. — What: Check-in opens; Career Closet pop-up rack; Where: Commerce Hall, second-floor lobby\n5:00–8:00 p.m. — What: Interviews in 30-minute slots (20 minutes of interview, 10 of feedback); Where: Second-floor classrooms\n5:30 and 6:30 p.m. — What: 15-minute “tell me about yourself” clinic for anyone waiting; Where: Commerce Hall 210\nLocation and access\nCommerce Hall is step-free from the quad entrance, and the elevator is just inside. Wear what you would wear to the real interview. If you do not own that yet, the Career Closet rack at check-in has blazers, shirts and shoes to keep, and fitting appointments are open all week. Accommodations for the interview itself, such as extra time or a written version of the questions, can be requested when you book.\nRegistration\nBook a slot in PorterCareers. Choose your field, upload a résumé and paste in the posting you want to practice for. There are 180 slots, and last spring they were gone in four days. If you miss out, Career Services runs individual mock interviews by appointment all term.\nContact and related events\nBefore you come, read preparing for interviews . The next night brings the Graduate & Professional School Fair , also in Commerce Hall.\nAt a glance\nDate\nTuesday, October 27, 2026\nTime\n5:00–8:00 p.m. (30-minute slots)\nLocation\nCommerce Hall, second-floor classrooms\nCost\nFree\nAudience\nAll students; co-op and internship seekers first\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nMock interviews\nPreparing for interviews\nCareer Closet\nCareer Services\nFall 2026 events calendar" }, { "url": "event-2026-preview-day-november.html", "title": "Ironclad Preview Day: November 14", "description": "Saturday, November 14, 8:30 a.m. to 3:30 p.m.: all seven colleges open, plus an Engineering & Technology open lab in the Founders Hall high bay, two weeks before the first-round merit scholarship date.", "headings": [ "Ironclad Preview Day: November 14", "On this page", "About the event", "Schedule", "Location and access", "Tickets and registration", "Contact and related events" ], "content": "Events Ironclad Preview Day: November 14\nSaturday, November 14, 8:30 a.m. to 3:30 p.m.: all seven colleges open, plus an Engineering & Technology open lab in the Founders Hall high bay, two weeks before the first-round merit scholarship date.\nAbout the event\nThe November Preview Day follows the same agenda as October’s, with one addition. From 2:15 to 3:30 the Founders Hall high bay is open as an Engineering & Technology lab, where senior design teams run their projects and the foundry crew shows how a sand mold is packed. Prospective engineering students usually stay to the end, and so do their parents.\nThe timing matters for seniors. Students admitted by December 1 are reviewed in the first round of merit awards, and decisions take about two weeks. Applying on the spot at a Preview Day, which is free, is the practical way to make that date.\nSchedule\n8:30–9:15 a.m. — What: Check-in, coffee and cider; Where: Welcome Center (the Depot)\n9:15–9:45 a.m. — What: Welcome from Trudy Solberg, Director of Admissions; Where: Founders Union Great Room\n10:00–11:00 a.m. — What: College sessions; Where: Each college’s building\n11:10 a.m.–12:20 p.m. — What: Student-led tour; Where: Leaves from Founders Union\n12:30–1:30 p.m. — What: Lunch; Where: The Forge, Founders Commons\n1:30–2:15 p.m. — What: Paying for Porter; Where: Founders Union Great Room\n2:15–3:30 p.m. — What: Engineering open lab, or apply on the spot, hall open house or faculty office hours; Where: Founders Hall high bay and elsewhere\nLocation and access\nPark in Lot D next to the Welcome Center . STEM Saturday runs the same morning, so younger siblings in grades K–8 can spend it building circuits, if their family registered them separately. An accessible shuttle follows the tour loop. Ask for interpreters or accessible transport by Monday, November 9.\nTickets and registration\nFree. Register on the visit page or at (715) 555–0144 by Wednesday, November 11. Check the travel grant box if you live 60 or more miles away and money is the obstacle.\nContact and related events\nThe full scholarship calendar is on scholarship deadlines and priority dates . Your regional counselor may visit your school this fall. See the travel schedule . The next Preview Day is Monday, January 18, 2027.\nAt a glance\nDate\nSaturday, November 14, 2026\nTime\n8:30 a.m.–3:30 p.m.\nLocation\nCheck in at the Welcome Center (the 1911 Depot)\nCost\nFree, lunch included\nAudience\nProspective students (400 places) and up to three guests each\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nOffice of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0144 (visits)\nEmail\nadmissions@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nIronclad Preview Days\nScholarship deadlines\nVisit campus\nPreview Day, October 24\nFall 2026 events calendar" }, { "url": "event-2026-preview-day-october.html", "title": "Ironclad Preview Day: October 24", "description": "Saturday, October 24, 8:30 a.m. to 3:30 p.m.: an open house for prospective students and families, with all seven colleges open, a student-led tour, lunch at The Forge and fall color on the Riverfront Trail.", "headings": [ "Ironclad Preview Day: October 24", "On this page", "About the event", "Schedule", "Location and access", "Tickets and registration", "Contact and related events" ], "content": "Events Ironclad Preview Day: October 24\nSaturday, October 24, 8:30 a.m. to 3:30 p.m.: an open house for prospective students and families, with all seven colleges open, a student-led tour, lunch at The Forge and fall color on the Riverfront Trail.\nAbout the event\nPreview Days are longer and broader than a weekday visit. Every college is open, faculty are around to talk, and you can apply on the spot. This is the first of six this year and usually the best-looking, because peak color on the river is the second or third week of October and the tour route crosses the Millrace.\nThe date is also Family Weekend for current students. Campus will be busy and The Forge will be loud. Prospective families have said they find that more reassuring than a quiet campus.\nSchedule\n8:30–9:15 a.m. — What: Check-in, name tags, coffee and cider; Where: Welcome Center (the Depot)\n9:15–9:45 a.m. — What: Welcome from Trudy Solberg, Director of Admissions; Where: Founders Union Great Room\n10:00–11:00 a.m. — What: College sessions with faculty and students; Where: Each college’s building\n11:10 a.m.–12:20 p.m. — What: Student-led tour; Where: Leaves from Founders Union\n12:30–1:30 p.m. — What: Lunch; Where: The Forge, Founders Commons\n1:30–2:15 p.m. — What: Paying for Porter: net price, scholarships, FAFSA; Where: Founders Union Great Room\n2:15–3:30 p.m. — What: Choose one: apply on the spot, residence hall open house, faculty office hours, or a coach meeting; Where: Various\nLocation and access\nPark in Lot D next to the Welcome Center . Your parking pass comes with your confirmation email. The tour is about a mile with one hill, and an accessible shuttle follows the same loop. Ask for interpreters or accessible transport at least five business days ahead, which means by Monday, October 19.\nTickets and registration\nFree. Register online from the visit page or call (715) 555–0144 by Wednesday, October 21, or until the date fills. Tell us your intended program so the right college session is on your schedule. Students who live 60 or more miles away and meet the need criteria can claim the Preview Day Travel Grant when they register.\nContact and related events\nCannot make it? The November 14 Preview Day adds an engineering open lab, and weekday tours run all year. Seniors applying for merit aid should note December 1 on scholarship deadlines .\nAt a glance\nDate\nSaturday, October 24, 2026\nTime\n8:30 a.m.–3:30 p.m.\nLocation\nCheck in at the Welcome Center (the 1911 Depot)\nCost\nFree, lunch included\nAudience\nProspective students (400 places) and up to three guests each\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nOffice of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0144 (visits)\nEmail\nadmissions@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nIronclad Preview Days\nVisit campus\nCampus tour options\nHigh school senior timeline\nFall 2026 events calendar" }, { "url": "event-2026-residence-hall-trick-or-treat.html", "title": "Residence Hall Trick-or-Treat", "description": "Saturday, October 31, 4 to 6 p.m.: children from Porter Falls and Cedar Bluff trick-or-treat door to door in Millrace Hall and Riverside Hall, indoors, warm and well lit, with residents handing out the candy.", "headings": [ "Residence Hall Trick-or-Treat", "On this page", "About the event", "Schedule", "Location and access", "Registration", "Contact and related events" ], "content": "Events Residence Hall Trick-or-Treat\nSaturday, October 31, 4 to 6 p.m.: children from Porter Falls and Cedar Bluff trick-or-treat door to door in Millrace Hall and Riverside Hall, indoors, warm and well lit, with residents handing out the candy.\nAbout the event\nFor one evening a year, two residence halls open their doors to the neighbors. The Residence Hall Association and the resident assistants turn the hallways of Millrace and Riverside into a trick-or-treat route. Doors that are decorated and propped open are giving out candy. Closed doors are not, and children are asked not to knock. Last year about 600 children came through, and residents gave out an estimated 14,000 pieces of candy, some of it bought with the hall council budget and most of it from the residents themselves.\nSeveral floors run a theme. The fourth floor of Millrace has run a haunted hallway two years running, with a less-scary version for small children from 4 to 4:30.\nSchedule\n3:45 p.m. — What: Check-in and wristbands; Where: Millrace Hall main lobby\n4:00–4:30 p.m. — What: Quiet half-hour: lights up, no costumes that jump out; Where: Both halls\n4:00–6:00 p.m. — What: Trick-or-treat route; Where: Millrace Hall floors 1–4; Riverside Hall floors 1–3\n4:00–6:00 p.m. — What: Allergy-friendly table with non-food treats; Where: Riverside Hall lobby\nLocation and access\nBoth halls have elevators, and the route is fully indoors and step-free. Walking between them takes about four minutes on a lit path. Park free in the general lots on Saturday. Visitor parking shows which lots, and the closest is the North lot. Strollers are welcome. Every child must stay with an adult, and residents will not let a child into a room.\nRegistration\nNo registration. Check in once at the Millrace Hall lobby for a wristband so the RAs can count heads. Residents who want to hand out candy sign up with their RA by October 26. Floors that sign up get a share of the candy budget.\nContact and related events\nThe event is run by Residence Life and the RHA, with Campus Safety on site. More on the halls is on Millrace Hall , and more free events for families are on For the community . The next family event is STEM Saturday on November 14 .\nAt a glance\nDate\nSaturday, October 31, 2026\nTime\n4:00–6:00 p.m.\nLocation\nMillrace Hall and Riverside Hall (check in at Millrace Hall)\nCost\nFree\nAudience\nChildren 12 and under with an adult\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nHousing & Residence Life\nFounders Union 130\nPhone\n(715) 555–0143\nEmail\nhousing@uwporterfalls.edu\nRelated resources\nResidence Life\nResidence Hall Association\nFor the community\nVisitor parking\nFall 2026 events calendar" }, { "url": "event-2026-ring-of-iron-and-pep-rally.html", "title": "Ring of Iron and Millrace Week Pep Rally", "description": "Friday, October 16: graduating seniors circle Founders Hall at dusk, about 6:15 p.m., and then everyone fills Ironclad Fieldhouse at 8 p.m. for the night-before-the-Forge-Bowl pep rally.", "headings": [ "Ring of Iron and Millrace Week Pep Rally", "On this page", "About the event", "Schedule", "Location and access", "Registration", "Contact and related events" ], "content": "Events Ring of Iron and Millrace Week Pep Rally\nFriday, October 16: graduating seniors circle Founders Hall at dusk, about 6:15 p.m., and then everyone fills Ironclad Fieldhouse at 8 p.m. for the night-before-the-Forge-Bowl pep rally.\nAbout the event\nThe Ring of Iron is the quietest thing that happens all week. On the Friday of Millrace Week, graduating seniors meet at dusk at the 1912 cornerstone of Founders Hall. They form a ring, each with a hand on the shoulder of the person beside them, and walk one slow lap of the building. Then they go home. There are no speeches and no programs, and the university has never quite admitted to organizing it. Nobody can say for certain why it happens at dusk. The usual student explanation is that it is easier to be sentimental when you cannot see anyone’s face too clearly.\nTwo hours later the noise comes back. The pep rally in Ironclad Fieldhouse brings out the football team, the Ironclad Pep Band, the spirit squad and the mascot. Before Saturday’s Forge Bowl , the 138-pound anvil trophy appears on a cart pushed by two offensive linemen.\nSchedule\n5:45 p.m. — What: Seniors gather (December and May graduates both count); Where: Founders Hall steps\nAbout 6:15 p.m. — What: Ring of Iron, one lap; Where: Around Founders Hall\n6:45 p.m. — What: Distinguished Alumni Awards dinner (ticketed, separate); Where: Founders Union ballroom\n7:30 p.m. — What: Fieldhouse doors open; Where: Ironclad Fieldhouse\n8:00 p.m. — What: Pep rally; Where: Ironclad Fieldhouse\nLocation and access\nThe lap around Founders Hall is paved and level except for the north side, where seniors who use wheelchairs or would rather not do the hill can wait at the cornerstone. The ring closes around them, as it has done for years. Underclassmen and families are asked to watch from the quad side, quietly. The fieldhouse has accessible seating on the concourse level. Founders Union stays open until 1 a.m. both nights of the weekend.\nRegistration\nNeither event needs a ticket. Seniors do not register for the Ring. You just show up. Alumni coming back for reunions should look at Homecoming and reunions 2026 for the Friday evening class gatherings.\nContact and related events\nThe pep rally is organized by the Millrace Week committee with Ironclad Athletics. The full week is on the Millrace Week schedule . Earlier in the week are the cardboard boat regatta and the Foundry pour .\nAt a glance\nDate\nFriday, October 16, 2026 (fall break; no classes)\nTime\nRing of Iron at dusk, about 6:15 p.m.; pep rally 8:00 p.m.\nLocation\nFounders Hall cornerstone; Ironclad Fieldhouse\nCost\nFree\nAudience\nRing: graduating seniors only. Pep rally: everyone\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nMillrace Week Committee, c/o Dean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\nmillraceweek@uwporterfalls.edu\nRelated resources\nTraditions\nForge Bowl\nIronclad Pep Band\nHomecoming and reunions 2026\nFall 2026 events calendar" }, { "url": "event-2026-soccer-doubleheader-chippewa-valley.html", "title": "Soccer Doubleheader vs. Chippewa Valley State", "description": "Sunday, October 18, at Millwright Stadium: the women play Chippewa Valley State at 1 p.m. and the men at 3:30 p.m., the day after the Forge Bowl, with conference seeding at stake.", "headings": [ "Soccer Doubleheader vs. Chippewa Valley State", "On this page", "About the event", "Schedule", "Location and access", "Tickets and registration", "Contact and related events" ], "content": "Events Soccer Doubleheader vs. Chippewa Valley State\nSunday, October 18, at Millwright Stadium: the women play Chippewa Valley State at 1 p.m. and the men at 3:30 p.m., the day after the Forge Bowl, with conference seeding at stake.\nAbout the event\nMost conference soccer dates are doubleheaders, and on home football Saturdays soccer moves to Sunday. This one comes the day after the Forge Bowl , against the same opponent, and both teams expect a crowd of people who did not quite get enough rivalry the day before.\nThrough October 8 the women were 6–2–1 (3–2 in the conference) and the men 5–2–2 (3–1–1). Both play Wednesday, October 14 at home against Northern Wesconsin Tech, and both close the regular season at Lakeview Lutheran on October 24. Conference tournament quarterfinals are Tuesday, November 3, at the higher seed, so a result here can decide who hosts.\nAfter each match, children 12 and under are invited onto the field for the high-five line with the team. Bring a blanket for the bleachers and expect the second match to end around dusk.\nSchedule\n12:15 p.m. — What: Gates open; Where: Millwright Stadium, river gate\n1:00 p.m. — What: Women’s soccer vs. Chippewa Valley State*; Where: Millwright Stadium\n3:30 p.m. — What: Men’s soccer vs. Chippewa Valley State*; Where: Millwright Stadium\n*Wesconsin Collegiate Athletic Conference match. Weather calls are posted on the athletics site by 10 a.m.\nLocation and access\nMillwright Stadium is on the north edge of campus by the river. For soccer, only the home-side bleachers open. Accessible seating is at field level by the river gate, and accessible parking is in the lot beside it. Every general lot is free on Sunday. Bring a layer. The river wind arrives around the second half of the men’s match every October.\nTickets and registration\nStudents tap a Porter Card at the gate. Public tickets are sold at the gate starting at 12:15. One ticket covers both matches. Prices and season options are on the athletics tickets page. The concession stand at the river gate takes cards and Porter Card, and the hot cider runs out before the men kick off.\nContact and related events\nResults, start times and the rest of the fall are on the fall 2026 schedule . The next home event is volleyball’s Senior Night on October 28.\nAt a glance\nDate\nSunday, October 18, 2026\nTime\nWomen 1:00 p.m.; men 3:30 p.m.\nLocation\nMillwright Stadium\nCost\nStudents free with Porter Card; public $8 adult, $5 youth and seniors\nAudience\nOpen to the public\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.; event days as posted\nRelated resources\nFall 2026 schedule & results\nWomen’s soccer\nMen’s soccer\nAthletics tickets\nFall 2026 events calendar" }, { "url": "event-2026-spring-registration-opens.html", "title": "Spring 2027 Registration Opens", "description": "Monday, November 2, 7 a.m.: continuing students begin registering for spring 2027 in MyPorter, in windows by credits earned. The schedule of classes posts Monday, October 19.", "headings": [ "Spring 2027 Registration Opens", "On this page", "About the event", "Schedule", "Location and access", "Before your window opens", "Contact and related events" ], "content": "Events Spring 2027 Registration Opens\nMonday, November 2, 7 a.m.: continuing students begin registering for spring 2027 in MyPorter, in windows by credits earned. The schedule of classes posts Monday, October 19.\nAbout the event\nRegistration is not exactly an event, but it is the one date this fall that every student needs on a calendar. The spring 2027 schedule of classes , which includes fourteen new courses, posts in MyPorter on Monday, October 19. That leaves two weeks to plan, meet your adviser and clear holds before your window opens.\nWindows open by credits earned, including credits in progress this fall. Your exact time is on the MyPorter registration page from October 19. Spring classes begin Monday, January 25, 2027.\nSchedule\nMon, Oct 19 — Who: Schedule of classes posts; registration times appear; Where: MyPorter\nMon, Nov 2 — Who: Graduate students; students with priority registration (military-connected and accessibility-approved); Where: MyPorter\nTue, Nov 3 — Who: Seniors, 90+ credits; Where: MyPorter\nThu, Nov 5 — Who: Juniors, 60–89 credits; Where: MyPorter\nMon, Nov 9 — Who: Sophomores, 30–59 credits; Where: MyPorter\nWed, Nov 11 — Who: First-year students, under 30 credits; Where: MyPorter\nMon, Nov 16 — Who: Non-degree and guest students; open registration for all; Where: MyPorter\nLocation and access\nRegistration happens online, and the help desk is at the Registrar’s counter in Founders Union 105. On November 2 and 3 the counter opens at 7 a.m., not 7:45. If a screen reader or another tool has trouble with the registration page, call the Registrar and staff will register you by phone at your window time.\nBefore your window opens\nCheck for registration holds now. Only the office that placed a hold can remove it.\nMeet your adviser. Many programs require an advising release before your window opens. See academic advising .\nBuild a shopping cart with backups. Popular sections fill in the first hour.\nMissing a prerequisite? Ask the department for an override before your time.\nContact and related events\nThe rules for waitlists and permission numbers are on course registration , and common questions are answered in the registration FAQ . The next academic deadline is the final exam conflict deadline on November 30.\nAt a glance\nDate\nMonday, November 2, 2026 (windows through Nov 16)\nTime\nEach window opens at 7:00 a.m.\nLocation\nOnline in MyPorter; help at Founders Union 105\nCost\nNo fee\nAudience\nContinuing undergraduate and graduate students\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nOffice of the Registrar\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nNew courses for spring 2027\nCourse registration\nRegistration holds\nAcademic calendar\nFall 2026 events calendar" }, { "url": "event-2026-stem-saturday-circuits.html", "title": "STEM Saturday: Circuits You Can Squish", "description": "Saturday, November 14, from 9 a.m., in Jarvis Technology Center 120: kids in kindergarten through grade 8 build circuits from conductive dough, LEDs and switches. Registration opens Saturday, October 17.", "headings": [ "STEM Saturday: Circuits You Can Squish", "On this page", "About the event", "Schedule", "Location and access", "Tickets and registration", "Contact and related events" ], "content": "Events STEM Saturday: Circuits You Can Squish\nSaturday, November 14, from 9 a.m., in Jarvis Technology Center 120: kids in kindergarten through grade 8 build circuits from conductive dough, LEDs and switches. Registration opens Saturday, October 17.\nAbout the event\nSTEM Saturdays are monthly, hands-on mornings in real Porter labs, taught by faculty and Porter students, many of them future teachers. November’s theme is circuits you can squish. Younger kids make conductive and insulating dough and discover that an LED cares which way round it goes. Grades 3–5 add switches and a buzzer. Grades 6–8 build a working pressure sensor from dough and a multimeter, and then try to beat it.\nEveryone goes home with what they built, which this month is soft, slightly salty and not for eating.\nSchedule\n8:30–9:00 a.m. — What: Check-in (photo ID for pickup list); Where: Founders Union main lobby\n9:00–10:30 a.m. — What: Grades K–2 (parent or guardian stays on campus); Where: Jarvis Technology Center 120\n9:00 a.m.–noon — What: Grades 3–5, with a snack break; Where: Jarvis Technology Center 120\n9:00 a.m.–noon — What: Grades 6–8; Where: Jarvis Technology Center 120\n10:30 a.m. / noon — What: Pickup; Where: Founders Union main lobby\nLocation and access\nCheck-in and pickup are in Founders Union. Volunteers walk the groups across to Jarvis , which is step-free with an elevator. Parents of K–2 children wait in the Founders Union family lounge, where there is coffee, or stay in the room. Ratios are one adult to six children in K–2 and one to eight in grades 3–8, and every adult has been cleared through youth program clearance . Snacks are nut-free. Preview Day is the same morning, so allow extra time to park.\nTickets and registration\nRegistration opens Saturday, October 17, at 8 a.m. Popular sessions fill within a day. The price is $12 per child, $8 for each sibling at the same session, or the $70 season pass, and the session is free for any family that checks the scholarship box, with no questions asked. Teachers and scout or 4-H leaders can reserve up to eight seats at the scholarship rate.\nContact and related events\nNext month is “The Drop Test” on December 12, with registration opening November 14. More for families is on For the community . Adults who would like to help can sign up through volunteer on campus . Allow three weeks for clearance.\nAt a glance\nDate\nSaturday, November 14, 2026\nTime\nK–2: 9:00–10:30 a.m.; grades 3–8: 9:00 a.m.–noon\nLocation\nJarvis Technology Center 120; check in at Founders Union\nCost\n$12 per child; $8 per sibling; free for any family that asks\nAudience\nChildren in grades K–8 (24 seats per grade band)\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nYouth Programs & Community Outreach\nFounders Union 150\nPhone\n(715) 555–0174\nEmail\nyouthprograms@uwporterfalls.edu\nRelated resources\nSTEM Saturdays\nYouth camps & programs\nFor the community\nVolunteer on campus\nFall 2026 events calendar" }, { "url": "event-2026-town-gown-council-meeting.html", "title": "Town–Gown Council Public Meeting", "description": "Wednesday, November 18, 4:30 p.m., at City Hall Council Chambers on Main Street: the council that brings the city and the university together takes up a Sunday Porter Loop pilot and hears public comment.", "headings": [ "Town–Gown Council Public Meeting", "On this page", "About the event", "Schedule", "Location and access", "Speaking and registration", "Contact and related events" ], "content": "Events Town–Gown Council Public Meeting\nWednesday, November 18, 4:30 p.m., at City Hall Council Chambers on Main Street: the council that brings the city and the university together takes up a Sunday Porter Loop pilot and hears public comment.\nAbout the event\nThe Town–Gown Council is where Porter Falls and the university talk things through before either one acts. It is co-chaired by Mayor Ruth Ellingboe and Chancellor Dr. Elaine Vandehey, and its members include alderpersons, neighborhood associations, the Depot District businesses, Campus Safety, Student Government and Porter County Transit. It makes recommendations, not laws, but most shared-service agreements between the city and the campus start here.\nThe main item is the Porter Loop. The 2027 transit contract is $1.14 million, split 62% university and 38% city. The open question is whether to add a Sunday pilot from noon to 6 p.m., which would cost another $96,000, split the same way. The council’s recommendation is due at this meeting.\nSchedule\n4:30 p.m. — What: Call to order; minutes; Where: Council Chambers\n4:35 p.m. — What: Public comment (15 minutes; three minutes per speaker); Where: Council Chambers\n4:50 p.m. — What: Porter Loop Sunday pilot: discussion and recommendation; Where: Council Chambers\n5:30 p.m. — What: Rental registration update; Millrace Week noise review; Where: Council Chambers\nAbout 6:00 p.m. — What: Adjourn; Where: —\nLocation and access\nCity Hall is on Main Street in the Depot District, about 15 minutes on foot from campus or one Porter Loop ride to the Depot Plaza stop. The chambers are accessible, with a hearing loop. The meeting is streamed on the city’s public-access channel, and the agenda is posted a week ahead, on November 11.\nSpeaking and registration\nNo registration is needed to attend. To speak in public comment, sign up at the door before 4:30 p.m. To put an item on a future agenda, email the council staff by the Monday two weeks before a meeting. A concern about a specific address goes to the police non-emergency line or the Dean of Students Office, not to the council.\nContact and related events\nRoutes and schedules are on transportation and parking , and the bus is live on the shuttle tracker . For more on the city, see Porter Falls, WE and participating in Porter Falls . The council meets next on February 17, 2027, on campus.\nAt a glance\nDate\nWednesday, November 18, 2026\nTime\n4:30 p.m. (about 90 minutes)\nLocation\nCity Hall Council Chambers, Main Street\nCost\nFree\nAudience\nOpen to the public; residents and students may speak\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nTown–Gown Council staff, Office of Outreach & Engagement\nMillwright Hall 120\nPhone\n(715) 555–0235\nEmail\ntowngown@uwporterfalls.edu\nRelated resources\nTown–Gown Council\nTransportation & parking\nPorter Falls, WE\nFor the community\nFall 2026 events calendar" }, { "url": "event-2026-veterans-day-ceremony.html", "title": "Veterans Day Ceremony 2026", "description": "Wednesday, November 11, 11 a.m., at Memorial Plaza: a 30-minute outdoor ceremony with the Porter Falls Community Band, followed by an open house in the Veteran Resource Center.", "headings": [ "Veterans Day Ceremony 2026", "On this page", "About the event", "Schedule", "Location and access", "Registration", "Contact and related events" ], "content": "Events Veterans Day Ceremony 2026\nWednesday, November 11, 11 a.m., at Memorial Plaza: a 30-minute outdoor ceremony with the Porter Falls Community Band, followed by an open house in the Veteran Resource Center.\nAbout the event\nAbout 400 Porter students use education benefits connected to military service, along with dozens of faculty and staff who served. The ceremony is short on purpose. It begins with the flag, then a reading of the names of Porter students and alumni who died in service, then remarks from a student veteran chosen by the Student Veterans Organization . Chancellor Dr. Elaine Vandehey speaks for two minutes, and she has been told it is two.\nThe Porter Falls Community Band plays, as it has for decades. About a third of its members are Porter students, faculty or staff, and several are veterans themselves.\nSchedule\n10:45 a.m. — What: Community Band prelude; Where: Memorial Plaza\n11:00 a.m. — What: Posting of the colors; reading of names; Where: Memorial Plaza\nAbout 11:15 a.m. — What: Student veteran remarks; Chancellor’s remarks; Where: Memorial Plaza\n11:30 a.m. — What: Closing; Taps; Where: Memorial Plaza\n11:45 a.m.–1:30 p.m. — What: Open house and chili lunch; Where: Veteran Resource Center, Founders Union 110\nLocation and access\nMemorial Plaza is paved and level, with chairs for anyone who needs one and a reserved row for veterans and Gold Star families. If it rains or the wind chill is below 10°F, the ceremony moves to the Founders Union Great Room at the same time, and the decision is posted on campus status by 9 a.m. Classes meet as usual. Instructors have been asked to excuse students who attend.\nRegistration\nNo tickets and no registration. Families of students and alumni named in the reading are welcome to ask the Veteran Resource Center about reserved seats.\nContact and related events\nThe Veteran Resource Center moved this spring to a larger space with a full-time benefits counselor. The April story has the details. Student veterans can ask the center about the Ironclad Veterans Scholarship, priority registration for spring and the peer-mentoring program. The ceremony falls during International Education Week , which schedules nothing against it.\nAt a glance\nDate\nWednesday, November 11, 2026\nTime\n11:00–11:30 a.m.; open house until 1:30 p.m.\nLocation\nMemorial Plaza; open house in Founders Union 110\nCost\nFree\nAudience\nOpen to the public\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nVeteran Resource Center\nFounders Union 110\nPhone\n(715) 555–0142\nEmail\nveterans@uwporterfalls.edu\nRelated resources\nVeteran Resource Center\nStudent Veterans Organization\nPorter Falls Community Band\nStudent veterans at Porter\nFall 2026 events calendar" }, { "url": "event-2026-volleyball-senior-night.html", "title": "Volleyball Senior Night vs. Northern Wesconsin Tech", "description": "Wednesday, October 28, 7 p.m., in Ironclad Fieldhouse: the last regular-season home match for a team that started 10–1, with five seniors recognized before first serve.", "headings": [ "Volleyball Senior Night vs. Northern Wesconsin Tech", "On this page", "About the event", "Schedule", "Location and access", "Tickets and registration", "Contact and related events" ], "content": "Events Volleyball Senior Night vs. Northern Wesconsin Tech\nWednesday, October 28, 7 p.m., in Ironclad Fieldhouse: the last regular-season home match for a team that started 10–1, with five seniors recognized before first serve.\nAbout the event\nVolleyball opened the season No. 4 in the conference preseason poll and was 10–1 (6–1 in the conference) through October 8, with a six-match win streak. The only loss was 1–3 at Tamarack State on September 16, and the most memorable win was a five-set comeback against Ashby Falls State in this gym. Tamarack State visits on October 13 during Millrace Week, so the rematch comes first. This is the last regular-season home match. Senior Night recognizes the five seniors, with their families on the court, before the warm-ups end.\nThe conference tournament is November 5–7, and the top seed hosts. If the season keeps going the way it has, this may not be the last match in the fieldhouse this fall, but nobody on the team will say so out loud.\nSchedule\n6:00 p.m. — What: Doors open; Where: Ironclad Fieldhouse, main entrance\n6:40 p.m. — What: Senior recognition; Where: Main court\n7:00 p.m. — What: First serve vs. Northern Wesconsin Tech*; Where: Main court\nAfter the match — What: Autographs with the team for kids 12 and under; Where: Courtside, home bench\n*Wesconsin Collegiate Athletic Conference match.\nLocation and access\nIronclad Fieldhouse has accessible seating with companion seats on the concourse level and an elevator from the main entrance. Accessible parking is in Lot F next to the fieldhouse. The Porter Loop stops at the fieldhouse doors every 12 minutes. Concessions on the concourse take cards and Porter Card, and seats behind the home bench fill first.\nTickets and registration\nStudents tap a Porter Card at the door. Public tickets are sold at the fieldhouse window from 6 p.m. and online. See athletics tickets . Senior Night usually draws the season’s biggest volleyball crowd, so the student section fills by 6:45.\nContact and related events\nThe full schedule is on the fall 2026 schedule , and tournament seeding will be posted there on November 1. The next home football game is Senior Day on November 7 .\nAt a glance\nDate\nWednesday, October 28, 2026\nTime\n7:00 p.m.; senior ceremony 6:40 p.m.\nLocation\nIronclad Fieldhouse\nCost\nStudents free with Porter Card; public $8 adult, $5 youth and seniors\nAudience\nOpen to the public\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.; event days as posted\nRelated resources\nVolleyball\nFall 2026 schedule & results\nIronclad Fieldhouse\nAthletics tickets\nFall 2026 events calendar" }, { "url": "event-2026-wind-symphony-winter-concert.html", "title": "Wind Symphony Winter Concert", "description": "Sunday, December 6, 3 p.m., in Heritage Auditorium: marches, a carol medley and the annual “conduct the band” raffle with Porter’s 61-player concert band.", "headings": [ "Wind Symphony Winter Concert", "On this page", "About the event", "Schedule", "Location and access", "Tickets and registration", "Contact and related events" ], "content": "Events Wind Symphony Winter Concert\nSunday, December 6, 3 p.m., in Heritage Auditorium: marches, a carol medley and the annual “conduct the band” raffle with Porter’s 61-player concert band.\nAbout the event\nThe Wind Symphony has 61 players this fall, from every college. Last year 41% of them came from engineering or technology programs, and only 9% were music majors or minors. Anton Yoon, professor of practice in instrumental performance and conducting, leads them.\nThe winter concert is the lightest of the year. The program has marches, including one by a Porter Falls bandmaster from the 1920s, a carol medley the band arranged in sections, and a new transcription by a student in the Introduction to Music Technology class. At intermission someone wins the raffle and conducts the band through “Sleigh Ride.” Raffle tickets are $2, the proceeds go to the ensemble travel fund, and past winners include a seven-year-old and a dean.\nSchedule\n2:00 p.m. — What: Box office window opens; Where: East lobby\n2:30 p.m. — What: Doors; raffle tickets on sale; Where: Heritage Auditorium\n3:00 p.m. — What: First half: marches and the new transcription; Where: Heritage Auditorium\nAbout 3:45 p.m. — What: Intermission; raffle drawn; Where: Heritage Auditorium\nAbout 4:00 p.m. — What: Second half: carol medley, guest conductor, “Sleigh Ride”; Where: Heritage Auditorium\nLocation and access\nHeritage Auditorium seats 900 and is in the east wing of the Applied Arts Building . It has wheelchair and companion seats, assistive listening and a hearing loop in the center section. Parking in the Applied Arts lot is free on weekends, and accessible parking is at the step-free east entrance. In heavy snow, the decision is posted on campus status by 11 a.m.\nTickets and registration\nBuy at the box office or at the door. Porter students show a Porter Card. The public season pass covers this concert. The University Choir’s Winter Choral Concert is the night before, Saturday, December 5, at 7:30, in the same hall.\nContact and related events\nThe Wind Symphony’s next concert is Sunday, April 4, with the premiere of Spillway . Want to play? Any major can join, and details are on ensemble auditions . The full season is on Arts Season 2026–27 .\nAt a glance\nDate\nSunday, December 6, 2026\nTime\n3:00 p.m. (about 90 minutes)\nLocation\nHeritage Auditorium, Applied Arts Building\nCost\n$8 adult; $5 seniors 65+ and youth; Porter students free\nAudience\nGeneral audience; families welcome\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nArts Box Office\nApplied Arts Building 104 (east lobby)\nPhone\n(715) 555–0226\nEmail\nboxoffice@uwporterfalls.edu\nHours\nMon–Fri, noon–5 p.m. during the fall and spring terms\nRelated resources\nWind Symphony\nArts season 2026–27\nWinter Choral Concert\nBox office\nFall 2026 events calendar" }, { "url": "event-2026-winter-carnival-planning-meeting.html", "title": "Winter Carnival 2027 Planning Meeting", "description": "Tuesday, November 10, 7 p.m., in Founders Union 204: the first open meeting of the student committee that runs Winter Carnival in February. Bring an idea, leave with a job.", "headings": [ "Winter Carnival 2027 Planning Meeting", "On this page", "About the event", "Schedule", "Location and access", "Registration", "Contact and related events" ], "content": "Events Winter Carnival 2027 Planning Meeting\nTuesday, November 10, 7 p.m., in Founders Union 204: the first open meeting of the student committee that runs Winter Carnival in February. Bring an idea, leave with a job.\nAbout the event\nWinter Carnival is a week of cold-weather events in February 2027: the ice sculpture contest, the broomball tournament on the frozen Millrace pond, the Chili Crawl with Depot District restaurants, and the alumni broomball game, which is on Saturday, February 13. All of it is planned by students, and the planning starts now, because ice, permits and restaurants all need more notice than you would think.\nThis meeting is where the committee forms. Hana Lindqvist, a junior and this year’s committee chair, will cover the budget, which comes from the student activity fee through Student Government , and last year’s lessons. One of those lessons is that the Millrace pond ice has to pass inspection, and in a warm January it does not.\nSchedule\n7:00 p.m. — What: Welcome; last year in ten slides; Where: Founders Union 204\n7:20 p.m. — What: Budget and calendar; Where: Founders Union 204\n7:40 p.m. — What: Break into subcommittees: sculpture, broomball, Chili Crawl, marketing, accessibility; Where: Founders Union 204 and 206\n8:20 p.m. — What: Sign-ups; next meetings set; Where: Founders Union 204\nLocation and access\nFounders Union 204 is on the second floor, by the elevator past the information desk. The meeting is also streamed for students on co-op or in clinicals. The link is in the MyPorter listing. The accessibility subcommittee is new this year. Its first job is making sure every outdoor event has a heated indoor viewing option.\nRegistration\nJust come. Student organizations that want to sponsor an event or enter a sculpture team should send one person. The Ironclad Robotics club, which runs the ice-sculpture challenge, has already said it is sending three. Students who cannot come can email the committee and pick a subcommittee afterward.\nContact and related events\nThe committee is advised by the Dean of Students Office. For what a Porter Falls February is actually like, read seasons in Porter Falls . Alumni events during the carnival are on the alumni events calendar .\nAt a glance\nDate\nTuesday, November 10, 2026\nTime\n7:00–8:30 p.m.\nLocation\nFounders Union, Room 204\nCost\nFree; pizza provided\nAudience\nAny student; student organizations encouraged\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nRelated resources\nWinter Carnival\nStudent Government Association\nSeasons in Porter Falls\nStudent organizations\nFall 2026 events calendar" }, { "url": "event-2026-winter-wellness-workshop.html", "title": "Workshop: Getting Through a Porter Falls Winter", "description": "Thursday, December 3, 4 to 5 p.m., in the Founders Union Great Room: Counseling Services on light, sleep and staying human between now and March, with light-therapy lamps to borrow at the door.", "headings": [ "Workshop: Getting Through a Porter Falls Winter", "On this page", "About the event", "Schedule", "Location and access", "Registration", "Contact and related events" ], "content": "Events Workshop: Getting Through a Porter Falls Winter\nThursday, December 3, 4 to 5 p.m., in the Founders Union Great Room: Counseling Services on light, sleep and staying human between now and March, with light-therapy lamps to borrow at the door.\nAbout the event\nBy early December the sun sets in Porter Falls before 4:30 p.m., and January’s average high is 18°F. Most students handle it fine. Some, often the ones from places with real daylight, find their sleep, mood and motivation sliding just as finals arrive. This workshop is practical, not clinical. A counselor and a Student Health nurse cover morning light and how to use a light-therapy lamp properly, sleep through finals week, keeping one outdoor habit when going outside feels unreasonable, and how to tell ordinary winter flatness from something worth talking to someone about.\nOwen Melby, director of Counseling Services, will stay afterward for anyone who wants to talk privately. Nobody will be asked to share anything in the room.\nSchedule\n3:45 p.m. — What: Lamp lending table opens (Porter Card required); Where: Great Room entrance\n4:00 p.m. — What: Workshop; Where: Founders Union Great Room\n4:45 p.m. — What: Questions; winter gear closet information; Where: Founders Union Great Room\n5:00 p.m. — What: Private conversations with counselors, no appointment needed; Where: Founders Union 142\nLocation and access\nThe Great Room is on the main level of Founders Union , step-free, with live captions on the screen. A streamed version is linked from the MyPorter listing for students who cannot face going out in December, which is sort of the point.\nRegistration\nNo registration. Light-therapy lamps lend for two weeks at a time, and there are 40 of them. When they run out, you can join a waitlist. Free coats, boots and hats are available from the Porter Cares winter gear closet. Practical advice for renters is on off-campus winter readiness .\nContact and related events\nFor ongoing support, start with counseling services or Let’s Talk drop-ins . The 24-hour support line is (715) 555–0117, and in an emergency call 911. Before finals, De-Stress Fest has therapy dogs. Seasons in Porter Falls explains what to expect from the rest of winter.\nAt a glance\nDate\nThursday, December 3, 2026\nTime\n4:00–5:00 p.m.\nLocation\nFounders Union Great Room (also streamed)\nCost\nFree\nAudience\nAll students; employees welcome\nAdd to calendar\nAdd to calendar from MyPorter: open the listing under Events and choose “Add to my calendar” (it syncs to your phone).\nWho to contact\nCounseling Services\nHealth & Counseling Center, North Campus\nPhone\n(715) 555–0237\nEmail\ncounseling@uwporterfalls.edu\nHours\n24-hour support line (715) 555–0117\nRelated resources\nCounseling services\nLet’s Talk drop-in counseling\nSeasons in Porter Falls\nOff-campus winter readiness\nFall 2026 events calendar" }, { "url": "event-admitted-student-day.html", "title": "Admitted Student Day | Events", "description": "The big spring yield event: admitted students spend a day with their intended college, meet an advisor, sit in on a class, tour housing, and get financial aid sorted at a one-stop", "headings": [ "Admitted Student Day", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Admissions Admitted Student Day\nApril 1 · across campus · Admitted students and families, register in advance\nWhat it is\nThe big spring yield event: admitted students spend a day with their intended college, meet an advisor, sit in on a class, tour housing, and get financial aid sorted at a one-stop desk. Preview-day scale, hundreds of families.\nHeld several Saturdays in April; register for the date and college that fit.\nDetails\nWhen: April 1, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: across campus.\nWho it's for / cost: Admitted students and families, register in advance.\nType: Admissions.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for across campus. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nBecause this one lists a reservation or ticket step, arrive with your confirmation ready — some sessions have sold out in past years, and a held spot can be released to the waitlist if you are more than a few minutes late.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Admissions\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Admissions directly whether materials or a recap will be available afterward.\nMore admissions events\nFounders Hall Open House — September 18\nFinancial Aid Workshop: Reading Your Award Letter — October 15\nEngineering Discovery Day — February 17\nFull calendar\nContact\nAdmissions\nSee the directory for the office phone and email." }, { "url": "event-b-f-a-senior-exhibition-opening.html", "title": "B.F.A. Senior Exhibition Opening | Events", "description": "The opening reception for the fall graduating class's thesis exhibition in the Applied Arts Building's gallery. The work stays up through the end of the month; the artists are pres", "headings": [ "B.F.A. Senior Exhibition Opening", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Arts B.F.A. Senior Exhibition Opening\nDecember 12 · the Furlong Gallery · Free\nWhat it is\nThe opening reception for the fall graduating class's thesis exhibition in the Applied Arts Building's gallery. The work stays up through the end of the month; the artists are present at the opening.\nFree and open to the public, with light refreshments. Gallery admission is always free.\nDetails\nWhen: December 12, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: the Furlong Gallery.\nWho it's for / cost: Free.\nType: Arts.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Furlong Gallery. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Arts\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask College of Arts, Design & Communication directly whether materials or a recap will be available afterward.\nMore arts events\nFall Choral & Wind Concert — October 11\nWinter Choral Concert — December 5\nSpring Choral & Orchestra Concert — March 21\nM.F.A. & Senior Thesis Exhibition Opening — May 8\nFull calendar\nContact\nCollege of Arts, Design & Communication\nSee the directory for the office phone and email." }, { "url": "event-black-history-month-keynote.html", "title": "Black History Month Keynote | Events", "description": "The centerpiece of the university's Black History Month programming: an invited speaker followed by a moderated conversation and audience questions. Past keynotes have included his", "headings": [ "Black History Month Keynote", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Community Black History Month Keynote\nFebruary 10 · Heritage Auditorium · Open to the public\nWhat it is\nThe centerpiece of the university's Black History Month programming: an invited speaker followed by a moderated conversation and audience questions. Past keynotes have included historians, journalists, and artists.\nThe full month's schedule of films, panels, and performances is on the Multicultural Student Center's page.\nDetails\nWhen: February 10, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Heritage Auditorium.\nWho it's for / cost: Open to the public.\nType: Community.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Heritage Auditorium. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Community\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Multicultural Student Services directly whether materials or a recap will be available afterward.\nMore community events\nConstitution Day Forum — September 20\nElection Information & Voter Resources — November 1\nVeterans Day Ceremony — November 11\nSustainability Week Repair Café — April 8\nEarth Day Campus Cleanup — April 22\nFull calendar\nContact\nMulticultural Student Services\nSee the directory for the office phone and email." }, { "url": "event-constitution-day-forum.html", "title": "Constitution Day Forum | Events", "description": "A nonpartisan panel discussion marking Constitution Day, organized by the political science faculty and the library. Past forums have covered free expression on campus, the census,", "headings": [ "Constitution Day Forum", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Community Constitution Day Forum\nSeptember 20 · Heritage Auditorium · Open to the public\nWhat it is\nA nonpartisan panel discussion marking Constitution Day, organized by the political science faculty and the library. Past forums have covered free expression on campus, the census, and the mechanics of the Electoral College.\nFederal law requires institutions that receive federal funds to hold a Constitution Day program; Porter's has become a real event rather than a box to check.\nDetails\nWhen: September 20, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Heritage Auditorium.\nWho it's for / cost: Open to the public.\nType: Community.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Heritage Auditorium. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Community\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Department of Social Sciences directly whether materials or a recap will be available afterward.\nMore community events\nElection Information & Voter Resources — November 1\nVeterans Day Ceremony — November 11\nBlack History Month Keynote — February 10\nSustainability Week Repair Café — April 8\nEarth Day Campus Cleanup — April 22\nFull calendar\nContact\nDepartment of Social Sciences\nSee the directory for the office phone and email." }, { "url": "event-convocation.html", "title": "Convocation | Events", "description": "Convocation formally opens the academic year and the entering class's time at Porter. It is short — a welcome from the chancellor and a faculty speaker, the reading of the class's", "headings": [ "Convocation", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Academic Convocation\nSeptember 2 · Ironclad Fieldhouse · New students; families welcome\nWhat it is\nConvocation formally opens the academic year and the entering class's time at Porter. It is short — a welcome from the chancellor and a faculty speaker, the reading of the class's home counties, and the class photo on the Fieldhouse floor afterward.\nIt is the bookend to commencement, and students are encouraged to keep the program.\nDetails\nWhen: September 2, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Ironclad Fieldhouse.\nWho it's for / cost: New students; families welcome.\nType: Academic.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Ironclad Fieldhouse. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Academic\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Office of the Provost directly whether materials or a recap will be available afterward.\nMore academic events\nStudy Abroad Fair — September 9\nWomen in Computing Speaker Series — September 24\nPortfolio Review Night — October 2\nCybersecurity Capture the Flag — October 18\nGraduate & Professional School Fair — October 28\nFull calendar\nContact\nOffice of the Provost\nSee the directory for the office phone and email." }, { "url": "event-cybersecurity-capture-the-flag.html", "title": "Cybersecurity Capture the Flag | Events", "description": "A day-long security competition on the college's isolated cyber range: teams solve challenges in web security, cryptography, forensics, and reverse engineering for points. Beginner", "headings": [ "Cybersecurity Capture the Flag", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Academic Cybersecurity Capture the Flag\nOctober 18 · Jarvis Technology Center · Teams of four, register in advance\nWhat it is\nA day-long security competition on the college's isolated cyber range: teams solve challenges in web security, cryptography, forensics, and reverse engineering for points. Beginner and open divisions.\nSponsored by two regional employers who send engineers to judge and to recruit. Pizza and prizes.\nDetails\nWhen: October 18, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Jarvis Technology Center.\nWho it's for / cost: Teams of four, register in advance.\nType: Academic.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Jarvis Technology Center. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nBecause this one lists a reservation or ticket step, arrive with your confirmation ready — some sessions have sold out in past years, and a held spot can be released to the waitlist if you are more than a few minutes late.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Academic\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask College of Computing & Information Sciences directly whether materials or a recap will be available afterward.\nMore academic events\nConvocation — September 2\nStudy Abroad Fair — September 9\nWomen in Computing Speaker Series — September 24\nPortfolio Review Night — October 2\nGraduate & Professional School Fair — October 28\nFull calendar\nContact\nCollege of Computing & Information Sciences\nSee the directory for the office phone and email." }, { "url": "event-de-stress-fest.html", "title": "De-Stress Fest | Events", "description": "The night before finals week: therapy dogs, free coffee and snacks, chair massage, a quiet room, and craft tables, open late. Run by the counseling center and student government.", "headings": [ "De-Stress Fest", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Student life De-Stress Fest\nDecember 9 · Founders Union · Free\nWhat it is\nThe night before finals week: therapy dogs, free coffee and snacks, chair massage, a quiet room, and craft tables, open late. Run by the counseling center and student government.\nThe library goes to 24 hours for the two weeks around finals; the 24-hour study zone is always open.\nDetails\nWhen: December 9, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Founders Union.\nWho it's for / cost: Free.\nType: Student life.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Founders Union. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Student life\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Counseling Services directly whether materials or a recap will be available afterward.\nMore student life events\nResidence Hall Move-In — August 29\nInvolvement Fair — September 5\nHomecoming Parade — September 26\nFirst-Generation Student Celebration — October 6\nFamily Weekend — October 23\nFull calendar\nContact\nCounseling Services\nSee the directory for the office phone and email." }, { "url": "event-earth-day-campus-cleanup.html", "title": "Earth Day Campus Cleanup | Events", "description": "A morning of litter pickup and invasive-species removal along the Porter River trail and the campus green spaces, followed by a free lunch on the lawn. Gloves, bags, and tools prov", "headings": [ "Earth Day Campus Cleanup", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Community Earth Day Campus Cleanup\nApril 22 · the Library Lawn · Volunteer, drop in\nWhat it is\nA morning of litter pickup and invasive-species removal along the Porter River trail and the campus green spaces, followed by a free lunch on the lawn. Gloves, bags, and tools provided.\nOrganized with the grounds crew, the environmental club, and the campus garden.\nDetails\nWhen: April 22, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: the Library Lawn.\nWho it's for / cost: Volunteer, drop in.\nType: Community.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Library Lawn. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nShow up in clothes you do not mind getting dirty; organizers provide the gear listed above, and there is always a quick safety and task briefing before anyone starts.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Community\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Office of Sustainability directly whether materials or a recap will be available afterward.\nMore community events\nConstitution Day Forum — September 20\nElection Information & Voter Resources — November 1\nVeterans Day Ceremony — November 11\nBlack History Month Keynote — February 10\nSustainability Week Repair Café — April 8\nFull calendar\nContact\nOffice of Sustainability\nSee the directory for the office phone and email." }, { "url": "event-election-information-and-voter-resources.html", "title": "Election Information & Voter Resources | Events", "description": "A nonpartisan table with registration help, deadline and polling-place information for students voting locally or absentee, and a plain-language guide to what is actually on the ba", "headings": [ "Election Information & Voter Resources", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Community Election Information & Voter Resources\nNovember 1 · Founders Union · Nonpartisan\nWhat it is\nA nonpartisan table with registration help, deadline and polling-place information for students voting locally or absentee, and a plain-language guide to what is actually on the ballot.\nRuns daily in the week before an election. The civic-engagement program also holds candidate forums and structured dialogues year-round.\nDetails\nWhen: November 1, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Founders Union.\nWho it's for / cost: Nonpartisan.\nType: Community.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Founders Union. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Community\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Center for Community Engagement directly whether materials or a recap will be available afterward.\nMore community events\nConstitution Day Forum — September 20\nVeterans Day Ceremony — November 11\nBlack History Month Keynote — February 10\nSustainability Week Repair Café — April 8\nEarth Day Campus Cleanup — April 22\nFull calendar\nContact\nCenter for Community Engagement\nSee the directory for the office phone and email." }, { "url": "event-engineering-discovery-day.html", "title": "Engineering Discovery Day | Events", "description": "Admitted and prospective students spend a half-day in the engineering and applied-technology labs doing a hands-on project — machining a part, wiring a circuit, running a materials", "headings": [ "Engineering Discovery Day", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Admissions Engineering Discovery Day\nFebruary 17 · Founders Hall · Prospective students, register in advance\nWhat it is\nAdmitted and prospective students spend a half-day in the engineering and applied-technology labs doing a hands-on project — machining a part, wiring a circuit, running a materials test — with current students and faculty.\nOne of the strongest predictors of whether an admitted engineering student enrolls is whether they came to a day like this.\nDetails\nWhen: February 17, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Founders Hall.\nWho it's for / cost: Prospective students, register in advance.\nType: Admissions.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Founders Hall. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nBecause this one lists a reservation or ticket step, arrive with your confirmation ready — some sessions have sold out in past years, and a held spot can be released to the waitlist if you are more than a few minutes late.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Admissions\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Admissions & the College of Engineering & Technology directly whether materials or a recap will be available afterward.\nMore admissions events\nFounders Hall Open House — September 18\nFinancial Aid Workshop: Reading Your Award Letter — October 15\nAdmitted Student Day — April 1\nFull calendar\nContact\nAdmissions & the College of Engineering & Technology\nSee the directory for the office phone and email." }, { "url": "event-fall-choral-and-wind-concert.html", "title": "Fall Choral & Wind Concert | Events", "description": "The concert band, wind ensemble, and combined choirs perform their first program of the year. Ensembles are open to students in any major by a non-cut placement hearing.", "headings": [ "Fall Choral & Wind Concert", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Arts Fall Choral & Wind Concert\nOctober 11 · Heritage Auditorium · Students free; public $8\nWhat it is\nThe concert band, wind ensemble, and combined choirs perform their first program of the year. Ensembles are open to students in any major by a non-cut placement hearing.\nTickets at the door or in advance through the box office; accessible seating and assistive listening available.\nDetails\nWhen: October 11, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Heritage Auditorium.\nWho it's for / cost: Students free; public $8.\nType: Arts.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Heritage Auditorium. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Arts\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Music Program directly whether materials or a recap will be available afterward.\nMore arts events\nWinter Choral Concert — December 5\nB.F.A. Senior Exhibition Opening — December 12\nSpring Choral & Orchestra Concert — March 21\nM.F.A. & Senior Thesis Exhibition Opening — May 8\nFull calendar\nContact\nMusic Program\nSee the directory for the office phone and email." }, { "url": "event-family-weekend.html", "title": "Family Weekend | Events", "description": "A weekend of open houses, a football game, college receptions, a river walk on the Porter River trail, and sessions for families on billing, safety, and the honest emotional arc of", "headings": [ "Family Weekend", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Student life Family Weekend\nOctober 23 · across campus · Registration required\nWhat it is\nA weekend of open houses, a football game, college receptions, a river walk on the Porter River trail, and sessions for families on billing, safety, and the honest emotional arc of a first year away.\nThe family-services office runs a year-round newsletter and a phone line for the questions that come up in October rather than August.\nDetails\nWhen: October 23, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: across campus.\nWho it's for / cost: Registration required.\nType: Student life.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for across campus. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Student life\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Family Programs directly whether materials or a recap will be available afterward.\nMore student life events\nResidence Hall Move-In — August 29\nInvolvement Fair — September 5\nHomecoming Parade — September 26\nFirst-Generation Student Celebration — October 6\nInternational Night — November 13\nFull calendar\nContact\nFamily Programs\nSee the directory for the office phone and email." }, { "url": "event-financial-aid-workshop-reading-your-award-letter.html", "title": "Financial Aid Workshop: Reading Your Award Letter | Events", "description": "A one-stop session on how to read a financial-aid offer: the difference between grants, loans, and work-study; the real net price after aid; and what to do if your family's situati", "headings": [ "Financial Aid Workshop: Reading Your Award Letter", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Admissions Financial Aid Workshop: Reading Your Award Letter\nOctober 15 · Founders Union · Free, walk-ins welcome\nWhat it is\nA one-stop session on how to read a financial-aid offer: the difference between grants, loans, and work-study; the real net price after aid; and what to do if your family's situation has changed since you filed the FAFSA.\nAimed at admitted students and their families, but current students weighing an appeal are welcome.\nDetails\nWhen: October 15, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Founders Union.\nWho it's for / cost: Free, walk-ins welcome.\nType: Admissions.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Founders Union. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Admissions\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Financial Aid directly whether materials or a recap will be available afterward.\nMore admissions events\nFounders Hall Open House — September 18\nEngineering Discovery Day — February 17\nAdmitted Student Day — April 1\nFull calendar\nContact\nFinancial Aid\nSee the directory for the office phone and email." }, { "url": "event-first-generation-student-celebration.html", "title": "First-Generation Student Celebration | Events", "description": "A social marking National First-Generation College Celebration Day, with first-gen faculty and staff, food, and a short program. About 38 percent of Porter undergraduates are the f", "headings": [ "First-Generation Student Celebration", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Student life First-Generation Student Celebration\nOctober 6 · the Multicultural Student Center · Free\nWhat it is\nA social marking National First-Generation College Celebration Day, with first-gen faculty and staff, food, and a short program. About 38 percent of Porter undergraduates are the first in their family to earn a bachelor's degree.\nThe First-Generation Student Center runs it; the center's mentoring program signs up new pairs here.\nDetails\nWhen: October 6, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: the Multicultural Student Center.\nWho it's for / cost: Free.\nType: Student life.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Multicultural Student Center. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Student life\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask First-Generation Student Center directly whether materials or a recap will be available afterward.\nMore student life events\nResidence Hall Move-In — August 29\nInvolvement Fair — September 5\nHomecoming Parade — September 26\nFamily Weekend — October 23\nInternational Night — November 13\nFull calendar\nContact\nFirst-Generation Student Center\nSee the directory for the office phone and email." }, { "url": "event-founders-hall-open-house.html", "title": "Founders Hall Open House | Events", "description": "The engineering, manufacturing, and applied-technology labs open for tours: the automation cell, the metrology lab, the machine shop, the senior design bays. Faculty and students d", "headings": [ "Founders Hall Open House", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Admissions Founders Hall Open House\nSeptember 18 · Founders Hall · Open to the public\nWhat it is\nThe engineering, manufacturing, and applied-technology labs open for tours: the automation cell, the metrology lab, the machine shop, the senior design bays. Faculty and students demonstrate equipment and answer questions.\nAimed at prospective students and families, but anyone is welcome. Closed-toe shoes required past the shop door.\nDetails\nWhen: September 18, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Founders Hall.\nWho it's for / cost: Open to the public.\nType: Admissions.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Founders Hall. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Admissions\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask College of Engineering & Technology directly whether materials or a recap will be available afterward.\nMore admissions events\nFinancial Aid Workshop: Reading Your Award Letter — October 15\nEngineering Discovery Day — February 17\nAdmitted Student Day — April 1\nFull calendar\nContact\nCollege of Engineering & Technology\nSee the directory for the office phone and email." }, { "url": "event-graduate-and-professional-school-fair.html", "title": "Graduate & Professional School Fair | Events", "description": "Admissions representatives from graduate and professional programs — master's, doctoral, law, and health professions — staff tables. Career counselors run a parallel session on the", "headings": [ "Graduate & Professional School Fair", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Academic Graduate & Professional School Fair\nOctober 28 · Commerce Hall · Open to juniors and seniors\nWhat it is\nAdmissions representatives from graduate and professional programs — master's, doctoral, law, and health professions — staff tables. Career counselors run a parallel session on the application timeline and on funding.\nPorter's own graduate school has tables for its applied master's programs and the accelerated bachelor's-to-master's pathways.\nDetails\nWhen: October 28, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Commerce Hall.\nWho it's for / cost: Open to juniors and seniors.\nType: Academic.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Commerce Hall. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Academic\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Career Services & the Graduate School directly whether materials or a recap will be available afterward.\nMore academic events\nConvocation — September 2\nStudy Abroad Fair — September 9\nWomen in Computing Speaker Series — September 24\nPortfolio Review Night — October 2\nCybersecurity Capture the Flag — October 18\nFull calendar\nContact\nCareer Services & the Graduate School\nSee the directory for the office phone and email." }, { "url": "event-graduate-hooding.html", "title": "Graduate Hooding | Events", "description": "The evening before commencement: master's and doctoral graduates are hooded by their advisors, program by program, in a smaller ceremony than the main event. The hood's colors mark", "headings": [ "Graduate Hooding", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Academic Graduate Hooding\nMay 14 · Heritage Auditorium · Graduates and guests\nWhat it is\nThe evening before commencement: master's and doctoral graduates are hooded by their advisors, program by program, in a smaller ceremony than the main event. The hood's colors mark the degree and the field.\nTickets are not required; accessible seating and interpretation are arranged through the events office.\nDetails\nWhen: May 14, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Heritage Auditorium.\nWho it's for / cost: Graduates and guests.\nType: Academic.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Heritage Auditorium. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nThis one is limited to graduates and guests rather than the general public — bring the ID or confirmation that establishes you are in that group, since it may be checked at the door.\nIf you can't make it\nThis is a one-time event for its specific class or term rather than a recurring one, so there is no equivalent session later in the year if you cannot make it — check with the office below about any recording or alternate arrangement.\nMore academic events\nConvocation — September 2\nStudy Abroad Fair — September 9\nWomen in Computing Speaker Series — September 24\nPortfolio Review Night — October 2\nCybersecurity Capture the Flag — October 18\nFull calendar\nContact\nThe Graduate School\nSee the directory for the office phone and email." }, { "url": "event-homecoming-football.html", "title": "Homecoming Football | Events", "description": "The homecoming football game, the largest crowd of the year at about 4,500. Tailgating opens in the gravel lots two hours before kickoff; the Porter Loop shuttle adds a stadium sto", "headings": [ "Homecoming Football", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Athletics Homecoming Football\nSeptember 27 · Millwright Stadium · Students free with Porter Card; public tickets by event\nWhat it is\nThe homecoming football game, the largest crowd of the year at about 4,500. Tailgating opens in the gravel lots two hours before kickoff; the Porter Loop shuttle adds a stadium stop on game days.\nAlumni reunion tents are on the home-side concourse. Accessible and companion seating is at field level and mid-concourse.\nDetails\nWhen: September 27, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Millwright Stadium.\nWho it's for / cost: Students free with Porter Card; public tickets by event.\nType: Athletics.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Millwright Stadium. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nBecause this one lists a reservation or ticket step, arrive with your confirmation ready — some sessions have sold out in past years, and a held spot can be released to the waitlist if you are more than a few minutes late.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Athletics\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Athletics directly whether materials or a recap will be available afterward.\nMore athletics events\nVolleyball Home Opener — September 6\nFull calendar\nContact\nAthletics\nSee the directory for the office phone and email." }, { "url": "event-homecoming-parade.html", "title": "Homecoming Parade | Events", "description": "The Millrace Week parade runs down Founders Drive: student organizations, the pep band, the residence halls, alumni groups, and community floats. It ends at Millwright Stadium ahea", "headings": [ "Homecoming Parade", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Student life Homecoming Parade\nSeptember 26 · Founders Drive · Free\nWhat it is\nThe Millrace Week parade runs down Founders Drive: student organizations, the pep band, the residence halls, alumni groups, and community floats. It ends at Millwright Stadium ahead of the homecoming football game.\nMillrace Week keeps the name of the Millwrights, the athletic teams' identity before the 1970s.\nDetails\nWhen: September 26, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Founders Drive.\nWho it's for / cost: Free.\nType: Student life.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Founders Drive. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Student life\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Alumni & Student Involvement directly whether materials or a recap will be available afterward.\nMore student life events\nResidence Hall Move-In — August 29\nInvolvement Fair — September 5\nFirst-Generation Student Celebration — October 6\nFamily Weekend — October 23\nInternational Night — November 13\nFull calendar\nContact\nAlumni & Student Involvement\nSee the directory for the office phone and email." }, { "url": "event-hospitality-showcase-dinner.html", "title": "Hospitality Showcase Dinner | Events", "description": "A multi-course dinner planned, cooked, and served by students in the hospitality management program as their capstone, open to the public by reservation. Proceeds fund student trav", "headings": [ "Hospitality Showcase Dinner", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Academic Hospitality Showcase Dinner\nApril 15 · Founders Commons · $25 reservation\nWhat it is\nA multi-course dinner planned, cooked, and served by students in the hospitality management program as their capstone, open to the public by reservation. Proceeds fund student travel to the industry conference.\nReservations through the program's page; seating is limited and sells out.\nDetails\nWhen: April 15, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Founders Commons.\nWho it's for / cost: $25 reservation.\nType: Academic.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Founders Commons. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nBecause this one lists a reservation or ticket step, arrive with your confirmation ready — some sessions have sold out in past years, and a held spot can be released to the waitlist if you are more than a few minutes late.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Academic\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Hospitality Management Program directly whether materials or a recap will be available afterward.\nMore academic events\nConvocation — September 2\nStudy Abroad Fair — September 9\nWomen in Computing Speaker Series — September 24\nPortfolio Review Night — October 2\nCybersecurity Capture the Flag — October 18\nFull calendar\nContact\nHospitality Management Program\nSee the directory for the office phone and email." }, { "url": "event-international-night.html", "title": "International Night | Events", "description": "A showcase of food, music, and performance from the countries Porter students come from, put on by the international student organizations. It is one of the largest student-run eve", "headings": [ "International Night", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Student life International Night\nNovember 13 · Founders Union Ballroom · Students $6; public $10\nWhat it is\nA showcase of food, music, and performance from the countries Porter students come from, put on by the international student organizations. It is one of the largest student-run events of the year.\nTickets in advance through student involvement or at the door while they last.\nDetails\nWhen: November 13, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Founders Union Ballroom.\nWho it's for / cost: Students $6; public $10.\nType: Student life.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Founders Union Ballroom. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Student life\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask International Student Services directly whether materials or a recap will be available afterward.\nMore student life events\nResidence Hall Move-In — August 29\nInvolvement Fair — September 5\nHomecoming Parade — September 26\nFirst-Generation Student Celebration — October 6\nFamily Weekend — October 23\nFull calendar\nContact\nInternational Student Services\nSee the directory for the office phone and email." }, { "url": "event-involvement-fair.html", "title": "Involvement Fair | Events", "description": "More than 300 student organizations set up tables across the Fieldhouse floor. It is the single best afternoon to find a club, an intramural team, a service group, or a paid campus", "headings": [ "Involvement Fair", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Student life Involvement Fair\nSeptember 5 · Ironclad Fieldhouse · Free, all students\nWhat it is\nMore than 300 student organizations set up tables across the Fieldhouse floor. It is the single best afternoon to find a club, an intramural team, a service group, or a paid campus job, and the organizations that staff a table get most of their new members here.\nCome with your phone to sign up for interest lists. Most clubs hold a first meeting the following week.\nDetails\nWhen: September 5, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Ironclad Fieldhouse.\nWho it's for / cost: Free, all students.\nType: Student life.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Ironclad Fieldhouse. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Student life\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Student Involvement directly whether materials or a recap will be available afterward.\nMore student life events\nResidence Hall Move-In — August 29\nHomecoming Parade — September 26\nFirst-Generation Student Celebration — October 6\nFamily Weekend — October 23\nInternational Night — November 13\nFull calendar\nContact\nStudent Involvement\nSee the directory for the office phone and email." }, { "url": "event-ironclad-robotics-invitational.html", "title": "Ironclad Robotics Invitational | Events", "description": "Regional high-school and college teams bring autonomous robots to compete on the automation lab floor. Porter's own team, national runner-up last year, demonstrates its recycling-s", "headings": [ "Ironclad Robotics Invitational", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Academic Ironclad Robotics Invitational\nNovember 6 · Founders Hall · Open to the public\nWhat it is\nRegional high-school and college teams bring autonomous robots to compete on the automation lab floor. Porter's own team, national runner-up last year, demonstrates its recycling-sort robot between rounds.\nA good afternoon for families deciding whether an engineering or computing program is a fit.\nDetails\nWhen: November 6, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Founders Hall.\nWho it's for / cost: Open to the public.\nType: Academic.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Founders Hall. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Academic\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask College of Engineering & Technology directly whether materials or a recap will be available afterward.\nMore academic events\nConvocation — September 2\nStudy Abroad Fair — September 9\nWomen in Computing Speaker Series — September 24\nPortfolio Review Night — October 2\nCybersecurity Capture the Flag — October 18\nFull calendar\nContact\nCollege of Engineering & Technology\nSee the directory for the office phone and email." }, { "url": "event-late-night-breakfast.html", "title": "Late Night Breakfast | Events", "description": "The night before spring finals: a full breakfast served at 10 p.m. in The Forge dining hall, with faculty and administrators cooking and serving. A campus tradition and a decent st", "headings": [ "Late Night Breakfast", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Student life Late Night Breakfast\nMay 4 · Founders Commons · Students, free with a meal plan\nWhat it is\nThe night before spring finals: a full breakfast served at 10 p.m. in The Forge dining hall, with faculty and administrators cooking and serving. A campus tradition and a decent stress valve.\nRuns alongside the counseling center's finals-week support and the library's 24-hour zone.\nDetails\nWhen: May 4, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Founders Commons.\nWho it's for / cost: Students, free with a meal plan.\nType: Student life.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Founders Commons. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Student life\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask University Dining directly whether materials or a recap will be available afterward.\nMore student life events\nResidence Hall Move-In — August 29\nInvolvement Fair — September 5\nHomecoming Parade — September 26\nFirst-Generation Student Celebration — October 6\nFamily Weekend — October 23\nFull calendar\nContact\nUniversity Dining\nSee the directory for the office phone and email." }, { "url": "event-m-f-a-and-senior-thesis-exhibition-opening.html", "title": "M.F.A. & Senior Thesis Exhibition Opening | Events", "description": "The spring graduating class's thesis show opens with a reception. The work — furniture, apparel, illustration, photography, interaction design — stays up through commencement weeke", "headings": [ "M.F.A. & Senior Thesis Exhibition Opening", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Arts M.F.A. & Senior Thesis Exhibition Opening\nMay 8 · the Furlong Gallery · Free\nWhat it is\nThe spring graduating class's thesis show opens with a reception. The work — furniture, apparel, illustration, photography, interaction design — stays up through commencement weekend so families can see it.\nFree and open to the public.\nDetails\nWhen: May 8, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: the Furlong Gallery.\nWho it's for / cost: Free.\nType: Arts.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Furlong Gallery. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Arts\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask College of Arts, Design & Communication directly whether materials or a recap will be available afterward.\nMore arts events\nFall Choral & Wind Concert — October 11\nWinter Choral Concert — December 5\nB.F.A. Senior Exhibition Opening — December 12\nSpring Choral & Orchestra Concert — March 21\nFull calendar\nContact\nCollege of Arts, Design & Communication\nSee the directory for the office phone and email." }, { "url": "event-manufacturing-career-conference.html", "title": "Manufacturing Career Conference | Events", "description": "A two-day recruiting event: day one is manufacturing, engineering technology, construction, and the skilled trades; employers come to fill co-op, internship, and full-time roles th", "headings": [ "Manufacturing Career Conference", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Career Manufacturing Career Conference\nOctober 9 · Ironclad Fieldhouse · Student registration in PorterCareers\nWhat it is\nA two-day recruiting event: day one is manufacturing, engineering technology, construction, and the skilled trades; employers come to fill co-op, internship, and full-time roles that start within twelve months.\nRegister in PorterCareers to see the employer list and booth map. The free professional clothing program in Founders Union will outfit you.\nDetails\nWhen: October 9, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Ironclad Fieldhouse.\nWho it's for / cost: Student registration in PorterCareers.\nType: Career.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Ironclad Fieldhouse. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Career\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Career Services directly whether materials or a recap will be available afterward.\nMore career events\nPart-Time Job Fair — September 12\nRésumé Lab: Engineering & Technology — September 16\nSpring Career Conference — February 3\nFull calendar\nContact\nCareer Services\nSee the directory for the office phone and email." }, { "url": "event-part-time-job-fair.html", "title": "Part-Time Job Fair | Events", "description": "On-campus departments and Porter Falls employers recruit for part-time and work-study positions. Bring a short résumé; the career center runs a résumé table on site for anyone who", "headings": [ "Part-Time Job Fair", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Career Part-Time Job Fair\nSeptember 12 · Founders Union · Free, all students\nWhat it is\nOn-campus departments and Porter Falls employers recruit for part-time and work-study positions. Bring a short résumé; the career center runs a résumé table on site for anyone who does not have one.\nOn-campus jobs of ten to twelve hours a week fit a full course load; most managers build schedules around classes.\nDetails\nWhen: September 12, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Founders Union.\nWho it's for / cost: Free, all students.\nType: Career.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Founders Union. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Career\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Career Services directly whether materials or a recap will be available afterward.\nMore career events\nRésumé Lab: Engineering & Technology — September 16\nManufacturing Career Conference — October 9\nSpring Career Conference — February 3\nFull calendar\nContact\nCareer Services\nSee the directory for the office phone and email." }, { "url": "event-portfolio-review-night.html", "title": "Portfolio Review Night | Events", "description": "Practicing designers, illustrators, and art directors from regional studios review student portfolios in fifteen-minute sessions. Students sign up for slots in advance; every revie", "headings": [ "Portfolio Review Night", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Academic Portfolio Review Night\nOctober 2 · Applied Arts Building · Design and art students\nWhat it is\nPracticing designers, illustrators, and art directors from regional studios review student portfolios in fifteen-minute sessions. Students sign up for slots in advance; every reviewer sees eight to ten portfolios.\nIt is the closest thing to a job interview most students get before senior year, and several internships have come out of it.\nDetails\nWhen: October 2, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Applied Arts Building.\nWho it's for / cost: Design and art students.\nType: Academic.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Applied Arts Building. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Academic\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask College of Arts, Design & Communication directly whether materials or a recap will be available afterward.\nMore academic events\nConvocation — September 2\nStudy Abroad Fair — September 9\nWomen in Computing Speaker Series — September 24\nCybersecurity Capture the Flag — October 18\nGraduate & Professional School Fair — October 28\nFull calendar\nContact\nCollege of Arts, Design & Communication\nSee the directory for the office phone and email." }, { "url": "event-r-sum-lab-engineering-and-technology.html", "title": "Résumé Lab: Engineering & Technology | Events", "description": "Career counselors and engineering faculty review résumés one-on-one, no appointment needed, ahead of the fall Manufacturing Career Conference. Fifteen minutes per student; bring a", "headings": [ "Résumé Lab: Engineering & Technology", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Career Résumé Lab: Engineering & Technology\nSeptember 16 · Halvorsen Library · Drop in\nWhat it is\nCareer counselors and engineering faculty review résumés one-on-one, no appointment needed, ahead of the fall Manufacturing Career Conference. Fifteen minutes per student; bring a printed draft or a laptop.\nParallel labs for other colleges run in the two weeks before each career conference.\nDetails\nWhen: September 16, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Halvorsen Library.\nWho it's for / cost: Drop in.\nType: Career.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Halvorsen Library. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Career\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Career Services directly whether materials or a recap will be available afterward.\nMore career events\nPart-Time Job Fair — September 12\nManufacturing Career Conference — October 9\nSpring Career Conference — February 3\nFull calendar\nContact\nCareer Services\nSee the directory for the office phone and email." }, { "url": "event-registration-process.html", "title": "Registering an event", "description": "The one form that books the space, flags what approvals an event needs, and puts it on the campus calendar.", "headings": [ "Registering an event", "On this page", "How it works", "Lead time", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Registering an event\nThe one form that books the space, flags what approvals an event needs, and puts it on the campus calendar.\nHow it works\nA regular club meeting is just a room reservation. An event — outside speaker, amplified sound, food service, expected crowd, minors on campus, money changing hands — goes through event registration, which routes to whichever offices need to sign off and books the room only once they have.\nLead time\nThree weeks is the floor for a standard event; a large event, a high-profile speaker, or anything needing street closures needs six to eight. Late registrations are accommodated where possible but lose the ability to guarantee catering, security or parking.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nSubmit: At least three weeks ahead for anything with outside guests, amplified sound, or food. Triggers: Catering, a sound permit, risk review, parking, and security are all pulled in from this one form. Small meetings: A simple room booking, no full registration. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSubmit\nAt least three weeks ahead for anything with outside guests, amplified sound, or food\nTriggers\nCatering, a sound permit, risk review, parking, and security are all pulled in from this one form\nSmall meetings\nA simple room booking, no full registration\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "event-residence-hall-move-in.html", "title": "Residence Hall Move-In | Events", "description": "First-year students move in over three days on 30-minute appointments booked through the housing portal. Around 300 returning students and staff run the unloading crews, so the med", "headings": [ "Residence Hall Move-In", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Student life Residence Hall Move-In\nAugust 29 · the first-year residence halls · New residents, by appointment\nWhat it is\nFirst-year students move in over three days on 30-minute appointments booked through the housing portal. Around 300 returning students and staff run the unloading crews, so the median stop at the curb is about twenty minutes.\nMove-in hands directly into Welcome Week. Residence life staff and floor resident assistants are in the buildings all day; the first required floor meeting is that evening or the next.\nDetails\nWhen: August 29, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: the first-year residence halls.\nWho it's for / cost: New residents, by appointment.\nType: Student life.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for first-year residence halls. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nThis one is limited to new residents, by appointment rather than the general public — bring the ID or confirmation that establishes you are in that group, since it may be checked at the door.\nIf you can't make it\nThis is a one-time event for its specific class or term rather than a recurring one, so there is no equivalent session later in the year if you cannot make it — check with the office below about any recording or alternate arrangement.\nMore student life events\nInvolvement Fair — September 5\nHomecoming Parade — September 26\nFirst-Generation Student Celebration — October 6\nFamily Weekend — October 23\nInternational Night — November 13\nFull calendar\nContact\nResidence Life\nSee the directory for the office phone and email." }, { "url": "event-senior-design-expo.html", "title": "Senior Design Expo | Events", "description": "The year's capstone: teams from every engineering and computing program present the projects they have built to a real client's spec over one or two semesters. Industry judges scor", "headings": [ "Senior Design Expo", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Academic Senior Design Expo\nApril 29 · Ironclad Fieldhouse · Open to the public\nWhat it is\nThe year's capstone: teams from every engineering and computing program present the projects they have built to a real client's spec over one or two semesters. Industry judges score a design review; the public walks the floor.\nThe strongest projects come out of a partnership with a regional employer, several of whom hire on the spot.\nDetails\nWhen: April 29, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Ironclad Fieldhouse.\nWho it's for / cost: Open to the public.\nType: Academic.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Ironclad Fieldhouse. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Academic\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask College of Engineering & Technology directly whether materials or a recap will be available afterward.\nMore academic events\nConvocation — September 2\nStudy Abroad Fair — September 9\nWomen in Computing Speaker Series — September 24\nPortfolio Review Night — October 2\nCybersecurity Capture the Flag — October 18\nFull calendar\nContact\nCollege of Engineering & Technology\nSee the directory for the office phone and email." }, { "url": "event-spring-break-service-send-off.html", "title": "Spring Break Service Send-Off | Events", "description": "A send-off for the Alternative Break teams heading out over spring break — trips that pair a service project with study of the issue behind it: housing, conservation, food systems,", "headings": [ "Spring Break Service Send-Off", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Student life Spring Break Service Send-Off\nMarch 10 · Founders Union · Alternative Break participants\nWhat it is\nA send-off for the Alternative Break teams heading out over spring break — trips that pair a service project with study of the issue behind it: housing, conservation, food systems, disaster recovery.\nTeams apply the previous fall; a subsidy keeps the cost from being the reason a student cannot go.\nDetails\nWhen: March 10, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Founders Union.\nWho it's for / cost: Alternative Break participants.\nType: Student life.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Founders Union. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Student life\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Center for Community Engagement directly whether materials or a recap will be available afterward.\nMore student life events\nResidence Hall Move-In — August 29\nInvolvement Fair — September 5\nHomecoming Parade — September 26\nFirst-Generation Student Celebration — October 6\nFamily Weekend — October 23\nFull calendar\nContact\nCenter for Community Engagement\nSee the directory for the office phone and email." }, { "url": "event-spring-career-conference.html", "title": "Spring Career Conference | Events", "description": "The spring recruiting fair, weighted toward summer internships, May graduates still looking, and government, nonprofit, and education employers whose budgets open later in the year", "headings": [ "Spring Career Conference", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Career Spring Career Conference\nFebruary 3 · Ironclad Fieldhouse · Student registration in PorterCareers\nWhat it is\nThe spring recruiting fair, weighted toward summer internships, May graduates still looking, and government, nonprofit, and education employers whose budgets open later in the year.\nSmaller than the fall conference but with a higher share of employers hiring right now.\nDetails\nWhen: February 3, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Ironclad Fieldhouse.\nWho it's for / cost: Student registration in PorterCareers.\nType: Career.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Ironclad Fieldhouse. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Career\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Career Services directly whether materials or a recap will be available afterward.\nMore career events\nPart-Time Job Fair — September 12\nRésumé Lab: Engineering & Technology — September 16\nManufacturing Career Conference — October 9\nFull calendar\nContact\nCareer Services\nSee the directory for the office phone and email." }, { "url": "event-spring-choral-and-orchestra-concert.html", "title": "Spring Choral & Orchestra Concert | Events", "description": "The spring program from the choirs and the chamber orchestra. Ensembles rehearse two or three times a week and are open to any major.", "headings": [ "Spring Choral & Orchestra Concert", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Arts Spring Choral & Orchestra Concert\nMarch 21 · Heritage Auditorium · Students free; public $8\nWhat it is\nThe spring program from the choirs and the chamber orchestra. Ensembles rehearse two or three times a week and are open to any major.\nTickets at the door or through the box office.\nDetails\nWhen: March 21, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Heritage Auditorium.\nWho it's for / cost: Students free; public $8.\nType: Arts.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Heritage Auditorium. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Arts\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Music Program directly whether materials or a recap will be available afterward.\nMore arts events\nFall Choral & Wind Concert — October 11\nWinter Choral Concert — December 5\nB.F.A. Senior Exhibition Opening — December 12\nM.F.A. & Senior Thesis Exhibition Opening — May 8\nFull calendar\nContact\nMusic Program\nSee the directory for the office phone and email." }, { "url": "event-spring-commencement.html", "title": "Spring Commencement | Events", "description": "Undergraduate degrees are conferred in two sittings by college. Graduates line up 75 minutes early; guest seating is general admission and opens 90 minutes before, with an overflow", "headings": [ "Spring Commencement", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Academic Spring Commencement\nMay 15 · Ironclad Fieldhouse · Graduates and guests; no tickets\nWhat it is\nUndergraduate degrees are conferred in two sittings by college. Graduates line up 75 minutes early; guest seating is general admission and opens 90 minutes before, with an overflow room and a livestream.\nParking is free in all lots on ceremony day, and the Porter Loop runs an expanded route to the Fieldhouse doors.\nDetails\nWhen: May 15, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Ironclad Fieldhouse.\nWho it's for / cost: Graduates and guests; no tickets.\nType: Academic.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Ironclad Fieldhouse. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nBecause this one lists a reservation or ticket step, arrive with your confirmation ready — some sessions have sold out in past years, and a held spot can be released to the waitlist if you are more than a few minutes late.\nIf you can't make it\nThis is a one-time event for its specific class or term rather than a recurring one, so there is no equivalent session later in the year if you cannot make it — check with the office below about any recording or alternate arrangement.\nMore academic events\nConvocation — September 2\nStudy Abroad Fair — September 9\nWomen in Computing Speaker Series — September 24\nPortfolio Review Night — October 2\nCybersecurity Capture the Flag — October 18\nFull calendar\nContact\nOffice of the Registrar\nSee the directory for the office phone and email." }, { "url": "event-spring-involvement-fair.html", "title": "Spring Involvement Fair | Events", "description": "A second, smaller involvement fair for the spring semester — a chance for new spring-admit students to find organizations, and for clubs to recruit after the fall attrition.", "headings": [ "Spring Involvement Fair", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Student life Spring Involvement Fair\nJanuary 26 · Ironclad Fieldhouse · Free, all students\nWhat it is\nA second, smaller involvement fair for the spring semester — a chance for new spring-admit students to find organizations, and for clubs to recruit after the fall attrition.\nSpring intramural league registration opens in PorterRec the same week.\nDetails\nWhen: January 26, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Ironclad Fieldhouse.\nWho it's for / cost: Free, all students.\nType: Student life.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Ironclad Fieldhouse. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Student life\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Student Involvement directly whether materials or a recap will be available afterward.\nMore student life events\nResidence Hall Move-In — August 29\nInvolvement Fair — September 5\nHomecoming Parade — September 26\nFirst-Generation Student Celebration — October 6\nFamily Weekend — October 23\nFull calendar\nContact\nStudent Involvement\nSee the directory for the office phone and email." }, { "url": "event-student-game-expo.html", "title": "Student Game Expo | Events", "description": "Students in the game design program and the game development club show playable builds — semester projects, capstones, game-jam entries — on stations around the studios. Visitors p", "headings": [ "Student Game Expo", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Academic Student Game Expo\nMarch 4 · Applied Arts Building · Open to the public\nWhat it is\nStudents in the game design program and the game development club show playable builds — semester projects, capstones, game-jam entries — on stations around the studios. Visitors play and give feedback on comment cards.\nRecruiters from two regional studios attend most years.\nDetails\nWhen: March 4, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Applied Arts Building.\nWho it's for / cost: Open to the public.\nType: Academic.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Applied Arts Building. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Academic\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Game Design Program directly whether materials or a recap will be available afterward.\nMore academic events\nConvocation — September 2\nStudy Abroad Fair — September 9\nWomen in Computing Speaker Series — September 24\nPortfolio Review Night — October 2\nCybersecurity Capture the Flag — October 18\nFull calendar\nContact\nGame Design Program\nSee the directory for the office phone and email." }, { "url": "event-student-government-election-debate.html", "title": "Student Government Election Debate | Events", "description": "Candidates for the Porter Student Association presidency and senate seats field questions from students and the student newspaper. Voting opens the following week, entirely online.", "headings": [ "Student Government Election Debate", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Student life Student Government Election Debate\nFebruary 24 · Founders Union · Open to all students\nWhat it is\nCandidates for the Porter Student Association presidency and senate seats field questions from students and the student newspaper. Voting opens the following week, entirely online.\nStudent Government allocates a large share of the activity fee and appoints students to university committees; turnout is usually low, which makes each vote count.\nDetails\nWhen: February 24, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Founders Union.\nWho it's for / cost: Open to all students.\nType: Student life.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Founders Union. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Student life\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Porter Student Association directly whether materials or a recap will be available afterward.\nMore student life events\nResidence Hall Move-In — August 29\nInvolvement Fair — September 5\nHomecoming Parade — September 26\nFirst-Generation Student Celebration — October 6\nFamily Weekend — October 23\nFull calendar\nContact\nPorter Student Association\nSee the directory for the office phone and email." }, { "url": "event-study-abroad-fair.html", "title": "Study Abroad Fair | Events", "description": "Program providers, faculty who lead travel courses, and returned students staff tables covering semester exchanges, short faculty-led courses, and Winter Term travel. Financial-aid", "headings": [ "Study Abroad Fair", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Academic Study Abroad Fair\nSeptember 9 · Founders Union Ballroom · Open house, drop in\nWhat it is\nProgram providers, faculty who lead travel courses, and returned students staff tables covering semester exchanges, short faculty-led courses, and Winter Term travel. Financial-aid and scholarship advisors are on hand.\nMost Porter students who study abroad decide to at a fair like this one, a year or more before they go.\nDetails\nWhen: September 9, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Founders Union Ballroom.\nWho it's for / cost: Open house, drop in.\nType: Academic.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Founders Union Ballroom. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Academic\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Education Abroad directly whether materials or a recap will be available afterward.\nMore academic events\nConvocation — September 2\nWomen in Computing Speaker Series — September 24\nPortfolio Review Night — October 2\nCybersecurity Capture the Flag — October 18\nGraduate & Professional School Fair — October 28\nFull calendar\nContact\nEducation Abroad\nSee the directory for the office phone and email." }, { "url": "event-sustainability-week-repair-caf.html", "title": "Sustainability Week Repair Café | Events", "description": "Bring a broken bike, lamp, garment, or small appliance and fix it with a volunteer who knows how, instead of throwing it out. Part of a week of programming — a campus cleanup, a cl", "headings": [ "Sustainability Week Repair Café", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Community Sustainability Week Repair Café\nApril 8 · Jarvis Technology Center · Free\nWhat it is\nBring a broken bike, lamp, garment, or small appliance and fix it with a volunteer who knows how, instead of throwing it out. Part of a week of programming — a campus cleanup, a clothing swap, the residence-hall energy competition results.\nThe campus has committed to carbon-neutral operations by 2045; the annual progress report is published with real numbers.\nDetails\nWhen: April 8, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Jarvis Technology Center.\nWho it's for / cost: Free.\nType: Community.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Jarvis Technology Center. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Community\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Office of Sustainability directly whether materials or a recap will be available afterward.\nMore community events\nConstitution Day Forum — September 20\nElection Information & Voter Resources — November 1\nVeterans Day Ceremony — November 11\nBlack History Month Keynote — February 10\nEarth Day Campus Cleanup — April 22\nFull calendar\nContact\nOffice of Sustainability\nSee the directory for the office phone and email." }, { "url": "event-thanksgiving-community-meal.html", "title": "Thanksgiving Community Meal | Events", "description": "A sit-down Thanksgiving dinner in The Forge dining hall for students staying in town over the break, staff, and community members. Faculty and administrators serve.", "headings": [ "Thanksgiving Community Meal", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Student life Thanksgiving Community Meal\nNovember 21 · Founders Commons · Meal plan or $9 at the door\nWhat it is\nA sit-down Thanksgiving dinner in The Forge dining hall for students staying in town over the break, staff, and community members. Faculty and administrators serve.\nThe campus food pantry runs a grocery giveaway alongside it for students traveling home.\nDetails\nWhen: November 21, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Founders Commons.\nWho it's for / cost: Meal plan or $9 at the door.\nType: Student life.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Founders Commons. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Student life\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask University Dining & the Dean of Students directly whether materials or a recap will be available afterward.\nMore student life events\nResidence Hall Move-In — August 29\nInvolvement Fair — September 5\nHomecoming Parade — September 26\nFirst-Generation Student Celebration — October 6\nFamily Weekend — October 23\nFull calendar\nContact\nUniversity Dining & the Dean of Students\nSee the directory for the office phone and email." }, { "url": "event-undergraduate-research-poster-session.html", "title": "Undergraduate Research Poster Session | Events", "description": "Students present fall-semester research at poster boards across the library's main floor: engineering sensor projects, environmental studies, usability research, regional history,", "headings": [ "Undergraduate Research Poster Session", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Academic Undergraduate Research Poster Session\nDecember 1 · Halvorsen Library · Open to the public\nWhat it is\nStudents present fall-semester research at poster boards across the library's main floor: engineering sensor projects, environmental studies, usability research, regional history, and more. Faculty and visitors circulate and ask questions.\nA smaller companion to the large Summer Undergraduate Research Symposium each June.\nDetails\nWhen: December 1, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Halvorsen Library.\nWho it's for / cost: Open to the public.\nType: Academic.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Halvorsen Library. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Academic\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Office of Undergraduate Research directly whether materials or a recap will be available afterward.\nMore academic events\nConvocation — September 2\nStudy Abroad Fair — September 9\nWomen in Computing Speaker Series — September 24\nPortfolio Review Night — October 2\nCybersecurity Capture the Flag — October 18\nFull calendar\nContact\nOffice of Undergraduate Research\nSee the directory for the office phone and email." }, { "url": "event-veterans-day-ceremony.html", "title": "Veterans Day Ceremony | Events", "description": "A short outdoor ceremony at the plaza: a reading of names, remarks from a student veteran, and the raising of the flag. About 400 Porter students use education benefits connected t", "headings": [ "Veterans Day Ceremony", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Community Veterans Day Ceremony\nNovember 11 · Memorial Plaza · Open to the public\nWhat it is\nA short outdoor ceremony at the plaza: a reading of names, remarks from a student veteran, and the raising of the flag. About 400 Porter students use education benefits connected to military service.\nThe Veteran Resource Center holds an open house afterward in its space in Founders Union.\nDetails\nWhen: November 11, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Memorial Plaza.\nWho it's for / cost: Open to the public.\nType: Community.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Memorial Plaza. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Community\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Veteran Resource Center directly whether materials or a recap will be available afterward.\nMore community events\nConstitution Day Forum — September 20\nElection Information & Voter Resources — November 1\nBlack History Month Keynote — February 10\nSustainability Week Repair Café — April 8\nEarth Day Campus Cleanup — April 22\nFull calendar\nContact\nVeteran Resource Center\nSee the directory for the office phone and email." }, { "url": "event-volleyball-home-opener.html", "title": "Volleyball Home Opener | Events", "description": "The Ironclad volleyball team opens its home schedule. The team reached the conference tournament final last year and returns most of its rotation.", "headings": [ "Volleyball Home Opener", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Athletics Volleyball Home Opener\nSeptember 6 · Ironclad Fieldhouse · Students free with Porter Card; public $5\nWhat it is\nThe Ironclad volleyball team opens its home schedule. The team reached the conference tournament final last year and returns most of its rotation.\nDoors open an hour before first serve. The standing student section is behind the near baseline.\nDetails\nWhen: September 6, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Ironclad Fieldhouse.\nWho it's for / cost: Students free with Porter Card; public $5.\nType: Athletics.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Ironclad Fieldhouse. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Athletics\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Athletics directly whether materials or a recap will be available afterward.\nMore athletics events\nHomecoming Football — September 27\nFull calendar\nContact\nAthletics\nSee the directory for the office phone and email." }, { "url": "event-winter-choral-concert.html", "title": "Winter Choral Concert | Events", "description": "The combined choirs' winter program, traditionally the best-attended concert of the year. Seating fills; arrive early or reserve.", "headings": [ "Winter Choral Concert", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Arts Winter Choral Concert\nDecember 5 · Heritage Auditorium · Students free; public $8\nWhat it is\nThe combined choirs' winter program, traditionally the best-attended concert of the year. Seating fills; arrive early or reserve.\nRecorded and streamed for families who cannot travel; the link is posted on the music program's page.\nDetails\nWhen: December 5, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Heritage Auditorium.\nWho it's for / cost: Students free; public $8.\nType: Arts.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Heritage Auditorium. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Arts\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Music Program directly whether materials or a recap will be available afterward.\nMore arts events\nFall Choral & Wind Concert — October 11\nB.F.A. Senior Exhibition Opening — December 12\nSpring Choral & Orchestra Concert — March 21\nM.F.A. & Senior Thesis Exhibition Opening — May 8\nFull calendar\nContact\nMusic Program\nSee the directory for the office phone and email." }, { "url": "event-winter-term-begins.html", "title": "Winter Term Begins | Events", "description": "The optional three-week January session begins. Students take exactly one intensive course — a full semester of work compressed into sixteen days — mostly online, with a few facult", "headings": [ "Winter Term Begins", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Academic Winter Term Begins\nJanuary 5 · across campus and online · Enrolled students\nWhat it is\nThe optional three-week January session begins. Students take exactly one intensive course — a full semester of work compressed into sixteen days — mostly online, with a few faculty-led travel courses departing.\nWinter Term enrollment hit a record last year, mostly students using it to clear a requirement and lighten a future term.\nDetails\nWhen: January 5, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: across campus and online.\nWho it's for / cost: Enrolled students.\nType: Academic.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for across campus and online. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Academic\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask Registrar directly whether materials or a recap will be available afterward.\nMore academic events\nConvocation — September 2\nStudy Abroad Fair — September 9\nWomen in Computing Speaker Series — September 24\nPortfolio Review Night — October 2\nCybersecurity Capture the Flag — October 18\nFull calendar\nContact\nRegistrar\nSee the directory for the office phone and email." }, { "url": "event-women-in-computing-speaker-series.html", "title": "Women in Computing Speaker Series | Events", "description": "The first talk of the year in a monthly series bringing women working in software, security, and data to campus for a talk and an informal dinner with students. Open to students of", "headings": [ "Women in Computing Speaker Series", "On this page", "What it is", "Details", "Getting there and getting in", "What to expect when you arrive", "If you can't make it" ], "content": "Events · Academic Women in Computing Speaker Series\nSeptember 24 · Jarvis Technology Center · Registration requested\nWhat it is\nThe first talk of the year in a monthly series bringing women working in software, security, and data to campus for a talk and an informal dinner with students. Open to students of any gender.\nThe series is run by the student ACM and Women in Computing chapters with the college.\nDetails\nWhen: September 24, 2026–27 academic year. Check the live calendar in MyPorter for the exact time.\nWhere: Jarvis Technology Center.\nWho it's for / cost: Registration requested.\nType: Academic.\nGetting there and getting in\nThe campus is 86 acres and nothing is more than a ten-minute walk from anything else; see the building directory for Jarvis Technology Center. Accessible routes and entrances are on the accessible campus map . For an in-person event that lists registration, register through the office below; walk-ins are usually fine for anything marked open or free.\nWhat to expect when you arrive\nNo registration is required for this one — arrive any time during the listed window and expect a short check-in table near the entrance if the event runs one.\nIf you can't make it\nMany events like this repeat each semester or year — filter the full calendar by \"Academic\" to find the next one. Not every session is recorded; if this one matters and you cannot attend, ask College of Computing & Information Sciences directly whether materials or a recap will be available afterward.\nMore academic events\nConvocation — September 2\nStudy Abroad Fair — September 9\nPortfolio Review Night — October 2\nCybersecurity Capture the Flag — October 18\nGraduate & Professional School Fair — October 28\nFull calendar\nContact\nCollege of Computing & Information Sciences\nSee the directory for the office phone and email." }, { "url": "events-calendar-fall-2026.html", "title": "Events Calendar: Fall 2026", "description": "Everything public on campus from Monday, October 12 through December commencement on Saturday, December 19, 2026, month by month: Millrace Week, concerts and shows, home games, lectures, Preview Days, deadlines and the holiday concerts.", "headings": [ "Events Calendar: Fall 2026", "On this page", "How to use this calendar", "October 12–31", "November", "December 1–19", "Submitting an event and getting updates" ], "content": "Events Events Calendar: Fall 2026\nEverything public on campus from Monday, October 12 through December commencement on Saturday, December 19, 2026, month by month: Millrace Week, concerts and shows, home games, lectures, Preview Days, deadlines and the holiday concerts.\nHow to use this calendar\nThis page covers the rest of the fall term in one place, starting with Millrace Week (October 11–17) and ending with December commencement . Each linked event has its own page with a schedule, directions, access information and a contact. Rows linking to the arts season , the fall athletics schedule or the alumni calendar go to those pages of record. If a time on this page disagrees with one of them, the page of record wins, and we would like to hear about it.\nThree dates shape everything else. Fall break is Thursday–Friday, October 15–16, in the middle of Millrace Week. Classes do not meet, but offices stay open. Thanksgiving recess is November 25–29. Classes end Friday, December 11, and finals run December 14–18. The full dates are on the academic calendar , and weekly opening hours are on campus hours .\nAdd anything to your calendar from MyPorter. Every listing has an “Add to my calendar” button that syncs to your phone.\nStudents get into nearly every arts and athletics event free with a Porter Card .\nVisitors park free in the general lots on evenings and weekends. See visitor parking .\nOctober 12–31\nMillrace Week, fall break, the Forge Bowl, the fall play, Family Weekend and the first Preview Day all land in the same three weeks.\nMon., Oct. 12 — Event: Millrace Week residence hall banner judging; Where and when: The quad, 4 p.m.; Cost: Free; Type: Tradition\nTue., Oct. 13 — Event: Millrace Week trivia night; Where and when: Founders Union ballroom, 7 p.m.; Cost: Free; Type: Student life\nTue., Oct. 13 — Event: Volleyball vs. Tamarack State (Millrace Week); Where and when: Ironclad Fieldhouse, 7 p.m.; Cost: Students free; Type: Athletics\nWed., Oct. 14 — Event: Cardboard boat regatta; Where and when: Forge Recreation Center pool, 6 p.m.; Cost: Free; teams register; Type: Student life\nWed., Oct. 14 — Event: Soccer doubleheader vs. Northern Wesconsin Tech; Where and when: Millwright Stadium; women 4 p.m., men 7 p.m.; Cost: Students free; Type: Athletics\nThu., Oct. 15 — Event: Foundry pour; Where and when: Founders Hall high bay; doors 6 p.m., pour about 6:30; Cost: Free; Type: Tradition\nThu., Oct. 15–Oct. 25 — Event: The Supper Club; Where and when: Thorsen Theatre; Thu–Sat 7:30 p.m., Sun 2 p.m.; Cost: $12; Porter students free; Type: Arts\nThu., Oct. 15 — Event: Financial Aid Workshop: Reading Your Award Letter; Where and when: Founders Union; Cost: Free; Type: Workshop\nFri., Oct. 16 — Event: Ring of Iron and pep rally; Where and when: Founders Hall at dusk (about 6:15 p.m.); Ironclad Fieldhouse, 8 p.m.; Cost: Free; Type: Tradition\nFri., Oct. 16 — Event: Distinguished Alumni Awards dinner; Where and when: Founders Union ballroom, 6:45 p.m.; Cost: $45; Type: Alumni\nSat., Oct. 17 — Event: Alumni 5K on the Riverfront Trail; Where and when: From Millwright Stadium, 8 a.m.; Cost: $25; Type: Alumni\nSat., Oct. 17 — Event: Homecoming parade; Where and when: Founders Drive, 10:30 a.m.; Cost: Free; Type: Tradition\nSat., Oct. 17 — Event: Forge Bowl vs. Chippewa Valley State; Where and when: Millwright Stadium, 1 p.m.; Cost: Students free; Type: Athletics\nSat., Oct. 17 — Event: Fireworks over the quad; Where and when: The quad, 7:30 p.m.; Cost: Free; Type: Tradition\nSat., Oct. 17 — Event: Last day of Fence Line, photographs by Karin Haugland; Where and when: Furlong Gallery; Cost: Free; Type: Arts\nSun., Oct. 18 — Event: Soccer vs. Chippewa Valley State; Where and when: Millwright Stadium; women 1 p.m., men 3:30 p.m.; Cost: Students free; public $8; Type: Athletics\nSun., Oct. 18 — Event: Cybersecurity Capture the Flag; Where and when: Jarvis Technology Center; Cost: Teams of four; register; Type: Academic\nMon., Oct. 19 — Event: Spring 2027 schedule of classes posts; Where and when: MyPorter; Cost: —; Type: Academic deadline\nTue., Oct. 20 — Event: Flu shot clinic; Where and when: Halvorsen Library, Level 1, 10 a.m.–3 p.m.; Cost: Free with Porter Card; Type: Wellness\nThu., Oct. 22 — Event: Alumni webinar: asking for a raise; Where and when: Online, noon–12:45 p.m.; Cost: Free; register; Type: Alumni\nFri., Oct. 23 — Event: Family Weekend (through Oct. 24); Where and when: Across campus; Cost: Register; Type: Student life\nSat., Oct. 24 — Event: Preview Day, October 24; Where and when: Welcome Center and across campus, 8:30 a.m.–3:30 p.m.; Cost: Free; register; Type: Admissions\nTue., Oct. 27 — Event: Mock interview night; Where and when: Commerce Hall, second floor, 5–8 p.m.; Cost: Free; book a slot; Type: Career\nWed., Oct. 28 — Event: Volleyball Senior Night; Where and when: Ironclad Fieldhouse, 7 p.m.; Cost: Students free; public $8; Type: Athletics\nWed., Oct. 28 — Event: Graduate & Professional School Fair; Where and when: Commerce Hall; Cost: Free; Type: Career\nThu., Oct. 29 — Event: Load Bearing opening; Where and when: Furlong Gallery, 5–7 p.m.; Cost: Free; Type: Arts\nThu., Oct. 29 — Event: Lake City chapter: hospital-district happy hour; Where and when: The Switchyard, Lake City, 5:30 p.m.; Cost: Pay your own; Type: Alumni\nSat., Oct. 31 — Event: Hall trick-or-treat; Where and when: Millrace Hall and Riverside Hall, 4–6 p.m.; Cost: Free; Type: Community\nNovember\nRegistration, International Education Week, Veterans Day, the second Preview Day and the busiest month of the concert season. Thanksgiving recess begins Wednesday, November 25.\nSun., Nov. 1 — Event: Election Information & Voter Resources; Where and when: Founders Union; Cost: Free; nonpartisan; Type: Community\nMon., Nov. 2 — Event: Spring registration opens; Where and when: MyPorter, from 7 a.m.; Cost: —; Type: Academic deadline\nTue., Nov. 3 — Event: WCAC soccer quarterfinals, women and men; Where and when: Higher seed hosts; Cost: TBA; Type: Athletics\nThu., Nov. 5 — Event: WCAC volleyball tournament (through Nov. 7); Where and when: Top seed hosts; Cost: TBA; Type: Athletics\nFri., Nov. 6 — Event: Ironclad Robotics Invitational; Where and when: Founders Hall; Cost: Free; Type: Academic\nSat., Nov. 7 — Event: Football Senior Day; Where and when: Millwright Stadium, noon; Cost: Students free; public $8; Type: Athletics\nSat., Nov. 7 — Event: Fall Jazz Night; Where and when: Founders Ballroom, 7:30 p.m.; Cost: $8; Porter students free; Type: Arts\nSat., Nov. 7 — Event: Commencement regalia order deadline; Where and when: Campus store; Cost: —; Type: Academic deadline\nMon., Nov. 9–Nov. 13 — Event: International Education Week; Where and when: Founders Union, The Forge and Halvorsen Library; Cost: Free; International Night ticketed; Type: International\nMon., Nov. 9 — Event: Winter drama auditions (through Nov. 10; callbacks Nov. 12); Where and when: The Black Box, 6:30 p.m.; Cost: Free; Type: Arts\nTue., Nov. 10 — Event: Winter Carnival planning meeting; Where and when: Founders Union 204, 7 p.m.; Cost: Free; Type: Student life\nWed., Nov. 11 — Event: Veterans Day ceremony; Where and when: Memorial Plaza, 11 a.m.; Cost: Free; Type: Community\nThu., Nov. 12 — Event: Load Bearing gallery talk; Where and when: Furlong Gallery, 4:30 p.m.; Cost: Free; Type: Arts\nFri., Nov. 13 — Event: International Night; Where and when: Founders Union Ballroom; Cost: Students $6; public $10; Type: Student life\nSat., Nov. 14 — Event: Preview Day, November 14; Where and when: Welcome Center and across campus, 8:30 a.m.–3:30 p.m.; Cost: Free; register; Type: Admissions\nSat., Nov. 14 — Event: STEM Saturday: circuits; Where and when: Jarvis Technology Center 120, from 9 a.m.; Cost: $12 per child; free on request; Type: Community\nSun., Nov. 15 — Event: Chamber Music Recital I; Where and when: Furlong Gallery, 2 p.m.; Cost: Free; Type: Arts\nTue., Nov. 17 — Event: Distinguished Lecture: Old Dams, New Water; Where and when: Halvorsen Library auditorium, 7 p.m.; Cost: Free; Type: Lecture\nTue., Nov. 17–Nov. 18 — Event: Campus blood drive; Where and when: Founders Union ballroom, 10 a.m.–4 p.m.; Cost: Free; Type: Wellness\nWed., Nov. 18 — Event: Town–Gown Council meeting; Where and when: City Hall Council Chambers, Main Street, 4:30 p.m.; Cost: Free; public; Type: Community\nThu., Nov. 19 — Event: Lantern Brass Quintet; Where and when: Thorsen Theatre, 7:30 p.m.; Cost: $12; Porter students free; Type: Arts\nThu., Nov. 19 — Event: Alumni webinar: From engineer to manager; Where and when: Online, noon; Cost: Free; Type: Alumni\nSat., Nov. 21 — Event: Thanksgiving Community Meal; Where and when: Founders Commons; Cost: Meal plan or $9; Type: Community\nWed., Nov. 25 — Event: Thanksgiving recess begins (through Nov. 29; offices closed Nov. 26–27); Where and when: No classes; Cost: —; Type: Break\nMon., Nov. 30 — Event: Exam conflict deadline; Where and when: MyPorter; Registrar, Founders Union 105, until 4:30 p.m.; Cost: —; Type: Academic deadline\nMon., Nov. 30 — Event: Spring musical auditions (through Dec. 2; callbacks Dec. 4); Where and when: Thorsen Theatre, 6 p.m.; Cost: Free; Type: Arts\nDecember 1–19\nHoliday concerts, the last week of classes, finals and commencement. Campus closes for winter December 24 through January 1, and Winter Term begins January 4.\nTue., Dec. 1 — Event: Undergraduate Research Poster Session; Where and when: Halvorsen Library; Cost: Free; Type: Academic\nTue., Dec. 1 — Event: First-round merit scholarship date for 2027 applicants; Where and when: Admissions; Cost: —; Type: Admissions deadline\nThu., Dec. 3 — Event: Winter wellness workshop; Where and when: Founders Union Great Room, 4–5 p.m.; Cost: Free; Type: Wellness\nThu., Dec. 3 — Event: Lake City chapter holiday social; Where and when: Ellery House, Lake City, 5:30 p.m.; Cost: $20; Type: Alumni\nFri., Dec. 4 — Event: Foundry Friday ornament build; Where and when: The Foundry, Founders Union, 1–5 p.m.; Cost: Free; Type: Student life\nFri., Dec. 4 — Event: Last day of Load Bearing, the faculty exhibition; Where and when: Furlong Gallery; Cost: Free; Type: Arts\nFri., Dec. 4 — Event: Commencement name cards and access requests due; Where and when: MyPorter; Cost: —; Type: Academic deadline\nSat., Dec. 5 — Event: Winter Choral Concert; Where and when: Heritage Auditorium, 7:30 p.m.; Cost: $8; students free; Type: Arts\nSun., Dec. 6 — Event: Wind Symphony Winter Concert; Where and when: Heritage Auditorium, 3 p.m.; Cost: $8; Porter students free; Type: Arts\nWed., Dec. 9 — Event: De-Stress Fest; Where and when: Founders Union; Cost: Free; Type: Wellness\nThu., Dec. 10 — Event: The Cities chapter holiday social; Where and when: Downtown event room, 6 p.m.; Cost: $20; Type: Alumni\nFri., Dec. 11 — Event: Last day of classes; last Foundry Friday of the term; Where and when: —; Cost: —; Type: Academic\nSat., Dec. 12 — Event: B.F.A. Senior Exhibition opening; Where and when: Furlong Gallery, 5–7 p.m.; Cost: Free; Type: Arts\nSat., Dec. 12 — Event: STEM Saturday: The Drop Test; Where and when: Founders Hall 146, from 9 a.m.; Cost: $12; free on request; Type: Community\nSun., Dec. 13 — Event: Community Band Holiday Concert; Where and when: Heritage Auditorium, 3 p.m.; Cost: Free; food pantry donations welcome; Type: Community\nSun., Dec. 13 — Event: Chamber Singers at the library; Where and when: Porter Falls Public Library, 2 p.m.; Cost: Free; Type: Arts\nMon., Dec. 14 — Event: Final examinations (through Dec. 18); Where and when: Usual classrooms; common exams as posted; Cost: —; Type: Academic\nSat., Dec. 19 — Event: December commencement; Where and when: Ironclad Fieldhouse, 10 a.m. and 2 p.m.; Cost: Free; no tickets; Type: Academic\nSubmitting an event and getting updates\nDepartments, offices and registered student organizations add events through the MyPorter event form. A listing appears within two business days after University Events checks the room booking. Student organizations should read student organization registration first. Events open to the public need a contact name and an accessibility line, and the form will not submit without them.\nWeather changes are posted on campus status by 6 a.m. for daytime events and by 3 p.m. for evening events. The spring 2027 calendar, from Winter Term through May commencement, will be posted here in early December. Until then, the year-at-a-glance list on Events has the spring highlights.\nAt a glance\nCovers\nMon, Oct 12 – Sat, Dec 19, 2026\nMillrace Week\nOct 11–17; Forge Bowl Sat, Oct 17, 1 p.m.\nFall break\nThu–Fri, Oct 15–16 (offices open)\nThanksgiving recess\nWed–Sun, Nov 25–29\nFinals\nMon–Fri, Dec 14–18\nCommencement\nSat, Dec 19, 10 a.m. and 2 p.m.\nAdd to calendar\nFrom any listing in MyPorter\nWho to contact\nUniversity Events & Commencement\nMillwright Hall 120\nPhone\n(715) 555–0196\nEmail\nevents@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nEvents (year at a glance)\nArts season 2026–27\nFall 2026 athletics schedule\nAlumni events 2026–27\nAcademic calendar\nCampus hours" }, { "url": "events.html", "title": "Events", "description": "Events at UW-Porter Falls.", "headings": [ "Calendar", "Take the next step." ], "content": "Events\nCalendar\nEverything on this list is open to the public unless it says otherwise.\nAugust 29 Residence Hall Move-In\nthe first-year residence halls New residents, by appointment\nDetails → September 2 Convocation\nIronclad Fieldhouse New students; families welcome\nDetails → September 5 Involvement Fair\nIronclad Fieldhouse Free, all students\nDetails → September 6 Volleyball Home Opener\nIronclad Fieldhouse Students free with Porter Card; public $5\nDetails → September 9 Study Abroad Fair\nFounders Union Ballroom Open house, drop in\nDetails → September 12 Part-Time Job Fair\nFounders Union Free, all students\nDetails → September 16 Résumé Lab: Engineering & Technology\nHalvorsen Library Drop in\nDetails → September 18 Founders Hall Open House\nFounders Hall Open to the public\nDetails → September 20 Constitution Day Forum\nHeritage Auditorium Open to the public\nDetails → September 24 Women in Computing Speaker Series\nJarvis Technology Center Registration requested\nDetails → September 26 Homecoming Parade\nFounders Drive Free\nDetails → September 27 Homecoming Football\nMillwright Stadium Students free with Porter Card; public tickets by event\nDetails → October 2 Portfolio Review Night\nApplied Arts Building Design and art students\nDetails → October 6 First-Generation Student Celebration\nthe Multicultural Student Center Free\nDetails → October 9 Manufacturing Career Conference\nIronclad Fieldhouse Student registration in PorterCareers\nDetails → October 11 Fall Choral & Wind Concert\nHeritage Auditorium Students free; public $8\nDetails → October 15 Financial Aid Workshop: Reading Your Award Letter\nFounders Union Free, walk-ins welcome\nDetails → October 18 Cybersecurity Capture the Flag\nJarvis Technology Center Teams of four, register in advance\nDetails → October 23 Family Weekend\nacross campus Registration required\nDetails → October 28 Graduate & Professional School Fair\nCommerce Hall Open to juniors and seniors\nDetails → November 1 Election Information & Voter Resources\nFounders Union Nonpartisan\nDetails → November 6 Ironclad Robotics Invitational\nFounders Hall Open to the public\nDetails → November 11 Veterans Day Ceremony\nMemorial Plaza Open to the public\nDetails → November 13 International Night\nFounders Union Ballroom Students $6; public $10\nDetails → November 21 Thanksgiving Community Meal\nFounders Commons Meal plan or $9 at the door\nDetails → December 1 Undergraduate Research Poster Session\nHalvorsen Library Open to the public\nDetails → December 5 Winter Choral Concert\nHeritage Auditorium Students free; public $8\nDetails → December 9 De-Stress Fest\nFounders Union Free\nDetails → December 12 B.F.A. Senior Exhibition Opening\nthe Furlong Gallery Free\nDetails → January 5 Winter Term Begins\nacross campus and online Enrolled students\nDetails → January 26 Spring Involvement Fair\nIronclad Fieldhouse Free, all students\nDetails → February 3 Spring Career Conference\nIronclad Fieldhouse Student registration in PorterCareers\nDetails → February 10 Black History Month Keynote\nHeritage Auditorium Open to the public\nDetails → February 17 Engineering Discovery Day\nFounders Hall Prospective students, register in advance\nDetails → February 24 Student Government Election Debate\nFounders Union Open to all students\nDetails → March 4 Student Game Expo\nApplied Arts Building Open to the public\nDetails → March 10 Spring Break Service Send-Off\nFounders Union Alternative Break participants\nDetails → March 21 Spring Choral & Orchestra Concert\nHeritage Auditorium Students free; public $8\nDetails → April 1 Admitted Student Day\nacross campus Admitted students and families, register in advance\nDetails → April 8 Sustainability Week Repair Café\nJarvis Technology Center Free\nDetails → April 15 Hospitality Showcase Dinner\nFounders Commons $25 reservation\nDetails → April 22 Earth Day Campus Cleanup\nthe Library Lawn Volunteer, drop in\nDetails → April 29 Senior Design Expo\nIronclad Fieldhouse Open to the public\nDetails → May 4 Late Night Breakfast\nFounders Commons Students, free with a meal plan\nDetails → May 8 M.F.A. & Senior Thesis Exhibition Opening\nthe Furlong Gallery Free\nDetails → May 14 Graduate Hooding\nHeritage Auditorium Graduates and guests\nDetails → May 15 Spring Commencement\nIronclad Fieldhouse Graduates and guests; no tickets\nDetails →\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "exam-accommodation-scheduling.html", "title": "Scheduling an accommodated exam", "description": "The 48-hour process for booking each exam a student takes with approved accommodations, and what happens if you miss the window.", "headings": [ "Scheduling an accommodated exam", "On this page", "Why it's per-exam", "If you miss it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Scheduling an accommodated exam\nThe 48-hour process for booking each exam a student takes with approved accommodations, and what happens if you miss the window.\nWhy it's per-exam\nAccessibility Services decides what you're eligible for once; the Testing Center has to line up a room, a proctor, extended time on the calendar, and any assistive tech for each specific sitting. Forty-eight hours is what that logistics takes.\nIf you miss it\nA late request is filled when there's capacity but isn't guaranteed; a genuinely missed accommodated exam is handled between you and the instructor like any other missed exam. Setting a recurring reminder for the semester's exam dates is the fix most students land on.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nBook through: The Testing Center scheduler, at least 48 hours before the exam. What's needed: Your approved accommodations on file, and the exam date/time from your instructor. Missed window: Rescheduled with the instructor directly, not automatically. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nBook through\nThe Testing Center scheduler, at least 48 hours before the exam\nWhat's needed\nYour approved accommodations on file, and the exam date/time from your instructor\nMissed window\nRescheduled with the instructor directly, not automatically\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "exam-jam-events.html", "title": "Exam Jam", "description": "The end-of-semester study event: extended hours, free coffee and snacks, tutoring on the spot, and a therapy-dog corner.", "headings": [ "Exam Jam", "On this page", "What happens", "Why one big night", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Exam Jam\nThe end-of-semester study event: extended hours, free coffee and snacks, tutoring on the spot, and a therapy-dog corner.\nWhat happens\nThe library stays open late, tutoring centers send staff to set up tables, departments run last-minute review sessions, Dining brings coffee and food, and the counseling center's therapy-dog partners take over a corner for ten-minute breaks. One night, everything a stressed student might need in one building.\nWhy one big night\nIt's partly the practical services and partly the signal — a campus that treats finals as a thing everyone gets through together rather than alone. Attendance is highest among first-year students, which is the point.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nWhen: The Sunday before finals week, into the night. Where: Halvorsen Library, all floors. Includes: Drop-in tutoring, review sessions, free food, a quiet-hours enforcement push, therapy dogs. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nThe Sunday before finals week, into the night\nWhere\nHalvorsen Library, all floors\nIncludes\nDrop-in tutoring, review sessions, free food, a quiet-hours enforcement push, therapy dogs\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "export-control-basics.html", "title": "Export control basics", "description": "When U.S. trade rules touch university research — usually they don't, but the exceptions matter.", "headings": [ "Export control basics", "On this page", "The fundamental research exemption", "What to do", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Export control basics\nWhen U.S. trade rules touch university research — usually they don't, but the exceptions matter.\nThe fundamental research exemption\nMost academic work is exempt because the results are meant to be openly published. Export control becomes relevant when a sponsor restricts publication or foreign-national participation, when the work involves specific listed technologies, or when you physically take equipment, samples, or technical data out of the country.\nWhat to do\nFlag any award term that limits who can work on a project or what can be published, before signing. Check with the Office of Research before hand-carrying a laptop with research data to certain countries, shipping hardware abroad, or hosting a visitor who needs access to controlled work. Most questions resolve quickly; a few need a license.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nUsually fine: Fundamental research intended for publication, and information already in the public domain, are not restricted. Watch for: Certain technologies, encryption, controlled equipment, shipping items or data abroad, and travel to sanctioned countries. Ask first: A restricted funding clause, foreign-national access limits, or a request to keep results from being published. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nUsually fine\nFundamental research intended for publication, and information already in the public domain, are not restricted\nWatch for\nCertain technologies, encryption, controlled equipment, shipping items or data abroad, and travel to sanctioned countries\nAsk first\nA restricted funding clause, foreign-national access limits, or a request to keep results from being published\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "f2-dependent-information.html", "title": "F-2 dependents", "description": "Bringing a spouse or child to the US on an F-2 visa — what they can and cannot do.", "headings": [ "F-2 dependents", "On this page", "Getting the visa", "Life on F-2", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Global learning F-2 dependents\nBringing a spouse or child to the US on an F-2 visa — what they can and cannot do.\nGetting the visa\nRequest F-2 dependent I-20s from the international office with proof of relationship (marriage and birth certificates) and evidence of enough funding to support the family. Dependents then apply for F-2 visas at a US consulate, usually with or after the F-1 student.\nLife on F-2\nMinor children enroll in local public school at no tuition. A spouse can take classes part time on F-2, or must switch to F-1 to study full time. Employment is prohibited for F-2 holders — there is no work permit for this category — so plan the household budget around the F-1 student's funding and limited on-campus earnings.\nIn and around Porter Falls\nFor a campus this size Porter both sends and receives a steady stream of students internationally. The Global Education Office in Founders Union runs the advising, the risk review and the arrival and re-entry programming.\nThe practical details\nEligible: Legal spouse and unmarried children under 21 of an F-1 student. May: Children attend K-12 school; dependents can study part time and change status. May not: F-2 dependents cannot work in the US under any circumstances. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Global Education Office (Founders Union, Room 240). Call (715) 555–0220 or email global@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nEligible\nLegal spouse and unmarried children under 21 of an F-1 student\nMay\nChildren attend K-12 school; dependents can study part time and change status\nMay not\nF-2 dependents cannot work in the US under any circumstances\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nInternational student orientation\nFaculty-Led Study Abroad\nStudy Abroad Partner Universities\nCPT & OPT workshops\nFull contact directory" }, { "url": "facilities-management.html", "title": "Facilities Management", "description": "The people who heat, clean, plow, fix, lock and build 14 buildings on 86 acres — how to ask for a repair, what gets plowed first, and what is under construction.", "headings": [ "Facilities Management", "On this page", "About Facilities", "Requesting a repair", "Snow removal priorities", "Capital projects", "Keys and card access" ], "content": "Offices & services Facilities Management\nThe people who heat, clean, plow, fix, lock and build 14 buildings on 86 acres — how to ask for a repair, what gets plowed first, and what is under construction.\nAbout Facilities\nFacilities Management keeps roughly 1.9 million square feet running, from the 1912 Founders Hall to the residence halls and the central heating plant. The department has 118 full-time staff in six shops and is led by Duane Kolsrud , director since 1998, who reports to the vice chancellor for finance and operations and holds the only complete set of keys to every building on campus, including two that no longer exist.\nMaintenance & Trades — Covers: Electrical, plumbing, HVAC, carpentry, painting\nCustodial Services — Covers: Academic buildings nightly; residence hall common areas daily\nGrounds — Covers: Mowing, trees, the Riverfront Trail edge, snow and ice\nLock Shop & Access Control — Covers: Keys, card readers, door hardware\nEnergy & Central Plant — Covers: Steam, chilled water, the solar array, metering\nCapital Planning & Construction — Covers: Renovations, new buildings, the master plan\nRequesting a repair\nEverything starts as a work order in the maintenance request system . Residents report room problems the same way. The system assigns a priority:\nEmergency (flooding, no heat, gas smell, a stuck elevator, anything unsafe): call (715) 555–0145 during business hours or Campus Safety at (715) 555–0191 after hours. Response within one hour, around the clock.\nUrgent (a broken classroom projector mount, a restroom out of order): within one business day.\nRoutine (a dripping faucet, a sticking door): within ten business days.\nProjects (new shelving, a moved wall, paint in a color not on the approved list): estimated and billed to the department.\nLast year Facilities closed 21,400 work orders; 93 percent of routine requests were finished on time.\nSnow removal priorities\nCrews start when two inches have fallen or ice is forecast, usually by 3:00 a.m. Clearing goes in this order:\nEmergency access routes, the Health Sciences Center, residence hall entrances, accessible routes and accessible parking .\nMain walks between Founders Union, the library and the academic quad; Porter Loop shuttle stops.\nFaculty, staff and commuter lots, in posted order.\nSecondary walks and steps. Some exterior stairs are closed for the season and signed.\nOvernight lot rules are on winter parking . Whether campus closes is not a Facilities decision — see weather closings .\nCapital projects\nFounders Hall renovation (mechanical, accessibility, classroom tech), one wing per summer — Budget: $15.0 million; Status: Design; construction summers 2027–2029\nAdvanced manufacturing & robotics lab — Budget: $2.9 million ($2.4M federal grant + 20% match); Status: Groundbreaking spring 2027; opens fall 2027\nKessler Hall HVAC and accessibility upgrade — Budget: $6.2 million; Status: Bidding; construction summer 2027\nHalvorsen Library 24-hour study addition — Budget: $8.5 million (campaign-funded); Status: Schematic design\nSteam line replacement, Founders Drive — Budget: $3.1 million; Status: Phase 1 done; phase 2 summer 2027\nHalvorsen Library fourth floor — Budget: $1.9 million; Status: Completed May 2026\nNew construction and major renovations meet a LEED Silver minimum. Construction notices, detours and lane closures on Founders Drive are posted on the Facilities page in MyPorter the Friday before work starts.\nKeys and card access\nMost doors now open with the Porter Card. Access is requested by a department coordinator, not by the person who wants in; the steps, deposits and what a lost key costs are on keys and card access requests . Card changes take effect within one business day. Physical keys are cut only for spaces without a reader and are picked up at the lock shop with a photo ID. A lost master key means rekeying every door on that keyway, and the department pays for it.\nBuilding hours and after-hours access are set by Facilities and Campus Safety together — see after-hours building access .\nAt a glance\nDirector\nDuane Kolsrud, since 1998\nStaff\n118 full-time in six shops\nWork orders\n21,400 closed last year\nEmergency repair\n(715) 555–0145; after hours via Campus Safety\nPlowing starts\nAt two inches, usually by 3:00 a.m.\nWho to contact\nFacilities Management\nFacilities Services Building, east service drive; capital planning in Millwright Hall 40\nPhone\n(715) 555–0145\nEmail\nfacilities@uwporterfalls.edu\nHours\nMon–Fri, 7:00 a.m.–3:30 p.m.; emergencies 24/7\nRelated resources\nMaintenance request system\nCampus master plan\nEnvironmental Health & Safety\nBudget & financial planning\nSustainability\nDuane Kolsrud" }, { "url": "facilities-rentals.html", "title": "Facilities & event rentals", "description": "The spaces you can book, who gets priority, what an event actually costs, and the lead time each type needs.", "headings": [ "Facilities & event rentals", "On this page", "The spaces", "Who can book and priority order", "What it costs", "Lead time and getting started" ], "content": "Outreach & engagement Facilities & event rentals\nThe spaces you can book, who gets priority, what an event actually costs, and the lead time each type needs.\nThe spaces\nBookable venues run from a 12-seat seminar room to the 900-seat Heritage Auditorium. In between: the Founders Ballroom (banquets, conferences, receptions), the union's meeting rooms and open lounges, classrooms and computer labs outside class hours, Ironclad Fieldhouse and the gyms for athletic events and large expos, outdoor quads and pavilions, the recreation center pools and courts, and specialized rooms (a boardroom, a broadcast studio, teaching kitchens). Each has a capacity, an equipment list, and photos on the room-reservation site.\nWho can book and priority order\nRequests are prioritized: credit instruction and university academic needs first, then registered student organizations and university departments, then affiliated groups, then outside community and commercial renters. Student organizations reserve most campus space for free through their portal and pay only for extras (extended custodial, security, specialized AV, catering above a threshold). University departments use an internal charge. External renters pay a published rate card that varies by space and covers staffing, and must carry event insurance naming the university.\nWhat it costs\nA small student-org meeting in a union room is typically free. Costs appear when an event needs setup and teardown labor, audiovisual technicians, additional custodial service, Campus Safety officers (required above a headcount or when alcohol is served), parking coordination, or catering, which for most indoor spaces must come from University Catering. The event office gives a written estimate after reviewing your request; there are no surprise charges after the fact if the event runs as planned.\nLead time and getting started\nSubmit through the event-reservation system with your dates, expected attendance, room layout, and technical needs. Minimum lead times: about two weeks for a simple meeting, four weeks for an event with catering or AV, and eight-plus weeks for a large public event, anything with minors, alcohol service, amplified outdoor sound, or road/parking impact. One event coordinator is assigned to walk you through setup, policy, accessibility, safety, and the timeline. Book early — the ballroom and auditorium fill a semester or more ahead for peak dates.\nAt a glance\nSpaces\nSeminar rooms up to the 900-seat Heritage Auditorium; ballroom, union rooms, off-hours classrooms, fieldhouse, quads, rec facilities, studios\nPriority\nAcademics → registered student orgs and departments (mostly free space) → affiliates → outside renters (published rate card + event insurance)\nCost drivers\nSetup labor, AV techs, extra custodial, required Campus Safety, parking, and catering (University Catering for most indoor spaces) — written estimate up front\nLead time\n~2 weeks a plain meeting · 4 weeks with catering/AV · 8+ weeks for large public events, minors, alcohol, or parking impact\nRelated resources\nEmployer partnerships\nContinuing education\nCommunity engagement\nConference services\nContact directory" }, { "url": "fact-book-2026.html", "title": "Fact Book, Fall 2026", "description": "The official fall 2026 census numbers — who enrolled, where they came from, what degrees Porter awarded last year, who works here and where the money goes. When another page disagrees, this one wins.", "headings": [ "Fact Book, Fall 2026", "On this page", "About these numbers", "Enrollment, fall 2026", "Where students come from", "Degrees conferred, 2025–26", "Retention and graduation", "Faculty, staff and finances" ], "content": "Institutional research Fact Book, Fall 2026\nThe official fall 2026 census numbers — who enrolled, where they came from, what degrees Porter awarded last year, who works here and where the money goes. When another page disagrees, this one wins.\nAbout these numbers\nEvery figure below is a census count , taken from the student and payroll systems at the close of business on the tenth day of classes — Wednesday, September 16, 2026. Census counts do not move afterward, so they are what Porter reports to the UW System, the federal government and the Common Data Set . Headcounts are people, not credits; each student is counted once, in the college of their first major.\nThe preliminary figure announced on August 30 ( 8,412, a nine-year high ) held at census exactly, which Institutional Research notes has happened only twice in the last ten years. Total enrollment is up 6.1 percent from 7,928 in fall 2025. Retention and graduation rates follow the federal definitions explained on graduation and retention rates ; budget figures come from Budget & Financial Planning .\nEnrollment, fall 2026\nBy college and level\nEngineering & Technology — Undergraduate: 1,742; Graduate: 148; Total: 1,890\nComputing & Information Sciences — Undergraduate: 1,286; Graduate: 196; Total: 1,482\nHealth Sciences — Undergraduate: 1,224; Graduate: 94; Total: 1,318\nBusiness — Undergraduate: 1,018; Graduate: 172; Total: 1,190\nArts, Design & Communication — Undergraduate: 868; Graduate: —; Total: 868\nEducation — Undergraduate: 612; Graduate: 147; Total: 759\nApplied & Technical Studies — Undergraduate: 641; Graduate: —; Total: 641\nExploratory (undeclared) — Undergraduate: 214; Graduate: —; Total: 214\nNon-degree and dual enrollment — Undergraduate: 50; Graduate: —; Total: 50\nTotal — Undergraduate: 7,655 (91.0%); Graduate: 757 (9.0%); Total: 8,412\nUndergraduates by class standing: first-year 2,412 (including 2,110 new first-time students), sophomore 1,688, junior 1,702, senior 1,803, non-degree 50. Graduate students: 702 master’s, 41 doctoral (Ed.D.), 14 graduate non-degree. Full-time: 6,812 undergraduates and 298 graduate students (7,110 total); part-time: 843 and 459 (1,302 total). New transfer students: 682.\nWho our students are\nFirst-generation undergraduates — Students: 2,909; Share: 38% of undergraduates\nFirst-generation, new first-year class — Students: 591; Share: 28% of 2,110\nPell Grant recipients — Students: 2,418; Share: 32% of undergraduates\nLiving in university housing (plus 38 temporarily at the Porter Falls Inn) — Students: 2,614; Share: 31% of all students\nVeterans and service members — Students: 214; Share: 3%\nAge\nStudents — Under 18: 46; 18–19: 3,214; 20–21: 2,688; 22–24: 1,302; 25–29: 548; 30–39: 402; 40+: 212\nAverage age: 21.4 for undergraduates, 31.8 for graduate students. The 46 students under 18 are almost all high schoolers in dual enrollment .\nWhere students come from\nStudents come from 41 states and 29 countries; the fall 2026 first-year class alone came from 27 states.\nWesconsin resident — Students: 6,184\nMinnesota reciprocity — Students: 1,038\nMidwest Student Exchange rate — Students: 512\nOther non-resident (U.S.) — Students: 446\nInternational — Students: 232\nTotal — Students: 8,412\nPorter County — Students: 1,348\nTamarack County (Lake City) — Students: 702\nKettle River County — Students: 412\nHalsey County — Students: 366\nMillbrook County — Students: 298\nUpper Rapids County — Students: 241\nAll other counties — Students: 2,817\nTop home states after Wesconsin: Minnesota 1,038; Illinois 214; Iowa 131; Michigan 98; North Dakota 96; Ohio 58; South Dakota 52. How the residency categories are decided is on residency for tuition purposes .\nDegrees conferred, 2025–26\nThe 2025–26 reporting year covers the August 2025, December 2025 and May 2026 conferral dates: 170, 694 and 1,652 degrees respectively, 2,516 in all — the largest year on record . Applied Mathematics and Environmental Science degrees are credited to Applied & Technical Studies, which awards them jointly with Science & Mathematics.\nEngineering & Technology — Bachelor’s: 512; Master’s: 58; Doctoral: —; Total degrees: 570; Certificates: 46\nComputing & Information Sciences — Bachelor’s: 384; Master’s: 74; Doctoral: —; Total degrees: 458; Certificates: —\nBusiness — Bachelor’s: 338; Master’s: 82; Doctoral: —; Total degrees: 420; Certificates: 29\nHealth Sciences — Bachelor’s: 372; Master’s: 31; Doctoral: —; Total degrees: 403; Certificates: —\nArts, Design & Communication — Bachelor’s: 246; Master’s: —; Doctoral: —; Total degrees: 246; Certificates: —\nEducation — Bachelor’s: 178; Master’s: 38; Doctoral: 5; Total degrees: 221; Certificates: —\nApplied & Technical Studies — Bachelor’s: 198; Master’s: —; Doctoral: —; Total degrees: 198; Certificates: 43\nTotal — Bachelor’s: 2,228; Master’s: 283; Doctoral: 5; Total degrees: 2,516; Certificates: 118\nRetention and graduation\nReturned for a second fall — Cohort: Fall 2025 first-time, full-time; Students: 1,630 of 1,964; Rate: 83%\nFirst-generation students returned — Cohort: Fall 2025; Students: —; Rate: 80.0% (gap: 4.1 points)\nGraduated in four years — Cohort: Fall 2022; Students: 1,051 of 1,812; Rate: 58%\nGraduated in six years — Cohort: Fall 2020; Students: 1,211 of 1,706; Rate: 71%\nSix-year rate, first-generation — Cohort: Three-year average; Students: —; Rate: 69%\nSix-year rate, Pell recipients — Cohort: Three-year average; Students: —; Rate: 65%\nProgress against the retention-gap and completion targets is tracked on the strategic plan progress dashboard .\nFaculty, staff and finances\nTenured faculty — Headcount: 214\nTenure-track faculty — Headcount: 96\nFull-time teaching faculty — Headcount: 80\nAcademic staff (incl. 118 part-time instructors) — Headcount: 410\nUniversity staff — Headcount: 330\nLimited-term employees — Headcount: 110\nTotal employees — Headcount: 1,240\nStudent employees (separate) — Headcount: 1,612\nFY2027 all-funds budget — Amount: $214.6M\nTuition and fees (net) — Amount: $86.4M (40.3%)\nState appropriation — Amount: $48.9M (22.8%)\nInstruction spending — Amount: $68.2M (31.8%)\nExternal research awards, FY2026 — Amount: $9.1M\nSpending per student — Amount: about $25,500\nDeferred maintenance backlog — Amount: about $41M\nThe 17:1 student-to-faculty ratio uses full-time equivalents: 7,701 FTE students to 453 FTE instructional staff. Hiring and benefits are on work at Porter ; Foundation giving is reported separately in the giving impact report .\nAt a glance\nCensus date\nSeptember 16, 2026\nTotal enrollment\n8,412 (+6.1%)\nUndergraduate / graduate\n7,655 / 757\nNew first-years\n2,110\nDegrees, 2025–26\n2,516\nEmployees\n1,240\nWho to contact\nOffice of Institutional Research\nMillwright Hall 214\nPhone\n(715) 555–0117\nEmail\nir@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nInstitutional research\nQuick facts\nCommon Data Set\nGraduation & retention rates\nPost-graduation outcomes\nBudget & financial planning" }, { "url": "facts.html", "title": "Quick facts and rankings", "description": "The numbers a viewbook puts in a sidebar, all in one place.", "headings": [ "Quick facts & rankings", "At a glance", "Outcomes", "Recognition", "Take the next step." ], "content": "About\nQuick facts & rankings\nThe numbers a viewbook puts in a sidebar, all in one place.\nConsumer information & required disclosures → — accreditation, graduation rates, outcomes, security, aid, and more, in one place.\nAt a glance\nFounded · 1893\nJoined the UW System · 1971\nTotal enrollment · 8,412\nUndergraduate / graduate split · 91% / 9%\nStudent to faculty ratio · 17:1\nAverage class size · 24\nColleges · 7\nUndergraduate majors · 38\nGraduate programs · 8\nCertificates · 3\nCampus size · 86 acres, 14 buildings\nAthletic conference · NCAA Division III, Wesconsin Collegiate Athletic Conference\nMascot · The Ironclads\nColors · Navy and gold\nOutcomes\nEmployed or in graduate school within 6 months · 94%\n4-year graduation rate · 58%\n6-year graduation rate · 71%\nUndergraduates who complete a required internship, co-op or clinical · 96%\nStudents who work with funded research or a sponsored project · 410/year\nRecognition\nNamed a top regional public polytechnic by the Midwest Polytechnic Review , nine years running.\nNursing program's NCLEX-RN pass rate has run above the state average for eleven consecutive years.\nPackaging Technology is one of a small number of dedicated undergraduate packaging programs in the\ncountry.\nThe Cybersecurity program's collegiate cyber defense team has placed in the top three of the\nregional competition four of the last five years.\nEvery figure on this page is invented for a fictional university.\nSee the full disclaimer .\nRelated\nFact book 2026\nStrategic plan progress\nAbout UW–Porter Falls\nHistory\nResearch & outreach\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "faculty-aisha-beaumont.html", "title": "Aisha Beaumont", "description": "Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: electromagnetics and antennas, sensors and instrumentation.", "headings": [ "Aisha Beaumont", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Aisha Beaumont\nProfessor, Electrical & Computer Engineering\nBackground\nAisha Beaumont is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Aisha was a controls engineer in industrial automation.\nAisha's research focuses on electromagnetics and antennas, with related work in sensors and instrumentation; undergraduates are involved in the lab most terms.\nAreas of expertise\nElectromagnetics and antennas\nSensors and instrumentation\nUndergraduate research and project mentoring\nTeaching\nAisha regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Aisha builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAisha advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAisha's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in electromagnetics and antennas and sensors and instrumentation. Representative items:\nA peer-reviewed article on electromagnetics and antennas in a disciplinary journal.\nA conference paper on sensors and instrumentation, co-authored with an undergraduate researcher.\nAn internally funded project applying electromagnetics and antennas to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Aisha has no real publication record.\nGet in touch\nThe fastest way to reach Aisha is email ( abeaumont@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\nabeaumont@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-aisha-bergstr-m.html", "title": "Aisha Bergström", "description": "Associate Professor in Psychology at UW–Porter Falls. Expertise: developmental psychology, clinical and counseling psychology.", "headings": [ "Aisha Bergström", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Aisha Bergström\nAssociate Professor, Psychology\nBackground\nAisha Bergström is on the faculty of the Department of Psychology and holds a Ph.D. from the University of Waterloo. Before Porter, Aisha worked as a research coordinator on a longitudinal study.\nAisha's research focuses on developmental psychology, with related work in clinical and counseling psychology; undergraduates are involved in the lab most terms.\nAreas of expertise\nDevelopmental psychology\nClinical and counseling psychology\nUndergraduate research and project mentoring\nTeaching\nAisha regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Aisha builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAisha advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAisha's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in developmental psychology and clinical and counseling psychology. Representative items:\nA peer-reviewed article on developmental psychology in a disciplinary journal.\nA conference paper on clinical and counseling psychology, co-authored with an undergraduate researcher.\nAn internally funded project applying developmental psychology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Aisha has no real publication record.\nGet in touch\nThe fastest way to reach Aisha is email ( abergstrm@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Waterloo\nEmail\nabergstrm@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-aisha-fitzgerald.html", "title": "Aisha Fitzgerald", "description": "Associate Professor in Art & Design at UW–Porter Falls. Expertise: apparel and textiles, illustration.", "headings": [ "Aisha Fitzgerald", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Aisha Fitzgerald\nAssociate Professor, Art & Design\nBackground\nAisha Fitzgerald is on the faculty of the Department of Art & Design and holds a Ph.D. from the University of Waterloo. Before Porter, Aisha was a senior designer at a branding agency.\nAisha's research focuses on apparel and textiles, with related work in illustration; undergraduates are involved in the lab most terms.\nAreas of expertise\nApparel and textiles\nIllustration\nUndergraduate research and project mentoring\nTeaching\nAisha regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Aisha builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAisha advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAisha's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in apparel and textiles and illustration. Representative items:\nA peer-reviewed article on apparel and textiles in a disciplinary journal.\nA conference paper on illustration, co-authored with an undergraduate researcher.\nAn internally funded project applying apparel and textiles to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Aisha has no real publication record.\nGet in touch\nThe fastest way to reach Aisha is email ( afitzgerald@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Waterloo\nEmail\nafitzgerald@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-aisha-lindqvist.html", "title": "Aisha Lindqvist", "description": "Assistant Professor in Communication & Media at UW–Porter Falls. Expertise: public relations, writing studies.", "headings": [ "Aisha Lindqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Aisha Lindqvist\nAssistant Professor, Communication & Media\nBackground\nAisha Lindqvist is on the faculty of the Department of Communication & Media and holds a Ph.D. from the University of Nebraska. Before Porter, Aisha produced video and podcasts for a media company.\nAisha's research focuses on public relations, with related work in writing studies; undergraduates are involved in the lab most terms.\nAreas of expertise\nPublic relations\nWriting studies\nUndergraduate research and project mentoring\nTeaching\nAisha regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Aisha builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAisha advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAisha's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in public relations and writing studies. Representative items:\nA peer-reviewed article on public relations in a disciplinary journal.\nA conference paper on writing studies, co-authored with an undergraduate researcher.\nAn internally funded project applying public relations to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Aisha has no real publication record.\nGet in touch\nThe fastest way to reach Aisha is email ( alindqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Nebraska\nEmail\nalindqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-aisha-mbeki.html", "title": "Aisha Mbeki", "description": "Clinical Associate Professor in Teacher Education at UW–Porter Falls. Expertise: educational technology, science and STEM education.", "headings": [ "Aisha Mbeki", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Aisha Mbeki\nClinical Associate Professor, Teacher Education\nBackground\nAisha Mbeki is on the faculty of the Department of Teacher Education and holds a doctoral clinical degree from the University of Toronto and is licensed to practice. Before Porter, Aisha was a middle-school science teacher and department chair.\nAisha brings that practice into the classroom, teaching from real cases and current standards in educational technology and science and STEM education.\nAreas of expertise\nEducational technology\nScience and STEM education\nApplied practice and industry partnerships\nTeaching\nAisha regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Aisha keeps the connection to current practice explicit.\nAdvising and office hours\nAisha advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAisha stays active in practice alongside teaching, through consulting, standards work, and applied projects in educational technology and science and STEM education. Representative items:\nAn applied project in educational technology with an industry or community partner.\nA workshop or short course on science and STEM education for practitioners in the region.\nService on a standards, licensing, or advisory body related to educational technology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Aisha has no real publication record.\nGet in touch\nThe fastest way to reach Aisha is email ( ambeki@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, the University of Toronto\nEmail\nambeki@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-aisha-molnar.html", "title": "Aisha Molnar", "description": "Clinical Associate Professor in Biomedical Engineering at UW–Porter Falls. Expertise: human factors in health care, biomedical instrumentation.", "headings": [ "Aisha Molnar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Aisha Molnar\nClinical Associate Professor, Biomedical Engineering\nBackground\nAisha Molnar is on the faculty of the Department of Biomedical Engineering and holds a doctoral clinical degree from Michigan State University and is licensed to practice. Before Porter, Aisha worked in R&D for a diagnostic-imaging manufacturer.\nAisha brings that practice into the classroom, teaching from real cases and current standards in human factors in health care and biomedical instrumentation.\nAreas of expertise\nHuman factors in health care\nBiomedical instrumentation\nApplied practice and industry partnerships\nTeaching\nAisha regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Aisha keeps the connection to current practice explicit.\nAdvising and office hours\nAisha advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAisha stays active in practice alongside teaching, through consulting, standards work, and applied projects in human factors in health care and biomedical instrumentation. Representative items:\nAn applied project in human factors in health care with an industry or community partner.\nA workshop or short course on biomedical instrumentation for practitioners in the region.\nService on a standards, licensing, or advisory body related to human factors in health care.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Aisha has no real publication record.\nGet in touch\nThe fastest way to reach Aisha is email ( amolnar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, Michigan State University\nEmail\namolnar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-aisha-nakamura.html", "title": "Aisha Nakamura", "description": "Associate Professor in Humanities at UW–Porter Falls. Expertise: ethics and applied philosophy, American and comparative politics.", "headings": [ "Aisha Nakamura", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Aisha Nakamura\nAssociate Professor, Humanities\nBackground\nAisha Nakamura is on the faculty of the Department of Humanities and holds a Ph.D. from the University of Waterloo. Before Porter, Aisha worked in public history and museums.\nAisha's research focuses on ethics and applied philosophy, with related work in American and comparative politics; undergraduates are involved in the lab most terms.\nAreas of expertise\nEthics and applied philosophy\nAmerican and comparative politics\nUndergraduate research and project mentoring\nTeaching\nAisha regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Aisha builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAisha advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAisha's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in ethics and applied philosophy and American and comparative politics. Representative items:\nA peer-reviewed article on ethics and applied philosophy in a disciplinary journal.\nA conference paper on American and comparative politics, co-authored with an undergraduate researcher.\nAn internally funded project applying ethics and applied philosophy to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Aisha has no real publication record.\nGet in touch\nThe fastest way to reach Aisha is email ( anakamura@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Waterloo\nEmail\nanakamura@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-aisha-novak.html", "title": "Aisha Novak", "description": "Assistant Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: counseling skills and the working alliance, vocational rehabilitation.", "headings": [ "Aisha Novak", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Aisha Novak\nAssistant Professor, Rehabilitation & Human Services\nBackground\nAisha Novak is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from the Ohio State University. Before Porter, Aisha did case management for a community mental-health center.\nAisha's research focuses on counseling skills and the working alliance, with related work in vocational rehabilitation; undergraduates are involved in the lab most terms.\nAreas of expertise\nCounseling skills and the working alliance\nVocational rehabilitation\nUndergraduate research and project mentoring\nTeaching\nAisha regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Aisha builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAisha advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAisha's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in counseling skills and the working alliance and vocational rehabilitation. Representative items:\nA peer-reviewed article on counseling skills and the working alliance in a disciplinary journal.\nA conference paper on vocational rehabilitation, co-authored with an undergraduate researcher.\nAn internally funded project applying counseling skills and the working alliance to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Aisha has no real publication record.\nGet in touch\nThe fastest way to reach Aisha is email ( anovak@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the Ohio State University\nEmail\nanovak@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-aisha-osei.html", "title": "Aisha Osei", "description": "Associate Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: community and public-health nutrition, exercise physiology.", "headings": [ "Aisha Osei", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Aisha Osei\nAssociate Professor, Health & Nutrition Sciences\nBackground\nAisha Osei is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from Texas A&M University. Before Porter, Aisha ran a community nutrition program.\nAisha's research focuses on community and public-health nutrition, with related work in exercise physiology; undergraduates are involved in the lab most terms.\nAreas of expertise\nCommunity and public-health nutrition\nExercise physiology\nUndergraduate research and project mentoring\nTeaching\nAisha regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Aisha builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAisha advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAisha's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in community and public-health nutrition and exercise physiology. Representative items:\nA peer-reviewed article on community and public-health nutrition in a disciplinary journal.\nA conference paper on exercise physiology, co-authored with an undergraduate researcher.\nAn internally funded project applying community and public-health nutrition to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Aisha has no real publication record.\nGet in touch\nThe fastest way to reach Aisha is email ( aosei@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Texas A&M University\nEmail\naosei@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-aisha-sato.html", "title": "Aisha Sato", "description": "Associate Professor in Management at UW–Porter Falls. Expertise: entrepreneurship and new ventures, human resource management.", "headings": [ "Aisha Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Aisha Sato\nAssociate Professor, Management\nBackground\nAisha Sato is on the faculty of the Department of Management and holds a Ph.D. from the University of Waterloo. Before Porter, Aisha led operations for a mid-market manufacturer.\nAisha's research focuses on entrepreneurship and new ventures, with related work in human resource management; undergraduates are involved in the lab most terms.\nAreas of expertise\nEntrepreneurship and new ventures\nHuman resource management\nUndergraduate research and project mentoring\nTeaching\nAisha regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Aisha builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAisha advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAisha's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in entrepreneurship and new ventures and human resource management. Representative items:\nA peer-reviewed article on entrepreneurship and new ventures in a disciplinary journal.\nA conference paper on human resource management, co-authored with an undergraduate researcher.\nAn internally funded project applying entrepreneurship and new ventures to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Aisha has no real publication record.\nGet in touch\nThe fastest way to reach Aisha is email ( asato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Waterloo\nEmail\nasato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-aisha-vasquez.html", "title": "Aisha Vasquez", "description": "Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: environmental and water-treatment engineering, sustainable infrastructure.", "headings": [ "Aisha Vasquez", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Aisha Vasquez\nProfessor, Civil & Environmental Engineering\nBackground\nAisha Vasquez is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Aisha worked in bridge inspection and rehabilitation.\nAisha's research focuses on environmental and water-treatment engineering, with related work in sustainable infrastructure; undergraduates are involved in the lab most terms.\nAreas of expertise\nEnvironmental and water-treatment engineering\nSustainable infrastructure\nUndergraduate research and project mentoring\nTeaching\nAisha regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Aisha builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAisha advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAisha's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in environmental and water-treatment engineering and sustainable infrastructure. Representative items:\nA peer-reviewed article on environmental and water-treatment engineering in a disciplinary journal.\nA conference paper on sustainable infrastructure, co-authored with an undergraduate researcher.\nAn internally funded project applying environmental and water-treatment engineering to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Aisha has no real publication record.\nGet in touch\nThe fastest way to reach Aisha is email ( avasquez@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\navasquez@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-aisha-winslow.html", "title": "Aisha Winslow", "description": "Clinical Associate Professor in Mechanical Engineering at UW–Porter Falls. Expertise: energy systems, tribology.", "headings": [ "Aisha Winslow", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Aisha Winslow\nClinical Associate Professor, Mechanical Engineering\nBackground\nAisha Winslow is on the faculty of the Department of Mechanical Engineering and holds a doctoral clinical degree from Michigan State University and is licensed to practice. Before Porter, Aisha was a test engineer for an off-highway vehicle manufacturer.\nAisha brings that practice into the classroom, teaching from real cases and current standards in energy systems and tribology.\nAreas of expertise\nEnergy systems\nTribology\nApplied practice and industry partnerships\nTeaching\nAisha regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Aisha keeps the connection to current practice explicit.\nAdvising and office hours\nAisha advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAisha stays active in practice alongside teaching, through consulting, standards work, and applied projects in energy systems and tribology. Representative items:\nAn applied project in energy systems with an industry or community partner.\nA workshop or short course on tribology for practitioners in the region.\nService on a standards, licensing, or advisory body related to energy systems.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Aisha has no real publication record.\nGet in touch\nThe fastest way to reach Aisha is email ( awinslow@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, Michigan State University\nEmail\nawinslow@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-amara-adebayo.html", "title": "Amara Adebayo", "description": "Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: injection molding and process optimization, mold and product design.", "headings": [ "Amara Adebayo", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Amara Adebayo\nProfessor, Plastics & Packaging Engineering\nBackground\nAmara Adebayo is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from McGill University. Before Porter, Amara ran a distribution-testing lab for a retailer.\nAmara's research focuses on injection molding and process optimization, with related work in mold and product design; undergraduates are involved in the lab most terms.\nAreas of expertise\nInjection molding and process optimization\nMold and product design\nUndergraduate research and project mentoring\nTeaching\nAmara regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Amara builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAmara advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAmara's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in injection molding and process optimization and mold and product design. Representative items:\nA peer-reviewed article on injection molding and process optimization in a disciplinary journal.\nA conference paper on mold and product design, co-authored with an undergraduate researcher.\nAn internally funded project applying injection molding and process optimization to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Amara has no real publication record.\nGet in touch\nThe fastest way to reach Amara is email ( aadebayo@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., McGill University\nEmail\naadebayo@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-amara-amara.html", "title": "Amara Amara", "description": "Professor of Practice in Mathematics at UW–Porter Falls. Expertise: discrete mathematics and combinatorics, algebra and number theory.", "headings": [ "Amara Amara", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Amara Amara\nProfessor of Practice, Mathematics\nBackground\nAmara Amara is on the faculty of the Department of Mathematics and holds a master’s degree from Michigan State University, along with professional licensure and industry certifications. Before Porter, Amara taught developmental and college mathematics at a community college.\nAmara brings that practice into the classroom, teaching from real cases and current standards in discrete mathematics and combinatorics and algebra and number theory.\nAreas of expertise\nDiscrete mathematics and combinatorics\nAlgebra and number theory\nApplied practice and industry partnerships\nTeaching\nAmara regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Amara keeps the connection to current practice explicit.\nAdvising and office hours\nAmara advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAmara stays active in practice alongside teaching, through consulting, standards work, and applied projects in discrete mathematics and combinatorics and algebra and number theory. Representative items:\nAn applied project in discrete mathematics and combinatorics with an industry or community partner.\nA workshop or short course on algebra and number theory for practitioners in the region.\nService on a standards, licensing, or advisory body related to discrete mathematics and combinatorics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Amara has no real publication record.\nGet in touch\nThe fastest way to reach Amara is email ( aamara@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, Michigan State University\nEmail\naamara@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-amara-antonelli.html", "title": "Amara Antonelli", "description": "Professor in World Languages at UW–Porter Falls. Expertise: second-language acquisition, French and Francophone studies.", "headings": [ "Amara Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Amara Antonelli\nProfessor, World Languages\nBackground\nAmara Antonelli is on the faculty of the Department of World Languages and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Amara taught language and lived abroad for several years.\nAmara's research focuses on second-language acquisition, with related work in French and Francophone studies; undergraduates are involved in the lab most terms.\nAreas of expertise\nSecond-language acquisition\nFrench and Francophone studies\nUndergraduate research and project mentoring\nTeaching\nAmara regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Amara builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAmara advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAmara's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in second-language acquisition and French and Francophone studies. Representative items:\nA peer-reviewed article on second-language acquisition in a disciplinary journal.\nA conference paper on French and Francophone studies, co-authored with an undergraduate researcher.\nAn internally funded project applying second-language acquisition to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Amara has no real publication record.\nGet in touch\nThe fastest way to reach Amara is email ( aantonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\naantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-amara-bergstr-m.html", "title": "Amara Bergström", "description": "Assistant Professor in Music & Theatre at UW–Porter Falls. Expertise: music theory and composition, scenic and lighting design.", "headings": [ "Amara Bergström", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Amara Bergström\nAssistant Professor, Music & Theatre\nBackground\nAmara Bergström is on the faculty of the Department of Music & Theatre and holds a Ph.D. from the Ohio State University. Before Porter, Amara stage-managed national touring productions.\nAmara's research focuses on music theory and composition, with related work in scenic and lighting design; undergraduates are involved in the lab most terms.\nAreas of expertise\nMusic theory and composition\nScenic and lighting design\nUndergraduate research and project mentoring\nTeaching\nAmara regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Amara builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAmara advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAmara's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in music theory and composition and scenic and lighting design. Representative items:\nA peer-reviewed article on music theory and composition in a disciplinary journal.\nA conference paper on scenic and lighting design, co-authored with an undergraduate researcher.\nAn internally funded project applying music theory and composition to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Amara has no real publication record.\nGet in touch\nThe fastest way to reach Amara is email ( abergstrm@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the Ohio State University\nEmail\nabergstrm@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-amara-brenner.html", "title": "Amara Brenner", "description": "Professor of Practice in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: cloud infrastructure, security education.", "headings": [ "Amara Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Amara Brenner\nProfessor of Practice, Cybersecurity & Information Technology\nBackground\nAmara Brenner is on the faculty of the Department of Cybersecurity & Information Technology and holds a master’s degree from Cornell University, along with professional licensure and industry certifications. Before Porter, Amara held a senior systems administration role at a hospital network.\nAmara brings that practice into the classroom, teaching from real cases and current standards in cloud infrastructure and security education.\nAreas of expertise\nCloud infrastructure\nSecurity education\nApplied practice and industry partnerships\nTeaching\nAmara regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Amara keeps the connection to current practice explicit.\nAdvising and office hours\nAmara advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAmara stays active in practice alongside teaching, through consulting, standards work, and applied projects in cloud infrastructure and security education. Representative items:\nAn applied project in cloud infrastructure with an industry or community partner.\nA workshop or short course on security education for practitioners in the region.\nService on a standards, licensing, or advisory body related to cloud infrastructure.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Amara has no real publication record.\nGet in touch\nThe fastest way to reach Amara is email ( abrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na master’s degree, Cornell University\nEmail\nabrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-amara-bwalya.html", "title": "Amara Bwalya", "description": "Teaching Professor in Biology at UW–Porter Falls. Expertise: science education, cell and molecular biology.", "headings": [ "Amara Bwalya", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Amara Bwalya\nTeaching Professor, Biology\nBackground\nAmara Bwalya is on the faculty of the Department of Biology and holds a Ph.D. from Virginia Tech. Before Porter, Amara was a laboratory scientist at a biotech company.\nAmara's work centers on teaching and curriculum in science education and cell and molecular biology, including course redesign and mentoring newer instructors.\nAreas of expertise\nScience education\nCell and molecular biology\nUndergraduate research and project mentoring\nTeaching\nAmara regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nAmara designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nAmara advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAmara's recent activity centers on teaching scholarship and curriculum work in science education and cell and molecular biology. Representative items:\nA redesigned course sequence in science education, with open or low-cost materials.\nA conference presentation on teaching cell and molecular biology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Amara has no real publication record.\nGet in touch\nThe fastest way to reach Amara is email ( abwalya@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Virginia Tech\nEmail\nabwalya@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-amara-carrasco.html", "title": "Amara Carrasco", "description": "Assistant Professor in Accounting & Finance at UW–Porter Falls. Expertise: taxation, corporate finance.", "headings": [ "Amara Carrasco", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Amara Carrasco\nAssistant Professor, Accounting & Finance\nBackground\nAmara Carrasco is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from the Ohio State University. Before Porter, Amara did valuation work for a consulting firm.\nAmara's research focuses on taxation, with related work in corporate finance; undergraduates are involved in the lab most terms.\nAreas of expertise\nTaxation\nCorporate finance\nUndergraduate research and project mentoring\nTeaching\nAmara regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Amara builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAmara advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAmara's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in taxation and corporate finance. Representative items:\nA peer-reviewed article on taxation in a disciplinary journal.\nA conference paper on corporate finance, co-authored with an undergraduate researcher.\nAn internally funded project applying taxation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Amara has no real publication record.\nGet in touch\nThe fastest way to reach Amara is email ( acarrasco@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., the Ohio State University\nEmail\nacarrasco@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-amara-cruz.html", "title": "Amara Cruz", "description": "Associate Professor in Chemistry at UW–Porter Falls. Expertise: computational chemistry, green chemistry.", "headings": [ "Amara Cruz", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Amara Cruz\nAssociate Professor, Chemistry\nBackground\nAmara Cruz is on the faculty of the Department of Chemistry and holds a Ph.D. from Texas A&M University. Before Porter, Amara did formulation work for a coatings manufacturer.\nAmara's research focuses on computational chemistry, with related work in green chemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nComputational chemistry\nGreen chemistry\nUndergraduate research and project mentoring\nTeaching\nAmara regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Amara builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAmara advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAmara's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in computational chemistry and green chemistry. Representative items:\nA peer-reviewed article on computational chemistry in a disciplinary journal.\nA conference paper on green chemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying computational chemistry to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Amara has no real publication record.\nGet in touch\nThe fastest way to reach Amara is email ( acruz@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Texas A&M University\nEmail\nacruz@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-amara-halvorsen.html", "title": "Amara Halvorsen", "description": "Assistant Professor in Construction Management at UW–Porter Falls. Expertise: BIM and virtual construction, mechanical and electrical systems.", "headings": [ "Amara Halvorsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Amara Halvorsen\nAssistant Professor, Construction Management\nBackground\nAmara Halvorsen is on the faculty of the Department of Construction Management and holds a Ph.D. from the University of Sheffield. Before Porter, Amara worked as a project engineer on health-care projects.\nAmara's research focuses on BIM and virtual construction, with related work in mechanical and electrical systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nBIM and virtual construction\nMechanical and electrical systems\nUndergraduate research and project mentoring\nTeaching\nAmara regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Amara builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAmara advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAmara's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in BIM and virtual construction and mechanical and electrical systems. Representative items:\nA peer-reviewed article on BIM and virtual construction in a disciplinary journal.\nA conference paper on mechanical and electrical systems, co-authored with an undergraduate researcher.\nAn internally funded project applying BIM and virtual construction to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Amara has no real publication record.\nGet in touch\nThe fastest way to reach Amara is email ( ahalvorsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Sheffield\nEmail\nahalvorsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-amara-kaur.html", "title": "Amara Kaur", "description": "Teaching Professor in Data Science at UW–Porter Falls. Expertise: Bayesian methods, machine learning.", "headings": [ "Amara Kaur", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Amara Kaur\nTeaching Professor, Data Science\nBackground\nAmara Kaur is on the faculty of the Department of Data Science and holds a Ph.D. from Virginia Tech. Before Porter, Amara built forecasting systems for a utility.\nAmara's work centers on teaching and curriculum in Bayesian methods and machine learning, including course redesign and mentoring newer instructors.\nAreas of expertise\nBayesian methods\nMachine learning\nUndergraduate research and project mentoring\nTeaching\nAmara regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nAmara designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nAmara advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAmara's recent activity centers on teaching scholarship and curriculum work in Bayesian methods and machine learning. Representative items:\nA redesigned course sequence in Bayesian methods, with open or low-cost materials.\nA conference presentation on teaching machine learning at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Amara has no real publication record.\nGet in touch\nThe fastest way to reach Amara is email ( akaur@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Virginia Tech\nEmail\nakaur@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-amara-kowalczyk.html", "title": "Amara Kowalczyk", "description": "Teaching Professor in Nursing at UW–Porter Falls. Expertise: quality and safety, maternal and child health.", "headings": [ "Amara Kowalczyk", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Amara Kowalczyk\nTeaching Professor, Nursing\nBackground\nAmara Kowalczyk is on the faculty of the Department of Nursing and holds a Ph.D. from Virginia Tech. Before Porter, Amara worked in community and public-health nursing.\nAmara's work centers on teaching and curriculum in quality and safety and maternal and child health, including course redesign and mentoring newer instructors.\nAreas of expertise\nQuality and safety\nMaternal and child health\nUndergraduate research and project mentoring\nTeaching\nAmara regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nAmara designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nAmara advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAmara's recent activity centers on teaching scholarship and curriculum work in quality and safety and maternal and child health. Representative items:\nA redesigned course sequence in quality and safety, with open or low-cost materials.\nA conference presentation on teaching maternal and child health at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Amara has no real publication record.\nGet in touch\nThe fastest way to reach Amara is email ( akowalczyk@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Virginia Tech\nEmail\nakowalczyk@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-amara-lindqvist.html", "title": "Amara Lindqvist", "description": "Teaching Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: logistics and transportation, retail and services marketing.", "headings": [ "Amara Lindqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Amara Lindqvist\nTeaching Professor, Marketing & Supply Chain\nBackground\nAmara Lindqvist is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from Iowa State University. Before Porter, Amara was a brand manager for a consumer-goods company.\nAmara's work centers on teaching and curriculum in logistics and transportation and retail and services marketing, including course redesign and mentoring newer instructors.\nAreas of expertise\nLogistics and transportation\nRetail and services marketing\nUndergraduate research and project mentoring\nTeaching\nAmara regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nAmara designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nAmara advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAmara's recent activity centers on teaching scholarship and curriculum work in logistics and transportation and retail and services marketing. Representative items:\nA redesigned course sequence in logistics and transportation, with open or low-cost materials.\nA conference presentation on teaching retail and services marketing at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Amara has no real publication record.\nGet in touch\nThe fastest way to reach Amara is email ( alindqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., Iowa State University\nEmail\nalindqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-amara-molnar.html", "title": "Amara Molnar", "description": "Teaching Professor in Physics & Astronomy at UW–Porter Falls. Expertise: nuclear and particle physics, optics and photonics.", "headings": [ "Amara Molnar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Amara Molnar\nTeaching Professor, Physics & Astronomy\nBackground\nAmara Molnar is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from Iowa State University. Before Porter, Amara held a postdoctoral appointment at a national laboratory.\nAmara's work centers on teaching and curriculum in nuclear and particle physics and optics and photonics, including course redesign and mentoring newer instructors.\nAreas of expertise\nNuclear and particle physics\nOptics and photonics\nUndergraduate research and project mentoring\nTeaching\nAmara regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nAmara designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nAmara advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAmara's recent activity centers on teaching scholarship and curriculum work in nuclear and particle physics and optics and photonics. Representative items:\nA redesigned course sequence in nuclear and particle physics, with open or low-cost materials.\nA conference presentation on teaching optics and photonics at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Amara has no real publication record.\nGet in touch\nThe fastest way to reach Amara is email ( amolnar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Iowa State University\nEmail\namolnar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-amara-persson.html", "title": "Amara Persson", "description": "Professor of Practice in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: automation and robotics, manufacturing processes.", "headings": [ "Amara Persson", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Amara Persson\nProfessor of Practice, Manufacturing & Industrial Engineering\nBackground\nAmara Persson is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a master’s degree from Cornell University, along with professional licensure and industry certifications. Before Porter, Amara integrated robotic cells for an automation house.\nAmara brings that practice into the classroom, teaching from real cases and current standards in automation and robotics and manufacturing processes.\nAreas of expertise\nAutomation and robotics\nManufacturing processes\nApplied practice and industry partnerships\nTeaching\nAmara regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Amara keeps the connection to current practice explicit.\nAdvising and office hours\nAmara advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAmara stays active in practice alongside teaching, through consulting, standards work, and applied projects in automation and robotics and manufacturing processes. Representative items:\nAn applied project in automation and robotics with an industry or community partner.\nA workshop or short course on manufacturing processes for practitioners in the region.\nService on a standards, licensing, or advisory body related to automation and robotics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Amara has no real publication record.\nGet in touch\nThe fastest way to reach Amara is email ( apersson@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na master’s degree, Cornell University\nEmail\napersson@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-amara-salazar.html", "title": "Amara Salazar", "description": "Professor of Practice in Computer Science at UW–Porter Falls. Expertise: computer security, algorithms.", "headings": [ "Amara Salazar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Amara Salazar\nProfessor of Practice, Computer Science\nBackground\nAmara Salazar is on the faculty of the Department of Computer Science and holds a master’s degree from Michigan State University, along with professional licensure and industry certifications. Before Porter, Amara taught secondary computer science before graduate school.\nAmara brings that practice into the classroom, teaching from real cases and current standards in computer security and algorithms.\nAreas of expertise\nComputer security\nAlgorithms\nApplied practice and industry partnerships\nTeaching\nAmara regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Amara keeps the connection to current practice explicit.\nAdvising and office hours\nAmara advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAmara stays active in practice alongside teaching, through consulting, standards work, and applied projects in computer security and algorithms. Representative items:\nAn applied project in computer security with an industry or community partner.\nA workshop or short course on algorithms for practitioners in the region.\nService on a standards, licensing, or advisory body related to computer security.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Amara has no real publication record.\nGet in touch\nThe fastest way to reach Amara is email ( asalazar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na master’s degree, Michigan State University\nEmail\nasalazar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-amara-vasquez.html", "title": "Amara Vasquez", "description": "Professor of Practice in Environmental Science at UW–Porter Falls. Expertise: conservation biology, hydrology and water quality.", "headings": [ "Amara Vasquez", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Amara Vasquez\nProfessor of Practice, Environmental Science\nBackground\nAmara Vasquez is on the faculty of the Department of Environmental Science and holds a master’s degree from the Technical University of Denmark, along with professional licensure and industry certifications. Before Porter, Amara did restoration ecology for a nonprofit land trust.\nAmara brings that practice into the classroom, teaching from real cases and current standards in conservation biology and hydrology and water quality.\nAreas of expertise\nConservation biology\nHydrology and water quality\nApplied practice and industry partnerships\nTeaching\nAmara regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Amara keeps the connection to current practice explicit.\nAdvising and office hours\nAmara advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAmara stays active in practice alongside teaching, through consulting, standards work, and applied projects in conservation biology and hydrology and water quality. Representative items:\nAn applied project in conservation biology with an industry or community partner.\nA workshop or short course on hydrology and water quality for practitioners in the region.\nService on a standards, licensing, or advisory body related to conservation biology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Amara has no real publication record.\nGet in touch\nThe fastest way to reach Amara is email ( avasquez@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the Technical University of Denmark\nEmail\navasquez@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-and-staff-benefits-summary.html", "title": "Faculty and Staff Benefits Summary", "description": "Health plans and 2027 premiums, the Wesconsin Retirement System, leave accrual by employee category, tuition remission, and parental leave — in one page.", "headings": [ "Faculty and Staff Benefits Summary", "On this page", "Who is eligible, and when", "Health, dental, and vision", "Retirement", "Leave accrual by category", "Tuition remission, parental leave, and support" ], "content": "Employment Faculty and Staff Benefits Summary\nHealth plans and 2027 premiums, the Wesconsin Retirement System, leave accrual by employee category, tuition remission, and parental leave — in one page.\nWho is eligible, and when\nFaculty, academic staff, and university staff with an appointment of at least 50% expected to last six months or longer are eligible for the benefits below. Limited-term employees and students are not, with the exception of the retirement system for LTEs who work more than 1,200 hours in a year. Health coverage begins on the first of the month after your hire date; most other coverages start the same day.\nYou have 30 days from your hire date to make elections. Missing the window enrolls you in nothing except basic life insurance, and you then wait until the annual open enrollment (October 13–November 7, 2026, for 2027 coverage) unless you have a qualifying life event. Human Resources will sit down with you and compare plans; it takes about 40 minutes.\nHealth, dental, and vision\nHealth plans are offered through the State Group Health Program in three premium tiers. Tier is about price, not quality: all plans cover the same benefits, and the tier reflects each plan’s cost in Porter County. The employer pays the rest of the premium, roughly 88% for a Tier 1 plan.\nTier 1 — River Valley Health HMO — Network: Porter Falls and Lake City clinics and hospital; Employee, single: $96/mo; Employee, family: $242/mo\nTier 2 — Northwoods Care Plan — Network: Regional, including the Cities; Employee, single: $148/mo; Employee, family: $370/mo\nTier 3 — Statewide Access PPO — Network: Any provider, in or out of state; Employee, single: $322/mo; Employee, family: $806/mo\nHigh-deductible plan + HSA — Network: River Valley network; Employee, single: $38/mo; Employee, family: $96/mo\nThe high-deductible plan carries a $1,650 single / $3,300 family deductible, and the university deposits $750 / $1,500 a year into your health savings account. Part-time employees between 50% and 74% pay a higher share; HR has that rate sheet. Dental is included in every health plan for preventive and basic care; a supplemental dental plan ($11.20 single / $34.60 family per month) adds orthodontia and crowns. Vision is $6.40 / $17.10 per month. Completing the wellness screening and survey by April 30 earns a $150 premium credit.\nRetirement\nEligible employees are enrolled automatically in the Wesconsin Retirement System (WRS) , a defined-benefit pension. For 2027 both you and the university contribute 6.95% of pay, and you are vested after five years of service. The benefit at retirement is calculated from your three highest years of earnings and years of service; WRS statements arrive each spring.\nWesconsin Deferred Compensation Program. An optional 457(b) plan for additional pre-tax or Roth savings, with no employer match.\nTax-sheltered annuity. An optional 403(b) plan, which can be used alongside the 457(b).\nRetirement planning. Group sessions each semester and one-on-one appointments with a WRS counselor in Millwright Hall. Retired employees can stay connected through the Emeriti and Retirees Association .\nLeave accrual by category\nFull-time accruals are shown; part-time appointments accrue in proportion. Accrual details and how to request time off are in the self-service portal described on employee resources .\nFaculty and instructional academic staff (9-month) — Sick leave: 96 hours per academic year; Vacation: None (academic-year appointment); Personal holidays: None; campus closures follow the academic calendar\nAcademic staff (12-month) — Sick leave: 130 hours per year; Vacation: 176 hours (22 days) per year; Personal holidays: 36 hours\nUniversity staff, first 5 years — Sick leave: 130 hours per year; Vacation: 104 hours (13 days) per year; Personal holidays: 36 hours\nUniversity staff, 5–10 years — Sick leave: 130 hours per year; Vacation: 136 hours per year; Personal holidays: 36 hours\nUniversity staff, 10–15 years — Sick leave: 130 hours per year; Vacation: 160 hours per year; Personal holidays: 36 hours\nUniversity staff, 15+ years — Sick leave: 130 hours per year; Vacation: 184–216 hours per year; Personal holidays: 36 hours\nLimited-term (LTE) — Sick leave: None; Vacation: None; Personal holidays: None\nSick leave has no cap and carries over indefinitely; at retirement, unused sick leave converts to credits toward health premiums. All eligible employees also receive nine legal holidays.\nTuition remission, parental leave, and support\nTuition remission. After six months of employment, employees at 50% or more may take up to six credits per semester at Porter with tuition waived (segregated and lab fees still apply). Spouses, domestic partners, and dependent children receive a 25% reduction on undergraduate tuition. Courses during work hours need supervisor approval.\nParental leave. Six weeks of paid parental leave for a birth parent and two weeks for a non-birth parent, running concurrently with the twelve-week federal clock. Details on family and medical leave . Lactation rooms in Founders Union, Halvorsen Library, and the Health Sciences Center are open to employees, and employees are second in line for the Child & Family Center waitlist after student parents.\nLife and disability insurance. Basic life insurance equal to your annual salary at no cost; optional additional coverage up to five times salary; income continuation insurance for long-term illness.\nEmployee Assistance Program. Up to six free, confidential counseling sessions per issue per year for you and your household, run by an outside provider. See the Employee Assistance Program .\nSmaller things. Forge Recreation Center membership at $14 a month by payroll deduction, library borrowing, and discounted arts and athletics tickets.\nAt a glance\nEnroll within\n30 days of hire\nOpen enrollment\nOct. 13–Nov. 7, 2026 (for 2027)\nLowest premium\n$96/mo single, Tier 1 HMO\nRetirement\nWRS pension, 6.95% employee + 6.95% employer; vested at 5 years\nParental leave\n6 weeks paid (birth parent), 2 weeks (non-birth parent)\nWho to contact\nOffice of Human Resources — Benefits\nMillwright Hall 230\nPhone\n(715) 555–0216\nEmail\nbenefits@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nWork at Porter\nNew employee onboarding\nHuman resources\nFamily and medical leave\nEmployee Assistance Program\nChild & Family Center" }, { "url": "faculty-anton-bergstr-m.html", "title": "Anton Bergström", "description": "Associate Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: metrology and inspection, industrial data and analytics.", "headings": [ "Anton Bergström", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Anton Bergström\nAssociate Professor, Manufacturing & Industrial Engineering\nBackground\nAnton Bergström is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from the University of Colorado. Before Porter, Anton integrated robotic cells for an automation house.\nAnton's research focuses on metrology and inspection, with related work in industrial data and analytics; undergraduates are involved in the lab most terms.\nAreas of expertise\nMetrology and inspection\nIndustrial data and analytics\nUndergraduate research and project mentoring\nTeaching\nAnton regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Anton builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAnton advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in metrology and inspection and industrial data and analytics. Representative items:\nA peer-reviewed article on metrology and inspection in a disciplinary journal.\nA conference paper on industrial data and analytics, co-authored with an undergraduate researcher.\nAn internally funded project applying metrology and inspection to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( abergstrm@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Colorado\nEmail\nabergstrm@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-anton-brenner.html", "title": "Anton Brenner", "description": "Professor in Nursing at UW–Porter Falls. Expertise: gerontological nursing, public health nursing.", "headings": [ "Anton Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Anton Brenner\nProfessor, Nursing\nBackground\nAnton Brenner is on the faculty of the Department of Nursing and holds a Ph.D. from Texas A&M University. Before Porter, Anton worked in community and public-health nursing.\nAnton's research focuses on gerontological nursing, with related work in public health nursing; undergraduates are involved in the lab most terms.\nAreas of expertise\nGerontological nursing\nPublic health nursing\nUndergraduate research and project mentoring\nTeaching\nAnton regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Anton builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAnton advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in gerontological nursing and public health nursing. Representative items:\nA peer-reviewed article on gerontological nursing in a disciplinary journal.\nA conference paper on public health nursing, co-authored with an undergraduate researcher.\nAn internally funded project applying gerontological nursing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( abrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Texas A&M University\nEmail\nabrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-anton-carrasco.html", "title": "Anton Carrasco", "description": "Associate Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: security operations and detection, identity and access management.", "headings": [ "Anton Carrasco", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Anton Carrasco\nAssociate Professor, Cybersecurity & Information Technology\nBackground\nAnton Carrasco is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from the University of Colorado. Before Porter, Anton held a senior systems administration role at a hospital network.\nAnton's research focuses on security operations and detection, with related work in identity and access management; undergraduates are involved in the lab most terms.\nAreas of expertise\nSecurity operations and detection\nIdentity and access management\nUndergraduate research and project mentoring\nTeaching\nAnton regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Anton builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAnton advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in security operations and detection and identity and access management. Representative items:\nA peer-reviewed article on security operations and detection in a disciplinary journal.\nA conference paper on identity and access management, co-authored with an undergraduate researcher.\nAn internally funded project applying security operations and detection to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( acarrasco@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Colorado\nEmail\nacarrasco@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-anton-cho.html", "title": "Anton Cho", "description": "Associate Professor in Mathematics at UW–Porter Falls. Expertise: probability and stochastic processes, statistics.", "headings": [ "Anton Cho", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Anton Cho\nAssociate Professor, Mathematics\nBackground\nAnton Cho is on the faculty of the Department of Mathematics and holds a Ph.D. from the Ohio State University. Before Porter, Anton taught developmental and college mathematics at a community college.\nAnton's research focuses on probability and stochastic processes, with related work in statistics; undergraduates are involved in the lab most terms.\nAreas of expertise\nProbability and stochastic processes\nStatistics\nUndergraduate research and project mentoring\nTeaching\nAnton regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Anton builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAnton advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in probability and stochastic processes and statistics. Representative items:\nA peer-reviewed article on probability and stochastic processes in a disciplinary journal.\nA conference paper on statistics, co-authored with an undergraduate researcher.\nAn internally funded project applying probability and stochastic processes to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( acho@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the Ohio State University\nEmail\nacho@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-anton-delacroix.html", "title": "Anton Delacroix", "description": "Professor in Biology at UW–Porter Falls. Expertise: plant biology, evolutionary biology.", "headings": [ "Anton Delacroix", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Anton Delacroix\nProfessor, Biology\nBackground\nAnton Delacroix is on the faculty of the Department of Biology and holds a Ph.D. from Texas A&M University. Before Porter, Anton was a laboratory scientist at a biotech company.\nAnton's research focuses on plant biology, with related work in evolutionary biology; undergraduates are involved in the lab most terms.\nAreas of expertise\nPlant biology\nEvolutionary biology\nUndergraduate research and project mentoring\nTeaching\nAnton regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Anton builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAnton advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in plant biology and evolutionary biology. Representative items:\nA peer-reviewed article on plant biology in a disciplinary journal.\nA conference paper on evolutionary biology, co-authored with an undergraduate researcher.\nAn internally funded project applying plant biology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( adelacroix@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Texas A&M University\nEmail\nadelacroix@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-anton-ferris.html", "title": "Anton Ferris", "description": "Teaching Professor in Chemistry at UW–Porter Falls. Expertise: materials and polymer chemistry, electrochemistry.", "headings": [ "Anton Ferris", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Anton Ferris\nTeaching Professor, Chemistry\nBackground\nAnton Ferris is on the faculty of the Department of Chemistry and holds a Ph.D. from Michigan State University. Before Porter, Anton taught at a two-year college before joining Porter.\nAnton's work centers on teaching and curriculum in materials and polymer chemistry and electrochemistry, including course redesign and mentoring newer instructors.\nAreas of expertise\nMaterials and polymer chemistry\nElectrochemistry\nUndergraduate research and project mentoring\nTeaching\nAnton regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nAnton designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nAnton advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton's recent activity centers on teaching scholarship and curriculum work in materials and polymer chemistry and electrochemistry. Representative items:\nA redesigned course sequence in materials and polymer chemistry, with open or low-cost materials.\nA conference presentation on teaching electrochemistry at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( aferris@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Michigan State University\nEmail\naferris@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-anton-groves.html", "title": "Anton Groves", "description": "Professor in Data Science at UW–Porter Falls. Expertise: time-series analysis, operations and decision analytics.", "headings": [ "Anton Groves", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Anton Groves\nProfessor, Data Science\nBackground\nAnton Groves is on the faculty of the Department of Data Science and holds a Ph.D. from Texas A&M University. Before Porter, Anton built forecasting systems for a utility.\nAnton's research focuses on time-series analysis, with related work in operations and decision analytics; undergraduates are involved in the lab most terms.\nAreas of expertise\nTime-series analysis\nOperations and decision analytics\nUndergraduate research and project mentoring\nTeaching\nAnton regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Anton builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAnton advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in time-series analysis and operations and decision analytics. Representative items:\nA peer-reviewed article on time-series analysis in a disciplinary journal.\nA conference paper on operations and decision analytics, co-authored with an undergraduate researcher.\nAn internally funded project applying time-series analysis to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( agroves@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Texas A&M University\nEmail\nagroves@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-anton-ibarra.html", "title": "Anton Ibarra", "description": "Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: retail and services marketing, event and hospitality management.", "headings": [ "Anton Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Anton Ibarra\nProfessor, Marketing & Supply Chain\nBackground\nAnton Ibarra is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from Purdue University. Before Porter, Anton did demand planning for a distributor.\nAnton's research focuses on retail and services marketing, with related work in event and hospitality management; undergraduates are involved in the lab most terms.\nAreas of expertise\nRetail and services marketing\nEvent and hospitality management\nUndergraduate research and project mentoring\nTeaching\nAnton regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Anton builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAnton advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in retail and services marketing and event and hospitality management. Representative items:\nA peer-reviewed article on retail and services marketing in a disciplinary journal.\nA conference paper on event and hospitality management, co-authored with an undergraduate researcher.\nAn internally funded project applying retail and services marketing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( aibarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., Purdue University\nEmail\naibarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-anton-kaur.html", "title": "Anton Kaur", "description": "Assistant Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: food and pharmaceutical packaging, extrusion and compounding.", "headings": [ "Anton Kaur", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Anton Kaur\nAssistant Professor, Plastics & Packaging Engineering\nBackground\nAnton Kaur is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from Kansas State University. Before Porter, Anton was a process engineer at an injection-molding plant.\nAnton's research focuses on food and pharmaceutical packaging, with related work in extrusion and compounding; undergraduates are involved in the lab most terms.\nAreas of expertise\nFood and pharmaceutical packaging\nExtrusion and compounding\nUndergraduate research and project mentoring\nTeaching\nAnton regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Anton builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAnton advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in food and pharmaceutical packaging and extrusion and compounding. Representative items:\nA peer-reviewed article on food and pharmaceutical packaging in a disciplinary journal.\nA conference paper on extrusion and compounding, co-authored with an undergraduate researcher.\nAn internally funded project applying food and pharmaceutical packaging to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( akaur@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Kansas State University\nEmail\nakaur@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-anton-kowalczyk.html", "title": "Anton Kowalczyk", "description": "Professor in Physics & Astronomy at UW–Porter Falls. Expertise: acoustics, instrumentation.", "headings": [ "Anton Kowalczyk", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Anton Kowalczyk\nProfessor, Physics & Astronomy\nBackground\nAnton Kowalczyk is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from Purdue University. Before Porter, Anton held a postdoctoral appointment at a national laboratory.\nAnton's research focuses on acoustics, with related work in instrumentation; undergraduates are involved in the lab most terms.\nAreas of expertise\nAcoustics\nInstrumentation\nUndergraduate research and project mentoring\nTeaching\nAnton regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Anton builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAnton advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in acoustics and instrumentation. Representative items:\nA peer-reviewed article on acoustics in a disciplinary journal.\nA conference paper on instrumentation, co-authored with an undergraduate researcher.\nAn internally funded project applying acoustics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( akowalczyk@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Purdue University\nEmail\nakowalczyk@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-anton-lundgren.html", "title": "Anton Lundgren", "description": "Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: event and hospitality management, brand management.", "headings": [ "Anton Lundgren", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Anton Lundgren\nProfessor, Marketing & Supply Chain\nBackground\nAnton Lundgren is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from Purdue University. Before Porter, Anton was a brand manager for a consumer-goods company.\nAnton's research focuses on event and hospitality management, with related work in brand management; undergraduates are involved in the lab most terms.\nAreas of expertise\nEvent and hospitality management\nBrand management\nUndergraduate research and project mentoring\nTeaching\nAnton regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Anton builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAnton advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in event and hospitality management and brand management. Representative items:\nA peer-reviewed article on event and hospitality management in a disciplinary journal.\nA conference paper on brand management, co-authored with an undergraduate researcher.\nAn internally funded project applying event and hospitality management to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( alundgren@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., Purdue University\nEmail\nalundgren@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-anton-nakamura.html", "title": "Anton Nakamura", "description": "Assistant Professor in World Languages at UW–Porter Falls. Expertise: translation, Spanish linguistics.", "headings": [ "Anton Nakamura", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Anton Nakamura\nAssistant Professor, World Languages\nBackground\nAnton Nakamura is on the faculty of the Department of World Languages and holds a Ph.D. from Iowa State University. Before Porter, Anton taught language and lived abroad for several years.\nAnton's research focuses on translation, with related work in Spanish linguistics; undergraduates are involved in the lab most terms.\nAreas of expertise\nTranslation\nSpanish linguistics\nUndergraduate research and project mentoring\nTeaching\nAnton regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Anton builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAnton advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in translation and Spanish linguistics. Representative items:\nA peer-reviewed article on translation in a disciplinary journal.\nA conference paper on Spanish linguistics, co-authored with an undergraduate researcher.\nAn internally funded project applying translation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( anakamura@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Iowa State University\nEmail\nanakamura@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-anton-nguyen.html", "title": "Anton Nguyen", "description": "Associate Professor in Environmental Science at UW–Porter Falls. Expertise: environmental chemistry, environmental policy.", "headings": [ "Anton Nguyen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Anton Nguyen\nAssociate Professor, Environmental Science\nBackground\nAnton Nguyen is on the faculty of the Department of Environmental Science and holds a Ph.D. from the University of Sheffield. Before Porter, Anton did restoration ecology for a nonprofit land trust.\nAnton's research focuses on environmental chemistry, with related work in environmental policy; undergraduates are involved in the lab most terms.\nAreas of expertise\nEnvironmental chemistry\nEnvironmental policy\nUndergraduate research and project mentoring\nTeaching\nAnton regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Anton builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAnton advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in environmental chemistry and environmental policy. Representative items:\nA peer-reviewed article on environmental chemistry in a disciplinary journal.\nA conference paper on environmental policy, co-authored with an undergraduate researcher.\nAn internally funded project applying environmental chemistry to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( anguyen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Sheffield\nEmail\nanguyen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-anton-okafor.html", "title": "Anton Okafor", "description": "Professor of Practice in Accounting & Finance at UW–Porter Falls. Expertise: financial accounting and reporting, cost and managerial accounting.", "headings": [ "Anton Okafor", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Anton Okafor\nProfessor of Practice, Accounting & Finance\nBackground\nAnton Okafor is on the faculty of the Department of Accounting & Finance and holds a master’s degree from the Georgia Institute of Technology, along with professional licensure and industry certifications. Before Porter, Anton did valuation work for a consulting firm.\nAnton brings that practice into the classroom, teaching from real cases and current standards in financial accounting and reporting and cost and managerial accounting.\nAreas of expertise\nFinancial accounting and reporting\nCost and managerial accounting\nApplied practice and industry partnerships\nTeaching\nAnton regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Anton keeps the connection to current practice explicit.\nAdvising and office hours\nAnton advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton stays active in practice alongside teaching, through consulting, standards work, and applied projects in financial accounting and reporting and cost and managerial accounting. Representative items:\nAn applied project in financial accounting and reporting with an industry or community partner.\nA workshop or short course on cost and managerial accounting for practitioners in the region.\nService on a standards, licensing, or advisory body related to financial accounting and reporting.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( aokafor@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na master’s degree, the Georgia Institute of Technology\nEmail\naokafor@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-anton-rasmussen.html", "title": "Anton Rasmussen", "description": "Professor of Practice in Accounting & Finance at UW–Porter Falls. Expertise: financial accounting and reporting, cost and managerial accounting.", "headings": [ "Anton Rasmussen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Anton Rasmussen\nProfessor of Practice, Accounting & Finance\nBackground\nAnton Rasmussen is on the faculty of the Department of Accounting & Finance and holds a master’s degree from the Georgia Institute of Technology, along with professional licensure and industry certifications. Before Porter, Anton was an auditor at a public accounting firm.\nAnton brings that practice into the classroom, teaching from real cases and current standards in financial accounting and reporting and cost and managerial accounting.\nAreas of expertise\nFinancial accounting and reporting\nCost and managerial accounting\nApplied practice and industry partnerships\nTeaching\nAnton regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Anton keeps the connection to current practice explicit.\nAdvising and office hours\nAnton advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton stays active in practice alongside teaching, through consulting, standards work, and applied projects in financial accounting and reporting and cost and managerial accounting. Representative items:\nAn applied project in financial accounting and reporting with an industry or community partner.\nA workshop or short course on cost and managerial accounting for practitioners in the region.\nService on a standards, licensing, or advisory body related to financial accounting and reporting.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( arasmussen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na master’s degree, the Georgia Institute of Technology\nEmail\narasmussen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-anton-sato.html", "title": "Anton Sato", "description": "Professor of Practice in Construction Management at UW–Porter Falls. Expertise: estimating and cost control, construction safety.", "headings": [ "Anton Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Anton Sato\nProfessor of Practice, Construction Management\nBackground\nAnton Sato is on the faculty of the Department of Construction Management and holds a master’s degree from McGill University, along with professional licensure and industry certifications. Before Porter, Anton worked as a project engineer on health-care projects.\nAnton brings that practice into the classroom, teaching from real cases and current standards in estimating and cost control and construction safety.\nAreas of expertise\nEstimating and cost control\nConstruction safety\nApplied practice and industry partnerships\nTeaching\nAnton regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Anton keeps the connection to current practice explicit.\nAdvising and office hours\nAnton advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton stays active in practice alongside teaching, through consulting, standards work, and applied projects in estimating and cost control and construction safety. Representative items:\nAn applied project in estimating and cost control with an industry or community partner.\nA workshop or short course on construction safety for practitioners in the region.\nService on a standards, licensing, or advisory body related to estimating and cost control.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( asato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na master’s degree, McGill University\nEmail\nasato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-anton-sundqvist.html", "title": "Anton Sundqvist", "description": "Teaching Professor in Chemistry at UW–Porter Falls. Expertise: materials and polymer chemistry, electrochemistry.", "headings": [ "Anton Sundqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Anton Sundqvist\nTeaching Professor, Chemistry\nBackground\nAnton Sundqvist is on the faculty of the Department of Chemistry and holds a Ph.D. from Michigan State University. Before Porter, Anton did formulation work for a coatings manufacturer.\nAnton's work centers on teaching and curriculum in materials and polymer chemistry and electrochemistry, including course redesign and mentoring newer instructors.\nAreas of expertise\nMaterials and polymer chemistry\nElectrochemistry\nUndergraduate research and project mentoring\nTeaching\nAnton regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nAnton designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nAnton advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton's recent activity centers on teaching scholarship and curriculum work in materials and polymer chemistry and electrochemistry. Representative items:\nA redesigned course sequence in materials and polymer chemistry, with open or low-cost materials.\nA conference presentation on teaching electrochemistry at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( asundqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Michigan State University\nEmail\nasundqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-anton-trombley.html", "title": "Anton Trombley", "description": "Associate Professor in Environmental Science at UW–Porter Falls. Expertise: hydrology and water quality, environmental chemistry.", "headings": [ "Anton Trombley", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Anton Trombley\nAssociate Professor, Environmental Science\nBackground\nAnton Trombley is on the faculty of the Department of Environmental Science and holds a Ph.D. from the University of Sheffield. Before Porter, Anton was a GIS analyst for a regional planning commission.\nAnton's research focuses on hydrology and water quality, with related work in environmental chemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nHydrology and water quality\nEnvironmental chemistry\nUndergraduate research and project mentoring\nTeaching\nAnton regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Anton builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAnton advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in hydrology and water quality and environmental chemistry. Representative items:\nA peer-reviewed article on hydrology and water quality in a disciplinary journal.\nA conference paper on environmental chemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying hydrology and water quality to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( atrombley@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Sheffield\nEmail\natrombley@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-anton-whitfield.html", "title": "Anton Whitfield", "description": "Associate Professor in Computer Science at UW–Porter Falls. Expertise: computer security, algorithms.", "headings": [ "Anton Whitfield", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Anton Whitfield\nAssociate Professor, Computer Science\nBackground\nAnton Whitfield is on the faculty of the Department of Computer Science and holds a Ph.D. from the Ohio State University. Before Porter, Anton taught secondary computer science before graduate school.\nAnton's research focuses on computer security, with related work in algorithms; undergraduates are involved in the lab most terms.\nAreas of expertise\nComputer security\nAlgorithms\nUndergraduate research and project mentoring\nTeaching\nAnton regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Anton builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nAnton advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in computer security and algorithms. Representative items:\nA peer-reviewed article on computer security in a disciplinary journal.\nA conference paper on algorithms, co-authored with an undergraduate researcher.\nAn internally funded project applying computer security to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( awhitfield@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the Ohio State University\nEmail\nawhitfield@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-anton-yoon.html", "title": "Anton Yoon", "description": "Professor of Practice in Music & Theatre at UW–Porter Falls. Expertise: instrumental performance and conducting, music technology.", "headings": [ "Anton Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Anton Yoon\nProfessor of Practice, Music & Theatre\nBackground\nAnton Yoon is on the faculty of the Department of Music & Theatre and holds a master’s degree from the Georgia Institute of Technology, along with professional licensure and industry certifications. Before Porter, Anton stage-managed national touring productions.\nAnton brings that practice into the classroom, teaching from real cases and current standards in instrumental performance and conducting and music technology.\nAreas of expertise\nInstrumental performance and conducting\nMusic technology\nApplied practice and industry partnerships\nTeaching\nAnton regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Anton keeps the connection to current practice explicit.\nAdvising and office hours\nAnton advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nAnton stays active in practice alongside teaching, through consulting, standards work, and applied projects in instrumental performance and conducting and music technology. Representative items:\nAn applied project in instrumental performance and conducting with an industry or community partner.\nA workshop or short course on music technology for practitioners in the region.\nService on a standards, licensing, or advisory body related to instrumental performance and conducting.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Anton has no real publication record.\nGet in touch\nThe fastest way to reach Anton is email ( ayoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na master’s degree, the Georgia Institute of Technology\nEmail\nayoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-bianca-antonelli.html", "title": "Bianca Antonelli", "description": "Assistant Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: transportation engineering, structural health monitoring.", "headings": [ "Bianca Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Bianca Antonelli\nAssistant Professor, Civil & Environmental Engineering\nBackground\nBianca Antonelli is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from the University of Illinois. Before Porter, Bianca worked in bridge inspection and rehabilitation.\nBianca's research focuses on transportation engineering, with related work in structural health monitoring; undergraduates are involved in the lab most terms.\nAreas of expertise\nTransportation engineering\nStructural health monitoring\nUndergraduate research and project mentoring\nTeaching\nBianca regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Bianca builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nBianca advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBianca's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in transportation engineering and structural health monitoring. Representative items:\nA peer-reviewed article on transportation engineering in a disciplinary journal.\nA conference paper on structural health monitoring, co-authored with an undergraduate researcher.\nAn internally funded project applying transportation engineering to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bianca has no real publication record.\nGet in touch\nThe fastest way to reach Bianca is email ( bantonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Illinois\nEmail\nbantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-bianca-beaumont.html", "title": "Bianca Beaumont", "description": "Clinical Associate Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: family systems and support, community-based practice.", "headings": [ "Bianca Beaumont", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Bianca Beaumont\nClinical Associate Professor, Rehabilitation & Human Services\nBackground\nBianca Beaumont is on the faculty of the Department of Rehabilitation & Human Services and holds a doctoral clinical degree from the University of Washington and is licensed to practice. Before Porter, Bianca did case management for a community mental-health center.\nBianca brings that practice into the classroom, teaching from real cases and current standards in family systems and support and community-based practice.\nAreas of expertise\nFamily systems and support\nCommunity-based practice\nApplied practice and industry partnerships\nTeaching\nBianca regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Bianca keeps the connection to current practice explicit.\nAdvising and office hours\nBianca advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBianca stays active in practice alongside teaching, through consulting, standards work, and applied projects in family systems and support and community-based practice. Representative items:\nAn applied project in family systems and support with an industry or community partner.\nA workshop or short course on community-based practice for practitioners in the region.\nService on a standards, licensing, or advisory body related to family systems and support.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bianca has no real publication record.\nGet in touch\nThe fastest way to reach Bianca is email ( bbeaumont@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, the University of Washington\nEmail\nbbeaumont@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-bianca-bwalya.html", "title": "Bianca Bwalya", "description": "Senior Lecturer in Art & Design at UW–Porter Falls. Expertise: exhibition design, typography and branding.", "headings": [ "Bianca Bwalya", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Bianca Bwalya\nSenior Lecturer, Art & Design\nBackground\nBianca Bwalya is on the faculty of the Department of Art & Design and holds a Ph.D. from the Technical University of Denmark. Before Porter, Bianca designed for an apparel manufacturer.\nBianca's work centers on teaching and curriculum in exhibition design and typography and branding, including course redesign and mentoring newer instructors.\nAreas of expertise\nExhibition design\nTypography and branding\nUndergraduate research and project mentoring\nTeaching\nBianca regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nBianca designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nBianca advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBianca's recent activity centers on teaching scholarship and curriculum work in exhibition design and typography and branding. Representative items:\nA redesigned course sequence in exhibition design, with open or low-cost materials.\nA conference presentation on teaching typography and branding at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bianca has no real publication record.\nGet in touch\nThe fastest way to reach Bianca is email ( bbwalya@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the Technical University of Denmark\nEmail\nbbwalya@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-bianca-devereaux.html", "title": "Bianca Devereaux", "description": "Associate Professor in Mechanical Engineering at UW–Porter Falls. Expertise: energy systems, tribology.", "headings": [ "Bianca Devereaux", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Bianca Devereaux\nAssociate Professor, Mechanical Engineering\nBackground\nBianca Devereaux is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from the University of Colorado. Before Porter, Bianca was a test engineer for an off-highway vehicle manufacturer.\nBianca's research focuses on energy systems, with related work in tribology; undergraduates are involved in the lab most terms.\nAreas of expertise\nEnergy systems\nTribology\nUndergraduate research and project mentoring\nTeaching\nBianca regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Bianca builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nBianca advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBianca's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in energy systems and tribology. Representative items:\nA peer-reviewed article on energy systems in a disciplinary journal.\nA conference paper on tribology, co-authored with an undergraduate researcher.\nAn internally funded project applying energy systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bianca has no real publication record.\nGet in touch\nThe fastest way to reach Bianca is email ( bdevereaux@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Colorado\nEmail\nbdevereaux@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-bianca-halvorsen.html", "title": "Bianca Halvorsen", "description": "Assistant Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: VLSI and digital design, power electronics.", "headings": [ "Bianca Halvorsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Bianca Halvorsen\nAssistant Professor, Electrical & Computer Engineering\nBackground\nBianca Halvorsen is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from the University of Illinois. Before Porter, Bianca was a controls engineer in industrial automation.\nBianca's research focuses on VLSI and digital design, with related work in power electronics; undergraduates are involved in the lab most terms.\nAreas of expertise\nVLSI and digital design\nPower electronics\nUndergraduate research and project mentoring\nTeaching\nBianca regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Bianca builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nBianca advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBianca's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in VLSI and digital design and power electronics. Representative items:\nA peer-reviewed article on VLSI and digital design in a disciplinary journal.\nA conference paper on power electronics, co-authored with an undergraduate researcher.\nAn internally funded project applying VLSI and digital design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bianca has no real publication record.\nGet in touch\nThe fastest way to reach Bianca is email ( bhalvorsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Illinois\nEmail\nbhalvorsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-bianca-kaur.html", "title": "Bianca Kaur", "description": "Senior Lecturer in Management at UW–Porter Falls. Expertise: innovation management, business ethics.", "headings": [ "Bianca Kaur", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Bianca Kaur\nSenior Lecturer, Management\nBackground\nBianca Kaur is on the faculty of the Department of Management and holds a Ph.D. from the Technical University of Denmark. Before Porter, Bianca directed a small-business development center.\nBianca's work centers on teaching and curriculum in innovation management and business ethics, including course redesign and mentoring newer instructors.\nAreas of expertise\nInnovation management\nBusiness ethics\nUndergraduate research and project mentoring\nTeaching\nBianca regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nBianca designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nBianca advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBianca's recent activity centers on teaching scholarship and curriculum work in innovation management and business ethics. Representative items:\nA redesigned course sequence in innovation management, with open or low-cost materials.\nA conference presentation on teaching business ethics at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bianca has no real publication record.\nGet in touch\nThe fastest way to reach Bianca is email ( bkaur@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., the Technical University of Denmark\nEmail\nbkaur@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-bianca-kowalczyk.html", "title": "Bianca Kowalczyk", "description": "Senior Lecturer in Art & Design at UW–Porter Falls. Expertise: apparel and textiles, illustration.", "headings": [ "Bianca Kowalczyk", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Bianca Kowalczyk\nSenior Lecturer, Art & Design\nBackground\nBianca Kowalczyk is on the faculty of the Department of Art & Design and holds a Ph.D. from the Technical University of Denmark. Before Porter, Bianca was a senior designer at a branding agency.\nBianca's work centers on teaching and curriculum in apparel and textiles and illustration, including course redesign and mentoring newer instructors.\nAreas of expertise\nApparel and textiles\nIllustration\nUndergraduate research and project mentoring\nTeaching\nBianca regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nBianca designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nBianca advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBianca's recent activity centers on teaching scholarship and curriculum work in apparel and textiles and illustration. Representative items:\nA redesigned course sequence in apparel and textiles, with open or low-cost materials.\nA conference presentation on teaching illustration at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bianca has no real publication record.\nGet in touch\nThe fastest way to reach Bianca is email ( bkowalczyk@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the Technical University of Denmark\nEmail\nbkowalczyk@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-bianca-lindqvist.html", "title": "Bianca Lindqvist", "description": "Associate Professor in Teacher Education at UW–Porter Falls. Expertise: culturally responsive teaching, literacy and reading instruction.", "headings": [ "Bianca Lindqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Bianca Lindqvist\nAssociate Professor, Teacher Education\nBackground\nBianca Lindqvist is on the faculty of the Department of Teacher Education and holds a Ph.D. from the University of Sheffield. Before Porter, Bianca was a middle-school science teacher and department chair.\nBianca's research focuses on culturally responsive teaching, with related work in literacy and reading instruction; undergraduates are involved in the lab most terms.\nAreas of expertise\nCulturally responsive teaching\nLiteracy and reading instruction\nUndergraduate research and project mentoring\nTeaching\nBianca regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Bianca builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nBianca advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBianca's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in culturally responsive teaching and literacy and reading instruction. Representative items:\nA peer-reviewed article on culturally responsive teaching in a disciplinary journal.\nA conference paper on literacy and reading instruction, co-authored with an undergraduate researcher.\nAn internally funded project applying culturally responsive teaching to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bianca has no real publication record.\nGet in touch\nThe fastest way to reach Bianca is email ( blindqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Sheffield\nEmail\nblindqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-bianca-lundgren.html", "title": "Bianca Lundgren", "description": "Senior Lecturer in Humanities at UW–Porter Falls. Expertise: cultural anthropology, political theory.", "headings": [ "Bianca Lundgren", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Bianca Lundgren\nSenior Lecturer, Humanities\nBackground\nBianca Lundgren is on the faculty of the Department of Humanities and holds a Ph.D. from the Technical University of Denmark. Before Porter, Bianca taught at a liberal-arts college.\nBianca's work centers on teaching and curriculum in cultural anthropology and political theory, including course redesign and mentoring newer instructors.\nAreas of expertise\nCultural anthropology\nPolitical theory\nUndergraduate research and project mentoring\nTeaching\nBianca regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nBianca designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nBianca advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBianca's recent activity centers on teaching scholarship and curriculum work in cultural anthropology and political theory. Representative items:\nA redesigned course sequence in cultural anthropology, with open or low-cost materials.\nA conference presentation on teaching political theory at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bianca has no real publication record.\nGet in touch\nThe fastest way to reach Bianca is email ( blundgren@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the Technical University of Denmark\nEmail\nblundgren@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-bianca-mbeki.html", "title": "Bianca Mbeki", "description": "Senior Lecturer in Psychology at UW–Porter Falls. Expertise: psychology of learning, social psychology.", "headings": [ "Bianca Mbeki", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Bianca Mbeki\nSenior Lecturer, Psychology\nBackground\nBianca Mbeki is on the faculty of the Department of Psychology and holds a Ph.D. from the Technical University of Denmark. Before Porter, Bianca consulted on selection and assessment for employers.\nBianca's work centers on teaching and curriculum in psychology of learning and social psychology, including course redesign and mentoring newer instructors.\nAreas of expertise\nPsychology of learning\nSocial psychology\nUndergraduate research and project mentoring\nTeaching\nBianca regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nBianca designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nBianca advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBianca's recent activity centers on teaching scholarship and curriculum work in psychology of learning and social psychology. Representative items:\nA redesigned course sequence in psychology of learning, with open or low-cost materials.\nA conference presentation on teaching social psychology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bianca has no real publication record.\nGet in touch\nThe fastest way to reach Bianca is email ( bmbeki@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the Technical University of Denmark\nEmail\nbmbeki@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-bianca-novak.html", "title": "Bianca Novak", "description": "Associate Professor in Mechanical Engineering at UW–Porter Falls. Expertise: biomechanics, machine design and mechanisms.", "headings": [ "Bianca Novak", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Bianca Novak\nAssociate Professor, Mechanical Engineering\nBackground\nBianca Novak is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from the University of Colorado. Before Porter, Bianca consulted on failure analysis and expert testimony.\nBianca's research focuses on biomechanics, with related work in machine design and mechanisms; undergraduates are involved in the lab most terms.\nAreas of expertise\nBiomechanics\nMachine design and mechanisms\nUndergraduate research and project mentoring\nTeaching\nBianca regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Bianca builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nBianca advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBianca's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in biomechanics and machine design and mechanisms. Representative items:\nA peer-reviewed article on biomechanics in a disciplinary journal.\nA conference paper on machine design and mechanisms, co-authored with an undergraduate researcher.\nAn internally funded project applying biomechanics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bianca has no real publication record.\nGet in touch\nThe fastest way to reach Bianca is email ( bnovak@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Colorado\nEmail\nbnovak@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-bianca-osei.html", "title": "Bianca Osei", "description": "Assistant Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: transportation engineering, structural health monitoring.", "headings": [ "Bianca Osei", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Bianca Osei\nAssistant Professor, Civil & Environmental Engineering\nBackground\nBianca Osei is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from the University of Illinois. Before Porter, Bianca did geotechnical investigations for a transportation department.\nBianca's research focuses on transportation engineering, with related work in structural health monitoring; undergraduates are involved in the lab most terms.\nAreas of expertise\nTransportation engineering\nStructural health monitoring\nUndergraduate research and project mentoring\nTeaching\nBianca regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Bianca builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nBianca advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBianca's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in transportation engineering and structural health monitoring. Representative items:\nA peer-reviewed article on transportation engineering in a disciplinary journal.\nA conference paper on structural health monitoring, co-authored with an undergraduate researcher.\nAn internally funded project applying transportation engineering to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bianca has no real publication record.\nGet in touch\nThe fastest way to reach Bianca is email ( bosei@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Illinois\nEmail\nbosei@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-bianca-persson.html", "title": "Bianca Persson", "description": "Assistant Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: power electronics, communications and wireless.", "headings": [ "Bianca Persson", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Bianca Persson\nAssistant Professor, Electrical & Computer Engineering\nBackground\nBianca Persson is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from the University of Illinois. Before Porter, Bianca developed firmware for medical devices.\nBianca's research focuses on power electronics, with related work in communications and wireless; undergraduates are involved in the lab most terms.\nAreas of expertise\nPower electronics\nCommunications and wireless\nUndergraduate research and project mentoring\nTeaching\nBianca regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Bianca builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nBianca advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBianca's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in power electronics and communications and wireless. Representative items:\nA peer-reviewed article on power electronics in a disciplinary journal.\nA conference paper on communications and wireless, co-authored with an undergraduate researcher.\nAn internally funded project applying power electronics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bianca has no real publication record.\nGet in touch\nThe fastest way to reach Bianca is email ( bpersson@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Illinois\nEmail\nbpersson@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-bianca-salazar.html", "title": "Bianca Salazar", "description": "Clinical Associate Professor in Communication & Media at UW–Porter Falls. Expertise: organizational communication, technical and professional writing.", "headings": [ "Bianca Salazar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Bianca Salazar\nClinical Associate Professor, Communication & Media\nBackground\nBianca Salazar is on the faculty of the Department of Communication & Media and holds a doctoral clinical degree from McGill University and is licensed to practice. Before Porter, Bianca was a technical writer and documentation lead.\nBianca brings that practice into the classroom, teaching from real cases and current standards in organizational communication and technical and professional writing.\nAreas of expertise\nOrganizational communication\nTechnical and professional writing\nApplied practice and industry partnerships\nTeaching\nBianca regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Bianca keeps the connection to current practice explicit.\nAdvising and office hours\nBianca advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBianca stays active in practice alongside teaching, through consulting, standards work, and applied projects in organizational communication and technical and professional writing. Representative items:\nAn applied project in organizational communication with an industry or community partner.\nA workshop or short course on technical and professional writing for practitioners in the region.\nService on a standards, licensing, or advisory body related to organizational communication.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bianca has no real publication record.\nGet in touch\nThe fastest way to reach Bianca is email ( bsalazar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na doctoral clinical degree, McGill University\nEmail\nbsalazar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-bianca-underwood.html", "title": "Bianca Underwood", "description": "Associate Professor in Biomedical Engineering at UW–Porter Falls. Expertise: physiological modeling, biomechanics and orthopedics.", "headings": [ "Bianca Underwood", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Bianca Underwood\nAssociate Professor, Biomedical Engineering\nBackground\nBianca Underwood is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from the University of Colorado. Before Porter, Bianca consulted on design controls and verification testing.\nBianca's research focuses on physiological modeling, with related work in biomechanics and orthopedics; undergraduates are involved in the lab most terms.\nAreas of expertise\nPhysiological modeling\nBiomechanics and orthopedics\nUndergraduate research and project mentoring\nTeaching\nBianca regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Bianca builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nBianca advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBianca's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in physiological modeling and biomechanics and orthopedics. Representative items:\nA peer-reviewed article on physiological modeling in a disciplinary journal.\nA conference paper on biomechanics and orthopedics, co-authored with an undergraduate researcher.\nAn internally funded project applying physiological modeling to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bianca has no real publication record.\nGet in touch\nThe fastest way to reach Bianca is email ( bunderwood@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Colorado\nEmail\nbunderwood@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-bianca-winslow.html", "title": "Bianca Winslow", "description": "Senior Lecturer in Health & Nutrition Sciences at UW–Porter Falls. Expertise: sports nutrition, food science and product development.", "headings": [ "Bianca Winslow", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Bianca Winslow\nSenior Lecturer, Health & Nutrition Sciences\nBackground\nBianca Winslow is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from Cornell University. Before Porter, Bianca ran a community nutrition program.\nBianca's work centers on teaching and curriculum in sports nutrition and food science and product development, including course redesign and mentoring newer instructors.\nAreas of expertise\nSports nutrition\nFood science and product development\nUndergraduate research and project mentoring\nTeaching\nBianca regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nBianca designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nBianca advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBianca's recent activity centers on teaching scholarship and curriculum work in sports nutrition and food science and product development. Representative items:\nA redesigned course sequence in sports nutrition, with open or low-cost materials.\nA conference presentation on teaching food science and product development at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bianca has no real publication record.\nGet in touch\nThe fastest way to reach Bianca is email ( bwinslow@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Cornell University\nEmail\nbwinslow@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-bruno-ackerman.html", "title": "Bruno Ackerman", "description": "Assistant Professor in Chemistry at UW–Porter Falls. Expertise: organic synthesis, biochemistry.", "headings": [ "Bruno Ackerman", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Bruno Ackerman\nAssistant Professor, Chemistry\nBackground\nBruno Ackerman is on the faculty of the Department of Chemistry and holds a Ph.D. from the University of Michigan. Before Porter, Bruno taught at a two-year college before joining Porter.\nBruno's research focuses on organic synthesis, with related work in biochemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nOrganic synthesis\nBiochemistry\nUndergraduate research and project mentoring\nTeaching\nBruno regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Bruno builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nBruno advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in organic synthesis and biochemistry. Representative items:\nA peer-reviewed article on organic synthesis in a disciplinary journal.\nA conference paper on biochemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying organic synthesis to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( backerman@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Michigan\nEmail\nbackerman@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-bruno-adebayo.html", "title": "Bruno Adebayo", "description": "Professor of Practice in Nursing at UW–Porter Falls. Expertise: mental health nursing, nursing education and simulation.", "headings": [ "Bruno Adebayo", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Bruno Adebayo\nProfessor of Practice, Nursing\nBackground\nBruno Adebayo is on the faculty of the Department of Nursing and holds a master’s degree from the University of Minnesota, along with professional licensure and industry certifications. Before Porter, Bruno practiced in emergency and trauma care.\nBruno brings that practice into the classroom, teaching from real cases and current standards in mental health nursing and nursing education and simulation.\nAreas of expertise\nMental health nursing\nNursing education and simulation\nApplied practice and industry partnerships\nTeaching\nBruno regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Bruno keeps the connection to current practice explicit.\nAdvising and office hours\nBruno advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno stays active in practice alongside teaching, through consulting, standards work, and applied projects in mental health nursing and nursing education and simulation. Representative items:\nAn applied project in mental health nursing with an industry or community partner.\nA workshop or short course on nursing education and simulation for practitioners in the region.\nService on a standards, licensing, or advisory body related to mental health nursing.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( badebayo@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na master’s degree, the University of Minnesota\nEmail\nbadebayo@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-bruno-brenner.html", "title": "Bruno Brenner", "description": "Teaching Professor in Music & Theatre at UW–Porter Falls. Expertise: costume design and construction, theatre history.", "headings": [ "Bruno Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Bruno Brenner\nTeaching Professor, Music & Theatre\nBackground\nBruno Brenner is on the faculty of the Department of Music & Theatre and holds a Ph.D. from the University of Waterloo. Before Porter, Bruno performed professionally as an orchestral musician.\nBruno's work centers on teaching and curriculum in costume design and construction and theatre history, including course redesign and mentoring newer instructors.\nAreas of expertise\nCostume design and construction\nTheatre history\nUndergraduate research and project mentoring\nTeaching\nBruno regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nBruno designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nBruno advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno's recent activity centers on teaching scholarship and curriculum work in costume design and construction and theatre history. Representative items:\nA redesigned course sequence in costume design and construction, with open or low-cost materials.\nA conference presentation on teaching theatre history at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( bbrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Waterloo\nEmail\nbbrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-bruno-bwalya.html", "title": "Bruno Bwalya", "description": "Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: additive manufacturing, automation and robotics.", "headings": [ "Bruno Bwalya", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Bruno Bwalya\nProfessor, Manufacturing & Industrial Engineering\nBackground\nBruno Bwalya is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from Iowa State University. Before Porter, Bruno managed production for a metal-fabrication company.\nBruno's research focuses on additive manufacturing, with related work in automation and robotics; undergraduates are involved in the lab most terms.\nAreas of expertise\nAdditive manufacturing\nAutomation and robotics\nUndergraduate research and project mentoring\nTeaching\nBruno regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Bruno builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nBruno advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in additive manufacturing and automation and robotics. Representative items:\nA peer-reviewed article on additive manufacturing in a disciplinary journal.\nA conference paper on automation and robotics, co-authored with an undergraduate researcher.\nAn internally funded project applying additive manufacturing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( bbwalya@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Iowa State University\nEmail\nbbwalya@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-bruno-cho.html", "title": "Bruno Cho", "description": "Professor of Practice in Marketing & Supply Chain at UW–Porter Falls. Expertise: sustainable operations, digital marketing and analytics.", "headings": [ "Bruno Cho", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Bruno Cho\nProfessor of Practice, Marketing & Supply Chain\nBackground\nBruno Cho is on the faculty of the Department of Marketing & Supply Chain and holds a master’s degree from the University of Nebraska, along with professional licensure and industry certifications. Before Porter, Bruno held an operations role in a hotel group.\nBruno brings that practice into the classroom, teaching from real cases and current standards in sustainable operations and digital marketing and analytics.\nAreas of expertise\nSustainable operations\nDigital marketing and analytics\nApplied practice and industry partnerships\nTeaching\nBruno regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Bruno keeps the connection to current practice explicit.\nAdvising and office hours\nBruno advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno stays active in practice alongside teaching, through consulting, standards work, and applied projects in sustainable operations and digital marketing and analytics. Representative items:\nAn applied project in sustainable operations with an industry or community partner.\nA workshop or short course on digital marketing and analytics for practitioners in the region.\nService on a standards, licensing, or advisory body related to sustainable operations.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( bcho@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na master’s degree, the University of Nebraska\nEmail\nbcho@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-bruno-delacroix.html", "title": "Bruno Delacroix", "description": "Teaching Professor in Accounting & Finance at UW–Porter Falls. Expertise: investments and portfolio management, monetary and macroeconomics.", "headings": [ "Bruno Delacroix", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Bruno Delacroix\nTeaching Professor, Accounting & Finance\nBackground\nBruno Delacroix is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from the University of Waterloo. Before Porter, Bruno held a controller role at a manufacturer.\nBruno's work centers on teaching and curriculum in investments and portfolio management and monetary and macroeconomics, including course redesign and mentoring newer instructors.\nAreas of expertise\nInvestments and portfolio management\nMonetary and macroeconomics\nUndergraduate research and project mentoring\nTeaching\nBruno regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nBruno designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nBruno advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno's recent activity centers on teaching scholarship and curriculum work in investments and portfolio management and monetary and macroeconomics. Representative items:\nA redesigned course sequence in investments and portfolio management, with open or low-cost materials.\nA conference presentation on teaching monetary and macroeconomics at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( bdelacroix@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Waterloo\nEmail\nbdelacroix@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-bruno-groves.html", "title": "Bruno Groves", "description": "Teaching Professor in Accounting & Finance at UW–Porter Falls. Expertise: investments and portfolio management, monetary and macroeconomics.", "headings": [ "Bruno Groves", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Bruno Groves\nTeaching Professor, Accounting & Finance\nBackground\nBruno Groves is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from the University of Waterloo. Before Porter, Bruno was an auditor at a public accounting firm.\nBruno's work centers on teaching and curriculum in investments and portfolio management and monetary and macroeconomics, including course redesign and mentoring newer instructors.\nAreas of expertise\nInvestments and portfolio management\nMonetary and macroeconomics\nUndergraduate research and project mentoring\nTeaching\nBruno regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nBruno designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nBruno advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno's recent activity centers on teaching scholarship and curriculum work in investments and portfolio management and monetary and macroeconomics. Representative items:\nA redesigned course sequence in investments and portfolio management, with open or low-cost materials.\nA conference presentation on teaching monetary and macroeconomics at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( bgroves@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Waterloo\nEmail\nbgroves@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-bruno-ibarra.html", "title": "Bruno Ibarra", "description": "Professor of Practice in Data Science at UW–Porter Falls. Expertise: causal inference and experimentation, data visualization.", "headings": [ "Bruno Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Bruno Ibarra\nProfessor of Practice, Data Science\nBackground\nBruno Ibarra is on the faculty of the Department of Data Science and holds a master’s degree from the University of Minnesota, along with professional licensure and industry certifications. Before Porter, Bruno was a research analyst at an economic policy institute.\nBruno brings that practice into the classroom, teaching from real cases and current standards in causal inference and experimentation and data visualization.\nAreas of expertise\nCausal inference and experimentation\nData visualization\nApplied practice and industry partnerships\nTeaching\nBruno regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Bruno keeps the connection to current practice explicit.\nAdvising and office hours\nBruno advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno stays active in practice alongside teaching, through consulting, standards work, and applied projects in causal inference and experimentation and data visualization. Representative items:\nAn applied project in causal inference and experimentation with an industry or community partner.\nA workshop or short course on data visualization for practitioners in the region.\nService on a standards, licensing, or advisory body related to causal inference and experimentation.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( bibarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na master’s degree, the University of Minnesota\nEmail\nbibarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-bruno-kaur.html", "title": "Bruno Kaur", "description": "Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: industrial control system security, network security.", "headings": [ "Bruno Kaur", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Bruno Kaur\nProfessor, Cybersecurity & Information Technology\nBackground\nBruno Kaur is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from Iowa State University. Before Porter, Bruno led IT infrastructure for a manufacturing company.\nBruno's research focuses on industrial control system security, with related work in network security; undergraduates are involved in the lab most terms.\nAreas of expertise\nIndustrial control system security\nNetwork security\nUndergraduate research and project mentoring\nTeaching\nBruno regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Bruno builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nBruno advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in industrial control system security and network security. Representative items:\nA peer-reviewed article on industrial control system security in a disciplinary journal.\nA conference paper on network security, co-authored with an undergraduate researcher.\nAn internally funded project applying industrial control system security to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( bkaur@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Iowa State University\nEmail\nbkaur@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-bruno-kowalczyk.html", "title": "Bruno Kowalczyk", "description": "Teaching Professor in Construction Management at UW–Porter Falls. Expertise: sustainable construction, lean construction.", "headings": [ "Bruno Kowalczyk", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Bruno Kowalczyk\nTeaching Professor, Construction Management\nBackground\nBruno Kowalczyk is on the faculty of the Department of Construction Management and holds a Ph.D. from Texas A&M University. Before Porter, Bruno was a project manager for a general contractor.\nBruno's work centers on teaching and curriculum in sustainable construction and lean construction, including course redesign and mentoring newer instructors.\nAreas of expertise\nSustainable construction\nLean construction\nUndergraduate research and project mentoring\nTeaching\nBruno regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nBruno designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nBruno advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno's recent activity centers on teaching scholarship and curriculum work in sustainable construction and lean construction. Representative items:\nA redesigned course sequence in sustainable construction, with open or low-cost materials.\nA conference presentation on teaching lean construction at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( bkowalczyk@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Texas A&M University\nEmail\nbkowalczyk@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-bruno-larsen.html", "title": "Bruno Larsen", "description": "Assistant Professor in Chemistry at UW–Porter Falls. Expertise: organic synthesis, biochemistry.", "headings": [ "Bruno Larsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Bruno Larsen\nAssistant Professor, Chemistry\nBackground\nBruno Larsen is on the faculty of the Department of Chemistry and holds a Ph.D. from the University of Michigan. Before Porter, Bruno was a bench chemist in pharmaceutical process development.\nBruno's research focuses on organic synthesis, with related work in biochemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nOrganic synthesis\nBiochemistry\nUndergraduate research and project mentoring\nTeaching\nBruno regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Bruno builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nBruno advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in organic synthesis and biochemistry. Representative items:\nA peer-reviewed article on organic synthesis in a disciplinary journal.\nA conference paper on biochemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying organic synthesis to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( blarsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Michigan\nEmail\nblarsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-bruno-nakamura.html", "title": "Bruno Nakamura", "description": "Professor in Environmental Science at UW–Porter Falls. Expertise: GIS and remote sensing, climate and land use.", "headings": [ "Bruno Nakamura", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Bruno Nakamura\nProfessor, Environmental Science\nBackground\nBruno Nakamura is on the faculty of the Department of Environmental Science and holds a Ph.D. from Virginia Tech. Before Porter, Bruno was an environmental consultant doing site assessments.\nBruno's research focuses on GIS and remote sensing, with related work in climate and land use; undergraduates are involved in the lab most terms.\nAreas of expertise\nGIS and remote sensing\nClimate and land use\nUndergraduate research and project mentoring\nTeaching\nBruno regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Bruno builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nBruno advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in GIS and remote sensing and climate and land use. Representative items:\nA peer-reviewed article on GIS and remote sensing in a disciplinary journal.\nA conference paper on climate and land use, co-authored with an undergraduate researcher.\nAn internally funded project applying GIS and remote sensing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( bnakamura@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Virginia Tech\nEmail\nbnakamura@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-bruno-persson.html", "title": "Bruno Persson", "description": "Teaching Professor in Music & Theatre at UW–Porter Falls. Expertise: costume design and construction, theatre history.", "headings": [ "Bruno Persson", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Bruno Persson\nTeaching Professor, Music & Theatre\nBackground\nBruno Persson is on the faculty of the Department of Music & Theatre and holds a Ph.D. from the University of Waterloo. Before Porter, Bruno engineered and produced records.\nBruno's work centers on teaching and curriculum in costume design and construction and theatre history, including course redesign and mentoring newer instructors.\nAreas of expertise\nCostume design and construction\nTheatre history\nUndergraduate research and project mentoring\nTeaching\nBruno regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nBruno designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nBruno advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno's recent activity centers on teaching scholarship and curriculum work in costume design and construction and theatre history. Representative items:\nA redesigned course sequence in costume design and construction, with open or low-cost materials.\nA conference presentation on teaching theatre history at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( bpersson@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Waterloo\nEmail\nbpersson@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-bruno-petrov.html", "title": "Bruno Petrov", "description": "Associate Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: composites, barrier materials.", "headings": [ "Bruno Petrov", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Bruno Petrov\nAssociate Professor, Plastics & Packaging Engineering\nBackground\nBruno Petrov is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from Michigan State University. Before Porter, Bruno led packaging development for a consumer-goods company.\nBruno's research focuses on composites, with related work in barrier materials; undergraduates are involved in the lab most terms.\nAreas of expertise\nComposites\nBarrier materials\nUndergraduate research and project mentoring\nTeaching\nBruno regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Bruno builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nBruno advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in composites and barrier materials. Representative items:\nA peer-reviewed article on composites in a disciplinary journal.\nA conference paper on barrier materials, co-authored with an undergraduate researcher.\nAn internally funded project applying composites to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( bpetrov@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Michigan State University\nEmail\nbpetrov@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-bruno-reinholt.html", "title": "Bruno Reinholt", "description": "Professor in Mathematics at UW–Porter Falls. Expertise: mathematics education, numerical analysis.", "headings": [ "Bruno Reinholt", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Bruno Reinholt\nProfessor, Mathematics\nBackground\nBruno Reinholt is on the faculty of the Department of Mathematics and holds a Ph.D. from RMIT University. Before Porter, Bruno worked as an operations-research analyst.\nBruno's research focuses on mathematics education, with related work in numerical analysis; undergraduates are involved in the lab most terms.\nAreas of expertise\nMathematics education\nNumerical analysis\nUndergraduate research and project mentoring\nTeaching\nBruno regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Bruno builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nBruno advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in mathematics education and numerical analysis. Representative items:\nA peer-reviewed article on mathematics education in a disciplinary journal.\nA conference paper on numerical analysis, co-authored with an undergraduate researcher.\nAn internally funded project applying mathematics education to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( breinholt@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., RMIT University\nEmail\nbreinholt@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-bruno-rhodes.html", "title": "Bruno Rhodes", "description": "Professor of Practice in Biology at UW–Porter Falls. Expertise: developmental biology, science education.", "headings": [ "Bruno Rhodes", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Bruno Rhodes\nProfessor of Practice, Biology\nBackground\nBruno Rhodes is on the faculty of the Department of Biology and holds a master’s degree from the University of Minnesota, along with professional licensure and industry certifications. Before Porter, Bruno taught secondary science before graduate school.\nBruno brings that practice into the classroom, teaching from real cases and current standards in developmental biology and science education.\nAreas of expertise\nDevelopmental biology\nScience education\nApplied practice and industry partnerships\nTeaching\nBruno regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Bruno keeps the connection to current practice explicit.\nAdvising and office hours\nBruno advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno stays active in practice alongside teaching, through consulting, standards work, and applied projects in developmental biology and science education. Representative items:\nAn applied project in developmental biology with an industry or community partner.\nA workshop or short course on science education for practitioners in the region.\nService on a standards, licensing, or advisory body related to developmental biology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( brhodes@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the University of Minnesota\nEmail\nbrhodes@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-bruno-sundqvist.html", "title": "Bruno Sundqvist", "description": "Associate Professor in World Languages at UW–Porter Falls. Expertise: ASL linguistics, language for the professions.", "headings": [ "Bruno Sundqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Bruno Sundqvist\nAssociate Professor, World Languages\nBackground\nBruno Sundqvist is on the faculty of the Department of World Languages and holds a Ph.D. from the University of Toronto. Before Porter, Bruno translated technical and literary material professionally.\nBruno's research focuses on ASL linguistics, with related work in language for the professions; undergraduates are involved in the lab most terms.\nAreas of expertise\nASL linguistics\nLanguage for the professions\nUndergraduate research and project mentoring\nTeaching\nBruno regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Bruno builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nBruno advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in ASL linguistics and language for the professions. Representative items:\nA peer-reviewed article on ASL linguistics in a disciplinary journal.\nA conference paper on language for the professions, co-authored with an undergraduate researcher.\nAn internally funded project applying ASL linguistics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( bsundqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Toronto\nEmail\nbsundqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-bruno-whitfield.html", "title": "Bruno Whitfield", "description": "Professor of Practice in Physics & Astronomy at UW–Porter Falls. Expertise: computational physics, physics education research.", "headings": [ "Bruno Whitfield", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Bruno Whitfield\nProfessor of Practice, Physics & Astronomy\nBackground\nBruno Whitfield is on the faculty of the Department of Physics & Astronomy and holds a master’s degree from the University of Nebraska, along with professional licensure and industry certifications. Before Porter, Bruno taught physics at a liberal-arts college.\nBruno brings that practice into the classroom, teaching from real cases and current standards in computational physics and physics education research.\nAreas of expertise\nComputational physics\nPhysics education research\nApplied practice and industry partnerships\nTeaching\nBruno regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Bruno keeps the connection to current practice explicit.\nAdvising and office hours\nBruno advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno stays active in practice alongside teaching, through consulting, standards work, and applied projects in computational physics and physics education research. Representative items:\nAn applied project in computational physics with an industry or community partner.\nA workshop or short course on physics education research for practitioners in the region.\nService on a standards, licensing, or advisory body related to computational physics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( bwhitfield@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the University of Nebraska\nEmail\nbwhitfield@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-bruno-yoon.html", "title": "Bruno Yoon", "description": "Professor in Computer Science at UW–Porter Falls. Expertise: distributed systems, databases and data systems.", "headings": [ "Bruno Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Bruno Yoon\nProfessor, Computer Science\nBackground\nBruno Yoon is on the faculty of the Department of Computer Science and holds a Ph.D. from RMIT University. Before Porter, Bruno spent six years as a backend engineer at a logistics company.\nBruno's research focuses on distributed systems, with related work in databases and data systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nDistributed systems\nDatabases and data systems\nUndergraduate research and project mentoring\nTeaching\nBruno regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Bruno builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nBruno advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nBruno's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in distributed systems and databases and data systems. Representative items:\nA peer-reviewed article on distributed systems in a disciplinary journal.\nA conference paper on databases and data systems, co-authored with an undergraduate researcher.\nAn internally funded project applying distributed systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Bruno has no real publication record.\nGet in touch\nThe fastest way to reach Bruno is email ( byoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., RMIT University\nEmail\nbyoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-caleb-beaumont.html", "title": "Caleb Beaumont", "description": "Assistant Professor in Psychology at UW–Porter Falls. Expertise: behavioral neuroscience, quantitative methods.", "headings": [ "Caleb Beaumont", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Caleb Beaumont\nAssistant Professor, Psychology\nBackground\nCaleb Beaumont is on the faculty of the Department of Psychology and holds a Ph.D. from McGill University. Before Porter, Caleb worked as a research coordinator on a longitudinal study.\nCaleb's research focuses on behavioral neuroscience, with related work in quantitative methods; undergraduates are involved in the lab most terms.\nAreas of expertise\nBehavioral neuroscience\nQuantitative methods\nUndergraduate research and project mentoring\nTeaching\nCaleb regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Caleb builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nCaleb advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCaleb's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in behavioral neuroscience and quantitative methods. Representative items:\nA peer-reviewed article on behavioral neuroscience in a disciplinary journal.\nA conference paper on quantitative methods, co-authored with an undergraduate researcher.\nAn internally funded project applying behavioral neuroscience to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Caleb has no real publication record.\nGet in touch\nThe fastest way to reach Caleb is email ( cbeaumont@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., McGill University\nEmail\ncbeaumont@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-caleb-brenner.html", "title": "Caleb Brenner", "description": "Assistant Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: biomechanics, health data and coding.", "headings": [ "Caleb Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Caleb Brenner\nAssistant Professor, Health & Nutrition Sciences\nBackground\nCaleb Brenner is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from the University of Washington. Before Porter, Caleb worked in food product development for a manufacturer.\nCaleb's research focuses on biomechanics, with related work in health data and coding; undergraduates are involved in the lab most terms.\nAreas of expertise\nBiomechanics\nHealth data and coding\nUndergraduate research and project mentoring\nTeaching\nCaleb regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Caleb builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nCaleb advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCaleb's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in biomechanics and health data and coding. Representative items:\nA peer-reviewed article on biomechanics in a disciplinary journal.\nA conference paper on health data and coding, co-authored with an undergraduate researcher.\nAn internally funded project applying biomechanics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Caleb has no real publication record.\nGet in touch\nThe fastest way to reach Caleb is email ( cbrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Washington\nEmail\ncbrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-caleb-carrasco.html", "title": "Caleb Carrasco", "description": "Assistant Professor in Humanities at UW–Porter Falls. Expertise: American and comparative politics, social theory.", "headings": [ "Caleb Carrasco", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Caleb Carrasco\nAssistant Professor, Humanities\nBackground\nCaleb Carrasco is on the faculty of the Department of Humanities and holds a Ph.D. from McGill University. Before Porter, Caleb worked in public history and museums.\nCaleb's research focuses on American and comparative politics, with related work in social theory; undergraduates are involved in the lab most terms.\nAreas of expertise\nAmerican and comparative politics\nSocial theory\nUndergraduate research and project mentoring\nTeaching\nCaleb regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Caleb builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nCaleb advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCaleb's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in American and comparative politics and social theory. Representative items:\nA peer-reviewed article on American and comparative politics in a disciplinary journal.\nA conference paper on social theory, co-authored with an undergraduate researcher.\nAn internally funded project applying American and comparative politics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Caleb has no real publication record.\nGet in touch\nThe fastest way to reach Caleb is email ( ccarrasco@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., McGill University\nEmail\nccarrasco@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-caleb-cho.html", "title": "Caleb Cho", "description": "Senior Lecturer in Rehabilitation & Human Services at UW–Porter Falls. Expertise: disability studies, assistive technology.", "headings": [ "Caleb Cho", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Caleb Cho\nSenior Lecturer, Rehabilitation & Human Services\nBackground\nCaleb Cho is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from North Carolina State University. Before Porter, Caleb did case management for a community mental-health center.\nCaleb's work centers on teaching and curriculum in disability studies and assistive technology, including course redesign and mentoring newer instructors.\nAreas of expertise\nDisability studies\nAssistive technology\nUndergraduate research and project mentoring\nTeaching\nCaleb regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCaleb designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nCaleb advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCaleb's recent activity centers on teaching scholarship and curriculum work in disability studies and assistive technology. Representative items:\nA redesigned course sequence in disability studies, with open or low-cost materials.\nA conference presentation on teaching assistive technology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Caleb has no real publication record.\nGet in touch\nThe fastest way to reach Caleb is email ( ccho@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., North Carolina State University\nEmail\nccho@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-caleb-delacroix.html", "title": "Caleb Delacroix", "description": "Assistant Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: biomechanics, health data and coding.", "headings": [ "Caleb Delacroix", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Caleb Delacroix\nAssistant Professor, Health & Nutrition Sciences\nBackground\nCaleb Delacroix is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from the University of Washington. Before Porter, Caleb ran a community nutrition program.\nCaleb's research focuses on biomechanics, with related work in health data and coding; undergraduates are involved in the lab most terms.\nAreas of expertise\nBiomechanics\nHealth data and coding\nUndergraduate research and project mentoring\nTeaching\nCaleb regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Caleb builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nCaleb advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCaleb's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in biomechanics and health data and coding. Representative items:\nA peer-reviewed article on biomechanics in a disciplinary journal.\nA conference paper on health data and coding, co-authored with an undergraduate researcher.\nAn internally funded project applying biomechanics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Caleb has no real publication record.\nGet in touch\nThe fastest way to reach Caleb is email ( cdelacroix@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Washington\nEmail\ncdelacroix@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-caleb-ferris.html", "title": "Caleb Ferris", "description": "Professor in Mechanical Engineering at UW–Porter Falls. Expertise: energy systems, tribology.", "headings": [ "Caleb Ferris", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Caleb Ferris\nProfessor, Mechanical Engineering\nBackground\nCaleb Ferris is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from the University of Illinois. Before Porter, Caleb was a test engineer for an off-highway vehicle manufacturer.\nCaleb's research focuses on energy systems, with related work in tribology; undergraduates are involved in the lab most terms.\nAreas of expertise\nEnergy systems\nTribology\nUndergraduate research and project mentoring\nTeaching\nCaleb regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Caleb builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nCaleb advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCaleb's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in energy systems and tribology. Representative items:\nA peer-reviewed article on energy systems in a disciplinary journal.\nA conference paper on tribology, co-authored with an undergraduate researcher.\nAn internally funded project applying energy systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Caleb has no real publication record.\nGet in touch\nThe fastest way to reach Caleb is email ( cferris@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Illinois\nEmail\ncferris@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-caleb-ibarra.html", "title": "Caleb Ibarra", "description": "Professor in Biomedical Engineering at UW–Porter Falls. Expertise: medical imaging, tissue engineering.", "headings": [ "Caleb Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Caleb Ibarra\nProfessor, Biomedical Engineering\nBackground\nCaleb Ibarra is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from the University of Illinois. Before Porter, Caleb worked in R&D for a diagnostic-imaging manufacturer.\nCaleb's research focuses on medical imaging, with related work in tissue engineering; undergraduates are involved in the lab most terms.\nAreas of expertise\nMedical imaging\nTissue engineering\nUndergraduate research and project mentoring\nTeaching\nCaleb regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Caleb builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nCaleb advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCaleb's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in medical imaging and tissue engineering. Representative items:\nA peer-reviewed article on medical imaging in a disciplinary journal.\nA conference paper on tissue engineering, co-authored with an undergraduate researcher.\nAn internally funded project applying medical imaging to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Caleb has no real publication record.\nGet in touch\nThe fastest way to reach Caleb is email ( cibarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Illinois\nEmail\ncibarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-caleb-persson.html", "title": "Caleb Persson", "description": "Professor in Teacher Education at UW–Porter Falls. Expertise: special education and inclusion, assessment and data-informed teaching.", "headings": [ "Caleb Persson", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Caleb Persson\nProfessor, Teacher Education\nBackground\nCaleb Persson is on the faculty of the Department of Teacher Education and holds a Ph.D. from Kansas State University. Before Porter, Caleb was a middle-school science teacher and department chair.\nCaleb's research focuses on special education and inclusion, with related work in assessment and data-informed teaching; undergraduates are involved in the lab most terms.\nAreas of expertise\nSpecial education and inclusion\nAssessment and data-informed teaching\nUndergraduate research and project mentoring\nTeaching\nCaleb regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Caleb builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nCaleb advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCaleb's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in special education and inclusion and assessment and data-informed teaching. Representative items:\nA peer-reviewed article on special education and inclusion in a disciplinary journal.\nA conference paper on assessment and data-informed teaching, co-authored with an undergraduate researcher.\nAn internally funded project applying special education and inclusion to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Caleb has no real publication record.\nGet in touch\nThe fastest way to reach Caleb is email ( cpersson@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Kansas State University\nEmail\ncpersson@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-caleb-rasmussen.html", "title": "Caleb Rasmussen", "description": "Associate Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: sensors and instrumentation, embedded and real-time systems.", "headings": [ "Caleb Rasmussen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Caleb Rasmussen\nAssociate Professor, Electrical & Computer Engineering\nBackground\nCaleb Rasmussen is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Caleb was a controls engineer in industrial automation.\nCaleb's research focuses on sensors and instrumentation, with related work in embedded and real-time systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nSensors and instrumentation\nEmbedded and real-time systems\nUndergraduate research and project mentoring\nTeaching\nCaleb regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Caleb builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nCaleb advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCaleb's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in sensors and instrumentation and embedded and real-time systems. Representative items:\nA peer-reviewed article on sensors and instrumentation in a disciplinary journal.\nA conference paper on embedded and real-time systems, co-authored with an undergraduate researcher.\nAn internally funded project applying sensors and instrumentation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Caleb has no real publication record.\nGet in touch\nThe fastest way to reach Caleb is email ( crasmussen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\ncrasmussen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-caleb-rhodes.html", "title": "Caleb Rhodes", "description": "Senior Lecturer in Communication & Media at UW–Porter Falls. Expertise: writing studies, interpersonal and group communication.", "headings": [ "Caleb Rhodes", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Caleb Rhodes\nSenior Lecturer, Communication & Media\nBackground\nCaleb Rhodes is on the faculty of the Department of Communication & Media and holds a Ph.D. from Northwestern University. Before Porter, Caleb produced video and podcasts for a media company.\nCaleb's work centers on teaching and curriculum in writing studies and interpersonal and group communication, including course redesign and mentoring newer instructors.\nAreas of expertise\nWriting studies\nInterpersonal and group communication\nUndergraduate research and project mentoring\nTeaching\nCaleb regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCaleb designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nCaleb advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCaleb's recent activity centers on teaching scholarship and curriculum work in writing studies and interpersonal and group communication. Representative items:\nA redesigned course sequence in writing studies, with open or low-cost materials.\nA conference presentation on teaching interpersonal and group communication at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Caleb has no real publication record.\nGet in touch\nThe fastest way to reach Caleb is email ( crhodes@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Northwestern University\nEmail\ncrhodes@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-caleb-vasquez.html", "title": "Caleb Vasquez", "description": "Assistant Professor in Management at UW–Porter Falls. Expertise: human resource management, negotiation and conflict.", "headings": [ "Caleb Vasquez", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Caleb Vasquez\nAssistant Professor, Management\nBackground\nCaleb Vasquez is on the faculty of the Department of Management and holds a Ph.D. from McGill University. Before Porter, Caleb led operations for a mid-market manufacturer.\nCaleb's research focuses on human resource management, with related work in negotiation and conflict; undergraduates are involved in the lab most terms.\nAreas of expertise\nHuman resource management\nNegotiation and conflict\nUndergraduate research and project mentoring\nTeaching\nCaleb regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Caleb builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nCaleb advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCaleb's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in human resource management and negotiation and conflict. Representative items:\nA peer-reviewed article on human resource management in a disciplinary journal.\nA conference paper on negotiation and conflict, co-authored with an undergraduate researcher.\nAn internally funded project applying human resource management to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Caleb has no real publication record.\nGet in touch\nThe fastest way to reach Caleb is email ( cvasquez@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., McGill University\nEmail\ncvasquez@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-caleb-weaver.html", "title": "Caleb Weaver", "description": "Assistant Professor in Art & Design at UW–Porter Falls. Expertise: apparel and textiles, illustration.", "headings": [ "Caleb Weaver", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Caleb Weaver\nAssistant Professor, Art & Design\nBackground\nCaleb Weaver is on the faculty of the Department of Art & Design and holds a Ph.D. from McGill University. Before Porter, Caleb was a senior designer at a branding agency.\nCaleb's research focuses on apparel and textiles, with related work in illustration; undergraduates are involved in the lab most terms.\nAreas of expertise\nApparel and textiles\nIllustration\nUndergraduate research and project mentoring\nTeaching\nCaleb regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Caleb builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nCaleb advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCaleb's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in apparel and textiles and illustration. Representative items:\nA peer-reviewed article on apparel and textiles in a disciplinary journal.\nA conference paper on illustration, co-authored with an undergraduate researcher.\nAn internally funded project applying apparel and textiles to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Caleb has no real publication record.\nGet in touch\nThe fastest way to reach Caleb is email ( cweaver@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., McGill University\nEmail\ncweaver@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-caleb-yoon.html", "title": "Caleb Yoon", "description": "Associate Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: geospatial methods, water resources and hydrology.", "headings": [ "Caleb Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Caleb Yoon\nAssociate Professor, Civil & Environmental Engineering\nBackground\nCaleb Yoon is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Caleb worked in bridge inspection and rehabilitation.\nCaleb's research focuses on geospatial methods, with related work in water resources and hydrology; undergraduates are involved in the lab most terms.\nAreas of expertise\nGeospatial methods\nWater resources and hydrology\nUndergraduate research and project mentoring\nTeaching\nCaleb regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Caleb builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nCaleb advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCaleb's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in geospatial methods and water resources and hydrology. Representative items:\nA peer-reviewed article on geospatial methods in a disciplinary journal.\nA conference paper on water resources and hydrology, co-authored with an undergraduate researcher.\nAn internally funded project applying geospatial methods to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Caleb has no real publication record.\nGet in touch\nThe fastest way to reach Caleb is email ( cyoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\ncyoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-camille-adebayo.html", "title": "Camille Adebayo", "description": "Assistant Professor in Biomedical Engineering at UW–Porter Falls. Expertise: biomaterials, rehabilitation engineering.", "headings": [ "Camille Adebayo", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Camille Adebayo\nAssistant Professor, Biomedical Engineering\nBackground\nCamille Adebayo is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from the University of Waterloo. Before Porter, Camille did rehabilitation-engineering research at a hospital.\nCamille's research focuses on biomaterials, with related work in rehabilitation engineering; undergraduates are involved in the lab most terms.\nAreas of expertise\nBiomaterials\nRehabilitation engineering\nUndergraduate research and project mentoring\nTeaching\nCamille regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Camille builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nCamille advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCamille's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in biomaterials and rehabilitation engineering. Representative items:\nA peer-reviewed article on biomaterials in a disciplinary journal.\nA conference paper on rehabilitation engineering, co-authored with an undergraduate researcher.\nAn internally funded project applying biomaterials to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Camille has no real publication record.\nGet in touch\nThe fastest way to reach Camille is email ( cadebayo@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Waterloo\nEmail\ncadebayo@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-camille-aluko.html", "title": "Camille Aluko", "description": "Senior Lecturer in Civil & Environmental Engineering at UW–Porter Falls. Expertise: pavement engineering, structural analysis and design.", "headings": [ "Camille Aluko", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Camille Aluko\nSenior Lecturer, Civil & Environmental Engineering\nBackground\nCamille Aluko is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from the University of Nebraska. Before Porter, Camille consulted on stormwater and watershed planning.\nCamille's work centers on teaching and curriculum in pavement engineering and structural analysis and design, including course redesign and mentoring newer instructors.\nAreas of expertise\nPavement engineering\nStructural analysis and design\nUndergraduate research and project mentoring\nTeaching\nCamille regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCamille designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nCamille advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCamille's recent activity centers on teaching scholarship and curriculum work in pavement engineering and structural analysis and design. Representative items:\nA redesigned course sequence in pavement engineering, with open or low-cost materials.\nA conference presentation on teaching structural analysis and design at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Camille has no real publication record.\nGet in touch\nThe fastest way to reach Camille is email ( caluko@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Nebraska\nEmail\ncaluko@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-camille-bergstr-m.html", "title": "Camille Bergström", "description": "Clinical Associate Professor in Art & Design at UW–Porter Falls. Expertise: interaction and UX design, photography.", "headings": [ "Camille Bergström", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Camille Bergström\nClinical Associate Professor, Art & Design\nBackground\nCamille Bergström is on the faculty of the Department of Art & Design and holds a doctoral clinical degree from the University of Illinois and is licensed to practice. Before Porter, Camille led UX for a software company.\nCamille brings that practice into the classroom, teaching from real cases and current standards in interaction and UX design and photography.\nAreas of expertise\nInteraction and UX design\nPhotography\nApplied practice and industry partnerships\nTeaching\nCamille regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Camille keeps the connection to current practice explicit.\nAdvising and office hours\nCamille advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCamille stays active in practice alongside teaching, through consulting, standards work, and applied projects in interaction and UX design and photography. Representative items:\nAn applied project in interaction and UX design with an industry or community partner.\nA workshop or short course on photography for practitioners in the region.\nService on a standards, licensing, or advisory body related to interaction and UX design.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Camille has no real publication record.\nGet in touch\nThe fastest way to reach Camille is email ( cbergstrm@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na doctoral clinical degree, the University of Illinois\nEmail\ncbergstrm@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-camille-carrasco.html", "title": "Camille Carrasco", "description": "Clinical Associate Professor in Management at UW–Porter Falls. Expertise: human resource management, negotiation and conflict.", "headings": [ "Camille Carrasco", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Camille Carrasco\nClinical Associate Professor, Management\nBackground\nCamille Carrasco is on the faculty of the Department of Management and holds a doctoral clinical degree from the University of Illinois and is licensed to practice. Before Porter, Camille held an HR leadership role.\nCamille brings that practice into the classroom, teaching from real cases and current standards in human resource management and negotiation and conflict.\nAreas of expertise\nHuman resource management\nNegotiation and conflict\nApplied practice and industry partnerships\nTeaching\nCamille regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Camille keeps the connection to current practice explicit.\nAdvising and office hours\nCamille advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCamille stays active in practice alongside teaching, through consulting, standards work, and applied projects in human resource management and negotiation and conflict. Representative items:\nAn applied project in human resource management with an industry or community partner.\nA workshop or short course on negotiation and conflict for practitioners in the region.\nService on a standards, licensing, or advisory body related to human resource management.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Camille has no real publication record.\nGet in touch\nThe fastest way to reach Camille is email ( ccarrasco@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na doctoral clinical degree, the University of Illinois\nEmail\nccarrasco@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-camille-larsen.html", "title": "Camille Larsen", "description": "Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: program evaluation, case management.", "headings": [ "Camille Larsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Camille Larsen\nProfessor, Rehabilitation & Human Services\nBackground\nCamille Larsen is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from the University of Toronto. Before Porter, Camille directed a family-resource center.\nCamille's research focuses on program evaluation, with related work in case management; undergraduates are involved in the lab most terms.\nAreas of expertise\nProgram evaluation\nCase management\nUndergraduate research and project mentoring\nTeaching\nCamille regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Camille builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nCamille advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCamille's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in program evaluation and case management. Representative items:\nA peer-reviewed article on program evaluation in a disciplinary journal.\nA conference paper on case management, co-authored with an undergraduate researcher.\nAn internally funded project applying program evaluation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Camille has no real publication record.\nGet in touch\nThe fastest way to reach Camille is email ( clarsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Toronto\nEmail\nclarsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-camille-osei.html", "title": "Camille Osei", "description": "Assistant Professor in Teacher Education at UW–Porter Falls. Expertise: mathematics education, early childhood education.", "headings": [ "Camille Osei", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Camille Osei\nAssistant Professor, Teacher Education\nBackground\nCamille Osei is on the faculty of the Department of Teacher Education and holds a Ph.D. from North Carolina State University. Before Porter, Camille taught in a technical high-school program.\nCamille's research focuses on mathematics education, with related work in early childhood education; undergraduates are involved in the lab most terms.\nAreas of expertise\nMathematics education\nEarly childhood education\nUndergraduate research and project mentoring\nTeaching\nCamille regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Camille builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nCamille advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCamille's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in mathematics education and early childhood education. Representative items:\nA peer-reviewed article on mathematics education in a disciplinary journal.\nA conference paper on early childhood education, co-authored with an undergraduate researcher.\nAn internally funded project applying mathematics education to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Camille has no real publication record.\nGet in touch\nThe fastest way to reach Camille is email ( cosei@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., North Carolina State University\nEmail\ncosei@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-camille-persson.html", "title": "Camille Persson", "description": "Clinical Associate Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: sensory evaluation, epidemiology.", "headings": [ "Camille Persson", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Camille Persson\nClinical Associate Professor, Health & Nutrition Sciences\nBackground\nCamille Persson is on the faculty of the Department of Health & Nutrition Sciences and holds a doctoral clinical degree from RMIT University and is licensed to practice. Before Porter, Camille was an exercise physiologist in cardiac rehabilitation.\nCamille brings that practice into the classroom, teaching from real cases and current standards in sensory evaluation and epidemiology.\nAreas of expertise\nSensory evaluation\nEpidemiology\nApplied practice and industry partnerships\nTeaching\nCamille regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Camille keeps the connection to current practice explicit.\nAdvising and office hours\nCamille advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCamille stays active in practice alongside teaching, through consulting, standards work, and applied projects in sensory evaluation and epidemiology. Representative items:\nAn applied project in sensory evaluation with an industry or community partner.\nA workshop or short course on epidemiology for practitioners in the region.\nService on a standards, licensing, or advisory body related to sensory evaluation.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Camille has no real publication record.\nGet in touch\nThe fastest way to reach Camille is email ( cpersson@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, RMIT University\nEmail\ncpersson@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-camille-reinholt.html", "title": "Camille Reinholt", "description": "Senior Lecturer in Electrical & Computer Engineering at UW–Porter Falls. Expertise: sensors and instrumentation, embedded and real-time systems.", "headings": [ "Camille Reinholt", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Camille Reinholt\nSenior Lecturer, Electrical & Computer Engineering\nBackground\nCamille Reinholt is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from the University of Nebraska. Before Porter, Camille led an embedded-systems group at an aerospace supplier.\nCamille's work centers on teaching and curriculum in sensors and instrumentation and embedded and real-time systems, including course redesign and mentoring newer instructors.\nAreas of expertise\nSensors and instrumentation\nEmbedded and real-time systems\nUndergraduate research and project mentoring\nTeaching\nCamille regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCamille designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nCamille advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCamille's recent activity centers on teaching scholarship and curriculum work in sensors and instrumentation and embedded and real-time systems. Representative items:\nA redesigned course sequence in sensors and instrumentation, with open or low-cost materials.\nA conference presentation on teaching embedded and real-time systems at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Camille has no real publication record.\nGet in touch\nThe fastest way to reach Camille is email ( creinholt@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Nebraska\nEmail\ncreinholt@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-camille-rhodes.html", "title": "Camille Rhodes", "description": "Assistant Professor in Mechanical Engineering at UW–Porter Falls. Expertise: materials and fatigue, additive manufacturing.", "headings": [ "Camille Rhodes", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Camille Rhodes\nAssistant Professor, Mechanical Engineering\nBackground\nCamille Rhodes is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from the University of Waterloo. Before Porter, Camille led product engineering for a consumer-appliance maker.\nCamille's research focuses on materials and fatigue, with related work in additive manufacturing; undergraduates are involved in the lab most terms.\nAreas of expertise\nMaterials and fatigue\nAdditive manufacturing\nUndergraduate research and project mentoring\nTeaching\nCamille regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Camille builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nCamille advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCamille's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in materials and fatigue and additive manufacturing. Representative items:\nA peer-reviewed article on materials and fatigue in a disciplinary journal.\nA conference paper on additive manufacturing, co-authored with an undergraduate researcher.\nAn internally funded project applying materials and fatigue to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Camille has no real publication record.\nGet in touch\nThe fastest way to reach Camille is email ( crhodes@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Waterloo\nEmail\ncrhodes@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-camille-sato.html", "title": "Camille Sato", "description": "Clinical Associate Professor in Humanities at UW–Porter Falls. Expertise: American and comparative politics, social theory.", "headings": [ "Camille Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Camille Sato\nClinical Associate Professor, Humanities\nBackground\nCamille Sato is on the faculty of the Department of Humanities and holds a doctoral clinical degree from the University of Illinois and is licensed to practice. Before Porter, Camille was an ethics consultant for a health system.\nCamille brings that practice into the classroom, teaching from real cases and current standards in American and comparative politics and social theory.\nAreas of expertise\nAmerican and comparative politics\nSocial theory\nApplied practice and industry partnerships\nTeaching\nCamille regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Camille keeps the connection to current practice explicit.\nAdvising and office hours\nCamille advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCamille stays active in practice alongside teaching, through consulting, standards work, and applied projects in American and comparative politics and social theory. Representative items:\nAn applied project in American and comparative politics with an industry or community partner.\nA workshop or short course on social theory for practitioners in the region.\nService on a standards, licensing, or advisory body related to American and comparative politics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Camille has no real publication record.\nGet in touch\nThe fastest way to reach Camille is email ( csato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na doctoral clinical degree, the University of Illinois\nEmail\ncsato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-camille-weaver.html", "title": "Camille Weaver", "description": "Clinical Associate Professor in Psychology at UW–Porter Falls. Expertise: industrial-organizational psychology, human factors and engineering psychology.", "headings": [ "Camille Weaver", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Camille Weaver\nClinical Associate Professor, Psychology\nBackground\nCamille Weaver is on the faculty of the Department of Psychology and holds a doctoral clinical degree from the University of Illinois and is licensed to practice. Before Porter, Camille held a clinical position before moving to teaching.\nCamille brings that practice into the classroom, teaching from real cases and current standards in industrial-organizational psychology and human factors and engineering psychology.\nAreas of expertise\nIndustrial-organizational psychology\nHuman factors and engineering psychology\nApplied practice and industry partnerships\nTeaching\nCamille regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Camille keeps the connection to current practice explicit.\nAdvising and office hours\nCamille advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCamille stays active in practice alongside teaching, through consulting, standards work, and applied projects in industrial-organizational psychology and human factors and engineering psychology. Representative items:\nAn applied project in industrial-organizational psychology with an industry or community partner.\nA workshop or short course on human factors and engineering psychology for practitioners in the region.\nService on a standards, licensing, or advisory body related to industrial-organizational psychology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Camille has no real publication record.\nGet in touch\nThe fastest way to reach Camille is email ( cweaver@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, the University of Illinois\nEmail\ncweaver@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-camille-winslow.html", "title": "Camille Winslow", "description": "Professor in Communication & Media at UW–Porter Falls. Expertise: writing studies, interpersonal and group communication.", "headings": [ "Camille Winslow", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Camille Winslow\nProfessor, Communication & Media\nBackground\nCamille Winslow is on the faculty of the Department of Communication & Media and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Camille taught writing and edited a regional magazine.\nCamille's research focuses on writing studies, with related work in interpersonal and group communication; undergraduates are involved in the lab most terms.\nAreas of expertise\nWriting studies\nInterpersonal and group communication\nUndergraduate research and project mentoring\nTeaching\nCamille regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Camille builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nCamille advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nCamille's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in writing studies and interpersonal and group communication. Representative items:\nA peer-reviewed article on writing studies in a disciplinary journal.\nA conference paper on interpersonal and group communication, co-authored with an undergraduate researcher.\nAn internally funded project applying writing studies to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Camille has no real publication record.\nGet in touch\nThe fastest way to reach Camille is email ( cwinslow@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\ncwinslow@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-colin-ackerman.html", "title": "Colin Ackerman", "description": "Associate Professor in Data Science at UW–Porter Falls. Expertise: statistical modeling, data engineering and pipelines.", "headings": [ "Colin Ackerman", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Colin Ackerman\nAssociate Professor, Data Science\nBackground\nColin Ackerman is on the faculty of the Department of Data Science and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Colin was a research analyst at an economic policy institute.\nColin's research focuses on statistical modeling, with related work in data engineering and pipelines; undergraduates are involved in the lab most terms.\nAreas of expertise\nStatistical modeling\nData engineering and pipelines\nUndergraduate research and project mentoring\nTeaching\nColin regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Colin builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nColin advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nColin's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in statistical modeling and data engineering and pipelines. Representative items:\nA peer-reviewed article on statistical modeling in a disciplinary journal.\nA conference paper on data engineering and pipelines, co-authored with an undergraduate researcher.\nAn internally funded project applying statistical modeling to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Colin has no real publication record.\nGet in touch\nThe fastest way to reach Colin is email ( cackerman@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\ncackerman@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-colin-cruz.html", "title": "Colin Cruz", "description": "Assistant Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: penetration testing, privacy engineering.", "headings": [ "Colin Cruz", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Colin Cruz\nAssistant Professor, Cybersecurity & Information Technology\nBackground\nColin Cruz is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from North Carolina State University. Before Porter, Colin led IT infrastructure for a manufacturing company.\nColin's research focuses on penetration testing, with related work in privacy engineering; undergraduates are involved in the lab most terms.\nAreas of expertise\nPenetration testing\nPrivacy engineering\nUndergraduate research and project mentoring\nTeaching\nColin regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Colin builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nColin advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nColin's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in penetration testing and privacy engineering. Representative items:\nA peer-reviewed article on penetration testing in a disciplinary journal.\nA conference paper on privacy engineering, co-authored with an undergraduate researcher.\nAn internally funded project applying penetration testing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Colin has no real publication record.\nGet in touch\nThe fastest way to reach Colin is email ( ccruz@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., North Carolina State University\nEmail\nccruz@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-colin-delacroix.html", "title": "Colin Delacroix", "description": "Assistant Professor in Mathematics at UW–Porter Falls. Expertise: mathematical modeling, dynamical systems.", "headings": [ "Colin Delacroix", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Colin Delacroix\nAssistant Professor, Mathematics\nBackground\nColin Delacroix is on the faculty of the Department of Mathematics and holds a Ph.D. from Purdue University. Before Porter, Colin worked as an operations-research analyst.\nColin's research focuses on mathematical modeling, with related work in dynamical systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nMathematical modeling\nDynamical systems\nUndergraduate research and project mentoring\nTeaching\nColin regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Colin builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nColin advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nColin's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in mathematical modeling and dynamical systems. Representative items:\nA peer-reviewed article on mathematical modeling in a disciplinary journal.\nA conference paper on dynamical systems, co-authored with an undergraduate researcher.\nAn internally funded project applying mathematical modeling to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Colin has no real publication record.\nGet in touch\nThe fastest way to reach Colin is email ( cdelacroix@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Purdue University\nEmail\ncdelacroix@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-colin-escobar.html", "title": "Colin Escobar", "description": "Assistant Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: facilities and systems design, lean and operations.", "headings": [ "Colin Escobar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Colin Escobar\nAssistant Professor, Manufacturing & Industrial Engineering\nBackground\nColin Escobar is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from North Carolina State University. Before Porter, Colin managed production for a metal-fabrication company.\nColin's research focuses on facilities and systems design, with related work in lean and operations; undergraduates are involved in the lab most terms.\nAreas of expertise\nFacilities and systems design\nLean and operations\nUndergraduate research and project mentoring\nTeaching\nColin regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Colin builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nColin advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nColin's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in facilities and systems design and lean and operations. Representative items:\nA peer-reviewed article on facilities and systems design in a disciplinary journal.\nA conference paper on lean and operations, co-authored with an undergraduate researcher.\nAn internally funded project applying facilities and systems design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Colin has no real publication record.\nGet in touch\nThe fastest way to reach Colin is email ( cescobar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., North Carolina State University\nEmail\ncescobar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-colin-ferris.html", "title": "Colin Ferris", "description": "Professor in Music & Theatre at UW–Porter Falls. Expertise: acting and directing, stage management.", "headings": [ "Colin Ferris", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Colin Ferris\nProfessor, Music & Theatre\nBackground\nColin Ferris is on the faculty of the Department of Music & Theatre and holds a Ph.D. from the Technical University of Denmark. Before Porter, Colin performed professionally as an orchestral musician.\nColin's research focuses on acting and directing, with related work in stage management; undergraduates are involved in the lab most terms.\nAreas of expertise\nActing and directing\nStage management\nUndergraduate research and project mentoring\nTeaching\nColin regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Colin builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nColin advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nColin's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in acting and directing and stage management. Representative items:\nA peer-reviewed article on acting and directing in a disciplinary journal.\nA conference paper on stage management, co-authored with an undergraduate researcher.\nAn internally funded project applying acting and directing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Colin has no real publication record.\nGet in touch\nThe fastest way to reach Colin is email ( cferris@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the Technical University of Denmark\nEmail\ncferris@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-colin-groves.html", "title": "Colin Groves", "description": "Assistant Professor in Computer Science at UW–Porter Falls. Expertise: distributed systems, databases and data systems.", "headings": [ "Colin Groves", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Colin Groves\nAssistant Professor, Computer Science\nBackground\nColin Groves is on the faculty of the Department of Computer Science and holds a Ph.D. from Purdue University. Before Porter, Colin spent six years as a backend engineer at a logistics company.\nColin's research focuses on distributed systems, with related work in databases and data systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nDistributed systems\nDatabases and data systems\nUndergraduate research and project mentoring\nTeaching\nColin regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Colin builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nColin advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nColin's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in distributed systems and databases and data systems. Representative items:\nA peer-reviewed article on distributed systems in a disciplinary journal.\nA conference paper on databases and data systems, co-authored with an undergraduate researcher.\nAn internally funded project applying distributed systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Colin has no real publication record.\nGet in touch\nThe fastest way to reach Colin is email ( cgroves@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Purdue University\nEmail\ncgroves@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-colin-kowalczyk.html", "title": "Colin Kowalczyk", "description": "Assistant Professor in Environmental Science at UW–Porter Falls. Expertise: aquatic ecology, sustainability science.", "headings": [ "Colin Kowalczyk", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Colin Kowalczyk\nAssistant Professor, Environmental Science\nBackground\nColin Kowalczyk is on the faculty of the Department of Environmental Science and holds a Ph.D. from Northwestern University. Before Porter, Colin was a GIS analyst for a regional planning commission.\nColin's research focuses on aquatic ecology, with related work in sustainability science; undergraduates are involved in the lab most terms.\nAreas of expertise\nAquatic ecology\nSustainability science\nUndergraduate research and project mentoring\nTeaching\nColin regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Colin builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nColin advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nColin's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in aquatic ecology and sustainability science. Representative items:\nA peer-reviewed article on aquatic ecology in a disciplinary journal.\nA conference paper on sustainability science, co-authored with an undergraduate researcher.\nAn internally funded project applying aquatic ecology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Colin has no real publication record.\nGet in touch\nThe fastest way to reach Colin is email ( ckowalczyk@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Northwestern University\nEmail\nckowalczyk@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-colin-larsen.html", "title": "Colin Larsen", "description": "Associate Professor in Biology at UW–Porter Falls. Expertise: immunology, microbiology.", "headings": [ "Colin Larsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Colin Larsen\nAssociate Professor, Biology\nBackground\nColin Larsen is on the faculty of the Department of Biology and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Colin taught secondary science before graduate school.\nColin's research focuses on immunology, with related work in microbiology; undergraduates are involved in the lab most terms.\nAreas of expertise\nImmunology\nMicrobiology\nUndergraduate research and project mentoring\nTeaching\nColin regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Colin builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nColin advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nColin's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in immunology and microbiology. Representative items:\nA peer-reviewed article on immunology in a disciplinary journal.\nA conference paper on microbiology, co-authored with an undergraduate researcher.\nAn internally funded project applying immunology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Colin has no real publication record.\nGet in touch\nThe fastest way to reach Colin is email ( clarsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\nclarsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-colin-marchetti.html", "title": "Colin Marchetti", "description": "Associate Professor in Nursing at UW–Porter Falls. Expertise: adult health and medical–surgical nursing, community and population health.", "headings": [ "Colin Marchetti", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Colin Marchetti\nAssociate Professor, Nursing\nBackground\nColin Marchetti is on the faculty of the Department of Nursing and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Colin practiced in emergency and trauma care.\nColin's research focuses on adult health and medical–surgical nursing, with related work in community and population health; undergraduates are involved in the lab most terms.\nAreas of expertise\nAdult health and medical–surgical nursing\nCommunity and population health\nUndergraduate research and project mentoring\nTeaching\nColin regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Colin builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nColin advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nColin's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in adult health and medical–surgical nursing and community and population health. Representative items:\nA peer-reviewed article on adult health and medical–surgical nursing in a disciplinary journal.\nA conference paper on community and population health, co-authored with an undergraduate researcher.\nAn internally funded project applying adult health and medical–surgical nursing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Colin has no real publication record.\nGet in touch\nThe fastest way to reach Colin is email ( cmarchetti@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\ncmarchetti@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-colin-nguyen.html", "title": "Colin Nguyen", "description": "Teaching Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: polymer characterization, sustainable polymers and recycling.", "headings": [ "Colin Nguyen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Colin Nguyen\nTeaching Professor, Plastics & Packaging Engineering\nBackground\nColin Nguyen is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from the University of Colorado. Before Porter, Colin was a process engineer at an injection-molding plant.\nColin's work centers on teaching and curriculum in polymer characterization and sustainable polymers and recycling, including course redesign and mentoring newer instructors.\nAreas of expertise\nPolymer characterization\nSustainable polymers and recycling\nUndergraduate research and project mentoring\nTeaching\nColin regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nColin designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nColin advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nColin's recent activity centers on teaching scholarship and curriculum work in polymer characterization and sustainable polymers and recycling. Representative items:\nA redesigned course sequence in polymer characterization, with open or low-cost materials.\nA conference presentation on teaching sustainable polymers and recycling at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Colin has no real publication record.\nGet in touch\nThe fastest way to reach Colin is email ( cnguyen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Colorado\nEmail\ncnguyen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-colin-okafor.html", "title": "Colin Okafor", "description": "Associate Professor in Physics & Astronomy at UW–Porter Falls. Expertise: condensed-matter physics, astrophysics.", "headings": [ "Colin Okafor", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Colin Okafor\nAssociate Professor, Physics & Astronomy\nBackground\nColin Okafor is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from McGill University. Before Porter, Colin did modeling for a defense research organization.\nColin's research focuses on condensed-matter physics, with related work in astrophysics; undergraduates are involved in the lab most terms.\nAreas of expertise\nCondensed-matter physics\nAstrophysics\nUndergraduate research and project mentoring\nTeaching\nColin regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Colin builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nColin advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nColin's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in condensed-matter physics and astrophysics. Representative items:\nA peer-reviewed article on condensed-matter physics in a disciplinary journal.\nA conference paper on astrophysics, co-authored with an undergraduate researcher.\nAn internally funded project applying condensed-matter physics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Colin has no real publication record.\nGet in touch\nThe fastest way to reach Colin is email ( cokafor@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., McGill University\nEmail\ncokafor@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-colin-petrov.html", "title": "Colin Petrov", "description": "Professor in Construction Management at UW–Porter Falls. Expertise: contracts and law, heavy civil and infrastructure.", "headings": [ "Colin Petrov", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Colin Petrov\nProfessor, Construction Management\nBackground\nColin Petrov is on the faculty of the Department of Construction Management and holds a Ph.D. from Cornell University. Before Porter, Colin was a project manager for a general contractor.\nColin's research focuses on contracts and law, with related work in heavy civil and infrastructure; undergraduates are involved in the lab most terms.\nAreas of expertise\nContracts and law\nHeavy civil and infrastructure\nUndergraduate research and project mentoring\nTeaching\nColin regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Colin builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nColin advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nColin's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in contracts and law and heavy civil and infrastructure. Representative items:\nA peer-reviewed article on contracts and law in a disciplinary journal.\nA conference paper on heavy civil and infrastructure, co-authored with an undergraduate researcher.\nAn internally funded project applying contracts and law to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Colin has no real publication record.\nGet in touch\nThe fastest way to reach Colin is email ( cpetrov@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Cornell University\nEmail\ncpetrov@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-colin-rasmussen.html", "title": "Colin Rasmussen", "description": "Associate Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: marketing research, demand planning.", "headings": [ "Colin Rasmussen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Colin Rasmussen\nAssociate Professor, Marketing & Supply Chain\nBackground\nColin Rasmussen is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from McGill University. Before Porter, Colin did demand planning for a distributor.\nColin's research focuses on marketing research, with related work in demand planning; undergraduates are involved in the lab most terms.\nAreas of expertise\nMarketing research\nDemand planning\nUndergraduate research and project mentoring\nTeaching\nColin regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Colin builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nColin advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nColin's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in marketing research and demand planning. Representative items:\nA peer-reviewed article on marketing research in a disciplinary journal.\nA conference paper on demand planning, co-authored with an undergraduate researcher.\nAn internally funded project applying marketing research to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Colin has no real publication record.\nGet in touch\nThe fastest way to reach Colin is email ( crasmussen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., McGill University\nEmail\ncrasmussen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-colin-sundqvist.html", "title": "Colin Sundqvist", "description": "Professor in Accounting & Finance at UW–Porter Falls. Expertise: accounting information systems, financial modeling.", "headings": [ "Colin Sundqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Colin Sundqvist\nProfessor, Accounting & Finance\nBackground\nColin Sundqvist is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from the Technical University of Denmark. Before Porter, Colin was an auditor at a public accounting firm.\nColin's research focuses on accounting information systems, with related work in financial modeling; undergraduates are involved in the lab most terms.\nAreas of expertise\nAccounting information systems\nFinancial modeling\nUndergraduate research and project mentoring\nTeaching\nColin regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Colin builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nColin advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nColin's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in accounting information systems and financial modeling. Representative items:\nA peer-reviewed article on accounting information systems in a disciplinary journal.\nA conference paper on financial modeling, co-authored with an undergraduate researcher.\nAn internally funded project applying accounting information systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Colin has no real publication record.\nGet in touch\nThe fastest way to reach Colin is email ( csundqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., the Technical University of Denmark\nEmail\ncsundqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-colin-whitfield.html", "title": "Colin Whitfield", "description": "Teaching Professor in World Languages at UW–Porter Falls. Expertise: Latin American literature and culture, Deaf culture and studies.", "headings": [ "Colin Whitfield", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Colin Whitfield\nTeaching Professor, World Languages\nBackground\nColin Whitfield is on the faculty of the Department of World Languages and holds a Ph.D. from the University of Sheffield. Before Porter, Colin translated technical and literary material professionally.\nColin's work centers on teaching and curriculum in Latin American literature and culture and Deaf culture and studies, including course redesign and mentoring newer instructors.\nAreas of expertise\nLatin American literature and culture\nDeaf culture and studies\nUndergraduate research and project mentoring\nTeaching\nColin regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nColin designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nColin advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nColin's recent activity centers on teaching scholarship and curriculum work in Latin American literature and culture and Deaf culture and studies. Representative items:\nA redesigned course sequence in Latin American literature and culture, with open or low-cost materials.\nA conference presentation on teaching Deaf culture and studies at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Colin has no real publication record.\nGet in touch\nThe fastest way to reach Colin is email ( cwhitfield@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Sheffield\nEmail\ncwhitfield@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-colin-yoon.html", "title": "Colin Yoon", "description": "Professor of Practice in Chemistry at UW–Porter Falls. Expertise: chemical education, analytical and instrumental chemistry.", "headings": [ "Colin Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Colin Yoon\nProfessor of Practice, Chemistry\nBackground\nColin Yoon is on the faculty of the Department of Chemistry and holds a master’s degree from Iowa State University, along with professional licensure and industry certifications. Before Porter, Colin taught at a two-year college before joining Porter.\nColin brings that practice into the classroom, teaching from real cases and current standards in chemical education and analytical and instrumental chemistry.\nAreas of expertise\nChemical education\nAnalytical and instrumental chemistry\nApplied practice and industry partnerships\nTeaching\nColin regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Colin keeps the connection to current practice explicit.\nAdvising and office hours\nColin advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nColin stays active in practice alongside teaching, through consulting, standards work, and applied projects in chemical education and analytical and instrumental chemistry. Representative items:\nAn applied project in chemical education with an industry or community partner.\nA workshop or short course on analytical and instrumental chemistry for practitioners in the region.\nService on a standards, licensing, or advisory body related to chemical education.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Colin has no real publication record.\nGet in touch\nThe fastest way to reach Colin is email ( cyoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, Iowa State University\nEmail\ncyoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-daniel-aluko.html", "title": "Daniel Aluko", "description": "Senior Lecturer in Humanities at UW–Porter Falls. Expertise: social theory, modern history.", "headings": [ "Daniel Aluko", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Daniel Aluko\nSenior Lecturer, Humanities\nBackground\nDaniel Aluko is on the faculty of the Department of Humanities and holds a Ph.D. from the University of Toronto. Before Porter, Daniel worked in public history and museums.\nDaniel's work centers on teaching and curriculum in social theory and modern history, including course redesign and mentoring newer instructors.\nAreas of expertise\nSocial theory\nModern history\nUndergraduate research and project mentoring\nTeaching\nDaniel regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nDaniel designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nDaniel advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDaniel's recent activity centers on teaching scholarship and curriculum work in social theory and modern history. Representative items:\nA redesigned course sequence in social theory, with open or low-cost materials.\nA conference presentation on teaching modern history at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Daniel has no real publication record.\nGet in touch\nThe fastest way to reach Daniel is email ( daluko@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Toronto\nEmail\ndaluko@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-daniel-amara.html", "title": "Daniel Amara", "description": "Assistant Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: embedded and real-time systems, analog and mixed-signal design.", "headings": [ "Daniel Amara", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Daniel Amara\nAssistant Professor, Electrical & Computer Engineering\nBackground\nDaniel Amara is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from Iowa State University. Before Porter, Daniel was a controls engineer in industrial automation.\nDaniel's research focuses on embedded and real-time systems, with related work in analog and mixed-signal design; undergraduates are involved in the lab most terms.\nAreas of expertise\nEmbedded and real-time systems\nAnalog and mixed-signal design\nUndergraduate research and project mentoring\nTeaching\nDaniel regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Daniel builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDaniel advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDaniel's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in embedded and real-time systems and analog and mixed-signal design. Representative items:\nA peer-reviewed article on embedded and real-time systems in a disciplinary journal.\nA conference paper on analog and mixed-signal design, co-authored with an undergraduate researcher.\nAn internally funded project applying embedded and real-time systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Daniel has no real publication record.\nGet in touch\nThe fastest way to reach Daniel is email ( damara@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Iowa State University\nEmail\ndamara@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-daniel-bwalya.html", "title": "Daniel Bwalya", "description": "Associate Professor in Mechanical Engineering at UW–Porter Falls. Expertise: energy systems, tribology.", "headings": [ "Daniel Bwalya", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Daniel Bwalya\nAssociate Professor, Mechanical Engineering\nBackground\nDaniel Bwalya is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from the Ohio State University. Before Porter, Daniel was a test engineer for an off-highway vehicle manufacturer.\nDaniel's research focuses on energy systems, with related work in tribology; undergraduates are involved in the lab most terms.\nAreas of expertise\nEnergy systems\nTribology\nUndergraduate research and project mentoring\nTeaching\nDaniel regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Daniel builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDaniel advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDaniel's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in energy systems and tribology. Representative items:\nA peer-reviewed article on energy systems in a disciplinary journal.\nA conference paper on tribology, co-authored with an undergraduate researcher.\nAn internally funded project applying energy systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Daniel has no real publication record.\nGet in touch\nThe fastest way to reach Daniel is email ( dbwalya@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Ohio State University\nEmail\ndbwalya@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-daniel-escobar.html", "title": "Daniel Escobar", "description": "Clinical Associate Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: family systems and support, community-based practice.", "headings": [ "Daniel Escobar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Daniel Escobar\nClinical Associate Professor, Rehabilitation & Human Services\nBackground\nDaniel Escobar is on the faculty of the Department of Rehabilitation & Human Services and holds a doctoral clinical degree from the Georgia Institute of Technology and is licensed to practice. Before Porter, Daniel did case management for a community mental-health center.\nDaniel brings that practice into the classroom, teaching from real cases and current standards in family systems and support and community-based practice.\nAreas of expertise\nFamily systems and support\nCommunity-based practice\nApplied practice and industry partnerships\nTeaching\nDaniel regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Daniel keeps the connection to current practice explicit.\nAdvising and office hours\nDaniel advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDaniel stays active in practice alongside teaching, through consulting, standards work, and applied projects in family systems and support and community-based practice. Representative items:\nAn applied project in family systems and support with an industry or community partner.\nA workshop or short course on community-based practice for practitioners in the region.\nService on a standards, licensing, or advisory body related to family systems and support.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Daniel has no real publication record.\nGet in touch\nThe fastest way to reach Daniel is email ( descobar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, the Georgia Institute of Technology\nEmail\ndescobar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-daniel-fitzgerald.html", "title": "Daniel Fitzgerald", "description": "Senior Lecturer in Health & Nutrition Sciences at UW–Porter Falls. Expertise: sports nutrition, food science and product development.", "headings": [ "Daniel Fitzgerald", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Daniel Fitzgerald\nSenior Lecturer, Health & Nutrition Sciences\nBackground\nDaniel Fitzgerald is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from Michigan State University. Before Porter, Daniel ran a community nutrition program.\nDaniel's work centers on teaching and curriculum in sports nutrition and food science and product development, including course redesign and mentoring newer instructors.\nAreas of expertise\nSports nutrition\nFood science and product development\nUndergraduate research and project mentoring\nTeaching\nDaniel regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nDaniel designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nDaniel advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDaniel's recent activity centers on teaching scholarship and curriculum work in sports nutrition and food science and product development. Representative items:\nA redesigned course sequence in sports nutrition, with open or low-cost materials.\nA conference presentation on teaching food science and product development at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Daniel has no real publication record.\nGet in touch\nThe fastest way to reach Daniel is email ( dfitzgerald@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Michigan State University\nEmail\ndfitzgerald@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-daniel-fontaine.html", "title": "Daniel Fontaine", "description": "Associate Professor in Teacher Education at UW–Porter Falls. Expertise: culturally responsive teaching, literacy and reading instruction.", "headings": [ "Daniel Fontaine", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Daniel Fontaine\nAssociate Professor, Teacher Education\nBackground\nDaniel Fontaine is on the faculty of the Department of Teacher Education and holds a Ph.D. from the University of Nebraska. Before Porter, Daniel was a middle-school science teacher and department chair.\nDaniel's research focuses on culturally responsive teaching, with related work in literacy and reading instruction; undergraduates are involved in the lab most terms.\nAreas of expertise\nCulturally responsive teaching\nLiteracy and reading instruction\nUndergraduate research and project mentoring\nTeaching\nDaniel regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Daniel builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDaniel advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDaniel's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in culturally responsive teaching and literacy and reading instruction. Representative items:\nA peer-reviewed article on culturally responsive teaching in a disciplinary journal.\nA conference paper on literacy and reading instruction, co-authored with an undergraduate researcher.\nAn internally funded project applying culturally responsive teaching to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Daniel has no real publication record.\nGet in touch\nThe fastest way to reach Daniel is email ( dfontaine@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Nebraska\nEmail\ndfontaine@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-daniel-groves.html", "title": "Daniel Groves", "description": "Associate Professor in Teacher Education at UW–Porter Falls. Expertise: culturally responsive teaching, literacy and reading instruction.", "headings": [ "Daniel Groves", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Daniel Groves\nAssociate Professor, Teacher Education\nBackground\nDaniel Groves is on the faculty of the Department of Teacher Education and holds a Ph.D. from the University of Nebraska. Before Porter, Daniel directed an early-childhood center.\nDaniel's research focuses on culturally responsive teaching, with related work in literacy and reading instruction; undergraduates are involved in the lab most terms.\nAreas of expertise\nCulturally responsive teaching\nLiteracy and reading instruction\nUndergraduate research and project mentoring\nTeaching\nDaniel regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Daniel builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDaniel advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDaniel's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in culturally responsive teaching and literacy and reading instruction. Representative items:\nA peer-reviewed article on culturally responsive teaching in a disciplinary journal.\nA conference paper on literacy and reading instruction, co-authored with an undergraduate researcher.\nAn internally funded project applying culturally responsive teaching to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Daniel has no real publication record.\nGet in touch\nThe fastest way to reach Daniel is email ( dgroves@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Nebraska\nEmail\ndgroves@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-daniel-kowalczyk.html", "title": "Daniel Kowalczyk", "description": "Associate Professor in Biomedical Engineering at UW–Porter Falls. Expertise: physiological modeling, biomechanics and orthopedics.", "headings": [ "Daniel Kowalczyk", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Daniel Kowalczyk\nAssociate Professor, Biomedical Engineering\nBackground\nDaniel Kowalczyk is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from the Ohio State University. Before Porter, Daniel worked in R&D for a diagnostic-imaging manufacturer.\nDaniel's research focuses on physiological modeling, with related work in biomechanics and orthopedics; undergraduates are involved in the lab most terms.\nAreas of expertise\nPhysiological modeling\nBiomechanics and orthopedics\nUndergraduate research and project mentoring\nTeaching\nDaniel regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Daniel builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDaniel advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDaniel's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in physiological modeling and biomechanics and orthopedics. Representative items:\nA peer-reviewed article on physiological modeling in a disciplinary journal.\nA conference paper on biomechanics and orthopedics, co-authored with an undergraduate researcher.\nAn internally funded project applying physiological modeling to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Daniel has no real publication record.\nGet in touch\nThe fastest way to reach Daniel is email ( dkowalczyk@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Ohio State University\nEmail\ndkowalczyk@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-daniel-lundgren.html", "title": "Daniel Lundgren", "description": "Clinical Associate Professor in Communication & Media at UW–Porter Falls. Expertise: interpersonal and group communication, content strategy.", "headings": [ "Daniel Lundgren", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Daniel Lundgren\nClinical Associate Professor, Communication & Media\nBackground\nDaniel Lundgren is on the faculty of the Department of Communication & Media and holds a doctoral clinical degree from the University of Iowa and is licensed to practice. Before Porter, Daniel produced video and podcasts for a media company.\nDaniel brings that practice into the classroom, teaching from real cases and current standards in interpersonal and group communication and content strategy.\nAreas of expertise\nInterpersonal and group communication\nContent strategy\nApplied practice and industry partnerships\nTeaching\nDaniel regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Daniel keeps the connection to current practice explicit.\nAdvising and office hours\nDaniel advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDaniel stays active in practice alongside teaching, through consulting, standards work, and applied projects in interpersonal and group communication and content strategy. Representative items:\nAn applied project in interpersonal and group communication with an industry or community partner.\nA workshop or short course on content strategy for practitioners in the region.\nService on a standards, licensing, or advisory body related to interpersonal and group communication.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Daniel has no real publication record.\nGet in touch\nThe fastest way to reach Daniel is email ( dlundgren@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na doctoral clinical degree, the University of Iowa\nEmail\ndlundgren@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-daniel-nakamura.html", "title": "Daniel Nakamura", "description": "Senior Lecturer in Health & Nutrition Sciences at UW–Porter Falls. Expertise: sports nutrition, food science and product development.", "headings": [ "Daniel Nakamura", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Daniel Nakamura\nSenior Lecturer, Health & Nutrition Sciences\nBackground\nDaniel Nakamura is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from Michigan State University. Before Porter, Daniel worked in food product development for a manufacturer.\nDaniel's work centers on teaching and curriculum in sports nutrition and food science and product development, including course redesign and mentoring newer instructors.\nAreas of expertise\nSports nutrition\nFood science and product development\nUndergraduate research and project mentoring\nTeaching\nDaniel regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nDaniel designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nDaniel advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDaniel's recent activity centers on teaching scholarship and curriculum work in sports nutrition and food science and product development. Representative items:\nA redesigned course sequence in sports nutrition, with open or low-cost materials.\nA conference presentation on teaching food science and product development at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Daniel has no real publication record.\nGet in touch\nThe fastest way to reach Daniel is email ( dnakamura@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Michigan State University\nEmail\ndnakamura@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-daniel-nguyen.html", "title": "Daniel Nguyen", "description": "Assistant Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: transportation engineering, structural health monitoring.", "headings": [ "Daniel Nguyen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Daniel Nguyen\nAssistant Professor, Civil & Environmental Engineering\nBackground\nDaniel Nguyen is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from Iowa State University. Before Porter, Daniel worked in bridge inspection and rehabilitation.\nDaniel's research focuses on transportation engineering, with related work in structural health monitoring; undergraduates are involved in the lab most terms.\nAreas of expertise\nTransportation engineering\nStructural health monitoring\nUndergraduate research and project mentoring\nTeaching\nDaniel regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Daniel builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDaniel advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDaniel's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in transportation engineering and structural health monitoring. Representative items:\nA peer-reviewed article on transportation engineering in a disciplinary journal.\nA conference paper on structural health monitoring, co-authored with an undergraduate researcher.\nAn internally funded project applying transportation engineering to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Daniel has no real publication record.\nGet in touch\nThe fastest way to reach Daniel is email ( dnguyen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Iowa State University\nEmail\ndnguyen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-daniel-petrov.html", "title": "Daniel Petrov", "description": "Clinical Associate Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: family systems and support, community-based practice.", "headings": [ "Daniel Petrov", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Daniel Petrov\nClinical Associate Professor, Rehabilitation & Human Services\nBackground\nDaniel Petrov is on the faculty of the Department of Rehabilitation & Human Services and holds a doctoral clinical degree from the Georgia Institute of Technology and is licensed to practice. Before Porter, Daniel worked in child welfare.\nDaniel brings that practice into the classroom, teaching from real cases and current standards in family systems and support and community-based practice.\nAreas of expertise\nFamily systems and support\nCommunity-based practice\nApplied practice and industry partnerships\nTeaching\nDaniel regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Daniel keeps the connection to current practice explicit.\nAdvising and office hours\nDaniel advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDaniel stays active in practice alongside teaching, through consulting, standards work, and applied projects in family systems and support and community-based practice. Representative items:\nAn applied project in family systems and support with an industry or community partner.\nA workshop or short course on community-based practice for practitioners in the region.\nService on a standards, licensing, or advisory body related to family systems and support.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Daniel has no real publication record.\nGet in touch\nThe fastest way to reach Daniel is email ( dpetrov@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, the Georgia Institute of Technology\nEmail\ndpetrov@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-daniel-rasmussen.html", "title": "Daniel Rasmussen", "description": "Senior Lecturer in Psychology at UW–Porter Falls. Expertise: psychology of learning, social psychology.", "headings": [ "Daniel Rasmussen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Daniel Rasmussen\nSenior Lecturer, Psychology\nBackground\nDaniel Rasmussen is on the faculty of the Department of Psychology and holds a Ph.D. from the University of Toronto. Before Porter, Daniel worked as a research coordinator on a longitudinal study.\nDaniel's work centers on teaching and curriculum in psychology of learning and social psychology, including course redesign and mentoring newer instructors.\nAreas of expertise\nPsychology of learning\nSocial psychology\nUndergraduate research and project mentoring\nTeaching\nDaniel regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nDaniel designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nDaniel advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDaniel's recent activity centers on teaching scholarship and curriculum work in psychology of learning and social psychology. Representative items:\nA redesigned course sequence in psychology of learning, with open or low-cost materials.\nA conference presentation on teaching social psychology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Daniel has no real publication record.\nGet in touch\nThe fastest way to reach Daniel is email ( drasmussen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Toronto\nEmail\ndrasmussen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-daniel-reinholt.html", "title": "Daniel Reinholt", "description": "Senior Lecturer in Art & Design at UW–Porter Falls. Expertise: apparel and textiles, illustration.", "headings": [ "Daniel Reinholt", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Daniel Reinholt\nSenior Lecturer, Art & Design\nBackground\nDaniel Reinholt is on the faculty of the Department of Art & Design and holds a Ph.D. from the University of Toronto. Before Porter, Daniel was a senior designer at a branding agency.\nDaniel's work centers on teaching and curriculum in apparel and textiles and illustration, including course redesign and mentoring newer instructors.\nAreas of expertise\nApparel and textiles\nIllustration\nUndergraduate research and project mentoring\nTeaching\nDaniel regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nDaniel designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nDaniel advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDaniel's recent activity centers on teaching scholarship and curriculum work in apparel and textiles and illustration. Representative items:\nA redesigned course sequence in apparel and textiles, with open or low-cost materials.\nA conference presentation on teaching illustration at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Daniel has no real publication record.\nGet in touch\nThe fastest way to reach Daniel is email ( dreinholt@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Toronto\nEmail\ndreinholt@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-daniel-yoon.html", "title": "Daniel Yoon", "description": "Senior Lecturer in Management at UW–Porter Falls. Expertise: negotiation and conflict, organizational behavior.", "headings": [ "Daniel Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Daniel Yoon\nSenior Lecturer, Management\nBackground\nDaniel Yoon is on the faculty of the Department of Management and holds a Ph.D. from the University of Toronto. Before Porter, Daniel led operations for a mid-market manufacturer.\nDaniel's work centers on teaching and curriculum in negotiation and conflict and organizational behavior, including course redesign and mentoring newer instructors.\nAreas of expertise\nNegotiation and conflict\nOrganizational behavior\nUndergraduate research and project mentoring\nTeaching\nDaniel regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nDaniel designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nDaniel advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDaniel's recent activity centers on teaching scholarship and curriculum work in negotiation and conflict and organizational behavior. Representative items:\nA redesigned course sequence in negotiation and conflict, with open or low-cost materials.\nA conference presentation on teaching organizational behavior at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Daniel has no real publication record.\nGet in touch\nThe fastest way to reach Daniel is email ( dyoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Toronto\nEmail\ndyoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-darnell-adebayo.html", "title": "Darnell Adebayo", "description": "Clinical Associate Professor in Humanities at UW–Porter Falls. Expertise: history of technology, religious studies.", "headings": [ "Darnell Adebayo", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Darnell Adebayo\nClinical Associate Professor, Humanities\nBackground\nDarnell Adebayo is on the faculty of the Department of Humanities and holds a doctoral clinical degree from Virginia Tech and is licensed to practice. Before Porter, Darnell was an ethics consultant for a health system.\nDarnell brings that practice into the classroom, teaching from real cases and current standards in history of technology and religious studies.\nAreas of expertise\nHistory of technology\nReligious studies\nApplied practice and industry partnerships\nTeaching\nDarnell regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Darnell keeps the connection to current practice explicit.\nAdvising and office hours\nDarnell advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDarnell stays active in practice alongside teaching, through consulting, standards work, and applied projects in history of technology and religious studies. Representative items:\nAn applied project in history of technology with an industry or community partner.\nA workshop or short course on religious studies for practitioners in the region.\nService on a standards, licensing, or advisory body related to history of technology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Darnell has no real publication record.\nGet in touch\nThe fastest way to reach Darnell is email ( dadebayo@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na doctoral clinical degree, Virginia Tech\nEmail\ndadebayo@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-darnell-bwalya.html", "title": "Darnell Bwalya", "description": "Senior Lecturer in Electrical & Computer Engineering at UW–Porter Falls. Expertise: control systems, VLSI and digital design.", "headings": [ "Darnell Bwalya", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Darnell Bwalya\nSenior Lecturer, Electrical & Computer Engineering\nBackground\nDarnell Bwalya is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from the University of Sheffield. Before Porter, Darnell led an embedded-systems group at an aerospace supplier.\nDarnell's work centers on teaching and curriculum in control systems and VLSI and digital design, including course redesign and mentoring newer instructors.\nAreas of expertise\nControl systems\nVLSI and digital design\nUndergraduate research and project mentoring\nTeaching\nDarnell regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nDarnell designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nDarnell advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDarnell's recent activity centers on teaching scholarship and curriculum work in control systems and VLSI and digital design. Representative items:\nA redesigned course sequence in control systems, with open or low-cost materials.\nA conference presentation on teaching VLSI and digital design at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Darnell has no real publication record.\nGet in touch\nThe fastest way to reach Darnell is email ( dbwalya@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Sheffield\nEmail\ndbwalya@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-darnell-cho.html", "title": "Darnell Cho", "description": "Assistant Professor in Teacher Education at UW–Porter Falls. Expertise: mathematics education, early childhood education.", "headings": [ "Darnell Cho", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Darnell Cho\nAssistant Professor, Teacher Education\nBackground\nDarnell Cho is on the faculty of the Department of Teacher Education and holds a Ph.D. from Texas A&M University. Before Porter, Darnell directed an early-childhood center.\nDarnell's research focuses on mathematics education, with related work in early childhood education; undergraduates are involved in the lab most terms.\nAreas of expertise\nMathematics education\nEarly childhood education\nUndergraduate research and project mentoring\nTeaching\nDarnell regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Darnell builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDarnell advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDarnell's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in mathematics education and early childhood education. Representative items:\nA peer-reviewed article on mathematics education in a disciplinary journal.\nA conference paper on early childhood education, co-authored with an undergraduate researcher.\nAn internally funded project applying mathematics education to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Darnell has no real publication record.\nGet in touch\nThe fastest way to reach Darnell is email ( dcho@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Texas A&M University\nEmail\ndcho@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-darnell-ferris.html", "title": "Darnell Ferris", "description": "Clinical Associate Professor in Psychology at UW–Porter Falls. Expertise: industrial-organizational psychology, human factors and engineering psychology.", "headings": [ "Darnell Ferris", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Darnell Ferris\nClinical Associate Professor, Psychology\nBackground\nDarnell Ferris is on the faculty of the Department of Psychology and holds a doctoral clinical degree from Virginia Tech and is licensed to practice. Before Porter, Darnell held a clinical position before moving to teaching.\nDarnell brings that practice into the classroom, teaching from real cases and current standards in industrial-organizational psychology and human factors and engineering psychology.\nAreas of expertise\nIndustrial-organizational psychology\nHuman factors and engineering psychology\nApplied practice and industry partnerships\nTeaching\nDarnell regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Darnell keeps the connection to current practice explicit.\nAdvising and office hours\nDarnell advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDarnell stays active in practice alongside teaching, through consulting, standards work, and applied projects in industrial-organizational psychology and human factors and engineering psychology. Representative items:\nAn applied project in industrial-organizational psychology with an industry or community partner.\nA workshop or short course on human factors and engineering psychology for practitioners in the region.\nService on a standards, licensing, or advisory body related to industrial-organizational psychology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Darnell has no real publication record.\nGet in touch\nThe fastest way to reach Darnell is email ( dferris@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, Virginia Tech\nEmail\ndferris@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-darnell-fitzgerald.html", "title": "Darnell Fitzgerald", "description": "Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: program evaluation, case management.", "headings": [ "Darnell Fitzgerald", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Darnell Fitzgerald\nProfessor, Rehabilitation & Human Services\nBackground\nDarnell Fitzgerald is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from the Technical University of Denmark. Before Porter, Darnell worked in child welfare.\nDarnell's research focuses on program evaluation, with related work in case management; undergraduates are involved in the lab most terms.\nAreas of expertise\nProgram evaluation\nCase management\nUndergraduate research and project mentoring\nTeaching\nDarnell regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Darnell builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDarnell advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDarnell's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in program evaluation and case management. Representative items:\nA peer-reviewed article on program evaluation in a disciplinary journal.\nA conference paper on case management, co-authored with an undergraduate researcher.\nAn internally funded project applying program evaluation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Darnell has no real publication record.\nGet in touch\nThe fastest way to reach Darnell is email ( dfitzgerald@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the Technical University of Denmark\nEmail\ndfitzgerald@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-darnell-haddad.html", "title": "Darnell Haddad", "description": "Clinical Associate Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: sensory evaluation, epidemiology.", "headings": [ "Darnell Haddad", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Darnell Haddad\nClinical Associate Professor, Health & Nutrition Sciences\nBackground\nDarnell Haddad is on the faculty of the Department of Health & Nutrition Sciences and holds a doctoral clinical degree from Iowa State University and is licensed to practice. Before Porter, Darnell worked in food product development for a manufacturer.\nDarnell brings that practice into the classroom, teaching from real cases and current standards in sensory evaluation and epidemiology.\nAreas of expertise\nSensory evaluation\nEpidemiology\nApplied practice and industry partnerships\nTeaching\nDarnell regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Darnell keeps the connection to current practice explicit.\nAdvising and office hours\nDarnell advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDarnell stays active in practice alongside teaching, through consulting, standards work, and applied projects in sensory evaluation and epidemiology. Representative items:\nAn applied project in sensory evaluation with an industry or community partner.\nA workshop or short course on epidemiology for practitioners in the region.\nService on a standards, licensing, or advisory body related to sensory evaluation.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Darnell has no real publication record.\nGet in touch\nThe fastest way to reach Darnell is email ( dhaddad@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, Iowa State University\nEmail\ndhaddad@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-darnell-ibarra.html", "title": "Darnell Ibarra", "description": "Clinical Associate Professor in Management at UW–Porter Falls. Expertise: strategy, leadership development.", "headings": [ "Darnell Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Darnell Ibarra\nClinical Associate Professor, Management\nBackground\nDarnell Ibarra is on the faculty of the Department of Management and holds a doctoral clinical degree from Virginia Tech and is licensed to practice. Before Porter, Darnell held an HR leadership role.\nDarnell brings that practice into the classroom, teaching from real cases and current standards in strategy and leadership development.\nAreas of expertise\nStrategy\nLeadership development\nApplied practice and industry partnerships\nTeaching\nDarnell regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Darnell keeps the connection to current practice explicit.\nAdvising and office hours\nDarnell advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDarnell stays active in practice alongside teaching, through consulting, standards work, and applied projects in strategy and leadership development. Representative items:\nAn applied project in strategy with an industry or community partner.\nA workshop or short course on leadership development for practitioners in the region.\nService on a standards, licensing, or advisory body related to strategy.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Darnell has no real publication record.\nGet in touch\nThe fastest way to reach Darnell is email ( dibarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na doctoral clinical degree, Virginia Tech\nEmail\ndibarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-darnell-kowalczyk.html", "title": "Darnell Kowalczyk", "description": "Senior Lecturer in Civil & Environmental Engineering at UW–Porter Falls. Expertise: pavement engineering, structural analysis and design.", "headings": [ "Darnell Kowalczyk", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Darnell Kowalczyk\nSenior Lecturer, Civil & Environmental Engineering\nBackground\nDarnell Kowalczyk is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from the University of Sheffield. Before Porter, Darnell consulted on stormwater and watershed planning.\nDarnell's work centers on teaching and curriculum in pavement engineering and structural analysis and design, including course redesign and mentoring newer instructors.\nAreas of expertise\nPavement engineering\nStructural analysis and design\nUndergraduate research and project mentoring\nTeaching\nDarnell regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nDarnell designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nDarnell advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDarnell's recent activity centers on teaching scholarship and curriculum work in pavement engineering and structural analysis and design. Representative items:\nA redesigned course sequence in pavement engineering, with open or low-cost materials.\nA conference presentation on teaching structural analysis and design at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Darnell has no real publication record.\nGet in touch\nThe fastest way to reach Darnell is email ( dkowalczyk@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Sheffield\nEmail\ndkowalczyk@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-darnell-okafor.html", "title": "Darnell Okafor", "description": "Assistant Professor in Biomedical Engineering at UW–Porter Falls. Expertise: biomaterials, rehabilitation engineering.", "headings": [ "Darnell Okafor", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Darnell Okafor\nAssistant Professor, Biomedical Engineering\nBackground\nDarnell Okafor is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from Purdue University. Before Porter, Darnell did rehabilitation-engineering research at a hospital.\nDarnell's research focuses on biomaterials, with related work in rehabilitation engineering; undergraduates are involved in the lab most terms.\nAreas of expertise\nBiomaterials\nRehabilitation engineering\nUndergraduate research and project mentoring\nTeaching\nDarnell regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Darnell builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDarnell advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDarnell's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in biomaterials and rehabilitation engineering. Representative items:\nA peer-reviewed article on biomaterials in a disciplinary journal.\nA conference paper on rehabilitation engineering, co-authored with an undergraduate researcher.\nAn internally funded project applying biomaterials to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Darnell has no real publication record.\nGet in touch\nThe fastest way to reach Darnell is email ( dokafor@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Purdue University\nEmail\ndokafor@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-darnell-rasmussen.html", "title": "Darnell Rasmussen", "description": "Professor in Communication & Media at UW–Porter Falls. Expertise: information design, intercultural communication.", "headings": [ "Darnell Rasmussen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Darnell Rasmussen\nProfessor, Communication & Media\nBackground\nDarnell Rasmussen is on the faculty of the Department of Communication & Media and holds a Ph.D. from Michigan State University. Before Porter, Darnell taught writing and edited a regional magazine.\nDarnell's research focuses on information design, with related work in intercultural communication; undergraduates are involved in the lab most terms.\nAreas of expertise\nInformation design\nIntercultural communication\nUndergraduate research and project mentoring\nTeaching\nDarnell regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Darnell builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDarnell advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDarnell's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in information design and intercultural communication. Representative items:\nA peer-reviewed article on information design in a disciplinary journal.\nA conference paper on intercultural communication, co-authored with an undergraduate researcher.\nAn internally funded project applying information design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Darnell has no real publication record.\nGet in touch\nThe fastest way to reach Darnell is email ( drasmussen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Michigan State University\nEmail\ndrasmussen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-darnell-rhodes.html", "title": "Darnell Rhodes", "description": "Clinical Associate Professor in Art & Design at UW–Porter Falls. Expertise: interaction and UX design, photography.", "headings": [ "Darnell Rhodes", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Darnell Rhodes\nClinical Associate Professor, Art & Design\nBackground\nDarnell Rhodes is on the faculty of the Department of Art & Design and holds a doctoral clinical degree from Virginia Tech and is licensed to practice. Before Porter, Darnell led UX for a software company.\nDarnell brings that practice into the classroom, teaching from real cases and current standards in interaction and UX design and photography.\nAreas of expertise\nInteraction and UX design\nPhotography\nApplied practice and industry partnerships\nTeaching\nDarnell regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Darnell keeps the connection to current practice explicit.\nAdvising and office hours\nDarnell advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDarnell stays active in practice alongside teaching, through consulting, standards work, and applied projects in interaction and UX design and photography. Representative items:\nAn applied project in interaction and UX design with an industry or community partner.\nA workshop or short course on photography for practitioners in the region.\nService on a standards, licensing, or advisory body related to interaction and UX design.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Darnell has no real publication record.\nGet in touch\nThe fastest way to reach Darnell is email ( drhodes@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na doctoral clinical degree, Virginia Tech\nEmail\ndrhodes@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-darnell-trombley.html", "title": "Darnell Trombley", "description": "Assistant Professor in Mechanical Engineering at UW–Porter Falls. Expertise: materials and fatigue, additive manufacturing.", "headings": [ "Darnell Trombley", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Darnell Trombley\nAssistant Professor, Mechanical Engineering\nBackground\nDarnell Trombley is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from Purdue University. Before Porter, Darnell led product engineering for a consumer-appliance maker.\nDarnell's research focuses on materials and fatigue, with related work in additive manufacturing; undergraduates are involved in the lab most terms.\nAreas of expertise\nMaterials and fatigue\nAdditive manufacturing\nUndergraduate research and project mentoring\nTeaching\nDarnell regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Darnell builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDarnell advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDarnell's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in materials and fatigue and additive manufacturing. Representative items:\nA peer-reviewed article on materials and fatigue in a disciplinary journal.\nA conference paper on additive manufacturing, co-authored with an undergraduate researcher.\nAn internally funded project applying materials and fatigue to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Darnell has no real publication record.\nGet in touch\nThe fastest way to reach Darnell is email ( dtrombley@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Purdue University\nEmail\ndtrombley@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-delia-amara.html", "title": "Delia Amara", "description": "Professor in Mechanical Engineering at UW–Porter Falls. Expertise: biomechanics, machine design and mechanisms.", "headings": [ "Delia Amara", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Delia Amara\nProfessor, Mechanical Engineering\nBackground\nDelia Amara is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from Virginia Tech. Before Porter, Delia consulted on failure analysis and expert testimony.\nDelia's research focuses on biomechanics, with related work in machine design and mechanisms; undergraduates are involved in the lab most terms.\nAreas of expertise\nBiomechanics\nMachine design and mechanisms\nUndergraduate research and project mentoring\nTeaching\nDelia regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Delia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDelia advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDelia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in biomechanics and machine design and mechanisms. Representative items:\nA peer-reviewed article on biomechanics in a disciplinary journal.\nA conference paper on machine design and mechanisms, co-authored with an undergraduate researcher.\nAn internally funded project applying biomechanics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Delia has no real publication record.\nGet in touch\nThe fastest way to reach Delia is email ( damara@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Virginia Tech\nEmail\ndamara@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-delia-bergstr-m.html", "title": "Delia Bergström", "description": "Senior Lecturer in Rehabilitation & Human Services at UW–Porter Falls. Expertise: disability studies, assistive technology.", "headings": [ "Delia Bergström", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Delia Bergström\nSenior Lecturer, Rehabilitation & Human Services\nBackground\nDelia Bergström is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from Texas A&M University. Before Porter, Delia did case management for a community mental-health center.\nDelia's work centers on teaching and curriculum in disability studies and assistive technology, including course redesign and mentoring newer instructors.\nAreas of expertise\nDisability studies\nAssistive technology\nUndergraduate research and project mentoring\nTeaching\nDelia regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nDelia designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nDelia advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDelia's recent activity centers on teaching scholarship and curriculum work in disability studies and assistive technology. Representative items:\nA redesigned course sequence in disability studies, with open or low-cost materials.\nA conference presentation on teaching assistive technology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Delia has no real publication record.\nGet in touch\nThe fastest way to reach Delia is email ( dbergstrm@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Texas A&M University\nEmail\ndbergstrm@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-delia-escobar.html", "title": "Delia Escobar", "description": "Assistant Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: biomechanics, health data and coding.", "headings": [ "Delia Escobar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Delia Escobar\nAssistant Professor, Health & Nutrition Sciences\nBackground\nDelia Escobar is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from the University of Iowa. Before Porter, Delia ran a community nutrition program.\nDelia's research focuses on biomechanics, with related work in health data and coding; undergraduates are involved in the lab most terms.\nAreas of expertise\nBiomechanics\nHealth data and coding\nUndergraduate research and project mentoring\nTeaching\nDelia regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Delia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDelia advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDelia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in biomechanics and health data and coding. Representative items:\nA peer-reviewed article on biomechanics in a disciplinary journal.\nA conference paper on health data and coding, co-authored with an undergraduate researcher.\nAn internally funded project applying biomechanics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Delia has no real publication record.\nGet in touch\nThe fastest way to reach Delia is email ( descobar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Iowa\nEmail\ndescobar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-delia-ferris.html", "title": "Delia Ferris", "description": "Assistant Professor in Art & Design at UW–Porter Falls. Expertise: exhibition design, typography and branding.", "headings": [ "Delia Ferris", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Delia Ferris\nAssistant Professor, Art & Design\nBackground\nDelia Ferris is on the faculty of the Department of Art & Design and holds a Ph.D. from the University of Michigan. Before Porter, Delia designed for an apparel manufacturer.\nDelia's research focuses on exhibition design, with related work in typography and branding; undergraduates are involved in the lab most terms.\nAreas of expertise\nExhibition design\nTypography and branding\nUndergraduate research and project mentoring\nTeaching\nDelia regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Delia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDelia advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDelia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in exhibition design and typography and branding. Representative items:\nA peer-reviewed article on exhibition design in a disciplinary journal.\nA conference paper on typography and branding, co-authored with an undergraduate researcher.\nAn internally funded project applying exhibition design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Delia has no real publication record.\nGet in touch\nThe fastest way to reach Delia is email ( dferris@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Michigan\nEmail\ndferris@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-delia-haddad.html", "title": "Delia Haddad", "description": "Professor in Teacher Education at UW–Porter Falls. Expertise: special education and inclusion, assessment and data-informed teaching.", "headings": [ "Delia Haddad", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Delia Haddad\nProfessor, Teacher Education\nBackground\nDelia Haddad is on the faculty of the Department of Teacher Education and holds a Ph.D. from RMIT University. Before Porter, Delia was a middle-school science teacher and department chair.\nDelia's research focuses on special education and inclusion, with related work in assessment and data-informed teaching; undergraduates are involved in the lab most terms.\nAreas of expertise\nSpecial education and inclusion\nAssessment and data-informed teaching\nUndergraduate research and project mentoring\nTeaching\nDelia regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Delia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDelia advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDelia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in special education and inclusion and assessment and data-informed teaching. Representative items:\nA peer-reviewed article on special education and inclusion in a disciplinary journal.\nA conference paper on assessment and data-informed teaching, co-authored with an undergraduate researcher.\nAn internally funded project applying special education and inclusion to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Delia has no real publication record.\nGet in touch\nThe fastest way to reach Delia is email ( dhaddad@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., RMIT University\nEmail\ndhaddad@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-delia-ibarra.html", "title": "Delia Ibarra", "description": "Assistant Professor in Humanities at UW–Porter Falls. Expertise: religious studies, cultural anthropology.", "headings": [ "Delia Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Delia Ibarra\nAssistant Professor, Humanities\nBackground\nDelia Ibarra is on the faculty of the Department of Humanities and holds a Ph.D. from the University of Michigan. Before Porter, Delia taught at a liberal-arts college.\nDelia's research focuses on religious studies, with related work in cultural anthropology; undergraduates are involved in the lab most terms.\nAreas of expertise\nReligious studies\nCultural anthropology\nUndergraduate research and project mentoring\nTeaching\nDelia regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Delia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDelia advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDelia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in religious studies and cultural anthropology. Representative items:\nA peer-reviewed article on religious studies in a disciplinary journal.\nA conference paper on cultural anthropology, co-authored with an undergraduate researcher.\nAn internally funded project applying religious studies to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Delia has no real publication record.\nGet in touch\nThe fastest way to reach Delia is email ( dibarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Michigan\nEmail\ndibarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-delia-kaur.html", "title": "Delia Kaur", "description": "Associate Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: geospatial methods, water resources and hydrology.", "headings": [ "Delia Kaur", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Delia Kaur\nAssociate Professor, Civil & Environmental Engineering\nBackground\nDelia Kaur is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from Michigan State University. Before Porter, Delia did geotechnical investigations for a transportation department.\nDelia's research focuses on geospatial methods, with related work in water resources and hydrology; undergraduates are involved in the lab most terms.\nAreas of expertise\nGeospatial methods\nWater resources and hydrology\nUndergraduate research and project mentoring\nTeaching\nDelia regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Delia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDelia advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDelia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in geospatial methods and water resources and hydrology. Representative items:\nA peer-reviewed article on geospatial methods in a disciplinary journal.\nA conference paper on water resources and hydrology, co-authored with an undergraduate researcher.\nAn internally funded project applying geospatial methods to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Delia has no real publication record.\nGet in touch\nThe fastest way to reach Delia is email ( dkaur@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Michigan State University\nEmail\ndkaur@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-delia-lundgren.html", "title": "Delia Lundgren", "description": "Assistant Professor in Psychology at UW–Porter Falls. Expertise: behavioral neuroscience, quantitative methods.", "headings": [ "Delia Lundgren", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Delia Lundgren\nAssistant Professor, Psychology\nBackground\nDelia Lundgren is on the faculty of the Department of Psychology and holds a Ph.D. from the University of Michigan. Before Porter, Delia consulted on selection and assessment for employers.\nDelia's research focuses on behavioral neuroscience, with related work in quantitative methods; undergraduates are involved in the lab most terms.\nAreas of expertise\nBehavioral neuroscience\nQuantitative methods\nUndergraduate research and project mentoring\nTeaching\nDelia regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Delia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDelia advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDelia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in behavioral neuroscience and quantitative methods. Representative items:\nA peer-reviewed article on behavioral neuroscience in a disciplinary journal.\nA conference paper on quantitative methods, co-authored with an undergraduate researcher.\nAn internally funded project applying behavioral neuroscience to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Delia has no real publication record.\nGet in touch\nThe fastest way to reach Delia is email ( dlundgren@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Michigan\nEmail\ndlundgren@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-delia-mbeki.html", "title": "Delia Mbeki", "description": "Associate Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: VLSI and digital design, power electronics.", "headings": [ "Delia Mbeki", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Delia Mbeki\nAssociate Professor, Electrical & Computer Engineering\nBackground\nDelia Mbeki is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from Michigan State University. Before Porter, Delia developed firmware for medical devices.\nDelia's research focuses on VLSI and digital design, with related work in power electronics; undergraduates are involved in the lab most terms.\nAreas of expertise\nVLSI and digital design\nPower electronics\nUndergraduate research and project mentoring\nTeaching\nDelia regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Delia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDelia advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDelia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in VLSI and digital design and power electronics. Representative items:\nA peer-reviewed article on VLSI and digital design in a disciplinary journal.\nA conference paper on power electronics, co-authored with an undergraduate researcher.\nAn internally funded project applying VLSI and digital design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Delia has no real publication record.\nGet in touch\nThe fastest way to reach Delia is email ( dmbeki@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Michigan State University\nEmail\ndmbeki@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-delia-nguyen.html", "title": "Delia Nguyen", "description": "Professor in Biomedical Engineering at UW–Porter Falls. Expertise: medical imaging, tissue engineering.", "headings": [ "Delia Nguyen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Delia Nguyen\nProfessor, Biomedical Engineering\nBackground\nDelia Nguyen is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from Virginia Tech. Before Porter, Delia consulted on design controls and verification testing.\nDelia's research focuses on medical imaging, with related work in tissue engineering; undergraduates are involved in the lab most terms.\nAreas of expertise\nMedical imaging\nTissue engineering\nUndergraduate research and project mentoring\nTeaching\nDelia regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Delia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDelia advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDelia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in medical imaging and tissue engineering. Representative items:\nA peer-reviewed article on medical imaging in a disciplinary journal.\nA conference paper on tissue engineering, co-authored with an undergraduate researcher.\nAn internally funded project applying medical imaging to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Delia has no real publication record.\nGet in touch\nThe fastest way to reach Delia is email ( dnguyen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Virginia Tech\nEmail\ndnguyen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-delia-sundqvist.html", "title": "Delia Sundqvist", "description": "Assistant Professor in Management at UW–Porter Falls. Expertise: leadership development, innovation management.", "headings": [ "Delia Sundqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Delia Sundqvist\nAssistant Professor, Management\nBackground\nDelia Sundqvist is on the faculty of the Department of Management and holds a Ph.D. from the University of Michigan. Before Porter, Delia directed a small-business development center.\nDelia's research focuses on leadership development, with related work in innovation management; undergraduates are involved in the lab most terms.\nAreas of expertise\nLeadership development\nInnovation management\nUndergraduate research and project mentoring\nTeaching\nDelia regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Delia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDelia advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDelia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in leadership development and innovation management. Representative items:\nA peer-reviewed article on leadership development in a disciplinary journal.\nA conference paper on innovation management, co-authored with an undergraduate researcher.\nAn internally funded project applying leadership development to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Delia has no real publication record.\nGet in touch\nThe fastest way to reach Delia is email ( dsundqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Michigan\nEmail\ndsundqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-delia-trombley.html", "title": "Delia Trombley", "description": "Senior Lecturer in Communication & Media at UW–Porter Falls. Expertise: intercultural communication, organizational communication.", "headings": [ "Delia Trombley", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Delia Trombley\nSenior Lecturer, Communication & Media\nBackground\nDelia Trombley is on the faculty of the Department of Communication & Media and holds a Ph.D. from the University of Waterloo. Before Porter, Delia was a technical writer and documentation lead.\nDelia's work centers on teaching and curriculum in intercultural communication and organizational communication, including course redesign and mentoring newer instructors.\nAreas of expertise\nIntercultural communication\nOrganizational communication\nUndergraduate research and project mentoring\nTeaching\nDelia regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nDelia designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nDelia advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDelia's recent activity centers on teaching scholarship and curriculum work in intercultural communication and organizational communication. Representative items:\nA redesigned course sequence in intercultural communication, with open or low-cost materials.\nA conference presentation on teaching organizational communication at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Delia has no real publication record.\nGet in touch\nThe fastest way to reach Delia is email ( dtrombley@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Waterloo\nEmail\ndtrombley@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-development.html", "title": "Faculty development", "description": "Teaching circles, assessment support, mentoring, grants and leadership learning.", "headings": [ "Faculty development", "On this page", "A first year with a plan", "Teaching circles", "Grants and leadership tracks", "The practical details", "If you have a question" ], "content": "Faculty & staff Faculty development\nTeaching circles, assessment support, mentoring, grants and leadership learning.\nA first year with a plan\nNew faculty are grouped into a small cohort that meets monthly across their first year — course design, an observed teaching visit, the assessment cycle their program uses, and an assigned mentor in their own college who is not their chair, deliberately, so the conversation can be candid.\nTeaching circles\nOngoing faculty form voluntary teaching circles around a shared problem — large-lecture engagement, lab safety instruction, accessible design — that run for a semester and usually produce something concrete: a redesigned assignment, a shared rubric, a set of accessible slide templates other instructors can reuse.\nGrants and leadership tracks\nDevelopment grants fund a conference, a course redesign or a small applied-scholarship project twice a year, reviewed by a faculty committee rather than administration. A parallel leadership program prepares associate and full professors interested in a chair or dean role.\nThe practical details\nNew-faculty program: A full first year, cohort-based. Development grants: Reviewed twice a year. Teaching circles: 6–10 faculty, one topic per semester. These specifics can change from year to year, so confirm anything time-sensitive directly with the office below before you rely on it.\nIf you have a question\nThis is handled by Center for Teaching & Learning (Halvorsen Library, Level 3). Call (715) 555–0265 or email teaching@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nNew-faculty program\nA full first year, cohort-based\nDevelopment grants\nReviewed twice a year\nTeaching circles\n6–10 faculty, one topic per semester\nWho to contact\nNakatani Teaching & Learning Center\nHalvorsen Library, Level 3\nPhone\n(715) 555–0166\nEmail\nteaching@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFaculty resources\nFaculty Senate\nAssessment & accreditation\nFaculty experts\nContact directory" }, { "url": "faculty-devon-aluko.html", "title": "Devon Aluko", "description": "Teaching Professor in Construction Management at UW–Porter Falls. Expertise: sustainable construction, lean construction.", "headings": [ "Devon Aluko", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Devon Aluko\nTeaching Professor, Construction Management\nBackground\nDevon Aluko is on the faculty of the Department of Construction Management and holds a Ph.D. from North Carolina State University. Before Porter, Devon led safety programs for a heavy-civil firm.\nDevon's work centers on teaching and curriculum in sustainable construction and lean construction, including course redesign and mentoring newer instructors.\nAreas of expertise\nSustainable construction\nLean construction\nUndergraduate research and project mentoring\nTeaching\nDevon regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nDevon designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nDevon advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDevon's recent activity centers on teaching scholarship and curriculum work in sustainable construction and lean construction. Representative items:\nA redesigned course sequence in sustainable construction, with open or low-cost materials.\nA conference presentation on teaching lean construction at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Devon has no real publication record.\nGet in touch\nThe fastest way to reach Devon is email ( daluko@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., North Carolina State University\nEmail\ndaluko@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-devon-antonelli.html", "title": "Devon Antonelli", "description": "Assistant Professor in Chemistry at UW–Porter Falls. Expertise: organic synthesis, biochemistry.", "headings": [ "Devon Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Devon Antonelli\nAssistant Professor, Chemistry\nBackground\nDevon Antonelli is on the faculty of the Department of Chemistry and holds a Ph.D. from McGill University. Before Porter, Devon was a bench chemist in pharmaceutical process development.\nDevon's research focuses on organic synthesis, with related work in biochemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nOrganic synthesis\nBiochemistry\nUndergraduate research and project mentoring\nTeaching\nDevon regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Devon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDevon advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDevon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in organic synthesis and biochemistry. Representative items:\nA peer-reviewed article on organic synthesis in a disciplinary journal.\nA conference paper on biochemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying organic synthesis to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Devon has no real publication record.\nGet in touch\nThe fastest way to reach Devon is email ( dantonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., McGill University\nEmail\ndantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-devon-bergstr-m.html", "title": "Devon Bergström", "description": "Professor of Practice in Biology at UW–Porter Falls. Expertise: evolutionary biology, freshwater ecology.", "headings": [ "Devon Bergström", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Devon Bergström\nProfessor of Practice, Biology\nBackground\nDevon Bergström is on the faculty of the Department of Biology and holds a master’s degree from the University of Sheffield, along with professional licensure and industry certifications. Before Porter, Devon did research in a university microbiology lab.\nDevon brings that practice into the classroom, teaching from real cases and current standards in evolutionary biology and freshwater ecology.\nAreas of expertise\nEvolutionary biology\nFreshwater ecology\nApplied practice and industry partnerships\nTeaching\nDevon regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Devon keeps the connection to current practice explicit.\nAdvising and office hours\nDevon advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDevon stays active in practice alongside teaching, through consulting, standards work, and applied projects in evolutionary biology and freshwater ecology. Representative items:\nAn applied project in evolutionary biology with an industry or community partner.\nA workshop or short course on freshwater ecology for practitioners in the region.\nService on a standards, licensing, or advisory body related to evolutionary biology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Devon has no real publication record.\nGet in touch\nThe fastest way to reach Devon is email ( dbergstrm@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the University of Sheffield\nEmail\ndbergstrm@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-devon-brenner.html", "title": "Devon Brenner", "description": "Associate Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: composites, barrier materials.", "headings": [ "Devon Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Devon Brenner\nAssociate Professor, Plastics & Packaging Engineering\nBackground\nDevon Brenner is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Devon led packaging development for a consumer-goods company.\nDevon's research focuses on composites, with related work in barrier materials; undergraduates are involved in the lab most terms.\nAreas of expertise\nComposites\nBarrier materials\nUndergraduate research and project mentoring\nTeaching\nDevon regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Devon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDevon advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDevon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in composites and barrier materials. Representative items:\nA peer-reviewed article on composites in a disciplinary journal.\nA conference paper on barrier materials, co-authored with an undergraduate researcher.\nAn internally funded project applying composites to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Devon has no real publication record.\nGet in touch\nThe fastest way to reach Devon is email ( dbrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\ndbrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-devon-carrasco.html", "title": "Devon Carrasco", "description": "Professor of Practice in Data Science at UW–Porter Falls. Expertise: causal inference and experimentation, data visualization.", "headings": [ "Devon Carrasco", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Devon Carrasco\nProfessor of Practice, Data Science\nBackground\nDevon Carrasco is on the faculty of the Department of Data Science and holds a master’s degree from the University of Sheffield, along with professional licensure and industry certifications. Before Porter, Devon was a data scientist at an e-commerce company.\nDevon brings that practice into the classroom, teaching from real cases and current standards in causal inference and experimentation and data visualization.\nAreas of expertise\nCausal inference and experimentation\nData visualization\nApplied practice and industry partnerships\nTeaching\nDevon regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Devon keeps the connection to current practice explicit.\nAdvising and office hours\nDevon advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDevon stays active in practice alongside teaching, through consulting, standards work, and applied projects in causal inference and experimentation and data visualization. Representative items:\nAn applied project in causal inference and experimentation with an industry or community partner.\nA workshop or short course on data visualization for practitioners in the region.\nService on a standards, licensing, or advisory body related to causal inference and experimentation.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Devon has no real publication record.\nGet in touch\nThe fastest way to reach Devon is email ( dcarrasco@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na master’s degree, the University of Sheffield\nEmail\ndcarrasco@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-devon-devereaux.html", "title": "Devon Devereaux", "description": "Teaching Professor in Accounting & Finance at UW–Porter Falls. Expertise: investments and portfolio management, monetary and macroeconomics.", "headings": [ "Devon Devereaux", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Devon Devereaux\nTeaching Professor, Accounting & Finance\nBackground\nDevon Devereaux is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from Northwestern University. Before Porter, Devon held a controller role at a manufacturer.\nDevon's work centers on teaching and curriculum in investments and portfolio management and monetary and macroeconomics, including course redesign and mentoring newer instructors.\nAreas of expertise\nInvestments and portfolio management\nMonetary and macroeconomics\nUndergraduate research and project mentoring\nTeaching\nDevon regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nDevon designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nDevon advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDevon's recent activity centers on teaching scholarship and curriculum work in investments and portfolio management and monetary and macroeconomics. Representative items:\nA redesigned course sequence in investments and portfolio management, with open or low-cost materials.\nA conference presentation on teaching monetary and macroeconomics at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Devon has no real publication record.\nGet in touch\nThe fastest way to reach Devon is email ( ddevereaux@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., Northwestern University\nEmail\nddevereaux@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-devon-halvorsen.html", "title": "Devon Halvorsen", "description": "Professor of Practice in Physics & Astronomy at UW–Porter Falls. Expertise: computational physics, physics education research.", "headings": [ "Devon Halvorsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Devon Halvorsen\nProfessor of Practice, Physics & Astronomy\nBackground\nDevon Halvorsen is on the faculty of the Department of Physics & Astronomy and holds a master’s degree from the University of Colorado, along with professional licensure and industry certifications. Before Porter, Devon taught physics at a liberal-arts college.\nDevon brings that practice into the classroom, teaching from real cases and current standards in computational physics and physics education research.\nAreas of expertise\nComputational physics\nPhysics education research\nApplied practice and industry partnerships\nTeaching\nDevon regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Devon keeps the connection to current practice explicit.\nAdvising and office hours\nDevon advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDevon stays active in practice alongside teaching, through consulting, standards work, and applied projects in computational physics and physics education research. Representative items:\nAn applied project in computational physics with an industry or community partner.\nA workshop or short course on physics education research for practitioners in the region.\nService on a standards, licensing, or advisory body related to computational physics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Devon has no real publication record.\nGet in touch\nThe fastest way to reach Devon is email ( dhalvorsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the University of Colorado\nEmail\ndhalvorsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-devon-lindqvist.html", "title": "Devon Lindqvist", "description": "Professor in Mathematics at UW–Porter Falls. Expertise: mathematics education, numerical analysis.", "headings": [ "Devon Lindqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Devon Lindqvist\nProfessor, Mathematics\nBackground\nDevon Lindqvist is on the faculty of the Department of Mathematics and holds a Ph.D. from Kansas State University. Before Porter, Devon was a statistician at a public-health department.\nDevon's research focuses on mathematics education, with related work in numerical analysis; undergraduates are involved in the lab most terms.\nAreas of expertise\nMathematics education\nNumerical analysis\nUndergraduate research and project mentoring\nTeaching\nDevon regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Devon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDevon advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDevon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in mathematics education and numerical analysis. Representative items:\nA peer-reviewed article on mathematics education in a disciplinary journal.\nA conference paper on numerical analysis, co-authored with an undergraduate researcher.\nAn internally funded project applying mathematics education to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Devon has no real publication record.\nGet in touch\nThe fastest way to reach Devon is email ( dlindqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Kansas State University\nEmail\ndlindqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-devon-marchetti.html", "title": "Devon Marchetti", "description": "Professor in Environmental Science at UW–Porter Falls. Expertise: environmental policy, geomorphology.", "headings": [ "Devon Marchetti", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Devon Marchetti\nProfessor, Environmental Science\nBackground\nDevon Marchetti is on the faculty of the Department of Environmental Science and holds a Ph.D. from the University of Illinois. Before Porter, Devon was an environmental consultant doing site assessments.\nDevon's research focuses on environmental policy, with related work in geomorphology; undergraduates are involved in the lab most terms.\nAreas of expertise\nEnvironmental policy\nGeomorphology\nUndergraduate research and project mentoring\nTeaching\nDevon regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Devon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDevon advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDevon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in environmental policy and geomorphology. Representative items:\nA peer-reviewed article on environmental policy in a disciplinary journal.\nA conference paper on geomorphology, co-authored with an undergraduate researcher.\nAn internally funded project applying environmental policy to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Devon has no real publication record.\nGet in touch\nThe fastest way to reach Devon is email ( dmarchetti@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Illinois\nEmail\ndmarchetti@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-devon-molnar.html", "title": "Devon Molnar", "description": "Professor in Computer Science at UW–Porter Falls. Expertise: computer graphics, embedded and cyber-physical systems.", "headings": [ "Devon Molnar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Devon Molnar\nProfessor, Computer Science\nBackground\nDevon Molnar is on the faculty of the Department of Computer Science and holds a Ph.D. from Kansas State University. Before Porter, Devon was a research staff member at a national laboratory.\nDevon's research focuses on computer graphics, with related work in embedded and cyber-physical systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nComputer graphics\nEmbedded and cyber-physical systems\nUndergraduate research and project mentoring\nTeaching\nDevon regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Devon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDevon advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDevon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in computer graphics and embedded and cyber-physical systems. Representative items:\nA peer-reviewed article on computer graphics in a disciplinary journal.\nA conference paper on embedded and cyber-physical systems, co-authored with an undergraduate researcher.\nAn internally funded project applying computer graphics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Devon has no real publication record.\nGet in touch\nThe fastest way to reach Devon is email ( dmolnar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Kansas State University\nEmail\ndmolnar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-devon-osei.html", "title": "Devon Osei", "description": "Professor of Practice in Marketing & Supply Chain at UW–Porter Falls. Expertise: brand management, procurement and sourcing.", "headings": [ "Devon Osei", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Devon Osei\nProfessor of Practice, Marketing & Supply Chain\nBackground\nDevon Osei is on the faculty of the Department of Marketing & Supply Chain and holds a master’s degree from the University of Colorado, along with professional licensure and industry certifications. Before Porter, Devon held an operations role in a hotel group.\nDevon brings that practice into the classroom, teaching from real cases and current standards in brand management and procurement and sourcing.\nAreas of expertise\nBrand management\nProcurement and sourcing\nApplied practice and industry partnerships\nTeaching\nDevon regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Devon keeps the connection to current practice explicit.\nAdvising and office hours\nDevon advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDevon stays active in practice alongside teaching, through consulting, standards work, and applied projects in brand management and procurement and sourcing. Representative items:\nAn applied project in brand management with an industry or community partner.\nA workshop or short course on procurement and sourcing for practitioners in the region.\nService on a standards, licensing, or advisory body related to brand management.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Devon has no real publication record.\nGet in touch\nThe fastest way to reach Devon is email ( dosei@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na master’s degree, the University of Colorado\nEmail\ndosei@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-devon-reinholt.html", "title": "Devon Reinholt", "description": "Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: industrial data and analytics, quality engineering and statistics.", "headings": [ "Devon Reinholt", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Devon Reinholt\nProfessor, Manufacturing & Industrial Engineering\nBackground\nDevon Reinholt is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from RMIT University. Before Porter, Devon was a manufacturing engineer for a defense contractor.\nDevon's research focuses on industrial data and analytics, with related work in quality engineering and statistics; undergraduates are involved in the lab most terms.\nAreas of expertise\nIndustrial data and analytics\nQuality engineering and statistics\nUndergraduate research and project mentoring\nTeaching\nDevon regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Devon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDevon advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDevon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in industrial data and analytics and quality engineering and statistics. Representative items:\nA peer-reviewed article on industrial data and analytics in a disciplinary journal.\nA conference paper on quality engineering and statistics, co-authored with an undergraduate researcher.\nAn internally funded project applying industrial data and analytics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Devon has no real publication record.\nGet in touch\nThe fastest way to reach Devon is email ( dreinholt@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., RMIT University\nEmail\ndreinholt@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-devon-sato.html", "title": "Devon Sato", "description": "Professor of Practice in Nursing at UW–Porter Falls. Expertise: mental health nursing, nursing education and simulation.", "headings": [ "Devon Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Devon Sato\nProfessor of Practice, Nursing\nBackground\nDevon Sato is on the faculty of the Department of Nursing and holds a master’s degree from the University of Sheffield, along with professional licensure and industry certifications. Before Porter, Devon practiced for a decade in medical–surgical and critical care.\nDevon brings that practice into the classroom, teaching from real cases and current standards in mental health nursing and nursing education and simulation.\nAreas of expertise\nMental health nursing\nNursing education and simulation\nApplied practice and industry partnerships\nTeaching\nDevon regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Devon keeps the connection to current practice explicit.\nAdvising and office hours\nDevon advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDevon stays active in practice alongside teaching, through consulting, standards work, and applied projects in mental health nursing and nursing education and simulation. Representative items:\nAn applied project in mental health nursing with an industry or community partner.\nA workshop or short course on nursing education and simulation for practitioners in the region.\nService on a standards, licensing, or advisory body related to mental health nursing.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Devon has no real publication record.\nGet in touch\nThe fastest way to reach Devon is email ( dsato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na master’s degree, the University of Sheffield\nEmail\ndsato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-devon-underwood.html", "title": "Devon Underwood", "description": "Teaching Professor in Music & Theatre at UW–Porter Falls. Expertise: costume design and construction, theatre history.", "headings": [ "Devon Underwood", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Devon Underwood\nTeaching Professor, Music & Theatre\nBackground\nDevon Underwood is on the faculty of the Department of Music & Theatre and holds a Ph.D. from Northwestern University. Before Porter, Devon engineered and produced records.\nDevon's work centers on teaching and curriculum in costume design and construction and theatre history, including course redesign and mentoring newer instructors.\nAreas of expertise\nCostume design and construction\nTheatre history\nUndergraduate research and project mentoring\nTeaching\nDevon regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nDevon designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nDevon advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDevon's recent activity centers on teaching scholarship and curriculum work in costume design and construction and theatre history. Representative items:\nA redesigned course sequence in costume design and construction, with open or low-cost materials.\nA conference presentation on teaching theatre history at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Devon has no real publication record.\nGet in touch\nThe fastest way to reach Devon is email ( dunderwood@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Northwestern University\nEmail\ndunderwood@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-devon-vasquez.html", "title": "Devon Vasquez", "description": "Associate Professor in World Languages at UW–Porter Falls. Expertise: ASL linguistics, language for the professions.", "headings": [ "Devon Vasquez", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Devon Vasquez\nAssociate Professor, World Languages\nBackground\nDevon Vasquez is on the faculty of the Department of World Languages and holds a Ph.D. from Cornell University. Before Porter, Devon coordinated language services for a hospital.\nDevon's research focuses on ASL linguistics, with related work in language for the professions; undergraduates are involved in the lab most terms.\nAreas of expertise\nASL linguistics\nLanguage for the professions\nUndergraduate research and project mentoring\nTeaching\nDevon regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Devon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDevon advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDevon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in ASL linguistics and language for the professions. Representative items:\nA peer-reviewed article on ASL linguistics in a disciplinary journal.\nA conference paper on language for the professions, co-authored with an undergraduate researcher.\nAn internally funded project applying ASL linguistics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Devon has no real publication record.\nGet in touch\nThe fastest way to reach Devon is email ( dvasquez@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Cornell University\nEmail\ndvasquez@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-devon-yoon.html", "title": "Devon Yoon", "description": "Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: industrial control system security, network security.", "headings": [ "Devon Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Devon Yoon\nProfessor, Cybersecurity & Information Technology\nBackground\nDevon Yoon is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from RMIT University. Before Porter, Devon ran a security operations center for a regional bank.\nDevon's research focuses on industrial control system security, with related work in network security; undergraduates are involved in the lab most terms.\nAreas of expertise\nIndustrial control system security\nNetwork security\nUndergraduate research and project mentoring\nTeaching\nDevon regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Devon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nDevon advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nDevon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in industrial control system security and network security. Representative items:\nA peer-reviewed article on industrial control system security in a disciplinary journal.\nA conference paper on network security, co-authored with an undergraduate researcher.\nAn internally funded project applying industrial control system security to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Devon has no real publication record.\nGet in touch\nThe fastest way to reach Devon is email ( dyoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., RMIT University\nEmail\ndyoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-elena-ackerman.html", "title": "Elena Ackerman", "description": "Teaching Professor in Computer Science at UW–Porter Falls. Expertise: distributed systems, databases and data systems.", "headings": [ "Elena Ackerman", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Elena Ackerman\nTeaching Professor, Computer Science\nBackground\nElena Ackerman is on the faculty of the Department of Computer Science and holds a Ph.D. from McGill University. Before Porter, Elena spent six years as a backend engineer at a logistics company.\nElena's work centers on teaching and curriculum in distributed systems and databases and data systems, including course redesign and mentoring newer instructors.\nAreas of expertise\nDistributed systems\nDatabases and data systems\nUndergraduate research and project mentoring\nTeaching\nElena regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nElena designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nElena advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena's recent activity centers on teaching scholarship and curriculum work in distributed systems and databases and data systems. Representative items:\nA redesigned course sequence in distributed systems, with open or low-cost materials.\nA conference presentation on teaching databases and data systems at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( eackerman@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., McGill University\nEmail\neackerman@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-elena-brenner.html", "title": "Elena Brenner", "description": "Assistant Professor in Data Science at UW–Porter Falls. Expertise: natural language processing, data ethics and fairness.", "headings": [ "Elena Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Elena Brenner\nAssistant Professor, Data Science\nBackground\nElena Brenner is on the faculty of the Department of Data Science and holds a Ph.D. from the Technical University of Denmark. Before Porter, Elena was a research analyst at an economic policy institute.\nElena's research focuses on natural language processing, with related work in data ethics and fairness; undergraduates are involved in the lab most terms.\nAreas of expertise\nNatural language processing\nData ethics and fairness\nUndergraduate research and project mentoring\nTeaching\nElena regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Elena builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nElena advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in natural language processing and data ethics and fairness. Representative items:\nA peer-reviewed article on natural language processing in a disciplinary journal.\nA conference paper on data ethics and fairness, co-authored with an undergraduate researcher.\nAn internally funded project applying natural language processing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( ebrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the Technical University of Denmark\nEmail\nebrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-elena-ferris.html", "title": "Elena Ferris", "description": "Assistant Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: retail and services marketing, event and hospitality management.", "headings": [ "Elena Ferris", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Elena Ferris\nAssistant Professor, Marketing & Supply Chain\nBackground\nElena Ferris is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from Cornell University. Before Porter, Elena held an operations role in a hotel group.\nElena's research focuses on retail and services marketing, with related work in event and hospitality management; undergraduates are involved in the lab most terms.\nAreas of expertise\nRetail and services marketing\nEvent and hospitality management\nUndergraduate research and project mentoring\nTeaching\nElena regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Elena builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nElena advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in retail and services marketing and event and hospitality management. Representative items:\nA peer-reviewed article on retail and services marketing in a disciplinary journal.\nA conference paper on event and hospitality management, co-authored with an undergraduate researcher.\nAn internally funded project applying retail and services marketing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( eferris@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., Cornell University\nEmail\neferris@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-elena-fitzgerald.html", "title": "Elena Fitzgerald", "description": "Teaching Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: manufacturing processes, metrology and inspection.", "headings": [ "Elena Fitzgerald", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Elena Fitzgerald\nTeaching Professor, Manufacturing & Industrial Engineering\nBackground\nElena Fitzgerald is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from the University of Michigan. Before Porter, Elena was a manufacturing engineer for a defense contractor.\nElena's work centers on teaching and curriculum in manufacturing processes and metrology and inspection, including course redesign and mentoring newer instructors.\nAreas of expertise\nManufacturing processes\nMetrology and inspection\nUndergraduate research and project mentoring\nTeaching\nElena regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nElena designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nElena advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena's recent activity centers on teaching scholarship and curriculum work in manufacturing processes and metrology and inspection. Representative items:\nA redesigned course sequence in manufacturing processes, with open or low-cost materials.\nA conference presentation on teaching metrology and inspection at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( efitzgerald@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Michigan\nEmail\nefitzgerald@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-elena-fontaine.html", "title": "Elena Fontaine", "description": "Associate Professor in Construction Management at UW–Porter Falls. Expertise: residential and light commercial, scheduling and project controls.", "headings": [ "Elena Fontaine", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Elena Fontaine\nAssociate Professor, Construction Management\nBackground\nElena Fontaine is on the faculty of the Department of Construction Management and holds a Ph.D. from the University of Illinois. Before Porter, Elena led safety programs for a heavy-civil firm.\nElena's research focuses on residential and light commercial, with related work in scheduling and project controls; undergraduates are involved in the lab most terms.\nAreas of expertise\nResidential and light commercial\nScheduling and project controls\nUndergraduate research and project mentoring\nTeaching\nElena regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Elena builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nElena advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in residential and light commercial and scheduling and project controls. Representative items:\nA peer-reviewed article on residential and light commercial in a disciplinary journal.\nA conference paper on scheduling and project controls, co-authored with an undergraduate researcher.\nAn internally funded project applying residential and light commercial to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( efontaine@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Illinois\nEmail\nefontaine@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-elena-groves.html", "title": "Elena Groves", "description": "Professor of Practice in World Languages at UW–Porter Falls. Expertise: interpreting, language pedagogy.", "headings": [ "Elena Groves", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Elena Groves\nProfessor of Practice, World Languages\nBackground\nElena Groves is on the faculty of the Department of World Languages and holds a master’s degree from Northwestern University, along with professional licensure and industry certifications. Before Porter, Elena translated technical and literary material professionally.\nElena brings that practice into the classroom, teaching from real cases and current standards in interpreting and language pedagogy.\nAreas of expertise\nInterpreting\nLanguage pedagogy\nApplied practice and industry partnerships\nTeaching\nElena regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Elena keeps the connection to current practice explicit.\nAdvising and office hours\nElena advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena stays active in practice alongside teaching, through consulting, standards work, and applied projects in interpreting and language pedagogy. Representative items:\nAn applied project in interpreting with an industry or community partner.\nA workshop or short course on language pedagogy for practitioners in the region.\nService on a standards, licensing, or advisory body related to interpreting.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( egroves@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na master’s degree, Northwestern University\nEmail\negroves@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-elena-halvorsen.html", "title": "Elena Halvorsen", "description": "Assistant Professor in Nursing at UW–Porter Falls. Expertise: critical care, nursing informatics.", "headings": [ "Elena Halvorsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Elena Halvorsen\nAssistant Professor, Nursing\nBackground\nElena Halvorsen is on the faculty of the Department of Nursing and holds a Ph.D. from the Technical University of Denmark. Before Porter, Elena practiced in emergency and trauma care.\nElena's research focuses on critical care, with related work in nursing informatics; undergraduates are involved in the lab most terms.\nAreas of expertise\nCritical care\nNursing informatics\nUndergraduate research and project mentoring\nTeaching\nElena regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Elena builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nElena advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in critical care and nursing informatics. Representative items:\nA peer-reviewed article on critical care in a disciplinary journal.\nA conference paper on nursing informatics, co-authored with an undergraduate researcher.\nAn internally funded project applying critical care to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( ehalvorsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the Technical University of Denmark\nEmail\nehalvorsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-elena-ibarra.html", "title": "Elena Ibarra", "description": "Professor in Chemistry at UW–Porter Falls. Expertise: physical chemistry and spectroscopy, environmental chemistry.", "headings": [ "Elena Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Elena Ibarra\nProfessor, Chemistry\nBackground\nElena Ibarra is on the faculty of the Department of Chemistry and holds a Ph.D. from the University of Sheffield. Before Porter, Elena was a bench chemist in pharmaceutical process development.\nElena's research focuses on physical chemistry and spectroscopy, with related work in environmental chemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nPhysical chemistry and spectroscopy\nEnvironmental chemistry\nUndergraduate research and project mentoring\nTeaching\nElena regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Elena builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nElena advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in physical chemistry and spectroscopy and environmental chemistry. Representative items:\nA peer-reviewed article on physical chemistry and spectroscopy in a disciplinary journal.\nA conference paper on environmental chemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying physical chemistry and spectroscopy to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( eibarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Sheffield\nEmail\neibarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-elena-kowalczyk.html", "title": "Elena Kowalczyk", "description": "Professor of Practice in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: distribution packaging and testing, rheology.", "headings": [ "Elena Kowalczyk", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Elena Kowalczyk\nProfessor of Practice, Plastics & Packaging Engineering\nBackground\nElena Kowalczyk is on the faculty of the Department of Plastics & Packaging Engineering and holds a master’s degree from North Carolina State University, along with professional licensure and industry certifications. Before Porter, Elena led packaging development for a consumer-goods company.\nElena brings that practice into the classroom, teaching from real cases and current standards in distribution packaging and testing and rheology.\nAreas of expertise\nDistribution packaging and testing\nRheology\nApplied practice and industry partnerships\nTeaching\nElena regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Elena keeps the connection to current practice explicit.\nAdvising and office hours\nElena advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena stays active in practice alongside teaching, through consulting, standards work, and applied projects in distribution packaging and testing and rheology. Representative items:\nAn applied project in distribution packaging and testing with an industry or community partner.\nA workshop or short course on rheology for practitioners in the region.\nService on a standards, licensing, or advisory body related to distribution packaging and testing.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( ekowalczyk@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na master’s degree, North Carolina State University\nEmail\nekowalczyk@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-elena-larsen.html", "title": "Elena Larsen", "description": "Teaching Professor in Computer Science at UW–Porter Falls. Expertise: computer graphics, embedded and cyber-physical systems.", "headings": [ "Elena Larsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Elena Larsen\nTeaching Professor, Computer Science\nBackground\nElena Larsen is on the faculty of the Department of Computer Science and holds a Ph.D. from McGill University. Before Porter, Elena was a research staff member at a national laboratory.\nElena's work centers on teaching and curriculum in computer graphics and embedded and cyber-physical systems, including course redesign and mentoring newer instructors.\nAreas of expertise\nComputer graphics\nEmbedded and cyber-physical systems\nUndergraduate research and project mentoring\nTeaching\nElena regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nElena designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nElena advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena's recent activity centers on teaching scholarship and curriculum work in computer graphics and embedded and cyber-physical systems. Representative items:\nA redesigned course sequence in computer graphics, with open or low-cost materials.\nA conference presentation on teaching embedded and cyber-physical systems at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( elarsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., McGill University\nEmail\nelarsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-elena-marchetti.html", "title": "Elena Marchetti", "description": "Teaching Professor in Mathematics at UW–Porter Falls. Expertise: applied analysis and differential equations, optimization and operations research.", "headings": [ "Elena Marchetti", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Elena Marchetti\nTeaching Professor, Mathematics\nBackground\nElena Marchetti is on the faculty of the Department of Mathematics and holds a Ph.D. from McGill University. Before Porter, Elena worked as an operations-research analyst.\nElena's work centers on teaching and curriculum in applied analysis and differential equations and optimization and operations research, including course redesign and mentoring newer instructors.\nAreas of expertise\nApplied analysis and differential equations\nOptimization and operations research\nUndergraduate research and project mentoring\nTeaching\nElena regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nElena designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nElena advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena's recent activity centers on teaching scholarship and curriculum work in applied analysis and differential equations and optimization and operations research. Representative items:\nA redesigned course sequence in applied analysis and differential equations, with open or low-cost materials.\nA conference presentation on teaching optimization and operations research at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( emarchetti@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., McGill University\nEmail\nemarchetti@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-elena-nakamura.html", "title": "Elena Nakamura", "description": "Associate Professor in Construction Management at UW–Porter Falls. Expertise: residential and light commercial, scheduling and project controls.", "headings": [ "Elena Nakamura", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Elena Nakamura\nAssociate Professor, Construction Management\nBackground\nElena Nakamura is on the faculty of the Department of Construction Management and holds a Ph.D. from the University of Illinois. Before Porter, Elena was a project manager for a general contractor.\nElena's research focuses on residential and light commercial, with related work in scheduling and project controls; undergraduates are involved in the lab most terms.\nAreas of expertise\nResidential and light commercial\nScheduling and project controls\nUndergraduate research and project mentoring\nTeaching\nElena regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Elena builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nElena advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in residential and light commercial and scheduling and project controls. Representative items:\nA peer-reviewed article on residential and light commercial in a disciplinary journal.\nA conference paper on scheduling and project controls, co-authored with an undergraduate researcher.\nAn internally funded project applying residential and light commercial to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( enakamura@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Illinois\nEmail\nenakamura@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-elena-novak.html", "title": "Elena Novak", "description": "Teaching Professor in Mathematics at UW–Porter Falls. Expertise: applied analysis and differential equations, optimization and operations research.", "headings": [ "Elena Novak", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Elena Novak\nTeaching Professor, Mathematics\nBackground\nElena Novak is on the faculty of the Department of Mathematics and holds a Ph.D. from McGill University. Before Porter, Elena was a statistician at a public-health department.\nElena's work centers on teaching and curriculum in applied analysis and differential equations and optimization and operations research, including course redesign and mentoring newer instructors.\nAreas of expertise\nApplied analysis and differential equations\nOptimization and operations research\nUndergraduate research and project mentoring\nTeaching\nElena regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nElena designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nElena advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena's recent activity centers on teaching scholarship and curriculum work in applied analysis and differential equations and optimization and operations research. Representative items:\nA redesigned course sequence in applied analysis and differential equations, with open or low-cost materials.\nA conference presentation on teaching optimization and operations research at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( enovak@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., McGill University\nEmail\nenovak@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-elena-okafor.html", "title": "Elena Okafor", "description": "Teaching Professor in Environmental Science at UW–Porter Falls. Expertise: hydrology and water quality, environmental chemistry.", "headings": [ "Elena Okafor", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Elena Okafor\nTeaching Professor, Environmental Science\nBackground\nElena Okafor is on the faculty of the Department of Environmental Science and holds a Ph.D. from the University of Washington. Before Porter, Elena was an environmental consultant doing site assessments.\nElena's work centers on teaching and curriculum in hydrology and water quality and environmental chemistry, including course redesign and mentoring newer instructors.\nAreas of expertise\nHydrology and water quality\nEnvironmental chemistry\nUndergraduate research and project mentoring\nTeaching\nElena regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nElena designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nElena advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena's recent activity centers on teaching scholarship and curriculum work in hydrology and water quality and environmental chemistry. Representative items:\nA redesigned course sequence in hydrology and water quality, with open or low-cost materials.\nA conference presentation on teaching environmental chemistry at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( eokafor@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Washington\nEmail\neokafor@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-elena-osei.html", "title": "Elena Osei", "description": "Assistant Professor in Nursing at UW–Porter Falls. Expertise: critical care, nursing informatics.", "headings": [ "Elena Osei", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Elena Osei\nAssistant Professor, Nursing\nBackground\nElena Osei is on the faculty of the Department of Nursing and holds a Ph.D. from the Technical University of Denmark. Before Porter, Elena practiced for a decade in medical–surgical and critical care.\nElena's research focuses on critical care, with related work in nursing informatics; undergraduates are involved in the lab most terms.\nAreas of expertise\nCritical care\nNursing informatics\nUndergraduate research and project mentoring\nTeaching\nElena regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Elena builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nElena advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in critical care and nursing informatics. Representative items:\nA peer-reviewed article on critical care in a disciplinary journal.\nA conference paper on nursing informatics, co-authored with an undergraduate researcher.\nAn internally funded project applying critical care to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( eosei@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the Technical University of Denmark\nEmail\neosei@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-elena-persson.html", "title": "Elena Persson", "description": "Assistant Professor in Biology at UW–Porter Falls. Expertise: plant biology, evolutionary biology.", "headings": [ "Elena Persson", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Elena Persson\nAssistant Professor, Biology\nBackground\nElena Persson is on the faculty of the Department of Biology and holds a Ph.D. from the Technical University of Denmark. Before Porter, Elena taught secondary science before graduate school.\nElena's research focuses on plant biology, with related work in evolutionary biology; undergraduates are involved in the lab most terms.\nAreas of expertise\nPlant biology\nEvolutionary biology\nUndergraduate research and project mentoring\nTeaching\nElena regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Elena builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nElena advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in plant biology and evolutionary biology. Representative items:\nA peer-reviewed article on plant biology in a disciplinary journal.\nA conference paper on evolutionary biology, co-authored with an undergraduate researcher.\nAn internally funded project applying plant biology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( epersson@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the Technical University of Denmark\nEmail\nepersson@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-elena-reinholt.html", "title": "Elena Reinholt", "description": "Associate Professor in Music & Theatre at UW–Porter Falls. Expertise: music history, vocal and choral music.", "headings": [ "Elena Reinholt", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Elena Reinholt\nAssociate Professor, Music & Theatre\nBackground\nElena Reinholt is on the faculty of the Department of Music & Theatre and holds a Ph.D. from Kansas State University. Before Porter, Elena engineered and produced records.\nElena's research focuses on music history, with related work in vocal and choral music; undergraduates are involved in the lab most terms.\nAreas of expertise\nMusic history\nVocal and choral music\nUndergraduate research and project mentoring\nTeaching\nElena regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Elena builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nElena advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in music history and vocal and choral music. Representative items:\nA peer-reviewed article on music history in a disciplinary journal.\nA conference paper on vocal and choral music, co-authored with an undergraduate researcher.\nAn internally funded project applying music history to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( ereinholt@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Kansas State University\nEmail\nereinholt@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-elena-sato.html", "title": "Elena Sato", "description": "Teaching Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: incident response and digital forensics, governance, risk, and compliance.", "headings": [ "Elena Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Elena Sato\nTeaching Professor, Cybersecurity & Information Technology\nBackground\nElena Sato is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from the University of Michigan. Before Porter, Elena ran a security operations center for a regional bank.\nElena's work centers on teaching and curriculum in incident response and digital forensics and governance, risk, and compliance, including course redesign and mentoring newer instructors.\nAreas of expertise\nIncident response and digital forensics\nGovernance, risk, and compliance\nUndergraduate research and project mentoring\nTeaching\nElena regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nElena designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nElena advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena's recent activity centers on teaching scholarship and curriculum work in incident response and digital forensics and governance, risk, and compliance. Representative items:\nA redesigned course sequence in incident response and digital forensics, with open or low-cost materials.\nA conference presentation on teaching governance, risk, and compliance at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( esato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Michigan\nEmail\nesato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-elena-sundqvist.html", "title": "Elena Sundqvist", "description": "Assistant Professor in Physics & Astronomy at UW–Porter Falls. Expertise: atomic and molecular physics, biophysics.", "headings": [ "Elena Sundqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Elena Sundqvist\nAssistant Professor, Physics & Astronomy\nBackground\nElena Sundqvist is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from Cornell University. Before Porter, Elena taught physics at a liberal-arts college.\nElena's research focuses on atomic and molecular physics, with related work in biophysics; undergraduates are involved in the lab most terms.\nAreas of expertise\nAtomic and molecular physics\nBiophysics\nUndergraduate research and project mentoring\nTeaching\nElena regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Elena builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nElena advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in atomic and molecular physics and biophysics. Representative items:\nA peer-reviewed article on atomic and molecular physics in a disciplinary journal.\nA conference paper on biophysics, co-authored with an undergraduate researcher.\nAn internally funded project applying atomic and molecular physics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( esundqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Cornell University\nEmail\nesundqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-elena-yoon.html", "title": "Elena Yoon", "description": "Associate Professor in Accounting & Finance at UW–Porter Falls. Expertise: applied econometrics, auditing and assurance.", "headings": [ "Elena Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Elena Yoon\nAssociate Professor, Accounting & Finance\nBackground\nElena Yoon is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from Kansas State University. Before Porter, Elena held a controller role at a manufacturer.\nElena's research focuses on applied econometrics, with related work in auditing and assurance; undergraduates are involved in the lab most terms.\nAreas of expertise\nApplied econometrics\nAuditing and assurance\nUndergraduate research and project mentoring\nTeaching\nElena regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Elena builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nElena advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nElena's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in applied econometrics and auditing and assurance. Representative items:\nA peer-reviewed article on applied econometrics in a disciplinary journal.\nA conference paper on auditing and assurance, co-authored with an undergraduate researcher.\nAn internally funded project applying applied econometrics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Elena has no real publication record.\nGet in touch\nThe fastest way to reach Elena is email ( eyoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., Kansas State University\nEmail\neyoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-emeritus.html", "title": "Emeritus faculty", "description": "Continued recognition and privileges for retired faculty.", "headings": [ "Emeritus faculty", "On this page", "What emeritus status means", "What it actually provides", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Faculty & staff Emeritus faculty\nContinued recognition and privileges for retired faculty.\nWhat emeritus status means\nEmeritus status is a formal recognition, approved by the Provost on a department's nomination, for faculty who retire in good standing after a substantial career at Porter — not automatic, and not available to every retiree.\nWhat it actually provides\nContinued library borrowing privileges, a university email address, a parking permit and a listing in the faculty directory, plus standing invitations to commencement and department events.\nIn and around Porter Falls\nThe Center for Teaching & Learning on the third level of Halvorsen Library is where new faculty get their footing and where mid-career instructors trade notes across colleges.\nThe practical details\nEligibility: Full-time faculty retiring in good standing after 15+ years. Privileges: Library access, email, parking, listed in the directory. Nominated by: The retiring faculty member's department. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Center for Teaching & Learning (Halvorsen Library, Level 3). Call (715) 555–0265 or email teaching@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nEligibility\nFull-time faculty retiring in good standing after 15+ years\nPrivileges\nLibrary access, email, parking, listed in the directory\nNominated by\nThe retiring faculty member's department\nWho to contact\nNakatani Teaching & Learning Center\nHalvorsen Library, Level 3\nPhone\n(715) 555–0166\nEmail\nteaching@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nConflict of interest disclosure\nEmeriti College\nFaculty learning communities\nFull contact directory\nEmeriti & Retirees Association" }, { "url": "faculty-emmett-ackerman.html", "title": "Emmett Ackerman", "description": "Teaching Professor in Environmental Science at UW–Porter Falls. Expertise: environmental policy, geomorphology.", "headings": [ "Emmett Ackerman", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Emmett Ackerman\nTeaching Professor, Environmental Science\nBackground\nEmmett Ackerman is on the faculty of the Department of Environmental Science and holds a Ph.D. from McGill University. Before Porter, Emmett was a GIS analyst for a regional planning commission.\nEmmett's work centers on teaching and curriculum in environmental policy and geomorphology, including course redesign and mentoring newer instructors.\nAreas of expertise\nEnvironmental policy\nGeomorphology\nUndergraduate research and project mentoring\nTeaching\nEmmett regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nEmmett designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nEmmett advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEmmett's recent activity centers on teaching scholarship and curriculum work in environmental policy and geomorphology. Representative items:\nA redesigned course sequence in environmental policy, with open or low-cost materials.\nA conference presentation on teaching geomorphology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Emmett has no real publication record.\nGet in touch\nThe fastest way to reach Emmett is email ( eackerman@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., McGill University\nEmail\neackerman@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-emmett-adebayo.html", "title": "Emmett Adebayo", "description": "Teaching Professor in Computer Science at UW–Porter Falls. Expertise: computer security, algorithms.", "headings": [ "Emmett Adebayo", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Emmett Adebayo\nTeaching Professor, Computer Science\nBackground\nEmmett Adebayo is on the faculty of the Department of Computer Science and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Emmett taught secondary computer science before graduate school.\nEmmett's work centers on teaching and curriculum in computer security and algorithms, including course redesign and mentoring newer instructors.\nAreas of expertise\nComputer security\nAlgorithms\nUndergraduate research and project mentoring\nTeaching\nEmmett regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nEmmett designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nEmmett advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEmmett's recent activity centers on teaching scholarship and curriculum work in computer security and algorithms. Representative items:\nA redesigned course sequence in computer security, with open or low-cost materials.\nA conference presentation on teaching algorithms at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Emmett has no real publication record.\nGet in touch\nThe fastest way to reach Emmett is email ( eadebayo@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\neadebayo@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-emmett-aluko.html", "title": "Emmett Aluko", "description": "Professor of Practice in World Languages at UW–Porter Falls. Expertise: interpreting, language pedagogy.", "headings": [ "Emmett Aluko", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Emmett Aluko\nProfessor of Practice, World Languages\nBackground\nEmmett Aluko is on the faculty of the Department of World Languages and holds a master’s degree from Purdue University, along with professional licensure and industry certifications. Before Porter, Emmett taught language and lived abroad for several years.\nEmmett brings that practice into the classroom, teaching from real cases and current standards in interpreting and language pedagogy.\nAreas of expertise\nInterpreting\nLanguage pedagogy\nApplied practice and industry partnerships\nTeaching\nEmmett regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Emmett keeps the connection to current practice explicit.\nAdvising and office hours\nEmmett advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEmmett stays active in practice alongside teaching, through consulting, standards work, and applied projects in interpreting and language pedagogy. Representative items:\nAn applied project in interpreting with an industry or community partner.\nA workshop or short course on language pedagogy for practitioners in the region.\nService on a standards, licensing, or advisory body related to interpreting.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Emmett has no real publication record.\nGet in touch\nThe fastest way to reach Emmett is email ( ealuko@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na master’s degree, Purdue University\nEmail\nealuko@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-emmett-brenner.html", "title": "Emmett Brenner", "description": "Assistant Professor in Physics & Astronomy at UW–Porter Falls. Expertise: atomic and molecular physics, biophysics.", "headings": [ "Emmett Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Emmett Brenner\nAssistant Professor, Physics & Astronomy\nBackground\nEmmett Brenner is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from the Technical University of Denmark. Before Porter, Emmett did modeling for a defense research organization.\nEmmett's research focuses on atomic and molecular physics, with related work in biophysics; undergraduates are involved in the lab most terms.\nAreas of expertise\nAtomic and molecular physics\nBiophysics\nUndergraduate research and project mentoring\nTeaching\nEmmett regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Emmett builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nEmmett advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEmmett's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in atomic and molecular physics and biophysics. Representative items:\nA peer-reviewed article on atomic and molecular physics in a disciplinary journal.\nA conference paper on biophysics, co-authored with an undergraduate researcher.\nAn internally funded project applying atomic and molecular physics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Emmett has no real publication record.\nGet in touch\nThe fastest way to reach Emmett is email ( ebrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the Technical University of Denmark\nEmail\nebrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-emmett-carrasco.html", "title": "Emmett Carrasco", "description": "Assistant Professor in Nursing at UW–Porter Falls. Expertise: critical care, nursing informatics.", "headings": [ "Emmett Carrasco", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Emmett Carrasco\nAssistant Professor, Nursing\nBackground\nEmmett Carrasco is on the faculty of the Department of Nursing and holds a Ph.D. from Michigan State University. Before Porter, Emmett worked in community and public-health nursing.\nEmmett's research focuses on critical care, with related work in nursing informatics; undergraduates are involved in the lab most terms.\nAreas of expertise\nCritical care\nNursing informatics\nUndergraduate research and project mentoring\nTeaching\nEmmett regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Emmett builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nEmmett advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEmmett's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in critical care and nursing informatics. Representative items:\nA peer-reviewed article on critical care in a disciplinary journal.\nA conference paper on nursing informatics, co-authored with an undergraduate researcher.\nAn internally funded project applying critical care to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Emmett has no real publication record.\nGet in touch\nThe fastest way to reach Emmett is email ( ecarrasco@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Michigan State University\nEmail\necarrasco@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-emmett-groves.html", "title": "Emmett Groves", "description": "Professor of Practice in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: distribution packaging and testing, rheology.", "headings": [ "Emmett Groves", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Emmett Groves\nProfessor of Practice, Plastics & Packaging Engineering\nBackground\nEmmett Groves is on the faculty of the Department of Plastics & Packaging Engineering and holds a master’s degree from Northwestern University, along with professional licensure and industry certifications. Before Porter, Emmett was a process engineer at an injection-molding plant.\nEmmett brings that practice into the classroom, teaching from real cases and current standards in distribution packaging and testing and rheology.\nAreas of expertise\nDistribution packaging and testing\nRheology\nApplied practice and industry partnerships\nTeaching\nEmmett regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Emmett keeps the connection to current practice explicit.\nAdvising and office hours\nEmmett advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEmmett stays active in practice alongside teaching, through consulting, standards work, and applied projects in distribution packaging and testing and rheology. Representative items:\nAn applied project in distribution packaging and testing with an industry or community partner.\nA workshop or short course on rheology for practitioners in the region.\nService on a standards, licensing, or advisory body related to distribution packaging and testing.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Emmett has no real publication record.\nGet in touch\nThe fastest way to reach Emmett is email ( egroves@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na master’s degree, Northwestern University\nEmail\negroves@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-emmett-halvorsen.html", "title": "Emmett Halvorsen", "description": "Professor in Chemistry at UW–Porter Falls. Expertise: physical chemistry and spectroscopy, environmental chemistry.", "headings": [ "Emmett Halvorsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Emmett Halvorsen\nProfessor, Chemistry\nBackground\nEmmett Halvorsen is on the faculty of the Department of Chemistry and holds a Ph.D. from the Ohio State University. Before Porter, Emmett taught at a two-year college before joining Porter.\nEmmett's research focuses on physical chemistry and spectroscopy, with related work in environmental chemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nPhysical chemistry and spectroscopy\nEnvironmental chemistry\nUndergraduate research and project mentoring\nTeaching\nEmmett regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Emmett builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nEmmett advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEmmett's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in physical chemistry and spectroscopy and environmental chemistry. Representative items:\nA peer-reviewed article on physical chemistry and spectroscopy in a disciplinary journal.\nA conference paper on environmental chemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying physical chemistry and spectroscopy to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Emmett has no real publication record.\nGet in touch\nThe fastest way to reach Emmett is email ( ehalvorsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the Ohio State University\nEmail\nehalvorsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-emmett-marchetti.html", "title": "Emmett Marchetti", "description": "Associate Professor in Accounting & Finance at UW–Porter Falls. Expertise: applied econometrics, auditing and assurance.", "headings": [ "Emmett Marchetti", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Emmett Marchetti\nAssociate Professor, Accounting & Finance\nBackground\nEmmett Marchetti is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from Iowa State University. Before Porter, Emmett was an auditor at a public accounting firm.\nEmmett's research focuses on applied econometrics, with related work in auditing and assurance; undergraduates are involved in the lab most terms.\nAreas of expertise\nApplied econometrics\nAuditing and assurance\nUndergraduate research and project mentoring\nTeaching\nEmmett regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Emmett builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nEmmett advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEmmett's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in applied econometrics and auditing and assurance. Representative items:\nA peer-reviewed article on applied econometrics in a disciplinary journal.\nA conference paper on auditing and assurance, co-authored with an undergraduate researcher.\nAn internally funded project applying applied econometrics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Emmett has no real publication record.\nGet in touch\nThe fastest way to reach Emmett is email ( emarchetti@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., Iowa State University\nEmail\nemarchetti@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-emmett-novak.html", "title": "Emmett Novak", "description": "Associate Professor in Music & Theatre at UW–Porter Falls. Expertise: music history, vocal and choral music.", "headings": [ "Emmett Novak", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Emmett Novak\nAssociate Professor, Music & Theatre\nBackground\nEmmett Novak is on the faculty of the Department of Music & Theatre and holds a Ph.D. from Iowa State University. Before Porter, Emmett performed professionally as an orchestral musician.\nEmmett's research focuses on music history, with related work in vocal and choral music; undergraduates are involved in the lab most terms.\nAreas of expertise\nMusic history\nVocal and choral music\nUndergraduate research and project mentoring\nTeaching\nEmmett regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Emmett builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nEmmett advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEmmett's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in music history and vocal and choral music. Representative items:\nA peer-reviewed article on music history in a disciplinary journal.\nA conference paper on vocal and choral music, co-authored with an undergraduate researcher.\nAn internally funded project applying music history to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Emmett has no real publication record.\nGet in touch\nThe fastest way to reach Emmett is email ( enovak@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Iowa State University\nEmail\nenovak@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-emmett-okafor.html", "title": "Emmett Okafor", "description": "Teaching Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: incident response and digital forensics, governance, risk, and compliance.", "headings": [ "Emmett Okafor", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Emmett Okafor\nTeaching Professor, Cybersecurity & Information Technology\nBackground\nEmmett Okafor is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from the University of Washington. Before Porter, Emmett held a senior systems administration role at a hospital network.\nEmmett's work centers on teaching and curriculum in incident response and digital forensics and governance, risk, and compliance, including course redesign and mentoring newer instructors.\nAreas of expertise\nIncident response and digital forensics\nGovernance, risk, and compliance\nUndergraduate research and project mentoring\nTeaching\nEmmett regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nEmmett designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nEmmett advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEmmett's recent activity centers on teaching scholarship and curriculum work in incident response and digital forensics and governance, risk, and compliance. Representative items:\nA redesigned course sequence in incident response and digital forensics, with open or low-cost materials.\nA conference presentation on teaching governance, risk, and compliance at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Emmett has no real publication record.\nGet in touch\nThe fastest way to reach Emmett is email ( eokafor@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Washington\nEmail\neokafor@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-emmett-persson.html", "title": "Emmett Persson", "description": "Assistant Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: brand management, procurement and sourcing.", "headings": [ "Emmett Persson", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Emmett Persson\nAssistant Professor, Marketing & Supply Chain\nBackground\nEmmett Persson is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from the Technical University of Denmark. Before Porter, Emmett did demand planning for a distributor.\nEmmett's research focuses on brand management, with related work in procurement and sourcing; undergraduates are involved in the lab most terms.\nAreas of expertise\nBrand management\nProcurement and sourcing\nUndergraduate research and project mentoring\nTeaching\nEmmett regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Emmett builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nEmmett advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEmmett's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in brand management and procurement and sourcing. Representative items:\nA peer-reviewed article on brand management in a disciplinary journal.\nA conference paper on procurement and sourcing, co-authored with an undergraduate researcher.\nAn internally funded project applying brand management to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Emmett has no real publication record.\nGet in touch\nThe fastest way to reach Emmett is email ( epersson@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., the Technical University of Denmark\nEmail\nepersson@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-emmett-rasmussen.html", "title": "Emmett Rasmussen", "description": "Teaching Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: quality engineering and statistics, work design and ergonomics.", "headings": [ "Emmett Rasmussen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Emmett Rasmussen\nTeaching Professor, Manufacturing & Industrial Engineering\nBackground\nEmmett Rasmussen is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from the University of Washington. Before Porter, Emmett integrated robotic cells for an automation house.\nEmmett's work centers on teaching and curriculum in quality engineering and statistics and work design and ergonomics, including course redesign and mentoring newer instructors.\nAreas of expertise\nQuality engineering and statistics\nWork design and ergonomics\nUndergraduate research and project mentoring\nTeaching\nEmmett regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nEmmett designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nEmmett advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEmmett's recent activity centers on teaching scholarship and curriculum work in quality engineering and statistics and work design and ergonomics. Representative items:\nA redesigned course sequence in quality engineering and statistics, with open or low-cost materials.\nA conference presentation on teaching work design and ergonomics at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Emmett has no real publication record.\nGet in touch\nThe fastest way to reach Emmett is email ( erasmussen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Washington\nEmail\nerasmussen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-emmett-reinholt.html", "title": "Emmett Reinholt", "description": "Associate Professor in Construction Management at UW–Porter Falls. Expertise: residential and light commercial, scheduling and project controls.", "headings": [ "Emmett Reinholt", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Emmett Reinholt\nAssociate Professor, Construction Management\nBackground\nEmmett Reinholt is on the faculty of the Department of Construction Management and holds a Ph.D. from Kansas State University. Before Porter, Emmett worked as a project engineer on health-care projects.\nEmmett's research focuses on residential and light commercial, with related work in scheduling and project controls; undergraduates are involved in the lab most terms.\nAreas of expertise\nResidential and light commercial\nScheduling and project controls\nUndergraduate research and project mentoring\nTeaching\nEmmett regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Emmett builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nEmmett advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEmmett's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in residential and light commercial and scheduling and project controls. Representative items:\nA peer-reviewed article on residential and light commercial in a disciplinary journal.\nA conference paper on scheduling and project controls, co-authored with an undergraduate researcher.\nAn internally funded project applying residential and light commercial to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Emmett has no real publication record.\nGet in touch\nThe fastest way to reach Emmett is email ( ereinholt@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Kansas State University\nEmail\nereinholt@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-emmett-vasquez.html", "title": "Emmett Vasquez", "description": "Assistant Professor in Data Science at UW–Porter Falls. Expertise: natural language processing, data ethics and fairness.", "headings": [ "Emmett Vasquez", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Emmett Vasquez\nAssistant Professor, Data Science\nBackground\nEmmett Vasquez is on the faculty of the Department of Data Science and holds a Ph.D. from Michigan State University. Before Porter, Emmett built forecasting systems for a utility.\nEmmett's research focuses on natural language processing, with related work in data ethics and fairness; undergraduates are involved in the lab most terms.\nAreas of expertise\nNatural language processing\nData ethics and fairness\nUndergraduate research and project mentoring\nTeaching\nEmmett regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Emmett builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nEmmett advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEmmett's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in natural language processing and data ethics and fairness. Representative items:\nA peer-reviewed article on natural language processing in a disciplinary journal.\nA conference paper on data ethics and fairness, co-authored with an undergraduate researcher.\nAn internally funded project applying natural language processing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Emmett has no real publication record.\nGet in touch\nThe fastest way to reach Emmett is email ( evasquez@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Michigan State University\nEmail\nevasquez@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-emmett-weaver.html", "title": "Emmett Weaver", "description": "Assistant Professor in Biology at UW–Porter Falls. Expertise: freshwater ecology, genetics and genomics.", "headings": [ "Emmett Weaver", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Emmett Weaver\nAssistant Professor, Biology\nBackground\nEmmett Weaver is on the faculty of the Department of Biology and holds a Ph.D. from Michigan State University. Before Porter, Emmett was a laboratory scientist at a biotech company.\nEmmett's research focuses on freshwater ecology, with related work in genetics and genomics; undergraduates are involved in the lab most terms.\nAreas of expertise\nFreshwater ecology\nGenetics and genomics\nUndergraduate research and project mentoring\nTeaching\nEmmett regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Emmett builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nEmmett advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEmmett's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in freshwater ecology and genetics and genomics. Representative items:\nA peer-reviewed article on freshwater ecology in a disciplinary journal.\nA conference paper on genetics and genomics, co-authored with an undergraduate researcher.\nAn internally funded project applying freshwater ecology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Emmett has no real publication record.\nGet in touch\nThe fastest way to reach Emmett is email ( eweaver@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Michigan State University\nEmail\neweaver@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-emmett-winslow.html", "title": "Emmett Winslow", "description": "Teaching Professor in Mathematics at UW–Porter Falls. Expertise: applied analysis and differential equations, optimization and operations research.", "headings": [ "Emmett Winslow", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Emmett Winslow\nTeaching Professor, Mathematics\nBackground\nEmmett Winslow is on the faculty of the Department of Mathematics and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Emmett taught developmental and college mathematics at a community college.\nEmmett's work centers on teaching and curriculum in applied analysis and differential equations and optimization and operations research, including course redesign and mentoring newer instructors.\nAreas of expertise\nApplied analysis and differential equations\nOptimization and operations research\nUndergraduate research and project mentoring\nTeaching\nEmmett regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nEmmett designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nEmmett advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEmmett's recent activity centers on teaching scholarship and curriculum work in applied analysis and differential equations and optimization and operations research. Representative items:\nA redesigned course sequence in applied analysis and differential equations, with open or low-cost materials.\nA conference presentation on teaching optimization and operations research at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Emmett has no real publication record.\nGet in touch\nThe fastest way to reach Emmett is email ( ewinslow@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\newinslow@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-emmett-yoon.html", "title": "Emmett Yoon", "description": "Teaching Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: industrial data and analytics, quality engineering and statistics.", "headings": [ "Emmett Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Emmett Yoon\nTeaching Professor, Manufacturing & Industrial Engineering\nBackground\nEmmett Yoon is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from the University of Washington. Before Porter, Emmett managed production for a metal-fabrication company.\nEmmett's work centers on teaching and curriculum in industrial data and analytics and quality engineering and statistics, including course redesign and mentoring newer instructors.\nAreas of expertise\nIndustrial data and analytics\nQuality engineering and statistics\nUndergraduate research and project mentoring\nTeaching\nEmmett regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nEmmett designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nEmmett advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEmmett's recent activity centers on teaching scholarship and curriculum work in industrial data and analytics and quality engineering and statistics. Representative items:\nA redesigned course sequence in industrial data and analytics, with open or low-cost materials.\nA conference presentation on teaching quality engineering and statistics at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Emmett has no real publication record.\nGet in touch\nThe fastest way to reach Emmett is email ( eyoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Washington\nEmail\neyoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-everett-adebayo.html", "title": "Everett Adebayo", "description": "Assistant Professor in Chemistry at UW–Porter Falls. Expertise: organic synthesis, biochemistry.", "headings": [ "Everett Adebayo", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Everett Adebayo\nAssistant Professor, Chemistry\nBackground\nEverett Adebayo is on the faculty of the Department of Chemistry and holds a Ph.D. from the University of Washington. Before Porter, Everett did formulation work for a coatings manufacturer.\nEverett's research focuses on organic synthesis, with related work in biochemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nOrganic synthesis\nBiochemistry\nUndergraduate research and project mentoring\nTeaching\nEverett regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Everett builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nEverett advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEverett's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in organic synthesis and biochemistry. Representative items:\nA peer-reviewed article on organic synthesis in a disciplinary journal.\nA conference paper on biochemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying organic synthesis to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Everett has no real publication record.\nGet in touch\nThe fastest way to reach Everett is email ( eadebayo@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Washington\nEmail\neadebayo@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-everett-aluko.html", "title": "Everett Aluko", "description": "Teaching Professor in Accounting & Finance at UW–Porter Falls. Expertise: investments and portfolio management, monetary and macroeconomics.", "headings": [ "Everett Aluko", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Everett Aluko\nTeaching Professor, Accounting & Finance\nBackground\nEverett Aluko is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from North Carolina State University. Before Porter, Everett did valuation work for a consulting firm.\nEverett's work centers on teaching and curriculum in investments and portfolio management and monetary and macroeconomics, including course redesign and mentoring newer instructors.\nAreas of expertise\nInvestments and portfolio management\nMonetary and macroeconomics\nUndergraduate research and project mentoring\nTeaching\nEverett regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nEverett designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nEverett advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEverett's recent activity centers on teaching scholarship and curriculum work in investments and portfolio management and monetary and macroeconomics. Representative items:\nA redesigned course sequence in investments and portfolio management, with open or low-cost materials.\nA conference presentation on teaching monetary and macroeconomics at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Everett has no real publication record.\nGet in touch\nThe fastest way to reach Everett is email ( ealuko@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., North Carolina State University\nEmail\nealuko@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-everett-antonelli.html", "title": "Everett Antonelli", "description": "Professor of Practice in Nursing at UW–Porter Falls. Expertise: mental health nursing, nursing education and simulation.", "headings": [ "Everett Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Everett Antonelli\nProfessor of Practice, Nursing\nBackground\nEverett Antonelli is on the faculty of the Department of Nursing and holds a master’s degree from the University of Colorado, along with professional licensure and industry certifications. Before Porter, Everett worked in community and public-health nursing.\nEverett brings that practice into the classroom, teaching from real cases and current standards in mental health nursing and nursing education and simulation.\nAreas of expertise\nMental health nursing\nNursing education and simulation\nApplied practice and industry partnerships\nTeaching\nEverett regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Everett keeps the connection to current practice explicit.\nAdvising and office hours\nEverett advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEverett stays active in practice alongside teaching, through consulting, standards work, and applied projects in mental health nursing and nursing education and simulation. Representative items:\nAn applied project in mental health nursing with an industry or community partner.\nA workshop or short course on nursing education and simulation for practitioners in the region.\nService on a standards, licensing, or advisory body related to mental health nursing.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Everett has no real publication record.\nGet in touch\nThe fastest way to reach Everett is email ( eantonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na master’s degree, the University of Colorado\nEmail\neantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-everett-beaumont.html", "title": "Everett Beaumont", "description": "Teaching Professor in Music & Theatre at UW–Porter Falls. Expertise: costume design and construction, theatre history.", "headings": [ "Everett Beaumont", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Everett Beaumont\nTeaching Professor, Music & Theatre\nBackground\nEverett Beaumont is on the faculty of the Department of Music & Theatre and holds a Ph.D. from North Carolina State University. Before Porter, Everett stage-managed national touring productions.\nEverett's work centers on teaching and curriculum in costume design and construction and theatre history, including course redesign and mentoring newer instructors.\nAreas of expertise\nCostume design and construction\nTheatre history\nUndergraduate research and project mentoring\nTeaching\nEverett regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nEverett designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nEverett advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEverett's recent activity centers on teaching scholarship and curriculum work in costume design and construction and theatre history. Representative items:\nA redesigned course sequence in costume design and construction, with open or low-cost materials.\nA conference presentation on teaching theatre history at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Everett has no real publication record.\nGet in touch\nThe fastest way to reach Everett is email ( ebeaumont@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., North Carolina State University\nEmail\nebeaumont@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-everett-brenner.html", "title": "Everett Brenner", "description": "Associate Professor in World Languages at UW–Porter Falls. Expertise: ASL linguistics, language for the professions.", "headings": [ "Everett Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Everett Brenner\nAssociate Professor, World Languages\nBackground\nEverett Brenner is on the faculty of the Department of World Languages and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Everett taught language and lived abroad for several years.\nEverett's research focuses on ASL linguistics, with related work in language for the professions; undergraduates are involved in the lab most terms.\nAreas of expertise\nASL linguistics\nLanguage for the professions\nUndergraduate research and project mentoring\nTeaching\nEverett regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Everett builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nEverett advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEverett's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in ASL linguistics and language for the professions. Representative items:\nA peer-reviewed article on ASL linguistics in a disciplinary journal.\nA conference paper on language for the professions, co-authored with an undergraduate researcher.\nAn internally funded project applying ASL linguistics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Everett has no real publication record.\nGet in touch\nThe fastest way to reach Everett is email ( ebrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\nebrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-everett-ferris.html", "title": "Everett Ferris", "description": "Associate Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: composites, barrier materials.", "headings": [ "Everett Ferris", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Everett Ferris\nAssociate Professor, Plastics & Packaging Engineering\nBackground\nEverett Ferris is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from the University of Toronto. Before Porter, Everett was a process engineer at an injection-molding plant.\nEverett's research focuses on composites, with related work in barrier materials; undergraduates are involved in the lab most terms.\nAreas of expertise\nComposites\nBarrier materials\nUndergraduate research and project mentoring\nTeaching\nEverett regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Everett builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nEverett advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEverett's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in composites and barrier materials. Representative items:\nA peer-reviewed article on composites in a disciplinary journal.\nA conference paper on barrier materials, co-authored with an undergraduate researcher.\nAn internally funded project applying composites to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Everett has no real publication record.\nGet in touch\nThe fastest way to reach Everett is email ( eferris@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Toronto\nEmail\neferris@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-everett-fontaine.html", "title": "Everett Fontaine", "description": "Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: manufacturing processes, metrology and inspection.", "headings": [ "Everett Fontaine", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Everett Fontaine\nProfessor, Manufacturing & Industrial Engineering\nBackground\nEverett Fontaine is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from Virginia Tech. Before Porter, Everett integrated robotic cells for an automation house.\nEverett's research focuses on manufacturing processes, with related work in metrology and inspection; undergraduates are involved in the lab most terms.\nAreas of expertise\nManufacturing processes\nMetrology and inspection\nUndergraduate research and project mentoring\nTeaching\nEverett regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Everett builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nEverett advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEverett's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in manufacturing processes and metrology and inspection. Representative items:\nA peer-reviewed article on manufacturing processes in a disciplinary journal.\nA conference paper on metrology and inspection, co-authored with an undergraduate researcher.\nAn internally funded project applying manufacturing processes to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Everett has no real publication record.\nGet in touch\nThe fastest way to reach Everett is email ( efontaine@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Virginia Tech\nEmail\nefontaine@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-everett-groves.html", "title": "Everett Groves", "description": "Teaching Professor in Construction Management at UW–Porter Falls. Expertise: sustainable construction, lean construction.", "headings": [ "Everett Groves", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Everett Groves\nTeaching Professor, Construction Management\nBackground\nEverett Groves is on the faculty of the Department of Construction Management and holds a Ph.D. from the University of Waterloo. Before Porter, Everett worked as a project engineer on health-care projects.\nEverett's work centers on teaching and curriculum in sustainable construction and lean construction, including course redesign and mentoring newer instructors.\nAreas of expertise\nSustainable construction\nLean construction\nUndergraduate research and project mentoring\nTeaching\nEverett regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nEverett designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nEverett advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEverett's recent activity centers on teaching scholarship and curriculum work in sustainable construction and lean construction. Representative items:\nA redesigned course sequence in sustainable construction, with open or low-cost materials.\nA conference presentation on teaching lean construction at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Everett has no real publication record.\nGet in touch\nThe fastest way to reach Everett is email ( egroves@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Waterloo\nEmail\negroves@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-everett-halvorsen.html", "title": "Everett Halvorsen", "description": "Professor of Practice in Data Science at UW–Porter Falls. Expertise: causal inference and experimentation, data visualization.", "headings": [ "Everett Halvorsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Everett Halvorsen\nProfessor of Practice, Data Science\nBackground\nEverett Halvorsen is on the faculty of the Department of Data Science and holds a master’s degree from the University of Colorado, along with professional licensure and industry certifications. Before Porter, Everett built forecasting systems for a utility.\nEverett brings that practice into the classroom, teaching from real cases and current standards in causal inference and experimentation and data visualization.\nAreas of expertise\nCausal inference and experimentation\nData visualization\nApplied practice and industry partnerships\nTeaching\nEverett regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Everett keeps the connection to current practice explicit.\nAdvising and office hours\nEverett advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEverett stays active in practice alongside teaching, through consulting, standards work, and applied projects in causal inference and experimentation and data visualization. Representative items:\nAn applied project in causal inference and experimentation with an industry or community partner.\nA workshop or short course on data visualization for practitioners in the region.\nService on a standards, licensing, or advisory body related to causal inference and experimentation.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Everett has no real publication record.\nGet in touch\nThe fastest way to reach Everett is email ( ehalvorsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na master’s degree, the University of Colorado\nEmail\nehalvorsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-everett-ibarra.html", "title": "Everett Ibarra", "description": "Professor of Practice in Physics & Astronomy at UW–Porter Falls. Expertise: computational physics, physics education research.", "headings": [ "Everett Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Everett Ibarra\nProfessor of Practice, Physics & Astronomy\nBackground\nEverett Ibarra is on the faculty of the Department of Physics & Astronomy and holds a master’s degree from the University of Minnesota, along with professional licensure and industry certifications. Before Porter, Everett held a postdoctoral appointment at a national laboratory.\nEverett brings that practice into the classroom, teaching from real cases and current standards in computational physics and physics education research.\nAreas of expertise\nComputational physics\nPhysics education research\nApplied practice and industry partnerships\nTeaching\nEverett regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Everett keeps the connection to current practice explicit.\nAdvising and office hours\nEverett advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEverett stays active in practice alongside teaching, through consulting, standards work, and applied projects in computational physics and physics education research. Representative items:\nAn applied project in computational physics with an industry or community partner.\nA workshop or short course on physics education research for practitioners in the region.\nService on a standards, licensing, or advisory body related to computational physics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Everett has no real publication record.\nGet in touch\nThe fastest way to reach Everett is email ( eibarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the University of Minnesota\nEmail\neibarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-everett-marchetti.html", "title": "Everett Marchetti", "description": "Professor in Computer Science at UW–Porter Falls. Expertise: computer security, algorithms.", "headings": [ "Everett Marchetti", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Everett Marchetti\nProfessor, Computer Science\nBackground\nEverett Marchetti is on the faculty of the Department of Computer Science and holds a Ph.D. from the University of Illinois. Before Porter, Everett taught secondary computer science before graduate school.\nEverett's research focuses on computer security, with related work in algorithms; undergraduates are involved in the lab most terms.\nAreas of expertise\nComputer security\nAlgorithms\nUndergraduate research and project mentoring\nTeaching\nEverett regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Everett builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nEverett advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEverett's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in computer security and algorithms. Representative items:\nA peer-reviewed article on computer security in a disciplinary journal.\nA conference paper on algorithms, co-authored with an undergraduate researcher.\nAn internally funded project applying computer security to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Everett has no real publication record.\nGet in touch\nThe fastest way to reach Everett is email ( emarchetti@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Illinois\nEmail\nemarchetti@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-everett-nakamura.html", "title": "Everett Nakamura", "description": "Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: industrial control system security, network security.", "headings": [ "Everett Nakamura", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Everett Nakamura\nProfessor, Cybersecurity & Information Technology\nBackground\nEverett Nakamura is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from Virginia Tech. Before Porter, Everett held a senior systems administration role at a hospital network.\nEverett's research focuses on industrial control system security, with related work in network security; undergraduates are involved in the lab most terms.\nAreas of expertise\nIndustrial control system security\nNetwork security\nUndergraduate research and project mentoring\nTeaching\nEverett regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Everett builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nEverett advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEverett's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in industrial control system security and network security. Representative items:\nA peer-reviewed article on industrial control system security in a disciplinary journal.\nA conference paper on network security, co-authored with an undergraduate researcher.\nAn internally funded project applying industrial control system security to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Everett has no real publication record.\nGet in touch\nThe fastest way to reach Everett is email ( enakamura@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Virginia Tech\nEmail\nenakamura@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-everett-novak.html", "title": "Everett Novak", "description": "Professor in Mathematics at UW–Porter Falls. Expertise: mathematics education, numerical analysis.", "headings": [ "Everett Novak", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Everett Novak\nProfessor, Mathematics\nBackground\nEverett Novak is on the faculty of the Department of Mathematics and holds a Ph.D. from the University of Illinois. Before Porter, Everett taught developmental and college mathematics at a community college.\nEverett's research focuses on mathematics education, with related work in numerical analysis; undergraduates are involved in the lab most terms.\nAreas of expertise\nMathematics education\nNumerical analysis\nUndergraduate research and project mentoring\nTeaching\nEverett regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Everett builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nEverett advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEverett's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in mathematics education and numerical analysis. Representative items:\nA peer-reviewed article on mathematics education in a disciplinary journal.\nA conference paper on numerical analysis, co-authored with an undergraduate researcher.\nAn internally funded project applying mathematics education to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Everett has no real publication record.\nGet in touch\nThe fastest way to reach Everett is email ( enovak@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Illinois\nEmail\nenovak@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-everett-osei.html", "title": "Everett Osei", "description": "Professor of Practice in Biology at UW–Porter Falls. Expertise: cell and molecular biology, plant biology.", "headings": [ "Everett Osei", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Everett Osei\nProfessor of Practice, Biology\nBackground\nEverett Osei is on the faculty of the Department of Biology and holds a master’s degree from the University of Colorado, along with professional licensure and industry certifications. Before Porter, Everett was a laboratory scientist at a biotech company.\nEverett brings that practice into the classroom, teaching from real cases and current standards in cell and molecular biology and plant biology.\nAreas of expertise\nCell and molecular biology\nPlant biology\nApplied practice and industry partnerships\nTeaching\nEverett regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Everett keeps the connection to current practice explicit.\nAdvising and office hours\nEverett advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEverett stays active in practice alongside teaching, through consulting, standards work, and applied projects in cell and molecular biology and plant biology. Representative items:\nAn applied project in cell and molecular biology with an industry or community partner.\nA workshop or short course on plant biology for practitioners in the region.\nService on a standards, licensing, or advisory body related to cell and molecular biology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Everett has no real publication record.\nGet in touch\nThe fastest way to reach Everett is email ( eosei@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the University of Colorado\nEmail\neosei@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-everett-rhodes.html", "title": "Everett Rhodes", "description": "Professor of Practice in Marketing & Supply Chain at UW–Porter Falls. Expertise: retail and services marketing, event and hospitality management.", "headings": [ "Everett Rhodes", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Everett Rhodes\nProfessor of Practice, Marketing & Supply Chain\nBackground\nEverett Rhodes is on the faculty of the Department of Marketing & Supply Chain and holds a master’s degree from the University of Minnesota, along with professional licensure and industry certifications. Before Porter, Everett was a brand manager for a consumer-goods company.\nEverett brings that practice into the classroom, teaching from real cases and current standards in retail and services marketing and event and hospitality management.\nAreas of expertise\nRetail and services marketing\nEvent and hospitality management\nApplied practice and industry partnerships\nTeaching\nEverett regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Everett keeps the connection to current practice explicit.\nAdvising and office hours\nEverett advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEverett stays active in practice alongside teaching, through consulting, standards work, and applied projects in retail and services marketing and event and hospitality management. Representative items:\nAn applied project in retail and services marketing with an industry or community partner.\nA workshop or short course on event and hospitality management for practitioners in the region.\nService on a standards, licensing, or advisory body related to retail and services marketing.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Everett has no real publication record.\nGet in touch\nThe fastest way to reach Everett is email ( erhodes@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na master’s degree, the University of Minnesota\nEmail\nerhodes@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-everett-sundqvist.html", "title": "Everett Sundqvist", "description": "Associate Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: composites, barrier materials.", "headings": [ "Everett Sundqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Everett Sundqvist\nAssociate Professor, Plastics & Packaging Engineering\nBackground\nEverett Sundqvist is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from the University of Toronto. Before Porter, Everett ran a distribution-testing lab for a retailer.\nEverett's research focuses on composites, with related work in barrier materials; undergraduates are involved in the lab most terms.\nAreas of expertise\nComposites\nBarrier materials\nUndergraduate research and project mentoring\nTeaching\nEverett regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Everett builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nEverett advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEverett's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in composites and barrier materials. Representative items:\nA peer-reviewed article on composites in a disciplinary journal.\nA conference paper on barrier materials, co-authored with an undergraduate researcher.\nAn internally funded project applying composites to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Everett has no real publication record.\nGet in touch\nThe fastest way to reach Everett is email ( esundqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Toronto\nEmail\nesundqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-everett-winslow.html", "title": "Everett Winslow", "description": "Professor of Practice in Marketing & Supply Chain at UW–Porter Falls. Expertise: logistics and transportation, retail and services marketing.", "headings": [ "Everett Winslow", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Everett Winslow\nProfessor of Practice, Marketing & Supply Chain\nBackground\nEverett Winslow is on the faculty of the Department of Marketing & Supply Chain and holds a master’s degree from the University of Minnesota, along with professional licensure and industry certifications. Before Porter, Everett did demand planning for a distributor.\nEverett brings that practice into the classroom, teaching from real cases and current standards in logistics and transportation and retail and services marketing.\nAreas of expertise\nLogistics and transportation\nRetail and services marketing\nApplied practice and industry partnerships\nTeaching\nEverett regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Everett keeps the connection to current practice explicit.\nAdvising and office hours\nEverett advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEverett stays active in practice alongside teaching, through consulting, standards work, and applied projects in logistics and transportation and retail and services marketing. Representative items:\nAn applied project in logistics and transportation with an industry or community partner.\nA workshop or short course on retail and services marketing for practitioners in the region.\nService on a standards, licensing, or advisory body related to logistics and transportation.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Everett has no real publication record.\nGet in touch\nThe fastest way to reach Everett is email ( ewinslow@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na master’s degree, the University of Minnesota\nEmail\newinslow@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-everett-yoon.html", "title": "Everett Yoon", "description": "Professor in Environmental Science at UW–Porter Falls. Expertise: hydrology and water quality, environmental chemistry.", "headings": [ "Everett Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Everett Yoon\nProfessor, Environmental Science\nBackground\nEverett Yoon is on the faculty of the Department of Environmental Science and holds a Ph.D. from RMIT University. Before Porter, Everett did restoration ecology for a nonprofit land trust.\nEverett's research focuses on hydrology and water quality, with related work in environmental chemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nHydrology and water quality\nEnvironmental chemistry\nUndergraduate research and project mentoring\nTeaching\nEverett regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Everett builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nEverett advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nEverett's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in hydrology and water quality and environmental chemistry. Representative items:\nA peer-reviewed article on hydrology and water quality in a disciplinary journal.\nA conference paper on environmental chemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying hydrology and water quality to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Everett has no real publication record.\nGet in touch\nThe fastest way to reach Everett is email ( eyoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., RMIT University\nEmail\neyoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-experts.html", "title": "Faculty experts", "description": "Search all 824 faculty by research topic to find and reach the right Porter faculty member.", "headings": [ "Faculty experts", "On this page", "Finding the right person", "For journalists", "For companies and community groups" ], "content": "Research Faculty experts\nHow a journalist, company, or community group finds and reaches the right Porter faculty member — and what to expect.\nFinding the right person\nPorter maintains a searchable experts directory covering the university's applied strengths — manufacturing and automation, packaging, cybersecurity, design and human factors, education, business and supply chain, health and human performance, sustainability and energy, food science, and regional and economic development — with each faculty member's topics, recent work, and media experience. You can search it directly, or send University Communications a short description of what you need and a deadline and they will identify one or two people and make the introduction. For a research or testing collaboration rather than a comment, the research office or a center director is the better first contact.\nFor journalists\nUniversity Communications coordinates interviews around teaching schedules and can usually turn around a source within a day, faster for breaking news. Faculty comment within their expertise and will say when a question is outside it. Studio, lab, and b-roll access can be arranged with notice. There is also a ready list of faculty who can speak to seasonal and recurring stories (severe weather and infrastructure, holiday retail and supply chains, cybersecurity awareness, back-to-school), and a rapid-response note when Porter expertise is relevant to a national story.\nFor companies and community groups\nDescribe the problem, the outcome you want, your timeline, and what you can bring (data, materials, facility access, funding). That routes to the right path: a quick consultation or expert opinion, a fee-for-service test or analysis in a lab, a semester-long student project or capstone team, a sponsored research agreement, or a spot on a program advisory board. Confidentiality and IP terms are set in writing before substantive work begins, and first conversations are free and exploratory.\nAt a glance\nFind them\nSearchable experts directory by topic + media experience, or send University Communications your need and deadline for an introduction\nJournalists\nSources usually within a day (faster for breaking news), interviews scheduled around teaching, studio/lab/b-roll access with notice, seasonal-story source lists\nOrganizations\nDescribe problem + outcome + timeline + what you bring → consultation, lab test, student project, sponsored research, or advisory board; IP terms in writing first\nNot this page for\nA research collaboration or testing — start with the research office or a center director instead\nRelated resources\nUndergraduate research\nResearch centers & labs\nInnovation & entrepreneurship\nContact directory" }, { "url": "faculty-freya-brenner.html", "title": "Freya Brenner", "description": "Assistant Professor in Management at UW–Porter Falls. Expertise: business ethics, entrepreneurship and new ventures.", "headings": [ "Freya Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Freya Brenner\nAssistant Professor, Management\nBackground\nFreya Brenner is on the faculty of the Department of Management and holds a Ph.D. from the University of Washington. Before Porter, Freya held an HR leadership role.\nFreya's research focuses on business ethics, with related work in entrepreneurship and new ventures; undergraduates are involved in the lab most terms.\nAreas of expertise\nBusiness ethics\nEntrepreneurship and new ventures\nUndergraduate research and project mentoring\nTeaching\nFreya regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Freya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nFreya advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nFreya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in business ethics and entrepreneurship and new ventures. Representative items:\nA peer-reviewed article on business ethics in a disciplinary journal.\nA conference paper on entrepreneurship and new ventures, co-authored with an undergraduate researcher.\nAn internally funded project applying business ethics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Freya has no real publication record.\nGet in touch\nThe fastest way to reach Freya is email ( fbrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Washington\nEmail\nfbrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-freya-cho.html", "title": "Freya Cho", "description": "Senior Lecturer in Communication & Media at UW–Porter Falls. Expertise: technical and professional writing, public relations.", "headings": [ "Freya Cho", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Freya Cho\nSenior Lecturer, Communication & Media\nBackground\nFreya Cho is on the faculty of the Department of Communication & Media and holds a Ph.D. from North Carolina State University. Before Porter, Freya taught writing and edited a regional magazine.\nFreya's work centers on teaching and curriculum in technical and professional writing and public relations, including course redesign and mentoring newer instructors.\nAreas of expertise\nTechnical and professional writing\nPublic relations\nUndergraduate research and project mentoring\nTeaching\nFreya regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nFreya designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nFreya advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nFreya's recent activity centers on teaching scholarship and curriculum work in technical and professional writing and public relations. Representative items:\nA redesigned course sequence in technical and professional writing, with open or low-cost materials.\nA conference presentation on teaching public relations at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Freya has no real publication record.\nGet in touch\nThe fastest way to reach Freya is email ( fcho@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., North Carolina State University\nEmail\nfcho@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-freya-delacroix.html", "title": "Freya Delacroix", "description": "Assistant Professor in Psychology at UW–Porter Falls. Expertise: behavioral neuroscience, quantitative methods.", "headings": [ "Freya Delacroix", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Freya Delacroix\nAssistant Professor, Psychology\nBackground\nFreya Delacroix is on the faculty of the Department of Psychology and holds a Ph.D. from the University of Washington. Before Porter, Freya held a clinical position before moving to teaching.\nFreya's research focuses on behavioral neuroscience, with related work in quantitative methods; undergraduates are involved in the lab most terms.\nAreas of expertise\nBehavioral neuroscience\nQuantitative methods\nUndergraduate research and project mentoring\nTeaching\nFreya regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Freya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nFreya advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nFreya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in behavioral neuroscience and quantitative methods. Representative items:\nA peer-reviewed article on behavioral neuroscience in a disciplinary journal.\nA conference paper on quantitative methods, co-authored with an undergraduate researcher.\nAn internally funded project applying behavioral neuroscience to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Freya has no real publication record.\nGet in touch\nThe fastest way to reach Freya is email ( fdelacroix@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Washington\nEmail\nfdelacroix@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-freya-ferris.html", "title": "Freya Ferris", "description": "Professor in Teacher Education at UW–Porter Falls. Expertise: special education and inclusion, assessment and data-informed teaching.", "headings": [ "Freya Ferris", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Freya Ferris\nProfessor, Teacher Education\nBackground\nFreya Ferris is on the faculty of the Department of Teacher Education and holds a Ph.D. from the University of Illinois. Before Porter, Freya directed an early-childhood center.\nFreya's research focuses on special education and inclusion, with related work in assessment and data-informed teaching; undergraduates are involved in the lab most terms.\nAreas of expertise\nSpecial education and inclusion\nAssessment and data-informed teaching\nUndergraduate research and project mentoring\nTeaching\nFreya regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Freya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nFreya advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nFreya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in special education and inclusion and assessment and data-informed teaching. Representative items:\nA peer-reviewed article on special education and inclusion in a disciplinary journal.\nA conference paper on assessment and data-informed teaching, co-authored with an undergraduate researcher.\nAn internally funded project applying special education and inclusion to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Freya has no real publication record.\nGet in touch\nThe fastest way to reach Freya is email ( fferris@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Illinois\nEmail\nfferris@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-freya-fitzgerald.html", "title": "Freya Fitzgerald", "description": "Associate Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: communications and wireless, electromagnetics and antennas.", "headings": [ "Freya Fitzgerald", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Freya Fitzgerald\nAssociate Professor, Electrical & Computer Engineering\nBackground\nFreya Fitzgerald is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from the University of Toronto. Before Porter, Freya led an embedded-systems group at an aerospace supplier.\nFreya's research focuses on communications and wireless, with related work in electromagnetics and antennas; undergraduates are involved in the lab most terms.\nAreas of expertise\nCommunications and wireless\nElectromagnetics and antennas\nUndergraduate research and project mentoring\nTeaching\nFreya regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Freya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nFreya advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nFreya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in communications and wireless and electromagnetics and antennas. Representative items:\nA peer-reviewed article on communications and wireless in a disciplinary journal.\nA conference paper on electromagnetics and antennas, co-authored with an undergraduate researcher.\nAn internally funded project applying communications and wireless to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Freya has no real publication record.\nGet in touch\nThe fastest way to reach Freya is email ( ffitzgerald@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Toronto\nEmail\nffitzgerald@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-freya-haddad.html", "title": "Freya Haddad", "description": "Professor in Mechanical Engineering at UW–Porter Falls. Expertise: materials and fatigue, additive manufacturing.", "headings": [ "Freya Haddad", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Freya Haddad\nProfessor, Mechanical Engineering\nBackground\nFreya Haddad is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from RMIT University. Before Porter, Freya led product engineering for a consumer-appliance maker.\nFreya's research focuses on materials and fatigue, with related work in additive manufacturing; undergraduates are involved in the lab most terms.\nAreas of expertise\nMaterials and fatigue\nAdditive manufacturing\nUndergraduate research and project mentoring\nTeaching\nFreya regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Freya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nFreya advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nFreya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in materials and fatigue and additive manufacturing. Representative items:\nA peer-reviewed article on materials and fatigue in a disciplinary journal.\nA conference paper on additive manufacturing, co-authored with an undergraduate researcher.\nAn internally funded project applying materials and fatigue to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Freya has no real publication record.\nGet in touch\nThe fastest way to reach Freya is email ( fhaddad@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., RMIT University\nEmail\nfhaddad@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-freya-halvorsen.html", "title": "Freya Halvorsen", "description": "Assistant Professor in Humanities at UW–Porter Falls. Expertise: political theory, ethics and applied philosophy.", "headings": [ "Freya Halvorsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Freya Halvorsen\nAssistant Professor, Humanities\nBackground\nFreya Halvorsen is on the faculty of the Department of Humanities and holds a Ph.D. from the University of Washington. Before Porter, Freya was an ethics consultant for a health system.\nFreya's research focuses on political theory, with related work in ethics and applied philosophy; undergraduates are involved in the lab most terms.\nAreas of expertise\nPolitical theory\nEthics and applied philosophy\nUndergraduate research and project mentoring\nTeaching\nFreya regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Freya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nFreya advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nFreya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in political theory and ethics and applied philosophy. Representative items:\nA peer-reviewed article on political theory in a disciplinary journal.\nA conference paper on ethics and applied philosophy, co-authored with an undergraduate researcher.\nAn internally funded project applying political theory to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Freya has no real publication record.\nGet in touch\nThe fastest way to reach Freya is email ( fhalvorsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Washington\nEmail\nfhalvorsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-freya-ibarra.html", "title": "Freya Ibarra", "description": "Professor in Teacher Education at UW–Porter Falls. Expertise: special education and inclusion, assessment and data-informed teaching.", "headings": [ "Freya Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Freya Ibarra\nProfessor, Teacher Education\nBackground\nFreya Ibarra is on the faculty of the Department of Teacher Education and holds a Ph.D. from the University of Illinois. Before Porter, Freya taught in a technical high-school program.\nFreya's research focuses on special education and inclusion, with related work in assessment and data-informed teaching; undergraduates are involved in the lab most terms.\nAreas of expertise\nSpecial education and inclusion\nAssessment and data-informed teaching\nUndergraduate research and project mentoring\nTeaching\nFreya regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Freya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nFreya advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nFreya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in special education and inclusion and assessment and data-informed teaching. Representative items:\nA peer-reviewed article on special education and inclusion in a disciplinary journal.\nA conference paper on assessment and data-informed teaching, co-authored with an undergraduate researcher.\nAn internally funded project applying special education and inclusion to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Freya has no real publication record.\nGet in touch\nThe fastest way to reach Freya is email ( fibarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Illinois\nEmail\nfibarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-freya-lundgren.html", "title": "Freya Lundgren", "description": "Assistant Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: biomechanics, health data and coding.", "headings": [ "Freya Lundgren", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Freya Lundgren\nAssistant Professor, Health & Nutrition Sciences\nBackground\nFreya Lundgren is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from the University of Michigan. Before Porter, Freya worked in food product development for a manufacturer.\nFreya's research focuses on biomechanics, with related work in health data and coding; undergraduates are involved in the lab most terms.\nAreas of expertise\nBiomechanics\nHealth data and coding\nUndergraduate research and project mentoring\nTeaching\nFreya regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Freya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nFreya advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nFreya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in biomechanics and health data and coding. Representative items:\nA peer-reviewed article on biomechanics in a disciplinary journal.\nA conference paper on health data and coding, co-authored with an undergraduate researcher.\nAn internally funded project applying biomechanics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Freya has no real publication record.\nGet in touch\nThe fastest way to reach Freya is email ( flundgren@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Michigan\nEmail\nflundgren@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-freya-nakamura.html", "title": "Freya Nakamura", "description": "Associate Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: geospatial methods, water resources and hydrology.", "headings": [ "Freya Nakamura", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Freya Nakamura\nAssociate Professor, Civil & Environmental Engineering\nBackground\nFreya Nakamura is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from the University of Toronto. Before Porter, Freya consulted on stormwater and watershed planning.\nFreya's research focuses on geospatial methods, with related work in water resources and hydrology; undergraduates are involved in the lab most terms.\nAreas of expertise\nGeospatial methods\nWater resources and hydrology\nUndergraduate research and project mentoring\nTeaching\nFreya regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Freya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nFreya advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nFreya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in geospatial methods and water resources and hydrology. Representative items:\nA peer-reviewed article on geospatial methods in a disciplinary journal.\nA conference paper on water resources and hydrology, co-authored with an undergraduate researcher.\nAn internally funded project applying geospatial methods to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Freya has no real publication record.\nGet in touch\nThe fastest way to reach Freya is email ( fnakamura@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Toronto\nEmail\nfnakamura@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-freya-persson.html", "title": "Freya Persson", "description": "Assistant Professor in Art & Design at UW–Porter Falls. Expertise: interaction and UX design, photography.", "headings": [ "Freya Persson", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Freya Persson\nAssistant Professor, Art & Design\nBackground\nFreya Persson is on the faculty of the Department of Art & Design and holds a Ph.D. from the University of Washington. Before Porter, Freya led UX for a software company.\nFreya's research focuses on interaction and UX design, with related work in photography; undergraduates are involved in the lab most terms.\nAreas of expertise\nInteraction and UX design\nPhotography\nUndergraduate research and project mentoring\nTeaching\nFreya regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Freya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nFreya advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nFreya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in interaction and UX design and photography. Representative items:\nA peer-reviewed article on interaction and UX design in a disciplinary journal.\nA conference paper on photography, co-authored with an undergraduate researcher.\nAn internally funded project applying interaction and UX design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Freya has no real publication record.\nGet in touch\nThe fastest way to reach Freya is email ( fpersson@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Washington\nEmail\nfpersson@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-freya-sundqvist.html", "title": "Freya Sundqvist", "description": "Assistant Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: biomechanics, health data and coding.", "headings": [ "Freya Sundqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Freya Sundqvist\nAssistant Professor, Health & Nutrition Sciences\nBackground\nFreya Sundqvist is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from the University of Michigan. Before Porter, Freya was an exercise physiologist in cardiac rehabilitation.\nFreya's research focuses on biomechanics, with related work in health data and coding; undergraduates are involved in the lab most terms.\nAreas of expertise\nBiomechanics\nHealth data and coding\nUndergraduate research and project mentoring\nTeaching\nFreya regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Freya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nFreya advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nFreya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in biomechanics and health data and coding. Representative items:\nA peer-reviewed article on biomechanics in a disciplinary journal.\nA conference paper on health data and coding, co-authored with an undergraduate researcher.\nAn internally funded project applying biomechanics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Freya has no real publication record.\nGet in touch\nThe fastest way to reach Freya is email ( fsundqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Michigan\nEmail\nfsundqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-freya-trombley.html", "title": "Freya Trombley", "description": "Senior Lecturer in Rehabilitation & Human Services at UW–Porter Falls. Expertise: disability studies, assistive technology.", "headings": [ "Freya Trombley", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Freya Trombley\nSenior Lecturer, Rehabilitation & Human Services\nBackground\nFreya Trombley is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from the University of Waterloo. Before Porter, Freya directed a family-resource center.\nFreya's work centers on teaching and curriculum in disability studies and assistive technology, including course redesign and mentoring newer instructors.\nAreas of expertise\nDisability studies\nAssistive technology\nUndergraduate research and project mentoring\nTeaching\nFreya regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nFreya designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nFreya advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nFreya's recent activity centers on teaching scholarship and curriculum work in disability studies and assistive technology. Representative items:\nA redesigned course sequence in disability studies, with open or low-cost materials.\nA conference presentation on teaching assistive technology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Freya has no real publication record.\nGet in touch\nThe fastest way to reach Freya is email ( ftrombley@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Waterloo\nEmail\nftrombley@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-freya-whitfield.html", "title": "Freya Whitfield", "description": "Professor in Biomedical Engineering at UW–Porter Falls. Expertise: medical imaging, tissue engineering.", "headings": [ "Freya Whitfield", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Freya Whitfield\nProfessor, Biomedical Engineering\nBackground\nFreya Whitfield is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from RMIT University. Before Porter, Freya did rehabilitation-engineering research at a hospital.\nFreya's research focuses on medical imaging, with related work in tissue engineering; undergraduates are involved in the lab most terms.\nAreas of expertise\nMedical imaging\nTissue engineering\nUndergraduate research and project mentoring\nTeaching\nFreya regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Freya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nFreya advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nFreya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in medical imaging and tissue engineering. Representative items:\nA peer-reviewed article on medical imaging in a disciplinary journal.\nA conference paper on tissue engineering, co-authored with an undergraduate researcher.\nAn internally funded project applying medical imaging to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Freya has no real publication record.\nGet in touch\nThe fastest way to reach Freya is email ( fwhitfield@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., RMIT University\nEmail\nfwhitfield@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-grace-ackerman.html", "title": "Grace Ackerman", "description": "Professor of Practice in Accounting & Finance at UW–Porter Falls. Expertise: financial accounting and reporting, cost and managerial accounting.", "headings": [ "Grace Ackerman", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Grace Ackerman\nProfessor of Practice, Accounting & Finance\nBackground\nGrace Ackerman is on the faculty of the Department of Accounting & Finance and holds a master’s degree from the University of Iowa, along with professional licensure and industry certifications. Before Porter, Grace held a controller role at a manufacturer.\nGrace brings that practice into the classroom, teaching from real cases and current standards in financial accounting and reporting and cost and managerial accounting.\nAreas of expertise\nFinancial accounting and reporting\nCost and managerial accounting\nApplied practice and industry partnerships\nTeaching\nGrace regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Grace keeps the connection to current practice explicit.\nAdvising and office hours\nGrace advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGrace stays active in practice alongside teaching, through consulting, standards work, and applied projects in financial accounting and reporting and cost and managerial accounting. Representative items:\nAn applied project in financial accounting and reporting with an industry or community partner.\nA workshop or short course on cost and managerial accounting for practitioners in the region.\nService on a standards, licensing, or advisory body related to financial accounting and reporting.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Grace has no real publication record.\nGet in touch\nThe fastest way to reach Grace is email ( gackerman@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na master’s degree, the University of Iowa\nEmail\ngackerman@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-grace-aluko.html", "title": "Grace Aluko", "description": "Professor in Data Science at UW–Porter Falls. Expertise: time-series analysis, operations and decision analytics.", "headings": [ "Grace Aluko", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Grace Aluko\nProfessor, Data Science\nBackground\nGrace Aluko is on the faculty of the Department of Data Science and holds a Ph.D. from the University of Waterloo. Before Porter, Grace was a data scientist at an e-commerce company.\nGrace's research focuses on time-series analysis, with related work in operations and decision analytics; undergraduates are involved in the lab most terms.\nAreas of expertise\nTime-series analysis\nOperations and decision analytics\nUndergraduate research and project mentoring\nTeaching\nGrace regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Grace builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nGrace advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGrace's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in time-series analysis and operations and decision analytics. Representative items:\nA peer-reviewed article on time-series analysis in a disciplinary journal.\nA conference paper on operations and decision analytics, co-authored with an undergraduate researcher.\nAn internally funded project applying time-series analysis to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Grace has no real publication record.\nGet in touch\nThe fastest way to reach Grace is email ( galuko@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Waterloo\nEmail\ngaluko@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-grace-beaumont.html", "title": "Grace Beaumont", "description": "Professor in Biology at UW–Porter Falls. Expertise: freshwater ecology, genetics and genomics.", "headings": [ "Grace Beaumont", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Grace Beaumont\nProfessor, Biology\nBackground\nGrace Beaumont is on the faculty of the Department of Biology and holds a Ph.D. from the University of Waterloo. Before Porter, Grace did research in a university microbiology lab.\nGrace's research focuses on freshwater ecology, with related work in genetics and genomics; undergraduates are involved in the lab most terms.\nAreas of expertise\nFreshwater ecology\nGenetics and genomics\nUndergraduate research and project mentoring\nTeaching\nGrace regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Grace builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nGrace advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGrace's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in freshwater ecology and genetics and genomics. Representative items:\nA peer-reviewed article on freshwater ecology in a disciplinary journal.\nA conference paper on genetics and genomics, co-authored with an undergraduate researcher.\nAn internally funded project applying freshwater ecology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Grace has no real publication record.\nGet in touch\nThe fastest way to reach Grace is email ( gbeaumont@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Waterloo\nEmail\ngbeaumont@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-grace-brenner.html", "title": "Grace Brenner", "description": "Teaching Professor in Chemistry at UW–Porter Falls. Expertise: materials and polymer chemistry, electrochemistry.", "headings": [ "Grace Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Grace Brenner\nTeaching Professor, Chemistry\nBackground\nGrace Brenner is on the faculty of the Department of Chemistry and holds a Ph.D. from the University of Toronto. Before Porter, Grace was a bench chemist in pharmaceutical process development.\nGrace's work centers on teaching and curriculum in materials and polymer chemistry and electrochemistry, including course redesign and mentoring newer instructors.\nAreas of expertise\nMaterials and polymer chemistry\nElectrochemistry\nUndergraduate research and project mentoring\nTeaching\nGrace regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nGrace designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nGrace advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGrace's recent activity centers on teaching scholarship and curriculum work in materials and polymer chemistry and electrochemistry. Representative items:\nA redesigned course sequence in materials and polymer chemistry, with open or low-cost materials.\nA conference presentation on teaching electrochemistry at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Grace has no real publication record.\nGet in touch\nThe fastest way to reach Grace is email ( gbrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Toronto\nEmail\ngbrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-grace-delacroix.html", "title": "Grace Delacroix", "description": "Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: procurement and sourcing, revenue management.", "headings": [ "Grace Delacroix", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Grace Delacroix\nProfessor, Marketing & Supply Chain\nBackground\nGrace Delacroix is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from Texas A&M University. Before Porter, Grace held an operations role in a hotel group.\nGrace's research focuses on procurement and sourcing, with related work in revenue management; undergraduates are involved in the lab most terms.\nAreas of expertise\nProcurement and sourcing\nRevenue management\nUndergraduate research and project mentoring\nTeaching\nGrace regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Grace builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nGrace advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGrace's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in procurement and sourcing and revenue management. Representative items:\nA peer-reviewed article on procurement and sourcing in a disciplinary journal.\nA conference paper on revenue management, co-authored with an undergraduate researcher.\nAn internally funded project applying procurement and sourcing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Grace has no real publication record.\nGet in touch\nThe fastest way to reach Grace is email ( gdelacroix@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., Texas A&M University\nEmail\ngdelacroix@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-grace-groves.html", "title": "Grace Groves", "description": "Professor in Physics & Astronomy at UW–Porter Falls. Expertise: acoustics, instrumentation.", "headings": [ "Grace Groves", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Grace Groves\nProfessor, Physics & Astronomy\nBackground\nGrace Groves is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from Texas A&M University. Before Porter, Grace taught physics at a liberal-arts college.\nGrace's research focuses on acoustics, with related work in instrumentation; undergraduates are involved in the lab most terms.\nAreas of expertise\nAcoustics\nInstrumentation\nUndergraduate research and project mentoring\nTeaching\nGrace regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Grace builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nGrace advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGrace's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in acoustics and instrumentation. Representative items:\nA peer-reviewed article on acoustics in a disciplinary journal.\nA conference paper on instrumentation, co-authored with an undergraduate researcher.\nAn internally funded project applying acoustics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Grace has no real publication record.\nGet in touch\nThe fastest way to reach Grace is email ( ggroves@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Texas A&M University\nEmail\nggroves@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-grace-ibarra.html", "title": "Grace Ibarra", "description": "Associate Professor in Computer Science at UW–Porter Falls. Expertise: computer graphics, embedded and cyber-physical systems.", "headings": [ "Grace Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Grace Ibarra\nAssociate Professor, Computer Science\nBackground\nGrace Ibarra is on the faculty of the Department of Computer Science and holds a Ph.D. from the University of Nebraska. Before Porter, Grace was a research staff member at a national laboratory.\nGrace's research focuses on computer graphics, with related work in embedded and cyber-physical systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nComputer graphics\nEmbedded and cyber-physical systems\nUndergraduate research and project mentoring\nTeaching\nGrace regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Grace builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nGrace advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGrace's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in computer graphics and embedded and cyber-physical systems. Representative items:\nA peer-reviewed article on computer graphics in a disciplinary journal.\nA conference paper on embedded and cyber-physical systems, co-authored with an undergraduate researcher.\nAn internally funded project applying computer graphics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Grace has no real publication record.\nGet in touch\nThe fastest way to reach Grace is email ( gibarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Nebraska\nEmail\ngibarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-grace-larsen.html", "title": "Grace Larsen", "description": "Professor of Practice in Music & Theatre at UW–Porter Falls. Expertise: instrumental performance and conducting, music technology.", "headings": [ "Grace Larsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Grace Larsen\nProfessor of Practice, Music & Theatre\nBackground\nGrace Larsen is on the faculty of the Department of Music & Theatre and holds a master’s degree from the University of Iowa, along with professional licensure and industry certifications. Before Porter, Grace engineered and produced records.\nGrace brings that practice into the classroom, teaching from real cases and current standards in instrumental performance and conducting and music technology.\nAreas of expertise\nInstrumental performance and conducting\nMusic technology\nApplied practice and industry partnerships\nTeaching\nGrace regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Grace keeps the connection to current practice explicit.\nAdvising and office hours\nGrace advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGrace stays active in practice alongside teaching, through consulting, standards work, and applied projects in instrumental performance and conducting and music technology. Representative items:\nAn applied project in instrumental performance and conducting with an industry or community partner.\nA workshop or short course on music technology for practitioners in the region.\nService on a standards, licensing, or advisory body related to instrumental performance and conducting.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Grace has no real publication record.\nGet in touch\nThe fastest way to reach Grace is email ( glarsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na master’s degree, the University of Iowa\nEmail\nglarsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-grace-nakamura.html", "title": "Grace Nakamura", "description": "Assistant Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: food and pharmaceutical packaging, extrusion and compounding.", "headings": [ "Grace Nakamura", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Grace Nakamura\nAssistant Professor, Plastics & Packaging Engineering\nBackground\nGrace Nakamura is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from Iowa State University. Before Porter, Grace led packaging development for a consumer-goods company.\nGrace's research focuses on food and pharmaceutical packaging, with related work in extrusion and compounding; undergraduates are involved in the lab most terms.\nAreas of expertise\nFood and pharmaceutical packaging\nExtrusion and compounding\nUndergraduate research and project mentoring\nTeaching\nGrace regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Grace builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nGrace advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGrace's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in food and pharmaceutical packaging and extrusion and compounding. Representative items:\nA peer-reviewed article on food and pharmaceutical packaging in a disciplinary journal.\nA conference paper on extrusion and compounding, co-authored with an undergraduate researcher.\nAn internally funded project applying food and pharmaceutical packaging to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Grace has no real publication record.\nGet in touch\nThe fastest way to reach Grace is email ( gnakamura@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Iowa State University\nEmail\ngnakamura@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-grace-nguyen.html", "title": "Grace Nguyen", "description": "Associate Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: security operations and detection, identity and access management.", "headings": [ "Grace Nguyen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Grace Nguyen\nAssociate Professor, Cybersecurity & Information Technology\nBackground\nGrace Nguyen is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from the University of Sheffield. Before Porter, Grace ran a security operations center for a regional bank.\nGrace's research focuses on security operations and detection, with related work in identity and access management; undergraduates are involved in the lab most terms.\nAreas of expertise\nSecurity operations and detection\nIdentity and access management\nUndergraduate research and project mentoring\nTeaching\nGrace regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Grace builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nGrace advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGrace's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in security operations and detection and identity and access management. Representative items:\nA peer-reviewed article on security operations and detection in a disciplinary journal.\nA conference paper on identity and access management, co-authored with an undergraduate researcher.\nAn internally funded project applying security operations and detection to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Grace has no real publication record.\nGet in touch\nThe fastest way to reach Grace is email ( gnguyen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Sheffield\nEmail\ngnguyen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-grace-okafor.html", "title": "Grace Okafor", "description": "Professor of Practice in Construction Management at UW–Porter Falls. Expertise: estimating and cost control, construction safety.", "headings": [ "Grace Okafor", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Grace Okafor\nProfessor of Practice, Construction Management\nBackground\nGrace Okafor is on the faculty of the Department of Construction Management and holds a master’s degree from the Georgia Institute of Technology, along with professional licensure and industry certifications. Before Porter, Grace led safety programs for a heavy-civil firm.\nGrace brings that practice into the classroom, teaching from real cases and current standards in estimating and cost control and construction safety.\nAreas of expertise\nEstimating and cost control\nConstruction safety\nApplied practice and industry partnerships\nTeaching\nGrace regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Grace keeps the connection to current practice explicit.\nAdvising and office hours\nGrace advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGrace stays active in practice alongside teaching, through consulting, standards work, and applied projects in estimating and cost control and construction safety. Representative items:\nAn applied project in estimating and cost control with an industry or community partner.\nA workshop or short course on construction safety for practitioners in the region.\nService on a standards, licensing, or advisory body related to estimating and cost control.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Grace has no real publication record.\nGet in touch\nThe fastest way to reach Grace is email ( gokafor@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na master’s degree, the Georgia Institute of Technology\nEmail\ngokafor@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-grace-rhodes.html", "title": "Grace Rhodes", "description": "Associate Professor in Mathematics at UW–Porter Falls. Expertise: probability and stochastic processes, statistics.", "headings": [ "Grace Rhodes", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Grace Rhodes\nAssociate Professor, Mathematics\nBackground\nGrace Rhodes is on the faculty of the Department of Mathematics and holds a Ph.D. from the University of Nebraska. Before Porter, Grace was a statistician at a public-health department.\nGrace's research focuses on probability and stochastic processes, with related work in statistics; undergraduates are involved in the lab most terms.\nAreas of expertise\nProbability and stochastic processes\nStatistics\nUndergraduate research and project mentoring\nTeaching\nGrace regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Grace builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nGrace advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGrace's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in probability and stochastic processes and statistics. Representative items:\nA peer-reviewed article on probability and stochastic processes in a disciplinary journal.\nA conference paper on statistics, co-authored with an undergraduate researcher.\nAn internally funded project applying probability and stochastic processes to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Grace has no real publication record.\nGet in touch\nThe fastest way to reach Grace is email ( grhodes@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Nebraska\nEmail\ngrhodes@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-grace-trombley.html", "title": "Grace Trombley", "description": "Associate Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: quality engineering and statistics, work design and ergonomics.", "headings": [ "Grace Trombley", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Grace Trombley\nAssociate Professor, Manufacturing & Industrial Engineering\nBackground\nGrace Trombley is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from the University of Sheffield. Before Porter, Grace was a manufacturing engineer for a defense contractor.\nGrace's research focuses on quality engineering and statistics, with related work in work design and ergonomics; undergraduates are involved in the lab most terms.\nAreas of expertise\nQuality engineering and statistics\nWork design and ergonomics\nUndergraduate research and project mentoring\nTeaching\nGrace regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Grace builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nGrace advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGrace's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in quality engineering and statistics and work design and ergonomics. Representative items:\nA peer-reviewed article on quality engineering and statistics in a disciplinary journal.\nA conference paper on work design and ergonomics, co-authored with an undergraduate researcher.\nAn internally funded project applying quality engineering and statistics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Grace has no real publication record.\nGet in touch\nThe fastest way to reach Grace is email ( gtrombley@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Sheffield\nEmail\ngtrombley@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-grace-vasquez.html", "title": "Grace Vasquez", "description": "Professor in Nursing at UW–Porter Falls. Expertise: gerontological nursing, public health nursing.", "headings": [ "Grace Vasquez", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Grace Vasquez\nProfessor, Nursing\nBackground\nGrace Vasquez is on the faculty of the Department of Nursing and holds a Ph.D. from the University of Waterloo. Before Porter, Grace practiced for a decade in medical–surgical and critical care.\nGrace's research focuses on gerontological nursing, with related work in public health nursing; undergraduates are involved in the lab most terms.\nAreas of expertise\nGerontological nursing\nPublic health nursing\nUndergraduate research and project mentoring\nTeaching\nGrace regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Grace builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nGrace advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGrace's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in gerontological nursing and public health nursing. Representative items:\nA peer-reviewed article on gerontological nursing in a disciplinary journal.\nA conference paper on public health nursing, co-authored with an undergraduate researcher.\nAn internally funded project applying gerontological nursing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Grace has no real publication record.\nGet in touch\nThe fastest way to reach Grace is email ( gvasquez@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Waterloo\nEmail\ngvasquez@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-grace-whitfield.html", "title": "Grace Whitfield", "description": "Associate Professor in Environmental Science at UW–Porter Falls. Expertise: geomorphology, restoration ecology.", "headings": [ "Grace Whitfield", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Grace Whitfield\nAssociate Professor, Environmental Science\nBackground\nGrace Whitfield is on the faculty of the Department of Environmental Science and holds a Ph.D. from the Ohio State University. Before Porter, Grace was an environmental consultant doing site assessments.\nGrace's research focuses on geomorphology, with related work in restoration ecology; undergraduates are involved in the lab most terms.\nAreas of expertise\nGeomorphology\nRestoration ecology\nUndergraduate research and project mentoring\nTeaching\nGrace regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Grace builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nGrace advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGrace's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in geomorphology and restoration ecology. Representative items:\nA peer-reviewed article on geomorphology in a disciplinary journal.\nA conference paper on restoration ecology, co-authored with an undergraduate researcher.\nAn internally funded project applying geomorphology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Grace has no real publication record.\nGet in touch\nThe fastest way to reach Grace is email ( gwhitfield@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the Ohio State University\nEmail\ngwhitfield@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-grace-yoon.html", "title": "Grace Yoon", "description": "Assistant Professor in World Languages at UW–Porter Falls. Expertise: translation, Spanish linguistics.", "headings": [ "Grace Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Grace Yoon\nAssistant Professor, World Languages\nBackground\nGrace Yoon is on the faculty of the Department of World Languages and holds a Ph.D. from Virginia Tech. Before Porter, Grace coordinated language services for a hospital.\nGrace's research focuses on translation, with related work in Spanish linguistics; undergraduates are involved in the lab most terms.\nAreas of expertise\nTranslation\nSpanish linguistics\nUndergraduate research and project mentoring\nTeaching\nGrace regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Grace builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nGrace advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGrace's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in translation and Spanish linguistics. Representative items:\nA peer-reviewed article on translation in a disciplinary journal.\nA conference paper on Spanish linguistics, co-authored with an undergraduate researcher.\nAn internally funded project applying translation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Grace has no real publication record.\nGet in touch\nThe fastest way to reach Grace is email ( gyoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Virginia Tech\nEmail\ngyoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-gustav-aluko.html", "title": "Gustav Aluko", "description": "Teaching Professor in Nursing at UW–Porter Falls. Expertise: quality and safety, maternal and child health.", "headings": [ "Gustav Aluko", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Gustav Aluko\nTeaching Professor, Nursing\nBackground\nGustav Aluko is on the faculty of the Department of Nursing and holds a Ph.D. from the University of Illinois. Before Porter, Gustav worked in community and public-health nursing.\nGustav's work centers on teaching and curriculum in quality and safety and maternal and child health, including course redesign and mentoring newer instructors.\nAreas of expertise\nQuality and safety\nMaternal and child health\nUndergraduate research and project mentoring\nTeaching\nGustav regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nGustav designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nGustav advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav's recent activity centers on teaching scholarship and curriculum work in quality and safety and maternal and child health. Representative items:\nA redesigned course sequence in quality and safety, with open or low-cost materials.\nA conference presentation on teaching maternal and child health at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( galuko@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Illinois\nEmail\ngaluko@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-gustav-amara.html", "title": "Gustav Amara", "description": "Professor of Practice in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: cloud infrastructure, security education.", "headings": [ "Gustav Amara", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Gustav Amara\nProfessor of Practice, Cybersecurity & Information Technology\nBackground\nGustav Amara is on the faculty of the Department of Cybersecurity & Information Technology and holds a master’s degree from Michigan State University, along with professional licensure and industry certifications. Before Porter, Gustav led IT infrastructure for a manufacturing company.\nGustav brings that practice into the classroom, teaching from real cases and current standards in cloud infrastructure and security education.\nAreas of expertise\nCloud infrastructure\nSecurity education\nApplied practice and industry partnerships\nTeaching\nGustav regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Gustav keeps the connection to current practice explicit.\nAdvising and office hours\nGustav advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav stays active in practice alongside teaching, through consulting, standards work, and applied projects in cloud infrastructure and security education. Representative items:\nAn applied project in cloud infrastructure with an industry or community partner.\nA workshop or short course on security education for practitioners in the region.\nService on a standards, licensing, or advisory body related to cloud infrastructure.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( gamara@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na master’s degree, Michigan State University\nEmail\ngamara@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-gustav-cho.html", "title": "Gustav Cho", "description": "Assistant Professor in Music & Theatre at UW–Porter Falls. Expertise: music theory and composition, scenic and lighting design.", "headings": [ "Gustav Cho", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Gustav Cho\nAssistant Professor, Music & Theatre\nBackground\nGustav Cho is on the faculty of the Department of Music & Theatre and holds a Ph.D. from the University of Minnesota. Before Porter, Gustav performed professionally as an orchestral musician.\nGustav's research focuses on music theory and composition, with related work in scenic and lighting design; undergraduates are involved in the lab most terms.\nAreas of expertise\nMusic theory and composition\nScenic and lighting design\nUndergraduate research and project mentoring\nTeaching\nGustav regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Gustav builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nGustav advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in music theory and composition and scenic and lighting design. Representative items:\nA peer-reviewed article on music theory and composition in a disciplinary journal.\nA conference paper on scenic and lighting design, co-authored with an undergraduate researcher.\nAn internally funded project applying music theory and composition to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( gcho@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Minnesota\nEmail\ngcho@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-gustav-ferris.html", "title": "Gustav Ferris", "description": "Professor of Practice in Computer Science at UW–Porter Falls. Expertise: distributed systems, databases and data systems.", "headings": [ "Gustav Ferris", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Gustav Ferris\nProfessor of Practice, Computer Science\nBackground\nGustav Ferris is on the faculty of the Department of Computer Science and holds a master’s degree from the University of Wesconsin–Madison, along with professional licensure and industry certifications. Before Porter, Gustav spent six years as a backend engineer at a logistics company.\nGustav brings that practice into the classroom, teaching from real cases and current standards in distributed systems and databases and data systems.\nAreas of expertise\nDistributed systems\nDatabases and data systems\nApplied practice and industry partnerships\nTeaching\nGustav regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Gustav keeps the connection to current practice explicit.\nAdvising and office hours\nGustav advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav stays active in practice alongside teaching, through consulting, standards work, and applied projects in distributed systems and databases and data systems. Representative items:\nAn applied project in distributed systems with an industry or community partner.\nA workshop or short course on databases and data systems for practitioners in the region.\nService on a standards, licensing, or advisory body related to distributed systems.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( gferris@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na master’s degree, the University of Wesconsin–Madison\nEmail\ngferris@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-gustav-fontaine.html", "title": "Gustav Fontaine", "description": "Teaching Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: procurement and sourcing, revenue management.", "headings": [ "Gustav Fontaine", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Gustav Fontaine\nTeaching Professor, Marketing & Supply Chain\nBackground\nGustav Fontaine is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from RMIT University. Before Porter, Gustav did demand planning for a distributor.\nGustav's work centers on teaching and curriculum in procurement and sourcing and revenue management, including course redesign and mentoring newer instructors.\nAreas of expertise\nProcurement and sourcing\nRevenue management\nUndergraduate research and project mentoring\nTeaching\nGustav regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nGustav designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nGustav advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav's recent activity centers on teaching scholarship and curriculum work in procurement and sourcing and revenue management. Representative items:\nA redesigned course sequence in procurement and sourcing, with open or low-cost materials.\nA conference presentation on teaching revenue management at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( gfontaine@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., RMIT University\nEmail\ngfontaine@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-gustav-groves.html", "title": "Gustav Groves", "description": "Associate Professor in Chemistry at UW–Porter Falls. Expertise: computational chemistry, green chemistry.", "headings": [ "Gustav Groves", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Gustav Groves\nAssociate Professor, Chemistry\nBackground\nGustav Groves is on the faculty of the Department of Chemistry and holds a Ph.D. from North Carolina State University. Before Porter, Gustav taught at a two-year college before joining Porter.\nGustav's research focuses on computational chemistry, with related work in green chemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nComputational chemistry\nGreen chemistry\nUndergraduate research and project mentoring\nTeaching\nGustav regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Gustav builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nGustav advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in computational chemistry and green chemistry. Representative items:\nA peer-reviewed article on computational chemistry in a disciplinary journal.\nA conference paper on green chemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying computational chemistry to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( ggroves@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., North Carolina State University\nEmail\nggroves@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-gustav-ibarra.html", "title": "Gustav Ibarra", "description": "Professor of Practice in Mathematics at UW–Porter Falls. Expertise: discrete mathematics and combinatorics, algebra and number theory.", "headings": [ "Gustav Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Gustav Ibarra\nProfessor of Practice, Mathematics\nBackground\nGustav Ibarra is on the faculty of the Department of Mathematics and holds a master’s degree from the University of Wesconsin–Madison, along with professional licensure and industry certifications. Before Porter, Gustav taught developmental and college mathematics at a community college.\nGustav brings that practice into the classroom, teaching from real cases and current standards in discrete mathematics and combinatorics and algebra and number theory.\nAreas of expertise\nDiscrete mathematics and combinatorics\nAlgebra and number theory\nApplied practice and industry partnerships\nTeaching\nGustav regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Gustav keeps the connection to current practice explicit.\nAdvising and office hours\nGustav advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav stays active in practice alongside teaching, through consulting, standards work, and applied projects in discrete mathematics and combinatorics and algebra and number theory. Representative items:\nAn applied project in discrete mathematics and combinatorics with an industry or community partner.\nA workshop or short course on algebra and number theory for practitioners in the region.\nService on a standards, licensing, or advisory body related to discrete mathematics and combinatorics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( gibarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the University of Wesconsin–Madison\nEmail\ngibarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-gustav-nakamura.html", "title": "Gustav Nakamura", "description": "Teaching Professor in Physics & Astronomy at UW–Porter Falls. Expertise: nuclear and particle physics, optics and photonics.", "headings": [ "Gustav Nakamura", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Gustav Nakamura\nTeaching Professor, Physics & Astronomy\nBackground\nGustav Nakamura is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from RMIT University. Before Porter, Gustav did modeling for a defense research organization.\nGustav's work centers on teaching and curriculum in nuclear and particle physics and optics and photonics, including course redesign and mentoring newer instructors.\nAreas of expertise\nNuclear and particle physics\nOptics and photonics\nUndergraduate research and project mentoring\nTeaching\nGustav regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nGustav designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nGustav advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav's recent activity centers on teaching scholarship and curriculum work in nuclear and particle physics and optics and photonics. Representative items:\nA redesigned course sequence in nuclear and particle physics, with open or low-cost materials.\nA conference presentation on teaching optics and photonics at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( gnakamura@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., RMIT University\nEmail\ngnakamura@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-gustav-nguyen.html", "title": "Gustav Nguyen", "description": "Professor of Practice in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: work design and ergonomics, supply-chain operations.", "headings": [ "Gustav Nguyen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Gustav Nguyen\nProfessor of Practice, Manufacturing & Industrial Engineering\nBackground\nGustav Nguyen is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a master’s degree from Michigan State University, along with professional licensure and industry certifications. Before Porter, Gustav integrated robotic cells for an automation house.\nGustav brings that practice into the classroom, teaching from real cases and current standards in work design and ergonomics and supply-chain operations.\nAreas of expertise\nWork design and ergonomics\nSupply-chain operations\nApplied practice and industry partnerships\nTeaching\nGustav regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Gustav keeps the connection to current practice explicit.\nAdvising and office hours\nGustav advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav stays active in practice alongside teaching, through consulting, standards work, and applied projects in work design and ergonomics and supply-chain operations. Representative items:\nAn applied project in work design and ergonomics with an industry or community partner.\nA workshop or short course on supply-chain operations for practitioners in the region.\nService on a standards, licensing, or advisory body related to work design and ergonomics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( gnguyen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na master’s degree, Michigan State University\nEmail\ngnguyen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-gustav-okafor.html", "title": "Gustav Okafor", "description": "Assistant Professor in Construction Management at UW–Porter Falls. Expertise: BIM and virtual construction, mechanical and electrical systems.", "headings": [ "Gustav Okafor", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Gustav Okafor\nAssistant Professor, Construction Management\nBackground\nGustav Okafor is on the faculty of the Department of Construction Management and holds a Ph.D. from the University of Nebraska. Before Porter, Gustav worked as a project engineer on health-care projects.\nGustav's research focuses on BIM and virtual construction, with related work in mechanical and electrical systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nBIM and virtual construction\nMechanical and electrical systems\nUndergraduate research and project mentoring\nTeaching\nGustav regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Gustav builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nGustav advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in BIM and virtual construction and mechanical and electrical systems. Representative items:\nA peer-reviewed article on BIM and virtual construction in a disciplinary journal.\nA conference paper on mechanical and electrical systems, co-authored with an undergraduate researcher.\nAn internally funded project applying BIM and virtual construction to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( gokafor@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Nebraska\nEmail\ngokafor@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-gustav-petrov.html", "title": "Gustav Petrov", "description": "Professor of Practice in Environmental Science at UW–Porter Falls. Expertise: geomorphology, restoration ecology.", "headings": [ "Gustav Petrov", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Gustav Petrov\nProfessor of Practice, Environmental Science\nBackground\nGustav Petrov is on the faculty of the Department of Environmental Science and holds a master’s degree from the University of Toronto, along with professional licensure and industry certifications. Before Porter, Gustav was a GIS analyst for a regional planning commission.\nGustav brings that practice into the classroom, teaching from real cases and current standards in geomorphology and restoration ecology.\nAreas of expertise\nGeomorphology\nRestoration ecology\nApplied practice and industry partnerships\nTeaching\nGustav regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Gustav keeps the connection to current practice explicit.\nAdvising and office hours\nGustav advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav stays active in practice alongside teaching, through consulting, standards work, and applied projects in geomorphology and restoration ecology. Representative items:\nAn applied project in geomorphology with an industry or community partner.\nA workshop or short course on restoration ecology for practitioners in the region.\nService on a standards, licensing, or advisory body related to geomorphology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( gpetrov@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the University of Toronto\nEmail\ngpetrov@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-gustav-rasmussen.html", "title": "Gustav Rasmussen", "description": "Professor in World Languages at UW–Porter Falls. Expertise: second-language acquisition, French and Francophone studies.", "headings": [ "Gustav Rasmussen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Gustav Rasmussen\nProfessor, World Languages\nBackground\nGustav Rasmussen is on the faculty of the Department of World Languages and holds a Ph.D. from the University of Michigan. Before Porter, Gustav taught language and lived abroad for several years.\nGustav's research focuses on second-language acquisition, with related work in French and Francophone studies; undergraduates are involved in the lab most terms.\nAreas of expertise\nSecond-language acquisition\nFrench and Francophone studies\nUndergraduate research and project mentoring\nTeaching\nGustav regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Gustav builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nGustav advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in second-language acquisition and French and Francophone studies. Representative items:\nA peer-reviewed article on second-language acquisition in a disciplinary journal.\nA conference paper on French and Francophone studies, co-authored with an undergraduate researcher.\nAn internally funded project applying second-language acquisition to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( grasmussen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Michigan\nEmail\ngrasmussen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-gustav-reinholt.html", "title": "Gustav Reinholt", "description": "Teaching Professor in Biology at UW–Porter Falls. Expertise: genetics and genomics, human anatomy and physiology.", "headings": [ "Gustav Reinholt", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Gustav Reinholt\nTeaching Professor, Biology\nBackground\nGustav Reinholt is on the faculty of the Department of Biology and holds a Ph.D. from the University of Illinois. Before Porter, Gustav was a laboratory scientist at a biotech company.\nGustav's work centers on teaching and curriculum in genetics and genomics and human anatomy and physiology, including course redesign and mentoring newer instructors.\nAreas of expertise\nGenetics and genomics\nHuman anatomy and physiology\nUndergraduate research and project mentoring\nTeaching\nGustav regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nGustav designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nGustav advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav's recent activity centers on teaching scholarship and curriculum work in genetics and genomics and human anatomy and physiology. Representative items:\nA redesigned course sequence in genetics and genomics, with open or low-cost materials.\nA conference presentation on teaching human anatomy and physiology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( greinholt@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Illinois\nEmail\ngreinholt@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-gustav-salazar.html", "title": "Gustav Salazar", "description": "Professor of Practice in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: cloud infrastructure, security education.", "headings": [ "Gustav Salazar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Gustav Salazar\nProfessor of Practice, Cybersecurity & Information Technology\nBackground\nGustav Salazar is on the faculty of the Department of Cybersecurity & Information Technology and holds a master’s degree from Michigan State University, along with professional licensure and industry certifications. Before Porter, Gustav held a senior systems administration role at a hospital network.\nGustav brings that practice into the classroom, teaching from real cases and current standards in cloud infrastructure and security education.\nAreas of expertise\nCloud infrastructure\nSecurity education\nApplied practice and industry partnerships\nTeaching\nGustav regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Gustav keeps the connection to current practice explicit.\nAdvising and office hours\nGustav advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav stays active in practice alongside teaching, through consulting, standards work, and applied projects in cloud infrastructure and security education. Representative items:\nAn applied project in cloud infrastructure with an industry or community partner.\nA workshop or short course on security education for practitioners in the region.\nService on a standards, licensing, or advisory body related to cloud infrastructure.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( gsalazar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na master’s degree, Michigan State University\nEmail\ngsalazar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-gustav-sato.html", "title": "Gustav Sato", "description": "Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: injection molding and process optimization, mold and product design.", "headings": [ "Gustav Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Gustav Sato\nProfessor, Plastics & Packaging Engineering\nBackground\nGustav Sato is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from the University of Iowa. Before Porter, Gustav was a process engineer at an injection-molding plant.\nGustav's research focuses on injection molding and process optimization, with related work in mold and product design; undergraduates are involved in the lab most terms.\nAreas of expertise\nInjection molding and process optimization\nMold and product design\nUndergraduate research and project mentoring\nTeaching\nGustav regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Gustav builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nGustav advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in injection molding and process optimization and mold and product design. Representative items:\nA peer-reviewed article on injection molding and process optimization in a disciplinary journal.\nA conference paper on mold and product design, co-authored with an undergraduate researcher.\nAn internally funded project applying injection molding and process optimization to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( gsato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Iowa\nEmail\ngsato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-gustav-sundqvist.html", "title": "Gustav Sundqvist", "description": "Professor of Practice in Computer Science at UW–Porter Falls. Expertise: computer security, algorithms.", "headings": [ "Gustav Sundqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Gustav Sundqvist\nProfessor of Practice, Computer Science\nBackground\nGustav Sundqvist is on the faculty of the Department of Computer Science and holds a master’s degree from the University of Wesconsin–Madison, along with professional licensure and industry certifications. Before Porter, Gustav taught secondary computer science before graduate school.\nGustav brings that practice into the classroom, teaching from real cases and current standards in computer security and algorithms.\nAreas of expertise\nComputer security\nAlgorithms\nApplied practice and industry partnerships\nTeaching\nGustav regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Gustav keeps the connection to current practice explicit.\nAdvising and office hours\nGustav advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav stays active in practice alongside teaching, through consulting, standards work, and applied projects in computer security and algorithms. Representative items:\nAn applied project in computer security with an industry or community partner.\nA workshop or short course on algorithms for practitioners in the region.\nService on a standards, licensing, or advisory body related to computer security.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( gsundqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na master’s degree, the University of Wesconsin–Madison\nEmail\ngsundqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-gustav-trombley.html", "title": "Gustav Trombley", "description": "Professor of Practice in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: quality engineering and statistics, work design and ergonomics.", "headings": [ "Gustav Trombley", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Gustav Trombley\nProfessor of Practice, Manufacturing & Industrial Engineering\nBackground\nGustav Trombley is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a master’s degree from Michigan State University, along with professional licensure and industry certifications. Before Porter, Gustav managed production for a metal-fabrication company.\nGustav brings that practice into the classroom, teaching from real cases and current standards in quality engineering and statistics and work design and ergonomics.\nAreas of expertise\nQuality engineering and statistics\nWork design and ergonomics\nApplied practice and industry partnerships\nTeaching\nGustav regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Gustav keeps the connection to current practice explicit.\nAdvising and office hours\nGustav advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav stays active in practice alongside teaching, through consulting, standards work, and applied projects in quality engineering and statistics and work design and ergonomics. Representative items:\nAn applied project in quality engineering and statistics with an industry or community partner.\nA workshop or short course on work design and ergonomics for practitioners in the region.\nService on a standards, licensing, or advisory body related to quality engineering and statistics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( gtrombley@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na master’s degree, Michigan State University\nEmail\ngtrombley@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-gustav-whitfield.html", "title": "Gustav Whitfield", "description": "Assistant Professor in Accounting & Finance at UW–Porter Falls. Expertise: taxation, corporate finance.", "headings": [ "Gustav Whitfield", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Gustav Whitfield\nAssistant Professor, Accounting & Finance\nBackground\nGustav Whitfield is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from the University of Minnesota. Before Porter, Gustav was an auditor at a public accounting firm.\nGustav's research focuses on taxation, with related work in corporate finance; undergraduates are involved in the lab most terms.\nAreas of expertise\nTaxation\nCorporate finance\nUndergraduate research and project mentoring\nTeaching\nGustav regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Gustav builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nGustav advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in taxation and corporate finance. Representative items:\nA peer-reviewed article on taxation in a disciplinary journal.\nA conference paper on corporate finance, co-authored with an undergraduate researcher.\nAn internally funded project applying taxation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( gwhitfield@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Minnesota\nEmail\ngwhitfield@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-gustav-yoon.html", "title": "Gustav Yoon", "description": "Teaching Professor in Data Science at UW–Porter Falls. Expertise: Bayesian methods, machine learning.", "headings": [ "Gustav Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Gustav Yoon\nTeaching Professor, Data Science\nBackground\nGustav Yoon is on the faculty of the Department of Data Science and holds a Ph.D. from the University of Illinois. Before Porter, Gustav built forecasting systems for a utility.\nGustav's work centers on teaching and curriculum in Bayesian methods and machine learning, including course redesign and mentoring newer instructors.\nAreas of expertise\nBayesian methods\nMachine learning\nUndergraduate research and project mentoring\nTeaching\nGustav regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nGustav designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nGustav advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nGustav's recent activity centers on teaching scholarship and curriculum work in Bayesian methods and machine learning. Representative items:\nA redesigned course sequence in Bayesian methods, with open or low-cost materials.\nA conference presentation on teaching machine learning at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Gustav has no real publication record.\nGet in touch\nThe fastest way to reach Gustav is email ( gyoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Illinois\nEmail\ngyoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-hannah-ackerman.html", "title": "Hannah Ackerman", "description": "Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: injection molding and process optimization, mold and product design.", "headings": [ "Hannah Ackerman", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Hannah Ackerman\nProfessor, Plastics & Packaging Engineering\nBackground\nHannah Ackerman is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from the University of Washington. Before Porter, Hannah was a process engineer at an injection-molding plant.\nHannah's research focuses on injection molding and process optimization, with related work in mold and product design; undergraduates are involved in the lab most terms.\nAreas of expertise\nInjection molding and process optimization\nMold and product design\nUndergraduate research and project mentoring\nTeaching\nHannah regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hannah builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHannah advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in injection molding and process optimization and mold and product design. Representative items:\nA peer-reviewed article on injection molding and process optimization in a disciplinary journal.\nA conference paper on mold and product design, co-authored with an undergraduate researcher.\nAn internally funded project applying injection molding and process optimization to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hackerman@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Washington\nEmail\nhackerman@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-hannah-adebayo.html", "title": "Hannah Adebayo", "description": "Professor in World Languages at UW–Porter Falls. Expertise: second-language acquisition, French and Francophone studies.", "headings": [ "Hannah Adebayo", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Hannah Adebayo\nProfessor, World Languages\nBackground\nHannah Adebayo is on the faculty of the Department of World Languages and holds a Ph.D. from McGill University. Before Porter, Hannah translated technical and literary material professionally.\nHannah's research focuses on second-language acquisition, with related work in French and Francophone studies; undergraduates are involved in the lab most terms.\nAreas of expertise\nSecond-language acquisition\nFrench and Francophone studies\nUndergraduate research and project mentoring\nTeaching\nHannah regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hannah builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHannah advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in second-language acquisition and French and Francophone studies. Representative items:\nA peer-reviewed article on second-language acquisition in a disciplinary journal.\nA conference paper on French and Francophone studies, co-authored with an undergraduate researcher.\nAn internally funded project applying second-language acquisition to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hadebayo@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., McGill University\nEmail\nhadebayo@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-hannah-antonelli.html", "title": "Hannah Antonelli", "description": "Assistant Professor in Music & Theatre at UW–Porter Falls. Expertise: music theory and composition, scenic and lighting design.", "headings": [ "Hannah Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Hannah Antonelli\nAssistant Professor, Music & Theatre\nBackground\nHannah Antonelli is on the faculty of the Department of Music & Theatre and holds a Ph.D. from the University of Sheffield. Before Porter, Hannah performed professionally as an orchestral musician.\nHannah's research focuses on music theory and composition, with related work in scenic and lighting design; undergraduates are involved in the lab most terms.\nAreas of expertise\nMusic theory and composition\nScenic and lighting design\nUndergraduate research and project mentoring\nTeaching\nHannah regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hannah builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHannah advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in music theory and composition and scenic and lighting design. Representative items:\nA peer-reviewed article on music theory and composition in a disciplinary journal.\nA conference paper on scenic and lighting design, co-authored with an undergraduate researcher.\nAn internally funded project applying music theory and composition to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hantonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Sheffield\nEmail\nhantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-hannah-brenner.html", "title": "Hannah Brenner", "description": "Professor of Practice in Environmental Science at UW–Porter Falls. Expertise: GIS and remote sensing, climate and land use.", "headings": [ "Hannah Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Hannah Brenner\nProfessor of Practice, Environmental Science\nBackground\nHannah Brenner is on the faculty of the Department of Environmental Science and holds a master’s degree from Cornell University, along with professional licensure and industry certifications. Before Porter, Hannah was a GIS analyst for a regional planning commission.\nHannah brings that practice into the classroom, teaching from real cases and current standards in GIS and remote sensing and climate and land use.\nAreas of expertise\nGIS and remote sensing\nClimate and land use\nApplied practice and industry partnerships\nTeaching\nHannah regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Hannah keeps the connection to current practice explicit.\nAdvising and office hours\nHannah advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah stays active in practice alongside teaching, through consulting, standards work, and applied projects in GIS and remote sensing and climate and land use. Representative items:\nAn applied project in GIS and remote sensing with an industry or community partner.\nA workshop or short course on climate and land use for practitioners in the region.\nService on a standards, licensing, or advisory body related to GIS and remote sensing.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hbrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, Cornell University\nEmail\nhbrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-hannah-cruz.html", "title": "Hannah Cruz", "description": "Teaching Professor in Nursing at UW–Porter Falls. Expertise: quality and safety, maternal and child health.", "headings": [ "Hannah Cruz", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Hannah Cruz\nTeaching Professor, Nursing\nBackground\nHannah Cruz is on the faculty of the Department of Nursing and holds a Ph.D. from Iowa State University. Before Porter, Hannah practiced in emergency and trauma care.\nHannah's work centers on teaching and curriculum in quality and safety and maternal and child health, including course redesign and mentoring newer instructors.\nAreas of expertise\nQuality and safety\nMaternal and child health\nUndergraduate research and project mentoring\nTeaching\nHannah regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nHannah designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nHannah advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah's recent activity centers on teaching scholarship and curriculum work in quality and safety and maternal and child health. Representative items:\nA redesigned course sequence in quality and safety, with open or low-cost materials.\nA conference presentation on teaching maternal and child health at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hcruz@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Iowa State University\nEmail\nhcruz@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-hannah-devereaux.html", "title": "Hannah Devereaux", "description": "Associate Professor in Chemistry at UW–Porter Falls. Expertise: computational chemistry, green chemistry.", "headings": [ "Hannah Devereaux", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Hannah Devereaux\nAssociate Professor, Chemistry\nBackground\nHannah Devereaux is on the faculty of the Department of Chemistry and holds a Ph.D. from Purdue University. Before Porter, Hannah taught at a two-year college before joining Porter.\nHannah's research focuses on computational chemistry, with related work in green chemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nComputational chemistry\nGreen chemistry\nUndergraduate research and project mentoring\nTeaching\nHannah regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hannah builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHannah advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in computational chemistry and green chemistry. Representative items:\nA peer-reviewed article on computational chemistry in a disciplinary journal.\nA conference paper on green chemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying computational chemistry to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hdevereaux@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Purdue University\nEmail\nhdevereaux@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-hannah-ferris.html", "title": "Hannah Ferris", "description": "Professor of Practice in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: production systems and simulation, additive manufacturing.", "headings": [ "Hannah Ferris", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Hannah Ferris\nProfessor of Practice, Manufacturing & Industrial Engineering\nBackground\nHannah Ferris is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a master’s degree from the University of Wesconsin–Madison, along with professional licensure and industry certifications. Before Porter, Hannah managed production for a metal-fabrication company.\nHannah brings that practice into the classroom, teaching from real cases and current standards in production systems and simulation and additive manufacturing.\nAreas of expertise\nProduction systems and simulation\nAdditive manufacturing\nApplied practice and industry partnerships\nTeaching\nHannah regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Hannah keeps the connection to current practice explicit.\nAdvising and office hours\nHannah advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah stays active in practice alongside teaching, through consulting, standards work, and applied projects in production systems and simulation and additive manufacturing. Representative items:\nAn applied project in production systems and simulation with an industry or community partner.\nA workshop or short course on additive manufacturing for practitioners in the region.\nService on a standards, licensing, or advisory body related to production systems and simulation.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hferris@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na master’s degree, the University of Wesconsin–Madison\nEmail\nhferris@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-hannah-halvorsen.html", "title": "Hannah Halvorsen", "description": "Assistant Professor in Accounting & Finance at UW–Porter Falls. Expertise: taxation, corporate finance.", "headings": [ "Hannah Halvorsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Hannah Halvorsen\nAssistant Professor, Accounting & Finance\nBackground\nHannah Halvorsen is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from the University of Sheffield. Before Porter, Hannah was an auditor at a public accounting firm.\nHannah's research focuses on taxation, with related work in corporate finance; undergraduates are involved in the lab most terms.\nAreas of expertise\nTaxation\nCorporate finance\nUndergraduate research and project mentoring\nTeaching\nHannah regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hannah builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHannah advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in taxation and corporate finance. Representative items:\nA peer-reviewed article on taxation in a disciplinary journal.\nA conference paper on corporate finance, co-authored with an undergraduate researcher.\nAn internally funded project applying taxation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hhalvorsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Sheffield\nEmail\nhhalvorsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-hannah-ibarra.html", "title": "Hannah Ibarra", "description": "Assistant Professor in Construction Management at UW–Porter Falls. Expertise: BIM and virtual construction, mechanical and electrical systems.", "headings": [ "Hannah Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Hannah Ibarra\nAssistant Professor, Construction Management\nBackground\nHannah Ibarra is on the faculty of the Department of Construction Management and holds a Ph.D. from the University of Colorado. Before Porter, Hannah was a project manager for a general contractor.\nHannah's research focuses on BIM and virtual construction, with related work in mechanical and electrical systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nBIM and virtual construction\nMechanical and electrical systems\nUndergraduate research and project mentoring\nTeaching\nHannah regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hannah builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHannah advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in BIM and virtual construction and mechanical and electrical systems. Representative items:\nA peer-reviewed article on BIM and virtual construction in a disciplinary journal.\nA conference paper on mechanical and electrical systems, co-authored with an undergraduate researcher.\nAn internally funded project applying BIM and virtual construction to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hibarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Colorado\nEmail\nhibarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-hannah-larsen.html", "title": "Hannah Larsen", "description": "Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: injection molding and process optimization, mold and product design.", "headings": [ "Hannah Larsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Hannah Larsen\nProfessor, Plastics & Packaging Engineering\nBackground\nHannah Larsen is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from the University of Washington. Before Porter, Hannah led packaging development for a consumer-goods company.\nHannah's research focuses on injection molding and process optimization, with related work in mold and product design; undergraduates are involved in the lab most terms.\nAreas of expertise\nInjection molding and process optimization\nMold and product design\nUndergraduate research and project mentoring\nTeaching\nHannah regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hannah builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHannah advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in injection molding and process optimization and mold and product design. Representative items:\nA peer-reviewed article on injection molding and process optimization in a disciplinary journal.\nA conference paper on mold and product design, co-authored with an undergraduate researcher.\nAn internally funded project applying injection molding and process optimization to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hlarsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Washington\nEmail\nhlarsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-hannah-lindqvist.html", "title": "Hannah Lindqvist", "description": "Teaching Professor in Biology at UW–Porter Falls. Expertise: ecology and conservation, developmental biology.", "headings": [ "Hannah Lindqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Hannah Lindqvist\nTeaching Professor, Biology\nBackground\nHannah Lindqvist is on the faculty of the Department of Biology and holds a Ph.D. from Iowa State University. Before Porter, Hannah taught secondary science before graduate school.\nHannah's work centers on teaching and curriculum in ecology and conservation and developmental biology, including course redesign and mentoring newer instructors.\nAreas of expertise\nEcology and conservation\nDevelopmental biology\nUndergraduate research and project mentoring\nTeaching\nHannah regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nHannah designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nHannah advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah's recent activity centers on teaching scholarship and curriculum work in ecology and conservation and developmental biology. Representative items:\nA redesigned course sequence in ecology and conservation, with open or low-cost materials.\nA conference presentation on teaching developmental biology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hlindqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Iowa State University\nEmail\nhlindqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-hannah-marchetti.html", "title": "Hannah Marchetti", "description": "Teaching Professor in Physics & Astronomy at UW–Porter Falls. Expertise: nuclear and particle physics, optics and photonics.", "headings": [ "Hannah Marchetti", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Hannah Marchetti\nTeaching Professor, Physics & Astronomy\nBackground\nHannah Marchetti is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from Kansas State University. Before Porter, Hannah did modeling for a defense research organization.\nHannah's work centers on teaching and curriculum in nuclear and particle physics and optics and photonics, including course redesign and mentoring newer instructors.\nAreas of expertise\nNuclear and particle physics\nOptics and photonics\nUndergraduate research and project mentoring\nTeaching\nHannah regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nHannah designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nHannah advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah's recent activity centers on teaching scholarship and curriculum work in nuclear and particle physics and optics and photonics. Representative items:\nA redesigned course sequence in nuclear and particle physics, with open or low-cost materials.\nA conference presentation on teaching optics and photonics at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hmarchetti@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Kansas State University\nEmail\nhmarchetti@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-hannah-molnar.html", "title": "Hannah Molnar", "description": "Teaching Professor in Data Science at UW–Porter Falls. Expertise: Bayesian methods, machine learning.", "headings": [ "Hannah Molnar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Hannah Molnar\nTeaching Professor, Data Science\nBackground\nHannah Molnar is on the faculty of the Department of Data Science and holds a Ph.D. from Iowa State University. Before Porter, Hannah was a research analyst at an economic policy institute.\nHannah's work centers on teaching and curriculum in Bayesian methods and machine learning, including course redesign and mentoring newer instructors.\nAreas of expertise\nBayesian methods\nMachine learning\nUndergraduate research and project mentoring\nTeaching\nHannah regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nHannah designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nHannah advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah's recent activity centers on teaching scholarship and curriculum work in Bayesian methods and machine learning. Representative items:\nA redesigned course sequence in Bayesian methods, with open or low-cost materials.\nA conference presentation on teaching machine learning at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hmolnar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Iowa State University\nEmail\nhmolnar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-hannah-novak.html", "title": "Hannah Novak", "description": "Teaching Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: sustainable operations, digital marketing and analytics.", "headings": [ "Hannah Novak", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Hannah Novak\nTeaching Professor, Marketing & Supply Chain\nBackground\nHannah Novak is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from Kansas State University. Before Porter, Hannah did demand planning for a distributor.\nHannah's work centers on teaching and curriculum in sustainable operations and digital marketing and analytics, including course redesign and mentoring newer instructors.\nAreas of expertise\nSustainable operations\nDigital marketing and analytics\nUndergraduate research and project mentoring\nTeaching\nHannah regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nHannah designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nHannah advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah's recent activity centers on teaching scholarship and curriculum work in sustainable operations and digital marketing and analytics. Representative items:\nA redesigned course sequence in sustainable operations, with open or low-cost materials.\nA conference presentation on teaching digital marketing and analytics at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hnovak@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., Kansas State University\nEmail\nhnovak@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-hannah-osei.html", "title": "Hannah Osei", "description": "Assistant Professor in Accounting & Finance at UW–Porter Falls. Expertise: taxation, corporate finance.", "headings": [ "Hannah Osei", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Hannah Osei\nAssistant Professor, Accounting & Finance\nBackground\nHannah Osei is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from the University of Sheffield. Before Porter, Hannah held a controller role at a manufacturer.\nHannah's research focuses on taxation, with related work in corporate finance; undergraduates are involved in the lab most terms.\nAreas of expertise\nTaxation\nCorporate finance\nUndergraduate research and project mentoring\nTeaching\nHannah regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hannah builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHannah advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in taxation and corporate finance. Representative items:\nA peer-reviewed article on taxation in a disciplinary journal.\nA conference paper on corporate finance, co-authored with an undergraduate researcher.\nAn internally funded project applying taxation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hosei@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Sheffield\nEmail\nhosei@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-hannah-persson.html", "title": "Hannah Persson", "description": "Professor of Practice in Environmental Science at UW–Porter Falls. Expertise: sustainability science, GIS and remote sensing.", "headings": [ "Hannah Persson", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Hannah Persson\nProfessor of Practice, Environmental Science\nBackground\nHannah Persson is on the faculty of the Department of Environmental Science and holds a master’s degree from Cornell University, along with professional licensure and industry certifications. Before Porter, Hannah was an environmental consultant doing site assessments.\nHannah brings that practice into the classroom, teaching from real cases and current standards in sustainability science and GIS and remote sensing.\nAreas of expertise\nSustainability science\nGIS and remote sensing\nApplied practice and industry partnerships\nTeaching\nHannah regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Hannah keeps the connection to current practice explicit.\nAdvising and office hours\nHannah advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah stays active in practice alongside teaching, through consulting, standards work, and applied projects in sustainability science and GIS and remote sensing. Representative items:\nAn applied project in sustainability science with an industry or community partner.\nA workshop or short course on GIS and remote sensing for practitioners in the region.\nService on a standards, licensing, or advisory body related to sustainability science.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hpersson@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, Cornell University\nEmail\nhpersson@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-hannah-sundqvist.html", "title": "Hannah Sundqvist", "description": "Professor of Practice in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: cloud infrastructure, security education.", "headings": [ "Hannah Sundqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Hannah Sundqvist\nProfessor of Practice, Cybersecurity & Information Technology\nBackground\nHannah Sundqvist is on the faculty of the Department of Cybersecurity & Information Technology and holds a master’s degree from the University of Wesconsin–Madison, along with professional licensure and industry certifications. Before Porter, Hannah led IT infrastructure for a manufacturing company.\nHannah brings that practice into the classroom, teaching from real cases and current standards in cloud infrastructure and security education.\nAreas of expertise\nCloud infrastructure\nSecurity education\nApplied practice and industry partnerships\nTeaching\nHannah regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Hannah keeps the connection to current practice explicit.\nAdvising and office hours\nHannah advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah stays active in practice alongside teaching, through consulting, standards work, and applied projects in cloud infrastructure and security education. Representative items:\nAn applied project in cloud infrastructure with an industry or community partner.\nA workshop or short course on security education for practitioners in the region.\nService on a standards, licensing, or advisory body related to cloud infrastructure.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hsundqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na master’s degree, the University of Wesconsin–Madison\nEmail\nhsundqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-hannah-underwood.html", "title": "Hannah Underwood", "description": "Teaching Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: demand planning, sustainable operations.", "headings": [ "Hannah Underwood", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Hannah Underwood\nTeaching Professor, Marketing & Supply Chain\nBackground\nHannah Underwood is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from Kansas State University. Before Porter, Hannah held an operations role in a hotel group.\nHannah's work centers on teaching and curriculum in demand planning and sustainable operations, including course redesign and mentoring newer instructors.\nAreas of expertise\nDemand planning\nSustainable operations\nUndergraduate research and project mentoring\nTeaching\nHannah regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nHannah designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nHannah advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah's recent activity centers on teaching scholarship and curriculum work in demand planning and sustainable operations. Representative items:\nA redesigned course sequence in demand planning, with open or low-cost materials.\nA conference presentation on teaching sustainable operations at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hunderwood@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., Kansas State University\nEmail\nhunderwood@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-hannah-vasquez.html", "title": "Hannah Vasquez", "description": "Professor of Practice in Computer Science at UW–Porter Falls. Expertise: distributed systems, databases and data systems.", "headings": [ "Hannah Vasquez", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Hannah Vasquez\nProfessor of Practice, Computer Science\nBackground\nHannah Vasquez is on the faculty of the Department of Computer Science and holds a master’s degree from the Technical University of Denmark, along with professional licensure and industry certifications. Before Porter, Hannah spent six years as a backend engineer at a logistics company.\nHannah brings that practice into the classroom, teaching from real cases and current standards in distributed systems and databases and data systems.\nAreas of expertise\nDistributed systems\nDatabases and data systems\nApplied practice and industry partnerships\nTeaching\nHannah regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Hannah keeps the connection to current practice explicit.\nAdvising and office hours\nHannah advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah stays active in practice alongside teaching, through consulting, standards work, and applied projects in distributed systems and databases and data systems. Representative items:\nAn applied project in distributed systems with an industry or community partner.\nA workshop or short course on databases and data systems for practitioners in the region.\nService on a standards, licensing, or advisory body related to distributed systems.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hvasquez@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na master’s degree, the Technical University of Denmark\nEmail\nhvasquez@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-hannah-weaver.html", "title": "Hannah Weaver", "description": "Professor of Practice in Mathematics at UW–Porter Falls. Expertise: discrete mathematics and combinatorics, algebra and number theory.", "headings": [ "Hannah Weaver", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Hannah Weaver\nProfessor of Practice, Mathematics\nBackground\nHannah Weaver is on the faculty of the Department of Mathematics and holds a master’s degree from the Technical University of Denmark, along with professional licensure and industry certifications. Before Porter, Hannah worked as an operations-research analyst.\nHannah brings that practice into the classroom, teaching from real cases and current standards in discrete mathematics and combinatorics and algebra and number theory.\nAreas of expertise\nDiscrete mathematics and combinatorics\nAlgebra and number theory\nApplied practice and industry partnerships\nTeaching\nHannah regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Hannah keeps the connection to current practice explicit.\nAdvising and office hours\nHannah advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHannah stays active in practice alongside teaching, through consulting, standards work, and applied projects in discrete mathematics and combinatorics and algebra and number theory. Representative items:\nAn applied project in discrete mathematics and combinatorics with an industry or community partner.\nA workshop or short course on algebra and number theory for practitioners in the region.\nService on a standards, licensing, or advisory body related to discrete mathematics and combinatorics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hannah has no real publication record.\nGet in touch\nThe fastest way to reach Hannah is email ( hweaver@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the Technical University of Denmark\nEmail\nhweaver@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-hector-antonelli.html", "title": "Hector Antonelli", "description": "Professor of Practice in Construction Management at UW–Porter Falls. Expertise: estimating and cost control, construction safety.", "headings": [ "Hector Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Hector Antonelli\nProfessor of Practice, Construction Management\nBackground\nHector Antonelli is on the faculty of the Department of Construction Management and holds a master’s degree from the University of Washington, along with professional licensure and industry certifications. Before Porter, Hector was a project manager for a general contractor.\nHector brings that practice into the classroom, teaching from real cases and current standards in estimating and cost control and construction safety.\nAreas of expertise\nEstimating and cost control\nConstruction safety\nApplied practice and industry partnerships\nTeaching\nHector regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Hector keeps the connection to current practice explicit.\nAdvising and office hours\nHector advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHector stays active in practice alongside teaching, through consulting, standards work, and applied projects in estimating and cost control and construction safety. Representative items:\nAn applied project in estimating and cost control with an industry or community partner.\nA workshop or short course on construction safety for practitioners in the region.\nService on a standards, licensing, or advisory body related to estimating and cost control.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hector has no real publication record.\nGet in touch\nThe fastest way to reach Hector is email ( hantonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na master’s degree, the University of Washington\nEmail\nhantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-hector-carrasco.html", "title": "Hector Carrasco", "description": "Associate Professor in Environmental Science at UW–Porter Falls. Expertise: climate and land use, conservation biology.", "headings": [ "Hector Carrasco", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Hector Carrasco\nAssociate Professor, Environmental Science\nBackground\nHector Carrasco is on the faculty of the Department of Environmental Science and holds a Ph.D. from the University of Colorado. Before Porter, Hector was an environmental consultant doing site assessments.\nHector's research focuses on climate and land use, with related work in conservation biology; undergraduates are involved in the lab most terms.\nAreas of expertise\nClimate and land use\nConservation biology\nUndergraduate research and project mentoring\nTeaching\nHector regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hector builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHector advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHector's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in climate and land use and conservation biology. Representative items:\nA peer-reviewed article on climate and land use in a disciplinary journal.\nA conference paper on conservation biology, co-authored with an undergraduate researcher.\nAn internally funded project applying climate and land use to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hector has no real publication record.\nGet in touch\nThe fastest way to reach Hector is email ( hcarrasco@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Colorado\nEmail\nhcarrasco@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-hector-cruz.html", "title": "Hector Cruz", "description": "Professor in Physics & Astronomy at UW–Porter Falls. Expertise: acoustics, instrumentation.", "headings": [ "Hector Cruz", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Hector Cruz\nProfessor, Physics & Astronomy\nBackground\nHector Cruz is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from Northwestern University. Before Porter, Hector taught physics at a liberal-arts college.\nHector's research focuses on acoustics, with related work in instrumentation; undergraduates are involved in the lab most terms.\nAreas of expertise\nAcoustics\nInstrumentation\nUndergraduate research and project mentoring\nTeaching\nHector regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hector builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHector advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHector's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in acoustics and instrumentation. Representative items:\nA peer-reviewed article on acoustics in a disciplinary journal.\nA conference paper on instrumentation, co-authored with an undergraduate researcher.\nAn internally funded project applying acoustics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hector has no real publication record.\nGet in touch\nThe fastest way to reach Hector is email ( hcruz@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Northwestern University\nEmail\nhcruz@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-hector-escobar.html", "title": "Hector Escobar", "description": "Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: digital marketing and analytics, logistics and transportation.", "headings": [ "Hector Escobar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Hector Escobar\nProfessor, Marketing & Supply Chain\nBackground\nHector Escobar is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from Northwestern University. Before Porter, Hector held an operations role in a hotel group.\nHector's research focuses on digital marketing and analytics, with related work in logistics and transportation; undergraduates are involved in the lab most terms.\nAreas of expertise\nDigital marketing and analytics\nLogistics and transportation\nUndergraduate research and project mentoring\nTeaching\nHector regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hector builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHector advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHector's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in digital marketing and analytics and logistics and transportation. Representative items:\nA peer-reviewed article on digital marketing and analytics in a disciplinary journal.\nA conference paper on logistics and transportation, co-authored with an undergraduate researcher.\nAn internally funded project applying digital marketing and analytics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hector has no real publication record.\nGet in touch\nThe fastest way to reach Hector is email ( hescobar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., Northwestern University\nEmail\nhescobar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-hector-fitzgerald.html", "title": "Hector Fitzgerald", "description": "Professor of Practice in Music & Theatre at UW–Porter Falls. Expertise: instrumental performance and conducting, music technology.", "headings": [ "Hector Fitzgerald", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Hector Fitzgerald\nProfessor of Practice, Music & Theatre\nBackground\nHector Fitzgerald is on the faculty of the Department of Music & Theatre and holds a master’s degree from McGill University, along with professional licensure and industry certifications. Before Porter, Hector engineered and produced records.\nHector brings that practice into the classroom, teaching from real cases and current standards in instrumental performance and conducting and music technology.\nAreas of expertise\nInstrumental performance and conducting\nMusic technology\nApplied practice and industry partnerships\nTeaching\nHector regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Hector keeps the connection to current practice explicit.\nAdvising and office hours\nHector advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHector stays active in practice alongside teaching, through consulting, standards work, and applied projects in instrumental performance and conducting and music technology. Representative items:\nAn applied project in instrumental performance and conducting with an industry or community partner.\nA workshop or short course on music technology for practitioners in the region.\nService on a standards, licensing, or advisory body related to instrumental performance and conducting.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hector has no real publication record.\nGet in touch\nThe fastest way to reach Hector is email ( hfitzgerald@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na master’s degree, McGill University\nEmail\nhfitzgerald@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-hector-halvorsen.html", "title": "Hector Halvorsen", "description": "Associate Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: security operations and detection, identity and access management.", "headings": [ "Hector Halvorsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Hector Halvorsen\nAssociate Professor, Cybersecurity & Information Technology\nBackground\nHector Halvorsen is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from the University of Minnesota. Before Porter, Hector led IT infrastructure for a manufacturing company.\nHector's research focuses on security operations and detection, with related work in identity and access management; undergraduates are involved in the lab most terms.\nAreas of expertise\nSecurity operations and detection\nIdentity and access management\nUndergraduate research and project mentoring\nTeaching\nHector regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hector builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHector advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHector's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in security operations and detection and identity and access management. Representative items:\nA peer-reviewed article on security operations and detection in a disciplinary journal.\nA conference paper on identity and access management, co-authored with an undergraduate researcher.\nAn internally funded project applying security operations and detection to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hector has no real publication record.\nGet in touch\nThe fastest way to reach Hector is email ( hhalvorsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Minnesota\nEmail\nhhalvorsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-hector-kaur.html", "title": "Hector Kaur", "description": "Assistant Professor in World Languages at UW–Porter Falls. Expertise: translation, Spanish linguistics.", "headings": [ "Hector Kaur", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Hector Kaur\nAssistant Professor, World Languages\nBackground\nHector Kaur is on the faculty of the Department of World Languages and holds a Ph.D. from Kansas State University. Before Porter, Hector translated technical and literary material professionally.\nHector's research focuses on translation, with related work in Spanish linguistics; undergraduates are involved in the lab most terms.\nAreas of expertise\nTranslation\nSpanish linguistics\nUndergraduate research and project mentoring\nTeaching\nHector regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hector builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHector advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHector's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in translation and Spanish linguistics. Representative items:\nA peer-reviewed article on translation in a disciplinary journal.\nA conference paper on Spanish linguistics, co-authored with an undergraduate researcher.\nAn internally funded project applying translation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hector has no real publication record.\nGet in touch\nThe fastest way to reach Hector is email ( hkaur@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Kansas State University\nEmail\nhkaur@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-hector-kowalczyk.html", "title": "Hector Kowalczyk", "description": "Professor in Data Science at UW–Porter Falls. Expertise: time-series analysis, operations and decision analytics.", "headings": [ "Hector Kowalczyk", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Hector Kowalczyk\nProfessor, Data Science\nBackground\nHector Kowalczyk is on the faculty of the Department of Data Science and holds a Ph.D. from Purdue University. Before Porter, Hector was a research analyst at an economic policy institute.\nHector's research focuses on time-series analysis, with related work in operations and decision analytics; undergraduates are involved in the lab most terms.\nAreas of expertise\nTime-series analysis\nOperations and decision analytics\nUndergraduate research and project mentoring\nTeaching\nHector regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hector builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHector advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHector's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in time-series analysis and operations and decision analytics. Representative items:\nA peer-reviewed article on time-series analysis in a disciplinary journal.\nA conference paper on operations and decision analytics, co-authored with an undergraduate researcher.\nAn internally funded project applying time-series analysis to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hector has no real publication record.\nGet in touch\nThe fastest way to reach Hector is email ( hkowalczyk@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Purdue University\nEmail\nhkowalczyk@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-hector-lundgren.html", "title": "Hector Lundgren", "description": "Professor in Biology at UW–Porter Falls. Expertise: science education, cell and molecular biology.", "headings": [ "Hector Lundgren", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Hector Lundgren\nProfessor, Biology\nBackground\nHector Lundgren is on the faculty of the Department of Biology and holds a Ph.D. from Purdue University. Before Porter, Hector taught secondary science before graduate school.\nHector's research focuses on science education, with related work in cell and molecular biology; undergraduates are involved in the lab most terms.\nAreas of expertise\nScience education\nCell and molecular biology\nUndergraduate research and project mentoring\nTeaching\nHector regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hector builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHector advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHector's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in science education and cell and molecular biology. Representative items:\nA peer-reviewed article on science education in a disciplinary journal.\nA conference paper on cell and molecular biology, co-authored with an undergraduate researcher.\nAn internally funded project applying science education to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hector has no real publication record.\nGet in touch\nThe fastest way to reach Hector is email ( hlundgren@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Purdue University\nEmail\nhlundgren@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-hector-molnar.html", "title": "Hector Molnar", "description": "Assistant Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: food and pharmaceutical packaging, extrusion and compounding.", "headings": [ "Hector Molnar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Hector Molnar\nAssistant Professor, Plastics & Packaging Engineering\nBackground\nHector Molnar is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from the University of Illinois. Before Porter, Hector led packaging development for a consumer-goods company.\nHector's research focuses on food and pharmaceutical packaging, with related work in extrusion and compounding; undergraduates are involved in the lab most terms.\nAreas of expertise\nFood and pharmaceutical packaging\nExtrusion and compounding\nUndergraduate research and project mentoring\nTeaching\nHector regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hector builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHector advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHector's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in food and pharmaceutical packaging and extrusion and compounding. Representative items:\nA peer-reviewed article on food and pharmaceutical packaging in a disciplinary journal.\nA conference paper on extrusion and compounding, co-authored with an undergraduate researcher.\nAn internally funded project applying food and pharmaceutical packaging to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hector has no real publication record.\nGet in touch\nThe fastest way to reach Hector is email ( hmolnar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Illinois\nEmail\nhmolnar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-hector-nguyen.html", "title": "Hector Nguyen", "description": "Associate Professor in Computer Science at UW–Porter Falls. Expertise: distributed systems, databases and data systems.", "headings": [ "Hector Nguyen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Hector Nguyen\nAssociate Professor, Computer Science\nBackground\nHector Nguyen is on the faculty of the Department of Computer Science and holds a Ph.D. from the University of Sheffield. Before Porter, Hector spent six years as a backend engineer at a logistics company.\nHector's research focuses on distributed systems, with related work in databases and data systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nDistributed systems\nDatabases and data systems\nUndergraduate research and project mentoring\nTeaching\nHector regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hector builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHector advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHector's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in distributed systems and databases and data systems. Representative items:\nA peer-reviewed article on distributed systems in a disciplinary journal.\nA conference paper on databases and data systems, co-authored with an undergraduate researcher.\nAn internally funded project applying distributed systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hector has no real publication record.\nGet in touch\nThe fastest way to reach Hector is email ( hnguyen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Sheffield\nEmail\nhnguyen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-hector-osei.html", "title": "Hector Osei", "description": "Associate Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: automation and robotics, manufacturing processes.", "headings": [ "Hector Osei", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Hector Osei\nAssociate Professor, Manufacturing & Industrial Engineering\nBackground\nHector Osei is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from the University of Minnesota. Before Porter, Hector managed production for a metal-fabrication company.\nHector's research focuses on automation and robotics, with related work in manufacturing processes; undergraduates are involved in the lab most terms.\nAreas of expertise\nAutomation and robotics\nManufacturing processes\nUndergraduate research and project mentoring\nTeaching\nHector regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hector builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHector advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHector's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in automation and robotics and manufacturing processes. Representative items:\nA peer-reviewed article on automation and robotics in a disciplinary journal.\nA conference paper on manufacturing processes, co-authored with an undergraduate researcher.\nAn internally funded project applying automation and robotics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hector has no real publication record.\nGet in touch\nThe fastest way to reach Hector is email ( hosei@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Minnesota\nEmail\nhosei@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-hector-petrov.html", "title": "Hector Petrov", "description": "Teaching Professor in Chemistry at UW–Porter Falls. Expertise: materials and polymer chemistry, electrochemistry.", "headings": [ "Hector Petrov", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Hector Petrov\nTeaching Professor, Chemistry\nBackground\nHector Petrov is on the faculty of the Department of Chemistry and holds a Ph.D. from the Technical University of Denmark. Before Porter, Hector was a bench chemist in pharmaceutical process development.\nHector's work centers on teaching and curriculum in materials and polymer chemistry and electrochemistry, including course redesign and mentoring newer instructors.\nAreas of expertise\nMaterials and polymer chemistry\nElectrochemistry\nUndergraduate research and project mentoring\nTeaching\nHector regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nHector designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nHector advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHector's recent activity centers on teaching scholarship and curriculum work in materials and polymer chemistry and electrochemistry. Representative items:\nA redesigned course sequence in materials and polymer chemistry, with open or low-cost materials.\nA conference presentation on teaching electrochemistry at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hector has no real publication record.\nGet in touch\nThe fastest way to reach Hector is email ( hpetrov@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the Technical University of Denmark\nEmail\nhpetrov@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-hector-sato.html", "title": "Hector Sato", "description": "Professor of Practice in Accounting & Finance at UW–Porter Falls. Expertise: financial accounting and reporting, cost and managerial accounting.", "headings": [ "Hector Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Hector Sato\nProfessor of Practice, Accounting & Finance\nBackground\nHector Sato is on the faculty of the Department of Accounting & Finance and holds a master’s degree from McGill University, along with professional licensure and industry certifications. Before Porter, Hector held a controller role at a manufacturer.\nHector brings that practice into the classroom, teaching from real cases and current standards in financial accounting and reporting and cost and managerial accounting.\nAreas of expertise\nFinancial accounting and reporting\nCost and managerial accounting\nApplied practice and industry partnerships\nTeaching\nHector regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Hector keeps the connection to current practice explicit.\nAdvising and office hours\nHector advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHector stays active in practice alongside teaching, through consulting, standards work, and applied projects in financial accounting and reporting and cost and managerial accounting. Representative items:\nAn applied project in financial accounting and reporting with an industry or community partner.\nA workshop or short course on cost and managerial accounting for practitioners in the region.\nService on a standards, licensing, or advisory body related to financial accounting and reporting.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hector has no real publication record.\nGet in touch\nThe fastest way to reach Hector is email ( hsato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na master’s degree, McGill University\nEmail\nhsato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-hector-sundqvist.html", "title": "Hector Sundqvist", "description": "Professor in Nursing at UW–Porter Falls. Expertise: gerontological nursing, public health nursing.", "headings": [ "Hector Sundqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Hector Sundqvist\nProfessor, Nursing\nBackground\nHector Sundqvist is on the faculty of the Department of Nursing and holds a Ph.D. from Purdue University. Before Porter, Hector practiced in emergency and trauma care.\nHector's research focuses on gerontological nursing, with related work in public health nursing; undergraduates are involved in the lab most terms.\nAreas of expertise\nGerontological nursing\nPublic health nursing\nUndergraduate research and project mentoring\nTeaching\nHector regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hector builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHector advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHector's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in gerontological nursing and public health nursing. Representative items:\nA peer-reviewed article on gerontological nursing in a disciplinary journal.\nA conference paper on public health nursing, co-authored with an undergraduate researcher.\nAn internally funded project applying gerontological nursing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hector has no real publication record.\nGet in touch\nThe fastest way to reach Hector is email ( hsundqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Purdue University\nEmail\nhsundqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-hector-trombley.html", "title": "Hector Trombley", "description": "Associate Professor in Mathematics at UW–Porter Falls. Expertise: probability and stochastic processes, statistics.", "headings": [ "Hector Trombley", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Hector Trombley\nAssociate Professor, Mathematics\nBackground\nHector Trombley is on the faculty of the Department of Mathematics and holds a Ph.D. from the University of Sheffield. Before Porter, Hector worked as an operations-research analyst.\nHector's research focuses on probability and stochastic processes, with related work in statistics; undergraduates are involved in the lab most terms.\nAreas of expertise\nProbability and stochastic processes\nStatistics\nUndergraduate research and project mentoring\nTeaching\nHector regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Hector builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nHector advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nHector's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in probability and stochastic processes and statistics. Representative items:\nA peer-reviewed article on probability and stochastic processes in a disciplinary journal.\nA conference paper on statistics, co-authored with an undergraduate researcher.\nAn internally funded project applying probability and stochastic processes to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Hector has no real publication record.\nGet in touch\nThe fastest way to reach Hector is email ( htrombley@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Sheffield\nEmail\nhtrombley@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-ibrahim-bwalya.html", "title": "Ibrahim Bwalya", "description": "Associate Professor in Teacher Education at UW–Porter Falls. Expertise: culturally responsive teaching, literacy and reading instruction.", "headings": [ "Ibrahim Bwalya", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Ibrahim Bwalya\nAssociate Professor, Teacher Education\nBackground\nIbrahim Bwalya is on the faculty of the Department of Teacher Education and holds a Ph.D. from the Ohio State University. Before Porter, Ibrahim taught in a technical high-school program.\nIbrahim's research focuses on culturally responsive teaching, with related work in literacy and reading instruction; undergraduates are involved in the lab most terms.\nAreas of expertise\nCulturally responsive teaching\nLiteracy and reading instruction\nUndergraduate research and project mentoring\nTeaching\nIbrahim regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ibrahim builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIbrahim advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIbrahim's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in culturally responsive teaching and literacy and reading instruction. Representative items:\nA peer-reviewed article on culturally responsive teaching in a disciplinary journal.\nA conference paper on literacy and reading instruction, co-authored with an undergraduate researcher.\nAn internally funded project applying culturally responsive teaching to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ibrahim has no real publication record.\nGet in touch\nThe fastest way to reach Ibrahim is email ( ibwalya@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the Ohio State University\nEmail\nibwalya@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-ibrahim-carrasco.html", "title": "Ibrahim Carrasco", "description": "Assistant Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: transportation engineering, structural health monitoring.", "headings": [ "Ibrahim Carrasco", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Ibrahim Carrasco\nAssistant Professor, Civil & Environmental Engineering\nBackground\nIbrahim Carrasco is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from Kansas State University. Before Porter, Ibrahim consulted on stormwater and watershed planning.\nIbrahim's research focuses on transportation engineering, with related work in structural health monitoring; undergraduates are involved in the lab most terms.\nAreas of expertise\nTransportation engineering\nStructural health monitoring\nUndergraduate research and project mentoring\nTeaching\nIbrahim regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ibrahim builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIbrahim advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIbrahim's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in transportation engineering and structural health monitoring. Representative items:\nA peer-reviewed article on transportation engineering in a disciplinary journal.\nA conference paper on structural health monitoring, co-authored with an undergraduate researcher.\nAn internally funded project applying transportation engineering to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ibrahim has no real publication record.\nGet in touch\nThe fastest way to reach Ibrahim is email ( icarrasco@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Kansas State University\nEmail\nicarrasco@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-ibrahim-cruz.html", "title": "Ibrahim Cruz", "description": "Associate Professor in Biomedical Engineering at UW–Porter Falls. Expertise: physiological modeling, biomechanics and orthopedics.", "headings": [ "Ibrahim Cruz", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Ibrahim Cruz\nAssociate Professor, Biomedical Engineering\nBackground\nIbrahim Cruz is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from the University of Sheffield. Before Porter, Ibrahim did rehabilitation-engineering research at a hospital.\nIbrahim's research focuses on physiological modeling, with related work in biomechanics and orthopedics; undergraduates are involved in the lab most terms.\nAreas of expertise\nPhysiological modeling\nBiomechanics and orthopedics\nUndergraduate research and project mentoring\nTeaching\nIbrahim regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ibrahim builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIbrahim advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIbrahim's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in physiological modeling and biomechanics and orthopedics. Representative items:\nA peer-reviewed article on physiological modeling in a disciplinary journal.\nA conference paper on biomechanics and orthopedics, co-authored with an undergraduate researcher.\nAn internally funded project applying physiological modeling to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ibrahim has no real publication record.\nGet in touch\nThe fastest way to reach Ibrahim is email ( icruz@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Sheffield\nEmail\nicruz@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-ibrahim-escobar.html", "title": "Ibrahim Escobar", "description": "Clinical Associate Professor in Communication & Media at UW–Porter Falls. Expertise: public relations, writing studies.", "headings": [ "Ibrahim Escobar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Ibrahim Escobar\nClinical Associate Professor, Communication & Media\nBackground\nIbrahim Escobar is on the faculty of the Department of Communication & Media and holds a doctoral clinical degree from the Georgia Institute of Technology and is licensed to practice. Before Porter, Ibrahim taught writing and edited a regional magazine.\nIbrahim brings that practice into the classroom, teaching from real cases and current standards in public relations and writing studies.\nAreas of expertise\nPublic relations\nWriting studies\nApplied practice and industry partnerships\nTeaching\nIbrahim regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Ibrahim keeps the connection to current practice explicit.\nAdvising and office hours\nIbrahim advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIbrahim stays active in practice alongside teaching, through consulting, standards work, and applied projects in public relations and writing studies. Representative items:\nAn applied project in public relations with an industry or community partner.\nA workshop or short course on writing studies for practitioners in the region.\nService on a standards, licensing, or advisory body related to public relations.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ibrahim has no real publication record.\nGet in touch\nThe fastest way to reach Ibrahim is email ( iescobar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na doctoral clinical degree, the Georgia Institute of Technology\nEmail\niescobar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-ibrahim-fitzgerald.html", "title": "Ibrahim Fitzgerald", "description": "Senior Lecturer in Psychology at UW–Porter Falls. Expertise: psychology of learning, social psychology.", "headings": [ "Ibrahim Fitzgerald", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Ibrahim Fitzgerald\nSenior Lecturer, Psychology\nBackground\nIbrahim Fitzgerald is on the faculty of the Department of Psychology and holds a Ph.D. from Michigan State University. Before Porter, Ibrahim held a clinical position before moving to teaching.\nIbrahim's work centers on teaching and curriculum in psychology of learning and social psychology, including course redesign and mentoring newer instructors.\nAreas of expertise\nPsychology of learning\nSocial psychology\nUndergraduate research and project mentoring\nTeaching\nIbrahim regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nIbrahim designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nIbrahim advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIbrahim's recent activity centers on teaching scholarship and curriculum work in psychology of learning and social psychology. Representative items:\nA redesigned course sequence in psychology of learning, with open or low-cost materials.\nA conference presentation on teaching social psychology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ibrahim has no real publication record.\nGet in touch\nThe fastest way to reach Ibrahim is email ( ifitzgerald@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Michigan State University\nEmail\nifitzgerald@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-ibrahim-fontaine.html", "title": "Ibrahim Fontaine", "description": "Senior Lecturer in Art & Design at UW–Porter Falls. Expertise: interaction and UX design, photography.", "headings": [ "Ibrahim Fontaine", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Ibrahim Fontaine\nSenior Lecturer, Art & Design\nBackground\nIbrahim Fontaine is on the faculty of the Department of Art & Design and holds a Ph.D. from Michigan State University. Before Porter, Ibrahim led UX for a software company.\nIbrahim's work centers on teaching and curriculum in interaction and UX design and photography, including course redesign and mentoring newer instructors.\nAreas of expertise\nInteraction and UX design\nPhotography\nUndergraduate research and project mentoring\nTeaching\nIbrahim regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nIbrahim designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nIbrahim advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIbrahim's recent activity centers on teaching scholarship and curriculum work in interaction and UX design and photography. Representative items:\nA redesigned course sequence in interaction and UX design, with open or low-cost materials.\nA conference presentation on teaching photography at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ibrahim has no real publication record.\nGet in touch\nThe fastest way to reach Ibrahim is email ( ifontaine@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Michigan State University\nEmail\nifontaine@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-ibrahim-groves.html", "title": "Ibrahim Groves", "description": "Senior Lecturer in Humanities at UW–Porter Falls. Expertise: ethics and applied philosophy, American and comparative politics.", "headings": [ "Ibrahim Groves", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Ibrahim Groves\nSenior Lecturer, Humanities\nBackground\nIbrahim Groves is on the faculty of the Department of Humanities and holds a Ph.D. from Michigan State University. Before Porter, Ibrahim was an ethics consultant for a health system.\nIbrahim's work centers on teaching and curriculum in ethics and applied philosophy and American and comparative politics, including course redesign and mentoring newer instructors.\nAreas of expertise\nEthics and applied philosophy\nAmerican and comparative politics\nUndergraduate research and project mentoring\nTeaching\nIbrahim regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nIbrahim designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nIbrahim advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIbrahim's recent activity centers on teaching scholarship and curriculum work in ethics and applied philosophy and American and comparative politics. Representative items:\nA redesigned course sequence in ethics and applied philosophy, with open or low-cost materials.\nA conference presentation on teaching American and comparative politics at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ibrahim has no real publication record.\nGet in touch\nThe fastest way to reach Ibrahim is email ( igroves@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Michigan State University\nEmail\nigroves@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-ibrahim-lindqvist.html", "title": "Ibrahim Lindqvist", "description": "Associate Professor in Mechanical Engineering at UW–Porter Falls. Expertise: materials and fatigue, additive manufacturing.", "headings": [ "Ibrahim Lindqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Ibrahim Lindqvist\nAssociate Professor, Mechanical Engineering\nBackground\nIbrahim Lindqvist is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from the University of Sheffield. Before Porter, Ibrahim led product engineering for a consumer-appliance maker.\nIbrahim's research focuses on materials and fatigue, with related work in additive manufacturing; undergraduates are involved in the lab most terms.\nAreas of expertise\nMaterials and fatigue\nAdditive manufacturing\nUndergraduate research and project mentoring\nTeaching\nIbrahim regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ibrahim builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIbrahim advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIbrahim's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in materials and fatigue and additive manufacturing. Representative items:\nA peer-reviewed article on materials and fatigue in a disciplinary journal.\nA conference paper on additive manufacturing, co-authored with an undergraduate researcher.\nAn internally funded project applying materials and fatigue to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ibrahim has no real publication record.\nGet in touch\nThe fastest way to reach Ibrahim is email ( ilindqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Sheffield\nEmail\nilindqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-ibrahim-mbeki.html", "title": "Ibrahim Mbeki", "description": "Senior Lecturer in Health & Nutrition Sciences at UW–Porter Falls. Expertise: sports nutrition, food science and product development.", "headings": [ "Ibrahim Mbeki", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Ibrahim Mbeki\nSenior Lecturer, Health & Nutrition Sciences\nBackground\nIbrahim Mbeki is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from the Technical University of Denmark. Before Porter, Ibrahim was an exercise physiologist in cardiac rehabilitation.\nIbrahim's work centers on teaching and curriculum in sports nutrition and food science and product development, including course redesign and mentoring newer instructors.\nAreas of expertise\nSports nutrition\nFood science and product development\nUndergraduate research and project mentoring\nTeaching\nIbrahim regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nIbrahim designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nIbrahim advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIbrahim's recent activity centers on teaching scholarship and curriculum work in sports nutrition and food science and product development. Representative items:\nA redesigned course sequence in sports nutrition, with open or low-cost materials.\nA conference presentation on teaching food science and product development at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ibrahim has no real publication record.\nGet in touch\nThe fastest way to reach Ibrahim is email ( imbeki@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the Technical University of Denmark\nEmail\nimbeki@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-ibrahim-nakamura.html", "title": "Ibrahim Nakamura", "description": "Senior Lecturer in Management at UW–Porter Falls. Expertise: entrepreneurship and new ventures, human resource management.", "headings": [ "Ibrahim Nakamura", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Ibrahim Nakamura\nSenior Lecturer, Management\nBackground\nIbrahim Nakamura is on the faculty of the Department of Management and holds a Ph.D. from Michigan State University. Before Porter, Ibrahim held an HR leadership role.\nIbrahim's work centers on teaching and curriculum in entrepreneurship and new ventures and human resource management, including course redesign and mentoring newer instructors.\nAreas of expertise\nEntrepreneurship and new ventures\nHuman resource management\nUndergraduate research and project mentoring\nTeaching\nIbrahim regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nIbrahim designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nIbrahim advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIbrahim's recent activity centers on teaching scholarship and curriculum work in entrepreneurship and new ventures and human resource management. Representative items:\nA redesigned course sequence in entrepreneurship and new ventures, with open or low-cost materials.\nA conference presentation on teaching human resource management at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ibrahim has no real publication record.\nGet in touch\nThe fastest way to reach Ibrahim is email ( inakamura@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., Michigan State University\nEmail\ninakamura@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-ibrahim-underwood.html", "title": "Ibrahim Underwood", "description": "Clinical Associate Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: family systems and support, community-based practice.", "headings": [ "Ibrahim Underwood", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Ibrahim Underwood\nClinical Associate Professor, Rehabilitation & Human Services\nBackground\nIbrahim Underwood is on the faculty of the Department of Rehabilitation & Human Services and holds a doctoral clinical degree from McGill University and is licensed to practice. Before Porter, Ibrahim directed a family-resource center.\nIbrahim brings that practice into the classroom, teaching from real cases and current standards in family systems and support and community-based practice.\nAreas of expertise\nFamily systems and support\nCommunity-based practice\nApplied practice and industry partnerships\nTeaching\nIbrahim regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Ibrahim keeps the connection to current practice explicit.\nAdvising and office hours\nIbrahim advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIbrahim stays active in practice alongside teaching, through consulting, standards work, and applied projects in family systems and support and community-based practice. Representative items:\nAn applied project in family systems and support with an industry or community partner.\nA workshop or short course on community-based practice for practitioners in the region.\nService on a standards, licensing, or advisory body related to family systems and support.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ibrahim has no real publication record.\nGet in touch\nThe fastest way to reach Ibrahim is email ( iunderwood@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, McGill University\nEmail\niunderwood@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-ibrahim-weaver.html", "title": "Ibrahim Weaver", "description": "Assistant Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: electromagnetics and antennas, sensors and instrumentation.", "headings": [ "Ibrahim Weaver", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Ibrahim Weaver\nAssistant Professor, Electrical & Computer Engineering\nBackground\nIbrahim Weaver is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from Kansas State University. Before Porter, Ibrahim led an embedded-systems group at an aerospace supplier.\nIbrahim's research focuses on electromagnetics and antennas, with related work in sensors and instrumentation; undergraduates are involved in the lab most terms.\nAreas of expertise\nElectromagnetics and antennas\nSensors and instrumentation\nUndergraduate research and project mentoring\nTeaching\nIbrahim regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ibrahim builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIbrahim advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIbrahim's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in electromagnetics and antennas and sensors and instrumentation. Representative items:\nA peer-reviewed article on electromagnetics and antennas in a disciplinary journal.\nA conference paper on sensors and instrumentation, co-authored with an undergraduate researcher.\nAn internally funded project applying electromagnetics and antennas to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ibrahim has no real publication record.\nGet in touch\nThe fastest way to reach Ibrahim is email ( iweaver@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Kansas State University\nEmail\niweaver@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-ingrid-adebayo.html", "title": "Ingrid Adebayo", "description": "Associate Professor in Physics & Astronomy at UW–Porter Falls. Expertise: condensed-matter physics, astrophysics.", "headings": [ "Ingrid Adebayo", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Ingrid Adebayo\nAssociate Professor, Physics & Astronomy\nBackground\nIngrid Adebayo is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from the University of Iowa. Before Porter, Ingrid taught physics at a liberal-arts college.\nIngrid's research focuses on condensed-matter physics, with related work in astrophysics; undergraduates are involved in the lab most terms.\nAreas of expertise\nCondensed-matter physics\nAstrophysics\nUndergraduate research and project mentoring\nTeaching\nIngrid regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ingrid builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIngrid advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIngrid's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in condensed-matter physics and astrophysics. Representative items:\nA peer-reviewed article on condensed-matter physics in a disciplinary journal.\nA conference paper on astrophysics, co-authored with an undergraduate researcher.\nAn internally funded project applying condensed-matter physics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ingrid has no real publication record.\nGet in touch\nThe fastest way to reach Ingrid is email ( iadebayo@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Iowa\nEmail\niadebayo@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-ingrid-aluko.html", "title": "Ingrid Aluko", "description": "Assistant Professor in Environmental Science at UW–Porter Falls. Expertise: conservation biology, hydrology and water quality.", "headings": [ "Ingrid Aluko", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Ingrid Aluko\nAssistant Professor, Environmental Science\nBackground\nIngrid Aluko is on the faculty of the Department of Environmental Science and holds a Ph.D. from Texas A&M University. Before Porter, Ingrid was an environmental consultant doing site assessments.\nIngrid's research focuses on conservation biology, with related work in hydrology and water quality; undergraduates are involved in the lab most terms.\nAreas of expertise\nConservation biology\nHydrology and water quality\nUndergraduate research and project mentoring\nTeaching\nIngrid regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ingrid builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIngrid advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIngrid's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in conservation biology and hydrology and water quality. Representative items:\nA peer-reviewed article on conservation biology in a disciplinary journal.\nA conference paper on hydrology and water quality, co-authored with an undergraduate researcher.\nAn internally funded project applying conservation biology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ingrid has no real publication record.\nGet in touch\nThe fastest way to reach Ingrid is email ( ialuko@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Texas A&M University\nEmail\nialuko@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-ingrid-antonelli.html", "title": "Ingrid Antonelli", "description": "Associate Professor in Data Science at UW–Porter Falls. Expertise: statistical modeling, data engineering and pipelines.", "headings": [ "Ingrid Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Ingrid Antonelli\nAssociate Professor, Data Science\nBackground\nIngrid Antonelli is on the faculty of the Department of Data Science and holds a Ph.D. from the University of Michigan. Before Porter, Ingrid was a research analyst at an economic policy institute.\nIngrid's research focuses on statistical modeling, with related work in data engineering and pipelines; undergraduates are involved in the lab most terms.\nAreas of expertise\nStatistical modeling\nData engineering and pipelines\nUndergraduate research and project mentoring\nTeaching\nIngrid regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ingrid builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIngrid advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIngrid's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in statistical modeling and data engineering and pipelines. Representative items:\nA peer-reviewed article on statistical modeling in a disciplinary journal.\nA conference paper on data engineering and pipelines, co-authored with an undergraduate researcher.\nAn internally funded project applying statistical modeling to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ingrid has no real publication record.\nGet in touch\nThe fastest way to reach Ingrid is email ( iantonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Michigan\nEmail\niantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-ingrid-brenner.html", "title": "Ingrid Brenner", "description": "Assistant Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: manufacturing processes, metrology and inspection.", "headings": [ "Ingrid Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Ingrid Brenner\nAssistant Professor, Manufacturing & Industrial Engineering\nBackground\nIngrid Brenner is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from Purdue University. Before Porter, Ingrid managed production for a metal-fabrication company.\nIngrid's research focuses on manufacturing processes, with related work in metrology and inspection; undergraduates are involved in the lab most terms.\nAreas of expertise\nManufacturing processes\nMetrology and inspection\nUndergraduate research and project mentoring\nTeaching\nIngrid regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ingrid builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIngrid advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIngrid's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in manufacturing processes and metrology and inspection. Representative items:\nA peer-reviewed article on manufacturing processes in a disciplinary journal.\nA conference paper on metrology and inspection, co-authored with an undergraduate researcher.\nAn internally funded project applying manufacturing processes to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ingrid has no real publication record.\nGet in touch\nThe fastest way to reach Ingrid is email ( ibrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Purdue University\nEmail\nibrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-ingrid-delacroix.html", "title": "Ingrid Delacroix", "description": "Assistant Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: penetration testing, privacy engineering.", "headings": [ "Ingrid Delacroix", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Ingrid Delacroix\nAssistant Professor, Cybersecurity & Information Technology\nBackground\nIngrid Delacroix is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from Purdue University. Before Porter, Ingrid ran a security operations center for a regional bank.\nIngrid's research focuses on penetration testing, with related work in privacy engineering; undergraduates are involved in the lab most terms.\nAreas of expertise\nPenetration testing\nPrivacy engineering\nUndergraduate research and project mentoring\nTeaching\nIngrid regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ingrid builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIngrid advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIngrid's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in penetration testing and privacy engineering. Representative items:\nA peer-reviewed article on penetration testing in a disciplinary journal.\nA conference paper on privacy engineering, co-authored with an undergraduate researcher.\nAn internally funded project applying penetration testing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ingrid has no real publication record.\nGet in touch\nThe fastest way to reach Ingrid is email ( idelacroix@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Purdue University\nEmail\nidelacroix@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-ingrid-devereaux.html", "title": "Ingrid Devereaux", "description": "Assistant Professor in Computer Science at UW–Porter Falls. Expertise: distributed systems, databases and data systems.", "headings": [ "Ingrid Devereaux", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Ingrid Devereaux\nAssistant Professor, Computer Science\nBackground\nIngrid Devereaux is on the faculty of the Department of Computer Science and holds a Ph.D. from the University of Waterloo. Before Porter, Ingrid spent six years as a backend engineer at a logistics company.\nIngrid's research focuses on distributed systems, with related work in databases and data systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nDistributed systems\nDatabases and data systems\nUndergraduate research and project mentoring\nTeaching\nIngrid regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ingrid builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIngrid advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIngrid's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in distributed systems and databases and data systems. Representative items:\nA peer-reviewed article on distributed systems in a disciplinary journal.\nA conference paper on databases and data systems, co-authored with an undergraduate researcher.\nAn internally funded project applying distributed systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ingrid has no real publication record.\nGet in touch\nThe fastest way to reach Ingrid is email ( idevereaux@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Waterloo\nEmail\nidevereaux@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-ingrid-groves.html", "title": "Ingrid Groves", "description": "Assistant Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: penetration testing, privacy engineering.", "headings": [ "Ingrid Groves", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Ingrid Groves\nAssistant Professor, Cybersecurity & Information Technology\nBackground\nIngrid Groves is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from Purdue University. Before Porter, Ingrid led IT infrastructure for a manufacturing company.\nIngrid's research focuses on penetration testing, with related work in privacy engineering; undergraduates are involved in the lab most terms.\nAreas of expertise\nPenetration testing\nPrivacy engineering\nUndergraduate research and project mentoring\nTeaching\nIngrid regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ingrid builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIngrid advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIngrid's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in penetration testing and privacy engineering. Representative items:\nA peer-reviewed article on penetration testing in a disciplinary journal.\nA conference paper on privacy engineering, co-authored with an undergraduate researcher.\nAn internally funded project applying penetration testing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ingrid has no real publication record.\nGet in touch\nThe fastest way to reach Ingrid is email ( igroves@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Purdue University\nEmail\nigroves@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-ingrid-halvorsen.html", "title": "Ingrid Halvorsen", "description": "Professor in Construction Management at UW–Porter Falls. Expertise: contracts and law, heavy civil and infrastructure.", "headings": [ "Ingrid Halvorsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Ingrid Halvorsen\nProfessor, Construction Management\nBackground\nIngrid Halvorsen is on the faculty of the Department of Construction Management and holds a Ph.D. from Michigan State University. Before Porter, Ingrid was a project manager for a general contractor.\nIngrid's research focuses on contracts and law, with related work in heavy civil and infrastructure; undergraduates are involved in the lab most terms.\nAreas of expertise\nContracts and law\nHeavy civil and infrastructure\nUndergraduate research and project mentoring\nTeaching\nIngrid regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ingrid builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIngrid advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIngrid's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in contracts and law and heavy civil and infrastructure. Representative items:\nA peer-reviewed article on contracts and law in a disciplinary journal.\nA conference paper on heavy civil and infrastructure, co-authored with an undergraduate researcher.\nAn internally funded project applying contracts and law to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ingrid has no real publication record.\nGet in touch\nThe fastest way to reach Ingrid is email ( ihalvorsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Michigan State University\nEmail\nihalvorsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-ingrid-ibarra.html", "title": "Ingrid Ibarra", "description": "Teaching Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: polymer characterization, sustainable polymers and recycling.", "headings": [ "Ingrid Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Ingrid Ibarra\nTeaching Professor, Plastics & Packaging Engineering\nBackground\nIngrid Ibarra is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from the Ohio State University. Before Porter, Ingrid led packaging development for a consumer-goods company.\nIngrid's work centers on teaching and curriculum in polymer characterization and sustainable polymers and recycling, including course redesign and mentoring newer instructors.\nAreas of expertise\nPolymer characterization\nSustainable polymers and recycling\nUndergraduate research and project mentoring\nTeaching\nIngrid regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nIngrid designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nIngrid advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIngrid's recent activity centers on teaching scholarship and curriculum work in polymer characterization and sustainable polymers and recycling. Representative items:\nA redesigned course sequence in polymer characterization, with open or low-cost materials.\nA conference presentation on teaching sustainable polymers and recycling at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ingrid has no real publication record.\nGet in touch\nThe fastest way to reach Ingrid is email ( iibarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Ohio State University\nEmail\niibarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-ingrid-kaur.html", "title": "Ingrid Kaur", "description": "Associate Professor in Nursing at UW–Porter Falls. Expertise: adult health and medical–surgical nursing, community and population health.", "headings": [ "Ingrid Kaur", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Ingrid Kaur\nAssociate Professor, Nursing\nBackground\nIngrid Kaur is on the faculty of the Department of Nursing and holds a Ph.D. from the University of Michigan. Before Porter, Ingrid practiced in emergency and trauma care.\nIngrid's research focuses on adult health and medical–surgical nursing, with related work in community and population health; undergraduates are involved in the lab most terms.\nAreas of expertise\nAdult health and medical–surgical nursing\nCommunity and population health\nUndergraduate research and project mentoring\nTeaching\nIngrid regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ingrid builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIngrid advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIngrid's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in adult health and medical–surgical nursing and community and population health. Representative items:\nA peer-reviewed article on adult health and medical–surgical nursing in a disciplinary journal.\nA conference paper on community and population health, co-authored with an undergraduate researcher.\nAn internally funded project applying adult health and medical–surgical nursing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ingrid has no real publication record.\nGet in touch\nThe fastest way to reach Ingrid is email ( ikaur@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Michigan\nEmail\nikaur@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-ingrid-mbeki.html", "title": "Ingrid Mbeki", "description": "Associate Professor in Biology at UW–Porter Falls. Expertise: cell and molecular biology, plant biology.", "headings": [ "Ingrid Mbeki", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Ingrid Mbeki\nAssociate Professor, Biology\nBackground\nIngrid Mbeki is on the faculty of the Department of Biology and holds a Ph.D. from the University of Michigan. Before Porter, Ingrid taught secondary science before graduate school.\nIngrid's research focuses on cell and molecular biology, with related work in plant biology; undergraduates are involved in the lab most terms.\nAreas of expertise\nCell and molecular biology\nPlant biology\nUndergraduate research and project mentoring\nTeaching\nIngrid regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ingrid builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIngrid advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIngrid's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in cell and molecular biology and plant biology. Representative items:\nA peer-reviewed article on cell and molecular biology in a disciplinary journal.\nA conference paper on plant biology, co-authored with an undergraduate researcher.\nAn internally funded project applying cell and molecular biology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ingrid has no real publication record.\nGet in touch\nThe fastest way to reach Ingrid is email ( imbeki@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Michigan\nEmail\nimbeki@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-ingrid-molnar.html", "title": "Ingrid Molnar", "description": "Professor of Practice in Chemistry at UW–Porter Falls. Expertise: chemical education, analytical and instrumental chemistry.", "headings": [ "Ingrid Molnar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Ingrid Molnar\nProfessor of Practice, Chemistry\nBackground\nIngrid Molnar is on the faculty of the Department of Chemistry and holds a master’s degree from RMIT University, along with professional licensure and industry certifications. Before Porter, Ingrid was a bench chemist in pharmaceutical process development.\nIngrid brings that practice into the classroom, teaching from real cases and current standards in chemical education and analytical and instrumental chemistry.\nAreas of expertise\nChemical education\nAnalytical and instrumental chemistry\nApplied practice and industry partnerships\nTeaching\nIngrid regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Ingrid keeps the connection to current practice explicit.\nAdvising and office hours\nIngrid advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIngrid stays active in practice alongside teaching, through consulting, standards work, and applied projects in chemical education and analytical and instrumental chemistry. Representative items:\nAn applied project in chemical education with an industry or community partner.\nA workshop or short course on analytical and instrumental chemistry for practitioners in the region.\nService on a standards, licensing, or advisory body related to chemical education.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ingrid has no real publication record.\nGet in touch\nThe fastest way to reach Ingrid is email ( imolnar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, RMIT University\nEmail\nimolnar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-ingrid-osei.html", "title": "Ingrid Osei", "description": "Teaching Professor in World Languages at UW–Porter Falls. Expertise: Latin American literature and culture, Deaf culture and studies.", "headings": [ "Ingrid Osei", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Ingrid Osei\nTeaching Professor, World Languages\nBackground\nIngrid Osei is on the faculty of the Department of World Languages and holds a Ph.D. from the University of Nebraska. Before Porter, Ingrid translated technical and literary material professionally.\nIngrid's work centers on teaching and curriculum in Latin American literature and culture and Deaf culture and studies, including course redesign and mentoring newer instructors.\nAreas of expertise\nLatin American literature and culture\nDeaf culture and studies\nUndergraduate research and project mentoring\nTeaching\nIngrid regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nIngrid designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nIngrid advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIngrid's recent activity centers on teaching scholarship and curriculum work in Latin American literature and culture and Deaf culture and studies. Representative items:\nA redesigned course sequence in Latin American literature and culture, with open or low-cost materials.\nA conference presentation on teaching Deaf culture and studies at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ingrid has no real publication record.\nGet in touch\nThe fastest way to reach Ingrid is email ( iosei@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Nebraska\nEmail\niosei@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-ingrid-persson.html", "title": "Ingrid Persson", "description": "Assistant Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: automation and robotics, manufacturing processes.", "headings": [ "Ingrid Persson", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Ingrid Persson\nAssistant Professor, Manufacturing & Industrial Engineering\nBackground\nIngrid Persson is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from Purdue University. Before Porter, Ingrid was a manufacturing engineer for a defense contractor.\nIngrid's research focuses on automation and robotics, with related work in manufacturing processes; undergraduates are involved in the lab most terms.\nAreas of expertise\nAutomation and robotics\nManufacturing processes\nUndergraduate research and project mentoring\nTeaching\nIngrid regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ingrid builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIngrid advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIngrid's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in automation and robotics and manufacturing processes. Representative items:\nA peer-reviewed article on automation and robotics in a disciplinary journal.\nA conference paper on manufacturing processes, co-authored with an undergraduate researcher.\nAn internally funded project applying automation and robotics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ingrid has no real publication record.\nGet in touch\nThe fastest way to reach Ingrid is email ( ipersson@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Purdue University\nEmail\nipersson@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-ingrid-underwood.html", "title": "Ingrid Underwood", "description": "Assistant Professor in Mathematics at UW–Porter Falls. Expertise: mathematical modeling, dynamical systems.", "headings": [ "Ingrid Underwood", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Ingrid Underwood\nAssistant Professor, Mathematics\nBackground\nIngrid Underwood is on the faculty of the Department of Mathematics and holds a Ph.D. from the University of Waterloo. Before Porter, Ingrid worked as an operations-research analyst.\nIngrid's research focuses on mathematical modeling, with related work in dynamical systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nMathematical modeling\nDynamical systems\nUndergraduate research and project mentoring\nTeaching\nIngrid regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ingrid builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIngrid advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIngrid's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in mathematical modeling and dynamical systems. Representative items:\nA peer-reviewed article on mathematical modeling in a disciplinary journal.\nA conference paper on dynamical systems, co-authored with an undergraduate researcher.\nAn internally funded project applying mathematical modeling to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ingrid has no real publication record.\nGet in touch\nThe fastest way to reach Ingrid is email ( iunderwood@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Waterloo\nEmail\niunderwood@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-ingrid-vasquez.html", "title": "Ingrid Vasquez", "description": "Professor in Accounting & Finance at UW–Porter Falls. Expertise: accounting information systems, financial modeling.", "headings": [ "Ingrid Vasquez", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Ingrid Vasquez\nProfessor, Accounting & Finance\nBackground\nIngrid Vasquez is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from the University of Toronto. Before Porter, Ingrid held a controller role at a manufacturer.\nIngrid's research focuses on accounting information systems, with related work in financial modeling; undergraduates are involved in the lab most terms.\nAreas of expertise\nAccounting information systems\nFinancial modeling\nUndergraduate research and project mentoring\nTeaching\nIngrid regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ingrid builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIngrid advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIngrid's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in accounting information systems and financial modeling. Representative items:\nA peer-reviewed article on accounting information systems in a disciplinary journal.\nA conference paper on financial modeling, co-authored with an undergraduate researcher.\nAn internally funded project applying accounting information systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ingrid has no real publication record.\nGet in touch\nThe fastest way to reach Ingrid is email ( ivasquez@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Toronto\nEmail\nivasquez@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-ingrid-weaver.html", "title": "Ingrid Weaver", "description": "Professor in Music & Theatre at UW–Porter Falls. Expertise: acting and directing, stage management.", "headings": [ "Ingrid Weaver", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Ingrid Weaver\nProfessor, Music & Theatre\nBackground\nIngrid Weaver is on the faculty of the Department of Music & Theatre and holds a Ph.D. from the University of Toronto. Before Porter, Ingrid engineered and produced records.\nIngrid's research focuses on acting and directing, with related work in stage management; undergraduates are involved in the lab most terms.\nAreas of expertise\nActing and directing\nStage management\nUndergraduate research and project mentoring\nTeaching\nIngrid regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ingrid builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIngrid advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIngrid's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in acting and directing and stage management. Representative items:\nA peer-reviewed article on acting and directing in a disciplinary journal.\nA conference paper on stage management, co-authored with an undergraduate researcher.\nAn internally funded project applying acting and directing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ingrid has no real publication record.\nGet in touch\nThe fastest way to reach Ingrid is email ( iweaver@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Toronto\nEmail\niweaver@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-ingrid-winslow.html", "title": "Ingrid Winslow", "description": "Associate Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: logistics and transportation, retail and services marketing.", "headings": [ "Ingrid Winslow", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Ingrid Winslow\nAssociate Professor, Marketing & Supply Chain\nBackground\nIngrid Winslow is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from the University of Iowa. Before Porter, Ingrid held an operations role in a hotel group.\nIngrid's research focuses on logistics and transportation, with related work in retail and services marketing; undergraduates are involved in the lab most terms.\nAreas of expertise\nLogistics and transportation\nRetail and services marketing\nUndergraduate research and project mentoring\nTeaching\nIngrid regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ingrid builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIngrid advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIngrid's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in logistics and transportation and retail and services marketing. Representative items:\nA peer-reviewed article on logistics and transportation in a disciplinary journal.\nA conference paper on retail and services marketing, co-authored with an undergraduate researcher.\nAn internally funded project applying logistics and transportation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ingrid has no real publication record.\nGet in touch\nThe fastest way to reach Ingrid is email ( iwinslow@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Iowa\nEmail\niwinslow@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-isaac-bergstr-m.html", "title": "Isaac Bergström", "description": "Teaching Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: polymer characterization, sustainable polymers and recycling.", "headings": [ "Isaac Bergström", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Isaac Bergström\nTeaching Professor, Plastics & Packaging Engineering\nBackground\nIsaac Bergström is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from the University of Minnesota. Before Porter, Isaac ran a distribution-testing lab for a retailer.\nIsaac's work centers on teaching and curriculum in polymer characterization and sustainable polymers and recycling, including course redesign and mentoring newer instructors.\nAreas of expertise\nPolymer characterization\nSustainable polymers and recycling\nUndergraduate research and project mentoring\nTeaching\nIsaac regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nIsaac designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nIsaac advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac's recent activity centers on teaching scholarship and curriculum work in polymer characterization and sustainable polymers and recycling. Representative items:\nA redesigned course sequence in polymer characterization, with open or low-cost materials.\nA conference presentation on teaching sustainable polymers and recycling at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( ibergstrm@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Minnesota\nEmail\nibergstrm@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-isaac-carrasco.html", "title": "Isaac Carrasco", "description": "Teaching Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: polymer characterization, sustainable polymers and recycling.", "headings": [ "Isaac Carrasco", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Isaac Carrasco\nTeaching Professor, Plastics & Packaging Engineering\nBackground\nIsaac Carrasco is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from the University of Minnesota. Before Porter, Isaac led packaging development for a consumer-goods company.\nIsaac's work centers on teaching and curriculum in polymer characterization and sustainable polymers and recycling, including course redesign and mentoring newer instructors.\nAreas of expertise\nPolymer characterization\nSustainable polymers and recycling\nUndergraduate research and project mentoring\nTeaching\nIsaac regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nIsaac designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nIsaac advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac's recent activity centers on teaching scholarship and curriculum work in polymer characterization and sustainable polymers and recycling. Representative items:\nA redesigned course sequence in polymer characterization, with open or low-cost materials.\nA conference presentation on teaching sustainable polymers and recycling at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( icarrasco@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Minnesota\nEmail\nicarrasco@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-isaac-cruz.html", "title": "Isaac Cruz", "description": "Assistant Professor in Environmental Science at UW–Porter Falls. Expertise: restoration ecology, soil science.", "headings": [ "Isaac Cruz", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Isaac Cruz\nAssistant Professor, Environmental Science\nBackground\nIsaac Cruz is on the faculty of the Department of Environmental Science and holds a Ph.D. from North Carolina State University. Before Porter, Isaac was an environmental consultant doing site assessments.\nIsaac's research focuses on restoration ecology, with related work in soil science; undergraduates are involved in the lab most terms.\nAreas of expertise\nRestoration ecology\nSoil science\nUndergraduate research and project mentoring\nTeaching\nIsaac regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Isaac builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIsaac advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in restoration ecology and soil science. Representative items:\nA peer-reviewed article on restoration ecology in a disciplinary journal.\nA conference paper on soil science, co-authored with an undergraduate researcher.\nAn internally funded project applying restoration ecology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( icruz@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., North Carolina State University\nEmail\nicruz@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-isaac-devereaux.html", "title": "Isaac Devereaux", "description": "Assistant Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: penetration testing, privacy engineering.", "headings": [ "Isaac Devereaux", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Isaac Devereaux\nAssistant Professor, Cybersecurity & Information Technology\nBackground\nIsaac Devereaux is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from the University of Waterloo. Before Porter, Isaac ran a security operations center for a regional bank.\nIsaac's research focuses on penetration testing, with related work in privacy engineering; undergraduates are involved in the lab most terms.\nAreas of expertise\nPenetration testing\nPrivacy engineering\nUndergraduate research and project mentoring\nTeaching\nIsaac regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Isaac builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIsaac advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in penetration testing and privacy engineering. Representative items:\nA peer-reviewed article on penetration testing in a disciplinary journal.\nA conference paper on privacy engineering, co-authored with an undergraduate researcher.\nAn internally funded project applying penetration testing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( idevereaux@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Waterloo\nEmail\nidevereaux@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-isaac-escobar.html", "title": "Isaac Escobar", "description": "Assistant Professor in Environmental Science at UW–Porter Falls. Expertise: geomorphology, restoration ecology.", "headings": [ "Isaac Escobar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Isaac Escobar\nAssistant Professor, Environmental Science\nBackground\nIsaac Escobar is on the faculty of the Department of Environmental Science and holds a Ph.D. from North Carolina State University. Before Porter, Isaac did restoration ecology for a nonprofit land trust.\nIsaac's research focuses on geomorphology, with related work in restoration ecology; undergraduates are involved in the lab most terms.\nAreas of expertise\nGeomorphology\nRestoration ecology\nUndergraduate research and project mentoring\nTeaching\nIsaac regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Isaac builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIsaac advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in geomorphology and restoration ecology. Representative items:\nA peer-reviewed article on geomorphology in a disciplinary journal.\nA conference paper on restoration ecology, co-authored with an undergraduate researcher.\nAn internally funded project applying geomorphology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( iescobar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., North Carolina State University\nEmail\niescobar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-isaac-fitzgerald.html", "title": "Isaac Fitzgerald", "description": "Associate Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: revenue management, consumer behavior.", "headings": [ "Isaac Fitzgerald", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Isaac Fitzgerald\nAssociate Professor, Marketing & Supply Chain\nBackground\nIsaac Fitzgerald is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from the University of Washington. Before Porter, Isaac held an operations role in a hotel group.\nIsaac's research focuses on revenue management, with related work in consumer behavior; undergraduates are involved in the lab most terms.\nAreas of expertise\nRevenue management\nConsumer behavior\nUndergraduate research and project mentoring\nTeaching\nIsaac regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Isaac builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIsaac advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in revenue management and consumer behavior. Representative items:\nA peer-reviewed article on revenue management in a disciplinary journal.\nA conference paper on consumer behavior, co-authored with an undergraduate researcher.\nAn internally funded project applying revenue management to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( ifitzgerald@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Washington\nEmail\nifitzgerald@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-isaac-fontaine.html", "title": "Isaac Fontaine", "description": "Associate Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: procurement and sourcing, revenue management.", "headings": [ "Isaac Fontaine", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Isaac Fontaine\nAssociate Professor, Marketing & Supply Chain\nBackground\nIsaac Fontaine is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from the University of Washington. Before Porter, Isaac was a brand manager for a consumer-goods company.\nIsaac's research focuses on procurement and sourcing, with related work in revenue management; undergraduates are involved in the lab most terms.\nAreas of expertise\nProcurement and sourcing\nRevenue management\nUndergraduate research and project mentoring\nTeaching\nIsaac regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Isaac builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIsaac advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in procurement and sourcing and revenue management. Representative items:\nA peer-reviewed article on procurement and sourcing in a disciplinary journal.\nA conference paper on revenue management, co-authored with an undergraduate researcher.\nAn internally funded project applying procurement and sourcing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( ifontaine@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Washington\nEmail\nifontaine@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-isaac-haddad.html", "title": "Isaac Haddad", "description": "Professor in Music & Theatre at UW–Porter Falls. Expertise: acting and directing, stage management.", "headings": [ "Isaac Haddad", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Isaac Haddad\nProfessor, Music & Theatre\nBackground\nIsaac Haddad is on the faculty of the Department of Music & Theatre and holds a Ph.D. from Cornell University. Before Porter, Isaac engineered and produced records.\nIsaac's research focuses on acting and directing, with related work in stage management; undergraduates are involved in the lab most terms.\nAreas of expertise\nActing and directing\nStage management\nUndergraduate research and project mentoring\nTeaching\nIsaac regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Isaac builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIsaac advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in acting and directing and stage management. Representative items:\nA peer-reviewed article on acting and directing in a disciplinary journal.\nA conference paper on stage management, co-authored with an undergraduate researcher.\nAn internally funded project applying acting and directing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( ihaddad@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Cornell University\nEmail\nihaddad@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-isaac-kowalczyk.html", "title": "Isaac Kowalczyk", "description": "Assistant Professor in Computer Science at UW–Porter Falls. Expertise: computer graphics, embedded and cyber-physical systems.", "headings": [ "Isaac Kowalczyk", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Isaac Kowalczyk\nAssistant Professor, Computer Science\nBackground\nIsaac Kowalczyk is on the faculty of the Department of Computer Science and holds a Ph.D. from Northwestern University. Before Porter, Isaac was a research staff member at a national laboratory.\nIsaac's research focuses on computer graphics, with related work in embedded and cyber-physical systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nComputer graphics\nEmbedded and cyber-physical systems\nUndergraduate research and project mentoring\nTeaching\nIsaac regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Isaac builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIsaac advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in computer graphics and embedded and cyber-physical systems. Representative items:\nA peer-reviewed article on computer graphics in a disciplinary journal.\nA conference paper on embedded and cyber-physical systems, co-authored with an undergraduate researcher.\nAn internally funded project applying computer graphics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( ikowalczyk@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Northwestern University\nEmail\nikowalczyk@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-isaac-lundgren.html", "title": "Isaac Lundgren", "description": "Assistant Professor in Mathematics at UW–Porter Falls. Expertise: mathematical modeling, dynamical systems.", "headings": [ "Isaac Lundgren", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Isaac Lundgren\nAssistant Professor, Mathematics\nBackground\nIsaac Lundgren is on the faculty of the Department of Mathematics and holds a Ph.D. from Northwestern University. Before Porter, Isaac was a statistician at a public-health department.\nIsaac's research focuses on mathematical modeling, with related work in dynamical systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nMathematical modeling\nDynamical systems\nUndergraduate research and project mentoring\nTeaching\nIsaac regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Isaac builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIsaac advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in mathematical modeling and dynamical systems. Representative items:\nA peer-reviewed article on mathematical modeling in a disciplinary journal.\nA conference paper on dynamical systems, co-authored with an undergraduate researcher.\nAn internally funded project applying mathematical modeling to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( ilundgren@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Northwestern University\nEmail\nilundgren@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-isaac-nakamura.html", "title": "Isaac Nakamura", "description": "Professor of Practice in Chemistry at UW–Porter Falls. Expertise: chemical education, analytical and instrumental chemistry.", "headings": [ "Isaac Nakamura", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Isaac Nakamura\nProfessor of Practice, Chemistry\nBackground\nIsaac Nakamura is on the faculty of the Department of Chemistry and holds a master’s degree from Kansas State University, along with professional licensure and industry certifications. Before Porter, Isaac was a bench chemist in pharmaceutical process development.\nIsaac brings that practice into the classroom, teaching from real cases and current standards in chemical education and analytical and instrumental chemistry.\nAreas of expertise\nChemical education\nAnalytical and instrumental chemistry\nApplied practice and industry partnerships\nTeaching\nIsaac regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Isaac keeps the connection to current practice explicit.\nAdvising and office hours\nIsaac advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac stays active in practice alongside teaching, through consulting, standards work, and applied projects in chemical education and analytical and instrumental chemistry. Representative items:\nAn applied project in chemical education with an industry or community partner.\nA workshop or short course on analytical and instrumental chemistry for practitioners in the region.\nService on a standards, licensing, or advisory body related to chemical education.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( inakamura@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, Kansas State University\nEmail\ninakamura@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-isaac-nguyen.html", "title": "Isaac Nguyen", "description": "Teaching Professor in World Languages at UW–Porter Falls. Expertise: Latin American literature and culture, Deaf culture and studies.", "headings": [ "Isaac Nguyen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Isaac Nguyen\nTeaching Professor, World Languages\nBackground\nIsaac Nguyen is on the faculty of the Department of World Languages and holds a Ph.D. from the University of Colorado. Before Porter, Isaac coordinated language services for a hospital.\nIsaac's work centers on teaching and curriculum in Latin American literature and culture and Deaf culture and studies, including course redesign and mentoring newer instructors.\nAreas of expertise\nLatin American literature and culture\nDeaf culture and studies\nUndergraduate research and project mentoring\nTeaching\nIsaac regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nIsaac designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nIsaac advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac's recent activity centers on teaching scholarship and curriculum work in Latin American literature and culture and Deaf culture and studies. Representative items:\nA redesigned course sequence in Latin American literature and culture, with open or low-cost materials.\nA conference presentation on teaching Deaf culture and studies at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( inguyen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Colorado\nEmail\ninguyen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-isaac-okafor.html", "title": "Isaac Okafor", "description": "Associate Professor in Data Science at UW–Porter Falls. Expertise: statistical modeling, data engineering and pipelines.", "headings": [ "Isaac Okafor", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Isaac Okafor\nAssociate Professor, Data Science\nBackground\nIsaac Okafor is on the faculty of the Department of Data Science and holds a Ph.D. from McGill University. Before Porter, Isaac was a data scientist at an e-commerce company.\nIsaac's research focuses on statistical modeling, with related work in data engineering and pipelines; undergraduates are involved in the lab most terms.\nAreas of expertise\nStatistical modeling\nData engineering and pipelines\nUndergraduate research and project mentoring\nTeaching\nIsaac regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Isaac builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIsaac advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in statistical modeling and data engineering and pipelines. Representative items:\nA peer-reviewed article on statistical modeling in a disciplinary journal.\nA conference paper on data engineering and pipelines, co-authored with an undergraduate researcher.\nAn internally funded project applying statistical modeling to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( iokafor@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., McGill University\nEmail\niokafor@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-isaac-petrov.html", "title": "Isaac Petrov", "description": "Professor in Accounting & Finance at UW–Porter Falls. Expertise: accounting information systems, financial modeling.", "headings": [ "Isaac Petrov", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Isaac Petrov\nProfessor, Accounting & Finance\nBackground\nIsaac Petrov is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from Cornell University. Before Porter, Isaac held a controller role at a manufacturer.\nIsaac's research focuses on accounting information systems, with related work in financial modeling; undergraduates are involved in the lab most terms.\nAreas of expertise\nAccounting information systems\nFinancial modeling\nUndergraduate research and project mentoring\nTeaching\nIsaac regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Isaac builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIsaac advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in accounting information systems and financial modeling. Representative items:\nA peer-reviewed article on accounting information systems in a disciplinary journal.\nA conference paper on financial modeling, co-authored with an undergraduate researcher.\nAn internally funded project applying accounting information systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( ipetrov@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., Cornell University\nEmail\nipetrov@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-isaac-rasmussen.html", "title": "Isaac Rasmussen", "description": "Associate Professor in Biology at UW–Porter Falls. Expertise: genetics and genomics, human anatomy and physiology.", "headings": [ "Isaac Rasmussen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Isaac Rasmussen\nAssociate Professor, Biology\nBackground\nIsaac Rasmussen is on the faculty of the Department of Biology and holds a Ph.D. from McGill University. Before Porter, Isaac did research in a university microbiology lab.\nIsaac's research focuses on genetics and genomics, with related work in human anatomy and physiology; undergraduates are involved in the lab most terms.\nAreas of expertise\nGenetics and genomics\nHuman anatomy and physiology\nUndergraduate research and project mentoring\nTeaching\nIsaac regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Isaac builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIsaac advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in genetics and genomics and human anatomy and physiology. Representative items:\nA peer-reviewed article on genetics and genomics in a disciplinary journal.\nA conference paper on human anatomy and physiology, co-authored with an undergraduate researcher.\nAn internally funded project applying genetics and genomics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( irasmussen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., McGill University\nEmail\nirasmussen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-isaac-salazar.html", "title": "Isaac Salazar", "description": "Professor in Construction Management at UW–Porter Falls. Expertise: contracts and law, heavy civil and infrastructure.", "headings": [ "Isaac Salazar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Isaac Salazar\nProfessor, Construction Management\nBackground\nIsaac Salazar is on the faculty of the Department of Construction Management and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Isaac led safety programs for a heavy-civil firm.\nIsaac's research focuses on contracts and law, with related work in heavy civil and infrastructure; undergraduates are involved in the lab most terms.\nAreas of expertise\nContracts and law\nHeavy civil and infrastructure\nUndergraduate research and project mentoring\nTeaching\nIsaac regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Isaac builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIsaac advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in contracts and law and heavy civil and infrastructure. Representative items:\nA peer-reviewed article on contracts and law in a disciplinary journal.\nA conference paper on heavy civil and infrastructure, co-authored with an undergraduate researcher.\nAn internally funded project applying contracts and law to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( isalazar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\nisalazar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-isaac-sato.html", "title": "Isaac Sato", "description": "Associate Professor in Physics & Astronomy at UW–Porter Falls. Expertise: condensed-matter physics, astrophysics.", "headings": [ "Isaac Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Isaac Sato\nAssociate Professor, Physics & Astronomy\nBackground\nIsaac Sato is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from the University of Washington. Before Porter, Isaac taught physics at a liberal-arts college.\nIsaac's research focuses on condensed-matter physics, with related work in astrophysics; undergraduates are involved in the lab most terms.\nAreas of expertise\nCondensed-matter physics\nAstrophysics\nUndergraduate research and project mentoring\nTeaching\nIsaac regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Isaac builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIsaac advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in condensed-matter physics and astrophysics. Representative items:\nA peer-reviewed article on condensed-matter physics in a disciplinary journal.\nA conference paper on astrophysics, co-authored with an undergraduate researcher.\nAn internally funded project applying condensed-matter physics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( isato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Washington\nEmail\nisato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-isaac-underwood.html", "title": "Isaac Underwood", "description": "Assistant Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: work design and ergonomics, supply-chain operations.", "headings": [ "Isaac Underwood", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Isaac Underwood\nAssistant Professor, Manufacturing & Industrial Engineering\nBackground\nIsaac Underwood is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from the University of Waterloo. Before Porter, Isaac was a manufacturing engineer for a defense contractor.\nIsaac's research focuses on work design and ergonomics, with related work in supply-chain operations; undergraduates are involved in the lab most terms.\nAreas of expertise\nWork design and ergonomics\nSupply-chain operations\nUndergraduate research and project mentoring\nTeaching\nIsaac regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Isaac builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIsaac advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in work design and ergonomics and supply-chain operations. Representative items:\nA peer-reviewed article on work design and ergonomics in a disciplinary journal.\nA conference paper on supply-chain operations, co-authored with an undergraduate researcher.\nAn internally funded project applying work design and ergonomics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( iunderwood@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Waterloo\nEmail\niunderwood@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-isaac-yoon.html", "title": "Isaac Yoon", "description": "Associate Professor in Nursing at UW–Porter Falls. Expertise: adult health and medical–surgical nursing, community and population health.", "headings": [ "Isaac Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Isaac Yoon\nAssociate Professor, Nursing\nBackground\nIsaac Yoon is on the faculty of the Department of Nursing and holds a Ph.D. from McGill University. Before Porter, Isaac practiced for a decade in medical–surgical and critical care.\nIsaac's research focuses on adult health and medical–surgical nursing, with related work in community and population health; undergraduates are involved in the lab most terms.\nAreas of expertise\nAdult health and medical–surgical nursing\nCommunity and population health\nUndergraduate research and project mentoring\nTeaching\nIsaac regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Isaac builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nIsaac advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nIsaac's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in adult health and medical–surgical nursing and community and population health. Representative items:\nA peer-reviewed article on adult health and medical–surgical nursing in a disciplinary journal.\nA conference paper on community and population health, co-authored with an undergraduate researcher.\nAn internally funded project applying adult health and medical–surgical nursing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Isaac has no real publication record.\nGet in touch\nThe fastest way to reach Isaac is email ( iyoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., McGill University\nEmail\niyoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-josephine-amara.html", "title": "Josephine Amara", "description": "Associate Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: substance use and recovery, child and family services.", "headings": [ "Josephine Amara", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Josephine Amara\nAssociate Professor, Rehabilitation & Human Services\nBackground\nJosephine Amara is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from the University of Illinois. Before Porter, Josephine did case management for a community mental-health center.\nJosephine's research focuses on substance use and recovery, with related work in child and family services; undergraduates are involved in the lab most terms.\nAreas of expertise\nSubstance use and recovery\nChild and family services\nUndergraduate research and project mentoring\nTeaching\nJosephine regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Josephine builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nJosephine advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nJosephine's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in substance use and recovery and child and family services. Representative items:\nA peer-reviewed article on substance use and recovery in a disciplinary journal.\nA conference paper on child and family services, co-authored with an undergraduate researcher.\nAn internally funded project applying substance use and recovery to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Josephine has no real publication record.\nGet in touch\nThe fastest way to reach Josephine is email ( jamara@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Illinois\nEmail\njamara@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-josephine-antonelli.html", "title": "Josephine Antonelli", "description": "Professor in Humanities at UW–Porter Falls. Expertise: political theory, ethics and applied philosophy.", "headings": [ "Josephine Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Josephine Antonelli\nProfessor, Humanities\nBackground\nJosephine Antonelli is on the faculty of the Department of Humanities and holds a Ph.D. from the University of Sheffield. Before Porter, Josephine worked in public history and museums.\nJosephine's research focuses on political theory, with related work in ethics and applied philosophy; undergraduates are involved in the lab most terms.\nAreas of expertise\nPolitical theory\nEthics and applied philosophy\nUndergraduate research and project mentoring\nTeaching\nJosephine regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Josephine builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nJosephine advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nJosephine's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in political theory and ethics and applied philosophy. Representative items:\nA peer-reviewed article on political theory in a disciplinary journal.\nA conference paper on ethics and applied philosophy, co-authored with an undergraduate researcher.\nAn internally funded project applying political theory to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Josephine has no real publication record.\nGet in touch\nThe fastest way to reach Josephine is email ( jantonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Sheffield\nEmail\njantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-josephine-bergstr-m.html", "title": "Josephine Bergström", "description": "Clinical Associate Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: communications and wireless, electromagnetics and antennas.", "headings": [ "Josephine Bergström", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Josephine Bergström\nClinical Associate Professor, Electrical & Computer Engineering\nBackground\nJosephine Bergström is on the faculty of the Department of Electrical & Computer Engineering and holds a doctoral clinical degree from North Carolina State University and is licensed to practice. Before Porter, Josephine was a controls engineer in industrial automation.\nJosephine brings that practice into the classroom, teaching from real cases and current standards in communications and wireless and electromagnetics and antennas.\nAreas of expertise\nCommunications and wireless\nElectromagnetics and antennas\nApplied practice and industry partnerships\nTeaching\nJosephine regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Josephine keeps the connection to current practice explicit.\nAdvising and office hours\nJosephine advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nJosephine stays active in practice alongside teaching, through consulting, standards work, and applied projects in communications and wireless and electromagnetics and antennas. Representative items:\nAn applied project in communications and wireless with an industry or community partner.\nA workshop or short course on electromagnetics and antennas for practitioners in the region.\nService on a standards, licensing, or advisory body related to communications and wireless.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Josephine has no real publication record.\nGet in touch\nThe fastest way to reach Josephine is email ( jbergstrm@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, North Carolina State University\nEmail\njbergstrm@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-josephine-brenner.html", "title": "Josephine Brenner", "description": "Professor in Management at UW–Porter Falls. Expertise: business ethics, entrepreneurship and new ventures.", "headings": [ "Josephine Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Josephine Brenner\nProfessor, Management\nBackground\nJosephine Brenner is on the faculty of the Department of Management and holds a Ph.D. from the University of Sheffield. Before Porter, Josephine led operations for a mid-market manufacturer.\nJosephine's research focuses on business ethics, with related work in entrepreneurship and new ventures; undergraduates are involved in the lab most terms.\nAreas of expertise\nBusiness ethics\nEntrepreneurship and new ventures\nUndergraduate research and project mentoring\nTeaching\nJosephine regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Josephine builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nJosephine advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nJosephine's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in business ethics and entrepreneurship and new ventures. Representative items:\nA peer-reviewed article on business ethics in a disciplinary journal.\nA conference paper on entrepreneurship and new ventures, co-authored with an undergraduate researcher.\nAn internally funded project applying business ethics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Josephine has no real publication record.\nGet in touch\nThe fastest way to reach Josephine is email ( jbrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Sheffield\nEmail\njbrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-josephine-bwalya.html", "title": "Josephine Bwalya", "description": "Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: health behavior and promotion, medical nutrition therapy.", "headings": [ "Josephine Bwalya", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Josephine Bwalya\nProfessor, Health & Nutrition Sciences\nBackground\nJosephine Bwalya is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from the University of Colorado. Before Porter, Josephine ran a community nutrition program.\nJosephine's research focuses on health behavior and promotion, with related work in medical nutrition therapy; undergraduates are involved in the lab most terms.\nAreas of expertise\nHealth behavior and promotion\nMedical nutrition therapy\nUndergraduate research and project mentoring\nTeaching\nJosephine regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Josephine builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nJosephine advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nJosephine's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in health behavior and promotion and medical nutrition therapy. Representative items:\nA peer-reviewed article on health behavior and promotion in a disciplinary journal.\nA conference paper on medical nutrition therapy, co-authored with an undergraduate researcher.\nAn internally funded project applying health behavior and promotion to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Josephine has no real publication record.\nGet in touch\nThe fastest way to reach Josephine is email ( jbwalya@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Colorado\nEmail\njbwalya@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-josephine-delacroix.html", "title": "Josephine Delacroix", "description": "Professor in Management at UW–Porter Falls. Expertise: entrepreneurship and new ventures, human resource management.", "headings": [ "Josephine Delacroix", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Josephine Delacroix\nProfessor, Management\nBackground\nJosephine Delacroix is on the faculty of the Department of Management and holds a Ph.D. from the University of Sheffield. Before Porter, Josephine directed a small-business development center.\nJosephine's research focuses on entrepreneurship and new ventures, with related work in human resource management; undergraduates are involved in the lab most terms.\nAreas of expertise\nEntrepreneurship and new ventures\nHuman resource management\nUndergraduate research and project mentoring\nTeaching\nJosephine regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Josephine builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nJosephine advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nJosephine's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in entrepreneurship and new ventures and human resource management. Representative items:\nA peer-reviewed article on entrepreneurship and new ventures in a disciplinary journal.\nA conference paper on human resource management, co-authored with an undergraduate researcher.\nAn internally funded project applying entrepreneurship and new ventures to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Josephine has no real publication record.\nGet in touch\nThe fastest way to reach Josephine is email ( jdelacroix@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Sheffield\nEmail\njdelacroix@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-josephine-escobar.html", "title": "Josephine Escobar", "description": "Senior Lecturer in Mechanical Engineering at UW–Porter Falls. Expertise: energy systems, tribology.", "headings": [ "Josephine Escobar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Josephine Escobar\nSenior Lecturer, Mechanical Engineering\nBackground\nJosephine Escobar is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from the University of Washington. Before Porter, Josephine was a test engineer for an off-highway vehicle manufacturer.\nJosephine's work centers on teaching and curriculum in energy systems and tribology, including course redesign and mentoring newer instructors.\nAreas of expertise\nEnergy systems\nTribology\nUndergraduate research and project mentoring\nTeaching\nJosephine regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nJosephine designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nJosephine advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nJosephine's recent activity centers on teaching scholarship and curriculum work in energy systems and tribology. Representative items:\nA redesigned course sequence in energy systems, with open or low-cost materials.\nA conference presentation on teaching tribology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Josephine has no real publication record.\nGet in touch\nThe fastest way to reach Josephine is email ( jescobar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Washington\nEmail\njescobar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-josephine-fontaine.html", "title": "Josephine Fontaine", "description": "Professor in Psychology at UW–Porter Falls. Expertise: health psychology, cognitive psychology.", "headings": [ "Josephine Fontaine", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Josephine Fontaine\nProfessor, Psychology\nBackground\nJosephine Fontaine is on the faculty of the Department of Psychology and holds a Ph.D. from the University of Sheffield. Before Porter, Josephine consulted on selection and assessment for employers.\nJosephine's research focuses on health psychology, with related work in cognitive psychology; undergraduates are involved in the lab most terms.\nAreas of expertise\nHealth psychology\nCognitive psychology\nUndergraduate research and project mentoring\nTeaching\nJosephine regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Josephine builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nJosephine advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nJosephine's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in health psychology and cognitive psychology. Representative items:\nA peer-reviewed article on health psychology in a disciplinary journal.\nA conference paper on cognitive psychology, co-authored with an undergraduate researcher.\nAn internally funded project applying health psychology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Josephine has no real publication record.\nGet in touch\nThe fastest way to reach Josephine is email ( jfontaine@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Sheffield\nEmail\njfontaine@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-josephine-groves.html", "title": "Josephine Groves", "description": "Professor in Psychology at UW–Porter Falls. Expertise: health psychology, cognitive psychology.", "headings": [ "Josephine Groves", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Josephine Groves\nProfessor, Psychology\nBackground\nJosephine Groves is on the faculty of the Department of Psychology and holds a Ph.D. from the University of Sheffield. Before Porter, Josephine worked as a research coordinator on a longitudinal study.\nJosephine's research focuses on health psychology, with related work in cognitive psychology; undergraduates are involved in the lab most terms.\nAreas of expertise\nHealth psychology\nCognitive psychology\nUndergraduate research and project mentoring\nTeaching\nJosephine regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Josephine builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nJosephine advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nJosephine's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in health psychology and cognitive psychology. Representative items:\nA peer-reviewed article on health psychology in a disciplinary journal.\nA conference paper on cognitive psychology, co-authored with an undergraduate researcher.\nAn internally funded project applying health psychology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Josephine has no real publication record.\nGet in touch\nThe fastest way to reach Josephine is email ( jgroves@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Sheffield\nEmail\njgroves@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-josephine-haddad.html", "title": "Josephine Haddad", "description": "Associate Professor in Communication & Media at UW–Porter Falls. Expertise: public relations, writing studies.", "headings": [ "Josephine Haddad", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Josephine Haddad\nAssociate Professor, Communication & Media\nBackground\nJosephine Haddad is on the faculty of the Department of Communication & Media and holds a Ph.D. from Kansas State University. Before Porter, Josephine was a technical writer and documentation lead.\nJosephine's research focuses on public relations, with related work in writing studies; undergraduates are involved in the lab most terms.\nAreas of expertise\nPublic relations\nWriting studies\nUndergraduate research and project mentoring\nTeaching\nJosephine regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Josephine builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nJosephine advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nJosephine's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in public relations and writing studies. Representative items:\nA peer-reviewed article on public relations in a disciplinary journal.\nA conference paper on writing studies, co-authored with an undergraduate researcher.\nAn internally funded project applying public relations to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Josephine has no real publication record.\nGet in touch\nThe fastest way to reach Josephine is email ( jhaddad@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Kansas State University\nEmail\njhaddad@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-josephine-halvorsen.html", "title": "Josephine Halvorsen", "description": "Professor in Art & Design at UW–Porter Falls. Expertise: apparel and textiles, illustration.", "headings": [ "Josephine Halvorsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Josephine Halvorsen\nProfessor, Art & Design\nBackground\nJosephine Halvorsen is on the faculty of the Department of Art & Design and holds a Ph.D. from the University of Sheffield. Before Porter, Josephine was a senior designer at a branding agency.\nJosephine's research focuses on apparel and textiles, with related work in illustration; undergraduates are involved in the lab most terms.\nAreas of expertise\nApparel and textiles\nIllustration\nUndergraduate research and project mentoring\nTeaching\nJosephine regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Josephine builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nJosephine advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nJosephine's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in apparel and textiles and illustration. Representative items:\nA peer-reviewed article on apparel and textiles in a disciplinary journal.\nA conference paper on illustration, co-authored with an undergraduate researcher.\nAn internally funded project applying apparel and textiles to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Josephine has no real publication record.\nGet in touch\nThe fastest way to reach Josephine is email ( jhalvorsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Sheffield\nEmail\njhalvorsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-josephine-lundgren.html", "title": "Josephine Lundgren", "description": "Senior Lecturer in Teacher Education at UW–Porter Falls. Expertise: classroom management, career and technical education.", "headings": [ "Josephine Lundgren", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Josephine Lundgren\nSenior Lecturer, Teacher Education\nBackground\nJosephine Lundgren is on the faculty of the Department of Teacher Education and holds a Ph.D. from McGill University. Before Porter, Josephine was a middle-school science teacher and department chair.\nJosephine's work centers on teaching and curriculum in classroom management and career and technical education, including course redesign and mentoring newer instructors.\nAreas of expertise\nClassroom management\nCareer and technical education\nUndergraduate research and project mentoring\nTeaching\nJosephine regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nJosephine designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nJosephine advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nJosephine's recent activity centers on teaching scholarship and curriculum work in classroom management and career and technical education. Representative items:\nA redesigned course sequence in classroom management, with open or low-cost materials.\nA conference presentation on teaching career and technical education at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Josephine has no real publication record.\nGet in touch\nThe fastest way to reach Josephine is email ( jlundgren@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., McGill University\nEmail\njlundgren@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-josephine-osei.html", "title": "Josephine Osei", "description": "Professor in Humanities at UW–Porter Falls. Expertise: ethics and applied philosophy, American and comparative politics.", "headings": [ "Josephine Osei", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Josephine Osei\nProfessor, Humanities\nBackground\nJosephine Osei is on the faculty of the Department of Humanities and holds a Ph.D. from the University of Sheffield. Before Porter, Josephine taught at a liberal-arts college.\nJosephine's research focuses on ethics and applied philosophy, with related work in American and comparative politics; undergraduates are involved in the lab most terms.\nAreas of expertise\nEthics and applied philosophy\nAmerican and comparative politics\nUndergraduate research and project mentoring\nTeaching\nJosephine regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Josephine builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nJosephine advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nJosephine's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in ethics and applied philosophy and American and comparative politics. Representative items:\nA peer-reviewed article on ethics and applied philosophy in a disciplinary journal.\nA conference paper on American and comparative politics, co-authored with an undergraduate researcher.\nAn internally funded project applying ethics and applied philosophy to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Josephine has no real publication record.\nGet in touch\nThe fastest way to reach Josephine is email ( josei@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Sheffield\nEmail\njosei@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-josephine-persson.html", "title": "Josephine Persson", "description": "Professor in Art & Design at UW–Porter Falls. Expertise: exhibition design, typography and branding.", "headings": [ "Josephine Persson", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Josephine Persson\nProfessor, Art & Design\nBackground\nJosephine Persson is on the faculty of the Department of Art & Design and holds a Ph.D. from the University of Sheffield. Before Porter, Josephine designed for an apparel manufacturer.\nJosephine's research focuses on exhibition design, with related work in typography and branding; undergraduates are involved in the lab most terms.\nAreas of expertise\nExhibition design\nTypography and branding\nUndergraduate research and project mentoring\nTeaching\nJosephine regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Josephine builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nJosephine advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nJosephine's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in exhibition design and typography and branding. Representative items:\nA peer-reviewed article on exhibition design in a disciplinary journal.\nA conference paper on typography and branding, co-authored with an undergraduate researcher.\nAn internally funded project applying exhibition design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Josephine has no real publication record.\nGet in touch\nThe fastest way to reach Josephine is email ( jpersson@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Sheffield\nEmail\njpersson@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-josephine-petrov.html", "title": "Josephine Petrov", "description": "Senior Lecturer in Biomedical Engineering at UW–Porter Falls. Expertise: medical device design and regulation, assistive technology.", "headings": [ "Josephine Petrov", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Josephine Petrov\nSenior Lecturer, Biomedical Engineering\nBackground\nJosephine Petrov is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from the University of Washington. Before Porter, Josephine worked in R&D for a diagnostic-imaging manufacturer.\nJosephine's work centers on teaching and curriculum in medical device design and regulation and assistive technology, including course redesign and mentoring newer instructors.\nAreas of expertise\nMedical device design and regulation\nAssistive technology\nUndergraduate research and project mentoring\nTeaching\nJosephine regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nJosephine designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nJosephine advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nJosephine's recent activity centers on teaching scholarship and curriculum work in medical device design and regulation and assistive technology. Representative items:\nA redesigned course sequence in medical device design and regulation, with open or low-cost materials.\nA conference presentation on teaching assistive technology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Josephine has no real publication record.\nGet in touch\nThe fastest way to reach Josephine is email ( jpetrov@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Washington\nEmail\njpetrov@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-josephine-sato.html", "title": "Josephine Sato", "description": "Clinical Associate Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: geotechnical engineering, construction materials.", "headings": [ "Josephine Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Josephine Sato\nClinical Associate Professor, Civil & Environmental Engineering\nBackground\nJosephine Sato is on the faculty of the Department of Civil & Environmental Engineering and holds a doctoral clinical degree from North Carolina State University and is licensed to practice. Before Porter, Josephine worked in bridge inspection and rehabilitation.\nJosephine brings that practice into the classroom, teaching from real cases and current standards in geotechnical engineering and construction materials.\nAreas of expertise\nGeotechnical engineering\nConstruction materials\nApplied practice and industry partnerships\nTeaching\nJosephine regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Josephine keeps the connection to current practice explicit.\nAdvising and office hours\nJosephine advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nJosephine stays active in practice alongside teaching, through consulting, standards work, and applied projects in geotechnical engineering and construction materials. Representative items:\nAn applied project in geotechnical engineering with an industry or community partner.\nA workshop or short course on construction materials for practitioners in the region.\nService on a standards, licensing, or advisory body related to geotechnical engineering.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Josephine has no real publication record.\nGet in touch\nThe fastest way to reach Josephine is email ( jsato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, North Carolina State University\nEmail\njsato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-josephine-whitfield.html", "title": "Josephine Whitfield", "description": "Associate Professor in Communication & Media at UW–Porter Falls. Expertise: technical and professional writing, public relations.", "headings": [ "Josephine Whitfield", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Josephine Whitfield\nAssociate Professor, Communication & Media\nBackground\nJosephine Whitfield is on the faculty of the Department of Communication & Media and holds a Ph.D. from Kansas State University. Before Porter, Josephine produced video and podcasts for a media company.\nJosephine's research focuses on technical and professional writing, with related work in public relations; undergraduates are involved in the lab most terms.\nAreas of expertise\nTechnical and professional writing\nPublic relations\nUndergraduate research and project mentoring\nTeaching\nJosephine regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Josephine builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nJosephine advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nJosephine's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in technical and professional writing and public relations. Representative items:\nA peer-reviewed article on technical and professional writing in a disciplinary journal.\nA conference paper on public relations, co-authored with an undergraduate researcher.\nAn internally funded project applying technical and professional writing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Josephine has no real publication record.\nGet in touch\nThe fastest way to reach Josephine is email ( jwhitfield@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Kansas State University\nEmail\njwhitfield@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-kendra-delacroix.html", "title": "Kendra Delacroix", "description": "Clinical Associate Professor in Communication & Media at UW–Porter Falls. Expertise: media production, user documentation.", "headings": [ "Kendra Delacroix", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Kendra Delacroix\nClinical Associate Professor, Communication & Media\nBackground\nKendra Delacroix is on the faculty of the Department of Communication & Media and holds a doctoral clinical degree from the University of Michigan and is licensed to practice. Before Porter, Kendra was a technical writer and documentation lead.\nKendra brings that practice into the classroom, teaching from real cases and current standards in media production and user documentation.\nAreas of expertise\nMedia production\nUser documentation\nApplied practice and industry partnerships\nTeaching\nKendra regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Kendra keeps the connection to current practice explicit.\nAdvising and office hours\nKendra advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKendra stays active in practice alongside teaching, through consulting, standards work, and applied projects in media production and user documentation. Representative items:\nAn applied project in media production with an industry or community partner.\nA workshop or short course on user documentation for practitioners in the region.\nService on a standards, licensing, or advisory body related to media production.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kendra has no real publication record.\nGet in touch\nThe fastest way to reach Kendra is email ( kdelacroix@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na doctoral clinical degree, the University of Michigan\nEmail\nkdelacroix@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-kendra-devereaux.html", "title": "Kendra Devereaux", "description": "Senior Lecturer in Humanities at UW–Porter Falls. Expertise: logic and philosophy of science, public policy.", "headings": [ "Kendra Devereaux", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Kendra Devereaux\nSenior Lecturer, Humanities\nBackground\nKendra Devereaux is on the faculty of the Department of Humanities and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Kendra taught at a liberal-arts college.\nKendra's work centers on teaching and curriculum in logic and philosophy of science and public policy, including course redesign and mentoring newer instructors.\nAreas of expertise\nLogic and philosophy of science\nPublic policy\nUndergraduate research and project mentoring\nTeaching\nKendra regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nKendra designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nKendra advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKendra's recent activity centers on teaching scholarship and curriculum work in logic and philosophy of science and public policy. Representative items:\nA redesigned course sequence in logic and philosophy of science, with open or low-cost materials.\nA conference presentation on teaching public policy at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kendra has no real publication record.\nGet in touch\nThe fastest way to reach Kendra is email ( kdevereaux@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\nkdevereaux@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-kendra-fontaine.html", "title": "Kendra Fontaine", "description": "Associate Professor in Mechanical Engineering at UW–Porter Falls. Expertise: biomechanics, machine design and mechanisms.", "headings": [ "Kendra Fontaine", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Kendra Fontaine\nAssociate Professor, Mechanical Engineering\nBackground\nKendra Fontaine is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from the University of Nebraska. Before Porter, Kendra consulted on failure analysis and expert testimony.\nKendra's research focuses on biomechanics, with related work in machine design and mechanisms; undergraduates are involved in the lab most terms.\nAreas of expertise\nBiomechanics\nMachine design and mechanisms\nUndergraduate research and project mentoring\nTeaching\nKendra regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Kendra builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nKendra advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKendra's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in biomechanics and machine design and mechanisms. Representative items:\nA peer-reviewed article on biomechanics in a disciplinary journal.\nA conference paper on machine design and mechanisms, co-authored with an undergraduate researcher.\nAn internally funded project applying biomechanics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kendra has no real publication record.\nGet in touch\nThe fastest way to reach Kendra is email ( kfontaine@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Nebraska\nEmail\nkfontaine@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-kendra-groves.html", "title": "Kendra Groves", "description": "Associate Professor in Biomedical Engineering at UW–Porter Falls. Expertise: physiological modeling, biomechanics and orthopedics.", "headings": [ "Kendra Groves", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Kendra Groves\nAssociate Professor, Biomedical Engineering\nBackground\nKendra Groves is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from the University of Nebraska. Before Porter, Kendra consulted on design controls and verification testing.\nKendra's research focuses on physiological modeling, with related work in biomechanics and orthopedics; undergraduates are involved in the lab most terms.\nAreas of expertise\nPhysiological modeling\nBiomechanics and orthopedics\nUndergraduate research and project mentoring\nTeaching\nKendra regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Kendra builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nKendra advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKendra's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in physiological modeling and biomechanics and orthopedics. Representative items:\nA peer-reviewed article on physiological modeling in a disciplinary journal.\nA conference paper on biomechanics and orthopedics, co-authored with an undergraduate researcher.\nAn internally funded project applying physiological modeling to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kendra has no real publication record.\nGet in touch\nThe fastest way to reach Kendra is email ( kgroves@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Nebraska\nEmail\nkgroves@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-kendra-haddad.html", "title": "Kendra Haddad", "description": "Assistant Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: renewable energy integration, power systems and the grid.", "headings": [ "Kendra Haddad", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Kendra Haddad\nAssistant Professor, Electrical & Computer Engineering\nBackground\nKendra Haddad is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from Virginia Tech. Before Porter, Kendra developed firmware for medical devices.\nKendra's research focuses on renewable energy integration, with related work in power systems and the grid; undergraduates are involved in the lab most terms.\nAreas of expertise\nRenewable energy integration\nPower systems and the grid\nUndergraduate research and project mentoring\nTeaching\nKendra regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Kendra builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nKendra advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKendra's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in renewable energy integration and power systems and the grid. Representative items:\nA peer-reviewed article on renewable energy integration in a disciplinary journal.\nA conference paper on power systems and the grid, co-authored with an undergraduate researcher.\nAn internally funded project applying renewable energy integration to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kendra has no real publication record.\nGet in touch\nThe fastest way to reach Kendra is email ( khaddad@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Virginia Tech\nEmail\nkhaddad@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-kendra-larsen.html", "title": "Kendra Larsen", "description": "Senior Lecturer in Psychology at UW–Porter Falls. Expertise: psychology of learning, social psychology.", "headings": [ "Kendra Larsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Kendra Larsen\nSenior Lecturer, Psychology\nBackground\nKendra Larsen is on the faculty of the Department of Psychology and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Kendra consulted on selection and assessment for employers.\nKendra's work centers on teaching and curriculum in psychology of learning and social psychology, including course redesign and mentoring newer instructors.\nAreas of expertise\nPsychology of learning\nSocial psychology\nUndergraduate research and project mentoring\nTeaching\nKendra regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nKendra designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nKendra advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKendra's recent activity centers on teaching scholarship and curriculum work in psychology of learning and social psychology. Representative items:\nA redesigned course sequence in psychology of learning, with open or low-cost materials.\nA conference presentation on teaching social psychology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kendra has no real publication record.\nGet in touch\nThe fastest way to reach Kendra is email ( klarsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\nklarsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-kendra-lundgren.html", "title": "Kendra Lundgren", "description": "Clinical Associate Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: family systems and support, community-based practice.", "headings": [ "Kendra Lundgren", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Kendra Lundgren\nClinical Associate Professor, Rehabilitation & Human Services\nBackground\nKendra Lundgren is on the faculty of the Department of Rehabilitation & Human Services and holds a doctoral clinical degree from the University of Iowa and is licensed to practice. Before Porter, Kendra directed a family-resource center.\nKendra brings that practice into the classroom, teaching from real cases and current standards in family systems and support and community-based practice.\nAreas of expertise\nFamily systems and support\nCommunity-based practice\nApplied practice and industry partnerships\nTeaching\nKendra regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Kendra keeps the connection to current practice explicit.\nAdvising and office hours\nKendra advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKendra stays active in practice alongside teaching, through consulting, standards work, and applied projects in family systems and support and community-based practice. Representative items:\nAn applied project in family systems and support with an industry or community partner.\nA workshop or short course on community-based practice for practitioners in the region.\nService on a standards, licensing, or advisory body related to family systems and support.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kendra has no real publication record.\nGet in touch\nThe fastest way to reach Kendra is email ( klundgren@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, the University of Iowa\nEmail\nklundgren@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-kendra-marchetti.html", "title": "Kendra Marchetti", "description": "Senior Lecturer in Management at UW–Porter Falls. Expertise: operations management, business analytics.", "headings": [ "Kendra Marchetti", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Kendra Marchetti\nSenior Lecturer, Management\nBackground\nKendra Marchetti is on the faculty of the Department of Management and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Kendra directed a small-business development center.\nKendra's work centers on teaching and curriculum in operations management and business analytics, including course redesign and mentoring newer instructors.\nAreas of expertise\nOperations management\nBusiness analytics\nUndergraduate research and project mentoring\nTeaching\nKendra regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nKendra designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nKendra advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKendra's recent activity centers on teaching scholarship and curriculum work in operations management and business analytics. Representative items:\nA redesigned course sequence in operations management, with open or low-cost materials.\nA conference presentation on teaching business analytics at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kendra has no real publication record.\nGet in touch\nThe fastest way to reach Kendra is email ( kmarchetti@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\nkmarchetti@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-kendra-novak.html", "title": "Kendra Novak", "description": "Senior Lecturer in Art & Design at UW–Porter Falls. Expertise: exhibition design, typography and branding.", "headings": [ "Kendra Novak", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Kendra Novak\nSenior Lecturer, Art & Design\nBackground\nKendra Novak is on the faculty of the Department of Art & Design and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Kendra designed for an apparel manufacturer.\nKendra's work centers on teaching and curriculum in exhibition design and typography and branding, including course redesign and mentoring newer instructors.\nAreas of expertise\nExhibition design\nTypography and branding\nUndergraduate research and project mentoring\nTeaching\nKendra regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nKendra designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nKendra advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKendra's recent activity centers on teaching scholarship and curriculum work in exhibition design and typography and branding. Representative items:\nA redesigned course sequence in exhibition design, with open or low-cost materials.\nA conference presentation on teaching typography and branding at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kendra has no real publication record.\nGet in touch\nThe fastest way to reach Kendra is email ( knovak@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\nknovak@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-kendra-rasmussen.html", "title": "Kendra Rasmussen", "description": "Senior Lecturer in Health & Nutrition Sciences at UW–Porter Falls. Expertise: sports nutrition, food science and product development.", "headings": [ "Kendra Rasmussen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Kendra Rasmussen\nSenior Lecturer, Health & Nutrition Sciences\nBackground\nKendra Rasmussen is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from the University of Toronto. Before Porter, Kendra was an exercise physiologist in cardiac rehabilitation.\nKendra's work centers on teaching and curriculum in sports nutrition and food science and product development, including course redesign and mentoring newer instructors.\nAreas of expertise\nSports nutrition\nFood science and product development\nUndergraduate research and project mentoring\nTeaching\nKendra regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nKendra designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nKendra advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKendra's recent activity centers on teaching scholarship and curriculum work in sports nutrition and food science and product development. Representative items:\nA redesigned course sequence in sports nutrition, with open or low-cost materials.\nA conference presentation on teaching food science and product development at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kendra has no real publication record.\nGet in touch\nThe fastest way to reach Kendra is email ( krasmussen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Toronto\nEmail\nkrasmussen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-kendra-reinholt.html", "title": "Kendra Reinholt", "description": "Associate Professor in Teacher Education at UW–Porter Falls. Expertise: culturally responsive teaching, literacy and reading instruction.", "headings": [ "Kendra Reinholt", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Kendra Reinholt\nAssociate Professor, Teacher Education\nBackground\nKendra Reinholt is on the faculty of the Department of Teacher Education and holds a Ph.D. from the University of Minnesota. Before Porter, Kendra taught in a technical high-school program.\nKendra's research focuses on culturally responsive teaching, with related work in literacy and reading instruction; undergraduates are involved in the lab most terms.\nAreas of expertise\nCulturally responsive teaching\nLiteracy and reading instruction\nUndergraduate research and project mentoring\nTeaching\nKendra regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Kendra builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nKendra advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKendra's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in culturally responsive teaching and literacy and reading instruction. Representative items:\nA peer-reviewed article on culturally responsive teaching in a disciplinary journal.\nA conference paper on literacy and reading instruction, co-authored with an undergraduate researcher.\nAn internally funded project applying culturally responsive teaching to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kendra has no real publication record.\nGet in touch\nThe fastest way to reach Kendra is email ( kreinholt@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Minnesota\nEmail\nkreinholt@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-kendra-whitfield.html", "title": "Kendra Whitfield", "description": "Assistant Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: transportation engineering, structural health monitoring.", "headings": [ "Kendra Whitfield", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Kendra Whitfield\nAssistant Professor, Civil & Environmental Engineering\nBackground\nKendra Whitfield is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from Virginia Tech. Before Porter, Kendra did geotechnical investigations for a transportation department.\nKendra's research focuses on transportation engineering, with related work in structural health monitoring; undergraduates are involved in the lab most terms.\nAreas of expertise\nTransportation engineering\nStructural health monitoring\nUndergraduate research and project mentoring\nTeaching\nKendra regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Kendra builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nKendra advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKendra's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in transportation engineering and structural health monitoring. Representative items:\nA peer-reviewed article on transportation engineering in a disciplinary journal.\nA conference paper on structural health monitoring, co-authored with an undergraduate researcher.\nAn internally funded project applying transportation engineering to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kendra has no real publication record.\nGet in touch\nThe fastest way to reach Kendra is email ( kwhitfield@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Virginia Tech\nEmail\nkwhitfield@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-kwame-ackerman.html", "title": "Kwame Ackerman", "description": "Associate Professor in Management at UW–Porter Falls. Expertise: business analytics, international business.", "headings": [ "Kwame Ackerman", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Kwame Ackerman\nAssociate Professor, Management\nBackground\nKwame Ackerman is on the faculty of the Department of Management and holds a Ph.D. from Northwestern University. Before Porter, Kwame led operations for a mid-market manufacturer.\nKwame's research focuses on business analytics, with related work in international business; undergraduates are involved in the lab most terms.\nAreas of expertise\nBusiness analytics\nInternational business\nUndergraduate research and project mentoring\nTeaching\nKwame regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Kwame builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nKwame advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKwame's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in business analytics and international business. Representative items:\nA peer-reviewed article on business analytics in a disciplinary journal.\nA conference paper on international business, co-authored with an undergraduate researcher.\nAn internally funded project applying business analytics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kwame has no real publication record.\nGet in touch\nThe fastest way to reach Kwame is email ( kackerman@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., Northwestern University\nEmail\nkackerman@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-kwame-bwalya.html", "title": "Kwame Bwalya", "description": "Assistant Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: counseling skills and the working alliance, vocational rehabilitation.", "headings": [ "Kwame Bwalya", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Kwame Bwalya\nAssistant Professor, Rehabilitation & Human Services\nBackground\nKwame Bwalya is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from the University of Minnesota. Before Porter, Kwame worked in child welfare.\nKwame's research focuses on counseling skills and the working alliance, with related work in vocational rehabilitation; undergraduates are involved in the lab most terms.\nAreas of expertise\nCounseling skills and the working alliance\nVocational rehabilitation\nUndergraduate research and project mentoring\nTeaching\nKwame regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Kwame builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nKwame advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKwame's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in counseling skills and the working alliance and vocational rehabilitation. Representative items:\nA peer-reviewed article on counseling skills and the working alliance in a disciplinary journal.\nA conference paper on vocational rehabilitation, co-authored with an undergraduate researcher.\nAn internally funded project applying counseling skills and the working alliance to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kwame has no real publication record.\nGet in touch\nThe fastest way to reach Kwame is email ( kbwalya@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Minnesota\nEmail\nkbwalya@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-kwame-cho.html", "title": "Kwame Cho", "description": "Associate Professor in Psychology at UW–Porter Falls. Expertise: developmental psychology, clinical and counseling psychology.", "headings": [ "Kwame Cho", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Kwame Cho\nAssociate Professor, Psychology\nBackground\nKwame Cho is on the faculty of the Department of Psychology and holds a Ph.D. from Northwestern University. Before Porter, Kwame worked as a research coordinator on a longitudinal study.\nKwame's research focuses on developmental psychology, with related work in clinical and counseling psychology; undergraduates are involved in the lab most terms.\nAreas of expertise\nDevelopmental psychology\nClinical and counseling psychology\nUndergraduate research and project mentoring\nTeaching\nKwame regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Kwame builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nKwame advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKwame's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in developmental psychology and clinical and counseling psychology. Representative items:\nA peer-reviewed article on developmental psychology in a disciplinary journal.\nA conference paper on clinical and counseling psychology, co-authored with an undergraduate researcher.\nAn internally funded project applying developmental psychology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kwame has no real publication record.\nGet in touch\nThe fastest way to reach Kwame is email ( kcho@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Northwestern University\nEmail\nkcho@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-kwame-escobar.html", "title": "Kwame Escobar", "description": "Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: power systems and the grid, digital signal processing.", "headings": [ "Kwame Escobar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Kwame Escobar\nProfessor, Electrical & Computer Engineering\nBackground\nKwame Escobar is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from the University of Michigan. Before Porter, Kwame was a controls engineer in industrial automation.\nKwame's research focuses on power systems and the grid, with related work in digital signal processing; undergraduates are involved in the lab most terms.\nAreas of expertise\nPower systems and the grid\nDigital signal processing\nUndergraduate research and project mentoring\nTeaching\nKwame regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Kwame builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nKwame advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKwame's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in power systems and the grid and digital signal processing. Representative items:\nA peer-reviewed article on power systems and the grid in a disciplinary journal.\nA conference paper on digital signal processing, co-authored with an undergraduate researcher.\nAn internally funded project applying power systems and the grid to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kwame has no real publication record.\nGet in touch\nThe fastest way to reach Kwame is email ( kescobar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Michigan\nEmail\nkescobar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-kwame-fitzgerald.html", "title": "Kwame Fitzgerald", "description": "Clinical Associate Professor in Mechanical Engineering at UW–Porter Falls. Expertise: energy systems, tribology.", "headings": [ "Kwame Fitzgerald", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Kwame Fitzgerald\nClinical Associate Professor, Mechanical Engineering\nBackground\nKwame Fitzgerald is on the faculty of the Department of Mechanical Engineering and holds a doctoral clinical degree from the University of Wesconsin–Madison and is licensed to practice. Before Porter, Kwame was a test engineer for an off-highway vehicle manufacturer.\nKwame brings that practice into the classroom, teaching from real cases and current standards in energy systems and tribology.\nAreas of expertise\nEnergy systems\nTribology\nApplied practice and industry partnerships\nTeaching\nKwame regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Kwame keeps the connection to current practice explicit.\nAdvising and office hours\nKwame advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKwame stays active in practice alongside teaching, through consulting, standards work, and applied projects in energy systems and tribology. Representative items:\nAn applied project in energy systems with an industry or community partner.\nA workshop or short course on tribology for practitioners in the region.\nService on a standards, licensing, or advisory body related to energy systems.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kwame has no real publication record.\nGet in touch\nThe fastest way to reach Kwame is email ( kfitzgerald@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, the University of Wesconsin–Madison\nEmail\nkfitzgerald@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-kwame-fontaine.html", "title": "Kwame Fontaine", "description": "Clinical Associate Professor in Biomedical Engineering at UW–Porter Falls. Expertise: human factors in health care, biomedical instrumentation.", "headings": [ "Kwame Fontaine", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Kwame Fontaine\nClinical Associate Professor, Biomedical Engineering\nBackground\nKwame Fontaine is on the faculty of the Department of Biomedical Engineering and holds a doctoral clinical degree from the University of Wesconsin–Madison and is licensed to practice. Before Porter, Kwame worked in R&D for a diagnostic-imaging manufacturer.\nKwame brings that practice into the classroom, teaching from real cases and current standards in human factors in health care and biomedical instrumentation.\nAreas of expertise\nHuman factors in health care\nBiomedical instrumentation\nApplied practice and industry partnerships\nTeaching\nKwame regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Kwame keeps the connection to current practice explicit.\nAdvising and office hours\nKwame advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKwame stays active in practice alongside teaching, through consulting, standards work, and applied projects in human factors in health care and biomedical instrumentation. Representative items:\nAn applied project in human factors in health care with an industry or community partner.\nA workshop or short course on biomedical instrumentation for practitioners in the region.\nService on a standards, licensing, or advisory body related to human factors in health care.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kwame has no real publication record.\nGet in touch\nThe fastest way to reach Kwame is email ( kfontaine@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, the University of Wesconsin–Madison\nEmail\nkfontaine@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-kwame-groves.html", "title": "Kwame Groves", "description": "Assistant Professor in Communication & Media at UW–Porter Falls. Expertise: user documentation, rhetoric and persuasion.", "headings": [ "Kwame Groves", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Kwame Groves\nAssistant Professor, Communication & Media\nBackground\nKwame Groves is on the faculty of the Department of Communication & Media and holds a Ph.D. from the University of Colorado. Before Porter, Kwame produced video and podcasts for a media company.\nKwame's research focuses on user documentation, with related work in rhetoric and persuasion; undergraduates are involved in the lab most terms.\nAreas of expertise\nUser documentation\nRhetoric and persuasion\nUndergraduate research and project mentoring\nTeaching\nKwame regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Kwame builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nKwame advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKwame's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in user documentation and rhetoric and persuasion. Representative items:\nA peer-reviewed article on user documentation in a disciplinary journal.\nA conference paper on rhetoric and persuasion, co-authored with an undergraduate researcher.\nAn internally funded project applying user documentation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kwame has no real publication record.\nGet in touch\nThe fastest way to reach Kwame is email ( kgroves@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Colorado\nEmail\nkgroves@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-kwame-haddad.html", "title": "Kwame Haddad", "description": "Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: environmental and water-treatment engineering, sustainable infrastructure.", "headings": [ "Kwame Haddad", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Kwame Haddad\nProfessor, Civil & Environmental Engineering\nBackground\nKwame Haddad is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from the University of Michigan. Before Porter, Kwame worked in bridge inspection and rehabilitation.\nKwame's research focuses on environmental and water-treatment engineering, with related work in sustainable infrastructure; undergraduates are involved in the lab most terms.\nAreas of expertise\nEnvironmental and water-treatment engineering\nSustainable infrastructure\nUndergraduate research and project mentoring\nTeaching\nKwame regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Kwame builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nKwame advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKwame's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in environmental and water-treatment engineering and sustainable infrastructure. Representative items:\nA peer-reviewed article on environmental and water-treatment engineering in a disciplinary journal.\nA conference paper on sustainable infrastructure, co-authored with an undergraduate researcher.\nAn internally funded project applying environmental and water-treatment engineering to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kwame has no real publication record.\nGet in touch\nThe fastest way to reach Kwame is email ( khaddad@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Michigan\nEmail\nkhaddad@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-kwame-larsen.html", "title": "Kwame Larsen", "description": "Associate Professor in Art & Design at UW–Porter Falls. Expertise: apparel and textiles, illustration.", "headings": [ "Kwame Larsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Kwame Larsen\nAssociate Professor, Art & Design\nBackground\nKwame Larsen is on the faculty of the Department of Art & Design and holds a Ph.D. from Northwestern University. Before Porter, Kwame was a senior designer at a branding agency.\nKwame's research focuses on apparel and textiles, with related work in illustration; undergraduates are involved in the lab most terms.\nAreas of expertise\nApparel and textiles\nIllustration\nUndergraduate research and project mentoring\nTeaching\nKwame regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Kwame builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nKwame advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKwame's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in apparel and textiles and illustration. Representative items:\nA peer-reviewed article on apparel and textiles in a disciplinary journal.\nA conference paper on illustration, co-authored with an undergraduate researcher.\nAn internally funded project applying apparel and textiles to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kwame has no real publication record.\nGet in touch\nThe fastest way to reach Kwame is email ( klarsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Northwestern University\nEmail\nklarsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-kwame-marchetti.html", "title": "Kwame Marchetti", "description": "Associate Professor in Humanities at UW–Porter Falls. Expertise: public policy, criminology.", "headings": [ "Kwame Marchetti", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Kwame Marchetti\nAssociate Professor, Humanities\nBackground\nKwame Marchetti is on the faculty of the Department of Humanities and holds a Ph.D. from Northwestern University. Before Porter, Kwame worked in public history and museums.\nKwame's research focuses on public policy, with related work in criminology; undergraduates are involved in the lab most terms.\nAreas of expertise\nPublic policy\nCriminology\nUndergraduate research and project mentoring\nTeaching\nKwame regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Kwame builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nKwame advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKwame's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in public policy and criminology. Representative items:\nA peer-reviewed article on public policy in a disciplinary journal.\nA conference paper on criminology, co-authored with an undergraduate researcher.\nAn internally funded project applying public policy to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kwame has no real publication record.\nGet in touch\nThe fastest way to reach Kwame is email ( kmarchetti@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Northwestern University\nEmail\nkmarchetti@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-kwame-nakamura.html", "title": "Kwame Nakamura", "description": "Clinical Associate Professor in Mechanical Engineering at UW–Porter Falls. Expertise: materials and fatigue, additive manufacturing.", "headings": [ "Kwame Nakamura", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Kwame Nakamura\nClinical Associate Professor, Mechanical Engineering\nBackground\nKwame Nakamura is on the faculty of the Department of Mechanical Engineering and holds a doctoral clinical degree from the University of Wesconsin–Madison and is licensed to practice. Before Porter, Kwame led product engineering for a consumer-appliance maker.\nKwame brings that practice into the classroom, teaching from real cases and current standards in materials and fatigue and additive manufacturing.\nAreas of expertise\nMaterials and fatigue\nAdditive manufacturing\nApplied practice and industry partnerships\nTeaching\nKwame regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Kwame keeps the connection to current practice explicit.\nAdvising and office hours\nKwame advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKwame stays active in practice alongside teaching, through consulting, standards work, and applied projects in materials and fatigue and additive manufacturing. Representative items:\nAn applied project in materials and fatigue with an industry or community partner.\nA workshop or short course on additive manufacturing for practitioners in the region.\nService on a standards, licensing, or advisory body related to materials and fatigue.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kwame has no real publication record.\nGet in touch\nThe fastest way to reach Kwame is email ( knakamura@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, the University of Wesconsin–Madison\nEmail\nknakamura@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-kwame-petrov.html", "title": "Kwame Petrov", "description": "Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: renewable energy integration, power systems and the grid.", "headings": [ "Kwame Petrov", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Kwame Petrov\nProfessor, Electrical & Computer Engineering\nBackground\nKwame Petrov is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from the University of Michigan. Before Porter, Kwame led an embedded-systems group at an aerospace supplier.\nKwame's research focuses on renewable energy integration, with related work in power systems and the grid; undergraduates are involved in the lab most terms.\nAreas of expertise\nRenewable energy integration\nPower systems and the grid\nUndergraduate research and project mentoring\nTeaching\nKwame regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Kwame builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nKwame advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKwame's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in renewable energy integration and power systems and the grid. Representative items:\nA peer-reviewed article on renewable energy integration in a disciplinary journal.\nA conference paper on power systems and the grid, co-authored with an undergraduate researcher.\nAn internally funded project applying renewable energy integration to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kwame has no real publication record.\nGet in touch\nThe fastest way to reach Kwame is email ( kpetrov@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Michigan\nEmail\nkpetrov@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-kwame-rasmussen.html", "title": "Kwame Rasmussen", "description": "Clinical Associate Professor in Teacher Education at UW–Porter Falls. Expertise: educational technology, science and STEM education.", "headings": [ "Kwame Rasmussen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Kwame Rasmussen\nClinical Associate Professor, Teacher Education\nBackground\nKwame Rasmussen is on the faculty of the Department of Teacher Education and holds a doctoral clinical degree from Cornell University and is licensed to practice. Before Porter, Kwame directed an early-childhood center.\nKwame brings that practice into the classroom, teaching from real cases and current standards in educational technology and science and STEM education.\nAreas of expertise\nEducational technology\nScience and STEM education\nApplied practice and industry partnerships\nTeaching\nKwame regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Kwame keeps the connection to current practice explicit.\nAdvising and office hours\nKwame advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKwame stays active in practice alongside teaching, through consulting, standards work, and applied projects in educational technology and science and STEM education. Representative items:\nAn applied project in educational technology with an industry or community partner.\nA workshop or short course on science and STEM education for practitioners in the region.\nService on a standards, licensing, or advisory body related to educational technology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kwame has no real publication record.\nGet in touch\nThe fastest way to reach Kwame is email ( krasmussen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, Cornell University\nEmail\nkrasmussen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-kwame-trombley.html", "title": "Kwame Trombley", "description": "Associate Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: community and public-health nutrition, exercise physiology.", "headings": [ "Kwame Trombley", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Kwame Trombley\nAssociate Professor, Health & Nutrition Sciences\nBackground\nKwame Trombley is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from North Carolina State University. Before Porter, Kwame worked in food product development for a manufacturer.\nKwame's research focuses on community and public-health nutrition, with related work in exercise physiology; undergraduates are involved in the lab most terms.\nAreas of expertise\nCommunity and public-health nutrition\nExercise physiology\nUndergraduate research and project mentoring\nTeaching\nKwame regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Kwame builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nKwame advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nKwame's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in community and public-health nutrition and exercise physiology. Representative items:\nA peer-reviewed article on community and public-health nutrition in a disciplinary journal.\nA conference paper on exercise physiology, co-authored with an undergraduate researcher.\nAn internally funded project applying community and public-health nutrition to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Kwame has no real publication record.\nGet in touch\nThe fastest way to reach Kwame is email ( ktrombley@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., North Carolina State University\nEmail\nktrombley@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-learning-communities.html", "title": "Faculty learning communities", "description": "Year-long peer groups of instructors working on a shared teaching question.", "headings": [ "Faculty learning communities", "On this page", "How they work", "Joining", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Faculty & staff Faculty learning communities\nYear-long peer groups of instructors working on a shared teaching question.\nHow they work\nEach community is eight to twelve instructors from different departments who commit to a year on one question, meet monthly, try something in their own classes, and report back to the group. The Center for Teaching & Learning facilitates and provides readings, but the agenda belongs to the members. Adjunct and instructional-academic-staff colleagues are explicitly included.\nJoining\nTopics for the coming year are announced in spring with a short application — a paragraph on why the question matters in your teaching. Cohorts are kept deliberately cross-disciplinary. Completing the year comes with a modest stipend or a materials budget, and many communities produce a shared resource other instructors can use.\nIn and around Porter Falls\nThe Center for Teaching & Learning on the third level of Halvorsen Library is where new faculty get their footing and where mid-career instructors trade notes across colleges.\nThe practical details\nFormat: Small cohorts, monthly meetings across an academic year. Topics: Set each spring — e.g. ungrading, first-year retention, AI in assignments. Support: A small stipend or a course-materials budget on completion. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Center for Teaching & Learning (Halvorsen Library, Level 3). Call (715) 555–0265 or email teaching@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFormat\nSmall cohorts, monthly meetings across an academic year\nTopics\nSet each spring — e.g. ungrading, first-year retention, AI in assignments\nSupport\nA small stipend or a course-materials budget on completion\nWho to contact\nNakatani Teaching & Learning Center\nHalvorsen Library, Level 3\nPhone\n(715) 555–0166\nEmail\nteaching@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nEmeritus faculty\nConflict of interest disclosure\nEmeriti College\nFull contact directory" }, { "url": "faculty-leon-adebayo.html", "title": "Leon Adebayo", "description": "Clinical Associate Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: geotechnical engineering, construction materials.", "headings": [ "Leon Adebayo", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Leon Adebayo\nClinical Associate Professor, Civil & Environmental Engineering\nBackground\nLeon Adebayo is on the faculty of the Department of Civil & Environmental Engineering and holds a doctoral clinical degree from Texas A&M University and is licensed to practice. Before Porter, Leon did geotechnical investigations for a transportation department.\nLeon brings that practice into the classroom, teaching from real cases and current standards in geotechnical engineering and construction materials.\nAreas of expertise\nGeotechnical engineering\nConstruction materials\nApplied practice and industry partnerships\nTeaching\nLeon regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Leon keeps the connection to current practice explicit.\nAdvising and office hours\nLeon advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLeon stays active in practice alongside teaching, through consulting, standards work, and applied projects in geotechnical engineering and construction materials. Representative items:\nAn applied project in geotechnical engineering with an industry or community partner.\nA workshop or short course on construction materials for practitioners in the region.\nService on a standards, licensing, or advisory body related to geotechnical engineering.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Leon has no real publication record.\nGet in touch\nThe fastest way to reach Leon is email ( ladebayo@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, Texas A&M University\nEmail\nladebayo@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-leon-beaumont.html", "title": "Leon Beaumont", "description": "Senior Lecturer in Mechanical Engineering at UW–Porter Falls. Expertise: biomechanics, machine design and mechanisms.", "headings": [ "Leon Beaumont", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Leon Beaumont\nSenior Lecturer, Mechanical Engineering\nBackground\nLeon Beaumont is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from the University of Iowa. Before Porter, Leon consulted on failure analysis and expert testimony.\nLeon's work centers on teaching and curriculum in biomechanics and machine design and mechanisms, including course redesign and mentoring newer instructors.\nAreas of expertise\nBiomechanics\nMachine design and mechanisms\nUndergraduate research and project mentoring\nTeaching\nLeon regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nLeon designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nLeon advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLeon's recent activity centers on teaching scholarship and curriculum work in biomechanics and machine design and mechanisms. Representative items:\nA redesigned course sequence in biomechanics, with open or low-cost materials.\nA conference presentation on teaching machine design and mechanisms at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Leon has no real publication record.\nGet in touch\nThe fastest way to reach Leon is email ( lbeaumont@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Iowa\nEmail\nlbeaumont@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-leon-cruz.html", "title": "Leon Cruz", "description": "Professor in Management at UW–Porter Falls. Expertise: international business, strategy.", "headings": [ "Leon Cruz", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Leon Cruz\nProfessor, Management\nBackground\nLeon Cruz is on the faculty of the Department of Management and holds a Ph.D. from the University of Minnesota. Before Porter, Leon directed a small-business development center.\nLeon's research focuses on international business, with related work in strategy; undergraduates are involved in the lab most terms.\nAreas of expertise\nInternational business\nStrategy\nUndergraduate research and project mentoring\nTeaching\nLeon regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Leon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nLeon advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLeon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in international business and strategy. Representative items:\nA peer-reviewed article on international business in a disciplinary journal.\nA conference paper on strategy, co-authored with an undergraduate researcher.\nAn internally funded project applying international business to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Leon has no real publication record.\nGet in touch\nThe fastest way to reach Leon is email ( lcruz@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Minnesota\nEmail\nlcruz@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-leon-devereaux.html", "title": "Leon Devereaux", "description": "Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: health behavior and promotion, medical nutrition therapy.", "headings": [ "Leon Devereaux", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Leon Devereaux\nProfessor, Health & Nutrition Sciences\nBackground\nLeon Devereaux is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from the University of Nebraska. Before Porter, Leon ran a community nutrition program.\nLeon's research focuses on health behavior and promotion, with related work in medical nutrition therapy; undergraduates are involved in the lab most terms.\nAreas of expertise\nHealth behavior and promotion\nMedical nutrition therapy\nUndergraduate research and project mentoring\nTeaching\nLeon regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Leon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nLeon advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLeon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in health behavior and promotion and medical nutrition therapy. Representative items:\nA peer-reviewed article on health behavior and promotion in a disciplinary journal.\nA conference paper on medical nutrition therapy, co-authored with an undergraduate researcher.\nAn internally funded project applying health behavior and promotion to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Leon has no real publication record.\nGet in touch\nThe fastest way to reach Leon is email ( ldevereaux@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Nebraska\nEmail\nldevereaux@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-leon-escobar.html", "title": "Leon Escobar", "description": "Professor in Art & Design at UW–Porter Falls. Expertise: exhibition design, typography and branding.", "headings": [ "Leon Escobar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Leon Escobar\nProfessor, Art & Design\nBackground\nLeon Escobar is on the faculty of the Department of Art & Design and holds a Ph.D. from the University of Minnesota. Before Porter, Leon designed for an apparel manufacturer.\nLeon's research focuses on exhibition design, with related work in typography and branding; undergraduates are involved in the lab most terms.\nAreas of expertise\nExhibition design\nTypography and branding\nUndergraduate research and project mentoring\nTeaching\nLeon regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Leon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nLeon advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLeon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in exhibition design and typography and branding. Representative items:\nA peer-reviewed article on exhibition design in a disciplinary journal.\nA conference paper on typography and branding, co-authored with an undergraduate researcher.\nAn internally funded project applying exhibition design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Leon has no real publication record.\nGet in touch\nThe fastest way to reach Leon is email ( lescobar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Minnesota\nEmail\nlescobar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-leon-halvorsen.html", "title": "Leon Halvorsen", "description": "Associate Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: substance use and recovery, child and family services.", "headings": [ "Leon Halvorsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Leon Halvorsen\nAssociate Professor, Rehabilitation & Human Services\nBackground\nLeon Halvorsen is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from Virginia Tech. Before Porter, Leon did case management for a community mental-health center.\nLeon's research focuses on substance use and recovery, with related work in child and family services; undergraduates are involved in the lab most terms.\nAreas of expertise\nSubstance use and recovery\nChild and family services\nUndergraduate research and project mentoring\nTeaching\nLeon regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Leon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nLeon advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLeon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in substance use and recovery and child and family services. Representative items:\nA peer-reviewed article on substance use and recovery in a disciplinary journal.\nA conference paper on child and family services, co-authored with an undergraduate researcher.\nAn internally funded project applying substance use and recovery to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Leon has no real publication record.\nGet in touch\nThe fastest way to reach Leon is email ( lhalvorsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Virginia Tech\nEmail\nlhalvorsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-leon-lindqvist.html", "title": "Leon Lindqvist", "description": "Professor in Psychology at UW–Porter Falls. Expertise: health psychology, cognitive psychology.", "headings": [ "Leon Lindqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Leon Lindqvist\nProfessor, Psychology\nBackground\nLeon Lindqvist is on the faculty of the Department of Psychology and holds a Ph.D. from the University of Minnesota. Before Porter, Leon consulted on selection and assessment for employers.\nLeon's research focuses on health psychology, with related work in cognitive psychology; undergraduates are involved in the lab most terms.\nAreas of expertise\nHealth psychology\nCognitive psychology\nUndergraduate research and project mentoring\nTeaching\nLeon regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Leon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nLeon advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLeon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in health psychology and cognitive psychology. Representative items:\nA peer-reviewed article on health psychology in a disciplinary journal.\nA conference paper on cognitive psychology, co-authored with an undergraduate researcher.\nAn internally funded project applying health psychology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Leon has no real publication record.\nGet in touch\nThe fastest way to reach Leon is email ( llindqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Minnesota\nEmail\nllindqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-leon-novak.html", "title": "Leon Novak", "description": "Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: health behavior and promotion, medical nutrition therapy.", "headings": [ "Leon Novak", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Leon Novak\nProfessor, Health & Nutrition Sciences\nBackground\nLeon Novak is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from the University of Nebraska. Before Porter, Leon was an exercise physiologist in cardiac rehabilitation.\nLeon's research focuses on health behavior and promotion, with related work in medical nutrition therapy; undergraduates are involved in the lab most terms.\nAreas of expertise\nHealth behavior and promotion\nMedical nutrition therapy\nUndergraduate research and project mentoring\nTeaching\nLeon regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Leon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nLeon advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLeon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in health behavior and promotion and medical nutrition therapy. Representative items:\nA peer-reviewed article on health behavior and promotion in a disciplinary journal.\nA conference paper on medical nutrition therapy, co-authored with an undergraduate researcher.\nAn internally funded project applying health behavior and promotion to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Leon has no real publication record.\nGet in touch\nThe fastest way to reach Leon is email ( lnovak@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Nebraska\nEmail\nlnovak@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-leon-persson.html", "title": "Leon Persson", "description": "Associate Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: substance use and recovery, child and family services.", "headings": [ "Leon Persson", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Leon Persson\nAssociate Professor, Rehabilitation & Human Services\nBackground\nLeon Persson is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from Virginia Tech. Before Porter, Leon directed a family-resource center.\nLeon's research focuses on substance use and recovery, with related work in child and family services; undergraduates are involved in the lab most terms.\nAreas of expertise\nSubstance use and recovery\nChild and family services\nUndergraduate research and project mentoring\nTeaching\nLeon regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Leon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nLeon advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLeon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in substance use and recovery and child and family services. Representative items:\nA peer-reviewed article on substance use and recovery in a disciplinary journal.\nA conference paper on child and family services, co-authored with an undergraduate researcher.\nAn internally funded project applying substance use and recovery to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Leon has no real publication record.\nGet in touch\nThe fastest way to reach Leon is email ( lpersson@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Virginia Tech\nEmail\nlpersson@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-leon-petrov.html", "title": "Leon Petrov", "description": "Professor in Humanities at UW–Porter Falls. Expertise: criminology, history of technology.", "headings": [ "Leon Petrov", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Leon Petrov\nProfessor, Humanities\nBackground\nLeon Petrov is on the faculty of the Department of Humanities and holds a Ph.D. from the University of Minnesota. Before Porter, Leon taught at a liberal-arts college.\nLeon's research focuses on criminology, with related work in history of technology; undergraduates are involved in the lab most terms.\nAreas of expertise\nCriminology\nHistory of technology\nUndergraduate research and project mentoring\nTeaching\nLeon regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Leon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nLeon advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLeon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in criminology and history of technology. Representative items:\nA peer-reviewed article on criminology in a disciplinary journal.\nA conference paper on history of technology, co-authored with an undergraduate researcher.\nAn internally funded project applying criminology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Leon has no real publication record.\nGet in touch\nThe fastest way to reach Leon is email ( lpetrov@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Minnesota\nEmail\nlpetrov@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-leon-rhodes.html", "title": "Leon Rhodes", "description": "Clinical Associate Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: digital signal processing, control systems.", "headings": [ "Leon Rhodes", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Leon Rhodes\nClinical Associate Professor, Electrical & Computer Engineering\nBackground\nLeon Rhodes is on the faculty of the Department of Electrical & Computer Engineering and holds a doctoral clinical degree from Texas A&M University and is licensed to practice. Before Porter, Leon developed firmware for medical devices.\nLeon brings that practice into the classroom, teaching from real cases and current standards in digital signal processing and control systems.\nAreas of expertise\nDigital signal processing\nControl systems\nApplied practice and industry partnerships\nTeaching\nLeon regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Leon keeps the connection to current practice explicit.\nAdvising and office hours\nLeon advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLeon stays active in practice alongside teaching, through consulting, standards work, and applied projects in digital signal processing and control systems. Representative items:\nAn applied project in digital signal processing with an industry or community partner.\nA workshop or short course on control systems for practitioners in the region.\nService on a standards, licensing, or advisory body related to digital signal processing.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Leon has no real publication record.\nGet in touch\nThe fastest way to reach Leon is email ( lrhodes@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, Texas A&M University\nEmail\nlrhodes@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-leon-salazar.html", "title": "Leon Salazar", "description": "Senior Lecturer in Teacher Education at UW–Porter Falls. Expertise: classroom management, career and technical education.", "headings": [ "Leon Salazar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Leon Salazar\nSenior Lecturer, Teacher Education\nBackground\nLeon Salazar is on the faculty of the Department of Teacher Education and holds a Ph.D. from the University of Michigan. Before Porter, Leon was a middle-school science teacher and department chair.\nLeon's work centers on teaching and curriculum in classroom management and career and technical education, including course redesign and mentoring newer instructors.\nAreas of expertise\nClassroom management\nCareer and technical education\nUndergraduate research and project mentoring\nTeaching\nLeon regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nLeon designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nLeon advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLeon's recent activity centers on teaching scholarship and curriculum work in classroom management and career and technical education. Representative items:\nA redesigned course sequence in classroom management, with open or low-cost materials.\nA conference presentation on teaching career and technical education at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Leon has no real publication record.\nGet in touch\nThe fastest way to reach Leon is email ( lsalazar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Michigan\nEmail\nlsalazar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-leon-underwood.html", "title": "Leon Underwood", "description": "Senior Lecturer in Teacher Education at UW–Porter Falls. Expertise: classroom management, career and technical education.", "headings": [ "Leon Underwood", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Leon Underwood\nSenior Lecturer, Teacher Education\nBackground\nLeon Underwood is on the faculty of the Department of Teacher Education and holds a Ph.D. from the University of Michigan. Before Porter, Leon taught in a technical high-school program.\nLeon's work centers on teaching and curriculum in classroom management and career and technical education, including course redesign and mentoring newer instructors.\nAreas of expertise\nClassroom management\nCareer and technical education\nUndergraduate research and project mentoring\nTeaching\nLeon regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nLeon designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nLeon advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLeon's recent activity centers on teaching scholarship and curriculum work in classroom management and career and technical education. Representative items:\nA redesigned course sequence in classroom management, with open or low-cost materials.\nA conference presentation on teaching career and technical education at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Leon has no real publication record.\nGet in touch\nThe fastest way to reach Leon is email ( lunderwood@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Michigan\nEmail\nlunderwood@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-leon-vasquez.html", "title": "Leon Vasquez", "description": "Senior Lecturer in Biomedical Engineering at UW–Porter Falls. Expertise: medical device design and regulation, assistive technology.", "headings": [ "Leon Vasquez", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Leon Vasquez\nSenior Lecturer, Biomedical Engineering\nBackground\nLeon Vasquez is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from the University of Iowa. Before Porter, Leon consulted on design controls and verification testing.\nLeon's work centers on teaching and curriculum in medical device design and regulation and assistive technology, including course redesign and mentoring newer instructors.\nAreas of expertise\nMedical device design and regulation\nAssistive technology\nUndergraduate research and project mentoring\nTeaching\nLeon regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nLeon designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nLeon advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLeon's recent activity centers on teaching scholarship and curriculum work in medical device design and regulation and assistive technology. Representative items:\nA redesigned course sequence in medical device design and regulation, with open or low-cost materials.\nA conference presentation on teaching assistive technology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Leon has no real publication record.\nGet in touch\nThe fastest way to reach Leon is email ( lvasquez@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Iowa\nEmail\nlvasquez@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-leon-weaver.html", "title": "Leon Weaver", "description": "Associate Professor in Communication & Media at UW–Porter Falls. Expertise: rhetoric and persuasion, information design.", "headings": [ "Leon Weaver", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Leon Weaver\nAssociate Professor, Communication & Media\nBackground\nLeon Weaver is on the faculty of the Department of Communication & Media and holds a Ph.D. from RMIT University. Before Porter, Leon was a technical writer and documentation lead.\nLeon's research focuses on rhetoric and persuasion, with related work in information design; undergraduates are involved in the lab most terms.\nAreas of expertise\nRhetoric and persuasion\nInformation design\nUndergraduate research and project mentoring\nTeaching\nLeon regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Leon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nLeon advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLeon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in rhetoric and persuasion and information design. Representative items:\nA peer-reviewed article on rhetoric and persuasion in a disciplinary journal.\nA conference paper on information design, co-authored with an undergraduate researcher.\nAn internally funded project applying rhetoric and persuasion to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Leon has no real publication record.\nGet in touch\nThe fastest way to reach Leon is email ( lweaver@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., RMIT University\nEmail\nlweaver@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-lucia-ackerman.html", "title": "Lucia Ackerman", "description": "Clinical Associate Professor in Humanities at UW–Porter Falls. Expertise: public policy, criminology.", "headings": [ "Lucia Ackerman", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Lucia Ackerman\nClinical Associate Professor, Humanities\nBackground\nLucia Ackerman is on the faculty of the Department of Humanities and holds a doctoral clinical degree from Iowa State University and is licensed to practice. Before Porter, Lucia taught at a liberal-arts college.\nLucia brings that practice into the classroom, teaching from real cases and current standards in public policy and criminology.\nAreas of expertise\nPublic policy\nCriminology\nApplied practice and industry partnerships\nTeaching\nLucia regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Lucia keeps the connection to current practice explicit.\nAdvising and office hours\nLucia advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLucia stays active in practice alongside teaching, through consulting, standards work, and applied projects in public policy and criminology. Representative items:\nAn applied project in public policy with an industry or community partner.\nA workshop or short course on criminology for practitioners in the region.\nService on a standards, licensing, or advisory body related to public policy.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Lucia has no real publication record.\nGet in touch\nThe fastest way to reach Lucia is email ( lackerman@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na doctoral clinical degree, Iowa State University\nEmail\nlackerman@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-lucia-amara.html", "title": "Lucia Amara", "description": "Clinical Associate Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: sensory evaluation, epidemiology.", "headings": [ "Lucia Amara", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Lucia Amara\nClinical Associate Professor, Health & Nutrition Sciences\nBackground\nLucia Amara is on the faculty of the Department of Health & Nutrition Sciences and holds a doctoral clinical degree from Kansas State University and is licensed to practice. Before Porter, Lucia was an exercise physiologist in cardiac rehabilitation.\nLucia brings that practice into the classroom, teaching from real cases and current standards in sensory evaluation and epidemiology.\nAreas of expertise\nSensory evaluation\nEpidemiology\nApplied practice and industry partnerships\nTeaching\nLucia regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Lucia keeps the connection to current practice explicit.\nAdvising and office hours\nLucia advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLucia stays active in practice alongside teaching, through consulting, standards work, and applied projects in sensory evaluation and epidemiology. Representative items:\nAn applied project in sensory evaluation with an industry or community partner.\nA workshop or short course on epidemiology for practitioners in the region.\nService on a standards, licensing, or advisory body related to sensory evaluation.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Lucia has no real publication record.\nGet in touch\nThe fastest way to reach Lucia is email ( lamara@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, Kansas State University\nEmail\nlamara@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-lucia-bergstr-m.html", "title": "Lucia Bergström", "description": "Assistant Professor in Mechanical Engineering at UW–Porter Falls. Expertise: biomechanics, machine design and mechanisms.", "headings": [ "Lucia Bergström", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Lucia Bergström\nAssistant Professor, Mechanical Engineering\nBackground\nLucia Bergström is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from Northwestern University. Before Porter, Lucia consulted on failure analysis and expert testimony.\nLucia's research focuses on biomechanics, with related work in machine design and mechanisms; undergraduates are involved in the lab most terms.\nAreas of expertise\nBiomechanics\nMachine design and mechanisms\nUndergraduate research and project mentoring\nTeaching\nLucia regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Lucia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nLucia advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLucia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in biomechanics and machine design and mechanisms. Representative items:\nA peer-reviewed article on biomechanics in a disciplinary journal.\nA conference paper on machine design and mechanisms, co-authored with an undergraduate researcher.\nAn internally funded project applying biomechanics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Lucia has no real publication record.\nGet in touch\nThe fastest way to reach Lucia is email ( lbergstrm@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Northwestern University\nEmail\nlbergstrm@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-lucia-cho.html", "title": "Lucia Cho", "description": "Clinical Associate Professor in Art & Design at UW–Porter Falls. Expertise: exhibition design, typography and branding.", "headings": [ "Lucia Cho", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Lucia Cho\nClinical Associate Professor, Art & Design\nBackground\nLucia Cho is on the faculty of the Department of Art & Design and holds a doctoral clinical degree from Iowa State University and is licensed to practice. Before Porter, Lucia designed for an apparel manufacturer.\nLucia brings that practice into the classroom, teaching from real cases and current standards in exhibition design and typography and branding.\nAreas of expertise\nExhibition design\nTypography and branding\nApplied practice and industry partnerships\nTeaching\nLucia regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Lucia keeps the connection to current practice explicit.\nAdvising and office hours\nLucia advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLucia stays active in practice alongside teaching, through consulting, standards work, and applied projects in exhibition design and typography and branding. Representative items:\nAn applied project in exhibition design with an industry or community partner.\nA workshop or short course on typography and branding for practitioners in the region.\nService on a standards, licensing, or advisory body related to exhibition design.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Lucia has no real publication record.\nGet in touch\nThe fastest way to reach Lucia is email ( lcho@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na doctoral clinical degree, Iowa State University\nEmail\nlcho@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-lucia-cruz.html", "title": "Lucia Cruz", "description": "Senior Lecturer in Civil & Environmental Engineering at UW–Porter Falls. Expertise: pavement engineering, structural analysis and design.", "headings": [ "Lucia Cruz", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Lucia Cruz\nSenior Lecturer, Civil & Environmental Engineering\nBackground\nLucia Cruz is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from the University of Colorado. Before Porter, Lucia did geotechnical investigations for a transportation department.\nLucia's work centers on teaching and curriculum in pavement engineering and structural analysis and design, including course redesign and mentoring newer instructors.\nAreas of expertise\nPavement engineering\nStructural analysis and design\nUndergraduate research and project mentoring\nTeaching\nLucia regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nLucia designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nLucia advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLucia's recent activity centers on teaching scholarship and curriculum work in pavement engineering and structural analysis and design. Representative items:\nA redesigned course sequence in pavement engineering, with open or low-cost materials.\nA conference presentation on teaching structural analysis and design at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Lucia has no real publication record.\nGet in touch\nThe fastest way to reach Lucia is email ( lcruz@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Colorado\nEmail\nlcruz@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-lucia-fitzgerald.html", "title": "Lucia Fitzgerald", "description": "Professor in Communication & Media at UW–Porter Falls. Expertise: user documentation, rhetoric and persuasion.", "headings": [ "Lucia Fitzgerald", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Lucia Fitzgerald\nProfessor, Communication & Media\nBackground\nLucia Fitzgerald is on the faculty of the Department of Communication & Media and holds a Ph.D. from the Technical University of Denmark. Before Porter, Lucia was a technical writer and documentation lead.\nLucia's research focuses on user documentation, with related work in rhetoric and persuasion; undergraduates are involved in the lab most terms.\nAreas of expertise\nUser documentation\nRhetoric and persuasion\nUndergraduate research and project mentoring\nTeaching\nLucia regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Lucia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nLucia advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLucia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in user documentation and rhetoric and persuasion. Representative items:\nA peer-reviewed article on user documentation in a disciplinary journal.\nA conference paper on rhetoric and persuasion, co-authored with an undergraduate researcher.\nAn internally funded project applying user documentation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Lucia has no real publication record.\nGet in touch\nThe fastest way to reach Lucia is email ( lfitzgerald@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the Technical University of Denmark\nEmail\nlfitzgerald@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-lucia-haddad.html", "title": "Lucia Haddad", "description": "Clinical Associate Professor in Psychology at UW–Porter Falls. Expertise: industrial-organizational psychology, human factors and engineering psychology.", "headings": [ "Lucia Haddad", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Lucia Haddad\nClinical Associate Professor, Psychology\nBackground\nLucia Haddad is on the faculty of the Department of Psychology and holds a doctoral clinical degree from Iowa State University and is licensed to practice. Before Porter, Lucia consulted on selection and assessment for employers.\nLucia brings that practice into the classroom, teaching from real cases and current standards in industrial-organizational psychology and human factors and engineering psychology.\nAreas of expertise\nIndustrial-organizational psychology\nHuman factors and engineering psychology\nApplied practice and industry partnerships\nTeaching\nLucia regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Lucia keeps the connection to current practice explicit.\nAdvising and office hours\nLucia advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLucia stays active in practice alongside teaching, through consulting, standards work, and applied projects in industrial-organizational psychology and human factors and engineering psychology. Representative items:\nAn applied project in industrial-organizational psychology with an industry or community partner.\nA workshop or short course on human factors and engineering psychology for practitioners in the region.\nService on a standards, licensing, or advisory body related to industrial-organizational psychology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Lucia has no real publication record.\nGet in touch\nThe fastest way to reach Lucia is email ( lhaddad@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, Iowa State University\nEmail\nlhaddad@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-lucia-kaur.html", "title": "Lucia Kaur", "description": "Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: program evaluation, case management.", "headings": [ "Lucia Kaur", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Lucia Kaur\nProfessor, Rehabilitation & Human Services\nBackground\nLucia Kaur is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from Cornell University. Before Porter, Lucia did case management for a community mental-health center.\nLucia's research focuses on program evaluation, with related work in case management; undergraduates are involved in the lab most terms.\nAreas of expertise\nProgram evaluation\nCase management\nUndergraduate research and project mentoring\nTeaching\nLucia regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Lucia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nLucia advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLucia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in program evaluation and case management. Representative items:\nA peer-reviewed article on program evaluation in a disciplinary journal.\nA conference paper on case management, co-authored with an undergraduate researcher.\nAn internally funded project applying program evaluation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Lucia has no real publication record.\nGet in touch\nThe fastest way to reach Lucia is email ( lkaur@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Cornell University\nEmail\nlkaur@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-lucia-lindqvist.html", "title": "Lucia Lindqvist", "description": "Senior Lecturer in Electrical & Computer Engineering at UW–Porter Falls. Expertise: power systems and the grid, digital signal processing.", "headings": [ "Lucia Lindqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Lucia Lindqvist\nSenior Lecturer, Electrical & Computer Engineering\nBackground\nLucia Lindqvist is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from the University of Colorado. Before Porter, Lucia developed firmware for medical devices.\nLucia's work centers on teaching and curriculum in power systems and the grid and digital signal processing, including course redesign and mentoring newer instructors.\nAreas of expertise\nPower systems and the grid\nDigital signal processing\nUndergraduate research and project mentoring\nTeaching\nLucia regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nLucia designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nLucia advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLucia's recent activity centers on teaching scholarship and curriculum work in power systems and the grid and digital signal processing. Representative items:\nA redesigned course sequence in power systems and the grid, with open or low-cost materials.\nA conference presentation on teaching digital signal processing at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Lucia has no real publication record.\nGet in touch\nThe fastest way to reach Lucia is email ( llindqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Colorado\nEmail\nllindqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-lucia-mbeki.html", "title": "Lucia Mbeki", "description": "Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: program evaluation, case management.", "headings": [ "Lucia Mbeki", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Lucia Mbeki\nProfessor, Rehabilitation & Human Services\nBackground\nLucia Mbeki is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from Cornell University. Before Porter, Lucia directed a family-resource center.\nLucia's research focuses on program evaluation, with related work in case management; undergraduates are involved in the lab most terms.\nAreas of expertise\nProgram evaluation\nCase management\nUndergraduate research and project mentoring\nTeaching\nLucia regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Lucia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nLucia advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLucia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in program evaluation and case management. Representative items:\nA peer-reviewed article on program evaluation in a disciplinary journal.\nA conference paper on case management, co-authored with an undergraduate researcher.\nAn internally funded project applying program evaluation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Lucia has no real publication record.\nGet in touch\nThe fastest way to reach Lucia is email ( lmbeki@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Cornell University\nEmail\nlmbeki@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-lucia-nguyen.html", "title": "Lucia Nguyen", "description": "Clinical Associate Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: sensory evaluation, epidemiology.", "headings": [ "Lucia Nguyen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Lucia Nguyen\nClinical Associate Professor, Health & Nutrition Sciences\nBackground\nLucia Nguyen is on the faculty of the Department of Health & Nutrition Sciences and holds a doctoral clinical degree from Kansas State University and is licensed to practice. Before Porter, Lucia ran a community nutrition program.\nLucia brings that practice into the classroom, teaching from real cases and current standards in sensory evaluation and epidemiology.\nAreas of expertise\nSensory evaluation\nEpidemiology\nApplied practice and industry partnerships\nTeaching\nLucia regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Lucia keeps the connection to current practice explicit.\nAdvising and office hours\nLucia advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLucia stays active in practice alongside teaching, through consulting, standards work, and applied projects in sensory evaluation and epidemiology. Representative items:\nAn applied project in sensory evaluation with an industry or community partner.\nA workshop or short course on epidemiology for practitioners in the region.\nService on a standards, licensing, or advisory body related to sensory evaluation.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Lucia has no real publication record.\nGet in touch\nThe fastest way to reach Lucia is email ( lnguyen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, Kansas State University\nEmail\nlnguyen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-lucia-sato.html", "title": "Lucia Sato", "description": "Assistant Professor in Biomedical Engineering at UW–Porter Falls. Expertise: biomaterials, rehabilitation engineering.", "headings": [ "Lucia Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Lucia Sato\nAssistant Professor, Biomedical Engineering\nBackground\nLucia Sato is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from Northwestern University. Before Porter, Lucia consulted on design controls and verification testing.\nLucia's research focuses on biomaterials, with related work in rehabilitation engineering; undergraduates are involved in the lab most terms.\nAreas of expertise\nBiomaterials\nRehabilitation engineering\nUndergraduate research and project mentoring\nTeaching\nLucia regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Lucia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nLucia advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLucia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in biomaterials and rehabilitation engineering. Representative items:\nA peer-reviewed article on biomaterials in a disciplinary journal.\nA conference paper on rehabilitation engineering, co-authored with an undergraduate researcher.\nAn internally funded project applying biomaterials to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Lucia has no real publication record.\nGet in touch\nThe fastest way to reach Lucia is email ( lsato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Northwestern University\nEmail\nlsato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-lucia-trombley.html", "title": "Lucia Trombley", "description": "Assistant Professor in Teacher Education at UW–Porter Falls. Expertise: mathematics education, early childhood education.", "headings": [ "Lucia Trombley", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Lucia Trombley\nAssistant Professor, Teacher Education\nBackground\nLucia Trombley is on the faculty of the Department of Teacher Education and holds a Ph.D. from Purdue University. Before Porter, Lucia taught in a technical high-school program.\nLucia's research focuses on mathematics education, with related work in early childhood education; undergraduates are involved in the lab most terms.\nAreas of expertise\nMathematics education\nEarly childhood education\nUndergraduate research and project mentoring\nTeaching\nLucia regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Lucia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nLucia advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLucia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in mathematics education and early childhood education. Representative items:\nA peer-reviewed article on mathematics education in a disciplinary journal.\nA conference paper on early childhood education, co-authored with an undergraduate researcher.\nAn internally funded project applying mathematics education to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Lucia has no real publication record.\nGet in touch\nThe fastest way to reach Lucia is email ( ltrombley@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Purdue University\nEmail\nltrombley@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-lucia-whitfield.html", "title": "Lucia Whitfield", "description": "Clinical Associate Professor in Management at UW–Porter Falls. Expertise: business analytics, international business.", "headings": [ "Lucia Whitfield", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Lucia Whitfield\nClinical Associate Professor, Management\nBackground\nLucia Whitfield is on the faculty of the Department of Management and holds a doctoral clinical degree from Iowa State University and is licensed to practice. Before Porter, Lucia directed a small-business development center.\nLucia brings that practice into the classroom, teaching from real cases and current standards in business analytics and international business.\nAreas of expertise\nBusiness analytics\nInternational business\nApplied practice and industry partnerships\nTeaching\nLucia regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Lucia keeps the connection to current practice explicit.\nAdvising and office hours\nLucia advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nLucia stays active in practice alongside teaching, through consulting, standards work, and applied projects in business analytics and international business. Representative items:\nAn applied project in business analytics with an industry or community partner.\nA workshop or short course on international business for practitioners in the region.\nService on a standards, licensing, or advisory body related to business analytics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Lucia has no real publication record.\nGet in touch\nThe fastest way to reach Lucia is email ( lwhitfield@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na doctoral clinical degree, Iowa State University\nEmail\nlwhitfield@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-malik-adebayo.html", "title": "Malik Adebayo", "description": "Teaching Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: incident response and digital forensics, governance, risk, and compliance.", "headings": [ "Malik Adebayo", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Malik Adebayo\nTeaching Professor, Cybersecurity & Information Technology\nBackground\nMalik Adebayo is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Malik led IT infrastructure for a manufacturing company.\nMalik's work centers on teaching and curriculum in incident response and digital forensics and governance, risk, and compliance, including course redesign and mentoring newer instructors.\nAreas of expertise\nIncident response and digital forensics\nGovernance, risk, and compliance\nUndergraduate research and project mentoring\nTeaching\nMalik regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nMalik designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nMalik advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMalik's recent activity centers on teaching scholarship and curriculum work in incident response and digital forensics and governance, risk, and compliance. Representative items:\nA redesigned course sequence in incident response and digital forensics, with open or low-cost materials.\nA conference presentation on teaching governance, risk, and compliance at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Malik has no real publication record.\nGet in touch\nThe fastest way to reach Malik is email ( madebayo@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\nmadebayo@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-malik-amara.html", "title": "Malik Amara", "description": "Assistant Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: demand planning, sustainable operations.", "headings": [ "Malik Amara", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Malik Amara\nAssistant Professor, Marketing & Supply Chain\nBackground\nMalik Amara is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from the University of Toronto. Before Porter, Malik did demand planning for a distributor.\nMalik's research focuses on demand planning, with related work in sustainable operations; undergraduates are involved in the lab most terms.\nAreas of expertise\nDemand planning\nSustainable operations\nUndergraduate research and project mentoring\nTeaching\nMalik regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Malik builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMalik advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMalik's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in demand planning and sustainable operations. Representative items:\nA peer-reviewed article on demand planning in a disciplinary journal.\nA conference paper on sustainable operations, co-authored with an undergraduate researcher.\nAn internally funded project applying demand planning to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Malik has no real publication record.\nGet in touch\nThe fastest way to reach Malik is email ( mamara@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Toronto\nEmail\nmamara@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-malik-antonelli.html", "title": "Malik Antonelli", "description": "Teaching Professor in Environmental Science at UW–Porter Falls. Expertise: sustainability science, GIS and remote sensing.", "headings": [ "Malik Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Malik Antonelli\nTeaching Professor, Environmental Science\nBackground\nMalik Antonelli is on the faculty of the Department of Environmental Science and holds a Ph.D. from the University of Iowa. Before Porter, Malik was a GIS analyst for a regional planning commission.\nMalik's work centers on teaching and curriculum in sustainability science and GIS and remote sensing, including course redesign and mentoring newer instructors.\nAreas of expertise\nSustainability science\nGIS and remote sensing\nUndergraduate research and project mentoring\nTeaching\nMalik regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nMalik designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nMalik advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMalik's recent activity centers on teaching scholarship and curriculum work in sustainability science and GIS and remote sensing. Representative items:\nA redesigned course sequence in sustainability science, with open or low-cost materials.\nA conference presentation on teaching GIS and remote sensing at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Malik has no real publication record.\nGet in touch\nThe fastest way to reach Malik is email ( mantonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Iowa\nEmail\nmantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-malik-bwalya.html", "title": "Malik Bwalya", "description": "Associate Professor in Music & Theatre at UW–Porter Falls. Expertise: music history, vocal and choral music.", "headings": [ "Malik Bwalya", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Malik Bwalya\nAssociate Professor, Music & Theatre\nBackground\nMalik Bwalya is on the faculty of the Department of Music & Theatre and holds a Ph.D. from RMIT University. Before Porter, Malik performed professionally as an orchestral musician.\nMalik's research focuses on music history, with related work in vocal and choral music; undergraduates are involved in the lab most terms.\nAreas of expertise\nMusic history\nVocal and choral music\nUndergraduate research and project mentoring\nTeaching\nMalik regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Malik builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMalik advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMalik's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in music history and vocal and choral music. Representative items:\nA peer-reviewed article on music history in a disciplinary journal.\nA conference paper on vocal and choral music, co-authored with an undergraduate researcher.\nAn internally funded project applying music history to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Malik has no real publication record.\nGet in touch\nThe fastest way to reach Malik is email ( mbwalya@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., RMIT University\nEmail\nmbwalya@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-malik-cruz.html", "title": "Malik Cruz", "description": "Professor of Practice in World Languages at UW–Porter Falls. Expertise: interpreting, language pedagogy.", "headings": [ "Malik Cruz", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Malik Cruz\nProfessor of Practice, World Languages\nBackground\nMalik Cruz is on the faculty of the Department of World Languages and holds a master’s degree from the University of Waterloo, along with professional licensure and industry certifications. Before Porter, Malik translated technical and literary material professionally.\nMalik brings that practice into the classroom, teaching from real cases and current standards in interpreting and language pedagogy.\nAreas of expertise\nInterpreting\nLanguage pedagogy\nApplied practice and industry partnerships\nTeaching\nMalik regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Malik keeps the connection to current practice explicit.\nAdvising and office hours\nMalik advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMalik stays active in practice alongside teaching, through consulting, standards work, and applied projects in interpreting and language pedagogy. Representative items:\nAn applied project in interpreting with an industry or community partner.\nA workshop or short course on language pedagogy for practitioners in the region.\nService on a standards, licensing, or advisory body related to interpreting.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Malik has no real publication record.\nGet in touch\nThe fastest way to reach Malik is email ( mcruz@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na master’s degree, the University of Waterloo\nEmail\nmcruz@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-malik-devereaux.html", "title": "Malik Devereaux", "description": "Professor of Practice in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: distribution packaging and testing, rheology.", "headings": [ "Malik Devereaux", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Malik Devereaux\nProfessor of Practice, Plastics & Packaging Engineering\nBackground\nMalik Devereaux is on the faculty of the Department of Plastics & Packaging Engineering and holds a master’s degree from Texas A&M University, along with professional licensure and industry certifications. Before Porter, Malik was a process engineer at an injection-molding plant.\nMalik brings that practice into the classroom, teaching from real cases and current standards in distribution packaging and testing and rheology.\nAreas of expertise\nDistribution packaging and testing\nRheology\nApplied practice and industry partnerships\nTeaching\nMalik regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Malik keeps the connection to current practice explicit.\nAdvising and office hours\nMalik advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMalik stays active in practice alongside teaching, through consulting, standards work, and applied projects in distribution packaging and testing and rheology. Representative items:\nAn applied project in distribution packaging and testing with an industry or community partner.\nA workshop or short course on rheology for practitioners in the region.\nService on a standards, licensing, or advisory body related to distribution packaging and testing.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Malik has no real publication record.\nGet in touch\nThe fastest way to reach Malik is email ( mdevereaux@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na master’s degree, Texas A&M University\nEmail\nmdevereaux@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-malik-fitzgerald.html", "title": "Malik Fitzgerald", "description": "Teaching Professor in Mathematics at UW–Porter Falls. Expertise: applied analysis and differential equations, optimization and operations research.", "headings": [ "Malik Fitzgerald", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Malik Fitzgerald\nTeaching Professor, Mathematics\nBackground\nMalik Fitzgerald is on the faculty of the Department of Mathematics and holds a Ph.D. from the University of Michigan. Before Porter, Malik worked as an operations-research analyst.\nMalik's work centers on teaching and curriculum in applied analysis and differential equations and optimization and operations research, including course redesign and mentoring newer instructors.\nAreas of expertise\nApplied analysis and differential equations\nOptimization and operations research\nUndergraduate research and project mentoring\nTeaching\nMalik regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nMalik designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nMalik advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMalik's recent activity centers on teaching scholarship and curriculum work in applied analysis and differential equations and optimization and operations research. Representative items:\nA redesigned course sequence in applied analysis and differential equations, with open or low-cost materials.\nA conference presentation on teaching optimization and operations research at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Malik has no real publication record.\nGet in touch\nThe fastest way to reach Malik is email ( mfitzgerald@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Michigan\nEmail\nmfitzgerald@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-malik-haddad.html", "title": "Malik Haddad", "description": "Assistant Professor in Biology at UW–Porter Falls. Expertise: microbiology, ecology and conservation.", "headings": [ "Malik Haddad", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Malik Haddad\nAssistant Professor, Biology\nBackground\nMalik Haddad is on the faculty of the Department of Biology and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Malik taught secondary science before graduate school.\nMalik's research focuses on microbiology, with related work in ecology and conservation; undergraduates are involved in the lab most terms.\nAreas of expertise\nMicrobiology\nEcology and conservation\nUndergraduate research and project mentoring\nTeaching\nMalik regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Malik builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMalik advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMalik's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in microbiology and ecology and conservation. Representative items:\nA peer-reviewed article on microbiology in a disciplinary journal.\nA conference paper on ecology and conservation, co-authored with an undergraduate researcher.\nAn internally funded project applying microbiology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Malik has no real publication record.\nGet in touch\nThe fastest way to reach Malik is email ( mhaddad@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\nmhaddad@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-malik-kaur.html", "title": "Malik Kaur", "description": "Associate Professor in Accounting & Finance at UW–Porter Falls. Expertise: applied econometrics, auditing and assurance.", "headings": [ "Malik Kaur", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Malik Kaur\nAssociate Professor, Accounting & Finance\nBackground\nMalik Kaur is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from RMIT University. Before Porter, Malik was an auditor at a public accounting firm.\nMalik's research focuses on applied econometrics, with related work in auditing and assurance; undergraduates are involved in the lab most terms.\nAreas of expertise\nApplied econometrics\nAuditing and assurance\nUndergraduate research and project mentoring\nTeaching\nMalik regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Malik builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMalik advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMalik's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in applied econometrics and auditing and assurance. Representative items:\nA peer-reviewed article on applied econometrics in a disciplinary journal.\nA conference paper on auditing and assurance, co-authored with an undergraduate researcher.\nAn internally funded project applying applied econometrics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Malik has no real publication record.\nGet in touch\nThe fastest way to reach Malik is email ( mkaur@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., RMIT University\nEmail\nmkaur@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-malik-molnar.html", "title": "Malik Molnar", "description": "Associate Professor in Construction Management at UW–Porter Falls. Expertise: residential and light commercial, scheduling and project controls.", "headings": [ "Malik Molnar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Malik Molnar\nAssociate Professor, Construction Management\nBackground\nMalik Molnar is on the faculty of the Department of Construction Management and holds a Ph.D. from Virginia Tech. Before Porter, Malik was a project manager for a general contractor.\nMalik's research focuses on residential and light commercial, with related work in scheduling and project controls; undergraduates are involved in the lab most terms.\nAreas of expertise\nResidential and light commercial\nScheduling and project controls\nUndergraduate research and project mentoring\nTeaching\nMalik regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Malik builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMalik advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMalik's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in residential and light commercial and scheduling and project controls. Representative items:\nA peer-reviewed article on residential and light commercial in a disciplinary journal.\nA conference paper on scheduling and project controls, co-authored with an undergraduate researcher.\nAn internally funded project applying residential and light commercial to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Malik has no real publication record.\nGet in touch\nThe fastest way to reach Malik is email ( mmolnar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Virginia Tech\nEmail\nmmolnar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-malik-nguyen.html", "title": "Malik Nguyen", "description": "Professor in Chemistry at UW–Porter Falls. Expertise: physical chemistry and spectroscopy, environmental chemistry.", "headings": [ "Malik Nguyen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Malik Nguyen\nProfessor, Chemistry\nBackground\nMalik Nguyen is on the faculty of the Department of Chemistry and holds a Ph.D. from the University of Minnesota. Before Porter, Malik taught at a two-year college before joining Porter.\nMalik's research focuses on physical chemistry and spectroscopy, with related work in environmental chemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nPhysical chemistry and spectroscopy\nEnvironmental chemistry\nUndergraduate research and project mentoring\nTeaching\nMalik regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Malik builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMalik advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMalik's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in physical chemistry and spectroscopy and environmental chemistry. Representative items:\nA peer-reviewed article on physical chemistry and spectroscopy in a disciplinary journal.\nA conference paper on environmental chemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying physical chemistry and spectroscopy to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Malik has no real publication record.\nGet in touch\nThe fastest way to reach Malik is email ( mnguyen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Minnesota\nEmail\nmnguyen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-malik-petrov.html", "title": "Malik Petrov", "description": "Assistant Professor in Data Science at UW–Porter Falls. Expertise: natural language processing, data ethics and fairness.", "headings": [ "Malik Petrov", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Malik Petrov\nAssistant Professor, Data Science\nBackground\nMalik Petrov is on the faculty of the Department of Data Science and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Malik was a research analyst at an economic policy institute.\nMalik's research focuses on natural language processing, with related work in data ethics and fairness; undergraduates are involved in the lab most terms.\nAreas of expertise\nNatural language processing\nData ethics and fairness\nUndergraduate research and project mentoring\nTeaching\nMalik regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Malik builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMalik advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMalik's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in natural language processing and data ethics and fairness. Representative items:\nA peer-reviewed article on natural language processing in a disciplinary journal.\nA conference paper on data ethics and fairness, co-authored with an undergraduate researcher.\nAn internally funded project applying natural language processing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Malik has no real publication record.\nGet in touch\nThe fastest way to reach Malik is email ( mpetrov@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\nmpetrov@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-malik-salazar.html", "title": "Malik Salazar", "description": "Assistant Professor in Physics & Astronomy at UW–Porter Falls. Expertise: atomic and molecular physics, biophysics.", "headings": [ "Malik Salazar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Malik Salazar\nAssistant Professor, Physics & Astronomy\nBackground\nMalik Salazar is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from the University of Toronto. Before Porter, Malik did modeling for a defense research organization.\nMalik's research focuses on atomic and molecular physics, with related work in biophysics; undergraduates are involved in the lab most terms.\nAreas of expertise\nAtomic and molecular physics\nBiophysics\nUndergraduate research and project mentoring\nTeaching\nMalik regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Malik builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMalik advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMalik's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in atomic and molecular physics and biophysics. Representative items:\nA peer-reviewed article on atomic and molecular physics in a disciplinary journal.\nA conference paper on biophysics, co-authored with an undergraduate researcher.\nAn internally funded project applying atomic and molecular physics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Malik has no real publication record.\nGet in touch\nThe fastest way to reach Malik is email ( msalazar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Toronto\nEmail\nmsalazar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-malik-sato.html", "title": "Malik Sato", "description": "Teaching Professor in Computer Science at UW–Porter Falls. Expertise: distributed systems, databases and data systems.", "headings": [ "Malik Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Malik Sato\nTeaching Professor, Computer Science\nBackground\nMalik Sato is on the faculty of the Department of Computer Science and holds a Ph.D. from the University of Michigan. Before Porter, Malik spent six years as a backend engineer at a logistics company.\nMalik's work centers on teaching and curriculum in distributed systems and databases and data systems, including course redesign and mentoring newer instructors.\nAreas of expertise\nDistributed systems\nDatabases and data systems\nUndergraduate research and project mentoring\nTeaching\nMalik regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nMalik designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nMalik advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMalik's recent activity centers on teaching scholarship and curriculum work in distributed systems and databases and data systems. Representative items:\nA redesigned course sequence in distributed systems, with open or low-cost materials.\nA conference presentation on teaching databases and data systems at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Malik has no real publication record.\nGet in touch\nThe fastest way to reach Malik is email ( msato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Michigan\nEmail\nmsato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-malik-whitfield.html", "title": "Malik Whitfield", "description": "Assistant Professor in Nursing at UW–Porter Falls. Expertise: critical care, nursing informatics.", "headings": [ "Malik Whitfield", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Malik Whitfield\nAssistant Professor, Nursing\nBackground\nMalik Whitfield is on the faculty of the Department of Nursing and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Malik practiced in emergency and trauma care.\nMalik's research focuses on critical care, with related work in nursing informatics; undergraduates are involved in the lab most terms.\nAreas of expertise\nCritical care\nNursing informatics\nUndergraduate research and project mentoring\nTeaching\nMalik regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Malik builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMalik advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMalik's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in critical care and nursing informatics. Representative items:\nA peer-reviewed article on critical care in a disciplinary journal.\nA conference paper on nursing informatics, co-authored with an undergraduate researcher.\nAn internally funded project applying critical care to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Malik has no real publication record.\nGet in touch\nThe fastest way to reach Malik is email ( mwhitfield@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\nmwhitfield@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-malik-winslow.html", "title": "Malik Winslow", "description": "Teaching Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: lean and operations, production systems and simulation.", "headings": [ "Malik Winslow", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Malik Winslow\nTeaching Professor, Manufacturing & Industrial Engineering\nBackground\nMalik Winslow is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Malik managed production for a metal-fabrication company.\nMalik's work centers on teaching and curriculum in lean and operations and production systems and simulation, including course redesign and mentoring newer instructors.\nAreas of expertise\nLean and operations\nProduction systems and simulation\nUndergraduate research and project mentoring\nTeaching\nMalik regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nMalik designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nMalik advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMalik's recent activity centers on teaching scholarship and curriculum work in lean and operations and production systems and simulation. Representative items:\nA redesigned course sequence in lean and operations, with open or low-cost materials.\nA conference presentation on teaching production systems and simulation at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Malik has no real publication record.\nGet in touch\nThe fastest way to reach Malik is email ( mwinslow@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\nmwinslow@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-marcus-amara.html", "title": "Marcus Amara", "description": "Associate Professor in Communication & Media at UW–Porter Falls. Expertise: intercultural communication, organizational communication.", "headings": [ "Marcus Amara", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Marcus Amara\nAssociate Professor, Communication & Media\nBackground\nMarcus Amara is on the faculty of the Department of Communication & Media and holds a Ph.D. from the University of Illinois. Before Porter, Marcus taught writing and edited a regional magazine.\nMarcus's research focuses on intercultural communication, with related work in organizational communication; undergraduates are involved in the lab most terms.\nAreas of expertise\nIntercultural communication\nOrganizational communication\nUndergraduate research and project mentoring\nTeaching\nMarcus regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Marcus builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMarcus advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarcus's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in intercultural communication and organizational communication. Representative items:\nA peer-reviewed article on intercultural communication in a disciplinary journal.\nA conference paper on organizational communication, co-authored with an undergraduate researcher.\nAn internally funded project applying intercultural communication to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marcus has no real publication record.\nGet in touch\nThe fastest way to reach Marcus is email ( mamara@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Illinois\nEmail\nmamara@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-marcus-antonelli.html", "title": "Marcus Antonelli", "description": "Clinical Associate Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: geotechnical engineering, construction materials.", "headings": [ "Marcus Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Marcus Antonelli\nClinical Associate Professor, Civil & Environmental Engineering\nBackground\nMarcus Antonelli is on the faculty of the Department of Civil & Environmental Engineering and holds a doctoral clinical degree from the University of Waterloo and is licensed to practice. Before Porter, Marcus consulted on stormwater and watershed planning.\nMarcus brings that practice into the classroom, teaching from real cases and current standards in geotechnical engineering and construction materials.\nAreas of expertise\nGeotechnical engineering\nConstruction materials\nApplied practice and industry partnerships\nTeaching\nMarcus regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Marcus keeps the connection to current practice explicit.\nAdvising and office hours\nMarcus advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarcus stays active in practice alongside teaching, through consulting, standards work, and applied projects in geotechnical engineering and construction materials. Representative items:\nAn applied project in geotechnical engineering with an industry or community partner.\nA workshop or short course on construction materials for practitioners in the region.\nService on a standards, licensing, or advisory body related to geotechnical engineering.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marcus has no real publication record.\nGet in touch\nThe fastest way to reach Marcus is email ( mantonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, the University of Waterloo\nEmail\nmantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-marcus-bwalya.html", "title": "Marcus Bwalya", "description": "Professor in Psychology at UW–Porter Falls. Expertise: health psychology, cognitive psychology.", "headings": [ "Marcus Bwalya", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Marcus Bwalya\nProfessor, Psychology\nBackground\nMarcus Bwalya is on the faculty of the Department of Psychology and holds a Ph.D. from the University of Colorado. Before Porter, Marcus held a clinical position before moving to teaching.\nMarcus's research focuses on health psychology, with related work in cognitive psychology; undergraduates are involved in the lab most terms.\nAreas of expertise\nHealth psychology\nCognitive psychology\nUndergraduate research and project mentoring\nTeaching\nMarcus regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Marcus builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMarcus advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarcus's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in health psychology and cognitive psychology. Representative items:\nA peer-reviewed article on health psychology in a disciplinary journal.\nA conference paper on cognitive psychology, co-authored with an undergraduate researcher.\nAn internally funded project applying health psychology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marcus has no real publication record.\nGet in touch\nThe fastest way to reach Marcus is email ( mbwalya@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Colorado\nEmail\nmbwalya@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-marcus-escobar.html", "title": "Marcus Escobar", "description": "Senior Lecturer in Teacher Education at UW–Porter Falls. Expertise: classroom management, career and technical education.", "headings": [ "Marcus Escobar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Marcus Escobar\nSenior Lecturer, Teacher Education\nBackground\nMarcus Escobar is on the faculty of the Department of Teacher Education and holds a Ph.D. from the University of Washington. Before Porter, Marcus directed an early-childhood center.\nMarcus's work centers on teaching and curriculum in classroom management and career and technical education, including course redesign and mentoring newer instructors.\nAreas of expertise\nClassroom management\nCareer and technical education\nUndergraduate research and project mentoring\nTeaching\nMarcus regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nMarcus designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nMarcus advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarcus's recent activity centers on teaching scholarship and curriculum work in classroom management and career and technical education. Representative items:\nA redesigned course sequence in classroom management, with open or low-cost materials.\nA conference presentation on teaching career and technical education at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marcus has no real publication record.\nGet in touch\nThe fastest way to reach Marcus is email ( mescobar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Washington\nEmail\nmescobar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-marcus-kowalczyk.html", "title": "Marcus Kowalczyk", "description": "Professor in Management at UW–Porter Falls. Expertise: leadership development, innovation management.", "headings": [ "Marcus Kowalczyk", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Marcus Kowalczyk\nProfessor, Management\nBackground\nMarcus Kowalczyk is on the faculty of the Department of Management and holds a Ph.D. from the University of Colorado. Before Porter, Marcus held an HR leadership role.\nMarcus's research focuses on leadership development, with related work in innovation management; undergraduates are involved in the lab most terms.\nAreas of expertise\nLeadership development\nInnovation management\nUndergraduate research and project mentoring\nTeaching\nMarcus regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Marcus builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMarcus advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarcus's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in leadership development and innovation management. Representative items:\nA peer-reviewed article on leadership development in a disciplinary journal.\nA conference paper on innovation management, co-authored with an undergraduate researcher.\nAn internally funded project applying leadership development to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marcus has no real publication record.\nGet in touch\nThe fastest way to reach Marcus is email ( mkowalczyk@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Colorado\nEmail\nmkowalczyk@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-marcus-lindqvist.html", "title": "Marcus Lindqvist", "description": "Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: health behavior and promotion, medical nutrition therapy.", "headings": [ "Marcus Lindqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Marcus Lindqvist\nProfessor, Health & Nutrition Sciences\nBackground\nMarcus Lindqvist is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from the University of Minnesota. Before Porter, Marcus worked in food product development for a manufacturer.\nMarcus's research focuses on health behavior and promotion, with related work in medical nutrition therapy; undergraduates are involved in the lab most terms.\nAreas of expertise\nHealth behavior and promotion\nMedical nutrition therapy\nUndergraduate research and project mentoring\nTeaching\nMarcus regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Marcus builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMarcus advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarcus's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in health behavior and promotion and medical nutrition therapy. Representative items:\nA peer-reviewed article on health behavior and promotion in a disciplinary journal.\nA conference paper on medical nutrition therapy, co-authored with an undergraduate researcher.\nAn internally funded project applying health behavior and promotion to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marcus has no real publication record.\nGet in touch\nThe fastest way to reach Marcus is email ( mlindqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Minnesota\nEmail\nmlindqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-marcus-lundgren.html", "title": "Marcus Lundgren", "description": "Professor in Art & Design at UW–Porter Falls. Expertise: interaction and UX design, photography.", "headings": [ "Marcus Lundgren", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Marcus Lundgren\nProfessor, Art & Design\nBackground\nMarcus Lundgren is on the faculty of the Department of Art & Design and holds a Ph.D. from the University of Colorado. Before Porter, Marcus led UX for a software company.\nMarcus's research focuses on interaction and UX design, with related work in photography; undergraduates are involved in the lab most terms.\nAreas of expertise\nInteraction and UX design\nPhotography\nUndergraduate research and project mentoring\nTeaching\nMarcus regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Marcus builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMarcus advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarcus's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in interaction and UX design and photography. Representative items:\nA peer-reviewed article on interaction and UX design in a disciplinary journal.\nA conference paper on photography, co-authored with an undergraduate researcher.\nAn internally funded project applying interaction and UX design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marcus has no real publication record.\nGet in touch\nThe fastest way to reach Marcus is email ( mlundgren@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Colorado\nEmail\nmlundgren@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-marcus-osei.html", "title": "Marcus Osei", "description": "Clinical Associate Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: VLSI and digital design, power electronics.", "headings": [ "Marcus Osei", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Marcus Osei\nClinical Associate Professor, Electrical & Computer Engineering\nBackground\nMarcus Osei is on the faculty of the Department of Electrical & Computer Engineering and holds a doctoral clinical degree from the University of Waterloo and is licensed to practice. Before Porter, Marcus led an embedded-systems group at an aerospace supplier.\nMarcus brings that practice into the classroom, teaching from real cases and current standards in VLSI and digital design and power electronics.\nAreas of expertise\nVLSI and digital design\nPower electronics\nApplied practice and industry partnerships\nTeaching\nMarcus regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Marcus keeps the connection to current practice explicit.\nAdvising and office hours\nMarcus advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarcus stays active in practice alongside teaching, through consulting, standards work, and applied projects in VLSI and digital design and power electronics. Representative items:\nAn applied project in VLSI and digital design with an industry or community partner.\nA workshop or short course on power electronics for practitioners in the region.\nService on a standards, licensing, or advisory body related to VLSI and digital design.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marcus has no real publication record.\nGet in touch\nThe fastest way to reach Marcus is email ( mosei@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, the University of Waterloo\nEmail\nmosei@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-marcus-salazar.html", "title": "Marcus Salazar", "description": "Senior Lecturer in Biomedical Engineering at UW–Porter Falls. Expertise: medical device design and regulation, assistive technology.", "headings": [ "Marcus Salazar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Marcus Salazar\nSenior Lecturer, Biomedical Engineering\nBackground\nMarcus Salazar is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from the University of Michigan. Before Porter, Marcus did rehabilitation-engineering research at a hospital.\nMarcus's work centers on teaching and curriculum in medical device design and regulation and assistive technology, including course redesign and mentoring newer instructors.\nAreas of expertise\nMedical device design and regulation\nAssistive technology\nUndergraduate research and project mentoring\nTeaching\nMarcus regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nMarcus designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nMarcus advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarcus's recent activity centers on teaching scholarship and curriculum work in medical device design and regulation and assistive technology. Representative items:\nA redesigned course sequence in medical device design and regulation, with open or low-cost materials.\nA conference presentation on teaching assistive technology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marcus has no real publication record.\nGet in touch\nThe fastest way to reach Marcus is email ( msalazar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Michigan\nEmail\nmsalazar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-marcus-sundqvist.html", "title": "Marcus Sundqvist", "description": "Professor in Humanities at UW–Porter Falls. Expertise: religious studies, cultural anthropology.", "headings": [ "Marcus Sundqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Marcus Sundqvist\nProfessor, Humanities\nBackground\nMarcus Sundqvist is on the faculty of the Department of Humanities and holds a Ph.D. from the University of Colorado. Before Porter, Marcus was an ethics consultant for a health system.\nMarcus's research focuses on religious studies, with related work in cultural anthropology; undergraduates are involved in the lab most terms.\nAreas of expertise\nReligious studies\nCultural anthropology\nUndergraduate research and project mentoring\nTeaching\nMarcus regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Marcus builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMarcus advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarcus's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in religious studies and cultural anthropology. Representative items:\nA peer-reviewed article on religious studies in a disciplinary journal.\nA conference paper on cultural anthropology, co-authored with an undergraduate researcher.\nAn internally funded project applying religious studies to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marcus has no real publication record.\nGet in touch\nThe fastest way to reach Marcus is email ( msundqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Colorado\nEmail\nmsundqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-marcus-underwood.html", "title": "Marcus Underwood", "description": "Senior Lecturer in Mechanical Engineering at UW–Porter Falls. Expertise: materials and fatigue, additive manufacturing.", "headings": [ "Marcus Underwood", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Marcus Underwood\nSenior Lecturer, Mechanical Engineering\nBackground\nMarcus Underwood is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from the University of Michigan. Before Porter, Marcus led product engineering for a consumer-appliance maker.\nMarcus's work centers on teaching and curriculum in materials and fatigue and additive manufacturing, including course redesign and mentoring newer instructors.\nAreas of expertise\nMaterials and fatigue\nAdditive manufacturing\nUndergraduate research and project mentoring\nTeaching\nMarcus regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nMarcus designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nMarcus advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarcus's recent activity centers on teaching scholarship and curriculum work in materials and fatigue and additive manufacturing. Representative items:\nA redesigned course sequence in materials and fatigue, with open or low-cost materials.\nA conference presentation on teaching additive manufacturing at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marcus has no real publication record.\nGet in touch\nThe fastest way to reach Marcus is email ( munderwood@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Michigan\nEmail\nmunderwood@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-marcus-weaver.html", "title": "Marcus Weaver", "description": "Associate Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: substance use and recovery, child and family services.", "headings": [ "Marcus Weaver", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Marcus Weaver\nAssociate Professor, Rehabilitation & Human Services\nBackground\nMarcus Weaver is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from RMIT University. Before Porter, Marcus worked in child welfare.\nMarcus's research focuses on substance use and recovery, with related work in child and family services; undergraduates are involved in the lab most terms.\nAreas of expertise\nSubstance use and recovery\nChild and family services\nUndergraduate research and project mentoring\nTeaching\nMarcus regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Marcus builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMarcus advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarcus's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in substance use and recovery and child and family services. Representative items:\nA peer-reviewed article on substance use and recovery in a disciplinary journal.\nA conference paper on child and family services, co-authored with an undergraduate researcher.\nAn internally funded project applying substance use and recovery to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marcus has no real publication record.\nGet in touch\nThe fastest way to reach Marcus is email ( mweaver@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., RMIT University\nEmail\nmweaver@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-marisol-adebayo.html", "title": "Marisol Adebayo", "description": "Associate Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: community and public-health nutrition, exercise physiology.", "headings": [ "Marisol Adebayo", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Marisol Adebayo\nAssociate Professor, Health & Nutrition Sciences\nBackground\nMarisol Adebayo is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from Purdue University. Before Porter, Marisol was an exercise physiologist in cardiac rehabilitation.\nMarisol's research focuses on community and public-health nutrition, with related work in exercise physiology; undergraduates are involved in the lab most terms.\nAreas of expertise\nCommunity and public-health nutrition\nExercise physiology\nUndergraduate research and project mentoring\nTeaching\nMarisol regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Marisol builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMarisol advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarisol's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in community and public-health nutrition and exercise physiology. Representative items:\nA peer-reviewed article on community and public-health nutrition in a disciplinary journal.\nA conference paper on exercise physiology, co-authored with an undergraduate researcher.\nAn internally funded project applying community and public-health nutrition to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marisol has no real publication record.\nGet in touch\nThe fastest way to reach Marisol is email ( madebayo@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Purdue University\nEmail\nmadebayo@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-marisol-aluko.html", "title": "Marisol Aluko", "description": "Assistant Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: counseling skills and the working alliance, vocational rehabilitation.", "headings": [ "Marisol Aluko", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Marisol Aluko\nAssistant Professor, Rehabilitation & Human Services\nBackground\nMarisol Aluko is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from the University of Sheffield. Before Porter, Marisol directed a family-resource center.\nMarisol's research focuses on counseling skills and the working alliance, with related work in vocational rehabilitation; undergraduates are involved in the lab most terms.\nAreas of expertise\nCounseling skills and the working alliance\nVocational rehabilitation\nUndergraduate research and project mentoring\nTeaching\nMarisol regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Marisol builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMarisol advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarisol's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in counseling skills and the working alliance and vocational rehabilitation. Representative items:\nA peer-reviewed article on counseling skills and the working alliance in a disciplinary journal.\nA conference paper on vocational rehabilitation, co-authored with an undergraduate researcher.\nAn internally funded project applying counseling skills and the working alliance to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marisol has no real publication record.\nGet in touch\nThe fastest way to reach Marisol is email ( maluko@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Sheffield\nEmail\nmaluko@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-marisol-antonelli.html", "title": "Marisol Antonelli", "description": "Associate Professor in Management at UW–Porter Falls. Expertise: innovation management, business ethics.", "headings": [ "Marisol Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Marisol Antonelli\nAssociate Professor, Management\nBackground\nMarisol Antonelli is on the faculty of the Department of Management and holds a Ph.D. from Texas A&M University. Before Porter, Marisol held an HR leadership role.\nMarisol's research focuses on innovation management, with related work in business ethics; undergraduates are involved in the lab most terms.\nAreas of expertise\nInnovation management\nBusiness ethics\nUndergraduate research and project mentoring\nTeaching\nMarisol regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Marisol builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMarisol advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarisol's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in innovation management and business ethics. Representative items:\nA peer-reviewed article on innovation management in a disciplinary journal.\nA conference paper on business ethics, co-authored with an undergraduate researcher.\nAn internally funded project applying innovation management to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marisol has no real publication record.\nGet in touch\nThe fastest way to reach Marisol is email ( mantonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., Texas A&M University\nEmail\nmantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-marisol-brenner.html", "title": "Marisol Brenner", "description": "Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: environmental and water-treatment engineering, sustainable infrastructure.", "headings": [ "Marisol Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Marisol Brenner\nProfessor, Civil & Environmental Engineering\nBackground\nMarisol Brenner is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from McGill University. Before Porter, Marisol consulted on stormwater and watershed planning.\nMarisol's research focuses on environmental and water-treatment engineering, with related work in sustainable infrastructure; undergraduates are involved in the lab most terms.\nAreas of expertise\nEnvironmental and water-treatment engineering\nSustainable infrastructure\nUndergraduate research and project mentoring\nTeaching\nMarisol regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Marisol builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMarisol advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarisol's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in environmental and water-treatment engineering and sustainable infrastructure. Representative items:\nA peer-reviewed article on environmental and water-treatment engineering in a disciplinary journal.\nA conference paper on sustainable infrastructure, co-authored with an undergraduate researcher.\nAn internally funded project applying environmental and water-treatment engineering to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marisol has no real publication record.\nGet in touch\nThe fastest way to reach Marisol is email ( mbrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., McGill University\nEmail\nmbrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-marisol-delacroix.html", "title": "Marisol Delacroix", "description": "Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: power electronics, communications and wireless.", "headings": [ "Marisol Delacroix", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Marisol Delacroix\nProfessor, Electrical & Computer Engineering\nBackground\nMarisol Delacroix is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from McGill University. Before Porter, Marisol led an embedded-systems group at an aerospace supplier.\nMarisol's research focuses on power electronics, with related work in communications and wireless; undergraduates are involved in the lab most terms.\nAreas of expertise\nPower electronics\nCommunications and wireless\nUndergraduate research and project mentoring\nTeaching\nMarisol regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Marisol builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMarisol advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarisol's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in power electronics and communications and wireless. Representative items:\nA peer-reviewed article on power electronics in a disciplinary journal.\nA conference paper on communications and wireless, co-authored with an undergraduate researcher.\nAn internally funded project applying power electronics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marisol has no real publication record.\nGet in touch\nThe fastest way to reach Marisol is email ( mdelacroix@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., McGill University\nEmail\nmdelacroix@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-marisol-kaur.html", "title": "Marisol Kaur", "description": "Associate Professor in Humanities at UW–Porter Falls. Expertise: cultural anthropology, political theory.", "headings": [ "Marisol Kaur", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Marisol Kaur\nAssociate Professor, Humanities\nBackground\nMarisol Kaur is on the faculty of the Department of Humanities and holds a Ph.D. from Texas A&M University. Before Porter, Marisol was an ethics consultant for a health system.\nMarisol's research focuses on cultural anthropology, with related work in political theory; undergraduates are involved in the lab most terms.\nAreas of expertise\nCultural anthropology\nPolitical theory\nUndergraduate research and project mentoring\nTeaching\nMarisol regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Marisol builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMarisol advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarisol's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in cultural anthropology and political theory. Representative items:\nA peer-reviewed article on cultural anthropology in a disciplinary journal.\nA conference paper on political theory, co-authored with an undergraduate researcher.\nAn internally funded project applying cultural anthropology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marisol has no real publication record.\nGet in touch\nThe fastest way to reach Marisol is email ( mkaur@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Texas A&M University\nEmail\nmkaur@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-marisol-larsen.html", "title": "Marisol Larsen", "description": "Clinical Associate Professor in Mechanical Engineering at UW–Porter Falls. Expertise: materials and fatigue, additive manufacturing.", "headings": [ "Marisol Larsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Marisol Larsen\nClinical Associate Professor, Mechanical Engineering\nBackground\nMarisol Larsen is on the faculty of the Department of Mechanical Engineering and holds a doctoral clinical degree from the Technical University of Denmark and is licensed to practice. Before Porter, Marisol led product engineering for a consumer-appliance maker.\nMarisol brings that practice into the classroom, teaching from real cases and current standards in materials and fatigue and additive manufacturing.\nAreas of expertise\nMaterials and fatigue\nAdditive manufacturing\nApplied practice and industry partnerships\nTeaching\nMarisol regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Marisol keeps the connection to current practice explicit.\nAdvising and office hours\nMarisol advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarisol stays active in practice alongside teaching, through consulting, standards work, and applied projects in materials and fatigue and additive manufacturing. Representative items:\nAn applied project in materials and fatigue with an industry or community partner.\nA workshop or short course on additive manufacturing for practitioners in the region.\nService on a standards, licensing, or advisory body related to materials and fatigue.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marisol has no real publication record.\nGet in touch\nThe fastest way to reach Marisol is email ( mlarsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, the Technical University of Denmark\nEmail\nmlarsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-marisol-marchetti.html", "title": "Marisol Marchetti", "description": "Clinical Associate Professor in Biomedical Engineering at UW–Porter Falls. Expertise: human factors in health care, biomedical instrumentation.", "headings": [ "Marisol Marchetti", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Marisol Marchetti\nClinical Associate Professor, Biomedical Engineering\nBackground\nMarisol Marchetti is on the faculty of the Department of Biomedical Engineering and holds a doctoral clinical degree from the Technical University of Denmark and is licensed to practice. Before Porter, Marisol did rehabilitation-engineering research at a hospital.\nMarisol brings that practice into the classroom, teaching from real cases and current standards in human factors in health care and biomedical instrumentation.\nAreas of expertise\nHuman factors in health care\nBiomedical instrumentation\nApplied practice and industry partnerships\nTeaching\nMarisol regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Marisol keeps the connection to current practice explicit.\nAdvising and office hours\nMarisol advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarisol stays active in practice alongside teaching, through consulting, standards work, and applied projects in human factors in health care and biomedical instrumentation. Representative items:\nAn applied project in human factors in health care with an industry or community partner.\nA workshop or short course on biomedical instrumentation for practitioners in the region.\nService on a standards, licensing, or advisory body related to human factors in health care.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marisol has no real publication record.\nGet in touch\nThe fastest way to reach Marisol is email ( mmarchetti@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, the Technical University of Denmark\nEmail\nmmarchetti@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-marisol-mbeki.html", "title": "Marisol Mbeki", "description": "Associate Professor in Art & Design at UW–Porter Falls. Expertise: interaction and UX design, photography.", "headings": [ "Marisol Mbeki", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Marisol Mbeki\nAssociate Professor, Art & Design\nBackground\nMarisol Mbeki is on the faculty of the Department of Art & Design and holds a Ph.D. from Texas A&M University. Before Porter, Marisol led UX for a software company.\nMarisol's research focuses on interaction and UX design, with related work in photography; undergraduates are involved in the lab most terms.\nAreas of expertise\nInteraction and UX design\nPhotography\nUndergraduate research and project mentoring\nTeaching\nMarisol regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Marisol builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMarisol advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarisol's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in interaction and UX design and photography. Representative items:\nA peer-reviewed article on interaction and UX design in a disciplinary journal.\nA conference paper on photography, co-authored with an undergraduate researcher.\nAn internally funded project applying interaction and UX design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marisol has no real publication record.\nGet in touch\nThe fastest way to reach Marisol is email ( mmbeki@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Texas A&M University\nEmail\nmmbeki@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-marisol-molnar.html", "title": "Marisol Molnar", "description": "Clinical Associate Professor in Teacher Education at UW–Porter Falls. Expertise: educational technology, science and STEM education.", "headings": [ "Marisol Molnar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Marisol Molnar\nClinical Associate Professor, Teacher Education\nBackground\nMarisol Molnar is on the faculty of the Department of Teacher Education and holds a doctoral clinical degree from Michigan State University and is licensed to practice. Before Porter, Marisol taught in a technical high-school program.\nMarisol brings that practice into the classroom, teaching from real cases and current standards in educational technology and science and STEM education.\nAreas of expertise\nEducational technology\nScience and STEM education\nApplied practice and industry partnerships\nTeaching\nMarisol regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Marisol keeps the connection to current practice explicit.\nAdvising and office hours\nMarisol advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarisol stays active in practice alongside teaching, through consulting, standards work, and applied projects in educational technology and science and STEM education. Representative items:\nAn applied project in educational technology with an industry or community partner.\nA workshop or short course on science and STEM education for practitioners in the region.\nService on a standards, licensing, or advisory body related to educational technology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marisol has no real publication record.\nGet in touch\nThe fastest way to reach Marisol is email ( mmolnar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, Michigan State University\nEmail\nmmolnar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-marisol-novak.html", "title": "Marisol Novak", "description": "Assistant Professor in Communication & Media at UW–Porter Falls. Expertise: organizational communication, technical and professional writing.", "headings": [ "Marisol Novak", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Marisol Novak\nAssistant Professor, Communication & Media\nBackground\nMarisol Novak is on the faculty of the Department of Communication & Media and holds a Ph.D. from the Ohio State University. Before Porter, Marisol taught writing and edited a regional magazine.\nMarisol's research focuses on organizational communication, with related work in technical and professional writing; undergraduates are involved in the lab most terms.\nAreas of expertise\nOrganizational communication\nTechnical and professional writing\nUndergraduate research and project mentoring\nTeaching\nMarisol regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Marisol builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMarisol advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarisol's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in organizational communication and technical and professional writing. Representative items:\nA peer-reviewed article on organizational communication in a disciplinary journal.\nA conference paper on technical and professional writing, co-authored with an undergraduate researcher.\nAn internally funded project applying organizational communication to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marisol has no real publication record.\nGet in touch\nThe fastest way to reach Marisol is email ( mnovak@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the Ohio State University\nEmail\nmnovak@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-marisol-osei.html", "title": "Marisol Osei", "description": "Associate Professor in Psychology at UW–Porter Falls. Expertise: developmental psychology, clinical and counseling psychology.", "headings": [ "Marisol Osei", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Marisol Osei\nAssociate Professor, Psychology\nBackground\nMarisol Osei is on the faculty of the Department of Psychology and holds a Ph.D. from Texas A&M University. Before Porter, Marisol held a clinical position before moving to teaching.\nMarisol's research focuses on developmental psychology, with related work in clinical and counseling psychology; undergraduates are involved in the lab most terms.\nAreas of expertise\nDevelopmental psychology\nClinical and counseling psychology\nUndergraduate research and project mentoring\nTeaching\nMarisol regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Marisol builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMarisol advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarisol's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in developmental psychology and clinical and counseling psychology. Representative items:\nA peer-reviewed article on developmental psychology in a disciplinary journal.\nA conference paper on clinical and counseling psychology, co-authored with an undergraduate researcher.\nAn internally funded project applying developmental psychology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marisol has no real publication record.\nGet in touch\nThe fastest way to reach Marisol is email ( mosei@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Texas A&M University\nEmail\nmosei@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-marisol-reinholt.html", "title": "Marisol Reinholt", "description": "Assistant Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: counseling skills and the working alliance, vocational rehabilitation.", "headings": [ "Marisol Reinholt", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Marisol Reinholt\nAssistant Professor, Rehabilitation & Human Services\nBackground\nMarisol Reinholt is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from the University of Sheffield. Before Porter, Marisol worked in child welfare.\nMarisol's research focuses on counseling skills and the working alliance, with related work in vocational rehabilitation; undergraduates are involved in the lab most terms.\nAreas of expertise\nCounseling skills and the working alliance\nVocational rehabilitation\nUndergraduate research and project mentoring\nTeaching\nMarisol regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Marisol builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMarisol advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarisol's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in counseling skills and the working alliance and vocational rehabilitation. Representative items:\nA peer-reviewed article on counseling skills and the working alliance in a disciplinary journal.\nA conference paper on vocational rehabilitation, co-authored with an undergraduate researcher.\nAn internally funded project applying counseling skills and the working alliance to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marisol has no real publication record.\nGet in touch\nThe fastest way to reach Marisol is email ( mreinholt@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Sheffield\nEmail\nmreinholt@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-marisol-rhodes.html", "title": "Marisol Rhodes", "description": "Associate Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: community and public-health nutrition, exercise physiology.", "headings": [ "Marisol Rhodes", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Marisol Rhodes\nAssociate Professor, Health & Nutrition Sciences\nBackground\nMarisol Rhodes is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from Purdue University. Before Porter, Marisol worked in food product development for a manufacturer.\nMarisol's research focuses on community and public-health nutrition, with related work in exercise physiology; undergraduates are involved in the lab most terms.\nAreas of expertise\nCommunity and public-health nutrition\nExercise physiology\nUndergraduate research and project mentoring\nTeaching\nMarisol regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Marisol builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMarisol advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarisol's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in community and public-health nutrition and exercise physiology. Representative items:\nA peer-reviewed article on community and public-health nutrition in a disciplinary journal.\nA conference paper on exercise physiology, co-authored with an undergraduate researcher.\nAn internally funded project applying community and public-health nutrition to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marisol has no real publication record.\nGet in touch\nThe fastest way to reach Marisol is email ( mrhodes@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Purdue University\nEmail\nmrhodes@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-marisol-winslow.html", "title": "Marisol Winslow", "description": "Clinical Associate Professor in Teacher Education at UW–Porter Falls. Expertise: educational technology, science and STEM education.", "headings": [ "Marisol Winslow", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Marisol Winslow\nClinical Associate Professor, Teacher Education\nBackground\nMarisol Winslow is on the faculty of the Department of Teacher Education and holds a doctoral clinical degree from Michigan State University and is licensed to practice. Before Porter, Marisol directed an early-childhood center.\nMarisol brings that practice into the classroom, teaching from real cases and current standards in educational technology and science and STEM education.\nAreas of expertise\nEducational technology\nScience and STEM education\nApplied practice and industry partnerships\nTeaching\nMarisol regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Marisol keeps the connection to current practice explicit.\nAdvising and office hours\nMarisol advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMarisol stays active in practice alongside teaching, through consulting, standards work, and applied projects in educational technology and science and STEM education. Representative items:\nAn applied project in educational technology with an industry or community partner.\nA workshop or short course on science and STEM education for practitioners in the region.\nService on a standards, licensing, or advisory body related to educational technology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Marisol has no real publication record.\nGet in touch\nThe fastest way to reach Marisol is email ( mwinslow@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, Michigan State University\nEmail\nmwinslow@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-mei-adebayo.html", "title": "Mei Adebayo", "description": "Assistant Professor in Nursing at UW–Porter Falls. Expertise: critical care, nursing informatics.", "headings": [ "Mei Adebayo", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Mei Adebayo\nAssistant Professor, Nursing\nBackground\nMei Adebayo is on the faculty of the Department of Nursing and holds a Ph.D. from Cornell University. Before Porter, Mei practiced for a decade in medical–surgical and critical care.\nMei's research focuses on critical care, with related work in nursing informatics; undergraduates are involved in the lab most terms.\nAreas of expertise\nCritical care\nNursing informatics\nUndergraduate research and project mentoring\nTeaching\nMei regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Mei builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMei advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in critical care and nursing informatics. Representative items:\nA peer-reviewed article on critical care in a disciplinary journal.\nA conference paper on nursing informatics, co-authored with an undergraduate researcher.\nAn internally funded project applying critical care to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( madebayo@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Cornell University\nEmail\nmadebayo@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-mei-antonelli.html", "title": "Mei Antonelli", "description": "Teaching Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: incident response and digital forensics, governance, risk, and compliance.", "headings": [ "Mei Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Mei Antonelli\nTeaching Professor, Cybersecurity & Information Technology\nBackground\nMei Antonelli is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from the University of Iowa. Before Porter, Mei held a senior systems administration role at a hospital network.\nMei's work centers on teaching and curriculum in incident response and digital forensics and governance, risk, and compliance, including course redesign and mentoring newer instructors.\nAreas of expertise\nIncident response and digital forensics\nGovernance, risk, and compliance\nUndergraduate research and project mentoring\nTeaching\nMei regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nMei designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nMei advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei's recent activity centers on teaching scholarship and curriculum work in incident response and digital forensics and governance, risk, and compliance. Representative items:\nA redesigned course sequence in incident response and digital forensics, with open or low-cost materials.\nA conference presentation on teaching governance, risk, and compliance at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( mantonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Iowa\nEmail\nmantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-mei-cruz.html", "title": "Mei Cruz", "description": "Professor of Practice in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: distribution packaging and testing, rheology.", "headings": [ "Mei Cruz", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Mei Cruz\nProfessor of Practice, Plastics & Packaging Engineering\nBackground\nMei Cruz is on the faculty of the Department of Plastics & Packaging Engineering and holds a master’s degree from the University of Waterloo, along with professional licensure and industry certifications. Before Porter, Mei ran a distribution-testing lab for a retailer.\nMei brings that practice into the classroom, teaching from real cases and current standards in distribution packaging and testing and rheology.\nAreas of expertise\nDistribution packaging and testing\nRheology\nApplied practice and industry partnerships\nTeaching\nMei regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Mei keeps the connection to current practice explicit.\nAdvising and office hours\nMei advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei stays active in practice alongside teaching, through consulting, standards work, and applied projects in distribution packaging and testing and rheology. Representative items:\nAn applied project in distribution packaging and testing with an industry or community partner.\nA workshop or short course on rheology for practitioners in the region.\nService on a standards, licensing, or advisory body related to distribution packaging and testing.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( mcruz@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na master’s degree, the University of Waterloo\nEmail\nmcruz@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-mei-ferris.html", "title": "Mei Ferris", "description": "Assistant Professor in Data Science at UW–Porter Falls. Expertise: natural language processing, data ethics and fairness.", "headings": [ "Mei Ferris", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Mei Ferris\nAssistant Professor, Data Science\nBackground\nMei Ferris is on the faculty of the Department of Data Science and holds a Ph.D. from Cornell University. Before Porter, Mei built forecasting systems for a utility.\nMei's research focuses on natural language processing, with related work in data ethics and fairness; undergraduates are involved in the lab most terms.\nAreas of expertise\nNatural language processing\nData ethics and fairness\nUndergraduate research and project mentoring\nTeaching\nMei regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Mei builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMei advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in natural language processing and data ethics and fairness. Representative items:\nA peer-reviewed article on natural language processing in a disciplinary journal.\nA conference paper on data ethics and fairness, co-authored with an undergraduate researcher.\nAn internally funded project applying natural language processing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( mferris@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Cornell University\nEmail\nmferris@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-mei-fontaine.html", "title": "Mei Fontaine", "description": "Associate Professor in Music & Theatre at UW–Porter Falls. Expertise: music history, vocal and choral music.", "headings": [ "Mei Fontaine", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Mei Fontaine\nAssociate Professor, Music & Theatre\nBackground\nMei Fontaine is on the faculty of the Department of Music & Theatre and holds a Ph.D. from the University of Illinois. Before Porter, Mei stage-managed national touring productions.\nMei's research focuses on music history, with related work in vocal and choral music; undergraduates are involved in the lab most terms.\nAreas of expertise\nMusic history\nVocal and choral music\nUndergraduate research and project mentoring\nTeaching\nMei regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Mei builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMei advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in music history and vocal and choral music. Representative items:\nA peer-reviewed article on music history in a disciplinary journal.\nA conference paper on vocal and choral music, co-authored with an undergraduate researcher.\nAn internally funded project applying music history to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( mfontaine@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Illinois\nEmail\nmfontaine@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-mei-haddad.html", "title": "Mei Haddad", "description": "Assistant Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: digital marketing and analytics, logistics and transportation.", "headings": [ "Mei Haddad", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Mei Haddad\nAssistant Professor, Marketing & Supply Chain\nBackground\nMei Haddad is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Mei was a brand manager for a consumer-goods company.\nMei's research focuses on digital marketing and analytics, with related work in logistics and transportation; undergraduates are involved in the lab most terms.\nAreas of expertise\nDigital marketing and analytics\nLogistics and transportation\nUndergraduate research and project mentoring\nTeaching\nMei regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Mei builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMei advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in digital marketing and analytics and logistics and transportation. Representative items:\nA peer-reviewed article on digital marketing and analytics in a disciplinary journal.\nA conference paper on logistics and transportation, co-authored with an undergraduate researcher.\nAn internally funded project applying digital marketing and analytics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( mhaddad@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\nmhaddad@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-mei-ibarra.html", "title": "Mei Ibarra", "description": "Assistant Professor in Biology at UW–Porter Falls. Expertise: science education, cell and molecular biology.", "headings": [ "Mei Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Mei Ibarra\nAssistant Professor, Biology\nBackground\nMei Ibarra is on the faculty of the Department of Biology and holds a Ph.D. from Cornell University. Before Porter, Mei did research in a university microbiology lab.\nMei's research focuses on science education, with related work in cell and molecular biology; undergraduates are involved in the lab most terms.\nAreas of expertise\nScience education\nCell and molecular biology\nUndergraduate research and project mentoring\nTeaching\nMei regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Mei builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMei advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in science education and cell and molecular biology. Representative items:\nA peer-reviewed article on science education in a disciplinary journal.\nA conference paper on cell and molecular biology, co-authored with an undergraduate researcher.\nAn internally funded project applying science education to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( mibarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Cornell University\nEmail\nmibarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-mei-kaur.html", "title": "Mei Kaur", "description": "Associate Professor in Construction Management at UW–Porter Falls. Expertise: residential and light commercial, scheduling and project controls.", "headings": [ "Mei Kaur", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Mei Kaur\nAssociate Professor, Construction Management\nBackground\nMei Kaur is on the faculty of the Department of Construction Management and holds a Ph.D. from RMIT University. Before Porter, Mei worked as a project engineer on health-care projects.\nMei's research focuses on residential and light commercial, with related work in scheduling and project controls; undergraduates are involved in the lab most terms.\nAreas of expertise\nResidential and light commercial\nScheduling and project controls\nUndergraduate research and project mentoring\nTeaching\nMei regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Mei builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMei advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in residential and light commercial and scheduling and project controls. Representative items:\nA peer-reviewed article on residential and light commercial in a disciplinary journal.\nA conference paper on scheduling and project controls, co-authored with an undergraduate researcher.\nAn internally funded project applying residential and light commercial to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( mkaur@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., RMIT University\nEmail\nmkaur@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-mei-kowalczyk.html", "title": "Mei Kowalczyk", "description": "Professor of Practice in World Languages at UW–Porter Falls. Expertise: interpreting, language pedagogy.", "headings": [ "Mei Kowalczyk", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Mei Kowalczyk\nProfessor of Practice, World Languages\nBackground\nMei Kowalczyk is on the faculty of the Department of World Languages and holds a master’s degree from North Carolina State University, along with professional licensure and industry certifications. Before Porter, Mei taught language and lived abroad for several years.\nMei brings that practice into the classroom, teaching from real cases and current standards in interpreting and language pedagogy.\nAreas of expertise\nInterpreting\nLanguage pedagogy\nApplied practice and industry partnerships\nTeaching\nMei regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Mei keeps the connection to current practice explicit.\nAdvising and office hours\nMei advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei stays active in practice alongside teaching, through consulting, standards work, and applied projects in interpreting and language pedagogy. Representative items:\nAn applied project in interpreting with an industry or community partner.\nA workshop or short course on language pedagogy for practitioners in the region.\nService on a standards, licensing, or advisory body related to interpreting.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( mkowalczyk@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na master’s degree, North Carolina State University\nEmail\nmkowalczyk@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-mei-mbeki.html", "title": "Mei Mbeki", "description": "Teaching Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: additive manufacturing, automation and robotics.", "headings": [ "Mei Mbeki", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Mei Mbeki\nTeaching Professor, Manufacturing & Industrial Engineering\nBackground\nMei Mbeki is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from the University of Iowa. Before Porter, Mei integrated robotic cells for an automation house.\nMei's work centers on teaching and curriculum in additive manufacturing and automation and robotics, including course redesign and mentoring newer instructors.\nAreas of expertise\nAdditive manufacturing\nAutomation and robotics\nUndergraduate research and project mentoring\nTeaching\nMei regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nMei designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nMei advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei's recent activity centers on teaching scholarship and curriculum work in additive manufacturing and automation and robotics. Representative items:\nA redesigned course sequence in additive manufacturing, with open or low-cost materials.\nA conference presentation on teaching automation and robotics at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( mmbeki@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Iowa\nEmail\nmmbeki@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-mei-nakamura.html", "title": "Mei Nakamura", "description": "Associate Professor in Accounting & Finance at UW–Porter Falls. Expertise: applied econometrics, auditing and assurance.", "headings": [ "Mei Nakamura", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Mei Nakamura\nAssociate Professor, Accounting & Finance\nBackground\nMei Nakamura is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from the University of Illinois. Before Porter, Mei did valuation work for a consulting firm.\nMei's research focuses on applied econometrics, with related work in auditing and assurance; undergraduates are involved in the lab most terms.\nAreas of expertise\nApplied econometrics\nAuditing and assurance\nUndergraduate research and project mentoring\nTeaching\nMei regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Mei builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMei advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in applied econometrics and auditing and assurance. Representative items:\nA peer-reviewed article on applied econometrics in a disciplinary journal.\nA conference paper on auditing and assurance, co-authored with an undergraduate researcher.\nAn internally funded project applying applied econometrics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( mnakamura@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Illinois\nEmail\nmnakamura@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-mei-okafor.html", "title": "Mei Okafor", "description": "Teaching Professor in Computer Science at UW–Porter Falls. Expertise: computer security, algorithms.", "headings": [ "Mei Okafor", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Mei Okafor\nTeaching Professor, Computer Science\nBackground\nMei Okafor is on the faculty of the Department of Computer Science and holds a Ph.D. from the University of Washington. Before Porter, Mei taught secondary computer science before graduate school.\nMei's work centers on teaching and curriculum in computer security and algorithms, including course redesign and mentoring newer instructors.\nAreas of expertise\nComputer security\nAlgorithms\nUndergraduate research and project mentoring\nTeaching\nMei regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nMei designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nMei advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei's recent activity centers on teaching scholarship and curriculum work in computer security and algorithms. Representative items:\nA redesigned course sequence in computer security, with open or low-cost materials.\nA conference presentation on teaching algorithms at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( mokafor@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Washington\nEmail\nmokafor@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-mei-petrov.html", "title": "Mei Petrov", "description": "Assistant Professor in Physics & Astronomy at UW–Porter Falls. Expertise: atomic and molecular physics, biophysics.", "headings": [ "Mei Petrov", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Mei Petrov\nAssistant Professor, Physics & Astronomy\nBackground\nMei Petrov is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Mei held a postdoctoral appointment at a national laboratory.\nMei's research focuses on atomic and molecular physics, with related work in biophysics; undergraduates are involved in the lab most terms.\nAreas of expertise\nAtomic and molecular physics\nBiophysics\nUndergraduate research and project mentoring\nTeaching\nMei regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Mei builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMei advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in atomic and molecular physics and biophysics. Representative items:\nA peer-reviewed article on atomic and molecular physics in a disciplinary journal.\nA conference paper on biophysics, co-authored with an undergraduate researcher.\nAn internally funded project applying atomic and molecular physics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( mpetrov@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\nmpetrov@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-mei-rasmussen.html", "title": "Mei Rasmussen", "description": "Teaching Professor in Mathematics at UW–Porter Falls. Expertise: applied analysis and differential equations, optimization and operations research.", "headings": [ "Mei Rasmussen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Mei Rasmussen\nTeaching Professor, Mathematics\nBackground\nMei Rasmussen is on the faculty of the Department of Mathematics and holds a Ph.D. from the University of Washington. Before Porter, Mei taught developmental and college mathematics at a community college.\nMei's work centers on teaching and curriculum in applied analysis and differential equations and optimization and operations research, including course redesign and mentoring newer instructors.\nAreas of expertise\nApplied analysis and differential equations\nOptimization and operations research\nUndergraduate research and project mentoring\nTeaching\nMei regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nMei designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nMei advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei's recent activity centers on teaching scholarship and curriculum work in applied analysis and differential equations and optimization and operations research. Representative items:\nA redesigned course sequence in applied analysis and differential equations, with open or low-cost materials.\nA conference presentation on teaching optimization and operations research at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( mrasmussen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Washington\nEmail\nmrasmussen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-mei-rhodes.html", "title": "Mei Rhodes", "description": "Assistant Professor in Biology at UW–Porter Falls. Expertise: developmental biology, science education.", "headings": [ "Mei Rhodes", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Mei Rhodes\nAssistant Professor, Biology\nBackground\nMei Rhodes is on the faculty of the Department of Biology and holds a Ph.D. from Cornell University. Before Porter, Mei was a laboratory scientist at a biotech company.\nMei's research focuses on developmental biology, with related work in science education; undergraduates are involved in the lab most terms.\nAreas of expertise\nDevelopmental biology\nScience education\nUndergraduate research and project mentoring\nTeaching\nMei regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Mei builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMei advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in developmental biology and science education. Representative items:\nA peer-reviewed article on developmental biology in a disciplinary journal.\nA conference paper on science education, co-authored with an undergraduate researcher.\nAn internally funded project applying developmental biology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( mrhodes@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Cornell University\nEmail\nmrhodes@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-mei-sato.html", "title": "Mei Sato", "description": "Teaching Professor in Environmental Science at UW–Porter Falls. Expertise: climate and land use, conservation biology.", "headings": [ "Mei Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Mei Sato\nTeaching Professor, Environmental Science\nBackground\nMei Sato is on the faculty of the Department of Environmental Science and holds a Ph.D. from the University of Michigan. Before Porter, Mei did restoration ecology for a nonprofit land trust.\nMei's work centers on teaching and curriculum in climate and land use and conservation biology, including course redesign and mentoring newer instructors.\nAreas of expertise\nClimate and land use\nConservation biology\nUndergraduate research and project mentoring\nTeaching\nMei regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nMei designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nMei advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei's recent activity centers on teaching scholarship and curriculum work in climate and land use and conservation biology. Representative items:\nA redesigned course sequence in climate and land use, with open or low-cost materials.\nA conference presentation on teaching conservation biology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( msato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Michigan\nEmail\nmsato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-mei-sundqvist.html", "title": "Mei Sundqvist", "description": "Assistant Professor in Data Science at UW–Porter Falls. Expertise: natural language processing, data ethics and fairness.", "headings": [ "Mei Sundqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Mei Sundqvist\nAssistant Professor, Data Science\nBackground\nMei Sundqvist is on the faculty of the Department of Data Science and holds a Ph.D. from Cornell University. Before Porter, Mei was a data scientist at an e-commerce company.\nMei's research focuses on natural language processing, with related work in data ethics and fairness; undergraduates are involved in the lab most terms.\nAreas of expertise\nNatural language processing\nData ethics and fairness\nUndergraduate research and project mentoring\nTeaching\nMei regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Mei builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMei advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in natural language processing and data ethics and fairness. Representative items:\nA peer-reviewed article on natural language processing in a disciplinary journal.\nA conference paper on data ethics and fairness, co-authored with an undergraduate researcher.\nAn internally funded project applying natural language processing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( msundqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Cornell University\nEmail\nmsundqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-mei-whitfield.html", "title": "Mei Whitfield", "description": "Professor in Chemistry at UW–Porter Falls. Expertise: physical chemistry and spectroscopy, environmental chemistry.", "headings": [ "Mei Whitfield", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Mei Whitfield\nProfessor, Chemistry\nBackground\nMei Whitfield is on the faculty of the Department of Chemistry and holds a Ph.D. from the University of Colorado. Before Porter, Mei did formulation work for a coatings manufacturer.\nMei's research focuses on physical chemistry and spectroscopy, with related work in environmental chemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nPhysical chemistry and spectroscopy\nEnvironmental chemistry\nUndergraduate research and project mentoring\nTeaching\nMei regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Mei builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMei advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in physical chemistry and spectroscopy and environmental chemistry. Representative items:\nA peer-reviewed article on physical chemistry and spectroscopy in a disciplinary journal.\nA conference paper on environmental chemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying physical chemistry and spectroscopy to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( mwhitfield@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Colorado\nEmail\nmwhitfield@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-mei-winslow.html", "title": "Mei Winslow", "description": "Assistant Professor in Nursing at UW–Porter Falls. Expertise: critical care, nursing informatics.", "headings": [ "Mei Winslow", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Mei Winslow\nAssistant Professor, Nursing\nBackground\nMei Winslow is on the faculty of the Department of Nursing and holds a Ph.D. from Cornell University. Before Porter, Mei worked in community and public-health nursing.\nMei's research focuses on critical care, with related work in nursing informatics; undergraduates are involved in the lab most terms.\nAreas of expertise\nCritical care\nNursing informatics\nUndergraduate research and project mentoring\nTeaching\nMei regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Mei builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nMei advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nMei's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in critical care and nursing informatics. Representative items:\nA peer-reviewed article on critical care in a disciplinary journal.\nA conference paper on nursing informatics, co-authored with an undergraduate researcher.\nAn internally funded project applying critical care to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Mei has no real publication record.\nGet in touch\nThe fastest way to reach Mei is email ( mwinslow@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Cornell University\nEmail\nmwinslow@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-nadia-ackerman.html", "title": "Nadia Ackerman", "description": "Professor of Practice in Nursing at UW–Porter Falls. Expertise: mental health nursing, nursing education and simulation.", "headings": [ "Nadia Ackerman", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Nadia Ackerman\nProfessor of Practice, Nursing\nBackground\nNadia Ackerman is on the faculty of the Department of Nursing and holds a master’s degree from the University of Nebraska, along with professional licensure and industry certifications. Before Porter, Nadia practiced for a decade in medical–surgical and critical care.\nNadia brings that practice into the classroom, teaching from real cases and current standards in mental health nursing and nursing education and simulation.\nAreas of expertise\nMental health nursing\nNursing education and simulation\nApplied practice and industry partnerships\nTeaching\nNadia regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Nadia keeps the connection to current practice explicit.\nAdvising and office hours\nNadia advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNadia stays active in practice alongside teaching, through consulting, standards work, and applied projects in mental health nursing and nursing education and simulation. Representative items:\nAn applied project in mental health nursing with an industry or community partner.\nA workshop or short course on nursing education and simulation for practitioners in the region.\nService on a standards, licensing, or advisory body related to mental health nursing.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nadia has no real publication record.\nGet in touch\nThe fastest way to reach Nadia is email ( nackerman@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na master’s degree, the University of Nebraska\nEmail\nnackerman@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-nadia-cho.html", "title": "Nadia Cho", "description": "Professor of Practice in Biology at UW–Porter Falls. Expertise: microbiology, ecology and conservation.", "headings": [ "Nadia Cho", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Nadia Cho\nProfessor of Practice, Biology\nBackground\nNadia Cho is on the faculty of the Department of Biology and holds a master’s degree from the University of Nebraska, along with professional licensure and industry certifications. Before Porter, Nadia did research in a university microbiology lab.\nNadia brings that practice into the classroom, teaching from real cases and current standards in microbiology and ecology and conservation.\nAreas of expertise\nMicrobiology\nEcology and conservation\nApplied practice and industry partnerships\nTeaching\nNadia regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Nadia keeps the connection to current practice explicit.\nAdvising and office hours\nNadia advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNadia stays active in practice alongside teaching, through consulting, standards work, and applied projects in microbiology and ecology and conservation. Representative items:\nAn applied project in microbiology with an industry or community partner.\nA workshop or short course on ecology and conservation for practitioners in the region.\nService on a standards, licensing, or advisory body related to microbiology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nadia has no real publication record.\nGet in touch\nThe fastest way to reach Nadia is email ( ncho@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the University of Nebraska\nEmail\nncho@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-nadia-cruz.html", "title": "Nadia Cruz", "description": "Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: lean and operations, production systems and simulation.", "headings": [ "Nadia Cruz", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Nadia Cruz\nProfessor, Manufacturing & Industrial Engineering\nBackground\nNadia Cruz is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from Kansas State University. Before Porter, Nadia was a manufacturing engineer for a defense contractor.\nNadia's research focuses on lean and operations, with related work in production systems and simulation; undergraduates are involved in the lab most terms.\nAreas of expertise\nLean and operations\nProduction systems and simulation\nUndergraduate research and project mentoring\nTeaching\nNadia regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nadia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNadia advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNadia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in lean and operations and production systems and simulation. Representative items:\nA peer-reviewed article on lean and operations in a disciplinary journal.\nA conference paper on production systems and simulation, co-authored with an undergraduate researcher.\nAn internally funded project applying lean and operations to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nadia has no real publication record.\nGet in touch\nThe fastest way to reach Nadia is email ( ncruz@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Kansas State University\nEmail\nncruz@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-nadia-escobar.html", "title": "Nadia Escobar", "description": "Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: facilities and systems design, lean and operations.", "headings": [ "Nadia Escobar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Nadia Escobar\nProfessor, Manufacturing & Industrial Engineering\nBackground\nNadia Escobar is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from Kansas State University. Before Porter, Nadia integrated robotic cells for an automation house.\nNadia's research focuses on facilities and systems design, with related work in lean and operations; undergraduates are involved in the lab most terms.\nAreas of expertise\nFacilities and systems design\nLean and operations\nUndergraduate research and project mentoring\nTeaching\nNadia regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nadia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNadia advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNadia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in facilities and systems design and lean and operations. Representative items:\nA peer-reviewed article on facilities and systems design in a disciplinary journal.\nA conference paper on lean and operations, co-authored with an undergraduate researcher.\nAn internally funded project applying facilities and systems design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nadia has no real publication record.\nGet in touch\nThe fastest way to reach Nadia is email ( nescobar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Kansas State University\nEmail\nnescobar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-nadia-fontaine.html", "title": "Nadia Fontaine", "description": "Professor in Mathematics at UW–Porter Falls. Expertise: mathematics education, numerical analysis.", "headings": [ "Nadia Fontaine", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Nadia Fontaine\nProfessor, Mathematics\nBackground\nNadia Fontaine is on the faculty of the Department of Mathematics and holds a Ph.D. from Virginia Tech. Before Porter, Nadia was a statistician at a public-health department.\nNadia's research focuses on mathematics education, with related work in numerical analysis; undergraduates are involved in the lab most terms.\nAreas of expertise\nMathematics education\nNumerical analysis\nUndergraduate research and project mentoring\nTeaching\nNadia regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nadia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNadia advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNadia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in mathematics education and numerical analysis. Representative items:\nA peer-reviewed article on mathematics education in a disciplinary journal.\nA conference paper on numerical analysis, co-authored with an undergraduate researcher.\nAn internally funded project applying mathematics education to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nadia has no real publication record.\nGet in touch\nThe fastest way to reach Nadia is email ( nfontaine@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Virginia Tech\nEmail\nnfontaine@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-nadia-haddad.html", "title": "Nadia Haddad", "description": "Associate Professor in World Languages at UW–Porter Falls. Expertise: ASL linguistics, language for the professions.", "headings": [ "Nadia Haddad", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Nadia Haddad\nAssociate Professor, World Languages\nBackground\nNadia Haddad is on the faculty of the Department of World Languages and holds a Ph.D. from Michigan State University. Before Porter, Nadia coordinated language services for a hospital.\nNadia's research focuses on ASL linguistics, with related work in language for the professions; undergraduates are involved in the lab most terms.\nAreas of expertise\nASL linguistics\nLanguage for the professions\nUndergraduate research and project mentoring\nTeaching\nNadia regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nadia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNadia advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNadia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in ASL linguistics and language for the professions. Representative items:\nA peer-reviewed article on ASL linguistics in a disciplinary journal.\nA conference paper on language for the professions, co-authored with an undergraduate researcher.\nAn internally funded project applying ASL linguistics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nadia has no real publication record.\nGet in touch\nThe fastest way to reach Nadia is email ( nhaddad@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Michigan State University\nEmail\nnhaddad@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-nadia-kaur.html", "title": "Nadia Kaur", "description": "Professor in Environmental Science at UW–Porter Falls. Expertise: aquatic ecology, sustainability science.", "headings": [ "Nadia Kaur", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Nadia Kaur\nProfessor, Environmental Science\nBackground\nNadia Kaur is on the faculty of the Department of Environmental Science and holds a Ph.D. from Iowa State University. Before Porter, Nadia did restoration ecology for a nonprofit land trust.\nNadia's research focuses on aquatic ecology, with related work in sustainability science; undergraduates are involved in the lab most terms.\nAreas of expertise\nAquatic ecology\nSustainability science\nUndergraduate research and project mentoring\nTeaching\nNadia regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nadia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNadia advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNadia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in aquatic ecology and sustainability science. Representative items:\nA peer-reviewed article on aquatic ecology in a disciplinary journal.\nA conference paper on sustainability science, co-authored with an undergraduate researcher.\nAn internally funded project applying aquatic ecology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nadia has no real publication record.\nGet in touch\nThe fastest way to reach Nadia is email ( nkaur@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Iowa State University\nEmail\nnkaur@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-nadia-kowalczyk.html", "title": "Nadia Kowalczyk", "description": "Teaching Professor in Accounting & Finance at UW–Porter Falls. Expertise: investments and portfolio management, monetary and macroeconomics.", "headings": [ "Nadia Kowalczyk", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Nadia Kowalczyk\nTeaching Professor, Accounting & Finance\nBackground\nNadia Kowalczyk is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from Texas A&M University. Before Porter, Nadia did valuation work for a consulting firm.\nNadia's work centers on teaching and curriculum in investments and portfolio management and monetary and macroeconomics, including course redesign and mentoring newer instructors.\nAreas of expertise\nInvestments and portfolio management\nMonetary and macroeconomics\nUndergraduate research and project mentoring\nTeaching\nNadia regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nNadia designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nNadia advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNadia's recent activity centers on teaching scholarship and curriculum work in investments and portfolio management and monetary and macroeconomics. Representative items:\nA redesigned course sequence in investments and portfolio management, with open or low-cost materials.\nA conference presentation on teaching monetary and macroeconomics at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nadia has no real publication record.\nGet in touch\nThe fastest way to reach Nadia is email ( nkowalczyk@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., Texas A&M University\nEmail\nnkowalczyk@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-nadia-lindqvist.html", "title": "Nadia Lindqvist", "description": "Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: industrial control system security, network security.", "headings": [ "Nadia Lindqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Nadia Lindqvist\nProfessor, Cybersecurity & Information Technology\nBackground\nNadia Lindqvist is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from Kansas State University. Before Porter, Nadia held a senior systems administration role at a hospital network.\nNadia's research focuses on industrial control system security, with related work in network security; undergraduates are involved in the lab most terms.\nAreas of expertise\nIndustrial control system security\nNetwork security\nUndergraduate research and project mentoring\nTeaching\nNadia regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nadia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNadia advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNadia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in industrial control system security and network security. Representative items:\nA peer-reviewed article on industrial control system security in a disciplinary journal.\nA conference paper on network security, co-authored with an undergraduate researcher.\nAn internally funded project applying industrial control system security to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nadia has no real publication record.\nGet in touch\nThe fastest way to reach Nadia is email ( nlindqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Kansas State University\nEmail\nnlindqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-nadia-lundgren.html", "title": "Nadia Lundgren", "description": "Teaching Professor in Music & Theatre at UW–Porter Falls. Expertise: costume design and construction, theatre history.", "headings": [ "Nadia Lundgren", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Nadia Lundgren\nTeaching Professor, Music & Theatre\nBackground\nNadia Lundgren is on the faculty of the Department of Music & Theatre and holds a Ph.D. from Texas A&M University. Before Porter, Nadia stage-managed national touring productions.\nNadia's work centers on teaching and curriculum in costume design and construction and theatre history, including course redesign and mentoring newer instructors.\nAreas of expertise\nCostume design and construction\nTheatre history\nUndergraduate research and project mentoring\nTeaching\nNadia regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nNadia designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nNadia advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNadia's recent activity centers on teaching scholarship and curriculum work in costume design and construction and theatre history. Representative items:\nA redesigned course sequence in costume design and construction, with open or low-cost materials.\nA conference presentation on teaching theatre history at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nadia has no real publication record.\nGet in touch\nThe fastest way to reach Nadia is email ( nlundgren@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Texas A&M University\nEmail\nnlundgren@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-nadia-molnar.html", "title": "Nadia Molnar", "description": "Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: industrial control system security, network security.", "headings": [ "Nadia Molnar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Nadia Molnar\nProfessor, Cybersecurity & Information Technology\nBackground\nNadia Molnar is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from Kansas State University. Before Porter, Nadia ran a security operations center for a regional bank.\nNadia's research focuses on industrial control system security, with related work in network security; undergraduates are involved in the lab most terms.\nAreas of expertise\nIndustrial control system security\nNetwork security\nUndergraduate research and project mentoring\nTeaching\nNadia regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nadia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNadia advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNadia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in industrial control system security and network security. Representative items:\nA peer-reviewed article on industrial control system security in a disciplinary journal.\nA conference paper on network security, co-authored with an undergraduate researcher.\nAn internally funded project applying industrial control system security to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nadia has no real publication record.\nGet in touch\nThe fastest way to reach Nadia is email ( nmolnar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Kansas State University\nEmail\nnmolnar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-nadia-nakamura.html", "title": "Nadia Nakamura", "description": "Professor in Computer Science at UW–Porter Falls. Expertise: computer graphics, embedded and cyber-physical systems.", "headings": [ "Nadia Nakamura", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Nadia Nakamura\nProfessor, Computer Science\nBackground\nNadia Nakamura is on the faculty of the Department of Computer Science and holds a Ph.D. from Virginia Tech. Before Porter, Nadia was a research staff member at a national laboratory.\nNadia's research focuses on computer graphics, with related work in embedded and cyber-physical systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nComputer graphics\nEmbedded and cyber-physical systems\nUndergraduate research and project mentoring\nTeaching\nNadia regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nadia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNadia advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNadia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in computer graphics and embedded and cyber-physical systems. Representative items:\nA peer-reviewed article on computer graphics in a disciplinary journal.\nA conference paper on embedded and cyber-physical systems, co-authored with an undergraduate researcher.\nAn internally funded project applying computer graphics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nadia has no real publication record.\nGet in touch\nThe fastest way to reach Nadia is email ( nnakamura@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Virginia Tech\nEmail\nnnakamura@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-nadia-nguyen.html", "title": "Nadia Nguyen", "description": "Professor of Practice in Physics & Astronomy at UW–Porter Falls. Expertise: computational physics, physics education research.", "headings": [ "Nadia Nguyen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Nadia Nguyen\nProfessor of Practice, Physics & Astronomy\nBackground\nNadia Nguyen is on the faculty of the Department of Physics & Astronomy and holds a master’s degree from the Ohio State University, along with professional licensure and industry certifications. Before Porter, Nadia held a postdoctoral appointment at a national laboratory.\nNadia brings that practice into the classroom, teaching from real cases and current standards in computational physics and physics education research.\nAreas of expertise\nComputational physics\nPhysics education research\nApplied practice and industry partnerships\nTeaching\nNadia regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Nadia keeps the connection to current practice explicit.\nAdvising and office hours\nNadia advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNadia stays active in practice alongside teaching, through consulting, standards work, and applied projects in computational physics and physics education research. Representative items:\nAn applied project in computational physics with an industry or community partner.\nA workshop or short course on physics education research for practitioners in the region.\nService on a standards, licensing, or advisory body related to computational physics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nadia has no real publication record.\nGet in touch\nThe fastest way to reach Nadia is email ( nnguyen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the Ohio State University\nEmail\nnnguyen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-nadia-okafor.html", "title": "Nadia Okafor", "description": "Assistant Professor in Chemistry at UW–Porter Falls. Expertise: organic synthesis, biochemistry.", "headings": [ "Nadia Okafor", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Nadia Okafor\nAssistant Professor, Chemistry\nBackground\nNadia Okafor is on the faculty of the Department of Chemistry and holds a Ph.D. from the University of Iowa. Before Porter, Nadia did formulation work for a coatings manufacturer.\nNadia's research focuses on organic synthesis, with related work in biochemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nOrganic synthesis\nBiochemistry\nUndergraduate research and project mentoring\nTeaching\nNadia regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nadia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNadia advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNadia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in organic synthesis and biochemistry. Representative items:\nA peer-reviewed article on organic synthesis in a disciplinary journal.\nA conference paper on biochemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying organic synthesis to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nadia has no real publication record.\nGet in touch\nThe fastest way to reach Nadia is email ( nokafor@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Iowa\nEmail\nnokafor@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-nadia-petrov.html", "title": "Nadia Petrov", "description": "Teaching Professor in Construction Management at UW–Porter Falls. Expertise: sustainable construction, lean construction.", "headings": [ "Nadia Petrov", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Nadia Petrov\nTeaching Professor, Construction Management\nBackground\nNadia Petrov is on the faculty of the Department of Construction Management and holds a Ph.D. from Purdue University. Before Porter, Nadia led safety programs for a heavy-civil firm.\nNadia's work centers on teaching and curriculum in sustainable construction and lean construction, including course redesign and mentoring newer instructors.\nAreas of expertise\nSustainable construction\nLean construction\nUndergraduate research and project mentoring\nTeaching\nNadia regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nNadia designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nNadia advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNadia's recent activity centers on teaching scholarship and curriculum work in sustainable construction and lean construction. Representative items:\nA redesigned course sequence in sustainable construction, with open or low-cost materials.\nA conference presentation on teaching lean construction at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nadia has no real publication record.\nGet in touch\nThe fastest way to reach Nadia is email ( npetrov@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Purdue University\nEmail\nnpetrov@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-nadia-salazar.html", "title": "Nadia Salazar", "description": "Associate Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: composites, barrier materials.", "headings": [ "Nadia Salazar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Nadia Salazar\nAssociate Professor, Plastics & Packaging Engineering\nBackground\nNadia Salazar is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from the Technical University of Denmark. Before Porter, Nadia ran a distribution-testing lab for a retailer.\nNadia's research focuses on composites, with related work in barrier materials; undergraduates are involved in the lab most terms.\nAreas of expertise\nComposites\nBarrier materials\nUndergraduate research and project mentoring\nTeaching\nNadia regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nadia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNadia advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNadia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in composites and barrier materials. Representative items:\nA peer-reviewed article on composites in a disciplinary journal.\nA conference paper on barrier materials, co-authored with an undergraduate researcher.\nAn internally funded project applying composites to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nadia has no real publication record.\nGet in touch\nThe fastest way to reach Nadia is email ( nsalazar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Technical University of Denmark\nEmail\nnsalazar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-nadia-trombley.html", "title": "Nadia Trombley", "description": "Professor of Practice in Marketing & Supply Chain at UW–Porter Falls. Expertise: marketing research, demand planning.", "headings": [ "Nadia Trombley", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Nadia Trombley\nProfessor of Practice, Marketing & Supply Chain\nBackground\nNadia Trombley is on the faculty of the Department of Marketing & Supply Chain and holds a master’s degree from the Ohio State University, along with professional licensure and industry certifications. Before Porter, Nadia was a brand manager for a consumer-goods company.\nNadia brings that practice into the classroom, teaching from real cases and current standards in marketing research and demand planning.\nAreas of expertise\nMarketing research\nDemand planning\nApplied practice and industry partnerships\nTeaching\nNadia regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Nadia keeps the connection to current practice explicit.\nAdvising and office hours\nNadia advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNadia stays active in practice alongside teaching, through consulting, standards work, and applied projects in marketing research and demand planning. Representative items:\nAn applied project in marketing research with an industry or community partner.\nA workshop or short course on demand planning for practitioners in the region.\nService on a standards, licensing, or advisory body related to marketing research.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nadia has no real publication record.\nGet in touch\nThe fastest way to reach Nadia is email ( ntrombley@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na master’s degree, the Ohio State University\nEmail\nntrombley@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-nadia-whitfield.html", "title": "Nadia Whitfield", "description": "Professor of Practice in Data Science at UW–Porter Falls. Expertise: causal inference and experimentation, data visualization.", "headings": [ "Nadia Whitfield", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Nadia Whitfield\nProfessor of Practice, Data Science\nBackground\nNadia Whitfield is on the faculty of the Department of Data Science and holds a master’s degree from the University of Nebraska, along with professional licensure and industry certifications. Before Porter, Nadia was a data scientist at an e-commerce company.\nNadia brings that practice into the classroom, teaching from real cases and current standards in causal inference and experimentation and data visualization.\nAreas of expertise\nCausal inference and experimentation\nData visualization\nApplied practice and industry partnerships\nTeaching\nNadia regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Nadia keeps the connection to current practice explicit.\nAdvising and office hours\nNadia advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNadia stays active in practice alongside teaching, through consulting, standards work, and applied projects in causal inference and experimentation and data visualization. Representative items:\nAn applied project in causal inference and experimentation with an industry or community partner.\nA workshop or short course on data visualization for practitioners in the region.\nService on a standards, licensing, or advisory body related to causal inference and experimentation.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nadia has no real publication record.\nGet in touch\nThe fastest way to reach Nadia is email ( nwhitfield@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na master’s degree, the University of Nebraska\nEmail\nnwhitfield@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-nora-aluko.html", "title": "Nora Aluko", "description": "Professor in Management at UW–Porter Falls. Expertise: negotiation and conflict, organizational behavior.", "headings": [ "Nora Aluko", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Nora Aluko\nProfessor, Management\nBackground\nNora Aluko is on the faculty of the Department of Management and holds a Ph.D. from the Ohio State University. Before Porter, Nora held an HR leadership role.\nNora's research focuses on negotiation and conflict, with related work in organizational behavior; undergraduates are involved in the lab most terms.\nAreas of expertise\nNegotiation and conflict\nOrganizational behavior\nUndergraduate research and project mentoring\nTeaching\nNora regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nora builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNora advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNora's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in negotiation and conflict and organizational behavior. Representative items:\nA peer-reviewed article on negotiation and conflict in a disciplinary journal.\nA conference paper on organizational behavior, co-authored with an undergraduate researcher.\nAn internally funded project applying negotiation and conflict to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nora has no real publication record.\nGet in touch\nThe fastest way to reach Nora is email ( naluko@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., the Ohio State University\nEmail\nnaluko@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-nora-beaumont.html", "title": "Nora Beaumont", "description": "Professor in Art & Design at UW–Porter Falls. Expertise: interaction and UX design, photography.", "headings": [ "Nora Beaumont", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Nora Beaumont\nProfessor, Art & Design\nBackground\nNora Beaumont is on the faculty of the Department of Art & Design and holds a Ph.D. from the Ohio State University. Before Porter, Nora led UX for a software company.\nNora's research focuses on interaction and UX design, with related work in photography; undergraduates are involved in the lab most terms.\nAreas of expertise\nInteraction and UX design\nPhotography\nUndergraduate research and project mentoring\nTeaching\nNora regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nora builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNora advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNora's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in interaction and UX design and photography. Representative items:\nA peer-reviewed article on interaction and UX design in a disciplinary journal.\nA conference paper on photography, co-authored with an undergraduate researcher.\nAn internally funded project applying interaction and UX design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nora has no real publication record.\nGet in touch\nThe fastest way to reach Nora is email ( nbeaumont@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the Ohio State University\nEmail\nnbeaumont@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-nora-carrasco.html", "title": "Nora Carrasco", "description": "Professor in Humanities at UW–Porter Falls. Expertise: American and comparative politics, social theory.", "headings": [ "Nora Carrasco", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Nora Carrasco\nProfessor, Humanities\nBackground\nNora Carrasco is on the faculty of the Department of Humanities and holds a Ph.D. from the Ohio State University. Before Porter, Nora taught at a liberal-arts college.\nNora's research focuses on American and comparative politics, with related work in social theory; undergraduates are involved in the lab most terms.\nAreas of expertise\nAmerican and comparative politics\nSocial theory\nUndergraduate research and project mentoring\nTeaching\nNora regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nora builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNora advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNora's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in American and comparative politics and social theory. Representative items:\nA peer-reviewed article on American and comparative politics in a disciplinary journal.\nA conference paper on social theory, co-authored with an undergraduate researcher.\nAn internally funded project applying American and comparative politics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nora has no real publication record.\nGet in touch\nThe fastest way to reach Nora is email ( ncarrasco@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the Ohio State University\nEmail\nncarrasco@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-nora-delacroix.html", "title": "Nora Delacroix", "description": "Senior Lecturer in Teacher Education at UW–Porter Falls. Expertise: classroom management, career and technical education.", "headings": [ "Nora Delacroix", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Nora Delacroix\nSenior Lecturer, Teacher Education\nBackground\nNora Delacroix is on the faculty of the Department of Teacher Education and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Nora taught in a technical high-school program.\nNora's work centers on teaching and curriculum in classroom management and career and technical education, including course redesign and mentoring newer instructors.\nAreas of expertise\nClassroom management\nCareer and technical education\nUndergraduate research and project mentoring\nTeaching\nNora regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nNora designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nNora advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNora's recent activity centers on teaching scholarship and curriculum work in classroom management and career and technical education. Representative items:\nA redesigned course sequence in classroom management, with open or low-cost materials.\nA conference presentation on teaching career and technical education at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nora has no real publication record.\nGet in touch\nThe fastest way to reach Nora is email ( ndelacroix@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\nndelacroix@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-nora-ferris.html", "title": "Nora Ferris", "description": "Senior Lecturer in Biomedical Engineering at UW–Porter Falls. Expertise: medical device design and regulation, assistive technology.", "headings": [ "Nora Ferris", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Nora Ferris\nSenior Lecturer, Biomedical Engineering\nBackground\nNora Ferris is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from McGill University. Before Porter, Nora did rehabilitation-engineering research at a hospital.\nNora's work centers on teaching and curriculum in medical device design and regulation and assistive technology, including course redesign and mentoring newer instructors.\nAreas of expertise\nMedical device design and regulation\nAssistive technology\nUndergraduate research and project mentoring\nTeaching\nNora regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nNora designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nNora advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNora's recent activity centers on teaching scholarship and curriculum work in medical device design and regulation and assistive technology. Representative items:\nA redesigned course sequence in medical device design and regulation, with open or low-cost materials.\nA conference presentation on teaching assistive technology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nora has no real publication record.\nGet in touch\nThe fastest way to reach Nora is email ( nferris@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., McGill University\nEmail\nnferris@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-nora-fontaine.html", "title": "Nora Fontaine", "description": "Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: health behavior and promotion, medical nutrition therapy.", "headings": [ "Nora Fontaine", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Nora Fontaine\nProfessor, Health & Nutrition Sciences\nBackground\nNora Fontaine is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from the University of Sheffield. Before Porter, Nora was an exercise physiologist in cardiac rehabilitation.\nNora's research focuses on health behavior and promotion, with related work in medical nutrition therapy; undergraduates are involved in the lab most terms.\nAreas of expertise\nHealth behavior and promotion\nMedical nutrition therapy\nUndergraduate research and project mentoring\nTeaching\nNora regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nora builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNora advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNora's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in health behavior and promotion and medical nutrition therapy. Representative items:\nA peer-reviewed article on health behavior and promotion in a disciplinary journal.\nA conference paper on medical nutrition therapy, co-authored with an undergraduate researcher.\nAn internally funded project applying health behavior and promotion to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nora has no real publication record.\nGet in touch\nThe fastest way to reach Nora is email ( nfontaine@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Sheffield\nEmail\nnfontaine@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-nora-haddad.html", "title": "Nora Haddad", "description": "Associate Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: substance use and recovery, child and family services.", "headings": [ "Nora Haddad", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Nora Haddad\nAssociate Professor, Rehabilitation & Human Services\nBackground\nNora Haddad is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from Kansas State University. Before Porter, Nora directed a family-resource center.\nNora's research focuses on substance use and recovery, with related work in child and family services; undergraduates are involved in the lab most terms.\nAreas of expertise\nSubstance use and recovery\nChild and family services\nUndergraduate research and project mentoring\nTeaching\nNora regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nora builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNora advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNora's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in substance use and recovery and child and family services. Representative items:\nA peer-reviewed article on substance use and recovery in a disciplinary journal.\nA conference paper on child and family services, co-authored with an undergraduate researcher.\nAn internally funded project applying substance use and recovery to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nora has no real publication record.\nGet in touch\nThe fastest way to reach Nora is email ( nhaddad@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Kansas State University\nEmail\nnhaddad@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-nora-ibarra.html", "title": "Nora Ibarra", "description": "Associate Professor in Communication & Media at UW–Porter Falls. Expertise: interpersonal and group communication, content strategy.", "headings": [ "Nora Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Nora Ibarra\nAssociate Professor, Communication & Media\nBackground\nNora Ibarra is on the faculty of the Department of Communication & Media and holds a Ph.D. from Iowa State University. Before Porter, Nora taught writing and edited a regional magazine.\nNora's research focuses on interpersonal and group communication, with related work in content strategy; undergraduates are involved in the lab most terms.\nAreas of expertise\nInterpersonal and group communication\nContent strategy\nUndergraduate research and project mentoring\nTeaching\nNora regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nora builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNora advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNora's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in interpersonal and group communication and content strategy. Representative items:\nA peer-reviewed article on interpersonal and group communication in a disciplinary journal.\nA conference paper on content strategy, co-authored with an undergraduate researcher.\nAn internally funded project applying interpersonal and group communication to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nora has no real publication record.\nGet in touch\nThe fastest way to reach Nora is email ( nibarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Iowa State University\nEmail\nnibarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-nora-lundgren.html", "title": "Nora Lundgren", "description": "Senior Lecturer in Mechanical Engineering at UW–Porter Falls. Expertise: materials and fatigue, additive manufacturing.", "headings": [ "Nora Lundgren", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Nora Lundgren\nSenior Lecturer, Mechanical Engineering\nBackground\nNora Lundgren is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from McGill University. Before Porter, Nora led product engineering for a consumer-appliance maker.\nNora's work centers on teaching and curriculum in materials and fatigue and additive manufacturing, including course redesign and mentoring newer instructors.\nAreas of expertise\nMaterials and fatigue\nAdditive manufacturing\nUndergraduate research and project mentoring\nTeaching\nNora regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nNora designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nNora advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNora's recent activity centers on teaching scholarship and curriculum work in materials and fatigue and additive manufacturing. Representative items:\nA redesigned course sequence in materials and fatigue, with open or low-cost materials.\nA conference presentation on teaching additive manufacturing at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nora has no real publication record.\nGet in touch\nThe fastest way to reach Nora is email ( nlundgren@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., McGill University\nEmail\nnlundgren@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-nora-okafor.html", "title": "Nora Okafor", "description": "Clinical Associate Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: sensors and instrumentation, embedded and real-time systems.", "headings": [ "Nora Okafor", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Nora Okafor\nClinical Associate Professor, Electrical & Computer Engineering\nBackground\nNora Okafor is on the faculty of the Department of Electrical & Computer Engineering and holds a doctoral clinical degree from Northwestern University and is licensed to practice. Before Porter, Nora developed firmware for medical devices.\nNora brings that practice into the classroom, teaching from real cases and current standards in sensors and instrumentation and embedded and real-time systems.\nAreas of expertise\nSensors and instrumentation\nEmbedded and real-time systems\nApplied practice and industry partnerships\nTeaching\nNora regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Nora keeps the connection to current practice explicit.\nAdvising and office hours\nNora advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNora stays active in practice alongside teaching, through consulting, standards work, and applied projects in sensors and instrumentation and embedded and real-time systems. Representative items:\nAn applied project in sensors and instrumentation with an industry or community partner.\nA workshop or short course on embedded and real-time systems for practitioners in the region.\nService on a standards, licensing, or advisory body related to sensors and instrumentation.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nora has no real publication record.\nGet in touch\nThe fastest way to reach Nora is email ( nokafor@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, Northwestern University\nEmail\nnokafor@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-nora-rasmussen.html", "title": "Nora Rasmussen", "description": "Clinical Associate Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: geotechnical engineering, construction materials.", "headings": [ "Nora Rasmussen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Nora Rasmussen\nClinical Associate Professor, Civil & Environmental Engineering\nBackground\nNora Rasmussen is on the faculty of the Department of Civil & Environmental Engineering and holds a doctoral clinical degree from Northwestern University and is licensed to practice. Before Porter, Nora consulted on stormwater and watershed planning.\nNora brings that practice into the classroom, teaching from real cases and current standards in geotechnical engineering and construction materials.\nAreas of expertise\nGeotechnical engineering\nConstruction materials\nApplied practice and industry partnerships\nTeaching\nNora regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Nora keeps the connection to current practice explicit.\nAdvising and office hours\nNora advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNora stays active in practice alongside teaching, through consulting, standards work, and applied projects in geotechnical engineering and construction materials. Representative items:\nAn applied project in geotechnical engineering with an industry or community partner.\nA workshop or short course on construction materials for practitioners in the region.\nService on a standards, licensing, or advisory body related to geotechnical engineering.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nora has no real publication record.\nGet in touch\nThe fastest way to reach Nora is email ( nrasmussen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, Northwestern University\nEmail\nnrasmussen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-nora-reinholt.html", "title": "Nora Reinholt", "description": "Professor in Psychology at UW–Porter Falls. Expertise: health psychology, cognitive psychology.", "headings": [ "Nora Reinholt", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Nora Reinholt\nProfessor, Psychology\nBackground\nNora Reinholt is on the faculty of the Department of Psychology and holds a Ph.D. from the Ohio State University. Before Porter, Nora held a clinical position before moving to teaching.\nNora's research focuses on health psychology, with related work in cognitive psychology; undergraduates are involved in the lab most terms.\nAreas of expertise\nHealth psychology\nCognitive psychology\nUndergraduate research and project mentoring\nTeaching\nNora regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nora builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNora advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNora's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in health psychology and cognitive psychology. Representative items:\nA peer-reviewed article on health psychology in a disciplinary journal.\nA conference paper on cognitive psychology, co-authored with an undergraduate researcher.\nAn internally funded project applying health psychology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nora has no real publication record.\nGet in touch\nThe fastest way to reach Nora is email ( nreinholt@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the Ohio State University\nEmail\nnreinholt@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-nora-sundqvist.html", "title": "Nora Sundqvist", "description": "Senior Lecturer in Mechanical Engineering at UW–Porter Falls. Expertise: biomechanics, machine design and mechanisms.", "headings": [ "Nora Sundqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Nora Sundqvist\nSenior Lecturer, Mechanical Engineering\nBackground\nNora Sundqvist is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from McGill University. Before Porter, Nora consulted on failure analysis and expert testimony.\nNora's work centers on teaching and curriculum in biomechanics and machine design and mechanisms, including course redesign and mentoring newer instructors.\nAreas of expertise\nBiomechanics\nMachine design and mechanisms\nUndergraduate research and project mentoring\nTeaching\nNora regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nNora designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nNora advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNora's recent activity centers on teaching scholarship and curriculum work in biomechanics and machine design and mechanisms. Representative items:\nA redesigned course sequence in biomechanics, with open or low-cost materials.\nA conference presentation on teaching machine design and mechanisms at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nora has no real publication record.\nGet in touch\nThe fastest way to reach Nora is email ( nsundqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., McGill University\nEmail\nnsundqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-nora-trombley.html", "title": "Nora Trombley", "description": "Clinical Associate Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: embedded and real-time systems, analog and mixed-signal design.", "headings": [ "Nora Trombley", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Nora Trombley\nClinical Associate Professor, Electrical & Computer Engineering\nBackground\nNora Trombley is on the faculty of the Department of Electrical & Computer Engineering and holds a doctoral clinical degree from Northwestern University and is licensed to practice. Before Porter, Nora led an embedded-systems group at an aerospace supplier.\nNora brings that practice into the classroom, teaching from real cases and current standards in embedded and real-time systems and analog and mixed-signal design.\nAreas of expertise\nEmbedded and real-time systems\nAnalog and mixed-signal design\nApplied practice and industry partnerships\nTeaching\nNora regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Nora keeps the connection to current practice explicit.\nAdvising and office hours\nNora advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNora stays active in practice alongside teaching, through consulting, standards work, and applied projects in embedded and real-time systems and analog and mixed-signal design. Representative items:\nAn applied project in embedded and real-time systems with an industry or community partner.\nA workshop or short course on analog and mixed-signal design for practitioners in the region.\nService on a standards, licensing, or advisory body related to embedded and real-time systems.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nora has no real publication record.\nGet in touch\nThe fastest way to reach Nora is email ( ntrombley@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, Northwestern University\nEmail\nntrombley@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-nora-vasquez.html", "title": "Nora Vasquez", "description": "Professor in Art & Design at UW–Porter Falls. Expertise: exhibition design, typography and branding.", "headings": [ "Nora Vasquez", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Nora Vasquez\nProfessor, Art & Design\nBackground\nNora Vasquez is on the faculty of the Department of Art & Design and holds a Ph.D. from the Ohio State University. Before Porter, Nora designed for an apparel manufacturer.\nNora's research focuses on exhibition design, with related work in typography and branding; undergraduates are involved in the lab most terms.\nAreas of expertise\nExhibition design\nTypography and branding\nUndergraduate research and project mentoring\nTeaching\nNora regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nora builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNora advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNora's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in exhibition design and typography and branding. Representative items:\nA peer-reviewed article on exhibition design in a disciplinary journal.\nA conference paper on typography and branding, co-authored with an undergraduate researcher.\nAn internally funded project applying exhibition design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nora has no real publication record.\nGet in touch\nThe fastest way to reach Nora is email ( nvasquez@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the Ohio State University\nEmail\nnvasquez@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-nora-weaver.html", "title": "Nora Weaver", "description": "Professor in Humanities at UW–Porter Falls. Expertise: social theory, modern history.", "headings": [ "Nora Weaver", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Nora Weaver\nProfessor, Humanities\nBackground\nNora Weaver is on the faculty of the Department of Humanities and holds a Ph.D. from the Ohio State University. Before Porter, Nora was an ethics consultant for a health system.\nNora's research focuses on social theory, with related work in modern history; undergraduates are involved in the lab most terms.\nAreas of expertise\nSocial theory\nModern history\nUndergraduate research and project mentoring\nTeaching\nNora regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Nora builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nNora advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNora's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in social theory and modern history. Representative items:\nA peer-reviewed article on social theory in a disciplinary journal.\nA conference paper on modern history, co-authored with an undergraduate researcher.\nAn internally funded project applying social theory to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nora has no real publication record.\nGet in touch\nThe fastest way to reach Nora is email ( nweaver@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the Ohio State University\nEmail\nnweaver@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-nora-yoon.html", "title": "Nora Yoon", "description": "Clinical Associate Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: geotechnical engineering, construction materials.", "headings": [ "Nora Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Nora Yoon\nClinical Associate Professor, Civil & Environmental Engineering\nBackground\nNora Yoon is on the faculty of the Department of Civil & Environmental Engineering and holds a doctoral clinical degree from Northwestern University and is licensed to practice. Before Porter, Nora did geotechnical investigations for a transportation department.\nNora brings that practice into the classroom, teaching from real cases and current standards in geotechnical engineering and construction materials.\nAreas of expertise\nGeotechnical engineering\nConstruction materials\nApplied practice and industry partnerships\nTeaching\nNora regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Nora keeps the connection to current practice explicit.\nAdvising and office hours\nNora advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nNora stays active in practice alongside teaching, through consulting, standards work, and applied projects in geotechnical engineering and construction materials. Representative items:\nAn applied project in geotechnical engineering with an industry or community partner.\nA workshop or short course on construction materials for practitioners in the region.\nService on a standards, licensing, or advisory body related to geotechnical engineering.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Nora has no real publication record.\nGet in touch\nThe fastest way to reach Nora is email ( nyoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, Northwestern University\nEmail\nnyoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-owen-ackerman.html", "title": "Owen Ackerman", "description": "Assistant Professor in Mechanical Engineering at UW–Porter Falls. Expertise: energy systems, tribology.", "headings": [ "Owen Ackerman", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Owen Ackerman\nAssistant Professor, Mechanical Engineering\nBackground\nOwen Ackerman is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from Texas A&M University. Before Porter, Owen was a test engineer for an off-highway vehicle manufacturer.\nOwen's research focuses on energy systems, with related work in tribology; undergraduates are involved in the lab most terms.\nAreas of expertise\nEnergy systems\nTribology\nUndergraduate research and project mentoring\nTeaching\nOwen regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Owen builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nOwen advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in energy systems and tribology. Representative items:\nA peer-reviewed article on energy systems in a disciplinary journal.\nA conference paper on tribology, co-authored with an undergraduate researcher.\nAn internally funded project applying energy systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( oackerman@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Texas A&M University\nEmail\noackerman@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-owen-antonelli.html", "title": "Owen Antonelli", "description": "Clinical Associate Professor in Management at UW–Porter Falls. Expertise: innovation management, business ethics.", "headings": [ "Owen Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Owen Antonelli\nClinical Associate Professor, Management\nBackground\nOwen Antonelli is on the faculty of the Department of Management and holds a doctoral clinical degree from RMIT University and is licensed to practice. Before Porter, Owen led operations for a mid-market manufacturer.\nOwen brings that practice into the classroom, teaching from real cases and current standards in innovation management and business ethics.\nAreas of expertise\nInnovation management\nBusiness ethics\nApplied practice and industry partnerships\nTeaching\nOwen regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Owen keeps the connection to current practice explicit.\nAdvising and office hours\nOwen advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen stays active in practice alongside teaching, through consulting, standards work, and applied projects in innovation management and business ethics. Representative items:\nAn applied project in innovation management with an industry or community partner.\nA workshop or short course on business ethics for practitioners in the region.\nService on a standards, licensing, or advisory body related to innovation management.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( oantonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na doctoral clinical degree, RMIT University\nEmail\noantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-owen-brenner.html", "title": "Owen Brenner", "description": "Senior Lecturer in Civil & Environmental Engineering at UW–Porter Falls. Expertise: pavement engineering, structural analysis and design.", "headings": [ "Owen Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Owen Brenner\nSenior Lecturer, Civil & Environmental Engineering\nBackground\nOwen Brenner is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from the Ohio State University. Before Porter, Owen worked in bridge inspection and rehabilitation.\nOwen's work centers on teaching and curriculum in pavement engineering and structural analysis and design, including course redesign and mentoring newer instructors.\nAreas of expertise\nPavement engineering\nStructural analysis and design\nUndergraduate research and project mentoring\nTeaching\nOwen regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nOwen designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nOwen advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen's recent activity centers on teaching scholarship and curriculum work in pavement engineering and structural analysis and design. Representative items:\nA redesigned course sequence in pavement engineering, with open or low-cost materials.\nA conference presentation on teaching structural analysis and design at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( obrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Ohio State University\nEmail\nobrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-owen-bwalya.html", "title": "Owen Bwalya", "description": "Clinical Associate Professor in Humanities at UW–Porter Falls. Expertise: political theory, ethics and applied philosophy.", "headings": [ "Owen Bwalya", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Owen Bwalya\nClinical Associate Professor, Humanities\nBackground\nOwen Bwalya is on the faculty of the Department of Humanities and holds a doctoral clinical degree from RMIT University and is licensed to practice. Before Porter, Owen taught at a liberal-arts college.\nOwen brings that practice into the classroom, teaching from real cases and current standards in political theory and ethics and applied philosophy.\nAreas of expertise\nPolitical theory\nEthics and applied philosophy\nApplied practice and industry partnerships\nTeaching\nOwen regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Owen keeps the connection to current practice explicit.\nAdvising and office hours\nOwen advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen stays active in practice alongside teaching, through consulting, standards work, and applied projects in political theory and ethics and applied philosophy. Representative items:\nAn applied project in political theory with an industry or community partner.\nA workshop or short course on ethics and applied philosophy for practitioners in the region.\nService on a standards, licensing, or advisory body related to political theory.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( obwalya@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na doctoral clinical degree, RMIT University\nEmail\nobwalya@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-owen-cho.html", "title": "Owen Cho", "description": "Assistant Professor in Mechanical Engineering at UW–Porter Falls. Expertise: biomechanics, machine design and mechanisms.", "headings": [ "Owen Cho", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Owen Cho\nAssistant Professor, Mechanical Engineering\nBackground\nOwen Cho is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from Texas A&M University. Before Porter, Owen consulted on failure analysis and expert testimony.\nOwen's research focuses on biomechanics, with related work in machine design and mechanisms; undergraduates are involved in the lab most terms.\nAreas of expertise\nBiomechanics\nMachine design and mechanisms\nUndergraduate research and project mentoring\nTeaching\nOwen regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Owen builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nOwen advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in biomechanics and machine design and mechanisms. Representative items:\nA peer-reviewed article on biomechanics in a disciplinary journal.\nA conference paper on machine design and mechanisms, co-authored with an undergraduate researcher.\nAn internally funded project applying biomechanics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( ocho@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Texas A&M University\nEmail\nocho@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-owen-delacroix.html", "title": "Owen Delacroix", "description": "Senior Lecturer in Civil & Environmental Engineering at UW–Porter Falls. Expertise: pavement engineering, structural analysis and design.", "headings": [ "Owen Delacroix", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Owen Delacroix\nSenior Lecturer, Civil & Environmental Engineering\nBackground\nOwen Delacroix is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from the Ohio State University. Before Porter, Owen did geotechnical investigations for a transportation department.\nOwen's work centers on teaching and curriculum in pavement engineering and structural analysis and design, including course redesign and mentoring newer instructors.\nAreas of expertise\nPavement engineering\nStructural analysis and design\nUndergraduate research and project mentoring\nTeaching\nOwen regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nOwen designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nOwen advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen's recent activity centers on teaching scholarship and curriculum work in pavement engineering and structural analysis and design. Representative items:\nA redesigned course sequence in pavement engineering, with open or low-cost materials.\nA conference presentation on teaching structural analysis and design at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( odelacroix@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Ohio State University\nEmail\nodelacroix@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-owen-ferris.html", "title": "Owen Ferris", "description": "Clinical Associate Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: sensory evaluation, epidemiology.", "headings": [ "Owen Ferris", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Owen Ferris\nClinical Associate Professor, Health & Nutrition Sciences\nBackground\nOwen Ferris is on the faculty of the Department of Health & Nutrition Sciences and holds a doctoral clinical degree from Virginia Tech and is licensed to practice. Before Porter, Owen ran a community nutrition program.\nOwen brings that practice into the classroom, teaching from real cases and current standards in sensory evaluation and epidemiology.\nAreas of expertise\nSensory evaluation\nEpidemiology\nApplied practice and industry partnerships\nTeaching\nOwen regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Owen keeps the connection to current practice explicit.\nAdvising and office hours\nOwen advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen stays active in practice alongside teaching, through consulting, standards work, and applied projects in sensory evaluation and epidemiology. Representative items:\nAn applied project in sensory evaluation with an industry or community partner.\nA workshop or short course on epidemiology for practitioners in the region.\nService on a standards, licensing, or advisory body related to sensory evaluation.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( oferris@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, Virginia Tech\nEmail\noferris@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-owen-fontaine.html", "title": "Owen Fontaine", "description": "Senior Lecturer in Electrical & Computer Engineering at UW–Porter Falls. Expertise: communications and wireless, electromagnetics and antennas.", "headings": [ "Owen Fontaine", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Owen Fontaine\nSenior Lecturer, Electrical & Computer Engineering\nBackground\nOwen Fontaine is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from the Ohio State University. Before Porter, Owen developed firmware for medical devices.\nOwen's work centers on teaching and curriculum in communications and wireless and electromagnetics and antennas, including course redesign and mentoring newer instructors.\nAreas of expertise\nCommunications and wireless\nElectromagnetics and antennas\nUndergraduate research and project mentoring\nTeaching\nOwen regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nOwen designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nOwen advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen's recent activity centers on teaching scholarship and curriculum work in communications and wireless and electromagnetics and antennas. Representative items:\nA redesigned course sequence in communications and wireless, with open or low-cost materials.\nA conference presentation on teaching electromagnetics and antennas at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( ofontaine@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Ohio State University\nEmail\nofontaine@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-owen-groves.html", "title": "Owen Groves", "description": "Senior Lecturer in Electrical & Computer Engineering at UW–Porter Falls. Expertise: power electronics, communications and wireless.", "headings": [ "Owen Groves", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Owen Groves\nSenior Lecturer, Electrical & Computer Engineering\nBackground\nOwen Groves is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from the Ohio State University. Before Porter, Owen was a controls engineer in industrial automation.\nOwen's work centers on teaching and curriculum in power electronics and communications and wireless, including course redesign and mentoring newer instructors.\nAreas of expertise\nPower electronics\nCommunications and wireless\nUndergraduate research and project mentoring\nTeaching\nOwen regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nOwen designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nOwen advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen's recent activity centers on teaching scholarship and curriculum work in power electronics and communications and wireless. Representative items:\nA redesigned course sequence in power electronics, with open or low-cost materials.\nA conference presentation on teaching communications and wireless at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( ogroves@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Ohio State University\nEmail\nogroves@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-owen-halvorsen.html", "title": "Owen Halvorsen", "description": "Clinical Associate Professor in Psychology at UW–Porter Falls. Expertise: industrial-organizational psychology, human factors and engineering psychology.", "headings": [ "Owen Halvorsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Owen Halvorsen\nClinical Associate Professor, Psychology\nBackground\nOwen Halvorsen is on the faculty of the Department of Psychology and holds a doctoral clinical degree from RMIT University and is licensed to practice. Before Porter, Owen worked as a research coordinator on a longitudinal study.\nOwen brings that practice into the classroom, teaching from real cases and current standards in industrial-organizational psychology and human factors and engineering psychology.\nAreas of expertise\nIndustrial-organizational psychology\nHuman factors and engineering psychology\nApplied practice and industry partnerships\nTeaching\nOwen regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Owen keeps the connection to current practice explicit.\nAdvising and office hours\nOwen advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen stays active in practice alongside teaching, through consulting, standards work, and applied projects in industrial-organizational psychology and human factors and engineering psychology. Representative items:\nAn applied project in industrial-organizational psychology with an industry or community partner.\nA workshop or short course on human factors and engineering psychology for practitioners in the region.\nService on a standards, licensing, or advisory body related to industrial-organizational psychology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( ohalvorsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, RMIT University\nEmail\nohalvorsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-owen-kaur.html", "title": "Owen Kaur", "description": "Clinical Associate Professor in Art & Design at UW–Porter Falls. Expertise: apparel and textiles, illustration.", "headings": [ "Owen Kaur", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Owen Kaur\nClinical Associate Professor, Art & Design\nBackground\nOwen Kaur is on the faculty of the Department of Art & Design and holds a doctoral clinical degree from RMIT University and is licensed to practice. Before Porter, Owen was a senior designer at a branding agency.\nOwen brings that practice into the classroom, teaching from real cases and current standards in apparel and textiles and illustration.\nAreas of expertise\nApparel and textiles\nIllustration\nApplied practice and industry partnerships\nTeaching\nOwen regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Owen keeps the connection to current practice explicit.\nAdvising and office hours\nOwen advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen stays active in practice alongside teaching, through consulting, standards work, and applied projects in apparel and textiles and illustration. Representative items:\nAn applied project in apparel and textiles with an industry or community partner.\nA workshop or short course on illustration for practitioners in the region.\nService on a standards, licensing, or advisory body related to apparel and textiles.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( okaur@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na doctoral clinical degree, RMIT University\nEmail\nokaur@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-owen-kowalczyk.html", "title": "Owen Kowalczyk", "description": "Clinical Associate Professor in Humanities at UW–Porter Falls. Expertise: cultural anthropology, political theory.", "headings": [ "Owen Kowalczyk", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Owen Kowalczyk\nClinical Associate Professor, Humanities\nBackground\nOwen Kowalczyk is on the faculty of the Department of Humanities and holds a doctoral clinical degree from RMIT University and is licensed to practice. Before Porter, Owen worked in public history and museums.\nOwen brings that practice into the classroom, teaching from real cases and current standards in cultural anthropology and political theory.\nAreas of expertise\nCultural anthropology\nPolitical theory\nApplied practice and industry partnerships\nTeaching\nOwen regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Owen keeps the connection to current practice explicit.\nAdvising and office hours\nOwen advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen stays active in practice alongside teaching, through consulting, standards work, and applied projects in cultural anthropology and political theory. Representative items:\nAn applied project in cultural anthropology with an industry or community partner.\nA workshop or short course on political theory for practitioners in the region.\nService on a standards, licensing, or advisory body related to cultural anthropology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( okowalczyk@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na doctoral clinical degree, RMIT University\nEmail\nokowalczyk@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-owen-larsen.html", "title": "Owen Larsen", "description": "Assistant Professor in Biomedical Engineering at UW–Porter Falls. Expertise: biomaterials, rehabilitation engineering.", "headings": [ "Owen Larsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Owen Larsen\nAssistant Professor, Biomedical Engineering\nBackground\nOwen Larsen is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from Texas A&M University. Before Porter, Owen consulted on design controls and verification testing.\nOwen's research focuses on biomaterials, with related work in rehabilitation engineering; undergraduates are involved in the lab most terms.\nAreas of expertise\nBiomaterials\nRehabilitation engineering\nUndergraduate research and project mentoring\nTeaching\nOwen regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Owen builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nOwen advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in biomaterials and rehabilitation engineering. Representative items:\nA peer-reviewed article on biomaterials in a disciplinary journal.\nA conference paper on rehabilitation engineering, co-authored with an undergraduate researcher.\nAn internally funded project applying biomaterials to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( olarsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Texas A&M University\nEmail\nolarsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-owen-marchetti.html", "title": "Owen Marchetti", "description": "Professor in Communication & Media at UW–Porter Falls. Expertise: technical and professional writing, public relations.", "headings": [ "Owen Marchetti", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Owen Marchetti\nProfessor, Communication & Media\nBackground\nOwen Marchetti is on the faculty of the Department of Communication & Media and holds a Ph.D. from the University of Toronto. Before Porter, Owen was a technical writer and documentation lead.\nOwen's research focuses on technical and professional writing, with related work in public relations; undergraduates are involved in the lab most terms.\nAreas of expertise\nTechnical and professional writing\nPublic relations\nUndergraduate research and project mentoring\nTeaching\nOwen regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Owen builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nOwen advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in technical and professional writing and public relations. Representative items:\nA peer-reviewed article on technical and professional writing in a disciplinary journal.\nA conference paper on public relations, co-authored with an undergraduate researcher.\nAn internally funded project applying technical and professional writing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( omarchetti@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Toronto\nEmail\nomarchetti@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-owen-mbeki.html", "title": "Owen Mbeki", "description": "Clinical Associate Professor in Art & Design at UW–Porter Falls. Expertise: exhibition design, typography and branding.", "headings": [ "Owen Mbeki", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Owen Mbeki\nClinical Associate Professor, Art & Design\nBackground\nOwen Mbeki is on the faculty of the Department of Art & Design and holds a doctoral clinical degree from RMIT University and is licensed to practice. Before Porter, Owen designed for an apparel manufacturer.\nOwen brings that practice into the classroom, teaching from real cases and current standards in exhibition design and typography and branding.\nAreas of expertise\nExhibition design\nTypography and branding\nApplied practice and industry partnerships\nTeaching\nOwen regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Owen keeps the connection to current practice explicit.\nAdvising and office hours\nOwen advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen stays active in practice alongside teaching, through consulting, standards work, and applied projects in exhibition design and typography and branding. Representative items:\nAn applied project in exhibition design with an industry or community partner.\nA workshop or short course on typography and branding for practitioners in the region.\nService on a standards, licensing, or advisory body related to exhibition design.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( ombeki@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na doctoral clinical degree, RMIT University\nEmail\nombeki@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-owen-novak.html", "title": "Owen Novak", "description": "Professor in Communication & Media at UW–Porter Falls. Expertise: organizational communication, technical and professional writing.", "headings": [ "Owen Novak", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Owen Novak\nProfessor, Communication & Media\nBackground\nOwen Novak is on the faculty of the Department of Communication & Media and holds a Ph.D. from the University of Toronto. Before Porter, Owen produced video and podcasts for a media company.\nOwen's research focuses on organizational communication, with related work in technical and professional writing; undergraduates are involved in the lab most terms.\nAreas of expertise\nOrganizational communication\nTechnical and professional writing\nUndergraduate research and project mentoring\nTeaching\nOwen regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Owen builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nOwen advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in organizational communication and technical and professional writing. Representative items:\nA peer-reviewed article on organizational communication in a disciplinary journal.\nA conference paper on technical and professional writing, co-authored with an undergraduate researcher.\nAn internally funded project applying organizational communication to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( onovak@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Toronto\nEmail\nonovak@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-owen-osei.html", "title": "Owen Osei", "description": "Clinical Associate Professor in Management at UW–Porter Falls. Expertise: business ethics, entrepreneurship and new ventures.", "headings": [ "Owen Osei", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Owen Osei\nClinical Associate Professor, Management\nBackground\nOwen Osei is on the faculty of the Department of Management and holds a doctoral clinical degree from RMIT University and is licensed to practice. Before Porter, Owen directed a small-business development center.\nOwen brings that practice into the classroom, teaching from real cases and current standards in business ethics and entrepreneurship and new ventures.\nAreas of expertise\nBusiness ethics\nEntrepreneurship and new ventures\nApplied practice and industry partnerships\nTeaching\nOwen regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Owen keeps the connection to current practice explicit.\nAdvising and office hours\nOwen advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen stays active in practice alongside teaching, through consulting, standards work, and applied projects in business ethics and entrepreneurship and new ventures. Representative items:\nAn applied project in business ethics with an industry or community partner.\nA workshop or short course on entrepreneurship and new ventures for practitioners in the region.\nService on a standards, licensing, or advisory body related to business ethics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( oosei@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na doctoral clinical degree, RMIT University\nEmail\noosei@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-owen-persson.html", "title": "Owen Persson", "description": "Clinical Associate Professor in Psychology at UW–Porter Falls. Expertise: industrial-organizational psychology, human factors and engineering psychology.", "headings": [ "Owen Persson", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Owen Persson\nClinical Associate Professor, Psychology\nBackground\nOwen Persson is on the faculty of the Department of Psychology and holds a doctoral clinical degree from RMIT University and is licensed to practice. Before Porter, Owen consulted on selection and assessment for employers.\nOwen brings that practice into the classroom, teaching from real cases and current standards in industrial-organizational psychology and human factors and engineering psychology.\nAreas of expertise\nIndustrial-organizational psychology\nHuman factors and engineering psychology\nApplied practice and industry partnerships\nTeaching\nOwen regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Owen keeps the connection to current practice explicit.\nAdvising and office hours\nOwen advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen stays active in practice alongside teaching, through consulting, standards work, and applied projects in industrial-organizational psychology and human factors and engineering psychology. Representative items:\nAn applied project in industrial-organizational psychology with an industry or community partner.\nA workshop or short course on human factors and engineering psychology for practitioners in the region.\nService on a standards, licensing, or advisory body related to industrial-organizational psychology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( opersson@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, RMIT University\nEmail\nopersson@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-owen-rasmussen.html", "title": "Owen Rasmussen", "description": "Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: program evaluation, case management.", "headings": [ "Owen Rasmussen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Owen Rasmussen\nProfessor, Rehabilitation & Human Services\nBackground\nOwen Rasmussen is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from Michigan State University. Before Porter, Owen did case management for a community mental-health center.\nOwen's research focuses on program evaluation, with related work in case management; undergraduates are involved in the lab most terms.\nAreas of expertise\nProgram evaluation\nCase management\nUndergraduate research and project mentoring\nTeaching\nOwen regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Owen builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nOwen advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in program evaluation and case management. Representative items:\nA peer-reviewed article on program evaluation in a disciplinary journal.\nA conference paper on case management, co-authored with an undergraduate researcher.\nAn internally funded project applying program evaluation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( orasmussen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Michigan State University\nEmail\norasmussen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-owen-rhodes.html", "title": "Owen Rhodes", "description": "Assistant Professor in Teacher Education at UW–Porter Falls. Expertise: mathematics education, early childhood education.", "headings": [ "Owen Rhodes", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Owen Rhodes\nAssistant Professor, Teacher Education\nBackground\nOwen Rhodes is on the faculty of the Department of Teacher Education and holds a Ph.D. from the University of Waterloo. Before Porter, Owen was a middle-school science teacher and department chair.\nOwen's research focuses on mathematics education, with related work in early childhood education; undergraduates are involved in the lab most terms.\nAreas of expertise\nMathematics education\nEarly childhood education\nUndergraduate research and project mentoring\nTeaching\nOwen regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Owen builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nOwen advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nOwen's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in mathematics education and early childhood education. Representative items:\nA peer-reviewed article on mathematics education in a disciplinary journal.\nA conference paper on early childhood education, co-authored with an undergraduate researcher.\nAn internally funded project applying mathematics education to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Owen has no real publication record.\nGet in touch\nThe fastest way to reach Owen is email ( orhodes@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Waterloo\nEmail\norhodes@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-peter-antonelli.html", "title": "Peter Antonelli", "description": "Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: injection molding and process optimization, mold and product design.", "headings": [ "Peter Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Peter Antonelli\nProfessor, Plastics & Packaging Engineering\nBackground\nPeter Antonelli is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Peter led packaging development for a consumer-goods company.\nPeter's research focuses on injection molding and process optimization, with related work in mold and product design; undergraduates are involved in the lab most terms.\nAreas of expertise\nInjection molding and process optimization\nMold and product design\nUndergraduate research and project mentoring\nTeaching\nPeter regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Peter builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPeter advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in injection molding and process optimization and mold and product design. Representative items:\nA peer-reviewed article on injection molding and process optimization in a disciplinary journal.\nA conference paper on mold and product design, co-authored with an undergraduate researcher.\nAn internally funded project applying injection molding and process optimization to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( pantonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\npantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-peter-brenner.html", "title": "Peter Brenner", "description": "Teaching Professor in Nursing at UW–Porter Falls. Expertise: quality and safety, maternal and child health.", "headings": [ "Peter Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Peter Brenner\nTeaching Professor, Nursing\nBackground\nPeter Brenner is on the faculty of the Department of Nursing and holds a Ph.D. from RMIT University. Before Porter, Peter practiced in emergency and trauma care.\nPeter's work centers on teaching and curriculum in quality and safety and maternal and child health, including course redesign and mentoring newer instructors.\nAreas of expertise\nQuality and safety\nMaternal and child health\nUndergraduate research and project mentoring\nTeaching\nPeter regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nPeter designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nPeter advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter's recent activity centers on teaching scholarship and curriculum work in quality and safety and maternal and child health. Representative items:\nA redesigned course sequence in quality and safety, with open or low-cost materials.\nA conference presentation on teaching maternal and child health at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( pbrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., RMIT University\nEmail\npbrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-peter-bwalya.html", "title": "Peter Bwalya", "description": "Teaching Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: event and hospitality management, brand management.", "headings": [ "Peter Bwalya", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Peter Bwalya\nTeaching Professor, Marketing & Supply Chain\nBackground\nPeter Bwalya is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from Virginia Tech. Before Porter, Peter held an operations role in a hotel group.\nPeter's work centers on teaching and curriculum in event and hospitality management and brand management, including course redesign and mentoring newer instructors.\nAreas of expertise\nEvent and hospitality management\nBrand management\nUndergraduate research and project mentoring\nTeaching\nPeter regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nPeter designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nPeter advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter's recent activity centers on teaching scholarship and curriculum work in event and hospitality management and brand management. Representative items:\nA redesigned course sequence in event and hospitality management, with open or low-cost materials.\nA conference presentation on teaching brand management at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( pbwalya@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., Virginia Tech\nEmail\npbwalya@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-peter-carrasco.html", "title": "Peter Carrasco", "description": "Assistant Professor in Construction Management at UW–Porter Falls. Expertise: BIM and virtual construction, mechanical and electrical systems.", "headings": [ "Peter Carrasco", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Peter Carrasco\nAssistant Professor, Construction Management\nBackground\nPeter Carrasco is on the faculty of the Department of Construction Management and holds a Ph.D. from the Ohio State University. Before Porter, Peter led safety programs for a heavy-civil firm.\nPeter's research focuses on BIM and virtual construction, with related work in mechanical and electrical systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nBIM and virtual construction\nMechanical and electrical systems\nUndergraduate research and project mentoring\nTeaching\nPeter regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Peter builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPeter advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in BIM and virtual construction and mechanical and electrical systems. Representative items:\nA peer-reviewed article on BIM and virtual construction in a disciplinary journal.\nA conference paper on mechanical and electrical systems, co-authored with an undergraduate researcher.\nAn internally funded project applying BIM and virtual construction to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( pcarrasco@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Ohio State University\nEmail\npcarrasco@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-peter-cho.html", "title": "Peter Cho", "description": "Professor of Practice in Mathematics at UW–Porter Falls. Expertise: discrete mathematics and combinatorics, algebra and number theory.", "headings": [ "Peter Cho", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Peter Cho\nProfessor of Practice, Mathematics\nBackground\nPeter Cho is on the faculty of the Department of Mathematics and holds a master’s degree from the University of Toronto, along with professional licensure and industry certifications. Before Porter, Peter was a statistician at a public-health department.\nPeter brings that practice into the classroom, teaching from real cases and current standards in discrete mathematics and combinatorics and algebra and number theory.\nAreas of expertise\nDiscrete mathematics and combinatorics\nAlgebra and number theory\nApplied practice and industry partnerships\nTeaching\nPeter regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Peter keeps the connection to current practice explicit.\nAdvising and office hours\nPeter advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter stays active in practice alongside teaching, through consulting, standards work, and applied projects in discrete mathematics and combinatorics and algebra and number theory. Representative items:\nAn applied project in discrete mathematics and combinatorics with an industry or community partner.\nA workshop or short course on algebra and number theory for practitioners in the region.\nService on a standards, licensing, or advisory body related to discrete mathematics and combinatorics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( pcho@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the University of Toronto\nEmail\npcho@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-peter-delacroix.html", "title": "Peter Delacroix", "description": "Teaching Professor in Biology at UW–Porter Falls. Expertise: plant biology, evolutionary biology.", "headings": [ "Peter Delacroix", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Peter Delacroix\nTeaching Professor, Biology\nBackground\nPeter Delacroix is on the faculty of the Department of Biology and holds a Ph.D. from RMIT University. Before Porter, Peter did research in a university microbiology lab.\nPeter's work centers on teaching and curriculum in plant biology and evolutionary biology, including course redesign and mentoring newer instructors.\nAreas of expertise\nPlant biology\nEvolutionary biology\nUndergraduate research and project mentoring\nTeaching\nPeter regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nPeter designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nPeter advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter's recent activity centers on teaching scholarship and curriculum work in plant biology and evolutionary biology. Representative items:\nA redesigned course sequence in plant biology, with open or low-cost materials.\nA conference presentation on teaching evolutionary biology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( pdelacroix@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., RMIT University\nEmail\npdelacroix@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-peter-fitzgerald.html", "title": "Peter Fitzgerald", "description": "Professor in World Languages at UW–Porter Falls. Expertise: second-language acquisition, French and Francophone studies.", "headings": [ "Peter Fitzgerald", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Peter Fitzgerald\nProfessor, World Languages\nBackground\nPeter Fitzgerald is on the faculty of the Department of World Languages and holds a Ph.D. from the University of Iowa. Before Porter, Peter coordinated language services for a hospital.\nPeter's research focuses on second-language acquisition, with related work in French and Francophone studies; undergraduates are involved in the lab most terms.\nAreas of expertise\nSecond-language acquisition\nFrench and Francophone studies\nUndergraduate research and project mentoring\nTeaching\nPeter regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Peter builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPeter advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in second-language acquisition and French and Francophone studies. Representative items:\nA peer-reviewed article on second-language acquisition in a disciplinary journal.\nA conference paper on French and Francophone studies, co-authored with an undergraduate researcher.\nAn internally funded project applying second-language acquisition to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( pfitzgerald@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Iowa\nEmail\npfitzgerald@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-peter-fontaine.html", "title": "Peter Fontaine", "description": "Teaching Professor in Data Science at UW–Porter Falls. Expertise: Bayesian methods, machine learning.", "headings": [ "Peter Fontaine", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Peter Fontaine\nTeaching Professor, Data Science\nBackground\nPeter Fontaine is on the faculty of the Department of Data Science and holds a Ph.D. from RMIT University. Before Porter, Peter was a data scientist at an e-commerce company.\nPeter's work centers on teaching and curriculum in Bayesian methods and machine learning, including course redesign and mentoring newer instructors.\nAreas of expertise\nBayesian methods\nMachine learning\nUndergraduate research and project mentoring\nTeaching\nPeter regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nPeter designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nPeter advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter's recent activity centers on teaching scholarship and curriculum work in Bayesian methods and machine learning. Representative items:\nA redesigned course sequence in Bayesian methods, with open or low-cost materials.\nA conference presentation on teaching machine learning at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( pfontaine@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., RMIT University\nEmail\npfontaine@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-peter-groves.html", "title": "Peter Groves", "description": "Teaching Professor in Biology at UW–Porter Falls. Expertise: evolutionary biology, freshwater ecology.", "headings": [ "Peter Groves", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Peter Groves\nTeaching Professor, Biology\nBackground\nPeter Groves is on the faculty of the Department of Biology and holds a Ph.D. from RMIT University. Before Porter, Peter taught secondary science before graduate school.\nPeter's work centers on teaching and curriculum in evolutionary biology and freshwater ecology, including course redesign and mentoring newer instructors.\nAreas of expertise\nEvolutionary biology\nFreshwater ecology\nUndergraduate research and project mentoring\nTeaching\nPeter regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nPeter designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nPeter advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter's recent activity centers on teaching scholarship and curriculum work in evolutionary biology and freshwater ecology. Representative items:\nA redesigned course sequence in evolutionary biology, with open or low-cost materials.\nA conference presentation on teaching freshwater ecology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( pgroves@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., RMIT University\nEmail\npgroves@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-peter-haddad.html", "title": "Peter Haddad", "description": "Professor of Practice in Computer Science at UW–Porter Falls. Expertise: computer graphics, embedded and cyber-physical systems.", "headings": [ "Peter Haddad", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Peter Haddad\nProfessor of Practice, Computer Science\nBackground\nPeter Haddad is on the faculty of the Department of Computer Science and holds a master’s degree from the University of Toronto, along with professional licensure and industry certifications. Before Porter, Peter was a research staff member at a national laboratory.\nPeter brings that practice into the classroom, teaching from real cases and current standards in computer graphics and embedded and cyber-physical systems.\nAreas of expertise\nComputer graphics\nEmbedded and cyber-physical systems\nApplied practice and industry partnerships\nTeaching\nPeter regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Peter keeps the connection to current practice explicit.\nAdvising and office hours\nPeter advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter stays active in practice alongside teaching, through consulting, standards work, and applied projects in computer graphics and embedded and cyber-physical systems. Representative items:\nAn applied project in computer graphics with an industry or community partner.\nA workshop or short course on embedded and cyber-physical systems for practitioners in the region.\nService on a standards, licensing, or advisory body related to computer graphics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( phaddad@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na master’s degree, the University of Toronto\nEmail\nphaddad@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-peter-kaur.html", "title": "Peter Kaur", "description": "Teaching Professor in Physics & Astronomy at UW–Porter Falls. Expertise: nuclear and particle physics, optics and photonics.", "headings": [ "Peter Kaur", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Peter Kaur\nTeaching Professor, Physics & Astronomy\nBackground\nPeter Kaur is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from Virginia Tech. Before Porter, Peter taught physics at a liberal-arts college.\nPeter's work centers on teaching and curriculum in nuclear and particle physics and optics and photonics, including course redesign and mentoring newer instructors.\nAreas of expertise\nNuclear and particle physics\nOptics and photonics\nUndergraduate research and project mentoring\nTeaching\nPeter regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nPeter designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nPeter advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter's recent activity centers on teaching scholarship and curriculum work in nuclear and particle physics and optics and photonics. Representative items:\nA redesigned course sequence in nuclear and particle physics, with open or low-cost materials.\nA conference presentation on teaching optics and photonics at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( pkaur@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Virginia Tech\nEmail\npkaur@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-peter-kowalczyk.html", "title": "Peter Kowalczyk", "description": "Associate Professor in Chemistry at UW–Porter Falls. Expertise: computational chemistry, green chemistry.", "headings": [ "Peter Kowalczyk", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Peter Kowalczyk\nAssociate Professor, Chemistry\nBackground\nPeter Kowalczyk is on the faculty of the Department of Chemistry and holds a Ph.D. from the University of Waterloo. Before Porter, Peter was a bench chemist in pharmaceutical process development.\nPeter's research focuses on computational chemistry, with related work in green chemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nComputational chemistry\nGreen chemistry\nUndergraduate research and project mentoring\nTeaching\nPeter regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Peter builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPeter advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in computational chemistry and green chemistry. Representative items:\nA peer-reviewed article on computational chemistry in a disciplinary journal.\nA conference paper on green chemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying computational chemistry to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( pkowalczyk@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Waterloo\nEmail\npkowalczyk@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-peter-nakamura.html", "title": "Peter Nakamura", "description": "Teaching Professor in Data Science at UW–Porter Falls. Expertise: Bayesian methods, machine learning.", "headings": [ "Peter Nakamura", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Peter Nakamura\nTeaching Professor, Data Science\nBackground\nPeter Nakamura is on the faculty of the Department of Data Science and holds a Ph.D. from RMIT University. Before Porter, Peter was a research analyst at an economic policy institute.\nPeter's work centers on teaching and curriculum in Bayesian methods and machine learning, including course redesign and mentoring newer instructors.\nAreas of expertise\nBayesian methods\nMachine learning\nUndergraduate research and project mentoring\nTeaching\nPeter regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nPeter designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nPeter advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter's recent activity centers on teaching scholarship and curriculum work in Bayesian methods and machine learning. Representative items:\nA redesigned course sequence in Bayesian methods, with open or low-cost materials.\nA conference presentation on teaching machine learning at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( pnakamura@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., RMIT University\nEmail\npnakamura@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-peter-nguyen.html", "title": "Peter Nguyen", "description": "Assistant Professor in Accounting & Finance at UW–Porter Falls. Expertise: taxation, corporate finance.", "headings": [ "Peter Nguyen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Peter Nguyen\nAssistant Professor, Accounting & Finance\nBackground\nPeter Nguyen is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from the University of Nebraska. Before Porter, Peter held a controller role at a manufacturer.\nPeter's research focuses on taxation, with related work in corporate finance; undergraduates are involved in the lab most terms.\nAreas of expertise\nTaxation\nCorporate finance\nUndergraduate research and project mentoring\nTeaching\nPeter regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Peter builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPeter advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in taxation and corporate finance. Representative items:\nA peer-reviewed article on taxation in a disciplinary journal.\nA conference paper on corporate finance, co-authored with an undergraduate researcher.\nAn internally funded project applying taxation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( pnguyen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Nebraska\nEmail\npnguyen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-peter-persson.html", "title": "Peter Persson", "description": "Teaching Professor in Nursing at UW–Porter Falls. Expertise: quality and safety, maternal and child health.", "headings": [ "Peter Persson", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Peter Persson\nTeaching Professor, Nursing\nBackground\nPeter Persson is on the faculty of the Department of Nursing and holds a Ph.D. from RMIT University. Before Porter, Peter practiced for a decade in medical–surgical and critical care.\nPeter's work centers on teaching and curriculum in quality and safety and maternal and child health, including course redesign and mentoring newer instructors.\nAreas of expertise\nQuality and safety\nMaternal and child health\nUndergraduate research and project mentoring\nTeaching\nPeter regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nPeter designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nPeter advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter's recent activity centers on teaching scholarship and curriculum work in quality and safety and maternal and child health. Representative items:\nA redesigned course sequence in quality and safety, with open or low-cost materials.\nA conference presentation on teaching maternal and child health at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( ppersson@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., RMIT University\nEmail\nppersson@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-peter-petrov.html", "title": "Peter Petrov", "description": "Professor of Practice in Computer Science at UW–Porter Falls. Expertise: distributed systems, databases and data systems.", "headings": [ "Peter Petrov", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Peter Petrov\nProfessor of Practice, Computer Science\nBackground\nPeter Petrov is on the faculty of the Department of Computer Science and holds a master’s degree from the University of Toronto, along with professional licensure and industry certifications. Before Porter, Peter spent six years as a backend engineer at a logistics company.\nPeter brings that practice into the classroom, teaching from real cases and current standards in distributed systems and databases and data systems.\nAreas of expertise\nDistributed systems\nDatabases and data systems\nApplied practice and industry partnerships\nTeaching\nPeter regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Peter keeps the connection to current practice explicit.\nAdvising and office hours\nPeter advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter stays active in practice alongside teaching, through consulting, standards work, and applied projects in distributed systems and databases and data systems. Representative items:\nAn applied project in distributed systems with an industry or community partner.\nA workshop or short course on databases and data systems for practitioners in the region.\nService on a standards, licensing, or advisory body related to distributed systems.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( ppetrov@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na master’s degree, the University of Toronto\nEmail\nppetrov@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-peter-salazar.html", "title": "Peter Salazar", "description": "Professor of Practice in Environmental Science at UW–Porter Falls. Expertise: environmental chemistry, environmental policy.", "headings": [ "Peter Salazar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Peter Salazar\nProfessor of Practice, Environmental Science\nBackground\nPeter Salazar is on the faculty of the Department of Environmental Science and holds a master’s degree from Michigan State University, along with professional licensure and industry certifications. Before Porter, Peter was an environmental consultant doing site assessments.\nPeter brings that practice into the classroom, teaching from real cases and current standards in environmental chemistry and environmental policy.\nAreas of expertise\nEnvironmental chemistry\nEnvironmental policy\nApplied practice and industry partnerships\nTeaching\nPeter regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Peter keeps the connection to current practice explicit.\nAdvising and office hours\nPeter advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter stays active in practice alongside teaching, through consulting, standards work, and applied projects in environmental chemistry and environmental policy. Representative items:\nAn applied project in environmental chemistry with an industry or community partner.\nA workshop or short course on environmental policy for practitioners in the region.\nService on a standards, licensing, or advisory body related to environmental chemistry.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( psalazar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, Michigan State University\nEmail\npsalazar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-peter-sato.html", "title": "Peter Sato", "description": "Professor in World Languages at UW–Porter Falls. Expertise: second-language acquisition, French and Francophone studies.", "headings": [ "Peter Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Peter Sato\nProfessor, World Languages\nBackground\nPeter Sato is on the faculty of the Department of World Languages and holds a Ph.D. from the University of Iowa. Before Porter, Peter translated technical and literary material professionally.\nPeter's research focuses on second-language acquisition, with related work in French and Francophone studies; undergraduates are involved in the lab most terms.\nAreas of expertise\nSecond-language acquisition\nFrench and Francophone studies\nUndergraduate research and project mentoring\nTeaching\nPeter regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Peter builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPeter advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in second-language acquisition and French and Francophone studies. Representative items:\nA peer-reviewed article on second-language acquisition in a disciplinary journal.\nA conference paper on French and Francophone studies, co-authored with an undergraduate researcher.\nAn internally funded project applying second-language acquisition to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( psato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Iowa\nEmail\npsato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-peter-trombley.html", "title": "Peter Trombley", "description": "Assistant Professor in Music & Theatre at UW–Porter Falls. Expertise: music theory and composition, scenic and lighting design.", "headings": [ "Peter Trombley", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Peter Trombley\nAssistant Professor, Music & Theatre\nBackground\nPeter Trombley is on the faculty of the Department of Music & Theatre and holds a Ph.D. from the University of Nebraska. Before Porter, Peter engineered and produced records.\nPeter's research focuses on music theory and composition, with related work in scenic and lighting design; undergraduates are involved in the lab most terms.\nAreas of expertise\nMusic theory and composition\nScenic and lighting design\nUndergraduate research and project mentoring\nTeaching\nPeter regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Peter builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPeter advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in music theory and composition and scenic and lighting design. Representative items:\nA peer-reviewed article on music theory and composition in a disciplinary journal.\nA conference paper on scenic and lighting design, co-authored with an undergraduate researcher.\nAn internally funded project applying music theory and composition to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( ptrombley@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Nebraska\nEmail\nptrombley@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-peter-vasquez.html", "title": "Peter Vasquez", "description": "Professor of Practice in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: cloud infrastructure, security education.", "headings": [ "Peter Vasquez", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Peter Vasquez\nProfessor of Practice, Cybersecurity & Information Technology\nBackground\nPeter Vasquez is on the faculty of the Department of Cybersecurity & Information Technology and holds a master’s degree from the Technical University of Denmark, along with professional licensure and industry certifications. Before Porter, Peter ran a security operations center for a regional bank.\nPeter brings that practice into the classroom, teaching from real cases and current standards in cloud infrastructure and security education.\nAreas of expertise\nCloud infrastructure\nSecurity education\nApplied practice and industry partnerships\nTeaching\nPeter regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Peter keeps the connection to current practice explicit.\nAdvising and office hours\nPeter advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter stays active in practice alongside teaching, through consulting, standards work, and applied projects in cloud infrastructure and security education. Representative items:\nAn applied project in cloud infrastructure with an industry or community partner.\nA workshop or short course on security education for practitioners in the region.\nService on a standards, licensing, or advisory body related to cloud infrastructure.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( pvasquez@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na master’s degree, the Technical University of Denmark\nEmail\npvasquez@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-peter-weaver.html", "title": "Peter Weaver", "description": "Professor of Practice in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: metrology and inspection, industrial data and analytics.", "headings": [ "Peter Weaver", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Peter Weaver\nProfessor of Practice, Manufacturing & Industrial Engineering\nBackground\nPeter Weaver is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a master’s degree from the Technical University of Denmark, along with professional licensure and industry certifications. Before Porter, Peter was a manufacturing engineer for a defense contractor.\nPeter brings that practice into the classroom, teaching from real cases and current standards in metrology and inspection and industrial data and analytics.\nAreas of expertise\nMetrology and inspection\nIndustrial data and analytics\nApplied practice and industry partnerships\nTeaching\nPeter regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Peter keeps the connection to current practice explicit.\nAdvising and office hours\nPeter advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter stays active in practice alongside teaching, through consulting, standards work, and applied projects in metrology and inspection and industrial data and analytics. Representative items:\nAn applied project in metrology and inspection with an industry or community partner.\nA workshop or short course on industrial data and analytics for practitioners in the region.\nService on a standards, licensing, or advisory body related to metrology and inspection.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( pweaver@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na master’s degree, the Technical University of Denmark\nEmail\npweaver@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-peter-whitfield.html", "title": "Peter Whitfield", "description": "Professor of Practice in Mathematics at UW–Porter Falls. Expertise: discrete mathematics and combinatorics, algebra and number theory.", "headings": [ "Peter Whitfield", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Peter Whitfield\nProfessor of Practice, Mathematics\nBackground\nPeter Whitfield is on the faculty of the Department of Mathematics and holds a master’s degree from the University of Toronto, along with professional licensure and industry certifications. Before Porter, Peter worked as an operations-research analyst.\nPeter brings that practice into the classroom, teaching from real cases and current standards in discrete mathematics and combinatorics and algebra and number theory.\nAreas of expertise\nDiscrete mathematics and combinatorics\nAlgebra and number theory\nApplied practice and industry partnerships\nTeaching\nPeter regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Peter keeps the connection to current practice explicit.\nAdvising and office hours\nPeter advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPeter stays active in practice alongside teaching, through consulting, standards work, and applied projects in discrete mathematics and combinatorics and algebra and number theory. Representative items:\nAn applied project in discrete mathematics and combinatorics with an industry or community partner.\nA workshop or short course on algebra and number theory for practitioners in the region.\nService on a standards, licensing, or advisory body related to discrete mathematics and combinatorics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Peter has no real publication record.\nGet in touch\nThe fastest way to reach Peter is email ( pwhitfield@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the University of Toronto\nEmail\npwhitfield@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-priscilla-ackerman.html", "title": "Priscilla Ackerman", "description": "Clinical Associate Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: geotechnical engineering, construction materials.", "headings": [ "Priscilla Ackerman", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Priscilla Ackerman\nClinical Associate Professor, Civil & Environmental Engineering\nBackground\nPriscilla Ackerman is on the faculty of the Department of Civil & Environmental Engineering and holds a doctoral clinical degree from Purdue University and is licensed to practice. Before Porter, Priscilla worked in bridge inspection and rehabilitation.\nPriscilla brings that practice into the classroom, teaching from real cases and current standards in geotechnical engineering and construction materials.\nAreas of expertise\nGeotechnical engineering\nConstruction materials\nApplied practice and industry partnerships\nTeaching\nPriscilla regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Priscilla keeps the connection to current practice explicit.\nAdvising and office hours\nPriscilla advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriscilla stays active in practice alongside teaching, through consulting, standards work, and applied projects in geotechnical engineering and construction materials. Representative items:\nAn applied project in geotechnical engineering with an industry or community partner.\nA workshop or short course on construction materials for practitioners in the region.\nService on a standards, licensing, or advisory body related to geotechnical engineering.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priscilla has no real publication record.\nGet in touch\nThe fastest way to reach Priscilla is email ( packerman@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, Purdue University\nEmail\npackerman@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-priscilla-beaumont.html", "title": "Priscilla Beaumont", "description": "Senior Lecturer in Teacher Education at UW–Porter Falls. Expertise: classroom management, career and technical education.", "headings": [ "Priscilla Beaumont", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Priscilla Beaumont\nSenior Lecturer, Teacher Education\nBackground\nPriscilla Beaumont is on the faculty of the Department of Teacher Education and holds a Ph.D. from the University of Iowa. Before Porter, Priscilla directed an early-childhood center.\nPriscilla's work centers on teaching and curriculum in classroom management and career and technical education, including course redesign and mentoring newer instructors.\nAreas of expertise\nClassroom management\nCareer and technical education\nUndergraduate research and project mentoring\nTeaching\nPriscilla regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nPriscilla designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nPriscilla advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriscilla's recent activity centers on teaching scholarship and curriculum work in classroom management and career and technical education. Representative items:\nA redesigned course sequence in classroom management, with open or low-cost materials.\nA conference presentation on teaching career and technical education at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priscilla has no real publication record.\nGet in touch\nThe fastest way to reach Priscilla is email ( pbeaumont@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Iowa\nEmail\npbeaumont@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-priscilla-brenner.html", "title": "Priscilla Brenner", "description": "Senior Lecturer in Biomedical Engineering at UW–Porter Falls. Expertise: medical device design and regulation, assistive technology.", "headings": [ "Priscilla Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Priscilla Brenner\nSenior Lecturer, Biomedical Engineering\nBackground\nPriscilla Brenner is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Priscilla worked in R&D for a diagnostic-imaging manufacturer.\nPriscilla's work centers on teaching and curriculum in medical device design and regulation and assistive technology, including course redesign and mentoring newer instructors.\nAreas of expertise\nMedical device design and regulation\nAssistive technology\nUndergraduate research and project mentoring\nTeaching\nPriscilla regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nPriscilla designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nPriscilla advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriscilla's recent activity centers on teaching scholarship and curriculum work in medical device design and regulation and assistive technology. Representative items:\nA redesigned course sequence in medical device design and regulation, with open or low-cost materials.\nA conference presentation on teaching assistive technology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priscilla has no real publication record.\nGet in touch\nThe fastest way to reach Priscilla is email ( pbrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\npbrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-priscilla-cho.html", "title": "Priscilla Cho", "description": "Clinical Associate Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: renewable energy integration, power systems and the grid.", "headings": [ "Priscilla Cho", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Priscilla Cho\nClinical Associate Professor, Electrical & Computer Engineering\nBackground\nPriscilla Cho is on the faculty of the Department of Electrical & Computer Engineering and holds a doctoral clinical degree from Purdue University and is licensed to practice. Before Porter, Priscilla was a controls engineer in industrial automation.\nPriscilla brings that practice into the classroom, teaching from real cases and current standards in renewable energy integration and power systems and the grid.\nAreas of expertise\nRenewable energy integration\nPower systems and the grid\nApplied practice and industry partnerships\nTeaching\nPriscilla regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Priscilla keeps the connection to current practice explicit.\nAdvising and office hours\nPriscilla advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriscilla stays active in practice alongside teaching, through consulting, standards work, and applied projects in renewable energy integration and power systems and the grid. Representative items:\nAn applied project in renewable energy integration with an industry or community partner.\nA workshop or short course on power systems and the grid for practitioners in the region.\nService on a standards, licensing, or advisory body related to renewable energy integration.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priscilla has no real publication record.\nGet in touch\nThe fastest way to reach Priscilla is email ( pcho@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, Purdue University\nEmail\npcho@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-priscilla-delacroix.html", "title": "Priscilla Delacroix", "description": "Senior Lecturer in Mechanical Engineering at UW–Porter Falls. Expertise: energy systems, tribology.", "headings": [ "Priscilla Delacroix", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Priscilla Delacroix\nSenior Lecturer, Mechanical Engineering\nBackground\nPriscilla Delacroix is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Priscilla was a test engineer for an off-highway vehicle manufacturer.\nPriscilla's work centers on teaching and curriculum in energy systems and tribology, including course redesign and mentoring newer instructors.\nAreas of expertise\nEnergy systems\nTribology\nUndergraduate research and project mentoring\nTeaching\nPriscilla regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nPriscilla designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nPriscilla advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriscilla's recent activity centers on teaching scholarship and curriculum work in energy systems and tribology. Representative items:\nA redesigned course sequence in energy systems, with open or low-cost materials.\nA conference presentation on teaching tribology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priscilla has no real publication record.\nGet in touch\nThe fastest way to reach Priscilla is email ( pdelacroix@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\npdelacroix@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-priscilla-devereaux.html", "title": "Priscilla Devereaux", "description": "Professor in Management at UW–Porter Falls. Expertise: operations management, business analytics.", "headings": [ "Priscilla Devereaux", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Priscilla Devereaux\nProfessor, Management\nBackground\nPriscilla Devereaux is on the faculty of the Department of Management and holds a Ph.D. from the University of Nebraska. Before Porter, Priscilla led operations for a mid-market manufacturer.\nPriscilla's research focuses on operations management, with related work in business analytics; undergraduates are involved in the lab most terms.\nAreas of expertise\nOperations management\nBusiness analytics\nUndergraduate research and project mentoring\nTeaching\nPriscilla regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priscilla builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriscilla advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriscilla's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in operations management and business analytics. Representative items:\nA peer-reviewed article on operations management in a disciplinary journal.\nA conference paper on business analytics, co-authored with an undergraduate researcher.\nAn internally funded project applying operations management to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priscilla has no real publication record.\nGet in touch\nThe fastest way to reach Priscilla is email ( pdevereaux@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Nebraska\nEmail\npdevereaux@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-priscilla-ferris.html", "title": "Priscilla Ferris", "description": "Associate Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: substance use and recovery, child and family services.", "headings": [ "Priscilla Ferris", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Priscilla Ferris\nAssociate Professor, Rehabilitation & Human Services\nBackground\nPriscilla Ferris is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from Iowa State University. Before Porter, Priscilla worked in child welfare.\nPriscilla's research focuses on substance use and recovery, with related work in child and family services; undergraduates are involved in the lab most terms.\nAreas of expertise\nSubstance use and recovery\nChild and family services\nUndergraduate research and project mentoring\nTeaching\nPriscilla regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priscilla builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriscilla advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriscilla's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in substance use and recovery and child and family services. Representative items:\nA peer-reviewed article on substance use and recovery in a disciplinary journal.\nA conference paper on child and family services, co-authored with an undergraduate researcher.\nAn internally funded project applying substance use and recovery to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priscilla has no real publication record.\nGet in touch\nThe fastest way to reach Priscilla is email ( pferris@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Iowa State University\nEmail\npferris@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-priscilla-novak.html", "title": "Priscilla Novak", "description": "Professor in Psychology at UW–Porter Falls. Expertise: health psychology, cognitive psychology.", "headings": [ "Priscilla Novak", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Priscilla Novak\nProfessor, Psychology\nBackground\nPriscilla Novak is on the faculty of the Department of Psychology and holds a Ph.D. from the University of Nebraska. Before Porter, Priscilla worked as a research coordinator on a longitudinal study.\nPriscilla's research focuses on health psychology, with related work in cognitive psychology; undergraduates are involved in the lab most terms.\nAreas of expertise\nHealth psychology\nCognitive psychology\nUndergraduate research and project mentoring\nTeaching\nPriscilla regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priscilla builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriscilla advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriscilla's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in health psychology and cognitive psychology. Representative items:\nA peer-reviewed article on health psychology in a disciplinary journal.\nA conference paper on cognitive psychology, co-authored with an undergraduate researcher.\nAn internally funded project applying health psychology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priscilla has no real publication record.\nGet in touch\nThe fastest way to reach Priscilla is email ( pnovak@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Nebraska\nEmail\npnovak@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-priscilla-persson.html", "title": "Priscilla Persson", "description": "Associate Professor in Communication & Media at UW–Porter Falls. Expertise: media production, user documentation.", "headings": [ "Priscilla Persson", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Priscilla Persson\nAssociate Professor, Communication & Media\nBackground\nPriscilla Persson is on the faculty of the Department of Communication & Media and holds a Ph.D. from Virginia Tech. Before Porter, Priscilla produced video and podcasts for a media company.\nPriscilla's research focuses on media production, with related work in user documentation; undergraduates are involved in the lab most terms.\nAreas of expertise\nMedia production\nUser documentation\nUndergraduate research and project mentoring\nTeaching\nPriscilla regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priscilla builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriscilla advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriscilla's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in media production and user documentation. Representative items:\nA peer-reviewed article on media production in a disciplinary journal.\nA conference paper on user documentation, co-authored with an undergraduate researcher.\nAn internally funded project applying media production to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priscilla has no real publication record.\nGet in touch\nThe fastest way to reach Priscilla is email ( ppersson@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Virginia Tech\nEmail\nppersson@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-priscilla-reinholt.html", "title": "Priscilla Reinholt", "description": "Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: health behavior and promotion, medical nutrition therapy.", "headings": [ "Priscilla Reinholt", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Priscilla Reinholt\nProfessor, Health & Nutrition Sciences\nBackground\nPriscilla Reinholt is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from the Ohio State University. Before Porter, Priscilla worked in food product development for a manufacturer.\nPriscilla's research focuses on health behavior and promotion, with related work in medical nutrition therapy; undergraduates are involved in the lab most terms.\nAreas of expertise\nHealth behavior and promotion\nMedical nutrition therapy\nUndergraduate research and project mentoring\nTeaching\nPriscilla regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priscilla builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriscilla advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriscilla's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in health behavior and promotion and medical nutrition therapy. Representative items:\nA peer-reviewed article on health behavior and promotion in a disciplinary journal.\nA conference paper on medical nutrition therapy, co-authored with an undergraduate researcher.\nAn internally funded project applying health behavior and promotion to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priscilla has no real publication record.\nGet in touch\nThe fastest way to reach Priscilla is email ( preinholt@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the Ohio State University\nEmail\npreinholt@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-priscilla-salazar.html", "title": "Priscilla Salazar", "description": "Professor in Humanities at UW–Porter Falls. Expertise: logic and philosophy of science, public policy.", "headings": [ "Priscilla Salazar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Priscilla Salazar\nProfessor, Humanities\nBackground\nPriscilla Salazar is on the faculty of the Department of Humanities and holds a Ph.D. from the University of Nebraska. Before Porter, Priscilla worked in public history and museums.\nPriscilla's research focuses on logic and philosophy of science, with related work in public policy; undergraduates are involved in the lab most terms.\nAreas of expertise\nLogic and philosophy of science\nPublic policy\nUndergraduate research and project mentoring\nTeaching\nPriscilla regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priscilla builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriscilla advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriscilla's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in logic and philosophy of science and public policy. Representative items:\nA peer-reviewed article on logic and philosophy of science in a disciplinary journal.\nA conference paper on public policy, co-authored with an undergraduate researcher.\nAn internally funded project applying logic and philosophy of science to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priscilla has no real publication record.\nGet in touch\nThe fastest way to reach Priscilla is email ( psalazar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Nebraska\nEmail\npsalazar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-priscilla-underwood.html", "title": "Priscilla Underwood", "description": "Professor in Art & Design at UW–Porter Falls. Expertise: apparel and textiles, illustration.", "headings": [ "Priscilla Underwood", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Priscilla Underwood\nProfessor, Art & Design\nBackground\nPriscilla Underwood is on the faculty of the Department of Art & Design and holds a Ph.D. from the University of Nebraska. Before Porter, Priscilla was a senior designer at a branding agency.\nPriscilla's research focuses on apparel and textiles, with related work in illustration; undergraduates are involved in the lab most terms.\nAreas of expertise\nApparel and textiles\nIllustration\nUndergraduate research and project mentoring\nTeaching\nPriscilla regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priscilla builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriscilla advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriscilla's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in apparel and textiles and illustration. Representative items:\nA peer-reviewed article on apparel and textiles in a disciplinary journal.\nA conference paper on illustration, co-authored with an undergraduate researcher.\nAn internally funded project applying apparel and textiles to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priscilla has no real publication record.\nGet in touch\nThe fastest way to reach Priscilla is email ( punderwood@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Nebraska\nEmail\npunderwood@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-priya-ackerman.html", "title": "Priya Ackerman", "description": "Professor of Practice in Construction Management at UW–Porter Falls. Expertise: estimating and cost control, construction safety.", "headings": [ "Priya Ackerman", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Priya Ackerman\nProfessor of Practice, Construction Management\nBackground\nPriya Ackerman is on the faculty of the Department of Construction Management and holds a master’s degree from the University of Iowa, along with professional licensure and industry certifications. Before Porter, Priya was a project manager for a general contractor.\nPriya brings that practice into the classroom, teaching from real cases and current standards in estimating and cost control and construction safety.\nAreas of expertise\nEstimating and cost control\nConstruction safety\nApplied practice and industry partnerships\nTeaching\nPriya regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Priya keeps the connection to current practice explicit.\nAdvising and office hours\nPriya advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya stays active in practice alongside teaching, through consulting, standards work, and applied projects in estimating and cost control and construction safety. Representative items:\nAn applied project in estimating and cost control with an industry or community partner.\nA workshop or short course on construction safety for practitioners in the region.\nService on a standards, licensing, or advisory body related to estimating and cost control.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( packerman@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na master’s degree, the University of Iowa\nEmail\npackerman@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-priya-adebayo.html", "title": "Priya Adebayo", "description": "Professor of Practice in Accounting & Finance at UW–Porter Falls. Expertise: financial accounting and reporting, cost and managerial accounting.", "headings": [ "Priya Adebayo", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Priya Adebayo\nProfessor of Practice, Accounting & Finance\nBackground\nPriya Adebayo is on the faculty of the Department of Accounting & Finance and holds a master’s degree from the University of Michigan, along with professional licensure and industry certifications. Before Porter, Priya was an auditor at a public accounting firm.\nPriya brings that practice into the classroom, teaching from real cases and current standards in financial accounting and reporting and cost and managerial accounting.\nAreas of expertise\nFinancial accounting and reporting\nCost and managerial accounting\nApplied practice and industry partnerships\nTeaching\nPriya regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Priya keeps the connection to current practice explicit.\nAdvising and office hours\nPriya advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya stays active in practice alongside teaching, through consulting, standards work, and applied projects in financial accounting and reporting and cost and managerial accounting. Representative items:\nAn applied project in financial accounting and reporting with an industry or community partner.\nA workshop or short course on cost and managerial accounting for practitioners in the region.\nService on a standards, licensing, or advisory body related to financial accounting and reporting.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( padebayo@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na master’s degree, the University of Michigan\nEmail\npadebayo@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-priya-aluko.html", "title": "Priya Aluko", "description": "Professor in Physics & Astronomy at UW–Porter Falls. Expertise: acoustics, instrumentation.", "headings": [ "Priya Aluko", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Priya Aluko\nProfessor, Physics & Astronomy\nBackground\nPriya Aluko is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from the University of Waterloo. Before Porter, Priya did modeling for a defense research organization.\nPriya's research focuses on acoustics, with related work in instrumentation; undergraduates are involved in the lab most terms.\nAreas of expertise\nAcoustics\nInstrumentation\nUndergraduate research and project mentoring\nTeaching\nPriya regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriya advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in acoustics and instrumentation. Representative items:\nA peer-reviewed article on acoustics in a disciplinary journal.\nA conference paper on instrumentation, co-authored with an undergraduate researcher.\nAn internally funded project applying acoustics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( paluko@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Waterloo\nEmail\npaluko@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-priya-amara.html", "title": "Priya Amara", "description": "Professor in Biology at UW–Porter Falls. Expertise: human anatomy and physiology, immunology.", "headings": [ "Priya Amara", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Priya Amara\nProfessor, Biology\nBackground\nPriya Amara is on the faculty of the Department of Biology and holds a Ph.D. from North Carolina State University. Before Porter, Priya taught secondary science before graduate school.\nPriya's research focuses on human anatomy and physiology, with related work in immunology; undergraduates are involved in the lab most terms.\nAreas of expertise\nHuman anatomy and physiology\nImmunology\nUndergraduate research and project mentoring\nTeaching\nPriya regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriya advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in human anatomy and physiology and immunology. Representative items:\nA peer-reviewed article on human anatomy and physiology in a disciplinary journal.\nA conference paper on immunology, co-authored with an undergraduate researcher.\nAn internally funded project applying human anatomy and physiology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( pamara@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., North Carolina State University\nEmail\npamara@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-priya-antonelli.html", "title": "Priya Antonelli", "description": "Associate Professor in Mathematics at UW–Porter Falls. Expertise: probability and stochastic processes, statistics.", "headings": [ "Priya Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Priya Antonelli\nAssociate Professor, Mathematics\nBackground\nPriya Antonelli is on the faculty of the Department of Mathematics and holds a Ph.D. from the University of Minnesota. Before Porter, Priya taught developmental and college mathematics at a community college.\nPriya's research focuses on probability and stochastic processes, with related work in statistics; undergraduates are involved in the lab most terms.\nAreas of expertise\nProbability and stochastic processes\nStatistics\nUndergraduate research and project mentoring\nTeaching\nPriya regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriya advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in probability and stochastic processes and statistics. Representative items:\nA peer-reviewed article on probability and stochastic processes in a disciplinary journal.\nA conference paper on statistics, co-authored with an undergraduate researcher.\nAn internally funded project applying probability and stochastic processes to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( pantonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Minnesota\nEmail\npantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-priya-beaumont.html", "title": "Priya Beaumont", "description": "Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: consumer behavior, marketing research.", "headings": [ "Priya Beaumont", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Priya Beaumont\nProfessor, Marketing & Supply Chain\nBackground\nPriya Beaumont is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from the University of Waterloo. Before Porter, Priya did demand planning for a distributor.\nPriya's research focuses on consumer behavior, with related work in marketing research; undergraduates are involved in the lab most terms.\nAreas of expertise\nConsumer behavior\nMarketing research\nUndergraduate research and project mentoring\nTeaching\nPriya regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriya advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in consumer behavior and marketing research. Representative items:\nA peer-reviewed article on consumer behavior in a disciplinary journal.\nA conference paper on marketing research, co-authored with an undergraduate researcher.\nAn internally funded project applying consumer behavior to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( pbeaumont@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Waterloo\nEmail\npbeaumont@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-priya-cho.html", "title": "Priya Cho", "description": "Associate Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: supply-chain operations, facilities and systems design.", "headings": [ "Priya Cho", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Priya Cho\nAssociate Professor, Manufacturing & Industrial Engineering\nBackground\nPriya Cho is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from the Ohio State University. Before Porter, Priya managed production for a metal-fabrication company.\nPriya's research focuses on supply-chain operations, with related work in facilities and systems design; undergraduates are involved in the lab most terms.\nAreas of expertise\nSupply-chain operations\nFacilities and systems design\nUndergraduate research and project mentoring\nTeaching\nPriya regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriya advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in supply-chain operations and facilities and systems design. Representative items:\nA peer-reviewed article on supply-chain operations in a disciplinary journal.\nA conference paper on facilities and systems design, co-authored with an undergraduate researcher.\nAn internally funded project applying supply-chain operations to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( pcho@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Ohio State University\nEmail\npcho@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-priya-devereaux.html", "title": "Priya Devereaux", "description": "Professor in Data Science at UW–Porter Falls. Expertise: time-series analysis, operations and decision analytics.", "headings": [ "Priya Devereaux", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Priya Devereaux\nProfessor, Data Science\nBackground\nPriya Devereaux is on the faculty of the Department of Data Science and holds a Ph.D. from North Carolina State University. Before Porter, Priya built forecasting systems for a utility.\nPriya's research focuses on time-series analysis, with related work in operations and decision analytics; undergraduates are involved in the lab most terms.\nAreas of expertise\nTime-series analysis\nOperations and decision analytics\nUndergraduate research and project mentoring\nTeaching\nPriya regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriya advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in time-series analysis and operations and decision analytics. Representative items:\nA peer-reviewed article on time-series analysis in a disciplinary journal.\nA conference paper on operations and decision analytics, co-authored with an undergraduate researcher.\nAn internally funded project applying time-series analysis to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( pdevereaux@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., North Carolina State University\nEmail\npdevereaux@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-priya-halvorsen.html", "title": "Priya Halvorsen", "description": "Associate Professor in Computer Science at UW–Porter Falls. Expertise: computer security, algorithms.", "headings": [ "Priya Halvorsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Priya Halvorsen\nAssociate Professor, Computer Science\nBackground\nPriya Halvorsen is on the faculty of the Department of Computer Science and holds a Ph.D. from the University of Minnesota. Before Porter, Priya taught secondary computer science before graduate school.\nPriya's research focuses on computer security, with related work in algorithms; undergraduates are involved in the lab most terms.\nAreas of expertise\nComputer security\nAlgorithms\nUndergraduate research and project mentoring\nTeaching\nPriya regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriya advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in computer security and algorithms. Representative items:\nA peer-reviewed article on computer security in a disciplinary journal.\nA conference paper on algorithms, co-authored with an undergraduate researcher.\nAn internally funded project applying computer security to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( phalvorsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Minnesota\nEmail\nphalvorsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-priya-ibarra.html", "title": "Priya Ibarra", "description": "Associate Professor in Environmental Science at UW–Porter Falls. Expertise: soil science, aquatic ecology.", "headings": [ "Priya Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Priya Ibarra\nAssociate Professor, Environmental Science\nBackground\nPriya Ibarra is on the faculty of the Department of Environmental Science and holds a Ph.D. from the University of Nebraska. Before Porter, Priya was a GIS analyst for a regional planning commission.\nPriya's research focuses on soil science, with related work in aquatic ecology; undergraduates are involved in the lab most terms.\nAreas of expertise\nSoil science\nAquatic ecology\nUndergraduate research and project mentoring\nTeaching\nPriya regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriya advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in soil science and aquatic ecology. Representative items:\nA peer-reviewed article on soil science in a disciplinary journal.\nA conference paper on aquatic ecology, co-authored with an undergraduate researcher.\nAn internally funded project applying soil science to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( pibarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Nebraska\nEmail\npibarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-priya-marchetti.html", "title": "Priya Marchetti", "description": "Assistant Professor in World Languages at UW–Porter Falls. Expertise: translation, Spanish linguistics.", "headings": [ "Priya Marchetti", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Priya Marchetti\nAssistant Professor, World Languages\nBackground\nPriya Marchetti is on the faculty of the Department of World Languages and holds a Ph.D. from RMIT University. Before Porter, Priya translated technical and literary material professionally.\nPriya's research focuses on translation, with related work in Spanish linguistics; undergraduates are involved in the lab most terms.\nAreas of expertise\nTranslation\nSpanish linguistics\nUndergraduate research and project mentoring\nTeaching\nPriya regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriya advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in translation and Spanish linguistics. Representative items:\nA peer-reviewed article on translation in a disciplinary journal.\nA conference paper on Spanish linguistics, co-authored with an undergraduate researcher.\nAn internally funded project applying translation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( pmarchetti@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., RMIT University\nEmail\npmarchetti@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-priya-mbeki.html", "title": "Priya Mbeki", "description": "Associate Professor in Mathematics at UW–Porter Falls. Expertise: probability and stochastic processes, statistics.", "headings": [ "Priya Mbeki", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Priya Mbeki\nAssociate Professor, Mathematics\nBackground\nPriya Mbeki is on the faculty of the Department of Mathematics and holds a Ph.D. from the University of Minnesota. Before Porter, Priya worked as an operations-research analyst.\nPriya's research focuses on probability and stochastic processes, with related work in statistics; undergraduates are involved in the lab most terms.\nAreas of expertise\nProbability and stochastic processes\nStatistics\nUndergraduate research and project mentoring\nTeaching\nPriya regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriya advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in probability and stochastic processes and statistics. Representative items:\nA peer-reviewed article on probability and stochastic processes in a disciplinary journal.\nA conference paper on statistics, co-authored with an undergraduate researcher.\nAn internally funded project applying probability and stochastic processes to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( pmbeki@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Minnesota\nEmail\npmbeki@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-priya-nguyen.html", "title": "Priya Nguyen", "description": "Professor in Nursing at UW–Porter Falls. Expertise: gerontological nursing, public health nursing.", "headings": [ "Priya Nguyen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Priya Nguyen\nProfessor, Nursing\nBackground\nPriya Nguyen is on the faculty of the Department of Nursing and holds a Ph.D. from North Carolina State University. Before Porter, Priya worked in community and public-health nursing.\nPriya's research focuses on gerontological nursing, with related work in public health nursing; undergraduates are involved in the lab most terms.\nAreas of expertise\nGerontological nursing\nPublic health nursing\nUndergraduate research and project mentoring\nTeaching\nPriya regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriya advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in gerontological nursing and public health nursing. Representative items:\nA peer-reviewed article on gerontological nursing in a disciplinary journal.\nA conference paper on public health nursing, co-authored with an undergraduate researcher.\nAn internally funded project applying gerontological nursing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( pnguyen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., North Carolina State University\nEmail\npnguyen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-priya-osei.html", "title": "Priya Osei", "description": "Associate Professor in Computer Science at UW–Porter Falls. Expertise: distributed systems, databases and data systems.", "headings": [ "Priya Osei", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Priya Osei\nAssociate Professor, Computer Science\nBackground\nPriya Osei is on the faculty of the Department of Computer Science and holds a Ph.D. from the University of Minnesota. Before Porter, Priya spent six years as a backend engineer at a logistics company.\nPriya's research focuses on distributed systems, with related work in databases and data systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nDistributed systems\nDatabases and data systems\nUndergraduate research and project mentoring\nTeaching\nPriya regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriya advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in distributed systems and databases and data systems. Representative items:\nA peer-reviewed article on distributed systems in a disciplinary journal.\nA conference paper on databases and data systems, co-authored with an undergraduate researcher.\nAn internally funded project applying distributed systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( posei@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Minnesota\nEmail\nposei@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-priya-salazar.html", "title": "Priya Salazar", "description": "Professor in Biology at UW–Porter Falls. Expertise: immunology, microbiology.", "headings": [ "Priya Salazar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Priya Salazar\nProfessor, Biology\nBackground\nPriya Salazar is on the faculty of the Department of Biology and holds a Ph.D. from North Carolina State University. Before Porter, Priya was a laboratory scientist at a biotech company.\nPriya's research focuses on immunology, with related work in microbiology; undergraduates are involved in the lab most terms.\nAreas of expertise\nImmunology\nMicrobiology\nUndergraduate research and project mentoring\nTeaching\nPriya regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriya advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in immunology and microbiology. Representative items:\nA peer-reviewed article on immunology in a disciplinary journal.\nA conference paper on microbiology, co-authored with an undergraduate researcher.\nAn internally funded project applying immunology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( psalazar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., North Carolina State University\nEmail\npsalazar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-priya-trombley.html", "title": "Priya Trombley", "description": "Professor in Nursing at UW–Porter Falls. Expertise: gerontological nursing, public health nursing.", "headings": [ "Priya Trombley", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Priya Trombley\nProfessor, Nursing\nBackground\nPriya Trombley is on the faculty of the Department of Nursing and holds a Ph.D. from North Carolina State University. Before Porter, Priya practiced in emergency and trauma care.\nPriya's research focuses on gerontological nursing, with related work in public health nursing; undergraduates are involved in the lab most terms.\nAreas of expertise\nGerontological nursing\nPublic health nursing\nUndergraduate research and project mentoring\nTeaching\nPriya regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriya advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in gerontological nursing and public health nursing. Representative items:\nA peer-reviewed article on gerontological nursing in a disciplinary journal.\nA conference paper on public health nursing, co-authored with an undergraduate researcher.\nAn internally funded project applying gerontological nursing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( ptrombley@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., North Carolina State University\nEmail\nptrombley@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-priya-underwood.html", "title": "Priya Underwood", "description": "Professor in Data Science at UW–Porter Falls. Expertise: time-series analysis, operations and decision analytics.", "headings": [ "Priya Underwood", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Priya Underwood\nProfessor, Data Science\nBackground\nPriya Underwood is on the faculty of the Department of Data Science and holds a Ph.D. from North Carolina State University. Before Porter, Priya was a research analyst at an economic policy institute.\nPriya's research focuses on time-series analysis, with related work in operations and decision analytics; undergraduates are involved in the lab most terms.\nAreas of expertise\nTime-series analysis\nOperations and decision analytics\nUndergraduate research and project mentoring\nTeaching\nPriya regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriya advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in time-series analysis and operations and decision analytics. Representative items:\nA peer-reviewed article on time-series analysis in a disciplinary journal.\nA conference paper on operations and decision analytics, co-authored with an undergraduate researcher.\nAn internally funded project applying time-series analysis to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( punderwood@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., North Carolina State University\nEmail\npunderwood@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-priya-vasquez.html", "title": "Priya Vasquez", "description": "Teaching Professor in Chemistry at UW–Porter Falls. Expertise: materials and polymer chemistry, electrochemistry.", "headings": [ "Priya Vasquez", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Priya Vasquez\nTeaching Professor, Chemistry\nBackground\nPriya Vasquez is on the faculty of the Department of Chemistry and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Priya taught at a two-year college before joining Porter.\nPriya's work centers on teaching and curriculum in materials and polymer chemistry and electrochemistry, including course redesign and mentoring newer instructors.\nAreas of expertise\nMaterials and polymer chemistry\nElectrochemistry\nUndergraduate research and project mentoring\nTeaching\nPriya regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nPriya designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nPriya advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya's recent activity centers on teaching scholarship and curriculum work in materials and polymer chemistry and electrochemistry. Representative items:\nA redesigned course sequence in materials and polymer chemistry, with open or low-cost materials.\nA conference presentation on teaching electrochemistry at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( pvasquez@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\npvasquez@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-priya-whitfield.html", "title": "Priya Whitfield", "description": "Associate Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: security operations and detection, identity and access management.", "headings": [ "Priya Whitfield", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Priya Whitfield\nAssociate Professor, Cybersecurity & Information Technology\nBackground\nPriya Whitfield is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from the Ohio State University. Before Porter, Priya led IT infrastructure for a manufacturing company.\nPriya's research focuses on security operations and detection, with related work in identity and access management; undergraduates are involved in the lab most terms.\nAreas of expertise\nSecurity operations and detection\nIdentity and access management\nUndergraduate research and project mentoring\nTeaching\nPriya regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriya advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in security operations and detection and identity and access management. Representative items:\nA peer-reviewed article on security operations and detection in a disciplinary journal.\nA conference paper on identity and access management, co-authored with an undergraduate researcher.\nAn internally funded project applying security operations and detection to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( pwhitfield@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the Ohio State University\nEmail\npwhitfield@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-priya-winslow.html", "title": "Priya Winslow", "description": "Professor of Practice in Music & Theatre at UW–Porter Falls. Expertise: instrumental performance and conducting, music technology.", "headings": [ "Priya Winslow", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Priya Winslow\nProfessor of Practice, Music & Theatre\nBackground\nPriya Winslow is on the faculty of the Department of Music & Theatre and holds a master’s degree from the University of Michigan, along with professional licensure and industry certifications. Before Porter, Priya performed professionally as an orchestral musician.\nPriya brings that practice into the classroom, teaching from real cases and current standards in instrumental performance and conducting and music technology.\nAreas of expertise\nInstrumental performance and conducting\nMusic technology\nApplied practice and industry partnerships\nTeaching\nPriya regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Priya keeps the connection to current practice explicit.\nAdvising and office hours\nPriya advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya stays active in practice alongside teaching, through consulting, standards work, and applied projects in instrumental performance and conducting and music technology. Representative items:\nAn applied project in instrumental performance and conducting with an industry or community partner.\nA workshop or short course on music technology for practitioners in the region.\nService on a standards, licensing, or advisory body related to instrumental performance and conducting.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( pwinslow@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na master’s degree, the University of Michigan\nEmail\npwinslow@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-priya-yoon.html", "title": "Priya Yoon", "description": "Assistant Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: food and pharmaceutical packaging, extrusion and compounding.", "headings": [ "Priya Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Priya Yoon\nAssistant Professor, Plastics & Packaging Engineering\nBackground\nPriya Yoon is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from Virginia Tech. Before Porter, Priya was a process engineer at an injection-molding plant.\nPriya's research focuses on food and pharmaceutical packaging, with related work in extrusion and compounding; undergraduates are involved in the lab most terms.\nAreas of expertise\nFood and pharmaceutical packaging\nExtrusion and compounding\nUndergraduate research and project mentoring\nTeaching\nPriya regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Priya builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nPriya advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nPriya's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in food and pharmaceutical packaging and extrusion and compounding. Representative items:\nA peer-reviewed article on food and pharmaceutical packaging in a disciplinary journal.\nA conference paper on extrusion and compounding, co-authored with an undergraduate researcher.\nAn internally funded project applying food and pharmaceutical packaging to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Priya has no real publication record.\nGet in touch\nThe fastest way to reach Priya is email ( pyoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Virginia Tech\nEmail\npyoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-rafael-aluko.html", "title": "Rafael Aluko", "description": "Associate Professor in Art & Design at UW–Porter Falls. Expertise: exhibition design, typography and branding.", "headings": [ "Rafael Aluko", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Rafael Aluko\nAssociate Professor, Art & Design\nBackground\nRafael Aluko is on the faculty of the Department of Art & Design and holds a Ph.D. from North Carolina State University. Before Porter, Rafael designed for an apparel manufacturer.\nRafael's research focuses on exhibition design, with related work in typography and branding; undergraduates are involved in the lab most terms.\nAreas of expertise\nExhibition design\nTypography and branding\nUndergraduate research and project mentoring\nTeaching\nRafael regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rafael builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRafael advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRafael's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in exhibition design and typography and branding. Representative items:\nA peer-reviewed article on exhibition design in a disciplinary journal.\nA conference paper on typography and branding, co-authored with an undergraduate researcher.\nAn internally funded project applying exhibition design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rafael has no real publication record.\nGet in touch\nThe fastest way to reach Rafael is email ( raluko@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., North Carolina State University\nEmail\nraluko@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-rafael-beaumont.html", "title": "Rafael Beaumont", "description": "Associate Professor in Humanities at UW–Porter Falls. Expertise: modern history, logic and philosophy of science.", "headings": [ "Rafael Beaumont", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Rafael Beaumont\nAssociate Professor, Humanities\nBackground\nRafael Beaumont is on the faculty of the Department of Humanities and holds a Ph.D. from North Carolina State University. Before Porter, Rafael was an ethics consultant for a health system.\nRafael's research focuses on modern history, with related work in logic and philosophy of science; undergraduates are involved in the lab most terms.\nAreas of expertise\nModern history\nLogic and philosophy of science\nUndergraduate research and project mentoring\nTeaching\nRafael regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rafael builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRafael advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRafael's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in modern history and logic and philosophy of science. Representative items:\nA peer-reviewed article on modern history in a disciplinary journal.\nA conference paper on logic and philosophy of science, co-authored with an undergraduate researcher.\nAn internally funded project applying modern history to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rafael has no real publication record.\nGet in touch\nThe fastest way to reach Rafael is email ( rbeaumont@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., North Carolina State University\nEmail\nrbeaumont@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-rafael-bergstr-m.html", "title": "Rafael Bergström", "description": "Associate Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: community and public-health nutrition, exercise physiology.", "headings": [ "Rafael Bergström", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Rafael Bergström\nAssociate Professor, Health & Nutrition Sciences\nBackground\nRafael Bergström is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from the University of Waterloo. Before Porter, Rafael was an exercise physiologist in cardiac rehabilitation.\nRafael's research focuses on community and public-health nutrition, with related work in exercise physiology; undergraduates are involved in the lab most terms.\nAreas of expertise\nCommunity and public-health nutrition\nExercise physiology\nUndergraduate research and project mentoring\nTeaching\nRafael regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rafael builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRafael advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRafael's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in community and public-health nutrition and exercise physiology. Representative items:\nA peer-reviewed article on community and public-health nutrition in a disciplinary journal.\nA conference paper on exercise physiology, co-authored with an undergraduate researcher.\nAn internally funded project applying community and public-health nutrition to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rafael has no real publication record.\nGet in touch\nThe fastest way to reach Rafael is email ( rbergstrm@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Waterloo\nEmail\nrbergstrm@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-rafael-bwalya.html", "title": "Rafael Bwalya", "description": "Clinical Associate Professor in Biomedical Engineering at UW–Porter Falls. Expertise: human factors in health care, biomedical instrumentation.", "headings": [ "Rafael Bwalya", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Rafael Bwalya\nClinical Associate Professor, Biomedical Engineering\nBackground\nRafael Bwalya is on the faculty of the Department of Biomedical Engineering and holds a doctoral clinical degree from the University of Toronto and is licensed to practice. Before Porter, Rafael did rehabilitation-engineering research at a hospital.\nRafael brings that practice into the classroom, teaching from real cases and current standards in human factors in health care and biomedical instrumentation.\nAreas of expertise\nHuman factors in health care\nBiomedical instrumentation\nApplied practice and industry partnerships\nTeaching\nRafael regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Rafael keeps the connection to current practice explicit.\nAdvising and office hours\nRafael advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRafael stays active in practice alongside teaching, through consulting, standards work, and applied projects in human factors in health care and biomedical instrumentation. Representative items:\nAn applied project in human factors in health care with an industry or community partner.\nA workshop or short course on biomedical instrumentation for practitioners in the region.\nService on a standards, licensing, or advisory body related to human factors in health care.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rafael has no real publication record.\nGet in touch\nThe fastest way to reach Rafael is email ( rbwalya@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, the University of Toronto\nEmail\nrbwalya@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-rafael-fitzgerald.html", "title": "Rafael Fitzgerald", "description": "Clinical Associate Professor in Teacher Education at UW–Porter Falls. Expertise: educational technology, science and STEM education.", "headings": [ "Rafael Fitzgerald", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Rafael Fitzgerald\nClinical Associate Professor, Teacher Education\nBackground\nRafael Fitzgerald is on the faculty of the Department of Teacher Education and holds a doctoral clinical degree from the University of Wesconsin–Madison and is licensed to practice. Before Porter, Rafael taught in a technical high-school program.\nRafael brings that practice into the classroom, teaching from real cases and current standards in educational technology and science and STEM education.\nAreas of expertise\nEducational technology\nScience and STEM education\nApplied practice and industry partnerships\nTeaching\nRafael regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Rafael keeps the connection to current practice explicit.\nAdvising and office hours\nRafael advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRafael stays active in practice alongside teaching, through consulting, standards work, and applied projects in educational technology and science and STEM education. Representative items:\nAn applied project in educational technology with an industry or community partner.\nA workshop or short course on science and STEM education for practitioners in the region.\nService on a standards, licensing, or advisory body related to educational technology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rafael has no real publication record.\nGet in touch\nThe fastest way to reach Rafael is email ( rfitzgerald@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, the University of Wesconsin–Madison\nEmail\nrfitzgerald@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-rafael-kaur.html", "title": "Rafael Kaur", "description": "Clinical Associate Professor in Mechanical Engineering at UW–Porter Falls. Expertise: biomechanics, machine design and mechanisms.", "headings": [ "Rafael Kaur", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Rafael Kaur\nClinical Associate Professor, Mechanical Engineering\nBackground\nRafael Kaur is on the faculty of the Department of Mechanical Engineering and holds a doctoral clinical degree from the University of Toronto and is licensed to practice. Before Porter, Rafael consulted on failure analysis and expert testimony.\nRafael brings that practice into the classroom, teaching from real cases and current standards in biomechanics and machine design and mechanisms.\nAreas of expertise\nBiomechanics\nMachine design and mechanisms\nApplied practice and industry partnerships\nTeaching\nRafael regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Rafael keeps the connection to current practice explicit.\nAdvising and office hours\nRafael advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRafael stays active in practice alongside teaching, through consulting, standards work, and applied projects in biomechanics and machine design and mechanisms. Representative items:\nAn applied project in biomechanics with an industry or community partner.\nA workshop or short course on machine design and mechanisms for practitioners in the region.\nService on a standards, licensing, or advisory body related to biomechanics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rafael has no real publication record.\nGet in touch\nThe fastest way to reach Rafael is email ( rkaur@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, the University of Toronto\nEmail\nrkaur@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-rafael-kowalczyk.html", "title": "Rafael Kowalczyk", "description": "Assistant Professor in Communication & Media at UW–Porter Falls. Expertise: content strategy, media production.", "headings": [ "Rafael Kowalczyk", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Rafael Kowalczyk\nAssistant Professor, Communication & Media\nBackground\nRafael Kowalczyk is on the faculty of the Department of Communication & Media and holds a Ph.D. from the University of Minnesota. Before Porter, Rafael taught writing and edited a regional magazine.\nRafael's research focuses on content strategy, with related work in media production; undergraduates are involved in the lab most terms.\nAreas of expertise\nContent strategy\nMedia production\nUndergraduate research and project mentoring\nTeaching\nRafael regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rafael builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRafael advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRafael's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in content strategy and media production. Representative items:\nA peer-reviewed article on content strategy in a disciplinary journal.\nA conference paper on media production, co-authored with an undergraduate researcher.\nAn internally funded project applying content strategy to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rafael has no real publication record.\nGet in touch\nThe fastest way to reach Rafael is email ( rkowalczyk@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Minnesota\nEmail\nrkowalczyk@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-rafael-lindqvist.html", "title": "Rafael Lindqvist", "description": "Assistant Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: counseling skills and the working alliance, vocational rehabilitation.", "headings": [ "Rafael Lindqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Rafael Lindqvist\nAssistant Professor, Rehabilitation & Human Services\nBackground\nRafael Lindqvist is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from the University of Nebraska. Before Porter, Rafael directed a family-resource center.\nRafael's research focuses on counseling skills and the working alliance, with related work in vocational rehabilitation; undergraduates are involved in the lab most terms.\nAreas of expertise\nCounseling skills and the working alliance\nVocational rehabilitation\nUndergraduate research and project mentoring\nTeaching\nRafael regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rafael builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRafael advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRafael's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in counseling skills and the working alliance and vocational rehabilitation. Representative items:\nA peer-reviewed article on counseling skills and the working alliance in a disciplinary journal.\nA conference paper on vocational rehabilitation, co-authored with an undergraduate researcher.\nAn internally funded project applying counseling skills and the working alliance to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rafael has no real publication record.\nGet in touch\nThe fastest way to reach Rafael is email ( rlindqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Nebraska\nEmail\nrlindqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-rafael-lundgren.html", "title": "Rafael Lundgren", "description": "Assistant Professor in Communication & Media at UW–Porter Falls. Expertise: interpersonal and group communication, content strategy.", "headings": [ "Rafael Lundgren", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Rafael Lundgren\nAssistant Professor, Communication & Media\nBackground\nRafael Lundgren is on the faculty of the Department of Communication & Media and holds a Ph.D. from the University of Minnesota. Before Porter, Rafael was a technical writer and documentation lead.\nRafael's research focuses on interpersonal and group communication, with related work in content strategy; undergraduates are involved in the lab most terms.\nAreas of expertise\nInterpersonal and group communication\nContent strategy\nUndergraduate research and project mentoring\nTeaching\nRafael regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rafael builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRafael advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRafael's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in interpersonal and group communication and content strategy. Representative items:\nA peer-reviewed article on interpersonal and group communication in a disciplinary journal.\nA conference paper on content strategy, co-authored with an undergraduate researcher.\nAn internally funded project applying interpersonal and group communication to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rafael has no real publication record.\nGet in touch\nThe fastest way to reach Rafael is email ( rlundgren@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Minnesota\nEmail\nrlundgren@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-rafael-mbeki.html", "title": "Rafael Mbeki", "description": "Clinical Associate Professor in Mechanical Engineering at UW–Porter Falls. Expertise: materials and fatigue, additive manufacturing.", "headings": [ "Rafael Mbeki", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Rafael Mbeki\nClinical Associate Professor, Mechanical Engineering\nBackground\nRafael Mbeki is on the faculty of the Department of Mechanical Engineering and holds a doctoral clinical degree from the University of Toronto and is licensed to practice. Before Porter, Rafael led product engineering for a consumer-appliance maker.\nRafael brings that practice into the classroom, teaching from real cases and current standards in materials and fatigue and additive manufacturing.\nAreas of expertise\nMaterials and fatigue\nAdditive manufacturing\nApplied practice and industry partnerships\nTeaching\nRafael regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Rafael keeps the connection to current practice explicit.\nAdvising and office hours\nRafael advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRafael stays active in practice alongside teaching, through consulting, standards work, and applied projects in materials and fatigue and additive manufacturing. Representative items:\nAn applied project in materials and fatigue with an industry or community partner.\nA workshop or short course on additive manufacturing for practitioners in the region.\nService on a standards, licensing, or advisory body related to materials and fatigue.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rafael has no real publication record.\nGet in touch\nThe fastest way to reach Rafael is email ( rmbeki@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, the University of Toronto\nEmail\nrmbeki@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-rafael-okafor.html", "title": "Rafael Okafor", "description": "Associate Professor in Psychology at UW–Porter Falls. Expertise: developmental psychology, clinical and counseling psychology.", "headings": [ "Rafael Okafor", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Rafael Okafor\nAssociate Professor, Psychology\nBackground\nRafael Okafor is on the faculty of the Department of Psychology and holds a Ph.D. from North Carolina State University. Before Porter, Rafael consulted on selection and assessment for employers.\nRafael's research focuses on developmental psychology, with related work in clinical and counseling psychology; undergraduates are involved in the lab most terms.\nAreas of expertise\nDevelopmental psychology\nClinical and counseling psychology\nUndergraduate research and project mentoring\nTeaching\nRafael regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rafael builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRafael advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRafael's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in developmental psychology and clinical and counseling psychology. Representative items:\nA peer-reviewed article on developmental psychology in a disciplinary journal.\nA conference paper on clinical and counseling psychology, co-authored with an undergraduate researcher.\nAn internally funded project applying developmental psychology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rafael has no real publication record.\nGet in touch\nThe fastest way to reach Rafael is email ( rokafor@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., North Carolina State University\nEmail\nrokafor@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-rafael-rasmussen.html", "title": "Rafael Rasmussen", "description": "Associate Professor in Management at UW–Porter Falls. Expertise: organizational behavior, operations management.", "headings": [ "Rafael Rasmussen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Rafael Rasmussen\nAssociate Professor, Management\nBackground\nRafael Rasmussen is on the faculty of the Department of Management and holds a Ph.D. from North Carolina State University. Before Porter, Rafael held an HR leadership role.\nRafael's research focuses on organizational behavior, with related work in operations management; undergraduates are involved in the lab most terms.\nAreas of expertise\nOrganizational behavior\nOperations management\nUndergraduate research and project mentoring\nTeaching\nRafael regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rafael builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRafael advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRafael's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in organizational behavior and operations management. Representative items:\nA peer-reviewed article on organizational behavior in a disciplinary journal.\nA conference paper on operations management, co-authored with an undergraduate researcher.\nAn internally funded project applying organizational behavior to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rafael has no real publication record.\nGet in touch\nThe fastest way to reach Rafael is email ( rrasmussen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., North Carolina State University\nEmail\nrrasmussen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-rafael-reinholt.html", "title": "Rafael Reinholt", "description": "Associate Professor in Art & Design at UW–Porter Falls. Expertise: interaction and UX design, photography.", "headings": [ "Rafael Reinholt", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Rafael Reinholt\nAssociate Professor, Art & Design\nBackground\nRafael Reinholt is on the faculty of the Department of Art & Design and holds a Ph.D. from North Carolina State University. Before Porter, Rafael led UX for a software company.\nRafael's research focuses on interaction and UX design, with related work in photography; undergraduates are involved in the lab most terms.\nAreas of expertise\nInteraction and UX design\nPhotography\nUndergraduate research and project mentoring\nTeaching\nRafael regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rafael builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRafael advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRafael's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in interaction and UX design and photography. Representative items:\nA peer-reviewed article on interaction and UX design in a disciplinary journal.\nA conference paper on photography, co-authored with an undergraduate researcher.\nAn internally funded project applying interaction and UX design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rafael has no real publication record.\nGet in touch\nThe fastest way to reach Rafael is email ( rreinholt@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., North Carolina State University\nEmail\nrreinholt@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-rafael-salazar.html", "title": "Rafael Salazar", "description": "Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: environmental and water-treatment engineering, sustainable infrastructure.", "headings": [ "Rafael Salazar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Rafael Salazar\nProfessor, Civil & Environmental Engineering\nBackground\nRafael Salazar is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from the University of Iowa. Before Porter, Rafael did geotechnical investigations for a transportation department.\nRafael's research focuses on environmental and water-treatment engineering, with related work in sustainable infrastructure; undergraduates are involved in the lab most terms.\nAreas of expertise\nEnvironmental and water-treatment engineering\nSustainable infrastructure\nUndergraduate research and project mentoring\nTeaching\nRafael regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rafael builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRafael advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRafael's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in environmental and water-treatment engineering and sustainable infrastructure. Representative items:\nA peer-reviewed article on environmental and water-treatment engineering in a disciplinary journal.\nA conference paper on sustainable infrastructure, co-authored with an undergraduate researcher.\nAn internally funded project applying environmental and water-treatment engineering to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rafael has no real publication record.\nGet in touch\nThe fastest way to reach Rafael is email ( rsalazar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Iowa\nEmail\nrsalazar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-rafael-trombley.html", "title": "Rafael Trombley", "description": "Associate Professor in Psychology at UW–Porter Falls. Expertise: developmental psychology, clinical and counseling psychology.", "headings": [ "Rafael Trombley", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Rafael Trombley\nAssociate Professor, Psychology\nBackground\nRafael Trombley is on the faculty of the Department of Psychology and holds a Ph.D. from North Carolina State University. Before Porter, Rafael held a clinical position before moving to teaching.\nRafael's research focuses on developmental psychology, with related work in clinical and counseling psychology; undergraduates are involved in the lab most terms.\nAreas of expertise\nDevelopmental psychology\nClinical and counseling psychology\nUndergraduate research and project mentoring\nTeaching\nRafael regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rafael builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRafael advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRafael's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in developmental psychology and clinical and counseling psychology. Representative items:\nA peer-reviewed article on developmental psychology in a disciplinary journal.\nA conference paper on clinical and counseling psychology, co-authored with an undergraduate researcher.\nAn internally funded project applying developmental psychology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rafael has no real publication record.\nGet in touch\nThe fastest way to reach Rafael is email ( rtrombley@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., North Carolina State University\nEmail\nrtrombley@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-rafael-underwood.html", "title": "Rafael Underwood", "description": "Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: embedded and real-time systems, analog and mixed-signal design.", "headings": [ "Rafael Underwood", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Rafael Underwood\nProfessor, Electrical & Computer Engineering\nBackground\nRafael Underwood is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from the University of Iowa. Before Porter, Rafael developed firmware for medical devices.\nRafael's research focuses on embedded and real-time systems, with related work in analog and mixed-signal design; undergraduates are involved in the lab most terms.\nAreas of expertise\nEmbedded and real-time systems\nAnalog and mixed-signal design\nUndergraduate research and project mentoring\nTeaching\nRafael regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rafael builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRafael advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRafael's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in embedded and real-time systems and analog and mixed-signal design. Representative items:\nA peer-reviewed article on embedded and real-time systems in a disciplinary journal.\nA conference paper on analog and mixed-signal design, co-authored with an undergraduate researcher.\nAn internally funded project applying embedded and real-time systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rafael has no real publication record.\nGet in touch\nThe fastest way to reach Rafael is email ( runderwood@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Iowa\nEmail\nrunderwood@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-rafael-vasquez.html", "title": "Rafael Vasquez", "description": "Associate Professor in Humanities at UW–Porter Falls. Expertise: social theory, modern history.", "headings": [ "Rafael Vasquez", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Rafael Vasquez\nAssociate Professor, Humanities\nBackground\nRafael Vasquez is on the faculty of the Department of Humanities and holds a Ph.D. from North Carolina State University. Before Porter, Rafael taught at a liberal-arts college.\nRafael's research focuses on social theory, with related work in modern history; undergraduates are involved in the lab most terms.\nAreas of expertise\nSocial theory\nModern history\nUndergraduate research and project mentoring\nTeaching\nRafael regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rafael builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRafael advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRafael's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in social theory and modern history. Representative items:\nA peer-reviewed article on social theory in a disciplinary journal.\nA conference paper on modern history, co-authored with an undergraduate researcher.\nAn internally funded project applying social theory to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rafael has no real publication record.\nGet in touch\nThe fastest way to reach Rafael is email ( rvasquez@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., North Carolina State University\nEmail\nrvasquez@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-rafael-yoon.html", "title": "Rafael Yoon", "description": "Associate Professor in Management at UW–Porter Falls. Expertise: negotiation and conflict, organizational behavior.", "headings": [ "Rafael Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Rafael Yoon\nAssociate Professor, Management\nBackground\nRafael Yoon is on the faculty of the Department of Management and holds a Ph.D. from North Carolina State University. Before Porter, Rafael directed a small-business development center.\nRafael's research focuses on negotiation and conflict, with related work in organizational behavior; undergraduates are involved in the lab most terms.\nAreas of expertise\nNegotiation and conflict\nOrganizational behavior\nUndergraduate research and project mentoring\nTeaching\nRafael regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rafael builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRafael advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRafael's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in negotiation and conflict and organizational behavior. Representative items:\nA peer-reviewed article on negotiation and conflict in a disciplinary journal.\nA conference paper on organizational behavior, co-authored with an undergraduate researcher.\nAn internally funded project applying negotiation and conflict to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rafael has no real publication record.\nGet in touch\nThe fastest way to reach Rafael is email ( ryoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., North Carolina State University\nEmail\nryoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-ravi-adebayo.html", "title": "Ravi Adebayo", "description": "Associate Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: production systems and simulation, additive manufacturing.", "headings": [ "Ravi Adebayo", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Ravi Adebayo\nAssociate Professor, Manufacturing & Industrial Engineering\nBackground\nRavi Adebayo is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from the University of Nebraska. Before Porter, Ravi was a manufacturing engineer for a defense contractor.\nRavi's research focuses on production systems and simulation, with related work in additive manufacturing; undergraduates are involved in the lab most terms.\nAreas of expertise\nProduction systems and simulation\nAdditive manufacturing\nUndergraduate research and project mentoring\nTeaching\nRavi regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ravi builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRavi advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in production systems and simulation and additive manufacturing. Representative items:\nA peer-reviewed article on production systems and simulation in a disciplinary journal.\nA conference paper on additive manufacturing, co-authored with an undergraduate researcher.\nAn internally funded project applying production systems and simulation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( radebayo@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Nebraska\nEmail\nradebayo@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-ravi-antonelli.html", "title": "Ravi Antonelli", "description": "Professor of Practice in Accounting & Finance at UW–Porter Falls. Expertise: financial accounting and reporting, cost and managerial accounting.", "headings": [ "Ravi Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Ravi Antonelli\nProfessor of Practice, Accounting & Finance\nBackground\nRavi Antonelli is on the faculty of the Department of Accounting & Finance and holds a master’s degree from the University of Washington, along with professional licensure and industry certifications. Before Porter, Ravi did valuation work for a consulting firm.\nRavi brings that practice into the classroom, teaching from real cases and current standards in financial accounting and reporting and cost and managerial accounting.\nAreas of expertise\nFinancial accounting and reporting\nCost and managerial accounting\nApplied practice and industry partnerships\nTeaching\nRavi regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Ravi keeps the connection to current practice explicit.\nAdvising and office hours\nRavi advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi stays active in practice alongside teaching, through consulting, standards work, and applied projects in financial accounting and reporting and cost and managerial accounting. Representative items:\nAn applied project in financial accounting and reporting with an industry or community partner.\nA workshop or short course on cost and managerial accounting for practitioners in the region.\nService on a standards, licensing, or advisory body related to financial accounting and reporting.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( rantonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na master’s degree, the University of Washington\nEmail\nrantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-ravi-bergstr-m.html", "title": "Ravi Bergström", "description": "Associate Professor in Computer Science at UW–Porter Falls. Expertise: computer security, algorithms.", "headings": [ "Ravi Bergström", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Ravi Bergström\nAssociate Professor, Computer Science\nBackground\nRavi Bergström is on the faculty of the Department of Computer Science and holds a Ph.D. from the University of Colorado. Before Porter, Ravi taught secondary computer science before graduate school.\nRavi's research focuses on computer security, with related work in algorithms; undergraduates are involved in the lab most terms.\nAreas of expertise\nComputer security\nAlgorithms\nUndergraduate research and project mentoring\nTeaching\nRavi regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ravi builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRavi advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in computer security and algorithms. Representative items:\nA peer-reviewed article on computer security in a disciplinary journal.\nA conference paper on algorithms, co-authored with an undergraduate researcher.\nAn internally funded project applying computer security to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( rbergstrm@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Colorado\nEmail\nrbergstrm@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-ravi-carrasco.html", "title": "Ravi Carrasco", "description": "Associate Professor in Computer Science at UW–Porter Falls. Expertise: computer graphics, embedded and cyber-physical systems.", "headings": [ "Ravi Carrasco", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Ravi Carrasco\nAssociate Professor, Computer Science\nBackground\nRavi Carrasco is on the faculty of the Department of Computer Science and holds a Ph.D. from the University of Colorado. Before Porter, Ravi was a research staff member at a national laboratory.\nRavi's research focuses on computer graphics, with related work in embedded and cyber-physical systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nComputer graphics\nEmbedded and cyber-physical systems\nUndergraduate research and project mentoring\nTeaching\nRavi regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ravi builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRavi advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in computer graphics and embedded and cyber-physical systems. Representative items:\nA peer-reviewed article on computer graphics in a disciplinary journal.\nA conference paper on embedded and cyber-physical systems, co-authored with an undergraduate researcher.\nAn internally funded project applying computer graphics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( rcarrasco@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Colorado\nEmail\nrcarrasco@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-ravi-cruz.html", "title": "Ravi Cruz", "description": "Professor in Data Science at UW–Porter Falls. Expertise: time-series analysis, operations and decision analytics.", "headings": [ "Ravi Cruz", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Ravi Cruz\nProfessor, Data Science\nBackground\nRavi Cruz is on the faculty of the Department of Data Science and holds a Ph.D. from Northwestern University. Before Porter, Ravi was a data scientist at an e-commerce company.\nRavi's research focuses on time-series analysis, with related work in operations and decision analytics; undergraduates are involved in the lab most terms.\nAreas of expertise\nTime-series analysis\nOperations and decision analytics\nUndergraduate research and project mentoring\nTeaching\nRavi regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ravi builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRavi advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in time-series analysis and operations and decision analytics. Representative items:\nA peer-reviewed article on time-series analysis in a disciplinary journal.\nA conference paper on operations and decision analytics, co-authored with an undergraduate researcher.\nAn internally funded project applying time-series analysis to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( rcruz@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Northwestern University\nEmail\nrcruz@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-ravi-devereaux.html", "title": "Ravi Devereaux", "description": "Professor in Physics & Astronomy at UW–Porter Falls. Expertise: acoustics, instrumentation.", "headings": [ "Ravi Devereaux", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Ravi Devereaux\nProfessor, Physics & Astronomy\nBackground\nRavi Devereaux is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from North Carolina State University. Before Porter, Ravi held a postdoctoral appointment at a national laboratory.\nRavi's research focuses on acoustics, with related work in instrumentation; undergraduates are involved in the lab most terms.\nAreas of expertise\nAcoustics\nInstrumentation\nUndergraduate research and project mentoring\nTeaching\nRavi regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ravi builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRavi advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in acoustics and instrumentation. Representative items:\nA peer-reviewed article on acoustics in a disciplinary journal.\nA conference paper on instrumentation, co-authored with an undergraduate researcher.\nAn internally funded project applying acoustics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( rdevereaux@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., North Carolina State University\nEmail\nrdevereaux@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-ravi-escobar.html", "title": "Ravi Escobar", "description": "Professor in Biology at UW–Porter Falls. Expertise: ecology and conservation, developmental biology.", "headings": [ "Ravi Escobar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Ravi Escobar\nProfessor, Biology\nBackground\nRavi Escobar is on the faculty of the Department of Biology and holds a Ph.D. from Northwestern University. Before Porter, Ravi did research in a university microbiology lab.\nRavi's research focuses on ecology and conservation, with related work in developmental biology; undergraduates are involved in the lab most terms.\nAreas of expertise\nEcology and conservation\nDevelopmental biology\nUndergraduate research and project mentoring\nTeaching\nRavi regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ravi builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRavi advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in ecology and conservation and developmental biology. Representative items:\nA peer-reviewed article on ecology and conservation in a disciplinary journal.\nA conference paper on developmental biology, co-authored with an undergraduate researcher.\nAn internally funded project applying ecology and conservation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( rescobar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Northwestern University\nEmail\nrescobar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-ravi-fitzgerald.html", "title": "Ravi Fitzgerald", "description": "Associate Professor in Mathematics at UW–Porter Falls. Expertise: probability and stochastic processes, statistics.", "headings": [ "Ravi Fitzgerald", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Ravi Fitzgerald\nAssociate Professor, Mathematics\nBackground\nRavi Fitzgerald is on the faculty of the Department of Mathematics and holds a Ph.D. from the University of Colorado. Before Porter, Ravi taught developmental and college mathematics at a community college.\nRavi's research focuses on probability and stochastic processes, with related work in statistics; undergraduates are involved in the lab most terms.\nAreas of expertise\nProbability and stochastic processes\nStatistics\nUndergraduate research and project mentoring\nTeaching\nRavi regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ravi builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRavi advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in probability and stochastic processes and statistics. Representative items:\nA peer-reviewed article on probability and stochastic processes in a disciplinary journal.\nA conference paper on statistics, co-authored with an undergraduate researcher.\nAn internally funded project applying probability and stochastic processes to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( rfitzgerald@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Colorado\nEmail\nrfitzgerald@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-ravi-haddad.html", "title": "Ravi Haddad", "description": "Professor in Nursing at UW–Porter Falls. Expertise: gerontological nursing, public health nursing.", "headings": [ "Ravi Haddad", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Ravi Haddad\nProfessor, Nursing\nBackground\nRavi Haddad is on the faculty of the Department of Nursing and holds a Ph.D. from Northwestern University. Before Porter, Ravi worked in community and public-health nursing.\nRavi's research focuses on gerontological nursing, with related work in public health nursing; undergraduates are involved in the lab most terms.\nAreas of expertise\nGerontological nursing\nPublic health nursing\nUndergraduate research and project mentoring\nTeaching\nRavi regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ravi builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRavi advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in gerontological nursing and public health nursing. Representative items:\nA peer-reviewed article on gerontological nursing in a disciplinary journal.\nA conference paper on public health nursing, co-authored with an undergraduate researcher.\nAn internally funded project applying gerontological nursing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( rhaddad@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Northwestern University\nEmail\nrhaddad@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-ravi-halvorsen.html", "title": "Ravi Halvorsen", "description": "Associate Professor in Environmental Science at UW–Porter Falls. Expertise: sustainability science, GIS and remote sensing.", "headings": [ "Ravi Halvorsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Ravi Halvorsen\nAssociate Professor, Environmental Science\nBackground\nRavi Halvorsen is on the faculty of the Department of Environmental Science and holds a Ph.D. from the University of Minnesota. Before Porter, Ravi did restoration ecology for a nonprofit land trust.\nRavi's research focuses on sustainability science, with related work in GIS and remote sensing; undergraduates are involved in the lab most terms.\nAreas of expertise\nSustainability science\nGIS and remote sensing\nUndergraduate research and project mentoring\nTeaching\nRavi regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ravi builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRavi advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in sustainability science and GIS and remote sensing. Representative items:\nA peer-reviewed article on sustainability science in a disciplinary journal.\nA conference paper on GIS and remote sensing, co-authored with an undergraduate researcher.\nAn internally funded project applying sustainability science to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( rhalvorsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Minnesota\nEmail\nrhalvorsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-ravi-ibarra.html", "title": "Ravi Ibarra", "description": "Associate Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: security operations and detection, identity and access management.", "headings": [ "Ravi Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Ravi Ibarra\nAssociate Professor, Cybersecurity & Information Technology\nBackground\nRavi Ibarra is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from the University of Nebraska. Before Porter, Ravi ran a security operations center for a regional bank.\nRavi's research focuses on security operations and detection, with related work in identity and access management; undergraduates are involved in the lab most terms.\nAreas of expertise\nSecurity operations and detection\nIdentity and access management\nUndergraduate research and project mentoring\nTeaching\nRavi regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ravi builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRavi advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in security operations and detection and identity and access management. Representative items:\nA peer-reviewed article on security operations and detection in a disciplinary journal.\nA conference paper on identity and access management, co-authored with an undergraduate researcher.\nAn internally funded project applying security operations and detection to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( ribarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Nebraska\nEmail\nribarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-ravi-lindqvist.html", "title": "Ravi Lindqvist", "description": "Assistant Professor in World Languages at UW–Porter Falls. Expertise: translation, Spanish linguistics.", "headings": [ "Ravi Lindqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Ravi Lindqvist\nAssistant Professor, World Languages\nBackground\nRavi Lindqvist is on the faculty of the Department of World Languages and holds a Ph.D. from the University of Illinois. Before Porter, Ravi coordinated language services for a hospital.\nRavi's research focuses on translation, with related work in Spanish linguistics; undergraduates are involved in the lab most terms.\nAreas of expertise\nTranslation\nSpanish linguistics\nUndergraduate research and project mentoring\nTeaching\nRavi regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ravi builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRavi advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in translation and Spanish linguistics. Representative items:\nA peer-reviewed article on translation in a disciplinary journal.\nA conference paper on Spanish linguistics, co-authored with an undergraduate researcher.\nAn internally funded project applying translation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( rlindqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Illinois\nEmail\nrlindqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-ravi-marchetti.html", "title": "Ravi Marchetti", "description": "Assistant Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: food and pharmaceutical packaging, extrusion and compounding.", "headings": [ "Ravi Marchetti", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Ravi Marchetti\nAssistant Professor, Plastics & Packaging Engineering\nBackground\nRavi Marchetti is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from RMIT University. Before Porter, Ravi ran a distribution-testing lab for a retailer.\nRavi's research focuses on food and pharmaceutical packaging, with related work in extrusion and compounding; undergraduates are involved in the lab most terms.\nAreas of expertise\nFood and pharmaceutical packaging\nExtrusion and compounding\nUndergraduate research and project mentoring\nTeaching\nRavi regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ravi builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRavi advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in food and pharmaceutical packaging and extrusion and compounding. Representative items:\nA peer-reviewed article on food and pharmaceutical packaging in a disciplinary journal.\nA conference paper on extrusion and compounding, co-authored with an undergraduate researcher.\nAn internally funded project applying food and pharmaceutical packaging to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( rmarchetti@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., RMIT University\nEmail\nrmarchetti@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-ravi-mbeki.html", "title": "Ravi Mbeki", "description": "Professor of Practice in Music & Theatre at UW–Porter Falls. Expertise: instrumental performance and conducting, music technology.", "headings": [ "Ravi Mbeki", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Ravi Mbeki\nProfessor of Practice, Music & Theatre\nBackground\nRavi Mbeki is on the faculty of the Department of Music & Theatre and holds a master’s degree from the University of Washington, along with professional licensure and industry certifications. Before Porter, Ravi stage-managed national touring productions.\nRavi brings that practice into the classroom, teaching from real cases and current standards in instrumental performance and conducting and music technology.\nAreas of expertise\nInstrumental performance and conducting\nMusic technology\nApplied practice and industry partnerships\nTeaching\nRavi regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Ravi keeps the connection to current practice explicit.\nAdvising and office hours\nRavi advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi stays active in practice alongside teaching, through consulting, standards work, and applied projects in instrumental performance and conducting and music technology. Representative items:\nAn applied project in instrumental performance and conducting with an industry or community partner.\nA workshop or short course on music technology for practitioners in the region.\nService on a standards, licensing, or advisory body related to instrumental performance and conducting.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( rmbeki@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na master’s degree, the University of Washington\nEmail\nrmbeki@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-ravi-molnar.html", "title": "Ravi Molnar", "description": "Professor of Practice in Construction Management at UW–Porter Falls. Expertise: estimating and cost control, construction safety.", "headings": [ "Ravi Molnar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Ravi Molnar\nProfessor of Practice, Construction Management\nBackground\nRavi Molnar is on the faculty of the Department of Construction Management and holds a master’s degree from the University of Michigan, along with professional licensure and industry certifications. Before Porter, Ravi led safety programs for a heavy-civil firm.\nRavi brings that practice into the classroom, teaching from real cases and current standards in estimating and cost control and construction safety.\nAreas of expertise\nEstimating and cost control\nConstruction safety\nApplied practice and industry partnerships\nTeaching\nRavi regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Ravi keeps the connection to current practice explicit.\nAdvising and office hours\nRavi advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi stays active in practice alongside teaching, through consulting, standards work, and applied projects in estimating and cost control and construction safety. Representative items:\nAn applied project in estimating and cost control with an industry or community partner.\nA workshop or short course on construction safety for practitioners in the region.\nService on a standards, licensing, or advisory body related to estimating and cost control.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( rmolnar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na master’s degree, the University of Michigan\nEmail\nrmolnar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-ravi-petrov.html", "title": "Ravi Petrov", "description": "Professor in Nursing at UW–Porter Falls. Expertise: gerontological nursing, public health nursing.", "headings": [ "Ravi Petrov", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Ravi Petrov\nProfessor, Nursing\nBackground\nRavi Petrov is on the faculty of the Department of Nursing and holds a Ph.D. from Northwestern University. Before Porter, Ravi practiced for a decade in medical–surgical and critical care.\nRavi's research focuses on gerontological nursing, with related work in public health nursing; undergraduates are involved in the lab most terms.\nAreas of expertise\nGerontological nursing\nPublic health nursing\nUndergraduate research and project mentoring\nTeaching\nRavi regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ravi builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRavi advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in gerontological nursing and public health nursing. Representative items:\nA peer-reviewed article on gerontological nursing in a disciplinary journal.\nA conference paper on public health nursing, co-authored with an undergraduate researcher.\nAn internally funded project applying gerontological nursing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( rpetrov@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Northwestern University\nEmail\nrpetrov@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-ravi-rhodes.html", "title": "Ravi Rhodes", "description": "Associate Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: security operations and detection, identity and access management.", "headings": [ "Ravi Rhodes", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Ravi Rhodes\nAssociate Professor, Cybersecurity & Information Technology\nBackground\nRavi Rhodes is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from the University of Nebraska. Before Porter, Ravi held a senior systems administration role at a hospital network.\nRavi's research focuses on security operations and detection, with related work in identity and access management; undergraduates are involved in the lab most terms.\nAreas of expertise\nSecurity operations and detection\nIdentity and access management\nUndergraduate research and project mentoring\nTeaching\nRavi regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ravi builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRavi advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in security operations and detection and identity and access management. Representative items:\nA peer-reviewed article on security operations and detection in a disciplinary journal.\nA conference paper on identity and access management, co-authored with an undergraduate researcher.\nAn internally funded project applying security operations and detection to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( rrhodes@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Nebraska\nEmail\nrrhodes@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-ravi-salazar.html", "title": "Ravi Salazar", "description": "Teaching Professor in Chemistry at UW–Porter Falls. Expertise: materials and polymer chemistry, electrochemistry.", "headings": [ "Ravi Salazar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Ravi Salazar\nTeaching Professor, Chemistry\nBackground\nRavi Salazar is on the faculty of the Department of Chemistry and holds a Ph.D. from Cornell University. Before Porter, Ravi did formulation work for a coatings manufacturer.\nRavi's work centers on teaching and curriculum in materials and polymer chemistry and electrochemistry, including course redesign and mentoring newer instructors.\nAreas of expertise\nMaterials and polymer chemistry\nElectrochemistry\nUndergraduate research and project mentoring\nTeaching\nRavi regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nRavi designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nRavi advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi's recent activity centers on teaching scholarship and curriculum work in materials and polymer chemistry and electrochemistry. Representative items:\nA redesigned course sequence in materials and polymer chemistry, with open or low-cost materials.\nA conference presentation on teaching electrochemistry at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( rsalazar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Cornell University\nEmail\nrsalazar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-ravi-sato.html", "title": "Ravi Sato", "description": "Associate Professor in Mathematics at UW–Porter Falls. Expertise: probability and stochastic processes, statistics.", "headings": [ "Ravi Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Ravi Sato\nAssociate Professor, Mathematics\nBackground\nRavi Sato is on the faculty of the Department of Mathematics and holds a Ph.D. from the University of Colorado. Before Porter, Ravi was a statistician at a public-health department.\nRavi's research focuses on probability and stochastic processes, with related work in statistics; undergraduates are involved in the lab most terms.\nAreas of expertise\nProbability and stochastic processes\nStatistics\nUndergraduate research and project mentoring\nTeaching\nRavi regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ravi builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRavi advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in probability and stochastic processes and statistics. Representative items:\nA peer-reviewed article on probability and stochastic processes in a disciplinary journal.\nA conference paper on statistics, co-authored with an undergraduate researcher.\nAn internally funded project applying probability and stochastic processes to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( rsato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Colorado\nEmail\nrsato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-ravi-underwood.html", "title": "Ravi Underwood", "description": "Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: demand planning, sustainable operations.", "headings": [ "Ravi Underwood", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Ravi Underwood\nProfessor, Marketing & Supply Chain\nBackground\nRavi Underwood is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from North Carolina State University. Before Porter, Ravi was a brand manager for a consumer-goods company.\nRavi's research focuses on demand planning, with related work in sustainable operations; undergraduates are involved in the lab most terms.\nAreas of expertise\nDemand planning\nSustainable operations\nUndergraduate research and project mentoring\nTeaching\nRavi regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ravi builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRavi advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in demand planning and sustainable operations. Representative items:\nA peer-reviewed article on demand planning in a disciplinary journal.\nA conference paper on sustainable operations, co-authored with an undergraduate researcher.\nAn internally funded project applying demand planning to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( runderwood@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., North Carolina State University\nEmail\nrunderwood@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-ravi-winslow.html", "title": "Ravi Winslow", "description": "Associate Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: lean and operations, production systems and simulation.", "headings": [ "Ravi Winslow", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Ravi Winslow\nAssociate Professor, Manufacturing & Industrial Engineering\nBackground\nRavi Winslow is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from the University of Nebraska. Before Porter, Ravi integrated robotic cells for an automation house.\nRavi's research focuses on lean and operations, with related work in production systems and simulation; undergraduates are involved in the lab most terms.\nAreas of expertise\nLean and operations\nProduction systems and simulation\nUndergraduate research and project mentoring\nTeaching\nRavi regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Ravi builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRavi advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRavi's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in lean and operations and production systems and simulation. Representative items:\nA peer-reviewed article on lean and operations in a disciplinary journal.\nA conference paper on production systems and simulation, co-authored with an undergraduate researcher.\nAn internally funded project applying lean and operations to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Ravi has no real publication record.\nGet in touch\nThe fastest way to reach Ravi is email ( rwinslow@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Nebraska\nEmail\nrwinslow@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-renata-aluko.html", "title": "Renata Aluko", "description": "Associate Professor in Biomedical Engineering at UW–Porter Falls. Expertise: physiological modeling, biomechanics and orthopedics.", "headings": [ "Renata Aluko", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Renata Aluko\nAssociate Professor, Biomedical Engineering\nBackground\nRenata Aluko is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from the University of Minnesota. Before Porter, Renata did rehabilitation-engineering research at a hospital.\nRenata's research focuses on physiological modeling, with related work in biomechanics and orthopedics; undergraduates are involved in the lab most terms.\nAreas of expertise\nPhysiological modeling\nBiomechanics and orthopedics\nUndergraduate research and project mentoring\nTeaching\nRenata regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Renata builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRenata advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRenata's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in physiological modeling and biomechanics and orthopedics. Representative items:\nA peer-reviewed article on physiological modeling in a disciplinary journal.\nA conference paper on biomechanics and orthopedics, co-authored with an undergraduate researcher.\nAn internally funded project applying physiological modeling to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Renata has no real publication record.\nGet in touch\nThe fastest way to reach Renata is email ( raluko@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Minnesota\nEmail\nraluko@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-renata-beaumont.html", "title": "Renata Beaumont", "description": "Clinical Associate Professor in Communication & Media at UW–Porter Falls. Expertise: information design, intercultural communication.", "headings": [ "Renata Beaumont", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Renata Beaumont\nClinical Associate Professor, Communication & Media\nBackground\nRenata Beaumont is on the faculty of the Department of Communication & Media and holds a doctoral clinical degree from the University of Washington and is licensed to practice. Before Porter, Renata produced video and podcasts for a media company.\nRenata brings that practice into the classroom, teaching from real cases and current standards in information design and intercultural communication.\nAreas of expertise\nInformation design\nIntercultural communication\nApplied practice and industry partnerships\nTeaching\nRenata regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Renata keeps the connection to current practice explicit.\nAdvising and office hours\nRenata advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRenata stays active in practice alongside teaching, through consulting, standards work, and applied projects in information design and intercultural communication. Representative items:\nAn applied project in information design with an industry or community partner.\nA workshop or short course on intercultural communication for practitioners in the region.\nService on a standards, licensing, or advisory body related to information design.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Renata has no real publication record.\nGet in touch\nThe fastest way to reach Renata is email ( rbeaumont@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na doctoral clinical degree, the University of Washington\nEmail\nrbeaumont@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-renata-cruz.html", "title": "Renata Cruz", "description": "Senior Lecturer in Management at UW–Porter Falls. Expertise: international business, strategy.", "headings": [ "Renata Cruz", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Renata Cruz\nSenior Lecturer, Management\nBackground\nRenata Cruz is on the faculty of the Department of Management and holds a Ph.D. from Cornell University. Before Porter, Renata held an HR leadership role.\nRenata's work centers on teaching and curriculum in international business and strategy, including course redesign and mentoring newer instructors.\nAreas of expertise\nInternational business\nStrategy\nUndergraduate research and project mentoring\nTeaching\nRenata regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nRenata designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nRenata advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRenata's recent activity centers on teaching scholarship and curriculum work in international business and strategy. Representative items:\nA redesigned course sequence in international business, with open or low-cost materials.\nA conference presentation on teaching strategy at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Renata has no real publication record.\nGet in touch\nThe fastest way to reach Renata is email ( rcruz@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., Cornell University\nEmail\nrcruz@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-renata-delacroix.html", "title": "Renata Delacroix", "description": "Clinical Associate Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: family systems and support, community-based practice.", "headings": [ "Renata Delacroix", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Renata Delacroix\nClinical Associate Professor, Rehabilitation & Human Services\nBackground\nRenata Delacroix is on the faculty of the Department of Rehabilitation & Human Services and holds a doctoral clinical degree from the University of Michigan and is licensed to practice. Before Porter, Renata worked in child welfare.\nRenata brings that practice into the classroom, teaching from real cases and current standards in family systems and support and community-based practice.\nAreas of expertise\nFamily systems and support\nCommunity-based practice\nApplied practice and industry partnerships\nTeaching\nRenata regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Renata keeps the connection to current practice explicit.\nAdvising and office hours\nRenata advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRenata stays active in practice alongside teaching, through consulting, standards work, and applied projects in family systems and support and community-based practice. Representative items:\nAn applied project in family systems and support with an industry or community partner.\nA workshop or short course on community-based practice for practitioners in the region.\nService on a standards, licensing, or advisory body related to family systems and support.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Renata has no real publication record.\nGet in touch\nThe fastest way to reach Renata is email ( rdelacroix@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, the University of Michigan\nEmail\nrdelacroix@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-renata-escobar.html", "title": "Renata Escobar", "description": "Senior Lecturer in Art & Design at UW–Porter Falls. Expertise: apparel and textiles, illustration.", "headings": [ "Renata Escobar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Renata Escobar\nSenior Lecturer, Art & Design\nBackground\nRenata Escobar is on the faculty of the Department of Art & Design and holds a Ph.D. from Cornell University. Before Porter, Renata was a senior designer at a branding agency.\nRenata's work centers on teaching and curriculum in apparel and textiles and illustration, including course redesign and mentoring newer instructors.\nAreas of expertise\nApparel and textiles\nIllustration\nUndergraduate research and project mentoring\nTeaching\nRenata regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nRenata designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nRenata advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRenata's recent activity centers on teaching scholarship and curriculum work in apparel and textiles and illustration. Representative items:\nA redesigned course sequence in apparel and textiles, with open or low-cost materials.\nA conference presentation on teaching illustration at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Renata has no real publication record.\nGet in touch\nThe fastest way to reach Renata is email ( rescobar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Cornell University\nEmail\nrescobar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-renata-ferris.html", "title": "Renata Ferris", "description": "Assistant Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: digital signal processing, control systems.", "headings": [ "Renata Ferris", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Renata Ferris\nAssistant Professor, Electrical & Computer Engineering\nBackground\nRenata Ferris is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from RMIT University. Before Porter, Renata led an embedded-systems group at an aerospace supplier.\nRenata's research focuses on digital signal processing, with related work in control systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nDigital signal processing\nControl systems\nUndergraduate research and project mentoring\nTeaching\nRenata regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Renata builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRenata advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRenata's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in digital signal processing and control systems. Representative items:\nA peer-reviewed article on digital signal processing in a disciplinary journal.\nA conference paper on control systems, co-authored with an undergraduate researcher.\nAn internally funded project applying digital signal processing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Renata has no real publication record.\nGet in touch\nThe fastest way to reach Renata is email ( rferris@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., RMIT University\nEmail\nrferris@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-renata-haddad.html", "title": "Renata Haddad", "description": "Senior Lecturer in Humanities at UW–Porter Falls. Expertise: history of technology, religious studies.", "headings": [ "Renata Haddad", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Renata Haddad\nSenior Lecturer, Humanities\nBackground\nRenata Haddad is on the faculty of the Department of Humanities and holds a Ph.D. from Cornell University. Before Porter, Renata worked in public history and museums.\nRenata's work centers on teaching and curriculum in history of technology and religious studies, including course redesign and mentoring newer instructors.\nAreas of expertise\nHistory of technology\nReligious studies\nUndergraduate research and project mentoring\nTeaching\nRenata regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nRenata designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nRenata advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRenata's recent activity centers on teaching scholarship and curriculum work in history of technology and religious studies. Representative items:\nA redesigned course sequence in history of technology, with open or low-cost materials.\nA conference presentation on teaching religious studies at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Renata has no real publication record.\nGet in touch\nThe fastest way to reach Renata is email ( rhaddad@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Cornell University\nEmail\nrhaddad@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-renata-ibarra.html", "title": "Renata Ibarra", "description": "Assistant Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: transportation engineering, structural health monitoring.", "headings": [ "Renata Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Renata Ibarra\nAssistant Professor, Civil & Environmental Engineering\nBackground\nRenata Ibarra is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from RMIT University. Before Porter, Renata consulted on stormwater and watershed planning.\nRenata's research focuses on transportation engineering, with related work in structural health monitoring; undergraduates are involved in the lab most terms.\nAreas of expertise\nTransportation engineering\nStructural health monitoring\nUndergraduate research and project mentoring\nTeaching\nRenata regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Renata builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRenata advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRenata's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in transportation engineering and structural health monitoring. Representative items:\nA peer-reviewed article on transportation engineering in a disciplinary journal.\nA conference paper on structural health monitoring, co-authored with an undergraduate researcher.\nAn internally funded project applying transportation engineering to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Renata has no real publication record.\nGet in touch\nThe fastest way to reach Renata is email ( ribarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., RMIT University\nEmail\nribarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-renata-larsen.html", "title": "Renata Larsen", "description": "Senior Lecturer in Health & Nutrition Sciences at UW–Porter Falls. Expertise: sports nutrition, food science and product development.", "headings": [ "Renata Larsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Renata Larsen\nSenior Lecturer, Health & Nutrition Sciences\nBackground\nRenata Larsen is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Renata worked in food product development for a manufacturer.\nRenata's work centers on teaching and curriculum in sports nutrition and food science and product development, including course redesign and mentoring newer instructors.\nAreas of expertise\nSports nutrition\nFood science and product development\nUndergraduate research and project mentoring\nTeaching\nRenata regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nRenata designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nRenata advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRenata's recent activity centers on teaching scholarship and curriculum work in sports nutrition and food science and product development. Representative items:\nA redesigned course sequence in sports nutrition, with open or low-cost materials.\nA conference presentation on teaching food science and product development at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Renata has no real publication record.\nGet in touch\nThe fastest way to reach Renata is email ( rlarsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\nrlarsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-renata-lindqvist.html", "title": "Renata Lindqvist", "description": "Senior Lecturer in Management at UW–Porter Falls. Expertise: strategy, leadership development.", "headings": [ "Renata Lindqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Renata Lindqvist\nSenior Lecturer, Management\nBackground\nRenata Lindqvist is on the faculty of the Department of Management and holds a Ph.D. from Cornell University. Before Porter, Renata led operations for a mid-market manufacturer.\nRenata's work centers on teaching and curriculum in strategy and leadership development, including course redesign and mentoring newer instructors.\nAreas of expertise\nStrategy\nLeadership development\nUndergraduate research and project mentoring\nTeaching\nRenata regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nRenata designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nRenata advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRenata's recent activity centers on teaching scholarship and curriculum work in strategy and leadership development. Representative items:\nA redesigned course sequence in strategy, with open or low-cost materials.\nA conference presentation on teaching leadership development at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Renata has no real publication record.\nGet in touch\nThe fastest way to reach Renata is email ( rlindqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., Cornell University\nEmail\nrlindqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-renata-molnar.html", "title": "Renata Molnar", "description": "Senior Lecturer in Psychology at UW–Porter Falls. Expertise: psychology of learning, social psychology.", "headings": [ "Renata Molnar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Renata Molnar\nSenior Lecturer, Psychology\nBackground\nRenata Molnar is on the faculty of the Department of Psychology and holds a Ph.D. from Cornell University. Before Porter, Renata held a clinical position before moving to teaching.\nRenata's work centers on teaching and curriculum in psychology of learning and social psychology, including course redesign and mentoring newer instructors.\nAreas of expertise\nPsychology of learning\nSocial psychology\nUndergraduate research and project mentoring\nTeaching\nRenata regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nRenata designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nRenata advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRenata's recent activity centers on teaching scholarship and curriculum work in psychology of learning and social psychology. Representative items:\nA redesigned course sequence in psychology of learning, with open or low-cost materials.\nA conference presentation on teaching social psychology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Renata has no real publication record.\nGet in touch\nThe fastest way to reach Renata is email ( rmolnar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Cornell University\nEmail\nrmolnar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-renata-novak.html", "title": "Renata Novak", "description": "Associate Professor in Teacher Education at UW–Porter Falls. Expertise: culturally responsive teaching, literacy and reading instruction.", "headings": [ "Renata Novak", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Renata Novak\nAssociate Professor, Teacher Education\nBackground\nRenata Novak is on the faculty of the Department of Teacher Education and holds a Ph.D. from the University of Colorado. Before Porter, Renata directed an early-childhood center.\nRenata's research focuses on culturally responsive teaching, with related work in literacy and reading instruction; undergraduates are involved in the lab most terms.\nAreas of expertise\nCulturally responsive teaching\nLiteracy and reading instruction\nUndergraduate research and project mentoring\nTeaching\nRenata regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Renata builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRenata advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRenata's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in culturally responsive teaching and literacy and reading instruction. Representative items:\nA peer-reviewed article on culturally responsive teaching in a disciplinary journal.\nA conference paper on literacy and reading instruction, co-authored with an undergraduate researcher.\nAn internally funded project applying culturally responsive teaching to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Renata has no real publication record.\nGet in touch\nThe fastest way to reach Renata is email ( rnovak@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Colorado\nEmail\nrnovak@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-renata-petrov.html", "title": "Renata Petrov", "description": "Senior Lecturer in Art & Design at UW–Porter Falls. Expertise: interaction and UX design, photography.", "headings": [ "Renata Petrov", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Renata Petrov\nSenior Lecturer, Art & Design\nBackground\nRenata Petrov is on the faculty of the Department of Art & Design and holds a Ph.D. from Cornell University. Before Porter, Renata led UX for a software company.\nRenata's work centers on teaching and curriculum in interaction and UX design and photography, including course redesign and mentoring newer instructors.\nAreas of expertise\nInteraction and UX design\nPhotography\nUndergraduate research and project mentoring\nTeaching\nRenata regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nRenata designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nRenata advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRenata's recent activity centers on teaching scholarship and curriculum work in interaction and UX design and photography. Representative items:\nA redesigned course sequence in interaction and UX design, with open or low-cost materials.\nA conference presentation on teaching photography at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Renata has no real publication record.\nGet in touch\nThe fastest way to reach Renata is email ( rpetrov@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Cornell University\nEmail\nrpetrov@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-renata-reinholt.html", "title": "Renata Reinholt", "description": "Associate Professor in Mechanical Engineering at UW–Porter Falls. Expertise: materials and fatigue, additive manufacturing.", "headings": [ "Renata Reinholt", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Renata Reinholt\nAssociate Professor, Mechanical Engineering\nBackground\nRenata Reinholt is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from the University of Minnesota. Before Porter, Renata led product engineering for a consumer-appliance maker.\nRenata's research focuses on materials and fatigue, with related work in additive manufacturing; undergraduates are involved in the lab most terms.\nAreas of expertise\nMaterials and fatigue\nAdditive manufacturing\nUndergraduate research and project mentoring\nTeaching\nRenata regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Renata builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRenata advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRenata's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in materials and fatigue and additive manufacturing. Representative items:\nA peer-reviewed article on materials and fatigue in a disciplinary journal.\nA conference paper on additive manufacturing, co-authored with an undergraduate researcher.\nAn internally funded project applying materials and fatigue to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Renata has no real publication record.\nGet in touch\nThe fastest way to reach Renata is email ( rreinholt@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Minnesota\nEmail\nrreinholt@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-renata-vasquez.html", "title": "Renata Vasquez", "description": "Clinical Associate Professor in Communication & Media at UW–Porter Falls. Expertise: rhetoric and persuasion, information design.", "headings": [ "Renata Vasquez", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Renata Vasquez\nClinical Associate Professor, Communication & Media\nBackground\nRenata Vasquez is on the faculty of the Department of Communication & Media and holds a doctoral clinical degree from the University of Washington and is licensed to practice. Before Porter, Renata taught writing and edited a regional magazine.\nRenata brings that practice into the classroom, teaching from real cases and current standards in rhetoric and persuasion and information design.\nAreas of expertise\nRhetoric and persuasion\nInformation design\nApplied practice and industry partnerships\nTeaching\nRenata regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Renata keeps the connection to current practice explicit.\nAdvising and office hours\nRenata advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRenata stays active in practice alongside teaching, through consulting, standards work, and applied projects in rhetoric and persuasion and information design. Representative items:\nAn applied project in rhetoric and persuasion with an industry or community partner.\nA workshop or short course on information design for practitioners in the region.\nService on a standards, licensing, or advisory body related to rhetoric and persuasion.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Renata has no real publication record.\nGet in touch\nThe fastest way to reach Renata is email ( rvasquez@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na doctoral clinical degree, the University of Washington\nEmail\nrvasquez@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-renata-whitfield.html", "title": "Renata Whitfield", "description": "Senior Lecturer in Humanities at UW–Porter Falls. Expertise: criminology, history of technology.", "headings": [ "Renata Whitfield", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Renata Whitfield\nSenior Lecturer, Humanities\nBackground\nRenata Whitfield is on the faculty of the Department of Humanities and holds a Ph.D. from Cornell University. Before Porter, Renata was an ethics consultant for a health system.\nRenata's work centers on teaching and curriculum in criminology and history of technology, including course redesign and mentoring newer instructors.\nAreas of expertise\nCriminology\nHistory of technology\nUndergraduate research and project mentoring\nTeaching\nRenata regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nRenata designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nRenata advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRenata's recent activity centers on teaching scholarship and curriculum work in criminology and history of technology. Representative items:\nA redesigned course sequence in criminology, with open or low-cost materials.\nA conference presentation on teaching history of technology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Renata has no real publication record.\nGet in touch\nThe fastest way to reach Renata is email ( rwhitfield@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Cornell University\nEmail\nrwhitfield@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-renata-winslow.html", "title": "Renata Winslow", "description": "Senior Lecturer in Psychology at UW–Porter Falls. Expertise: psychology of learning, social psychology.", "headings": [ "Renata Winslow", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Renata Winslow\nSenior Lecturer, Psychology\nBackground\nRenata Winslow is on the faculty of the Department of Psychology and holds a Ph.D. from Cornell University. Before Porter, Renata worked as a research coordinator on a longitudinal study.\nRenata's work centers on teaching and curriculum in psychology of learning and social psychology, including course redesign and mentoring newer instructors.\nAreas of expertise\nPsychology of learning\nSocial psychology\nUndergraduate research and project mentoring\nTeaching\nRenata regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nRenata designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nRenata advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRenata's recent activity centers on teaching scholarship and curriculum work in psychology of learning and social psychology. Representative items:\nA redesigned course sequence in psychology of learning, with open or low-cost materials.\nA conference presentation on teaching social psychology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Renata has no real publication record.\nGet in touch\nThe fastest way to reach Renata is email ( rwinslow@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Cornell University\nEmail\nrwinslow@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-resources.html", "title": "Faculty resources", "description": "Teaching support, the systems you will use weekly, research administration, and where to send a struggling student.", "headings": [ "Faculty resources", "On this page", "Teaching support", "The systems, and the weekly rhythm", "Research and scholarship administration", "When a student is struggling" ], "content": "Faculty & staff Faculty resources\nTeaching support, the systems you will use weekly, research administration, and where to send a struggling student.\nTeaching support\nThe Center for Applied Teaching is the hub: individual consultations on course design and assessment, a required-but-useful new-faculty teaching seminar, mid-semester student feedback facilitated by a neutral consultant, classroom observation and coaching on request, and a small-grant program for redesigning a course around projects or open educational resources. It also runs the instructional-technology help for Canvas, lecture capture, polling, and the plagiarism-detection and online-proctoring tools, and it will review a course for accessibility (caption workflows, accessible documents, universal-design assessment) before the term starts rather than after a complaint.\nDepartmental teaching mentors and cross-disciplinary communities of practice (writing-intensive courses, first-year courses, lab safety, AI in the classroom) meet through the year.\nThe systems, and the weekly rhythm\nMyPorter holds your rosters, grade submission, advising files, early-alert referrals, and the textbook-adoption tool (adoptions are due before registration so students can compare prices and the library can place reserves). Canvas is the course platform; a course shell is created automatically from the schedule and cross-listed sections can be combined on request. The employee portal handles travel authorization and reimbursement, purchasing, leave, effort reporting, and time for hourly staff. Accounts, the VPN, listservs, and shared drives come from IT; classroom technology problems have a dedicated same-hour support line during class time.\nKey recurring deadlines: syllabus posted to Canvas by the first day, textbook adoptions by the registration date, early-alert referrals by the published mid-term window, grades within 72 hours of the final exam.\nResearch and scholarship administration\nThe Office of Research and Sponsored Programs helps find funding, builds and submits proposal budgets, negotiates awards, and manages compliance — the IRB for human-subjects work, IACUC for animal work, export control, conflict of interest, and responsible-conduct training. Internal seed grants, sabbatical and reassigned-time processes, the institutional repository for your publications and datasets, and support for undergraduate-research supervision (including stipend programs that pay students) all run through here or the graduate school.\nBring a proposal at least three weeks before the sponsor deadline; budgets and institutional signatures cannot be rushed on the last day.\nWhen a student is struggling\nUse the early-alert referral in MyPorter for attendance or performance concerns — it reaches an advising-center staff member who contacts the student, and it works far better in week 4 than week 14. For a student in apparent distress, a safety concern, or a report of misconduct, contact the Dean of Students; for suspected academic-integrity violations, follow the published process rather than handling it privately (documentation protects both of you). Accommodation letters come from the accessibility office and are implemented as written — questions about how an accommodation applies to your course design go back to that office, not to negotiation with the student.\nYou are a mandatory reporter for sex- and gender-based misconduct; know what that means before a student discloses.\nAt a glance\nTeaching help\nCenter for Applied Teaching — course-design consults, mid-semester feedback, observation, accessibility review, redesign grants\nWeekly systems\nMyPorter (rosters, grades, advising, early alerts, textbook adoptions); Canvas (courses); employee portal (travel, purchasing, leave)\nDeadlines\nSyllabus by day one; textbook adoptions by registration; early alerts by mid-term; grades within 72 hours of the final\nStruggling student\nEarly-alert referral in MyPorter (early!); Dean of Students for distress/safety; published process for integrity cases\nRelated resources\nEmployee resources\nContact directory" }, { "url": "faculty-rosa-aluko.html", "title": "Rosa Aluko", "description": "Assistant Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: penetration testing, privacy engineering.", "headings": [ "Rosa Aluko", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Rosa Aluko\nAssistant Professor, Cybersecurity & Information Technology\nBackground\nRosa Aluko is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from Texas A&M University. Before Porter, Rosa held a senior systems administration role at a hospital network.\nRosa's research focuses on penetration testing, with related work in privacy engineering; undergraduates are involved in the lab most terms.\nAreas of expertise\nPenetration testing\nPrivacy engineering\nUndergraduate research and project mentoring\nTeaching\nRosa regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rosa builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRosa advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRosa's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in penetration testing and privacy engineering. Representative items:\nA peer-reviewed article on penetration testing in a disciplinary journal.\nA conference paper on privacy engineering, co-authored with an undergraduate researcher.\nAn internally funded project applying penetration testing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rosa has no real publication record.\nGet in touch\nThe fastest way to reach Rosa is email ( raluko@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Texas A&M University\nEmail\nraluko@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-rosa-amara.html", "title": "Rosa Amara", "description": "Professor in Music & Theatre at UW–Porter Falls. Expertise: acting and directing, stage management.", "headings": [ "Rosa Amara", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Rosa Amara\nProfessor, Music & Theatre\nBackground\nRosa Amara is on the faculty of the Department of Music & Theatre and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Rosa performed professionally as an orchestral musician.\nRosa's research focuses on acting and directing, with related work in stage management; undergraduates are involved in the lab most terms.\nAreas of expertise\nActing and directing\nStage management\nUndergraduate research and project mentoring\nTeaching\nRosa regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rosa builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRosa advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRosa's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in acting and directing and stage management. Representative items:\nA peer-reviewed article on acting and directing in a disciplinary journal.\nA conference paper on stage management, co-authored with an undergraduate researcher.\nAn internally funded project applying acting and directing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rosa has no real publication record.\nGet in touch\nThe fastest way to reach Rosa is email ( ramara@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\nramara@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-rosa-antonelli.html", "title": "Rosa Antonelli", "description": "Associate Professor in Physics & Astronomy at UW–Porter Falls. Expertise: condensed-matter physics, astrophysics.", "headings": [ "Rosa Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Rosa Antonelli\nAssociate Professor, Physics & Astronomy\nBackground\nRosa Antonelli is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from the University of Michigan. Before Porter, Rosa did modeling for a defense research organization.\nRosa's research focuses on condensed-matter physics, with related work in astrophysics; undergraduates are involved in the lab most terms.\nAreas of expertise\nCondensed-matter physics\nAstrophysics\nUndergraduate research and project mentoring\nTeaching\nRosa regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rosa builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRosa advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRosa's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in condensed-matter physics and astrophysics. Representative items:\nA peer-reviewed article on condensed-matter physics in a disciplinary journal.\nA conference paper on astrophysics, co-authored with an undergraduate researcher.\nAn internally funded project applying condensed-matter physics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rosa has no real publication record.\nGet in touch\nThe fastest way to reach Rosa is email ( rantonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Michigan\nEmail\nrantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-rosa-beaumont.html", "title": "Rosa Beaumont", "description": "Assistant Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: industrial data and analytics, quality engineering and statistics.", "headings": [ "Rosa Beaumont", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Rosa Beaumont\nAssistant Professor, Manufacturing & Industrial Engineering\nBackground\nRosa Beaumont is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from Texas A&M University. Before Porter, Rosa integrated robotic cells for an automation house.\nRosa's research focuses on industrial data and analytics, with related work in quality engineering and statistics; undergraduates are involved in the lab most terms.\nAreas of expertise\nIndustrial data and analytics\nQuality engineering and statistics\nUndergraduate research and project mentoring\nTeaching\nRosa regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rosa builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRosa advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRosa's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in industrial data and analytics and quality engineering and statistics. Representative items:\nA peer-reviewed article on industrial data and analytics in a disciplinary journal.\nA conference paper on quality engineering and statistics, co-authored with an undergraduate researcher.\nAn internally funded project applying industrial data and analytics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rosa has no real publication record.\nGet in touch\nThe fastest way to reach Rosa is email ( rbeaumont@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Texas A&M University\nEmail\nrbeaumont@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-rosa-bwalya.html", "title": "Rosa Bwalya", "description": "Professor of Practice in Chemistry at UW–Porter Falls. Expertise: chemical education, analytical and instrumental chemistry.", "headings": [ "Rosa Bwalya", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Rosa Bwalya\nProfessor of Practice, Chemistry\nBackground\nRosa Bwalya is on the faculty of the Department of Chemistry and holds a master’s degree from the University of Illinois, along with professional licensure and industry certifications. Before Porter, Rosa taught at a two-year college before joining Porter.\nRosa brings that practice into the classroom, teaching from real cases and current standards in chemical education and analytical and instrumental chemistry.\nAreas of expertise\nChemical education\nAnalytical and instrumental chemistry\nApplied practice and industry partnerships\nTeaching\nRosa regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Rosa keeps the connection to current practice explicit.\nAdvising and office hours\nRosa advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRosa stays active in practice alongside teaching, through consulting, standards work, and applied projects in chemical education and analytical and instrumental chemistry. Representative items:\nAn applied project in chemical education with an industry or community partner.\nA workshop or short course on analytical and instrumental chemistry for practitioners in the region.\nService on a standards, licensing, or advisory body related to chemical education.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rosa has no real publication record.\nGet in touch\nThe fastest way to reach Rosa is email ( rbwalya@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the University of Illinois\nEmail\nrbwalya@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-rosa-carrasco.html", "title": "Rosa Carrasco", "description": "Teaching Professor in World Languages at UW–Porter Falls. Expertise: Latin American literature and culture, Deaf culture and studies.", "headings": [ "Rosa Carrasco", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Rosa Carrasco\nTeaching Professor, World Languages\nBackground\nRosa Carrasco is on the faculty of the Department of World Languages and holds a Ph.D. from the University of Minnesota. Before Porter, Rosa taught language and lived abroad for several years.\nRosa's work centers on teaching and curriculum in Latin American literature and culture and Deaf culture and studies, including course redesign and mentoring newer instructors.\nAreas of expertise\nLatin American literature and culture\nDeaf culture and studies\nUndergraduate research and project mentoring\nTeaching\nRosa regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nRosa designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nRosa advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRosa's recent activity centers on teaching scholarship and curriculum work in Latin American literature and culture and Deaf culture and studies. Representative items:\nA redesigned course sequence in Latin American literature and culture, with open or low-cost materials.\nA conference presentation on teaching Deaf culture and studies at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rosa has no real publication record.\nGet in touch\nThe fastest way to reach Rosa is email ( rcarrasco@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Minnesota\nEmail\nrcarrasco@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-rosa-cruz.html", "title": "Rosa Cruz", "description": "Assistant Professor in Computer Science at UW–Porter Falls. Expertise: computer security, algorithms.", "headings": [ "Rosa Cruz", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Rosa Cruz\nAssistant Professor, Computer Science\nBackground\nRosa Cruz is on the faculty of the Department of Computer Science and holds a Ph.D. from North Carolina State University. Before Porter, Rosa taught secondary computer science before graduate school.\nRosa's research focuses on computer security, with related work in algorithms; undergraduates are involved in the lab most terms.\nAreas of expertise\nComputer security\nAlgorithms\nUndergraduate research and project mentoring\nTeaching\nRosa regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rosa builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRosa advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRosa's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in computer security and algorithms. Representative items:\nA peer-reviewed article on computer security in a disciplinary journal.\nA conference paper on algorithms, co-authored with an undergraduate researcher.\nAn internally funded project applying computer security to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rosa has no real publication record.\nGet in touch\nThe fastest way to reach Rosa is email ( rcruz@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., North Carolina State University\nEmail\nrcruz@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-rosa-devereaux.html", "title": "Rosa Devereaux", "description": "Assistant Professor in Environmental Science at UW–Porter Falls. Expertise: environmental chemistry, environmental policy.", "headings": [ "Rosa Devereaux", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Rosa Devereaux\nAssistant Professor, Environmental Science\nBackground\nRosa Devereaux is on the faculty of the Department of Environmental Science and holds a Ph.D. from the University of Waterloo. Before Porter, Rosa was a GIS analyst for a regional planning commission.\nRosa's research focuses on environmental chemistry, with related work in environmental policy; undergraduates are involved in the lab most terms.\nAreas of expertise\nEnvironmental chemistry\nEnvironmental policy\nUndergraduate research and project mentoring\nTeaching\nRosa regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rosa builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRosa advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRosa's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in environmental chemistry and environmental policy. Representative items:\nA peer-reviewed article on environmental chemistry in a disciplinary journal.\nA conference paper on environmental policy, co-authored with an undergraduate researcher.\nAn internally funded project applying environmental chemistry to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rosa has no real publication record.\nGet in touch\nThe fastest way to reach Rosa is email ( rdevereaux@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Waterloo\nEmail\nrdevereaux@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-rosa-escobar.html", "title": "Rosa Escobar", "description": "Assistant Professor in Mathematics at UW–Porter Falls. Expertise: mathematical modeling, dynamical systems.", "headings": [ "Rosa Escobar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Rosa Escobar\nAssistant Professor, Mathematics\nBackground\nRosa Escobar is on the faculty of the Department of Mathematics and holds a Ph.D. from North Carolina State University. Before Porter, Rosa taught developmental and college mathematics at a community college.\nRosa's research focuses on mathematical modeling, with related work in dynamical systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nMathematical modeling\nDynamical systems\nUndergraduate research and project mentoring\nTeaching\nRosa regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rosa builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRosa advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRosa's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in mathematical modeling and dynamical systems. Representative items:\nA peer-reviewed article on mathematical modeling in a disciplinary journal.\nA conference paper on dynamical systems, co-authored with an undergraduate researcher.\nAn internally funded project applying mathematical modeling to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rosa has no real publication record.\nGet in touch\nThe fastest way to reach Rosa is email ( rescobar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., North Carolina State University\nEmail\nrescobar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-rosa-fitzgerald.html", "title": "Rosa Fitzgerald", "description": "Associate Professor in Biology at UW–Porter Falls. Expertise: evolutionary biology, freshwater ecology.", "headings": [ "Rosa Fitzgerald", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Rosa Fitzgerald\nAssociate Professor, Biology\nBackground\nRosa Fitzgerald is on the faculty of the Department of Biology and holds a Ph.D. from the University of Washington. Before Porter, Rosa was a laboratory scientist at a biotech company.\nRosa's research focuses on evolutionary biology, with related work in freshwater ecology; undergraduates are involved in the lab most terms.\nAreas of expertise\nEvolutionary biology\nFreshwater ecology\nUndergraduate research and project mentoring\nTeaching\nRosa regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rosa builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRosa advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRosa's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in evolutionary biology and freshwater ecology. Representative items:\nA peer-reviewed article on evolutionary biology in a disciplinary journal.\nA conference paper on freshwater ecology, co-authored with an undergraduate researcher.\nAn internally funded project applying evolutionary biology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rosa has no real publication record.\nGet in touch\nThe fastest way to reach Rosa is email ( rfitzgerald@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Washington\nEmail\nrfitzgerald@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-rosa-halvorsen.html", "title": "Rosa Halvorsen", "description": "Teaching Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: polymer characterization, sustainable polymers and recycling.", "headings": [ "Rosa Halvorsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Rosa Halvorsen\nTeaching Professor, Plastics & Packaging Engineering\nBackground\nRosa Halvorsen is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from the University of Nebraska. Before Porter, Rosa was a process engineer at an injection-molding plant.\nRosa's work centers on teaching and curriculum in polymer characterization and sustainable polymers and recycling, including course redesign and mentoring newer instructors.\nAreas of expertise\nPolymer characterization\nSustainable polymers and recycling\nUndergraduate research and project mentoring\nTeaching\nRosa regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nRosa designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nRosa advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRosa's recent activity centers on teaching scholarship and curriculum work in polymer characterization and sustainable polymers and recycling. Representative items:\nA redesigned course sequence in polymer characterization, with open or low-cost materials.\nA conference presentation on teaching sustainable polymers and recycling at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rosa has no real publication record.\nGet in touch\nThe fastest way to reach Rosa is email ( rhalvorsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Nebraska\nEmail\nrhalvorsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-rosa-kaur.html", "title": "Rosa Kaur", "description": "Professor of Practice in Chemistry at UW–Porter Falls. Expertise: chemical education, analytical and instrumental chemistry.", "headings": [ "Rosa Kaur", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Rosa Kaur\nProfessor of Practice, Chemistry\nBackground\nRosa Kaur is on the faculty of the Department of Chemistry and holds a master’s degree from the University of Illinois, along with professional licensure and industry certifications. Before Porter, Rosa did formulation work for a coatings manufacturer.\nRosa brings that practice into the classroom, teaching from real cases and current standards in chemical education and analytical and instrumental chemistry.\nAreas of expertise\nChemical education\nAnalytical and instrumental chemistry\nApplied practice and industry partnerships\nTeaching\nRosa regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Rosa keeps the connection to current practice explicit.\nAdvising and office hours\nRosa advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRosa stays active in practice alongside teaching, through consulting, standards work, and applied projects in chemical education and analytical and instrumental chemistry. Representative items:\nAn applied project in chemical education with an industry or community partner.\nA workshop or short course on analytical and instrumental chemistry for practitioners in the region.\nService on a standards, licensing, or advisory body related to chemical education.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rosa has no real publication record.\nGet in touch\nThe fastest way to reach Rosa is email ( rkaur@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the University of Illinois\nEmail\nrkaur@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-rosa-mbeki.html", "title": "Rosa Mbeki", "description": "Associate Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: event and hospitality management, brand management.", "headings": [ "Rosa Mbeki", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Rosa Mbeki\nAssociate Professor, Marketing & Supply Chain\nBackground\nRosa Mbeki is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from the University of Michigan. Before Porter, Rosa did demand planning for a distributor.\nRosa's research focuses on event and hospitality management, with related work in brand management; undergraduates are involved in the lab most terms.\nAreas of expertise\nEvent and hospitality management\nBrand management\nUndergraduate research and project mentoring\nTeaching\nRosa regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rosa builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRosa advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRosa's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in event and hospitality management and brand management. Representative items:\nA peer-reviewed article on event and hospitality management in a disciplinary journal.\nA conference paper on brand management, co-authored with an undergraduate researcher.\nAn internally funded project applying event and hospitality management to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rosa has no real publication record.\nGet in touch\nThe fastest way to reach Rosa is email ( rmbeki@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Michigan\nEmail\nrmbeki@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-rosa-nakamura.html", "title": "Rosa Nakamura", "description": "Associate Professor in Nursing at UW–Porter Falls. Expertise: adult health and medical–surgical nursing, community and population health.", "headings": [ "Rosa Nakamura", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Rosa Nakamura\nAssociate Professor, Nursing\nBackground\nRosa Nakamura is on the faculty of the Department of Nursing and holds a Ph.D. from the University of Washington. Before Porter, Rosa worked in community and public-health nursing.\nRosa's research focuses on adult health and medical–surgical nursing, with related work in community and population health; undergraduates are involved in the lab most terms.\nAreas of expertise\nAdult health and medical–surgical nursing\nCommunity and population health\nUndergraduate research and project mentoring\nTeaching\nRosa regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rosa builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRosa advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRosa's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in adult health and medical–surgical nursing and community and population health. Representative items:\nA peer-reviewed article on adult health and medical–surgical nursing in a disciplinary journal.\nA conference paper on community and population health, co-authored with an undergraduate researcher.\nAn internally funded project applying adult health and medical–surgical nursing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rosa has no real publication record.\nGet in touch\nThe fastest way to reach Rosa is email ( rnakamura@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Washington\nEmail\nrnakamura@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-rosa-salazar.html", "title": "Rosa Salazar", "description": "Professor in Accounting & Finance at UW–Porter Falls. Expertise: accounting information systems, financial modeling.", "headings": [ "Rosa Salazar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Rosa Salazar\nProfessor, Accounting & Finance\nBackground\nRosa Salazar is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Rosa was an auditor at a public accounting firm.\nRosa's research focuses on accounting information systems, with related work in financial modeling; undergraduates are involved in the lab most terms.\nAreas of expertise\nAccounting information systems\nFinancial modeling\nUndergraduate research and project mentoring\nTeaching\nRosa regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rosa builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRosa advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRosa's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in accounting information systems and financial modeling. Representative items:\nA peer-reviewed article on accounting information systems in a disciplinary journal.\nA conference paper on financial modeling, co-authored with an undergraduate researcher.\nAn internally funded project applying accounting information systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rosa has no real publication record.\nGet in touch\nThe fastest way to reach Rosa is email ( rsalazar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\nrsalazar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-rosa-sato.html", "title": "Rosa Sato", "description": "Associate Professor in Data Science at UW–Porter Falls. Expertise: statistical modeling, data engineering and pipelines.", "headings": [ "Rosa Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Rosa Sato\nAssociate Professor, Data Science\nBackground\nRosa Sato is on the faculty of the Department of Data Science and holds a Ph.D. from the University of Washington. Before Porter, Rosa built forecasting systems for a utility.\nRosa's research focuses on statistical modeling, with related work in data engineering and pipelines; undergraduates are involved in the lab most terms.\nAreas of expertise\nStatistical modeling\nData engineering and pipelines\nUndergraduate research and project mentoring\nTeaching\nRosa regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rosa builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRosa advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRosa's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in statistical modeling and data engineering and pipelines. Representative items:\nA peer-reviewed article on statistical modeling in a disciplinary journal.\nA conference paper on data engineering and pipelines, co-authored with an undergraduate researcher.\nAn internally funded project applying statistical modeling to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rosa has no real publication record.\nGet in touch\nThe fastest way to reach Rosa is email ( rsato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Washington\nEmail\nrsato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-rosa-vasquez.html", "title": "Rosa Vasquez", "description": "Professor in Construction Management at UW–Porter Falls. Expertise: contracts and law, heavy civil and infrastructure.", "headings": [ "Rosa Vasquez", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Rosa Vasquez\nProfessor, Construction Management\nBackground\nRosa Vasquez is on the faculty of the Department of Construction Management and holds a Ph.D. from the University of Toronto. Before Porter, Rosa worked as a project engineer on health-care projects.\nRosa's research focuses on contracts and law, with related work in heavy civil and infrastructure; undergraduates are involved in the lab most terms.\nAreas of expertise\nContracts and law\nHeavy civil and infrastructure\nUndergraduate research and project mentoring\nTeaching\nRosa regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Rosa builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nRosa advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nRosa's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in contracts and law and heavy civil and infrastructure. Representative items:\nA peer-reviewed article on contracts and law in a disciplinary journal.\nA conference paper on heavy civil and infrastructure, co-authored with an undergraduate researcher.\nAn internally funded project applying contracts and law to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Rosa has no real publication record.\nGet in touch\nThe fastest way to reach Rosa is email ( rvasquez@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Toronto\nEmail\nrvasquez@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-sana-amara.html", "title": "Sana Amara", "description": "Clinical Associate Professor in Psychology at UW–Porter Falls. Expertise: industrial-organizational psychology, human factors and engineering psychology.", "headings": [ "Sana Amara", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Sana Amara\nClinical Associate Professor, Psychology\nBackground\nSana Amara is on the faculty of the Department of Psychology and holds a doctoral clinical degree from Kansas State University and is licensed to practice. Before Porter, Sana worked as a research coordinator on a longitudinal study.\nSana brings that practice into the classroom, teaching from real cases and current standards in industrial-organizational psychology and human factors and engineering psychology.\nAreas of expertise\nIndustrial-organizational psychology\nHuman factors and engineering psychology\nApplied practice and industry partnerships\nTeaching\nSana regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Sana keeps the connection to current practice explicit.\nAdvising and office hours\nSana advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSana stays active in practice alongside teaching, through consulting, standards work, and applied projects in industrial-organizational psychology and human factors and engineering psychology. Representative items:\nAn applied project in industrial-organizational psychology with an industry or community partner.\nA workshop or short course on human factors and engineering psychology for practitioners in the region.\nService on a standards, licensing, or advisory body related to industrial-organizational psychology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sana has no real publication record.\nGet in touch\nThe fastest way to reach Sana is email ( samara@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, Kansas State University\nEmail\nsamara@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-sana-antonelli.html", "title": "Sana Antonelli", "description": "Assistant Professor in Biomedical Engineering at UW–Porter Falls. Expertise: biomaterials, rehabilitation engineering.", "headings": [ "Sana Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Sana Antonelli\nAssistant Professor, Biomedical Engineering\nBackground\nSana Antonelli is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from North Carolina State University. Before Porter, Sana worked in R&D for a diagnostic-imaging manufacturer.\nSana's research focuses on biomaterials, with related work in rehabilitation engineering; undergraduates are involved in the lab most terms.\nAreas of expertise\nBiomaterials\nRehabilitation engineering\nUndergraduate research and project mentoring\nTeaching\nSana regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Sana builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSana advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSana's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in biomaterials and rehabilitation engineering. Representative items:\nA peer-reviewed article on biomaterials in a disciplinary journal.\nA conference paper on rehabilitation engineering, co-authored with an undergraduate researcher.\nAn internally funded project applying biomaterials to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sana has no real publication record.\nGet in touch\nThe fastest way to reach Sana is email ( santonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., North Carolina State University\nEmail\nsantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-sana-bergstr-m.html", "title": "Sana Bergström", "description": "Assistant Professor in Teacher Education at UW–Porter Falls. Expertise: mathematics education, early childhood education.", "headings": [ "Sana Bergström", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Sana Bergström\nAssistant Professor, Teacher Education\nBackground\nSana Bergström is on the faculty of the Department of Teacher Education and holds a Ph.D. from Northwestern University. Before Porter, Sana was a middle-school science teacher and department chair.\nSana's research focuses on mathematics education, with related work in early childhood education; undergraduates are involved in the lab most terms.\nAreas of expertise\nMathematics education\nEarly childhood education\nUndergraduate research and project mentoring\nTeaching\nSana regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Sana builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSana advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSana's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in mathematics education and early childhood education. Representative items:\nA peer-reviewed article on mathematics education in a disciplinary journal.\nA conference paper on early childhood education, co-authored with an undergraduate researcher.\nAn internally funded project applying mathematics education to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sana has no real publication record.\nGet in touch\nThe fastest way to reach Sana is email ( sbergstrm@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Northwestern University\nEmail\nsbergstrm@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-sana-devereaux.html", "title": "Sana Devereaux", "description": "Senior Lecturer in Civil & Environmental Engineering at UW–Porter Falls. Expertise: pavement engineering, structural analysis and design.", "headings": [ "Sana Devereaux", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Sana Devereaux\nSenior Lecturer, Civil & Environmental Engineering\nBackground\nSana Devereaux is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from the University of Minnesota. Before Porter, Sana worked in bridge inspection and rehabilitation.\nSana's work centers on teaching and curriculum in pavement engineering and structural analysis and design, including course redesign and mentoring newer instructors.\nAreas of expertise\nPavement engineering\nStructural analysis and design\nUndergraduate research and project mentoring\nTeaching\nSana regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nSana designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nSana advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSana's recent activity centers on teaching scholarship and curriculum work in pavement engineering and structural analysis and design. Representative items:\nA redesigned course sequence in pavement engineering, with open or low-cost materials.\nA conference presentation on teaching structural analysis and design at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sana has no real publication record.\nGet in touch\nThe fastest way to reach Sana is email ( sdevereaux@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Minnesota\nEmail\nsdevereaux@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-sana-mbeki.html", "title": "Sana Mbeki", "description": "Professor in Communication & Media at UW–Porter Falls. Expertise: content strategy, media production.", "headings": [ "Sana Mbeki", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Sana Mbeki\nProfessor, Communication & Media\nBackground\nSana Mbeki is on the faculty of the Department of Communication & Media and holds a Ph.D. from Cornell University. Before Porter, Sana produced video and podcasts for a media company.\nSana's research focuses on content strategy, with related work in media production; undergraduates are involved in the lab most terms.\nAreas of expertise\nContent strategy\nMedia production\nUndergraduate research and project mentoring\nTeaching\nSana regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Sana builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSana advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSana's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in content strategy and media production. Representative items:\nA peer-reviewed article on content strategy in a disciplinary journal.\nA conference paper on media production, co-authored with an undergraduate researcher.\nAn internally funded project applying content strategy to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sana has no real publication record.\nGet in touch\nThe fastest way to reach Sana is email ( smbeki@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Cornell University\nEmail\nsmbeki@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-sana-nguyen.html", "title": "Sana Nguyen", "description": "Clinical Associate Professor in Management at UW–Porter Falls. Expertise: organizational behavior, operations management.", "headings": [ "Sana Nguyen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Sana Nguyen\nClinical Associate Professor, Management\nBackground\nSana Nguyen is on the faculty of the Department of Management and holds a doctoral clinical degree from Kansas State University and is licensed to practice. Before Porter, Sana led operations for a mid-market manufacturer.\nSana brings that practice into the classroom, teaching from real cases and current standards in organizational behavior and operations management.\nAreas of expertise\nOrganizational behavior\nOperations management\nApplied practice and industry partnerships\nTeaching\nSana regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Sana keeps the connection to current practice explicit.\nAdvising and office hours\nSana advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSana stays active in practice alongside teaching, through consulting, standards work, and applied projects in organizational behavior and operations management. Representative items:\nAn applied project in organizational behavior with an industry or community partner.\nA workshop or short course on operations management for practitioners in the region.\nService on a standards, licensing, or advisory body related to organizational behavior.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sana has no real publication record.\nGet in touch\nThe fastest way to reach Sana is email ( snguyen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na doctoral clinical degree, Kansas State University\nEmail\nsnguyen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-sana-novak.html", "title": "Sana Novak", "description": "Senior Lecturer in Electrical & Computer Engineering at UW–Porter Falls. Expertise: analog and mixed-signal design, renewable energy integration.", "headings": [ "Sana Novak", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Sana Novak\nSenior Lecturer, Electrical & Computer Engineering\nBackground\nSana Novak is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from the University of Minnesota. Before Porter, Sana was a controls engineer in industrial automation.\nSana's work centers on teaching and curriculum in analog and mixed-signal design and renewable energy integration, including course redesign and mentoring newer instructors.\nAreas of expertise\nAnalog and mixed-signal design\nRenewable energy integration\nUndergraduate research and project mentoring\nTeaching\nSana regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nSana designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nSana advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSana's recent activity centers on teaching scholarship and curriculum work in analog and mixed-signal design and renewable energy integration. Representative items:\nA redesigned course sequence in analog and mixed-signal design, with open or low-cost materials.\nA conference presentation on teaching renewable energy integration at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sana has no real publication record.\nGet in touch\nThe fastest way to reach Sana is email ( snovak@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Minnesota\nEmail\nsnovak@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-sana-okafor.html", "title": "Sana Okafor", "description": "Clinical Associate Professor in Humanities at UW–Porter Falls. Expertise: modern history, logic and philosophy of science.", "headings": [ "Sana Okafor", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Sana Okafor\nClinical Associate Professor, Humanities\nBackground\nSana Okafor is on the faculty of the Department of Humanities and holds a doctoral clinical degree from Kansas State University and is licensed to practice. Before Porter, Sana worked in public history and museums.\nSana brings that practice into the classroom, teaching from real cases and current standards in modern history and logic and philosophy of science.\nAreas of expertise\nModern history\nLogic and philosophy of science\nApplied practice and industry partnerships\nTeaching\nSana regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Sana keeps the connection to current practice explicit.\nAdvising and office hours\nSana advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSana stays active in practice alongside teaching, through consulting, standards work, and applied projects in modern history and logic and philosophy of science. Representative items:\nAn applied project in modern history with an industry or community partner.\nA workshop or short course on logic and philosophy of science for practitioners in the region.\nService on a standards, licensing, or advisory body related to modern history.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sana has no real publication record.\nGet in touch\nThe fastest way to reach Sana is email ( sokafor@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na doctoral clinical degree, Kansas State University\nEmail\nsokafor@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-sana-osei.html", "title": "Sana Osei", "description": "Assistant Professor in Mechanical Engineering at UW–Porter Falls. Expertise: energy systems, tribology.", "headings": [ "Sana Osei", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Sana Osei\nAssistant Professor, Mechanical Engineering\nBackground\nSana Osei is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from North Carolina State University. Before Porter, Sana was a test engineer for an off-highway vehicle manufacturer.\nSana's research focuses on energy systems, with related work in tribology; undergraduates are involved in the lab most terms.\nAreas of expertise\nEnergy systems\nTribology\nUndergraduate research and project mentoring\nTeaching\nSana regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Sana builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSana advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSana's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in energy systems and tribology. Representative items:\nA peer-reviewed article on energy systems in a disciplinary journal.\nA conference paper on tribology, co-authored with an undergraduate researcher.\nAn internally funded project applying energy systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sana has no real publication record.\nGet in touch\nThe fastest way to reach Sana is email ( sosei@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., North Carolina State University\nEmail\nsosei@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-sana-sato.html", "title": "Sana Sato", "description": "Assistant Professor in Teacher Education at UW–Porter Falls. Expertise: mathematics education, early childhood education.", "headings": [ "Sana Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Sana Sato\nAssistant Professor, Teacher Education\nBackground\nSana Sato is on the faculty of the Department of Teacher Education and holds a Ph.D. from Northwestern University. Before Porter, Sana directed an early-childhood center.\nSana's research focuses on mathematics education, with related work in early childhood education; undergraduates are involved in the lab most terms.\nAreas of expertise\nMathematics education\nEarly childhood education\nUndergraduate research and project mentoring\nTeaching\nSana regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Sana builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSana advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSana's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in mathematics education and early childhood education. Representative items:\nA peer-reviewed article on mathematics education in a disciplinary journal.\nA conference paper on early childhood education, co-authored with an undergraduate researcher.\nAn internally funded project applying mathematics education to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sana has no real publication record.\nGet in touch\nThe fastest way to reach Sana is email ( ssato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Northwestern University\nEmail\nssato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-sana-trombley.html", "title": "Sana Trombley", "description": "Clinical Associate Professor in Art & Design at UW–Porter Falls. Expertise: apparel and textiles, illustration.", "headings": [ "Sana Trombley", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Sana Trombley\nClinical Associate Professor, Art & Design\nBackground\nSana Trombley is on the faculty of the Department of Art & Design and holds a doctoral clinical degree from Kansas State University and is licensed to practice. Before Porter, Sana was a senior designer at a branding agency.\nSana brings that practice into the classroom, teaching from real cases and current standards in apparel and textiles and illustration.\nAreas of expertise\nApparel and textiles\nIllustration\nApplied practice and industry partnerships\nTeaching\nSana regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Sana keeps the connection to current practice explicit.\nAdvising and office hours\nSana advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSana stays active in practice alongside teaching, through consulting, standards work, and applied projects in apparel and textiles and illustration. Representative items:\nAn applied project in apparel and textiles with an industry or community partner.\nA workshop or short course on illustration for practitioners in the region.\nService on a standards, licensing, or advisory body related to apparel and textiles.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sana has no real publication record.\nGet in touch\nThe fastest way to reach Sana is email ( strombley@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na doctoral clinical degree, Kansas State University\nEmail\nstrombley@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-sana-weaver.html", "title": "Sana Weaver", "description": "Clinical Associate Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: sensory evaluation, epidemiology.", "headings": [ "Sana Weaver", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Sana Weaver\nClinical Associate Professor, Health & Nutrition Sciences\nBackground\nSana Weaver is on the faculty of the Department of Health & Nutrition Sciences and holds a doctoral clinical degree from the University of Illinois and is licensed to practice. Before Porter, Sana worked in food product development for a manufacturer.\nSana brings that practice into the classroom, teaching from real cases and current standards in sensory evaluation and epidemiology.\nAreas of expertise\nSensory evaluation\nEpidemiology\nApplied practice and industry partnerships\nTeaching\nSana regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Sana keeps the connection to current practice explicit.\nAdvising and office hours\nSana advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSana stays active in practice alongside teaching, through consulting, standards work, and applied projects in sensory evaluation and epidemiology. Representative items:\nAn applied project in sensory evaluation with an industry or community partner.\nA workshop or short course on epidemiology for practitioners in the region.\nService on a standards, licensing, or advisory body related to sensory evaluation.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sana has no real publication record.\nGet in touch\nThe fastest way to reach Sana is email ( sweaver@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, the University of Illinois\nEmail\nsweaver@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-sana-winslow.html", "title": "Sana Winslow", "description": "Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: program evaluation, case management.", "headings": [ "Sana Winslow", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Sana Winslow\nProfessor, Rehabilitation & Human Services\nBackground\nSana Winslow is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from the University of Wesconsin–Madison. Before Porter, Sana worked in child welfare.\nSana's research focuses on program evaluation, with related work in case management; undergraduates are involved in the lab most terms.\nAreas of expertise\nProgram evaluation\nCase management\nUndergraduate research and project mentoring\nTeaching\nSana regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Sana builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSana advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSana's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in program evaluation and case management. Representative items:\nA peer-reviewed article on program evaluation in a disciplinary journal.\nA conference paper on case management, co-authored with an undergraduate researcher.\nAn internally funded project applying program evaluation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sana has no real publication record.\nGet in touch\nThe fastest way to reach Sana is email ( swinslow@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Wesconsin–Madison\nEmail\nswinslow@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-senate-2026-27.html", "title": "Faculty Senate, 2026–27", "description": "This year’s officers, meeting dates, the agenda the Senate expects to work through, and plain-language summaries of the September and October meetings.", "headings": [ "Faculty Senate, 2026–27", "On this page", "Officers and executive committee", "Meeting schedule", "What is on the 2026–27 agenda", "September 9 meeting summary", "October 7 meeting summary" ], "content": "Shared governance Faculty Senate, 2026–27\nThis year’s officers, meeting dates, the agenda the Senate expects to work through, and plain-language summaries of the September and October meetings.\nOfficers and executive committee\nThe Faculty Senate has 32 voting senators, apportioned among the seven degree-granting colleges and the library by faculty headcount, plus non-voting seats for the provost and liaisons from Staff Senate and Student Senate . Officers serve one-year terms beginning in May.\nPresident — Name: Dr. Tomas Vik; Department: Nursing\nVice president (president-elect) — Name: Dr. Linnea Haugstad; Department: Professional & Technical Communication\nPast president — Name: Dr. Raymond Teske; Department: Mathematics\nSecretary — Name: Dr. Celia Brandt; Department: Packaging Technology\nParliamentarian — Name: Dr. Owen Paske; Department: Criminal Justice\nThe executive committee — the five officers plus the chairs of the Curriculum, Academic Policy, Faculty Affairs and Budget committees — meets the Monday before each Senate meeting to set the agenda.\nMeeting schedule\nMeetings are on the first Wednesday of the month, 3:30–5:15 p.m., in Halvorsen Library 301, and are streamed on MyPorter. September moved to the second Wednesday to avoid the first week of classes. Anyone may attend; the open comment period is the first fifteen minutes.\nSeptember 9 — held — Spring 2027: February 3\nOctober 7 — held — Spring 2027: March 3\nNovember 4 — Spring 2027: April 7\nDecember 2 — Spring 2027: May 5 (officer elections)\nAgendas post the Friday before each meeting. Minutes are posted in draft within ten days and become official when approved at the next meeting.\nWhat is on the 2026–27 agenda\nThe provost transition. Consultation with the provost-designate, who starts in January, on advising and on the four-year-plan commitment named in the appointment announcement . Dr. Bjorn Halvorsen attends as provost through December.\nClass size in high-demand programs. The reaccreditation team flagged it; the Senate asked for section-level data by college.\nOne year of AI literacy. Assessment report on the AI-literacy module required of every undergraduate since fall 2025.\nWriting-intensive courses. Approving the first slate of courses under the two-course requirement .\nNew programs. A B.S. in Robotics & Automation Technology, timed to the advanced manufacturing lab opening in fall 2027; see program review for how proposals move.\nPost-tenure review. Revisions to the timeline in the current policy .\nAcademic freedom policy. Overdue for its three-year review in the policy library .\n2027–28 calendar , including whether Winter Term stays at three weeks.\nSeptember 9 meeting summary\nApproved October 7, 2026. 29 of 32 senators present.\nOpen comment: two faculty members asked about the new tiered parking prices. The president noted parking is not a Senate matter and promised to forward the comments anyway, which he did.\nProvost’s report: Dr. Halvorsen confirmed he will teach Statics this fall, as every fall, and described the transition plan. Partway through his report the provost announced that accreditation had been reaffirmed through 2036 with no findings. The Senate applauded, then went back to work.\nApproved: May 6 minutes (29–0) and the 2026–27 committee appointments (28–0, one abstention).\nReferred to the Calendar Committee: the 2027–28 academic calendar.\nFirst reading: the AI-literacy assessment report. 92 percent of first-year students completed the module; scores on the applied section were weakest in programs that schedule it in spring.\nOctober 7 meeting summary\nDraft; to be approved November 4. 30 of 32 senators present.\nChancellor Vandehey answered questions on the State of the University address for twenty minutes, mostly about the state budget request and the cost of new nursing and cybersecurity sections.\nApproved: September 9 minutes (30–0) and the 2027–28 academic calendar, keeping a three-week Winter Term (27–3, no abstentions).\nApproved: 41 courses for writing-intensive designation (unanimous). Another 18 return with revisions in November.\nFirst reading: the B.S. in Robotics & Automation Technology proposal. Senators asked for a staffing plan; a vote is expected in December.\nResolution: asking Institutional Research to add section-level class sizes to the fact book next year. Passed 26–2, two abstentions.\nAt a glance\nSenators\n32 voting\nPresident\nDr. Tomas Vik, Nursing\nMeetings\nFirst Wednesday, 3:30–5:15 p.m.\nWhere\nHalvorsen Library 301 and MyPorter stream\nNext meeting\nNovember 4, 2026\nWho to contact\nFaculty Senate Office\nMillwright Hall 304\nPhone\n(715) 555–0132\nEmail\nfacultysenate@uwporterfalls.edu\nHours\nMon–Thu, 8:00 a.m.–4:00 p.m.\nRelated resources\nFaculty Senate\nUniversity governance\nStaff Senate\nAcademic freedom\nProvost & Academic Affairs\nPolicy library" }, { "url": "faculty-senate.html", "title": "Faculty Senate", "description": "Shared governance for curriculum, academic policy and faculty interests.", "headings": [ "Faculty Senate", "On this page", "Responsibilities", "Meetings", "Participation", "What the Senate owns", "Taking part", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Faculty Senate\nShared governance for curriculum, academic policy and faculty interests.\nResponsibilities\nFaculty committees review programs, courses, academic standards, assessment and matters affecting teaching and scholarship.\nMeetings\nAgendas and approved minutes are public except where law or personnel privacy requires otherwise.\nParticipation\nElected senators represent academic units; faculty may serve on committees and speak during designated agenda periods.\nWhat the Senate owns\nCurriculum, degree requirements, academic standards, the calendar and academic policy come through Faculty Senate committees before they reach the Provost. Administrative decisions about budget and personnel do not; the line is written into the governance document.\nTaking part\nAny faculty member can attend, serve on a committee, or speak during the open period on the agenda. Students and staff senates send liaisons, and major changes get a comment window before a vote.\nIn and around Porter Falls\nCurriculum decisions at Porter still run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow: a new program takes roughly two years from proposal to first cohort, and the review calendar is published so students and employers can see what is coming.\nThe practical details\nComposition: Elected senators from all seven colleges. Meetings: Monthly during the academic year; open to the campus. Records: Agendas and approved minutes posted online. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Office of the Provost (Millwright Hall, Room 300). Call (715) 555-0130 or email provost@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nComposition\nElected senators from all seven colleges\nMeetings\nMonthly during the academic year; open to the campus\nRecords\nAgendas and approved minutes posted online\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFaculty Senate 2026–27 agendas & minutes\nAssessment & accreditation\nCourse withdrawal & leave\nInstitutional effectiveness\nFull contact directory\nContingent & non-tenure-track faculty\nPost-tenure review\nAcademic freedom" }, { "url": "faculty-simon-ackerman.html", "title": "Simon Ackerman", "description": "Associate Professor in Physics & Astronomy at UW–Porter Falls. Expertise: condensed-matter physics, astrophysics.", "headings": [ "Simon Ackerman", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Simon Ackerman\nAssociate Professor, Physics & Astronomy\nBackground\nSimon Ackerman is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Simon held a postdoctoral appointment at a national laboratory.\nSimon's research focuses on condensed-matter physics, with related work in astrophysics; undergraduates are involved in the lab most terms.\nAreas of expertise\nCondensed-matter physics\nAstrophysics\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Simon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSimon advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in condensed-matter physics and astrophysics. Representative items:\nA peer-reviewed article on condensed-matter physics in a disciplinary journal.\nA conference paper on astrophysics, co-authored with an undergraduate researcher.\nAn internally funded project applying condensed-matter physics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( sackerman@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\nsackerman@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-simon-adebayo.html", "title": "Simon Adebayo", "description": "Associate Professor in Data Science at UW–Porter Falls. Expertise: statistical modeling, data engineering and pipelines.", "headings": [ "Simon Adebayo", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Simon Adebayo\nAssociate Professor, Data Science\nBackground\nSimon Adebayo is on the faculty of the Department of Data Science and holds a Ph.D. from the University of Iowa. Before Porter, Simon was a data scientist at an e-commerce company.\nSimon's research focuses on statistical modeling, with related work in data engineering and pipelines; undergraduates are involved in the lab most terms.\nAreas of expertise\nStatistical modeling\nData engineering and pipelines\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Simon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSimon advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in statistical modeling and data engineering and pipelines. Representative items:\nA peer-reviewed article on statistical modeling in a disciplinary journal.\nA conference paper on data engineering and pipelines, co-authored with an undergraduate researcher.\nAn internally funded project applying statistical modeling to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( sadebayo@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Iowa\nEmail\nsadebayo@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-simon-aluko.html", "title": "Simon Aluko", "description": "Assistant Professor in Computer Science at UW–Porter Falls. Expertise: computer graphics, embedded and cyber-physical systems.", "headings": [ "Simon Aluko", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Simon Aluko\nAssistant Professor, Computer Science\nBackground\nSimon Aluko is on the faculty of the Department of Computer Science and holds a Ph.D. from Texas A&M University. Before Porter, Simon was a research staff member at a national laboratory.\nSimon's research focuses on computer graphics, with related work in embedded and cyber-physical systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nComputer graphics\nEmbedded and cyber-physical systems\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Simon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSimon advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in computer graphics and embedded and cyber-physical systems. Representative items:\nA peer-reviewed article on computer graphics in a disciplinary journal.\nA conference paper on embedded and cyber-physical systems, co-authored with an undergraduate researcher.\nAn internally funded project applying computer graphics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( saluko@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Texas A&M University\nEmail\nsaluko@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-simon-beaumont.html", "title": "Simon Beaumont", "description": "Assistant Professor in Computer Science at UW–Porter Falls. Expertise: computer security, algorithms.", "headings": [ "Simon Beaumont", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Simon Beaumont\nAssistant Professor, Computer Science\nBackground\nSimon Beaumont is on the faculty of the Department of Computer Science and holds a Ph.D. from Texas A&M University. Before Porter, Simon taught secondary computer science before graduate school.\nSimon's research focuses on computer security, with related work in algorithms; undergraduates are involved in the lab most terms.\nAreas of expertise\nComputer security\nAlgorithms\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Simon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSimon advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in computer security and algorithms. Representative items:\nA peer-reviewed article on computer security in a disciplinary journal.\nA conference paper on algorithms, co-authored with an undergraduate researcher.\nAn internally funded project applying computer security to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( sbeaumont@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Texas A&M University\nEmail\nsbeaumont@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-simon-brenner.html", "title": "Simon Brenner", "description": "Professor in Accounting & Finance at UW–Porter Falls. Expertise: accounting information systems, financial modeling.", "headings": [ "Simon Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Simon Brenner\nProfessor, Accounting & Finance\nBackground\nSimon Brenner is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from Michigan State University. Before Porter, Simon did valuation work for a consulting firm.\nSimon's research focuses on accounting information systems, with related work in financial modeling; undergraduates are involved in the lab most terms.\nAreas of expertise\nAccounting information systems\nFinancial modeling\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Simon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSimon advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in accounting information systems and financial modeling. Representative items:\nA peer-reviewed article on accounting information systems in a disciplinary journal.\nA conference paper on financial modeling, co-authored with an undergraduate researcher.\nAn internally funded project applying accounting information systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( sbrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., Michigan State University\nEmail\nsbrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-simon-cruz.html", "title": "Simon Cruz", "description": "Associate Professor in Nursing at UW–Porter Falls. Expertise: adult health and medical–surgical nursing, community and population health.", "headings": [ "Simon Cruz", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Simon Cruz\nAssociate Professor, Nursing\nBackground\nSimon Cruz is on the faculty of the Department of Nursing and holds a Ph.D. from the University of Iowa. Before Porter, Simon worked in community and public-health nursing.\nSimon's research focuses on adult health and medical–surgical nursing, with related work in community and population health; undergraduates are involved in the lab most terms.\nAreas of expertise\nAdult health and medical–surgical nursing\nCommunity and population health\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Simon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSimon advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in adult health and medical–surgical nursing and community and population health. Representative items:\nA peer-reviewed article on adult health and medical–surgical nursing in a disciplinary journal.\nA conference paper on community and population health, co-authored with an undergraduate researcher.\nAn internally funded project applying adult health and medical–surgical nursing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( scruz@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Iowa\nEmail\nscruz@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-simon-groves.html", "title": "Simon Groves", "description": "Assistant Professor in Environmental Science at UW–Porter Falls. Expertise: GIS and remote sensing, climate and land use.", "headings": [ "Simon Groves", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Simon Groves\nAssistant Professor, Environmental Science\nBackground\nSimon Groves is on the faculty of the Department of Environmental Science and holds a Ph.D. from Purdue University. Before Porter, Simon did restoration ecology for a nonprofit land trust.\nSimon's research focuses on GIS and remote sensing, with related work in climate and land use; undergraduates are involved in the lab most terms.\nAreas of expertise\nGIS and remote sensing\nClimate and land use\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Simon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSimon advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in GIS and remote sensing and climate and land use. Representative items:\nA peer-reviewed article on GIS and remote sensing in a disciplinary journal.\nA conference paper on climate and land use, co-authored with an undergraduate researcher.\nAn internally funded project applying GIS and remote sensing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( sgroves@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Purdue University\nEmail\nsgroves@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-simon-ibarra.html", "title": "Simon Ibarra", "description": "Teaching Professor in World Languages at UW–Porter Falls. Expertise: Latin American literature and culture, Deaf culture and studies.", "headings": [ "Simon Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Simon Ibarra\nTeaching Professor, World Languages\nBackground\nSimon Ibarra is on the faculty of the Department of World Languages and holds a Ph.D. from the Ohio State University. Before Porter, Simon coordinated language services for a hospital.\nSimon's work centers on teaching and curriculum in Latin American literature and culture and Deaf culture and studies, including course redesign and mentoring newer instructors.\nAreas of expertise\nLatin American literature and culture\nDeaf culture and studies\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nSimon designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nSimon advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity centers on teaching scholarship and curriculum work in Latin American literature and culture and Deaf culture and studies. Representative items:\nA redesigned course sequence in Latin American literature and culture, with open or low-cost materials.\nA conference presentation on teaching Deaf culture and studies at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( sibarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the Ohio State University\nEmail\nsibarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-simon-kowalczyk.html", "title": "Simon Kowalczyk", "description": "Assistant Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: penetration testing, privacy engineering.", "headings": [ "Simon Kowalczyk", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Simon Kowalczyk\nAssistant Professor, Cybersecurity & Information Technology\nBackground\nSimon Kowalczyk is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from Northwestern University. Before Porter, Simon held a senior systems administration role at a hospital network.\nSimon's research focuses on penetration testing, with related work in privacy engineering; undergraduates are involved in the lab most terms.\nAreas of expertise\nPenetration testing\nPrivacy engineering\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Simon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSimon advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in penetration testing and privacy engineering. Representative items:\nA peer-reviewed article on penetration testing in a disciplinary journal.\nA conference paper on privacy engineering, co-authored with an undergraduate researcher.\nAn internally funded project applying penetration testing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( skowalczyk@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Northwestern University\nEmail\nskowalczyk@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-simon-larsen.html", "title": "Simon Larsen", "description": "Associate Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: sustainable operations, digital marketing and analytics.", "headings": [ "Simon Larsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Simon Larsen\nAssociate Professor, Marketing & Supply Chain\nBackground\nSimon Larsen is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Simon was a brand manager for a consumer-goods company.\nSimon's research focuses on sustainable operations, with related work in digital marketing and analytics; undergraduates are involved in the lab most terms.\nAreas of expertise\nSustainable operations\nDigital marketing and analytics\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Simon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSimon advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in sustainable operations and digital marketing and analytics. Representative items:\nA peer-reviewed article on sustainable operations in a disciplinary journal.\nA conference paper on digital marketing and analytics, co-authored with an undergraduate researcher.\nAn internally funded project applying sustainable operations to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( slarsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\nslarsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-simon-lindqvist.html", "title": "Simon Lindqvist", "description": "Associate Professor in Nursing at UW–Porter Falls. Expertise: adult health and medical–surgical nursing, community and population health.", "headings": [ "Simon Lindqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Simon Lindqvist\nAssociate Professor, Nursing\nBackground\nSimon Lindqvist is on the faculty of the Department of Nursing and holds a Ph.D. from the University of Iowa. Before Porter, Simon practiced for a decade in medical–surgical and critical care.\nSimon's research focuses on adult health and medical–surgical nursing, with related work in community and population health; undergraduates are involved in the lab most terms.\nAreas of expertise\nAdult health and medical–surgical nursing\nCommunity and population health\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Simon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSimon advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in adult health and medical–surgical nursing and community and population health. Representative items:\nA peer-reviewed article on adult health and medical–surgical nursing in a disciplinary journal.\nA conference paper on community and population health, co-authored with an undergraduate researcher.\nAn internally funded project applying adult health and medical–surgical nursing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( slindqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Iowa\nEmail\nslindqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-simon-lundgren.html", "title": "Simon Lundgren", "description": "Assistant Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: production systems and simulation, additive manufacturing.", "headings": [ "Simon Lundgren", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Simon Lundgren\nAssistant Professor, Manufacturing & Industrial Engineering\nBackground\nSimon Lundgren is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from Northwestern University. Before Porter, Simon integrated robotic cells for an automation house.\nSimon's research focuses on production systems and simulation, with related work in additive manufacturing; undergraduates are involved in the lab most terms.\nAreas of expertise\nProduction systems and simulation\nAdditive manufacturing\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Simon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSimon advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in production systems and simulation and additive manufacturing. Representative items:\nA peer-reviewed article on production systems and simulation in a disciplinary journal.\nA conference paper on additive manufacturing, co-authored with an undergraduate researcher.\nAn internally funded project applying production systems and simulation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( slundgren@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Northwestern University\nEmail\nslundgren@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-simon-marchetti.html", "title": "Simon Marchetti", "description": "Professor of Practice in Chemistry at UW–Porter Falls. Expertise: chemical education, analytical and instrumental chemistry.", "headings": [ "Simon Marchetti", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Simon Marchetti\nProfessor of Practice, Chemistry\nBackground\nSimon Marchetti is on the faculty of the Department of Chemistry and holds a master’s degree from Virginia Tech, along with professional licensure and industry certifications. Before Porter, Simon did formulation work for a coatings manufacturer.\nSimon brings that practice into the classroom, teaching from real cases and current standards in chemical education and analytical and instrumental chemistry.\nAreas of expertise\nChemical education\nAnalytical and instrumental chemistry\nApplied practice and industry partnerships\nTeaching\nSimon regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Simon keeps the connection to current practice explicit.\nAdvising and office hours\nSimon advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon stays active in practice alongside teaching, through consulting, standards work, and applied projects in chemical education and analytical and instrumental chemistry. Representative items:\nAn applied project in chemical education with an industry or community partner.\nA workshop or short course on analytical and instrumental chemistry for practitioners in the region.\nService on a standards, licensing, or advisory body related to chemical education.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( smarchetti@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, Virginia Tech\nEmail\nsmarchetti@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-simon-molnar.html", "title": "Simon Molnar", "description": "Associate Professor in Biology at UW–Porter Falls. Expertise: ecology and conservation, developmental biology.", "headings": [ "Simon Molnar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Simon Molnar\nAssociate Professor, Biology\nBackground\nSimon Molnar is on the faculty of the Department of Biology and holds a Ph.D. from the University of Iowa. Before Porter, Simon was a laboratory scientist at a biotech company.\nSimon's research focuses on ecology and conservation, with related work in developmental biology; undergraduates are involved in the lab most terms.\nAreas of expertise\nEcology and conservation\nDevelopmental biology\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Simon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSimon advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in ecology and conservation and developmental biology. Representative items:\nA peer-reviewed article on ecology and conservation in a disciplinary journal.\nA conference paper on developmental biology, co-authored with an undergraduate researcher.\nAn internally funded project applying ecology and conservation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( smolnar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Iowa\nEmail\nsmolnar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-simon-persson.html", "title": "Simon Persson", "description": "Professor in Music & Theatre at UW–Porter Falls. Expertise: acting and directing, stage management.", "headings": [ "Simon Persson", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Simon Persson\nProfessor, Music & Theatre\nBackground\nSimon Persson is on the faculty of the Department of Music & Theatre and holds a Ph.D. from Michigan State University. Before Porter, Simon stage-managed national touring productions.\nSimon's research focuses on acting and directing, with related work in stage management; undergraduates are involved in the lab most terms.\nAreas of expertise\nActing and directing\nStage management\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Simon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSimon advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in acting and directing and stage management. Representative items:\nA peer-reviewed article on acting and directing in a disciplinary journal.\nA conference paper on stage management, co-authored with an undergraduate researcher.\nAn internally funded project applying acting and directing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( spersson@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Michigan State University\nEmail\nspersson@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-simon-sundqvist.html", "title": "Simon Sundqvist", "description": "Professor in Construction Management at UW–Porter Falls. Expertise: contracts and law, heavy civil and infrastructure.", "headings": [ "Simon Sundqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Simon Sundqvist\nProfessor, Construction Management\nBackground\nSimon Sundqvist is on the faculty of the Department of Construction Management and holds a Ph.D. from the Technical University of Denmark. Before Porter, Simon worked as a project engineer on health-care projects.\nSimon's research focuses on contracts and law, with related work in heavy civil and infrastructure; undergraduates are involved in the lab most terms.\nAreas of expertise\nContracts and law\nHeavy civil and infrastructure\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Simon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSimon advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in contracts and law and heavy civil and infrastructure. Representative items:\nA peer-reviewed article on contracts and law in a disciplinary journal.\nA conference paper on heavy civil and infrastructure, co-authored with an undergraduate researcher.\nAn internally funded project applying contracts and law to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( ssundqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Technical University of Denmark\nEmail\nssundqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-simon-vasquez.html", "title": "Simon Vasquez", "description": "Assistant Professor in Mathematics at UW–Porter Falls. Expertise: mathematical modeling, dynamical systems.", "headings": [ "Simon Vasquez", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Simon Vasquez\nAssistant Professor, Mathematics\nBackground\nSimon Vasquez is on the faculty of the Department of Mathematics and holds a Ph.D. from Texas A&M University. Before Porter, Simon was a statistician at a public-health department.\nSimon's research focuses on mathematical modeling, with related work in dynamical systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nMathematical modeling\nDynamical systems\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Simon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSimon advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in mathematical modeling and dynamical systems. Representative items:\nA peer-reviewed article on mathematical modeling in a disciplinary journal.\nA conference paper on dynamical systems, co-authored with an undergraduate researcher.\nAn internally funded project applying mathematical modeling to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( svasquez@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Texas A&M University\nEmail\nsvasquez@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-simon-weaver.html", "title": "Simon Weaver", "description": "Assistant Professor in Mathematics at UW–Porter Falls. Expertise: mathematical modeling, dynamical systems.", "headings": [ "Simon Weaver", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Simon Weaver\nAssistant Professor, Mathematics\nBackground\nSimon Weaver is on the faculty of the Department of Mathematics and holds a Ph.D. from Texas A&M University. Before Porter, Simon taught developmental and college mathematics at a community college.\nSimon's research focuses on mathematical modeling, with related work in dynamical systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nMathematical modeling\nDynamical systems\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Simon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSimon advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in mathematical modeling and dynamical systems. Representative items:\nA peer-reviewed article on mathematical modeling in a disciplinary journal.\nA conference paper on dynamical systems, co-authored with an undergraduate researcher.\nAn internally funded project applying mathematical modeling to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( sweaver@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Texas A&M University\nEmail\nsweaver@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-simon-whitfield.html", "title": "Simon Whitfield", "description": "Teaching Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: polymer characterization, sustainable polymers and recycling.", "headings": [ "Simon Whitfield", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Simon Whitfield\nTeaching Professor, Plastics & Packaging Engineering\nBackground\nSimon Whitfield is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from the University of Sheffield. Before Porter, Simon ran a distribution-testing lab for a retailer.\nSimon's work centers on teaching and curriculum in polymer characterization and sustainable polymers and recycling, including course redesign and mentoring newer instructors.\nAreas of expertise\nPolymer characterization\nSustainable polymers and recycling\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nSimon designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nSimon advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity centers on teaching scholarship and curriculum work in polymer characterization and sustainable polymers and recycling. Representative items:\nA redesigned course sequence in polymer characterization, with open or low-cost materials.\nA conference presentation on teaching sustainable polymers and recycling at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( swhitfield@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Sheffield\nEmail\nswhitfield@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-simon-winslow.html", "title": "Simon Winslow", "description": "Associate Professor in Biology at UW–Porter Falls. Expertise: developmental biology, science education.", "headings": [ "Simon Winslow", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Simon Winslow\nAssociate Professor, Biology\nBackground\nSimon Winslow is on the faculty of the Department of Biology and holds a Ph.D. from the University of Iowa. Before Porter, Simon did research in a university microbiology lab.\nSimon's research focuses on developmental biology, with related work in science education; undergraduates are involved in the lab most terms.\nAreas of expertise\nDevelopmental biology\nScience education\nUndergraduate research and project mentoring\nTeaching\nSimon regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Simon builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSimon advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSimon's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in developmental biology and science education. Representative items:\nA peer-reviewed article on developmental biology in a disciplinary journal.\nA conference paper on science education, co-authored with an undergraduate researcher.\nAn internally funded project applying developmental biology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Simon has no real publication record.\nGet in touch\nThe fastest way to reach Simon is email ( swinslow@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Iowa\nEmail\nswinslow@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-sofia-bergstr-m.html", "title": "Sofia Bergström", "description": "Professor of Practice in Marketing & Supply Chain at UW–Porter Falls. Expertise: revenue management, consumer behavior.", "headings": [ "Sofia Bergström", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Sofia Bergström\nProfessor of Practice, Marketing & Supply Chain\nBackground\nSofia Bergström is on the faculty of the Department of Marketing & Supply Chain and holds a master’s degree from the University of Sheffield, along with professional licensure and industry certifications. Before Porter, Sofia did demand planning for a distributor.\nSofia brings that practice into the classroom, teaching from real cases and current standards in revenue management and consumer behavior.\nAreas of expertise\nRevenue management\nConsumer behavior\nApplied practice and industry partnerships\nTeaching\nSofia regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Sofia keeps the connection to current practice explicit.\nAdvising and office hours\nSofia advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia stays active in practice alongside teaching, through consulting, standards work, and applied projects in revenue management and consumer behavior. Representative items:\nAn applied project in revenue management with an industry or community partner.\nA workshop or short course on consumer behavior for practitioners in the region.\nService on a standards, licensing, or advisory body related to revenue management.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( sbergstrm@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na master’s degree, the University of Sheffield\nEmail\nsbergstrm@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-sofia-bwalya.html", "title": "Sofia Bwalya", "description": "Professor in Computer Science at UW–Porter Falls. Expertise: distributed systems, databases and data systems.", "headings": [ "Sofia Bwalya", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Sofia Bwalya\nProfessor, Computer Science\nBackground\nSofia Bwalya is on the faculty of the Department of Computer Science and holds a Ph.D. from Iowa State University. Before Porter, Sofia spent six years as a backend engineer at a logistics company.\nSofia's research focuses on distributed systems, with related work in databases and data systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nDistributed systems\nDatabases and data systems\nUndergraduate research and project mentoring\nTeaching\nSofia regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Sofia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSofia advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in distributed systems and databases and data systems. Representative items:\nA peer-reviewed article on distributed systems in a disciplinary journal.\nA conference paper on databases and data systems, co-authored with an undergraduate researcher.\nAn internally funded project applying distributed systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( sbwalya@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Iowa State University\nEmail\nsbwalya@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-sofia-carrasco.html", "title": "Sofia Carrasco", "description": "Professor of Practice in Physics & Astronomy at UW–Porter Falls. Expertise: computational physics, physics education research.", "headings": [ "Sofia Carrasco", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Sofia Carrasco\nProfessor of Practice, Physics & Astronomy\nBackground\nSofia Carrasco is on the faculty of the Department of Physics & Astronomy and holds a master’s degree from the University of Sheffield, along with professional licensure and industry certifications. Before Porter, Sofia did modeling for a defense research organization.\nSofia brings that practice into the classroom, teaching from real cases and current standards in computational physics and physics education research.\nAreas of expertise\nComputational physics\nPhysics education research\nApplied practice and industry partnerships\nTeaching\nSofia regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Sofia keeps the connection to current practice explicit.\nAdvising and office hours\nSofia advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia stays active in practice alongside teaching, through consulting, standards work, and applied projects in computational physics and physics education research. Representative items:\nAn applied project in computational physics with an industry or community partner.\nA workshop or short course on physics education research for practitioners in the region.\nService on a standards, licensing, or advisory body related to computational physics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( scarrasco@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the University of Sheffield\nEmail\nscarrasco@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-sofia-cruz.html", "title": "Sofia Cruz", "description": "Teaching Professor in Accounting & Finance at UW–Porter Falls. Expertise: investments and portfolio management, monetary and macroeconomics.", "headings": [ "Sofia Cruz", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Sofia Cruz\nTeaching Professor, Accounting & Finance\nBackground\nSofia Cruz is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from Purdue University. Before Porter, Sofia was an auditor at a public accounting firm.\nSofia's work centers on teaching and curriculum in investments and portfolio management and monetary and macroeconomics, including course redesign and mentoring newer instructors.\nAreas of expertise\nInvestments and portfolio management\nMonetary and macroeconomics\nUndergraduate research and project mentoring\nTeaching\nSofia regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nSofia designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nSofia advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia's recent activity centers on teaching scholarship and curriculum work in investments and portfolio management and monetary and macroeconomics. Representative items:\nA redesigned course sequence in investments and portfolio management, with open or low-cost materials.\nA conference presentation on teaching monetary and macroeconomics at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( scruz@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., Purdue University\nEmail\nscruz@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-sofia-devereaux.html", "title": "Sofia Devereaux", "description": "Teaching Professor in Construction Management at UW–Porter Falls. Expertise: sustainable construction, lean construction.", "headings": [ "Sofia Devereaux", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Sofia Devereaux\nTeaching Professor, Construction Management\nBackground\nSofia Devereaux is on the faculty of the Department of Construction Management and holds a Ph.D. from Northwestern University. Before Porter, Sofia worked as a project engineer on health-care projects.\nSofia's work centers on teaching and curriculum in sustainable construction and lean construction, including course redesign and mentoring newer instructors.\nAreas of expertise\nSustainable construction\nLean construction\nUndergraduate research and project mentoring\nTeaching\nSofia regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nSofia designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nSofia advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia's recent activity centers on teaching scholarship and curriculum work in sustainable construction and lean construction. Representative items:\nA redesigned course sequence in sustainable construction, with open or low-cost materials.\nA conference presentation on teaching lean construction at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( sdevereaux@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Northwestern University\nEmail\nsdevereaux@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-sofia-escobar.html", "title": "Sofia Escobar", "description": "Teaching Professor in Music & Theatre at UW–Porter Falls. Expertise: costume design and construction, theatre history.", "headings": [ "Sofia Escobar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Sofia Escobar\nTeaching Professor, Music & Theatre\nBackground\nSofia Escobar is on the faculty of the Department of Music & Theatre and holds a Ph.D. from Purdue University. Before Porter, Sofia performed professionally as an orchestral musician.\nSofia's work centers on teaching and curriculum in costume design and construction and theatre history, including course redesign and mentoring newer instructors.\nAreas of expertise\nCostume design and construction\nTheatre history\nUndergraduate research and project mentoring\nTeaching\nSofia regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nSofia designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nSofia advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia's recent activity centers on teaching scholarship and curriculum work in costume design and construction and theatre history. Representative items:\nA redesigned course sequence in costume design and construction, with open or low-cost materials.\nA conference presentation on teaching theatre history at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( sescobar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Purdue University\nEmail\nsescobar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-sofia-kaur.html", "title": "Sofia Kaur", "description": "Professor in Computer Science at UW–Porter Falls. Expertise: computer security, algorithms.", "headings": [ "Sofia Kaur", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Sofia Kaur\nProfessor, Computer Science\nBackground\nSofia Kaur is on the faculty of the Department of Computer Science and holds a Ph.D. from Iowa State University. Before Porter, Sofia taught secondary computer science before graduate school.\nSofia's research focuses on computer security, with related work in algorithms; undergraduates are involved in the lab most terms.\nAreas of expertise\nComputer security\nAlgorithms\nUndergraduate research and project mentoring\nTeaching\nSofia regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Sofia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSofia advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in computer security and algorithms. Representative items:\nA peer-reviewed article on computer security in a disciplinary journal.\nA conference paper on algorithms, co-authored with an undergraduate researcher.\nAn internally funded project applying computer security to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( skaur@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Iowa State University\nEmail\nskaur@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-sofia-kowalczyk.html", "title": "Sofia Kowalczyk", "description": "Professor in Mathematics at UW–Porter Falls. Expertise: mathematics education, numerical analysis.", "headings": [ "Sofia Kowalczyk", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Sofia Kowalczyk\nProfessor, Mathematics\nBackground\nSofia Kowalczyk is on the faculty of the Department of Mathematics and holds a Ph.D. from Iowa State University. Before Porter, Sofia taught developmental and college mathematics at a community college.\nSofia's research focuses on mathematics education, with related work in numerical analysis; undergraduates are involved in the lab most terms.\nAreas of expertise\nMathematics education\nNumerical analysis\nUndergraduate research and project mentoring\nTeaching\nSofia regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Sofia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSofia advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in mathematics education and numerical analysis. Representative items:\nA peer-reviewed article on mathematics education in a disciplinary journal.\nA conference paper on numerical analysis, co-authored with an undergraduate researcher.\nAn internally funded project applying mathematics education to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( skowalczyk@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Iowa State University\nEmail\nskowalczyk@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-sofia-lundgren.html", "title": "Sofia Lundgren", "description": "Professor in Mathematics at UW–Porter Falls. Expertise: mathematics education, numerical analysis.", "headings": [ "Sofia Lundgren", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Sofia Lundgren\nProfessor, Mathematics\nBackground\nSofia Lundgren is on the faculty of the Department of Mathematics and holds a Ph.D. from Iowa State University. Before Porter, Sofia worked as an operations-research analyst.\nSofia's research focuses on mathematics education, with related work in numerical analysis; undergraduates are involved in the lab most terms.\nAreas of expertise\nMathematics education\nNumerical analysis\nUndergraduate research and project mentoring\nTeaching\nSofia regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Sofia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSofia advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in mathematics education and numerical analysis. Representative items:\nA peer-reviewed article on mathematics education in a disciplinary journal.\nA conference paper on numerical analysis, co-authored with an undergraduate researcher.\nAn internally funded project applying mathematics education to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( slundgren@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Iowa State University\nEmail\nslundgren@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-sofia-marchetti.html", "title": "Sofia Marchetti", "description": "Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: industrial control system security, network security.", "headings": [ "Sofia Marchetti", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Sofia Marchetti\nProfessor, Cybersecurity & Information Technology\nBackground\nSofia Marchetti is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from the University of Illinois. Before Porter, Sofia led IT infrastructure for a manufacturing company.\nSofia's research focuses on industrial control system security, with related work in network security; undergraduates are involved in the lab most terms.\nAreas of expertise\nIndustrial control system security\nNetwork security\nUndergraduate research and project mentoring\nTeaching\nSofia regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Sofia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSofia advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in industrial control system security and network security. Representative items:\nA peer-reviewed article on industrial control system security in a disciplinary journal.\nA conference paper on network security, co-authored with an undergraduate researcher.\nAn internally funded project applying industrial control system security to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( smarchetti@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Illinois\nEmail\nsmarchetti@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-sofia-molnar.html", "title": "Sofia Molnar", "description": "Professor in Environmental Science at UW–Porter Falls. Expertise: restoration ecology, soil science.", "headings": [ "Sofia Molnar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Sofia Molnar\nProfessor, Environmental Science\nBackground\nSofia Molnar is on the faculty of the Department of Environmental Science and holds a Ph.D. from Kansas State University. Before Porter, Sofia was a GIS analyst for a regional planning commission.\nSofia's research focuses on restoration ecology, with related work in soil science; undergraduates are involved in the lab most terms.\nAreas of expertise\nRestoration ecology\nSoil science\nUndergraduate research and project mentoring\nTeaching\nSofia regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Sofia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSofia advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in restoration ecology and soil science. Representative items:\nA peer-reviewed article on restoration ecology in a disciplinary journal.\nA conference paper on soil science, co-authored with an undergraduate researcher.\nAn internally funded project applying restoration ecology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( smolnar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Kansas State University\nEmail\nsmolnar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-sofia-nguyen.html", "title": "Sofia Nguyen", "description": "Professor of Practice in Data Science at UW–Porter Falls. Expertise: causal inference and experimentation, data visualization.", "headings": [ "Sofia Nguyen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Sofia Nguyen\nProfessor of Practice, Data Science\nBackground\nSofia Nguyen is on the faculty of the Department of Data Science and holds a master’s degree from the Ohio State University, along with professional licensure and industry certifications. Before Porter, Sofia built forecasting systems for a utility.\nSofia brings that practice into the classroom, teaching from real cases and current standards in causal inference and experimentation and data visualization.\nAreas of expertise\nCausal inference and experimentation\nData visualization\nApplied practice and industry partnerships\nTeaching\nSofia regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Sofia keeps the connection to current practice explicit.\nAdvising and office hours\nSofia advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia stays active in practice alongside teaching, through consulting, standards work, and applied projects in causal inference and experimentation and data visualization. Representative items:\nAn applied project in causal inference and experimentation with an industry or community partner.\nA workshop or short course on data visualization for practitioners in the region.\nService on a standards, licensing, or advisory body related to causal inference and experimentation.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( snguyen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na master’s degree, the Ohio State University\nEmail\nsnguyen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-sofia-novak.html", "title": "Sofia Novak", "description": "Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: work design and ergonomics, supply-chain operations.", "headings": [ "Sofia Novak", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Sofia Novak\nProfessor, Manufacturing & Industrial Engineering\nBackground\nSofia Novak is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from the University of Illinois. Before Porter, Sofia managed production for a metal-fabrication company.\nSofia's research focuses on work design and ergonomics, with related work in supply-chain operations; undergraduates are involved in the lab most terms.\nAreas of expertise\nWork design and ergonomics\nSupply-chain operations\nUndergraduate research and project mentoring\nTeaching\nSofia regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Sofia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSofia advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in work design and ergonomics and supply-chain operations. Representative items:\nA peer-reviewed article on work design and ergonomics in a disciplinary journal.\nA conference paper on supply-chain operations, co-authored with an undergraduate researcher.\nAn internally funded project applying work design and ergonomics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( snovak@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Illinois\nEmail\nsnovak@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-sofia-okafor.html", "title": "Sofia Okafor", "description": "Professor of Practice in Biology at UW–Porter Falls. Expertise: genetics and genomics, human anatomy and physiology.", "headings": [ "Sofia Okafor", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Sofia Okafor\nProfessor of Practice, Biology\nBackground\nSofia Okafor is on the faculty of the Department of Biology and holds a master’s degree from the Ohio State University, along with professional licensure and industry certifications. Before Porter, Sofia taught secondary science before graduate school.\nSofia brings that practice into the classroom, teaching from real cases and current standards in genetics and genomics and human anatomy and physiology.\nAreas of expertise\nGenetics and genomics\nHuman anatomy and physiology\nApplied practice and industry partnerships\nTeaching\nSofia regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Sofia keeps the connection to current practice explicit.\nAdvising and office hours\nSofia advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia stays active in practice alongside teaching, through consulting, standards work, and applied projects in genetics and genomics and human anatomy and physiology. Representative items:\nAn applied project in genetics and genomics with an industry or community partner.\nA workshop or short course on human anatomy and physiology for practitioners in the region.\nService on a standards, licensing, or advisory body related to genetics and genomics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( sokafor@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the Ohio State University\nEmail\nsokafor@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-sofia-rasmussen.html", "title": "Sofia Rasmussen", "description": "Professor of Practice in Nursing at UW–Porter Falls. Expertise: mental health nursing, nursing education and simulation.", "headings": [ "Sofia Rasmussen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Sofia Rasmussen\nProfessor of Practice, Nursing\nBackground\nSofia Rasmussen is on the faculty of the Department of Nursing and holds a master’s degree from the Ohio State University, along with professional licensure and industry certifications. Before Porter, Sofia worked in community and public-health nursing.\nSofia brings that practice into the classroom, teaching from real cases and current standards in mental health nursing and nursing education and simulation.\nAreas of expertise\nMental health nursing\nNursing education and simulation\nApplied practice and industry partnerships\nTeaching\nSofia regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Sofia keeps the connection to current practice explicit.\nAdvising and office hours\nSofia advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia stays active in practice alongside teaching, through consulting, standards work, and applied projects in mental health nursing and nursing education and simulation. Representative items:\nAn applied project in mental health nursing with an industry or community partner.\nA workshop or short course on nursing education and simulation for practitioners in the region.\nService on a standards, licensing, or advisory body related to mental health nursing.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( srasmussen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na master’s degree, the Ohio State University\nEmail\nsrasmussen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-sofia-salazar.html", "title": "Sofia Salazar", "description": "Associate Professor in World Languages at UW–Porter Falls. Expertise: ASL linguistics, language for the professions.", "headings": [ "Sofia Salazar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Sofia Salazar\nAssociate Professor, World Languages\nBackground\nSofia Salazar is on the faculty of the Department of World Languages and holds a Ph.D. from the Technical University of Denmark. Before Porter, Sofia taught language and lived abroad for several years.\nSofia's research focuses on ASL linguistics, with related work in language for the professions; undergraduates are involved in the lab most terms.\nAreas of expertise\nASL linguistics\nLanguage for the professions\nUndergraduate research and project mentoring\nTeaching\nSofia regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Sofia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSofia advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in ASL linguistics and language for the professions. Representative items:\nA peer-reviewed article on ASL linguistics in a disciplinary journal.\nA conference paper on language for the professions, co-authored with an undergraduate researcher.\nAn internally funded project applying ASL linguistics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( ssalazar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the Technical University of Denmark\nEmail\nssalazar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-sofia-sato.html", "title": "Sofia Sato", "description": "Assistant Professor in Chemistry at UW–Porter Falls. Expertise: organic synthesis, biochemistry.", "headings": [ "Sofia Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Sofia Sato\nAssistant Professor, Chemistry\nBackground\nSofia Sato is on the faculty of the Department of Chemistry and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Sofia taught at a two-year college before joining Porter.\nSofia's research focuses on organic synthesis, with related work in biochemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nOrganic synthesis\nBiochemistry\nUndergraduate research and project mentoring\nTeaching\nSofia regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Sofia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSofia advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in organic synthesis and biochemistry. Representative items:\nA peer-reviewed article on organic synthesis in a disciplinary journal.\nA conference paper on biochemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying organic synthesis to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( ssato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\nssato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-sofia-trombley.html", "title": "Sofia Trombley", "description": "Professor of Practice in Biology at UW–Porter Falls. Expertise: human anatomy and physiology, immunology.", "headings": [ "Sofia Trombley", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Sofia Trombley\nProfessor of Practice, Biology\nBackground\nSofia Trombley is on the faculty of the Department of Biology and holds a master’s degree from the Ohio State University, along with professional licensure and industry certifications. Before Porter, Sofia was a laboratory scientist at a biotech company.\nSofia brings that practice into the classroom, teaching from real cases and current standards in human anatomy and physiology and immunology.\nAreas of expertise\nHuman anatomy and physiology\nImmunology\nApplied practice and industry partnerships\nTeaching\nSofia regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Sofia keeps the connection to current practice explicit.\nAdvising and office hours\nSofia advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia stays active in practice alongside teaching, through consulting, standards work, and applied projects in human anatomy and physiology and immunology. Representative items:\nAn applied project in human anatomy and physiology with an industry or community partner.\nA workshop or short course on immunology for practitioners in the region.\nService on a standards, licensing, or advisory body related to human anatomy and physiology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( strombley@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the Ohio State University\nEmail\nstrombley@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-sofia-underwood.html", "title": "Sofia Underwood", "description": "Teaching Professor in Construction Management at UW–Porter Falls. Expertise: sustainable construction, lean construction.", "headings": [ "Sofia Underwood", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Sofia Underwood\nTeaching Professor, Construction Management\nBackground\nSofia Underwood is on the faculty of the Department of Construction Management and holds a Ph.D. from Northwestern University. Before Porter, Sofia was a project manager for a general contractor.\nSofia's work centers on teaching and curriculum in sustainable construction and lean construction, including course redesign and mentoring newer instructors.\nAreas of expertise\nSustainable construction\nLean construction\nUndergraduate research and project mentoring\nTeaching\nSofia regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nSofia designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nSofia advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia's recent activity centers on teaching scholarship and curriculum work in sustainable construction and lean construction. Representative items:\nA redesigned course sequence in sustainable construction, with open or low-cost materials.\nA conference presentation on teaching lean construction at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( sunderwood@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Northwestern University\nEmail\nsunderwood@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-sofia-vasquez.html", "title": "Sofia Vasquez", "description": "Associate Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: composites, barrier materials.", "headings": [ "Sofia Vasquez", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Sofia Vasquez\nAssociate Professor, Plastics & Packaging Engineering\nBackground\nSofia Vasquez is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from Cornell University. Before Porter, Sofia was a process engineer at an injection-molding plant.\nSofia's research focuses on composites, with related work in barrier materials; undergraduates are involved in the lab most terms.\nAreas of expertise\nComposites\nBarrier materials\nUndergraduate research and project mentoring\nTeaching\nSofia regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Sofia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nSofia advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in composites and barrier materials. Representative items:\nA peer-reviewed article on composites in a disciplinary journal.\nA conference paper on barrier materials, co-authored with an undergraduate researcher.\nAn internally funded project applying composites to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( svasquez@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Cornell University\nEmail\nsvasquez@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-sofia-yoon.html", "title": "Sofia Yoon", "description": "Professor of Practice in Nursing at UW–Porter Falls. Expertise: mental health nursing, nursing education and simulation.", "headings": [ "Sofia Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Sofia Yoon\nProfessor of Practice, Nursing\nBackground\nSofia Yoon is on the faculty of the Department of Nursing and holds a master’s degree from the Ohio State University, along with professional licensure and industry certifications. Before Porter, Sofia practiced in emergency and trauma care.\nSofia brings that practice into the classroom, teaching from real cases and current standards in mental health nursing and nursing education and simulation.\nAreas of expertise\nMental health nursing\nNursing education and simulation\nApplied practice and industry partnerships\nTeaching\nSofia regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Sofia keeps the connection to current practice explicit.\nAdvising and office hours\nSofia advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nSofia stays active in practice alongside teaching, through consulting, standards work, and applied projects in mental health nursing and nursing education and simulation. Representative items:\nAn applied project in mental health nursing with an industry or community partner.\nA workshop or short course on nursing education and simulation for practitioners in the region.\nService on a standards, licensing, or advisory body related to mental health nursing.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Sofia has no real publication record.\nGet in touch\nThe fastest way to reach Sofia is email ( syoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na master’s degree, the Ohio State University\nEmail\nsyoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-talia-ackerman.html", "title": "Talia Ackerman", "description": "Assistant Professor in Humanities at UW–Porter Falls. Expertise: criminology, history of technology.", "headings": [ "Talia Ackerman", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Talia Ackerman\nAssistant Professor, Humanities\nBackground\nTalia Ackerman is on the faculty of the Department of Humanities and holds a Ph.D. from the University of Iowa. Before Porter, Talia worked in public history and museums.\nTalia's research focuses on criminology, with related work in history of technology; undergraduates are involved in the lab most terms.\nAreas of expertise\nCriminology\nHistory of technology\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Talia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTalia advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in criminology and history of technology. Representative items:\nA peer-reviewed article on criminology in a disciplinary journal.\nA conference paper on history of technology, co-authored with an undergraduate researcher.\nAn internally funded project applying criminology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( tackerman@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Iowa\nEmail\ntackerman@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-talia-amara.html", "title": "Talia Amara", "description": "Professor in Teacher Education at UW–Porter Falls. Expertise: special education and inclusion, assessment and data-informed teaching.", "headings": [ "Talia Amara", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Talia Amara\nProfessor, Teacher Education\nBackground\nTalia Amara is on the faculty of the Department of Teacher Education and holds a Ph.D. from Virginia Tech. Before Porter, Talia directed an early-childhood center.\nTalia's research focuses on special education and inclusion, with related work in assessment and data-informed teaching; undergraduates are involved in the lab most terms.\nAreas of expertise\nSpecial education and inclusion\nAssessment and data-informed teaching\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Talia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTalia advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in special education and inclusion and assessment and data-informed teaching. Representative items:\nA peer-reviewed article on special education and inclusion in a disciplinary journal.\nA conference paper on assessment and data-informed teaching, co-authored with an undergraduate researcher.\nAn internally funded project applying special education and inclusion to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( tamara@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Virginia Tech\nEmail\ntamara@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-talia-bergstr-m.html", "title": "Talia Bergström", "description": "Professor in Biomedical Engineering at UW–Porter Falls. Expertise: medical imaging, tissue engineering.", "headings": [ "Talia Bergström", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Talia Bergström\nProfessor, Biomedical Engineering\nBackground\nTalia Bergström is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from Iowa State University. Before Porter, Talia worked in R&D for a diagnostic-imaging manufacturer.\nTalia's research focuses on medical imaging, with related work in tissue engineering; undergraduates are involved in the lab most terms.\nAreas of expertise\nMedical imaging\nTissue engineering\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Talia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTalia advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in medical imaging and tissue engineering. Representative items:\nA peer-reviewed article on medical imaging in a disciplinary journal.\nA conference paper on tissue engineering, co-authored with an undergraduate researcher.\nAn internally funded project applying medical imaging to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( tbergstrm@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Iowa State University\nEmail\ntbergstrm@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-talia-carrasco.html", "title": "Talia Carrasco", "description": "Professor in Mechanical Engineering at UW–Porter Falls. Expertise: materials and fatigue, additive manufacturing.", "headings": [ "Talia Carrasco", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Talia Carrasco\nProfessor, Mechanical Engineering\nBackground\nTalia Carrasco is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from Iowa State University. Before Porter, Talia led product engineering for a consumer-appliance maker.\nTalia's research focuses on materials and fatigue, with related work in additive manufacturing; undergraduates are involved in the lab most terms.\nAreas of expertise\nMaterials and fatigue\nAdditive manufacturing\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Talia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTalia advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in materials and fatigue and additive manufacturing. Representative items:\nA peer-reviewed article on materials and fatigue in a disciplinary journal.\nA conference paper on additive manufacturing, co-authored with an undergraduate researcher.\nAn internally funded project applying materials and fatigue to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( tcarrasco@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Iowa State University\nEmail\ntcarrasco@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-talia-cho.html", "title": "Talia Cho", "description": "Assistant Professor in Art & Design at UW–Porter Falls. Expertise: interaction and UX design, photography.", "headings": [ "Talia Cho", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Talia Cho\nAssistant Professor, Art & Design\nBackground\nTalia Cho is on the faculty of the Department of Art & Design and holds a Ph.D. from the University of Iowa. Before Porter, Talia led UX for a software company.\nTalia's research focuses on interaction and UX design, with related work in photography; undergraduates are involved in the lab most terms.\nAreas of expertise\nInteraction and UX design\nPhotography\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Talia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTalia advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in interaction and UX design and photography. Representative items:\nA peer-reviewed article on interaction and UX design in a disciplinary journal.\nA conference paper on photography, co-authored with an undergraduate researcher.\nAn internally funded project applying interaction and UX design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( tcho@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Iowa\nEmail\ntcho@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-talia-cruz.html", "title": "Talia Cruz", "description": "Associate Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: geospatial methods, water resources and hydrology.", "headings": [ "Talia Cruz", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Talia Cruz\nAssociate Professor, Civil & Environmental Engineering\nBackground\nTalia Cruz is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from the Technical University of Denmark. Before Porter, Talia consulted on stormwater and watershed planning.\nTalia's research focuses on geospatial methods, with related work in water resources and hydrology; undergraduates are involved in the lab most terms.\nAreas of expertise\nGeospatial methods\nWater resources and hydrology\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Talia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTalia advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in geospatial methods and water resources and hydrology. Representative items:\nA peer-reviewed article on geospatial methods in a disciplinary journal.\nA conference paper on water resources and hydrology, co-authored with an undergraduate researcher.\nAn internally funded project applying geospatial methods to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( tcruz@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Technical University of Denmark\nEmail\ntcruz@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-talia-escobar.html", "title": "Talia Escobar", "description": "Assistant Professor in Psychology at UW–Porter Falls. Expertise: behavioral neuroscience, quantitative methods.", "headings": [ "Talia Escobar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Talia Escobar\nAssistant Professor, Psychology\nBackground\nTalia Escobar is on the faculty of the Department of Psychology and holds a Ph.D. from the University of Iowa. Before Porter, Talia worked as a research coordinator on a longitudinal study.\nTalia's research focuses on behavioral neuroscience, with related work in quantitative methods; undergraduates are involved in the lab most terms.\nAreas of expertise\nBehavioral neuroscience\nQuantitative methods\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Talia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTalia advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in behavioral neuroscience and quantitative methods. Representative items:\nA peer-reviewed article on behavioral neuroscience in a disciplinary journal.\nA conference paper on quantitative methods, co-authored with an undergraduate researcher.\nAn internally funded project applying behavioral neuroscience to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( tescobar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Iowa\nEmail\ntescobar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-talia-fitzgerald.html", "title": "Talia Fitzgerald", "description": "Senior Lecturer in Communication & Media at UW–Porter Falls. Expertise: user documentation, rhetoric and persuasion.", "headings": [ "Talia Fitzgerald", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Talia Fitzgerald\nSenior Lecturer, Communication & Media\nBackground\nTalia Fitzgerald is on the faculty of the Department of Communication & Media and holds a Ph.D. from Texas A&M University. Before Porter, Talia taught writing and edited a regional magazine.\nTalia's work centers on teaching and curriculum in user documentation and rhetoric and persuasion, including course redesign and mentoring newer instructors.\nAreas of expertise\nUser documentation\nRhetoric and persuasion\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nTalia designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nTalia advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity centers on teaching scholarship and curriculum work in user documentation and rhetoric and persuasion. Representative items:\nA redesigned course sequence in user documentation, with open or low-cost materials.\nA conference presentation on teaching rhetoric and persuasion at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( tfitzgerald@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Texas A&M University\nEmail\ntfitzgerald@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-talia-haddad.html", "title": "Talia Haddad", "description": "Assistant Professor in Management at UW–Porter Falls. Expertise: business analytics, international business.", "headings": [ "Talia Haddad", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Talia Haddad\nAssistant Professor, Management\nBackground\nTalia Haddad is on the faculty of the Department of Management and holds a Ph.D. from the University of Iowa. Before Porter, Talia held an HR leadership role.\nTalia's research focuses on business analytics, with related work in international business; undergraduates are involved in the lab most terms.\nAreas of expertise\nBusiness analytics\nInternational business\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Talia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTalia advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in business analytics and international business. Representative items:\nA peer-reviewed article on business analytics in a disciplinary journal.\nA conference paper on international business, co-authored with an undergraduate researcher.\nAn internally funded project applying business analytics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( thaddad@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Iowa\nEmail\nthaddad@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-talia-larsen.html", "title": "Talia Larsen", "description": "Assistant Professor in Humanities at UW–Porter Falls. Expertise: public policy, criminology.", "headings": [ "Talia Larsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Talia Larsen\nAssistant Professor, Humanities\nBackground\nTalia Larsen is on the faculty of the Department of Humanities and holds a Ph.D. from the University of Iowa. Before Porter, Talia was an ethics consultant for a health system.\nTalia's research focuses on public policy, with related work in criminology; undergraduates are involved in the lab most terms.\nAreas of expertise\nPublic policy\nCriminology\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Talia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTalia advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in public policy and criminology. Representative items:\nA peer-reviewed article on public policy in a disciplinary journal.\nA conference paper on criminology, co-authored with an undergraduate researcher.\nAn internally funded project applying public policy to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( tlarsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Iowa\nEmail\ntlarsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-talia-lindqvist.html", "title": "Talia Lindqvist", "description": "Associate Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: geospatial methods, water resources and hydrology.", "headings": [ "Talia Lindqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Talia Lindqvist\nAssociate Professor, Civil & Environmental Engineering\nBackground\nTalia Lindqvist is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from the Technical University of Denmark. Before Porter, Talia worked in bridge inspection and rehabilitation.\nTalia's research focuses on geospatial methods, with related work in water resources and hydrology; undergraduates are involved in the lab most terms.\nAreas of expertise\nGeospatial methods\nWater resources and hydrology\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Talia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTalia advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in geospatial methods and water resources and hydrology. Representative items:\nA peer-reviewed article on geospatial methods in a disciplinary journal.\nA conference paper on water resources and hydrology, co-authored with an undergraduate researcher.\nAn internally funded project applying geospatial methods to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( tlindqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Technical University of Denmark\nEmail\ntlindqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-talia-molnar.html", "title": "Talia Molnar", "description": "Associate Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: power systems and the grid, digital signal processing.", "headings": [ "Talia Molnar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Talia Molnar\nAssociate Professor, Electrical & Computer Engineering\nBackground\nTalia Molnar is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from the Technical University of Denmark. Before Porter, Talia led an embedded-systems group at an aerospace supplier.\nTalia's research focuses on power systems and the grid, with related work in digital signal processing; undergraduates are involved in the lab most terms.\nAreas of expertise\nPower systems and the grid\nDigital signal processing\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Talia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTalia advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in power systems and the grid and digital signal processing. Representative items:\nA peer-reviewed article on power systems and the grid in a disciplinary journal.\nA conference paper on digital signal processing, co-authored with an undergraduate researcher.\nAn internally funded project applying power systems and the grid to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( tmolnar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Technical University of Denmark\nEmail\ntmolnar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-talia-osei.html", "title": "Talia Osei", "description": "Senior Lecturer in Rehabilitation & Human Services at UW–Porter Falls. Expertise: disability studies, assistive technology.", "headings": [ "Talia Osei", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Talia Osei\nSenior Lecturer, Rehabilitation & Human Services\nBackground\nTalia Osei is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from Purdue University. Before Porter, Talia worked in child welfare.\nTalia's work centers on teaching and curriculum in disability studies and assistive technology, including course redesign and mentoring newer instructors.\nAreas of expertise\nDisability studies\nAssistive technology\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nTalia designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nTalia advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity centers on teaching scholarship and curriculum work in disability studies and assistive technology. Representative items:\nA redesigned course sequence in disability studies, with open or low-cost materials.\nA conference presentation on teaching assistive technology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( tosei@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Purdue University\nEmail\ntosei@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-talia-petrov.html", "title": "Talia Petrov", "description": "Assistant Professor in Management at UW–Porter Falls. Expertise: international business, strategy.", "headings": [ "Talia Petrov", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Talia Petrov\nAssistant Professor, Management\nBackground\nTalia Petrov is on the faculty of the Department of Management and holds a Ph.D. from the University of Iowa. Before Porter, Talia led operations for a mid-market manufacturer.\nTalia's research focuses on international business, with related work in strategy; undergraduates are involved in the lab most terms.\nAreas of expertise\nInternational business\nStrategy\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Talia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTalia advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in international business and strategy. Representative items:\nA peer-reviewed article on international business in a disciplinary journal.\nA conference paper on strategy, co-authored with an undergraduate researcher.\nAn internally funded project applying international business to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( tpetrov@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Iowa\nEmail\ntpetrov@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-talia-sato.html", "title": "Talia Sato", "description": "Senior Lecturer in Communication & Media at UW–Porter Falls. Expertise: rhetoric and persuasion, information design.", "headings": [ "Talia Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Talia Sato\nSenior Lecturer, Communication & Media\nBackground\nTalia Sato is on the faculty of the Department of Communication & Media and holds a Ph.D. from Texas A&M University. Before Porter, Talia produced video and podcasts for a media company.\nTalia's work centers on teaching and curriculum in rhetoric and persuasion and information design, including course redesign and mentoring newer instructors.\nAreas of expertise\nRhetoric and persuasion\nInformation design\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nTalia designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nTalia advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity centers on teaching scholarship and curriculum work in rhetoric and persuasion and information design. Representative items:\nA redesigned course sequence in rhetoric and persuasion, with open or low-cost materials.\nA conference presentation on teaching information design at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( tsato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Texas A&M University\nEmail\ntsato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-talia-underwood.html", "title": "Talia Underwood", "description": "Assistant Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: biomechanics, health data and coding.", "headings": [ "Talia Underwood", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Talia Underwood\nAssistant Professor, Health & Nutrition Sciences\nBackground\nTalia Underwood is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Talia worked in food product development for a manufacturer.\nTalia's research focuses on biomechanics, with related work in health data and coding; undergraduates are involved in the lab most terms.\nAreas of expertise\nBiomechanics\nHealth data and coding\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Talia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTalia advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in biomechanics and health data and coding. Representative items:\nA peer-reviewed article on biomechanics in a disciplinary journal.\nA conference paper on health data and coding, co-authored with an undergraduate researcher.\nAn internally funded project applying biomechanics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( tunderwood@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\ntunderwood@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-talia-weaver.html", "title": "Talia Weaver", "description": "Professor in Mechanical Engineering at UW–Porter Falls. Expertise: energy systems, tribology.", "headings": [ "Talia Weaver", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Talia Weaver\nProfessor, Mechanical Engineering\nBackground\nTalia Weaver is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from Iowa State University. Before Porter, Talia was a test engineer for an off-highway vehicle manufacturer.\nTalia's research focuses on energy systems, with related work in tribology; undergraduates are involved in the lab most terms.\nAreas of expertise\nEnergy systems\nTribology\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Talia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTalia advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in energy systems and tribology. Representative items:\nA peer-reviewed article on energy systems in a disciplinary journal.\nA conference paper on tribology, co-authored with an undergraduate researcher.\nAn internally funded project applying energy systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( tweaver@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Iowa State University\nEmail\ntweaver@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-talia-whitfield.html", "title": "Talia Whitfield", "description": "Assistant Professor in Art & Design at UW–Porter Falls. Expertise: apparel and textiles, illustration.", "headings": [ "Talia Whitfield", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Talia Whitfield\nAssistant Professor, Art & Design\nBackground\nTalia Whitfield is on the faculty of the Department of Art & Design and holds a Ph.D. from the University of Iowa. Before Porter, Talia was a senior designer at a branding agency.\nTalia's research focuses on apparel and textiles, with related work in illustration; undergraduates are involved in the lab most terms.\nAreas of expertise\nApparel and textiles\nIllustration\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Talia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTalia advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in apparel and textiles and illustration. Representative items:\nA peer-reviewed article on apparel and textiles in a disciplinary journal.\nA conference paper on illustration, co-authored with an undergraduate researcher.\nAn internally funded project applying apparel and textiles to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( twhitfield@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Iowa\nEmail\ntwhitfield@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-talia-winslow.html", "title": "Talia Winslow", "description": "Associate Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: digital signal processing, control systems.", "headings": [ "Talia Winslow", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Talia Winslow\nAssociate Professor, Electrical & Computer Engineering\nBackground\nTalia Winslow is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from the Technical University of Denmark. Before Porter, Talia was a controls engineer in industrial automation.\nTalia's research focuses on digital signal processing, with related work in control systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nDigital signal processing\nControl systems\nUndergraduate research and project mentoring\nTeaching\nTalia regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Talia builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTalia advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTalia's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in digital signal processing and control systems. Representative items:\nA peer-reviewed article on digital signal processing in a disciplinary journal.\nA conference paper on control systems, co-authored with an undergraduate researcher.\nAn internally funded project applying digital signal processing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Talia has no real publication record.\nGet in touch\nThe fastest way to reach Talia is email ( twinslow@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the Technical University of Denmark\nEmail\ntwinslow@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-tomas-ackerman.html", "title": "Tomas Ackerman", "description": "Teaching Professor in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: incident response and digital forensics, governance, risk, and compliance.", "headings": [ "Tomas Ackerman", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Tomas Ackerman\nTeaching Professor, Cybersecurity & Information Technology\nBackground\nTomas Ackerman is on the faculty of the Department of Cybersecurity & Information Technology and holds a Ph.D. from McGill University. Before Porter, Tomas ran a security operations center for a regional bank.\nTomas's work centers on teaching and curriculum in incident response and digital forensics and governance, risk, and compliance, including course redesign and mentoring newer instructors.\nAreas of expertise\nIncident response and digital forensics\nGovernance, risk, and compliance\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nTomas designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nTomas advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity centers on teaching scholarship and curriculum work in incident response and digital forensics and governance, risk, and compliance. Representative items:\nA redesigned course sequence in incident response and digital forensics, with open or low-cost materials.\nA conference presentation on teaching governance, risk, and compliance at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tackerman@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., McGill University\nEmail\ntackerman@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-tomas-adebayo.html", "title": "Tomas Adebayo", "description": "Teaching Professor in Environmental Science at UW–Porter Falls. Expertise: restoration ecology, soil science.", "headings": [ "Tomas Adebayo", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Tomas Adebayo\nTeaching Professor, Environmental Science\nBackground\nTomas Adebayo is on the faculty of the Department of Environmental Science and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Tomas did restoration ecology for a nonprofit land trust.\nTomas's work centers on teaching and curriculum in restoration ecology and soil science, including course redesign and mentoring newer instructors.\nAreas of expertise\nRestoration ecology\nSoil science\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nTomas designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nTomas advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity centers on teaching scholarship and curriculum work in restoration ecology and soil science. Representative items:\nA redesigned course sequence in restoration ecology, with open or low-cost materials.\nA conference presentation on teaching soil science at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tadebayo@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\ntadebayo@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-tomas-aluko.html", "title": "Tomas Aluko", "description": "Professor of Practice in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: distribution packaging and testing, rheology.", "headings": [ "Tomas Aluko", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Tomas Aluko\nProfessor of Practice, Plastics & Packaging Engineering\nBackground\nTomas Aluko is on the faculty of the Department of Plastics & Packaging Engineering and holds a master’s degree from Purdue University, along with professional licensure and industry certifications. Before Porter, Tomas ran a distribution-testing lab for a retailer.\nTomas brings that practice into the classroom, teaching from real cases and current standards in distribution packaging and testing and rheology.\nAreas of expertise\nDistribution packaging and testing\nRheology\nApplied practice and industry partnerships\nTeaching\nTomas regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Tomas keeps the connection to current practice explicit.\nAdvising and office hours\nTomas advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas stays active in practice alongside teaching, through consulting, standards work, and applied projects in distribution packaging and testing and rheology. Representative items:\nAn applied project in distribution packaging and testing with an industry or community partner.\nA workshop or short course on rheology for practitioners in the region.\nService on a standards, licensing, or advisory body related to distribution packaging and testing.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( taluko@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na master’s degree, Purdue University\nEmail\ntaluko@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-tomas-amara.html", "title": "Tomas Amara", "description": "Assistant Professor in Biology at UW–Porter Falls. Expertise: human anatomy and physiology, immunology.", "headings": [ "Tomas Amara", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Tomas Amara\nAssistant Professor, Biology\nBackground\nTomas Amara is on the faculty of the Department of Biology and holds a Ph.D. from the University of Toronto. Before Porter, Tomas did research in a university microbiology lab.\nTomas's research focuses on human anatomy and physiology, with related work in immunology; undergraduates are involved in the lab most terms.\nAreas of expertise\nHuman anatomy and physiology\nImmunology\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Tomas builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTomas advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in human anatomy and physiology and immunology. Representative items:\nA peer-reviewed article on human anatomy and physiology in a disciplinary journal.\nA conference paper on immunology, co-authored with an undergraduate researcher.\nAn internally funded project applying human anatomy and physiology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tamara@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Toronto\nEmail\ntamara@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-tomas-antonelli.html", "title": "Tomas Antonelli", "description": "Teaching Professor in Computer Science at UW–Porter Falls. Expertise: computer graphics, embedded and cyber-physical systems.", "headings": [ "Tomas Antonelli", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Tomas Antonelli\nTeaching Professor, Computer Science\nBackground\nTomas Antonelli is on the faculty of the Department of Computer Science and holds a Ph.D. from the University of Iowa. Before Porter, Tomas was a research staff member at a national laboratory.\nTomas's work centers on teaching and curriculum in computer graphics and embedded and cyber-physical systems, including course redesign and mentoring newer instructors.\nAreas of expertise\nComputer graphics\nEmbedded and cyber-physical systems\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nTomas designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nTomas advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity centers on teaching scholarship and curriculum work in computer graphics and embedded and cyber-physical systems. Representative items:\nA redesigned course sequence in computer graphics, with open or low-cost materials.\nA conference presentation on teaching embedded and cyber-physical systems at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tantonelli@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Iowa\nEmail\ntantonelli@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-tomas-bergstr-m.html", "title": "Tomas Bergström", "description": "Professor in Chemistry at UW–Porter Falls. Expertise: physical chemistry and spectroscopy, environmental chemistry.", "headings": [ "Tomas Bergström", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Tomas Bergström\nProfessor, Chemistry\nBackground\nTomas Bergström is on the faculty of the Department of Chemistry and holds a Ph.D. from the University of Nebraska. Before Porter, Tomas did formulation work for a coatings manufacturer.\nTomas's research focuses on physical chemistry and spectroscopy, with related work in environmental chemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nPhysical chemistry and spectroscopy\nEnvironmental chemistry\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Tomas builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTomas advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in physical chemistry and spectroscopy and environmental chemistry. Representative items:\nA peer-reviewed article on physical chemistry and spectroscopy in a disciplinary journal.\nA conference paper on environmental chemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying physical chemistry and spectroscopy to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tbergstrm@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Nebraska\nEmail\ntbergstrm@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-tomas-carrasco.html", "title": "Tomas Carrasco", "description": "Professor in Chemistry at UW–Porter Falls. Expertise: physical chemistry and spectroscopy, environmental chemistry.", "headings": [ "Tomas Carrasco", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Tomas Carrasco\nProfessor, Chemistry\nBackground\nTomas Carrasco is on the faculty of the Department of Chemistry and holds a Ph.D. from the University of Nebraska. Before Porter, Tomas was a bench chemist in pharmaceutical process development.\nTomas's research focuses on physical chemistry and spectroscopy, with related work in environmental chemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nPhysical chemistry and spectroscopy\nEnvironmental chemistry\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Tomas builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTomas advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in physical chemistry and spectroscopy and environmental chemistry. Representative items:\nA peer-reviewed article on physical chemistry and spectroscopy in a disciplinary journal.\nA conference paper on environmental chemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying physical chemistry and spectroscopy to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tcarrasco@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Nebraska\nEmail\ntcarrasco@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-tomas-cruz.html", "title": "Tomas Cruz", "description": "Associate Professor in Music & Theatre at UW–Porter Falls. Expertise: music history, vocal and choral music.", "headings": [ "Tomas Cruz", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Tomas Cruz\nAssociate Professor, Music & Theatre\nBackground\nTomas Cruz is on the faculty of the Department of Music & Theatre and holds a Ph.D. from Virginia Tech. Before Porter, Tomas engineered and produced records.\nTomas's research focuses on music history, with related work in vocal and choral music; undergraduates are involved in the lab most terms.\nAreas of expertise\nMusic history\nVocal and choral music\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Tomas builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTomas advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in music history and vocal and choral music. Representative items:\nA peer-reviewed article on music history in a disciplinary journal.\nA conference paper on vocal and choral music, co-authored with an undergraduate researcher.\nAn internally funded project applying music history to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tcruz@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Virginia Tech\nEmail\ntcruz@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-tomas-devereaux.html", "title": "Tomas Devereaux", "description": "Professor of Practice in World Languages at UW–Porter Falls. Expertise: interpreting, language pedagogy.", "headings": [ "Tomas Devereaux", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Tomas Devereaux\nProfessor of Practice, World Languages\nBackground\nTomas Devereaux is on the faculty of the Department of World Languages and holds a master’s degree from Texas A&M University, along with professional licensure and industry certifications. Before Porter, Tomas coordinated language services for a hospital.\nTomas brings that practice into the classroom, teaching from real cases and current standards in interpreting and language pedagogy.\nAreas of expertise\nInterpreting\nLanguage pedagogy\nApplied practice and industry partnerships\nTeaching\nTomas regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Tomas keeps the connection to current practice explicit.\nAdvising and office hours\nTomas advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas stays active in practice alongside teaching, through consulting, standards work, and applied projects in interpreting and language pedagogy. Representative items:\nAn applied project in interpreting with an industry or community partner.\nA workshop or short course on language pedagogy for practitioners in the region.\nService on a standards, licensing, or advisory body related to interpreting.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tdevereaux@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na master’s degree, Texas A&M University\nEmail\ntdevereaux@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-tomas-escobar.html", "title": "Tomas Escobar", "description": "Associate Professor in Music & Theatre at UW–Porter Falls. Expertise: music history, vocal and choral music.", "headings": [ "Tomas Escobar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Tomas Escobar\nAssociate Professor, Music & Theatre\nBackground\nTomas Escobar is on the faculty of the Department of Music & Theatre and holds a Ph.D. from Virginia Tech. Before Porter, Tomas stage-managed national touring productions.\nTomas's research focuses on music history, with related work in vocal and choral music; undergraduates are involved in the lab most terms.\nAreas of expertise\nMusic history\nVocal and choral music\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Tomas builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTomas advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in music history and vocal and choral music. Representative items:\nA peer-reviewed article on music history in a disciplinary journal.\nA conference paper on vocal and choral music, co-authored with an undergraduate researcher.\nAn internally funded project applying music history to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tescobar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Virginia Tech\nEmail\ntescobar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-tomas-fitzgerald.html", "title": "Tomas Fitzgerald", "description": "Assistant Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: revenue management, consumer behavior.", "headings": [ "Tomas Fitzgerald", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Tomas Fitzgerald\nAssistant Professor, Marketing & Supply Chain\nBackground\nTomas Fitzgerald is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from Michigan State University. Before Porter, Tomas was a brand manager for a consumer-goods company.\nTomas's research focuses on revenue management, with related work in consumer behavior; undergraduates are involved in the lab most terms.\nAreas of expertise\nRevenue management\nConsumer behavior\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Tomas builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTomas advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in revenue management and consumer behavior. Representative items:\nA peer-reviewed article on revenue management in a disciplinary journal.\nA conference paper on consumer behavior, co-authored with an undergraduate researcher.\nAn internally funded project applying revenue management to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tfitzgerald@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., Michigan State University\nEmail\ntfitzgerald@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-tomas-larsen.html", "title": "Tomas Larsen", "description": "Teaching Professor in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: supply-chain operations, facilities and systems design.", "headings": [ "Tomas Larsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Tomas Larsen\nTeaching Professor, Manufacturing & Industrial Engineering\nBackground\nTomas Larsen is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a Ph.D. from McGill University. Before Porter, Tomas was a manufacturing engineer for a defense contractor.\nTomas's work centers on teaching and curriculum in supply-chain operations and facilities and systems design, including course redesign and mentoring newer instructors.\nAreas of expertise\nSupply-chain operations\nFacilities and systems design\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nTomas designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nTomas advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity centers on teaching scholarship and curriculum work in supply-chain operations and facilities and systems design. Representative items:\nA redesigned course sequence in supply-chain operations, with open or low-cost materials.\nA conference presentation on teaching facilities and systems design at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tlarsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., McGill University\nEmail\ntlarsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-tomas-lindqvist.html", "title": "Tomas Lindqvist", "description": "Associate Professor in Accounting & Finance at UW–Porter Falls. Expertise: applied econometrics, auditing and assurance.", "headings": [ "Tomas Lindqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Tomas Lindqvist\nAssociate Professor, Accounting & Finance\nBackground\nTomas Lindqvist is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from Virginia Tech. Before Porter, Tomas did valuation work for a consulting firm.\nTomas's research focuses on applied econometrics, with related work in auditing and assurance; undergraduates are involved in the lab most terms.\nAreas of expertise\nApplied econometrics\nAuditing and assurance\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Tomas builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTomas advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in applied econometrics and auditing and assurance. Representative items:\nA peer-reviewed article on applied econometrics in a disciplinary journal.\nA conference paper on auditing and assurance, co-authored with an undergraduate researcher.\nAn internally funded project applying applied econometrics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tlindqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., Virginia Tech\nEmail\ntlindqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-tomas-marchetti.html", "title": "Tomas Marchetti", "description": "Associate Professor in Construction Management at UW–Porter Falls. Expertise: residential and light commercial, scheduling and project controls.", "headings": [ "Tomas Marchetti", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Tomas Marchetti\nAssociate Professor, Construction Management\nBackground\nTomas Marchetti is on the faculty of the Department of Construction Management and holds a Ph.D. from Iowa State University. Before Porter, Tomas led safety programs for a heavy-civil firm.\nTomas's research focuses on residential and light commercial, with related work in scheduling and project controls; undergraduates are involved in the lab most terms.\nAreas of expertise\nResidential and light commercial\nScheduling and project controls\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Tomas builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTomas advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in residential and light commercial and scheduling and project controls. Representative items:\nA peer-reviewed article on residential and light commercial in a disciplinary journal.\nA conference paper on scheduling and project controls, co-authored with an undergraduate researcher.\nAn internally funded project applying residential and light commercial to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tmarchetti@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Iowa State University\nEmail\ntmarchetti@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-tomas-mbeki.html", "title": "Tomas Mbeki", "description": "Teaching Professor in Mathematics at UW–Porter Falls. Expertise: applied analysis and differential equations, optimization and operations research.", "headings": [ "Tomas Mbeki", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Tomas Mbeki\nTeaching Professor, Mathematics\nBackground\nTomas Mbeki is on the faculty of the Department of Mathematics and holds a Ph.D. from the University of Iowa. Before Porter, Tomas was a statistician at a public-health department.\nTomas's work centers on teaching and curriculum in applied analysis and differential equations and optimization and operations research, including course redesign and mentoring newer instructors.\nAreas of expertise\nApplied analysis and differential equations\nOptimization and operations research\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nTomas designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nTomas advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity centers on teaching scholarship and curriculum work in applied analysis and differential equations and optimization and operations research. Representative items:\nA redesigned course sequence in applied analysis and differential equations, with open or low-cost materials.\nA conference presentation on teaching optimization and operations research at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tmbeki@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Iowa\nEmail\ntmbeki@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-tomas-molnar.html", "title": "Tomas Molnar", "description": "Associate Professor in Accounting & Finance at UW–Porter Falls. Expertise: applied econometrics, auditing and assurance.", "headings": [ "Tomas Molnar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Tomas Molnar\nAssociate Professor, Accounting & Finance\nBackground\nTomas Molnar is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from Virginia Tech. Before Porter, Tomas held a controller role at a manufacturer.\nTomas's research focuses on applied econometrics, with related work in auditing and assurance; undergraduates are involved in the lab most terms.\nAreas of expertise\nApplied econometrics\nAuditing and assurance\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Tomas builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTomas advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in applied econometrics and auditing and assurance. Representative items:\nA peer-reviewed article on applied econometrics in a disciplinary journal.\nA conference paper on auditing and assurance, co-authored with an undergraduate researcher.\nAn internally funded project applying applied econometrics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tmolnar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., Virginia Tech\nEmail\ntmolnar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-tomas-nguyen.html", "title": "Tomas Nguyen", "description": "Assistant Professor in Nursing at UW–Porter Falls. Expertise: critical care, nursing informatics.", "headings": [ "Tomas Nguyen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Tomas Nguyen\nAssistant Professor, Nursing\nBackground\nTomas Nguyen is on the faculty of the Department of Nursing and holds a Ph.D. from the University of Toronto. Before Porter, Tomas practiced for a decade in medical–surgical and critical care.\nTomas's research focuses on critical care, with related work in nursing informatics; undergraduates are involved in the lab most terms.\nAreas of expertise\nCritical care\nNursing informatics\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Tomas builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTomas advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in critical care and nursing informatics. Representative items:\nA peer-reviewed article on critical care in a disciplinary journal.\nA conference paper on nursing informatics, co-authored with an undergraduate researcher.\nAn internally funded project applying critical care to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tnguyen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Toronto\nEmail\ntnguyen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-tomas-salazar.html", "title": "Tomas Salazar", "description": "Assistant Professor in Data Science at UW–Porter Falls. Expertise: natural language processing, data ethics and fairness.", "headings": [ "Tomas Salazar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Tomas Salazar\nAssistant Professor, Data Science\nBackground\nTomas Salazar is on the faculty of the Department of Data Science and holds a Ph.D. from the University of Toronto. Before Porter, Tomas was a data scientist at an e-commerce company.\nTomas's research focuses on natural language processing, with related work in data ethics and fairness; undergraduates are involved in the lab most terms.\nAreas of expertise\nNatural language processing\nData ethics and fairness\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Tomas builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTomas advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in natural language processing and data ethics and fairness. Representative items:\nA peer-reviewed article on natural language processing in a disciplinary journal.\nA conference paper on data ethics and fairness, co-authored with an undergraduate researcher.\nAn internally funded project applying natural language processing to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tsalazar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., the University of Toronto\nEmail\ntsalazar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-tomas-sato.html", "title": "Tomas Sato", "description": "Assistant Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: consumer behavior, marketing research.", "headings": [ "Tomas Sato", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Tomas Sato\nAssistant Professor, Marketing & Supply Chain\nBackground\nTomas Sato is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from Michigan State University. Before Porter, Tomas held an operations role in a hotel group.\nTomas's research focuses on consumer behavior, with related work in marketing research; undergraduates are involved in the lab most terms.\nAreas of expertise\nConsumer behavior\nMarketing research\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Tomas builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTomas advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in consumer behavior and marketing research. Representative items:\nA peer-reviewed article on consumer behavior in a disciplinary journal.\nA conference paper on marketing research, co-authored with an undergraduate researcher.\nAn internally funded project applying consumer behavior to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tsato@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., Michigan State University\nEmail\ntsato@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-tomas-vasquez.html", "title": "Tomas Vasquez", "description": "Assistant Professor in Physics & Astronomy at UW–Porter Falls. Expertise: atomic and molecular physics, biophysics.", "headings": [ "Tomas Vasquez", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Tomas Vasquez\nAssistant Professor, Physics & Astronomy\nBackground\nTomas Vasquez is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from Michigan State University. Before Porter, Tomas taught physics at a liberal-arts college.\nTomas's research focuses on atomic and molecular physics, with related work in biophysics; undergraduates are involved in the lab most terms.\nAreas of expertise\nAtomic and molecular physics\nBiophysics\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Tomas builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTomas advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in atomic and molecular physics and biophysics. Representative items:\nA peer-reviewed article on atomic and molecular physics in a disciplinary journal.\nA conference paper on biophysics, co-authored with an undergraduate researcher.\nAn internally funded project applying atomic and molecular physics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tvasquez@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Michigan State University\nEmail\ntvasquez@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-tomas-weaver.html", "title": "Tomas Weaver", "description": "Assistant Professor in Physics & Astronomy at UW–Porter Falls. Expertise: atomic and molecular physics, biophysics.", "headings": [ "Tomas Weaver", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Tomas Weaver\nAssistant Professor, Physics & Astronomy\nBackground\nTomas Weaver is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from Michigan State University. Before Porter, Tomas held a postdoctoral appointment at a national laboratory.\nTomas's research focuses on atomic and molecular physics, with related work in biophysics; undergraduates are involved in the lab most terms.\nAreas of expertise\nAtomic and molecular physics\nBiophysics\nUndergraduate research and project mentoring\nTeaching\nTomas regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Tomas builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTomas advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTomas's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in atomic and molecular physics and biophysics. Representative items:\nA peer-reviewed article on atomic and molecular physics in a disciplinary journal.\nA conference paper on biophysics, co-authored with an undergraduate researcher.\nAn internally funded project applying atomic and molecular physics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Tomas has no real publication record.\nGet in touch\nThe fastest way to reach Tomas is email ( tweaver@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Michigan State University\nEmail\ntweaver@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faculty-trevor-amara.html", "title": "Trevor Amara", "description": "Assistant Professor in Management at UW–Porter Falls. Expertise: operations management, business analytics.", "headings": [ "Trevor Amara", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Trevor Amara\nAssistant Professor, Management\nBackground\nTrevor Amara is on the faculty of the Department of Management and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Trevor held an HR leadership role.\nTrevor's research focuses on operations management, with related work in business analytics; undergraduates are involved in the lab most terms.\nAreas of expertise\nOperations management\nBusiness analytics\nUndergraduate research and project mentoring\nTeaching\nTrevor regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Trevor builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTrevor advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTrevor's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in operations management and business analytics. Representative items:\nA peer-reviewed article on operations management in a disciplinary journal.\nA conference paper on business analytics, co-authored with an undergraduate researcher.\nAn internally funded project applying operations management to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Trevor has no real publication record.\nGet in touch\nThe fastest way to reach Trevor is email ( tamara@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\ntamara@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-trevor-beaumont.html", "title": "Trevor Beaumont", "description": "Assistant Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: biomechanics, health data and coding.", "headings": [ "Trevor Beaumont", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Trevor Beaumont\nAssistant Professor, Health & Nutrition Sciences\nBackground\nTrevor Beaumont is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from McGill University. Before Porter, Trevor was an exercise physiologist in cardiac rehabilitation.\nTrevor's research focuses on biomechanics, with related work in health data and coding; undergraduates are involved in the lab most terms.\nAreas of expertise\nBiomechanics\nHealth data and coding\nUndergraduate research and project mentoring\nTeaching\nTrevor regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Trevor builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTrevor advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTrevor's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in biomechanics and health data and coding. Representative items:\nA peer-reviewed article on biomechanics in a disciplinary journal.\nA conference paper on health data and coding, co-authored with an undergraduate researcher.\nAn internally funded project applying biomechanics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Trevor has no real publication record.\nGet in touch\nThe fastest way to reach Trevor is email ( tbeaumont@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., McGill University\nEmail\ntbeaumont@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-trevor-halvorsen.html", "title": "Trevor Halvorsen", "description": "Professor in Biomedical Engineering at UW–Porter Falls. Expertise: medical imaging, tissue engineering.", "headings": [ "Trevor Halvorsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Trevor Halvorsen\nProfessor, Biomedical Engineering\nBackground\nTrevor Halvorsen is on the faculty of the Department of Biomedical Engineering and holds a Ph.D. from Kansas State University. Before Porter, Trevor consulted on design controls and verification testing.\nTrevor's research focuses on medical imaging, with related work in tissue engineering; undergraduates are involved in the lab most terms.\nAreas of expertise\nMedical imaging\nTissue engineering\nUndergraduate research and project mentoring\nTeaching\nTrevor regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Trevor builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTrevor advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTrevor's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in medical imaging and tissue engineering. Representative items:\nA peer-reviewed article on medical imaging in a disciplinary journal.\nA conference paper on tissue engineering, co-authored with an undergraduate researcher.\nAn internally funded project applying medical imaging to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Trevor has no real publication record.\nGet in touch\nThe fastest way to reach Trevor is email ( thalvorsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Kansas State University\nEmail\nthalvorsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-trevor-larsen.html", "title": "Trevor Larsen", "description": "Associate Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: analog and mixed-signal design, renewable energy integration.", "headings": [ "Trevor Larsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Trevor Larsen\nAssociate Professor, Electrical & Computer Engineering\nBackground\nTrevor Larsen is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from Cornell University. Before Porter, Trevor developed firmware for medical devices.\nTrevor's research focuses on analog and mixed-signal design, with related work in renewable energy integration; undergraduates are involved in the lab most terms.\nAreas of expertise\nAnalog and mixed-signal design\nRenewable energy integration\nUndergraduate research and project mentoring\nTeaching\nTrevor regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Trevor builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTrevor advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTrevor's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in analog and mixed-signal design and renewable energy integration. Representative items:\nA peer-reviewed article on analog and mixed-signal design in a disciplinary journal.\nA conference paper on renewable energy integration, co-authored with an undergraduate researcher.\nAn internally funded project applying analog and mixed-signal design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Trevor has no real publication record.\nGet in touch\nThe fastest way to reach Trevor is email ( tlarsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Cornell University\nEmail\ntlarsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-trevor-marchetti.html", "title": "Trevor Marchetti", "description": "Associate Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: geospatial methods, water resources and hydrology.", "headings": [ "Trevor Marchetti", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Trevor Marchetti\nAssociate Professor, Civil & Environmental Engineering\nBackground\nTrevor Marchetti is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from Cornell University. Before Porter, Trevor did geotechnical investigations for a transportation department.\nTrevor's research focuses on geospatial methods, with related work in water resources and hydrology; undergraduates are involved in the lab most terms.\nAreas of expertise\nGeospatial methods\nWater resources and hydrology\nUndergraduate research and project mentoring\nTeaching\nTrevor regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Trevor builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTrevor advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTrevor's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in geospatial methods and water resources and hydrology. Representative items:\nA peer-reviewed article on geospatial methods in a disciplinary journal.\nA conference paper on water resources and hydrology, co-authored with an undergraduate researcher.\nAn internally funded project applying geospatial methods to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Trevor has no real publication record.\nGet in touch\nThe fastest way to reach Trevor is email ( tmarchetti@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Cornell University\nEmail\ntmarchetti@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-trevor-nguyen.html", "title": "Trevor Nguyen", "description": "Assistant Professor in Management at UW–Porter Falls. Expertise: organizational behavior, operations management.", "headings": [ "Trevor Nguyen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Trevor Nguyen\nAssistant Professor, Management\nBackground\nTrevor Nguyen is on the faculty of the Department of Management and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Trevor directed a small-business development center.\nTrevor's research focuses on organizational behavior, with related work in operations management; undergraduates are involved in the lab most terms.\nAreas of expertise\nOrganizational behavior\nOperations management\nUndergraduate research and project mentoring\nTeaching\nTrevor regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Trevor builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTrevor advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTrevor's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in organizational behavior and operations management. Representative items:\nA peer-reviewed article on organizational behavior in a disciplinary journal.\nA conference paper on operations management, co-authored with an undergraduate researcher.\nAn internally funded project applying organizational behavior to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Trevor has no real publication record.\nGet in touch\nThe fastest way to reach Trevor is email ( tnguyen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\ntnguyen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-trevor-okafor.html", "title": "Trevor Okafor", "description": "Assistant Professor in Art & Design at UW–Porter Falls. Expertise: exhibition design, typography and branding.", "headings": [ "Trevor Okafor", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Trevor Okafor\nAssistant Professor, Art & Design\nBackground\nTrevor Okafor is on the faculty of the Department of Art & Design and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Trevor designed for an apparel manufacturer.\nTrevor's research focuses on exhibition design, with related work in typography and branding; undergraduates are involved in the lab most terms.\nAreas of expertise\nExhibition design\nTypography and branding\nUndergraduate research and project mentoring\nTeaching\nTrevor regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Trevor builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTrevor advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTrevor's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in exhibition design and typography and branding. Representative items:\nA peer-reviewed article on exhibition design in a disciplinary journal.\nA conference paper on typography and branding, co-authored with an undergraduate researcher.\nAn internally funded project applying exhibition design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Trevor has no real publication record.\nGet in touch\nThe fastest way to reach Trevor is email ( tokafor@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\ntokafor@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-trevor-osei.html", "title": "Trevor Osei", "description": "Senior Lecturer in Communication & Media at UW–Porter Falls. Expertise: content strategy, media production.", "headings": [ "Trevor Osei", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Trevor Osei\nSenior Lecturer, Communication & Media\nBackground\nTrevor Osei is on the faculty of the Department of Communication & Media and holds a Ph.D. from Purdue University. Before Porter, Trevor was a technical writer and documentation lead.\nTrevor's work centers on teaching and curriculum in content strategy and media production, including course redesign and mentoring newer instructors.\nAreas of expertise\nContent strategy\nMedia production\nUndergraduate research and project mentoring\nTeaching\nTrevor regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nTrevor designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nTrevor advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTrevor's recent activity centers on teaching scholarship and curriculum work in content strategy and media production. Representative items:\nA redesigned course sequence in content strategy, with open or low-cost materials.\nA conference presentation on teaching media production at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Trevor has no real publication record.\nGet in touch\nThe fastest way to reach Trevor is email ( tosei@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Purdue University\nEmail\ntosei@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-trevor-persson.html", "title": "Trevor Persson", "description": "Professor in Mechanical Engineering at UW–Porter Falls. Expertise: biomechanics, machine design and mechanisms.", "headings": [ "Trevor Persson", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Trevor Persson\nProfessor, Mechanical Engineering\nBackground\nTrevor Persson is on the faculty of the Department of Mechanical Engineering and holds a Ph.D. from Kansas State University. Before Porter, Trevor consulted on failure analysis and expert testimony.\nTrevor's research focuses on biomechanics, with related work in machine design and mechanisms; undergraduates are involved in the lab most terms.\nAreas of expertise\nBiomechanics\nMachine design and mechanisms\nUndergraduate research and project mentoring\nTeaching\nTrevor regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Trevor builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTrevor advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTrevor's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in biomechanics and machine design and mechanisms. Representative items:\nA peer-reviewed article on biomechanics in a disciplinary journal.\nA conference paper on machine design and mechanisms, co-authored with an undergraduate researcher.\nAn internally funded project applying biomechanics to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Trevor has no real publication record.\nGet in touch\nThe fastest way to reach Trevor is email ( tpersson@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., Kansas State University\nEmail\ntpersson@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-trevor-rasmussen.html", "title": "Trevor Rasmussen", "description": "Assistant Professor in Humanities at UW–Porter Falls. Expertise: logic and philosophy of science, public policy.", "headings": [ "Trevor Rasmussen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Trevor Rasmussen\nAssistant Professor, Humanities\nBackground\nTrevor Rasmussen is on the faculty of the Department of Humanities and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Trevor was an ethics consultant for a health system.\nTrevor's research focuses on logic and philosophy of science, with related work in public policy; undergraduates are involved in the lab most terms.\nAreas of expertise\nLogic and philosophy of science\nPublic policy\nUndergraduate research and project mentoring\nTeaching\nTrevor regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Trevor builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTrevor advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTrevor's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in logic and philosophy of science and public policy. Representative items:\nA peer-reviewed article on logic and philosophy of science in a disciplinary journal.\nA conference paper on public policy, co-authored with an undergraduate researcher.\nAn internally funded project applying logic and philosophy of science to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Trevor has no real publication record.\nGet in touch\nThe fastest way to reach Trevor is email ( trasmussen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\ntrasmussen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-trevor-rhodes.html", "title": "Trevor Rhodes", "description": "Senior Lecturer in Rehabilitation & Human Services at UW–Porter Falls. Expertise: disability studies, assistive technology.", "headings": [ "Trevor Rhodes", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Trevor Rhodes\nSenior Lecturer, Rehabilitation & Human Services\nBackground\nTrevor Rhodes is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from Northwestern University. Before Porter, Trevor directed a family-resource center.\nTrevor's work centers on teaching and curriculum in disability studies and assistive technology, including course redesign and mentoring newer instructors.\nAreas of expertise\nDisability studies\nAssistive technology\nUndergraduate research and project mentoring\nTeaching\nTrevor regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nTrevor designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nTrevor advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTrevor's recent activity centers on teaching scholarship and curriculum work in disability studies and assistive technology. Representative items:\nA redesigned course sequence in disability studies, with open or low-cost materials.\nA conference presentation on teaching assistive technology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Trevor has no real publication record.\nGet in touch\nThe fastest way to reach Trevor is email ( trhodes@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nSenior Lecturer\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Northwestern University\nEmail\ntrhodes@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-trevor-salazar.html", "title": "Trevor Salazar", "description": "Assistant Professor in Psychology at UW–Porter Falls. Expertise: behavioral neuroscience, quantitative methods.", "headings": [ "Trevor Salazar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Trevor Salazar\nAssistant Professor, Psychology\nBackground\nTrevor Salazar is on the faculty of the Department of Psychology and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Trevor consulted on selection and assessment for employers.\nTrevor's research focuses on behavioral neuroscience, with related work in quantitative methods; undergraduates are involved in the lab most terms.\nAreas of expertise\nBehavioral neuroscience\nQuantitative methods\nUndergraduate research and project mentoring\nTeaching\nTrevor regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Trevor builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTrevor advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTrevor's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in behavioral neuroscience and quantitative methods. Representative items:\nA peer-reviewed article on behavioral neuroscience in a disciplinary journal.\nA conference paper on quantitative methods, co-authored with an undergraduate researcher.\nAn internally funded project applying behavioral neuroscience to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Trevor has no real publication record.\nGet in touch\nThe fastest way to reach Trevor is email ( tsalazar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\ntsalazar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-trevor-trombley.html", "title": "Trevor Trombley", "description": "Assistant Professor in Art & Design at UW–Porter Falls. Expertise: interaction and UX design, photography.", "headings": [ "Trevor Trombley", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Trevor Trombley\nAssistant Professor, Art & Design\nBackground\nTrevor Trombley is on the faculty of the Department of Art & Design and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Trevor led UX for a software company.\nTrevor's research focuses on interaction and UX design, with related work in photography; undergraduates are involved in the lab most terms.\nAreas of expertise\nInteraction and UX design\nPhotography\nUndergraduate research and project mentoring\nTeaching\nTrevor regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Trevor builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTrevor advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTrevor's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in interaction and UX design and photography. Representative items:\nA peer-reviewed article on interaction and UX design in a disciplinary journal.\nA conference paper on photography, co-authored with an undergraduate researcher.\nAn internally funded project applying interaction and UX design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Trevor has no real publication record.\nGet in touch\nThe fastest way to reach Trevor is email ( ttrombley@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\nttrombley@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-trevor-underwood.html", "title": "Trevor Underwood", "description": "Assistant Professor in Psychology at UW–Porter Falls. Expertise: behavioral neuroscience, quantitative methods.", "headings": [ "Trevor Underwood", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Trevor Underwood\nAssistant Professor, Psychology\nBackground\nTrevor Underwood is on the faculty of the Department of Psychology and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Trevor held a clinical position before moving to teaching.\nTrevor's research focuses on behavioral neuroscience, with related work in quantitative methods; undergraduates are involved in the lab most terms.\nAreas of expertise\nBehavioral neuroscience\nQuantitative methods\nUndergraduate research and project mentoring\nTeaching\nTrevor regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Trevor builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTrevor advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTrevor's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in behavioral neuroscience and quantitative methods. Representative items:\nA peer-reviewed article on behavioral neuroscience in a disciplinary journal.\nA conference paper on quantitative methods, co-authored with an undergraduate researcher.\nAn internally funded project applying behavioral neuroscience to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Trevor has no real publication record.\nGet in touch\nThe fastest way to reach Trevor is email ( tunderwood@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\ntunderwood@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-trevor-weaver.html", "title": "Trevor Weaver", "description": "Professor in Teacher Education at UW–Porter Falls. Expertise: special education and inclusion, assessment and data-informed teaching.", "headings": [ "Trevor Weaver", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Trevor Weaver\nProfessor, Teacher Education\nBackground\nTrevor Weaver is on the faculty of the Department of Teacher Education and holds a Ph.D. from Iowa State University. Before Porter, Trevor taught in a technical high-school program.\nTrevor's research focuses on special education and inclusion, with related work in assessment and data-informed teaching; undergraduates are involved in the lab most terms.\nAreas of expertise\nSpecial education and inclusion\nAssessment and data-informed teaching\nUndergraduate research and project mentoring\nTeaching\nTrevor regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Trevor builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTrevor advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTrevor's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in special education and inclusion and assessment and data-informed teaching. Representative items:\nA peer-reviewed article on special education and inclusion in a disciplinary journal.\nA conference paper on assessment and data-informed teaching, co-authored with an undergraduate researcher.\nAn internally funded project applying special education and inclusion to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Trevor has no real publication record.\nGet in touch\nThe fastest way to reach Trevor is email ( tweaver@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Iowa State University\nEmail\ntweaver@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-trevor-yoon.html", "title": "Trevor Yoon", "description": "Assistant Professor in Humanities at UW–Porter Falls. Expertise: modern history, logic and philosophy of science.", "headings": [ "Trevor Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Trevor Yoon\nAssistant Professor, Humanities\nBackground\nTrevor Yoon is on the faculty of the Department of Humanities and holds a Ph.D. from the Georgia Institute of Technology. Before Porter, Trevor taught at a liberal-arts college.\nTrevor's research focuses on modern history, with related work in logic and philosophy of science; undergraduates are involved in the lab most terms.\nAreas of expertise\nModern history\nLogic and philosophy of science\nUndergraduate research and project mentoring\nTeaching\nTrevor regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Trevor builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nTrevor advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nTrevor's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in modern history and logic and philosophy of science. Representative items:\nA peer-reviewed article on modern history in a disciplinary journal.\nA conference paper on logic and philosophy of science, co-authored with an undergraduate researcher.\nAn internally funded project applying modern history to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Trevor has no real publication record.\nGet in touch\nThe fastest way to reach Trevor is email ( tyoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the Georgia Institute of Technology\nEmail\ntyoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-wren-adebayo.html", "title": "Wren Adebayo", "description": "Associate Professor in Management at UW–Porter Falls. Expertise: strategy, leadership development.", "headings": [ "Wren Adebayo", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Management Wren Adebayo\nAssociate Professor, Management\nBackground\nWren Adebayo is on the faculty of the Department of Management and holds a Ph.D. from Purdue University. Before Porter, Wren directed a small-business development center.\nWren's research focuses on strategy, with related work in leadership development; undergraduates are involved in the lab most terms.\nAreas of expertise\nStrategy\nLeadership development\nUndergraduate research and project mentoring\nTeaching\nWren regularly teaches courses in Business Administration , Leadership Studies , Entrepreneurship . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Wren builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nWren advises students in the Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nWren's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in strategy and leadership development. Representative items:\nA peer-reviewed article on strategy in a disciplinary journal.\nA conference paper on leadership development, co-authored with an undergraduate researcher.\nAn internally funded project applying strategy to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Wren has no real publication record.\nGet in touch\nThe fastest way to reach Wren is email ( wadebayo@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nManagement\nCollege\nCollege of Management\nDegree\na Ph.D., Purdue University\nEmail\nwadebayo@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManagement department\nAll departments\nBusiness Administration program\nBusiness Administration courses\nLeadership Studies courses\nEntrepreneurship courses" }, { "url": "faculty-wren-cho.html", "title": "Wren Cho", "description": "Associate Professor in Health & Nutrition Sciences at UW–Porter Falls. Expertise: community and public-health nutrition, exercise physiology.", "headings": [ "Wren Cho", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Health & Nutrition Sciences Wren Cho\nAssociate Professor, Health & Nutrition Sciences\nBackground\nWren Cho is on the faculty of the Department of Health & Nutrition Sciences and holds a Ph.D. from Northwestern University. Before Porter, Wren ran a community nutrition program.\nWren's research focuses on community and public-health nutrition, with related work in exercise physiology; undergraduates are involved in the lab most terms.\nAreas of expertise\nCommunity and public-health nutrition\nExercise physiology\nUndergraduate research and project mentoring\nTeaching\nWren regularly teaches courses in Dietetics , Public Health , Kinesiology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Wren builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nWren advises students in the Health & Nutrition Sciences programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nWren's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in community and public-health nutrition and exercise physiology. Representative items:\nA peer-reviewed article on community and public-health nutrition in a disciplinary journal.\nA conference paper on exercise physiology, co-authored with an undergraduate researcher.\nAn internally funded project applying community and public-health nutrition to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Wren has no real publication record.\nGet in touch\nThe fastest way to reach Wren is email ( wcho@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Health & Nutrition Sciences department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nHealth & Nutrition Sciences\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Northwestern University\nEmail\nwcho@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHealth & Nutrition Sciences department\nAll departments\nDietetics program\nDietetics courses\nPublic Health courses\nKinesiology courses" }, { "url": "faculty-wren-fontaine.html", "title": "Wren Fontaine", "description": "Assistant Professor in Rehabilitation & Human Services at UW–Porter Falls. Expertise: counseling skills and the working alliance, vocational rehabilitation.", "headings": [ "Wren Fontaine", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Rehabilitation & Human Services Wren Fontaine\nAssistant Professor, Rehabilitation & Human Services\nBackground\nWren Fontaine is on the faculty of the Department of Rehabilitation & Human Services and holds a Ph.D. from the University of Colorado. Before Porter, Wren did case management for a community mental-health center.\nWren's research focuses on counseling skills and the working alliance, with related work in vocational rehabilitation; undergraduates are involved in the lab most terms.\nAreas of expertise\nCounseling skills and the working alliance\nVocational rehabilitation\nUndergraduate research and project mentoring\nTeaching\nWren regularly teaches courses in Rehabilitation & Disability Services , Social Work , Human Development & Family Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Wren builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nWren advises students in the Rehabilitation & Human Services programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nWren's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in counseling skills and the working alliance and vocational rehabilitation. Representative items:\nA peer-reviewed article on counseling skills and the working alliance in a disciplinary journal.\nA conference paper on vocational rehabilitation, co-authored with an undergraduate researcher.\nAn internally funded project applying counseling skills and the working alliance to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Wren has no real publication record.\nGet in touch\nThe fastest way to reach Wren is email ( wfontaine@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Rehabilitation & Human Services department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nRehabilitation & Human Services\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., the University of Colorado\nEmail\nwfontaine@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nRehabilitation & Human Services department\nAll departments\nRehabilitation & Disability Services program\nRehabilitation & Disability Services courses\nSocial Work courses\nHuman Development & Family Studies courses" }, { "url": "faculty-wren-larsen.html", "title": "Wren Larsen", "description": "Clinical Associate Professor in Teacher Education at UW–Porter Falls. Expertise: educational technology, science and STEM education.", "headings": [ "Wren Larsen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Wren Larsen\nClinical Associate Professor, Teacher Education\nBackground\nWren Larsen is on the faculty of the Department of Teacher Education and holds a doctoral clinical degree from the Technical University of Denmark and is licensed to practice. Before Porter, Wren taught in a technical high-school program.\nWren brings that practice into the classroom, teaching from real cases and current standards in educational technology and science and STEM education.\nAreas of expertise\nEducational technology\nScience and STEM education\nApplied practice and industry partnerships\nTeaching\nWren regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Wren keeps the connection to current practice explicit.\nAdvising and office hours\nWren advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nWren stays active in practice alongside teaching, through consulting, standards work, and applied projects in educational technology and science and STEM education. Representative items:\nAn applied project in educational technology with an industry or community partner.\nA workshop or short course on science and STEM education for practitioners in the region.\nService on a standards, licensing, or advisory body related to educational technology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Wren has no real publication record.\nGet in touch\nThe fastest way to reach Wren is email ( wlarsen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, the Technical University of Denmark\nEmail\nwlarsen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-wren-lundgren.html", "title": "Wren Lundgren", "description": "Professor in Electrical & Computer Engineering at UW–Porter Falls. Expertise: control systems, VLSI and digital design.", "headings": [ "Wren Lundgren", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Electrical & Computer Engineering Wren Lundgren\nProfessor, Electrical & Computer Engineering\nBackground\nWren Lundgren is on the faculty of the Department of Electrical & Computer Engineering and holds a Ph.D. from the University of Washington. Before Porter, Wren developed firmware for medical devices.\nWren's research focuses on control systems, with related work in VLSI and digital design; undergraduates are involved in the lab most terms.\nAreas of expertise\nControl systems\nVLSI and digital design\nUndergraduate research and project mentoring\nTeaching\nWren regularly teaches courses in Electrical Engineering , Computer Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Wren builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nWren advises students in the Electrical & Computer Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nWren's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in control systems and VLSI and digital design. Representative items:\nA peer-reviewed article on control systems in a disciplinary journal.\nA conference paper on VLSI and digital design, co-authored with an undergraduate researcher.\nAn internally funded project applying control systems to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Wren has no real publication record.\nGet in touch\nThe fastest way to reach Wren is email ( wlundgren@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Electrical & Computer Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nElectrical & Computer Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Washington\nEmail\nwlundgren@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nElectrical & Computer Engineering department\nAll departments\nElectrical Engineering program\nElectrical Engineering courses\nComputer Engineering courses" }, { "url": "faculty-wren-marchetti.html", "title": "Wren Marchetti", "description": "Clinical Associate Professor in Teacher Education at UW–Porter Falls. Expertise: educational technology, science and STEM education.", "headings": [ "Wren Marchetti", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Teacher Education Wren Marchetti\nClinical Associate Professor, Teacher Education\nBackground\nWren Marchetti is on the faculty of the Department of Teacher Education and holds a doctoral clinical degree from the Technical University of Denmark and is licensed to practice. Before Porter, Wren was a middle-school science teacher and department chair.\nWren brings that practice into the classroom, teaching from real cases and current standards in educational technology and science and STEM education.\nAreas of expertise\nEducational technology\nScience and STEM education\nApplied practice and industry partnerships\nTeaching\nWren regularly teaches courses in Education , Early Childhood Education , Career & Technical Education . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Wren keeps the connection to current practice explicit.\nAdvising and office hours\nWren advises students in the Teacher Education programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nWren stays active in practice alongside teaching, through consulting, standards work, and applied projects in educational technology and science and STEM education. Representative items:\nAn applied project in educational technology with an industry or community partner.\nA workshop or short course on science and STEM education for practitioners in the region.\nService on a standards, licensing, or advisory body related to educational technology.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Wren has no real publication record.\nGet in touch\nThe fastest way to reach Wren is email ( wmarchetti@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Teacher Education department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nTeacher Education\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na doctoral clinical degree, the Technical University of Denmark\nEmail\nwmarchetti@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nTeacher Education department\nAll departments\nElementary Education program\nEducation courses\nEarly Childhood Education courses\nCareer & Technical Education courses" }, { "url": "faculty-wren-molnar.html", "title": "Wren Molnar", "description": "Associate Professor in Humanities at UW–Porter Falls. Expertise: history of technology, religious studies.", "headings": [ "Wren Molnar", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Humanities Wren Molnar\nAssociate Professor, Humanities\nBackground\nWren Molnar is on the faculty of the Department of Humanities and holds a Ph.D. from Purdue University. Before Porter, Wren taught at a liberal-arts college.\nWren's research focuses on history of technology, with related work in religious studies; undergraduates are involved in the lab most terms.\nAreas of expertise\nHistory of technology\nReligious studies\nUndergraduate research and project mentoring\nTeaching\nWren regularly teaches courses in History , Philosophy , Religious Studies . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Wren builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nWren advises students in the Humanities programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nWren's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in history of technology and religious studies. Representative items:\nA peer-reviewed article on history of technology in a disciplinary journal.\nA conference paper on religious studies, co-authored with an undergraduate researcher.\nAn internally funded project applying history of technology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Wren has no real publication record.\nGet in touch\nThe fastest way to reach Wren is email ( wmolnar@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Humanities department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nHumanities\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Purdue University\nEmail\nwmolnar@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nHumanities department\nAll departments\nCriminal Justice program\nHistory courses\nPhilosophy courses\nReligious Studies courses" }, { "url": "faculty-wren-rasmussen.html", "title": "Wren Rasmussen", "description": "Clinical Associate Professor in Mechanical Engineering at UW–Porter Falls. Expertise: biomechanics, machine design and mechanisms.", "headings": [ "Wren Rasmussen", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mechanical Engineering Wren Rasmussen\nClinical Associate Professor, Mechanical Engineering\nBackground\nWren Rasmussen is on the faculty of the Department of Mechanical Engineering and holds a doctoral clinical degree from Cornell University and is licensed to practice. Before Porter, Wren consulted on failure analysis and expert testimony.\nWren brings that practice into the classroom, teaching from real cases and current standards in biomechanics and machine design and mechanisms.\nAreas of expertise\nBiomechanics\nMachine design and mechanisms\nApplied practice and industry partnerships\nTeaching\nWren regularly teaches courses in Mechanical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Wren keeps the connection to current practice explicit.\nAdvising and office hours\nWren advises students in the Mechanical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nWren stays active in practice alongside teaching, through consulting, standards work, and applied projects in biomechanics and machine design and mechanisms. Representative items:\nAn applied project in biomechanics with an industry or community partner.\nA workshop or short course on machine design and mechanisms for practitioners in the region.\nService on a standards, licensing, or advisory body related to biomechanics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Wren has no real publication record.\nGet in touch\nThe fastest way to reach Wren is email ( wrasmussen@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mechanical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nMechanical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, Cornell University\nEmail\nwrasmussen@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMechanical Engineering department\nAll departments\nMechanical Engineering program\nMechanical Engineering courses" }, { "url": "faculty-wren-reinholt.html", "title": "Wren Reinholt", "description": "Assistant Professor in Communication & Media at UW–Porter Falls. Expertise: information design, intercultural communication.", "headings": [ "Wren Reinholt", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Communication & Media Wren Reinholt\nAssistant Professor, Communication & Media\nBackground\nWren Reinholt is on the faculty of the Department of Communication & Media and holds a Ph.D. from the University of Sheffield. Before Porter, Wren was a technical writer and documentation lead.\nWren's research focuses on information design, with related work in intercultural communication; undergraduates are involved in the lab most terms.\nAreas of expertise\nInformation design\nIntercultural communication\nUndergraduate research and project mentoring\nTeaching\nWren regularly teaches courses in Communication Studies , Professional & Technical Communication , English . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Wren builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nWren advises students in the Communication & Media programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nWren's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in information design and intercultural communication. Representative items:\nA peer-reviewed article on information design in a disciplinary journal.\nA conference paper on intercultural communication, co-authored with an undergraduate researcher.\nAn internally funded project applying information design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Wren has no real publication record.\nGet in touch\nThe fastest way to reach Wren is email ( wreinholt@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Communication & Media department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nCommunication & Media\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Sheffield\nEmail\nwreinholt@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCommunication & Media department\nAll departments\nProfessional & Technical Communication program\nCommunication Studies courses\nProfessional & Technical Communication courses\nEnglish courses" }, { "url": "faculty-wren-rhodes.html", "title": "Wren Rhodes", "description": "Associate Professor in Psychology at UW–Porter Falls. Expertise: developmental psychology, clinical and counseling psychology.", "headings": [ "Wren Rhodes", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Psychology Wren Rhodes\nAssociate Professor, Psychology\nBackground\nWren Rhodes is on the faculty of the Department of Psychology and holds a Ph.D. from Purdue University. Before Porter, Wren consulted on selection and assessment for employers.\nWren's research focuses on developmental psychology, with related work in clinical and counseling psychology; undergraduates are involved in the lab most terms.\nAreas of expertise\nDevelopmental psychology\nClinical and counseling psychology\nUndergraduate research and project mentoring\nTeaching\nWren regularly teaches courses in Psychology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Wren builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nWren advises students in the Psychology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nWren's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in developmental psychology and clinical and counseling psychology. Representative items:\nA peer-reviewed article on developmental psychology in a disciplinary journal.\nA conference paper on clinical and counseling psychology, co-authored with an undergraduate researcher.\nAn internally funded project applying developmental psychology to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Wren has no real publication record.\nGet in touch\nThe fastest way to reach Wren is email ( wrhodes@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Psychology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nPsychology\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Purdue University\nEmail\nwrhodes@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPsychology department\nAll departments\nPsychology program\nPsychology courses" }, { "url": "faculty-wren-sundqvist.html", "title": "Wren Sundqvist", "description": "Professor in Civil & Environmental Engineering at UW–Porter Falls. Expertise: environmental and water-treatment engineering, sustainable infrastructure.", "headings": [ "Wren Sundqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Civil & Environmental Engineering Wren Sundqvist\nProfessor, Civil & Environmental Engineering\nBackground\nWren Sundqvist is on the faculty of the Department of Civil & Environmental Engineering and holds a Ph.D. from the University of Washington. Before Porter, Wren did geotechnical investigations for a transportation department.\nWren's research focuses on environmental and water-treatment engineering, with related work in sustainable infrastructure; undergraduates are involved in the lab most terms.\nAreas of expertise\nEnvironmental and water-treatment engineering\nSustainable infrastructure\nUndergraduate research and project mentoring\nTeaching\nWren regularly teaches courses in Civil Engineering , Environmental Engineering . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Wren builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nWren advises students in the Civil & Environmental Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nWren's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in environmental and water-treatment engineering and sustainable infrastructure. Representative items:\nA peer-reviewed article on environmental and water-treatment engineering in a disciplinary journal.\nA conference paper on sustainable infrastructure, co-authored with an undergraduate researcher.\nAn internally funded project applying environmental and water-treatment engineering to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Wren has no real publication record.\nGet in touch\nThe fastest way to reach Wren is email ( wsundqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Civil & Environmental Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nCivil & Environmental Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Washington\nEmail\nwsundqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCivil & Environmental Engineering department\nAll departments\nCivil Engineering program\nCivil Engineering courses\nEnvironmental Engineering courses" }, { "url": "faculty-wren-winslow.html", "title": "Wren Winslow", "description": "Associate Professor in Art & Design at UW–Porter Falls. Expertise: exhibition design, typography and branding.", "headings": [ "Wren Winslow", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Art & Design Wren Winslow\nAssociate Professor, Art & Design\nBackground\nWren Winslow is on the faculty of the Department of Art & Design and holds a Ph.D. from Purdue University. Before Porter, Wren designed for an apparel manufacturer.\nWren's research focuses on exhibition design, with related work in typography and branding; undergraduates are involved in the lab most terms.\nAreas of expertise\nExhibition design\nTypography and branding\nUndergraduate research and project mentoring\nTeaching\nWren regularly teaches courses in Studio Art , Graphic Design & Interactive Media , Industrial Design . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Wren builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nWren advises students in the Art & Design programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nWren's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in exhibition design and typography and branding. Representative items:\nA peer-reviewed article on exhibition design in a disciplinary journal.\nA conference paper on typography and branding, co-authored with an undergraduate researcher.\nAn internally funded project applying exhibition design to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Wren has no real publication record.\nGet in touch\nThe fastest way to reach Wren is email ( wwinslow@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Art & Design department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nArt & Design\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., Purdue University\nEmail\nwwinslow@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nArt & Design department\nAll departments\nGraphic Design & Interactive Media program\nStudio Art courses\nGraphic Design & Interactive Media courses\nIndustrial Design courses" }, { "url": "faculty-wren-yoon.html", "title": "Wren Yoon", "description": "Clinical Associate Professor in Biomedical Engineering at UW–Porter Falls. Expertise: human factors in health care, biomedical instrumentation.", "headings": [ "Wren Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biomedical Engineering Wren Yoon\nClinical Associate Professor, Biomedical Engineering\nBackground\nWren Yoon is on the faculty of the Department of Biomedical Engineering and holds a doctoral clinical degree from Cornell University and is licensed to practice. Before Porter, Wren consulted on design controls and verification testing.\nWren brings that practice into the classroom, teaching from real cases and current standards in human factors in health care and biomedical instrumentation.\nAreas of expertise\nHuman factors in health care\nBiomedical instrumentation\nApplied practice and industry partnerships\nTeaching\nWren regularly teaches courses in Biomedical Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Wren keeps the connection to current practice explicit.\nAdvising and office hours\nWren advises students in the Biomedical Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nWren stays active in practice alongside teaching, through consulting, standards work, and applied projects in human factors in health care and biomedical instrumentation. Representative items:\nAn applied project in human factors in health care with an industry or community partner.\nA workshop or short course on biomedical instrumentation for practitioners in the region.\nService on a standards, licensing, or advisory body related to human factors in health care.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Wren has no real publication record.\nGet in touch\nThe fastest way to reach Wren is email ( wyoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biomedical Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nClinical Associate Professor\nDepartment\nBiomedical Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na doctoral clinical degree, Cornell University\nEmail\nwyoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiomedical Engineering department\nAll departments\nBiomedical Engineering courses" }, { "url": "faculty-yuki-ackerman.html", "title": "Yuki Ackerman", "description": "Professor in World Languages at UW–Porter Falls. Expertise: second-language acquisition, French and Francophone studies.", "headings": [ "Yuki Ackerman", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "World Languages Yuki Ackerman\nProfessor, World Languages\nBackground\nYuki Ackerman is on the faculty of the Department of World Languages and holds a Ph.D. from the University of Washington. Before Porter, Yuki coordinated language services for a hospital.\nYuki's research focuses on second-language acquisition, with related work in French and Francophone studies; undergraduates are involved in the lab most terms.\nAreas of expertise\nSecond-language acquisition\nFrench and Francophone studies\nUndergraduate research and project mentoring\nTeaching\nYuki regularly teaches courses in Spanish , French , American Sign Language . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Yuki builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nYuki advises students in the World Languages programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nYuki's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in second-language acquisition and French and Francophone studies. Representative items:\nA peer-reviewed article on second-language acquisition in a disciplinary journal.\nA conference paper on French and Francophone studies, co-authored with an undergraduate researcher.\nAn internally funded project applying second-language acquisition to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Yuki has no real publication record.\nGet in touch\nThe fastest way to reach Yuki is email ( yackerman@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the World Languages department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nWorld Languages\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Washington\nEmail\nyackerman@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nWorld Languages department\nAll departments\nSpanish courses\nFrench courses\nAmerican Sign Language courses" }, { "url": "faculty-yuki-aluko.html", "title": "Yuki Aluko", "description": "Associate Professor in Chemistry at UW–Porter Falls. Expertise: computational chemistry, green chemistry.", "headings": [ "Yuki Aluko", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Chemistry Yuki Aluko\nAssociate Professor, Chemistry\nBackground\nYuki Aluko is on the faculty of the Department of Chemistry and holds a Ph.D. from Northwestern University. Before Porter, Yuki did formulation work for a coatings manufacturer.\nYuki's research focuses on computational chemistry, with related work in green chemistry; undergraduates are involved in the lab most terms.\nAreas of expertise\nComputational chemistry\nGreen chemistry\nUndergraduate research and project mentoring\nTeaching\nYuki regularly teaches courses in Chemistry . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Yuki builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nYuki advises students in the Chemistry programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nYuki's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in computational chemistry and green chemistry. Representative items:\nA peer-reviewed article on computational chemistry in a disciplinary journal.\nA conference paper on green chemistry, co-authored with an undergraduate researcher.\nAn internally funded project applying computational chemistry to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Yuki has no real publication record.\nGet in touch\nThe fastest way to reach Yuki is email ( yaluko@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Chemistry department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssociate Professor\nDepartment\nChemistry\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Northwestern University\nEmail\nyaluko@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nChemistry department\nAll departments\nChemistry courses" }, { "url": "faculty-yuki-brenner.html", "title": "Yuki Brenner", "description": "Professor of Practice in Computer Science at UW–Porter Falls. Expertise: computer graphics, embedded and cyber-physical systems.", "headings": [ "Yuki Brenner", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Computer Science Yuki Brenner\nProfessor of Practice, Computer Science\nBackground\nYuki Brenner is on the faculty of the Department of Computer Science and holds a master’s degree from Cornell University, along with professional licensure and industry certifications. Before Porter, Yuki was a research staff member at a national laboratory.\nYuki brings that practice into the classroom, teaching from real cases and current standards in computer graphics and embedded and cyber-physical systems.\nAreas of expertise\nComputer graphics\nEmbedded and cyber-physical systems\nApplied practice and industry partnerships\nTeaching\nYuki regularly teaches courses in Computer Science , Software Engineering . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Yuki keeps the connection to current practice explicit.\nAdvising and office hours\nYuki advises students in the Computer Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nYuki stays active in practice alongside teaching, through consulting, standards work, and applied projects in computer graphics and embedded and cyber-physical systems. Representative items:\nAn applied project in computer graphics with an industry or community partner.\nA workshop or short course on embedded and cyber-physical systems for practitioners in the region.\nService on a standards, licensing, or advisory body related to computer graphics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Yuki has no real publication record.\nGet in touch\nThe fastest way to reach Yuki is email ( ybrenner@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Computer Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nComputer Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na master’s degree, Cornell University\nEmail\nybrenner@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nComputer Science department\nAll departments\nComputer Science program\nComputer Science courses\nSoftware Engineering courses" }, { "url": "faculty-yuki-devereaux.html", "title": "Yuki Devereaux", "description": "Teaching Professor in Nursing at UW–Porter Falls. Expertise: quality and safety, maternal and child health.", "headings": [ "Yuki Devereaux", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Nursing Yuki Devereaux\nTeaching Professor, Nursing\nBackground\nYuki Devereaux is on the faculty of the Department of Nursing and holds a Ph.D. from Kansas State University. Before Porter, Yuki practiced for a decade in medical–surgical and critical care.\nYuki's work centers on teaching and curriculum in quality and safety and maternal and child health, including course redesign and mentoring newer instructors.\nAreas of expertise\nQuality and safety\nMaternal and child health\nUndergraduate research and project mentoring\nTeaching\nYuki regularly teaches courses in Nursing . Specific sections and syllabi are listed in the class schedule each term.\nYuki designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nYuki advises students in the Nursing programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nYuki's recent activity centers on teaching scholarship and curriculum work in quality and safety and maternal and child health. Representative items:\nA redesigned course sequence in quality and safety, with open or low-cost materials.\nA conference presentation on teaching maternal and child health at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Yuki has no real publication record.\nGet in touch\nThe fastest way to reach Yuki is email ( ydevereaux@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Nursing department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nNursing\nCollege\nCollege of Education, Health & Human Sciences\nDegree\na Ph.D., Kansas State University\nEmail\nydevereaux@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nNursing department\nAll departments\nNursing program\nNursing courses" }, { "url": "faculty-yuki-haddad.html", "title": "Yuki Haddad", "description": "Professor of Practice in Manufacturing & Industrial Engineering at UW–Porter Falls. Expertise: facilities and systems design, lean and operations.", "headings": [ "Yuki Haddad", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Manufacturing & Industrial Engineering Yuki Haddad\nProfessor of Practice, Manufacturing & Industrial Engineering\nBackground\nYuki Haddad is on the faculty of the Department of Manufacturing & Industrial Engineering and holds a master’s degree from the University of Toronto, along with professional licensure and industry certifications. Before Porter, Yuki was a manufacturing engineer for a defense contractor.\nYuki brings that practice into the classroom, teaching from real cases and current standards in facilities and systems design and lean and operations.\nAreas of expertise\nFacilities and systems design\nLean and operations\nApplied practice and industry partnerships\nTeaching\nYuki regularly teaches courses in Industrial & Manufacturing Engineering , Engineering Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Yuki keeps the connection to current practice explicit.\nAdvising and office hours\nYuki advises students in the Manufacturing & Industrial Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nYuki stays active in practice alongside teaching, through consulting, standards work, and applied projects in facilities and systems design and lean and operations. Representative items:\nAn applied project in facilities and systems design with an industry or community partner.\nA workshop or short course on lean and operations for practitioners in the region.\nService on a standards, licensing, or advisory body related to facilities and systems design.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Yuki has no real publication record.\nGet in touch\nThe fastest way to reach Yuki is email ( yhaddad@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Manufacturing & Industrial Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nManufacturing & Industrial Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na master’s degree, the University of Toronto\nEmail\nyhaddad@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nManufacturing & Industrial Engineering department\nAll departments\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering courses\nEngineering Technology courses" }, { "url": "faculty-yuki-ibarra.html", "title": "Yuki Ibarra", "description": "Assistant Professor in Accounting & Finance at UW–Porter Falls. Expertise: taxation, corporate finance.", "headings": [ "Yuki Ibarra", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Accounting & Finance Yuki Ibarra\nAssistant Professor, Accounting & Finance\nBackground\nYuki Ibarra is on the faculty of the Department of Accounting & Finance and holds a Ph.D. from the University of Colorado. Before Porter, Yuki did valuation work for a consulting firm.\nYuki's research focuses on taxation, with related work in corporate finance; undergraduates are involved in the lab most terms.\nAreas of expertise\nTaxation\nCorporate finance\nUndergraduate research and project mentoring\nTeaching\nYuki regularly teaches courses in Accounting , Finance , Economics . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Yuki builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nYuki advises students in the Accounting & Finance programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nYuki's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in taxation and corporate finance. Representative items:\nA peer-reviewed article on taxation in a disciplinary journal.\nA conference paper on corporate finance, co-authored with an undergraduate researcher.\nAn internally funded project applying taxation to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Yuki has no real publication record.\nGet in touch\nThe fastest way to reach Yuki is email ( yibarra@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Accounting & Finance department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nAccounting & Finance\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Colorado\nEmail\nyibarra@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nAccounting & Finance department\nAll departments\nBusiness Administration program\nAccounting courses\nFinance courses\nEconomics courses" }, { "url": "faculty-yuki-marchetti.html", "title": "Yuki Marchetti", "description": "Teaching Professor in Data Science at UW–Porter Falls. Expertise: Bayesian methods, machine learning.", "headings": [ "Yuki Marchetti", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Data Science Yuki Marchetti\nTeaching Professor, Data Science\nBackground\nYuki Marchetti is on the faculty of the Department of Data Science and holds a Ph.D. from Kansas State University. Before Porter, Yuki was a data scientist at an e-commerce company.\nYuki's work centers on teaching and curriculum in Bayesian methods and machine learning, including course redesign and mentoring newer instructors.\nAreas of expertise\nBayesian methods\nMachine learning\nUndergraduate research and project mentoring\nTeaching\nYuki regularly teaches courses in Data Science , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nYuki designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nYuki advises students in the Data Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nYuki's recent activity centers on teaching scholarship and curriculum work in Bayesian methods and machine learning. Representative items:\nA redesigned course sequence in Bayesian methods, with open or low-cost materials.\nA conference presentation on teaching machine learning at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Yuki has no real publication record.\nGet in touch\nThe fastest way to reach Yuki is email ( ymarchetti@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Data Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nData Science\nCollege\nCollege of Computing & Information Sciences\nDegree\na Ph.D., Kansas State University\nEmail\nymarchetti@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nData Science department\nAll departments\nData Science program\nData Science courses\nApplied Mathematics courses" }, { "url": "faculty-yuki-novak.html", "title": "Yuki Novak", "description": "Teaching Professor in Biology at UW–Porter Falls. Expertise: immunology, microbiology.", "headings": [ "Yuki Novak", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Biology Yuki Novak\nTeaching Professor, Biology\nBackground\nYuki Novak is on the faculty of the Department of Biology and holds a Ph.D. from Kansas State University. Before Porter, Yuki did research in a university microbiology lab.\nYuki's work centers on teaching and curriculum in immunology and microbiology, including course redesign and mentoring newer instructors.\nAreas of expertise\nImmunology\nMicrobiology\nUndergraduate research and project mentoring\nTeaching\nYuki regularly teaches courses in Biology . Specific sections and syllabi are listed in the class schedule each term.\nYuki designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nYuki advises students in the Biology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nYuki's recent activity centers on teaching scholarship and curriculum work in immunology and microbiology. Representative items:\nA redesigned course sequence in immunology, with open or low-cost materials.\nA conference presentation on teaching microbiology at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Yuki has no real publication record.\nGet in touch\nThe fastest way to reach Yuki is email ( ynovak@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Biology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nBiology\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., Kansas State University\nEmail\nynovak@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nBiology department\nAll departments\nBiology courses" }, { "url": "faculty-yuki-okafor.html", "title": "Yuki Okafor", "description": "Professor in Plastics & Packaging Engineering at UW–Porter Falls. Expertise: injection molding and process optimization, mold and product design.", "headings": [ "Yuki Okafor", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Plastics & Packaging Engineering Yuki Okafor\nProfessor, Plastics & Packaging Engineering\nBackground\nYuki Okafor is on the faculty of the Department of Plastics & Packaging Engineering and holds a Ph.D. from the University of Michigan. Before Porter, Yuki ran a distribution-testing lab for a retailer.\nYuki's research focuses on injection molding and process optimization, with related work in mold and product design; undergraduates are involved in the lab most terms.\nAreas of expertise\nInjection molding and process optimization\nMold and product design\nUndergraduate research and project mentoring\nTeaching\nYuki regularly teaches courses in Plastics Engineering , Packaging Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Yuki builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nYuki advises students in the Plastics & Packaging Engineering programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nYuki's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in injection molding and process optimization and mold and product design. Representative items:\nA peer-reviewed article on injection molding and process optimization in a disciplinary journal.\nA conference paper on mold and product design, co-authored with an undergraduate researcher.\nAn internally funded project applying injection molding and process optimization to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Yuki has no real publication record.\nGet in touch\nThe fastest way to reach Yuki is email ( yokafor@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Plastics & Packaging Engineering department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor\nDepartment\nPlastics & Packaging Engineering\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Michigan\nEmail\nyokafor@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPlastics & Packaging Engineering department\nAll departments\nPlastics Engineering program\nPlastics Engineering courses\nPackaging Technology courses" }, { "url": "faculty-yuki-persson.html", "title": "Yuki Persson", "description": "Professor of Practice in Mathematics at UW–Porter Falls. Expertise: discrete mathematics and combinatorics, algebra and number theory.", "headings": [ "Yuki Persson", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Mathematics Yuki Persson\nProfessor of Practice, Mathematics\nBackground\nYuki Persson is on the faculty of the Department of Mathematics and holds a master’s degree from Cornell University, along with professional licensure and industry certifications. Before Porter, Yuki was a statistician at a public-health department.\nYuki brings that practice into the classroom, teaching from real cases and current standards in discrete mathematics and combinatorics and algebra and number theory.\nAreas of expertise\nDiscrete mathematics and combinatorics\nAlgebra and number theory\nApplied practice and industry partnerships\nTeaching\nYuki regularly teaches courses in Mathematics , Applied Mathematics . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Yuki keeps the connection to current practice explicit.\nAdvising and office hours\nYuki advises students in the Mathematics programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nYuki stays active in practice alongside teaching, through consulting, standards work, and applied projects in discrete mathematics and combinatorics and algebra and number theory. Representative items:\nAn applied project in discrete mathematics and combinatorics with an industry or community partner.\nA workshop or short course on algebra and number theory for practitioners in the region.\nService on a standards, licensing, or advisory body related to discrete mathematics and combinatorics.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Yuki has no real publication record.\nGet in touch\nThe fastest way to reach Yuki is email ( ypersson@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Mathematics department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nMathematics\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, Cornell University\nEmail\nypersson@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMathematics department\nAll departments\nApplied Mathematics program\nMathematics courses\nApplied Mathematics courses" }, { "url": "faculty-yuki-petrov.html", "title": "Yuki Petrov", "description": "Professor of Practice in Cybersecurity & Information Technology at UW–Porter Falls. Expertise: cloud infrastructure, security education.", "headings": [ "Yuki Petrov", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Cybersecurity & Information Technology Yuki Petrov\nProfessor of Practice, Cybersecurity & Information Technology\nBackground\nYuki Petrov is on the faculty of the Department of Cybersecurity & Information Technology and holds a master’s degree from the University of Toronto, along with professional licensure and industry certifications. Before Porter, Yuki ran a security operations center for a regional bank.\nYuki brings that practice into the classroom, teaching from real cases and current standards in cloud infrastructure and security education.\nAreas of expertise\nCloud infrastructure\nSecurity education\nApplied practice and industry partnerships\nTeaching\nYuki regularly teaches courses in Cybersecurity , Information Technology . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Yuki keeps the connection to current practice explicit.\nAdvising and office hours\nYuki advises students in the Cybersecurity & Information Technology programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nYuki stays active in practice alongside teaching, through consulting, standards work, and applied projects in cloud infrastructure and security education. Representative items:\nAn applied project in cloud infrastructure with an industry or community partner.\nA workshop or short course on security education for practitioners in the region.\nService on a standards, licensing, or advisory body related to cloud infrastructure.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Yuki has no real publication record.\nGet in touch\nThe fastest way to reach Yuki is email ( ypetrov@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Cybersecurity & Information Technology department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nCybersecurity & Information Technology\nCollege\nCollege of Computing & Information Sciences\nDegree\na master’s degree, the University of Toronto\nEmail\nypetrov@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nCybersecurity & Information Technology department\nAll departments\nCybersecurity program\nCybersecurity courses\nInformation Technology courses" }, { "url": "faculty-yuki-reinholt.html", "title": "Yuki Reinholt", "description": "Teaching Professor in Marketing & Supply Chain at UW–Porter Falls. Expertise: consumer behavior, marketing research.", "headings": [ "Yuki Reinholt", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Marketing & Supply Chain Yuki Reinholt\nTeaching Professor, Marketing & Supply Chain\nBackground\nYuki Reinholt is on the faculty of the Department of Marketing & Supply Chain and holds a Ph.D. from the University of Illinois. Before Porter, Yuki was a brand manager for a consumer-goods company.\nYuki's work centers on teaching and curriculum in consumer behavior and marketing research, including course redesign and mentoring newer instructors.\nAreas of expertise\nConsumer behavior\nMarketing research\nUndergraduate research and project mentoring\nTeaching\nYuki regularly teaches courses in Marketing & Digital Communication , Supply Chain Management , Hospitality & Tourism Management . Specific sections and syllabi are listed in the class schedule each term.\nYuki designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nYuki advises students in the Marketing & Supply Chain programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nYuki's recent activity centers on teaching scholarship and curriculum work in consumer behavior and marketing research. Representative items:\nA redesigned course sequence in consumer behavior, with open or low-cost materials.\nA conference presentation on teaching marketing research at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Yuki has no real publication record.\nGet in touch\nThe fastest way to reach Yuki is email ( yreinholt@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Marketing & Supply Chain department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nMarketing & Supply Chain\nCollege\nCollege of Management\nDegree\na Ph.D., the University of Illinois\nEmail\nyreinholt@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMarketing & Supply Chain department\nAll departments\nMarketing & Digital Communication program\nMarketing & Digital Communication courses\nSupply Chain Management courses\nHospitality & Tourism Management courses" }, { "url": "faculty-yuki-rhodes.html", "title": "Yuki Rhodes", "description": "Assistant Professor in Music & Theatre at UW–Porter Falls. Expertise: music theory and composition, scenic and lighting design.", "headings": [ "Yuki Rhodes", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Music & Theatre Yuki Rhodes\nAssistant Professor, Music & Theatre\nBackground\nYuki Rhodes is on the faculty of the Department of Music & Theatre and holds a Ph.D. from the University of Colorado. Before Porter, Yuki stage-managed national touring productions.\nYuki's research focuses on music theory and composition, with related work in scenic and lighting design; undergraduates are involved in the lab most terms.\nAreas of expertise\nMusic theory and composition\nScenic and lighting design\nUndergraduate research and project mentoring\nTeaching\nYuki regularly teaches courses in Music , Theatre . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Yuki builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nYuki advises students in the Music & Theatre programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nYuki's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in music theory and composition and scenic and lighting design. Representative items:\nA peer-reviewed article on music theory and composition in a disciplinary journal.\nA conference paper on scenic and lighting design, co-authored with an undergraduate researcher.\nAn internally funded project applying music theory and composition to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Yuki has no real publication record.\nGet in touch\nThe fastest way to reach Yuki is email ( yrhodes@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Music & Theatre department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nMusic & Theatre\nCollege\nCollege of Arts, Design & Communication\nDegree\na Ph.D., the University of Colorado\nEmail\nyrhodes@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nMusic & Theatre department\nAll departments\nMusic courses\nTheatre courses" }, { "url": "faculty-yuki-sundqvist.html", "title": "Yuki Sundqvist", "description": "Professor of Practice in Environmental Science at UW–Porter Falls. Expertise: soil science, aquatic ecology.", "headings": [ "Yuki Sundqvist", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Environmental Science Yuki Sundqvist\nProfessor of Practice, Environmental Science\nBackground\nYuki Sundqvist is on the faculty of the Department of Environmental Science and holds a master’s degree from the University of Wesconsin–Madison, along with professional licensure and industry certifications. Before Porter, Yuki did restoration ecology for a nonprofit land trust.\nYuki brings that practice into the classroom, teaching from real cases and current standards in soil science and aquatic ecology.\nAreas of expertise\nSoil science\nAquatic ecology\nApplied practice and industry partnerships\nTeaching\nYuki regularly teaches courses in Environmental Science , Geology , Geography . Specific sections and syllabi are listed in the class schedule each term.\nClass time is built around cases and real deliverables. Students work to professional standards, present to a critique or a client-style panel, and revise. Yuki keeps the connection to current practice explicit.\nAdvising and office hours\nYuki advises students in the Environmental Science programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nYuki stays active in practice alongside teaching, through consulting, standards work, and applied projects in soil science and aquatic ecology. Representative items:\nAn applied project in soil science with an industry or community partner.\nA workshop or short course on aquatic ecology for practitioners in the region.\nService on a standards, licensing, or advisory body related to soil science.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Yuki has no real publication record.\nGet in touch\nThe fastest way to reach Yuki is email ( ysundqvist@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Environmental Science department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nProfessor of Practice\nDepartment\nEnvironmental Science\nCollege\nCollege of Science & Mathematics\nDegree\na master’s degree, the University of Wesconsin–Madison\nEmail\nysundqvist@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nEnvironmental Science department\nAll departments\nEnvironmental Science program\nEnvironmental Science courses\nGeology courses\nGeography courses" }, { "url": "faculty-yuki-whitfield.html", "title": "Yuki Whitfield", "description": "Assistant Professor in Construction Management at UW–Porter Falls. Expertise: BIM and virtual construction, mechanical and electrical systems.", "headings": [ "Yuki Whitfield", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Construction Management Yuki Whitfield\nAssistant Professor, Construction Management\nBackground\nYuki Whitfield is on the faculty of the Department of Construction Management and holds a Ph.D. from the University of Minnesota. Before Porter, Yuki led safety programs for a heavy-civil firm.\nYuki's research focuses on BIM and virtual construction, with related work in mechanical and electrical systems; undergraduates are involved in the lab most terms.\nAreas of expertise\nBIM and virtual construction\nMechanical and electrical systems\nUndergraduate research and project mentoring\nTeaching\nYuki regularly teaches courses in Construction Management , Architectural Technology . Specific sections and syllabi are listed in the class schedule each term.\nCourses lean on current problems from the field: students read recent work, reproduce a result or method, and then extend it. Yuki builds in low-stakes practice before graded work and gives written feedback on drafts.\nAdvising and office hours\nYuki advises students in the Construction Management programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nYuki's recent activity is a mix of peer-reviewed work, conference talks, and student-involved projects in BIM and virtual construction and mechanical and electrical systems. Representative items:\nA peer-reviewed article on BIM and virtual construction in a disciplinary journal.\nA conference paper on mechanical and electrical systems, co-authored with an undergraduate researcher.\nAn internally funded project applying BIM and virtual construction to a regional partner's problem.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Yuki has no real publication record.\nGet in touch\nThe fastest way to reach Yuki is email ( ywhitfield@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Construction Management department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nAssistant Professor\nDepartment\nConstruction Management\nCollege\nCollege of Engineering & Technology\nDegree\na Ph.D., the University of Minnesota\nEmail\nywhitfield@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nConstruction Management department\nAll departments\nConstruction Management program\nConstruction Management courses\nArchitectural Technology courses" }, { "url": "faculty-yuki-yoon.html", "title": "Yuki Yoon", "description": "Teaching Professor in Physics & Astronomy at UW–Porter Falls. Expertise: nuclear and particle physics, optics and photonics.", "headings": [ "Yuki Yoon", "On this page", "Background", "Areas of expertise", "Teaching", "Advising and office hours", "Recent and representative work", "Get in touch" ], "content": "Physics & Astronomy Yuki Yoon\nTeaching Professor, Physics & Astronomy\nBackground\nYuki Yoon is on the faculty of the Department of Physics & Astronomy and holds a Ph.D. from the University of Illinois. Before Porter, Yuki held a postdoctoral appointment at a national laboratory.\nYuki's work centers on teaching and curriculum in nuclear and particle physics and optics and photonics, including course redesign and mentoring newer instructors.\nAreas of expertise\nNuclear and particle physics\nOptics and photonics\nUndergraduate research and project mentoring\nTeaching\nYuki regularly teaches courses in Physics , Astronomy . Specific sections and syllabi are listed in the class schedule each term.\nYuki designs courses around clear, visible learning outcomes, frequent retrieval practice, and prompt feedback, and revises the sequence each year based on where students actually get stuck.\nAdvising and office hours\nYuki advises students in the Physics & Astronomy programs and holds weekly office hours during the fall and spring terms, posted on the office door and in the course pages. Prospective students are welcome to email to arrange a visit or a call.\nAdvising conversations usually cover course sequencing, whether to add a minor or a concentration, and how classroom work connects to internships, research, or graduate study. Students who are undecided are welcome; part of the job is helping them narrow things down.\nRecent and representative work\nYuki's recent activity centers on teaching scholarship and curriculum work in nuclear and particle physics and optics and photonics. Representative items:\nA redesigned course sequence in nuclear and particle physics, with open or low-cost materials.\nA conference presentation on teaching optics and photonics at the undergraduate level.\nMentoring of new instructors and teaching assistants in the department.\nTitles and venues here are illustrative. UW–Porter Falls is fictional; Yuki has no real publication record.\nGet in touch\nThe fastest way to reach Yuki is email ( yyoon@uwporterfalls.edu ); messages during the fall and spring terms are usually answered within two business days. Prospective students and families can ask the Physics & Astronomy department office to set up a call, a class visit, or a meeting during an admitted-student day.\nAt a glance\nRank\nTeaching Professor\nDepartment\nPhysics & Astronomy\nCollege\nCollege of Science & Mathematics\nDegree\na Ph.D., the University of Illinois\nEmail\nyyoon@uwporterfalls.edu\nOffice hours\nWeekly, fall and spring\nRelated\nPhysics & Astronomy department\nAll departments\nPhysics courses\nAstronomy courses" }, { "url": "faith-and-spiritual-life.html", "title": "Faith and spiritual life", "description": "Worship communities, an interfaith space, observance accommodations, and support whatever your tradition or none.", "headings": [ "Faith and spiritual life", "On this page", "What is on campus", "The interfaith prayer and meditation space", "Religious observance accommodations", "Dining and daily practice", "Local congregations", "If you are not religious" ], "content": "Campus life Faith and spiritual life\nWorship communities, an interfaith space, observance accommodations, and support whatever your tradition or none.\nWhat is on campus\nPorter itself is secular, but a range of student religious organizations meet on campus — Christian (several denominations), Jewish, Muslim, Hindu, Buddhist, and interfaith and secular groups. They run weekly gatherings, service projects, holiday observances, and social events, and most welcome visitors with no expectation you join.\nThe interfaith prayer and meditation space\nA dedicated quiet room open to anyone for prayer, meditation, or reflection, with ablution facilities and flexible furnishing. It is bookable by groups for services and otherwise open for individual use. There are also smaller wellness and reflection rooms across campus.\nReligious observance accommodations\nYou have the right to reasonable accommodation for religious observance that conflicts with a class, an exam, or a required activity — a rescheduled exam, an excused absence, an alternative assignment. Notify the instructor in advance (early in the term for known dates); the religious-observance policy and the Dean of Students office back you up if there is friction.\nDining and daily practice\nDining Services provides halal options and can work with a student on kosher, vegetarian, vegan, and fasting needs — talk to the dietitian. Fasting-friendly meal timing during Ramadan and other observances is coordinated each year.\nLocal congregations\nPorter Falls and the surrounding area have congregations across many traditions, and the campus groups can connect you with a local community if you want one beyond campus. Some provide rides for students without a car.\nIf you are not religious\nSpiritual life resources are for questions of meaning, ethics, grief, and belonging as much as for worship — the secular student group, the counseling center, and the ethics-focused programming are all part of it. Nobody is going to push a tradition on you.\nAt a glance\nOn campus\nStudent religious orgs across many traditions + interfaith/secular groups\nSpace\nAn interfaith prayer/meditation room, open and bookable\nYour right\nReasonable accommodation for religious observance — notify instructors early\nDining\nHalal options; the dietitian works on kosher, fasting, and more\nWho to contact\nSpiritual & Religious Life\nFounders Union 208\nPhone\n(715) 555–0176\nEmail\nspirituallife@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReligious life\nInterfaith prayer space\nReligious observance accommodations\nDining dietary accommodations\nWellness rooms\nFull contact directory" }, { "url": "faq-accessibility-services.html", "title": "Accessibility Services FAQ", "description": "Registering with Disability & Accessibility Services, documentation, how instructors find out, accommodated exams, housing and animals, and the technology that is already on your laptop.", "headings": [ "Accessibility Services FAQ", "On this page", "Getting started", "Accommodations and your instructors", "Exams", "Housing, dining and getting around", "Technology, materials and community" ], "content": "Frequently asked questions Accessibility Services FAQ\nRegistering with Disability & Accessibility Services, documentation, how instructors find out, accommodated exams, housing and animals, and the technology that is already on your laptop.\nGetting started\nWho can use Disability & Accessibility Services?\nAny student with a disability that creates a barrier at Porter — learning, attention, psychological, chronic health, mobility, sensory and others — including graduate students, online students and students in clinical or field placements ( accessibility services ).\nHow do I register?\nThree steps: submit the online access request, provide documentation, then meet privately with an access coordinator to talk about how the disability affects you here and what would remove the barrier. Approved accommodations are recorded, and each term you choose the classes to use them in.\nWhen should I start?\nBefore the term if you can. Alternative-format texts, captioning and reduced-distraction testing take lead time to arrange. Incoming students can start as soon as they have confirmed enrollment.\nWhat documentation do I need?\nUsually a letter or report from a qualified professional that names the condition and describes its functional impact. A recent IEP or 504 plan helps as background, and an older evaluation can still work for a lifelong condition ( documenting a disability ).\nI do not have any documentation. Can I still apply?\nYes — meet a coordinator anyway. The office can work with a treating provider on what is missing, set up a provisional accommodation while you get an evaluation, or point you to low-cost assessment options.\nDoes my high school IEP or 504 plan carry over?\nNot automatically. It is useful background, but college accommodations are set through a conversation with a coordinator about access, and they do not change what a course requires ( the interactive process ).\nI broke my wrist. Does that count?\nYes. A concussion, surgery recovery, a broken bone or a short-term mental-health episode can qualify for temporary accommodations through the same office, on a faster timeline, usually with a note from the treating clinician. Reach out as soon as it happens.\nAccommodations and your instructors\nWhat accommodations are possible?\nExtended exam time and a reduced-distraction room, note-taking support or permission to record, accessible-format materials, captioning and interpreting, priority registration, attendance or deadline flexibility where a condition flares, assistive technology, lab or studio adjustments, and housing or dining accommodations. Each is matched to your barrier, not your diagnosis.\nDo accommodations lower the standard of a course?\nNo. They provide equal access, not an advantage, and cannot fundamentally alter an essential requirement. If a request is denied on those grounds, the reasoning must be specific and documented.\nHow do my instructors find out?\nYou decide. When you activate accommodations for a class, the instructor receives a letter listing what you are approved for — never your diagnosis or your records ( getting accommodations that work ).\nShould I talk to my instructors too?\nIt is encouraged, not required. Send the letter in week one and have a short conversation about logistics: where you will test, how notes will work, how attendance flexibility fits that course.\nCan accommodations apply to a grade I already received?\nGenerally not; accommodations are not retroactive. That is the main reason to register early and send letters at the start of each term.\nWhat if an instructor will not follow my accommodation?\nContact your access coordinator right away. Resolving it is their job, usually through a direct conversation with the instructor or department; you should not have to argue it yourself or choose between an accommodation and a grade.\nWill anything about my disability appear on my transcript?\nNo. Your documentation and diagnosis stay with Disability & Accessibility Services.\nExams\nHow do accommodated exams work?\nAccessibility Services decides what you are eligible for once; the Testing Center delivers it exam by exam. You book each accommodated exam at least 48 hours ahead through the Testing Center scheduler ( scheduling an accommodated exam ).\nWhere is the Testing Center, and when is it open?\nHalvorsen Library, Level 1, Monday through Saturday during the semester. It is free to students with approved accommodations.\nWhat if I miss the 48-hour window?\nA late request is filled when there is capacity but is not guaranteed. A genuinely missed accommodated exam is rescheduled with your instructor like any other missed exam. Most students set a recurring reminder for every exam date in the syllabus.\nWhat testing accommodations are available?\nExtended time, a reduced-distraction or private room, a reader or scribe, screen-reading and speech-to-text software, and paper alternatives to online exams, matched to your approved need ( testing accommodations ).\nWhat about final exams and pop quizzes?\nBook finals as soon as the schedule is posted; fall 2026 finals run December 14–18 ( final exam schedule ). If an in-class quiz or timed component is not covered by your plan, ask your coordinator to adjust it.\nHousing, dining and getting around\nHow do I request a housing accommodation?\nThrough Disability & Accessibility Services, not Housing. Housing receives only the approved arrangement — for example, a single room on the ground floor with air conditioning — never your records. It renews each year with a quick check-in ( accessible housing ).\nWhen should I submit a housing request?\nBy the spring priority date for returning students, or as soon as you have paid your deposit as an incoming student. Requests in August get whatever qualifying room is left; a need that arises mid-year is handled as rooms allow.\nCan my service dog live and go to class with me?\nYes. A trained service animal goes wherever students and the public can go, with no pre-approval. Staff may ask only whether it is a service animal and what task it performs ( service animals ).\nWhat about an emotional support animal?\nAn ESA is a housing accommodation only, reviewed with documentation from a treating provider. Request it at least 60 days before move-in; approvals are renewed each academic year ( emotional support animals ).\nI have a medical diet. Do I still need a meal plan?\nUsually yes — the campus dietitian sets up safe stations, the allergen-free pantry and made-to-order meals. In rare cases a plan is reduced or released with the dietitian’s and a provider’s sign-off ( dietary accommodations ).\nHow does accessible parking work?\nYou need a valid state disability placard or plate plus a Porter parking permit. After an injury, Transportation & Parking issues a temporary accessible permit with a provider’s note ( accessible parking ).\nIs there a ride across campus?\nYes. Lift- and ramp-equipped vans run door to door within campus. Register once for a standing class-schedule route, or request same-day rides for a short-term injury; book recurring rides at least a day ahead ( accessible campus transportation ).\nTechnology, materials and community\nHow do I get textbooks in an accessible format?\nRequest them through the office, ideally before the term so they are ready in week one: accessible PDF, audio, braille or large print.\nHow do I get captioning or CART for a class?\nRequest it once through Accessibility Services and it follows your schedule. For a campus event, the organizer requests captioning at least five business days ahead, and the cost comes from a central access fund ( requesting captioning or CART ).\nWhat assistive technology is available?\nMuch of it is already on your issued laptop: the screen reader, magnifier, dictation and read-aloud. Beyond that the university licenses specialized software and lends hardware such as smart pens and FM systems, with training sessions before you rely on them ( assistive technology ).\nA course website or video is not accessible. What do I do?\nReport it to the office. Staff work with the instructor and the vendor and provide an accessible alternative in the meantime ( digital accessibility ).\nAre there student groups?\nYes. Disability Advocates is a disabled-student community that also advises the university on access, and the ACES accessible computing club builds accessible technology.\nAt a glance\nQuestions answered\n31\nOffice\nHalvorsen Library, Level 1\nExam bookings\nAt least 48 hours ahead\nESA requests\n60 days before move-in\nDirector\nFaye Gunderson\nWho to contact\nDisability & Accessibility Services\nHalvorsen Library, Level 1\nPhone\n(715) 555–0238\nEmail\naccess@uwporterfalls.edu\nRelated resources\nAccessibility services\nDocumenting a disability\nTesting accommodations\nAccessible housing\nAssistive technology\nHousing FAQ" }, { "url": "faq-admissions.html", "title": "Admissions FAQ", "description": "Deadlines, requirements, test scores, visits and the enrollment deposit — the questions the Office of Admissions answers most, with the page that settles each one.", "headings": [ "Admissions FAQ", "On this page", "Applying", "Requirements and review", "Test scores", "Visiting campus", "After you are admitted" ], "content": "Frequently asked questions Admissions FAQ\nDeadlines, requirements, test scores, visits and the enrollment deposit — the questions the Office of Admissions answers most, with the page that settles each one.\nApplying\nHow do I apply to UW–Porter Falls?\nUse the online application . It has no fee and no essay, takes about twenty minutes, and most applicants have a decision in about two weeks. Wesconsin residents and out-of-state students use the same process.\nWhat are the application deadlines?\nFall: priority February 1, final August 1. Spring: priority November 1, final January 2. Summer: priority April 1, final May 15. For fall 2027 that means February 1, 2027 and August 1, 2027; Nursing and Apparel & Textile Design have earlier program deadlines (see admissions ).\nIs there an essay or a fee?\nNeither. There is an optional “Anything else?” box (150 words, not an essay) for context you want a reader to have. See first-year admission requirements .\nWhat do I need to send?\nSelf-report your courses and grades on the application; an unofficial transcript is enough for a decision. Your official final high school transcript, showing your graduation date, is due by July 15, 2027 for fall entry.\nWhen will I hear back?\nMost applicants hear in about two weeks. Files with a GPA below 2.5 or missing course units go to a second reader and then to the review committee, which meets every Tuesday from October through June ( how Porter reviews applications ).\nI was homeschooled. Can I apply?\nYes. Homeschool applicants follow the same deadlines and send outside evidence of their coursework; a test score is one of four options for that evidence, not a requirement. Details are on homeschool applicants .\nI went to Porter before and stopped out. Do I reapply?\nYes, through readmission if you missed a fall or spring term without an approved leave. It is free and takes about ten minutes; for spring 2027 apply by January 4, 2027. Jun Park, the re-entry and transfer counselor, is at (715) 555–0152.\nRequirements and review\nWhich high school courses do I need?\n17 academic units: English 4, math 3 (through algebra II), science 3 (at least two lab sciences), social studies 3 and academic electives 4. Engineering, engineering technology and computing want four years of math through precalculus plus chemistry and physics. See first-year admission requirements .\nIs there a minimum GPA?\nNo. The middle 50 percent of admitted first-year students carried a 3.1–3.7 unweighted GPA. For fall 2026, Porter received 6,140 applications, admitted 4,920 (80 percent) and enrolled 2,110 students from 27 states.\nWhat if I am missing a required course?\nMissing one unit is not an automatic denial — applicants short one unit (usually a third lab science or algebra II) are typically admitted with a plan to make it up in the first year. Two or more missing units almost always means a phone call from your counselor before a decision.\nWhat does a deferral mean?\nThe review committee wants to see more before deciding. A deferral asks for your first-semester senior grades, due January 29, 2027; other outcomes are admission, admission with a first-term plan (a 13–15 credit cap and an early-alert adviser), or denial with a counselor call.\nDo some programs have extra requirements?\nYes. Nursing has its own secondary admission ( getting into Nursing ), and the B.F.A. programs and Apparel & Textile Design require a portfolio review ( portfolio and audition admission ). No program requires a test score.\nWho reads my application?\nThe admissions counselor assigned to your region reads every file by hand. Find yours on meet your admissions counselor ; counselors answer calls and email within one business day.\nTest scores\nDo I need the ACT or SAT?\nNo. Porter has been test-optional for admission and automatic merit scholarships since fall 2021 and made the policy permanent in 2024. In fall 2026, 37 percent of applicants sent a score; 81 percent of submitters and 79 percent of non-submitters were admitted ( test-optional admission ).\nShould I send my score?\nSend it if it is at or above the middle of the admitted range (ACT 20–26, SAT 1030–1240) or stronger than your grades suggest. Leave it off if it sits well below the range and your grades are solid; a blank is never read as a negative.\nDoes Porter superscore?\nYes — Porter uses your highest section scores across test dates. Self-report scores on the application; an official report is needed only if you enroll and want the score used for placement.\nDoes a score do anything after I am admitted?\nAn ACT math score of 24+ or SAT math of 580+ waives the math placement assessment and places you in the calculus-ready sequence. Everyone else takes the online assessment in the placement testing guide .\nCan I take the ACT on campus?\nYes. The Testing Center in Halvorsen Library hosts national ACT dates on December 12, 2026 and February 6, April 10 and June 12, 2027. Register through the testing agency, not through Porter.\nVisiting campus\nCan I tour campus?\nWeekday visits run year-round and take about two hours: a 30-minute admissions overview and a 75-minute student-led walk. Every visit starts at the Welcome Center in the 1911 Depot, with parking in Lot D; Saturday visits run twice a month in October and April ( campus tour options ).\nWhat are Ironclad Preview Days?\nDay-long open houses with every college open, a student-led tour and free lunch at The Forge. 2026–27 dates: October 24 and November 14, 2026; January 18, February 15, March 6 (with a transfer track) and April 16 (juniors), 2027. Register on the visit page or at (715) 555–0144 — see Ironclad Preview Days .\nIs there help paying for the trip?\nThe Preview Day Travel Grant covers students who live 60 or more miles away and qualify for free or reduced-price lunch, expect Pell eligibility, or are first-generation. It pays up to $120 in mileage for 60–149 miles, or up to $200 plus one night of lodging for 150 miles or more.\nCan I visit without coming to Porter Falls?\nYes. The virtual campus tour covers about twenty stops, and your regional counselor may be visiting your school — check the counselor travel schedule .\nHow do school groups visit?\nGroups of ten or more students from one school book a group visit at least three weeks ahead rather than registering for a Preview Day. Request one through campus tour options .\nAfter you are admitted\nHow do I confirm that I am coming?\nPay the $100 enrollment deposit in MyPorter under “Confirm my enrollment.” It is credited to your first-semester bill. For fall 2027 it is due May 1, 2027 (spring 2027: December 15, 2026); extensions to May 15 are granted routinely if you ask before May 1.\nCan the deposit be waived?\nIt is waived automatically if your FAFSA shows Pell eligibility, if you are a veteran or on active duty, or if you are an independent student who was in foster care. Anyone else can ask by email — a sentence is enough. For fall 2026, 640 of 2,110 entering students had it waived.\nCan I get the deposit back?\nYes, in full on a written request from your Porter email through June 1, 2027 for fall entry (December 31, 2026 for spring). After that it is non-refundable except for military orders, a serious medical situation or a death in the family.\nCan I defer my admission?\nYes, for one semester or one year, by request before August 1, 2027. Your deposit carries forward; see gap year planning if you are weighing it.\nIs housing guaranteed?\nIncoming first-year students who apply for housing by May 1, 2027 are guaranteed a space. The Housing Gateway opens within two business days of your deposit; the housing contract carries its own $200 deposit. See the housing FAQ .\nWhen are orientation and the first day of classes?\nOrientation registration opens March 1, 2027 for depositors, and sessions run June 14 through July 27, 2027 ( new student orientation ). First-year move-in is August 28–29, 2027 and classes begin September 1, 2027; the full list is on the new student checklist .\nAt a glance\nQuestions answered\n29\nFall 2027 dates\nPriority Feb. 1, 2027; final Aug. 1, 2027\nCost to apply\nNo fee, no essay\nTest scores\nOptional\nDeposit\n$100, due May 1, 2027\nWho to contact\nOffice of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0143 (visits (715) 555–0144)\nEmail\nadmissions@uwporterfalls.edu\nHours\nMon–Fri 8 a.m.–4:30 p.m.; Saturdays 9 a.m.–noon during Millrace Week and in April\nRelated resources\nAdmissions\nApply\nFirst-year requirements\nScholarship deadlines\nFinancial aid FAQ\nTransfer students FAQ" }, { "url": "faq-campus-safety.html", "title": "Campus Safety FAQ", "description": "Who to call, how PorterAlert works, the free safety services worth using, reporting options and where the crime data lives — from Porter Campus Safety.", "headings": [ "Campus Safety FAQ", "On this page", "Emergencies and reporting", "Alerts and closings", "Free safety services", "Sexual misconduct and support", "Crime data and preparedness" ], "content": "Frequently asked questions Campus Safety FAQ\nWho to call, how PorterAlert works, the free safety services worth using, reporting options and where the crime data lives — from Porter Campus Safety.\nEmergencies and reporting\nWhat number do I call in an emergency?\n911, always first. Then, if you can, call Campus Safety at (715) 555–0191 so an officer can meet responders and guide them on campus ( Campus Safety & police ).\nIs Campus Safety open around the clock?\nYes, 24 hours a day, every day, from the ground level of Millwright Hall. Its licensed officers coordinate with the Porter Falls police and fire departments, whose stations are both within a mile of campus.\nWhat do the blue-light phones do?\nPress the button and you are connected straight to Campus Safety dispatch, which can see where you are.\nHow do I report a crime that is not an emergency?\nCall (715) 555–0191, stop by the business office, use the online reporting form, or report anonymously through the tip line and the mobile safety app.\nI am worried about someone, but it is not a crime. Who do I tell?\nUse the behavioral-concern (CARE) referral, which goes to a support team rather than an enforcement response.\nCan I report something that happened off campus or a while ago?\nYes. Campus Safety will take the report and help you reach the right agency if it is not theirs.\nAlerts and closings\nWhat is PorterAlert?\nThe university’s emergency notification system: text, voice call, email and campus building speakers. Every student and employee is enrolled automatically using the mobile number and email on file ( emergency alerts ).\nHow do I make sure alerts reach me?\nKeep your mobile number current in MyPorter, and add a second number or a text-only preference there. Students can also add a parent’s number ( emergency notifications ).\nWhat triggers an alert?\nOnly an immediate threat to health or safety on or near campus: a severe weather warning, a hazardous-materials incident, an active threat or a building evacuation. Routine announcements go by ordinary email.\nHow will I hear about a snow closing?\nNot through PorterAlert. Closings and delayed starts go out by campus-wide email, the homepage banner, the campus app and local radio and TV, usually by 5:30 a.m. for a morning call ( weather closings ).\nHow often does Porter close for weather?\nOne to three closings or delays a year, almost always in December, January or February. Residence halls, dining and the library generally stay open.\nIs the alert system tested?\nYes — a full-system test each semester, announced ahead of time.\nFree safety services\nCan someone walk me home at night?\nYes. The safety escort service sends a trained student officer on foot or an officer in a marked vehicle, dusk to dawn during the semester, anywhere on campus and the immediate blocks around it. No one asks why; waits are usually under ten minutes ( safety escort ).\nIs there a late-night ride?\nSafeRide, a request-based van, runs 6 p.m.–2 a.m. within the campus boundary and two blocks beyond; book it in the ParkPorter app ( parking & transportation FAQ ).\nWhere is lost and found?\nAt the Founders Union information desk, open whenever the building is open. Found Porter Cards are deactivated and returned to the Porter Card Office ( lost and found ).\nCan I register my bike or laptop?\nYes, free. A registered serial number is how a recovered item gets back to you ( bike registration ).\nWill someone check my room over break?\nCampus Safety offers vacation checks for residence hall rooms and nearby houses over breaks. Request one online before you leave.\nCan my floor or club get safety training?\nYes. Personal-safety and active-threat education sessions, naloxone training and AED training can be requested for a class, floor or organization.\nSexual misconduct and support\nWho can I talk to after a sexual assault?\nYou choose: Campus Safety, the Title IX Coordinator or a confidential advocate. Starting with a confidential advocate keeps every option open ( Title IX & sexual misconduct resources ).\nWill talking to someone start an investigation?\nNot if you talk to a confidential advocate or the counseling center. Most other staff are required to pass a report to the Title IX Coordinator, who reaches out and explains your options.\nCan I get help without filing a complaint?\nYes. Supportive measures — a schedule, housing or job change, or a no-contact directive — are available without a formal complaint or naming anyone.\nIs there 24-hour support?\nCounseling’s 24-hour line is (715) 555–0117, and the Title IX page lists national 24-hour hotlines. Call 911 if you are in danger.\nCan I be punished for reporting?\nNo. Retaliation against anyone who reports or takes part in a process is itself a violation.\nCrime data and preparedness\nWhere can I see crime statistics?\nIn the Annual Security & Fire Safety Report, published by October 1 each year, with three calendar years of statistics and the university’s safety policies. A free paper copy is available from the Campus Safety business office ( annual security report ).\nWhat is the daily crime log?\nA public list of every crime reported to Campus Safety in the last 60 days, with the nature, date, time, general location and disposition. Inspect it in person during business hours; older entries take a couple of business days ( timely warnings & crime log ).\nWhat is a timely warning?\nA notice required by federal law when a reported crime is an ongoing threat to the campus community. It describes the incident and area in general terms and omits identifying details.\nWhat should I do in an active-threat situation?\nRun, hide, fight: leave if there is a safe path out, secure yourself in a room and silence your phone if there is not, and act against the threat only as a last resort. Building coordinators walk new occupants through evacuation routes each fall.\nWhat fire-safety rules apply in the halls?\nNo candles, halogen lamps, open-coil appliances or smoking, and no extension cords without a surge strip. Each hall’s fire systems, drill count and fire log are in the annual report.\nAt a glance\nQuestions answered\n28\nEmergency\n911\nCampus Safety (non-emergency)\n(715) 555–0191, 24/7\nAlerts\nPorterAlert — automatic enrollment\nCrime log\nRolling 60 days, public\nWho to contact\nPorter Campus Safety\nMillwright Hall, ground level\nPhone\n(715) 555–0191 (emergencies: 911)\nEmail\nsafety@uwporterfalls.edu\nHours\n24 hours a day, every day\nRelated resources\nCampus Safety & police\nEmergency alerts\nTimely warnings & crime log\nAnnual security report\nTitle IX\nSafety escort" }, { "url": "faq-career-services.html", "title": "Career Services FAQ", "description": "Appointments, PorterConnect, the career conferences, co-ops and internships, and the outcome numbers — with the page that settles each answer.", "headings": [ "Career Services FAQ", "On this page", "Getting started", "PorterConnect and finding work", "Career conferences and fairs", "Co-ops and internships", "Outcomes and after graduation" ], "content": "Frequently asked questions Career Services FAQ\nAppointments, PorterConnect, the career conferences, co-ops and internships, and the outcome numbers — with the page that settles each answer.\nGetting started\nWhat does Career Services do?\nRésumé and cover-letter reviews, mock interviews (recorded on request), career coaching, the fall and spring career conferences and smaller industry fairs, an employer relations team with more than 300 regional and national employers, and a job and internship board for students and alumni ( Career Services ).\nWhen should I first visit?\nIn your first year. Create a PorterConnect profile, bring even a thin résumé to a drop-in, and walk through a career conference just to see how it works ( getting the most from Career Services ).\nI have no idea what I want to do. Is that too early?\nNo. Appointments are for choosing a direction as much as applying for a job; coaches help with comparing fields, changing majors and deciding whether graduate school belongs in the plan.\nWhat kinds of appointments are there?\nA quick review of one document or question; standard coaching for exploration, search strategy, portfolios or offers; and mock interviews, booked separately so the coach can use a real job description ( career coaching appointments ).\nHow do I book, and is there a drop-in?\nBook in MyPorter. Drop-in hours run weekday afternoons for quick questions; book a scheduled appointment before a fair or an application deadline.\nWhat should I bring?\nSomething concrete: a draft résumé, two job listings that interest you, an offer letter, or a list of courses and projects you liked and disliked. Leave with three agreed actions and do the smallest within 48 hours.\nPorterConnect and finding work\nWhat is PorterConnect?\nThe university’s job and internship board, open only to current students and alumni, with roles from employers the university vets. Some event listings still call it PorterCareers; it is the same system.\nWhere do I find an on-campus job?\nOn the student jobs board , run by Student Employment, part of Career Services, in Founders Union 160. A campus job can count as career development too ( campus jobs as career development ).\nDo employers interview on campus?\nYes. Between fairs, employers post a role, screen applicants through PorterConnect and interview a shortlist in the career center’s interview rooms; many hold first-round interviews the day after each conference.\nCrowded fairs are not for me. Do I have options?\nYes. Ask for a quiet early-entry slot, book a counselor who will make warm introductions for you, or skip the fair and use info sessions, alumni conversations and direct applications with a coach’s help ( career fairs and recruiting ).\nShould I take an unpaid internship?\nMost internships in technical and business fields are paid, and on-campus recruiting is free for employers offering paid positions. If an offer is unpaid, talk it through with a coach before you accept.\nI am an international student. Can I take an internship?\nUsually, with authorization. Check with International Programs before you accept any off-campus role; see the international students FAQ .\nCareer conferences and fairs\nWhen are the big fairs?\nThe Fall Career Conference runs two days each September in Ironclad Fieldhouse: day one is manufacturing, engineering technology, construction and skilled trades; day two is technology, design, business, health and human services. The Spring Career Conference is February 3, 2027, weighted toward summer internships and later-hiring employers.\nAre there smaller fairs?\nYes, single-industry events through the year, including the Manufacturing Career Conference on October 9, 2026 in Ironclad Fieldhouse. Engineering, construction, packaging and nursing also run department recruiting events.\nHow do I sign up?\nRegistration opens in PorterConnect about three weeks before each conference. The employer list, open roles and booth numbers are posted there so you can plan a route. Both conferences are free to students ( the Porter Career Conference ).\nHow should I prepare?\nPick a short list of eight or so employers, read what they actually make and hire for, get your résumé reviewed, and rehearse a 30-second introduction: name, year, major, what you are looking for. Warm up on an employer you care less about before your first choice ( preparing for a career fair ).\nWhat do I do afterward?\nEmail each recruiter within a day or two, mention the specific conversation, attach your résumé, and still apply to the posting in PorterConnect even if they said “just email me.”\nI have nothing to wear. Help?\nThe Career Closet in Founders Union 158 is free: book a 20-minute fitting, take up to three pieces per visit and keep them. Sizes run adult XS to 4XL, and staff will take a headshot for your PorterConnect profile on the same visit.\nCo-ops and internships\nDo I have to complete an internship or co-op?\nMost programs require an internship, co-op or clinical placement before graduation, listed on each program page; 96 percent of Porter undergraduates complete one.\nWhat is the difference between a co-op and an internship?\nA co-op is usually a full-time, paid, major-related term of a semester or a summer, with a zero- or one-credit course carrying faculty-approved learning goals so it appears on your transcript. Internships are often shorter and may be part-time during classes ( co-ops and internships ).\nWill a co-op delay my graduation?\nIn most plans a co-op term shifts graduation by a semester, not a year, and your adviser maps it with you. Many students convert their co-op into a full-time offer.\nWhen should I start looking?\nOne to two semesters before you want to start. The search for an internship the summer after sophomore year starts in the fall of sophomore year.\nDoes a co-op affect my financial aid or eligibility?\nIt can. Financial aid, visa status and athletic eligibility all interact with a co-op term, so check with the relevant office before you commit.\nOutcomes and after graduation\nWhere do Porter graduates land?\n94 percent of graduates report employment or graduate school within six months, 87 percent in a field related to their major, with a median starting salary of $61,400 across all programs ( career outcomes ).\nHow are those numbers collected?\nThrough a first-destination survey at graduation and about six months later, reported by college and program with the knowledge rate — the share of graduates whose outcome is known — published alongside ( how Porter measures outcomes ).\nWhy should I fill out the survey?\nBecause your outcome counts in your program’s numbers, and those numbers are what the next class of students reads.\nI am thinking about graduate school. Who helps?\nA career coach and the graduate-school adviser, starting junior year. The Graduate & Professional School Fair is October 28 in Commerce Hall; for Porter’s own programs, see the graduate admissions FAQ .\nCan you help me evaluate a job offer?\nYes — book an offer conversation for help comparing offers and negotiating salary ( evaluating a job offer ).\nDo I keep access after I graduate?\nYes. Career for Life gives alumni free one-on-one advising by phone or video, résumé and interview help, the alumni job board and the mentor network, with no time limit ( career services for alumni ).\nAt a glance\nQuestions answered\n29\nPlaced within 6 months\n94%\nMedian starting salary\n$61,400\nSpring Career Conference\nFeb. 3, 2027, Ironclad Fieldhouse\nDirector\nJolene Brandvold\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nRelated resources\nCareer Services\nCareer fairs & recruiting\nCo-ops & internships\nCareer outcomes\nStudent jobs board\nGraduate admissions FAQ" }, { "url": "faq-dining.html", "title": "Dining FAQ", "description": "Meal plans, swipes versus Campus Cash, where to eat late, allergies and break hours — the dining questions that come up every week of the term.", "headings": [ "Dining FAQ", "On this page", "Meal plans", "Where to eat", "Allergies and special diets", "Guests, breaks, money and jobs" ], "content": "Frequently asked questions Dining FAQ\nMeal plans, swipes versus Campus Cash, where to eat late, allergies and break hours — the dining questions that come up every week of the term.\nMeal plans\nDo I need a meal plan?\nNew students in the traditional residence halls must carry Forge 14 or higher. Students in the suites, apartments and Cooperative Hall, and all commuters, may buy any plan or none ( dining plans ).\nWhat plans are there?\nForge 19 (19 swipes a week + $150 Campus Cash), Forge 14 (14 + $250), Forge 10 (10 + $400), and Anytime (unlimited entry to The Forge + $100). Commuters can buy the Commuter 50 block: 50 swipes a semester with no weekly reset.\nHow much does a plan cost?\nThe standard meal plan in the 2026–27 cost of attendance is $4,240 for the year, or $2,120 a semester, billed to your student account. Current rates for every plan are in the housing portal ( cost of attendance ).\nDo unused swipes roll over?\nNo. Swipes reset every week. “14” means 14 entries to spend however you like, including three in one day during finals.\nWhat is Campus Cash?\nA declining balance on your Porter Card that works like money at Ironworks, the cafés, North Market, concessions and vending, and it is tax-free on food. It rolls over from fall to spring and is refunded when you graduate or move off campus ( the card ).\nCan I change my plan?\nMove up at any time; the difference is prorated. Move down or cancel only during the first two weeks of a semester, through the housing portal in MyPorter ( changing your meal plan ).\nWhere to eat\nWhere is the dining hall?\nThe Forge in Founders Commons is the all-you-care-to-eat hall: one swipe gets you in. It runs continuous service from breakfast through dinner on weekdays and brunch and dinner on weekends during the academic year.\nWhat else is on campus?\nIronworks Food Hall in Founders Union (pizza, bowls, burgers, a salad and wrap line and rotating stalls), North Market on North Campus, the Library Café in Halvorsen Library, Engineering Express in Founders Hall and Health Sciences Coffee .\nCan I use a meal swipe outside The Forge?\nYes, at Ironworks and North Market, as a fixed swipe-equivalency combo during set hours. The Library Café, Engineering Express and Health Sciences Coffee take Campus Cash, a card or your phone, but not swipes.\nWhere can I eat late?\nIronworks keeps a limited menu going until midnight on weeknights and later on weekends, and North Market is the latest-closing spot on campus. Vending in every hall takes Campus Cash.\nWhen is The Forge least crowded?\nAvoid 11:45 a.m.–12:30 p.m. and 5:30–6:30 p.m. Sunday brunch is the one meal that regularly has a line at the door.\nWhere do I find hours and menus?\nThe dining app shows live hours for every location (they shift around exam weeks and breaks), menus posted a week ahead, and mobile ordering for Ironworks and the cafés ( where to eat ).\nAllergies and special diets\nI have a food allergy. What should I do?\nMeet the campus dietitian — free and confidential — before you rely on any one location. You get a tour of safe stations, access to the allergen-free pantry station with its own prep area and equipment, and made-to-order meals when the line cannot cover you ( dietary accommodations ).\nAre there vegan and vegetarian options?\nYes. The Forge guarantees a vegan or vegetarian entrée at every meal, not just a side.\nIs there halal or kosher food?\nHalal and kosher-style options are labeled daily. The dietitian can help you plan around religious requirements across locations.\nWhere is nutrition information?\nIn the dining app: per-serving calories, macros and the big-nine allergens for every recipe, with diet filters. Every station also posts allergen and ingredient information ( menus & nutrition ).\nCan I be released from the meal plan for a medical diet?\nRarely. The default is to make dining work, which it usually can; where a need genuinely cannot be met, the plan can be reduced or released with the dietitian’s and a treating provider’s sign-off.\nGuests, breaks, money and jobs\nCan I bring a guest?\nYes. Most plans include a set number of guest swipes a term: swipe your card, then choose “guest” on the reader. Out of guest swipes, pay the walk-in rate at the door ( guest meal swipes ).\nWhat is open over breaks?\nOver Thanksgiving and spring break, one location runs a limited schedule. Over winter break all campus dining closes; students approved for break housing get a grocery stipend or a nearby open option ( dining during breaks ).\nI am out of swipes and Campus Cash. What now?\nAsk the Dean of Students Office for donated meal credits — no documentation of need — and use the food pantry for groceries. If money is tight, talk to Dining before you cancel a plan.\nCan my family add Campus Cash?\nYes. A parent with a guest login can load Campus Cash by card from anywhere, and every balance and transaction is in MyPorter and the card app.\nI lost my Porter Card. Can someone use my meal plan?\nFreeze the card in the app or MyPorter right away — it stops spending instantly and is reversible. Then get a replacement at the Porter Card Office, Founders Union 112, (715) 555–0126 ( the Porter Card ).\nCan I work in dining?\nYes — University Dining is the largest student employer on campus and hires continuously with no experience needed. Most students work 8–12 hours a week, get a free or discounted meal on qualifying shifts and earn a food-handler certification paid for by the university ( dining jobs ).\nHow does my student organization order food?\nUniversity Catering is the required caterer for most events in campus spaces. Student organizations order through their adviser with activity-fund billing.\nWho runs Dining Services?\nWade Holt is Director of Dining Services. Questions about plans, billing or accommodations go to the dining office in Founders Commons at (715) 555–0242.\nAt a glance\nQuestions answered\n25\nDining hall\nThe Forge, Founders Commons\nRequired plan\nForge 14 or higher in traditional halls\nPlan changes\nDown or cancel only in the first two weeks\nDirector\nWade Holt\nWho to contact\nDining Services\nFounders Commons, lower level\nPhone\n(715) 555–0242\nEmail\ndining@uwporterfalls.edu\nRelated resources\nDining plans\nWhere to eat\nDietary accommodations\nThe Porter Card\nHousing FAQ\nFood pantry" }, { "url": "faq-financial-aid.html", "title": "Financial Aid FAQ", "description": "The FAFSA, aid offers, scholarships, work-study and what to do when the money runs short — answered by the Financial Aid Office in Founders Union 118.", "headings": [ "Financial Aid FAQ", "On this page", "The FAFSA", "Your aid offer", "Scholarships", "Keeping aid and getting paid", "When money is tight" ], "content": "Frequently asked questions Financial Aid FAQ\nThe FAFSA, aid offers, scholarships, work-study and what to do when the money runs short — answered by the Financial Aid Office in Founders Union 118.\nThe FAFSA\nWhat is Porter’s FAFSA school code?\n009399 . List it on the FAFSA every year or your application never reaches Porter; if you see a different number on an older page, use 009399. See the financial aid process .\nWhen should I file?\nThe 2027–28 FAFSA opened October 1, 2026. File by the February 1, 2027 priority date for the best shot at limited funds; the FAFSA, line by line walks through the form.\nWhat happens if I file after February 1?\nYou still get aid — February 1 is a priority date, not a cutoff. Federal Pell Grants do not run out, but Porter’s own grants, state grants and work-study do, and they go out in the order applications are completed.\nDo I have to file every year?\nYes. Aid is awarded one year at a time, and continuing students who skip the FAFSA lose need-based aid for the next year. Wesconsin residents are considered for the state grant through the same form.\nI was selected for verification. What now?\nRoughly one in three applications is selected; it is a document check, not an accusation. Submit everything the aid portal lists at once — for priority consideration by March 15, 2027 — because nothing disburses until verification clears ( verification ).\nCan international students file?\nNo. Most U.S. federal and state aid is not available to international students, but Porter and outside scholarships and on-campus jobs are. See the international students FAQ .\nYour aid offer\nWhen will I see my aid offer?\nMost offers for priority filers post in MyPorter by April 1, 2027. Accept or decline your aid by May 1, 2027, the same day the enrollment deposit is due ( scholarship deadlines ).\nHow do I compare Porter with another school?\nUse net price: cost of attendance minus grants and scholarships only — not loans or work-study. For 2026–27 the full cost for a Wesconsin resident living on campus is $24,330, and the average net price for aided resident first-years was $11,340 ( cost of attendance ).\nDo I have to take the loans in my offer?\nNo. You accept, reduce or decline each loan individually; borrow the minimum that makes the year work. First-time federal borrowers complete entrance counseling and a Master Promissory Note.\nHow does work-study work?\nA work-study award is permission to earn up to a set amount in an eligible campus job, paid as a biweekly paycheck for hours worked. Positions are posted on the Work-Study board in PorterConnect; unearned work-study does not roll over or turn into a grant ( Federal Work-Study ).\nMy family’s income dropped. Can my aid change?\nAsk for a professional-judgment appeal. Job loss, reduced income, divorce, large medical bills, a parent’s death or one-time income on the FAFSA year all qualify for review; bring a written timeline and documentation, and expect a decision in a few weeks ( aid appeals ).\nWhat does cost of attendance include?\nDirect costs Porter bills — tuition, segregated fees, and housing and food if you live on campus — plus estimates for books ($1,000), transportation and personal expenses. Aid is awarded against the full figure, not just the bill.\nScholarships\nDo I apply separately for Porter scholarships?\nNot for merit and access awards: first-year and transfer students admitted by February 1, 2027 are reviewed automatically, and students admitted by December 1, 2026 are in the first round. Awards include the President’s Scholarship ($4,500 a year, 3.9+ GPA) and the Founders’ Scholarship ($3,000 a year, 3.75+ GPA).\nWhat is the Foundation scholarship application?\nOne online form that matches you to more than 180 donor-funded awards by major, county, need, first-generation status and activities. It is open December 1, 2026 to March 5, 2027 at 11:59 p.m., takes about an hour, and recipients are notified by April 30, 2027.\nHow do I keep a scholarship?\nStay full time and meet the renewal GPA in your award letter, usually between 2.75 and 3.25. A term below the line usually brings a one-term warning before the award is paused, not an immediate loss ( scholarships ).\nDo I have to report outside scholarships?\nYes, by July 1, 2027 for fall. Federal rules make them part of your package, and Porter reduces loans or work-study before it touches any grant. Never pay a fee to apply for a scholarship ( reporting outside scholarships ).\nAre there scholarships for transfer students?\nYes. The Transfer Momentum Award pays $1,500 a year to transfer students with a 3.3 transfer GPA and at least 24 transferable credits, awarded automatically with admission.\nDoes Porter offer athletic scholarships?\nNo. The Ironclads compete in NCAA Division III, which does not award athletic aid; student-athletes are considered for the same merit and need-based aid as everyone else.\nKeeping aid and getting paid\nWhen does my aid pay out?\nAccepted aid is applied to your bill first. If it exceeds your charges, the difference is refunded — by direct deposit within a few days if you set up an account in MyPorter — usually in the second week of the term ( understanding your bill ).\nWhat is satisfactory academic progress?\nThree tests to keep aid: a minimum cumulative GPA, completing a minimum share of attempted credits (often 67 percent), and finishing within 150 percent of your program length. It is checked at the end of each academic year; a miss brings a warning term, then an appeal ( SAP for aid ).\nWhat happens to my aid if I drop a class?\nDropping below 12 credits can reduce or cancel aid and leave a balance. Talk to an aid counselor before you drop — a five-minute conversation can prevent a bill for several thousand dollars.\nWhat if I withdraw from the term?\nFederal aid has its own return calculation for students who withdraw before the 60 percent point of the term, and it can require paying aid back. See withdrawal and financial aid before you file anything.\nIs there aid for summer?\nSummer shares the year’s loan and Pell limits, so there may be little left. Enroll at least half time, file the correct year’s FAFSA and check with the office first ( summer financial aid ).\nWhen money is tight\nIs there emergency money?\nYes. The student emergency fund gives one-time grants of $150–$750, usually within three business days, with nothing to repay. It covers things like a car repair or a utility shutoff, not tuition; apply through the Student Success Center, (715) 555–0170.\nCan I split my bill into payments?\nYes. The term payment plan splits a semester into four or five monthly payments for a $35 enrollment fee and no interest. Enroll before the first due date; see the tuition and billing FAQ .\nI am running out of food money. Where do I go?\nThe campus food pantry is open to any enrolled student with a Porter Card, with no application or income check. Students on meal plans donate swipes that the Dean of Students Office grants confidentially ( meal swipe donation ).\nMy aid still does not cover the bill. Can I borrow more?\nAsk about a parent or private loan only after grants, scholarships and the payment plan, and borrow the minimum. You can request more federal loan funds later in the year, but you cannot easily un-borrow ( financial aid process ).\nCan someone help me build a budget?\nFinancial wellness coaches will build a full-year plan with you at no charge. Book through the Financial Aid Office at (715) 555–0231 or see financial wellness coaching .\nAt a glance\nQuestions answered\n28\nSchool code\n009399\nPriority date\nFeb. 1, 2027\nFoundation application\nDec. 1, 2026 – Mar. 5, 2027\nDirector\nMervin Aaby\nWho to contact\nFinancial Aid Office\nFounders Union 118\nPhone\n(715) 555–0231\nEmail\nfinaid@uwporterfalls.edu\nRelated resources\nFinancial aid\nFinancial aid process\nScholarships\nScholarship deadlines\nCost of attendance\nTuition & billing FAQ" }, { "url": "faq-graduate-admissions.html", "title": "Graduate Admissions FAQ", "description": "Porter’s eight graduate programs, what you need to apply, how decisions are made, assistantships and other funding, and what happens after you are admitted.", "headings": [ "Graduate Admissions FAQ", "On this page", "Programs", "Requirements and applying", "Funding and cost", "International, non-degree and visits", "After you are admitted" ], "content": "Frequently asked questions Graduate Admissions FAQ\nPorter’s eight graduate programs, what you need to apply, how decisions are made, assistantships and other funding, and what happens after you are admitted.\nPrograms\nWhat graduate programs does Porter offer?\nEight: the M.B.A.; the Ed.D. in Career & Technical Education Leadership; and M.S. degrees in Clinical Mental Health Counseling, Cybersecurity, Data Science, Engineering Management, Manufacturing Engineering and School Counseling ( Graduate School ).\nHow long do they take?\nMost are two years: the M.B.A. (36 credits), Cybersecurity (33), Data Science, Engineering Management and Manufacturing Engineering (30 each) are part-time, and School Counseling is two years (48). Clinical Mental Health Counseling takes three years (60), and the Ed.D. three to four years part-time (54).\nCan I keep my job?\nMost students do. Most programs run as evening or hybrid cohorts, and the M.B.A., Engineering Management, Manufacturing Engineering and Cybersecurity meet one evening a week for the whole program ( graduate study at Porter ).\nIs there a doctorate?\nYes, one: the Ed.D. in Career & Technical Education Leadership , a practitioner doctorate for people who already run CTE programs.\nDo you offer graduate certificates?\nYes. Certificates of 9 to 15 credits can stand alone or stack into the related master’s, with the certificate courses counting toward the degree.\nHow many graduate students are there?\nIn fall 2026, 702 master’s students, 41 doctoral students and 14 graduate non-degree students ( fact book ).\nRequirements and applying\nWhat are the minimum requirements?\nA bachelor’s degree from a regionally accredited institution, at least a 2.75 undergraduate GPA (some programs set a higher minimum), a statement of purpose and two letters of recommendation. A program may ask for a third.\nHow do I apply, and is there a fee?\nThrough the same online application as undergraduates; choose your graduate program from the list. There is no application fee.\nDo I need a graduate entrance exam score?\nNo. Standardized test scores are not required for admission to any Porter graduate program. If an older page suggests otherwise, the Graduate School page is the policy of record.\nWho makes the decision?\nThe program’s faculty. The Graduate School handles the mechanics and minimums, but fit with the program — and, for thesis work, with a faculty adviser — is what decides it ( graduate admissions ).\nWhat else might my program ask for?\nOfficial transcripts from every institution you attended, plus program items such as a résumé, a portfolio, a writing sample, prerequisite coursework or relevant licensure. The program page lists exactly what yours needs ( applying to a Porter graduate program ).\nWhat makes a good statement of purpose?\nSpecifics: why this program, what you want to work on, and how your background prepares you. A generic statement is the most common weak spot; a specific one matters more here than anywhere in undergraduate admission.\nMy bachelor’s is in a different field. Can I still apply?\nYes. A program may admit you conditionally, with undergraduate prerequisites to finish (at a minimum grade) before or during your first year. Ask what would be required before you apply.\nWhen are applications due?\nEach program sets its own dates on its program page, and they are firmer than undergraduate deadlines. Apply early: assistantship decisions often come weeks before admission decisions, and most assistantships are filled by early summer for a fall start.\nFunding and cost\nAre there assistantships?\nA limited number, mainly in the M.S. programs with a thesis track: teaching, research and administrative positions of 10 to 20 hours a week, with a stipend and tuition remission. Say you want to be considered when you apply ( graduate assistantships ).\nWhat does an assistantship pay?\nA stipend over the academic year plus tuition remission — often full for a 20-hour appointment and partial for 10 hours — and eligibility for the graduate health plan. The stipend is taxable, and segregated fees, books and summer are often not covered ( graduate funding ).\nHow is graduate tuition charged?\nPer credit at the graduate rate, resident or non-resident, with no separate program fee. Current rates are on tuition and costs .\nCan I get financial aid?\nYes, federal graduate loans: file the FAFSA with school code 009399. There is no undergraduate-style grant aid at the graduate level, so loans, assistantships, scholarships and employer help make up the package.\nMy employer will pay. How does billing work?\nBring your employer’s tuition policy to Student Accounts before the first due date. Porter provides itemized invoices and enrollment verification on your employer’s timeline, and a deferred-payment option waits for the reimbursement.\nI am a veteran. Do my benefits work for a graduate degree?\nYes. The Veteran Resource Center certifies graduate enrollment, and the Yellow Ribbon Program can close a gap between graduate charges and the GI Bill; see the veterans FAQ .\nInternational, non-degree and visits\nWhat do international applicants add?\nEnglish-proficiency results from an approved exam, a course-by-course credential evaluation and financial documentation for the I-20, which is issued after admission. Allow extra weeks for all three ( international admission requirements ).\nCan I take a graduate course without applying to a degree?\nFor many programs, yes. Graduate non-degree study is handled through the Graduate School, and those credits can often apply if you are admitted later ( non-degree and guest students ).\nShould I contact faculty before applying?\nFor a thesis track, yes — email a faculty member whose work matches yours. For a course-based program, contact the program director listed on the program page.\nCan I visit?\nEach college holds a graduate visit day every fall and spring with faculty meetings, lab tours and a funding overview. It is free, though travel is not covered, and programs will set up a video meeting if you cannot come ( graduate visit days ).\nCan international students hold an assistantship?\nYes. A half-time appointment counts as full-time enrollment for visa purposes even with fewer credits, but confirm work-hour limits with International Programs before you accept one ( assistantship basics ).\nAfter you are admitted\nHow do I accept or decline?\nRespond through the applicant portal and send a short email to the program director by the response deadline, so a spot and any funding can go to the next applicant if you decline.\nWhat is the first year like?\nSmaller classes, more independence and a closer relationship with an adviser. The Graduate Student Association and being a first-year graduate student are good starting points.\nDo the counseling programs include supervised practice?\nYes. Clinical Mental Health Counseling builds in the 700 supervised clinical hours that licensure requires, and School Counseling includes a full-year supervised internship split between an elementary and a secondary setting.\nWhen is the graduate hooding ceremony?\nFriday, May 14, 2027, the day before spring commencement; see the graduation FAQ .\nWhat if I become a parent during my program?\nRequest a parental accommodation through the Graduate School with your adviser’s acknowledgement, ideally before the birth or placement. It commonly gives six weeks of relief from coursework and assistantship duties while your stipend, health coverage and milestone clocks are protected ( graduate parental accommodation ).\nHow do I work well with my adviser?\nHold a regular meeting, send a short written update and agenda ahead, and confirm decisions in writing. If the relationship is not working, name the pattern early, then go to the program director or the Graduate School ( the graduate adviser relationship ).\nAt a glance\nQuestions answered\n31\nPrograms\n8 (seven master’s, one Ed.D.)\nApplication fee\nNone\nTest scores\nNot required\nMinimum GPA\n2.75 (some programs higher)\nWho to contact\nGraduate School\nMillwright Hall 320\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nGraduate School\nGraduate admissions\nApplying to a Porter graduate program\nGraduate funding\nGraduate assistantships\nCareer Services FAQ" }, { "url": "faq-graduation.html", "title": "Graduation FAQ", "description": "Applying to graduate, walking versus finishing, the May and December ceremonies, regalia, honors and the diploma — from the Registrar’s Office.", "headings": [ "Graduation FAQ", "On this page", "Applying to graduate", "Ceremonies", "Regalia, honors and your diploma", "Guests and the day itself", "Before you leave" ], "content": "Frequently asked questions Graduation FAQ\nApplying to graduate, walking versus finishing, the May and December ceremonies, regalia, honors and the diploma — from the Registrar’s Office.\nApplying to graduate\nDo I have to apply to graduate?\nYes. Finishing your requirements does not award the degree automatically; the graduation application tells the Registrar to run a final audit, order your diploma and add you to the commencement list ( applying to graduate ).\nWhen should I apply?\nIn MyPorter, in the term before your final term — two terms ahead is safest for a spring finish. Miss the deadline and your degree is conferred the following term.\nIs there a fee?\nA small one-time fee that covers the diploma, its permanent record and, for bachelor’s candidates, the cap, gown and tassel.\nWhat happens after I apply?\nThe Registrar runs a formal degree audit, and your adviser and department sign off. Anything short — a missing elective, a substitution that was never recorded — surfaces while there is still time to fix it ( commencement ).\nHow many credits do I need?\nMost bachelor’s degrees take about 120 credits, and at least 30 of your final credits must be earned at Porter. Your degree audit is the authority for your program.\nCeremonies\nWhen is spring commencement?\nSaturday, May 15, 2027 in Ironclad Fieldhouse. Undergraduate degrees are conferred in two sittings by college; check MyPorter for your sitting’s time ( spring commencement ).\nIs there a December ceremony?\nYes. December ceremonies are held in Ironclad Fieldhouse after fall finals; in December 2025, Porter conferred 694 degrees in two sittings. December graduates are also invited to walk in May ( December commencement 2026 ).\nWhen is the graduate hooding ceremony?\nFriday, May 14, 2027, the evening before commencement, in Heritage Auditorium. Master’s and doctoral graduates are hooded by their advisers ( graduate hooding ).\nCan I walk before I finish?\nStudents within about one term of completion — often a summer course or a final internship — may request to participate in the spring ceremony. Your name is in the program and the diploma is mailed once the last grade posts and the audit clears.\nDo guests need tickets?\nNo. Guest seating is general admission and opens 90 minutes before the ceremony, with an overflow viewing room and a livestream.\nWhen do graduates arrive?\nLine up 75 minutes early in the fieldhouse annex, regalia on and nothing to carry. A reader takes a phonetic card at check-in so your name is said the way you say it.\nHow long is the ceremony?\nAbout two hours: procession, one address, the reading of names, the turning of the tassel and the recession.\nRegalia, honors and your diploma\nHow do I get a cap and gown?\nOrder at least six weeks before commencement and pick it up at the Campus Store the week of the ceremony. Bachelor’s regalia is included in the graduation application fee; graduate hoods are priced separately ( commencement regalia ).\nWhere do honor cords and stoles come from?\nFrom the sponsoring program, honor society or office — not the Campus Store.\nHow do Latin honors work?\nCum laude, magna cum laude and summa cum laude are based on your final cumulative GPA against thresholds set by your college, roughly 3.5, 3.7 and 3.9. They appear on the transcript and diploma and are read at commencement ( Dean’s List and honors ).\nWhen will I get my diploma?\nIt is mailed after final grades post and the degree audit clears, usually within eight weeks. Keep your diploma name and mailing address current in MyPorter.\nAn employer needs proof before my diploma arrives. What do I do?\nRequest a letter of completion — or of expected completion — from the Registrar.\nHow do I replace a lost diploma?\nOrder a replacement through the Registrar for a flat fee; it arrives in 6–8 weeks and can be issued in your current legal name with documentation ( replacement diploma ).\nGuests and the day itself\nCan family watch online?\nYes. Every December and May ceremony is livestreamed free with no login, and the archive is posted within 24 hours, searchable by graduate name ( commencement livestream ).\nWhat accessibility services are available?\nAccessible seating with companion spaces, wheelchair loan, assistive listening, ASL interpretation and CART captioning. Request interpretation and reserved seating at least two weeks ahead.\nWhere do guests park?\nFree in all campus lots on ceremony day, with an expanded Porter Loop route from the perimeter lots to the fieldhouse doors.\nAre there smaller celebrations?\nYes. Departments and colleges host their own receptions before or after the ceremony, which is where most of the actual goodbyes happen; your department will email the details.\nWhat is the Ring of Iron?\nA senior tradition: graduating students gather at dusk around the 1912 cornerstone. See traditions .\nBefore you leave\nDo I need to do loan exit counseling?\nYes, if you borrowed federal loans: once, online, about 30 minutes, when you graduate or drop below half time ( exit counseling ).\nCan a hold stop my diploma?\nYes. A financial hold blocks diploma release and official transcripts, so clear any balance before you go ( holds ).\nWhat happens to my laptop, email and software?\nLaptop options vary by program; your mailbox closes after a grace period, replaced by a lifetime alumni forwarding address; and student software licenses deactivate. See the technology FAQ .\nWhere do I order a class ring?\nThrough the Campus Store , separately from regalia. Rings are not included in the graduation application fee.\nWhat should I do in the first months after graduating?\nPick a loan repayment plan, set up loan autopay, and keep using Career Services — Career for Life coaching and the alumni network stay yours. See the first 90 days after graduation .\nAt a glance\nQuestions answered\n28\nSpring commencement\nSat., May 15, 2027, Ironclad Fieldhouse\nGraduate hooding\nFri., May 14, 2027\nApply\nIn MyPorter, the term before your last\nTickets\nNone needed\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nRelated resources\nCommencement\nApplying to graduate\nCommencement regalia\nCommencement livestream\nDegree audit\nRegistration FAQ" }, { "url": "faq-housing.html", "title": "Housing FAQ", "description": "Who has to live on campus, how rooms and roommates are assigned, what to bring, and what happens over winter break — from Housing & Residence Life.", "headings": [ "Housing FAQ", "On this page", "Living on campus", "Applying, rooms and roommates", "Move-in and what to bring", "Day-to-day life in the halls", "Breaks, moving out and leaving" ], "content": "Frequently asked questions Housing FAQ\nWho has to live on campus, how rooms and roommates are assigned, what to bring, and what happens over winter break — from Housing & Residence Life.\nLiving on campus\nDo I have to live on campus?\nFirst-year students live on campus for their first fall and spring. Exemptions include being 21 by move-in, married or with dependent children, a veteran with two or more years of active duty, living with a parent or guardian within 35 miles, or a medical or disability accommodation ( residence life ).\nHow do I ask for an exemption?\nSubmit a written request to the Director of Housing by July 1 for fall or December 1 for spring. A committee reviews it and decides within ten business days.\nIs housing guaranteed?\nIncoming first-year students who apply by May 1 are guaranteed a space; specific hall and room requests are filled in priority order as space allows. Transfer students are not required to live on campus but are guaranteed housing if they apply by May 1.\nWhich halls are there?\nNine. Heritage, Riverside and North house first-year students in traditional doubles; Millrace and Overlook are semi-suites; Birchwood Suites and Cedar Bluff Suites are four-person suites; Depot Apartments serve graduate students and students with families; Cooperative Hall is the self-governed, lower-cost option ( residence halls ).\nHow much does it cost?\nFor 2026–27, a standard double room with the standard meal plan is $10,100 for the year; a single adds $1,620. Suites and apartments cost more than traditional doubles ( cost of attendance ).\nAre the halls air-conditioned?\nThe first-year halls are not; the newer halls are. Bring a fan if you are in Heritage, Riverside or North.\nApplying, rooms and roommates\nHow do I apply for housing?\nPay your enrollment deposit, and the Housing Gateway opens within two business days. Sign the housing contract there and pay the $200 housing deposit; the date you complete the contract sets your room-selection priority ( housing process ).\nHow long is the contract?\nThe full academic year — fall and spring — not month to month. Read the cancellation terms before you sign, especially if you might commute or study abroad.\nHow are roommates matched?\nFill out the roommate profile (sleep schedule, tidiness, guests, study habits) and let the system match you, or send a request to a specific person to form a verified roommate group. You get your assignment and your roommate’s contact information over the summer.\nCan I live in a themed community?\nYes. Living-learning communities — including engineering, health sciences, arts, sustainability and first-generation floors — each have a faculty-in-residence. Opt in on the housing application ( living-learning communities ).\nHow do returning students pick rooms?\nRoom-selection time slots go out in the spring, ordered by contract date and class standing. At your slot you or your group leader pick an open space in real time, or join a waitlist and Housing places you.\nI need a housing accommodation. Who do I contact?\nWork with Accessibility Services and Housing well before the room-selection deadline; accommodated placements are handled outside the general process ( disability housing ).\nMove-in and what to bring\nWhen is move-in?\nFirst-year move-in for fall 2027 runs August 28–29, 2027 on appointments you book in the housing portal in July. Unloading zones are timed at about twenty minutes, and returning students run the crews ( move-in & move-out ).\nWhat comes with the room?\nA bed, desk, chair, dresser and closet or wardrobe for each resident, wired and wireless internet, and 24-hour card access. Laundry is free and app-monitored, and every hall has a shared kitchen and package lockers ( hall amenities ).\nWhat should I bring?\nBedding, a surge-protected power strip, a fan for the older halls, and renters’ insurance for your own belongings. Rent a MicroFridge through the hall or bring your own within the size limit, and coordinate one fridge and one TV with your roommate.\nWhat is not allowed?\nCandles, halogen lamps, hot plates and anything with an open coil, and extension cords without a surge strip. The full list comes with your move-in packet.\nHow do I get mail and packages?\nUse this format: your name, hall and box number, 1 Founders Drive, Porter Falls, WE 54999. Packages go to the central mail center, which texts and emails a pickup code; unclaimed packages are returned after about 21 days ( mail & printing ).\nCan I ship boxes ahead?\nYes, within a posted date window. Boxes are held at the mail center for pickup, not delivered to your room.\nDay-to-day life in the halls\nWho do I go to with a problem?\nYour resident assistant — there is one on every floor — for a lockout, a roommate conflict or a rough night. A professional residence hall director lives in each building, and a duty phone is answered whenever the desk is closed.\nHow do I report something broken?\nSubmit a fix-it request in the housing portal. Most are handled within two business days.\nWhat are quiet hours?\nTypically 10 or 11 p.m. to 8 a.m. on weeknights and later on weekends, with 24-hour quiet hours in the last week or two of each term. Courtesy hours apply the rest of the time ( quiet hours ).\nCan I have guests?\nYes. Exterior doors are locked 24/7, and guests sign in after midnight. Your roommate agreement should cover overnight guests before it becomes an argument.\nCan I change rooms?\nRoom changes open after the third week of the term, once early vacancies settle. Requests before then are handled case by case, mostly for documented conflicts or accommodations.\nMy roommate and I are not getting along. What now?\nGo back to the roommate agreement you filled out in the first week, then talk to your RA, who can mediate or help arrange a move ( roommate conflict ).\nBreaks, moving out and leaving\nCan I stay over breaks?\nHalls stay open over Thanksgiving recess and spring recess at no extra charge. They close over winter break, from a day or two after fall finals end on December 18, 2026 until the day before spring classes begin on January 25, 2027.\nWhat if I cannot go home for winter break?\nApply for winter break housing; the application opens in November, carries a fee, and moves you to a designated open hall for the closure. Approval is routine for a stated reason ( housing during breaks ).\nCan I get out of my housing contract?\nRelease is automatic if you graduate, study abroad, go on an approved internship or student teaching placement away from Porter Falls, or withdraw. Documented medical, financial or family hardship goes to petition; wanting an off-campus apartment does not qualify ( contract release ).\nHow do I avoid move-out charges?\nRemove everything, take trash to the hall dumpsters, wipe surfaces, leave university furniture assembled and return your key. You are measured against the room condition report you completed at move-in, so photograph every existing flaw when you arrive.\nWhat about living off campus later?\nMost students move off campus after the first year. Typical rents run about $520–$1,150 per bedroom plus utilities, on 12-month August-to-July leases; the off-campus housing guide covers neighborhoods and tenant rights.\nAt a glance\nQuestions answered\n29\nFirst-year halls\nHeritage, Riverside, North\nGuarantee\nFirst-years who apply by May 1\nDouble + standard meal plan\n$10,100 a year (2026–27)\nDirector\nPetra Nystrom\nWho to contact\nHousing & Residence Life\nFounders Union 130\nPhone\n(715) 555–0143\nEmail\nhousing@uwporterfalls.edu\nRelated resources\nResidence halls\nHousing process\nResidence life\nMove-in & move-out\nDining FAQ\nParents & families FAQ" }, { "url": "faq-international-students.html", "title": "International Students FAQ", "description": "Applying from abroad, the I-20, keeping F-1 status, working on and off campus, and getting through a Wesconsin winter — from International Programs.", "headings": [ "International Students FAQ", "On this page", "Applying", "Your I-20 and arrival", "Keeping F-1 status", "Working", "Life in Porter Falls" ], "content": "Frequently asked questions International Students FAQ\nApplying from abroad, the I-20, keeping F-1 status, working on and off campus, and getting through a Wesconsin winter — from International Programs.\nApplying\nWhat are the international application deadlines?\nMay 1 for fall and October 1 for spring. They are firmer than domestic deadlines because immigration processing takes time, so apply early ( international admission requirements ).\nWhat do I need to submit?\nThe application, official secondary and any postsecondary records with certified English translations, proof of English proficiency, and financial documentation showing you can cover the first year.\nHow do I prove English proficiency?\nWith an approved English proficiency exam, or qualifying prior study in English. Some programs set a higher communication requirement; the accepted exams are listed on international admission requirements .\nDo my records need an evaluation?\nYes. Records are reviewed by an approved credential evaluation service, and Porter accepts course-by-course reports directly from that service. Nursing, education and engineering may ask for syllabi to confirm lab and clinical hours.\nDo I need the ACT or SAT?\nNo. Scores are optional for international applicants, as for everyone; English proficiency is the separate requirement ( test-optional admission ).\nIs financial aid available?\nMost U.S. federal and state aid is not, but Porter and outside scholarships and on-campus jobs are. Plan on the non-resident rate: $17,880 in 2026–27 tuition, and a full cost of attendance on campus of $33,070.\nYour I-20 and arrival\nWhen will I get my I-20?\nAfter you are admitted and your financial documents are certified. International Programs issues it, and you use it to apply for a student visa at a U.S. embassy or consulate ( international students ).\nI am already studying in the U.S. How do I move my record?\nAsk your current school to transfer your SEVIS record to Porter after you are admitted; International Programs then issues a new I-20 ( SEVIS transfer in ).\nIs there an orientation?\nYes, and it is required. International students arrive the week before general New Student Orientation for immigration check-in, a status review, banking and health insurance setup ( international orientation ).\nHow do I get from the airport?\nThe nearest international arrival airport is in the Cities, about 75 minutes west. The Global Education Office coordinates a shared airport pickup before fall orientation.\nDo I need health insurance?\nYes. International students are enrolled in the student health plan automatically unless they waive it with comparable coverage ( health insurance ).\nWhere do I stay over winter break?\nMost halls close for winter break; apply for break housing, which moves you to a designated open hall for the closure. Applications open in November ( housing during breaks ).\nKeeping F-1 status\nWhat are the basic rules?\nEnroll full time every fall and spring, keep your passport and I-20 valid and matching your program, and never work off campus without authorization ( maintaining F-1 status ).\nDo online classes count?\nOnly up to a limit toward full-time enrollment. Check with an adviser before building a mostly online schedule.\nCan I drop below full time?\nOnly with Reduced Course Load approval for an allowed reason, granted before you drop. Dropping first and asking later can end your status.\nWhat do I have to report?\nA change of address, name, major or funding source, within 10 days.\nCan I travel outside the U.S.?\nYes, with a current travel signature on your I-20 from the international office. Talk to an adviser before you book.\nSomething went wrong with my status. What now?\nContact International Programs the same week. Reinstatement or a travel fix is often possible when the problem is caught early.\nWorking\nCan I work on campus?\nYes, without separate authorization: up to 20 hours a week while classes are in session and full time over breaks. You need a Social Security number to be paid, and the international office writes a support letter once you have a job offer ( on-campus work ).\nCan I do an internship or co-op off campus?\nWith Curricular Practical Training authorized in advance and tied to a required co-op or internship in your program. Never start off-campus work before the authorization is approved.\nWhat is OPT?\nOptional Practical Training: usually 12 months of work authorization in your field after you finish. Apply as early as 90 days before and no later than 60 days after your program end date ( OPT, explained ).\nCan I extend OPT?\nGraduates in eligible STEM programs can apply for a 24-month extension, for three years in total. It requires an E-Verify employer, a formal training plan and regular reporting ( STEM OPT extension ).\nWhere can I learn the details?\nCPT and OPT workshops run monthly during the academic year in Founders Union; bring your I-20 and any job offer details. Start the OPT process the semester before you finish.\nLife in Porter Falls\nHow do I open a bank account?\nInternational Programs runs sessions on banking and phone plans during orientation. See banking and credit as an international student .\nHow cold does it get?\nCold. Orientation includes a winter coat loan, and peer mentors help with the practical firsts; see winter readiness before December.\nHow do I meet people?\nEvery new international student is paired with a continuing-student mentor. The International Student Organization and International Night are good places to start.\nWhere can I get help with academic English?\nMultilingual Student Support, (715) 555–0174, offers academic-English courses, conversation tables and partners. Writing Center consultants trained for multilingual writers help at any stage ( English language support ).\nHow do I get around without a car?\nThe Porter Loop and the Porter Falls city buses are free with your Porter Card, and the regional coach runs to Lake City and the Cities. See the parking & transportation FAQ .\nAt a glance\nQuestions answered\n28\nDeadlines\nMay 1 (fall), Oct. 1 (spring)\nOn-campus work\nUp to 20 hrs/week in session\nReport changes\nWithin 10 days\nCoordinator\nMikel Stenberg\nWho to contact\nInternational Programs\nFounders Union 215\nPhone\n(715) 555–0239\nEmail\ninternational@uwporterfalls.edu\nRelated resources\nInternational students\nInternational admission requirements\nMaintaining F-1 status\nOptional Practical Training\nInternational orientation\nAdmissions FAQ" }, { "url": "faq-orientation.html", "title": "Orientation FAQ", "description": "Signing up for a summer 2027 session, the pre-orientation checklist, what the two days actually do, the family track, and what happens between orientation and the first day of class.", "headings": [ "Orientation FAQ", "On this page", "Signing up", "Before you arrive", "The two days", "Cost, families and other sessions", "After orientation" ], "content": "Frequently asked questions Orientation FAQ\nSigning up for a summer 2027 session, the pre-orientation checklist, what the two days actually do, the family track, and what happens between orientation and the first day of class.\nSigning up\nIs orientation required?\nYes. Every new student attends one in-person session before their first term. You leave with a registered first-semester schedule, a Porter Card and your financial questions answered ( orientation 2027 sessions ).\nWhen are the 2027 sessions?\nTwelve two-day sessions for first-year students run from Monday–Tuesday, June 14–15 through Monday–Tuesday, July 26–27, 2027. Every session covers the same content, so pick the dates that suit you.\nWhen can I register?\nStarting Monday, March 1, 2027, in MyPorter. Registration is open only to students who have confirmed their enrollment, and sessions fill first come, first served.\nWhat do I need to do before I can register?\nConfirm your enrollment with the $100 deposit, or a waiver, by May 1, 2027. Paying it (or having it waived) unlocks orientation registration, the Housing Gateway and the placement assessments ( enrollment deposit and confirmation ).\nAre some sessions better for certain students?\nThe content is identical, but sessions 2, 5 and 8 have Health Sciences and Nursing advisers on site, session 3 is the Honors College session, and coaches are available for recruited student-athletes at session 7 (July 8–9). Session 1 fills first every year.\nHow do I change my date?\nSwitch sessions yourself in MyPorter up to seven days before. After that, call New Student & Family Programs at (715) 555–0135. Sessions 9 through 12 are the last to fill, so they are the usual fallback.\nI was admitted late or missed my session. Now what?\nSession 12, July 26–27, is held for late admits and anyone who missed theirs. If even that does not work, call the office rather than skipping orientation; you cannot register for classes without it.\nBefore you arrive\nWhat is on the pre-orientation checklist?\nMath placement, your immunization record, Porter account setup with multi-factor sign-in, and two required online modules on alcohol and drug awareness and sexual-misconduct prevention. Finish all of it at least seven days before your session; advisers build your schedule from what you submit ( new student checklist ).\nHow does math placement work?\nIt is an untimed online assessment taken over the summer. Do not guess through it: your first math course is set by the result. An ACT math score of 24 or higher, or SAT math of 580 or higher, waives it ( placement testing guide ).\nWhich immunizations do I need?\nMMR, plus a meningitis vaccine or a signed waiver if you will live in university housing. Upload the record through the student health portal; an incomplete record puts a hold on your next registration ( immunization requirements ).\nShould I send AP, IB or dual-enrollment scores first?\nYes, before your session. Credit that is on file can exempt you from a placement test or a whole course sequence, and your adviser can plan around it instead of guessing.\nWhen is my final high school transcript due?\nJuly 15, 2027, showing your graduation date. If you choose session 9 (July 15–16), note that the deadline falls on its first day.\nI am transferring in. Is there anything extra?\nSend transcripts from every college you attended by May 15, 2027, so your credit evaluation is ready to review at your session ( transfer student orientation ).\nThe two days\nWhat happens on day one?\nDay one runs 8 a.m. to 9 p.m.: placement follow-up, a meeting with an academic adviser in your college, and registration for your first semester. First-year students stay overnight in Millrace Hall.\nAnd day two?\nDay two runs 8 a.m. to 3:30 p.m. and covers housing, dining, safety and technology, then a closing session with families ( what actually happens at orientation ).\nWill my schedule be perfect?\nProbably not. You choose from what is open to incoming students, so have a couple of alternates in mind. You can adjust it in the add/drop period at the start of the term ( add, drop and withdrawal deadlines ).\nDo I get my laptop at orientation?\nYes. Every full-time undergraduate is issued a university-managed laptop at orientation, specced to their program; the cost is built into tuition and fees ( laptop program ).\nWhat should I bring?\nA device with your Porter sign-in already working, a list of any AP, IB or transfer credit you expect, your questions written down, and a photo ID for your Porter Card. Comfortable shoes help; the campus tour covers the buildings you will actually use.\nHow big is a session?\nEach first-year session has room for 160 students, split into small groups led by orientation leaders.\nWho are the orientation leaders?\nCurrent Porter students, hired, paid and trained each spring. They lead small groups, model how to ask an adviser a question, and keep checking in through your first six weeks ( orientation leaders ).\nCost, families and other sessions\nHow much does orientation cost?\nThe orientation fee is $150, billed to your student account. It covers meals, the overnight stay and materials, and it is waived for anyone whose enrollment deposit was waived.\nCan my family come?\nYes. The family and supporter track runs the same two days on its own schedule — FERPA and records access, billing, safety, health and what the first year is really like — and ends with families and students back together. Guests pay $30 each for meals ( orientation for families ).\nWhere should my family stay?\nFamilies arrange their own lodging, and hotels in town fill quickly in June. Suggestions are on hosting visitors in Porter Falls .\nIs there a session for transfer and adult students?\nYes, two one-day sessions: Wednesday, June 23 and Wednesday, July 21, 2027, 8:30 a.m. to 4 p.m. Your credit evaluation is reviewed with an adviser, and childcare is available at the July 21 session on request with two weeks’ notice.\nWhat about international students?\nInternational students attend a required on-campus orientation Wednesday through Friday, August 25–27, 2027, arriving by Tuesday, August 24, plus an online advising appointment in June ( international orientation ).\nI start in spring 2027. When is my orientation?\nThursday, January 21, 2027, a one-day session for students who begin classes on January 25.\nI need an accommodation during orientation. Who do I tell?\nMention it when you register and contact Disability & Accessibility Services at (715) 555–0238 as early as you can, so the overnight room, materials or interpreting are arranged before you arrive.\nAfter orientation\nWhen is move-in?\nFirst-year move-in appointments are August 28–29, 2027, booked in the housing portal. Classes begin September 1, 2027 ( move-in and move-out ).\nWhat is First Forge?\nThe tradition that comes right after move-in: every new student pours a small pewter disc stamped with their class year in the Founders Hall high bay, after a safety briefing nobody skips. Wear closed-toe leather shoes ( traditions ; the podcast episode ).\nWhat is Welcome Week?\nThe days between move-in and the first class: the involvement fair with 300-plus student organizations, college meetings, floor events and the convocation that formally starts your class ( new student orientation ).\nWho do I call with questions after June?\nNew Student & Family Programs, Founders Union 245, (715) 555–0135, orientation@uwporterfalls.edu. Hours run late during the June and July sessions.\nDoes orientation end when the session does?\nNot quite. Your orientation leader checks in through the first six weeks, and the first-year seminar in your first semester continues the transition work in a small group with a faculty member and a peer mentor.\nAt a glance\nQuestions answered\n32\nRegistration opens\nMon., March 1, 2027 (depositors)\nFirst-year sessions\n12 two-day sessions, June 14 – July 27, 2027\nFee\n$150, waived with a deposit waiver\nClasses begin\nSept. 1, 2027\nWho to contact\nNew Student & Family Programs\nFounders Union 245\nPhone\n(715) 555–0135\nEmail\norientation@uwporterfalls.edu\nHours\nMon–Fri 8 a.m.–4:30 p.m.; extended during June and July sessions\nRelated resources\nOrientation 2027 sessions\nNew student orientation\nNew student checklist\nEnrollment deposit\nAdmissions FAQ\nParents & families FAQ" }, { "url": "faq-parents-and-families.html", "title": "Parents and Families FAQ", "description": "Privacy rules, the bill, who to call when you are worried, and what the first year usually looks like — for parents, guardians and other supporters of Porter students.", "headings": [ "Parents and Families FAQ", "On this page", "Privacy and access", "Money", "Health, safety and wellbeing", "The first year", "Staying connected" ], "content": "Frequently asked questions Parents and Families FAQ\nPrivacy rules, the bill, who to call when you are worried, and what the first year usually looks like — for parents, guardians and other supporters of Porter students.\nPrivacy and access\nWhy won’t the university tell me my student’s grades?\nOnce a student enrolls, federal law (FERPA) makes the education record theirs, regardless of age or who pays tuition. Staff need the student’s written consent to discuss grades, attendance, conduct or aid ( student records privacy ).\nHow do I get access?\nYour student grants it in MyPorter, choosing the scope — billing only, or academics too — and a passphrase staff will ask for when you call. They can revoke it at any time; orientation is a good moment to set it up together.\nWhat can staff tell me without a release?\nThey can explain how any policy or process works in general, hear a concern, and act on a genuine health or safety emergency ( parents & families ).\nI claim my student as a dependent. Doesn’t that give me access?\nFERPA allows it in narrow cases, but proving dependency each time is slow. The practical route is for your student to grant access in MyPorter.\nCan I get my student’s health or counseling information?\nNo — health and counseling records are confidential. Counselors and health staff will talk with you about how services work and how to encourage your student to use them.\nMoney\nHow much does a year cost?\nFor 2026–27, a Wesconsin resident living on campus is billed $20,660 for tuition, fees, a double room and the standard meal plan; the full cost of attendance is $24,330. The non-resident full cost on campus is $33,070 ( cost of attendance ).\nCan I see and pay the bill myself?\nYes. Have your student add you as an authorized payer in MyPorter; you get your own login to view charges and pay, without seeing academic records. Fall charges are due in mid-September and spring charges in mid-February.\nIs there a payment plan?\nYes — four or five monthly payments per semester for a $35 enrollment fee and no interest. Details are in the tuition and billing FAQ .\nCan I add money to my student’s Porter Card?\nYes. With a guest login you can load Campus Cash by card from anywhere; it is tax-free on food and rolls over while your student is enrolled ( the card ).\nOur finances changed mid-year. What can we do?\nYour student should ask Financial Aid about a professional-judgment appeal and talk to an aid counselor early — almost no options work retroactively ( aid appeals ).\nIs there emergency help for students?\nThe university’s student emergency fund gives one-time grants of $150–$750, usually within three business days. The Parent & Family Association also runs a family-funded Family Emergency Grant with decisions in 48 hours.\nHealth, safety and wellbeing\nI am worried and cannot reach my student. Who do I call?\nThe Dean of Students Office at (715) 555–0234. Staff can do a welfare check and connect your student with support, even if they cannot share details back with you. In an emergency, call 911.\nWhat mental health support is there?\nCounseling has no per-session charge, offers a weekday same-day urgent block, and runs a 24-hour line at (715) 555–0117 ( counseling services ).\nWhere does my student go when sick?\nThe Health & Counseling Center on North Campus, (715) 555–0236, open to every enrolled student and funded by the health fee regardless of insurance. Bring the Porter Card and an insurance card ( student health ).\nDoes my student need health insurance?\nDomestic students are strongly encouraged but not required to carry it; international students are enrolled in the student plan unless they waive it ( health insurance ).\nCan I get campus emergency alerts?\nStudents are enrolled in PorterAlert automatically and can add a parent’s number in MyPorter ( emergency notifications ). See the campus safety FAQ for more.\nIs campus safe?\nPorter Campus Safety is staffed 24 hours a day from Millwright Hall. Its Annual Security & Fire Safety Report, published by October 1 each year, has three years of crime statistics, and a daily crime log is public ( annual security report ).\nThe first year\nWhat is normal in the first semester?\nA predictable arc: excitement in weeks one to three, a real dip around weeks five and six, and stress spikes at midterms and registration in October and March. A rough patch in October is normal, not a crisis.\nHow can I help without hovering?\nAsk questions — “what does your adviser say?”, “have you been to tutoring?” — rather than solving things from home. Emailing an instructor or resolving a roommate issue is a task your student should own.\nIs there an orientation for families?\nYes. A parallel family track runs the same days as student orientation, with separate sessions on billing and aid, safety and health services, and what the first semester looks like ( orientation for families ).\nWhen is move-in?\nFirst-year move-in for fall 2027 is August 28–29, 2027, by appointment booked in the housing portal in July. Families help unload; a driver moves the car to long-term parking ( move-in & move-out ).\nWhen are the breaks?\nFall break is October 15–16, Thanksgiving recess November 25–29, and fall finals end December 18, 2026. Spring classes begin January 25, 2027 and spring recess is March 13–21. Residence halls close over winter break ( academic calendar ).\nHow does my student get home for breaks?\nStudent-government-subsidized break shuttles run to the regional airport and the intercity station in the Cities; seats are reserved about a month before each break ( break travel shuttles ).\nStaying connected\nWhen is Family Weekend?\nOctober 23–24, 2026, the weekend after Millrace Week, with open houses, a football game, college receptions, a river walk and sessions for families on billing, safety and the first year. The schedule is on Family Weekend .\nHow do I hear what is going on?\nSign up for the Porter Family newsletter, which covers academic dates, housing and financial milestones and what students are going through each month. Encourage your student to read their Porter email — it is the official channel.\nWhat is the Parent & Family Association?\nA volunteer organization run by current families. Every parent, guardian or family member of a current student is automatically a member with no dues; it funds finals care packages and the Family Emergency Grant.\nWhere can we stay when we visit?\nThe Porter Falls Inn, three blocks from campus, offers a university-visitor rate. Visitor parking is in the meters near the Depot and Founders Union and the pay lot by the Welcome Center ( visitor parking ).\nWhen is commencement?\nSpring commencement is Saturday, May 15, 2027 in Ironclad Fieldhouse. No tickets are needed and parking is free in every lot that day; see the graduation FAQ .\nAt a glance\nQuestions answered\n28\nRecords access\nGranted by your student in MyPorter\nFamily Weekend\nOct. 23–24, 2026\nWorried?\nDean of Students, (715) 555–0234\nEmergency\n911\nWho to contact\nParent & Family Programs\nFounders Union 210\nPhone\n(715) 555–0134\nEmail\nfamilies@uwporterfalls.edu\nRelated resources\nParents & families\nFor families\nStudent records privacy\nParent & Family Association\nFamily Weekend\nTuition & billing FAQ" }, { "url": "faq-parking-and-transportation.html", "title": "Parking and Transportation FAQ", "description": "Permits and zones, the fare-free Porter Loop, the free city bus, bikes, winter parking rules and where visitors park — from Transportation & Parking Services.", "headings": [ "Parking and Transportation FAQ", "On this page", "Parking permits", "The Porter Loop and buses", "Bikes, walking and getting around at night", "Winter, visitors and events" ], "content": "Frequently asked questions Parking and Transportation FAQ\nPermits and zones, the fare-free Porter Loop, the free city bus, bikes, winter parking rules and where visitors park — from Transportation & Parking Services.\nParking permits\nDo I need a permit to park on campus?\nYes. Permits are sold by semester or year in MyPorter, and your license plate is the permit — enforcement reads plates, so there is no hangtag ( transportation & parking ).\nWhat permit zones are there?\nResident (your assigned lot), Commuter (the perimeter lots, plus the Founders Ramp after 4 p.m.), Evening (anywhere after 4 p.m.), and a limited number of Core permits for the central lots by lottery.\nShould a first-year student bring a car?\nYou can, but first-year residents are generally not eligible for Core permits. The Porter Loop and a bike cover almost everything on campus and in town.\nWhat gets people ticketed most?\nParking outside your zone. Permit charges and citations post to your student account; dispute a citation with Parking, not the Bursar ( understanding your bill ).\nHow does accessible parking work?\nStudents and employees need a valid state placard or plate plus a Porter permit. After an injury, Transportation & Parking issues a temporary accessible permit with a provider’s note ( accessible parking ).\nWhere can I charge an electric car?\nAt the Depot District garage (including a DC fast charger), the North Campus lot and two surface lots. Charging is billed per kWh at cost to your Porter Card, with a four-hour limit at Level 2 stations during business hours ( EV charging ).\nThe Porter Loop and buses\nWhat is the Porter Loop?\nThe fare-free campus shuttle. The Gold route connects North Campus, the residence halls, the academic core and downtown; the Green route runs from the perimeter lots to the core.\nHow often does the Loop run?\nEvery 12–15 minutes on weekdays from 7 a.m. to 7 p.m., and every 30 minutes on the reduced evening and Saturday schedule. Live locations are on the shuttle tracker and the screens at each stop.\nCan I ride the city bus?\nYes, free. Tap or show your Porter Card on any Porter Falls Transit fixed route; the pass is included in student fees with nothing to activate ( free city bus pass ).\nHow do I get to Lake City or the Cities?\nTake the regional coach from the Founders Union transit bay — about 40 minutes east to Lake City and 75 minutes west to the Cities. Intercity fares are your own cost.\nIs there a shuttle home for breaks?\nYes. Subsidized break shuttles run to the regional airport and the intercity station in the Cities around Thanksgiving, winter and spring break and the end of the year; reserve about a month ahead ( break travel shuttles ).\nIs there accessible transportation?\nA door-to-door paratransit shuttle on campus books one business day ahead through the accessibility office ( accessible shuttle booking ).\nBikes, walking and getting around at night\nShould I register my bike?\nYes — it is free and takes about two minutes, online or at Campus Safety in Millwright Hall. A registered serial number is how a recovered bike gets back to you ( bike registration ).\nIs there bike share?\nYes: 120 bikes at nine stations, checked out with a Porter Card or a day pass and returned to any station ( bike share ).\nWhere can I keep my bike in winter?\nIn the covered, card-access bike room in the Founders Ramp. Registered bikes park free at racks campus-wide.\nWhere do I get a bike fixed?\nAt the bike repair shop or the self-service repair stations around campus.\nHow long does it take to walk across campus?\nAbout 15 minutes between the far corners. Main paths are cleared and lit, and the accessible-route map flags the step-free options.\nWhat is SafeRide?\nA request-based evening van, 6 p.m.–2 a.m., anywhere within the campus boundary and two blocks beyond. Book it in the ParkPorter app; it is a safety service, not a taxi, so waits vary on busy nights.\nCan someone walk me to my car?\nYes. The safety escort service sends a trained student officer on foot or an officer in a vehicle, dusk to dawn during the semester, no reason required. Call Campus Safety at (715) 555–0191 or request it in MyPorter ( safety escort ).\nMy car will not start. Who can help?\nCampus Safety offers free vehicle assists — jump-starts, lockouts and air ( Campus Safety & police ).\nWinter, visitors and events\nWhat are the winter parking rules?\nFrom November 15 to April 1, overnight parking from 2 to 6 a.m. is banned in surface lots during a declared snow event so plows can clear them. Garages are never part of an emergency clearance ( winter parking rules ).\nHow will I know a snow emergency has been declared?\nAn alert goes to your phone and email through the same MyPorter channel as closures, with signage on campus. Cars left behind are ticketed and towed at the owner’s cost, usually to the Green Lot.\nWhere do visitors park?\nAt meters near the Depot and Founders Union, in the visitor pay lot by the Welcome Center, or with a daily visitor permit from the parking portal. Short stays can be paid in the ParkPorter app ( visitor parking ).\nWhere do I park for a campus tour or Preview Day?\nIn Lot D next to the Welcome Center. Preview Day visitor passes are emailed with your confirmation ( Ironclad Preview Days ).\nWhere do guests park for commencement?\nParking is free in all campus lots on commencement day, and the Porter Loop runs an expanded route from the perimeter lots to the Ironclad Fieldhouse doors.\nAt a glance\nQuestions answered\n25\nPermit\nYour plate, bought in MyPorter\nPorter Loop\nFare-free, every 12–15 min weekdays\nCity bus\nFree with your Porter Card\nWinter rule\nNo 2–6 a.m. surface parking in a snow event\nWho to contact\nTransportation & Parking Services\nFounders Union 116\nPhone\n(715) 555–0127\nEmail\ntransportation@uwporterfalls.edu\nRelated resources\nTransportation & parking\nPorter Loop tracker\nWinter parking rules\nVisitor parking\nFree city bus pass\nCampus safety FAQ" }, { "url": "faq-registration.html", "title": "Registration FAQ", "description": "Registration windows, holds, waitlists, and the add, drop and withdrawal deadlines that decide what lands on your transcript — from the Registrar’s Office.", "headings": [ "Registration FAQ", "On this page", "Registration windows and key dates", "Holds", "Full classes, waitlists and credit loads", "Adding, dropping and withdrawing", "Grades, transcripts and records" ], "content": "Frequently asked questions Registration FAQ\nRegistration windows, holds, waitlists, and the add, drop and withdrawal deadlines that decide what lands on your transcript — from the Registrar’s Office.\nRegistration windows and key dates\nWhen can I register for spring 2027?\nContinuing students’ registration windows begin November 9, 2026 , in waves by earned credits: graduate students and seniors first, then juniors, sophomores and first-year students. Non-degree students register from December 7, 2026.\nHow do I find my registration time?\nIt is in MyPorter. You can register any time after your window opens, but popular sections go in the first hours of each wave ( getting ready to register ).\nWhat should I do before my window opens?\nClear every hold, meet your adviser, and build your schedule plus two backups in the planner, with the CRN and one alternate section for each course. When your window opens you are entering numbers, not browsing.\nWhat are the spring 2027 dates?\nClasses begin January 25, spring recess is March 13–21, classes end May 7, finals run May 10–14, and commencement is May 15 ( academic calendar ).\nWhen are fall 2026 finals?\nFall classes end December 11 and final exams run December 14–18, 2026. The section-by-section schedule is on the fall 2026 final exam schedule , and conflicts are handled under the final exam conflict policy .\nIs there a Winter Term or summer session?\nWinter Term 2027 meets January 4–22, one intensive course only. Summer 2027 has an eight-week session from June 7 plus four-week sessions starting June 7 and July 6 ( summer session ).\nHolds\nWhat is a hold?\nA flag an office places on your account that blocks registration — and sometimes transcripts, your diploma or grade viewing. Your holds and the office to contact are listed in MyPorter ( registration holds ).\nWhat are the common holds?\nFinancial (an overdue balance, the Bursar), advising (meet your adviser), immunization (Student Health), missing final transcript from a prior school, conduct (Dean of Students), and library or equipment fines.\nHow do I clear a hold?\nOnly the office that placed it can remove it. Pay or set up a plan for a financial hold, meet your adviser for an advising hold, or submit the missing record; a financial hold can take a day or two to lift after you pay.\nWhen should I check for holds?\nTwo weeks before your registration window. A hold cleared an hour after your window opens has already cost you your place in line.\nWhy do I have an immunization hold?\nYour record is incomplete. MMR is required, plus a meningitis vaccine or signed waiver for students in university housing; submit through the student health portal ( immunization requirements ).\nFull classes, waitlists and credit loads\nThe section I need is full. What now?\nJoin its electronic waitlist; your position is by the time you added yourself. When a seat opens, the system emails your Porter address and holds it for you for a short window, often 24 hours ( how waitlists work ).\nDoes a waitlist enroll me automatically?\nNo. You must act on the email, meet the prerequisites and have no time conflict. Waitlisted credits do not count toward full-time status for aid until they convert.\nHow do I get into a closed section or past a prerequisite?\nAsk the department for a permission number — not the Registrar. It overrides a closed section, a prerequisite the system cannot see or an instructor-consent requirement, and you still register yourself before it expires.\nHow many credits is full time?\n12. Undergraduate tuition is flat from 12 to 18 credits, so 15 or 16 credits — the pace that finishes in four years — costs the same as 12.\nCan I take more than 18 credits?\nWith an approved credit overload request , usually requiring a 3.0 GPA, good standing and your adviser’s and dean’s office sign-off. Credits above 18 are billed per credit.\nAdding, dropping and withdrawing\nWhen is the last day to add a class?\nThe end of the first week of the term. Shorter courses have shorter windows, published with the section.\nWhen can I drop without a record?\nThrough the end of the second week of a standard 15-week term — for spring 2027, Friday, February 5. A course dropped by then never appears on your transcript ( add, drop and withdrawal deadlines ).\nWhat is a withdrawal?\nLeaving a course after the drop deadline and before the withdrawal deadline, around week ten. It posts a W, which does not affect your GPA; after that date you receive the grade you earn.\nCan I withdraw after the deadline?\nOnly by a late-withdrawal petition for a documented non-academic emergency, such as a serious illness or a family crisis. Doing poorly in the course is not grounds.\nWill I get money back if I drop?\nTuition is refunded 100 percent through week two, 50 percent through week four and not at all after that. Compressed courses compress the schedule too — on a three-week course the full-refund window can be two days.\nI need to leave all my classes. How?\nFile a term withdrawal through the Dean of Students or the Registrar, and talk to Financial Aid first. Do not just stop attending; an unofficial withdrawal usually turns into failing grades and a worse aid outcome.\nGrades, transcripts and records\nCan I take a course pass/fail?\nA capped number of courses, usually free electives only, elected by a date a few weeks into the term. A Pass does not affect your GPA; a Fail counts as an F ( pass/fail option ).\nWhat happens if I repeat a course?\nBoth attempts stay on the transcript, but only the latest counts toward your GPA, within limits on how many courses you can replace. Financial aid pays to repeat a failed course, and to repeat a passed course only once ( repeating a course ).\nHow do I order a transcript?\nThrough MyPorter. Electronic transcripts are free; paper and rush copies carry a small fee, and a financial or conduct hold blocks an official transcript ( transcript ordering ).\nI need proof that I am enrolled. How do I get it?\nDownload an enrollment verification letter free and instantly through MyPorter ( enrollment verification ).\nHow do I know what I still need to graduate?\nRun your degree audit every term before registering. A what-if audit shows how your credits would count in another major or minor before you switch.\nAt a glance\nQuestions answered\n27\nSpring 2027 registration\nBegins Nov. 9, 2026 (seniors first)\nFree drop\nEnd of week two\nWithdraw with a W\nUntil about week ten\nUniversity Registrar\nColette Rindahl\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nRelated resources\nGetting ready to register\nRegistration holds\nAdd, drop & withdrawal deadlines\nAcademic calendar\nRegistration & records\nGraduation FAQ" }, { "url": "faq-study-abroad.html", "title": "Study Abroad FAQ", "description": "Program types, deadlines, what it costs, how credit comes back and the documents you need — answered by Education Abroad & Away in Founders Union 215.", "headings": [ "Study Abroad FAQ", "On this page", "Getting started", "Programs and deadlines", "Cost and money", "Credit and coming back", "Health, safety and documents" ], "content": "Frequently asked questions Study Abroad FAQ\nProgram types, deadlines, what it costs, how credit comes back and the documents you need — answered by Education Abroad & Away in Founders Union 215.\nGetting started\nCan I study abroad with a packed polytechnic degree plan?\nUsually, yes. Short faculty-led programs over winter break or in summer fit around a sequenced plan, and semester exchanges work when each course is pre-approved. About 22 percent of Porter graduates have an international experience ( study abroad, polytechnic-style ).\nWhat kinds of programs are there?\nSemester exchanges (you pay Porter tuition), direct enrollment at a partner school (you pay its tuition), faculty-led programs of two to four weeks, the domestic National Student Exchange , and virtual global classrooms built into regular courses with no travel at all ( study abroad & global programs ).\nHow far ahead should I plan?\nAbout 18 months for a semester: choose a program 12 to 18 months out, apply and lock in course approvals 9 to 12 months out, then sort money and documents ( planning timeline ).\nWhere do I start?\nMeet an education-abroad adviser in Founders Union 215. The annual Study Abroad Fair was September 9 in the Founders Union Ballroom; most students who go decide at a fair like it a year or more ahead.\nWho is eligible?\nAny student in good academic and conduct standing who can make the courses count toward their degree. Individual programs list the majors they fit best, but most are open to everyone.\nCan I do a term somewhere else in the U.S. instead?\nYes. The National Student Exchange places Porter students at other U.S. and Canadian campuses for up to a year; you stay a Porter student, financial aid travels, and credit comes back as transfer credit.\nPrograms and deadlines\nWhich semester exchanges are offered?\nTen: Auckland (environmental science), Barcelona (design), Berlin (engineering) , Dublin (business and technology), Edinburgh (humanities), Nairobi (public health), Santiago (engineering), Seoul (computing), Singapore (supply chain) and Tokyo (design and animation). Each runs a semester, or a full year if you plan early.\nWhen are exchange applications due?\nOctober 15 for spring and March 15 for fall — so October 15, 2026 for spring 2027. Space is set by each exchange agreement, so the office recommends starting two full semesters ahead; you need a faculty recommendation and a short statement of academic purpose.\nWhat faculty-led programs run, and when are they due?\nWinter break (two weeks), due October 1: renewable energy in Iceland, lean manufacturing in Japan, and theatre in London and Stratford. Summer (three or four weeks), due March 1: Costa Rica, Florence, Ghana, Peru and Vietnam. The winter 2026–27 deadline has passed; summer 2027 applications are due March 1, 2027 ( faculty-led study abroad ).\nHow does direct enrollment work?\nYou apply straight to a partner school in Amsterdam, Buenos Aires, Cape Town, Melbourne, Mexico City or Prague, on a rolling basis at least five months before the term, while the office reviews your visa and course plan ( Amsterdam direct enrollment ). It gives the most control and the least built-in support.\nDo Southern Hemisphere programs follow our calendar?\nNo. Auckland, Buenos Aires, Cape Town and Melbourne run Southern Hemisphere terms, so check how their dates line up with Porter’s before you commit.\nCan I do a co-op or internship abroad?\nSome programs support one, and it can count toward your applied-experience requirement. Work authorization, housing and a supervisor agreement take time, so start with the office and your program coordinator a year out.\nCost and money\nWhat does a semester exchange cost?\nRegular Porter tuition and fees, plus housing and meals paid directly to the partner. Because you pay Porter tuition, your Porter scholarships and financial aid apply as they would on campus ( partner universities ).\nAnd direct enrollment?\nYou pay the partner’s own tuition, which is often lower than Porter’s. Federal aid can still apply, but most Porter-specific scholarships do not carry over, so check each award with Financial Aid.\nWhat about faculty-led programs?\nOne program fee covers airfare, in-country transportation, lodging and most meals; Porter tuition for the attached course is billed separately at the normal per-credit rate. Porter aid and scholarships apply.\nWhich Porter scholarships are there?\nThe Global Gateway Scholarship (up to $1,500, for an approved semester or summer plan), the First-Generation Abroad Award (up to $2,000, semester-length) and the Faculty-Led Program Travel Grant (up to $800). Each is one-time, needs an essay and is due eight weeks before departure.\nAre there national scholarships?\nYes, including a federal award for Pell Grant recipients and several national and program-provider awards. Their deadlines are early and firm; the office runs essay workshops and reads drafts ( study abroad scholarships ).\nHow do I know what I will really spend?\nEvery student completes a budget worksheet with the office before committing — program cost, flights, any visa and personal spending — and then meets Financial Aid in the six to nine months before departure.\nCredit and coming back\nWill my courses count toward my degree?\nOnly if you pre-approve them. Your department maps each course to a requirement on your degree audit before you leave; coming home with credits that count only as free electives is the most common regret.\nHow do grades come back?\nFaculty-led courses are Porter courses with Porter grades. Exchange grades appear on your transcript and count in your GPA. Direct-enrollment work comes back as transfer credit, not grades.\nWill studying abroad delay graduation?\nFaculty-led programs run over winter break or summer, so they do not conflict with the academic year. A semester exchange stays on track when every course is approved in advance; if you are eyeing your senior year, check residency rules with your adviser first.\nAm I still a Porter student while I am away?\nYes. You stay enrolled through the program, and registration for the term you return still happens on Porter’s calendar — watch your Porter email so you do not miss your window.\nWhat do I do when I get back?\nSend your transcript to the office for the credit transfer, meet your adviser to place the credits, and try the re-entry programming. The office also hires returned students as peer advisers.\nHealth, safety and documents\nWhen should I get a passport?\nNow, if you are even considering a program. It must be valid at least six months past your return date, and processing slows in spring. The office holds a passport-acceptance event each term with photos on site ( passport and visa help ).\nDo I need a visa?\nFor most semester programs, yes. The host school sends the paperwork you need first; the office keeps country-by-country checklists and will review your packet before you mail it, but the application is yours to file.\nAm I covered for health emergencies abroad?\nYes. The university carries international health and evacuation coverage for the length of every approved program automatically, and a pre-departure orientation covers health, safety, local laws and a required check-in plan.\nDo I have to register my trip?\nYes, for any university-related travel. Enter your itinerary and contacts in the international travel registry ; it enrolls you in a 24/7 assistance line and lets the university account for you in an emergency.\nWhat if my destination has a travel warning?\nIt triggers a high-risk review that weighs the academic purpose against the risk. You may need a safety plan, and some requests are declined.\nWhat happens to my campus housing while I am away?\nDecide early whether to keep or release your Porter room and tell Housing & Residence Life; see the housing FAQ for contract rules.\nAt a glance\nQuestions answered\n29\nExchange deadlines\nOct. 15 (spring) · Mar. 15 (fall)\nFaculty-led deadlines\nOct. 1 (winter) · Mar. 1 (summer)\nGraduates abroad\nAbout 22%\nDirector\nMikel Stenberg, International Programs\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nRelated resources\nStudy abroad & global programs\nPlanning timeline\nFaculty-led programs\nStudy abroad scholarships\nPassport & visa help\nInternational students FAQ" }, { "url": "faq-technology.html", "title": "Technology FAQ", "description": "Your Porter account, multi-factor authentication, the issued laptop, Wi-Fi, printing and what to do when you have been phished — from the Technology Help Desk.", "headings": [ "Technology FAQ", "On this page", "Your Porter account", "Laptops and software", "Wi-Fi, printing and labs", "Getting help", "Security" ], "content": "Frequently asked questions Technology FAQ\nYour Porter account, multi-factor authentication, the issued laptop, Wi-Fi, printing and what to do when you have been phished — from the Technology Help Desk.\nYour Porter account\nHow do I activate my account?\nUse the activation code in your admission letter. One account signs you in to email, MyPorter, the learning management system, the library, campus Wi-Fi and lab computers ( technology services ).\nIs multi-factor authentication required?\nYes, for every student, faculty and staff member on every service behind single sign-on. The primary method is an authenticator app push or code ( multi-factor authentication ).\nI lost my phone and cannot sign in. What now?\nUse a backup method if you registered one — a second device, printed one-time codes or a security key. If not, the Help Desk verifies your identity in person and resets MFA; register a backup as soon as you are back in.\nHow do I reset my password?\nFollow the self-service steps in the Help Desk knowledge base, or call or walk in. Use the password manager the university licenses for students so every account gets a long, unique password ( password manager ).\nDo I really have to read my Porter email?\nYes. It is the official channel for billing, aid, registration and emergencies, and offices will not send the same information anywhere else. Check it daily.\nWhat happens to my email after graduation?\nYour mailbox stays open for a grace period, then closes. You keep a permanent name@alumni.uwporterfalls.edu forwarding address for life ( alumni email forwarding ).\nLaptops and software\nDo I need to buy a laptop?\nNo. Every full-time undergraduate is issued a university-managed laptop at orientation, specced for their program and loaded with the software their courses require. The cost is built into tuition and fees ( laptop program ).\nWill I get a new one?\nLaptops are refreshed on a set schedule, typically once during a four-year degree.\nMy laptop broke. Where do I take it?\nTo the Help Desk’s on-site repair shop in Halvorsen Library. Most repairs are same-day or next-day, loaners are available while yours is out, and accidental-damage coverage handles a drop or spill but not a lost machine ( laptop repair ).\nWhat software can I get?\nThe office suite, a reference manager, statistics and CAD packages for relevant courses, and antivirus are free while you are enrolled through the software portal in MyPorter. Licenses deactivate after you graduate or withdraw ( software for students ).\nCan I run lab software from my own device?\nYes. The virtual computer lab streams a full lab desktop to a laptop or tablet through a browser; a few titles stay lab-only ( software and virtual labs ).\nDo I keep the laptop when I graduate?\nIt depends on your program and the machine’s age: some students keep it, some return it and some buy it out at a depreciated price. Move your files off university cloud storage before your account closes.\nWi-Fi, printing and labs\nHow do I get on Wi-Fi?\nSign in to the campus network with your Porter account. Visitors join ‘UWPorterFalls-Guest’ and self-register for a day, or a host with a Porter account can sponsor a longer stay ( guest Wi-Fi ).\nHow does printing work?\nEvery student gets a per-semester printing allowance. Send a job, tap your Porter Card at any release station and pick it; overage is charged to your Porter Card account ( mail & printing ).\nCan I print from my own laptop or phone?\nYes — by web upload, by emailing the file to the print address, or with the mobile-print app. PDF is the most reliable format ( printing from your own device ).\nWhere are the computer labs?\nGeneral labs are in Halvorsen Library, Founders Union and every college building; the library labs keep the longest hours and go to 24-hour access during finals. Specialized labs are open to students in the relevant courses ( computer labs ).\nWhere can I print a poster?\nOn the large-format plotters in the library and the Campus Service Center, charged by size and paper.\nGetting help\nWhen is the Help Desk open?\nMonday–Thursday 7:30 a.m.–9 p.m., Friday 7:30 a.m.–5 p.m., and Saturday–Sunday noon–6 p.m. by phone and email only. Hours shorten between semesters ( Technology Help Desk ).\nHow do I reach the Help Desk?\nWalk in on Level 1 of Halvorsen Library, call (715) 555–0146, or email help@uwporterfalls.edu to open a ticket. Tickets get a same-business-day response during the semester; call or walk in for anything urgent.\nA system went down right before my deadline. What do I do?\nScreenshot the error with a timestamp, email your work to your instructor before the deadline as proof, and open a ticket. Instructors are understanding about a documented failure.\nIs something down for everyone?\nCheck the IT service status page before you open a ticket.\nCan Poly help with tech questions?\nYes. Poly, the chatbot in the corner of every page, searches the same knowledge base the Help Desk uses, so it is often the fastest route for a common issue.\nSecurity\nWill the university ever ask for my password?\nNever — not by email, text or phone. Be suspicious of urgency, links that do not go where they say, and “job offers” that send you a check or ask for bank details ( account security ).\nI think I was phished. What now?\nChange your password from a device you trust, sign out of all sessions and call the Help Desk immediately. For a bank or financial account, call that bank’s fraud line.\nHow do I report a suspicious email?\nClick “Report phishing” in the mail toolbar. The message is pulled from your inbox and sent to security, and similar messages are hunted across all mailboxes ( phishing report button ).\nDo I need antivirus software?\nAntivirus is free to install while you are enrolled, and the issued laptop ships with security tools and full-disk encryption turned on. Let pushed updates install — they patch the holes attackers use.\nHow do I back up my work?\nSave to your university cloud storage, which keeps version history. A dead drive the night before a deadline is not an extension ( backing up your coursework ).\nAt a glance\nQuestions answered\n27\nHelp Desk\nHalvorsen Library, Level 1\nMFA\nRequired on every Porter sign-in\nLaptop\nIssued at orientation; refreshed once\nIT Director\nGarrett Loken\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nHours\nMon–Thu 7:30 a.m.–9 p.m.; Fri 7:30 a.m.–5 p.m.; Sat–Sun noon–6 p.m. (phone and email)\nRelated resources\nTechnology services\nTechnology Help Desk\nMulti-factor authentication\nLaptop program\nComputer labs\nIT service status" }, { "url": "faq-transfer-students.html", "title": "Transfer Students FAQ", "description": "Deadlines, how credit transfers, technical-college agreements, the residency rule and transfer scholarships — for students bringing college credit to Porter.", "headings": [ "Transfer Students FAQ", "On this page", "Applying as a transfer", "How credit transfers", "Finishing your degree", "Money and housing", "Getting started" ], "content": "Frequently asked questions Transfer Students FAQ\nDeadlines, how credit transfers, technical-college agreements, the residency rule and transfer scholarships — for students bringing college credit to Porter.\nApplying as a transfer\nAm I a transfer applicant?\nYes, if you have enrolled at a college since finishing high school. College credit earned while still in high school — dual enrollment, AP, IB — does not make you a transfer student ( first-year requirements ).\nHow do I apply?\nUse the same online application : no fee, no essay. Send official transcripts from every college you have attended.\nWhat are the deadlines?\nFall: priority February 1, final August 1. Spring: priority November 1, final January 2. Earlier is better for housing, registration and scholarships, and a few cohort programs admit only once a year.\nHow are transfer applications reviewed?\nMostly on your college coursework rather than your high school record. Test scores are not needed ( for transfer students ).\nCan I start in the spring?\nYes. Most programs admit transfer students for both fall and spring.\nI was a Porter student before. Am I a transfer?\nYou apply through readmission . If you took courses elsewhere in between, you are reviewed as a returning transfer student and need at least a 2.0 on that outside work.\nHow credit transfers\nWill my credits transfer?\nCourses from regionally accredited institutions with a grade of C-minus or better generally transfer. Developmental and remedial courses, and grades of D or lower, generally do not ( transfer credit ).\nHow will each course count?\nAs a direct Porter equivalent, as general elective credit, or as no credit. Upper-division major courses often go to a department chair for a syllabus review first.\nCan I see how my credits will transfer before I apply?\nYes. Run your courses through the transfer credit preview tool , or email unofficial transcripts to transfer@uwporterfalls.edu for an informal, nonbinding credit map.\nHow long does the official evaluation take?\nMost evaluations come back within three weeks of your official transcripts arriving; students with an associate degree from a partner college often hear within one week. Results appear in MyPorter.\nA course came in as an elective but matches a requirement. Can I appeal?\nYes. Send the syllabus and coursework to the department that teaches the Porter course — early, before you register for the course you are trying to place out of ( transfer credit evaluation ).\nDoes my associate degree cover general education?\nA completed transfer-oriented associate degree can satisfy most or all of Porter’s general-education core, and a statewide agreement moves general education as a block from Wesconsin two-year colleges.\nI am at a Wesconsin technical college. Is there an agreement?\nPorter has articulation agreements with all 16 Wesconsin Technical College System districts. A completed matching associate of applied science degree guarantees admission to the matching bachelor’s program with credit mapped in advance ( technical college transfer ).\nWhat about AP, CLEP or military credit?\nAP, IB Higher Level, CLEP and Cambridge A-Level exams earn credit at published scores, and military training on a Joint Services Transcript is evaluated against recognized guidelines ( military training credit ).\nFinishing your degree\nHow many credits do I need to take at Porter?\nAt least 30 of your final credits, plus a minimum in your major, must be earned at Porter. Transfer, exam and prior-learning credit do not count toward this residency requirement ( the residency requirement ).\nCan work experience or a certification earn credit?\nIn select programs, yes: approved professional certifications and licenses, a reviewed portfolio of workplace learning or a departmental challenge exam can earn credit. Like exam credit, it does not count toward the residency requirement ( transfer credit ).\nCan I take a summer course somewhere else later?\nYes, but get it pre-approved on a prior-approval form first. A pre-approved course is guaranteed to count as expected; one taken on spec might not.\nCan I still earn the associate degree I left unfinished?\nOften, through reverse transfer : Porter sends your transcript back to your former college, which awards the degree if the requirements are met.\nWho helps me plan the rest of my degree?\nA transfer adviser builds a degree map with you at transfer orientation, using your evaluation and your degree audit .\nMoney and housing\nAre there transfer scholarships?\nThe Transfer Momentum Award pays $1,500 a year, renewable to a maximum of three years, for a 3.3 transfer GPA and at least 24 transferable credits. Students admitted by February 1, 2027 are reviewed automatically.\nCan I apply for Foundation scholarships?\nYes. The Foundation scholarship application is open to incoming and continuing students from December 1, 2026 to March 5, 2027 and matches you to more than 180 donor-funded awards ( scholarship deadlines ).\nDo I need a new FAFSA?\nYour aid does not move with you. Add Porter’s school code, 009399, to your FAFSA; see the financial aid FAQ .\nDo transfer students have to live on campus?\nNo, but transfer students who apply for housing by May 1 are guaranteed a space. Overlook Hall houses upper-class and transfer students in semi-suites ( Overlook Hall ).\nWhen is my enrollment deposit due?\nFor fall 2027, May 1, 2027 if you are admitted by April 15; students admitted later have two weeks from the date on the admission letter ( enrollment deposit ).\nGetting started\nIs there a transfer orientation?\nYes — a separate one-day session before each fall and spring term that skips the “how college works” material and focuses on your credit evaluation, a degree map and campus logistics ( transfer orientation ).\nCan I visit as a transfer student?\nThe March 6, 2027 Ironclad Preview Day has a separate transfer-student track, and weekday visits run year-round.\nWhat should I do in my first week?\nRun your degree audit, and appeal any course that landed in the wrong place with its syllabus. Ask for an adviser who works with transfer students regularly, and check the residency rule against your remaining terms ( your first semester ).\nHow do I meet other transfer students?\nThrough the welcome reception at transfer orientation and the regular transfer student meetups .\nWho is my contact?\nJun Park, Porter’s re-entry and transfer counselor, at (715) 555–0152 or transfer@uwporterfalls.edu.\nAt a glance\nQuestions answered\n29\nTransfer grade\nC-minus or better generally transfers\nResidency\nFinal 30 credits at Porter\nWTCS agreements\n16 of 16 districts\nCounselor\nJun Park\nWho to contact\nOffice of Admissions — transfer counseling\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0152 (Jun Park)\nEmail\ntransfer@uwporterfalls.edu\nRelated resources\nTransfer students\nTransfer credit\nTransfer credit preview\nTechnical college transfer\nTransfer orientation\nAdmissions FAQ" }, { "url": "faq-tuition-and-billing.html", "title": "Tuition and Billing FAQ", "description": "What tuition costs in 2026–27, when the bill is due, how to pay it in installments, and what comes back when you drop — from Bursar & Student Accounts.", "headings": [ "Tuition and Billing FAQ", "On this page", "Tuition and fees", "Your bill", "Paying", "Refunds", "Residency and special rates" ], "content": "Frequently asked questions Tuition and Billing FAQ\nWhat tuition costs in 2026–27, when the bill is due, how to pay it in installments, and what comes back when you drop — from Bursar & Student Accounts.\nTuition and fees\nWhat is tuition for 2026–27?\nFull-time undergraduate tuition is $9,140 a year for Wesconsin residents, $13,710 at the Midwest Student Exchange rate and $17,880 for non-residents. Segregated fees add $1,420 ( tuition and costs ).\nWhat does a resident living on campus pay Porter in a year?\n$20,660: tuition $9,140, segregated fees $1,420 and a standard double room with the standard meal plan $10,100. The full cost of attendance, including books, transportation and personal costs, is $24,330 ( cost of attendance ).\nWhat are the per-credit rates?\nUndergraduate: $381 resident, $571 Midwest Student Exchange, $745 non-resident. Graduate: $625. Fully online undergraduate programs are a flat $395 per credit from any state.\nWhy does 15 credits cost the same as 12?\nUndergraduate tuition is a flat plateau from 12 to 18 credits, so finishing in four years costs no more per term than going slower. Credits above 18 are billed per credit on top ( what tuition includes ).\nWhat do segregated fees pay for?\nThe Forge Recreation Center, health and counseling services, the fare-free Porter Loop, student government and organizations, and campus technology. They are set through a student-led process each year.\nAre textbooks and a laptop extra?\nNo. Required textbooks are rented through the Instructional Resources Service and every full-time undergraduate is issued a laptop; both are built into tuition and fees. Consumables — lab manuals, some access codes, art and shop supplies — are still yours to buy ( textbook rental ).\nDo some programs charge extra?\nYes: Nursing $450 a year, B.F.A. programs $180 a year, engineering B.S. programs $95 a year, Automotive & Diesel Technology $310 a year, and one-time shop fees of $220 (Welding certificate) and $260 (CNC Machining certificate). New students pay a one-time $150 new-student fee.\nYour bill\nWhere is my bill?\nIn MyPorter under Billing & Payment. Porter does not mail paper bills; it emails your Porter address when a statement is ready ( understanding your bill ).\nWhen is the bill due?\nFall charges are due in mid-September and spring charges in mid-February, roughly two weeks after classes begin. The exact date is on your statement.\nWhat happens if I pay late?\nA monthly late fee and a financial hold that blocks registration, transcripts and diploma release. Talk to the Bursar before a due date you cannot meet — a plan is almost always possible.\nWhy did my balance change?\nThe account updates continuously: a dropped course, a new parking permit or a posted scholarship can all change it. The “Amount due now” line is the one that matters for holds and late fees.\nA charge looks wrong. What do I do?\nStart with the office that created it — the Registrar for tuition after a schedule change, Housing for a room charge, Parking for a permit or citation. If it is still wrong, Student Financial Services opens a review; pay the undisputed part by the due date.\nWhere is my 1098-T?\nIn MyPorter each January. It reports payments toward qualified charges and the scholarships that offset them; the free VITA tax clinic on campus can help you use it.\nPaying\nHow can I pay?\nOnline in MyPorter by e-check, with no fee, or by card, with a 2.85 percent service fee, or by check. The $100 enrollment deposit is the exception: it carries no card fee.\nIs there a payment plan?\nYes. The term payment plan splits a semester into four or five monthly payments for a $35 enrollment fee and no interest. Enroll before the first due date — once a hold posts, the plan will not clear it retroactively — and re-enroll each semester.\nCan my parents see and pay the bill?\nYes, if you add them as an authorized payer in MyPorter. They get their own login to view charges and pay, without seeing academic records ( parents & families FAQ ).\nMy employer or an agency is paying. How does that work?\nUpload the sponsor’s authorization and Student Accounts invoices the sponsor directly. Until the authorization is on file, the charges are yours on paper.\nDoes my aid pay the bill automatically?\nAccepted aid is applied first and you are billed for the rest. Expected aid is not paid aid — if a requirement such as verification is outstanding, that money will not disburse and the balance is yours.\nRefunds\nHow much tuition comes back if I drop or withdraw?\nFor a standard 15-week term: 100 percent through week two, 50 percent through week four and nothing after that. Winter Term, summer and seven-week courses compress the schedule ( academic calendar , refund schedule ).\nWhen do I get my aid refund?\nWhen aid exceeds your charges, the difference is refunded — by direct deposit within a few days if you set it up in MyPorter, otherwise by check. Refunds usually land in the second week of the term; do not count on the exact date for rent.\nWhat if I withdraw completely?\nThe tuition refund schedule and the federal “return of Title IV funds” calculation are separate, and the second can require paying aid back if you leave before the 60 percent point. See withdrawal and financial aid first.\nWhat if I drop below 12 credits?\nBelow 12 credits you are billed per credit, and segregated fees are prorated. Dropping below full time can also reduce financial aid faster than it reduces the bill, so check with Financial Aid first.\nDo I get my Campus Cash back?\nYes. Campus Cash rolls over term to term while you are enrolled and is refunded, above a small minimum, when you graduate or withdraw.\nResidency and special rates\nHow is residency for tuition decided?\nYou need 12 consecutive months of Wesconsin domicile before the term starts; dependent students follow a parent’s domicile. Reclassification requests are due by the tenth day of classes — February 5, 2027 for spring ( residency for tuition purposes ).\nI live in Minnesota. What do I pay?\nThe reciprocity rate, applied automatically with no separate application. It covers tuition only — not fees, housing or dining ( tuition reciprocity ).\nDo veterans pay resident tuition?\nYes. Active-duty military and eligible veterans are charged the resident rate regardless of home state, and the Veteran Resource Center certifies GI Bill benefits in house.\nCan older adults take classes for free?\nWesconsin residents 60 and older may audit most undergraduate courses with no tuition charge on a space-available basis; fees still apply.\nWhat do online students pay?\nA flat $395 per undergraduate credit from any state, with no segregated activity, recreation or transit fees and an online course fee of about $45 a term ( Online @ Porter ).\nAt a glance\nQuestions answered\n28\nResident tuition\n$9,140 a year (2026–27)\nDue\nMid-September / mid-February\nPayment plan\n4–5 payments, $35 per term\nBursar\nNeil Torkelson\nWho to contact\nBursar & Student Accounts\nFounders Union 118\nPhone\n(715) 555–0233\nEmail\nbursar@uwporterfalls.edu\nRelated resources\nTuition and costs\nUnderstanding your bill\nBilling & payment\nCost of attendance\nTuition refund schedule\nFinancial aid FAQ" }, { "url": "faq-veterans.html", "title": "Veterans & Military-Connected Students FAQ", "description": "Education benefits and certification, the Yellow Ribbon Program, credit for military training, deployment and the Veteran Resource Center in Founders Union 110.", "headings": [ "Veterans & Military-Connected Students FAQ", "On this page", "Getting started", "Benefits and certification", "Credit for military training", "Classes, deployment and campus life", "Scholarships, families and ROTC" ], "content": "Frequently asked questions Veterans & Military-Connected Students FAQ\nEducation benefits and certification, the Yellow Ribbon Program, credit for military training, deployment and the Veteran Resource Center in Founders Union 110.\nGetting started\nWhere do I start?\nAt the Veteran Resource Center in Founders Union 110, before your first term. Bring your DD-214 and your Certificate of Eligibility (or the state equivalent). Retroactive fixes are slow; coming in early is the easiest way to get paid on time.\nWho does the center serve?\nVeterans, active-duty, Guard and Reserve students, and spouses and dependents using education benefits. About 400 Porter students use benefits connected to military service.\nWhich benefits does Porter handle?\nThe GI Bill chapters, the Wesconsin GI Bill, Veteran Readiness and Employment, Tuition Assistance and transferred benefits for dependents. The certifying official sorts out which one to use and when ( veterans education benefits ).\nDo I pay resident tuition?\nYes. Active-duty service members and eligible veterans are charged the resident rate regardless of home state, and spouses and dependents of service members stationed in Wesconsin pay the resident rate while the assignment lasts ( residency for tuition purposes ).\nIs there an application fee or a deposit?\nThere is no application fee for anyone, and the $100 enrollment deposit is waived automatically for veterans and active-duty service members ( enrollment deposit ).\nDo I have to live on campus?\nNot if you are a veteran with two or more years of active duty — that is one of the exemptions from the first-year live-on rule ( housing FAQ ).\nBenefits and certification\nHow do my benefits actually get paid?\nThe School Certifying Official reports your enrollment to the VA (or the state agency) every term. It is not automatic: submit your schedule as soon as you register, and again after any change ( veteran education benefits ).\nWhat happens if I change my schedule?\nTell the Veteran Resource Center before you add or drop. A change in credit load changes your tuition payment and housing allowance, and a drop after certification can create a debt you owe back. Only courses that count toward your declared degree can be certified.\nThe VA has not paid yet and my bill is due. Will I get a late fee?\nNo. Porter holds veteran accounts without a late penalty while a certified benefit is pending. Do not let a hold sit; tell the center so it can be cleared.\nWhy is my first housing payment small?\nThe monthly housing allowance is paid in arrears and prorated for the first and last months of a term, so budget for a thin first few weeks each semester.\nDo state and federal benefits need separate paperwork?\nYes. The Wesconsin GI Bill and the federal GI Bill each have their own forms; the certifying official handles both.\nWhat is the Yellow Ribbon Program?\nAn agreement in which Porter covers part of the tuition and fees the Post-9/11 GI Bill does not, and the VA matches that amount dollar for dollar. Because eligible veterans already pay the resident rate, it matters most for graduate charges and for non-resident dependents ( Yellow Ribbon Program ).\nWho qualifies for Yellow Ribbon, and how do I apply?\nOnly students entitled to the Post-9/11 GI Bill at the 100 percent level, including dependents using transferred benefits. Porter caps the number of participants and the amount per student each year, first come, first served once fall certification opens, so submit your Certificate of Eligibility and the request form to the center early.\nCredit for military training\nCan my military training count for credit?\nOften. Have your official Joint Services Transcript, or the Air Force equivalent, sent directly to Porter. The Registrar evaluates it against recognized credit recommendations and asks departments to review technical material ( military training credit evaluation ).\nWhat kind of credit should I expect?\nA direct course equivalent, a general-education or major elective, lower- or upper-division elective credit, or no credit. Physical education, leadership, technical training, health and general electives are common, and technical programs sometimes see a semester’s worth.\nDoes more credit mean I finish sooner?\nNot always. Elective credit does not necessarily shorten the remaining requirements. After credit posts, meet your veteran adviser and academic adviser to place it where it helps.\nMy training matches a required course but posted as an elective. Can I appeal?\nYes. Submit the detailed course exhibit, occupational description, certifications and portfolio evidence for department review. A portfolio or departmental exam can also show learning the transcript missed ( prior learning assessment ).\nI completed more training in the Reserve. Can that be added?\nYes. Send an updated official transcript and the new training is evaluated the same way.\nClasses, deployment and campus life\nDo veterans get priority registration?\nYes. Benefit-eligible veterans register early within their class tier, so a schedule can be built around work, drill weekends or family before general registration opens ( registration FAQ ).\nI have been activated mid-semester. What are my options?\nA full withdrawal with a complete tuition and fee refund and no academic penalty, or incompletes with a set window to finish after you return if enough of the term is done and your instructors agree. Both federal and Wesconsin law require these options, including for state emergency deployments ( activation and deployment ).\nWho do I tell when I get orders?\nBring them to the Veteran Resource Center as soon as you have them. The center coordinates with the Registrar, Financial Aid, Housing and your instructors so you do not have to explain it to every office.\nDo I have to reapply when I come back?\nNot if you are gone less than five years. You return with priority registration for your first term back.\nWhat is in the Veteran Resource Center?\nA lounge and study room with computers and coffee, peer mentoring, benefits help, and county and federal VA representatives on scheduled days.\nIs there a student veterans group?\nYes. The Student Veterans Organization meets Thursdays in the resource center and runs a quiet Sunday study table in Halvorsen Library. It also leads the Veterans Day ceremony on November 11 at Memorial Plaza, followed by an open house at the center.\nI have a service-connected disability. Who arranges accommodations?\nDisability & Accessibility Services , in Halvorsen Library, Level 1. See the accessibility services FAQ . Counseling Services also has a counselor who works with veterans ( counseling services ).\nScholarships, families and ROTC\nAre there scholarships for veterans?\nThe Ironclad Veterans Scholarship pays $2,000 a year to veterans and active-duty students enrolled at least half-time. Apply through the general scholarship application in MyPorter by March 1; no extra essay. It renews for up to five years total.\nWhat about spouses and children?\nDependents can apply for the Military Family Scholarship , $1,500 a year, by March 1. Spouses and children using transferred or survivor benefits are certified through the same center and are welcome in it.\nDoes Porter have ROTC?\nArmy ROTC is on campus, with Air Force and Navy available through cross-town agreements. Non-scholarship cadets can try it for up to two years with no obligation ( ROTC & Military Science ).\nWhat does an ROTC scholarship cover?\nUp to full tuition plus a monthly stipend, awarded competitively, in exchange for active-duty or Reserve service after you commission. Cadets can major in anything.\nCan I combine a Porter scholarship with my GI Bill?\nYes. Most Porter scholarships combine with each other and with other aid, as long as total gift aid stays under your cost of attendance; the Veteran Resource Center coordinates scholarship recipients who also use VA benefits ( financial aid FAQ ).\nAt a glance\nQuestions answered\n30\nVeteran Resource Center\nFounders Union 110\nStudents using benefits\nAbout 400\nTuition\nResident rate for eligible veterans\nVeterans Day ceremony\nNov. 11, Memorial Plaza\nWho to contact\nVeteran Resource Center\nFounders Union 110\nPhone\n(715) 555–0142\nEmail\nveterans@uwporterfalls.edu\nRelated resources\nVeteran Resource Center\nVeteran education benefits\nYellow Ribbon Program\nMilitary training credit\nVeterans & military-connected students\nStudent Veterans Organization" }, { "url": "faq.html", "title": "Frequently Asked Questions", "description": "Short, direct answers to the questions Porter offices hear most — 359 of them across thirteen topics, each linked to the page of record.", "headings": [ "Frequently Asked Questions", "On this page", "Find your questions", "Top 10 questions", "Key dates, 2026–27", "Still stuck?" ], "content": "Frequently asked questions Frequently Asked Questions\nShort, direct answers to the questions Porter offices hear most — 359 of them across thirteen topics, each linked to the page of record.\nFind your questions\nThirteen topic pages, 359 questions, each answer pointing to the office page that settles it. Pick the group that fits.\nGetting in and paying for it\nAdmissions — deadlines, requirements, test scores, visits and the enrollment deposit (29 questions)\nFinancial aid — the FAFSA, aid offers, scholarships, work-study and emergency money (28 questions)\nTuition & billing — tuition rates, the bill, payment plans, refunds and residency (28 questions)\nTransfer students — how credit transfers, technical-college agreements and the residency rule (29 questions)\nInternational students — the I-20, F-1 status, CPT and OPT, and arrival (28 questions)\nLiving here\nHousing — the live-on rule, halls, roommates, move-in and breaks (29 questions)\nDining — meal plans, Campus Cash, where to eat and allergies (25 questions)\nParking & transportation — permits, the Porter Loop, the city bus, bikes and winter rules (25 questions)\nCampus safety — emergencies, PorterAlert, escorts and reporting (28 questions)\nTechnology — your account, MFA, the issued laptop, Wi-Fi and printing (27 questions)\nClasses and finishing\nRegistration — registration windows, holds, waitlists and add/drop deadlines (27 questions)\nGraduation — applying to graduate, ceremonies, regalia and diplomas (28 questions)\nFor families\nParents & families — privacy rules, the bill, wellbeing and Family Weekend (28 questions)\nTop 10 questions\nHow do I apply, and what does it cost?\nOnline, with no fee and no essay, in about twenty minutes; most applicants hear in about two weeks. Fall 2027 priority date is February 1, 2027 ( admissions FAQ ).\nWhat is Porter’s FAFSA school code?\n009399. File the 2027–28 FAFSA by February 1, 2027 for the best shot at limited grants and work-study ( financial aid FAQ ).\nHow much is tuition?\nFor 2026–27, $9,140 for Wesconsin residents and $17,880 for non-residents, plus $1,420 in segregated fees. A standard double with the standard meal plan is $10,100 ( tuition & billing FAQ ).\nWhen is my bill due?\nFall charges in mid-September and spring charges in mid-February; the exact date is on your MyPorter statement. A four- or five-payment plan costs $35 a term.\nDo first-year students have to live on campus?\nYes, for the first fall and spring, with exemptions such as living with family within 35 miles. First-years who apply by May 1 are guaranteed housing ( housing FAQ ).\nWhen can I register for spring 2027?\nContinuing students’ windows open November 9, 2026, seniors first; your time is in MyPorter. Clear holds two weeks ahead ( registration FAQ ).\nWhen are finals and when does spring start?\nFall finals run December 14–18, 2026. Spring classes begin January 25, 2027 ( academic calendar ).\nI am locked out of my account. Who can help?\nThe Technology Help Desk, Halvorsen Library Level 1, (715) 555–0146, resets passwords and MFA ( technology FAQ ).\nWhere can I park?\nOnly with a permit bought in MyPorter, in your zone; your plate is the permit. The Porter Loop and the city bus are free ( parking & transportation FAQ ).\nWhen is commencement?\nSaturday, May 15, 2027 in Ironclad Fieldhouse; no tickets needed. Apply to graduate in MyPorter the term before your last ( graduation FAQ ).\nKey dates, 2026–27\nOct. 15–16, 2026 — What happens: Fall break; Details: Academic calendar\nOct. 23–24, 2026 — What happens: Family Weekend; Details: Family Weekend\nNov. 9, 2026 — What happens: Spring 2027 registration opens for continuing students; Details: Registration FAQ\nNov. 25–29, 2026 — What happens: Thanksgiving recess; Details: Academic calendar\nDec. 1, 2026 — What happens: First-round merit review; Foundation scholarship application opens; Details: Scholarship deadlines\nDec. 14–18, 2026 — What happens: Fall final exams; Details: Final exam schedule\nJan. 4–22, 2027 — What happens: Winter Term; Details: Academic calendar\nJan. 25, 2027 — What happens: Spring classes begin; Details: Academic calendar\nFeb. 1, 2027 — What happens: Fall 2027 priority date for admission and the FAFSA; Details: Admissions FAQ\nFeb. 5, 2027 — What happens: Last day to drop a spring course without a record; Details: Add/drop deadlines\nMar. 5, 2027 — What happens: Foundation scholarship application closes; Details: Financial aid FAQ\nMar. 13–21, 2027 — What happens: Spring recess; Details: Academic calendar\nMay 1, 2027 — What happens: Fall 2027 enrollment deposit and aid acceptance due; Details: Enrollment deposit\nMay 10–14, 2027 — What happens: Spring final exams; Details: Academic calendar\nMay 15, 2027 — What happens: Commencement, Ironclad Fieldhouse; Details: Graduation FAQ\nStill stuck?\nIf your question is not here, there are four faster routes than guessing:\nAsk Poly. The chatbot in the corner of every page searches these FAQs and the rest of the site, and tells you which page its answer came from.\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question — registration, billing, housing or a hold. Call (715) 555–0120.\nThe switchboard , (715) 555–0188, is staffed by a person weekdays 7:30 a.m.–4:30 p.m. and can route anything.\nBrowse. The A–Z index , the directory and the contact page list every office, phone number and email.\nIn an emergency, call 911, then Campus Safety at (715) 555–0191.\nAt a glance\nFAQ pages\n13\nQuestions answered\n359 across 13 pages\nSwitchboard\n(715) 555–0188, weekdays 7:30 a.m.–4:30 p.m.\nUpdated\nOctober 2026\nWho to contact\nVisitor & Campus Information\n1 Founders Drive, Porter Falls, Wesconsin 54999\nPhone\n(715) 555–0188\nEmail\ninfo@uwporterfalls.edu\nHours\nMon–Fri 7:30 a.m.–4:30 p.m.\nRelated resources\nOrientation FAQ\nStudy abroad FAQ\nAccessibility services FAQ\nCareer services FAQ\nGraduate admissions FAQ\nVeterans FAQ\nContact us\nDirectory\nA–Z index\nAcademic calendar\nStudent services\nMyPorter" }, { "url": "farmers-market-campus.html", "title": "Campus farmers market", "description": "A Wednesday-afternoon market featuring the campus garden and local Porter County vendors.", "headings": [ "Campus farmers market", "On this page", "What's there", "Accepting student meal dollars", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability Campus farmers market\nA Wednesday-afternoon market featuring the campus garden and local Porter County vendors.\nWhat's there\nThe campus garden sells its own surplus alongside eight to twelve local Porter County producers — vegetables, honey, baked goods, occasionally a food truck — run as a joint effort between Sustainability and Founders Union.\nAccepting student meal dollars\nSelect vendors accept Porter Card dining dollars, not just cash, specifically so students on a meal plan can participate without needing spare cash on a Wednesday afternoon.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's sustainability commitments are mostly about water and heat: the Millrace restoration, rain gardens, and fourteen buildings surviving a Wesconsin winter as efficiently as possible.\nThe practical details\nWhen: Wednesdays, May through October. Where: Founders Union plaza. Vendors: The campus garden plus 8–12 local Porter County producers. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Sustainability (Founders Union, Room 015). Call (715) 555–0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nWednesdays, May through October\nWhere\nFounders Union plaza\nVendors\nThe campus garden plus 8–12 local Porter County producers\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSustainability dashboard\nSmoke-free campus\nLEED-certified buildings\nGreen Fund\nFull contact directory" }, { "url": "federal-work-study-guide.html", "title": "Federal Work-Study", "description": "What a Work-Study award is, how it differs from a regular campus job, and how to actually turn it into a paycheck.", "headings": [ "Federal Work-Study", "On this page", "How it works", "The advantages", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Federal Work-Study\nWhat a Work-Study award is, how it differs from a regular campus job, and how to actually turn it into a paycheck.\nHow it works\nA Work-Study award is permission to earn a set amount in an eligible campus (or approved community) job, paid to you as a normal paycheck for hours worked. You have to get hired into a Work-Study position, work the hours, and stop at the award cap — unearned Work-Study doesn't roll over or convert to a grant.\nThe advantages\nWork-Study earnings don't count against you on next year's aid application the way other income does, positions are built around a class schedule, and supervisors expect the learning curve of a first job.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nAward: A dollar amount in your aid package, earned hour by hour — not credited up front. Find a job: The Work-Study board on PorterConnect; positions are reserved for award holders. Pay: A biweekly paycheck at an hourly rate, up to the award total. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAward\nA dollar amount in your aid package, earned hour by hour — not credited up front\nFind a job\nThe Work-Study board on PorterConnect; positions are reserved for award holders\nPay\nA biweekly paycheck at an hourly rate, up to the award total\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "fellowships-and-scholarships-office.html", "title": "Nationally competitive fellowships", "description": "Support for students applying to awards like Fulbright, Goldwater, Truman, Udall, NSF-GRFP, and others.", "headings": [ "Nationally competitive fellowships", "On this page", "What the office does", "It's worth applying even if you don't win", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Nationally competitive fellowships\nSupport for students applying to awards like Fulbright, Goldwater, Truman, Udall, NSF-GRFP, and others.\nWhat the office does\nHelps you find awards that fit, explains eligibility and timelines, coaches the essays and project proposals through many drafts, prepares you for interviews, and manages the campus endorsement process where a nomination is required. Past applicants say the drafting support is the main value.\nIt's worth applying even if you don't win\nThe process of articulating a research plan or a study-abroad purpose, and getting faculty to invest in your application, strengthens graduate-school and job applications regardless of the outcome. Start by browsing the award list and booking an intake meeting.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nWho's eligible: Varies by award — some are for sophomores, some for seniors and alumni; strong academics plus a clear purpose is the constant. Start a year ahead: Campus deadlines for endorsed awards are months before the national ones. Endorsement: Several awards require the university to nominate you; that has its own internal process and committee. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWho's eligible\nVaries by award — some are for sophomores, some for seniors and alumni; strong academics plus a clear purpose is the constant\nStart a year ahead\nCampus deadlines for endorsed awards are months before the national ones\nEndorsement\nSeveral awards require the university to nominate you; that has its own internal process and committee\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "ferpa-and-your-privacy.html", "title": "FERPA and your privacy", "description": "Who can see your education record, what", "headings": [ "FERPA and your privacy", "On this page", "The record is yours", "Who can see it without your permission", "Directory information", "Giving someone access", "Everyday practice", "Seeing and correcting your record" ], "content": "Student services FERPA and your privacy\nWho can see your education record, what \"directory information\" is, and how to control both.\nThe record is yours\nOnce you are enrolled — at any age — the federal privacy law (FERPA) makes your education record yours, not your parents'. The university generally cannot release grades, your schedule, account details, or conduct information to anyone, including a parent, without your written authorization for a stated purpose.\nWho can see it without your permission\nUniversity employees with a legitimate educational need (an instructor for their class, your adviser, financial aid for your file) may access the parts they need for their role. Beyond that, disclosure requires your consent, a health-or-safety emergency, a valid subpoena, or one of a few narrow legal exceptions.\nDirectory information\nA limited set — typically your name, enrollment status, dates of attendance, major, degrees and awards, and participation in activities and sports — is designated \"directory information\" and can be released without consent (for a dean's list announcement, a degree verification, a team roster). You can restrict all of it with a directory-information hold in MyPorter, but be aware that also blocks things like enrollment verifications to an employer until you lift it.\nGiving someone access\nTo let a parent or another person discuss a specific area — usually billing, or your general academic standing — you name them as an authorized party in MyPorter, for the areas you choose. It is not all-or-nothing; you can authorize billing and not grades. You can add or remove an authorization any time.\nEveryday practice\nStaff verify your identity before discussing your account, avoid leaving grades or schedules visible, post grades by an ID rather than a name, and use authorizations instead of assumptions. If a staff member shares your information with someone you did not authorize, that is a FERPA concern you can raise with the Registrar.\nSeeing and correcting your record\nYou have the right to inspect your own education record and to ask for a correction if something in it is factually wrong (not to dispute a grade — that is the grade-appeal process). Requests go to the office that holds the record; the Registrar can point you to the right one.\nAt a glance\nAt enrollment\nThe record becomes yours — parents included, regardless of age\nReleased without consent\nOnly directory info, a safety emergency, a subpoena, or a legitimate-need employee\nDirectory info\nName, enrollment, major, degrees, activities — restrict it with a hold in MyPorter\nGive access\nName an authorized party per area (billing ≠ grades) in MyPorter\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFERPA\nFERPA directory opt-out\nFor parents and families\nIdentity protection\nYour rights and responsibilities as a student\nFull contact directory" }, { "url": "ferpa-directory-opt-out.html", "title": "FERPA & directory information", "description": "What counts as public “directory information,” how to make yours private, and what a full privacy hold does.", "headings": [ "FERPA & directory information", "On this page", "What's public by default", "Before you place a hold", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services FERPA & directory information\nWhat counts as public “directory information,” how to make yours private, and what a full privacy hold does.\nWhat's public by default\nFERPA lets the university release a short list of directory items — not grades, not schedule, not contact details beyond what you choose — without your consent. A directory hold makes even that list private.\nBefore you place a hold\nIt's thorough: with a full hold in place, the Registrar can't confirm to an outside party that you attend or graduated, which can stall a loan, a background check, or an insurance discount. Many students instead suppress just the phone and address and leave enrollment verifiable.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nDirectory info: Name, enrollment status, dates of attendance, major, degrees — releasable unless you opt out. Opt out: A directory-hold request through the Registrar, effective until you lift it. Trade-off: A hold also blocks routine confirmations — enrollment verifications to a lender, a degree check by an employer — until you clear it. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nDirectory info\nName, enrollment status, dates of attendance, major, degrees — releasable unless you opt out\nOpt out\nA directory-hold request through the Registrar, effective until you lift it\nTrade-off\nA hold also blocks routine confirmations — enrollment verifications to a lender, a degree check by an employer — until you clear it\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "ferpa.html", "title": "Student records privacy", "description": "Your rights over your education record under FERPA, what", "headings": [ "Student records privacy", "On this page", "Your rights over your record", "Who can see it without your consent", "Directory information", "Granting access and locking down" ], "content": "Policies & reporting Student records privacy\nYour rights over your education record under FERPA, what \"directory information\" is, and how to grant access or lock it down.\nYour rights over your record\nOnce you enroll — at any age — your education records become yours under the federal privacy law FERPA. You have the right to inspect your own records (request it in writing from the office that holds them; they have up to 45 days), to ask for correction of information you believe is inaccurate or misleading with a hearing if they decline, and to control disclosure of your records outside a set of specific exceptions. \"Education records\" means records tied to you and maintained by the university — grades, transcript, class schedule, financial-aid file, conduct file, advising notes. It does not cover a faculty member's private notes kept only for themselves, campus police records, or medical records used only for treatment.\nWho can see it without your consent\nFERPA lets the university share your record without asking you in defined situations: university officials with a legitimate educational interest (an adviser, an instructor, a financial-aid counselor doing their job — not idle curiosity); another school you are transferring to; specific government audits; financial aid you applied for; accreditors; a health or safety emergency; a valid subpoena (you are notified where allowed); and the results of a disciplinary proceeding for a violent or sexual offense to the victim. Parents get access without your consent only in narrow cases — a genuine health/safety emergency, or if they prove they claim you as a dependent for taxes — which is why the practical route is you granting it.\nDirectory information\nThe university may release a defined list of \"directory information\" — typically your name, enrollment status, dates of attendance, major, degrees and awards, participation in activities and sports, and Porter email — to anyone, including for honors lists, commencement programs, sports rosters, and news releases, unless you opt out. You can place a directory hold in MyPorter: it stops all of that, which also means the university will not confirm your enrollment or degree to an employer, lender, or landlord who calls, and your name is left out of the commencement program. It is a real trade-off; most students leave directory information released and use targeted access controls instead.\nGranting access and locking down\nTo let a parent, spouse, or anyone else see part of your record, set up authorized access in MyPorter — you choose the scope (billing only, or academics and more) and set a passphrase staff will require before discussing anything by phone. Add an authorized payer separately if you only want them to handle the bill. Access you grant, you can revoke at any time. To restrict rather than share, use the directory hold above and tell specific offices in writing if you want an extra flag on your file. Questions about a specific situation go to the Registrar, who administers FERPA for the university.\nAt a glance\nYours at enrollment\nAt any age: inspect your own records, seek correction of errors, and control disclosure outside set exceptions\nShared without asking\nOfficials doing their job, transfer schools, aid you applied for, audits, subpoenas, and genuine health/safety emergencies. Parents only in narrow cases\nDirectory info\nName, major, dates, degrees, activities, Porter email — released unless you set a directory hold (which also blocks enrollment/degree verification)\nGrant / revoke\nAuthorized access in MyPorter — pick the scope, set a passphrase, revoke anytime. Registrar administers FERPA\nRelated resources\nTitle IX & sexual misconduct resources\nStudent conduct & policies\nBias reporting & response\nNondiscrimination & equal opportunity\nAcademic integrity\nContact directory" }, { "url": "field-research-safety.html", "title": "Field research safety", "description": "The plan every off-campus research trip files — from a day on the Porter River to a semester overseas — and what it has to cover.", "headings": [ "Field research safety", "On this page", "What's in a plan", "Why it's required", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Field research safety\nThe plan every off-campus research trip files — from a day on the Porter River to a semester overseas — and what it has to cover.\nWhat's in a plan\nWhere the team will be and when, how they'll check in and how often, who to call if a check-in is missed, the specific hazards of the site (water, wildlife, weather, remoteness, civil conditions), and the training or gear each of those requires. A one-day local trip files a short version; a remote or international trip files the full one.\nWhy it's required\nA field team that goes quiet is the scenario this exists for. A filed plan is the difference between someone knowing where to send help and a search starting from nothing.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nFiled with: The Office of Research, before departure. Covers: Location, itinerary, communication plan, emergency contacts, site-specific hazards. Reviewed by: Research staff, with the risk-management office for international or high-hazard trips. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFiled with\nThe Office of Research, before departure\nCovers\nLocation, itinerary, communication plan, emergency contacts, site-specific hazards\nReviewed by\nResearch staff, with the risk-management office for international or high-hazard trips\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "field-trip-authorization.html", "title": "Field trip authorization", "description": "The approvals and paperwork before a class or student group leaves campus for an academic activity.", "headings": [ "Field trip authorization", "On this page", "What needs authorization", "The pieces", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Field trip authorization\nThe approvals and paperwork before a class or student group leaves campus for an academic activity.\nWhat needs authorization\nAny off-campus activity that's part of a course or a recognized student organization — a geology field site, a gallery visit, a service project, a conference. Day trips have a light process; overnight and international travel add insurance, lodging, and safety review.\nThe pieces\nAn itinerary and emergency plan filed with the department, a participant list, signed risk acknowledgements, and a transport plan that matches the van-driver certification rules. An alternative assignment must be offered to any student who can't attend. The Office of Risk Management can advise on anything unusual.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nSubmit ahead: A field trip request with itinerary, transport plan, and roster, typically two to four weeks out. Travelers sign: An acknowledgement of risks and an emergency contact form; minors need a guardian signature. Transport: University vehicles need a certified driver; personal-vehicle caravans have their own rules. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSubmit ahead\nA field trip request with itinerary, transport plan, and roster, typically two to four weeks out\nTravelers sign\nAn acknowledgement of risks and an emergency contact form; minors need a guardian signature\nTransport\nUniversity vehicles need a certified driver; personal-vehicle caravans have their own rules\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "final-exam-conflict-policy.html", "title": "Final exam conflicts", "description": "What counts as an exam conflict and how it gets resolved.", "headings": [ "Final exam conflicts", "On this page", "Which conflicts the university fixes", "The steps", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Final exam conflicts\nWhat counts as an exam conflict and how it gets resolved.\nWhich conflicts the university fixes\nA direct conflict — two exams in the same block — is always resolved, and so is a day with three or more finals. Two exams on the same day with a gap between them is not a conflict under the policy, though an instructor may still choose to help. The published final-exam grid, not the class meeting time, is what governs.\nThe steps\nBring both syllabi to the instructor of the course that has to move (by rule, the higher course number, unless the registrar has named a specific section) at least two weeks before finals week. That instructor arranges a make-up, usually earlier in finals week under proctoring. If neither instructor will move, the Registrar's office assigns the make-up and notifies both.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nDirect conflict: Two finals scheduled at the same time. Overload: Three or more finals in one calendar day. Fix: The higher-numbered course, or the one the registrar designates, moves. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nDirect conflict\nTwo finals scheduled at the same time\nOverload\nThree or more finals in one calendar day\nFix\nThe higher-numbered course, or the one the registrar designates, moves\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "final-exam-schedule-conflicts.html", "title": "Final exam conflicts", "description": "What counts as an exam conflict, and how to get one rescheduled without asking a professor for a favor.", "headings": [ "Final exam conflicts", "On this page", "The rules", "How to file", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Final exam conflicts\nWhat counts as an exam conflict, and how to get one rescheduled without asking a professor for a favor.\nThe rules\nThe final exam grid is fixed and published early each term so you can check for overlaps before you register. A direct time overlap, or three exams in one day, is a recognized conflict the Registrar resolves — usually the higher-enrollment course sits at the scheduled time and the other moves.\nHow to file\nSubmit the conflict form with your exam times by the deadline; the Registrar coordinates the makeup slot and notifies both instructors, so you're not negotiating it yourself. A conflict reported after the deadline is handled case by case and may not be honored.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nA conflict is: Two exams at the same time, or three exams within one calendar day. Not a conflict: An exam the day after a long trip, or wanting to leave early — those are the instructor's discretion. Deadline: Report conflicts to the Registrar by the published date, usually two weeks before finals. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nA conflict is\nTwo exams at the same time, or three exams within one calendar day\nNot a conflict\nAn exam the day after a long trip, or wanting to leave early — those are the instructor's discretion\nDeadline\nReport conflicts to the Registrar by the published date, usually two weeks before finals\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "final-exam-schedule-fall-2026.html", "title": "Final Exam Schedule: Fall 2026", "description": "Fall 2026 finals run Monday, December 14 through Friday, December 18. Find your exam time from your class meeting pattern, check the common exams, and file any conflict by November 30.", "headings": [ "Final Exam Schedule: Fall 2026", "On this page", "Key dates", "Find your exam time", "Common final exams", "Conflicts and too many exams in one day" ], "content": "Academics Final Exam Schedule: Fall 2026\nFall 2026 finals run Monday, December 14 through Friday, December 18. Find your exam time from your class meeting pattern, check the common exams, and file any conflict by November 30.\nKey dates\nMon, Nov 30, 4:30 p.m. — What: Deadline to file an exam conflict with the Registrar\nFri, Dec 11 — What: Last day of classes\nSat–Sun, Dec 12–13 — What: Study weekend. No exams. The library goes to 24 hours starting at noon Sunday.\nMon, Dec 14 – Fri, Dec 18 — What: Final examinations\nSat, Dec 19 — What: December commencement\nTue, Dec 22, noon — What: All final grades due. Instructors post grades within 72 hours of each exam.\nThese dates come from the 2026–27 academic calendar . Do not book travel before your last exam. “My flight leaves Thursday” does not count as a conflict.\nFind your exam time\nEvery exam block is two hours long. Find the day and time of your class’s first weekly meeting in the grid. Classes that meet at the same time on Monday, Wednesday and Friday are listed as MWF, and classes that meet on Tuesday and Thursday are listed as TTh. A MW class follows the MWF row for its start time.\n7:45–9:45 a.m. — Mon, Dec 14: MWF 8:00; Tue, Dec 15: TTh 8:00; Wed, Dec 16: MWF 9:05; Thu, Dec 17: TTh 2:00; Fri, Dec 18: MWF 2:30\n10:15 a.m.–12:15 p.m. — Mon, Dec 14: TTh 9:30; Tue, Dec 15: MWF 10:10; Wed, Dec 16: TTh 11:00; Thu, Dec 17: MWF 11:15; Fri, Dec 18: MWF 3:35\n1:00–3:00 p.m. — Mon, Dec 14: MWF 12:20; Tue, Dec 15: TTh 12:30; Wed, Dec 16: MWF 1:25; Thu, Dec 17: TTh 3:30; Fri, Dec 18: Conflict make-ups\n3:30–5:30 p.m. — Mon, Dec 14: Common exams A; Tue, Dec 15: Common exams B; Wed, Dec 16: Common exams C; Thu, Dec 17: Common exams D; Fri, Dec 18: Conflict make-ups\n6:30–8:30 p.m. — Mon, Dec 14: Evening classes (starting 5 p.m. or later) take their exam on their usual meeting night during finals week, at the usual start time.\nLabs, studios and courses with no final exam do not use a block. Online asynchronous courses set a 48-hour exam window inside finals week. The room is your usual classroom unless your instructor posts a different one in PorterLearn by December 4.\nCommon final exams\nMulti-section courses give one exam at one time, so every section sits the same test. A common exam takes priority over a regular block. If you have a conflict with one, the other course moves.\nA: Mon, Dec 14, 3:30 — Courses: MATH 1200, MATH 2400; Rooms: Ironclad Fieldhouse auxiliary gym; Commerce Hall 101\nB: Tue, Dec 15, 3:30 — Courses: CHEM 1110, PHYS 2010, MATH 1600; Rooms: Fieldhouse auxiliary gym; Jarvis Technology Center 110\nC: Wed, Dec 16, 3:30 — Courses: ME 2100 Statics , ACCT 2100; Rooms: Founders Hall 120; Commerce Hall 101\nD: Thu, Dec 17, 3:30 — Courses: ECON 2010, PSYC 1000, BIOL 1010; Rooms: Fieldhouse auxiliary gym; Health Sciences Center 150\nStatics is in Founders Hall 120 because Provost Halvorsen asked for it. He has proctored his own Statics final in that room every December he has taught the course, and he does not plan to stop in his last month as provost.\nConflicts and too many exams in one day\nThe university resolves two situations. The first is a direct conflict , where two exams fall in the same block. The second is an overload , where you have three or more exams on one calendar day. Two exams on the same day with a gap between them is not a conflict. The rules are in the final exam conflict policy .\nFile the conflict form in MyPorter by 4:30 p.m. Monday, November 30 . Thanksgiving recess is the week before, so file before you leave.\nThe Registrar applies the rule. A common exam stays put. Otherwise the higher-numbered course moves, unless the Registrar designates a different section.\nThe make-up goes into a Friday, December 18 conflict block, and both instructors and you are notified by December 4.\nStudents with approved testing accommodations book each final through the Testing Center at least 48 hours ahead, using accommodated exam scheduling . Finals-week slots fill faster than any other week, so book in November.\nAt a glance\nFinals week\nMon, Dec 14 – Fri, Dec 18, 2026\nLast class day\nFri, Dec 11\nConflict deadline\nMon, Nov 30, 4:30 p.m.\nBlocks\nTwo hours; four daytime blocks plus evening\nGrades due\nTue, Dec 22, noon\nWho to contact\nOffice of the Registrar\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nAcademic calendar\nFinal exam conflict policy\nTesting Center\nRegistration & records\nNew courses for spring 2027\nCampus hours" }, { "url": "finals-week-services.html", "title": "Finals week services", "description": "The things that change during finals: library hours, dining, transportation, quiet enforcement, and same-day support.", "headings": [ "Finals week services", "On this page", "What's different", "Planning around it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Finals week services\nThe things that change during finals: library hours, dining, transportation, quiet enforcement, and same-day support.\nWhat's different\nRound-the-clock study space with Campus Safety walk-throughs, later food, extra shuttle runs in the evening, stepped-up quiet enforcement on the silent floors, and mental-health support scaled up for the two weeks when demand spikes. All published on one page so a student isn't hunting for each change.\nPlanning around it\nBook a wellness room or a group study room early — they fill for finals week days ahead — and note that some services (the credit union branch, a few offices) run shortened hours during reading day.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nLibrary: 24-hour access on Level 1 for the last two weeks. Dining: Extended late-night hours; a grab-and-go option during exam blocks. Support: The counseling center's same-day line runs extended hours; wellness rooms get priority scheduling. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLibrary\n24-hour access on Level 1 for the last two weeks\nDining\nExtended late-night hours; a grab-and-go option during exam blocks\nSupport\nThe counseling center's same-day line runs extended hours; wellness rooms get priority scheduling\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "financial-aid-appeal.html", "title": "Financial aid appeals & special circumstances", "description": "How to ask for a re-review when your family's finances changed or the standard formula misses your situation.", "headings": [ "Financial aid appeals & special circumstances", "On this page", "What an appeal can do", "How to file", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Financial aid appeals & special circumstances\nHow to ask for a re-review when your family's finances changed or the standard formula misses your situation.\nWhat an appeal can do\nThe FAFSA looks at a prior tax year. If income has dropped since, or the year included something that won't repeat — a retirement withdrawal, a severance, a one-time bonus — a professional-judgment appeal lets a financial aid officer substitute more accurate numbers and re-run your eligibility.\nHow to file\nAsk the office for the special-circumstances form, write a clear timeline of what changed, and attach proof for every claim. Decisions take a few weeks and are made case by case. You can also appeal a specific scholarship decision or a SAP suspension through their own separate processes.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nGrounds: Job loss, reduced income, divorce or separation, large medical bills, death of a parent, or one-time income on the FAFSA year. Bring: A written explanation and documentation — termination letters, benefit statements, medical bills, pay stubs. Result: A recalculated aid index that may unlock more need-based aid; not guaranteed. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nGrounds\nJob loss, reduced income, divorce or separation, large medical bills, death of a parent, or one-time income on the FAFSA year\nBring\nA written explanation and documentation — termination letters, benefit statements, medical bills, pay stubs\nResult\nA recalculated aid index that may unlock more need-based aid; not guaranteed\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "financial-aid-process.html", "title": "Financial aid process", "description": "A clear path from completing the FAFSA to understanding and accepting an aid offer.", "headings": [ "Financial aid process", "On this page", "Step 1 — File the FAFSA", "Step 2 — Read your offer against net price", "Step 3 — Keep aid on track all year", "If the gap is still too big" ], "content": "Financial aid Financial aid process\nA clear path from completing the FAFSA to understanding and accepting an aid offer.\nStep 1 — File the FAFSA\nComplete the Free Application for Federal Student Aid every year using UW–Porter Falls school code 009399. File as soon as it opens and no later than the February 1 priority date — some of the aid Porter awards (Federal work-study, the Supplemental Educational Opportunity Grant, and a share of institutional grant funds) is limited and goes out in the order applications are completed. Wesconsin residents are also considered for the state grant through the same form.\nRoughly one in three applications is selected for verification, which just means the aid office has to confirm the numbers with documents (a tax transcript, a verification worksheet, sometimes proof of household size). Respond quickly — an aid offer is not final and money will not disburse until verification clears.\nStep 2 — Read your offer against net price\nYour offer appears in MyPorter, usually starting a few weeks after the FAFSA is processed. It lists gift aid first (grants and scholarships, which you keep), then work-study (money you earn by working, paid as a paycheck), then optional loans (money you repay with interest). To compare Porter with another school, subtract only grants and scholarships from the full cost of attendance — that difference is your net price, and it is the number that matters. Loans and work-study lower what you pay now but not what the education costs.\nYou accept, reduce, or decline each loan individually. Borrow the minimum that makes the year work; you can always request more later, but you cannot easily un-borrow. First-time federal borrowers also complete entrance counseling and a Master Promissory Note.\nStep 3 — Keep aid on track all year\nAid is conditional. You must maintain satisfactory academic progress (a minimum GPA, a minimum completion rate, and finishing within a maximum timeframe — measured every year), stay at the enrollment level your offer assumed, and report outside scholarships so the office can keep the package accurate. Dropping below full-time, withdrawing, or failing everything in a term can reduce aid, trigger repayment of money already disbursed, and put a hold on future aid.\nTalk to an aid counselor before you drop a course, take a leave, or withdraw — a five-minute conversation can prevent a bill for several thousand dollars. If your family's finances change during the year (a job loss, a medical event, a death), ask about a professional-judgment appeal; the office can sometimes revise your aid.\nIf the gap is still too big\nOptions beyond the standard package: a monthly payment plan through the Bursar that splits the balance across the term with no interest, additional scholarships (the Foundation application, departmental awards, and outside search sites), a parent or private loan as a last resort, and the financial-wellness coaches who will build a full-year plan with you. The emergency fund covers a genuine short-term shortfall, not a tuition gap.\nAt a glance\nSchool code\n009399 — file the FAFSA every year, by February 1 for the best shot at limited funds\nCompare on\nNet price = cost of attendance minus grants and scholarships only (not loans or work-study)\nVerification\n~1 in 3 offers; respond fast — nothing disburses until it clears\nBefore you drop a course\nAsk an aid counselor first — it can create a repayment bill and a future-aid hold\nRelated resources\nScholarships\nContact directory" }, { "url": "financial-aid-verification.html", "title": "Financial aid verification", "description": "When the government flags your application for a document check, what's needed, and the deadline risk.", "headings": [ "Financial aid verification", "On this page", "What to expect", "Move fast", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Financial aid verification\nWhen the government flags your application for a document check, what's needed, and the deadline risk.\nWhat to expect\nIf you're selected, your award letter is an estimate until verification clears. The office lists exactly which documents it needs in your financial-aid portal. The most common holdup is tax data — using the direct IRS import on the FAFSA avoids requesting a separate transcript.\nMove fast\nAid can't pay out until verification is complete, and if that slips past the tuition due date the balance is yours to cover temporarily. Submit everything at once rather than piecemeal, and check the portal for follow-up requests, which are common.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nTriggered by: A random or data-mismatch selection on the FAFSA — not a sign of a problem. Usually needs: A verification worksheet, tax transcripts or the IRS data import, and proof of key figures. Deadline: Finish before the term bills or aid may not disburse and you could owe out of pocket. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nTriggered by\nA random or data-mismatch selection on the FAFSA — not a sign of a problem\nUsually needs\nA verification worksheet, tax transcripts or the IRS data import, and proof of key figures\nDeadline\nFinish before the term bills or aid may not disburse and you could owe out of pocket\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "financial-wellness-coaching.html", "title": "Financial wellness coaching", "description": "Free one-on-one sessions on budgeting, student loans, credit and money stress — coaching, not selling.", "headings": [ "Financial wellness coaching", "On this page", "What a session covers", "When students come", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Financial wellness coaching\nFree one-on-one sessions on budgeting, student loans, credit and money stress — coaching, not selling.\nWhat a session covers\nA trained peer or staff coach works through a real budget, explains what a student's specific loan mix will cost to repay, reads a credit report together, or just talks through the anxiety of a tight month. It is scoped deliberately narrowly — no one here sells anything or recommends a product.\nWhen students come\nHeaviest traffic is right after financial-aid packages land in the spring and again when the first loan-repayment notices arrive after graduation; the office runs drop-in hours during both.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nWhere: Halvorsen Library, Level 1, alongside the other success services. Cost: Free. Not offered: Investment advice or any product recommendation. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nHalvorsen Library, Level 1, alongside the other success services\nCost\nFree\nNot offered\nInvestment advice or any product recommendation\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "finding-a-faculty-mentor.html", "title": "Finding a faculty research mentor", "description": "How an undergraduate connects with a professor to work on research — the approach that works and the one that doesn't.", "headings": [ "Finding a faculty research mentor", "On this page", "Making contact", "If you're not sure where to start", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Finding a faculty research mentor\nHow an undergraduate connects with a professor to work on research — the approach that works and the one that doesn't.\nMaking contact\nPick two or three faculty whose work you can actually describe, read a recent paper or project page, and email each individually: a paragraph on why their work interests you, your relevant coursework or skills, and whether they'd be open to a brief meeting. A mass \"do you have room in your lab\" email gets deleted.\nIf you're not sure where to start\nThe undergraduate research office keeps a database of faculty seeking students and runs a matching event each semester. Course-based research, a summer REU, and a paid research assistantship are other on-ramps that don't require cold-emailing at all.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nStart with: A course you liked and the professor who taught it, or the faculty-experts directory by topic. The ask: A short, specific email: what interests you, what you've done, and a request to talk — not \"any openings?\". Timing: Reach out a term ahead; labs plan rosters early, and summer programs have winter deadlines. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStart with\nA course you liked and the professor who taught it, or the faculty-experts directory by topic\nThe ask\nA short, specific email: what interests you, what you've done, and a request to talk — not \"any openings?\"\nTiming\nReach out a term ahead; labs plan rosters early, and summer programs have winter deadlines\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "finding-an-on-campus-job.html", "title": "Finding an on-campus job", "description": "Where campus jobs are posted, when to look, and what to expect from the work.", "headings": [ "Finding an on-campus job", "On this page", "How to land one", "What the work is like", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Finding an on-campus job\nWhere campus jobs are posted, when to look, and what to expect from the work.\nHow to land one\nApply early — the good schedules go in the first two weeks of a term. A short résumé and a sentence on why you want that job is plenty; many supervisors interview on the spot. Work-study eligibility helps for some roles but plenty of jobs don't require it.\nWhat the work is like\nOn-campus supervisors expect reliability and are used to working around your class schedule, midterms, and breaks. Most first jobs are 8–12 hours a week. A job in your field — a research lab, the writing center, the help desk — doubles as experience and a future reference.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nWhere: The student jobs board in Handshake, filtered to on-campus; new postings spike in August and January. Types: Dining, the library, front desks, labs, tutoring, tech support, offices, rec center, and department research or admin help. Pay: At least the campus student wage; some skilled roles (lab, IT, tutoring) pay more. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nThe student jobs board in Handshake, filtered to on-campus; new postings spike in August and January\nTypes\nDining, the library, front desks, labs, tutoring, tech support, offices, rec center, and department research or admin help\nPay\nAt least the campus student wage; some skilled roles (lab, IT, tutoring) pay more\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudent jobs board\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "first-destination-survey.html", "title": "The first-destination survey", "description": "The annual survey of what graduates are doing six months out — where the employment, salary and grad-school numbers on program pages come from.", "headings": [ "The first-destination survey", "On this page", "What it measures", "Reading it honestly", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services The first-destination survey\nThe annual survey of what graduates are doing six months out — where the employment, salary and grad-school numbers on program pages come from.\nWhat it measures\nFor each graduating class: the share employed, continuing to graduate or professional school, still seeking, or not seeking; median starting salary by program; and the most common employers and job titles. It follows a national standard so Porter's numbers can be compared to other institutions'.\nReading it honestly\nEvery figure is published with the response rate it's based on. A program's outcome number from a 40% response rate is labelled as such, not rounded up and presented as fact — the same principle as the Common Data Set.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nRun: Each year, reaching every graduating class at three and six months. Response rate: Published alongside the results, so the numbers can be read honestly. Uses: Program-level outcomes, the salary data the negotiation workshop uses, accreditation reporting. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRun\nEach year, reaching every graduating class at three and six months\nResponse rate\nPublished alongside the results, so the numbers can be read honestly\nUses\nProgram-level outcomes, the salary data the negotiation workshop uses, accreditation reporting\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "first-gen-mentoring.html", "title": "First-generation mentoring", "description": "Pairing first-year first-generation students with a mentor — a staff member, faculty member or upper-year student who was also first-gen.", "headings": [ "First-generation mentoring", "On this page", "The idea", "Beyond the match", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success First-generation mentoring\nPairing first-year first-generation students with a mentor — a staff member, faculty member or upper-year student who was also first-gen.\nThe idea\nA lot of what trips up a first-generation student isn't academic — it's the unwritten stuff: office hours are for everyone, you can change your major, financial aid has a person you can call. A mentor who's been through it names those things before they become problems.\nBeyond the match\nThe center runs a peer group, keeps a lounge with a printer and a coffee maker, and holds a small fund for the costs that catch first-gen students off guard — a graphing calculator, a lab fee, a deposit.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nRun by: The First-Generation Student Center, Halvorsen Library Level 1. Match: In the first weeks of fall; monthly contact through the year. Also offers: A first-gen student lounge, a peer group, and a small equipment-and-fees fund. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRun by\nThe First-Generation Student Center, Halvorsen Library Level 1\nMatch\nIn the first weeks of fall; monthly contact through the year\nAlso offers\nA first-gen student lounge, a peer group, and a small equipment-and-fees fund\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "first-generation-center.html", "title": "First-generation student center", "description": "Community, advising and practical support for students who are the first in their family to attend college.", "headings": [ "First-generation student center", "On this page", "Belonging", "Navigate college", "Programs", "Naming the hidden curriculum", "A place and a network", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success First-generation student center\nCommunity, advising and practical support for students who are the first in their family to attend college.\nBelonging\nPeer mentors, identity-affirming programs, family conversations and social events make the hidden curriculum visible.\nNavigate college\nStaff explain financial aid, office hours, internships, research, graduate school and how to ask for help.\nPrograms\nThe center coordinates a summer bridge, transfer welcome, faculty connections and a first-generation graduates network.\nNaming the hidden curriculum\nThe center exists to say out loud the things that first-generation students are often expected to already know — what office hours are for, why an internship matters, how to ask a professor for a research spot, what graduate school costs. Peer mentors and staff walk through it without making anyone feel behind.\nA place and a network\nThe Founders Union space has a lounge, a lending library of course texts and staff who will make a call with a student rather than for them. A first-generation graduates network connects current students with alumni who have done it.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from an advising conversation to a tutor to a writing consultant without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nWho it serves: Students who are first in their family to attend college. Programs: Summer bridge, faculty connections, graduate network. Space: Founders Union, Room 120, with a lending library. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Student Success Center (Halvorsen Library, Level 1). Call (715) 555-0170 or email success@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nWho it serves\nStudents who are first in their family to attend college\nPrograms\nSummer bridge, faculty connections, graduate network\nSpace\nFounders Union, Room 120, with a lending library\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudent Success Center\nMath Teaching & Learning Center\nWriting Center\nCounseling & health services\nFull contact directory" }, { "url": "first-generation-student-programs.html", "title": "First-generation student programs", "description": "Support built for students who are the first in their family to attend college.", "headings": [ "First-generation student programs", "On this page", "What's offered", "Finding your people", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success First-generation student programs\nSupport built for students who are the first in their family to attend college.\nWhat's offered\nA voluntary summer bridge program before first year, a peer mentor who's a year or two ahead, and advisers who expect to explain things families often can't — how financial aid renews, what office hours are for, how to read a degree audit. None of it is remedial; it's translation.\nFinding your people\nFaculty and staff who were first-generation students display a marker on their office doors and are glad to be asked about it. The first-gen student org runs low-key social events, and graduating first-gen students wear a stole at commencement. Roughly a third of Porter undergraduates are first-generation.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nWho qualifies: Students whose parents or guardians did not complete a four-year degree. Includes: A summer bridge option, a first-gen mentor, and a dedicated adviser who knows the jargon. Community: A student org, faculty and staff who were first-gen themselves, and a graduation stole. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWho qualifies\nStudents whose parents or guardians did not complete a four-year degree\nIncludes\nA summer bridge option, a first-gen mentor, and a dedicated adviser who knows the jargon\nCommunity\nA student org, faculty and staff who were first-gen themselves, and a graduation stole\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "first-semester-week-by-week.html", "title": "Your first semester, week by week", "description": "A realistic timeline of what to do and when, so nothing important sneaks up on you.", "headings": [ "Your first semester, week by week", "On this page", "Weeks 1–2: set the base", "Weeks 3–4: notice the drift", "Weeks 5–7: first exams and the check-in", "Weeks 8–10: adjust deliberately", "Weeks 11–13: build the finish", "Finals week and after" ], "content": "Student success Your first semester, week by week\nA realistic timeline of what to do and when, so nothing important sneaks up on you.\nWeeks 1–2: set the base\nGo to every class, including the ones that \"just went over the syllabus.\" Put every due date from every syllabus into one calendar now — this single hour saves the semester. Find each building before you need it, activate MyPorter alerts, and confirm your dining plan and Porter Card work.\nIntroduce yourself to one person in each class. This is the cheapest it will ever be.\nWeeks 3–4: notice the drift\nThis is where a hard course starts to feel hard. Go to office hours once now, with a specific question, before you are behind. The add deadline is the fifth instructional day; the drop-without-record deadline is near the tenth — if a schedule is clearly wrong, act inside those windows, not in week eight.\nStart supplemental instruction or tutoring for anything shaky. Waiting until the first exam is the classic mistake.\nWeeks 5–7: first exams and the check-in\nGrades from the first round of exams are real information, not a verdict. If two or more are below where you want to be, book a success-coaching appointment and an advising appointment. Midterm progress reports post around week 6; read them.\nRegistration for next term opens in this stretch. Clear any holds and draft a schedule before your appointment time so you are not choosing under pressure.\nWeeks 8–10: adjust deliberately\nThe last day to drop a course with a \"W\" instead of a grade is usually around the tenth week. Dropping is not failure; carrying five courses when four would be strong is a common, fixable misjudgment. Talk to Financial Aid first if the drop would put you below 12 credits.\nIf a personal or medical situation is derailing the term, this is the week to raise it — a full medical withdrawal or an incomplete is far easier to arrange before finals than after.\nWeeks 11–13: build the finish\nAsk each instructor exactly what the final covers and what format it takes. Book a presentation-practice room or a writing-center appointment for anything with a project. Check the final exam schedule for conflicts (two exams in one block) and file the conflict form immediately if you have one.\nSign up for a Exam Jam review session and reserve a quiet study floor for finals week now, before they fill.\nFinals week and after\nUse the finals-week services — extended dining, late library hours, free coffee, the nap room. Sleep is a study strategy, not a reward. After grades post, spend twenty minutes writing down what worked and what you would change; that note is worth more than the grades themselves for semester two.\nAt a glance\nOne calendar\nEvery syllabus due date, entered in week 1\nAdd deadline\n~5th instructional day\nDrop without \"W\"\n~10th instructional day\nDrop with \"W\"\n~10th week — check aid first\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReading a syllabus\nSupplemental Instruction\nCourse withdrawal\nFinal exam conflict policy\nTime-management coaching\nFull contact directory" }, { "url": "first-year-admission-requirements.html", "title": "First-Year Admission Requirements", "description": "The high school courses Porter expects, how GPA and class rank are read, and what “holistic review” actually means in an office that reads every file by hand.", "headings": [ "First-Year Admission Requirements", "On this page", "Who counts as a first-year applicant", "Required high school courses", "GPA and class rank", "What holistic review means here", "What to send, and when" ], "content": "Admissions First-Year Admission Requirements\nThe high school courses Porter expects, how GPA and class rank are read, and what “holistic review” actually means in an office that reads every file by hand.\nWho counts as a first-year applicant\nYou apply as a first-year student if you are finishing high school (or a homeschool program or equivalency) and have not enrolled at a college since graduating. College credit you earned while still in high school — dual enrollment , AP, IB — does not make you a transfer student; it just comes with you.\nFor fall 2027 entry the priority date is February 1, 2027 and the final deadline is August 1, 2027 . The application has no fee and no essay, takes about twenty minutes, and most applicants have a decision in about two weeks. If you have been out of high school and away from college for a while, the adult and returning students page is a better starting point; homeschooled students should also read homeschool applicants .\nRequired high school courses\nPorter expects 17 academic units across four years. A unit is one full year (two semesters) of a course.\nEnglish — Units: 4; What counts: Composition and literature; one unit of speech, journalism or technical writing may count\nMathematics — Units: 3; What counts: Algebra I, geometry and algebra II , or integrated math through the same content; a fourth year is strongly recommended\nScience — Units: 3; What counts: At least two lab sciences (biology, chemistry, physics, earth science with a lab component)\nSocial studies — Units: 3; What counts: History, government, economics, geography, psychology\nAcademic electives — Units: 4; What counts: World language, fine arts, computer science, or more of the above; up to two units may be career and technical education (engineering design, welding, health science, agriscience)\nTotal — Units: 17; What counts: Courses taken in middle school (such as algebra I in eighth grade) count if they appear on the high school transcript\nSome programs want more than the minimum:\nEngineering, engineering technology and computing: four years of math through precalculus, plus chemistry and physics.\nNursing and the health programs: biology and chemistry, ideally with grades of B or better. See getting into Nursing .\nB.F.A. and Apparel & Textile Design: a portfolio review on top of general admission — see portfolio and audition admission .\nMissing one unit is not an automatic denial. Applicants short one unit (most often a third lab science or algebra II) are usually admitted with a plan to make it up in the first year. Two or more missing units almost always means a phone call from your counselor before a decision.\nGPA and class rank\nThere is no minimum GPA. The middle 50 percent of admitted first-year students carried a 3.1–3.7 unweighted GPA . For the fall 2026 entering class, Porter received 6,140 applications, admitted 4,920 (80 percent) and enrolled 2,110 students from 27 states.\nWhich GPA: we read the GPA your school reports and look at the unweighted version when the transcript shows one. We do not recalculate it, and we do not penalize a school that weights differently.\nClass rank: optional. More than half of the high schools in our applicant pool no longer rank, so a missing rank is normal and is never held against you.\nTrajectory: a rough ninth grade followed by three steady years reads very differently from the reverse. Readers notice.\nSenior year: admission is conditional on finishing the year in good shape. A failing grade in a required course can change a decision; in practice this happens to fewer than ten admitted students a year, and each gets a call first.\nWhat holistic review means here\n“Holistic” is an overused word, so here is the plain version. Every file is read by the counselor assigned to your region (see meet your admissions counselor ). The center of the read is academic: the courses you chose, the grades you earned in them, and whether you are prepared for the program you named. Around that, the reader considers:\nWork and family responsibilities — a 20-hour-a-week job explains a lighter schedule, and we count it.\nCareer and technical coursework, youth apprenticeships and industry certifications.\nActivities, if you list them, and anything your school counselor tells us.\nThe optional “Anything else?” box (150 words, not an essay) for context you want a reader to have.\nTest scores, only if you send them — see test-optional admission .\nFiles with a GPA below 2.5 or missing units go to a second reader and then to the review committee, which meets every Tuesday from October through June. Possible outcomes are admission; admission with a first-term plan (a 13–15 credit cap, a study-skills seminar and an early-alert adviser); a deferral asking for first-semester senior grades, due January 29, 2027 ; or a denial, which always comes with a counselor call about other routes in. The longer explanation is on how Porter reviews applications .\nWhat to send, and when\nThe application. Self-report your courses and grades from your transcript.\nA transcript. An unofficial copy is enough for a decision; an official final transcript showing your graduation date is due by July 15, 2027 .\nTest scores — only if you want them considered.\nAP, IB, CLEP or dual-enrollment records after you are admitted, so credit can post before orientation. See AP, IB and CLEP credit .\nStudents admitted by December 1, 2026 are reviewed in the first round of merit scholarships; everyone admitted by February 1 is reviewed automatically. The full list is on scholarship deadlines and priority dates , and the month-by-month version is the senior-year timeline .\nAt a glance\nCourse pattern\n17 units: English 4, math 3 (through algebra II), science 3, social studies 3, electives 4\nGPA\nNo minimum; middle 50% admitted 3.1–3.7 unweighted\nClass rank\nOptional; never held against you\nFall 2027 dates\nPriority Feb. 1, 2027; final Aug. 1, 2027\nCost to apply\nNo fee, no essay; decision in about two weeks\nWho to contact\nOffice of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0143\nEmail\nadmissions@uwporterfalls.edu\nHours\nMon–Fri 8 a.m.–4:30 p.m.; Saturdays 9 a.m.–noon during Millrace Week and in April\nRelated resources\nHow Porter reviews applications\nTest-optional admission\nHomeschool applicants\nHigh school senior timeline\nScholarship deadlines\nPortfolio and audition admission" }, { "url": "first-year-experience.html", "title": "First-year experience", "description": "Advising, peer connection and practical support throughout the transition to college.", "headings": [ "First-year experience", "On this page", "Why the first year gets its own program", "The first six weeks", "The first-year seminar", "Early alert and staying on track" ], "content": "Student success First-year experience\nAdvising, peer connection and practical support throughout the transition to college.\nWhy the first year gets its own program\nMore students leave college in or after the first year than at any other point, and it is rarely about ability — it is about not connecting, not building study habits that work at this level, not knowing help exists, or a money or health problem that grew unattended. The First-Year Experience is the university's coordinated answer: a first-year adviser, a seminar, peer mentors, early-alert check-ins, and programming timed to the moments that are actually hard.\nThe first six weeks\nSmall-group sessions in the first weeks focus on the things that determine how the year goes: finding people and a place to belong, building a weekly routine, reading and note-taking that stick, using office hours, and asking for help before a wobble becomes a crisis. This is also when peer mentors — trained returning students — are most useful for the unglamorous questions (where do I print, how do I email a professor, is it normal to feel this lost). It is normal to feel lost; everyone around you does too.\nThe first-year seminar\nA one-credit seminar that connects major and career exploration, money basics, campus resources, and a personal plan toward graduation. It threads through the summer common reading and gives you a small class and an instructor who knows your name early. Treat it as real — the habits and connections it builds pay off across all four years.\nEarly alert and staying on track\nIf an instructor flags that you have stopped attending or are struggling early in a term, a success coach reaches out — not as a punishment but as a \"let's fix this while it is small\" check-in. Responding to that email is one of the highest-value things a first-year student can do. The sixth week, midterms, registration, and the first long break are predictable pressure points; the program builds support around each.\nAt a glance\nWhy\nMost attrition is first-year, and it is usually about connection, habits, or an unattended problem — not ability\nFirst 6 weeks\nSmall groups on belonging, routine, study skills, office hours, asking for help early\nSeminar\nA one-credit class: major/career exploration, money basics, a graduation plan, a small class that knows you\nEarly alert\nAn instructor flag brings a coach check-in — answering that email is one of the best moves you can make\nRelated resources\nStudent services\nFaculty & staff directory\nContact directory" }, { "url": "first-year-seminar.html", "title": "First-year seminar", "description": "A small, discussion-based course every new student takes in the first term to build college-level skills.", "headings": [ "First-year seminar", "On this page", "What it's for", "Choosing a section", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs First-year seminar\nA small, discussion-based course every new student takes in the first term to build college-level skills.\nWhat it's for\nThe jump from high school to college work is real, and a big lecture won't ease it. The seminar is deliberately tiny so you talk, get feedback on writing, learn to use the library, and practice disagreeing well. The theme is a vehicle; the skills are the point.\nChoosing a section\nSections fill during orientation registration — browse the themes and pick one that sounds interesting, not one that sounds easy. Your peer mentor is a student who took it last year and is a low-stakes person to ask the questions you don't want to ask a professor.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nFormat: 15–18 students, a faculty instructor, and a peer mentor; counts as general-education credit. Topics: A different theme each section — the instructor's passion — but the same underlying skills: reading, writing, discussion, research, belonging. Also does: Connects you to an instructor who knows you and can write a letter later. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFormat\n15–18 students, a faculty instructor, and a peer mentor; counts as general-education credit\nTopics\nA different theme each section — the instructor's passion — but the same underlying skills: reading, writing, discussion, research, belonging\nAlso does\nConnects you to an instructor who knows you and can write a letter later\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "fitness-class-schedule.html", "title": "Group fitness classes", "description": "Included studio classes at the Rec Center — the format, how to reserve a spot, and the no-show rule.", "headings": [ "Group fitness classes", "On this page", "Reserving and attending", "New to it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Group fitness classes\nIncluded studio classes at the Rec Center — the format, how to reserve a spot, and the no-show rule.\nReserving and attending\nSpots open 48 hours before each class in the app. Popular evening classes fill, so book ahead; arrive five minutes early or the spot may be released to the walk-in line. Two no-shows in a month trigger a short booking timeout — cancel in the app if plans change and it costs you nothing.\nNew to it\nThe schedule marks each class all-levels, intermediate, or advanced, and instructors expect first-timers — tell them at the start and they'll give you regressions. Mats, bikes, and small equipment are provided; bring a water bottle and a towel.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nIncluded with: Any active student rec membership (automatic for enrolled students). Reserve: In the rec app up to 48 hours ahead; walk-ins fill empty spots at class time. Formats: Cycle, strength, yoga, mobility, HIIT, dance, and water fitness. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nIncluded with\nAny active student rec membership (automatic for enrolled students)\nReserve\nIn the rec app up to 48 hours ahead; walk-ins fill empty spots at class time\nFormats\nCycle, strength, yoga, mobility, HIIT, dance, and water fitness\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "flu-shot-clinics.html", "title": "Flu shot clinics", "description": "Free seasonal flu vaccination for students and employees each fall, at walk-in clinics around campus.", "headings": [ "Flu shot clinics", "On this page", "How it runs", "Who should prioritise it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Flu shot clinics\nFree seasonal flu vaccination for students and employees each fall, at walk-in clinics around campus.\nHow it runs\nStudent Health takes the vaccine on the road to where people already are — a table in the library during midterms, the union at lunch — rather than making everyone come to the health center. No appointment; bring your Porter Card and, if you have it, your insurance card.\nWho should prioritise it\nAnyone in clinical placements, anyone living in the residence halls, and anyone with a chronic condition; the clinics also carry the high-dose formulation for employees over 65.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nWhen: Late September through November. Where: Rotating locations: Founders Union, Halvorsen Library, the Health Sciences Center, North Commons. Cost: Free with a Porter Card; billed to insurance where possible, never to the student. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nLate September through November\nWhere\nRotating locations: Founders Union, Halvorsen Library, the Health Sciences Center, North Commons\nCost\nFree with a Porter Card; billed to insurance where possible, never to the student\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "food-pantry.html", "title": "Campus food pantry", "description": "Free groceries, toiletries, and help connecting to longer-term food and financial support — for any enrolled student.", "headings": [ "Campus food pantry", "On this page", "Using the pantry", "What is available", "If food insecurity is ongoing", "Off-campus and national resources", "Give or volunteer" ], "content": "Student services Campus food pantry\nFree groceries, toiletries, and help connecting to longer-term food and financial support — for any enrolled student.\nUsing the pantry\nAny enrolled student can visit with a Porter Card. There is no application, no income check, and no explanation required . Students use it between paychecks, at the end of the month, and whenever the budget is tight — it is normal, and it is what the pantry is for. Visit as often as you need to within the posted limits per visit. Hours and location are posted on the pantry page in the campus engagement platform; a discreet entrance is available.\nWhat is available\nShelf-stable staples (rice, pasta, beans, canned vegetables and protein, oats, peanut butter), some fresh produce and refrigerated items depending on deliveries, hygiene and personal-care products, and culturally responsive options. A small “grab and go” shelf near several buildings stocks snacks and quick meals for students who cannot get to the main pantry between classes.\nIf food insecurity is ongoing\nIf you are regularly skipping meals or choosing between food and other essentials, talk to the Dean of Students office or a financial-wellness coach . They can help with an emergency grant , an application for SNAP (many students qualify and do not realize it — apply at access.wisconsin.gov ), and a budget. Not eating enough affects your health and your grades; it is an academic issue, not just a personal one. See eating well on a student budget for practical strategies.\nOff-campus and national resources\nfindhelp.org lists local food pantries, meal programs, and assistance by ZIP code. Call or text 211 (or visit 211.org ) for a live referral to community food and financial help. The USDA summer and community meal finder covers students with children.\nGive or volunteer\nThe pantry runs on donations and student volunteers. Drop off non-perishables at collection points around campus, contribute through the Foundation , or sign up to help stock and staff it through the Campus Food Recovery organization, which also redirects unserved dining food to the pantry.\nAt a glance\nTo use it\nAny enrolled student, Porter Card, no application or income check\nAlso stocks\nHygiene and personal-care items; a grab-and-go snack shelf in several buildings\nOngoing need\nAsk about an emergency grant and SNAP (apply at access.wisconsin.gov — many students qualify)\nReferrals\nCall or text 211 · findhelp.org by ZIP code\nRelated resources\nAccessibility services\nMilitary & veteran services\nMulticultural student services\nStudent ombuds\nChild & family center\nContact directory" }, { "url": "food-recovery.html", "title": "Food Recovery Program", "description": "Unserved dining hall food is packaged and delivered to the Food Pantry the same day, not thrown out.", "headings": [ "Food Recovery Program", "On this page", "What actually gets recovered", "Getting it to the Food Pantry", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability Food Recovery Program\nUnserved dining hall food is packaged and delivered to the Food Pantry the same day, not thrown out.\nWhat actually gets recovered\nOnly food that was prepared but never served or touched — a tray of untouched entrées at the end of a meal period — is packaged for recovery; nothing taken from a plate is ever part of this program, for food-safety reasons as much as anything.\nGetting it to the Food Pantry\nA volunteer shift, coordinated with Dining Services, packages and walks the recovered food to the Food Pantry the same day it was prepared, so nothing recovered ever sits overnight before distribution.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's sustainability commitments are mostly about water and heat: the Millrace restoration, rain gardens, and fourteen buildings surviving a Wesconsin winter as efficiently as possible.\nThe practical details\nWhat's recovered: Unserved, untouched food only, never plate scraps. Where it goes: Same-day delivery to the Food Pantry. Run by: Dining Services and Food Pantry volunteers. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Sustainability (Founders Union, Room 015). Call (715) 555–0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhat's recovered\nUnserved, untouched food only, never plate scraps\nWhere it goes\nSame-day delivery to the Food Pantry\nRun by\nDining Services and Food Pantry volunteers\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSustainability dashboard\nSmoke-free campus\nLEED-certified buildings\nGreen Fund\nFull contact directory" }, { "url": "for-adult-and-returning-students.html", "title": "Adult and returning students", "description": "Adult and returning students at UW–Porter Falls — the steps, the links, and who to talk to. You are coming back to college at 25, 40, or 60 — often with prior credit, a job, and a family.", "headings": [ "Adult and returning students", "On this page", "1. Get credit for what you have done", "2. Choose a format that fits", "3. Handle the logistics", "Start here", "Who to talk to", "Common questions" ], "content": "For adult learners Adult and returning students\nYou are coming back to college at 25, 40, or 60 — often with prior credit, a job, and a family.\n1. Get credit for what you have done\nPrior coursework, military training, professional certifications, and documented workplace learning can all become credit and can shorten the degree substantially. Start with the Registrar and the adult-learner adviser before assuming you are starting from zero.\n2. Choose a format that fits\nLook at part-time enrollment, evening and weekend sections, online programs, and how each interacts with financial aid. Take a lighter first term and use the writing and math support centers early — they see many returning students.\n3. Handle the logistics\nChildcare, employer tuition assistance, the catalog-year and academic-renewal policies if you attended before, and scholarships for returning and part-time students. The adult and returning student office keeps this list.\nStart here\nReturning to college as an adult\nTransfer and prior-learning credit\nCredit by exam\nAcademic renewal\nOnline learning\nCollege with kids\nFinancial aid\nMilitary & veteran services\nWho to talk to\nAdult & Nontraditional Student Services\nFounders Union 125 · (715) 555–0140 · adultlearners@uwporterfalls.edu\nFor anything not listed, the full directory has every office.\nCommon questions\nIs it too late?\nNo. Adult learners tend to earn higher grades — clear purpose and real-world context help. The most common regret students report is having waited.\nWill my old credits still count?\nRecent coursework usually transfers; very old courses may not, and some programs have time limits on major courses. An adviser will tell you exactly.\nAt a glance\nThis page is for\nAdult and returning students\nBest first step\nGet credit for what you have done\nKey contact\nAdult & Nontraditional Student Services\nNot sure?\nAsk Poly, bottom-right\nRelated\nAll audience paths\nAdmissions\nPrograms\nVisit\nFull directory" }, { "url": "for-alumni.html", "title": "Alumni", "description": "Alumni at UW–Porter Falls — the steps, the links, and who to talk to. You graduated from Porter (or its earlier incarnations) and want to stay connected, keep learning, or give back.", "headings": [ "Alumni", "On this page", "Stay connected", "Keep using the university", "Give back", "Start here", "Who to talk to", "Common questions" ], "content": "For alumni Alumni\nYou graduated from Porter (or its earlier incarnations) and want to stay connected, keep learning, or give back.\nStay connected\nUpdate your contact information, join regional gatherings, come back for Homecoming, and keep your Porter email if you have one. The alumni directory helps you find classmates and make introductions.\nKeep using the university\nAlumni retain access to career coaching, selected library databases, job postings, and employer events. Graduate certificates and continuing education are open to you, often with an alumni rate.\nGive back\nMentor a student, host a co-op, speak in a course, serve on a program advisory board, or support scholarships and the applied-learning fund. The most valuable thing many alumni give is an hour and an honest conversation.\nStart here\nAlumni\nUW–Porter Falls Foundation\nCareer services for alumni\nContinuing education\nThe alumni network\nWays to give\nWho to talk to\nAlumni Relations\nThe Depot · (715) 555–0246 · alumni@uwporterfalls.edu\nFor anything not listed, the full directory has every office.\nCommon questions\nI attended when it was a different name — am I an alumnus?\nYes. Graduates of every earlier incarnation of the institution are Porter alumni, and the archives hold records from each era.\nCan I still use the library?\nAlumni get on-site access to most resources and remote access to a selected set of databases; the librarians can tell you which.\nAt a glance\nThis page is for\nAlumni\nBest first step\nStay connected\nKey contact\nAlumni Relations\nNot sure?\nAsk Poly, bottom-right\nRelated\nAll audience paths\nAdmissions\nPrograms\nVisit\nFull directory" }, { "url": "for-current-students.html", "title": "Current students", "description": "Current students at UW–Porter Falls — the steps, the links, and who to talk to. You are enrolled. This is the short list of things that keep a semester on track and the doors to open when it is not.", "headings": [ "Current students", "On this page", "Every term", "When something slips", "Take care of yourself", "Build the resume", "Start here", "Who to talk to", "Common questions" ], "content": "For current students Current students\nYou are enrolled. This is the short list of things that keep a semester on track and the doors to open when it is not.\nEvery term\nRead your degree audit before you register, meet your adviser during the advising window (it clears the hold), clear every hold two weeks early, and check the academic calendar for the drop and withdrawal deadlines.\nWhen something slips\nGo to office hours early, use tutoring and the writing center before you are behind, and talk to an adviser or a success coach the week you notice a problem — not during finals. A drop before the deadline is a routine fix; a late one is not.\nTake care of yourself\nThe counseling center, the health center, the food pantry, and the dean's office are all prepaid through your fees and used by a lot of students. Using them early is the move.\nBuild the resume\nLine up your co-op or internship a semester or two ahead with a career coach, get into undergraduate research, and take one leadership role in something you actually care about.\nStart here\nMyPorter\nAcademic advising\nReading your degree audit\nRegistration & records\nTutoring & learning center\nCounseling services\nCo-ops & internships\nUndergraduate research\nStudent services\nWho to talk to\nStudent Success Center\nHalvorsen Library, Level 1 · (715) 555–0170 · success@uwporterfalls.edu\nDean of Students\n(715) 555–0234 · deanofstudents@uwporterfalls.edu\nFor anything not listed, the full directory has every office.\nCommon questions\nI think I'm going to fail a class — what now?\nTalk to the instructor and an adviser this week. Depending on timing, options include a tutoring plan, a drop or withdrawal, an incomplete, or grade replacement by retaking it. Doing nothing is the worst option.\nHow do I change my major?\nMeet an adviser in the program you want to move into, confirm how your credits count with a what-if degree audit, and submit the change in MyPorter.\nAt a glance\nThis page is for\nCurrent students\nBest first step\nEvery term\nKey contact\nStudent Success Center\nNot sure?\nAsk Poly, bottom-right\nRelated\nAll audience paths\nAdmissions\nPrograms\nVisit\nFull directory" }, { "url": "for-employers-and-partners.html", "title": "Employers and community partners", "description": "Employers and community partners at UW–Porter Falls — the steps, the links, and who to talk to. You want to hire Porter students, sponsor a project, train your workforce, or work with faculty expertise", "headings": [ "Employers and community partners", "On this page", "Hire talent", "Sponsor a project", "Develop your workforce", "Start the conversation", "Start here", "Who to talk to", "Common questions" ], "content": "For employers & partners Employers and community partners\nYou want to hire Porter students, sponsor a project, train your workforce, or work with faculty expertise — search our 20 current employer partners below.\nHire talent\nPost co-op, internship, and full-time roles in PorterConnect, attend the fall and spring career conferences, and build a recurring co-op pipeline. Every undergraduate does applied experience, so students arrive with real work under their belt.\nSponsor a project\nBring a scoped technical, design, research, or business problem to a course or a senior capstone team, or to one of the applied research centers. You get a deliverable and a close look at students you might hire; students get a real client.\nDevelop your workforce\nCustomized instruction, certificates, and short courses delivered on campus, online, or at your site through Business & Industry Outreach and the workforce center.\nStart the conversation\nThe Discovery Center is the front door — it scopes your problem, matches it to the right faculty, course, or team, handles the agreement, and manages the project.\nStart here\nEmployer partnerships\nCareer fairs & recruiting\nCo-ops & internships\nResearch centers & labs\nApplied research centers\nContinuing education\nFacilities & event rentals\nWho to talk to\nBusiness & Industry Outreach\nMillwright Hall 120 · (715) 555–0157 · outreach@uwporterfalls.edu\nCareer Services\n(715) 555–0235 · career@uwporterfalls.edu\nFor anything not listed, the full directory has every office.\nCommon questions\nWe're a small company — is a capstone team realistic?\nYes, and small, well-scoped problems often make the best projects. The Discovery Center helps size it to a team and a term.\nHow much does a project cost?\nCourse and capstone projects are typically low- or no-cost; sponsored research and custom training are quoted. On a parody site the figures shown elsewhere are illustrative.\nAt a glance\nThis page is for\nEmployers and community partners\nBest first step\nHire talent\nKey contact\nBusiness & Industry Outreach\nNot sure?\nAsk Poly, bottom-right\nRelated\nAll audience paths\nAdmissions\nPrograms\nVisit\nFull directory" }, { "url": "for-families.html", "title": "Families and supporters", "description": "Families and supporters at UW–Porter Falls — the steps, the links, and who to talk to. You are a parent, guardian, or family member of a Porter student or applicant, and you want to help without hoveri", "headings": [ "Families and supporters", "On this page", "1. Get on the family channel", "2. Understand privacy", "3. Know the pressure points", "Start here", "Who to talk to", "Common questions" ], "content": "For families & supporters Families and supporters\nYou are a parent, guardian, or family member of a Porter student or applicant, and you want to help without hovering.\n1. Get on the family channel\nThe Porter Family newsletter covers academic dates, housing and financial milestones, and conversations worth having at each point in the year. Encourage your student to activate their Porter email — it is the official channel and staff cannot substitute for it.\n2. Understand privacy\nFederal law (FERPA) limits what employees can share about a student's record without the student's written consent. Staff can still explain policy, hear a concern, and connect a family with emergency resources. Your student can set up authorized access in MyPorter.\n3. Know the pressure points\nExpect wobbles around the sixth week, midterms, registration, and the first long break. The most useful thing you can do is encourage your student to contact resources — advising, the counseling center, the dean's office — directly and early.\nStart here\nParents & families\nStudent records privacy (FERPA)\nFinancial aid\nUnderstanding the bill\nThe first-year experience\nCounseling services\nStudent services\nEmergency information\nWho to talk to\nParent & Family Programs\nFounders Union 210 · (715) 555–0134 · families@uwporterfalls.edu\nDean of Students\n(715) 555–0234 · deanofstudents@uwporterfalls.edu\nFor anything not listed, the full directory has every office.\nCommon questions\nMy student won't tell me their grades — why can't you?\nBy law we need the student's written consent to discuss their record. They can grant you access in MyPorter; the conversation about doing so is a good one to have together.\nWho do I call if I'm worried about my student?\nThe Dean of Students office. They can do a welfare check and connect your student with support even when they cannot share details back.\nAt a glance\nThis page is for\nFamilies and supporters\nBest first step\nGet on the family channel\nKey contact\nParent & Family Programs\nNot sure?\nAsk Poly, bottom-right\nRelated\nParents & families FAQ\nAll audience paths\nAdmissions\nPrograms\nVisit\nFull directory" }, { "url": "for-future-undergraduates.html", "title": "Future undergraduate students", "description": "Future undergraduate students at UW–Porter Falls — the steps, the links, and who to talk to. You are finishing high school (or close to it) and thinking about a hands-on, applied degree. Here is the wh", "headings": [ "Future undergraduate students", "On this page", "1. See if Porter fits", "2. Apply", "3. Sort out cost", "4. Say yes and get ready", "5. Register and arrive", "Start here", "Who to talk to", "Common questions" ], "content": "For future students Future undergraduate students\nYou are finishing high school (or close to it) and thinking about a hands-on, applied degree. Here is the whole path, in order.\n1. See if Porter fits\nRead about the polytechnic model — every program has labs, projects, and a required co-op or internship — and browse programs by the work you want to do. If you can, visit; a tour tells you more in an afternoon than a viewbook does in a week.\n2. Apply\nSubmit the application by the February 1 priority date for the best shot at limited scholarships and housing. Most programs use rolling admission; a few (nursing, some design programs) have a secondary or portfolio step later. Send your transcript and test scores if you have them.\n3. Sort out cost\nFile the FAFSA (school code 009399) the moment it opens. Compare your aid offer on net price — charges minus grants and scholarships only. The tuition estimate already includes your laptop and course materials, which is unusual.\n4. Say yes and get ready\nPay the enrollment deposit, activate your Porter account and email (it becomes the official channel), complete placement tests, send final transcripts and immunization records, and sign the housing contract if you are living on campus.\n5. Register and arrive\nAt orientation you meet an adviser, build your first schedule, and learn the campus. Choose a move-in appointment. Read the summer common book. You do not need a four-year plan on day one — advising is built for that.\nStart here\nThe polytechnic difference\nExplore programs by career\nVisit campus\nApply now\nThe financial aid process\nScholarships\nAdmitted-student checklist\nNew student orientation\nHousing\nWho to talk to\nOffice of Admissions\nFounders Union 100 · (715) 555–0230 · admissions@uwporterfalls.edu\nFinancial Aid\n(715) 555–0231 · finaid@uwporterfalls.edu\nFor anything not listed, the full directory has every office.\nCommon questions\nDo I need to know my major?\nNo. You can start undecided and use first-year advising and major-exploration workshops to choose. Some sequenced programs (engineering, nursing) are easier to finish in four years if you start in them, so tell your adviser if you are leaning that way.\nWhat are the test-score requirements?\nTest scores are reviewed when submitted but are not required for most programs. Your high-school record and the rigor of your coursework carry the most weight.\nAt a glance\nThis page is for\nFuture undergraduate students\nBest first step\nSee if Porter fits\nKey contact\nOffice of Admissions\nNot sure?\nAsk Poly, bottom-right\nRelated\nAll audience paths\nAdmissions\nPrograms\nVisit\nFull directory" }, { "url": "for-graduate-students.html", "title": "Graduate and professional students", "description": "Graduate and professional students at UW–Porter Falls — the steps, the links, and who to talk to. You want an applied master's, a doctorate, or a graduate certificate — often while working.", "headings": [ "Graduate and professional students", "On this page", "1. Find the right program", "2. Talk to the faculty", "3. Apply", "4. Fund it", "Start here", "Who to talk to", "Common questions" ], "content": "For graduate students Graduate and professional students\nYou want an applied master's, a doctorate, or a graduate certificate — often while working.\n1. Find the right program\nGraduate programs at Porter are applied and often built for working professionals, with evening and online options. Decide between a course-based professional master's, a thesis or doctoral program, and a stackable graduate certificate.\n2. Talk to the faculty\nFor a thesis or doctoral program, email a faculty member whose work matches yours before you apply — fit with an adviser is what actually decides those admissions. For course-based programs, contact the program director.\n3. Apply\nSubmit the graduate application, transcripts from every institution, and a specific statement of purpose. Most programs want two or three letters. Ask to be considered for an assistantship — those often have an earlier deadline than admission itself.\n4. Fund it\nAssistantships provide a stipend and partial tuition remission. Employer tuition assistance, federal graduate loans (file the FAFSA), and external fellowships fill gaps. Certificates usually stack toward the related master's.\nStart here\nThe Graduate School\nGraduate admissions\nGraduate funding\nBeing a first-year graduate student\nThe adviser relationship\nGraduate programs\nGraduate certificates\nWho to talk to\nGraduate School\nHalvorsen Library, Level 3 · (715) 555–0225 · gradschool@uwporterfalls.edu\nFor anything not listed, the full directory has every office.\nCommon questions\nDo I need the GRE?\nSome programs require a test score; many waive it or make it optional. Check the program's own page.\nCan I enroll part-time?\nYes — most course-based and certificate programs are designed for it, and financial aid is prorated to your enrollment level.\nAt a glance\nThis page is for\nGraduate and professional students\nBest first step\nFind the right program\nKey contact\nGraduate School\nNot sure?\nAsk Poly, bottom-right\nRelated\nAll audience paths\nAdmissions\nPrograms\nVisit\nFull directory" }, { "url": "for-international-students.html", "title": "International students", "description": "International students at UW–Porter Falls — the steps, the links, and who to talk to. You are applying from outside the United States, or you are already here on a student visa.", "headings": [ "International students", "On this page", "1. Apply and document", "2. Get your visa document", "3. Keep your status valid", "4. Settle in", "Start here", "Who to talk to", "Common questions" ], "content": "For international students International students\nYou are applying from outside the United States, or you are already here on a student visa.\n1. Apply and document\nSubmit the application with certified English translations of your records, proof of English proficiency, and financial documentation for the first year. Apply early — immigration processing takes time and deadlines are firmer.\n2. Get your visa document\nAfter admission and verification of your finances, International Programs issues the eligibility document you need to apply for a student visa at a U.S. embassy or consulate.\n3. Keep your status valid\nMaintain full-time enrollment every required term, get adviser approval before dropping below full-time, taking a leave, traveling, or working, and keep your documents and address current. The advisers are the authority — not classmates or the internet.\n4. Settle in\nA mandatory arrival orientation covers check-in, health requirements, banking, and academic expectations. Peer mentors and the international student organization help with the practical firsts, including a real Wesconsin winter.\nStart here\nInternational students\nApply\nPaying for college\nEducation abroad\nEnglish language support\nMulticultural student services\nWho to talk to\nInternational Programs\nFounders Union 215 · (715) 555–0239 · international@uwporterfalls.edu\nFor anything not listed, the full directory has every office.\nCommon questions\nCan I work?\nOn-campus work is generally allowed within an hour cap. Off-campus work (curricular or optional practical training) requires advance authorization tied to your program. Never work without confirming it is authorized.\nIs financial aid available?\nMost U.S. federal and state aid is not, but Porter and outside scholarships, on-campus jobs, and graduate assistantships are.\nAt a glance\nThis page is for\nInternational students\nBest first step\nApply and document\nKey contact\nInternational Programs\nNot sure?\nAsk Poly, bottom-right\nRelated\nAll audience paths\nAdmissions\nPrograms\nVisit\nFull directory" }, { "url": "for-military-and-veterans.html", "title": "Military-connected students", "description": "Military-connected students at UW–Porter Falls — the steps, the links, and who to talk to. You are a veteran, an active-duty or reserve service member, or a military family member using education benef", "headings": [ "Military-connected students", "On this page", "1. Start with veterans services", "2. Get military credit evaluated", "3. Use the support built for you", "Start here", "Who to talk to", "Common questions" ], "content": "For military & veterans Military-connected students\nYou are a veteran, an active-duty or reserve service member, or a military family member using education benefits.\n1. Start with veterans services\nThe campus veterans and military services office certifies your enrollment for benefits each term, helps you understand which benefit you are using and what it covers, and connects you to everything else. Go before your first term.\n2. Get military credit evaluated\nYour Joint Services Transcript documents training and experience the Registrar evaluates for credit — often covering physical-education, elective, and some technical requirements, and shortening the degree. Request it early.\n3. Use the support built for you\nPriority registration so benefit certification is not held up, a veterans lounge, a student veterans organization, peer mentoring, and staff and counselors who understand the transition. Coordinate any service-connected disability accommodation through the accessibility office.\nStart here\nMilitary & veteran services\nStudent veterans at Porter\nMilitary and transfer credit\nAccommodations\nFinancial aid\nReturning as an adult learner\nWho to talk to\nVeterans & Military Services\nFounders Union 122 · (715) 555–0142 · veterans@uwporterfalls.edu\nFor anything not listed, the full directory has every office.\nCommon questions\nDoes my benefit pay tuition directly?\nIt depends on the benefit and requires the school to certify your enrollment each term. A schedule change after certification can create a debt you owe back — tell the office first.\nI was deployed mid-semester. Now what?\nStudents called to service get coordinated support for withdrawal, tuition adjustment, housing, and return to study. Contact veterans services as soon as you have orders.\nAt a glance\nThis page is for\nMilitary-connected students\nBest first step\nStart with veterans services\nKey contact\nVeterans & Military Services\nNot sure?\nAsk Poly, bottom-right\nRelated\nAll audience paths\nAdmissions\nPrograms\nVisit\nFull directory" }, { "url": "for-online-students.html", "title": "Online students", "description": "Online students at UW–Porter Falls — the steps, the links, and who to talk to. You want a Porter degree or course without moving to Porter Falls.", "headings": [ "Online students", "On this page", "1. Know the formats", "2. Apply and enroll", "3. Use the remote support", "Start here", "Who to talk to", "Common questions" ], "content": "For online learning Online students\nYou want a Porter degree or course without moving to Porter Falls.\n1. Know the formats\nAsynchronous courses have weekly deadlines but no set meeting time; scheduled online courses meet live; hybrid courses combine online work with a few campus sessions. Programs list which they use.\n2. Apply and enroll\nThe application and admission standards are the same as on-campus. Once admitted, you register in MyPorter like any student.\n3. Use the remote support\nOnline students get advising, tutoring, library delivery, career coaching, accessibility services, and 24-hour technical support. Plan regular study blocks, test your technology early, and contact the instructor before you fall behind.\nStart here\nOnline learning\nApply\nPrograms\nTechnology services\nUsing the LMS well\nTutoring and the learning center\nFinancial aid\nWho to talk to\nOnline & Extended Learning\nHalvorsen Library, Level 2 · (715) 555–0128 · online@uwporterfalls.edu\nFor anything not listed, the full directory has every office.\nCommon questions\nIs an online degree the same degree?\nYes — the transcript and diploma do not distinguish delivery mode, and the same faculty teach both.\nDo I ever have to come to campus?\nFully online programs do not require it; hybrid programs schedule a small number of sessions or an intensive.\nAt a glance\nThis page is for\nOnline students\nBest first step\nKnow the formats\nKey contact\nOnline & Extended Learning\nNot sure?\nAsk Poly, bottom-right\nRelated\nAll audience paths\nAdmissions\nPrograms\nVisit\nFull directory" }, { "url": "for-school-counselors.html", "title": "School counselors and advisers", "description": "School counselors and advisers at UW–Porter Falls — the steps, the links, and who to talk to. You advise high-school or community-college students who might be a fit for an applied, polytechnic educati", "headings": [ "School counselors and advisers", "On this page", "What Porter is", "Who tends to thrive here", "How to work with us", "Start here", "Who to talk to", "Common questions" ], "content": "For counselors & advisers School counselors and advisers\nYou advise high-school or community-college students who might be a fit for an applied, polytechnic education.\nWhat Porter is\nA polytechnic university: every undergraduate program is hands-on, project-based, and built around a required co-op or internship, with a bundled laptop and course materials so the cost estimate is close to the real cost. It suits students who learn by doing and want a clear line from a major to a job.\nWho tends to thrive here\nStudents who light up in a lab or a shop, who want to see the point of what they are learning, and who value a first job as much as a first-year seminar. Undecided students do well too — first-year advising and major exploration are strong.\nHow to work with us\nRequest a counselor visit or bring a group to campus, use the transfer-course guide for your community-college advisees, and contact an admissions counselor for your region with specific student questions. We can also present to a class or a college-night audience.\nStart here\nThe polytechnic difference\nAll programs\nVisit and group tours\nTransfer credit\nAdmissions\nScholarships\nCareer outcomes\nWho to talk to\nOffice of Admissions\nFounders Union 100 · (715) 555–0230 · admissions@uwporterfalls.edu\nTransfer Admissions\n(715) 555–0230 · admissions@uwporterfalls.edu\nFor anything not listed, the full directory has every office.\nCommon questions\nDo you take a holistic review?\nYes. Coursework rigor and trajectory matter more than a single test score, and secondary-admission programs weigh readiness in the prerequisites.\nWhat about students who need developmental coursework?\nPlacement testing routes students into the right starting course, with co-requisite support rather than a long remedial track where possible.\nAt a glance\nThis page is for\nSchool counselors and advisers\nBest first step\nWhat Porter is\nKey contact\nOffice of Admissions\nNot sure?\nAsk Poly, bottom-right\nRelated\nAll audience paths\nAdmissions\nPrograms\nVisit\nFull directory" }, { "url": "for-the-community.html", "title": "For the Community", "description": "Concerts, games, the library, the rec center, classes for adults, Saturday science for kids, free speakers and rooms you can rent — what Porter Falls residents can use on campus, in one list.", "headings": [ "For the Community", "On this page", "Start here", "Events, arts and athletics", "Learning at any age", "Recreation and the outdoors", "Expertise and services", "Giving time, renting space, having a say" ], "content": "Community For the Community\nConcerts, games, the library, the rec center, classes for adults, Saturday science for kids, free speakers and rooms you can rent — what Porter Falls residents can use on campus, in one list.\nStart here\nUW–Porter Falls has shared Main Street with the town since 1893, and most of the campus is open to the people who live around it. The page you are on is the front door. It lists what residents can use, what it costs (often nothing) and which page has the details. If you are not sure where something lives, call the Office of Outreach & Engagement in Millwright Hall 120 and someone will find it for you.\nThree things people ask about most:\nCan I just walk onto campus? Yes. Grounds, lobbies, the library, the Furlong Gallery and most public events are open. The rules are on Public access to campus .\nWhere do I park? The Founders Ramp, meters, or a daily visitor permit. Evenings and weekends are free in the general lots. See Visitor parking .\nIs there one day to see everything? Yes: Open Campus Day , Saturday, April 24, 2027.\nEvents, arts and athletics\nEvents calendar : lectures, forums, fairs and ceremonies. Most are free and open to the public.\nArts season 2026–27 : theatre, concerts and dance in Heritage Auditorium. Tickets are at the Box office , and a season pass lowers the per-show price.\nGalleries : the Furlong Gallery in the Applied Arts Building is always free. The public art walk takes about forty minutes.\nVisiting writers series : readings, free, usually on a Thursday night.\nHalvorsen Observatory : public viewing on clear Friday nights.\nIronclad athletics : NCAA Division III football at Millwright Stadium, and basketball, volleyball and wrestling in Ironclad Fieldhouse. Prices are on Athletics tickets . Children 12 and under get in free to regular-season games.\nPorter Falls Community Band : a town–gown band that rehearses on campus. You can play in it or come to its concerts.\nLearning at any age\nPorter Lifelong Learning Institute : non-credit courses for adults 50 and over. $70 a year covers every course you have time for.\nContinuing education : certificates and short courses for working adults.\nTaking a credit course without a degree : how residents enroll in, or audit, a regular class.\nSTEM Saturdays : one Saturday morning a month for kids in grades K–8, October through April. $12 a session, and free for any family that asks.\nYouth camps & programs and sports camps : summer weeks on campus for grades 6–12.\nHalvorsen Library : a free community borrower card for Wesconsin residents 16 and over.\nRecreation and the outdoors\nForge Recreation Center memberships : pool, track, courts and climbing wall. Community, household and 62-plus rates are available.\nOutdoor rental center : canoes, snowshoes and cross-country skis, rented by the day.\nUniversity Farm : open farm Saturdays in season, plus the campus farm stand .\nCampus tree tour and the Riverfront Trail, which the university helps plow in winter.\nExpertise and services\nSpeakers bureau : faculty and staff who speak to community groups free within 60 miles.\nFaculty experts : for reporters and for organizations with a specific question.\nSmall-business clinic : Thursdays at Foundry Coworking in the Depot District.\nTax clinic , cybersecurity clinic and community legal clinic : services run by students under supervision.\nCommunity partnerships : one intake form to bring a project to a class or a faculty team.\nEconomic impact report : what the university adds to the six-county region each year, in dollars and in jobs.\nGiving time, renting space, having a say\nVolunteer on campus : mentors, ushers, farm-day crews, and standardized patients for the simulation hospital.\nFacilities & event rentals : anything from a 12-seat seminar room to the 900-seat Heritage Auditorium. External groups pay the published rate card.\nTown–Gown Council : the joint city–university council. Its meetings are public and include a comment period.\nGive : through the UW–Porter Falls Foundation at the Welcome Center. About 40% of local gifts go to the Hometown Porter Falls Scholarship.\nAt a glance\nFront door\nOffice of Outreach & Engagement, Millwright Hall 120\nFree, always\nGrounds, Furlong Gallery, most lectures, library borrower card\nNext big date\nOpen Campus Day, Sat., April 24, 2027\nParking\nFree evenings and weekends in general lots\nWho to contact\nOffice of Outreach & Engagement\nMillwright Hall 120\nPhone\n(715) 555–0235\nEmail\nengage@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nPorter Falls, Wesconsin\nCommunity engagement\nThe Wesconsin Idea\nPublic access to campus\nTown–Gown Council\nCampus map" }, { "url": "for-transfer-students.html", "title": "Transfer students", "description": "Transfer students at UW–Porter Falls — the steps, the links, and who to talk to. You have college credit already — from a two-year college, another university, the military, or exams — and you want it", "headings": [ "Transfer students", "On this page", "1. Check how your credit transfers", "2. Apply as a transfer", "3. Get your evaluation and meet an adviser", "4. Plan the finish", "Start here", "Who to talk to", "Common questions" ], "content": "For transfer students Transfer students\nYou have college credit already — from a two-year college, another university, the military, or exams — and you want it to count.\n1. Check how your credit transfers\nUse the transfer-course guide to see how specific courses have been evaluated. A completed transfer-oriented associate degree can satisfy most or all of Porter's general-education core, and a statewide agreement moves gen-ed as a block from Wesconsin two-year colleges.\n2. Apply as a transfer\nSend official transcripts from every college attended. Transfer applicants are reviewed on college coursework more than high-school record. Deadlines are more flexible than for first-year students, but earlier is better for housing and registration.\n3. Get your evaluation and meet an adviser\nAfter admission the Registrar evaluates every course as a direct equivalent, elective credit, or no credit. Meet a transfer adviser before registering so approved credit lands where it should — and appeal any course you think matches a specific requirement, with the syllabus.\n4. Plan the finish\nAsk exactly how many Porter credits (and Porter credits in the major) you still need — there is always a residency minimum. Your adviser maps the shortest path, including whether a co-op term fits.\nStart here\nTransfer admissions\nTransfer credit\nHow credits transfer\nCatalog year and requirements\nSubstitutions and waivers\nReading your degree audit\nFinancial aid\nWho to talk to\nTransfer Admissions\nFounders Union 100 · (715) 555–0230 · admissions@uwporterfalls.edu\nOffice of the Registrar\n(715) 555–0232 · registrar@uwporterfalls.edu\nFor anything not listed, the full directory has every office.\nCommon questions\nWill all my credits transfer?\nCourses from regionally accredited schools with a grade of C-minus or better generally transfer; developmental courses and D grades generally do not. Upper-division major courses often need a department review.\nCan I transfer in the spring?\nYes. Most programs admit transfer students in fall and spring; a few cohort programs admit once a year.\nAt a glance\nThis page is for\nTransfer students\nBest first step\nCheck how your credit transfers\nKey contact\nTransfer Admissions\nNot sure?\nAsk Poly, bottom-right\nRelated\nAll audience paths\nAdmissions\nPrograms\nVisit\nFull directory" }, { "url": "forge-bowl.html", "title": "The Forge Bowl", "description": "Porter vs. Chippewa Valley State, every October since 1948, for a 138-pound anvil. This year: Saturday, October 17, 1:00 p.m., Millwright Stadium.", "headings": [ "The Forge Bowl", "On this page", "The rivalry", "The anvil", "Series record and notable games", "2026 game day", "After 2027" ], "content": "Athletics The Forge Bowl\nPorter vs. Chippewa Valley State, every October since 1948, for a 138-pound anvil. This year: Saturday, October 17, 1:00 p.m., Millwright Stadium.\nThe rivalry\nPorter and Chippewa Valley State first met in football in 1948, when the Porter teams were still the Millwrights and the game was played on a county fairground field because neither campus had stands. The schools are 52 miles apart, recruit from the same high schools and, for most of the last 75 years, have shared a conference. The game has been called the Forge Bowl since 1966, when the trophy arrived, and it has been the centerpiece of Millrace Week, Porter's October homecoming, for as long as anyone in the athletics office can document.\nIt is the best-attended event on the athletic calendar, routinely drawing more than 4,000 people to a stadium that seats about 5,500. Last year's crowd was roughly 4,500; as of October 8 the ticket office had sold or issued 4,712 tickets for this year's game, the last Forge Bowl to be played as a conference game.\nThe anvil\nThe trophy is a 138-pound cast-iron anvil that sat in the blacksmith shop of the Porter Manual Training School from 1893 until the shop closed in the 1950s. In 1966 machine-shop staff in Founders Hall mounted it on a white-oak stand, and each year's score has been stamped onto a steel plate riveted to the base since. The base ran out of room in 2009; a second tier was added, and there is space on it until about 2040.\nThe winning team's seniors each strike the anvil once with a four-pound hammer at midfield. It used to be as many strikes as the margin of victory, a custom retired after the horn chipped in 1987. The winner keeps the anvil for the year; Porter's copy sits in the Ironclad Fieldhouse concourse beside the Hall of Fame wall.\nSeries record and notable games\nChippewa Valley State leads the series 39–33–2 in 74 meetings. The game was not played in 1951 and 1952 (Porter did not field a team), 1972 (a scheduling collision during the UW System merger) or 2020. Porter has won the last two, and its longest streak is six straight, 1996–2001; Chippewa Valley State won nine in a row from 1979 to 1987.\n1948 — Result: Chippewa Valley State 6, Porter 0; Why people still bring it up: The first meeting, in ankle-deep mud; one touchdown, missed extra point\n1965 — Result: Porter 14, Chippewa Valley State 7; Why people still bring it up: The first game in the new Millwright Stadium\n1966 — Result: Porter 20, Chippewa Valley State 20; Why people still bring it up: The first game for the anvil; it spent the year in the Porter County Courthouse lobby\n1994 — Result: Porter 21, Chippewa Valley State 17; Why people still bring it up: The first Forge Bowl as the Ironclads\n2000 — Result: Porter 35, Chippewa Valley State 14; Why people still bring it up: Marcus Webb ran for 247 yards, still the game record\n2014 — Result: Chippewa Valley State 5, Porter 3; Why people still bring it up: Seven inches of snow; a safety and a field goal decided it\n2024 — Result: Porter 31, Chippewa Valley State 28; Why people still bring it up: Porter's first win in the series in five years\n2025 — Result: Porter 24, Chippewa Valley State 20; Why people still bring it up: A goal-line stand in the final minute in front of about 4,500 during Millrace Week\n2026 game day\nPorter enters at 4–1 and Chippewa Valley State at 3–2; both are 2–1 in the conference. Full results are on the fall 2026 schedule .\nKickoff — Details: Saturday, October 17, 1:00 p.m., Millwright Stadium\nLots open — Details: 10:00 a.m.; tailgating in the gravel lots only\nParade — Details: 10:30 a.m. on Founders Drive, ending at the stadium; Founders Drive is closed to cars 9:30 a.m.–noon\nStudents — Details: Free with a Porter Card at the north gate; the student section opens at 11:30 a.m.\nPublic tickets — Details: $12 adults, $6 youth and seniors, from the ticket office at (715) 555–0163, or at the gate if any remain\nVisiting fans — Details: East stands, about 1,500 seats\nShuttle — Details: The Porter Loop adds a stadium stop and runs every 8 minutes from 10 a.m.\nHalftime — Details: The Ironclad Pep Band and the Alumni Band share the field\nCan't make it — Details: Student radio and the athletics live stream\nFood drive — Details: \"Fill the Anvil,\" run by SAAC for the campus food pantry; bring canned goods to any gate\nThe game is played rain or shine, with one clear bag per person; accessible and companion seating is at field level and mid-concourse. Other rules are in the game day guide and on athletics tickets , and the logistics are summarized in the Forge Bowl preview .\nThe game closes Millrace Week, October 11–17: the Foundry pour in the Founders Hall high bay on Thursday at 6:30 p.m., the Ring of Iron for seniors Friday at dusk, the alumni 5K from Millwright Stadium Saturday at 8 a.m. and fireworks over the quad at 7:30 p.m. The full lineup is in the Millrace Week schedule .\nAfter 2027\nPorter moves to the Great Lakes Intercollegiate Conference in 2027–28, and Chippewa Valley State is staying where it is. In September 2026 the two athletic directors signed a ten-year nonconference scheduling agreement that keeps the Forge Bowl on both schedules every October through 2036, alternating sites, so the anvil will make its first trip of the new era in 2027. Nobody has yet worked out who drives it.\nAt a glance\n2026 game\nSat., Oct. 17, 1:00 p.m.\nVenue\nMillwright Stadium\nFirst played\n1948\nSeries\nChippewa Valley State leads 39–33–2\nHolder\nPorter (won 2024 and 2025)\nTickets sold\n4,712 as of Oct. 8\nTrophy\n138-lb cast-iron anvil, since 1966\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.; event days as posted\nRelated resources\nFootball\nFall 2026 schedule\nForge Bowl preview (news)\nMillrace Week schedule (news)\nGame day guide\nIronclad Club" }, { "url": "forge-prototyping-lab.html", "title": "Forge Prototyping Lab", "description": "The Forge Prototyping Lab at UW–Porter Falls: industry-grade equipment, expert staff, and student teams building functional prototypes for startups, researchers, and community partners.", "headings": [ "Forge Prototyping Lab", "On this page", "Equipment and capabilities", "How it works: project intake to delivery", "Student roles: prototyping fellows", "Industry and community partnerships", "Notable projects", "Funding and access" ], "content": "Innovation & entrepreneurship Forge Prototyping Lab\nFrom napkin sketch to production-ready prototype — 5-axis CNC, metal 3-D printing, injection molding, and a staff of engineers who’ve shipped hardware.\nEquipment and capabilities\nThe Prototyping Lab (Founders Hall 160–170, 8,000 sq. ft.) is the Makerspace’s big sister — tighter tolerances, production-grade materials, and full-time engineering staff. 5-Axis CNC (Haas UMC-750SS, 30K RPM, 40-tool ATC) — simultaneous 5-axis, probing, ±0.0002” repeatability. Metal 3-D Printing (EOS M 290, DMLS, 250×250×325 mm) — AlSi10Mg, Ti6Al4V, Inconel 718, 316L stainless; post-process: HIP, heat treat, CNC finish. Injection Molding (Arburg 320T, 2-cavity, scientific molding) — prototype tooling (aluminum, 2-week lead), 10K+ shot validation runs. Precision Measurement : Zeiss CMM (0.5 µm), Keyence laser micrometer, surface roughness tester, CT scanner (Nikon XT H 225, 5 µm voxel). Electronics Assembly : SMT line (Mycronic pick-and-place, 40K CPH, 0201 capable), vapor-phase reflow, AOI, X-ray, flying-probe test. Composites : autoclave (3’x6’, 250 psi, 350°F), filament winder, prepreg freezer, clean layup room (ISO 8). Software stack : Fusion 360, Mastercam, nTopology, Ansys, Altium, custom MES for traceability.\nHow it works: project intake to delivery\n1. Intake (Week 0) : Submit the Project Brief (problem, requirements, timeline, budget, IP ownership). Lab staff triage within 2 business days — accept, refer to Makerspace, or request clarification. 2. Scoping (Week 1–2) : Assigned Prototyping Engineer + 2–3 Prototyping Fellows (students). Produce: BOM, CAD model, manufacturing plan, risk register, quote. Client signs off. 3. Build Sprints (Weeks 3–10) : Two-week sprints, sprint review with client. Lab manages procurement (P-card, 48-hr turnaround for standard items). 4. Validation (Week 11) : Dimensional inspection, functional test, environmental test (if spec’d), documentation package (drawings, BOM, process sheets, test reports, DFM feedback). 5. Handoff (Week 12) : Client receives parts, digital package, and a Transition Memo (scaling recommendations, vendor shortlist, cost-at-volume model). Typical project: 12 weeks, $8K–$45K (university subsidizes 60% for student/nonprofit projects).\nStudent roles: prototyping fellows\nPrototyping Fellows (12 per semester, paid Tier 3 + tuition remission for 3 credits) are the lab’s workforce. Selection: application (portfolio + faculty reference) → practical exam (CNC setup, SMT rework, measurement) → interview. Training (first 3 weeks) : Lab SOPs, GD&T, statistical process control, quality documentation, client communication. Specialization tracks (choose one per semester): Precision Machining , Additive Manufacturing (Metal) , Injection Molding & Tooling , Electronics Assembly & Test , Composites , Metrology & Validation . Career pipeline : 78% of Fellows convert to full-time roles at partner companies (med-tech, aerospace, defense, consumer hardware) or launch ventures via the Student Venture Incubator . The Fellow Alumni Network (180+ since 2015) runs a Slack, quarterly mixers, and a referral board.\nIndustry and community partnerships\nAnchor Partners (annual membership $50K, 4 projects/year priority queue, IP license option): Porter Valley Bank (fintech hardware), MedTech Collaborative (3 regional device companies), DNR Porter District (field instrumentation). Project Partners (per-project, cost-sharing): Plastics Engineering program (mold trials), Nursing simulation (custom task trainers), Ironclad Robotics (Featherweight components), Riverkeepers (water-quality sensor housings). Community Access : Nonprofits and Porter Falls small businesses ( Community Partnerships Office . The lab’s Open Hardware License (default for student-led projects) allows commercial use with attribution.\nNotable projects\nMillrace Fish Passage Sensor Suite (2024, Environmental Science + Lab): 12 submerged nodes (pressure, temp, accelerometer, LoRaWAN), 8-month deployment, survived winter ice — data published in JAWRA . Adaptive Prosthetic Socket (2023, Nursing + Incubator ): 3-D-printed lattice (nTopology), pressure-mapping insole, FDA Class I clearance pathway — startup Lumen Prosthetics raised $1.2M seed. Portable Cyanotoxin Analyzer (2022, DNR + Lab): microfluidic cartridge + handheld fluorimeter, 15-min detection, field-tested on Lake City bloom — adopted by 3 state agencies. Ironclad Featherweight River Rat Undercutter (annual): lab machines the titanium chassis, wire-EDMs the tool steel blade, heat-treats & CMMs — 2025 version placed top-8 at NHRL.\nFunding and access\nUniversity funding (60% of budget): student fees, research overhead return, provost’s innovation fund. Partner revenue (30%): anchor memberships, project fees. Grants (10%): NSF MRI, Wesconsin Economic Development Corp, DOE SBIR pass-through. Student access : Incubator teams get 20 hrs/semester free; Micro-Grant recipients get 10 hrs; Makerspace Red-badge holders get 5 hrs (orientation required). Course support : ME 4900 Capstone , Plastics 4500 Mold Design , EE 4800 Hardware Bring-Up have dedicated lab blocks. Propose a project : Project Brief form (portal login) or email prototyping@uwporterfalls.edu .\nAt a glance\nLocation\nFounders Hall 160–170 (8,000 sq. ft.)\nKey equipment\n5-axis CNC, metal 3-D print, injection molding, SMT line, CMM, CT scanner\nPrototyping Fellows\n12/semester, paid + tuition remission\nTypical project\n12 weeks, $8K–$45K (60% subsidized for students)\nAnchor partners\nPorter Valley Bank, MedTech Collaborative, DNR\nRelated resources\nThe Forge Makerspace\nStudent Venture Incubator\nInnovation Micro-Grants\nIronclad Robotics\nMechanical Engineering capstone\nEnvironmental Science sensors" }, { "url": "forge-recreation-center.html", "title": "Forge Recreation Center", "description": "The main student recreation facility — weights, courts, a climbing wall, a pool, and the group-fitness studios.", "headings": [ "Forge Recreation Center", "On this page", "What is here", "Access and hours", "Accessibility", "Getting started", "The name" ], "content": "Campus map Forge Recreation Center\nThe main student recreation facility — weights, courts, a climbing wall, a pool, and the group-fitness studios.\nWhat is here\nThe Forge Recreation Center has a strength-and-cardio floor, a six-court gymnasium, a 35-foot climbing wall and bouldering cave, a lap-and-leisure pool with a hot tub, a suspended indoor track, multipurpose studios for group fitness and martial arts, racquetball and squash courts, a functional-training turf zone, locker rooms with day-use lockers, and a smoothie bar.\nIt is the base for intramurals, sport clubs, personal training, Outdoor Adventures, and the swim school, and it hires several hundred students a year across the desk, floor, aquatics, and program staff.\nAccess and hours\nEntry is with a Campus Card and is included in student fees — there is no separate membership for enrolled students. During the semester the center runs roughly 6 a.m. to 11 p.m. on weekdays and 9 a.m. to 9 p.m. on weekends, with reduced hours over breaks. Live headcounts for the weight floor and cardio deck are in the PorterRec app.\nSpouses, partners, and community members can buy memberships; guests enter with a student sponsor for a small day rate.\nAccessibility\nThe main entrance is step-free; an elevator serves all levels. The pool has a zero-depth entry and a lift. Adaptive cardio and strength equipment is on the main floor, and staff run one-on-one orientations for students with disabilities, arranged with the accessibility office.\nGetting started\nA free orientation appointment walks you through every space and how to use the equipment. Instructional clinics in lifting, climbing, and swimming assume no experience. The smaller North Campus fitness room is a lower-key place to build a habit first.\nThe name\n\"The Forge\" is a campus brand applied to several things — the recreation center, the makerspace, and the residential dining hall in Founders Commons all use it — a nod to the region's foundry history. When someone says \"the Forge\" without context, they usually mean this building.\nMore buildings\nApplied Arts Building\nCommerce Hall\nFounders Commons\nFounders Hall\nFounders Union\nHalvorsen Library\nAll campus buildings\nCampus map\nGetting around\nThe campus is 86 acres; nothing is more than a ten-minute walk from anything else.\nAccessible routes & entrances" }, { "url": "fostering-success-at-porter.html", "title": "Fostering Success at Porter", "description": "The Fostering Success program at UW–Porter Falls: comprehensive support for students with foster care experience — housing, financial, academic, and community.", "headings": [ "Fostering Success at Porter", "On this page", "Eligibility and enrollment", "Year-round housing guarantee", "Dedicated advising and coaching", "Financial support and emergency grants", "Summer crew and campus farm", "Community and campus family network" ], "content": "Student services Fostering Success at Porter\nYear-round housing, dedicated advising, emergency grants, a campus family network, and a summer crew that runs the campus farm — built for students with foster care experience.\nEligibility and enrollment\nEligible students: Current or former foster youth (Wesconsin or any state), including: foster care after age 13, kinship care, group home, residential treatment, aged out at 18/21, adopted from foster care after 13, unaccompanied homeless youth (McKinney-Vento). Verification: Wesconsin DCF letter, court order, or agency documentation — submit once, valid for duration of enrollment. Enrollment: Check the Fostering Success box on admission application or self-identify anytime via portal (Student Services → Fostering Success). No deadline: Students can join at any point (including mid-semester). Confidentiality: Status shared only with Fostering Success staff, Financial Aid, Housing, and Registrar (for tuition waiver) — not on transcripts, not visible to faculty.\nYear-round housing guarantee\nGuaranteed on-campus housing 365 days/year (including winter break, spring break, summer) for all Fostering Success students. Placement: Priority for Bluff Hall apartments (4 singles + full kitchen + living room) or Riverfront Hall pods (4 singles + kitchenette) — both have private bathrooms and year-round access. Summer housing: Free (covered by program) for students enrolled in summer courses, doing research, working on campus, or in the Summer Crew . Break hosting: Students who stay during breaks are not “alone on campus” — program coordinates community meals, movie nights, and transportation to Community Center events. Off-campus transition: Junior/senior year move-off support: Housing Guide workshop, deposit assistance ($500 grant), landlord introduction letters, Housing Law Clinic lease review.\nDedicated advising and coaching\nFostering Success Advisor (1 FTE, caseload ~40): assigned at enrollment, meets biweekly first year, monthly thereafter. Scope: Academic planning (with professional/faculty advisor), financial aid navigation, career exploration, personal goal-setting, crisis navigation. Peer Coach (upper-class Fostering Success student, paid): weekly check-in (text/call/coffee), campus navigation, resource connection, “been there” perspective. Faculty Mentor (volunteer, 1:1 match by major interest): semester check-ins, research/internship guidance, grad school advice. Cohort model: Entering cohort (8–12 students) takes FS 1100: College Success for Foster Scholars (1 credit, fall): time management, financial literacy, campus resources, identity & resilience, building your board of directors. Graduation rate: 72% 6-year (national foster care avg ~50%); 85% retained to year 2.\nFinancial support and emergency grants\nTuition Waiver: Wesconsin Foster Care Tuition Waiver (state statute) covers 100% tuition & mandatory fees for eligible students (up to 130 credits or bachelor’s, whichever comes first). FAFSA: Independent status (no parent income) → max Pell + max state grant. Program Scholarships: Fostering Success Scholarship ($2,000/year, renewable, 2.5 GPA, program participation), Second Chapter Scholarship ( $5,000/year , for students 25+ with foster background). Emergency Grants (no repayment, 48-hr turnaround): housing deposit, car repair, medical/dental, technology, winter gear, food security — up to $1,500/semester (administered by Porter Cares , no separate application). Book/Supply Stipend: $300/semester (auto-loaded to dining dollars for textbooks at Founders Hall Bookstore ). Laptop Program: Free refurbished laptop (3-yr warranty) at entry; replacement cycle at 3 years.\nSummer crew and campus farm\nFostering Success Summer Crew (10 weeks, 30 hrs/week, $16/hr + free summer housing): 8–10 positions, priority for Fostering Success students. Work: Founders Farm (planting, harvest, CSA pack-out, farmers market stand), Porter County Community Center summer camp (counselor-in-training), Porter Cares food pantry (gleaning coordination, inventory), Makerspace (materials prep, safety monitoring). Professional development: Weekly Friday workshops (resume, financial literacy, networking, grad school, self-advocacy). Outcomes: 90% of crew alumni report the summer crew was “the most valuable professional experience” of college; 60% secure fall internships/research from connections made.\nCommunity and campus family network\nCampus Family Network: 30+ faculty/staff/alumni volunteers who “adopt” a Fostering Success student (monthly dinner, care packages at finals, holiday inclusion, emergency contact). Matching: Interest survey at enrollment → mutual ranking → 2-year commitment (renewable). Peer community: Monthly “Family Dinner” (program pays, student-chosen restaurant), semester retreat (cabin, 2 nights, facilitated), GroupMe (active, memes + real talk). Advocacy: Fostering Success students serve on Student Government (reserved seat), Porter Cares advisory board, Wesconsin Foster Youth Advisory Council. Alumni network: 40+ graduates (since 2015), annual reunion (Homecoming weekend), mentorship pipeline for current students.\nAt a glance\nEligibility\nFoster care after 13, kinship, aged out, McKinney-Vento\nHousing\n365-day guarantee, Bluff Hall / Riverfront priority\nTuition\n100% waived (state statute, up to 130 credits)\nAdvising\nDedicated advisor + peer coach + faculty mentor\nGraduation rate\n72% 6-year (national foster avg ~50%)\nRelated resources\nBasic Needs & Porter Cares\nResidence Life (housing guarantee)\nFounders Farm (summer crew)\nCommunity Resources\nHousing Law Clinic\nStudent Government (reserved seat)" }, { "url": "foundation.html", "title": "UW–Porter Falls Foundation", "description": "What the Foundation is, where gifts actually go, the ways to give, and how donors know the money was used as intended.", "headings": [ "UW–Porter Falls Foundation", "On this page", "What it is", "Where gifts go", "Ways to give", "Stewardship and transparency" ], "content": "Alumni & giving UW–Porter Falls Foundation\nWhat the Foundation is, where gifts actually go, the ways to give, and how donors know the money was used as intended.\nWhat it is\nThe UW–Porter Falls Foundation is the separate, non-profit organization that raises and holds private gifts for the university. Keeping it legally distinct is standard practice: it lets donors give with confidence that a gift restricted to, say, nursing scholarships cannot be redirected to a budget shortfall, and it is governed by its own volunteer board with an independent annual audit. Every gift, from five dollars to an endowed chair, runs through the Foundation and is tax-deductible.\nWhere gifts go\nPrivate giving funds the things tuition and state support do not stretch to cover: need- and merit-based scholarships, the student emergency fund for a crisis that would otherwise end an enrollment, undergraduate research stipends and conference travel, competition teams, equipment and lab upgrades ahead of the replacement cycle, faculty development and endowed positions, study-abroad and internship support for students who could not afford the gap, and building projects. Donors can direct a gift to a specific college, program, or fund, or give unrestricted so the university can put it where the need is sharpest that year.\nWays to give\nOne-time gifts by card, check, or online; recurring monthly gifts (the way most sustaining donors give); gifts of appreciated stock and mutual funds, which can carry a tax advantage over cash; donor-advised fund grants; qualified charitable distributions from an IRA for donors over the threshold age; employer matching gifts, which can double the impact; and planned gifts — a bequest in a will, a beneficiary designation, or a charitable gift annuity that pays the donor income for life. Named scholarships and endowed funds can be established at a set minimum, funded over several years.\nStewardship and transparency\nThe Foundation issues a tax receipt for every gift, honors donor restrictions as a legal obligation, and reports back on how restricted funds were used — scholarship recipients often write to the donors who funded them. It publishes independently audited financial statements and a report on total giving, endowment performance, and expenditures each year. Questions about a specific fund, a pledge, or how to structure a gift go to the Foundation's development staff, who do not work on commission.\nAt a glance\nWhat it is\nA legally separate non-profit that raises and holds private gifts, with its own board and independent audit — so restricted gifts stay restricted. All gifts are tax-deductible\nWhere it goes\nScholarships, the student emergency fund, undergraduate research and travel, competition teams, equipment ahead of the replacement cycle, faculty support, study-abroad access, buildings — directed or unrestricted\nWays to give\nOne-time or monthly, appreciated securities, donor-advised funds, IRA distributions, employer matching, and planned gifts (bequests, beneficiary designations, gift annuities); named funds at a set minimum\nTransparency\nTax receipt for every gift, restrictions legally honored, use reported back to donors, and audited financials published yearly\nRelated resources\nAlumni\nContact directory" }, { "url": "founders-commons.html", "title": "Founders Commons", "description": "The residential dining building — home of The Forge all-you-care-to-eat hall and the campus catering kitchen.", "headings": [ "Founders Commons", "On this page", "What is here", "Eating here", "Hours and access", "Accessibility", "History" ], "content": "Campus map Founders Commons\nThe residential dining building — home of The Forge all-you-care-to-eat hall and the campus catering kitchen.\nWhat is here\nFounders Commons is the residential dining building, next to the first-year residence halls. Its main space is The Forge, the all-you-care-to-eat dining hall, with stations for grill, deli, a rotating global menu, a dedicated allergen-friendly pantry, salad and soup, pizza and pasta, a guaranteed vegan and vegetarian station, and a bakery. The building also holds the University Catering production kitchen and two private dining rooms that student organizations and departments can reserve.\nEating here\nOne meal swipe is one entry to The Forge; you eat as much as you want. Service runs continuously from breakfast through dinner on weekdays and brunch-plus-dinner on weekends during the academic year, with reduced hours over breaks. Guest swipes on a meal plan let you bring someone in. A registered dietitian on staff will build a plan for an allergy or medical diet.\nHours and access\nThe Forge is open to anyone with a meal plan or Campus Cash, and to the public at a posted door rate. Late food, coffee, and retail options are at Ironworks Food Hall in Founders Union, not here.\nAccessibility\nThe entrance from the residence-hall side is step-free with automatic doors. Serving stations are at an accessible height, staff will plate and carry a tray on request, and every station posts full allergen and ingredient information. A sensory-friendly seating area is at the quiet end of the hall.\nHistory\nFounders Commons opened in 1968 with the first wave of residence halls and was gutted and rebuilt inside in 2017, when the food-court layout gave way to the current station model and the pantry station was added.\nMore buildings\nApplied Arts Building\nCommerce Hall\nForge Recreation Center\nFounders Hall\nFounders Union\nHalvorsen Library\nAll campus buildings\nCampus map\nGetting around\nThe campus is 86 acres; nothing is more than a ten-minute walk from anything else.\nAccessible routes & entrances" }, { "url": "founders-hall.html", "title": "Founders Hall", "description": "Engineering, manufacturing and applied technology laboratories at the center of campus.", "headings": [ "Founders Hall", "On this page", "Learning spaces", "Visitor access", "Services", "The oldest working building on campus", "Getting in", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus map Founders Hall\nEngineering, manufacturing and applied technology laboratories at the center of campus.\nLearning spaces\nFacilities include automation, materials, metrology, machining, electronics, fluids and senior design laboratories.\nVisitor access\nPublic entrances open during posted hours. Specialized laboratories require an instructor, host or completed safety training.\nServices\nFounders Hall includes college advising, faculty offices, project storage, team rooms and Engineering Express dining.\nThe oldest working building on campus\nFounders Hall has held classes every year since 1912 and still has the original machine-shop floor beneath three later renovations. Automation, materials, metrology, machining, electronics, fluids and senior-design labs share the building with college advising and the Engineering Express counter.\nGetting in\nPublic entrances are open during posted hours and the main corridor and gallery are open to visitors. Individual labs require an instructor, a host or completed safety training, and the high-bay and machine areas require closed-toe shoes and eye protection at all times.\nIn and around Porter Falls\nThe campus is compact — 86 acres, 14 buildings — laid out along the old Millrace between downtown Porter Falls and the river. The Porter Loop shuttle circles it every twelve minutes during class hours, and the lighted Riverfront Trail connects the academic core to North Campus in about a ten-minute walk.\nThe practical details\nOpened: 1912, on the old fairgrounds. Home to: College of Engineering & Technology. Landmark: Original 1912 machine-shop floor, still in use. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Facilities & Campus Planning (Millwright Hall, Room 40). Call (715) 555-0245 or email facilities@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nOpened\n1912, on the old fairgrounds\nHome to\nCollege of Engineering & Technology\nLandmark\nOriginal 1912 machine-shop floor, still in use\nWho to contact\nFacilities & Campus Planning\nMillwright Hall 40\nPhone\n(715) 555–0145\nEmail\nfacilities@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nJarvis Technology Center\nApplied Arts Building\nHealth Sciences Center\nFounders Union\nHalvorsen Library\nNorth Campus\nFull contact directory" }, { "url": "founders-triangle-neighborhood.html", "title": "Founders Triangle Neighborhood", "description": "Founders Triangle: the densest student housing zone between campus, downtown, and College Ave — loud, convenient, and where most undergrads land after first year.", "headings": [ "Founders Triangle Neighborhood", "On this page", "Boundaries and layout", "Housing stock and rents", "Food, coffee, and late night", "Transit and parking", "Noise, parties, and community", "Tips for first-time renters" ], "content": "Porter Falls town guides Founders Triangle Neighborhood\nThe triangle bounded by Founders Hall, the Depot District, and College Avenue — highest student density, shortest commutes, loudest weekends, and the best late-night tacos.\nBoundaries and layout\nThe Founders Triangle is the informal name for the roughly triangular zone with vertices at: Founders Hall (north), Depot District / Welcome Center (east), College Avenue & Main Street (west/south). Streets run on a grid (unlike Cedar Bluff’s contours): numbered cross-streets (1st–8th) perpendicular to College, named parallel streets (Mill, Foundry, River, Depot) perpendicular to Main. Density: ~65% of off-campus undergrads live here. Walk times: 3–8 min to Founders Hall, 5–12 min to Depot District, 8–15 min to Rec Center . Vibe: porous boundary between campus and town — you’ll see professors buying coffee at Halvorsen Brew next to seniors in pajamas at 8 a.m.\nHousing stock and rents\nConverted houses (60% of units): 1910s–1950s two-stories, 3–5 bedrooms, $520–$680/bed (utilities extra). Common issues: steam heat (landlord controls thermostat), single-pane windows, laundry in basement (coin-op or hookups only), porch swings that are actually structural. Purpose-built apartments (30%): Founders Row (2015, 60 units, 2–4 bed, $750–$1,050/bed, in-unit laundry, bike room, key fob), Millrace Lofts (2008, 36 units, 1–2 bed, $850–$1,200, exposed brick, rooftop deck), Depot Flats (2020, 48 units, studio–2 bed, $900–$1,300, ground-floor retail). New construction (10%): The Foundry (2023, 24 units, 3–4 bed, $1,100–$1,400, net-zero ready, communal roof deck). Lease timing: 90% turn over June 1–August 15; hunt starts February (Roommate Finder peaks), tours March, sign April.\nFood, coffee, and late night\nCoffee: Halvorsen Brew (library lobby, opens 7 a.m., cardamom buns sell out by 9:30), Roast & River (Mill St, pour-over program, open till 10 p.m.), Foundry Coffee (Foundry Coworking, 6 a.m.–6 p.m., free for coworkers). Lunch: Millrace Deli (turkey-cranberry panini, tomato-basil soup quart), Bento Box (Korean fried chicken rice bowl, line at 11:30), Depot Pizza (slice & salad, $4.50). Dinner: Foundry Kitchen (market-driven, Thu–Sat dinner), Riverbend Bistro (whitefish chowder, walleye sandwich), Taco Libre (food truck in Foundry lot, al pastor 2 a.m. Thu–Sat). Groceries: Porter County Co-op (12 min walk, bulk bins, local produce), Corner Mart (3rd & Mill, beer/wine, sandwiches, ATM, open midnight).\nTransit and parking\nPorter Loop: 4 stops in the Triangle (Founders Hall, 3rd & College, Mill & 5th, Depot District) — 12 min headway peak, 20 off-peak. Night Loop (Thu–Sat): Runs until 2 a.m., hits all Triangle stops + Cedar Bluff + major apartment complexes. Parking: Residential permits (city, $25/yr, zone T) required 8 p.m.–6 a.m. on most streets; Commuter lots (Lot T1 behind Founders Hall, $180/semester, shuttle to campus); Visitor passes (free, 2 hrs, print from portal). Bike: Bike lanes on College Ave and Main St (painted); Bike-to-Campus program gives free U-lock + lights with registration. Car reality: 70% of Triangle residents don’t keep a car on campus first two years; most wish they had one by junior year co-op.\nNoise, parties, and community\nWeekend baseline: Thursday–Saturday 10 p.m.–2 a.m. — music, voices, the occasional fire pit. City ordinance: Quiet hours 10 p.m.–7 a.m. (Sun–Thu), midnight–8 a.m. (Fri–Sat); enforcement is complaint-driven (call non-emergency 715-555-0122). Good-neighbor norms (unwritten, enforced by RAs and upperclassmen): Notify neighbors if hosting >15 people; end amplified music by 1 a.m.; clean the sidewalk by noon Sunday. Cedar Bluff Association meets monthly with Triangle reps (2 elected student liaisons) — they negotiate trash pickup, snow removal, lighting requests. Block parties: Annual Triangle Block Party (first Saturday after Labor Day, city permits, grill trailers, bands on flatbeds, all neighbors invited) — the one night the noise ordinance is officially suspended.\nTips for first-time renters\nBefore you sign: Walk the unit at night (streetlights, noise, safety). Check the Joint Rental Housing Guide for inspection history. Verify the Rental License Number at City Hall. Ask current tenants (knock, text, find them on Roommate Finder) about landlord responsiveness, heat, pests, package theft. Lease red flags: “Tenant responsible for all repairs,” no sublet clause, automatic renewal without notice, security deposit >1 month rent. Move-in: Photo/video everything (timestamped), fill out the Guide’s Move-In Checklist with landlord present, get keys for all locks (including storm doors). Winter prep: Ask landlord about pipe insulation, snow removal responsibility, emergency heat contact. When things break: Text + email landlord (creates paper trail), give 14 days for non-emergency, call Housing Law Clinic (Mon 4–6 p.m.) if no response.\nAt a glance\nStudent density\n~65% of off-campus undergrads\nTypical rent/bed\n$520–$1,400 (utilities extra)\nWalk to campus\n3–8 min\nNight shuttle\nPorter Loop Night Loop (Thu–Sat until 2 a.m.)\nAnnual event\nTriangle Block Party (Sat after Labor Day)\nRelated resources\nOff-Campus Housing Guide\nEating & Drinking in Porter Falls\nTransportation & parking\nHousing Law Clinic\nMoving into a neighborhood" }, { "url": "founders-union.html", "title": "Founders Union", "description": "The campus living room for dining, organizations, events and everyday student services.", "headings": [ "Founders Union", "On this page", "Spaces", "Student involvement", "Practical services", "Where the day runs through", "Get involved here", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus map Founders Union\nThe campus living room for dining, organizations, events and everyday student services.\nSpaces\nLounges, meeting rooms, a ballroom, food hall, commuter resources and outdoor terraces remain active throughout the day.\nStudent involvement\nOrganization advising, student government, tickets and volunteer programs are based in the union.\nPractical services\nFind the Porter Card office, campus store, service center, ATM, printing and information desk.\nWhere the day runs through\nFounders Union holds the food hall, the Foundry makerspace café, lounges, meeting rooms, a ballroom and outdoor terraces over the Millrace, and it is the busiest building on campus from mid-morning to evening. Commuter lockers, a nap room and a family room are on the ground floor.\nGet involved here\nOrganisation advising, student government, the ticket window, volunteer programs and the involvement fair are all based in the Union. Registering a club, reserving a room and requesting event funding all start at the third-floor involvement suite.\nIn and around Porter Falls\nThe campus is compact — 86 acres, 14 buildings — laid out along the old Millrace between downtown Porter Falls and the river. The Porter Loop shuttle circles it every twelve minutes during class hours, and the lighted Riverfront Trail connects the academic core to North Campus in about a ten-minute walk.\nThe practical details\nThe campus living room: Open 7 a.m. to midnight most days. Services: Porter Card office, campus store, info desk, print, ATM. Home to: Dean of Students, involvement, student government. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Facilities & Campus Planning (Millwright Hall, Room 40). Call (715) 555-0245 or email facilities@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nThe campus living room\nOpen 7 a.m. to midnight most days\nServices\nPorter Card office, campus store, info desk, print, ATM\nHome to\nDean of Students, involvement, student government\nWho to contact\nFacilities & Campus Planning\nMillwright Hall 40\nPhone\n(715) 555–0145\nEmail\nfacilities@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFounders Hall\nJarvis Technology Center\nApplied Arts Building\nHealth Sciences Center\nHalvorsen Library\nNorth Campus\nFull contact directory" }, { "url": "fraternity-sorority-life.html", "title": "Fraternity & sorority life", "description": "The councils and chapters at Porter, what joining costs in money and time, recruitment, and the hazing rules.", "headings": [ "Fraternity & sorority life", "On this page", "How it is organized", "What it costs — money and hours", "Recruitment and joining", "Hazing — the rules and the reporting line" ], "content": "Campus life Fraternity & sorority life\nThe councils and chapters at Porter, what joining costs in money and time, recruitment, and the hazing rules.\nHow it is organized\nPorter's fraternity and sorority community is small relative to a big state school and spans four councils: a Panhellenic council of traditional sororities, an Interfraternity Council of traditional fraternities, a multicultural council of culturally based fraternities and sororities, and a set of professional and service-focused chapters (co-ed, often tied to a major like business or engineering) that recruit on academics and career networking rather than social life. Only the traditional social chapters have the party-culture reputation; the professional and cultural chapters operate very differently, and none at Porter have chapter houses — members live in the regular residence halls and apartments.\nA student affairs office advises all four councils, tracks chapter standing, and publishes each chapter's size, GPA, and any conduct status so you can look before you join.\nWhat it costs — money and hours\nNew-member dues run a few hundred dollars the first term (covering national fees, a badge, and events) and settle to a somewhat lower amount each term after. Payment plans and some chapter scholarships exist; ask directly, because chapters would rather work with you than lose you. The bigger cost is time: expect weekly chapter meetings, a new-member education period of several weeks with regular sessions, mandatory events, study hours if your grades require them, and service and philanthropy commitments. It is a real add to a schedule — students who join and thrive usually drop one other commitment to make room.\nRecruitment and joining\nPanhellenic runs a structured formal recruitment (rounds of visits over a week, a mutual-ranking match at the end), usually early in the fall and again smaller in spring. IFC recruitment is looser — open events, then a bid. Multicultural and professional chapters run their own \"intake\" on their own calendars, often requiring an interest meeting and an application, and may not recruit every term. Across all of them: there is a minimum GPA to join (and usually to stay), and first-semester first-year students are sometimes required to wait a term. Go to more than one chapter's events before you decide — fit varies enormously chapter to chapter.\nHazing — the rules and the reporting line\nHazing is prohibited, full stop, and Wesconsin law and university policy define it broadly: any activity expected of someone joining or maintaining membership that humiliates, degrades, endangers, or risks harm, regardless of the person's \"consent.\" That includes forced drinking, sleep deprivation, servitude, and \"tradition\" that a reasonable person would not want done to them. Report it — anonymously if you want — through the hazing report line or the Dean of Students; reports can name a chapter without naming you. A chapter found responsible can be suspended or have its recognition revoked, and individuals face conduct charges and criminal liability. If you are a new member and something feels wrong, it is, and leaving costs you nothing.\nAt a glance\nFour councils\nPanhellenic + IFC (traditional social), a multicultural council, and professional/service chapters (co-ed, academic focus). No chapter houses at Porter\nCost\nA few hundred dollars in first-term dues (plans/scholarships exist) + a real weekly time commitment — meetings, new-member sessions, service\nJoining\nPanhellenic formal recruitment (fall/spring); IFC informal; cultural/professional chapters run their own intake. Minimum GPA applies\nHazing\nProhibited and broadly defined; \"consent\" is irrelevant. Anonymous report line; leaving as a new member costs you nothing\nRelated resources\nStudent services\nUniversity recreation\nPorter esports\nSustainability\nParents & families\nContact directory\nHazing prevention policy" }, { "url": "free-speech-areas.html", "title": "Expressive activity on campus", "description": "Where and how anyone — students, employees, visitors — can demonstrate, leaflet, table or gather, and the few content-neutral rules that apply.", "headings": [ "Expressive activity on campus", "On this page", "The principle", "When something more is needed", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "About Expressive activity on campus\nWhere and how anyone — students, employees, visitors — can demonstrate, leaflet, table or gather, and the few content-neutral rules that apply.\nThe principle\nPorter treats its outdoor common areas as available for speech, assembly and leafleting by anyone, with rules limited to time, place and manner — not viewpoint. You don't need a permit to stand on the quad with a sign or hand out flyers.\nWhen something more is needed\nReserving a specific space and time so groups don't collide, amplified sound, tables and canopies, or an event large enough to need crowd management — those go through event registration. Counter-protest is protected too, as long as neither side prevents the other from being heard.\nIn and around Porter Falls\nUniversity Communications sits in Millwright Hall and handles the parts of Porter that outlast any one semester. The founding manual-training mission from 1893 is still the reference point for most of what this office says publicly.\nThe practical details\nOpen to all: The outdoor areas of campus are generally available for expressive activity without prior permission. Registration: Only for amplified sound, structures, large expected crowds, or a reserved time/space. Not allowed: Blocking building access or paths, disrupting classes, unattended structures, entering private offices. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is University Communications (Millwright Hall, Room 210). Call (715) 555–0250 or email news@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nOpen to all\nThe outdoor areas of campus are generally available for expressive activity without prior permission\nRegistration\nOnly for amplified sound, structures, large expected crowds, or a reserved time/space\nNot allowed\nBlocking building access or paths, disrupting classes, unattended structures, entering private offices\nWho to contact\nUniversity Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\nnews@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCommon Data Set & disclosures\nCommencement Livestream & Archive\nThe public art walk\nSpecial collections reading room\nFull contact directory" }, { "url": "free-tax-filing-vita.html", "title": "Free tax help (VITA)", "description": "IRS-certified volunteers prepare and e-file simple federal and state returns for students and community members, free.", "headings": [ "Free tax help (VITA)", "On this page", "What they handle", "International students", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Free tax help (VITA)\nIRS-certified volunteers prepare and e-file simple federal and state returns for students and community members, free.\nWhat they handle\nWages, scholarships and the education credits from your 1098-T, bank interest, and standard deductions — the return most students actually have. They'll also help you claim a refund you're owed and set up direct deposit.\nInternational students\nA separate track handles nonresident returns (Form 1040-NR) and tax-treaty benefits, which ordinary tax software gets wrong. Don't use a consumer filing site if you're a nonresident for tax purposes — come to the VITA site or the international student tax session instead.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nWho qualifies: Generally incomes under a threshold (well above a typical student's); students, including many international students with a campus job. When: February through mid-April, by appointment, in a campus location. Bring: Photo ID, Social Security or ITIN card, all W-2s and 1098-T, last year's return if you have it, and bank details for direct deposit. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWho qualifies\nGenerally incomes under a threshold (well above a typical student's); students, including many international students with a campus job\nWhen\nFebruary through mid-April, by appointment, in a campus location\nBring\nPhoto ID, Social Security or ITIN card, all W-2s and 1098-T, last year's return if you have it, and bank details for direct deposit\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "fulbright-advising.html", "title": "Fulbright advising", "description": "Guidance for students and recent alumni applying for a Fulbright study, research, or English teaching grant abroad.", "headings": [ "Fulbright advising", "On this page", "Building an application", "The support", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Global learning Fulbright advising\nGuidance for students and recent alumni applying for a Fulbright study, research, or English teaching grant abroad.\nBuilding an application\nThe study/research grant needs a feasible project, a letter of affiliation from a host abroad, and a statement of grant purpose that's concrete about methods and timeline. The teaching grant needs a persuasive case for why that country and what you'd bring to a classroom. Country choice matters — some are far more competitive than others.\nThe support\nThe Fulbright program advisor helps with country selection, reviews drafts, arranges the required campus evaluation interview, and connects you with past grantees. Start in the spring for an application due the following autumn; strong applications go through many revisions.\nIn and around Porter Falls\nFor a campus this size Porter both sends and receives a steady stream of students internationally. The Global Education Office in Founders Union runs the advising, the risk review and the arrival and re-entry programming.\nThe practical details\nTwo main tracks: A study/research grant tied to a specific project and host, or an English Teaching Assistantship. Campus timeline: An internal deadline in late summer for a campus committee review before the national October deadline. Eligibility: U.S. citizens with a bachelor's degree by the grant start; language requirements vary by country. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Global Education Office (Founders Union, Room 240). Call (715) 555–0220 or email global@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nTwo main tracks\nA study/research grant tied to a specific project and host, or an English Teaching Assistantship\nCampus timeline\nAn internal deadline in late summer for a campus committee review before the national October deadline\nEligibility\nU.S. citizens with a bachelor's degree by the grant start; language requirements vary by country\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nInternational student orientation\nFaculty-Led Study Abroad\nStudy Abroad Partner Universities\nCPT & OPT workshops\nFull contact directory" }, { "url": "funding-gaps-in-graduate-school.html", "title": "Funding gaps in graduate school", "description": "A summer with no stipend, the wait between grants, an assistantship that ends — how students bridge them.", "headings": [ "Funding gaps in graduate school", "On this page", "Where the gaps appear", "Plan for the summer early", "Bridge funding and hardship support", "Employer and external money", "Loans as a last resort", "Talk to the program" ], "content": "Financial aid Funding gaps in graduate school\nA summer with no stipend, the wait between grants, an assistantship that ends — how students bridge them.\nWhere the gaps appear\nCommon ones: the summer, when many nine-month assistantships pay nothing; the wait between one grant ending and the next starting; an assistantship that runs out after a set number of terms before you have finished; a fellowship that covers tuition but not living costs; and the final \"writing\" stretch after the funded research is done. None of these are unusual, and programs mostly know they happen.\nPlan for the summer early\nOptions for a summer without a stipend: a summer assistantship or teaching assignment (ask the program in the spring — these are often available but not advertised), a paid summer internship in industry (which can also strengthen an industry job search later), a summer research grant or fellowship, or a part-time job. Budgeting the academic-year stipend to reserve a cushion for summer is the other half.\nBridge funding and hardship support\nSome Graduate Schools have a small bridge or completion fund for students in a documented gap near the end. The student emergency fund covers a genuine short-term shortfall (days, not weeks). A financial-wellness coach can help you build a plan across a lumpy funding year.\nEmployer and external money\nIf you work, employer tuition assistance can cover part-time graduate study. External fellowships (disciplinary societies, foundations, government programs) often have deadlines the fall before the funding year and are worth the application effort — one can cover a whole gap. The fellowships office helps.\nLoans as a last resort\nFederal graduate loans exist and can bridge a gap, but graduate borrowing adds up fast and there is no undergraduate-style grant aid at this level. Borrow the minimum, for the shortest time, and only after the options above. Know your total balance and what the monthly payment will be.\nTalk to the program\nThe worst move is to run out of money quietly and stall. Tell your adviser and the graduate program director when you see a gap coming — they may have a teaching slot, know of a grant, or be able to adjust a timeline. Programs would rather solve a funding gap in March than lose a student in August.\nAt a glance\nCommon gaps\nSummer (9-month assistantships pay nothing), between grants, after an assistantship ends, the writing stretch\nSummer\nAsk the program in spring for a summer assistantship; internship; summer grant; reserve a cushion\nBridge\nA Graduate School completion fund + the emergency fund + a wellness coach's plan\nLoans\nLast resort — minimum amount, shortest time; no grant aid at this level\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate funding\nGraduate assistantships explained\nFellowships & Scholarships Office\nFinancial wellness coaching\nStudent emergency fund\nFull contact directory" }, { "url": "furlong-gallery-exhibitions-2026-27.html", "title": "Furlong Gallery Exhibitions, 2026–27", "description": "Six exhibitions this year in the ground-floor gallery of the Applied Arts Building: photographs, faculty work, paintings of the river, blacksmithing and two senior shows. Always free.", "headings": [ "Furlong Gallery Exhibitions, 2026–27", "On this page", "Visiting the gallery", "Fall 2026", "Spring 2027", "At a glance: the year", "Classes, groups and proposals" ], "content": "Arts & performances Furlong Gallery Exhibitions, 2026–27\nSix exhibitions this year in the ground-floor gallery of the Applied Arts Building: photographs, faculty work, paintings of the river, blacksmithing and two senior shows. Always free.\nVisiting the gallery\nThe Furlong Gallery is on the ground floor of the Applied Arts Building , inside the west entrance. Admission is always free. The gallery is open whenever the building is, which during the term means 7 a.m.–10 p.m. weekdays and 9 a.m.–6 p.m. weekends. Staffed hours , when an attendant is on duty, the vitrines are open and you can ask questions, are Tuesday–Saturday, noon–5 p.m., and Thursdays until 8 p.m.\nOpening receptions are on the first evening of each show, 5–7 p.m., with free food and an artist talk at 5:30. Anyone may walk in. The gallery is run by director Lise Brekke and preparator Joel Strand , with eight student gallery assistants, a paid job that teaches installation, lighting and condition reporting. See Furlong Gallery & University Collections for the research side and galleries & public art for the rest of campus.\nFall 2026\nJust closed: the summer exhibition Made at Porter, 1893–1937 (see the June story ) showed 140 objects made by students of the Porter Manual Training School and its successor, each paired with work by a current student. It closed August 22.\nFence Line: Photographs from Porter County — Karin Haugland\nSeptember 3–October 17. Forty-six large-format color photographs made over six years along the property lines of Porter County: windbreaks, rock piles, survey pins and the places where one farm’s mowing stops and the next one’s starts. Haugland is a photographer based in Lake City. Final week: if you have not seen it, you have until next Saturday.\nLoad Bearing: Art & Design Faculty Exhibition\nOctober 29–December 4. Opening Thursday, October 29. The biennial faculty show, this year built around objects that hold something up or hold something in: stoneware storage jars, a steam-bent ash bench, a woven room divider, letterpress broadsides about bridges, and an industrial-design prototype of a folding hospital step stool that the Health Sciences Center has, inconveniently for the exhibition, asked to keep. Fourteen faculty from the Department of Art & Design show work. Gallery talk Thursday, November 12, 4:30 p.m. Chamber musicians play among the work on November 15.\nB.F.A. Senior Exhibition\nDecember 12–January 29 (closed December 19–January 4). Work by December graduates in art and design. Opening reception Saturday, December 12.\nSpring 2027\nLow Water — Constance Achterberg\nFebruary 5–March 13. Opening Friday, February 5. Thirty oil paintings and a wall of graphite drawings of the Porter River and the Millrace through the dry summer of 2025, when the riverbed showed old mill footings and a surprising number of shopping carts. Achterberg lives in Cedar Bluff and paints outdoors in all weather, including weather that would discourage most people.\nIronwork: Five Smiths\nMarch 26–April 24. Opening Friday, March 26. An invited exhibition of contemporary blacksmithing from across the Upper Midwest: architectural gates, tools, vessels and sculpture by Abel Marquardt, Yuki Halloran, Odette Fairweather, Samir Kettunen and Jo Brandauer. Live forging demonstration Saturday, April 10, 1–4 p.m., in the Applied Arts metal yard. Safety glasses are provided and the demonstration is enthusiastically loud.\nM.F.A. & Senior Thesis Exhibition\nMay 8–22. The year’s largest show, with work by spring graduates in every studio program. Opening reception Saturday, May 8, the same weekend as the devised piece Shift Change in the Black Box down the hall.\nAt a glance: the year\nJune–Aug 22 (closed) — Exhibition: Made at Porter, 1893–1937 (summer); Opening: June\nSept 3–Oct 17 — Exhibition: Fence Line , Karin Haugland; Opening: Thu, Sept 3\nOct 29–Dec 4 — Exhibition: Load Bearing , art & design faculty; Opening: Thu, Oct 29\nDec 12–Jan 29 — Exhibition: B.F.A. Senior Exhibition; Opening: Sat, Dec 12\nFeb 5–Mar 13 — Exhibition: Low Water , Constance Achterberg; Opening: Fri, Feb 5\nMar 26–Apr 24 — Exhibition: Ironwork: Five Smiths; Opening: Fri, Mar 26\nMay 8–22 — Exhibition: M.F.A. & Senior Thesis Exhibition; Opening: Sat, May 8\nClasses, groups and proposals\nFaculty in any department can book a gallery session for a class. A physics section used the 1931 lathe-pulley pattern from the summer show to talk about shrinkage allowances in casting. K–12 and community groups can book a free guided visit with two weeks’ notice. The gallery takes proposals for the 2027–28 season until February 1, 2027 , and gives priority to artists from the region and to work that connects to the university’s collections or to how things are made. Students interested in the Visual Arts Scholarship or the arts & design living-learning community will find the gallery is where much of that community spends Thursday nights. The full arts season lists performances alongside these shows.\nAt a glance\nLocation\nApplied Arts Building, ground floor, west entrance\nAdmission\nAlways free\nStaffed hours\nTue–Sat noon–5 p.m.; Thu until 8 p.m.\nReceptions\nOpening night of each show, 5–7 p.m.\nNow showing\nFence Line , through Oct 17\nWho to contact\nFurlong Gallery\nApplied Arts Building, ground floor\nPhone\n(715) 555–0217\nEmail\nfurlong@uwporterfalls.edu\nRelated resources\nGalleries & public art\nFurlong Gallery & University Collections\nMuseum & collections\nPublic art walk\nArts season 2026–27\nDepartment of Art & Design" }, { "url": "furniture-and-space-requests.html", "title": "Furniture & space change requests", "description": "Asking Facilities for different furniture, a layout change, or a small modification to a room.", "headings": [ "Furniture & space change requests", "On this page", "What Facilities can do", "Constraints", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Furniture & space change requests\nAsking Facilities for different furniture, a layout change, or a small modification to a room.\nWhat Facilities can do\nReplace worn or broken furniture from stock, reconfigure a classroom to a different standard layout, add a height-adjustable desk for an accommodation, or mount a display. Custom builds and purchases go through a longer procurement path.\nConstraints\nEvery room has a fire-code occupancy and required clear paths to exits; a layout that violates those is declined. Accessibility-driven changes are prioritized. Personal space heaters, mini-fridges outside approved areas, and tapestry-style wall coverings are common denials on safety grounds.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nRoutine: A broken chair, a missing whiteboard, a burned-out fixture — submit a work order; a few business days. Layout or furniture swap: A request form with a reason (class size, accessibility, pedagogy); reviewed for fire code, egress, and inventory. Not DIY: Don't move heavy furniture between rooms yourself or bring in personal furniture that blocks egress or fails fire code. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRoutine\nA broken chair, a missing whiteboard, a burned-out fixture — submit a work order; a few business days\nLayout or furniture swap\nA request form with a reason (class size, accessibility, pedagogy); reviewed for fire code, egress, and inventory\nNot DIY\nDon't move heavy furniture between rooms yourself or bring in personal furniture that blocks egress or fails fire code\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "game-day-guide.html", "title": "Game day guide", "description": "Getting into Ironclad home events — tickets, parking, seating, and what you can bring.", "headings": [ "Game day guide", "On this page", "Football at the Ironhouse fields", "Everything else", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Athletics Game day guide\nGetting into Ironclad home events — tickets, parking, seating, and what you can bring.\nFootball at the Ironhouse fields\nGates open 90 minutes before kickoff. The student section is general admission — arrive early for Millrace Week and rivalry games. The pep band and the spirit squad lead the north stands. Concessions take card and Porter Card.\nEverything else\nBasketball, volleyball, and wrestling are in the Ironhouse Athletic Center; hockey and soccer are on North Campus. All are free for students and inexpensive for the public. Check the athletics site for the week's schedule and any weather calls.\nIn and around Porter Falls\nThe Ironclads compete in NCAA Division III as members of the Wesconsin Collegiate Athletic Conference, and home events are at the Ironhouse Athletic Center and the riverside fields off North Campus. Millrace Week in October is still built around the homecoming football game.\nThe practical details\nStudents: Free admission to all regular-season home events with a Porter Card; reserved student sections at football and basketball. Parking: General lots open free three hours before football kickoff; the close lots are permit or paid. Bring: A clear bag only at football and basketball; no outside food or drink, no re-entry. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Ironclad Athletics (Ironhouse Athletic Center). Call (715) 555–0195 or email athletics@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStudents\nFree admission to all regular-season home events with a Porter Card; reserved student sections at football and basketball\nParking\nGeneral lots open free three hours before football kickoff; the close lots are permit or paid\nBring\nA clear bag only at football and basketball; no outside food or drink, no re-entry\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nEsports Arena\nClub sports\nIntramural schedule\nVarsity Esports\nFull contact directory" }, { "url": "gap-year-planning.html", "title": "Planning a gap year", "description": "Making the year (or two) between graduating and the next step deliberate rather than accidental.", "headings": [ "Planning a gap year", "On this page", "When a gap year helps", "Making it count", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Planning a gap year\nMaking the year (or two) between graduating and the next step deliberate rather than accidental.\nWhen a gap year helps\nHealth-professions and graduate applicants increasingly take one or two years to gain experience and raise a test score or GPA; admissions committees view a well-used gap year positively. It's also reasonable simply to work and save before more school.\nMaking it count\nLine up the next thing before you graduate — a paid research tech position, a post-baccalaureate program, an AmeriCorps or similar service year, a fellowship, or a job in the field. Career Services keeps listings for each and can help you weigh offers and keep an application timeline on track.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nGood reasons: Strengthening a professional-school application, saving money, gaining clinical or field hours, testing a career, recovering from burnout. Structure it: A job, a fellowship, a research position, or a service year — not an open-ended plan to \"figure it out\". Stay connected: Keep in touch with recommenders and advisors; you'll need them when you apply. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nGood reasons\nStrengthening a professional-school application, saving money, gaining clinical or field hours, testing a career, recovering from burnout\nStructure it\nA job, a fellowship, a research position, or a service year — not an open-ended plan to \"figure it out\"\nStay connected\nKeep in touch with recommenders and advisors; you'll need them when you apply\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "gcert-applied-behavior-analysis.html", "title": "Applied Behavior Analysis Graduate Certificate", "description": "A graduate credential aligned with board-certification coursework requirements in applied behavior analysis. A 15-credit graduate certificate at UW–Porter Falls.", "headings": [ "Applied Behavior Analysis graduate certificate", "On this page", "About this certificate", "Courses", "Who it is for", "Applying", "Cost, time, and format", "Common questions" ], "content": "College of Education, Health & Human Sciences · Graduate certificate Applied Behavior Analysis graduate certificate\nA graduate credential aligned with board-certification coursework requirements in applied behavior analysis.\nAbout this certificate\nA graduate credential aligned with board-certification coursework requirements in applied behavior analysis.\nThis is a 15-credit graduate certificate — a focused, stackable credential you can complete on its own or alongside a master's degree, with the credits usually applying toward the related master's if you continue.\nCourses\nPrinciples of Behavior Analysis\nBehavior Assessment\nBehavior Intervention Design\nEthics in Behavior Analysis\nSupervised Fieldwork Seminar\nWho it is for\nWorking professionals who want a graduate credential in this area without committing to a full degree, and current graduate students adding a focus. Most courses are offered in the evening or online.\nApplying\nApply through the Graduate School with a completed bachelor's degree and transcripts; a statement of purpose and letters are generally not required for a certificate. Non-degree enrollment in one or two courses first is also an option.\nCost, time, and format\nAt 15 credits, the certificate is typically four courses. A working professional taking one course a term finishes in about two years; two courses a term cuts that roughly in half. Courses are scheduled in the evening or online so the sequence can be done alongside full-time work. Tuition is charged per credit at the graduate rate; there is no separate program fee, and employer tuition assistance can usually be applied. Figures are illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nDo the credits carry into the master's degree? Generally yes. If you continue into the related master's, the certificate courses usually apply toward it, so the certificate becomes a milestone rather than extra work. Confirm the current articulation with the Graduate School before you enroll.\nCan I start without applying? Yes. Non-degree enrollment lets you take one or two courses first; if you then apply to the certificate, those credits come with you.\nAt a glance\nCredits\n15\nLevel\nGraduate\nFormat\nEvening / online\nStacks toward\nA related master's degree\nRelated\nGraduate admissions\nGraduate School\nGraduate funding\nAll academic programs" }, { "url": "gcert-applied-gis.html", "title": "Applied GIS Graduate Certificate", "description": "Graduate-level geographic information systems: analysis, remote sensing, and spatial programming. A 12-credit graduate certificate at UW–Porter Falls.", "headings": [ "Applied GIS graduate certificate", "On this page", "About this certificate", "Courses", "Who it is for", "Applying", "Cost, time, and format", "Common questions" ], "content": "College of Science & Mathematics · Graduate certificate Applied GIS graduate certificate\nGraduate-level geographic information systems: analysis, remote sensing, and spatial programming.\nAbout this certificate\nGraduate-level geographic information systems: analysis, remote sensing, and spatial programming.\nThis is a 12-credit graduate certificate — a focused, stackable credential you can complete on its own or alongside a master's degree, with the credits usually applying toward the related master's if you continue.\nCourses\nGIS Analysis\nRemote Sensing\nSpatial Databases\nGIS Programming and Automation\nWho it is for\nWorking professionals who want a graduate credential in this area without committing to a full degree, and current graduate students adding a focus. Most courses are offered in the evening or online.\nApplying\nApply through the Graduate School with a completed bachelor's degree and transcripts; a statement of purpose and letters are generally not required for a certificate. Non-degree enrollment in one or two courses first is also an option.\nCost, time, and format\nAt 12 credits, the certificate is typically four courses. A working professional taking one course a term finishes in about two years; two courses a term cuts that roughly in half. Courses are scheduled in the evening or online so the sequence can be done alongside full-time work. Tuition is charged per credit at the graduate rate; there is no separate program fee, and employer tuition assistance can usually be applied. Figures are illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nDo the credits carry into the master's degree? Generally yes. If you continue into the related master's, the certificate courses usually apply toward it, so the certificate becomes a milestone rather than extra work. Confirm the current articulation with the Graduate School before you enroll.\nCan I start without applying? Yes. Non-degree enrollment lets you take one or two courses first; if you then apply to the certificate, those credits come with you.\nAt a glance\nCredits\n12\nLevel\nGraduate\nFormat\nEvening / online\nStacks toward\nA related master's degree\nRelated\nGraduate admissions\nGraduate School\nGraduate funding\nAll academic programs" }, { "url": "gcert-construction-project-management.html", "title": "Construction Project Management Graduate Certificate", "description": "A graduate credential in leading construction projects: scheduling, cost, and contracts at the professional level. A 12-credit graduate certificate at UW–Porter Falls.", "headings": [ "Construction Project Management graduate certificate", "On this page", "About this certificate", "Courses", "Who it is for", "Applying", "Cost, time, and format", "Common questions" ], "content": "College of Engineering & Technology · Graduate certificate Construction Project Management graduate certificate\nA graduate credential in leading construction projects: scheduling, cost, and contracts at the professional level.\nAbout this certificate\nA graduate credential in leading construction projects: scheduling, cost, and contracts at the professional level.\nThis is a 12-credit graduate certificate — a focused, stackable credential you can complete on its own or alongside a master's degree, with the credits usually applying toward the related master's if you continue.\nCourses\nAdvanced Project Scheduling\nConstruction Cost Management\nContract Administration\nConstruction Leadership Project\nWho it is for\nWorking professionals who want a graduate credential in this area without committing to a full degree, and current graduate students adding a focus. Most courses are offered in the evening or online.\nApplying\nApply through the Graduate School with a completed bachelor's degree and transcripts; a statement of purpose and letters are generally not required for a certificate. Non-degree enrollment in one or two courses first is also an option.\nCost, time, and format\nAt 12 credits, the certificate is typically four courses. A working professional taking one course a term finishes in about two years; two courses a term cuts that roughly in half. Courses are scheduled in the evening or online so the sequence can be done alongside full-time work. Tuition is charged per credit at the graduate rate; there is no separate program fee, and employer tuition assistance can usually be applied. Figures are illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nDo the credits carry into the master's degree? Generally yes. If you continue into the related master's, the certificate courses usually apply toward it, so the certificate becomes a milestone rather than extra work. Confirm the current articulation with the Graduate School before you enroll.\nCan I start without applying? Yes. Non-degree enrollment lets you take one or two courses first; if you then apply to the certificate, those credits come with you.\nAt a glance\nCredits\n12\nLevel\nGraduate\nFormat\nEvening / online\nStacks toward\nA related master's degree\nRelated\nGraduate admissions\nGraduate School\nGraduate funding\nAll academic programs" }, { "url": "gcert-cybersecurity-operations.html", "title": "Cybersecurity Operations Graduate Certificate", "description": "Hands-on graduate study in detection, response, and running a security operations function. A 12-credit graduate certificate at UW–Porter Falls.", "headings": [ "Cybersecurity Operations graduate certificate", "On this page", "About this certificate", "Courses", "Who it is for", "Applying", "Cost, time, and format", "Common questions" ], "content": "College of Computing & Information Sciences · Graduate certificate Cybersecurity Operations graduate certificate\nHands-on graduate study in detection, response, and running a security operations function.\nAbout this certificate\nHands-on graduate study in detection, response, and running a security operations function.\nThis is a 12-credit graduate certificate — a focused, stackable credential you can complete on its own or alongside a master's degree, with the credits usually applying toward the related master's if you continue.\nCourses\nSecurity Operations\nIncident Response\nThreat Intelligence\nSecurity Program Leadership\nWho it is for\nWorking professionals who want a graduate credential in this area without committing to a full degree, and current graduate students adding a focus. Most courses are offered in the evening or online.\nApplying\nApply through the Graduate School with a completed bachelor's degree and transcripts; a statement of purpose and letters are generally not required for a certificate. Non-degree enrollment in one or two courses first is also an option.\nCost, time, and format\nAt 12 credits, the certificate is typically four courses. A working professional taking one course a term finishes in about two years; two courses a term cuts that roughly in half. Courses are scheduled in the evening or online so the sequence can be done alongside full-time work. Tuition is charged per credit at the graduate rate; there is no separate program fee, and employer tuition assistance can usually be applied. Figures are illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nDo the credits carry into the master's degree? Generally yes. If you continue into the related master's, the certificate courses usually apply toward it, so the certificate becomes a milestone rather than extra work. Confirm the current articulation with the Graduate School before you enroll.\nCan I start without applying? Yes. Non-degree enrollment lets you take one or two courses first; if you then apply to the certificate, those credits come with you.\nAt a glance\nCredits\n12\nLevel\nGraduate\nFormat\nEvening / online\nStacks toward\nA related master's degree\nRelated\nGraduate admissions\nGraduate School\nGraduate funding\nAll academic programs" }, { "url": "gcert-data-analytics.html", "title": "Data Analytics Graduate Certificate", "description": "A short graduate credential in analytics for working professionals: data preparation, modeling, and communication. A 12-credit graduate certificate at UW–Porter Falls.", "headings": [ "Data Analytics graduate certificate", "On this page", "About this certificate", "Courses", "Who it is for", "Applying", "Cost, time, and format", "Common questions" ], "content": "College of Computing & Information Sciences · Graduate certificate Data Analytics graduate certificate\nA short graduate credential in analytics for working professionals: data preparation, modeling, and communication.\nAbout this certificate\nA short graduate credential in analytics for working professionals: data preparation, modeling, and communication.\nThis is a 12-credit graduate certificate — a focused, stackable credential you can complete on its own or alongside a master's degree, with the credits usually applying toward the related master's if you continue.\nCourses\nData Foundations\nApplied Statistics\nPredictive Modeling\nData Visualization and Communication\nWho it is for\nWorking professionals who want a graduate credential in this area without committing to a full degree, and current graduate students adding a focus. Most courses are offered in the evening or online.\nApplying\nApply through the Graduate School with a completed bachelor's degree and transcripts; a statement of purpose and letters are generally not required for a certificate. Non-degree enrollment in one or two courses first is also an option.\nCost, time, and format\nAt 12 credits, the certificate is typically four courses. A working professional taking one course a term finishes in about two years; two courses a term cuts that roughly in half. Courses are scheduled in the evening or online so the sequence can be done alongside full-time work. Tuition is charged per credit at the graduate rate; there is no separate program fee, and employer tuition assistance can usually be applied. Figures are illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nDo the credits carry into the master's degree? Generally yes. If you continue into the related master's, the certificate courses usually apply toward it, so the certificate becomes a milestone rather than extra work. Confirm the current articulation with the Graduate School before you enroll.\nCan I start without applying? Yes. Non-degree enrollment lets you take one or two courses first; if you then apply to the certificate, those credits come with you.\nAt a glance\nCredits\n12\nLevel\nGraduate\nFormat\nEvening / online\nStacks toward\nA related master's degree\nRelated\nGraduate admissions\nGraduate School\nGraduate funding\nAll academic programs" }, { "url": "gcert-data-engineering.html", "title": "Data Engineering Graduate Certificate", "description": "A graduate credential in building and operating the pipelines that feed analytics and machine learning. A 12-credit graduate certificate at UW–Porter Falls.", "headings": [ "Data Engineering graduate certificate", "On this page", "About this certificate", "Courses", "Who it is for", "Applying", "Cost, time, and format", "Common questions" ], "content": "College of Computing & Information Sciences · Graduate certificate Data Engineering graduate certificate\nA graduate credential in building and operating the pipelines that feed analytics and machine learning.\nAbout this certificate\nA graduate credential in building and operating the pipelines that feed analytics and machine learning.\nThis is a 12-credit graduate certificate — a focused, stackable credential you can complete on its own or alongside a master's degree, with the credits usually applying toward the related master's if you continue.\nCourses\nData Pipeline Architecture\nDistributed Data Processing\nData Warehousing\nData Engineering Capstone\nWho it is for\nWorking professionals who want a graduate credential in this area without committing to a full degree, and current graduate students adding a focus. Most courses are offered in the evening or online.\nApplying\nApply through the Graduate School with a completed bachelor's degree and transcripts; a statement of purpose and letters are generally not required for a certificate. Non-degree enrollment in one or two courses first is also an option.\nCost, time, and format\nAt 12 credits, the certificate is typically four courses. A working professional taking one course a term finishes in about two years; two courses a term cuts that roughly in half. Courses are scheduled in the evening or online so the sequence can be done alongside full-time work. Tuition is charged per credit at the graduate rate; there is no separate program fee, and employer tuition assistance can usually be applied. Figures are illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nDo the credits carry into the master's degree? Generally yes. If you continue into the related master's, the certificate courses usually apply toward it, so the certificate becomes a milestone rather than extra work. Confirm the current articulation with the Graduate School before you enroll.\nCan I start without applying? Yes. Non-degree enrollment lets you take one or two courses first; if you then apply to the certificate, those credits come with you.\nAt a glance\nCredits\n12\nLevel\nGraduate\nFormat\nEvening / online\nStacks toward\nA related master's degree\nRelated\nGraduate admissions\nGraduate School\nGraduate funding\nAll academic programs" }, { "url": "gcert-engineering-management.html", "title": "Engineering Management Graduate Certificate", "description": "Graduate study in leading technical teams and projects: finance, operations, and decision analysis for engineers. A 12-credit graduate certificate at UW–Porter Falls.", "headings": [ "Engineering Management graduate certificate", "On this page", "About this certificate", "Courses", "Who it is for", "Applying", "Cost, time, and format", "Common questions" ], "content": "College of Engineering & Technology · Graduate certificate Engineering Management graduate certificate\nGraduate study in leading technical teams and projects: finance, operations, and decision analysis for engineers.\nAbout this certificate\nGraduate study in leading technical teams and projects: finance, operations, and decision analysis for engineers.\nThis is a 12-credit graduate certificate — a focused, stackable credential you can complete on its own or alongside a master's degree, with the credits usually applying toward the related master's if you continue.\nCourses\nEngineering Economics and Finance\nTechnical Project Leadership\nOperations for Technical Organizations\nDecision and Risk Analysis\nWho it is for\nWorking professionals who want a graduate credential in this area without committing to a full degree, and current graduate students adding a focus. Most courses are offered in the evening or online.\nApplying\nApply through the Graduate School with a completed bachelor's degree and transcripts; a statement of purpose and letters are generally not required for a certificate. Non-degree enrollment in one or two courses first is also an option.\nCost, time, and format\nAt 12 credits, the certificate is typically four courses. A working professional taking one course a term finishes in about two years; two courses a term cuts that roughly in half. Courses are scheduled in the evening or online so the sequence can be done alongside full-time work. Tuition is charged per credit at the graduate rate; there is no separate program fee, and employer tuition assistance can usually be applied. Figures are illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nDo the credits carry into the master's degree? Generally yes. If you continue into the related master's, the certificate courses usually apply toward it, so the certificate becomes a milestone rather than extra work. Confirm the current articulation with the Graduate School before you enroll.\nCan I start without applying? Yes. Non-degree enrollment lets you take one or two courses first; if you then apply to the certificate, those credits come with you.\nAt a glance\nCredits\n12\nLevel\nGraduate\nFormat\nEvening / online\nStacks toward\nA related master's degree\nRelated\nGraduate admissions\nGraduate School\nGraduate funding\nAll academic programs" }, { "url": "gcert-human-resource-management.html", "title": "Human Resource Management Graduate Certificate", "description": "A graduate credential in staffing, development, employment law, and people analytics. A 12-credit graduate certificate at UW–Porter Falls.", "headings": [ "Human Resource Management graduate certificate", "On this page", "About this certificate", "Courses", "Who it is for", "Applying", "Cost, time, and format", "Common questions" ], "content": "College of Management · Graduate certificate Human Resource Management graduate certificate\nA graduate credential in staffing, development, employment law, and people analytics.\nAbout this certificate\nA graduate credential in staffing, development, employment law, and people analytics.\nThis is a 12-credit graduate certificate — a focused, stackable credential you can complete on its own or alongside a master's degree, with the credits usually applying toward the related master's if you continue.\nCourses\nStrategic Human Resources\nTalent Acquisition and Development\nEmployment Law and Relations\nPeople Analytics\nWho it is for\nWorking professionals who want a graduate credential in this area without committing to a full degree, and current graduate students adding a focus. Most courses are offered in the evening or online.\nApplying\nApply through the Graduate School with a completed bachelor's degree and transcripts; a statement of purpose and letters are generally not required for a certificate. Non-degree enrollment in one or two courses first is also an option.\nCost, time, and format\nAt 12 credits, the certificate is typically four courses. A working professional taking one course a term finishes in about two years; two courses a term cuts that roughly in half. Courses are scheduled in the evening or online so the sequence can be done alongside full-time work. Tuition is charged per credit at the graduate rate; there is no separate program fee, and employer tuition assistance can usually be applied. Figures are illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nDo the credits carry into the master's degree? Generally yes. If you continue into the related master's, the certificate courses usually apply toward it, so the certificate becomes a milestone rather than extra work. Confirm the current articulation with the Graduate School before you enroll.\nCan I start without applying? Yes. Non-degree enrollment lets you take one or two courses first; if you then apply to the certificate, those credits come with you.\nAt a glance\nCredits\n12\nLevel\nGraduate\nFormat\nEvening / online\nStacks toward\nA related master's degree\nRelated\nGraduate admissions\nGraduate School\nGraduate funding\nAll academic programs" }, { "url": "gcert-instructional-design.html", "title": "Instructional Design Graduate Certificate", "description": "A graduate credential in designing effective learning experiences for training and education. A 12-credit graduate certificate at UW–Porter Falls.", "headings": [ "Instructional Design graduate certificate", "On this page", "About this certificate", "Courses", "Who it is for", "Applying", "Cost, time, and format", "Common questions" ], "content": "College of Education, Health & Human Sciences · Graduate certificate Instructional Design graduate certificate\nA graduate credential in designing effective learning experiences for training and education.\nAbout this certificate\nA graduate credential in designing effective learning experiences for training and education.\nThis is a 12-credit graduate certificate — a focused, stackable credential you can complete on its own or alongside a master's degree, with the credits usually applying toward the related master's if you continue.\nCourses\nLearning Theory and Design\nMultimedia and E-Learning\nAssessment and Evaluation\nInstructional Design Project\nWho it is for\nWorking professionals who want a graduate credential in this area without committing to a full degree, and current graduate students adding a focus. Most courses are offered in the evening or online.\nApplying\nApply through the Graduate School with a completed bachelor's degree and transcripts; a statement of purpose and letters are generally not required for a certificate. Non-degree enrollment in one or two courses first is also an option.\nCost, time, and format\nAt 12 credits, the certificate is typically four courses. A working professional taking one course a term finishes in about two years; two courses a term cuts that roughly in half. Courses are scheduled in the evening or online so the sequence can be done alongside full-time work. Tuition is charged per credit at the graduate rate; there is no separate program fee, and employer tuition assistance can usually be applied. Figures are illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nDo the credits carry into the master's degree? Generally yes. If you continue into the related master's, the certificate courses usually apply toward it, so the certificate becomes a milestone rather than extra work. Confirm the current articulation with the Graduate School before you enroll.\nCan I start without applying? Yes. Non-degree enrollment lets you take one or two courses first; if you then apply to the certificate, those credits come with you.\nAt a glance\nCredits\n12\nLevel\nGraduate\nFormat\nEvening / online\nStacks toward\nA related master's degree\nRelated\nGraduate admissions\nGraduate School\nGraduate funding\nAll academic programs" }, { "url": "gcert-manufacturing-leadership.html", "title": "Manufacturing Leadership Graduate Certificate", "description": "A graduate credential in lean operations, quality, and leading a plant or production area. A 12-credit graduate certificate at UW–Porter Falls.", "headings": [ "Manufacturing Leadership graduate certificate", "On this page", "About this certificate", "Courses", "Who it is for", "Applying", "Cost, time, and format", "Common questions" ], "content": "College of Engineering & Technology · Graduate certificate Manufacturing Leadership graduate certificate\nA graduate credential in lean operations, quality, and leading a plant or production area.\nAbout this certificate\nA graduate credential in lean operations, quality, and leading a plant or production area.\nThis is a 12-credit graduate certificate — a focused, stackable credential you can complete on its own or alongside a master's degree, with the credits usually applying toward the related master's if you continue.\nCourses\nLean Enterprise\nQuality Systems\nOperations Leadership\nContinuous Improvement Project\nWho it is for\nWorking professionals who want a graduate credential in this area without committing to a full degree, and current graduate students adding a focus. Most courses are offered in the evening or online.\nApplying\nApply through the Graduate School with a completed bachelor's degree and transcripts; a statement of purpose and letters are generally not required for a certificate. Non-degree enrollment in one or two courses first is also an option.\nCost, time, and format\nAt 12 credits, the certificate is typically four courses. A working professional taking one course a term finishes in about two years; two courses a term cuts that roughly in half. Courses are scheduled in the evening or online so the sequence can be done alongside full-time work. Tuition is charged per credit at the graduate rate; there is no separate program fee, and employer tuition assistance can usually be applied. Figures are illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nDo the credits carry into the master's degree? Generally yes. If you continue into the related master's, the certificate courses usually apply toward it, so the certificate becomes a milestone rather than extra work. Confirm the current articulation with the Graduate School before you enroll.\nCan I start without applying? Yes. Non-degree enrollment lets you take one or two courses first; if you then apply to the certificate, those credits come with you.\nAt a glance\nCredits\n12\nLevel\nGraduate\nFormat\nEvening / online\nStacks toward\nA related master's degree\nRelated\nGraduate admissions\nGraduate School\nGraduate funding\nAll academic programs" }, { "url": "gcert-nursing-education.html", "title": "Nursing Education Graduate Certificate", "description": "A graduate credential for nurses moving into clinical or academic teaching roles. A 12-credit graduate certificate at UW–Porter Falls.", "headings": [ "Nursing Education graduate certificate", "On this page", "About this certificate", "Courses", "Who it is for", "Applying", "Cost, time, and format", "Common questions" ], "content": "College of Education, Health & Human Sciences · Graduate certificate Nursing Education graduate certificate\nA graduate credential for nurses moving into clinical or academic teaching roles.\nAbout this certificate\nA graduate credential for nurses moving into clinical or academic teaching roles.\nThis is a 12-credit graduate certificate — a focused, stackable credential you can complete on its own or alongside a master's degree, with the credits usually applying toward the related master's if you continue.\nCourses\nCurriculum Design for Nursing Education\nClinical Teaching Methods\nSimulation-Based Learning\nAssessment and Evaluation in Nursing Education\nWho it is for\nWorking professionals who want a graduate credential in this area without committing to a full degree, and current graduate students adding a focus. Most courses are offered in the evening or online.\nApplying\nApply through the Graduate School with a completed bachelor's degree and transcripts; a statement of purpose and letters are generally not required for a certificate. Non-degree enrollment in one or two courses first is also an option.\nCost, time, and format\nAt 12 credits, the certificate is typically four courses. A working professional taking one course a term finishes in about two years; two courses a term cuts that roughly in half. Courses are scheduled in the evening or online so the sequence can be done alongside full-time work. Tuition is charged per credit at the graduate rate; there is no separate program fee, and employer tuition assistance can usually be applied. Figures are illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nDo the credits carry into the master's degree? Generally yes. If you continue into the related master's, the certificate courses usually apply toward it, so the certificate becomes a milestone rather than extra work. Confirm the current articulation with the Graduate School before you enroll.\nCan I start without applying? Yes. Non-degree enrollment lets you take one or two courses first; if you then apply to the certificate, those credits come with you.\nAt a glance\nCredits\n12\nLevel\nGraduate\nFormat\nEvening / online\nStacks toward\nA related master's degree\nRelated\nGraduate admissions\nGraduate School\nGraduate funding\nAll academic programs" }, { "url": "gcert-project-management.html", "title": "Project Management Graduate Certificate", "description": "Graduate-level project management aligned with professional certification: scope, schedule, risk, and stakeholders. A 12-credit graduate certificate at UW–Porter Falls.", "headings": [ "Project Management graduate certificate", "On this page", "About this certificate", "Courses", "Who it is for", "Applying", "Cost, time, and format", "Common questions" ], "content": "College of Management · Graduate certificate Project Management graduate certificate\nGraduate-level project management aligned with professional certification: scope, schedule, risk, and stakeholders.\nAbout this certificate\nGraduate-level project management aligned with professional certification: scope, schedule, risk, and stakeholders.\nThis is a 12-credit graduate certificate — a focused, stackable credential you can complete on its own or alongside a master's degree, with the credits usually applying toward the related master's if you continue.\nCourses\nProject Planning and Control\nRisk and Procurement Management\nAgile Project Management\nProgram and Portfolio Management\nWho it is for\nWorking professionals who want a graduate credential in this area without committing to a full degree, and current graduate students adding a focus. Most courses are offered in the evening or online.\nApplying\nApply through the Graduate School with a completed bachelor's degree and transcripts; a statement of purpose and letters are generally not required for a certificate. Non-degree enrollment in one or two courses first is also an option.\nCost, time, and format\nAt 12 credits, the certificate is typically four courses. A working professional taking one course a term finishes in about two years; two courses a term cuts that roughly in half. Courses are scheduled in the evening or online so the sequence can be done alongside full-time work. Tuition is charged per credit at the graduate rate; there is no separate program fee, and employer tuition assistance can usually be applied. Figures are illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nDo the credits carry into the master's degree? Generally yes. If you continue into the related master's, the certificate courses usually apply toward it, so the certificate becomes a milestone rather than extra work. Confirm the current articulation with the Graduate School before you enroll.\nCan I start without applying? Yes. Non-degree enrollment lets you take one or two courses first; if you then apply to the certificate, those credits come with you.\nAt a glance\nCredits\n12\nLevel\nGraduate\nFormat\nEvening / online\nStacks toward\nA related master's degree\nRelated\nGraduate admissions\nGraduate School\nGraduate funding\nAll academic programs" }, { "url": "gcert-public-health-practice.html", "title": "Public Health Practice Graduate Certificate", "description": "A graduate credential in population health, program design, and public-health data. A 12-credit graduate certificate at UW–Porter Falls.", "headings": [ "Public Health Practice graduate certificate", "On this page", "About this certificate", "Courses", "Who it is for", "Applying", "Cost, time, and format", "Common questions" ], "content": "College of Education, Health & Human Sciences · Graduate certificate Public Health Practice graduate certificate\nA graduate credential in population health, program design, and public-health data.\nAbout this certificate\nA graduate credential in population health, program design, and public-health data.\nThis is a 12-credit graduate certificate — a focused, stackable credential you can complete on its own or alongside a master's degree, with the credits usually applying toward the related master's if you continue.\nCourses\nEpidemiology for Practice\nPublic Health Program Planning\nPublic Health Data and Evaluation\nHealth Policy and Advocacy\nWho it is for\nWorking professionals who want a graduate credential in this area without committing to a full degree, and current graduate students adding a focus. Most courses are offered in the evening or online.\nApplying\nApply through the Graduate School with a completed bachelor's degree and transcripts; a statement of purpose and letters are generally not required for a certificate. Non-degree enrollment in one or two courses first is also an option.\nCost, time, and format\nAt 12 credits, the certificate is typically four courses. A working professional taking one course a term finishes in about two years; two courses a term cuts that roughly in half. Courses are scheduled in the evening or online so the sequence can be done alongside full-time work. Tuition is charged per credit at the graduate rate; there is no separate program fee, and employer tuition assistance can usually be applied. Figures are illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nDo the credits carry into the master's degree? Generally yes. If you continue into the related master's, the certificate courses usually apply toward it, so the certificate becomes a milestone rather than extra work. Confirm the current articulation with the Graduate School before you enroll.\nCan I start without applying? Yes. Non-degree enrollment lets you take one or two courses first; if you then apply to the certificate, those credits come with you.\nAt a glance\nCredits\n12\nLevel\nGraduate\nFormat\nEvening / online\nStacks toward\nA related master's degree\nRelated\nGraduate admissions\nGraduate School\nGraduate funding\nAll academic programs" }, { "url": "gcert-quality-engineering.html", "title": "Quality Engineering Graduate Certificate", "description": "Graduate study in statistical methods, design of experiments, and quality systems. A 12-credit graduate certificate at UW–Porter Falls.", "headings": [ "Quality Engineering graduate certificate", "On this page", "About this certificate", "Courses", "Who it is for", "Applying", "Cost, time, and format", "Common questions" ], "content": "College of Engineering & Technology · Graduate certificate Quality Engineering graduate certificate\nGraduate study in statistical methods, design of experiments, and quality systems.\nAbout this certificate\nGraduate study in statistical methods, design of experiments, and quality systems.\nThis is a 12-credit graduate certificate — a focused, stackable credential you can complete on its own or alongside a master's degree, with the credits usually applying toward the related master's if you continue.\nCourses\nStatistical Quality Control\nDesign of Experiments\nReliability Engineering\nQuality Systems and Audit\nWho it is for\nWorking professionals who want a graduate credential in this area without committing to a full degree, and current graduate students adding a focus. Most courses are offered in the evening or online.\nApplying\nApply through the Graduate School with a completed bachelor's degree and transcripts; a statement of purpose and letters are generally not required for a certificate. Non-degree enrollment in one or two courses first is also an option.\nCost, time, and format\nAt 12 credits, the certificate is typically four courses. A working professional taking one course a term finishes in about two years; two courses a term cuts that roughly in half. Courses are scheduled in the evening or online so the sequence can be done alongside full-time work. Tuition is charged per credit at the graduate rate; there is no separate program fee, and employer tuition assistance can usually be applied. Figures are illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nDo the credits carry into the master's degree? Generally yes. If you continue into the related master's, the certificate courses usually apply toward it, so the certificate becomes a milestone rather than extra work. Confirm the current articulation with the Graduate School before you enroll.\nCan I start without applying? Yes. Non-degree enrollment lets you take one or two courses first; if you then apply to the certificate, those credits come with you.\nAt a glance\nCredits\n12\nLevel\nGraduate\nFormat\nEvening / online\nStacks toward\nA related master's degree\nRelated\nGraduate admissions\nGraduate School\nGraduate funding\nAll academic programs" }, { "url": "gcert-supply-chain.html", "title": "Supply Chain Management Graduate Certificate", "description": "A graduate credential in sourcing, logistics, and supply-chain analytics for working professionals. A 12-credit graduate certificate at UW–Porter Falls.", "headings": [ "Supply Chain Management graduate certificate", "On this page", "About this certificate", "Courses", "Who it is for", "Applying", "Cost, time, and format", "Common questions" ], "content": "College of Management · Graduate certificate Supply Chain Management graduate certificate\nA graduate credential in sourcing, logistics, and supply-chain analytics for working professionals.\nAbout this certificate\nA graduate credential in sourcing, logistics, and supply-chain analytics for working professionals.\nThis is a 12-credit graduate certificate — a focused, stackable credential you can complete on its own or alongside a master's degree, with the credits usually applying toward the related master's if you continue.\nCourses\nSupply Chain Strategy\nLogistics and Distribution\nProcurement and Sourcing\nSupply Chain Analytics\nWho it is for\nWorking professionals who want a graduate credential in this area without committing to a full degree, and current graduate students adding a focus. Most courses are offered in the evening or online.\nApplying\nApply through the Graduate School with a completed bachelor's degree and transcripts; a statement of purpose and letters are generally not required for a certificate. Non-degree enrollment in one or two courses first is also an option.\nCost, time, and format\nAt 12 credits, the certificate is typically four courses. A working professional taking one course a term finishes in about two years; two courses a term cuts that roughly in half. Courses are scheduled in the evening or online so the sequence can be done alongside full-time work. Tuition is charged per credit at the graduate rate; there is no separate program fee, and employer tuition assistance can usually be applied. Figures are illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nDo the credits carry into the master's degree? Generally yes. If you continue into the related master's, the certificate courses usually apply toward it, so the certificate becomes a milestone rather than extra work. Confirm the current articulation with the Graduate School before you enroll.\nCan I start without applying? Yes. Non-degree enrollment lets you take one or two courses first; if you then apply to the certificate, those credits come with you.\nAt a glance\nCredits\n12\nLevel\nGraduate\nFormat\nEvening / online\nStacks toward\nA related master's degree\nRelated\nGraduate admissions\nGraduate School\nGraduate funding\nAll academic programs" }, { "url": "gcert-sustainability-management.html", "title": "Sustainability Management Graduate Certificate", "description": "Graduate study in corporate sustainability strategy, reporting, and operations. A 12-credit graduate certificate at UW–Porter Falls.", "headings": [ "Sustainability Management graduate certificate", "On this page", "About this certificate", "Courses", "Who it is for", "Applying", "Cost, time, and format", "Common questions" ], "content": "College of Management · Graduate certificate Sustainability Management graduate certificate\nGraduate study in corporate sustainability strategy, reporting, and operations.\nAbout this certificate\nGraduate study in corporate sustainability strategy, reporting, and operations.\nThis is a 12-credit graduate certificate — a focused, stackable credential you can complete on its own or alongside a master's degree, with the credits usually applying toward the related master's if you continue.\nCourses\nSustainability Strategy\nEnvironmental, Social, and Governance Reporting\nSustainable Operations\nSustainability Capstone Project\nWho it is for\nWorking professionals who want a graduate credential in this area without committing to a full degree, and current graduate students adding a focus. Most courses are offered in the evening or online.\nApplying\nApply through the Graduate School with a completed bachelor's degree and transcripts; a statement of purpose and letters are generally not required for a certificate. Non-degree enrollment in one or two courses first is also an option.\nCost, time, and format\nAt 12 credits, the certificate is typically four courses. A working professional taking one course a term finishes in about two years; two courses a term cuts that roughly in half. Courses are scheduled in the evening or online so the sequence can be done alongside full-time work. Tuition is charged per credit at the graduate rate; there is no separate program fee, and employer tuition assistance can usually be applied. Figures are illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nDo the credits carry into the master's degree? Generally yes. If you continue into the related master's, the certificate courses usually apply toward it, so the certificate becomes a milestone rather than extra work. Confirm the current articulation with the Graduate School before you enroll.\nCan I start without applying? Yes. Non-degree enrollment lets you take one or two courses first; if you then apply to the certificate, those credits come with you.\nAt a glance\nCredits\n12\nLevel\nGraduate\nFormat\nEvening / online\nStacks toward\nA related master's degree\nRelated\nGraduate admissions\nGraduate School\nGraduate funding\nAll academic programs" }, { "url": "gcert-technical-communication.html", "title": "Technical Communication Graduate Certificate", "description": "Graduate study in content strategy, information design, and managing documentation. A 12-credit graduate certificate at UW–Porter Falls.", "headings": [ "Technical Communication graduate certificate", "On this page", "About this certificate", "Courses", "Who it is for", "Applying", "Cost, time, and format", "Common questions" ], "content": "College of Arts, Design & Communication · Graduate certificate Technical Communication graduate certificate\nGraduate study in content strategy, information design, and managing documentation.\nAbout this certificate\nGraduate study in content strategy, information design, and managing documentation.\nThis is a 12-credit graduate certificate — a focused, stackable credential you can complete on its own or alongside a master's degree, with the credits usually applying toward the related master's if you continue.\nCourses\nContent Strategy\nInformation Design\nDocumentation Management\nLocalization and Global Content\nWho it is for\nWorking professionals who want a graduate credential in this area without committing to a full degree, and current graduate students adding a focus. Most courses are offered in the evening or online.\nApplying\nApply through the Graduate School with a completed bachelor's degree and transcripts; a statement of purpose and letters are generally not required for a certificate. Non-degree enrollment in one or two courses first is also an option.\nCost, time, and format\nAt 12 credits, the certificate is typically four courses. A working professional taking one course a term finishes in about two years; two courses a term cuts that roughly in half. Courses are scheduled in the evening or online so the sequence can be done alongside full-time work. Tuition is charged per credit at the graduate rate; there is no separate program fee, and employer tuition assistance can usually be applied. Figures are illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nDo the credits carry into the master's degree? Generally yes. If you continue into the related master's, the certificate courses usually apply toward it, so the certificate becomes a milestone rather than extra work. Confirm the current articulation with the Graduate School before you enroll.\nCan I start without applying? Yes. Non-degree enrollment lets you take one or two courses first; if you then apply to the certificate, those credits come with you.\nAt a glance\nCredits\n12\nLevel\nGraduate\nFormat\nEvening / online\nStacks toward\nA related master's degree\nRelated\nGraduate admissions\nGraduate School\nGraduate funding\nAll academic programs" }, { "url": "gcert-user-experience.html", "title": "User Experience Graduate Certificate", "description": "A graduate credential in UX research and design for professionals moving into product roles. A 12-credit graduate certificate at UW–Porter Falls.", "headings": [ "User Experience graduate certificate", "On this page", "About this certificate", "Courses", "Who it is for", "Applying", "Cost, time, and format", "Common questions" ], "content": "College of Arts, Design & Communication · Graduate certificate User Experience graduate certificate\nA graduate credential in UX research and design for professionals moving into product roles.\nAbout this certificate\nA graduate credential in UX research and design for professionals moving into product roles.\nThis is a 12-credit graduate certificate — a focused, stackable credential you can complete on its own or alongside a master's degree, with the credits usually applying toward the related master's if you continue.\nCourses\nUX Research Methods\nInteraction Design\nPrototyping and Usability Testing\nUX Strategy\nWho it is for\nWorking professionals who want a graduate credential in this area without committing to a full degree, and current graduate students adding a focus. Most courses are offered in the evening or online.\nApplying\nApply through the Graduate School with a completed bachelor's degree and transcripts; a statement of purpose and letters are generally not required for a certificate. Non-degree enrollment in one or two courses first is also an option.\nCost, time, and format\nAt 12 credits, the certificate is typically four courses. A working professional taking one course a term finishes in about two years; two courses a term cuts that roughly in half. Courses are scheduled in the evening or online so the sequence can be done alongside full-time work. Tuition is charged per credit at the graduate rate; there is no separate program fee, and employer tuition assistance can usually be applied. Figures are illustrative — UW–Porter Falls is fictional and sets no real prices.\nCommon questions\nDo the credits carry into the master's degree? Generally yes. If you continue into the related master's, the certificate courses usually apply toward it, so the certificate becomes a milestone rather than extra work. Confirm the current articulation with the Graduate School before you enroll.\nCan I start without applying? Yes. Non-degree enrollment lets you take one or two courses first; if you then apply to the certificate, those credits come with you.\nAt a glance\nCredits\n12\nLevel\nGraduate\nFormat\nEvening / online\nStacks toward\nA related master's degree\nRelated\nGraduate admissions\nGraduate School\nGraduate funding\nAll academic programs" }, { "url": "gender-affirming-care-referrals.html", "title": "Gender-affirming care", "description": "How Student Health supports transgender and nonbinary students, and connects them to care.", "headings": [ "Gender-affirming care", "On this page", "What's offered on campus", "Insurance and records", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Gender-affirming care\nHow Student Health supports transgender and nonbinary students, and connects them to care.\nWhat's offered on campus\nClinicians at Student Health provide routine care in an affirming setting and can start and manage hormone therapy using an informed-consent approach, without requiring a therapist's letter for that step. Surgical care and some specialty needs are referred to vetted community providers, with the clinic coordinating.\nInsurance and records\nThe student health plan covers medically necessary gender-affirming care; staff help you read the coverage and handle prior authorizations. Your lived name and pronouns are set in the health record separately from any legal-name change, and the counseling center offers affirming individual and group support.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nAt Student Health: Primary care, hormone therapy initiation and management under an informed-consent model, and referrals. Coordination: Help navigating the student insurance plan's coverage, letters where a specialist requires them, and a warm handoff to community providers. Also: Name and pronoun updates in health records, and LGBTQ-affirming counseling. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAt Student Health\nPrimary care, hormone therapy initiation and management under an informed-consent model, and referrals\nCoordination\nHelp navigating the student insurance plan's coverage, letters where a specialist requires them, and a warm handoff to community providers\nAlso\nName and pronoun updates in health records, and LGBTQ-affirming counseling\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "gender-inclusive-housing.html", "title": "Gender-inclusive housing", "description": "Housing options for students who prefer a roommate match not based on legal sex or gender identity.", "headings": [ "Gender-inclusive housing", "On this page", "How it works", "Where it is available", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Gender-inclusive housing\nHousing options for students who prefer a roommate match not based on legal sex or gender identity.\nHow it works\nStudents can choose a gender-inclusive room assignment on the standard housing application; roommate matching then works the same way it does for any other assignment, using stated preferences rather than legal sex.\nWhere it is available\nTraditional halls offer it on select floors; North Campus's suite and apartment layouts make it available building-wide because bedrooms are already private within a shared unit.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nWhere offered: Select floors in three residence halls plus all of North Campus. How to request: Housing application, no documentation required. Roommate matching: By preference, same as any other match. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere offered\nSelect floors in three residence halls plus all of North Campus\nHow to request\nHousing application, no documentation required\nRoommate matching\nBy preference, same as any other match\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nLiving-learning communities\nPet policy\nFull contact directory" }, { "url": "general-education-explained.html", "title": "General education, explained", "description": "Why the requirements exist, how the categories work, and how to pick courses you will not resent.", "headings": [ "General education, explained", "On this page", "What it is for", "Read your specific list", "Pick for interest, then logistics", "Spread them out", "Transfer and test credit", "If a requirement seems impossible to fit" ], "content": "Academics General education, explained\nWhy the requirements exist, how the categories work, and how to pick courses you will not resent.\nWhat it is for\nGeneral education is the roughly one-third of the degree that is not your major: writing, quantitative reasoning, natural and social sciences, humanities and the arts, and usually something on diversity and something global. The goal is the range of thinking a degree is supposed to signal — not a hazing ritual, though a badly chosen gen-ed can feel like one.\nRead your specific list\nEvery program maps general education slightly differently, and your degree audit shows exactly which categories you owe and how many credits each takes. Some major courses double-count toward a gen-ed category — the audit shows that too. Do not plan from a generic list; plan from yours.\nPick for interest, then logistics\nWithin a category you usually have dozens of options. Choose the topic you are actually curious about — an art history course you want to take will go better than a \"gut\" course you will resent. Then balance the term: do not stack three writing-intensive courses or three labs together.\nSpread them out\nTaking a gen-ed or two every semester keeps any single term from being all major courses (heavy) or all distribution requirements (demoralizing). Saving all of them for senior year is a common regret — you end up in intro courses with first-years while trying to finish a capstone.\nTransfer and test credit\nAP, IB, CLEP, dual-enrollment, and transfer courses often satisfy gen-ed categories — check the credit charts and your evaluation. A completed transfer-oriented associate degree can clear most of general education in one block.\nIf a requirement seems impossible to fit\nA required category with only one section offered, always at a conflicting time, is worth an early email to the department and a conversation with your adviser about a substitution or an alternate that satisfies the same outcome. Do not discover this in your last term.\nAt a glance\nRoughly\nOne-third of the degree, outside your major\nPlan from\nYour degree audit, not a generic list\nChoose by\nGenuine interest first, then balance the term\nTiming\nA couple each semester — not all saved for senior year\nWho to contact\nAcademic Advising Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0130\nEmail\nadvising@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGeneral education\nAP / IB / CLEP credit chart\nDegree audit\nCourse substitution request\nTransfer credit\nFull contact directory" }, { "url": "general-education.html", "title": "Porter Core", "description": "The shared 36–40 credit foundation every bachelor's degree includes — what it covers and how to get through it well.", "headings": [ "Porter Core", "On this page", "What the Core is", "How to take it without wasting it", "Transfer credit and testing out", "If you are stuck" ], "content": "Academics Porter Core\nThe shared 36–40 credit foundation every bachelor's degree includes — what it covers and how to get through it well.\nWhat the Core is\nThe Porter Core is roughly 36–40 credits, about a third of a bachelor's degree, that everyone completes regardless of major. It is organized by outcome, not by department: written and oral communication; quantitative reasoning; natural science with a lab; social science; humanities and the arts; a global-and-diversity requirement; and a capstone-level ethics or civic-reasoning course. Each area has a menu of approved courses, so two engineering students can satisfy \"humanities\" with music history and philosophy of technology respectively.\nThe point is not trivia coverage. Employers and graduate programs consistently say the graduates who struggle are not short on technical skill — they are short on writing clearly, reasoning with data, working across difference, and thinking about consequences. That is what the Core is trying to build.\nHow to take it without wasting it\nFront-load the communication and quantitative courses in year one — later courses in every major assume them, and placing into them late creates a bottleneck. Spread the rest across four years rather than saving a pile of humanities for senior year when your schedule is tightest. Use the menus strategically: many Core courses double-count toward a minor or a major requirement, and a good adviser can find you a science course that also serves your degree.\nLook for the community-engaged and project-based Core sections — a first-year writing course built around a local issue, a statistics course using real regional data. Same requirement, far more useful, and better for morale than a generic lecture.\nTransfer credit and testing out\nEquivalent courses from any accredited institution transfer into the matching Core area — the transfer-credit office publishes course-by-course equivalencies for the schools Porter sees most, and an adviser confirms placement for anything unlisted. AP, IB, CLEP, and A-level scores at the published cutoffs satisfy specific Core areas outright. Students transferring in with a completed associate degree or a certified general-education package from a Wesconsin two-year college are generally treated as having finished the Core, with only the ethics/civic capstone remaining.\nPrior-learning assessment can cover a Core area for students with substantial documented experience, through portfolio or challenge exam.\nIf you are stuck\nA required Core course you keep failing (often college algebra or first-year writing) is worth taking seriously as a signal, not a nuisance — the tutoring center and academic coaching build a plan around exactly these courses, and a summer or winter session with nothing else competing for attention is often where it finally clicks.\nAn adviser can also tell you whether a substitution is possible when a documented disability or an unusual schedule makes a specific requirement genuinely inaccessible.\nAt a glance\nSize\n~36–40 credits, about a third of the degree, taken by every undergraduate whatever the major\nOrganized by\nOutcome, not department — communication, quantitative, science w/ lab, social science, humanities/arts, global/diversity, ethics\nDo first\nCommunication and quantitative courses in year one — everything downstream assumes them\nTransfer\nEquivalent courses transfer by area; AP/IB/CLEP at cutoffs test out; a completed transfer AA usually clears the Core\nRelated resources\nAcademic advising\nRegistration & records\nAcademic calendar\nTutoring & learning center\nCommencement\nContact directory" }, { "url": "getting-a-letter-of-recommendation.html", "title": "Getting a strong letter of recommendation", "description": "Who to ask, when, the packet that makes it easy, and how to follow up without nagging.", "headings": [ "Getting a strong letter of recommendation", "On this page", "Ask people who can be specific", "Ask early and ask directly", "Give them a packet", "Deadlines and logistics", "Following up", "Afterward" ], "content": "Academics Getting a strong letter of recommendation\nWho to ask, when, the packet that makes it easy, and how to follow up without nagging.\nAsk people who can be specific\nA strong letter has detail: a professor who supervised your project, an employer who saw you handle a hard week, a research mentor. A famous name who barely knows you writes a weak letter. Two or three people who can each tell a real story about your work beat one impressive title.\nAsk early and ask directly\nGive at least three to four weeks, more for graduate school. Ask in person or in a warm email, and ask whether they can write a strong letter — the phrasing gives them an easy way to decline if they cannot, which protects you from a lukewarm one.\nGive them a packet\nMake it easy: your résumé or CV, your transcript, the statement or application you are submitting, the specific assignment or project they supervised, the list of programs or jobs with deadlines and submission methods, and a short note on what you would like them to emphasize. Waive your right to view the letter — it is read as more candid.\nDeadlines and logistics\nSend one clean list of every deadline and how each letter is submitted (a portal link, an email address, a form). Provide addressed materials where needed. A calendar reminder to yourself a week before each deadline lets you send a gentle nudge if a letter is not in.\nFollowing up\nOne polite reminder a week out is appropriate and expected — \"just confirming the X application is due Friday; thank you again.\" If a deadline passes without the letter, a same-day message is fine; most programs give a short grace period for recommenders.\nAfterward\nTell your recommenders how it turned out and thank them specifically. They invested real time, they will likely be asked again, and keeping them updated on your path is how a one-time letter becomes a long-term reference.\nAt a glance\nAsk\nPeople who can tell a specific story about your work\nTiming\n3–4 weeks minimum; more for grad school\nPacket\nRésumé, transcript, statement, the project, deadlines, emphasis note\nFollow up\nOne polite reminder a week out\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nLetters of recommendation\nCredential file service\nFinding a faculty mentor\nApplying to graduate school\nPersonal statement help\nFull contact directory" }, { "url": "getting-around-without-a-car.html", "title": "Getting around without a car", "description": "Most of what you need is walkable or on a free shuttle. Here is how students do it car-free.", "headings": [ "Getting around without a car", "On this page", "Campus is compact", "The Porter Loop", "The city bus", "Bikes", "Getting groceries and the bigger trips", "When you do need a car" ], "content": "Campus life Getting around without a car\nMost of what you need is walkable or on a free shuttle. Here is how students do it car-free.\nCampus is compact\nThe academic core, the residence halls, the library, the union, and the rec center are all within a ten-to-fifteen-minute walk of each other. First-years in particular rarely need a car for a normal week — classes, food, the gym, and friends are all on foot.\nThe Porter Loop\nThe fare-free campus shuttle connects the academic core, North Campus (health and counseling), the remote parking lots, and the downtown transit stop every 12–15 minutes on weekdays, with a lighter evening schedule. Live arrivals are in the MyPorter app. It is the default for the longer crossings and for winter.\nThe city bus\nYour student fees include a city bus pass — tap your Porter Card. It reaches the main off-campus rental neighborhoods, the grocery stores, the mall, and the regional connections. Routes and times are in the transit app; evenings and Sundays are limited, so plan the return trip.\nBikes\nCovered bike parking, repair stands with tools and a pump, the bike-share program for short trips, and winter-plowed priority routes. Register your bike (free) so it can be returned to you if it is found. The Riverfront Trail is the car-free way to the downtown and the parks.\nGetting groceries and the bigger trips\nThe campus market and the food pantry cover the basics. For a full grocery run: the bus, a bike with panniers, a ride with a friend, or the car-share program (Zipcar-style hourly rental parked on campus) for an hour. Several dining locations also take Campus Cash for real meals if cooking is not happening this week.\nWhen you do need a car\nAirport shuttles run at the start and end of breaks. Car-share covers the occasional errand or day trip. Carpool matching connects you with someone driving your way. For most students the math favors skipping a car entirely — no permit, no insurance, no winter scraping — and using these for the few times a car is actually needed.\nAt a glance\nOn campus\nEverything within a 10–15 minute walk\nFree\nThe Porter Loop shuttle + a city bus pass (in your fees)\nBikes\nCovered parking, repair stands, bike-share, plowed routes\nOccasional car\nCar-share hourly rental + airport shuttles + carpool matching\nWho to contact\nTransportation & Parking Services\nFounders Union 116\nPhone\n(715) 555–0127\nEmail\ntransportation@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTransportation & parking\nCampus shuttle tracker\nBus pass program\nBike share\nZipcar & car share\nFull contact directory" }, { "url": "getting-into-a-closed-class.html", "title": "Getting into a closed class", "description": "The realistic options when the section you need is full — beyond just joining the waitlist.", "headings": [ "Getting into a closed class", "On this page", "Start with the waitlist, but do not stop there", "Email the instructor", "Ask the department", "Attend the first class", "Look for alternatives", "What not to do" ], "content": "Registrar Getting into a closed class\nThe realistic options when the section you need is full — beyond just joining the waitlist.\nStart with the waitlist, but do not stop there\nAdd yourself to the electronic waitlist immediately (position is by time). Then work the other angles in parallel, because the waitlist alone may not clear in time, especially for a small or high-demand course.\nEmail the instructor\nA short, specific message: your name and ID, the course and section, why you need it this term (a prerequisite chain, graduation, your major sequence), and that you are on the waitlist at position N. Ask whether they are able to add students or issue an override. Instructors often have some discretion, particularly for majors and seniors.\nAsk the department\nThe department office or the undergraduate coordinator handles seat requests, permission numbers, and decisions about adding a section. Tell them your situation. If several students need a course that is full, that is exactly the information that leads to another section being opened.\nAttend the first class\nShow up to the first meeting even though you are not enrolled. Tell the instructor before or after that you are waitlisted and hoping for a seat. Registered no-shows get dropped in the first week, and instructors commonly fill those seats with the waitlisted students who are in the room.\nLook for alternatives\nAnother section, the same course at a different time or campus, the course offered next term (if your timeline allows), an approved substitute course, or the same requirement met a different way. Your adviser can tell you which of these actually keeps you on track and which just looks equivalent.\nWhat not to do\nDo not assume you are in because the instructor said \"probably\" — get the registration confirmed in the system before the add deadline. Do not stop attending a waitlisted class while you wait. Do not let the add/drop deadline pass without a confirmed schedule that keeps you full-time.\nAt a glance\nFirst\nJoin the waitlist instantly — then work the other angles at the same time\nEmail the instructor\nName, ID, section, why you need it now, your waitlist position — ask about an override\nDepartment\nHandles permission numbers and decides whether to add a section — tell them\nAttend\nBe in the room the first day; no-show seats get filled from the waitlist in person\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUnderstanding waitlists\nWhat a registration override is\nEmailing a professor\nFull contact directory" }, { "url": "getting-involved-first-year.html", "title": "Getting involved your first year", "description": "How to find your people without overcommitting in the first month.", "headings": [ "Getting involved your first year", "On this page", "Start with two, not ten", "Where to look beyond clubs", "The leadership pipeline", "Recognizing overcommitment", "Starting something new", "If nothing sticks" ], "content": "Campus life Getting involved your first year\nHow to find your people without overcommitting in the first month.\nStart with two, not ten\nThe involvement fair in week two is overwhelming on purpose. Sign up for anything that looks interesting — email lists cost nothing — but actually attend only two organizations for the first month. You can always add more; peeling back from six commitments in October is harder.\nWhere to look beyond clubs\nLiving-learning communities, intramural teams, a campus job with a team, a first-year seminar section that clicks, and course study groups all do the same social work as a club with less overhead. First-generation, transfer, veteran, multicultural, and LGBTQ+ centers each run low-key regular programming that is easy to drop into.\nThe leadership pipeline\nMost student organizations move members into officer roles within a year, and campus jobs — orientation leader, RA, peer tutor, tour guide, peer health educator — recruit heavily from students who showed up consistently as first-years. Being reliably present in one group for two semesters is the whole prerequisite.\nRecognizing overcommitment\nThe signs are familiar: skipping meetings you used to like, doing everything at 70%, sleep as the thing that gets cut. If three of your commitments feel like obligations, drop one cleanly — tell the group, do not just fade. A club you leave well will take you back.\nStarting something new\nIf the org you want does not exist, starting one needs a handful of interested students, an advisor, and a short registration through Student Organizations. Funding for events comes from the student org funding process, which has deadlines a term ahead. It is real work; a first year is a fine time to try it with a co-founder.\nIf nothing sticks\nPlenty of students take a semester to find their group, especially if the first thing they tried was a near-miss. Keep going to one recurring thing even when it feels slow; connection usually comes from repetition, not from the perfect first choice. The involvement staff will talk through options if you are stuck.\nAt a glance\nFirst month\nAttend two organizations, not six\nAlso counts\nLLCs, intramurals, a team job, identity centers\nLeadership\nShow up consistently for two semesters — that’s the prereq\nOvercommitted\nLeave one group cleanly; don’t just fade\nWho to contact\nStudent Organizations & Leadership\nFounders Union 210\nPhone\n(715) 555–0136\nEmail\norgs@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudent organizations\nLiving-learning communities\nIntramurals\nRegister a student org\nFirst-Generation Center\nFull contact directory" }, { "url": "getting-the-most-from-career-services.html", "title": "Getting the most from Career Services", "description": "The full menu, and when in your degree to use each part — starting earlier than you think.", "headings": [ "Getting the most from Career Services", "On this page", "Year one: get in the door", "Year two: line up the first experience", "Year three: go deep", "Year four: run the search", "The standing resources", "How to make an appointment count" ], "content": "Career services Getting the most from Career Services\nThe full menu, and when in your degree to use each part — starting earlier than you think.\nYear one: get in the door\nYou do not need a career plan to start. In your first year: create a PorterConnect profile, go to a résumé drop-in even with a thin résumé, and attend the Career Conference just to see how it works. Career coaches also do major-and-career exploration if you are undecided — that is a career-services conversation as much as an advising one.\nYear two: line up the first experience\nThe summer-after-sophomore-year internship search starts in the fall of sophomore year. Meet a coach to build the search, get the résumé tight, do a mock interview, and target employers at the fall conference. This is the year the applied-experience requirement stops being abstract.\nYear three: go deep\nRefine the résumé into field-specific versions, build a portfolio if your field uses one, do informational interviews with alumni (coaches and departments make introductions), and treat the fall conference as a real full-time-and-internship pipeline. If graduate school is the direction, start that timeline now with a coach and the graduate-school adviser.\nYear four: run the search\nFull-time job search support, offer evaluation and salary-negotiation help, and — this matters — completing the first-destination survey so your outcome counts in the program's numbers. Career for Life means you can keep using coaching as an alumnus.\nThe standing resources\nBeyond appointments: the career closet (free professional clothing), on-campus interview rooms, employer information sessions, the two annual Career Conferences plus smaller field-specific recruiting events, and PorterConnect for postings and employer research. Most are walk-in or self-serve.\nHow to make an appointment count\nBring something concrete — a draft résumé, a specific job posting, a portfolio link, an offer letter. The most useful outcome of any session is a dated next action: one application, one informational interview, one revision. A coach can only help as specifically as you show up.\nAt a glance\nYear 1\nPorterConnect profile, a résumé drop-in, walk the Career Conference\nYear 2\nLine up the summer internship — search starts in the fall\nYear 3\nField-specific résumés, portfolio, alumni informational interviews\nYear 4\nJob search, offer/negotiation help, the first-destination survey\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer services\nThe Porter Career Conference\nWriting a résumé that works\nPreparing for interviews\nCareer for Life (alumni)\nFull contact directory" }, { "url": "gis-lab.html", "title": "GIS lab", "description": "Workstations, licensed mapping software and spatial datasets for coursework and research across geography, planning, ecology and more.", "headings": [ "GIS lab", "On this page", "What it's for", "Support", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services GIS lab\nWorkstations, licensed mapping software and spatial datasets for coursework and research across geography, planning, ecology and more.\nWhat it's for\nAny project that involves where things are: a watershed analysis for an ecology course, a service-area study for a planning capstone, a site-suitability model for a business class. The lab keeps a curated catalogue of Valley and statewide layers so students aren't each hunting the same shapefiles.\nSupport\nA lab assistant with GIS coursework behind them holds hours for the “my projection is wrong and nothing lines up” class of problem; the library's data staff help with sourcing and licensing public data.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nLocation: Founders Hall, Room 105. Software: The full desktop GIS suite plus open-source tools, on every machine. Data: A campus catalogue of regional layers, plus help pulling public datasets. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nFounders Hall, Room 105\nSoftware\nThe full desktop GIS suite plus open-source tools, on every machine\nData\nA campus catalogue of regional layers, plus help pulling public datasets\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "give.html", "title": "Give to UW–Porter Falls", "description": "Small gifts, from a lot of people, mostly for the emergency fund.", "headings": [ "Give to UW–Porter Falls", "On this page", "Where gifts go", "Ways to give", "Giving societies", "Other ways to support Porter", "Take the next step." ], "content": "Support\nGive to UW–Porter Falls\nSmall gifts, from a lot of people, mostly for the emergency fund.\nWhere gifts go\nStudent Emergency Fund — Purpose: Direct grants when something goes wrong mid-semester. The most useful money on this page.\nScholarship Fund — Purpose: Need-based aid, awarded annually.\nFounders Hall Preservation — Purpose: Keeps the 1912 building's original machine shop floor intact under three later renovations.\nEquipment & Lab Modernization Fund — Purpose: Replaces shop, studio and clinical lab equipment on a faster cycle than the state budget allows.\nIronclad Athletics Fund — Purpose: Supports the twelve varsity teams that receive no athletic scholarships under Division III rules.\nGifts of any size to any fund are pooled with thousands of others — the emergency fund alone makes a few hundred grants a year, most under $500, and most of them keep someone enrolled through a single bad month rather than covering anything dramatic.\nWays to give\nA one-time or recurring gift by card or bank transfer is the most common way to give and can be directed to any fund above. Working for an employer with a matching gift program can double or triple a gift for no extra cost to you — check before you give, since the match has to be requested, usually within a year. Retired faculty, staff, and alumni also give through payroll deduction while still employed, gifts of appreciated stock (often better tax treatment than cash), and a planned gift — a bequest in a will, a beneficiary designation, or a charitable trust that costs nothing today and can be changed at any time.\nGiving societies\n1893 Society — Recognizes: Any documented planned gift, regardless of size — named for the founding year.\nFounders Circle — Recognizes: Cumulative lifetime giving of $25,000 or more.\nIronclad Loyalty Society — Recognizes: Consecutive-year donors, at any gift size — three years in gets you a decal, ten gets you a seat at the annual donor dinner.\nMillwright Society — Recognizes: Current faculty and staff who give to any fund through payroll deduction.\nSociety members get a small annual report on what their fund actually paid for that year — a specific student's emergency grant, a specific piece of replaced lab equipment — rather than a generic thank-you.\nOther ways to support Porter\nNot everyone who wants to help Porter has cash to give: the senior class gift campaign collects small pledges from graduating students, the capital campaign covers larger naming gifts tied to a specific building or space, and legacy scholarships let a family or a class fund a named, ongoing award in someone's honor. Alumni can also give time rather than money through the mentor network or by hosting a student for a job shadow or interview .\nThis is a parody site. There is no giving form, no payment processor and nothing\nto donate to. If this page has made you want to give money to a real institution, give it to a\npublic university's emergency student fund, which is a genuinely excellent use of money.\nWays to give\nMatching gifts\nPlanned giving\nCapital campaign & naming opportunities\nSenior class gift campaign\nLegacy scholarships\nQuick links\nGiving impact report FY2026\nUniversity Advancement\nIronclad Club\nApply now\nVisit campus\nTuition and costs\nFinancial aid\nCampus map\nContact us\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "giving-impact-report-fy2026.html", "title": "Giving Impact Report, Fiscal Year 2026", "description": "What 5,180 donors gave between July 1, 2025, and June 30, 2026, where the $6.4 million went, how the endowment did and what it paid for.", "headings": [ "Giving Impact Report, Fiscal Year 2026", "On this page", "The year in numbers", "Who gave", "Where the gifts went", "The endowment", "Scholarships and student support", "Stories in brief", "How this report is put together" ], "content": "Giving Giving Impact Report, Fiscal Year 2026\nWhat 5,180 donors gave between July 1, 2025, and June 30, 2026, where the $6.4 million went, how the endowment did and what it paid for.\nThe year in numbers\nFiscal year 2026 ran from July 1, 2025, to June 30, 2026. Every figure on this page covers gifts received by the UW–Porter Falls Foundation in that year. Pledges are counted when they are paid, not when they are signed.\nGifts received — FY2026: $6.4 million; FY2025: $5.7 million\nDonors — FY2026: 5,180; FY2025: 4,710\nFirst-time donors — FY2026: 1,137; FY2025: 842\nAlumni donors (share of about 52,000 living alumni) — FY2026: 3,310 (6.4%); FY2025: 2,980 (5.8%)\nMedian gift — FY2026: $75; FY2025: $70\nTransferred to the university for scholarships, equipment and programs — FY2026: $5.1 million; FY2025: $4.6 million\nEndowment market value, June 30 — FY2026: $71.8 million; FY2025: $66.2 million\nCost to raise a dollar — FY2026: 11 cents; FY2025: 12 cents\nThe single biggest day was the April Ironclad Giving Day , which raised $1,184,320 from 3,947 donors, 612 of them first-timers. Four out of five gifts all year were under $250.\nWho gave\nAlumni — Donors: 3,310\nCurrent and retired faculty and staff (including the Millwright Society) — Donors: 610\nFriends and community members — Donors: 590\nParents and families of students — Donors: 520\nBusinesses, foundations and organizations — Donors: 150\nTotal — Donors: 5,180\nThe 1,312 members of the Ironclad Club are counted in the groups above, not separately. Thirty-eight people told the Foundation for the first time that Porter is in their will, which makes them members of the 1893 Society; the planned giving page explains how that works.\nWhere the gifts went\nPermanent endowment (new funds and additions to existing ones) — Amount: $1,980,000; Share: 30.9%\nCurrent-use scholarships — Amount: $1,640,000; Share: 25.6%\nLabs and equipment — Amount: $860,000; Share: 13.4%\n“Built for Work” campaign building projects — Amount: $560,000; Share: 8.8%\nAthletics, including Ironclad Club dues of $186,400 — Amount: $520,000; Share: 8.1%\nStudent support: emergency fund, food pantry, First-Generation Student Center — Amount: $410,000; Share: 6.4%\nUnrestricted: the Chancellor’s Fund for Excellence — Amount: $300,000; Share: 4.7%\nFaculty development, programs and other — Amount: $130,000; Share: 2.0%\nTotal — Amount: $6,400,000; Share: 99.9% (rounding)\nThe campaign, “Built for Work,” stood at $29.6 million of its $42 million goal on September 30, 2026. Campaign totals include multi-year pledges, so they run ahead of the cash figures above. What the campaign is paying for is on capital campaign and naming opportunities .\nThe endowment\nThe endowment is the collection of permanent funds whose principal is invested and never spent. It grew from $66.2 million to $71.8 million over the year. That figure is $1.98 million in new gifts plus a 9.9 percent investment return after fees, minus what was paid out.\nThe Foundation board’s spending policy pays out 4.25 percent of the average market value over the last twelve quarters. Averaging over three years keeps scholarship amounts from swinging with one bad market. In FY2026 the payout was $2.93 million:\n$1.84 million to endowed scholarships\n$460,000 to endowed lab, program and equipment funds\n$380,000 to endowed professorships and faculty development\n$250,000 to other endowed purposes, including lecture series and library collections\nThere are now 412 separate endowed funds. A named endowed scholarship starts at $50,000 and can be paid over five years. A small slice of the endowment is managed by business students through the student-managed fund, under the same investment committee.\nScholarships and student support\n1,094 students , about 13 percent of the 8,412 enrolled, received at least one Foundation scholarship in 2025–26. Together the awards came to $3.48 million : $1.64 million in current-use gifts plus $1.84 million from the endowment. The average award was $3,180.\n344 emergency grants from the student emergency fund , for $151,200 in all. The median grant was $380. The most common reasons were car repairs, a lost shift and rent.\n41 student conference trips and the first year of expanded paid co-op stipends came out of the Chancellor’s Fund for Excellence.\nTwelve full-tuition manufacturing scholarships start this fall, funded by the alumni couple’s endowment announced in February.\nStories in brief\nA few of the things donors paid for, as described in the thank-you reports the Foundation sends to each fund’s donors:\nA $612 emergency grant replaced the transmission in a third-year nursing student’s car three days before her clinical rotation in Tamarack. She finished the rotation.\nThe Formula Solar team rebuilt its battery pack with $14,800 from the equipment fund and finished a regional endurance event for the first time in four years.\nThe simulation hospital replaced a 2011 patient manikin whose replacement parts are no longer made.\nA class gift from the class of 1975 at its 50th reunion bought a new surface grinder for the Founders Hall machine shop, installed next to the one they learned on.\nThe food pantry stayed open over winter break for the first time, at a cost of $9,200.\n“The headline number went up, and we are grateful for it. The number I watch is the median gift: seventy-five dollars. This place runs on a lot of people giving what they can.”\n— Hollis Vang, vice chancellor for university advancement\nHow this report is put together\nFigures come from the Foundation’s gift records and are unaudited as of October 2026. The independent audit of the Foundation’s FY2026 financial statements will be posted in November, once the board’s audit committee accepts it. If an audited figure differs from one here, this page will be corrected and the change noted at the bottom. Donors who want a report on a specific fund can ask the Foundation; the give page lists the main funds.\nAt a glance\nFiscal year\nJuly 1, 2025–June 30, 2026\nGifts received\n$6.4 million\nDonors\n5,180 (1,137 first-time)\nGiving Day 2026\n$1,184,320 from 3,947 donors\nEndowment\n$71.8 million; $2.93 million paid out\nScholarships\n$3.48 million to 1,094 students\nWho to contact\nUW–Porter Falls Foundation\nWelcome Center (the 1911 depot), second floor\nPhone\n(715) 555–0177\nEmail\nfoundation@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nUW–Porter Falls Foundation\nUniversity Advancement\nGive to UW–Porter Falls\nGiving priorities\nMatching gifts\nIronclad Giving Day 2026 results" }, { "url": "giving-priorities.html", "title": "Giving priorities", "description": "Current philanthropic priorities advancing access and applied learning.", "headings": [ "Giving priorities", "On this page", "Student access", "Applied experiences", "Learning environments", "A short list on purpose", "Where a gift lands", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Alumni & giving Giving priorities\nCurrent philanthropic priorities advancing access and applied learning.\nStudent access\nScholarships and emergency grants help students enroll, persist and complete degrees.\nApplied experiences\nGifts fund materials, travel, competitions, certifications, research and unpaid community experiences.\nLearning environments\nTargeted projects update laboratories, studios, collaborative spaces and technology while supporting long-term maintenance.\nA short list on purpose\nPorter asks for money for three things: keeping students enrolled, paying for the hands-on parts of a Porter education that tuition does not cover, and maintaining the labs and studios that make the model work. The priorities do not change every year.\nWhere a gift lands\nA scholarship gift is spent within the year on a named student; an applied-learning gift buys the steel, the plane ticket or the certification exam a student could not otherwise afford. Endowment gifts include a maintenance line so a renovated lab stays usable.\nIn and around Porter Falls\nThe UW–Porter Falls Foundation shares the Depot with admissions, which is deliberate: the people who fund scholarships and the students who receive them use the same front door. Most gifts to Porter are small, local and recurring, and the priorities list is short on purpose.\nThe practical details\nLargest fund: Student access: scholarships and emergency grants. Applied-learning fund: Materials, travel, competitions, certifications. Every gift: Acknowledged; most are small and recurring. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by UW–Porter Falls Foundation & Alumni Relations (Welcome Center at the Depot). Call (715) 555-0280 or email foundation@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nLargest fund\nStudent access: scholarships and emergency grants\nApplied-learning fund\nMaterials, travel, competitions, certifications\nEvery gift\nAcknowledged; most are small and recurring\nWho to contact\nAdvancement & Alumni Relations\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0246\nEmail\ngive@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFull contact directory" }, { "url": "grad-fair-and-checkout.html", "title": "Grad Fair & graduation checkout", "description": "The one-stop event before commencement to order regalia, clear holds, and handle every last errand.", "headings": [ "Grad Fair & graduation checkout", "On this page", "Why go", "If you can't attend", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Grad Fair & graduation checkout\nThe one-stop event before commencement to order regalia, clear holds, and handle every last errand.\nWhy go\nEverything that would otherwise be five separate offices and emails is in one room for two days. Staff from the Registrar, Student Financial Services, the library, and parking are there to clear the holds that stop a diploma from being mailed.\nIf you can't attend\nRegalia can be ordered online for pickup or shipping, and the checklist of holds to clear is in the student portal. But the fair is the easy way, and it's the moment most students realize they're actually about to graduate.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nWhen: A two-day fair in the campus store about six weeks before commencement. Do in one trip: Order or pick up cap and gown, order announcements and a diploma frame, get class-ring info, update your diploma name and mailing address. Also on site: Financial aid exit counseling, the alumni association, career services, and a station to check for holds that would block your diploma. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nA two-day fair in the campus store about six weeks before commencement\nDo in one trip\nOrder or pick up cap and gown, order announcements and a diploma frame, get class-ring info, update your diploma name and mailing address\nAlso on site\nFinancial aid exit counseling, the alumni association, career services, and a station to check for holds that would block your diploma\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "grade-appeal-process.html", "title": "Grade appeal process", "description": "The formal route for challenging a final course grade, and the narrow grounds it actually covers.", "headings": [ "Grade appeal process", "On this page", "What an appeal can and can't do", "How it moves", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Grade appeal process\nThe formal route for challenging a final course grade, and the narrow grounds it actually covers.\nWhat an appeal can and can't do\nA grade appeal is limited to two questions: was the grade calculated correctly against what the syllabus said, and was the syllabus policy applied the same way to everyone. It is not a route to re-argue the quality of a paper or ask a second grader to weigh in.\nHow it moves\nInstructor first, then the department chair, then a college-level committee of faculty from outside the department. Each step has a written response and a fixed clock, and the student keeps the original grade in place while it runs.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nDeadline: Within 30 days of the grade posting. Grounds: Calculation error, or a departure from the stated syllabus policy. First step: Talk to the instructor before anything formal. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nDeadline\nWithin 30 days of the grade posting\nGrounds\nCalculation error, or a departure from the stated syllabus policy\nFirst step\nTalk to the instructor before anything formal\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "grading-and-the-gpa.html", "title": "Grades and the GPA", "description": "How grades convert to points, how the GPA is calculated, and the options — pass/fail, audit, repeat — that change what a grade does.", "headings": [ "Grades and the GPA", "On this page", "Letter grades and grade points", "Cumulative GPA", "Grades that do not carry points", "Pass/fail (elective) option", "Repeating a course", "Where the GPA matters" ], "content": "Academics Grades and the GPA\nHow grades convert to points, how the GPA is calculated, and the options — pass/fail, audit, repeat — that change what a grade does.\nLetter grades and grade points\nEach letter grade carries grade points per credit: A = 4.0, AB = 3.5, B = 3.0, BC = 2.5, C = 2.0, D = 1.0, F = 0.0. A three-credit A is worth 12 grade points; a three-credit C is worth 6. Your term GPA is total grade points divided by the credits those graded courses were worth.\nCumulative GPA\nThe cumulative GPA is every graded credit you have taken at Porter, combined, on the same 4.0 scale. Transfer credit counts toward your degree but is not included in the Porter GPA. One weak term moves the cumulative number less as you accumulate more credits, which is why a bad first semester recovers.\nGrades that do not carry points\nW (withdrawn after the drop deadline), I (incomplete, until it resolves to a grade), AU (audit), and P/NP or S/U in pass/fail courses do not add grade points and do not move the GPA. A W is neutral for the GPA but counts as attempted-not-completed credits for financial-aid pace.\nPass/fail (elective) option\nYou may take a limited number of free-elective courses pass/fail: a passing grade counts for credit without affecting the GPA, a failing grade counts as an F. It cannot be used for major, minor, or general-education requirements, and there is a deadline to elect it — usually a few weeks in. Use it to explore a hard elective without risking the GPA, not to coast in a required course.\nRepeating a course\nThe first repeat of a course replaces the earlier grade in the GPA with the new one; the original stays on the transcript, marked. Repeating the right one or two courses is often the fastest way to raise a low cumulative GPA — a success coach will run the numbers. Financial aid pays for one repeat of a previously passed course.\nWhere the GPA matters\nGood standing (2.00 cumulative), financial-aid satisfactory progress, scholarship renewal, some major-admission and licensure requirements (which may want a minimum GPA in the major specifically), honors, athletic eligibility, and graduate-school applications. The running degree audit shows requirements; it does not compute the major GPA — ask your program.\nAt a glance\nScale\nA 4.0 · AB 3.5 · B 3.0 · BC 2.5 · C 2.0 · D 1.0 · F 0.0\nGPA\nGrade points ÷ graded credits; transfer credit not included\nNeutral to GPA\nW, I, AU, P/NP — but a W still hurts aid completion rate\nRepeat\nFirst repeat replaces the grade; original stays visible\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUnderstanding your transcript\nPass/fail option\nRepeating a course\nAcademic standing levels\nWhat a credit hour means\nFull contact directory" }, { "url": "graduate-admissions.html", "title": "Graduate admissions", "description": "Requirements, materials and review for master’s, doctoral and graduate certificate applicants.", "headings": [ "Graduate admissions", "On this page", "How graduate admission differs", "What to submit", "Funding is part of the application", "Timing and international applicants" ], "content": "Graduate school Graduate admissions\nRequirements, materials and review for master’s, doctoral and graduate certificate applicants.\nHow graduate admission differs\nYou apply to a specific program, and the decision is made by that program's faculty, not a central office — the Graduate School handles the mechanics and the minimums (usually a completed bachelor's and a stated undergraduate GPA), but fit with the program and, for research degrees, with a potential faculty adviser is what actually decides it. Requirements, deadlines, and how selective a program is vary widely, so read the program's own page and, for a thesis or doctoral program, email a faculty member whose work matches yours before you apply.\nWhat to submit\nThe graduate application and fee, official transcripts from every institution attended, and a statement of purpose that is specific (why this program, what you want to work on, how your background prepares you) rather than generic. Most programs ask for two or three recommendation letters — line those up a month ahead and give recommenders your statement and résumé. Program-specific items are common: a résumé or CV, a portfolio, a writing sample, prerequisite coursework, relevant licensure, or an interview. Test scores are required by some programs and waived or optional at others; check.\nFunding is part of the application\nFor thesis and doctoral programs, assistantships (a stipend plus partial tuition remission for teaching, research, or project work) are usually awarded through the same process and often have an earlier priority deadline than admission itself — apply early and say you want to be considered. Course-based and professional master's programs are more often self- or employer-funded; graduate students can also borrow federal loans (file the FAFSA). The fellowships office helps competitive applicants pursue external funding.\nTiming and international applicants\nResearch programs with funding typically want applications in the winter for the following fall; some professional and certificate programs admit on a rolling basis or in multiple terms. International applicants add English-proficiency scores, a course-by-course credential evaluation, and financial documentation for the visa document the Graduate School issues after admission — build in extra weeks for all three. Non-degree and certificate enrollment is a lighter process and can be a way to start.\nAt a glance\nDecided by\nThe program's faculty (fit, and for research degrees a faculty adviser) — the Graduate School handles mechanics and minimums\nSubmit\nApplication + all transcripts + a specific statement of purpose + usually 2–3 letters; program-specific items vary\nFunding\nAssistantships often share the application and have an EARLIER deadline — ask to be considered; file the FAFSA for loans\nTiming\nFunded research programs: apply in winter for fall. International: add English scores, credential eval, financial docs\nRelated resources\nGraduate admissions FAQ\nGraduate funding\nContact directory" }, { "url": "graduate-assistantship-basics.html", "title": "Graduate assistantships", "description": "What an assistantship is, what it pays, and how it changes your tuition and workload.", "headings": [ "Graduate assistantships", "On this page", "The trade", "What to check", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Graduate school Graduate assistantships\nWhat an assistantship is, what it pays, and how it changes your tuition and workload.\nThe trade\nAn assistantship pays a modest stipend and waives some or all of your tuition in exchange for defined work — teaching a lab section, running study data, staffing an office. It's the main way Porter's applied master's students fund the degree. Award decisions usually come from the department, not a central office, and often with admission.\nWhat to check\nAsk the program: how many assistantships exist, whether they renew for a second year, the hours, and whether the tuition piece is full or partial. A full waiver plus stipend can make the degree close to free; a partial one still leaves a bill. International students should confirm work-hour limits with the international office.\nIn and around Porter Falls\nPorter's eight graduate programs are small and applied — most students are working in the Valley while they study — and the Graduate School office in Millwright Hall keeps the handbooks and funding notices in one place.\nThe practical details\nTypes: Teaching (TA), research (RA), and administrative assistantships. Package: A stipend, a partial or full tuition scholarship, and often a health-insurance contribution. Load: Typically 10–20 hours a week; programs cap the credits you can take alongside it. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Graduate School (Millwright Hall, Room 320). Call (715) 555–0225 or email gradschool@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nTypes\nTeaching (TA), research (RA), and administrative assistantships\nPackage\nA stipend, a partial or full tuition scholarship, and often a health-insurance contribution\nLoad\nTypically 10–20 hours a week; programs cap the credits you can take alongside it\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate assistantships\nThesis & dissertation formatting\nGraduate visit days\nGraduate Teaching Certificate\nFull contact directory" }, { "url": "graduate-assistantships-explained.html", "title": "Graduate assistantships, explained", "description": "A stipend, tuition remission, and real work — how assistantships work and how to get one.", "headings": [ "Graduate assistantships, explained", "On this page", "What you get", "The three kinds", "How to get one", "The hours are real", "Tax and enrollment rules", "If you do not get one" ], "content": "Financial aid Graduate assistantships, explained\nA stipend, tuition remission, and real work — how assistantships work and how to get one.\nWhat you get\nA graduate assistantship is a part-time appointment (commonly 10–20 hours a week) that pays a stipend and, in most cases, remits some or all of your tuition and provides access to student health insurance. In exchange you do real work for the university — the assistantship is a job, not a scholarship.\nThe three kinds\nA teaching assistant supports a course — leading labs or discussion sections, grading, holding office hours. A research assistant works on a faculty member's funded project. A graduate assistant does administrative or program work for a department or office (advising support, lab management, outreach, assessment). What is available depends on the program and the year.\nHow to get one\nSome programs assign assistantships with admission to their strongest applicants — which is why applying early and by the funding deadline matters. Others post openings that admitted and enrolled students apply to, sometimes continuously. Ask the program director directly during the application process what the path is, and express interest explicitly.\nThe hours are real\nA 20-hour assistantship is a half-time job on top of graduate coursework. Programs know this and structure the load around it, but you are not free those hours. Treat the appointment like the professional commitment it is — it is also often the work that shapes your career direction and your letters of recommendation.\nTax and enrollment rules\nThe stipend is taxable income (tuition remission generally is not up to a limit). You typically must be enrolled full-time as a graduate student to hold an assistantship, and there are limits on how many terms or years you can hold one. International students have specific work-authorization rules that the assistantship satisfies but that you must not step outside.\nIf you do not get one\nMany strong graduate students fund their degree through employer tuition assistance, graduate scholarships, part-time work, and federal graduate loans, and study part-time. An assistantship is the best deal when you can get one and go full-time; it is not the only viable path.\nAt a glance\nPackage\nStipend + tuition remission (usually) + health insurance access\nKinds\nTeaching (TA), research (RA), administrative (GA)\nGet one\nApply early / by the funding deadline; ask the program director directly\nCommitment\n10–20 hrs/week is a real job on top of full-time coursework\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate assistantships\nGraduate assistantship basics\nGraduate funding\nGraduate parental leave\nApplying to a Porter graduate program\nFull contact directory" }, { "url": "graduate-assistantships.html", "title": "Graduate assistantships", "description": "Funded positions that pair a stipend and tuition remission with departmental or research work.", "headings": [ "Graduate assistantships", "On this page", "Three kinds of assistantship", "Applying", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Graduate school Graduate assistantships\nFunded positions that pair a stipend and tuition remission with departmental or research work.\nThree kinds of assistantship\nTeaching assistantships support a course's labs, grading or discussion sections; research assistantships attach to a funded faculty project; administrative assistantships support an office like admissions or the library. Each is tied to a specific position, not awarded centrally.\nApplying\nAssistantships are posted by department alongside the graduate application; most are filled by early summer for a fall start. A current assistantship holder can usually point a prospective student to the faculty member actually doing the hiring.\nIn and around Porter Falls\nPorter's eight graduate programs are small and applied — most students are working in the Valley while they study — and the Graduate School office in Millwright Hall keeps the handbooks and funding notices in one place.\nThe practical details\nTypical award: Tuition remission plus a modest stipend. Commitment: 10–20 hours a week. Types: Teaching, research and administrative assistantships. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Graduate School (Millwright Hall, Room 320). Call (715) 555–0225 or email gradschool@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nTypical award\nTuition remission plus a modest stipend\nCommitment\n10–20 hours a week\nTypes\nTeaching, research and administrative assistantships\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nThesis & dissertation formatting\nGraduate visit days\nGraduate Teaching Certificate\nGraduate Student Association\nFull contact directory" }, { "url": "graduate-funding.html", "title": "Graduate funding", "description": "Assistantships and what they really pay, employer tuition benefits, loans, and the funding calendar.", "headings": [ "Graduate funding", "On this page", "Assistantships", "Scholarships, fellowships and grants", "Employer tuition assistance", "Loans and the funding calendar" ], "content": "Graduate school Graduate funding\nAssistantships and what they really pay, employer tuition benefits, loans, and the funding calendar.\nAssistantships\nA graduate assistantship is the main funded path: you work 10–20 hours a week as a teaching assistant, research assistant, or project assistant, and in exchange you receive a stipend paid over the academic year plus tuition remission (often full for a 20-hour appointment, partial for a 10-hour one) and eligibility for the graduate health plan. A half-time appointment is treated as full-time enrollment for loan and visa purposes even though the credit count is lower. Appointments are usually one year, renewable, and awarded by departments and individual faculty with grants — so applying early and contacting potential faculty supervisors directly matters as much as the central application.\nRead the offer for what it does not cover: segregated fees, books, and summer are frequently the student's responsibility, and the stipend is taxable income.\nScholarships, fellowships and grants\nThe graduate school and departments award merit scholarships and named fellowships (some competitive fellowships carry a stipend with no work requirement), and there are targeted awards for research travel, conference presentation, thesis and dissertation costs, and students from underrepresented backgrounds. External fellowships from professional societies and foundations are worth real effort — they pay well and travel with you. A single graduate application is considered for most internal awards, but the travel and research grants have their own rolling or termly deadlines.\nEmployer tuition assistance\nMany part-time graduate students — especially in the applied master's programs built for working professionals — are funded by an employer. Porter supports this with predictable evening and online scheduling, itemized invoices and enrollment verification on the employer's timeline, and a deferred-payment option that waits for the employer's reimbursement instead of demanding payment upfront then making you chase it. Bring your employer's policy to the student-accounts office early so the billing is set up before the first due date.\nLoans and the funding calendar\nDegree-seeking graduate students who file the FAFSA can borrow federal unsubsidized and Grad PLUS loans up to the cost of attendance, and must maintain the minimum enrollment their program sets (often 5 credits, or a half-time assistantship) to stay eligible. Plan the year backward from deadlines: FAFSA as early as it opens, assistantship and fellowship applications in the winter for the following fall, external fellowship deadlines often in the autumn a full year ahead, and travel-grant requests before you commit to a conference. The graduate school's funding staff will do a one-on-one planning session — use it in year one, not year two.\nAt a glance\nAssistantship\n10–20 hrs/week as TA/RA/PA → stipend + tuition remission (full at 20 hrs) + health plan; apply early, contact faculty directly\nWatch for\nSegregated fees, books, and summer often not covered; the stipend is taxable; half-time counts as full-time for loans/visa\nEmployer-paid\nEvening/online scheduling, employer-timeline invoices, and deferred payment that waits for reimbursement\nLoans\nFAFSA → federal unsubsidized + Grad PLUS to cost of attendance; keep the program's minimum enrollment\nRelated resources\nGraduate admissions\nContact directory" }, { "url": "graduate-in-four-years.html", "title": "Planning to graduate in four years", "description": "An eight-semester map, where students lose time, and how to get it back.", "headings": [ "Planning to graduate in four years", "On this page", "The arithmetic", "Map all eight semesters now", "Where the time goes", "Getting time back", "Milestones to check against", "When four years is not the right goal" ], "content": "Academics Planning to graduate in four years\nAn eight-semester map, where students lose time, and how to get it back.\nThe arithmetic\nA 120-credit degree in eight semesters is 15 credits a term. Twelve credits is full-time for aid but finishes in five years; the gap between \"full-time\" and \"on track for four years\" is where a lot of students are quietly surprised. Decide which target you are actually aiming at and build the plan for that one.\nMap all eight semesters now\nSit with an adviser and lay out every term through graduation, not just next semester — including which courses are offered only in fall or only in spring, and which sequences you cannot start late. The degree planning worksheet is built for this. A four-year plan on paper is what makes a missed prerequisite visible a year early instead of a term too late.\nWhere the time goes\nThe common losses: changing majors after sophomore year, failing or withdrawing from a course in a sequence, missing a course offered once a year, and taking a light term without a plan to make it up. None of these is fatal on its own; two or three together is the fifth year.\nGetting time back\nA summer course or two — at Porter or, pre-approved, at a community college near home — is the cheapest way to stay on a four-year line after a setback. A single 16–18 credit term can also work if your GPA is strong and the schedule is not all labs. Run either past your adviser first.\nMilestones to check against\nBy the end of year one: general education well underway, major declared or exploratory-with-a-date. Year two: major sequences started, any secondary admission applied for. Year three: capstone or clinical placement lined up, graduation application filed the term before your last. Year four: Registrar graduation check, then finish.\nWhen four years is not the right goal\nA co-op semester, a double major, a demanding secondary-admission program, or working 25 hours a week to afford school can all make a fifth year the sound choice rather than a failure. The point is to choose the timeline on purpose and plan the money for it, not to drift into it.\nAt a glance\nOn track\n~15 credits/term for 120 in eight semesters\nDo now\nMap all eight terms with an adviser\nTime back\nPre-approved summer courses\nFile\nGraduation application the term before your last\nWho to contact\nAcademic Advising Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0130\nEmail\nadvising@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDegree planning worksheet\nGraduating in three years\nSummer session\nGraduation application\nTime-to-degree extension\nFull contact directory" }, { "url": "graduate-parental-leave.html", "title": "Graduate student parental accommodation", "description": "Time and flexibility for graduate students who have or adopt a child during their program.", "headings": [ "Graduate student parental accommodation", "On this page", "How it works", "Both parents", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Graduate school Graduate student parental accommodation\nTime and flexibility for graduate students who have or adopt a child during their program.\nHow it works\nIt is an accommodation, not a formal leave of absence: you stay enrolled and funded, but deadlines shift, an assistantship's duties are covered or paused, and instructors arrange incompletes or adjusted timelines. Request it through the Graduate School with your advisor's acknowledgement, ideally before the birth or placement.\nBoth parents\nThe accommodation is available to any graduate student who becomes a parent, not only the one giving birth. It can be combined with the university's other family supports — lactation rooms, the child and family center, emergency funds — and with FMLA where a student also holds an employee appointment.\nIn and around Porter Falls\nPorter's eight graduate programs are small and applied — most students are working in the Valley while they study — and the Graduate School office in Millwright Hall keeps the handbooks and funding notices in one place.\nThe practical details\nWhat it provides: An accommodation period (commonly six weeks) of relief from coursework, assistantship duties, and program milestones, without withdrawing. Funding & status: Assistantship stipend and health coverage continue during the accommodation; enrollment status and visa status are protected. Timeline: Milestone clocks (candidacy, time-to-degree) pause for the period. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Graduate School (Millwright Hall, Room 320). Call (715) 555–0225 or email gradschool@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhat it provides\nAn accommodation period (commonly six weeks) of relief from coursework, assistantship duties, and program milestones, without withdrawing\nFunding & status\nAssistantship stipend and health coverage continue during the accommodation; enrollment status and visa status are protected\nTimeline\nMilestone clocks (candidacy, time-to-degree) pause for the period\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate assistantships\nThesis & dissertation formatting\nGraduate visit days\nGraduate Teaching Certificate\nFull contact directory" }, { "url": "graduate-school-advising.html", "title": "Applying to graduate school", "description": "For current students planning a master's or doctoral program elsewhere or at Porter — how to prepare and when.", "headings": [ "Applying to graduate school", "On this page", "Getting ready", "Master's versus doctoral", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Graduate school Applying to graduate school\nFor current students planning a master's or doctoral program elsewhere or at Porter — how to prepare and when.\nGetting ready\nIdentify programs by the faculty whose work matches yours, not by ranking alone. Line up three recommenders who can speak to your research potential. Draft a statement of purpose that's specific about what you want to study and with whom. Take any required test early. Reach out to potential advisors before you apply.\nMaster's versus doctoral\nA course-based master's is a credential you often pay for; a funded research master's or PhD is closer to a job. Be clear which you're pursuing and why, and whether the career you want actually requires it. Advisors will talk through that honestly, including when the answer is \"not yet\" or \"not this.\"\nIn and around Porter Falls\nPorter's eight graduate programs are small and applied — most students are working in the Valley while they study — and the Graduate School office in Millwright Hall keeps the handbooks and funding notices in one place.\nThe practical details\nTalk to: A faculty mentor in the field and, for the mechanics, the fellowships and pre-professional advising staff. Timeline: Research programs and funding a full year out; most deadlines are December for the next fall. Funding first: For a PhD, apply only where you'd be funded — assistantship or fellowship; unfunded doctoral study is rarely worth it. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Graduate School (Millwright Hall, Room 320). Call (715) 555–0225 or email gradschool@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nTalk to\nA faculty mentor in the field and, for the mechanics, the fellowships and pre-professional advising staff\nTimeline\nResearch programs and funding a full year out; most deadlines are December for the next fall\nFunding first\nFor a PhD, apply only where you'd be funded — assistantship or fellowship; unfunded doctoral study is rarely worth it\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate assistantships\nThesis & dissertation formatting\nGraduate visit days\nGraduate Teaching Certificate\nFull contact directory" }, { "url": "graduate-school.html", "title": "Graduate School", "description": "Eight graduate programs, most built for students working full time.", "headings": [ "Graduate School", "Programs", "Admission requirements", "Format", "Funding", "How to apply", "Take the next step." ], "content": "Academics\nGraduate School\nEight graduate programs, most built for students working full time.\nPrograms\nBusiness Administration — Degree: M.B.A.; College: College of Business; Length: 2 years, part-time\nCareer & Technical Education Leadership — Degree: Ed.D.; College: College of Education; Length: 3–4 years, part-time\nClinical Mental Health Counseling — Degree: M.S.; College: College of Health Sciences; Length: 3 years\nCybersecurity — Degree: M.S.; College: College of Computing & Information Sciences; Length: 2 years, part-time\nData Science — Degree: M.S.; College: College of Computing & Information Sciences; Length: 2 years, part-time\nEngineering Management — Degree: M.S.; College: College of Engineering & Technology; Length: 2 years, part-time\nManufacturing Engineering — Degree: M.S.; College: College of Engineering & Technology; Length: 2 years, part-time\nSchool Counseling — Degree: M.S.; College: College of Education; Length: 2 years\nAdmission requirements\nGeneral requirements across graduate programs: a bachelor's degree from a regionally accredited\ninstitution, a minimum 2.75 undergraduate GPA (program-specific minimums may be higher), a statement of\npurpose, and two letters of recommendation. Standardized test scores are not required for admission to\nany UW–Porter Falls graduate program.\nFormat\nMost graduate programs run as evening or hybrid cohorts specifically so students can continue working\nfull time. Several — the M.B.A., M.S. Engineering Management, M.S. Manufacturing Engineering and\nM.S. Cybersecurity — meet one evening per week for the full program.\nFunding\nA limited number of graduate assistantships, offering a tuition waiver and stipend in exchange for\nteaching or research support, are available in the M.S. programs with a thesis track. Ask your program\ndirector about availability when you apply.\nHow to apply\nApplications are submitted through the same online application as\nundergraduate admission; select your intended graduate program from the list. There is no application fee.\nContact\nQuestions about a specific program go to\nthat program's director, listed on its page. General graduate admission questions:\nadmissions@uwporterfalls.edu\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "graduate-student-association.html", "title": "Graduate Student Association", "description": "The elected body representing graduate students, with a travel-grant fund and a seat in university governance.", "headings": [ "Graduate Student Association", "On this page", "What it does", "The emergency micro-grant", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Graduate school Graduate Student Association\nThe elected body representing graduate students, with a travel-grant fund and a seat in university governance.\nWhat it does\nAllocates a share of graduate student fees to conference travel and professional development, runs the cross-program social calendar that a small graduate cohort otherwise lacks, and holds seats on the Faculty Senate committees where graduate policy is actually set.\nThe emergency micro-grant\nA few hundred dollars, decided in days, for a graduate student hit by an unexpected cost — a car repair that threatens a commute to a research site, a visa fee that came due early. Separate from the university's larger student emergency fund and faster.\nIn and around Porter Falls\nPorter's eight graduate programs are small and applied — most students are working in the Valley while they study — and the Graduate School office in Millwright Hall keeps the handbooks and funding notices in one place.\nThe practical details\nRepresents: Every enrolled graduate student, across all eight programs. Funds: Conference travel grants, program social events, an emergency micro-grant. Meets: Monthly; open to any grad student. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Graduate School (Millwright Hall, Room 320). Call (715) 555–0225 or email gradschool@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRepresents\nEvery enrolled graduate student, across all eight programs\nFunds\nConference travel grants, program social events, an emergency micro-grant\nMeets\nMonthly; open to any grad student\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate assistantships\nThesis & dissertation formatting\nGraduate visit days\nGraduate Teaching Certificate\nFull contact directory" }, { "url": "graduate-student-mental-health.html", "title": "Graduate student mental health and isolation", "description": "The specific pressures of graduate school, why they hit hard, and the support built for them.", "headings": [ "Graduate student mental health and isolation", "On this page", "The pressures are real and specific", "Isolation is the common thread", "Build connection on purpose", "Protect a boundary", "The support", "If it is a crisis" ], "content": "Health & wellness Graduate student mental health and isolation\nThe specific pressures of graduate school, why they hit hard, and the support built for them.\nThe pressures are real and specific\nGraduate students report elevated rates of anxiety and depression, and the drivers are structural: work with no natural end point, isolation, financial strain on a stipend, an uncertain job market, a single high-stakes relationship with an adviser, imposter feelings amplified among peers, and a culture that can equate suffering with seriousness. Feeling worn down by this is a normal response to the conditions, not a personal weakness.\nIsolation is the common thread\nUndergrad has built-in cohorts and structure; graduate school often does not. A small program, solo research, classmates on different schedules, and being older than the undergrads around you can add up to genuine loneliness. This is worth treating as a problem to solve, not a fact to endure.\nBuild connection on purpose\nA writing group or accountability group, a reading group, a standing lunch with your cohort, the Graduate Student Association, a departmental seminar you actually attend, and a life outside the department (a rec league, a class, a volunteer thing). One or two real connections change the whole experience.\nProtect a boundary\nResearch expands to fill all available time, and \"I could always be working\" becomes a standard that guarantees you never feel done. Set working hours, take a real day off, and put non-negotiables (sleep, exercise, one social thing) on the calendar first. A sustainable pace is not a lack of commitment; it is what lets people finish.\nThe support\nThe counseling center offers individual sessions and often a graduate-student-specific group — being with others who understand the adviser dynamic and the timeline anxiety is something individual sessions cannot fully replicate. \"Let's Talk\" drop-in is a low-commitment start. The 24-hour Student Support Line is (715) 555–0117. Your employee assistance program, if your assistantship counts as employment, may also offer free counseling.\nIf it is a crisis\nThoughts of not wanting to be here, a spiral you cannot pull out of, or feeling unsafe are reasons to reach out now — the 24-hour line, the counseling center's urgent hour, or 911 for immediate danger. Graduate students sometimes wait longest to ask for help because they feel they should be able to handle it. That instinct is wrong here.\nAt a glance\nDrivers\nNo end point, isolation, stipend strain, job-market uncertainty, one high-stakes relationship\nCommon thread\nIsolation — undergrad has built-in structure; grad school often does not\nBuild\nA writing/accountability group, GSA, a standing lunch, a life outside the department\nSupport\nCounseling + a grad-specific group; 24-hr line (715) 555–0117; the EAP if you're on assistantship\nWho to contact\nCounseling & Psychological Services\nHealth & Counseling Center, North Campus\nPhone\n(715) 555–0237\nEmail\ncounseling@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUsing counseling services\nBeing a first-year graduate student\nGroup therapy program\nDissertation boot camp\nManaging stress and anxiety\nFull contact directory" }, { "url": "graduate-student-resources.html", "title": "Graduate student resources", "description": "Research, writing, funding, mentoring and professional support for advanced students.", "headings": [ "Graduate student resources", "On this page", "Academic milestones", "Research and writing", "Professional development", "The handbook is the contract", "Support for working students", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Graduate school Graduate student resources\nResearch, writing, funding, mentoring and professional support for advanced students.\nAcademic milestones\nProgram handbooks define plans of study, committee formation, candidacy, project or thesis review and time limits.\nResearch and writing\nGraduate librarians, statistical consultation, writing groups and responsible-conduct training support sustained scholarly work.\nProfessional development\nWorkshops address teaching, project leadership, publication, presentations, career transitions and wellbeing.\nThe handbook is the contract\nEach graduate program’s handbook defines the plan of study, how a committee is formed, candidacy requirements, the project or thesis review and the time limit to finish. The Graduate School keeps current copies and the milestone forms in one place.\nSupport for working students\nMost Porter graduate students hold a job in the Valley, so writing groups, statistical consultation, responsible-conduct training and professional-development workshops run in the evening and are recorded. Graduate librarians hold dedicated hours.\nIn and around Porter Falls\nPorter's eight graduate programs are small and applied — most students are working in the Valley while they study — and the Graduate School office in Millwright Hall keeps the handbooks, milestone forms and funding notices in one place. Assistantships are tied to specific labs and studios rather than awarded centrally.\nThe practical details\nPrograms: 8 applied master’s programs. Assistantships: Tied to specific labs and studios. Milestones: Plan of study, committee, candidacy, project or thesis. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Graduate School (Millwright Hall, Room 320). Call (715) 555-0225 or email gradschool@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nPrograms\n8 applied master’s programs\nAssistantships\nTied to specific labs and studios\nMilestones\nPlan of study, committee, candidacy, project or thesis\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFull contact directory" }, { "url": "graduate-study-at-porter.html", "title": "Graduate study at Porter", "description": "Master's, doctoral, and certificate programs built the same way the undergraduate ones are — applied, and often part-time.", "headings": [ "Graduate study at Porter", "On this page", "What is offered", "Applied at the graduate level too", "Part-time and working", "Cost and funding", "Certificates and stacking", "Who to talk to" ], "content": "Academics Graduate study at Porter\nMaster's, doctoral, and certificate programs built the same way the undergraduate ones are — applied, and often part-time.\nWhat is offered\nPorter's graduate catalog runs to a few dozen programs concentrated in the university's strengths: manufacturing and engineering management, data science, cybersecurity, counseling and school counseling, career and technical education, education leadership (including a doctorate), and applied programs in the other colleges. Some are on campus, several are fully online, and many are designed for working professionals in the evening.\nApplied at the graduate level too\nA Porter master's keeps the polytechnic posture: a thesis, a field project, a practicum, or a capstone tied to a real problem, often for an employer. Coursework leans toward methods you use rather than surveys of a literature. If you want a purely theoretical research degree, look carefully at whether the fit is right.\nPart-time and working\nA large share of graduate students work full-time and study part-time — two courses a term, evening or online, finishing in three years instead of two. Employer tuition assistance is common; the graduate school and financial aid help you use it. Assistantships (below) are mostly for full-time students.\nCost and funding\nGraduate tuition is per credit at a resident or non-resident rate, with a Minnesota reciprocity rate. Funding sources: assistantships with a stipend and tuition remission, graduate scholarships, employer assistance, and federal graduate loans (there is no undergraduate-style grant aid at the graduate level). Compare programs on net cost and on what the credential returns in your field.\nCertificates and stacking\nGraduate certificates — 9 to 15 credits in a focused area — can be a credential on their own or can stack into a master's if you continue, with the certificate courses counting toward the degree. They are a low-commitment way to test a program or to add a specific skill set mid-career.\nWho to talk to\nThe Graduate School office handles admission, funding overview, and policy; the individual program handles curriculum, advising, and the thesis or capstone. Start with a conversation with the program director about fit, format, and what graduates of that program go on to do.\nAt a glance\nStrengths\nManufacturing/engineering mgmt, data science, cybersecurity, counseling, education leadership (+ a doctorate)\nFormat\nMany part-time, evening, or fully online — built for working professionals\nFunding\nAssistantships (stipend + tuition remission), scholarships, employer assistance, grad loans — no grant aid\nStart with\nA conversation with the program director about fit and outcomes\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate school\nGraduate admissions\nGraduate funding\nApplying to a Porter graduate program\nThesis vs. non-thesis track\nFull contact directory" }, { "url": "graduate-teaching-certificate.html", "title": "Graduate Teaching Certificate", "description": "An optional certificate for graduate assistants who want documented teaching preparation before the job market.", "headings": [ "Graduate Teaching Certificate", "On this page", "What it covers", "Why it exists", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Graduate school Graduate Teaching Certificate\nAn optional certificate for graduate assistants who want documented teaching preparation before the job market.\nWhat it covers\nWorkshops on syllabus design, inclusive teaching and grading efficiently pair with a mentored observation of the student's own teaching, aimed at a graduate student who wants more than just “had a TA line” on a CV.\nWhy it exists\nSeveral departments send graduates straight into teaching-heavy positions at other institutions, and a documented teaching credential turned out to matter more on those job searches than an informal assistantship line.\nIn and around Porter Falls\nPorter's eight graduate programs are small and applied — most students are working in the Valley while they study — and the Graduate School office in Millwright Hall keeps the handbooks and funding notices in one place.\nThe practical details\nLength: One academic year, alongside a normal course load. Requirement: A teaching assistantship or equivalent classroom time. Cost: Free for enrolled graduate students. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Graduate School (Millwright Hall, Room 320). Call (715) 555–0225 or email gradschool@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLength\nOne academic year, alongside a normal course load\nRequirement\nA teaching assistantship or equivalent classroom time\nCost\nFree for enrolled graduate students\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate assistantships\nThesis & dissertation formatting\nGraduate visit days\nGraduate Student Association\nFull contact directory" }, { "url": "graduate-visit-days.html", "title": "Graduate visit days", "description": "Program-specific open houses for prospective graduate students each fall and spring.", "headings": [ "Graduate visit days", "On this page", "What a visit day covers", "Can't make the date", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Graduate school Graduate visit days\nProgram-specific open houses for prospective graduate students each fall and spring.\nWhat a visit day covers\nProspective students meet program faculty, tour labs or clinical facilities relevant to their program, and get a direct overview of assistantship and funding options rather than reading about them online.\nCan't make the date\nPrograms will usually arrange an individual video meeting with faculty for an applicant who can't attend the group visit day, though it does not include the lab tour or group Q&A.\nIn and around Porter Falls\nPorter's eight graduate programs are small and applied — most students are working in the Valley while they study — and the Graduate School office in Millwright Hall keeps the handbooks and funding notices in one place.\nThe practical details\nWhen: One day each fall, one each spring, per college. Includes: Faculty meetings, lab tours, a funding and assistantship overview. Cost: Free; travel not covered. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Graduate School (Millwright Hall, Room 320). Call (715) 555–0225 or email gradschool@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nOne day each fall, one each spring, per college\nIncludes\nFaculty meetings, lab tours, a funding and assistantship overview\nCost\nFree; travel not covered\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate assistantships\nThesis & dissertation formatting\nGraduate Teaching Certificate\nGraduate Student Association\nFull contact directory" }, { "url": "graduating-in-three-years.html", "title": "Graduating in three years", "description": "What it takes to finish a bachelor's in three years, and the trade-offs.", "headings": [ "Graduating in three years", "On this page", "Is it realistic for you", "The cost-benefit", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Graduating in three years\nWhat it takes to finish a bachelor's in three years, and the trade-offs.\nIs it realistic for you\nMap it on a degree worksheet before committing. It usually requires arriving with 15–30 transfer credits, taking 16–18 credits most terms, and using one or two summers. Lab-heavy and licensure majors with locked sequences often can't compress.\nThe cost-benefit\nThree years saves a year of tuition and living costs and gets you earning sooner. It also compresses the parts of college — research, internships, leadership, a semester away — that often matter most for what comes after. Many students who could do it choose 3.5 years instead, keeping one summer and one lighter term.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nCredit math: About 40 credits a year instead of 30 — via AP/IB/dual-enrollment credit coming in, plus summer and winter terms, plus heavier semesters. Best fit: Students entering with a semester or more of credit, in a major without a rigid multi-year sequence. Trade-offs: Less room for exploration, internships, study abroad, a double major, or a light term when life happens. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCredit math\nAbout 40 credits a year instead of 30 — via AP/IB/dual-enrollment credit coming in, plus summer and winter terms, plus heavier semesters\nBest fit\nStudents entering with a semester or more of credit, in a major without a rigid multi-year sequence\nTrade-offs\nLess room for exploration, internships, study abroad, a double major, or a light term when life happens\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "graduation-and-retention-rates.html", "title": "Graduation and retention rates", "description": "The rates at which UW–Porter Falls students return after their first year and complete a degree, broken out as federal reporting requires.", "headings": [ "Graduation and retention rates", "On this page", "Overall rates", "By student characteristics", "Student-athletes", "Where the data comes from" ], "content": "Consumer information Graduation and retention rates\nThe rates at which UW–Porter Falls students return after their first year and complete a degree, broken out as federal reporting requires.\nOverall rates\nThese are the standard federal measures, based on first-time, full-time, degree-seeking students entering in the fall.\nFirst-year retention (returned for a second year) — Rate: 83%\nFour-year graduation rate — Rate: 58%\nSix-year graduation rate — Rate: 71%\nTransfer-out rate (enrolled elsewhere within six years) — Rate: 14%\nStill enrolled at Porter after six years, not yet graduated — Rate: 4%\nA large share of Porter students transfer in with credit or attend part-time, and neither group is counted in the first-time, full-time cohort above. Counting all degree-seeking students, the six-year completion rate is 74%.\nBy student characteristics\nFederal reporting requires the six-year graduation rate disaggregated by the categories below. Small subgroup sizes make year-to-year swings large; these are three-year rolling averages.\nAll first-time, full-time students — Rate: 71%\nPell Grant recipients — Rate: 65%\nRecipients of a subsidized federal loan (no Pell) — Rate: 73%\nNeither Pell nor a subsidized loan — Rate: 76%\nFirst-generation students — Rate: 69%\nWomen — Rate: 73%\nMen — Rate: 69%\nThe first-generation rate has risen from 57% to 69% over six years as the First-Generation Student Center expanded; closing the remaining gap is a stated university goal.\nStudent-athletes\nThe Graduation Success Rate for student-athletes, calculated under the athletic-association method (which counts incoming transfers and does not penalize for students who leave in good academic standing), is 82%, above the rate for the student body as a whole. Sport-by-sport rates are in the athletics reporting.\nWhere the data comes from\nRates are reported annually to the U.S. Department of Education through IPEDS and to the athletic association, and are published on the federal College Navigator and College Scorecard sites. The office of Institutional Research is the source of record; see institutional research and quick facts .\nRelated\nPost-graduation outcomes\nCost of attendance\nQuick facts\nAll consumer information\nQuestions\nSee the directory for the responsible office, or email compliance@uwporterfalls.edu ." }, { "url": "graduation-application.html", "title": "Applying to graduate", "description": "The step students forget: you must formally apply for your degree, a term or more ahead, for it to be awarded.", "headings": [ "Applying to graduate", "On this page", "Why it's required", "After you apply", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Applying to graduate\nThe step students forget: you must formally apply for your degree, a term or more ahead, for it to be awarded.\nWhy it's required\nCompleting your requirements doesn't award the degree automatically. The application tells the Registrar to run a final audit, confirm every requirement is met or in progress, order your diploma, and add you to the commencement list. Miss the deadline and your degree posts a term late.\nAfter you apply\nYou'll get an audit result showing anything outstanding — a missing credit, an unfulfilled general-education slot — with time to fix it. Confirm the name and mailing address on file are how you want them on the diploma. Applying to graduate is separate from registering for commencement, though one form usually offers both.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nWhen: By the published deadline in the term before you finish — often two terms ahead for spring. How: A graduation application in the student portal, with a small one-time fee. Triggers: A final degree audit, diploma order, and your name in the commencement program. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nBy the published deadline in the term before you finish — often two terms ahead for spring\nHow\nA graduation application in the student portal, with a small one-time fee\nTriggers\nA final degree audit, diploma order, and your name in the commencement program\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "grant-writing-support.html", "title": "Grant Writing Support", "description": "Editing, budget help and mock review panels for faculty and students applying for external research funding.", "headings": [ "Grant Writing Support", "On this page", "What support looks like", "Who uses it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Grant Writing Support\nEditing, budget help and mock review panels for faculty and students applying for external research funding.\nWhat support looks like\nStaff will edit a draft proposal for clarity, help build a compliant budget against a specific funder's rules, and convene a mock review panel of colleagues before a major submission goes out the door.\nWho uses it\nFaculty submitting to federal agencies use it most, but undergraduate and graduate students applying for their own research funding get the same level of support, not a scaled-down version.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nWho it's for: Any faculty member or student researcher applying externally. Services: Proposal editing, budget development, mock review panels. Cost: Free, funded by the Research office. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWho it's for\nAny faculty member or student researcher applying externally\nServices\nProposal editing, budget development, mock review panels\nCost\nFree, funded by the Research office\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "gre-gmat-lsat-prep.html", "title": "Admission test prep", "description": "Free and low-cost ways to prepare for the GRE, GMAT, LSAT, MCAT, and DAT.", "headings": [ "Admission test prep", "On this page", "Start with a diagnostic", "Paying for it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Admission test prep\nFree and low-cost ways to prepare for the GRE, GMAT, LSAT, MCAT, and DAT.\nStart with a diagnostic\nA full-length practice test under real conditions tells you your baseline and where the gap is. From there, a study plan targets weak sections. The Success Center proctors practice tests and has current prep materials for each exam to borrow.\nPaying for it\nOfficial prep materials and a self-study plan are enough for many students. If you want a course, career services has partner discounts. Students with financial need can get a fee-reduction voucher that roughly halves the GRE or LSAT registration cost — apply through the testing program before you register.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nFree on campus: Practice tests, a lending library of prep books, and periodic strategy workshops through the Student Success Center. Discounted courses: Education-rate commercial prep courses arranged through career services; fee-reduction vouchers for the tests themselves for eligible students. Plan: Three to four months of steady study beats a last-minute cram; take a diagnostic first. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFree on campus\nPractice tests, a lending library of prep books, and periodic strategy workshops through the Student Success Center\nDiscounted courses\nEducation-rate commercial prep courses arranged through career services; fee-reduction vouchers for the tests themselves for eligible students\nPlan\nThree to four months of steady study beats a last-minute cram; take a diagnostic first\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "greek-life-at-porter.html", "title": "Fraternity and sorority life", "description": "A small, service-focused Greek community — what joining involves, what it costs, and how to decide.", "headings": [ "Fraternity and sorority life", "On this page", "The scale here", "Recruitment", "The new-member period", "What it costs", "The time commitment", "Deciding" ], "content": "Campus life Fraternity and sorority life\nA small, service-focused Greek community — what joining involves, what it costs, and how to decide.\nThe scale here\nFraternity and sorority life at Porter is a small part of campus — a handful of chapters, a few hundred students total. It leans toward service, professional and academic focus, and a tight community rather than a dominant social scene. Most students who join do it for the close group and the leadership and volunteering, not for parties.\nRecruitment\nFormal recruitment runs early each semester — a structured week of events where you meet chapters and they meet you, ending with mutual matching. Informal recruitment happens year-round for some chapters. You must usually have completed at least one term and meet a minimum GPA to join.\nThe new-member period\nAfter joining, there is a several-week new-member education period: chapter history, values, expectations, study hours, and service. Hazing is prohibited by the university and by every national organization, and there is a confidential way to report it. A legitimate new-member process builds you in; it does not haze you.\nWhat it costs\nMembership has dues — national fees, chapter operating costs, sometimes housing or a meal plan for chapters with a house. It varies by chapter from modest to significant; ask for the full cost in writing during recruitment, including one-time new-member fees. Some chapters offer payment plans or scholarships.\nThe time commitment\nChapter meetings, required study hours, service events, and social events add up to a real weekly commitment on top of coursework. Chapters track member GPAs and most require a minimum to stay in good standing — the structure helps some students and overwhelms others.\nDeciding\nGo to recruitment with no obligation, ask current members what a normal week looks like and what they would change, and talk to someone who left a chapter. It is a four-year (and often lifelong) commitment of time and money; it is worth being as deliberate about it as about a major.\nAt a glance\nScale\nSmall — a handful of chapters, service- and profession-focused\nJoin\nAfter one term, with a minimum GPA; formal recruitment early each semester\nHazing\nProhibited — a legitimate new-member process builds you in\nAsk for\nThe full cost in writing, including one-time fees\nWho to contact\nFraternity & Sorority Life\nFounders Union 214\nPhone\n(715) 555–0177\nEmail\ngreeklife@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFraternity & sorority life\nStudent organizations\nGetting involved your first year\nBias incident reporting\nStudent handbook\nFull contact directory" }, { "url": "green-fund.html", "title": "Green Fund", "description": "Small student-fee-funded grants for sustainability projects proposed by students.", "headings": [ "Green Fund", "On this page", "How the fund works", "Who decides, and how", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability Green Fund\nSmall student-fee-funded grants for sustainability projects proposed by students.\nHow the fund works\nA small student fee, approved by campus referendum, funds a pool of grants awarded each semester to student-proposed sustainability projects — a bike-repair stand, a reusable-container program, a solar-panel demonstration.\nWho decides, and how\nA committee with a student majority reviews proposals against feasibility, expected impact and whether a project can realistically finish on campus timelines; funded projects report back the following semester.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's sustainability commitments are mostly about water and heat: the Millrace restoration, rain gardens, and fourteen buildings surviving a Wesconsin winter as efficiently as possible.\nThe practical details\nTypical grant: $500–$5,000. Funded by: A small per-semester student fee, opted into by referendum. Who decides: A student-majority committee. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Sustainability (Founders Union, Room 015). Call (715) 555–0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nTypical grant\n$500–$5,000\nFunded by\nA small per-semester student fee, opted into by referendum\nWho decides\nA student-majority committee\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSustainability dashboard\nSmoke-free campus\nLEED-certified buildings\nBike repair shop\nFull contact directory" }, { "url": "greenhouse-access.html", "title": "The teaching greenhouse", "description": "Bench space, growth chambers and a headhouse for plant-science coursework, undergraduate research, and the campus garden's seed starts.", "headings": [ "The teaching greenhouse", "On this page", "What it supports", "Growth chambers", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach The teaching greenhouse\nBench space, growth chambers and a headhouse for plant-science coursework, undergraduate research, and the campus garden's seed starts.\nWhat it supports\nIntroductory botany and plant-science labs, undergraduate research projects that need controlled growing conditions, propagation for the campus landscape, and the Campus Garden's spring seed starts — all under one roof so the university isn't buying flats it could grow.\nGrowth chambers\nA few sealed chambers with programmable light, temperature and humidity, booked by the week for experiments that need conditions the greenhouse can't hold steady through a Wesconsin winter.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nLocation: Behind the Applied Arts Building, near the Campus Garden. Access: Course sections and approved research projects; a key check-out for project students. Chambers: Controlled-environment growth chambers, bookable by the week. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nBehind the Applied Arts Building, near the Campus Garden\nAccess\nCourse sections and approved research projects; a key check-out for project students\nChambers\nControlled-environment growth chambers, bookable by the week\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "grief-and-loss-support.html", "title": "Grief and loss support", "description": "Losing someone during a semester — the academic side, the support, and permission to not be okay for a while.", "headings": [ "Grief and loss support", "On this page", "There is no schedule for it", "Tell someone at the university", "The academic options", "Counseling and groups", "If it was a suicide", "Longer term" ], "content": "Health & wellness Grief and loss support\nLosing someone during a semester — the academic side, the support, and permission to not be okay for a while.\nThere is no schedule for it\nGrief does not fit a semester calendar, and it does not move in neat stages — it comes in waves, eases and returns, and lands differently for a death, a suicide, a pet, a breakup, a diagnosis, or an anticipated loss. However it is hitting you is a valid way to grieve. You do not have to justify needing support or time.\nTell someone at the university\nContact the Dean of Students office. They can send a notification to your instructors on your behalf — a single message that says you are dealing with a loss and may need flexibility — so you are not emailing five professors from the worst week of your year. This is a routine, compassionate service, not a special favor.\nThe academic options\nDepending on timing and how it is affecting you: an excused absence, a short extension, an incomplete for a course you are close to finishing, a late medical or personal withdrawal from one course, or a full-term backdated withdrawal if the whole semester is lost. A success coach or the dean's office will lay out which fit and their deadlines. Acting early keeps more options open.\nCounseling and groups\nThe counseling center offers individual sessions and, often, a grief support group — being with other students who are grieving is something individual counseling cannot replicate for a lot of people. \"Let's Talk\" drop-in is a low-commitment way to start. The 24-hour Student Support Line is (715) 555–0117 for a hard night.\nIf it was a suicide\nGrief after a suicide carries its own weight — questions, guilt, complicated feelings — and there is specific support for it through the counseling center. If the loss stirs up thoughts about your own safety, reach out now: the 24-hour line, the counseling center's urgent hour, or 911 for immediate danger.\nLonger term\nAnniversaries, holidays, and milestones can bring it back months later, and that is normal, not backsliding. Ongoing counseling, a faith or cultural community, and simply telling the people around you what you need all help. Be patient with yourself; there is no finish line you are behind on.\nAt a glance\nNo schedule\nGrief comes in waves, not stages — however it's hitting you is valid\nOne call\nThe Dean of Students office can notify all your instructors for you\nAcademic options\nExcused absence, extension, incomplete, a course or full-term withdrawal — act early\nSupport\nCounseling + a grief group; 24-hr line (715) 555–0117; specific help after a suicide\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCounseling services\n\"Let's Talk\" drop-in counseling\nGroup therapy program\nMedical withdrawal\nWhen a friend is struggling\nFull contact directory" }, { "url": "group-therapy-program.html", "title": "Group counseling", "description": "Counselor-led groups on common themes — often more effective than individual sessions for what students bring in.", "headings": [ "Group counseling", "On this page", "Why group", "Getting in", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Group counseling\nCounselor-led groups on common themes — often more effective than individual sessions for what students bring in.\nWhy group\nFor social anxiety, relationship patterns, grief, or adjusting to a new country, a group of peers working on the same thing gives feedback and practice that one-on-one can't. Research puts it on par with individual therapy for many concerns, and the counseling center often recommends it first, not as a consolation for a waitlist.\nGetting in\nMeet with a counselor for a short screening to find the right group and make sure the timing works. Groups form at the start of each term and some stay open to new members. What's said in group stays in group — confidentiality is the first ground rule.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nFormat: Weekly 75-90 minute sessions, 6-8 students, one or two counselors. Themes: Anxiety, grief, relationships, identity, graduate-student support, and skills-based groups like managing emotions. Cost: Covered by the health fee; a brief screening meeting comes first. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFormat\nWeekly 75-90 minute sessions, 6-8 students, one or two counselors\nThemes\nAnxiety, grief, relationships, identity, graduate-student support, and skills-based groups like managing emotions\nCost\nCovered by the health fee; a brief screening meeting comes first\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "group-visits.html", "title": "Group Visits and Field Trips", "description": "Campus visits for high school groups, middle school STEM field trips, elementary classes and community organizations: formats, bus parking, chaperone ratios, lunch and the fund that helps pay for the bus.", "headings": [ "Group Visits and Field Trips", "On this page", "Who can book a group visit", "Formats", "Buses, lunch and logistics", "Help with the cost of the bus", "How to request a visit" ], "content": "Visit Group Visits and Field Trips\nCampus visits for high school groups, middle school STEM field trips, elementary classes and community organizations: formats, bus parking, chaperone ratios, lunch and the fund that helps pay for the bus.\nWho can book a group visit\nA group is ten or more people from one school or organization. Groups book a group visit instead of joining a daily tour or a Preview Day , because 40 sophomores and a regular tour of six families do not mix well. In 2025–26 the Welcome Center hosted 212 groups and 7,940 visitors. Most were high schools from Porter County and the Valley, and 61 were elementary and middle school field trips.\nVisits are free. Request one at least three weeks ahead , and five weeks ahead for April and May, which fill first. Group visits run Tuesday through Friday, 9 a.m. to 2:30 p.m., during the fall and spring terms, with a few Mondays in June for summer programs.\nFormats\nCollege visit — Grades: 10–12; Length: 2.5 hours; Group size: 10–60; What happens: Admissions overview, student-led tour, Q&A with current students\nCareer-cluster visit — Grades: 9–12; Length: 3.5 hours; Group size: 10–40; What happens: College visit plus one lab: manufacturing and welding, the simulation hospital, the Jarvis cyber range, or design studios\nSTEM field trip — Grades: 6–8; Length: 3 hours; Group size: 12–48; What happens: A 90-minute hands-on lab (bridge loading, circuits or package drop tests) plus a short tour\nMaking Day — Grades: 3–5; Length: 2 hours; Group size: 12–30; What happens: Build-and-test session in the Forge Innovation Hub (Founders Hall 146) and a stop at the University Farm barn\nGallery and studio visit — Grades: K–12; Length: 1.5 hours; Group size: 10–30; What happens: Furlong Gallery tour with an art education student and a short studio activity\nCommunity group — Grades: Adults; Length: 1–2 hours; Group size: 10–50; What happens: Scouts, 4-H, senior centers, alumni chapters; a tour built around the group’s interest\nElementary and middle school field trips are led by Youth Programs & Community Outreach, the office that runs STEM Saturdays and the summer camps .\nBuses, lunch and logistics\nBuses unload and load in the Welcome Center loop on Depot Street, then park in the bus row at Lot C1. Bus parking is free if you list the bus on your request. Drivers are welcome in the Welcome Center lounge, which has coffee.\nLunch. Groups can eat at The Forge in Founders Commons at a group rate of $9.50 per person (all-you-care-to-eat), or bring sack lunches to the Founders Union lower level, which seats 80 and is reserved for you. Tell us about allergies on the request.\nChaperones. One adult for every 10 students in grades 6–12, and one for every 6 in grades K–5. Chaperones stay with the group. Porter staff and student guides who work with minors complete the clearance described in the minors on campus policy .\nLabs and shops require closed-toe shoes and long hair tied back. Safety glasses are provided.\nDates we cannot host: Millrace Week (Oct. 12–16, 2026), Thanksgiving recess (Nov. 25–27), finals week (Dec. 14–18), Winter Term (Jan. 4–22, 2027) for lab formats, and spring break (March 15–19, 2027).\nHelp with the cost of the bus\nThe Porter Bus Fund is paid for by the UW–Porter Falls Foundation. It reimburses up to $400 of a school’s transportation cost for a group visit or field trip. Schools qualify if 40% or more of their students are eligible for free or reduced-price lunch, or if they are more than 60 miles from Porter Falls. Check the box on the request form. The fund paid for 38 buses in 2025–26 and has $16,000 for 2026–27, awarded in the order requests arrive. Individual students who want to come back on their own can apply for the Preview Day Travel Grant .\nHow to request a visit\nSend the request form, or email groupvisits@uwporterfalls.edu , with your preferred dates (give two), grade levels, headcount, interests, lunch plans and any access needs.\nA coordinator will confirm within three business days with an agenda and a parking pass for the bus.\nSend the final headcount one week before the visit. Counselors who visit often can also see resources for school counselors and the counselor travel schedule to arrange a school visit from us.\nAt a glance\nMinimum\n10 people from one school or group\nNotice\n3 weeks; 5 weeks for April–May\nDays\nTue–Fri, 9 a.m.–2:30 p.m.\nCost\nFree; lunch $9.50 per person if wanted\nBus help\nPorter Bus Fund, up to $400\nWho to contact\nGroup Visits, Office of Admissions\nWelcome Center (the 1911 Depot)\nPhone\n(715) 555–0271\nEmail\ngroupvisits@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nCampus tour options\nYouth camps & programs\nPrecollege programs\nField trip authorization\nOpen Campus Day\nVisitor guide" }, { "url": "group-work-fairness.html", "title": "Making group work fair", "description": "Tools for a group project that doesn't collapse into one person doing everything — and what to do if it does.", "headings": [ "Making group work fair", "On this page", "Setting it up", "When a member isn't contributing", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Making group work fair\nTools for a group project that doesn't collapse into one person doing everything — and what to do if it does.\nSetting it up\nMost group failures trace to undiscussed assumptions. Spend the first meeting assigning concrete deliverables with names and dates, agreeing how to reach each other, and deciding what happens if someone goes dark. Put it in writing.\nWhen a member isn't contributing\nRaise it directly and early — ‘we agreed you'd have the draft Tuesday; where are we?’ If that doesn't work, email the instructor before the deadline with the charter and the record of who did what. Many instructors use a confidential peer-evaluation that adjusts individual grades, but they can only use it if they know there was a problem.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nStart with: A team charter: who does what, by when, how you'll communicate, and how you'll handle a missed deadline. Track it: A shared doc or board so contributions are visible, not just claimed. If it breaks down: Document it, talk to the group, then talk to the instructor before the due date, not after. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStart with\nA team charter: who does what, by when, how you'll communicate, and how you'll handle a missed deadline\nTrack it\nA shared doc or board so contributions are visible, not just claimed\nIf it breaks down\nDocument it, talk to the group, then talk to the instructor before the due date, not after\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "guest-and-visitation-policy.html", "title": "Guest & visitation policy", "description": "Who you can have over in the residence halls, when, and the rules that keep it fair to roommates.", "headings": [ "Guest & visitation policy", "On this page", "The roommate's veto", "Why the limits", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Guest & visitation policy\nWho you can have over in the residence halls, when, and the rules that keep it fair to roommates.\nThe roommate's veto\nYour roommate has an equal say in overnight guests — their agreement is required each time, and ‘we discussed it in September’ doesn't cover every weekend after. The roommate agreement is where you set the baseline; specific nights still need a yes.\nWhy the limits\nResidence halls are homes for the people assigned to them, not open lodging. The night caps and sign-in rules exist so a roommate isn't displaced, so staff know who's in the building in an emergency, and so a ‘guest’ doesn't quietly move in. Hosts are responsible for a guest's conduct.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nDaytime guests: Generally welcome; sign in overnight or non-resident guests at the front desk. Overnight guests: Allowed a limited number of nights per month, with your roommate's advance agreement and desk registration; guests must be hosted at all times. Not allowed: Guests who aren't signed in, staying beyond the limit, or being left alone in the building; sub-letting your room. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nDaytime guests\nGenerally welcome; sign in overnight or non-resident guests at the front desk\nOvernight guests\nAllowed a limited number of nights per month, with your roommate's advance agreement and desk registration; guests must be hosted at all times\nNot allowed\nGuests who aren't signed in, staying beyond the limit, or being left alone in the building; sub-letting your room\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "guest-meal-swipes.html", "title": "Guest meal swipes", "description": "Bringing a friend, a visiting family member, or a prospective student into a dining hall on your plan.", "headings": [ "Guest meal swipes", "On this page", "What they're for", "If you run low", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Guest meal swipes\nBringing a friend, a visiting family member, or a prospective student into a dining hall on your plan.\nWhat they're for\nHosting a friend from another school, feeding a parent on move-in day, or taking an admitted student to lunch during a visit. Guest swipes come out of your plan's allotment, separate from your weekly meal swipes.\nIf you run low\nThe door rate for a walk-in guest is modest and any payment method works. Admissions also issues meal vouchers for official prospective-student visits, so a hosted visitor may not need your swipe at all — ask your admissions contact.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nHow many: Most plans include a set number of guest swipes per term; the app shows your remaining count. Using one: Swipe your own card, then choose ‘guest’ on the reader for the second entry. Out of guest swipes: Pay a walk-in guest rate at the door with Dining Dollars, the Porter Card, or a card. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nHow many\nMost plans include a set number of guest swipes per term; the app shows your remaining count\nUsing one\nSwipe your own card, then choose ‘guest’ on the reader for the second entry\nOut of guest swipes\nPay a walk-in guest rate at the door with Dining Dollars, the Porter Card, or a card\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "guest-wifi-access.html", "title": "Guest Wi-Fi", "description": "Getting visitors, families, and event attendees online without a Porter login.", "headings": [ "Guest Wi-Fi", "On this page", "For a quick visit", "For conferences and camps", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Guest Wi-Fi\nGetting visitors, families, and event attendees online without a Porter login.\nFor a quick visit\nGuest Wi-Fi is filtered and rate-limited but fine for browsing, email, and video calls. It resets daily; re-register or have your host sponsor you for a multi-day stay.\nFor conferences and camps\nEvent organizers can arrange a bulk guest code or a dedicated event SSID in advance through conference services and IT, so attendees don't each fight the captive portal.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nNetwork: Join ‘UWPorterFalls-Guest’ and complete a short self-registration with an email or phone; access lasts a day and renews. Sponsored guests: A host with a Porter account can register a guest for a longer period through the network portal. Eduroam: Visitors from another eduroam institution sign in with their home credentials and skip the guest process entirely. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nNetwork\nJoin ‘UWPorterFalls-Guest’ and complete a short self-registration with an email or phone; access lasts a day and renews\nSponsored guests\nA host with a Porter account can register a guest for a longer period through the network portal\nEduroam\nVisitors from another eduroam institution sign in with their home credentials and skip the guest process entirely\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "hall-of-fame-1988-wrestling-team.html", "title": "1988 Wrestling Team | Athletics Hall of Fame", "description": "1988 Wrestling Team: The program's first conference championship team, with five individual conference champions on one roster.", "headings": [ "1988 Wrestling Team", "On this page", "Why this team is in the Hall of Fame", "The season", "After Porter", "In their own words", "What current Ironclads can take from this", "Common questions" ], "content": "Athletics Hall of Fame · Wrestling 1988 Wrestling Team\nTeam · Inducted 2016\nWhy this team is in the Hall of Fame\nThe program's first conference championship team, with five individual conference champions on one roster.\nThe season\n1988 Wrestling Team played its title 1987–88 season. Inducted into the Athletics Hall of Fame in 2016.\nAfter Porter\nThree wrestlers from the roster later coached at the high-school level in the Valley, all crediting the same season for how they teach the sport.\nIn their own words\n“We didn't know we were building anything. We just knew we didn't want to lose to the same two teams again.”\n— a team member, at the 2016 induction ceremony\nWhat current Ironclads can take from this\nCurrent Porter wrestling players still hear about this season, usually as an example that a roster without a single future professional can still win the whole thing on chemistry and depth. The team's own account of the run — kept in the athletics department's archive — is used in a leadership talk to the current roster most preseasons.\nCommon questions\nHow does someone get nominated? Anyone can nominate a candidate through the athletics site; athletes become eligible ten years after their last season, while coaches and teams are considered on their own timeline.\nWhere is this inductee recognized on campus? Every inductee is added to the physical Hall of Fame display in the Ironhouse Athletic Center concourse with a short citation, alongside a profile on the athletics site for their induction year.\nAt a glance\nCategory\nTeam\nSport\nWrestling\nSeason\n1987–88 season\nInducted\n2016\nRelated\nAthletics Hall of Fame\nIronclad Athletics\nWrestling program\nAthletics tickets" }, { "url": "hall-of-fame-1994-mens-basketball-team.html", "title": "1994 Men's Basketball Team | Athletics Hall of Fame", "description": "1994 Men's Basketball Team: The only Porter team to reach the NCAA Division III Sweet Sixteen, finishing 27-4 and winning the program's first and only WCAC tournament title.", "headings": [ "1994 Men's Basketball Team", "On this page", "Why this team is in the Hall of Fame", "The season", "After Porter", "In their own words", "What current Ironclads can take from this", "Common questions" ], "content": "Athletics Hall of Fame · Basketball 1994 Men's Basketball Team\nTeam · Inducted 2019\nWhy this team is in the Hall of Fame\nThe only Porter team to reach the NCAA Division III Sweet Sixteen, finishing 27-4 and winning the program's first and only WCAC tournament title.\nThe season\n1994 Men's Basketball Team played its title 1993–94 season. Inducted into the Athletics Hall of Fame in 2019.\nAfter Porter\nSix players from the roster later returned to campus for the team's 25th-anniversary reunion, which raised money for the current program's travel budget.\nIn their own words\n“Nobody outside the Valley thought we belonged there. That was kind of the point.”\n— team captain, at the 2019 induction ceremony\nWhat current Ironclads can take from this\nCurrent Porter basketball players still hear about this season, usually as an example that a roster without a single future professional can still win the whole thing on chemistry and depth. The team's own account of the run — kept in the athletics department's archive — is used in a leadership talk to the current roster most preseasons.\nCommon questions\nHow does someone get nominated? Anyone can nominate a candidate through the athletics site; athletes become eligible ten years after their last season, while coaches and teams are considered on their own timeline.\nWhere is this inductee recognized on campus? Every inductee is added to the physical Hall of Fame display in the Ironhouse Athletic Center concourse with a short citation, alongside a profile on the athletics site for their induction year.\nAt a glance\nCategory\nTeam\nSport\nBasketball\nSeason\n1993–94 season\nInducted\n2019\nRelated\nAthletics Hall of Fame\nIronclad Athletics\nAthletics tickets" }, { "url": "hall-of-fame-coach-arlene-pruitt.html", "title": "Arlene Pruitt | Athletics Hall of Fame", "description": "Arlene Pruitt: Head coach for 22 seasons, the program's winningest coach with eleven conference titles and three trips to the national tournament.", "headings": [ "Arlene Pruitt", "On this page", "Why Arlene is in the Hall of Fame", "Playing (or coaching) days", "After Porter", "In their own words", "What current Ironclads can take from this", "Common questions" ], "content": "Athletics Hall of Fame · Volleyball Arlene Pruitt\nCoach · Inducted 2013\nWhy Arlene is in the Hall of Fame\nHead coach for 22 seasons, the program's winningest coach with eleven conference titles and three trips to the national tournament.\nPlaying (or coaching) days\nArlene Pruitt was head coach in Volleyball at UW–Porter Falls from 1989–2011. Inducted into the Athletics Hall of Fame in 2013.\nAfter Porter\nPruitt mentored more than a dozen assistant coaches who went on to lead their own programs; the volleyball team's annual leadership award is named for her.\nIn their own words\n“You can measure a program by whether the assistants leave better than they arrived. I think about that more than the banners.”\n— Arlene Pruitt, at the 2013 induction ceremony\nWhat current Ironclads can take from this\nCurrent Porter coaches point to Pruitt's tenure as a case study in what a long program build actually looks like: it rarely comes from one standout class, but from a coach who stays long enough to keep raising the floor. The Volleyball program still runs parts of the culture Pruitt put in place.\nCommon questions\nHow does someone get nominated? Anyone can nominate a candidate through the athletics site; athletes become eligible ten years after their last season, while coaches and teams are considered on their own timeline.\nWhere is this inductee recognized on campus? Every inductee is added to the physical Hall of Fame display in the Ironhouse Athletic Center concourse with a short citation, alongside a profile on the athletics site for their induction year.\nAt a glance\nCategory\nCoach\nSport\nVolleyball\nYears at Porter\n1989–2011\nInducted\n2013\nRelated\nAthletics Hall of Fame\nIronclad Athletics\nVolleyball program\nAthletics tickets" }, { "url": "hall-of-fame-coach-hal-dunmore.html", "title": "Hal Dunmore | Athletics Hall of Fame", "description": "Hal Dunmore: Founding head coach of the baseball program, building it from a club sport into a conference contender over 23 seasons and 400 career wins.", "headings": [ "Hal Dunmore", "On this page", "Why Hal is in the Hall of Fame", "Playing (or coaching) days", "After Porter", "In their own words", "What current Ironclads can take from this", "Common questions" ], "content": "Athletics Hall of Fame · Baseball Hal Dunmore\nCoach · Inducted 2011\nWhy Hal is in the Hall of Fame\nFounding head coach of the baseball program, building it from a club sport into a conference contender over 23 seasons and 400 career wins.\nPlaying (or coaching) days\nHal Dunmore was head coach in Baseball at UW–Porter Falls from 1975–1998. Inducted into the Athletics Hall of Fame in 2011.\nAfter Porter\nDunmore's name is on the field itself; the program dedicated it the year after his final season.\nIn their own words\n“We didn't have a real field for the first eight years. We had a mowed outfield and a lot of stubbornness.”\n— Hal Dunmore, at the 2011 induction ceremony\nWhat current Ironclads can take from this\nCurrent Porter coaches point to Dunmore's tenure as a case study in what a long program build actually looks like: it rarely comes from one standout class, but from a coach who stays long enough to keep raising the floor. The Baseball program still runs parts of the culture Dunmore put in place.\nCommon questions\nHow does someone get nominated? Anyone can nominate a candidate through the athletics site; athletes become eligible ten years after their last season, while coaches and teams are considered on their own timeline.\nWhere is this inductee recognized on campus? Every inductee is added to the physical Hall of Fame display in the Ironhouse Athletic Center concourse with a short citation, alongside a profile on the athletics site for their induction year.\nAt a glance\nCategory\nCoach\nSport\nBaseball\nYears at Porter\n1975–1998\nInducted\n2011\nRelated\nAthletics Hall of Fame\nIronclad Athletics\nAthletics tickets" }, { "url": "hall-of-fame-coach-teresa-vann.html", "title": "Teresa Vann | Athletics Hall of Fame", "description": "Teresa Vann: Head coach for 22 seasons, guiding the program to nine conference titles and building the facility upgrades that brought softball its own dedicated field in 2008.", "headings": [ "Teresa Vann", "On this page", "Why Teresa is in the Hall of Fame", "Playing (or coaching) days", "After Porter", "In their own words", "What current Ironclads can take from this", "Common questions" ], "content": "Athletics Hall of Fame · Softball Teresa Vann\nCoach · Inducted 2023\nWhy Teresa is in the Hall of Fame\nHead coach for 22 seasons, guiding the program to nine conference titles and building the facility upgrades that brought softball its own dedicated field in 2008.\nPlaying (or coaching) days\nTeresa Vann was head coach in Softball at UW–Porter Falls from 1998–2020. Inducted into the Athletics Hall of Fame in 2023.\nAfter Porter\nVann stayed involved after retiring, serving on the athletics department's facilities committee and mentoring her successor for a full season before stepping back.\nIn their own words\n“The field mattered less to me than making sure the next coach didn't have to fight the same battles I did to get it.”\n— Teresa Vann, at the 2023 induction ceremony\nWhat current Ironclads can take from this\nCurrent Porter coaches point to Vann's tenure as a case study in what a long program build actually looks like: it rarely comes from one standout class, but from a coach who stays long enough to keep raising the floor. The Softball program still runs parts of the culture Vann put in place.\nCommon questions\nHow does someone get nominated? Anyone can nominate a candidate through the athletics site; athletes become eligible ten years after their last season, while coaches and teams are considered on their own timeline.\nWhere is this inductee recognized on campus? Every inductee is added to the physical Hall of Fame display in the Ironhouse Athletic Center concourse with a short citation, alongside a profile on the athletics site for their induction year.\nAt a glance\nCategory\nCoach\nSport\nSoftball\nYears at Porter\n1998–2020\nInducted\n2023\nRelated\nAthletics Hall of Fame\nIronclad Athletics\nSoftball program\nAthletics tickets" }, { "url": "hall-of-fame-dana-whitcroft.html", "title": "Dana Whitcroft | Athletics Hall of Fame", "description": "Dana Whitcroft: Three-time national qualifier and the program's first two-time conference champion, with a career record of 118-22.", "headings": [ "Dana Whitcroft", "On this page", "Why Dana is in the Hall of Fame", "Playing (or coaching) days", "After Porter", "In their own words", "What current Ironclads can take from this", "Common questions" ], "content": "Athletics Hall of Fame · Wrestling Dana Whitcroft\nAthlete · Inducted 2014\nWhy Dana is in the Hall of Fame\nThree-time national qualifier and the program's first two-time conference champion, with a career record of 118-22.\nPlaying (or coaching) days\nDana Whitcroft was a student-athlete in Wrestling at UW–Porter Falls from 1997–2001. Inducted into the Athletics Hall of Fame in 2014.\nAfter Porter\nWhitcroft went on to coach high school wrestling in the Valley for two decades, sending several wrestlers on to Porter's own program.\nIn their own words\n“I learned more about losing well than winning here, and that turned out to matter more in the long run.”\n— Dana Whitcroft, at the 2014 induction ceremony\nWhat current Ironclads can take from this\nCurrent Porter wrestling athletes are told this record is not the point — the habits behind it are. Dana's coaches from that era describe someone who treated an ordinary Tuesday practice the same as a championship meet, which is the part of the story that is supposed to transfer even to an athlete who never breaks a record.\nCommon questions\nHow does someone get nominated? Anyone can nominate a candidate through the athletics site; athletes become eligible ten years after their last season, while coaches and teams are considered on their own timeline.\nWhere is this inductee recognized on campus? Every inductee is added to the physical Hall of Fame display in the Ironhouse Athletic Center concourse with a short citation, alongside a profile on the athletics site for their induction year.\nAt a glance\nCategory\nAthlete\nSport\nWrestling\nYears at Porter\n1997–2001\nInducted\n2014\nRelated\nAthletics Hall of Fame\nIronclad Athletics\nWrestling program\nAthletics tickets" }, { "url": "hall-of-fame-dominic-farrow.html", "title": "Dominic Farrow | Athletics Hall of Fame", "description": "Dominic Farrow: A four-time all-conference runner and the program's first individual conference champion, in a program that had never before finished above sixth.", "headings": [ "Dominic Farrow", "On this page", "Why Dominic is in the Hall of Fame", "Playing (or coaching) days", "After Porter", "In their own words", "What current Ironclads can take from this", "Common questions" ], "content": "Athletics Hall of Fame · Cross Country Dominic Farrow\nAthlete · Inducted 2021\nWhy Dominic is in the Hall of Fame\nA four-time all-conference runner and the program's first individual conference champion, in a program that had never before finished above sixth.\nPlaying (or coaching) days\nDominic Farrow was a student-athlete in Cross Country at UW–Porter Falls from 2005–2009. Inducted into the Athletics Hall of Fame in 2021.\nAfter Porter\nFarrow now coaches cross country at a Wesconsin high school and pushed successfully to add a girls' team there.\nIn their own words\n“Distance running rewards patience more than any sport I know. It took me two full seasons to understand that.”\n— Dominic Farrow, at the 2021 induction ceremony\nWhat current Ironclads can take from this\nCurrent Porter cross country athletes are told this record is not the point — the habits behind it are. Dominic's coaches from that era describe someone who treated an ordinary Tuesday practice the same as a championship meet, which is the part of the story that is supposed to transfer even to an athlete who never breaks a record.\nCommon questions\nHow does someone get nominated? Anyone can nominate a candidate through the athletics site; athletes become eligible ten years after their last season, while coaches and teams are considered on their own timeline.\nWhere is this inductee recognized on campus? Every inductee is added to the physical Hall of Fame display in the Ironhouse Athletic Center concourse with a short citation, alongside a profile on the athletics site for their induction year.\nAt a glance\nCategory\nAthlete\nSport\nCross Country\nYears at Porter\n2005–2009\nInducted\n2021\nRelated\nAthletics Hall of Fame\nIronclad Athletics\nAthletics tickets" }, { "url": "hall-of-fame-marcus-webb.html", "title": "Marcus Webb | Athletics Hall of Fame", "description": "Marcus Webb: The program's all-time leading rusher, with a single-season record that stood for eighteen years and a WCAC Offensive Player of the Year award in his senior season.", "headings": [ "Marcus Webb", "On this page", "Why Marcus is in the Hall of Fame", "Playing (or coaching) days", "After Porter", "In their own words", "What current Ironclads can take from this", "Common questions" ], "content": "Athletics Hall of Fame · Football Marcus Webb\nAthlete · Inducted 2015\nWhy Marcus is in the Hall of Fame\nThe program's all-time leading rusher, with a single-season record that stood for eighteen years and a WCAC Offensive Player of the Year award in his senior season.\nPlaying (or coaching) days\nMarcus Webb was a student-athlete in Football at UW–Porter Falls from 1998–2001. Inducted into the Athletics Hall of Fame in 2015.\nAfter Porter\nWebb played briefly in an independent professional league before returning to the Valley, where he now runs a youth football camp each summer.\nIn their own words\n“Every yard I got, five other guys made possible. That's the only way I know how to talk about it.”\n— Marcus Webb, at the 2015 induction ceremony\nWhat current Ironclads can take from this\nCurrent Porter football athletes are told this record is not the point — the habits behind it are. Marcus's coaches from that era describe someone who treated an ordinary Tuesday practice the same as a championship meet, which is the part of the story that is supposed to transfer even to an athlete who never breaks a record.\nCommon questions\nHow does someone get nominated? Anyone can nominate a candidate through the athletics site; athletes become eligible ten years after their last season, while coaches and teams are considered on their own timeline.\nWhere is this inductee recognized on campus? Every inductee is added to the physical Hall of Fame display in the Ironhouse Athletic Center concourse with a short citation, alongside a profile on the athletics site for their induction year.\nAt a glance\nCategory\nAthlete\nSport\nFootball\nYears at Porter\n1998–2001\nInducted\n2015\nRelated\nAthletics Hall of Fame\nIronclad Athletics\nFootball program\nAthletics tickets" }, { "url": "hall-of-fame-priya-eastman.html", "title": "Priya Eastman | Athletics Hall of Fame", "description": "Priya Eastman: The program's career scoring leader and a three-time all-conference selection, including WCAC Player of the Year as a senior.", "headings": [ "Priya Eastman", "On this page", "Why Priya is in the Hall of Fame", "Playing (or coaching) days", "After Porter", "In their own words", "What current Ironclads can take from this", "Common questions" ], "content": "Athletics Hall of Fame · Soccer Priya Eastman\nAthlete · Inducted 2022\nWhy Priya is in the Hall of Fame\nThe program's career scoring leader and a three-time all-conference selection, including WCAC Player of the Year as a senior.\nPlaying (or coaching) days\nPriya Eastman was a student-athlete in Soccer at UW–Porter Falls from 2009–2012. Inducted into the Athletics Hall of Fame in 2022.\nAfter Porter\nEastman later played professionally overseas for four seasons before returning to the Valley to coach youth club soccer.\nIn their own words\n“I came here undersized for the position everyone said I should play. Porter let me just play the game instead.”\n— Priya Eastman, at the 2022 induction ceremony\nWhat current Ironclads can take from this\nCurrent Porter soccer athletes are told this record is not the point — the habits behind it are. Priya's coaches from that era describe someone who treated an ordinary Tuesday practice the same as a championship meet, which is the part of the story that is supposed to transfer even to an athlete who never breaks a record.\nCommon questions\nHow does someone get nominated? Anyone can nominate a candidate through the athletics site; athletes become eligible ten years after their last season, while coaches and teams are considered on their own timeline.\nWhere is this inductee recognized on campus? Every inductee is added to the physical Hall of Fame display in the Ironhouse Athletic Center concourse with a short citation, alongside a profile on the athletics site for their induction year.\nAt a glance\nCategory\nAthlete\nSport\nSoccer\nYears at Porter\n2009–2012\nInducted\n2022\nRelated\nAthletics Hall of Fame\nIronclad Athletics\nAthletics tickets" }, { "url": "hall-of-fame-renata-boskovic.html", "title": "Renata Boskovic | Athletics Hall of Fame", "description": "Renata Boskovic: Program record-holder in the 400 meters and a four-time conference champion across the 400 and the 4x400 relay.", "headings": [ "Renata Boskovic", "On this page", "Why Renata is in the Hall of Fame", "Playing (or coaching) days", "After Porter", "In their own words", "What current Ironclads can take from this", "Common questions" ], "content": "Athletics Hall of Fame · Track and Field Renata Boskovic\nAthlete · Inducted 2020\nWhy Renata is in the Hall of Fame\nProgram record-holder in the 400 meters and a four-time conference champion across the 400 and the 4x400 relay.\nPlaying (or coaching) days\nRenata Boskovic was a student-athlete in Track and Field at UW–Porter Falls from 2003–2007. Inducted into the Athletics Hall of Fame in 2020.\nAfter Porter\nBoskovic works as a physical therapist and still volunteers as a meet official for the conference championship most years.\nIn their own words\n“The track doesn't care what else is going on in your life. Some seasons I needed that more than others.”\n— Renata Boskovic, at the 2020 induction ceremony\nWhat current Ironclads can take from this\nCurrent Porter track and field athletes are told this record is not the point — the habits behind it are. Renata's coaches from that era describe someone who treated an ordinary Tuesday practice the same as a championship meet, which is the part of the story that is supposed to transfer even to an athlete who never breaks a record.\nCommon questions\nHow does someone get nominated? Anyone can nominate a candidate through the athletics site; athletes become eligible ten years after their last season, while coaches and teams are considered on their own timeline.\nWhere is this inductee recognized on campus? Every inductee is added to the physical Hall of Fame display in the Ironhouse Athletic Center concourse with a short citation, alongside a profile on the athletics site for their induction year.\nAt a glance\nCategory\nAthlete\nSport\nTrack and Field\nYears at Porter\n2003–2007\nInducted\n2020\nRelated\nAthletics Hall of Fame\nIronclad Athletics\nAthletics tickets" }, { "url": "halvorsen-library.html", "title": "Halvorsen Library", "description": "Research collections, study environments, academic support and technology in one building.", "headings": [ "Halvorsen Library", "On this page", "Study choices", "Help", "Extended access", "Loud to quiet, bottom to top", "Help all in one building", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus map Halvorsen Library\nResearch collections, study environments, academic support and technology in one building.\nStudy choices\nFloors progress from collaborative and conversational space to quiet individual study. Rooms can be reserved online.\nHelp\nLibrarians, Writing Center consultants, tutors and technology staff provide coordinated assistance.\nExtended access\nA card-access study zone, computers and printing remain open beyond staffed library hours during the semester.\nLoud to quiet, bottom to top\nThe building is organised by noise level: group rooms and the café on Level 1, individual study on Level 3, and a silent reading room on Level 4. Study rooms are reserved online and released after fifteen minutes if no one shows.\nHelp all in one building\nSubject librarians, Writing Center consultants, the Math Teaching & Learning Center, tutoring and technology staff all work in Halvorsen, which is why student support is described as being “in the library.” The university archives, including the 1893 charter, are on Level 4 by appointment.\nIn and around Porter Falls\nThe campus is compact — 86 acres, 14 buildings — laid out along the old Millrace between downtown Porter Falls and the river. The Porter Loop shuttle circles it every twelve minutes during class hours, and the lighted Riverfront Trail connects the academic core to North Campus in about a ten-minute walk.\nThe practical details\nNamed for: The Halvorsen family; archives hold the founding charter. Floors: Collaborative on 1, quiet on 3, silent study on 4. After hours: Card-access study zone open past staffed hours. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Facilities & Campus Planning (Millwright Hall, Room 40). Call (715) 555-0245 or email facilities@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nNamed for\nThe Halvorsen family; archives hold the founding charter\nFloors\nCollaborative on 1, quiet on 3, silent study on 4\nAfter hours\nCard-access study zone open past staffed hours\nWho to contact\nFacilities & Campus Planning\nMillwright Hall 40\nPhone\n(715) 555–0145\nEmail\nfacilities@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nResearch guides\nFounders Hall\nJarvis Technology Center\nApplied Arts Building\nHealth Sciences Center\nFounders Union\nNorth Campus\nFull contact directory" }, { "url": "handling-a-job-rejection.html", "title": "Handling a job rejection", "description": "What a", "headings": [ "Handling a job rejection", "On this page", "What it usually means", "What to do in the first day", "Ask for feedback, once", "Look for a pattern, not a fault", "Keep the pipeline full", "Mind the toll" ], "content": "Career services Handling a job rejection\nWhat a \"no\" does and does not mean, what to do with it, and how to keep a search going.\nWhat it usually means\nMost rejections are not a verdict on you. Strong candidates get turned down because someone had a referral, an exact-match background, an internal transfer, or the role changed or froze. Getting to a final round and losing is a sign your materials and interviewing are working, not failing. The base rate for applications is low for everyone.\nWhat to do in the first day\nReply — briefly, warmly, no defensiveness. Thank them for the time, say you remain interested in the organization, and ask them to keep you in mind for future roles. People move teams and remember graciousness; a surprising number of hires come from \"we thought of you when this opened.\"\nAsk for feedback, once\nIf you got to an interview, it is reasonable to ask — once, politely — whether they have any feedback that would help you. Many will not answer, some will, and occasionally one sentence (\"we wanted more hands-on experience with X\") is worth a lot. Do not push if they decline.\nLook for a pattern, not a fault\nOne rejection is noise. Several at the same stage is signal: lots of applications and no interviews points at the résumé or the targeting; interviews but no offers points at interview prep or fit; final rounds and no offers is often just the numbers. A career coach will read your pattern with you and adjust one thing.\nKeep the pipeline full\nThe best protection against any single \"no\" is having other applications live. Aim to always have several in progress so no one decision carries too much weight. Track them in a simple sheet — company, role, date, stage — so a slow week does not feel like a dead search.\nMind the toll\nA run of rejections wears on anyone, and it is easy to read it as being unwanted. It is not. Talk to a coach, a mentor, or the counseling center if it is getting heavy, keep some structure and rest in your week, and remember that the search ends with one yes, not with a perfect record.\nAt a glance\nUsually means\nSomeone had a referral or exact match — not a verdict on you\nFirst day\nA brief, warm reply asking to be kept in mind\nFeedback\nAsk once, politely; do not push\nPattern\nNo interviews → résumé/targeting; no offers → prep/fit or just numbers\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nPreparing for interviews\nNegotiating a job offer\nGetting the most from Career Services\nWhat to do if you fail a class\nUsing counseling services\nFull contact directory" }, { "url": "hazing-prevention-policy.html", "title": "Hazing Prevention Policy", "description": "UW-Porter Falls' hazing prevention policy: what counts as hazing, how to report it, and how it is investigated for organizations and individuals.", "headings": [ "Hazing Prevention Policy", "What counts as hazing", "Consent is not a defense", "How a report is handled", "Where this connects to Greek life specifically" ], "content": "Student Life\nHazing Prevention Policy\nWesconsin law and university policy both define hazing broadly — \"everyone does it\" and \"they consented\" are not defenses under either one.\nWhat counts as hazing\nHazing is any action taken, or situation created, as a condition of initiation or continued membership in a group, that risks physical or psychological harm — regardless of whether the person being hazed agreed to it or a similar activity happened to previous members without incident. Forced alcohol consumption, sleep deprivation as a group activity, and demeaning \"tasks\" tied to membership are all covered, along with more obviously dangerous physical acts.\nConsent is not a defense\nA new member volunteering, or even requesting, a hazing activity does not make it permitted — Wesconsin law explicitly removes consent as a defense, and Porter policy follows the same line. This exists because hazing culture depends on normalized peer pressure that makes \"I agreed to it\" an unreliable signal of anything.\nHow a report is handled\nReports go to the Dean of Students office or through the anonymous EthicsPoint-style reporting line linked from every organization’s page; an active investigation can involve interim suspension of the organization’s activities while it proceeds. Both the organization and any individuals involved can face separate consequences — an organization losing recognition does not automatically end an individual’s case, and vice versa.\nWhere this connects to Greek life specifically\nEvery fraternity and sorority chapter completes annual hazing-prevention training as a condition of recognition; see fraternity & sorority life and the Interfraternity Council for how chapter standing is tracked.\nQuick facts\nConsent as a defense\nNot recognized, under state law or policy\nReporting\nDean of Students, or anonymous online\nConsequences\nOrganizational and individual, tracked separately\nRelated\nFraternity & sorority life\nInterfraternity Council\nBias incident reporting\nStudent ombuds" }, { "url": "health-center-urgent-care-or-er.html", "title": "Student health, urgent care, or the ER?", "description": "Where to go for what — so you get the right care and do not overpay for a sore throat.", "headings": [ "Student health, urgent care, or the ER?", "On this page", "Student health services — the default for most things", "Urgent care — after hours, or a bit more than the health center", "The emergency room — real emergencies only", "After hours and unsure", "Insurance and cost", "Follow-up" ], "content": "Health & wellness Student health, urgent care, or the ER?\nWhere to go for what — so you get the right care and do not overpay for a sore throat.\nStudent health services — the default for most things\nSchedule (or use a same-day slot) at the campus health center for: a sore throat, cough, or fever without danger signs; an ear or sinus infection; a UTI; a minor injury like a sprain or a small cut; a rash; a medication refill; a routine physical or a form; STI testing; contraception; and mental-health concerns (which route to counseling). Office visits are covered by the student health fee.\nUrgent care — after hours, or a bit more than the health center\nA community urgent-care clinic is the right call when the health center is closed and it cannot wait until morning, or for things a little beyond a basic visit: a laceration that may need stitches, a possible simple fracture, a bad but stable asthma or allergic reaction, dehydration from a stomach bug, a burn. Urgent care bills your insurance and typically leaves a copay.\nThe emergency room — real emergencies only\nGo to the ER or call 911 for: chest pain or pressure; trouble breathing; signs of stroke (face droop, arm weakness, speech trouble); severe or uncontrolled bleeding; a head injury with confusion, repeated vomiting, or loss of consciousness; a seizure; a serious burn or a broken bone through the skin; a severe allergic reaction with throat tightening; thoughts of harming yourself with a plan; or any situation that feels life-threatening. The ER is the most expensive setting — use it when it is the right one.\nAfter hours and unsure\nThe nurse advice line can tell you which setting fits your symptoms right now — call it before driving somewhere. Telehealth after-hours covers many minor issues without leaving your room. Campus Safety at (715) 555–0191 can help you get to care if you have no transportation.\nInsurance and cost\nConfirm you have real coverage — the student plan or a parent's — and know the basics: your copay for an office visit vs. urgent care vs. the ER, and whether a nearby facility is in-network. An in-network urgent-care visit can cost a fraction of an out-of-network ER visit for the same complaint. Keep your insurance card (or a photo of it) with you.\nFollow-up\nAfter an urgent-care or ER visit, the campus health center can do the follow-up, wound checks, and referrals, usually at no additional cost. Bring the discharge paperwork.\nAt a glance\nHealth center\nMost things — colds, minor injuries, infections, refills, STI/contraception — fee-covered\nUrgent care\nAfter hours or a step up: stitches, likely simple fracture, dehydration, burns\nER / 911\nChest pain, breathing trouble, stroke signs, severe bleeding, head injury, seizure\nUnsure after hours\nCall the nurse advice line first\nWho to contact\nStudent Health Services\nHealth & Counseling Center, North Campus\nPhone\n(715) 555–0236\nEmail\nhealth@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudent health services\nNurse advice line\nTelehealth after hours\nHealth insurance\nStaying healthy your first year\nFull contact directory" }, { "url": "health-insurance-waiver.html", "title": "Health insurance & the waiver", "description": "Porter's student health plan is charged by default; how to waive it if you already have comparable coverage.", "headings": [ "Health insurance & the waiver", "On this page", "How the default works", "International students", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Health insurance & the waiver\nPorter's student health plan is charged by default; how to waive it if you already have comparable coverage.\nHow the default works\nEvery degree-seeking student is enrolled in the university plan and billed for it unless they actively waive. The waiver needs proof that your other coverage is real, current, and usable here — a plan that only covers providers in another state doesn't qualify.\nInternational students\nF-1 and J-1 students are held to a specific coverage standard set by the university and, for J-1s, by federal regulation; the international office reviews those waivers rather than the general process.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nCharged: Automatically each fall and spring, to the student account. Waive by: The published deadline early each term, with proof of comparable coverage. Can't waive: If your plan doesn't meet the minimum standards (coverage in the Porter Falls area, no low annual cap). Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCharged\nAutomatically each fall and spring, to the student account\nWaive by\nThe published deadline early each term, with proof of comparable coverage\nCan't waive\nIf your plan doesn't meet the minimum standards (coverage in the Porter Falls area, no low annual cap)\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "health-insurance.html", "title": "Health insurance guidance", "description": "Whether you need coverage, how to use it near campus, and what the health center can do without it.", "headings": [ "Health insurance guidance", "On this page", "Do you need it, and what counts", "Using coverage near campus", "Care you can get regardless", "When your situation changes mid-year" ], "content": "Health & wellness Health insurance guidance\nWhether you need coverage, how to use it near campus, and what the health center can do without it.\nDo you need it, and what counts\nPorter strongly recommends every student carry comprehensive health insurance and does not require domestic undergraduates to prove it — but a single unplanned appendectomy or a season of physical therapy can end a degree financially, so this is not a box to skip. International students on a Porter-sponsored visa are required to carry coverage meeting a published standard and are auto-enrolled in the student plan unless they document equivalent coverage by the deadline. Many students stay on a parent's plan until age 26; check that it counts the Porter Falls area as in-network before you rely on it, because a lot of employer plans are regional.\nA voluntary student health insurance plan is offered through the university for students with no other option, billed by semester and payable from financial aid; the enrollment window is the first few weeks of each term.\nUsing coverage near campus\nCarry your member card (physical or in the insurer's app) and know three things about your plan: your in-network urgent care and ER, whether you need a referral to see a specialist, and what a primary-care visit costs you. Near campus, the student health center is in-network for most regional plans; the nearest urgent care is in Porter Falls and the nearest full ER is Porter Falls Regional. For anything routine, the health center is almost always cheaper and closer than urgent care.\nIf your plan is out-of-network here, ask the health center's billing staff before the visit — they can often quote a self-pay price that beats an out-of-network claim.\nCare you can get regardless\nThe student health center is prepaid through the health fee, so a lot happens with no insurance and no bill: visits with a nurse or provider for illness and injury, sexual-health services and testing, mental-health counseling at the counseling center, immunizations at cost, and basic first aid. Labs, imaging, prescriptions, and specialist referrals do involve outside charges and are where insurance matters. The pharmacy discount programs and 90-day mail order can cut medication costs, and the health center can point uninsured students to a sliding-scale community clinic and to Medicaid/marketplace enrollment help.\n988 (call or text) for a mental-health crisis and 911 for an emergency are free and do not check coverage first.\nWhen your situation changes mid-year\nMoving, turning 26, a parent changing jobs, marriage, or losing employer coverage each open a limited special-enrollment period — usually 60 days — to get onto a marketplace plan or the student plan without waiting for open enrollment. Miss the window and you may be uninsured until January. Student Health can explain the options and connect you with a certified enrollment counselor; it does not sell plans and cannot enroll you itself.\nAt a glance\nRequired?\nInternational students on a Porter visa: yes (auto-enrolled unless waived). Domestic: strongly recommended, not enforced\nCheck your plan\nIn-network urgent care/ER, referral rules, and primary-care cost — and whether Porter Falls counts as in-network\nNo insurance\nHealth-center visits, counseling, and sexual-health services are prepaid; labs, imaging, and Rx are the out-of-pocket parts\nLife change\nMove, turn 26, lose a plan → ~60-day special-enrollment window; after that you may wait until January\nRelated resources\nCounseling services\nStudent health services\nContact directory" }, { "url": "health-records-access.html", "title": "Getting your health records", "description": "How to see, download, or send your Student Health records — immunizations, visit notes, and lab results.", "headings": [ "Getting your health records", "On this page", "Common needs", "Records that go to a third party", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Getting your health records\nHow to see, download, or send your Student Health records — immunizations, visit notes, and lab results.\nCommon needs\nStudy-abroad and graduate programs, some jobs, and transfer schools ask for an immunization record or a physical exam form — both pull straight from the portal. Lab and imaging results post there once reviewed by a clinician.\nRecords that go to a third party\nAnything sent outside Porter needs a records-release form with your signature naming who gets what. Health records are confidential and are not part of your academic file; the Registrar and your college never see them.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nFastest: The secure health portal — immunization record, results, and after-visit summaries are there to download. Sent elsewhere: A signed release lets Student Health send records to another provider or a program that requires them. Turnaround: Portal items are immediate; a full-record request is filled within a few business days. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFastest\nThe secure health portal — immunization record, results, and after-visit summaries are there to download\nSent elsewhere\nA signed release lets Student Health send records to another provider or a program that requires them\nTurnaround\nPortal items are immediate; a full-record request is filled within a few business days\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "health-sciences-center.html", "title": "Health Sciences Center", "description": "Simulation, laboratory and teaching spaces for nursing, dietetics and human services.", "headings": [ "Health Sciences Center", "On this page", "Simulation hospital", "Teaching labs", "Community clinics", "The simulation hospital", "Community clinics", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus map Health Sciences Center\nSimulation, laboratory and teaching spaces for nursing, dietetics and human services.\nSimulation hospital\nRealistic patient rooms, control spaces and debriefing rooms support progressively complex clinical scenarios.\nTeaching labs\nStudents use anatomy, nutrition, health information and human performance laboratories.\nCommunity clinics\nSupervised programs provide selected education and screening services while protecting client privacy.\nThe simulation hospital\nRealistic patient rooms, a control suite and debriefing rooms let nursing, dietetics and human-services students work through scenarios that escalate in difficulty across a program. Debrief — the structured conversation after the scenario — is treated as the real teaching moment.\nCommunity clinics\nSupervised student programs offer selected health education and screening to the public during the academic year, scheduled by appointment and run so that client privacy is protected. These are teaching clinics, not a substitute for regular care.\nIn and around Porter Falls\nThe campus is compact — 86 acres, 14 buildings — laid out along the old Millrace between downtown Porter Falls and the river. The Porter Loop shuttle circles it every twelve minutes during class hours, and the lighted Riverfront Trail connects the academic core to North Campus in about a ten-minute walk.\nThe practical details\nHome to: College of Health Sciences. Simulation hospital: Eight patient rooms plus control and debrief. Clinics: Selected screening and education, by appointment. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Facilities & Campus Planning (Millwright Hall, Room 40). Call (715) 555-0245 or email facilities@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nHome to\nCollege of Health Sciences\nSimulation hospital\nEight patient rooms plus control and debrief\nClinics\nSelected screening and education, by appointment\nWho to contact\nFacilities & Campus Planning\nMillwright Hall 40\nPhone\n(715) 555–0145\nEmail\nfacilities@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFounders Hall\nJarvis Technology Center\nApplied Arts Building\nFounders Union\nHalvorsen Library\nNorth Campus\nFull contact directory" }, { "url": "health-sciences-college.html", "title": "College of Health Sciences", "description": "Nursing, dietetics, counseling and rehabilitation programs anchored by clinical placements across the region's hospital systems.", "headings": [ "College of Health Sciences", "Undergraduate majors", "Graduate programs", "Facilities", "Student organizations", "Take the next step." ], "content": "CHS · 6 programs\nCollege of Health Sciences\nNursing, dietetics, counseling and rehabilitation programs anchored by clinical placements across the region's hospital systems.\nUndergraduate majors\nNursing B.S.N.\nDietetics B.S.\nHealth Information Management B.S.\nRehabilitation & Disability Services B.S.\nPsychology B.S.\nSocial Work B.S.\nAthletic Training B.S.\nRecreation Management B.S.\nCulinary Arts B.S.\nGraduate programs\nClinical Mental Health Counseling M.S.\nFacilities\nMost of the college’s classes and labs run out of the Health Sciences Center . Simulation, laboratory and teaching spaces for nursing, dietetics and human services, including the high-fidelity simulation suite every nursing student rotates through before their first clinical placement.\nStudent organizations\nStudent Nurses Association organizes NCLEX study groups and a regional student-nurse conference delegation\nPre-Health Society supports students applying to nursing, PA, and other post-graduate health programs\nDean's office\nDr. Laura Vance\nDean, College of Health Sciences\nchs@uwporterfalls.edu\nExplore\nAll programs\nAll colleges\nResearch & outreach\nApply now\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "healthcare-in-porter-falls.html", "title": "Healthcare in Porter Falls", "description": "Medical, dental, mental health, and urgent care in Porter Falls: Valley Health clinic, campus counseling, pharmacies, and the nearest hospital in Lake City.", "headings": [ "Healthcare in Porter Falls", "On this page", "Valley Health Porter Falls Clinic", "Campus health and counseling", "Pharmacies and urgent care", "Dental, vision, and specialists", "Lake City Medical Center (nearest hospital)", "Insurance, costs, and access" ], "content": "Porter Falls town guides Healthcare in Porter Falls\nA town clinic for routine care, campus counseling for mental health, and a 40-minute drive to the nearest hospital — know where to go before you need it.\nValley Health Porter Falls Clinic\nValley Health Porter Falls Clinic (120 Mill Street, two blocks from campus) is the town’s primary care hub: family medicine, internal medicine, pediatrics, and a rotating roster of visiting specialists (cardiology, orthopedics, endocrinology). It’s also the clinical training site for the College of Health Sciences ’ nursing, PA, and med-tech students — so appointments may include a supervised learner. Hours: Mon–Fri 7 a.m.–7 p.m., Sat 8 a.m.–12 p.m. Same-day acute slots open at 7 a.m. online; they fill by 8:30. Walk-ins accepted but expect a 60–90 minute wait. The clinic bills insurance directly; uninsured patients use a sliding-fee scale (bring proof of income).\nCampus health and counseling\nThe Student Health Center (Founders Hall 110) handles acute illness, STI testing, contraception, immunizations, and travel consults — no charge for enrolled students (fees covered by the student health fee). Open Mon–Fri 8 a.m.–5 p.m., walk-in triage 8–10 a.m. Counseling Services (same building, second floor) offers 10 free individual sessions per academic year, unlimited group therapy, crisis walk-ins (Mon–Fri 1–3 p.m.), and a 24/7 crisis line (715-555-0199). They coordinate with Valley Health for medication management. The Porter Cares office can help navigate insurance gaps and connect students to community therapists who offer sliding-scale rates.\nPharmacies and urgent care\nMillrace Pharmacy (inside Valley Health clinic) fills prescriptions, stocks OTC basics, and does flu/COVID shots walk-in. Free delivery to campus dorms and major off-campus complexes (order by 2 p.m., delivered by 5 p.m.). Porter Falls Urgent Care (Highway 12 at the north edge of town) handles sprains, stitches, X-rays, and occupational-health physicals — open daily 8 a.m.–8 p.m., no appointment needed. Wait times posted on their website. For anything chest-pain, stroke-symptom, or trauma-related, call 911; the ambulance goes straight to Lake City Medical Center .\nDental, vision, and specialists\nPorter Falls Dental (downtown, above Depot Dry Goods) takes Delta Dental, UW student plan, and Medicaid; evening appointments one Wednesday a month. Riverbend Vision (next to Millrace Pharmacy) does exams, contacts, and frames — student discount 15% on frames with ID. Specialists (derm, ENT, PT, OB/GYN) visit Valley Health monthly; the clinic’s referral coordinator schedules and sends records. For ongoing specialty care, most students drive to Lake City (40 min) or the Cities (75 min) where networks are deeper.\nLake City Medical Center (nearest hospital)\nLake City Medical Center (40 minutes east on US-12) is the regional Level II trauma center, OB/nicu, cardiac cath lab, and the only MRI within 60 miles. The regional coach stops at the Welcome Center and runs to the hospital campus (3x daily weekdays, 2x weekends). If you have a chronic condition requiring regular specialist visits, establish care in Lake City before the semester starts — the Valley Health referral coordinator can send records ahead. Emergency ambulance from Porter Falls averages 35 minutes door-to-ER.\nInsurance, costs, and access\nThe university-sponsored student health plan (administered by Wesconsin Student Insurance) covers Valley Health, Student Health Center, Counseling, and Lake City in-network. Dependents can be added. The international student plan is mandatory unless you prove equivalent coverage. Uninsured? The Porter Cares case managers help apply for BadgerCare (Wesconsin Medicaid) or the hospital’s financial-assistance program. Prescription assistance: Millrace Pharmacy runs a medication access program for high-cost maintenance drugs (insulin, inhalers, biologics) — bring your prescription and insurance denial letter.\nAt a glance\nTown clinic\nValley Health, 120 Mill St. (Mon–Fri 7a–7p, Sat 8a–12p)\nCampus health\nFounders Hall 110 (Mon–Fri 8a–5p)\nCounseling\nFounders Hall 2nd floor, 24/7 crisis line 715-555-0199\nPharmacy\nMillrace Pharmacy (in Valley Health), free campus delivery\nNearest hospital\nLake City Medical Center, 40 min via US-12\nRelated resources\nPorter Falls, WE overview\nStudent services overview\nBasic needs & Porter Cares\nCollege of Health Sciences\nRegional coach to Lake City\nFinancial aid & insurance" }, { "url": "high-school-junior-timeline.html", "title": "High School Junior Timeline", "description": "A month-by-month plan for the class of 2028: what to do this year so senior fall is an application, not a scramble.", "headings": [ "High School Junior Timeline", "On this page", "Junior year in one paragraph", "Fall: October–December 2026", "Winter: January–March 2027", "Spring: April–June 2027", "Summer: July–August 2027", "What a junior can still change" ], "content": "Admissions High School Junior Timeline\nA month-by-month plan for the class of 2028: what to do this year so senior fall is an application, not a scramble.\nJunior year in one paragraph\nPorter does not need anything from a junior. What junior year decides is whether senior year goes smoothly: the courses on your transcript, a short list of schools you have actually seen, and a family conversation about money that happens before an aid offer arrives rather than after. Applications for fall 2028 open August 1, 2027 — no fee, no essay, about twenty minutes. Everything below leads up to that.\nFall: October–December 2026\nOctober — Do this: Check that your senior-year plan includes the fourth year of math you will want. Go to one college fair, even if you only collect pens.; The Porter piece: Porter counselors are at fairs and high schools all fall; see the counselor travel schedule . The PSAT is optional as far as Porter is concerned.\nNovember — Do this: Start a list of six to ten schools with one column for “what I actually want to study.”; The Porter piece: Juniors are welcome at the November 14, 2026 Ironclad Preview Day .\nDecember — Do this: Ask the money question at home: what can the family contribute, and what is the ceiling on borrowing?; The Porter piece: Run net price, not sticker price — see net price and return on investment .\nWinter: January–March 2027\nJanuary — Do this: Meet your school counselor about senior courses before registration.; The Porter piece: Check against the 17-unit pattern on first-year admission requirements ; algebra II should be done or underway. Preview Day on Monday, January 18 (no school for most districts).\nFebruary — Do this: Look into dual enrollment for senior year; sign-ups at many schools close in spring.; The Porter piece: Presidents’ Day Preview Day, February 15 , includes a class visit.\nMarch — Do this: Decide whether to take the ACT or SAT at all, and book a date if so.; The Porter piece: Scores are optional at Porter — read test-optional admission before paying for a test. Preview Day March 6 .\nSpring: April–June 2027\nApril — Do this: Visit at least two campuses in person. Finalize senior courses.; The Porter piece: Junior Preview Day, Friday, April 16, 2027 — built for juniors, with a shorter program and a session on senior-year planning.\nMay — Do this: Finish the year strong; junior grades are the last full year a reader sees.; The Porter piece: Porter does not require recommendation letters, but some programs elsewhere do — ask teachers now if you need them.\nJune — Do this: Line up a summer job, a project or a program. Work counts.; The Porter piece: Summer academies are listed on precollege programs ; summer weekday visits are on campus tour options .\nSummer: July–August 2027\nJuly: narrow the list to the schools you would actually attend. Write a one-page activities and work list — the Foundation scholarship application asks for it, and so do others.\nAugust 1, 2027: Porter’s fall 2028 application opens. Applying in August through October puts you well ahead of the December 1 merit round.\nThen: switch to the senior-year timeline .\nFor families: if no one in your family has been through a college application, that is common at Porter and there is help built for it: being a first-generation student is a good start, and parents and families covers the supporter side. Your regional counselor will talk with parents as readily as with students.\nWhat a junior can still change\nBy the time a reader opens your file, most of it is fixed. The parts still in your hands this year:\nSenior courses. A fourth year of math or a second lab science matters more for engineering, computing and health applicants than nearly anything else you could add.\nThe trend line. A stronger junior year after a weak start reads well; readers look at the direction, not just the average.\nWork. A steady part-time job is worth listing, and it counts the same as a club.\nKnowing what you want to study. “Undecided” is a perfectly good answer at Porter, but a visit to one lab or studio usually makes the choice easier.\nAt a glance\nFor\nHigh school juniors in 2026–27 (class of 2028)\nPorter application opens\nAug. 1, 2027 for fall 2028\nJunior Preview Day\nFri., Apr. 16, 2027\nOther preview days\nNov. 14, Jan. 18, Feb. 15, Mar. 6\nTests\nOptional for admission\nWho to contact\nOffice of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0143\nEmail\nadmissions@uwporterfalls.edu\nHours\nMon–Fri 8 a.m.–4:30 p.m.; Saturdays 9 a.m.–noon during Millrace Week and in April\nRelated resources\nHigh school senior timeline\nIronclad Preview Days\nFirst-year admission requirements\nTest-optional admission\nAdmissions counselor travel schedule\nVisit campus" }, { "url": "high-school-senior-timeline.html", "title": "High School Senior Timeline", "description": "Month by month from August 2026 to move-in day, for students entering Porter in fall 2027.", "headings": [ "High School Senior Timeline", "On this page", "Where you should be right now", "Fall 2026: apply and file", "Winter 2027: scholarships and aid", "Spring 2027: decide", "Summer 2027: get ready", "If something goes sideways" ], "content": "Admissions High School Senior Timeline\nMonth by month from August 2026 to move-in day, for students entering Porter in fall 2027.\nWhere you should be right now\nIt is October. If you have not applied yet, you have plenty of time — the final fall deadline is August 1, 2027 — but the best scholarship consideration goes to students admitted by December 1, 2026 , and decisions take about two weeks. Applying before mid-November is the simple way to get there. The application has no fee and no essay.\nFall 2026: apply and file\nAugust — Checklist: Applications for fall 2027 opened August 1. Confirm your senior schedule meets the course requirements .\nSeptember — Checklist: Meet the Porter counselor visiting your school (see the travel schedule ). Ask your school to send a transcript, or self-report and send it later.\nOctober — Checklist: The 2027–28 FAFSA opened October 1 — file it with a parent. Visit at the October 24 Ironclad Preview Day . Apply by October 31 for a decision before Thanksgiving.\nNovember — Checklist: Watch your email for a decision about two weeks after applying, then activate your Porter account. Preview Day November 14 . (Starting in January instead? The spring 2027 priority date is November 1.)\nDecember — Checklist: Admitted by December 1 : first-round merit review. The Foundation scholarship application opens the same day; start it over winter break.\nWinter 2027: scholarships and aid\nJanuary — Checklist: Design and Honors applicants: portfolio and Honors priority date January 15 . If your decision was deferred, first-semester grades are due January 29 .\nFebruary — Checklist: February 1 is the priority date for admission, automatic scholarships and the FAFSA. Everything after this still counts, but against a smaller pool.\nMarch — Checklist: Submit the Foundation scholarship application by March 5 . Answer any verification request by March 15 . Orientation registration opens March 1 for students who have deposited.\nAll of these dates are collected on scholarship deadlines and priority dates .\nSpring 2027: decide\nApril: aid offers for priority filers arrive by April 1. Compare schools on net price — charges minus grants and scholarships — not on the size of the scholarship headline. Reading your financial aid offer walks through one line by line. Attend Admitted Student Day if you can.\nMay 1: pay the $100 enrollment deposit (or have it waived) and submit your housing application to keep the first-year housing guarantee. See enrollment deposit and confirmation .\nMay: AP exams, if you are taking them; have scores sent to Porter.\nSummer 2027: get ready\nJune — Checklist: Complete math placement, then attend a two-day orientation session (June 14 through July 27). You leave with a registered fall schedule.\nBy July 1 — Checklist: Report any outside scholarships to Financial Aid.\nBy July 15 — Checklist: Official final high school transcript, with graduation date, received by Porter.\nJuly — Checklist: Upload immunization records ; housing assignments and roommate information arrive.\nLate August — Checklist: Fall bill due about a week before classes. First-year move-in August 28–29; First Forge that week; classes begin September 1, 2027 .\nThe details of the summer stretch are on the new student checklist .\nIf something goes sideways\nYou missed December 1. Apply anyway. Everyone admitted by February 1 is still reviewed automatically for merit and access scholarships.\nYour decision was deferred. That is a request for senior grades, not a no. Send them by January 29 and call your counselor if anything needs explaining.\nThe aid offer does not work. Call Financial Aid in April, not August. A change in family income, a medical bill or a job loss can support a financial aid appeal , and there is time for it to matter in spring.\nSenior year wobbles. One bad quarter is not a crisis. A failing grade in a required course can be, so tell your counselor before the final transcript does.\nYou want a gap year. Admitted students can defer for a year; see gap year planning .\nAt a glance\nFor\nHigh school seniors entering fall 2027\nApply by\nMid-November for the Dec. 1, 2026 merit round\nPriority date\nFeb. 1, 2027\nDecide by\nMay 1, 2027\nClasses begin\nSept. 1, 2027\nWho to contact\nOffice of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0143\nEmail\nadmissions@uwporterfalls.edu\nHours\nMon–Fri 8 a.m.–4:30 p.m.; Saturdays 9 a.m.–noon during Millrace Week and in April\nRelated resources\nHigh school junior timeline\nScholarship deadlines and priority dates\nEnrollment deposit and confirmation\nFirst-year admission requirements\nAdmitted students\nNew student orientation" }, { "url": "history.html", "title": "History", "description": "From a nineteen-student manual training school in 1893 to a seven-college polytechnic university today.", "headings": [ "History", "1893 – The charter", "1912 – Founders Hall", "1937 – Wesconsin Polytechnic Institute at Porter", "1971 – Joining the UW System", "1994 – The Ironclads", "2026 – Today", "Take the next step." ], "content": "About\nHistory\nFrom a nineteen-student manual training school to a seven-college polytechnic university, in six moves.\n1893 – The charter\nWorkers setting the original school's cornerstone in 1893.\nThe Wesconsin legislature charters the Porter Manual Training School with an appropriation of $12,000 and\nan enrollment, that first winter, of nineteen students. The founding mission — trades and applied\nscience taught alongside a basic academic curriculum — has not changed much in 130 years, even as\nalmost everything else has.\n1912 – Founders Hall\nFounders Hall's dedication ceremony in 1912.\nThe school's first permanent building opens on the site of the old fairgrounds. Founders Hall still stands,\nstill holds classes, and still has the original 1912 machine shop floor beneath three later renovations.\n1937 – Wesconsin Polytechnic Institute at Porter\nThe school is rechartered as a four-year institute and begins granting bachelor's degrees, starting with\nengineering and industrial education. Enrollment passes 800 for the first time.\n1971 – Joining the UW System\nUnder the statewide merger that consolidates Wesconsin's public universities, the Institute becomes\nUniversity of Wesconsin Porter Falls , gaining university status and a seat in the System alongside the\nother Wesconsin campuses.\n1994 – The Ironclads\nAthletics teams, previously the Porter Millwrights, are renamed the Ironclads after a student vote — a\nnod to the state's WWII-era shipbuilding history rather than the school's own, since Porter never built a boat\nlarger than a rowing shell. Nobody has seriously proposed changing it back.\n2026 – Today\nSeven colleges, 50 programs, and an enrollment of 8,412 — a nine-year high. The founding manual training\nmission is still visible in the numbers: every undergraduate program still requires hands-on work with an\noutside partner before graduation.\nRelated\nAbout UW–Porter Falls\nLeadership\nHalvorsen Library archives\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "homecoming-parade.html", "title": "Homecoming parade", "description": "The Saturday-morning parade that opens Millrace Week's biggest day.", "headings": [ "Homecoming parade", "On this page", "What the parade includes", "Entering a float", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student life Homecoming parade\nThe Saturday-morning parade that opens Millrace Week's biggest day.\nWhat the parade includes\nStudent organizations build floats, the marching band leads, and Porter County businesses and community groups join in along a downtown Main Street route ending at the Founders Union quad, timed to finish well before kickoff.\nEntering a float\nStudent organizations register a parade entry through the involvement suite by early October; entries are judged informally and the winner gets bragging rights, not a prize.\nIn and around Porter Falls\nStudent life at Porter is organised out of Founders Union, the building students call the campus living room. The Dean of Students Office is on the second floor.\nThe practical details\nWhen: Saturday morning of Millrace Week, before the football game. Route: Downtown Main Street to the Founders Union quad. Entries: Student organizations, Porter County businesses, the marching band. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nSaturday morning of Millrace Week, before the football game\nRoute\nDowntown Main Street to the Founders Union quad\nEntries\nStudent organizations, Porter County businesses, the marching band\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReligious & spiritual life\nROTC & Military Science\nCommon Reading Program\nCampus radio & podcast studio\nFull contact directory" }, { "url": "homecoming-reunions-2026.html", "title": "Homecoming and Reunions 2026", "description": "The classes of 1976, 2001 and 2016 come back for Millrace Week, October 11–17: the alumni schedule hour by hour, reunion packages and prices, class gifts, and where to park when Founders Drive is closed for the parade.", "headings": [ "Homecoming and Reunions 2026", "On this page", "This year’s reunion classes", "Schedule for alumni", "Registration and prices", "Class gifts", "Getting here and staying over" ], "content": "Alumni Homecoming and Reunions 2026\nThe classes of 1976, 2001 and 2016 come back for Millrace Week, October 11–17: the alumni schedule hour by hour, reunion packages and prices, class gifts, and where to park when Founders Drive is closed for the parade.\nThis year’s reunion classes\nReunions happen at Millrace Week every five years for each class. This year three classes have organized committees and a full program:\nClass of 1976, 50th reunion. Co-chair Hilde Sorum ’76. Members receive the Golden Ironclad medallion, cast at the Thursday foundry pour.\nClass of 2001, 25th reunion. Co-chair Desmond Pike ’01. This class remembers the Ironclads name as new, and still argues about it.\nClass of 2016, 10th reunion. Hosted with the Young Alumni Council as the Ten-Year Toast.\nAs of October 8, 701 alumni and guests had registered, up from about 640 when the Millrace Week schedule was announced. Other classes ending in 1 and 6 are welcome at every event below and can join the tents on Saturday.\nSchedule for alumni\nThu., Oct. 15, 6:30 p.m. — Event: Foundry pour; reunion seating on the mezzanine. Watch the Golden Ironclad medallions being poured.; Where: Founders Hall high bay\nFri., Oct. 16, 9:30 a.m. — Event: “Then and now” tour for the class of 1976: the machine shop, the simulation hospital and the University Farm, by bus; Where: From the Welcome Center\nFri., 11:45 a.m. — Event: Class of 1976 50th-reunion luncheon and medallion presentation; Where: Founders Commons\nFri., 1 p.m. — Event: Alumni Association board meeting, open to all; Where: Welcome Center, second floor\nFri., 2:30 p.m. — Event: “Back to Class”: three 30-minute faculty talks; Where: Halvorsen Library, Level 1\nFri., 4:30 p.m. — Event: All-class welcome reception; Where: Welcome Center\nFri., about 6:15 p.m. — Event: Ring of Iron: seniors at the cornerstone at dusk. Alumni watch from the lawn, quietly.; Where: Founders Hall\nFri., 6:45 p.m. — Event: Distinguished Alumni Awards dinner; Where: Founders Union ballroom\nFri., 7:30 p.m. — Event: Class of 2001 25th-reunion dinner; Where: Porter Falls Inn ballroom\nFri., 8 p.m. — Event: Class of 2016 Ten-Year Toast; Where: The Coupler Room, Depot District\nSat., Oct. 17, 8 a.m. — Event: Alumni 5K; Where: Riverfront Trail, from Millwright Stadium\nSat., 9:15 a.m. — Event: Class of 1976 remembrance: the names of classmates who have died, read at the cornerstone; Where: Founders Hall\nSat., 10:30 a.m. — Event: Homecoming parade; the class of 1976 rides a University Farm hay wagon; Where: Founders Drive\nSat., 10 a.m.–5 p.m. — Event: Reunion tents with lunch, class photos at 11:45 a.m.; Where: Millwright Stadium concourse\nSat., 1 p.m. — Event: Forge Bowl vs. Chippewa Valley State; Where: Millwright Stadium\nSat., 7:30 p.m. — Event: Fireworks over the quad; Where: The quad\nSun., Oct. 18, 9 a.m. — Event: Farewell brunch; stay for the 1 p.m. women’s soccer game against Chippewa Valley State; Where: Founders Commons\nRegistration and prices\nRegister in MyPorter or by phone until noon on Tuesday, October 13 . After that, come to the Saturday tents as a walk-up; the meal events cannot take walk-ups.\nClass of 1976 Golden Reunion — Includes: Friday tour and luncheon, medallion, Saturday tent lunch, Forge Bowl ticket in the reunion section, Sunday brunch; Price per person: $110\nClass of 2001 — Includes: Friday dinner, Saturday tent lunch, Forge Bowl ticket; Price per person: $85\nClass of 2016 Ten-Year Toast — Includes: Friday party with two drink tickets, Saturday tent lunch, Forge Bowl ticket; Price per person: $55\nDistinguished Alumni Awards dinner — Includes: Dinner and program; Price per person: $45\nSaturday tent only — Includes: Lunch and the tent; no game ticket; Price per person: $20; under 12 free\nAlumni 5K — Includes: Race shirt and timing; Price per person: $25 ($15 for the classes of 2016–2026)\nGuests pay the same price as the alum they come with. If cost is what is keeping you home, call Alumni Relations; reunion committees keep a small fund for classmates who ask, and they do not tell anyone who asked.\nClass gifts\nEach reunion class picks a fund and announces its total at the Saturday tents. Classmates can give through the give page by naming their class.\n1976 — Fund: Founders Hall Preservation; Goal: $76,000; So far (Oct. 8): $61,400\n2001 — Fund: Student Emergency Fund; Goal: $25,001; So far (Oct. 8): $18,750\n2016 — Fund: Baja and Formula Solar teams; Goal: 160 donors; So far (Oct. 8): 104 donors\nGetting here and staying over\nHotels. The Porter Falls Inn and Northgate Suites released their reunion room blocks on October 1. Both keep a cancellation list, so call anyway.\nSaturday traffic. Founders Drive is closed to cars from 9:30 a.m. to noon for the parade. The Porter Loop adds a stadium stop and runs every eight minutes from 10 a.m. Parking, bag rules and accessible seating are in the game day guide and on transportation and parking.\nAccessibility. Every reunion venue is step-free. The 1976 tour bus has a lift. Golf carts run between the Welcome Center and the stadium tents on Saturday; ask at any tent.\nDid you miss your year? The spring Golden Ironclads luncheon on April 23, 2027, is on the alumni events calendar . For help organizing a future reunion, see class reunion planning .\nAt a glance\nMillrace Week\nSunday, October 11–Saturday, October 17, 2026\nReunion classes\n1976 (50th), 2001 (25th), 2016 (10th)\nRegistered\n701 alumni and guests as of October 8\nRegister by\nNoon, Tuesday, October 13\nForge Bowl\nSaturday, 1 p.m., Millwright Stadium\nWho to contact\nOffice of Alumni Relations\nWelcome Center (the 1911 depot), second floor\nPhone\n(715) 555–0246\nEmail\nalumni@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nMillrace Week schedule (news)\nForge Bowl preview (news)\nClass reunion planning\nAlumni events calendar\nTraditions\nAlumni" }, { "url": "homeschool-applicants.html", "title": "Homeschool Applicants", "description": "Same application, same review, same scholarships — with a few notes on building a transcript a stranger can read.", "headings": [ "Homeschool Applicants", "On this page", "Same application, same review", "Building the transcript", "One piece of outside evidence", "Labs, portfolios and program prerequisites", "Aid, scholarships and athletics", "Dates and a person to call" ], "content": "Admissions Homeschool Applicants\nSame application, same review, same scholarships — with a few notes on building a transcript a stranger can read.\nSame application, same review\nHomeschooled students apply through the regular first-year application : no fee, no essay, about twenty minutes, and a decision in about two weeks once your file is complete. Porter receives roughly 70 applications a year from homeschooled students; for fall 2026, 71 applied and 58 were admitted, a rate close to the overall 80 percent.\nYou are held to the same 17-unit course pattern described on first-year admission requirements — four years of English, three of math through algebra II, three of science with two labs, three of social studies and four academic electives. The only real difference is that you, rather than a school counseling office, document it.\nBuilding the transcript\nA parent- or administrator-prepared transcript is fine. Readers do not need it to look like a public school’s; they need it to be complete. Include:\nEvery course by year (ninth through twelfth grade), with the title, units earned and final grade.\nYour grading scale and how you define a unit (most families use 120–150 hours for one unit).\nA cumulative GPA, calculated on your scale.\nYour expected graduation date and a signed statement that the program was completed under your state’s home-based education law.\nA one-paragraph description for each math, lab science and English course: the curriculum or textbook, what the labs were, and how work was assessed.\nSend transcripts from anything taken outside the home too — online academies, co-op classes, a technical college course. A GED or equivalency diploma is not required.\nOne piece of outside evidence\nBecause a home transcript is hard for a stranger to calibrate, Porter asks homeschooled applicants for one piece of outside evidence. Test scores are still optional for everyone (see test-optional admission ); a score is just one of four ways to meet this:\nA college course — What we need: A grade of C or better in any college-level course, including Porter dual enrollment\nAn ACT or SAT score — What we need: Any score, self-reported on the application\nA nationally normed annual test — What we need: Your most recent results from a standardized achievement test your family already uses\nA counselor conversation — What we need: A 30-minute video or campus meeting plus Porter’s online math placement assessment\nMost families pick whatever they already have. None of the options is weighted above the others.\nLabs, portfolios and program prerequisites\nLab science is the course readers ask about most. Say what the lab component was — a co-op lab, a kit-based course, a summer program — and roughly how many labs you completed. Engineering and computing applicants should show math through precalculus; Nursing wants biology and chemistry. Design applicants follow the same portfolio review as everyone else.\nPorter’s summer academies and school-year workshops (see precollege programs ) are open to homeschooled students and are a low-stakes way to take a lab in Founders Hall before applying.\nAid, scholarships and athletics\nFederal aid: completing a homeschool program under state law makes you eligible on the FAFSA. Answer the high school completion question accordingly.\nMerit scholarships: automatic, using the GPA on your transcript and your outside evidence. Be admitted by December 1, 2026 for the first round and by February 1, 2027 for full consideration — see scholarship deadlines .\nHonors: the Honors Program weighs curiosity and readiness for seminar work; homeschooled students do well in it.\nAthletics: the Ironclads compete in NCAA Division III, which does not require a separate eligibility certification. Contact the coach directly.\nDates and a person to call\nAnnika Brekke, the counselor for Porter County and the Valley, also serves as Porter’s homeschool liaison and reads every homeschool file. Two information evenings are scheduled this cycle:\nThursday, November 19, 2026 , 6:30–8 p.m., Welcome Center — in person, with a transcript-building workshop.\nThursday, January 14, 2027 , 7–8 p.m. — virtual.\nFamilies who want a campus look first can book any Ironclad Preview Day ; the senior-year timeline applies to homeschooled seniors month for month.\nAt a glance\nApplication\nThe standard first-year application — no fee, no essay\nTranscript\nParent-prepared is fine; include a grading scale and course descriptions\nOutside evidence\nOne of four: college course, test score, normed test, or a counselor conversation\nLiaison\nAnnika Brekke, (715) 555–0147\nInfo evenings\nNov. 19, 2026 (campus); Jan. 14, 2027 (virtual)\nWho to contact\nOffice of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0143\nEmail\nadmissions@uwporterfalls.edu\nHours\nMon–Fri 8 a.m.–4:30 p.m.; Saturdays 9 a.m.–noon during Millrace Week and in April\nRelated resources\nFirst-year admission requirements\nTest-optional admission\nDual enrollment\nPrecollege programs\nIronclad Preview Days\nAdmissions counselor travel schedule" }, { "url": "honor-societies.html", "title": "Honor societies", "description": "Chapter-based academic recognition societies and their induction requirements.", "headings": [ "Honor societies", "On this page", "How chapters work", "What membership actually does", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Honor societies\nChapter-based academic recognition societies and their induction requirements.\nHow chapters work\nEach society is a local chapter of a national academic honor organisation, usually tied to a discipline (engineering, business, nursing) or, for the general chapter, simply a student's overall academic standing; eligibility and induction requirements are set nationally, not by Porter.\nWhat membership actually does\nBeyond the cord worn at commencement, most chapters run tutoring, a scholarship or small grant program, and a standing line on a resume that a familiar name in a given field will recognise.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nActive chapters: A dozen discipline-specific societies plus a general-scholarship chapter. Typical requirement: Top 10–35% of class, by society. Cost: One-time induction fee, set by each national society. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nActive chapters\nA dozen discipline-specific societies plus a general-scholarship chapter\nTypical requirement\nTop 10–35% of class, by society\nCost\nOne-time induction fee, set by each national society\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nPrior learning assessment\nStaff Senate\nDistinguished Lecture Series\nFull contact directory" }, { "url": "honors-program.html", "title": "Honors program", "description": "Interdisciplinary seminars, mentored projects and community for highly motivated students.", "headings": [ "Honors program", "On this page", "What it is", "Getting in", "The curriculum", "What you get out of it" ], "content": "Academics Honors program\nInterdisciplinary seminars, mentored projects and community for highly motivated students.\nWhat it is\nThe Honors Program (housed in the Honors College) is a cohort of students who want more discussion, more independence, and a research or creative project before they graduate. It runs alongside any major — it is not a separate degree — and it adds a notation to your transcript and diploma. It is built to fit inside a normal four-year plan; the honors courses substitute for general-education requirements rather than piling on top.\nGetting in\nIncoming students apply with or shortly after the admission application; continuing students can apply after a term or two at Porter, often with a 3.3–3.5 GPA and a short essay. Selection weighs curiosity, initiative, and readiness for seminar-style work more than test scores, and there are dedicated seats for first-generation and transfer students. If you are not admitted as a first-year, applying as a sophomore with a strong Porter record is a normal path.\nThe curriculum\nA sequence of small, discussion-based interdisciplinary seminars (capped low, reading- and writing-heavy, taught by faculty who opt in), an experiential component (research, a creative project, study abroad, an intensive service or internship experience), and a culminating honors project or thesis mentored by a faculty member in your field. \"Honors in the major\" is a related, department-run version focused entirely on that thesis.\nWhat you get out of it\nPriority registration, small grants for project materials and conference travel, dedicated honors advising, a lounge and study space, and — most valuably — a close working relationship with faculty and a finished body of independent work. That combination is exactly what selective graduate programs, fellowships (the office helps honors students apply), and research-oriented employers respond to. If the seminars ever stop fitting your plan, you can step back to your major with no penalty.\nAt a glance\nIt is\nA cohort with a transcript/diploma notation — alongside any major, inside a normal 4-year plan\nApply\nWith admission, or after a term or two (often 3.3–3.5 GPA + an essay); seats for first-gen and transfer students\nDo\nInterdisciplinary seminars (subbing for gen-ed) + an experiential piece + a mentored honors project/thesis\nGet\nPriority registration, project and travel grants, honors advising, and faculty who know your work\nRelated resources\nAcademic advising\nRegistration & records\nAcademic calendar\nTutoring & learning center\nCommencement\nContact directory" }, { "url": "hosting-visitors-in-porter-falls.html", "title": "Hosting visitors in Porter Falls", "description": "Help family and friends see your life here without turning their visit into a stressful campus tour.", "headings": [ "Hosting visitors in Porter Falls", "On this page", "Choose a pace", "Plan the logistics first", "Keep boundaries kind" ], "content": "Porter Falls life Hosting visitors in Porter Falls\nHelp family and friends see your life here without turning their visit into a stressful campus tour.\nChoose a pace\nShow one ordinary part of your routine alongside one thing you are proud of: a favorite walk, a studio, a game, the riverfront, or downtown. A packed itinerary can make everyone miss the point that this is where you actually live.\nPlan the logistics first\nConfirm parking, arrival time, accessibility needs, meal expectations, and the walk between campus and downtown before the visit. In winter, build in more time and an indoor alternative.\nKeep boundaries kind\nVisitors can be excited and still disrupt a demanding week. Say clearly when you need to study, work, or sleep. A short, well-planned visit is better than trying to be available every hour.\nRelated resources\nAbout Porter Falls\nCommunity partnerships\nStudent services" }, { "url": "housing-contract-release.html", "title": "Getting out of a housing contract", "description": "The residence hall agreement is for the full year — when and how you can be released early.", "headings": [ "Getting out of a housing contract", "On this page", "The standard cases", "Hardship petitions", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Getting out of a housing contract\nThe residence hall agreement is for the full year — when and how you can be released early.\nThe standard cases\nIf you leave Porter, graduate, or your academic program takes you away from Porter Falls, the contract ends with proof — no penalty. Submit the release request with documentation before the term you're leaving.\nHardship petitions\nA significant change — a new disability, a family financial crisis, a safety situation — can justify release mid-year. Provide documentation to the housing appeals committee. Approved releases may still owe a prorated charge or a cancellation fee depending on timing. A denied petition can be appealed once.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nAutomatic release: Graduating, studying abroad, an approved internship or student teaching far from campus, or withdrawing from the university. By petition: Documented medical, financial, or family hardship; reviewed case by case. Not grounds: Wanting an off-campus apartment, roommate conflict alone, or cost preference. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAutomatic release\nGraduating, studying abroad, an approved internship or student teaching far from campus, or withdrawing from the university\nBy petition\nDocumented medical, financial, or family hardship; reviewed case by case\nNot grounds\nWanting an off-campus apartment, roommate conflict alone, or cost preference\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "housing-process.html", "title": "Housing process", "description": "From signing the contract to selecting a roommate, room and dining plan.", "headings": [ "Housing process", "On this page", "Step 1 — Sign the housing contract", "Step 2 — Preferences and a roommate", "Step 3 — Room selection and assignment", "Step 4 — Before and at move-in" ], "content": "Housing Housing process\nFrom signing the contract to selecting a roommate, room and dining plan.\nStep 1 — Sign the housing contract\nOnce you activate your Porter account and pay your enrollment deposit, the Housing Gateway opens. Sign the housing contract there. It is a binding agreement for the full academic year (both semesters), not month to month — read the cancellation terms before you sign, especially if you might commute or study abroad. The date you complete the contract sets your room-selection priority, so doing it early genuinely matters for getting the hall and room type you want. First-year students are generally required to live on campus; exemptions (living with family within a set distance, age, marital or parental status, veteran status) are requested through Housing.\nStep 2 — Preferences and a roommate\nIn the Gateway you rank living communities (first-year halls, academic and interest living-learning communities, substance-free, quiet), room types (traditional double, suite, single, apartment-style for older students), and a dining plan. Complete the roommate-matching profile honestly — sleep schedule, tidiness, guests, study habits — and either let the system match you or search and send a request to a specific person to form a verified roommate group. A mutually confirmed group selects a room together.\nStep 3 — Room selection and assignment\nRoom-selection time slots go out in the spring, ordered by contract date and class standing. At your slot you (or your roommate group's leader) pick an available space in real time; if you miss it or nothing you want is open, you can join a waitlist and Housing places you. First-year assignments are often made by Housing from your preferences rather than self-selected. You will get your assignment, your roommate's contact info, and what the room includes over the summer.\nStep 4 — Before and at move-in\nYou will choose a move-in appointment (staggered to manage traffic), get a packing list and the prohibited-items list, and coordinate shared items with your roommate so you do not both bring a microwave. At check-in you document the room's existing condition — do this carefully, it protects you from charges at move-out. Room changes after the term starts go through a request process that opens a couple of weeks in; roommate conflicts start with your RA, who can mediate or help arrange a move.\nAt a glance\nThe contract\nBinding for the full academic year — read cancellation terms; contract date sets selection priority (sign early)\nFirst-years\nGenerally required to live on campus; exemptions requested through Housing\nSelection\nSpring time slots by contract date + class standing; pick in real time or waitlist for placement\nMove-in\nStaggered appointment, a packing/prohibited list, and a room-condition check-in that protects you from later charges\nRelated resources\nResidence halls\nAccessible housing\nLiving-learning communities\nMove-in & move-out\nContact directory" }, { "url": "housing.html", "title": "Housing", "description": "Four residence halls, one apartment-style complex, and a first-year live-on requirement.", "headings": [ "Housing", "Halls", "Rates", "Living requirement", "Furniture policy", "Take the next step." ], "content": "Campus life\nHousing\nFour residence halls, one apartment-style complex, and a first-year live-on requirement\nwith the usual exceptions.\nHalls\nKolsrud Hall — Type: Traditional double, first-year; Built: 1968\nFounders Hall Annex — Type: Traditional double, first-year; Built: 1974\nNorthgate Suites — Type: Suite-style, upperclass; Built: 2004\nIronclad Apartments — Type: Apartment-style, upperclass; Built: 2016\nRates\nDouble room with standard meal plan: $10,100/year. Apartment-style, no meal plan: $8,400/year.\nLiving requirement\nFirst-year students live on campus unless commuting from a parent or guardian's home within 30 miles, or\nby approved exception. About 96 percent of first-year students live on campus; roughly 40 percent of all\nstudents do.\nFurniture policy\nRooms come furnished: bed, desk, chair, dresser, closet. Lofting kits are available to check out from\nthe front desk of each hall at no charge.\nQuick links\nHousing FAQ\nDining\nCampus life\nCampus map\nSubstance-free & recovery housing\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "how-porter-reviews-applications.html", "title": "How Porter reviews applications", "description": "What the admissions committee actually looks at, why it is test-optional, and how decisions are made.", "headings": [ "How Porter reviews applications", "On this page", "Holistic, with academics at the center", "Test-optional", "Program fit and secondary admission", "The parts beyond grades", "Transfer applicants", "Timelines and deferrals", "If you are not admitted" ], "content": "Admissions How Porter reviews applications\nWhat the admissions committee actually looks at, why it is test-optional, and how decisions are made.\nHolistic, with academics at the center\nPorter reads the whole application, but the core is your academic record: the courses you took (a challenging schedule matters more than a perfect one in easy classes), your grades and trajectory, and your preparation for the program you are applying to — engineering wants math and science, design wants a portfolio, nursing wants a science foundation.\nTest-optional\nACT and SAT scores are optional for most applicants. If you submit them and they strengthen your case, the committee considers them; if you do not, your application is read fully on the rest. Some scholarship and honors reviews still use scores when provided, and a few programs recommend them — the admissions page notes which.\nProgram fit and secondary admission\nSome programs — nursing, several design and health tracks — admit directly from high school with limited seats and their own criteria (a portfolio, prerequisite grades, an essay). Others admit you to the university and to the major later, after you complete a set of foundation courses at a required GPA. Know which path your program uses; the timelines are very different.\nThe parts beyond grades\nThe essay or personal statement, activities and work experience, a recommendation where required, and any portfolio or audition. These matter most at the margins and for competitive programs. A specific, honest essay about why this field and this university beats a polished generic one.\nTransfer applicants\nTransfer decisions weight your college coursework and GPA over your high school record, and the credit evaluation happens after admission. A completed transfer-oriented associate degree strengthens an application and often clears general education. Meet a transfer adviser before your last term elsewhere.\nTimelines and deferrals\nPorter uses rolling admission for most programs with priority deadlines for scholarships and housing — apply early even where there is no hard cutoff. Secondary-admission and international timelines are firmer. An admitted student who needs to start later can usually request a deferral for a term or a year.\nIf you are not admitted\nA denial to a competitive secondary-admission program is often not a denial to the university — you may be admissible in a related major or as exploratory, with a path to reapply after strong foundation coursework. An admissions counselor will lay out the specific options rather than leaving it as a closed door.\nAt a glance\nCenter of it\nYour courses, grades, trajectory, and preparation for the program\nTests\nOptional for most applicants — submitted only if they help\nTwo paths in\nDirect admission vs. secondary admission to the major later\nTimeline\nRolling for most, with early priority deadlines — apply early\nWho to contact\nOffice of Admissions\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAdmissions\nHow to apply\nAdmissions counselors\nPortfolio & audition admission\nCommon data set\nFull contact directory" }, { "url": "how-textbook-rental-works.html", "title": "How textbook rental works", "description": "Porter rents you the required texts for almost every course, and the cost is already in your fees — not a separate bill.", "headings": [ "How textbook rental works", "On this page", "The model", "Pick-up", "Return", "What rental does not cover", "Highlighting and notes", "Digital and inclusive-access titles", "Why it works" ], "content": "Student services How textbook rental works\nPorter rents you the required texts for almost every course, and the cost is already in your fees — not a separate bill.\nThe model\nFor most undergraduate courses, the required textbook is rented to you through the Instructional Resources Service and the cost is covered by a course-materials fee already in your tuition and fees. You do not shop for these books, price-compare editions, or pay a bookstore several hundred dollars in week one. You pick them up and you return them.\nPick-up\nRental texts are distributed from the Instructional Resources Service in the lower level of Halvorsen Library at the start of each term. Bring your Porter Card and your class schedule. Many students collect everything in one visit during the week before classes; lines are shortest then. Books added after a late registration are held for you to pick up once your schedule updates.\nReturn\nRented books are due back by the last day of finals. Return them to the same office; you get a receipt. A book kept past the deadline, or returned damaged beyond normal use — water, a broken spine, heavy writing — is billed to your student account at a replacement cost, and an unpaid balance becomes a hold.\nWhat rental does not cover\nConsumables you write in or use up — lab manuals, workbooks, art and shop supplies, some coding and access codes, clickers — are yours to buy and keep; those appear as a course fee or a campus-store purchase. A handful of upper-level and graduate courses use materials outside the rental system; the syllabus says so.\nHighlighting and notes\nLight pencil is fine and erased at return. Heavy highlighting, ink, or notes make a book non-rentable and you are charged for it. If you learn by marking up a text, buy your own copy of that one — the campus store and used-book sites both sell them — and rent the rest.\nDigital and inclusive-access titles\nSome courses use a digital text delivered straight into the course site on the first day; that is also covered by the materials fee, and there is an opt-out window each term if you would rather source it yourself. Watch the deadline — after it, the charge stands.\nWhy it works\nRental keeps a predictable four-figure cost off students entirely, means an instructor can require the book they actually want without worrying about price, and keeps editions consistent across every section. The trade-off is you do not build a personal library of course texts — which most students find they do not miss.\nAt a glance\nCost\nIn your tuition and fees — not a separate bill\nPick up\nInstructional Resources Service, Halvorsen Library lower level, with your Porter Card\nReturn by\nThe last day of finals — late or damaged = billed\nBuy your own\nFor any book you plan to mark up heavily\nWho to contact\nInstructional Resources Service\nHalvorsen Library, lower level\nPhone\n(715) 555–0162\nEmail\ntextbooks@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTextbook rental\nTextbook affordability\nCourse reserves\nOpen educational resources\nBook advance voucher\nFull contact directory" }, { "url": "how-to-read-a-college.html", "title": "How to read a college (any college)", "description": "The data that actually tells you something, where to find it, and the numbers that are mostly marketing.", "headings": [ "How to read a college (any college)", "On this page", "Start with outcomes, honestly reported", "The Common Data Set", "Retention and graduation rates", "Net price, not sticker price", "Class size and who teaches", "The numbers that are mostly marketing" ], "content": "Admissions How to read a college (any college)\nThe data that actually tells you something, where to find it, and the numbers that are mostly marketing.\nStart with outcomes, honestly reported\nAsk for career outcomes by program, not one campus average, and ask for the knowledge rate behind the number — the share of graduates whose outcome is actually known. A 95% placement rate on a 40% knowledge rate is not a 95% placement rate. Also ask what \"placed\" means: employed anywhere, or employed in the field.\nThe Common Data Set\nMost universities publish a Common Data Set — a standardized document with admission stats, retention and graduation rates, class sizes, financial aid, and faculty numbers, in the same format across schools so you can compare. It is not on the marketing pages; search \"[university name] common data set.\" It is the single most useful document for comparing colleges.\nRetention and graduation rates\nFirst-year retention (do students come back for year two?) and the four- and six-year graduation rates tell you whether students who enroll actually finish. Compare within a peer group — a regional public university and a highly selective private will differ for reasons that are not about quality.\nNet price, not sticker price\nUse each school's net price calculator with your real family financials. The number that matters is what you pay after grants and scholarships, not the published cost and not the total aid. Then weigh it against the outcomes for your specific program.\nClass size and who teaches\nAsk what share of lower-division courses are taught by full-time faculty versus adjuncts or graduate students, and what a typical first-year class size is in your intended major. \"Student-faculty ratio\" is a blunt number; the texture is in the intro courses.\nThe numbers that are mostly marketing\nA single national ranking, \"acceptance rate\" as a proxy for quality, the number of student organizations, a shiny building in a brochure, and \"97% of our students are satisfied\" with no methodology. None of these is useless, but none should drive a decision. Visit if you can, talk to current students without a tour guide present, and sit in on a class.\nAt a glance\nAsk for\nOutcomes by program + the knowledge rate behind the number\nFind\nThe Common Data Set — \"[school] common data set\" — standardized, comparable\nCompare\nRetention + 4/6-year graduation rates, within a peer group\nCost\nNet price calculator with real financials — not sticker, not total aid\nWho to contact\nOffice of Admissions\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCommon data set\nHow Porter measures career outcomes\nNet price and return on investment\nQuick facts & rankings\nHow Porter reviews applications\nFull contact directory" }, { "url": "human-resources.html", "title": "Human resources", "description": "Benefits enrollment and the deadlines that bite, leave options, workplace accommodations, and where to take a workplace concern.", "headings": [ "Human resources", "On this page", "Benefits — and the windows that matter", "Leave", "Accommodations, development and concerns" ], "content": "Employment Human resources\nBenefits enrollment and the deadlines that bite, leave options, workplace accommodations, and where to take a workplace concern.\nBenefits — and the windows that matter\nEligible faculty and staff have access to the state retirement system, a choice of health plans, dental and vision, life and disability insurance, flexible spending and health savings accounts, and an employee wellness program. The catch is timing: new employees have a limited enrollment window (typically 30 days from hire) to make elections, and after that changes are locked until the annual open-enrollment period each fall unless you have a qualifying life event — marriage or divorce, a birth or adoption, a spouse's job change, loss of other coverage — which opens its own 30-day window. HR will sit down and compare plans with you; do not let the first deadline pass on default elections you did not choose.\nLeave\nDepending on appointment type, employees accrue vacation and sick leave and receive paid holidays and, for many, paid personal days. Beyond accruals: family and medical leave (job-protected time for your own serious health condition, a family member's, or a new child), parental leave, military leave, jury duty, bereavement, and unpaid leaves of absence for other reasons. Some leaves run concurrently and some require medical certification and advance notice where foreseeable. Coordinate a planned leave with HR and your supervisor early so pay, benefits continuation, and coverage of your work are all sorted before you are out.\nAccommodations, development and concerns\nWorkplace disability accommodations — equipment, schedule or location adjustments, leave as an accommodation — go through an interactive process with HR; you provide medical documentation of the limitation, not your full diagnosis. HR also runs new-employee onboarding, supervisor training, and professional development, and administers the performance-review cycle. For a workplace problem, the path depends on the issue: HR for policy, pay, classification, and performance questions; the Office of Equity & Access or Title IX for discrimination or harassment; the ombuds for confidential, informal help thinking through a conflict; and the employee assistance program (free, confidential, external) for counseling, financial, and legal consultation. Represented employees also have their union contract and grievance process.\nAt a glance\nBenefits\nState retirement, health/dental/vision, life and disability, FSA/HSA, wellness — elect within ~30 days of hire, then locked until fall open enrollment absent a qualifying life event\nLeave\nAccrued vacation/sick + holidays; family & medical, parental, military, jury, bereavement, and unpaid leaves — plan with HR early for pay and benefits continuation\nAccommodations\nInteractive process with HR; provide documentation of the limitation, not the diagnosis\nA concern\nHR (policy/pay/performance) · Equity & Access / Title IX (discrimination) · ombuds (confidential, informal) · EAP (free counseling/financial/legal) · union grievance if represented\nRelated resources\nWork at Porter: current openings\nBenefits summary\nNew employee onboarding\nJobs at UW–Porter Falls\nContact directory" }, { "url": "iacuc-animal-research.html", "title": "Animal research oversight (IACUC)", "description": "The committee that must approve any project using vertebrate animals, including teaching labs and fieldwork.", "headings": [ "Animal research oversight (IACUC)", "On this page", "What needs review", "The process", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Animal research oversight (IACUC)\nThe committee that must approve any project using vertebrate animals, including teaching labs and fieldwork.\nWhat needs review\nNot just invasive lab work with mice, rats, or zebrafish — behavioral studies, wildlife trapping and banding, fish sampling on the Porter River, and undergraduate teaching exercises with live animals all require an approved IACUC protocol. Observational fieldwork with no contact often qualifies for an exemption, but the committee makes that call.\nThe process\nSubmit a protocol describing the species, numbers, procedures, pain category, and the justification for the animal model and the count. Expect revisions. Approvals last three years with annual updates. The Office of Research runs a pre-submission consultation, and there's an anonymous line for reporting a welfare concern.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nCovers: Any use of live vertebrate animals in research or teaching — lab, farm, wildlife, or field observation that involves handling. Approve first: A written protocol reviewed and approved by the Institutional Animal Care and Use Committee before any work. Training: Species-specific training and occupational-health enrollment for everyone on the protocol. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCovers\nAny use of live vertebrate animals in research or teaching — lab, farm, wildlife, or field observation that involves handling\nApprove first\nA written protocol reviewed and approved by the Institutional Animal Care and Use Committee before any work\nTraining\nSpecies-specific training and occupational-health enrollment for everyone on the protocol\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "identity-protection.html", "title": "Identity protection after a data exposure", "description": "What the university does, and what a student or employee should do, after a security incident.", "headings": [ "Identity protection after a data exposure", "On this page", "What the university does", "What to do in the meantime", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Identity protection after a data exposure\nWhat the university does, and what a student or employee should do, after a security incident. See also the identity theft prevention program that tries to catch a problem before it gets this far.\nWhat the university does\nIf an incident exposes personal information, affected students or employees are notified directly with a specific description of what was involved, and credit monitoring is offered where required by law or otherwise warranted by the exposure.\nWhat to do in the meantime\nChange the password on any account that reused a compromised one, watch statements for unfamiliar activity, and report anything suspicious to IT Security through the Help Desk rather than waiting for a scheduled update.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nNotification: Affected individuals notified directly, not just by a general announcement. Support offered: Credit monitoring where legally required or warranted. Report a concern: IT Security, through the Help Desk. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nNotification\nAffected individuals notified directly, not just by a general announcement\nSupport offered\nCredit monitoring where legally required or warranted\nReport a concern\nIT Security, through the Help Desk\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nAccessible technology purchasing\n3D print & fabrication service\n3D Printing Lab\nFull contact directory" }, { "url": "identity-theft-prevention-program.html", "title": "Identity Theft Prevention Program", "description": "How UW-Porter Falls' identity theft prevention program (Red Flags Rule compliance) works across billing, financial aid, and campus card accounts.", "headings": [ "Identity Theft Prevention Program", "Why a university needs one", "What counts as a \"red flag\"", "What happens when a flag is caught", "If you are a victim of identity theft involving your Porter accounts" ], "content": "Campus Safety & Compliance\nIdentity Theft Prevention Program\nA federally required program (the \"Red Flags Rule\") for catching the warning signs of identity theft anywhere Porter extends credit or holds sensitive account information.\nWhy a university needs one\nFederal Trade Commission rules require any institution that extends credit or maintains covered accounts — for Porter, that means tuition payment plans, the Porter Card account, and financial aid disbursement — to maintain a written program for spotting and responding to signs of identity theft, not just react after a fraud has already happened.\nWhat counts as a \"red flag\"\nA payment plan set up with an address that does not match the student’s enrollment record, a request to redirect a financial aid refund to a new bank account made by phone rather than through the verified student portal, or a Porter Card reported stolen and then immediately used somewhere far from campus are all flags staff are trained to recognize and escalate rather than process routinely.\nWhat happens when a flag is caught\nThe office that spots it (usually the bursar, financial aid, or the Porter Card office) freezes the transaction, verifies identity directly with the account holder through a channel other than the one the flagged request came in on, and logs the incident with the compliance officer, who tracks patterns across departments that a single office would not see on its own.\nIf you are a victim of identity theft involving your Porter accounts\nContact the bursar’s office immediately to freeze affected accounts, and file a report with Porter Police if a physical card or device was involved — the same incident may also need a report to local police and the FTC’s identitytheft.gov, which Porter staff can help walk through.\nQuick facts\nFederal basis\nFTC Red Flags Rule\nCovered accounts\nTuition payment plans, Porter Card, financial aid disbursement\nProgram owner\nUniversity compliance officer\nRelated\nPorter Card account\nAccount & password security\nWhistleblower policy" }, { "url": "immunization-requirements.html", "title": "Immunization requirements", "description": "The shots the university requires before your first term, how to submit records, and what a hold does.", "headings": [ "Immunization requirements", "On this page", "What's required and why", "The hold", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Immunization requirements\nThe shots the university requires before your first term, how to submit records, and what a hold does.\nWhat's required and why\nTwo documented MMR doses for everyone; a meningococcal vaccine for anyone living in a residence hall, since that's the setting where it spreads. Wesconsin lets students decline for medical, religious or personal-conviction reasons with a signed form — the form still has to be on file.\nThe hold\nA missing record doesn't stop your first term, but it places a hold that blocks registration for the following one, so it's worth clearing in the first few weeks rather than discovering it at registration time.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nRequired: MMR, and a meningitis vaccine or a signed waiver for students in university housing. Submit through: The student health portal, before the first day of classes. Hold: An incomplete record places a registration hold on the next term. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRequired\nMMR, and a meningitis vaccine or a signed waiver for students in university housing\nSubmit through\nThe student health portal, before the first day of classes\nHold\nAn incomplete record places a registration hold on the next term\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "imposter-syndrome.html", "title": "Imposter feelings", "description": "The sense that you do not belong or fooled your way in — why it is so common here, and what actually helps.", "headings": [ "Imposter feelings", "On this page", "What it is", "Why it hits so hard the first year", "What helps: name it and normalize it", "What helps: keep evidence", "What helps: reframe the standard", "When it is more than a pattern" ], "content": "Student success Imposter feelings\nThe sense that you do not belong or fooled your way in — why it is so common here, and what actually helps.\nWhat it is\nImposter feelings are the persistent sense that you are not as capable as people think, that your successes were luck or timing, and that you will eventually be found out. It is not a diagnosis; it is a common thought pattern, and it is especially loud in high-achieving, competitive environments — which a polytechnic full of people who were the \"smart one\" in high school absolutely is.\nWhy it hits so hard the first year\nYou go from being near the top of a smaller pond to being surrounded by people who are also strong. Everyone else looks like they get it and you do not — but you are comparing your inside (the confusion, the effort) to their outside (the polished answer in class). First-generation students, transfer students, and students from underrepresented backgrounds often carry an extra layer of \"do I belong here.\"\nWhat helps: name it and normalize it\nSay it out loud to someone — a friend, an adviser, a coach, the counseling center. The near-universal response is \"oh, me too,\" and hearing that from someone you respect punctures the idea that you are uniquely fraudulent. A lot of the power of imposter feelings is that people keep them secret.\nWhat helps: keep evidence\nThe feeling ignores your track record, so make the record hard to ignore. Keep a note of things you figured out, hard problems you solved, positive feedback, and grades you earned. When the thought says \"you can't do this,\" you have a list that says you already have.\nWhat helps: reframe the standard\nStruggling with hard material is not evidence you do not belong — it is what learning hard material feels like, for everyone. The students who look effortless are usually working hard where you cannot see it, or asking for help you did not know they got. Needing office hours and tutoring is using the university as designed, not a confession.\nWhen it is more than a pattern\nIf the feeling is constant, is stopping you from taking opportunities (not applying, not speaking up, not raising your hand for a project), or is tangled up with anxiety or low mood, that is worth talking to the counseling center about. It responds well to a few sessions, and the identity-based centers offer a smaller room to start in.\nAt a glance\nIt is\nA common thought pattern — not a diagnosis — loud in competitive, high-achieving places\nThe comparison trap\nYour inside (confusion, effort) vs. everyone else's outside (the polished answer)\nHelps\nSay it out loud (the answer is \"me too\"), keep evidence, reframe struggle as learning\nMore than a pattern?\nIf it's stopping you from taking opportunities — the counseling center\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBeing a first-generation student\nMaking friends in college\nUsing counseling services\nPerfectionism and getting things done\nFinding a faculty mentor\nFull contact directory" }, { "url": "inbound-international-orientation.html", "title": "International student orientation", "description": "Arrival, visa check-in and cultural transition programming for incoming international students.", "headings": [ "International student orientation", "On this page", "Before the semester starts", "The first semester", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Global learning International student orientation\nArrival, visa check-in and cultural transition programming for incoming international students.\nBefore the semester starts\nInternational students arrive a week early for immigration document check-in, a required visa status review, help opening a bank account and enrolling in health insurance, and a shared airport pickup coordinated from the Cities.\nThe first semester\nEvery new international student is paired with a continuing student mentor, and Global Education runs monthly cultural adjustment sessions covering everything from the academic honesty expectations in a US classroom to how a Wesconsin winter actually works.\nIn and around Porter Falls\nFor a campus this size Porter both sends and receives a steady stream of students internationally. The Global Education Office in Founders Union runs the advising, the risk review and the arrival and re-entry programming.\nThe practical details\nWhen: The week before general New Student Orientation. Includes: Airport pickup, visa/immigration check-in, banking, health insurance. Ongoing: A first-semester peer mentor pairing. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Global Education Office (Founders Union, Room 240). Call (715) 555–0220 or email global@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nThe week before general New Student Orientation\nIncludes\nAirport pickup, visa/immigration check-in, banking, health insurance\nOngoing\nA first-semester peer mentor pairing\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFaculty-Led Study Abroad\nStudy Abroad Partner Universities\nCPT & OPT workshops\nTravel signature requests\nFull contact directory" }, { "url": "incomplete-grade-policy.html", "title": "Incomplete grades", "description": "When an instructor can give an Incomplete, how long you have to finish, and what it becomes if you don't.", "headings": [ "Incomplete grades", "On this page", "When it applies", "The clock", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Incomplete grades\nWhen an instructor can give an Incomplete, how long you have to finish, and what it becomes if you don't.\nWhen it applies\nAn Incomplete is for a student who was on track to pass and then hit something real — illness, a death in the family, a hospitalisation — with only a piece of the course left. It is not an extension for falling behind, and an instructor isn't obligated to offer one.\nThe clock\nThe written agreement sets a deadline, usually within the next term. Miss it and the Incomplete lapses to the grade the completed work earns with the missing pieces counted as zero — often a low grade, so finishing early matters.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nEligible: Most of the work done and passing, prevented from finishing by a documented emergency near term's end. Agreement: A written plan — what's left, the deadline — signed by student and instructor. Default: Converts to the grade earned as if the missing work scored zero, at the deadline. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nEligible\nMost of the work done and passing, prevented from finishing by a documented emergency near term's end\nAgreement\nA written plan — what's left, the deadline — signed by student and instructor\nDefault\nConverts to the grade earned as if the missing work scored zero, at the deadline\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "independent-study-registration.html", "title": "Independent study", "description": "Earning credit for a project or reading course you design with a faculty supervisor.", "headings": [ "Independent study", "On this page", "When to use it", "Making it real", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Independent study\nEarning credit for a project or reading course you design with a faculty supervisor.\nWhen to use it\nA research question no existing course covers, a creative project, a deep reading list in a subfield, or continuing a summer project into the term for credit. It requires more self-direction than a normal class — there's no syllabus but the one you write.\nMaking it real\nMeet your sponsor on a set schedule, not just at the end. Put the deliverable and grading basis in writing up front so 'I did a lot of reading' doesn't become a dispute at grade time. Independent-study credit generally counts as elective unless the department pre-approves it for a specific requirement.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nSet up before the term: A faculty sponsor, a written proposal (objectives, work plan, deliverables, how it's graded), and department approval. Credits: Usually 1–3, with an expected-hours-per-credit standard like any course; capped per term and per degree. Registration: By permission number under the department's independent-study course number, before the add deadline. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSet up before the term\nA faculty sponsor, a written proposal (objectives, work plan, deliverables, how it's graded), and department approval\nCredits\nUsually 1–3, with an expected-hours-per-credit standard like any course; capped per term and per degree\nRegistration\nBy permission number under the department's independent-study course number, before the add deadline\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "index.html", "title": "Home", "description": "University of Wesconsin–Porter Falls Polytechnic — Forging day one from one day. A parody university.", "headings": [ "Forging day one from one day.", "Discover your career path", "UW–Porter Falls by the numbers", "Programs people come here for", "How to become a student here", "Degrees that do more", "Your classroom is bigger than a classroom.", "Find your place at Porter", "News", "What is happening", "Porter Falls, live", "Take the next step." ], "content": "Wesconsin's hands-on polytechnic\nForging day one from one day.\nBuild, test, create and lead in 49 career-focused programs. At UW–Porter Falls, labs, studios, fieldwork and paid experience are part of your education from the start.\nFind your program\nVisit campus\nThe Polytechnic Advantage See why hands-on learning changes what graduates can do.\nApply to UW–Porter Falls Start a free application and receive a decision in about two weeks.\nTour Campus Walk the labs, studios, residence halls and riverfront campus.\nFind your direction Discover your career path\nExplore by who you are, or by the work you want to do.\nArt, Design & Graphics Turn ideas into visual experiences, products and stories.\nBusiness & Management Lead teams, launch ventures and improve organizations.\nEducation Help learners grow in classrooms, communities and workplaces.\nHuman & Social Sciences Strengthen lives through health, service and human development.\nIT & Communications Secure systems, analyze data and connect people with technology.\nScience, Engineering & Math Design, test and manufacture solutions for the real world.\nUW–Porter Falls by the numbers\nFigures as of the fall 2026 census.\n8,412 students 49 programs 94% employed or in grad school within six months 17:1 student to faculty ratio 7 colleges 1893 founded\nPrograms people come here for\nSee all 50 programs\nEngineering & Technology Mechanical Engineering\nDesign, build and test machines from the first semester on.\nB.S. Computing Cybersecurity\nOffense and defense, with a supervised red team students actually run.\nB.S. Health Sciences Nursing\nClinical hours start in year one, across five partner hospital systems.\nB.S.N. Business Business Administration\nCore business fundamentals plus a required paid co-op term.\nB.S. Applied & Technical Packaging Technology\nOne of a handful of dedicated packaging programs in the country.\nB.S. Arts & Design Graphic Design & Interactive Media\nReviewed each semester by a jury of working designers.\nB.F.A.\nHow to become a student here\nFour steps, in order.\n1 Pick a program\n49 of them, across seven colleges. The finder filters by field, level and length.\n2 Apply\nTwenty minutes online. No application fee, no essay required.\n3 Sort out money\nFile the aid form, then talk to a person. We will tell you what it actually costs.\n4 Enroll\nNew Student Orientation is the week before classes start. We will see you there.\nEducation with momentum Degrees that do more\n49 Career-focused programs\nChoose a major built with employers and taught through projects, labs and professional practice.\nDiscover your path →\n12 Flexible ways to learn\nOnline and hybrid options help working adults, transfer students and graduate learners move forward.\nView flexible programs →\n83% Receive financial support\nScholarships, grants, work-study and clear advising make the full cost easier to understand.\nPlan your investment →\nLearn by doing Your classroom is bigger than a classroom.\nEvery Porter student completes applied projects with real constraints, professional equipment and feedback from people working in the field. Co-ops, internships and client projects turn experience into a portfolio before graduation.\nSee the Porter experience\nA campus built around you Find your place at Porter\nExplore campus life\nGraduate students Advance your career with applied graduate study.\nFamilies & supporters Get the information you need to help a student thrive.\nTransfer students Bring your credits and finish here.\nBusiness & community Partner with our talent, labs and applied expertise.\nNews\nAll news\nAthletics · October 8, 2026\nForge Bowl Preview: More Than 4,700 Tickets Sold for Saturday’s Homecoming Game Against Chippewa Valley State\nThe rivalry game kicks off at 1 p.m. October 17 at Millwright Stadium, and the athletic directors have signed an agreement to keep it going after the conference change.\nStudents · October 5, 2026\nThis Year’s Millrace Week Foundry Pour Will Recast Heritage Hall’s Old Radiators\nAbout 1,100 pounds of cast iron pulled out during summer construction will become 400 Porter trivets, poured in front of the public on October 15.\nCampus · October 1, 2026\nMillrace Week Schedule Released: Foundry Pour Thursday, Forge Bowl and Fireworks Saturday\nHomecoming runs October 11–17 with the Ring of Iron at dusk Friday and reunions for the classes of 1976, 2001 and 2016.\nWhat is happening\nFull calendar\nSeptember 12 Career Fair — Fall 2026\nIronclad Fieldhouse Free, all students September 18 Engineering & Technology Open House\nFounders Hall Open to the public September 20 Senior Design Showcase: College of Business\nCommerce Hall Atrium Open to the public September 26 Homecoming Parade\nFounders Drive Free September 27 Ironclads vs. Chippewa Valley State\nIronclad Stadium Tickets $8\nRight now Porter Falls, live\nReal public data about the real area UW–Porter Falls is set in — not part of the fiction.\nLocal weather\nLive Loading current weather…\nOn this day\nLive Loading today in history…\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "industry-advisory-boards-in-practice.html", "title": "Industry advisory boards, in practice", "description": "Every Porter program has one. Here is what they do and why it shows up in your classes.", "headings": [ "Industry advisory boards, in practice", "On this page", "What they are", "What they change", "How you encounter one", "For students who want to engage", "For employers", "Accreditation and program review", "The limit" ], "content": "Research & outreach Industry advisory boards, in practice\nEvery Porter program has one. Here is what they do and why it shows up in your classes.\nWhat they are\nEach academic program at Porter has an industry advisory board — a standing group of regional employers, practitioners, and often alumni who meet a couple of times a year with the faculty to review the curriculum against what the field actually needs. It is a defining feature of a polytechnic, not a ceremonial add-on.\nWhat they change\nBoards drive concrete curriculum decisions: a software tool that has become standard gets added to a course; a topic that has faded gets cut; a new certification the field expects becomes an embedded option; a capstone rubric gets rewritten to match how work is actually reviewed in industry. When a course feels current, a board is usually part of the reason.\nHow you encounter one\nYou may never see the board meet, but you see its output: guest speakers from board companies, course projects sponsored with real briefs, site visits, mock interviews run by practitioners, and the Career Conference employers who recruit from your program. Many co-op and internship pipelines started as a board relationship.\nFor students who want to engage\nSome boards include a student representative — usually a junior or senior nominated by the department — who brings the student view to curriculum discussions. It is a strong leadership line and a direct connection to employers. Ask your program coordinator how the seat is filled.\nFor employers\nCompanies join a board to shape the pipeline they hire from, get early access to students, and sponsor projects. It is a modest time commitment — a few meetings a year — with an outsized influence on what graduates can do. The business and industry outreach office coordinates membership.\nAccreditation and program review\nBoard input feeds the periodic program review and, for accredited programs, the accreditation self-study — external accreditors expect evidence that the curriculum is validated against practice. The board is a large part of that evidence.\nThe limit\nBoards advise; faculty own the curriculum and its academic integrity. A board cannot require a course to teach a proprietary tool or drop rigor for convenience. The healthy version is a real exchange, not a client dictating to a vendor.\nAt a glance\nEvery program has one\nRegional employers + practitioners + alumni, meeting a few times a year\nThey change\nTools taught, topics cut, embedded certifications, capstone rubrics\nYou see\nGuest speakers, sponsored projects, site visits, recruiting\nStudent seat\nSome boards include a nominated student rep\nWho to contact\nBusiness & Industry Outreach\nMillwright Hall 120\nPhone\n(715) 555–0157\nEmail\noutreach@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nWhat \"polytechnic\" means at Porter\nEmployer partnerships\nProgram review\nAssessment & accreditation\nFull contact directory" }, { "url": "industry-advisory-boards.html", "title": "Industry advisory boards", "description": "Working professionals who review curriculum and keep programs aligned with employer needs.", "headings": [ "Industry advisory boards", "On this page", "What a board actually does", "Advisory, not governing", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Industry advisory boards\nWorking professionals who review curriculum and keep programs aligned with employer needs.\nWhat a board actually does\nEach department's advisory board reviews the curriculum against what its members are actually hiring for, pilots new equipment or software before a program commits to it, and gives capstone project ideas pulled from real problems at their own organisations.\nAdvisory, not governing\nBoards recommend; the faculty and the college curriculum committee decide. That line is intentional — employer input keeps programs current without an outside company setting academic requirements.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nBoards: One per department, most meet twice a year. Members: Employers, alumni, occasional community partners. Role: Advisory, not governing. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nBoards\nOne per department, most meet twice a year\nMembers\nEmployers, alumni, occasional community partners\nRole\nAdvisory, not governing\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nHonor societies\nPrior learning assessment\nStaff Senate\nDistinguished Lecture Series\nFull contact directory" }, { "url": "information-technology.html", "title": "Technology services", "description": "Your account, the campus network, the learning platform, computer labs, software, and the help desk when any of it breaks.", "headings": [ "Technology services", "On this page", "Your Porter account", "Get help", "What you get as a student", "Security and your responsibility", "Building your own skills" ], "content": "Campus services Technology services\nYour account, the campus network, the learning platform, computer labs, software, and the help desk when any of it breaks.\nYour Porter account\nOne account signs you in to email, the learning management system , MyPorter , the library, campus Wi-Fi, and lab computers. Activate it with the code in your admission letter and set up multi-factor authentication — it is required and it stops the large majority of account takeovers. Your Porter email becomes the official channel for everything, so check it daily.\nGet help\nThe Technology Help Desk is on Level 1 of Halvorsen Library and is reachable by walk-in, chat, phone at (715) 555–0146, and email at help@uwporterfalls.edu. It handles account lockouts, Wi-Fi and device setup, software installs, learning-platform problems, and classroom technology. If a platform outage keeps you from submitting work, screenshot the error with a timestamp, email the work to your instructor before the deadline as proof, and open a ticket — instructors are understanding about a documented failure.\nWhat you get as a student\nUniversity-licensed productivity, security, and creative software; large cloud storage with version history (use it as your automatic backup — see backing up your coursework ); a licensed password manager ; the issued laptop and its warranty and loaner program; equipment checkout for cameras, audio kits, and hotspots; general and specialty computer labs ; a printing allocation ; and remote access to lab software and library databases.\nSecurity and your responsibility\nThe university will never ask for your password by email or text. Be suspicious of urgency, links that do not go where they say, and “job offers” that send you a check or ask for bank details. Report suspicious messages with the phishing-report button. Keep your devices locked and updated. If you think you were phished, change your password from a device you trust, sign out all sessions, and call the Help Desk immediately. Learn more free from the CISA Secure Our World campaign and the Have I Been Pwned breach checker.\nBuilding your own skills\nStudents often get free access to a professional online-learning library (LinkedIn Learning or similar) through the university — ask the Help Desk. For self-paced technical practice, MDN Web Docs , freeCodeCamp , and the open resources guide are genuinely free.\nAt a glance\nHelp Desk\nHalvorsen Library, Level 1 · (715) 555–0146 · help@uwporterfalls.edu · walk-in and chat\nRequired\nMulti-factor authentication on your Porter account\nFree to you\nSoftware, big cloud storage with version history, a password manager, labs, equipment checkout\nPhished?\nChange your password from a trusted device, sign out all sessions, call the Help Desk\nRelated resources\nIT service status\nTechnology FAQ\nTransportation & parking\nCampus safety\nCampus store\nWeather & campus closures\nCampus Card\nContact directory" }, { "url": "innovation-coaching.html", "title": "Innovation Coaching & Mentorship", "description": "One-on-one venture coaching, industry mentor matching, peer cohorts, and the Alumni Angel Syndicate for UW–Porter Falls student founders.", "headings": [ "Innovation Coaching & Mentorship", "On this page", "Venture advisors: your weekly 1-on-1", "Industry mentor matching", "Peer cohorts and accountability", "Alumni Angel Syndicate", "Discovery workshops", "How to get started" ], "content": "Innovation & entrepreneurship Innovation Coaching & Mentorship\nWeekly 1-on-1 with a venture advisor, a matched industry mentor for your domain, and a peer cohort that holds you accountable — from idea to first dollar.\nVenture advisors: your weekly 1-on-1\nFour full-time Venture Advisors (staff, not faculty) each carry a portfolio of 15–20 ventures. Backgrounds: SaaS founder (exited to public co.) , Med-tech PM (FDA Class II) , Consumer hardware (Kickstarter → retail) , Marketplace/nonprofit hybrid . Cadence: 30-min weekly standup (metrics, blockers, next actions) + 60-min monthly deep dive (strategy, fundraising, hiring, founder psychology). Tools: Shared Notion workspace (metrics dashboard, milestone tracker, doc library), Loom for async updates, Slack connect for daily questions. Advisor scope: They don’t write code or make sales calls — they ask the right questions, introduce the right people, and keep you honest on milestones. Reassignment: If fit isn’t there, request a switch (happens ~10% of cases, no stigma).\nIndustry mentor matching\nMentor Network: 120+ alumni and regional professionals (med-tech, fintech, ed-tech, climate, consumer, industrials, nonprofit). Matching: At onboarding, founders complete a Mentor Fit Survey (domain, stage, personality, communication style). Director matches within 1 week — intro email with context, suggested first-meeting agenda. Commitment: Mentors sign a Mentor Compact (1 hr/month for 6 months, renewable, no equity, no investment obligation, confidentiality). Structure: First meeting: “Where are you stuck?” Subsequent: founder sends 1-pager update 24 hrs before; mentor brings pattern-matching from their experience. Specialist pool: For deep technical/regulatory questions (FDA, SOC2, hardware DFM, grant writing), advisors tap a Specialist Pool (paid honorarium $200/hr, university-funded) — founders don’t pay.\nPeer cohorts and accountability\nDiscovery Cohort (pre-incubator, 8 weeks, 12 teams): Weekly 90-min session (workshop + breakout), facilitated by an Advisor. Topics: problem interviews, landing-page test, wizard-of-oz prototype, pricing survey, founder agreement basics. Output: Validation Brief (ready for micro-grant application). Incubator Cohort ( Student Venture Incubator , 12 weeks, 8–12 teams): Tuesday standups (3 min each: metric, blocker, ask), Friday demo/feedback (20 min each, rotating external reviewer). Seed Cohort ( Student Venture Fund recipients): Biweekly 60-min board-style review (metrics, runway, hiring, board prep). Alumni Cohort (graduated founders): Monthly dinner (first Thursday, rotating host), annual Founders Homecoming (fall, 2 days: workshops, investor panels, reunion). Slack: #founders-general (800+ members), #incubator-current, #seed-current, #alumni-founders — active, searchable, self-moderating.\nAlumni Angel Syndicate\nInformal network of 28 alumni (founders, operators, VCs) who opt in to see every Seed Fund deal. Process: Fund Director sends deal memo (1-pager + deck + data room link) → angels have 10 days to commit ($5K–$50K each, syndicate lead negotiates pro-rata). Terms: Same SAFE/note as Fund (no side letters). Track record: 60% participation rate on Seed deals; 3 portfolio companies have raised Series A with Syndicate members leading or co-leading. No carry, no fees — purely alumni paying it forward. Founder benefit: One data room, one process, multiple checks — closes in 3 weeks vs. 3 months.\nDiscovery workshops\nWeekly, free, no application: Mondays 4–5:30 p.m., Forge Innovation Hub Classroom. Rotating curriculum (8-week cycle): Problem Interviewing (script, recruiting, synthesis)\nLanding Page in an Hour (Carrd, Webflow, analytics)\nWizard-of-Oz Prototyping (no-code, manual backend)\nCustomer Journey Mapping (jobs-to-be-done, switching costs)\nPricing Discovery (Van Westendorp, conjoint-lite, pilot design)\nFounder Agreement Basics (equity split, vesting, IP, decision rights)\nMetrics That Matter (leading vs. lagging, cohort analysis, unit economics)\nPitch Deck Anatomy (story, traction, ask, appendix)\nAttend any 6/8 → Discovery Certificate (digital badge, LinkedIn-ready). Workshops are the typical entry point for students who “have an interest but no idea yet.”\nHow to get started\nStep 1: Attend a Discovery Workshop (Monday 4 p.m., no RSVP). Step 2: Apply for a Validation Micro-Grant (Form A, 15 min) — this unlocks a Venture Advisor. Step 3: Advisor matches you with an Industry Mentor and places you in the next Discovery Cohort . Step 4: Execute your validation experiment, submit Learning Report . Step 5: If traction, apply to Incubator (space + coaching + cohort) and/or Seed Fund (capital + board-style governance). No gatekeepers: You can enter at any step; the system is designed to meet you where you are. Contact: innovation@uwporterfalls.edu or drop into Forge Innovation Hub 140 (Mon–Fri 9–5).\nAt a glance\nVenture Advisors\n4 full-time, 15–20 ventures each\nMentor network\n120+ alumni/regional pros\nCohorts\nDiscovery (8w), Incubator (12w), Seed (biweekly)\nAlumni Angel Syndicate\n28 members, 60% participation\nEntry point\nMonday Discovery Workshops (free)\nRelated resources\nStudent Venture Incubator\nMicro-Grants & Seed Fund\nEntrepreneurship Legal Clinic\nForge Prototyping Lab\nThe Forge Makerspace" }, { "url": "innovation-entrepreneurship.html", "title": "Innovation & entrepreneurship", "description": "The path from an idea to a tested venture at Porter — the programs, the money available, and who it is for.", "headings": [ "Innovation & entrepreneurship", "On this page", "Who this is for", "The programs", "The money", "Getting started" ], "content": "Research Innovation & entrepreneurship\nThe path from an idea to a tested venture at Porter — the programs, the money available, and who it is for.\nWho this is for\nYou do not need a business major, a finished product, or a co-founder. The entrepreneurship program works with students who have a rough idea and want to find out if it is real — a product, a service, a nonprofit, a campus solution, a side project that might be more. It is run out of a center with staff advisors, faculty affiliates from across the colleges, and a network of alumni founders and mentors, and it treats \"I tested this and it does not work\" as a successful outcome that cost you a semester instead of your savings.\nThe programs\nA sequence, not a single class: discovery workshops on framing a problem, interviewing potential users, and sizing a market before you build anything; a validation program where teams run structured experiments on their assumptions with a small stipend; access to the Forge makerspace and design mentors for prototyping; a student venture incubator with space, coaching, and a cohort; and legal, accounting, and IP clinics staffed by professionals and supervised students. A minor and several courses in entrepreneurship are open to any major and give academic credit for this work.\nThe money\nPitch competitions run through the year with real prize money, from small idea-stage awards to a larger annual final. Validation and prototype micro-grants (a few hundred to a few thousand dollars) are available on a rolling basis to move a specific experiment forward. A student venture fund makes larger seed investments in teams that have shown traction. None of it requires giving up equity to the university, and losing a pitch competition still gets you the judges' feedback and often a mentor.\nGetting started\nCome to an open workshop or book a first meeting with a center advisor with nothing but the idea and a willingness to have it questioned. The first ask is almost always \"go talk to ten people who would use this and come back\" — cheap, fast, and the step most people skip. From there the advisor maps you to the right program, grant, and mentor.\nAt a glance\nFor whom\nAny major, any stage — a rough idea is enough; a product, service, nonprofit, or campus fix all count. \"It does not work\" is a valid, cheap outcome\nPrograms\nDiscovery workshops → a paid validation program → Forge prototyping → a venture incubator → legal/accounting/IP clinics; a credit-bearing minor and courses too\nMoney\nYear-round pitch competitions with real prizes, rolling micro-grants for specific experiments, and a student seed fund — no equity to the university\nStart\nAn open workshop or a first meeting with an advisor; expect \"go talk to ten potential users first\"\nRelated resources\nUndergraduate research\nResearch centers & labs\nFaculty experts\nContact directory" }, { "url": "innovation-microgrants.html", "title": "Innovation Micro-Grants & Seed Fund", "description": "Validation micro-grants ($500–$2,000) and the Student Venture Fund ($10K–$50K equity-free) for UW–Porter Falls student founders testing and scaling ventures.", "headings": [ "Innovation Micro-Grants & Seed Fund", "On this page", "Validation micro-grants", "Student Venture Fund (seed)", "Application and review process", "Milestones and reporting", "Portfolio highlights", "Feeder programs and next steps" ], "content": "Innovation & entrepreneurship Innovation Micro-Grants & Seed Fund\nNon-dilutive capital for student ventures: $500 validation grants to test demand, $10K–$50K seed investments to scale — no equity taken, just milestones.\nValidation micro-grants\nPurpose: Test a risky assumption before you commit months of work. Award: $500–$2,000 (non-repayable, no equity). Eligibility: Any enrolled student (solo or team), any major, any stage — even “I have a problem but no solution yet.” Typical uses: User interviews (incentives, travel), landing-page ads, prototype materials (3-D print, PCB fab, sew a sample), survey panels, domain/expert consults. Cycles: Rolling applications, reviewed biweekly by a rotating panel (staff + 2 alumni founders + 1 faculty). Decision within 10 days. Volume: ~80 grants/year, $95K total. Success metric: Did you learn something that changed your direction? (Failure is a valid outcome — 40% of grants result in “pivot or stop,” which is celebrated.)\nStudent Venture Fund (seed)\nPurpose: Scale a venture with validated demand — build v1, hire first employee, launch paid pilot. Award: $10,000–$50,000 (equity-free, milestone-based). Eligibility: At least one founder is a current student or recent alum ( demand evidence (paying customers, LOIs, waitlist >100, or $5K+ revenue). Terms: No equity, no repayment, no board seat. Milestones are co-defined (e.g., “ship v1 to 10 beta customers by Week 8,” “achieve $2K MRR by Week 16”). Funds released in 3 tranches tied to milestones. Governance: Investment Committee (Director of Innovation, 3 alumni angels, 1 faculty, 1 student rep) votes; Director has veto. Volume: 6–8 investments/year, $250K–$350K deployed. Follow-on: Portfolio ventures raise external rounds at 5x–15x the Fund’s entry valuation; the Fund’s “pro-rata” is a handshake agreement to participate in the next round (not contractual).\nApplication and review process\nMicro-grant (Form A, 15 min): Problem statement, riskiest assumption, experiment design, budget ($500 increments), team bios. Review criteria: Clarity of assumption , experiment validity , budget realism , founder grit . Seed Fund (Form B, 2 hrs): One-pager, traction deck (metrics, cohorts, unit economics), 12-week milestone plan, cap table, IP summary, mentor references. Due diligence: 30-min founder interview, reference calls, metric verification (Stripe/QuickBooks export or customer emails). Timeline: Micro-grant → decision in 10 days. Seed → 3-week process (screen → deep dive → IC vote). Reapplication: Micro-grant alumni get fast-track seed review (skip screen, go straight to deep dive).\nMilestones and reporting\nMicro-grant: One-page Learning Report due 30 days after award (What did you test? What did you learn? What’s next?). No financial receipts required (honor system, spot-checked 10%). Seed: Weekly 15-min standup with assigned Venture Advisor (staff). Biweekly Milestone Review (written update + 20-min presentation to Advisor + 1 alumni mentor). Missed milestone → automatic pause (no further tranches) + 14-day cure period. Three pauses → Fund may convert to repayable loan (rare, 2 cases in 8 years). Transparency: All milestone data (anonymized) published in the Annual Innovation Report (public, feeds the site index for Poly chatbot).\nPortfolio highlights\nLumen Prosthetics (2023 seed, $35K): Adaptive prosthetic socket (see Forge Prototyping Lab ) — raised $1.2M seed (2024), 12 employees, FDA 510(k) pending. RiverWatch IoT (2022 micro-grant $1,500 → 2023 seed $25K): LoRaWAN water-quality nodes for watershed groups — 40 deployments across 3 states, acquired by HydroMetrics (2025). Mabel’s Market (2024 micro-grant $800): Cottage-food licensing kit for home bakers — 300 kits sold, partnered with Mabel’s Bakery for co-branded version. Glean (2024 seed $20K): App connecting farm surplus to food pantries (logistics optimization) — pilot with Porter County Food Bank , 12K lbs diverted in 6 months. TutorMatch (2021 micro-grant $500 → 2022 seed $15K): Peer tutoring marketplace for STEM courses — 2,400 matches, acquired by Knack (2024).\nFeeder programs and next steps\nDiscovery Workshops (weekly, free, no application): Problem Interviewing , Landing Page in an Hour , Wizard-of-Oz Prototyping , Customer Journey Mapping — run by Innovation Coaching staff. Micro-grant is the typical first dollar. Incubator ( Student Venture Incubator ) provides space, coaching, and cohort — most seed-funded teams are Incubator grads. Legal Clinic ( Entrepreneurship Legal Clinic ) handles incorporation, IP, contracts pro bono for funded teams. Alumni Angel Syndicate (informal, 25+ alumni) sees every seed deal — 60% participate in follow-on rounds. Apply: portal form (login) or email innovation@uwporterfalls.edu .\nAt a glance\nValidation micro-grants\n$500–$2K, non-repayable, ~80/year\nStudent Venture Fund\n$10K–$50K, equity-free, 6–8/year\nDecision time\nMicro-grant: 10 days; Seed: 3 weeks\nEquity taken\nZero (milestone-based only)\nPortfolio follow-on\n5x–15x valuation step-up\nRelated resources\nStudent Venture Incubator\nInnovation Coaching & Mentorship\nEntrepreneurship Legal Clinic\nForge Prototyping Lab\nForge Prototyping Lab\nThe Forge Makerspace" }, { "url": "institutional-effectiveness.html", "title": "Institutional effectiveness", "description": "Planning, evidence and review cycles that connect university priorities to measurable improvement.", "headings": [ "Institutional effectiveness", "On this page", "Plan", "Review evidence", "Improve", "Few measures, actually used", "Closing the loop", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Institutional effectiveness\nPlanning, evidence and review cycles that connect university priorities to measurable improvement.\nPlan\nUnits define a small number of outcomes, owners, milestones, resources and measures that can actually inform a decision.\nReview evidence\nDashboards, surveys, program reviews, budget context and listening sessions are read together rather than treated as isolated numbers.\nImprove\nLeaders document the change, responsible owner, next review date and how students, employees or partners will see the difference.\nFew measures, actually used\nUnits pick a handful of outcomes with named owners, milestones and measures that could actually change a decision, rather than a long list nobody revisits. Dashboards, surveys, program reviews and budget context are read together, not as isolated numbers.\nClosing the loop\nAn improvement is not finished until someone writes down what changed, who owns it, when it will be reviewed again, and how students, employees or partners will notice the difference. That record is what the next planning cycle starts from.\nIn and around Porter Falls\nCurriculum decisions at Porter still run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow: a new program takes roughly two years from proposal to first cohort, and the review calendar is published so students and employers can see what is coming.\nThe practical details\nPlanning cycle: Annual, tied to the budget calendar. Rule: A small number of outcomes that can inform a decision. Close: Document the change, the owner and the next review date. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Office of the Provost (Millwright Hall, Room 300). Call (715) 555-0130 or email provost@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nPlanning cycle\nAnnual, tied to the budget calendar\nRule\nA small number of outcomes that can inform a decision\nClose\nDocument the change, the owner and the next review date\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAssessment & accreditation\nFaculty Senate\nCourse withdrawal & leave\nFull contact directory" }, { "url": "institutional-research.html", "title": "Institutional research", "description": "Official enrollment, completion, survey and decision-support data.", "headings": [ "Institutional research", "On this page", "Student data", "Surveys and outcomes", "Responsible use", "The fact book", "Privacy in the numbers", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "About Institutional research\nOfficial enrollment, completion, survey and decision-support data.\nStudent data\nStandard reports cover enrollment, demographics, retention, graduation, credit production and degrees awarded.\nSurveys and outcomes\nThe office coordinates student experience surveys, graduate outcomes and internal program information.\nResponsible use\nPublished reports protect privacy; detailed data requests require a legitimate purpose and appropriate access.\nThe fact book\nPorter’s enrollment, demographic, retention and completion numbers are compiled once each term from the student system and published as a fact book that every office works from. When a figure on this site and a figure in a news release disagree, the fact book is the tiebreaker.\nPrivacy in the numbers\nPublished reports never show a cell small enough to identify a person, and detailed extracts require a stated educational purpose and the right access level. Survey participation is voluntary and results are reported in aggregate.\nIn and around Porter Falls\nUniversity Communications sits in Millwright Hall and handles the parts of Porter that outlast any one semester — the archives in Halvorsen Library, the fact book, the response when a reporter from the Lake City paper calls. The founding manual-training mission from 1893 is still the reference point for most of what this office says publicly.\nThe practical details\nCensus date: Tenth day of each term. Standard reports: Enrollment, retention, graduation, degrees, credit load. Data requests: Reviewed for purpose and access. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by University Communications (Millwright Hall, Room 210). Call (715) 555-0250 or email news@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nCensus date\nTenth day of each term\nStandard reports\nEnrollment, retention, graduation, degrees, credit load\nData requests\nReviewed for purpose and access\nWho to contact\nUniversity Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\nnews@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFact book 2026\nMedia relations\nFull contact directory" }, { "url": "institutional-review-board.html", "title": "The Institutional Review Board", "description": "The committee that reviews research involving human participants before it can begin, and the three review levels.", "headings": [ "The Institutional Review Board", "On this page", "What it checks", "Getting through it faster", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach The Institutional Review Board\nThe committee that reviews research involving human participants before it can begin, and the three review levels.\nWhat it checks\nThat risks to participants are minimised and reasonable against the knowledge to be gained, that consent is genuinely informed, that privacy and data are protected, and that vulnerable groups aren't targeted for convenience. It does not judge scientific merit — that's peer review's job.\nGetting through it faster\nMost student and classroom research qualifies as exempt or expedited; the delays that happen are almost always a consent form that over-promises or a data plan that's vague. The office runs drop-in hours to catch those before submission.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nReviews: Any research with living human subjects or their identifiable data. Levels: Exempt, expedited, or full-board, set by the risk to participants. Timeline: Days for exempt, a few weeks for expedited, monthly meetings for full-board. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nReviews\nAny research with living human subjects or their identifiable data\nLevels\nExempt, expedited, or full-board, set by the risk to participants\nTimeline\nDays for exempt, a few weeks for expedited, monthly meetings for full-board\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "instrument-checkout-science.html", "title": "Scientific instrument checkout", "description": "Field and portable lab instruments — meters, loggers, sampling gear — that students and researchers borrow for course projects and fieldwork.", "headings": [ "Scientific instrument checkout", "On this page", "Why it's centralised", "Checking one out", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Scientific instrument checkout\nField and portable lab instruments — meters, loggers, sampling gear — that students and researchers borrow for course projects and fieldwork.\nWhy it's centralised\nA dozen course sections and research projects need the same handful of field instruments a few weeks a year each. Pooling them in the stockroom means the university owns one good water-quality meter instead of six mediocre ones scattered across labs.\nChecking one out\nReserve ahead through the stockroom system, especially in the spring field-season crunch; instruments come calibrated with a quick-start card, and anything returned damaged or uncalibrated is flagged so the next borrower isn't caught out.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nLocation: The science stockroom, Founders Hall. Loan: Typically one to two weeks; longer for a funded project. What's available: Water-quality meters, data loggers, GPS units, soil kits, light meters, a portable spectrophotometer. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nThe science stockroom, Founders Hall\nLoan\nTypically one to two weeks; longer for a funded project\nWhat's available\nWater-quality meters, data loggers, GPS units, soil kits, light meters, a portable spectrophotometer\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "intellectual-property-and-your-work.html", "title": "Intellectual property and your student work", "description": "Who owns what you make in a class, a capstone, or a research project — and how to protect an idea.", "headings": [ "Intellectual property and your student work", "On this page", "The default: you own your coursework", "Sponsored and funded projects are different", "Using university resources", "If you think you have something valuable", "Copyright basics for your work", "Team projects", "Where to get help" ], "content": "Academics Intellectual property and your student work\nWho owns what you make in a class, a capstone, or a research project — and how to protect an idea.\nThe default: you own your coursework\nWork you create for a class as part of normal instruction — a paper, a design, a project, code — is generally yours. The university has a license to keep and display work for educational and accreditation purposes (a capstone in a showcase, a portfolio in an accreditation review), but ownership stays with you unless you signed something that says otherwise.\nSponsored and funded projects are different\nWhen an outside company sponsors your capstone or a grant funds your research, an agreement signed before the work starts sets the IP terms — sometimes the sponsor owns the result, sometimes it is shared, sometimes background IP stays with the university and the sponsor gets a license. Read what you sign. If nobody put an agreement in front of you and the project has a sponsor, ask.\nUsing university resources\nIf you develop something using significant university resources beyond ordinary classroom use — specialized equipment, a paid research role, staff time — the university's IP policy may give it an ownership interest. The line is \"significant use,\" not \"I printed it in the library.\" Technology Transfer can tell you where a specific project falls.\nIf you think you have something valuable\nBefore you present it publicly, post it online, or enter it in a competition, talk to Technology Transfer — a public disclosure can start clocks that limit patent options later. They handle invention disclosures, evaluate commercial potential, and can help with provisional protection. This is free advice and it is better sought early.\nCopyright basics for your work\nYour original writing, images, code, and designs are protected by copyright automatically when you create them; registration adds enforcement options. Conversely, using others' copyrighted material in your work (images, music, code, text) needs permission or a genuine fair-use or license basis — the library runs a workshop on this for student projects.\nTeam projects\nOn a team, discuss ownership and credit up front, put it in your team agreement, and revisit it if the project turns out to have value. Joint work has joint owners by default, which gets complicated fast if one person later wants to commercialize it alone.\nWhere to get help\nTechnology Transfer for inventions and commercial potential, the library for copyright and fair use, Student Legal Services for a contract you are being asked to sign, and your faculty mentor for norms in your field.\nAt a glance\nDefault\nYour coursework is yours (university keeps an educational-use license)\nSponsored/funded work\nA pre-project agreement sets the terms — read it\nBefore you go public\nTalk to Technology Transfer — disclosure starts clocks\nCopyright\nAutomatic on your originals; permission needed to use others'\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopyright for student work\nTechnology transfer\nPatent licensing\nName, image & likeness guidance\nStudent Legal Services\nFull contact directory" }, { "url": "interfaith-prayer-space.html", "title": "Interfaith prayer & meditation space", "description": "A quiet, non-denominational room for prayer, meditation or reflection, open to people of any faith or none.", "headings": [ "Interfaith prayer & meditation space", "On this page", "How the space works", "Related spaces", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Interfaith prayer & meditation space\nA quiet, non-denominational room for prayer, meditation or reflection, open to people of any faith or none.\nHow the space works\nIt's deliberately unmarked by any one tradition: no fixed symbols, movable furniture, and a directional marker for prayer that faces a specific way. Groups can reserve it for a scheduled service; outside those blocks it's open for individual use.\nRelated spaces\nReligious Life keeps a list of local congregations and the campus chaplains' hours; the wellness rooms are the better fit for someone who wants privacy for a hard phone call rather than a reflective space.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nLocation: Founders Union, lower level. Hours: Whenever the building is open. Features: Ablution station nearby, floor mats, movable seating, a shelf of texts from several traditions. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nFounders Union, lower level\nHours\nWhenever the building is open\nFeatures\nAblution station nearby, floor mats, movable seating, a shelf of texts from several traditions\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "interlibrary-loan.html", "title": "Interlibrary loan", "description": "Getting a book or article Halvorsen Library doesn't own, borrowed from another library — usually free, usually fast.", "headings": [ "Interlibrary loan", "On this page", "What you can get", "The limits", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Online learning Interlibrary loan\nGetting a book or article Halvorsen Library doesn't own, borrowed from another library — usually free, usually fast.\nWhat you can get\nNearly any published book, journal article, thesis, or media item from a network of lending libraries. Articles and chapters arrive as a PDF in your account, often within hours; physical books come to the Halvorsen desk for pickup and check out on a normal loan.\nThe limits\nA handful of things don't travel — whole current textbooks, rare items, some media licences — and you're told up front rather than left waiting. Graduate students and faculty get a higher standing request limit.\nIn and around Porter Falls\nOnline and Extended Learning works out of the second level of Halvorsen Library and supports learners across Wesconsin who rarely come to Porter Falls in person.\nThe practical details\nRequest through: The library account, or a “request this” link in the catalogue. Cost: Free for most items; you're told before any charge. Speed: Articles often same-day as a PDF; physical books about a week. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Online & Extended Learning (Halvorsen Library, Level 2). Call (715) 555–0128 or email online@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRequest through\nThe library account, or a “request this” link in the catalogue\nCost\nFree for most items; you're told before any charge\nSpeed\nArticles often same-day as a PDF; physical books about a week\nWho to contact\nOnline & Extended Learning\nHalvorsen Library, Level 2\nPhone\n(715) 555–0128\nEmail\nonline@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRemote exam proctoring\nCourse reserves\nLibrarian research consultations\nCitation manager help\nFull contact directory" }, { "url": "international-admissions.html", "title": "International admission requirements", "description": "Academic, language, financial and immigration materials for undergraduate and graduate applicants.", "headings": [ "International admission requirements", "On this page", "Academic records", "English proficiency", "Financial and visa steps", "Credential evaluation", "Arriving in Porter Falls", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Admissions International admission requirements\nAcademic, language, financial and immigration materials for undergraduate and graduate applicants.\nAcademic records\nSubmit official secondary and postsecondary records with certified English translations and required credential evaluation.\nEnglish proficiency\nApproved exams and qualifying prior instruction may demonstrate proficiency. Programs can set higher communication requirements.\nFinancial and visa steps\nAfter admission, provide financial certification before immigration documents are issued and complete required arrival orientation.\nCredential evaluation\nSecondary and university records are reviewed by an approved evaluation service, and Porter accepts course-by-course reports directly from that service. Programs in nursing, education and engineering may ask for syllabi to confirm laboratory and clinical hours.\nArriving in Porter Falls\nThe nearest international arrival airport is in the Cities, about seventy-five minutes west, and the Global Education Office coordinates a shared airport pickup before fall orientation. Winter housing, a winter coat loan and an early-arrival week are part of international orientation.\nIn and around Porter Falls\nMost families reach campus from the west on US 12 or by regional coach into the Depot District, and the Welcome Center at the Depot — the restored 1911 rail station, two blocks from Founders Hall — is where visits start. Counselors travel to college and transfer fairs across Porter County, the Valley and the Cities each fall, and the office keeps Saturday hours during Millrace Week and through the month of April.\nThe practical details\nApplication deadlines: May 1 for fall, October 1 for spring. English exams: TOEFL, IELTS, Duolingo, PTE Academic. I–20 issued: After admission and financial certification. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Office of Admissions (Welcome Center at the Depot). Call (715) 555-0143 or email admissions@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nApplication deadlines\nMay 1 for fall, October 1 for spring\nEnglish exams\nTOEFL, IELTS, Duolingo, PTE Academic\nI–20 issued\nAfter admission and financial certification\nWho to contact\nOffice of Admissions\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nMeet your admissions counselor\nCampus tour options\nAdult & returning students\nFamilies & supporters\nFull contact directory" }, { "url": "international-students.html", "title": "International students", "description": "Application, immigration, arrival and cultural support for students from around the world.", "headings": [ "International students", "On this page", "Applying", "Immigration documents and status", "Working and money", "Arrival and community" ], "content": "Admissions International students\nApplication, immigration, arrival and cultural support for students from around the world.\nApplying\nSubmit the application with your academic records and certified English translations, proof of English proficiency (a standardized test score, or an approved alternative such as prior study in English), and financial documentation showing you can cover the first year — the amount required is published and is used for your visa paperwork. Deadlines are firmer than for domestic students because of the time immigration processing takes, so apply early. International Programs reviews credentials and can tell you how prior coursework is likely to transfer.\nImmigration documents and status\nAfter you are admitted and your financial documents are verified, International Programs issues the eligibility document you need to apply for a student visa at a U.S. embassy or consulate. Once you arrive, keeping your status valid is non-negotiable and has specific rules: maintain full-time enrollment every required term, get advising approval *before* dropping below full-time or taking a leave, keep your documents and address current, and talk to an international student adviser before any travel, program change, or work. Do not rely on classmates or the internet for status questions — the advisers are the authority and the consequences of a misstep are serious.\nWorking and money\nEmployment is limited by your visa type: on-campus work is generally allowed within an hour cap during terms; off-campus work requires specific authorization tied to your program (curricular practical training for a required co-op or internship, optional practical training after or near completion) and must be approved in advance by an international student adviser. Never work without confirming it is authorized. Most need-based U.S. federal and state aid is not available to international students, but Porter and outside scholarships, on-campus jobs, and assistantships (for graduate students) are. Set up a U.S. bank account and phone plan early — International Programs runs sessions on how.\nArrival and community\nA mandatory arrival orientation covers immigration check-in, health requirements, banking, transportation, and academic expectations, which can differ from what you are used to (participation, academic-integrity norms, the relationship with faculty). Peer mentors and an international student organization help with the practical firsts — winter clothing for a Wesconsin January is a real one — and with the slower work of feeling at home. Counseling staff experienced with cultural adjustment, and identity and faith communities on campus, are part of that support.\nAt a glance\nApply\nRecords + certified translations + English proficiency + first-year financial proof; earlier deadlines than domestic\nStatus\nFull-time every term, adviser approval BEFORE any drop/leave/travel/work — the advisers are the authority, not classmates\nWork\nOn-campus within a cap; off-campus (CPT/OPT) only with advance authorization tied to your program — never work unauthorized\nMoney\nMost U.S. federal/state aid is unavailable; Porter and outside scholarships, campus jobs, and assistantships are\nRelated resources\nInternational students FAQ\nAdmitted students\nNew student orientation\nTransfer credit\nContact directory" }, { "url": "international-travel-registry.html", "title": "International travel registry", "description": "Registering university-related travel abroad so the institution can reach and assist you in an emergency.", "headings": [ "International travel registry", "On this page", "How it works", "High-risk review", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Global learning International travel registry\nRegistering university-related travel abroad so the institution can reach and assist you in an emergency.\nHow it works\nEnter your itinerary and contacts in the travel registry before you go. That enrolls you in the university's international assistance program — a 24/7 line for medical referrals, evacuation, lost documents, and security incidents — and lets the university account for you if something happens in the region.\nHigh-risk review\nDestinations with a government travel warning trigger a review that weighs the academic purpose against the risk, may require a safety plan, and in some cases is declined. Personal vacation travel isn't covered by this registry, though the assistance program can sometimes be extended for a fee.\nIn and around Porter Falls\nFor a campus this size Porter both sends and receives a steady stream of students internationally. The Global Education Office in Founders Union runs the advising, the risk review and the arrival and re-entry programming.\nThe practical details\nWho registers: Students, faculty, and staff traveling internationally on university business, study, or research. What it provides: Emergency medical and security assistance coverage, pre-trip health and safety information, and a way to be contacted in a crisis. High-risk destinations: Travel to countries under a warning needs additional review and approval. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Global Education Office (Founders Union, Room 240). Call (715) 555–0220 or email global@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWho registers\nStudents, faculty, and staff traveling internationally on university business, study, or research\nWhat it provides\nEmergency medical and security assistance coverage, pre-trip health and safety information, and a way to be contacted in a crisis\nHigh-risk destinations\nTravel to countries under a warning needs additional review and approval\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nInternational student orientation\nFaculty-Led Study Abroad\nStudy Abroad Partner Universities\nCPT & OPT workshops\nFull contact directory" }, { "url": "internship-course-credit.html", "title": "Internship course credit", "description": "How an internship becomes credit-bearing instead of just a line on a resume.", "headings": [ "Internship course credit", "On this page", "Turning work into credit", "Why bother if it's not required", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Internship course credit\nHow an internship becomes credit-bearing instead of just a line on a resume.\nTurning work into credit\nA student, a faculty sponsor and the internship site sign a learning agreement before the term starts, defining specific learning objectives; the credit is awarded for meeting those objectives, not simply for showing up.\nWhy bother if it's not required\nSome programs require it, but even where it's optional, credit-bearing status means the internship shows on an official transcript and can satisfy an elective requirement instead of just being unlisted work experience.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nCredit range: 1–3 credits, varies by department. Requirements: A learning agreement, a supervisor evaluation, a reflection assignment. Pay: Credit does not require the internship be paid, but most Porter placements are. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCredit range\n1–3 credits, varies by department\nRequirements\nA learning agreement, a supervisor evaluation, a reflection assignment\nPay\nCredit does not require the internship be paid, but most Porter placements are\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nSalary negotiation workshops\nThe first-destination survey\nFull contact directory" }, { "url": "internship-for-credit.html", "title": "Internships for academic credit", "description": "When an internship can count toward your degree, what that requires, and the alternative if it can't.", "headings": [ "Internships for academic credit", "On this page", "The requirements", "If credit doesn't fit", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Internships for academic credit\nWhen an internship can count toward your degree, what that requires, and the alternative if it can't.\nThe requirements\nCredit-bearing internships are a course: you register, pay tuition for the credits, and complete academic work alongside the job — reflective journals, a paper, or a portfolio — graded by a faculty sponsor. The learning agreement, signed by you, the employer, and the sponsor before day one, defines the goals and hours.\nIf credit doesn't fit\nMany students don't need the credits and don't want the tuition. The Cooperative Education notation records a vetted internship on your official transcript at no cost, which satisfies most employers and some scholarship requirements just as well.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nSet up before you start: A faculty sponsor, a learning agreement, and registration in the internship course. Typical ratio: Roughly 40–50 worked hours per credit, capped per term by your department. No-credit option: A free zero-credit transcript notation that records the experience without tuition. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSet up before you start\nA faculty sponsor, a learning agreement, and registration in the internship course\nTypical ratio\nRoughly 40–50 worked hours per credit, capped per term by your department\nNo-credit option\nA free zero-credit transcript notation that records the experience without tuition\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "internship-learning-agreement.html", "title": "Internship learning agreements", "description": "The document that turns an internship into academic credit: learning objectives, hours, and who signs off.", "headings": [ "Internship learning agreements", "On this page", "What's in it", "Why it exists", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Internship learning agreements\nThe document that turns an internship into academic credit: learning objectives, hours, and who signs off.\nWhat's in it\nSpecific, assessable learning objectives (not “gain experience”), the total hours that map to the credit awarded, the tasks the student will actually do, and how the faculty sponsor will evaluate the outcome — usually a reflective portfolio plus the supervisor's assessment.\nWhy it exists\nIt's what keeps internship credit meaningful: a clear before-and-after that a faculty member signs, so the transcript line reflects work and reflection, not a company just confirming someone showed up.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nSigned by: The student, the faculty sponsor, and the site supervisor, before the internship starts. Credit: Tied to hours worked and to met objectives, not just attendance. Filed with: The department and the registrar. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSigned by\nThe student, the faculty sponsor, and the site supervisor, before the internship starts\nCredit\nTied to hours worked and to met objectives, not just attendance\nFiled with\nThe department and the registrar\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "internship-search-timeline.html", "title": "The internship search, month by month", "description": "A twelve-month calendar so you are early instead of scrambling in April.", "headings": [ "The internship search, month by month", "On this page", "12–10 months out (late summer / early fall)", "9–7 months out (fall term)", "6–4 months out (winter / early spring)", "Evaluating an offer", "Making it count for credit", "If you strike out" ], "content": "Career services The internship search, month by month\nA twelve-month calendar so you are early instead of scrambling in April.\n12–10 months out (late summer / early fall)\nGet the basics ready before you need them: a one-page résumé reviewed at a drop-in, a clean PorterConnect profile, and a LinkedIn photo. Go to the fall career conference even as a first- or second-year — most large employers set summer internship timelines in September and October, and some interview before winter break.\n9–7 months out (fall term)\nApply. The biggest engineering, computing, and manufacturing employers recruit on a fall cycle for the next summer and fill early. Track every application in one sheet: company, role, date applied, status, contact. Do a mock interview before your first real one.\n6–4 months out (winter / early spring)\nThe spring career conference in February is the main event for students who did not lock something in the fall, for summer roles at smaller and regional employers, and for public-sector and nonprofit positions that recruit later. Keep applying — a lot of good listings post January through March.\nEvaluating an offer\nWhen an offer comes, you can almost always ask for a week to decide. Compare the work and the learning, not just the pay: what you will actually do, who you will report to, whether there is a project you can point to afterward. A career coach will walk through a specific offer with you, including whether and how to ask about salary.\nMaking it count for credit\nIf you want the internship on your transcript, file the learning agreement before it starts — it needs a faculty coordinator, written objectives, and a supervisor who agrees to an evaluation. Retroactive credit is generally not available. Some programs require an internship; check yours.\nIf you strike out\nA summer without a formal internship is recoverable. Micro-internships, a faculty research project, a campus job with real responsibility, or a scoped project for a local organization through the community-based learning office all build the same story. The students who struggle the next cycle are the ones who did nothing and cannot explain the gap.\nAt a glance\nStart\n10–12 months out — fall for the next summer\nFall cycle\nLarge engineering / computing / manufacturing employers\nSpring cycle\nSmaller, regional, public-sector, nonprofit\nFor credit\nLearning agreement filed before it starts\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCo-ops & internships\nCareer fair preparation\nMock interview program\nInternship learning agreement\nMicro-internships\nFull contact directory" }, { "url": "interpreter-request-form.html", "title": "Requesting an ASL interpreter", "description": "Booking American Sign Language interpreting for classes, appointments and campus events.", "headings": [ "Requesting an ASL interpreter", "On this page", "Standing versus one-off", "Urgent needs", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Requesting an ASL interpreter\nBooking American Sign Language interpreting for classes, appointments and campus events.\nStanding versus one-off\nA student with interpreting as an approved accommodation gets a standing assignment for their term schedule. One-off requests — an advising meeting, a club event, a guest lecture — go to the same office and are filled from the staff and freelance pool.\nUrgent needs\nA medical situation, a disciplinary meeting, or a safety briefing that can't wait five days is treated as urgent and staffed within 48 hours, and Campus Safety can reach an on-call interpreter after hours.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nRequest through: Sign Language Interpreting office, Halvorsen Library Level 3. Lead time: Five business days; 48 hours for an urgent medical or safety need. Cost: Covered centrally. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRequest through\nSign Language Interpreting office, Halvorsen Library Level 3\nLead time\nFive business days; 48 hours for an urgent medical or safety need\nCost\nCovered centrally\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "intramural-schedule.html", "title": "Intramural schedule", "description": "How to form a team, when leagues run, and where games are played.", "headings": [ "Intramural schedule", "On this page", "Forming a team", "Where and when games run", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Athletics Intramural schedule\nHow to form a team, when leagues run, and where games are played.\nForming a team\nAny student can register a team online with a minimum roster size, or sign up as a free agent to be placed on one; league divisions split by competitiveness so a first-time team isn't matched against a stacked veteran roster.\nWhere and when games run\nGames run evenings at the Recreation Center and the North Campus fields on a published weekly schedule; playoff brackets post the week before the season's final week, and champions get a t-shirt, not a trophy case entry.\nIn and around Porter Falls\nThe Ironclads compete in NCAA Division III as members of the Wesconsin Collegiate Athletic Conference, and home events are at the Ironhouse Athletic Center and the riverside fields off North Campus. Millrace Week in October is still built around the homecoming football game.\nThe practical details\nSeasons: Fall, spring and a shorter winter season. Sports: Flag football, volleyball, basketball, soccer, dodgeball, esports. Cost: Free; a small forfeit deposit for team sports. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Ironclad Athletics (Ironhouse Athletic Center). Call (715) 555–0195 or email athletics@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSeasons\nFall, spring and a shorter winter season\nSports\nFlag football, volleyball, basketball, soccer, dodgeball, esports\nCost\nFree; a small forfeit deposit for team sports\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nEsports Arena\nClub sports\nVarsity Esports\nStudent-athlete academic support\nFull contact directory" }, { "url": "intramural-sports-signup.html", "title": "Intramural sports", "description": "Low-stakes league play open to any student — how to enter a team or join one solo.", "headings": [ "Intramural sports", "On this page", "How signups work", "What's offered", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Intramural sports\nLow-stakes league play open to any student — how to enter a team or join one solo.\nHow signups work\nRosters open a couple of weeks before each season in the campus rec portal. Register a whole team, register a partial group and get matched with free agents, or sign up as a free agent yourself and get placed — nobody's turned away for not knowing enough people. A brief captains' meeting covers the rules and the schedule.\nWhat's offered\nThe staples — indoor soccer, basketball, volleyball, flag football, softball — plus one-night tournaments in things like dodgeball, cornhole, and spikeball. Most leagues have a competitive and a recreational bracket so the gap between a varsity-athlete team and a hall floor team doesn't ruin anyone's Tuesday.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nSeasons: Fall, spring, and a short summer slate. Enter as: A full team, a small group needing a few more, or a free agent placed on a roster. Cost: A small forfeit deposit per team, refunded if you don't no-show. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSeasons\nFall, spring, and a short summer slate\nEnter as\nA full team, a small group needing a few more, or a free agent placed on a roster\nCost\nA small forfeit deposit per team, refunded if you don't no-show\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "intramurals-and-club-sports.html", "title": "Intramurals and club sports: the full menu", "description": "Two different ways to keep playing a sport — one just for fun, one that competes — and how to join either.", "headings": [ "Intramurals and club sports: the full menu", "On this page", "Intramurals: low stakes, all levels", "How intramural registration works", "Club sports: student-run, competitive", "Joining a club sport", "Safety and eligibility", "Which one for you" ], "content": "Athletics Intramurals and club sports: the full menu\nTwo different ways to keep playing a sport — one just for fun, one that competes — and how to join either.\nIntramurals: low stakes, all levels\nIntramural leagues run each term in basketball, volleyball, soccer (indoor and outdoor), flag football, softball, dodgeball, broomball, kickball, ultimate, and a rotating set of one-day tournaments. You sign up a team through the recreation portal, or sign up solo as a free agent and get placed on one. Divisions range from competitive to genuinely-just-for-fun, and no experience is expected in the rec divisions.\nHow intramural registration works\nEach sport has a registration window before its season, a small team deposit that comes back if you show up, and a captains' meeting covering rules and the schedule. Games are evenings and weekends at the recreation center and the fields. A team that forfeits twice is usually dropped, so field a reliable roster.\nClub sports: student-run, competitive\nThe 18-plus club sports — among them rugby, hockey, soccer, volleyball, ultimate, climbing, cycling, esports, martial arts, rowing, and lacrosse — are student-led organizations that practice regularly and compete against other schools' clubs in regional leagues. The commitment is real (multiple practices a week, travel, dues) and the level is higher than intramural but below varsity.\nJoining a club sport\nContact the club through the student-organization directory and come to a practice — most hold open tryouts or skills sessions each fall and take new members through the year. Dues cover league fees, equipment, and travel; some clubs offset them with fundraising. Ask about the time and travel commitment before you commit.\nSafety and eligibility\nBoth require you to be a currently enrolled student in good standing; club sports add a waiver, sometimes a physical, and travel and safety protocols the club officers manage with the recreation department. Athletic trainers are available for club-sport injuries.\nWhich one for you\nWant exercise, a team, and a laugh with no travel and low commitment — intramurals. Want to train seriously and compete against other schools without the recruiting and time demands of varsity — a club. Many students do an intramural league one term and a club sport year-round.\nAt a glance\nIntramurals\n10+ sports each term, rec-to-competitive divisions, sign up a team or as a free agent\nClub sports\n18+ student-run teams competing regionally — real commitment, dues, travel\nJoin a club\nContact via the org directory, come to a fall open practice\nBoth need\nCurrent enrollment in good standing; clubs add a waiver\nWho to contact\nUniversity Recreation\nForge Recreation Center 100\nPhone\n(715) 555–0192\nEmail\nrecreation@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIntramurals\nIntramural sports signup\nClub sports\nClub sports overview\nRec center membership\nFull contact directory" }, { "url": "intramurals.html", "title": "Intramural sports", "description": "Low-stakes leagues you sign up for in an afternoon — the sports offered, how registration works, and the divisions.", "headings": [ "Intramural sports", "On this page", "What is offered", "Signing up", "Divisions and how competitive it gets", "Officials, safety and conduct" ], "content": "University recreation Intramural sports\nLow-stakes leagues you sign up for in an afternoon — the sports offered, how registration works, and the divisions.\nWhat is offered\nIntramurals are the casual, play-for-fun tier: no tryouts, no travel, games in the evening at the rec center. Fall runs flag football, outdoor and indoor soccer, volleyball, and a few one-day tournaments (3-on-3 basketball, spikeball, cornhole). Spring runs 5-on-5 basketball, futsal, softball, and dodgeball. Year-round or seasonal add-ons include pickleball, badminton, table tennis ladders, an esports league (a few titles, run online with a live final), and one-off events tied to homecoming and the end of each term. The exact list and the nights each sport plays are posted on PorterRec before each registration window.\nMost leagues run a five-to-seven-week regular season on one weeknight, then a single-elimination playoff, with a champion shirt as the entire prize.\nSigning up\nEverything is in PorterRec. You can register a full team (you name it, set a roster, and pay a small forfeit deposit that comes back if you do not no-show), join a team a friend captains with a team code, or add yourself to the free-agent list for a sport and get placed on a team that needs players or grouped with other free agents into a new one. Registration opens about two weeks before each season and closes when the leagues fill — popular nights fill early, so watch the dates. A captains' meeting (short, sometimes online) covers the rules and the schedule.\nEligibility is simple: current students, plus rec-member faculty and staff in designated leagues. You cannot play the same sport on two teams, and current varsity athletes and recent former ones are restricted in their sport.\nDivisions and how competitive it gets\nWhere there is enough demand, each sport splits into a recreational division (people who want a run around and a reason to leave the library) and a competitive division (former high-school players who keep score seriously). Many sports also offer open, women's, and co-rec divisions; co-rec has on-court ratio and sometimes scoring rules to keep everyone involved. Pick the division honestly — a competitive team in the rec division is not the flex it feels like, and it burns out the league.\nIf you have never played, the rec division of volleyball, basketball, or soccer is genuinely beginner-friendly, and the student staff would rather explain a rule than call a tight foul.\nOfficials, safety and conduct\nGames are run by trained student officials — a paid campus job with no experience required and a clinic to start, and one of the better ways to stay close to a sport. Participants play at their own risk (have your own health insurance), jewelry comes off, blood means you sit until it is covered, and a sportsmanship rating is scored every game: drop below the threshold and your team misses the playoffs regardless of record. Fighting or abusing an official is an immediate ejection and a conduct referral. It is intramurals — the stakes are a t-shirt.\nAt a glance\nVibe\nCasual, evening games at the rec center, five-to-seven-week season + one playoff night, champion shirt is the whole prize\nSign up\nPorterRec — full team, join with a code, or free-agent list. Opens ~2 weeks before each season and fills fast\nDivisions\nRecreational vs. competitive where demand allows; plus open / women's / co-rec — choose your level honestly\nRules\nCurrent students (+ rec-member staff in some leagues); no playing one sport on two teams; sportsmanship score gates the playoffs\nRelated resources\nOutdoor Adventures\nContact directory" }, { "url": "invention-disclosure-and-technology-transfer.html", "title": "Invention disclosure and technology transfer", "description": "What to do when university work may have produced a patentable invention, useful software, or other licensable intellectual property.", "headings": [ "Invention disclosure and technology transfer", "On this page", "Disclose before publishing", "What the disclosure captures", "How evaluation works", "Students, teams, and sponsors" ], "content": "Research Invention disclosure and technology transfer\nWhat to do when university work may have produced a patentable invention, useful software, or other licensable intellectual property.\nDisclose before publishing\nContact Research & Sponsored Programs when a potentially novel device, process, material, design, plant variety, or piece of software has a practical use—and before a paper, poster, thesis defense, sale, public demo, or repository release. Disclosure is an internal evaluation step, not a patent application.\nWhat the disclosure captures\nThe form identifies contributors, funding and facility use, relevant agreements, the problem solved, how the work differs from what came before, public-disclosure dates, and companies already interested. List everyone who contributed to the inventive concept; authorship, employment, and inventorship are related but not identical.\nHow evaluation works\nStaff review ownership obligations, sponsor terms, prior art, technical readiness, public benefit, market pathways, patentability, and likely protection cost. Options include patenting, copyright licensing, open-source release, assignment to the creator, publication without protection, or more development before a decision.\nStudents, teams, and sponsors\nStudent ownership depends on employment, sponsored work, signed terms, and the kind of university resources used—not merely enrollment. Team projects should discuss authorship, confidentiality, portfolio use, and sponsor expectations at the start. When facts are uncertain, disclose them.\nAt a glance\nWhen\nBefore a publication, presentation, public demo, sale, or open repository release\nDisclosure\nStarts evaluation; it is not a patent filing\nOutcome\nProtection, license, open release, creator assignment, publication, or more development\nWho to contact\nResearch & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nResearch and sponsored programs\nSponsoring a capstone project\nFull contact directory" }, { "url": "irb-approval-for-students.html", "title": "IRB approval for student research", "description": "When a class project or thesis involving people needs ethics review, and how long it takes.", "headings": [ "IRB approval for student research", "On this page", "Do you need it", "The process", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach IRB approval for student research\nWhen a class project or thesis involving people needs ethics review, and how long it takes.\nDo you need it\nIf you're collecting data from people and any of it might end up in a thesis, a conference, or a publication, submit to the IRB before you recruit anyone — approval can't be granted after the fact. Purely internal course exercises often qualify for exempt status, but the determination is the IRB's to make from your application.\nThe process\nComplete the online human-subjects training, then submit a protocol: your questions, recruitment, consent language, and data-security plan. Exempt and expedited reviews are handled by staff and a single reviewer; full-board review is monthly. Your faculty advisor must be listed and sign. The Office of Research & Sponsored Programs runs a clinic for first-time student applicants.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nNeeds review: Any systematic research with living people — surveys, interviews, experiments — intended to produce generalizable knowledge. Often exempt: Low-risk classroom-only projects and anonymous surveys; the IRB still makes that call, not you. Lead time: Two to six weeks depending on risk level — build it into your timeline. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nNeeds review\nAny systematic research with living people — surveys, interviews, experiments — intended to produce generalizable knowledge\nOften exempt\nLow-risk classroom-only projects and anonymous surveys; the IRB still makes that call, not you\nLead time\nTwo to six weeks depending on risk level — build it into your timeline\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "irb-human-subjects.html", "title": "Human-subjects review (IRB)", "description": "When a project involving people needs Institutional Review Board approval before it can start.", "headings": [ "Human-subjects review (IRB)", "On this page", "What counts as human-subjects research", "The timeline", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Human-subjects review (IRB)\nWhen a project involving people needs Institutional Review Board approval before it can start.\nWhat counts as human-subjects research\nIf a project is designed to produce generalizable knowledge and it collects data from or about living people — including a student thesis, a class research project meant for publication, or secondary analysis of a dataset with identifiers — it needs IRB review first. Course assignments that stay in the classroom and program-improvement surveys usually do not, but the IRB makes that call, not the person doing the work.\nThe timeline\nExempt determinations often come back within a week or two; expedited review runs three to five weeks; full-board review is tied to a monthly meeting date. Build that time into the project. The office runs a short online training that most reviewers require the researcher and any assistants to complete before approval is issued.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nApplies to: Research with living people: surveys, interviews, experiments, and analysis of identifiable private data. Review before data collection: Always — approval cannot be granted retroactively. Levels: Exempt, expedited and full board, decided by the IRB, not the researcher. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nApplies to\nResearch with living people: surveys, interviews, experiments, and analysis of identifiable private data\nReview before data collection\nAlways — approval cannot be granted retroactively\nLevels\nExempt, expedited and full board, decided by the IRB, not the researcher\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "ironclad-athletics.html", "title": "Ironclad Athletics", "description": "Varsity competition, schedules, tickets, facilities and student-athlete support.", "headings": [ "Ironclad Athletics", "On this page", "Teams", "Student-athlete support", "Attend a game", "Division III, and it matters", "Millrace Week", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Athletics Ironclad Athletics\nVarsity competition, schedules, tickets, facilities and student-athlete support.\nTeams\nUW–Porter Falls sponsors fourteen fictional NCAA Division III varsity programs. Each has its own page with last season, coaching, the home venue and a roster snapshot.\nMen's Basketball\nWomen's Basketball\nFootball\nMen's Cross Country\nWomen's Cross Country\nMen's Golf\nWomen's Golf\nMen's Soccer\nWomen's Soccer\nSoftball\nMen's Track & Field\nWomen's Track & Field\nVolleyball\nWrestling\nStudent-athlete support\nAcademic advising, athletic training, strength and conditioning, nutrition and compliance services support performance and degree progress.\nAttend a game\nStudents enter regular-season home events with a Porter Card. Public tickets and accessibility information are listed by event.\nDivision III, and it matters\nThere are no athletic scholarships at Porter; student-athletes are admitted and aided exactly like everyone else, and the eligibility rules are built around finishing the degree. Practice and travel are scheduled around required labs and clinicals, not the other way around.\nMillrace Week\nThe October homecoming week — still called Millrace Week after the Porter Millwrights, the teams’ name before the 1994 vote — is built around the home football game, with the Foundry pour, the alumni 5K on the Riverfront Trail and the Ring of Iron ceremony for seniors.\nIn and around Porter Falls\nThe Ironclads compete in NCAA Division III as members of the Wesconsin Collegiate Athletic Conference, and home events are at the Ironhouse Athletic Center and the riverside fields off North Campus. The name is a 1994 student vote — the teams were the Porter Millwrights before that — and Millrace Week in October is still built around the homecoming football game.\nThe practical details\nDivision: NCAA Division III, Wesconsin Collegiate Athletic Conference. Sports: Fictional programs in nine sports. Student admission: Free to regular-season home events with a Porter Card. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Ironclad Athletics (Ironhouse Athletic Center). Call (715) 555-0195 or email athletics@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nDivision\nNCAA Division III, Wesconsin Collegiate Athletic Conference\nSports\nFictional programs in nine sports\nStudent admission\nFree to regular-season home events with a Porter Card\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAthletics tickets\nSports medicine\nRecruiting visits & prospect camps\nTransferring in as a student-athlete\nFull contact directory" }, { "url": "ironclad-club.html", "title": "Ironclad Club", "description": "The athletics booster club: 1,312 members last year, $186,400 in dues, and a fairly strict list of things that money is not allowed to buy.", "headings": [ "Ironclad Club", "On this page", "What the club is", "Membership levels", "What the dues fund", "What the dues cannot fund, and the booster rules", "Ironclad Club Golf Outing" ], "content": "Athletics Ironclad Club\nThe athletics booster club: 1,312 members last year, $186,400 in dues, and a fairly strict list of things that money is not allowed to buy.\nWhat the club is\nThe Ironclad Club is the membership and giving program for people who want to support Ironclad teams beyond buying a ticket: alumni, parents, former players, local businesses and a surprising number of retired faculty. It was founded in 1972 as the Millwright Boosters and renamed with the teams in 1994. Dues are processed by the UW–Porter Falls Foundation , so they are tax-deductible to the extent the law allows, minus the fair value of any tickets or meals received.\nMembership runs July 1 to June 30. You can join or renew at any time through the online giving form by choosing \"Ironclad Club\" and, if you like, a specific team.\nMembership levels\nStudent Ironclad — Annual gift: $10; What members receive: Club T-shirt and a Forge Bowl student-section wristband\nYoung Alumni — Annual gift: $40 (graduates of the last ten years); What members receive: Window decal, member newsletter, member rate at the golf outing\nIron — Annual gift: $100; What members receive: All of the above, name in the football program, a members-only Forge Bowl ticket window before public sale\nSteel — Annual gift: $250; What members receive: Plus one reserved parking pass for home football in the paved stadium lot\nForge — Annual gift: $500; What members receive: Plus access to the Ironclad Club tent at home football and an invitation to the Hall of Fame dinner\nAnvil — Annual gift: $1,000; What members receive: Plus two all-sports season passes and the athletic director's preseason briefing in August\nFounders' Circle — Annual gift: $2,500 and up; What members receive: Plus a listing on the donor wall in the Ironclad Fieldhouse concourse\nGifts designated to a single team count toward your level the same way. Matching gifts from employers count too, which is how a fair number of Iron members become Steel members without noticing.\nWhat the dues fund\nIn 2025–26 the club raised $186,400 from 1,312 members. The department spent it this way:\nTeam travel above the base budget (hotel nights before long conference trips, meals) — Amount: $50,300; Share: 27%\nEquipment and uniforms — Amount: $41,000; Share: 22%\nSports medicine equipment and rehab supplies — Amount: $28,000; Share: 15%\nAcademic support: tutor hours and the Fieldhouse study room — Amount: $22,400; Share: 12%\nStrength and conditioning — Amount: $18,600; Share: 10%\nStudent-athlete development, including SAAC service projects — Amount: $13,050; Share: 7%\nHall of Fame induction and recognition events — Amount: $13,050; Share: 7%\nDues are separate from gifts made on Ironclad Giving Day, which sent $214,700 to athletics and club sports this spring ( results ). One concrete example from the dues side: the Fieldhouse study room now stays open until 11 p.m., Sunday through Thursday, because the Student-Athlete Advisory Committee asked for it and the academic-support line paid for it.\nWhat the dues cannot fund, and the booster rules\nPorter competes in NCAA Division III, which does not allow athletic scholarships. Club money never pays for aid tied to playing a sport. (The Ironclad Athletics Booster Award is a merit scholarship administered by Financial Aid and is open to any incoming student with a high-school athletics background, whether or not they play here.) Dues also do not pay coaches' salaries.\nOnce you give, NCAA rules treat you as a \"representative of athletics interests.\" In practice that means:\nDo not contact recruits or their families about attending Porter; refer them to the coach.\nDo not give current student-athletes anything not available to other students: meals, rides, cash, discounted rent or a job at a better-than-usual wage.\nInviting a team to your restaurant is fine only if it is arranged through the department.\nWhen in doubt, call compliance director Brent Vosberg at (715) 555–0206 before acting, not after. More on the compliance page .\nIronclad Club Golf Outing\nThe club's one big fundraiser is a four-person scramble at the Porter Falls Municipal Course, home course of the Ironclad golf teams. The 31st outing, on Monday, June 8, 2026, drew 132 golfers and netted $38,900, most of which went to the travel line above.\n2027 date\nMonday, June 7, 2027; registration opens March 1\nFormat\n11:00 a.m. shotgun start, four-person scramble, dinner at the clubhouse\nCost\n$125 per golfer, $460 per foursome; Young Alumni $95\nHole sponsorship\n$250, with a sign on the tee box\nContests\nClosest to the pin on No. 7 (over the water), longest drive, and the coaches' putting challenge\nCurrent coaches play in the outing; current student-athletes work the registration table as volunteers and, per the rules above, do not get a free round.\nAt a glance\nMembers (2025–26)\n1,312\nDues raised (2025–26)\n$186,400\nLevels\n$10 to $2,500 and up\nMembership year\nJuly 1–June 30\nGolf outing\nMonday, June 7, 2027\nWho to contact\nIronclad Club\nIronclad Fieldhouse 108\nPhone\n(715) 555–0204\nEmail\nironcladclub@uwporterfalls.edu\nRelated resources\nGive to UW–Porter Falls\nUW–Porter Falls Foundation\nForge Bowl\nAthletics Hall of Fame\nAthletics staff directory\nUniversity Advancement" }, { "url": "ironclad-fieldhouse.html", "title": "Ironclad Fieldhouse", "description": "The indoor home of Ironclad basketball, volleyball and wrestling — and the site of the largest campus events.", "headings": [ "Ironclad Fieldhouse", "On this page", "What is here", "Attending a game", "Recreation use", "Accessibility", "The name" ], "content": "Campus map Ironclad Fieldhouse\nThe indoor home of Ironclad basketball, volleyball and wrestling — and the site of the largest campus events.\nWhat is here\nThe Fieldhouse holds a 3,000-seat main arena for basketball and volleyball, a wrestling room, an auxiliary gym, team locker rooms, athletic training and strength-and-conditioning spaces, and the athletics department offices. Its floor is also the venue for the involvement fair, career conferences, large exams, and the two-sitting spring commencement.\nAttending a game\nCurrent students enter regular-season Ironclad home events free with a Porter Card, through the north student entrance. Public tickets — single-game and season — and accessible-seating information are listed by event on the athletics site. Doors open an hour before tip-off or first serve.\nThe student section behind the west basket is standing-room and loud; it is the reason visiting teams ask about the Fieldhouse.\nRecreation use\nWhen teams are not practicing or competing, the auxiliary gym and the main floor are open for intramurals and drop-in play; the schedule is posted in the PorterRec app. The building is not the main recreation facility — that is the Forge Recreation Center — but it absorbs the overflow.\nAccessibility\nThe north and south entrances are step-free. Accessible and companion seating is available on the concourse level of the arena with a sightline over standing spectators; request it in advance for high-demand events so a specific section can be held. Assistive listening receivers are at the north entrance.\nThe name\nThe old Millwrights-era gym, before the Fieldhouse.\n\"Ironclad\" is the athletic identity, taken from the region's iron-founding history; the teams were the Millwrights until the 1970s, which is why homecoming is still Millrace Week. The Fieldhouse opened in 1978 and was re-roofed and re-floored in 2021.\nMore buildings\nApplied Arts Building\nCommerce Hall\nForge Recreation Center\nFounders Commons\nFounders Hall\nFounders Union\nAll campus buildings\nCampus map\nGetting around\nThe campus is 86 acres; nothing is more than a ten-minute walk from anything else.\nAccessible routes & entrances" }, { "url": "ironclad-preview-days.html", "title": "Ironclad Preview Days", "description": "Six open-house visit days between October 2026 and April 2027 — one day, every college, lunch at The Forge, and travel help for families who need it.", "headings": [ "Ironclad Preview Days", "On this page", "2026–27 dates", "The agenda", "Registration", "Travel reimbursement", "If you cannot make a Preview Day" ], "content": "Admissions Ironclad Preview Days\nSix open-house visit days between October 2026 and April 2027 — one day, every college, lunch at The Forge, and travel help for families who need it.\n2026–27 dates\nPreview Days are Porter’s open houses for prospective students and their families. They are longer and broader than a weekday visit : every college is open, faculty are around, and you can apply on the spot.\nSaturday, October 24, 2026 — Focus: All seven colleges; fall colors on the Riverfront Trail; Capacity: 400 students\nSaturday, November 14, 2026 — Focus: All colleges, plus an Engineering & Technology open lab in the Founders Hall high bay; Capacity: 400 students\nMonday, January 18, 2027 — Focus: No-school-day edition; Health Sciences simulation hospital and Jarvis cyber range open. Winter Term is in session, so campus is quiet; Capacity: 250 students\nMonday, February 15, 2027 — Focus: Presidents’ Day edition; Business, Education, and Arts, Design & Communication, with a class visit; Capacity: 300 students\nSaturday, March 6, 2027 — Focus: All colleges; separate transfer-student track; Capacity: 400 students\nFriday, April 16, 2027 — Focus: Junior Preview Day — shorter program for high school juniors; Capacity: 350 students\nAlready admitted? Admitted Student Day in April is built for you instead.\nThe agenda\n8:30–9:15 a.m. — What: Check-in, name tags, coffee and cider; Where: Welcome Center (the Depot)\n9:15–9:45 — What: Welcome from Trudy Solberg, Director of Admissions; Where: Founders Union Great Room\n10:00–11:00 — What: College sessions with faculty and current students; Where: Each college’s building\n11:10 a.m.–12:20 p.m. — What: Student-led tour: the Millrace path, a residence hall model room, one lab or studio; Where: Leaves from Founders Union\n12:30–1:30 — What: Lunch, free for registered students and up to three guests; Where: The Forge, Founders Commons\n1:30–2:15 — What: Paying for Porter: net price, scholarships and the FAFSA, with Financial Aid staff; Where: Founders Union Great Room\n2:15–3:30 — What: Choose one: apply on the spot in the Welcome Center application lab; residence hall open house; faculty office hours; a coach meeting (request in advance); Where: Various\nJunior Preview Day ends at 1:30 p.m. and swaps the financial aid session for one on planning senior year. Weekday editions on January 18 and February 15 add a 50-minute class visit at 2:15.\nRegistration\nRegistration opens six weeks before each date and closes three days before, or when the date fills. It is free.\nRegister online from the visit page or by phone at (715) 555–0144. Tell us your intended program so the right college session is on your schedule.\nPark in Lot D next to the Welcome Center; visitor parking passes are emailed with your confirmation.\nAccessibility requests (interpreters, accessible transport on the tour loop) need five business days’ notice.\nGroups of ten or more from one school should book a group visit instead.\nTravel reimbursement\nThe Preview Day Travel Grant, funded by the UW–Porter Falls Foundation, covers the cost of getting here for students who would otherwise skip the trip. You qualify if you live 60 or more miles from Porter Falls and any of these apply: you are eligible for free or reduced-price school lunch, your family expects to qualify for a Pell Grant, or you will be the first in your family to attend college and money is the obstacle.\n60–149 miles — What the grant covers: Round-trip mileage at 40 cents a mile, up to $120, or a prepaid regional coach ticket to the Depot District\n150 miles or more — What the grant covers: Mileage up to $200, plus one night for the student and one adult at the university-visitor rate\nCheck the travel grant box when you register; your admissions counselor confirms eligibility by email, usually within two business days, with no documents beyond a short attestation. Reimbursement arrives by check or direct deposit within 15 business days after you attend. In 2025–26, 186 students used it.\nIf you cannot make a Preview Day\nWeekday visits run year-round, with two Saturdays a month in October and April ( campus tour options ). The virtual campus tour covers about twenty stops, and your regional counselor may be visiting your school this fall — check the travel schedule . Juniors should also see the junior timeline .\nAt a glance\nDates\nOct. 24 and Nov. 14, 2026; Jan. 18, Feb. 15, Mar. 6 and Apr. 16 (juniors), 2027\nTime\n8:30 a.m.–3:30 p.m. (juniors until 1:30 p.m.)\nCost\nFree, lunch included\nRegister\nVisit page or (715) 555–0144\nTravel grant\nUp to $200 plus lodging for eligible students 60+ miles away\nWho to contact\nOffice of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0144 (visits) · (715) 555–0143 (admissions)\nEmail\nadmissions@uwporterfalls.edu\nHours\nMon–Fri 8 a.m.–4:30 p.m.; Saturdays 9 a.m.–noon during Millrace Week and in April\nRelated resources\nVisit campus\nCampus tour options\nVirtual campus tour\nAdmitted Student Day\nHigh school junior timeline\nHomeschool applicants" }, { "url": "it-service-status.html", "title": "IT Service Status", "description": "The current status of MyPorter, PorterLearn, email, Wi-Fi, printing and the other systems campus runs on, plus the last 30 days of incidents and the upcoming maintenance windows. As of October 9, 2026, 8:00 a.m.", "headings": [ "IT Service Status", "On this page", "Systems right now", "Incidents in the past 30 days", "Maintenance windows", "Getting help and staying informed" ], "content": "Campus life IT Service Status\nThe current status of MyPorter, PorterLearn, email, Wi-Fi, printing and the other systems campus runs on, plus the last 30 days of incidents and the upcoming maintenance windows. As of October 9, 2026, 8:00 a.m.\nSystems right now\nInformation Technology Services publishes this board for the systems students and staff use every day. Operational means the system works normally. Degraded means it works but slowly or only in some places. Outage means it is down. Maintenance means planned work is under way.\nMyPorter (student and employee portal) — Status: Operational; Notes: Spring 2027 schedule of classes posts Monday, Oct 19\nPorterLearn (course platform) — Status: Operational; Notes: Version upgrade Sunday, Nov 8. See maintenance windows below.\nPorter email and calendar — Status: Operational; Notes: A Millrace Week phishing campaign is circulating. See the incidents log.\nWi-Fi: UWPorterFalls and UWPorterFalls-Guest — Status: Degraded in one place; Notes: Ironclad Fieldhouse concourse only. New access points go in Tuesday, Oct 13, 10 p.m.–midnight.\nPorterPrint (labs, library, print-from-device) — Status: Operational; Notes:\nPorter Card door access and payments — Status: Operational; Notes:\nVPN and remote desktop — Status: Operational; Notes:\nPorter Alert notification system — Status: Operational; Notes: Next full test Feb 10, 2027\nClassroom technology (podiums, lecture capture) — Status: Operational; Notes: Report mid-class problems on the classroom support line posted on every podium\nMost problems that look like an outage turn out to be one account or one device. If everything above says Operational and something still is not working for you, start with the help desk .\nIncidents in the past 30 days\nWed, Oct 7 — System: Wi-Fi; What happened: Intermittent drops on the Fieldhouse concourse, traced to two failing access points. A temporary unit has been added, and a permanent fix is scheduled for Oct 13.; Duration: Ongoing (degraded)\nMon, Oct 5 — System: Porter Card; What happened: Door readers in the Founders Hall east wing went offline after early-morning power work for the elevator project. Campus Safety propped the main doors open with an officer present.; Duration: 6:00–7:40 a.m.\nThu, Oct 1 — System: Email; What happened: Phishing messages titled “Millrace Week ticket refund” reached 212 inboxes before filters caught up. Three accounts were reset, and no data loss was found. Real athletics ticket offices do not ask for your password.; Duration: About 2 hours to contain\nTue, Sept 29 — System: MyPorter; What happened: A planned patch overran its window, and registration holds displayed incorrectly until a cache was cleared.; Duration: 5:00–9:45 a.m.\nFri, Sept 25 — System: PorterPrint; What happened: Release stations in Halvorsen Library were offline because of an expired security certificate. The renewal is now on a calendar that more than one person checks.; Duration: 7:30–9:05 a.m.\nTue, Sept 22 — System: Email; What happened: Delivery from outside senders was delayed by up to 40 minutes while the filtering queue backed up.; Duration: 1:10–3:30 p.m.\nThu, Sept 17 — System: Wi-Fi; What happened: A failed network switch took Cedar Bluff Suites, second floor, offline. It was replaced overnight.; Duration: 11:40 p.m.–1:15 a.m.\nMon, Sept 14 — System: PorterLearn; What happened: Slow page loads during a cluster of first-quiz deadlines. Instructors were asked to extend affected quizzes by 24 hours.; Duration: 8:50–10:20 a.m.\nA significant incident gets a written review within ten business days, following the incident response plan for anything security-related. If an outage stops you from submitting work, take a screenshot of the error with the time showing and email the work to your instructor before the deadline. This is the standing advice in using the course platform well .\nMaintenance windows\nThe standing window is Sunday, 5–9 a.m. Work outside it is announced at least five days ahead by email and on this page.\nSun, Oct 11, 5–8 a.m. — System: MyPorter; Expected impact: Security patch. The portal may be unavailable for up to 30 minutes.\nTue, Oct 13, 10 p.m.–midnight — System: Wi-Fi, Ironclad Fieldhouse; Expected impact: Concourse access points replaced before Friday’s pep rally\nSun, Oct 25, 5–7 a.m. — System: Email; Expected impact: Mail filtering update. Incoming mail is queued and then delivered, and nothing is lost.\nSun, Nov 8, 5–9 a.m. — System: PorterLearn; Expected impact: Version upgrade. The platform is unavailable for the whole window.\nMon, Dec 7 – Fri, Dec 18 — System: All systems; Expected impact: Change freeze for the last week of classes and finals week. Only emergency work is allowed.\nSun, Dec 27 – Wed, Dec 30 — System: Campus network core; Expected impact: Rolling outages of up to two hours per building during the winter closure\nGetting help and staying informed\nThe help desk is on Level 1 of Halvorsen Library , at (715) 555–0146 and help@uwporterfalls.edu. Hours are Monday to Thursday 7:30 a.m. to 9 p.m. and Friday 7:30 a.m. to 5 p.m. On weekends it answers by phone and email only, from noon to 6 p.m. If you need a guest network for a visitor, see guest Wi-Fi access . If you received a suspicious message, forward it as an attachment to phish@uwporterfalls.edu, then follow account and password security . Outages that affect the whole campus are also posted on campus status .\nAt a glance\nRight now\nAll operational except Fieldhouse concourse Wi-Fi (degraded)\nStanding window\nSundays, 5–9 a.m.\nChange freeze\nDec 7–18 (last week of classes and finals)\nNext big change\nPorterLearn upgrade, Sun, Nov 8\nHelp desk\n(715) 555–0146 · Halvorsen Library, Level 1\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nHours\nMon–Thu 7:30 a.m.–9 p.m.; Fri 7:30 a.m.–5 p.m.; weekends noon–6 p.m. (phone/email)\nRelated resources\nTechnology Help Desk\nInformation technology\nWi-Fi upgrade completed\nPrinting from a personal device\nBacking up your coursework\nCampus status" }, { "url": "jarvis-technology-center.html", "title": "Jarvis Technology Center", "description": "Computing, cybersecurity, data and visualization facilities.", "headings": [ "Jarvis Technology Center", "On this page", "Laboratories", "Cyber range", "Collaboration", "An isolated place to break things", "More than labs", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus map Jarvis Technology Center\nComputing, cybersecurity, data and visualization facilities.\nLaboratories\nFlexible labs support software engineering, networks, cyber defense, data science, game development and immersive visualization.\nCyber range\nAn isolated teaching environment lets students practice defense and authorized testing without exposing production systems.\nCollaboration\nProject rooms, tutoring, employer interview space and the Technology Help Desk connect courses with professional practice.\nAn isolated place to break things\nThe Jarvis cyber range is a fully separated network where students practise defense and authorised testing without any path to campus production systems. Course sections reserve it in blocks; independent projects apply through a faculty sponsor.\nMore than labs\nThe building also holds the Technology Help Desk, drop-in tutoring for computing courses, employer interview rooms and the visualization studio. The open labs on the first floor are available to any student whenever the building is unlocked.\nIn and around Porter Falls\nThe campus is compact — 86 acres, 14 buildings — laid out along the old Millrace between downtown Porter Falls and the river. The Porter Loop shuttle circles it every twelve minutes during class hours, and the lighted Riverfront Trail connects the academic core to North Campus in about a ten-minute walk.\nThe practical details\nHome to: College of Computing. Cyber range: Isolated teaching network, reservable by course. Labs: Software, networks, data science, game dev, visualization. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Facilities & Campus Planning (Millwright Hall, Room 40). Call (715) 555-0245 or email facilities@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nHome to\nCollege of Computing\nCyber range\nIsolated teaching network, reservable by course\nLabs\nSoftware, networks, data science, game dev, visualization\nWho to contact\nFacilities & Campus Planning\nMillwright Hall 40\nPhone\n(715) 555–0145\nEmail\nfacilities@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFounders Hall\nApplied Arts Building\nHealth Sciences Center\nFounders Union\nHalvorsen Library\nNorth Campus\nFull contact directory" }, { "url": "job-offer-evaluation.html", "title": "Evaluating a job offer", "description": "A framework for comparing offers — or deciding on one — beyond the salary line.", "headings": [ "Evaluating a job offer", "On this page", "Run the numbers", "The parts that aren't numbers", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Evaluating a job offer\nA framework for comparing offers — or deciding on one — beyond the salary line.\nRun the numbers\nBuild a simple side-by-side: base, expected bonus, employer retirement match, monthly health premium, and a cost-of-living adjustment for each city. A higher sticker salary in an expensive metro can net less than a lower one in the Valley. Career Services has a spreadsheet template for this.\nThe parts that aren't numbers\nWho you'd report to, whether there's a training program, how people move up, remote flexibility, and whether the day-to-day tasks are ones you'd want more of. An adviser will talk through a specific decision with you, including how to decline an offer gracefully or ask for more time.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nCompare: Total compensation, not base: bonus, retirement match, health premiums, PTO. Also weigh: Growth path, manager, location cost, commute, and how the work actually sounds. Deadlines: It's normal to ask for a week; exploding offers are a yellow flag. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCompare\nTotal compensation, not base: bonus, retirement match, health premiums, PTO\nAlso weigh\nGrowth path, manager, location cost, commute, and how the work actually sounds\nDeadlines\nIt's normal to ask for a week; exploding offers are a yellow flag\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "job-posting-academic-advisor-student-success-center.html", "title": "Academic Advisor, Student Success Center", "description": "A twelve-month professional advising position working with a caseload of first- and second-year students, most of them undeclared or changing majors.", "headings": [ "Academic Advisor, Student Success Center", "On this page", "About the position", "Duties and responsibilities", "Qualifications", "How to apply", "Equal opportunity and background check" ], "content": "Employment Academic Advisor, Student Success Center\nA twelve-month professional advising position working with a caseload of first- and second-year students, most of them undeclared or changing majors.\nAbout the position\nThe Student Success Center puts advising, tutoring, and success coaching in one place on the first level of Halvorsen Library, so a student can be walked from an advising appointment to a tutor without re-explaining anything. Advisors carry a caseload of about 300 students, most of them exploring majors or moving between programs, and they are the first call when the early-alert system flags a student in week three or six.\nThe work is seasonal in a predictable way: registration rushes in November and April, orientation advising in June and July, and a quieter January and summer for projects.\nPosition number\nPF-26-0441\nDepartment\nStudent Success Center , Division of Student Affairs\nCategory\nAcademic staff (non-instructional)\nAppointment\n100% FTE, twelve-month, ongoing (renewable) appointment\nSalary\n$48,500–$53,000 annually, depending on experience.\nAnticipated start\nJanuary 4, 2027\nBenefits\nFull benefits eligibility; see the benefits summary .\nDuties and responsibilities\nAdvise an assigned caseload of about 300 undeclared and transitioning students on course selection, degree audits, major exploration, and academic policy.\nRespond to faculty early-alert referrals within two business days and document outreach in the advising system.\nAdvise new students during summer orientation sessions, including some Saturdays in June.\nTeach one section of the one-credit first-year seminar each fall (included in the appointment).\nRefer students to campus resources such as counseling, financial aid, and disability services, and follow up.\nMaintain confidentiality of student records under FERPA.\nQualifications\nRequired\nBachelor’s degree.\nTwo years of experience in advising, teaching, student services, counseling, or a comparable role working directly with college-age students.\nStrong written communication, demonstrated in the cover letter.\nPreferred\nMaster’s degree in higher education, student affairs, counseling, or a related field.\nExperience with degree-audit or student-information systems.\nExperience working with first-generation, transfer, or academically at-risk students.\nMeet the required list? Apply. The preferred list is what separates strong finalists, not a filter applied at the door.\nHow to apply\nApply through the employment portal linked from Work at Porter , citing position number PF-26-0441 . Upload: a cover letter, a résumé, and three professional references. Review of applications begins October 23, 2026 and continues until the position is filled; applications complete by that date are guaranteed full consideration.\nFinalists will complete a short written exercise: a reply email to a student who has just received a midterm early-alert in two courses.\nQuestions about the position go to the search chair, Celeste Moberg , Associate Director of Advising, Student Success Center, at mobergc@uwporterfalls.edu or (715) 555–0234. Questions about the portal or an accommodation in the application process go to Human Resources at (715) 555–0216.\nEqual opportunity and background check\nUW–Porter Falls is an equal opportunity and affirmative action employer. Qualified applicants receive consideration without regard to race, color, creed, religion, sex, sexual orientation, gender identity or expression, pregnancy, national origin, ancestry, age, disability, genetic information, marital status, arrest or conviction record (subject to the job-related exceptions in state law), military or veteran status, or any other protected status. See the university’s nondiscrimination statement .\nThe finalist must complete a criminal background check and a misconduct reference check with prior employers before an offer is final. A conviction record is reviewed for its relationship to the duties of this position and is not an automatic bar. Under state open-records law, the names of up to five finalists may be released on request.\nAt a glance\nPosition number\nPF-26-0441\nCategory\nAcademic staff (non-instructional)\nSalary\n$48,500–$53,000\nReview begins\nOctober 23, 2026\nLocation\nHalvorsen Library, Level 1\nWho to contact\nCeleste Moberg, search chair\nHalvorsen Library, Level 1\nPhone\n(715) 555–0234\nEmail\nmobergc@uwporterfalls.edu\nRelated resources\nWork at Porter\nBenefits summary\nNew employee onboarding\nStudent Success Center\nAcademic advising" }, { "url": "job-posting-admissions-counselor.html", "title": "Admissions Counselor (Northeast Wesconsin Territory)", "description": "A full-time admissions counselor who will own recruitment for 14 counties in northeast Wesconsin, with about nine weeks of fall travel.", "headings": [ "Admissions Counselor (Northeast Wesconsin Territory)", "On this page", "About the position", "Duties and responsibilities", "Qualifications", "How to apply", "Equal opportunity and background check" ], "content": "Employment Admissions Counselor (Northeast Wesconsin Territory)\nA full-time admissions counselor who will own recruitment for 14 counties in northeast Wesconsin, with about nine weeks of fall travel.\nAbout the position\nThe Office of Admissions, led by Director Trudy Solberg, works from the restored 1911 depot that serves as the Welcome Center . Counselors are assigned by county, and this counselor will take over the northeast territory: 14 counties and about 60 high schools, from the Lake City suburbs to schools with graduating classes of 30. The territory feeds roughly 1,100 applications a year.\nTravel runs September through November, with a lighter spring schedule of junior visits and transfer fairs. A state fleet car is provided for territory travel. The counselor assignments page shows how the territories are currently divided.\nPosition number\nPF-26-0458\nDepartment\nOffice of Admissions, Enrollment Management\nCategory\nAcademic staff (non-instructional)\nAppointment\n100% FTE, twelve-month, ongoing appointment; evening and Saturday events required during peak seasons\nSalary\n$44,000–$47,500 annually, plus state-rate mileage, meals, and lodging during travel.\nAnticipated start\nJanuary 4, 2027\nBenefits\nFull benefits eligibility; see the benefits summary .\nDuties and responsibilities\nPlan and carry out fall travel to high schools, college fairs, and community organizations in the territory; see the travel schedule for what a season looks like.\nRead and make recommendations on first-year applications from the territory, using the office’s holistic review rubric.\nBuild relationships with school counselors, and keep them informed through a fall counselor breakfast and spring updates.\nPresent at campus visit programs, including Preview Days, and lead some campus tours.\nFollow up with admitted students and families through yield season, using the office’s communication system.\nQualifications\nRequired\nBachelor’s degree by the start date.\nValid driver’s license and the ability to travel overnight for up to four nights a week during travel season.\nComfortable presenting to groups from eight students to 200.\nPreferred\nExperience in admissions, recruitment, sales, teaching, or customer-facing work.\nFamiliarity with northeast Wesconsin high schools or communities.\nProficiency in Spanish or Hmong.\nMeet the required list? Apply. The preferred list is what separates strong finalists, not a filter applied at the door.\nHow to apply\nApply through the employment portal linked from Work at Porter , citing position number PF-26-0458 . Upload: a cover letter, a résumé, and three references. Review of applications begins October 30, 2026 and continues until the position is filled; applications complete by that date are guaranteed full consideration.\nFinalists will give a ten-minute presentation, “Why a polytechnic?”, to a panel that includes two current student tour guides.\nQuestions about the position go to the search chair, Lauren Hegg , Associate Director of Admissions, at heggl@uwporterfalls.edu or (715) 555–0236. Questions about the portal or an accommodation in the application process go to Human Resources at (715) 555–0216.\nEqual opportunity and background check\nUW–Porter Falls is an equal opportunity and affirmative action employer. Qualified applicants receive consideration without regard to race, color, creed, religion, sex, sexual orientation, gender identity or expression, pregnancy, national origin, ancestry, age, disability, genetic information, marital status, arrest or conviction record (subject to the job-related exceptions in state law), military or veteran status, or any other protected status. See the university’s nondiscrimination statement .\nThe finalist must complete a criminal background check and a misconduct reference check with prior employers before an offer is final; a motor vehicle record check is also required because the position drives a state vehicle. A conviction record is reviewed for its relationship to the duties of this position and is not an automatic bar. Under state open-records law, the names of up to five finalists may be released on request.\nAt a glance\nPosition number\nPF-26-0458\nCategory\nAcademic staff (non-instructional)\nSalary\n$44,000–$47,500\nReview begins\nOctober 30, 2026\nLocation\nWelcome Center (the 1911 depot) and assigned territory\nWho to contact\nLauren Hegg, search chair\nWelcome Center, second floor\nPhone\n(715) 555–0236\nEmail\nheggl@uwporterfalls.edu\nRelated resources\nWork at Porter\nBenefits summary\nNew employee onboarding\nAdmissions\nAdmissions counselors" }, { "url": "job-posting-assistant-professor-mechanical-engineering.html", "title": "Assistant Professor of Mechanical Engineering (Tenure-Track)", "description": "A tenure-track position in thermal-fluid systems in the Department of Mechanical Engineering, starting August 2027.", "headings": [ "Assistant Professor of Mechanical Engineering (Tenure-Track)", "On this page", "About the position", "Duties and responsibilities", "Qualifications", "How to apply", "Equal opportunity and background check" ], "content": "Employment Assistant Professor of Mechanical Engineering (Tenure-Track)\nA tenure-track position in thermal-fluid systems in the Department of Mechanical Engineering, starting August 2027.\nAbout the position\nThe Department of Mechanical Engineering seeks a tenure-track assistant professor whose teaching and applied research center on thermal-fluid systems — heat transfer, HVAC and building energy, thermal management of electronics, or process heating in manufacturing. The department has 31 faculty, an undergraduate program of roughly 540 students, and instructional labs for thermal-fluids, instrumentation, and vibrations on the second floor of Founders Hall , with a senior-design high bay one floor down.\nPorter is a teaching-first polytechnic: the standard load is 21 contact hours per year (typically three lecture-lab courses each semester), and course releases are available in the first two years to set up a lab. Scholarship is expected and judged on applied work with regional industry as much as journal output.\nPosition number\nPF-26-0412\nDepartment\nDepartment of Mechanical Engineering , College of Engineering & Technology\nCategory\nFaculty (tenure-track)\nAppointment\n100% FTE, nine-month academic-year appointment; summer salary possible through grants\nSalary\n$96,000–$104,000 (9-month) depending on experience, plus a negotiated start-up package for laboratory equipment.\nAnticipated start\nAugust 23, 2027\nBenefits\nFull benefits eligibility; see the benefits summary .\nDuties and responsibilities\nTeach undergraduate courses in thermodynamics, fluid mechanics, and heat transfer, including their laboratory sections, and develop one upper-level elective in your area.\nAdvise 25–30 mechanical engineering majors and supervise at least one industry-sponsored senior design team each year.\nEstablish an externally funded applied research program that involves undergraduates; the Office of Research & Sponsored Programs assists with proposals.\nServe on department and college committees and contribute to ABET continuous-improvement assessment.\nParticipate in outreach such as First Forge orientation labs and high school design days.\nQualifications\nRequired\nPh.D. in mechanical engineering or a closely related field by August 1, 2027 (ABD candidates with a defense scheduled are encouraged to apply).\nEvidence of, or clear potential for, effective undergraduate teaching, including laboratory instruction.\nA research or applied-scholarship agenda in thermal-fluid systems that can include undergraduates.\nPreferred\nIndustry experience, or applied research with industry partners.\nProfessional Engineer (PE) license, or eligibility to pursue one.\nExperience with computational fluid dynamics or building-energy simulation tools.\nExperience teaching or mentoring students from a wide range of academic and economic backgrounds, including first-generation students.\nMeet the required list? Apply. The preferred list is what separates strong finalists, not a filter applied at the door.\nHow to apply\nApply through the employment portal linked from Work at Porter , citing position number PF-26-0412 . Upload: a cover letter, a CV, a two-page teaching statement, a two-page research statement, unofficial transcripts for the highest degree, and names and contact information for three references (letters are requested only for semifinalists). Review of applications begins November 2, 2026 and continues until the position is filled; applications complete by that date are guaranteed full consideration.\nSemifinalists will have a 45-minute video interview in late November. Finalists will visit campus in January or February 2027 for a two-day visit that includes a teaching demonstration in a sophomore thermodynamics section and a research talk open to students.\nQuestions about the position go to the search chair, Dr. Hollis Brandt , Professor of Mechanical Engineering, at brandth@uwporterfalls.edu or (715) 555–0231. Questions about the portal or an accommodation in the application process go to Human Resources at (715) 555–0216.\nEqual opportunity and background check\nUW–Porter Falls is an equal opportunity and affirmative action employer. Qualified applicants receive consideration without regard to race, color, creed, religion, sex, sexual orientation, gender identity or expression, pregnancy, national origin, ancestry, age, disability, genetic information, marital status, arrest or conviction record (subject to the job-related exceptions in state law), military or veteran status, or any other protected status. See the university’s nondiscrimination statement .\nThe finalist must complete a criminal background check and a misconduct reference check with prior employers before an offer is final; degree verification is completed for the highest degree. A conviction record is reviewed for its relationship to the duties of this position and is not an automatic bar. Under state open-records law, the names of up to five finalists may be released on request.\nAt a glance\nPosition number\nPF-26-0412\nCategory\nFaculty (tenure-track)\nSalary\n$96,000–$104,000 (9-month)\nReview begins\nNovember 2, 2026\nLocation\nFounders Hall\nWho to contact\nDr. Hollis Brandt, search chair\nFounders Hall 214\nPhone\n(715) 555–0231\nEmail\nbrandth@uwporterfalls.edu\nRelated resources\nWork at Porter\nBenefits summary\nNew employee onboarding\nMechanical engineering program\nPost-tenure review" }, { "url": "job-posting-assistant-womens-soccer-coach.html", "title": "Assistant Women’s Soccer Coach (Part-Time)", "description": "A part-time assistant coaching position with Ironclad women’s soccer, an NCAA Division III program that finished 13–4–1 last season.", "headings": [ "Assistant Women’s Soccer Coach (Part-Time)", "On this page", "About the position", "Duties and responsibilities", "Qualifications", "How to apply", "Equal opportunity and background check" ], "content": "Employment Assistant Women’s Soccer Coach (Part-Time)\nA part-time assistant coaching position with Ironclad women’s soccer, an NCAA Division III program that finished 13–4–1 last season.\nAbout the position\nIronclad women’s soccer plays home matches at Millwright Stadium by the Porter River, carries a roster of about 25, and posted a team GPA of 3.46 last season. Like every program at Porter, it offers no athletic scholarships, and practice is scheduled around labs and clinical rotations rather than the reverse; the team page has the program’s record and roster.\nThe assistant coach works directly with the head coach on training, scouting, and recruiting, with particular responsibility for goalkeepers and set pieces. Hours are heaviest from August through early November and lighter in the spring.\nPosition number\nPF-26-0471\nDepartment\nIronclad Athletics\nCategory\nAcademic staff (non-instructional, part-time)\nAppointment\n50% FTE, ten-month appointment (August 1–May 31), renewable annually\nSalary\n$19,500–$21,500 for the ten-month appointment.\nAnticipated start\nAugust 1, 2027 (some spring 2027 recruiting possible on an hourly basis)\nBenefits\nAt 50% for ten months the appointment is benefits-eligible; see the benefits summary for the employee share of premiums at part-time appointments.\nDuties and responsibilities\nPlan and run goalkeeper training and assist with team practices, film sessions, and match-day coaching.\nScout opponents and prepare written scouting reports for conference matches.\nRecruit prospective student-athletes by phone, at showcase events, and during campus visits, within NCAA Division III rules.\nMonitor academic progress in coordination with the athletics academic advisor.\nDrive a university van to away matches when assigned.\nComplete annual NCAA rules education and conference compliance training.\nQualifications\nRequired\nBachelor’s degree.\nPlaying experience at the collegiate level, or two years of coaching at the high school, club, or collegiate level.\nValid driver’s license and eligibility to complete the university’s van driver training.\nCurrent CPR, first aid, and AED certification (or completion within 30 days of hire).\nPreferred\nA national coaching license (D level or higher).\nGoalkeeper playing or coaching experience.\nFamiliarity with Division III recruiting and the conference realignment ahead in 2027–28.\nMeet the required list? Apply. The preferred list is what separates strong finalists, not a filter applied at the door.\nHow to apply\nApply through the employment portal linked from Work at Porter , citing position number PF-26-0471 . Upload: a cover letter, a résumé, a one-page coaching philosophy, and three references. Review of applications begins December 7, 2026 and continues until the position is filled; applications complete by that date are guaranteed full consideration.\nFinalists will run a 20-minute goalkeeper session with returning players during the spring training window.\nQuestions about the position go to the search chair, Dana Kvale , Associate Athletic Director and Senior Woman Administrator, at kvaled@uwporterfalls.edu or (715) 555–0238. Questions about the portal or an accommodation in the application process go to Human Resources at (715) 555–0216.\nEqual opportunity and background check\nUW–Porter Falls is an equal opportunity and affirmative action employer. Qualified applicants receive consideration without regard to race, color, creed, religion, sex, sexual orientation, gender identity or expression, pregnancy, national origin, ancestry, age, disability, genetic information, marital status, arrest or conviction record (subject to the job-related exceptions in state law), military or veteran status, or any other protected status. See the university’s nondiscrimination statement .\nThe finalist must complete a criminal background check and a misconduct reference check with prior employers before an offer is final; a motor vehicle record check is also required because the position drives university vans. A conviction record is reviewed for its relationship to the duties of this position and is not an automatic bar. Under state open-records law, the names of up to five finalists may be released on request.\nAt a glance\nPosition number\nPF-26-0471\nCategory\nAcademic staff (non-instructional, part-time)\nSalary\n$19,500–$21,500\nReview begins\nDecember 7, 2026\nLocation\nMillwright Stadium\nWho to contact\nDana Kvale, search chair\nIronclad Fieldhouse 118\nPhone\n(715) 555–0238\nEmail\nkvaled@uwporterfalls.edu\nRelated resources\nWork at Porter\nBenefits summary\nNew employee onboarding\nWomen’s soccer\nIronclad Athletics" }, { "url": "job-posting-clinical-assistant-professor-nursing.html", "title": "Clinical Assistant Professor of Nursing", "description": "A renewable, non-tenure-track clinical faculty position teaching adult medical–surgical nursing in the simulation hospital and at regional clinical sites.", "headings": [ "Clinical Assistant Professor of Nursing", "On this page", "About the position", "Duties and responsibilities", "Qualifications", "How to apply", "Equal opportunity and background check" ], "content": "Employment Clinical Assistant Professor of Nursing\nA renewable, non-tenure-track clinical faculty position teaching adult medical–surgical nursing in the simulation hospital and at regional clinical sites.\nAbout the position\nThe Department of Nursing seeks a clinical assistant professor to teach adult health and medical–surgical nursing in the BSN program. About half of the assignment is in the simulation hospital on the second floor of the Health Sciences Center — eight high-fidelity manikin bays, a debriefing suite, and a skills lab — and half is supervising clinical groups of eight students at partner hospitals in Lake City, a 40-minute drive east. Mileage to clinical sites is reimbursed at the state rate.\nClinical faculty are not on the tenure track and are not expected to carry a research load; the job is teaching, clinical supervision, and keeping current in practice. How the two tracks differ is explained on the non-tenure-track faculty page.\nPosition number\nPF-26-0427\nDepartment\nDepartment of Nursing\nCategory\nFaculty (clinical, non-tenure-track)\nAppointment\n100% FTE, nine-month academic-year appointment; initial one-year contract, renewable, with eligibility for a three-year rolling contract after three years\nSalary\n$82,000–$90,000 (9-month) depending on experience and certification.\nAnticipated start\nAugust 23, 2027\nBenefits\nFull benefits eligibility; see the benefits summary .\nDuties and responsibilities\nTeach adult health and medical–surgical nursing content in lecture, skills lab, and simulation, including scenario design and structured debriefing.\nSupervise clinical groups on day or evening shifts at regional partner hospitals; complete clinical evaluations each week.\nCoordinate one simulation day per week for junior-level students, working with the simulation operations specialist.\nAdvise 15–20 pre-licensure nursing students and support NCLEX preparation.\nServe on the department curriculum or simulation committee.\nQualifications\nRequired\nMaster’s degree in nursing (MSN) by the start date.\nCurrent, unencumbered RN license, and eligibility for licensure in Wesconsin before the first clinical rotation.\nAt least two years of full-time acute care experience as a registered nurse.\nPreferred\nDNP or Ph.D. in nursing, or enrollment in a doctoral program.\nCertified Healthcare Simulation Educator (CHSE) or certified nurse educator credential.\nPrior teaching in a prelicensure program, in clinical or simulation settings.\nSpecialty certification in medical–surgical or critical care nursing.\nMeet the required list? Apply. The preferred list is what separates strong finalists, not a filter applied at the door.\nHow to apply\nApply through the employment portal linked from Work at Porter , citing position number PF-26-0427 . Upload: a cover letter addressing clinical teaching, a CV, a copy of your RN license verification, unofficial graduate transcripts, and three professional references, at least one of whom has supervised your clinical practice. Review of applications begins November 16, 2026 and continues until the position is filled; applications complete by that date are guaranteed full consideration.\nFinalists will lead a 20-minute simulation debrief with nursing students as part of a one-day campus visit.\nQuestions about the position go to the search chair, Dr. Annika Fjeld , Associate Professor and BSN Program Director, at fjelda@uwporterfalls.edu or (715) 555–0232. Questions about the portal or an accommodation in the application process go to Human Resources at (715) 555–0216.\nEqual opportunity and background check\nUW–Porter Falls is an equal opportunity and affirmative action employer. Qualified applicants receive consideration without regard to race, color, creed, religion, sex, sexual orientation, gender identity or expression, pregnancy, national origin, ancestry, age, disability, genetic information, marital status, arrest or conviction record (subject to the job-related exceptions in state law), military or veteran status, or any other protected status. See the university’s nondiscrimination statement .\nThe finalist must complete a criminal background check and a misconduct reference check with prior employers before an offer is final; clinical placement also requires a caregiver background check, current immunizations including annual influenza vaccination, and a drug screen required by partner hospitals. A conviction record is reviewed for its relationship to the duties of this position and is not an automatic bar. Under state open-records law, the names of up to five finalists may be released on request.\nAt a glance\nPosition number\nPF-26-0427\nCategory\nFaculty (clinical, non-tenure-track)\nSalary\n$82,000–$90,000 (9-month)\nReview begins\nNovember 16, 2026\nLocation\nHealth Sciences Center and clinical sites in Lake City\nWho to contact\nDr. Annika Fjeld, search chair\nHealth Sciences Center 305\nPhone\n(715) 555–0232\nEmail\nfjelda@uwporterfalls.edu\nRelated resources\nWork at Porter\nBenefits summary\nNew employee onboarding\nNursing program\nNon-tenure-track faculty" }, { "url": "job-posting-custodian-third-shift.html", "title": "Custodian (Third Shift)", "description": "Full-time, union-represented third-shift custodial positions cleaning academic buildings overnight; two openings.", "headings": [ "Custodian (Third Shift)", "On this page", "About the position", "Duties and responsibilities", "Qualifications", "How to apply", "Equal opportunity and background check" ], "content": "Employment Custodian (Third Shift)\nFull-time, union-represented third-shift custodial positions cleaning academic buildings overnight; two openings.\nAbout the position\nCustodial Services cleans more than a million square feet across Porter’s 14 buildings, and the third-shift crew of 18 handles the academic core overnight, when labs, studios, and classrooms are empty. Each custodian is assigned a zone — this opening covers parts of Founders Hall and the Applied Arts Building — and works with a lead custodian who sets the night’s priorities around event setups and weather.\nThis position is in a bargaining unit represented by a statewide public-employee union local. How representation works for university staff, and what the union does and does not bargain over in Wesconsin, is explained on classified staff union representation . Membership is voluntary.\nPosition number\nPF-26-0478\nDepartment\nFacilities Management — Custodial Services\nCategory\nUniversity staff (represented)\nAppointment\n100% FTE, permanent, third shift, Sunday–Thursday nights, 10:30 p.m.–7:00 a.m.; two openings\nSalary\n$18.40–$20.15 per hour plus a $0.75 per hour third-shift differential. Pay advances on a step schedule after the six-month probationary period.\nAnticipated start\nNovember 2026\nBenefits\nFull benefits eligibility; see the benefits summary .\nDuties and responsibilities\nA typical night includes:\nCleaning classrooms, labs, restrooms, offices, and common areas to a posted standard, including trash and recycling.\nFloor care: dust mopping, wet mopping, auto-scrubbing, and periodic stripping and refinishing on a summer schedule.\nRestocking supplies and reporting maintenance issues (a dripping fixture, a dead light, a stuck door) through the work-order system.\nFollowing chemical safety, bloodborne-pathogen, and lab-entry procedures; some labs have rules about what custodians may touch.\nLocking and securing buildings on the zone checklist and reporting anything unusual to Campus Safety.\nAssisting with snow removal at building entrances when called in.\nQualifications\nRequired\nAbility to read and follow written instructions and safety labels.\nAbility to lift 40 pounds, push loaded carts, and stand and walk for most of an eight-hour shift.\nAbility to work the third-shift schedule reliably.\nPreferred\nSix months of custodial, housekeeping, or building-maintenance experience.\nExperience operating floor scrubbers or burnishers.\nMeet the required list? Apply. The preferred list is what separates strong finalists, not a filter applied at the door.\nHow to apply\nApply through the employment portal linked from Work at Porter , citing position number PF-26-0478 . Upload: a résumé or the portal’s work-history form (either is fine) and two references; no cover letter is needed. Paper applications are available at the Human Resources counter in Millwright Hall 230, and staff will help you complete one. Review of applications begins October 21, 2026 and continues until the position is filled; applications complete by that date are guaranteed full consideration.\nInterviews are held in the late afternoon so that current night-shift applicants can attend without losing sleep.\nQuestions about the position go to the hiring supervisor, Rosalie Thao , Night Custodial Supervisor, at thaor@uwporterfalls.edu or (715) 555–0239. Questions about the portal or an accommodation in the application process go to Human Resources at (715) 555–0216.\nEqual opportunity and background check\nUW–Porter Falls is an equal opportunity and affirmative action employer. Qualified applicants receive consideration without regard to race, color, creed, religion, sex, sexual orientation, gender identity or expression, pregnancy, national origin, ancestry, age, disability, genetic information, marital status, arrest or conviction record (subject to the job-related exceptions in state law), military or veteran status, or any other protected status. See the university’s nondiscrimination statement .\nThe finalist must complete a criminal background check and a misconduct reference check with prior employers before an offer is final. A conviction record is reviewed for its relationship to the duties of this position and is not an automatic bar. This is a university staff position: an eligible veteran who meets the minimum qualifications is guaranteed a first-round interview. Under state open-records law, the names of up to five finalists may be released on request.\nAt a glance\nPosition number\nPF-26-0478\nCategory\nUniversity staff (represented)\nSalary\n$18.40–$20.15 per hour\nReview begins\nOctober 21, 2026\nLocation\nAcademic buildings (assigned zone)\nWho to contact\nRosalie Thao, hiring supervisor\nMillwright Hall 40\nPhone\n(715) 555–0239\nEmail\nthaor@uwporterfalls.edu\nRelated resources\nWork at Porter\nBenefits summary\nNew employee onboarding\nClassified staff union representation\nStaff Senate" }, { "url": "job-posting-hvac-r-technician.html", "title": "HVAC/R Technician (Second Shift)", "description": "A full-time, second-shift facilities position maintaining heating, cooling, refrigeration, and building-automation systems across all 14 campus buildings.", "headings": [ "HVAC/R Technician (Second Shift)", "On this page", "About the position", "Duties and responsibilities", "Qualifications", "How to apply", "Equal opportunity and background check" ], "content": "Employment HVAC/R Technician (Second Shift)\nA full-time, second-shift facilities position maintaining heating, cooling, refrigeration, and building-automation systems across all 14 campus buildings.\nAbout the position\nFacilities Management keeps an 86-acre campus with 14 buildings running, from the 1912 steam radiators in Founders Hall to the chilled-water plant serving the Jarvis Technology Center’s server rooms. The second-shift HVAC/R technician is the trades person on duty when the day crew goes home: answering evening comfort calls, nursing the Health Sciences Center’s pressure-controlled rooms, and making sure the walk-in coolers in The Forge dining hall are holding temperature before the overnight custodial crew arrives.\nThe mechanical trades team is seven technicians and a lead; the trades supervisor works a split schedule to overlap with second shift two days a week.\nPosition number\nPF-26-0450\nDepartment\nFacilities Management — Mechanical Trades\nCategory\nUniversity staff (skilled trades)\nAppointment\n100% FTE, permanent, second shift, Monday–Friday 2:30–11:00 p.m., with a rotating on-call week roughly once every six weeks\nSalary\n$31.50–$36.25 per hour plus a $1.00 per hour second-shift differential and on-call pay.\nAnticipated start\nAs soon as possible after hire\nBenefits\nFull benefits eligibility; see the benefits summary .\nDuties and responsibilities\nDiagnose, maintain, and repair boilers, chillers, air handlers, rooftop units, heat pumps, and commercial refrigeration equipment.\nRespond to work orders and alarms from the building-automation system; adjust schedules and setpoints and log every change.\nPerform preventive maintenance on a scheduled route, including filter changes, belt and bearing replacement, and coil cleaning.\nHandle refrigerants in compliance with federal recovery and record-keeping rules.\nFollow lockout/tagout and confined-space procedures set by Environmental Health & Safety .\nServe in the on-call rotation for after-hours emergencies, with a 45-minute response time to campus.\nQualifications\nRequired\nCompletion of a two-year HVAC/R technical program or a registered apprenticeship, or four years of equivalent full-time commercial HVAC/R experience.\nEPA Section 608 Universal certification (or Type II and III) by the start date.\nA valid driver’s license and a driving record that meets state fleet requirements.\nAbility to lift 50 pounds, climb ladders, and work on rooftops and in mechanical spaces.\nPreferred\nExperience with direct digital control (DDC) building-automation systems.\nWesconsin refrigeration or boiler operator credential.\nExperience in a hospital, laboratory, or campus environment.\nMeet the required list? Apply. The preferred list is what separates strong finalists, not a filter applied at the door.\nHow to apply\nApply through the employment portal linked from Work at Porter , citing position number PF-26-0450 . Upload: a résumé and copies of any certifications or licenses; a cover letter is optional. Review of applications begins October 19, 2026 and continues until the position is filled; applications complete by that date are guaranteed full consideration.\nInterviews include a 30-minute hands-on troubleshooting exercise on a training rooftop unit in the Facilities shop.\nQuestions about the position go to the hiring supervisor, Gary Ostlie , Mechanical Trades Supervisor, Facilities Management, at ostlieg@uwporterfalls.edu or (715) 555–0235. Questions about the portal or an accommodation in the application process go to Human Resources at (715) 555–0216.\nEqual opportunity and background check\nUW–Porter Falls is an equal opportunity and affirmative action employer. Qualified applicants receive consideration without regard to race, color, creed, religion, sex, sexual orientation, gender identity or expression, pregnancy, national origin, ancestry, age, disability, genetic information, marital status, arrest or conviction record (subject to the job-related exceptions in state law), military or veteran status, or any other protected status. See the university’s nondiscrimination statement .\nThe finalist must complete a criminal background check and a misconduct reference check with prior employers before an offer is final; a motor vehicle record check is also required because the position drives a state vehicle. A conviction record is reviewed for its relationship to the duties of this position and is not an automatic bar. This is a university staff position: an eligible veteran who meets the minimum qualifications is guaranteed a first-round interview. Under state open-records law, the names of up to five finalists may be released on request.\nAt a glance\nPosition number\nPF-26-0450\nCategory\nUniversity staff (skilled trades)\nSalary\n$31.50–$36.25 per hour\nReview begins\nOctober 19, 2026\nLocation\nCampus-wide; reports to the Facilities shop, Millwright Hall lower level\nWho to contact\nGary Ostlie, hiring supervisor\nMillwright Hall 40\nPhone\n(715) 555–0235\nEmail\nostlieg@uwporterfalls.edu\nRelated resources\nWork at Porter\nBenefits summary\nNew employee onboarding\nFacilities Management\nWorkplace safety" }, { "url": "job-posting-lecturer-packaging.html", "title": "Lecturer in Packaging", "description": "A full-time instructional academic staff position teaching packaging materials and distribution testing, starting in the spring 2027 semester.", "headings": [ "Lecturer in Packaging", "On this page", "About the position", "Duties and responsibilities", "Qualifications", "How to apply", "Equal opportunity and background check" ], "content": "Employment Lecturer in Packaging\nA full-time instructional academic staff position teaching packaging materials and distribution testing, starting in the spring 2027 semester.\nAbout the position\nEnrollment in the packaging program has grown by about a fifth in three years, and a faculty sabbatical in spring 2027 leaves four course sections to cover. The department seeks a lecturer to teach introductory packaging materials and the distribution-testing laboratory, which uses the shock, vibration, and compression equipment shared with the Center for Packaging Innovation .\nThis is a teaching position with no research expectation. Lecturers attend department meetings, may vote on curriculum, and are represented in shared governance by the academic staff representatives .\nPosition number\nPF-26-0433\nDepartment\nDepartment of Plastics & Packaging Engineering , College of Engineering & Technology\nCategory\nAcademic staff (instructional)\nAppointment\n100% FTE, one-semester appointment for spring 2027, renewable for 2027–28 by mutual agreement and program need\nSalary\n$30,000–$33,000 for the semester (an annualized rate of $60,000–$66,000).\nAnticipated start\nJanuary 19, 2027\nBenefits\nEligible for health, retirement, and other benefits because the appointment is at least 50% and longer than six months when renewed; see the benefits summary for the waiting-period rules that apply to a one-semester start.\nDuties and responsibilities\nTeach four sections in spring 2027: two sections of introductory packaging materials and two sections of the distribution packaging and testing laboratory (12 contact hours per week in total).\nMaintain lab safety practices and coordinate test scheduling with the lab manager.\nHold five office hours per week and respond to student work within one week.\nAssist with a student packaging-design competition entry in April, if the team qualifies.\nQualifications\nRequired\nMaster’s degree in packaging, materials science, or a related engineering or technology field; or a bachelor’s degree in packaging with five or more years of industry experience.\nHands-on experience with distribution testing (drop, vibration, compression) or packaging materials evaluation.\nPreferred\nCollege teaching experience, including laboratory instruction.\nCertified Packaging Professional (CPP) or comparable industry credential.\nExperience with food, pharmaceutical, or e-commerce packaging.\nMeet the required list? Apply. The preferred list is what separates strong finalists, not a filter applied at the door.\nHow to apply\nApply through the employment portal linked from Work at Porter , citing position number PF-26-0433 . Upload: a cover letter, a résumé or CV, unofficial transcripts, and three references. Review of applications begins October 26, 2026 and continues until the position is filled; applications complete by that date are guaranteed full consideration.\nBecause of the January start, interviews will run in early November, and the department hopes to make an offer before the Thanksgiving break.\nQuestions about the position go to the department chair, Dr. Marta Sorensen , Professor and Chair, Plastics & Packaging Engineering, at sorensenm@uwporterfalls.edu or (715) 555–0233. Questions about the portal or an accommodation in the application process go to Human Resources at (715) 555–0216.\nEqual opportunity and background check\nUW–Porter Falls is an equal opportunity and affirmative action employer. Qualified applicants receive consideration without regard to race, color, creed, religion, sex, sexual orientation, gender identity or expression, pregnancy, national origin, ancestry, age, disability, genetic information, marital status, arrest or conviction record (subject to the job-related exceptions in state law), military or veteran status, or any other protected status. See the university’s nondiscrimination statement .\nThe finalist must complete a criminal background check and a misconduct reference check with prior employers before an offer is final. A conviction record is reviewed for its relationship to the duties of this position and is not an automatic bar. Under state open-records law, the names of up to five finalists may be released on request.\nAt a glance\nPosition number\nPF-26-0433\nCategory\nAcademic staff (instructional)\nSalary\n$30,000–$33,000 for the semester\nReview begins\nOctober 26, 2026\nLocation\nFounders Hall\nWho to contact\nDr. Marta Sorensen, department chair\nFounders Hall 231\nPhone\n(715) 555–0233\nEmail\nsorensenm@uwporterfalls.edu\nRelated resources\nWork at Porter\nBenefits summary\nNew employee onboarding\nPackaging technology program\nCenter for Packaging Innovation" }, { "url": "job-posting-systems-administrator.html", "title": "Systems Administrator, Information Technology", "description": "A full-time systems administrator for the Linux and Windows server environment that runs MyPorter, single sign-on, and the research computing cluster.", "headings": [ "Systems Administrator, Information Technology", "On this page", "About the position", "Duties and responsibilities", "Qualifications", "How to apply", "Equal opportunity and background check" ], "content": "Employment Systems Administrator, Information Technology\nA full-time systems administrator for the Linux and Windows server environment that runs MyPorter, single sign-on, and the research computing cluster.\nAbout the position\nThe Infrastructure Services team in the Division of Information Technology, under Chief Information Officer Garrett Loken, runs about 340 virtual servers across two on-campus data rooms in the Jarvis Technology Center and a set of cloud tenants. The team is five systems administrators, two network engineers, and a manager. This position will focus on the Linux side — the web tier behind MyPorter, the identity and multi-factor authentication servers, and the 22-node research cluster shared with the cyber range.\nChange windows are Sunday mornings from 6:00 to 10:00 a.m., roughly twice a month; time worked in a window is flexed during the following week.\nPosition number\nPF-26-0463\nDepartment\nDivision of Information Technology — Infrastructure Services\nCategory\nUniversity staff (information technology)\nAppointment\n100% FTE, permanent, day shift (flexible start between 7:00 and 9:00 a.m.), with an on-call rotation of one week in five\nSalary\n$72,000–$84,000 annually, depending on experience; on-call weeks are paid a stipend.\nAnticipated start\nJanuary 2027\nBenefits\nFull benefits eligibility; see the benefits summary .\nDuties and responsibilities\nBuild, patch, and maintain Linux (and some Windows) servers with configuration management and infrastructure-as-code tools.\nMonitor performance and capacity, respond to alerts, and participate in incident response and root-cause write-ups.\nMaintain backup and recovery for critical systems and test restores each quarter.\nApply security hardening baselines and remediate vulnerability-scan findings within the university’s required timelines.\nWrite and keep current the documentation that lets someone else fix it at 2 a.m.\nMentor one or two student IT employees each semester.\nQualifications\nRequired\nBachelor’s degree in information technology, computer science, or a related field, or an associate degree plus two additional years of relevant experience.\nThree years of professional experience administering Linux servers in a production environment.\nWorking scripting ability in Bash, Python, or PowerShell.\nPreferred\nExperience with a configuration management tool and version control.\nExperience with virtualization and with identity systems such as LDAP or SAML-based single sign-on.\nExperience supporting high-performance or research computing.\nA current industry security or systems certification.\nMeet the required list? Apply. The preferred list is what separates strong finalists, not a filter applied at the door.\nHow to apply\nApply through the employment portal linked from Work at Porter , citing position number PF-26-0463 . Upload: a cover letter, a résumé, and three references. Review of applications begins November 9, 2026 and continues until the position is filled; applications complete by that date are guaranteed full consideration.\nThe second-round interview includes a 60-minute practical exercise on a lab virtual machine; no take-home work is required.\nQuestions about the position go to the hiring manager, Priyanka Halloran , Manager, Infrastructure Services, at hallorap@uwporterfalls.edu or (715) 555–0237. Questions about the portal or an accommodation in the application process go to Human Resources at (715) 555–0216.\nEqual opportunity and background check\nUW–Porter Falls is an equal opportunity and affirmative action employer. Qualified applicants receive consideration without regard to race, color, creed, religion, sex, sexual orientation, gender identity or expression, pregnancy, national origin, ancestry, age, disability, genetic information, marital status, arrest or conviction record (subject to the job-related exceptions in state law), military or veteran status, or any other protected status. See the university’s nondiscrimination statement .\nThe finalist must complete a criminal background check and a misconduct reference check with prior employers before an offer is final; because the position has privileged access to systems holding student and employee records, the check also covers identity verification. A conviction record is reviewed for its relationship to the duties of this position and is not an automatic bar. This is a university staff position: an eligible veteran who meets the minimum qualifications is guaranteed a first-round interview. Under state open-records law, the names of up to five finalists may be released on request.\nAt a glance\nPosition number\nPF-26-0463\nCategory\nUniversity staff (information technology)\nSalary\n$72,000–$84,000\nReview begins\nNovember 9, 2026\nLocation\nJarvis Technology Center; up to two remote days per week\nWho to contact\nPriyanka Halloran, hiring manager\nJarvis Technology Center 210\nPhone\n(715) 555–0237\nEmail\nhallorap@uwporterfalls.edu\nRelated resources\nWork at Porter\nBenefits summary\nNew employee onboarding\nTechnology Help Desk\nJarvis Technology Center" }, { "url": "job-shadow-program.html", "title": "Job shadow program", "description": "A day spent alongside a working professional — often a Porter alum — to see a job before committing a summer to it.", "headings": [ "Job shadow program", "On this page", "What a shadow day is", "How to get matched", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Job shadow program\nA day spent alongside a working professional — often a Porter alum — to see a job before committing a summer to it.\nWhat a shadow day is\nNot an interview and not work — you observe, ask questions, sit in on a meeting if allowed, and get an honest read on what the day-to-day of a role actually feels like. Students consistently say it changed their mind about a field in one direction or the other.\nHow to get matched\nRank a few fields and locations through Career Services in the month before a break; the office matches against its alumni host list and handles the introduction and logistics.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nLength: Half a day to a full day. Timing: Concentrated over winter and spring breaks. Hosts: Alumni and employer partners across every field. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLength\nHalf a day to a full day\nTiming\nConcentrated over winter and spring breaks\nHosts\nAlumni and employer partners across every field\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "jobs.html", "title": "Jobs at UW–Porter Falls", "description": "The kinds of jobs, how to read a posting, what the application actually asks for, and the hiring timeline.", "headings": [ "Jobs at UW–Porter Falls", "On this page", "Types of jobs", "Reading a posting", "Applying and the timeline" ], "content": "Employment Jobs at UW–Porter Falls\nThe kinds of jobs, how to read a posting, what the application actually asks for, and the hiring timeline.\nTypes of jobs\nPostings fall into a few tracks with different rules. Faculty positions — tenure-track and teaching/instructional — run on an academic hiring calendar, often with fall postings for the following year, and expect a cover letter, CV, statements on teaching and (for tenure-track) scholarship, and later a campus visit with a job talk. University staff positions (professional, technical, administrative, and facilities roles) post year-round and hire faster. Limited-term and temporary appointments cover surges and leaves. Student jobs and graduate assistantships are separate systems tied to enrollment. Every posting names its type, which tells you the pace and the paperwork.\nReading a posting\nA posting lists the duties, the required versus preferred qualifications (apply if you meet the required list — \"preferred\" is a wish list, not a filter), the salary or a salary range, the appointment percentage and whether it is ongoing or limited-term, the work location and any remote eligibility, the application deadline or \"first review\" date, and the documents required. \"First review\" matters: applications received by that date are guaranteed consideration, and while the posting may stay open, the strongest move is to be in by first review.\nApplying and the timeline\nCreate a profile in the employment portal once and reuse it. Upload exactly the documents requested — a missing required attachment is the most common reason an application is set aside — and answer the screening questions specifically. Finalists complete reference checks and a background check appropriate to the role (some positions add credential verification, a driving record, or a credit check where job-relevant), and these are disclosed in advance. Timelines vary widely: a staff role might move from close to offer in three to six weeks; a faculty search commonly runs three months or more. You can check your status in the portal, and search committees are asked to notify applicants who are no longer under consideration.\nAt a glance\nTracks\nFaculty (academic calendar, teaching/research statements, job talk) · university staff (year-round, faster) · limited-term/temp · student jobs & assistantships (separate, enrollment-tied)\nRead for\nRequired vs. preferred qualifications (apply if you meet \"required\"), salary range, appointment %, ongoing vs. limited-term, and the first-review date\nApply\nOne reusable portal profile; attach every requested document (a missing one gets you set aside); answer screening questions specifically\nTimeline\nStaff: ~3–6 weeks close-to-offer. Faculty: 3+ months. Finalists do references + a role-appropriate background check, disclosed ahead\nRelated resources\nWork at Porter: current openings\nBenefits summary\nNew employee onboarding\nHuman resources\nContact directory" }, { "url": "key-and-card-access-requests.html", "title": "Keys & card access requests", "description": "How building and room access is granted, returned, and what a lost key costs.", "headings": [ "Keys & card access requests", "On this page", "The process", "Losing one", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Keys & card access requests\nHow building and room access is granted, returned, and what a lost key costs.\nThe process\nA department access coordinator submits who needs into what, and why, with an end date. Card access loads to your existing Porter Card. A physical key is picked up in person from the lock shop with ID and a signed agreement.\nLosing one\nReport a lost Porter Card immediately so its access is killed and a replacement issued. A lost physical key is more serious: if it opens spaces that can't be re-keyed cheaply, the cost of a lock change and new keys for everyone on that keyway can be significant, so treat issued keys carefully.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nWho requests: Your department or supervisor submits the request; access isn't granted on a student's own say-so. Card vs. key: Most access is now on the Porter Card; physical keys are issued only where there's no card reader, against a deposit. Return: Keys come back when the role or term ends; an unreturned key can trigger a lock change billed to the department. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWho requests\nYour department or supervisor submits the request; access isn't granted on a student's own say-so\nCard vs. key\nMost access is now on the Porter Card; physical keys are issued only where there's no card reader, against a deposit\nReturn\nKeys come back when the role or term ends; an unreturned key can trigger a lock change billed to the department\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "lab-notebook-standards.html", "title": "Lab notebook standards", "description": "How to keep a research record that holds up — for reproducibility, disputes, patents, and audits.", "headings": [ "Lab notebook standards", "On this page", "Why it matters", "Practical rules", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Lab notebook standards\nHow to keep a research record that holds up — for reproducibility, disputes, patents, and audits.\nWhy it matters\nA good notebook lets someone else — or you, in two years — reproduce an experiment exactly. It's also the evidence in an authorship dispute, a misconduct inquiry, a patent filing, or a funder audit. “I remember roughly what I did” is not a record.\nPractical rules\nWrite it as you go, not at the end of the week. Record what actually happened, including failures and deviations. Paste in printouts and label them. Cross-reference data files by name and location. For an electronic notebook, use one the university sanctions so entries are timestamped and can't be silently edited.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nBound or electronic: A permanently bound notebook in ink, or an approved electronic lab notebook — not loose paper. Each entry: Dated, legible, in enough detail to repeat the work, with mistakes struck through (not erased) and initialed. Ownership: The notebook is university property and stays with the lab when you leave. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nBound or electronic\nA permanently bound notebook in ink, or an approved electronic lab notebook — not loose paper\nEach entry\nDated, legible, in enough detail to repeat the work, with mistakes struck through (not erased) and initialed\nOwnership\nThe notebook is university property and stays with the lab when you leave\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "lab-safety-training.html", "title": "Laboratory safety training", "description": "The required training before working in a teaching or research lab with hazards.", "headings": [ "Laboratory safety training", "On this page", "Two parts", "Keeping it current", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus safety Laboratory safety training\nThe required training before working in a teaching or research lab with hazards.\nTwo parts\nThe online module covers the general rules — personal protective equipment, hazard labels and safety data sheets, waste segregation, what to do in a spill or an injury. The second part is specific: the lab supervisor walks you through that room's hazards, the location of the eyewash, shower, extinguisher and spill kit, and the procedures for the particular equipment and materials you will touch.\nKeeping it current\nTraining is refreshed every year and again whenever a new hazard class enters the lab. Environmental Health & Safety audits labs on a schedule and checks that everyone on the roster has current training; a lab with lapsed records can be told to stop work until it is fixed.\nIn and around Porter Falls\nPorter Campus Safety operates from the ground level of Millwright Hall around the clock during the semester and coordinates with the Porter Falls Police and Fire departments, whose stations are both within a mile of campus. For a real emergency the number is 911.\nThe practical details\nWho: Every student, staff member and volunteer working in a lab with chemical, biological or physical hazards. When: Before the first lab session; refreshed annually. Format: An online module plus a lab-specific walkthrough with the supervisor. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Campus Safety (Millwright Hall, ground level). Call (715) 555–0191 or email safety@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWho\nEvery student, staff member and volunteer working in a lab with chemical, biological or physical hazards\nWhen\nBefore the first lab session; refreshed annually\nFormat\nAn online module plus a lab-specific walkthrough with the supervisor\nWho to contact\nPorter Campus Safety\nMillwright Hall, ground level\nPhone\n(715) 555–0191\nEmail\nsafety@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWeapons policy\nAlcohol & drug policy\nBike registration\nAccessible parking\nFull contact directory" }, { "url": "lab-safety.html", "title": "Laboratory & studio safety", "description": "Training, personal protective equipment, incident reporting, access controls and safe project practice.", "headings": [ "Laboratory & studio safety", "On this page", "Training before access, every time", "What is provided, and what is required of you", "Report it, even a near-miss", "The practical details", "If you have a question" ], "content": "Academics Laboratory & studio safety\nTraining, personal protective equipment, incident reporting, access controls and safe project practice.\nTraining before access, every time\nEvery lab, shop and specialized studio — Founders Hall’s machine shop, the Applied Arts Building’s fabrication areas, health-sciences simulation spaces — requires specific safety training before a student gets independent access, whether that student is in the assigned course or working on an unrelated project.\nWhat is provided, and what is required of you\nPersonal protective equipment specific to a space is provided at the point of use; closed-toe shoes and eye protection are a baseline requirement in every shop and machine area regardless of what the student is doing that day, visitors included.\nReport it, even a near-miss\nAny injury, exposure or near-miss is reported the same day, without exception, to the supervising instructor or lab manager; the point of reporting a near-miss is fixing the hazard before it becomes an actual injury, not assigning blame, and the policy is written that way on purpose.\nThe practical details\nRequired before lab access: Course- or space-specific safety training. PPE: Provided at point of use; closed-toe shoes required in shops. Incident reporting: Any injury or near-miss, no exceptions. These specifics can change from year to year, so confirm anything time-sensitive directly with the office below before you rely on it.\nIf you have a question\nThis is handled by Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRequired before lab access\nCourse- or space-specific safety training\nPPE\nProvided at point of use; closed-toe shoes required in shops\nIncident reporting\nAny injury or near-miss, no exceptions\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFounders Hall\nApplied Arts Building\nResearch compliance\nComputer labs\nContact directory" }, { "url": "laboratory-access-and-badging.html", "title": "Laboratory access and badging", "description": "How students earn after-hours access to specialized spaces without turning safety into paperwork theater.", "headings": [ "Laboratory access and badging", "On this page", "Access follows training", "Badges are specific", "What can suspend access", "Plan for projects and guests" ], "content": "Labs & studios Laboratory access and badging\nHow students earn after-hours access to specialized spaces without turning safety into paperwork theater.\nAccess follows training\nEnrollment in a course may bring supervised lab time, but independent or after-hours access requires the training for that space and its equipment. Complete the online orientation, demonstrate the relevant procedures in person, and acknowledge the operating rules before access is added to the campus card.\nBadges are specific\nA general shop badge does not authorize the laser cutter, welding bay, chemical hood, or industrial robot. Each higher-risk process has its own practical check. The badge records authorization, not expertise: students still stop and ask when a setup falls outside what they were trained to do.\nWhat can suspend access\nBypassing guards, working alone when a buddy is required, admitting an unbadged person, failing to report damage, or using a space while impaired can suspend access immediately. Restoration normally requires a review with the lab manager and retraining.\nPlan for projects and guests\nReserve scarce equipment, confirm material approval, and request unusual access before deadline week. Visitors and project sponsors stay with an authorized host and complete required briefings. Adapted tools and accessibility-related alternatives are arranged with the lab manager and accessibility office.\nAt a glance\nSequence\nOrientation → equipment demonstration → badge on campus card\nScope\nAuthorization is equipment- and space-specific\nAfter hours\nMay require a reservation, buddy, or faculty sponsor\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nMakerspace\nFull contact directory" }, { "url": "lactation-consultation.html", "title": "Lactation support", "description": "Private spaces to pump plus access to a lactation consultant for students and employees who are nursing.", "headings": [ "Lactation support", "On this page", "Rooms", "When you want more help", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Lactation support\nPrivate spaces to pump plus access to a lactation consultant for students and employees who are nursing.\nRooms\nEvery lactation room is single-occupancy and reservable; you don't have to use a restroom or a car. The map in the campus app shows the nearest one and whether it's free. A few buildings also keep a hospital-grade pump on site.\nWhen you want more help\nA lactation consultant can help with latch, supply, pumping schedules around a class day, and the transition back after a break. Student Health books the appointment or refers to a local International Board Certified Lactation Consultant covered by the student plan.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nSpaces: Lockable lactation rooms across campus with a chair, outlet, and sink nearby — locations in the campus app. Consultation: Sessions with a certified lactation consultant through Student Health or a community referral. Flexibility: Reasonable break time to express milk, and academic adjustments coordinated through Title IX if class timing conflicts. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSpaces\nLockable lactation rooms across campus with a chair, outlet, and sink nearby — locations in the campus app\nConsultation\nSessions with a certified lactation consultant through Student Health or a community referral\nFlexibility\nReasonable break time to express milk, and academic adjustments coordinated through Title IX if class timing conflicts\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "lactation-rooms.html", "title": "Lactation rooms", "description": "Private, reservable spaces for nursing parents across campus.", "headings": [ "Lactation rooms", "On this page", "What is provided", "Getting access", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Lactation rooms\nPrivate, reservable spaces for nursing parents across campus.\nWhat is provided\nEach room is a private, lockable space with a comfortable chair, an outlet, a small refrigerator for storage and sink access nearby for cleaning equipment — not a repurposed supply closet.\nGetting access\nA short request to the Dean of Students Office issues a code the same day; there is no eligibility documentation required, and the request can be made by a student, employee or visitor.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nLocations: Founders Union, Halvorsen Library, Health Sciences Center, North Commons. Access: Key code from the Dean of Students Office. Equipment: Chair, outlet, small refrigerator, sink access nearby. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocations\nFounders Union, Halvorsen Library, Health Sciences Center, North Commons\nAccess\nKey code from the Dean of Students Office\nEquipment\nChair, outlet, small refrigerator, sink access nearby\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nGender-inclusive housing\nLiving-learning communities\nPet policy\nFull contact directory" }, { "url": "land-acknowledgment.html", "title": "Land acknowledgment", "description": "The land Porter Falls and the Porter campus occupy, and what the university does beyond a statement.", "headings": [ "Land acknowledgment", "On this page", "The acknowledgment", "Beyond the statement", "Questions and involvement" ], "content": "About Land acknowledgment\nThe land Porter Falls and the Porter campus occupy, and what the university does beyond a statement.\nThe acknowledgment\nPorter Falls and the university campus sit on land that was historically home to Ho-Chunk and Ojibwe peoples before treaty cessions and settlement in the nineteenth century brought the region into Wesconsin as it is organized today. The university offers this acknowledgment at convocation, commencement, and other major public events, and it is posted at the entrance to Founders Hall.\nBeyond the statement\nA land acknowledgment on its own is words; the university pairs it with a standing tuition-waiver agreement for enrolled members of Wesconsin’s federally recognized tribal nations, a Native American studies minor developed with tribal-nation advisers, and a seat reserved for a tribal-nation liaison on the strategic-planning steering committee.\nQuestions and involvement\nThe Office of Tribal Relations coordinates the tuition agreement, campus events during Native American Heritage Month, and ongoing consultation with regional tribal nations on curriculum and repatriation matters. Students, staff, or community members with questions or who want to get involved can reach that office directly.\nAt a glance\nAcknowledges\nHistoric Ho-Chunk and Ojibwe presence on this land\nBeyond words\nTuition-waiver agreement + Native American studies minor\nOffice\nTribal Relations — consultation, events, curriculum input\nWho to contact\nOffice of Tribal Relations\nFounders Hall 145\nPhone\n(715) 555–0146\nEmail\ntribalrelations@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTribal nations partnerships\nUniversity governance\nMulticultural Student Services\nAbout UW–Porter Falls\nPorter Falls, WE\nHistory\nFull contact directory" }, { "url": "language-conversation-tables.html", "title": "Language conversation tables", "description": "Weekly informal conversation practice in several languages, open to any level, no enrollment required.", "headings": [ "Language conversation tables", "On this page", "How they run", "Who comes", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Language conversation tables\nWeekly informal conversation practice in several languages, open to any level, no enrollment required.\nHow they run\nEach table is hosted by a native or fluent speaker — often an international student or a language faculty member — and the only rule is staying in the target language. Tables split into level groups once enough people show up, so a beginner isn't stuck listening to fluent speakers.\nWho comes\nLanguage students keeping skills warm between courses, study-abroad returnees, heritage speakers, and people with no class connection at all who just want the practice.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nWhen: Weekday afternoons during the semester, Founders Union. Languages: Spanish, French, German, Mandarin and American Sign Language, plus rotating others. Level: Any; each table splits by level as people arrive. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nWeekday afternoons during the semester, Founders Union\nLanguages\nSpanish, French, German, Mandarin and American Sign Language, plus rotating others\nLevel\nAny; each table splits by level as people arrive\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "language-placement-and-credit.html", "title": "World language placement & retro credit", "description": "How prior language study places you, and how to earn back credit for the courses you skip.", "headings": [ "World language placement & retro credit", "On this page", "How retro credit works", "Heritage and bilingual students", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs World language placement & retro credit\nHow prior language study places you, and how to earn back credit for the courses you skip.\nHow retro credit works\nIf you place into the fourth semester of French and earn at least a B, you're granted credit for semesters one through three — often enough to complete a language requirement or a minor at no extra tuition. The rules (minimum grade, number of retro credits, time limit) are published by the department.\nHeritage and bilingual students\nStandard first-year courses can be a poor fit if you grew up speaking the language. Ask about a heritage-speaker section or a proficiency exam that can place you into literature and composition courses directly, with retro credit for the skipped sequence.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nPlacement: A short online test (and sometimes a conversation) for anyone continuing a language studied before. Retroactive credit: Pass a course at your placed level with a strong grade and the university awards credit for the lower courses you didn't take. Native/heritage speakers: A separate track and placement path so you're not repeating what you know. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nPlacement\nA short online test (and sometimes a conversation) for anyone continuing a language studied before\nRetroactive credit\nPass a course at your placed level with a strong grade and the university awards credit for the lower courses you didn't take\nNative/heritage speakers\nA separate track and placement path so you're not repeating what you know\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "laptop-and-digital-learning-program.html", "title": "The laptop and digital learning program", "description": "Every Porter student is issued a laptop loaded for their program. Here is how it works and why the university does it.", "headings": [ "The laptop and digital learning program", "On this page", "What you get", "Why it is bundled, not optional", "The refresh cycle", "Support and repairs", "Your responsibilities", "At graduation", "If a program-issued machine is not enough" ], "content": "Academics The laptop and digital learning program\nEvery Porter student is issued a laptop loaded for their program. Here is how it works and why the university does it.\nWhat you get\nEvery full-time undergraduate is issued a university-managed laptop at orientation, chosen for the demands of their program — a heavier mobile workstation for engineering, manufacturing, and animation; a lighter machine for business, education, and the social sciences. It comes loaded with the operating system, security tools, and the licensed software your courses require, from the CAD and simulation suites to the statistics and design packages.\nWhy it is bundled, not optional\nA single standard machine per program means an instructor can assign work knowing every student can run it, the help desk can support one image instead of a thousand, and no student is quietly locked out of a course because their personal computer cannot handle the software. The cost is built into tuition and fees, spread across the degree rather than landing as a first-week expense.\nThe refresh cycle\nMachines are replaced on a set schedule — typically once during a four-year degree — so a senior is not doing capstone work on hardware from freshman year. Graduate students and long-track programs get a refresh timed to their plan. You keep the same machine between refreshes; it is yours to use for coursework, personal work, and everything in between.\nSupport and repairs\nThe Technology Help Desk in Halvorsen Library handles setup, software, and troubleshooting, and the on-site repair shop does warranty and accidental-damage work with loaner machines while yours is out. Because the fleet is standardized, most repairs are same-day or next-day. Report a problem early; a slow machine in week three becomes a crisis in finals week.\nYour responsibilities\nYou keep the machine updated (updates are pushed but you have to let them install), you do not remove the management or security software, and you are responsible for damage beyond normal wear — the accidental-damage coverage handles a drop or a spill, not a lost machine or deliberate harm. Back your work up to the university cloud storage; hardware fails, and a dead drive the night before a deadline is not an extension.\nAt graduation\nOptions at graduation vary by program and machine age — some students keep the laptop, some return it, some buy it out at a depreciated price. The details are on the digital-learning page and in your final-term checklist. Either way, move your files off the university cloud storage before your account closes.\nIf a program-issued machine is not enough\nStudio, lab, and shop courses that need more power than any laptop provides run on fixed workstations in the building — the render farm for animation, the simulation cluster for engineering, the color-managed stations for design. Your laptop is the everyday machine; the specialized work happens on hardware that stays put.\nAt a glance\nIssued\nAt orientation, specced to your program\nCost\nBuilt into tuition and fees, spread across the degree\nRefresh\nOnce in a typical four-year degree\nSupport\nHelp Desk + on-site repair with loaners, Halvorsen Library\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTechnology services\nLaptop repair service\nDevice loaner program\nSoftware licensing for students\nClassroom technology support\nFull contact directory" }, { "url": "laptop-repair-service.html", "title": "Laptop & device repair", "description": "Diagnosis and basic repair for student, staff, and university devices at the Technology Help Desk.", "headings": [ "Laptop & device repair", "On this page", "What's free and what isn't", "Before you drop it off", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Laptop & device repair\nDiagnosis and basic repair for student, staff, and university devices at the Technology Help Desk.\nWhat's free and what isn't\nDiagnosis, virus removal, driver and OS fixes, and setup help are free for enrolled students. Parts — a battery, a screen, a keyboard — are billed at cost, with a quote before any work. Out-of-warranty repairs on brands the campus store doesn't carry get a referral list instead.\nBefore you drop it off\nBack up anything irreplaceable if the machine still boots; the Help Desk can do it for you if not. Bring your charger and, for warranty work, proof of purchase. Most software repairs turn around in one to two business days.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nHandles: Software problems, malware cleanup, OS reinstalls, battery and screen quotes, data backup before a wipe. Warranty work: An authorized service point for the two laptop brands sold in the campus store — in-warranty repairs done on site. Loaner: A loaner laptop while yours is in the shop, subject to availability. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nHandles\nSoftware problems, malware cleanup, OS reinstalls, battery and screen quotes, data backup before a wipe\nWarranty work\nAn authorized service point for the two laptop brands sold in the campus store — in-warranty repairs done on site\nLoaner\nA loaner laptop while yours is in the shop, subject to availability\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "late-night-dining.html", "title": "Late-night dining", "description": "Where to get real food after the dining halls close, and what a meal plan covers late.", "headings": [ "Late-night dining", "On this page", "What's open", "Why the hours are what they are", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Late-night dining\nWhere to get real food after the dining halls close, and what a meal plan covers late.\nWhat's open\nA hot grill, a build-your-own bowl station, and packaged options at the Founders Union marketplace, plus the smaller North Commons grill for the residence halls across the Riverfront Trail. Both take a meal swipe as a fixed late-night combo or dining dollars à la carte.\nWhy the hours are what they are\nThe 1 a.m. weeknight close lines up with when the libraries clear out during midterms and finals; the later weekend hours are for after events at Ironclad venues and Founders Union.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nWhere: The Founders Union marketplace and the North Commons grill. Hours: Until 1 a.m. on weeknights, 2 a.m. Thursday through Saturday. Meal plan: Late-night swipes and dining dollars both work. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nThe Founders Union marketplace and the North Commons grill\nHours\nUntil 1 a.m. on weeknights, 2 a.m. Thursday through Saturday\nMeal plan\nLate-night swipes and dining dollars both work\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "leadership.html", "title": "Leadership", "description": "The chancellor, the provost, seven deans, and the facilities director who holds every key on campus.", "headings": [ "Leadership", "Office of the Chancellor", "Deans", "Facilities", "Board of Regents", "Take the next step." ], "content": "About\nLeadership\nThe chancellor, the provost, seven deans, and a facilities director who has personally\nrekeyed every lock on campus at least once.\nOffice of the Chancellor\nDr. Elaine Vandehey , Chancellor since 2019. Previously dean of the College of Engineering &\nTechnology. Holds a doctorate in industrial engineering.\nDr. Bjorn Halvorsen , Provost and Vice Chancellor for Academic Affairs. Teaches one section of\nStatics & Mechanics of Materials every fall, on the theory that an administrator who does not teach\nforgets what the building is for.\nDeans\nCollege of Engineering & Technology — Dean: Dr. Karen Bergstrom\nCollege of Computing & Information Sciences — Dean: Dr. Nancy Jorgensen\nCollege of Business — Dean: Dr. Elizabeth Pratt\nCollege of Health Sciences — Dean: Dr. Laura Vance\nCollege of Education — Dean: Dr. Rebecca Dunmore\nCollege of Science & Mathematics — Dean: Dr. Priya Adeyemi\nCollege of Education, Health & Human Sciences — Dean: Dr. Thaddeus Marsh\nCollege of Arts, Design & Communication — Dean: Dr. Melissa Jacoby\nCollege of Applied & Technical Studies — Dean: Dr. Sandra Petrov\nFacilities\nDuane Kolsrud , Director of Facilities since 1998. Holds the only complete set of keys to every\nbuilding on campus, including two that have since been demolished. Has been offered a vice chancellorship\ntwice and declined twice.\nBoard of Regents\nUW–Porter Falls is governed, alongside every other UW System campus, by the Board of Regents of the\nUniversity of Wesconsin System. The campus's own advisory council meets quarterly in Founders Hall and its\nmeetings are open to the public.\nQuick links\nMessages from the chancellor\nState of the University 2026\nOffice of the Chancellor\nProvost & Academic Affairs\nDivision of Student Affairs\nBudget & financial planning\nFull staff directory\nAbout UW–Porter Falls\nContact us\nBoard of Regents & the UW System\nHow a chancellor search works\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "learning-from-a-returned-exam.html", "title": "Learning from a returned exam", "description": "The 20 minutes with a graded test that raise the next score more than another study session would.", "headings": [ "Learning from a returned exam", "On this page", "Do the review, not the doom-scroll", "Sort every mistake into a type", "The exam wrapper", "Go over it with someone", "Fix the study method, not just the content", "If the grade itself looks wrong" ], "content": "Student success Learning from a returned exam\nThe 20 minutes with a graded test that raise the next score more than another study session would.\nDo the review, not the doom-scroll\nGetting a low grade back and shoving it in a folder wastes the most useful feedback you get all term. Set aside 20 minutes with the exam, the answer key, and your notes, and go through it as a diagnosis: not \"how did I do\" but \"why did each wrong answer go wrong, and what does that tell me to change.\"\nSort every mistake into a type\nFor each question you lost points on, label it: careless error (knew it, misread or slipped); concept gap (did not understand the idea); application gap (understood the idea but could not use it on this problem); process gap (ran out of time, panicked, skipped the setup); or \"I never studied this.\" The mix tells you what to fix — more practice problems for application gaps, re-learning for concept gaps, a timing strategy for process gaps.\nThe exam wrapper\nA short structured reflection — how you prepared, how you spent your time in the exam, what surprised you, and one specific change for next time. Some courses assign it; if yours does not, do it anyway. Students who do this consistently improve across a term; students who only re-read their notes usually repeat the same errors.\nGo over it with someone\nRedo the questions you missed without the key, then check. If a concept still will not click, that is a precise office-hours question (\"I keep missing the limiting-reactant step — can you watch me do one?\"). A tutor or Supplemental Instruction leader can work through the pattern with you.\nFix the study method, not just the content\nIf most of your losses were application gaps, your studying was probably re-reading and highlighting — passive. Switch to working problems under time pressure and explaining concepts out loud. If they were concept gaps, you were memorizing steps without the \"why.\" The returned exam is data about your method.\nIf the grade itself looks wrong\nA calculation error in the grading, a rubric applied inconsistently, or points not added correctly — take it to the instructor promptly and specifically (\"question 4, the key and my answer match but it was marked wrong\"). This is different from a grade appeal, which is for process or fairness issues and has a formal path and deadline.\nAt a glance\nDo\nA 20-minute diagnosis: why each wrong answer went wrong\nSort each miss\nCareless / concept gap / application gap / process gap / never studied\nThen\nFix the study method the mix points to — not just re-read\nGrade wrong?\nInstructor promptly and specifically; a fairness issue is a grade appeal\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReading and taking notes in college\nTest anxiety support\nLearning strategies workshops\nAcademic coaching\nGrade appeal process\nFull contact directory" }, { "url": "learning-strategies-workshops.html", "title": "Learning strategies workshops", "description": "Short, practical sessions on how to study — run several times a term, drop in to any.", "headings": [ "Learning strategies workshops", "On this page", "The catalogue", "Bring your own work", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Learning strategies workshops\nShort, practical sessions on how to study — run several times a term, drop in to any.\nThe catalogue\nEach workshop teaches one evidence-based technique and has you try it on your own material: turning a chapter into questions, the Cornell note method, building a spaced-review schedule, doing practice problems from memory before checking. They repeat through the term, so a bad week isn't a missed chance.\nBring your own work\nThese aren't lectures about studying — you leave with the next week's reading already broken down or a review calendar already drafted. Come with a real assignment or an upcoming exam.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nFormat: 45–60 minutes, no registration, repeated on a rotation. Topics: Reading a textbook, taking usable notes, spaced practice, exam prep, beating procrastination, focus. Also on demand: A facilitator will run any of them for a class, hall floor, or student org. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFormat\n45–60 minutes, no registration, repeated on a rotation\nTopics\nReading a textbook, taking usable notes, spaced practice, exam prep, beating procrastination, focus\nAlso on demand\nA facilitator will run any of them for a class, hall floor, or student org\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "learning-to-say-no.html", "title": "Learning to say no", "description": "Protecting your time and energy when everything sounds worth doing and everyone is asking.", "headings": [ "Learning to say no", "On this page", "Why it is hard here", "Know your non-negotiables first", "The pause", "Say it cleanly", "Leaving something you already joined", "It gets easier" ], "content": "Student success Learning to say no\nProtecting your time and energy when everything sounds worth doing and everyone is asking.\nWhy it is hard here\nA polytechnic is full of opportunities — clubs, research, leadership roles, projects, jobs, events — and full of people who ask, because you are capable and you say yes. Every yes is also a no to sleep, to the courses you are actually enrolled in, or to the two commitments you already care about. Saying no is how you protect the yeses that matter.\nKnow your non-negotiables first\nYou cannot decide what to decline without knowing what you are protecting: enough sleep, your core coursework, one or two commitments you are genuinely invested in, and some unscheduled time. Write them down. Then a request that would eat into those has a clear answer.\nThe pause\nYou do not have to answer in the moment. \"Let me check my commitments and get back to you tomorrow\" is a complete response, and it breaks the reflex to say yes to avoid the discomfort of saying no. Most requests do not need an instant answer, and the ones that do are usually not the ones worth rearranging your life for.\nSay it cleanly\nA good no is short, kind, and without a pile of excuses: \"I can't take this on right now, but thank you for thinking of me.\" You do not owe a detailed justification, and over-explaining invites negotiation. If you want to leave a door open, name a real one: \"not this semester, but ask me again in the spring.\"\nLeaving something you already joined\nIf you are overcommitted, dropping one thing cleanly is better than doing six things at 70% and resenting all of them. Tell the group, do not just fade, hand off anything you were responsible for, and go. A commitment you leave well will usually take you back.\nIt gets easier\nThe first few noes feel bad — like you are letting people down or missing out. Then you notice the version of you that is rested, doing your actual coursework well, and present for the two things you chose, and the trade becomes obvious. Protecting your capacity is not selfish; it is what lets you do anything well.\nAt a glance\nWhy\nEvery yes is a no to sleep, your courses, or the commitments you already care about\nFirst\nWrite down your non-negotiables — then a request against them has a clear answer\nThe pause\n\"Let me check and get back to you tomorrow\" is a complete response\nA good no\nShort, kind, no pile of excuses; name a real door if you want to leave one open\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGetting involved your first year\nBuilding a weekly routine\nManaging a heavy course load\nRecovering from burnout\nTime management that actually works\nFull contact directory" }, { "url": "leed-buildings.html", "title": "LEED-certified buildings", "description": "Which campus buildings carry a formal green-building certification, and what that actually means.", "headings": [ "LEED-certified buildings", "On this page", "What LEED actually certifies", "Porter's standing policy", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability LEED-certified buildings\nWhich campus buildings carry a formal green-building certification, and what that actually means.\nWhat LEED actually certifies\nThe rating covers energy performance, water use, material sourcing and indoor air quality against an independently verified standard — not just a plaque, but a design and construction process documented and checked by a third party.\nPorter's standing policy\nEvery new building project since 2018 is designed to at least LEED Silver as a baseline requirement, not an aspiration decided project by project.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's sustainability commitments are mostly about water and heat: the Millrace restoration, rain gardens, and fourteen buildings surviving a Wesconsin winter as efficiently as possible.\nThe practical details\nCertified buildings: Jarvis Technology Center and North Commons, LEED Gold. Standard: U.S. Green Building Council LEED rating system. Newer construction: Built to at least LEED Silver as a standing design requirement. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Sustainability (Founders Union, Room 015). Call (715) 555–0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCertified buildings\nJarvis Technology Center and North Commons, LEED Gold\nStandard\nU.S. Green Building Council LEED rating system\nNewer construction\nBuilt to at least LEED Silver as a standing design requirement\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSustainability dashboard\nSmoke-free campus\nGreen Fund\nBike repair shop\nFull contact directory" }, { "url": "legacy-scholarships.html", "title": "Legacy scholarships", "description": "Scholarships for admitted students whose parent or grandparent graduated from UW–Porter Falls, and how the award stacks.", "headings": [ "Legacy scholarships", "On this page", "How it works", "Stacking", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Alumni & giving Legacy scholarships\nScholarships for admitted students whose parent or grandparent graduated from UW–Porter Falls, and how the award stacks.\nHow it works\nWhen an admitted student notes a parent or grandparent who graduated from Porter, the Foundation verifies it against alumni records and adds the award to the financial-aid package — there's no separate competition. It renews each year the student stays in good standing.\nStacking\nIt layers on top of merit and need-based aid rather than replacing them, up to the cost of attendance. Families are told the exact combined number in the revised award letter, not left to guess.\nIn and around Porter Falls\nThe UW–Porter Falls Foundation shares the Depot with admissions, which is deliberate: the people who fund scholarships and the students who receive them use the same front door. Most gifts to Porter are small, local and recurring.\nThe practical details\nAmount: A modest annual award, renewable for four years. Eligibility: A verified parent or grandparent Porter degree; no separate essay. Applied: Automatically, once the family connection is confirmed. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is UW–Porter Falls Foundation & Alumni Relations (Welcome Center at the Depot). Call (715) 555–0280 or email foundation@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAmount\nA modest annual award, renewable for four years\nEligibility\nA verified parent or grandparent Porter degree; no separate essay\nApplied\nAutomatically, once the family connection is confirmed\nWho to contact\nAdvancement & Alumni Relations\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0246\nEmail\ngive@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDistinguished Alumni Awards\nAlumni mentor network\nThe senior class gift\nEmployer matching gifts\nFull contact directory" }, { "url": "lets-talk-drop-in-counseling.html", "title": "Let's Talk drop-in counseling", "description": "Brief, informal, no-appointment consultations with a counselor in spots around campus — not formal therapy.", "headings": [ "Let's Talk drop-in counseling", "On this page", "What it is", "What it isn't", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Let's Talk drop-in counseling\nBrief, informal, no-appointment consultations with a counselor in spots around campus — not formal therapy.\nWhat it is\nA counselor holds open hours in a private room in a everyday campus building. You drop in, talk through what's on your mind, and leave with perspective or a concrete next step. It's especially useful for students unsure about counseling, or who want help with one situation rather than ongoing therapy.\nWhat it isn't\nNot a substitute for regular counseling, not for a crisis (call the 24/7 line), and not a way to skip the intake if you do want ongoing care. Consultations are confidential and don't create a formal health record, though the counselor can help you book a full appointment on the spot.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nFormat: 15–20 minutes, first-come, free, no paperwork or diagnosis. Where: Rotating locations — a college building, the library, the multicultural center — on a posted weekly schedule. Good for: A specific problem, a hard week, or figuring out whether to start counseling. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFormat\n15–20 minutes, first-come, free, no paperwork or diagnosis\nWhere\nRotating locations — a college building, the library, the multicultural center — on a posted weekly schedule\nGood for\nA specific problem, a hard week, or figuring out whether to start counseling\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "letters-of-recommendation.html", "title": "Asking for letters of recommendation", "description": "How to request strong letters, when to waive your right to see them, and how a dossier service helps.", "headings": [ "Asking for letters of recommendation", "On this page", "Choosing recommenders", "Managing many applications", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Asking for letters of recommendation\nHow to request strong letters, when to waive your right to see them, and how a dossier service helps.\nChoosing recommenders\nPick people who can write specifically about your work — a professor from a class where you did a project, a research or internship supervisor — over a famous name who barely knows you. A lukewarm letter from a big name hurts more than a warm one from a lecturer.\nManaging many applications\nIf you're applying to several programs, the credential file service holds your letters and sends them to each on request, so recommenders write once. Give everyone a single spreadsheet of destinations and dates, and send a reminder a week out and a thank-you after.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nAsk early: Four to six weeks before the deadline, in person or by a thoughtful email, with an out for them to decline. Give them: Your résumé, the prompt, deadlines, a note on what to emphasize, and a stamped envelope or a submission link. Waive access: Almost always — a confidential letter carries far more weight with readers. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAsk early\nFour to six weeks before the deadline, in person or by a thoughtful email, with an out for them to decline\nGive them\nYour résumé, the prompt, deadlines, a note on what to emphasize, and a stamped envelope or a submission link\nWaive access\nAlmost always — a confidential letter carries far more weight with readers\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "lgbtq-life-at-porter.html", "title": "LGBTQ+ life at Porter", "description": "Community, name and pronoun updates, inclusive housing and facilities, and support that is opt-in, not on display.", "headings": [ "LGBTQ+ life at Porter", "On this page", "Community and programming", "Name and pronoun in campus systems", "Housing", "Facilities", "Health care", "If you experience bias or harassment" ], "content": "Campus life LGBTQ+ life at Porter\nCommunity, name and pronoun updates, inclusive housing and facilities, and support that is opt-in, not on display.\nCommunity and programming\nStudent organizations for LGBTQ+ students and allies run weekly meetings, social events, a mentorship program pairing new students with returning ones, and events around visibility days and Pride. The LGBTQ+ resource center is a lounge and a staffed office — a place to drop in, not a program you have to sign up for.\nName and pronoun in campus systems\nYou can set a chosen first name and your pronouns in MyPorter, and they appear on class rosters, in the learning system, on your Porter Card, and in the campus directory — without a legal name change. A legal name or gender-marker change to your official record is a separate process through the Registrar with documentation. Staff guidance covers where the chosen name shows and where the legal name still must appear (financial aid, transcripts, employment).\nHousing\nGender-inclusive housing options let you room with anyone regardless of gender, and there is an LGBTQ+ affinity floor for students who want that community built into where they live. Requests go in the housing application. A student who is not out to family can talk to Residence Life about how housing correspondence is handled.\nFacilities\nAll-gender restrooms are mapped across campus (in the app and on signage), and there are all-gender options in the recreation center and several residence halls. Lactation and wellness rooms are separate. If a building you use lacks a nearby all-gender restroom, that is worth reporting — the map is maintained.\nHealth care\nStudent health provides primary and sexual health care and can make gender-affirming care referrals to providers in the region who work with students; the counseling center has counselors experienced with LGBTQ+ students and runs a support group. The student insurance plan's coverage details are on the health-insurance page.\nIf you experience bias or harassment\nConduct that targets you based on identity can be reported through the bias incident process (focused on support and education) or, if it meets the threshold, as discrimination or harassment through the equity office. Supportive measures — academic, housing, safety — are available without filing a formal complaint. Retaliation for reporting is prohibited.\nAt a glance\nCommunity\nStudent orgs, a mentorship program, a staffed drop-in resource center\nRecords\nChosen name + pronouns in MyPorter (no legal change needed); legal change via Registrar\nHousing\nGender-inclusive options + an LGBTQ+ affinity floor — request in the housing app\nBias/harassment\nBias incident process or the equity office; supportive measures without a formal complaint\nWho to contact\nLGBTQ+ Resource Center\nFounders Union 206\nPhone\n(715) 555–0178\nEmail\nlgbtq@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nLGBTQ+ services\nGender-inclusive housing\nName & gender change (records)\nAll-gender restrooms\nGender-affirming care referrals\nFull contact directory" }, { "url": "lgbtq-services.html", "title": "LGBTQIA+ student services", "description": "The Pride Center, changing your name in campus systems, gender-inclusive housing and facilities, and where to get support.", "headings": [ "LGBTQIA+ student services", "On this page", "The Pride Center", "Affirmed name and gender in campus systems", "Housing, facilities and health", "If you need support now" ], "content": "Student services LGBTQIA+ student services\nThe Pride Center, changing your name in campus systems, gender-inclusive housing and facilities, and where to get support.\nThe Pride Center\nThe Pride Center is a staffed space — a lounge, a small library, meeting rooms, free supplies — that functions as the community hub: drop-in hours, peer mentoring that pairs new students with experienced ones, discussion and support groups (coming out, trans and nonbinary students, questioning, LGBTQIA+ students of color, aromantic/asexual), and advising for the related student organizations. It also runs the campus-wide education program (Safe Zone-style training for faculty, staff, and students) and a response function for when something goes wrong in a class, a residence hall, a team, or a job. You do not have to be \"out,\" certain, or labeled anything to use it.\nAffirmed name and gender in campus systems\nYou can set an affirmed (chosen) name that displays on class rosters, the learning platform, your email display, the campus directory, and your Campus Card without a legal name change — one form, processed by the registrar, and the Pride Center will walk you through it and follow up on the systems that lag. A legal name or gender-marker change, once you have the court order or updated documents, updates your official record, transcript, and financial-aid file; the center keeps a current guide to the Wesconsin process and can connect you with student legal services. Gender-marker options in university records include nonbinary where systems allow it, and you control who sees what.\nHousing, facilities and health\nGender-inclusive housing — where room assignments are made without regard to the gender on file, and roommates of any gender can live together by mutual request — is an option on the housing application, and the accessibility and housing offices handle single-room and single-bathroom accommodations. All-gender restrooms are mapped across campus, including in every academic building. The student health center provides gender-affirming care including hormone therapy initiation and continuation under an informed-consent model, and the counseling center has clinicians experienced with LGBTQIA+ students; both are prepaid through fees.\nIf you need support now\nFor identity-based harassment or a hate incident, you can report through bias response (named or anonymous) and the Pride Center will help you navigate options without pushing you into a process you do not want. For confidential emotional support that starts nothing formal, the counseling center and the confidential advocates are not reporters. National backups: the Trevor Project (call, text, or chat) and the LGBT National Help Center.\nAt a glance\nPride Center\nStaffed hub — lounge, peer mentoring, support groups, org advising, Safe Zone training, and a response function when something goes wrong\nAffirmed name\nOne registrar form → rosters, email, directory, learning platform, Campus Card. No legal change needed; the center chases the laggy systems\nHousing & facilities\nGender-inclusive housing on the application; all-gender restrooms mapped campus-wide, including every academic building\nHealth\nGender-affirming care including hormone therapy (informed-consent model) and experienced counselors — prepaid through fees\nRelated resources\nAccessibility services\nMilitary & veteran services\nMulticultural student services\nStudent ombuds\nCampus food pantry\nContact directory\nPreferred name & gender marker policy" }, { "url": "library-guide-art-and-design.html", "title": "Art & Design Research Guide", "description": "Art history, design precedent, licensed images, typography, materials and the special collections that studio students use, from the Furlong Gallery’s files to a mill’s worth of fabric sample books.", "headings": [ "Art & Design Research Guide", "On this page", "Start here", "Databases and indexes", "Books and e-books", "Specialized sources", "Citing and getting help" ], "content": "Halvorsen Library Art & Design Research Guide\nArt history, design precedent, licensed images, typography, materials and the special collections that studio students use, from the Furlong Gallery’s files to a mill’s worth of fabric sample books.\nStart here\nStudio research is not like writing a paper. In a critique you have to show where an idea came from, what has been done before, and why your version is different. This guide is for fine art, graphic design, industrial design, apparel and textile design and interior design students in the Applied Arts Building. It covers both the written research (artist statements, art history papers, design briefs) and the visual research (precedent, images, materials).\nBegin with images and objects, then find the writing about them. A designer, a movement or a material is usually a better search term than a concept.\nDatabases and indexes\nArt & Design Literature Index — Use it for: Journals, exhibition reviews and dissertations on art, architecture, craft and design, 1929 to now\nHalvorsen Images — Use it for: About 210,000 high-resolution images licensed for coursework, presentations and portfolios (not for publication)\nExhibition Catalogs Online — Use it for: Full-text catalogs from museum and gallery exhibitions, many not otherwise in print\nDesign Trade Periodicals — Use it for: Graphic, product, interior and fashion trade magazines, including annuals and award books\nTypeface Specimen Archive — Use it for: Historical and contemporary type specimens with foundry and licensing notes, for GRDS 1300\nBooks and e-books\nN 1–9211 — Subject: Visual arts, art history, artists\nNC 1–1940 — Subject: Drawing, illustration, graphic design\nND 25–3416 — Subject: Painting\nNE, NB — Subject: Printmaking; sculpture\nNK 1–9990 — Subject: Decorative arts, interior design, textiles\nTS 171–171.9 — Subject: Industrial and product design\nTT 490–695 — Subject: Clothing, fashion, sewing\nZ 250–254 — Subject: Typography\nOversize art books (the ones with the good plates) are shelved separately at the end of the N range on Level 2, marked “Folio.” Studio students have argued for years that they should be filed with everything else. They stay where they are, because the regular shelves are not deep enough.\nSpecialized sources\nFurlong Gallery files. Exhibition files, artist correspondence and installation photographs from the Furlong Gallery, available through the gallery and collections office . See also this year’s exhibitions .\nMillrace Woolen Mill sample books. Ninety fabric sample books (blankets, mackinaw cloth, uniform wool) from the Millrace Woolen Mill collection . Apparel and textile students can request them in the Special Collections reading room. Bring photos, not scissors.\nArtists’ books and zines. About 900 in Special Collections, including every zine made in ART 2700 since 2011.\nMaterial samples. The Level 2 materials library has swatches of laminates, textiles, plastics and finishes for interior and industrial design.\nCiting and getting help\nCite an image with the artist or designer, the title, the date, the medium, the owning collection and where you found it. A search engine results page is not a collection. Art history papers use notes and a bibliography. Design courses usually accept author–date. Whether you can use someone else’s image in a portfolio or in your own work is a separate question, and it is covered in copyright for student work .\nNoemi Castellano is the arts and humanities librarian. She holds hours in the Applied Arts Building lounge on Mondays from 1 to 3 p.m. and books consultations in Halvorsen 254 or online. She also covers history and local history, so she is the person to ask about anything old. See also finding evidence in design .\nAt a glance\nSubject librarian\nNoemi Castellano\nArts & Humanities Librarian\nHalvorsen Library 254\nApplied Arts hours\nMondays 1–3 p.m., Applied Arts Building lounge\nConsultations\n30 or 60 minutes, in person on Level 2 or online. Book through MyPorter .\nKey courses\nART 3100 Art History Survey\nGRDS 1300 Typography I\nGRDS 3300 Design Research and Strategy\nIDES 3200 Human Factors and Ergonomics\nAPRL 1400 Textiles\nWho to contact\nNoemi Castellano, Arts & Humanities Librarian\nHalvorsen Library 254\nPhone\n(715) 555–0278\nEmail\nncastellano@uwporterfalls.edu\nHours\nResearch help desk (Level 1): Mon–Thu 9 a.m.–9 p.m., Fri 9 a.m.–5 p.m., Sun 1–9 p.m.\nRelated resources\nAll research guides\nHistory & local history guide\nCollege of Arts, Design & Communication\nGraphic design courses\nSpecial collections reading room\nResearch consultations" }, { "url": "library-guide-business-and-economics.html", "title": "Business & Economics Research Guide", "description": "Company and industry profiles, market research, financial filings, regional economic data and the business literature, plus advice on researching the private companies that make up most of Porter County.", "headings": [ "Business & Economics Research Guide", "On this page", "Start here", "Databases and indexes", "Books and e-books", "Specialized sources", "Citing and getting help" ], "content": "Halvorsen Library Business & Economics Research Guide\nCompany and industry profiles, market research, financial filings, regional economic data and the business literature, plus advice on researching the private companies that make up most of Porter County.\nStart here\nBusiness research usually means one of four questions: what is going on in an industry, how one company is doing, who the customers are, or what the economy is doing. Each question has its own sources. Decide which one you are asking before you open a database.\nHere is a warning that saves a lot of grief. Most employers in Porter County are privately held, and no one publishes their revenue. When the strategy case in BUS 4900 is about a local firm, you will be estimating. Build the estimate from employment counts, industry averages, the firm’s own job postings and news coverage, and show your work. Tessa Rudolph would rather help you build a defensible estimate than watch you cite a number you found on a website that sells email lists.\nDatabases and indexes\nBusiness Periodicals Full Text. Trade, management and academic journals, about 4,000 titles. Start here for literature in any business discipline.\nCompany & Industry Profiles. Public-company financials, competitors and SWOT summaries, plus industry reports for about 900 industry codes.\nMarket Research Reports. Consumer and category reports. The license allows class use only, so do not paste them into anything you send to an employer or a Small Business Clinic client.\nFinancial Statements & Filings Archive. Annual reports and required filings for public companies, back to 1993.\nRegional Economic Data Explorer. County-level employment, wages, establishments and commuting for Porter County and its neighbors.\nBusiness Case Library. Teaching cases with notes for instructors, which you can request through your professor.\nLive market data runs on six terminals in the Commerce Hall trading room lab , bookable in two-hour blocks. The library does not have a terminal, and it gets asked weekly.\nBooks and e-books\nHB 1–3840 — Subject: Economic theory, microeconomics, macroeconomics\nHC 10–1085 — Subject: Economic history and conditions by region\nHD 28–9999 — Subject: Management, labor, industries and operations\nHF 5001–6182 — Subject: Commerce, marketing, accounting, advertising\nHG 1–9999 — Subject: Finance, banking, investment, insurance\nBusiness books age quickly. For anything about current practice, prefer the e-book edition, which is usually the newest. Statistical yearbooks and industry directories are on the ready-reference shelves on Level 1.\nSpecialized sources\nGovernment statistics. Employment, prices, trade and census business data are free. The Regional Economic Data Explorer puts the county-level series in one place.\nIndustry classification codes. Find the code for your industry first. Almost every data source is organized by it.\nRegional research. The Institute for Regional Economic Development publishes an annual Porter County economic outlook and survey of local employers.\nDatasets for econometrics. ECON 3500 students can get help finding, cleaning and citing panel data. Bring the variable list to your consultation.\nCiting and getting help\nThe College of Business uses the author–date style. Cite database reports as reports, with the publisher, the title, the date and the database name. A ratio you calculated yourself from a filing should cite the filing. Reference managers handle most of this. See citation manager help .\nTessa Rudolph is the business and economics librarian. She is in Halvorsen 248 most days and holds Thursday afternoon hours in the Commerce Hall lobby from 1 to 4 p.m. during the semester. Teams preparing case competitions can book a 60-minute group consultation . See also finding evidence in business .\nAt a glance\nSubject librarian\nTessa Rudolph\nBusiness & Economics Librarian\nHalvorsen Library 248\nCommerce Hall hours\nThursdays 1–4 p.m., lobby\nConsultations\n30 or 60 minutes, in person on Level 2 or online. Book through MyPorter .\nKey courses\nBUS 1000 Introduction to Business\nECON 2010 Principles of Microeconomics\nMKTG 3300 Marketing Research\nFIN 3100 Business Finance\nECON 3500 Econometrics\nBUS 4900 Strategic Management\nWho to contact\nTessa Rudolph, Business & Economics Librarian\nHalvorsen Library 248\nPhone\n(715) 555–0275\nEmail\ntrudolph@uwporterfalls.edu\nHours\nResearch help desk (Level 1): Mon–Thu 9 a.m.–9 p.m., Fri 9 a.m.–5 p.m., Sun 1–9 p.m.\nRelated resources\nAll research guides\nCollege of Business\nBusiness administration courses\nEconomics courses\nResearch consultations\nInterlibrary loan" }, { "url": "library-guide-computer-science-and-cybersecurity.html", "title": "Computer Science & Cybersecurity Research Guide", "description": "Conference proceedings, the computing literature, technical e-books, vulnerability advisories and datasets for computer science, software engineering, cybersecurity and information technology.", "headings": [ "Computer Science & Cybersecurity Research Guide", "On this page", "Start here", "Databases and indexes", "Books and e-books", "Specialized sources", "Citing and getting help" ], "content": "Halvorsen Library Computer Science & Cybersecurity Research Guide\nConference proceedings, the computing literature, technical e-books, vulnerability advisories and datasets for computer science, software engineering, cybersecurity and information technology.\nStart here\nComputing moves fast, and its literature is organized differently from most fields. The important work is published in conference proceedings , not journals. Preprints come out months before either. Textbooks are often a version behind the software. For a project or a paper in the Jarvis Technology Center programs, a good order is a survey paper for the overview, then recent proceedings for the current methods, then the documentation for the tools you will actually use.\nA survey paper, one that reviews a whole subfield, is the most useful single source you can find. Add “survey” or “systematic review” to your search before anything else.\nDatabases and indexes\nComputing Literature Index — What it covers: About 1,600 journals plus the proceedings of 600 conference series, with citation counts\nProceedings Finder — What it covers: Conference papers across computing and engineering. It is shared with the engineering guide.\nTech E-book Shelf — What it covers: About 12,000 programming, networking and IT books with unlimited simultaneous readers, updated monthly\nVulnerability Notes Archive — What it covers: Public vulnerability advisories and exploit write-ups, indexed by product and weakness type\nHalvorsen Search — What it covers: Everything Porter owns or licenses\nFree preprint servers and open indexes are listed on open resources . If you cite a preprint, check whether a peer-reviewed version has been published since, and cite that one instead.\nBooks and e-books\nQA 75.5–76.95 — Subject: Computer science, programming, software engineering\nQA 76.73 — Subject: Individual programming languages (shelved alphabetically by language)\nQA 76.9.A25 — Subject: Computer and information security\nQ 334–342 — Subject: Artificial intelligence and machine learning\nTK 5101–5105.9 — Subject: Networking and data communications\nPrint computing books are on Level 2. Most students use the Tech E-book Shelf instead, which is fine; the print copies mostly support people who think better with a book open next to the keyboard.\nSpecialized sources\nDatasets. Machine learning projects in CS 4200 need data you are allowed to use. Check the license, how consent was obtained and whether the data contains personal information before you download. The Applied AI Lab keeps a vetted list.\nSecurity frameworks and controls. Governance and compliance frameworks for CYBR 4100 are covered in the standards and patents guide .\nOffensive security. The library will lend you a book on lock-picking or exploit development. The cyber range in Jarvis is where you practice, not the campus network. The Institute for Applied Cybersecurity sets those rules.\nSoftware and tools. Licensed software is listed on software licenses and virtual labs .\nCiting and getting help\nComputing courses generally use a numbered reference style. Cite software and code with its version or commit and the date you accessed it. Cite datasets with their version and persistent identifier. Your syllabus says whether and how generative AI tools may be used and cited; when it says nothing, ask your instructor before you assume.\nDeshawn Albrecht is the computing and information sciences librarian. He holds hours on Wednesdays from 2 to 4 p.m. in the Jarvis Technology Center atrium and books consultations in Halvorsen 246 or online. Capstone teams in CS 4900 and CYBR 4900 get a standing invitation to a 60-minute literature-review session in the first three weeks of the term. See also finding evidence in computing .\nAt a glance\nSubject librarian\nDeshawn Albrecht\nComputing & Information Sciences Librarian\nHalvorsen Library 246\nJarvis hours\nWednesdays 2–4 p.m., Jarvis atrium\nConsultations\n30 or 60 minutes, in person on Level 2 or online. Book through MyPorter .\nKey courses\nCS 2400 Data Structures and Algorithms\nCS 3700 Software Engineering\nCS 4200 Machine Learning\nCYBR 3300 Digital Forensics and Incident Response\nCYBR 4900 Cybersecurity Capstone\nWho to contact\nDeshawn Albrecht, Computing & Information Sciences Librarian\nHalvorsen Library 246\nPhone\n(715) 555–0274\nEmail\ndalbrecht@uwporterfalls.edu\nHours\nResearch help desk (Level 1): Mon–Thu 9 a.m.–9 p.m., Fri 9 a.m.–5 p.m., Sun 1–9 p.m.\nRelated resources\nAll research guides\nCollege of Computing & Information Sciences\nComputer science courses\nCybersecurity courses\nResearch computing and data tools\nResearch consultations" }, { "url": "library-guide-education.html", "title": "Education Research Guide", "description": "Education research, state academic standards, assessment reviews, children’s literature and the Curriculum Materials Collection for future teachers in elementary, special, early childhood and career and technical education.", "headings": [ "Education Research Guide", "On this page", "Start here", "Databases and indexes", "Books and e-books", "Specialized sources", "Citing and getting help" ], "content": "Halvorsen Library Education Research Guide\nEducation research, state academic standards, assessment reviews, children’s literature and the Curriculum Materials Collection for future teachers in elementary, special, early childhood and career and technical education.\nStart here\nTeacher education assignments come in two kinds. Research papers ask what the evidence says about a practice. Lesson and unit plans ask you to build something a real class can use, aligned to state standards. This guide covers both. It is written for the College of Education’s programs, including elementary education , special education, early childhood and career and technical education.\nFor a research paper, search for the practice and the grade level together (“phonics instruction” plus “first grade”), then filter for empirical studies. For a lesson plan, start with the standard you are teaching and work outward.\nDatabases and indexes\nClassroom Research Index. About 1,100 education journals plus research reports and conference papers, 1966 to now. Use the “peer reviewed” and “empirical study” filters.\nState Standards Navigator. The Wesconsin academic standards for every grade and subject, cross-linked to the national frameworks behind them.\nAssessment Reviews Index. Independent reviews of published tests and screeners: what they measure, reliability and who they were normed on. You need this for EDUC 2300 .\nChildren’s Literature Finder. Picture books, chapter books and young adult titles searchable by reading level, theme and curriculum topic.\nTeaching Practice Video Library. About 2,000 classroom videos with transcripts, for methods courses and observation write-ups.\nBooks and e-books\nLB 1025–1050.75 — Subject: Teaching methods, reading instruction\nLB 1051–1091 — Subject: Educational psychology\nLB 1139.2–1140.5 — Subject: Early childhood education\nLB 1501–1547 — Subject: Elementary education\nLC 1041–1048 — Subject: Career and technical education\nLC 4001–4806.5 — Subject: Special education\nThe Curriculum Materials Collection on Level 2 holds K–12 textbooks, teacher editions, about 4,200 picture books shelved by grade band, and kits: math manipulatives, science investigation kits, and a set of 30 identical copies of six popular class novels for literature circles. Kits check out for two weeks, which matches a student-teaching unit.\nSpecialized sources\nLocal district curriculum. Porter Falls Area School District and Cedar Bluff School District share their curriculum maps with Porter’s placement office. Ask Lucas Brekke for access before your placement starts.\nSchool data. State school and district report cards are public and searchable by school.\nResearch on teaching. The Institute for Teaching & Learning Research publishes working papers on rural and small-district schools.\nAction research. Classroom studies that collect data from students usually need IRB approval as well as the district’s permission. Allow a month.\nThe town library. The Porter Falls Public Library has a larger current picture-book collection than Porter does and lends to student teachers with a local card.\nCiting and getting help\nEducation courses use the author–date style in its 7th edition. Cite a state standard by the issuing agency, the standards document title, the year and the standard’s code. Cite a classroom video by its producer and title, not by the teacher shown in it.\nLucas Brekke is the education librarian. Because student teachers cannot get to campus during the school day, he holds evening hours in the Curriculum Materials Collection on Thursdays from 3 to 6 p.m., and he books online consultations until 8 p.m. on Tuesdays. See also finding evidence in education .\nAt a glance\nSubject librarian\nLucas Brekke\nEducation Librarian\nHalvorsen Library 252\nCurriculum Materials Collection\nLevel 2; kits loan for two weeks\nConsultations\n30 or 60 minutes, in person on Level 2 or online. Book through MyPorter .\nKey courses\nEDUC 1000 Schools and Society\nEDUC 2300 Educational Psychology and Assessment\nEDUC 3100 Literacy Across the Curriculum\nECE 2100 Child Growth and Development\nCTE 3100 Curriculum in CTE\nEDUC 4900 Student Teaching\nWho to contact\nLucas Brekke, Education Librarian\nHalvorsen Library 252\nPhone\n(715) 555–0277\nEmail\nlbrekke@uwporterfalls.edu\nHours\nResearch help desk (Level 1): Mon–Thu 9 a.m.–9 p.m., Fri 9 a.m.–5 p.m., Sun 1–9 p.m.\nRelated resources\nAll research guides\nPsychology & counseling guide\nCollege of Education\nEducation courses\nResearch consultations\nCourse reserves" }, { "url": "library-guide-engineering-and-technology.html", "title": "Engineering & Technology Research Guide", "description": "Journal articles, conference papers, handbooks, technical reports and materials data for mechanical, manufacturing, electrical and engineering technology coursework, from the first lab report to senior design.", "headings": [ "Engineering & Technology Research Guide", "On this page", "Start here", "Databases and indexes", "Books and e-books", "Specialized sources", "Citing and getting help" ], "content": "Halvorsen Library Engineering & Technology Research Guide\nJournal articles, conference papers, handbooks, technical reports and materials data for mechanical, manufacturing, electrical and engineering technology coursework, from the first lab report to senior design.\nStart here\nThis guide covers the engineering departments in Founders Hall: mechanical, manufacturing, electrical and computer, and engineering technology. Plastics engineering shares most of its sources with the packaging guide . For a lab report, a design project or a senior design literature review, work in this order: a handbook or textbook for the fundamentals, then a database for recent articles and conference papers, then standards and patents for what the design actually has to meet.\nThree habits that save the most time:\nSearch the problem, not the product. “Vibration isolation for skid-mounted pumps” finds more than a brand name does.\nRead conference papers. New engineering work appears there first. Journals are one to two years behind.\nWrite down the units and test conditions of every number you borrow. A yield strength without a temperature is a rumor.\nDatabases and indexes\nEngineering & Applied Technology Index — What it covers: About 2,900 journals and trade magazines, 1970 to now, roughly 60% full text; Use it for: Literature reviews and lab report background\nProceedings Finder — What it covers: Conference papers from engineering societies and technical meetings, 1985 to now; Use it for: The newest methods; prior work for senior design\nMaterials Property Tables Online — What it covers: Mechanical, thermal and electrical properties for about 120,000 metals, polymers and ceramics; Use it for: Material selection and design calculations\nTechnical Report Shelf — What it covers: Government and laboratory technical reports, many free to download; Use it for: Test data and methods that never made it into a journal\nHalvorsen Search — What it covers: Everything the library owns or licenses, in one search box; Use it for: Known items and a quick first look\nOff campus, sign in with your Porter credentials when a database asks. That prompt comes from the library’s proxy server and is not a phishing attempt. If the login keeps looping, the technology FAQ has the fix.\nBooks and e-books\nEngineering books are on Level 2. About 40% of current engineering titles are e-books, and most allow three readers at once.\nTA 1–2040 — Subject: General engineering, materials testing, structural\nTJ 1–1570 — Subject: Mechanical engineering, machinery, fluid power\nTK 1–9971 — Subject: Electrical engineering, electronics, power, controls\nTS 1–2301 — Subject: Manufacturing processes, quality, production\nT 351–385 — Subject: Engineering drawing and CAD\nQA 801–939 — Subject: Statics, dynamics, mechanics of materials\nEngineering and machinists’ handbooks sit on the ready-reference shelves on Level 1 and do not leave the building, because somebody always needs one at 11 p.m. Before you pick a senior design topic, look through the past capstone reports in the Design & Engineering Media Collection. If a team tried your idea in 2019, their report will tell you what went wrong.\nSpecialized sources\nStandards and patents. Consensus standards for materials, testing, safety and drawing practice, plus patent prior art. The standards and patents guide covers how to find and request them.\nTest data. Raw data from the Structures & Materials Testing Lab can be cited once the lab director approves its release.\nYour own data. Sponsored-project data goes in the Porter Research Repository. The library’s data services team reviews data management plans before proposals go out.\nOld machines. The Regional Industrial History Collection in Special Collections holds technical drawings and company records from Wesconsin manufacturers back to the 1900s. It is useful for history of technology papers and for anyone reverse-engineering a part nobody makes anymore.\nCiting and getting help\nEngineering courses at Porter use a numbered reference style: sources are numbered in square brackets in the order you first cite them. Your syllabus names the edition. Cite a standard by its designation, title and year, and a patent by country, number and issue date. Reference managers format both correctly if you set the item type to “standard” or “patent,” which almost nobody does. Setup help is on citation manager help .\nGunnar Ostby holds drop-in hours on Tuesdays from 1 to 3 p.m. at the tables outside the Founders Hall high bay, and books 30- and 60-minute consultations in Halvorsen 244 or online. Senior design teams can book him as a group, and if you send the project brief first he will come to a team meeting. Anything the library does not own comes through interlibrary loan . See also finding evidence in engineering .\nAt a glance\nSubject librarian\nGunnar Ostby\nEngineering & Standards Librarian\nHalvorsen Library 244\nDrop-in hours\nTuesdays 1–3 p.m., Founders Hall, outside the high bay\nConsultations\n30 or 60 minutes, in person on Level 2 or online. Book through MyPorter .\nKey courses\nME 1000 Introduction to Engineering\nENGT 1100 Technical Drawing and CAD\nMFGE 3300 Quality Engineering\nME 4900 Senior Design\nEE 4900 Senior Design\nWho to contact\nGunnar Ostby, Engineering & Standards Librarian\nHalvorsen Library 244\nPhone\n(715) 555–0273\nEmail\ngostby@uwporterfalls.edu\nHours\nResearch help desk (Level 1): Mon–Thu 9 a.m.–9 p.m., Fri 9 a.m.–5 p.m., Sun 1–9 p.m.\nRelated resources\nAll research guides\nStandards and patents guide\nCollege of Engineering & Technology\nSenior capstone overview\nResearch consultations\nInterlibrary loan" }, { "url": "library-guide-environmental-science.html", "title": "Environmental Science Research Guide", "description": "The environmental literature, water and ecology indexes, GIS and monitoring data, regulations and the local records, from fire-insurance maps to mill dye-house ledgers, that let you study the Porter River over time.", "headings": [ "Environmental Science Research Guide", "On this page", "Start here", "Databases and indexes", "Books and e-books", "Specialized sources", "Citing and getting help" ], "content": "Halvorsen Library Environmental Science Research Guide\nThe environmental literature, water and ecology indexes, GIS and monitoring data, regulations and the local records, from fire-insurance maps to mill dye-house ledgers, that let you study the Porter River over time.\nStart here\nEnvironmental science students at Porter tend to work on a real place: the Porter River, the Millrace, a farm field east of campus. That changes the research. Besides the published literature, you will need data about the site (monitoring records, maps, soils) and history about how it got this way. This guide covers all three, for the Environmental Science B.S. and anyone doing field or watershed work.\nSearch the literature by process and setting together, for example “phosphorus runoff” with “agricultural watershed” and “Upper Midwest”. Then look for data on your own site before you design anything.\nA note on timing: monitoring data and archival records take longer to get than articles. A request for scanned maps can take a week, and some data owners answer email only between field seasons. Ask for site data in the first month of a project, not the last.\nDatabases and indexes\nEnvironmental Abstracts Plus. About 2,300 journals across environmental science, policy and engineering. Start here.\nWater Resources Index. Hydrology, water quality and aquatic ecology, including government water reports that general indexes miss. You will use it in ENVS 3100 .\nEcology & Field Biology Index. Population, community and restoration ecology, with species-name searching.\nPorter River Monitoring Data. Fifteen-minute flow, temperature and dissolved-oxygen readings from four stations, 2011 to now, deposited in the Porter Research Repository by the Freshwater & Watershed Lab . It is open to anyone.\nRegulations & Permits Locator. Federal and Wesconsin environmental rules plus permit records searchable by facility. Use it for ENVS 3300.\nBooks and e-books\nGE 1–350 — Subject: Environmental sciences, environmental policy\nQH 540–549.5 — Subject: Ecology\nGB 651–2998 — Subject: Hydrology, rivers, lakes, groundwater\nTD 1–1066 — Subject: Environmental technology, water supply, pollution\nS 590–599.9 — Subject: Soils\nQE 1–996.5 — Subject: Geology\nField guides to Upper Midwest plants, birds, fish and mussels are on ready reference on Level 1. A second set circulates for field season. That set comes back damp every year, and the library has accepted this.\nSpecialized sources\nGIS data. County parcels, land cover, elevation and hydrography for Porter County are on the GIS lab server, with help for ENVS 2300 projects. Lab staff will also clip a statewide layer down to the county for you, which saves your laptop.\nHistorical maps. Fire-insurance maps of downtown Porter Falls (1884–1950), county plat books and the 1938 flood survey are in Special Collections and are partly scanned.\nMill records. The Millrace Woolen Mill’s dye-house records are being compared with sediment cores from the Millrace bed. Background is on the Millrace and Porter River , and the local history guide explains how to request them.\nCurrent research. The Millrace mussel survey is an example of a student project that cites both the monitoring data and the archives.\nCiting and getting help\nEnvironmental science courses use the author–date style. Cite datasets with the creator, year, title, version, repository and persistent identifier, and give the date range you actually used. Cite a map with its publisher, date, scale and the collection that holds it.\nHenrik Dalby is the sciences librarian for the College of Science & Mathematics. He books consultations in Halvorsen 258 or online, and spends Friday mornings in the Freshwater & Watershed Lab during field season. Capstone students in ENVS 4900 should see him before submitting a data management plan. See also finding evidence in sustainability .\nAt a glance\nSubject librarian\nHenrik Dalby\nSciences Librarian\nHalvorsen Library 258\nField-season hours\nFridays, mornings, Freshwater & Watershed Lab\nConsultations\n30 or 60 minutes, in person on Level 2 or online. Book through MyPorter .\nKey courses\nENVS 1500 Introduction to Environmental Science\nENVS 2300 Geographic Information Systems\nENVS 3100 Hydrology and Water Resources\nENVS 3500 Environmental Sampling and Analysis\nENVS 4900 Environmental Capstone\nWho to contact\nHenrik Dalby, Sciences Librarian\nHalvorsen Library 258\nPhone\n(715) 555–0281\nEmail\nhdalby@uwporterfalls.edu\nHours\nResearch help desk (Level 1): Mon–Thu 9 a.m.–9 p.m., Fri 9 a.m.–5 p.m., Sun 1–9 p.m.\nRelated resources\nAll research guides\nCollege of Science & Mathematics\nEnvironmental science courses\nPorter River and Millrace ecology\nData management plans\nResearch consultations" }, { "url": "library-guide-history-and-porter-falls-local-history.html", "title": "History & Porter Falls Local History Research Guide", "description": "Secondary sources for history courses, plus the primary sources only Porter has: the university archives, the Regional Industrial History Collection, digitized local newspapers and the newly acquired Millrace Woolen Mill records.", "headings": [ "History & Porter Falls Local History Research Guide", "On this page", "Start here", "Databases and indexes", "Books and e-books", "Specialized sources", "Citing and getting help" ], "content": "Halvorsen Library History & Porter Falls Local History Research Guide\nSecondary sources for history courses, plus the primary sources only Porter has: the university archives, the Regional Industrial History Collection, digitized local newspapers and the newly acquired Millrace Woolen Mill records.\nStart here\nHistory research needs two kinds of source. Secondary sources are what historians have written: books and articles you find in the catalog and databases. Primary sources are what people at the time left behind: letters, ledgers, photographs, newspapers, minutes. Every history course at Porter, from HIST 2100 to the senior seminar, asks you to work with both.\nFor anything about Porter Falls, the Porter River or the university, the best primary sources are two floors above you in Special Collections, and almost nobody else in the world has them. That makes local history the easiest place at Porter to write something original. Most students do not realize this until the second semester of senior year.\nDatabases and indexes\nHistory & Humanities Index. Journals, book reviews and dissertations in history, about 1,800 titles. Start here for the secondary literature.\nPorter County Historical Newspapers. Searchable page images of the Porter Falls Courier (1879–2009) and the student Porter Press (1921 to now). The Courier’s optical text recognition is poor before 1910, so try spelling variants.\nPrimary Sources: The Industrial Midwest. Digitized company records, labor union papers and trade publications from across the region, 1850–1980.\nCensus & Population Tables. Population schedules and county tables, useful for finding out who lived on which street.\nPorter Oral History Index. Summaries and transcripts of about 340 recorded interviews, including the Millwrights to Ironclads project.\nBooks and e-books\nE 151–889 — Subject: United States history\nF 476–630 — Subject: The Old Northwest and Upper Midwest states\nHD 8051–8085 — Subject: Labor history\nHD 9850–9940 — Subject: Textile and clothing industries\nT 15–35 — Subject: History of technology, for HIST 3100\nD, CB — Subject: World and European history; civilization\nHistories of Porter Falls, Porter County and the university are in the Local History alcove on Level 4. They are reference copies and do not leave the floor. Circulating duplicates of the most-used titles are on Level 2.\nSpecialized sources\nSpecial Collections, on Level 4, holds the archival collections. Use them in the reading room , which is open to anyone by appointment, Monday through Friday from 10 a.m. to 4 p.m.\nMillrace Woolen Mill records (acquired January 2026, about 212 linear feet). Payroll ledgers from 1872 to 1971, about 1,400 glass-plate and film negatives, 90 fabric sample books, and correspondence about the 1938 flood and the 1946 strike ( the acquisition story ). The searchable index of employee names went live in September and covers the payroll ledgers from 1872 to 1930. The remaining decades are due by spring 2027. The glass plates are still being rehoused and can be viewed only as scans.\nUniversity archives , including the 1893 manual-training charter, governance minutes, building plans, student organization files and photographs.\nRegional Industrial History Collection. Company records, oral histories and technical drawings from Wesconsin manufacturers.\nElsewhere in town. The Porter Falls Public Library local history room has family files and city directories. The Porter County Historical Society holds the county’s court and land records.\nCiting and getting help\nHistory courses use notes and a bibliography. Cite an archival item from the specific to the general: item description and date, box and folder, collection name, and repository (“Special Collections, Halvorsen Library, UW–Porter Falls”). Newspaper articles need the page number, because the Courier ran four editions on some days.\nNoemi Castellano, the arts and humanities librarian, helps with secondary sources and with framing a topic; book her through research consultations . Miriam Fosse, the university archivist, helps with the collections themselves. Email archives@uwporterfalls.edu or call (715) 555–0282 at least two working days before you visit, so the boxes are waiting when you arrive. For the bigger picture, start with Porter’s history page and the Millrace and Porter River .\nAt a glance\nSubject librarian\nNoemi Castellano\nArts & Humanities Librarian\nHalvorsen Library 254\nUniversity archivist\nMiriam Fosse\nSpecial Collections, Halvorsen Library Level 4\n(715) 555–0282\nReading room\nLevel 4, by appointment, Mon–Fri 10 a.m.–4 p.m.\nConsultations\n30 or 60 minutes, in person on Level 2 or online. Book through MyPorter .\nKey courses\nHIST 2100 The Historian’s Craft\nHIST 2300 Wesconsin and the Upper Midwest\nHIST 3100 History of Technology\nHIST 4900 Senior Seminar in History\nAPRL 3500 Sustainable and Functional Apparel\nWho to contact\nNoemi Castellano, Arts & Humanities Librarian\nHalvorsen Library 254\nPhone\n(715) 555–0278\nEmail\nncastellano@uwporterfalls.edu\nHours\nResearch help desk (Level 1): Mon–Thu 9 a.m.–9 p.m., Fri 9 a.m.–5 p.m., Sun 1–9 p.m.\nRelated resources\nAll research guides\nUniversity archives\nSpecial collections reading room\nHistory courses\nArt & design guide\nEnvironmental science guide" }, { "url": "library-guide-hospitality-and-food-science.html", "title": "Hospitality & Food Science Research Guide", "description": "Lodging, foodservice and tourism research, food science and fermentation literature, travel market data, food regulations and 640 Porter County community cookbooks.", "headings": [ "Hospitality & Food Science Research Guide", "On this page", "Start here", "Databases and indexes", "Books and e-books", "Specialized sources", "Citing and getting help" ], "content": "Halvorsen Library Hospitality & Food Science Research Guide\nLodging, foodservice and tourism research, food science and fermentation literature, travel market data, food regulations and 640 Porter County community cookbooks.\nStart here\nThis guide covers two groups of programs that share a lot of sources: hospitality and tourism management on one side, and food science, culinary arts and fermentation science on the other. A hotel revenue study and a shelf-life trial look different, but both end up needing industry data, regulations and a good literature search.\nHospitality questions are usually about markets and operations: who travels to the region, what they spend, and how a property compares with its competitors. Food science questions are usually about a process or a product: what happens to it, and how to measure that. Pick the database that matches the question.\nExpect to use trade sources more than in most fields. Much of what is known about hotel operations, restaurant costs and brewing practice is published by industry associations and trade magazines rather than in journals. That is fine for an operations question, but check who paid for a survey before you rely on its numbers. A survey of hotel owners about hotel taxes, paid for by hotel owners, will reach a predictable conclusion.\nDatabases and indexes\nLodging & Foodservice Literature Index — What it covers: Hospitality, tourism, events and restaurant management journals and trade press, about 900 titles\nTravel Market Data — What it covers: Visitor counts, hotel occupancy and average daily rate by region, and event attendance, including the Lake City–Porter Falls corridor\nFood & Fermentation Research Index — What it covers: Food chemistry, microbiology, processing, sensory science and brewing, about 1,500 journals\nNutrient Composition Tables — What it covers: Nutrient values for about 9,000 foods and ingredients, for labels and recipe analysis\nFood Regulations Locator — What it covers: The food code, labeling rules and allergen requirements, searchable by product type\nBooks and e-books\nTX 901–946.5 — Subject: Hotels, restaurants, clubs, foodservice management\nG 154.9–155.8 — Subject: Tourism and travel industry\nTX 341–641 — Subject: Food and nutrition\nTX 642–840 — Subject: Cookery, baking, pastry\nTP 368–456 — Subject: Food processing and preservation\nTP 500–659 — Subject: Fermentation, brewing, wine and cider\nQR 115–129 — Subject: Food microbiology\nCulinary students borrow cookbooks for three weeks, which is long enough to cook from them and short enough that there is usually one left. Please do not use the library copy as a cutting board. The returns desk can tell.\nSpecialized sources\nCommunity cookbooks. About 640 church, club and fundraiser cookbooks from Porter County, 1898–1985, are held in Special Collections. They are a real source for food history and regional menus, and for finding out how many ways one county could make a hotdish.\nFood safety plans. Hazard-analysis plan templates and sample plans for FDSC 3500 , maintained with the Fermentation & Food Innovation Lab .\nAgriculture and supply. The Agricultural & Food Systems Institute publishes data on regional producers and the University Farm.\nIndustry careers research. For company and employer research, use the business guide alongside careers in hospitality and events .\nCiting and getting help\nHospitality and food science courses use the author–date style. Cite a regulation by its title, section and year, and a nutrient value by the table, its version and the food’s entry number. A recipe you adapted should cite the original.\nRuth Tollefson is the librarian for the College of Applied & Technical Studies, which also makes her the packaging librarian. She books consultations in Halvorsen 256 or online, and visits HOSP 4900 and FDSC 4900 each fall to start capstone research. See also finding evidence in hospitality .\nAt a glance\nSubject librarian\nRuth Tollefson\nApplied & Technical Studies Librarian\nHalvorsen Library 256\nConsultations\n30 or 60 minutes, in person on Level 2 or online. Book through MyPorter .\nKey courses\nHOSP 1500 Introduction to Hospitality\nHOSP 3500 Tourism and Destination Management\nFDSC 3100 Food Analysis\nFDSC 3500 Food Safety and Quality Systems\nCULA 3100 Menu Development and Food Cost\nFERM 2100 Fermentation Microbiology\nWho to contact\nRuth Tollefson, Applied & Technical Studies Librarian\nHalvorsen Library 256\nPhone\n(715) 555–0279\nEmail\nrtollefson@uwporterfalls.edu\nHours\nResearch help desk (Level 1): Mon–Thu 9 a.m.–9 p.m., Fri 9 a.m.–5 p.m., Sun 1–9 p.m.\nRelated resources\nAll research guides\nPackaging guide\nCollege of Applied & Technical Studies\nHospitality management courses\nFood science courses\nResearch consultations" }, { "url": "library-guide-nursing-and-health-sciences.html", "title": "Nursing & Health Sciences Research Guide", "description": "Evidence-based practice sources for nursing, public health, dietetics and health information management: clinical literature, point-of-care summaries, drug references and county health data.", "headings": [ "Nursing & Health Sciences Research Guide", "On this page", "Start here", "Databases and indexes", "Books and e-books", "Specialized sources", "Citing and getting help" ], "content": "Halvorsen Library Nursing & Health Sciences Research Guide\nEvidence-based practice sources for nursing, public health, dietetics and health information management: clinical literature, point-of-care summaries, drug references and county health data.\nStart here\nMost health sciences assignments at Porter ask for evidence, not just sources. That means starting with a focused clinical question in four parts: the patient or population, the intervention, what it is compared with, and the outcome. “In older adults after hip surgery, does early walking compared with bed rest reduce pneumonia?” gives you four concepts to search, each with its own synonyms.\nThen work down the evidence ladder. Start with practice guidelines and systematic reviews, then randomized trials, then cohort studies. Stop when the question is answered. A care plan for NURS 3000 does not need a 60-source literature review, but an evidence summary for the B.S.N. capstone does.\nDatabases and indexes\nClinical Nursing Index — Best for: The core nursing and allied health literature, about 3,400 journals, with a filter for evidence-based practice articles\nPoint-of-Care Evidence Summaries — Best for: Short, graded summaries of what the evidence says about a condition or intervention. They are a starting point. Do not cite one as your only source.\nSystematic Review Register — Best for: Published and in-progress systematic reviews, so you can see whether someone has already done the work\nDrug Monograph Reference — Best for: Dosing, interactions and nursing considerations. It is also installed on the workstations in the simulation hospital .\nHealth Statistics Navigator — Best for: County and regional health data, including Porter County, for community and public health assignments\nBooks and e-books\nRT 1–120 — Subject: Nursing\nRA 1–1270 — Subject: Public health, epidemiology, health care delivery\nRM 1–950 — Subject: Pharmacology and therapeutics\nRC 31–1245 — Subject: Internal medicine and specific conditions\nR 858–859.7 — Subject: Health informatics and medical records\nQM, QP — Subject: Anatomy and physiology\nRequired nursing texts are on two-hour course reserve at the Level 1 desk, and most are also e-books for up to five readers. Licensure exam review books are on Level 2 at RT 55. They are the most-stolen books in the building, so the current editions now live behind the desk.\nSpecialized sources\nPractice guidelines from professional and government bodies. Check the publication year, because guidelines are revised and an outdated one is a common reason for lost points.\nRural health research. The Center for Rural Health & Aging publishes regional reports. The rural telehealth project is a local example of how to use them.\nClinical skills videos licensed for the nursing program, linked from each course site.\nYour own research. Any project that collects information from people needs IRB review first. No patient identifiers go in any assignment, ever, even from your clinical placement .\nCiting and getting help\nNursing, public health and dietetics courses use the author–date style in its 7th edition unless the syllabus says otherwise. Cite a drug reference entry by its monograph title, a guideline by the issuing body and year, and a point-of-care summary with the date you consulted it, because it changes.\nCorinne Haugland is the health sciences librarian. Besides her office in Halvorsen 250, she holds hours in the Health Sciences Center student lounge on Mondays and Wednesdays from 10 a.m. to noon, between simulation blocks. Book a consultation for capstone evidence summaries at least two weeks before they are due. See also finding evidence in the health sciences .\nAt a glance\nSubject librarian\nCorinne Haugland\nHealth Sciences Librarian\nHalvorsen Library 250\nEmbedded hours\nHealth Sciences Center lounge, Mon & Wed 10 a.m.–noon\nConsultations\n30 or 60 minutes, in person on Level 2 or online. Book through MyPorter .\nKey courses\nNURS 2000 Foundations of Nursing Practice\nNURS 2400 Pharmacology for Nursing\nNURS 4200 Community and Population Health\nHLTH 3100 Biostatistics for Public Health\nHIM 2100 Medical Terminology\nWho to contact\nCorinne Haugland, Health Sciences Librarian\nHalvorsen Library 250\nPhone\n(715) 555–0276\nEmail\nchaugland@uwporterfalls.edu\nHours\nResearch help desk (Level 1): Mon–Thu 9 a.m.–9 p.m., Fri 9 a.m.–5 p.m., Sun 1–9 p.m.\nRelated resources\nAll research guides\nPsychology & counseling guide\nCollege of Health Sciences\nNursing courses\nResearch consultations\nInterlibrary loan" }, { "url": "library-guide-packaging.html", "title": "Packaging Research Guide", "description": "Sources for packaging materials, design, distribution testing, food and pharmaceutical packaging and sustainability, including a shelf of 3,100 real packages you can check out.", "headings": [ "Packaging Research Guide", "On this page", "Start here", "Databases and indexes", "Books and e-books", "Specialized sources", "Citing and getting help" ], "content": "Halvorsen Library Packaging Research Guide\nSources for packaging materials, design, distribution testing, food and pharmaceutical packaging and sustainability, including a shelf of 3,100 real packages you can check out.\nStart here\nPackaging research pulls from materials science, food science, marketing, logistics and regulation, often all in the same project. This guide is for students in the Packaging Technology B.S. (see the four-year plan ) and the packaging minor , and for plastics engineering students working on films and containers.\nA good first move is to define the package by its job: what product it holds, what has to stay out (oxygen, moisture, light, children), what it has to survive (a 1.2-meter drop, a 30-day truck route, a freezer) and where it ends up afterward. Each of those is a separate search.\nDatabases and indexes\nPackaging & Converting Abstracts. Packaging science, converting and printing on films and board, 1965 to now. Start here for almost anything.\nPolymer & Substrate Data Sheets. Barrier, tensile and seal properties for resins, films, paperboard and corrugated grades. You will want these for PKG 2200.\nPackage Design Image Archive. About 48,000 photographs of retail packages from 1950 to now, searchable by material, closure type and product category. Useful for design precedent and for proving that your “new” closure was sold in 1974.\nTrade Journal Backfile. Packaging and converting trade magazines from 1948 on, where machinery, materials and costs show up years before they reach a journal.\nFood & Fermentation Research Index. Shelf-life, migration and spoilage studies. It is shared with the hospitality and food science guide .\nBooks and e-books\nTS 195–198.8 — Subject: Packaging: design, materials, machinery, testing\nTS 1080–1268 — Subject: Paper, paperboard and corrugated\nTP 1080–1185 — Subject: Plastics and polymer processing\nTP 370–374 — Subject: Food preservation and shelf life\nHF 5770 — Subject: Packaging in marketing and branding\nThe library also keeps the Package Sample Library in the Level 2 compact shelving: about 3,100 physical packages in labeled bins, sorted by material and product type. Samples check out for three days. Please return them in the shape you found them, unless crushing them was the assignment. The department has asked that nobody borrow, open or recycle the 1987 cereal box.\nSpecialized sources\nTest procedures. Distribution-testing procedures (drop, vibration, compression, atmospheric conditioning) and the material test methods behind them are covered in the standards and patents guide . Ask before you buy one. The library may already have it.\nRegulations. Food-contact and drug-packaging rules are in the federal regulations, which are free online. Ruth Tollefson keeps a one-page map of which parts apply to which projects.\nIndustry research. The Center for Packaging Innovation publishes its sponsored-project summaries in the Porter Research Repository once sponsors approve them. The cheese packaging shelf-life study is a good model of how to cite that work.\nPatents. Closures, dispensers and tamper-evident features have a lot of patent history. Search it before you present a design as new.\nCiting and getting help\nUse the style your instructor names. Most packaging courses accept the author–date style. To cite a physical package, give the brand and product name, the manufacturer, the year and place you bought it or the Package Sample Library number, and your own photograph. A test standard is cited by designation, title and year.\nRuth Tollefson is the librarian for the College of Applied & Technical Studies. She books consultations in Halvorsen 256 or online, and visits PKG 1500 and PKG 4900 each term. Students in the Packaging Society can ask her for a group session before the national student design competition. Articles Porter does not hold come through interlibrary loan .\nAt a glance\nSubject librarian\nRuth Tollefson\nApplied & Technical Studies Librarian\nHalvorsen Library 256\nPackage Sample Library\nLevel 2 compact shelving, 3-day loans\nConsultations\n30 or 60 minutes, in person on Level 2 or online. Book through MyPorter .\nKey courses\nPKG 1500 Introduction to Packaging\nPKG 2200 Packaging Materials\nPKG 3100 Distribution Packaging and Testing\nPKG 3700 Sustainable Packaging\nPKG 4900 Senior Design\nWho to contact\nRuth Tollefson, Applied & Technical Studies Librarian\nHalvorsen Library 256\nPhone\n(715) 555–0279\nEmail\nrtollefson@uwporterfalls.edu\nHours\nResearch help desk (Level 1): Mon–Thu 9 a.m.–9 p.m., Fri 9 a.m.–5 p.m., Sun 1–9 p.m.\nRelated resources\nAll research guides\nStandards and patents guide\nPackaging courses\nPlastics & Packaging Engineering\nResearch consultations\nCitation manager help" }, { "url": "library-guide-psychology-and-counseling.html", "title": "Psychology & Counseling Research Guide", "description": "The psychology and counseling literature, published tests and measures, practice videos and data sources for psychology, social work, rehabilitation and school counseling students.", "headings": [ "Psychology & Counseling Research Guide", "On this page", "Start here", "Databases and indexes", "Books and e-books", "Specialized sources", "Citing and getting help" ], "content": "Halvorsen Library Psychology & Counseling Research Guide\nThe psychology and counseling literature, published tests and measures, practice videos and data sources for psychology, social work, rehabilitation and school counseling students.\nStart here\nThis guide is for research about psychology and counseling. If you are looking for counseling for yourself, that is Counseling Services in the Health Sciences Center, and they would like to hear from you.\nPsychology runs on empirical studies. Most assignments, from the literature review in PSYC 2100 to the senior seminar, ask you to find, read and compare research articles, not textbooks or websites. Learn to tell an empirical article (method, participants, results) from a review or a commentary. The database filters help, but reading the abstract is faster than trusting a filter. Look for a method section with participants, measures and procedure. If there is none, the article is not empirical, however many studies it cites.\nThe guide also serves the social work and rehabilitation programs and the School Counseling M.S., whose students share many of these sources with the education guide .\nDatabases and indexes\nBehavioral Sciences Index. The core psychology database: about 2,500 journals, 1887 to now, with controlled subject terms and a methodology filter. Start here every time.\nPsychology Full Text. Full text for about 110 of the most-assigned psychology journals.\nTests & Measures Directory. Descriptions, scoring, reliability and validity information for about 30,000 published and unpublished instruments.\nSocial Work & Human Services Index. Social work, rehabilitation, disability services and social policy literature, for SOCW 3500 and REHB courses.\nCounseling Practice Video Library. About 600 demonstration sessions with transcripts, showing specific approaches with simulated clients.\nBooks and e-books\nBF 1–990 — Subject: Psychology: cognition, development, personality, social\nBF 721–723 — Subject: Child and adolescent psychology\nRC 435–571 — Subject: Psychiatry, psychopathology, therapy\nHV 1–4959 — Subject: Social work and social services\nHV 1551–3024 — Subject: Disability and rehabilitation services\nLB 1027.5 — Subject: School counseling and guidance\nThe current diagnostic manual is on two-hour reserve at the Level 1 desk, with a second copy in the Health Sciences Center. The previous edition circulates for anyone writing about what changed.\nSpecialized sources\nFinding a test is not the same as having it. The library can tell you what a published instrument measures and who sells it, but it does not lend copyrighted test forms. Your instructor or the psychology department controls access to the ones used in coursework.\nOpen datasets. Replication and open-science repositories hold thousands of shareable behavioral datasets, which are useful for PSYC 2200 projects that cannot collect their own data.\nYour own study. Surveys, interviews and experiments with people need IRB review before you collect anything, including a survey of your friends for class.\nLocal services data. County human services reports for Porter County are in the Health Statistics Navigator, which is described in the health sciences guide .\nCiting and getting help\nPsychology, social work and counseling use the author–date style in its 7th edition, and this is the field the style was built for. Cite a test by its authors, title, year and publisher. Cite a demonstration video by its producer, not the actors.\nCorinne Haugland, the health sciences librarian, covers psychology and counseling and books consultations in Halvorsen 250 or online. School Counseling M.S. students can book her or Lucas Brekke. See also finding evidence in psychology .\nAt a glance\nSubject librarian\nCorinne Haugland\nHealth Sciences Librarian\nHalvorsen Library 250\nConsultations\n30 or 60 minutes, in person on Level 2 or online. Book through MyPorter .\nKey courses\nPSYC 1000 Introduction to Psychology\nPSYC 2100 Research Methods\nPSYC 2200 Statistics for the Behavioral Sciences\nPSYC 3300 Abnormal Psychology\nSOCW 3500 Social Work Research\nREHB 3100 Case Management\nWho to contact\nCorinne Haugland, Health Sciences Librarian\nHalvorsen Library 250\nPhone\n(715) 555–0276\nEmail\nchaugland@uwporterfalls.edu\nHours\nResearch help desk (Level 1): Mon–Thu 9 a.m.–9 p.m., Fri 9 a.m.–5 p.m., Sun 1–9 p.m.\nRelated resources\nAll research guides\nNursing & health sciences guide\nPsychology courses\nPsychology four-year plan\nIRB and human subjects\nResearch consultations" }, { "url": "library-guide-standards-and-patents.html", "title": "Standards & Patents Research Guide", "description": "How to find, read, request and cite technical standards and patents, for engineering, packaging, design, safety and anyone who has been told their capstone “needs to meet code.”", "headings": [ "Standards & Patents Research Guide", "On this page", "Start here", "Databases and indexes", "Books and e-books", "Specialized sources", "Citing and getting help" ], "content": "Halvorsen Library Standards & Patents Research Guide\nHow to find, read, request and cite technical standards and patents, for engineering, packaging, design, safety and anyone who has been told their capstone “needs to meet code.”\nStart here\nA standard is a published, agreed-on way of doing something: a test method, a material specification, a safety requirement, a drawing convention. A patent is a published description of an invention, with a legal right to exclude others for about twenty years. Students run into both in senior design, in quality and testing courses, and in any project with a real sponsor.\nBoth are hard to research for the same reason: they are written to be precise, not readable. Standards are also expensive, often $60 to $400 each, and they are revised every five years or so. This guide explains what Porter already pays for, how to get what it does not, and how to tell whether you have the current version.\nDatabases and indexes\nConsolidated Standards Collection — What you get: Full text of about 31,000 standards from 14 standards organizations, covering materials, testing, quality, safety, packaging and electrical practice. Read online only; three users at a time.\nStandards Index — What you get: Citations and abstracts for about 1.4 million standards worldwide, including withdrawn ones. Use it to find out what exists before you request it.\nNational Patent Full-Text Search — What you get: The national patent office’s free search of granted patents and published applications. No login needed.\nPatent Family Finder — What you get: Links one invention’s filings across countries, and translates abstracts.\nTrademark Search — What you get: Registered and pending marks. Useful for branding projects and for checking that your product name is not already someone’s.\nBooks and e-books\nT 59–59.2 — Subject: Standardization\nTS 156–156.8 — Subject: Quality control and inspection\nT 201–342 — Subject: Patents and inventions\nKF 2971–3192 — Subject: Intellectual property law\nHandbooks on reading patent claims and on patent searching are on ready reference on Level 1. So is the printed patent classification manual, which nobody has needed since the search tools got good. It stays because Gunnar Ostby likes it.\nSpecialized sources\nRequesting a standard Porter does not hold. Ask through the library’s standards request form. For coursework the library buys a single-user copy, usually within three business days. Each department has an annual standards budget, so requests for one-time sponsor projects go through the sponsor first.\nOld versions. Superseded standards are kept, because failure analysis and historical projects need the version that was in force at the time. Ask for the edition by year.\nBuilding and fire codes adopted by Porter County and the city are available at the county building department and online, and the library keeps the current editions on ready reference.\nTesting to a standard. The Structures & Materials Testing Lab and the Polymer Characterization Lab list the standard methods they are equipped to run.\nYour own invention. If your project might be patentable, read intellectual property and your work and talk to the office for invention disclosure and technology transfer before you present it publicly. Keep a proper lab notebook from the first day.\nCiting and getting help\nCite a standard by its designation, including the year or edition, then its title and the issuing organization, for example “designation-year, Title , Organization.” Cite a patent by inventor, title, country, patent number and issue date. If you cite a standard without a year, your reviewer will assume you did not check which version applies, and will usually be right.\nGunnar Ostby is the engineering and standards librarian. On the first Wednesday of each month, from 3 to 5 p.m. in Halvorsen 244, he runs a patent search clinic with staff from patent licensing . Bring your idea and the words you would use to describe it. You can also book a consultation any week. The engineering guide and the packaging guide cover the rest of those fields.\nAt a glance\nSubject librarian\nGunnar Ostby\nEngineering & Standards Librarian\nHalvorsen Library 244\nPatent search clinic\nFirst Wednesday monthly, 3–5 p.m., Halvorsen 244\nConsultations\n30 or 60 minutes, in person on Level 2 or online. Book through MyPorter .\nKey courses\nMFGE 3300 Quality Engineering\nENGT 3500 Quality and Metrology\nPKG 3100 Distribution Packaging and Testing\nPLE 3700 Polymer Testing and Characterization\nOSH 3100 Safety Program Management\nCYBR 4100 Governance, Risk, and Compliance\nWho to contact\nGunnar Ostby, Engineering & Standards Librarian\nHalvorsen Library 244\nPhone\n(715) 555–0273\nEmail\ngostby@uwporterfalls.edu\nHours\nResearch help desk (Level 1): Mon–Thu 9 a.m.–9 p.m., Fri 9 a.m.–5 p.m., Sun 1–9 p.m.\nRelated resources\nAll research guides\nEngineering & technology guide\nPackaging guide\nPatent licensing\nInvention disclosure and technology transfer\nTrademark and logo licensing" }, { "url": "library-guides.html", "title": "Research Guides", "description": "Twelve subject guides written by the librarians who know the sources: the three or four databases that matter, the call numbers to browse, the standards, data and archives nobody finds by accident, and the person to ask.", "headings": [ "Research Guides", "On this page", "What a research guide is", "Guides by college", "If your subject is not listed", "Booking a consultation", "Other help in the building" ], "content": "Halvorsen Library Research Guides\nTwelve subject guides written by the librarians who know the sources: the three or four databases that matter, the call numbers to browse, the standards, data and archives nobody finds by accident, and the person to ask.\nWhat a research guide is\nA research guide is a shortcut written by a subject librarian. Halvorsen Library licenses more than 180 databases, and a general web search will not tell you which three of them matter for a packaging shelf-life study or a nursing evidence summary. Each guide below does: where to start, which databases and indexes to search, the call-number ranges to browse on the shelves, the specialized sources (standards, patents, datasets, archives) that belong to that field, and how to cite them.\nEvery guide is reviewed each August, before fall classes start, and links are checked monthly. If you find a dead link or a database that has been renamed again, tell the librarian listed on the guide; they would rather hear it from you than from a class of thirty.\nThe guides assume the basics in Using the library for real research : turn the topic into a question, search databases instead of the open web, mine the reference list of one good source, and keep track as you go.\nGuides by college\nEach of Porter’s colleges has one subject librarian, who writes and maintains that college’s guides and teaches its library instruction sessions. Two guides cross college lines on purpose: standards and patents (used by engineering, packaging, design and safety students alike) and local history (used by anyone with a question about Porter Falls).\nEngineering & Technology — Research guides: Engineering and technology Standards and patents; Subject librarian: Gunnar Ostby\nComputing & Information Sciences — Research guides: Computer science and cybersecurity; Subject librarian: Deshawn Albrecht\nBusiness — Research guides: Business and economics; Subject librarian: Tessa Rudolph\nHealth Sciences — Research guides: Nursing and health sciences Psychology and counseling; Subject librarian: Corinne Haugland\nEducation — Research guides: Education; Subject librarian: Lucas Brekke\nArts, Design & Communication — Research guides: Art and design History and Porter Falls local history (with the university archivist, Miriam Fosse); Subject librarian: Noemi Castellano\nApplied & Technical Studies — Research guides: Packaging Hospitality and food science; Subject librarian: Ruth Tollefson\nScience & Mathematics — Research guides: Environmental science; Subject librarian: Henrik Dalby\nIf your subject is not listed\nTwelve guides do not cover fifty programs one-to-one, and they are not meant to. Your college’s librarian covers every program in the college, guide or no guide. A few common crossovers:\nDietetics students: start with the nursing and health sciences guide, then the hospitality and food science guide for food composition data.\nSupply chain, marketing and accounting students: the business and economics guide covers all three.\nConstruction management, plastics and manufacturing students: the engineering guide, plus standards and patents.\nSocial work and rehabilitation students: the psychology and counseling guide.\nApparel and textile design students: the art and design guide, which points to the Millrace Woolen Mill fabric sample books in Special Collections.\nGuides for mathematics and statistics and for communication and media are being written now and are due in spring 2027. Until then, ask Henrik Dalby or Noemi Castellano.\nBooking a consultation\nA research consultation is a free one-on-one meeting with the librarian for your subject. Subject librarians held about 1,150 of them in 2025–26, most in the three weeks before capstone proposals were due.\nSign in to MyPorter and choose Library › Book a librarian .\nPick your subject. The calendar shows that librarian’s open times for the next three weeks.\nChoose 30 minutes (one assignment, one question) or 60 minutes (a literature review, a thesis chapter, a senior design project).\nChoose in person (subject librarian offices, Level 2, rooms 244–258) or online.\nAttach the assignment sheet. A librarian who has read it before you arrive will have the databases open when you sit down.\nGroups of up to six can book together. Faculty who want a librarian to teach a class session on a guide’s sources should request it at least two weeks ahead through Research & Outreach Services; librarians taught 214 such sessions last year.\nOther help in the building\nResearch help desk , Level 1, for quick questions without an appointment. Chat runs the same hours from the library home page.\nCitations. Setup and troubleshooting for reference managers is on citation manager help ; the Writing Center helps with how sources are used in the paper itself.\nThings Porter does not own. Interlibrary loan brings in articles, often the same day, and books in about a week. Many sources are also free: see open resources .\nRare and archival material. The Special Collections reading room on Level 4 is open to anyone by appointment.\nRequired readings. Course reserves holds them at the Level 1 desk.\nResearch & Outreach Services is led by Marta Kowalczyk, head of research and outreach services, who also fields complaints about the guides. She reports that the most common one is “I didn’t know this existed.”\nAt a glance\nGuides\n12, reviewed every August\nSubject librarians\nEight, one per college, plus the university archivist\nResearch help desk\nLevel 1. Mon–Thu 9 a.m.–9 p.m., Fri 9 a.m.–5 p.m., Sun 1–9 p.m.\nConsultations\n30 or 60 minutes, free, in person or online\nWho to contact\nResearch & Outreach Services\nHalvorsen Library, Level 1\nPhone\n(715) 555–0160\nEmail\nlibrary@uwporterfalls.edu\nHours\nHelp desk hours as above; chat from the library home page\nRelated resources\nHalvorsen Library\nLibrary research help\nResearch consultations\nInterlibrary loan\nOpen resources\nUniversity archives" }, { "url": "library-open-collections.html", "title": "Free & open collections", "description": "Open digital libraries, archives, and open-access research the Halvorsen Library points students and faculty to.", "headings": [ "Free & open collections", "On this page", "Digital libraries & archives", "Open textbooks & courses", "Open research & scholarship", "Getting help" ], "content": "Halvorsen Library Free & open collections\nBeyond the library’s subscriptions: open digital libraries, archives, and open-access research anyone can use.\nDigital libraries & archives\nWhen Halvorsen Library does not hold something, these are where it sends you first. All are free to read.\nOpen Library — a page for every book ever published, with millions borrowable online (Internet Archive)\nInternet Archive — books, audio, video, software, and the web, archived and open\nHathiTrust Digital Library — a shared research library of digitized volumes from academic libraries\nDigital Public Library of America — photographs, manuscripts, and records from thousands of U.S. libraries and archives\nProject Gutenberg — 70,000+ public-domain e-books, carefully proofread\nLibrary of Congress — digitized collections, Chronicling America historical newspapers, and primary sources\nSmithsonian Open Access — millions of images and 3D models, released to the public domain\nEuropeana — cultural heritage from museums, galleries, and archives across Europe\nWikimedia Commons — freely reusable images, diagrams, and media\nOpen textbooks & courses\nThe course-materials estimate in your tuition is close to zero partly because faculty adopt open texts. Start here for a subject you want to preview or review.\nOpenStax — free, peer-reviewed college textbooks for high-enrollment courses\nOpen Textbook Library — a reviewed catalog of open textbooks across disciplines\nLibreTexts — openly licensed textbooks and lab manuals, especially strong in the sciences\nOER Commons — a search engine for openly licensed teaching materials\nMIT OpenCourseWare — lecture notes, assignments, and exams from MIT courses\nKhan Academy — video lessons and practice from arithmetic through introductory college subjects\nSaylor Academy — free self-paced courses, some with low-cost credit-recommended exams\nOpen research & scholarship\nFor a literature review, a thesis, or just chasing a citation. Librarians can show you how to use these well.\narXiv — preprints in physics, math, computer science, and related fields\nbioRxiv & medRxiv — preprints in the life and health sciences\nPubMed Central — a free full-text archive of biomedical and life-sciences literature\nDirectory of Open Access Journals — a vetted index of quality open-access journals\nCORE — the world's largest aggregation of open-access research papers\nOpenAlex — an open index of scholarly works, authors, and institutions\nSemantic Scholar — AI-assisted search across scientific literature\nUnpaywall — a browser extension that finds legal free versions of paywalled papers\nZenodo — a CERN-hosted repository for datasets, code, and papers, with DOIs\nOpen Science Framework — project management, preregistration, and sharing for research\nORCID — a free persistent identifier for researchers — set one up before your first publication\nGetting help\nA subject librarian can show you how to search these efficiently, how to tell an open-access journal from a predatory one, and how to get a paper the library does not have through interlibrary loan — usually within a day or two. See library services or the full open resources guide for data and tools.\nRelated\nAll open resources\nHalvorsen Library\nLibrary services" }, { "url": "library-research-that-works.html", "title": "Using the library for real research", "description": "A search strategy that beats a web search, plus the people who will do it with you.", "headings": [ "Using the library for real research", "On this page", "Start with a question, not keywords", "Use the databases, not just the web", "Mine one good source", "Get what Porter does not own", "Talk to a librarian", "Keep track as you go" ], "content": "Academics Using the library for real research\nA search strategy that beats a web search, plus the people who will do it with you.\nStart with a question, not keywords\nTurn your topic into a question with two or three parts — a population, a variable, an outcome — and pull the key concepts from it. \"Does X affect Y for Z\" gives you three searchable ideas and their synonyms. A vague topic produces a vague pile of results.\nUse the databases, not just the web\nThe library licenses subject databases that index peer-reviewed work a general web search never surfaces. Start from the subject guide for your field; it lists the two or three databases that matter and how to get full text. Set the filters — peer-reviewed, date range, article type — before you scroll.\nMine one good source\nWhen you find one strong, recent article, read its reference list for older foundational work and use \"cited by\" to find newer work that built on it. Two or three rounds of this maps a whole conversation faster than starting fresh searches.\nGet what Porter does not own\nInterlibrary loan brings in articles (often within a day) and books (about a week) that Porter does not hold, at no cost to you. Request early; it is not instant. Course reserves hold required readings and sometimes textbooks for short in-library loans.\nTalk to a librarian\nA research consultation — 30 minutes, in person or online, free — is the highest-leverage hour in a research project. A subject librarian will refine your question, name the right databases, and show you search moves you would not find alone. Book it early, not the night before the paper is due.\nKeep track as you go\nUse a citation manager from the first source so your bibliography is not a panic at the end. The library runs short workshops on the main tools and on reading a citation style. Keeping a one-line note on why each source matters saves rereading everything later.\nAt a glance\nFirst move\nFrame a question; extract 2–3 concepts + synonyms\nSearch in\nSubject databases via the library’s subject guides\nDon’t own it?\nInterlibrary loan — articles ~1 day, books ~1 week\nBest hour\nA free 30-minute research consultation\nWho to contact\nHalvorsen Library\nHalvorsen Library\nPhone\n(715) 555–0160\nEmail\nlibrary@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nLibrary research\nResearch consultations\nInterlibrary loan\nCitation management help\nCourse reserves\nFull contact directory" }, { "url": "library-research.html", "title": "Library research help", "description": "Databases, research consultations, course reserves, citation guidance and scholarly communication.", "headings": [ "Library research help", "On this page", "Start with a librarian", "Access materials", "Use sources responsibly", "Start with a librarian", "Using sources well", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academics Library research help\nDatabases, research consultations, course reserves, citation guidance and scholarly communication.\nStart with a librarian\nA subject librarian helps turn a broad question into keywords, source types, search strategy and a manageable research plan.\nAccess materials\nStudents use journals, ebooks, media, course reserves, interlibrary loan and open educational resources from the library search.\nUse sources responsibly\nCitation, copyright, data management, source evaluation and accessible publishing are part of research support—not last-minute cleanup.\nStart with a librarian\nA thirty-minute consultation turns a broad topic into keywords, the right kinds of sources, a search strategy and a plan that fits the assignment’s deadline. Subject librarians are assigned by college and hold dedicated hours during the semester.\nUsing sources well\nCitation, copyright, data management, source evaluation and accessible formatting are treated as part of research from the start, not a clean-up step the night before. Interlibrary loan and open educational resources fill the gaps in Porter’s own collection.\nIn and around Porter Falls\nThe academic core — the Registrar, the catalog, the class schedule — is coordinated from Millwright Hall and the Halvorsen Library. A course in the catalog is a description of intent; the live schedule each term is where sections, rooms, instructors and seats actually appear.\nThe practical details\nResearch consultations: 30–60 minutes with a subject librarian. Interlibrary loan: Articles in 1–2 days, books in about a week. Course reserves: Physical and electronic, set by the instructor. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Office of the Registrar (Millwright Hall, Room 100). Call (715) 555-0160 or email registrar@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nResearch consultations\n30–60 minutes with a subject librarian\nInterlibrary loan\nArticles in 1–2 days, books in about a week\nCourse reserves\nPhysical and electronic, set by the instructor\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nResearch guides\nFull contact directory" }, { "url": "library-services.html", "title": "Library services", "description": "Halvorsen Library — a subject librarian for your major, what you can borrow, and how to use the building.", "headings": [ "Library services", "On this page", "A librarian assigned to your major", "Collections and borrowing", "Study space by mood", "Hours, help and workshops" ], "content": "Academics Library services\nHalvorsen Library — a subject librarian for your major, what you can borrow, and how to use the building.\nA librarian assigned to your major\nEvery program has a subject librarian who knows that field's databases, key journals, and how research is done in it. You can catch one at the research desk (in person or by chat, most hours the building is open) for a quick question, or book a 30-minute research consultation for a real project — a capstone, a literature review, a grant, a thesis chapter. They will help you turn a vague topic into a searchable question, build a search that finds the right 20 sources instead of 4,000, sort out citation management (Zotero workshops run monthly), and untangle what you can and cannot reuse under copyright and fair use.\nEach program also has an online subject guide — the starting databases, the style manual, the good open sources — linked from the library site and from many Canvas courses.\nCollections and borrowing\nYour Campus Card is your library card. Undergraduates borrow most circulating books for the semester with renewals; media and high-demand items have shorter loans. The bigger collection is electronic — hundreds of databases, most major journal packages, streaming video for coursework, e-books, and standards and datasets — all reachable off campus through your Porter login. If Halvorsen does not have something, interlibrary loan brings articles (usually within a day, free) and books from the statewide network (a few days, free); course reserves hold assigned readings and textbooks that professors have placed on short loan so you do not have to buy every book.\nThe library also lends the physical things that stop a project cold: laptops, chargers, cameras and audio kits, calculators, and a small pool of hotspots.\nStudy space by mood\nThe building is zoned on purpose. The main floor is social and allows talking, coffee, and group work; the second and third floors get progressively quieter, with the top floor as silent individual study. Fourteen group study rooms and two presentation-practice rooms (with a screen and a recording camera) book online up to two weeks out, two hours at a time. There is a graduate student reading room, a parents' room, a sensory-friendly quiet room, and a 24-hour card-access study zone that stays open after the rest of the building closes.\nPrinting, scanning (free), a self-service book scanner, and the tech help desk are all on the main floor, along with a Writing Center satellite during peak weeks.\nHours, help and workshops\nDuring the semester the building runs long days on weekdays, shorter hours on weekends, and extends to 24 hours during the two weeks before finals; breaks and summer run reduced hours, all posted on the site and the front door. Ask-a-librarian chat is staffed beyond the building hours.\nOpen workshops through the term cover database searching, citation managers, data visualization, systematic reviews, and avoiding plagiarism; departments can request a session built for a specific assignment.\nAt a glance\nYour librarian\nEvery major has a subject librarian — research desk for quick questions, 30-min consultation for real projects\nBorrow\nSemester loans on books; huge e-collection via Porter login; free interlibrary loan; laptops, cameras, calculators\nSpace\nZoned floors (social → silent), 14 bookable group rooms, presentation-practice rooms, 24-hour study zone\nFinals\nBuilding goes 24 hours for the two weeks before finals; chat help runs beyond building hours\nRelated resources\nAcademic advising\nRegistration & records\nAcademic calendar\nTutoring & learning center\nCommencement\nContact directory" }, { "url": "library.html", "title": "Halvorsen Library", "description": "Four floors, 340,000 volumes, and a fourth floor whose silence is enforced entirely by social pressure.", "headings": [ "Halvorsen Library", "Hours", "Collections", "Data & research services", "Free & open collections", "Floor guide", "Take the next step." ], "content": "Academics\nHalvorsen Library\nFour floors, 340,000 volumes, and a fourth floor whose silence is enforced entirely by\nsocial pressure.\nHours\nMonday–Thursday · 7:30am – midnight\nFriday · 7:30am – 8pm\nSaturday · 10am – 8pm\nSunday · noon – midnight\nTwenty-four hour access during finals week for anyone with a student ID.\nCollections\nUniversity Archives. Institutional records back to the 1893 charter, including the original\nenrollment ledger.\nRegional Industrial History Collection. Company records, oral histories and technical drawings\nfrom Wesconsin manufacturers dating to the 1900s.\nDesign & Engineering Media Collection. Student capstone reports, senior design portfolios\nand technical drawings, cited regularly by employers checking a candidate's prior work.\nData & research services\nThe library hosts the university's open research data repository and offers one-on-one consultations\nwith a research librarian for any capstone, thesis or sponsored project.\nFree & open collections\nHalvorsen Library keeps a subscription collection, but a great deal of what students and faculty use every day is open — free to read and reuse, maintained by libraries, archives, museums, and governments worldwide. The library curates the ones Porter relies on most:\nFree & open collections . Open Library, the Internet Archive, HathiTrust, the Digital Public Library of America, Project Gutenberg, OpenStax, arXiv, PubMed Central and more — with a librarian’s notes on how to use each well.\nOpen resources . The full guide, adding open data (Data.gov, FRED, Our World in Data, USGS) and free tools (QGIS, Desmos, PhET, Purdue OWL), organized by what you are trying to do.\nInterlibrary loan. If it is not open and the library does not hold it, request it — most articles arrive within a day or two.\nThe library also runs an open-access publishing fund for Porter authors and welcomes conversations with other libraries, archives, and open-knowledge projects about linking, sharing metadata, or a formal partnership.\nFloor guide\nGround · Circulation, cafe, group study, conversation permitted\nSecond · Stacks, computers, printing\nThird · Special collections, archives, reading room\nFourth · Silent study. Completely. Do not test this.\nQuick links\nResearch guides\nCampus hours this week\nResearch & outreach\nOpen resources\nFree & open collections\nAll programs\nTechnology help desk\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "living-communities.html", "title": "Living-learning communities", "description": "Living on a themed floor — what actually changes, the options, and whether it is worth giving up a housing preference for.", "headings": [ "Living-learning communities", "On this page", "What a living-learning community actually is", "The options", "How to join, and the trade-off" ], "content": "Housing Living-learning communities\nLiving on a themed floor — what actually changes, the options, and whether it is worth giving up a housing preference for.\nWhat a living-learning community actually is\nAn LLC is a residence-hall floor or wing where everyone shares a major, an interest, or an identity, a faculty or staff partner is attached to the community, and one or two linked courses are often reserved for residents so you take a class with your neighbors. In practice it means the study group forms on your floor, the programming is aimed at something you care about (a lab tour, a guest in your field, a service project) instead of generic hall socials, and you start the year already knowing 30 people with something in common. The room, rate, and dining plan are the same as any other space in that building.\nIt is not an honors track and not more rules — it is the same residence hall with the social defaults tilted toward a shared purpose.\nThe options\nAcademic communities cluster by field — engineering and applied science, design and the arts, health sciences, business and entrepreneurship, education — and pair with a first-year course in that area. Transition communities support specific starts: first-generation students, transfer students, and a sophomore-year community. Interest communities run for outdoor recreation, sustainability, wellness and substance-free living, gaming and esports, and global/language living where residents practice a language and host culture nights. Identity-centered communities offer an affirming default environment; they are open to any student who wants to live in that context.\nThe exact list shifts year to year based on demand and faculty partners; it is published with the housing application.\nHow to join, and the trade-off\nRank the community you want in the housing application and, for a few, answer a short prompt — it is used to plan programming and balance the group, not to compete for a spot. Placement is by application date within the demand for each community, so applying early matters. The trade-off to weigh: choosing an LLC can override your building or roommate preference, because you go where that community lives. If a specific hall, a single room, or rooming with a particular person matters more to you than the theme, say so — you can also just pick a normal room and join the same club.\nMost residents who do an LLC in year one point to it as the reason their first semester had a built-in group.\nAt a glance\nWhat changes\nShared major/interest/identity on the floor + a faculty partner + often a linked reserved course. Same room, rate, and dining plan\nTypes\nAcademic (by field), transition (first-gen, transfer, sophomore), interest (outdoor, sustainability, gaming, language), identity-centered\nJoin\nRank it in the housing application, apply early; a short prompt for some — it plans programming, it does not select competitively\nTrade-off\nAn LLC can override your building/roommate preference — you live where the community lives\nRelated resources\nResidence halls\nHousing process\nAccessible housing\nMove-in & move-out\nContact directory" }, { "url": "living-in-a-residence-hall.html", "title": "Living in a residence hall", "description": "Roommates, your RA, quiet hours, what to bring, and how to make a shared floor feel like home.", "headings": [ "Living in a residence hall", "On this page", "The roommate conversation", "What an RA is for", "Quiet hours and courtesy hours", "What to bring — and not", "Getting connected", "When it is not working" ], "content": "Housing Living in a residence hall\nRoommates, your RA, quiet hours, what to bring, and how to make a shared floor feel like home.\nThe roommate conversation\nIn the first week, fill out the roommate agreement together and actually talk it through: sleep and wake times, guests, borrowing, sharing food, how you will handle it when something bugs you. Most roommate conflict is small stuff that was never said out loud until it was a big deal.\nWhat an RA is for\nYour resident assistant is a trained student who lives on the floor, runs programs, and is the first person to go to when a roommate situation is not resolving, when you are locked out, when someone on the floor seems to be struggling, or when you just do not know who to ask. They are a resource before they are an enforcer.\nQuiet hours and courtesy hours\nQuiet hours (typically 10 or 11 p.m. to 8 a.m., extended during finals) mean sound should not leave your room. Courtesy hours are all the time: if someone asks you to turn it down, you turn it down. This is the single rule that most determines whether a floor is livable.\nWhat to bring — and not\nBring: bedding for the bed size in your hall, a shower caddy and flip-flops, a surge protector, a fan, layers for a Wesconsin winter, and a small toolkit. Skip: candles, halogen lamps, most space heaters, extension cords run under rugs, and anything on the prohibited list — the housing site has it, and RAs do check during safety walks.\nGetting connected\nGo to the first few floor events even if they feel forced; the friendships that make a hall feel like home usually start there. Prop your door open when you are around and up for company. Living-learning communities cluster students by interest or major and make this easier.\nWhen it is not working\nA genuine roommate conflict that talking has not fixed can lead to a mediated conversation with your RA and, if needed, a room change once the change period opens. A safety issue is different — report it immediately, do not wait for a process. Contract release for leaving housing entirely has specific grounds and deadlines.\nAt a glance\nWeek one\nRoommate agreement — filled out together, talked through\nYour RA\nResource first: lockouts, conflicts, a floormate in trouble\nThe rule that matters\nCourtesy hours — asked to turn it down, you do\nLeave off the packing list\nCandles, halogen lamps, most space heaters\nWho to contact\nHousing & Residence Life\nFounders Union 130\nPhone\n(715) 555–0143\nEmail\nhousing@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nResidence halls\nRoommate agreement guide\nWhat to bring\nQuiet hours & courtesy\nHousing contract release\nFull contact directory" }, { "url": "living-learning-communities-in-depth.html", "title": "Living-learning communities, in depth", "description": "A residence floor organized around a shared major or interest — what changes, and whether it is for you.", "headings": [ "Living-learning communities, in depth", "On this page", "The idea", "What is actually different", "Why first-years benefit most", "The trade-offs", "Themes beyond majors", "How to get in", "If you did not get one" ], "content": "Housing Living-learning communities, in depth\nA residence floor organized around a shared major or interest — what changes, and whether it is for you.\nThe idea\nA living-learning community (LLC) is a residence-hall floor or wing where students are placed together because they share a major, a career interest, or a theme — engineering, design, business, health sciences, sustainability, first-generation, outdoor recreation, honors. You live with people taking some of the same classes and facing the same first-year questions.\nWhat is actually different\nBeyond the roommate assignment: a faculty or staff partner attached to the community, some linked course sections so you have classmates on your floor, study space and tutoring brought to the building, and programming built around the theme — a lab tour, a resume night, a guest from industry, a group trip. The rent is the same as a standard room.\nWhy first-years benefit most\nThe first year is when the built-in structure matters. An engineering LLC means the person across the hall is also stuck on the same problem set, the study group forms without effort, and an adviser or faculty member is a known face. Students in LLCs tend to connect faster and return for year two at higher rates.\nThe trade-offs\nYou are choosing your floormates' shared interest, so if you are undecided or want a break from your major at the end of the day, a themed floor can feel narrow. Some students prefer a general floor exactly because it mixes people. You can also request to leave an LLC through the standard room-change process.\nThemes beyond majors\nNot all LLCs are academic. The sustainability community runs the residence-hall energy challenge and the campus garden plots; the outdoor community does weekend trips; the first-generation community pairs peer mentors with the students who most benefit from the hidden-curriculum conversations. These serve the same connecting function around a different center.\nHow to get in\nRank an LLC as a preference in the housing application, and complete any short supplemental question or the roommate profile. Placement is by contract date and space, so apply early. Most communities are first-year focused; a few continue into the second year.\nIf you did not get one\nYou can still attend most LLC programming as a non-resident, and the connecting work an LLC does — a study group, a faculty face, a themed club — you can assemble yourself. Get involved in one recurring thing on your floor or in your major and much of the benefit follows.\nAt a glance\nWhat\nA residence floor grouped by major, interest, or theme\nDifferent\nLinked course sections, a faculty partner, themed programming\nBest for\nFirst-years — faster connection, higher return rate\nGet in\nRank it in the housing application — placement by contract date\nWho to contact\nHousing & Residence Life\nFounders Union 130\nPhone\n(715) 555–0143\nEmail\nhousing@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nLiving-learning communities\nLiving communities\nResidence halls\nHousing process\nFirst-year experience\nFull contact directory" }, { "url": "living-learning-communities.html", "title": "Living-learning communities", "description": "Themed residence floors that pair a shared interest with built-in academic support.", "headings": [ "Living-learning communities", "On this page", "How a floor works", "The nine communities", "Choosing one", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Living-learning communities\nThemed residence floors that pair a shared interest with built-in academic support.\nHow a floor works\nResidents share a major or interest, a faculty-in-residence who holds regular office hours in the building, and programming built around that theme — a sustainability floor composts and gardens together, an arts floor gets a shared studio space.\nThe nine communities\nEach floor is tied to a residence hall, so your housing application and your LLC application are the same decision.\nArts & Design · North Hall\nfor incoming students planning to major in studio art, graphic design, industrial design, or a related creative field.\nBusiness & Management · Heritage Hall\nfor incoming students planning to major in business administration, entrepreneurship, marketing, or a related program.\nEngineering & Technology · Riverside Hall\nfor incoming students planning to major in any engineering or engineering-technology program.\nExploratory Studies · Riverside Hall\nfor incoming students who have not yet declared a major.\nFirst-Generation · Heritage Hall\nfor first-generation college students of any intended major.\nHealth Sciences · Riverside Hall\nfor incoming students planning to major in nursing, dietetics, health information management, or a pre-health track.\nHonors · Millrace Hall\nfor students admitted to the University Honors Program.\nOutdoor Recreation · Overlook Hall\nfor students of any major who want built-in access to outdoor activity.\nSustainability · Cooperative Hall\nfor students of any major with a strong interest in environmental and sustainability work.\nChoosing one\nIncoming students opt in on the housing application; a community can be smaller than a standard floor if demand is light in a given year, but is never combined with an unrelated theme just to fill beds.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nCommunities: Engineering, health sciences, arts, sustainability, first-generation. Where: One floor per community, mostly in the traditional halls. Extras: A faculty-in-residence and community-specific programming. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCommunities\nEngineering, health sciences, arts, sustainability, first-generation\nWhere\nOne floor per community, mostly in the traditional halls\nExtras\nA faculty-in-residence and community-specific programming\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nPet policy\nFull contact directory" }, { "url": "llc-arts-design.html", "title": "Arts & Design Living-Learning Community", "description": "The Arts & Design living-learning community in North Hall: for incoming students planning to major in studio art, graphic design, industrial design, or a related creative field.", "headings": [ "Arts & Design", "On this page", "What this community is", "What's different from a standard floor", "Faculty and staff partner", "Signature programming", "How to get in and how long it lasts", "Common questions" ], "content": "Living-learning community Arts & Design\nIn North Hall — for incoming students planning to major in studio art, graphic design, industrial design, or a related creative field.\nWhat this community is\nThe Arts & Design living-learning community is a themed floor or wing in North Hall , for incoming students planning to major in studio art, graphic design, industrial design, or a related creative field.\nWhat's different from a standard floor\nA shared studio-visit schedule, a floor gallery wall that rotates resident work, and priority access to open-studio hours before students are otherwise cleared for some equipment. Rent is the same as a standard room in the same hall — the community adds programming and structure, not cost.\nFaculty and staff partner\nEach community has a faculty partner from the College of Arts, Design & Communication and an upper-class peer mentor, who holds regular office hours on the floor and is the community's point of contact for both programming and the occasional roommate or academic concern.\nSignature programming\nA monthly open-mic and small-showcase night in the floor lounge, on top of the regular hall-council events every floor gets.\nHow to get in and how long it lasts\nRank this community as a preference on the housing application and complete any short supplemental question; placement is by contract date and space, so apply early. First-year only. You can leave a community at any time through the standard room-change process if it turns out not to be the right fit.\nCommon questions\nDo I have to be in this exact major to join? The community is built around students planning that path, but exploring or undecided students with a genuine interest can usually request a spot if space allows — ask Housing directly.\nWhat if I want to switch majors after joining? Nothing about your housing changes automatically; talk to your resident assistant if the community no longer fits and you want to explore the standard room-change process.\nIs this the same as an academic minor or program? No — a living-learning community is a housing and programming structure, not a credit-bearing requirement, though some communities link to specific course sections.\nAt a glance\nHall\nNorth Hall\nBest fit\nincoming students planning to major in studio art, graphic design, industrial design, or a related creative field\nDuration\nFirst-year only\nRelated\nLiving-learning communities\nHow LLCs work, in depth\nNorth Hall\nAll residence halls" }, { "url": "llc-business-management.html", "title": "Business & Management Living-Learning Community", "description": "The Business & Management living-learning community in Heritage Hall: for incoming students planning to major in business administration, entrepreneurship, marketing, or a related program.", "headings": [ "Business & Management", "On this page", "What this community is", "What's different from a standard floor", "Faculty and staff partner", "Signature programming", "How to get in and how long it lasts", "Common questions" ], "content": "Living-learning community Business & Management\nIn Heritage Hall — for incoming students planning to major in business administration, entrepreneurship, marketing, or a related program.\nWhat this community is\nThe Business & Management living-learning community is a themed floor or wing in Heritage Hall , for incoming students planning to major in business administration, entrepreneurship, marketing, or a related program.\nWhat's different from a standard floor\nA linked introduction-to-business section, a standing resume and LinkedIn workshop early in the fall, and direct connections to the college's student organizations at the involvement fair. Rent is the same as a standard room in the same hall — the community adds programming and structure, not cost.\nFaculty and staff partner\nEach community has a faculty partner from the College of Management and a peer mentor active in a business student organization, who holds regular office hours on the floor and is the community's point of contact for both programming and the occasional roommate or academic concern.\nSignature programming\nA trip to a regional employer partner's headquarters each spring, on top of the regular hall-council events every floor gets.\nHow to get in and how long it lasts\nRank this community as a preference on the housing application and complete any short supplemental question; placement is by contract date and space, so apply early. First-year only. You can leave a community at any time through the standard room-change process if it turns out not to be the right fit.\nCommon questions\nDo I have to be in this exact major to join? The community is built around students planning that path, but exploring or undecided students with a genuine interest can usually request a spot if space allows — ask Housing directly.\nWhat if I want to switch majors after joining? Nothing about your housing changes automatically; talk to your resident assistant if the community no longer fits and you want to explore the standard room-change process.\nIs this the same as an academic minor or program? No — a living-learning community is a housing and programming structure, not a credit-bearing requirement, though some communities link to specific course sections.\nAt a glance\nHall\nHeritage Hall\nBest fit\nincoming students planning to major in business administration, entrepreneurship, marketing, or a related program\nDuration\nFirst-year only\nRelated\nLiving-learning communities\nHow LLCs work, in depth\nHeritage Hall\nAll residence halls" }, { "url": "llc-engineering-technology.html", "title": "Engineering & Technology Living-Learning Community", "description": "The Engineering & Technology living-learning community in Riverside Hall: for incoming students planning to major in any engineering or engineering-technology program.", "headings": [ "Engineering & Technology", "On this page", "What this community is", "What's different from a standard floor", "Faculty and staff partner", "Signature programming", "How to get in and how long it lasts", "Common questions" ], "content": "Living-learning community Engineering & Technology\nIn Riverside Hall — for incoming students planning to major in any engineering or engineering-technology program.\nWhat this community is\nThe Engineering & Technology living-learning community is a themed floor or wing in Riverside Hall , for incoming students planning to major in any engineering or engineering-technology program.\nWhat's different from a standard floor\nLinked sections of the first-year engineering seminar so classmates live on the same floor, a standing homework-help table two evenings a week, and a shop-safety orientation in the first month. Rent is the same as a standard room in the same hall — the community adds programming and structure, not cost.\nFaculty and staff partner\nEach community has a faculty partner from the College of Engineering & Technology, plus a live-in peer mentor who is a junior or senior in the college, who holds regular office hours on the floor and is the community's point of contact for both programming and the occasional roommate or academic concern.\nSignature programming\nA fall shop tour across all of Founders Hall's labs and a spring trip to a regional manufacturer, on top of the regular hall-council events every floor gets.\nHow to get in and how long it lasts\nRank this community as a preference on the housing application and complete any short supplemental question; placement is by contract date and space, so apply early. First-year only. You can leave a community at any time through the standard room-change process if it turns out not to be the right fit.\nCommon questions\nDo I have to be in this exact major to join? The community is built around students planning that path, but exploring or undecided students with a genuine interest can usually request a spot if space allows — ask Housing directly.\nWhat if I want to switch majors after joining? Nothing about your housing changes automatically; talk to your resident assistant if the community no longer fits and you want to explore the standard room-change process.\nIs this the same as an academic minor or program? No — a living-learning community is a housing and programming structure, not a credit-bearing requirement, though some communities link to specific course sections.\nAt a glance\nHall\nRiverside Hall\nBest fit\nincoming students planning to major in any engineering or engineering-technology program\nDuration\nFirst-year only\nRelated\nLiving-learning communities\nHow LLCs work, in depth\nRiverside Hall\nAll residence halls" }, { "url": "llc-exploratory-studies.html", "title": "Exploratory Studies Living-Learning Community", "description": "The Exploratory Studies living-learning community in Riverside Hall: for incoming students who have not yet declared a major.", "headings": [ "Exploratory Studies", "On this page", "What this community is", "What's different from a standard floor", "Faculty and staff partner", "Signature programming", "How to get in and how long it lasts", "Common questions" ], "content": "Living-learning community Exploratory Studies\nIn Riverside Hall — for incoming students who have not yet declared a major.\nWhat this community is\nThe Exploratory Studies living-learning community is a themed floor or wing in Riverside Hall , for incoming students who have not yet declared a major.\nWhat's different from a standard floor\nStructured major-exploration programming instead of a single linked course, plus early and frequent advising check-ins built into the floor's regular schedule. Rent is the same as a standard room in the same hall — the community adds programming and structure, not cost.\nFaculty and staff partner\nEach community has an academic adviser from the University Studies office rather than a single-department faculty member, who holds regular office hours on the floor and is the community's point of contact for both programming and the occasional roommate or academic concern.\nSignature programming\nA rotating \"meet a major\" series bringing a different department to the floor every few weeks, on top of the regular hall-council events every floor gets.\nHow to get in and how long it lasts\nRank this community as a preference on the housing application and complete any short supplemental question; placement is by contract date and space, so apply early. First-year only. You can leave a community at any time through the standard room-change process if it turns out not to be the right fit.\nCommon questions\nDo I have to be in this exact major to join? The community is built around students planning that path, but exploring or undecided students with a genuine interest can usually request a spot if space allows — ask Housing directly.\nWhat if I want to switch majors after joining? Nothing about your housing changes automatically; talk to your resident assistant if the community no longer fits and you want to explore the standard room-change process.\nIs this the same as an academic minor or program? No — a living-learning community is a housing and programming structure, not a credit-bearing requirement, though some communities link to specific course sections.\nAt a glance\nHall\nRiverside Hall\nBest fit\nincoming students who have not yet declared a major\nDuration\nFirst-year only\nRelated\nLiving-learning communities\nHow LLCs work, in depth\nRiverside Hall\nAll residence halls" }, { "url": "llc-first-generation.html", "title": "First-Generation Living-Learning Community", "description": "The First-Generation living-learning community in Heritage Hall: for first-generation college students of any intended major.", "headings": [ "First-Generation", "On this page", "What this community is", "What's different from a standard floor", "Faculty and staff partner", "Signature programming", "How to get in and how long it lasts", "Common questions" ], "content": "Living-learning community First-Generation\nIn Heritage Hall — for first-generation college students of any intended major.\nWhat this community is\nThe First-Generation living-learning community is a themed floor or wing in Heritage Hall , for first-generation college students of any intended major.\nWhat's different from a standard floor\nStructured peer mentoring built around the \"hidden curriculum\" — how to read a syllabus, when to see a professor, how financial aid actually works — alongside the standard floor programming. Rent is the same as a standard room in the same hall — the community adds programming and structure, not cost.\nFaculty and staff partner\nEach community has a staff partner from TRIO/first-generation student services and peer mentors who are themselves first-generation graduates of the program, who holds regular office hours on the floor and is the community's point of contact for both programming and the occasional roommate or academic concern.\nSignature programming\nA first-generation graduate student panel each October and a family-inclusive weekend event each spring, on top of the regular hall-council events every floor gets.\nHow to get in and how long it lasts\nRank this community as a preference on the housing application and complete any short supplemental question; placement is by contract date and space, so apply early. First-year only. You can leave a community at any time through the standard room-change process if it turns out not to be the right fit.\nCommon questions\nDo I have to be in this exact major to join? The community is built around students planning that path, but exploring or undecided students with a genuine interest can usually request a spot if space allows — ask Housing directly.\nWhat if I want to switch majors after joining? Nothing about your housing changes automatically; talk to your resident assistant if the community no longer fits and you want to explore the standard room-change process.\nIs this the same as an academic minor or program? No — a living-learning community is a housing and programming structure, not a credit-bearing requirement, though some communities link to specific course sections.\nAt a glance\nHall\nHeritage Hall\nBest fit\nfirst-generation college students of any intended major\nDuration\nFirst-year only\nRelated\nLiving-learning communities\nHow LLCs work, in depth\nHeritage Hall\nAll residence halls" }, { "url": "llc-health-sciences.html", "title": "Health Sciences Living-Learning Community", "description": "The Health Sciences living-learning community in Riverside Hall: for incoming students planning to major in nursing, dietetics, health information management, or a pre-health track.", "headings": [ "Health Sciences", "On this page", "What this community is", "What's different from a standard floor", "Faculty and staff partner", "Signature programming", "How to get in and how long it lasts", "Common questions" ], "content": "Living-learning community Health Sciences\nIn Riverside Hall — for incoming students planning to major in nursing, dietetics, health information management, or a pre-health track.\nWhat this community is\nThe Health Sciences living-learning community is a themed floor or wing in Riverside Hall , for incoming students planning to major in nursing, dietetics, health information management, or a pre-health track.\nWhat's different from a standard floor\nLinked anatomy and physiology or introductory health-sciences sections, a quiet dedicated study floor, and early exposure to the simulation lab before formal admission to a clinical program. Rent is the same as a standard room in the same hall — the community adds programming and structure, not cost.\nFaculty and staff partner\nEach community has a faculty partner from the College of Education, Health & Human Sciences and a peer mentor further along in a health program, who holds regular office hours on the floor and is the community's point of contact for both programming and the occasional roommate or academic concern.\nSignature programming\nA tour of a Valley Health facility each fall and a CPR/first-aid certification night open to the whole floor, on top of the regular hall-council events every floor gets.\nHow to get in and how long it lasts\nRank this community as a preference on the housing application and complete any short supplemental question; placement is by contract date and space, so apply early. First-year only. You can leave a community at any time through the standard room-change process if it turns out not to be the right fit.\nCommon questions\nDo I have to be in this exact major to join? The community is built around students planning that path, but exploring or undecided students with a genuine interest can usually request a spot if space allows — ask Housing directly.\nWhat if I want to switch majors after joining? Nothing about your housing changes automatically; talk to your resident assistant if the community no longer fits and you want to explore the standard room-change process.\nIs this the same as an academic minor or program? No — a living-learning community is a housing and programming structure, not a credit-bearing requirement, though some communities link to specific course sections.\nAt a glance\nHall\nRiverside Hall\nBest fit\nincoming students planning to major in nursing, dietetics, health information management, or a pre-health track\nDuration\nFirst-year only\nRelated\nLiving-learning communities\nHow LLCs work, in depth\nRiverside Hall\nAll residence halls" }, { "url": "llc-honors.html", "title": "Honors Living-Learning Community", "description": "The Honors living-learning community in Millrace Hall: for students admitted to the University Honors Program.", "headings": [ "Honors", "On this page", "What this community is", "What's different from a standard floor", "Faculty and staff partner", "Signature programming", "How to get in and how long it lasts", "Common questions" ], "content": "Living-learning community Honors\nIn Millrace Hall — for students admitted to the University Honors Program.\nWhat this community is\nThe Honors living-learning community is a themed floor or wing in Millrace Hall , for students admitted to the University Honors Program.\nWhat's different from a standard floor\nLinked honors-seminar sections, a dedicated quiet-study floor, and priority registration support specific to honors coursework. Rent is the same as a standard room in the same hall — the community adds programming and structure, not cost.\nFaculty and staff partner\nEach community has an Honors Program faculty fellow who lives in or holds regular hours on the floor, who holds regular office hours on the floor and is the community's point of contact for both programming and the occasional roommate or academic concern.\nSignature programming\nA faculty dinner-and-discussion series held on the floor each month, on top of the regular hall-council events every floor gets.\nHow to get in and how long it lasts\nRank this community as a preference on the housing application and complete any short supplemental question; placement is by contract date and space, so apply early. Can continue for as long as a student remains in the Honors Program. You can leave a community at any time through the standard room-change process if it turns out not to be the right fit.\nCommon questions\nDo I have to be in this exact major to join? The community is built around students planning that path, but exploring or undecided students with a genuine interest can usually request a spot if space allows — ask Housing directly.\nWhat if I want to switch majors after joining? Nothing about your housing changes automatically; talk to your resident assistant if the community no longer fits and you want to explore the standard room-change process.\nIs this the same as an academic minor or program? No — a living-learning community is a housing and programming structure, not a credit-bearing requirement, though some communities link to specific course sections.\nAt a glance\nHall\nMillrace Hall\nBest fit\nstudents admitted to the University Honors Program\nDuration\nCan continue for as long as a student remains in the Honors Program\nRelated\nLiving-learning communities\nHow LLCs work, in depth\nMillrace Hall\nAll residence halls" }, { "url": "llc-outdoor-recreation.html", "title": "Outdoor Recreation Living-Learning Community", "description": "The Outdoor Recreation living-learning community in Overlook Hall: for students of any major who want built-in access to outdoor activity.", "headings": [ "Outdoor Recreation", "On this page", "What this community is", "What's different from a standard floor", "Faculty and staff partner", "Signature programming", "How to get in and how long it lasts", "Common questions" ], "content": "Living-learning community Outdoor Recreation\nIn Overlook Hall — for students of any major who want built-in access to outdoor activity.\nWhat this community is\nThe Outdoor Recreation living-learning community is a themed floor or wing in Overlook Hall , for students of any major who want built-in access to outdoor activity.\nWhat's different from a standard floor\nDiscounted or free gear checkout for floor residents and a standing weekend trip calendar coordinated with the Outdoor Club. Rent is the same as a standard room in the same hall — the community adds programming and structure, not cost.\nFaculty and staff partner\nEach community has a staff partner from campus recreation, who holds regular office hours on the floor and is the community's point of contact for both programming and the occasional roommate or academic concern.\nSignature programming\nA fall overnight trip and a spring river cleanup along the Porter River corridor, on top of the regular hall-council events every floor gets.\nHow to get in and how long it lasts\nRank this community as a preference on the housing application and complete any short supplemental question; placement is by contract date and space, so apply early. Continues into the second year for students who choose to stay. You can leave a community at any time through the standard room-change process if it turns out not to be the right fit.\nCommon questions\nDo I have to be in this exact major to join? No — this community is open regardless of major.\nWhat if I want to switch majors after joining? Nothing about your housing changes automatically; talk to your resident assistant if the community no longer fits and you want to explore the standard room-change process.\nIs this the same as an academic minor or program? No — a living-learning community is a housing and programming structure, not a credit-bearing requirement, though some communities link to specific course sections.\nAt a glance\nHall\nOverlook Hall\nBest fit\nstudents of any major who want built-in access to outdoor activity\nDuration\nContinues into the second year for students who choose to stay\nRelated\nLiving-learning communities\nHow LLCs work, in depth\nOverlook Hall\nAll residence halls" }, { "url": "llc-sustainability.html", "title": "Sustainability Living-Learning Community", "description": "The Sustainability living-learning community in Cooperative Hall: for students of any major with a strong interest in environmental and sustainability work.", "headings": [ "Sustainability", "On this page", "What this community is", "What's different from a standard floor", "Faculty and staff partner", "Signature programming", "How to get in and how long it lasts", "Common questions" ], "content": "Living-learning community Sustainability\nIn Cooperative Hall — for students of any major with a strong interest in environmental and sustainability work.\nWhat this community is\nThe Sustainability living-learning community is a themed floor or wing in Cooperative Hall , for students of any major with a strong interest in environmental and sustainability work.\nWhat's different from a standard floor\nAccess to the shared community garden plot, participation in the residence-hall energy-use challenge, and a composting and reduced-waste system for the floor. Rent is the same as a standard room in the same hall — the community adds programming and structure, not cost.\nFaculty and staff partner\nEach community has a staff partner from the Office of Sustainability rather than a single academic department, who holds regular office hours on the floor and is the community's point of contact for both programming and the occasional roommate or academic concern.\nSignature programming\nThe floor organizes and judges the annual residence-hall energy challenge each winter, on top of the regular hall-council events every floor gets.\nHow to get in and how long it lasts\nRank this community as a preference on the housing application and complete any short supplemental question; placement is by contract date and space, so apply early. Continues into the second year for students who choose to stay. You can leave a community at any time through the standard room-change process if it turns out not to be the right fit.\nCommon questions\nDo I have to be in this exact major to join? No — this community is open regardless of major.\nWhat if I want to switch majors after joining? Nothing about your housing changes automatically; talk to your resident assistant if the community no longer fits and you want to explore the standard room-change process.\nIs this the same as an academic minor or program? No — a living-learning community is a housing and programming structure, not a credit-bearing requirement, though some communities link to specific course sections.\nAt a glance\nHall\nCooperative Hall\nBest fit\nstudents of any major with a strong interest in environmental and sustainability work\nDuration\nContinues into the second year for students who choose to stay\nRelated\nLiving-learning communities\nHow LLCs work, in depth\nCooperative Hall\nAll residence halls" }, { "url": "lockout-service.html", "title": "Residence hall lockouts", "description": "What to do when you're locked out of your room, how many free lockouts you get, and the after-hours process.", "headings": [ "Residence hall lockouts", "On this page", "The process", "The limit", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Residence hall lockouts\nWhat to do when you're locked out of your room, how many free lockouts you get, and the after-hours process.\nThe process\nDuring desk hours, show ID and the desk logs a temporary card. After hours, call the on-call RA for your building; if they can't be reached, Campus Safety can let you in and notify housing. Either way you verify it's your room before anyone opens it.\nThe limit\nEveryone gets a few no-questions lockouts a year because it happens to everyone. Past that there's a nominal per-lockout charge — not punitive, just enough to make people grab their key. A genuinely lost card is deactivated immediately and replaced.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nDaytime: The hall front desk issues a temporary access card in a minute. Overnight: The on-call resident assistant, then Campus Safety as backup. Free: The first few per year; a small charge after that, and a lost-card fee if it needs a re-core. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nDaytime\nThe hall front desk issues a temporary access card in a minute\nOvernight\nThe on-call resident assistant, then Campus Safety as backup\nFree\nThe first few per year; a small charge after that, and a lost-card fee if it needs a re-core\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "magazine-class-notes.html", "title": "Class Notes", "description": "Jobs, retirements, weddings, grandchildren, tractors and one very late library book: news from Porter graduates, by decade, plus In Memoriam and how to send your own.", "headings": [ "Class Notes", "On this page", "1960s", "1970s", "1980s", "1990s", "2000s", "2010s", "2020s", "In Memoriam", "Send a class note" ], "content": "Porter Falls Magazine · Fall 2026 Class Notes\nJobs, retirements, weddings, grandchildren, tractors and one very late library book: news from Porter graduates, by decade, plus In Memoriam and how to send your own.\n1960s\nHarold Pettersen ’61 (Industrial Arts Education) has restored his eleventh tractor, a 1952 row-crop model, in the machine shed behind his house in Little Cedar. He reports that his diploma still says Wesconsin Polytechnic Institute at Porter and he has no plans to update it.\nWalter Mrozek ’62 (Industrial Arts Education) watched his grandson Sam cross the commencement stage in May, 64 years after he did. The family is profiled in this issue .\nCarol (Dahlberg) Ostrowski ’66 (Home Economics) and her husband Ray celebrated their 60th anniversary in June with a dinner at the Depot District restaurant where they had their first date, which has changed hands four times since and now serves ramen.\nDennis Okerlund ’69 (Mechanical Engineering) returned a Halvorsen Library copy of a machinists’ reference handbook he checked out in 1968. The library waived the fine. He asks that it be noted the book was used for its intended purpose the entire time.\n1970s\nJudith Kvale ’72 (Elementary Education) retired after 49 years as a teacher and reading specialist in the Porter Falls Area School District, including the last 12 as a volunteer. Her first class of third-graders is now old enough to retire too, and three of them came to the party.\nGary Solheim ’74 (Construction) was inducted into a regional builders’ association hall of fame. He credits a 1973 surveying lab on the University Farm, “where I learned that a level can be wrong but a cow cannot.”\nRosemary Tollefson ’77 (Dietetics) published her third community cookbook, Church Basement Classics, Lightly Corrected , with proceeds going to the Porter Falls Public Library.\nMichael Brandvik ’79 (Industrial Technology) is in his 21st season driving the Millrace Week parade’s antique fire truck. He would like it known that the truck runs fine and the siren is the problem.\n1980s\nLyle Haugen ’81 (Industrial Technology Education) begins his 39th year teaching machining in Founders Hall. He is the subject of this issue’s profile and asks that we stop calling him “the last machinist.”\nPatricia Lund ’83 (Graphic Communications) retired as production manager of a Lake City printing company after 37 years, the last 11 of which included printing this magazine. She says she has read every class note since 2015 at least twice, once for typos.\nTom Nygaard ’85 (Business Administration) and Anne (Hovde) Nygaard ’86 (Apparel Design) sold the Depot District outfitter they opened in 1991 to two of their former employees, both 2015 graduates.\nLinda Mrozek Haas ’88 (Business Administration) marks 40 years at Porter Valley Bank, where she started as a teller in her sophomore year and now manages the Main Street office.\nKevin Ruud ’89 (Food Science) retired from a 34-year career in dairy quality assurance and is volunteering at the University Farm, where his great-great-grandfather once farmed the same ground. See The Barn Turns 100 .\n1990s\nAnnika Lofgren ’94 (Journalism) retired as managing editor of a Lake City daily and is writing a history of the regional newspaper business. She contributed to this issue’s oral history and maintains that the headline was correct.\nDale Rusch ’95 (Secondary Education) was named principal of the year by a statewide principals’ association. He has been principal of Cedar Bluff High School since 2012 and still gets asked about 1994 at every Millrace Week.\nCorinne Brekke ’95 (Graphic Design), who drew the original Ironclads “P”, runs a two-person design studio in the Cities. She has asked that people stop sending her photos of the mark on things she did not approve, but she also keeps them all.\nPete Wojcik ’96 (Hospitality) is general manager of a resort on a lake two hours north and reports that he has not worn a mascot costume since 1994, “by choice and by court order of my own conscience.”\nJennifer Moua ’98 (Packaging) was promoted to vice president of operations at a food manufacturer in the Valley and hosts two Porter co-op students every spring.\n2000s\nBrian Sandvik ’03 (Civil Engineering) is the Porter Falls city engineer and oversaw the Millrace Loop trail resurfacing last summer. He confirms the historic pedestrian bridge is load-rated well above the Millrace Week 5K.\nRachel Thorsgaard ’09 (Technical Communication), a contributing writer for this magazine, published her first book, a history of small-town volunteer fire departments in the Upper Midwest.\nAndre Coleman ’06 (Computer Engineering) and Mei Lin Coleman ’07 (Interior Design) welcomed their third child, Ada, in March. Andre reports she has already been issued a Porter onesie and a pewter First Forge disc on loan from her father.\nSarah Kjos ’08 (Nursing), granddaughter of longtime machine-shop instructor Arne Kjos, is director of nursing at a critical-access hospital and serves on the advisory board of the Center for Rural Health & Aging .\n2010s\nDana Tveit ’11 (Packaging), senior packaging engineer at a Lake City medical products company, is profiled in the Spring 2026 issue for redesigning the trauma kits carried on the region’s ambulances.\nPa Nhia Lor ’14 (Nursing) marks twelve years at the Tamarack clinic of the Porter County Rural Health Network, where she is nurse manager. She was featured in the Spring 2026 cover story .\nKayla Fjelstad ’14 (Manufacturing Engineering) left her job running a Lake City machine shop to join the Machine Tool Technology faculty in Founders Hall. Her new office is 30 feet from the lathe she learned on.\nMarcus Ellefson ’16 (Cybersecurity) and Priya Raman ’17 (Software Engineering) were married in August at the Welcome Center depot. The ring bearer was a 14-year-old beagle who had to be carried.\nAbby Sorensen ’19 (Environmental Science) earned a master’s degree in water resources and joined the Wesconsin natural resources agency as a fisheries technician on the Porter River watershed.\n2020s\nJordan Vue ’21 (Construction Management) is project engineer on the first phase of the Founders Hall renovation, which means he will be in charge of the building where he failed his first statics quiz.\nBrianna Thiel ’21 (Nursing) moved from the Little Cedar clinic to the network’s float pool and reports driving 23,000 miles in a year, most of them on County Road K.\nAbby Sorensen ’23 (Civil Engineering) — no relation to the ’19 Abby Sorensen, which has caused at least one mixed-up conference badge — led the capstone team that designed the Millrace fish passage and now works for a water-resources engineering firm in the Cities.\nSam Haas ’26 (Manufacturing Engineering) started as a manufacturing engineer at a pump manufacturer in Lake City in June. He still has his First Forge disc.\nIn Memoriam\nWe note with sympathy the deaths of these members of the Porter community, reported to us between January 15 and June 15, 2026.\nArne Kjos , instructor in the Founders Hall machine shop, 1952–1988, of Porter Falls, March 3, at 97. He trained an estimated 3,800 students and his successor, Lyle Haugen ’81.\nEleanor (Brandt) Rasmussen ’55 , Home Economics, of Cedar Bluff, January 28, at 93.\nGordon Ness , athletics director, 1979–2001, of Founders Triangle, May 19, at 84, a few weeks after sitting for an interview for this issue.\nRobert Lunde ’63 , Industrial Technology, of Tamarack, February 11, at 85.\nLinnea Hovland ’71 , Elementary Education, of Lake City, April 2, at 77.\nJames Tran ’99 , Electrical Engineering, of the Cities, May 30, at 49.\nTheresa Moen , cook at The Forge dining hall, 1984–2019, of Porter Falls, June 4, at 79. Generations of students knew her as the person who saved them the last cinnamon roll.\nTo report a death, email classnotes@uwporterfalls.edu with the person’s name, class year or years of service, hometown and date of death. A gift in someone’s memory can be directed through the Foundation .\nSend a class note\nWrite it. 100 words or fewer, in the third person, with your full name (and name at graduation, if different), class year and program.\nSend it to classnotes@uwporterfalls.edu or by mail to Class Notes, Porter Falls Magazine, Millwright Hall 210, 1 Founders Drive, Porter Falls, Wesconsin 54999.\nAdd a photo if you like: a high-resolution file, at least 1 MB, with everyone in it identified left to right. We print about eight photos an issue.\nMeet the deadline: January 15 for spring, June 15 for fall. Notes that miss it run in the next issue.\nWe print new jobs, retirements, honors, books, weddings, births and adoptions after they happen. We do not print engagements or due dates, notes submitted about someone else without their permission, or anything that reads like an advertisement. Notes are edited for length and style. Planning a reunion? Class reunion planning can help, and the alumni directory can help you find classmates.\nAt a glance\nThis page\nNotes and In Memoriam from the Fall 2026 issue\nLength\n100 words or fewer\nDeadlines\nJanuary 15 (spring) · June 15 (fall)\nEmail\nclassnotes@uwporterfalls.edu\nWho to contact\nClass Notes, Porter Falls Magazine\nMillwright Hall 210\nPhone\n(715) 555–0252\nEmail\nclassnotes@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nPorter Falls Magazine\nFall 2026 issue\nSpring 2026 issue\nClass reunion planning\nAlumni directory\nDistinguished Alumni Awards" }, { "url": "magazine-duane-kolsrud-keys.html", "title": "The Keys to Everything", "description": "Duane Kolsrud has run Facilities since 1998 and carries the only complete set of keys to campus, including two buildings that no longer exist and one key that opens nothing at all. We asked to see them.", "headings": [ "The Keys to Everything", "On this page", "The ring", "What they open", "Two buildings that aren’t there", "Cards and keys", "The offers", "Key No. 214" ], "content": "Porter Falls Magazine · Fall 2026 The Keys to Everything\nDuane Kolsrud has run Facilities since 1998 and carries the only complete set of keys to campus, including two buildings that no longer exist and one key that opens nothing at all. We asked to see them.\nBy Rachel Thorsgaard ’09\nThe ring\nThere are, in fact, three rings, clipped to a single carabiner on Duane Kolsrud’s left hip. Together they hold 214 keys. Weighed for this story on the postal scale in the Founders Union mailroom, the set came to 2 pounds, 13 ounces. Kolsrud says the left pocket of every pair of work pants he has owned since 1998 has worn through first, “which is the only maintenance problem on this campus I’ve never been able to fix.”\nHe has been director of Facilities since 1998. In that time he has overseen every major capital project on campus, three chancellors’ first-week tours, two floods, one ice storm and the planning phase of the Founders Hall renovation. Through all of it, his has been the only complete set.\n“There are other copies of every key. There just isn’t another copy of all of them in one place. That’s on purpose. If somebody needs every door on campus opened at once, something has gone very wrong, and I’d like to be there.”\n— Duane Kolsrud\nWhat they open\nKolsrud sorts the keys by color-coded rubber caps, a system he inherited, kept, and has explained to perhaps four people. With his permission, a rough census:\nRed — Keys: 14; What they open: Building grand masters, one for each of the 14 buildings on the 86-acre campus\nYellow — Keys: 61; What they open: Mechanical, electrical and elevator rooms\nBlue — Keys: 38; What they open: Roof hatches, including the one on Millwright Hall that he says “nobody should be using, and I know who is”\nGreen — Keys: 22; What they open: The University Farm: barn, greenhouses, equipment shed, the cider press\nBlack — Keys: 9; What they open: Steam tunnel access points, including the 1926 tunnel between Founders Hall and Millwright Hall\nBrass, no cap — Keys: 68; What they open: Everything else: trophy cases, the Millrace sluice-gate padlock (shared with the city), the Welcome Center’s 1911 depot ticket window, a filing cabinet in the provost’s office\nLoose — Keys: 2; What they open: Buildings that no longer exist (see below)\nThat is 214. One of the brass ones is the problem.\nTwo buildings that aren’t there\nThe two loose keys belong to the Quonset Annex, a war-surplus steel hut erected in 1947 to handle the postwar enrollment surge and later used as the Applied Arts kiln shed, demolished in 2004; and the old Heating Plant, a 1926 coal-fired plant with a 90-foot brick stack, taken down in 2013.\n“People ask why I keep them. A building can come down, but somebody might still find a locked box that came out of it. It happened in 2016 — a cabinet from the Annex turned up at an estate sale in Tamarack, still locked. I drove out with the key. It opened. Inside were 1950s kiln logs and a sandwich nobody should describe.”\n— Duane Kolsrud\nThe kiln logs are now in University Archives . The sandwich is not.\nCards and keys\nBetween 2011 and 2019 the university moved most exterior doors to Porter Card readers; today about 92 percent of outside doors open with a tap, and requests for card access go through the key and card access process rather than through Kolsrud’s pocket. He was in favor of the change and says so often.\nThe keys still matter when the power doesn’t. During the February 2019 ice storm, a substation failure took the card system down for 31 hours. Kolsrud and campus locksmith Ruth Engebretson walked the campus in the dark and opened 40 doors by hand so residence halls, the Health Sciences Center and the dining hall could keep running.\n“Duane had a headlamp and the ring. I had a headlamp and a thermos. Between the two of us that covers most emergencies.”\n— Ruth Engebretson, campus locksmith since 2005\nThe offers\nKolsrud has been offered a vice chancellorship twice, in 2009 and again in 2017, and declined both times. The story on campus is that he told each search committee he would rather keep the keys. Asked to confirm it, he said only that it was “close enough,” which is not, by Lyle Haugen’s standard, a number. (Haugen is profiled in this issue .)\nEvery new chancellor’s first week includes a walking tour with Kolsrud. Dr. Elaine Vandehey’s, in 2019, took six hours.\n“I had been on this campus as a student, a professor and a dean for more than twenty years. He opened a closet in Millwright Hall I had walked past a thousand times, and there was a staircase in it. It goes to the steam tunnel. I still think about that staircase.”\n— Dr. Elaine Vandehey, chancellor\nIt was also Kolsrud’s crew that found the 1994 ballot boxes in Founders Hall this summer, the subject of this issue’s cover story .\nKey No. 214\nThe last key on the third ring is brass, about two inches long, with a bow worn smooth and a stamp that reads “WPI 41.” WPI is almost certainly Wesconsin Polytechnic Institute, the university’s name from 1937 to 1971; 41 may be a room, a year, or a cabinet. It came to Kolsrud on the ring he inherited in 1998, and it opens nothing he can find.\nHe has tried it, by his own account, in every lock on campus that is old enough, including the Founders Hall cornerstone vault plate (it is not a lock), the bell cabinet in the Welcome Center depot, and every desk in Millwright Hall built before 1971. Archives found no room 41 in any building plan from the 1940s.\n“Somebody knows. Somebody who was here before 1971 had a reason to stamp that key. I’d like to hear from them before I retire, which, for the record, is not soon.”\n— Duane Kolsrud\nIf you know what WPI 41 opens , write to magazine@uwporterfalls.edu . We will print the best theories in the spring issue and pass every one of them to Facilities, where they will be tried.\nAt a glance\nDirector of Facilities since\n1998\nKeys on the ring\n214, on three rings\nWeight\n2 lb 13 oz\nDemolished buildings still keyed\nQuonset Annex (2004), Heating Plant (2013)\nUnsolved\nKey No. 214, stamped “WPI 41”\nRelated resources\nFall 2026 issue\nDuane Kolsrud\nFacilities Management\nKey and card access requests\nCampus buildings\nMillwright Hall" }, { "url": "magazine-fall-2026.html", "title": "Porter Falls Magazine, Fall 2026", "description": "The Millrace Week issue: the night 3,104 students renamed their teams, the man who has taught on the 1912 high bay floor since 1988, the keys to everything, and one family’s three diplomas.", "headings": [ "Porter Falls Magazine, Fall 2026", "On this page", "Cover story", "In this issue", "From the Chancellor", "Campus Notes", "Ironclads", "Class Notes and In Memoriam" ], "content": "Porter Falls Magazine · Vol. 32, No. 2 Porter Falls Magazine, Fall 2026\nThe Millrace Week issue: the night 3,104 students renamed their teams, the man who has taught on the 1912 high bay floor since 1988, the keys to everything, and one family’s three diplomas.\nCover story\nThe Week Porter Stopped Being the Millwrights — In June, a Facilities crew surveying Founders Hall ahead of next summer’s renovation found two plywood ballot boxes in a storage room off the high bay, still holding the tally sheets from March 1994. Senior writer Joel Hagberg tracked down the student body president, the editor of the campus paper, the athletics director, the student inside the Millwright costume, and a mechanical engineering sophomore named Elaine Vandehey to piece together how Porter came to be named after a kind of ship it has never built.\nIn this issue\n4 — Story: From the Chancellor; By: Dr. Elaine Vandehey\n6 — Story: Letters; By: Readers\n9 — Story: Campus Notes; By: Staff\n18 — Story: The Week Porter Stopped Being the Millwrights; By: Joel Hagberg\n28 — Story: Thirty-Eight Years in the High Bay; By: Marcus Bye\n36 — Story: The Keys to Everything; By: Rachel Thorsgaard ’09\n42 — Story: Three Diplomas, One Dining Room Wall; By: Nadia Rahimi\n48 — Story: Ironclads; By: Staff\n51 — Story: Class Notes; By: Edited by Marcus Bye\n62 — Story: In Memoriam; By:\nFrom the Chancellor\nAn excerpt from Dr. Elaine Vandehey’s letter. The full text is on page 4 of the print edition.\n“I was a sophomore in March 1994, and I remember the vote mostly because I cast my ballot on the way out of a Statics exam I was fairly sure I had failed. (I had not. Barely.) What I did not appreciate at nineteen was that the students running that election were doing something the university still asks of every student: taking a real problem, testing a few solutions in public, and living with the result.\nThis fall we enrolled 8,412 students, the most in nine years, and every one of them will finish an internship, co-op or clinical before they graduate. That requirement is the Millwright part of us, and it is not going anywhere. The Ironclad part of us is the willingness to change the name on the jersey when the old one stops making sense. We need both. Come home for Millrace Week, walk the Riverfront Trail, and tell a student what you voted for in 1994. I still will not tell you what I voted for.”\n— Dr. Elaine Vandehey ’96, Chancellor\nMore from the chancellor’s office is on the Office of the Chancellor page.\nCampus Notes\nA nine-year high. Fall enrollment reached 8,412, up 6.1 percent, led by Nursing’s largest class ever (118) and a second straight record in Cybersecurity. The full story .\nFounders Hall, one wing at a time. The $15 million renovation of the 1912 building starts next summer and runs three summers so no fall or spring classes are displaced. The original machine-shop floor stays. Details .\nA second nursing cohort. Beginning in spring 2027, Nursing will admit a second, smaller cohort of 40 each spring, sized to what clinical partners can absorb. More .\nFive hundred and counting. The First-Generation Student Center, open since 2021, has now enrolled 500 students in its mentoring program. About 28 percent of each entering class is first-generation. About the center .\nEleven teams in the Hub. The fall cohort of the Student Venture Incubator moved into the Forge Innovation Hub, Founders Hall 140–150, in September: eleven teams, including a nursing-student scheduling tool for rural clinics and a dairy-equipment sensor built by two junior mechanical engineers.\nA new packaging lab. A regional manufacturer donated $380,000 in compression, drop, vibration and climate-testing equipment to Packaging Technology . Read more .\nIronclads\nVolleyball, ranked. The Ironclads opened the season No. 4 in the conference preseason poll, the program’s first preseason ranking, with four starters back from a 22–9 team. Story .\nLast lap in the old conference. 2026–27 is the final season before the move to a nearer conference in 2027–28, which cuts the median road trip from about 240 miles to about 130. Story .\nThe Forge Bowl. The annual game against Chippewa Valley State routinely draws more than 4,000 fans. Tickets and history on the Forge Bowl page.\nThe 1994 men’s basketball team , Porter’s only Sweet Sixteen squad, played its second-round game the same weekend as the name vote. That is not a coincidence, according to this issue’s cover story . Hall of Fame citation .\nClass Notes and In Memoriam\nThis issue carries 31 class notes, from a 1961 Industrial Arts graduate who still restores tractors in Little Cedar to a 2026 manufacturing engineering graduate who still keeps his First Forge disc on his desk. In Memoriam remembers seven members of the Porter community, including Arne Kjos, who taught in the Founders Hall machine shop from 1952 to 1988. Read them on the Class Notes page, and send your own by January 15 for the spring issue.\nA request from Facilities. Key No. 214 on Duane Kolsrud’s ring is stamped “WPI 41” and opens nothing anyone can find. If you know what it opens, read the story and write to us.\nAt a glance\nVolume\nVol. 32, No. 2\nMailed\nSeptember 22, 2026\nPages\n64\nCover\nThe 1994 Ironclads vote, 32 years on\nNext issue\nSpring 2027, mailing early April\nWho to contact\nPorter Falls Magazine, University Marketing & Communications\nMillwright Hall 210\nPhone\n(715) 555–0252\nEmail\nmagazine@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nPorter Falls Magazine\nSpring 2026 issue\nClass Notes & In Memoriam\nTraditions\nHistory\nClass reunion planning" }, { "url": "magazine-millrace-restoration-riverfront-trail.html", "title": "Bringing Back the Millrace", "description": "An 1856 mill channel, a dam that came out in 1920, a capstone team, 3,200 trees and 47 brook trout. How the ditch behind campus became a stream again.", "headings": [ "Bringing Back the Millrace", "On this page", "A ditch with a past", "The capstone that got built", "Forty-seven trout", "Planting the banks", "The trail beside it", "What comes next" ], "content": "Porter Falls Magazine · Spring 2026 Bringing Back the Millrace\nAn 1856 mill channel, a dam that came out in 1920, a capstone team, 3,200 trees and 47 brook trout. How the ditch behind campus became a stream again.\nBy Joel Hagberg\nA ditch with a past\nThe Millrace was dug by hand in 1856: an 1,800-foot channel that peeled off the Porter River above the falls to turn the wheels of a sawmill and, later, an ironworks. It is why the town is where it is, and in a roundabout way it is why the university’s teams were called the Millwrights for seventy years until a 1994 student vote made them the Ironclads .\nThe mill dam came out in 1920. It left behind a four-foot vertical drop at the Millrace outlet that no fish could climb. By the 1970s, alumni from that era remember the channel mainly as “the ditch,” a place where shopping carts went to retire.\n“We used to dare each other to jump it. You could, at the narrow spot behind what’s now Millrace Hall. You would not want to land in it.”\n— Gary Solheim ’74\nThe capstone that got built\nIn fall 2022 a five-student Civil Engineering capstone team led by Abby Sorensen ’23 took on a problem the city, the county and the state natural resources agency had been circling for a decade: how to get fish past the four-foot drop without rebuilding the outlet.\nTheir answer was a 120-foot roughened channel beside the drop — a series of engineered riffles at a 3 percent slope, with 1.5-foot steps and resting pools between them. They modeled it for two semesters, built a 1:10 scale version in the hydraulics lab, and presented it to a joint city-county committee in April 2023.\n“Everybody’s capstone gets presented. Almost nobody’s gets poured. When they called to say it was funded, I was in a grocery store, and I sat down on the floor in the cereal aisle.”\n— Abby Sorensen ’23\nThe Forge Prototyping Lab fabricated the steel forms and monitoring brackets; the state agency’s crews did the heavy earthwork. The $380,000 cost was split 60 percent state grant, 25 percent university and 15 percent the Porter River Riverkeepers, a volunteer group that raised its share mostly through a pancake breakfast and, by its own account, “a raffle that got out of hand.” The Millrace Fish Passage opened in October 2024.\nForty-seven trout\nStudents in the university’s Riverwatch program maintain 12 water-quality stations along the river and the Millrace. Before the passage opened, they had begun tagging brook trout downstream with passive integrated transponder tags — tiny chips read by antennas as fish swim past.\nIn the first spawning season, spring 2025, antennas at Station 3, below the passage, and Station 7, above it, recorded 47 tagged brook trout making the climb. That summer, student crews found the first evidence of natural trout reproduction in the Millrace corridor in more than 60 years.\n“We had one tag read at Station 7 and then, forty minutes later, at a spot that made no hydrological sense. We eventually worked out it was inside a great blue heron. So the official count is forty-seven trout, and also one heron that is doing very well.”\n— Sofia Ekberg-Moe, environmental science senior and Riverwatch station lead\nMonitoring of the second season was under way as this issue went to press. More on the network, the stations and the data is on the Porter River & Millrace Ecology page.\nPlanting the banks\nTrout need cold water, and cold water needs shade. Between 2023 and 2025, the Riparian Corridor Project planted 3,200 native trees and shrubs along 1.5 miles of the main stem from campus to Depot Plaza: silver maple, river birch, red osier dogwood, buttonbush, ninebark and elderberry. Environmental Science capstone teams designed the plantings; volunteers logged more than 1,200 hours putting them in.\nShade cover on the planted stretch is up about 35 percent.\nBank erosion , measured at fixed photo points, is down about 60 percent.\nThe annual garlic mustard pull on Earth Day draws more than 200 volunteers, many of them alumni who return each year with the same gloves.\n“Planting a tree is the easy part. Keeping 3,200 of them alive through two droughts and a hungry deer population is a logistics job. My students now know more about tree guards than anyone should.”\n— Dr. Henrik Moe, associate professor of environmental science\nThe trail beside it\nMost people meet the Millrace from the Riverfront Trail , the town’s 3.2-mile paved path along both banks of the Porter River. Its middle segment, the 1.2-mile Millrace Loop, crosses the channel on the historic pedestrian bridge and carries interpretive signs on the town’s industrial history — written, in 2019, by students in a public history course and fact-checked by University Archives. The trail logs more than 1,200 trips a day, peaking between 5 and 7 p.m. on weekdays.\nThe city resurfaced the Millrace Loop last summer under the direction of city engineer Brian Sandvik ’03, who confirmed the bridge’s load rating is well above what the Millrace Week alumni 5K puts on it. The 5K route runs the Campus Reach and the Millrace Loop, which means several hundred alumni a year now jog past a fish passage designed by students who were not born when they graduated.\nPractical advice on using the riverfront, including where not to wade, is on The Millrace and Porter River .\nWhat comes next\nThe next project is upstream. A Civil Engineering course in stream restoration design is working on the Cedar Creek tributary, which has its own, smaller barrier and its own, smaller trout. Students are also tracking road-salt runoff from five tributaries to inform the city’s winter salting plan, and mapping cold groundwater seeps with a drone-mounted thermal camera built in the Prototyping Lab.\n“When I came here people told me the Millrace was a ditch. Now it’s a stream with fish in it, and I can show you the data. I’d like the next class to inherit a river.”\n— Sofia Ekberg-Moe\nShe is not, she wishes to make clear, related to Dr. Moe. The department has stopped finding this funny. Nobody else has.\nAt a glance\nMillrace dug\n1856; 1,800 feet long\nMill dam removed\n1920, leaving a 4-foot barrier\nFish passage\nOpened October 2024; 120 feet, 3% slope; $380,000\nFirst season\n47 tagged brook trout passed upstream (spring 2025)\nRiparian planting\n3,200 native trees and shrubs, 2023–25\nRelated resources\nSpring 2026 issue\nPorter River & Millrace Ecology\nParks & trails\nThe Millrace and Porter River\nCivil Engineering\nSustainability" }, { "url": "magazine-millwrights-to-ironclads-oral-history.html", "title": "The Week Porter Stopped Being the Millwrights", "description": "In March 1994, 3,104 students lined up in Founders Union and renamed their teams after a kind of ship Porter has never built. Thirty-two years later, the people who were there explain how it happened.", "headings": [ "The Week Porter Stopped Being the Millwrights", "On this page", "Two boxes in a storage room", "A name nobody could explain", "The ballot", "Two days in March", "Losing gracefully, mostly", "Thirty-two years later" ], "content": "Porter Falls Magazine · Fall 2026 The Week Porter Stopped Being the Millwrights\nIn March 1994, 3,104 students lined up in Founders Union and renamed their teams after a kind of ship Porter has never built. Thirty-two years later, the people who were there explain how it happened.\nBy Joel Hagberg\nTwo boxes in a storage room\nIn June, a Facilities crew walking Founders Hall ahead of next summer’s renovation opened a storage room off the high bay that had last been inventoried in 2009. Behind a stack of drafting tables they found two plywood boxes, painted navy, with a slot cut in each lid and “STUDENT SENATE — DO NOT REMOVE” stenciled on the side. Inside were the tally sheets from March 2 and 3, 1994, the two days Porter students voted to stop being the Millwrights.\n“I’ve had a key to that room since 1998,” said Duane Kolsrud, director of Facilities. “I just never had a reason to move the drafting tables.” (Kolsrud’s keys are a story of their own in this issue.)\nThe boxes are now in University Archives . We used them as an excuse to find the people who filled them. What follows has been edited for length and, in one case, for language.\nA name nobody could explain\nThe teams had been the Porter Millwrights since the 1920s, a nod to the manual-training school’s shop floors. By the early 1990s, the name had a recruiting problem.\n“I had a mother ask me, at a football recruiting visit, whether her son would be expected to repair the looms. We did not have looms. We have never had looms.”\n— Gordon Ness, athletics director, 1979–2001\n“The mascot was a guy called Millie. He was a millwright, so he had overalls and a foam wrench about four feet long, and a head that was basically a papier-mâché bucket. In November 1992 the head got left on the team bus after a road game at Eau Pleine and we never saw it again. So for the whole 1993 season Millie was a guy in overalls with a wrench and a stocking cap, which honestly read more like a plumber.”\n— Pete Wojcik ’96, the last person to wear the Millie costume\n“We ran an editorial in November 1993 called ‘Who Are We Playing For?’ It said, more or less, that a name should mean something to the people wearing it, and that nobody under sixty knew what a millwright did. We got forty letters. Thirty-eight of them were from alumni.”\n— Annika Lofgren ’94, editor-in-chief, The Porter Current , 1993–94\nThe ballot\nIn January 1994 the Student Senate voted 19–6 to put the question to the whole student body, with the athletics department agreeing in advance to honor the result.\n“Gordon Ness came to the senate meeting himself, which athletic directors did not do. He said, ‘If you pick something I can put on a helmet, I’ll put it on a helmet.’ That was the whole negotiation.”\n— Dale Rusch ’95, student body president, 1993–94\nFour names made the ballot, plus a write-in line. Ironclads came from a history major who argued in the Current that the state’s World War II shipbuilding was the region’s great industrial story, and that a polytechnic should be named for one.\n“Someone wrote a letter pointing out that Porter had never built a boat larger than a rowing shell. We printed it. It turned out to be a selling point. Students liked that it was a little bit absurd.”\n— Annika Lofgren ’94\n“Foundrymen had a real constituency in engineering. Rivermen was mostly the rowing club. And Millwrights had everybody who thought the whole thing was a waste of time, which was a lot of people.”\n— Dale Rusch ’95\nTwo days in March\nPolling tables went up in Founders Union and at The Forge dining hall on Wednesday and Thursday, March 2 and 3. That same weekend, the men’s basketball team — 27–4, the best season in program history — was playing in the NCAA tournament on its way to Porter’s only Sweet Sixteen. (The team is in the Athletics Hall of Fame .)\n“We had budgeted for maybe 1,500 ballots. By Thursday lunch we were cutting new ones out of copy paper with a paper cutter from the Current office. Everybody was in a mood to have an opinion about the teams. I don’t think the vote happens the way it happened without that basketball team.”\n— Dale Rusch ’95\n“I voted on my way out of a Statics exam I was sure I had failed. I remember standing at the table and thinking that at least this was a question with no wrong answer. I am not going to tell you how I voted. The chancellor’s ballot is secret, and so was the sophomore’s.”\n— Dr. Elaine Vandehey ’96, then a mechanical engineering sophomore, now chancellor\nThe tally sheets in the recovered boxes match the totals the Current printed the following Tuesday:\nIronclads — Votes: 1,388; Share: 44.7%\nMillwrights (keep) — Votes: 1,121; Share: 36.1%\nFoundrymen — Votes: 331; Share: 10.7%\nRivermen — Votes: 151; Share: 4.9%\nWrite-ins (including 38 for “the Porter Falls Porters” and one for Gordon Ness) — Votes: 113; Share: 3.6%\nTotal — Votes: 3,104; Share:\n“It was a plurality, not a majority. The senate resolution said plurality, in writing, in advance. I have explained this at every Millrace Week for thirty-two years.”\n— Dale Rusch ’95\nLosing gracefully, mostly\nThe magazine’s predecessor, The Porter Alumnus , received 212 letters about the vote that spring. By the editor’s count at the time, 171 were against it.\n“I spent April on the phone. What settled it was keeping the things that were actually the Millwrights’ — homecoming stayed Millrace Week, the stadium stayed Millwright Stadium, the Alumni Band kept the 1961 fight song. Change the jersey, keep the house. Most people could live with that.”\n— Gordon Ness\n“Millie’s last appearance was the spring awards banquet. Overalls, wrench, stocking cap. I got a standing ovation, which I think was mostly relief. The wrench is in the archives now. The overalls I wore for another two years.”\n— Pete Wojcik ’96\nThat fall the athletics department ran a design contest for a new mark. There were 64 entries.\n“Mine was the one that would still read on a helmet from the top row of the stadium. That was the whole brief I gave myself. People think the P has some deeper meaning. It is a P.”\n— Corinne Brekke ’95, who drew the original Ironclads “P” as an Applied Arts senior\nThen and now, in the athletics trophy case.\nThirty-two years later\nThe Ironclads first wore the P on September 10, 1994, against Chippewa Valley State, and lost 17–14. Nobody has seriously proposed changing the name back. A 2011 online petition for “the Porter Falls Porters” gathered 41 signatures, which is three more than the write-in got.\n“Every recruit asks what an Ironclad is. That’s the best thing a name can do — it starts the conversation. Then we tell them about the vote, and that the students picked it, and they like that more than any mascot.”\n— Chuck Running, director of athletics\n“We thought it was the biggest decision anyone would ever make about this place. It wasn’t. It was a name. But it was ours, we did it in public, and it held. That’s not nothing.”\n— Dale Rusch ’95, now principal of Cedar Bluff High School\nGordon Ness died in May, a few weeks after he sat for this interview; he is remembered in In Memoriam . The 1994 vote remains a staple of Millrace Week trivia night, and the recovered ballot boxes will be on display in the Welcome Center during Millrace Week. More on how the name fits into campus life is on the Traditions and History pages.\nAt a glance\nVote held\nMarch 2–3, 1994, Founders Union and The Forge\nTurnout\n3,104 ballots\nWinner\nIronclads, 1,388 votes (44.7%)\nFirst game as Ironclads\nSeptember 10, 1994, vs. Chippewa Valley State\nBallot boxes\nFound June 2026; now in University Archives\nRelated resources\nFall 2026 issue\nThe Keys to Everything\nTraditions\nHistory\nIronclad Athletics\nThe Porter Current\n1994 Men’s Basketball Team" }, { "url": "magazine-packaging-alum-medical-kits.html", "title": "Nine Seconds", "description": "Dana Tveit ’11 spent two years watching volunteer EMTs fight trauma kits with frozen fingers. Her redesign cut the time to the first bandage from 41 seconds to nine.", "headings": [ "Nine Seconds", "On this page", "The problem in the glove", "What she learned on campus", "Designing for the worst five minutes", "The freezer test", "Why thirty-two seconds matters", "Where the kits are now" ], "content": "Porter Falls Magazine · Spring 2026 Nine Seconds\nDana Tveit ’11 spent two years watching volunteer EMTs fight trauma kits with frozen fingers. Her redesign cut the time to the first bandage from 41 seconds to nine.\nBy Rachel Thorsgaard ’09\nThe problem in the glove\nIn January 2022 Dana Tveit stood in the bay of the Little Cedar Volunteer Ambulance service with a stopwatch, watching an EMT with 19 years of experience try to open a trauma kit while wearing the insulated gloves she actually works in from November to March. The kit was a heat-sealed plastic pouch with a notched tear strip about the width of a fingernail. It took her 52 seconds and a pair of trauma shears.\n“She wasn’t doing anything wrong. The package was designed by someone who opened it at a desk, at seventy degrees, with bare hands. Nobody bleeds at a desk.”\n— Dana Tveit ’11, senior packaging engineer\nTveit is a senior packaging engineer at a medical products company in Lake City that assembles kits for ambulance services, rural clinics and fire departments across the region. Over the following months she timed 36 volunteer EMTs from eight Porter County services. In winter conditions the average time from “open the kit” to “pressure bandage in hand” was 41 seconds.\nWhat she learned on campus\nTveit grew up in Grange Hollow, the daughter of a volunteer firefighter, and came to Porter in 2007 intending to study graphic design. In her first semester a friend dragged her to a Packaging Society meeting with the promise of free pizza. She switched majors in December.\n“Packaging is the only engineering field where your end user is having the worst day of their life and also can’t read the instructions. I didn’t know that was a job. Once I did, I didn’t want any other one.”\n— Dana Tveit\nThe Packaging Technology program is one of a small number of dedicated undergraduate packaging degrees in the country. Tveit remembers two parts of it best: the distribution-testing labs, where students drop, shake, crush and freeze packages until they fail, and a human-factors assignment in her junior year from Dr. Howard Gilbertson, who made every student open their own designs blindfolded.\n“Mine took four minutes,” she said. “He wrote ‘Four minutes?’ on it in red and nothing else. I still have it.”\nDesigning for the worst five minutes\nThe redesign took 18 months and eleven prototypes. The changes, side by side:\nOpening — Old kit: Notched tear strip, about 8 mm; New kit: Pull loop, 38 mm, sized for a mitten\nLayout — Old kit: Contents loose in one pouch; New kit: Thermoformed tray, items in order of use\nIdentification — Old kit: Printed list on the back, 7-point type; New kit: Color bands by task, labels in 14-point type\nOuter packaging — Old kit: Pouch inside a second bag; New kit: Single sealed tray; 22% less plastic\nCold tolerance — Old kit: Seal brittle below about 0°F; New kit: Tested to −30°F after 72 hours\nTime to first bandage (gloved, cold) — Old kit: 41 seconds; New kit: 9 seconds\nThe climate and drop testing was done partly at Porter, where student analysts at the Center for Packaging Innovation ran the prototypes through vibration tables and an environmental chamber set to simulate a kit left overnight in an unheated ambulance in January. One prototype passed every test except being dropped corner-first on a frozen floor, which, a student noted in the report, “is the only floor an ambulance has.”\nThe freezer test\nThe final trial took place in a walk-in freezer at a regional EMS training center in Lake City in February 2024, at 10°F. Thirty-six volunteer EMTs, wearing their own gloves, opened old and new kits in random order while a student from Porter’s packaging program held the stopwatch.\nThe new kit averaged nine seconds. One failure mode emerged on the first afternoon: the pull loop, at 38 millimeters, was the perfect size to snag on a stretcher strap. Tveit’s team added a fold-down tab that keeps the loop flat until it is needed. The fix took two weeks and is now the feature EMTs mention first.\n“Thirty-six people in a freezer, and not one of them complained about the cold. They complained about the old kit. That’s when I knew we had the right test.”\n— Dana Tveit\nWhy thirty-two seconds matters\nThirty-two seconds does not sound like much. Tveit is careful not to overstate it; she is a packaging engineer, not a physician, and she defers to the medical directors who approved the kit’s contents. But the services she worked with put it plainly: in a rural county, the first few minutes of a serious bleed are often handled by one or two volunteers who arrived in their own pickup trucks, before the ambulance does.\n“Half our calls, the first person on scene is a volunteer who left a dairy barn or a kitchen table. They don’t have a partner yet. They have two hands and gloves on, and whatever’s in the kit. If the kit fights them, they’re fighting it alone.”\n— Captain Mark Hellerud, Little Cedar Volunteer Ambulance\nThe redesign also changed what happens after the call. The old kits were frequently opened, half-used and thrown away because no one could tell what was left. The new trays, with items in fixed positions, make a used kit easy to restock. Two of the services that adopted it early report cutting kit spending by about a fifth, which for a volunteer ambulance squad funded largely by pancake breakfasts is not a small number.\nWhere the kits are now\nThe redesigned kits are now carried by 61 ambulance services and a dozen rural clinics, including all four in the Porter County Rural Health Network featured in this issue’s cover story . Tveit’s company assembles about 11,000 of them a year.\nShe has hired three Porter co-op students since 2022, and each spring she comes back to campus to critique projects in PKG 4900, Senior Design , where she makes every team open its prototype with winter gloves on.\n“I tell them the same thing Dr. Gilbertson told me, except I say it out loud: you are not the user. Go find the user. Then go find the user’s gloves.”\n— Dana Tveit ’11\nStudents interested in packaging can start with the Packaging minor or the program’s career outcomes . Alumni with a project for the Center can reach it through its page.\nAt a glance\nAlum\nDana Tveit, B.S. Packaging Technology, 2011\nOld kit\n41 seconds to first bandage, gloved, in the cold\nNew kit\n9 seconds; 22% less plastic; tested to −30°F\nIn service\n61 ambulance services and about a dozen clinics\nVolume\nAbout 11,000 kits a year\nRelated resources\nSpring 2026 issue\nPackaging Technology\nCenter for Packaging Innovation\nPackaging Society\nTwenty-Three Nurses and a County\nAlumni spotlights" }, { "url": "magazine-rural-nursing-porter-county.html", "title": "Twenty-Three Nurses and a County", "description": "Of the 31 registered nurses in the Porter County Rural Health Network’s four clinics, 23 graduated from Porter. Here is how a nursing program quietly became a county’s staffing plan.", "headings": [ "Twenty-Three Nurses and a County", "On this page", "Tuesday in Tamarack", "The numbers", "How it happened", "What rural nursing actually is", "The waitlist problem", "Why they stay" ], "content": "Porter Falls Magazine · Spring 2026 Twenty-Three Nurses and a County\nOf the 31 registered nurses in the Porter County Rural Health Network’s four clinics, 23 graduated from Porter. Here is how a nursing program quietly became a county’s staffing plan.\nBy Ingrid Fossum\nTuesday in Tamarack\nThe Tamarack clinic opens at 7:30 a.m. in a one-story brick building that used to be a feed store, 22 miles northeast of Porter Falls on County Road K. By 7:40 on the Tuesday I visited in February, there was a dairy farmer in exam room 2 with a cut across the back of his hand from a frozen gate latch, a toddler with an ear infection in room 3, and a retired schoolteacher in the waiting room who was there, she said, “for my blood pressure and to see who else is here.”\nNurse manager Pa Nhia Lor ’14 handled all three before her first coffee. She has worked at Tamarack since the fall after she graduated. She knows which patients will tell her the truth about their salt intake and which will tell her what they think she wants to hear, “and I write down both and average them.”\n“In the city you’re one nurse on a unit of thirty. Out here you’re the nurse. The hospital is forty-eight minutes away in Lake City if the roads are good. You learn to think like the whole hospital for the first hour.”\n— Pa Nhia Lor ’14, B.S.N., nurse manager, Tamarack clinic\nThe numbers\nThe Porter County Rural Health Network runs four primary-care clinics in the county’s smaller towns, with telehealth links to the hospital in Lake City and a float pool that covers vacations, sick days and the occasional blizzard. As of this winter:\nTamarack — Miles from Porter Falls: 22; Opened: 1998; RNs: 8; Porter grads: 6\nLittle Cedar — Miles from Porter Falls: 31; Opened: 2004; RNs: 7; Porter grads: 5\nGrange Hollow — Miles from Porter Falls: 17; Opened: 2009; RNs: 6; Porter grads: 5\nOtter Bend — Miles from Porter Falls: 27; Opened: 2015; RNs: 5; Porter grads: 3\nFloat pool — Miles from Porter Falls: —; Opened: 2012; RNs: 5; Porter grads: 4\nTotal — Miles from Porter Falls: ; Opened: ; RNs: 31; Porter grads: 23\nFifteen years ago the picture looked different. In 2011 the network’s annual RN turnover was 40 percent, and it spent more on short-term agency nurses than on its own staff. Last year turnover was 9 percent, and the network did not book a single agency shift.\nHow it happened\nNobody planned it as a pipeline, exactly. In 2011, faculty from the Nursing program and the Center for Rural Health & Aging sat down with the network’s clinical director to talk about practicum sites. The network needed help; the program needed placements. They agreed to take four seniors that first year for the community-health rotation in NURS 4200 .\nThree of the four were hired after graduation. The next year the network asked for six students. The partnership now places 14 seniors a year across the four clinics and the float pool, and the Center runs an annual survey of every rural practicum student. The pattern in fifteen years of results is consistent: students who grew up in a rural county, and who did their practicum in one, are about three times as likely to take a rural job.\n“We did not invent anything. We noticed that the best recruiter for a rural clinic is a semester working in a rural clinic, and then we stopped getting in the way of it.”\n— Dr. Laura Vance, dean, College of Health Sciences\nMoney helped too. The Rural Health Scholarship goes to students who commit to a practicum outside the county’s larger towns, and the network adds a $6,000 hiring bonus for graduates who stay two years. Eleven of the 23 Porter nurses in the network grew up in Porter County. Four grew up in the town where their clinic is.\nWhat rural nursing actually is\nBrianna Thiel ’21 spent three years at the Little Cedar clinic before moving to the float pool, where she now covers all four sites. Her list of what a rural clinic nurse does in a typical week, offered unprompted:\nTriage on the phone for patients deciding whether a 45-minute drive to the emergency department is worth it.\nRun the telehealth cart for a cardiology consult with a specialist in Lake City.\nDraw blood, start IVs, splint a wrist, and stitch, under standing orders, what can be stitched.\nDo a home visit for a patient who cannot get to the clinic in February.\nExplain a new insulin pen three times, to three generations of the same family.\nKnow where the county plow is.\nThe program has adapted. Since 2019 the simulation hospital in the Health Sciences Center has run a “rural night” scenario in which one nurse handles a cardiac event with a 40-minute ambulance response and a telehealth physician on a laggy video connection. Faculty insist the lag is realistic and not a budget problem.\n“The sim was the first time I understood I’d be the one in charge. That’s terrifying at 21. It’s less terrifying the second time, which is the point of doing it in a sim.”\n— Brianna Thiel ’21, B.S.N.\nThe waitlist problem\nThe success has a ceiling. Porter’s nursing program has had a waitlist for three straight years, and the limiting factor is not classrooms or faculty but clinical placements, which only grow as fast as hospitals and clinics can supervise students. The network can take 14 seniors a year without straining its own staff. It cannot take 30.\nThe College of Health Sciences is studying whether a second, smaller cohort could be admitted each spring, sized to what clinical partners can actually absorb. Rural sites figure prominently in that math. “Every placement in Otter Bend is a placement we don’t have to find in a hospital that’s already full,” said Vance. More on how placements work is in Clinical placements and the health programs .\nWhy they stay\nAsked why they stay, the Porter nurses in the network gave a consistent set of answers: four-day schedules, a state rural loan-assistance program that has paid off a combined $410,000 of their student debt, and something harder to quantify.\n“I saw a patient last week whose daughter I delivered in the back of an ambulance in 2018. The daughter was there too, she’s in second grade, she showed me her loose tooth. Nobody in a city hospital gets that.”\n— Grace Engen ’12, B.S.N., Grange Hollow clinic\nAt 5:15 on the Tuesday in Tamarack, with snow starting, Lor handed off to the evening on-call nurse — Hannah Ostby ’24, two years out of Porter, who did her practicum in that same building. Lor walked her through three patients, the state of the road, and which supply cabinet sticks. Then she drove home to Porter Falls on County Road K, where, she says, she knows every curve, and at least three of the people who live on them.\nAt a glance\nNetwork\nPorter County Rural Health Network: four clinics plus a float pool\nRNs\n31, of whom 23 are Porter graduates\nTurnover\n40% in 2011; 9% last year\nPracticum\n14 Porter seniors a year in network clinics\nNearest hospital\nLake City, about 48 minutes from Tamarack\nRelated resources\nSpring 2026 issue\nNursing (B.S.N.)\nCenter for Rural Health & Aging\nRural Health Scholarship\nClinical placements\nNursing outcomes" }, { "url": "magazine-spring-2026.html", "title": "Porter Falls Magazine, Spring 2026", "description": "Twenty-three Porter nurses holding up a county’s rural clinics, a barn that turns 100, a ditch that became a trout stream again, and nine seconds in the back of an ambulance.", "headings": [ "Porter Falls Magazine, Spring 2026", "On this page", "Cover story", "In this issue", "From the Chancellor", "Campus Notes", "Ironclads", "Class Notes and In Memoriam" ], "content": "Porter Falls Magazine · Vol. 32, No. 1 Porter Falls Magazine, Spring 2026\nTwenty-three Porter nurses holding up a county’s rural clinics, a barn that turns 100, a ditch that became a trout stream again, and nine seconds in the back of an ambulance.\nCover story\nTwenty-Three Nurses and a County — Of the 31 registered nurses working in the Porter County Rural Health Network’s four clinics, 23 graduated from Porter. Editor Ingrid Fossum spent a week driving between Tamarack, Little Cedar, Grange Hollow and Otter Bend to find out how a nursing program quietly became a county’s staffing plan — and what happens when a clinic’s only nurse is snowed in.\nIn this issue\n4 — Story: From the Chancellor; By: Dr. Elaine Vandehey\n6 — Story: Letters; By: Readers\n9 — Story: Campus Notes; By: Staff\n18 — Story: Twenty-Three Nurses and a County; By: Ingrid Fossum\n28 — Story: The Barn Turns 100; By: Marcus Bye\n35 — Story: Bringing Back the Millrace; By: Joel Hagberg\n42 — Story: Nine Seconds; By: Rachel Thorsgaard ’09\n48 — Story: Ironclads; By: Staff\n51 — Story: Class Notes; By: Edited by Marcus Bye\n62 — Story: In Memoriam; By:\nFrom the Chancellor\nAn excerpt from Dr. Elaine Vandehey’s letter. The full text is on page 4 of the print edition.\n“Every spring someone asks me which part of a Porter education we could streamline if budgets tighten. My answer has not changed since 2019: not the internship, not the co-op, not the clinical. Read this issue’s cover story and you will see why. Most of the twenty-three Porter graduates keeping four rural clinics open in this county did their senior practicum in one of those clinics. Nobody recruited them with a brochure. They were recruited by a Tuesday in Tamarack.\nThe same is true of the civil engineering students who designed the Millrace fish passage, and of the packaging graduate who spent two years watching EMTs fight a plastic pouch in a freezer. The work was real, so the learning was real. That is the deal Porter has offered since 1893, and I intend to keep offering it.”\n— Dr. Elaine Vandehey ’96, Chancellor\nCampus Notes\nTesting what replaces foam. The Center for Packaging Innovation began a two-year federal contract to test compostable fiber food containers, with six undergraduate and two graduate research assistants paid from the contract. Story .\nThe barn’s birthday. The University Farm will mark the 1926 barn’s centennial at its fall open house on Saturday, September 26, with wagon tours, a cider press and the original builder’s ledger on loan from University Archives. The story .\nWinter Carnival, again cold. The ice-sculpture competition drew 22 teams. An engineering team’s 9-foot replica of the Founders Hall entrance stood for 19 days, a record, mostly because it never got above 14°F. Winter Carnival .\nTrout, year two. Student monitors at Riverwatch Station 7 began logging the second spawning season since the Millrace fish passage opened in October 2024. Bringing Back the Millrace .\nFoundry Friday, now with a waitlist. The Founders Union makerspace added a sign-up sheet for its two newest 3D printers after a semester of students camping out at 1 p.m. Traditions .\nIronclads\nA new conference. Athletics announced in November that Porter will move to a nearer conference beginning in 2027–28. Six of the nine other members are within a three-hour drive. Story .\nVolleyball’s best year in a while. The Ironclads finished 22–9 and reached the conference semifinal at Ironclad Fieldhouse before falling in four sets.\nTwo to nationals. Wrestling sent two qualifiers to the national championships, the first time since 2017 the program has sent more than one.\nRunning, on the record. Athletics director Chuck Running has asked alumni who still own Millwrights-era jerseys to lend them for a fall display in the Fieldhouse concourse. Contact the athletics office .\nClass Notes and In Memoriam\nNotes from this issue have rolled into the current Class Notes page, which is updated each fall and spring. The deadline for the fall issue was June 15; the next deadline is January 15, 2027 for the spring issue. Letters responding to anything in this issue are still welcome at magazine@uwporterfalls.edu .\nAt a glance\nVolume\nVol. 32, No. 1\nMailed\nApril 6, 2026\nPages\n60\nCover\nPorter nurses in the county’s rural clinics\nCurrent issue\nFall 2026\nWho to contact\nPorter Falls Magazine, University Marketing & Communications\nMillwright Hall 210\nPhone\n(715) 555–0252\nEmail\nmagazine@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nPorter Falls Magazine\nFall 2026 issue\nClass Notes & In Memoriam\nNursing (B.S.N.)\nUniversity Farm\nParks & trails in Porter Falls" }, { "url": "magazine-thirty-eight-years-in-the-high-bay.html", "title": "Thirty-Eight Years in the High Bay", "description": "Lyle Haugen has taught machining on Founders Hall’s 1912 floor since 1988, and has seen roughly 4,100 students make their first chip. He would like you to deburr that edge.", "headings": [ "Thirty-Eight Years in the High Bay", "On this page", "Six-forty, every morning", "The floor", "Three instructors since 1912", "The hammer, and other sayings", "The pour", "What happens next" ], "content": "Porter Falls Magazine · Fall 2026 Thirty-Eight Years in the High Bay\nLyle Haugen has taught machining on Founders Hall’s 1912 floor since 1988, and has seen roughly 4,100 students make their first chip. He would like you to deburr that edge.\nBy Marcus Bye\nSix-forty, every morning\nLyle Haugen unlocks the Founders Hall high bay at 6:40 a.m. He is one of nine people outside Facilities who has a key, a privilege he describes as “mostly a responsibility to be early.” He turns on the lights in three banks, checks the pendant on the 1948 overhead crane, fills a coffee mug that says “Millwrights Wrestling 1987” (he has never wrestled), and walks the floor once, end to end, looking for anything a student left running, leaning or leaking.\nBy 7:45 the first section of MACH 1100, Machining Fundamentals , is standing at the engine lathes in safety glasses. Haugen has taught some version of that course every semester since August 1988 — 76 fall and spring terms, by his count, plus a few summers he would rather not discuss. He estimates about 4,100 students have made their first cut in his shop. He remembers, he says, “a worrying number of their parts.”\nThe floor\nThe high bay’s floor is the original 1912 machine-shop floor, end-grain wood block set in pitch, which has outlasted three renovations of the building around it and is still in daily use. Haugen can read it. The dark rectangles near the north wall are where a line of belt-driven lathes stood until 1951. There is a shallow dip in front of lathe 6 worn by a century of students shifting their weight while they waited for a cut to finish.\n“People ask why we don’t pour concrete,” he said. “Drop a tool on concrete and you lose the tool. Drop it on wood block and you lose your dignity, which grows back.”\nThe shop today holds 14 engine lathes, 12 knee mills, four surface grinders, a horizontal bandsaw that he calls “the only machine in here that has never surprised me,” and, through a glass wall installed in 1997, nine CNC machining centers used by the CNC Machining certificate and Manufacturing Engineering . Haugen is not, despite his reputation, against computers.\n“A CNC machine does exactly what you tell it. That is the problem. On a manual lathe you feel the cut go wrong in your hands before it goes wrong in the part. I want every student to have felt that once, so they know what the program is doing when they can’t feel anything.”\n— Lyle Haugen ’81, senior lecturer, Machine Tool Technology\nThree instructors since 1912\nHaugen grew up in Cedar Bluff, the son of a feed-mill mechanic, and came to Porter in 1977 to become a shop teacher. He graduated in 1981 in Industrial Technology Education, then spent seven years at a Cedar Bluff tool-and-die shop, running a jig borer on second shift. In the spring of 1988 his own former instructor called to say he was retiring and that Haugen should apply.\nThat instructor was Arne Kjos, who ran the machine shop from 1952 to 1988. Kjos had been hired by Emil Sandvik, who ran it from 1912, the year Founders Hall opened, until 1952. Which means that in 114 years the high bay has had three lead instructors, each trained by the one before.\n“Arne used to say Emil taught him to sweep before he taught him to cut. Arne taught me the same. I teach it the same. The broom is older than the lathes.”\n— Lyle Haugen\nArne Kjos died in March at 97. Haugen was a pallbearer. He is remembered in In Memoriam , along with a note from his granddaughter, a 2008 nursing graduate.\nThe hammer, and other sayings\nEvery MACH 1100 student makes the same first project: a small steel ball-peen hammer, turned, milled, knurled and heat-treated, with the head held to plus-or-minus two thousandths of an inch. Graduates text Haugen photos of their hammers from job sites, ship engine rooms and, once, a hospital maternity ward. A shelf above his desk holds 31 hammers that were never picked up. He will not say whose they are, “but some of you know.”\nStudents keep an unofficial list of what they call Haugenisms. A few, verified with the source:\n“Measure twice, cut once, deburr always.”\n“The machine is not mad at you. The machine does not know you exist.”\n“If you’re leaning on it, it’s a fixture, and we didn’t design it.”\n“Chips go in the bin. Not in your pocket, not in your hair, not in your shoes.”\n“Close enough is a number. Tell me the number.”\nJordan Vue ’21, now a project engineer on the Founders Hall renovation, keeps his hammer on his desk in the construction trailer. “I failed my first knurl,” he said. “Lyle looked at it and said, ‘That’s a texture, not a knurl.’ I think about that sentence every time someone hands me a drawing.”\nThe pour\nHaugen is also the person in the heat-resistant apron at the Thursday-night Foundry pour during Millrace Week, which he started in 1991 as a demonstration for about 40 people and which now draws more than 1,100 into the high bay and out onto the Founders Hall lawn. He has run 35 of them; the 2020 pour was canceled, and he still describes it as “the year we didn’t.” He also supervises the pewter pour for First Forge during orientation, where he has personally handed a ladle to more than 30 classes of new students.\n“First Forge is the only day of the year anyone is excited to be in a safety briefing. I try not to waste it.”\n— Lyle Haugen\nThis year’s pour is Thursday of Millrace Week, 7 p.m. Closed-toe shoes required, as the signs on the door have said since 1991.\nWhat happens next\nThe $15 million Founders Hall renovation starts next summer and runs one wing at a time over three summers. The high bay is in the last phase. Its floor stays. Its wiring, Haugen notes, does not, “which is the right call for both of us.”\nIn 2025 the department hired Kayla Fjelstad ’14, a manufacturing engineering graduate who spent nine years running a production machine shop in Lake City. She co-teaches two sections of MACH 1100 and runs the open shop hours . Haugen insists she is not his successor; she is “the next one,” which, in a shop with three instructors in 114 years, may be the same thing.\nAsked when he plans to retire, Haugen said he would go “when the floor does.” The renovation plans preserve the floor. He did not seem troubled by the implication.\nAt a glance\nTeaching since\nAugust 1988\nStudents taught\nAbout 4,100\nCourse\nMACH 1100, Machining Fundamentals\nThe shop\n14 engine lathes, 12 knee mills, 4 surface grinders, 9 CNC centers\nFoundry pour\nThursday of Millrace Week, 7 p.m., Founders Hall high bay\nRelated resources\nFall 2026 issue\nFounders Hall\nMachine tool technology courses\nMetal shop hours\nForge Prototyping Lab\nThree Diplomas, One Dining Room Wall" }, { "url": "magazine-three-generations-of-porter-grads.html", "title": "Three Diplomas, One Dining Room Wall", "description": "In 1962 Walter Mrozek became the first person in his family to finish college. In May his grandson became the third generation to graduate from Porter, and the three diplomas on the family’s wall carry three different names for the same school.", "headings": [ "Three Diplomas, One Dining Room Wall", "On this page", "The first one", "The second one", "The third one", "What changed, and what didn’t", "The dining room wall" ], "content": "Porter Falls Magazine · Fall 2026 Three Diplomas, One Dining Room Wall\nIn 1962 Walter Mrozek became the first person in his family to finish college. In May his grandson became the third generation to graduate from Porter, and the three diplomas on the family’s wall carry three different names for the same school.\nBy Nadia Rahimi\nThe first one\nWalter Mrozek was born in 1940 on a 120-acre dairy farm outside Little Cedar, in the north end of Porter County. His father left school after eighth grade to work the farm; his mother finished tenth. When Walter told them in the spring of 1958 that he wanted to go to the Polytechnic, his father asked how many cows it would cost.\n“He wasn’t being funny. That was the unit. I told him tuition was ninety-one dollars a semester, and he worked it out and said, ‘About a cow and a half a year.’ Then he went out to the barn and didn’t say anything else about it until he drove me down in September.”\n— Walter Mrozek ’62\nHe arrived at Wesconsin Polytechnic Institute at Porter with $140 and one suitcase, rented a room in a Founders Triangle boarding house for $6 a week, and washed dishes at the old dining hall for meals. He studied Industrial Arts Education because it was the shortest path he could see to a steady paycheck, graduated in 1962, and taught shop at Porter Falls High School for 34 years. He estimates he supervised the building of about 2,000 birdhouses, 600 gun cabinets and one canoe, “which floated, eventually.”\nWalter is 86 now and lives in Cedar Bluff with his wife, June, who never went to college and has, since 2019, taken eleven non-credit courses through the Porter Lifelong Learning Institute . “She’s catching up,” Walter said. “She says she’s passing.”\nThe second one\nTheir daughter, Linda, enrolled in 1984 in what had by then become the University of Wesconsin–Porter Falls. She lived at home in Cedar Bluff to save money, commuted in a 1977 sedan with no working heater, and in her sophomore year took a teller job at Porter Valley Bank’s Main Street office to pay for books.\n“My dad had a degree, so technically I wasn’t first-gen. But he’d been the first, and we didn’t know anybody else who had gone. Nobody at our kitchen table knew what a registrar was. I learned by standing in the wrong line in Millwright Hall for forty minutes.”\n— Linda Mrozek Haas ’88\nShe graduated in Business Administration in 1988 and never left the bank. Forty years after she started as a teller, she manages the Main Street office she started in, two blocks from Depot Plaza. She has hired, by her count, 23 Porter students as part-time tellers, “because I know exactly what that job is worth to somebody standing in the wrong line.”\nThe third one\nHer son, Sam Haas, arrived in fall 2022 to study Manufacturing Engineering . He lived in Heritage Hall, poured his First Forge disc during orientation week, and took Statics from Provost Bjorn Halvorsen, who still teaches it every fall. He took MACH 1100 from Lyle Haugen, the subject of another story in this issue , whose own father-in-law, it turned out, had been one of Walter’s shop students in 1967.\n“Mr. Haugen looked at my name on the roster the first day and said, ‘Mrozek’s grandson? Your grandfather taught half of Porter Falls to square a board.’ I had not even turned on a lathe yet. There was no hiding after that.”\n— Sam Haas ’26\nHe did two co-op rotations at a pump manufacturer in Lake City and started there full-time in June. His senior capstone, a redesigned fixture that cut a valve-body setup from 22 minutes to 7, now runs on the plant floor. He still has the pewter disc. It sits on his desk at work, next to the hammer.\nWhat changed, and what didn’t\nWe asked the three of them to compare notes. Some of the answers were checked against University Archives ; others were taken on faith.\nName on the diploma — Walter, 1958–62: Wesconsin Polytechnic Institute at Porter; Linda, 1984–88: University of Wesconsin–Porter Falls; Sam, 2022–26: University of Wesconsin–Porter Falls Polytechnic\nEnrollment — Walter, 1958–62: About 2,100; Linda, 1984–88: About 6,400; Sam, 2022–26: 8,412 (fall 2026)\nTeams were the — Walter, 1958–62: Millwrights; Linda, 1984–88: Millwrights; Sam, 2022–26: Ironclads\nLived — Walter, 1958–62: Boarding house, Founders Triangle; Linda, 1984–88: At home in Cedar Bluff; Sam, 2022–26: Heritage Hall, then Depot Apartments\nPaid for it by — Walter, 1958–62: Washing dishes; Linda, 1984–88: Teller job at Porter Valley Bank; Sam, 2022–26: Two paid co-ops and a scholarship\nBiggest complaint — Walter, 1958–62: Founders Hall was cold; Linda, 1984–88: Parking; Sam, 2022–26: Parking\nThe family has a running argument about which diploma has the “right” name. Walter holds that the school was at its best when it called itself a Polytechnic. Sam points out that it does again. Linda says she would like everyone to stop taking the frames down to compare the fonts.\nThe dining room wall\nThe three diplomas hang side by side on the dining room wall of Linda’s house in Cedar Bluff, above a sideboard that Walter built in a summer workshop in 1971. In May, Walter, now walking with a cane, sat in the front row of the family section at commencement . The night before, he had asked to walk out to Founders Hall at dusk to watch Sam’s class at the Ring of Iron , a tradition that did not exist in his day.\n“I asked him if they still make you take shop. He said they call it something else now. I said, but you still have to make something with your hands before they let you out? He said yes. I said, then it’s the same school.”\n— Walter Mrozek ’62\nAbout 28 percent of each entering class at Porter is made up of first-generation students like Walter was. The First-Generation Student Center , open since 2021, has now enrolled 500 of them in its mentoring program, and children and grandchildren of alumni can apply for the Ironclad Legacy Award . Linda has already asked whether there is a form for great-grandchildren. There is not, yet. Sam is 22.\nAt a glance\nWalter Mrozek\nIndustrial Arts Education, 1962\nLinda Mrozek Haas\nBusiness Administration, 1988\nSam Haas\nManufacturing Engineering, 2026\nTuition, 1958\n$91 a semester (“about a cow and a half a year”)\nDiplomas\nThree, with three different names for the university\nRelated resources\nFall 2026 issue\nFirst-Generation Student Center\nBeing a first-generation student\nIronclad Legacy Award\nHistory\nClass Notes" }, { "url": "magazine-university-farm-barn-at-100.html", "title": "The Barn Turns 100", "description": "The family that gave Porter its farm raised the big barn in eleven days in 1926. A century later it holds a classroom, a cider press, the dietetics program’s overflow and, every October, about 4,000 pumpkins.", "headings": [ "The Barn Turns 100", "On this page", "Eleven days in 1926", "The deed", "What the barn does now", "The pumpkin economy", "Keeping a 100-year-old barn standing", "The centennial" ], "content": "Porter Falls Magazine · Spring 2026 The Barn Turns 100\nThe family that gave Porter its farm raised the big barn in eleven days in 1926. A century later it holds a classroom, a cider press, the dietetics program’s overflow and, every October, about 4,000 pumpkins.\nBy Marcus Bye\nEleven days in 1926\nNils Ruud’s ledger for the summer of 1926 is a narrow, cloth-bound book with a cracked spine, now kept in University Archives . On June 7 he recorded the delivery of “timber, 14 loads” from a sawmill on the Porter River. On June 18: “Raised. 61 men. 9 hams.” On June 28: “Roof on. Paid the boys.” Total cost of the barn, by his arithmetic, $3,412.60, of which $41 was the hams.\nThe barn he built is 40 by 96 feet, with a gambrel roof and a hayloft that once held 9,000 bales. It is the oldest structure on the University Farm , about 40 acres east of the main campus.\nThe deed\nThe Ruud family had farmed the land since 1871. By the 1950s the last of the third generation, siblings Agnes and Theodore Ruud, were in their seventies and had no children who wanted the farm. In 1958 they deeded it to the university with one condition: the land had to stay in agricultural teaching use.\nThat clause has been tested exactly once. In 1974, a campus master plan proposed paving the farm’s west six acres for commuter parking. A law student who was also a Ruud grandnephew read the deed at a public hearing. The parking lot went elsewhere.\n“Aunt Agnes used to say, ‘They can have it as long as they keep growing something on it.’ She meant crops. I think she’d accept students.”\n— Kevin Ruud ’89, Food Science, who now volunteers at the farm\nWhat the barn does now\nThe ground floor was converted to a classroom in 1998 and renovated again in 2016. It seats 48, has a projector that Facilities describes as “barn-rated,” and smells, faintly and permanently, of hay. The old milking parlor is a wash-and-pack room for produce. The hayloft holds research equipment, seed stock and, from September through October, a borrowed cider press.\nA typical fall week in the barn:\nMonday — Who: Environmental Science; What: Soil-health lab; cores from the cover-crop plots\nTuesday — Who: Dietetics; What: Farm-to-tray menu planning, overflow from the teaching kitchen\nWednesday — Who: Campus garden club; What: Washing and packing produce for the food pantry and the campus farmers market\nThursday — Who: Industrial Design; What: Studio critique for a farm-equipment ergonomics project\nFriday — Who: Summer research assistants; What: Stormwater sampling, then a long argument about the data\nSaturday — Who: The public; What: Fall open house: orchard, wagon tours, the pumpkin patch\nThe farm also anchors the Agricultural & Food Systems Institute , whose high tunnels and greenhouses sit just south of the barn, and the teaching kitchen programs.\nThe pumpkin economy\nThe barn’s best-known product is not research. It is pumpkins. The patch south of the barn went in in 2009 as a soil-science demonstration plot comparing three cover-crop rotations, and someone noticed that the plot produced, as a byproduct, about 1,500 pumpkins nobody had a plan for. They were sold off a wagon at the fall open house for $2 each. They were gone by noon.\nThe patch now covers two and a half acres and produces about 4,000 pumpkins a year, still sold at the open house, now for $3, with the proceeds going to the student food pantry in Founders Union. Last year that came to $11,240. Students in the soil-health lab still collect data from the plot, and still publish it, but they acknowledge that the experiment has, in the words of one senior’s lab report, “been somewhat overtaken by its outreach component.”\n“Every October a family drives in from Lake City and asks which pumpkins are the research ones. I tell them all of them. That’s true. It also helps sales.”\n— Nora Bakke, University Farm manager since 2012\nThe cider press in the hayloft came later, in 2017, on loan from a Cedar Bluff orchard that went out of business and never asked for it back. It presses about 300 gallons each fall from the farm’s small orchard, most of it consumed on site by people who had planned to buy only a pumpkin.\nKeeping a 100-year-old barn standing\nOld barns die from the bottom and the top. Between 2019 and 2021, the university replaced both. A standing-seam steel roof went on in 2019, replacing cedar shakes from the 1960s. In 2021, a capstone team from Construction Management designed and supervised the replacement of 64 feet of rotted sill beam on the south wall, jacking the barn up three-quarters of an inch at a time over four weekends.\n“We had a professor, a structural engineer, a timber framer from Cedar Bluff and eleven students, and every one of them had an opinion about the jacks. The barn did not move a sixteenth more than we planned. I’m prouder of that than of my diploma.”\n— Jordan Vue ’21, capstone team lead\nDuane Kolsrud, director of Facilities, keeps the barn keys on a green-capped section of his famous ring . “It’s the only building on campus,” he said, “where the lock is older than the projector by about seventy years and works better.” The barn swallows, which have nested in the loft every summer of record, are left alone by policy and by mutual agreement.\nThe centennial\nThe farm will mark the barn’s hundredth year at its fall open house on Saturday, September 26, 2026 , from 10 a.m. to 3 p.m. Planned so far:\nWagon tours every half hour from the visitor lot, with a stop at the 1958 deed’s boundary stone.\nNils Ruud’s 1926 ledger, on display in the barn classroom, on loan from Archives for one day.\nCider pressed from the farm’s own orchard, and about 4,000 pumpkins at $3 each, proceeds to the student food pantry.\nA group photo of every Ruud descendant who can make it. Kevin Ruud says there are at least 40.\nNo hams. The farm considered it.\nThe Porter Loop shuttle runs its weekday farm stop on the Saturday of the open house. The visitor path, barn classroom and teaching kitchen are step-free; field areas are not. Details are on the University Farm page.\nBarns of the same era still dot the county east of campus.\nAt a glance\nBarn raised\nJune 18, 1926, by 61 neighbors\nSize\n40 × 96 feet, gambrel roof\nOriginal cost\n$3,412.60 (including $41 in hams)\nDonated\n1958, by Agnes and Theodore Ruud\nCentennial open house\nSaturday, September 26, 2026, 10 a.m.–3 p.m.\nRelated resources\nSpring 2026 issue\nUniversity Farm\nCampus garden\nAgricultural & Food Systems Institute\nTeaching kitchen classes\nBringing Back the Millrace" }, { "url": "mail-printing.html", "title": "Mail, printing & copying", "description": "Your campus address, how packages actually reach you, the print allowance, and where to get a poster made.", "headings": [ "Mail, printing & copying", "On this page", "Your mailing address", "Packages", "Printing", "Shipping, copying and finishing" ], "content": "Campus services Mail, printing & copying\nYour campus address, how packages actually reach you, the print allowance, and where to get a poster made.\nYour mailing address\nStudents in the residence halls get a campus address and a mailbox: your name, the hall and box number, then \"1 Founders Drive, Porter Falls, WE 54999.\" Use that exact format when you order things — a package addressed only to the hall with no box number slows down. Letter mail goes straight to your box; you check it with your Campus Card. Commuters and off-campus students use their home address, but can have the occasional package sent to the Campus Service Center for pickup by arrangement.\nSet up mail forwarding in MyPorter before you leave for the summer or graduate, and keep your permanent address current — that is where tax forms and a diploma go.\nPackages\nEvery carrier — USPS, UPS, FedEx, Amazon — delivers to the central mail center, which logs each parcel and texts and emails you a pickup code within a few hours. Bring the code and your Campus Card to the hall package room or the mail center window during posted hours; oversized items and anything requiring a signature are held at the main window. Perishables and meal-kit deliveries are refrigerated briefly but should be timed for a day you can collect them quickly.\nUnclaimed packages are held about 21 days, then returned to sender, so watch for the notice during finals and move-out.\nPrinting\nEnrolled students get a per-semester printing allocation loaded automatically — enough for normal coursework — usable at any lab, library, or department printer by tapping your Campus Card at the release station (jobs you send hold for a few hours, so nothing prints into a tray you are not standing at). Black-and-white pulls from the allocation at a low per-page rate; color costs more; run out and you top up with Campus Cash. Double-siding is the default to stretch it.\nThe library and the Campus Service Center have large-format plotters for research posters and studio work, charged by size and paper.\nShipping, copying and finishing\nThe Campus Service Center sells stamps, ships outgoing parcels through the major carriers, and does the finishing work you need a few times a year: spiral and thermal binding for a thesis or portfolio, lamination, mounting, résumé and cover-letter paper, and basic help getting a file print-ready. Bulk copying and mailing for a student organization or a department goes through here too, billed to the group's account. Notary service is available by appointment at no charge to students.\nAt a glance\nAddress format\nName / Hall + box number / 1 Founders Drive, Porter Falls, WE 54999 — always include the box number\nPackages\nAll carriers → central mail center → text/email pickup code within hours; held ~21 days then returned\nPrinting\nAutomatic per-semester allowance; tap your Campus Card at a release station; color and overflow use Campus Cash\nFinishing\nCampus Service Center — shipping, binding, lamination, large-format posters, free notary by appointment\nRelated resources\nTransportation & parking\nCampus safety\nTechnology services\nCampus store\nWeather & campus closures\nContact directory" }, { "url": "maintaining-f1-status.html", "title": "Maintaining F-1 status", "description": "The rules an international student on an F-1 visa has to keep, and what breaks status.", "headings": [ "Maintaining F-1 status", "On this page", "Staying in status", "If something goes wrong", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Global learning Maintaining F-1 status\nThe rules an international student on an F-1 visa has to keep, and what breaks status.\nStaying in status\nEnroll full time every required term (online credits count only up to a limit), keep your I-20 unexpired and matching your program, and don't work off campus without CPT or OPT authorization. Drop below full time only with prior Reduced Course Load approval for an allowed reason.\nIf something goes wrong\nA dropped class, a leave, or a missed deadline can end your status — but a timely reinstatement or travel fix is often possible if you contact the international office immediately. Don't wait: nearly every serious problem here started as a small one that could have been solved with a same-week email.\nIn and around Porter Falls\nFor a campus this size Porter both sends and receives a steady stream of students internationally. The Global Education Office in Founders Union runs the advising, the risk review and the arrival and re-entry programming.\nThe practical details\nCore rules: Full-time enrollment each fall and spring, a valid passport and I-20, and no unauthorized work. Report within 10 days: A change of address, name, major, or funding source. Before traveling: A current travel signature on the I-20 from the international office. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Global Education Office (Founders Union, Room 240). Call (715) 555–0220 or email global@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCore rules\nFull-time enrollment each fall and spring, a valid passport and I-20, and no unauthorized work\nReport within 10 days\nA change of address, name, major, or funding source\nBefore traveling\nA current travel signature on the I-20 from the international office\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nInternational student orientation\nFaculty-Led Study Abroad\nStudy Abroad Partner Universities\nCPT & OPT workshops\nFull contact directory" }, { "url": "maintenance-request-system.html", "title": "Facilities & maintenance requests", "description": "How to report something broken — in a residence hall or anywhere on campus — and how urgency is triaged.", "headings": [ "Facilities & maintenance requests", "On this page", "Routine versus urgent", "Following up", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Facilities & maintenance requests\nHow to report something broken — in a residence hall or anywhere on campus — and how urgency is triaged.\nRoutine versus urgent\nA dripping tap, a burned-out bulb, a sticking door: submit the form, get a ticket number, expect a few business days. No heat in January, an active leak, a broken lock, an outage, or anything with a safety edge: call the 24/7 line and it's dispatched now.\nFollowing up\nEvery ticket has a number and a status you can check; a stalled routine request can be escalated through the same system. In a residence hall, the RA and hall director see the queue for their building and can push on a slow one.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nReport via: The MyPorter maintenance form, or the hall front desk. Emergencies: Call Facilities' 24/7 line directly — no water, no heat, a gas smell, anything unsafe. Track: Each request gets a number and status updates. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nReport via\nThe MyPorter maintenance form, or the hall front desk\nEmergencies\nCall Facilities' 24/7 line directly — no water, no heat, a gas smell, anything unsafe\nTrack\nEach request gets a number and status updates\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "major-exploration-workshops.html", "title": "Major exploration", "description": "Structured help for students who are undecided, or decided and unsure — workshops, advising, and a course.", "headings": [ "Major exploration", "On this page", "The approach", "No rush, but not forever", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Major exploration\nStructured help for students who are undecided, or decided and unsure — workshops, advising, and a course.\nThe approach\nChoosing a major by process of elimination and informed sampling beats choosing by anxiety. The workshops walk you through what different majors actually involve day to day, what careers they open, and how to test-drive one with an intro course, a club, or an informational interview.\nNo rush, but not forever\nMost programs want you to declare by the end of the second year so the degree still fits in four. Exploratory advisors help you use the time deliberately — take a strategic intro course each term, talk to people in the field — rather than drifting to a deadline.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nFor: New students without a major, and students considering a change. Includes: A short interests-and-strengths inventory, panels with faculty and students from different majors, and one-on-one exploratory advising. A course option: A one-credit major-and-career exploration seminar in the first year. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFor\nNew students without a major, and students considering a change\nIncludes\nA short interests-and-strengths inventory, panels with faculty and students from different majors, and one-on-one exploratory advising\nA course option\nA one-credit major-and-career exploration seminar in the first year\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "maker-fellowship.html", "title": "Maker Fellowship", "description": "A funded semester for students building an ambitious independent project in the makerspace.", "headings": [ "Maker Fellowship", "On this page", "What a fellowship actually funds", "Applying", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Maker Fellowship\nA funded semester for students building an ambitious independent project in the makerspace.\nWhat a fellowship actually funds\nSelected students get a materials budget, dedicated bench space and after-hours makerspace access for one semester to build something beyond a class project — a competition robot, an accessibility device, an art installation.\nApplying\nA short proposal describing the project, a rough budget and what success looks like is reviewed by makerspace staff each semester; prior making experience helps but is not required if the plan is realistic.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nAward: Materials budget plus 24/7 makerspace access. Commitment: One semester, roughly 8 hours a week. Open to: Any major, any year. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAward\nMaterials budget plus 24/7 makerspace access\nCommitment\nOne semester, roughly 8 hours a week\nOpen to\nAny major, any year\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nTechnology transfer & invention disclosure\nFull contact directory" }, { "url": "makerspace-access.html", "title": "Makerspace access", "description": "Shared prototyping shop in the Jarvis Technology Center — 3D printers, laser cutter, electronics bench, hand tools.", "headings": [ "Makerspace access", "On this page", "Getting in", "Coursework has priority", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Makerspace access\nShared prototyping shop in the Jarvis Technology Center — 3D printers, laser cutter, electronics bench, hand tools.\nGetting in\nA short online orientation covers the rules and the reservation system; after that a staff member walks you through the tools you plan to use and signs off on each. The laser cutter and the resin printers need their own check-off beyond the general one. Access is by student ID card swipe during staffed hours, which run afternoons and evenings during the semester.\nCoursework has priority\nWhen a class has a build deadline the shop reserves bench time and machine slots for it, posted a week ahead. Personal and club projects use whatever is open, which is most of the time outside midterms and finals. Filament and basic stock are stocked; anything exotic you bring yourself or order through the shop at cost.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nLocation: Jarvis Technology Center, lower level. Access: After an online orientation plus one in-person tool check-off. Cost: Free for coursework; materials at cost for personal projects. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nJarvis Technology Center, lower level\nAccess\nAfter an online orientation plus one in-person tool check-off\nCost\nFree for coursework; materials at cost for personal projects\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "makerspace.html", "title": "The Forge Makerspace", "description": "The Forge Makerspace at UW–Porter Falls: woodworking, metalworking, ceramics, digital fabrication, textiles, and electronics — open to all students, staff, and faculty.", "headings": [ "The Forge Makerspace", "On this page", "Shops and studios", "Digital fabrication", "Access, training, and safety", "Materials and the supply store", "Curricular integration", "Community hours and events" ], "content": "Innovation & entrepreneurship The Forge Makerspace\n20,000 sq. ft. of wood, metal, clay, code, and cloth — where a nursing student 3-D-prints a prosthetic prototype and an art major welds a sculpture for the Iron Pour.\nShops and studios\nWoodshop (4,000 sq. ft.): SawStop table saws (2), 16” jointer, 20” planer, 14” bandsaws (2), lathe (12” swing), router table, dust collection (2,500 CFM), hand-tool wall (Lie-Nielsen, Veritas, Japanese pull saws). Metal Shop (3,000 sq. ft.): TIG/MIG/stick welders (6 stations), 4”x6” horizontal bandsaw, 12” cutoff saw, Bridgeport mill, South Bend lathe, sheet-metal brake, slip roll, English wheel, plasma cutter (CNC). Ceramics Studio (2,500 sq. ft.): 18 wheels, slab roller, extruder, glaze lab (ventilated), gas reduction kiln (24 cu. ft.), electric kilns (3), raku kiln (outdoor, shared with Fine Art ). Textiles & Soft Goods (1,200 sq. ft.): industrial straight-stitch (4), walking-foot (2), serger (2), coverstitch, embroidery machine (12-needle), cutting table (10’x5’), dress forms (8), pattern library. Electronics Bench (800 sq. ft.): oscilloscopes (4), logic analyzers, soldering/rework stations (8), SMT hot-air, pick-and-place (manual), component library (passives, MCUs, sensors, RF).\nDigital fabrication\nCNC Router (4’x8’ bed, 3-axis, 10 HP spindle) — plywood, hardwood, foam, plastics, non-ferrous metals. CNC Mill (Haas VF-2SS, 40-taper, 12K RPM) — aluminum, steel, titanium, plastics. Waterjet (OMAX 55100, 5’x10’, 60K PSI) — anything that doesn’t shatter (stone, glass, composites, hardened steel). Laser Cutters (2x Epilog Fusion Pro 48, 120W) — wood, acrylic, leather, fabric, paper, anodized aluminum. 3-D Printing Farm (24 printers): 12x Prusa MK4 (PLA, PETG, TPU, ASA), 6x Bambu Lab X1C (multi-material, carbon-fiber), 4x Formlabs 3L (SLA, engineering resins, biocompatible), 2x Markforged X7 (continuous carbon fiber, Onyx, metal). 3-D Scanning : Artec Eva (structured light), Creaform HandySCAN (laser), photogrammetry rig (80-camera). Filament Recycling : failed prints → shredder → Filabot EX2 → 1.75 mm spool (65% recovery, student-run).\nAccess, training, and safety\nWho can use it: All enrolled students, faculty, staff (free). Alumni & community: $75/month or $600/year (includes storage locker). Required for everyone: General Safety Orientation (1 hr, online + in-person walkthrough), Shop-Specific Badge per area (wood, metal, ceramics, textiles, electronics, digital) — 2–4 hrs each, scheduled weekly. Badge tiers: Green (supervised use during staffed hours), Blue (unsupervised during staffed hours), Red (24/7 keycard access, requires 50+ hrs logged + staff nomination + practical exam). Staffing: 3 full-time shop managers + 15 student leads (paid, Tier 3 wages). Hours: Mon–Thu 8 a.m.–11 p.m., Fri 8 a.m.–9 p.m., Sat 10 a.m.–6 p.m., Sun 12 p.m.–6 p.m. (reduced during breaks). Safety culture: “Stop work” authority for anyone; incident reports are learning tools, not discipline.\nMaterials and the supply store\nThe Forge Supply Store (lobby, self-serve, card-only) stocks: domestic hardwoods (maple, walnut, cherry, oak), plywood (Baltic birch, marine, MDF), steel (hot-rolled, cold-rolled, aluminum, stainless), clay (Standard 112, 266, porcelain), glazes (bucket program, 50+ recipes), filament (PLA, PETG, TPU, ASA, nylon, carbon-fiber — $22–$48/kg), resin (Standard, Tough, Flexible, Dental, Castable), leather (veg-tan, chrome-tan, scraps bin), fabric (denim, canvas, ripstop, merino, deadstock). Scrap bins (wood offcuts, metal drops, clay reclaim, fabric remnants) are free. Project storage: 100 lockers (12”x12”x24”), semester rental $10 (students), $25 (alumni/community); large-project bay (20’x20’) by application.\nCurricular integration\nFor-credit courses taught in the Forge: ME 2100 Design & Manufacturing (CNC mill, waterjet, GD&T), ART 2300 Sculpture: Metal & Wood (welding, joinery, patina), DES 3100 Digital Fabrication (CAD/CAM workflow, laser, CNC, 3-D print), ENG 4900 Capstone Build (interdisciplinary teams, client projects). Micro-credentials (non-credit, badge on transcript): CNC Router Operator , TIG Welder , SLA Printer Specialist , Laser Cutter Pro — each 12 hrs training + practical. Faculty project support: The Forge budgets $15K/year for curricular materials (course projects, senior design, faculty research apparatus) — apply by November 1 for spring, April 1 for fall.\nCommunity hours and events\nOpen Build Nights (Tuesdays 6–9 p.m., no badge needed for hand tools & lasers): pizza provided, project show-and-tell at 8 p.m. Repair Café (first Saturday monthly, 10 a.m.–2 p.m.): community brings broken lamps, torn jeans, cracked ceramics — student volunteers diagnose and fix (parts at cost). Iron Pour Prep (Sept–Oct, weekly): mold-making workshops for the Iron Pour (open to all). Make & Take (Friday 3–5 p.m., rotating): laser-cut jewelry, ceramic mug, welded bottle opener, 3-D-printed planter — materials $5–$15, keep what you make. Forge Fest (last Friday in April): open house, tool demos, student project exhibition, industry sponsors, the Golden Chisel awards (peer-voted: most clever, most beautiful, most useful, most chaotic).\nAt a glance\nSize\n20,000 sq. ft., Founders Hall 140–150\nShops\nWood, metal, ceramics, textiles, electronics\nDigital fab\nCNC router, CNC mill, waterjet, 2 lasers, 24 3-D printers\nAccess\nFree for students/staff; badges required per shop\nHours\nMon–Thu 8a–11p, Fri 8a–9p, weekends\nRelated resources\nForge Prototyping Lab\nStudent Venture Incubator\nInnovation Micro-Grants\nIronclad Robotics (builds here)\nMechanical Engineering courses\nFine Art courses" }, { "url": "making-friends-in-college.html", "title": "Making friends in college", "description": "The honest version — why it feels slow, and the moves that actually work.", "headings": [ "Making friends in college", "On this page", "Everyone feels behind at first", "Proximity plus repetition", "Make the small first move", "Depth beats breadth", "If it is genuinely hard", "Give it a semester" ], "content": "Campus life Making friends in college\nThe honest version — why it feels slow, and the moves that actually work.\nEveryone feels behind at first\nIn the first month it looks like everyone else already has a group. They do not — those are acquaintances from orientation, and most will reshuffle by November. The people who seem instantly settled are usually just louder about it. Assume the real friendships have not formed yet, including other people’s.\nProximity plus repetition\nFriendships come from seeing the same people over and over in a low-pressure setting: a floor, a class you sit in the same seat for, a club that meets weekly, a campus job, an intramural team. Pick two or three of those and show up consistently. One great party does less than eight ordinary Tuesdays.\nMake the small first move\nAsk the person next to you if they want to study for the quiz together. Invite a floormate to the dining hall. Say \"a few of us are going to the game, want to come?\" Most people are relieved to be asked and worried about the same thing you are. The awkwardness of asking is smaller than it feels and passes in a day.\nDepth beats breadth\nTwo or three people you actually talk to matter more than a wide circle of acquaintances. Follow up on the small openings — someone mentions they play chess, they’re from your state, they’re also stuck in the same class. That is where a real friendship starts.\nIf it is genuinely hard\nSocial anxiety, being far from home, being the only person like you in the room — these make the ordinary advice harder, not wrong. The counseling center runs groups on exactly this, the identity and first-generation centers offer a smaller room to start in, and a \"Let’s Talk\" chat is a fine first step.\nGive it a semester\nMost students who feel isolated in October have a group by February, and the difference is almost always that they kept going back to one recurring thing when it still felt slow. Connection is a numbers game played patiently.\nAt a glance\nReality\nIn October, most \"groups\" are acquaintances — they reshuffle\nFormula\nProximity + repetition — same people, low pressure, weekly\nThe move\nOne small invitation; the awkwardness passes in a day\nAim for\n2–3 real friends over a wide circle\nWho to contact\nStudent Organizations & Leadership\nFounders Union 210\nPhone\n(715) 555–0136\nEmail\norgs@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGetting involved your first year\nLiving-learning communities\nIntramurals\n\"Let’s Talk\" drop-in counseling\nCommuter Connections\nFull contact directory" }, { "url": "managing-a-chronic-condition-at-school.html", "title": "Managing a chronic condition at school", "description": "Keeping care going, planning for flares, and the accommodations and support that make a heavy semester survivable.", "headings": [ "Managing a chronic condition at school", "On this page", "Set up care before you need it", "Accommodations for the predictable and the unpredictable", "Plan for a flare", "The daily logistics", "Money", "Support for the weight of it" ], "content": "Health & wellness Managing a chronic condition at school\nKeeping care going, planning for flares, and the accommodations and support that make a heavy semester survivable.\nSet up care before you need it\nIn the first weeks, establish care: transfer prescriptions to the campus pharmacy or a local one, book an intake with student health or connect with a local specialist, get your records sent, and know the after-hours options (nurse advice line, telehealth, urgent care, the ER — and which is which). A flare is not the time to be finding a doctor.\nAccommodations for the predictable and the unpredictable\nA chronic condition can justify accommodations for both: routine ones (a reduced-distraction testing space, a larger desk, permission to have food or medication in class, priority registration to build a workable schedule) and flexibility ones (some latitude with attendance and deadlines within limits, for flares). Set these up with the accessibility office early, so they are in place before you need them.\nPlan for a flare\nDecide in advance what you will do if you have a bad stretch: which assignments you would ask to move, who you would email (instructors, your access coordinator, a success coach), whether a short medical incomplete or a reduced load makes sense, and how you would handle a hospital stay. Having the plan written down turns a flare from a crisis into a procedure.\nThe daily logistics\nMedication timing around a class schedule, refill reminders, keeping a day's dose with you, managing fatigue with the reality of a lab-heavy program, and food or rest needs. Build the schedule around the condition — more online or hybrid courses, blocks rather than a scattered day, a lighter term when a treatment is intense — rather than fighting it.\nMoney\nCopays, medications, specialist visits, and equipment add up and are largely outside the aid package. Make sure you have real insurance coverage and know what it does not cover; the emergency fund exists for a genuine gap; and Financial Aid can sometimes include documented medical costs in your cost-of-attendance budget, which can increase aid eligibility.\nSupport for the weight of it\nManaging a condition while carrying a full load is genuinely tiring, and it is easy to feel behind or different. A chronic-illness or disability community, the counseling center (which understands the toll), and a success coach for the academic logistics all help. You do not have to carry the medical management and the coursework alone.\nAt a glance\nFirst weeks\nTransfer prescriptions, establish care, learn the after-hours options\nAccommodations\nBoth routine (testing, schedule, food/meds in class) and flare flexibility\nFlare plan\nWritten: which assignments move, who you email, incomplete vs. reduced load\nMoney\nAsk Financial Aid to add documented medical costs to your budget\nWho to contact\nStudent Health Services\nHealth & Counseling Center, North Campus\nPhone\n(715) 555–0236\nEmail\nhealth@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nHealth records access\nThe campus pharmacy\nGetting accommodations that actually work\nReduced course load authorization\nEmotional support animal policy\nFull contact directory" }, { "url": "managing-a-heavy-course-load.html", "title": "Managing a heavy course load", "description": "How to triage a hard semester, and when dropping or an incomplete is the right call.", "headings": [ "Managing a heavy course load", "On this page", "Notice the load early", "Triage when it gets tight", "Dropping one course", "Incompletes", "Reduced-load authorization", "Planning the next term lighter" ], "content": "Student success Managing a heavy course load\nHow to triage a hard semester, and when dropping or an incomplete is the right call.\nNotice the load early\nCredits are a weak measure of workload. Four courses with three projects and two labs is heavier than five lecture courses. In week one, add up the real deliverables across your syllabi and map them onto a calendar. Two big things due the same week is a signal to plan now, not to panic later.\nTriage when it gets tight\nWhen you cannot do everything well, decide on purpose rather than by default. Protect the assignments worth the most points and the ones in your major. A B on a large project beats an A on a small quiz and a missed lab. Tell an instructor before a deadline if you are going to be late — many will work with you; almost none will after.\nDropping one course\nIf the term is genuinely unmanageable, dropping one course before the \"W\" deadline is a normal, sound decision. Check three things first: whether it takes you below 12 credits (full-time status, some scholarships, athletics eligibility, F-1 status), whether it is a prerequisite for something you need next term, and whether your program has a minimum pace.\nOne \"W\" on a transcript is not a problem. A pattern of them raises questions; one does not.\nIncompletes\nAn incomplete is for when you have done most of the work and a late-term emergency stopped you from finishing — not for a course you are behind in across the board. It is a written agreement with the instructor listing exactly what is left and a deadline (usually the middle of the next term). Unfinished, it becomes the grade you had earned, which is often an F.\nReduced-load authorization\nAthletes, students on certain visas, students with a disability accommodation, and students on some aid programs need authorization to drop below full-time. The relevant office (athletics compliance, International Programs, Accessibility Services, Financial Aid) can approve it in advance so a necessary drop does not create a second problem.\nPlanning the next term lighter\nIf this term was too heavy, build next term at 13–14 credits and add a summer course to stay on pace. A four-year plan with one lighter term and one summer session usually still finishes on time and produces much better grades than five white-knuckle semesters.\nAt a glance\nMeasure\nDeliverables, not credits\nDrop before\nThe ~10th-week \"W\" deadline — check the 12-credit line first\nIncomplete\nMost work done + late emergency; written agreement\nBelow full-time\nGet authorization from the relevant office first\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCourse withdrawal\nIncomplete grade policy\nReduced course load authorization\nWithdrawal & financial aid\nTime-management coaching\nFull contact directory" }, { "url": "managing-adhd-at-school.html", "title": "Managing ADHD at school", "description": "Accommodations, systems that work with an ADHD brain instead of against it, and where to get evaluated.", "headings": [ "Managing ADHD at school", "On this page", "College turns the volume up", "Accommodations", "Systems that fit the brain", "Medication and treatment", "Getting evaluated", "The emotional side" ], "content": "Health & wellness Managing ADHD at school\nAccommodations, systems that work with an ADHD brain instead of against it, and where to get evaluated.\nCollege turns the volume up\nCollege removes a lot of the external structure — parents, a fixed daily schedule, teachers checking in — right when the workload and the free-form time both increase. For students with ADHD, diagnosed or not, this is often when strategies that just barely worked in high school stop working. That is common and addressable, not a sign you cannot do this.\nAccommodations\nWith documentation, the accessibility office can set accommodations matched to your barriers: extended test time, a reduced-distraction testing room, permission to record lectures, note-taking support, priority registration (to build a schedule that fits your attention patterns), and some flexibility with attendance or deadlines within limits. Set these up early — retroactive accommodation is generally not available.\nSystems that fit the brain\nExternalize everything — one calendar, visible task lists, alarms for transitions. Body-double (work alongside someone). Use short timers and tiny first steps to beat task-initiation problems. Break big assignments into dated small actions. Build routines so recurring choices become automatic. A success coach or the learning-strategies workshops help you install these as habits rather than one-off intentions.\nMedication and treatment\nIf you have a prescription, transfer it to the campus pharmacy or a local provider early — running out mid-term is a bad, avoidable disruption, and stimulant refills have stricter rules. If you are being evaluated or adjusting medication, student health or a local psychiatrist manages that; give it time to get the dose right.\nGetting evaluated\nMany students are diagnosed for the first time in college, often after a rough semester. Student health and counseling can do an initial screening and refer you for a full evaluation; there are also assessment options near campus. Cost and access to evaluation are real barriers the accessibility office and a financial-wellness coach can help you work around.\nThe emotional side\nADHD frequently comes with a history of being told you are lazy or not trying, and with anxiety or low mood layered on top. The counseling center understands this, runs relevant groups, and it helps to separate \"my brain works differently and needs different systems\" from \"something is wrong with me.\" A coach handles the academic systems; counseling handles the rest.\nAt a glance\nWhy now\nCollege removes external structure right as the workload and free time both jump\nAccommodations\nExtended time, low-distraction testing, recording, priority registration — set up early\nSystems\nExternalize everything, body-double, short timers, tiny first steps, routines\nMedication\nTransfer the prescription early — stimulant refills have stricter rules\nWho to contact\nDisability & Accessibility Services\nHalvorsen Library, Level 1\nPhone\n(715) 555–0238\nEmail\naccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGetting accommodations that actually work\nDocumenting a disability for accommodations\nProcrastination: what actually works\nBuilding a weekly routine\nAcademic coaching\nFull contact directory" }, { "url": "managing-money-anxiety.html", "title": "Managing money anxiety", "description": "When worrying about money is affecting your focus and sleep — the practical steps and the support.", "headings": [ "Managing money anxiety", "On this page", "The worry can outrun the numbers", "Get the actual picture", "Plan by the term, then the week", "Know the safety nets before you need them", "If the math genuinely does not close", "When the anxiety is the main problem" ], "content": "Financial aid Managing money anxiety\nWhen worrying about money is affecting your focus and sleep — the practical steps and the support.\nThe worry can outrun the numbers\nMoney stress is common among students and it does not always track the actual situation — you can be objectively okay and still lie awake about it, or be genuinely tight and avoid looking at the account because looking makes it worse. Both patterns respond to the same first move: get a clear picture, because a vague dread is heavier than a known number.\nGet the actual picture\nSit down once with your real numbers: what is coming in (aid refund, job, family support) and when, what is fixed going out (rent, phone, insurance) and when, and what is left. A financial-wellness coach will do this with you for free, no judgment — most students leave the appointment less anxious just from seeing it laid out.\nPlan by the term, then the week\nStudent money arrives in lumps. Take the refund, subtract the whole term's fixed costs, divide the rest by the weeks, and that is your weekly spending number. Having a number — even a small one — is calmer than an open-ended \"am I going to be okay.\"\nKnow the safety nets before you need them\nThe food pantry (no documentation), Swipe Out Hunger, the emergency grant and loan funds (days, not weeks, for a genuine shortfall), the career closet, and free tax filing all reduce real costs. Knowing they exist takes some of the fear out of a bad month, whether or not you end up using them.\nIf the math genuinely does not close\nThat is a financial aid conversation, not a personal failing. A professional-judgment review can sometimes adjust your aid for changed circumstances (a job loss, medical costs, a family change), and the emergency fund covers the gap in the meantime. Raise it early — options shrink as deadlines pass.\nWhen the anxiety is the main problem\nIf money worry is disrupting your sleep, focus, or eating even when a coach says the plan is workable, that is worth talking to the counseling center about. Financial anxiety often travels with general anxiety, and a few sessions on the thought patterns help. You can do the coaching and the counseling at the same time.\nAt a glance\nFirst move\nGet a clear picture — a vague dread is heavier than a known number\nFree, no judgment\nA financial-wellness coach lays out your in / fixed-out / left\nPlan\nRefund minus the term's fixed costs, divided by weeks = your weekly number\nAnxiety persists despite a workable plan?\nThe counseling center\nWho to contact\nFinancial Aid Office\nFounders Union 118\nPhone\n(715) 555–0231\nEmail\nfinaid@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFinancial wellness coaching\nBudgeting as a student\nManaging stress and anxiety\nStudent emergency fund\nWhat financial aid does not cover\nFull contact directory" }, { "url": "managing-stress-and-anxiety.html", "title": "Managing stress and anxiety", "description": "The difference between a hard week and something more, what actually helps, and where to get support.", "headings": [ "Managing stress and anxiety", "On this page", "Stress is normal; watch the trajectory", "The basics that actually move the needle", "Skills you can practice", "When it is affecting school", "Counseling and faster options", "If it is a crisis" ], "content": "Health & wellness Managing stress and anxiety\nThe difference between a hard week and something more, what actually helps, and where to get support.\nStress is normal; watch the trajectory\nFeeling stretched around midterms, a big project, or a life event is expected and usually passes. What is worth attention is a trajectory: worry that does not settle between events, sleep and appetite changes that persist, avoiding things you used to manage, physical symptoms (racing heart, stomach trouble) without a cause, or dread that is out of proportion to what is in front of you.\nThe basics that actually move the needle\nSleep on a consistent schedule, move your body most days, eat at regular times, and get some daylight — these are not throwaway advice, they are the largest levers most people have and the first things that slip. Cut caffeine after early afternoon. Protect one genuine break in the week that is not \"productive.\"\nSkills you can practice\nSlow breathing (longer out-breath than in-breath) down-regulates the stress response in a couple of minutes. Writing the worry down and separating \"what I can act on\" from \"what I can only tolerate\" shrinks it. Breaking a dreaded task into a first ten-minute step defeats the avoidance that feeds anxiety. The mindfulness programs and the learning-strategies workshops teach these.\nWhen it is affecting school\nTest anxiety, panic before presentations, or anxiety that makes you avoid class or email is common and treatable. A success coach can help with the academic side; an accommodation (extra time, a reduced-distraction room) may apply through Accessibility Services; and the counseling center has a specific track for anxiety, including a group that works as well as individual sessions for a lot of people.\nCounseling and faster options\nBrief individual counseling and anxiety groups are included in your fees. \"Let's Talk\" drop-in is a no-commitment way to start if you are unsure you \"need\" it. Same-day urgent consults exist for a week that has gotten sharp. The 24-hour Student Support Line is (715) 555–0117.\nIf it is a crisis\nThoughts of not wanting to be here, a panic attack you cannot ride out, or feeling unsafe are reasons to reach out now — the 24-hour line, the counseling center's urgent hour, 911 for immediate danger, or Campus Safety at (715) 555–0191 to get you to care. Asking for help early is the move that works.\nAt a glance\nWatch for\nWorry that does not settle, persistent sleep/appetite change, avoidance, dread out of proportion\nBiggest levers\nSleep schedule, daily movement, regular meals, daylight, less late caffeine\nPractice\nSlow breathing, writing the worry down, a first 10-minute step\nSupport\n\"Let's Talk\" drop-in · anxiety group · 24-hr line (715) 555–0117\nWho to contact\nCounseling & Psychological Services\nHealth & Counseling Center, North Campus\nPhone\n(715) 555–0237\nEmail\ncounseling@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUsing counseling services\nTest anxiety support\nMindfulness programs\nSleep and the semester\n\"Let's Talk\" drop-in counseling\nFull contact directory" }, { "url": "managing-student-loans.html", "title": "Managing student loans", "description": "Borrowing less, keeping track while you are here, and not being surprised at repayment.", "headings": [ "Managing student loans", "On this page", "Borrow against a number, not a vibe", "Subsidized first, then unsubsidized, then think hard", "Track it every year", "Interest while you study", "Before you leave", "Repayment basics" ], "content": "Financial aid Managing student loans\nBorrowing less, keeping track while you are here, and not being surprised at repayment.\nBorrow against a number, not a vibe\nBefore you accept a loan, estimate your first-year salary in your field (career outcomes data by major is a starting point) and aim to keep total borrowing at or below that number across the whole degree. A rough rule: monthly payments under about 8–10% of monthly starting pay stay manageable. Every dollar you do not borrow is a dollar plus interest you do not repay.\nSubsidized first, then unsubsidized, then think hard\nUse subsidized federal loans before unsubsidized ones, and both before parent PLUS or private loans. Private loans lack federal protections — income-driven repayment, forbearance, forgiveness paths — and usually cost more. A private loan to cover a gap is sometimes right, but it is the last option, not the first.\nTrack it every year\nLog in to the federal loan site once a year and write down your running total and the servicer’s name. Loans from different years can end up with different servicers. Knowing the number keeps the decision to borrow more each year honest.\nInterest while you study\nUnsubsidized interest accrues from disbursement and is added to the principal (capitalized) at repayment unless you pay it as you go. Paying even $25 a month toward interest during school meaningfully lowers the balance you start repaying. Subsidized loans do not do this while you are enrolled.\nBefore you leave\nFederal exit counseling is required in your final term and walks through your balance, servicer, grace period (usually six months after you drop below half-time), and repayment plan options. Do it carefully rather than clicking through — it is the clearest picture you will get of what you owe.\nRepayment basics\nThe standard plan is ten years of fixed payments. Income-driven plans set the payment as a share of discretionary income and can lead to forgiveness after many years. Public Service Loan Forgiveness applies to government and nonprofit work. Never ignore a bill — call the servicer; there are always options short of default.\nAt a glance\nTarget\nTotal borrowing ≤ expected first-year salary\nOrder\nSubsidized → unsubsidized → PLUS/private (last resort)\nWhile enrolled\nConsider paying unsubsidized interest as it accrues\nFinal term\nFederal exit counseling — read it, don’t click through\nWho to contact\nFinancial Aid Office\nFounders Union 118\nPhone\n(715) 555–0231\nEmail\nfinaid@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nLoan entrance counseling\nLoan exit counseling\nFinancial wellness coaching\nCareer outcomes\nBudgeting on financial aid\nFull contact directory" }, { "url": "manufacturing-and-business-outreach.html", "title": "Manufacturing and business outreach", "description": "Training, testing, consulting, and student project teams for the region's employers.", "headings": [ "Manufacturing and business outreach", "On this page", "One point of contact", "Workforce training", "Testing and lab services", "Student project teams", "Consulting and expert help", "Economic development partners", "Getting started" ], "content": "Research & outreach Manufacturing and business outreach\nTraining, testing, consulting, and student project teams for the region's employers.\nOne point of contact\nCompanies that want to work with Porter — hire students, train employees, test a product, get an expert opinion, sponsor a project — start with the outreach office, which routes the request to the right college, center, or program rather than making the company navigate a university.\nWorkforce training\nCustomized instruction for an employer's workforce: quality systems, automation and controls, supervision and leadership, project management, technical writing, cybersecurity awareness. Delivered on campus, online, or at the worksite, in formats from a one-day session to a stackable certificate that applies toward a degree.\nTesting and lab services\nFee-based access to university labs for work a company cannot do in-house — materials testing, package performance, dimensional metrology, environmental cycling, failure analysis. Turnaround and pricing are quoted per job.\nStudent project teams\nRoughly forty scoped projects a year go to course and capstone teams: a process improvement, a product redesign, a market analysis, a data pipeline, a piece of automation. The company gets a semester of focused work and a deliverable; students get a real client. The small-business clinic runs a lighter version for local firms.\nConsulting and expert help\nFaculty consult on technical and management problems within conflict-of-interest rules, and the university can convene an expert panel for a regional question. This is scoped and contracted like any engagement, not an open-ended favor.\nEconomic development partners\nThe office works with the regional economic development corporation, the manufacturing alliance, and the health system on workforce pipelines, apprenticeships, and shared facilities. Employers on program advisory boards feed curriculum changes back into the classroom.\nGetting started\nSend the outreach office the problem, the timeline, who at the company can make decisions, and what a useful result looks like. A scoping conversation follows within a few days; a scope of work and a contact person follow that.\nAt a glance\nFront door\nOne outreach office routes every employer request\nOffer\nTraining · lab testing · student project teams · consulting\nStudent teams\n~40 scoped company projects a year\nStart with\nThe problem, the timeline, and who can decide\nWho to contact\nBusiness & Industry Outreach\nMillwright Hall 120\nPhone\n(715) 555–0157\nEmail\noutreach@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCorporate training\nCorporate partners\nEconomic development\nSmall business clinic\nContinuing education\nFull contact directory" }, { "url": "manufacturing-extension-services.html", "title": "Manufacturing extension services", "description": "Practical help for regional manufacturers improving processes, products, technology, and workforce systems.", "headings": [ "Manufacturing extension services", "On this page", "Start with the operating problem", "A scoped engagement", "How students and faculty participate", "Leave capability behind" ], "content": "Business & industry Manufacturing extension services\nPractical help for regional manufacturers improving processes, products, technology, and workforce systems.\nStart with the operating problem\nA first conversation defines the result the organization needs: shorter setup time, lower scrap, a safer workflow, a digital process, a feasibility study, energy reduction, supervisory development, or a skills plan. The team then recommends an assessment, training, student project, laboratory engagement, or longer technical project.\nA scoped engagement\nBefore work begins, both sides document deliverables, timeline, staff participation, data needs, confidentiality, fees, and how success will be measured. Projects are scaled for small and midsize organizations as well as large plants; many begin with one value stream, product family, or pilot cell.\nHow students and faculty participate\nWhen a problem fits learning goals, a faculty-supervised student team may collect data, model alternatives, prototype, test, or document a process. The company knows who is doing the work and reviews limits on data or publication in advance. Work requiring a guaranteed commercial result stays with professional staff or a specialist.\nLeave capability behind\nGood extension work does not end with a slide deck. It includes usable standard work, trained employees, a decision model, validated files, or a repeatable measurement method. A closeout documents results, remaining risks, ownership of materials, and the organization’s next decision.\nAt a glance\nFor\nRegional manufacturers and product companies of any size\nTypical work\nProcess, product, digital systems, energy, safety, and workforce capability\nStart\nA no-obligation problem-framing conversation\nWho to contact\nBusiness & Industry Outreach\nMillwright Hall 120\nPhone\n(715) 555–0157\nEmail\noutreach@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCommunity Fab Lab access\nEmployer-sponsored classroom projects\nEmployers and partners\nFull contact directory" }, { "url": "map.html", "title": "Campus map", "description": "Twenty-six numbered stops across 86 acres. Everything is a ten-minute walk from everything else.", "headings": [ "Campus map", "Take the next step." ], "content": "Campus life\nCampus map\nTwenty-six numbered stops on 86 acres. Everything is a ten-minute walk from everything else.\nBrowse the building directory → — what is inside each building and how to get in.\nCampus runs from the Welcome Center at the main entrance on University Drive, around a central quad anchored by Andersen Library, out to residence halls on the west side, athletics and recreation fields along the Red Cedar River to the north, and support services and the University Farm to the east; a few academic buildings further toward downtown Porter Falls — Founders Hall and Commerce Hall among them — sit just outside the main quad area. For a step-free, elevator-and-entrance schematic instead, see the accessible campus map .\nAcademic core\nScience Hall, Jarvis Hall (home to the Jarvis Technology Center), Andersen Library\n— still signed by its early-2000s name; nearly everyone on campus calls it Halvorsen Library after the\n2014 wing that doubled its size — the Applied Arts Center, and the Health & Human Performance\nCenter ring the quad, with Memorial Student Center and Porter Union just east of it.\nResidential\nKinnickinnic, West, East, and Red Cedar residence halls and the University\nApartments sit along the west edge, a short walk from the quad and from Bowman, Churchill, and Cleveland\nhalls' classrooms.\nAthletics & recreation\nPorter Stadium — everyone still calls it \"the Ironclad,\"\nmap notwithstanding — the soccer and intramural fields, and the Outdoor Adventure Center line the\nriverfront to the north, with the Stout-Bound Trail continuing east to the Red Cedar State Trail.\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "matching-gifts.html", "title": "Employer matching gifts", "description": "How a donor doubles or triples a gift to Porter by getting their employer to match it.", "headings": [ "Employer matching gifts", "On this page", "How to do it", "Why it matters", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Alumni & giving Employer matching gifts\nHow a donor doubles or triples a gift to Porter by getting their employer to match it.\nHow to do it\nGive as normal, then file a match request with your employer — usually a short online form or a portal. The employer confirms your gift with the Foundation and sends its own. Many companies match gifts from retirees and spouses too, which donors often don't realise.\nWhy it matters\nA matched gift is the cheapest way to increase impact: the donor's out-of-pocket amount is unchanged and the university receives two or three times as much. The Foundation will walk a first-time matcher through their specific employer's process.\nIn and around Porter Falls\nThe UW–Porter Falls Foundation shares the Depot with admissions, which is deliberate: the people who fund scholarships and the students who receive them use the same front door. Most gifts to Porter are small, local and recurring.\nThe practical details\nCheck first: The matching-gift search on the giving site, by employer name. Ratio: Commonly 1:1, sometimes 2:1 or 3:1. Deadline: Employers set their own; most allow a match request months after the original gift. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is UW–Porter Falls Foundation & Alumni Relations (Welcome Center at the Depot). Call (715) 555–0280 or email foundation@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCheck first\nThe matching-gift search on the giving site, by employer name\nRatio\nCommonly 1:1, sometimes 2:1 or 3:1\nDeadline\nEmployers set their own; most allow a match request months after the original gift\nWho to contact\nAdvancement & Alumni Relations\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0246\nEmail\ngive@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGive to Porter\nPlanned giving\nDistinguished Alumni Awards\nAlumni mentor network\nLegacy scholarships\nThe senior class gift\nFull contact directory" }, { "url": "math-placement-appeal.html", "title": "Appealing a math placement", "description": "What to do if your math placement seems too low for your background.", "headings": [ "Appealing a math placement", "On this page", "When to appeal", "The alternatives", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Appealing a math placement\nWhat to do if your math placement seems too low for your background.\nWhen to appeal\nYou placed into precalculus but earned an A in high-school calculus last year; you tested poorly because of the format, not the material; you have an AP or transfer credit that wasn't counted. Bring documentation — the department decides based on evidence you can do the work, not on how you felt about the test.\nThe alternatives\nIf the appeal doesn't succeed, a co-requisite model — the target course plus a linked support session — often lets a borderline student skip the prerequisite without the risk. A one- or two-week summer bridge program is the other path. An advisor can lay out which fits your major's timeline.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nFirst: Retake the placement once after reviewing — most sequences allow a second attempt after a short waiting period. Then: A placement appeal with evidence: recent coursework, grades, standardized scores, or a diagnostic with the math department. Bridge option: A short summer refresher or a co-requisite support section that lets you take the higher course with extra help. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFirst\nRetake the placement once after reviewing — most sequences allow a second attempt after a short waiting period\nThen\nA placement appeal with evidence: recent coursework, grades, standardized scores, or a diagnostic with the math department\nBridge option\nA short summer refresher or a co-requisite support section that lets you take the higher course with extra help\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "math-teaching-center.html", "title": "Math Teaching & Learning Center", "description": "Drop-in mathematics support, course workshops and placement guidance.", "headings": [ "Math Teaching & Learning Center", "On this page", "Course support", "Placement", "Workshops", "Drop in or schedule", "Placement, honestly", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Math Teaching & Learning Center\nDrop-in mathematics support, course workshops and placement guidance.\nCourse support\nPeer and professional tutors cover quantitative reasoning through calculus, statistics and major-specific mathematics.\nPlacement\nStudents review placement results with an adviser and may use preparation modules before attempting a reassessment.\nWorkshops\nExam reviews and topic sessions target high-demand concepts without replacing regular course participation.\nDrop in or schedule\nThe center runs open tables staffed by peer and professional tutors for quick questions, plus scheduled weekly sessions for students who want a standing plan. Tutors are trained to ask questions rather than work the problem for the student.\nPlacement, honestly\nPlacement results are reviewed with an adviser, and a student who is close can use preparation modules and retake the assessment once before the term starts. Being placed a course lower is common and usually cheaper than failing the course above.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from an advising conversation to a tutor to a writing consultant without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nLocation: Halvorsen Library, Level 1. Coverage: Quantitative reasoning through calculus, statistics, applied math. Cost: Free; no appointment needed for drop-in. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Student Success Center (Halvorsen Library, Level 1). Call (715) 555-0170 or email success@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nLocation\nHalvorsen Library, Level 1\nCoverage\nQuantitative reasoning through calculus, statistics, applied math\nCost\nFree; no appointment needed for drop-in\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudent Success Center\nWriting Center\nCounseling & health services\nFirst-generation student center\nFull contact directory" }, { "url": "meal-plan-change-deadline.html", "title": "Changing your meal plan", "description": "When you can switch to a bigger or smaller plan, and when you're locked in for the term.", "headings": [ "Changing your meal plan", "On this page", "The rules", "Picking the right size", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Changing your meal plan\nWhen you can switch to a bigger or smaller plan, and when you're locked in for the term.\nThe rules\nFor the first two weeks you can move between plans with no penalty as you learn your actual eating pattern. After the deadline, moving up is easy (you're giving them money); moving down or off is a petition tied to a medical diet the halls can't meet, a mid-year move off campus, or a similar change.\nPicking the right size\nTrack how many dining-hall meals you actually eat in week one. First-year students routinely overbuy swipes and forfeit them, or underbuy Dining Dollars and run out by November. The two-week window exists so you can correct either.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nChange window: Freely during the first two weeks of the term through the housing/dining portal. After that: Increases are usually allowed any time; decreases and cancellations need a documented reason. Required plans: Students in most residence halls must carry a minimum plan; commuters choose freely. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nChange window\nFreely during the first two weeks of the term through the housing/dining portal\nAfter that\nIncreases are usually allowed any time; decreases and cancellations need a documented reason\nRequired plans\nStudents in most residence halls must carry a minimum plan; commuters choose freely\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "mechanical-engineering-bs.html", "title": "Admission: Mechanical Engineering", "description": "The B.S. in Mechanical Engineering at UW–Porter Falls: concentrations, co-op program, senior design with industry sponsors, and the Ironclad Robotics pipeline.", "headings": [ "Mechanical Engineering (B.S.)", "On this page", "Program overview", "Concentrations", "Senior design & industry sponsors", "Admission requirements", "Career outcomes" ], "content": "College of Engineering & Technology Mechanical Engineering (B.S.)\nDesign, build, test, break, repeat — with a mandatory co-op, industry-sponsored senior design, and the Forge Makerspace as your extended lab.\">\nProgram overview\nThe B.S. in Mechanical Engineering (130 credits, ABET-accredited) is the largest engineering major at UW–Porter Falls (~320 undergraduates). The curriculum follows a design-build-test spine: ME 1100 Introduction to Design (cardboard chair challenge), ME 2100 Design & Manufacturing (CNC mill, waterjet, GD&T in the Forge Makerspace ), ME 3100 System Dynamics & Controls (Arduino + MATLAB hardware-in-the-loop), ME 4100 Capstone Design I (problem definition, sponsor match), ME 4200 Capstone Design II (build, test, deliver). Core strengths: Thermal-fluids (prof. research in microchannel heat exchangers), Mechanics of materials (composite failure modeling), Design & manufacturing (additive, subtractive, forming). Minor pairings: Computer Science (robotics/controls), Electrical Engineering (mechatronics), Entrepreneurship (hardware ventures).\nConcentrations\nDesign & Manufacturing (default, 15 credits): Advanced CAD/CAM (5-axis, nTopology), Additive Manufacturing (metal & polymer, Prototyping Lab access), Precision Engineering (CMM, GD&T, tolerance stack-ups), Forming & Fabrication (stamping, hydroforming, welding automation). Thermal-Fluid Systems (15 credits): Computational Fluid Dynamics (Ansys Fluent, OpenFOAM), Heat Exchanger Design, HVAC & Refrigeration, Combustion & Emissions (engine dyno lab). Mechatronics & Robotics (15 credits): Embedded Systems (STM32, ROS2), Actuators & Drives, Robot Kinematics/Control, Autonomous Systems (LiDAR, SLAM, Ironclad Robotics pipeline). Biomechanics (15 credits, with Nursing / Rehab Services ): Orthopedic Implant Design, Gait Analysis, Soft Tissue Mechanics, Surgical Instrumentation (collab with Valley Health OR).\nCo-op program (5-year degree)\nStructure: Apply sophomore fall → first work term spring junior year → alternate semester work / semester study → graduate in 5 years with 3 co-op terms (12–18 months experience). Placement rate: 92% of applicants placed (university guarantees at least one interview cycle). Average wage: $21–$28/hr (2025). Top co-op employers: Porter Valley Bank (fintech hardware), MedTech Collaborative (3 regional device cos.), DNR Porter District (field instrumentation), Generac (power systems), Oshkosh Defense (tactical vehicles), Epic Systems (facilities/automation). Academic integration: Co-op terms are 0-credit but transcript-notated; students enroll in ME 3900 Co-op Reflection (1 credit, online, graded) each term. Housing: University helps sublet campus housing or find short-term near employer; regional coach serves Lake City employers.\nSenior design & industry sponsors\nCapstone (ME 4100/4200) is a two-semester, team-based (4–5 students), industry-sponsored project. Sponsors (2025): Porter Valley Bank (ATM cassette redesign), MedTech Collaborative (laparoscopic trocar seal), DNR Porter District (portable stream-gauge housing), Ironclad Robotics (Featherweight chassis optimization), Nursing Simulation (patient-transfer assist device), Forge Prototyping Lab (5-axis fixture library). Process: Fall — requirements, concepts, PDR (Preliminary Design Review) with sponsor. Spring — detailed design, CDR (Critical Design Review), build in Makerspace / Prototyping Lab , test, FDR (Final Design Review) & Expo (public, April, 200+ attendees). Deliverables: Working prototype, test report, manufacturing drawing package, BOM, cost analysis, DFM/DFA review, user manual. IP: Sponsor owns foreground IP; university retains background IP & publication rights.\nAdmission requirements\nDirect admission: 3.6+ GPA (unweighted), 4 years math (calculus preferred), 4 years science (physics + chemistry), 650+ math SAT / 28+ math ACT. Test-optional (portfolio: CAD models, robotics competition, maker projects, research). Transfer: Calculus I–II, Physics I–II (calc-based), Chemistry I, Statics — all B or better, 3.0+ GPA. Bridge Week (late August, free): calculus refresher, physics problem-solving, intro to Makerspace (laser, 3-D print, hand tools) — 88% of attendees place into ME 2100 by add/drop. Women in Engineering Scholarship ( full tuition , 4 years, 8 recipients/year) includes mentorship + guaranteed co-op interview. Full admission details .\nCareer outcomes\nClass of 2025 (87 graduates): 74% employed within 6 months (median $78K), 15% grad school (M.S. MechE, Robotics, MBA), 6% service/fellowships, 5% still seeking. Top roles: Design Engineer, Manufacturing Engineer, Test Engineer, Systems Engineer, Product Development Engineer. Top employers: MedTech Collaborative (14 hires), Generac (11), Oshkosh Defense (9), Porter Valley Bank (6), Forge Prototyping Lab (5, Prototyping Fellows), Epic Systems (4), Tesla (3), SpaceX (2). Co-op conversion: 68% of co-op students receive full-time offers from their co-op employer. The Career Services STEM Career Fair (October) brings 50+ mechanical-engineering-specific employers.\nAt a glance\nDegree\nB.S. Mechanical Engineering (130 credits, ABET)\nConcentrations\nDesign & Mfg, Thermal-Fluid, Mechatronics, Biomechanics\nCo-op\n5-year degree, 3 terms, $21–$28/hr, 92% placement\nCapstone\nIndustry-sponsored, 2 semesters, public Expo\nClass of 2025\n74% employed, median $78K\nRelated resources\nAll undergraduate majors\nAdmission: Mechanical Engineering\nThe Forge Makerspace\nForge Prototyping Lab\nIronclad Robotics\nSTEM Career Fair" }, { "url": "media-relations.html", "title": "Media relations", "description": "News, expert connections, public records coordination and resources for journalists.", "headings": [ "Media relations", "On this page", "For journalists", "Campus access", "Official information", "For journalists", "Access rules", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "About Media relations\nNews, expert connections, public records coordination and resources for journalists.\nFor journalists\nUniversity Communications responds to interview, location, data and background requests and identifies appropriate subject experts.\nCampus access\nNews gathering in public areas is generally permitted; classrooms, residence halls, laboratories and clinical spaces require coordination and consent.\nOfficial information\nNews releases, statements, leadership biographies, fact sheets and visual assets are available from the communications office.\nFor journalists\nUniversity Communications responds to interview, location, data and background requests, identifies the right subject-matter expert, and coordinates access. News releases, statements, leadership biographies, fact sheets and photography are available on request.\nAccess rules\nFilming and interviews in open public areas of campus are generally fine; classrooms, residence halls, laboratories and clinical spaces require coordination and the consent of the people involved. The communications office arranges an escort for building interiors.\nIn and around Porter Falls\nUniversity Communications sits in Millwright Hall and handles the parts of Porter that outlast any one semester — the archives in Halvorsen Library, the fact book, the response when a reporter from the Lake City paper calls. The founding manual-training mission from 1893 is still the reference point for most of what this office says publicly.\nThe practical details\nContact: University Communications, Millwright Hall. Public areas: News gathering generally allowed. Classrooms, halls, labs, clinics: By coordination and consent. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by University Communications (Millwright Hall, Room 210). Call (715) 555-0250 or email news@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nContact\nUniversity Communications, Millwright Hall\nPublic areas\nNews gathering generally allowed\nClassrooms, halls, labs, clinics\nBy coordination and consent\nWho to contact\nUniversity Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\nnews@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUniversity Marketing & Communications\nPorter Falls Magazine\nBrand & visual identity guidelines\nTrademark & logo licensing\nInstitutional research\nFull contact directory" }, { "url": "medical-withdrawal.html", "title": "Medical withdrawal", "description": "Withdrawing from all courses in a term for a serious physical or mental health reason, with a path back.", "headings": [ "Medical withdrawal", "On this page", "When it applies", "Coming back", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Medical withdrawal\nWithdrawing from all courses in a term for a serious physical or mental health reason, with a path back.\nWhen it applies\nA medical withdrawal is for a term derailed by a health crisis — hospitalization, a new diagnosis, a family member's illness that becomes yours to manage. It removes the term's grades, replaces them with a W notation, and can trigger a partial tuition refund on a schedule the Bursar sets. It is deliberately all-or-nothing; dropping one hard course is a regular withdrawal.\nComing back\nReturn from a medical withdrawal runs through the Dean of Students, who asks for a brief note from a provider indicating the student is ready to resume full-time study. This is not a diagnosis disclosure — it is a readiness check — and the office can arrange a reduced load or a check-in schedule for the first term back.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nScope: All courses in the term — a medical withdrawal is not selective. Documentation: A letter from a treating provider, submitted to the Dean of Students. Deadline: As late as the last day of classes for the term in question. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nScope\nAll courses in the term — a medical withdrawal is not selective\nDocumentation\nA letter from a treating provider, submitted to the Dean of Students\nDeadline\nAs late as the last day of classes for the term in question\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "metal-shop-hours.html", "title": "Metal shop & welding lab", "description": "Open hours, the tiered access check-offs, and what you can and can't bring as a personal project.", "headings": [ "Metal shop & welding lab", "On this page", "The tiers", "Open hours", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Metal shop & welding lab\nOpen hours, the tiered access check-offs, and what you can and can't bring as a personal project.\nThe tiers\nA general shop card covers benches, the cold saw, drill press and grinders. The manual lathe and mill each need their own check-off; MIG, TIG and stick welding are certified separately because the hazards and the setup are different. The shop tech tracks which stamps each card carries.\nOpen hours\nPosted per term, always with a tech or trained monitor present — the shop is never open unstaffed. Personal projects are welcome in that time as long as you supply your own stock and it isn't work you're selling.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nLocation: Engineering & Technology Building, ground level. Access: General shop card, then separate check-offs for the lathe, mill, and each welding process. Personal projects: Allowed during open hours, material at your cost, nothing for resale. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nEngineering & Technology Building, ground level\nAccess\nGeneral shop card, then separate check-offs for the lathe, mill, and each welding process\nPersonal projects\nAllowed during open hours, material at your cost, nothing for resale\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "micro-internships.html", "title": "Micro-internships", "description": "Short, paid, project-based work — a week or two, often remote — that fits around a full class schedule.", "headings": [ "Micro-internships", "On this page", "What they are", "Who they suit", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Micro-internships\nShort, paid, project-based work — a week or two, often remote — that fits around a full class schedule.\nWhat they are\nA scoped deliverable for an employer — a market scan, a data cleanup, a design comp, a research memo — done on your own hours and submitted. No commute, no semester-long commitment, and a real portfolio piece plus a contact at the company.\nWho they suit\nA first- or second-year student who can't take a summer internship yet, a student testing whether a field fits, or anyone who wants three small employer relationships instead of one big one. Career coaches help scope the first one.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nLength: 10–40 hours over one to three weeks. Paid: Yes, a flat project rate. Find them: PorterConnect, filtered to micro-internship postings. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLength\n10–40 hours over one to three weeks\nPaid\nYes, a flat project rate\nFind them\nPorterConnect, filtered to micro-internship postings\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "military-activation-and-national-guard-deployment.html", "title": "Military Activation & National Guard Deployment", "description": "What happens academically and financially when a UW-Porter Falls student is activated for military service or National Guard deployment mid-semester.", "headings": [ "Military Activation & National Guard Deployment", "The two options", "Wesconsin and federal protections", "How to start the process", "Returning after deployment" ], "content": "Veterans & Military-Connected Students\nMilitary Activation & National Guard Deployment\nA student called to active duty mid-semester does not have to choose between finishing the term and reporting on time — federal and state law both require options.\nThe two options\nA student activated mid-term chooses between a full withdrawal with a complete tuition and fee refund and no academic penalty, or, if enough of the term is complete and instructors agree, incomplete grades with a set window after returning to finish coursework. Neither option requires financial aid to be repaid the way a normal withdrawal might trigger.\nWesconsin and federal protections\nThis is not a discretionary courtesy — both the federal Higher Education Opportunity Act and Wesconsin state law require public universities to offer these options to activated service members and National Guard members, including for state-declared emergencies (flood or wildfire deployment), not only federal combat orders.\nHow to start the process\nBring activation orders to the Veteran Resource Center as soon as they are received; the office coordinates with the registrar, financial aid, housing, and individual instructors so a student does not have to explain the situation separately to every office.\nReturning after deployment\nA returning student gets priority registration for the next term they enroll in and is not required to reapply for admission if the gap is under five years, under the same federal readmission protections that cover reemployment after military service.\nQuick facts\nLegal basis\nHigher Education Opportunity Act + Wesconsin state law\nTuition refund on withdrawal\nFull\nReadmission window\nPriority registration, no reapplication needed within 5 years\nRelated\nVeteran Resource Center\nFor military & veterans\nVeteran education benefits\nYellow Ribbon Program" }, { "url": "military-training-credit-evaluation.html", "title": "Military training credit evaluation", "description": "Turn documented military education and occupations into the right kind of academic credit without guessing where it will apply.", "headings": [ "Military training credit evaluation", "On this page", "Send the official record", "How credit may apply", "Evaluation starts the planning", "Appeals and updates" ], "content": "Registrar Military training credit evaluation\nTurn documented military education and occupations into the right kind of academic credit without guessing where it will apply.\nSend the official record\nRequest an official Joint Services Transcript or Community College of the Air Force transcript and have it sent directly to Porter. The Registrar evaluates formal courses and occupations using recognized credit recommendations, then asks departments to review technical material that may match a major requirement.\nHow credit may apply\nA recommendation can become a direct course equivalent, a general-education or major elective, lower- or upper-division elective credit, or no credit. Academic level and content—not the length or difficulty of service alone—determine placement. Physical education, leadership, technical training, health, and general electives are common outcomes.\nEvaluation starts the planning\nMeet with the veteran adviser and academic adviser after credit posts. They will place useful electives intentionally, check prerequisites and residency, and identify whether a portfolio or departmental examination could demonstrate learning the transcript did not capture. More posted credit does not always mean fewer remaining terms.\nAppeals and updates\nIf training appears to match a requirement but posts only as elective credit, submit the detailed course exhibit, occupational description, certifications, and portfolio evidence for department review. New training completed during reserve service can be evaluated through an updated official transcript.\nAt a glance\nSend\nOfficial JST or Community College of the Air Force transcript\nPossible result\nDirect equivalent, requirement/elective credit, or no credit\nThen\nReview placement with veteran services and the academic adviser\nWho to contact\nOffice of the Registrar\nAdmissions & Records, Bowman Hall 110\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudent veterans at Porter\nTransferring credits to Porter\nPrior learning assessment\nCredit by departmental exam\nFull contact directory" }, { "url": "millwright-hall.html", "title": "Millwright Hall", "description": "The main administration building — the Provost, Graduate School, Campus Safety, and University Communications all under one roof.", "headings": [ "Millwright Hall", "On this page", "What is here", "Campus Safety and after-hours access", "Visiting an office here", "Accessibility", "A note on the name" ], "content": "Campus map Millwright Hall\nThe main administration building — the Provost, Graduate School, Campus Safety, and University Communications all under one roof.\nWhat is here\nMillwright Hall is UW–Porter Falls' central administration building, a few minutes' walk from the academic core. The Office of the Provost (Room 300), the Graduate School (Room 320), the Office of Research & Sponsored Programs (Room 340), the Office of Outreach & Engagement (Room 120), and University Communications (Room 210) all keep offices here, along with Campus Safety, which occupies the entire ground level.\nMost students only pass through Millwright Hall for a specific reason — a graduate-school appointment, a records request, an escort after dark — rather than daily business, which is concentrated in Founders Union instead.\nCampus Safety and after-hours access\nCampus Safety operates from the ground level around the clock during the semester, staffed at all hours, and is the campus point of contact for a safety escort, a lost-and-found report routed from another building, or an after-hours building-access issue. For an actual emergency the number is still 911 first, Campus Safety second.\nVisiting an office here\nMost offices in Millwright Hall keep standard weekday business hours and see visitors by appointment for anything beyond a quick question; Campus Safety's ground-level desk is staffed continuously. Visitor parking is in the small lot on the building's north side, with a short-term validation available at the Campus Safety desk.\nAccessibility\nThe main entrance is step-free with automatic doors, and an elevator serves all three floors. Accessible visitor parking is in the first row of the north lot. Contact the specific office you are visiting ahead of time if you need an interpreter or another accommodation for a meeting.\nA note on the name\nThe building takes its name from the millwright trade that anchored Porter Falls' original economy along the river; the name predates the university's founding and was kept when the building was repurposed for administration in the 1970s.\nMore buildings\nApplied Arts Building\nCommerce Hall\nForge Recreation Center\nFounders Commons\nFounders Hall\nFounders Union\nAll campus buildings\nCampus map\nGetting around\nThe campus is 86 acres; nothing is more than a ten-minute walk from anything else.\nAccessible routes & entrances" }, { "url": "millwright-stadium.html", "title": "Millwright Stadium", "description": "The outdoor stadium for football, soccer and track, on the north edge of campus by the river.", "headings": [ "Millwright Stadium", "On this page", "What is here", "Attending", "Track and community use", "Accessibility", "The name" ], "content": "Campus map Millwright Stadium\nThe outdoor stadium for football, soccer and track, on the north edge of campus by the river.\nWhat is here\nMillwright Stadium has a synthetic-turf field ringed by an eight-lane track, seating for about 4,000 on the home side and 1,500 on the visitor side, a press box, and a field house with locker rooms, a training room, and equipment storage. It hosts football, men's and women's soccer, and outdoor track and field.\nAttending\nStudents enter free with a Porter Card at the north gate. Homecoming football during Millrace Week is the largest crowd of the year, around 4,500. Public tickets and parking maps are posted by event. The adjacent gravel lots open two hours before kickoff; the Porter Loop shuttle adds a stadium stop on game days.\nTrack and community use\nThe track is open to students, staff, and the public for walking and running whenever it is not reserved for practice or a meet — hours are posted at the gate. Local high schools rent the stadium for their own meets and championship games.\nAccessibility\nThe home-side entrance and the first seating row are step-free, with accessible and companion seating at field level and mid-concourse. Accessible parking is in the paved lot nearest the home gate. The track surface is firm and level for wheelchair use during open hours.\nThe name\nThe stadium keeps the Millwrights name the teams dropped decades ago. It opened in 1965 as a grass field and cinder track; the turf and the eight-lane track went in during a 2019 renovation funded partly by a gift from an alumni construction firm.\nMore buildings\nApplied Arts Building\nCommerce Hall\nForge Recreation Center\nFounders Commons\nFounders Hall\nFounders Union\nAll campus buildings\nCampus map\nGetting around\nThe campus is 86 acres; nothing is more than a ten-minute walk from anything else.\nAccessible routes & entrances" }, { "url": "mindfulness-programs.html", "title": "Mindfulness & meditation programs", "description": "Free drop-in sits, workshops, and an app subscription to help with stress, focus, and sleep.", "headings": [ "Mindfulness & meditation programs", "On this page", "What's offered", "Using the app", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Mindfulness & meditation programs\nFree drop-in sits, workshops, and an app subscription to help with stress, focus, and sleep.\nWhat's offered\nShort guided sessions you can drop into between classes, longer skill-building series run by health-promotion staff, and occasional retreats before finals. Sessions are secular and practical — breathing, body scan, brief sitting practice — aimed at stress, attention, and winding down at night.\nUsing the app\nEnrolled students can claim a free premium account for a major meditation app through the student portal — guided programs, sleep audio, and short focus exercises on your phone. It pairs well with the in-person workshops but works on its own if your schedule won't hold still.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nDrop-in: Guided sessions several times a week in the wellness rooms — no experience needed. Workshops: Short series on mindfulness for anxiety, for focus, and for sleep, each a few weeks. App: A free premium subscription to a well-known meditation app for enrolled students. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nDrop-in\nGuided sessions several times a week in the wellness rooms — no experience needed\nWorkshops\nShort series on mindfulness for anxiety, for focus, and for sleep, each a few weeks\nApp\nA free premium subscription to a well-known meditation app for enrolled students\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "minor-accounting.html", "title": "Accounting Minor", "description": "How financial activity is measured and reported, from the accounting cycle through financial statements and cost analysis.", "headings": [ "Accounting Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Management Accounting Minor\nHow financial activity is measured and reported, from the accounting cycle through financial statements and cost analysis.\nWhat you will study\nHow financial activity is measured and reported, from the accounting cycle through financial statements and cost analysis.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nACCT 2100 — Financial Accounting\nACCT 2200 — Managerial Accounting\nACCT 3300 — Cost Accounting\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for business, supply-chain, and engineering-management students, and anyone who will own a budget. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as staff accountant support, cost analyst, financial operations, audit support. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Management to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Accounting minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Accounting minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Accounting minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Management\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-actuarial-science.html", "title": "Actuarial Science Minor", "description": "Probability, statistics, and financial mathematics aimed at the early actuarial exams.", "headings": [ "Actuarial Science Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Science & Mathematics Actuarial Science Minor\nProbability, statistics, and financial mathematics aimed at the early actuarial exams.\nWhat you will study\nProbability, statistics, and financial mathematics aimed at the early actuarial exams.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nMATH 2400 — Calculus I\nAPMTH 3900 — Mathematical Statistics\nFinancial Mathematics\nActuarial Exam Preparation\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for mathematics, economics, and finance majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as actuarial analyst, risk analyst, insurance and finance roles. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Science & Mathematics to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Actuarial Science minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Actuarial Science minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Actuarial Science minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Science & Mathematics\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-agribusiness.html", "title": "Agribusiness Minor", "description": "The business of food and agriculture: markets, supply chains, and policy.", "headings": [ "Agribusiness Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Management Agribusiness Minor\nThe business of food and agriculture: markets, supply chains, and policy.\nWhat you will study\nThe business of food and agriculture: markets, supply chains, and policy.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nSCM 3500 — Global Supply Chain\nACCT 2100 — Principles of Accounting\nAgricultural Policy\nCommodity Markets\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for supply chain, dietetics, and environmental science majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as agricultural lending, commodity trading support, food-industry business roles. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Management to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Agribusiness minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Agribusiness minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Agribusiness minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Management\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-american-sign-language.html", "title": "American Sign Language Minor", "description": "Conversational ASL and an introduction to Deaf culture, history, and community.", "headings": [ "American Sign Language Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication American Sign Language Minor\nConversational ASL and an introduction to Deaf culture, history, and community.\nWhat you will study\nConversational ASL and an introduction to Deaf culture, history, and community.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nASL I–IV\nDeaf Culture\nIntroduction to Interpreting\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for education, rehabilitation-services, health, and communication majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as roles serving Deaf and hard-of-hearing communities; interpreter-training preparation. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the American Sign Language minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the American Sign Language minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared American Sign Language minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-animation.html", "title": "Animation Minor", "description": "Principles of motion, character, and 3D animation for film, games, and explainers.", "headings": [ "Animation Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Animation Minor\nPrinciples of motion, character, and 3D animation for film, games, and explainers.\nWhat you will study\nPrinciples of motion, character, and 3D animation for film, games, and explainers.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nGRDS 3100 — Motion Design\nGAME 2500 — Game Art Pipeline\n3D Animation I & II\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for game, graphic design, and video-production students. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as motion design, games, film, visualization. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Animation minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Animation minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Animation minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-apparel-textile-design.html", "title": "Apparel & Textile Design Minor", "description": "Construction, textiles, and design process for apparel and soft goods.", "headings": [ "Apparel & Textile Design Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Apparel & Textile Design Minor\nConstruction, textiles, and design process for apparel and soft goods.\nWhat you will study\nConstruction, textiles, and design process for apparel and soft goods.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nAPRL 1200 — Apparel Construction I\nAPRL 1400 — Textiles\nFlat Pattern Design\nSustainable Textile Practices\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for industrial design, marketing, and entrepreneurship majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as apparel production support, textile sourcing, small-brand design. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Apparel & Textile Design minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Apparel & Textile Design minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Apparel & Textile Design minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-applied-physics.html", "title": "Applied Physics Minor", "description": "A physics sequence built for engineers who want a deeper grounding in the underlying science.", "headings": [ "Applied Physics Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Science & Mathematics Applied Physics Minor\nA physics sequence built for engineers who want a deeper grounding in the underlying science.\nWhat you will study\nA physics sequence built for engineers who want a deeper grounding in the underlying science.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nPHYS 2010 — University Physics I\nPHYS 2020 — University Physics II\nModern Physics for Engineers\nComputational Physics\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for mechanical, electrical, and civil engineering majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as a stronger technical base for graduate study or research-adjacent roles. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Science & Mathematics to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Applied Physics minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Applied Physics minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Applied Physics minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Science & Mathematics\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-art-history.html", "title": "Art History Minor", "description": "How to look at, contextualize, and write about visual art from antiquity to now.", "headings": [ "Art History Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Art History Minor\nHow to look at, contextualize, and write about visual art from antiquity to now.\nWhat you will study\nHow to look at, contextualize, and write about visual art from antiquity to now.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nART 3100 — Art History Survey\nModern Art\nContemporary Art\nHistory of Design\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for graphic design, studio art, and communication majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as galleries, museums, arts writing, education. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Art History minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Art History minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Art History minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-biology.html", "title": "Biology Minor", "description": "Core biology — cells, genetics, and one specialty area — for students in health, environmental, or engineering fields.", "headings": [ "Biology Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Science & Mathematics Biology Minor\nCore biology — cells, genetics, and one specialty area — for students in health, environmental, or engineering fields.\nWhat you will study\nCore biology — cells, genetics, and one specialty area — for students in health, environmental, or engineering fields.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nBIOL 1010 — General Biology\nBIOL 2100 — Genetics\nBIOL 2300 — Cell Biology\nBIOL 3100 — Microbiology\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for dietetics, environmental science, plastics (biomaterials), and psychology majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as lab support, health fields, environmental work. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Science & Mathematics to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Biology minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Biology minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Biology minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Science & Mathematics\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-business.html", "title": "Business Minor", "description": "The core of how organizations create value — accounting, finance, marketing, and management — so you can speak the language of the people who run the place you work.", "headings": [ "Business Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Management Business Minor\nThe core of how organizations create value — accounting, finance, marketing, and management — so you can speak the language of the people who run the place you work.\nWhat you will study\nThe core of how organizations create value — accounting, finance, marketing, and management — so you can speak the language of the people who run the place you work.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nBUS 1000 — Introduction to Business\nBUS 2100 — Financial Accounting\nBUS 2400 — Principles of Marketing\nBUS 2600 — Principles of Management\nBUS 3100 — Business Finance\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for engineering, design, computing, and science majors headed for roles with budget or client responsibility. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as project lead, product owner, technical sales, operations, founder. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Management to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Business minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Business minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Business minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Management\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-cad-design.html", "title": "Computer-Aided Design Minor", "description": "Parametric modeling, assemblies, and drawings for manufacture.", "headings": [ "Computer-Aided Design Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Engineering & Technology Computer-Aided Design Minor\nParametric modeling, assemblies, and drawings for manufacture.\nWhat you will study\nParametric modeling, assemblies, and drawings for manufacture.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nIDES 2600 — CAD for Product Design\nENGT 1100 — Technical Drawing and CAD\nME 3300 — Machine Design\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for engineering, construction, and industrial-design majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as design and drafting support, product development. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Engineering & Technology to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Computer-Aided Design minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Computer-Aided Design minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Computer-Aided Design minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Engineering & Technology\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-chemistry.html", "title": "Chemistry Minor", "description": "General and organic chemistry plus an elective, supporting materials, health, and environmental work.", "headings": [ "Chemistry Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Science & Mathematics Chemistry Minor\nGeneral and organic chemistry plus an elective, supporting materials, health, and environmental work.\nWhat you will study\nGeneral and organic chemistry plus an elective, supporting materials, health, and environmental work.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nCHEM 1110 — General Chemistry I\nCHEM 1120 — General Chemistry II\nCHEM 2210 — Organic Chemistry I\nCHEM 3100 — Analytical Chemistry\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for plastics engineering, packaging, dietetics, environmental science, and biology majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as quality and analytical labs, materials, formulation support. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Science & Mathematics to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Chemistry minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Chemistry minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Chemistry minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Science & Mathematics\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-child-development.html", "title": "Child Development Minor", "description": "Development from birth through adolescence and the environments that support it.", "headings": [ "Child Development Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Education, Health & Human Sciences Child Development Minor\nDevelopment from birth through adolescence and the environments that support it.\nWhat you will study\nDevelopment from birth through adolescence and the environments that support it.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nPSYC 2400 — Developmental Psychology\nEDUC 2100 — Human Development and Learning\nFamily and Community Contexts\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for education, psychology, nursing, and rehabilitation-services majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as early childhood, family services, pediatric-adjacent roles. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Education, Health & Human Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Child Development minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Child Development minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Child Development minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Education, Health & Human Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-coaching.html", "title": "Coaching Minor", "description": "The science and practice of athletic coaching: skill development, conditioning, and team leadership.", "headings": [ "Coaching Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Education, Health & Human Sciences Coaching Minor\nThe science and practice of athletic coaching: skill development, conditioning, and team leadership.\nWhat you will study\nThe science and practice of athletic coaching: skill development, conditioning, and team leadership.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nFoundations of Coaching\nSport Psychology\nStrength and Conditioning\nCoaching Practicum\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for education, kinesiology, and any major planning to coach. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as coaching, athletic administration, recreation. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Education, Health & Human Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Coaching minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Coaching minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Coaching minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Education, Health & Human Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-communication.html", "title": "Communication Studies Minor", "description": "How people create meaning together: public speaking, interpersonal and group communication, persuasion, and communication in organizations.", "headings": [ "Communication Studies Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Communication Studies Minor\nHow people create meaning together: public speaking, interpersonal and group communication, persuasion, and communication in organizations.\nWhat you will study\nHow people create meaning together: public speaking, interpersonal and group communication, persuasion, and communication in organizations.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nCOMM 1100 — Public Speaking\nCOMM 1300 — Interpersonal Communication\nCOMM 2100 — Small Group Communication\nCOMM 3300 — Persuasion and Social Influence\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for technical majors who will present, negotiate, and lead. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as communications assistant, trainer, coordinator, community relations. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Communication Studies minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Communication Studies minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Communication Studies minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-computer-science.html", "title": "Computer Science Minor", "description": "Programming, data structures, and one applied area, for students who want real software skill alongside another field.", "headings": [ "Computer Science Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Computing & Information Sciences Computer Science Minor\nProgramming, data structures, and one applied area, for students who want real software skill alongside another field.\nWhat you will study\nProgramming, data structures, and one applied area, for students who want real software skill alongside another field.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nCS 1100 — Introduction to Programming\nCS 1200 — Object-Oriented Programming\nCS 2400 — Data Structures and Algorithms\nCS 3200 — Databases\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for engineering, science, math, design, and business majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as software-adjacent roles in any industry; a strong graduate-school signal. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Computing & Information Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Computer Science minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Computer Science minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Computer Science minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Computing & Information Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-construction.html", "title": "Construction Minor", "description": "Materials and methods, estimating, and scheduling, for engineers and managers who work with builders.", "headings": [ "Construction Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Engineering & Technology Construction Minor\nMaterials and methods, estimating, and scheduling, for engineers and managers who work with builders.\nWhat you will study\nMaterials and methods, estimating, and scheduling, for engineers and managers who work with builders.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nCNST 1500 — Introduction to Construction\nCNST 2100 — Construction Materials and Methods\nCNST 3100 — Estimating\nCNST 3300 — Scheduling and Project Controls\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for civil engineering, business, and industrial-design majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as project engineering, estimating, field engineering. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Engineering & Technology to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Construction minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Construction minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Construction minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Engineering & Technology\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-creative-writing.html", "title": "Creative Writing Minor", "description": "Workshop practice in fiction, poetry, and nonfiction, with a focus on craft and revision.", "headings": [ "Creative Writing Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Creative Writing Minor\nWorkshop practice in fiction, poetry, and nonfiction, with a focus on craft and revision.\nWhat you will study\nWorkshop practice in fiction, poetry, and nonfiction, with a focus on craft and revision.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nENGL 2300 — Creative Writing\nFiction Workshop\nPoetry Workshop\nCreative Nonfiction\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for any major — it sharpens voice and revision. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as writing, editing, content, teaching. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Creative Writing minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Creative Writing minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Creative Writing minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-criminal-justice.html", "title": "Criminal Justice Minor", "description": "The system's components — police, courts, corrections — and the study of why crime occurs.", "headings": [ "Criminal Justice Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Education, Health & Human Sciences Criminal Justice Minor\nThe system's components — police, courts, corrections — and the study of why crime occurs.\nWhat you will study\nThe system's components — police, courts, corrections — and the study of why crime occurs.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nCJ 1000 — Introduction to Criminal Justice\nCJ 2100 — Criminology\nCJ 2500 — Criminal Law\nCJ 3300 — Corrections\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for psychology, sociology, cybersecurity, and rehabilitation-services majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as agency support roles, victim services, corrections, investigations support. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Education, Health & Human Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Criminal Justice minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Criminal Justice minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Criminal Justice minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Education, Health & Human Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-cyber-forensics.html", "title": "Cyber Forensics Minor", "description": "Acquiring and analyzing digital evidence, chain of custody, and reporting.", "headings": [ "Cyber Forensics Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Computing & Information Sciences Cyber Forensics Minor\nAcquiring and analyzing digital evidence, chain of custody, and reporting.\nWhat you will study\nAcquiring and analyzing digital evidence, chain of custody, and reporting.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nCYBR 3300 — Digital Forensics and Incident Response\nCYBR 2200 — Networking for Security\nCJ 3100 — Criminal Procedure\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for criminal justice, IT, and computer science majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as digital forensics support, incident response, investigations. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Computing & Information Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Cyber Forensics minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Cyber Forensics minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Cyber Forensics minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Computing & Information Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-cybersecurity.html", "title": "Cybersecurity Minor", "description": "Security fundamentals, networking, and defensive practice for students in adjacent fields.", "headings": [ "Cybersecurity Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Computing & Information Sciences Cybersecurity Minor\nSecurity fundamentals, networking, and defensive practice for students in adjacent fields.\nWhat you will study\nSecurity fundamentals, networking, and defensive practice for students in adjacent fields.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nCYBR 1500 — Foundations of Cybersecurity\nCYBR 2200 — Networking for Security\nCYBR 2600 — System Administration and Hardening\nCYBR 4100 — Governance, Risk, and Compliance\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for IT, computer science, criminal justice, and business majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as security analyst support, GRC, IT with a security focus. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Computing & Information Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Cybersecurity minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Cybersecurity minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Cybersecurity minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Computing & Information Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-data-analytics.html", "title": "Data Analytics Minor", "description": "Working with data end to end — cleaning, analyzing, visualizing, and communicating — for students in any discipline.", "headings": [ "Data Analytics Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Computing & Information Sciences Data Analytics Minor\nWorking with data end to end — cleaning, analyzing, visualizing, and communicating — for students in any discipline.\nWhat you will study\nWorking with data end to end — cleaning, analyzing, visualizing, and communicating — for students in any discipline.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nDATA 1400 — Introduction to Data Science\nDATA 2200 — Data Wrangling and Visualization\nDATA 2600 — Statistical Inference\nDATA 3300 — Databases and Data Engineering\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for business, science, social science, engineering, and design majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as analyst roles across every industry. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Computing & Information Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Data Analytics minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Data Analytics minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Data Analytics minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Computing & Information Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-data-visualization.html", "title": "Data Visualization Minor", "description": "Turning data into clear, honest visuals and interactive displays.", "headings": [ "Data Visualization Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Data Visualization Minor\nTurning data into clear, honest visuals and interactive displays.\nWhat you will study\nTurning data into clear, honest visuals and interactive displays.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nDATA 2200 — Data Wrangling and Visualization\nGRDS 3300 — Design Research and Strategy\nTCOM 3500 — Technical and Data Visualization\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for data, communication, business, and design majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as analyst, reporting, data journalism, dashboards. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Data Visualization minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Data Visualization minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Data Visualization minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-digital-marketing.html", "title": "Digital Marketing Minor", "description": "Search, social, email, and content, and the analytics that show what is working.", "headings": [ "Digital Marketing Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Management Digital Marketing Minor\nSearch, social, email, and content, and the analytics that show what is working.\nWhat you will study\nSearch, social, email, and content, and the analytics that show what is working.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nMKTG 3200 — Digital Marketing\nMKTG 3500 — Content and Social Media Strategy\nMKTG 3800 — Marketing Analytics\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for communication, design, business, and technical-communication majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as digital marketing, growth, content, marketing analytics. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Management to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Digital Marketing minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Digital Marketing minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Digital Marketing minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Management\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-disability-studies.html", "title": "Disability Studies Minor", "description": "Models of disability, law, access, and disability as identity and culture.", "headings": [ "Disability Studies Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Education, Health & Human Sciences Disability Studies Minor\nModels of disability, law, access, and disability as identity and culture.\nWhat you will study\nModels of disability, law, access, and disability as identity and culture.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nREHB 1500 — Introduction to Disability Studies\nREHB 2100 — Medical and Psychosocial Aspects of Disability\nREHB 3500 — Assistive Technology\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for education, design (accessibility), computing (accessible tech), and health majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as accessibility roles, advocacy, services coordination. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Education, Health & Human Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Disability Studies minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Disability Studies minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Disability Studies minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Education, Health & Human Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-economics.html", "title": "Economics Minor", "description": "How markets, incentives, and policy shape decisions, at both the individual-firm and the whole-economy scale.", "headings": [ "Economics Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Management Economics Minor\nHow markets, incentives, and policy shape decisions, at both the individual-firm and the whole-economy scale.\nWhat you will study\nHow markets, incentives, and policy shape decisions, at both the individual-firm and the whole-economy scale.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nPrinciples of Microeconomics\nPrinciples of Macroeconomics\nIntermediate Microeconomics\nEconometrics\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for business, political science, data, and engineering-management majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as analyst, policy research, pricing, consulting support. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Management to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Economics minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Economics minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Economics minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Management\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-electronics.html", "title": "Electronics Minor", "description": "Applied circuits, instrumentation, and embedded systems for non-EE majors.", "headings": [ "Electronics Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Engineering & Technology Electronics Minor\nApplied circuits, instrumentation, and embedded systems for non-EE majors.\nWhat you will study\nApplied circuits, instrumentation, and embedded systems for non-EE majors.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nENGT 1500 — Circuits and Instrumentation\nEE 2400 — Digital Logic\nEE 3300 — Embedded Systems\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for mechanical engineering, computer science, and game majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as hardware-adjacent roles, test, embedded. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Engineering & Technology to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Electronics minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Electronics minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Electronics minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Engineering & Technology\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-emergency-management.html", "title": "Emergency Management Minor", "description": "Preparedness, response, recovery, and mitigation across hazards, and the agencies involved.", "headings": [ "Emergency Management Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Education, Health & Human Sciences Emergency Management Minor\nPreparedness, response, recovery, and mitigation across hazards, and the agencies involved.\nWhat you will study\nPreparedness, response, recovery, and mitigation across hazards, and the agencies involved.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nCJ 1000 — Introduction to Criminal Justice\nHazard Mitigation and Planning\nIncident Command\nBusiness Continuity\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for criminal justice, construction management, and business majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as emergency management, continuity planning, public safety. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Education, Health & Human Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Emergency Management minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Emergency Management minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Emergency Management minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Education, Health & Human Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-entrepreneurship.html", "title": "Entrepreneurship Minor", "description": "Turning an idea into a tested venture: customer discovery, the business model, a prototype, and early traction.", "headings": [ "Entrepreneurship Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Management Entrepreneurship Minor\nTurning an idea into a tested venture: customer discovery, the business model, a prototype, and early traction.\nWhat you will study\nTurning an idea into a tested venture: customer discovery, the business model, a prototype, and early traction.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nENTR 2000 — The Entrepreneurial Mindset\nENTR 2500 — Customer Discovery\nENTR 3100 — Building the Business Model\nENTR 3300 — Product and Prototype\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for engineering, design, and computing majors with a product idea, and anyone considering self-employment. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as founder, early employee at a startup, innovation role, small-business owner. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Management to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Entrepreneurship minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Entrepreneurship minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Entrepreneurship minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Management\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-environmental-science.html", "title": "Environmental Science Minor", "description": "Ecosystems, pollution, and policy, with field and lab methods.", "headings": [ "Environmental Science Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Science & Mathematics Environmental Science Minor\nEcosystems, pollution, and policy, with field and lab methods.\nWhat you will study\nEcosystems, pollution, and policy, with field and lab methods.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nENVS 1500 — Introduction to Environmental Science\nENVS 2100 — Environmental Chemistry\nENVS 3300 — Environmental Policy and Law\nENVS 2300 — Geographic Information Systems\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for civil engineering, construction, biology, and business majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as environmental consulting, compliance, sustainability roles. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Science & Mathematics to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Environmental Science minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Environmental Science minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Environmental Science minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Science & Mathematics\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-esports-management.html", "title": "Esports Management Minor", "description": "The business side of competitive gaming: event operations, sponsorship, and team management.", "headings": [ "Esports Management Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Management Esports Management Minor\nThe business side of competitive gaming: event operations, sponsorship, and team management.\nWhat you will study\nThe business side of competitive gaming: event operations, sponsorship, and team management.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nGAME 1000 — Introduction to Game Design\nMKTG 2400 — Principles of Marketing\nEsports Event Operations\nSponsorship and Broadcast Basics\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for business, marketing, and game-design majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as esports team operations, event production, sponsorship sales. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Management to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Esports Management minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Esports Management minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Esports Management minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Management\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-esports-performance.html", "title": "Esports Performance Minor", "description": "The physical and mental performance side of competitive gaming: ergonomics, recovery, and focus.", "headings": [ "Esports Performance Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Education, Health & Human Sciences Esports Performance Minor\nThe physical and mental performance side of competitive gaming: ergonomics, recovery, and focus.\nWhat you will study\nThe physical and mental performance side of competitive gaming: ergonomics, recovery, and focus.\nThe minor is 12 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nKINE 2100 — Functional Anatomy\nPSYC 1000 — Introduction to Psychology\nPerformance Psychology for Esports\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for kinesiology, psychology, and game-design majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as esports team performance support, sports-psychology-adjacent roles. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Education, Health & Human Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Esports Performance minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Esports Performance minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Esports Performance minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n12\nCollege\nCollege of Education, Health & Human Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-ethics.html", "title": "Applied Ethics Minor", "description": "Working through the ethical questions that come up in technology, business, health, and the environment.", "headings": [ "Applied Ethics Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Applied Ethics Minor\nWorking through the ethical questions that come up in technology, business, health, and the environment.\nWhat you will study\nWorking through the ethical questions that come up in technology, business, health, and the environment.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nEthics\nCS 3700 — Software Engineering\nDATA 3700 — Data Ethics and Governance\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for computing, data, engineering, health, and business majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as ethics and compliance, responsible-technology roles, policy. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Applied Ethics minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Applied Ethics minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Applied Ethics minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-event-management.html", "title": "Event Management Minor", "description": "Planning and running events: logistics, budgets, vendors, and execution.", "headings": [ "Event Management Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Management Event Management Minor\nPlanning and running events: logistics, budgets, vendors, and execution.\nWhat you will study\nPlanning and running events: logistics, budgets, vendors, and execution.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nHOSP 2500 — Event and Meeting Management\nHOSP 3300 — Hospitality Marketing and Revenue\nEvent Sponsorship and Sales\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for hospitality, marketing, communication, and nonprofit-leadership majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as event coordinator, meeting planner, venue operations. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Management to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Event Management minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Event Management minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Event Management minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Management\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-film-studies.html", "title": "Film & Media Studies Minor", "description": "How moving images make meaning — form, genre, and history — plus basic production.", "headings": [ "Film & Media Studies Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Film & Media Studies Minor\nHow moving images make meaning — form, genre, and history — plus basic production.\nWhat you will study\nHow moving images make meaning — form, genre, and history — plus basic production.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nIntroduction to Film\nFilm History\nScreenwriting\nVideo Production I\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for communication, game, and animation majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as media production, marketing video, arts writing. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Film & Media Studies minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Film & Media Studies minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Film & Media Studies minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-food-science.html", "title": "Food Science Minor", "description": "The chemistry and processing of food, plus safety and quality.", "headings": [ "Food Science Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Education, Health & Human Sciences Food Science Minor\nThe chemistry and processing of food, plus safety and quality.\nWhat you will study\nThe chemistry and processing of food, plus safety and quality.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nDIET 2200 — Food Science\nCHEM 1050 — Introductory Chemistry\nFood Processing\nSensory Evaluation\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for dietetics, packaging, chemistry, and hospitality majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as product development, quality, food manufacturing. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Education, Health & Human Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Food Science minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Food Science minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Food Science minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Education, Health & Human Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-forensic-science.html", "title": "Forensic Science Minor", "description": "Lab-based evidence analysis paired with the legal process it feeds into.", "headings": [ "Forensic Science Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Science & Mathematics Forensic Science Minor\nLab-based evidence analysis paired with the legal process it feeds into.\nWhat you will study\nLab-based evidence analysis paired with the legal process it feeds into.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nCHEM 1110 — General Chemistry I\nCJ 3100 — Criminal Procedure\nForensic Chemistry\nCrime Scene Investigation\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for criminal justice, chemistry, and biology majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as crime-lab support, evidence technician, forensic-adjacent graduate study. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Science & Mathematics to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Forensic Science minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Forensic Science minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Forensic Science minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Science & Mathematics\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-french.html", "title": "French Minor", "description": "Conversational and written proficiency through the intermediate level, plus francophone culture.", "headings": [ "French Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication French Minor\nConversational and written proficiency through the intermediate level, plus francophone culture.\nWhat you will study\nConversational and written proficiency through the intermediate level, plus francophone culture.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nFREN 1010 — Elementary French I\nFREN 1020 — Elementary French II\nIntermediate French I\nFrancophone Culture\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for international studies, supply chain, and communication majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as a language credential for international business, government, or graduate study. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the French minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the French minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared French minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-game-design.html", "title": "Game Design Minor", "description": "Game mechanics, level design, and playtesting for students outside the game major.", "headings": [ "Game Design Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Game Design Minor\nGame mechanics, level design, and playtesting for students outside the game major.\nWhat you will study\nGame mechanics, level design, and playtesting for students outside the game major.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nGAME 1600 — Introduction to Game Design\nGAME 2300 — Level and Systems Design\nGAME 3300 — Narrative and Player Psychology\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for computer science, art, and industrial-design majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as game studios, gamified products, simulation and training. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Game Design minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Game Design minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Game Design minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-gerontology.html", "title": "Gerontology Minor", "description": "Aging across biological, psychological, and social dimensions, and the systems that serve older adults.", "headings": [ "Gerontology Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Education, Health & Human Sciences Gerontology Minor\nAging across biological, psychological, and social dimensions, and the systems that serve older adults.\nWhat you will study\nAging across biological, psychological, and social dimensions, and the systems that serve older adults.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nPSYC 2400 — Developmental Psychology\nSociology of Aging\nDIET 2500 — Nutrition Through the Lifespan\nPrograms and Policy for Older Adults\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for nursing, dietetics, psychology, and rehabilitation-services majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as senior services, health care, program coordination. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Education, Health & Human Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Gerontology minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Gerontology minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Gerontology minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Education, Health & Human Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-gis.html", "title": "Geographic Information Systems Minor", "description": "Spatial data, analysis, and mapping applied to a field you already study.", "headings": [ "Geographic Information Systems Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Science & Mathematics Geographic Information Systems Minor\nSpatial data, analysis, and mapping applied to a field you already study.\nWhat you will study\nSpatial data, analysis, and mapping applied to a field you already study.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nENVS 2300 — Geographic Information Systems\nAdvanced GIS\nRemote Sensing\nGIS Programming\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for environmental science, civil engineering, construction, criminal justice, and business majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as GIS analyst, planning, environmental consulting, logistics. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Science & Mathematics to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Geographic Information Systems minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Geographic Information Systems minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Geographic Information Systems minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Science & Mathematics\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-graphic-design.html", "title": "Graphic Design Minor", "description": "Visual communication fundamentals — composition, type, and production — for non-designers who need to make things look right.", "headings": [ "Graphic Design Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Graphic Design Minor\nVisual communication fundamentals — composition, type, and production — for non-designers who need to make things look right.\nWhat you will study\nVisual communication fundamentals — composition, type, and production — for non-designers who need to make things look right.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nGRDS 1100 — Design Foundations\nGRDS 1300 — Typography I\nGRDS 2100 — Design Software and Production\nGRDS 2300 — Brand and Identity\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for marketing, communication, business, and technical-communication majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as in-house design support, marketing, content production. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Graphic Design minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Graphic Design minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Graphic Design minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-health-wellness.html", "title": "Health & Wellness Minor", "description": "The behavioral and environmental drivers of health, and how to design programs that improve it.", "headings": [ "Health & Wellness Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Education, Health & Human Sciences Health & Wellness Minor\nThe behavioral and environmental drivers of health, and how to design programs that improve it.\nWhat you will study\nThe behavioral and environmental drivers of health, and how to design programs that improve it.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nPSYC 1000 — Introduction to Psychology\nDIET 1500 — Introduction to Nutrition\nStress Management\nProgram Planning in Health\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for business (workplace wellness), education, and hospitality majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as wellness coordinator, health promotion, benefits. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Education, Health & Human Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Health & Wellness minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Health & Wellness minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Health & Wellness minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Education, Health & Human Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-history.html", "title": "History Minor", "description": "Reading evidence, building an argument, and understanding how the present came to be.", "headings": [ "History Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication History Minor\nReading evidence, building an argument, and understanding how the present came to be.\nWhat you will study\nReading evidence, building an argument, and understanding how the present came to be.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nUnited States History to 1877\nUnited States History since 1877\nWorld History\nHistorical Methods\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for any major — history builds the research and writing muscle. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as archives, museums, research, education, law school preparation. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the History minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the History minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared History minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-human-resource-management.html", "title": "Human Resource Management Minor", "description": "Recruiting, developing, and retaining people, plus employment law and compensation basics.", "headings": [ "Human Resource Management Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Management Human Resource Management Minor\nRecruiting, developing, and retaining people, plus employment law and compensation basics.\nWhat you will study\nRecruiting, developing, and retaining people, plus employment law and compensation basics.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nBUS 2600 — Principles of Management\nPSYC 2600 — Social Psychology\nStaffing and Development\nCompensation and Benefits\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for business, psychology, communication, and hospitality majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as HR generalist, recruiting, learning and development. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Management to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Human Resource Management minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Human Resource Management minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Human Resource Management minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Management\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-information-technology.html", "title": "Information Technology Minor", "description": "The technology an organization runs on: systems, networking, and cloud, at an applied level.", "headings": [ "Information Technology Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Computing & Information Sciences Information Technology Minor\nThe technology an organization runs on: systems, networking, and cloud, at an applied level.\nWhat you will study\nThe technology an organization runs on: systems, networking, and cloud, at an applied level.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nIT 1300 — IT Fundamentals\nIT 2100 — Networking I\nIT 2400 — Server Administration\nIT 3200 — Cloud Infrastructure\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for business, engineering-technology, and communication majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as IT support and administration, cloud operations. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Computing & Information Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Information Technology minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Information Technology minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Information Technology minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Computing & Information Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-interior-design.html", "title": "Interior Design Minor", "description": "Space planning, materials, and lighting for students in a related design, business, or construction major.", "headings": [ "Interior Design Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Common questions" ], "content": "" }, { "url": "minor-international-studies.html", "title": "International Studies Minor", "description": "Global systems — political, economic, and cultural — plus language and a regional focus.", "headings": [ "International Studies Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication International Studies Minor\nGlobal systems — political, economic, and cultural — plus language and a regional focus.\nWhat you will study\nGlobal systems — political, economic, and cultural — plus language and a regional focus.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nIntroduction to International Studies\nSCM 3500 — Global Supply Chain\nComparative Politics\nA modern language sequence\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for business, supply chain, communication, and political science majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as international business, NGOs, government, trade. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the International Studies minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the International Studies minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared International Studies minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-journalism.html", "title": "Journalism Minor", "description": "Reporting, interviewing, and writing accurate stories on deadline, across platforms.", "headings": [ "Journalism Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Journalism Minor\nReporting, interviewing, and writing accurate stories on deadline, across platforms.\nWhat you will study\nReporting, interviewing, and writing accurate stories on deadline, across platforms.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nNews Reporting\nMultimedia Journalism\nMedia Law and Ethics\nCOMM 3500 — Communication Research Methods\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for communication, political science, and technical-communication majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as reporting, communications, content, public information. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Journalism minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Journalism minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Journalism minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-kinesiology.html", "title": "Kinesiology Minor", "description": "Human movement, exercise physiology, and the science behind training and rehabilitation.", "headings": [ "Kinesiology Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Education, Health & Human Sciences Kinesiology Minor\nHuman movement, exercise physiology, and the science behind training and rehabilitation.\nWhat you will study\nHuman movement, exercise physiology, and the science behind training and rehabilitation.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nKINE 1500 — Introduction to Kinesiology\nKINE 2100 — Functional Anatomy\nExercise Physiology\nBiomechanics of Human Movement\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for nursing, dietetics, coaching (minor), and psychology majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as strength and conditioning, physical therapy aide, athletic administration. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Education, Health & Human Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Kinesiology minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Kinesiology minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Kinesiology minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Education, Health & Human Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-leadership.html", "title": "Organizational Leadership Minor", "description": "Leading teams and change: communication, ethics, conflict, and moving a group toward a goal.", "headings": [ "Organizational Leadership Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Management Organizational Leadership Minor\nLeading teams and change: communication, ethics, conflict, and moving a group toward a goal.\nWhat you will study\nLeading teams and change: communication, ethics, conflict, and moving a group toward a goal.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nCOMM 3100 — Organizational Communication\nBUS 2600 — Principles of Management\nLeading Change\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for students moving into supervision, student-organization officers, and future founders. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as team lead, program manager, operations, nonprofit leadership. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Management to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Organizational Leadership minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Organizational Leadership minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Organizational Leadership minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Management\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-management.html", "title": "Management Minor", "description": "Leading people and running processes: motivation, teams, operations, and the manager's daily work of planning and coordinating.", "headings": [ "Management Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Management Management Minor\nLeading people and running processes: motivation, teams, operations, and the manager's daily work of planning and coordinating.\nWhat you will study\nLeading people and running processes: motivation, teams, operations, and the manager's daily work of planning and coordinating.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nBUS 2600 — Principles of Management\nBUS 3300 — Operations Management\nSCM 3400 — Lean and Process Improvement\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for any major that leads to a supervisory role early in a career. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as team lead, shift supervisor, operations coordinator, project manager. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Management to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Management minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Management minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Management minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Management\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-manufacturing.html", "title": "Manufacturing Minor", "description": "Processes, quality, and systems for making things, for students outside manufacturing engineering.", "headings": [ "Manufacturing Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Engineering & Technology Manufacturing Minor\nProcesses, quality, and systems for making things, for students outside manufacturing engineering.\nWhat you will study\nProcesses, quality, and systems for making things, for students outside manufacturing engineering.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nMFGE 1500 — Manufacturing Processes\nMFGE 3300 — Quality Engineering\nMFGE 3500 — Automation and Robotics\nMFGE 3700 — Operations and Supply Chain\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for mechanical engineering, business, supply chain, and engineering-technology majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as manufacturing engineering support, operations, continuous improvement. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Engineering & Technology to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Manufacturing minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Manufacturing minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Manufacturing minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Engineering & Technology\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-marketing.html", "title": "Marketing Minor", "description": "Understanding customers and reaching them: segmentation and positioning, consumer behavior, digital channels, and measuring what works.", "headings": [ "Marketing Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Management Marketing Minor\nUnderstanding customers and reaching them: segmentation and positioning, consumer behavior, digital channels, and measuring what works.\nWhat you will study\nUnderstanding customers and reaching them: segmentation and positioning, consumer behavior, digital channels, and measuring what works.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nMKTG 2400 — Principles of Marketing\nMKTG 3100 — Consumer Behavior\nMKTG 3200 — Digital Marketing\nMKTG 3500 — Content and Social Media Strategy\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for design, communication, hospitality, and technical majors who will market a product or a practice. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as marketing coordinator, brand assistant, content strategist, market analyst. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Management to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Marketing minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Marketing minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Marketing minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Management\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-materials.html", "title": "Materials Minor", "description": "Structure–property relationships across metals, polymers, ceramics, and composites, and failure analysis.", "headings": [ "Materials Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Engineering & Technology Materials Minor\nStructure–property relationships across metals, polymers, ceramics, and composites, and failure analysis.\nWhat you will study\nStructure–property relationships across metals, polymers, ceramics, and composites, and failure analysis.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nMFGE 2500 — Materials Science\nPLE 2500 — Polymer Materials\nPLE 3900 — Composites\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for mechanical, civil, plastics, and packaging engineering majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as materials engineering support, quality, failure analysis. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Engineering & Technology to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Materials minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Materials minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Materials minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Engineering & Technology\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-mathematics.html", "title": "Mathematics Minor", "description": "Calculus, linear algebra, and a proof-based or applied elective, strengthening any quantitative major.", "headings": [ "Mathematics Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Science & Mathematics Mathematics Minor\nCalculus, linear algebra, and a proof-based or applied elective, strengthening any quantitative major.\nWhat you will study\nCalculus, linear algebra, and a proof-based or applied elective, strengthening any quantitative major.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nMATH 2400 — Calculus I\nMATH 2500 — Calculus II\nMATH 2600 — Linear Algebra\nMATH 3300 — Discrete Mathematics\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for engineering, physics, computer science, data, and economics majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as a stronger analytical profile for graduate school or technical work. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Science & Mathematics to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Mathematics minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Mathematics minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Mathematics minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Science & Mathematics\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-music-technology.html", "title": "Music Technology Minor", "description": "Recording, mixing, and production for anyone who wants to make finished audio, not just play an instrument.", "headings": [ "Music Technology Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Music Technology Minor\nRecording, mixing, and production for anyone who wants to make finished audio, not just play an instrument.\nWhat you will study\nRecording, mixing, and production for anyone who wants to make finished audio, not just play an instrument.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nMUS 1010 — Music Fundamentals\nAudio Recording I\nDigital Audio Production\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for communication, computer science, and media majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as audio production, podcast and media production, live-sound support. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Music Technology minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Music Technology minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Music Technology minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-music.html", "title": "Music Minor", "description": "Music theory, history, and a performance ensemble, open to any student regardless of prior training.", "headings": [ "Music Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Music Minor\nMusic theory, history, and a performance ensemble, open to any student regardless of prior training.\nWhat you will study\nMusic theory, history, and a performance ensemble, open to any student regardless of prior training.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nMUS 1010 — Music Fundamentals\nMUS 1110 — Music Theory I\nMusic History Survey\nEnsemble Participation (2 terms)\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for education, communication, and any major with an interest in performance. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as arts administration, music-adjacent careers, or simply a sustained creative outlet. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Music minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Music minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Music minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-nonprofit-leadership.html", "title": "Nonprofit Leadership Minor", "description": "Running a mission-driven organization: governance, fundraising, grants, and program evaluation.", "headings": [ "Nonprofit Leadership Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Management Nonprofit Leadership Minor\nRunning a mission-driven organization: governance, fundraising, grants, and program evaluation.\nWhat you will study\nRunning a mission-driven organization: governance, fundraising, grants, and program evaluation.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nENTR 4100 — Social Entrepreneurship\nTCOM 3700 — Proposals and Grant Writing\nNonprofit Management\nVolunteer and Board Development\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for communication, social science, and business majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as program coordination, development, nonprofit management. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Management to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Nonprofit Leadership minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Nonprofit Leadership minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Nonprofit Leadership minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Management\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-nutrition.html", "title": "Nutrition Minor", "description": "Nutrients, requirements, and nutrition through the lifespan, for students outside dietetics.", "headings": [ "Nutrition Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Education, Health & Human Sciences Nutrition Minor\nNutrients, requirements, and nutrition through the lifespan, for students outside dietetics.\nWhat you will study\nNutrients, requirements, and nutrition through the lifespan, for students outside dietetics.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nDIET 1500 — Introduction to Nutrition\nDIET 2500 — Nutrition Through the Lifespan\nDIET 3500 — Community Nutrition\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for nursing, psychology, kinesiology, and hospitality majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as wellness programming, community health, food service. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Education, Health & Human Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Nutrition minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Nutrition minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Nutrition minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Education, Health & Human Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-packaging.html", "title": "Packaging Minor", "description": "Materials, package design, distribution testing, and sustainability, for adjacent majors.", "headings": [ "Packaging Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Engineering & Technology Packaging Minor\nMaterials, package design, distribution testing, and sustainability, for adjacent majors.\nWhat you will study\nMaterials, package design, distribution testing, and sustainability, for adjacent majors.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nPKG 1500 — Introduction to Packaging\nPKG 2200 — Packaging Materials\nPKG 3100 — Distribution Packaging and Testing\nPKG 3700 — Sustainable Packaging\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for plastics engineering, industrial design, supply chain, and dietetics majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as packaging engineer support, development, sustainability. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Engineering & Technology to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Packaging minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Packaging minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Packaging minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Engineering & Technology\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-philosophy.html", "title": "Philosophy Minor", "description": "Rigorous thinking about knowledge, reality, and value — and how to make and evaluate arguments.", "headings": [ "Philosophy Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Philosophy Minor\nRigorous thinking about knowledge, reality, and value — and how to make and evaluate arguments.\nWhat you will study\nRigorous thinking about knowledge, reality, and value — and how to make and evaluate arguments.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nIntroduction to Philosophy\nLogic\nEthics\nPhilosophy of Science\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for computing, engineering, and pre-law students. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as law school preparation, policy, ethics and compliance, analysis roles. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Philosophy minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Philosophy minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Philosophy minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-photography.html", "title": "Photography Minor", "description": "Camera, light, and composition, plus editing and output for print and screen.", "headings": [ "Photography Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Photography Minor\nCamera, light, and composition, plus editing and output for print and screen.\nWhat you will study\nCamera, light, and composition, plus editing and output for print and screen.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nPhotography I & II\nLighting\nDigital Darkroom\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for journalism, marketing, design, and biology (field documentation) majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as documentation, marketing content, freelance support. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Photography minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Photography minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Photography minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-physics.html", "title": "Physics Minor", "description": "Calculus-based mechanics and electromagnetism plus modern physics, deepening an engineering or math background.", "headings": [ "Physics Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Science & Mathematics Physics Minor\nCalculus-based mechanics and electromagnetism plus modern physics, deepening an engineering or math background.\nWhat you will study\nCalculus-based mechanics and electromagnetism plus modern physics, deepening an engineering or math background.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nPHYS 2010 — University Physics I\nPHYS 2020 — University Physics II\nPHYS 2030 — University Physics III\nPHYS 3500 — Modern Physics\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for mechanical, electrical, and civil engineering, and mathematics majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as a stronger technical foundation for engineering or graduate study. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Science & Mathematics to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Physics minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Physics minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Physics minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Science & Mathematics\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-political-science.html", "title": "Political Science Minor", "description": "Government, institutions, policy, and political behavior, from the local to the international.", "headings": [ "Political Science Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Political Science Minor\nGovernment, institutions, policy, and political behavior, from the local to the international.\nWhat you will study\nGovernment, institutions, policy, and political behavior, from the local to the international.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nAmerican Government\nComparative Politics\nPublic Policy\nInternational Relations\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for communication, criminal justice, environmental science, and business majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as legislative staff, policy analysis, advocacy, public administration. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Political Science minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Political Science minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Political Science minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-professional-writing.html", "title": "Professional Writing Minor", "description": "Writing that does work: reports, proposals, correspondence, and editing, with attention to clarity and style.", "headings": [ "Professional Writing Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Professional Writing Minor\nWriting that does work: reports, proposals, correspondence, and editing, with attention to clarity and style.\nWhat you will study\nWriting that does work: reports, proposals, correspondence, and editing, with attention to clarity and style.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nENGL 2500 — Technical and Professional Writing\nENGL 3500 — Rhetoric and Style\nTCOM 3700 — Proposals and Grant Writing\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for any major whose job will involve a lot of writing. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as communications, grants, editing, content, proposal management. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Professional Writing minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Professional Writing minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Professional Writing minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-project-management.html", "title": "Project Management Minor", "description": "Scoping, estimating, scheduling, and closing projects, with both agile and plan-driven methods.", "headings": [ "Project Management Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Management Project Management Minor\nScoping, estimating, scheduling, and closing projects, with both agile and plan-driven methods.\nWhat you will study\nScoping, estimating, scheduling, and closing projects, with both agile and plan-driven methods.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nIT 3600 — IT Project Management\nCNST 3300 — Scheduling and Project Controls\nENGT 3700 — Project Management for Technology\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for every technical and design major — most will manage a project within a few years of graduating. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as project coordinator, project manager, program support, PMO analyst. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Management to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Project Management minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Project Management minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Project Management minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Management\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-psychology.html", "title": "Psychology Minor", "description": "The science of mind and behavior: development, social behavior, cognition, and the research methods behind the claims.", "headings": [ "Psychology Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Education, Health & Human Sciences Psychology Minor\nThe science of mind and behavior: development, social behavior, cognition, and the research methods behind the claims.\nWhat you will study\nThe science of mind and behavior: development, social behavior, cognition, and the research methods behind the claims.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nPSYC 1000 — Introduction to Psychology\nPSYC 2400 — Developmental Psychology\nPSYC 2600 — Social Psychology\nPSYC 3100 — Cognitive Psychology\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for design (user research), business (HR, marketing), health, and education majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as HR support, user research, case management, program coordination. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Education, Health & Human Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Psychology minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Psychology minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Psychology minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Education, Health & Human Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-public-administration.html", "title": "Public Administration Minor", "description": "How public agencies are organized, budgeted, and held accountable.", "headings": [ "Public Administration Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Public Administration Minor\nHow public agencies are organized, budgeted, and held accountable.\nWhat you will study\nHow public agencies are organized, budgeted, and held accountable.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nIntroduction to Public Administration\nPublic Budgeting\nPublic Policy Analysis\nCJ 4900 — Criminal Justice Capstone\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for criminal justice, political science, and construction-management majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as local government, agency analyst, planning. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Public Administration minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Public Administration minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Public Administration minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-public-health.html", "title": "Public Health Minor", "description": "Population-level health: epidemiology, health policy, and community intervention design.", "headings": [ "Public Health Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Education, Health & Human Sciences Public Health Minor\nPopulation-level health: epidemiology, health policy, and community intervention design.\nWhat you will study\nPopulation-level health: epidemiology, health policy, and community intervention design.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nHLTH 1500 — Introduction to Public Health\nHLTH 2100 — Epidemiology\nHealth Policy\nCommunity Health Intervention\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for nursing, dietetics, psychology, and rehabilitation-services majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as public-health program coordination, health-department roles, community health work. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Education, Health & Human Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Public Health minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Public Health minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Public Health minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Education, Health & Human Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-quality.html", "title": "Quality Management Minor", "description": "Statistical process control, measurement systems, problem-solving methods, and audit.", "headings": [ "Quality Management Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Engineering & Technology Quality Management Minor\nStatistical process control, measurement systems, problem-solving methods, and audit.\nWhat you will study\nStatistical process control, measurement systems, problem-solving methods, and audit.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nMFGE 3300 — Quality Engineering\nENGT 3500 — Quality and Metrology\nSix Sigma and Root-Cause Analysis\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for engineering, manufacturing, packaging, and business majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as quality engineer support, continuous improvement, compliance. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Engineering & Technology to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Quality Management minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Quality Management minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Quality Management minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Engineering & Technology\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-renewable-energy.html", "title": "Renewable Energy Minor", "description": "Solar, wind, storage, and the grid, from the technology to the economics.", "headings": [ "Renewable Energy Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Engineering & Technology Renewable Energy Minor\nSolar, wind, storage, and the grid, from the technology to the economics.\nWhat you will study\nSolar, wind, storage, and the grid, from the technology to the economics.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nEE 3700 — Power Systems\nME 2600 — Thermodynamics\nRenewable Energy Systems\nEnergy Economics and Policy\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for mechanical, electrical, and construction-management majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as energy engineering support, project development, utilities. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Engineering & Technology to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Renewable Energy minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Renewable Energy minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Renewable Energy minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Engineering & Technology\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-robotics-automation.html", "title": "Robotics & Automation Minor", "description": "Sensors, actuators, controllers, and industrial robots, and integrating a small automated cell.", "headings": [ "Robotics & Automation Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Engineering & Technology Robotics & Automation Minor\nSensors, actuators, controllers, and industrial robots, and integrating a small automated cell.\nWhat you will study\nSensors, actuators, controllers, and industrial robots, and integrating a small automated cell.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nMFGE 3500 — Automation and Robotics\nEE 2400 — Digital Logic\nENGT 3300 — Programmable Logic Controllers\nEE 3300 — Embedded Systems\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for mechanical, electrical, and engineering-technology majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as automation technician and engineer support, controls. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Engineering & Technology to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Robotics & Automation minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Robotics & Automation minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Robotics & Automation minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Engineering & Technology\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-sales.html", "title": "Professional Sales Minor", "description": "The consultative sales process: discovery, presentation, negotiation, and account management.", "headings": [ "Professional Sales Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Management Professional Sales Minor\nThe consultative sales process: discovery, presentation, negotiation, and account management.\nWhat you will study\nThe consultative sales process: discovery, presentation, negotiation, and account management.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nMKTG 3600 — Sales and Account Management\nCOMM 3300 — Persuasion and Social Influence\nMKTG 2400 — Principles of Marketing\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for business, engineering (technical sales), and communication majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as sales development, account management, technical sales. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Management to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Professional Sales minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Professional Sales minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Professional Sales minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Management\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-sociology.html", "title": "Sociology Minor", "description": "How institutions, groups, and inequality shape human life, and how to study them.", "headings": [ "Sociology Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Sociology Minor\nHow institutions, groups, and inequality shape human life, and how to study them.\nWhat you will study\nHow institutions, groups, and inequality shape human life, and how to study them.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nSOC 1000 — Introduction to Sociology\nSOC 2100 — Social Problems\nSOC 3500 — Work and Organizations\nSOC 3300 — Social Stratification\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for criminal justice, education, business, and rehabilitation-services majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as research assistant, community organization, policy support, HR. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Sociology minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Sociology minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Sociology minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-spanish.html", "title": "Spanish Minor", "description": "Communicative proficiency in Spanish plus the culture and context to use it well.", "headings": [ "Spanish Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Spanish Minor\nCommunicative proficiency in Spanish plus the culture and context to use it well.\nWhat you will study\nCommunicative proficiency in Spanish plus the culture and context to use it well.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nElementary Spanish I & II\nIntermediate Spanish I & II\nSpanish Conversation\nSpanish for the Professions\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for health, education, business, and criminal-justice majors serving Spanish-speaking communities. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as any role that benefits from bilingual capacity. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Spanish minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Spanish minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Spanish minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-special-education.html", "title": "Special Education Minor", "description": "Disability categories, the IEP process, inclusion, and evidence-based instruction.", "headings": [ "Special Education Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Education, Health & Human Sciences Special Education Minor\nDisability categories, the IEP process, inclusion, and evidence-based instruction.\nWhat you will study\nDisability categories, the IEP process, inclusion, and evidence-based instruction.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nEDUC 3500 — Special Education Foundations\nEDUC 2500 — Teaching Diverse Learners\nREHB 2100 — Medical and Psychosocial Aspects of Disability\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for elementary and secondary education majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as special education (with licensure), paraprofessional, services. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Education, Health & Human Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Special Education minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Special Education minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Special Education minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Education, Health & Human Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-statistics.html", "title": "Applied Statistics Minor", "description": "Statistical inference, regression, and experimental design, with software, for students who work with data.", "headings": [ "Applied Statistics Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Science & Mathematics Applied Statistics Minor\nStatistical inference, regression, and experimental design, with software, for students who work with data.\nWhat you will study\nStatistical inference, regression, and experimental design, with software, for students who work with data.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nMATH 1600 — Introductory Statistics\nDATA 2600 — Statistical Inference\nDATA 3500 — Experiments and Causal Inference\nAPMTH 3900 — Mathematical Statistics\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for psychology, biology, business, engineering, and social-science majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as analyst, research, quality, data science preparation. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Science & Mathematics to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Applied Statistics minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Applied Statistics minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Applied Statistics minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Science & Mathematics\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-studio-art.html", "title": "Studio Art Minor", "description": "Hands-on making across drawing, painting, and 3D work, with critique.", "headings": [ "Studio Art Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Studio Art Minor\nHands-on making across drawing, painting, and 3D work, with critique.\nWhat you will study\nHands-on making across drawing, painting, and 3D work, with critique.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nART 1100 — Drawing I\nART 1300 — 2D Foundations\nART 2100 — Painting I\nART 2500 — Sculpture I\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for design, game, and industrial-design majors who want stronger fundamentals. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as a stronger portfolio for any visual field. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Studio Art minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Studio Art minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Studio Art minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-supply-chain.html", "title": "Supply Chain Management Minor", "description": "Sourcing, moving, and delivering goods: procurement, logistics, inventory, and the trade-offs among cost, speed, and service.", "headings": [ "Supply Chain Management Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Management Supply Chain Management Minor\nSourcing, moving, and delivering goods: procurement, logistics, inventory, and the trade-offs among cost, speed, and service.\nWhat you will study\nSourcing, moving, and delivering goods: procurement, logistics, inventory, and the trade-offs among cost, speed, and service.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nSCM 2500 — Introduction to Supply Chain\nSCM 3100 — Procurement and Sourcing\nSCM 3200 — Logistics and Transportation\nSCM 3300 — Inventory and Demand Planning\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for manufacturing, packaging, construction, and business majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as buyer, planner, logistics coordinator, supply-chain analyst. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Management to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Supply Chain Management minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Supply Chain Management minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Supply Chain Management minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Management\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-sustainability.html", "title": "Sustainability Minor", "description": "Life-cycle thinking, energy, and systems change applied across disciplines.", "headings": [ "Sustainability Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Science & Mathematics Sustainability Minor\nLife-cycle thinking, energy, and systems change applied across disciplines.\nWhat you will study\nLife-cycle thinking, energy, and systems change applied across disciplines.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nIDES 3600 — Sustainable Product Design\nSCM 4100 — Sustainable Operations\nPKG 3700 — Sustainable Packaging\nENVS 3300 — Environmental Policy and Law\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for engineering, design, business, and science majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as sustainability analyst, corporate responsibility, consulting. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Science & Mathematics to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Sustainability minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Sustainability minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Sustainability minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Science & Mathematics\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-technical-communication.html", "title": "Technical Communication Minor", "description": "Making complex information usable: audience analysis, information design, editing, and user documentation.", "headings": [ "Technical Communication Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Technical Communication Minor\nMaking complex information usable: audience analysis, information design, editing, and user documentation.\nWhat you will study\nMaking complex information usable: audience analysis, information design, editing, and user documentation.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nTCOM 2100 — Foundations of Technical Communication\nTCOM 2300 — Information Design\nTCOM 3300 — User Documentation and Help Systems\nTCOM 3500 — Technical and Data Visualization\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for engineering, computing, and science majors — the ones who end up writing the manual. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as technical writer, documentation specialist, content designer, UX writer. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Technical Communication minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Technical Communication minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Technical Communication minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-theatre.html", "title": "Theatre Minor", "description": "Acting fundamentals, production work, and theatre history, on stage or backstage.", "headings": [ "Theatre Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication Theatre Minor\nActing fundamentals, production work, and theatre history, on stage or backstage.\nWhat you will study\nActing fundamentals, production work, and theatre history, on stage or backstage.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nTHEA 1000 — Introduction to Theatre\nTHEA 1100 — Acting I\nStagecraft\nTheatre History\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for communication, education, and marketing (presentation skills) majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as community and educational theatre, event production, presentation-heavy roles. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Theatre minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Theatre minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Theatre minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-user-experience-writing.html", "title": "UX Writing & Content Strategy Minor", "description": "Writing the words inside digital products: microcopy, error states, and content systems.", "headings": [ "UX Writing & Content Strategy Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication UX Writing & Content Strategy Minor\nWriting the words inside digital products: microcopy, error states, and content systems.\nWhat you will study\nWriting the words inside digital products: microcopy, error states, and content systems.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nUXD 1500 — Foundations of UX\nTCOM 3500 — Technical and Data Visualization\nContent Strategy for Products\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for technical communication, graphic design, and computer science majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as UX writer, content designer, technical-communication roles in product teams. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the UX Writing & Content Strategy minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the UX Writing & Content Strategy minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared UX Writing & Content Strategy minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-ux-design.html", "title": "User Experience Design Minor", "description": "Research, information architecture, prototyping, and usability testing for digital products.", "headings": [ "User Experience Design Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Arts, Design & Communication User Experience Design Minor\nResearch, information architecture, prototyping, and usability testing for digital products.\nWhat you will study\nResearch, information architecture, prototyping, and usability testing for digital products.\nThe minor is 18 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nSE 3600 — Human–Computer Interaction\nGRDS 2500 — Interactive Design I\nPSYC 3100 — Cognitive Psychology\nGRDS 3300 — Design Research and Strategy\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for computer science, graphic design, psychology, and communication majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as UX researcher, product designer, interaction designer. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Arts, Design & Communication to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the User Experience Design minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the User Experience Design minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared User Experience Design minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n18\nCollege\nCollege of Arts, Design & Communication\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minor-vs-certificate.html", "title": "Minor vs. certificate", "description": "Two ways to formally add a focused area to your degree, and which one fits.", "headings": [ "Minor vs. certificate", "On this page", "How to choose", "Practical notes", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Minor vs. certificate\nTwo ways to formally add a focused area to your degree, and which one fits.\nHow to choose\nA minor says ‘I have a solid grounding in this discipline’ — good when the second field is a recognizable major (economics, psychology, Spanish). A certificate says ‘I can do this specific thing’ — good for a cross-cutting skill (data analysis, project management, GIS, technical writing) that no single department owns.\nPractical notes\nCheck the overlap rules: some credits can count toward both your major and a minor/certificate, some can't. A certificate is often the faster add if you've already taken a couple of the courses as electives. Neither delays graduation if you plan it into the degree worksheet.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nMinor: 12–18 credits in one department, noted on your transcript; broad exposure to a second field. Certificate: A defined, often interdisciplinary set of courses around a theme or skill; also transcript-noted, and sometimes available to non-degree students. Both: Add through a simple declaration; both must be completed by the time your degree posts. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nMinor\n12–18 credits in one department, noted on your transcript; broad exposure to a second field\nCertificate\nA defined, often interdisciplinary set of courses around a theme or skill; also transcript-noted, and sometimes available to non-degree students\nBoth\nAdd through a simple declaration; both must be completed by the time your degree posts\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "minor-web-development.html", "title": "Web Development Minor", "description": "Building and deploying web applications, front to back.", "headings": [ "Web Development Minor", "On this page", "What you will study", "Representative courses", "Who it pairs well with", "Where it leads", "How to declare", "Fitting it into your schedule", "Common questions" ], "content": "College of Computing & Information Sciences Web Development Minor\nBuilding and deploying web applications, front to back.\nWhat you will study\nBuilding and deploying web applications, front to back.\nThe minor is 15 credits and is open to any undergraduate whose major is in a different field. Some courses may also count toward your major or general education — check your degree audit.\nRepresentative courses\nCS 1100 — Introduction to Programming\nCS 3300 — Web and Application Development\nSE 3600 — Human–Computer Interaction\nExact requirements, electives, and prerequisites are set by the offering department; this is a representative path.\nWho it pairs well with\nThis minor is a strong complement for design, communication, marketing, and business majors. It is meant to add a focused, marketable capability without extending time to graduation for most students who plan it early.\nWhere it leads\nGraduates use this minor toward roles such as web developer, front-end, product, technical marketing. On a résumé it signals a deliberate second competency; in interviews it gives you something concrete to talk about beyond the major.\nHow to declare\nMeet with an adviser in College of Computing & Information Sciences to confirm the current requirements and how they fit your plan, then submit the minor declaration in MyPorter. Declaring before your final year gives you room to fit the courses without an overload. A minor is optional and can be dropped at any time.\nFitting it into your schedule\nMost students who plan the Web Development minor from the sophomore year finish it with no extra terms, using free electives and, where the audit allows, courses that double-count toward general education or the major. Starting later usually means one or two heavier semesters or a summer course. Prerequisite chains are the thing to watch: if the sequence has a course that is only offered once a year, that course sets your earliest finish date, so map it first.\nOnline and evening sections exist for some of the courses listed above but not all of them; an adviser can tell you which parts of the Web Development minor can be done around a full-time schedule or an internship.\nCommon questions\nCan courses count toward both my major and this minor? Sometimes. Porter allows a limited amount of overlap; your degree audit shows exactly how much and which courses qualify. Anything beyond the allowed overlap has to be replaced with another approved course.\nIs a minor worth it over just taking the courses? The transcript notation is the difference. A declared Web Development minor is a credential an employer or a graduate program can see at a glance; loose electives are not. If you are taking most of the courses anyway, declaring is usually worth it.\nWhat if I change my mind? Drop it in MyPorter. The courses you already took stay on your transcript as electives and still count toward the 120 credits for the degree.\nAt a glance\nCredits\n15\nCollege\nCollege of Computing & Information Sciences\nOpen to\nAny undergraduate outside the field\nDeclare\nAn adviser meeting, then MyPorter\nRelated\nAll minors and certificates\nAcademic advising\nReading your degree audit\nAll academic programs" }, { "url": "minors-certificates.html", "title": "Minors & certificates", "description": "What each credential is worth, how the credits overlap with your major, and when to add one.", "headings": [ "Minors & certificates", "On this page", "Minor, certificate, emphasis — the differences", "Making the credits work double", "Choosing one for a reason", "Declaring and finishing" ], "content": "Academics Minors & certificates\nWhat each credential is worth, how the credits overlap with your major, and when to add one.\nMinor, certificate, emphasis — the differences\nA minor is 18–24 credits in a second field, appears on your transcript and diploma, and is the right size to signal real secondary competence without becoming a second major. An undergraduate certificate is 9–15 credits, more sharply focused — a specific tool, method, or regulated skill (GIS, technical writing, lean manufacturing, TESOL) — and also transcript-noted. An emphasis or concentration is a track within your own major, not a separate credential. Graduate certificates are a different thing again: 12–18 graduate credits that often stack into a later master's degree.\nNone of these delay graduation on their own — they delay it only if you add one late and it forces extra terms.\nMaking the credits work double\nThe reason a minor is often \"free\" is overlap. Core requirements, free electives, and sometimes a major requirement can each count toward a minor at the same time — Porter's rule is that a course may count in two places but a minimum number of the minor's credits (usually 9) must be unique to it. Run the numbers before you declare: an adviser can pull a what-if degree audit that shows exactly how many genuinely additional credits a given minor costs you. For students with room in the plan, that number is frequently zero to six.\nHigh-overlap pairs people actually use: engineering + business administration or project management; graphic design + marketing or psychology; any science + data analytics or technical communication; education + special education or a content area; manufacturing + quality or supply chain.\nChoosing one for a reason\nA minor earns its place when it does one of three things: opens a job function your major does not (a CS minor on a design degree, an accounting minor on anything), satisfies a licensure or graduate-admission prerequisite, or represents a genuine second interest you want on the record. Collecting minors to look busy is visible for what it is. One well-chosen minor beats three scattered ones.\nIf you are unsure, declare nothing and just take the first two courses — you can add the minor later as long as you finish the requirements, and you will know by then whether you want it.\nDeclaring and finishing\nDeclare in MyPorter once you are committed; it assigns you an adviser in that program and adds its requirements to your degree audit so progress is tracked automatically. You can declare as late as the term before graduation as long as the courses are done, but declaring earlier means the audit warns you about sequence and prerequisite problems while you can still fix them.\nCompletion is verified in the same graduation audit as your major; nothing separate to apply for.\nAt a glance\nSizes\nMinor 18–24 cr (on the diploma); undergrad certificate 9–15 cr (focused, transcript-noted); grad certificate 12–18 cr\nOverlap rule\nCourses can count in two places, but ~9 credits of a minor must be unique to it — get a what-if audit first\nAdd one when\nIt opens a job function, meets a licensure/grad prerequisite, or is a real second interest — not to look busy\nDeclare\nIn MyPorter; as late as the term before graduation, but earlier means the audit catches sequence problems\nRelated resources\nBrowse all minors\nBrowse all concentrations\nAcademic advising\nRegistration & records\nAcademic calendar\nTutoring & learning center\nCommencement\nContact directory" }, { "url": "minors-on-campus-policy.html", "title": "Minors on campus", "description": "The rules for programs and research that involve children under 18 — camps, tours, tutoring, and studies.", "headings": [ "Minors on campus", "On this page", "Why there's a policy", "What organizers must do", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus safety Minors on campus\nThe rules for programs and research that involve children under 18 — camps, tours, tutoring, and studies.\nWhy there's a policy\nSummer camps, pre-college programs, campus tours for school groups, youth sports clinics, and research with child participants all bring minors into university spaces. The policy sets one standard for screening the adults, supervising the children, and responding to a concern.\nWhat organizers must do\nRegister the program with the office that oversees youth protection, ensure every adult clears a background check and completes the training, collect consent and emergency-medical forms, and follow the ratio and two-adult requirements. Suspected abuse or neglect is reported immediately, to authorities as well as the university.\nIn and around Porter Falls\nPorter Campus Safety operates from the ground level of Millwright Hall around the clock during the semester and coordinates with the Porter Falls Police and Fire departments, whose stations are both within a mile of campus. For a real emergency the number is 911.\nThe practical details\nApplies to: Any university-run or university-hosted activity serving minors who aren't enrolled students. Staff and volunteers: Background checks and mandatory-reporter and boundaries training before contact. Operations: Supervision ratios, two-adult rule, parental consent and medical forms, and a code of conduct. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Campus Safety (Millwright Hall, ground level). Call (715) 555–0191 or email safety@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nApplies to\nAny university-run or university-hosted activity serving minors who aren't enrolled students\nStaff and volunteers\nBackground checks and mandatory-reporter and boundaries training before contact\nOperations\nSupervision ratios, two-adult rule, parental consent and medical forms, and a code of conduct\nWho to contact\nPorter Campus Safety\nMillwright Hall, ground level\nPhone\n(715) 555–0191\nEmail\nsafety@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWeapons policy\nAlcohol & drug policy\nBike registration\nAccessible parking\nFull contact directory" }, { "url": "minors.html", "title": "Minors", "description": "Search all 85 minors by name, college, or keyword.", "headings": [ "Minors", "On this page", "What a minor is", "How to declare", "Fitting it in" ], "content": "Academics Minors\nSearch all 85 minors below by name, college, or keyword.\nWhat a minor is\nA minor is a secondary, formally recognized area of study alongside your major — usually 15–18 credits, open to any undergraduate whose major is in a different field. It shows up on your transcript and diploma, but not as a separate degree. Some minor courses may also satisfy general-education or major requirements; check with your adviser and your degree audit.\nHow to declare\nDeclaring a minor is a form in MyPorter, usually with your adviser's sign-off — there is no separate application or admission decision the way there can be for some majors. Most students declare by the start of their junior year so the courses fit into remaining terms without adding time to graduation.\nFitting it in\nA minor works best when its courses overlap with electives you would take anyway, or when it pairs naturally with your major (a business minor alongside an engineering major, for instance). Run a minor's representative courses past your adviser before declaring to see how many terms it actually adds, if any.\nAt a glance\nCount\n85 minors across every college\nTypical size\n15–18 credits\nSearch by\nName, college, or a keyword from the description\nWho to contact\nAcademic Advising Center\nPhone\n(715) 555–0130\nEmail\nadvising@uwporterfalls.edu\nRelated resources\nAll programs\nConcentrations\nMinors & certificates\nAcademic advising\nCourse catalog" }, { "url": "mobile-credential-phone.html", "title": "Mobile credential (phone as your ID)", "description": "Adding your Porter Card to a phone or watch so a tap unlocks doors and pays, and what still needs the physical card.", "headings": [ "Mobile credential (phone as your ID)", "On this page", "Setup and use", "Keep the card anyway", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Mobile credential (phone as your ID)\nAdding your Porter Card to a phone or watch so a tap unlocks doors and pays, and what still needs the physical card.\nSetup and use\nEnrol once in the campus app; it provisions a credential into your phone's wallet that works with a tap even when the screen's off, and (on supported phones) for a while after the battery dies. Most students stop carrying the card day-to-day.\nKeep the card anyway\nA few readers and off-campus partners are physical-only, exam proctors ask for the plastic ID, and a lost or dead phone with no card is a bad afternoon. The card stays valid whether or not the mobile credential is active.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nAdd via: The campus wallet app, then into the phone's own wallet. Works for: Door and turnstile access, meal swipes, print release, campus purchases. Still needs the plastic: Some off-campus partners, proctored exams, and as a backup if the phone dies. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAdd via\nThe campus wallet app, then into the phone's own wallet\nWorks for\nDoor and turnstile access, meal swipes, print release, campus purchases\nStill needs the plastic\nSome off-campus partners, proctored exams, and as a backup if the phone dies\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "mobile-order-food-app.html", "title": "Mobile ordering", "description": "Ordering ahead from campus cafés and markets so you skip the line, and where it works.", "headings": [ "Mobile ordering", "On this page", "How it works", "Notes", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Mobile ordering\nOrdering ahead from campus cafés and markets so you skip the line, and where it works.\nHow it works\nOrder in the app, pick a location and a pickup time, pay, and collect from the mobile-order shelf when it pings you as ready. During the lunch rush it's usually faster than the register line, and it lets you customize without holding people up.\nNotes\nOrder windows close when a location gets slammed — you'll see a longer wait or a paused menu. Refunds for a missed or wrong order go through the app's help option or the café manager. The dining halls don't do mobile order because there's no line to skip once you're in.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nApp: The campus dining app; sign in with your Porter login. Pay with: Meal-plan retail funds, Dining Dollars, the Porter Card account, or a card. Where: Most cafés, the union food court, and the markets; the all-you-care-to-eat halls are walk-in only. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nApp\nThe campus dining app; sign in with your Porter login\nPay with\nMeal-plan retail funds, Dining Dollars, the Porter Card account, or a card\nWhere\nMost cafés, the union food court, and the markets; the all-you-care-to-eat halls are walk-in only\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "mock-interview-program.html", "title": "Mock interviews", "description": "A recorded practice interview with an adviser, tailored to a real posting or field.", "headings": [ "Mock interviews", "On this page", "How it works", "The STAR habit", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Mock interviews\nA recorded practice interview with an adviser, tailored to a real posting or field.\nHow it works\nYou send the posting ahead; the adviser builds a question set to match and runs it like the real thing, video on. Afterward you review the recording together — filler words, structure of your answers, whether you used concrete examples, body language on camera — and leave with a short written summary.\nThe STAR habit\nMost of the feedback lands on the same point: answer behavioral questions with a specific Situation, Task, Action, and Result, not a general philosophy. One good mock interview a week or two before the real one is usually enough to fix it.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nBook: One week ahead through Handshake; bring the job description. Format: 30–40 minutes of questions, then 15 minutes of feedback; recording shared with you. Types: Behavioral, technical screen, case, panel, and virtual-interview practice. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nBook\nOne week ahead through Handshake; bring the job description\nFormat\n30–40 minutes of questions, then 15 minutes of feedback; recording shared with you\nTypes\nBehavioral, technical screen, case, panel, and virtual-interview practice\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "mock-interviews.html", "title": "Mock interviews", "description": "Practice interviews with feedback, in person or recorded, before the real thing.", "headings": [ "Mock interviews", "On this page", "How it works", "The recorded option", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Mock interviews\nPractice interviews with feedback, in person or recorded, before the real thing.\nHow it works\nYou provide the posting and your resume; the interviewer builds questions from them, runs the interview as it would really go, and then debriefs — what landed, where an answer wandered, what to tighten. Employer-volunteer sessions add an industry perspective; advisor sessions go deeper on structure and delivery.\nThe recorded option\nFor a quick self-check, the recorded track gives you a set of common and role-specific questions, records your answers, and hands you a rubric covering structure, specifics and filler words. Advisors will review a recording with you afterward. Students who do one mock interview before a first real one consistently report it was the single most useful step.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nLength: 30–45 minutes plus feedback. Formats: With a career advisor, with an employer volunteer, or self-recorded with a rubric. Book: A few days ahead through PorterConnect; bring the job posting. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLength\n30–45 minutes plus feedback\nFormats\nWith a career advisor, with an employer volunteer, or self-recorded with a rubric\nBook\nA few days ahead through PorterConnect; bring the job posting\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "moot-courtroom.html", "title": "The moot courtroom", "description": "A working courtroom on campus for mock trial, moot court, negotiation practice and the occasional real proceeding.", "headings": [ "The moot courtroom", "On this page", "What it's for", "Outside the classroom", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs The moot courtroom\nA working courtroom on campus for mock trial, moot court, negotiation practice and the occasional real proceeding.\nWhat it's for\nRealistic practice for anyone who will argue in front of people: pre-law students in moot court, the Mock Trial team's home rounds, negotiation and dispute-resolution courses, and business-law classes running a contract case. Everything is recorded so students can watch themselves back.\nOutside the classroom\nA local court occasionally uses it for a proceeding when it wants a teaching audience, and the room hosts “know your rights” and small-claims-prep sessions run with the community mediation clinic.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nLocation: Commerce Hall, first floor. Features: A judge's bench, jury box, counsel tables, gallery, and full audio/video recording. Booked by: Pre-law programs, the Mock Trial team, business-law courses, and community legal-education events. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nCommerce Hall, first floor\nFeatures\nA judge's bench, jury box, counsel tables, gallery, and full audio/video recording\nBooked by\nPre-law programs, the Mock Trial team, business-law courses, and community legal-education events\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "move-in.html", "title": "Move-in & move-out", "description": "Booking a time slot, what to bring and leave home, the day itself, and closing the room without charges.", "headings": [ "Move-in & move-out", "On this page", "Before you arrive", "Move-in day", "Breaks", "Move-out and closing" ], "content": "Housing Move-in & move-out\nBooking a time slot, what to bring and leave home, the day itself, and closing the room without charges.\nBefore you arrive\nBook a move-in time slot in the housing portal when it opens in July — early-morning slots go first and are the coolest and least crowded. Message your roommate through the portal and split the shared items (one fridge, one rug, one TV) so you are not doubling up in 120 square feet. Read the provided-vs-prohibited list: beds, desks, dressers, and wardrobes are already there; candles, halogen lamps, extension cords without a surge strip, and anything with an open coil are not. Label boxes by where they go, not what is in them, and bring your own hand cart if you have one — the shared ones are all in use on the hour.\nShip-ahead is allowed within a date window; boxes are held at the mail center for pickup, not delivered to your room.\nMove-in day\nFollow the signed traffic route to your hall's unloading zone, where student crews help you unload fast into a bin or onto the curb; then a driver moves the car to long-term parking while the rest of your group carries up. Unloading zones are timed (about 20 minutes) so the line keeps moving. Check in at the front desk for your key or card credential and your room condition report — walk the room and photograph every existing scratch, stain, and dent before you unpack, because that report is what you are measured against in May. Elevators are reserved for accessibility needs and upper floors on a rotation; expect stairs.\nYour resident assistant will find you that evening; the first floor meeting within a day or two is required and covers keys, safety, and the community agreement.\nBreaks\nThe halls stay open and staffed through fall and spring break at no extra cost — you can leave or stay. They close over winter break (from a day or two after fall finals until the day before spring classes); everyone must be out, and a paid break-housing option covers students who cannot leave, including most international students and athletes in season. Turn off and unplug everything, take valuables, medication, and your passport, and empty perishable food before a closure.\nMove-out and closing\nYou get written checkout instructions two weeks before spring closing and before you leave for good if you move out mid-year. To avoid charges: remove everything, bag and bin the trash in the hall dumpsters (not the hallway), wipe down and vacuum, leave the university furniture assembled and where you found it, close the windows, and return the key or deactivate as instructed. An express checkout envelope is fine if you agree with the condition report; request an in-person checkout with your RA if you want to contest anything. Graduating students get an extra day or two past the general deadline.\nAt a glance\nBook\nA move-in time slot in the housing portal in July — early slots fill first and are the easy ones\nBring / skip\nBedding, surge strips, a hand cart. No candles, halogen lamps, open coils, or bare extension cords. Coordinate one fridge/TV with your roommate\nDay of\nSigned route → timed unload zone → move car → check in → photograph every flaw on the room condition report\nMove-out\nEverything gone, trash to the dumpster, surfaces wiped, furniture reassembled, key returned — or you are billed\nRelated resources\nResidence halls\nHousing process\nAccessible housing\nLiving-learning communities\nContact directory" }, { "url": "moving-into-a-porter-falls-neighborhood.html", "title": "Moving into a Porter Falls neighborhood", "description": "A practical first-week checklist for students joining an off-campus block, from keys and utilities to being a decent neighbor.", "headings": [ "Moving into a Porter Falls neighborhood", "On this page", "Document the place before the boxes arrive", "Put the household basics in one place", "Understand the block’s rhythms", "Host responsibly", "Know when to ask for help" ], "content": "Porter Falls life Moving into a Porter Falls neighborhood\nA practical first-week checklist for students joining an off-campus block, from keys and utilities to being a decent neighbor.\nDocument the place before the boxes arrive\nWalk through with your lease, take dated photos and short videos of every room, test windows, locks, smoke alarms, appliances, and heat, and write down anything that needs repair. Send the list through the landlord’s documented maintenance channel and keep a copy. A friendly verbal promise is not a move-in record.\nPut the household basics in one place\nAgree on rent due dates, utility accounts, internet, trash collection, snow removal, mail, guest expectations, and who reports repairs. Make a shared note with account names and emergency contacts. Most roommate friction is not about a single unpaid bill; it is about nobody knowing who was supposed to handle it.\nUnderstand the block’s rhythms\nAsk when bins go out, where guests can park, how snow emergencies affect street parking, and which path is kept clear in winter. A five-minute conversation with a neighbor or property manager can prevent a tow, a missed pickup, or a frozen pipe problem later.\nHost responsibly\nIf you have people over, keep the group inside late, protect entryways and sidewalks, and make a plan for rides home. You are responsible for the people you invite even when the address is technically off campus. The goal is not to erase student life; it is to avoid making the block carry its costs.\nKnow when to ask for help\nFor an unresolved repair, safety concern, lease question, or roommate conflict, use the university’s off-campus housing guidance before the situation becomes urgent. In a true emergency, use emergency services; for a non-emergency problem, keep communication factual, dated, and in writing.\nAt a glance\nMove-in day\nPhotograph condition, test safety items, submit repair list\nSet up together\nUtilities, bins, parking, snow, guests, and repair contact\nKeep records\nLease, dated messages, photos, and payment confirmation\nRelated resources\nMoving off campus\nRoommate agreement guide\nSnow emergency procedures\nTransportation & parking\nAbout Porter Falls\nFull contact directory" }, { "url": "moving-off-campus.html", "title": "Moving off campus", "description": "Leases, roommates, utilities, and the real monthly cost of living in Porter Falls.", "headings": [ "Moving off campus", "On this page", "Decide with the whole cost", "Timing the search", "Reading the lease", "Roommates", "Setting up utilities and the move", "Staying connected to campus" ], "content": "Housing Moving off campus\nLeases, roommates, utilities, and the real monthly cost of living in Porter Falls.\nDecide with the whole cost\nOff campus can be cheaper than a residence hall, but only after you add rent, electricity and heat (Wesconsin winters are the swing factor), internet, renter's insurance, a parking permit or the bus, groceries, and a furniture budget for year one. Write the full monthly number down and compare it to the room-and-board rate honestly.\nTiming the search\nThe Porter Falls student rental market moves early — a lot of leases for the next August are signed in October and November. Start looking right after fall break for the best choice; wait until spring and you are choosing from what is left, usually farther out or in worse shape.\nReading the lease\nBefore you sign: know the exact start and end dates, whether it is joint-and-several (each roommate is liable for the whole rent if one leaves), what \"utilities included\" actually covers, the subletting rules, and how much notice ends it. The Student Legal Services office will review a lease with you for free before you sign — use it.\nRoommates\nA roommate agreement covering rent split, bills, guests, cleaning, and what happens if someone moves out prevents most of the fights. Do it even with close friends. If you are matching with someone you do not know, meet in person and talk about sleep schedules and money before you commit to a year together.\nSetting up utilities and the move\nPut electricity, gas, and internet in someone's name a week before move-in — same-day connection is not guaranteed. Get renter's insurance; it is inexpensive and the university's coverage does not extend off campus. Do a written, photographed move-in inspection and send it to the landlord so the security deposit is not a fight in a year.\nStaying connected to campus\nCommuter students get a locker, a commuter lounge, priority for certain parking permits, and access to the same advising, tutoring, and events. The Porter Loop and the city bus pass (included in fees) both reach the main rental areas. Plan a real weekly reason to be on campus outside class so the move does not shrink your college experience.\nAt a glance\nTrue cost\nRent + heat/electric + internet + insurance + parking + food\nSign leases\nOctober–November for the next August\nBefore signing\nFree lease review at Student Legal Services\nRoommates\nWritten agreement — even with friends\nWho to contact\nOff-Campus & Commuter Life\nFounders Union 120\nPhone\n(715) 555–0127\nEmail\ntransportation@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCommuter student resources\nStudent Legal Services\nRoommate agreement guide\nBus pass program\nCommuter lounge\nFull contact directory" }, { "url": "multi-factor-authentication.html", "title": "Multi-factor authentication", "description": "The second step after your password on every Porter sign-in, why it's required, and how to set up a backup method.", "headings": [ "Multi-factor authentication", "On this page", "Why it's not optional", "Set up a backup now", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Multi-factor authentication\nThe second step after your password on every Porter sign-in, why it's required, and how to set up a backup method.\nWhy it's not optional\nAlmost every account compromise starts with a reused or phished password. A second factor stops the vast majority of those even when the password is known. It's enforced at the single sign-on, so setting it up once covers email, MyPorter, the learning environment, and everything else.\nSet up a backup now\nThe one real hassle is losing your phone with only one method registered. Add a second — a tablet, a set of printed one-time codes kept somewhere safe, or a security key — before that happens. The Help Desk can verify identity and reset MFA in person if you're locked out.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nRequired for: All students, staff and faculty, on every service behind the single sign-on. Primary method: An authenticator app push or code. Backups: A second device, printed one-time codes, and a hardware security key are all supported. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRequired for\nAll students, staff and faculty, on every service behind the single sign-on\nPrimary method\nAn authenticator app push or code\nBackups\nA second device, printed one-time codes, and a hardware security key are all supported\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "multicultural-student-services.html", "title": "Multicultural student services", "description": "Community, mentoring, advocacy, and academic support for students of color and other historically underserved students — open to everyone.", "headings": [ "Multicultural student services", "On this page", "A place to land", "Support that follows you", "Programs", "Advocacy and reporting" ], "content": "Student services Multicultural student services\nCommunity, mentoring, advocacy, and academic support for students of color and other historically underserved students — open to everyone.\nA place to land\nThe Multicultural Center is a physical space — lounge, study rooms, a small kitchen, and event space — that cultural student organizations use as a home base, and where any student can drop in between classes. Staff know the campus and will walk you to the right office rather than hand you a phone number.\nSupport that follows you\nTransition coaching for the first year, scholarship guidance (including the Foundation application and outside awards), leadership development and paid peer-mentor roles, connections to research and co-op opportunities, and staff who will advocate for you with an instructor or an office when something is not working. The center partners closely with the first-generation , LGBTQIA+ , veteran , and international student communities.\nPrograms\nHeritage- and history-month programming, cultural celebrations, identity-based graduation recognitions (a stole ceremony alongside commencement), community dialogues on campus climate, and a welcome program for new students of color and their families before the fall term.\nAdvocacy and reporting\nIf you experience identity-based harm, the center will support you and help you decide what to do; formal channels are bias reporting and, for discrimination, the Office of Equity & Access . The Student Ombuds is a neutral place to think a situation through first.\nAt a glance\nThe space\nMulticultural Center — lounge, study rooms, event space; drop in anytime\nSupport\nTransition coaching, scholarship guidance, paid mentor roles, research and co-op connections\nOpen to\nEvery student — the center works alongside the first-gen, LGBTQIA+, veteran, and international communities\nHarm?\nThe center supports you; formal channels are bias reporting and the Office of Equity & Access\nRelated resources\nAccessibility services\nMilitary & veteran services\nStudent ombuds\nCampus food pantry\nChild & family center\nContact directory" }, { "url": "museum-collections.html", "title": "University archives & collections", "description": "What the archives hold, how a student uses them for a project, the teaching collections, and donating or citing material.", "headings": [ "University archives & collections", "On this page", "What is here", "Using it for a project", "Digitization, donations and citation" ], "content": "Arts & culture University archives & collections\nWhat the archives hold, how a student uses them for a project, the teaching collections, and donating or citing material.\nWhat is here\nThe University Archives & Special Collections, housed in Halvorsen Library, keeps the permanent record of Porter and material on the region's history: institutional records, course catalogs and yearbooks back to the founding, decades of the student newspaper, tens of thousands of photographs, architectural drawings of the campus, faculty and alumni papers, oral-history recordings with longtime staff and community members, and topical collections on regional manufacturing, labor, education, and rural life. Alongside it are teaching collections — design objects and product prototypes, historic tools and technologies, textiles, geological and material samples — used in courses and exhibitions.\nUsing it for a project\nYou do not need to be a history major or a graduate student. Undergraduates use the archives for course papers, capstones, a documentary, a design project referencing the campus's history, or a club's anniversary. Search the online finding aids to see what exists, then email or book an appointment; original material is used in the supervised reading room (no pens, no bags, one folder at a time — staff explain the handling rules, which exist because most of this is unique and irreplaceable). An archivist will help you translate a research question into which boxes to pull, and many students find this is the most hands-on research they do at Porter.\nDigitization, donations and citation\nA portion of the photographs, publications, and oral histories is already digitized and searchable online; you can request scanning of additional items, subject to their physical condition and any copyright or privacy restrictions, usually for a small fee and a turnaround of a few weeks. The archives accept donations of records, photographs, and objects that document Porter or the region — contact staff before bringing material so they can assess it and complete a deed of gift rather than leaving things at the desk. When you use archival material in published or public work, cite it with the collection name and box/folder as staff specify, and check whether reproduction rights are needed.\nAt a glance\nHolds\nPorter's institutional record (catalogs, yearbooks, the student paper, photos, drawings, oral histories) + regional history + object teaching collections\nStudent use\nOpen to undergraduates for papers, capstones, docs, design projects — search the online finding aids, book an appointment, use originals in the supervised reading room\nDigitization\nSome material online now; request scans of more (condition and rights permitting) for a small fee, a few weeks' turnaround\nDonate / cite\nContact staff before donating records or objects (they complete a deed of gift); cite by collection and box/folder, and check reproduction rights for public work\nRelated resources\nMusic & theatre\nContact directory" }, { "url": "music-lessons-for-non-majors.html", "title": "Music Lessons for Non-Majors", "description": "One-on-one lessons on an instrument or voice for students in any program, taken for credit: how to enroll, what it costs, who teaches and where to practice.", "headings": [ "Music Lessons for Non-Majors", "On this page", "What you get", "What it costs", "Teachers and instruments", "How to enroll", "Practice rooms" ], "content": "Arts & performances Music Lessons for Non-Majors\nOne-on-one lessons on an instrument or voice for students in any program, taken for credit: how to enroll, what it costs, who teaches and where to practice.\nWhat you get\nAny Porter student can take private lessons for credit through MUS 1700 Applied Lessons . The standard non-major option is 1 credit: twelve 30-minute lessons per term, scheduled weekly with your teacher at a time you agree on. Music minors and students preparing for a scholarship audition can take the 2-credit, 45-minute option. Lessons are repeatable, and students have taken eight terms of cello alongside a mechanical engineering degree.\nLast year 112 students took applied lessons. 71 of them were not music majors or minors. Voice, piano and guitar were the most requested, in that order. Some non-majors come back to an instrument they quit at fifteen, some start one they always wanted, and a few want help with something specific: an audition for the spring musical , a wedding they have agreed to sing at, or a bass part they keep getting lost in. Teachers build the term around your goal, not a fixed syllabus.\nWhat it costs\nStandard — Lessons: 12 × 30 min; Credits: 1; Applied music fee: $195 per term\nExtended (minors, scholarship prep) — Lessons: 12 × 45 min; Credits: 2; Applied music fee: $285 per term\nSchool instrument loan — Lessons: Any instrument the department owns; Credits: $25 per term\nThe fee pays the teacher and is charged in addition to tuition for the credits. Students between 12 and 18 credits pay no extra tuition for the lesson credit; see tuition and what it includes . Students receiving the Ensemble Music Scholarship have the standard fee waived. If the fee is a barrier, the department has a small fund that has covered every request so far. Ask, and nobody will ask you why.\nTeachers and instruments\nVoice — Teacher: Mei Fontaine , Elena Reinholt\nPiano — Teacher: Gustav Cho\nBrass and percussion — Teacher: Ravi Mbeki\nWoodwinds — Teacher: Anton Yoon\nJazz piano, bass and drum set — Teacher: Grace Larsen\nViolin and viola — Teacher: Naomi Kraus, teaching artist\nGuitar (classical, folk, electric) — Teacher: Lars Hegg, teaching artist\nCello, harp and other instruments are available when enough students ask. Last fall that was four cellists. Beginners are welcome on every instrument except, practically speaking, the organ, because Porter does not own one.\nHow to enroll\nSubmit the applied lessons request in MyPorter by December 1 for spring 2027 (August 25 for fall).\nStudio places are limited. They go first to music majors and minors, then to members of an ensemble, then to everyone else by lottery. Joining an ensemble is not required, but it really does help.\nYou will get a permission number to register for MUS 1700 and a teacher assignment before the term starts.\nYour first lesson is in the first week of term. Lessons cancelled by the teacher are made up. Lessons you miss without 24 hours’ notice are not.\nNon-majors are graded on preparation and progress, not on a jury. You can play in the end-of-term studio class if you like, and most people do after the first time. If you are starting from zero and want something gentler first, try MUS 1500 Class Piano or MUS 1010 Music Fundamentals .\nPractice rooms\nLesson students get card access to the practice rooms on the Applied Arts third floor from 7 a.m. to 11 p.m. , seven days a week, and priority booking up to a week ahead. There are 18 rooms: twelve with uprights, four with grands and two with percussion setups. Room 312 has a recording setup. Your Porter Card is activated for the floor within two business days of registering. Students who want to keep playing after lessons can take a placement hearing for an ensemble. The arts season has concerts to hear what that sounds like.\nAt a glance\nCourse\nMUS 1700 Applied Lessons, 1 or 2 credits\nFee\n$195 per term (30-min); $285 (45-min)\nRequest by\nDec 1 for spring; Aug 25 for fall\nPriority\nMajors/minors, then ensemble members, then lottery\nPractice\nCard access 7 a.m.–11 p.m., 18 rooms\nWho to contact\nDepartment of Music & Theatre\nApplied Arts Building 300\nPhone\n(715) 555–0189\nEmail\nperformingarts@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nPractice rooms\nEnsemble auditions\nMusic minor\nMusic courses\nPerforming arts for non-majors\nChamber music" }, { "url": "music-theatre.html", "title": "Music & theatre", "description": "Ensembles and productions open to every major, how auditions work, credit vs. club, and attending as a spectator.", "headings": [ "Music & theatre", "On this page", "Music ensembles", "Theatre season", "Attending" ], "content": "Arts & culture Music & theatre\nEnsembles and productions open to every major, how auditions work, credit vs. club, and attending as a spectator.\nMusic ensembles\nConcert band, jazz ensemble, choir, orchestra, pep band, and small chamber groups all take students from any major. Some (pep band, some choirs) are open enrollment — just show up; others hold a short placement hearing at the start of the semester to sort parts, not to cut people. Most ensembles can be taken for one academic credit or joined as a no-credit activity, rehearse two or three times a week, and perform two to four times a term. Instrument lockers, some loaner instruments, and practice rooms in the music building are available to members.\nTheatre season\nThe season is typically two mainstage productions plus a slate of student-directed one-acts and studio pieces. Every role on a production is open to any student by audition or application: acting, of course, but also directing, stage management, and the design and craft areas — set, lighting, sound, costumes, props, projections — plus the run crew. Auditions are posted on the arts calendar and held in the first weeks of each semester; you do not need a monologue memorized for the studio slate, and the program would rather teach a willing beginner than turn people away. Production work can count for credit through a practicum course or simply go on your involvement record.\nAttending\nStudent tickets are free or a few dollars with your Campus Card and are released before the general public. Performances are in Heritage Auditorium and the smaller studio theatre; every performance has wheelchair-accessible and companion seating and assistive listening, and selected dates each run offer open captioning, ASL interpretation, an audio-described performance, or a relaxed/sensory-friendly performance — those dates are marked on the calendar and can also be requested. Doors and late-seating policies are listed with each show.\nAt a glance\nEnsembles\nBand, jazz, choir, orchestra, pep band, chamber groups — any major; open enrollment or a non-cut placement hearing; 1 credit or no-credit\nTheatre\n2 mainstages + student-directed studio work; every role (acting, directing, stage management, all design/craft, crew) open by audition/application, beginners welcome\nCredit vs. club\nMost can be taken for academic credit through a practicum course or joined purely as an activity on your involvement record\nAttending\nStudent tickets free/cheap with your Campus Card, released early; accessible seating always, with captioned/ASL/described/relaxed dates marked each run\nRelated resources\n2026–27 arts season\nBox office\nEnsemble & theatre auditions\nFurlong Gallery exhibitions\nUniversity archives & collections\nContact directory" }, { "url": "name-and-gender-change-records.html", "title": "Changing your name or gender marker", "description": "Updating the name, gender, and pronouns the university uses — what changes with a legal document and what doesn't need one.", "headings": [ "Changing your name or gender marker", "On this page", "Lived name versus legal name", "Making the change", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Changing your name or gender marker\nUpdating the name, gender, and pronouns the university uses — what changes with a legal document and what doesn't need one.\nLived name versus legal name\nYou can set a first name that appears everywhere day-to-day — rosters, the learning system, your card, email — without any paperwork. The legal name stays on official documents like the transcript, diploma, and 1098-T until you provide a court order or updated government ID, after which those update too.\nMaking the change\nSet your lived name and pronouns in the student portal; the roster and card updates follow within a day or two. For the legal-name change, submit the form with the supporting document to the Registrar. A prior diploma or transcript can be reissued under the new legal name on request.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nNo documents needed: A chosen or lived first name in the directory, on class rosters, email display, and the Porter Card. Legal document needed: Legal name on the transcript, diploma, financial aid, and tax forms. Gender marker: Updated on internal records with a simple request; pronouns are self-set in the portal. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nNo documents needed\nA chosen or lived first name in the directory, on class rosters, email display, and the Porter Card\nLegal document needed\nLegal name on the transcript, diploma, financial aid, and tax forms\nGender marker\nUpdated on internal records with a simple request; pronouns are self-set in the portal\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "name-change-process.html", "title": "Changing your name in university records", "description": "Updating your legal name, and using a chosen name that appears almost everywhere else.", "headings": [ "Changing your name in university records", "On this page", "Chosen name, right away", "Legal name, with paperwork", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Changing your name in university records\nUpdating your legal name, and using a chosen name that appears almost everywhere else.\nChosen name, right away\nAny student can enter a chosen first name in MyPorter and have it take effect within a day on rosters, the learning environment, advising screens, the campus directory, and a reissued ID card at no charge. Instructors see the chosen name; the legal name is not shown to them. This is the fastest and most visible change and it needs no documentation.\nLegal name, with paperwork\nA legal name change — on the transcript, the diploma, aid records — requires a document: a court order, a marriage or divorce decree, or a corrected driver's license or passport. Bring it to the Registrar in person or upload it through the secure form. Aid and payroll records update on their own cycle, so a mid-term change can take a few weeks to appear everywhere.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nChosen name: Set yourself in MyPorter; appears on class rosters, the learning environment, email display, and your ID card. Legal name change: Requires a court order, marriage certificate or updated government ID at the Registrar. Where legal name still shows: Transcripts, financial aid, tax forms, and other records tied to federal reporting. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nChosen name\nSet yourself in MyPorter; appears on class rosters, the learning environment, email display, and your ID card\nLegal name change\nRequires a court order, marriage certificate or updated government ID at the Registrar\nWhere legal name still shows\nTranscripts, financial aid, tax forms, and other records tied to federal reporting\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "name-image-likeness-guidance.html", "title": "Name, image & likeness (NIL)", "description": "What a Porter student-athlete can and can't do to earn money from their own name, image, and likeness.", "headings": [ "Name, image & likeness (NIL)", "On this page", "The basics", "Do it right", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Athletics Name, image & likeness (NIL)\nWhat a Porter student-athlete can and can't do to earn money from their own name, image, and likeness.\nThe basics\nYou may profit from your own name and likeness the way any student could — a business major can run a startup, a musician can sell recordings, and an athlete can sign an endorsement. What's still barred is being paid to play or to enroll, and trading on the university's trademarks or facilities without a license.\nDo it right\nRun any agreement past the compliance office before you sign — they check it against conference rules, state law, and school policy, and make sure it won't affect your eligibility or financial aid. Keep records; NIL income is taxable and can affect need-based aid calculations.\nIn and around Porter Falls\nThe Ironclads compete in NCAA Division III as members of the Wesconsin Collegiate Athletic Conference, and home events are at the Ironhouse Athletic Center and the riverside fields off North Campus. Millrace Week in October is still built around the homecoming football game.\nThe practical details\nAllowed: Paid endorsements, autograph sessions, teaching lessons, monetized social media, and running a business — using your own NIL. Not allowed: Pay for playing or for choosing Porter, using university marks without permission, or deals in categories the school prohibits (e.g. gambling, alcohol). Report it: Disclose NIL agreements to the compliance office; some states and the conference require it. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Ironclad Athletics (Ironhouse Athletic Center). Call (715) 555–0195 or email athletics@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAllowed\nPaid endorsements, autograph sessions, teaching lessons, monetized social media, and running a business — using your own NIL\nNot allowed\nPay for playing or for choosing Porter, using university marks without permission, or deals in categories the school prohibits (e.g. gambling, alcohol)\nReport it\nDisclose NIL agreements to the compliance office; some states and the conference require it\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nEsports Arena\nClub sports\nIntramural schedule\nVarsity Esports\nFull contact directory" }, { "url": "national-student-exchange.html", "title": "National Student Exchange", "description": "Studying for a term or a year at another U.S. or Canadian university while paying Porter tuition and staying enrolled here.", "headings": [ "National Student Exchange", "On this page", "Why do it", "Planning it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Global learning National Student Exchange\nStudying for a term or a year at another U.S. or Canadian university while paying Porter tuition and staying enrolled here.\nWhy do it\nA domestic alternative to studying abroad: experience a different region, a bigger research university, a coastal or urban campus, or a specific program Porter doesn't offer — without a passport or the cost of international travel. Popular for marine science, film, a language immersion, or just a change of scene.\nPlanning it\nApply through the exchange coordinator a term or two ahead; placement isn't guaranteed at your first-choice campus. Get course approvals from your Porter departments before you go, confirm housing at the host, and check that the term calendars line up. You stay a Porter student the whole time and graduate from Porter.\nIn and around Porter Falls\nFor a campus this size Porter both sends and receives a steady stream of students internationally. The Global Education Office in Founders Union runs the advising, the risk review and the arrival and re-entry programming.\nThe practical details\nWhat it is: A consortium of campuses across the U.S., Canada, and territories; you attend one as a visiting student for up to a year. Cost: Pay Porter tuition (or the host's resident rate, whichever the placement specifies); financial aid travels. Credit: Comes back as transfer credit; arrange in advance how each course maps to a Porter requirement. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Global Education Office (Founders Union, Room 240). Call (715) 555–0220 or email global@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhat it is\nA consortium of campuses across the U.S., Canada, and territories; you attend one as a visiting student for up to a year\nCost\nPay Porter tuition (or the host's resident rate, whichever the placement specifies); financial aid travels\nCredit\nComes back as transfer credit; arrange in advance how each course maps to a Porter requirement\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nInternational student orientation\nFaculty-Led Study Abroad\nStudy Abroad Partner Universities\nCPT & OPT workshops\nFull contact directory" }, { "url": "navigating-group-projects.html", "title": "Navigating group projects", "description": "Roles, deadlines, the free-rider problem, and how the fairness process actually works.", "headings": [ "Navigating group projects", "On this page", "Set the contract in the first meeting", "Divide by output, not by hope", "When someone is not contributing", "The fairness adjustment", "If the group is dysfunctional", "Protecting your own record" ], "content": "Student success Navigating group projects\nRoles, deadlines, the free-rider problem, and how the fairness process actually works.\nSet the contract in the first meeting\nBefore any work starts, agree on how you will communicate, how often you will meet, who does what, and internal deadlines a week ahead of the real one. Write it in a shared doc. Most group conflict is a disagreement about expectations that no one said out loud.\nDivide by output, not by hope\nSplit the project into pieces that can be checked — a section drafted, a dataset cleaned, slides built — each with an owner and a date. \"Everyone will help with everything\" produces a scramble the night before. Rotate the coordinating role so it does not silently fall on one person.\nWhen someone is not contributing\nAddress it early and directly, in the group, about the work: \"The analysis section was due Tuesday and is not started — what is going on and what do you need?\" Keep a light record of who submitted what and when. Escalating to the instructor in week two with a specific pattern is reasonable; doing it after the grade is posted is too late.\nThe fairness adjustment\nMany project courses collect a confidential peer contribution form near the end. Instructors use it to adjust individual grades within a group when the split was genuinely uneven — it is not a popularity vote, and vague complaints do not move a grade. Concrete, dated examples do.\nIf the group is dysfunctional\nTalk to the instructor before the project is due, not after. Options include a documented re-division of remaining work, a smaller scope for the struggling member, or in rare cases splitting the group. Conflict Resolution Services can facilitate a single hard conversation if the group wants a neutral third person.\nProtecting your own record\nKeep your drafts, your messages, and your share of the deliverable in a place you control. If the group's shared file is a mess at the deadline, being able to show your finished part is what lets an instructor grade you fairly.\nAt a glance\nFirst meeting\nAgree comms, cadence, roles, internal deadlines — in writing\nFree-rider\nName it early, in the group, about the work\nFairness form\nConfidential peer contribution rating near the end\nStuck\nTalk to the instructor before the due date\nWho to contact\nTutoring & Learning Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0165\nEmail\nlearning@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGroup-work fairness\nConflict Resolution Services\nPresentation practice room\nTime-management coaching\nEmailing a professor\nFull contact directory" }, { "url": "negotiating-a-job-offer.html", "title": "Negotiating a job offer", "description": "What is actually negotiable, the short script that works, and when not to push.", "headings": [ "Negotiating a job offer", "On this page", "Get the whole offer first", "Know your number", "The script", "Beyond base pay", "When to hold back", "Closing it out" ], "content": "Career services Negotiating a job offer\nWhat is actually negotiable, the short script that works, and when not to push.\nGet the whole offer first\nAsk for the offer in writing with base pay, bonus or commission structure, benefits, start date, location, and any relocation or signing amount. You cannot evaluate or negotiate a number you have half-heard on a call. It is normal to ask for a few days to review.\nKnow your number\nBefore you respond, research the range for the role, level, and location — the first-destination survey, salary sites, and a career coach can triangulate it. Decide on three numbers: what you would be thrilled with, what is fair, and your walk-away. Negotiate toward the first, expect the second.\nThe script\nLead with enthusiasm, then make one specific, reasoned ask: \"I’m excited about this role. Based on my internship experience with X and the range I’m seeing for this kind of position, I was hoping we could get the base to [number]. Is there flexibility there?\" Then stop talking and let them respond.\nBeyond base pay\nIf base is fixed, other things often move: signing bonus, start date, relocation help, a professional-development budget, extra PTO, an earlier review. A \"no\" on salary is not a \"no\" on everything.\nWhen to hold back\nFor many entry-level roles at large employers, pay is banded and genuinely fixed — a coach can tell you which. Do not negotiate an exploding offer aggressively, do not negotiate something you have already verbally accepted, and do not bluff a competing offer you do not have. One clear, polite ask does not cost you a job; being difficult can.\nClosing it out\nGet the final terms in writing before you resign anything or decline other offers. Then send a warm acceptance and, if you were interviewing elsewhere, a courteous withdrawal to those recruiters — the field is small.\nAt a glance\nFirst\nThe full offer in writing; take a few days\nPrep\nYour thrilled / fair / walk-away numbers\nAsk\nOne specific, reasoned request — then stop talking\nAlso movable\nSigning bonus, start date, relocation, PTO, review date\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSalary negotiation workshop\nSalary negotiation basics\nJob offer evaluation\nFirst-destination survey\nCareer for Life (alumni)\nFull contact directory" }, { "url": "net-price-and-return-on-investment.html", "title": "Net price and return on investment", "description": "The number that matters is not the sticker price. Here is how to find yours and weigh it against what a degree returns.", "headings": [ "Net price and return on investment", "On this page", "Sticker price vs. net price", "Find your estimate before you apply", "Read the real offer with net price in mind", "The return side", "Beyond salary", "Keeping the cost down", "If the numbers do not work" ], "content": "Financial aid Net price and return on investment\nThe number that matters is not the sticker price. Here is how to find yours and weigh it against what a degree returns.\nSticker price vs. net price\nThe published cost of attendance is a starting point almost no one pays. Net price is that number minus the grants and scholarships you actually receive — what your family covers through savings, income, and loans. Two students at the same school can have very different net prices depending on aid.\nFind your estimate before you apply\nPorter's net price calculator asks about family income, assets, and household size and returns an estimate of your grants and scholarships and your likely net price. It is an estimate, not an offer, but it is far more useful than the sticker price for deciding where to apply.\nRead the real offer with net price in mind\nWhen the financial aid offer arrives, subtract only grants and scholarships — not loans or work-study — from tuition, fees, housing, and dining. That is your net cost for the year. Compare offers on that number.\nThe return side\nA Porter degree's return is a function of what graduates in your program earn (published by program, with response counts) against your net cost over four or five years. The applied-experience requirement and the placement rate exist to keep that ratio favorable, but it varies a lot by field — run your specific numbers, not the campus average.\nBeyond salary\nReturn is not only starting pay. Consider the field's growth, whether the degree is a prerequisite for licensure or advancement, geographic flexibility, and whether you would actually do the work. A slightly lower-paying path you will stay in beats a higher one you leave in three years.\nKeeping the cost down\nNet price is not fixed for four years: renew scholarships (know the GPA), file the FAFSA on time every year, finish in four years rather than five, use summer and transfer credit strategically, and take the applied experience as a paid co-op where the field offers it.\nIf the numbers do not work\nIf your net price genuinely exceeds what your family can manage without unsustainable borrowing, say so to Financial Aid before you commit — a professional-judgment review can sometimes change an offer, and it is better to know in April than in the second year.\nAt a glance\nNet price\nCost of attendance minus grants and scholarships only\nEstimate it\nPorter's net price calculator, before you apply\nReturn\nProgram salary data ÷ your net cost over 4–5 years\nKeep it down\nRenew scholarships, file FAFSA yearly, finish in four\nWho to contact\nFinancial Aid Office\nFounders Union 118\nPhone\n(715) 555–0231\nEmail\nfinaid@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nHow to read your financial aid offer\nCost of attendance explained\nManaging student loans\nCareer outcomes\nScholarships\nFull contact directory" }, { "url": "net-price-by-income.html", "title": "Net Price by Family Income", "description": "What first-year Wesconsin residents actually paid in 2025–26 after grants and scholarships, broken out by family income, with the counts behind each average.", "headings": [ "Net Price by Family Income", "On this page", "The short answer", "Average net price by family income, 2025–26", "How to read the table", "After the first year", "Get your own number" ], "content": "Tuition & aid Net Price by Family Income\nWhat first-year Wesconsin residents actually paid in 2025–26 after grants and scholarships, broken out by family income, with the counts behind each average.\nThe short answer\nIn 2025–26, a first-year Wesconsin resident living on campus faced a full cost of attendance of $24,042 . After grants and scholarships, students who received federal aid paid an average of $11,340 . Students from families earning $30,000 or less paid about $6,800; students from families earning more than $110,000 paid about $19,700. Those averages are the same ones shown on cost of attendance . This page adds the counts and the explanation.\nAverage net price by family income, 2025–26\nFirst-time, full-time Wesconsin residents living on campus who received federal (Title IV) aid in 2025–26: 930 students. Income is the family’s adjusted gross income from the FAFSA.\n$0–$30,000 — Students: 266; Average grants and scholarships: $17,242; Average net price: $6,800; Share of full cost: 28%\n$30,001–$48,000 — Students: 193; Average grants and scholarships: $15,142; Average net price: $8,900; Share of full cost: 37%\n$48,001–$75,000 — Students: 227; Average grants and scholarships: $11,642; Average net price: $12,400; Share of full cost: 52%\n$75,001–$110,000 — Students: 167; Average grants and scholarships: $7,942; Average net price: $16,100; Share of full cost: 67%\n$110,001 and up — Students: 77; Average grants and scholarships: $4,342; Average net price: $19,700; Share of full cost: 82%\nAll income levels — Students: 930; Average grants and scholarships: $12,702; Average net price: $11,340; Share of full cost: 47%\nThe full cost of $24,042 is the 2025–26 resident on-campus figure: tuition $9,140, segregated fees $1,382, a double room $5,720, the standard meal plan $4,130, and $3,670 in estimated books, transportation, personal costs and loan fees. In 2026–27 the same figure is $24,330; the Regents held tuition flat , so the $288 increase is fees, housing and meals.\nHow to read the table\nNet price is not your bill. It counts costs Porter does not charge you, like books and travel, and it does not subtract loans or work-study, which you repay or earn. See cost of attendance, explained .\nAverages hide a range. In the $48,001–$75,000 band, the middle half of students paid between about $9,800 and $14,900, depending on family size, assets and how many family members were in college.\nThe lowest band gets most of its aid from outside Porter. Pell Grants and the state grant cover most of the $17,242; Porter’s own scholarships make up the rest.\nAbove $75,000, merit scholarships do most of the work. Few families in the top two bands qualify for need-based grants, so their aid comes from the scholarship application , which is due February 1.\nNot included: students who did not file the FAFSA, non-residents and Midwest Student Exchange students, transfers and off-campus students. In 2026–27 non-residents pay $8,740 more in tuition than residents, and aid offsets only part of that difference.\nAfter the first year\nNet price usually rises a little after the first year. Some first-year awards are one-time, and costs go up about 3 percent a year (see the four-year projection on cost of attendance ). What keeps it down:\nFile the FAFSA every year, as early as you can.\nKnow your scholarship’s renewal GPA. Most Porter awards give one term of warning before pausing.\nTake 15 credits a term. Tuition is flat from 12 to 18 credits, so a fifth year is the most expensive year.\nChoose a paid co-op where your field offers one.\nThe broader case for weighing price against outcomes is on net price and return on investment .\nGet your own number\nThe net price calculator asks about income, assets and household size and estimates your grants in about ten minutes, before you apply. The calculator uses the same aid rules as the real offer, so most families land within about $1,500 of what they are eventually offered. If your family’s situation has changed since the tax year the FAFSA uses, because of a job loss, a divorce or medical bills, ask Financial Aid about a professional-judgment review. In 2025–26, 214 families requested one, and most received a revised offer. Financial Aid Director Mervin Aaby’s office answers questions by phone, email or a booked appointment in MyPorter.\nAt a glance\nYear\n2025–26 first-year residents\nFull cost (on campus)\n$24,042\nAverage net price\n$11,340\nLowest band\n$6,800\nHighest band\n$19,700\nStudents counted\n930\nWho to contact\nOffice of Financial Aid\nFounders Union 118\nPhone\n(715) 555–0231\nEmail\nfinaid@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nTuition and costs\nCost of attendance\nNet price & return on investment\nFinancial aid\nReading your aid offer\nDigital viewbook" }, { "url": "networking-when-you-hate-it.html", "title": "Networking when you hate networking", "description": "A version that is not schmoozing — for people who find the whole idea uncomfortable.", "headings": [ "Networking when you hate networking", "On this page", "Reframe it", "Start with people you already have a reason to talk to", "The ask that is easy to say yes to", "What to do in the conversation", "Follow up like a normal person", "If events are the hard part" ], "content": "Career services Networking when you hate networking\nA version that is not schmoozing — for people who find the whole idea uncomfortable.\nReframe it\nNetworking is not working a room or collecting contacts. It is having a small number of real conversations with people who do work you are curious about, and staying loosely in touch. Almost every job a Porter graduate gets involves a person, not just a portal — and the people who help are usually ones who had one good conversation with you, not ones you charmed at an event.\nStart with people you already have a reason to talk to\nA professor whose course you liked. An alum in the mentor network. A speaker at a class or the career conference. A supervisor from a campus job. A friend's parent in your field. You are not cold-approaching strangers — you are following up with people you have a genuine, small connection to.\nThe ask that is easy to say yes to\nRequest 20 to 30 minutes to hear about their path and their work — explicitly not a job. Send a short message: who you are, the specific thing you are curious about, and a small clear request. Most people say yes to a student who is specific and respects their time. This is the whole skill.\nWhat to do in the conversation\nAsk real questions — how they got from your major to their role, what a normal week is like, what they wish they had done as a student, what they would do differently. Listen more than you talk. Near the end, ask if there is one other person they would suggest you speak with. Take a few notes afterward.\nFollow up like a normal person\nSend a thank-you within a day that mentions something specific they said. If they suggested a next step, do it and tell them. A light check-in once or twice a year — an honest update on where you are — turns one conversation into someone who forwards you a posting two years later. That is the entire mechanism.\nIf events are the hard part\nYou do not have to work a career conference like a salesperson. Pick 8 to 12 employers, prepare one specific question each, treat it as a series of short conversations, and leave when you are done. One-on-one coffee conversations count more than any event anyway. Career Services can also set up introductions so you skip the room entirely.\nAt a glance\nIt is\nA few real conversations + staying loosely in touch — not schmoozing\nStart with\nPeople you already have a small genuine reason to contact\nThe ask\n20–30 minutes about their path, explicitly not a job\nThe mechanism\nA specific thank-you + a check-in once or twice a year\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUsing the alumni network while you are still a student\nThe Porter Career Conference\nBuilding a useful LinkedIn\nFinding a faculty mentor\nMock interview program\nFull contact directory" }, { "url": "new-courses-spring-2027.html", "title": "New Courses for Spring 2027", "description": "Fourteen courses that are new to the catalog or running as special topics for the first time in spring 2027, with instructors, prerequisites and what each one is actually for.", "headings": [ "New Courses for Spring 2027", "On this page", "How to read this list", "Engineering, computing and technology", "Health, education and the sciences", "Arts, humanities, business and mathematics", "Getting into one" ], "content": "Academics New Courses for Spring 2027\nFourteen courses that are new to the catalog or running as special topics for the first time in spring 2027, with instructors, prerequisites and what each one is actually for.\nHow to read this list\nFaculty Senate’s curriculum committee approved these courses last spring and this fall. Courses numbered x900–x990 are special topics. They can run twice before they need a permanent number, and each counts as an elective in its program unless noted. Spring 2027 classes begin January 25 . The full schedule of classes posts in MyPorter on Monday, October 19 , and continuing students register from November 2 by credits earned. Prerequisites are enforced at registration, and how to read them is explained in the course catalog .\nEngineering, computing and technology\nCS 4810 Embedded Systems Security — Cr: 3; Instructor: Simon Aluko; Prerequisites: CS 2600 or CPE 2800\nCYBR 3650 Industrial Control Systems Lab — Cr: 3; Instructor: Nadia Molnar; Prerequisites: CYBR 2200\nDATA 3850 Auditing Algorithms: A Practicum — Cr: 3; Instructor: Mei Sundqvist; Prerequisites: DATA 3100; DATA 3700 (may be concurrent)\nMFGE 3950 Special Topics: Metalcasting Practice — Cr: 2; Instructor: Ingrid Brenner; Prerequisites: MFGE 1500; shop safety certification\nMFGE 4150 Collaborative Robot Cell Design — Cr: 3; Instructor: Ravi Adebayo; Prerequisites: MFGE 3500\nPLE 3750 Polymer Recycling and Circular Design — Cr: 3; Instructor: Isaac Carrasco; Prerequisites: PLE 2500\nCS 4810 covers attacks on microcontrollers and firmware and how to defend against them. Students take apart, and then harden, a device of their choosing. Anything with a USB port and a warranty that is about to be voided qualifies.\nCYBR 3650 takes place in the cyber range in Jarvis on a working conveyor-and-PLC rig built by last year’s capstone team. It is a lab course, and three hours a week are spent with the rig.\nDATA 3850 puts the ideas from DATA 3700 into practice. Teams audit a real hiring or lending model supplied by a regional employer, write up what they find, and learn what to do when the model is right for the wrong reasons.\nMFGE 3950 is a half-semester course on sand molding, melt practice and inspection. It ends with students running their own iron pour in the Founders Hall foundry lab. Enrollment is capped at 14.\nMFGE 4150 is taught in the Founders Hall high bay until the robotics lab opens in fall 2027. Teams design, guard and validate a robot cell that shares space with a human operator.\nPLE 3750 is the hands-on companion to PLE 4100. It covers sorting, reprocessing and designing products that are worth recycling. The course uses the injection molding line donated in September .\nHealth, education and the sciences\nNURS 2950 Transition to Clinical Practice — Cr: 2; Instructor: Sofia Rasmussen; Prerequisites: Admission to the spring B.S.N. cohort\nASL 2950 ASL for Health Care Settings — Cr: 3; Instructor: Sofia Salazar; Prerequisites: ASL 1020\nENVS 3650 Field Methods on the Porter River — Cr: 3; Instructor: Everett Yoon; Prerequisites: ENVS 1500 or BIOL 1010\nEDUC 3850 Teaching in the Shop: Career & Technical Classrooms — Cr: 3; Instructor: Leon Underwood; Prerequisites: EDUC 2100\nPSYC 3850 Human Factors of Automation — Cr: 3; Instructor: Owen Persson; Prerequisites: PSYC 1000; PSYC 2100\nNURS 2950 is the bridge course for the new 40-seat spring nursing cohort . It is taught mostly in the simulation hospital in the Health Sciences Center.\nASL 2950 covers vocabulary and role-play for intake, consent and discharge conversations. It is cross-listed for nursing and rehabilitation students.\nENVS 3650 involves sampling, flow measurement and macroinvertebrate surveys at four sites between the Millrace sluice gate and the Riverfront Trail. Students wear waders, and the department supplies them.\nEDUC 3850 covers classroom management where the furniture includes a lathe, and safety instruction that holds up with thirty 15-year-olds in the room.\nPSYC 3850 looks at trust, complacency and alarm fatigue in automated systems, with a project done alongside MFGE 4150.\nArts, humanities, business and mathematics\nHIST 3750 The Millrace: Industry and Water in Porter County — Cr: 3; Instructor: Renata Haddad; Prerequisites: Any HIST course or sophomore standing\nGRDS 3850 Wayfinding and Environmental Graphics — Cr: 3; Instructor: Josephine Persson; Prerequisites: GRDS 1300\nBUS 3850 Succession Planning for Small Manufacturers — Cr: 3; Instructor: Josephine Delacroix; Prerequisites: Junior standing\nHIST 3750 draws on the university archives and Dr. Martin Ekdahl’s new history of the channel . Ekdahl gives two guest sessions, and students record one oral history each.\nGRDS 3850 has students audit campus signage and propose a replacement system. Facilities has asked for the results before the Founders Hall renovation reaches its interiors.\nBUS 3850 pairs each student team with a Porter County family-owned shop whose owner is thinking about retirement. It counts toward the entrepreneurship minor.\nGetting into one\nIf you are missing a prerequisite but have equivalent experience, ask the department for an override before your registration time. The instructor cannot add you from the waitlist on the first day. Talk to your adviser about how a special-topics course lands in your degree audit, because some programs cap the number of x9xx credits that count. Course codes link to subject lists such as Industrial & Manufacturing Engineering and Nursing .\nAt a glance\nNew this spring\n14 courses across five colleges\nSchedule posts\nMon, Oct 19, 2026\nRegistration\nContinuing students from Nov 2\nClasses begin\nMon, Jan 25, 2027\nSpecial topics\nx900–x990; may run twice before a permanent number\nWho to contact\nOffice of the Registrar\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nCourse catalog\nCourse registration\nAcademic advising\nAcademic calendar\nFinal exam schedule, fall 2026\nAcademic departments" }, { "url": "new-employee-onboarding.html", "title": "New Employee Onboarding", "description": "What to bring on your first day, the forms with legal deadlines, getting your Porter Card, parking, and accounts, and what the first 90 days look like.", "headings": [ "New Employee Onboarding", "On this page", "Before your first day", "Day one checklist", "Required trainings", "The first 90 days" ], "content": "Employment New Employee Onboarding\nWhat to bring on your first day, the forms with legal deadlines, getting your Porter Card, parking, and accounts, and what the first 90 days look like.\nBefore your first day\nOnce you accept an offer, Human Resources sends a welcome email with a link to the onboarding portal. Complete these before you arrive, if you can:\nForm I-9, Section 1 — employment eligibility. Federal law requires Section 1 no later than your first day of work.\nTax withholding (federal W-4 and the state form) and direct deposit.\nEmergency contacts and your mobile number for Porter Alert.\nPersonal information for the employee directory (you choose what is published).\nFaculty starting in August attend New Faculty Week, which runs the week before classes and includes a teaching workshop and the provost’s welcome dinner. Staff start on any Monday.\nDay one checklist\nStaff report to the New Employee Welcome at 8:00 a.m. in Millwright Hall 230, which runs until about 11:30; your supervisor picks you up there. Faculty complete the same steps during New Faculty Week.\nFinish your I-9. Bring original, unexpired identity and work-authorization documents (for example, a passport, or a driver’s license plus a Social Security card). HR must examine them and complete Section 2 within three business days of your start date. If you cannot produce documents in that time, you cannot continue working until you do.\nActivate your NetID. Your account is created when HR enters your appointment; you set your password at the session.\nSet up multi-factor authentication on your phone, and add a backup method the same day.\nGet your Porter Card at the card office in Founders Union. It is your ID, building access, library card, and print release; see the Porter Card account . Building access is added by your department within one business day.\nRegister for a parking permit in MyPorter. Your license plate is your permit; employee permits are Commuter ($312 a year, payroll-deducted before tax) or Core (by lottery, with a waitlist of about two semesters). The rules are on transportation and parking .\nBook a benefits appointment if you have not made elections; the 30-day clock started on your hire date.\nRequired trainings\nTrainings are assigned in the learning portal on your first day, with due dates. Your supervisor sees completion status.\nInformation security awareness — Who: Everyone; Time: 45 min; Due: Within 14 days\nDiscrimination and harassment prevention — Who: Everyone; Time: 60 min; Due: Within 30 days\nTitle IX and mandatory reporting — Who: Everyone; Time: 30 min; Due: Within 30 days\nFERPA and student records — Who: Anyone with access to student records; Time: 30 min; Due: Before system access\nCampus Security Authority (Clery) — Who: Coaches, advisors, residence and student-life staff; Time: 40 min; Due: Within 30 days\nHazard communication and lab or shop safety — Who: Facilities, lab, and studio staff; Time: 1–3 hours; Due: Before working unsupervised\nState vehicle driver training — Who: Anyone who drives for work; Time: 90 min; Due: Before first trip\nInformation security and harassment prevention repeat each year. Reporting obligations under Title IX are explained on the Title IX page.\nThe first 90 days\nSupervisors use this outline; new employees are encouraged to hold them to it.\nFirst 30 days\nMeet one-on-one with your supervisor each week; agree on what the job is and what a good first year looks like.\nComplete the required trainings and your benefits elections.\nWalk the campus: find your building’s emergency exits and the nearest AED, and ride the Porter Loop once.\nDays 31–60\nTake on the core duties of the position with your supervisor checking in.\nAttend a Staff Senate or Faculty Senate meeting to see how shared governance works.\nHave coffee with three people outside your unit whose work touches yours.\nDays 61–90\nWork independently on most duties; set three goals for the rest of the year.\nFor university staff, the probationary review is at six months; academic staff and faculty follow the review schedule in their letter of appointment.\nFill out the onboarding survey. HR reads every one, and the Monday start time for the welcome session moved from 7:45 to 8:00 because of it.\nAt a glance\nNew Employee Welcome\nMondays, 8:00–11:30 a.m., Millwright Hall 230\nI-9 deadlines\nSection 1 by day one; documents within 3 business days\nBenefits window\n30 days from hire date\nPorter Card\nCard office, Founders Union\nIT help\nTechnology Help Desk, Halvorsen Library Level 1\nWho to contact\nOffice of Human Resources — Onboarding\nMillwright Hall 230\nPhone\n(715) 555–0216\nEmail\nonboarding@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nWork at Porter\nBenefits summary\nEmployee resources\nTechnology Help Desk\nFaculty resources\nStaff Senate" }, { "url": "new-student-checklist.html", "title": "New student checklist", "description": "Everything to do between your deposit and the first day, in the order it matters.", "headings": [ "New student checklist", "On this page", "Why order matters", "Don't skip the boring ones", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Admissions New student checklist\nEverything to do between your deposit and the first day, in the order it matters.\nWhy order matters\nSome steps unlock others: you can't register until placement testing is done, can't get housing assigned without the housing application and deposit, can't get financial aid finalized without verification documents. The checklist in your admitted-student portal tracks what's done and what's blocking what.\nDon't skip the boring ones\nThe immunization form, the online modules, and the final transcript are the items students forget — and each can put a hold on registration or move-in. Knock them out early in the summer when there's time, not the week before.\nIn and around Porter Falls\nMost families reach campus from the west on US 12 or by regional coach into the Depot District, and the Welcome Center at the Depot is where visits start.\nThe practical details\nRight after depositing: Set up your Porter account and email, sign up for orientation, and submit health and immunization forms. Summer: Take placement tests, register at orientation, apply for housing, set up billing and any payment plan, send final transcripts. Before move-in: Confirm your schedule, get your Porter Card photo in, complete required online modules (alcohol, consent, academic integrity). Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Admissions (Welcome Center at the Depot). Call (715) 555–0143 or email admissions@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRight after depositing\nSet up your Porter account and email, sign up for orientation, and submit health and immunization forms\nSummer\nTake placement tests, register at orientation, apply for housing, set up billing and any payment plan, send final transcripts\nBefore move-in\nConfirm your schedule, get your Porter Card photo in, complete required online modules (alcohol, consent, academic integrity)\nWho to contact\nOffice of Admissions\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDual enrollment\nScholarship directory\nFamily Weekend\nTransfer student orientation\nFull contact directory" }, { "url": "news.html", "title": "News", "description": "News from UW-Porter Falls.", "headings": [ "University news" ], "content": "News\nUniversity news\nWritten by the Office of University Communications.\nAthletics · October 8, 2026\nForge Bowl Preview: More Than 4,700 Tickets Sold for Saturday’s Homecoming Game Against Chippewa Valley State\nThe rivalry game kicks off at 1 p.m. October 17 at Millwright Stadium, and the athletic directors have signed an agreement to keep it going after the conference change.\nStudents · October 5, 2026\nThis Year’s Millrace Week Foundry Pour Will Recast Heritage Hall’s Old Radiators\nAbout 1,100 pounds of cast iron pulled out during summer construction will become 400 Porter trivets, poured in front of the public on October 15.\nCampus · October 1, 2026\nMillrace Week Schedule Released: Foundry Pour Thursday, Forge Bowl and Fireworks Saturday\nHomecoming runs October 11–17 with the Ring of Iron at dusk Friday and reunions for the classes of 1976, 2001 and 2016.\nSustainability · September 24, 2026\nUniversity Breaks Ground on Second Solar Array, Aiming to Double Renewable Generation\nA planned 1.4-megawatt expansion behind the Forge Recreation Center is expected to bring campus renewable generation past 25 percent by 2028.\nAcademics · September 19, 2026\nRehabilitation & Disability Services Adds Two New Fieldwork Sites\nNew partnerships with an independent-living center and a county workforce agency expand where students complete their required practicum.\nStudent Success · September 16, 2026\nWelding Technology Students Sweep State Skills Competition\nThree Porter welding students placed first in their divisions at the statewide trades competition, the program's best result in a decade.\nStudent Success · September 12, 2026\nIronclad Robotics Qualifies for Nationals for the First Time\nA second-place regional finish sends the student-run team to a national event for the first time in program history.\nAcademics · September 10, 2026\nRegional Plastics Manufacturer Donates Injection Molding Line to Plastics Engineering Program\nThe equipment gift adds a second production-scale injection molding line to the program's pilot processing floor, doubling student lab capacity.\nAcademics · September 9, 2026\nRegional Accreditation Reaffirmed Through 2036 With No Findings\nA visiting review team recommended full reaffirmation and commended the university’s assessment and advising practices.\nCampus · September 9, 2026\nForge Makerspace Goes to Extended Hours and Adds a Textiles Bay\nThe open-access fabrication shop now stays open until 2 a.m. on weeknights and has added industrial sewing and a heat press.\nStudents · September 8, 2026\nGraduate Outcomes Survey: 91 Percent Employed or in Graduate School Within Six Months\nThe career center’s annual survey of the class of 2025 shows strong placement, with results published by program.\nAcademics · September 8, 2026\nNursing Program Adds Second Clinical Cohort for Spring 2027\nFacing a waitlist years long, the College of Health Sciences will admit a second, smaller nursing cohort each spring beginning in 2027.\nAcademics · September 6, 2026\nFirst Cohort of the New M.S. in Cybersecurity Begins Classes\nNineteen working security professionals make up the inaugural cohort of the evening graduate program, three years after it was first proposed.\nAcademics · September 5, 2026\nFaculty Win Grants to Redesign Courses Around — Not Against — Generative AI\nEighteen instructors received course-redesign stipends to build assignments that assume students have AI tools and teach them to use the tools well.\nCampus · September 4, 2026\nCareer Fair Draws Record 140 Employers\nThe largest fall Career Fair in the event's history, and a line for Nursing and Cybersecurity graduates that formed forty minutes before the doors opened.\nAcademics · September 2, 2026\nUniversity Signs Ten-Year Workforce Pipeline Agreement With Three Regional Manufacturers\nGraduates of five engineering and applied-technical programs will have a guaranteed interview under a new regional partnership announced Tuesday.\nCampus · September 2, 2026\nUniversity Names New Provost After National Search\nThe incoming provost, currently a dean at a peer polytechnic, starts in January and has named applied learning and advising as early priorities.\nCampus · August 30, 2026\nFall Enrollment Reaches 8,412, a Nine-Year High\nEnrollment grew 6.1 percent over last fall, driven by Nursing, Cybersecurity and the university's expanded technical-college transfer agreements.\nCampus · August 29, 2026\nRoughly 2,600 Students Move Into Residence Halls\nA staggered, appointment-based move-in and 300 student volunteers kept the first-year arrival to about twenty minutes per family at the curb.\nAthletics · August 28, 2026\nIronclads Open Season With 27–13 Win Over Eau Pleine\nA season-opening win over the Eau Pleine Loggers in front of 3,800 fans at Ironclad Stadium.\nAcademics · August 25, 2026\nRegional Packaging Manufacturer Donates $380,000 Testing Lab to Packaging Technology Program\nThe gift equips a new materials-testing lab for one of the few dedicated undergraduate packaging programs in the country.\nResearch · August 22, 2026\n$2.4 Million Federal Grant Funds New Advanced Manufacturing Lab\nThe College of Engineering & Technology will break ground this spring on a new automation and robotics teaching lab.\nCampus · August 20, 2026\nCampus-Wide Wi-Fi Upgrade Finishes Ahead of Fall Move-In\nA two-year, building-by-building wireless overhaul is complete, roughly tripling peak network capacity in residence halls.\nAthletics · August 20, 2026\nVolleyball Opens Season Ranked in Conference Preseason Poll for First Time in Program History\nThe Ironclads enter the season No. 4 in the Wesconsin Collegiate Athletic Conference preseason poll.\nArts · August 18, 2026\nArts Season Brings 64 Concerts, Plays and Exhibitions to Campus in 2026–27\nA single season pass now covers music, theatre and the Furlong Gallery’s ticketed events, and students get in free with a Porter Card.\nAcademics · August 15, 2026\nNursing Program's NCLEX Pass Rate Hits Eleven-Year High\n98 percent of this spring's BSN graduates passed the licensure exam on their first attempt, extending an eleven-year streak above the state average.\nCommunity · August 12, 2026\nPorter Lifelong Learning Institute Posts a Fall Catalog of 46 Courses for Adults 50 and Over\nRegistration opens August 24 for courses from river birding to beginning welding; membership stays at $70 a year.\nCampus · August 10, 2026\nUniversity Announces $15 Million Founders Hall Renovation\nThe 1912 building that houses the College of Business and part of the College of Arts, Design & Communication will be renovated in phases starting next summer.\nCampus · August 8, 2026\nFall Commencement Speaker Announced: A 2011 Alumna Now Leading Statewide Manufacturing Policy\nThe speaker, a mechanical engineering graduate, now directs a statewide manufacturing workforce initiative.\nAthletics · August 5, 2026\nPorter Esports Wins Regional Collegiate Championship\nThe university's varsity esports program brought home its first regional title, three years after the program's founding.\nCampus · July 30, 2026\nParking Moves to Tiered Pricing by Lot Distance Starting This Fall\nA flat annual permit fee is being replaced with three price tiers based on how close a lot is to the campus core.\nAcademics · July 28, 2026\nRegents Approve Expanded M.S. in Data Science Cohort\nThe Board of Regents approved a larger incoming cohort for the M.S. in Data Science, citing sustained regional employer demand.\nCommunity · July 22, 2026\nCity and University Agree to Extend the Riverfront Trail and Replace the Millrace Footbridge\nThe $4.6 million project adds 1.3 miles of lit, accessible trail between Millwright Stadium and Depot Plaza, with construction starting in spring 2027.\nStudents · July 20, 2026\nSummer Bridge Program Doubles in Size for Incoming First-Generation Students\nThe two-week, pre-fall academic and social transition program grew from 40 to about 85 students this summer.\nStudent Success · July 15, 2026\nFirst-Generation Student Center Marks 500th Student Served\nThe center, open since 2021, celebrated a milestone that its director says undercounts its real reach.\nCampus · July 9, 2026\nHalvorsen Library Adds a Permanent 24-Hour Study Zone\nA card-access wing with power, printing, and a small café case will stay open around the clock during the semester.\nResearch · July 7, 2026\nHistory Professor’s Sabbatical Book Traces How the Millrace Built, and Nearly Sank, Porter Falls\nDr. Martin Ekdahl’s “Running Water” follows the town’s mill channel from 1868 to the last mill closing in 1971.\nAlumni · July 2, 2026\nAlumni-Founded Manufacturing Startup Named to State Innovation List\nA company founded by two 2019 Mechanical Engineering graduates was named to a statewide list of fast-growing manufacturing startups.\nCampus Safety · July 1, 2026\nUniversity Releases 2025–26 Annual Security Report\nCampus Police published the federally required Clery Act disclosure covering crime statistics, safety policies and emergency procedures.\nArts · June 30, 2026\nFurlong Gallery Summer Show Puts the Manual Training School’s Shop Work on the Wall\n“Made at Porter, 1893–1937” shows 140 objects made by students at the university’s predecessor, paired with work by current students.\nStudents · June 25, 2026\nBaja SAE Team Finishes Third Nationally, Best Result in Program History\nThe student-built off-road vehicle placed third overall against more than 100 university teams.\nCommunity · June 23, 2026\nSummer Youth Camps Fill a Record 1,284 Seats, With Waitlists for Robotics and Scrubs Camp\nThirty-four camps run between June 15 and August 7, and 210 seats are covered by scholarships for Porter Falls district students.\nPartnerships · June 18, 2026\nNew Pathway Lets Registered Apprentices Earn a Bachelor’s Degree Alongside Their Trade\nManufacturing and construction apprentices can now bank credit for on-the-job hours and finish a degree part-time in the evenings and online.\nCampus · June 16, 2026\nSummer Construction: Heritage Hall Bathrooms, North Campus Heat Pumps and a Repaved Founders Drive\nAbout $6.4 million in projects will run from May 26 to August 14, with detours on Founders Drive in July.\nCampus · June 11, 2026\nIronworks Food Hall Adds Two Rotating Vendor Stalls for Fall\nA ramen concept and a Southeast Asian street-food stall join the retail dining lineup after a student taste-test vote.\nCommunity · June 9, 2026\nUniversity and Porter County Health Sign a Ten-Year Rural Health Workforce Partnership\nThe agreement guarantees 120 clinical placements a year, creates a nurse residency for new graduates, and puts a jointly staffed community health worker program in three rural clinics.\nResearch · June 4, 2026\nTwo Hundred Students Present at the Summer Undergraduate Research Symposium\nThe one-day event showcased paid summer research across every college, from bridge sensors to apparel supply chains.\nResearch · May 28, 2026\nFaculty Bring in a Record Year of External Research Funding\nGrants and contracts crossed $9 million for the first time, led by manufacturing, health, and environmental science projects.\nAlumni · May 21, 2026\nAlumni Couple’s $2.5 Million Gift Creates an Endowed Professorship in Manufacturing Systems\nRuth and Gary Lindqvist, who built a Porter County machining company, fund the university’s ninth endowed professorship; Dr. Imani Castellanos is the first holder.\nCampus · May 16, 2026\nClass of 2026 Is the Largest in University History\nAbout 1,650 graduates crossed the stage at Ironclad Fieldhouse, led by nursing, cybersecurity, and mechanical engineering.\nAthletics · May 13, 2026\nWomen’s Track and Field Finishes Second at Conference Outdoors, Best in Program History\nA heptathlete set three school records in one weekend and the distance group went one-two in the 5,000 meters; Eau Pleine won the meet by 11 points.\nAthletics · May 11, 2026\nSoftball Falls 4–3 in Conference Final After a Walk-Off Semifinal Win\nThe Ironclads hosted a tournament pod at Red Cedar Diamond, won the semifinal on a two-out bunt single, and finished the season 29–13.\nCampus · May 6, 2026\nHalvorsen Library’s Fourth Floor Reopens After a Year-Long Renovation\nThe former closed-stack floor is now a mix of bookable group rooms, a quiet-only reading room, and a small gallery space.\nAcademics · May 1, 2026\nSenior Design Expo Fills the Fieldhouse With 71 Client Projects\nA vision-inspection cell built for a regional cabinet maker took best in show; at least nine students left with job offers made on the floor.\nAthletics · April 30, 2026\nEsports Moves to Varsity Status with Scholarships Starting Next Fall\nThe formerly club-run program joins Ironclad Athletics, with its first scholarship offers going out this recruiting cycle.\nResearch · April 28, 2026\nSenior’s Study of Millrace Water Temperatures Wins the Chancellor’s Undergraduate Research Prize\nDelia Marchetti logged two years of readings from 14 sensors to show where cold groundwater keeps a stretch of the channel livable for native mussels.\nSustainability · April 24, 2026\nEarth Week Volunteers Pull 1.9 Tons of Litter and Buckthorn From the Riverfront\nMore than 700 students, staff and neighbors took part in five days of cleanups, plantings and a dining-hall food-waste audit.\nResearch · April 21, 2026\nPlastics Engineering Lab Runs a Pilot Line for Recycled-Content Automotive Parts\nA small production line lets students and a manufacturing partner test how much recycled polymer a structural part can tolerate.\nStudents · April 17, 2026\nStudent Cyber Defense Team Wins Its First Regional Title Against 15 Schools\nEight students defended a simulated small-town water utility for two days while a red team of industry volunteers tried to take it offline.\nAcademics · April 14, 2026\nNorway’s Vesterdal University of Applied Sciences Becomes Porter’s 15th Exchange Partner\nThe semester exchange, starting spring 2027, is built around manufacturing automation, renewable energy and maritime engineering courses taught in English.\nStudents · April 10, 2026\nVeteran Resource Center Moves to a Larger Space With a Dedicated Benefits Counselor\nThe center now has a lounge, a quiet study room, and a full-time staff member who handles GI Bill certification in-house.\nAlumni · April 8, 2026\nIronclad Giving Day Raises $1.18 Million From 3,947 Donors in 24 Hours\nThe third Ironclad Giving Day beat last year’s total by 31 percent, with the student emergency fund drawing the most individual gifts for the second year running.\nAcademics · April 2, 2026\nApplied Mathematics Adds an Actuarial Science Concentration\nA new track aligns coursework with the first several professional actuarial exams and adds a required internship.\nStudents · March 27, 2026\nRegents Hold Resident Tuition Flat for 2026–27; Total Cost for an On-Campus Student Rises 1.4 Percent\nWesconsin resident tuition stays at $9,140, while segregated fees, housing and meal plans go up a combined $288.\nSustainability · March 25, 2026\nCampus Food-Recovery Program Passes 100,000 Meals Redirected\nA student-run program that moves unserved dining-hall food to a community fridge and local shelters has crossed a six-year milestone.\nSustainability · March 18, 2026\nCampus Emissions Are Down 38 Percent From 2015, With Heating Still the Hard Part\nThe annual greenhouse-gas inventory puts the university three-quarters of the way to its 2035 target. Nearly all of what remains comes from burning natural gas for heat.\nAthletics · March 16, 2026\nSenior 165-Pounder Places Sixth at Nationals, Wrestling’s First All-American Since 2017\nCaleb Hermanson, a manufacturing engineering major, went 4–2 at the Division III championships; sophomore Luis Ortega won a match in his national debut.\nArts · March 13, 2026\nTheatre Program Announces a Season Built Around Work Made in Wesconsin\nThe 2026–27 mainstage season features two plays by Wesconsin playwrights and a devised piece created by the ensemble.\nStudents · March 9, 2026\nSixty-Four Students Head Out on Six Alternative Spring Break Trips\nTeams will repair homes, " }, { "url": "news/accreditation-reaffirmed.html", "title": "Regional Accreditation Reaffirmed Through 2036 With No Findings", "description": "A visiting review team recommended full reaffirmation and commended the university’s assessment and advising practices.", "headings": [ "Regional Accreditation Reaffirmed Through 2036 With No Findings" ], "content": "Academics · September 9, 2026\nRegional Accreditation Reaffirmed Through 2036 With No Findings\nA visiting review team recommended full reaffirmation and commended the university’s assessment and advising practices.\nUW–Porter Falls’s institutional accreditation has been reaffirmed for the maximum ten-year cycle, through 2036, with no formal findings requiring follow-up. The decision follows a self-study, a comprehensive evidence review, and a visit by a team of peer reviewers from other universities.\nThe review team’s report commended two areas in particular: a program-assessment process that the team said actually closes the loop — changing courses in response to evidence rather than filing reports — and an advising model that gives every student a four-year plan and tracks progress against it. The team noted class-size pressure in high-demand programs as a challenge to watch.\n“Reaffirmation is the floor, not the ceiling. The useful part is an outside team of colleagues telling us plainly what is working and what to keep an eye on.”\n— vice chancellor for academic affairs\nSpecialized accreditation for individual programs — engineering, nursing, education, business, and others — runs on separate cycles, all currently in good standing.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nNursing (B.S.N.)" }, { "url": "news/ai-literacy-requirement.html", "title": "Every Undergraduate Will Take an AI-Literacy Module Starting This Fall", "description": "A one-credit module on using and evaluating generative AI is now embedded in the first-year seminar for all incoming students.", "headings": [ "Every Undergraduate Will Take an AI-Literacy Module Starting This Fall" ], "content": "Academics · September 4, 2025\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nA one-credit module on using and evaluating generative AI is now embedded in the first-year seminar for all incoming students.\nBeginning with the fall 2025 class, every UW–Porter Falls undergraduate completes a one-credit module on generative artificial intelligence as part of the required first-year seminar. The module covers how large language models work at a conceptual level, where they fail, how to disclose AI assistance in coursework, and the differences in AI policy from one instructor to the next.\nThe Faculty Senate approved the requirement in May after a year-long working group that included students, librarians, and faculty from computing, writing, and the trades. The group concluded that a blanket ban was unenforceable and that students were already using the tools without a shared vocabulary for talking about them honestly.\n“We are not trying to make everyone a prompt engineer. We are trying to make sure a first-year student can read a syllabus’s AI policy, follow it, and explain what they did.”\n— chair of the AI working group\nIndividual courses still set their own rules — some prohibit AI entirely, some require it — and the module is explicit that the course policy always governs. A parallel set of workshops for faculty on designing AI-resilient assignments runs through the Center for Teaching each term.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nPackaging Lab Wins Federal Contract to Test Compostable Food Containers\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/ai-teaching-grants.html", "title": "Faculty Win Grants to Redesign Courses Around — Not Against — Generative AI", "description": "Eighteen instructors received course-redesign stipends to build assignments that assume students have AI tools and teach them to use the tools well.", "headings": [ "Faculty Win Grants to Redesign Courses Around — Not Against — Generative AI" ], "content": "Academics · September 5, 2026\nFaculty Win Grants to Redesign Courses Around — Not Against — Generative AI\nEighteen instructors received course-redesign stipends to build assignments that assume students have AI tools and teach them to use the tools well.\nThe Center for Teaching has awarded course-redesign stipends to eighteen faculty across every college to rebuild a course on the assumption that students have access to generative AI. The redesigns vary widely: a history course where students critique AI-generated historical narratives against primary sources; a coding course where AI writes a first draft and students must find and explain its bugs; a nursing course where students evaluate AI-suggested care plans against clinical judgment.\nThe common thread is that the AI is in the room and the assignment is built around using it critically rather than pretending it does not exist or trying to police it. Faculty share their redesigned assignments and what worked in a public repository.\n“The honest position is that our graduates will use these tools at work, badly, unless we teach them to use them well. A blanket ban just moves the learning off the syllabus.”\n— director of the Center for Teaching\nA second round of grants opens in the spring, prioritizing large first- and second-year courses.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nNursing (B.S.N.)" }, { "url": "news/alternative-breaks-spring-2026-trips.html", "title": "Sixty-Four Students Head Out on Six Alternative Spring Break Trips", "description": "Teams will repair homes, restore trout streams and work in food kitchens over spring break, and no student pays more than $175.", "headings": [ "Sixty-Four Students Head Out on Six Alternative Spring Break Trips" ], "content": "Students · March 9, 2026\nSixty-Four Students Head Out on Six Alternative Spring Break Trips\nTeams will repair homes, restore trout streams and work in food kitchens over spring break, and no student pays more than $175.\nSixty-four students and eight staff and faculty advisers will spend spring break, March 14–22, on six service trips organized by the student-run Alternative Breaks organization. It is the largest group the program has sent out since it began in 2011. Teams applied last October and have met every other week since to study the issue each trip is built around.\nHome repair — Where: Porter County; Focus: Accessibility ramps and weatherization for older homeowners; Students: 12\nTrout streams — Where: Driftless region, southwest Wesconsin; Focus: Streambank restoration and invasive brush removal; Students: 12\nFood systems — Where: The Cities; Focus: Community kitchens and an urban farm cooperative; Students: 10\nStorm recovery — Where: A small town in the southern Plains; Focus: Rebuilding after last spring’s tornado; Students: 12\nHousing — Where: Lake City; Focus: Family shelter support and an eviction-prevention clinic; Students: 8\nRural health — Where: Northern Wesconsin; Focus: Health-fair screenings with a county public health office; Students: 10\nA full trip costs about $640 per student, for transportation, lodging (usually church basements and community-center floors) and food. Students pay $175 at most. The rest comes from the student activity fee, a fall fundraising drive and a grant from the Center for Community Engagement . Fourteen students got their share waived entirely on need.\n“Every year someone asks whether we’re actually helping or just making ourselves feel good. That’s why we spend five months learning about the issue first. The tornado-recovery team has read the town’s rebuilding plan cover to cover. They know what the town needs from us, and what it doesn’t.”\n— Nadia Brekken, a senior in rehabilitation services from Founders Triangle and the organization’s president\nThe rural health trip is new this year. It was proposed by nursing and dietetics students, and the county health office asked for help with screenings at three spring health fairs. Students on that trip will work under the supervision of a nursing faculty member and a county nurse.\nThe send-off is Friday, March 13, at 4 p.m. in Founders Union, and anyone is welcome. Trips return March 21 and 22. Each team will present what it learned at a public reflection night in April. Applications for next year’s trips open in September. The annual send-off is listed on the events calendar , and other ways to help locally are on the volunteer on campus page.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nFirst-Generation Student Center Marks 500th Student Served\nVeteran Resource Center Moves to a Larger Space With a Dedicated Benefits Counselor\nMillrace Week Foundry Pour Turns the Old Sluice Gate Into 360 Trout Trivets\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/alumni-startup-innovation-list.html", "title": "Alumni-Founded Manufacturing Startup Named to State Innovation List", "description": "A company founded by two 2019 Mechanical Engineering graduates was named to a statewide list of fast-growing manufacturing startups.", "headings": [ "Alumni-Founded Manufacturing Startup Named to State Innovation List", "Take the next step." ], "content": "Alumni · July 2, 2026\nAlumni-Founded Manufacturing Startup Named to State Innovation List\nA company founded by two 2019 Mechanical Engineering graduates was named to a statewide list of fast-growing manufacturing startups.\nA manufacturing automation startup founded by two 2019 UW–Porter Falls Mechanical Engineering graduates was named to a statewide list of fast-growing manufacturing companies this month, five years after the founders built their first prototype in a Founders Hall lab as seniors.\nThe company, which designs custom robotic tooling for small and mid-size manufacturers, has hired eleven UW–Porter Falls graduates since 2022, mostly from Manufacturing Engineering and Engineering Technology.\n“We hire from here on purpose,” one of the founders said. “We know exactly what the degree means.”\nMore news\nNursing Program Adds Second Clinical Cohort for Spring 2027\nUniversity Announces $15 Million Founders Hall Renovation\nPorter Esports Wins Regional Collegiate Championship\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nEngineering Technology (B.S.)\nMechanical Engineering (B.S.)\nManufacturing Engineering (M.S.)\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/annual-security-report-released.html", "title": "University Releases 2025–26 Annual Security Report", "description": "Campus Police published the federally required Clery Act disclosure covering crime statistics, safety policies and emergency procedures.", "headings": [ "University Releases 2025–26 Annual Security Report", "Take the next step." ], "content": "Campus Safety · July 1, 2026\nUniversity Releases 2025–26 Annual Security Report\nCampus Police published the federally required Clery Act disclosure covering crime statistics, safety policies and emergency procedures.\nCampus Police released the 2025–26 Annual Security Report this week, the federally required Clery Act disclosure covering three years of campus crime statistics, fire safety data, and university policy on prevention, response and victim support.\nThe full report is available on the Annual Security Report page. Campus Police encourage students and employees to review it, particularly the sections on reporting options and timely-warning procedures.\nMore news\nNursing Program Adds Second Clinical Cohort for Spring 2027\nUniversity Announces $15 Million Founders Hall Renovation\nPorter Esports Wins Regional Collegiate Championship\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/applied-math-actuarial.html", "title": "Applied Mathematics Adds an Actuarial Science Concentration", "description": "A new track aligns coursework with the first several professional actuarial exams and adds a required internship.", "headings": [ "Applied Mathematics Adds an Actuarial Science Concentration" ], "content": "Academics · April 2, 2026\nApplied Mathematics Adds an Actuarial Science Concentration\nA new track aligns coursework with the first several professional actuarial exams and adds a required internship.\nThe applied mathematics program has added an actuarial science concentration for fall 2026. The track sequences probability, statistics, financial mathematics, and economics courses to prepare students for the first two or three professional actuarial exams before graduation, and requires a summer internship at an insurer or consulting firm.\nThe department has arranged for on-campus exam sittings and a study-group course that meets in the weeks before each exam date. A regional insurance company has committed to interviewing every student in the concentration for its internship program.\n“Actuarial work is one of the few fields where a strong undergraduate with two exams passed is genuinely employable at a good salary. We wanted to build the on-ramp.”\n— mathematics department chair\nThe concentration is capped initially at twenty students a year while the department builds out exam-prep support.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nApplied Mathematics (B.S.)" }, { "url": "news/apprenticeship-degree-pathway.html", "title": "New Pathway Lets Registered Apprentices Earn a Bachelor’s Degree Alongside Their Trade", "description": "Manufacturing and construction apprentices can now bank credit for on-the-job hours and finish a degree part-time in the evenings and online.", "headings": [ "New Pathway Lets Registered Apprentices Earn a Bachelor’s Degree Alongside Their Trade" ], "content": "Partnerships · June 18, 2026\nNew Pathway Lets Registered Apprentices Earn a Bachelor’s Degree Alongside Their Trade\nManufacturing and construction apprentices can now bank credit for on-the-job hours and finish a degree part-time in the evenings and online.\nUW–Porter Falls has launched a degree pathway designed for people already in a registered apprenticeship in manufacturing or construction. The program awards a block of academic credit for the structured on-the-job training and related instruction an apprenticeship already requires, then lets the apprentice complete a bachelor’s degree in engineering technology or construction management part-time, in evening and online courses, over about four years.\nThe pathway was built with two regional trade councils and a group of employers who want a route for their skilled workers to move into supervision and project management without leaving the workforce. Tuition is often covered in part by employer education benefits.\n“These are people who can already run a job. What they are missing is the credential and a few specific skills — estimating, scheduling software, engineering economics. We can teach that around a work schedule.”\n— director of workforce and continuing education\nThe first cohort of about 25 apprentices starts in the fall.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nProject Management (Certificate)\nConstruction Management (B.S.)\nEngineering Technology (B.S.)" }, { "url": "news/archives-acquire-millrace-woolen-mill-records.html", "title": "Special Collections Acquires a Century of Records From the Millrace Woolen Mill", "description": "Payroll ledgers, 1,400 glass-plate negatives and 90 fabric sample books from the mill that ran beside the Millrace from 1868 to 1971 have been donated by the founding family.", "headings": [ "Special Collections Acquires a Century of Records From the Millrace Woolen Mill" ], "content": "Community · January 30, 2026\nSpecial Collections Acquires a Century of Records From the Millrace Woolen Mill\nPayroll ledgers, 1,400 glass-plate negatives and 90 fabric sample books from the mill that ran beside the Millrace from 1868 to 1971 have been donated by the founding family.\nHalvorsen Library’s Special Collections has acquired the business records of the Millrace Woolen Mill, which ran on water power from the Millrace channel from 1868 until it closed in 1971. Four generations of the Lindahl family, who founded the mill and owned it until it closed, kept the records in the attic of the family home on the Founders Triangle side of the river. They donated them this month.\nThe collection is about 212 linear feet. It includes:\nPayroll ledgers from 1872 to 1971, recording the name, job and weekly wage of nearly every person the mill employed. At its 1920s peak that was about 180 people, many of them women and teenagers.\nAbout 1,400 glass-plate and film negatives, including the earliest known photographs of the Millrace headgate and the falls.\nNinety fabric sample books, still holding swatches of the blankets, mackinaw cloth and uniform wool the mill was known for.\nCorrespondence about the 1938 flood, which put six feet of water on the mill floor, and the strike of 1946.\n“For anyone who grew up here, there is probably a grandparent or great-grandparent in those payroll books. We have had calls from three families already, before we’ve even unpacked the boxes.”\n— Miriam Fosse, university archivist\nProcessing will take about eighteen months. A grant from the Porter County Historical Society pays for two student archival assistants and for rehousing the glass plates, some of which are cracked. The payroll ledgers will be digitized first, because they are the records the public is most likely to ask for. Fosse expects a searchable index of employee names by fall.\nFaculty in history, textiles and apparel design, and environmental science have already asked to use the collection in their teaching. One environmental science course plans to compare the mill’s dye-house records against the oldest sediment cores from the Millrace bed. The mill’s connection to the river is told on the Millrace and Porter River page.\nThe collection can be used now by appointment in the Special Collections reading room on Level 4 of Halvorsen Library, which is open to anyone. Families with their own mill-related photographs or papers can contact the university archives about donating or lending them for scanning. For the wider history of the town and the school, see history .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nHalvorsen Library’s Fourth Floor Reopens After a Year-Long Renovation\nHalvorsen Library Adds a Permanent 24-Hour Study Zone\nCity, County Transit and University Sign a Five-Year Porter Loop Agreement\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/arts-season-2026-27-announced.html", "title": "Arts Season Brings 64 Concerts, Plays and Exhibitions to Campus in 2026–27", "description": "A single season pass now covers music, theatre and the Furlong Gallery’s ticketed events, and students get in free with a Porter Card.", "headings": [ "Arts Season Brings 64 Concerts, Plays and Exhibitions to Campus in 2026–27" ], "content": "Arts · August 18, 2026\nArts Season Brings 64 Concerts, Plays and Exhibitions to Campus in 2026–27\nA single season pass now covers music, theatre and the Furlong Gallery’s ticketed events, and students get in free with a Porter Card.\nThe College of Arts, Design & Communication has announced its 2026–27 arts season : 64 public events across music, theatre and the visual arts, published together for the first time in one calendar and sold through one box office .\nWhat’s on\nMusic: 28 concerts by the Wind Symphony , Jazz Orchestra, University Choir and chamber groups, plus faculty and guest recitals\nTheatre: four mainstage productions — the fall play, a devised piece built from interviews with Porter Falls residents, a winter drama and the spring musical — as announced in the theatre season earlier this year\nVisual arts: six Furlong Gallery exhibitions, including the senior and graduate thesis shows, listed on the exhibitions page\nPep band: every home football game and most basketball games, free and loud\nTickets\nSingle tickets and season passes go on sale August 24. A public season pass is $48 and covers every ticketed event; single tickets are $8 to $15, and $5 for seniors 65 and over. Current students attend free with a Porter Card, and faculty and staff pay half price. Exhibitions remain free.\n“We used to publish four separate calendars and wonder why people did not know a concert was happening. One season, one box office, one pass. It is not a revolutionary idea, but it was overdue.”\n— Dr. Melissa Jacoby, dean of the College of Arts, Design & Communication\nAbout 420 students perform in an ensemble or production each year, and fewer than half are arts majors. Auditions for most ensembles are held the first week of classes and are open to any student. The box office is in the lobby of the Applied Arts Building and is open weekdays from noon to 5 p.m. and one hour before every ticketed event; phone orders go to (715) 555–0226.\nThe season also adds four sensory-friendly performances with house lights partly up and a quiet room off the lobby, and American Sign Language interpretation for one performance of each mainstage production. Requests for other accommodations go to the box office at least a week ahead.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nTheatre Program Announces a Season Built Around Work Made in Wesconsin\nFurlong Gallery Summer Show Puts the Manual Training School’s Shop Work on the Wall\nNew Musical About the Week Porter Falls Waited for Its First Train Gets a Staged Reading Saturday\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/baseball-names-wollenberg-head-coach.html", "title": "Former Ironclad Catcher Nate Wollenberg Named Head Baseball Coach", "description": "Wollenberg, who caught for Porter from 2009 to 2012, succeeds Rick Tauscher, who retired in June after 26 seasons.", "headings": [ "Former Ironclad Catcher Nate Wollenberg Named Head Baseball Coach" ], "content": "Athletics · September 10, 2024\nFormer Ironclad Catcher Nate Wollenberg Named Head Baseball Coach\nWollenberg, who caught for Porter from 2009 to 2012, succeeds Rick Tauscher, who retired in June after 26 seasons.\nNate Wollenberg, a four-year catcher for the Ironclads and for the last eight years an assistant coach at another Division III program in the Upper Midwest, has been named head coach of Ironclad baseball . He starts September 16, in time for the fall-ball segment, and will be the program’s third head coach since it became a varsity sport in 1975.\nWollenberg succeeds Rick Tauscher, who retired in June after 26 seasons. Tauscher took over in 1999, the year Dunmore Field was dedicated, and won 512 games, two conference tournament titles and the affection of an unusually large number of former players, about 60 of whom turned up at his final home game in April.\nThe search committee interviewed four finalists. Wollenberg was the only one who asked to see the batting cage before he asked about the budget.\n“Nate knows what it is to catch a doubleheader on Saturday and sit in a three-hour lab on Monday, because he did it. Our players are engineers and nurses and welders who also happen to play baseball. We needed a coach who thinks that is the point, not a scheduling problem.”\n— Chuck Running, Director of Athletics\nAt Porter, Wollenberg earned a B.S. in construction management and was a two-time all-conference catcher. As an assistant he ran the pitching staff and the program’s recruiting in three states. He said his first priorities are rebuilding the pitching depth lost to graduation and moving more practice time indoors before 7 a.m. so players stop missing afternoon labs.\n“Coach Tauscher left this program in good shape, and he left me a phone list,” Wollenberg said. “I plan to use both.”\nThe team finished 19–20 last spring and returns six position starters. Fall ball runs through mid-October, with the annual alumni game set for October 5 at Dunmore Field. Like every Ironclad program, baseball offers no athletic scholarships; prospective players can find recruiting contacts in the athletics staff directory .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nIronclads Win the Forge Bowl 31–28, Bringing the Anvil Home for the First Time Since 2019\nWomen’s Cross Country Wins the Conference Title by Three Points, Its First Since 2008\nWomen’s Basketball Clinches a Share of the Conference Title, Its First Since 2014\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/campus-emissions-down-38-percent.html", "title": "Campus Emissions Are Down 38 Percent From 2015, With Heating Still the Hard Part", "description": "The annual greenhouse-gas inventory puts the university three-quarters of the way to its 2035 target. Nearly all of what remains comes from burning natural gas for heat.", "headings": [ "Campus Emissions Are Down 38 Percent From 2015, With Heating Still the Hard Part" ], "content": "Sustainability · March 18, 2026\nCampus Emissions Are Down 38 Percent From 2015, With Heating Still the Hard Part\nThe annual greenhouse-gas inventory puts the university three-quarters of the way to its 2035 target. Nearly all of what remains comes from burning natural gas for heat.\nUW–Porter Falls cut its campus greenhouse-gas emissions 38 percent below its 2015 baseline in fiscal year 2025, according to the annual inventory released this week by the Office of Sustainability. The university has committed to a 50 percent reduction by 2035, so it is about three-quarters of the way there with nine years to go.\nPurchased electricity — 2015 (metric tons CO₂e): 14,900; FY2025: 7,350; Change: −51%\nNatural gas (heating) — 2015 (metric tons CO₂e): 11,200; FY2025: 9,050; Change: −19%\nVehicle fleet — 2015 (metric tons CO₂e): 820; FY2025: 540; Change: −34%\nOther (refrigerants, fertilizer) — 2015 (metric tons CO₂e): 480; FY2025: 370; Change: −23%\nTotal — 2015 (metric tons CO₂e): 27,400; FY2025: 17,310; Change: −37.8%\nMost of the progress has come from electricity. Part of that is the solar array behind Ironclad Fieldhouse, and part is the regional grid getting cleaner. The rest came from a decade of retrofits: LED lighting in every building, 1,900 replaced steam traps, variable-speed drives on fans and pumps, and building controls that turn heat down at night instead of running classrooms at 70°F for nobody.\nHeating is a different story. Natural gas is now more than half of campus emissions, and the inventory says plainly that efficiency work alone will not close the gap.\n“We’ve done most of the cheap, easy things. What’s left is heating fourteen buildings through a Wesconsin January, and the only real answer is to stop burning gas to do it. That takes years and it takes capital.”\n— Hanna Lieberg, sustainability coordinator\nThe next big step is the geothermal field planned for the North Campus residence halls, which the university announced in November. Once running, it should cut another 1,100 tons a year. A second solar array is in design. The inventory also lists, for the first time, which buildings use the most gas per square foot. Founders Hall, the oldest, is at the top, which is one reason its coming renovation includes new windows and insulation.\nThe full inventory, with methods and building-by-building data, is posted on the sustainability dashboard . The university’s targets and rating are explained on sustainability tracking and carbon goals , and students can get involved through the Renewable Energy & Microgrid Lab or the Sustainability Council .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nNorth Campus Housing Will Be Heated and Cooled by a Geothermal Field\nUniversity Breaks Ground on Second Solar Array, Aiming to Double Renewable Generation\nStudent-Designed Fish Passage Opens on the Millrace, Ending a Century-Old Barrier\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/campus-wide-wifi-upgrade-complete.html", "title": "Campus-Wide Wi-Fi Upgrade Finishes Ahead of Fall Move-In", "description": "A two-year, building-by-building wireless overhaul is complete, roughly tripling peak network capacity in residence halls.", "headings": [ "Campus-Wide Wi-Fi Upgrade Finishes Ahead of Fall Move-In" ], "content": "Campus · August 20, 2026\nCampus-Wide Wi-Fi Upgrade Finishes Ahead of Fall Move-In\nA two-year, building-by-building wireless overhaul is complete, roughly tripling peak network capacity in residence halls.\nTechnology Services has completed a two-year, building-by-building overhaul of the campus wireless network, finishing the last residence halls just ahead of fall move-in. The university says peak-capacity wireless throughput in residence halls is now roughly triple what it was before the project began.\nThe project replaced aging access points installed more than a decade ago and added coverage in previously weak spots, including several stairwells, the Fieldhouse concourse, and outdoor gathering spaces around Founders Union.\n“The old network was designed for a world with one device per student. We built this one for five.”\n— chief information officer\nStudents reporting a persistent dead zone after move-in can submit a ticket through the Technology Help Desk; a walk-through team will confirm coverage with a signal survey.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/career-fair-2025.html", "title": "Fall Career Fair Draws a Record 118 Employers", "description": "Recruiters filled the Fieldhouse floor a week before the registration deadline, with nursing, manufacturing and cybersecurity employers leading the list.", "headings": [ "Fall Career Fair Draws a Record 118 Employers" ], "content": "Campus · September 10, 2025\nFall Career Fair Draws a Record 118 Employers\nRecruiters filled the Fieldhouse floor a week before the registration deadline, with nursing, manufacturing and cybersecurity employers leading the list.\nA record 118 employers set up tables in Ironclad Fieldhouse on Tuesday for the fall Career Fair. Last fall there were 109. Career Services stopped taking registrations eight days early when the floor plan ran out of room. About 1,460 students came through the doors between 10 a.m. and 3 p.m.\nRecruiters were mostly looking for the same few things: nursing graduates sitting for licensure in the spring, manufacturing and controls engineers, cybersecurity analysts and supply chain staff. Thirty-one employers had never attended a Porter fair before. Eleven of those were from the Cities and said they had heard about the fair from Porter graduates already on their payroll.\nSome of the changes this year:\nA co-op and internship row. Twenty-four employers recruiting only for co-ops and summer internships had their own aisle, which first- and second-year students used much more than in past years.\nResume reviews at the door. Career Services staff and 14 alumni volunteers reviewed about 330 resumes in a line by the south entrance. The longest wait was 22 minutes.\nA quiet room. A side room off the concourse let students collect themselves before or after a conversation. It was used steadily all day.\n“Five years ago I was calling employers to ask them to come. This year I was calling them to say we were full. That is a nice problem, and next year we are going to need a bigger floor plan.”\n— Jolene Brandvold, Director of Career Services\nStudents who missed the fair can still reach many of the same employers through the job board and the spring fair in February. Employers that could not get a table were offered interview rooms in Commerce Hall the following week, and 19 took them. Advice on what to bring and what to ask is on career fair preparation . The full calendar of fairs, including the spring health-professions fair, is on career fairs , and appointments are booked through Career Services .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nCareer Fair Draws Record 140 Employers\nFall Enrollment Climbs to 7,928 as Nursing and Cybersecurity Set Records\nFall Enrollment Rises to 7,702, a Second Straight Year of Growth\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/career-fair-2026.html", "title": "Career Fair Draws Record 140 Employers", "description": "The largest fall Career Fair in the event's history, and a line for Nursing and Cybersecurity graduates that formed forty minutes before the doors opened.", "headings": [ "Career Fair Draws Record 140 Employers", "Take the next step." ], "content": "Campus · September 4, 2026\nCareer Fair Draws Record 140 Employers\nThe largest fall Career Fair in the event's history, and a line for Nursing and Cybersecurity graduates that formed forty minutes before the doors opened.\n140 employers set up tables at the Ironclad Fieldhouse on Wednesday, the largest fall Career Fair in the event's fifteen-year history and twenty-two more than last year's record. Career Services Director Jolene Brandvold said her office stopped taking registrations two weeks early after running out of floor space.\nRecruiters were chasing a narrow list of skills this year: nursing licensure candidates, cybersecurity analysts, manufacturing and controls engineers, and supply chain analysts topped nearly every recruiter's list. The line for Nursing seniors formed forty minutes before the doors opened and did not shorten until early afternoon.\n“We used to have to explain what a polytechnic was,” Brandvold said. “Now employers ask for us by name.”\nNinety-four percent of UW–Porter Falls graduates report being employed or in graduate school within six months of finishing their degree, a figure Career Services has tracked and published since 2015.\nMore news\nUniversity Signs Ten-Year Workforce Pipeline Agreement With Three Regional Manufacturers\nFall Enrollment Reaches 8,412, a Nine-Year High\n$2.4 Million Federal Grant Funds New Advanced Manufacturing Lab\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nCybersecurity (B.S.)\nNursing (B.S.N.)\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/career-outcomes-2025.html", "title": "Graduate Outcomes Survey: 91 Percent Employed or in Graduate School Within Six Months", "description": "The career center’s annual survey of the class of 2025 shows strong placement, with results published by program.", "headings": [ "Graduate Outcomes Survey: 91 Percent Employed or in Graduate School Within Six Months" ], "content": "Students · September 8, 2026\nGraduate Outcomes Survey: 91 Percent Employed or in Graduate School Within Six Months\nThe career center’s annual survey of the class of 2025 shows strong placement, with results published by program.\nNinety-one percent of respondents to the career center’s annual survey of the class of 2025 reported being employed, in graduate school, in military service, or in a full-time service program within six months of graduation. The knowledge rate — the share of graduates for whom the university has verified outcome data — was 78 percent, meeting the threshold for reliable reporting.\nThe career center publishes the results broken down by program, including median starting salary, top employers, and the share of graduates who stay in the region. Engineering, computing, and nursing programs reported the highest salaries; education and human-services programs the highest rates of staying in Wesconsin.\n“A single university-wide number hides more than it shows. A prospective student choosing a major deserves to see the outcomes for that major, including the ones that are less rosy.”\n— director of career services\nThe full report, and an interactive tool for comparing programs, is on the career services site.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nNursing (B.S.N.)" }, { "url": "news/chancellor-address-2024.html", "title": "Chancellor’s Fall Address Sets Out Five Projects for the Next Two Years", "description": "Dr. Elaine Vandehey named a simulation hospital, a graduate cybersecurity degree, a study of geothermal heat, a conference review and a second Giving Day as the year’s work.", "headings": [ "Chancellor’s Fall Address Sets Out Five Projects for the Next Two Years" ], "content": "Campus · September 26, 2024\nChancellor’s Fall Address Sets Out Five Projects for the Next Two Years\nDr. Elaine Vandehey named a simulation hospital, a graduate cybersecurity degree, a study of geothermal heat, a conference review and a second Giving Day as the year’s work.\nChancellor Dr. Elaine Vandehey used her sixth fall address, delivered Wednesday afternoon to about 600 faculty, staff and students in the Founders Union ballroom, to list five projects she said the university would finish or decide on within two years. The address ran 34 minutes, which several people in the room noted was four minutes shorter than last year’s.\nShe opened with the census: 7,702 students, the second consecutive increase, and first-to-second-year retention of 81 percent. “Two good years is not a trend,” she said. “Three is a trend. Let’s go get three.”\nThe five projects:\nA simulation hospital. A full floor of the Health Sciences Center converted into simulated patient rooms, with construction to start this academic year if the remaining private money is raised.\nAn M.S. in Cybersecurity. The proposal, first drafted in 2023, goes to the Board of Regents this spring.\nGeothermal heat for North Campus. Facilities will finish a feasibility study this winter on replacing the gas boilers that heat four residence halls. Heating is now the largest source of campus emissions.\nA conference review. Athletics will study whether a nearer conference would cut travel and missed class time. “Our volleyball team spent 61 hours on a bus last season,” she said. “That is a full-time job for a week and a half.”\nA second Ironclad Giving Day in April, after the first raised $611,200 last spring.\n“None of these is a slogan. Each one has a budget, an owner and a date, and if one of them slips I will stand up here next year and tell you why.”\n— Chancellor Dr. Elaine Vandehey\nShe also thanked Facilities for the August repair of a water main under Founders Drive, which flooded a parking lot two days before move-in and was fixed, she said, “by people who did not go home.”\nFaculty Senate chair Dr. Arlen Mikkelson responded on behalf of the faculty. He welcomed the list and asked that the conference review include faculty who teach the labs athletes most often miss. The chancellor agreed on the spot.\nVideo of the address and the slides are posted on the Office of the Chancellor page. The strategic plan that frames the projects is updated each fall.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nFall Enrollment Rises to 7,702, a Second Straight Year of Growth\nWork Begins on a Full-Floor Simulation Hospital in the Health Sciences Center\nDecember Commencement Confers 652 Degrees in Two Fieldhouse Ceremonies\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/city-university-shared-brine-plant.html", "title": "City and University Will Share a Brine Plant, Aiming to Cut Road Salt Use by a Third", "description": "A ten-year agreement puts a $310,000 brine-making facility in the campus facilities yard, after student river data tracked rising chloride in local creeks.", "headings": [ "City and University Will Share a Brine Plant, Aiming to Cut Road Salt Use by a Third" ], "content": "Community · February 19, 2026\nCity and University Will Share a Brine Plant, Aiming to Cut Road Salt Use by a Third\nA ten-year agreement puts a $310,000 brine-making facility in the campus facilities yard, after student river data tracked rising chloride in local creeks.\nThe Porter Falls city council and the university signed a ten-year agreement on Tuesday to build and share a brine-making plant. Both will use it to treat roads, parking lots and sidewalks with a liquid salt solution before storms instead of spreading rock salt afterward. The plant will go in the university’s facilities yard off East Founders Drive and should be running by next November.\nBrine laid down a few hours before snow keeps ice from bonding to pavement, so plows can scrape a road clean and use much less salt afterward. Cities that switch typically cut rock-salt use by 25 to 40 percent. Porter Falls spread about 2,900 tons of rock salt last winter, and the campus spread another 410.\nCapital cost — Detail: $310,000 (city 60%, university 40%)\nCapacity — Detail: About 6,000 gallons an hour, two 10,000-gallon storage tanks\nOperated by — Detail: University Facilities, with city Public Works drivers loading at any hour\nTarget — Detail: One-third less rock salt combined by winter 2028–29\nThe case for the plant came in large part from students. The Riverwatch network’s road-salt study, run by environmental science students since 2023, has measured winter chloride levels in two of the five tributaries it samples that are above the level considered harmful to aquatic life during snowmelt. One of those creeks runs under three city streets and the campus’s largest parking lot. The data is summarized on the river and Millrace ecology page.\n“Salt doesn’t go away. It goes into the creek and then the river and then it stays there. The students showed us exactly where it was going. After that it was a pretty short conversation.”\n— Ray Okonski, Porter Falls Public Works Director\nDuane Kolsrud, the university’s director of Facilities, said the shared site made sense because the campus yard already has a heated garage, a three-phase power supply and a staff on duty around the clock in winter. “We’re up at 1 a.m. anyway,” he said.\nStudents will keep measuring chloride at the same stations so both partners can see whether the plant is working. A civil engineering capstone team will design the loading pad. The agreement came out of the city-campus town–gown council . Organizations interested in similar projects can start with community partnerships , and campus sustainability goals are described on the sustainability page.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nNorth Campus Housing Will Be Heated and Cooled by a Geothermal Field\nIndustrial Design Students Redesign Downtown Porter Falls Wayfinding\nCity, County Transit and University Sign a Five-Year Porter Loop Agreement\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/commencement-2025.html", "title": "Class of 2025 Is the Largest in University History, With About 1,600 Graduates", "description": "Two ceremonies in Ironclad Fieldhouse conferred roughly 1,600 degrees, led by nursing, mechanical engineering and business administration.", "headings": [ "Class of 2025 Is the Largest in University History, With About 1,600 Graduates" ], "content": "Campus · May 17, 2025\nClass of 2025 Is the Largest in University History, With About 1,600 Graduates\nTwo ceremonies in Ironclad Fieldhouse conferred roughly 1,600 degrees, led by nursing, mechanical engineering and business administration.\nUW–Porter Falls conferred about 1,600 degrees at spring commencement on Saturday, the largest graduating class in the university’s history. The total was 1,604 when the registrar closed the list on Friday: 1,451 bachelor’s degrees and 153 master’s degrees. Graduate students were hooded at a separate ceremony Friday evening.\nTwo ceremonies in Ironclad Fieldhouse divided the class by college. The largest programs in the class were nursing, mechanical engineering, business administration, elementary education and cybersecurity. About a third of the graduates were the first in their families to earn a bachelor’s degree, and about 27 percent had transferred from a two-year college.\nThe commencement address was given by Dr. Josephine Reinholt ’96, a nursing graduate who now runs the emergency department at a regional hospital in Lake City. She told graduates about her first night shift as a new nurse, when she called the charge nurse four times to ask questions she already knew the answers to.\n“The fifth time I didn’t call. I just did it, and I was right. Nobody tells you that the day you stop asking for permission is a regular Tuesday. Yours is coming. You will not notice it until later.”\n— Dr. Josephine Reinholt ’96, commencement speaker\nAmong the graduates:\nAbdirahman Yusuf , a manufacturing engineering graduate who started at Porter as an English-language learner and finished with a 3.81 GPA and a job offer from his co-op employer.\nThe Halvorsrud triplets of Cedar Bluff, who graduated in nursing, construction management and graphic design. Their parents had asked for adjacent seats and were told, politely, that the ceremony is organized by college.\nNine members of the women’s cross-country team , last fall’s conference champions, who carried a small banner reading “BY THREE POINTS.”\nChancellor Dr. Elaine Vandehey conferred the degrees and gave the charge to graduates. As she has done at every ceremony since 2019, she asked them to stand and face the families behind them before they left the floor.\nThe ceremonies are archived on the commencement livestream page. Diplomas are mailed within eight weeks of final grades. Graduates who are still job hunting can use Career Services free for life. Details for December’s ceremony are on the commencement page.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nDecember Commencement Confers 652 Degrees in Two Fieldhouse Ceremonies\nClass of 2026 Is the Largest in University History\nFall Enrollment Rises to 7,702, a Second Straight Year of Growth\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/commencement-2026.html", "title": "Class of 2026 Is the Largest in University History", "description": "About 1,650 graduates crossed the stage at Ironclad Fieldhouse, led by nursing, cybersecurity, and mechanical engineering.", "headings": [ "Class of 2026 Is the Largest in University History" ], "content": "Campus · May 16, 2026\nClass of 2026 Is the Largest in University History\nAbout 1,650 graduates crossed the stage at Ironclad Fieldhouse, led by nursing, cybersecurity, and mechanical engineering.\nUW–Porter Falls conferred about 1,650 degrees at spring commencement, the largest graduating class in the university’s history. The ceremony at Ironclad Fieldhouse ran in two sittings by college, with a separate graduate hooding the evening before.\nThe largest programs among the graduates were nursing, cybersecurity, mechanical engineering, elementary education, and business administration. About a third of the class were the first in their family to earn a bachelor’s degree, and roughly 28 percent transferred in from a two-year college.\nThe university’s most recent graduate outcomes survey, covering the class of 2025, reported that 91 percent of respondents were employed or in graduate school within six months, with a median starting salary that the career center publishes by program.\n“You were told this was a place where you would build things and get your hands dirty. Look at what you built. Now go do it somewhere that needs you.”\n— commencement speaker, an alumna and engineer\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nBusiness Administration (B.S.)\nCybersecurity (B.S.)\nElementary Education (B.S.)" }, { "url": "news/commencement-speaker-announced.html", "title": "Fall Commencement Speaker Announced: A 2011 Alumna Now Leading Statewide Manufacturing Policy", "description": "The speaker, a mechanical engineering graduate, now directs a statewide manufacturing workforce initiative.", "headings": [ "Fall Commencement Speaker Announced: A 2011 Alumna Now Leading Statewide Manufacturing Policy" ], "content": "Campus · August 8, 2026\nFall Commencement Speaker Announced: A 2011 Alumna Now Leading Statewide Manufacturing Policy\nThe speaker, a mechanical engineering graduate, now directs a statewide manufacturing workforce initiative.\nUW–Porter Falls has announced its fall commencement speaker: a 2011 mechanical engineering graduate who now directs a statewide manufacturing workforce initiative connecting employers, technical colleges, and universities across Wesconsin.\nUniversity Communications says the speaker was selected in part because her career path — a shop-floor internship during her Porter years leading eventually to state-level policy work — reflects the kind of applied trajectory the university tries to set students up for.\n“I want new graduates to hear from someone who started exactly where they are sitting and ended up writing the policy the whole state runs on.”\n— a member of the commencement selection committee\nFall commencement is held in two sittings at the Fieldhouse to accommodate every graduate’s guests; details on ticketing are sent to graduates by email each September.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nMechanical Engineering (B.S.)" }, { "url": "news/community-college-in-high-school.html", "title": "Dual-Enrollment Program Will Let Regional High Schoolers Finish a Full Year of Credit", "description": "An expanded agreement embeds Porter courses in fourteen regional high schools, taught by certified high-school teachers under university oversight.", "headings": [ "Dual-Enrollment Program Will Let Regional High Schoolers Finish a Full Year of Credit" ], "content": "Partnerships · March 4, 2026\nDual-Enrollment Program Will Let Regional High Schoolers Finish a Full Year of Credit\nAn expanded agreement embeds Porter courses in fourteen regional high schools, taught by certified high-school teachers under university oversight.\nUW–Porter Falls is expanding its dual-enrollment program so that students at fourteen regional high schools can complete up to 30 university credits — a full first year — before graduating, at no tuition cost to the student. The courses are taught in the high school by teachers who hold the credentials to be adjunct instructors, using the university’s syllabus and assessments, with a Porter faculty liaison in each subject.\nThe credits are Porter credits, appear on a Porter transcript, and transfer under the same rules as any other. Advisors work with participating students in their junior year so the courses they take actually apply to an intended major.\n“The goal is not just acceleration. For a lot of these students, taking a real college course in a familiar building is how they find out they can do this.”\n— director of pre-college and dual enrollment\nParticipating high schools are concentrated in rural districts where the nearest campus is over an hour away.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/culvert-sensor-research-grant.html", "title": "$1.26 Million State Transportation Grant Will Wire 40 Rural Culverts With Student-Built Sensors", "description": "Civil engineering researchers will try to predict which county road crossings wash out next, before the next big storm finds them.", "headings": [ "$1.26 Million State Transportation Grant Will Wire 40 Rural Culverts With Student-Built Sensors" ], "content": "Research · October 24, 2024\n$1.26 Million State Transportation Grant Will Wire 40 Rural Culverts With Student-Built Sensors\nCivil engineering researchers will try to predict which county road crossings wash out next, before the next big storm finds them.\nThe Transportation & Infrastructure Laboratory has received a three-year, $1.26 million grant from the Wesconsin Department of Transportation to put sensors on 40 aging culverts under rural roads in Porter County and two neighboring counties. The goal is to learn which ones are close to failing.\nA culvert is the pipe that carries a creek under a road. Porter County has about 1,100 of them. Most were installed between 1955 and 1980 and are inspected by eye every few years, if at all. In the June 2024 storms, three failed in a single night. One of them closed a milk-truck route for 19 days.\n“A county highway department can’t dig up eleven hundred pipes to see which ones are rotting. What it can do is watch forty of them very closely and learn what a pipe looks like the year before it goes. That’s the bet.”\n— Dr. Lena Brostrom, associate professor of civil engineering and the project’s principal investigator\nEach site gets a small sensor package: a water-level gauge, a tilt sensor on the pipe, a soil-moisture probe in the road embankment and a cellular modem, all on a fence post with a solar panel. Undergraduates in the Embedded Systems & IoT Lab will design and build the packages for about $1,900 each, less than a third of the price of comparable commercial units. Each package will be tested in the lab’s flume before it goes in the ground.\nHow the money will be spent:\nSensor packages, installation and replacement parts: $214,000\nTwelve paid undergraduate research assistants a year: $396,000\nA postdoctoral researcher and lab technician: $388,000\nTravel, county coordination and data hosting: $64,000\nIndirect costs: $198,000\nThe three county highway departments chose the 40 sites. They included 12 crossings their crews already worry about and 28 that nobody has flagged. Dr. Brostrom said the second group may turn out to matter more.\nInstallations begin in April, after the frost leaves the ground. A public map of the sites and their live readings will be online by summer. Students in civil engineering or electrical engineering who want to apply for assistant positions can watch for postings in January. The award was processed through Research & Sponsored Programs .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nStudent-Designed Fish Passage Opens on the Millrace, Ending a Century-Old Barrier\nFaculty Bring in a Record Year of External Research Funding\n$1.84 Million Federal Award Extends River Monitoring Network Upstream Into Farm Country\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/cyber-defense-team-regional-title.html", "title": "Student Cyber Defense Team Wins Its First Regional Title Against 15 Schools", "description": "Eight students defended a simulated small-town water utility for two days while a red team of industry volunteers tried to take it offline.", "headings": [ "Student Cyber Defense Team Wins Its First Regional Title Against 15 Schools" ], "content": "Students · April 17, 2026\nStudent Cyber Defense Team Wins Its First Regional Title Against 15 Schools\nEight students defended a simulated small-town water utility for two days while a red team of industry volunteers tried to take it offline.\nA team of eight UW–Porter Falls students won the North Central Collegiate Cyber Defense Invitational last weekend, finishing first among 16 colleges and universities from five states. It is the first regional title for the team, which placed fifth in 2024 and third last year.\nThe competition hands each team an identical, deliberately badly configured network — this year a fictional small-town water utility, complete with an outdated billing server, a shared administrator password taped (virtually) to a monitor, and an industrial control system for two pumping stations. Teams spend two days hardening the network, keeping services running and answering business requests from a “utility manager,” while a red team of volunteer security professionals attacks every team at once.\nPorter’s team kept the pumping stations online for 97 percent of the scored period, the best uptime in the field, and lost points mainly on a billing-system outage early on day one. Judges singled out the team’s incident reports, which are written in plain language for a non-technical manager.\n“We practice on the cyber range in Jarvis every Tuesday night, and half of that practice is writing the report afterward. The red team can find a hole in anyone’s network. What wins is noticing fast and explaining it so the boss makes the right call.”\n— Renata Okafor, senior, cybersecurity major and team captain\nThe team trains through the Cybersecurity Club and the cyber range in Jarvis Technology Center , with coaching from Dr. Tomasz Wierzbicki, associate professor in the Department of Cybersecurity & Information Technology . Three of the eight members also work in the student security clinic run by the Institute for Applied Cybersecurity , which does free reviews for local nonprofits.\nThe win earns the team an invitation to a national invitational in June. Students interested in joining next year’s team can start with the club’s fall capture-the-flag event, which doubles as tryouts.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFirst Cohort of the New M.S. in Cybersecurity Begins Classes\nMillrace Week Foundry Pour Turns the Old Sluice Gate Into 360 Trout Trivets\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/cyber-defense-team-third-2025.html", "title": "Cyber Defense Team Finishes Third at the Regional Invitational, Up From Fifth", "description": "Eight students kept a simulated rural clinic’s network running for two days while volunteer attackers tried to take it down.", "headings": [ "Cyber Defense Team Finishes Third at the Regional Invitational, Up From Fifth" ], "content": "Students · April 15, 2025\nCyber Defense Team Finishes Third at the Regional Invitational, Up From Fifth\nEight students kept a simulated rural clinic’s network running for two days while volunteer attackers tried to take it down.\nA team of eight UW–Porter Falls students finished third of 14 teams at the North Central Collegiate Cyber Defense Invitational last weekend. Last year they placed fifth. The two schools ahead of them both have graduate programs in security and, in the team captain’s words, “a lot more people who are allowed to drink coffee legally after midnight.”\nEvery team gets the same network to defend, and it is set up badly on purpose. This year it was a fictional rural health clinic with an outdated patient-scheduling server, a shared front-desk login and a fax gateway that nobody could explain. For two days, teams harden the network, keep services running and answer business requests from a “clinic administrator,” while a red team of volunteer security professionals attacks all of them at once.\nPorter’s team kept the patient-scheduling system online for 93 percent of the scored period. Its biggest loss came early on day one, when a compromised printer was used to reach the file server. The team’s incident reports scored second-best in the field. Judges said they were the only reports a clinic manager could actually have acted on.\n“Fifth to third is the right kind of progress. They lost points to the printer, and they will never trust a printer again, which is the correct lesson for a security professional.”\n— Dr. Tomasz Wierzbicki, associate professor, Department of Cybersecurity & Information Technology\nThe team is captained by junior Renata Okafor, a cybersecurity major. It practices Tuesday nights on the cyber range in Jarvis Technology Center . Six of the eight members return next year. Okafor said the team’s goal is “the obvious one.”\nThe team trains through the Cybersecurity Club . Students who want to try out can start with the club’s fall capture-the-flag event , which doubles as tryouts and is open to any major. Coursework and faculty are listed on the department page .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nRegents Approve an Evening M.S. in Cybersecurity for Working Professionals\nStudent Cyber Defense Team Wins Its First Regional Title Against 15 Schools\nMillrace Week Foundry Pour Turns the Old Sluice Gate Into 360 Trout Trivets\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/cybersecurity-clinic-opens.html", "title": "Student Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits", "description": "Supervised students in the new clinic will assess small organizations that cannot afford commercial security consulting.", "headings": [ "Student Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits" ], "content": "Community · September 22, 2025\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nSupervised students in the new clinic will assess small organizations that cannot afford commercial security consulting.\nThe College of Computing & Information Sciences has opened a cybersecurity clinic in which upper-level students, supervised by faculty and a licensed practitioner, perform basic security assessments for regional nonprofits, clinics, and small units of local government at no charge.\nA typical engagement runs a semester: students inventory the client’s systems and data, run a vulnerability scan, review password and backup practices, deliver a written report in plain language, and walk the client’s staff through the top three fixes. The clinic does not do penetration testing or incident response.\n“These organizations hold real data — donor records, patient information — and have zero budget for security help. Our students get supervised practice on live systems, and the client gets a report they can act on.”\n— clinic director\nThe clinic is modeled on the law-school clinic idea and carries course credit. It is booked through the spring; organizations can join the waitlist through the college’s community-engagement office.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nPackaging Lab Wins Federal Contract to Test Compostable Food Containers\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nCybersecurity (B.S.)" }, { "url": "news/data-science-cohort-expansion.html", "title": "Regents Approve Expanded M.S. in Data Science Cohort", "description": "The Board of Regents approved a larger incoming cohort for the M.S. in Data Science, citing sustained regional employer demand.", "headings": [ "Regents Approve Expanded M.S. in Data Science Cohort", "Take the next step." ], "content": "Academics · July 28, 2026\nRegents Approve Expanded M.S. in Data Science Cohort\nThe Board of Regents approved a larger incoming cohort for the M.S. in Data Science, citing sustained regional employer demand.\nThe University of Wesconsin System Board of Regents approved an expanded incoming cohort for UW–Porter Falls' M.S. in Data Science at its July meeting, citing sustained demand from regional employers who have hired every graduate of the program's first three cohorts.\nThe program will grow from a cap of 24 to 36 students beginning fall 2027, adding one new faculty line in the College of Computing & Information Sciences to support the larger cohort.\nMore news\nNursing Program Adds Second Clinical Cohort for Spring 2027\nUniversity Announces $15 Million Founders Hall Renovation\nPorter Esports Wins Regional Collegiate Championship\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nData Science (B.S.)\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/december-commencement-2024.html", "title": "December Commencement Confers 652 Degrees in Two Fieldhouse Ceremonies", "description": "The mid-year class included 78 master’s graduates, a father and daughter who finished the same day, and a speaker who told graduates to keep their old lab notebooks.", "headings": [ "December Commencement Confers 652 Degrees in Two Fieldhouse Ceremonies" ], "content": "Campus · December 14, 2024\nDecember Commencement Confers 652 Degrees in Two Fieldhouse Ceremonies\nThe mid-year class included 78 master’s graduates, a father and daughter who finished the same day, and a speaker who told graduates to keep their old lab notebooks.\nUW–Porter Falls conferred 652 degrees on Saturday at two December commencement ceremonies in Ironclad Fieldhouse : 574 bachelor’s degrees and 78 master’s degrees. Chancellor Dr. Elaine Vandehey conferred the degrees. About 5,400 guests attended across the 10 a.m. and 2 p.m. ceremonies, and another 2,700 households watched the livestream .\nThe commencement address was given by Teodora Vik ’05, an industrial technology graduate who runs a 210-person precision machining company in Lake City. She told graduates to hang on to their old lab notebooks.\n“Twenty years from now you will be in a meeting where someone confidently explains something you know is wrong,” she said. “Somewhere in a box in your basement is the notebook where you were wrong about the same thing in 2023, and the page where you figured out why. Keep the box.”\nA few of the graduates:\nRussell and Kendra Aho of Founders Triangle, father and daughter. Russell, 52, finished a B.S. in operations management that he started in 1991. Kendra, 22, finished a B.S. in dietetics. They were in different ceremonies, so each sat in the audience for the other.\nSgt. First Class (Ret.) Luis Ortega , 44, who earned a B.S. in cybersecurity in three and a half years while working nights for the county 911 center.\nThirty-six first-generation graduates , each wearing the gold cord from the First-Generation Student Center.\n“December graduates took the long way, or the interesting way. A co-op semester, a change of major, a year off to take care of somebody. I have never once met a December graduate who got here by accident.”\n— Chancellor Dr. Elaine Vandehey\nDecember graduates may also walk again at the May ceremony, and about a quarter usually do. Diplomas are mailed once final grades post and degree audits clear, usually within eight weeks. What to wear and how the day runs are covered on the commencement and regalia pages.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nDecember Commencement Confers 694 Degrees in Two Fieldhouse Ceremonies\nClass of 2025 Is the Largest in University History, With About 1,600 Graduates\nFall Enrollment Rises to 7,702, a Second Straight Year of Growth\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/december-commencement-2025.html", "title": "December Commencement Confers 694 Degrees in Two Fieldhouse Ceremonies", "description": "The mid-year class included 83 master’s graduates, a 61-year-old welding technologist and the first two graduates of the apprenticeship-to-bachelor’s pilot.", "headings": [ "December Commencement Confers 694 Degrees in Two Fieldhouse Ceremonies" ], "content": "Campus · December 13, 2025\nDecember Commencement Confers 694 Degrees in Two Fieldhouse Ceremonies\nThe mid-year class included 83 master’s graduates, a 61-year-old welding technologist and the first two graduates of the apprenticeship-to-bachelor’s pilot.\nUW–Porter Falls conferred 694 degrees on Saturday at two December commencement ceremonies in Ironclad Fieldhouse: 611 bachelor’s degrees and 83 master’s degrees. The 10 a.m. ceremony covered the Colleges of Engineering & Technology, Computing & Information Sciences, Science & Mathematics, and Business. The 2 p.m. ceremony covered Health Sciences, Education, Arts, Design & Communication, and Applied & Technical Studies.\nAbout 5,900 guests attended across the two sittings, and another 3,100 households watched the livestream , which is archived and searchable by graduate name.\nChancellor Dr. Elaine Vandehey conferred the degrees. The commencement address was given by Darnell Okafor ’98, a manufacturing engineering graduate who runs a 600-person medical-device plant in Lake City. He told graduates that the most useful thing he learned at Porter was how to be wrong in front of other people. “Every lab report I turned in came back covered in red ink,” he said. “I didn’t love it. But by senior year I could be told my design was wrong without taking it personally, and that has been worth more to me than anything I learned about tolerancing.”\nA few of the graduates:\nDoris Kettleson , 61, of Cedar Bluff, finished a B.S. in welding and fabrication technology 39 years after leaving a two-year program to raise a family. She crossed the stage with her granddaughter, a sophomore in nursing.\nTwo graduates of the registered-apprenticeship pilot , both electricians, who earned bachelor’s degrees in engineering technology while working full time. The program has since become the apprenticeship degree pathway .\nForty-one first-generation graduates in the bachelor’s class, each wearing the gold cord the First-Generation Student Center gives out.\n“December graduates are the ones who took a co-op semester, or switched majors, or went part time when life required it. Nobody finishes in December by accident. I think that makes it my favorite ceremony.”\n— Chancellor Dr. Elaine Vandehey\nDecember graduates are also invited to walk again at the May ceremony, and about a quarter usually do. Diplomas will be mailed after final grades post and degree audits clear, usually within eight weeks. Graduates who need proof of completion sooner can request a letter from the Registrar. Information on regalia and what to expect on the day is on the commencement and regalia pages.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nClass of 2026 Is the Largest in University History\nFirst-Generation Graduation Rate Closes the Gap With the Overall Rate\nFall Enrollment Rises to 7,702, a Second Straight Year of Growth\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/design-students-city-wayfinding.html", "title": "Industrial Design Students Redesign Downtown Porter Falls Wayfinding", "description": "A studio course delivered a complete signage and map system for the city’s downtown, now being fabricated by a local shop.", "headings": [ "Industrial Design Students Redesign Downtown Porter Falls Wayfinding" ], "content": "Community · January 21, 2026\nIndustrial Design Students Redesign Downtown Porter Falls Wayfinding\nA studio course delivered a complete signage and map system for the city’s downtown, now being fabricated by a local shop.\nA junior-level industrial design studio has delivered a full wayfinding system — pedestrian sign posts, a kiosk map, parking directional signs, and a downloadable map — for downtown Porter Falls, commissioned by the city’s main-street organization for a nominal fee that covered materials.\nThe eleven students spent the first month observing how visitors actually move through downtown and where they got lost, then iterated through three rounds of foam-core prototypes installed on-site for public feedback before finalizing the design.\n“Students got a real client with a real budget and a real installation date. That changes how they work. The critique that matters is a confused tourist, not a grade.”\n— studio instructor\nA local sign shop is fabricating the system, with installation planned for spring. The students’ process book is on display in the Furlong Gallery.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nIndustrial Design (B.F.A.)" }, { "url": "news/distinguished-alumni-awards-2025.html", "title": "Three Graduates Receive Distinguished Alumni Awards at Millrace Week Dinner", "description": "A contract manufacturer, a nurse educator and a Cedar Bluff machine-shop owner who has hosted 41 co-op students were honored on Friday night.", "headings": [ "Three Graduates Receive Distinguished Alumni Awards at Millrace Week Dinner" ], "content": "Alumni · October 9, 2025\nThree Graduates Receive Distinguished Alumni Awards at Millrace Week Dinner\nA contract manufacturer, a nurse educator and a Cedar Bluff machine-shop owner who has hosted 41 co-op students were honored on Friday night.\nThree UW–Porter Falls graduates received the university’s Distinguished Alumni Awards at the Millrace Week alumni dinner in the Founders Union ballroom, in front of a crowd of about 260 alumni, faculty and families. The awards are chosen each year by a committee of alumni, faculty and Foundation staff from nominations submitted by anyone in the Porter community; nobody nominates themselves.\nThis year’s recipients:\nCareer Achievement — Ingrid Solheim ’86, industrial technology. Solheim started a two-press contract molding shop in a rented Lake City garage in 1994. It now employs 340 people across two plants and has hired 58 Porter graduates, including nine who started as her co-op students.\nEarly Career — Amira Haddock ’17, nursing. Haddock directs simulation education at the Lake City regional hospital, where she rebuilt the new-nurse residency around the kind of high-fidelity scenarios she trained on at Porter. She has returned to campus four times to run scenarios with current students in the simulation hospital.\nService to Porter — Gordon Kjelstad ’79, industrial education. Kjelstad has hosted 41 co-op students at his 14-person machine shop in Cedar Bluff over 26 years, sat on the manufacturing engineering advisory board for 11 of them, and has never once asked for anything in return except “students who show up on time.”\nEach recipient receives a cast-iron medallion poured at the Thursday Foundry pour earlier in the week, and a short profile on the alumni pages for the year.\n“Gordon told the committee he would only accept if we promised not to make him give a speech. We made him give a speech. It was ninety seconds long and the best one of the night.”\n— Hollis Vang, Director of Advancement & Alumni Relations\nIn her remarks, Solheim told current students in the room that her first job interview after graduation was at a plant that turned her down. “They said I had too much shop-floor experience for an office job and too much degree for the shop floor,” she said. “So I built the place where that combination was the whole point.”\nNominations for the 2026 awards open in January and close May 1. Any student, faculty member, staff member or graduate can submit one through the alumni office . Alumni who want to give time rather than money can also join the alumni mentor network , which is how two of this year’s three recipients first got involved.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nAlumni-Founded Manufacturing Startup Named to State Innovation List\nAlumni Couple Endows Scholarship Covering Full Tuition for Twelve Manufacturing Students a Year\nSecond Ironclad Giving Day Raises $903,850 From 3,206 Donors\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/earth-week-2026-recap.html", "title": "Earth Week Volunteers Pull 1.9 Tons of Litter and Buckthorn From the Riverfront", "description": "More than 700 students, staff and neighbors took part in five days of cleanups, plantings and a dining-hall food-waste audit.", "headings": [ "Earth Week Volunteers Pull 1.9 Tons of Litter and Buckthorn From the Riverfront" ], "content": "Sustainability · April 24, 2026\nEarth Week Volunteers Pull 1.9 Tons of Litter and Buckthorn From the Riverfront\nMore than 700 students, staff and neighbors took part in five days of cleanups, plantings and a dining-hall food-waste audit.\nUW–Porter Falls’ Earth Week wrapped up Friday after five days that drew 714 registered volunteers, the largest turnout since the campus began organizing the week in 2012. About a fifth of volunteers were Porter Falls residents with no university connection, many of them recruited through the Depot Plaza farmers market’s spring preview.\nThe centerpiece was the Wednesday Earth Day cleanup , which sent crews along 2.4 miles of the Riverfront Trail and the Millrace banks. Volunteers bagged 1,420 pounds of litter and cut and hauled about 2,400 pounds of invasive buckthorn from the slope below Riverside Hall. The strangest find, by consensus: a fully intact 1990s office chair wedged under the Millrace footbridge, which the grounds crew has declined to explain.\nThe week by the numbers\n300 native seedlings (red oak, serviceberry, hazelnut) planted as a windbreak at the University Farm\n18 percent less plate waste at the Forge dining hall than during the same week last year, measured by student volunteers weighing scraps after every meal\n96 bikes tuned at a free repair stand outside Founders Union\n41 garden beds prepped at the campus garden for the summer growing season\n“Earth Week used to be a lot of tabling. We decided anything we put on the schedule had to leave something measurably different behind — a cleaner bank, a planted row, a smaller trash bin. People show up for that.”\n— Mara Ostrowski, sustainability coordinator\nThe plate-waste audit will be repeated each fall and spring, with results posted alongside the campus’s other sustainability metrics . Buckthorn removal on the Riverside slope continues on the first Saturday of each month through October; the sustainability office provides gloves, loppers and coffee.\nOrganizers say next year’s week will add a repair café for small appliances and clothing, staffed by apparel and electrical engineering students, after a survey found that the bike stand’s line was the longest anywhere on campus all week.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nCampus Food-Recovery Program Passes 100,000 Meals Redirected\nNorth Campus Housing Will Be Heated and Cooled by a Geothermal Field\nStudent-Designed Fish Passage Opens on the Millrace, Ending a Century-Old Barrier\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/endowed-scholarship-manufacturing.html", "title": "Alumni Couple Endows Scholarship Covering Full Tuition for Twelve Manufacturing Students a Year", "description": "The gift, the largest ever from individual donors to the College of Engineering & Technology, targets students from the region’s manufacturing towns.", "headings": [ "Alumni Couple Endows Scholarship Covering Full Tuition for Twelve Manufacturing Students a Year" ], "content": "Alumni · February 12, 2026\nAlumni Couple Endows Scholarship Covering Full Tuition for Twelve Manufacturing Students a Year\nThe gift, the largest ever from individual donors to the College of Engineering & Technology, targets students from the region’s manufacturing towns.\nA gift from two 1980s graduates has endowed a scholarship that will cover full in-state tuition for twelve students a year in manufacturing engineering, welding technology, or automation, with preference for students from the small manufacturing communities across the region. It is the largest gift from individual donors in the college’s history.\nThe donors, who met in a machine-shop class and went on to run a contract-manufacturing business, structured the gift as a permanent endowment so it continues indefinitely, and added a modest stipend within each award for tools and steel-toed boots.\n“Nobody handed us anything. But tuition was a different number then. We want a kid from a town like ours to be able to say yes without a second job.”\n— one of the donors\nThe first cohort will be selected for fall 2026. The college is working with regional high schools and technical colleges to make sure eligible students know the award exists.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nWelding Technology (Certificate)\nManufacturing Engineering (M.S.)" }, { "url": "news/esports-regional-championship.html", "title": "Porter Esports Wins Regional Collegiate Championship", "description": "The university's varsity esports program brought home its first regional title, three years after the program's founding.", "headings": [ "Porter Esports Wins Regional Collegiate Championship", "Take the next step." ], "content": "Athletics · August 5, 2026\nPorter Esports Wins Regional Collegiate Championship\nThe university's varsity esports program brought home its first regional title, three years after the program's founding.\nPorter Esports won the regional collegiate championship in its primary title Sunday, the program's first regional title since its founding in 2023 as a joint effort between Student Government and the College of Computing & Information Sciences.\nThe program now fields five competitive rosters out of the arena in the student union, with several roster members double-majoring in Computer Science or Game Design & Development.\n“People still ask if this is a real team,” said the program's coordinator. “We now have a regional trophy to point at when they do.”\nMore news\nNursing Program Adds Second Clinical Cohort for Spring 2027\nUniversity Announces $15 Million Founders Hall Renovation\nRegents Approve Expanded M.S. in Data Science Cohort\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nComputer Science (B.S.)\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/esports-varsity-status.html", "title": "Esports Moves to Varsity Status with Scholarships Starting Next Fall", "description": "The formerly club-run program joins Ironclad Athletics, with its first scholarship offers going out this recruiting cycle.", "headings": [ "Esports Moves to Varsity Status with Scholarships Starting Next Fall" ], "content": "Athletics · April 30, 2026\nEsports Moves to Varsity Status with Scholarships Starting Next Fall\nThe formerly club-run program joins Ironclad Athletics, with its first scholarship offers going out this recruiting cycle.\nIronclad Athletics has elevated esports from a student club to a varsity program, with a dedicated coaching staff, a renovated practice arena in the Fieldhouse annex, and the university’s first esports scholarships available beginning next fall.\nThe program will field competitive rosters in three titles to start, chosen based on where the existing club team had the strongest regional results. Academic eligibility and time-demand rules mirror every other varsity sport at the Division III level.\n“Our players have been beating teams from schools with real budgets for three years on borrowed equipment. It was time to actually fund them.”\n— director of athletics\nThe move follows a two-year feasibility study by a joint committee of athletics, computing faculty, and student government. Club-level teams in other titles will continue to operate through the Esports Club.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/faculty-book-history-of-instruction-manuals.html", "title": "Technical Communication Professor Publishes a History of the Instruction Manual", "description": "“Some Assembly Required” follows the assembly manual from 1890s farm-implement catalogs to the wordless flat-pack diagram.", "headings": [ "Technical Communication Professor Publishes a History of the Instruction Manual" ], "content": "Academics · December 5, 2025\nTechnical Communication Professor Publishes a History of the Instruction Manual\n“Some Assembly Required” follows the assembly manual from 1890s farm-implement catalogs to the wordless flat-pack diagram.\nKwame Groves, an assistant professor of communication who teaches user documentation, has published Some Assembly Required: A Short History of the Instruction Manual (Lantern & Ledger Press, 248 pages). It is the first book-length history of the genre that most people only read when something is already going wrong.\nThe book starts in the 1890s with the “setting-up directions” mail-order implement makers printed for farmers who would be assembling a plow or cream separator with no dealer for fifty miles. It moves through wartime training manuals, the appliance boom, the software manual’s brief golden age, and the arrival of the wordless diagram, which the book argues was driven less by design ideals than by the cost of translating text into thirty languages.\n“Every instruction manual is a record of what a company assumed its customers already knew. If you read enough of them in order, you can watch those assumptions change. In 1900 they assumed you owned a wrench and knew how to use it. By 2000 they assumed you owned nothing and could not read.”\n— Kwame Groves, assistant professor of communication\nGroves did much of the research in Porter’s own collections. Halvorsen Library’s Special Collections holds about 600 trade manuals and catalogs from regional manufacturers, several of them donated by alumni, and the book’s chapter on early twentieth-century farm equipment draws heavily on them. Two chapters started as assignments in his upper-level documentation course, where students rewrite a historical manual for a present-day reader and then test both versions on volunteers.\nThe results of that exercise appear throughout the book. In one test, volunteers given a 1912 manual for assembling a hand-cranked grain mill got it right more often than volunteers given a modern rewrite with diagrams only. Groves suggests that is less about the old manual being good than about the old one being written for people who already knew what a cotter pin was.\nA launch talk and signing is set for Wednesday, December 10, at 4 p.m. in Halvorsen Library , open to the public. Students interested in the field can look at the technical communication courses , the department’s faculty listing , or the graduate certificate for working professionals.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Major Will Now Include Two Writing-Intensive Courses\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nNursing Admits Its First 100-Seat Class After a Two-Year Expansion\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/faculty-book-millrace-history.html", "title": "History Professor’s Sabbatical Book Traces How the Millrace Built, and Nearly Sank, Porter Falls", "description": "Dr. Martin Ekdahl’s “Running Water” follows the town’s mill channel from 1868 to the last mill closing in 1971.", "headings": [ "History Professor’s Sabbatical Book Traces How the Millrace Built, and Nearly Sank, Porter Falls" ], "content": "Research · July 7, 2026\nHistory Professor’s Sabbatical Book Traces How the Millrace Built, and Nearly Sank, Porter Falls\nDr. Martin Ekdahl’s “Running Water” follows the town’s mill channel from 1868 to the last mill closing in 1971.\nDr. Martin Ekdahl, professor of history in the Department of Humanities , has published Running Water: The Millrace and the Making of Porter Falls, 1868–1971 , the first book-length history of the channel that powered the town’s flour, woolen and paper mills. The 312-page book, released this month by a regional university press, grew out of a 2024–25 sabbatical.\nEkdahl spent most of that year in the Porter County courthouse basement, the Porter Falls Public Library’s local history room and the university archives in Halvorsen Library , working through water-rights disputes, mill payrolls and seventy years of the town newspaper. He also recorded 26 oral histories with former mill workers and their children.\nWhat the book argues\nThe Millrace, Ekdahl writes, explains almost everything about Porter Falls’ shape: why Main Street bends, why the Depot District sits where it does, and why a manual training school was founded in 1893 — mill owners wanted machinists they did not have to import. It also explains the town’s worst years. The 1938 flood that breached the channel wall cost three mills, and the long fight over who would pay to repair it pitted mill owners against the city for most of a decade.\n“Every town has a story it tells about itself. Porter Falls says it was built by hard work. That is true, but it was also built by lawsuits about water. I found more about the town in the water-rights files than in any memoir.”\n— Dr. Martin Ekdahl, professor of history\nSix undergraduate history and communication students were paid research assistants on the project, transcribing interviews and building a map of every mill site; two are credited as contributors. Ekdahl will give a public talk at the Porter Falls Public Library on July 16 at 6:30 p.m. and teach a four-week course on the book for the Porter Lifelong Learning Institute this fall.\nCopies are available at the campus store and on reserve at Halvorsen Library. For the channel as it is today, see the Millrace and Porter River ; for the university’s own place in the story, see history .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nSenior’s Study of Millrace Water Temperatures Wins the Chancellor’s Undergraduate Research Prize\nCity and University Agree to Extend the Riverfront Trail and Replace the Millrace Footbridge\n$1.26 Million State Transportation Grant Will Wire 40 Rural Culverts With Student-Built Sensors\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/faculty-staff-awards-2025.html", "title": "Four Honored at the Annual Faculty and Staff Awards, Including a Founders Hall Custodian", "description": "Awards for teaching, research, advising and service went to a mechanical engineering professor, a river scientist, a transfer adviser and a custodian with 31 years in one building.", "headings": [ "Four Honored at the Annual Faculty and Staff Awards, Including a Founders Hall Custodian" ], "content": "Campus · April 30, 2025\nFour Honored at the Annual Faculty and Staff Awards, Including a Founders Hall Custodian\nAwards for teaching, research, advising and service went to a mechanical engineering professor, a river scientist, a transfer adviser and a custodian with 31 years in one building.\nFour members of the UW–Porter Falls community received the university’s annual faculty and staff awards Tuesday afternoon in the Founders Union ballroom. Provost Dr. Bjorn Halvorsen presented the awards in front of about 230 colleagues. Each award carries $2,500 and a cast-iron plaque from the Founders Hall foundry. Nominations come from students and colleagues, and committees of past recipients choose the winners.\nDistinguished Teaching — Dr. Marit Folkestad, professor of mechanical engineering. Folkestad has taught Dynamics and Machine Design for 17 years. She rebuilt both courses around a sequence of small physical builds, and the failure rate in Dynamics has fallen from 24 to 11 percent. Eleven of the 43 nominations for her came from graduates who are now engineers.\nResearch Excellence — Dr. Everett Yoon , professor of environmental science. Yoon founded the student-run Riverwatch monitoring network 15 years ago with three secondhand water sensors. It now runs 12 stations, and its data helped justify the Millrace Fish Passage that opened last October. Since 2010 he has supervised 140 undergraduate researchers.\nExcellence in Advising — Rosa Delgado-Hanes, transfer adviser, College of Applied & Technical Studies. Students say Delgado-Hanes can tell from a technical-college transcript alone whether they will graduate on time. Before the first day of class she personally checks the credit equivalencies of every transfer student she advises.\nUniversity Service — Raymond Kowalski, custodian, Founders Hall. Kowalski has cleaned Founders Hall since 1994. Nominators say he knows which radiators bang, which lab is always last to leave on a Friday, and the first names of about four hundred engineering students.\n“The nomination for Raymond had more signatures than any we have ever received. Two of them were deans. One was from a graduate who now runs a plant in Lake City and wrote that Raymond was the only person who said good morning to him for his entire first semester.”\n— Provost Dr. Bjorn Halvorsen\nKowalski kept his remarks short. He thanked Facilities director Duane Kolsrud for “thirty-one years of letting me keep my own keys” and asked the engineering students in the room to push in their chairs.\nNominations for next year open in January. Yoon’s research is described on the Freshwater & Watershed Laboratory page, and students can find their own research openings through undergraduate research . Folkestad teaches in the mechanical engineering program. Building staff are part of Facilities Management .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nStudent-Designed Fish Passage Opens on the Millrace, Ending a Century-Old Barrier\nClass of 2025 Is the Largest in University History, With About 1,600 Graduates\nFall Enrollment Rises to 7,702, a Second Straight Year of Growth\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/fall-2024-enrollment-census.html", "title": "Fall Enrollment Rises to 7,702, a Second Straight Year of Growth", "description": "Census-day numbers are up 2.4 percent, with the nursing expansion, transfer students and a larger first-year class doing most of the work.", "headings": [ "Fall Enrollment Rises to 7,702, a Second Straight Year of Growth" ], "content": "Campus · September 18, 2024\nFall Enrollment Rises to 7,702, a Second Straight Year of Growth\nCensus-day numbers are up 2.4 percent, with the nursing expansion, transfer students and a larger first-year class doing most of the work.\nUW–Porter Falls enrolled 7,702 students this fall, according to census-day figures released by the Registrar’s Office, up 183 students, or 2.4 percent, from 7,519 a year ago. It is the second straight year of growth after enrollment bottomed out at 7,388 in fall 2022.\nCensus day is the tenth day of classes, after the add/drop period closes, and it is the count the university reports to the UW System and the federal government. Numbers announced before that date tend to be optimistic.\nNew first-year students — Fall 2023: 1,861; Fall 2024: 1,917\nNew transfer students — Fall 2023: 571; Fall 2024: 611\nGraduate students — Fall 2023: 668; Fall 2024: 701\nTotal headcount — Fall 2023: 7,519; Fall 2024: 7,702\nNursing accounted for 28 of the new students on its own, after the program expanded its fall cohort to 100 seats. Transfer enrollment rose 7 percent, most of it from the nine Wesconsin technical and two-year colleges that have guaranteed-transfer agreements with Porter; details are on the transfer pages. Cybersecurity enrolled 71 new students, about even with last year.\nRetention also improved. Eighty-one percent of last fall’s first-year students came back for a second year, up from 78 percent, which the university attributes partly to the early-alert advising system adopted under the strategic plan .\n“We did not do anything flashy. We answered the phone, we gave decisions in two weeks, and we added seats in programs where students were already lining up. It turns out that works.”\n— Trudy Solberg, Director of Admissions\nThe share of students from outside Wesconsin rose slightly, to 14 percent, most of them from neighboring states under tuition reciprocity. International enrollment held steady at 212 students from 31 countries.\nResidence halls opened at 94 percent of capacity, with no temporary triples. Housing staff expect the halls to be fuller next year if the trend holds.\nThe full census report, with breakdowns by college, residency and program, will be posted with the university’s quick facts in October.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nFall Enrollment Climbs to 7,928 as Nursing and Cybersecurity Set Records\nFall Enrollment Reaches 8,412, a Nine-Year High\nChancellor’s Fall Address Sets Out Five Projects for the Next Two Years\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/fall-2025-enrollment-census.html", "title": "Fall Enrollment Climbs to 7,928 as Nursing and Cybersecurity Set Records", "description": "Census-day headcount is up 2.9 percent, the third straight year of growth, with residence halls at 97 percent.", "headings": [ "Fall Enrollment Climbs to 7,928 as Nursing and Cybersecurity Set Records" ], "content": "Campus · September 17, 2025\nFall Enrollment Climbs to 7,928 as Nursing and Cybersecurity Set Records\nCensus-day headcount is up 2.9 percent, the third straight year of growth, with residence halls at 97 percent.\nUW–Porter Falls enrolled 7,928 students this fall, according to census-day figures from the Registrar’s Office. That is up 226 students, or 2.9 percent, from 7,702 last year. It is the third straight year of growth and the largest one-year increase since 2014.\nNew first-year students — Fall 2024: 1,917; Fall 2025: 1,982\nNew transfer students — Fall 2024: 611; Fall 2025: 648\nGraduate students — Fall 2024: 701; Fall 2025: 718\nTotal headcount — Fall 2024: 7,702; Fall 2025: 7,928\nTwo programs set records. Nursing enrolled 108 new first-year and transfer students, its largest class, in the second year of its expanded cohort. Cybersecurity enrolled 88 new students, up from 71. Transfer enrollment rose about 6 percent, after a 7 percent rise last year, and more than half of the new transfer students came from the nine two-year colleges with guaranteed-transfer agreements. The university expects to add more partners this fall.\n“Three years in a row is a trend, and the chancellor told us last fall to go get three, so I am going to enjoy this for exactly one afternoon. Then we start on four.”\n— Colette Rindahl, Registrar\nRetention held at 81 percent of last year’s first-year students returning for a second year. The retention gap between first-generation students and other students narrowed to four percentage points, the smallest the university has recorded.\nThe residence halls opened at 97 percent of capacity. Housing staff say that at the current rate of growth, some students could be placed in temporary rooms next fall. A planning group is looking at whether lounges or an off-campus block lease would be the better short-term fix.\nThis is also the first class to complete the new AI-literacy module in the first-year seminar. The Registrar reports that all 1,982 new first-year students were enrolled in a section on census day.\nThe full report, broken down by college, residency and program, will be posted with the university’s quick facts in October. Prospective transfer students can see the partner colleges on the transfer pages.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nFall Enrollment Rises to 7,702, a Second Straight Year of Growth\nFall Enrollment Reaches 8,412, a Nine-Year High\nChancellor’s Fall Address Sets Out Five Projects for the Next Two Years\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/first-full-snow-closure-since-2023.html", "title": "Fourteen Inches of Snow Close Campus for the First Full Day Since 2023", "description": "Classes were canceled Tuesday after an overnight storm; dining, the library and the residence halls stayed open, and Facilities had every walk cleared by 3 p.m.", "headings": [ "Fourteen Inches of Snow Close Campus for the First Full Day Since 2023" ], "content": "Campus · December 9, 2025\nFourteen Inches of Snow Close Campus for the First Full Day Since 2023\nClasses were canceled Tuesday after an overnight storm; dining, the library and the residence halls stayed open, and Facilities had every walk cleared by 3 p.m.\nUW–Porter Falls canceled all on-campus classes on Tuesday, December 9, after 14.5 inches of snow fell overnight, according to the campus weather station on the roof of the Jarvis Technology Center. It was the first full weather closing since February 2023. Most winters get a delayed start or nothing at all.\nThe decision went out by campus email, the homepage banner and PorterAlert texts at 5:22 a.m., after a 4:45 a.m. call between the vice chancellor for operations, Facilities, Campus Safety and the Porter County highway department. By then the county had pulled its plows off secondary roads, and the regional coach to Lake City had canceled its first two runs.\nWhat stayed open:\nAll residence halls, with front desks staffed as usual.\nThe Forge and Founders Union, on weekend hours. Dining staff who live within walking distance covered shifts for those who could not get in.\nHalvorsen Library, from 10 a.m.\nForge Recreation Center, from noon, where the sledding hill behind it was the busiest place on campus by early afternoon.\nFacilities crews started at 1 a.m. and had 9.2 miles of sidewalk, every building entrance and all 31 accessible parking spaces cleared by 3 p.m. Lots were done by evening.\n“We had eleven people and six machines out all night. The snow was the heavy wet kind that breaks shear pins, and we broke four. Everyone got home by supper.”\n— Duane Kolsrud, Director of Facilities\nClasses resumed on a normal schedule Wednesday. The closing fell in the last full week of classes before finals, so the Provost’s Office has asked faculty to adjust Tuesday deadlines rather than add makeup sessions. Final exams are unchanged.\nHow closing decisions are made is described on the weather closings page. Students who have not signed up for text alerts can do that through emergency notification sign-up . Students living off campus should check the city’s alternate-side rules and the campus winter parking rules before the next storm. One is forecast for Saturday.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nUniversity Releases 2025–26 Annual Security Report\nCampus-Wide Wi-Fi Upgrade Finishes Ahead of Fall Move-In\nFall Enrollment Rises to 7,702, a Second Straight Year of Growth\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/first-gen-center-milestone.html", "title": "First-Generation Student Center Marks 500th Student Served", "description": "The center, open since 2021, celebrated a milestone that its director says undercounts its real reach.", "headings": [ "First-Generation Student Center Marks 500th Student Served", "Take the next step." ], "content": "Student Success · July 15, 2026\nFirst-Generation Student Center Marks 500th Student Served\nThe center, open since 2021, celebrated a milestone that its director says undercounts its real reach.\nThe First-Generation Student Center marked its 500th student served since opening in 2021, a milestone staff say undercounts the center's actual reach because it only counts students formally enrolled in its mentoring program, not the larger number who use its drop-in advising and textbook lending library.\nAbout 28 percent of UW–Porter Falls' incoming class each fall identifies as first-generation college students. The center pairs each with a peer mentor and a faculty or staff mentor during their first year.\nMore news\nNursing Program Adds Second Clinical Cohort for Spring 2027\nUniversity Announces $15 Million Founders Hall Renovation\nPorter Esports Wins Regional Collegiate Championship\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/first-gen-graduation-rate.html", "title": "First-Generation Graduation Rate Closes the Gap With the Overall Rate", "description": "Six years of investment in the First-Generation Student Center have brought first-gen completion within two points of the university average.", "headings": [ "First-Generation Graduation Rate Closes the Gap With the Overall Rate" ], "content": "Students · December 12, 2025\nFirst-Generation Graduation Rate Closes the Gap With the Overall Rate\nSix years of investment in the First-Generation Student Center have brought first-gen completion within two points of the university average.\nThe six-year graduation rate for first-generation students entering UW–Porter Falls has risen to within two percentage points of the rate for all students, up from a fourteen-point gap when the First-Generation Student Center opened in 2019.\nThe center attributes the change to a bundle of unglamorous supports: a summer bridge program, a first-gen living-learning community, proactive advising that reaches out rather than waiting, a small emergency grant fund, and peer mentors who are themselves first-gen upperclassmen.\n“None of this is a silver bullet. It is a dozen small frictions removed — knowing which form to file, having forty dollars for a textbook, having someone text you when you miss a class.”\n— center director\nFirst-generation students are about 38 percent of the undergraduate body. The center is now piloting a parallel set of supports for students who are the first in their family to attend graduate school.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/food-recovery-milestone.html", "title": "Campus Food-Recovery Program Passes 100,000 Meals Redirected", "description": "A student-run program that moves unserved dining-hall food to a community fridge and local shelters has crossed a six-year milestone.", "headings": [ "Campus Food-Recovery Program Passes 100,000 Meals Redirected" ], "content": "Sustainability · March 25, 2026\nCampus Food-Recovery Program Passes 100,000 Meals Redirected\nA student-run program that moves unserved dining-hall food to a community fridge and local shelters has crossed a six-year milestone.\nThe student-run Campus Food Recovery program has redirected the equivalent of more than 100,000 meals since it began in 2020, moving safe, unserved food from the dining halls and campus catering to a refrigerator in the student union open to anyone, and to two shelters in Porter Falls.\nThe logistics are handled by about forty volunteers on a rotating schedule, trained in food-safety handling, with dining-services staff packing and labeling the surplus at the end of each service. The program also runs a gleaning partnership with a nearby farm in the fall.\n“The food was already paid for and already safe. All we added was a cooler, a spreadsheet, and people willing to carry trays across campus at nine at night.”\n— program student coordinator\nThe program shares its playbook with other campuses and is working with dining services to shrink the surplus at its source through better forecasting.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/forge-bowl-2024-porter-wins.html", "title": "Ironclads Win the Forge Bowl 31–28, Bringing the Anvil Home for the First Time Since 2019", "description": "A 41-yard field goal with 1:12 left and an interception on the next snap ended a three-game losing streak to Chippewa Valley State.", "headings": [ "Ironclads Win the Forge Bowl 31–28, Bringing the Anvil Home for the First Time Since 2019" ], "content": "Athletics · October 14, 2024\nIronclads Win the Forge Bowl 31–28, Bringing the Anvil Home for the First Time Since 2019\nA 41-yard field goal with 1:12 left and an interception on the next snap ended a three-game losing streak to Chippewa Valley State.\nThe anvil is back in the Ironclad Fieldhouse concourse. Porter beat Chippewa Valley State 31–28 on Saturday in front of about 4,380 fans at Millwright Stadium . It was the Ironclads’ first Forge Bowl win since 2019, after Chippewa Valley State won the last three meetings (the 2020 game was not played).\nThe game was tied 28–28 when junior kicker Eli Thorson lined up a 41-yard field goal with 1:12 left, into a wind that had already knocked down one of his extra points. It cleared the crossbar by what the press box called “a comfortable foot.” On Chippewa Valley State’s first play after the kickoff, senior safety Marcus Lindahl stepped in front of a deep pass at the Porter 38. The Ironclads ran out the clock from there.\nThe rest of the afternoon:\nSenior quarterback Tyler Brandvik completed 19 of 27 passes for 241 yards and two touchdowns.\nSophomore running back Deshawn Ruud ran 22 times for 118 yards. One of his runs went 46 yards in the third quarter to tie the game at 21.\nPorter’s defense allowed 412 yards but forced three turnovers, two of them inside its own 20.\n“Three years of watching their seniors hit that anvil. I told our guys on Monday that I was tired of that view. They were too.”\n— Ray Gutzmer, head football coach\nAfter the game, each of Porter’s 17 seniors struck the 138-pound anvil once with the four-pound hammer at midfield, as the custom has required since 1987. The score will be stamped onto a new steel plate on its base this week. Chippewa Valley State still leads the series 39–32–2 in 73 meetings.\nStudents in the north end zone filled 31 barrels for the Student-Athlete Advisory Committee’s “Fill the Anvil” food drive, about 2,600 pounds for the campus food pantry .\nThe win puts Porter at 4–2 overall and 3–1 in the conference. The rivalry’s history, including the 1966 tie and the 2014 snow game, is on the Forge Bowl page. The rest of the season is on the football team page .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nMillrace Week Foundry Pour Turns the Old Sluice Gate Into 360 Trout Trivets\nForge Bowl Preview: More Than 4,700 Tickets Sold for Saturday’s Homecoming Game Against Chippewa Valley State\nFormer Ironclad Catcher Nate Wollenberg Named Head Baseball Coach\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/forge-bowl-2026-preview.html", "title": "Forge Bowl Preview: More Than 4,700 Tickets Sold for Saturday’s Homecoming Game Against Chippewa Valley State", "description": "The rivalry game kicks off at 1 p.m. October 17 at Millwright Stadium, and the athletic directors have signed an agreement to keep it going after the conference change.", "headings": [ "Forge Bowl Preview: More Than 4,700 Tickets Sold for Saturday’s Homecoming Game Against Chippewa Valley State" ], "content": "Athletics · October 8, 2026\nForge Bowl Preview: More Than 4,700 Tickets Sold for Saturday’s Homecoming Game Against Chippewa Valley State\nThe rivalry game kicks off at 1 p.m. October 17 at Millwright Stadium, and the athletic directors have signed an agreement to keep it going after the conference change.\nThe Ironclads host Chippewa Valley State in the Forge Bowl on Saturday, October 17, at 1 p.m. at Millwright Stadium , the final game of Millrace Week. As of Thursday morning the athletics ticket office had sold or issued 4,712 tickets, putting the game on pace to approach the stadium’s practical capacity of about 5,500.\nThe Forge Bowl is the best-attended event on the Porter athletic calendar and routinely draws more than 4,000 fans. This year’s game is also the last Forge Bowl played as a conference game before the Ironclads move to a new conference in 2027–28, which raised the question, raised loudly at last spring’s alumni gatherings, of whether the rivalry would survive.\nThe rivalry continues\nIt will. The two athletic directors signed a ten-year nonconference scheduling agreement in September that keeps the Forge Bowl on both schedules every October, alternating sites, through 2036.\n“Nobody was going to let a conference realignment end this game, least of all me. I would have heard about it at the grocery store for the rest of my life.”\n— Chuck Running, director of athletics\nGame-day logistics\nStudents: free with a Porter Card at the north gate; the student section opens at 11:30 a.m.\nPublic tickets: $12 adults, $6 youth and seniors, through the athletics ticket office at (715) 555–0163 or at the gate if available\nTailgating: the gravel lots open at 10 a.m.; the homecoming parade on Founders Drive at 10:30 a.m. ends at the stadium\nGetting there: the Porter Loop adds a stadium stop and runs every 8 minutes from 10 a.m.; Founders Drive closes to cars from 9:30 a.m. to noon for the parade\nAccessible seating: at field level and mid-concourse; companion seats can be reserved by phone\nWeather: the game is played rain or shine; the bag policy allows one clear bag per person\nThe Ironclad pep band and Alumni Band will share halftime. Fans who cannot attend can follow on the student radio station and the athletics live stream. The full season is on the fall 2026 athletics schedule , the rivalry’s history on the Forge Bowl page, and the roster on the football team page . The rest of Millrace Week is in the schedule announcement .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nIronclads Open Season With 27–13 Win Over Eau Pleine\nMillrace Week Schedule Released: Foundry Pour Thursday, Forge Bowl and Fireworks Saturday\nFormer Ironclad Catcher Nate Wollenberg Named Head Baseball Coach\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/forge-dining-compost-university-farm.html", "title": "The Forge Will Send All Its Kitchen Scraps to a New Compost Pad at the University Farm", "description": "About 38 tons of food waste a year will become compost for farm plots and riverbank plantings instead of going to the county landfill.", "headings": [ "The Forge Will Send All Its Kitchen Scraps to a New Compost Pad at the University Farm" ], "content": "Sustainability · April 23, 2025\nThe Forge Will Send All Its Kitchen Scraps to a New Compost Pad at the University Farm\nAbout 38 tons of food waste a year will become compost for farm plots and riverbank plantings instead of going to the county landfill.\nStarting Monday, every food scrap from the kitchen and dish room of The Forge, the dining hall in Founders Commons, will go by truck to a new compost pad at the University Farm instead of to the Porter County landfill. Dining Services timed the announcement for Earth Week. It covers both kitchen trimmings and what students leave on their plates.\nThe Forge produces about 1,500 pounds of food waste in an average week, or roughly 38 tons over the academic year, according to a three-week waste audit students ran in February. Until now nearly all of it went into the trash compactor.\nHow it will work:\nThe dish-room conveyor now ends at two sorting stations. Staff pull out plastic, utensils and the occasional retainer, and scraps go into lidded 64-gallon carts.\nThe farm’s truck picks up carts three times a week. In summer, when the hall serves camps and conferences, pickups are daily.\nAt the farm, scraps are mixed with wood chips from campus grounds work and turned in windrows on a 9,000-square-foot concrete pad. Finished compost takes about four months.\nThe compost goes to farm research plots, the campus garden and riverbank tree plantings along the Millrace.\nThe pad and the sorting stations cost $86,000, paid from the student green fee. Dining expects to save about $9,000 a year in landfill charges.\n“We spent years trying to get students to waste less, and we will keep at it. But some waste is just going to happen. Somebody takes a second slice of pizza and regrets it. That slice should at least turn into dirt for a carrot.”\n— Wade Holt, Director of Dining Services\nSustainability coordinator Hanna Lieberg said the compost program will be counted in the university’s waste-diversion figures starting this fiscal year and reported on the sustainability dashboard . The Campus Food Recovery program will keep collecting safe, unserved food for the community fridge and shelters first. Only what cannot be eaten goes to the compost pad.\nMore on the hall’s sourcing and hours is on The Forge dining hall page.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nStudent-Designed Fish Passage Opens on the Millrace, Ending a Century-Old Barrier\nThe Forge Served 41,000 Pounds of Regional Produce This Fall, a Third of Everything It Bought\n$5.2 Million State Grant Clears the Way for a Geothermal Field Under North Campus\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/forge-dining-regional-produce.html", "title": "The Forge Served 41,000 Pounds of Regional Produce This Fall, a Third of Everything It Bought", "description": "Squash, potatoes and apples from the University Farm and 23 nearby growers made up 34 percent of the dining hall’s produce purchases, up from 19 percent two years ago.", "headings": [ "The Forge Served 41,000 Pounds of Regional Produce This Fall, a Third of Everything It Bought" ], "content": "Sustainability · November 24, 2025\nThe Forge Served 41,000 Pounds of Regional Produce This Fall, a Third of Everything It Bought\nSquash, potatoes and apples from the University Farm and 23 nearby growers made up 34 percent of the dining hall’s produce purchases, up from 19 percent two years ago.\nBetween move-in and the week before Thanksgiving, The Forge served 41,300 pounds of fruit and vegetables grown within 150 miles of campus, Dining Services reported this week. That is 34 percent of all the produce the dining hall bought this fall, by weight, up from 19 percent in fall 2023.\nThe largest single supplier was the university’s own University Farm east of campus, which sent 6,800 pounds: mostly butternut and acorn squash, fingerling potatoes, and apples from the small orchard. The other 34,500 pounds came from 23 growers, nearly all in Porter County and the two counties around it, most of them through a cooperative that aggregates small farms’ harvests into deliveries a dining hall can actually take.\nPotatoes — Pounds, fall 2025: 9,900; Main source: Two Porter County growers\nApples — Pounds, fall 2025: 8,200; Main source: Three orchards and the University Farm\nWinter squash — Pounds, fall 2025: 6,100; Main source: University Farm\nSalad greens (high tunnel) — Pounds, fall 2025: 3,700; Main source: Growers’ cooperative\nEverything else — Pounds, fall 2025: 13,400; Main source: Mixed\nThe change came mostly from how the kitchen buys. Two years ago, The Forge signed annual contracts that left little room for small deliveries. It now holds back part of its produce budget each week for whatever regional growers have in quantity, and the menu is written around it. That is why the fall menu had squash in some form at 41 of 60 dinners.\n“Nobody is going to eat local tomatoes here in February, and we’re not going to pretend otherwise. But from September to November there’s no reason a dining hall in the middle of farm country should be trucking in potatoes from two thousand miles away.”\n— Wade Holt, Director of Dining Services\nHolt said the regional share will drop to about 12 percent over the winter and climb again from May. Dining is working with the Agricultural & Food Systems Institute on cold storage that could keep University Farm potatoes and squash on the menu into February. Seasonal sourcing numbers will be added to the campus sustainability reporting starting this year.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nCampus Food-Recovery Program Passes 100,000 Meals Redirected\nIronworks Food Hall Adds Two Rotating Vendor Stalls for Fall\nStudent-Designed Fish Passage Opens on the Millrace, Ending a Century-Old Barrier\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/founders-day-plaque-main-street.html", "title": "Founders Day Marks 132 Years With a Plaque Where the First Nineteen Students Met", "description": "The 1893 classroom above a Main Street feed store, now part of Foundry Coworking, finally has a marker.", "headings": [ "Founders Day Marks 132 Years With a Plaque Where the First Nineteen Students Met" ], "content": "Campus · November 13, 2025\nFounders Day Marks 132 Years With a Plaque Where the First Nineteen Students Met\nThe 1893 classroom above a Main Street feed store, now part of Foundry Coworking, finally has a marker.\nThe university marked Founders Day on Thursday, 132 years to the day after the Porter Manual Training School held its first class, by unveiling a bronze plaque on the Main Street building where it happened.\nThose first nineteen students met in two rented rooms above a feed and implement store in what is now the Depot District. They learned drafting, joinery and arithmetic at benches the instructor built himself. The school stayed there until Founders Hall opened on the old fairgrounds in 1912, and the building went on to be a hardware store, a dance studio and an insurance office. Since 2019 its upper floor has been part of Foundry Coworking, which suggested the plaque.\n“Everything we have — fourteen buildings, seven colleges, eight thousand students — started in two rooms that smelled like oats. It seemed like the least we could do to tell people walking down Main Street.”\n— Chancellor Dr. Elaine Vandehey\nPinning down the exact rooms took the university archives most of a year. Archivist staff matched the address in an 1893 rent ledger to an 1895 fire-insurance map, then to a 1901 photograph in which a hand-lettered “PORTER SCHOOL” sign is visible in a second-floor window. That photograph is on display through December in the Special Collections reading room .\nThe rest of the day followed what has become the usual pattern:\nThe Founders Hall bell rang nineteen times at 8 a.m., once for each original student.\nFounders Union served 2,400 slices of sheet cake, cut by the chancellor and the student body president until their arms gave out.\nThe history club ran walking tours from campus to the new plaque along the Riverfront Trail.\nThe plaque was cast in the Founders Hall foundry lab by students in a metal-casting course, from a pattern designed by an industrial design senior. It is mounted beside the building’s street door at the corner of Main and Depot. For more on the school’s first decades, see the university’s history page and the Depot District guide .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nUniversity Announces $15 Million Founders Hall Renovation\nHonors College Doubles in Size, Drops the Separate Application\nFall Enrollment Rises to 7,702, a Second Straight Year of Growth\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/founders-hall-renovation.html", "title": "University Announces $15 Million Founders Hall Renovation", "description": "The 1912 building that houses the College of Business and part of the College of Arts, Design & Communication will be renovated in phases starting next summer.", "headings": [ "University Announces $15 Million Founders Hall Renovation", "Take the next step." ], "content": "Campus · August 10, 2026\nUniversity Announces $15 Million Founders Hall Renovation\nThe 1912 building that houses the College of Business and part of the College of Arts, Design & Communication will be renovated in phases starting next summer.\nUW–Porter Falls will begin a phased, $15 million renovation of Founders Hall next summer, addressing mechanical systems, accessibility and classroom technology in the 1912 building without closing it during the academic year.\nFounders Hall houses the College of Business, the Office of Admissions, and several College of Arts, Design & Communication classrooms. The renovation preserves the building's original facade and the machine-shop floor now used as a small exhibit space near the main entrance.\nFunding combines state capital budget dollars with gifts to the Founders Hall Preservation fund. Work will proceed one wing at a time over three summers to avoid displacing fall or spring classes.\nMore news\nNursing Program Adds Second Clinical Cohort for Spring 2027\nPorter Esports Wins Regional Collegiate Championship\nRegents Approve Expanded M.S. in Data Science Cohort\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/foundry-pour-2024-millrace-sluice-gate.html", "title": "Millrace Week Foundry Pour Turns the Old Sluice Gate Into 360 Trout Trivets", "description": "About 900 pounds of cast iron pulled out during fish-passage construction went into the cupola Thursday night in front of a crowd of roughly 420.", "headings": [ "Millrace Week Foundry Pour Turns the Old Sluice Gate Into 360 Trout Trivets" ], "content": "Students · October 11, 2024\nMillrace Week Foundry Pour Turns the Old Sluice Gate Into 360 Trout Trivets\nAbout 900 pounds of cast iron pulled out during fish-passage construction went into the cupola Thursday night in front of a crowd of roughly 420.\nWhen crews cleared the Millrace outlet this summer to build the new fish passage, they pulled out the cast-iron frame and wheel of a sluice gate that had controlled water to the old mill since around 1890. It weighed about 900 pounds. On Thursday night it went into the cupola furnace in the Founders Hall high bay. It came out as 360 trivets shaped like a brook trout, each stamped “MILLRACE 2024” on the back.\nThe Thursday pour has been part of Millrace Week every year since 1958. It is the large, loud, public half of a tradition that starts with the small pewter pour new students do at First Forge during orientation. About 420 people watched from behind the yellow rail. Another few hundred watched the live feed on the quad screen.\n“That gate held back the Millrace for a hundred and thirty years. We figured it had earned a quieter job. Now it can sit on somebody’s kitchen table under a pot of chili.”\n— Gordon Haugstad, foundry lab manager, Department of Manufacturing & Industrial Engineering\nStudents in the metalcasting course packed the sand molds over four weeks in September. Two of the 360 castings cracked in cooling and will be melted again next year. The rest will go on sale at the campus store for $25. Half of the money goes to the Porter River Riverkeepers, who paid part of the fish passage’s cost, and half goes to the student emergency fund .\nThe same pour cast the three medallions for this year’s Distinguished Alumni Awards , which go to their recipients at Friday’s alumni dinner.\nThe rest of Millrace Week:\nFriday: Ring of Iron for seniors at dusk around the 1912 cornerstone, followed by the alumni dinner in the Founders Union ballroom.\nSaturday: the alumni 5K from Millwright Stadium at 8 a.m. (about 540 runners are registered), the homecoming parade on Founders Drive at 10:30 a.m., the Forge Bowl against Chippewa Valley State at 1 p.m. and fireworks over the quad at 7:30 p.m.\nThe pour is run by students and faculty of the Department of Manufacturing & Industrial Engineering . More on the week’s customs is on the traditions page.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nStudent-Designed Fish Passage Opens on the Millrace, Ending a Century-Old Barrier\nIronclads Win the Forge Bowl 31–28, Bringing the Anvil Home for the First Time Since 2019\nCampus Habitat Chapter Hands Over the Keys to Its 25th House\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/foundry-pour-2026-heritage-radiators.html", "title": "This Year’s Millrace Week Foundry Pour Will Recast Heritage Hall’s Old Radiators", "description": "About 1,100 pounds of cast iron pulled out during summer construction will become 400 Porter trivets, poured in front of the public on October 15.", "headings": [ "This Year’s Millrace Week Foundry Pour Will Recast Heritage Hall’s Old Radiators" ], "content": "Students · October 5, 2026\nThis Year’s Millrace Week Foundry Pour Will Recast Heritage Hall’s Old Radiators\nAbout 1,100 pounds of cast iron pulled out during summer construction will become 400 Porter trivets, poured in front of the public on October 15.\nWhen Heritage Hall’s bathrooms were gutted this summer, crews pulled out 31 cast-iron radiators, some dating to the building’s opening. Instead of going to a scrapyard, about 1,100 pounds of that iron went to the foundry lab in Founders Hall . On Thursday, October 15, it will be melted and poured into molds in front of an audience during the annual Millrace Week Foundry pour.\nThe pour, held every Thursday of Millrace Week since 1958, is the public half of a tradition that starts with First Forge, the pewter casting new students do at orientation. Where First Forge is small and quiet, the Thursday pour is iron, a cupola furnace running at about 2,700 degrees Fahrenheit, and several hundred people behind a rail.\nWhat will be made\nStudents in the metalcasting course have spent September packing about 400 sand molds for a trivet in the shape of the Porter “P,” each stamped “HERITAGE 2026” on the back. Trivets go first to Heritage Hall residents, past and present, who can reserve one through the Alumni Relations office; the rest will be sold for $25 at the campus store, with proceeds going to the student emergency fund .\n“Some of this iron has been heating a dorm room since before anyone in that room was born. It seemed rude to send it to the scrapyard. Now it can keep a hot dish off somebody’s table for another hundred years.”\n— Gordon Haugstad, foundry lab manager, Department of Manufacturing & Industrial Engineering\nIf you go\nWhen: Thursday, October 15; doors at 6 p.m., first tap at about 6:30 p.m.\nWhere: the Founders Hall high bay, east entrance\nCapacity: 450 standing; overflow viewers can watch a live feed on the quad screen\nSafety: closed-toe shoes required; spectators stay behind the yellow rail at least 30 feet from the furnace. Children under 12 must be with an adult.\nThe pour is run by metalcasting students and faculty of the Department of Manufacturing & Industrial Engineering , with oversight from Environmental Health & Safety . The rest of the week’s schedule is in the Millrace Week announcement .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nMillrace Week Schedule Released: Foundry Pour Thursday, Forge Bowl and Fireworks Saturday\nSummer Construction: Heritage Hall Bathrooms, North Campus Heat Pumps and a Repaved Founders Drive\nMillrace Week Foundry Pour Turns the Old Sluice Gate Into 360 Trout Trivets\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/furlong-gallery-summer-show-made-at-porter.html", "title": "Furlong Gallery Summer Show Puts the Manual Training School’s Shop Work on the Wall", "description": "“Made at Porter, 1893–1937” shows 140 objects made by students at the university’s predecessor, paired with work by current students.", "headings": [ "Furlong Gallery Summer Show Puts the Manual Training School’s Shop Work on the Wall" ], "content": "Arts · June 30, 2026\nFurlong Gallery Summer Show Puts the Manual Training School’s Shop Work on the Wall\n“Made at Porter, 1893–1937” shows 140 objects made by students at the university’s predecessor, paired with work by current students.\nThe Furlong Gallery in the Applied Arts Building has opened its summer exhibition, Made at Porter, 1893–1937 , a show of 140 objects made by students of the Porter Manual Training School and its successor, the Wesconsin Polytechnic Institute at Porter. It runs through August 22 and is free.\nMost of the objects come from the university’s own collections , where many sat in labeled boxes in the basement of Halvorsen Library for decades. Others were lent by about 30 Porter Falls families who answered a call last fall for “anything Grandpa made in shop class.”\nHighlights\nA complete set of 1902 joinery exercises — 24 wooden joints, each graded in pencil, three marked “do over”\nForged iron hooks, hinges and a fireplace set made in the original Founders Hall smithy\nMechanical drawing plates from 1911 to 1936, showing how drafting standards changed in a single classroom\nSewing samplers and a 1924 tailored wool coat from the domestic arts program\nA 1931 wooden pattern for a lathe pulley, alongside the cast-iron pulley poured from it\nEach historical piece is paired with a work by a current Porter student in the same discipline — a 1902 dovetail beside a CNC-cut furniture joint, a hand-drawn gear beside an apparel student’s laser-cut pattern pieces — selected by a six-student curatorial team.\n“People expect these to be quaint. Then they look at the tolerances on a joint cut by a fourteen-year-old in 1902 with hand tools and they go quiet. The students curating this show certainly did.”\n— Lise Brekke, director of the Furlong Gallery\nSummer hours are Tuesday through Saturday, 11 a.m. to 5 p.m. A gallery talk on the manual training movement runs July 18 at 2 p.m. The show is part of the Furlong Gallery and University Collections program; the fall and spring lineup is on the 2026–27 exhibitions page, and the school’s early years are covered in the university’s history .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nTheatre Program Announces a Season Built Around Work Made in Wesconsin\nArts Season Brings 64 Concerts, Plays and Exhibitions to Campus in 2026–27\nNew Musical About the Week Porter Falls Waited for Its First Train Gets a Staged Reading Saturday\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/geothermal-north-campus.html", "title": "North Campus Housing Will Be Heated and Cooled by a Geothermal Field", "description": "A borefield under the North Campus recreation lawn will replace gas boilers for four residence halls, cutting the university’s building emissions by an estimated nine percent.", "headings": [ "North Campus Housing Will Be Heated and Cooled by a Geothermal Field" ], "content": "Sustainability · November 18, 2025\nNorth Campus Housing Will Be Heated and Cooled by a Geothermal Field\nA borefield under the North Campus recreation lawn will replace gas boilers for four residence halls, cutting the university’s building emissions by an estimated nine percent.\nConstruction has begun on a geothermal borefield beneath the North Campus recreation lawn that will provide heating and cooling for four residence halls now served by natural-gas boilers. The project is the largest single step in the university’s plan to reach carbon-neutral operations by 2045.\nThe system uses roughly 180 boreholes drilled to about 500 feet, connected to heat pumps in each building. The recreation lawn is restored and reopens once drilling finishes; a small display near the field will show real-time energy data.\nThe university estimates the switch cuts campus building emissions by about nine percent and pays back its incremental cost in roughly twelve years through avoided fuel and lower maintenance. Funding combines a state efficiency grant, a federal clean-energy rebate, and the campus green revolving fund.\n“The engineering is proven. The hard part was scheduling drilling around move-in and finals. Students living above it will mostly notice that their rooms hold temperature better.”\n— director of facilities planning\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/geothermal-state-grant-north-campus.html", "title": "$5.2 Million State Grant Clears the Way for a Geothermal Field Under North Campus", "description": "Drilling for about 180 boreholes beneath the North Campus recreation lawn will start after move-in this fall, replacing gas boilers in four residence halls.", "headings": [ "$5.2 Million State Grant Clears the Way for a Geothermal Field Under North Campus" ], "content": "Sustainability · June 26, 2025\n$5.2 Million State Grant Clears the Way for a Geothermal Field Under North Campus\nDrilling for about 180 boreholes beneath the North Campus recreation lawn will start after move-in this fall, replacing gas boilers in four residence halls.\nThe state Energy Office has awarded UW–Porter Falls a $5.2 million efficiency grant to build a geothermal heating and cooling system for four North Campus residence halls. The award was the last piece of funding the project needed. The university says drilling will begin this fall, after move-in.\nThe design calls for about 180 boreholes, each roughly 500 feet deep, under the North Campus recreation lawn. Water circulating through closed loops in the boreholes picks up the ground’s steady temperature, about 48°F at that depth, and heat pumps in each building use it to heat in winter and cool in summer. The four halls are now heated by natural-gas boilers installed between 1967 and 1984. Two of those boilers have been patched more often than Facilities would like to say in print.\nHow the project is funded:\nState Energy Office efficiency grant: $5.2 million\nFederal clean-energy rebate, claimed after completion: an estimated $3.4 million\nCampus green revolving fund: $2.1 million, repaid from avoided gas and maintenance costs\nPlanned residence-hall maintenance funds already set aside for boiler replacement: $1.6 million\nFacilities estimates the system will cut the university’s building emissions by about 9 percent and pay back its added cost in about twelve years. Natural gas for heating is now the largest source of campus emissions, and the gas boilers are the hardest part of the 2045 carbon-neutrality goal described on sustainability tracking and carbon goals .\n“We have changed every light bulb and replaced every steam trap we could find. The next real step was always going to be to stop burning gas in the basements of four dorms. Now we have the money to do it.”\n— Hanna Lieberg, sustainability coordinator\nThe recreation lawn will be fenced from September until drilling is done, likely late spring. Intramural flag football and the fall involvement fair will move to the fields beside Millwright Stadium. The lawn will be regraded and reseeded afterward. A small display near the field will show real-time energy data once the system is running.\nEngineering students will help monitor the field’s performance through the Renewable Energy & Microgrid Lab . Residents of the affected halls will get a construction notice from Housing in August. Building information is on the residence halls page.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nNorth Campus Housing Will Be Heated and Cooled by a Geothermal Field\nThe Forge Will Send All Its Kitchen Scraps to a New Compost Pad at the University Farm\nStudent-Designed Fish Passage Opens on the Millrace, Ending a Century-Old Barrier\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/graduate-cohort-launch.html", "title": "First Cohort of the New M.S. in Cybersecurity Begins Classes", "description": "Nineteen working security professionals make up the inaugural cohort of the evening graduate program, three years after it was first proposed.", "headings": [ "First Cohort of the New M.S. in Cybersecurity Begins Classes", "Take the next step." ], "content": "Academics · September 6, 2026\nFirst Cohort of the New M.S. in Cybersecurity Begins Classes\nNineteen working security professionals make up the inaugural cohort of the evening graduate program, three years after it was first proposed.\nNineteen students met for the first session of the new M.S. in Cybersecurity Monday evening, the inaugural cohort of a program the College of Computing & Information Sciences first proposed three years ago.\nAll nineteen are working security professionals continuing full time, a design constraint that shaped the entire program: every course meets one evening a week, and the capstone is built around a security assessment at the student's own employer.\n“We turned away qualified applicants in year one because we capped the cohort at twenty,” said the program's director. “That is a good problem, and next year's cohort will probably be larger.”\nMore news\nCareer Fair Draws Record 140 Employers\nUniversity Signs Ten-Year Workforce Pipeline Agreement With Three Regional Manufacturers\nFall Enrollment Reaches 8,412, a Nine-Year High\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nCybersecurity (B.S.)\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/habitat-chapter-25th-house.html", "title": "Campus Habitat Chapter Hands Over the Keys to Its 25th House", "description": "Student volunteers logged about 3,900 hours on a three-bedroom house in Cedar Bluff, and the construction management program ran it as a live jobsite.", "headings": [ "Campus Habitat Chapter Hands Over the Keys to Its 25th House" ], "content": "Students · December 4, 2024\nCampus Habitat Chapter Hands Over the Keys to Its 25th House\nStudent volunteers logged about 3,900 hours on a three-bedroom house in Cedar Bluff, and the construction management program ran it as a live jobsite.\nOn Saturday, the campus chapter of Habitat for Humanity handed the keys to a three-bedroom house on Alder Street in Cedar Bluff to a family of four. It is the chapter’s 25th house since it was founded in 1999 and the first it has built from the foundation up in a single academic year.\nThe build started in March, when the foundation was poured, and went on through the summer and fall. About 280 different students worked on it, along with faculty, staff and a dozen alumni who drove in for weekend shifts. The chapter kept a count of 3,912 volunteer hours. That figure leaves out the time the homeowners themselves put in, about 300 hours of the “sweat equity” every Habitat family contributes.\nThis year the construction management program treated the house as a teaching jobsite. Seniors in the project-scheduling course built the master schedule and ran weekly coordination meetings with the local Habitat affiliate’s site supervisor. Students in the estimating course priced every phase and tracked actual costs against the estimate. The house came in about 4 percent under budget, mainly because the framing crew wasted less lumber than the estimate allowed for.\n“We had a 47-page schedule and it was wrong by the second week, because it rained for nine days. That was the most useful thing that happened all year. Now I know what to do when the schedule is wrong, which is always.”\n— Mariah Stenvik, chapter president and a senior in construction management from Lake City\nSome milestones from the chapter’s 25 years:\nHouses in Porter Falls, Cedar Bluff and three other Porter County towns\nAn estimated 61,000 volunteer hours since 1999\nFour houses built entirely during spring breaks, before the chapter switched to year-round builds in 2016\nThe chapter meets Wednesdays at 7 p.m. in Founders Union and welcomes students in any major; no construction experience is required, and the safety training is free. More is on the chapter page , and other service opportunities are on volunteer on campus .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nCity, County Transit and University Sign a Five-Year Porter Loop Agreement\nMore Than 600 Volunteers Spend MLK Day at 34 Sites Around Porter Falls\nMillrace Week Foundry Pour Turns the Old Sluice Gate Into 360 Trout Trivets\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/honors-college-expansion.html", "title": "Honors College Doubles in Size, Drops the Separate Application", "description": "Any admitted student who meets the threshold is now invited automatically; honors sections expand from 40 to 90 per year.", "headings": [ "Honors College Doubles in Size, Drops the Separate Application" ], "content": "Academics · October 28, 2025\nHonors College Doubles in Size, Drops the Separate Application\nAny admitted student who meets the threshold is now invited automatically; honors sections expand from 40 to 90 per year.\nThe Honors College has eliminated its separate application. Beginning with fall 2026 admissions, every admitted first-year student whose record meets a published threshold receives an automatic invitation, and any enrolled student can petition to join after one strong semester.\nThe change roughly doubles honors enrollment, from about 40 to 90 students per entering class. The college is adding honors sections of high-demand first- and second-year courses rather than creating a parallel curriculum, and it is expanding its undergraduate-research stipend pool to match.\n“A separate application was a filter that mostly caught students who already knew how to work the system. We would rather invite broadly and let the work sort it out.”\n— honors dean\nHonors students complete a thesis or applied project, take a set number of honors-designated courses, and get priority registration. The residential honors floor in Red Cedar Hall remains, with more beds added.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/ironclad-giving-day-2025-results.html", "title": "Second Ironclad Giving Day Raises $903,850 From 3,206 Donors", "description": "The 1,893-minute campaign beat last year’s first run by 48 percent, and the student emergency fund drew more individual gifts than any other fund for the first time.", "headings": [ "Second Ironclad Giving Day Raises $903,850 From 3,206 Donors" ], "content": "Alumni · April 9, 2025\nSecond Ironclad Giving Day Raises $903,850 From 3,206 Donors\nThe 1,893-minute campaign beat last year’s first run by 48 percent, and the student emergency fund drew more individual gifts than any other fund for the first time.\nThe second Ironclad Giving Day closed at 7:33 a.m. Wednesday with $903,850 raised from 3,206 donors. The first, last April, raised $611,200 from 2,390 donors, so this year’s total is up 48 percent. The campaign runs for 1,893 minutes, one for each year since the Porter Manual Training School opened. It began at midnight Tuesday.\nDonors could give to any of 104 funds. The student emergency fund , which pays for sudden costs like a car repair or a lost paycheck, drew 871 individual gifts, more than any other fund. Last year that distinction went to general scholarships. The largest dollar total, $148,300, went to the simulation hospital equipment fund. That money closes most of the remaining gap on the Health Sciences Center project now under construction, and $50,000 of it came from a challenge gift by nursing graduates of the 1990s, who matched every nursing gift made between 6 and 9 p.m.\nWhere the money went:\nScholarships: $296,400 across 37 named and general funds\nLabs and equipment, led by the simulation hospital: $221,750\nStudent support (emergency fund, food pantry, First-Generation Student Center): $139,200\nAthletics and club sports: $162,900\nUnrestricted and other: $83,600\nEighteen student volunteers ran a phone and text bank from the Welcome Center through the night. The cross-country team ran a lap of campus every time the total crossed another $50,000. Starting from midnight, that came to 18 laps, the last at 6:51 a.m. by three runners the team describes as “the ones who were awake.”\n“Last year we were not sure anyone would notice a giving day. This year 488 people gave to Porter for the first time in their lives, and most of them graduated in the last ten years. I will take that over any single big check.”\n— Hollis Vang, Director of Advancement & Alumni Relations\nGifts are receipted within ten business days. Donors who want to change a fund designation can call the UW–Porter Falls Foundation at (715) 555–0177. Current priorities are on the giving priorities page, and the give page is open the other 364 days of the year.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nIronclad Giving Day Raises $1.18 Million From 3,947 Donors in 24 Hours\nWork Begins on a Full-Floor Simulation Hospital in the Health Sciences Center\nThree Graduates Receive Distinguished Alumni Awards at Millrace Week Dinner\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/ironclad-giving-day-2026-results.html", "title": "Ironclad Giving Day Raises $1.18 Million From 3,947 Donors in 24 Hours", "description": "The third Ironclad Giving Day beat last year’s total by 31 percent, with the student emergency fund drawing the most individual gifts for the second year running.", "headings": [ "Ironclad Giving Day Raises $1.18 Million From 3,947 Donors in 24 Hours" ], "content": "Alumni · April 8, 2026\nIronclad Giving Day Raises $1.18 Million From 3,947 Donors in 24 Hours\nThe third Ironclad Giving Day beat last year’s total by 31 percent, with the student emergency fund drawing the most individual gifts for the second year running.\nThe third annual Ironclad Giving Day closed at 7:33 a.m. Wednesday with $1,184,320 raised from 3,947 donors, a 31 percent increase over the 2025 total and the first time the 1,893-minute campaign has cleared $1 million. Gifts came from all 50 states and eleven countries, and 612 donors were giving to UW–Porter Falls for the first time.\nDonors could direct money to any of 118 funds, from scholarships to club sports. The student emergency fund , which covers sudden costs such as a car repair or a lost paycheck, again drew the most individual gifts (1,064), while the largest dollar total went to the manufacturing engineering equipment fund, boosted by a $75,000 challenge from a group of 1980s graduates who matched every gift made between 6 and 9 p.m.\nWhere the money went\nScholarships: $402,600 across 41 named and general funds\nStudent support (emergency fund, food pantry , First-Generation Student Center): $188,950\nLabs and equipment: $236,400\nAthletics and club sports: $214,700, led by softball and wrestling\nUnrestricted and other: $141,670\nTwenty-two student volunteers staffed a phone and text bank in the Welcome Center through the night, fueled by what the Foundation described as “a regrettable quantity” of pizza from a Depot District restaurant. The cross-country team ran a relay lap of campus every hour the total crossed a $50,000 mark; they ran 23 laps.\n“The number people will remember is the million. The number I care about is the 612 first-time donors, most of them graduates from the last ten years. That is the next generation of people who will keep this place going.”\n— Hollis Vang, director of Advancement & Alumni Relations\nGifts made on Giving Day are receipted within ten business days. Donors who want to change a fund designation can contact the UW–Porter Falls Foundation at (715) 555–0177. A full list of funds and current priorities is on the giving priorities page, and the give page stays open the other 364 days of the year.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nAlumni Couple Endows Scholarship Covering Full Tuition for Twelve Manufacturing Students a Year\nFirst-Generation Student Center Marks 500th Student Served\nSecond Ironclad Giving Day Raises $903,850 From 3,206 Donors\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/ironclads-join-new-conference.html", "title": "Ironclad Athletics Will Move to the Great Lakes Intercollegiate Conference in 2027", "description": "The move shortens road trips for most teams and aligns competition with universities of similar size and mission.", "headings": [ "Ironclad Athletics Will Move to the Great Lakes Intercollegiate Conference in 2027" ], "content": "Athletics · November 6, 2025\nIronclad Athletics Will Move to the Great Lakes Intercollegiate Conference in 2027\nThe move shortens road trips for most teams and aligns competition with universities of similar size and mission.\nUW–Porter Falls’s varsity programs will leave their current conference for the Great Lakes Intercollegiate Conference beginning in the 2027–28 season, the athletics department announced. The new conference groups regional Division III universities of comparable enrollment and a shared academics-first philosophy.\nThe most concrete effect is travel: the median road trip for Ironclad teams drops from about 240 miles to about 130, cutting missed class time and overnight costs. Six of the nine other conference members are within a three-hour drive.\n“Our student-athletes are students first, and every hour on a bus is an hour not in a lab or a study group. This move gives them that time back.”\n— athletic director\nThe transition year is 2026–27, during which teams honor existing scheduling commitments. Conference tournament sites and the academic-support reciprocity agreement are still being finalized.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/ironclads-season-opener.html", "title": "Ironclads Open Season With 27–13 Win Over Eau Pleine", "description": "A season-opening win over the Eau Pleine Loggers in front of 3,800 fans at Ironclad Stadium.", "headings": [ "Ironclads Open Season With 27–13 Win Over Eau Pleine", "Take the next step." ], "content": "Athletics · August 28, 2026\nIronclads Open Season With 27–13 Win Over Eau Pleine\nA season-opening win over the Eau Pleine Loggers in front of 3,800 fans at Ironclad Stadium.\nThe Ironclads opened the 2026 football season with a 27–13 win over the Eau Pleine Loggers Friday night, in front of 3,800 fans at Ironclad Stadium — the largest season-opener crowd in six years.\nPorter's defense forced three turnovers in the second half after trailing 13–10 at the break. Head coach called it “a game we needed to be uncomfortable to win, and we were plenty uncomfortable.”\nThe Ironclads host Chippewa Valley State for the annual Forge Bowl rivalry game on October 17.\nMore news\nCareer Fair Draws Record 140 Employers\nUniversity Signs Ten-Year Workforce Pipeline Agreement With Three Regional Manufacturers\nFall Enrollment Reaches 8,412, a Nine-Year High\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/ironclads-volleyball-streak.html", "title": "Volleyball Opens Season Ranked in Conference Preseason Poll for First Time in Program History", "description": "The Ironclads enter the season No. 4 in the Wesconsin Collegiate Athletic Conference preseason poll.", "headings": [ "Volleyball Opens Season Ranked in Conference Preseason Poll for First Time in Program History", "Take the next step." ], "content": "Athletics · August 20, 2026\nVolleyball Opens Season Ranked in Conference Preseason Poll for First Time in Program History\nThe Ironclads enter the season No. 4 in the Wesconsin Collegiate Athletic Conference preseason poll.\nUW–Porter Falls volleyball enters the 2026 season ranked No. 4 in the Wesconsin Collegiate Athletic Conference preseason poll, the program's first-ever preseason ranking since joining the conference.\nThe Ironclads return four starters from last year's 22-9 squad, which fell in the conference semifinal. Season opener is September 5 at Ironclad Fieldhouse against Eau Pleine.\nMore news\nCareer Fair Draws Record 140 Employers\nUniversity Signs Ten-Year Workforce Pipeline Agreement With Three Regional Manufacturers\nFall Enrollment Reaches 8,412, a Nine-Year High\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/library-24-hour-zone.html", "title": "Halvorsen Library Adds a Permanent 24-Hour Study Zone", "description": "A card-access wing with power, printing, and a small café case will stay open around the clock during the semester.", "headings": [ "Halvorsen Library Adds a Permanent 24-Hour Study Zone" ], "content": "Campus · July 9, 2026\nHalvorsen Library Adds a Permanent 24-Hour Study Zone\nA card-access wing with power, printing, and a small café case will stay open around the clock during the semester.\nHalvorsen Library has converted its ground-floor east wing into a permanent 24-hour study zone, accessible by student ID card whenever the rest of the building is closed. The zone has individual and group seating, ample power, a printing station, vending, a refrigerated café case, and a staffed security desk overnight.\nThe library previously extended to 24 hours only during the two weeks before finals. Usage data from those weeks, and a student government survey, made the case for a year-round option, particularly for commuter students, parents, and students working evening jobs.\n“The building has always been the one place on campus that belongs equally to everyone. Making a piece of it always open is just following through on that.”\n— library dean\nThe rest of the library keeps its normal semester hours. The 24-hour zone closes during breaks.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/library-fourth-floor-renovation-begins.html", "title": "Halvorsen Library’s Fourth Floor Closes for a Year-Long Renovation", "description": "Closed stacks will become group-study rooms, a quiet reading room and a small gallery; the books nobody has checked out in a decade are going to shared storage.", "headings": [ "Halvorsen Library’s Fourth Floor Closes for a Year-Long Renovation" ], "content": "Campus · May 21, 2025\nHalvorsen Library’s Fourth Floor Closes for a Year-Long Renovation\nClosed stacks will become group-study rooms, a quiet reading room and a small gallery; the books nobody has checked out in a decade are going to shared storage.\nThe fourth floor of Halvorsen Library closed Monday for a renovation scheduled to last about a year. When it reopens in spring 2026, the floor’s closed stacks will have been replaced by 14 bookable group-study rooms, a quiet reading room where talking is not allowed, and a small gallery for student and faculty work.\nThe fourth floor has held lightly used print collections since the library opened. Library staff checked circulation records for the floor and found that fewer than 1 percent of last year’s checkouts came from it. During finals week, meanwhile, every group room on the other three floors was booked solid by 8 a.m.\nAbout 112,000 volumes will move to a shared regional storage facility used by several Wesconsin libraries. Anything stored there can still be requested through the catalog and will arrive at the circulation desk within two business days. Faculty can ask for chapter scans instead, which usually arrive within a day. Titles that the library is the only Wesconsin holder of will stay on campus in compact shelving on the lower level.\n“Nobody is throwing books away. We are moving the books nobody has opened since 2009 to a place where they are perfectly safe and two days away, and giving the space to the students who are sitting on the floor of the second-floor hallway because there is nowhere else to work.”\n— Dr. Peder Moen, Dean of Libraries\nWhat to expect while the floor is closed:\nThe fourth-floor stairwell doors will be locked, and the elevator will skip the floor.\nSix temporary group rooms will open in Founders Union, rooms 210–215, bookable through the library’s room system.\nConstruction noise is limited to before 10 a.m. and after 10 p.m. during the fall semester, and to normal hours during breaks.\nInterlibrary loan and storage requests continue as usual through interlibrary loan .\nThe project costs $2.3 million. It is paid for by the state’s campus maintenance program and a gift from the family of a 1968 graduate, who asked that the quiet room be “actually quiet.” Library staff say they intend to enforce that.\nServices, hours and room booking are on the library services page.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nHalvorsen Library Opens a Seed Library in Its Old Card Catalog\nHalvorsen Library’s Fourth Floor Reopens After a Year-Long Renovation\nFall Enrollment Rises to 7,702, a Second Straight Year of Growth\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/library-fourth-floor-renovation.html", "title": "Halvorsen Library’s Fourth Floor Reopens After a Year-Long Renovation", "description": "The former closed-stack floor is now a mix of bookable group rooms, a quiet-only reading room, and a small gallery space.", "headings": [ "Halvorsen Library’s Fourth Floor Reopens After a Year-Long Renovation" ], "content": "Campus · May 6, 2026\nHalvorsen Library’s Fourth Floor Reopens After a Year-Long Renovation\nThe former closed-stack floor is now a mix of bookable group rooms, a quiet-only reading room, and a small gallery space.\nHalvorsen Library has reopened its fourth floor after a year-long renovation that converted underused closed stacks into fourteen bookable group-study rooms, a strictly enforced quiet reading room, and a rotating gallery space for student and faculty work.\nThe renovation relocated the lowest-circulation portion of the print collection to a shared regional storage facility, retrievable within two business days on request. Library staff say fewer than one percent of annual circulation came from the material that moved.\n“We were storing books nobody had touched in a decade in the same square footage students were fighting over for group project space. This was not a hard call.”\n— dean of libraries\nThe gallery space debuts this month with a show of senior capstone work from the College of Arts, Communication & Design, and will rotate roughly each semester.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/library-seed-library-card-catalog.html", "title": "Halvorsen Library Opens a Seed Library in Its Old Card Catalog", "description": "Sixty oak drawers that last held catalog cards in 1998 now hold 140 varieties of vegetable, herb and prairie seed, free to anyone with a Porter Card or a public library card.", "headings": [ "Halvorsen Library Opens a Seed Library in Its Old Card Catalog" ], "content": "Campus · January 22, 2025\nHalvorsen Library Opens a Seed Library in Its Old Card Catalog\nSixty oak drawers that last held catalog cards in 1998 now hold 140 varieties of vegetable, herb and prairie seed, free to anyone with a Porter Card or a public library card.\nHalvorsen Library has a new collection on its main floor, and it can’t be renewed. A seed library opened Tuesday in the library’s 1962 oak card catalog. The cabinet had stood in a back hallway, empty, since the online catalog replaced it in 1998.\nThe 60 drawers now hold 140 varieties of seed, filed by plant family the way the drawers once held cards by subject. About two-thirds of the stock was saved from plots at the University Farm and the campus garden . The rest was donated by a Porter County seed company and by members of the gardening club , who spent December packing envelopes.\n“We kept that cabinet for twenty-six years because nobody could bear to throw it out, and nobody could think of a use for it. It turns out a seed packet is almost exactly the size of a catalog card. Somebody in 1962 planned better than they knew.”\n— Marta Kowalczyk, head of research and outreach services, Halvorsen Library\nHow it works:\nAnyone with a Porter Card or a Porter Falls Public Library card can take up to six packets per visit, at no charge.\nPackets are labeled with days to maturity, spacing and whether the plant is a good candidate for saving seed.\nReturning seed is encouraged but optional. The library’s honest assessment is that a borrowed tomato seed is rarely returned as a tomato seed.\nThe prairie drawer (little bluestem, wild bergamot, purple coneflower and 14 others) is meant for yards and rain gardens, and comes with a planting sheet from the environmental science department.\nThe seed library is open whenever the main floor is, which during the semester is 7:30 a.m. to midnight on weekdays. Three free workshops on seed starting and saving will run in the library classroom on Tuesday evenings in February and March, co-taught by farm staff and student gardeners.\nThe catalog cabinet still has its original brass drawer pulls and, in drawer 41, a single surviving card for a 1954 book on soil chemistry. Staff have decided to leave it there. Hours and other services are on the Halvorsen Library page.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nHalvorsen Library’s Fourth Floor Closes for a Year-Long Renovation\nUniversity Farm’s Student-Run CSA Sells Out All 240 Shares\nFall Enrollment Rises to 7,702, a Second Straight Year of Growth\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/lifelong-learning-fall-catalog-2026.html", "title": "Porter Lifelong Learning Institute Posts a Fall Catalog of 46 Courses for Adults 50 and Over", "description": "Registration opens August 24 for courses from river birding to beginning welding; membership stays at $70 a year.", "headings": [ "Porter Lifelong Learning Institute Posts a Fall Catalog of 46 Courses for Adults 50 and Over" ], "content": "Community · August 12, 2026\nPorter Lifelong Learning Institute Posts a Fall Catalog of 46 Courses for Adults 50 and Over\nRegistration opens August 24 for courses from river birding to beginning welding; membership stays at $70 a year.\nThe Porter Lifelong Learning Institute has released its fall 2026 catalog: 46 non-credit courses for adults 50 and older, taught by Porter faculty, retired faculty, and community members with something worth teaching. Courses run September 14 through November 20, with no tests, no grades and, the catalog notes, “no group projects unless you want one.”\nThe institute had 634 members last year, up from about 400 in 2022. Membership costs $70 a year (August through July) and includes as many courses as a member wants to take, plus a Porter Card for library borrowing and free entry to regular-season home athletic events.\nNew this fall\nRunning Water: a four-week course with Dr. Martin Ekdahl on his new history of the Millrace\nBeginning Welding: two sections of eight in the welding lab, which will fill in minutes and has been capped at one section per member\nBirds of the Porter River: four Saturday-morning walks on the Riverfront Trail\nYour Phone, Explained: a five-week course taught by student volunteers from the computing college\nUsing AI Tools Without Getting Fooled: what chatbots are good at, what they make up, and how to tell\nReading the Farm Bill: a policy course with a retired county extension agent\nReturning favorites include Great Decisions, the watercolor studio, and the Wednesday lecture series, which is open to the public and held at the Porter Falls Public Library.\n“Our members have run farms, factories, classrooms and households. Half of them could teach the course they signed up for. That is why we keep asking them to.”\n— Bev Hartung, coordinator, Porter Lifelong Learning Institute\nMost courses meet in Commerce Hall, where parking in the adjacent lot is free for members with a permit hangtag. Registration opens at 9 a.m. on August 24 online or by phone at (715) 555–0214. Other ways for neighbors to use the campus — the public library partnership , lectures and volunteering — are collected on the for the community page and the distinguished lecture series page.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nHistory Professor’s Sabbatical Book Traces How the Millrace Built, and Nearly Sank, Porter Falls\nSummer Youth Camps Fill a Record 1,284 Seats, With Waitlists for Robotics and Scrubs Camp\nCity, County Transit and University Sign a Five-Year Porter Loop Agreement\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/lindqvist-professorship-manufacturing-systems.html", "title": "Alumni Couple’s $2.5 Million Gift Creates an Endowed Professorship in Manufacturing Systems", "description": "Ruth and Gary Lindqvist, who built a Porter County machining company, fund the university’s ninth endowed professorship; Dr. Imani Castellanos is the first holder.", "headings": [ "Alumni Couple’s $2.5 Million Gift Creates an Endowed Professorship in Manufacturing Systems" ], "content": "Alumni · May 21, 2026\nAlumni Couple’s $2.5 Million Gift Creates an Endowed Professorship in Manufacturing Systems\nRuth and Gary Lindqvist, who built a Porter County machining company, fund the university’s ninth endowed professorship; Dr. Imani Castellanos is the first holder.\nRuth Lindqvist (’79, industrial technology) and Gary Lindqvist (’78, manufacturing engineering) have given $2.5 million to establish the Lindqvist Family Professorship in Manufacturing Systems, the ninth endowed professorship at UW–Porter Falls and the first in the College of Engineering & Technology since 2014.\nThe Lindqvists founded a precision machining shop in a rented pole barn outside Porter Falls in 1983. It now employs about 140 people making hydraulic and agricultural components, and has hired more than 60 Porter graduates over four decades, including the company’s current president. The couple stepped back from day-to-day management in 2022.\nThe endowment is expected to pay out about $112,000 a year. Under the gift agreement, roughly half supports the professor’s salary and the rest funds paid undergraduate research assistants, equipment and an annual summer workshop for engineers from small regional manufacturers.\nThe first Lindqvist Professor\nDr. Imani Castellanos, professor in the Department of Manufacturing & Industrial Engineering , will hold the professorship for an initial five-year term beginning July 1. Castellanos joined Porter in 2013 after nine years as a plant engineer and has led the department’s work on low-cost automation for shops with fewer than 50 employees — the kind of company, she notes, that cannot hire a robotics integrator but can hire a Porter intern.\n“We were the kind of shop she studies. In 1985 we could not afford anybody who knew more than we did. Somebody from Porter answered the phone anyway. This is us answering it for the next one.”\n— Gary Lindqvist, class of 1978\n“An endowed professorship is the most durable thing a university can be given. It outlasts buildings and budgets. This one will be paying for students in a lab long after all of us are gone.”\n— Dr. Bjorn Halvorsen, provost\nInformation about endowed positions and other naming opportunities is available from University Advancement ; current fundraising needs are listed on the giving priorities page.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nAlumni Couple Endows Scholarship Covering Full Tuition for Twelve Manufacturing Students a Year\nIronclad Giving Day Raises $1.18 Million From 3,947 Donors in 24 Hours\nSecond Ironclad Giving Day Raises $903,850 From 3,206 Donors\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/makerspace-24-7.html", "title": "Forge Makerspace Goes to Extended Hours and Adds a Textiles Bay", "description": "The open-access fabrication shop now stays open until 2 a.m. on weeknights and has added industrial sewing and a heat press.", "headings": [ "Forge Makerspace Goes to Extended Hours and Adds a Textiles Bay" ], "content": "Campus · September 9, 2026\nForge Makerspace Goes to Extended Hours and Adds a Textiles Bay\nThe open-access fabrication shop now stays open until 2 a.m. on weeknights and has added industrial sewing and a heat press.\nThe Forge, the university’s open-access makerspace, has extended its hours to 2 a.m. on weeknights and added a textiles bay with industrial and domestic sewing machines, a serger, a heat press, and a vinyl cutter. The space is open to any student after a short safety orientation, with a hands-on certification required for the laser cutters, CNC router, and power tools.\nStaff say demand outgrew the daytime schedule, especially near project deadlines, and that requests for soft-goods equipment had been rising from apparel design, theatre, and engineering students building prototypes that involve fabric.\n“A gear enclosure and a costume and a drone payload cover all use the same skills. It made no sense to send the fabric people somewhere else.”\n— makerspace manager\nConsumables are sold at cost; there is no charge for using the space or the machines. Trained student mentors staff the floor during open hours.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/manufacturing-partnership.html", "title": "University Signs Ten-Year Workforce Pipeline Agreement With Three Regional Manufacturers", "description": "Graduates of five engineering and applied-technical programs will have a guaranteed interview under a new regional partnership announced Tuesday.", "headings": [ "University Signs Ten-Year Workforce Pipeline Agreement With Three Regional Manufacturers", "Take the next step." ], "content": "Academics · September 2, 2026\nUniversity Signs Ten-Year Workforce Pipeline Agreement With Three Regional Manufacturers\nGraduates of five engineering and applied-technical programs will have a guaranteed interview under a new regional partnership announced Tuesday.\nUW–Porter Falls signed a ten-year workforce agreement Tuesday with three of the region's largest manufacturers, guaranteeing a first-round interview to graduates of five programs: Mechanical Engineering, Industrial & Manufacturing Engineering, Engineering Technology, the CNC Machining certificate and the Welding Technology certificate.\n“We have been hiring from Porter informally for twenty years,” said one of the participating employers at the signing. “This just makes it official and gives us a seat at the table when the curriculum changes.”\nUnder the agreement, the three companies will also fund four new pieces of shop equipment annually and host a rotating slate of guest lecturers. The College of Engineering & Technology says it expects the arrangement to expand its co-op placement rate, already at 97 percent, further still.\nContact: Office of University Communications,\nnews@uwporterfalls.edu\nMore news\nCareer Fair Draws Record 140 Employers\nFall Enrollment Reaches 8,412, a Nine-Year High\n$2.4 Million Federal Grant Funds New Advanced Manufacturing Lab\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nCNC Machining (Certificate)\nWelding Technology (Certificate)\nEngineering Technology (B.S.)\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/millrace-fish-passage-opens.html", "title": "Student-Designed Fish Passage Opens on the Millrace, Ending a Century-Old Barrier", "description": "A 120-foot roughened channel beside the old dam drop gives brook trout a way upstream for the first time since 1920.", "headings": [ "Student-Designed Fish Passage Opens on the Millrace, Ending a Century-Old Barrier" ], "content": "Sustainability · October 8, 2024\nStudent-Designed Fish Passage Opens on the Millrace, Ending a Century-Old Barrier\nA 120-foot roughened channel beside the old dam drop gives brook trout a way upstream for the first time since 1920.\nThe Millrace Fish Passage opened Monday afternoon with a ribbon cut by the civil engineering alumna who led the student team that designed it. The passage is a 120-foot roughened channel that runs beside the four-foot drop at the Millrace outlet. It climbs at a 3 percent slope through a series of engineered riffles and resting pools, so fish can make their way up in short steps.\nNothing has been able to swim up that drop since the mill dam came out in 1920. Brook trout have held on in the Porter River below the outlet, but the cold, shaded upper Millrace has been out of their reach for a hundred years.\nThe design began as a Civil Engineering capstone in fall 2022. A five-student team led by Abby Sorensen ’23 modeled the channel for two semesters, built a 1:10 scale version in the hydraulics lab and presented it to a joint city–county committee in April 2023. The state natural resources agency did the heavy earthwork. The university’s fabrication lab built the steel forms and monitoring brackets.\n“For two years this was a spreadsheet and a model in a plastic tub. Today I watched water go down it. I am told the fish will be along in the spring, which is when fish do things, apparently.”\n— Abby Sorensen ’23, now a water-resources engineer in Lake City\nThe $380,000 cost was shared three ways:\nState habitat grant: 60 percent\nUW–Porter Falls: 25 percent\nPorter River Riverkeepers: 15 percent, raised mostly through a pancake breakfast and a raffle the group says “got out of hand”\nThe passage will be monitored by students in the Riverwatch program run by the Freshwater & Watershed Laboratory . Since August, Riverwatch crews have implanted small transponder tags in brook trout below the outlet. Antennas at Station 3, below the passage, and Station 7, above it, will record any tagged fish that make the climb during spawning season next spring.\nDr. Henrik Moe, associate professor of environmental science, said the passage is only half the job. “Trout need cold water, and cold water needs shade,” he said. The Riparian Corridor Project has planted about 1,900 native trees and shrubs along the main stem since 2023 and plans another 1,300 by the end of next year.\nVisitors can see the passage from the Millrace Loop of the Riverfront Trail, just past the historic footbridge. Advice on where to walk, and where not to wade, is on The Millrace and Porter River . Station data is posted on the river and Millrace ecology page.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nMillrace Week Foundry Pour Turns the Old Sluice Gate Into 360 Trout Trivets\n$1.84 Million Federal Award Extends River Monitoring Network Upstream Into Farm Country\nThe Forge Will Send All Its Kitchen Scraps to a New Compost Pad at the University Farm\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/millrace-follies-staged-reading.html", "title": "New Musical About the Week Porter Falls Waited for Its First Train Gets a Staged Reading Saturday", "description": "“The Millrace Follies of 1911,” by an alumna and a composition professor, will be read with scripts in hand, a piano and a borrowed steam whistle.", "headings": [ "New Musical About the Week Porter Falls Waited for Its First Train Gets a Staged Reading Saturday" ], "content": "Arts · February 27, 2025\nNew Musical About the Week Porter Falls Waited for Its First Train Gets a Staged Reading Saturday\n“The Millrace Follies of 1911,” by an alumna and a composition professor, will be read with scripts in hand, a piano and a borrowed steam whistle.\nA new musical comedy about Porter Falls in the summer of 1911 will have its first public reading on Saturday, March 1, at 7 p.m. in the studio theatre of the Applied Arts Building . Admission is free, and seating is first come, first served.\nThe Millrace Follies of 1911 takes place in the week before the first passenger train is due at the town’s new brick depot, the building that now houses the Welcome Center . A spring flood washes out the trestle at Cedar Bluff. What follows involves a stationmaster who has never seen a train arrive, a lumber heiress who would like very much to leave on one, a Porter Manual Training School student who believes his class can rebuild the trestle, and a town band that knows exactly two songs.\nThe book and lyrics are by Dana Marchetti ’09, a Porter alumna who teaches high school drama. The music is by Peter Trombley , assistant professor of theory and composition. The score uses ragtime, marches, a barbershop quartet and one very sincere ballad sung to a steam whistle.\n“I grew up hearing that the whole town turned out for that first train, and then I found the newspaper from the week before, and it was chaos. Nobody knew if it would come. That is a musical. That was always a musical.”\n— Dana Marchetti ’09, book and lyrics\nA staged reading is a show in an early form. Fourteen student and community actors will perform with scripts on music stands, Trombley will play piano, and the stage directions will be read aloud. The steam whistle is on loan from a Porter County railroad museum and has been tested once, briefly, outdoors.\nAfter the reading, the writers will stay for a talkback. Audience members will get a one-page feedback form asking which songs they remember, where they got bored and whether the ending lands. Marchetti and Trombley plan to revise the script over the next year and hope it will reach a full production.\nThe reading is presented by the Department of Music & Theatre . The running time is about two hours with one intermission. Students who want to work on new plays can find related courses under theatre .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nTheatre Program Announces a Season Built Around Work Made in Wesconsin\nHalvorsen Library Opens a Seed Library in Its Old Card Catalog\nWinter Drama “The Salt Year” Opens Thursday on a Stage Covered in Road Salt\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/millrace-week-2026-schedule.html", "title": "Millrace Week Schedule Released: Foundry Pour Thursday, Forge Bowl and Fireworks Saturday", "description": "Homecoming runs October 11–17 with the Ring of Iron at dusk Friday and reunions for the classes of 1976, 2001 and 2016.", "headings": [ "Millrace Week Schedule Released: Foundry Pour Thursday, Forge Bowl and Fireworks Saturday" ], "content": "Campus · October 1, 2026\nMillrace Week Schedule Released: Foundry Pour Thursday, Forge Bowl and Fireworks Saturday\nHomecoming runs October 11–17 with the Ring of Iron at dusk Friday and reunions for the classes of 1976, 2001 and 2016.\nThe student Millrace Week committee and the Office of Alumni Relations have released the schedule for Millrace Week 2026, the university’s homecoming, which runs Sunday, October 11, through Saturday, October 17. The week ends with the Forge Bowl against Chippewa Valley State and fireworks over the quad.\nSun., Oct. 11 — Event: 2026 button release (first 1,000 free); Where and when: Founders Union, 11 a.m.\nMon., Oct. 12 — Event: Residence hall banner judging; Where and when: The quad, 4 p.m.\nTue., Oct. 13 — Event: Millrace Week trivia night; Where and when: Founders Union ballroom, 7 p.m.\nWed., Oct. 14 — Event: Cardboard boat regatta; Where and when: Forge Recreation Center pool, 6 p.m.\nThu., Oct. 15 — Event: Foundry pour, open to the public; Where and when: Founders Hall high bay, 6:30 p.m.\nFri., Oct. 16 — Event: Ring of Iron (seniors); pep rally; Where and when: Founders Hall cornerstone at dusk (about 6:15 p.m.); Ironclad Fieldhouse, 8 p.m.\nSat., Oct. 17 — Event: Alumni 5K; Where and when: Riverfront Trail, from Millwright Stadium, 8 a.m.\nSat., Oct. 17 — Event: Homecoming parade; Where and when: Founders Drive, 10:30 a.m.\nSat., Oct. 17 — Event: Forge Bowl vs. Chippewa Valley State; Where and when: Millwright Stadium, 1 p.m.\nSat., Oct. 17 — Event: Fireworks over the quad; Where and when: 7:30 p.m.\nThe parade has 58 registered entries so far, including the Alumni Band, which will again play the 1961 fight song. Entries close October 9. The regatta, new last year, requires every boat to be made of cardboard and duct tape only; last year two of eleven boats finished.\nReunions\nThe classes of 1976 (50th), 2001 (25th) and 2016 (10th) will hold reunions on Friday evening and in tents on the stadium concourse Saturday. About 640 alumni had registered as of Wednesday.\n“We kept everything people love and moved the 5K earlier so nobody has to choose between the race and a good spot on the parade route. That was the single most requested change in last year’s survey.”\n— Jonah Vetsch, senior, chair of the student Millrace Week committee\nThe history of each event is on the traditions page. Downtown, many Depot District businesses will extend hours Friday and Saturday. Game-day details are on the Forge Bowl page.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nThis Year’s Millrace Week Foundry Pour Will Recast Heritage Hall’s Old Radiators\nForge Bowl Preview: More Than 4,700 Tickets Sold for Saturday’s Homecoming Game Against Chippewa Valley State\nFall Enrollment Rises to 7,702, a Second Straight Year of Growth\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/mlk-day-of-service-2026.html", "title": "More Than 600 Volunteers Spend MLK Day at 34 Sites Around Porter Falls", "description": "Students, staff and faculty logged 2,050 hours on Monday, sorting books, repairing homes and packing 9,400 pounds of food.", "headings": [ "More Than 600 Volunteers Spend MLK Day at 34 Sites Around Porter Falls" ], "content": "Community · January 20, 2026\nMore Than 600 Volunteers Spend MLK Day at 34 Sites Around Porter Falls\nStudents, staff and faculty logged 2,050 hours on Monday, sorting books, repairing homes and packing 9,400 pounds of food.\nOn Monday, 612 students, staff and faculty took part in the university’s Martin Luther King Jr. Day of Service. Volunteers worked at 34 sites around Porter Falls and logged 2,050 hours in PorterConnect, the platform that records community engagement hours. It was the largest turnout in the event’s eleven years, despite a morning temperature of −6°F.\nThe day started with a 7:30 a.m. breakfast and orientation in Founders Union. Volunteers then left in teams of six to twenty, most of them by Porter Loop shuttle or on foot. Some of the projects:\nPorter County food bank warehouse: 140 volunteers in three shifts sorted and packed 9,400 pounds of donated food, about two weeks of the warehouse’s usual volunteer output.\nPorter Falls Public Library : 38 volunteers sorted roughly 11,000 donated books for the spring sale and re-shelved the children’s room after its new carpet went in.\nPorter County Home Repair Collaborative: construction management and engineering technology students weatherized seven homes for older residents, installing door sweeps, window film and two new storm doors.\nSenior center and two care homes: card games, letter writing and a bingo tournament that ran 40 minutes over schedule.\nOn campus: 60 volunteers stocked the campus food pantry and assembled 400 winter kits of hats, gloves and hand warmers for the city’s warming center.\n“Our rule is that every site has to be one that asked for help, doing work they actually need done. Nobody gets sent somewhere to stand around for a photo. That’s why the sites keep asking us back.”\n— Leticia Haugen, Director of the Center for Community Engagement\nThe day ended with an evening program in the Founders Union ballroom. Students read from Dr. King’s speeches, and a panel of three Porter Falls residents, a retired teacher, a pastor and a city council member, talked about the city’s own civil-rights history, including a 1966 fair-housing ordinance that passed the council by one vote.\nThe center says about a third of first-time Day of Service volunteers sign up for a recurring placement within the semester. Weekly openings are posted in PorterConnect. For advice on choosing a commitment you can actually keep, see community service in Porter Falls or the volunteer on campus page.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nIndustrial Design Students Redesign Downtown Porter Falls Wayfinding\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nCity, County Transit and University Sign a Five-Year Porter Loop Agreement\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/move-in-2025.html", "title": "About 2,540 Students Move In, the First Year of Appointment-Based Arrivals", "description": "Thirty-minute arrival windows and 280 volunteers cut the median curbside wait to about 24 minutes, down from more than an hour.", "headings": [ "About 2,540 Students Move In, the First Year of Appointment-Based Arrivals" ], "content": "Campus · August 27, 2025\nAbout 2,540 Students Move In, the First Year of Appointment-Based Arrivals\nThirty-minute arrival windows and 280 volunteers cut the median curbside wait to about 24 minutes, down from more than an hour.\nAbout 2,540 students moved into UW–Porter Falls residence halls over three days ending Tuesday. It was the first year that first-year arrivals were scheduled in 30-minute appointment windows instead of an open first-come morning. The median time a family spent at the curb was about 24 minutes, down from 68 minutes last year. Housing staff timed it with a clipboard and a stopwatch at six unloading zones.\nThe change grew out of the August 2024 move-in. A water-main break on Founders Drive and the open-arrival system together produced a line of cars that, according to Campus Safety, briefly reached the county highway. This year families chose a window when they confirmed their housing. About 91 percent arrived inside it.\nRoughly 280 returning students, staff and faculty worked the unloading crews, including most of the football and volleyball rosters and, for two hours on Sunday, the chancellor. Crews carried an estimated 9,000 boxes. One lofted bed went up four flights of Heritage Hall stairs because it would not fit in the elevator, and has since been named.\n“The goal was that no family should spend the first hour of college sitting in a parked car. We mostly got there. Next year we’ll fix the two zones where we didn’t.”\n— Petra Nystrom, Director of Housing\nThe halls opened at 97 percent of capacity, up from 94 percent last year, with no temporary triples. A small waiting list for single rooms is expected to clear by mid-September. The housing office said that if enrollment keeps growing, next year’s halls are likely to be full.\nWelcome Week runs through Sunday. It includes First Forge pewter pours for new students in the Founders Hall high bay on Thursday and Friday, college meetings, and the involvement fair, which has moved to the fields beside Millwright Stadium while the North Campus lawn is fenced for geothermal drilling. Classes start Tuesday, September 2.\nFamilies with questions after move-in can find contacts on the residence halls page. Next year’s arrival process is outlined on move-in , and the full Welcome Week schedule is on orientation .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nRoughly 2,600 Students Move Into Residence Halls\nFall Enrollment Climbs to 7,928 as Nursing and Cybersecurity Set Records\nFall Enrollment Rises to 7,702, a Second Straight Year of Growth\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/move-in-2026.html", "title": "Roughly 2,600 Students Move Into Residence Halls", "description": "A staggered, appointment-based move-in and 300 student volunteers kept the first-year arrival to about twenty minutes per family at the curb.", "headings": [ "Roughly 2,600 Students Move Into Residence Halls" ], "content": "Campus · August 29, 2026\nRoughly 2,600 Students Move Into Residence Halls\nA staggered, appointment-based move-in and 300 student volunteers kept the first-year arrival to about twenty minutes per family at the curb.\nAbout 2,600 students moved into UW–Porter Falls residence halls over three days, with first-year arrivals scheduled by appointment in 30-minute windows to keep traffic moving. Around 300 returning students and staff volunteered on unloading crews, and the median time a family spent at the curb was about twenty minutes.\nThis year’s first-year class filling the halls is part of another large incoming cohort. Housing is at effective capacity; the university has converted a small number of lounges to temporary triples and expects to clear them within a few weeks as schedules settle.\nWelcome Week programming runs through the first day of class, including the involvement fair with more than 300 student organizations, college meetings, and the convocation that formally opens the academic year.\n“Move-in is the one day a year the whole campus is pointed at the same task. It goes well because a few hundred people who did not have to show up, showed up.”\n— director of residence life\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/national-competition-win-baja-team.html", "title": "Baja SAE Team Finishes Third Nationally, Best Result in Program History", "description": "The student-built off-road vehicle placed third overall against more than 100 university teams.", "headings": [ "Baja SAE Team Finishes Third Nationally, Best Result in Program History" ], "content": "Students · June 25, 2026\nBaja SAE Team Finishes Third Nationally, Best Result in Program History\nThe student-built off-road vehicle placed third overall against more than 100 university teams.\nUW–Porter Falls’s Baja SAE team finished third overall at the national competition against more than one hundred university teams, the program’s best result since it was founded eight years ago, driven by a strong showing in the endurance race and top-five finishes in acceleration and maneuverability events.\nThe team, made up mostly of mechanical and manufacturing engineering students, designed and built this year’s vehicle from scratch over two semesters, with a faculty advisor and support from three industry sponsors who donated materials and shop time.\n“We rebuilt the suspension geometry twice after it failed testing. That failure in February is the whole reason the car survived the endurance race in June.”\n— team captain\nThe team will display this year’s vehicle at the fall involvement fair and is already recruiting first-year members for next year’s build.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nManufacturing Engineering (M.S.)" }, { "url": "news/nclex-pass-rate.html", "title": "Nursing Program's NCLEX Pass Rate Hits Eleven-Year High", "description": "98 percent of this spring's BSN graduates passed the licensure exam on their first attempt, extending an eleven-year streak above the state average.", "headings": [ "Nursing Program's NCLEX Pass Rate Hits Eleven-Year High", "Take the next step." ], "content": "Academics · August 15, 2026\nNursing Program's NCLEX Pass Rate Hits Eleven-Year High\n98 percent of this spring's BSN graduates passed the licensure exam on their first attempt, extending an eleven-year streak above the state average.\nNinety-eight percent of UW–Porter Falls' spring 2026 Bachelor of Science in Nursing graduates passed the NCLEX-RN licensure exam on their first attempt, the program's highest first-time pass rate in eleven years of continuous tracking and well above the statewide average.\nProgram faculty credit the result to clinical rotations that begin in the first year rather than the third, spread across five partner hospital systems in the region, and a mandatory NCLEX-preparation course built into the final semester.\nThe program's clinical placement waitlist remains long enough that the college is exploring a second cohort intake for spring admission, starting as early as 2028.\nContact: Office of University Communications,\nnews@uwporterfalls.edu\nMore news\nCareer Fair Draws Record 140 Employers\nUniversity Signs Ten-Year Workforce Pipeline Agreement With Three Regional Manufacturers\nFall Enrollment Reaches 8,412, a Nine-Year High\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nNursing (B.S.N.)\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/new-food-hall-vendor-rotation.html", "title": "Ironworks Food Hall Adds Two Rotating Vendor Stalls for Fall", "description": "A ramen concept and a Southeast Asian street-food stall join the retail dining lineup after a student taste-test vote.", "headings": [ "Ironworks Food Hall Adds Two Rotating Vendor Stalls for Fall" ], "content": "Campus · June 11, 2026\nIronworks Food Hall Adds Two Rotating Vendor Stalls for Fall\nA ramen concept and a Southeast Asian street-food stall join the retail dining lineup after a student taste-test vote.\nDining Services has selected a ramen concept and a Southeast Asian street-food stall to fill Ironworks Food Hall’s two rotating vendor slots for the coming year, chosen from five finalists after a week of free student taste-testing and an online vote.\nBoth new stalls will accept Campus Cash, meal-swipe equivalency during posted hours, and mobile ordering through the dining app at launch, matching the existing retail lineup.\n“The rotating stalls are the one part of the food hall we get to change every year based on what students actually pick, not what we assume they want.”\n— director of dining services\nThe previous rotating stalls will close for the summer changeover; a similar taste-test and vote process will run again next spring.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/new-provost-named.html", "title": "University Names New Provost After National Search", "description": "The incoming provost, currently a dean at a peer polytechnic, starts in January and has named applied learning and advising as early priorities.", "headings": [ "University Names New Provost After National Search" ], "content": "Campus · September 2, 2026\nUniversity Names New Provost After National Search\nThe incoming provost, currently a dean at a peer polytechnic, starts in January and has named applied learning and advising as early priorities.\nUW–Porter Falls has named its next provost and vice chancellor for academic affairs following a national search, effective in January. The incoming provost is currently the dean of engineering and applied science at a comparable polytechnic university in another state, and previously ran that institution’s co-op and experiential-learning office.\nIn a message to campus, the provost-designate named two early priorities: making sure every student, not just those in the strongest-advised programs, has a clear four-year plan and a knowable path to on-time graduation; and expanding paid applied-learning experiences so that finances are not the reason a student skips a co-op or a research summer.\n“This university already does the hard part — it teaches people to make things and solve real problems. My job is to remove the friction between a student and that education.”\n— incoming provost\nThe search committee included faculty, staff, students, and a member of the governing board. The current provost, who is retiring, stays through December to manage the transition.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/nursing-first-100-seat-class-2024.html", "title": "Nursing Admits Its First 100-Seat Class After a Two-Year Expansion", "description": "The B.S.N. program grew from 72 seats to 100 by adding two hospital partners and four clinical faculty, and still turned away more than 300 applicants.", "headings": [ "Nursing Admits Its First 100-Seat Class After a Two-Year Expansion" ], "content": "Academics · September 5, 2024\nNursing Admits Its First 100-Seat Class After a Two-Year Expansion\nThe B.S.N. program grew from 72 seats to 100 by adding two hospital partners and four clinical faculty, and still turned away more than 300 applicants.\nOne hundred students began the clinical sequence of the Bachelor of Science in Nursing this week, the first class admitted under an expansion that raises the program’s fall cohort from 72 seats to 100. It is the largest nursing class in the university’s history, and it was chosen from 412 qualified applicants.\nThe expansion took two years to arrange, and almost none of that time was spent on classrooms. The limiting factor in nursing education is clinical placements: every student needs supervised hours on real hospital units, and every hospital unit can take only so many students at once. The College of Health Sciences added two partners this year, a critical-access hospital in Cedar Bluff and a long-term-care campus north of Lake City, bringing the rotation network to five sites. Details on how students are matched are on the clinical placements page.\nThe college also hired four clinical instructors, three of them Porter nursing graduates with at least eight years of bedside experience, and paid for them largely with a three-year state health-workforce grant of $1.36 million.\n“Every hospital administrator in the region tells me the same thing: they will hire everyone we graduate. The question was never demand. It was whether we could find enough places for students to learn safely. This year we found twenty-eight more.”\n— Dr. Laura Vance, Dean of the College of Health Sciences\nWhat changes for students:\nSkills-lab sessions in the nursing skills lab now run in four sections instead of three, including an evening section on Tuesdays and Thursdays.\nClinical groups stay at eight students per instructor; the ratio did not change.\nFirst-semester students rotate through two sites instead of one, so some will drive to Lake City. The college reimburses mileage for rotations more than 30 miles from campus.\nThe space the program uses for simulation is also at capacity. The college is raising money for a full-floor simulation hospital in the Health Sciences Center and expects to say more about it this year.\nApplications for next fall’s cohort open December 1. Prerequisites, the points-based selection process and deadlines are on the nursing admission page.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nWork Begins on a Full-Floor Simulation Hospital in the Health Sciences Center\nNursing Program Adds Second Clinical Cohort for Spring 2027\nRegents Approve an Evening M.S. in Cybersecurity for Working Professionals\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/nursing-second-cohort.html", "title": "Nursing Program Adds Second Clinical Cohort for Spring 2027", "description": "Facing a waitlist years long, the College of Health Sciences will admit a second, smaller nursing cohort each spring beginning in 2027.", "headings": [ "Nursing Program Adds Second Clinical Cohort for Spring 2027", "Take the next step." ], "content": "Academics · September 8, 2026\nNursing Program Adds Second Clinical Cohort for Spring 2027\nFacing a waitlist years long, the College of Health Sciences will admit a second, smaller nursing cohort each spring beginning in 2027.\nThe College of Health Sciences will begin admitting a second, smaller Bachelor of Science in Nursing cohort each spring starting in 2027, a response to an admissions waitlist that has grown for three consecutive years despite the program's expansion in 2024.\nThe spring cohort will be capped at 40 students, compared to 118 in the fall cohort, and will use the same five-hospital clinical rotation network. Faculty say the smaller size is a deliberate constraint tied to available clinical placement capacity, not a lesser program.\n“We could fill twice this many seats,” said the program's associate director. “What we can't do is manufacture more clinical placements faster than our hospital partners can absorb them.”\nMore news\nRehabilitation & Disability Services Adds Two New Fieldwork Sites\nUniversity Announces $15 Million Founders Hall Renovation\nPorter Esports Wins Regional Collegiate Championship\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nNursing (B.S.N.)\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/nursing-simulation-hospital.html", "title": "Health Sciences Opens a Full-Floor Simulation Hospital", "description": "Eight patient rooms, a control suite, and debriefing spaces let nursing and allied-health students practice complex scenarios before clinical placements.", "headings": [ "Health Sciences Opens a Full-Floor Simulation Hospital" ], "content": "Academics · February 3, 2026\nHealth Sciences Opens a Full-Floor Simulation Hospital\nEight patient rooms, a control suite, and debriefing spaces let nursing and allied-health students practice complex scenarios before clinical placements.\nThe College of Health Sciences has opened a simulation hospital occupying a full floor of the Health Sciences Center: eight realistic patient rooms, a nurses’ station, a control suite behind one-way glass, and dedicated debriefing rooms. High-fidelity manikins can be programmed to deteriorate, respond to medication, and present the complications students will eventually see in a real hospital.\nSimulation is now woven through every clinical course rather than treated as an add-on. A typical scenario runs fifteen minutes, followed by a forty-five-minute structured debrief — the part the faculty consider most important — where students review a video of their own performance.\n“You want a student’s first time managing a crashing patient to be in a room where no one can actually be harmed, with a facilitator who can pause time and ask what they were thinking.”\n— director of clinical simulation\nThe facility is shared with the dietetics, rehabilitation services, and health information management programs, and is available to regional hospital partners for continuing-education days.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nDietetics (B.S.)\nHealth Information Management (B.S.)" }, { "url": "news/packaging-lab-donation.html", "title": "Regional Packaging Manufacturer Donates $380,000 Testing Lab to Packaging Technology Program", "description": "The gift equips a new materials-testing lab for one of the few dedicated undergraduate packaging programs in the country.", "headings": [ "Regional Packaging Manufacturer Donates $380,000 Testing Lab to Packaging Technology Program", "Take the next step." ], "content": "Academics · August 25, 2026\nRegional Packaging Manufacturer Donates $380,000 Testing Lab to Packaging Technology Program\nThe gift equips a new materials-testing lab for one of the few dedicated undergraduate packaging programs in the country.\nA regional packaging manufacturer has donated $380,000 in testing equipment to the Packaging Technology program, outfitting a new materials lab capable of compression, drop, vibration and climate testing to the same standard used in industry qualification testing.\nThe program is one of a small number of dedicated undergraduate packaging degrees in the country, and recruiters from consumer goods and food companies visit campus specifically because so few programs exist.\nThe lab will be integrated into coursework starting spring semester, and will also be available for sponsored industry capstone projects.\nMore news\nRegional Plastics Manufacturer Donates Injection Molding Line to Plastics Engineering Program\nCareer Fair Draws Record 140 Employers\nUniversity Signs Ten-Year Workforce Pipeline Agreement With Three Regional Manufacturers\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nPackaging Technology (B.S.)\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/packaging-lab-fda-project.html", "title": "Packaging Lab Wins Federal Contract to Test Compostable Food Containers", "description": "The Center for Packaging Innovation will run accelerated aging and barrier tests on next-generation fiber containers for a federal agency.", "headings": [ "Packaging Lab Wins Federal Contract to Test Compostable Food Containers" ], "content": "Research · October 14, 2025\nPackaging Lab Wins Federal Contract to Test Compostable Food Containers\nThe Center for Packaging Innovation will run accelerated aging and barrier tests on next-generation fiber containers for a federal agency.\nThe Center for Packaging Innovation has been awarded a two-year federal testing contract to evaluate the shelf-life performance of compostable, fiber-based food containers intended to replace expanded polystyrene in institutional food service.\nThe work uses the center’s environmental chambers and distribution-simulation equipment to put containers through accelerated humidity, temperature, and vibration cycles, then measures grease resistance, structural integrity, and seal strength against the same tests applied to conventional containers.\nSix undergraduate and two graduate research assistants are staffed on the project and are paid from the contract. Results feed a public database the agency maintains for procurement officers.\n“This is exactly the kind of unglamorous applied testing that a university lab is well suited to and a company would rather outsource. Our students leave knowing how a real material qualification program is run.”\n— center director\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/packaging-students-win-national-design-challenge.html", "title": "Packaging Students Win National Design Challenge With an All-Paper Shipper for Glass Jars", "description": "Four students beat 30 other teams with a box that got six jars of honey through a ten-drop test without foam, plastic or a single broken jar.", "headings": [ "Packaging Students Win National Design Challenge With an All-Paper Shipper for Glass Jars" ], "content": "Students · October 30, 2025\nPackaging Students Win National Design Challenge With an All-Paper Shipper for Glass Jars\nFour students beat 30 other teams with a box that got six jars of honey through a ten-drop test without foam, plastic or a single broken jar.\nA team of four packaging students took first place in the Midcontinent Packaging Educators’ Student Design Challenge, finishing ahead of 30 other teams from across the region with a one-piece corrugated shipper for six glass jars of honey.\nThis year’s brief came from a small producer: Millrace Honey Co., a Porter County apiary that sells about 4,000 jars a year online and has been losing roughly one shipment in twenty to breakage. Teams had to design a shipper that used no foam or plastic, could be assembled by one person without tape, and survived a ten-drop sequence from 30 inches onto concrete.\nThe Porter design folds from a single die-cut sheet into a box with built-in corrugated cradles that hold each jar by its shoulders rather than its base, so the jars never touch each other or the floor of the box. In judging, it came through all ten drops with no breaks and assembled in 41 seconds — the fastest of any finalist.\n“Our first prototype was beautiful and broke four jars on the second drop. Prototype eleven was ugly and broke none. We submitted prototype fourteen, which is somewhere in between.”\n— Kaylee Brekke, a junior in packaging from Cedar Bluff and the team’s lead\nThe rest of the team: Tomas Vue, a senior from Lake City; Jonah Pettis, a junior from Founders Triangle; and Anika Rao, a sophomore from the Cities. Their adviser was Malik Devereaux, professor of practice in distribution packaging and testing, who said the team ran more than 300 drops in the program’s test lab over six weeks, mostly in the evenings.\nThe prize is $2,500, which the team voted to split between the student packaging society and next year’s travel fund. Millrace Honey has asked to buy the design, and the team is working with the Center for Packaging Innovation on a short production run in time for the holiday shipping season.\nStudents interested in the major can see the four-year sequence on the packaging technology degree plan ; the design challenge is open to any student in a packaging course .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nPackaging Lab Wins Federal Contract to Test Compostable Food Containers\nRegional Packaging Manufacturer Donates $380,000 Testing Lab to Packaging Technology Program\nMillrace Week Foundry Pour Turns the Old Sluice Gate Into 360 Trout Trivets\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/parking-permit-pricing-change.html", "title": "Parking Moves to Tiered Pricing by Lot Distance Starting This Fall", "description": "A flat annual permit fee is being replaced with three price tiers based on how close a lot is to the campus core.", "headings": [ "Parking Moves to Tiered Pricing by Lot Distance Starting This Fall" ], "content": "Campus · July 30, 2026\nParking Moves to Tiered Pricing by Lot Distance Starting This Fall\nA flat annual permit fee is being replaced with three price tiers based on how close a lot is to the campus core.\nCampus Safety and Parking Services will replace the single flat annual permit fee with three price tiers this fall, based on how close a lot is to the academic core: core lots cost the most, a middle tier covers most residential-adjacent lots, and the outer park-and-ride lots served by the Porter Loop shuttle cost the least.\nThe change is meant to spread demand more evenly; core lots have been over-subscribed for three straight years while outer lots run under capacity most of the semester. Students, faculty, and staff who already hold a permit for the coming year keep their current rate through renewal.\n“We were charging the same price whether you parked forty feet from your building or took a ten-minute shuttle ride. That was never going to balance itself out.”\n— director of parking services\nA limited number of low-income student permits at the outer-lot rate will be available regardless of which lot a student is assigned, through an application with financial aid.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/plastics-engineering-equipment-gift.html", "title": "Regional Plastics Manufacturer Donates Injection Molding Line to Plastics Engineering Program", "description": "The equipment gift adds a second production-scale injection molding line to the program's pilot processing floor, doubling student lab capacity.", "headings": [ "Regional Plastics Manufacturer Donates Injection Molding Line to Plastics Engineering Program", "Take the next step." ], "content": "Academics · September 10, 2026\nRegional Plastics Manufacturer Donates Injection Molding Line to Plastics Engineering Program\nThe equipment gift adds a second production-scale injection molding line to the program's pilot processing floor, doubling student lab capacity.\nA regional plastics manufacturer has donated a full production-scale injection molding line to the Plastics Engineering program, along with a matched set of interchangeable mold tooling for student projects. The gift doubles the number of students who can run a live molding process at once on the program's pilot processing floor.\nPlastics Engineering is one of a handful of dedicated plastics engineering degrees in the country, and the program's pilot floor is a recruiting draw in its own right — students are setting up and troubleshooting real injection, extrusion and blow-molding equipment well before graduation rather than only modeling it on a screen.\nThe new line will be integrated into Plastics Processing I starting next semester, and will also be available for sponsored industry capstone projects, mirroring the arrangement that already exists for the Packaging Technology program's materials lab.\nMore news\nRegional Packaging Manufacturer Donates $380,000 Testing Lab to Packaging Technology Program\n$2.4 Million Federal Grant Funds New Advanced Manufacturing Lab\nUniversity Signs Ten-Year Workforce Pipeline Agreement With Three Regional Manufacturers\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nPackaging Technology (B.S.)\nPlastics Engineering (B.S.)\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/plastics-recycling-pilot.html", "title": "Plastics Engineering Lab Runs a Pilot Line for Recycled-Content Automotive Parts", "description": "A small production line lets students and a manufacturing partner test how much recycled polymer a structural part can tolerate.", "headings": [ "Plastics Engineering Lab Runs a Pilot Line for Recycled-Content Automotive Parts" ], "content": "Research · April 21, 2026\nPlastics Engineering Lab Runs a Pilot Line for Recycled-Content Automotive Parts\nA small production line lets students and a manufacturing partner test how much recycled polymer a structural part can tolerate.\nThe plastics engineering program has commissioned a pilot injection-molding line dedicated to studying recycled-content parts. Working with a regional automotive supplier, students are systematically increasing the fraction of recycled polymer in a real bracket design and testing each batch for strength, dimensional stability, and behavior over temperature.\nThe question the partner wants answered is practical: how much recycled material can go into a load-bearing part before performance drops below spec, and which recycled feedstocks are consistent enough to rely on. The pilot line is small enough for students to run end to end and instrumented to capture process data on every shot.\n“The industry wants to use more recycled material and is genuinely unsure where the cliff is. That uncertainty is a good undergraduate research problem.”\n— plastics engineering faculty lead\nResults are shared with the partner and published in aggregate. Six students are paid on the project through the supplier’s sponsorship.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nPlastics Engineering (B.S.)" }, { "url": "news/porter-county-health-partnership.html", "title": "University and Porter County Health Sign a Ten-Year Rural Health Workforce Partnership", "description": "The agreement guarantees 120 clinical placements a year, creates a nurse residency for new graduates, and puts a jointly staffed community health worker program in three rural clinics.", "headings": [ "University and Porter County Health Sign a Ten-Year Rural Health Workforce Partnership" ], "content": "Community · June 9, 2026\nUniversity and Porter County Health Sign a Ten-Year Rural Health Workforce Partnership\nThe agreement guarantees 120 clinical placements a year, creates a nurse residency for new graduates, and puts a jointly staffed community health worker program in three rural clinics.\nUW–Porter Falls and Porter County Health, the regional system that runs Porter County Memorial Hospital and eleven outpatient clinics, have signed a ten-year partnership aimed at a problem both describe bluntly: the county is losing nurses and other health workers faster than it can replace them.\nPorter County Health reports about 90 open nursing positions across its sites, and roughly a third of its registered nurses are within ten years of retirement. Porter’s nursing graduates, meanwhile, have often had to complete clinical rotations in Lake City and then taken jobs there.\nWhat the agreement does\nClinical placements: 120 guaranteed slots a year for Porter nursing, dietetics and rehabilitation students across the hospital and clinics, starting this fall\nNurse residency: a 12-month paid residency for new Porter graduates hired by the system, with Porter faculty co-teaching monthly sessions in the Health Sciences Center simulation hospital\nTuition support: up to $5,250 a year for Porter County Health employees completing an RN-to-BSN or a health certificate at Porter\nCommunity health workers: a jointly staffed program placing trained community health workers in three rural clinics, with Porter students assisting on home visits\nThe system will also use the simulation hospital for its own staff training two days a month during the summer, when student demand is lowest, and pay a share of its operating costs.\n“We were training nurses for every county but our own. Now a student can do her clinicals at Memorial, her residency at Memorial, and stay. That is the only workforce plan that has ever worked in a rural county.”\n— Dr. Laura Vance, dean of the College of Health Sciences\n“Porter students already make up a big share of our applicants. This lets us meet them in their sophomore year instead of at the job fair.”\n— Marguerite Olafson, chief nursing officer, Porter County Health\nPlacement assignments for fall begin through the existing clinical placement process . Prospective students can learn more about the B.S. in Nursing and the Department of Nursing .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nHealth Sciences Opens a Full-Floor Simulation Hospital\nNursing Program Adds Second Clinical Cohort for Spring 2027\nCity, County Transit and University Sign a Five-Year Porter Loop Agreement\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/porter-loop-depot-line-evening-route.html", "title": "Porter Loop Adds a Late-Evening Depot Line to Main Street, Thursday Through Saturday", "description": "A semester-long pilot runs every 20 minutes from Founders Union to Depot Plaza until 1:30 a.m., funded jointly by student government and the city.", "headings": [ "Porter Loop Adds a Late-Evening Depot Line to Main Street, Thursday Through Saturday" ], "content": "Campus · January 26, 2026\nPorter Loop Adds a Late-Evening Depot Line to Main Street, Thursday Through Saturday\nA semester-long pilot runs every 20 minutes from Founders Union to Depot Plaza until 1:30 a.m., funded jointly by student government and the city.\nThe Porter Loop shuttle will add a third route this Thursday, January 29, the first week of the spring semester. The Depot Line is an evening service between campus and downtown Porter Falls that will run Thursday, Friday and Saturday nights through the end of the semester as a pilot.\nDays — Depot Line: Thursday, Friday, Saturday (no service during spring break)\nHours — Depot Line: 6 p.m. to 1:30 a.m. (last departure from Depot Plaza 1:10 a.m.)\nFrequency — Depot Line: Every 20 minutes\nStops — Depot Line: Founders Union, Millrace Hall, Depot Apartments, Main & 3rd, Depot Plaza, Foundry Coworking, Cedar Bluff Suites\nFare — Depot Line: Free with a Porter Card; guests ride free with a cardholder\nStudents already ride the city buses free with a city bus pass , but the city’s downtown routes stop at 9 p.m. After that, the options have been a 25-minute walk along the Riverfront Trail, a ride-hail car if one happens to be in town, or driving. Student government has asked for late service for three years running, and a fall survey of 1,140 students found that 62 percent go downtown in the evening at least twice a month.\nThe pilot costs about $64,000 for the semester. Student government is putting in $46,000 from reserves, and the city of Porter Falls is adding $18,000. Downtown businesses also wanted the route, as did the city’s police department, which would prefer students not walk the trail at 1 a.m. in February.\n“We’re going to count every rider, every stop, every night. If it gets used, we’ll make the case for making it permanent. If it doesn’t, we’ll have spent one semester finding out. Either way we’ll know.”\n— Anders Skogen, Dean of Students\nAll Depot Line vehicles are wheelchair accessible. Riders who need door-to-door service can still use accessible shuttle booking , which now covers the same evening hours. Live vehicle positions are in the Porter Loop shuttle tracker in MyPorter. For what is open downtown after dark, the Depot District guide is a good place to start.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nParking Moves to Tiered Pricing by Lot Distance Starting This Fall\nIndustrial Design Students Redesign Downtown Porter Falls Wayfinding\nFall Enrollment Rises to 7,702, a Second Straight Year of Growth\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/porter-loop-five-year-agreement.html", "title": "City, County Transit and University Sign a Five-Year Porter Loop Agreement", "description": "The deal keeps the shuttle fare-free and on 12-minute headways through June 2029, adds a growing-season stop at the University Farm, and splits the $1.14 million yearly cost three ways.", "headings": [ "City, County Transit and University Sign a Five-Year Porter Loop Agreement" ], "content": "Community · November 21, 2024\nCity, County Transit and University Sign a Five-Year Porter Loop Agreement\nThe deal keeps the shuttle fare-free and on 12-minute headways through June 2029, adds a growing-season stop at the University Farm, and splits the $1.14 million yearly cost three ways.\nThe City of Porter Falls, Porter County Transit and UW–Porter Falls have signed a five-year agreement to run the Porter Loop shuttle through June 2029. The Town–Gown Council recommended it at its meeting Wednesday, and the mayor and the chancellor signed it at the same table. The previous agreement had been renewed one year at a time since 2019, and each spring brought the same argument about who would pay for it.\nThe Loop runs two routes linking campus, the residence halls, the Depot District and Cedar Bluff, every 12 minutes on weekdays during the academic year. It carried about 412,000 trips last year.\nWhat the agreement does:\nSplits the cost. The Loop costs about $1.14 million a year to run. The university pays 58 percent from segregated fees, the city 30 percent and Porter County Transit 12 percent. Increases are capped at 3 percent a year unless all three parties agree to more.\nKeeps it fare-free for anyone with a Porter Card.\nProtects the 12-minute headway on both routes when classes are in session.\nAdds a farm stop. Starting next spring, an hourly weekday stop at the University Farm during the growing season.\nRenews the student bus pass , so students keep riding city routes free with their Porter Card through the bus pass program .\n“Every person on that shuttle is somebody who isn’t circling Main Street looking for a place to park. That is worth real money to this city, and now we’ve written down how much.”\n— Mayor Ruth Ellingboe\nDuring public comment, two Founders Triangle residents asked for a stop nearer the Ninth Street apartments, where many students rent. Sonia Albrecht, the county transit manager, said a stop there is under study and could be added next fall without changing the agreement.\nLive bus positions are in the shuttle tracker in MyPorter. Riders who need door-to-door service can use accessible shuttle booking , which the agreement also funds.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nPorter Loop Adds a Late-Evening Depot Line to Main Street, Thursday Through Saturday\nChancellor’s Fall Address Sets Out Five Projects for the Next Two Years\nSummer Youth Camps Pass 1,000 Campers for the First Time, and Add a Welding Camp\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/porter-river-watershed-monitoring-grant.html", "title": "$1.84 Million Federal Award Extends River Monitoring Network Upstream Into Farm Country", "description": "A four-year grant adds six stations on three agricultural tributaries of the Porter River and pays ten undergraduate field technicians a year.", "headings": [ "$1.84 Million Federal Award Extends River Monitoring Network Upstream Into Farm Country" ], "content": "Research · October 22, 2025\n$1.84 Million Federal Award Extends River Monitoring Network Upstream Into Farm Country\nA four-year grant adds six stations on three agricultural tributaries of the Porter River and pays ten undergraduate field technicians a year.\nThe university’s Freshwater & Watershed Laboratory has received a four-year, $1.84 million award from the National Inland Waters Program to extend its student-run Riverwatch monitoring network upstream, onto three agricultural tributaries that feed the Porter River above town.\nRiverwatch currently runs 12 stations — eight on the main stem, two on the Millrace and two on tributaries — that report water temperature, dissolved oxygen, turbidity and other readings every 15 minutes. The award adds six more on Cedar Creek, Lunde Creek and Sawmill Run, which together drain about 70 square miles of row-crop and dairy land. Those streams carry a large share of the sediment and phosphorus that reach the river, but until now they have been sampled only by hand, a few times a season.\n“We have fifteen years of very good data on what the river looks like when it gets to campus. What we have not had is a good picture of where the problem starts. This lets us watch a storm move off a field and into a creek in real time.”\n— Dr. Everett Yoon, professor of environmental science and the project’s principal investigator\nThe budget breaks down roughly as follows:\nSix new stations: sondes, stage sensors, telemetry, solar — Four-year total: $412,000\nUndergraduate field technicians (10 per year, paid) — Four-year total: $486,000\nLab manager and analytical chemistry — Four-year total: $371,000\nLandowner partnership and outreach — Four-year total: $148,000\nIndirect costs — Four-year total: $423,000\nEach of the new stations sits on private farmland, and the project’s first year is mostly about those relationships. Fourteen landowners have already agreed to host equipment or allow stream access; each gets a monthly report on their own reach of creek and a seat at a winter results meeting. Co-investigator Dr. Grace Whitfield, an associate professor of geomorphology, will lead a parallel study of streambank erosion on the same three creeks.\nField technician positions open to any major, with priority for environmental science students. The first six hires start in January, with stations going in after spring thaw. Data from the new stations will join the existing public dashboard described on the river and Millrace ecology page. The award was processed through the Office of Research & Sponsored Programs .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nFaculty Bring in a Record Year of External Research Funding\nPackaging Lab Wins Federal Contract to Test Compostable Food Containers\n$1.26 Million State Transportation Grant Will Wire 40 Rural Culverts With Student-Built Sensors\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/record-enrollment.html", "title": "Fall Enrollment Reaches 8,412, a Nine-Year High", "description": "Enrollment grew 6.1 percent over last fall, driven by Nursing, Cybersecurity and the university's expanded technical-college transfer agreements.", "headings": [ "Fall Enrollment Reaches 8,412, a Nine-Year High", "Take the next step." ], "content": "Campus · August 30, 2026\nFall Enrollment Reaches 8,412, a Nine-Year High\nEnrollment grew 6.1 percent over last fall, driven by Nursing, Cybersecurity and the university's expanded technical-college transfer agreements.\nNursing enrolled 118 first-year and transfer students this fall, its largest class ever, following three years of steady growth in regional demand for RN-track graduates. Cybersecurity enrolled 96, its second consecutive record class.\nThe university's expanded articulation agreements with Wesconsin's technical colleges accounted for roughly a third of the year-over-year growth, according to the registrar's office — the largest single driver after direct high school admissions.\nChancellor Elaine Vandehey credited the growth to programs that connect directly to a job. “We are not for everyone,” she said. “We are extremely for some people, and that keeps working out.”\nHousing is at 98 percent occupancy this fall. A small number of students are temporarily assigned to the Porter Falls Inn while a wait-list clears.\nContact: Office of University Communications,\nnews@uwporterfalls.edu\nMore news\nCareer Fair Draws Record 140 Employers\nUniversity Signs Ten-Year Workforce Pipeline Agreement With Three Regional Manufacturers\n$2.4 Million Federal Grant Funds New Advanced Manufacturing Lab\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nCybersecurity (B.S.)\nNursing (B.S.N.)\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/record-research-funding-year.html", "title": "Faculty Bring in a Record Year of External Research Funding", "description": "Grants and contracts crossed $9 million for the first time, led by manufacturing, health, and environmental science projects.", "headings": [ "Faculty Bring in a Record Year of External Research Funding" ], "content": "Research · May 28, 2026\nFaculty Bring in a Record Year of External Research Funding\nGrants and contracts crossed $9 million for the first time, led by manufacturing, health, and environmental science projects.\nUW–Porter Falls faculty secured a record $9.1 million in external research funding this fiscal year, a jump driven largely by a state manufacturing-innovation grant, a multi-year federal environmental monitoring contract, and a cluster of smaller health-sciences awards.\nThe Office of Research & Sponsored Programs credits the growth partly to a two-year push to help faculty identify and apply for funding earlier, including a proposal-development fund that covers preliminary data collection before a grant is even submitted.\n“None of this money is for its own sake. Almost every one of these projects has undergraduate research assistants on it, paid, doing real work.”\n— vice provost for research\nRoughly sixty undergraduate students were paid research assistants on funded projects this year, up from about forty the year before.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/regents-approve-ms-cybersecurity.html", "title": "Regents Approve an Evening M.S. in Cybersecurity for Working Professionals", "description": "The 30-credit program, first proposed in 2023, will admit its first cohort of up to 20 students in fall 2026.", "headings": [ "Regents Approve an Evening M.S. in Cybersecurity for Working Professionals" ], "content": "Academics · March 13, 2025\nRegents Approve an Evening M.S. in Cybersecurity for Working Professionals\nThe 30-credit program, first proposed in 2023, will admit its first cohort of up to 20 students in fall 2026.\nThe UW System Board of Regents on Thursday approved a Master of Science in Cybersecurity at UW–Porter Falls, ending a review that began when the College of Computing & Information Sciences submitted its first proposal in 2023. The program will admit its first cohort in fall 2026.\nThe degree is designed for people who already work in security or IT and do not intend to stop. Every course meets one evening a week in Jarvis Technology Center , with a live online option for students more than an hour away. The capstone is a security assessment carried out at the student’s own employer, with that employer’s permission and under faculty supervision.\nProgram at a glance:\n30 credits, typically finished in two years and one summer\nCohort capped at 20 students a year for the first three years\nCore courses in network defense, threat intelligence, security architecture, governance and risk, and incident response\nStudents who have completed the graduate certificate in cybersecurity operations can apply all 12 of its credits toward the degree\nThe 18-month gap before the first cohort is deliberate. The college will hire two faculty members and expand the cyber range in Jarvis before it admits anyone. It also wants employers to have time to build the degree into tuition-assistance budgets for 2026.\n“The people who asked us for this program are already defending hospitals and county networks with whatever training they could get on weekends. We built it around their actual week. If a course can’t be taken by someone who is on call, it isn’t in the program.”\n— Dr. Nancy Jorgensen, Dean of the College of Computing & Information Sciences\nThe program will be housed in the Department of Cybersecurity & Information Technology and will work with the Institute for Applied Cybersecurity on capstone placements. Applications will open in fall 2025. General admission requirements are explained in applying to a Porter graduate program .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nFirst Cohort of the New M.S. in Cybersecurity Begins Classes\nCyber Defense Team Finishes Third at the Regional Invitational, Up From Fifth\nNursing Admits Its First 100-Seat Class After a Two-Year Expansion\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/regents-approve-quality-engineering-certificate.html", "title": "Regents Approve a Graduate Certificate in Quality Engineering", "description": "The 12-credit, evening-and-online certificate will enroll its first students in fall 2026 and was requested by eleven regional manufacturers.", "headings": [ "Regents Approve a Graduate Certificate in Quality Engineering" ], "content": "Academics · November 20, 2025\nRegents Approve a Graduate Certificate in Quality Engineering\nThe 12-credit, evening-and-online certificate will enroll its first students in fall 2026 and was requested by eleven regional manufacturers.\nThe University of Wesconsin System Board of Regents on Thursday approved a new Graduate Certificate in Quality Engineering at UW–Porter Falls. The certificate will be offered through the College of Engineering & Technology and the Graduate School , with the first students starting in September 2026.\nUnder System policy, any graduate credential of more than nine credits needs regent approval, even when it is built from existing courses. The certificate is 12 credits, four courses, all offered in the evening or online:\nStatistical Quality Control\nDesign of Experiments\nReliability Engineering\nQuality Systems and Audit\nThe proposal grew out of a 2024 survey of the College of Engineering & Technology’s industry advisory boards, in which eleven regional manufacturers said they had quality-engineer openings they could not fill. Most of those employers already had good candidates working for them, usually engineers or technicians with a bachelor’s degree and years on the floor, who could not step away for a full master’s program.\n“The people these companies want to promote are already in the building. They need a credential they can finish in a year or two of evenings without quitting. This is that.”\n— Dr. Karen Bergstrom, Dean, College of Engineering & Technology\nThe certificate’s faculty lead is Emmett Rasmussen, a teaching professor in manufacturing and industrial engineering who spent fourteen years as a plant quality manager before joining the faculty. Credits will apply toward the M.S. in manufacturing engineering for students who decide to keep going.\nThe college expects a first cohort of about 22 students, and four employers have already said they will cover tuition for staff who enroll. Applications open February 1 through the Graduate School and need only a bachelor’s degree and transcripts. Undergraduates looking for the same material earlier can take the quality minor , and the fully online version is described on the online quality engineering page. For more on how the regents fit into campus decisions, see the Board of Regents and UW System .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nRegents Approve Expanded M.S. in Data Science Cohort\nFirst Cohort of the New M.S. in Cybersecurity Begins Classes\nNursing Admits Its First 100-Seat Class After a Two-Year Expansion\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/regents-hold-resident-tuition-flat-2025-26.html", "title": "Regents Hold Resident Tuition at $9,140 for 2025–26, the First Freeze in Five Years", "description": "The total bill for a Wesconsin resident living on campus still rises about 1.5 percent, driven by housing, dining and a small fee increase.", "headings": [ "Regents Hold Resident Tuition at $9,140 for 2025–26, the First Freeze in Five Years" ], "content": "Students · March 28, 2025\nRegents Hold Resident Tuition at $9,140 for 2025–26, the First Freeze in Five Years\nThe total bill for a Wesconsin resident living on campus still rises about 1.5 percent, driven by housing, dining and a small fee increase.\nThe UW System Board of Regents voted on Thursday to hold resident undergraduate tuition at UW–Porter Falls at $9,140 for 2025–26. It is the first year without a tuition increase since 2020–21. Non-resident tuition goes up 3 percent. Segregated fees, housing and meal plans, which are set on campus and approved alongside tuition, will rise.\nTuition, Wesconsin resident — 2024–25: $9,140; 2025–26: $9,140; Change: —\nTuition, non-resident — 2024–25: $16,860; 2025–26: $17,360; Change: +$500\nSegregated fees — 2024–25: $1,351; 2025–26: $1,382; Change: +$31\nHousing, double room — 2024–25: $5,560; 2025–26: $5,720; Change: +$160\nMeal plan, standard — 2024–25: $4,010; 2025–26: $4,130; Change: +$120\nTotal, resident on campus (with books est.) — 2024–25: $20,881; 2025–26: $21,192; Change: +$311\nThe student-majority segregated fee committee decided in December how to spend the $31 fee increase: $14 for the Porter Loop under the new five-year city–county agreement, $10 for a second evening shift at the food pantry and in student support, and $7 for replacement cardio equipment at the Forge Recreation Center.\nMost of the housing and dining increase follows utility and food prices. It also pays for the first year of a bathroom renovation cycle in the older residence halls, which will start with Heritage Hall.\n“Holding tuition flat is good news and I’m glad to deliver it. But a family pays the whole bill, so we print the whole bill. It goes up $311, and here is every dollar of it.”\n— Neil Torkelson, Bursar\nFinancial Aid Director Mervin Aaby said that the state grant and the university’s own need-based aid will both rise next year, so most aided students should see their net price stay about the same. Families whose finances have changed are encouraged to contact the aid office before May 1.\nFull rate tables, including program fees, are on the tuition and cost of attendance pages. How the regents set rates is explained on Board of Regents and UW System , and grants and loans start at financial aid .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nRegents Hold Resident Tuition Flat for 2026–27; Total Cost for an On-Campus Student Rises 1.4 Percent\nSecond Ironclad Giving Day Raises $903,850 From 3,206 Donors\nMillrace Week Foundry Pour Turns the Old Sluice Gate Into 360 Trout Trivets\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/regents-hold-resident-tuition-flat-2026-27.html", "title": "Regents Hold Resident Tuition Flat for 2026–27; Total Cost for an On-Campus Student Rises 1.4 Percent", "description": "Wesconsin resident tuition stays at $9,140, while segregated fees, housing and meal plans go up a combined $288.", "headings": [ "Regents Hold Resident Tuition Flat for 2026–27; Total Cost for an On-Campus Student Rises 1.4 Percent" ], "content": "Students · March 27, 2026\nRegents Hold Resident Tuition Flat for 2026–27; Total Cost for an On-Campus Student Rises 1.4 Percent\nWesconsin resident tuition stays at $9,140, while segregated fees, housing and meal plans go up a combined $288.\nThe University of Wesconsin System Board of Regents voted on Thursday to hold resident undergraduate tuition at UW–Porter Falls at $9,140 for 2026–27, the second year in a row without an increase. Non-resident tuition goes up 3 percent. Segregated fees, housing and meal plans, which are set on campus and approved alongside tuition, will rise modestly.\nTuition, Wesconsin resident — 2025–26: $9,140; 2026–27: $9,140; Change: —\nTuition, non-resident — 2025–26: $17,360; 2026–27: $17,880; Change: +$520\nMidwest Student Exchange rate — 2025–26: $13,710; 2026–27: $13,710; Change: —\nSegregated fees — 2025–26: $1,382; 2026–27: $1,420; Change: +$38\nHousing, double room — 2025–26: $5,720; 2026–27: $5,860; Change: +$140\nMeal plan, standard — 2025–26: $4,130; 2026–27: $4,240; Change: +$110\nTotal, resident on campus (with books est.) — 2025–26: $21,192; 2026–27: $21,480; Change: +$288\nWhere the $38 fee increase goes was decided by the student-majority segregated fee committee in December:\n$17 for extended Forge Recreation Center hours, adding 5 a.m. weekday openings and later weekend closings.\n$12 to continue the Porter Loop’s evening Depot Line past its pilot semester, if spring ridership holds.\n$9 for one additional counselor in student health and counseling, to bring down wait times in the fall rush.\nHousing and dining increases follow utility and food costs, which rose about 3.5 percent this year, and fund the second year of a bathroom renovation cycle in the older residence halls.\n“Flat tuition is the headline, but families pay the whole bill, not just the tuition line. A 1.4 percent increase on the whole bill is below inflation, and we wanted to show every line so nobody gets surprised in August.”\n— Neil Torkelson, Bursar\nFinancial Aid Director Mervin Aaby noted that the average net price for resident students receiving aid, $11,340, is not expected to change much, since grant aid is also rising. Students who expect a change in their family’s finances should talk to the financial aid office before May 1.\nThe full 2026–27 rate tables, including program fees, are on the tuition and costs and cost of attendance pages. What tuition and fees pay for is explained in tuition and what it includes , and how the regents set rates is covered on the Board of Regents and UW System . For grants and loans, start at financial aid .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nParking Moves to Tiered Pricing by Lot Distance Starting This Fall\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nMillrace Week Foundry Pour Turns the Old Sluice Gate Into 360 Trout Trivets\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/rehabilitation-services-fieldwork-expansion.html", "title": "Rehabilitation & Disability Services Adds Two New Fieldwork Sites", "description": "New partnerships with an independent-living center and a county workforce agency expand where students complete their required practicum.", "headings": [ "Rehabilitation & Disability Services Adds Two New Fieldwork Sites", "Take the next step." ], "content": "Academics · September 19, 2026\nRehabilitation & Disability Services Adds Two New Fieldwork Sites\nNew partnerships with an independent-living center and a county workforce agency expand where students complete their required practicum.\nThe Rehabilitation & Disability Services program has finalized fieldwork placement agreements with a regional independent-living center and a county workforce development agency, adding to the roster of sites where students complete their required practicum. Both organizations had previously hosted individual students informally through faculty contacts; the new agreements make placement capacity and supervision expectations formal for the first time.\nThe practicum places students directly with clients under a licensed supervisor for a full semester before graduation, and is the piece of the program alumni most often point to when asked what actually prepared them for the job. Faculty said the two new sites were chosen specifically to broaden the kinds of casework students see beyond the traditional vocational-rehabilitation-agency placement — independent-living work leans more toward long-term accommodation planning than return-to-work coordination.\nThe program plans to add a third site, focused on transition-age youth services, before next fall's practicum placements begin.\nMore news\nWelding Technology Students Sweep State Skills Competition\nNursing Program Adds Second Clinical Cohort for Spring 2027\nFirst-Generation Student Center Marks 500th Student Served\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/riverfront-trail-extension-agreement.html", "title": "City and University Agree to Extend the Riverfront Trail and Replace the Millrace Footbridge", "description": "The $4.6 million project adds 1.3 miles of lit, accessible trail between Millwright Stadium and Depot Plaza, with construction starting in spring 2027.", "headings": [ "City and University Agree to Extend the Riverfront Trail and Replace the Millrace Footbridge" ], "content": "Community · July 22, 2026\nCity and University Agree to Extend the Riverfront Trail and Replace the Millrace Footbridge\nThe $4.6 million project adds 1.3 miles of lit, accessible trail between Millwright Stadium and Depot Plaza, with construction starting in spring 2027.\nThe Porter Falls City Council voted 7–0 Tuesday night to approve a joint agreement with UW–Porter Falls to extend the Riverfront Trail and replace the 1964 footbridge over the Millrace. The $4.6 million project is the largest shared investment between the city and the university in more than twenty years.\nWhat gets built\n1.3 miles of new trail along the Porter River from Millwright Stadium to Depot Plaza, closing the gap that now sends walkers onto Mill Street’s narrow shoulder\nA new Millrace footbridge, 12 feet wide with gentle grades, replacing the current stair-and-ramp crossing that does not meet accessibility standards\nTrail lighting on the full campus-to-downtown route, with fixtures shielded to limit light on the water\nAn accessible fishing platform below the falls, based on a design by a Porter senior design team\nTwo shoreline restoration areas planted with native species to slow erosion at the river bend\nWho pays\nThe city will contribute $1.84 million from its capital budget, a state recreational trails grant covers $1.61 million, and the university will pay $1.15 million, mostly from a facilities fund set aside in the campus master plan . The university will maintain the campus section of the trail; the city maintains the rest.\n“Half the people on that trail every morning are students, and half are neighbors. It was always one path. Now it will look like one.”\n— Mayor Gail Brueggen, City of Porter Falls\n“Our students walk downtown every day, and in the winter they walk it in the dark. This is the most practical safety improvement we could make, and it happens to be beautiful.”\n— Dr. Elaine Vandehey, chancellor\nDesign will be finalized this winter with two public open houses; construction is expected to run from April 2027 to fall 2028, with the existing trail staying open throughout. The project was first proposed through the Town–Gown Council in 2023. For how to use the riverfront safely today, see the Millrace and Porter River and the Depot District student guide .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nHistory Professor’s Sabbatical Book Traces How the Millrace Built, and Nearly Sank, Porter Falls\nIndustrial Design Students Redesign Downtown Porter Falls Wayfinding\nCity, County Transit and University Sign a Five-Year Porter Loop Agreement\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/robotics-grant.html", "title": "$2.4 Million Federal Grant Funds New Advanced Manufacturing Lab", "description": "The College of Engineering & Technology will break ground this spring on a new automation and robotics teaching lab.", "headings": [ "$2.4 Million Federal Grant Funds New Advanced Manufacturing Lab", "Take the next step." ], "content": "Research · August 22, 2026\n$2.4 Million Federal Grant Funds New Advanced Manufacturing Lab\nThe College of Engineering & Technology will break ground this spring on a new automation and robotics teaching lab.\nThe College of Engineering & Technology has been awarded a $2.4 million federal workforce-development grant to build a new advanced manufacturing and robotics teaching lab, expected to open for the fall 2027 semester.\nThe lab will house six industrial robotic arms, a new CNC bay, and dedicated space for the Center for Advanced Manufacturing's sponsored industry projects. Dean of Engineering & Technology said the current shop space, built in 1998, “has been at capacity for about six years, politely.”\nThe grant requires a 20 percent institutional match, which the university says it will meet through a combination of the capital budget and gifts to the Equipment & Lab Modernization Fund.\nContact: Office of University Communications,\nnews@uwporterfalls.edu\nMore news\nIronclad Robotics Qualifies for Nationals for the First Time\nCareer Fair Draws Record 140 Employers\nUniversity Signs Ten-Year Workforce Pipeline Agreement With Three Regional Manufacturers\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/robotics-nationals-qualifier.html", "title": "Ironclad Robotics Qualifies for Nationals for the First Time", "description": "A second-place regional finish sends the student-run team to a national event for the first time in program history.", "headings": [ "Ironclad Robotics Qualifies for Nationals for the First Time", "Take the next step." ], "content": "Student Success · September 12, 2026\nIronclad Robotics Qualifies for Nationals for the First Time\nA second-place regional finish sends the student-run team to a national event for the first time in program history.\nThe Ironclad Robotics Team placed second at its opening regional qualifier this weekend, clearing the points threshold for a national event for the first time since the club formed. The six-week build, done nights and weekends in the Makerspace, centered on a redesigned drivetrain that held up through every match without the wheel-alignment failures that ended last season early.\nThe team is student-run and open to any major with no experience required — this year's roster includes engineering, computer science, and business students working side by side, one of the club's usual selling points at the fall involvement fair.\nTravel and entry fees for the national event are covered by a mix of the team's own sponsorship drive and a small college contribution; the team has already opened a push for additional sponsors ahead of the trip.\nMore news\nWelding Technology Students Sweep State Skills Competition\nFirst Cohort of the New M.S. in Cybersecurity Begins Classes\nPorter Esports Wins Regional Collegiate Championship\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nComputer Science (B.S.)\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/robotics-nationals-runner-up.html", "title": "Porter Robotics Team Finishes Second at National Collegiate Championship", "description": "The student team’s autonomous sorting robot lost in the final round on a tiebreaker after a perfect qualifying record.", "headings": [ "Porter Robotics Team Finishes Second at National Collegiate Championship" ], "content": "Athletics · December 19, 2025\nPorter Robotics Team Finishes Second at National Collegiate Championship\nThe student team’s autonomous sorting robot lost in the final round on a tiebreaker after a perfect qualifying record.\nUW–Porter Falls’s student robotics team finished second at the national collegiate championship this month, falling in the final round on a scoring tiebreaker after going undefeated through qualifying. The team’s entry, an autonomous robot that identifies and sorts mixed recycling on a moving belt, was built over two semesters by fourteen students from engineering, computing, and design.\nThe competition scores speed, sorting accuracy, and a design review by industry judges. Porter’s robot posted the highest accuracy of any entry; the final came down to a cycle-time margin of under a second.\n“We got beaten by a faster robot, fair and square. We will be faster next year. The design-review score — that we won outright, and that’s the part that gets you hired.”\n— team captain\nThe team is advised by faculty from three colleges and funded through Student Government, the engineering college, and two regional manufacturers who host the team for a summer build week.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/senior-design-expo-2026.html", "title": "Senior Design Expo Fills the Fieldhouse With 71 Client Projects", "description": "A vision-inspection cell built for a regional cabinet maker took best in show; at least nine students left with job offers made on the floor.", "headings": [ "Senior Design Expo Fills the Fieldhouse With 71 Client Projects" ], "content": "Academics · May 1, 2026\nSenior Design Expo Fills the Fieldhouse With 71 Client Projects\nA vision-inspection cell built for a regional cabinet maker took best in show; at least nine students left with job offers made on the floor.\nThe 2026 Senior Design Expo filled Ironclad Fieldhouse on Wednesday with 71 teams and 318 graduating students from every engineering and computing program, showing projects built over one or two semesters to the specifications of real clients. Organizers counted about 2,100 visitors, including 44 sponsoring companies, public agencies and nonprofits.\nBest in show went to a five-student manufacturing and electrical engineering team that built a camera-based inspection cell for a Porter County cabinet manufacturer. The cell checks hinge-bore placement on cabinet doors at line speed and flags rejects before finishing, a step the plant had been doing by eye. The company has already moved the prototype onto a production line and says it expects to cut finishing-stage scrap by about a third.\nOther awards\nClient’s choice: a software engineering team’s scheduling app for the Porter Falls Area School District’s bus routes\nBest community project: an accessible fishing-platform design for the Riverfront Trail, completed for the city parks department\nBest interdisciplinary team: a packaging, plastics and industrial design group that redesigned a shipping tray for frozen cheese curds to use 40 percent less material\nBest poster: a computer engineering team’s low-power soil moisture network for the University Farm\nIndustry judges scored each team on a design review held the week before. On the floor, at least nine students reported receiving job offers, and several sponsors signed up for next year before the event closed.\n“Every one of these teams had a client who could say no. That is the whole point. You can watch students stop presenting to a professor and start presenting to the person who has to live with what they built.”\n— Dr. Karen Bergstrom, dean of the College of Engineering & Technology\nMost projects are built in the senior design labs in Founders Hall . Companies interested in proposing a 2026–27 project should see sponsoring a capstone project ; proposals are due August 15. Students can read how the two-semester sequence works in the senior capstone overview .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nBaja SAE Team Finishes Third Nationally, Best Result in Program History\nUniversity Signs Ten-Year Workforce Pipeline Agreement With Three Regional Manufacturers\nNursing Admits Its First 100-Seat Class After a Two-Year Expansion\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/simulation-hospital-construction-begins.html", "title": "Work Begins on a Full-Floor Simulation Hospital in the Health Sciences Center", "description": "The $6.8 million conversion of the building’s third floor will add eight simulated patient rooms and a control suite by early 2026.", "headings": [ "Work Begins on a Full-Floor Simulation Hospital in the Health Sciences Center" ], "content": "Academics · February 18, 2025\nWork Begins on a Full-Floor Simulation Hospital in the Health Sciences Center\nThe $6.8 million conversion of the building’s third floor will add eight simulated patient rooms and a control suite by early 2026.\nContractors began demolition Monday on the third floor of the Health Sciences Center . The floor will become a simulation hospital where nursing and other health-sciences students practice on high-fidelity manikins and with trained actors before they work with real patients. The floor is scheduled to open for the spring 2026 semester.\nThe floor now holds faculty offices, two lecture rooms and storage. When it is finished it will have:\nEight simulated patient rooms: an emergency bay, an ICU room, an operating room, a labor and delivery room, three medical-surgical rooms and a home-care apartment\nA nurses’ station and medication room arranged like those at the program’s partner hospitals\nA control suite behind one-way glass, with cameras and microphones in every room\nThree debriefing rooms where students review video of their own scenarios with faculty\nThe project costs $6.8 million. State capital funds cover $3.9 million, a federal health-workforce award covers $800,000 and private gifts cover $2.1 million. About $410,000 of the private total is still to be raised, and the Foundation has made the simulation hospital the featured priority for April’s Ironclad Giving Day.\n“Right now a student’s first real code is often on a real patient. We would like it to be on a manikin named Harold, with the scenario paused at the worst moment and somebody asking her what she was thinking. Harold doesn’t mind.”\n— Sofia Rasmussen, professor of practice in nursing education and simulation\nDuring construction, simulation sessions move to the first-floor nursing skills lab and, for some senior scenarios, to a partner hospital’s training center in Lake City, with a university van running twice a week. Faculty whose offices were on the third floor have moved to the second floor and to temporary space in Millwright Hall.\nWhen it opens, the floor will be shared with athletic training, dietetics and other health programs, and will be available to regional hospitals for continuing-education days. Program details are on the nursing and simulation hospital pages.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nNursing Admits Its First 100-Seat Class After a Two-Year Expansion\nHealth Sciences Opens a Full-Floor Simulation Hospital\nRegents Approve an Evening M.S. in Cybersecurity for Working Professionals\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/softball-conference-final-2026.html", "title": "Softball Falls 4–3 in Conference Final After a Walk-Off Semifinal Win", "description": "The Ironclads hosted a tournament pod at Red Cedar Diamond, won the semifinal on a two-out bunt single, and finished the season 29–13.", "headings": [ "Softball Falls 4–3 in Conference Final After a Walk-Off Semifinal Win" ], "content": "Athletics · May 11, 2026\nSoftball Falls 4–3 in Conference Final After a Walk-Off Semifinal Win\nThe Ironclads hosted a tournament pod at Red Cedar Diamond, won the semifinal on a two-out bunt single, and finished the season 29–13.\nIronclad softball’s season ended Sunday with a 4–3 loss in the Wesconsin Collegiate Athletic Conference championship game, one day after a walk-off win in the semifinal that the 612 fans at Red Cedar Diamond will be describing for a while.\nThe Ironclads, the No. 2 seed, hosted one of the tournament’s two pods and swept through it on Friday. In Saturday’s semifinal they trailed 2–1 with two outs in the bottom of the seventh and runners on second and third when sophomore Gracie Thielen laid down a bunt single toward third base. The throw was late, the tying run scored, and the trailing runner — senior Jada Holcomb, who had been running on contact — never stopped, sliding home ahead of the relay for a 3–2 win.\nSunday’s final against the top seed was tied 3–3 into the eighth before a two-out double gave the opponents the lead for good. The Ironclads put the tying run on second in the bottom half but could not bring her home.\n“I asked them in February to play like the last out was the only one that counted. They did that for forty-two games. Losing a final in extra innings is the kind of loss you only get to have if you were very good.”\n— Chuck Running, director of athletics\nSeason notes\nThe 29–13 record matches the second-most wins in program history.\nJunior pitcher Kenzie Albrecht finished with a 1.84 ERA, 171 strikeouts and four of the staff’s six shutouts; she was named first-team all-conference.\nThe team’s spring GPA was 3.38, and eight players were named to the conference all-academic list.\nThe Ironclads were not selected for an at-large NCAA Division III bid when the field was announced Monday. Four seniors graduate; the rest of the roster returns in 2027, the last spring before the move to a new conference. Schedules, rosters and summer camp information are on the softball team page and the athletics site, and youth players can sign up for June sports camps run by the softball staff.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nIronclad Athletics Will Move to the Great Lakes Intercollegiate Conference in 2027\nWomen’s Track and Field Finishes Second at Conference Outdoors, Best in Program History\nFormer Ironclad Catcher Nate Wollenberg Named Head Baseball Coach\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/solar-array-expansion.html", "title": "University Breaks Ground on Second Solar Array, Aiming to Double Renewable Generation", "description": "A planned 1.4-megawatt expansion of the Founders Solar Array is expected to bring campus renewable generation past 25 percent by 2028.", "headings": [ "University Breaks Ground on Second Solar Array, Aiming to Double Renewable Generation", "Take the next step." ], "content": "Sustainability · September 24, 2026\nUniversity Breaks Ground on Second Solar Array, Aiming to Double Renewable Generation\nA planned 1.4-megawatt expansion behind the Forge Recreation Center is expected to bring campus renewable generation past 25 percent by 2028.\nThe Office of Sustainability broke ground last week on a 1.4-megawatt expansion to the university's solar generation capacity, sited on a reclaimed field adjacent to the Forge Recreation Center. Once complete, the installation will roughly double the output of the original Founders Solar Array, which came online in 2021 behind the old maintenance yard.\n“The first array proved the concept and paid for a good chunk of itself faster than our own projections said it would,” said the university's director of sustainability. “This one is sized to actually move the needle on the 2045 carbon-neutrality goal, not just demonstrate that we can do it.”\nThe $3.1 million project is funded through a state renewable-energy grant, a utility rebate program, and the continuation of the student-approved green fee that helped finance the original array. An Environmental Science capstone group that has audited the first array's performance data every spring since 2022 will take on monitoring the new installation as well once it comes online, expected in time for the fall 2027 semester.\nThe university's most recent sustainability report put campus greenhouse gas emissions about eighteen percent below their 2010 baseline; sustainability staff project the new array alone will account for several additional percentage points once it reaches full output.\nContact: Office of University Communications,\nnews@uwporterfalls.edu\nMore news\n$2.4 Million Federal Grant Funds New Advanced Manufacturing Lab\nUniversity Announces $15 Million Founders Hall Renovation\nFall Enrollment Reaches 8,412, a Nine-Year High\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nEnvironmental Science (B.S.)\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/study-abroad-partner-vesterdal.html", "title": "Norway’s Vesterdal University of Applied Sciences Becomes Porter’s 15th Exchange Partner", "description": "The semester exchange, starting spring 2027, is built around manufacturing automation, renewable energy and maritime engineering courses taught in English.", "headings": [ "Norway’s Vesterdal University of Applied Sciences Becomes Porter’s 15th Exchange Partner" ], "content": "Academics · April 14, 2026\nNorway’s Vesterdal University of Applied Sciences Becomes Porter’s 15th Exchange Partner\nThe semester exchange, starting spring 2027, is built around manufacturing automation, renewable energy and maritime engineering courses taught in English.\nUW–Porter Falls has signed a five-year student exchange agreement with Vesterdal University of Applied Sciences, a polytechnic of about 6,800 students on a fjord in western Norway. The agreement makes Vesterdal the university’s 15th exchange partner and brings the roster to ten countries.\nUp to six Porter students a year can spend a spring semester at Vesterdal paying Porter tuition, with financial aid applying as it would at home, and up to six Vesterdal students will come to Porter each fall. The first Porter cohort goes in January 2027; applications through the Global Education Office in Founders Union are due October 1, 2026.\nWhy Vesterdal\nThe two schools found each other the polytechnic way: through a shared industry contact. A Porter County packaging equipment maker has a sister plant near Vesterdal, and an engineer who has worked at both introduced faculty in 2024. A two-week faculty visit last spring confirmed what the course catalogs suggested — Vesterdal’s third-year automation and energy courses line up closely with Porter’s manufacturing engineering, electrical engineering and sustainability programs, so credit can be pre-approved course by course before students leave.\nCourses in English: about 40 per semester, including industrial robotics, offshore wind systems, maritime logistics and product design\nHousing: student apartments a ten-minute walk from campus, roughly the cost of a Porter double\nCalendar: spring term runs early January to mid-June, so students miss Porter’s summer session but not fall\n“Our students kept asking for somewhere they could study manufacturing and energy at the same level they do here, not take a semester of electives. Vesterdal is that. The fact that it rains about as often as it snows in Porter Falls is, I am told, a selling point.”\n— Mikel Stenberg, director of International Education & Study Abroad\nStudents in any major may apply, though the course list favors engineering, technology and sustainability. Information sessions are scheduled at the fall study abroad fair , and study abroad scholarships can cover airfare. The full partner list is on the partner universities page.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nNew Pathway Lets Registered Apprentices Earn a Bachelor’s Degree Alongside Their Trade\nNursing Admits Its First 100-Seat Class After a Two-Year Expansion\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/summer-bridge-program-expansion.html", "title": "Summer Bridge Program Doubles in Size for Incoming First-Generation Students", "description": "The two-week, pre-fall academic and social transition program grew from 40 to about 85 students this summer.", "headings": [ "Summer Bridge Program Doubles in Size for Incoming First-Generation Students" ], "content": "Students · July 20, 2026\nSummer Bridge Program Doubles in Size for Incoming First-Generation Students\nThe two-week, pre-fall academic and social transition program grew from 40 to about 85 students this summer.\nThe Summer Bridge Program, a two-week residential program that gets incoming first-generation and historically underrepresented students onto campus before the fall rush, roughly doubled in size this year, from about 40 participants to 85, after a state grant covered additional staffing and housing costs.\nParticipants take a light academic course for credit, meet with advisors and financial-aid staff one-on-one, and move into their fall housing assignment a week early, avoiding the chaos of full move-in weekend.\n“Showing up in August already knowing where the writing center is and having a friend in your building changes the whole first semester.”\n— program director\nEarly data from past cohorts shows Bridge participants persisting to sophomore year at a higher rate than first-generation students who did not participate, though the office is careful to note the group is self-selected.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/summer-construction-2026.html", "title": "Summer Construction: Heritage Hall Bathrooms, North Campus Heat Pumps and a Repaved Founders Drive", "description": "About $6.4 million in projects will run from May 26 to August 14, with detours on Founders Drive in July.", "headings": [ "Summer Construction: Heritage Hall Bathrooms, North Campus Heat Pumps and a Repaved Founders Drive" ], "content": "Campus · June 16, 2026\nSummer Construction: Heritage Hall Bathrooms, North Campus Heat Pumps and a Repaved Founders Drive\nAbout $6.4 million in projects will run from May 26 to August 14, with detours on Founders Drive in July.\nFacilities crews and contractors are working on six major projects across campus this summer, together worth about $6.4 million. All are scheduled to finish by August 14, two weeks ahead of fall move-in.\nHeritage Hall community bathrooms and windows — Cost: $2.1 million; What changes: All twelve floor bathrooms gutted and rebuilt with private shower stalls; 214 original single-pane windows replaced\nNorth Campus heat pump connections — Cost: $1.9 million; What changes: North, Overlook, Riverside and Millrace halls connected to the new geothermal borefield; old gas boilers stay on standby for one winter\nIronclad Fieldhouse roof, east section — Cost: $1.2 million; What changes: Replaces the 1998 membrane over the auxiliary gym, which has leaked in every heavy rain since 2019\nFounders Drive repaving and crosswalks — Cost: $880,000; What changes: Full repave from the stone gate to Millwright Stadium; three raised crosswalks\nAccessible entrance, Commerce Hall — Cost: $240,000; What changes: Ramp and powered doors replacing the stair-only west entrance\nSteam line repair near Founders Union — Cost: $110,000; What changes: The patch of lawn that never holds snow will, finally, hold snow\nWhat to expect\nFounders Drive will close to through traffic between July 6 and July 24, with access to lots maintained from the north entrance. The Porter Loop shuttle will detour along Mill Street during that window. Summer camp drop-off moves to the Forge Recreation Center lot for the same three weeks.\nHeritage Hall is closed for the summer, and its usual summer conference guests are housed in Birchwood Suites. The Heritage windows are being recycled through a regional glass processor, and the cast-iron radiators removed from the bathrooms are going to the manufacturing department’s foundry lab for melting down.\n“Summer is when we get to fix the things everyone has been politely not mentioning all year. The Fieldhouse roof is at the top of that list. I have a bucket in there with a name.”\n— Duane Kolsrud, director of facilities\nProject updates and weekly detour maps are posted by Facilities Management . The heat pump work completes the project described in the geothermal borefield announcement ; longer-term priorities are in the campus master plan . Residents assigned to Heritage Hall this fall will receive photos of the new bathrooms in July.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nNorth Campus Housing Will Be Heated and Cooled by a Geothermal Field\nHalvorsen Library’s Fourth Floor Reopens After a Year-Long Renovation\nFall Enrollment Rises to 7,702, a Second Straight Year of Growth\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/summer-research-symposium.html", "title": "Two Hundred Students Present at the Summer Undergraduate Research Symposium", "description": "The one-day event showcased paid summer research across every college, from bridge sensors to apparel supply chains.", "headings": [ "Two Hundred Students Present at the Summer Undergraduate Research Symposium" ], "content": "Research · June 4, 2026\nTwo Hundred Students Present at the Summer Undergraduate Research Symposium\nThe one-day event showcased paid summer research across every college, from bridge sensors to apparel supply chains.\nAbout 200 undergraduates presented posters and short talks at the Summer Undergraduate Research Symposium, the capstone of a program that pays students a stipend to work full-time with a faculty mentor for ten weeks over the summer.\nProjects this year ranged widely: a low-cost sensor network for monitoring aging highway bridges, a study of microplastic capture in stormwater basins, an analysis of lead times in regional apparel supply chains, a usability study of a county benefits website, and an oral-history archive of the region’s dairy cooperatives.\n“For a lot of these students this is the first time they have owned a question for ten weeks instead of a problem set for a weekend. You can see it change how they talk about their field.”\n— director of undergraduate research\nThe program has grown from 30 students in 2016 to over 200, funded by a mix of federal grants, industry sponsorship, and donor-endowed fellowships. Abstracts are published in an online proceedings.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/summer-youth-camps-2025.html", "title": "Summer Youth Camps Pass 1,000 Campers for the First Time, and Add a Welding Camp", "description": "Thirty-one camps will run from June 16 to August 8, with 140 seats covered by scholarships for Porter Falls and Cedar Bluff students.", "headings": [ "Summer Youth Camps Pass 1,000 Campers for the First Time, and Add a Welding Camp" ], "content": "Community · June 17, 2025\nSummer Youth Camps Pass 1,000 Campers for the First Time, and Add a Welding Camp\nThirty-one camps will run from June 16 to August 8, with 140 seats covered by scholarships for Porter Falls and Cedar Bluff students.\nRegistration for UW–Porter Falls summer youth camps closed at 1,052 campers, the first time the program has passed 1,000. The 31 camps run from June 16 to August 8. Porter faculty teach them, about 80 current students staff them, and they use the same labs, shops and studios Porter students use during the year.\nThe new camp this year is Weld Like a Pro , for grades 10 through 12. It is a four-day camp in the welding lab. Campers earn a shop-safety card, run MIG and stick beads on plate, and build a small steel toolbox to take home. Its single session of 16 seats filled in nine days.\n“A lot of the kids who signed up for welding camp had never been told that welding was something you could go to college for. Four days later they have a toolbox they made, burn holes in their sweatshirts, and a very different idea of what they might do after high school.”\n— Tessa Quam, director of youth programs\nOther notes from this summer:\nScrubs Camp (grades 9–12) moves to the nursing skills lab while the third floor of the Health Sciences Center is under construction. It will return to the new simulation hospital next summer.\nRobotics I and II filled first again, with a 28-name waitlist.\nOvernight camps will house about 260 campers over the summer in Birchwood Suites.\nYouth sports camps run by Ironclad coaches account for about 380 of the total. They are listed separately on youth sports camps .\nGrant money from a local foundation and gifts from this spring’s Ironclad Giving Day cover 140 full-scholarship seats for students in the Porter Falls Area and Cedar Bluff school districts. Last year there were 96.\nAll counselors complete background checks and youth-protection training under the minors on campus policy . Families can join waitlists or find year-round programs, including STEM Saturdays , on the youth camps and programs page.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nSummer Youth Camps Fill a Record 1,284 Seats, With Waitlists for Robotics and Scrubs Camp\nWork Begins on a Full-Floor Simulation Hospital in the Health Sciences Center\nCity, County Transit and University Sign a Five-Year Porter Loop Agreement\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/theatre-season-announced.html", "title": "Theatre Program Announces a Season Built Around Work Made in Wesconsin", "description": "The 2026–27 mainstage season features two plays by Wesconsin playwrights and a devised piece created by the ensemble.", "headings": [ "Theatre Program Announces a Season Built Around Work Made in Wesconsin" ], "content": "Arts · March 13, 2026\nTheatre Program Announces a Season Built Around Work Made in Wesconsin\nThe 2026–27 mainstage season features two plays by Wesconsin playwrights and a devised piece created by the ensemble.\nThe theatre program has announced a 2026–27 mainstage season organized around new and recent work with Wesconsin roots: a play by a Wesconsin playwright, a contemporary drama set in a Driftless-region farm town, a devised ensemble piece developed over the fall from interviews with local residents, and a spring musical.\nThe devised piece is a first for the program. A group of student performers, a dramaturg, and a faculty director will spend the fall semester in the community collecting oral histories, then build the script collaboratively in the spring for a May run.\n“We have strong students and a black-box theatre and a town full of stories. It felt strange to keep doing only the plays everyone already knows.”\n— artistic director of the theatre program\nAuditions are open to students in any major. Single tickets and student passes go on sale in August.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/transfer-agreement-five-colleges.html", "title": "Five More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements", "description": "Students who complete an associate degree at a partner college with a 2.5 GPA are now guaranteed admission and junior standing in a matching Porter program.", "headings": [ "Five More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements" ], "content": "Partnerships · October 1, 2025\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nStudents who complete an associate degree at a partner college with a 2.5 GPA are now guaranteed admission and junior standing in a matching Porter program.\nUW–Porter Falls has signed guaranteed-transfer agreements with five additional Wesconsin technical and two-year colleges, bringing the total to fourteen. Under the agreements, a student who earns an associate degree in a mapped pathway with a cumulative 2.5 GPA is guaranteed admission to the matching bachelor’s program and enters with full junior standing.\nEach agreement includes a course-by-course equivalency table maintained jointly by both institutions and reviewed annually, so students can see before they enroll exactly how their credits will apply. Advisors at both ends have access to the same degree-audit view.\n“The worst outcome for a transfer student is arriving and discovering that twelve credits evaporated. These agreements are mostly about making that impossible.”\n— director of transfer and articulation\nTransfer students are now roughly a third of each incoming class. The university has also expanded evening advising hours and a dedicated transfer-student orientation track.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nPackaging Lab Wins Federal Contract to Test Compostable Food Containers\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/undergraduate-research-prize-2026.html", "title": "Senior’s Study of Millrace Water Temperatures Wins the Chancellor’s Undergraduate Research Prize", "description": "Delia Marchetti logged two years of readings from 14 sensors to show where cold groundwater keeps a stretch of the channel livable for native mussels.", "headings": [ "Senior’s Study of Millrace Water Temperatures Wins the Chancellor’s Undergraduate Research Prize" ], "content": "Research · April 28, 2026\nSenior’s Study of Millrace Water Temperatures Wins the Chancellor’s Undergraduate Research Prize\nDelia Marchetti logged two years of readings from 14 sensors to show where cold groundwater keeps a stretch of the channel livable for native mussels.\nDelia Marchetti, a senior environmental science major from Cedar Bluff, has won the 2026 Chancellor’s Undergraduate Research Prize for a two-year study of water temperatures in the Millrace, the historic mill channel that runs between campus and downtown Porter Falls. The prize carries a $2,500 award and was announced at the spring undergraduate research poster session , where 146 students presented.\nMarchetti installed 14 low-cost temperature loggers along the channel in spring 2024, built from parts that cost about $38 each, and recovered them every six weeks through two summers and one winter. Her data show a 400-yard stretch below the old Porter Woolen Mill site where groundwater seeps keep summer temperatures four to six degrees cooler than the rest of the channel — enough, she argues, to explain why that is the only place native freshwater mussels still turn up in surveys.\n“Everyone in town assumed the Millrace was basically a ditch. It turns out a short piece of it is doing something no other part of the river is doing, and it is right behind a parking lot.”\n— Delia Marchetti, senior, environmental science\nThe work was supervised by Dr. Ruth Okonkwo-Barrie, associate professor in the Department of Environmental Science , and builds on the department’s long-running Porter River and Millrace ecology monitoring. The City of Porter Falls has asked for Marchetti’s sensor map as it plans stormwater changes near the channel, and the city’s parks staff have agreed to keep four of her loggers in place after she graduates.\nAlso recognized\nRunner-up: Tobias Lindgren, junior, mechanical engineering, for a low-cost fatigue test rig for 3D-printed prosthetic sockets\nRunner-up: Amina Yusuf, senior, dietetics, for a study of what Porter Falls food pantry clients actually take home versus what is stocked\nPeople’s choice: a four-student apparel design team that tested how many wash cycles “compostable” athletic shirts survive (eleven)\nMarchetti will present the work this summer and start a graduate program in aquatic ecology in the fall. Students interested in paid research positions can start at the undergraduate research office.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nTwo Hundred Students Present at the Summer Undergraduate Research Symposium\nFaculty Bring in a Record Year of External Research Funding\n$1.26 Million State Transportation Grant Will Wire 40 Rural Culverts With Student-Built Sensors\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/university-farm-csa-sells-out-2025.html", "title": "University Farm’s Student-Run CSA Sells Out All 240 Shares", "description": "Eighteen weeks of vegetables from the farm east of campus, grown by eight paid student interns, with 40 shares set aside at a reduced price for students.", "headings": [ "University Farm’s Student-Run CSA Sells Out All 240 Shares" ], "content": "Community · July 17, 2025\nUniversity Farm’s Student-Run CSA Sells Out All 240 Shares\nEighteen weeks of vegetables from the farm east of campus, grown by eight paid student interns, with 40 shares set aside at a reduced price for students.\nThe community-supported agriculture program at the University Farm has sold all 240 of its shares for the 2025 season, the most since it began in 2017 with 35. The waiting list stands at 61. Shareholders pay up front in spring and pick up a box of whatever the farm harvested that week, for 18 weeks from mid-June to mid-October.\nEight paid student interns grow the produce on about four acres, working with the farm manager. This year’s interns are majoring in dietetics, environmental science, agribusiness, industrial design and, for the first time, accounting. The accounting intern keeps the books and has already flagged the cost of the farm’s garlic.\nThe 2025 numbers:\nFull share (feeds 3–4 people) — Price: $360; Sold: 128\nHalf share — Price: $190; Sold: 72\nStudent share (half share, reduced) — Price: $60; Sold: 40\nThe student shares are paid for partly by a gift from a retired agronomy professor. They go first to students who use the campus food pantry or receive a Pell Grant. Students can pay with SNAP benefits, and several do.\n“A CSA is a business with a very honest customer. If the tomatoes are bad, two hundred and forty households know by Thursday. The interns learn more about planning from that than from any spreadsheet I could give them.”\n— Leif Brandtner, University Farm manager\nPickup is Thursday afternoons at the farm and Saturday mornings at the university table at the campus farmers market . The Porter Loop’s new hourly farm stop, added under last fall’s city–county agreement, runs on weekdays. Surplus produce that is not picked up goes to the food pantry the same day. Boxes that go unclaimed two weeks in a row prompt a phone call, mostly to make sure nobody has moved away and left the kale behind.\nFood-systems research at the farm is described on the Agricultural & Food Systems Institute page. Next year’s shares go on sale in February, and the waiting list gets first chance at them.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nThe Forge Will Send All Its Kitchen Scraps to a New Compost Pad at the University Farm\nThe Forge Served 41,000 Pounds of Regional Produce This Fall, a Third of Everything It Bought\nCity, County Transit and University Sign a Five-Year Porter Loop Agreement\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/ux-lab-eye-tracking.html", "title": "New Usability Lab Brings Eye-Tracking to Design and Computing Courses", "description": "A dedicated lab with eye-tracking, screen capture, and an observation room lets students test their interfaces on real users.", "headings": [ "New Usability Lab Brings Eye-Tracking to Design and Computing Courses" ], "content": "Research · February 24, 2026\nNew Usability Lab Brings Eye-Tracking to Design and Computing Courses\nA dedicated lab with eye-tracking, screen capture, and an observation room lets students test their interfaces on real users.\nA new usability lab in the Jarvis Technology Center gives design and computing students a place to run moderated user tests: a participant station with eye-tracking and screen and face capture, an adjoining observation room, and analysis software that produces heatmaps and task-time data.\nCourses in user-experience design, human-computer interaction, and web development now require students to test their prototypes with at least five recruited users and revise based on what they observe. The lab also takes on paid usability studies for regional employers, staffed by students.\n“Students are always sure their design is obvious. Then they watch a stranger fail to find the button for ninety seconds. That is a more persuasive teacher than any lecture.”\n— lab faculty director\nThe lab is bookable by any course with a user-facing project and runs open workshops on test moderation and consent each term.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/veterans-center-expansion.html", "title": "Veteran Resource Center Moves to a Larger Space With a Dedicated Benefits Counselor", "description": "The center now has a lounge, a quiet study room, and a full-time staff member who handles GI Bill certification in-house.", "headings": [ "Veteran Resource Center Moves to a Larger Space With a Dedicated Benefits Counselor" ], "content": "Students · April 10, 2026\nVeteran Resource Center Moves to a Larger Space With a Dedicated Benefits Counselor\nThe center now has a lounge, a quiet study room, and a full-time staff member who handles GI Bill certification in-house.\nThe Veteran Resource Center has moved into a larger, ground-floor space in the student union with a lounge, a quiet study room, a small kitchen, and — the change students asked for most — a full-time benefits counselor who handles GI Bill enrollment certification directly, rather than routing it through the registrar’s general queue.\nAbout 400 students at Porter use education benefits connected to military service. The center also coordinates priority registration, a peer-mentoring program pairing new student veterans with experienced ones, and a standing connection to the county veterans service office.\n“A veteran coming back to school is often older, often has a family, and cannot afford a two-month delay in a housing payment because a form sat in a stack. Having someone whose only job is those forms changes things.”\n— center director\nThe old space is being converted to additional interview rooms for career services.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/welding-skills-competition.html", "title": "Welding Technology Students Sweep State Skills Competition", "description": "Three Porter welding students placed first in their divisions at the statewide trades competition, the program's best result in a decade.", "headings": [ "Welding Technology Students Sweep State Skills Competition", "Take the next step." ], "content": "Student Success · September 16, 2026\nWelding Technology Students Sweep State Skills Competition\nThree Porter welding students placed first in their divisions at the statewide trades competition, the program's best result in a decade.\nThree students from the Welding Technology certificate program placed first in their respective divisions — structural, pipe, and sheet metal — at this year's statewide collegiate trades competition, the program's strongest showing since the competition added a collegiate division ten years ago. A fourth Porter student placed third in the open fabrication category, judged on a timed build from a blueprint provided the morning of the event.\nCompetitors are scored on a blind weld-quality review as well as speed, so a fast joint that would fail an X-ray inspection scores no better than a slow one. Program faculty said this year's cohort spent extra shop hours specifically drilling the AWS structural certification's inspection criteria rather than raw speed, a shift credited with the sweep.\nThe certificate program runs one semester of full-time shop time and places graduates directly into structural, pipe, and fabrication roles across the region — regional employers have historically recruited straight out of the spring competition.\nMore news\nIronclad Robotics Qualifies for Nationals for the First Time\nRegional Plastics Manufacturer Donates Injection Molding Line to Plastics Engineering Program\nUniversity Signs Ten-Year Workforce Pipeline Agreement With Three Regional Manufacturers\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nWelding Technology (Certificate)\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "news/winter-carnival-2025-thin-ice-record-plunge.html", "title": "A Warm Winter Carnival Moves Broomball Off the Pond but Still Sets a Polar Plunge Record", "description": "Thin ice sent the tournament indoors for two days, and 161 plungers raised $11,640 for the Student Emergency Fund.", "headings": [ "A Warm Winter Carnival Moves Broomball Off the Pond but Still Sets a Polar Plunge Record" ], "content": "Students · February 10, 2025\nA Warm Winter Carnival Moves Broomball Off the Pond but Still Sets a Polar Plunge Record\nThin ice sent the tournament indoors for two days, and 161 plungers raised $11,640 for the Student Emergency Fund.\nThe 2025 Winter Carnival ended Saturday after a week that organizers described as “technically winter.” The campus weather station logged a high of 41°F on Tuesday. The Millrace pond, which needs at least eight inches of ice for broomball, measured just under six inches on Monday morning.\nBroomball. Facilities closed the pond for play on Monday and Tuesday. The broomball league moved 24 games to the outdoor rink at the Forge Recreation Center, where the ice is artificial and, as one player put it, “suspiciously flat.” A cold front brought the pond back to playable ice by Thursday. The final was played there on Saturday afternoon in front of about 500 people. The Construction Student Association’s team, the Load-Bearing Walls, beat the Woodworking Club 3–1. The Woodworking Club has made the final two years running and is said to be working on its brooms.\nIce sculpture. Eighteen teams carved outside Founders Union, working mostly at night when it was coldest. Cooperative Hall won with a five-foot replica of the 1912 Founders Hall cornerstone. By Sunday it had become a four-foot replica.\nPolar plunge. On Friday, 161 people jumped through a hole cut in the pond ice with Porter Falls Fire Department divers standing by. They raised $11,640 for the Student Emergency Fund , a carnival record and about $2,100 more than the previous best, set in 2023.\n“We were honestly worried the hole would just be the whole pond. It wasn’t. The ice was fine on Friday, the water was cold, and a hundred and sixty-one people decided that was a reasonable way to spend a lunch break.”\n— Amara Lindgren, a junior in dietetics and plunge co-organizer\nThe Dean of Students Office estimated that about 3,300 students went to at least one carnival event. The snowshoe race on the University Farm trails was cancelled for lack of snow and replaced with a “mud shoe” walk, which drew 14 people and has not been scheduled again.\nThe Student Emergency Fund covers one-time costs, such as a car repair or a missed paycheck, that could otherwise force a student to leave school. The full week’s traditions are on the Winter Carnival page.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nWinter Carnival Wraps With a Residence-Hall Broomball Title and a Record Polar Plunge\nSecond Ironclad Giving Day Raises $903,850 From 3,206 Donors\nMillrace Week Foundry Pour Turns the Old Sluice Gate Into 360 Trout Trivets\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/winter-carnival-2026-broomball-polar-plunge.html", "title": "Winter Carnival Wraps With a Residence-Hall Broomball Title and a Record Polar Plunge", "description": "Riverside Hall won the Millrace pond tournament for the first time in a decade, and 188 plungers raised $14,620 for the Student Emergency Fund.", "headings": [ "Winter Carnival Wraps With a Residence-Hall Broomball Title and a Record Polar Plunge" ], "content": "Students · February 9, 2026\nWinter Carnival Wraps With a Residence-Hall Broomball Title and a Record Polar Plunge\nRiverside Hall won the Millrace pond tournament for the first time in a decade, and 188 plungers raised $14,620 for the Student Emergency Fund.\nThe 2026 Winter Carnival ended Saturday after a week in which the temperature never got above 14°F. It bottomed out at −17°F on Wednesday morning, according to the campus weather station . Organizers said that was close to ideal: the Millrace pond froze to 11 inches, and none of the ice sculptures sagged.\nBroomball. Thirty-two teams played 61 games on the frozen Millrace pond. Facilities measured the ice every morning before play. The final, Saturday afternoon in front of about 700 people, went to the Riverside Sweepers from Riverside Hall , who beat the Woodworking Club 2–1 in a shootout. It was the first residence-hall championship since 2016. The Woodworking Club played the whole tournament with brooms they had re-handled themselves, which they say is legal and the rules committee says it is still reviewing.\nIce sculpture. Twenty-three teams carved outside Founders Union. First place went to Cooperative Hall for a seven-foot Porter Falls water tower with the town’s name chiseled across the tank. The sculpture team from the welding program finished second with a full-size anvil that several people tried to pick up.\nPolar plunge. On Friday, 188 people jumped through a hole cut in the pond ice, with Porter Falls Fire Department divers standing by. They raised $14,620 for the Student Emergency Fund , beating last year’s record by about $3,000. Chancellor Vandehey and the Dean of Students both plunged, after the plunge’s student organizers announced on Wednesday that they had reached the $12,000 goal that made it mandatory.\n“I want it on the record that the water was warmer than the air. That’s the only reason I went back for a second one.”\n— Jordan Eckstrom, a sophomore in construction management from Lake City and plunge co-organizer\nOther events included a snowshoe race on the University Farm trails, a chili cook-off judged by Dining Services staff, and a Thursday-night skate with the pep band. The Dean of Students Office estimates that about 3,800 different students went to at least one carnival event, close to half the student body.\nThe Student Emergency Fund pays for one-time costs that would otherwise force students to drop out, such as car repairs, a missed rent payment or a medical bill. Students can apply any time through MyPorter.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nRecord Number of Students Enroll in the Three-Week Winter Term\nEsports Moves to Varsity Status with Scholarships Starting Next Fall\nMillrace Week Foundry Pour Turns the Old Sluice Gate Into 360 Trout Trivets\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/winter-drama-the-salt-year-opens.html", "title": "Winter Drama “The Salt Year” Opens Thursday on a Stage Covered in Road Salt", "description": "The theatre program’s winter production stages a 1981 Wesconsin play about a mining town’s worst winter on 900 pounds of salt borrowed from the city.", "headings": [ "Winter Drama “The Salt Year” Opens Thursday on a Stage Covered in Road Salt" ], "content": "Arts · February 17, 2026\nWinter Drama “The Salt Year” Opens Thursday on a Stage Covered in Road Salt\nThe theatre program’s winter production stages a 1981 Wesconsin play about a mining town’s worst winter on 900 pounds of salt borrowed from the city.\nThe theatre program’s winter production, The Salt Year , opens Thursday, February 19, in the black-box studio. It runs February 19–22 and February 26–28. The play was written in 1981 by the Wesconsin playwright Agnes Thorsrud and follows one family through the winter of 1936 in a northern iron-mining town, after the mine closes in November and the snow does not stop until April.\nThe play is rarely produced, partly because Thorsrud’s stage directions ask for the floor to be “white and treacherous the whole evening.” Porter’s production does that with about 900 pounds of rock salt on loan from the city of Porter Falls Public Works yard, raked over a sealed floor and repacked between performances. It goes back to the city in March to be spread on Main Street.\n“Snow on stage is usually paper or foam, and audiences forgive it. Salt crunches, it catches the light, it gets in the actors’ shoes, and by the second act it is everywhere. That is exactly what the play is about.”\n— Isaac Haddad, professor of acting and directing and the production’s director\nThe cast of nine includes students majoring in nursing, mechanical engineering, game design and business as well as theatre minors. Auditions were open to any major, as they are for every production. The set, lighting and sound were designed by students in the department’s production courses. The scenic design team spent part of January testing which grade of salt was least slippery under stage lights. The answer was the coarse kind, after two rehearsals with the fine kind.\nDetails:\nPerformances: Thursday–Saturday at 7:30 p.m., Sundays at 2 p.m.\nTickets: $12 general, $8 seniors and non-Porter students, free for current Porter students with a Porter Card\nRunning time: about 2 hours 10 minutes with one intermission\nContent note: the play includes depictions of poverty, a death in the family and a scene of a man walking out into a blizzard\nAccessibility: the Sunday, February 22 matinee is ASL-interpreted; the black box seats 120 and has level wheelchair seating in the front row\nTickets are available through the box office . Students who want to get involved in future productions can look at the theatre minor , the theatre course list or the Department of Music & Theatre .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nTheatre Program Announces a Season Built Around Work Made in Wesconsin\nNew Usability Lab Brings Eye-Tracking to Design and Computing Courses\nNew Musical About the Week Porter Falls Waited for Its First Train Gets a Staged Reading Saturday\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/winter-term-record.html", "title": "Record Number of Students Enroll in the Three-Week Winter Term", "description": "Nearly 1,400 students took a January course, most of them online, many to stay on track for an on-time graduation.", "headings": [ "Record Number of Students Enroll in the Three-Week Winter Term" ], "content": "Academics · January 9, 2026\nRecord Number of Students Enroll in the Three-Week Winter Term\nNearly 1,400 students took a January course, most of them online, many to stay on track for an on-time graduation.\nWinter Term enrollment reached a record of about 1,400 students this January, roughly a fifth of the undergraduate body. The three-week session between fall and spring offers a single intensive course, mostly online, plus a small number of faculty-led travel courses.\nAdvisors say the growth is mostly strategic: students use the term to retake a course, clear a stubborn prerequisite, or knock out a general-education requirement so a future semester is lighter. A four-year-plan tool added last year flags which requirements a student could pull into January.\n“It is not for everyone — a semester of work in three weeks is genuinely hard. But for a student who is one course behind, it can be the difference between graduating in May and graduating in December.”\n— director of academic advising\nThe university added sections in high-demand subjects this year and is studying whether to offer a small residential Winter Term option for students who cannot study effectively at home.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190" }, { "url": "news/womens-basketball-share-of-conference-title.html", "title": "Women’s Basketball Clinches a Share of the Conference Title, Its First Since 2014", "description": "A 71–58 win over Chippewa Valley State in a packed Fieldhouse secured a co-championship and the No. 1 seed for this week’s conference tournament.", "headings": [ "Women’s Basketball Clinches a Share of the Conference Title, Its First Since 2014" ], "content": "Athletics · February 23, 2026\nWomen’s Basketball Clinches a Share of the Conference Title, Its First Since 2014\nA 71–58 win over Chippewa Valley State in a packed Fieldhouse secured a co-championship and the No. 1 seed for this week’s conference tournament.\nUW–Porter Falls women’s basketball clinched a share of the Wesconsin Collegiate Athletic Conference regular-season title on Saturday with a 71–58 win over rival Chippewa Valley State in front of 2,140 fans at Ironclad Fieldhouse . It is the program’s first conference title since 2014.\nThe Ironclads finished the regular season 20–5 overall and 13–3 in conference play, tied with Eau Pleine. Porter holds the tiebreaker on head-to-head results and will be the No. 1 seed in the conference tournament. Its semifinal is Thursday, February 26, at 7 p.m. at the Fieldhouse.\nSaturday’s game was close until the third quarter, when Porter went on a 16–2 run built on the defense that has carried the team all season. Chippewa Valley State turned the ball over 21 times. Junior guard Maren Sletten had 14 points and 11 assists. Her eighth assist of the night was her 152nd of the season, breaking the single-season program record of 151 set in 2009.\n“I didn’t know about the record until they stopped the game and the whole place stood up. My first thought was that I’d probably thrown a bad pass. Then I saw my mom crying in the second row.”\n— Maren Sletten, junior guard and nursing major from Cedar Bluff\nThe season’s other milestones:\nA nine-game winning streak through January, in which the team never trailed in the second half.\nA conference-best turnover margin of +6.4 per game.\nFive players who are nursing or health sciences majors and schedule practice around clinical rotations, including Sletten, who left the Fieldhouse Saturday night for a 6:45 a.m. shift at the simulation hospital.\nA team GPA of 3.41 for the fall semester, the highest of any Ironclad team.\n“Division III is supposed to be about this,” said Athletics Director Chuck Running. “Nobody on that roster has an athletic scholarship. They are here for a degree, and they also happen to be the best team in the league.”\nStudents get in free to Thursday’s semifinal with a Porter Card. Public tickets are $8. If Porter wins, the final is Saturday at the higher seed. More on the program is on the women’s basketball page and the athletics homepage, and supporters can join the Ironclad Club .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nIronclad Athletics Will Move to the Great Lakes Intercollegiate Conference in 2027\nVolleyball Opens Season Ranked in Conference Preseason Poll for First Time in Program History\nFormer Ironclad Catcher Nate Wollenberg Named Head Baseball Coach\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/womens-cross-country-conference-title-2024.html", "title": "Women’s Cross Country Wins the Conference Title by Three Points, Its First Since 2008", "description": "A first-year won the individual race, and the team title came down to the fifth runner passing two Loggers in the last 300 meters.", "headings": [ "Women’s Cross Country Wins the Conference Title by Three Points, Its First Since 2008" ], "content": "Athletics · November 4, 2024\nWomen’s Cross Country Wins the Conference Title by Three Points, Its First Since 2008\nA first-year won the individual race, and the team title came down to the fifth runner passing two Loggers in the last 300 meters.\nThe Ironclad women won the conference cross-country championship on Saturday at Tamarack State, scoring 52 points to Eau Pleine’s 55. It is the program’s first conference title since 2008, and it was decided 300 meters from the finish.\nFirst-year Signe Arneson won the 6K individual race in 21:52.6. She went to the front on the second climb and won by 11 seconds in her first conference meet. Porter’s next three runners came in 9th, 12th and 14th. With a kilometer left, the team’s fifth scorer was sitting about 25th, and by the coaches’ running math the Loggers were ahead.\nThat fifth runner was sophomore Nora Pfeifer. She passed two Eau Pleine runners on the final straight and finished 16th. Under cross-country scoring, a team’s top five places are added together and the lowest total wins, so those two places made a four-point swing.\nSigne Arneson, Fy. — Place: 1; Time: 21:52.6\nMaya Hjelmstad, So. — Place: 9; Time: 22:31.0\nJosie Heim, Fy. — Place: 12; Time: 22:44.8\nKarin Vollmer, Sr. — Place: 14; Time: 22:50.3\nNora Pfeifer, So. — Place: 16; Time: 22:58.9\n“I don’t think Nora knew what was riding on it. I did. I may have yelled something I’ll be apologizing to the Tamarack State grounds crew for.”\n— Pete Odegaard, head cross country coach\nPfeifer, a nursing major from Cedar Bluff, said she was “mostly trying not to get passed” and found out the team had won from a teammate who was crying. The men’s team finished fifth, led by a junior in 18th, and said afterward that it had spent the cool-down jog doing scoring math on its fingers for the women.\nThe women advance to the regional championship on November 16, where the top two teams qualify for nationals. The team page has the roster and schedule . The home course behind Millwright Stadium is open to the public on non-meet days, and the program’s results go into the department’s record books at the end of each season.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nIronclads Win the Forge Bowl 31–28, Bringing the Anvil Home for the First Time Since 2019\nWomen’s Track and Field Finishes Second at Conference Outdoors, Best in Program History\nFormer Ironclad Catcher Nate Wollenberg Named Head Baseball Coach\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/womens-track-conference-runner-up-2026.html", "title": "Women’s Track and Field Finishes Second at Conference Outdoors, Best in Program History", "description": "A heptathlete set three school records in one weekend and the distance group went one-two in the 5,000 meters; Eau Pleine won the meet by 11 points.", "headings": [ "Women’s Track and Field Finishes Second at Conference Outdoors, Best in Program History" ], "content": "Athletics · May 13, 2026\nWomen’s Track and Field Finishes Second at Conference Outdoors, Best in Program History\nA heptathlete set three school records in one weekend and the distance group went one-two in the 5,000 meters; Eau Pleine won the meet by 11 points.\nUW–Porter Falls women’s track and field finished second at the Wesconsin Collegiate Athletic Conference outdoor championships last weekend, the program’s best result since it began competing in the conference. The Ironclads scored 148 points, 11 behind champion Eau Pleine — the same Loggers the distance runners see every fall in cross-country — and 26 ahead of third place.\nJunior heptathlete Annika Thorsrud, a kinesiology major, won the heptathlon with 5,212 points and set school records in the event total, the 100-meter hurdles and the high jump over the two days. She had taken a general chemistry exam on the Friday before the meet, which her coaches mention more often than she does.\nOther highlights\n5,000 meters: senior Hallie Brekken and sophomore Mai Vang finished first and second, 1.4 seconds apart\n4x400 relay: second place in a school-record 3:54.80\nJavelin: freshman Cora Duvall placed third on her final throw\nMen’s team: fifth of nine, led by a conference title in the steeplechase from junior Elias Fjelstad\nThorsrud, Brekken and the relay team have regional qualifying marks and will compete later this month. The women’s team has improved its conference finish in each of the last four seasons, climbing from seventh in 2022.\n“Second to Eau Pleine stings a little, and it should. But nobody on that bus home thought this was the ceiling. We have one more year in this conference and they know exactly who they are chasing.”\n— Chuck Running, director of athletics\nThe outdoor season is held at Millwright Stadium , whose eight-lane track is open to the public when it is not reserved for practice. The championships were the second-to-last for the Ironclads in the Wesconsin Collegiate Athletic Conference before the move to a new league in 2027–28, and the team graduates only five seniors. Fourteen of the 21 athletes who scored at the meet were freshmen or sophomores.\nResults, rosters and records are on the women’s and men’s track and field pages.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nSoftball Falls 4–3 in Conference Final After a Walk-Off Semifinal Win\nVolleyball Opens Season Ranked in Conference Preseason Poll for First Time in Program History\nFormer Ironclad Catcher Nate Wollenberg Named Head Baseball Coach\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/wrestling-all-american-nationals-2026.html", "title": "Senior 165-Pounder Places Sixth at Nationals, Wrestling’s First All-American Since 2017", "description": "Caleb Hermanson, a manufacturing engineering major, went 4–2 at the Division III championships; sophomore Luis Ortega won a match in his national debut.", "headings": [ "Senior 165-Pounder Places Sixth at Nationals, Wrestling’s First All-American Since 2017" ], "content": "Athletics · March 16, 2026\nSenior 165-Pounder Places Sixth at Nationals, Wrestling’s First All-American Since 2017\nCaleb Hermanson, a manufacturing engineering major, went 4–2 at the Division III championships; sophomore Luis Ortega won a match in his national debut.\nSenior Caleb Hermanson placed sixth at 165 pounds at the NCAA Division III Wrestling Championships over the weekend. That makes him UW–Porter Falls wrestling’s first All-American since 2017 and the twelfth in program history.\nHermanson, the No. 11 seed, beat the No. 6 seed 5–3 in the first round on Friday. After a loss in the quarterfinals, he won three straight consolation matches, the last by a 2–1 decision in sudden victory, to make the podium. He lost the fifth-place match 4–2 and finished the season 31–8.\nSophomore Luis Ortega, wrestling at 141 pounds in his first national tournament, won his opening consolation match by major decision before being eliminated, and finished 1–2. The two were Porter’s qualifiers after the team finished third at the conference championships two weeks ago.\n“Freshman year I went 9–14 and seriously thought about quitting. What kept me in it was that nobody here ever made wrestling feel more important than my classes. So I stopped treating a loss like the end of the world. I think that’s the reason I won the close ones this weekend.”\n— Caleb Hermanson, senior, manufacturing engineering\nHermanson is also the only wrestler in the bracket who spent the semester before nationals on a co-op. He worked 30 hours a week as a process-engineering intern at a Porter County machine shop and trained at 5:30 a.m. and after his shift. He will graduate in May and has accepted a full-time offer from the same company. The manufacturing engineering degree plan builds in that co-op semester.\nIronclad wrestling’s best national finish is still the 1988 team , which placed ninth as a team and is in the athletics hall of fame. Porter’s eleven earlier All-Americans are listed on the hall of fame wall in the athletic center concourse. Hermanson’s name will be added this spring.\n“He beat a sixth seed and a couple of guys from programs three times our size,” said Athletics Director Chuck Running. “And he did it on four hours of sleep a night with a co-op job.”\nThe program returns seven of ten starters next season, including Ortega. Home duals are at Ironclad Fieldhouse and free for students with a Porter Card. The schedule and roster are on the wrestling page.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nIronclad Athletics Will Move to the Great Lakes Intercollegiate Conference in 2027\nWelding Technology Students Sweep State Skills Competition\nFormer Ironclad Catcher Nate Wollenberg Named Head Baseball Coach\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "news/writing-across-curriculum.html", "title": "Every Major Will Now Include Two Writing-Intensive Courses", "description": "A revised graduation requirement moves writing instruction out of the first year and into the disciplines.", "headings": [ "Every Major Will Now Include Two Writing-Intensive Courses" ], "content": "Academics · December 3, 2025\nEvery Major Will Now Include Two Writing-Intensive Courses\nA revised graduation requirement moves writing instruction out of the first year and into the disciplines.\nThe Faculty Senate has approved a graduation requirement that every undergraduate complete at least two writing-intensive courses within their major, in addition to first-year composition. Departments spent the past year designating which of their existing courses qualify and revising them to include staged drafts, feedback, and revision.\nA writing-intensive designation requires that writing count for a substantial share of the grade, that assignments be broken into drafts with response between them, and that the course cap allow the instructor to actually read the drafts. The Writing Center added discipline-specific consultants to support the shift.\n“An engineering memo, a nursing care plan, and a design rationale are different kinds of writing, and none of them are the five-paragraph essay. Students should practice the writing their field actually uses, with their field’s faculty.”\n— director of writing across the curriculum\nThe requirement phases in with the fall 2026 catalog. Students already enrolled may opt in but are not required to.\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nEvery Undergraduate Will Take an AI-Literacy Module Starting This Fall\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nFive More Wesconsin Two-Year Colleges Sign Guaranteed-Transfer Agreements\nAll news\nMedia\nReporters may contact University Communications directly.\n(715) 555–0190\nRelated programs\nNursing (B.S.N.)" }, { "url": "news/youth-camps-record-summer-2026.html", "title": "Summer Youth Camps Fill a Record 1,284 Seats, With Waitlists for Robotics and Scrubs Camp", "description": "Thirty-four camps run between June 15 and August 7, and 210 seats are covered by scholarships for Porter Falls district students.", "headings": [ "Summer Youth Camps Fill a Record 1,284 Seats, With Waitlists for Robotics and Scrubs Camp" ], "content": "Community · June 23, 2026\nSummer Youth Camps Fill a Record 1,284 Seats, With Waitlists for Robotics and Scrubs Camp\nThirty-four camps run between June 15 and August 7, and 210 seats are covered by scholarships for Porter Falls district students.\nRegistration for UW–Porter Falls summer youth camps closed at a record 1,284 campers, up from 1,052 last summer and nearly double the 2019 total. The 34 camps, taught by Porter faculty and staffed by about 90 current students, run from June 15 to August 7 in the same labs, shops and studios Porter students use during the year.\nFour camps reached waitlists within a week of registration opening in March:\nRobotics I and II (grades 7–12), held in the engineering labs, with a 41-name waitlist\nScrubs Camp (grades 9–12), a three-day health careers program in the simulation hospital, where campers take vitals, practice CPR and deliver a (simulated) baby\nGame Design Studio (grades 8–12)\nWeld Like a Pro (grades 10–12), added in 2025 and doubled to two sessions this year\nOvernight camps house about 300 campers across the summer in Birchwood Suites. Youth sports camps run by Ironclad coaches account for another 430 of the total.\nScholarships and access\nThanks to a local foundation grant and Giving Day gifts, 210 seats are covered by full scholarships for students in the Porter Falls Area and Cedar Bluff school districts, up from 140 last year. The camps office also added a free Porter Loop shuttle pickup at the Porter Falls Public Library for day campers without a ride.\n“A ninth grader who spends three days in the sim hospital or the weld shop goes home knowing something about herself she did not know on Monday. Our job is to make sure the price and the ride are never the reason she does not come.”\n— Tessa Quam, director of youth programs\nAll counselors complete background checks and youth-protection training under the minors on campus policy . Families can join waitlists or browse year-round options, including STEM Saturdays , on the youth camps and programs page. Groups interested in renting campus space for their own camps should see summer camps and conferences .\nContact: Office of University Communications, news@uwporterfalls.edu\nMore news\nSummer Bridge Program Doubles in Size for Incoming First-Generation Students\nDual-Enrollment Program Will Let Regional High Schoolers Finish a Full Year of Credit\nCity, County Transit and University Sign a Five-Year Porter Loop Agreement\nAll news\nMedia\nReporters may contact University Marketing & Communications directly.\n(715) 555–0190" }, { "url": "night-market.html", "title": "Porter Falls Night Market", "description": "A monthly evening market on Founders Drive, organized jointly by the university and the city.", "headings": [ "Porter Falls Night Market", "On this page", "What it is", "Town-and-gown, literally", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Outreach & engagement Porter Falls Night Market\nA monthly evening market on Founders Drive, organized jointly by the university and the city.\nWhat it is\nFounders Drive closes to traffic on the first Friday of the month from May through October for a night market of local food trucks, craft vendors and a rotating slate of student organization tables and performances.\nTown-and-gown, literally\nThe market is co-organized by University Communications and the Porter Falls Downtown Association specifically because it's one of the few recurring events that draws both students and long-time residents to the same block.\nIn and around Porter Falls\nPorter Falls is a town of about 17,000 that has always shared its workforce with the university. Projects are scoped to the Valley first: Porter, Cedar Bluff and Redgranite before anywhere else.\nThe practical details\nWhen: First Friday each month, May–October. Where: Founders Drive, closed to traffic. Vendors: Local food, crafts and student organizations. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Outreach & Engagement (Millwright Hall, Room 120). Call (715) 555–0235 or email engage@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nFirst Friday each month, May–October\nWhere\nFounders Drive, closed to traffic\nVendors\nLocal food, crafts and student organizations\nWho to contact\nBusiness & Industry Outreach\nMillwright Hall 120\nPhone\n(715) 555–0157\nEmail\noutreach@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCorporate partners program\nDiscovery Center\nSmall Business Clinic\nVolunteer tax clinic\nFull contact directory" }, { "url": "nightlife-in-porter-falls.html", "title": "Nightlife in Porter Falls", "description": "Bars, breweries, live music, and late-night spots in Porter Falls: where students and locals go after dark.", "headings": [ "Nightlife in Porter Falls", "On this page", "Breweries and taprooms", "Wine and cocktails", "Live music and events", "Dive bars and late night", "Non-alcoholic and low-key", "Getting home safely" ], "content": "Porter Falls town guides Nightlife in Porter Falls\nA compact but lively scene: two breweries, a riverfront wine bar, live music most weekends, and a handful of dive bars that know your order by the second week.\nBreweries and taprooms\nMillrace Brewing occupies the 1880s malt house on the Millrace channel — exposed brick, communal tables, and a rotating lineup of six house beers plus two guest taps. The flagship Millwright Amber (5.2%) is malt-forward and sessionable; the seasonal River Run IPA (6.8%) shows up in April and disappears by Labor Day. Flights are $10 for four 4-oz pours. Food is BYO or ordered from Depot Pizza next door (they deliver to your table). Trivia runs Tuesdays at 7 p.m.; the student-engineering team “Hops & Bolts” has won three semesters running.\nTwo blocks north, Founders Fermentation focuses on lager and farmhouse styles in a smaller, quieter space that used to be a feed store. Their Porter County Helles (4.6%) and Saison du Millrace (5.9%) are the constants; the tap list changes monthly. No food, but the owner keeps a stack of takeout menus from Osteria Lucia and Mabel’s Bakery (day-old rye sourdough, $3).\nWine and cocktails\nThe Current sits on the second floor of the Welcome Center building, windows overlooking the river bend. The wine list leans Midwest — Wisconsin, Michigan, Minnesota, Iowa — with a few European bottles for contrast. Glass pours $9–14. The cocktail menu is short and seasonal: a rye Manhattan with house-made cherry bark bitters in winter, a gin-ginger shrub spritz in summer. Happy hour (4–6 p.m. weekdays) does $6 house wines and $8 well cocktails. It’s the default spot for thesis defenses, faculty retirement toasts, and first dates that might lead to a second.\nBarrel & Beam (basement of the old post office) is darker, louder, and whiskey-heavy — 120+ bottles behind the bar, flight boards organized by mash bill. The Millwright Old Fashioned uses local maple syrup instead of sugar. Industry night is Monday; service workers get 20% off with a pay stub or union card.\nLive music and events\nThe Depot Stage (the old freight room at Depot Pizza ) books local and regional acts Thursday–Saturday: folk, indie rock, bluegrass, occasional jazz trio. Cover is usually $5–15; students with ID get $2 off. The Founders Hall Auditorium hosts the university’s concert series — classical, world music, visiting artists — open to the public with a $10 suggested donation. Riverfront Park runs a free Friday-night summer concert series (June–August) on the floating stage; bring a blanket and a cooler, no glass.\nOpen mic at Millrace Brewing every other Wednesday, 8 p.m. sign-up, 8:30 downbeat. The Music Collective student org curates a monthly “New Noise” showcase at The Current featuring student bands and electronic producers.\nDive bars and late night\nThe Iron Pint (corner of College and Main) has been pouring cheap beer and shooting pool since 1962. $3 domestic pints, $4 well drinks, a dart league that takes the back room Tuesday nights, and a jukebox that still has the Millwrights’ 1998 cassette demo. Railroad Jack’s (next to the Welcome Center) is louder, younger, and does a 2-for-1 rail special 10 p.m.–midnight Thursday–Saturday. Both are cash-preferred; ATMs on site charge $3.50.\nWaffle Window (alumni center basement) stays open until 3 a.m. Thursday–Saturday for liege waffles and spiked hot chocolate — popular with the post-bar crowd who want something warm before the walk back to campus.\nNon-alcoholic and low-key\nRoast & River stays open until 10 p.m. most nights; their cold-brew flight ($8 for three 4-oz pours) and house-made syrups (lavender, cardamom, maple-chili) make it a default study spot. Halvorsen Brew (library lobby) runs until midnight during finals week. The Forge Makerspace lounge has a soda fountain, board games, and a strict “no alcohol” policy — open to all students 24/7 with keycard. The Rec Center late-night basketball (10 p.m.–2 a.m. Fri/Sat) has a hydration station and a vending machine with electrolyte drinks.\nGetting home safely\nThe Porter Loop night loop runs Thursday–Saturday until 2 a.m., connecting campus, the Depot District, Cedar Bluff restaurant strip, and the major off-campus apartment clusters. Rideshare (Uber/Lyft) operates in town but surge pricing hits hard after 11 p.m. on weekends. The university’s Porter Cares office distributes free “Safe Ride” vouchers (good for one rideshare trip up to $15) at the Student Services Center — no questions asked. Designated-driver punch cards at Millrace Brewing and Founders Fermentation earn a free non-alcoholic flight after five DD visits.\nAt a glance\nBreweries\nMillrace Brewing, Founders Fermentation\nWine/cocktails\nThe Current, Barrel & Beam\nLive music\nDepot Stage, Founders Hall Auditorium, Riverfront Park summer series\nLate-night food\nDepot Pizza (midnight Fri/Sat), Taco Libre (2 a.m. Thu–Sat), Waffle Window (3 a.m.)\nNight shuttle\nPorter Loop night loop, Thu–Sat until 2 a.m.\nRelated resources\nPorter Falls, WE overview\nEating & Drinking in Porter Falls\nArts & small events\nTransportation & parking\nBasic needs & Porter Cares\nRec Center late-night hours" }, { "url": "non-degree-and-guest-students.html", "title": "Non-Degree and Guest Students", "description": "Taking Porter courses without pursuing a Porter degree — for a prerequisite, a summer course for your home college, or a seat in a lecture at 70.", "headings": [ "Non-Degree and Guest Students", "On this page", "Ways in without a degree", "Non-degree undergraduate enrollment", "Visiting students from other campuses", "Senior citizen and community audit", "Getting started" ], "content": "Admissions Non-Degree and Guest Students\nTaking Porter courses without pursuing a Porter degree — for a prerequisite, a summer course for your home college, or a seat in a lecture at 70.\nWays in without a degree\nNon-degree undergraduate — Who it is for: Adults taking a prerequisite, a professional-development course or a trial run before applying; Credit: Yes, up to 24 credits; Federal aid: No\nVisiting (guest) student — Who it is for: Students enrolled at another college taking a term or summer session at Porter; Credit: Yes; transcript sent home; Federal aid: Through your home school only\nHigh school dual enrollment — Who it is for: Juniors and seniors with counselor approval; Credit: Yes; Federal aid: No\nSenior citizen audit — Who it is for: Wesconsin residents 60 and older; Credit: No (“AU”); Federal aid: No\nCommunity audit — Who it is for: Anyone else who wants to sit in; Credit: No (“AU”); Federal aid: No\nHigh school students should go straight to dual enrollment ; graduate-level non-degree study is handled through the graduate school .\nNon-degree undergraduate enrollment\nThe non-degree application is a one-page form — no fee, no transcripts unless the course you want has a prerequisite, in which case send proof that you have met it. Decisions take two to three business days.\nTuition is billed per credit at your residency rate: $381 for Wesconsin residents, $571 at the Midwest Student Exchange rate and $745 for non-residents in 2026–27 (see cost of attendance ). Non-degree students are not eligible for federal aid; employer billing is available.\nRegistration opens after continuing students have registered: for spring 2027, non-degree registration opens December 7, 2026 , and classes begin January 25.\nLimits: clinical Nursing courses, portfolio-gated B.F.A. studios and a few capped labs are closed to non-degree students.\nMoving to a degree: up to 24 non-degree credits apply directly if you are later admitted through the regular application ; your Porter GPA carries over.\nVisiting students from other campuses\nSummer is the busy season — 214 visiting students took Porter courses in summer 2026, most to catch up on a math or science sequence near home. Summer 2027 offers an eight-week session from June 7 and four-week sessions starting June 7 and July 6.\nConfirm with your home college, in writing, that the Porter course will transfer and what it will count as.\nSubmit the visiting-student form with a letter of good standing or an unofficial transcript, at least one week before the session starts.\nAfter the term, request an official Porter transcript be sent to your home school.\nIf your aid comes from your home college, it can usually follow you through a consortium agreement — start that paperwork with your home aid office a month ahead. Porter students going the other direction use cross-registration .\nSenior citizen and community audit\nWesconsin residents 60 and older may audit most undergraduate lecture courses with no tuition charge, on a space-available basis. Course and lab fees still apply, and you receive a Porter Card with library and Forge Recreation Center guest access.\nRegister on or after the first day of classes (January 25, 2027 for spring), with the instructor’s signature on the audit form.\nTwo audited courses per term; studios, labs, clinical and fully online courses are excluded.\nNo grade, no credit, no GPA — the transcript shows “AU.” Instructors set the participation expectations.\nCommunity members under 60 may audit at half the per-credit tuition rate on the same terms. Some 140 auditors enroll each year; the waitlist for Provost Halvorsen’s fall Statics section is long enough to be a running joke in Founders Hall. See auditing a course for the general rules, and the Porter Lifelong Learning Institute for noncredit courses with no exams at all.\nGetting started\nCall or email the Office of Admissions with the course you have in mind, and a counselor will tell you which status fits. Adults weighing a full return should also read adult and returning students ; former Porter degree students who stopped out need readmission rather than non-degree status.\nAt a glance\nNon-degree credit cap\n24 credits before applying for degree status\nTuition\nPer credit at your residency rate; no federal aid\nSpring 2027 registration\nOpens Dec. 7, 2026 for non-degree students\nSenior audit\nWesconsin residents 60+, no tuition, space available\nVisiting students\nApply a week before the session; transcript goes home\nWho to contact\nOffice of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0143 (ask for non-degree enrollment)\nEmail\nadmissions@uwporterfalls.edu\nHours\nMon–Fri 8 a.m.–4:30 p.m.; Saturdays 9 a.m.–noon during Millrace Week and in April\nRelated resources\nAuditing a course\nDual enrollment\nCross-registration with other campuses\nPorter Lifelong Learning Institute\nReadmission for returning students\nResidency for tuition purposes" }, { "url": "nondiscrimination.html", "title": "Nondiscrimination & equal opportunity", "description": "What the policy protects, how a discrimination complaint is handled, retaliation protection, and the offices for each issue.", "headings": [ "Nondiscrimination & equal opportunity", "On this page", "What the policy covers", "How a complaint is handled", "Retaliation", "Where to take which issue" ], "content": "Policies & reporting Nondiscrimination & equal opportunity\nWhat the policy protects, how a discrimination complaint is handled, retaliation protection, and the offices for each issue.\nWhat the policy covers\nUW–Porter Falls prohibits discrimination and harassment based on protected status — including race, color, national origin, ancestry, religion, sex, sexual orientation, gender identity, age, disability, pregnancy, marital or parental status, veteran or military status, and genetic information — in admission, employment, grading and academic decisions, housing, athletics, financial aid, and any university program or activity. It also prohibits retaliation against anyone who reports a concern, files a complaint, or takes part in an investigation. The policy applies to students, employees, applicants, contractors, and visitors, and to conduct off campus that has a substantial effect on someone's access to the university.\nHow a complaint is handled\nReports go to the Office of Equity & Access (sexual and gender-based misconduct is handled by the Title IX coordinator, often the same office). An intake meeting lays out your options with nothing forced: supportive measures (a schedule or housing change, a no-contact directive, an academic extension) can be put in place regardless of whether you pursue a formal complaint. A formal complaint triggers an impartial investigation — both parties get notice, the chance to give their account and evidence and identify witnesses, an advisor of their choice, and a written finding under a \"preponderance of the evidence\" standard, with an appeal available. Informal resolution (a facilitated agreement) is an option for some matters when both sides consent.\nRetaliation\nRetaliation — punishing, threatening, or materially disadvantaging someone for reporting or participating — is a separate violation that is investigated and sanctioned on its own, even if the original complaint is not substantiated. If something adverse happens to you after you raise a concern (a sudden bad evaluation, exclusion, a schedule change), report that too; it is often easier to prove than the underlying issue.\nWhere to take which issue\nDiscrimination or harassment based on a protected class: Office of Equity & Access. Sexual assault, dating violence, stalking, sexual harassment: Title IX office or a confidential advocate. A disability accommodation not being provided, or a physical/digital access barrier: Accessibility Services (and Equity & Access if you believe it is discriminatory). Identity-based incidents that may not violate policy: bias response. Employment concerns: HR, alongside Equity & Access. You can also file externally with the relevant state or federal agency, and the office will tell you those deadlines.\nAt a glance\nProtects\nDiscrimination, harassment, and retaliation based on protected status across admission, employment, academics, housing, athletics, aid, and all programs\nProcess\nReport to Equity & Access → supportive measures with no formal complaint required → optional impartial investigation with notice, an advisor, a written finding, and an appeal\nRetaliation\nA separate violation, sanctioned on its own even if the original complaint is not substantiated — report adverse treatment that follows a report\nWhich office\nProtected-class discrimination → Equity & Access · sexual misconduct → Title IX/advocate · access barriers → Accessibility Services · sub-policy incidents → bias response\nRelated resources\nTitle IX & sexual misconduct resources\nStudent conduct & policies\nBias reporting & response\nAcademic integrity\nStudent records privacy\nContact directory" }, { "url": "nontraditional-student-services.html", "title": "Adult and returning students", "description": "Support aimed at students who are older, have dependents, work substantial hours, or are coming back after time away.", "headings": [ "Adult and returning students", "On this page", "What is different", "Space and timing", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Adult and returning students\nSupport aimed at students who are older, have dependents, work substantial hours, or are coming back after time away.\nWhat is different\nReturning and adult students often arrive with college credit, military or work training, and a schedule that does not bend. The dedicated advisor knows the prior-learning assessment routes, which sections run in the evening or online, and how to sequence a degree around a job. Re-entry after a withdrawal or a decade away runs through the same office so it is one conversation, not five.\nSpace and timing\nThe commuter lounge and the family room give somewhere to work and somewhere to bring a child between classes. Events for this group — a resource session, a coffee hour, a tax-help evening — are scheduled early morning, midday or just after 5 p.m. rather than mid-afternoon, because that is when the students can actually come.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nWhere: A dedicated advisor in Founders Union, plus the commuter and family spaces. Covers: Credit for prior learning, flexible scheduling advice, re-entry after a gap. Community: A peer group and events scheduled around work and family hours. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nA dedicated advisor in Founders Union, plus the commuter and family spaces\nCovers\nCredit for prior learning, flexible scheduling advice, re-entry after a gap\nCommunity\nA peer group and events scheduled around work and family hours\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "north-campus.html", "title": "North Campus", "description": "Returning-student housing, dining, recreation and green space connected by the Porter Loop.", "headings": [ "North Campus", "On this page", "Living", "Daily needs", "Connections", "Built for students who have done this before", "Connected, not isolated", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus map North Campus\nReturning-student housing, dining, recreation and green space connected by the Porter Loop.\nLiving\nSuite and apartment-style communities support returning, transfer and graduate students.\nDaily needs\nNorth Market , fitness space, mail service, laundry and study rooms reduce trips across campus.\nConnections\nFrequent shuttle service, bicycle routes and a lighted walking path connect North Campus with academic buildings.\nBuilt for students who have done this before\nNorth Campus is suite and apartment-style housing for transfer, returning and graduate students who want a kitchen and a door that locks behind them rather than a traditional hall. Leases run academic-year or twelve-month.\nConnected, not isolated\nThe Porter Loop shuttle runs to North Campus every twelve minutes during class hours, the Riverfront Trail is lit and plowed all winter, and North Market covers groceries, mail and a small dining counter so a resident does not have to cross campus for basics.\nIn and around Porter Falls\nThe campus is compact — 86 acres, 14 buildings — laid out along the old Millrace between downtown Porter Falls and the river. The Porter Loop shuttle circles it every twelve minutes during class hours, and the lighted Riverfront Trail connects the academic core to North Campus in about a ten-minute walk.\nThe practical details\nAcross the trail: 10-minute walk or one Porter Loop stop. Housing: Suites and apartments for transfer, returning and grad students. On site: North Market, fitness space, mail, laundry, study rooms. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Facilities & Campus Planning (Millwright Hall, Room 40). Call (715) 555-0245 or email facilities@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nAcross the trail\n10-minute walk or one Porter Loop stop\nHousing\nSuites and apartments for transfer, returning and grad students\nOn site\nNorth Market, fitness space, mail, laundry, study rooms\nWho to contact\nFacilities & Campus Planning\nMillwright Hall 40\nPhone\n(715) 555–0145\nEmail\nfacilities@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFounders Hall\nJarvis Technology Center\nApplied Arts Building\nHealth Sciences Center\nFounders Union\nHalvorsen Library\nFull contact directory" }, { "url": "notary-services.html", "title": "Notary services", "description": "Free notarization for students, employees and community members.", "headings": [ "Notary services", "On this page", "What can be notarized", "What to bring", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Notary services\nFree notarization for students, employees and community members.\nWhat can be notarized\nStandard notarizations — affidavits, powers of attorney, certified copies, loan and enrollment paperwork — are available free of charge to students, employees and the general public during Help Desk hours.\nWhat to bring\nA valid government-issued photo ID and the document unsigned; a notary must witness the signature, so signing in advance means starting over. No appointment is needed most days, but calling ahead avoids a wait during registration weeks.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nWhere: Porter Student Help Desk, Founders Union 118. Cost: Free. Bring: Valid photo ID and the unsigned document. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nPorter Student Help Desk, Founders Union 118\nCost\nFree\nBring\nValid photo ID and the unsigned document\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nCommencement speakers\nFull contact directory" }, { "url": "notetaking-services.html", "title": "Note-taking support", "description": "Templates and coaching for better notes, plus peer or assistive note-taking for students with an accommodation.", "headings": [ "Note-taking support", "On this page", "Better notes, any student", "Note-taking accommodations", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Note-taking support\nTemplates and coaching for better notes, plus peer or assistive note-taking for students with an accommodation.\nBetter notes, any student\nThe skill is capturing structure and cues, not transcribing. A coach reviews a set of your real notes and shows you what to cut and what to add, and the workshops let you practise a method on live material.\nNote-taking accommodations\nIf a disability makes it hard to write and listen at once, Accessibility Services can arrange a vetted peer note-taker for your section, or authorize recording plus a transcription tool. Instructors are notified without disclosing your diagnosis.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nFor anyone: Workshops and one-on-one help on methods — Cornell, outline, sketchnotes, and note-taking from slides versus lecture. As an accommodation: A peer note-taker or access to recording and transcription tools, arranged through Accessibility Services. Tech: Guidance on smartpens, recording apps, and live-captioning that turns speech into searchable text. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFor anyone\nWorkshops and one-on-one help on methods — Cornell, outline, sketchnotes, and note-taking from slides versus lecture\nAs an accommodation\nA peer note-taker or access to recording and transcription tools, arranged through Accessibility Services\nTech\nGuidance on smartpens, recording apps, and live-captioning that turns speech into searchable text\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "nurse-advice-line.html", "title": "Nurse advice line", "description": "A 24-hour line staffed by registered nurses to help you decide what level of care a symptom needs.", "headings": [ "Nurse advice line", "On this page", "When to call", "How it fits", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Nurse advice line\nA 24-hour line staffed by registered nurses to help you decide what level of care a symptom needs.\nWhen to call\nYou woke up with a fever and a sore throat and don't know if it's worth an appointment; a cut looks deep; a medication is causing a side effect. The nurse works through standardized questions and gives a recommendation — self-care, an appointment tomorrow, urgent care today, or the emergency room now — plus what to watch for.\nHow it fits\nThe advice line doesn't diagnose or prescribe; it routes you to the right place and saves an unnecessary trip or catches something that shouldn't wait. During Student Health hours it can also book you the next available slot.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nStaffed by: Registered nurses, around the clock. Use it for: Symptom triage, home-care guidance, and whether to be seen and how soon. Free: No charge to call; included for all enrolled students. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStaffed by\nRegistered nurses, around the clock\nUse it for\nSymptom triage, home-care guidance, and whether to be seen and how soon\nFree\nNo charge to call; included for all enrolled students\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "nursing-bs.html", "title": "Admission: Nursing", "description": "The B.S.N. at UW–Porter Falls: direct admission, simulation labs, Valley Health clinical rotations, and a 94% NCLEX pass rate.", "headings": [ "Nursing (B.S.N.)", "On this page", "Program overview", "Curriculum and simulation", "Clinical rotations at Valley Health", "Admission pathways", "NCLEX preparation and pass rates", "Career outcomes" ], "content": "College of Health Sciences Nursing (B.S.N.)\nDirect admission, simulation from semester one, clinical rotations at Valley Health, and a 94% NCLEX-RN pass rate — the program that staffs the region’s hospitals.\">\nProgram overview\nThe Bachelor of Science in Nursing (B.S.N.) (124 credits, CCNE-accredited) sits in the College of Health Sciences and admits ~80 students per cohort (fall start only). Direct admission from high school is the primary pathway — no separate nursing application after freshman year. The program is built around clinical judgment development : simulation, clinical, and classroom are integrated weekly, not siloed by semester. Facilities: Nursing Simulation Center (Health Sciences Building 2nd floor, 12,000 sq. ft.): 8 high-fidelity rooms (Laerdal SimMan 3G+, SimMom, SimBaby, SimJunior), 6 standardized-patient suites, 4 debriefing rooms with video capture, Pyxis med-dispensing trainers, EHR training environment (Epic Playground). Faculty: 22 full-time (18 PhD/DNP, 4 MSN), 12 clinical adjuncts (Valley Health staff), 1:8 clinical faculty-to-student ratio.\nCurriculum and simulation\nSemester 1 (fall freshman): NURS 1100 Foundations of Nursing Practice (skills lab + sim: vital signs, asepsis, medication math), NURS 1200 Health Assessment (standardized patients), BIOL 2100 A&P I , CHEM 1100 General Chemistry . Semester 2: NURS 1300 Fundamentals Clinical (Valley Health med-surg, 1 day/week), NURS 1400 Pharmacology I , BIOL 2200 A&P II , PSYC 1100 Lifespan Development . Sophomore year: Med-surg I&II, mental health, OB/peds (sim + clinical), pathophysiology, pharmacology II, research methods. Junior year: Complex care (ICU/ED sim), community health, leadership, informatics, electives (wilderness nursing, forensic, global health). Senior year: Capstone preceptorship (320 hrs, 1:1 with RN preceptor at Valley Health or Lake City Medical Center), transition-to-practice seminar, NCLEX intensive. Simulation thread: Every clinical course has a paired sim scenario (pre-brief, run, debrief) — 400+ sim hours by graduation.\nClinical rotations at Valley Health\nValley Health Porter Falls Clinic and Valley Health Hospital (Lake City, 40 min via regional coach ) are the primary clinical partners. Rotation sites: Med-surg (3 units, 28 beds each), ICU (12 beds), ED (24 bays, Level III trauma), OB (LDRP, 12 rooms), Peds (10 beds + NICU Level II), OR (8 suites), Behavioral Health (16 beds), Community Health (county health dept., school-based clinics). Scheduling: 8-hr shifts (6:30 a.m.–3 p.m. or 2:30–11 p.m.), 1–2 days/week depending on semester. Transportation: University runs a Clinical Shuttle (departs Founders Hall 5:45 a.m. / 1:45 p.m., returns 4:15 p.m. / 11:45 p.m.) free with student ID. Preceptors: Valley Health RNs complete a 4-hr preceptor workshop (co-facilitated by nursing faculty); 1:1 or 1:2 preceptor:student ratio. Simulation-to-clinical bridge: Before each new clinical rotation, students complete a Sim Orientation (4 hrs) covering unit-specific equipment, protocols, and emergency scenarios.\nAdmission pathways\nDirect Admission (Freshman): 3.7+ GPA (unweighted), 4 years science (biology, chemistry, physics preferred), 4 years math, TEAS composite 75%+ (or SAT 1200+ / ACT 25+). Holistic review: Essay (why nursing, 500 words), 2 references (1 science teacher), healthcare experience (volunteer, CNA, EMT — not required but valued). Transfer (Sophomore entry, 10 seats/year): A&P I&II, Microbiology, Chemistry, Statistics, English — all B+, 3.5+ college GPA, TEAS 80%+. LPN-to-BSN Bridge: Active LPN license, 1 year experience, 3.0+ GPA in prereqs — advanced placement (skip fundamentals), 3-year completion. Second Degree (ABSN, 15 months): Bachelor’s in any field, 3.2+ GPA, prereqs complete — intensive Jan–May start. Scholarships: Caring Hands Scholarship (full tuition, 4 years, 6/year), Rural Health Scholarship (tuition + stipend, 2-year service commitment in Wesconsin Critical Access Hospital). Full admission details .\nNCLEX preparation and pass rates\nIntegrated prep: ATI Comprehensive Predictor (semesters 4, 6, 8), Kaplan Q-bank (unlimited access, funded by program), weekly NCLEX-style quizzes in every clinical course, senior-year NCLEX Intensive (3 weeks, 30 hrs/week: content review, CAT practice, test-taking strategies, wellness). Pass rates (first-time, NCLEX-RN): 2023: 94%, 2024: 94%, 2025: 94% (national avg ~89%). Remediation: Students scoring NCLEX Coach (faculty role, 0.25 FTE). Results: 100% of 2025 cohort passed by second attempt (max 45 days post-graduation).\nCareer outcomes\nClass of 2025 (78 graduates): 96% employed as RN within 3 months (median $68K base + shift differentials), 2% in RN-to-BSN/MSN programs, 2% military (Army Nurse Corps, Air Force). Top employers: Valley Health (34 hires, med-surg, ICU, ED, OB), Lake City Medical Center (18), Wesconsin Hospital Association rural network (12), Mayo Clinic Health System (6), VA Health Care (4). Specialty distribution: Med-surg 35%, ICU/ED 25%, OB 15%, Peds 10%, Psych 8%, OR/Peri-op 7%. Retention: 92% still in nursing at 2 years (national ~85%). The Career Services Health Sciences Career Fair (February) brings 30+ healthcare employers; Valley Health offers conditional employment letters to seniors in October.\nAt a glance\nDegree\nB.S.N. (124 credits, CCNE-accredited)\nCohort size\n~80/year (fall start)\nSimulation\n400+ hrs, 8 high-fidelity rooms, standardized patients\nClinical partner\nValley Health (clinic + Lake City hospital)\nNCLEX pass rate\n94% first-time (3-year avg)\nRelated resources\nCollege of Health Sciences\nHealthcare in Porter Falls\nForge Prototyping Lab (nursing task trainers)\nCaring Hands Scholarship\nHealth Sciences Career Fair" }, { "url": "nursing-skills-lab.html", "title": "Nursing skills lab & simulation", "description": "Where nursing students practise procedures on task trainers and high-fidelity manikins before they ever touch a patient.", "headings": [ "Nursing skills lab & simulation", "On this page", "Skills lab versus simulation", "Open practice", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Nursing skills lab & simulation\nWhere nursing students practise procedures on task trainers and high-fidelity manikins before they ever touch a patient.\nSkills lab versus simulation\nThe skills lab is task trainers — an arm for IV starts, a torso for catheter practice — and repetition until a technique is safe. Simulation puts the student in a mocked-up patient room with a manikin that deteriorates realistically, so they practise the whole picture: assessment, decision, communication, escalation.\nOpen practice\nBefore every graded check-off, the lab opens unstructured hours with the supplies out and an instructor nearby, because the students who practise the awkward parts privately first are the ones who pass calmly.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nLocation: Health Sciences Center, second floor. Use: Scheduled lab sections, plus open practice hours before skills check-offs. Simulation: Manikins that breathe, have a pulse, and respond to what the student does. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nHealth Sciences Center, second floor\nUse\nScheduled lab sections, plus open practice hours before skills check-offs\nSimulation\nManikins that breathe, have a pulse, and respond to what the student does\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "nutrition-allergies.html", "title": "Nutrition & food allergies", "description": "The campus dietitian, how to eat safely with an allergy or medical diet, and the tools that make it routine.", "headings": [ "Nutrition & food allergies", "On this page", "The registered dietitian", "Eating safely day to day", "Severe allergies and emergencies", "Meal plans and the budget angle" ], "content": "Dining Nutrition & food allergies\nThe campus dietitian, how to eat safely with an allergy or medical diet, and the tools that make it routine.\nThe registered dietitian\nA registered dietitian on the dining staff will meet with you one-on-one, free and confidential, and the appointment is worth booking in the first two weeks. It covers food allergies and intolerances, celiac disease and gluten-free eating, diabetes and other medical diets, religious requirements, disordered-eating recovery in coordination with the counseling center and health center, vegetarian and vegan eating that actually meets your needs, and fueling for a sport. You leave with a concrete plan — which stations and dishes are safe, what the kitchen will make to order, and how to flag a problem — not a pamphlet.\nThe dietitian also does grocery-store tours, teaching-kitchen sessions, and drop-in \"ask the dietitian\" hours in the dining hall.\nEating safely day to day\nEvery station in The Forge posts full ingredient and allergen information for the day's menu, and the dining app lets you filter to what you can eat before you walk over. The allergen-friendly station (\"the pantry\") is a dedicated space with its own storage, equipment, and staff, kept free of the top allergens and gluten, where you can build a complete meal without cross-contact — and students with a documented severe allergy can arrange standing orders the kitchen prepares separately. Managers and line staff are trained on cross-contact and are used to being asked; there is always a manager on the floor who can answer for the kitchen.\nIf something is unlabeled or you are unsure, ask before you eat it — the kitchen keeps ingredient sheets for everything on the line.\nSevere allergies and emergencies\nIf you carry epinephrine, keep it on you, not in your room — reactions happen at the table. Share an emergency action plan with a roommate, a friend you eat with, and, if you want, the dining team, so someone nearby knows the signs and where your auto-injector is. Register with Accessibility Services if your allergy rises to the level of a disability; that can formalize dining accommodations and, in rare cases, support a meal-plan modification. Campus Safety officers and hall staff carry stock epinephrine and are trained to use it, and calling 911 for anaphylaxis is always right even after you have used your own injector.\nMeal plans and the budget angle\nA medical or religious diet does not require a special meal plan — the standard plans work with the pantry station and made-to-order options. If the dietitian and Accessibility Services agree that campus dining genuinely cannot meet your needs, a meal-plan reduction or exemption can be approved so you are not paying for food you cannot safely eat. Start that conversation early; it is a review, not a form.\nAt a glance\nFree appointment\nOne-on-one with the campus registered dietitian — allergies, celiac, diabetes, religious diets, ED recovery, vegan, sport fueling\nEvery day\nFull allergen labeling at every station + app filtering; a dedicated allergen-friendly \"pantry\" station with separate equipment\nSevere allergy\nKeep epinephrine on you, share an action plan, register with Accessibility Services; staff carry stock epinephrine\nMeal plan\nStandard plans work with the pantry station; a documented exemption is possible if dining truly can't meet your needs\nRelated resources\nDining plans\nWhere to eat\nJobs in university dining\nContact directory" }, { "url": "nutrition-on-a-student-budget.html", "title": "Eating well on a student budget", "description": "Cheap staples that actually feed you, using the dining hall and a hall kitchen well, and the campus resources when money is tight.", "headings": [ "Eating well on a student budget", "On this page", "The cheap foundation", "Build a plate, not a snack", "Use the dining hall well", "Cook in the hall kitchen", "Shop smart", "When money is genuinely tight" ], "content": "Health & wellness Eating well on a student budget\nCheap staples that actually feed you, using the dining hall and a hall kitchen well, and the campus resources when money is tight.\nThe cheap foundation\nA short list of inexpensive, filling staples covers most meals: eggs, oats, rice, dried or canned beans and lentils, pasta, frozen vegetables, peanut butter, canned tuna or chicken, bananas and whatever fruit is cheapest, potatoes, tortillas, and a couple of sauces or spice blends. Bought in basic form and cooked, these cost a fraction of prepared food and packaged snacks.\nBuild a plate, not a snack\nAim each meal at a protein, a vegetable or fruit, and a starch — beans and rice with frozen vegetables; eggs and toast and an apple; pasta with canned tomatoes and tuna. This is cheaper and keeps you full longer than the vending-machine-and-energy-drink pattern that costs more over a week than groceries would.\nUse the dining hall well\nIf you have a meal plan, the residential dining hall is already paid for — get most of your food there. Build plates from the vegetable, protein, and whole-grain stations; the salad bar and the rotating global station are usually the better options. Take a piece of fruit for later. Do not let paid Dining Credits expire while buying snacks with cash.\nCook in the hall kitchen\nEvery residence hall has a shared kitchen. A Sunday batch-cook — a pot of chili, a tray of roasted vegetables, a big pot of rice — turns into four or five meals for the week at a few dollars total. Split staples and a shopping trip with a floormate. Label your food and clean up.\nShop smart\nThe campus market for a forgotten item, but the co-op or a grocery store on the bus line for the real shop. Buy staples in the plain, larger form; check the price per unit; buy produce that is in season and cheap; and go with a short list so you are not buying on impulse. Store-brand is usually identical to name-brand.\nWhen money is genuinely tight\nThe campus food pantry is open to any enrolled student — no documentation, no means test. Swipe Out Hunger provides meal-plan swipes for students without a plan or between aid refunds. The campus farmers market and garden are cheap real food. SNAP eligibility has specific student rules the financial-wellness coach can check. Using these is normal.\nAt a glance\nFoundation\nEggs, oats, rice, beans/lentils, pasta, frozen veg, peanut butter, canned fish, potatoes\nEach meal\nProtein + vegetable/fruit + starch — cheaper and more filling than snacks\nMeal plan\nIt is paid — eat there; don't let Dining Credits expire buying cash snacks\nMoney tight\nFood pantry (no documentation) + Swipe Out Hunger + the campus market/garden\nWho to contact\nDining Services\nFounders Commons, lower level\nPhone\n(715) 555–0242\nEmail\ndining@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nEating well on campus\nDining menus & nutrition\nFood pantry\nSwipe Out Hunger\nBudgeting as a student\nFull contact directory" }, { "url": "observatory.html", "title": "Halvorsen Observatory", "description": "A rooftop observatory atop Halvorsen Library with a 14-inch reflector, open to the public on clear Friday nights.", "headings": [ "Halvorsen Observatory", "On this page", "What a public night looks like", "Beyond public nights", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Halvorsen Observatory\nA rooftop observatory atop Halvorsen Library with a 14-inch reflector, open to the public on clear Friday nights.\nWhat a public night looks like\nA physics faculty member or student aide runs the telescope and talks through whatever is actually visible that night — Saturn's rings some months, a star cluster in others — rather than a fixed script, since Wesconsin cloud cover means the plan changes week to week.\nBeyond public nights\nThe observatory also supports the Introductory Astronomy lab sections and a handful of independent research projects each year, mostly variable-star photometry within reach of a 14-inch mirror.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nTelescope: 14-inch Ritchey–Chrétien reflector. Public nights: Fridays, weather permitting, September–May. Cost: Free, no reservation needed. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nTelescope\n14-inch Ritchey–Chrétien reflector\nPublic nights\nFridays, weather permitting, September–May\nCost\nFree, no reservation needed\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "oer-initiative.html", "title": "Open Educational Resources Initiative", "description": "A grant program that pays faculty to replace expensive textbooks with free, openly licensed course materials.", "headings": [ "Open Educational Resources Initiative", "On this page", "How the grant works", "Where the savings go first", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Open Educational Resources Initiative\nA grant program that pays faculty to replace expensive textbooks with free, openly licensed course materials.\nHow the grant works\nFaculty apply for a stipend to replace a paid textbook with openly licensed materials, then report back on what they built and how much it saved students; a course that's redesigned once stays free for every future section unless a later instructor opts out.\nWhere the savings go first\nHigh-enrollment general education courses are prioritized, since replacing one expensive textbook there affects the most students per dollar of grant money.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nGrant: Up to $1,500 per course redesigned. Savings so far: Tracked publicly each year. Who applies: Any faculty member teaching a high-enrollment course. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nGrant\nUp to $1,500 per course redesigned\nSavings so far\nTracked publicly each year\nWho applies\nAny faculty member teaching a high-enrollment course\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "off-campus-housing-guide.html", "title": "Off-Campus Housing Guide", "description": "Finding, leasing, and living in off-campus housing in Porter Falls: neighborhoods, the joint rental guide, tenant rights, and the city inspection program.", "headings": [ "Off-Campus Housing Guide", "On this page", "Where students live", "The joint rental housing guide", "Leases, deposits, and tenant rights", "City inspection program", "Finding roommates and sublets" ], "content": "Housing Off-Campus Housing Guide\nMost students move off campus after their first year. Here’s how to find a place, read a lease, and use the city-university resources that keep landlords honest.\nWhere students live\nAfter the first-year residency requirement, ~70% of students move off campus. The highest-density student blocks form a rough triangle: Founders Hall (north), Depot District (east), College Avenue (west). Housing stock is a mix: older two-story houses (built 1910–1950) converted to 3–5 bedroom rentals, and newer purpose-built apartment complexes (4–12 units) from the last decade. Typical rents (2025–26, per bedroom, utilities not included): converted house $520–$680; purpose-built 2-bed $750–$900; purpose-built 1-bed $950–$1,150. Most leases are 12-month (August–July); 9-month academic-year leases exist but carry a 10–15% premium.\nThe joint rental housing guide\nThe Porter Falls & UW–Porter Falls Rental Housing Guide is published every March by the City Clerk’s Office and the Student Services division. It includes: a searchable map of all licensed rental properties (updated weekly), sample leases with plain-language annotations, a checklist for move-in/move-out inspections, the Tenant Rights Summary (Wesconsin statutes + city ordinances), and contact info for the Housing Mediation Program (free, voluntary, resolves ~60 disputes/year). Pick up a print copy at the Student Services Center, City Hall, or the Public Library ; the digital version is on the Housing page.\nNeighborhood profiles\nFounders Triangle (bounded by College Ave, Main St, and the river): densest student housing, 5–12 min walk to campus, loudest on weekends, highest turnover. Depot District edges (north of the Welcome Center): quieter, mix of students and young professionals, 10–15 min walk, closer to grocery (Porter County Co-op) and the regional coach stop. Cedar Bluff (north of downtown, up the hill): larger apartments, more grad students and faculty, 15–20 min walk or 5 min on the Porter Loop, near Osteria Lucia and The Millwright’s Table . Riverfront Trail corridor (west of campus): newer complexes with trail access, slightly higher rent, popular with Outdoor Pursuits students. Industrial park fringe (south of Highway 12): cheapest rents ($400–$500/bed), but 25+ min walk and no night shuttle — only for students with cars.\nLeases, deposits, and tenant rights\nSecurity deposits capped at one month’s rent (Wesconsin law); must be returned within 21 days of move-out with itemized deductions. Application fees capped at $25 (city ordinance); non-refundable but credited to first month’s rent if approved. Lease must include : landlord/agent name and address, rent amount and due date, utility responsibility, pet policy, sublet policy, and the city’s Rental License Number (verify at City Hall). Repairs : landlord has 14 days for non-emergency, 24 hours for emergencies (heat, water, structural safety). Withhold rent only after written notice + 14-day cure period + escrow with Clerk of Courts — see the Guide for the form. Retaliation (eviction, rent hike, service cut) within 90 days of a complaint is presumed illegal.\nCity inspection program\nEvery licensed rental unit is inspected every 24 months by the City Building Inspector (fire safety, egress, plumbing, electrical, weatherization). Inspection results are public record — search by address in the Guide. Units that fail get a 30-day repair order; landlords who don’t comply lose their rental license (unit cannot be rented until fixed). Students can request an interim inspection if they believe conditions violate code — free, anonymous, inspector contacts tenant directly. The Entrepreneurship Legal Clinic runs a Housing Law Clinic (Mondays 4–6 p.m., Student Services Center) for lease review and repair-demand letters.\nFinding roommates and sublets\nThe UW–Porter Falls Roommate Finder (portal login required) matches by budget, sleep schedule, cleanliness, and pet preference — 60% of off-campus groups form there. Sublet board (same portal) runs year-round; summer sublets (May–August) are plentiful because of co-ops and internships. Tips: meet potential roommates in person before signing; run a background check ($15 via the Guide’s partner service) if you don’t know them; document the unit’s condition with dated photos/video at move-in; get renters insurance ($12–$18/mo, covers your stuff and liability) — the Guide has a group-rate link.\nAt a glance\nTypical rent/bed\n$520–$1,150 (utilities extra)\nLease cycle\n12-month (Aug–Jul) standard\nKey resource\nJoint Rental Housing Guide (pub. March)\nMediation\nFree Housing Mediation Program\nInspections\nEvery 24 months, public results\nRelated resources\nHousing overview\nMoving into a neighborhood\nErrands & essentials\nTransportation & parking\nEntrepreneurship Legal Clinic\nBasic needs & Porter Cares" }, { "url": "off-campus-winter-readiness.html", "title": "Off-campus winter readiness", "description": "Prepare a Porter Falls rental for snow, cold, and a week when getting across town takes twice as long.", "headings": [ "Off-campus winter readiness", "On this page", "Make the home checklist early", "Keep a small winter kit", "Clarify shared responsibilities", "Change the schedule, not the safety margin" ], "content": "Porter Falls life Off-campus winter readiness\nPrepare a Porter Falls rental for snow, cold, and a week when getting across town takes twice as long.\nMake the home checklist early\nBefore the first hard freeze, find the thermostat, shutoff information, smoke and carbon-monoxide alarms, fuse panel, lease contacts, and the process for reporting a heat or water problem. Test the route from your door to the bin, street, parking spot, and nearest shuttle stop. Do this while it is boring.\nKeep a small winter kit\nHave a flashlight, phone charger, basic first-aid supplies, batteries, warm layers, scraper, traction aid, and a few meals that do not require a last-minute trip. If you drive, keep boots and a blanket in the vehicle. This is preparation for inconvenience, not a prediction of disaster.\nClarify shared responsibilities\nKnow who clears the sidewalk, who handles the driveway, where vehicles move during snow emergencies, and who calls the landlord for a frozen pipe or failed heat. Put it in the household note rather than relying on the person who remembers from last year.\nChange the schedule, not the safety margin\nLeave early, take the plowed route, wear footwear with grip, and use the shuttle for longer crossings. A late arrival is easier to explain than a fall, a tow, or a car stuck in a drift. When conditions are genuinely unsafe, use the university’s weather information and contact instructors or supervisors promptly.\nAt a glance\nBefore freeze\nLocate heat controls, alarms, lease contacts, bins, and parking rules\nKeep ready\nLight, charger, warm layers, basics, and a few meals\nOn bad days\nLeave early and choose the plowed route\nRelated resources\nWinter in Porter Falls\nSnow emergency procedures\nMoving into a Porter Falls neighborhood\nAbout Porter Falls" }, { "url": "office-hours-etiquette.html", "title": "Using office hours", "description": "How to make a professor's office hours actually useful — what to bring, what to ask, and when to go.", "headings": [ "Using office hours", "On this page", "What they're for", "If the time doesn't work", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Using office hours\nHow to make a professor's office hours actually useful — what to bring, what to ask, and when to go.\nWhat they're for\nOffice hours are scheduled time a professor sets aside to help you. Come with a real question — ‘I got stuck here and tried X and Y’ — rather than ‘I don't get it,’ and you'll get a useful answer. It's also where a professor gets to know you well enough to write a strong recommendation later.\nIf the time doesn't work\nEmail to ask for another slot; most instructors will find one. Many also hold virtual office hours or take questions by appointment. Going once, early in the term, makes going again far less intimidating.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nWhen: Early and often — the week before an exam is the crowded, too-late window. Bring: Your specific question, the work you've already tried, and the relevant notes or problem. Also fine: Asking about the field, research, grad school, or just introducing yourself. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nEarly and often — the week before an exam is the crowded, too-late window\nBring\nYour specific question, the work you've already tried, and the relevant notes or problem\nAlso fine\nAsking about the field, research, grad school, or just introducing yourself\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "office-hours-when-you-have-nothing-specific.html", "title": "Office hours when you have \"nothing specific\"", "description": "Going before you are drowning — what to do there when you do not have a burning question yet.", "headings": [ "Office hours when you have \"nothing specific\"", "On this page", "The trap of waiting for a crisis", "You do not need a perfect question", "Bring your work", "It builds the relationship", "Ask about the field, not just the course", "If the scheduled time never works" ], "content": "Student success Office hours when you have \"nothing specific\"\nGoing before you are drowning — what to do there when you do not have a burning question yet.\nThe trap of waiting for a crisis\nMost students only go to office hours when they are already lost and panicking, which is the hardest time to catch up and the most stressful conversation to have. Going earlier — when things are merely a little shaky, or fine — is when office hours do the most good and cost the least.\nYou do not need a perfect question\nAcceptable reasons to show up: \"I want to make sure I'm understanding this correctly — can I walk you through how I'd approach this problem?\" \"I did the reading and I'm not sure which parts matter most.\" \"I got this back and I want to understand what went wrong.\" \"I'm interested in this area and wanted to ask how people get into it.\" All of these are welcome.\nBring your work\nThe most productive version: bring a problem you have attempted (even wrongly), your notes, or the returned assignment, and let the instructor watch you think. They can see exactly where your understanding diverges and fix that, which a vague \"can you explain chapter 4\" cannot.\nIt builds the relationship\nAn instructor who has talked with you a few times knows your name, your interests, and how you work — which is what makes a recommendation letter specific and strong later, and what makes them think of you for a research spot or an opportunity. Ten minutes early in the term is an investment.\nAsk about the field, not just the course\nOffice hours are also where you can ask how someone got into this work, what they would tell a student interested in it, whether there is research happening you could help with, and what to read next. Faculty generally like these conversations; it is why many of them teach.\nIf the scheduled time never works\nEmail to ask for another slot — most instructors will find one, and many hold virtual hours or take questions by appointment. \"Your office hours conflict with my lab; is there another time, or could I send a question by email?\" is a normal request.\nAt a glance\nGo\nWhen things are merely shaky or fine — not when you are already drowning\nNo perfect question needed\n\"Can I walk you through how I'd approach this?\" is plenty\nBring\nAn attempted problem, your notes, or the returned assignment\nPayoff\nA faculty member who knows you → a strong letter, a research spot, an opportunity\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUsing office hours\nAsking a good question in class\nFinding a faculty mentor\nLetters of recommendation\nEmailing faculty and staff well\nFull contact directory" }, { "url": "office-of-inclusive-excellence.html", "title": "Office of Inclusive Excellence", "description": "A small office with a measurable job: closing the gaps in who stays, who graduates and who lands a job, and making sure the campus is usable by everyone it admits.", "headings": [ "Office of Inclusive Excellence", "On this page", "What the office does", "What it does not do", "The numbers it watches", "Programs", "Working with the office" ], "content": "Administration Office of Inclusive Excellence\nA small office with a measurable job: closing the gaps in who stays, who graduates and who lands a job, and making sure the campus is usable by everyone it admits.\nWhat the office does\nThe Office of Inclusive Excellence is led by Dr. Renata Solheim-Ayodele , chief inclusive excellence officer since 2023 and a member of the chancellor’s cabinet. Before Porter she taught industrial and organizational psychology for eleven years. The office has four staff, and its main assignment comes straight from the strategic plan : close the outcome gaps for first-generation, low-income and underrepresented students.\nIn practice that means three things: looking hard at the data, funding the fixes that work, and helping departments change practices that quietly cost some students more than others — a required textbook nobody can afford, a lab section only offered at 7 a.m., an internship that is unpaid.\nWhat it does not do\nThe office does not investigate complaints. If you have experienced discrimination or harassment, the Office of Equity & Access handles it under the nondiscrimination policy , and sexual misconduct goes to Title IX . Bias incidents that are not policy violations can be reported through bias incident reporting ; this office reviews the anonymized patterns each semester, not individual cases. Disability accommodations are handled by Disability & Accessibility Services .\nThe numbers it watches\nFirst-year retention gap, first-generation vs. continuing-generation — 2022 cohort: 6.8 points; 2025 cohort: 4.1 points; 2027 goal: under 3\nFirst-year retention gap, Pell recipients vs. non-Pell — 2022 cohort: 5.9 points; 2025 cohort: 4.6 points; 2027 goal: under 3\nStudents in a paid applied-learning placement by graduation, first-generation — 2022 cohort: 61%; 2025 cohort: 72%; 2027 goal: 80%\nCourses using no-cost or low-cost course materials — 2022 cohort: 9%; 2025 cohort: 23%; 2027 goal: 35%\nFigures come from Institutional Research and are reported to the cabinet each semester. A number that does not move gets a written explanation and a changed approach.\nPrograms\nInclusive teaching grants: $1,500 stipends for faculty to redesign a high-enrollment course with a high D/F/withdraw rate, run with faculty development . Twenty-two awarded last year.\nAffordable materials fund: pays to replace a required textbook with an open or library-licensed one.\nCampus climate survey: every three years; the next one runs in March 2027. The 2024 survey had a 31 percent response rate, and the results are public.\nSearch advocates: trained staff and faculty who sit on hiring committees and keep searches to the posted criteria.\nSupplier diversity: with Business Services, helping small and locally owned firms bid on university work ( supplier diversity ).\nThe office also funds, but does not run, the student-facing centers in Founders Union: the First-Generation Center , LGBTQ+ services and the Veteran Resource Center .\nWorking with the office\nDepartments can request a data consultation — a one-hour look at their own course or program gaps — through the office email. Student organizations can apply for co-sponsorship of events up to $750 per semester; applications close on the 15th of each month. Office hours with Dr. Solheim-Ayodele are Wednesdays, 1:00–3:00 p.m., in Founders Union 230.\nThe office publishes the campus calendar of heritage months and religious observances each August, with the dates on which major exams should not be scheduled; students who need an absence for a holiday use the religious observance accommodation process, which instructors are required to honor. Event planners can borrow the office’s accessibility kit — an assistive listening system, a portable ramp, large-print programs — with a week’s notice.\nEvery spring the office publishes a short report on the year: what moved, what did not, and where the money went. The 2025–26 report found that the redesigned sections of College Algebra and Statics cut the D/F/withdraw rate by eleven points for first-generation students and by seven for everyone else, which is the usual pattern — changes made for one group of students tend to help all of them.\nAt a glance\nLeader\nDr. Renata Solheim-Ayodele, chief inclusive excellence officer\nStaff\nFour\nMain measure\nFirst-generation retention gap: 4.1 points, goal under 3\nClimate survey\nNext: March 2027\nComplaints go to\nEquity & Access, not this office\nWho to contact\nOffice of Inclusive Excellence\nFounders Union 230\nPhone\n(715) 555–0108\nEmail\ninclusion@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nStrategic plan\nNondiscrimination & equal opportunity\nDivision of Student Affairs\nLand acknowledgment\nOffice of the Chancellor" }, { "url": "office-of-legal-affairs.html", "title": "Office of Legal Affairs", "description": "Legal advice for the university as an institution: contracts, public records, subpoenas and policy. Part of the UW System’s legal function, with an attorney based in Millwright Hall.", "headings": [ "Office of Legal Affairs", "On this page", "Who we represent", "Staff", "Contracts", "Public records", "Subpoenas and legal holds", "Policies and outside activities" ], "content": "Offices & services Office of Legal Affairs\nLegal advice for the university as an institution: contracts, public records, subpoenas and policy. Part of the UW System’s legal function, with an attorney based in Millwright Hall.\nWho we represent\nThe Office of Legal Affairs advises the university — its leadership, departments and employees acting in their university roles. It does not represent individual students or employees in personal matters. Students with a landlord dispute, a traffic ticket or a contract question should use student legal services ; employees with a personal workplace concern should start with human resources .\nPorter does not have its own general counsel. Legal services for every UW System campus are provided by the system’s Office of General Counsel, which assigns attorneys to campuses. Porter’s is Kristin Mjelde, J.D. , senior university counsel, who works from Millwright Hall three days a week and attends the chancellor’s cabinet. Litigation against the university is handled with the state attorney general’s office.\nStaff\nKristin Mjelde, J.D. — Title: Senior University Counsel (UW System); Handles: Legal advice, policy review, litigation liaison\nDana Pflum — Title: Records Officer and Records Custodian; Handles: Public records requests, records retention\nEverett Kask — Title: Contracts Administrator; Handles: Contract review, signature routing, templates\nSigne Rasmusson — Title: Paralegal; Handles: Subpoenas, legal holds, intake\nContracts\nOnly people with delegated signature authority can bind the university — principally the chancellor, the vice chancellor for finance and operations and the director of purchasing. A dean, chair or faculty member who signs a vendor agreement, a facility rental or a click-through license on Porter’s behalf has signed it personally.\nSend every non-standard agreement to contracts@uwporterfalls.edu with the other party’s draft and a one-line summary of what it is for.\nStandard templates (guest speaker, clinical affiliation, internship site, equipment loan) are in MyPorter and usually clear in three business days.\nNegotiated agreements take ten to fifteen business days. Indemnification and out-of-state governing-law clauses are the usual sticking points; state law limits what a public university can agree to.\nPurchases go through procurement first; sponsored-research agreements go through Research & Sponsored Programs .\nPublic records\nPorter is subject to Wesconsin’s open-records law. Anyone can request records without giving a reason; the full process, fees and timelines are on public records . The records officer received 214 requests last year and filled the median request in nine business days. Employees who receive a request directly should forward it the same day, preserve anything responsive, and not decide on their own what to release. How long each kind of record must be kept is set by the records retention schedules .\nSubpoenas and legal holds\nA subpoena, summons or court order addressed to the university or to an employee in their university role must be sent to this office immediately, by email and in person if it was hand-delivered. Do not respond to it, release records or agree to a deposition on your own. Subpoenas for student education records are coordinated with the registrar under FERPA , which usually requires notifying the student before release. When litigation is reasonably expected, the office issues a written legal hold telling named people what not to delete; a hold overrides normal retention schedules until it is lifted in writing.\nPolicies and outside activities\nUniversity-wide policies are drafted by the office that owns them, but every new or substantially revised policy gets a legal review before it goes to the cabinet; allow four weeks. The office keeps the policy library current and dates every change.\nEmployees with an outside consulting job, a business that might sell to Porter, or a financial interest in a research sponsor file an annual outside-activities disclosure each October. Most disclosures need nothing more; the ones that do get a short management plan written with the employee, not imposed on them. Concerns about fraud, waste or misconduct by a university employee can be reported under the whistleblower policy , which protects the person who reports.\nAt a glance\nSenior counsel\nKristin Mjelde, J.D. (UW System)\nRepresents\nThe university, not individuals\nStandard contracts\nAbout three business days\nRecords requests\n214 last year; median nine business days\nSubpoenas\nForward to this office the same day\nWho to contact\nOffice of Legal Affairs\nMillwright Hall 310\nPhone\n(715) 555–0114\nEmail\nlegal@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nPublic records\nRecords retention\nFERPA\nWhistleblower policy\nBoard of Regents & the UW System\nOffice of the Chancellor" }, { "url": "office-of-the-chancellor.html", "title": "Office of the Chancellor", "description": "Chancellor Elaine Vandehey, the cabinet she leads, the four priorities the university is measured against, and how to get on her calendar — or just catch her at a table in Founders Union.", "headings": [ "Office of the Chancellor", "On this page", "About the chancellor", "The chancellor’s cabinet", "Priorities for 2026–27", "Inviting the chancellor to an event", "Open office hours" ], "content": "Administration Office of the Chancellor\nChancellor Elaine Vandehey, the cabinet she leads, the four priorities the university is measured against, and how to get on her calendar — or just catch her at a table in Founders Union.\nAbout the chancellor\nDr. Elaine Vandehey has been chancellor since 2019 and is the ninth person to hold the job. She is an industrial engineer, a 1996 Porter graduate in mechanical engineering, and spent seven years as dean of the College of Engineering & Technology before moving to Millwright Hall. Her full biography is on her profile page .\nThe chancellor is the university’s chief executive. She reports to the president of the UW System and, through the president, to the Board of Regents , which hired her. Day to day, the office sets the budget envelope, signs off on major hires and capital requests, represents Porter to the Legislature and the region, and makes the final call when a question has been through every other office and is still a question. How authority is split between the system, the campus and the three senates is laid out on University governance .\nThe chancellor’s cabinet\nThe cabinet meets Monday mornings during the academic year and every other Monday in summer. Agendas are set by the chief of staff; summaries of decisions are posted to MyPorter within a week. The presidents of Faculty Senate, Staff Senate and Student Senate attend the first meeting of each month.\nChancellor — Name: Dr. Elaine Vandehey\nProvost & Vice Chancellor for Academic Affairs — Name: Dr. Bjorn Halvorsen (through December 2026)\nVice Chancellor for Student Affairs — Name: Dr. Darius Whitcomb\nVice Chancellor for Finance & Operations — Name: Gregory Amdahl\nVice Chancellor for University Advancement — Name: Hollis Vang\nAssociate Vice Chancellor for Enrollment Management — Name: Tobias Lindahl\nChief Inclusive Excellence Officer — Name: Dr. Renata Solheim-Ayodele\nExecutive Director, University Marketing & Communications — Name: Sylvie Dahl\nChief Information Officer — Name: Garrett Loken\nDirector of Athletics — Name: Chuck Running\nChief of Staff & Secretary of the University — Name: Margit Ellefson\nSenior University Counsel (UW System, advisory) — Name: Kristin Mjelde, J.D.\nDuane Kolsrud, director of Facilities Management , attends whenever a building is on the agenda, which is most weeks. He has twice declined a seat at the table with a vice-chancellor title attached.\nPriorities for 2026–27\nEverything the cabinet funds is sorted against the four priorities of the strategic plan . This year’s specific commitments under each:\nApplied learning in every major. Fund paid co-op and research placements so cost is not why a student skips one; open the advanced manufacturing and robotics lab for fall 2027.\nCareer outcomes. Hold the published career-outcomes rate at or above 95 percent and report it by program, not just campus-wide.\nClosing outcome gaps. Cut the first-year retention gap between first-generation and continuing-generation students from 4.1 points to under 3, working with the Office of Inclusive Excellence .\nRegional partnership. Grow employer-partnered capstones from 212 to 240 and finish the first year of the ten-year workforce agreement with three regional manufacturers.\nRunning underneath all four: a smooth provost transition in January, the first summer of the $15 million Founders Hall renovation, and the “Built for Work” campaign run by University Advancement .\nInviting the chancellor to an event\nThe chancellor accepts roughly 30 outside and campus speaking requests a semester and turns down about as many. To ask:\nSubmit the event request form in MyPorter (search “chancellor event”) at least six weeks ahead; four weeks for a campus event with students as the main audience.\nInclude the date, location, expected audience, what you are asking her to do (welcome, remarks, panel, presenting an award) and how long you need. Welcomes run three to five minutes.\nName one contact who will be reachable the day of the event.\nThe office replies within ten business days. Student-run events, employer partners in the region and Millrace Week get priority. If she cannot attend, the office will usually offer the provost, a vice chancellor or the relevant dean. Requests for a recorded video greeting need three weeks.\nOpen office hours\nOn the first Tuesday of each month during the academic year, the chancellor sits at a table in the Founders Union food hall from 3:00 to 4:30 p.m. No appointment, no agenda, no staff taking notes unless you ask for one. Students go first if there is a line.\nFall 2026\nOctober 6, November 3, December 1\nSpring 2027\nFebruary 2, March 2, April 6, May 4\nFor a formal meeting, email the office with the topic and who would attend; most requests are scheduled within three weeks. A complaint about a specific office usually gets resolved faster by that office or the student ombuds , and the chancellor’s staff will say so rather than sit on it.\nAt a glance\nChancellor\nDr. Elaine Vandehey, since 2019\nReports to\nUW System president and Board of Regents\nCabinet\nMondays, 8:30 a.m., Millwright Hall 300\nOpen hours\nFirst Tuesday monthly, 3:00–4:30 p.m., Founders Union\nEvent requests\nSix weeks ahead, via MyPorter\nWho to contact\nOffice of the Chancellor\nMillwright Hall 300\nPhone\n(715) 555–0100\nEmail\nchancellor@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nLeadership\nStrategic plan\nUniversity governance\nProvost & Academic Affairs\nBudget & financial planning\nHow a chancellor search works" }, { "url": "on-campus-employment-international.html", "title": "On-campus work for international students", "description": "What F-1 students may work on campus without extra authorization, and the limits.", "headings": [ "On-campus work for international students", "On this page", "What counts as on campus", "Getting paid", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Global learning On-campus work for international students\nWhat F-1 students may work on campus without extra authorization, and the limits.\nWhat counts as on campus\nJobs paid by the university — dining, the library, a research lab, an office assistantship — and some work for on-site commercial services that serve students. Working for an outside employer, even on campus, generally doesn't count and needs CPT or OPT.\nGetting paid\nOnce you have an offer, the international office issues a letter supporting your Social Security number application; see the SSN help page. Keep hours under 20 a week during the semester — going over is a status violation — and confirm with a Designated School Official before adding a second campus job.\nIn and around Porter Falls\nFor a campus this size Porter both sends and receives a steady stream of students internationally. The Global Education Office in Founders Union runs the advising, the risk review and the arrival and re-entry programming.\nThe practical details\nAllowed: On-campus jobs up to 20 hours a week while classes are in session; full time over breaks. No separate permit: On-campus work is a benefit of F-1 status — but you still need a Social Security number to be paid. First step: A job offer letter, then an SSN application with international-office support. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Global Education Office (Founders Union, Room 240). Call (715) 555–0220 or email global@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAllowed\nOn-campus jobs up to 20 hours a week while classes are in session; full time over breaks\nNo separate permit\nOn-campus work is a benefit of F-1 status — but you still need a Social Security number to be paid\nFirst step\nA job offer letter, then an SSN application with international-office support\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nInternational student orientation\nFaculty-Led Study Abroad\nStudy Abroad Partner Universities\nCPT & OPT workshops\nFull contact directory" }, { "url": "on-campus-interview-rooms.html", "title": "On-campus interview rooms", "description": "Private, bookable rooms — wired, quiet, neutral background — for video interviews and employer visits.", "headings": [ "On-campus interview rooms", "On this page", "Why they exist", "Employer visits too", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services On-campus interview rooms\nPrivate, bookable rooms — wired, quiet, neutral background — for video interviews and employer visits.\nWhy they exist\nA video interview from a dorm room with a roommate coming and going and hotel Wi-Fi behind it costs people offers. These rooms give a reliable connection, a professional background, and a door that locks for the hour.\nEmployer visits too\nWhen a company comes to campus to interview, Career Services runs the schedule out of the same rooms — students just get a time and a room number rather than arranging anything themselves.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nLocation: Career Services suite, Founders Union. Booking: Through PorterConnect, up to two weeks ahead. Includes: A wired connection, a ring light, a plain backdrop, a do-not-disturb sign. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nCareer Services suite, Founders Union\nBooking\nThrough PorterConnect, up to two weeks ahead\nIncludes\nA wired connection, a ring light, a plain backdrop, a do-not-disturb sign\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "on-campus-recruiting.html", "title": "On-campus recruiting", "description": "Employers who interview Porter students on campus or virtually through a scheduled process each term.", "headings": [ "On-campus recruiting", "On this page", "How the cycle works", "Taking it seriously", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services On-campus recruiting\nEmployers who interview Porter students on campus or virtually through a scheduled process each term.\nHow the cycle works\nEmployers post a role with an interview date. You apply by the deadline; the employer picks a shortlist; selected students book a slot in a schedule held in Career Services' interview rooms or over video. Some run a second round on site at the company.\nTaking it seriously\nThese are real interviews with a compressed timeline. Prep as you would for anything — research, a mock interview, printed résumés — and treat the slot as binding. A no-show or a late cancel without a genuine emergency affects whether that employer keeps recruiting at Porter, so the program enforces it.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nRuns: Mostly September–November and February–April. Apply via: Handshake — watch for “on-campus interview” postings with a schedule attached. Etiquette: Accepting an interview slot is a commitment; canceling late can bar you from the program that term. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRuns\nMostly September–November and February–April\nApply via\nHandshake — watch for “on-campus interview” postings with a schedule attached\nEtiquette\nAccepting an interview slot is a commitment; canceling late can bar you from the program that term\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "one-button-studio.html", "title": "One Button Studio", "description": "A self-service video recording room: press one button, record, leave with your file — no crew, no editing skills.", "headings": [ "One Button Studio", "On this page", "How it works", "What it's for", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services One Button Studio\nA self-service video recording room: press one button, record, leave with your file — no crew, no editing skills.\nHow it works\nWalk in, plug in your USB drive, press the button. The lights come up, a short countdown runs, and it records until you press the button again. Unplug the drive and your video is on it. There is nothing to focus, level, or configure.\nWhat it's for\nA class presentation you have to submit as a video, a practice run of a conference talk, a grad-school interview rehearsal, a lecture segment for an online course. A slide track can be composited in automatically if you bring the deck. For anything needing real editing, book the video production suite instead.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nLocation: Halvorsen Library media level; reserve a slot online. Setup: Lights, camera, mic, and a backdrop are pre-configured; a single button starts and stops. Output: Your recording is written to a USB drive you bring, ready to upload. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nHalvorsen Library media level; reserve a slot online\nSetup\nLights, camera, mic, and a backdrop are pre-configured; a single button starts and stops\nOutput\nYour recording is written to a USB drive you bring, ready to upload\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "online-and-hybrid-learning.html", "title": "Online and hybrid learning at Porter", "description": "What is offered fully online, how hybrid courses work, and the support that comes with both.", "headings": [ "Online and hybrid learning at Porter", "On this page", "What is online", "Synchronous vs. asynchronous", "How hybrid works", "The support is the same", "Technology and expectations", "Is it for you", "Residency and aid" ], "content": "Academics Online and hybrid learning at Porter\nWhat is offered fully online, how hybrid courses work, and the support that comes with both.\nWhat is online\nA number of Porter's graduate programs and degree-completion tracks run fully online, along with many individual undergraduate courses each term — especially general education and some upper-division electives. A few certificates are fully online. Full hands-on undergraduate majors keep their labs, studios, and clinicals on campus by design; those cannot be done at a distance.\nSynchronous vs. asynchronous\nAsynchronous courses have deadlines but no set meeting time — you work through modules on your own schedule within a week. Synchronous courses have a scheduled live session (video) you attend in real time. The class search labels each. Mixing the two in a term is fine; a full load of asynchronous courses needs real self-discipline.\nHow hybrid works\nA hybrid course replaces some in-person meetings with online work — a lecture becomes a recorded module, a lab meets in person but prep and analysis happen online, discussion moves to a forum. It is not \"half the work\"; it trades seat time for structured independent work, and students who treat the online portion as optional fall behind fast.\nThe support is the same\nOnline and hybrid students get the same tutoring, writing center, library research help, advising, counseling (telehealth), accessibility services, and career services — most available by video or chat. Online tutoring and research consultations have their own posted hours. Use them; distance is not a reason to go it alone.\nTechnology and expectations\nYour issued laptop, the university software, and reliable internet cover the requirements. Courses expect a working camera and microphone for synchronous sessions and proctored exams. Some online courses use remote proctoring for exams — the syllabus says so, and there is a process for a testing accommodation.\nIs it for you\nOnline works well for disciplined, self-directed students, working adults, and anyone whose schedule cannot fit a fixed classroom. It works poorly for students who need the structure of showing up somewhere and the accountability of a room. Be honest about which you are before you build a term around it.\nResidency and aid\nOnline credits from Porter count exactly like in-person credits toward your degree and the residency rule. Financial aid treats them the same as long as your program is aid-eligible. An occasional online course to fit a schedule is a normal, sound choice.\nAt a glance\nFully online\nSeveral grad programs, degree-completion tracks, many individual courses\nOn campus by design\nUndergraduate labs, studios, clinicals\nTwo modes\nAsynchronous (deadlines, no meeting time) vs. synchronous (live)\nSupport\nSame tutoring, advising, counseling, career help — by video/chat\nWho to contact\nOnline & Extended Learning\nHalvorsen Library, Level 2\nPhone\n(715) 555–0128\nEmail\nonline@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nOnline learning\nOnline student services\nOnline tutoring hours\nDistance proctoring\nCompetency-based options\nFull contact directory" }, { "url": "online-applied-leadership.html", "title": "Applied Leadership (Graduate Certificate, online)", "description": "A 12-credit online graduate certificate in leading people and change, for new and rising managers in any field.", "headings": [ "Applied Leadership", "On this page", "About this program", "Who it is for", "Courses you will take", "Format and pace", "Cost", "Where graduates go", "How to apply", "Accreditation" ], "content": "Online @ Porter Applied Leadership\nA 12-credit online graduate certificate in leading people and change, for new and rising managers in any field.\nGraduate Certificate Fully online 12 credits 6 starts a year\nAbout this program\nApplied Leadership is a fully online graduate certificate from UW–Porter Falls. A 12-credit online graduate certificate in leading people and change, for new and rising managers in any field.\nIt is asynchronous, runs in seven-week terms with six start dates a year, and is taught by the same faculty as Porter's on-campus programs. The transcript and diploma do not distinguish online from on-campus study.\nWho it is for\nRecently promoted managers and high-potential contributors preparing to lead, who want a graduate credential without committing to a full degree yet.\nCourses you will take\nThe upper-division sequence is 12 credits of online coursework. A completed sample is below; the official catalog is authoritative.\nAL 6100 — Title: Leading People and Teams; Cr.: 3\nAL 6200 — Title: Leading Change and Strategy; Cr.: 3\nAL 6300 — Title: Finance and Analytics for Leaders; Cr.: 3\nAL 6400 — Title: Leadership Capstone; Cr.: 3\nAll four courses are graduate credit and stack into the M.B.A. or M.S. in Engineering Management — if you continue, the certificate counts toward the degree.\nFormat and pace\nTake one course (part-time) or two (full-time) per seven-week term. Part-time, a certificate finishes in about 8 months; full-time roughly halves that. You can move between full- and part-time term by term, and pause for a term without reapplying.\nCoursework is readings, recorded lectures, discussion, projects, and problem sets with weekly deadlines. Assessment is mostly applied work; where a course needs a proctored exam it uses at-home online proctoring, stated in the syllabus before you register.\nCost\nBilled at Porter's flat online per-credit rate with no nonresident surcharge — the same price from any state. Fully online students do not pay the campus activity, recreation, or transit fees; a small per-term online course fee covers the platform and library delivery.\nDegree-seeking students file the FAFSA and are eligible for federal aid. For employer tuition assistance, student accounts invoices the employer directly and offers deferred payment that waits for reimbursement. See tuition & costs and financial aid .\nWhere graduates go\nGraduates move into roles such as:\nManager\nDirector\nOperations Lead\nProgram Manager\nGraduate certificates typically support a raise or a move into a titled role rather than a first job; outcomes vary by field and prior experience.\nHow to apply\nApply online with no fee and no essay. Submit your bachelor's transcript; a 2.75 GPA is the guideline, and relevant work experience is weighed. Decisions come in about two weeks, and you can start in the next available term.\nAn online-admissions advisor is assigned to you before you apply and stays your advisor through graduation.\nAccreditation\nUW–Porter Falls is institutionally accredited, reaffirmed through 2036, and authorized to offer distance education to students in every U.S. state. Online programs carry the same institutional and, where applicable, specialized accreditation as their on-campus counterparts.\nOther online programs\nOrganizational Leadership (B.S.)\nApplied Management (B.S.)\nInformation Technology Management (B.S.)\nManufacturing & Operations Management (B.S.)\nHealth Services Leadership (B.S.)\nProfessional & Technical Communication (B.S.)\nAll online programs\nNext step\nRequest a transfer-credit evaluation before you apply — it shows exactly how many credits remain.\nStart an application" }, { "url": "online-applied-management.html", "title": "Applied Management (B.S., online)", "description": "A broad online management degree for technical and skilled-trades workers moving into supervision and coordination.", "headings": [ "Applied Management", "On this page", "About this program", "Who it is for", "Transfer credit", "Courses you will take", "Format and pace", "Cost", "Where graduates go", "How to apply", "Accreditation" ], "content": "Online @ Porter Applied Management\nA broad online management degree for technical and skilled-trades workers moving into supervision and coordination.\nB.S. Fully online Degree completion 6 starts a year\nAbout this program\nApplied Management is a fully online bachelor's degree from UW–Porter Falls. A broad online management degree for technical and skilled-trades workers moving into supervision and coordination.\nIt is asynchronous, runs in seven-week terms with six start dates a year, and is taught by the same faculty as Porter's on-campus programs. The transcript and diploma do not distinguish online from on-campus study.\nWho it is for\nStudents transferring in from a technical associate degree — manufacturing, construction, IT, health, automotive — who want the business and management half of a bachelor's without switching fields.\nTransfer credit\nThis is a degree- completion program: you transfer in the first roughly 60–72 credits and complete the upper division online. Up to 90 credits transfer in, including technical-college credit that many four-year programs will not take, so a completed technical associate degree can leave roughly 33–39 credits to finish.\nSend prior transcripts before you apply and an advisor returns a course-by-course evaluation showing exactly what applies and how many credits remain — usually 33 to 48. Credit from Wesconsin technical colleges is accepted here even where other four-year programs reject it.\nCourses you will take\nThe upper-division sequence is 36 credits of online coursework. A completed sample is below; the official catalog is authoritative.\nMGMT 3100 — Title: Principles of Management; Cr.: 3\nMGMT 3200 — Title: Operations and Process Management; Cr.: 3\nMGMT 3300 — Title: Supply Chain Fundamentals; Cr.: 3\nMGMT 3400 — Title: Cost and Managerial Accounting; Cr.: 3\nMGMT 3500 — Title: Business Law and Contracts; Cr.: 3\nMGMT 3600 — Title: Quality Systems; Cr.: 3\nMGMT 4100 — Title: Human Resource Management; Cr.: 3\nMGMT 4200 — Title: Marketing for Managers; Cr.: 3\nMGMT 4300 — Title: Project Management; Cr.: 3\nMGMT 4400 — Title: Business Analytics; Cr.: 3\nMGMT 4700 — Title: Strategic Management; Cr.: 3\nMGMT 4900 — Title: Capstone: Business Improvement Project; Cr.: 3\nBeyond the core, the degree includes a small number of general-education credits (usually satisfied by the transfer degree) and free electives.\nFormat and pace\nTake one course (part-time) or two (full-time) per seven-week term. Part-time, a completion degree finishes in about 2 to 3 years; full-time roughly halves that. You can move between full- and part-time term by term, and pause for a term without reapplying.\nCoursework is readings, recorded lectures, discussion, projects, and problem sets with weekly deadlines. Assessment is mostly applied work; where a course needs a proctored exam it uses at-home online proctoring, stated in the syllabus before you register.\nCost\nBilled at Porter's flat online per-credit rate with no nonresident surcharge — the same price from any state. Fully online students do not pay the campus activity, recreation, or transit fees; a small per-term online course fee covers the platform and library delivery.\nDegree-seeking students file the FAFSA and are eligible for federal aid. For employer tuition assistance, student accounts invoices the employer directly and offers deferred payment that waits for reimbursement. See tuition & costs and financial aid .\nWhere graduates go\nGraduates move into roles such as:\nProduction Supervisor\nOperations Coordinator\nProject Coordinator\nPurchasing / Procurement Specialist\nBusiness Analyst\nMedian reported starting or post-completion salary for this program: $68,900 . Program-level outcome data is published on the career services site.\nHow to apply\nApply online with no fee and no essay. Submit transcripts from every college attended; a 2.0 cumulative GPA and a completed transfer degree (or ~60 transferable credits) are the baseline. Decisions come in about two weeks, and you can start in the next available term.\nAn online-admissions advisor is assigned to you before you apply and stays your advisor through graduation.\nAccreditation\nUW–Porter Falls is institutionally accredited, reaffirmed through 2036, and authorized to offer distance education to students in every U.S. state. Online programs carry the same institutional and, where applicable, specialized accreditation as their on-campus counterparts.\nOther online programs\nOrganizational Leadership (B.S.)\nInformation Technology Management (B.S.)\nManufacturing & Operations Management (B.S.)\nHealth Services Leadership (B.S.)\nProfessional & Technical Communication (B.S.)\nSupply Chain & Logistics Management (B.S.)\nAll online programs\nNext step\nRequest a transfer-credit evaluation before you apply — it shows exactly how many credits remain.\nStart an application" }, { "url": "online-applied-technology-bas.html", "title": "Applied Technology (B.A.S., online)", "description": "A Bachelor of Applied Science that builds directly on a completed technical associate degree — your trade is the major; Porter adds the bachelor's.", "headings": [ "Applied Technology", "On this page", "About this program", "Who it is for", "Transfer credit", "Courses you will take", "Format and pace", "Cost", "Where graduates go", "How to apply", "Accreditation" ], "content": "Online @ Porter Applied Technology\nA Bachelor of Applied Science that builds directly on a completed technical associate degree — your trade is the major; Porter adds the bachelor's.\nB.A.S. Fully online Degree completion 6 starts a year\nAbout this program\nApplied Technology is a fully online bachelor's degree from UW–Porter Falls. A Bachelor of Applied Science that builds directly on a completed technical associate degree — your trade is the major; Porter adds the bachelor's.\nIt is asynchronous, runs in seven-week terms with six start dates a year, and is taught by the same faculty as Porter's on-campus programs. The transcript and diploma do not distinguish online from on-campus study.\nWho it is for\nGraduates of an accredited technical or occupational associate degree in any field — automotive, HVAC, machining, culinary, criminal justice, early childhood, and more — who want a bachelor's that keeps their technical training as the core rather than treating it as elective credit.\nTransfer credit\nThis is a degree- completion program: you transfer in the first roughly 60–72 credits and complete the upper division online. The B.A.S. accepts up to 72 credits of technical associate-degree coursework as the lower division, including credit other bachelor's programs reject — so a completed technical A.A.S. typically leaves 40–48 credits.\nSend prior transcripts before you apply and an advisor returns a course-by-course evaluation showing exactly what applies and how many credits remain — usually 33 to 48. Credit from Wesconsin technical colleges is accepted here even where other four-year programs reject it.\nCourses you will take\nThe upper-division sequence is 34 credits of online coursework. A completed sample is below; the official catalog is authoritative.\nBAS 3100 — Title: Applied Technology Seminar (transfer credit review and plan); Cr.: 1\nBAS 3200 — Title: Technical Project Management; Cr.: 3\nBAS 3300 — Title: Applied Statistics and Data; Cr.: 3\nBAS 3400 — Title: Quality and Process Improvement; Cr.: 3\nBAS 3500 — Title: Supervision and Workforce Leadership; Cr.: 3\nBAS 3600 — Title: Cost, Budgeting, and Estimating; Cr.: 3\nBAS 4100 — Title: Applied Communication and Documentation; Cr.: 3\nBAS 4200 — Title: Technology, Ethics, and Regulation; Cr.: 3\nBAS 4300 — Title: Training and Instruction in the Workplace; Cr.: 3\nBAS 4400 — Title: Innovation and Entrepreneurship in Applied Fields; Cr.: 3\nBAS 4800 — Title: Applied Practicum (workplace project); Cr.: 3\nBAS 4900 — Title: Capstone: Applied Technology Portfolio; Cr.: 3\nBeyond the core, the degree includes a small number of general-education credits (usually satisfied by the transfer degree) and free electives.\nFormat and pace\nTake one course (part-time) or two (full-time) per seven-week term. Part-time, a completion degree finishes in about 2 to 3 years; full-time roughly halves that. You can move between full- and part-time term by term, and pause for a term without reapplying.\nCoursework is readings, recorded lectures, discussion, projects, and problem sets with weekly deadlines. Assessment is mostly applied work; where a course needs a proctored exam it uses at-home online proctoring, stated in the syllabus before you register.\nCost\nBilled at Porter's flat online per-credit rate with no nonresident surcharge — the same price from any state. Fully online students do not pay the campus activity, recreation, or transit fees; a small per-term online course fee covers the platform and library delivery.\nDegree-seeking students file the FAFSA and are eligible for federal aid. For employer tuition assistance, student accounts invoices the employer directly and offers deferred payment that waits for reimbursement. See tuition & costs and financial aid .\nWhere graduates go\nGraduates move into roles such as:\nLead Technician / Crew Lead\nShop or Service Manager\nTechnical Trainer\nField Supervisor\nSmall-Business Owner\nMedian reported starting or post-completion salary for this program: $66,700 . Program-level outcome data is published on the career services site.\nHow to apply\nApply online with no fee and no essay. Submit transcripts from every college attended; a 2.0 cumulative GPA and a completed transfer degree (or ~60 transferable credits) are the baseline. Decisions come in about two weeks, and you can start in the next available term.\nAn online-admissions advisor is assigned to you before you apply and stays your advisor through graduation.\nAccreditation\nUW–Porter Falls is institutionally accredited, reaffirmed through 2036, and authorized to offer distance education to students in every U.S. state. Online programs carry the same institutional and, where applicable, specialized accreditation as their on-campus counterparts.\nOther online programs\nOrganizational Leadership (B.S.)\nApplied Management (B.S.)\nInformation Technology Management (B.S.)\nManufacturing & Operations Management (B.S.)\nHealth Services Leadership (B.S.)\nProfessional & Technical Communication (B.S.)\nAll online programs\nNext step\nRequest a transfer-credit evaluation before you apply — it shows exactly how many credits remain.\nStart an application" }, { "url": "online-cybersecurity-management.html", "title": "Cybersecurity Management (Graduate Certificate, online)", "description": "A 12-credit online graduate certificate in running a security program — governance, risk, incident response, and compliance.", "headings": [ "Cybersecurity Management", "On this page", "About this program", "Who it is for", "Courses you will take", "Format and pace", "Cost", "Where graduates go", "How to apply", "Accreditation" ], "content": "Online @ Porter Cybersecurity Management\nA 12-credit online graduate certificate in running a security program — governance, risk, incident response, and compliance.\nGraduate Certificate Fully online 12 credits 6 starts a year\nAbout this program\nCybersecurity Management is a fully online graduate certificate from UW–Porter Falls. A 12-credit online graduate certificate in running a security program — governance, risk, incident response, and compliance.\nIt is asynchronous, runs in seven-week terms with six start dates a year, and is taught by the same faculty as Porter's on-campus programs. The transcript and diploma do not distinguish online from on-campus study.\nWho it is for\nIT and operations managers who own some part of security and need the management-level picture rather than hands-on defense.\nCourses you will take\nThe upper-division sequence is 12 credits of online coursework. A completed sample is below; the official catalog is authoritative.\nCSM 6100 — Title: Security Governance and Risk Management; Cr.: 3\nCSM 6200 — Title: Security Operations and Incident Response; Cr.: 3\nCSM 6300 — Title: Compliance, Privacy, and Audit; Cr.: 3\nCSM 6400 — Title: Security Program Capstone; Cr.: 3\nAll four courses are graduate credit and stack into the M.S. in Cybersecurity — if you continue, the certificate counts toward the degree.\nFormat and pace\nTake one course (part-time) or two (full-time) per seven-week term. Part-time, a certificate finishes in about 8 months; full-time roughly halves that. You can move between full- and part-time term by term, and pause for a term without reapplying.\nCoursework is readings, recorded lectures, discussion, projects, and problem sets with weekly deadlines. Assessment is mostly applied work; where a course needs a proctored exam it uses at-home online proctoring, stated in the syllabus before you register.\nCost\nBilled at Porter's flat online per-credit rate with no nonresident surcharge — the same price from any state. Fully online students do not pay the campus activity, recreation, or transit fees; a small per-term online course fee covers the platform and library delivery.\nDegree-seeking students file the FAFSA and are eligible for federal aid. For employer tuition assistance, student accounts invoices the employer directly and offers deferred payment that waits for reimbursement. See tuition & costs and financial aid .\nWhere graduates go\nGraduates move into roles such as:\nSecurity Manager\nIT Risk Analyst\nCompliance Lead\nSecurity Program Coordinator\nGraduate certificates typically support a raise or a move into a titled role rather than a first job; outcomes vary by field and prior experience.\nHow to apply\nApply online with no fee and no essay. Submit your bachelor's transcript; a 2.75 GPA is the guideline, and relevant work experience is weighed. Decisions come in about two weeks, and you can start in the next available term.\nAn online-admissions advisor is assigned to you before you apply and stays your advisor through graduation.\nAccreditation\nUW–Porter Falls is institutionally accredited, reaffirmed through 2036, and authorized to offer distance education to students in every U.S. state. Online programs carry the same institutional and, where applicable, specialized accreditation as their on-campus counterparts.\nOther online programs\nOrganizational Leadership (B.S.)\nApplied Management (B.S.)\nInformation Technology Management (B.S.)\nManufacturing & Operations Management (B.S.)\nHealth Services Leadership (B.S.)\nProfessional & Technical Communication (B.S.)\nAll online programs\nNext step\nRequest a transfer-credit evaluation before you apply — it shows exactly how many credits remain.\nStart an application" }, { "url": "online-data-analytics.html", "title": "Data Analytics (Graduate Certificate, online)", "description": "A 12-credit online graduate certificate in working with data — cleaning, analyzing, visualizing, and communicating it.", "headings": [ "Data Analytics", "On this page", "About this program", "Who it is for", "Courses you will take", "Format and pace", "Cost", "Where graduates go", "How to apply", "Accreditation" ], "content": "Online @ Porter Data Analytics\nA 12-credit online graduate certificate in working with data — cleaning, analyzing, visualizing, and communicating it.\nGraduate Certificate Fully online 12 credits 6 starts a year\nAbout this program\nData Analytics is a fully online graduate certificate from UW–Porter Falls. A 12-credit online graduate certificate in working with data — cleaning, analyzing, visualizing, and communicating it.\nIt is asynchronous, runs in seven-week terms with six start dates a year, and is taught by the same faculty as Porter's on-campus programs. The transcript and diploma do not distinguish online from on-campus study.\nWho it is for\nProfessionals in any field who need to analyze data as part of their job and want a credential without a full master's. No programming background assumed.\nCourses you will take\nThe upper-division sequence is 12 credits of online coursework. A completed sample is below; the official catalog is authoritative.\nDA 6100 — Title: Data Wrangling and Analysis; Cr.: 3\nDA 6200 — Title: Statistics for Decision Making; Cr.: 3\nDA 6300 — Title: Data Visualization and Storytelling; Cr.: 3\nDA 6400 — Title: Applied Analytics Project; Cr.: 3\nAll four courses are graduate credit and stack into the M.S. in Data Science — if you continue, the certificate counts toward the degree.\nFormat and pace\nTake one course (part-time) or two (full-time) per seven-week term. Part-time, a certificate finishes in about 8 months; full-time roughly halves that. You can move between full- and part-time term by term, and pause for a term without reapplying.\nCoursework is readings, recorded lectures, discussion, projects, and problem sets with weekly deadlines. Assessment is mostly applied work; where a course needs a proctored exam it uses at-home online proctoring, stated in the syllabus before you register.\nCost\nBilled at Porter's flat online per-credit rate with no nonresident surcharge — the same price from any state. Fully online students do not pay the campus activity, recreation, or transit fees; a small per-term online course fee covers the platform and library delivery.\nDegree-seeking students file the FAFSA and are eligible for federal aid. For employer tuition assistance, student accounts invoices the employer directly and offers deferred payment that waits for reimbursement. See tuition & costs and financial aid .\nWhere graduates go\nGraduates move into roles such as:\nData Analyst\nBusiness Intelligence Analyst\nReporting Specialist\nOperations Analyst\nGraduate certificates typically support a raise or a move into a titled role rather than a first job; outcomes vary by field and prior experience.\nHow to apply\nApply online with no fee and no essay. Submit your bachelor's transcript; a 2.75 GPA is the guideline, and relevant work experience is weighed. Decisions come in about two weeks, and you can start in the next available term.\nAn online-admissions advisor is assigned to you before you apply and stays your advisor through graduation.\nAccreditation\nUW–Porter Falls is institutionally accredited, reaffirmed through 2036, and authorized to offer distance education to students in every U.S. state. Online programs carry the same institutional and, where applicable, specialized accreditation as their on-campus counterparts.\nOther online programs\nOrganizational Leadership (B.S.)\nApplied Management (B.S.)\nInformation Technology Management (B.S.)\nManufacturing & Operations Management (B.S.)\nHealth Services Leadership (B.S.)\nProfessional & Technical Communication (B.S.)\nAll online programs\nNext step\nRequest a transfer-credit evaluation before you apply — it shows exactly how many credits remain.\nStart an application" }, { "url": "online-health-services-leadership.html", "title": "Health Services Leadership (B.S., online)", "description": "An online completion degree for licensed and allied-health workers moving into charge, coordinator, and management roles.", "headings": [ "Health Services Leadership", "On this page", "About this program", "Who it is for", "Transfer credit", "Courses you will take", "Format and pace", "Cost", "Where graduates go", "How to apply", "Accreditation" ], "content": "Online @ Porter Health Services Leadership\nAn online completion degree for licensed and allied-health workers moving into charge, coordinator, and management roles.\nB.S. Fully online Degree completion 6 starts a year\nAbout this program\nHealth Services Leadership is a fully online bachelor's degree from UW–Porter Falls. An online completion degree for licensed and allied-health workers moving into charge, coordinator, and management roles.\nIt is asynchronous, runs in seven-week terms with six start dates a year, and is taught by the same faculty as Porter's on-campus programs. The transcript and diploma do not distinguish online from on-campus study.\nWho it is for\nNurses, radiologic technologists, respiratory therapists, medical assistants, and other allied-health professionals with a clinical associate degree and a current credential, working in a clinic, hospital, or long-term-care setting.\nTransfer credit\nThis is a degree- completion program: you transfer in the first roughly 60–72 credits and complete the upper division online. This is a leadership and operations degree, not a clinical program; it does not lead to or advance a clinical license.\nSend prior transcripts before you apply and an advisor returns a course-by-course evaluation showing exactly what applies and how many credits remain — usually 33 to 48. Credit from Wesconsin technical colleges is accepted here even where other four-year programs reject it.\nCourses you will take\nThe upper-division sequence is 36 credits of online coursework. A completed sample is below; the official catalog is authoritative.\nHSL 3100 — Title: The U.S. Health System; Cr.: 3\nHSL 3200 — Title: Healthcare Finance and Reimbursement; Cr.: 3\nHSL 3300 — Title: Quality, Safety, and Patient Experience; Cr.: 3\nHSL 3400 — Title: Healthcare Law, Ethics, and Compliance; Cr.: 3\nHSL 3500 — Title: Health Informatics and the EHR; Cr.: 3\nHSL 3600 — Title: Population Health and Community Care; Cr.: 3\nHSL 4100 — Title: Leading Clinical Teams; Cr.: 3\nHSL 4200 — Title: Operations and Workflow in Care Settings; Cr.: 3\nHSL 4300 — Title: Human Resources in Healthcare; Cr.: 3\nHSL 4400 — Title: Healthcare Project Management; Cr.: 3\nHSL 4800 — Title: Practicum: Unit Improvement Project; Cr.: 3\nHSL 4900 — Title: Capstone: Health Services Case Analysis; Cr.: 3\nBeyond the core, the degree includes a small number of general-education credits (usually satisfied by the transfer degree) and free electives.\nFormat and pace\nTake one course (part-time) or two (full-time) per seven-week term. Part-time, a completion degree finishes in about 2 to 3 years; full-time roughly halves that. You can move between full- and part-time term by term, and pause for a term without reapplying.\nCoursework is readings, recorded lectures, discussion, projects, and problem sets with weekly deadlines. Assessment is mostly applied work; where a course needs a proctored exam it uses at-home online proctoring, stated in the syllabus before you register.\nCost\nBilled at Porter's flat online per-credit rate with no nonresident surcharge — the same price from any state. Fully online students do not pay the campus activity, recreation, or transit fees; a small per-term online course fee covers the platform and library delivery.\nDegree-seeking students file the FAFSA and are eligible for federal aid. For employer tuition assistance, student accounts invoices the employer directly and offers deferred payment that waits for reimbursement. See tuition & costs and financial aid .\nWhere graduates go\nGraduates move into roles such as:\nCharge Nurse / Clinical Coordinator\nPractice Manager\nQuality and Safety Specialist\nDepartment Supervisor\nClinic Operations Manager\nMedian reported starting or post-completion salary for this program: $82,300 . Program-level outcome data is published on the career services site.\nHow to apply\nApply online with no fee and no essay. Submit transcripts from every college attended; a 2.0 cumulative GPA and a completed transfer degree (or ~60 transferable credits) are the baseline. Decisions come in about two weeks, and you can start in the next available term.\nAn online-admissions advisor is assigned to you before you apply and stays your advisor through graduation.\nAccreditation\nUW–Porter Falls is institutionally accredited, reaffirmed through 2036, and authorized to offer distance education to students in every U.S. state. Online programs carry the same institutional and, where applicable, specialized accreditation as their on-campus counterparts.\nOther online programs\nOrganizational Leadership (B.S.)\nApplied Management (B.S.)\nInformation Technology Management (B.S.)\nManufacturing & Operations Management (B.S.)\nProfessional & Technical Communication (B.S.)\nSupply Chain & Logistics Management (B.S.)\nAll online programs\nNext step\nRequest a transfer-credit evaluation before you apply — it shows exactly how many credits remain.\nStart an application" }, { "url": "online-information-technology-management.html", "title": "Information Technology Management (B.S., online)", "description": "An online IT completion degree that pairs current technical coursework with the management side of running a technology function.", "headings": [ "Information Technology Management", "On this page", "About this program", "Who it is for", "Transfer credit", "Courses you will take", "Format and pace", "Cost", "Where graduates go", "How to apply", "Accreditation" ], "content": "Online @ Porter Information Technology Management\nAn online IT completion degree that pairs current technical coursework with the management side of running a technology function.\nB.S. Fully online Degree completion 6 starts a year\nAbout this program\nInformation Technology Management is a fully online bachelor's degree from UW–Porter Falls. An online IT completion degree that pairs current technical coursework with the management side of running a technology function.\nIt is asynchronous, runs in seven-week terms with six start dates a year, and is taught by the same faculty as Porter's on-campus programs. The transcript and diploma do not distinguish online from on-campus study.\nWho it is for\nWorking IT staff — help desk, systems, networking, support — with an IT or CS associate degree or equivalent credits, who want to move toward team lead, systems administrator, or IT manager.\nTransfer credit\nThis is a degree- completion program: you transfer in the first roughly 60–72 credits and complete the upper division online. Coursework aligns with common industry certifications; students who hold current certifications may receive credit through prior-learning assessment.\nSend prior transcripts before you apply and an advisor returns a course-by-course evaluation showing exactly what applies and how many credits remain — usually 33 to 48. Credit from Wesconsin technical colleges is accepted here even where other four-year programs reject it.\nCourses you will take\nThe upper-division sequence is 36 credits of online coursework. A completed sample is below; the official catalog is authoritative.\nITM 3100 — Title: Systems Administration; Cr.: 3\nITM 3200 — Title: Networking and Infrastructure; Cr.: 3\nITM 3300 — Title: Databases and Data Management; Cr.: 3\nITM 3400 — Title: Information Security Fundamentals; Cr.: 3\nITM 3500 — Title: Cloud Services and Virtualization; Cr.: 3\nITM 3600 — Title: Scripting and Automation; Cr.: 3\nITM 4100 — Title: IT Project Management; Cr.: 3\nITM 4200 — Title: IT Service Management and Operations; Cr.: 3\nITM 4300 — Title: IT Governance, Risk, and Compliance; Cr.: 3\nITM 4400 — Title: Data Analytics for IT Decisions; Cr.: 3\nITM 4800 — Title: Practicum: IT Improvement Project; Cr.: 3\nITM 4900 — Title: Capstone: IT Portfolio and Case; Cr.: 3\nBeyond the core, the degree includes a small number of general-education credits (usually satisfied by the transfer degree) and free electives.\nFormat and pace\nTake one course (part-time) or two (full-time) per seven-week term. Part-time, a completion degree finishes in about 2 to 3 years; full-time roughly halves that. You can move between full- and part-time term by term, and pause for a term without reapplying.\nCoursework is readings, recorded lectures, discussion, projects, and problem sets with weekly deadlines. Assessment is mostly applied work; where a course needs a proctored exam it uses at-home online proctoring, stated in the syllabus before you register.\nCost\nBilled at Porter's flat online per-credit rate with no nonresident surcharge — the same price from any state. Fully online students do not pay the campus activity, recreation, or transit fees; a small per-term online course fee covers the platform and library delivery.\nDegree-seeking students file the FAFSA and are eligible for federal aid. For employer tuition assistance, student accounts invoices the employer directly and offers deferred payment that waits for reimbursement. See tuition & costs and financial aid .\nWhere graduates go\nGraduates move into roles such as:\nSystems Administrator\nNetwork Administrator\nIT Team Lead\nIT Operations Manager\nSecurity Analyst\nMedian reported starting or post-completion salary for this program: $79,200 . Program-level outcome data is published on the career services site.\nHow to apply\nApply online with no fee and no essay. Submit transcripts from every college attended; a 2.0 cumulative GPA and a completed transfer degree (or ~60 transferable credits) are the baseline. Decisions come in about two weeks, and you can start in the next available term.\nAn online-admissions advisor is assigned to you before you apply and stays your advisor through graduation.\nAccreditation\nUW–Porter Falls is institutionally accredited, reaffirmed through 2036, and authorized to offer distance education to students in every U.S. state. Online programs carry the same institutional and, where applicable, specialized accreditation as their on-campus counterparts.\nOther online programs\nOrganizational Leadership (B.S.)\nApplied Management (B.S.)\nManufacturing & Operations Management (B.S.)\nHealth Services Leadership (B.S.)\nProfessional & Technical Communication (B.S.)\nSupply Chain & Logistics Management (B.S.)\nAll online programs\nNext step\nRequest a transfer-credit evaluation before you apply — it shows exactly how many credits remain.\nStart an application" }, { "url": "online-instructional-design.html", "title": "Instructional Design (Graduate Certificate, online)", "description": "A 12-credit online graduate certificate in designing effective training and courses, for corporate and higher-education settings.", "headings": [ "Instructional Design", "On this page", "About this program", "Who it is for", "Courses you will take", "Format and pace", "Cost", "Where graduates go", "How to apply", "Accreditation" ], "content": "Online @ Porter Instructional Design\nA 12-credit online graduate certificate in designing effective training and courses, for corporate and higher-education settings.\nGraduate Certificate Fully online 12 credits 6 starts a year\nAbout this program\nInstructional Design is a fully online graduate certificate from UW–Porter Falls. A 12-credit online graduate certificate in designing effective training and courses, for corporate and higher-education settings.\nIt is asynchronous, runs in seven-week terms with six start dates a year, and is taught by the same faculty as Porter's on-campus programs. The transcript and diploma do not distinguish online from on-campus study.\nWho it is for\nTrainers, subject-matter experts, and educators moving into a design role — building courses, e-learning, and training programs.\nCourses you will take\nThe upper-division sequence is 12 credits of online coursework. A completed sample is below; the official catalog is authoritative.\nID 6100 — Title: Learning Design and the Design Process; Cr.: 3\nID 6200 — Title: Multimedia and E-Learning Development; Cr.: 3\nID 6300 — Title: Assessment and Evaluation of Learning; Cr.: 3\nID 6400 — Title: Instructional Design Portfolio Project; Cr.: 3\nAll four courses are graduate credit and stack into the M.S. in Career & Technical Education — if you continue, the certificate counts toward the degree.\nFormat and pace\nTake one course (part-time) or two (full-time) per seven-week term. Part-time, a certificate finishes in about 8 months; full-time roughly halves that. You can move between full- and part-time term by term, and pause for a term without reapplying.\nCoursework is readings, recorded lectures, discussion, projects, and problem sets with weekly deadlines. Assessment is mostly applied work; where a course needs a proctored exam it uses at-home online proctoring, stated in the syllabus before you register.\nCost\nBilled at Porter's flat online per-credit rate with no nonresident surcharge — the same price from any state. Fully online students do not pay the campus activity, recreation, or transit fees; a small per-term online course fee covers the platform and library delivery.\nDegree-seeking students file the FAFSA and are eligible for federal aid. For employer tuition assistance, student accounts invoices the employer directly and offers deferred payment that waits for reimbursement. See tuition & costs and financial aid .\nWhere graduates go\nGraduates move into roles such as:\nInstructional Designer\nLearning Experience Designer\nTraining Developer\nE-Learning Specialist\nGraduate certificates typically support a raise or a move into a titled role rather than a first job; outcomes vary by field and prior experience.\nHow to apply\nApply online with no fee and no essay. Submit your bachelor's transcript; a 2.75 GPA is the guideline, and relevant work experience is weighed. Decisions come in about two weeks, and you can start in the next available term.\nAn online-admissions advisor is assigned to you before you apply and stays your advisor through graduation.\nAccreditation\nUW–Porter Falls is institutionally accredited, reaffirmed through 2036, and authorized to offer distance education to students in every U.S. state. Online programs carry the same institutional and, where applicable, specialized accreditation as their on-campus counterparts.\nOther online programs\nOrganizational Leadership (B.S.)\nApplied Management (B.S.)\nInformation Technology Management (B.S.)\nManufacturing & Operations Management (B.S.)\nHealth Services Leadership (B.S.)\nProfessional & Technical Communication (B.S.)\nAll online programs\nNext step\nRequest a transfer-credit evaluation before you apply — it shows exactly how many credits remain.\nStart an application" }, { "url": "online-learning.html", "title": "Online learning", "description": "How online courses are run at Porter, which formats mean what, and what it takes to pass one.", "headings": [ "Online learning", "On this page", "The formats, and why the label matters", "Support that reaches you off campus", "What it actually takes to pass one", "Deciding if it fits your term" ], "content": "Academics Online learning\nHow online courses are run at Porter, which formats mean what, and what it takes to pass one.\nThe formats, and why the label matters\nPorter uses four labels in the schedule, and mistaking one for another is the most common online-course regret. Asynchronous online: no set meeting time, but firm weekly deadlines — flexible in the day, not flexible in the week. Synchronous online: the class meets live by video on a fixed schedule, just not in a room. Hybrid: mostly online with a handful of required on-campus sessions (a lab, exams, a critique) listed on the syllabus before you register. HyFlex: attend in person or online session by session, your choice. \"Online\" on its own almost always means asynchronous; check the section notes.\nFully online degree-completion programs exist in business, management, applied technology, and several graduate fields, taught by the same faculty as the on-campus versions and carrying an identical transcript and diploma.\nSupport that reaches you off campus\nEverything the campus offers has a remote channel: advising by video and phone, online tutoring and writing consultations across evening and weekend hours, library articles and scanned chapters delivered to your inbox, career coaching and virtual fairs, accessibility accommodations that apply to the online environment, and counseling by telehealth for students in Wesconsin. The 24-hour technology help desk covers the learning platform, logins, and proctoring tools.\nOnline students pay the same per-credit tuition and can join student organizations, attend virtual events, and walk at commencement.\nWhat it actually takes to pass one\nOnline courses are not easier; the same content arrives with the structure of a classroom removed, and you supply that structure. What works: block fixed hours on your real calendar and treat them as class, do the reading and post to discussions early in the week rather than at 11:59 Sunday, and email the instructor at the first sign of falling behind instead of the week before finals. What sinks people: assuming \"asynchronous\" means \"whenever I get to it,\" and letting two weeks stack up.\nBefore week one, log in, open every tool the syllabus names, run the proctoring or lockdown-browser check, and confirm your camera, microphone, and a backup internet option all work — a testing-day tech failure is not usually an excused absence.\nDeciding if it fits your term\nOnline suits a course you need around a job, a commute, a caregiving schedule, or a subject you are confident in. It fits poorly for a subject you already find hard, a lab science that loses something without the bench, or a semester when your life has no predictable open blocks. A mixed schedule — one or two online, the rest in person — is how most Porter students use it, and an adviser can flag which of your requirements are taught well online.\nAt a glance\nRead the label\nAsynchronous (deadlines, no meetings) vs. synchronous (live video) vs. hybrid (some on-campus) vs. HyFlex (your choice each time)\nSame everything\nSame faculty, tuition per credit, transcript, diploma, and access to advising/tutoring/library/career/accessibility\nTo pass\nSchedule fixed study blocks, post early in the week, email the instructor at the first slip — not the last\nFits\nA course around work or a strength; fits poorly for a hard subject, a lab science, or an unpredictable term\nRelated resources\nAcademic advising\nRegistration & records\nAcademic calendar\nTutoring & learning center\nCommencement\nContact directory" }, { "url": "online-manufacturing-operations-management.html", "title": "Manufacturing & Operations Management (B.S., online)", "description": "An online completion degree for production and skilled-trades workers moving into planning, quality, and plant leadership.", "headings": [ "Manufacturing & Operations Management", "On this page", "About this program", "Who it is for", "Transfer credit", "Courses you will take", "Format and pace", "Cost", "Where graduates go", "How to apply", "Accreditation" ], "content": "Online @ Porter Manufacturing & Operations Management\nAn online completion degree for production and skilled-trades workers moving into planning, quality, and plant leadership.\nB.S. Fully online Degree completion 6 starts a year\nAbout this program\nManufacturing & Operations Management is a fully online bachelor's degree from UW–Porter Falls. An online completion degree for production and skilled-trades workers moving into planning, quality, and plant leadership.\nIt is asynchronous, runs in seven-week terms with six start dates a year, and is taught by the same faculty as Porter's on-campus programs. The transcript and diploma do not distinguish online from on-campus study.\nWho it is for\nStudents with a manufacturing, engineering-technology, welding, or industrial-maintenance associate degree who work on a plant floor and want the operations-management path.\nTransfer credit\nThis is a degree- completion program: you transfer in the first roughly 60–72 credits and complete the upper division online. The practicum is a real improvement project at your own plant; several have paid for the tuition in the term they were completed.\nSend prior transcripts before you apply and an advisor returns a course-by-course evaluation showing exactly what applies and how many credits remain — usually 33 to 48. Credit from Wesconsin technical colleges is accepted here even where other four-year programs reject it.\nCourses you will take\nThe upper-division sequence is 36 credits of online coursework. A completed sample is below; the official catalog is authoritative.\nMFOM 3100 — Title: Manufacturing Systems and Processes; Cr.: 3\nMFOM 3200 — Title: Lean and Continuous Improvement; Cr.: 3\nMFOM 3300 — Title: Quality Engineering and Statistical Process Control; Cr.: 3\nMFOM 3400 — Title: Production Planning and Inventory Control; Cr.: 3\nMFOM 3500 — Title: Industrial Cost Analysis; Cr.: 3\nMFOM 3600 — Title: Automation and Industry 4.0 Concepts; Cr.: 3\nMFOM 4100 — Title: Supply Chain and Logistics; Cr.: 3\nMFOM 4200 — Title: Safety, Environmental, and Regulatory Compliance; Cr.: 3\nMFOM 4300 — Title: Project Management for Operations; Cr.: 3\nMFOM 4400 — Title: Leading the Production Workforce; Cr.: 3\nMFOM 4800 — Title: Practicum: Plant Improvement Project; Cr.: 3\nMFOM 4900 — Title: Capstone: Operations Analysis; Cr.: 3\nBeyond the core, the degree includes a small number of general-education credits (usually satisfied by the transfer degree) and free electives.\nFormat and pace\nTake one course (part-time) or two (full-time) per seven-week term. Part-time, a completion degree finishes in about 2 to 3 years; full-time roughly halves that. You can move between full- and part-time term by term, and pause for a term without reapplying.\nCoursework is readings, recorded lectures, discussion, projects, and problem sets with weekly deadlines. Assessment is mostly applied work; where a course needs a proctored exam it uses at-home online proctoring, stated in the syllabus before you register.\nCost\nBilled at Porter's flat online per-credit rate with no nonresident surcharge — the same price from any state. Fully online students do not pay the campus activity, recreation, or transit fees; a small per-term online course fee covers the platform and library delivery.\nDegree-seeking students file the FAFSA and are eligible for federal aid. For employer tuition assistance, student accounts invoices the employer directly and offers deferred payment that waits for reimbursement. See tuition & costs and financial aid .\nWhere graduates go\nGraduates move into roles such as:\nProduction Supervisor\nQuality Manager\nContinuous-Improvement Engineer\nPlant Scheduler / Planner\nOperations Manager\nMedian reported starting or post-completion salary for this program: $74,800 . Program-level outcome data is published on the career services site.\nHow to apply\nApply online with no fee and no essay. Submit transcripts from every college attended; a 2.0 cumulative GPA and a completed transfer degree (or ~60 transferable credits) are the baseline. Decisions come in about two weeks, and you can start in the next available term.\nAn online-admissions advisor is assigned to you before you apply and stays your advisor through graduation.\nAccreditation\nUW–Porter Falls is institutionally accredited, reaffirmed through 2036, and authorized to offer distance education to students in every U.S. state. Online programs carry the same institutional and, where applicable, specialized accreditation as their on-campus counterparts.\nOther online programs\nOrganizational Leadership (B.S.)\nApplied Management (B.S.)\nInformation Technology Management (B.S.)\nHealth Services Leadership (B.S.)\nProfessional & Technical Communication (B.S.)\nSupply Chain & Logistics Management (B.S.)\nAll online programs\nNext step\nRequest a transfer-credit evaluation before you apply — it shows exactly how many credits remain.\nStart an application" }, { "url": "online-organizational-leadership.html", "title": "Organizational Leadership (B.S., online)", "description": "An online bachelor's completion for people already supervising or leading, built to finish a degree around a full-time job.", "headings": [ "Organizational Leadership", "On this page", "About this program", "Who it is for", "Transfer credit", "Courses you will take", "Format and pace", "Cost", "Where graduates go", "How to apply", "Accreditation" ], "content": "Online @ Porter Organizational Leadership\nAn online bachelor's completion for people already supervising or leading, built to finish a degree around a full-time job.\nB.S. Fully online Degree completion 6 starts a year\nAbout this program\nOrganizational Leadership is a fully online bachelor's degree from UW–Porter Falls. An online bachelor's completion for people already supervising or leading, built to finish a degree around a full-time job.\nIt is asynchronous, runs in seven-week terms with six start dates a year, and is taught by the same faculty as Porter's on-campus programs. The transcript and diploma do not distinguish online from on-campus study.\nWho it is for\nStudents who have completed roughly 60 transferable credits — an associate degree, or two years elsewhere — and work in a role with people, budget, or project responsibility. The average student is 31 and enrolls part-time.\nTransfer credit\nThis is a degree- completion program: you transfer in the first roughly 60–72 credits and complete the upper division online. The practicum and capstone are done at your own workplace with your employer's agreement; students without an employer sponsor are placed with a nonprofit partner.\nSend prior transcripts before you apply and an advisor returns a course-by-course evaluation showing exactly what applies and how many credits remain — usually 33 to 48. Credit from Wesconsin technical colleges is accepted here even where other four-year programs reject it.\nCourses you will take\nThe upper-division sequence is 36 credits of online coursework. A completed sample is below; the official catalog is authoritative.\nLEAD 3100 — Title: Foundations of Organizational Leadership; Cr.: 3\nLEAD 3200 — Title: Leading Teams and Groups; Cr.: 3\nLEAD 3300 — Title: Organizational Communication; Cr.: 3\nLEAD 3400 — Title: Managing Change; Cr.: 3\nLEAD 3500 — Title: Budgeting and Resource Decisions for Non-Financial Leaders; Cr.: 3\nLEAD 3600 — Title: Ethics and Decision Making; Cr.: 3\nLEAD 4100 — Title: Data-Informed Management; Cr.: 3\nLEAD 4200 — Title: Conflict, Negotiation, and Difficult Conversations; Cr.: 3\nLEAD 4300 — Title: Project Leadership; Cr.: 3\nLEAD 4400 — Title: Talent: Hiring, Developing, and Retaining People; Cr.: 3\nLEAD 4800 — Title: Leadership Practicum (workplace project); Cr.: 3\nLEAD 4900 — Title: Capstone: Applied Leadership Portfolio; Cr.: 3\nBeyond the core, the degree includes a small number of general-education credits (usually satisfied by the transfer degree) and free electives.\nFormat and pace\nTake one course (part-time) or two (full-time) per seven-week term. Part-time, a completion degree finishes in about 2 to 3 years; full-time roughly halves that. You can move between full- and part-time term by term, and pause for a term without reapplying.\nCoursework is readings, recorded lectures, discussion, projects, and problem sets with weekly deadlines. Assessment is mostly applied work; where a course needs a proctored exam it uses at-home online proctoring, stated in the syllabus before you register.\nCost\nBilled at Porter's flat online per-credit rate with no nonresident surcharge — the same price from any state. Fully online students do not pay the campus activity, recreation, or transit fees; a small per-term online course fee covers the platform and library delivery.\nDegree-seeking students file the FAFSA and are eligible for federal aid. For employer tuition assistance, student accounts invoices the employer directly and offers deferred payment that waits for reimbursement. See tuition & costs and financial aid .\nWhere graduates go\nGraduates move into roles such as:\nTeam Lead / Supervisor\nOperations Manager\nProgram Manager\nDepartment Manager\nContinuous-Improvement Lead\nMedian reported starting or post-completion salary for this program: $71,400 . Program-level outcome data is published on the career services site.\nHow to apply\nApply online with no fee and no essay. Submit transcripts from every college attended; a 2.0 cumulative GPA and a completed transfer degree (or ~60 transferable credits) are the baseline. Decisions come in about two weeks, and you can start in the next available term.\nAn online-admissions advisor is assigned to you before you apply and stays your advisor through graduation.\nAccreditation\nUW–Porter Falls is institutionally accredited, reaffirmed through 2036, and authorized to offer distance education to students in every U.S. state. Online programs carry the same institutional and, where applicable, specialized accreditation as their on-campus counterparts.\nOther online programs\nApplied Management (B.S.)\nInformation Technology Management (B.S.)\nManufacturing & Operations Management (B.S.)\nHealth Services Leadership (B.S.)\nProfessional & Technical Communication (B.S.)\nSupply Chain & Logistics Management (B.S.)\nAll online programs\nNext step\nRequest a transfer-credit evaluation before you apply — it shows exactly how many credits remain.\nStart an application" }, { "url": "online-professional-technical-communication.html", "title": "Professional & Technical Communication (B.S., online)", "description": "An online completion degree for people who write, document, and explain technical work — and want to do it as their job.", "headings": [ "Professional & Technical Communication", "On this page", "About this program", "Who it is for", "Transfer credit", "Courses you will take", "Format and pace", "Cost", "Where graduates go", "How to apply", "Accreditation" ], "content": "Online @ Porter Professional & Technical Communication\nAn online completion degree for people who write, document, and explain technical work — and want to do it as their job.\nB.S. Fully online Degree completion 6 starts a year\nAbout this program\nProfessional & Technical Communication is a fully online bachelor's degree from UW–Porter Falls. An online completion degree for people who write, document, and explain technical work — and want to do it as their job.\nIt is asynchronous, runs in seven-week terms with six start dates a year, and is taught by the same faculty as Porter's on-campus programs. The transcript and diploma do not distinguish online from on-campus study.\nWho it is for\nTechnical staff, trainers, support agents, and marketing coordinators with roughly 60 transferable credits who already write documentation, procedures, or training on the side and want to move into a communication role.\nTransfer credit\nThis is a degree- completion program: you transfer in the first roughly 60–72 credits and complete the upper division online. You graduate with a portfolio of real deliverables, several produced for an actual client through the practicum.\nSend prior transcripts before you apply and an advisor returns a course-by-course evaluation showing exactly what applies and how many credits remain — usually 33 to 48. Credit from Wesconsin technical colleges is accepted here even where other four-year programs reject it.\nCourses you will take\nThe upper-division sequence is 36 credits of online coursework. A completed sample is below; the official catalog is authoritative.\nPTC 3100 — Title: Foundations of Technical Communication; Cr.: 3\nPTC 3200 — Title: Information Design and Document Architecture; Cr.: 3\nPTC 3300 — Title: Editing for Clarity and Style; Cr.: 3\nPTC 3400 — Title: Instructional and Procedure Writing; Cr.: 3\nPTC 3500 — Title: Content Strategy and Management; Cr.: 3\nPTC 3600 — Title: Visual Communication and Data Presentation; Cr.: 3\nPTC 4100 — Title: User Research and Usability for Content; Cr.: 3\nPTC 4200 — Title: Writing for Regulated and Technical Industries; Cr.: 3\nPTC 4300 — Title: Project Management for Content Teams; Cr.: 3\nPTC 4400 — Title: Portfolio Development; Cr.: 3\nPTC 4800 — Title: Practicum: Client Documentation Project; Cr.: 3\nPTC 4900 — Title: Capstone: Professional Portfolio; Cr.: 3\nBeyond the core, the degree includes a small number of general-education credits (usually satisfied by the transfer degree) and free electives.\nFormat and pace\nTake one course (part-time) or two (full-time) per seven-week term. Part-time, a completion degree finishes in about 2 to 3 years; full-time roughly halves that. You can move between full- and part-time term by term, and pause for a term without reapplying.\nCoursework is readings, recorded lectures, discussion, projects, and problem sets with weekly deadlines. Assessment is mostly applied work; where a course needs a proctored exam it uses at-home online proctoring, stated in the syllabus before you register.\nCost\nBilled at Porter's flat online per-credit rate with no nonresident surcharge — the same price from any state. Fully online students do not pay the campus activity, recreation, or transit fees; a small per-term online course fee covers the platform and library delivery.\nDegree-seeking students file the FAFSA and are eligible for federal aid. For employer tuition assistance, student accounts invoices the employer directly and offers deferred payment that waits for reimbursement. See tuition & costs and financial aid .\nWhere graduates go\nGraduates move into roles such as:\nTechnical Writer\nDocumentation Specialist\nInstructional Designer\nContent Strategist\nProposal Writer\nMedian reported starting or post-completion salary for this program: $70,600 . Program-level outcome data is published on the career services site.\nHow to apply\nApply online with no fee and no essay. Submit transcripts from every college attended; a 2.0 cumulative GPA and a completed transfer degree (or ~60 transferable credits) are the baseline. Decisions come in about two weeks, and you can start in the next available term.\nAn online-admissions advisor is assigned to you before you apply and stays your advisor through graduation.\nAccreditation\nUW–Porter Falls is institutionally accredited, reaffirmed through 2036, and authorized to offer distance education to students in every U.S. state. Online programs carry the same institutional and, where applicable, specialized accreditation as their on-campus counterparts.\nOther online programs\nOrganizational Leadership (B.S.)\nApplied Management (B.S.)\nInformation Technology Management (B.S.)\nManufacturing & Operations Management (B.S.)\nHealth Services Leadership (B.S.)\nSupply Chain & Logistics Management (B.S.)\nAll online programs\nNext step\nRequest a transfer-credit evaluation before you apply — it shows exactly how many credits remain.\nStart an application" }, { "url": "online-programs.html", "title": "Online programs", "description": "UW–Porter Falls' fully online degree-completion bachelor's programs and stackable graduate certificates: how online works, transfer credit, cost, employer billing, and accreditation. Fictional parody content.", "headings": [ "Online programs", "On this page", "Why online at Porter", "How online works here", "Online bachelor's degree-completion programs", "", "Online graduate certificates", "", "Also available online", "Cost", "Support for online students", "Accreditation and state authorization", "How to apply" ], "content": "Academics Online programs\nFully online, asynchronous degree-completion bachelor's programs and stackable graduate certificates — taught by Porter faculty, priced the same from any state.\nWhy online at Porter\nPorter is a hands-on polytechnic, and most of what it teaches needs a lab or a studio. Its online programs are the exception on purpose: degrees where the value is the coursework and the credential, built for people who already have a job, a technical background, or an associate degree and cannot move to Porter Falls or attend on a fixed schedule.\nEvery program below is fully online, asynchronous, taught by Porter faculty, and identical on the transcript to the on-campus version. Nonresident students pay the same price as Wesconsin residents.\nHow online works here\nF\nu\nE\nv\nS\ne\nO\nn\nT\nh\nO\nn\nP\nr\nM\no\nF\nu\nA\nd\nOnline bachelor's degree-completion programs\nThese are completion degrees: you transfer in roughly the first 60–72 credits — an associate degree or two years elsewhere — and finish the upper division online, usually 33 to 48 credits. Credit from Wesconsin technical colleges is accepted here even where other four-year programs will not take it.\nOrganizational Leadership (B.S.)\nAn online bachelor's completion for people already supervising or leading, built to finish a degree around a full-time job.\nApplied Management (B.S.)\nA broad online management degree for technical and skilled-trades workers moving into supervision and coordination.\nInformation Technology Management (B.S.)\nAn online IT completion degree that pairs current technical coursework with the management side of running a technology function.\nManufacturing & Operations Management (B.S.)\nAn online completion degree for production and skilled-trades workers moving into planning, quality, and plant leadership.\nHealth Services Leadership (B.S.)\nAn online completion degree for licensed and allied-health workers moving into charge, coordinator, and management roles.\nProfessional & Technical Communication (B.S.)\nAn online completion degree for people who write, document, and explain technical work — and want to do it as their job.\nSupply Chain & Logistics Management (B.S.)\nAn online completion degree covering planning, procurement, transportation, and warehousing for people already working in the field.\nApplied Technology (B.A.S.)\nA Bachelor of Applied Science that builds directly on a completed technical associate degree — your trade is the major; Porter adds the bachelor's.\nOnline graduate certificates\nTwelve-credit, four-course graduate certificates you can finish in about eight months part-time. Each one stacks into a master's degree — if you continue, the certificate courses count toward the degree.\nData Analytics (Graduate Certificate)\nA 12-credit online graduate certificate in working with data — cleaning, analyzing, visualizing, and communicating it.\nCybersecurity Management (Graduate Certificate)\nA 12-credit online graduate certificate in running a security program — governance, risk, incident response, and compliance.\nInstructional Design (Graduate Certificate)\nA 12-credit online graduate certificate in designing effective training and courses, for corporate and higher-education settings.\nProject Management (Graduate Certificate)\nA 12-credit online graduate certificate covering the full project lifecycle, aligned with the major professional frameworks.\nQuality Engineering (Graduate Certificate)\nA 12-credit online graduate certificate in quality systems, statistical methods, and continuous improvement for manufacturing and service.\nApplied Leadership (Graduate Certificate)\nA 12-credit online graduate certificate in leading people and change, for new and rising managers in any field.\nAlso available online\nSeveral of Porter's graduate degrees are offered fully online with the same admissions and curriculum as their on-campus cohorts: the M.B.A. , M.S. in Data Science , M.S. in Cybersecurity , M.S. in Engineering Management , and M.S. in Manufacturing Engineering . See each program page for the online option.\nCost\nO\nn\nO\nn\nN\no\nF\nu\nB\no\nM\no\nF\ni\nO\nn\nSupport for online students\nEverything the campus offers has a remote channel: advising by video and phone, online tutoring and writing consultations across evening and weekend hours, library articles delivered to your inbox, career coaching and virtual fairs, disability accommodations that apply to the online environment, telehealth counseling for students in Wesconsin, and 24-hour technology support. See services for online students and the online learning guide .\nAccreditation and state authorization\nUW–Porter Falls is institutionally accredited, reaffirmed for the full ten-year cycle through 2036, and authorized to offer distance education to students in all fifty states. Specialized program accreditation, where it applies, covers online and on-campus students identically. Licensure-disclosure information for programs that could lead to a credential is published with each program.\nHow to apply\nApply online — no fee, no essay, a decision in about two weeks. For a completion degree, submit transcripts from every college you have attended and an advisor returns a transfer-credit evaluation before you commit. You can start in any of six terms a year. Start an application or talk to admissions .\nOnline programs\nOrganizational Leadership\nApplied Management\nInformation Technology Management\nManufacturing & Operations Management\nHealth Services Leadership\nProfessional & Technical Communication\nSupply Chain & Logistics Management\nApplied Technology\nData Analytics\nCybersecurity Management\nInstructional Design\nProject Management\nQuality Engineering\nApplied Leadership\nGuides\nHow online learning works\nServices for online students\nOnline proctoring" }, { "url": "online-project-management.html", "title": "Project Management (Graduate Certificate, online)", "description": "A 12-credit online graduate certificate covering the full project lifecycle, aligned with the major professional frameworks.", "headings": [ "Project Management", "On this page", "About this program", "Who it is for", "Courses you will take", "Format and pace", "Cost", "Where graduates go", "How to apply", "Accreditation" ], "content": "Online @ Porter Project Management\nA 12-credit online graduate certificate covering the full project lifecycle, aligned with the major professional frameworks.\nGraduate Certificate Fully online 12 credits 6 starts a year\nAbout this program\nProject Management is a fully online graduate certificate from UW–Porter Falls. A 12-credit online graduate certificate covering the full project lifecycle, aligned with the major professional frameworks.\nIt is asynchronous, runs in seven-week terms with six start dates a year, and is taught by the same faculty as Porter's on-campus programs. The transcript and diploma do not distinguish online from on-campus study.\nWho it is for\nPeople leading projects without a formal project-management background who want the discipline and a credential.\nCourses you will take\nThe upper-division sequence is 12 credits of online coursework. A completed sample is below; the official catalog is authoritative.\nPM 6100 — Title: Project Initiation, Scope, and Planning; Cr.: 3\nPM 6200 — Title: Schedule, Cost, and Risk; Cr.: 3\nPM 6300 — Title: Agile and Adaptive Approaches; Cr.: 3\nPM 6400 — Title: Applied Project Management Capstone; Cr.: 3\nAll four courses are graduate credit and stack into the M.S. in Engineering Management — if you continue, the certificate counts toward the degree.\nFormat and pace\nTake one course (part-time) or two (full-time) per seven-week term. Part-time, a certificate finishes in about 8 months; full-time roughly halves that. You can move between full- and part-time term by term, and pause for a term without reapplying.\nCoursework is readings, recorded lectures, discussion, projects, and problem sets with weekly deadlines. Assessment is mostly applied work; where a course needs a proctored exam it uses at-home online proctoring, stated in the syllabus before you register.\nCost\nBilled at Porter's flat online per-credit rate with no nonresident surcharge — the same price from any state. Fully online students do not pay the campus activity, recreation, or transit fees; a small per-term online course fee covers the platform and library delivery.\nDegree-seeking students file the FAFSA and are eligible for federal aid. For employer tuition assistance, student accounts invoices the employer directly and offers deferred payment that waits for reimbursement. See tuition & costs and financial aid .\nWhere graduates go\nGraduates move into roles such as:\nProject Manager\nProgram Coordinator\nScrum Master\nPMO Analyst\nGraduate certificates typically support a raise or a move into a titled role rather than a first job; outcomes vary by field and prior experience.\nHow to apply\nApply online with no fee and no essay. Submit your bachelor's transcript; a 2.75 GPA is the guideline, and relevant work experience is weighed. Decisions come in about two weeks, and you can start in the next available term.\nAn online-admissions advisor is assigned to you before you apply and stays your advisor through graduation.\nAccreditation\nUW–Porter Falls is institutionally accredited, reaffirmed through 2036, and authorized to offer distance education to students in every U.S. state. Online programs carry the same institutional and, where applicable, specialized accreditation as their on-campus counterparts.\nOther online programs\nOrganizational Leadership (B.S.)\nApplied Management (B.S.)\nInformation Technology Management (B.S.)\nManufacturing & Operations Management (B.S.)\nHealth Services Leadership (B.S.)\nProfessional & Technical Communication (B.S.)\nAll online programs\nNext step\nRequest a transfer-credit evaluation before you apply — it shows exactly how many credits remain.\nStart an application" }, { "url": "online-quality-engineering.html", "title": "Quality Engineering (Graduate Certificate, online)", "description": "A 12-credit online graduate certificate in quality systems, statistical methods, and continuous improvement for manufacturing and service.", "headings": [ "Quality Engineering", "On this page", "About this program", "Who it is for", "Courses you will take", "Format and pace", "Cost", "Where graduates go", "How to apply", "Accreditation" ], "content": "Online @ Porter Quality Engineering\nA 12-credit online graduate certificate in quality systems, statistical methods, and continuous improvement for manufacturing and service.\nGraduate Certificate Fully online 12 credits 6 starts a year\nAbout this program\nQuality Engineering is a fully online graduate certificate from UW–Porter Falls. A 12-credit online graduate certificate in quality systems, statistical methods, and continuous improvement for manufacturing and service.\nIt is asynchronous, runs in seven-week terms with six start dates a year, and is taught by the same faculty as Porter's on-campus programs. The transcript and diploma do not distinguish online from on-campus study.\nWho it is for\nEngineers, technicians, and supervisors responsible for quality who want the statistical and systems depth for a quality-engineer role.\nCourses you will take\nThe upper-division sequence is 12 credits of online coursework. A completed sample is below; the official catalog is authoritative.\nQE 6100 — Title: Quality Systems and Standards; Cr.: 3\nQE 6200 — Title: Statistical Process Control and Capability; Cr.: 3\nQE 6300 — Title: Design of Experiments and Problem Solving; Cr.: 3\nQE 6400 — Title: Quality Improvement Capstone; Cr.: 3\nAll four courses are graduate credit and stack into the M.S. in Manufacturing Engineering — if you continue, the certificate counts toward the degree.\nFormat and pace\nTake one course (part-time) or two (full-time) per seven-week term. Part-time, a certificate finishes in about 8 months; full-time roughly halves that. You can move between full- and part-time term by term, and pause for a term without reapplying.\nCoursework is readings, recorded lectures, discussion, projects, and problem sets with weekly deadlines. Assessment is mostly applied work; where a course needs a proctored exam it uses at-home online proctoring, stated in the syllabus before you register.\nCost\nBilled at Porter's flat online per-credit rate with no nonresident surcharge — the same price from any state. Fully online students do not pay the campus activity, recreation, or transit fees; a small per-term online course fee covers the platform and library delivery.\nDegree-seeking students file the FAFSA and are eligible for federal aid. For employer tuition assistance, student accounts invoices the employer directly and offers deferred payment that waits for reimbursement. See tuition & costs and financial aid .\nWhere graduates go\nGraduates move into roles such as:\nQuality Engineer\nContinuous-Improvement Engineer\nSupplier Quality Engineer\nReliability Analyst\nGraduate certificates typically support a raise or a move into a titled role rather than a first job; outcomes vary by field and prior experience.\nHow to apply\nApply online with no fee and no essay. Submit your bachelor's transcript; a 2.75 GPA is the guideline, and relevant work experience is weighed. Decisions come in about two weeks, and you can start in the next available term.\nAn online-admissions advisor is assigned to you before you apply and stays your advisor through graduation.\nAccreditation\nUW–Porter Falls is institutionally accredited, reaffirmed through 2036, and authorized to offer distance education to students in every U.S. state. Online programs carry the same institutional and, where applicable, specialized accreditation as their on-campus counterparts.\nOther online programs\nOrganizational Leadership (B.S.)\nApplied Management (B.S.)\nInformation Technology Management (B.S.)\nManufacturing & Operations Management (B.S.)\nHealth Services Leadership (B.S.)\nProfessional & Technical Communication (B.S.)\nAll online programs\nNext step\nRequest a transfer-credit evaluation before you apply — it shows exactly how many credits remain.\nStart an application" }, { "url": "online-student-services.html", "title": "Services for online students", "description": "Remote access to advising, tutoring, library, career, accessibility and technology help.", "headings": [ "Services for online students", "On this page", "Advising and registration", "Academic support", "Community and career", "Full support without the drive", "Still part of Porter", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Online learning Services for online students\nRemote access to advising, tutoring, library, career, accessibility and technology help.\nAdvising and registration\nOnline appointments and digital planning tools support program sequencing, registration and graduation review.\nAcademic support\nVirtual tutoring, writing consultation, librarian appointments and accessible course materials are available across time zones.\nCommunity and career\nOnline learners can join organizations, attend virtual events, use career coaching and participate in commencement.\nFull support without the drive\nOnline students get the same advising, tutoring, writing help, career coaching, accessibility services and library access as on-campus students, delivered by appointment and built to work across time zones. Placement, registration and graduation review all happen remotely.\nStill part of Porter\nOnline learners can join student organisations, attend virtual events, vote in student government and walk at commencement. Many are adult students in the Valley finishing a degree, and the community programming is built with that in mind.\nIn and around Porter Falls\nOnline and Extended Learning works out of the second level of Halvorsen Library and supports learners across Wesconsin and the Cities who rarely come to Porter Falls — many of them adult students finishing a degree started years earlier. Advising, tutoring, library help and career coaching are all offered by appointment across time zones.\nThe practical details\nAdvising: Video or phone appointments, evening slots available. Library: Scanning, mailed items, librarian video consults. Commencement: Online graduates are invited to the ceremony. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Online & Extended Learning (Halvorsen Library, Level 2). Call (715) 555-0128 or email online@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nAdvising\nVideo or phone appointments, evening slots available\nLibrary\nScanning, mailed items, librarian video consults\nCommencement\nOnline graduates are invited to the ceremony\nWho to contact\nOnline & Extended Learning\nHalvorsen Library, Level 2\nPhone\n(715) 555–0128\nEmail\nonline@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFull contact directory" }, { "url": "online-supply-chain-logistics-management.html", "title": "Supply Chain & Logistics Management (B.S., online)", "description": "An online completion degree covering planning, procurement, transportation, and warehousing for people already working in the field.", "headings": [ "Supply Chain & Logistics Management", "On this page", "About this program", "Who it is for", "Transfer credit", "Courses you will take", "Format and pace", "Cost", "Where graduates go", "How to apply", "Accreditation" ], "content": "Online @ Porter Supply Chain & Logistics Management\nAn online completion degree covering planning, procurement, transportation, and warehousing for people already working in the field.\nB.S. Fully online Degree completion 6 starts a year\nAbout this program\nSupply Chain & Logistics Management is a fully online bachelor's degree from UW–Porter Falls. An online completion degree covering planning, procurement, transportation, and warehousing for people already working in the field.\nIt is asynchronous, runs in seven-week terms with six start dates a year, and is taught by the same faculty as Porter's on-campus programs. The transcript and diploma do not distinguish online from on-campus study.\nWho it is for\nWarehouse, purchasing, planning, and transportation staff with an associate degree or equivalent credits who want to move into analyst and management roles.\nTransfer credit\nThis is a degree- completion program: you transfer in the first roughly 60–72 credits and complete the upper division online. Coursework maps to the major professional certifications in procurement and supply chain; exam-prep support is built into two courses.\nSend prior transcripts before you apply and an advisor returns a course-by-course evaluation showing exactly what applies and how many credits remain — usually 33 to 48. Credit from Wesconsin technical colleges is accepted here even where other four-year programs reject it.\nCourses you will take\nThe upper-division sequence is 36 credits of online coursework. A completed sample is below; the official catalog is authoritative.\nSCM 3100 — Title: Supply Chain Foundations; Cr.: 3\nSCM 3200 — Title: Procurement and Supplier Management; Cr.: 3\nSCM 3300 — Title: Demand Planning and Forecasting; Cr.: 3\nSCM 3400 — Title: Inventory and Warehouse Operations; Cr.: 3\nSCM 3500 — Title: Transportation and Distribution; Cr.: 3\nSCM 3600 — Title: Supply Chain Analytics; Cr.: 3\nSCM 4100 — Title: Global Sourcing and Trade; Cr.: 3\nSCM 4200 — Title: Lean Supply Chains and Cost; Cr.: 3\nSCM 4300 — Title: Supply Chain Project Management; Cr.: 3\nSCM 4400 — Title: Risk and Resilience; Cr.: 3\nSCM 4800 — Title: Practicum: Supply Chain Improvement Project; Cr.: 3\nSCM 4900 — Title: Capstone: End-to-End Supply Chain Analysis; Cr.: 3\nBeyond the core, the degree includes a small number of general-education credits (usually satisfied by the transfer degree) and free electives.\nFormat and pace\nTake one course (part-time) or two (full-time) per seven-week term. Part-time, a completion degree finishes in about 2 to 3 years; full-time roughly halves that. You can move between full- and part-time term by term, and pause for a term without reapplying.\nCoursework is readings, recorded lectures, discussion, projects, and problem sets with weekly deadlines. Assessment is mostly applied work; where a course needs a proctored exam it uses at-home online proctoring, stated in the syllabus before you register.\nCost\nBilled at Porter's flat online per-credit rate with no nonresident surcharge — the same price from any state. Fully online students do not pay the campus activity, recreation, or transit fees; a small per-term online course fee covers the platform and library delivery.\nDegree-seeking students file the FAFSA and are eligible for federal aid. For employer tuition assistance, student accounts invoices the employer directly and offers deferred payment that waits for reimbursement. See tuition & costs and financial aid .\nWhere graduates go\nGraduates move into roles such as:\nSupply Chain Analyst\nBuyer / Procurement Specialist\nLogistics Coordinator\nPlanning Manager\nDistribution Supervisor\nMedian reported starting or post-completion salary for this program: $73,500 . Program-level outcome data is published on the career services site.\nHow to apply\nApply online with no fee and no essay. Submit transcripts from every college attended; a 2.0 cumulative GPA and a completed transfer degree (or ~60 transferable credits) are the baseline. Decisions come in about two weeks, and you can start in the next available term.\nAn online-admissions advisor is assigned to you before you apply and stays your advisor through graduation.\nAccreditation\nUW–Porter Falls is institutionally accredited, reaffirmed through 2036, and authorized to offer distance education to students in every U.S. state. Online programs carry the same institutional and, where applicable, specialized accreditation as their on-campus counterparts.\nOther online programs\nOrganizational Leadership (B.S.)\nApplied Management (B.S.)\nInformation Technology Management (B.S.)\nManufacturing & Operations Management (B.S.)\nHealth Services Leadership (B.S.)\nProfessional & Technical Communication (B.S.)\nAll online programs\nNext step\nRequest a transfer-credit evaluation before you apply — it shows exactly how many credits remain.\nStart an application" }, { "url": "online-tutoring-hours.html", "title": "Online tutoring", "description": "Live and asynchronous tutoring for students who can't get to campus, or need help at midnight.", "headings": [ "Online tutoring", "On this page", "How to use it", "Writing help online", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Online tutoring\nLive and asynchronous tutoring for students who can't get to campus, or need help at midnight.\nHow to use it\nBook a campus tutor through the learning-center portal for ongoing help in a specific course. Use the 24/7 service for a stuck-at-2 a.m. moment or a quick concept check — it covers a broad range of subjects but the tutor won't know your specific instructor's expectations.\nWriting help online\nThe writing center takes drafts online with a same-day or next-day turnaround during the term; you get margin comments and a summary, not a rewrite. For a conversation about a draft, book a live session instead.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nLive online: Scheduled video sessions with a campus tutor, same as in person, for most gateway courses. 24/7 option: A contracted service (free to enrolled students) for on-demand help and paper review outside campus hours. Asynchronous: Submit a writing draft or a problem and get feedback back within a set turnaround. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLive online\nScheduled video sessions with a campus tutor, same as in person, for most gateway courses\n24/7 option\nA contracted service (free to enrolled students) for on-demand help and paper review outside campus hours\nAsynchronous\nSubmit a writing draft or a problem and get feedback back within a set turnaround\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "open-access-publishing-fund.html", "title": "Open access publishing fund", "description": "A subsidy that helps student and faculty authors cover article processing charges so their work is free to read.", "headings": [ "Open access publishing fund", "On this page", "Why it exists", "Applying", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Open access publishing fund\nA subsidy that helps student and faculty authors cover article processing charges so their work is free to read.\nWhy it exists\nMany strong open-access journals charge the author a fee (an APC) instead of the reader a subscription. Those fees can be a barrier, especially for students and unfunded work. The fund removes that barrier so more Porter research is readable by anyone, anywhere, immediately.\nApplying\nSubmit the journal, the acceptance, and the invoice; the library confirms the venue is legitimate and fully open access, then pays the publisher directly or reimburses you. Apply as soon as the paper is accepted — the annual pot is finite and first-come.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nCovers: Part or all of an APC for a fully open-access journal, up to a per-article cap, while funds last. Eligible: A corresponding author affiliated with Porter, publishing in a vetted open-access venue. Not covered: “Hybrid” journal fees and predatory venues — the library keeps a checklist. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCovers\nPart or all of an APC for a fully open-access journal, up to a per-article cap, while funds last\nEligible\nA corresponding author affiliated with Porter, publishing in a vetted open-access venue\nNot covered\n“Hybrid” journal fees and predatory venues — the library keeps a checklist\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "open-campus-day.html", "title": "Open Campus Day", "description": "One Saturday every April, every building that can safely be opened is opened. The 2027 date is Saturday, April 24, 10 a.m. to 4 p.m. Free, with free parking.", "headings": [ "Open Campus Day", "On this page", "What it is", "Schedule for Saturday, April 24, 2027", "Getting here and getting around", "Volunteers and groups" ], "content": "Community Open Campus Day\nOne Saturday every April, every building that can safely be opened is opened. The 2027 date is Saturday, April 24, 10 a.m. to 4 p.m. Free, with free parking.\nWhat it is\nOpen Campus Day began in 1993 as the centennial open house and became an annual event when nobody could find a good reason to stop. It isn’t an admissions event; that is Ironclad Preview Days . Nobody will ask what year you graduate. The point is to let Porter Falls see what happens inside the buildings it drives past every day: the high bay in Founders Hall, the simulation hospital, the farm and the archives.\nAbout 6,100 people came in April 2026. Most were local families, but a surprising number were retirees who had never been inside Founders Hall since they took shop there in 1961.\nSchedule for Saturday, April 24, 2027\n8:30–10:30 a.m. — What: Pancake breakfast ($6 adults, $3 kids; proceeds to the campus food pantry); Where: Founders Commons (The Forge)\n10:00 a.m. — What: Welcome from Chancellor Elaine Vandehey and the Porter Falls Community Band; Where: Main quad\n10:00 a.m.–4:00 p.m. — What: High bay open: senior-design robots, the concrete-canoe team, the load-test frame; Where: Founders Hall high bay\n10:00 a.m.–4:00 p.m. — What: Maker demonstrations: laser cutting, 3D printing, a small CNC mill; Where: Forge Innovation Hub, Founders Hall 140–150\n11:00 a.m., 1:00, 3:00 p.m. — What: Mini foundry pour: pewter coasters, kids pour with a gloved helper; Where: Founders Hall foundry yard\n10:30 a.m.–2:30 p.m. — What: Simulation hospital tours every 30 minutes; meet the manikins; Where: Health Sciences Center\n11:00 a.m.–noon — What: Speakers Bureau lightning talks: six faculty, eight minutes each; Where: Heritage Auditorium\n10:00 a.m.–3:00 p.m. — What: Open barn, greenhouse tours, tomato-seedling giveaway (while 1,200 last); Where: University Farm\nNoon–3:00 p.m. — What: Kids’ science zone run by the STEM Saturdays crew; Where: Jarvis Technology Center, first floor\n1:00–3:00 p.m. — What: Filtered solar viewing (weather permitting); Where: Halvorsen Observatory\n1:00 p.m. — What: Porter Open track & field meet; spectators free; Where: Millwright Stadium\n2:00–4:00 p.m. — What: University archives open: the 1893 charter, old yearbooks, the 1994 rename file; Where: Halvorsen Library, Level 4\n2:00–4:00 p.m. — What: Spring exhibition preview and studio walk-throughs; Where: Furlong Gallery, Applied Arts Building\nThe full map with room numbers is posted in March. The week after Open Campus Day brings the Senior Design Expo (April 29), which is also open to the public, and the Earth Day campus cleanup comes just before it.\nGetting here and getting around\nParking is free in every lot , including the Founders Ramp, from 7 a.m. to 6 p.m. Accessible spaces are in the usual places; see accessible parking .\nThe Porter Loop runs an extended Saturday route every 12 minutes, including the Depot Plaza and a temporary University Farm stop. Track it on the shuttle tracker .\nAccessible golf-cart shuttles run between the Welcome Center, Founders Union and the Health Sciences Center. Wave one down or ask at an info tent.\nInfo tents are at the Welcome Center and Founders Union. Lost children go to the Campus Safety tent on the main quad, and Campus Safety finds parents faster than you would expect.\nFood: Founders Union food hall is open 10 a.m.–3 p.m., and the Depot District is a 12-minute walk.\nVolunteers and groups\nThe day needs about 220 volunteers: guides, greeters, parking-lot wavers and pancake flippers. Community members are welcome, and shifts are two hours. Sign up through Volunteer on campus by April 2. Groups of 15 or more, such as scout troops, senior centers or school classes, can get a guided route and a reserved slot for the foundry pour. Email the office by April 9.\nThe community hub lists what stays open the other 364 days of the year.\nAt a glance\nDate\nSaturday, April 24, 2027\nHours\n10 a.m.–4 p.m. (breakfast from 8:30)\nCost\nFree; parking free in all lots\n2026 attendance\nAbout 6,100\nWho to contact\nOffice of Outreach & Engagement\nMillwright Hall 120\nPhone\n(715) 555–0236\nEmail\nopencampus@uwporterfalls.edu\nRelated resources\nFor the community\nCampus map\nVisit campus\nUniversity Farm\nSimulation hospital\nPorter Falls Community Band" }, { "url": "open-lab-hours.html", "title": "Open computer lab hours", "description": "Where the general-access computer labs are, when they're staffed, and what's installed on them.", "headings": [ "Open computer lab hours", "On this page", "What's on them", "Staffed hours", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Open computer lab hours\nWhere the general-access computer labs are, when they're staffed, and what's installed on them.\nWhat's on them\nEvery general-access machine runs the same image: the standard office and browser set plus the licensed engineering, statistics and design software that's otherwise expensive to install personally. A student can sit at any lab machine and find their program already there.\nStaffed hours\nA lab consultant is on duty during posted hours for printing, file-recovery and software questions — not coursework help, which is the tutoring centers' job. Jarvis stays card-access open around the clock during finals week.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nMain labs: Jarvis Technology Center and Halvorsen Library, Level 1. Hours: Extended during the semester, 24-hour access in Jarvis during finals. Software: The full academic software image, including licensed engineering and design tools. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nMain labs\nJarvis Technology Center and Halvorsen Library, Level 1\nHours\nExtended during the semester, 24-hour access in Jarvis during finals\nSoftware\nThe full academic software image, including licensed engineering and design tools\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "open-resources.html", "title": "Open resources", "description": "Free and open libraries, textbooks, research, data, and tools that UW–Porter Falls students and faculty use, organized by task.", "headings": [ "Open resources", "On this page", "Why this page exists", "Digital libraries & archives", "Open textbooks & courses", "Open research & scholarship", "Open data", "Free references & tools", "For organizations: partner with the library" ], "content": "Halvorsen Library Open resources\nFree libraries, textbooks, research, data, and tools that Porter runs on — organized by what you are trying to do.\nWhy this page exists\nA university library is not a warehouse; it is a set of relationships. Halvorsen Library maintains a subscription collection, but a lot of what students and faculty use every day is open — free to read, reuse, and build on — and it is maintained by libraries, museums, governments, and nonprofits around the world. This page collects the open resources UW–Porter Falls relies on most, organized by what you are trying to do.\nEverything here is real and free. Cite what you use and check each item’s license before you reuse it — a librarian can help.\nDigital libraries & archives\nWhen Halvorsen Library does not hold something, these are where it sends you first. All are free to read.\nOpen Library — a page for every book ever published, with millions borrowable online (Internet Archive)\nInternet Archive — books, audio, video, software, and the web, archived and open\nHathiTrust Digital Library — a shared research library of digitized volumes from academic libraries\nDigital Public Library of America — photographs, manuscripts, and records from thousands of U.S. libraries and archives\nProject Gutenberg — 70,000+ public-domain e-books, carefully proofread\nLibrary of Congress — digitized collections, Chronicling America historical newspapers, and primary sources\nSmithsonian Open Access — millions of images and 3D models, released to the public domain\nEuropeana — cultural heritage from museums, galleries, and archives across Europe\nWikimedia Commons — freely reusable images, diagrams, and media\nOpen textbooks & courses\nThe course-materials estimate in your tuition is close to zero partly because faculty adopt open texts. Start here for a subject you want to preview or review.\nOpenStax — free, peer-reviewed college textbooks for high-enrollment courses\nOpen Textbook Library — a reviewed catalog of open textbooks across disciplines\nLibreTexts — openly licensed textbooks and lab manuals, especially strong in the sciences\nOER Commons — a search engine for openly licensed teaching materials\nMIT OpenCourseWare — lecture notes, assignments, and exams from MIT courses\nKhan Academy — video lessons and practice from arithmetic through introductory college subjects\nSaylor Academy — free self-paced courses, some with low-cost credit-recommended exams\nOpen research & scholarship\nFor a literature review, a thesis, or just chasing a citation. Librarians can show you how to use these well.\narXiv — preprints in physics, math, computer science, and related fields\nbioRxiv & medRxiv — preprints in the life and health sciences\nPubMed Central — a free full-text archive of biomedical and life-sciences literature\nDirectory of Open Access Journals — a vetted index of quality open-access journals\nCORE — the world's largest aggregation of open-access research papers\nOpenAlex — an open index of scholarly works, authors, and institutions\nSemantic Scholar — AI-assisted search across scientific literature\nUnpaywall — a browser extension that finds legal free versions of paywalled papers\nZenodo — a CERN-hosted repository for datasets, code, and papers, with DOIs\nOpen Science Framework — project management, preregistration, and sharing for research\nORCID — a free persistent identifier for researchers — set one up before your first publication\nOpen data\nFor a data-science project, a policy paper, an engineering estimate, or a capstone. Cite the source and check the license.\nData.gov — the U.S. government's open-data catalog, across every agency\nU.S. Census Bureau — population, housing, economic, and geographic data\nOur World in Data — clean, well-documented datasets and charts on global development\nWorld Bank Open Data — development indicators for every country\nFRED — hundreds of thousands of economic time series from the St. Louis Fed\nNOAA / NCEI — weather, climate, and ocean data\nUSGS EarthExplorer — satellite imagery, aerial photos, and elevation data\nGoogle Dataset Search — a search engine across public datasets on the open web\nWisconsin Open Data — state and local datasets for Wesconsin\nFree references & tools\nBookmark-worthy, used constantly in courses across the university.\nPurdue OWL — the standard free guide to citation styles and academic writing\nCornell Legal Information Institute — free, authoritative U.S. law — statutes, regulations, and cases\nPubChem — a free chemistry database — structures, properties, safety, and literature\nPhET Interactive Simulations — free science and math simulations from CU Boulder\nDesmos — a free graphing and geometry calculator used in many math courses\nGeoGebra — free dynamic mathematics software\nOEIS — the On-Line Encyclopedia of Integer Sequences\nMDN Web Docs — the reference for web technologies\nW3C Web Accessibility Initiative — the WCAG accessibility standards and how-to guidance\nQGIS — a free, open-source geographic information system\nGIMP — free, open-source image editing\nBlender — free, open-source 3D creation\nFor organizations: partner with the library\nUW–Porter Falls believes access to knowledge should not depend on an institutional affiliation. If your library, archive, museum, publisher, or open-data project shares that view, the library would like to talk — about linking, about contributing metadata or digitized material, about hosting a mirror, or about a formal open-access agreement. Reach the Scholarly Communication librarian through the library .\n(UW–Porter Falls is a fictional parody university and cannot actually enter agreements. The resources linked above are real; the invitation is not.)\nAt a glance\nCost\nAll free to read\nGroups\n5 categories\nHelp using them\nAsk a librarian\nReuse\nCheck each item’s license\nRelated\nHalvorsen Library\nFree & open collections\nLibrary services\nUndergraduate research\nTutoring & learning center" }, { "url": "optional-practical-training.html", "title": "Optional Practical Training (OPT), explained", "description": "The work authorization that lets an F-1 student work in their field after graduation — timelines, rules, and the STEM extension.", "headings": [ "Optional Practical Training (OPT), explained", "On this page", "What OPT is", "The timeline", "The rules while on OPT", "The STEM extension", "Pre-completion OPT", "How it connects to a longer stay" ], "content": "Academics Optional Practical Training (OPT), explained\nThe work authorization that lets an F-1 student work in their field after graduation — timelines, rules, and the STEM extension.\nWhat OPT is\nOPT is temporary work authorization tied to your F-1 status that lets you work in a job directly related to your major, most commonly for 12 months after you complete your degree (post-completion OPT). It is authorized by the federal immigration agency, not by an employer, and you can start a job only once you have the physical work-authorization card in hand.\nThe timeline\nYou can apply for post-completion OPT as early as 90 days before your program end date and as late as 60 days after. The application takes weeks to months to process, so start with the international student office the semester before you finish. Applying late — or after the 60-day window — means losing the opportunity entirely.\nThe rules while on OPT\nYour job must relate to your degree, and you report your employer and any changes to the international office so they can update your SEVIS record. There is a strict limit on total unemployment days during the 12 months (accumulate too many and your status ends). Keep evidence that each job is degree-related.\nThe STEM extension\nIf your degree is on the federal STEM list — many engineering, computing, and science programs at Porter qualify — you may apply for a 24-month extension of post-completion OPT, for a total of three years. It requires an E-Verify employer, a formal training plan, and additional reporting. The international office confirms whether your specific program is eligible.\nPre-completion OPT\nYou can also use OPT part-time while still enrolled (pre-completion OPT), but any time used this way is subtracted from your 12 months of post-completion authorization. Most students save it all for after graduation.\nHow it connects to a longer stay\nOPT is a bridge, not a permanent status. Many students use the OPT year (or the STEM extension) while an employer sponsors a work visa. Talk to the international office and, for the sponsorship itself, an immigration attorney — the university advises on OPT, not on visa petitions.\nAt a glance\nWhat\nF-1 work authorization in your field, usually 12 months post-graduation\nApply\n90 days before to 60 days after your program end date — start a semester early\nSTEM extension\n+24 months for eligible degrees, with an E-Verify employer and a training plan\nUnemployment\nA strict day limit while on OPT — track it\nWho to contact\nInternational Programs\nFounders Union 128\nPhone\n(715) 555–0239\nEmail\ninternational@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCPT / OPT workshops\nSTEM OPT extension\nCurricular Practical Training (CPT), explained\nMaintaining F-1 status\nYour first month as an international student\nFull contact directory" }, { "url": "org-3d-printing-club.html", "title": "3D Printing & Making Club", "description": "3D Printing & Making Club runs the community printers, teaches modeling and slicing, and takes on maker challenges.", "headings": [ "3D Printing & Making Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization 3D Printing & Making Club\n3D Printing & Making — runs the community printers, teaches modeling and slicing, and takes on maker challenges.\nAbout the organization\n3D Printing & Making Club runs the community printers, teaches modeling and slicing, and takes on maker challenges.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for 3D Printing & Making Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, 3D Printing & Making Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-a-cappella-group.html", "title": "Ironworks A Cappella", "description": "Ironworks A Cappella is an auditioned vocal group that arranges and performs contemporary music at campus and regional events.", "headings": [ "Ironworks A Cappella", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Media & creative organization Ironworks A Cappella\nIronworks A Cappella — is an auditioned vocal group that arranges and performs contemporary music at campus and regional events.\nAbout the organization\nIronworks A Cappella is an auditioned vocal group that arranges and performs contemporary music at campus and regional events.\nIt is a recognized student organization in the Media & creative category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who want to make things — writers, designers, photographers, editors, performers, and organizers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: producing regular work (issues, episodes, shows, exhibitions), critique, workshops, and covering campus events. The group meets weekly production meetings plus project time; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou build a portfolio of real published or produced work and learn to hit a deadline with a team. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Ironworks A Cappella in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Ironworks A Cappella can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nMedia & creative\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly production meetings plus project time\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nMusic minor" }, { "url": "org-accounting-society.html", "title": "Accounting Society", "description": "Accounting Society runs meet-the-firms nights, CPA-exam information sessions, VITA tax-prep volunteering, and firm office visits.", "headings": [ "Accounting Society", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Accounting Society\nAccounting — runs meet-the-firms nights, CPA-exam information sessions, VITA tax-prep volunteering, and firm office visits.\nAbout the organization\nAccounting Society runs meet-the-firms nights, CPA-exam information sessions, VITA tax-prep volunteering, and firm office visits.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Accounting Society in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Accounting Society can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nAccounting minor" }, { "url": "org-aces-accessible-computing-club.html", "title": "Accessible Computing Society", "description": "Accessible Computing Society builds and tests assistive-technology projects with community partners and studies accessibility standards hands-on.", "headings": [ "Accessible Computing Society", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Accessible Computing Society\nAccessible Computing — builds and tests assistive-technology projects with community partners and studies accessibility standards hands-on.\nAbout the organization\nAccessible Computing Society builds and tests assistive-technology projects with community partners and studies accessibility standards hands-on.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Accessible Computing Society in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Accessible Computing Society can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-acm-student-chapter.html", "title": "ACM Student Chapter", "description": "ACM Student Chapter brings computing students together for talks, hackathons, interview prep, and a link to the wider Association for Computing Machinery.", "headings": [ "ACM Student Chapter", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization ACM Student Chapter\nACM Student — brings computing students together for talks, hackathons, interview prep, and a link to the wider Association for Computing Machinery.\nAbout the organization\nACM Student Chapter brings computing students together for talks, hackathons, interview prep, and a link to the wider Association for Computing Machinery.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for ACM Student Chapter in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, ACM Student Chapter can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-ad-club.html", "title": "American Advertising Federation Student Chapter", "description": "American Advertising Federation Student Chapter runs the annual student ad competition, portfolio nights, and agency tours for marketing and design students.", "headings": [ "American Advertising Federation Student Chapter", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization American Advertising Federation Student Chapter\nAmerican Advertising Federation Student — runs the annual student ad competition, portfolio nights, and agency tours for marketing and design students.\nAbout the organization\nAmerican Advertising Federation Student Chapter runs the annual student ad competition, portfolio nights, and agency tours for marketing and design students.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for American Advertising Federation Student Chapter in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, American Advertising Federation Student Chapter can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nMarketing minor" }, { "url": "org-adult-and-nontraditional-students.html", "title": "Adult & Nontraditional Students Association", "description": "Adult & Nontraditional Students Association supports returning, transfer, commuter, and student-parent members with community, information, and events timed for busy lives.", "headings": [ "Adult & Nontraditional Students Association", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Cultural & identity organization Adult & Nontraditional Students Association\nAdult & Nontraditional Students — supports returning, transfer, commuter, and student-parent members with community, information, and events timed for busy lives.\nAbout the organization\nAdult & Nontraditional Students Association supports returning, transfer, commuter, and student-parent members with community, information, and events timed for busy lives.\nIt is a recognized student organization in the Cultural & identity category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who share the identity or heritage and allies who want to learn and support. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: heritage-month events, cultural celebrations, discussion nights, a shared meal, advocacy on campus issues, and collaboration with the identity resource centers. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is a place to be known, to find community, and to shape how the campus supports students like you. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Adult & Nontraditional Students Association in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Adult & Nontraditional Students Association can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nCultural & identity\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-african-student-union.html", "title": "African Student Union", "description": "African Student Union represents students from across the African continent with a cultural showcase, discussion nights, and support for new international students.", "headings": [ "African Student Union", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Cultural & identity organization African Student Union\nAfrican Student — represents students from across the African continent with a cultural showcase, discussion nights, and support for new international students.\nAbout the organization\nAfrican Student Union represents students from across the African continent with a cultural showcase, discussion nights, and support for new international students.\nIt is a recognized student organization in the Cultural & identity category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who share the identity or heritage and allies who want to learn and support. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: heritage-month events, cultural celebrations, discussion nights, a shared meal, advocacy on campus issues, and collaboration with the identity resource centers. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is a place to be known, to find community, and to shape how the campus supports students like you. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for African Student Union in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, African Student Union can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nCultural & identity\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-aiche-student-chapter.html", "title": "Engineering & Technology Club", "description": "Engineering & Technology Club is an open club for any engineering or technology student, running shop nights, tours, and a first-year mentoring program.", "headings": [ "Engineering & Technology Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Engineering & Technology Club\nEngineering & Technology — is an open club for any engineering or technology student, running shop nights, tours, and a first-year mentoring program.\nAbout the organization\nEngineering & Technology Club is an open club for any engineering or technology student, running shop nights, tours, and a first-year mentoring program.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Engineering & Technology Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Engineering & Technology Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-aiga-student-group.html", "title": "AIGA Student Group", "description": "AIGA Student Group is the campus chapter for graphic design students — portfolio reviews, studio tours, a design conference trip, and a mentor program.", "headings": [ "AIGA Student Group", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization AIGA Student Group\nAIGA Student — is the campus chapter for graphic design students — portfolio reviews, studio tours, a design conference trip, and a mentor program.\nAbout the organization\nAIGA Student Group is the campus chapter for graphic design students — portfolio reviews, studio tours, a design conference trip, and a mentor program.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for AIGA Student Group in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, AIGA Student Group can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nGraphic Design minor" }, { "url": "org-alpha-kappa-delta.html", "title": "Alpha Kappa Delta", "description": "Alpha Kappa Delta is the sociology honor society, sponsoring a research colloquium and community-based research projects.", "headings": [ "Alpha Kappa Delta", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Honor society organization Alpha Kappa Delta\nAlpha Kappa Delta — is the sociology honor society, sponsoring a research colloquium and community-based research projects.\nAbout the organization\nAlpha Kappa Delta is the sociology honor society, sponsoring a research colloquium and community-based research projects.\nIt is a recognized student organization in the Honor society category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who meet the society’s GPA and coursework criteria and are invited to join. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: an induction ceremony, service projects, a scholarship or award, and networking with members at other chapters. The group meets a few times each term; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nMembership is a recognized credential, and the chapters do real service and professional programming, not just a line on a résumé. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Alpha Kappa Delta in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Alpha Kappa Delta can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nHonor society\nOpen to\nAll students (see “who joins”)\nMeets\nA few times each term\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nSociology minor" }, { "url": "org-alpha-lambda-delta.html", "title": "Alpha Lambda Delta", "description": "Alpha Lambda Delta recognizes first-year academic excellence and funds a first-year scholarship from chapter dues.", "headings": [ "Alpha Lambda Delta", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Honor society organization Alpha Lambda Delta\nAlpha Lambda Delta — recognizes first-year academic excellence and funds a first-year scholarship from chapter dues.\nAbout the organization\nAlpha Lambda Delta recognizes first-year academic excellence and funds a first-year scholarship from chapter dues.\nIt is a recognized student organization in the Honor society category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who meet the society’s GPA and coursework criteria and are invited to join. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: an induction ceremony, service projects, a scholarship or award, and networking with members at other chapters. The group meets a few times each term; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nMembership is a recognized credential, and the chapters do real service and professional programming, not just a line on a résumé. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Alpha Lambda Delta in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Alpha Lambda Delta can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nHonor society\nOpen to\nAll students (see “who joins”)\nMeets\nA few times each term\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-alternative-breaks.html", "title": "Alternative Breaks", "description": "Alternative Breaks organizes service trips over fall, winter, and spring breaks focused on issues like housing, the environment, and food security.", "headings": [ "Alternative Breaks", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Service & advocacy organization Alternative Breaks\nAlternative Breaks — organizes service trips over fall, winter, and spring breaks focused on issues like housing, the environment, and food security.\nAbout the organization\nAlternative Breaks organizes service trips over fall, winter, and spring breaks focused on issues like housing, the environment, and food security.\nIt is a recognized student organization in the Service & advocacy category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who wants to contribute time to a cause, regardless of major. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: recurring volunteer commitments with community partners, one-off service days, fundraising, awareness campaigns, and an annual signature project. The group meets weekly, with service hours scheduled around members’ availability; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou do tangible good in Porter Falls and build the habit of showing up — and it is a strong, specific thing to talk about in interviews. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Alternative Breaks in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Alternative Breaks can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nService & advocacy\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with service hours scheduled around members’ availability\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-amateur-radio-club.html", "title": "Amateur Radio Club", "description": "Amateur Radio Club operates the campus station, helps members earn their license, and participates in field day and emergency-comms exercises.", "headings": [ "Amateur Radio Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Amateur Radio Club\nAmateur Radio — operates the campus station, helps members earn their license, and participates in field day and emergency-comms exercises.\nAbout the organization\nAmateur Radio Club operates the campus station, helps members earn their license, and participates in field day and emergency-comms exercises.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Amateur Radio Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Amateur Radio Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-american-marketing-association.html", "title": "American Marketing Association Chapter", "description": "American Marketing Association Chapter connects marketing students to the AMA professional community with a conference trip, certification prep, and networking.", "headings": [ "American Marketing Association Chapter", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization American Marketing Association Chapter\nAmerican Marketing Association — connects marketing students to the AMA professional community with a conference trip, certification prep, and networking.\nAbout the organization\nAmerican Marketing Association Chapter connects marketing students to the AMA professional community with a conference trip, certification prep, and networking.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for American Marketing Association Chapter in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, American Marketing Association Chapter can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nMarketing minor" }, { "url": "org-american-red-cross-club.html", "title": "American Red Cross Club", "description": "American Red Cross Club organizes blood drives, disaster-preparedness education, and CPR/first-aid certification sessions each term.", "headings": [ "American Red Cross Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Service & advocacy organization American Red Cross Club\nAmerican Red Cross — organizes blood drives, disaster-preparedness education, and CPR/first-aid certification sessions each term.\nAbout the organization\nAmerican Red Cross Club organizes blood drives, disaster-preparedness education, and CPR/first-aid certification sessions each term.\nIt is a recognized student organization in the Service & advocacy category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who wants to contribute time to a cause, regardless of major. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: recurring volunteer commitments with community partners, one-off service days, fundraising, awareness campaigns, and an annual signature project. The group meets weekly, with service hours scheduled around members’ availability; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou do tangible good in Porter Falls and build the habit of showing up — and it is a strong, specific thing to talk about in interviews. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for American Red Cross Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, American Red Cross Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nService & advocacy\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with service hours scheduled around members’ availability\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-amnesty-international-chapter.html", "title": "Amnesty International Chapter", "description": "Amnesty International Chapter runs human-rights letter-writing campaigns, awareness events, and an annual write-for-rights night.", "headings": [ "Amnesty International Chapter", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Political & civic organization Amnesty International Chapter\nAmnesty International — runs human-rights letter-writing campaigns, awareness events, and an annual write-for-rights night.\nAbout the organization\nAmnesty International Chapter runs human-rights letter-writing campaigns, awareness events, and an annual write-for-rights night.\nIt is a recognized student organization in the Political & civic category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who want to engage with public issues and the democratic process. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: nonpartisan voter registration and education, debates and forums, guest speakers, advocacy, and campaign volunteering for members who choose to. The group meets weekly, with more activity around elections; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou learn how policy and campaigns actually work, and you help other students engage. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Amnesty International Chapter in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Amnesty International Chapter can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nPolitical & civic\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with more activity around elections\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-anime-club.html", "title": "Anime Club", "description": "Anime Club screens series and films, holds discussion and trivia, and organizes a trip to a regional convention.", "headings": [ "Anime Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Anime Club\nAnime — screens series and films, holds discussion and trivia, and organizes a trip to a regional convention.\nAbout the organization\nAnime Club screens series and films, holds discussion and trivia, and organizes a trip to a regional convention.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Anime Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Anime Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-archery-club.html", "title": "Archery Club", "description": "Archery Club offers beginner instruction and target-practice sessions with equipment provided.", "headings": [ "Archery Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Archery Club\nArchery — offers beginner instruction and target-practice sessions with equipment provided.\nAbout the organization\nArchery Club offers beginner instruction and target-practice sessions with equipment provided.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Archery Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Archery Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-asce-student-chapter.html", "title": "ASCE Student Chapter", "description": "ASCE Student Chapter connects civil engineering students to the profession through the concrete canoe and steel bridge teams, site visits, and licensure prep.", "headings": [ "ASCE Student Chapter", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization ASCE Student Chapter\nASCE Student — connects civil engineering students to the profession through the concrete canoe and steel bridge teams, site visits, and licensure prep.\nAbout the organization\nASCE Student Chapter connects civil engineering students to the profession through the concrete canoe and steel bridge teams, site visits, and licensure prep.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for ASCE Student Chapter in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, ASCE Student Chapter can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nCivil Engineering (B.S.)" }, { "url": "org-asian-student-association.html", "title": "Asian Student Association", "description": "Asian Student Association brings together students of Asian and Asian American heritage for cultural programming, a Lunar New Year celebration, and mutual support.", "headings": [ "Asian Student Association", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Cultural & identity organization Asian Student Association\nAsian Student — brings together students of Asian and Asian American heritage for cultural programming, a Lunar New Year celebration, and mutual support.\nAbout the organization\nAsian Student Association brings together students of Asian and Asian American heritage for cultural programming, a Lunar New Year celebration, and mutual support.\nIt is a recognized student organization in the Cultural & identity category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who share the identity or heritage and allies who want to learn and support. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: heritage-month events, cultural celebrations, discussion nights, a shared meal, advocacy on campus issues, and collaboration with the identity resource centers. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is a place to be known, to find community, and to shape how the campus supports students like you. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Asian Student Association in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Asian Student Association can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nCultural & identity\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-asme-student-section.html", "title": "ASME Student Section", "description": "ASME Student Section engages mechanical engineering students with design competitions, plant tours, and the American Society of Mechanical Engineers.", "headings": [ "ASME Student Section", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization ASME Student Section\nASME Student Section — engages mechanical engineering students with design competitions, plant tours, and the American Society of Mechanical Engineers.\nAbout the organization\nASME Student Section engages mechanical engineering students with design competitions, plant tours, and the American Society of Mechanical Engineers.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for ASME Student Section in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, ASME Student Section can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nMechanical Engineering (B.S.)" }, { "url": "org-astronomy-observing-group.html", "title": "Stargazers", "description": "Stargazers holds observing nights with club and observatory telescopes and travels to dark-sky sites.", "headings": [ "Stargazers", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Stargazers\nStargazers — holds observing nights with club and observatory telescopes and travels to dark-sky sites.\nAbout the organization\nStargazers holds observing nights with club and observatory telescopes and travels to dark-sky sites.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Stargazers in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Stargazers can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-badminton-club.html", "title": "Badminton Club", "description": "Badminton Club runs weekly open play and a beginner ladder alongside occasional tournaments against regional clubs.", "headings": [ "Badminton Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Badminton Club\nBadminton — runs weekly open play and a beginner ladder alongside occasional tournaments against regional clubs.\nAbout the organization\nBadminton Club runs weekly open play and a beginner ladder alongside occasional tournaments against regional clubs.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Badminton Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Badminton Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-baja-sae-team.html", "title": "Baja SAE Off-Road Racing Team", "description": "Baja SAE Off-Road Racing Team designs, builds, and races an off-road vehicle in the national Baja SAE competition, open to any engineering student willing to put in shop hours.", "headings": [ "Baja SAE Off-Road Racing Team", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Baja SAE Off-Road Racing Team\nBaja SAE Off-Road Racing — designs, builds, and races an off-road vehicle in the national Baja SAE competition, open to any engineering student willing to put in shop hours.\nAbout the organization\nBaja SAE Off-Road Racing Team designs, builds, and races an off-road vehicle in the national Baja SAE competition, open to any engineering student willing to put in shop hours.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Baja SAE Off-Road Racing Team in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Baja SAE Off-Road Racing Team can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-bass-fishing-club.html", "title": "Bass Fishing Club", "description": "Bass Fishing Club fishes regional tournaments, shares boats and gear, and does lake-cleanup days.", "headings": [ "Bass Fishing Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Bass Fishing Club\nBass Fishing — fishes regional tournaments, shares boats and gear, and does lake-cleanup days.\nAbout the organization\nBass Fishing Club fishes regional tournaments, shares boats and gear, and does lake-cleanup days.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Bass Fishing Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Bass Fishing Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-beekeeping-club.html", "title": "Beekeeping Club", "description": "Beekeeping Club maintains the campus hives, harvests honey, and teaches pollinator conservation.", "headings": [ "Beekeeping Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Beekeeping Club\nBeekeeping — maintains the campus hives, harvests honey, and teaches pollinator conservation.\nAbout the organization\nBeekeeping Club maintains the campus hives, harvests honey, and teaches pollinator conservation.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Beekeeping Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Beekeeping Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-best-buddies.html", "title": "Best Buddies", "description": "Best Buddies creates one-to-one friendships between students and adults with intellectual and developmental disabilities.", "headings": [ "Best Buddies", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Service & advocacy organization Best Buddies\nBest Buddies — creates one-to-one friendships between students and adults with intellectual and developmental disabilities.\nAbout the organization\nBest Buddies creates one-to-one friendships between students and adults with intellectual and developmental disabilities.\nIt is a recognized student organization in the Service & advocacy category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who wants to contribute time to a cause, regardless of major. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: recurring volunteer commitments with community partners, one-off service days, fundraising, awareness campaigns, and an annual signature project. The group meets weekly, with service hours scheduled around members’ availability; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou do tangible good in Porter Falls and build the habit of showing up — and it is a strong, specific thing to talk about in interviews. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Best Buddies in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Best Buddies can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nService & advocacy\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with service hours scheduled around members’ availability\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-beta-gamma-sigma.html", "title": "Beta Gamma Sigma", "description": "Beta Gamma Sigma is the business honor society, recognizing the top students in the College of Management.", "headings": [ "Beta Gamma Sigma", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Honor society organization Beta Gamma Sigma\nBeta Gamma Sigma — is the business honor society, recognizing the top students in the College of Management .\nAbout the organization\nBeta Gamma Sigma is the business honor society, recognizing the top students in the College of Management .\nIt is a recognized student organization in the Honor society category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who meet the society’s GPA and coursework criteria and are invited to join. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: an induction ceremony, service projects, a scholarship or award, and networking with members at other chapters. The group meets a few times each term; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nMembership is a recognized credential, and the chapters do real service and professional programming, not just a line on a résumé. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Beta Gamma Sigma in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Beta Gamma Sigma can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nHonor society\nOpen to\nAll students (see “who joins”)\nMeets\nA few times each term\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nBusiness minor" }, { "url": "org-biology-club.html", "title": "Biology Club", "description": "Biology Club organizes field trips, research talks, a pre-health and graduate school series, and volunteering at nature centers.", "headings": [ "Biology Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Biology Club\nBiology — organizes field trips, research talks, a pre-health and graduate school series, and volunteering at nature centers.\nAbout the organization\nBiology Club organizes field trips, research talks, a pre-health and graduate school series, and volunteering at nature centers.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Biology Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Biology Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nBiology minor" }, { "url": "org-birding-club.html", "title": "Birding Club", "description": "Birding Club runs weekend birding trips around the Porter River corridor and keeps a running campus species list.", "headings": [ "Birding Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Birding Club\nBirding — runs weekend birding trips around the Porter River corridor and keeps a running campus species list.\nAbout the organization\nBirding Club runs weekend birding trips around the Porter River corridor and keeps a running campus species list.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Birding Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Birding Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-black-student-union.html", "title": "Black Student Union", "description": "Black Student Union builds community for Black students, programs for Black History Month and beyond, and advocates on campus climate.", "headings": [ "Black Student Union", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Cultural & identity organization Black Student Union\nBlack Student — builds community for Black students, programs for Black History Month and beyond, and advocates on campus climate.\nAbout the organization\nBlack Student Union builds community for Black students, programs for Black History Month and beyond, and advocates on campus climate.\nIt is a recognized student organization in the Cultural & identity category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who share the identity or heritage and allies who want to learn and support. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: heritage-month events, cultural celebrations, discussion nights, a shared meal, advocacy on campus issues, and collaboration with the identity resource centers. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is a place to be known, to find community, and to shape how the campus supports students like you. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Black Student Union in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Black Student Union can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nCultural & identity\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nHistory minor" }, { "url": "org-broomball-league.html", "title": "Intramural Broomball League", "description": "Intramural Broomball League runs a winter broomball league on the campus rink, no skating experience required.", "headings": [ "Intramural Broomball League", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Intramural Broomball League\nIntramural Broomball League — runs a winter broomball league on the campus rink, no skating experience required.\nAbout the organization\nIntramural Broomball League runs a winter broomball league on the campus rink, no skating experience required.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Intramural Broomball League in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Intramural Broomball League can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-buddhist-meditation-group.html", "title": "Buddhist Meditation Group", "description": "Buddhist Meditation Group offers weekly guided meditation sessions open to all traditions and experience levels, plus periodic talks on Buddhist philosophy.", "headings": [ "Buddhist Meditation Group", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Religious & spiritual organization Buddhist Meditation Group\nBuddhist Meditation — offers weekly guided meditation sessions open to all traditions and experience levels, plus periodic talks on Buddhist philosophy.\nAbout the organization\nBuddhist Meditation Group offers weekly guided meditation sessions open to all traditions and experience levels, plus periodic talks on Buddhist philosophy.\nIt is a recognized student organization in the Religious & spiritual category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students of the tradition and anyone exploring, questioning, or seeking community. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: weekly gatherings, study and discussion, service, retreats, and holiday observances. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA grounded community and a space to keep or explore a spiritual practice while away from home. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Buddhist Meditation Group in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Buddhist Meditation Group can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nReligious & spiritual\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nPhilosophy minor" }, { "url": "org-campus-food-recovery.html", "title": "Campus Food Recovery", "description": "Campus Food Recovery redirects unserved food from dining to community partners and stocks the campus pantry.", "headings": [ "Campus Food Recovery", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Service & advocacy organization Campus Food Recovery\nCampus Food Recovery — redirects unserved food from dining to community partners and stocks the campus pantry.\nAbout the organization\nCampus Food Recovery redirects unserved food from dining to community partners and stocks the campus pantry.\nIt is a recognized student organization in the Service & advocacy category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who wants to contribute time to a cause, regardless of major. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: recurring volunteer commitments with community partners, one-off service days, fundraising, awareness campaigns, and an annual signature project. The group meets weekly, with service hours scheduled around members’ availability; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou do tangible good in Porter Falls and build the habit of showing up — and it is a strong, specific thing to talk about in interviews. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Campus Food Recovery in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Campus Food Recovery can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nService & advocacy\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with service hours scheduled around members’ availability\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-car-club.html", "title": "Automotive Enthusiasts Club", "description": "Automotive Enthusiasts Club meets for car-show trips, informal meetups, and basic-maintenance workshops for any car enthusiast.", "headings": [ "Automotive Enthusiasts Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Automotive Enthusiasts Club\nAutomotive Enthusiasts — meets for car-show trips, informal meetups, and basic-maintenance workshops for any car enthusiast.\nAbout the organization\nAutomotive Enthusiasts Club meets for car-show trips, informal meetups, and basic-maintenance workshops for any car enthusiast.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Automotive Enthusiasts Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Automotive Enthusiasts Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-caribbean-student-association.html", "title": "Caribbean Student Association", "description": "Caribbean Student Association brings together students with Caribbean heritage for cultural events, a carnival-style showcase, and community building.", "headings": [ "Caribbean Student Association", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Cultural & identity organization Caribbean Student Association\nCaribbean Student — brings together students with Caribbean heritage for cultural events, a carnival-style showcase, and community building.\nAbout the organization\nCaribbean Student Association brings together students with Caribbean heritage for cultural events, a carnival-style showcase, and community building.\nIt is a recognized student organization in the Cultural & identity category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who share the identity or heritage and allies who want to learn and support. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: heritage-month events, cultural celebrations, discussion nights, a shared meal, advocacy on campus issues, and collaboration with the identity resource centers. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is a place to be known, to find community, and to shape how the campus supports students like you. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Caribbean Student Association in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Caribbean Student Association can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nCultural & identity\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-catholic-newman-community.html", "title": "Catholic Newman Community", "description": "Catholic Newman Community offers Mass, study, service, and retreats for Catholic students and anyone exploring the faith.", "headings": [ "Catholic Newman Community", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Religious & spiritual organization Catholic Newman Community\nCatholic Newman — offers Mass, study, service, and retreats for Catholic students and anyone exploring the faith.\nAbout the organization\nCatholic Newman Community offers Mass, study, service, and retreats for Catholic students and anyone exploring the faith.\nIt is a recognized student organization in the Religious & spiritual category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students of the tradition and anyone exploring, questioning, or seeking community. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: weekly gatherings, study and discussion, service, retreats, and holiday observances. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA grounded community and a space to keep or explore a spiritual practice while away from home. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Catholic Newman Community in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Catholic Newman Community can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nReligious & spiritual\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-chemistry-club.html", "title": "Chemistry Club", "description": "Chemistry Club is the student affiliate chapter — chemistry demonstrations for the community, a research symposium, and graduate school panels.", "headings": [ "Chemistry Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Chemistry Club\nChemistry — is the student affiliate chapter — chemistry demonstrations for the community, a research symposium, and graduate school panels.\nAbout the organization\nChemistry Club is the student affiliate chapter — chemistry demonstrations for the community, a research symposium, and graduate school panels.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Chemistry Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Chemistry Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nChemistry minor" }, { "url": "org-chess-club.html", "title": "Chess Club", "description": "Chess Club meets for casual and rated play, runs a campus tournament, and coaches players wanting to improve.", "headings": [ "Chess Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Chess Club\nChess — meets for casual and rated play, runs a campus tournament, and coaches players wanting to improve.\nAbout the organization\nChess Club meets for casual and rated play, runs a campus tournament, and coaches players wanting to improve.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Chess Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Chess Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-circle-k.html", "title": "Circle K International", "description": "Circle K International is the college-level Kiwanis service club, running weekly service, fundraising for children’s causes, and a district conference.", "headings": [ "Circle K International", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Service & advocacy organization Circle K International\nCircle K International — is the college-level Kiwanis service club, running weekly service, fundraising for children’s causes, and a district conference.\nAbout the organization\nCircle K International is the college-level Kiwanis service club, running weekly service, fundraising for children’s causes, and a district conference.\nIt is a recognized student organization in the Service & advocacy category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who wants to contribute time to a cause, regardless of major. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: recurring volunteer commitments with community partners, one-off service days, fundraising, awareness campaigns, and an annual signature project. The group meets weekly, with service hours scheduled around members’ availability; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou do tangible good in Porter Falls and build the habit of showing up — and it is a strong, specific thing to talk about in interviews. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Circle K International in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Circle K International can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nService & advocacy\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with service hours scheduled around members’ availability\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-climbing-club.html", "title": "Climbing Club", "description": "Climbing Club meets at the campus wall, takes trips to regional crags, and teaches belaying and movement to beginners.", "headings": [ "Climbing Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Climbing Club\nClimbing — meets at the campus wall, takes trips to regional crags, and teaches belaying and movement to beginners.\nAbout the organization\nClimbing Club meets at the campus wall, takes trips to regional crags, and teaches belaying and movement to beginners.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Climbing Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Climbing Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-club-sports-council.html", "title": "Club Sports Council", "description": "Club Sports Council coordinates and advocates for the club sport teams and allocates their shared budget and facility time.", "headings": [ "Club Sports Council", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Governance & leadership organization Club Sports Council\nClub Sports — coordinates and advocates for the club sport teams and allocates their shared budget and facility time.\nAbout the organization\nClub Sports Council coordinates and advocates for the club sport teams and allocates their shared budget and facility time.\nIt is a recognized student organization in the Governance & leadership category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students elected or appointed to represent a constituency, plus open committee volunteers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular public meetings, committee work, allocating student fees, advocating to administration, and running events. The group meets weekly, with committee meetings in between; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou get a direct hand in decisions that affect every student, and serious experience in budgeting, policy, and running a room. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Club Sports Council in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Club Sports Council can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nGovernance & leadership\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with committee meetings in between\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-coffee-club.html", "title": "Coffee Club", "description": "Coffee Club explores brewing methods and roasts, hosts tastings, and runs a pop-up during finals.", "headings": [ "Coffee Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Coffee Club\nCoffee — explores brewing methods and roasts, hosts tastings, and runs a pop-up during finals.\nAbout the organization\nCoffee Club explores brewing methods and roasts, hosts tastings, and runs a pop-up during finals.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Coffee Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Coffee Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-college-democrats.html", "title": "College Democrats", "description": "College Democrats organizes around progressive issues, hosts speakers and debate watches, and helps students register and vote.", "headings": [ "College Democrats", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Political & civic organization College Democrats\nCollege Democrats — organizes around progressive issues, hosts speakers and debate watches, and helps students register and vote.\nAbout the organization\nCollege Democrats organizes around progressive issues, hosts speakers and debate watches, and helps students register and vote.\nIt is a recognized student organization in the Political & civic category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who want to engage with public issues and the democratic process. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: nonpartisan voter registration and education, debates and forums, guest speakers, advocacy, and campaign volunteering for members who choose to. The group meets weekly, with more activity around elections; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou learn how policy and campaigns actually work, and you help other students engage. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for College Democrats in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, College Democrats can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nPolitical & civic\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with more activity around elections\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-college-republicans.html", "title": "College Republicans", "description": "College Republicans organizes around conservative issues, hosts speakers and debate watches, and helps students register and vote.", "headings": [ "College Republicans", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Political & civic organization College Republicans\nCollege Republicans — organizes around conservative issues, hosts speakers and debate watches, and helps students register and vote.\nAbout the organization\nCollege Republicans organizes around conservative issues, hosts speakers and debate watches, and helps students register and vote.\nIt is a recognized student organization in the Political & civic category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who want to engage with public issues and the democratic process. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: nonpartisan voter registration and education, debates and forums, guest speakers, advocacy, and campaign volunteering for members who choose to. The group meets weekly, with more activity around elections; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou learn how policy and campaigns actually work, and you help other students engage. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for College Republicans in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, College Republicans can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nPolitical & civic\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with more activity around elections\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-comedy-sketch-group.html", "title": "Sketch Comedy Group", "description": "Sketch Comedy Group writes and performs original sketch comedy at a monthly campus show.", "headings": [ "Sketch Comedy Group", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Media & creative organization Sketch Comedy Group\nSketch Comedy — writes and performs original sketch comedy at a monthly campus show.\nAbout the organization\nSketch Comedy Group writes and performs original sketch comedy at a monthly campus show.\nIt is a recognized student organization in the Media & creative category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who want to make things — writers, designers, photographers, editors, performers, and organizers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: producing regular work (issues, episodes, shows, exhibitions), critique, workshops, and covering campus events. The group meets weekly production meetings plus project time; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou build a portfolio of real published or produced work and learn to hit a deadline with a team. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Sketch Comedy Group in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Sketch Comedy Group can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nMedia & creative\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly production meetings plus project time\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-construction-student-association.html", "title": "Construction Student Association", "description": "Construction Student Association runs job-site tours, estimating and safety competitions, and a strong pipeline to contractor internships.", "headings": [ "Construction Student Association", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Construction Student Association\nConstruction Student — runs job-site tours, estimating and safety competitions, and a strong pipeline to contractor internships.\nAbout the organization\nConstruction Student Association runs job-site tours, estimating and safety competitions, and a strong pipeline to contractor internships.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Construction Student Association in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Construction Student Association can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nConstruction minor" }, { "url": "org-criminal-justice-association.html", "title": "Criminal Justice Association", "description": "Criminal Justice Association brings in officers, agents, attorneys, and corrections professionals, and organizes ride-alongs and agency tours.", "headings": [ "Criminal Justice Association", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Criminal Justice Association\nCriminal Justice — brings in officers, agents, attorneys, and corrections professionals, and organizes ride-alongs and agency tours.\nAbout the organization\nCriminal Justice Association brings in officers, agents, attorneys, and corrections professionals, and organizes ride-alongs and agency tours.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Criminal Justice Association in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Criminal Justice Association can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nCriminal Justice (B.S.)" }, { "url": "org-culinary-club.html", "title": "Culinary Club", "description": "Culinary Club cooks together weekly around a theme or technique and does the occasional community meal.", "headings": [ "Culinary Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Culinary Club\nCulinary — cooks together weekly around a theme or technique and does the occasional community meal.\nAbout the organization\nCulinary Club cooks together weekly around a theme or technique and does the occasional community meal.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Culinary Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Culinary Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-cybersecurity-club.html", "title": "Cybersecurity Club", "description": "Cybersecurity Club runs a capture-the-flag team, hands-on labs, certification study groups, and a blue-team practice range.", "headings": [ "Cybersecurity Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Cybersecurity Club\nCybersecurity — runs a capture-the-flag team, hands-on labs, certification study groups, and a blue-team practice range.\nAbout the organization\nCybersecurity Club runs a capture-the-flag team, hands-on labs, certification study groups, and a blue-team practice range.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Cybersecurity Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Cybersecurity Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nCybersecurity (B.S.)" }, { "url": "org-cycling-club.html", "title": "Cycling Club", "description": "Cycling Club organizes group road and gravel rides, basic maintenance clinics, and a few races for members who want them.", "headings": [ "Cycling Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Cycling Club\nCycling — organizes group road and gravel rides, basic maintenance clinics, and a few races for members who want them.\nAbout the organization\nCycling Club organizes group road and gravel rides, basic maintenance clinics, and a few races for members who want them.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Cycling Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Cycling Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-dance-team.html", "title": "Porter Dance Team", "description": "Porter Dance Team performs at athletics events, competes regionally, and holds open workshops across styles.", "headings": [ "Porter Dance Team", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Porter Dance Team\nPorter Dance — performs at athletics events, competes regionally, and holds open workshops across styles.\nAbout the organization\nPorter Dance Team performs at athletics events, competes regionally, and holds open workshops across styles.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Porter Dance Team in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Porter Dance Team can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-data-science-club.html", "title": "Data Science Club", "description": "Data Science Club hosts analysis competitions, tooling workshops, a reading group, and talks from working data scientists.", "headings": [ "Data Science Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Data Science Club\nData Science — hosts analysis competitions, tooling workshops, a reading group, and talks from working data scientists.\nAbout the organization\nData Science Club hosts analysis competitions, tooling workshops, a reading group, and talks from working data scientists.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Data Science Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Data Science Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nData Science (B.S.)" }, { "url": "org-debate-team.html", "title": "Debate Team", "description": "Debate Team competes in intercollegiate debate, coaching argument construction, evidence, and rebuttal, and welcomes novices each fall.", "headings": [ "Debate Team", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Political & civic organization Debate Team\nDebate — competes in intercollegiate debate, coaching argument construction, evidence, and rebuttal, and welcomes novices each fall.\nAbout the organization\nDebate Team competes in intercollegiate debate, coaching argument construction, evidence, and rebuttal, and welcomes novices each fall.\nIt is a recognized student organization in the Political & civic category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who want to engage with public issues and the democratic process. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: nonpartisan voter registration and education, debates and forums, guest speakers, advocacy, and campaign volunteering for members who choose to. The group meets weekly, with more activity around elections; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou learn how policy and campaigns actually work, and you help other students engage. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Debate Team in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Debate Team can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nPolitical & civic\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with more activity around elections\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nCoaching minor" }, { "url": "org-disability-advocates.html", "title": "Disability Advocates", "description": "Disability Advocates is a disabled-student community focused on access, disability pride, and advising the university on accessibility.", "headings": [ "Disability Advocates", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Cultural & identity organization Disability Advocates\nDisability Advocates — is a disabled-student community focused on access, disability pride, and advising the university on accessibility.\nAbout the organization\nDisability Advocates is a disabled-student community focused on access, disability pride, and advising the university on accessibility.\nIt is a recognized student organization in the Cultural & identity category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who share the identity or heritage and allies who want to learn and support. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: heritage-month events, cultural celebrations, discussion nights, a shared meal, advocacy on campus issues, and collaboration with the identity resource centers. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is a place to be known, to find community, and to shape how the campus supports students like you. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Disability Advocates in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Disability Advocates can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nCultural & identity\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-dungeons-and-dragons-society.html", "title": "Tabletop RPG Society", "description": "Tabletop RPG Society runs ongoing Dungeons & Dragons and other tabletop role-playing campaigns for players of any experience level.", "headings": [ "Tabletop RPG Society", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Tabletop RPG Society\nTabletop RPG — runs ongoing Dungeons & Dragons and other tabletop role-playing campaigns for players of any experience level.\nAbout the organization\nTabletop RPG Society runs ongoing Dungeons & Dragons and other tabletop role-playing campaigns for players of any experience level.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Tabletop RPG Society in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Tabletop RPG Society can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-eco-reps-program.html", "title": "EcoReps Program", "description": "EcoReps Program trains student sustainability liaisons for each residence hall to run waste-reduction and energy-saving campaigns.", "headings": [ "EcoReps Program", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Service & advocacy organization EcoReps Program\nEcoReps Program — trains student sustainability liaisons for each residence hall to run waste-reduction and energy-saving campaigns.\nAbout the organization\nEcoReps Program trains student sustainability liaisons for each residence hall to run waste-reduction and energy-saving campaigns.\nIt is a recognized student organization in the Service & advocacy category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who wants to contribute time to a cause, regardless of major. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: recurring volunteer commitments with community partners, one-off service days, fundraising, awareness campaigns, and an annual signature project. The group meets weekly, with service hours scheduled around members’ availability; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou do tangible good in Porter Falls and build the habit of showing up — and it is a strong, specific thing to talk about in interviews. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for EcoReps Program in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, EcoReps Program can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nService & advocacy\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with service hours scheduled around members’ availability\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nSustainability minor" }, { "url": "org-education-student-council.html", "title": "Education Student Council", "description": "Education Student Council connects future teachers across programs with classroom-ready workshops, a licensure-exam study group, and a link to partner districts.", "headings": [ "Education Student Council", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Education Student Council\nEducation Student — connects future teachers across programs with classroom-ready workshops, a licensure-exam study group, and a link to partner districts.\nAbout the organization\nEducation Student Council connects future teachers across programs with classroom-ready workshops, a licensure-exam study group, and a link to partner districts.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Education Student Council in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Education Student Council can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-engineers-without-borders.html", "title": "Engineers Without Borders Chapter", "description": "Engineers Without Borders Chapter partners with a community abroad on a multi-year infrastructure project, applying engineering to real needs.", "headings": [ "Engineers Without Borders Chapter", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Service & advocacy organization Engineers Without Borders Chapter\nEngineers Without Borders — partners with a community abroad on a multi-year infrastructure project, applying engineering to real needs.\nAbout the organization\nEngineers Without Borders Chapter partners with a community abroad on a multi-year infrastructure project, applying engineering to real needs.\nIt is a recognized student organization in the Service & advocacy category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who wants to contribute time to a cause, regardless of major. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: recurring volunteer commitments with community partners, one-off service days, fundraising, awareness campaigns, and an annual signature project. The group meets weekly, with service hours scheduled around members’ availability; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou do tangible good in Porter Falls and build the habit of showing up — and it is a strong, specific thing to talk about in interviews. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Engineers Without Borders Chapter in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Engineers Without Borders Chapter can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nService & advocacy\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with service hours scheduled around members’ availability\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-entrepreneurship-club.html", "title": "Entrepreneurship Club", "description": "Entrepreneurship Club runs pitch nights, a startup weekend, founder talks, and a link to the campus innovation studio and venture fund.", "headings": [ "Entrepreneurship Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Entrepreneurship Club\nEntrepreneurship — runs pitch nights, a startup weekend, founder talks, and a link to the campus innovation studio and venture fund.\nAbout the organization\nEntrepreneurship Club runs pitch nights, a startup weekend, founder talks, and a link to the campus innovation studio and venture fund.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Entrepreneurship Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Entrepreneurship Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nEntrepreneurship (B.S.)" }, { "url": "org-environmental-club.html", "title": "Environmental Club", "description": "Environmental Club runs prairie restoration days, a campus sustainability audit, guest speakers, and advocacy on campus environmental policy.", "headings": [ "Environmental Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Environmental Club\nEnvironmental — runs prairie restoration days, a campus sustainability audit, guest speakers, and advocacy on campus environmental policy.\nAbout the organization\nEnvironmental Club runs prairie restoration days, a campus sustainability audit, guest speakers, and advocacy on campus environmental policy.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Environmental Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Environmental Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nSustainability minor" }, { "url": "org-equestrian-team.html", "title": "Equestrian Team", "description": "Equestrian Team rides and competes in intercollegiate hunt seat and western at a partner stable, no horse ownership required.", "headings": [ "Equestrian Team", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Equestrian Team\nEquestrian — rides and competes in intercollegiate hunt seat and western at a partner stable, no horse ownership required.\nAbout the organization\nEquestrian Team rides and competes in intercollegiate hunt seat and western at a partner stable, no horse ownership required.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Equestrian Team in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Equestrian Team can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-esports-club.html", "title": "Esports Club", "description": "Esports Club fields competitive rosters in several titles, runs open play and campus tournaments, and streams matches.", "headings": [ "Esports Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Esports Club\nEsports — fields competitive rosters in several titles, runs open play and campus tournaments, and streams matches.\nAbout the organization\nEsports Club fields competitive rosters in several titles, runs open play and campus tournaments, and streams matches.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Esports Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Esports Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-fashion-show-club.html", "title": "Student Fashion Show Committee", "description": "Student Fashion Show Committee produces the annual student fashion show, from casting to runway production, spotlighting apparel-design student work.", "headings": [ "Student Fashion Show Committee", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Media & creative organization Student Fashion Show Committee\nStudent Fashion Show — produces the annual student fashion show, from casting to runway production, spotlighting apparel-design student work.\nAbout the organization\nStudent Fashion Show Committee produces the annual student fashion show, from casting to runway production, spotlighting apparel-design student work.\nIt is a recognized student organization in the Media & creative category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who want to make things — writers, designers, photographers, editors, performers, and organizers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: producing regular work (issues, episodes, shows, exhibitions), critique, workshops, and covering campus events. The group meets weekly production meetings plus project time; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou build a portfolio of real published or produced work and learn to hit a deadline with a team. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Student Fashion Show Committee in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Student Fashion Show Committee can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nMedia & creative\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly production meetings plus project time\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-filipino-student-association.html", "title": "Filipino Student Association", "description": "Filipino Student Association builds community around Filipino culture with a cultural show, cooking nights, and heritage-month programming.", "headings": [ "Filipino Student Association", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Cultural & identity organization Filipino Student Association\nFilipino Student — builds community around Filipino culture with a cultural show, cooking nights, and heritage-month programming.\nAbout the organization\nFilipino Student Association builds community around Filipino culture with a cultural show, cooking nights, and heritage-month programming.\nIt is a recognized student organization in the Cultural & identity category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who share the identity or heritage and allies who want to learn and support. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: heritage-month events, cultural celebrations, discussion nights, a shared meal, advocacy on campus issues, and collaboration with the identity resource centers. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is a place to be known, to find community, and to shape how the campus supports students like you. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Filipino Student Association in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Filipino Student Association can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nCultural & identity\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-finance-and-investment-club.html", "title": "Finance & Investment Club", "description": "Finance & Investment Club manages a portion of a student-run investment fund, hosts CFA and career prep, and brings in professionals from banking and asset management.", "headings": [ "Finance & Investment Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Finance & Investment Club\nFinance & Investment — manages a portion of a student-run investment fund, hosts CFA and career prep, and brings in professionals from banking and asset management.\nAbout the organization\nFinance & Investment Club manages a portion of a student-run investment fund, hosts CFA and career prep, and brings in professionals from banking and asset management.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Finance & Investment Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Finance & Investment Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nManagement minor" }, { "url": "org-first-generation-student-network.html", "title": "First-Generation Student Network", "description": "First-Generation Student Network connects students who are the first in their family to attend college, with peer mentoring, navigation help, and celebration.", "headings": [ "First-Generation Student Network", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Cultural & identity organization First-Generation Student Network\nFirst-Generation Student — connects students who are the first in their family to attend college, with peer mentoring, navigation help, and celebration.\nAbout the organization\nFirst-Generation Student Network connects students who are the first in their family to attend college, with peer mentoring, navigation help, and celebration.\nIt is a recognized student organization in the Cultural & identity category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who share the identity or heritage and allies who want to learn and support. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: heritage-month events, cultural celebrations, discussion nights, a shared meal, advocacy on campus issues, and collaboration with the identity resource centers. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is a place to be known, to find community, and to shape how the campus supports students like you. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for First-Generation Student Network in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, First-Generation Student Network can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nCultural & identity\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-first-year-class-council.html", "title": "First-Year Class Council", "description": "First-Year Class Council plans first-year-specific events and represents the incoming class in student government committees.", "headings": [ "First-Year Class Council", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Governance & leadership organization First-Year Class Council\nFirst-Year Class — plans first-year-specific events and represents the incoming class in student government committees.\nAbout the organization\nFirst-Year Class Council plans first-year-specific events and represents the incoming class in student government committees.\nIt is a recognized student organization in the Governance & leadership category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students elected or appointed to represent a constituency, plus open committee volunteers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular public meetings, committee work, allocating student fees, advocating to administration, and running events. The group meets weekly, with committee meetings in between; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou get a direct hand in decisions that affect every student, and serious experience in budgeting, policy, and running a room. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for First-Year Class Council in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, First-Year Class Council can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nGovernance & leadership\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with committee meetings in between\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-formula-sae-team.html", "title": "Formula SAE Racing Team", "description": "Formula SAE Racing Team designs and builds a small formula-style race car for the annual national competition, covering everything from chassis to electronics.", "headings": [ "Formula SAE Racing Team", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Formula SAE Racing Team\nFormula SAE Racing — designs and builds a small formula-style race car for the annual national competition, covering everything from chassis to electronics.\nAbout the organization\nFormula SAE Racing Team designs and builds a small formula-style race car for the annual national competition, covering everything from chassis to electronics.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Formula SAE Racing Team in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Formula SAE Racing Team can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nElectronics minor" }, { "url": "org-game-development-club.html", "title": "Game Development Club", "description": "Game Development Club brings designers, artists, and programmers together to build small games on a schedule and show them at a semester demo night.", "headings": [ "Game Development Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Game Development Club\nGame Development — brings designers, artists, and programmers together to build small games on a schedule and show them at a semester demo night.\nAbout the organization\nGame Development Club brings designers, artists, and programmers together to build small games on a schedule and show them at a semester demo night.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Game Development Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Game Development Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-gardening-club.html", "title": "Campus Garden Club", "description": "Campus Garden Club tends the campus garden beds, grows produce for the pantry, and holds seasonal work-and-learn days.", "headings": [ "Campus Garden Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Campus Garden Club\nCampus Garden — tends the campus garden beds, grows produce for the pantry, and holds seasonal work-and-learn days.\nAbout the organization\nCampus Garden Club tends the campus garden beds, grows produce for the pantry, and holds seasonal work-and-learn days.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Campus Garden Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Campus Garden Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-golden-key.html", "title": "Golden Key International Honour Society", "description": "Golden Key International Honour Society recognizes top-15%-of-class standing across all majors and runs service projects and a scholarship program.", "headings": [ "Golden Key International Honour Society", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Honor society organization Golden Key International Honour Society\nGolden Key International Honour — recognizes top-15%-of-class standing across all majors and runs service projects and a scholarship program.\nAbout the organization\nGolden Key International Honour Society recognizes top-15%-of-class standing across all majors and runs service projects and a scholarship program.\nIt is a recognized student organization in the Honor society category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who meet the society’s GPA and coursework criteria and are invited to join. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: an induction ceremony, service projects, a scholarship or award, and networking with members at other chapters. The group meets a few times each term; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nMembership is a recognized credential, and the chapters do real service and professional programming, not just a line on a résumé. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Golden Key International Honour Society in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Golden Key International Honour Society can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nHonor society\nOpen to\nAll students (see “who joins”)\nMeets\nA few times each term\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-habitat-build-team.html", "title": "Habitat Build Crew", "description": "Habitat Build Crew is the hands-on construction arm alongside the main Habitat chapter, training members on tools and safety for weekend builds.", "headings": [ "Habitat Build Crew", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Service & advocacy organization Habitat Build Crew\nHabitat Build Crew — is the hands-on construction arm alongside the main Habitat chapter, training members on tools and safety for weekend builds.\nAbout the organization\nHabitat Build Crew is the hands-on construction arm alongside the main Habitat chapter, training members on tools and safety for weekend builds.\nIt is a recognized student organization in the Service & advocacy category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who wants to contribute time to a cause, regardless of major. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: recurring volunteer commitments with community partners, one-off service days, fundraising, awareness campaigns, and an annual signature project. The group meets weekly, with service hours scheduled around members’ availability; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou do tangible good in Porter Falls and build the habit of showing up — and it is a strong, specific thing to talk about in interviews. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Habitat Build Crew in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Habitat Build Crew can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nService & advocacy\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with service hours scheduled around members’ availability\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nConstruction minor" }, { "url": "org-habitat-for-humanity-campus-chapter.html", "title": "Habitat for Humanity Campus Chapter", "description": "Habitat for Humanity Campus Chapter builds and advocates for affordable housing, with local build days and an alternative-break trip.", "headings": [ "Habitat for Humanity Campus Chapter", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Service & advocacy organization Habitat for Humanity Campus Chapter\nHabitat for Humanity Campus — builds and advocates for affordable housing, with local build days and an alternative-break trip.\nAbout the organization\nHabitat for Humanity Campus Chapter builds and advocates for affordable housing, with local build days and an alternative-break trip.\nIt is a recognized student organization in the Service & advocacy category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who wants to contribute time to a cause, regardless of major. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: recurring volunteer commitments with community partners, one-off service days, fundraising, awareness campaigns, and an annual signature project. The group meets weekly, with service hours scheduled around members’ availability; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou do tangible good in Porter Falls and build the habit of showing up — and it is a strong, specific thing to talk about in interviews. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Habitat for Humanity Campus Chapter in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Habitat for Humanity Campus Chapter can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nService & advocacy\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with service hours scheduled around members’ availability\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-hillel.html", "title": "Jewish Student Union", "description": "Jewish Student Union builds Jewish community with Shabbat dinners, holiday celebrations, and cultural and educational events.", "headings": [ "Jewish Student Union", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Religious & spiritual organization Jewish Student Union\nJewish Student — builds Jewish community with Shabbat dinners, holiday celebrations, and cultural and educational events.\nAbout the organization\nJewish Student Union builds Jewish community with Shabbat dinners, holiday celebrations, and cultural and educational events.\nIt is a recognized student organization in the Religious & spiritual category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students of the tradition and anyone exploring, questioning, or seeking community. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: weekly gatherings, study and discussion, service, retreats, and holiday observances. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA grounded community and a space to keep or explore a spiritual practice while away from home. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Jewish Student Union in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Jewish Student Union can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nReligious & spiritual\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-history-club.html", "title": "History Club", "description": "History Club visits historic sites and archives, hosts film-and-discussion nights, and runs a spring undergraduate history conference.", "headings": [ "History Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization History Club\nHistory — visits historic sites and archives, hosts film-and-discussion nights, and runs a spring undergraduate history conference.\nAbout the organization\nHistory Club visits historic sites and archives, hosts film-and-discussion nights, and runs a spring undergraduate history conference.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for History Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, History Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nHistory minor" }, { "url": "org-hospitality-management-society.html", "title": "Hospitality Management Society", "description": "Hospitality Management Society runs the teaching restaurant events, competes in industry competitions, and connects students to hotel and event employers.", "headings": [ "Hospitality Management Society", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Hospitality Management Society\nHospitality Management — runs the teaching restaurant events, competes in industry competitions, and connects students to hotel and event employers.\nAbout the organization\nHospitality Management Society runs the teaching restaurant events, competes in industry competitions, and connects students to hotel and event employers.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Hospitality Management Society in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Hospitality Management Society can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nManagement minor" }, { "url": "org-human-factors-student-chapter.html", "title": "Human Factors & Ergonomics Society Chapter", "description": "Human Factors & Ergonomics Society Chapter connects psychology, engineering, and design students around usability, human-centered design, and the annual student design competition.", "headings": [ "Human Factors & Ergonomics Society Chapter", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Human Factors & Ergonomics Society Chapter\nHuman Factors & Ergonomics Society — connects psychology, engineering, and design students around usability, human-centered design, and the annual student design competition.\nAbout the organization\nHuman Factors & Ergonomics Society Chapter connects psychology, engineering, and design students around usability, human-centered design, and the annual student design competition.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Human Factors & Ergonomics Society Chapter in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Human Factors & Ergonomics Society Chapter can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nPsychology (B.S.)" }, { "url": "org-ieee-student-branch.html", "title": "IEEE Student Branch", "description": "IEEE Student Branch connects electrical, computer, and related engineering students through technical talks, project nights, and the IEEE professional network.", "headings": [ "IEEE Student Branch", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization IEEE Student Branch\nIEEE Student Branch — connects electrical, computer, and related engineering students through technical talks, project nights, and the IEEE professional network.\nAbout the organization\nIEEE Student Branch connects electrical, computer, and related engineering students through technical talks, project nights, and the IEEE professional network.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for IEEE Student Branch in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, IEEE Student Branch can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-improv-troupe.html", "title": "Off-Book Improv Troupe", "description": "Off-Book Improv Troupe rehearses and performs short-form improv comedy, with monthly campus shows and workshops for new members.", "headings": [ "Off-Book Improv Troupe", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Media & creative organization Off-Book Improv Troupe\nOff-Book Improv — rehearses and performs short-form improv comedy, with monthly campus shows and workshops for new members.\nAbout the organization\nOff-Book Improv Troupe rehearses and performs short-form improv comedy, with monthly campus shows and workshops for new members.\nIt is a recognized student organization in the Media & creative category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who want to make things — writers, designers, photographers, editors, performers, and organizers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: producing regular work (issues, episodes, shows, exhibitions), critique, workshops, and covering campus events. The group meets weekly production meetings plus project time; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou build a portfolio of real published or produced work and learn to hit a deadline with a team. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Off-Book Improv Troupe in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Off-Book Improv Troupe can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nMedia & creative\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly production meetings plus project time\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-industrial-designers-society.html", "title": "Industrial Designers Society Student Chapter", "description": "Industrial Designers Society Student Chapter connects product design students to practitioners through sketch nights, shop workshops, and a design competition.", "headings": [ "Industrial Designers Society Student Chapter", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Industrial Designers Society Student Chapter\nIndustrial Designers Society Student — connects product design students to practitioners through sketch nights, shop workshops, and a design competition.\nAbout the organization\nIndustrial Designers Society Student Chapter connects product design students to practitioners through sketch nights, shop workshops, and a design competition.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Industrial Designers Society Student Chapter in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Industrial Designers Society Student Chapter can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-interfraternity-council.html", "title": "Interfraternity Council", "description": "Interfraternity Council governs the recognized fraternities, runs formal recruitment, and holds chapters to academic and conduct standards.", "headings": [ "Interfraternity Council", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Governance & leadership organization Interfraternity Council\nInterfraternity — governs the recognized fraternities, runs formal recruitment, and holds chapters to academic and conduct standards.\nAbout the organization\nInterfraternity Council governs the recognized fraternities, runs formal recruitment, and holds chapters to academic and conduct standards.\nIt is a recognized student organization in the Governance & leadership category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students elected or appointed to represent a constituency, plus open committee volunteers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular public meetings, committee work, allocating student fees, advocating to administration, and running events. The group meets weekly, with committee meetings in between; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou get a direct hand in decisions that affect every student, and serious experience in budgeting, policy, and running a room. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Interfraternity Council in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Interfraternity Council can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nGovernance & leadership\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with committee meetings in between\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-international-student-organization.html", "title": "International Student Organization", "description": "International Student Organization welcomes students from outside the US, runs a culture fair, trips, and practical support for life in Wesconsin.", "headings": [ "International Student Organization", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Cultural & identity organization International Student Organization\nInternational Student Organization — welcomes students from outside the US, runs a culture fair, trips, and practical support for life in Wesconsin.\nAbout the organization\nInternational Student Organization welcomes students from outside the US, runs a culture fair, trips, and practical support for life in Wesconsin.\nIt is a recognized student organization in the Cultural & identity category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who share the identity or heritage and allies who want to learn and support. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: heritage-month events, cultural celebrations, discussion nights, a shared meal, advocacy on campus issues, and collaboration with the identity resource centers. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is a place to be known, to find community, and to shape how the campus supports students like you. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for International Student Organization in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, International Student Organization can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nCultural & identity\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-intervarsity-christian-fellowship.html", "title": "InterVarsity Christian Fellowship", "description": "InterVarsity Christian Fellowship gathers for worship, small-group Bible study, and service, and is open to students of any background.", "headings": [ "InterVarsity Christian Fellowship", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Religious & spiritual organization InterVarsity Christian Fellowship\nInterVarsity Christian Fellowship — gathers for worship, small-group Bible study, and service, and is open to students of any background.\nAbout the organization\nInterVarsity Christian Fellowship gathers for worship, small-group Bible study, and service, and is open to students of any background.\nIt is a recognized student organization in the Religious & spiritual category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students of the tradition and anyone exploring, questioning, or seeking community. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: weekly gatherings, study and discussion, service, retreats, and holiday observances. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA grounded community and a space to keep or explore a spiritual practice while away from home. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for InterVarsity Christian Fellowship in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, InterVarsity Christian Fellowship can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nReligious & spiritual\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-ironclad-robotics.html", "title": "Ironclad Robotics", "description": "The Ironclad Robotics student organization: combat robots, outreach, the annual invitational, and how to join the build team.", "headings": [ "Ironclad Robotics", "On this page", "What we do", "Build teams and weight classes", "The Ironclad Invitational", "Outreach and education", "Shop access and training", "How to join" ], "content": "Clubs & organizations Ironclad Robotics\nDesign, machine, wire, and fight 3-lb and 15-lb combat robots — plus run the Midwest’s largest collegiate invitational every spring.\nWhat we do\nIronclad Robotics (founded 2008, 85 active members) is the university’s largest engineering-focused student org. We build combat robots — 3-lb “Beetleweights” and 15-lb “Featherweights” — and compete in NHRL, NHRL-compatible, and independent events across the Midwest. The club is open to all majors; about 40% of members are Mechanical Engineering , 25% Electrical Engineering , 15% Computer Science , and the rest from Plastics , Fine Art , Business , and Psychology (the last two handle sponsorships, social media, and the cognitive-load studies we run during matches). We meet Tuesdays 7–9 p.m. in the Forge Makerspace (Founders Hall 140–150) for build sessions; sub-teams (drivetrain, weapon, electronics, armor, software) meet additionally on their own schedules.\nBuild teams and weight classes\nBeetleweights (3 lb) are the entry point — lower cost ($300–$800), faster iteration, and the NHRL qualifier circuit runs monthly online. Ironclad fields 6–8 Beetleweights per season; each is designed, CAD’d, and fabricated by a 3-person sub-team. Featherweights (15 lb) are the flagship builds: two per year, $3,000–$5,000 budgets, 6-month cycles. The current Featherweights are Millwright’s Revenge (vertical spinner, AR500 armor, custom brushless motor) and River Rat (horizontal undercutter, titanium chassis, CO2 flipper). Both placed top-8 at NHRL 2025. Plastic Antweights (1 lb, 3-D printed) run as a low-stakes internal league during winter semester — great for first-years to learn CAD, slicing, and basic electronics without machining.\nThe Ironclad Invitational\nThe Ironclad Invitational (annual, first Saturday in April) is the largest collegiate combat robotics event in the Midwest: 60+ teams from 18 universities, double-elimination brackets for Beetleweight and Featherweight, plus a Plastic Antweight side event. The 2025 Invitational drew 400+ spectators to the Rec Center field house; the livestream peaked at 2,200 concurrent viewers. Ironclad members run the entire event: arena setup (two 8’x8’ polycarbonate arenas, one 12’x12’ for Featherweights), safety inspection, bracket software, livestream production, and the Ice-Cream Social after-party (sponsored by Mabel’s Bakery ). The Invitational is the club’s primary fundraiser — sponsorships, ticket sales, and merch cover 80% of the next year’s build budgets.\nOutreach and education\nIronclad Outreach runs three programs: Robot Rumble Jr. (monthly, 3rd-5th graders build and battle Plastic Antweights at the Porter County Community Center ), Women in Robotics Workshop (quarterly, Saturday intensive for high-school girls, co-hosted with the Women in Engineering Scholarship program), and Shop Safety Certification (open to all students, required for Forge Makerspace CNC/mill access). The club also produces the Ironclad Build Log (YouTube, 12K subscribers) documenting each Featherweight build from CAD to competition — used as a teaching resource in ME 2100: Design & Manufacturing .\nShop access and training\nIronclad members get priority access to the Forge Makerspace CNC mills, manual lathes, TIG/MIG welders, and the waterjet cutter. Required training (free, run by club officers): Shop Safety (2 hrs), CNC Mill Basics (4 hrs, two sessions), TIG Welding for Thin Wall (3 hrs). Advanced training (optional, semester-long): 5-Axis CAM , Custom Motor Winding , Telemetry & Data Acquisition . The club maintains a parts library (motors, ESCs, receivers, batteries, hardware) funded by sponsorships — members check out parts for the season, return at the Invitational. The Forge Prototyping Lab sponsors two Featherweight builds per year in exchange for testing experimental materials (graphene-reinforced filament, 3-D-printed titanium lattice armor).\nHow to join\nShow up to any Tuesday build session (Forge Makerspace, 7 p.m.) — no application, no dues for the first semester. After that, $25/semester covers shop consumables and a team tee. Leadership positions (Captain, Build Lead, Outreach Lead, Treasurer, Safety Officer) are elected each April; terms run May–April to align with the Invitational cycle. The club’s Discord (link on the Clubs page ) is where day-to-day coordination happens: CAD reviews, parts orders, ride-shares to competitions, and the meme channel that keeps morale up during 3 a.m. machining sessions before a qualifier.\nAt a glance\nFounded\n2008\nMembers\n85 active (all majors welcome)\nWeight classes\nBeetleweight (3 lb), Featherweight (15 lb), Plastic Antweight (1 lb)\nMeetings\nTuesdays 7–9 p.m., Forge Makerspace\nSignature event\nIronclad Invitational (first Saturday in April)\nRelated resources\nAll clubs & organizations\nThe Forge Makerspace\nForge Prototyping Lab\nIronclad Invitational event page\nMechanical Engineering\nElectrical Engineering" }, { "url": "org-ironclad-yearbook.html", "title": "Ironclad Yearbook", "description": "Ironclad Yearbook documents the year in photos and features and produces the printed annual.", "headings": [ "Ironclad Yearbook", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Media & creative organization Ironclad Yearbook\nIronclad Yearbook — documents the year in photos and features and produces the printed annual.\nAbout the organization\nIronclad Yearbook documents the year in photos and features and produces the printed annual.\nIt is a recognized student organization in the Media & creative category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who want to make things — writers, designers, photographers, editors, performers, and organizers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: producing regular work (issues, episodes, shows, exhibitions), critique, workshops, and covering campus events. The group meets weekly production meetings plus project time; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou build a portfolio of real published or produced work and learn to hit a deadline with a team. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Ironclad Yearbook in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Ironclad Yearbook can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nMedia & creative\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly production meetings plus project time\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-juggling-and-circus-arts-club.html", "title": "Juggling & Circus Arts Club", "description": "Juggling & Circus Arts Club teaches juggling, poi, and basic circus skills at weekly open practice sessions.", "headings": [ "Juggling & Circus Arts Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Juggling & Circus Arts Club\nJuggling & Circus Arts — teaches juggling, poi, and basic circus skills at weekly open practice sessions.\nAbout the organization\nJuggling & Circus Arts Club teaches juggling, poi, and basic circus skills at weekly open practice sessions.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Juggling & Circus Arts Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Juggling & Circus Arts Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-kappa-delta-pi.html", "title": "Kappa Delta Pi", "description": "Kappa Delta Pi is the education honor society, recognizing future teachers and running service and professional programming.", "headings": [ "Kappa Delta Pi", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Honor society organization Kappa Delta Pi\nKappa Delta Pi — is the education honor society, recognizing future teachers and running service and professional programming.\nAbout the organization\nKappa Delta Pi is the education honor society, recognizing future teachers and running service and professional programming.\nIt is a recognized student organization in the Honor society category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who meet the society’s GPA and coursework criteria and are invited to join. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: an induction ceremony, service projects, a scholarship or award, and networking with members at other chapters. The group meets a few times each term; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nMembership is a recognized credential, and the chapters do real service and professional programming, not just a line on a résumé. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Kappa Delta Pi in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Kappa Delta Pi can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nHonor society\nOpen to\nAll students (see “who joins”)\nMeets\nA few times each term\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-key-club-collegiate.html", "title": "Circle K International (Collegiate Key Club Track)", "description": "Circle K International (Collegiate Key Club Track) runs a youth-mentoring track alongside general service projects, partnered with local K-12 schools.", "headings": [ "Circle K International (Collegiate Key Club Track)", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Service & advocacy organization Circle K International (Collegiate Key Club Track)\nCircle K International (Collegiate Key Club Track) — runs a youth-mentoring track alongside general service projects, partnered with local K-12 schools.\nAbout the organization\nCircle K International (Collegiate Key Club Track) runs a youth-mentoring track alongside general service projects, partnered with local K-12 schools.\nIt is a recognized student organization in the Service & advocacy category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who wants to contribute time to a cause, regardless of major. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: recurring volunteer commitments with community partners, one-off service days, fundraising, awareness campaigns, and an annual signature project. The group meets weekly, with service hours scheduled around members’ availability; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou do tangible good in Porter Falls and build the habit of showing up — and it is a strong, specific thing to talk about in interviews. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Circle K International (Collegiate Key Club Track) in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Circle K International (Collegiate Key Club Track) can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nService & advocacy\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with service hours scheduled around members’ availability\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-knitting-and-fiber-arts.html", "title": "Knitting & Fiber Arts Circle", "description": "Knitting & Fiber Arts Circle meets to knit, crochet, and spin, shares skills, and makes items for community donation.", "headings": [ "Knitting & Fiber Arts Circle", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Knitting & Fiber Arts Circle\nKnitting & Fiber Arts — meets to knit, crochet, and spin, shares skills, and makes items for community donation.\nAbout the organization\nKnitting & Fiber Arts Circle meets to knit, crochet, and spin, shares skills, and makes items for community donation.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Knitting & Fiber Arts Circle in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Knitting & Fiber Arts Circle can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-lambda-pi-eta.html", "title": "Lambda Pi Eta", "description": "Lambda Pi Eta is the communication-studies honor society, hosting a research symposium and networking with communication professionals.", "headings": [ "Lambda Pi Eta", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Honor society organization Lambda Pi Eta\nLambda Pi Eta — is the communication-studies honor society, hosting a research symposium and networking with communication professionals.\nAbout the organization\nLambda Pi Eta is the communication-studies honor society, hosting a research symposium and networking with communication professionals.\nIt is a recognized student organization in the Honor society category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who meet the society’s GPA and coursework criteria and are invited to join. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: an induction ceremony, service projects, a scholarship or award, and networking with members at other chapters. The group meets a few times each term; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nMembership is a recognized credential, and the chapters do real service and professional programming, not just a line on a résumé. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Lambda Pi Eta in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Lambda Pi Eta can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nHonor society\nOpen to\nAll students (see “who joins”)\nMeets\nA few times each term\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-language-exchange-club.html", "title": "Language Exchange Club", "description": "Language Exchange Club pairs students learning different languages for informal conversation practice over weekly meetups.", "headings": [ "Language Exchange Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Language Exchange Club\nLanguage Exchange — pairs students learning different languages for informal conversation practice over weekly meetups.\nAbout the organization\nLanguage Exchange Club pairs students learning different languages for informal conversation practice over weekly meetups.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Language Exchange Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Language Exchange Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-latino-student-alliance.html", "title": "Latino Student Alliance", "description": "Latino Student Alliance celebrates Latino and Latin American cultures, supports members academically and socially, and partners with the community.", "headings": [ "Latino Student Alliance", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Cultural & identity organization Latino Student Alliance\nLatino Student — celebrates Latino and Latin American cultures, supports members academically and socially, and partners with the community.\nAbout the organization\nLatino Student Alliance celebrates Latino and Latin American cultures, supports members academically and socially, and partners with the community.\nIt is a recognized student organization in the Cultural & identity category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who share the identity or heritage and allies who want to learn and support. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: heritage-month events, cultural celebrations, discussion nights, a shared meal, advocacy on campus issues, and collaboration with the identity resource centers. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is a place to be known, to find community, and to shape how the campus supports students like you. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Latino Student Alliance in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Latino Student Alliance can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nCultural & identity\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-lds-institute.html", "title": "Latter-day Saint Student Association", "description": "Latter-day Saint Student Association offers weekly institute classes, service projects, and community for Latter-day Saint students.", "headings": [ "Latter-day Saint Student Association", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Religious & spiritual organization Latter-day Saint Student Association\nLatter-day Saint Student — offers weekly institute classes, service projects, and community for Latter-day Saint students.\nAbout the organization\nLatter-day Saint Student Association offers weekly institute classes, service projects, and community for Latter-day Saint students.\nIt is a recognized student organization in the Religious & spiritual category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students of the tradition and anyone exploring, questioning, or seeking community. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: weekly gatherings, study and discussion, service, retreats, and holiday observances. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA grounded community and a space to keep or explore a spiritual practice while away from home. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Latter-day Saint Student Association in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Latter-day Saint Student Association can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nReligious & spiritual\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-literary-magazine.html", "title": "Foundry Literary & Arts Magazine", "description": "Foundry Literary & Arts Magazine publishes student poetry, fiction, essays, and visual art in an annual juried issue.", "headings": [ "Foundry Literary & Arts Magazine", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Media & creative organization Foundry Literary & Arts Magazine\nFoundry Literary & Arts Magazine — publishes student poetry, fiction, essays, and visual art in an annual juried issue.\nAbout the organization\nFoundry Literary & Arts Magazine publishes student poetry, fiction, essays, and visual art in an annual juried issue.\nIt is a recognized student organization in the Media & creative category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who want to make things — writers, designers, photographers, editors, performers, and organizers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: producing regular work (issues, episodes, shows, exhibitions), critique, workshops, and covering campus events. The group meets weekly production meetings plus project time; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou build a portfolio of real published or produced work and learn to hit a deadline with a team. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Foundry Literary & Arts Magazine in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Foundry Literary & Arts Magazine can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nMedia & creative\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly production meetings plus project time\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-magic-the-gathering-club.html", "title": "Collectible Card Game Club", "description": "Collectible Card Game Club runs weekly casual and tournament play for trading-card games, with loaner decks for newcomers.", "headings": [ "Collectible Card Game Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Collectible Card Game Club\nCollectible Card Game — runs weekly casual and tournament play for trading-card games, with loaner decks for newcomers.\nAbout the organization\nCollectible Card Game Club runs weekly casual and tournament play for trading-card games, with loaner decks for newcomers.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Collectible Card Game Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Collectible Card Game Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-marketing-club.html", "title": "Marketing Club", "description": "Marketing Club takes on real client projects, competes in a national case competition, and hosts agency and brand-side speakers.", "headings": [ "Marketing Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Marketing Club\nMarketing — takes on real client projects, competes in a national case competition, and hosts agency and brand-side speakers.\nAbout the organization\nMarketing Club takes on real client projects, competes in a national case competition, and hosts agency and brand-side speakers.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Marketing Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Marketing Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nMarketing minor" }, { "url": "org-martial-arts-club.html", "title": "Martial Arts Club", "description": "Martial Arts Club trains across striking and grappling styles with student and community instructors, all levels welcome.", "headings": [ "Martial Arts Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Martial Arts Club\nMartial Arts — trains across striking and grappling styles with student and community instructors, all levels welcome.\nAbout the organization\nMartial Arts Club trains across striking and grappling styles with student and community instructors, all levels welcome.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Martial Arts Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Martial Arts Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-math-club.html", "title": "Math Club", "description": "Math Club meets for problem-solving sessions, a putnam-style competition team, talks on where math leads, and pizza.", "headings": [ "Math Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Math Club\nMath — meets for problem-solving sessions, a putnam-style competition team, talks on where math leads, and pizza.\nAbout the organization\nMath Club meets for problem-solving sessions, a putnam-style competition team, talks on where math leads, and pizza.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Math Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Math Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-model-united-nations.html", "title": "Model United Nations", "description": "Model United Nations prepares delegations for regional and national conferences, researching countries and committees and practicing negotiation and public speaking.", "headings": [ "Model United Nations", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Political & civic organization Model United Nations\nModel United Nations — prepares delegations for regional and national conferences, researching countries and committees and practicing negotiation and public speaking.\nAbout the organization\nModel United Nations prepares delegations for regional and national conferences, researching countries and committees and practicing negotiation and public speaking.\nIt is a recognized student organization in the Political & civic category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who want to engage with public issues and the democratic process. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: nonpartisan voter registration and education, debates and forums, guest speakers, advocacy, and campaign volunteering for members who choose to. The group meets weekly, with more activity around elections; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou learn how policy and campaigns actually work, and you help other students engage. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Model United Nations in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Model United Nations can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nPolitical & civic\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with more activity around elections\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-mortar-board.html", "title": "Mortar Board", "description": "Mortar Board is a senior honor society recognizing scholarship, leadership, and service, capped by a legacy service project each spring.", "headings": [ "Mortar Board", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Honor society organization Mortar Board\nMortar — is a senior honor society recognizing scholarship, leadership, and service, capped by a legacy service project each spring.\nAbout the organization\nMortar Board is a senior honor society recognizing scholarship, leadership, and service, capped by a legacy service project each spring.\nIt is a recognized student organization in the Honor society category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who meet the society’s GPA and coursework criteria and are invited to join. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: an induction ceremony, service projects, a scholarship or award, and networking with members at other chapters. The group meets a few times each term; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nMembership is a recognized credential, and the chapters do real service and professional programming, not just a line on a résumé. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Mortar Board in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Mortar Board can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nHonor society\nOpen to\nAll students (see “who joins”)\nMeets\nA few times each term\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-multicultural-greek-council.html", "title": "Multicultural Greek Council", "description": "Multicultural Greek Council governs the culturally based fraternities and sororities and coordinates shared programming.", "headings": [ "Multicultural Greek Council", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Governance & leadership organization Multicultural Greek Council\nMulticultural Greek — governs the culturally based fraternities and sororities and coordinates shared programming.\nAbout the organization\nMulticultural Greek Council governs the culturally based fraternities and sororities and coordinates shared programming.\nIt is a recognized student organization in the Governance & leadership category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students elected or appointed to represent a constituency, plus open committee volunteers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular public meetings, committee work, allocating student fees, advocating to administration, and running events. The group meets weekly, with committee meetings in between; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou get a direct hand in decisions that affect every student, and serious experience in budgeting, policy, and running a room. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Multicultural Greek Council in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Multicultural Greek Council can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nGovernance & leadership\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with committee meetings in between\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-muslim-student-association.html", "title": "Muslim Student Association", "description": "Muslim Student Association provides community and prayer space, hosts iftars during Ramadan, and offers educational programming open to all.", "headings": [ "Muslim Student Association", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Religious & spiritual organization Muslim Student Association\nMuslim Student — provides community and prayer space, hosts iftars during Ramadan, and offers educational programming open to all.\nAbout the organization\nMuslim Student Association provides community and prayer space, hosts iftars during Ramadan, and offers educational programming open to all.\nIt is a recognized student organization in the Religious & spiritual category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students of the tradition and anyone exploring, questioning, or seeking community. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: weekly gatherings, study and discussion, service, retreats, and holiday observances. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA grounded community and a space to keep or explore a spiritual practice while away from home. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Muslim Student Association in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Muslim Student Association can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nReligious & spiritual\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-national-society-of-leadership-and-success.html", "title": "National Society of Leadership and Success", "description": "National Society of Leadership and Success runs a structured leadership program with speaker broadcasts, success networking teams, and a national network.", "headings": [ "National Society of Leadership and Success", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Honor society organization National Society of Leadership and Success\nNational Society of Leadership and Success — runs a structured leadership program with speaker broadcasts, success networking teams, and a national network.\nAbout the organization\nNational Society of Leadership and Success runs a structured leadership program with speaker broadcasts, success networking teams, and a national network.\nIt is a recognized student organization in the Honor society category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who meet the society’s GPA and coursework criteria and are invited to join. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: an induction ceremony, service projects, a scholarship or award, and networking with members at other chapters. The group meets a few times each term; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nMembership is a recognized credential, and the chapters do real service and professional programming, not just a line on a résumé. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for National Society of Leadership and Success in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, National Society of Leadership and Success can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nHonor society\nOpen to\nAll students (see “who joins”)\nMeets\nA few times each term\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-native-american-student-council.html", "title": "Native American Student Council", "description": "Native American Student Council centers Indigenous students and cultures, hosts an annual powwow with the community, and advocates on tribal-relations issues.", "headings": [ "Native American Student Council", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Cultural & identity organization Native American Student Council\nNative American Student — centers Indigenous students and cultures, hosts an annual powwow with the community, and advocates on tribal-relations issues.\nAbout the organization\nNative American Student Council centers Indigenous students and cultures, hosts an annual powwow with the community, and advocates on tribal-relations issues.\nIt is a recognized student organization in the Cultural & identity category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who share the identity or heritage and allies who want to learn and support. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: heritage-month events, cultural celebrations, discussion nights, a shared meal, advocacy on campus issues, and collaboration with the identity resource centers. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is a place to be known, to find community, and to shape how the campus supports students like you. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Native American Student Council in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Native American Student Council can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nCultural & identity\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-net-impact-chapter.html", "title": "Net Impact Chapter", "description": "Net Impact Chapter connects students across majors who want business skills applied to social and environmental problems, with case competitions and speaker events.", "headings": [ "Net Impact Chapter", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Net Impact Chapter\nNet Impact — connects students across majors who want business skills applied to social and environmental problems, with case competitions and speaker events.\nAbout the organization\nNet Impact Chapter connects students across majors who want business skills applied to social and environmental problems, with case competitions and speaker events.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Net Impact Chapter in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Net Impact Chapter can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nBusiness minor" }, { "url": "org-nonpartisan-voter-coalition.html", "title": "Nonpartisan Voter Coalition", "description": "Nonpartisan Voter Coalition runs voter registration drives, candidate forums, and get-out-the-vote efforts with no partisan endorsement.", "headings": [ "Nonpartisan Voter Coalition", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Political & civic organization Nonpartisan Voter Coalition\nNonpartisan Voter — runs voter registration drives, candidate forums, and get-out-the-vote efforts with no partisan endorsement.\nAbout the organization\nNonpartisan Voter Coalition runs voter registration drives, candidate forums, and get-out-the-vote efforts with no partisan endorsement.\nIt is a recognized student organization in the Political & civic category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who want to engage with public issues and the democratic process. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: nonpartisan voter registration and education, debates and forums, guest speakers, advocacy, and campaign volunteering for members who choose to. The group meets weekly, with more activity around elections; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou learn how policy and campaigns actually work, and you help other students engage. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Nonpartisan Voter Coalition in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Nonpartisan Voter Coalition can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nPolitical & civic\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with more activity around elections\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-nordic-ski-club.html", "title": "Nordic Ski Club", "description": "Nordic Ski Club grooms and skis local trails, loans gear to beginners, and travels to citizen races in the winter.", "headings": [ "Nordic Ski Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Nordic Ski Club\nNordic Ski — grooms and skis local trails, loans gear to beginners, and travels to citizen races in the winter.\nAbout the organization\nNordic Ski Club grooms and skis local trails, loans gear to beginners, and travels to citizen races in the winter.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Nordic Ski Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Nordic Ski Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-nsbe-chapter.html", "title": "National Society of Black Engineers", "description": "National Society of Black Engineers supports Black students in engineering and computing academically and professionally, with tutoring, the national convention, and community outreach.", "headings": [ "National Society of Black Engineers", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization National Society of Black Engineers\nNational Society of Black Engineers — supports Black students in engineering and computing academically and professionally, with tutoring, the national convention, and community outreach.\nAbout the organization\nNational Society of Black Engineers supports Black students in engineering and computing academically and professionally, with tutoring, the national convention, and community outreach.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for National Society of Black Engineers in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, National Society of Black Engineers can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-omicron-delta-kappa.html", "title": "Omicron Delta Kappa", "description": "Omicron Delta Kappa recognizes juniors and seniors for leadership across scholarship, athletics, service, media, and the arts.", "headings": [ "Omicron Delta Kappa", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Honor society organization Omicron Delta Kappa\nOmicron Delta Kappa — recognizes juniors and seniors for leadership across scholarship, athletics, service, media, and the arts.\nAbout the organization\nOmicron Delta Kappa recognizes juniors and seniors for leadership across scholarship, athletics, service, media, and the arts.\nIt is a recognized student organization in the Honor society category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who meet the society’s GPA and coursework criteria and are invited to join. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: an induction ceremony, service projects, a scholarship or award, and networking with members at other chapters. The group meets a few times each term; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nMembership is a recognized credential, and the chapters do real service and professional programming, not just a line on a résumé. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Omicron Delta Kappa in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Omicron Delta Kappa can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nHonor society\nOpen to\nAll students (see “who joins”)\nMeets\nA few times each term\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-order-of-omega.html", "title": "Order of Omega", "description": "Order of Omega recognizes top fraternity and sorority members for scholarship and leadership within the Greek community.", "headings": [ "Order of Omega", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Honor society organization Order of Omega\nOrder of Omega — recognizes top fraternity and sorority members for scholarship and leadership within the Greek community.\nAbout the organization\nOrder of Omega recognizes top fraternity and sorority members for scholarship and leadership within the Greek community.\nIt is a recognized student organization in the Honor society category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who meet the society’s GPA and coursework criteria and are invited to join. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: an induction ceremony, service projects, a scholarship or award, and networking with members at other chapters. The group meets a few times each term; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nMembership is a recognized credential, and the chapters do real service and professional programming, not just a line on a résumé. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Order of Omega in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Order of Omega can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nHonor society\nOpen to\nAll students (see “who joins”)\nMeets\nA few times each term\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-outdoor-club.html", "title": "Outdoor Club", "description": "Outdoor Club runs weekend backpacking, paddling, and climbing trips and a gear library, with trips scaled for first-timers.", "headings": [ "Outdoor Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Outdoor Club\nOutdoor — runs weekend backpacking, paddling, and climbing trips and a gear library, with trips scaled for first-timers.\nAbout the organization\nOutdoor Club runs weekend backpacking, paddling, and climbing trips and a gear library, with trips scaled for first-timers.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Outdoor Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Outdoor Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-packaging-society.html", "title": "Student Packaging Society", "description": "Student Packaging Society brings packaging students together for design challenges, distribution-testing demos, and employer connections.", "headings": [ "Student Packaging Society", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Student Packaging Society\nStudent Packaging — brings packaging students together for design challenges, distribution-testing demos, and employer connections.\nAbout the organization\nStudent Packaging Society brings packaging students together for design challenges, distribution-testing demos, and employer connections.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Student Packaging Society in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Student Packaging Society can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nPackaging minor" }, { "url": "org-panhellenic-council.html", "title": "Panhellenic Council", "description": "Panhellenic Council governs the recognized sororities, runs recruitment, and coordinates joint service and standards.", "headings": [ "Panhellenic Council", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Governance & leadership organization Panhellenic Council\nPanhellenic — governs the recognized sororities, runs recruitment, and coordinates joint service and standards.\nAbout the organization\nPanhellenic Council governs the recognized sororities, runs recruitment, and coordinates joint service and standards.\nIt is a recognized student organization in the Governance & leadership category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students elected or appointed to represent a constituency, plus open committee volunteers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular public meetings, committee work, allocating student fees, advocating to administration, and running events. The group meets weekly, with committee meetings in between; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou get a direct hand in decisions that affect every student, and serious experience in budgeting, policy, and running a room. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Panhellenic Council in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Panhellenic Council can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nGovernance & leadership\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with committee meetings in between\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-phi-kappa-phi.html", "title": "Phi Kappa Phi", "description": "Phi Kappa Phi is the all-discipline honor society, recognizing the top students across every college and funding study-abroad and graduate fellowships.", "headings": [ "Phi Kappa Phi", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Honor society organization Phi Kappa Phi\nPhi Kappa Phi — is the all-discipline honor society, recognizing the top students across every college and funding study-abroad and graduate fellowships.\nAbout the organization\nPhi Kappa Phi is the all-discipline honor society, recognizing the top students across every college and funding study-abroad and graduate fellowships.\nIt is a recognized student organization in the Honor society category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who meet the society’s GPA and coursework criteria and are invited to join. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: an induction ceremony, service projects, a scholarship or award, and networking with members at other chapters. The group meets a few times each term; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nMembership is a recognized credential, and the chapters do real service and professional programming, not just a line on a résumé. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Phi Kappa Phi in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Phi Kappa Phi can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nHonor society\nOpen to\nAll students (see “who joins”)\nMeets\nA few times each term\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-philosophy-club.html", "title": "Philosophy Club", "description": "Philosophy Club meets for informal debate on a set question each week, with the occasional visiting speaker.", "headings": [ "Philosophy Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Philosophy Club\nPhilosophy — meets for informal debate on a set question each week, with the occasional visiting speaker.\nAbout the organization\nPhilosophy Club meets for informal debate on a set question each week, with the occasional visiting speaker.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Philosophy Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Philosophy Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nPhilosophy minor" }, { "url": "org-photography-club.html", "title": "Photography Club", "description": "Photography Club holds photo walks, critique nights, and access to a shared darkroom and lighting kit.", "headings": [ "Photography Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Photography Club\nPhotography — holds photo walks, critique nights, and access to a shared darkroom and lighting kit.\nAbout the organization\nPhotography Club holds photo walks, critique nights, and access to a shared darkroom and lighting kit.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Photography Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Photography Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nPhotography minor" }, { "url": "org-physics-and-astronomy-club.html", "title": "Physics & Astronomy Club", "description": "Physics & Astronomy Club runs observatory nights, demo shows for local schools, and talks on current research.", "headings": [ "Physics & Astronomy Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Physics & Astronomy Club\nPhysics & Astronomy — runs observatory nights, demo shows for local schools, and talks on current research.\nAbout the organization\nPhysics & Astronomy Club runs observatory nights, demo shows for local schools, and talks on current research.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Physics & Astronomy Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Physics & Astronomy Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nPhysics minor" }, { "url": "org-pi-mu-epsilon.html", "title": "Pi Mu Epsilon", "description": "Pi Mu Epsilon is the mathematics honor society, hosting a problem-of-the-week challenge and a math outreach day for local schools.", "headings": [ "Pi Mu Epsilon", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Honor society organization Pi Mu Epsilon\nPi Mu Epsilon — is the mathematics honor society, hosting a problem-of-the-week challenge and a math outreach day for local schools.\nAbout the organization\nPi Mu Epsilon is the mathematics honor society, hosting a problem-of-the-week challenge and a math outreach day for local schools.\nIt is a recognized student organization in the Honor society category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who meet the society’s GPA and coursework criteria and are invited to join. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: an induction ceremony, service projects, a scholarship or award, and networking with members at other chapters. The group meets a few times each term; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nMembership is a recognized credential, and the chapters do real service and professional programming, not just a line on a résumé. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Pi Mu Epsilon in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Pi Mu Epsilon can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nHonor society\nOpen to\nAll students (see “who joins”)\nMeets\nA few times each term\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nMathematics minor" }, { "url": "org-pi-sigma-alpha.html", "title": "Pi Sigma Alpha", "description": "Pi Sigma Alpha is the political-science honor society, running mock-election coverage and a public-policy speaker series.", "headings": [ "Pi Sigma Alpha", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Honor society organization Pi Sigma Alpha\nPi Sigma Alpha — is the political-science honor society, running mock-election coverage and a public-policy speaker series.\nAbout the organization\nPi Sigma Alpha is the political-science honor society, running mock-election coverage and a public-policy speaker series.\nIt is a recognized student organization in the Honor society category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who meet the society’s GPA and coursework criteria and are invited to join. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: an induction ceremony, service projects, a scholarship or award, and networking with members at other chapters. The group meets a few times each term; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nMembership is a recognized credential, and the chapters do real service and professional programming, not just a line on a résumé. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Pi Sigma Alpha in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Pi Sigma Alpha can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nHonor society\nOpen to\nAll students (see “who joins”)\nMeets\nA few times each term\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-pmi-student-chapter.html", "title": "Project Management Institute Student Chapter", "description": "Project Management Institute Student Chapter introduces project-management fundamentals with certification study groups, case competitions, and a mentoring link to local PMI members.", "headings": [ "Project Management Institute Student Chapter", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Project Management Institute Student Chapter\nProject Management Institute Student — introduces project-management fundamentals with certification study groups, case competitions, and a mentoring link to local PMI members.\nAbout the organization\nProject Management Institute Student Chapter introduces project-management fundamentals with certification study groups, case competitions, and a mentoring link to local PMI members.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Project Management Institute Student Chapter in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Project Management Institute Student Chapter can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nProject Management (Certificate)" }, { "url": "org-podcast-network.html", "title": "Porter Podcast Network", "description": "Porter Podcast Network produces a rotating slate of student podcasts on campus news, sports, and culture, with studio time and equipment training.", "headings": [ "Porter Podcast Network", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Media & creative organization Porter Podcast Network\nPorter Podcast — produces a rotating slate of student podcasts on campus news, sports, and culture, with studio time and equipment training.\nAbout the organization\nPorter Podcast Network produces a rotating slate of student podcasts on campus news, sports, and culture, with studio time and equipment training.\nIt is a recognized student organization in the Media & creative category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who want to make things — writers, designers, photographers, editors, performers, and organizers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: producing regular work (issues, episodes, shows, exhibitions), critique, workshops, and covering campus events. The group meets weekly production meetings plus project time; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou build a portfolio of real published or produced work and learn to hit a deadline with a team. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Porter Podcast Network in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Porter Podcast Network can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nMedia & creative\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly production meetings plus project time\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-poetry-slam-club.html", "title": "Poetry & Spoken Word Collective", "description": "Poetry & Spoken Word Collective hosts a monthly open-mic poetry slam and workshops members' original work.", "headings": [ "Poetry & Spoken Word Collective", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Media & creative organization Poetry & Spoken Word Collective\nPoetry & Spoken Word Collective — hosts a monthly open-mic poetry slam and workshops members' original work.\nAbout the organization\nPoetry & Spoken Word Collective hosts a monthly open-mic poetry slam and workshops members' original work.\nIt is a recognized student organization in the Media & creative category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who want to make things — writers, designers, photographers, editors, performers, and organizers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: producing regular work (issues, episodes, shows, exhibitions), critique, workshops, and covering campus events. The group meets weekly production meetings plus project time; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou build a portfolio of real published or produced work and learn to hit a deadline with a team. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Poetry & Spoken Word Collective in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Poetry & Spoken Word Collective can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nMedia & creative\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly production meetings plus project time\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-powerlifting-club.html", "title": "Powerlifting Club", "description": "Powerlifting Club coaches proper technique for squat, bench, and deadlift and runs an in-house meet each semester.", "headings": [ "Powerlifting Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Powerlifting Club\nPowerlifting — coaches proper technique for squat, bench, and deadlift and runs an in-house meet each semester.\nAbout the organization\nPowerlifting Club coaches proper technique for squat, bench, and deadlift and runs an in-house meet each semester.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Powerlifting Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Powerlifting Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-pre-health-society.html", "title": "Pre-Health Society", "description": "Pre-Health Society supports students on pre-med, pre-PA, pre-PT, pre-dental, and pre-vet tracks with advising, MCAT/GRE prep, shadowing leads, and application workshops.", "headings": [ "Pre-Health Society", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Pre-Health Society\nPre-Health — supports students on pre-med, pre-PA, pre-PT, pre-dental, and pre-vet tracks with advising, MCAT/GRE prep, shadowing leads, and application workshops.\nAbout the organization\nPre-Health Society supports students on pre-med, pre-PA, pre-PT, pre-dental, and pre-vet tracks with advising, MCAT/GRE prep, shadowing leads, and application workshops.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Pre-Health Society in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Pre-Health Society can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-pre-law-society.html", "title": "Pre-Law Society", "description": "Pre-Law Society runs LSAT prep, law school application workshops, mock trial, and visits from admissions officers and practicing attorneys.", "headings": [ "Pre-Law Society", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Pre-Law Society\nPre-Law — runs LSAT prep, law school application workshops, mock trial, and visits from admissions officers and practicing attorneys.\nAbout the organization\nPre-Law Society runs LSAT prep, law school application workshops, mock trial, and visits from admissions officers and practicing attorneys.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Pre-Law Society in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Pre-Law Society can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-pride-alliance.html", "title": "Pride Alliance", "description": "Pride Alliance is the LGBTQ+ student organization — community, education, advocacy, and events including a spring drag show and Lavender Graduation.", "headings": [ "Pride Alliance", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Cultural & identity organization Pride Alliance\nPride — is the LGBTQ+ student organization — community, education, advocacy, and events including a spring drag show and Lavender Graduation.\nAbout the organization\nPride Alliance is the LGBTQ+ student organization — community, education, advocacy, and events including a spring drag show and Lavender Graduation.\nIt is a recognized student organization in the Cultural & identity category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who share the identity or heritage and allies who want to learn and support. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: heritage-month events, cultural celebrations, discussion nights, a shared meal, advocacy on campus issues, and collaboration with the identity resource centers. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is a place to be known, to find community, and to shape how the campus supports students like you. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Pride Alliance in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Pride Alliance can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nCultural & identity\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-programming-board.html", "title": "Campus Programming Board", "description": "Campus Programming Board plans the big campus events — concerts, comedians, the spring festival, homecoming week, and weekly late-night programming.", "headings": [ "Campus Programming Board", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Governance & leadership organization Campus Programming Board\nCampus Programming — plans the big campus events — concerts, comedians, the spring festival, homecoming week, and weekly late-night programming.\nAbout the organization\nCampus Programming Board plans the big campus events — concerts, comedians, the spring festival, homecoming week, and weekly late-night programming.\nIt is a recognized student organization in the Governance & leadership category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students elected or appointed to represent a constituency, plus open committee volunteers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular public meetings, committee work, allocating student fees, advocating to administration, and running events. The group meets weekly, with committee meetings in between; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou get a direct hand in decisions that affect every student, and serious experience in budgeting, policy, and running a room. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Campus Programming Board in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Campus Programming Board can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nGovernance & leadership\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with committee meetings in between\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-prssa-chapter.html", "title": "Public Relations Student Society of America Chapter", "description": "Public Relations Student Society of America Chapter runs a student-staffed communications firm for campus and community clients, plus a national conference trip.", "headings": [ "Public Relations Student Society of America Chapter", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Public Relations Student Society of America Chapter\nPublic Relations Student Society of America — runs a student-staffed communications firm for campus and community clients, plus a national conference trip.\nAbout the organization\nPublic Relations Student Society of America Chapter runs a student-staffed communications firm for campus and community clients, plus a national conference trip.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Public Relations Student Society of America Chapter in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Public Relations Student Society of America Chapter can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-psi-chi.html", "title": "Psi Chi", "description": "Psi Chi is the international honor society in psychology, supporting research, conference travel, and graduate school preparation.", "headings": [ "Psi Chi", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Honor society organization Psi Chi\nPsi Chi — is the international honor society in psychology, supporting research, conference travel, and graduate school preparation.\nAbout the organization\nPsi Chi is the international honor society in psychology, supporting research, conference travel, and graduate school preparation.\nIt is a recognized student organization in the Honor society category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who meet the society’s GPA and coursework criteria and are invited to join. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: an induction ceremony, service projects, a scholarship or award, and networking with members at other chapters. The group meets a few times each term; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nMembership is a recognized credential, and the chapters do real service and professional programming, not just a line on a résumé. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Psi Chi in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Psi Chi can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nHonor society\nOpen to\nAll students (see “who joins”)\nMeets\nA few times each term\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nPsychology (B.S.)" }, { "url": "org-psychology-club.html", "title": "Psychology Club", "description": "Psychology Club hosts research talks, graduate school panels, Psi Chi programming, and volunteering with community mental-health partners.", "headings": [ "Psychology Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Psychology Club\nPsychology — hosts research talks, graduate school panels, Psi Chi programming, and volunteering with community mental-health partners.\nAbout the organization\nPsychology Club hosts research talks, graduate school panels, Psi Chi programming, and volunteering with community mental-health partners.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Psychology Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Psychology Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nPsychology (B.S.)" }, { "url": "org-quiz-bowl.html", "title": "Quiz Bowl Team", "description": "Quiz Bowl Team practices and competes in academic quiz tournaments across a wide range of subjects.", "headings": [ "Quiz Bowl Team", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Quiz Bowl Team\nQuiz Bowl — practices and competes in academic quiz tournaments across a wide range of subjects.\nAbout the organization\nQuiz Bowl Team practices and competes in academic quiz tournaments across a wide range of subjects.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Quiz Bowl Team in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Quiz Bowl Team can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-relay-for-life-committee.html", "title": "Relay for Life Committee", "description": "Relay for Life Committee plans the campus Relay for Life, an overnight event raising money for cancer research and support.", "headings": [ "Relay for Life Committee", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Service & advocacy organization Relay for Life Committee\nRelay for Life — plans the campus Relay for Life, an overnight event raising money for cancer research and support.\nAbout the organization\nRelay for Life Committee plans the campus Relay for Life, an overnight event raising money for cancer research and support.\nIt is a recognized student organization in the Service & advocacy category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who wants to contribute time to a cause, regardless of major. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: recurring volunteer commitments with community partners, one-off service days, fundraising, awareness campaigns, and an annual signature project. The group meets weekly, with service hours scheduled around members’ availability; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou do tangible good in Porter Falls and build the habit of showing up — and it is a strong, specific thing to talk about in interviews. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Relay for Life Committee in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Relay for Life Committee can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nService & advocacy\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with service hours scheduled around members’ availability\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-residence-hall-association.html", "title": "Residence Hall Association", "description": "Residence Hall Association represents students living on campus, funds hall programming, and advises housing and dining.", "headings": [ "Residence Hall Association", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Governance & leadership organization Residence Hall Association\nResidence Hall — represents students living on campus, funds hall programming, and advises housing and dining.\nAbout the organization\nResidence Hall Association represents students living on campus, funds hall programming, and advises housing and dining.\nIt is a recognized student organization in the Governance & leadership category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students elected or appointed to represent a constituency, plus open committee volunteers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular public meetings, committee work, allocating student fees, advocating to administration, and running events. The group meets weekly, with committee meetings in between; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou get a direct hand in decisions that affect every student, and serious experience in budgeting, policy, and running a room. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Residence Hall Association in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Residence Hall Association can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nGovernance & leadership\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with committee meetings in between\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-robotics-club.html", "title": "Robotics Club", "description": "Robotics Club builds robots for regional competitions and mentors a local high-school team.", "headings": [ "Robotics Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Robotics Club\nRobotics — builds robots for regional competitions and mentors a local high-school team.\nAbout the organization\nRobotics Club builds robots for regional competitions and mentors a local high-school team.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Robotics Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Robotics Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-rocketry-club.html", "title": "Rocketry Club", "description": "Rocketry Club designs, builds, and launches high-power rockets and competes in a national design challenge.", "headings": [ "Rocketry Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Rocketry Club\nRocketry — designs, builds, and launches high-power rockets and competes in a national design challenge.\nAbout the organization\nRocketry Club designs, builds, and launches high-power rockets and competes in a national design challenge.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Rocketry Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Rocketry Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-rotaract.html", "title": "Rotaract Club", "description": "Rotaract Club is the college-level Rotary club, combining community and international service with professional development.", "headings": [ "Rotaract Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Service & advocacy organization Rotaract Club\nRotaract — is the college-level Rotary club, combining community and international service with professional development.\nAbout the organization\nRotaract Club is the college-level Rotary club, combining community and international service with professional development.\nIt is a recognized student organization in the Service & advocacy category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who wants to contribute time to a cause, regardless of major. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: recurring volunteer commitments with community partners, one-off service days, fundraising, awareness campaigns, and an annual signature project. The group meets weekly, with service hours scheduled around members’ availability; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou do tangible good in Porter Falls and build the habit of showing up — and it is a strong, specific thing to talk about in interviews. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Rotaract Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Rotaract Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nService & advocacy\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with service hours scheduled around members’ availability\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-rugby-club.html", "title": "Rugby Club", "description": "Rugby Club welcomes new players every fall, practices twice a week, and competes in a regional college union.", "headings": [ "Rugby Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Rugby Club\nRugby — welcomes new players every fall, practices twice a week, and competes in a regional college union.\nAbout the organization\nRugby Club welcomes new players every fall, practices twice a week, and competes in a regional college union.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Rugby Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Rugby Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-sailing-club.html", "title": "Sailing Club", "description": "Sailing Club teaches sailing on the Porter River reservoir and competes in a regional collegiate sailing circuit.", "headings": [ "Sailing Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Sailing Club\nSailing — teaches sailing on the Porter River reservoir and competes in a regional collegiate sailing circuit.\nAbout the organization\nSailing Club teaches sailing on the Porter River reservoir and competes in a regional collegiate sailing circuit.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Sailing Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Sailing Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-salsa-and-social-dance.html", "title": "Salsa & Social Dance Club", "description": "Salsa & Social Dance Club teaches partner dances at weekly lessons and holds a monthly social.", "headings": [ "Salsa & Social Dance Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Salsa & Social Dance Club\nSalsa & Social Dance — teaches partner dances at weekly lessons and holds a monthly social.\nAbout the organization\nSalsa & Social Dance Club teaches partner dances at weekly lessons and holds a monthly social.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Salsa & Social Dance Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Salsa & Social Dance Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-secular-student-alliance.html", "title": "Secular Student Alliance", "description": "Secular Student Alliance is a community for nonreligious students — discussion, service, and advocacy for secular values on campus.", "headings": [ "Secular Student Alliance", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Religious & spiritual organization Secular Student Alliance\nSecular Student — is a community for nonreligious students — discussion, service, and advocacy for secular values on campus.\nAbout the organization\nSecular Student Alliance is a community for nonreligious students — discussion, service, and advocacy for secular values on campus.\nIt is a recognized student organization in the Religious & spiritual category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students of the tradition and anyone exploring, questioning, or seeking community. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: weekly gatherings, study and discussion, service, retreats, and holiday observances. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA grounded community and a space to keep or explore a spiritual practice while away from home. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Secular Student Alliance in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Secular Student Alliance can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nReligious & spiritual\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-senior-class-council.html", "title": "Senior Class Council", "description": "Senior Class Council plans senior-week events, the class gift campaign, and commencement traditions.", "headings": [ "Senior Class Council", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Governance & leadership organization Senior Class Council\nSenior Class — plans senior-week events, the class gift campaign, and commencement traditions.\nAbout the organization\nSenior Class Council plans senior-week events, the class gift campaign, and commencement traditions.\nIt is a recognized student organization in the Governance & leadership category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students elected or appointed to represent a constituency, plus open committee volunteers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular public meetings, committee work, allocating student fees, advocating to administration, and running events. The group meets weekly, with committee meetings in between; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou get a direct hand in decisions that affect every student, and serious experience in budgeting, policy, and running a room. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Senior Class Council in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Senior Class Council can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nGovernance & leadership\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with committee meetings in between\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-shpe-chapter.html", "title": "Society of Hispanic Professional Engineers", "description": "Society of Hispanic Professional Engineers builds community and career pathways for Hispanic students in STEM through mentoring, the national conference, and outreach.", "headings": [ "Society of Hispanic Professional Engineers", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Society of Hispanic Professional Engineers\nSociety of Hispanic Professional Engineers — builds community and career pathways for Hispanic students in STEM through mentoring, the national conference, and outreach.\nAbout the organization\nSociety of Hispanic Professional Engineers builds community and career pathways for Hispanic students in STEM through mentoring, the national conference, and outreach.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Society of Hispanic Professional Engineers in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Society of Hispanic Professional Engineers can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-sigma-tau-delta.html", "title": "Sigma Tau Delta", "description": "Sigma Tau Delta is the English honor society, sponsoring readings, a writing award, and a conference trip.", "headings": [ "Sigma Tau Delta", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Honor society organization Sigma Tau Delta\nSigma Tau Delta — is the English honor society, sponsoring readings, a writing award, and a conference trip.\nAbout the organization\nSigma Tau Delta is the English honor society, sponsoring readings, a writing award, and a conference trip.\nIt is a recognized student organization in the Honor society category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who meet the society’s GPA and coursework criteria and are invited to join. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: an induction ceremony, service projects, a scholarship or award, and networking with members at other chapters. The group meets a few times each term; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nMembership is a recognized credential, and the chapters do real service and professional programming, not just a line on a résumé. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Sigma Tau Delta in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Sigma Tau Delta can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nHonor society\nOpen to\nAll students (see “who joins”)\nMeets\nA few times each term\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-sigma-theta-tau.html", "title": "Sigma Theta Tau", "description": "Sigma Theta Tau is the nursing honor society, supporting evidence-based practice, leadership, and scholarship.", "headings": [ "Sigma Theta Tau", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Honor society organization Sigma Theta Tau\nSigma Theta Tau — is the nursing honor society, supporting evidence-based practice, leadership, and scholarship.\nAbout the organization\nSigma Theta Tau is the nursing honor society, supporting evidence-based practice, leadership, and scholarship.\nIt is a recognized student organization in the Honor society category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who meet the society’s GPA and coursework criteria and are invited to join. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: an induction ceremony, service projects, a scholarship or award, and networking with members at other chapters. The group meets a few times each term; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nMembership is a recognized credential, and the chapters do real service and professional programming, not just a line on a résumé. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Sigma Theta Tau in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Sigma Theta Tau can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nHonor society\nOpen to\nAll students (see “who joins”)\nMeets\nA few times each term\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nNursing (B.S.N.)" }, { "url": "org-sikh-student-association.html", "title": "Sikh Student Association", "description": "Sikh Student Association supports Sikh students and educates the campus on Sikh faith and culture through open gatherings and awareness events.", "headings": [ "Sikh Student Association", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Religious & spiritual organization Sikh Student Association\nSikh Student — supports Sikh students and educates the campus on Sikh faith and culture through open gatherings and awareness events.\nAbout the organization\nSikh Student Association supports Sikh students and educates the campus on Sikh faith and culture through open gatherings and awareness events.\nIt is a recognized student organization in the Religious & spiritual category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students of the tradition and anyone exploring, questioning, or seeking community. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: weekly gatherings, study and discussion, service, retreats, and holiday observances. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA grounded community and a space to keep or explore a spiritual practice while away from home. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Sikh Student Association in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Sikh Student Association can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nReligious & spiritual\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-sme-student-chapter.html", "title": "Society of Manufacturing Engineers Chapter", "description": "Society of Manufacturing Engineers Chapter links manufacturing and industrial engineering students to industry through the learning factory, plant tours, and certification prep.", "headings": [ "Society of Manufacturing Engineers Chapter", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Society of Manufacturing Engineers Chapter\nSociety of Manufacturing Engineers — links manufacturing and industrial engineering students to industry through the learning factory, plant tours, and certification prep.\nAbout the organization\nSociety of Manufacturing Engineers Chapter links manufacturing and industrial engineering students to industry through the learning factory, plant tours, and certification prep.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Society of Manufacturing Engineers Chapter in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Society of Manufacturing Engineers Chapter can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nManufacturing minor" }, { "url": "org-soccer-club.html", "title": "Club Soccer", "description": "Club Soccer competes in a regional college league and holds open sessions for casual players.", "headings": [ "Club Soccer", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Club Soccer\nClub Soccer — competes in a regional college league and holds open sessions for casual players.\nAbout the organization\nClub Soccer competes in a regional college league and holds open sessions for casual players.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Club Soccer in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Club Soccer can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-society-of-women-engineers.html", "title": "Society of Women Engineers", "description": "Society of Women Engineers supports women in engineering and technology with mentoring, outreach to K-12 students, a conference trip, and a strong alumnae network.", "headings": [ "Society of Women Engineers", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Society of Women Engineers\nSociety of Women Engineers — supports women in engineering and technology with mentoring, outreach to K-12 students, a conference trip, and a strong alumnae network.\nAbout the organization\nSociety of Women Engineers supports women in engineering and technology with mentoring, outreach to K-12 students, a conference trip, and a strong alumnae network.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Society of Women Engineers in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Society of Women Engineers can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-solar-car-team.html", "title": "Solar Car Team", "description": "Solar Car Team builds a solar-powered vehicle for a multi-day cross-country race, combining mechanical, electrical, and aerodynamic design.", "headings": [ "Solar Car Team", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Solar Car Team\nSolar Car — builds a solar-powered vehicle for a multi-day cross-country race, combining mechanical, electrical, and aerodynamic design.\nAbout the organization\nSolar Car Team builds a solar-powered vehicle for a multi-day cross-country race, combining mechanical, electrical, and aerodynamic design.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Solar Car Team in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Solar Car Team can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-south-asian-student-association.html", "title": "South Asian Student Association", "description": "South Asian Student Association celebrates South Asian culture with festival events, a Diwali celebration, and community discussion.", "headings": [ "South Asian Student Association", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Cultural & identity organization South Asian Student Association\nSouth Asian Student — celebrates South Asian culture with festival events, a Diwali celebration, and community discussion.\nAbout the organization\nSouth Asian Student Association celebrates South Asian culture with festival events, a Diwali celebration, and community discussion.\nIt is a recognized student organization in the Cultural & identity category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who share the identity or heritage and allies who want to learn and support. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: heritage-month events, cultural celebrations, discussion nights, a shared meal, advocacy on campus issues, and collaboration with the identity resource centers. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is a place to be known, to find community, and to shape how the campus supports students like you. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for South Asian Student Association in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, South Asian Student Association can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nCultural & identity\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-spe-student-chapter.html", "title": "Society of Plastics Engineers Chapter", "description": "Society of Plastics Engineers Chapter connects plastics engineering students to processors and suppliers through the molding lab, a materials expo trip, and the SPE network.", "headings": [ "Society of Plastics Engineers Chapter", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Society of Plastics Engineers Chapter\nSociety of Plastics Engineers — connects plastics engineering students to processors and suppliers through the molding lab, a materials expo trip, and the SPE network.\nAbout the organization\nSociety of Plastics Engineers Chapter connects plastics engineering students to processors and suppliers through the molding lab, a materials expo trip, and the SPE network.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Society of Plastics Engineers Chapter in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Society of Plastics Engineers Chapter can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nPlastics Engineering (B.S.)" }, { "url": "org-student-dietetic-association.html", "title": "Student Dietetic Association", "description": "Student Dietetic Association runs cooking demonstrations, a food drive, community nutrition education, and dietetic-internship application support.", "headings": [ "Student Dietetic Association", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Student Dietetic Association\nStudent Dietetic — runs cooking demonstrations, a food drive, community nutrition education, and dietetic-internship application support.\nAbout the organization\nStudent Dietetic Association runs cooking demonstrations, a food drive, community nutrition education, and dietetic-internship application support.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Student Dietetic Association in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Student Dietetic Association can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nNutrition minor" }, { "url": "org-student-film-society.html", "title": "Student Film Society", "description": "Student Film Society screens and discusses films weekly and produces a student short-film showcase each spring.", "headings": [ "Student Film Society", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Media & creative organization Student Film Society\nStudent Film — screens and discusses films weekly and produces a student short-film showcase each spring.\nAbout the organization\nStudent Film Society screens and discusses films weekly and produces a student short-film showcase each spring.\nIt is a recognized student organization in the Media & creative category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who want to make things — writers, designers, photographers, editors, performers, and organizers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: producing regular work (issues, episodes, shows, exhibitions), critique, workshops, and covering campus events. The group meets weekly production meetings plus project time; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou build a portfolio of real published or produced work and learn to hit a deadline with a team. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Student Film Society in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Student Film Society can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nMedia & creative\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly production meetings plus project time\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-student-government-association.html", "title": "Student Government Association", "description": "Student Government Association is the elected student body — senators represent colleges and communities, allocate the student activity fee, and advocate to administration.", "headings": [ "Student Government Association", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Governance & leadership organization Student Government Association\nStudent Government — is the elected student body — senators represent colleges and communities, allocate the student activity fee, and advocate to administration.\nAbout the organization\nStudent Government Association is the elected student body — senators represent colleges and communities, allocate the student activity fee, and advocate to administration.\nIt is a recognized student organization in the Governance & leadership category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students elected or appointed to represent a constituency, plus open committee volunteers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular public meetings, committee work, allocating student fees, advocating to administration, and running events. The group meets weekly, with committee meetings in between; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou get a direct hand in decisions that affect every student, and serious experience in budgeting, policy, and running a room. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Student Government Association in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Student Government Association can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nGovernance & leadership\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with committee meetings in between\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-student-media-board.html", "title": "Student Media Board", "description": "Student Media Board oversees the independence, budgets, and standards of the newspaper, radio, yearbook, and literary magazine.", "headings": [ "Student Media Board", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Governance & leadership organization Student Media Board\nStudent Media — oversees the independence, budgets, and standards of the newspaper, radio, yearbook, and literary magazine.\nAbout the organization\nStudent Media Board oversees the independence, budgets, and standards of the newspaper, radio, yearbook, and literary magazine.\nIt is a recognized student organization in the Governance & leadership category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students elected or appointed to represent a constituency, plus open committee volunteers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular public meetings, committee work, allocating student fees, advocating to administration, and running events. The group meets weekly, with committee meetings in between; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou get a direct hand in decisions that affect every student, and serious experience in budgeting, policy, and running a room. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Student Media Board in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Student Media Board can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nGovernance & leadership\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with committee meetings in between\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-student-nurses-association.html", "title": "Student Nurses Association", "description": "Student Nurses Association connects nursing students across cohorts with NCLEX prep, health fairs, a state convention, and community health outreach.", "headings": [ "Student Nurses Association", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Student Nurses Association\nStudent Nurses — connects nursing students across cohorts with NCLEX prep, health fairs, a state convention, and community health outreach.\nAbout the organization\nStudent Nurses Association connects nursing students across cohorts with NCLEX prep, health fairs, a state convention, and community health outreach.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Student Nurses Association in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Student Nurses Association can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nNursing (B.S.N.)" }, { "url": "org-student-veterans-organization.html", "title": "Student Veterans Organization", "description": "Student Veterans Organization connects military-connected students, advocates on benefits and services, and runs a Veterans Day observance.", "headings": [ "Student Veterans Organization", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Cultural & identity organization Student Veterans Organization\nStudent Veterans Organization — connects military-connected students, advocates on benefits and services, and runs a Veterans Day observance.\nAbout the organization\nStudent Veterans Organization connects military-connected students, advocates on benefits and services, and runs a Veterans Day observance.\nIt is a recognized student organization in the Cultural & identity category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who share the identity or heritage and allies who want to learn and support. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: heritage-month events, cultural celebrations, discussion nights, a shared meal, advocacy on campus issues, and collaboration with the identity resource centers. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is a place to be known, to find community, and to shape how the campus supports students like you. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Student Veterans Organization in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Student Veterans Organization can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nCultural & identity\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-supply-chain-association.html", "title": "Supply Chain Management Association", "description": "Supply Chain Management Association hosts distribution-center tours, an APICS study group, a case competition, and employer panels.", "headings": [ "Supply Chain Management Association", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Supply Chain Management Association\nSupply Chain Management — hosts distribution-center tours, an APICS study group, a case competition, and employer panels.\nAbout the organization\nSupply Chain Management Association hosts distribution-center tours, an APICS study group, a case competition, and employer panels.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Supply Chain Management Association in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Supply Chain Management Association can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nSupply Chain Management (B.S.)" }, { "url": "org-sustainability-council.html", "title": "Student Sustainability Council", "description": "Student Sustainability Council directs a green fund from a small student fee toward campus sustainability projects proposed by students.", "headings": [ "Student Sustainability Council", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Governance & leadership organization Student Sustainability Council\nStudent Sustainability — directs a green fund from a small student fee toward campus sustainability projects proposed by students.\nAbout the organization\nStudent Sustainability Council directs a green fund from a small student fee toward campus sustainability projects proposed by students.\nIt is a recognized student organization in the Governance & leadership category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students elected or appointed to represent a constituency, plus open committee volunteers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular public meetings, committee work, allocating student fees, advocating to administration, and running events. The group meets weekly, with committee meetings in between; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou get a direct hand in decisions that affect every student, and serious experience in budgeting, policy, and running a room. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Student Sustainability Council in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Student Sustainability Council can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nGovernance & leadership\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly, with committee meetings in between\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nSustainability minor" }, { "url": "org-swim-club.html", "title": "Swim Club", "description": "Swim Club offers recreational and competitive lap swimming, informal meets against nearby club teams, and open-water training in summer.", "headings": [ "Swim Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Swim Club\nSwim — offers recreational and competitive lap swimming, informal meets against nearby club teams, and open-water training in summer.\nAbout the organization\nSwim Club offers recreational and competitive lap swimming, informal meets against nearby club teams, and open-water training in summer.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Swim Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Swim Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-tabletop-games-club.html", "title": "Tabletop Games Club", "description": "Tabletop Games Club runs weekly board game and role-playing sessions and a lending library, with new-player tables every week.", "headings": [ "Tabletop Games Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Tabletop Games Club\nTabletop Games — runs weekly board game and role-playing sessions and a lending library, with new-player tables every week.\nAbout the organization\nTabletop Games Club runs weekly board game and role-playing sessions and a lending library, with new-player tables every week.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Tabletop Games Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Tabletop Games Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-tau-beta-pi.html", "title": "Tau Beta Pi", "description": "Tau Beta Pi is the engineering honor society, recognizing scholarship and character and running tutoring and outreach.", "headings": [ "Tau Beta Pi", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Honor society organization Tau Beta Pi\nTau Beta Pi — is the engineering honor society, recognizing scholarship and character and running tutoring and outreach.\nAbout the organization\nTau Beta Pi is the engineering honor society, recognizing scholarship and character and running tutoring and outreach.\nIt is a recognized student organization in the Honor society category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who meet the society’s GPA and coursework criteria and are invited to join. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: an induction ceremony, service projects, a scholarship or award, and networking with members at other chapters. The group meets a few times each term; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nMembership is a recognized credential, and the chapters do real service and professional programming, not just a line on a résumé. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Tau Beta Pi in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Tau Beta Pi can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nHonor society\nOpen to\nAll students (see “who joins”)\nMeets\nA few times each term\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-technical-communication-society.html", "title": "Society for Technical Communication Chapter", "description": "Society for Technical Communication Chapter builds portfolios, runs tool workshops, and connects students to documentation and content-design employers.", "headings": [ "Society for Technical Communication Chapter", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Society for Technical Communication Chapter\nSociety for Technical Communication — builds portfolios, runs tool workshops, and connects students to documentation and content-design employers.\nAbout the organization\nSociety for Technical Communication Chapter builds portfolios, runs tool workshops, and connects students to documentation and content-design employers.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Society for Technical Communication Chapter in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Society for Technical Communication Chapter can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nTechnical Communication minor" }, { "url": "org-tennis-club.html", "title": "Tennis Club", "description": "Tennis Club organizes casual and competitive play, round-robin ladders, and a fall and spring intercollegiate club tournament.", "headings": [ "Tennis Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Tennis Club\nTennis — organizes casual and competitive play, round-robin ladders, and a fall and spring intercollegiate club tournament.\nAbout the organization\nTennis Club organizes casual and competitive play, round-robin ladders, and a fall and spring intercollegiate club tournament.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Tennis Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Tennis Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-the-porter-press.html", "title": "The Porter Press", "description": "The Porter Press is the independent student newspaper — reporting campus news, culture, sports, and opinion online and in a monthly print edition.", "headings": [ "The Porter Press", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Media & creative organization The Porter Press\nThe Porter Press — is the independent student newspaper — reporting campus news, culture, sports, and opinion online and in a monthly print edition.\nAbout the organization\nThe Porter Press is the independent student newspaper — reporting campus news, culture, sports, and opinion online and in a monthly print edition.\nIt is a recognized student organization in the Media & creative category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who want to make things — writers, designers, photographers, editors, performers, and organizers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: producing regular work (issues, episodes, shows, exhibitions), critique, workshops, and covering campus events. The group meets weekly production meetings plus project time; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou build a portfolio of real published or produced work and learn to hit a deadline with a team. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for The Porter Press in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, The Porter Press can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nMedia & creative\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly production meetings plus project time\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-toastmasters-porter.html", "title": "Porter Toastmasters Club", "description": "Porter Toastmasters Club builds public-speaking and leadership skill through weekly structured speeches, evaluations, and impromptu-speaking practice.", "headings": [ "Porter Toastmasters Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization Porter Toastmasters Club\nPorter Toastmasters — builds public-speaking and leadership skill through weekly structured speeches, evaluations, and impromptu-speaking practice.\nAbout the organization\nPorter Toastmasters Club builds public-speaking and leadership skill through weekly structured speeches, evaluations, and impromptu-speaking practice.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Porter Toastmasters Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Porter Toastmasters Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-triathlon-club.html", "title": "Triathlon Club", "description": "Triathlon Club trains members for sprint and Olympic-distance triathlons with group swim, bike, and run workouts.", "headings": [ "Triathlon Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Triathlon Club\nTriathlon — trains members for sprint and Olympic-distance triathlons with group swim, bike, and run workouts.\nAbout the organization\nTriathlon Club trains members for sprint and Olympic-distance triathlons with group swim, bike, and run workouts.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Triathlon Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Triathlon Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-ultimate-frisbee-club.html", "title": "Ultimate Frisbee Club", "description": "Ultimate Frisbee Club runs practices and pickup and fields a team in regional college ultimate.", "headings": [ "Ultimate Frisbee Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Ultimate Frisbee Club\nUltimate Frisbee — runs practices and pickup and fields a team in regional college ultimate.\nAbout the organization\nUltimate Frisbee Club runs practices and pickup and fields a team in regional college ultimate.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Ultimate Frisbee Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Ultimate Frisbee Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-upsilon-pi-epsilon.html", "title": "Upsilon Pi Epsilon", "description": "Upsilon Pi Epsilon is the computing honor society, recognizing academic excellence in computer science and related programs.", "headings": [ "Upsilon Pi Epsilon", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Honor society organization Upsilon Pi Epsilon\nUpsilon Pi Epsilon — is the computing honor society, recognizing academic excellence in computer science and related programs.\nAbout the organization\nUpsilon Pi Epsilon is the computing honor society, recognizing academic excellence in computer science and related programs.\nIt is a recognized student organization in the Honor society category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who meet the society’s GPA and coursework criteria and are invited to join. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: an induction ceremony, service projects, a scholarship or award, and networking with members at other chapters. The group meets a few times each term; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nMembership is a recognized credential, and the chapters do real service and professional programming, not just a line on a résumé. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Upsilon Pi Epsilon in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Upsilon Pi Epsilon can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nHonor society\nOpen to\nAll students (see “who joins”)\nMeets\nA few times each term\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nComputer Science (B.S.)" }, { "url": "org-ux-guild.html", "title": "UX Guild", "description": "UX Guild runs usability testing practice, portfolio critiques, and talks from working researchers and product designers.", "headings": [ "UX Guild", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Academic & professional organization UX Guild\nUX — runs usability testing practice, portfolio critiques, and talks from working researchers and product designers.\nAbout the organization\nUX Guild runs usability testing practice, portfolio critiques, and talks from working researchers and product designers.\nIt is a recognized student organization in the Academic & professional category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students in the related majors, and anyone curious about the field. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: guest speakers from industry, site visits, résumé and portfolio nights, a regional or national conference trip, competitions, and a mentoring link with alumni. The group meets every other week during the fall and spring terms; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is the fastest way to meet people in your field a year or two ahead of you, hear how the work actually goes, and get a first line on internships. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for UX Guild in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, UX Guild can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nAcademic & professional\nOpen to\nAll students (see “who joins”)\nMeets\nEvery other week during the fall and spring terms\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-vietnamese-student-association.html", "title": "Vietnamese Student Association", "description": "Vietnamese Student Association celebrates Vietnamese culture and heritage with festivals, food events, and a Lunar New Year celebration open to the whole campus.", "headings": [ "Vietnamese Student Association", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Cultural & identity organization Vietnamese Student Association\nVietnamese Student — celebrates Vietnamese culture and heritage with festivals, food events, and a Lunar New Year celebration open to the whole campus.\nAbout the organization\nVietnamese Student Association celebrates Vietnamese culture and heritage with festivals, food events, and a Lunar New Year celebration open to the whole campus.\nIt is a recognized student organization in the Cultural & identity category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who share the identity or heritage and allies who want to learn and support. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: heritage-month events, cultural celebrations, discussion nights, a shared meal, advocacy on campus issues, and collaboration with the identity resource centers. The group meets weekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nIt is a place to be known, to find community, and to shape how the campus supports students like you. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Vietnamese Student Association in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Vietnamese Student Association can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nCultural & identity\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-volleyball-club.html", "title": "Club Volleyball", "description": "Club Volleyball fields competitive teams that travel to tournaments, plus open gym for all levels.", "headings": [ "Club Volleyball", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Recreation & sport club organization Club Volleyball\nClub Volleyball — fields competitive teams that travel to tournaments, plus open gym for all levels.\nAbout the organization\nClub Volleyball fields competitive teams that travel to tournaments, plus open gym for all levels.\nIt is a recognized student organization in the Recreation & sport club category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students at every skill level, from never-tried-it to competitive. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular practices, intramural or intercollegiate club competition, trips, and social events. The group meets two or more practices a week in season; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nStructured activity, a built-in group of people, and a reason to leave the library — club sports are one of the stickiest ways to stay connected. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Club Volleyball in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Club Volleyball can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nRecreation & sport club\nOpen to\nAll students (see “who joins”)\nMeets\nTwo or more practices a week in season\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-woodworking-club.html", "title": "Woodworking Club", "description": "Woodworking Club shares shop time, teaches joinery and finishing, and builds pieces for campus and community donation.", "headings": [ "Woodworking Club", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Special interest organization Woodworking Club\nWoodworking — shares shop time, teaches joinery and finishing, and builds pieces for campus and community donation.\nAbout the organization\nWoodworking Club shares shop time, teaches joinery and finishing, and builds pieces for campus and community donation.\nIt is a recognized student organization in the Special interest category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to anyone who shares the interest — no experience or major required. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: regular meetups around the activity, tournaments or showcases, trips, and collaborations with related clubs. The group meets weekly or biweekly; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nA low-stakes way to find people you click with around something you already enjoy. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for Woodworking Club in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, Woodworking Club can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nSpecial interest\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly or biweekly\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government" }, { "url": "org-wprt-radio.html", "title": "WPRT Student Radio", "description": "WPRT Student Radio is the student-run station, broadcasting music, talk, and sports and training hosts, producers, and engineers.", "headings": [ "WPRT Student Radio", "On this page", "About the organization", "Who joins", "What the group does", "Why students join", "How to get involved", "What the first meeting is like", "Money, space, and the adviser" ], "content": "Media & creative organization WPRT Student Radio\nWPRT Student Radio — is the student-run station, broadcasting music, talk, and sports and training hosts, producers, and engineers.\nAbout the organization\nWPRT Student Radio is the student-run station, broadcasting music, talk, and sports and training hosts, producers, and engineers.\nIt is a recognized student organization in the Media & creative category, funded in part by the student activity fee and advised by a faculty or staff member. Recognition means it can reserve space, request funding, and use campus systems — it does not mean the university endorses every view its members hold.\nWho joins\nMembership is open to students who want to make things — writers, designers, photographers, editors, performers, and organizers. There are no dues beyond what members vote on for specific activities, and you can come to a meeting before deciding to join. New members are welcomed all year, with the biggest push at the fall and spring involvement fairs.\nWhat the group does\nIn a typical year: producing regular work (issues, episodes, shows, exhibitions), critique, workshops, and covering campus events. The group meets weekly production meetings plus project time; times and locations are posted on the organization’s page in the campus engagement platform and emailed to members.\nWhy students join\nYou build a portfolio of real published or produced work and learn to hit a deadline with a team. Officer roles — president, treasurer, and committee chairs — are elected each spring and are real, resume-worthy leadership experience with training and an adviser’s support.\nHow to get involved\nSearch for WPRT Student Radio in the campus engagement platform to see upcoming meetings and message an officer, stop by its table at the involvement fair, or email the Student Organizations & Leadership office to be connected. Starting your own group instead? That office has the two-page process.\nWhat the first meeting is like\nCome as you are; nothing is expected in advance. A typical meeting opens with announcements and upcoming dates, moves to whatever the group is actually working on that week, and ends with a way for newcomers to plug in — a sign-up, a small task, or just a name and email. You are not committing to anything by showing up, and it is normal to visit two or three organizations before settling on one. If the meeting time does not work with your schedule, message an officer; many groups run a second informal session or keep notes for members who cannot always attend.\nMoney, space, and the adviser\nAs a recognized organization, WPRT Student Radio can reserve rooms and tables on campus, apply to the student activity-fee committee for event and travel funding, and hold its funds in a university account rather than a personal one. Spending has to follow the same basic rules every group uses: request ahead, keep receipts, no alcohol with fee money. The faculty or staff adviser signs off on funding requests and travel and is a point of continuity as officers turn over each year; the students, not the adviser, run the group.\nAt a glance\nCategory\nMedia & creative\nOpen to\nAll students (see “who joins”)\nMeets\nWeekly production meetings plus project time\nRecognized\nYes — eligible for space and funding\nOfficers elected\nEach spring\nRelated\nAll student organizations\nGetting involved your first year\nStudent government\nMusic minor" }, { "url": "orientation-2027-sessions.html", "title": "Orientation 2027 Sessions", "description": "Dates for summer 2027 orientation: twelve two-day sessions for first-year students from June 14 to July 27, plus one-day transfer and adult sessions. Registration opens March 1, 2027, for students who have confirmed their enrollment.", "headings": [ "Orientation 2027 Sessions", "On this page", "How it works", "First-year sessions (two days)", "Transfer, adult and international students", "Families, cost and changing your date" ], "content": "Admissions Orientation 2027 Sessions\nDates for summer 2027 orientation: twelve two-day sessions for first-year students from June 14 to July 27, plus one-day transfer and adult sessions. Registration opens March 1, 2027, for students who have confirmed their enrollment.\nHow it works\nEvery new student attends one in-person session before fall 2027. You leave with a registered first-semester schedule, a Porter Card and your financial questions answered. All sessions cover the same content, so choose the dates that suit you best. The steps are:\nConfirm your enrollment with the $100 deposit, or a waiver, by May 1, 2027. See enrollment deposit and confirmation .\nRegister for a session in MyPorter starting Monday, March 1, 2027 . Sessions are filled first come, first served.\nFinish the pre-orientation checklist at least seven days before your session: math placement, immunizations, account setup and the two online modules. Advisers build your schedule from your placement results. See placement testing .\nFirst-year sessions (two days)\nDay one runs 8 a.m. to 9 p.m. and covers placement follow-up, advising and registration. Students stay overnight in Millrace Hall. Day two runs 8 a.m. to 3:30 p.m. and covers housing, dining, safety, technology and the closing session with families. Each session has room for 160 students.\n1 — Dates: Mon–Tue, June 14–15; Note: Opens the season. Fills first every year.\n2 — Dates: Thu–Fri, June 17–18; Note: Health Sciences and Nursing advisers on site\n3 — Dates: Mon–Tue, June 21–22; Note: Honors College session\n4 — Dates: Thu–Fri, June 24–25; Note:\n5 — Dates: Mon–Tue, June 28–29; Note: Health Sciences and Nursing advisers on site\n6 — Dates: Thu–Fri, July 1–2; Note: The university is closed Monday, July 5\n7 — Dates: Thu–Fri, July 8–9; Note: Coaches available for recruited student-athletes\n8 — Dates: Mon–Tue, July 12–13; Note: Health Sciences and Nursing advisers on site\n9 — Dates: Thu–Fri, July 15–16; Note: The final high school transcript deadline, July 15, falls on day one\n10 — Dates: Mon–Tue, July 19–20; Note:\n11 — Dates: Thu–Fri, July 22–23; Note:\n12 — Dates: Mon–Tue, July 26–27; Note: Last session. Held for late admits and anyone who missed theirs.\nTransfer, adult and international students\nTransfer and adult students A — Date: Wed, June 23; Format: One day, 8:30 a.m.–4 p.m. Credit evaluation reviewed with an adviser.\nTransfer and adult students B — Date: Wed, July 21; Format: One day, 8:30 a.m.–4 p.m. Childcare is available on request with two weeks’ notice.\nInternational students — Date: Wed–Fri, Aug 25–27; Format: Required on campus, in addition to an online advising appointment in June. Students arrive by Tuesday, Aug 24.\nSpring 2027 starters — Date: Thu, Jan 21, 2027; Format: One day, for students starting classes on January 25\nTransfer students should send all college transcripts by May 15 so the credit evaluation is ready in time. See transfer student orientation .\nFamilies, cost and changing your date\nFamily and supporter track: runs the same two days on its own schedule. It covers FERPA, billing, safety, health and what the first year is really like, and ends with families and students back together. Families arrange their own lodging. Hotels in town fill quickly in June, and suggestions are on hosting visitors . More is on families and supporters .\nCost: the $150 orientation fee covers meals, the overnight stay and materials, and is billed to the student account. It is waived for anyone whose enrollment deposit was waived. Guests pay $30 each for meals.\nChanging your date: switch sessions yourself in MyPorter up to seven days before. After that, call New Student & Family Programs. Sessions 9 to 12 are the last to fill, so they are the usual fallback.\nAfter orientation: first-year move-in appointments are August 28–29, 2027 , followed by First Forge, and classes begin September 1 . See move-in .\nAt a glance\nRegistration opens\nMon, March 1, 2027 (depositors only)\nFirst-year sessions\n12 two-day sessions, June 14 – July 27, 2027\nTransfer/adult\nWed, June 23 and Wed, July 21\nFee\n$150, waived with a deposit waiver\nMove-in\nAug 28–29; classes begin Sept 1, 2027\nWho to contact\nNew Student & Family Programs\nFounders Union 210\nPhone\n(715) 555–0135\nEmail\norientation@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.; extended during June and July sessions\nRelated resources\nNew student orientation\nOrientation schedule\nEnrollment deposit and confirmation\nNew student checklist\nOrientation leaders\nCampus tour ambassadors" }, { "url": "orientation-family-track.html", "title": "Orientation for families", "description": "A parallel program for parents and family members during new-student orientation.", "headings": [ "Orientation for families", "On this page", "What it's for", "The honest part", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student life Orientation for families\nA parallel program for parents and family members during new-student orientation.\nWhat it's for\nFamilies have real questions — how do I see the bill, who do I call if something's wrong, is my student okay — and answering them in a dedicated track means the student sessions can focus on the student. It also sets expectations about privacy: once enrolled, your student controls who sees their records.\nThe honest part\nSessions are frank about the adjustment: most first-year students have a rough patch, most are fine by spring, and the best support is usually listening plus knowing which office to point them toward. You'll leave with a contact list and a calendar of the moments that tend to be hard.\nIn and around Porter Falls\nStudent life at Porter is organised out of Founders Union, the building students call the campus living room. The Dean of Students Office is on the second floor.\nThe practical details\nRuns alongside: The student orientation — same days, separate sessions, so students do their thing independently. Covers: How billing and financial aid work, safety and health services, how to support without hovering, what the first semester really looks like. Also: A resource fair, a campus tour, and a chance to meet other families. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRuns alongside\nThe student orientation — same days, separate sessions, so students do their thing independently\nCovers\nHow billing and financial aid work, safety and health services, how to support without hovering, what the first semester really looks like\nAlso\nA resource fair, a campus tour, and a chance to meet other families\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReligious & spiritual life\nROTC & Military Science\nCommon Reading Program\nCampus radio & podcast studio\nFull contact directory" }, { "url": "orientation-leaders.html", "title": "Orientation leaders", "description": "Peer guides who help new students find answers, people and a first-week rhythm.", "headings": [ "Orientation leaders", "On this page", "The role", "What they do", "Stay connected", "Peers, not staff", "Why the model works", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student life Orientation leaders\nPeer guides who help new students find answers, people and a first-week rhythm.\nThe role\nOrientation leaders complete training in inclusion, referral boundaries, emergency response, student privacy and the practical details of Porter systems.\nWhat they do\nThey lead small groups, model questions for advisers, explain campus routines and notice when a student may need a warm handoff.\nStay connected\nLeaders host first-six-weeks check-ins and connect students to organizations, tutoring, events, commuting support and residence communities.\nPeers, not staff\nOrientation leaders are current Porter students who lead small groups, model how to ask an adviser a question, explain campus routines and notice when a new student needs a warm handoff to a professional. They are trained on where their role ends.\nWhy the model works\nNew students take advice about failing a quiz or missing home more easily from someone a year ahead of them. Leaders stay connected through the first six weeks and route students to organisations, tutoring, commuting support and residence communities.\nIn and around Porter Falls\nStudent life at Porter is organised out of Founders Union, the building students call the campus living room, and it is busiest in the first six weeks of fall when First Forge, the involvement fair and the orientation-leader check-ins all overlap. The Dean of Students Office is on the second floor.\nThe practical details\nWho: Current students, hired and paid, trained each spring. Training: Inclusion, referral limits, emergency response, privacy. Commitment: Summer sessions plus first-six-weeks check-ins. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Dean of Students Office (Founders Union, Room 200). Call (715) 555-0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nWho\nCurrent students, hired and paid, trained each spring\nTraining\nInclusion, referral limits, emergency response, privacy\nCommitment\nSummer sessions plus first-six-weeks check-ins\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFull contact directory" }, { "url": "orientation-schedule.html", "title": "Orientation schedule", "description": "Session choices, check-in, placement, advising, welcome events and first-week logistics.", "headings": [ "Orientation schedule", "On this page", "Choosing a session", "What actually happens", "First-week logistics", "The practical details", "If you have a question" ], "content": "Student life Orientation schedule\nSession choices, check-in, placement, advising, welcome events and first-week logistics.\nChoosing a session\nSummer orientation runs as several two-day sessions so families and students can pick dates around work and travel; each session runs the same content, so there is no “better” one, only a more convenient one. A separate one-day January session serves spring admits.\nWhat actually happens\nDay one is placement testing, an advising appointment, and a schedule built before the student leaves; day two is the campus-life half — housing, dining, safety, technology setup and a welcome event that doubles as the first chance to meet an orientation leader by name.\nFirst-week logistics\nMove-in, the involvement fair and First Forge all land in the same first ten days, which is intentionally overwhelming in a structured way; the printed and digital schedules both flag which events are mandatory versus optional so nobody plans around the wrong ones.\nThe practical details\nSummer sessions: Multiple two-day sessions, June–August. January session: For spring-start students. Cost: One flat fee, billed to the student account. These specifics can change from year to year, so confirm anything time-sensitive directly with the office below before you rely on it.\nIf you have a question\nThis is handled by Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSummer sessions\nMultiple two-day sessions, June–August\nJanuary session\nFor spring-start students\nCost\nOne flat fee, billed to the student account\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNew student orientation\nOrientation leaders\nMove-in\nFirst-year experience\nContact directory" }, { "url": "orientation-what-actually-happens.html", "title": "Orientation: what actually happens", "description": "The sessions, the advising, the course registration, and what to do before you arrive.", "headings": [ "Orientation: what actually happens", "On this page", "Before you come", "Meeting your adviser", "Registering for classes", "The information sessions", "The social side", "The family track", "After orientation" ], "content": "Admissions Orientation: what actually happens\nThe sessions, the advising, the course registration, and what to do before you arrive.\nBefore you come\nFinish the pre-orientation checklist: activate your Porter account and email, complete placement (math, and language or writing where required), submit final transcripts and immunization records, and review the online campus introduction. Doing these before orientation means the day is spent on advising and registration instead of paperwork.\nMeeting your adviser\nA core piece of orientation is a session with an academic adviser — individually or in a small group — where you learn how your program works, what first-term courses make sense, and how the degree is structured. Come with your placement results and any AP, IB, or transfer credit so the adviser can plan around it.\nRegistering for classes\nYou register for your first term during orientation, with adviser guidance. It will not be a perfect schedule — you are choosing from what is open to incoming students — and that is fine; the first week has an add/drop window to adjust. Have a couple of alternates in mind.\nThe information sessions\nFinancial aid and billing, safety and Title IX, housing and dining, technology setup and your issued laptop, student involvement, and campus resources. Some are required. Take notes on the deadlines — the tuition due date, the housing steps, the aid to-do list — because they come fast once the term starts.\nThe social side\nOrientation groups you with other incoming students, often by college. These are not your permanent friends, but they are familiar faces in week one, which matters more than it sounds. Go to the optional social events; the org fair preview and the campus tour are worth your time.\nThe family track\nSupporters attend parallel sessions on the transition, privacy law, billing, safety, health, and helping a student use campus resources without doing it for them. Students and families split up for most of the day and reconvene at the end.\nAfter orientation\nYou leave with a class schedule, an adviser, a to-do list, and a move-in date. Work the to-do list before classes start — the students who arrive with the aid, housing, and account steps done have a much smoother first week.\nAt a glance\nBefore you arrive\nAccount + email active, placement done, transcripts and immunizations in\nCore of the day\nAn adviser session + registering for your first term\nBring\nPlacement results and any AP/IB/transfer credit\nLeave with\nA schedule, an adviser, and a deadline to-do list — then work it\nWho to contact\nNew Student & Family Programs\nFounders Union 210\nPhone\n(715) 555–0135\nEmail\norientation@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNew student orientation\nOrientation schedule\nNew student checklist\nPlacement testing guide\nAdmitted students\nFull contact directory" }, { "url": "orientation.html", "title": "New student orientation", "description": "What to do before you arrive, what the orientation day actually accomplishes, and the family track.", "headings": [ "New student orientation", "On this page", "Before you come to campus", "The orientation day", "Welcome Week and the first weeks", "The family and supporter track" ], "content": "Admissions New student orientation\nWhat to do before you arrive, what the orientation day actually accomplishes, and the family track.\nBefore you come to campus\nOrientation has a checklist that opens in MyPorter once you have paid the enrollment deposit, and finishing it is what makes the day useful instead of remedial. Complete the math and writing placement (an untimed online assessment — do not guess through it; your first-semester schedule is built from the result), send your final transcript and any AP, IB, or dual-enrollment scores, upload your immunization record to the health portal, set up your Porter account and two-factor login, and complete the two required online modules on alcohol/drug awareness and sexual-misconduct prevention.\nTransfer students also submit prior college transcripts for a credit evaluation before their session, so advising can talk about what actually transferred rather than guessing.\nThe orientation day\nEvery incoming student attends one in-person session — several dates across June and July for first-year students, shorter dedicated sessions for transfer and adult students, and a January session for spring starters. The day does four concrete things: you meet with an academic adviser in your college and leave with a registered first-semester schedule; you get your Campus Card photo taken and card issued; you complete any financial-aid or billing conversations at a one-stop desk; and you tour the parts of campus you will actually use — your college building, the library, dining, the rec center, and, for residents, a hall.\nYou also meet an orientation leader — a current student in or near your major — who stays a point of contact through the first few weeks. Bring a device, your login working, a list of any AP/transfer credit you expect, and questions written down.\nWelcome Week and the first weeks\nOrientation hands off to Welcome Week, the stretch between move-in and the first day of class: the involvement fair with 300+ student organizations, floor and college events, the convocation that formally starts your class, and late-night alternatives to going out. The first-year seminar in your first semester continues the transition work in a small group with a faculty member and a peer mentor.\nNone of this is optional filler — students who engage in the first three weeks are measurably more likely to still be enrolled a year later, which is the whole reason the program exists.\nThe family and supporter track\nParents, partners, and other supporters can register for a parallel program that runs the same day on its own schedule — sessions on the academic calendar and how advising works, FERPA and why the university talks to the student and not to them by default (and how a student can grant access), billing and payment plans, campus safety, the health and counseling centers, and the honest emotional arc of a first year away. It ends with the supporters and students back together for a shared close.\nThere is a year-round family newsletter and a family-services line, (715) 555–0130, for the questions that come up in October, not June.\nAt a glance\nBefore\nFinish the MyPorter checklist: placement tests, transcripts, immunizations, account + 2FA, two required modules\nThe day\nOne in-person session — you leave with a registered schedule, a Campus Card, and aid sorted\nThen\nWelcome Week (involvement fair, convocation) and a first-semester seminar continue the handoff\nFamilies\nParallel same-day track on the calendar, FERPA, billing, safety, health; family line (715) 555–0130\nRelated resources\nOrientation FAQ\nOrientation 2027 sessions\nInternational students\nAdmitted students\nTransfer credit\nContact directory" }, { "url": "outcomes-accounting.html", "title": "Accounting careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Accounting at UW–Porter Falls.", "headings": [ "Accounting: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Accounting · B.S. Accounting: careers & outcomes\nWhere graduates of the Accounting program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Accounting program most often start in roles such as:\nstaff accountant\nauditor\ntax associate\ncost accountant\nfinancial analyst\ninternal auditor\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include public accounting firms; corporate accounting and finance departments; government and nonprofits; banks. Most graduates work in audit, tax, and corporate accounting.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nadditional credits toward CPA eligibility; a master’s in accounting\nLicensure and certification\nThe curriculum is built toward CPA exam eligibility; most states require additional credit hours beyond the bachelor’s.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Accounting with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Accounting background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nstaff accountant, auditor\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nAccounting program\nAccounting four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-apparel-design.html", "title": "Apparel & Textile Design careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.F.A. in Apparel & Textile Design at UW–Porter Falls.", "headings": [ "Apparel & Textile Design: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Apparel & Textile Design · B.F.A. Apparel & Textile Design: careers & outcomes\nWhere graduates of the Apparel & Textile Design program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Apparel & Textile Design program most often start in roles such as:\napparel designer\ntechnical designer\nproduct developer\npatternmaker\nmaterials or sourcing specialist\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include apparel brands and manufacturers; outdoor and performance-wear companies; costume shops; textile suppliers. Most graduates work in design and product-development teams.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.F.A. or M.S. in apparel and textiles\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Apparel & Textile Design with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Apparel & Textile Design background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.F.A.\nCommon first roles\napparel designer, technical designer\nApplied experience\nStrongly recommended\nRelated\nApparel & Textile Design program\nApparel & Textile Design four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-applied-mathematics.html", "title": "Applied Mathematics careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Applied Mathematics at UW–Porter Falls.", "headings": [ "Applied Mathematics: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Applied Mathematics · B.S. Applied Mathematics: careers & outcomes\nWhere graduates of the Applied Mathematics program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Applied Mathematics program most often start in roles such as:\noperations research analyst\ndata analyst or scientist\nquantitative analyst\nmodeling and simulation analyst\nactuarial analyst\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include insurance and finance; logistics and manufacturing; government and national labs; technology companies. Most graduates work in analytics, modeling, and research roles.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. or Ph.D. in applied mathematics, statistics, or operations research\nLicensure and certification\nActuarial exams are supported for students on that track.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Applied Mathematics with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Applied Mathematics background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\noperations research analyst, data analyst or scientist\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nApplied Mathematics program\nApplied Mathematics four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-automotive-technology.html", "title": "Automotive & Diesel Technology careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Automotive & Diesel Technology at UW–Porter Falls.", "headings": [ "Automotive & Diesel Technology: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Automotive & Diesel Technology · B.S. Automotive & Diesel Technology: careers & outcomes\nWhere graduates of the Automotive & Diesel Technology program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Automotive & Diesel Technology program most often start in roles such as:\nmaster technician\nshop foreman\nservice manager\nfield service representative\ndealership or fleet service lead\ntechnical trainer\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include dealerships; independent repair and fleet shops; truck and equipment dealers; manufacturers (field service and training). Most graduates work in service departments and manufacturer field operations.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nThis program is primarily a path to professional practice; most graduates enter the workforce directly, though some pursue graduate study later.\nLicensure and certification\nStudents earn ASE certifications and manufacturer-specific credentials throughout the program.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Automotive & Diesel Technology with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Automotive & Diesel Technology background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nmaster technician, shop foreman\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nAutomotive & Diesel Technology program\nAutomotive & Diesel Technology four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-business-administration.html", "title": "Business Administration careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Business Administration at UW–Porter Falls.", "headings": [ "Business Administration: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Business Administration · B.S. Business Administration: careers & outcomes\nWhere graduates of the Business Administration program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Business Administration program most often start in roles such as:\noperations coordinator or analyst\nfinancial analyst\nmarketing coordinator\naccount manager\nproject coordinator\nmanagement trainee\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include companies of every size and sector; banks and financial services; manufacturers and distributors; nonprofits and government. Most graduates work in a wide range of business functions.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.B.A. or a specialized master’s\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Business Administration with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Business Administration background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\noperations coordinator or analyst, financial analyst\nApplied experience\nStrongly recommended\nRelated\nBusiness Administration program\nBusiness Administration four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-civil-engineering.html", "title": "Civil Engineering careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Civil Engineering at UW–Porter Falls.", "headings": [ "Civil Engineering: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Civil Engineering · B.S. Civil Engineering: careers & outcomes\nWhere graduates of the Civil Engineering program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Civil Engineering program most often start in roles such as:\nstructural engineer\ngeotechnical engineer\nwater-resources engineer\ntransportation engineer\nconstruction / field engineer\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include consulting engineering firms; state and county transportation departments; municipalities; heavy-civil contractors. Most graduates work in design offices, public agencies, and construction sites.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in civil engineering (often expected for structural design)\nLicensure and certification\nThe FE exam is taken senior year; the PE license follows qualifying experience and is typically required for practice.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Civil Engineering with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Civil Engineering background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nstructural engineer, geotechnical engineer\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nCivil Engineering program\nCivil Engineering four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-computer-engineering.html", "title": "Computer Engineering careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Computer Engineering at UW–Porter Falls.", "headings": [ "Computer Engineering: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Computer Engineering · B.S. Computer Engineering: careers & outcomes\nWhere graduates of the Computer Engineering program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Computer Engineering program most often start in roles such as:\nembedded systems engineer\nfirmware engineer\nhardware design engineer\nFPGA / digital design engineer\nsystems engineer\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include device and electronics manufacturers; automotive and off-highway suppliers; aerospace and defense; industrial automation companies. Most graduates work in hardware and embedded engineering groups.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in computer or electrical engineering\nLicensure and certification\nThe FE exam is offered on campus for students planning toward a PE.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Computer Engineering with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Computer Engineering background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nembedded systems engineer, firmware engineer\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nComputer Engineering program\nComputer Engineering four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-computer-science.html", "title": "Computer Science careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Computer Science at UW–Porter Falls.", "headings": [ "Computer Science: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Computer Science · B.S. Computer Science: careers & outcomes\nWhere graduates of the Computer Science program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Computer Science program most often start in roles such as:\nsoftware engineer\nbackend or full-stack developer\nsite reliability engineer\ndata engineer\nsecurity engineer\nQA / automation engineer\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include regional software and SaaS companies; manufacturers building in-house tools; health-care and insurance IT; consulting and services firms; government and defense contractors. Most graduates work in product teams, IT departments, research groups, and startups.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in computer science or a specialization\ngraduate work in cybersecurity, data science, or HCI\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Computer Science with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Computer Science background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nsoftware engineer, backend or full-stack developer\nApplied experience\nStrongly recommended\nRelated\nComputer Science program\nComputer Science four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-construction-management.html", "title": "Construction Management careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Construction Management at UW–Porter Falls.", "headings": [ "Construction Management: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Construction Management · B.S. Construction Management: careers & outcomes\nWhere graduates of the Construction Management program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Construction Management program most often start in roles such as:\nproject engineer\nestimator\nproject manager\nsuperintendent\npreconstruction manager\nsafety manager\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include general contractors; specialty and trade contractors; construction managers and owners; developers. Most graduates work in job-site trailers and preconstruction offices.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in construction management\nLicensure and certification\nStudents often earn OSHA and other safety credentials; some pursue certified construction manager status later.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Construction Management with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Construction Management background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nproject engineer, estimator\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nConstruction Management program\nConstruction Management four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-criminal-justice.html", "title": "Criminal Justice careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Criminal Justice at UW–Porter Falls.", "headings": [ "Criminal Justice: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Criminal Justice · B.S. Criminal Justice: careers & outcomes\nWhere graduates of the Criminal Justice program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Criminal Justice program most often start in roles such as:\nlaw enforcement officer\nprobation or parole agent\ncrime or intelligence analyst\nvictim services advocate\ncorrections professional\nloss-prevention or corporate security\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include municipal, county, state, and federal agencies; courts; nonprofits; private security and investigations. Most graduates work in policing, courts, corrections, and community organizations.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nmaster’s in criminal justice or a related field; law school\nLicensure and certification\nSworn positions require agency academy training and, for some, state certification.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Criminal Justice with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Criminal Justice background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nlaw enforcement officer, probation or parole agent\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nCriminal Justice program\nCriminal Justice four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-cybersecurity.html", "title": "Cybersecurity careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Cybersecurity at UW–Porter Falls.", "headings": [ "Cybersecurity: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Cybersecurity · B.S. Cybersecurity: careers & outcomes\nWhere graduates of the Cybersecurity program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Cybersecurity program most often start in roles such as:\nsecurity operations center (SOC) analyst\nincident responder\npenetration tester\nGRC / security compliance analyst\nsecurity engineer\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include banks and credit unions; health systems; managed security service providers; state and local government; manufacturers with OT/ICS environments. Most graduates work in security operations centers, IT security teams, and consulting practices.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in cybersecurity\ngraduate certificates in cyber operations or GRC\nLicensure and certification\nIndustry certifications (Security+, Network+, and role-specific credentials) are commonly earned alongside the degree.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Cybersecurity with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Cybersecurity background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nsecurity operations center (SOC) analyst, incident responder\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nCybersecurity program\nCybersecurity four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-data-science.html", "title": "Data Science careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Data Science at UW–Porter Falls.", "headings": [ "Data Science: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Data Science · B.S. Data Science: careers & outcomes\nWhere graduates of the Data Science program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Data Science program most often start in roles such as:\ndata analyst\ndata scientist\nanalytics engineer\nbusiness intelligence developer\nresearch analyst\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include retail and e-commerce; health care and insurance; manufacturing and logistics; finance; government and nonprofits. Most graduates work in analytics teams embedded in a business function or a central data group.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in data science, statistics, or analytics\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Data Science with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Data Science background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\ndata analyst, data scientist\nApplied experience\nStrongly recommended\nRelated\nData Science program\nData Science four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-dietetics.html", "title": "Dietetics careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Dietetics at UW–Porter Falls.", "headings": [ "Dietetics: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Dietetics · B.S. Dietetics: careers & outcomes\nWhere graduates of the Dietetics program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Dietetics program most often start in roles such as:\nregistered dietitian nutritionist (after supervised practice and the exam)\nclinical dietitian\ncommunity or public health nutritionist\nfood service director\nwellness coordinator\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include hospitals and long-term care; public health and WIC; schools and universities; food industry; private practice. Most graduates work in clinical, community, and food-service nutrition.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\na graduate degree is now required for RDN eligibility; a coordinated or dietetic internship follows this degree\nLicensure and certification\nBecoming an RDN requires this degree, an accredited supervised-practice program, a graduate degree, and passing the national exam.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Dietetics with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Dietetics background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nregistered dietitian nutritionist (after supervised practice and the exam), clinical dietitian\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nDietetics program\nDietetics four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-electrical-engineering.html", "title": "Electrical Engineering careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Electrical Engineering at UW–Porter Falls.", "headings": [ "Electrical Engineering: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Electrical Engineering · B.S. Electrical Engineering: careers & outcomes\nWhere graduates of the Electrical Engineering program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Electrical Engineering program most often start in roles such as:\nelectrical design engineer\npower systems engineer\ncontrols engineer\ntest engineer\napplications engineer\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include electric utilities; industrial automation and controls firms; electronics and semiconductor companies; consulting engineering firms; manufacturers. Most graduates work in design, test, and field engineering roles.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in electrical engineering\nLicensure and certification\nGraduates take the FE exam and can pursue the PE license after qualifying experience.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Electrical Engineering with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Electrical Engineering background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nelectrical design engineer, power systems engineer\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nElectrical Engineering program\nElectrical Engineering four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-elementary-education.html", "title": "Elementary Education careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Elementary Education at UW–Porter Falls.", "headings": [ "Elementary Education: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Elementary Education · B.S. Elementary Education: careers & outcomes\nWhere graduates of the Elementary Education program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Elementary Education program most often start in roles such as:\nlicensed elementary teacher (grades K–6)\nspecial education teacher (with added licensure)\ninstructional coach or curriculum roles (later)\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include public and private school districts; charter and independent schools; international schools. Most graduates work in elementary classrooms.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in education, reading, or leadership; added licenses\nLicensure and certification\nThe program leads to a state teaching license; it requires background checks, clinical placements, and passing required exams.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Elementary Education with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Elementary Education background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nlicensed elementary teacher (grades K–6), special education teacher (with added licensure)\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nElementary Education program\nElementary Education four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-engineering-technology.html", "title": "Engineering Technology careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Engineering Technology at UW–Porter Falls.", "headings": [ "Engineering Technology: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Engineering Technology · B.S. Engineering Technology: careers & outcomes\nWhere graduates of the Engineering Technology program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Engineering Technology program most often start in roles such as:\nmanufacturing technologist\ntest and validation technician\nautomation technician\nquality technician\nfield service engineer\napplications engineer\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include manufacturers; equipment and machine builders; automation integrators; utilities. Most graduates work in production support, test labs, and field service.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in technology management or a related field\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Engineering Technology with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Engineering Technology background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nmanufacturing technologist, test and validation technician\nApplied experience\nStrongly recommended\nRelated\nEngineering Technology program\nEngineering Technology four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-entrepreneurship.html", "title": "Entrepreneurship careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Entrepreneurship at UW–Porter Falls.", "headings": [ "Entrepreneurship: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Entrepreneurship · B.S. Entrepreneurship: careers & outcomes\nWhere graduates of the Entrepreneurship program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Entrepreneurship program most often start in roles such as:\nfounder or early employee at a startup\nbusiness development associate\nproduct or innovation associate\nsmall-business manager\nfamily-business successor\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include startups; small and family businesses; corporate innovation teams; economic-development organizations. Most graduates work in new and small ventures, and innovation roles inside larger firms.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.B.A.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Entrepreneurship with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Entrepreneurship background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nfounder or early employee at a startup, business development associate\nApplied experience\nStrongly recommended\nRelated\nEntrepreneurship program\nEntrepreneurship four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-environmental-science.html", "title": "Environmental Science careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Environmental Science at UW–Porter Falls.", "headings": [ "Environmental Science: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Environmental Science · B.S. Environmental Science: careers & outcomes\nWhere graduates of the Environmental Science program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Environmental Science program most often start in roles such as:\nenvironmental scientist or technician\nfield or lab technician\nGIS analyst\ncompliance specialist\nrestoration or conservation technician\nwater-quality specialist\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include environmental consulting firms; state and county agencies; land trusts and conservation nonprofits; utilities and industry. Most graduates work in field, lab, and regulatory work.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in environmental science or a specialty\nLicensure and certification\nSome roles lead toward professional certifications (e.g., in wetlands or hazardous materials).\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Environmental Science with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Environmental Science background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nenvironmental scientist or technician, field or lab technician\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nEnvironmental Science program\nEnvironmental Science four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-fine-art.html", "title": "Fine Art careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.F.A. in Fine Art at UW–Porter Falls.", "headings": [ "Fine Art: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Fine Art · B.F.A. Fine Art: careers & outcomes\nWhere graduates of the Fine Art program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Fine Art program most often start in roles such as:\nstudio artist\ngallery or museum preparator or coordinator\narts educator\nteaching artist\narts administrator\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include galleries and museums; community arts organizations; schools and universities; self-employed studio practice. Most graduates work in studios, galleries, and arts organizations.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.F.A. (the standard credential for college teaching and represented studio practice)\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Fine Art with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Fine Art background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.F.A.\nCommon first roles\nstudio artist, gallery or museum preparator or coordinator\nApplied experience\nStrongly recommended\nRelated\nFine Art program\nFine Art four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-game-design.html", "title": "Game Design & Development careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Game Design & Development at UW–Porter Falls.", "headings": [ "Game Design & Development: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Game Design & Development · B.S. Game Design & Development: careers & outcomes\nWhere graduates of the Game Design & Development program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Game Design & Development program most often start in roles such as:\ngame designer\ngameplay or tools programmer\nlevel designer\ntechnical or environment artist\nproducer\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include game studios; serious-games and simulation companies; gamified-product teams; interactive media agencies. Most graduates work in cross-disciplinary game development teams.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.F.A. or M.S. in game design or interactive media\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Game Design & Development with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Game Design & Development background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\ngame designer, gameplay or tools programmer\nApplied experience\nStrongly recommended\nRelated\nGame Design & Development program\nGame Design & Development four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-graphic-design.html", "title": "Graphic Design & Interactive Media careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.F.A. in Graphic Design & Interactive Media at UW–Porter Falls.", "headings": [ "Graphic Design & Interactive Media: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Graphic Design & Interactive Media · B.F.A. Graphic Design & Interactive Media: careers & outcomes\nWhere graduates of the Graphic Design & Interactive Media program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Graphic Design & Interactive Media program most often start in roles such as:\ngraphic designer\nUX / product designer\nbrand or visual designer\nmotion designer\nart director (later)\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include design and advertising agencies; in-house creative and product teams; publishers and media; nonprofits. Most graduates work in agency and in-house design.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.F.A. in design (for teaching or studio practice)\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Graphic Design & Interactive Media with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Graphic Design & Interactive Media background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.F.A.\nCommon first roles\ngraphic designer, UX / product designer\nApplied experience\nStrongly recommended\nRelated\nGraphic Design & Interactive Media program\nGraphic Design & Interactive Media four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-health-information-management.html", "title": "Health Information Management careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Health Information Management at UW–Porter Falls.", "headings": [ "Health Information Management: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Health Information Management · B.S. Health Information Management: careers & outcomes\nWhere graduates of the Health Information Management program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Health Information Management program most often start in roles such as:\nhealth information manager\nmedical coder or coding auditor\nclinical documentation specialist\nprivacy or compliance officer\nEHR / informatics analyst\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include hospitals and health systems; physician practices and clinics; payers and consulting firms; government. Most graduates work in health information and revenue-cycle departments.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nmaster’s in health informatics or administration\nLicensure and certification\nGraduates are eligible for the RHIA credential exam.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Health Information Management with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Health Information Management background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nhealth information manager, medical coder or coding auditor\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nHealth Information Management program\nHealth Information Management four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-hospitality-management.html", "title": "Hospitality & Tourism Management careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Hospitality & Tourism Management at UW–Porter Falls.", "headings": [ "Hospitality & Tourism Management: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Hospitality & Tourism Management · B.S. Hospitality & Tourism Management: careers & outcomes\nWhere graduates of the Hospitality & Tourism Management program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Hospitality & Tourism Management program most often start in roles such as:\noperations manager (hotel, restaurant, or venue)\nevent manager\nfood and beverage manager\nrevenue analyst\nguest experience lead\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include hotels and resorts; restaurants and catering; convention centers and venues; tourism organizations; clubs. Most graduates work in front-of-house and back-of-house management.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.B.A. or a master’s in hospitality\nLicensure and certification\nFood-safety manager certification is completed in the program.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Hospitality & Tourism Management with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Hospitality & Tourism Management background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\noperations manager (hotel, restaurant, or venue), event manager\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nHospitality & Tourism Management program\nHospitality & Tourism Management four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-industrial-design.html", "title": "Industrial Design careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.F.A. in Industrial Design at UW–Porter Falls.", "headings": [ "Industrial Design: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Industrial Design · B.F.A. Industrial Design: careers & outcomes\nWhere graduates of the Industrial Design program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Industrial Design program most often start in roles such as:\nindustrial / product designer\ndesign researcher\nCMF (color-material-finish) designer\ndesign engineer\nmodel maker\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include consumer-products companies; design consultancies; manufacturers; furniture and housewares brands. Most graduates work in product design studios and manufacturers.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.F.A. or M.Des. in industrial design\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Industrial Design with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Industrial Design background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.F.A.\nCommon first roles\nindustrial / product designer, design researcher\nApplied experience\nStrongly recommended\nRelated\nIndustrial Design program\nIndustrial Design four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-information-technology.html", "title": "Information Technology careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Information Technology at UW–Porter Falls.", "headings": [ "Information Technology: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Information Technology · B.S. Information Technology: careers & outcomes\nWhere graduates of the Information Technology program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Information Technology program most often start in roles such as:\nsystems administrator\nnetwork administrator\ncloud engineer\nIT project coordinator\nhelp-desk and support lead\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include organizations of every size and sector; managed IT service providers; K-12 and higher education; government. Most graduates work in internal IT departments and IT service providers.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in IT or a management-of-technology program\nLicensure and certification\nVendor and industry certifications are earned throughout the program.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Information Technology with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Information Technology background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nsystems administrator, network administrator\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nInformation Technology program\nInformation Technology four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-manufacturing-engineering.html", "title": "Industrial & Manufacturing Engineering careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Industrial & Manufacturing Engineering at UW–Porter Falls.", "headings": [ "Industrial & Manufacturing Engineering: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Industrial & Manufacturing Engineering · B.S. Industrial & Manufacturing Engineering: careers & outcomes\nWhere graduates of the Industrial & Manufacturing Engineering program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Industrial & Manufacturing Engineering program most often start in roles such as:\nmanufacturing engineer\nquality engineer\nprocess engineer\ncontinuous-improvement / lean engineer\nautomation engineer\nindustrial engineer\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include discrete and process manufacturers; medical-device and aerospace suppliers; food and consumer-goods producers; automation integrators. Most graduates work in plant floors, quality departments, and process-engineering groups.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in manufacturing or industrial engineering\nLicensure and certification\nThe FE exam is available; some pursue Six Sigma and quality certifications.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Industrial & Manufacturing Engineering with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Industrial & Manufacturing Engineering background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nmanufacturing engineer, quality engineer\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-marketing-digital-communication.html", "title": "Marketing & Digital Communication careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Marketing & Digital Communication at UW–Porter Falls.", "headings": [ "Marketing & Digital Communication: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Marketing & Digital Communication · B.S. Marketing & Digital Communication: careers & outcomes\nWhere graduates of the Marketing & Digital Communication program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Marketing & Digital Communication program most often start in roles such as:\nmarketing coordinator\ndigital marketing specialist\ncontent strategist\nsocial media manager\nmarket research analyst\nbrand assistant\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include agencies; in-house marketing teams; retail and e-commerce; B2B manufacturers; nonprofits. Most graduates work in agency and in-house marketing.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.B.A. or a master’s in marketing or analytics\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Marketing & Digital Communication with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Marketing & Digital Communication background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nmarketing coordinator, digital marketing specialist\nApplied experience\nStrongly recommended\nRelated\nMarketing & Digital Communication program\nMarketing & Digital Communication four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-mechanical-engineering.html", "title": "Mechanical Engineering careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Mechanical Engineering at UW–Porter Falls.", "headings": [ "Mechanical Engineering: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Mechanical Engineering · B.S. Mechanical Engineering: careers & outcomes\nWhere graduates of the Mechanical Engineering program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Mechanical Engineering program most often start in roles such as:\ndesign engineer\nmanufacturing engineer\ntest engineer\nproject engineer\napplications engineer\nHVAC / systems engineer\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include machinery and equipment manufacturers; automotive and off-highway suppliers; consumer-products companies; consulting engineering firms; energy and utilities. Most graduates work in product development, manufacturing, and field engineering.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in mechanical engineering\nLicensure and certification\nGraduates take the FE exam and can pursue the PE license after qualifying experience.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Mechanical Engineering with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Mechanical Engineering background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\ndesign engineer, manufacturing engineer\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nMechanical Engineering program\nMechanical Engineering four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-nursing.html", "title": "Nursing careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S.N. in Nursing at UW–Porter Falls.", "headings": [ "Nursing: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Nursing · B.S.N. Nursing: careers & outcomes\nWhere graduates of the Nursing program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Nursing program most often start in roles such as:\nregistered nurse (medical–surgical, critical care, emergency, pediatrics, and more)\npublic health nurse\nclinic nurse\nnurse in a specialty unit\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include hospitals and health systems; clinics and physician practices; public health departments; long-term care and home health. Most graduates work in inpatient units, clinics, and the community.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S.N. toward nurse practitioner, educator, or administrator roles; D.N.P.\nLicensure and certification\nGraduates sit for the NCLEX-RN and apply for state licensure; the program has clinical and admission requirements.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Nursing with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Nursing background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.N.\nCommon first roles\nregistered nurse (medical–surgical, critical care, emergency, pediatrics, and more), public health nurse\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nNursing program\nNursing four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-packaging-technology.html", "title": "Packaging Technology careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Packaging Technology at UW–Porter Falls.", "headings": [ "Packaging Technology: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Packaging Technology · B.S. Packaging Technology: careers & outcomes\nWhere graduates of the Packaging Technology program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Packaging Technology program most often start in roles such as:\npackaging engineer\npackage development specialist\ndistribution / testing engineer\nsustainability analyst\npackaging project manager\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include consumer-goods and food companies; medical and pharmaceutical manufacturers; contract packagers; material suppliers; retailers. Most graduates work in packaging development groups and testing labs.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in packaging\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Packaging Technology with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Packaging Technology background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\npackaging engineer, package development specialist\nApplied experience\nStrongly recommended\nRelated\nPackaging Technology program\nPackaging Technology four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-plastics-engineering.html", "title": "Plastics Engineering careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Plastics Engineering at UW–Porter Falls.", "headings": [ "Plastics Engineering: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Plastics Engineering · B.S. Plastics Engineering: careers & outcomes\nWhere graduates of the Plastics Engineering program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Plastics Engineering program most often start in roles such as:\nprocess engineer (molding or extrusion)\nproduct / mold design engineer\nmaterials engineer\nquality engineer\napplications engineer\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include injection molders and extruders; resin and compound suppliers; automotive and medical plastics manufacturers; packaging companies. Most graduates work in processing plants and materials development labs.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in plastics or materials engineering\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Plastics Engineering with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Plastics Engineering background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nprocess engineer (molding or extrusion), product / mold design engineer\nApplied experience\nStrongly recommended\nRelated\nPlastics Engineering program\nPlastics Engineering four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-psychology.html", "title": "Psychology careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Psychology at UW–Porter Falls.", "headings": [ "Psychology: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Psychology · B.S. Psychology: careers & outcomes\nWhere graduates of the Psychology program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Psychology program most often start in roles such as:\nresearch assistant\ncase manager\nhuman resources assistant\nbehavioral health technician\nuser researcher\nprogram coordinator\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include human-services agencies; health-care organizations; schools; businesses (HR and UX); research groups. Most graduates work in direct-service, research, and applied roles.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nmaster’s or doctoral study in clinical, counseling, school, or I-O psychology\ngraduate work in social work, counseling, or HR\nLicensure and certification\nClinical practice requires graduate study and licensure beyond this degree.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Psychology with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Psychology background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nresearch assistant, case manager\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nPsychology program\nPsychology four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-rehabilitation-services.html", "title": "Rehabilitation & Disability Services careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Rehabilitation & Disability Services at UW–Porter Falls.", "headings": [ "Rehabilitation & Disability Services: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Rehabilitation & Disability Services · B.S. Rehabilitation & Disability Services: careers & outcomes\nWhere graduates of the Rehabilitation & Disability Services program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Rehabilitation & Disability Services program most often start in roles such as:\ncase manager\njob developer / employment specialist\nindependent living specialist\nresidential or program coordinator\ndisability services coordinator\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include state vocational rehabilitation agencies; community rehabilitation programs; independent living centers; schools and colleges; nonprofits. Most graduates work in community agencies serving people with disabilities.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in rehabilitation or clinical mental health counseling (required for the CRC and for clinical practice)\nLicensure and certification\nCounseling roles require graduate study and certification/licensure beyond this degree.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Rehabilitation & Disability Services with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Rehabilitation & Disability Services background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\ncase manager, job developer / employment specialist\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nRehabilitation & Disability Services program\nRehabilitation & Disability Services four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-software-engineering.html", "title": "Software Engineering careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Software Engineering at UW–Porter Falls.", "headings": [ "Software Engineering: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Software Engineering · B.S. Software Engineering: careers & outcomes\nWhere graduates of the Software Engineering program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Software Engineering program most often start in roles such as:\nsoftware engineer\nDevOps / platform engineer\ntest engineer\nbuild and release engineer\ntechnical product owner\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include software and platform companies; firms with large internal engineering teams; consulting and integration firms; embedded and device makers. Most graduates work in engineering organizations that ship and maintain software at scale.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in software engineering or computer science\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Software Engineering with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Software Engineering background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nsoftware engineer, DevOps / platform engineer\nApplied experience\nStrongly recommended\nRelated\nSoftware Engineering program\nSoftware Engineering four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-special-education.html", "title": "Special Education careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Special Education at UW–Porter Falls.", "headings": [ "Special Education: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Special Education · B.S. Special Education: careers & outcomes\nWhere graduates of the Special Education program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Special Education program most often start in roles such as:\nlicensed special education teacher\ncross-categorical or specific-disability teacher\ntransition coordinator\nbehavior support specialist\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include public and private school districts; specialized schools and programs; early intervention agencies. Most graduates work in special education classrooms and inclusive settings.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in special education, behavior analysis, or leadership\nLicensure and certification\nThe program leads to a state special education license with the same clinical and testing requirements as other teacher preparation.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Special Education with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Special Education background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nlicensed special education teacher, cross-categorical or specific-disability teacher\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nSpecial Education program\nSpecial Education four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-supply-chain-management.html", "title": "Supply Chain Management careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Supply Chain Management at UW–Porter Falls.", "headings": [ "Supply Chain Management: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Supply Chain Management · B.S. Supply Chain Management: careers & outcomes\nWhere graduates of the Supply Chain Management program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Supply Chain Management program most often start in roles such as:\nbuyer / purchasing analyst\ndemand or supply planner\nlogistics coordinator\nsupply-chain analyst\noperations supervisor\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include manufacturers; distributors and 3PLs; retailers; health systems. Most graduates work in procurement, planning, logistics, and operations.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.B.A. or a master’s in supply chain\nLicensure and certification\nStudents often pursue APICS/ASCM certifications.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Supply Chain Management with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Supply Chain Management background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nbuyer / purchasing analyst, demand or supply planner\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nSupply Chain Management program\nSupply Chain Management four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-technical-communication.html", "title": "Professional & Technical Communication careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Professional & Technical Communication at UW–Porter Falls.", "headings": [ "Professional & Technical Communication: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Professional & Technical Communication · B.S. Professional & Technical Communication: careers & outcomes\nWhere graduates of the Professional & Technical Communication program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Professional & Technical Communication program most often start in roles such as:\ntechnical writer\ncontent designer or strategist\ndocumentation specialist\nUX writer\ninformation developer\nproposal writer\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include software and hardware companies; manufacturers and engineering firms; health care and government; agencies. Most graduates work in documentation, content, and communication teams.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in technical communication or a related field\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Professional & Technical Communication with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Professional & Technical Communication background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\ntechnical writer, content designer or strategist\nApplied experience\nStrongly recommended\nRelated\nProfessional & Technical Communication program\nProfessional & Technical Communication four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-technology-education.html", "title": "Technology & Engineering Education careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.S. in Technology & Engineering Education at UW–Porter Falls.", "headings": [ "Technology & Engineering Education: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "Licensure and certification", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Technology & Engineering Education · B.S. Technology & Engineering Education: careers & outcomes\nWhere graduates of the Technology & Engineering Education program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Technology & Engineering Education program most often start in roles such as:\nlicensed technology and engineering education teacher (grades 6–12)\nSTEM or makerspace coordinator\ncareer and technical education instructor\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include middle and high schools; technical schools; career and technical education centers. Most graduates work in school technology and engineering labs.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.S. in education or CTE leadership\nLicensure and certification\nLeads to a state teaching license in technology and engineering education.\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Technology & Engineering Education with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Technology & Engineering Education background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.S.\nCommon first roles\nlicensed technology and engineering education teacher (grades 6–12), STEM or makerspace coordinator\nApplied experience\nStrongly recommended\nLicensure\nApplies — see the page\nRelated\nTechnology & Engineering Education program\nTechnology & Engineering Education four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outcomes-video-production.html", "title": "Video Production careers & outcomes", "description": "Careers, employers, graduate paths, and licensure for the B.F.A. in Video Production at UW–Porter Falls.", "headings": [ "Video Production: careers & outcomes", "On this page", "What graduates do", "Where they work", "Graduate and professional study", "How outcomes are reported", "Strengthening your outcomes", "Common questions" ], "content": "Video Production · B.F.A. Video Production: careers & outcomes\nWhere graduates of the Video Production program go, and how outcomes are reported.\nWhat graduates do\nGraduates of the Video Production program most often start in roles such as:\nvideographer / camera operator\neditor\nproducer\nmotion graphics artist\nmultimedia specialist\nTitles and starting responsibilities vary by employer and by the concentration and applied experience a student brings.\nWhere they work\nTypical employers include production companies; broadcast and streaming media; corporate and agency video teams; nonprofits and government. Most graduates work in production sets and post-production suites.\nA completed co-op or internship is the single strongest predictor of a fast, well-matched first job — and a meaningful share of students convert an applied experience into a full-time offer.\nGraduate and professional study\nGraduates who continue their education commonly pursue:\nM.F.A. in film or media\nHow outcomes are reported\nUW–Porter Falls reports first-destination outcomes for each program — the share of graduates employed or in further study within six months, and typical starting roles — on the career outcomes page, with the method described in the methodology . Because this is a parody site, any specific numbers shown there are illustrative.\nStrengthening your outcomes\nWithin the program, the moves that correlate most with a fast, well-matched first job are: completing a co-op or internship rather than skipping it, building a portfolio or project log even if the field does not formally require one, joining the related student organization for the employer contacts it brings, and talking to Career Services early rather than in your final semester. Pairing Video Production with a complementary minor (data, a language, project management, or sustainability, depending on the role you want) is a common way to stand out without adding a year.\nCommon questions\nDoes this degree guarantee a job? No degree does. What the outcomes page reports is what past graduates did, not a guarantee for any individual student — your results depend on your own work, applied experience, and the market when you graduate.\nWhat if I want a career not listed above? The list is representative, not exhaustive. A Video Production background transfers into many adjacent roles; talk to Career Services about how to position your specific combination of coursework and experience for something not listed here.\nHow current are the employer and salary figures? See the outcomes methodology for the survey window and response rate; figures on a parody site like this one are illustrative rather than current data.\nAt a glance\nDegree\nB.F.A.\nCommon first roles\nvideographer / camera operator, editor\nApplied experience\nStrongly recommended\nRelated\nVideo Production program\nVideo Production four-year plan\nCareer outcomes\nCareer Services\nCo-ops & internships" }, { "url": "outdoor-adventures.html", "title": "Outdoor Adventures", "description": "Guided trips for people who have never done this, a cheap gear room, the climbing wall, and how to become a trip leader.", "headings": [ "Outdoor Adventures", "On this page", "Trips", "The gear room", "The climbing wall and clinics", "Becoming a trip leader" ], "content": "University recreation Outdoor Adventures\nGuided trips for people who have never done this, a cheap gear room, the climbing wall, and how to become a trip leader.\nTrips\nOutdoor Adventures runs weekend and day trips all year — flatwater and whitewater paddling, rock climbing, backpacking, day hikes, cycling, caving, cross-country and downhill ski days, winter camping, and longer expeditions over spring and winter break. Most are explicitly built for beginners: the trip description lists the difficulty, what is provided, and what you need to bring, and \"no experience necessary\" means it. You sign up in the rec app, pay a modest fee that covers transportation, group gear, permits, and food, attend a short pre-trip meeting, and show up. Trips fill early in the semester, and there is a waitlist that moves.\nIf cost is the barrier, ask — there is a subsidy for students on financial aid so the fee is not the reason someone stays home.\nThe gear room\nThe equipment rental center lends the expensive stuff cheaply by the day or weekend so you can go on your own: tents, sleeping bags and pads, backpacks, stoves and cook kits, canoes and kayaks with paddles and PFDs, snowshoes, cross-country skis, bike-camping setups, and bear canisters. Reserve online, especially before a holiday weekend. Staff will show you how to use anything you rent and help you plan a first solo trip — where to go within an hour of Porter Falls, what the conditions are, what to leave behind.\nThe climbing wall and clinics\nThe rec center's 35-foot wall and bouldering cave are open during building hours with staff belayers and free rental shoes and harnesses — walk up, no reservation, no experience. Regular clinics teach belaying and lead climbing (belay certification lets you climb with a partner outside staffed times), plus intro sessions in kayaking rolls, backpacking skills, map and compass, and avalanche awareness for the ski crowd. Most clinics are free or a few dollars for materials.\nBecoming a trip leader\nTrip leaders are trained students, and it is one of the better campus jobs. The leadership development path runs across a semester or two: a leadership course or seminar, wilderness first aid and CPR certification (the program pays for it), activity-specific skills checks, co-leading trips under a mentor, then leading your own. Leaders are paid, travel free, and build a genuine outdoor-education resume. You do not need to arrive an expert — several current leaders took their first-ever trip with the program as first-year students.\nAt a glance\nTrips\nYear-round, beginner-built (paddling, climbing, backpacking, ski, caving, break expeditions) — fee covers transport, gear, permits, food; aid subsidy available\nGear room\nCheap day/weekend rental of tents, bags, boats, snowshoes, skis, stoves — reserve online, staff teach you to use it\nClimbing wall\n35-ft wall + bouldering, open during building hours, staff belayers, free shoes/harness, no reservation; belay clinics regularly\nLead trips\nPaid student job — a training path with paid wilderness first aid, skills checks, and mentored co-leads; start as a beginner\nRelated resources\nIntramural sports\nContact directory" }, { "url": "outdoor-rental-center.html", "title": "Outdoor rental center", "description": "Cheap gear rental for trips — tents, packs, canoes, snowshoes — run out of the Rec Center.", "headings": [ "Outdoor rental center", "On this page", "The inventory", "Trips and skills", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Outdoor rental center\nCheap gear rental for trips — tents, packs, canoes, snowshoes — run out of the Rec Center.\nThe inventory\nTwo- and four-person tents, sleeping bags rated for Wesconsin shoulder seasons, stoves, packs, canoes and kayaks with paddles and PFDs, snowshoes and cross-country skis in winter. Rates are set to be affordable on a student budget, and a full car-camping kit for a weekend costs less than one night in a cabin.\nTrips and skills\nThe center also runs guided day trips — a Kettle Moraine hike, a Porter River paddle, a winter snowshoe — with gear and transport included, plus short clinics on setting up a stove, reading a map, or packing a bag. No experience assumed.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nRents: Backpacking, car-camping, paddling, and winter gear by the day, weekend, or week. Deposit: A card hold, released when gear comes back clean and dry. Book: Reserve online for weekend trips; weekday walk-ins usually fine. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRents\nBackpacking, car-camping, paddling, and winter gear by the day, weekend, or week\nDeposit\nA card hold, released when gear comes back clean and dry\nBook\nReserve online for weekend trips; weekday walk-ins usually fine\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "outside-scholarship-reporting.html", "title": "Reporting an outside scholarship", "description": "Why a scholarship from a community group or employer has to be reported, and how it affects your other aid.", "headings": [ "Reporting an outside scholarship", "On this page", "The rule", "Logistics", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Reporting an outside scholarship\nWhy a scholarship from a community group or employer has to be reported, and how it affects your other aid.\nThe rule\nFederal rules cap total aid at your cost of attendance. An outside scholarship counts toward that cap, so the office has to know about it. In practice it usually replaces loan or work-study dollars — a good trade — and Porter's policy is to protect institutional grant aid before touching it.\nLogistics\nReport the award amount and the disbursement schedule. If the sponsor pays in two installments, tell the office so it can plan each term. A check made out to the university and mailed to you should be signed over and delivered to Student Financial Services, not deposited.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nReport it: Tell Financial Aid about any award from outside the university, even a small local one. Effect: It's added to your aid package and may reduce loans or work-study first — rarely your grants. Checks: Many sponsors mail the check to the university; endorse and forward any sent to you. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nReport it\nTell Financial Aid about any award from outside the university, even a small local one\nEffect\nIt's added to your aid package and may reduce loans or work-study first — rarely your grants\nChecks\nMany sponsors mail the check to the university; endorse and forward any sent to you\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "package-lockers.html", "title": "Package lockers", "description": "Self-service parcel lockers at the residence halls and Founders Union, with a pickup code sent when a package arrives.", "headings": [ "Package lockers", "On this page", "How it works", "Overflow", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Package lockers\nSelf-service parcel lockers at the residence halls and Founders Union, with a pickup code sent when a package arrives.\nHow it works\nCarriers drop parcels into the locker bank; the system emails and pushes a one-time code; the recipient opens the locker any hour of the day. No line, no mail-desk hours to work around.\nOverflow\nOversized items and anything not picked up within three days go to the building's staffed mail desk, which holds them longer and can sign for restricted deliveries the lockers can't accept.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nLocations: Every residence hall lobby, plus Founders Union and North Commons. Notification: Email and app push with a one-time code. Hold time: Three days, then the parcel moves to the staffed mail desk. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocations\nEvery residence hall lobby, plus Founders Union and North Commons\nNotification\nEmail and app push with a one-time code\nHold time\nThree days, then the parcel moves to the staffed mail desk\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "parent-family-association.html", "title": "Parent & Family Association", "description": "The volunteer parent and family organization at UW–Porter Falls: what it does, how it's run, and how to join.", "headings": [ "Parent & Family Association", "On this page", "What the Association does", "How it's organized", "Joining and getting involved", "The Family Emergency Grant" ], "content": "Families Parent & Family Association\nA volunteer organization of current parents and family members that supports students, fundraises for need-based grants, and gives families a voice on campus.\nWhat the Association does\nThe Parent & Family Association is a volunteer organization, not a university office — it's run by current parents and family members who want a direct hand in campus life beyond writing tuition checks. It funds care packages during finals week, welcomes new families at orientation, staffs a table at Family Weekend, and raises money each year for the Family Emergency Grant (see below). It also acts as an informal feedback channel: association leadership meets twice a term with the Dean of Students to raise concerns families have flagged.\nHow it's organized\nA small elected board (chair, vice chair, treasurer, and regional representatives for the states most families come from) runs the Association with support from a staff liaison in Parent & Family Programs . Board terms run one year and elections happen each spring at the annual meeting, held virtually so families anywhere can vote. Meeting notes and the annual budget are posted for any member to review.\nJoining and getting involved\nAny parent, guardian, or family member of a current student is automatically a member — there are no dues. Involvement ranges from a five-minute newsletter sign-up to serving on the board: help staff the Family Weekend table, join a regional families group in your area, volunteer for the finals-week care-package assembly, or just reply to the biweekly newsletter with questions the office can route to the right department.\nThe Family Emergency Grant\nThe Association's signature project is a family-funded, family-governed grant that provides quick, no-interest emergency funds to any Porter student facing a sudden financial gap — a summer visit home for a family emergency, a laptop that died mid-semester, a security deposit for off-campus housing. A small committee of board members reviews requests confidentially and can turn around a decision within 48 hours. It is funded entirely by Association fundraising and family donations, separate from the university's own Student Emergency Fund .\nAt a glance\nMembership\nAutomatic for any parent, guardian, or family member — no dues\nLeadership\nSmall elected board + regional representatives, one-year terms\nSignature project\nFamily Emergency Grant — fast, no-interest funds for students in a sudden financial gap\nGet involved\nNewsletter, regional groups, Family Weekend, care packages, or run for the board\nRelated resources\nParent & Family Programs\nFamily Weekend\nGive to Porter\nWhere gifts go\nContact directory" }, { "url": "parent-family-programs.html", "title": "Families & supporters", "description": "Information and programs that help families support a student’s transition, belonging and persistence.", "headings": [ "Families & supporters", "On this page", "Before arrival", "During the year", "Stay involved", "Support without taking over", "Staying connected", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Admissions Families & supporters\nInformation and programs that help families support a student’s transition, belonging and persistence.\nBefore arrival\nFamilies learn about orientation, housing, billing, aid, health forms, technology and the questions students should own themselves.\nDuring the year\nFamily newsletters, open houses, performances, athletics and student-success guidance keep supporters connected without compromising privacy.\nStay involved\nFamilies can attend Porter events, celebrate milestones and join the fictional university’s community of supporters.\nSupport without taking over\nThe programs help families understand orientation, billing, aid, housing and health requirements, and they are equally clear about which tasks a student should own — emailing an instructor, visiting an adviser, resolving a roommate issue. Doing those for a student tends to backfire.\nStaying connected\nA monthly newsletter, open houses, performances, athletics and family weekend during Millrace Week keep supporters in the loop. Because educational records belong to the student, staff can talk about processes and resources with families but not about a specific student’s grades or account without that student’s authorisation.\nIn and around Porter Falls\nMost families reach campus from the west on US 12 or by regional coach into the Depot District, and the Welcome Center at the Depot — the restored 1911 rail station, two blocks from Founders Hall — is where visits start. Counselors travel to college and transfer fairs across Porter County, the Valley and the Cities each fall, and the office keeps Saturday hours during Millrace Week and through the month of April.\nThe practical details\nFamily newsletter: Monthly during the academic year. Family weekend: Held during Millrace Week in October. Privacy: Student records belong to the student. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Office of Admissions (Welcome Center at the Depot). Call (715) 555-0143 or email admissions@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nFamily newsletter\nMonthly during the academic year\nFamily weekend\nHeld during Millrace Week in October\nPrivacy\nStudent records belong to the student\nWho to contact\nOffice of Admissions\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nParent & Family Association\nMeet your admissions counselor\nCampus tour options\nInternational admission requirements\nAdult & returning students\nFull contact directory" }, { "url": "parenting-while-in-school.html", "title": "Parenting while in school", "description": "Childcare, a family-friendly schedule, the financial help, and the flexibility you can ask for.", "headings": [ "Parenting while in school", "On this page", "You are not the only one", "Childcare", "Building a workable schedule", "Money", "Flexibility and accommodations", "Spaces and everyday support" ], "content": "Student services Parenting while in school\nChildcare, a family-friendly schedule, the financial help, and the flexibility you can ask for.\nYou are not the only one\nStudent parents are a real part of every cohort, especially among transfer, adult, and graduate students. The support structure — a child and family center, childcare subsidies, a student-parent lounge, and staff who advise on the schedule and the money — exists because this is a normal way to earn a degree, not a special case.\nChildcare\nThe campus child and family center provides care for children of students, staff, and faculty, with priority and a sliding scale for student families. Demand is high — get on the waitlist as early as you can, ideally when you are admitted. Childcare subsidy grants help cover campus or community care; apply each term.\nBuilding a workable schedule\nAn adviser who works with student parents will help you build a plan around childcare hours and school pickups — more online and hybrid courses, blocks rather than a scattered schedule, a lighter load for a term with a newborn, summer to keep pace. Part-time is a legitimate path; so is a five-year plan chosen on purpose.\nMoney\nStudent parents are eligible for the same financial aid plus dependent-care allowances that can increase the cost-of-attendance budget (and therefore aid eligibility), the childcare subsidy grants, the emergency fund for a childcare or medical gap, and campus resources — the food pantry, the career closet — that reduce recurring costs. Ask Financial Aid to include your dependent-care costs in your budget.\nFlexibility and accommodations\nPregnancy and related conditions are protected — you can request reasonable accommodations for pregnancy, childbirth, and recovery (excused absences, a modified deadline, a larger desk, breaks) the same way as any medical accommodation, and instructors are expected to work with you. Graduate students may be eligible for a parental-leave term.\nSpaces and everyday support\nThe student-parent lounge is a place to study with a kid in tow, lactation rooms are mapped across campus, and some family events and campus programming are open to your children. Connecting with other student parents — the office runs a group — is the practical support that makes it feel doable.\nAt a glance\nChildcare\nThe child & family center (sliding scale, waitlist early) + subsidy grants each term\nSchedule\nAn adviser who does this — online/hybrid, blocks, a lighter term, summer\nMoney\nAsk Financial Aid to add dependent-care costs to your budget\nPregnancy\nProtected — request accommodations like any medical accommodation\nWho to contact\nChild & Family Center\nFounders Union 125\nPhone\n(715) 555–0185\nEmail\nstudentparents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nPregnant & parenting students\nChild & Family Center\nChildcare subsidy grants\nStudent parent lounge\nGraduate parental leave\nFull contact directory" }, { "url": "parents-families.html", "title": "Parents & families", "description": "Why the university talks to your student and not to you by default, how to get access, and the year's real rhythm.", "headings": [ "Parents & families", "On this page", "The privacy rule, and how to work with it", "Billing and money", "The first-year rhythm", "Staying connected and getting help" ], "content": "Campus life Parents & families\nWhy the university talks to your student and not to you by default, how to get access, and the year's real rhythm.\nThe privacy rule, and how to work with it\nOnce a student enrolls, federal law (FERPA) makes their education record theirs, not yours — regardless of who pays tuition. By default, university staff cannot discuss grades, attendance, conduct, financial-aid details, or health information with a parent. This surprises families every fall. The workaround is straightforward: the student grants access in MyPorter, naming exactly what you can see (billing only, or academics too) and setting a passphrase staff will ask for when you call. Encourage them to do it during orientation. Even with access granted, offices will generally still route the conversation back through the student, because building that direct line is part of the point.\nTwo things staff can always do without a release: explain how a policy or process works in general, and act on a genuine health-or-safety emergency.\nBilling and money\nThe student sees the bill in MyPorter first; add yourself as an authorized payer and you get your own login to view charges and pay, without seeing academic records. Know the payment-plan option (spreads a semester over four or five months for a small fee), the refund schedule if a schedule changes early, and that dropping below 12 credits can cut financial aid and change the bill. The one-stop student-account line will talk to an authorized payer.\nIf money gets tight mid-semester, the move is for the student to talk to their adviser and the financial-aid office early — there are emergency funds and options, but almost none of them work retroactively.\nThe first-year rhythm\nIt runs on a fairly predictable arc. Weeks 1–3: high excitement, lots of calls or none at all. Week 5–6: the first real dip — the novelty is gone, the first bad grade has landed, homesickness peaks. Midterms and registration season (October, March): stress spikes, and this is when advising matters. First long break: re-entry is bumpy in both directions. Second semester: steadier, with a friend-group reshuffle common in the spring.\nA rough patch in October is normal, not a crisis. What helps is asking questions (\"what does your adviser say?\", \"have you been to the tutoring center?\") rather than solving it from home, so the student practices using the resources that will still be there in year three.\nStaying connected and getting help\nA family newsletter covers the calendar, deadlines, and what students are going through each month; a family-services line, (715) 555–0130, fields the questions that come up later in the term; and Family Weekend in the fall is a real chance to see the place. If you are genuinely worried about your student's safety or wellbeing and cannot reach them, call the Dean of Students office — they can do a welfare check.\nAt a glance\nWhy staff won't tell you\nFERPA makes the record the student's at enrollment — staff can explain policy and act on emergencies, but not share grades/conduct/aid\nGet access\nStudent grants it in MyPorter (choose scope + a passphrase); add yourself as an authorized payer for billing\nExpect a dip\nWeeks 5–6 and around midterms/registration are the hard points — normal, not a crisis\nWorried?\nFamily line (715) 555–0130; Dean of Students for a welfare check if you cannot reach your student\nRelated resources\nParents & families FAQ\nStudent services\nUniversity recreation\nPorter esports\nSustainability\nArts & culture\nContact directory" }, { "url": "parents-weekend.html", "title": "Family Weekend", "description": "The annual fall weekend built for families to visit during Millrace Week.", "headings": [ "Family Weekend", "On this page", "What the weekend includes", "Why it rides on Millrace Week", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Admissions Family Weekend\nThe annual fall weekend built for families to visit during Millrace Week.\nWhat the weekend includes\nFamilies can sit in on an actual class with their student's permission, walk the Riverfront Trail tour, attend the Millrace Week football game together and join a Saturday-night family dinner in Founders Union.\nWhy it rides on Millrace Week\nScheduling Family Weekend during Millrace Week means families get the full campus energy — the alumni 5K, the Foundry pour, a packed football game — instead of a quiet weekend built just for them.\nIn and around Porter Falls\nMost families reach campus from the west on US 12 or by regional coach into the Depot District, and the Welcome Center at the Depot is where visits start.\nThe practical details\nWhen: The Friday–Sunday of Millrace Week, mid-October. Includes: Class visits, the football game, campus tours, a family dinner. Registration: Opens in August, some events ticketed. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Admissions (Welcome Center at the Depot). Call (715) 555–0143 or email admissions@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nThe Friday–Sunday of Millrace Week, mid-October\nIncludes\nClass visits, the football game, campus tours, a family dinner\nRegistration\nOpens in August, some events ticketed\nWho to contact\nOffice of Admissions\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nParent & Family Association\nDual enrollment\nScholarship directory\nTransfer student orientation\nNew student checklist\nFull contact directory" }, { "url": "parking-appeals.html", "title": "Parking citation appeals", "description": "How to contest a parking ticket, and what tends to work.", "headings": [ "Parking citation appeals", "On this page", "Filing the appeal", "What succeeds and what does not", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus safety Parking citation appeals\nHow to contest a parking ticket, and what tends to work.\nFiling the appeal\nSubmit within ten days through the portal; a late appeal is dismissed without review. Explain what happened and attach evidence — a photo of an unclear sign, a permit that was on order, a medical drop-off. Paying the citation first does not waive the appeal, and a successful appeal is refunded.\nWhat succeeds and what does not\nAppeals succeed when a sign was genuinely obscured, when a permit purchase or disability placard was pending, or when the citation has a factual error. Appeals rarely succeed for 'I was only a few minutes', 'the lot had open spaces', 'I didn't see the sign', or a repeat of a violation already appealed. A first-time offender with a plausible story often gets a warning in place of the fine.\nIn and around Porter Falls\nPorter Campus Safety operates from the ground level of Millwright Hall around the clock during the semester and coordinates with the Porter Falls Police and Fire departments, whose stations are both within a mile of campus. For a real emergency the number is 911.\nThe practical details\nDeadline: Ten calendar days from the citation date. Where: Online through the parking portal, with a written explanation and any photos. Decided by: A review panel that includes students; Campus Safety does not rule on its own citations. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Campus Safety (Millwright Hall, ground level). Call (715) 555–0191 or email safety@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nDeadline\nTen calendar days from the citation date\nWhere\nOnline through the parking portal, with a written explanation and any photos\nDecided by\nA review panel that includes students; Campus Safety does not rule on its own citations\nWho to contact\nPorter Campus Safety\nMillwright Hall, ground level\nPhone\n(715) 555–0191\nEmail\nsafety@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWeapons policy\nAlcohol & drug policy\nBike registration\nAccessible parking\nFull contact directory" }, { "url": "parking-citation-appeals.html", "title": "Parking citations & appeals", "description": "What to do about a ticket you think is wrong, the deadline, and how escalating fines work.", "headings": [ "Parking citations & appeals", "On this page", "Filing an appeal", "If you don't appeal or lose", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Parking citations & appeals\nWhat to do about a ticket you think is wrong, the deadline, and how escalating fines work.\nFiling an appeal\nSubmit online with your reason and any evidence — a photo of an unclear sign, proof you had a valid permit, a broken meter report. Common successful grounds: a first-offense misunderstanding, a malfunctioning pay station, temporary signage that wasn't visible. \"I was only a minute\" and \"the lot was full\" generally aren't.\nIf you don't appeal or lose\nPay promptly — fines escalate on a schedule and an unpaid balance becomes a hold that blocks registration and transcripts. Several unpaid citations can also get a car booted or towed at the owner's expense. Payment plans are available for a large balance.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nAppeal window: A set number of days from the citation date, through the parking portal. Review: A first-level staff review; a denied appeal can go to a student-and-staff committee. Unpaid tickets: Add late fees, then a registration or transcript hold; repeated offenses risk a tow or booting. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAppeal window\nA set number of days from the citation date, through the parking portal\nReview\nA first-level staff review; a denied appeal can go to a student-and-staff committee\nUnpaid tickets\nAdd late fees, then a registration or transcript hold; repeated offenses risk a tow or booting\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "participating-in-porter-falls.html", "title": "Participating in Porter Falls", "description": "Ways to notice, listen to, and contribute to the town without assuming campus is the whole community.", "headings": [ "Participating in Porter Falls", "On this page", "Notice how decisions get made", "Attend before you speak", "Use your skills with permission", "Stay after the event" ], "content": "Porter Falls life Participating in Porter Falls\nWays to notice, listen to, and contribute to the town without assuming campus is the whole community.\nNotice how decisions get made\nTown decisions show up in ordinary places: a transit change, trail closure, road project, library program, public-safety notice, or a meeting about downtown. Read official notices and local reporting before forming a conclusion from a campus group chat. The town has priorities that are not always identical to the university’s.\nAttend before you speak\nA public meeting, open forum, market board, or neighborhood gathering is often more useful as a listening exercise the first time. Learn who is affected, what has already been tried, and which office actually owns the decision. Good participation begins with context, not a quick proposal.\nUse your skills with permission\nStudents can offer design, research, technical, communications, and organizing skills through a class, job, or volunteer role. Ask the host what would be useful, agree on scope and ownership, and make the work accessible to people who were not in the room when it was made.\nStay after the event\nIf you care about an issue, follow through: read the update, return to the next meeting, complete the volunteer shift, or introduce the next student team to the partner. Consistency is how a student contribution becomes a relationship instead of a one-semester experiment.\nAt a glance\nStart by\nReading official notices and listening in public spaces\nOffer\nSkills the host has actually requested\nFollow through\nReturn, update, and hand work off responsibly\nRelated resources\nCommunity partnerships\nCommunity service in Porter Falls\nStudent government and shared governance\nAbout Porter Falls" }, { "url": "participation-grades-and-speaking-up.html", "title": "Participation grades and speaking up", "description": "What", "headings": [ "Participation grades and speaking up", "On this page", "What it usually measures", "Prepare one thing to say", "In a large lecture", "Being wrong productively", "If speaking in class is a real barrier", "Listening counts too" ], "content": "Student success Participation grades and speaking up\nWhat \"participation\" is actually graded on, how to contribute in a big class, and how to be wrong in front of people without dread.\nWhat it usually measures\nA participation grade is rarely \"how often did you talk.\" It is usually some mix of: being present and prepared, contributing something substantive when you do speak, listening and building on others, engaging in small-group and online discussion, and coming to office hours. Read the syllabus — many instructors spell out exactly what counts, and some accept written reflections or discussion-board posts in place of talking in a large room.\nPrepare one thing to say\nYou do not have to have brilliant spontaneous comments. Before class, read the material and write down one question you actually have and one point you could make. Having something ready removes most of the pressure; you are not scanning for an opening cold, you are looking for the moment to say the thing you prepared.\nIn a large lecture\nSpeaking up in a 150-person room is genuinely harder. Use the smaller openings: answer a direct question, ask a clarifying question (which helps other people too), respond in the small-group breakout, post in the discussion forum, and go to office hours where \"participation\" is easy. Sitting toward the front makes it feel less like broadcasting to a stadium.\nBeing wrong productively\nA wrong answer offered in good faith is useful — it surfaces a misconception the instructor can address, and it is often the same one half the room has. Frame it as thinking out loud (\"I think it might be X because...\") so a correction lands on the reasoning, not on you. Instructors remember the student who engages, not the student who was wrong once.\nIf speaking in class is a real barrier\nSocial anxiety, being a multilingual speaker, or a processing difference can make in-class speaking genuinely hard, not just uncomfortable. Talk to the instructor early — many will weight your written contributions more, give you a heads-up before calling on you, or accept an alternative. An accommodation through the accessibility office may apply. This is a normal conversation to have.\nListening counts too\nReal participation includes building on what others said (\"adding to what Maya mentioned...\") and not dominating. A student who speaks constantly but never engages with anyone else is participating less well than one who speaks twice and connects both times.\nAt a glance\nMeasures\nPrepared + substantive when you speak + building on others + office hours — not raw volume\nPrep\nOne question and one point written down before class\nBig lecture\nClarifying questions, breakouts, the forum, office hours; sit up front\nA real barrier?\nTell the instructor early — written weighting, alternatives, or an accommodation\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAsking a good question in class\nUsing office hours\nManaging stress and anxiety\nEnglish language support\nGetting accommodations that actually work\nFull contact directory" }, { "url": "pass-fail-option.html", "title": "The pass/fail option", "description": "Taking an eligible course for a Pass/Fail grade instead of a letter, the limits, and when it's a good idea.", "headings": [ "The pass/fail option", "On this page", "How it works", "When it helps and when it doesn't", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs The pass/fail option\nTaking an eligible course for a Pass/Fail grade instead of a letter, the limits, and when it's a good idea.\nHow it works\nYou elect P/F by the published deadline; the instructor grades normally and the registrar converts anything at or above a set threshold to P (no GPA effect) and anything below to F (full GPA hit). Major, minor, and general-education requirements usually can't be taken P/F — check before electing.\nWhen it helps and when it doesn't\nGood for stretching into a hard elective outside your field without risking your GPA. Bad if you might want that course to count for something later, or if graduate programs in your field expect letter grades — some recalculate a P as its worst possible letter.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nLimit: A capped number of P/F courses toward a degree; usually only free electives are eligible. Deadline: Elected by a date a few weeks into the term, and hard to reverse after. GPA: A Pass doesn't affect GPA; a Fail counts as an F. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLimit\nA capped number of P/F courses toward a degree; usually only free electives are eligible\nDeadline\nElected by a date a few weeks into the term, and hard to reverse after\nGPA\nA Pass doesn't affect GPA; a Fail counts as an F\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "passport-and-visa-help.html", "title": "Passport & visa help", "description": "Getting travel documents in order before a study-abroad or international program — and the deadlines that matter.", "headings": [ "Passport & visa help", "On this page", "Passport first", "Then the visa", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Global learning Passport & visa help\nGetting travel documents in order before a study-abroad or international program — and the deadlines that matter.\nPassport first\nNo document depends on more lead time. If you don't have one, apply the moment you're accepted to a program; routine processing runs several weeks and gets worse in spring. The Global Education Office holds a passport-acceptance event each term with photos on site.\nThen the visa\nFor semester programs, the host institution sends an acceptance letter or certificate you submit to that country's consulate, sometimes in person, with proof of funds and insurance. Timelines vary from days to two months. The office keeps country-by-country checklists and will review your packet before you mail it, but the application is yours to file.\nIn and around Porter Falls\nFor a campus this size Porter both sends and receives a steady stream of students internationally. The Global Education Office in Founders Union runs the advising, the risk review and the arrival and re-entry programming.\nThe practical details\nPassport: Must be valid at least six months past your return date; renewals take weeks. Student visa: Required by many countries for a full semester; the host university issues the paperwork you need first. On-campus help: Document checklists, photo service, and a periodic passport-acceptance event. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Global Education Office (Founders Union, Room 240). Call (715) 555–0220 or email global@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nPassport\nMust be valid at least six months past your return date; renewals take weeks\nStudent visa\nRequired by many countries for a full semester; the host university issues the paperwork you need first\nOn-campus help\nDocument checklists, photo service, and a periodic passport-acceptance event\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nInternational student orientation\nFaculty-Led Study Abroad\nStudy Abroad Partner Universities\nCPT & OPT workshops\nFull contact directory" }, { "url": "password-manager-for-students.html", "title": "Password manager for students", "description": "A campus-licensed password manager, free while you're enrolled, and why it beats reusing passwords.", "headings": [ "Password manager for students", "On this page", "Why it matters", "Getting started", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Password manager for students\nA campus-licensed password manager, free while you're enrolled, and why it beats reusing passwords.\nWhy it matters\nAlmost every account takeover starts with a password reused from a site that got breached. A manager generates and remembers a different strong password for every service, so one breach stays contained. It also spots reused and weak passwords you already have.\nGetting started\nInstall the app and browser extension, import passwords from your browser, and let it flag the weak and duplicated ones to fix over a week. Store your MFA backup codes and a copy of your recovery key somewhere offline too.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nClaim it: A free premium family plan through the software portal; keep the vault after graduation on a personal tier. Use it for: Unique passwords everywhere, secure notes, and sharing a login with a project group without texting it. Pairs with: Multi-factor authentication — the manager stores the recovery codes so a lost phone isn't a lockout. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nClaim it\nA free premium family plan through the software portal; keep the vault after graduation on a personal tier\nUse it for\nUnique passwords everywhere, secure notes, and sharing a login with a project group without texting it\nPairs with\nMulti-factor authentication — the manager stores the recovery codes so a lost phone isn't a lockout\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "patent-licensing.html", "title": "Patents & Licensing", "description": "How Porter handles inventions that come out of faculty or student research, from disclosure to licensing.", "headings": [ "Patents & Licensing", "On this page", "What happens after disclosure", "Revenue sharing", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Patents & Licensing\nHow Porter handles inventions that come out of faculty or student research, from disclosure to licensing.\nWhat happens after disclosure\nThe Research & Sponsored Programs office evaluates a disclosed invention for patentability and commercial interest before deciding whether to pursue a patent at all — most disclosures don't result in one, which is normal for a college this size.\nRevenue sharing\nWhen a patent does license successfully, net revenue is split between the inventor, their department and the university under a fixed formula in Porter's IP policy, published in full on the Research office's internal pages.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nFirst step: Invention disclosure form to the Research office. Ownership: Governed by Porter's IP policy, revenue-shared with inventors. Who can disclose: Any faculty, staff or student researcher. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFirst step\nInvention disclosure form to the Research office\nOwnership\nGoverned by Porter's IP policy, revenue-shared with inventors\nWho can disclose\nAny faculty, staff or student researcher\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "pd-course-cnc-programming-fundamentals.html", "title": "CNC Programming Fundamentals", "description": "Eleven evenings in the Founders Hall machine shop: G-code and M-code by hand, work and tool offsets, canned cycles, an introduction to CAM, and a part you programmed, set up and ran yourself.", "headings": [ "CNC Programming Fundamentals", "On this page", "About the course", "Who should enroll", "Dates, format and fee", "What you will do", "Instructor", "Employer pricing and registration" ], "content": "Professional education CNC Programming Fundamentals\nEleven evenings in the Founders Hall machine shop: G-code and M-code by hand, work and tool offsets, canned cycles, an introduction to CAM, and a part you programmed, set up and ran yourself.\nAbout the course\nMany machinists in the Valley learned CNC by watching someone else press Cycle Start. This course fills in what they missed. You will write programs by hand before you touch CAM, so that when CAM output goes wrong you can read it and fix it. Each three-hour session is about one-third lecture at the whiteboard and two-thirds work at a machine or the simulator.\nThe shop has two 3-axis vertical machining centers and a 2-axis turning center, the same machine families used in machine tool technology courses, plus twelve simulator seats in the CAM lab next door. Every program is proved out in the simulator before it is run on a machine.\nWho should enroll\nOperators and setup technicians who want to edit and write programs, not only run them\nManual machinists moving to CNC work\nManufacturing engineers and quality technicians who need to read a program to understand a part problem\nPrerequisites: you can read a part print and use calipers and a micrometer, and you are comfortable with shop trigonometry (we review it on night one). Bring safety glasses with side shields and wear closed-toe shoes. We provide everything else.\nDates, format and fee\nSection A — Dates: Nov. 3–Dec. 10, 2026 (no class Nov. 26); Meets: Tue & Thu, 6–9 p.m.; Where: Founders Hall machine shop and CAM lab\nSection B — Dates: Feb. 2–Mar. 9, 2027; Meets: Tue & Thu, 6–9 p.m.; Where: Founders Hall machine shop and CAM lab\nFormat\nIn person, evenings; 11 sessions\nContact hours\n33\nCEUs\n3.3\nFee\n$1,295, including tooling, stock and a course binder\nSeats\n12 per section\nWhat you will do\n1–2 — Topic: Machine axes, coordinate systems, absolute and incremental moves, program structure, safety lines\n3–4 — Topic: Work offsets, tool length and diameter compensation, touching off tools; first program in the simulator\n5–6 — Topic: Linear and circular interpolation, feeds and speeds from the tool catalog, chip load\n7–8 — Topic: Canned drilling, tapping and boring cycles; subprograms; turning basics on the lathe\n9 — Topic: Introduction to CAM: toolpaths, post-processors, and reading the code CAM produces\n10–11 — Topic: Final part: program, set up, prove out and run a two-operation aluminum bracket, then inspect it against the print\nInstructor\nThe course is led by Dr. Everett Fontaine , professor of manufacturing and industrial engineering, whose tool-wear research appears in the research spotlight on CNC tool-wear prediction . Shop nights are run by Dale Ostrom, a CNC programmer with 19 years at Redgranite Precision Components . Dale does most of the actual teaching, and he says so himself.\nEmployer pricing and registration\nThe list fee is $1,295 per person. Professional Education invoices employers directly on net-30 terms and provides the completion letter and attendance record that tuition-assistance programs ask for.\n1–2 people from one employer — Price per person: $1,295\n3–5 people from one employer, same section — Price per person: $1,166 (10% off)\n6 or more people from one employer — Price per person: $1,101 (15% off)\nPorter alumni (not combined with group pricing) — Price per person: $1,166\nPrivate cohort of up to 16, at your site or ours — Price per person: Quoted; usually 70–80% of 16 list-price seats\nEmployers with fewer than 250 workers in Porter County and the five neighboring counties may qualify for a Valley Workforce Board incumbent-worker grant that covers up to half the fee. We will help with the paperwork. Completers who later enroll in a credit program can ask for prior learning assessment toward an introductory CNC course. Register online or by phone. The full policy on cancellations, substitutions and weather is on the Professional Education page.\nAt a glance\nNext start\nTue., Nov. 3, 2026\nFormat\nIn person, Tue/Thu evenings\nHours\n33\nFee\n$1,295\nCEUs\n3.3\nInstructor\nundefined\nWho to contact\nProfessional Education, Business & Industry Outreach\nMillwright Hall 124\nPhone\n(715) 555–0283\nEmail\nprofed@uwporterfalls.edu\nHours\nMon–Fri, 7:30 a.m.–4:30 p.m.\nRelated resources\nProfessional education\nMachine tool technology courses\nMinor in manufacturing\nManufacturing extension services\nCommunity Fab Lab access" }, { "url": "pd-course-data-analytics-with-spreadsheets.html", "title": "Data Analytics with Spreadsheets", "description": "Ten Monday evenings online: cleaning messy data, lookups, pivot tables, honest charts, basic statistics and a one-page dashboard built from data you actually use at work.", "headings": [ "Data Analytics with Spreadsheets", "On this page", "About the course", "Who should enroll", "Dates, format and fee", "What you will do", "Instructor", "Employer pricing and registration" ], "content": "Professional education Data Analytics with Spreadsheets\nTen Monday evenings online: cleaning messy data, lookups, pivot tables, honest charts, basic statistics and a one-page dashboard built from data you actually use at work.\nAbout the course\nMost analysis in most organizations still happens in a spreadsheet, usually one that three people have edited and nobody fully trusts. This course teaches analysis that holds up: structured tables, cleaning steps you can repeat, lookups that do not break when a row is inserted, pivot tables, charts that show what the data says, and enough statistics to know when a difference is real.\nEvery exercise works in either of the two common spreadsheet programs, and the instructor shows both. Sessions are live and recorded, and a teaching assistant holds open office hours online on Wednesdays from 7 to 8 p.m. The course data sets include the Porter Loop shuttle’s anonymized ridership file, 400,000 rows that are perfect for practice and slightly embarrassing for the shuttle.\nWho should enroll\nOffice, operations, finance, HR and quality staff who already use spreadsheets and want to do more with them\nManagers who receive reports and want to build their own\nAnyone heading toward the Process Improvement Practitioner course\nYou need a computer with a current spreadsheet program, a microphone and a reliable internet connection. You should already know how to enter a formula. If you are not sure, take the 10-minute self-check on the registration page.\nDates, format and fee\nWinter–spring — Dates: Jan. 25–Apr. 5, 2027 (no class Mar. 15); Meets: Mondays, 6–8:30 p.m. Central, live online; Where: Online; recordings posted within 24 hours\nFormat\nLive online, ten weekly sessions, recorded\nContact hours\n25\nCEUs\n2.5\nFee\n$650\nSeats\n30\nWhat you will do\n1–2 — Topic: Tables, data types, and cleaning: text functions, dates, duplicates, a cleaning log\n3 — Topic: Lookups and joins between sheets\n4–5 — Topic: Pivot tables, grouping and calculated fields\n6 — Topic: Charts: choosing the right one, and how a chart can mislead\n7 — Topic: Descriptive statistics, variation, and comparing two groups\n8 — Topic: What-if analysis, scenarios and simple forecasting\n9–10 — Topic: Building and presenting a one-page dashboard; knowing when a spreadsheet is no longer the right tool\nInstructor\nDr. Imani Rasmussen is an assistant professor of data science who worked as an analyst for a regional health system before joining Porter. She is affiliated with the Data Analytics Collaboratory and teaches in the graduate certificate in data analytics . Completers who later enroll in that certificate can ask for prior learning assessment toward its introductory course.\nEmployer pricing and registration\nThe list fee is $650 per person. Professional Education invoices employers directly on net-30 terms and provides the completion letter and attendance record that tuition-assistance programs ask for.\n1–2 people from one employer — Price per person: $650\n3–5 people from one employer, same section — Price per person: $585 (10% off)\n6 or more people from one employer — Price per person: $553 (15% off)\nPorter alumni (not combined with group pricing) — Price per person: $585\nPrivate cohort of up to 16, at your site or ours — Price per person: Quoted; usually 70–80% of 16 list-price seats\nEmployers with fewer than 250 workers in Porter County and the five neighboring counties may qualify for a Valley Workforce Board incumbent-worker grant that covers up to half the fee. We will help with the paperwork. Register online or by phone. The full policy on cancellations, substitutions and weather is on the Professional Education page.\nAt a glance\nNext start\nMon., Jan. 25, 2027\nFormat\nLive online, Monday evenings\nHours\n25\nFee\n$650\nCEUs\n2.5\nInstructor\nundefined\nWho to contact\nProfessional Education, Business & Industry Outreach\nMillwright Hall 124\nPhone\n(715) 555–0283\nEmail\nprofed@uwporterfalls.edu\nHours\nMon–Fri, 7:30 a.m.–4:30 p.m.\nRelated resources\nProfessional education\nData Analytics Collaboratory\nGraduate certificate in data analytics\nOnline data analytics\nMinor in data analytics" }, { "url": "pd-course-food-safety-supervisor.html", "title": "Food Safety Supervisor Course", "description": "Two days of food safety for the person in charge of a kitchen, school cafeteria, deli or small processing room, ending with a proctored food protection manager exam.", "headings": [ "Food Safety Supervisor Course", "On this page", "About the course", "Who should enroll", "Dates, format and fee", "What you will do", "Instructor", "Employer pricing and registration" ], "content": "Professional education Food Safety Supervisor Course\nTwo days of food safety for the person in charge of a kitchen, school cafeteria, deli or small processing room, ending with a proctored food protection manager exam.\nAbout the course\nWesconsin requires a certified food protection manager at most licensed food establishments, and county inspectors ask to see the certificate. This two-day course covers what the exam covers and what the inspector actually looks at. That means the causes of foodborne illness, time and temperature control, cross-contamination, the nine major allergens, cleaning and sanitizing, pest control, and how to build a simple hazard-analysis plan for the menu items most likely to cause trouble.\nAbout half of the second day is about the supervisor’s job rather than the science: training staff who speak several languages, keeping logs that will hold up, handling a sick employee, and what to do in the first hour after a customer calls about a reaction. The proctored exam, from a nationally accredited provider, takes the last two hours of day two. Results come by email within five business days, and a passing certificate is valid for five years.\nWho should enroll\nRestaurant, bar and catering managers; school and hospital food service leads\nOwners of small food businesses, farm-market vendors and community kitchens. New owners can get free help with licensing from the small business clinic .\nLine supervisors in small processing rooms. Plants that need a full preventive-controls course should ask us about a private session with the Agricultural and Food Systems Institute .\nNo prerequisites. Exam accommodations, including extra time, a reader or a translated exam in Spanish, Hmong or Somali, need ten business days’ notice.\nDates, format and fee\nNovember — Dates: Nov. 16–17, 2026; Meets: Mon–Tue, 8 a.m.–4:30 p.m.; Where: Founders Commons demonstration kitchen and classroom\nMarch — Dates: Mar. 1–2, 2027; Meets: Mon–Tue, 8 a.m.–4:30 p.m.; Where: Founders Commons demonstration kitchen and classroom\nApril — Dates: Apr. 12–13, 2027; Meets: Mon–Tue, 8 a.m.–4:30 p.m.; Where: Founders Commons demonstration kitchen and classroom\nFormat\nIn person, two days, exam on day two\nContact hours\n16\nCEUs\n1.6\nFee\n$395, including the exam, a study guide and lunch both days\nSeats\n30 per session\nWhat you will do\nDay one, morning: how people get sick from food; the pathogens worth remembering; personal hygiene and exclusion rules.\nDay one, afternoon: time and temperature in the demonstration kitchen. Calibrate a thermometer, run a cooling log on a real batch of chili, and watch what happens to a cutting board under UV dye.\nDay two, morning: allergens, cleaning and sanitizing, pests, facility issues; a mock county inspection of the kitchen, which has been seeded with eleven violations.\nDay two, afternoon: supervising for food safety, then the proctored exam from 2:30 to 4:30 p.m.\nInstructor\nGretchen Aspelund is a food safety specialist with the Agricultural and Food Systems Institute. She worked as a Porter County sanitarian for twelve years and inspected roughly a third of the restaurants in this site’s guide to eating in Porter Falls . She has asked us to say she will not tell you which ones. The executive chef from Porter Dining joins the kitchen session on day one.\nEmployer pricing and registration\nThe list fee is $395 per person. Professional Education invoices employers directly on net-30 terms and provides the completion letter and attendance record that tuition-assistance programs ask for.\n1–2 people from one employer — Price per person: $395\n3–5 people from one employer, same section — Price per person: $356 (10% off)\n6 or more people from one employer — Price per person: $336 (15% off)\nPorter alumni (not combined with group pricing) — Price per person: $356\nPrivate cohort of up to 16, at your site or ours — Price per person: Quoted; usually 70–80% of 16 list-price seats\nEmployers with fewer than 250 workers in Porter County and the five neighboring counties may qualify for a Valley Workforce Board incumbent-worker grant that covers up to half the fee. We will help with the paperwork. Restaurants and school districts can bring up to six people at the group rate even if they come to different sessions. Register online or by phone. The full policy on cancellations, substitutions and weather is on the Professional Education page.\nAt a glance\nNext start\nMon., Nov. 16, 2026\nFormat\nIn person, two days\nHours\n16\nFee\n$395\nCEUs\n1.6\nInstructor\nundefined\nWho to contact\nProfessional Education, Business & Industry Outreach\nMillwright Hall 124\nPhone\n(715) 555–0283\nEmail\nprofed@uwporterfalls.edu\nHours\nMon–Fri, 7:30 a.m.–4:30 p.m.\nRelated resources\nProfessional education\nAgricultural and Food Systems Institute\nFermentation and Food Innovation Lab\nMinor in food science\nSmall business clinic" }, { "url": "pd-course-general-industry-safety-30-hour.html", "title": "30-Hour General Industry Safety Course", "description": "Four days of hazard recognition and safety-program basics for supervisors and safety committee members in manufacturing, warehousing and other general-industry workplaces.", "headings": [ "30-Hour General Industry Safety Course", "On this page", "About the course", "Who should enroll", "Dates, format and fee", "What you will do", "Instructor", "Employer pricing and registration" ], "content": "Professional education 30-Hour General Industry Safety Course\nFour days of hazard recognition and safety-program basics for supervisors and safety committee members in manufacturing, warehousing and other general-industry workplaces.\nAbout the course\nThis course covers the safety topics that general-industry supervisors are expected to know, organized around the federal workplace standards for general industry. It includes walking and working surfaces, exit routes and fire prevention, electrical hazards, machine guarding, lockout/tagout, personal protective equipment, hazard communication, powered industrial trucks, an introduction to confined spaces, noise, ergonomics, bloodborne pathogens, and injury recordkeeping.\nPlease read this before you register. UW–Porter Falls is not an authorized federal outreach-training provider, and this course does not issue a federal outreach-training completion card. Completers receive a Porter certificate of completion and 3.0 CEUs. If your employer, a contract or a job site requires the federal card, take an authorized course instead. We will tell you that on the phone too. Employers choose this course because it is longer on practice: half of each afternoon is a hazard walk in a working shop on campus.\nWho should enroll\nProduction and warehouse supervisors\nSafety committee members and people newly responsible for safety at a small employer\nHR and operations staff who handle injury records\nNo prerequisites. Wear closed-toe shoes and long pants for the hazard walks. Hard hats, glasses and hearing protection are provided.\nDates, format and fee\nDecember — Dates: Dec. 7–10, 2026; Meets: Mon–Thu, 7:30 a.m.–4 p.m.; Where: Commerce Hall 120 and campus shops\nMarch — Dates: Mar. 22–25, 2027; Meets: Mon–Thu, 7:30 a.m.–4 p.m.; Where: Commerce Hall 120 and campus shops\nFormat\nIn person, four consecutive days\nContact hours\n30\nCEUs\n3.0\nFee\n$725, including a reference manual and lunch each day\nSeats\n28 per session\nWhat you will do\n1 — Morning: Safety programs, inspections, recordkeeping, walking and working surfaces, exit routes; Afternoon hazard walk: Facilities maintenance shop\n2 — Morning: Electrical hazards, lockout/tagout, machine guarding; Afternoon hazard walk: Founders Hall machine shop\n3 — Morning: Hazard communication, PPE, noise, respiratory protection basics, bloodborne pathogens; Afternoon hazard walk: Welding lab and chemical storage\n4 — Morning: Powered industrial trucks, materials handling, confined spaces, ergonomics; final written assessment; Afternoon hazard walk: Central receiving dock\nInstructor\nWendell Strand is a senior lecturer in occupational safety and health who managed safety at two Valley manufacturers over 22 years. Ergonomics content comes from the Ergonomics and Safety Research Center , and the university’s own Environmental Health and Safety staff lead two of the hazard walks.\nEmployer pricing and registration\nThe list fee is $725 per person. Professional Education invoices employers directly on net-30 terms and provides the completion letter and attendance record that tuition-assistance programs ask for.\n1–2 people from one employer — Price per person: $725\n3–5 people from one employer, same section — Price per person: $653 (10% off)\n6 or more people from one employer — Price per person: $616 (15% off)\nPorter alumni (not combined with group pricing) — Price per person: $653\nPrivate cohort of up to 16, at your site or ours — Price per person: Quoted; usually 70–80% of 16 list-price seats\nEmployers with fewer than 250 workers in Porter County and the five neighboring counties may qualify for a Valley Workforce Board incumbent-worker grant that covers up to half the fee. We will help with the paperwork. Register online or by phone. The full policy on cancellations, substitutions and weather is on the Professional Education page.\nAt a glance\nNext start\nMon., Dec. 7, 2026\nFormat\nIn person, four days\nHours\n30\nFee\n$725\nCEUs\n3.0\nInstructor\nundefined\nWho to contact\nProfessional Education, Business & Industry Outreach\nMillwright Hall 124\nPhone\n(715) 555–0283\nEmail\nprofed@uwporterfalls.edu\nHours\nMon–Fri, 7:30 a.m.–4:30 p.m.\nRelated resources\nProfessional education\nOccupational safety and health courses\nErgonomics and Safety Research Center\nEnvironmental health and safety\nWorkplace safety and workers’ compensation" }, { "url": "pd-course-packaging-fundamentals.html", "title": "Packaging Fundamentals for Non-Engineers", "description": "Three online afternoons and one lab day for buyers, marketers, sales and customer-service staff who work with packaging every day and were never taught how it works.", "headings": [ "Packaging Fundamentals for Non-Engineers", "On this page", "About the course", "Who should enroll", "Dates, format and fee", "What you will do", "Instructor", "Employer pricing and registration" ], "content": "Professional education Packaging Fundamentals for Non-Engineers\nThree online afternoons and one lab day for buyers, marketers, sales and customer-service staff who work with packaging every day and were never taught how it works.\nAbout the course\nPackaging decisions are often made by people outside the packaging department. A buyer switches corrugated suppliers to save four cents a box. A marketer asks for a matte finish and a recyclable claim. A sales rep promises a customer that the product will survive a less-than-truckload shipment to the coast. This course explains enough of the engineering for those people to ask the right questions and to spot a bad idea before it reaches the loading dock.\nThe three online sessions cover materials, specifications, cost drivers and sustainability claims. The lab day takes place in Porter’s Center for Packaging Innovation . Participants drop, crush and shake real packages on the same test equipment the packaging technology students use, and then look at what failed and why.\nWho should enroll\nPurchasing, sourcing and supply-chain staff\nMarketing, brand and product managers\nSales, customer-service and claims staff at companies that ship physical products\nAccountants and operations managers who approve packaging spending\nNo technical background is needed. Bring a package from your own company to the lab day, and we will test it. About one in four do not survive, which is the most useful part of the course.\nDates, format and fee\nWinter — Dates: Feb. 3–24, 2027; Meets: Online Wed. Feb. 3, 10, 17, 1–4 p.m.; lab day Wed. Feb. 24, 8:30 a.m.–3:30 p.m.; Where: Online; Center for Packaging Innovation, Founders Hall\nSpring — Dates: Apr. 7–28, 2027; Meets: Online Wed. Apr. 7, 14, 21, 1–4 p.m.; lab day Wed. Apr. 28, 8:30 a.m.–3:30 p.m.; Where: Online; Center for Packaging Innovation, Founders Hall\nFormat\nHybrid: three live online sessions and one on-campus lab day\nContact hours\n16\nCEUs\n1.6\nFee\n$650, including lunch on the lab day\nSeats\n20 per section\nWhat you will do\n1. Materials — What you will learn: Paperboard, corrugated board, flexible films, rigid plastics, glass and metal: what each is good at and what it costs\n2. Specifications and cost — What you will learn: Reading a packaging spec sheet; board grades and flute; why the cheapest box can cost the most once damage and freight are counted\n3. Sustainability and labeling — What you will learn: Recyclability in practice, claims that get companies in trouble, right-sizing, and the basics of required label content\n4. Lab day — What you will learn: Drop, compression and vibration testing; a damage-forensics exercise; a supplier-meeting role play\nInstructor\nMalik Devereaux is professor of practice in plastics and packaging engineering. He teaches distribution packaging and testing and worked as a process engineer at an injection-molding plant before Porter. Engineers from Riverbend Packaging Solutions help run the lab day.\nEmployer pricing and registration\nThe list fee is $650 per person. Professional Education invoices employers directly on net-30 terms and provides the completion letter and attendance record that tuition-assistance programs ask for.\n1–2 people from one employer — Price per person: $650\n3–5 people from one employer, same section — Price per person: $585 (10% off)\n6 or more people from one employer — Price per person: $553 (15% off)\nPorter alumni (not combined with group pricing) — Price per person: $585\nPrivate cohort of up to 16, at your site or ours — Price per person: Quoted; usually 70–80% of 16 list-price seats\nEmployers with fewer than 250 workers in Porter County and the five neighboring counties may qualify for a Valley Workforce Board incumbent-worker grant that covers up to half the fee. We will help with the paperwork. Register online or by phone. The full policy on cancellations, substitutions and weather is on the Professional Education page.\nAt a glance\nNext start\nWed., Feb. 3, 2027\nFormat\nHybrid, online plus one lab day\nHours\n16\nFee\n$650\nCEUs\n1.6\nInstructor\nundefined\nWho to contact\nProfessional Education, Business & Industry Outreach\nMillwright Hall 124\nPhone\n(715) 555–0283\nEmail\nprofed@uwporterfalls.edu\nHours\nMon–Fri, 7:30 a.m.–4:30 p.m.\nRelated resources\nProfessional education\nCenter for Packaging Innovation\nMinor in packaging\nPackaging courses\nGraduate certificate in supply chain" }, { "url": "pd-course-plc-industrial-maintenance.html", "title": "Industrial Maintenance: PLC Basics", "description": "Five Saturdays at a trainer station: ladder logic, I/O wiring, timers and counters, reading electrical prints, and finding the fault before the line supervisor finds you.", "headings": [ "Industrial Maintenance: PLC Basics", "On this page", "About the course", "Who should enroll", "Dates, format and fee", "What you will do", "Instructor", "Employer pricing and registration" ], "content": "Professional education Industrial Maintenance: PLC Basics\nFive Saturdays at a trainer station: ladder logic, I/O wiring, timers and counters, reading electrical prints, and finding the fault before the line supervisor finds you.\nAbout the course\nWhen a line stops at 2 a.m., the maintenance technician who can open the programmable logic controller software, watch the ladder logic live and see which input never came on gets the line running before the next shift. This course teaches maintenance staff to do that. It does not teach them to rewrite the plant’s program, and the plant’s engineers will be glad of that.\nEach pair of participants shares a trainer station with a controller, digital and analog I/O, pushbuttons, a small conveyor, sensors, a motor starter and a variable-frequency drive. We teach on the two controller platforms most common in Valley plants and spend time on what transfers between them. Every Saturday ends with a troubleshooting challenge: the instructor plants a fault, and you find it.\nWho should enroll\nMaintenance mechanics and electricians who work around PLC-controlled equipment\nProduction leads and operators moving into maintenance roles\nEngineers outside controls who want to read ladder logic\nPlants that want this course taught on their own equipment can book it as corporate training . It is also part of the incumbent-worker track at the Center for Manufacturing Workforce Development .\nPrerequisites: basic electrical knowledge, meaning Ohm’s law and the safe use of a multimeter. This is not an electrical licensing course and does not count toward an electrician’s license. Lockout/tagout is reviewed on day one, and no one works on an energized trainer without the instructor present.\nDates, format and fee\nWinter 2027 — Dates: Jan. 23–Feb. 20, 2027; Meets: Saturdays, 8 a.m.–3:30 p.m. (lunch provided); Where: Founders Hall controls lab, Room 220\nFormat\nIn person, five Saturdays\nContact hours\n35\nCEUs\n3.5\nFee\n$1,150, including lunch and a printed reference manual\nSeats\n16 (two per trainer)\nWhat you will do\nJan. 23 — Topic: Electrical safety and lockout/tagout; controller hardware; wiring discrete inputs and outputs\nJan. 30 — Topic: Ladder logic: contacts, coils, latches, seal-in circuits; going online and monitoring\nFeb. 6 — Topic: Timers, counters and sequences; running the trainer conveyor\nFeb. 13 — Topic: Reading electrical prints and I/O lists; motor starters and drive basics; operator screens\nFeb. 20 — Topic: Systematic troubleshooting: half-splitting, forcing (and why not to), documenting the fix; final fault-finding practical\nInstructor\nCurtis Lindqvist is an instructor in engineering technology. He spent sixteen years as a plant electrician and maintenance supervisor at a Valley paper converter and teaches in the automation concentration and the robotics and automation minor . He keeps a binder of real faults from his plant years and uses it for the Saturday challenges, with the names removed.\nEmployer pricing and registration\nThe list fee is $1,150 per person. Professional Education invoices employers directly on net-30 terms and provides the completion letter and attendance record that tuition-assistance programs ask for.\n1–2 people from one employer — Price per person: $1,150\n3–5 people from one employer, same section — Price per person: $1,035 (10% off)\n6 or more people from one employer — Price per person: $978 (15% off)\nPorter alumni (not combined with group pricing) — Price per person: $1,035\nPrivate cohort of up to 16, at your site or ours — Price per person: Quoted; usually 70–80% of 16 list-price seats\nEmployers with fewer than 250 workers in Porter County and the five neighboring counties may qualify for a Valley Workforce Board incumbent-worker grant that covers up to half the fee. We will help with the paperwork. Register online or by phone. The full policy on cancellations, substitutions and weather is on the Professional Education page.\nAt a glance\nNext start\nSat., Jan. 23, 2027\nFormat\nIn person, five Saturdays\nHours\n35\nFee\n$1,150\nCEUs\n3.5\nInstructor\nundefined\nWho to contact\nProfessional Education, Business & Industry Outreach\nMillwright Hall 124\nPhone\n(715) 555–0283\nEmail\nprofed@uwporterfalls.edu\nHours\nMon–Fri, 7:30 a.m.–4:30 p.m.\nRelated resources\nProfessional education\nAutomation concentration\nMinor in robotics and automation\nCorporate training\nCenter for Manufacturing Workforce Development" }, { "url": "pd-course-process-improvement-practitioner.html", "title": "Process Improvement Practitioner", "description": "A twelve-week hybrid course in lean and statistical problem solving, finished with a real improvement project at your own workplace and a review in front of a panel.", "headings": [ "Process Improvement Practitioner", "On this page", "About the course", "Who should enroll", "Dates, format and fee", "What you will do", "Instructor", "Employer pricing and registration" ], "content": "Professional education Process Improvement Practitioner\nA twelve-week hybrid course in lean and statistical problem solving, finished with a real improvement project at your own workplace and a review in front of a panel.\nAbout the course\nThe Process Improvement Practitioner course is Porter’s own intermediate-level program in continuous improvement. It is comparable in scope to the mid-level improvement credentials that many manufacturers and hospitals ask for, but it is not affiliated with any certifying body, and it is named so that no one thinks it is. It combines lean tools (value stream mapping, 5S, standard work, setup reduction) with the statistics needed to prove a change worked: measurement system analysis, process capability, control charts, hypothesis tests and a short introduction to designed experiments.\nThe course follows a five-phase cycle: define, measure, analyze, improve, control. Each on-campus Friday covers one phase. Between Fridays there are about two hours a week of online lessons and exercises, plus work on your project. Projects must address a real process at your workplace with a sponsor who signs off on the charter. In 2025–26, the 22 completers reported a median of $41,000 in annualized savings per project. We report the median because one person saved a dairy plant $600,000, and that skews the average.\nWho should enroll\nSupervisors, engineers, quality and production staff, and clinical or office process owners who will lead improvement projects\nPeople who have done a one-day lean workshop and want the statistics behind it\nYou need a project sponsor at your employer and basic spreadsheet skills. The course provides a statistics software license for the term. If spreadsheets are new to you, take Data Analytics with Spreadsheets first.\nDates, format and fee\nCohort 2027 — Dates: Jan. 15–Apr. 2, 2027; Meets: Fridays Jan. 15, Feb. 5, Feb. 26, Mar. 12 and Apr. 2, 8 a.m.–4 p.m., plus weekly online work; Where: Commerce Hall 220\nFormat\nHybrid: five on-campus Fridays, weekly online modules, a workplace project\nContact hours\n40 (plus about 30 hours of project work)\nCEUs\n4.0\nFee\n$1,850, including textbook and software license\nSeats\n24\nWhat you will do\nDefine (Jan. 15). Project charters, SIPOC diagrams, voice of the customer, choosing a problem small enough to finish.\nMeasure (Feb. 5). Data collection plans, measurement system analysis, baseline capability.\nAnalyze (Feb. 26). Value stream maps, cause-and-effect diagrams, Pareto analysis, regression and hypothesis tests.\nImprove (Mar. 12). Mistake-proofing, setup reduction, standard work, a short introduction to designed experiments, and a pilot plan.\nControl (Apr. 2). Control charts, control plans, handing the process back to its owner. Each participant presents an A3 report to a panel of faculty and an industry reviewer for 15 minutes.\nInstructor\nDr. Hana Vukovich, associate professor of industrial engineering, spent eleven years in supplier quality for a vehicle-components maker before joining Porter. She also teaches in the lean manufacturing concentration and the graduate certificate in quality engineering . Project coaching is shared with two graduate assistants from the quality program.\nEmployer pricing and registration\nThe list fee is $1,850 per person. Professional Education invoices employers directly on net-30 terms and provides the completion letter and attendance record that tuition-assistance programs ask for.\n1–2 people from one employer — Price per person: $1,850\n3–5 people from one employer, same section — Price per person: $1,665 (10% off)\n6 or more people from one employer — Price per person: $1,573 (15% off)\nPorter alumni (not combined with group pricing) — Price per person: $1,665\nPrivate cohort of up to 16, at your site or ours — Price per person: Quoted; usually 70–80% of 16 list-price seats\nEmployers with fewer than 250 workers in Porter County and the five neighboring counties may qualify for a Valley Workforce Board incumbent-worker grant that covers up to half the fee. We will help with the paperwork. Employers who send three or more people may submit one shared project, if each person owns one phase. Register online or by phone. The full policy on cancellations, substitutions and weather is on the Professional Education page.\nAt a glance\nNext start\nFri., Jan. 15, 2027\nFormat\nHybrid, five Fridays plus project\nHours\n40 (plus about 30 hours of project work)\nFee\n$1,850\nCEUs\n4.0\nInstructor\nundefined\nWho to contact\nProfessional Education, Business & Industry Outreach\nMillwright Hall 124\nPhone\n(715) 555–0283\nEmail\nprofed@uwporterfalls.edu\nHours\nMon–Fri, 7:30 a.m.–4:30 p.m.\nRelated resources\nProfessional education\nLean manufacturing concentration\nGraduate certificate in quality engineering\nMinor in quality\nManufacturing extension services" }, { "url": "pd-course-project-management-essentials.html", "title": "Project Management Essentials", "description": "Six weeks of online modules and three live Saturday workshops covering charters, scope, schedules, budgets, risk, stakeholders and agile basics, finished with a plan for a project you are actually responsible for.", "headings": [ "Project Management Essentials", "On this page", "About the course", "Who should enroll", "Dates, format and fee", "What you will do", "Instructor", "Employer pricing and registration" ], "content": "Professional education Project Management Essentials\nSix weeks of online modules and three live Saturday workshops covering charters, scope, schedules, budgets, risk, stakeholders and agile basics, finished with a plan for a project you are actually responsible for.\nAbout the course\nMany people manage projects without the title: an engineer moving a production line, a nurse manager opening a clinic, an office manager changing payroll systems. This course gives them a working toolkit, using a common professional framework and translating its vocabulary into plain language. It covers predictive, plan-driven methods and also the agile practices most teams now mix in.\nEach week has about four hours of online work: short videos, readings and one applied assignment on your own project. Three live Saturday workshops, held online from 9 a.m. to noon, are for practice. You will build a schedule as a team, defend a budget and run a risk session. The final deliverable is a complete project management plan for a real project, reviewed by the instructor. Completers receive documentation of contact hours, which some professional certification applications require.\nWho should enroll\nAccidental project managers in any field\nEngineers, technicians and supervisors who lead cross-functional projects\nStaff considering the graduate certificate in project management who want to try the subject first\nNo prerequisites. You will need a project from work or community life to plan. If you do not have one, the instructor will give you a case.\nDates, format and fee\nFall — Dates: Nov. 2–Dec. 12, 2026; Meets: Online weekly; live Saturdays Nov. 7, Nov. 21 and Dec. 12, 9 a.m.–noon; Where: Online\nSpring — Dates: Mar. 1–Apr. 24, 2027 (break Mar. 15–21); Meets: Online weekly; live Saturdays Mar. 6, Mar. 27 and Apr. 24, 9 a.m.–noon; Where: Online\nFormat\nOnline, with three live workshops\nContact hours\n30\nCEUs\n3.0\nFee\n$795, including templates and a scheduling-software license for the term\nSeats\n35 per section\nWhat you will do\n1 — Topic: Starting a project: charters, sponsors, success criteria; You produce: Project charter\n2 — Topic: Scope and the work breakdown structure; You produce: Scope statement and WBS\n3 — Topic: Scheduling: dependencies, critical path, Gantt charts; You produce: Baseline schedule\n4 — Topic: Estimating cost and resources; tracking earned value; You produce: Budget\n5 — Topic: Risk, stakeholders, communication and change control; You produce: Risk register and communication plan\n6 — Topic: Agile basics, hybrid approaches, closing a project and capturing lessons; You produce: Complete project management plan\nInstructor\nDr. Gustav Okafor is an assistant professor of construction management. Before Porter he ran schedules for commercial building projects, where he learned that the critical path always runs through the one subcontractor who will not answer the phone. He also teaches in the graduate certificate in construction project management .\nEmployer pricing and registration\nThe list fee is $795 per person. Professional Education invoices employers directly on net-30 terms and provides the completion letter and attendance record that tuition-assistance programs ask for.\n1–2 people from one employer — Price per person: $795\n3–5 people from one employer, same section — Price per person: $716 (10% off)\n6 or more people from one employer — Price per person: $676 (15% off)\nPorter alumni (not combined with group pricing) — Price per person: $716\nPrivate cohort of up to 16, at your site or ours — Price per person: Quoted; usually 70–80% of 16 list-price seats\nEmployers with fewer than 250 workers in Porter County and the five neighboring counties may qualify for a Valley Workforce Board incumbent-worker grant that covers up to half the fee. We will help with the paperwork. Completers who enroll in the graduate certificate within two years can ask for prior learning assessment toward its introductory course. Register online or by phone. The full policy on cancellations, substitutions and weather is on the Professional Education page.\nAt a glance\nNext start\nMon., Nov. 2, 2026\nFormat\nOnline plus three live Saturdays\nHours\n30\nFee\n$795\nCEUs\n3.0\nInstructor\nundefined\nWho to contact\nProfessional Education, Business & Industry Outreach\nMillwright Hall 124\nPhone\n(715) 555–0283\nEmail\nprofed@uwporterfalls.edu\nHours\nMon–Fri, 7:30 a.m.–4:30 p.m.\nRelated resources\nProfessional education\nGraduate certificate in project management\nOnline project management\nMinor in project management\nAdult and returning students" }, { "url": "pd-course-supervisory-leadership.html", "title": "Supervisory Leadership: The First Eighteen Months", "description": "Six Thursday mornings for new and soon-to-be supervisors: going from peer to boss, setting expectations, feedback that changes behavior, documentation, and the first hard conversation.", "headings": [ "Supervisory Leadership: The First Eighteen Months", "On this page", "About the course", "Who should enroll", "Dates, format and fee", "What you will do", "Instructor", "Employer pricing and registration" ], "content": "Professional education Supervisory Leadership: The First Eighteen Months\nSix Thursday mornings for new and soon-to-be supervisors: going from peer to boss, setting expectations, feedback that changes behavior, documentation, and the first hard conversation.\nAbout the course\nMost supervisors in manufacturing, health care and service businesses are promoted because they were good at the job, and then they are given a set of keys and no training. This course is designed for the first eighteen months in the role. It is practical and built around situations, and it is honest that some weeks are just hard.\nEach session combines a short framework, a case drawn from a Valley employer with the names changed, and practice. The practice part matters most. In session five you hold a difficult conversation with a trained actor from Porter’s theatre program, who plays an employee with an attendance problem and does not make it easy. Between sessions, each participant works on a “floor problem” they brought from their own workplace and reports back.\nWho should enroll\nSupervisors, team leads and charge nurses with less than two years in the role\nHigh performers whom an employer plans to promote in the next six months\nSmall-business owners managing their first employees\nEmployers that send several people can ask for a private cohort through corporate training , scheduled around second and third shifts if needed. Managers looking for a credit option should see online organizational leadership .\nDates, format and fee\nWinter — Dates: Jan. 14–Feb. 18, 2027; Meets: Thursdays, 8 a.m.–noon; Where: Commerce Hall 118\nSpring — Dates: Mar. 25–Apr. 29, 2027; Meets: Thursdays, 8 a.m.–noon; Where: Commerce Hall 118\nFormat\nIn person, six weekly sessions\nContact hours\n24\nCEUs\n2.4\nFee\n$895, including a workbook and a 360-degree feedback survey\nSeats\n20 per section\nWhat you will do\nFrom peer to boss. What changes, what has to change, and friendships on the floor.\nExpectations and standard work. Writing down what “good” looks like so you can hold people to it fairly.\nFeedback and coaching. Specific, timely and about behavior; recognizing good work without it sounding like a form letter.\nAttendance, documentation and discipline. Working with HR, not around it; what to write down and when.\nThe hard conversation. Practice with an actor, then a debrief with the group. Phones go in a box.\nSafety, change and your own manager. Leading a safety culture, explaining decisions you did not make, and the 360-degree feedback results.\nInstructor\nLorraine Pettit is a lecturer in leadership studies. She was a human resources manager at a Valley food plant for fourteen years and says she has “sat in on about 900 conversations that should have happened six months earlier.” She teaches in the leadership minor and the graduate certificate in manufacturing leadership .\nEmployer pricing and registration\nThe list fee is $895 per person. Professional Education invoices employers directly on net-30 terms and provides the completion letter and attendance record that tuition-assistance programs ask for.\n1–2 people from one employer — Price per person: $895\n3–5 people from one employer, same section — Price per person: $806 (10% off)\n6 or more people from one employer — Price per person: $761 (15% off)\nPorter alumni (not combined with group pricing) — Price per person: $806\nPrivate cohort of up to 16, at your site or ours — Price per person: Quoted; usually 70–80% of 16 list-price seats\nEmployers with fewer than 250 workers in Porter County and the five neighboring counties may qualify for a Valley Workforce Board incumbent-worker grant that covers up to half the fee. We will help with the paperwork. Register online or by phone. The full policy on cancellations, substitutions and weather is on the Professional Education page.\nAt a glance\nNext start\nThu., Jan. 14, 2027\nFormat\nIn person, Thursday mornings\nHours\n24\nFee\n$895\nCEUs\n2.4\nInstructor\nundefined\nWho to contact\nProfessional Education, Business & Industry Outreach\nMillwright Hall 124\nPhone\n(715) 555–0283\nEmail\nprofed@uwporterfalls.edu\nHours\nMon–Fri, 7:30 a.m.–4:30 p.m.\nRelated resources\nProfessional education\nMinor in leadership\nGraduate certificate in manufacturing leadership\nOnline organizational leadership\nCorporate training" }, { "url": "pd-course-welding-certification-prep.html", "title": "Welding Certification Prep", "description": "Eighteen evenings in the welding lab preparing experienced welders for a structural plate qualification test in the vertical and overhead positions, witnessed by an independent inspector.", "headings": [ "Welding Certification Prep", "On this page", "About the course", "Who should enroll", "Dates, format and fee", "What you will do", "Instructor", "Employer pricing and registration" ], "content": "Professional education Welding Certification Prep\nEighteen evenings in the welding lab preparing experienced welders for a structural plate qualification test in the vertical and overhead positions, witnessed by an independent inspector.\nAbout the course\nMany Valley fabricators will not let a welder work on structural jobs without a current qualification test, and many good welders have never taken one. This course prepares experienced welders for a groove-weld plate test on 3/8-inch plate in the vertical (3G) and overhead (4G) positions, using shielded metal arc (stick) or flux-cored arc welding. You choose the process when you register. The test follows a widely used structural steel welding code. Bend specimens are cut and bent in our lab, and the test is witnessed by an independent welding inspector who is not on Porter’s staff.\nThe first night is a screening weld. If you are not ready for test prep, we will say so and refund all but $100, or move you to a fundamentals section. Every later session is booth time with coaching. The instructor cuts and bends practice coupons each week so you can see your own root fusion before the test does.\nWho should enroll\nWelders with at least six months of production or shop experience\nRecent welding program graduates preparing for a first job test\nMaintenance welders whose employer needs them qualified for structural repairs\nThe course was designed with fabricators in the Northwoods Manufacturing Alliance , who told the Center for Manufacturing Workforce Development that a qualified welder was their hardest hire.\nBring your own helmet, leather jacket and gloves. Your fee covers plate, rod, wire, gas, grinding discs, the screening weld and one test. A retest costs $150.\nDates, format and fee\nSpring 2027 — Dates: Feb. 1–Apr. 7, 2027 (no class Mar. 15 and 17); Meets: Mon & Wed, 5–9 p.m.; Where: Founders Hall welding lab (12 booths)\nTest day — Dates: Sat., Apr. 10, 2027; Meets: 7 a.m.–3 p.m., assigned times; Where: Founders Hall welding lab\nFormat\nIn person, evenings; 18 sessions plus test day\nContact hours\n72\nCEUs\n7.2\nFee\n$1,950, including consumables and one qualification test\nSeats\n12\nWhat you will do\nWeeks 1–2: screening weld; joint prep and fit-up; reading a welding procedure specification; machine setup.\nWeeks 3–5: vertical-up root, fill and cap passes; weekly bend tests of practice coupons.\nWeeks 6–8: overhead position; distortion control; common discontinuities and how inspectors find them.\nWeeks 9–10: timed mock tests under test conditions, then a final coaching session.\nTest day: qualification test, cutting and bend testing, results the same afternoon.\nIn 2025–26, 19 of 23 participants passed on their first attempt, and three more passed on a retest.\nInstructor\nJoaquin Reyes-Lund is a welding technology instructor who spent fifteen years as a structural and pipeline welder. He also teaches the summer Weld Like a Pro camp for high schoolers (see summer camps 2027 ) and says the adults in this course take longer to stop asking him to look at their welds.\nEmployer pricing and registration\nThe list fee is $1,950 per person. Professional Education invoices employers directly on net-30 terms and provides the completion letter and attendance record that tuition-assistance programs ask for.\n1–2 people from one employer — Price per person: $1,950\n3–5 people from one employer, same section — Price per person: $1,755 (10% off)\n6 or more people from one employer — Price per person: $1,658 (15% off)\nPorter alumni (not combined with group pricing) — Price per person: $1,755\nPrivate cohort of up to 16, at your site or ours — Price per person: Quoted; usually 70–80% of 16 list-price seats\nEmployers with fewer than 250 workers in Porter County and the five neighboring counties may qualify for a Valley Workforce Board incumbent-worker grant that covers up to half the fee. We will help with the paperwork. Employers that need welders qualified on their own procedure can ask for a private test day. Register online or by phone. The full policy on cancellations, substitutions and weather is on the Professional Education page.\nAt a glance\nNext start\nMon., Feb. 1, 2027\nFormat\nIn person, Mon/Wed evenings\nHours\n72\nFee\n$1,950\nCEUs\n7.2\nInstructor\nundefined\nWho to contact\nProfessional Education, Business & Industry Outreach\nMillwright Hall 124\nPhone\n(715) 555–0283\nEmail\nprofed@uwporterfalls.edu\nHours\nMon–Fri, 7:30 a.m.–4:30 p.m.\nRelated resources\nProfessional education\nWelding technology courses\nCenter for Manufacturing Workforce Development\nNorthwoods Manufacturing Alliance\nCorporate training" }, { "url": "peer-health-educators.html", "title": "Peer Health Educators", "description": "A trained group of students who run wellness programming and one-on-one peer coaching across campus.", "headings": [ "Peer Health Educators", "On this page", "What a peer educator actually does", "Becoming one", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Peer Health Educators\nA trained group of students who run wellness programming and one-on-one peer coaching across campus.\nWhat a peer educator actually does\nTrained students run recurring wellness workshops on sleep, stress and nutrition, staff outreach tables during high-stress weeks like finals, and offer informal one-on-one coaching for a student who wants peer-level advice rather than a clinical appointment.\nBecoming one\nApplications open each spring for the following academic year; selected students complete a paid summer training before taking on programming responsibilities in the fall.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nWho they are: Trained, paid student staff. What they run: Wellness workshops, tabling, one-on-one peer coaching. Apply: Each spring for the following year. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWho they are\nTrained, paid student staff\nWhat they run\nWellness workshops, tabling, one-on-one peer coaching\nApply\nEach spring for the following year\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "peer-mentoring-program.html", "title": "Peer mentoring program", "description": "Trained upper-class mentors paired with first-year and transfer students.", "headings": [ "Peer mentoring program", "On this page", "What a mentor actually does", "Becoming a mentor", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Peer mentoring program\nTrained upper-class mentors paired with first-year and transfer students.\nWhat a mentor actually does\nA mentor is a guide, not a tutor or a counselor — helping a new student find a study group, explaining how to actually use office hours, or just checking in when a first exam goes badly, with a clear sense of when to refer to a professional office instead.\nBecoming a mentor\nAny student with a semester of good academic standing can apply; selected mentors complete a required training weekend before fall covering listening skills, referral boundaries and mandatory reporting basics, and receive a small stipend.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nPairing: By major where possible, otherwise by interest. Commitment: Weekly contact for the first semester. Training: Mentors complete a required training weekend before fall. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nPairing\nBy major where possible, otherwise by interest\nCommitment\nWeekly contact for the first semester\nTraining\nMentors complete a required training weekend before fall\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "peer-mentoring.html", "title": "Peer mentoring", "description": "Trained student mentors who help new students find their footing in the first year.", "headings": [ "Peer mentoring", "On this page", "What a mentor does", "Getting or becoming one", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Peer mentoring\nTrained student mentors who help new students find their footing in the first year.\nWhat a mentor does\nA peer mentor is a guide to the ordinary machinery of being a student — how to read a syllabus, when to talk to an instructor, where the tutoring is, how to register, what to do when a plan falls apart. They are not tutors or advisors, and they hand off anything academic or personal that needs a professional. The value is a nearby person who did this recently.\nGetting or becoming one\nNew students opt in during orientation or in the first weeks; matches are made by program and interest and start with a scheduled check-in. Becoming a mentor is a paid position with training, open to students past their first year in good standing — applications run in spring for the following year.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nMatch: By program or interest where possible, early in the fall term. Contact: A few structured check-ins plus open availability. Mentors: Upper-level students, paid and trained, supervised by the Success Center. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nMatch\nBy program or interest where possible, early in the fall term\nContact\nA few structured check-ins plus open availability\nMentors\nUpper-level students, paid and trained, supervised by the Success Center\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "people/bjorn-halvorsen.html", "title": "Dr. Bjorn Halvorsen", "description": "Provost & Vice Chancellor for Academic Affairs, University of Wesconsin–Porter Falls Polytechnic.", "headings": [ "Dr. Bjorn Halvorsen", "Education", "Take the next step." ], "content": "Leadership\nDr. Bjorn Halvorsen\nProvost & Vice Chancellor for Academic Affairs, since 2016\nBjorn Halvorsen oversees the seven colleges, the Graduate School, and academic policy as provost, a role he has held since 2016 after eight years chairing the Mechanical Engineering program.\nHalvorsen still teaches one section of Statics & Mechanics of Materials each fall, a practice he has kept through his entire administrative career. “An administrator who does not teach forgets what the building is for,” he says, and colleagues report he means it literally — he grades the exams himself.\nEducation\nPh.D., Mechanical Engineering, Iowa State University; M.S., Mechanical Engineering, University of Minnesota\nTitle Provost & Vice Chancellor for Academic Affairs\nIn role since 2016\nOffice Founders Hall 302\nContact\nprovost@uwporterfalls.edu\nRelated\nFull leadership list\nStaff directory\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "people/duane-kolsrud.html", "title": "Duane Kolsrud", "description": "Director of Facilities, University of Wesconsin–Porter Falls Polytechnic.", "headings": [ "Duane Kolsrud", "Education", "Take the next step." ], "content": "Leadership\nDuane Kolsrud\nDirector of Facilities, since 1998\nDuane Kolsrud has run Facilities since 1998 and holds the only complete set of keys to every building on campus, including two that have since been demolished. He has overseen every major capital project on campus for a quarter century, most recently the planning phase of the Founders Hall renovation.\nHe has been offered a vice chancellorship twice and declined twice, reportedly telling the search committee both times that he would rather keep the keys.\nEducation\nB.S., Construction Management, UW–Porter Falls\nTitle Director of Facilities\nIn role since 1998\nOffice Facilities Building\nContact\nfacilities@uwporterfalls.edu\nRelated\nFull leadership list\nStaff directory\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "people/elaine-vandehey.html", "title": "Dr. Elaine Vandehey", "description": "Chancellor, University of Wesconsin–Porter Falls Polytechnic.", "headings": [ "Dr. Elaine Vandehey", "Education", "Take the next step." ], "content": "Leadership\nDr. Elaine Vandehey\nChancellor, since 2019\nElaine Vandehey became UW–Porter Falls' ninth chancellor in 2019 after seven years as dean of the College of Engineering & Technology, where she led the expansion of the college's co-op program to its current 97 percent placement rate.\nA UW–Porter Falls graduate herself — Mechanical Engineering, 1996 — Vandehey worked for eleven years in manufacturing engineering roles before returning to campus as faculty in 2007. She is a frequent speaker on applied-education policy at regional higher-education conferences.\nHer stated priority as chancellor is holding the line on the university's applied-learning requirement even as enrollment grows: “Every program keeps its internship, co-op or clinical. That is not the part we streamline when things get tight.”\nEducation\nPh.D., Industrial Engineering, University of Wisconsin–Madison; B.S., Mechanical Engineering, University of Wesconsin–Porter Falls Polytechnic\nTitle Chancellor\nIn role since 2019\nOffice Founders Hall 300\nContact\nchancellor@uwporterfalls.edu\nRelated\nFull leadership list\nStaff directory\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "people/elizabeth-pratt.html", "title": "Dr. Elizabeth Pratt", "description": "Dean, College of Business, University of Wesconsin–Porter Falls Polytechnic.", "headings": [ "Dr. Elizabeth Pratt", "Education", "Take the next step." ], "content": "Leadership\nDr. Elizabeth Pratt\nDean, College of Business, since 2017\nElizabeth Pratt has led the College of Business since 2017, overseeing the addition of the Entrepreneurship major and the redesign of the M.B.A. into its current single-cohort, evening format.\nShe serves on the board of a regional economic development council and maintains that every College of Business student should leave with “a co-op, a client, or a business — ideally two of the three.”\nEducation\nPh.D., Business Administration, University of Iowa; M.B.A., University of Wisconsin–Milwaukee\nTitle Dean, College of Business\nIn role since 2017\nOffice Founders Hall 220\nContact\ncob@uwporterfalls.edu\nRelated\nCollege of Business programs\nFull leadership list\nStaff directory\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "people/karen-bergstrom.html", "title": "Dr. Karen Bergstrom", "description": "Dean, College of Engineering & Technology, University of Wesconsin–Porter Falls Polytechnic.", "headings": [ "Dr. Karen Bergstrom", "Education", "Take the next step." ], "content": "Leadership\nDr. Karen Bergstrom\nDean, College of Engineering & Technology, since 2019\nKaren Bergstrom leads UW–Porter Falls' largest college by enrollment, overseeing ten programs from Mechanical Engineering to the Welding Technology certificate. Before joining Porter in 2011 as a faculty member, she spent nine years as a manufacturing engineer.\nUnder her deanship the college signed the ten-year workforce pipeline agreement with three regional manufacturers and secured the $2.4 million federal grant funding the college's new advanced manufacturing lab.\nEducation\nPh.D., Manufacturing Engineering, Michigan Technological University\nTitle Dean, College of Engineering & Technology\nIn role since 2019\nOffice Engineering & Technology Building 210\nContact\nengr@uwporterfalls.edu\nRelated\nCollege of Engineering & Technology programs\nFull leadership list\nStaff directory\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "people/laura-vance.html", "title": "Dr. Laura Vance", "description": "Dean, College of Health Sciences, University of Wesconsin–Porter Falls Polytechnic.", "headings": [ "Dr. Laura Vance", "Education", "Take the next step." ], "content": "Leadership\nDr. Laura Vance\nDean, College of Health Sciences, since 2020\nLaura Vance became dean of the College of Health Sciences in 2020, arriving from a regional hospital system where she had spent a decade in clinical education leadership.\nShe has overseen the Nursing program's expansion to a second spring clinical cohort and the college's eleven-year run of above-average NCLEX-RN pass rates.\nEducation\nPh.D., Nursing Education, University of Minnesota; B.S.N., University of Wisconsin–Eau Claire\nTitle Dean, College of Health Sciences\nIn role since 2020\nOffice Health Sciences Center 150\nContact\nchs@uwporterfalls.edu\nRelated\nCollege of Health Sciences programs\nFull leadership list\nStaff directory\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "people/melissa-jacoby.html", "title": "Prof. Melissa Jacoby", "description": "Dean, College of Arts, Design & Communication, University of Wesconsin–Porter Falls Polytechnic.", "headings": [ "Prof. Melissa Jacoby", "Education", "Take the next step." ], "content": "Leadership\nProf. Melissa Jacoby\nDean, College of Arts, Design & Communication, since 2022\nMelissa Jacoby, the college's dean since 2022, is a practicing graphic designer whose studio work is still exhibited nationally. She joined UW–Porter Falls faculty in 2009 and chaired the Graphic Design & Interactive Media program for six years before her appointment as dean.\nShe has made portfolio review a graduation requirement across every program in the college, not just the design-focused ones.\nEducation\nM.F.A., Graphic Design, Rhode Island School of Design\nTitle Dean, College of Arts, Design & Communication\nIn role since 2022\nOffice Applied Arts Building 110\nContact\ncadc@uwporterfalls.edu\nRelated\nCollege of Arts, Design & Communication programs\nFull leadership list\nStaff directory\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "people/nancy-jorgensen.html", "title": "Dr. Nancy Jorgensen", "description": "Dean, College of Computing & Information Sciences, University of Wesconsin–Porter Falls Polytechnic.", "headings": [ "Dr. Nancy Jorgensen", "Education", "Take the next step." ], "content": "Leadership\nDr. Nancy Jorgensen\nDean, College of Computing & Information Sciences, since 2021\nNancy Jorgensen joined UW–Porter Falls in 2021 as the college's first dean after its split from the former combined Science & Technology college, tasked with growing Cybersecurity and Data Science into two of the university's fastest-growing majors.\nShe previously spent six years in industry as a security architect before returning to academia, and still guest-lectures in the Cybersecurity capstone each spring.\nEducation\nPh.D., Computer Science, University of Wisconsin–Madison\nTitle Dean, College of Computing & Information Sciences\nIn role since 2021\nOffice Jarvis Technology Center 410\nContact\nccis@uwporterfalls.edu\nRelated\nCollege of Computing & Information Sciences programs\nFull leadership list\nStaff directory\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "people/priya-adeyemi.html", "title": "Dr. Priya Adeyemi", "description": "Dean, College of Science & Mathematics, University of Wesconsin–Porter Falls Polytechnic.", "headings": [ "Dr. Priya Adeyemi", "Education", "Take the next step." ], "content": "Leadership\nDr. Priya Adeyemi\nDean, College of Science & Mathematics, since 2019\nPriya Adeyemi has led the College of Science & Mathematics since 2019. The college does not award its own undergraduate majors — instead, its five departments (Biology, Chemistry, Environmental Science, Mathematics, and Physics & Astronomy) teach the foundational coursework that every science-adjacent program at Porter depends on, from nursing's anatomy prerequisites to the calculus sequence every engineer takes in year one.\nTwo majors, Applied Mathematics and Environmental Science, are jointly administered with the College of Applied & Technical Studies : the coursework lives in her college, the degree is conferred through theirs. She calls the arrangement “the least glamorous, most load-bearing wall on campus.”\nEducation\nPh.D., Applied Mathematics, University of Minnesota; B.S., Mathematics and Physics, Spelman College\nTitle Dean, College of Science & Mathematics\nIn role since 2019\nOffice Jarvis Technology Center 310\nContact\ncsm@uwporterfalls.edu\nRelated\nCollege of Science & Mathematics\nFull leadership list\nStaff directory\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "people/rebecca-dunmore.html", "title": "Dr. Rebecca Dunmore", "description": "Dean, College of Education, University of Wesconsin–Porter Falls Polytechnic.", "headings": [ "Dr. Rebecca Dunmore", "Education", "Take the next step." ], "content": "Leadership\nDr. Rebecca Dunmore\nDean, College of Education, since 2018\nRebecca Dunmore leads the College of Education, which licenses more classroom teachers for rural and small-city Wesconsin districts than any other UW System campus its size.\nA former middle school teacher and district curriculum coordinator, she has pushed the college's field placements earlier into every program — most now begin in the sophomore year rather than the traditional senior-year student teaching placement alone.\nEducation\nPh.D., Curriculum & Instruction, University of Wisconsin–Madison\nTitle Dean, College of Education\nIn role since 2018\nOffice Founders Union 240\nContact\ncoe@uwporterfalls.edu\nRelated\nCollege of Education programs\nFull leadership list\nStaff directory\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "people/sandra-petrov.html", "title": "Dr. Sandra Petrov", "description": "Dean, College of Applied & Technical Studies, University of Wesconsin–Porter Falls Polytechnic.", "headings": [ "Dr. Sandra Petrov", "Education", "Take the next step." ], "content": "Leadership\nDr. Sandra Petrov\nDean, College of Applied & Technical Studies, since 2019\nSandra Petrov leads the college that includes Packaging Technology, Hospitality & Tourism Management, and Automotive & Diesel Technology — a deliberately varied portfolio she describes as “everything that gets someone hired directly into a licensed trade or a genuinely uncommon major.”\nShe was instrumental in securing the $380,000 equipment donation that outfitted the Packaging Technology program's new materials-testing lab.\nEducation\nPh.D., Higher Education Administration, University of Wisconsin–Madison; B.S., Packaging Science, Michigan State University\nTitle Dean, College of Applied & Technical Studies\nIn role since 2019\nOffice North Campus Hall 130\nContact\ncats@uwporterfalls.edu\nRelated\nCollege of Applied & Technical Studies programs\nFull leadership list\nStaff directory\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "people/thaddeus-marsh.html", "title": "Dr. Thaddeus Marsh", "description": "Dean, College of Education, Health & Human Sciences, University of Wesconsin–Porter Falls Polytechnic.", "headings": [ "Dr. Thaddeus Marsh", "Education", "Take the next step." ], "content": "Leadership\nDr. Thaddeus Marsh\nDean, College of Education, Health & Human Sciences, since 2021\nThaddeus Marsh has led the College of Education, Health & Human Sciences since 2021. It is Porter's largest administrative college and its structure confuses new students every fall: it is the parent unit over both the College of Education and the College of Health Sciences , which keep their own deans, buildings, and student-facing identities for admissions and career purposes, plus several departments (Health & Nutrition Sciences, Psychology, Rehabilitation & Human Services, Teacher Education) that feed programs in both.\n“Nobody applies to the College of Education, Health & Human Sciences,” he tells incoming advisers. “They apply to Nursing, or Elementary Education, or Psychology. My job is making sure the plumbing between those programs and their shared departments actually works.”\nEducation\nPh.D., Higher Education Administration, University of Michigan; M.S., Public Health, University of Wisconsin–Madison\nTitle Dean, College of Education, Health & Human Sciences\nIn role since 2021\nOffice Health Sciences Center 410\nContact\ncehhs@uwporterfalls.edu\nRelated\nCollege of Education, Health & Human Sciences\nFull leadership list\nStaff directory\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "perfectionism-and-getting-things-done.html", "title": "Perfectionism and getting things done", "description": "When", "headings": [ "Perfectionism and getting things done", "On this page", "The tell", "Aim for \"good enough for the goal\"", "Ship a bad version first", "Time-box the polish", "Separate the work from your worth", "When it is entangled with anxiety" ], "content": "Student success Perfectionism and getting things done\nWhen \"high standards\" tips into missed deadlines, avoidance, and burnout — and how to loosen the grip without lowering the bar.\nThe tell\nUseful high standards make your work better. Perfectionism makes it later, smaller, or undone: rewriting the first paragraph for an hour, not submitting because it is \"not ready,\" avoiding starting a big assignment because it cannot be done perfectly, treating a B as a failure, and feeling exhausted and never satisfied. If your standards are costing you sleep and deadlines, they have stopped serving you.\nAim for \"good enough for the goal\"\nEvery task has a quality bar that is actually required — the rubric, the assignment's weight, what the reader needs. Consciously decide that bar before you start, hit it, and stop. A problem set does not need to be a work of art; a first draft is supposed to be rough. Save the extra polish for the few things where it genuinely matters.\nShip a bad version first\nThe blank page is where perfectionism lives. Write a deliberately terrible draft — bullet points, placeholders, \"fix this later\" notes — as fast as you can, then improve it. A rough whole beats a perfect first paragraph, and having something on the page defuses the anxiety that was feeding the avoidance.\nTime-box the polish\nGive yourself a fixed amount of time for revision and refinement, and when it is up, submit. \"Two more hours and then it goes in\" prevents the open-ended tinkering that turns a good assignment into a late one. The marginal improvement from hour five of editing is almost always smaller than the cost of what you did not do instead.\nSeparate the work from your worth\nPerfectionism often runs on \"my performance is who I am,\" so any flaw feels like a personal verdict. It is not. A messy draft, a wrong answer, a B — these are information about the work, not about you. Noticing that link is most of loosening it; the counseling center and coaching help with the rest.\nWhen it is entangled with anxiety\nPerfectionism frequently travels with anxiety, procrastination, and sometimes low mood, and the cluster responds well to counseling — a few sessions on the thinking patterns and the behaviors. A success coach can also help you set the \"good enough\" bars and the time-boxes as concrete habits.\nAt a glance\nThe tell\nStandards that cost you sleep and deadlines have stopped serving you\nAim for\n\"Good enough for the goal\" — decide the bar before you start, hit it, stop\nDefeat the blank page\nShip a deliberately bad draft fast, then improve it\nPolish\nTime-box it — \"two more hours then it goes in\"\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nProcrastination: what actually works\nTime management that actually works\nManaging stress and anxiety\nImposter feelings\nUsing counseling services\nFull contact directory" }, { "url": "performing-arts-for-everyone.html", "title": "Performing arts when it is not your major", "description": "Ensembles, theater, and open classes you can join for credit or just for fun, whatever you study.", "headings": [ "Performing arts when it is not your major", "On this page", "Music ensembles", "Theater", "Classes you can just take", "Dance and other groups", "Where it happens and who comes", "Why bother" ], "content": "Campus life Performing arts when it is not your major\nEnsembles, theater, and open classes you can join for credit or just for fun, whatever you study.\nMusic ensembles\nThe concert band, jazz ensembles, the pep band that plays Ironclads games, choirs, a percussion ensemble, and small chamber groups are open by audition or sign-up to students in any major — a large share of members are engineering, business, and science students who played in high school and want to keep playing. Most can be taken for a credit or joined non-credit.\nTheater\nThe theater program casts main-stage productions from open auditions, not just from majors, and the crews — set, lights, sound, costumes, stage management — always need people and teach you on the job. There is also a student-run one-act festival and an improv troupe.\nClasses you can just take\nActing, stagecraft, music fundamentals, applied lessons on an instrument, dance, and digital music production are open as electives. They satisfy a general-education slot for many programs and are a genuinely different use of your brain from a lab-heavy schedule.\nDance and other groups\nStudent-run dance teams (several styles), an a cappella group, a musical-theater club, and cultural performance groups perform across the year and recruit each fall. These are organizations, so the commitment and audition process vary — ask at the org fair.\nWhere it happens and who comes\nThe arts season — concerts, plays, recitals, guest artists, the visiting writers series — runs all year in the campus theaters and galleries, with student rush tickets that are close to free. Going to a show is one of the cheapest good nights out on campus.\nWhy bother\nFor a lot of students the ensemble or the show is the thing that keeps a hard semester balanced — a standing rehearsal with a different group of people, a performance to point toward, and a skill that has nothing to do with your GPA. It is also where students from every major mix.\nAt a glance\nEnsembles\nBand, jazz, pep band, choirs, chamber groups — any major, credit or not\nTheater\nOpen auditions + crews that teach you on the job\nJust take a class\nActing, stagecraft, applied lessons, dance — often fills a gen-ed slot\nSee a show\nStudent rush tickets to the year-round arts season — near free\nWho to contact\nSchool of Performing Arts\nApplied Arts Building 300\nPhone\n(715) 555–0189\nEmail\nperformingarts@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nMusic & theatre\nArts season tickets\nPractice room access\nVisiting writers series\nArts & culture\nFull contact directory" }, { "url": "permission-number-override.html", "title": "Permission numbers & overrides", "description": "The codes and approvals that let you register for a class the system would otherwise block.", "headings": [ "Permission numbers & overrides", "On this page", "How it works", "Getting one", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Permission numbers & overrides\nThe codes and approvals that let you register for a class the system would otherwise block.\nHow it works\nA permission number (or an electronic override attached to your ID for that section) tells the registration system to let you past a specific barrier. It doesn't register you — you still add the class yourself before the deadline.\nGetting one\nEmail the instructor with your name, student ID, and the exact section number, and say why you need in. For a prerequisite override, explain how you've met the material another way. Account holds (a library fine, an unmet health requirement, an advising flag) have to be cleared by the office that placed them — an instructor can't override those.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nCommon blocks: A closed section, a missing prerequisite, an instructor-consent flag, a reserved seat, a time conflict, or a hold on your account. Who issues one: Usually the instructor or the department office; a time-conflict override needs both instructors' sign-off. Use it fast: Overrides often expire at a date, and a held seat can be given away. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCommon blocks\nA closed section, a missing prerequisite, an instructor-consent flag, a reserved seat, a time conflict, or a hold on your account\nWho issues one\nUsually the instructor or the department office; a time-conflict override needs both instructors' sign-off\nUse it fast\nOverrides often expire at a date, and a held seat can be given away\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "personal-statement-help.html", "title": "Personal statement help", "description": "Focused feedback on the essay for a job, graduate program, scholarship, or professional school.", "headings": [ "Personal statement help", "On this page", "What reviewers look for", "Getting the most from it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Personal statement help\nFocused feedback on the essay for a job, graduate program, scholarship, or professional school.\nWhat reviewers look for\nA specific, concrete opening instead of a generic one; evidence that you understand the program or role; a throughline connecting your experience to what you want next; and your own voice rather than what you think they want to hear. They'll flag clichés, vagueness, and anything that reads as padding.\nGetting the most from it\nCome with a real draft, not an outline — reviewers give better feedback on prose than on a plan. Space appointments a week apart so you have time to rewrite. For professional-school statements, the pre-health or pre-law advisors give field-specific feedback the general reviewers can't.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nWhere: Career Services and the Writing Center, by appointment; start weeks before the deadline. Bring: The prompt, your draft, and the program or job description. Rounds: Plan for two or three revisions with feedback between — a strong statement is rewritten, not edited once. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nCareer Services and the Writing Center, by appointment; start weeks before the deadline\nBring\nThe prompt, your draft, and the program or job description\nRounds\nPlan for two or three revisions with feedback between — a strong statement is rewritten, not edited once\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "pet-policy.html", "title": "Pet policy", "description": "What pets are allowed where, and the process for an assistance or service animal.", "headings": [ "Pet policy", "On this page", "Pets versus service animals", "Getting a housing exception approved", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Pet policy\nWhat pets are allowed where, and the process for an assistance or service animal.\nPets versus service animals\nA trained service animal performing a specific task for a disability is permitted anywhere on campus without prior registration, by law. A pet — including an emotional support animal outside of housing — is not, and requires prior approval from Accessibility Services for a residence hall exception.\nGetting a housing exception approved\nA student requesting an emotional support animal in housing works with Accessibility Services before move-in; approval includes expectations for the animal's behavior, vaccination records and a plan if it causes a problem for roommates or the building.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nGeneral rule: No pets in university buildings, including residence halls. Service animals: Always permitted; no registration required by law. Emotional support animals: Permitted in housing only, with prior approval. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nGeneral rule\nNo pets in university buildings, including residence halls\nService animals\nAlways permitted; no registration required by law\nEmotional support animals\nPermitted in housing only, with prior approval\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "petitions-and-exceptions.html", "title": "Petitions and exceptions: how to ask", "description": "Almost every rule has a process for a well-justified exception. Here is how to make the ask land.", "headings": [ "Petitions and exceptions: how to ask", "On this page", "The rules bend, through a process", "Ask the right office", "What a strong petition contains", "Timing is most of it", "Get an advocate", "If it is denied" ], "content": "Academics Petitions and exceptions: how to ask\nAlmost every rule has a process for a well-justified exception. Here is how to make the ask land.\nThe rules bend, through a process\nA course substitution, a waiver of a prerequisite, a late add or drop, an overload above 18 credits, a fourth attempt at a course, a catalog-year change, a residency exception, a graduation requirement swap — each has a petition or exception process. The answer is often yes when the request is reasonable and well-documented, and almost always no when it is vague or last-minute.\nAsk the right office\nRequirement and substitution petitions go to the department that owns the requirement, then the college if the department cannot grant it. Registration exceptions (late add, overload, permission numbers) go through your adviser or the Registrar. Aid-related appeals go to Financial Aid. Sending a petition to the wrong office adds weeks.\nWhat a strong petition contains\nState exactly what you are asking for, why the standard rule does not serve the purpose here, and what evidence backs it — a syllabus for a substitution, documentation for a medical late drop, an academic plan for an overload. Show that you understand the rule and are not just trying to skip it. One page, specific, calm.\nTiming is most of it\nA petition filed the week before a deadline, with the reason clearly foreseeable weeks earlier, is hard to grant. The same petition filed as soon as the issue appeared is routine. If you can see a conflict coming — a once-a-year course, a prerequisite you will not have, a schedule clash — petition now.\nGet an advocate\nA faculty member or adviser who supports your petition and says so in writing changes its odds substantially. They know the norms, the decision-maker, and how to frame it. Talk to them before you file, and ask whether they will add a note.\nIf it is denied\nAsk why, in writing. Sometimes the fix is a different request the office can grant; sometimes there is an appeal to the next level; sometimes the answer is genuinely no and the useful move is planning around it. The Student Ombuds can help you understand a denial and whether an appeal is worth it.\nAt a glance\nNearly every rule\nHas a petition/exception process — yes is common when it is reasonable\nRoute it\nRequirements → the owning department/college; registration → adviser/Registrar\nStrong petition\nExact ask + why the rule fails here + evidence, on one page\nBiggest factor\nTiming — file as soon as the issue is foreseeable\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCourse substitution request\nPermission number override\nCredit overload request\nCatalog-year rights\nStudent Ombuds\nFull contact directory" }, { "url": "phishing-report-button.html", "title": "Reporting phishing", "description": "The one-click report button in campus email, what happens after you press it, and the signs of a campus-targeted scam.", "headings": [ "Reporting phishing", "On this page", "What the button does", "The scams that target students", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Reporting phishing\nThe one-click report button in campus email, what happens after you press it, and the signs of a campus-targeted scam.\nWhat the button does\nOne click removes the message from your mailbox and forwards it to the security team, who check whether it hit other people and, if it's a real campaign, block the sender and claw the message back from every inbox it reached. You don't need to be sure — a wrong guess costs nothing.\nThe scams that target students\nA too-good campus job that wants your bank details or asks you to deposit a check; a login page that looks like the Porter sign-in but isn't; an urgent message “from” a professor or dean asking you to buy gift cards. Real university business never works that way.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nWhere: A “Report phishing” button in the mail toolbar on web and desktop. After you click: The message is pulled from your inbox and sent to security for analysis; similar messages are hunted across all mailboxes. Common campus scams: Fake job offers, a “your account will be closed” login page, a spoofed message from a professor asking for gift cards. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nA “Report phishing” button in the mail toolbar on web and desktop\nAfter you click\nThe message is pulled from your inbox and sent to security for analysis; similar messages are hunted across all mailboxes\nCommon campus scams\nFake job offers, a “your account will be closed” login page, a spoofed message from a professor asking for gift cards\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "photo-credits.html", "title": "Photo Credits", "description": "", "headings": [ "Photo credits", "Pexels photography", "Wikimedia Commons photography", "AI-generated concept art", "Historic and archival imagery" ], "content": "About this site Photo credits\nReal photography used throughout this fictional university website — the homepage, campus map, news articles, and the banner photo on every program, course, subject, minor, concentration, college, department, research centre, and student-organization page, grouped by academic discipline so pages in the same field share a fitting photo rather than a randomly assigned one.\nPexels photography\nThe following photographs are used under the Pexels license. Photographer names link to the original photo pages.\nTechnical workshop by ThisIsEngineering\nScience laboratory by cottonbro studio\nClassroom collaboration by Yan Krukau\nNursing simulation by Sahil Singh\nComputer laboratory by Михаил Крамор\nDesign studio by Roxanne Minnish\nCollege football by David Morris\nCampus walk by Lobiya\nA handful of earlier campus and workshop photographs on this site are also freely licensed stock photography; per-photo credit for those predates this page's record-keeping and is being backfilled.\nWikimedia Commons photography\nThe following photographs are from Wikimedia Commons. Titles link to the original file page, which carries the full license text.\nSolar array by Schwnj — CC BY-SA 3.0\nStudents planting tree seedlings by BLM Oregon & Washington — public domain\nHistoric graduation procession , photographer unrecorded — public domain\nHistoric track meet , National Photo Company Collection (Library of Congress) — public domain\nCampus quad in autumn , U.S. Fish and Wildlife Service National Conservation Training Center — public domain\nCampus footbridge in autumn , U.S. Fish and Wildlife Service National Conservation Training Center — public domain\nHistoric art class , Library of Congress — public domain\nEngineering lab bench by Dbuudehradun — CC BY-SA 4.0\nStudent welding by Leah Tolbert / DVIDS — public domain\nInstructor at a whiteboard by Harrison Keely — CC BY 4.0\nLaser optics experiment by the Physics Department, Ateneo de Manila University — CC BY 2.0\nNursing simulation, bedside check by JPInTheD — CC0 (cropped)\nStudents on the lawn by IMCBerea College — CC BY 2.0\nStudents crossing a footbridge , U.S. Fish and Wildlife Service National Conservation Training Center — public domain\nVisitors arriving on campus , U.S. Fish and Wildlife Service National Conservation Training Center — public domain\nAI-generated concept art\nThe images in assets/img/branded/ — athletics uniforms and action shots, campus signage, spirit wear, ceremonial and heritage scenes, and admissions/newsletter graphics — are AI-generated concept art created for this fictional university's brand identity, not photographs of any real place, team, or product. They are reviewed for fit before use, but generated text and small logo details are approximations rather than exact typesetting; nothing in this set depicts a real person.\nHistoric and archival imagery\nThe historic classroom, machine-shop, art-class, graduation, and track-meet photographs used across the site are public-domain archival material — none depict UW–Porter Falls or any real institution; they were chosen only because they generically show the kind of activity a page is about. Faculty, leadership, and alumni-spotlight pages never use a real photograph of a real person — those stay abstract monogram avatars, since a real stranger's photograph would misrepresent a page about a named fictional individual. This page and every institutional detail on this website are part of a fictional parody.\nAbout UW–Porter Falls\nParody disclaimer\nAccessibility\nPrivacy" }, { "url": "placement-testing-guide.html", "title": "Placement testing", "description": "Which placement tests you need, how scores set your starting courses, and what happens if you skip them.", "headings": [ "Placement testing", "On this page", "Take them seriously", "Credit and exemptions", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Placement testing\nWhich placement tests you need, how scores set your starting courses, and what happens if you skip them.\nTake them seriously\nThese aren't graded and don't go on a transcript, but they decide whether you start in calculus or precalculus, in second-year Spanish or first. Review beforehand with the free practice materials — a rusty afternoon can cost you a semester of prerequisites. Test in a quiet place with the time it needs.\nCredit and exemptions\nAP, IB, CLEP, dual-enrollment, or transfer credit can exempt you from a test or a whole sequence — make sure those scores and transcripts are on file first so you're not testing into something you already have credit for.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nCommon tests: Math, and (for continuing a language) world languages; some programs add chemistry or writing. When: Over the summer before your first term, online with a proctoring step, before orientation registration. Effect: Your score determines the first course you can register for in that sequence — too low a placement adds a term or more. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCommon tests\nMath, and (for continuing a language) world languages; some programs add chemistry or writing\nWhen\nOver the summer before your first term, online with a proctoring step, before orientation registration\nEffect\nYour score determines the first course you can register for in that sequence — too low a placement adds a term or more\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "plan-accounting.html", "title": "Accounting four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Accounting at UW–Porter Falls.", "headings": [ "Accounting: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 16 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 12 credits", "Year 3 · Spring 16 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Accounting · B.S. Accounting: four-year plan\nA sample term-by-term path to the B.S. in Accounting.\nHow to read this plan\nThis is a sample path to the B.S. in Accounting in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1400 Precalculus (4 cr)\nBUS 1000 Introduction to Business (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nACCT 2100 Financial Accounting (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 16 credits\nMATH 2400 Calculus I (4 cr)\nBUS 2100 Financial Accounting (3 cr)\nACCT 2200 Managerial Accounting (3 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 15 credits\nBUS 2200 Managerial Accounting (3 cr)\nBUS 2400 Principles of Marketing (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Fall 12 credits\nBUS 2600 Principles of Management (3 cr)\nACCT 3100 Intermediate Accounting I (4 cr)\nBUS 3100 Business Finance (3 cr)\nWellness elective (2 cr)\nYear 3 · Spring 16 credits\nACCT 3200 Intermediate Accounting II (4 cr)\nACCT 3300 Cost Accounting (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nBUS 3300 Operations Management (3 cr)\nACCT 3400 Accounting Information Systems (3 cr)\nACCT 3500 Individual Income Tax (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nBUS 3500 Business Analytics (3 cr)\nACCT 4100 Auditing (3 cr)\nENGL 1010 Composition I (3 cr)\nENGL 1020 Composition II (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nAccounting program\nAccounting careers & outcomes\nGetting into Accounting\nReading your degree audit\nAcademic advising" }, { "url": "plan-apparel-design.html", "title": "Apparel & Textile Design four-year plan", "description": "A sample semester-by-semester four-year plan for the B.F.A. in Apparel & Textile Design at UW–Porter Falls.", "headings": [ "Apparel & Textile Design: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 13 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 15 credits", "Year 2 · Spring 14 credits", "Year 3 · Fall 13 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Apparel & Textile Design · B.F.A. Apparel & Textile Design: four-year plan\nA sample term-by-term path to the B.F.A. in Apparel & Textile Design.\nHow to read this plan\nThis is a sample path to the B.F.A. in Apparel & Textile Design in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 13 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1200 College Algebra (3 cr)\nAPRL 1200 Apparel Construction I (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nAPRL 1400 Textiles (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 15 credits\nFine Arts elective (3 cr)\nAPRL 2100 Fashion Illustration and Flats (3 cr)\nAPRL 2300 Patternmaking I (3 cr)\nHumanities elective (3 cr)\nSocial Science elective (3 cr)\nYear 2 · Spring 14 credits\nAPRL 2500 Draping (3 cr)\nAPRL 3100 Apparel Construction II (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nWellness elective (2 cr)\nYear 3 · Fall 13 credits\nAPRL 3300 CAD for Apparel (3 cr)\nAPRL 3500 Sustainable and Functional Apparel (3 cr)\nAPRL 4900 Senior Line Development (4 cr)\nFree elective (3 cr)\nYear 3 · Spring 15 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 4 · Spring 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nAt a glance\nDegree\nB.F.A.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nApparel & Textile Design program\nApparel & Textile Design careers & outcomes\nGetting into Apparel & Textile Design\nReading your degree audit\nAcademic advising" }, { "url": "plan-applied-mathematics.html", "title": "Applied Mathematics four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Applied Mathematics at UW–Porter Falls.", "headings": [ "Applied Mathematics: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 16 credits", "Year 2 · Fall 16 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 15 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 14 credits", "Year 4 · Spring 12 credits" ], "content": "Applied Mathematics · B.S. Applied Mathematics: four-year plan\nA sample term-by-term path to the B.S. in Applied Mathematics.\nHow to read this plan\nThis is a sample path to the B.S. in Applied Mathematics in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 2400 Calculus I (4 cr)\nMATH 1200 College Algebra (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 16 credits\nENGL 1020 Composition II (3 cr)\nMATH 2500 Calculus II (4 cr)\nMATH 1300 Trigonometry (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 16 credits\nMATH 2600 Linear Algebra (3 cr)\nMATH 1400 Precalculus (4 cr)\nDATA 1400 Introduction to Data Science (3 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 15 credits\nMATH 1600 Introductory Statistics (3 cr)\nDATA 2200 Data Wrangling and Visualization (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nYear 3 · Fall 15 credits\nAPMTH 2400 Calculus I (4 cr)\nMATH 2400 Calculus I (4 cr)\nAPMTH 2500 Calculus II (4 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Spring 15 credits\nMATH 2500 Calculus II (4 cr)\nMATH 2600 Linear Algebra (3 cr)\nWellness elective (2 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 14 credits\nDATA 2600 Statistical Inference (4 cr)\nAPMTH 2700 Multivariable Calculus (4 cr)\nAPMTH 3100 Differential Equations and Modeling (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nMATH 3100 Differential Equations (3 cr)\nDATA 3100 Machine Learning for Data Science (3 cr)\nFree elective (3 cr)\nENGL 1010 Composition I (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nApplied Mathematics program\nApplied Mathematics careers & outcomes\nGetting into Applied Mathematics\nReading your degree audit\nAcademic advising" }, { "url": "plan-automotive-technology.html", "title": "Automotive & Diesel Technology four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Automotive & Diesel Technology at UW–Porter Falls.", "headings": [ "Automotive & Diesel Technology: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 13 credits", "Year 1 · Spring 16 credits", "Year 2 · Fall 17 credits", "Year 2 · Spring 16 credits", "Year 3 · Fall 13 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Automotive & Diesel Technology · B.S. Automotive & Diesel Technology: four-year plan\nA sample term-by-term path to the B.S. in Automotive & Diesel Technology.\nHow to read this plan\nThis is a sample path to the B.S. in Automotive & Diesel Technology in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 13 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1200 College Algebra (3 cr)\nAUTO 1100 Automotive Fundamentals (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 16 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nAUTO 1300 Engine Repair (4 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 17 credits\nFine Arts elective (3 cr)\nAUTO 1500 Electrical and Electronic Systems (4 cr)\nAUTO 2100 Brakes and Chassis (4 cr)\nHumanities elective (3 cr)\nSocial Science elective (3 cr)\nYear 2 · Spring 16 credits\nAUTO 2300 Engine Performance and Emissions (4 cr)\nAUTO 2500 Automatic Transmissions and Driveline (4 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nWellness elective (2 cr)\nYear 3 · Fall 13 credits\nAUTO 2700 Diesel Systems (4 cr)\nAUTO 3100 Advanced Vehicle Diagnostics (3 cr)\nAUTO 3300 Shop Management (3 cr)\nFree elective (3 cr)\nYear 3 · Spring 15 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 4 · Spring 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nAutomotive & Diesel Technology program\nAutomotive & Diesel Technology careers & outcomes\nGetting into Automotive & Diesel Technology\nReading your degree audit\nAcademic advising" }, { "url": "plan-business-administration.html", "title": "Business Administration four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Business Administration at UW–Porter Falls.", "headings": [ "Business Administration: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 16 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 11 credits", "Year 3 · Spring 16 credits", "Year 4 · Fall 13 credits", "Year 4 · Spring 12 credits" ], "content": "Business Administration · B.S. Business Administration: four-year plan\nA sample term-by-term path to the B.S. in Business Administration.\nHow to read this plan\nThis is a sample path to the B.S. in Business Administration in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1400 Precalculus (4 cr)\nBUS 1000 Introduction to Business (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nBUS 2100 Financial Accounting (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 16 credits\nMATH 2400 Calculus I (4 cr)\nACCT 2100 Financial Accounting (3 cr)\nBUS 2200 Managerial Accounting (3 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 15 credits\nACCT 2200 Managerial Accounting (3 cr)\nBUS 2400 Principles of Marketing (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Fall 11 credits\nMKTG 2400 Principles of Marketing (3 cr)\nBUS 2600 Principles of Management (3 cr)\nBUS 3100 Business Finance (3 cr)\nWellness elective (2 cr)\nYear 3 · Spring 16 credits\nACCT 3100 Intermediate Accounting I (4 cr)\nFIN 3100 Business Finance (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 13 credits\nMKTG 3100 Consumer Behavior (3 cr)\nACCT 3200 Intermediate Accounting II (4 cr)\nFIN 3200 Investments (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nMKTG 3200 Digital Marketing (3 cr)\nBUS 3300 Operations Management (3 cr)\nENGL 1010 Composition I (3 cr)\nENGL 1020 Composition II (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nBusiness Administration program\nBusiness Administration careers & outcomes\nGetting into Business Administration\nReading your degree audit\nAcademic advising" }, { "url": "plan-civil-engineering.html", "title": "Civil Engineering four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Civil Engineering at UW–Porter Falls.", "headings": [ "Civil Engineering: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 16 credits", "Year 2 · Fall 15 credits", "Year 2 · Spring 16 credits", "Year 3 · Fall 14 credits", "Year 3 · Spring 14 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Civil Engineering · B.S. Civil Engineering: four-year plan\nA sample term-by-term path to the B.S. in Civil Engineering.\nHow to read this plan\nThis is a sample path to the B.S. in Civil Engineering in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 2400 Calculus I (4 cr)\nENVE 2000 Introduction to Environmental Engineering (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 16 credits\nENGL 1020 Composition II (3 cr)\nMATH 2500 Calculus II (4 cr)\nCE 2100 Statics (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 15 credits\nMATH 2600 Linear Algebra (3 cr)\nCE 2300 Surveying (3 cr)\nCE 2500 Mechanics of Materials (3 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 16 credits\nENVE 2500 Environmental Chemistry and Microbiology (4 cr)\nCE 3100 Structural Analysis (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nYear 3 · Fall 14 credits\nENVE 3100 Water and Wastewater Treatment (4 cr)\nCE 3300 Geotechnical Engineering (4 cr)\nENVE 3300 Air Pollution Engineering (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Spring 14 credits\nCE 3500 Hydraulics and Hydrology (3 cr)\nENVE 3500 Solid and Hazardous Waste Management (3 cr)\nWellness elective (2 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nCE 3700 Transportation Engineering (3 cr)\nENVE 3700 Hydrology and Hydraulic Design (3 cr)\nCE 3900 Reinforced Concrete Design (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nENVE 4100 Environmental Systems Modeling (3 cr)\nCE 4900 Senior Design (3 cr)\nFree elective (3 cr)\nENGL 1010 Composition I (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nCivil Engineering program\nCivil Engineering careers & outcomes\nGetting into Civil Engineering\nReading your degree audit\nAcademic advising" }, { "url": "plan-computer-engineering.html", "title": "Computer Engineering four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Computer Engineering at UW–Porter Falls.", "headings": [ "Computer Engineering: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 15 credits", "Year 1 · Spring 16 credits", "Year 2 · Fall 17 credits", "Year 2 · Spring 16 credits", "Year 3 · Fall 13 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Computer Engineering · B.S. Computer Engineering: four-year plan\nA sample term-by-term path to the B.S. in Computer Engineering.\nHow to read this plan\nThis is a sample path to the B.S. in Computer Engineering in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 15 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 2400 Calculus I (4 cr)\nEE 2000 Circuit Analysis I (4 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 16 credits\nENGL 1020 Composition II (3 cr)\nMATH 2500 Calculus II (4 cr)\nEE 2100 Circuit Analysis II (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 17 credits\nMATH 2600 Linear Algebra (3 cr)\nCPE 2400 Digital Logic Design (4 cr)\nEE 2400 Digital Logic (4 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 16 credits\nCPE 2600 Introduction to Computer Architecture (3 cr)\nEE 2600 Electronics I (4 cr)\nMATH 1600 Introductory Statistics (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nYear 3 · Fall 13 credits\nCPE 2800 Programming for Computer Engineers (3 cr)\nCPE 3100 Embedded Systems Design (4 cr)\nEE 3100 Signals and Systems (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Spring 15 credits\nCPE 3300 Hardware Description Languages (3 cr)\nEE 3300 Embedded Systems (4 cr)\nWellness elective (2 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nCPE 3500 Computer Networks (3 cr)\nEE 3500 Electromagnetics (3 cr)\nCPE 3700 Operating Systems for Engineers (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nEE 3700 Power Systems (3 cr)\nCPE 4100 System-on-Chip Design (3 cr)\nFree elective (3 cr)\nENGL 1010 Composition I (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nComputer Engineering program\nComputer Engineering careers & outcomes\nGetting into Computer Engineering\nReading your degree audit\nAcademic advising" }, { "url": "plan-computer-science.html", "title": "Computer Science four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Computer Science at UW–Porter Falls.", "headings": [ "Computer Science: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 16 credits", "Year 2 · Fall 16 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 12 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Computer Science · B.S. Computer Science: four-year plan\nA sample term-by-term path to the B.S. in Computer Science.\nHow to read this plan\nThis is a sample path to the B.S. in Computer Science in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 2400 Calculus I (4 cr)\nCS 1100 Introduction to Programming (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 16 credits\nENGL 1020 Composition II (3 cr)\nMATH 2500 Calculus II (4 cr)\nCS 1200 Object-Oriented Programming (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 16 credits\nMATH 2600 Linear Algebra (3 cr)\nSE 2100 Software Construction (3 cr)\nCS 2400 Data Structures and Algorithms (4 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 15 credits\nCS 2600 Computer Organization (3 cr)\nSE 3100 Requirements and Design (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nYear 3 · Fall 12 credits\nCS 3200 Databases (3 cr)\nSE 3200 Software Quality and Testing (3 cr)\nCS 3300 Web and Application Development (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Spring 15 credits\nSE 3400 DevOps and Release Engineering (3 cr)\nCS 3500 Operating Systems (4 cr)\nWellness elective (2 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nSE 3600 Human–Computer Interaction (3 cr)\nCS 3700 Software Engineering (3 cr)\nSE 4100 Software Architecture (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nCS 4200 Machine Learning (3 cr)\nSE 4300 Secure Software Development (3 cr)\nFree elective (3 cr)\nENGL 1010 Composition I (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nComputer Science program\nComputer Science careers & outcomes\nGetting into Computer Science\nReading your degree audit\nAcademic advising" }, { "url": "plan-construction-management.html", "title": "Construction Management four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Construction Management at UW–Porter Falls.", "headings": [ "Construction Management: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 17 credits", "Year 2 · Spring 16 credits", "Year 3 · Fall 11 credits", "Year 3 · Spring 16 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Construction Management · B.S. Construction Management: four-year plan\nA sample term-by-term path to the B.S. in Construction Management.\nHow to read this plan\nThis is a sample path to the B.S. in Construction Management in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1400 Precalculus (4 cr)\nARCH 1100 Architectural Graphics (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nARCH 1300 Building Information Modeling I (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 17 credits\nMATH 2400 Calculus I (4 cr)\nCNST 1500 Introduction to Construction (3 cr)\nCNST 2100 Construction Materials and Methods (4 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 16 credits\nARCH 2100 Architectural Design Studio I (4 cr)\nARCH 2300 Building Construction I (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Fall 11 credits\nCNST 2400 Construction Graphics and BIM (3 cr)\nARCH 2500 Building Construction II (3 cr)\nCNST 3100 Estimating (3 cr)\nWellness elective (2 cr)\nYear 3 · Spring 16 credits\nARCH 3100 Architectural Design Studio II (4 cr)\nCNST 3300 Scheduling and Project Controls (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nARCH 3300 Building Systems (3 cr)\nCNST 3500 Construction Law and Contracts (3 cr)\nARCH 3500 Codes, Accessibility, and Specifications (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nCNST 3700 Mechanical and Electrical Systems (3 cr)\nCNST 3900 Construction Safety Management (3 cr)\nENGL 1010 Composition I (3 cr)\nENGL 1020 Composition II (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nConstruction Management program\nConstruction Management careers & outcomes\nGetting into Construction Management\nReading your degree audit\nAcademic advising" }, { "url": "plan-criminal-justice.html", "title": "Criminal Justice four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Criminal Justice at UW–Porter Falls.", "headings": [ "Criminal Justice: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 13 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 15 credits", "Year 2 · Spring 14 credits", "Year 3 · Fall 12 credits", "Year 3 · Spring 16 credits", "Year 4 · Fall 13 credits", "Year 4 · Spring 12 credits" ], "content": "Criminal Justice · B.S. Criminal Justice: four-year plan\nA sample term-by-term path to the B.S. in Criminal Justice.\nHow to read this plan\nThis is a sample path to the B.S. in Criminal Justice in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 13 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1200 College Algebra (3 cr)\nCJ 1000 Introduction to Criminal Justice (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nSOC 1000 Introduction to Sociology (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 15 credits\nFine Arts elective (3 cr)\nCJ 2100 Criminology (3 cr)\nSOC 2100 Social Problems (3 cr)\nHumanities elective (3 cr)\nSocial Science elective (3 cr)\nYear 2 · Spring 14 credits\nCJ 2300 Policing in a Democracy (3 cr)\nSOC 2300 Race and Ethnicity (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nWellness elective (2 cr)\nYear 3 · Fall 12 credits\nCJ 2500 Criminal Law (3 cr)\nSOC 2500 Sociology of Family (3 cr)\nCJ 3100 Criminal Procedure (3 cr)\nFree elective (3 cr)\nYear 3 · Spring 16 credits\nSOC 3100 Social Research Methods (4 cr)\nCJ 3300 Corrections (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 13 credits\nSOC 3300 Social Stratification (3 cr)\nCJ 3500 Research Methods in Criminal Justice (4 cr)\nSOC 3500 Work and Organizations (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 4 · Spring 12 credits\nCJ 3700 Victimology (3 cr)\nSOC 3700 Deviance and Social Control (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nCriminal Justice program\nCriminal Justice careers & outcomes\nGetting into Criminal Justice\nReading your degree audit\nAcademic advising" }, { "url": "plan-cybersecurity.html", "title": "Cybersecurity four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Cybersecurity at UW–Porter Falls.", "headings": [ "Cybersecurity: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 16 credits", "Year 2 · Fall 17 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 12 credits", "Year 3 · Spring 14 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Cybersecurity · B.S. Cybersecurity: four-year plan\nA sample term-by-term path to the B.S. in Cybersecurity.\nHow to read this plan\nThis is a sample path to the B.S. in Cybersecurity in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 2400 Calculus I (4 cr)\nIT 1300 IT Fundamentals (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 16 credits\nENGL 1020 Composition II (3 cr)\nMATH 2500 Calculus II (4 cr)\nCYBR 1500 Foundations of Cybersecurity (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 17 credits\nMATH 2600 Linear Algebra (3 cr)\nIT 2100 Networking I (4 cr)\nCYBR 2200 Networking for Security (4 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 15 credits\nIT 2400 Server Administration (3 cr)\nCYBR 2600 System Administration and Hardening (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nYear 3 · Fall 12 credits\nIT 2700 Scripting for Administrators (3 cr)\nCYBR 3100 Offensive Security (3 cr)\nIT 3200 Cloud Infrastructure (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Spring 14 credits\nCYBR 3300 Digital Forensics and Incident Response (3 cr)\nIT 3400 Enterprise Systems and Integration (3 cr)\nWellness elective (2 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nCYBR 3500 Cryptography Applied (3 cr)\nIT 3600 IT Project Management (3 cr)\nCYBR 3700 Security Operations (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nIT 3800 IT Service Management (3 cr)\nCYBR 4100 Governance, Risk, and Compliance (3 cr)\nFree elective (3 cr)\nENGL 1010 Composition I (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nCybersecurity program\nCybersecurity careers & outcomes\nGetting into Cybersecurity\nReading your degree audit\nAcademic advising" }, { "url": "plan-data-science.html", "title": "Data Science four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Data Science at UW–Porter Falls.", "headings": [ "Data Science: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 16 credits", "Year 2 · Fall 17 credits", "Year 2 · Spring 17 credits", "Year 3 · Fall 12 credits", "Year 3 · Spring 14 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Data Science · B.S. Data Science: four-year plan\nA sample term-by-term path to the B.S. in Data Science.\nHow to read this plan\nThis is a sample path to the B.S. in Data Science in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 2400 Calculus I (4 cr)\nDATA 1400 Introduction to Data Science (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 16 credits\nENGL 1020 Composition II (3 cr)\nMATH 2500 Calculus II (4 cr)\nDATA 2200 Data Wrangling and Visualization (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 17 credits\nMATH 2600 Linear Algebra (3 cr)\nAPMTH 2400 Calculus I (4 cr)\nAPMTH 2500 Calculus II (4 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 17 credits\nDATA 2600 Statistical Inference (4 cr)\nAPMTH 2700 Multivariable Calculus (4 cr)\nMATH 1600 Introductory Statistics (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nYear 3 · Fall 12 credits\nDATA 3100 Machine Learning for Data Science (3 cr)\nAPMTH 3100 Differential Equations and Modeling (3 cr)\nDATA 3300 Databases and Data Engineering (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Spring 14 credits\nAPMTH 3300 Numerical Methods (3 cr)\nDATA 3500 Experiments and Causal Inference (3 cr)\nWellness elective (2 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nAPMTH 3500 Probability Models (3 cr)\nDATA 3700 Data Ethics and Governance (3 cr)\nAPMTH 3700 Optimization (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nAPMTH 3900 Mathematical Statistics (3 cr)\nDATA 4200 Data Science Practicum (3 cr)\nFree elective (3 cr)\nENGL 1010 Composition I (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nData Science program\nData Science careers & outcomes\nGetting into Data Science\nReading your degree audit\nAcademic advising" }, { "url": "plan-dietetics.html", "title": "Dietetics four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Dietetics at UW–Porter Falls.", "headings": [ "Dietetics: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 13 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 17 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 14 credits", "Year 3 · Spring 16 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 13 credits" ], "content": "Dietetics · B.S. Dietetics: four-year plan\nA sample term-by-term path to the B.S. in Dietetics.\nHow to read this plan\nThis is a sample path to the B.S. in Dietetics in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 13 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1200 College Algebra (3 cr)\nDIET 1500 Introduction to Nutrition (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nFDSC 1500 Introduction to Food Science (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 17 credits\nFine Arts elective (3 cr)\nFDSC 2100 Food Chemistry (4 cr)\nDIET 2200 Food Science (4 cr)\nHumanities elective (3 cr)\nSocial Science elective (3 cr)\nYear 2 · Spring 15 credits\nFDSC 2300 Food Microbiology (4 cr)\nDIET 2500 Nutrition Through the Lifespan (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nWellness elective (2 cr)\nYear 3 · Fall 14 credits\nFDSC 2500 Food Processing (4 cr)\nDIET 3100 Nutrition Assessment (3 cr)\nFDSC 3100 Food Analysis (4 cr)\nFree elective (3 cr)\nYear 3 · Spring 16 credits\nDIET 3300 Medical Nutrition Therapy I (4 cr)\nFDSC 3300 Sensory Evaluation (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nDIET 3500 Community Nutrition (3 cr)\nFDSC 3500 Food Safety and Quality Systems (3 cr)\nDIET 3700 Food Service Systems Management (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 4 · Spring 13 credits\nFDSC 3700 Product Development (3 cr)\nDIET 4100 Medical Nutrition Therapy II (4 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nDietetics program\nDietetics careers & outcomes\nGetting into Dietetics\nReading your degree audit\nAcademic advising" }, { "url": "plan-electrical-engineering.html", "title": "Electrical Engineering four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Electrical Engineering at UW–Porter Falls.", "headings": [ "Electrical Engineering: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 15 credits", "Year 1 · Spring 16 credits", "Year 2 · Fall 17 credits", "Year 2 · Spring 16 credits", "Year 3 · Fall 13 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Electrical Engineering · B.S. Electrical Engineering: four-year plan\nA sample term-by-term path to the B.S. in Electrical Engineering.\nHow to read this plan\nThis is a sample path to the B.S. in Electrical Engineering in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 15 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 2400 Calculus I (4 cr)\nEE 2000 Circuit Analysis I (4 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 16 credits\nENGL 1020 Composition II (3 cr)\nMATH 2500 Calculus II (4 cr)\nEE 2100 Circuit Analysis II (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 17 credits\nMATH 2600 Linear Algebra (3 cr)\nEE 2400 Digital Logic (4 cr)\nCPE 2400 Digital Logic Design (4 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 16 credits\nEE 2600 Electronics I (4 cr)\nCPE 2600 Introduction to Computer Architecture (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nYear 3 · Fall 13 credits\nCPE 2800 Programming for Computer Engineers (3 cr)\nEE 3100 Signals and Systems (3 cr)\nCPE 3100 Embedded Systems Design (4 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Spring 15 credits\nEE 3300 Embedded Systems (4 cr)\nCPE 3300 Hardware Description Languages (3 cr)\nWellness elective (2 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nEE 3500 Electromagnetics (3 cr)\nCPE 3500 Computer Networks (3 cr)\nEE 3700 Power Systems (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nCPE 3700 Operating Systems for Engineers (3 cr)\nCPE 4100 System-on-Chip Design (3 cr)\nFree elective (3 cr)\nENGL 1010 Composition I (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nElectrical Engineering program\nElectrical Engineering careers & outcomes\nGetting into Electrical Engineering\nReading your degree audit\nAcademic advising" }, { "url": "plan-elementary-education.html", "title": "Elementary Education four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Elementary Education at UW–Porter Falls.", "headings": [ "Elementary Education: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 13 credits", "Year 1 · Spring 13 credits", "Year 2 · Fall 14 credits", "Year 2 · Spring 11 credits", "Year 3 · Fall 11 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 22 credits" ], "content": "Elementary Education · B.S. Elementary Education: four-year plan\nA sample term-by-term path to the B.S. in Elementary Education.\nHow to read this plan\nThis is a sample path to the B.S. in Elementary Education in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 13 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1200 College Algebra (3 cr)\nEDUC 1000 Schools and Society (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 13 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 14 credits\nFine Arts elective (3 cr)\nUNIV 1100 College Reading and Study Strategies (3 cr)\nUNIV 1200 Career and Major Exploration (2 cr)\nHumanities elective (3 cr)\nSocial Science elective (3 cr)\nYear 2 · Spring 11 credits\nUNIV 1300 Academic Recovery Seminar (2 cr)\nUNIV 2000 Transfer Transition Seminar (1 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nWellness elective (2 cr)\nYear 3 · Fall 11 credits\nEDUC 2100 Human Development and Learning (3 cr)\nUNIV 2100 Peer Leadership Practicum (2 cr)\nEDUC 2300 Educational Psychology and Assessment (3 cr)\nFree elective (3 cr)\nYear 3 · Spring 15 credits\nEDUC 2500 Teaching Diverse Learners (3 cr)\nUNIV 2500 Learning and Motivation (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nEDUC 3100 Literacy Across the Curriculum (3 cr)\nEDUC 3300 Curriculum and Instructional Design (3 cr)\nEDUC 3500 Special Education Foundations (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 4 · Spring 22 credits\nEDUC 4100 Methods and Clinical Practice (4 cr)\nEDUC 4900 Student Teaching (12 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nElementary Education program\nElementary Education careers & outcomes\nGetting into Elementary Education\nReading your degree audit\nAcademic advising" }, { "url": "plan-engineering-technology.html", "title": "Engineering Technology four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Engineering Technology at UW–Porter Falls.", "headings": [ "Engineering Technology: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 16 credits", "Year 2 · Fall 16 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 11 credits", "Year 3 · Spring 16 credits", "Year 4 · Fall 13 credits", "Year 4 · Spring 12 credits" ], "content": "Engineering Technology · B.S. Engineering Technology: four-year plan\nA sample term-by-term path to the B.S. in Engineering Technology.\nHow to read this plan\nThis is a sample path to the B.S. in Engineering Technology in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1400 Precalculus (4 cr)\nENGT 1100 Technical Drawing and CAD (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 16 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nENGT 1500 Circuits and Instrumentation (4 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 16 credits\nMATH 2400 Calculus I (4 cr)\nMFGE 1500 Manufacturing Processes (3 cr)\nENGT 2100 Applied Mechanics (3 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 15 credits\nMFGE 2200 Engineering Economics (3 cr)\nENGT 2500 Manufacturing Technology (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Fall 11 credits\nMFGE 2500 Materials Science (3 cr)\nENGT 3100 Fluid Power (3 cr)\nMFGE 3100 Work Design and Ergonomics (3 cr)\nWellness elective (2 cr)\nYear 3 · Spring 16 credits\nENGT 3300 Programmable Logic Controllers (4 cr)\nMFGE 3300 Quality Engineering (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 13 credits\nENGT 3500 Quality and Metrology (3 cr)\nMFGE 3500 Automation and Robotics (4 cr)\nENGT 3700 Project Management for Technology (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nMFGE 3700 Operations and Supply Chain (3 cr)\nMFGE 3900 Facilities and Systems Design (3 cr)\nENGL 1010 Composition I (3 cr)\nENGL 1020 Composition II (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nEngineering Technology program\nEngineering Technology careers & outcomes\nGetting into Engineering Technology\nReading your degree audit\nAcademic advising" }, { "url": "plan-entrepreneurship.html", "title": "Entrepreneurship four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Entrepreneurship at UW–Porter Falls.", "headings": [ "Entrepreneurship: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 16 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 11 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Entrepreneurship · B.S. Entrepreneurship: four-year plan\nA sample term-by-term path to the B.S. in Entrepreneurship.\nHow to read this plan\nThis is a sample path to the B.S. in Entrepreneurship in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1400 Precalculus (4 cr)\nBUS 1000 Introduction to Business (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nINNO 1500 The Innovation Mindset (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 16 credits\nMATH 2400 Calculus I (4 cr)\nENTR 2000 The Entrepreneurial Mindset (3 cr)\nINNO 2100 Design Thinking (3 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 15 credits\nBUS 2100 Financial Accounting (3 cr)\nBUS 2200 Managerial Accounting (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Fall 11 credits\nINNO 2300 Creativity and Idea Generation (3 cr)\nBUS 2400 Principles of Marketing (3 cr)\nENTR 2500 Customer Discovery (3 cr)\nWellness elective (2 cr)\nYear 3 · Spring 15 credits\nINNO 2500 Innovation in Organizations (3 cr)\nBUS 2600 Principles of Management (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nENTR 3100 Building the Business Model (3 cr)\nINNO 3100 Prototyping and Testing (3 cr)\nBUS 3100 Business Finance (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nENTR 3200 New Venture Finance (3 cr)\nENTR 3300 Product and Prototype (3 cr)\nENGL 1010 Composition I (3 cr)\nENGL 1020 Composition II (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nEntrepreneurship program\nEntrepreneurship careers & outcomes\nGetting into Entrepreneurship\nReading your degree audit\nAcademic advising" }, { "url": "plan-environmental-science.html", "title": "Environmental Science four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Environmental Science at UW–Porter Falls.", "headings": [ "Environmental Science: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 16 credits", "Year 2 · Fall 18 credits", "Year 2 · Spring 17 credits", "Year 3 · Fall 12 credits", "Year 3 · Spring 16 credits", "Year 4 · Fall 13 credits", "Year 4 · Spring 13 credits" ], "content": "Environmental Science · B.S. Environmental Science: four-year plan\nA sample term-by-term path to the B.S. in Environmental Science.\nHow to read this plan\nThis is a sample path to the B.S. in Environmental Science in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1400 Precalculus (4 cr)\nGEOG 1000 World Regional Geography (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 16 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nGEOL 1010 Physical Geology (4 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 18 credits\nMATH 2400 Calculus I (4 cr)\nGEOL 1020 Historical Geology (4 cr)\nENVS 1500 Introduction to Environmental Science (4 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 17 credits\nENVS 2100 Environmental Chemistry (4 cr)\nGEOL 2100 Mineralogy (4 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Fall 12 credits\nGEOG 2100 Physical Geography (4 cr)\nGEOG 2200 Human Geography (3 cr)\nENVS 2300 Geographic Information Systems (3 cr)\nWellness elective (2 cr)\nYear 3 · Spring 16 credits\nGEOL 2300 Sedimentology and Stratigraphy (4 cr)\nGEOG 2300 Cartography and Map Design (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 13 credits\nENVS 2500 Ecology (4 cr)\nGEOG 2500 Introduction to GIS (3 cr)\nENVS 3100 Hydrology and Water Resources (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 13 credits\nGEOL 3100 Structural Geology (4 cr)\nGEOG 3100 Remote Sensing (3 cr)\nENGL 1010 Composition I (3 cr)\nENGL 1020 Composition II (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nEnvironmental Science program\nEnvironmental Science careers & outcomes\nGetting into Environmental Science\nReading your degree audit\nAcademic advising" }, { "url": "plan-fine-art.html", "title": "Fine Art four-year plan", "description": "A sample semester-by-semester four-year plan for the B.F.A. in Fine Art at UW–Porter Falls.", "headings": [ "Fine Art: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 13 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 15 credits", "Year 2 · Spring 14 credits", "Year 3 · Fall 15 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Fine Art · B.F.A. Fine Art: four-year plan\nA sample term-by-term path to the B.F.A. in Fine Art.\nHow to read this plan\nThis is a sample path to the B.F.A. in Fine Art in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 13 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1200 College Algebra (3 cr)\nART 1100 Drawing I (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nART 1300 2D Foundations (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 15 credits\nFine Arts elective (3 cr)\nART 1500 3D Foundations (3 cr)\nART 2100 Painting I (3 cr)\nHumanities elective (3 cr)\nSocial Science elective (3 cr)\nYear 2 · Spring 14 credits\nART 2300 Digital Imaging (3 cr)\nART 2500 Sculpture I (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nWellness elective (2 cr)\nYear 3 · Fall 15 credits\nART 2700 Printmaking I (3 cr)\nART 3100 Art History Survey (3 cr)\nART 4900 Senior Studio (6 cr)\nFree elective (3 cr)\nYear 3 · Spring 15 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 4 · Spring 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nAt a glance\nDegree\nB.F.A.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nFine Art program\nFine Art careers & outcomes\nGetting into Fine Art\nReading your degree audit\nAcademic advising" }, { "url": "plan-game-design.html", "title": "Game Design & Development four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Game Design & Development at UW–Porter Falls.", "headings": [ "Game Design & Development: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 16 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 12 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Game Design & Development · B.S. Game Design & Development: four-year plan\nA sample term-by-term path to the B.S. in Game Design & Development.\nHow to read this plan\nThis is a sample path to the B.S. in Game Design & Development in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1400 Precalculus (4 cr)\nCS 1100 Introduction to Programming (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nCS 1200 Object-Oriented Programming (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 16 credits\nMATH 2400 Calculus I (4 cr)\nGDES 1500 Introduction to Game Art (3 cr)\nGAME 1600 Introduction to Game Design (3 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 15 credits\nGAME 2100 Game Programming I (3 cr)\nGDES 2100 3D Asset Creation (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Fall 12 credits\nGAME 2300 Level and Systems Design (3 cr)\nGDES 2300 Texturing and Materials (3 cr)\nCS 2400 Data Structures and Algorithms (4 cr)\nWellness elective (2 cr)\nYear 3 · Spring 15 credits\nGAME 2500 Game Art Pipeline (3 cr)\nGDES 2500 Environment Art (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nCS 2600 Computer Organization (3 cr)\nGAME 3100 Game Programming II (3 cr)\nGDES 3100 Character Art (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nCS 3200 Databases (3 cr)\nGAME 3300 Narrative and Player Psychology (3 cr)\nENGL 1010 Composition I (3 cr)\nENGL 1020 Composition II (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nGame Design & Development program\nGame Design & Development careers & outcomes\nGetting into Game Design & Development\nReading your degree audit\nAcademic advising" }, { "url": "plan-graphic-design.html", "title": "Graphic Design & Interactive Media four-year plan", "description": "A sample semester-by-semester four-year plan for the B.F.A. in Graphic Design & Interactive Media at UW–Porter Falls.", "headings": [ "Graphic Design & Interactive Media: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 13 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 15 credits", "Year 2 · Spring 14 credits", "Year 3 · Fall 12 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Graphic Design & Interactive Media · B.F.A. Graphic Design & Interactive Media: four-year plan\nA sample term-by-term path to the B.F.A. in Graphic Design & Interactive Media.\nHow to read this plan\nThis is a sample path to the B.F.A. in Graphic Design & Interactive Media in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 13 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1200 College Algebra (3 cr)\nGRDS 1100 Design Foundations (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nGRDS 1300 Typography I (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 15 credits\nFine Arts elective (3 cr)\nUXD 1500 Foundations of UX (3 cr)\nGRDS 2100 Design Software and Production (3 cr)\nHumanities elective (3 cr)\nSocial Science elective (3 cr)\nYear 2 · Spring 14 credits\nUXD 2100 UX Research Methods (3 cr)\nGRDS 2300 Brand and Identity (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nWellness elective (2 cr)\nYear 3 · Fall 12 credits\nUXD 2300 Information Architecture (3 cr)\nGRDS 2500 Interactive Design I (3 cr)\nUXD 2500 Interaction Design (3 cr)\nFree elective (3 cr)\nYear 3 · Spring 15 credits\nGRDS 3100 Motion Design (3 cr)\nUXD 3100 Prototyping (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nGRDS 3300 Design Research and Strategy (3 cr)\nUXD 3300 Accessibility and Inclusive Design (3 cr)\nGRDS 3500 Publication and Editorial Design (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 4 · Spring 12 credits\nUXD 3500 Service Design (3 cr)\nUXD 3700 UX Strategy and Metrics (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nAt a glance\nDegree\nB.F.A.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nGraphic Design & Interactive Media program\nGraphic Design & Interactive Media careers & outcomes\nGetting into Graphic Design & Interactive Media\nReading your degree audit\nAcademic advising" }, { "url": "plan-health-information-management.html", "title": "Health Information Management four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Health Information Management at UW–Porter Falls.", "headings": [ "Health Information Management: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 13 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 16 credits", "Year 2 · Spring 16 credits", "Year 3 · Fall 13 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Health Information Management · B.S. Health Information Management: four-year plan\nA sample term-by-term path to the B.S. in Health Information Management.\nHow to read this plan\nThis is a sample path to the B.S. in Health Information Management in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 13 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1200 College Algebra (3 cr)\nHIM 1500 Introduction to Health Information Management (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nHIM 2100 Medical Terminology (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 16 credits\nFine Arts elective (3 cr)\nHIM 2200 Pathophysiology and Pharmacology (4 cr)\nHIM 2500 Health Data Content and Structure (3 cr)\nHumanities elective (3 cr)\nSocial Science elective (3 cr)\nYear 2 · Spring 16 credits\nHIM 3100 Coding and Classification Systems I (4 cr)\nHIM 3200 Coding and Classification Systems II (4 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nWellness elective (2 cr)\nYear 3 · Fall 13 credits\nHIM 3400 Health Information Systems (3 cr)\nHIM 3600 Health Law, Privacy, and Compliance (3 cr)\nHIM 4900 HIM Professional Practice (4 cr)\nFree elective (3 cr)\nYear 3 · Spring 15 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 4 · Spring 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nHealth Information Management program\nHealth Information Management careers & outcomes\nGetting into Health Information Management\nReading your degree audit\nAcademic advising" }, { "url": "plan-hospitality-management.html", "title": "Hospitality & Tourism Management four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Hospitality & Tourism Management at UW–Porter Falls.", "headings": [ "Hospitality & Tourism Management: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 13 credits", "Year 1 · Spring 16 credits", "Year 2 · Fall 15 credits", "Year 2 · Spring 14 credits", "Year 3 · Fall 12 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Hospitality & Tourism Management · B.S. Hospitality & Tourism Management: four-year plan\nA sample term-by-term path to the B.S. in Hospitality & Tourism Management.\nHow to read this plan\nThis is a sample path to the B.S. in Hospitality & Tourism Management in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 13 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1200 College Algebra (3 cr)\nHOSP 1500 Introduction to Hospitality (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 16 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nHOSP 2100 Food Service Operations (4 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 15 credits\nFine Arts elective (3 cr)\nHOSP 2300 Lodging Operations (3 cr)\nHOSP 2500 Event and Meeting Management (3 cr)\nHumanities elective (3 cr)\nSocial Science elective (3 cr)\nYear 2 · Spring 14 credits\nHOSP 3100 Hospitality Finance and Analytics (3 cr)\nHOSP 3300 Hospitality Marketing and Revenue (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nWellness elective (2 cr)\nYear 3 · Fall 12 credits\nHOSP 3500 Tourism and Destination Management (3 cr)\nHOSP 3700 Human Resources in Hospitality (3 cr)\nHOSP 4900 Hospitality Capstone (3 cr)\nFree elective (3 cr)\nYear 3 · Spring 15 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 4 · Spring 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nHospitality & Tourism Management program\nHospitality & Tourism Management careers & outcomes\nGetting into Hospitality & Tourism Management\nReading your degree audit\nAcademic advising" }, { "url": "plan-industrial-design.html", "title": "Industrial Design four-year plan", "description": "A sample semester-by-semester four-year plan for the B.F.A. in Industrial Design at UW–Porter Falls.", "headings": [ "Industrial Design: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 16 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 11 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Industrial Design · B.F.A. Industrial Design: four-year plan\nA sample term-by-term path to the B.F.A. in Industrial Design.\nHow to read this plan\nThis is a sample path to the B.F.A. in Industrial Design in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1400 Precalculus (4 cr)\nIDES 1200 Design Sketching and Visualization (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nIDES 1400 Design Process I (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 16 credits\nMATH 2400 Calculus I (4 cr)\nIDES 2200 Materials and Manufacturing (3 cr)\nIDES 2400 Model Making and Prototyping (3 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 15 credits\nIDES 2600 CAD for Product Design (3 cr)\nIDES 3200 Human Factors and Ergonomics (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Fall 11 credits\nIDES 3400 Design Process II (3 cr)\nIDES 3600 Sustainable Product Design (3 cr)\nIDES 4900 Industrial Design Capstone (3 cr)\nWellness elective (2 cr)\nYear 3 · Spring 15 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nENGL 1010 Composition I (3 cr)\nENGL 1020 Composition II (3 cr)\nAt a glance\nDegree\nB.F.A.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nIndustrial Design program\nIndustrial Design careers & outcomes\nGetting into Industrial Design\nReading your degree audit\nAcademic advising" }, { "url": "plan-information-technology.html", "title": "Information Technology four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Information Technology at UW–Porter Falls.", "headings": [ "Information Technology: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 18 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 11 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Information Technology · B.S. Information Technology: four-year plan\nA sample term-by-term path to the B.S. in Information Technology.\nHow to read this plan\nThis is a sample path to the B.S. in Information Technology in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1400 Precalculus (4 cr)\nIT 1300 IT Fundamentals (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nCYBR 1500 Foundations of Cybersecurity (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 18 credits\nMATH 2400 Calculus I (4 cr)\nIT 2100 Networking I (4 cr)\nCYBR 2200 Networking for Security (4 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 15 credits\nIT 2400 Server Administration (3 cr)\nCYBR 2600 System Administration and Hardening (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Fall 11 credits\nIT 2700 Scripting for Administrators (3 cr)\nCYBR 3100 Offensive Security (3 cr)\nIT 3200 Cloud Infrastructure (3 cr)\nWellness elective (2 cr)\nYear 3 · Spring 15 credits\nCYBR 3300 Digital Forensics and Incident Response (3 cr)\nIT 3400 Enterprise Systems and Integration (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nCYBR 3500 Cryptography Applied (3 cr)\nIT 3600 IT Project Management (3 cr)\nCYBR 3700 Security Operations (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nIT 3800 IT Service Management (3 cr)\nCYBR 4100 Governance, Risk, and Compliance (3 cr)\nENGL 1010 Composition I (3 cr)\nENGL 1020 Composition II (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nInformation Technology program\nInformation Technology careers & outcomes\nGetting into Information Technology\nReading your degree audit\nAcademic advising" }, { "url": "plan-manufacturing-engineering.html", "title": "Industrial & Manufacturing Engineering four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Industrial & Manufacturing Engineering at UW–Porter Falls.", "headings": [ "Industrial & Manufacturing Engineering: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 16 credits", "Year 2 · Fall 16 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 12 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 13 credits", "Year 4 · Spring 12 credits" ], "content": "Industrial & Manufacturing Engineering · B.S. Industrial & Manufacturing Engineering: four-year plan\nA sample term-by-term path to the B.S. in Industrial & Manufacturing Engineering.\nHow to read this plan\nThis is a sample path to the B.S. in Industrial & Manufacturing Engineering in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 2400 Calculus I (4 cr)\nENGT 1100 Technical Drawing and CAD (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 16 credits\nENGL 1020 Composition II (3 cr)\nMATH 2500 Calculus II (4 cr)\nMFGE 1500 Manufacturing Processes (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 16 credits\nMATH 2600 Linear Algebra (3 cr)\nENGT 1500 Circuits and Instrumentation (4 cr)\nENGT 2100 Applied Mechanics (3 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 15 credits\nMFGE 2200 Engineering Economics (3 cr)\nMFGE 2500 Materials Science (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nYear 3 · Fall 12 credits\nENGT 2500 Manufacturing Technology (3 cr)\nMFGE 3100 Work Design and Ergonomics (3 cr)\nENGT 3100 Fluid Power (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Spring 15 credits\nMFGE 3300 Quality Engineering (3 cr)\nENGT 3300 Programmable Logic Controllers (4 cr)\nWellness elective (2 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 13 credits\nMFGE 3500 Automation and Robotics (4 cr)\nENGT 3500 Quality and Metrology (3 cr)\nMFGE 3700 Operations and Supply Chain (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nENGT 3700 Project Management for Technology (3 cr)\nMFGE 3900 Facilities and Systems Design (3 cr)\nFree elective (3 cr)\nENGL 1010 Composition I (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nIndustrial & Manufacturing Engineering program\nIndustrial & Manufacturing Engineering careers & outcomes\nGetting into Industrial & Manufacturing Engineering\nReading your degree audit\nAcademic advising" }, { "url": "plan-marketing-digital-communication.html", "title": "Marketing & Digital Communication four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Marketing & Digital Communication at UW–Porter Falls.", "headings": [ "Marketing & Digital Communication: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 16 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 11 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 13 credits", "Year 4 · Spring 12 credits" ], "content": "Marketing & Digital Communication · B.S. Marketing & Digital Communication: four-year plan\nA sample term-by-term path to the B.S. in Marketing & Digital Communication.\nHow to read this plan\nThis is a sample path to the B.S. in Marketing & Digital Communication in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1400 Precalculus (4 cr)\nCOMM 1100 Public Speaking (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nCOMM 1300 Interpersonal Communication (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 16 credits\nMATH 2400 Calculus I (4 cr)\nCOMM 2100 Small Group Communication (3 cr)\nCOMM 2300 Communication Theory (3 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 15 credits\nMKTG 2400 Principles of Marketing (3 cr)\nCOMM 2500 Intercultural Communication (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Fall 11 credits\nMKTG 3100 Consumer Behavior (3 cr)\nCOMM 3100 Organizational Communication (3 cr)\nMKTG 3200 Digital Marketing (3 cr)\nWellness elective (2 cr)\nYear 3 · Spring 15 credits\nMKTG 3300 Marketing Research (3 cr)\nCOMM 3300 Persuasion and Social Influence (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 13 credits\nMKTG 3400 Brand Management (3 cr)\nMKTG 3500 Content and Social Media Strategy (3 cr)\nCOMM 3500 Communication Research Methods (4 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nMKTG 3600 Sales and Account Management (3 cr)\nMKTG 3800 Marketing Analytics (3 cr)\nENGL 1010 Composition I (3 cr)\nENGL 1020 Composition II (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nMarketing & Digital Communication program\nMarketing & Digital Communication careers & outcomes\nGetting into Marketing & Digital Communication\nReading your degree audit\nAcademic advising" }, { "url": "plan-mechanical-engineering.html", "title": "Mechanical Engineering four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Mechanical Engineering at UW–Porter Falls.", "headings": [ "Mechanical Engineering: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 13 credits", "Year 1 · Spring 16 credits", "Year 2 · Fall 15 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 12 credits", "Year 3 · Spring 14 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Mechanical Engineering · B.S. Mechanical Engineering: four-year plan\nA sample term-by-term path to the B.S. in Mechanical Engineering.\nHow to read this plan\nThis is a sample path to the B.S. in Mechanical Engineering in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 13 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 2400 Calculus I (4 cr)\nME 1000 Introduction to Engineering (2 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 16 credits\nENGL 1020 Composition II (3 cr)\nMATH 2500 Calculus II (4 cr)\nME 2100 Statics (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 15 credits\nMATH 2600 Linear Algebra (3 cr)\nME 2200 Dynamics (3 cr)\nME 2400 Mechanics of Materials (3 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 15 credits\nME 2600 Thermodynamics (3 cr)\nME 3100 Fluid Mechanics (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nYear 3 · Fall 12 credits\nME 3300 Machine Design (3 cr)\nME 3500 Heat Transfer (3 cr)\nME 4900 Senior Design (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Spring 14 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nWellness elective (2 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nFree elective (3 cr)\nENGL 1010 Composition I (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nMechanical Engineering program\nMechanical Engineering careers & outcomes\nGetting into Mechanical Engineering\nReading your degree audit\nAcademic advising" }, { "url": "plan-nursing.html", "title": "Nursing four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S.N. in Nursing at UW–Porter Falls.", "headings": [ "Nursing: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 17 credits", "Year 2 · Spring 17 credits", "Year 3 · Fall 17 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Nursing · B.S.N. Nursing: four-year plan\nA sample term-by-term path to the B.S.N. in Nursing.\nHow to read this plan\nThis is a sample path to the B.S.N. in Nursing in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1200 College Algebra (3 cr)\nNURS 2000 Foundations of Nursing Practice (4 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nNURS 2200 Health Assessment (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 17 credits\nFine Arts elective (3 cr)\nNURS 2400 Pharmacology for Nursing (3 cr)\nNURS 3000 Adult Health Nursing I (5 cr)\nHumanities elective (3 cr)\nSocial Science elective (3 cr)\nYear 2 · Spring 17 credits\nNURS 3200 Mental Health Nursing (4 cr)\nNURS 3400 Maternal and Child Nursing (5 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nWellness elective (2 cr)\nYear 3 · Fall 17 credits\nNURS 4000 Adult Health Nursing II (5 cr)\nNURS 4200 Community and Population Health (4 cr)\nNURS 4900 Nursing Capstone and Transition to Practice (5 cr)\nFree elective (3 cr)\nYear 3 · Spring 15 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 4 · Spring 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nAt a glance\nDegree\nB.S.N.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nNursing program\nNursing careers & outcomes\nGetting into Nursing\nReading your degree audit\nAcademic advising" }, { "url": "plan-packaging-technology.html", "title": "Packaging Technology four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Packaging Technology at UW–Porter Falls.", "headings": [ "Packaging Technology: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 16 credits", "Year 2 · Spring 16 credits", "Year 3 · Fall 12 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Packaging Technology · B.S. Packaging Technology: four-year plan\nA sample term-by-term path to the B.S. in Packaging Technology.\nHow to read this plan\nThis is a sample path to the B.S. in Packaging Technology in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1400 Precalculus (4 cr)\nPKG 1500 Introduction to Packaging (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nPLE 1500 Introduction to Plastics (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 16 credits\nMATH 2400 Calculus I (4 cr)\nPKG 2200 Packaging Materials (3 cr)\nPKG 2500 Package Design and Development (3 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 16 credits\nPLE 2500 Polymer Materials (3 cr)\nPKG 3100 Distribution Packaging and Testing (4 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Fall 12 credits\nPLE 3100 Injection Molding (4 cr)\nPKG 3300 Packaging Machinery and Line Integration (3 cr)\nPLE 3300 Extrusion and Compounding (3 cr)\nWellness elective (2 cr)\nYear 3 · Spring 15 credits\nPKG 3500 Food and Pharmaceutical Packaging (3 cr)\nPLE 3500 Plastics Product and Mold Design (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nPKG 3700 Sustainable Packaging (3 cr)\nPLE 3700 Polymer Testing and Characterization (3 cr)\nPLE 3900 Composites (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nPKG 4100 Packaging Project Management (3 cr)\nPLE 4100 Sustainable Polymers (3 cr)\nENGL 1010 Composition I (3 cr)\nENGL 1020 Composition II (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nPackaging Technology program\nPackaging Technology careers & outcomes\nGetting into Packaging Technology\nReading your degree audit\nAcademic advising" }, { "url": "plan-plastics-engineering.html", "title": "Plastics Engineering four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Plastics Engineering at UW–Porter Falls.", "headings": [ "Plastics Engineering: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 16 credits", "Year 2 · Fall 16 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 12 credits", "Year 3 · Spring 14 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Plastics Engineering · B.S. Plastics Engineering: four-year plan\nA sample term-by-term path to the B.S. in Plastics Engineering.\nHow to read this plan\nThis is a sample path to the B.S. in Plastics Engineering in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 2400 Calculus I (4 cr)\nPLE 1500 Introduction to Plastics (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 16 credits\nENGL 1020 Composition II (3 cr)\nMATH 2500 Calculus II (4 cr)\nPLE 2500 Polymer Materials (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 16 credits\nMATH 2600 Linear Algebra (3 cr)\nPLE 3100 Injection Molding (4 cr)\nPLE 3300 Extrusion and Compounding (3 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 15 credits\nPLE 3500 Plastics Product and Mold Design (3 cr)\nPLE 3700 Polymer Testing and Characterization (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nYear 3 · Fall 12 credits\nPLE 3900 Composites (3 cr)\nPLE 4100 Sustainable Polymers (3 cr)\nPLE 4900 Senior Design (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Spring 14 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nWellness elective (2 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nFree elective (3 cr)\nENGL 1010 Composition I (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nPlastics Engineering program\nPlastics Engineering careers & outcomes\nGetting into Plastics Engineering\nReading your degree audit\nAcademic advising" }, { "url": "plan-psychology.html", "title": "Psychology four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Psychology at UW–Porter Falls.", "headings": [ "Psychology: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 16 credits", "Year 2 · Fall 16 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 11 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Psychology · B.S. Psychology: four-year plan\nA sample term-by-term path to the B.S. in Psychology.\nHow to read this plan\nThis is a sample path to the B.S. in Psychology in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1400 Precalculus (4 cr)\nPSYC 1000 Introduction to Psychology (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 16 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nPSYC 2100 Research Methods (4 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 16 credits\nMATH 2400 Calculus I (4 cr)\nPSYC 2200 Statistics for the Behavioral Sciences (3 cr)\nPSYC 2400 Developmental Psychology (3 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 15 credits\nPSYC 2600 Social Psychology (3 cr)\nPSYC 3100 Cognitive Psychology (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Fall 11 credits\nPSYC 3300 Abnormal Psychology (3 cr)\nPSYC 3500 Biological Psychology (3 cr)\nPSYC 4900 Senior Seminar in Psychology (3 cr)\nWellness elective (2 cr)\nYear 3 · Spring 15 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nENGL 1010 Composition I (3 cr)\nENGL 1020 Composition II (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nPsychology program\nPsychology careers & outcomes\nGetting into Psychology\nReading your degree audit\nAcademic advising" }, { "url": "plan-rehabilitation-services.html", "title": "Rehabilitation & Disability Services four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Rehabilitation & Disability Services at UW–Porter Falls.", "headings": [ "Rehabilitation & Disability Services: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 13 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 15 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 12 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 13 credits", "Year 4 · Spring 12 credits" ], "content": "Rehabilitation & Disability Services · B.S. Rehabilitation & Disability Services: four-year plan\nA sample term-by-term path to the B.S. in Rehabilitation & Disability Services.\nHow to read this plan\nThis is a sample path to the B.S. in Rehabilitation & Disability Services in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 13 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1200 College Algebra (3 cr)\nPSYC 1000 Introduction to Psychology (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nREHB 1500 Introduction to Disability Studies (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 15 credits\nFine Arts elective (3 cr)\nSOCW 1500 Introduction to Social Work (3 cr)\nREHB 2100 Medical and Psychosocial Aspects of Disability (3 cr)\nHumanities elective (3 cr)\nSocial Science elective (3 cr)\nYear 2 · Spring 15 credits\nSOCW 2100 Human Behavior and the Social Environment (3 cr)\nPSYC 2100 Research Methods (4 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nWellness elective (2 cr)\nYear 3 · Fall 12 credits\nPSYC 2200 Statistics for the Behavioral Sciences (3 cr)\nSOCW 2300 Social Welfare Policy (3 cr)\nPSYC 2400 Developmental Psychology (3 cr)\nFree elective (3 cr)\nYear 3 · Spring 15 credits\nREHB 2500 Helping Relationships and Interviewing (3 cr)\nPSYC 2600 Social Psychology (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 13 credits\nREHB 3100 Case Management (3 cr)\nSOCW 3100 Social Work Practice I: Individuals and Families (4 cr)\nPSYC 3100 Cognitive Psychology (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 4 · Spring 12 credits\nREHB 3300 Vocational Development and Placement (3 cr)\nSOCW 3300 Social Work Practice II: Groups and Communities (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nRehabilitation & Disability Services program\nRehabilitation & Disability Services careers & outcomes\nGetting into Rehabilitation & Disability Services\nReading your degree audit\nAcademic advising" }, { "url": "plan-software-engineering.html", "title": "Software Engineering four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Software Engineering at UW–Porter Falls.", "headings": [ "Software Engineering: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 16 credits", "Year 2 · Fall 16 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 12 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Software Engineering · B.S. Software Engineering: four-year plan\nA sample term-by-term path to the B.S. in Software Engineering.\nHow to read this plan\nThis is a sample path to the B.S. in Software Engineering in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 2400 Calculus I (4 cr)\nCS 1100 Introduction to Programming (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 16 credits\nENGL 1020 Composition II (3 cr)\nMATH 2500 Calculus II (4 cr)\nCS 1200 Object-Oriented Programming (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 16 credits\nMATH 2600 Linear Algebra (3 cr)\nSE 2100 Software Construction (3 cr)\nCS 2400 Data Structures and Algorithms (4 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 15 credits\nCS 2600 Computer Organization (3 cr)\nSE 3100 Requirements and Design (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nYear 3 · Fall 12 credits\nSE 3200 Software Quality and Testing (3 cr)\nCS 3200 Databases (3 cr)\nCS 3300 Web and Application Development (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Spring 15 credits\nSE 3400 DevOps and Release Engineering (3 cr)\nCS 3500 Operating Systems (4 cr)\nWellness elective (2 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nSE 3600 Human–Computer Interaction (3 cr)\nCS 3700 Software Engineering (3 cr)\nSE 4100 Software Architecture (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nCS 4200 Machine Learning (3 cr)\nSE 4300 Secure Software Development (3 cr)\nFree elective (3 cr)\nENGL 1010 Composition I (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nSoftware Engineering program\nSoftware Engineering careers & outcomes\nGetting into Software Engineering\nReading your degree audit\nAcademic advising" }, { "url": "plan-special-education.html", "title": "Special Education four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Special Education at UW–Porter Falls.", "headings": [ "Special Education: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 13 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 15 credits", "Year 2 · Spring 14 credits", "Year 3 · Fall 22 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Special Education · B.S. Special Education: four-year plan\nA sample term-by-term path to the B.S. in Special Education.\nHow to read this plan\nThis is a sample path to the B.S. in Special Education in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 13 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1200 College Algebra (3 cr)\nEDUC 1000 Schools and Society (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nEDUC 2100 Human Development and Learning (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 15 credits\nFine Arts elective (3 cr)\nEDUC 2300 Educational Psychology and Assessment (3 cr)\nEDUC 2500 Teaching Diverse Learners (3 cr)\nHumanities elective (3 cr)\nSocial Science elective (3 cr)\nYear 2 · Spring 14 credits\nEDUC 3100 Literacy Across the Curriculum (3 cr)\nEDUC 3300 Curriculum and Instructional Design (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nWellness elective (2 cr)\nYear 3 · Fall 22 credits\nEDUC 3500 Special Education Foundations (3 cr)\nEDUC 4100 Methods and Clinical Practice (4 cr)\nEDUC 4900 Student Teaching (12 cr)\nFree elective (3 cr)\nYear 3 · Spring 15 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 4 · Spring 12 credits\nMajor or concentration elective (3 cr)\nMajor or concentration elective (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nSpecial Education program\nSpecial Education careers & outcomes\nGetting into Special Education\nReading your degree audit\nAcademic advising" }, { "url": "plan-supply-chain-management.html", "title": "Supply Chain Management four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Supply Chain Management at UW–Porter Falls.", "headings": [ "Supply Chain Management: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 16 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 11 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Supply Chain Management · B.S. Supply Chain Management: four-year plan\nA sample term-by-term path to the B.S. in Supply Chain Management.\nHow to read this plan\nThis is a sample path to the B.S. in Supply Chain Management in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1400 Precalculus (4 cr)\nBUS 1000 Introduction to Business (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nBUS 2100 Financial Accounting (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 16 credits\nMATH 2400 Calculus I (4 cr)\nBUS 2200 Managerial Accounting (3 cr)\nBUS 2400 Principles of Marketing (3 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 15 credits\nSCM 2500 Introduction to Supply Chain (3 cr)\nBUS 2600 Principles of Management (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Fall 11 credits\nSCM 3100 Procurement and Sourcing (3 cr)\nBUS 3100 Business Finance (3 cr)\nSCM 3200 Logistics and Transportation (3 cr)\nWellness elective (2 cr)\nYear 3 · Spring 15 credits\nSCM 3300 Inventory and Demand Planning (3 cr)\nBUS 3300 Operations Management (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nSCM 3400 Lean and Process Improvement (3 cr)\nSCM 3500 Global Supply Chain (3 cr)\nBUS 3500 Business Analytics (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 12 credits\nSCM 3700 Supply Chain Analytics (3 cr)\nSCM 4100 Sustainable Operations (3 cr)\nENGL 1010 Composition I (3 cr)\nENGL 1020 Composition II (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nSupply Chain Management program\nSupply Chain Management careers & outcomes\nGetting into Supply Chain Management\nReading your degree audit\nAcademic advising" }, { "url": "plan-technical-communication.html", "title": "Professional & Technical Communication four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Professional & Technical Communication at UW–Porter Falls.", "headings": [ "Professional & Technical Communication: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 13 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 15 credits", "Year 2 · Spring 14 credits", "Year 3 · Fall 12 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 12 credits" ], "content": "Professional & Technical Communication · B.S. Professional & Technical Communication: four-year plan\nA sample term-by-term path to the B.S. in Professional & Technical Communication.\nHow to read this plan\nThis is a sample path to the B.S. in Professional & Technical Communication in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 13 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1200 College Algebra (3 cr)\nENGL 1010 Composition I (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nENGL 1020 Composition II (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 15 credits\nFine Arts elective (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nCOMM 1300 Interpersonal Communication (3 cr)\nHumanities elective (3 cr)\nSocial Science elective (3 cr)\nYear 2 · Spring 14 credits\nTCOM 2100 Foundations of Technical Communication (3 cr)\nENGL 2100 Introduction to Literature (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nWellness elective (2 cr)\nYear 3 · Fall 12 credits\nCOMM 2100 Small Group Communication (3 cr)\nTCOM 2300 Information Design (3 cr)\nENGL 2300 Creative Writing (3 cr)\nFree elective (3 cr)\nYear 3 · Spring 15 credits\nCOMM 2300 Communication Theory (3 cr)\nTCOM 2500 Editing (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nENGL 2500 Technical and Professional Writing (3 cr)\nCOMM 2500 Intercultural Communication (3 cr)\nTCOM 3100 Content Strategy (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 4 · Spring 12 credits\nENGL 3100 British Literature Survey (3 cr)\nCOMM 3100 Organizational Communication (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nProfessional & Technical Communication program\nProfessional & Technical Communication careers & outcomes\nGetting into Professional & Technical Communication\nReading your degree audit\nAcademic advising" }, { "url": "plan-technology-education.html", "title": "Technology & Engineering Education four-year plan", "description": "A sample semester-by-semester four-year plan for the B.S. in Technology & Engineering Education at UW–Porter Falls.", "headings": [ "Technology & Engineering Education: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 14 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 17 credits", "Year 2 · Spring 15 credits", "Year 3 · Fall 11 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 13 credits" ], "content": "Technology & Engineering Education · B.S. Technology & Engineering Education: four-year plan\nA sample term-by-term path to the B.S. in Technology & Engineering Education.\nHow to read this plan\nThis is a sample path to the B.S. in Technology & Engineering Education in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 14 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1400 Precalculus (4 cr)\nEDUC 1000 Schools and Society (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nENGT 1100 Technical Drawing and CAD (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 17 credits\nMATH 2400 Calculus I (4 cr)\nENGT 1500 Circuits and Instrumentation (4 cr)\nCTE 2000 Introduction to CTE (3 cr)\nFine Arts elective (3 cr)\nHumanities elective (3 cr)\nYear 2 · Spring 15 credits\nENGT 2100 Applied Mechanics (3 cr)\nEDUC 2100 Human Development and Learning (3 cr)\nSocial Science elective (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nYear 3 · Fall 11 credits\nCTE 2200 Teaching Technical Skills (3 cr)\nEDUC 2300 Educational Psychology and Assessment (3 cr)\nCTE 2400 Laboratory and Shop Management (3 cr)\nWellness elective (2 cr)\nYear 3 · Spring 15 credits\nENGT 2500 Manufacturing Technology (3 cr)\nEDUC 2500 Teaching Diverse Learners (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nCTE 3100 Curriculum in CTE (3 cr)\nENGT 3100 Fluid Power (3 cr)\nEDUC 3100 Literacy Across the Curriculum (3 cr)\nFree elective (3 cr)\nYear 4 · Spring 13 credits\nCTE 3300 Work-Based Learning (3 cr)\nENGT 3300 Programmable Logic Controllers (4 cr)\nENGL 1010 Composition I (3 cr)\nENGL 1020 Composition II (3 cr)\nAt a glance\nDegree\nB.S.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nTechnology & Engineering Education program\nTechnology & Engineering Education careers & outcomes\nGetting into Technology & Engineering Education\nReading your degree audit\nAcademic advising" }, { "url": "plan-video-production.html", "title": "Video Production four-year plan", "description": "A sample semester-by-semester four-year plan for the B.F.A. in Video Production at UW–Porter Falls.", "headings": [ "Video Production: four-year plan", "On this page", "How to read this plan", "Year 1 · Fall 13 credits", "Year 1 · Spring 15 credits", "Year 2 · Fall 15 credits", "Year 2 · Spring 14 credits", "Year 3 · Fall 12 credits", "Year 3 · Spring 15 credits", "Year 4 · Fall 12 credits", "Year 4 · Spring 13 credits" ], "content": "Video Production · B.F.A. Video Production: four-year plan\nA sample term-by-term path to the B.F.A. in Video Production.\nHow to read this plan\nThis is a sample path to the B.F.A. in Video Production in four years at about 15–16 credits per term. Your actual plan depends on placement, transfer credit, a chosen concentration, and when courses are offered — build it with your adviser and check it against your degree audit . Course numbers link to the catalog.\nYear 1 · Fall 13 credits\nUNIV 1000 First-Year Seminar (1 cr)\nENGL 1010 Composition I (3 cr)\nMATH 1200 College Algebra (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 1 · Spring 15 credits\nENGL 1020 Composition II (3 cr)\nMATH 1600 Introductory Statistics (3 cr)\nANIM 1200 Principles of Animation (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nYear 2 · Fall 15 credits\nFine Arts elective (3 cr)\nCOMM 1300 Interpersonal Communication (3 cr)\nANIM 1400 Drawing for Animation (3 cr)\nHumanities elective (3 cr)\nSocial Science elective (3 cr)\nYear 2 · Spring 14 credits\nCOMM 2100 Small Group Communication (3 cr)\nANIM 2100 2D Animation (3 cr)\nGlobal Perspectives elective (3 cr)\nPHIL 2300 Ethics (3 cr)\nWellness elective (2 cr)\nYear 3 · Fall 12 credits\nCOMM 2300 Communication Theory (3 cr)\nANIM 2300 3D Modeling for Animation (3 cr)\nCOMM 2500 Intercultural Communication (3 cr)\nFree elective (3 cr)\nYear 3 · Spring 15 credits\nANIM 2500 Rigging (3 cr)\nCOMM 3100 Organizational Communication (3 cr)\nFree elective (3 cr)\nCOOP 2000 Cooperative Education (recommended) (0 cr)\nFree elective (3 cr)\nYear 4 · Fall 12 credits\nANIM 3100 3D Character Animation (3 cr)\nCOMM 3300 Persuasion and Social Influence (3 cr)\nANIM 3300 Lighting and Rendering (3 cr)\nENGL 1010 Composition I (3 cr)\nYear 4 · Spring 13 credits\nCOMM 3500 Communication Research Methods (4 cr)\nANIM 3500 Motion Graphics (3 cr)\nENGL 1020 Composition II (3 cr)\nCOMM 1100 Public Speaking (3 cr)\nAt a glance\nDegree\nB.F.A.\nLength\n4 years / 8 terms\nCredits per term\n~15–16\nApplied experience\nCo-op or internship recommended\nTotal\n~120 credits\nRelated\nVideo Production program\nVideo Production careers & outcomes\nGetting into Video Production\nReading your degree audit\nAcademic advising" }, { "url": "planned-giving.html", "title": "Planned giving", "description": "Ways to support Porter through a will, a beneficiary designation, or a gift that also pays the donor income.", "headings": [ "Planned giving", "On this page", "The range", "Always with your own advisor", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Alumni & giving Planned giving\nWays to support Porter through a will, a beneficiary designation, or a gift that also pays the donor income.\nThe range\nAt one end, naming Porter for a percentage of an estate or as a beneficiary of an IRA — no cost now, changeable whenever. At the other, a gift annuity: the donor transfers assets, receives fixed payments for life, and Porter keeps the remainder. The office explains which fits which situation.\nAlways with your own advisor\nThe planned-giving office provides sample language and illustrations; it never replaces the donor's attorney or financial advisor, and says so up front.\nIn and around Porter Falls\nThe UW–Porter Falls Foundation shares the Depot with admissions, which is deliberate: the people who fund scholarships and the students who receive them use the same front door. Most gifts to Porter are small, local and recurring.\nThe practical details\nSimplest: A bequest in a will or a beneficiary line on a retirement account — a sentence, revocable any time. Income options: Charitable gift annuities and trusts that pay the donor for life, then benefit Porter. Talk to: The Foundation's planned-giving office, alongside the donor's own advisor. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is UW–Porter Falls Foundation & Alumni Relations (Welcome Center at the Depot). Call (715) 555–0280 or email foundation@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSimplest\nA bequest in a will or a beneficiary line on a retirement account — a sentence, revocable any time\nIncome options\nCharitable gift annuities and trusts that pay the donor for life, then benefit Porter\nTalk to\nThe Foundation's planned-giving office, alongside the donor's own advisor\nWho to contact\nAdvancement & Alumni Relations\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0246\nEmail\ngive@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGive to Porter\nMatching gifts\nDistinguished Alumni Awards\nAlumni mentor network\nLegacy scholarships\nThe senior class gift\nFull contact directory" }, { "url": "plastics-engineering-bs.html", "title": "Admission: Plastics Engineering", "description": "The B.S. in Plastics Engineering at UW–Porter Falls: polymer science, extrusion, injection molding, mold design, co-op with medical device and automotive, capstone at the Forge Prototyping Lab.", "headings": [ "Plastics Engineering (B.S.)", "On this page", "Program overview", "Concentrations", "Co-op program", "Capstone: mold to market", "Admission requirements", "Career outcomes" ], "content": "College of Engineering & Technology Plastics Engineering (B.S.)\nFrom polymer to part: material science, extrusion, injection molding, mold design — with the Forge Prototyping Lab's injection molding cell and co-ops at MedTech and automotive.\">\nProgram overview\nThe B.S. in Plastics Engineering (130 credits, ABET-accredited, ~85 undergraduates) is one of only 5 standalone plastics engineering programs in the Midwest. Housed in the College of Engineering & Technology , it combines polymer science (chemistry, rheology, degradation) with process engineering (extrusion, injection, blow molding, thermoforming, additive). Core (82 credits): Polymer Chemistry, Polymer Physics, Rheology, Extrusion Technology, Injection Molding, Mold Design (CAD, cooling, ejection, venting), Additive Manufacturing (FDM, SLA, SLS, material extrusion), Part Design (DFM, snap fits, living hinges), Testing & Characterization (DSC, TGA, DMA, MFI), Recycling & Sustainability (mechanical, chemical, LCA). Facilities: Makerspace (24 printers, filament recycler), Forge Prototyping Lab (Arburg 320T injection molding, 5-axis CNC for mold making, CT scanner for part validation).\nConcentrations\nMedical Plastics (18 credits): Biocompatibility (ISO 10993), Sterilization (EtO, gamma, e-beam), Cleanroom Molding (Class 7/8), Drug Delivery Devices, Implantable Polymers (PEEK, UHMWPE, resorbable). Partners: MedTech Collaborative , Nursing simulation, Prototyping Lab (FDA validation). Automotive & Transportation: Structural Foam, Long-Fiber Thermoplastics, Overmolding, Paint-Free Finishes, EV Battery Housings, Recyclability (ELV Directive). Partners: Oshkosh Defense , Generac , Strand Associates (tooling). Sustainable & Circular Plastics: Biopolymers (PLA, PHA, PBS), Chemical Recycling (depolymerization, pyrolysis), Design for Recycling (monomaterial, markers), Compostable Packaging (ASTM D6400). Partners: Founders Farm (mulch films), Porter County Landfill , Riverkeepers (microplastics). Advanced Manufacturing: Micro-Molding ( Prototyping Lab , MedTech Collaborative , Ironclad Robotics (Featherweight components).\nCo-op program\nOptional, 5-year degree: 80% participation. Apply sophomore fall. Anchor employers: MedTech Collaborative (catheters, surgical instruments, drug delivery), Oshkosh Defense (vehicle components, armor), Generac (enclosures, fuel systems), Strand Associates (pipe, fittings), Forge Prototyping Lab (mold trials, process dev). Average wage: $20–$28/hr. Academic credit: PLTE 3900 Co-op Reflection (1 credit/term). Unique: Co-op includes Mold Trial Weeks at Prototyping Lab (students run DOE on their own mold designs).\nCapstone: mold to market\nPLTE 4100/4200 (2 semesters, teams of 3) designs, builds, and validates a production mold. 2025 projects: MedTech: 8-cavity PEEK spinal cage mold (hot runner, conformal cooling, CT validation). Automotive: 2-shot TPE/TPV door seal mold (rotary platen, in-mold labeling). Sustainable: Monomaterial PP stand-up pouch mold (recyclable, compostable zipper). Consumer: Multi-cavity recycled-PET bottle preform mold (lightweighting, rPET compatibility). Deliverables: Mold design package (SolidWorks + Moldflow), machined mold (Prototyping Lab 5-axis), molded parts (Arburg), CMM/CT inspection report, process window (DOE), cost model (tooling + piece price), Sustainability Scorecard (LCA, recyclability, carbon footprint). PE/PM Mentorship: Licensed PE + Senior Mold Maker review each milestone.\nAdmission requirements\nDirect admission: 3.4+ GPA, 4 years math (calc preferred), 4 years science (chem + physics), 600+ math SAT / 26+ math ACT. Test-optional (portfolio: 3-D prints, mold design, chemistry research, robotics, Eagle Scout/Gold Award making). Transfer: Chemistry I–II, Physics I, Calculus I–II, Organic Chem I — all B, 3.0+ GPA. Bridge Week (late August): injection molding demo (Arburg), Moldflow tutorial, filament extrusion (Makerspace), material ID lab (DSC/TGA) — 88% place into PLTE 2100 by add/drop. Plastics Industry Partners Scholarship ( full tuition , 4 years, 4/year). Full admission details .\nCareer outcomes\nClass of 2025 (22 graduates): 86% employed within 6 months (median $74K), 9% grad school (M.S. Polymer, M.B.A.), 5% still seeking. Top roles: Process Engineer, Mold Designer, Materials Engineer, R&D Engineer, Application Engineer, Quality Engineer. Top employers: MedTech Collaborative (8), Oshkosh Defense (5), Generac (3), Forge Prototyping Lab (2), Strand Associates (2), Berry Global (1), Amcor (1). Industry demand: 3:1 job-to-graduate ratio in Midwest plastics. The Career Services Plastics Career Fair (March) brings 15+ plastics-specific employers.\nAt a glance\nDegree\nB.S. Plastics Engineering (130 credits, ABET)\nConcentrations\nMedical, Automotive, Sustainable, Advanced Mfg\nCo-op\n80% participation, MedTech/Automotive anchors\nCapstone\nDesign, build, validate production mold\nClass of 2025\n86% employed, median $74K\nRelated resources\nAll undergraduate majors\nAdmission: Plastics Engineering\nForge Prototyping Lab (injection molding)\nMakerspace (filament recycling)\nSustainable plastics\nPlastics Career Fair" }, { "url": "podcast-episode-01-first-forge.html", "title": "Episode 1: The Ladle and the Line", "description": "The first episode of Forging Day One: Chancellor Elaine Vandehey and senior lecturer Lyle Haugen on First Forge, the pewter pour that turns admitted students into Porter students, and what “day one” is supposed to mean.", "headings": [ "Episode 1: The Ladle and the Line", "On this page", "Episode summary", "Chapters", "Selected transcript", "Links mentioned" ], "content": "Forging Day One podcast Episode 1: The Ladle and the Line\nThe first episode of Forging Day One: Chancellor Elaine Vandehey and senior lecturer Lyle Haugen on First Forge, the pewter pour that turns admitted students into Porter students, and what “day one” is supposed to mean.\nEpisode summary\nThe show starts where every Porter student starts. Two weeks before this episode was recorded, nearly 2,000 new students stood in the Founders Hall high bay in borrowed leather aprons and poured pewter into sand molds during Welcome Week — the First Forge pours on Thursday and Friday, August 28 and 29, 2025. Each of them left with a flat disc stamped with their class year.\nLyle Haugen ’81 has supervised that pour for more than 30 entering classes and has taught MACH 1100, Machining Fundamentals on the high bay’s 1912 wood-block floor since August 1988. He walks the hosts through the safety briefing (the one day a year, he says, anyone is excited to hear one), why the molds are sand and not steel, and what goes wrong when a student hesitates with a full ladle.\nChancellor Elaine Vandehey poured her own disc in August 1992, as a first-year mechanical engineering student, and Haugen handed her the ladle. She talks about where that disc lives now, why she spent two hours on a move-in unloading crew this year ( 2,540 students moved in , and one lofted bed now has a name), and why she thinks the applied-learning requirement is the one thing Porter will not streamline.\nThe hosts also ask, and fail to get an answer to, the question of what exactly the disc is made of. The magazine settled that in spring 2024; Haugen declined to spoil it.\nChapters\n00:00 — Chapter: Cold open: a ladle, a mold and 160 people holding their breath\n01:05 — Chapter: Welcome to Forging Day One — who we are and why a polytechnic needs a podcast\n03:40 — Chapter: First Forge in one sentence\n07:15 — Chapter: Lyle Haugen on the safety briefing nobody skips\n13:30 — Chapter: Sand, molds and the class-year stamp\n19:50 — Chapter: The chancellor’s 1992 disc\n26:10 — Chapter: Move-in week, 280 volunteers and a bed with a name\n31:45 — Chapter: What “day one” means at a polytechnic\n37:20 — Chapter: Lightning round: Haugenisms, verified with the source\n40:05 — Chapter: Credits and what’s next\nSelected transcript\nAn excerpt, lightly edited for reading. The full speaker-labeled transcript is in your podcast app’s transcript view, or email podcast@uwporterfalls.edu for an accessible document.\nCorinne Lacasse: Chancellor, you poured a disc in 1992. Do you still have it?\nElaine Vandehey: It’s in my desk drawer, under the stapler, which is the only safe place in that office. It has a bubble in it the size of a lentil. I was nervous and I tipped too slowly.\nLyle Haugen: That’s the most common mistake there is. People think slow is careful. Slow is cold. The metal starts to freeze at the edge of the mold before the middle fills, and you get exactly what she got.\nAbe Tollefsrud: Lyle, did you know at the time that the student with the lentil bubble was going to be chancellor?\nLyle Haugen: I knew she listened during the briefing. That’s rarer than you’d think. Most of them are looking at the furnace.\nCorinne Lacasse: What are you actually telling two thousand eighteen-year-olds in that briefing?\nLyle Haugen: Three things. Closed-toe shoes, and I mean leather, not mesh. Don’t step back when you’re pouring, because the person behind you is closer than you think. And if something spills, you stand still and let it cool on the floor. The floor has survived since 1912. It will survive you.\nElaine Vandehey: And that’s the whole university in about ninety seconds, honestly. Here is a real thing with real consequences. Here are the three rules. Now you do it, with someone who knows what they’re doing standing a foot away.\nCorinne Lacasse: Is that what you mean by day one?\nElaine Vandehey: Yes. Most places make you wait until junior year to touch anything that matters. We hand you a ladle the first week. The tagline is a little corny, and I approved it, and I still think it’s right.\nLinks mentioned\nCampus traditions — First Forge, Millrace Week, the Ring of Iron and Foundry Friday\n“Thirty-Eight Years in the High Bay” — Porter Falls Magazine’s profile of Lyle Haugen\nMACH 1100, Machining Fundamentals\nAbout 2,540 students move in (news, August 27, 2025)\nNew student orientation\nChancellor Elaine Vandehey\nFounders Hall\nAt a glance\nReleased\nTuesday, September 16, 2025\nLength\n41 min 27 sec\nGuests\nDr. Elaine Vandehey , chancellor; Lyle Haugen ’81, senior lecturer, Machine Tool Technology\nHosts\nCorinne Lacasse and Abe Tollefsrud\nSeason\nSeason 1, episode 1\nWho to contact\nForging Day One, University Marketing & Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\npodcast@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nAll episodes\nNext: Episode 2, the Forge Bowl\nCampus traditions\nThirty-eight years in the high bay\nNew student orientation" }, { "url": "podcast-episode-02-forge-bowl.html", "title": "Episode 2: Seventy-Four Meetings and an Anvil", "description": "Ten days after a goal-line stand kept the anvil in Porter Falls, head football coach Ray Gutzmer and Hall of Famer Marcus Webb talk through 77 years of the Forge Bowl, from a mud-bound fairground in 1948 to a stamped steel plate with room until 2040.", "headings": [ "Episode 2: Seventy-Four Meetings and an Anvil", "On this page", "Episode summary", "Chapters", "Selected transcript", "Links mentioned" ], "content": "Forging Day One podcast Episode 2: Seventy-Four Meetings and an Anvil\nTen days after a goal-line stand kept the anvil in Porter Falls, head football coach Ray Gutzmer and Hall of Famer Marcus Webb talk through 77 years of the Forge Bowl, from a mud-bound fairground in 1948 to a stamped steel plate with room until 2040.\nEpisode summary\nPorter beat Chippewa Valley State 24–20 in this year’s Forge Bowl , holding on with a goal-line stand in the final minute in front of about 4,500 people at Millwright Stadium during Millrace Week. It was Porter’s second straight win, and the anvil stays in the Ironclad Fieldhouse concourse for another year. Chippewa Valley State still leads the series 39–33–2 in 74 meetings.\nRay Gutzmer, in his tenth season as head coach and the longest-tenured head coach in the department, explains the final series from the sideline: what the defense was told, who made the stop, and why he did not watch the last snap. Marcus Webb, who ran for 247 yards against Chippewa Valley State in 2000 — still the game record — remembers the six-game Porter winning streak from 1996 to 2001 and the year the team bus got stuck behind a manure spreader on the county highway.\nThe middle of the episode is history: the first game in 1948, played on a county fairground field in ankle-deep mud (Chippewa Valley State 6, Porter 0); the 138-pound anvil from the Porter Manual Training School blacksmith shop, mounted on white oak by Founders Hall machinists in 1966; the custom of one hammer strike per point of margin, retired after the horn chipped in 1987; and the seven-inch snow game of 2014, decided 5–3 by a safety and a field goal.\nChapters\n00:00 — Chapter: Cold open: the last snap, as heard from the press box\n01:20 — Chapter: The 2025 game in two minutes\n05:45 — Chapter: Ray Gutzmer on the goal-line stand\n12:30 — Chapter: 1948: a fairground, a missed extra point and no stands\n17:10 — Chapter: The anvil, the oak stand and the plates\n23:40 — Chapter: Marcus Webb and 247 yards\n30:15 — Chapter: Why the seniors only get one swing now\n35:50 — Chapter: Division III: no scholarships, a 79 percent graduation rate and Tuesday labs\n41:30 — Chapter: Credits\nSelected transcript\nAn excerpt, lightly edited for reading. The full speaker-labeled transcript is in your podcast app’s transcript view, or email podcast@uwporterfalls.edu for an accessible document.\nAbe Tollefsrud: Coach, fourth down, the ball is inside the two, under a minute left. What did you say in the huddle?\nRay Gutzmer: Nothing. I didn’t go out there. The defensive coordinator called it, and the linebackers had already figured out what was coming before he did. By that point in the game my job is mostly to stand still and not distract anybody.\nCorinne Lacasse: Did you watch?\nRay Gutzmer: I watched the kicker’s shoes. He was standing next to me. When he jumped, I knew.\nCorinne Lacasse: Marcus, you played in four of these.\nMarcus Webb: And won four. That was the middle of the six-in-a-row. I tell people I won six. The first two were before I got here, but I was in the stands for one of them, so I count it.\nAbe Tollefsrud: The 247 yards in 2000. Does that still come up?\nMarcus Webb: Every summer. I run a youth camp, and every summer some kid’s dad tells him about it, and the kid looks at me like I’m a hundred years old. What I tell them is the same thing I said at the induction. Every one of those yards, five other guys made possible. The left guard that year blocked the same linebacker for three hours. Nobody remembers his name, and they should.\nCorinne Lacasse: Tell us his name.\nMarcus Webb: He’d kill me. He’s a dairy inspector now. He knows where I live.\nRay Gutzmer: That’s the program, by the way. The record is nice. The dairy inspector is the point.\nLinks mentioned\nThe Forge Bowl — series record, the anvil and notable games\nFootball\nMarcus Webb, Athletics Hall of Fame\nAthletics Hall of Fame\nPorter wins the 2024 Forge Bowl (news)\nAthletics staff directory\nGame day guide\nAt a glance\nReleased\nTuesday, October 28, 2025\nLength\n44 min 03 sec\nGuests\nRay Gutzmer, head football coach (10th season); Marcus Webb , Athletics Hall of Fame, class of 2015\nHosts\nCorinne Lacasse and Abe Tollefsrud\nSeason\nSeason 1, episode 2\nWho to contact\nForging Day One, University Marketing & Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\npodcast@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nAll episodes\nPrevious: Episode 1, First Forge\nNext: Episode 3, Millrace mussels\nThe Forge Bowl\nFootball" }, { "url": "podcast-episode-03-millrace-mussels.html", "title": "Episode 3: The Cold Reach", "description": "A senior’s homemade temperature loggers found a 400-yard stretch of the Millrace that stays cold all summer. A biologist and her field crew went looking for the mussels that should be living there, and found them.", "headings": [ "Episode 3: The Cold Reach", "On this page", "Episode summary", "Chapters", "Selected transcript", "Links mentioned" ], "content": "Forging Day One podcast Episode 3: The Cold Reach\nA senior’s homemade temperature loggers found a 400-yard stretch of the Millrace that stays cold all summer. A biologist and her field crew went looking for the mussels that should be living there, and found them.\nEpisode summary\nIn spring 2024 Delia Marchetti, an environmental science major from Cedar Bluff, bolted 14 temperature loggers she built for about $38 apiece along the Millrace, the 1856 mill channel between campus and downtown. Two summers and a winter of readings later, her data show a 400-yard reach below the old Porter Woolen Mill site where groundwater seeps keep summer water four to six degrees cooler than the rest of the channel — behind a parking lot.\nDr. Grace Beaumont, a freshwater ecologist, wanted to know whether native freshwater mussels really were concentrated there, so this summer her crew ran the first season of timed snorkel and wading surveys , in 25-meter blocks along the whole Millrace in July and September. Every mussel is identified, measured, tagged and pressed back into the gravel where it was found, out of the water for less than two minutes.\nFirst-season results, which both guests stress are preliminary: just over a hundred live mussels of four native species, close to nine in ten of them inside Marchetti’s cold reach, and a handful under 30 millimeters long that Beaumont is “not ready to say anything about yet.” This winter the crew will walk the channel on cold mornings with a thermal camera to map the seeps themselves. Also discussed: the shopping carts of the 1970s, now rare, and one intact 1950s bicycle that now lives in the Freshwater & Watershed Laboratory .\nUpdate, April 2026: Marchetti won the 2026 Chancellor’s Undergraduate Research Prize for the logger study. Update, October 2026: after two survey seasons the team has counted 214 live mussels, 187 of them in the cold reach; the full numbers are on the research spotlight.\nChapters\n00:00 — Chapter: Cold open: a thermal camera, 6 a.m., minus 4 degrees\n01:10 — Chapter: What the Millrace is, and what it was\n05:30 — Chapter: Delia Marchetti’s $38 loggers\n12:05 — Chapter: Why mussels care about four degrees\n17:40 — Chapter: Surveying in 25-meter blocks\n23:15 — Chapter: First-season results, with caveats\n29:00 — Chapter: Shopping carts, a bicycle and other non-mussels\n33:20 — Chapter: The city’s stormwater plans and what comes next\n38:30 — Chapter: Credits\nSelected transcript\nAn excerpt, lightly edited for reading. The full speaker-labeled transcript is in your podcast app’s transcript view, or email podcast@uwporterfalls.edu for an accessible document.\nCorinne Lacasse: Delia, how did a set of thermometers turn into a mussel survey?\nDelia Marchetti: Honestly, by accident. I was doing temperatures because the channel was restored and nobody had good summer data. Then one logger kept reading low. I thought it was broken. I swapped it, and the new one read low too.\nGrace Beaumont: And this is the part I love. She didn’t throw out the weird number. She went and stood in the water.\nDelia Marchetti: It was cold. Like, noticeably. In August. And there were shells on the bottom, which nobody had written down anywhere.\nAbe Tollefsrud: Grace, what does four degrees do for a mussel?\nGrace Beaumont: In a hot summer, four degrees can be the difference between a stressed animal and a dead one. Mussels can’t move very far, so if their stretch of stream gets too warm, they just endure it. A cold seep is a refrigerator they happen to be sitting in.\nCorinne Lacasse: So how many did you find?\nGrace Beaumont: Just over a hundred live animals this first season, four native species, and close to nine in ten of them in Delia’s cold reach. One season is one season. I’d like a second summer before I put a number in a paper.\nAbe Tollefsrud: And the small ones?\nGrace Beaumont: We found a few under thirty millimeters. Small means young, and young means somebody reproduced. I went into this assuming we’d find old survivors. I’m not ready to say anything yet. But I said “huh” out loud in the water, and the crew hasn’t let me forget it.\nLinks mentioned\nCounting mussels in the cold reach of the Millrace — the research spotlight, with two-season results\nDr. Grace Beaumont\nDr. Everett Yoon and the Riverwatch network\nFreshwater & Watershed Laboratory\nPorter River & Millrace ecology\nHow the Millrace became a stream again (magazine)\nRiverwatch monitoring grant (news)\nAt a glance\nReleased\nTuesday, December 9, 2025\nLength\n39 min 48 sec\nGuests\nDr. Grace Beaumont , professor of biology; Delia Marchetti, senior, environmental science\nHosts\nCorinne Lacasse and Abe Tollefsrud\nSeason\nSeason 1, episode 3\nWho to contact\nForging Day One, University Marketing & Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\npodcast@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nAll episodes\nPrevious: Episode 2, the Forge Bowl\nNext: Episode 4, the simulation hospital\nResearch spotlights\nUndergraduate research" }, { "url": "podcast-episode-04-simulation-hospital.html", "title": "Episode 4: Harold Doesn’t Mind", "description": "The Health Sciences Center’s third floor opened this semester as a full simulation hospital. Its lead simulation educator and the dean of Health Sciences explain why a nursing student’s first real code should happen to a manikin.", "headings": [ "Episode 4: Harold Doesn’t Mind", "On this page", "Episode summary", "Chapters", "Selected transcript", "Links mentioned" ], "content": "Forging Day One podcast Episode 4: Harold Doesn’t Mind\nThe Health Sciences Center’s third floor opened this semester as a full simulation hospital. Its lead simulation educator and the dean of Health Sciences explain why a nursing student’s first real code should happen to a manikin.\nEpisode summary\nA year after demolition started, the third floor of the Health Sciences Center is a working simulation hospital , open for the spring 2026 semester. It has eight simulated patient rooms — an emergency bay, an ICU room, an operating room, a labor and delivery room, three medical-surgical rooms and a home-care apartment — plus a nurses’ station laid out like the program’s partner hospitals, a control suite behind one-way glass and three debriefing rooms.\nSofia Rasmussen runs the scenarios. She explains the rhythm the faculty built everything around: about 15 minutes in the room, then a 45-minute structured debrief in which students watch video of themselves. “The scenario is the excuse. The debrief is the class.” She also introduces Harold, the high-fidelity manikin who can be programmed to deteriorate, respond to medication and, on request, complain about the food.\nDean Laura Vance covers the money and the reasons: the $6.8 million conversion was paid for by $3.9 million in state capital funds, an $800,000 federal health-workforce award and $2.1 million in private gifts, including $148,300 raised for equipment on the 2025 Ironclad Giving Day . She talks about the “rural night” scenario the program has run since 2019, in which one nurse handles a cardiac event with a 40-minute ambulance response and a telehealth physician on a lagging video link, and why the new home-care apartment makes it more realistic. Athletic training, dietetics and regional hospitals’ continuing-education days share the floor.\nChapters\n00:00 — Chapter: Cold open: a monitor alarm and a paused room\n01:15 — Chapter: A floor of offices becomes a hospital\n06:40 — Chapter: Fifteen minutes in, forty-five minutes out\n13:20 — Chapter: Meet Harold\n18:55 — Chapter: Behind the one-way glass\n24:30 — Chapter: Paying for it: state, federal and 3,206 Giving Day donors\n30:10 — Chapter: Rural night, and why the lag is realistic\n36:45 — Chapter: Who else uses the floor\n41:00 — Chapter: Credits\nSelected transcript\nAn excerpt, lightly edited for reading. The full speaker-labeled transcript is in your podcast app’s transcript view, or email podcast@uwporterfalls.edu for an accessible document.\nAbe Tollefsrud: Sofia, I watched a scenario this morning from the control room. You paused it in the middle. Why?\nSofia Rasmussen: Because she had just picked up the wrong syringe, and in about four seconds she was going to notice. I wanted to ask her what she was thinking before she noticed. Afterward everybody remembers being right. I want the moment before.\nCorinne Lacasse: That sounds stressful for the student.\nSofia Rasmussen: It is, a little. That’s fine. The alternative is that her first real code happens on a real patient at two in the morning in Lake City. Here, the patient is Harold. Harold doesn’t mind. Harold has been coded, by my count, a little over nine hundred times.\nLaura Vance: And he never files a complaint, which I appreciate as a dean.\nCorinne Lacasse: Dean Vance, the old setup used the first-floor skills lab and a van to Lake City twice a week. What changes?\nLaura Vance: Volume, mostly, and teams. We can run four scenarios at once now, and we can put a nursing student, an athletic training student and a dietetics student in the same room with the same patient, which is what their jobs will actually look like. Nobody in a hospital works alone. We were teaching as if they did because we only had one room.\nAbe Tollefsrud: And rural night?\nLaura Vance: Rural night is my favorite thing we do. One nurse, a crashing patient, an ambulance forty minutes out and a doctor on a video call that freezes. Students ask whether the freezing is a budget problem. It is not. It is a fidelity feature.\nLinks mentioned\nThe simulation hospital\nHealth Sciences opens a full-floor simulation hospital (news, February 3, 2026)\nWork begins on the simulation hospital (news, February 18, 2025)\nNursing (B.S.N.)\nNursing skills lab\nClinical placements and the health programs\nSecond Ironclad Giving Day results (news)\nAt a glance\nReleased\nTuesday, February 10, 2026\nLength\n42 min 16 sec\nGuests\nSofia Rasmussen , professor of practice in nursing education and simulation; Dr. Laura Vance , dean, College of Health Sciences\nHosts\nCorinne Lacasse and Abe Tollefsrud\nSeason\nSeason 1, episode 4\nWho to contact\nForging Day One, University Marketing & Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\npodcast@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nAll episodes\nPrevious: Episode 3, Millrace mussels\nNext: Episode 5, Giving Day\nHealth Sciences Center\nNursing (B.S.N.)" }, { "url": "podcast-episode-05-giving-day.html", "title": "Episode 5: 1,893 Minutes", "description": "Two weeks before the third Ironclad Giving Day, the director of Advancement & Alumni Relations and the cross-country coach explain why the campaign runs one minute for every year since 1893, and why runners do laps at 3 a.m.", "headings": [ "Episode 5: 1,893 Minutes", "On this page", "Episode summary", "Chapters", "Selected transcript", "Links mentioned" ], "content": "Forging Day One podcast Episode 5: 1,893 Minutes\nTwo weeks before the third Ironclad Giving Day, the director of Advancement & Alumni Relations and the cross-country coach explain why the campaign runs one minute for every year since 1893, and why runners do laps at 3 a.m.\nEpisode summary\nIronclad Giving Day starts at midnight on Tuesday, April 7, 2026 and closes at 7:33 a.m. on Wednesday, April 8 — 1,893 minutes, one for each year since the Porter Manual Training School opened. Hollis Vang explains where the idea came from (“a whiteboard, a calculator and a bad night’s sleep”) and what the first two years taught the UW–Porter Falls Foundation .\nThe numbers so far: the first Giving Day, in April 2024, raised $611,200 from 2,390 donors. The second, in April 2025, raised $903,850 from 3,206 donors across 104 funds, and 488 of those donors were giving to Porter for the first time in their lives — most of them graduates of the last ten years. The student emergency fund , which covers sudden costs like a car repair or a lost paycheck, drew 871 individual gifts, more than any other fund. The largest dollar total, $148,300, went to the simulation hospital (see episode 4 ).\nPete Odegaard explains the laps. Every time the running total crosses another $50,000, a member of the cross-country team runs a lap of campus. Last year that came to 18 laps, the last at 6:51 a.m., by three runners the team describes as “the ones who were awake.” He has a plan this year involving a sign-up sheet and a sleeping-bag rotation in the Welcome Center , where student volunteers staff the phone and text bank all night.\nUpdate, April 8, 2026: the third Giving Day raised $1,184,320 from 3,947 donors , including 612 first-time donors. The team ran 23 laps.\nChapters\n00:00 — Chapter: Cold open: the 3 a.m. phone bank\n01:00 — Chapter: Why 1,893 minutes\n05:20 — Chapter: Year one: nobody was sure anyone would notice\n10:45 — Chapter: Year two: 488 first-time donors\n16:30 — Chapter: The emergency fund, and why small gifts go there\n21:10 — Chapter: Pete Odegaard on the lap rule\n27:35 — Chapter: How a gift gets to a fund (and how to change it)\n32:50 — Chapter: What to watch for on April 7\n35:40 — Chapter: Credits\nSelected transcript\nAn excerpt, lightly edited for reading. The full speaker-labeled transcript is in your podcast app’s transcript view, or email podcast@uwporterfalls.edu for an accessible document.\nCorinne Lacasse: Hollis, the campaign ends at 7:33 in the morning. Whose idea was that?\nHollis Vang: Mine, and I regretted it by about four a.m. the first year. We wanted it to be one minute for every year since 1893. Do that math from midnight and you land at 7:33 the next day. Nobody wanted to round it off. That’s a very Porter conversation, by the way. People would rather be up all night than be imprecise.\nAbe Tollefsrud: What did the first year teach you?\nHollis Vang: That people don’t give to “the university.” They give to the thing they remember. The welding lab. The cross-country team. The time the emergency fund paid for their transmission in 2019. Last year 871 people gave to the emergency fund, and a lot of those gifts were twenty-five dollars. I’ll take that over any single big check.\nCorinne Lacasse: Coach, explain the laps.\nPete Odegaard: Every time the total crosses fifty thousand dollars, somebody runs a lap of campus. It started as a joke. Then it was on the livestream, and then alumni started timing the gifts so they’d cross the line at weird hours and make us run in the dark.\nHollis Vang: Which we do not discourage.\nPete Odegaard: Last year the last lap was 6:51 a.m. Three runners. Two of them had a nine o’clock chemistry exam.\nCorinne Lacasse: How did they do on the exam?\nPete Odegaard: One got a B. One got an A-minus. I tell recruits that story now. You can do both. You just have to be the one who’s awake.\nLinks mentioned\nSecond Ironclad Giving Day results (news, April 9, 2025)\nThird Ironclad Giving Day results (news, April 8, 2026)\nStudent emergency fund\nGiving priorities\nGive to Porter — open the other 364 days of the year\nUW–Porter Falls Foundation\nWomen’s cross country\nMen’s cross country\nAt a glance\nReleased\nTuesday, March 24, 2026\nLength\n36 min 55 sec\nGuests\nHollis Vang, director of Advancement & Alumni Relations; Pete Odegaard, head coach, cross country and track & field\nHosts\nCorinne Lacasse and Abe Tollefsrud\nSeason\nSeason 1, episode 5\nWho to contact\nForging Day One, University Marketing & Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\npodcast@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nAll episodes\nPrevious: Episode 4, the simulation hospital\nNext: Episode 6, rural nursing\nGiving priorities\nGiving impact report, FY2026" }, { "url": "podcast-episode-06-rural-nursing.html", "title": "Episode 6: Twenty-Three Nurses and a County", "description": "Of the 31 registered nurses in the Porter County Rural Health Network’s clinics, 23 graduated from Porter. A clinic nurse manager and the professor running a telehealth study explain how that happened, and what rural nursing actually involves.", "headings": [ "Episode 6: Twenty-Three Nurses and a County", "On this page", "Episode summary", "Chapters", "Selected transcript", "Links mentioned" ], "content": "Forging Day One podcast Episode 6: Twenty-Three Nurses and a County\nOf the 31 registered nurses in the Porter County Rural Health Network’s clinics, 23 graduated from Porter. A clinic nurse manager and the professor running a telehealth study explain how that happened, and what rural nursing actually involves.\nEpisode summary\nThe spring 2026 issue of Porter Falls Magazine led with “Twenty-Three Nurses and a County,” Ingrid Fossum’s story about the Porter County Rural Health Network: four primary-care clinics in Tamarack, Little Cedar, Grange Hollow and Otter Bend, plus a float pool, staffed by 31 registered nurses, 23 of them Porter graduates. In 2011 the network’s annual RN turnover was 40 percent; last year it was 9 percent, and it did not book a single agency shift.\nPa Nhia Lor ’14 has worked at the Tamarack clinic, in a former feed store 22 miles northeast of Porter Falls on County Road K, since the fall after she graduated, and now manages it. She describes a Tuesday: a farmer with a cut from a frozen gate latch, a toddler with an ear infection, and a hospital 48 minutes away in Lake City if the roads are good. The partnership began in 2011 with four seniors placed for the community-health rotation in NURS 4200 ; three were hired. It now places 14 seniors a year.\nDr. Grace Vasquez leads Home Connect , which gives older patients with heart failure or chronic lung disease a connected scale, a blood-pressure cuff, a tablet and a weekly video visit with a clinic nurse and a supervised senior nursing student. Her headline finding so far is not medical: almost a quarter of enrolled households had no usable home internet, and the first months of a heart-failure study were spent on cell signals. The hosts also ask about the waitlist for the nursing program, which both guests trace to clinical placements rather than classrooms.\nChapters\n00:00 — Chapter: Cold open: 7:40 a.m. in Tamarack\n01:30 — Chapter: Thirty-one nurses, twenty-three Porter grads\n07:15 — Chapter: How a practicum became a staffing plan\n14:00 — Chapter: What a rural clinic nurse does in a week\n20:40 — Chapter: Home Connect and the cell-tower problem\n28:10 — Chapter: The Rural Health Scholarship and the $6,000 reason to stay\n33:30 — Chapter: The waitlist is a placement problem\n39:45 — Chapter: Why they stay\n44:10 — Chapter: Credits, and see you in August\nSelected transcript\nAn excerpt, lightly edited for reading. The full speaker-labeled transcript is in your podcast app’s transcript view, or email podcast@uwporterfalls.edu for an accessible document.\nCorinne Lacasse: Pa Nhia, the magazine quoted you saying patients tell you two different numbers for their salt intake.\nPa Nhia Lor: They do. There’s what they eat, and there’s what they think I want to hear. I write down both and average them. I’m only partly joking. Out here you know the family, you know what’s in the church-basement hotdish, you know who’s going to tell you the truth.\nAbe Tollefsrud: What did Porter not prepare you for?\nPa Nhia Lor: Being the only one. In a city you’re one nurse on a unit of thirty. In Tamarack, for the first hour of anything, you’re the whole hospital. The sim prepared me for the steps. Nothing prepares you for the quiet when you realize the ambulance is still twenty minutes out.\nCorinne Lacasse: Grace, your study was supposed to be about heart failure.\nGrace Vasquez: It is about heart failure. It’s just that first it was about cell towers. We mailed out tablets and scales and almost a quarter of the households couldn’t get a usable connection. One gentleman near Otter Bend could get one bar if he stood on his porch facing the silo.\nPa Nhia Lor: I know that porch.\nGrace Vasquez: Of course you do. So we bought hotspots, and for the households where even that failed we built a phone-only version. My students learned more about rural health care from that than from any lecture I’ve given. The infrastructure is the intervention.\nAbe Tollefsrud: Do your students get attached?\nGrace Vasquez: The patients get attached. They ask for “their” student by name, and then the semester ends. So the outgoing and incoming students do the last visit together. It’s a handoff. Nurses do those all day.\nLinks mentioned\n“Twenty-Three Nurses and a County” (Porter Falls Magazine, spring 2026)\nHome Connect: nurse-led telehealth in rural Porter County\nCenter for Rural Health & Aging\nRural Health Scholarship\nNURS 4200 Community and Population Health\nClinical placements and the health programs\nNursing outcomes\nAt a glance\nReleased\nTuesday, May 5, 2026\nLength\n45 min 30 sec\nGuests\nPa Nhia Lor ’14, B.S.N., nurse manager, Tamarack clinic; Dr. Grace Vasquez , professor of nursing\nHosts\nCorinne Lacasse and Abe Tollefsrud\nSeason\nSeason 1, episode 6 (season finale)\nWho to contact\nForging Day One, University Marketing & Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\npodcast@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nAll episodes\nPrevious: Episode 5, Giving Day\nNext: Episode 7, cheese packaging\nSpring 2026 magazine\nNursing (B.S.N.)" }, { "url": "podcast-episode-07-cheese-packaging.html", "title": "Episode 7: It Was Never the Film", "description": "Season two opens with nine Porter County cheesemakers, a pile of leaking vacuum packs in freezer bags, and a packaging team that found the problem was not the plastic. It was a wrinkle, and a $40 piece of acrylic fixed most of it.", "headings": [ "Episode 7: It Was Never the Film", "On this page", "Episode summary", "Chapters", "Selected transcript", "Links mentioned" ], "content": "Forging Day One podcast Episode 7: It Was Never the Film\nSeason two opens with nine Porter County cheesemakers, a pile of leaking vacuum packs in freezer bags, and a packaging team that found the problem was not the plastic. It was a wrinkle, and a $40 piece of acrylic fixed most of it.\nEpisode summary\nIn 2025 the Porter County Cheesemakers Guild surveyed its nine member creameries and found that 3 to 9 percent of retail packs were coming back: mold under the film, “leakers” that lost vacuum in the case, and puffy packs in summer. The guild assumed it needed a better barrier film and asked Dr. Grace Nakamura which one to buy. She proposed testing the assumption first .\nHallie Brekken, the student lead, describes the three parts of the project run out of the Center for Packaging Innovation : return autopsies on failed packs the creameries save in dated freezer bags; shelf-life trials of four films stored at 38 °F, in the dark and under retail case lighting; and line visits, where students spend a packing day at each creamery with a stopwatch and a checklist and are not allowed to suggest anything until they have written down what is actually happening at the seal bar.\nAfter thirteen months and nearly 400 returned packs, the answer is mostly not the film. About six in ten failures were seal-channel leaks — tiny wrinkles across the seal line, almost all on hand-loaded chamber machines — and only about one in eight traced to the film itself, though the cheapest film did badly under case lighting. A student-designed loading guide, a cut acrylic plate that centers the wedge and tensions the bag, costs about $40 to make in the Forge Prototyping Lab . At the first two creameries to use it, leakers fell from 6.8 percent of packs to 1.9 percent. It goes to all nine creameries this fall, with a short training video.\nChapters\n00:00 — Chapter: Cold open: the sound of a seal bar\n01:00 — Chapter: Welcome back: season two\n02:45 — Chapter: Nine creameries and a returns problem\n08:20 — Chapter: Return autopsies, or what is in the freezer bag\n14:10 — Chapter: Twenty weeks under fluorescent light\n19:30 — Chapter: Line visits: watch first, suggest never (almost)\n25:05 — Chapter: The wrinkle\n29:40 — Chapter: A $40 plate from the Forge Prototyping Lab\n34:15 — Chapter: Puffy packs, light-blocking labels and what’s next\n36:50 — Chapter: Credits\nSelected transcript\nAn excerpt, lightly edited for reading. The full speaker-labeled transcript is in your podcast app’s transcript view, or email podcast@uwporterfalls.edu for an accessible document.\nAbe Tollefsrud: Hallie, what is a return autopsy?\nHallie Brekken: Exactly what it sounds like, minus the dignity. Every creamery keeps a freezer bag of packs that came back from stores, with the date and the store written on it. Once a month we drive around and collect the bags. Then we open each pack, dye-test the seal, measure the oxygen left in it, and photograph whatever went wrong.\nCorinne Lacasse: And what went wrong?\nHallie Brekken: Mostly wrinkles. If the wedge goes into the bag a little crooked, or the bag isn’t smoothed, you get a tiny fold right across the seal line. It looks sealed. It isn’t. Air finds that channel in about a week.\nGrace Nakamura: Everyone wanted the answer to be a better film, because you can buy a better film. I understood that. I came from industry, where you can always buy something. But the data kept pointing at the seal bar.\nAbe Tollefsrud: How did the cheesemakers take that?\nGrace Nakamura: Better than you’d think, because of how the students behaved. My rule is that on a line visit you watch and you write it down, and you don’t offer advice. A creamery packing three hundred wedges on a Friday afternoon does not need advice from a sophomore. It needs an accurate description of what’s happening.\nHallie Brekken: The advice came later, in a one-page summary, and only to that creamery. Nobody else in the guild sees your numbers unless you say yes.\nCorinne Lacasse: And the fix is a piece of plastic.\nHallie Brekken: Acrylic. Forty dollars and a morning of practice. I’m a little offended at how well it works.\nLinks mentioned\nKeeping farmstead cheese sealed (research spotlight)\nDr. Grace Nakamura\nCenter for Packaging Innovation\nFermentation & Food Innovation Laboratory\nForge Prototyping Lab\nPKG 3500 Food and Pharmaceutical Packaging\nPackaging Technology program\nNine seconds to the first bandage: a packaging alum’s medical kits (magazine)\nAt a glance\nReleased\nTuesday, August 25, 2026\nLength\n37 min 40 sec\nGuests\nDr. Grace Nakamura , assistant professor of plastics and packaging engineering; Hallie Brekken, senior, packaging (student lead)\nHosts\nCorinne Lacasse and Abe Tollefsrud\nSeason\nSeason 2, episode 1\nWho to contact\nForging Day One, University Marketing & Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\npodcast@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nAll episodes\nPrevious: Episode 6, rural nursing\nNext: Episode 8, Kolsrud’s keys\nResearch spotlights\nPackaging Technology" }, { "url": "podcast-episode-08-kolsrud-keys.html", "title": "Episode 8: Key No. 214", "description": "Duane Kolsrud has run Facilities since 1998 and carries the only complete set of campus keys: 214 of them, two for buildings that no longer exist and one that opens nothing anyone can find. He brought the ring to the booth.", "headings": [ "Episode 8: Key No. 214", "On this page", "Episode summary", "Chapters", "Selected transcript", "Links mentioned" ], "content": "Forging Day One podcast Episode 8: Key No. 214\nDuane Kolsrud has run Facilities since 1998 and carries the only complete set of campus keys: 214 of them, two for buildings that no longer exist and one that opens nothing anyone can find. He brought the ring to the booth.\nEpisode summary\nThe fall 2026 issue of Porter Falls Magazine, mailed September 22, includes Rachel Thorsgaard’s “The Keys to Everything.” Within a week, more mail had come in about one key than about the cover story. So the hosts asked Duane Kolsrud to bring the ring — three rings, actually, on one carabiner, 214 keys, 2 pounds 13 ounces on the Founders Union mailroom scale — and set it on the table in the booth. You can hear it.\nKolsrud walks through the color-coded caps he inherited in 1998: red for the 14 building grand masters, yellow for mechanical and elevator rooms, blue for roof hatches, green for the University Farm, black for the steam tunnels, and 68 uncapped brass keys for everything else, from trophy cases to the Millrace sluice-gate padlock he shares with the city. Two loose keys belong to buildings that are gone: the 1947 Quonset Annex, demolished in 2004, and the 1926 Heating Plant, taken down in 2013. He explains why he keeps them, which involves a locked cabinet at a 2016 estate sale in Tamarack, a set of 1950s kiln logs now in University Archives , and a sandwich.\nThorsgaard covers the reporting: the February 2019 ice storm, when a substation failure took the card readers down for 31 hours and Kolsrud and locksmith Ruth Engebretson opened 40 doors by hand; the two vice-chancellor jobs he turned down; and the six-hour walking tour that showed Chancellor Vandehey a staircase she had walked past for twenty years. Most outside doors now open with a Porter Card (about 92 percent), and access requests go through the key and card access process , not Kolsrud’s pocket.\nThe last ten minutes are about Key No. 214: brass, about two inches long, stamped “WPI 41.” WPI is almost certainly Wesconsin Polytechnic Institute, the name from 1937 to 1971. Nobody knows what 41 is. If you do, write to magazine@uwporterfalls.edu.\nChapters\n00:00 — Chapter: Cold open: 214 keys hit a table\n01:10 — Chapter: Weighing the ring\n04:30 — Chapter: Red, yellow, blue, green, black and brass\n11:45 — Chapter: Two buildings that aren’t there\n17:20 — Chapter: The estate-sale cabinet (and the sandwich)\n21:55 — Chapter: Thirty-one hours in the dark: the 2019 ice storm\n27:40 — Chapter: Cards, keys and why Duane likes the card readers\n31:15 — Chapter: The offers he turned down\n34:00 — Chapter: WPI 41\n41:50 — Chapter: Credits, and Millrace Week next week\nSelected transcript\nAn excerpt, lightly edited for reading. The full speaker-labeled transcript is in your podcast app’s transcript view, or email podcast@uwporterfalls.edu for an accessible document.\nCorinne Lacasse: Duane, you just put 214 keys on the table and the microphone clipped. How often do they come off your belt?\nDuane Kolsrud: Twice a day. Once at night, once when somebody from the magazine asks. The left pocket on every pair of work pants I’ve owned since 1998 wears out first. That’s the one maintenance problem on campus I’ve never fixed.\nAbe Tollefsrud: Rachel, you spent a month on this story. What surprised you?\nRachel Thorsgaard: That he’s in favor of the card readers. I went in expecting a man who loved his keys and resented the technology. He talked for twenty minutes about how much better the card system is.\nDuane Kolsrud: It is better. A lost card gets turned off in thirty seconds. A lost key means re-coring a building. The keys are for when the power goes out, and for the doors nobody should be using.\nCorinne Lacasse: Like the Millwright Hall roof hatch.\nDuane Kolsrud: Nobody should be using it. I know who is. They know I know. We have an understanding.\nAbe Tollefsrud: Tell us about number 214.\nDuane Kolsrud: Brass, about two inches, worn smooth. Stamped W-P-I, four-one. It was on the ring when I got the ring. I’ve tried it in every lock on campus old enough to matter. The cornerstone vault plate, the bell cabinet in the depot, every desk in Millwright Hall built before 1971. Nothing.\nRachel Thorsgaard: We’ve had about forty letters so far. One reader is sure it’s a 1941 time capsule.\nDuane Kolsrud: Then somebody buried it without telling Facilities, which would be the most Porter thing that ever happened. Send me the theories. I’ll try every one. I’m not retiring soon, but I would like to know before I do.\nLinks mentioned\n“The Keys to Everything” (Porter Falls Magazine, fall 2026)\nDuane Kolsrud, director of Facilities\nFacilities Management\nKey and card access requests\nUniversity Archives\nThe 1994 ballot boxes and the Ironclads oral history (magazine)\nFall 2026 issue\nMillrace Week 2026 schedule (news)\nAt a glance\nReleased\nTuesday, October 6, 2026\nLength\n43 min 12 sec\nGuests\nDuane Kolsrud , director of Facilities; Rachel Thorsgaard ’09, contributing writer, Porter Falls Magazine\nHosts\nCorinne Lacasse and Abe Tollefsrud\nSeason\nSeason 2, episode 2\nNext episode\nMid-November 2026\nWho to contact\nForging Day One, University Marketing & Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\npodcast@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nAll episodes\nPrevious: Episode 7, cheese packaging\nPorter Falls Magazine\nFacilities Management\nCampus buildings" }, { "url": "points-of-pride.html", "title": "Points of pride", "description": "What Porter measures itself by — the numbers and recognitions the university actually tracks, in plain terms.", "headings": [ "Points of pride", "On this page", "Career outcomes", "Applied learning in every major", "Regional research and partnership", "Recognitions" ], "content": "About Points of pride\nWhat Porter measures itself by — the numbers and recognitions the university actually tracks, in plain terms.\nCareer outcomes\nThe headline number the whole institution organizes around: the share of graduates employed in their field or enrolled in further education within six months of commencement, tracked by the career-outcomes survey and published every year, gap or no gap, rather than only in the years it looks good.\nApplied learning in every major\nEvery undergraduate major requires a capstone, a co-op, a clinical placement, or a comparable applied experience before graduation — not an elective option, a requirement, and one of the plan’s four strategic priorities.\nRegional research and partnership\nPorter faculty and students run contract research and applied projects for regional manufacturers and employers most years, work tracked on the research and outreach pages and reported through the employer-partners program.\nRecognitions\nPorter has been recognized in several independent rankings for value and outcomes in its polytechnic and technical programs, and individual programs — plastics engineering and packaging technology among them — are recognized nationally as some of relatively few dedicated programs of their kind. The full list, with sourcing, is on the facts and rankings page.\nAt a glance\nHeadline metric\nCareer-outcomes rate — published every year\nEvery major\nRequires a capstone, co-op, clinical, or comparable experience\nSee also\nfacts.html for the full rankings list with sourcing\nWho to contact\nOffice of Strategic Planning & Institutional Effectiveness\nFounders Hall 310\nPhone\n(715) 555–0101\nEmail\nplanning@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nQuick facts & rankings\nThe strategic plan\nResearch & outreach\nFull contact directory" }, { "url": "policy-library.html", "title": "Policy Library", "description": "Every university-wide policy in one list, grouped by area, with the office that owns it and the date someone last read it through on purpose.", "headings": [ "Policy Library", "On this page", "How the library works", "Academic and research", "Student conduct and community", "Safety", "Employment", "Technology and information", "Facilities, money and records", "Proposing or changing a policy" ], "content": "Policies & compliance Policy Library\nEvery university-wide policy in one list, grouped by area, with the office that owns it and the date someone last read it through on purpose.\nHow the library works\nA university policy is a rule that applies across Porter — to every student, every employee, or everyone on campus — and has a named owner. College handbooks, lab rules and residence-hall procedures sit underneath these and cannot contradict them. The library is kept by the Office of Legal Affairs , which dates every change; system-wide rules set by the Board of Regents override anything here.\nOwner is the office that answers questions, grants exceptions and starts revisions.\nLast reviewed is the last time the owner confirmed the policy is accurate, whether or not anything changed. Every policy is due for review at least every three years; anything older is flagged below.\nIf a summary page and a signed policy disagree, the signed policy controls, and the owner wants to hear about the mismatch.\nAcademic and research\nAcademic policies (overview) — Owner: Provost, with Faculty Senate; Last reviewed: Aug. 2026\nAcademic integrity — Owner: Provost; Last reviewed: May 2026\nAcademic integrity appeals — Owner: Provost; Last reviewed: May 2026\nAcademic grievance procedure — Owner: Provost; Last reviewed: Jan. 2025\nGrade appeals — Owner: Provost; Last reviewed: Jan. 2025\nIncomplete grades — Owner: Registrar; Last reviewed: Mar. 2026\nFinal exam conflicts — Owner: Registrar; Last reviewed: Sept. 2025\nAdd, drop and withdrawal deadlines — Owner: Registrar; Last reviewed: July 2026\nCourse withdrawal and leave — Owner: Registrar; Last reviewed: June 2026\nMedical withdrawal — Owner: Dean of Students; Last reviewed: Feb. 2026\nRepeating a course and grade replacement — Owner: Registrar; Last reviewed: Apr. 2025\nCatalog year and degree requirements — Owner: Registrar; Last reviewed: Aug. 2026\nTransfer credit — Owner: Registrar; Last reviewed: Oct. 2025\nCredit overloads — Owner: Provost; Last reviewed: Apr. 2024\nReligious observance accommodations — Owner: Provost; Last reviewed: Aug. 2025\nAcademic freedom — Owner: Faculty Senate and Provost; Last reviewed: Nov. 2023 — review due\nSatisfactory academic progress for aid — Owner: Financial Aid; Last reviewed: July 2026\nStudent records privacy (FERPA) — Owner: Registrar; Last reviewed: Aug. 2026\nPreferred name and gender marker — Owner: Registrar; Last reviewed: June 2025\nHuman-subjects research (IRB) — Owner: Research & Sponsored Programs; Last reviewed: Mar. 2026\nIntellectual property — Owner: Research & Sponsored Programs; Last reviewed: Oct. 2024\nExport control — Owner: Research & Sponsored Programs; Last reviewed: Feb. 2026\nStudent conduct and community\nStudent conduct code — Owner: Dean of Students; Last reviewed: Aug. 2026\nStudent rights and responsibilities — Owner: Dean of Students; Last reviewed: Aug. 2025\nTitle IX and sexual misconduct — Owner: Title IX Coordinator; Last reviewed: Aug. 2026\nNondiscrimination and equal opportunity — Owner: Office of Inclusive Excellence; Last reviewed: Aug. 2026\nBias incident reporting — Owner: Dean of Students; Last reviewed: Jan. 2026\nHazing prevention — Owner: Dean of Students; Last reviewed: July 2026\nAlcohol and drugs — Owner: Dean of Students, with Campus Safety; Last reviewed: Sept. 2025\nExpressive activity on campus — Owner: Secretary of the University; Last reviewed: Mar. 2026\nResidence hall guests and visitation — Owner: University Housing; Last reviewed: July 2026\nPets — Owner: University Housing; Last reviewed: July 2025\nService animals — Owner: Disability & Accessibility Services; Last reviewed: Jan. 2026\nEmotional support animals — Owner: Disability & Accessibility Services; Last reviewed: Jan. 2026\nSafety\nWeapons — Owner: Campus Safety; Last reviewed: June 2025\nMinors on campus — Owner: Environmental Health & Safety; Last reviewed: Jan. 2026\nEmergency procedures — Owner: Campus Safety; Last reviewed: Aug. 2026\nAnnual security and fire safety report — Owner: Campus Safety; Last reviewed: July 2026\nSpace heaters and residence hall fire safety — Owner: Environmental Health & Safety; Last reviewed: Oct. 2025\nSmoke-free campus — Owner: Environmental Health & Safety; Last reviewed: Aug. 2024\nLaboratory and studio safety — Owner: Environmental Health & Safety; Last reviewed: Jan. 2026\nChemical hygiene plan — Owner: Environmental Health & Safety; Last reviewed: Jan. 2026\nEmployment\nWhistleblower protection — Owner: Office of Legal Affairs; Last reviewed: Sept. 2025\nConflict of interest and outside activities — Owner: Office of Legal Affairs; Last reviewed: Oct. 2025\nFamily and medical leave — Owner: Human Resources; Last reviewed: Jan. 2026\nGraduate student parental accommodation — Owner: Graduate School; Last reviewed: Aug. 2025\nPost-tenure review — Owner: Faculty Affairs, with Faculty Senate; Last reviewed: May 2025\nNon-tenure-track faculty appointments — Owner: Faculty Affairs; Last reviewed: May 2025\nTechnology and information\nData governance and classification — Owner: Information Technology; Last reviewed: Mar. 2026\nAccounts and passwords — Owner: Information Technology; Last reviewed: Aug. 2026\nCybersecurity incident response — Owner: Information Technology; Last reviewed: Apr. 2026\nEmail retention — Owner: Information Technology; Last reviewed: Feb. 2025\nCopyright and peer-to-peer file sharing — Owner: Information Technology, with Legal Affairs; Last reviewed: Aug. 2025\nAccessible technology purchasing — Owner: Information Technology; Last reviewed: Sept. 2025\nIdentity theft prevention — Owner: Bursar; Last reviewed: Nov. 2025\nWebsite privacy — Owner: University Marketing & Communications; Last reviewed: June 2026\nFacilities, money and records\nReserving space and hosting events — Owner: Student Activities, with Facilities; Last reviewed: July 2026\nFurniture and space changes — Owner: Facilities Management; Last reviewed: Mar. 2025\nParking and transportation — Owner: Parking & Transportation; Last reviewed: July 2026\nWinter parking — Owner: Parking & Transportation; Last reviewed: Oct. 2025\nParking citation appeals — Owner: Parking & Transportation; Last reviewed: July 2026\nTuition refunds — Owner: Bursar; Last reviewed: July 2026\nResidency for tuition — Owner: Registrar; Last reviewed: June 2026\nRecords retention — Owner: Office of Legal Affairs; Last reviewed: Feb. 2026\nPublic records requests — Owner: Office of Legal Affairs; Last reviewed: Feb. 2026\nProposing or changing a policy\nThe owning office drafts the change and says who it affects. Anyone can suggest one by emailing the owner or policy@uwporterfalls.edu .\nLegal Affairs reviews it — allow four weeks.\nIf it touches academics it goes through Faculty Senate (see this year’s agenda ); workplace rules go to Staff Senate ; student-facing rules get a Student Senate comment period.\nThe chancellor’s cabinet approves it, and the library posts it with the new date within five business days.\nUrgent interim policies can skip step 3 for up to one semester, after which they lapse unless they finish the normal process. Two are in effect this fall; both are marked on their pages.\nAt a glance\nPolicies listed\n65\nKept by\nOffice of Legal Affairs\nReview cycle\nAt least every three years\nOverdue\n1 (academic freedom)\nSuggest a change\npolicy@uwporterfalls.edu\nWho to contact\nOffice of Legal Affairs\nMillwright Hall 310\nPhone\n(715) 555–0114\nEmail\npolicy@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nUniversity governance\nOffice of Legal Affairs\nConsumer information\nStudent conduct & policies\nFaculty Senate\nPublic records" }, { "url": "portal.html", "title": "MyPorter", "description": "The student portal. It works. It is not pretty and IT has stopped apologizing for that.", "headings": [ "MyPorter", "Sign in", "What is in MyPorter", "Help", "Take the next step." ], "content": "Students\nMyPorter\nThe student portal. It works. It is not pretty and IT has stopped apologizing for that.\nSign in\nMyPorter login\nUsername\nFirst initial, last name, and a number if someone got there first.\nPassword\nSign in\nThis login does nothing and cannot be used. It is part of a parody.\nWhat is in MyPorter\nRegistration and course search\nGrades and unofficial transcripts\nBilling and payment plans\nFinancial aid status\nHousing assignment and meal plan\nParking permits, which are not enforced but are available\nHelp\nThe IT Help Desk answers at (715) 555–0146, in person in Halvorsen Library ground floor, or by\nemail. Average time to first response is eleven minutes. This is a point of institutional pride and\nthe desk is staffed almost entirely by ICT students.\nQuick links\nApply now\nVisit campus\nTuition and costs\nFinancial aid\nCampus map\nContact us\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "porter-card-account.html", "title": "The Porter Card account", "description": "The one campus ID and its money account — what it opens, what it pays for, and how funds get on it.", "headings": [ "The Porter Card account", "On this page", "What the account is", "Managing it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services The Porter Card account\nThe one campus ID and its money account — what it opens, what it pays for, and how funds get on it.\nWhat the account is\nSeparate from a meal plan: a stored-value balance (some campuses call it Porter Cash) that works at vending, laundry, printing, the campus store, and off-campus partners near campus. Money added stays until spent — it doesn't expire like Dining Dollars.\nManaging it\nThe card app shows the balance and every transaction, freezes a lost card in one tap, and lets a family member add funds from anywhere. A found card that was frozen just needs to be unfrozen; a truly lost one is re-issued for a small fee and the balance moves to the new card.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nIs: Building and room access, library card, meal plan, print release, and a stored-value spending account. Add funds: Online, at kiosks, or in person; parents and others can add remotely. Lost card: Freeze it instantly in the app, then get a replacement at the Campus Card office. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nIs\nBuilding and room access, library card, meal plan, print release, and a stored-value spending account\nAdd funds\nOnline, at kiosks, or in person; parents and others can add remotely\nLost card\nFreeze it instantly in the app, then get a replacement at the Campus Card office\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory\nIdentity theft prevention program" }, { "url": "porter-connect.html", "title": "Porter CONNECT", "description": "One place to find organizations, events, leadership opportunities, campus resources, and ways to get involved.", "headings": [ "Porter CONNECT", "On this page", "Search by the life you want", "Try before committing", "Use it to find help too" ], "content": "Student success Porter CONNECT\nOne place to find organizations, events, leadership opportunities, campus resources, and ways to get involved.\nSearch by the life you want\nUse Porter CONNECT to look for an organization, event, volunteer role, resource, or leadership opportunity by interest, schedule, identity, skill, or cause. Start with what you want more of—friends, creative work, service, competition, movement, or professional practice—not a category you think you should join.\nTry before committing\nGo to a meeting, activity, or event before taking on a role. Ask how often the group meets, what a busy week looks like, whether there are dues, and how newcomers participate. A good first involvement is one you can actually attend after midterms arrive.\nUse it to find help too\nThe directory also points to campus support offices and resource pages. If you are looking for support rather than an activity, choose the service category and use the contact information or appointment path there; involvement and help-seeking belong in the same navigation system.\nRelated resources\nStudent services\nStudent Success Center\nCommunity partnerships" }, { "url": "porter-falls-arts-and-small-events.html", "title": "Porter Falls arts and small events", "description": "Find the smaller performances, displays, talks, and gatherings that make a quiet week in town feel less repetitive.", "headings": [ "Porter Falls arts and small events", "On this page", "Look for repeatable events", "Go with good audience habits", "Let a first visit stay small" ], "content": "Porter Falls life Porter Falls arts and small events\nFind the smaller performances, displays, talks, and gatherings that make a quiet week in town feel less repetitive.\nLook for repeatable events\nA gallery opening, reading, community class, student performance, market, or library program is easier to try when you make it a small habit. Choose one format that genuinely interests you rather than treating every event as another obligation.\nGo with good audience habits\nArrive close to start time, silence the phone, respect seating and accessibility space, and stay through the work when you can. Ask before photographing performers, artwork, or other attendees.\nLet a first visit stay small\nYou do not have to know people, buy anything, or volunteer immediately. Attend, notice whether the event feels welcoming, and return if it adds something to your week. Belonging is usually repeated presence, not instant familiarity.\nRelated resources\nAbout Porter Falls\nCommunity partnerships\nStudent services" }, { "url": "porter-falls-arts-culture.html", "title": "Arts & Culture in Porter Falls", "description": "Arts & culture in Porter Falls: Depot Gallery, Porter Press, summer concerts, Iron Pour, theater, music, and the student-faculty creative ecosystem.", "headings": [ "Arts & Culture in Porter Falls", "On this page", "Visual arts: galleries & public art", "Performing arts: theater, music, dance", "Literary arts: Porter Press & zines", "Signature events: Iron Pour, concerts, festivals", "Student-faculty creative ecosystem", "Funding & support" ], "content": "Porter Falls town guides Arts & Culture in Porter Falls\nDepot Gallery, Porter Press, summer concerts, Iron Pour, community theater, live music venues, and the student-faculty creative ecosystem that blurs town and gown.\">\nVisual arts: galleries & public art\nDepot Gallery (Welcome Center, curated by Porter Falls Arts Council ): 6 exhibitions/yr (regional artists, student shows, traveling), free admission, First Friday receptions (5–8 p.m., wine/cheese). Founders Hall Gallery (lobby, rotating): Fine Art senior thesis, Makerspace resident artists, faculty sabbatical work. Riverfront Sculpture Walk (Riverfront Trail, 12 permanent + 4 rotating): Millwright’s Dream (cor-ten steel, 18 ft, Founders Hall circle), Current (kinetic, Millrace bridge, responds to water flow), Iron Pour Archive (annual castings displayed Depot Plaza). Makerspace Exhibition (annual, April, Forge Makerspace lobby): student/faculty/community work, 3-D print, laser, ceramics, metal, textile.\nPerforming arts: theater, music, dance\nFounders Hall Auditorium (450 seats): Theater mainstage (3 productions/yr: classic, contemporary, musical), Music ensembles (Wind Ensemble, Orchestra, Jazz, Choir, Chamber), visiting artists (Chamber Music Series, World Music Series), Lecture Series . Depot Stage (Depot Pizza freight room, 80 seats): community theater (Porter Falls Players, 3 shows/yr), improv (Wednesday 8 p.m., Toastmasters ), open mic (Tuesday 8 p.m.), student org productions. Live music venues: Millrace Brewing (trivia Tue, open mic alt Wed, local bands Thu-Sat), The Current (New Noise showcase monthly, Music Collective ), Barrel & Beam (industry night Mon, jazz Sunday), Riverfront Park (Summer Concert Series, Fridays 7 p.m., June–Aug, floating stage, free). Dance: Dance concerts (Fall/Spring, Founders Auditorium), Community Dance (Depot Stage, monthly contra/square, caller + live band).\nLiterary arts: Porter Press & zines\nPorter Press (founded 1922, student-run since 1968): weekly newspaper (print + digital, porterpress.uwporterfalls.edu ), literary supplement The Millrace (semester, poetry/fiction/nonfiction, student + community submissions), Porter Press Archives ( Public Library Local History Room, digitized 1922–present). Zine culture: Makerspace risograph (student orgs, personal projects), Zine Fest (annual, April, Depot Gallery, 40+ tablers, workshops), Graphic Novel Book Club (monthly, Roast & River , 20-30 attendees). Town & Gown Book Club (monthly, Public Library, faculty + community facilitator). Creative Writing: Creative Writing reading series (monthly, Depot Stage, student + visiting writers).\nSignature events: Iron Pour, concerts, festivals\nIron Pour (Homecoming Friday, 6 p.m., Foundry Building ): 2,000 lbs molten iron, student/faculty/community molds, live folk music, Depot Pizza, 300+ spectators. Summer Concert Series (Riverfront Park, Fridays 7 p.m., June–Aug, floating stage): 10 concerts, genres rotate (folk, jazz, classical, world, indie, brass), food trucks, free. Founders Festival (Homecoming weekend): parade, football, Founders Hall Open House , Iron Pour, alumni art show. Ice-Out 5K (April, Riverfront Trail, benefits Food Bank). Earth Day Cleanup (April, Riverfront Trail + parks). Zine Fest (April, Depot Gallery). Makerspace Forge Fest (April, project exhibition, Golden Chisel awards). Riverkeepers River Festival (June, Riverside Park, education + celebration).\nStudent-faculty creative ecosystem\nMakerspace Resident Artists (3/semester, stipend + studio access, open studio hours, workshop series): ceramicist, metalworker, digital fabricator. Forge Innovation Hub Artists-in-Residence (2/yr, incubator ventures with creative component, e.g., Lumen Prosthetics design). Faculty Creative Grants ( Innovation Office , $5K–$15K, art/science collisions: Data Sonification (EnvSci + Music), Biomimetic Ceramics (MechE + Art)). Community Commissions: City Percent-for-Art (1% of capital projects >$500K), student teams compete (Riverfront benches, Depot Plaza lighting, manhole covers). Cross-disciplinary courses: Art & Engineering (MechE + Fine Art, kinetic sculpture), Data Visualization as Art (Data Science + Graphic Design), Science Communication (EnvSci + Theater).\nFunding & support\nPorter Falls Arts Council (nonprofit, 501c3): NEA/Wesconsin Arts Board grants, city hotel tax (0.5%), membership ($35/yr), Depot Gallery rentals. University: Fine Art budget (materials, visiting artists, equipment), Makerspace (materials budget $15K/yr curricular), Sustainability Innovation Fund (art/climate projects). Student orgs: Art Club , Porter Press , Music Collective , Theater Guild , Dance Ensemble (Student Gov funding + ticket sales). Individual artists: Artist Relief Fund (Arts Council, $500 emergency grants), Creative Workspace Program (subsidized studio rent, Depot Building upper floors, $200/mo). Public art maintenance: City Public Works + Arts Council (annual inspection, conservation fund).\nAt a glance\nGalleries\nDepot Gallery, Founders Hall Gallery, Makerspace lobby\nVenues\nFounders Auditorium (450), Depot Stage (80), Riverfront Park (floating stage)\nSignature events\nIron Pour, Summer Concerts, Founders Festival, Zine Fest\nStudent-faculty\nResident artists, creative grants, cross-disciplinary courses\nFunding\nArts Council, University, Student Gov, City Percent-for-Art\nRelated resources\nPorter Falls, WE overview\nCampus Traditions (Iron Pour)\nThe Forge Makerspace\nArts Council & Depot Gallery\nFine Art\nPorter Press" }, { "url": "porter-falls-breaks-and-long-weekends.html", "title": "Porter Falls during breaks and long weekends", "description": "Plan ahead when campus slows down and town hours, transport, housing, and social routines change.", "headings": [ "Porter Falls during breaks and long weekends", "On this page", "Check what stays open", "Make a quiet-week plan", "Leave the space responsibly" ], "content": "Porter Falls life Porter Falls during breaks and long weekends\nPlan ahead when campus slows down and town hours, transport, housing, and social routines change.\nCheck what stays open\nDining, shuttles, buildings, tutoring, package pickup, and town businesses may use reduced hours during breaks. Check official notices before the final weekday, especially if you rely on a meal plan or a specific bus route.\nMake a quiet-week plan\nIf you stay, choose a few anchors: groceries, movement, a call home, one social plan, and time to rest. A break can be restorative, but an unplanned empty week can feel isolating.\nLeave the space responsibly\nIf you travel, secure windows and doors, take out perishables and trash, share necessary contact information with roommates, and confirm your return transportation before departure. Do not assume a neighbor or landlord will notice a small problem immediately.\nRelated resources\nAbout Porter Falls\nCommunity partnerships\nStudent services" }, { "url": "porter-falls-community-band.html", "title": "Porter Falls Community Band", "description": "About seventy players aged 16 to 88, including students, professors, a dentist, two dairy farmers and a retired fire chief, rehearsing on campus every Tuesday night since 1979. No audition.", "headings": [ "Porter Falls Community Band", "On this page", "About the band", "Rehearsals", "2026–27 concerts", "Joining" ], "content": "Community Porter Falls Community Band\nAbout seventy players aged 16 to 88, including students, professors, a dentist, two dairy farmers and a retired fire chief, rehearsing on campus every Tuesday night since 1979. No audition.\nAbout the band\nThe Porter Falls Community Band started in 1948 as the Porter Falls Municipal Band, which played Sunday evenings in the bandshell where the Depot Plaza is now. In 1979 the band was down to nineteen players. Then the university offered it a rehearsal room and a percussion section, and it has been a town–gown band ever since. About a third of the members are Porter students, faculty or staff. The rest come from Porter Falls, Cedar Bluff and farther out. One trombonist drives 50 minutes each way from Lake City and has missed four rehearsals in eleven years.\nThe conductor is Marjorie Lindahl, who directed bands in the Porter Falls Area School District for 34 years. As she puts it, about half the band “learned to count from me, and some of them still haven’t.” The associate conductor is Grace Larsen , Professor of Practice in Music & Theatre.\nThe photo above shows the student Ironclad Pep Band, not the community band. The community band has neither the uniforms nor the gloves.\nRehearsals\nWhen: Tuesdays, 7:00–9:00 p.m., from the second Tuesday in September through mid-May. The band takes winter break off. A shorter summer season runs in June and July.\nWhere: the band rehearsal hall, Applied Arts Building 112. Use the east entrance; it is propped open from 6:30 p.m.\nParking: free after 4:30 p.m. in the general lots, and the Applied Arts lot is closest. See Visitor parking .\nWhat to bring: your instrument, a pencil and a stand light if your eyes are like ours. Music, stands and the large percussion are provided.\nWeather: if the university closes for weather, rehearsal is cancelled. The weather closures page is the source.\n2026–27 concerts\nWed., Nov. 11, 2026, 11 a.m. — Event: Veterans Day Ceremony (with the university’s ceremony); Where: Memorial Plaza; Admission: Free\nSun., Dec. 13, 2026, 3 p.m. — Event: Holiday Concert, with a sing-along that the band pretends is optional; Where: Heritage Auditorium; Admission: Free; food pantry donations welcome\nSun., Mar. 7, 2027, 3 p.m. — Event: Winter Concert: “Music from the Mill Town,” with marches by Porter Falls composers, 1890s–1930s; Where: Heritage Auditorium; Admission: $8; students and under 18 free\nSat., Apr. 24, 2027, 10 a.m. — Event: Open Campus Day welcome; Where: Main quad; Admission: Free\nSun., May 2, 2027, 3 p.m. — Event: Spring Concert, with the senior-member solo spot; Where: Heritage Auditorium; Admission: $8; students and under 18 free\nTuesdays, June 15–July 20, 2027, 7 p.m. — Event: Summer on the Plaza (six concerts; bring a chair); Where: Depot Plaza, downtown; Admission: Free\nTickets for the two paid concerts are sold through the box office and at the door. The band’s concerts appear alongside the university ensembles in the 2026–27 arts season .\nJoining\nAnyone 16 or older who plays a wind or percussion instrument at about a high-school level is welcome. Lapsed players are welcome too, and the band has had several people return after 30 years away.\nEmail the band and tell us your instrument and roughly when you last played.\nSit in for two rehearsals. There is no audition. After the second rehearsal, the conductor suggests a part.\nPay the $40 season dues, which cover music purchases and the summer bandshell rental. Dues are waived on request, and Porter students pay nothing.\nThe band especially needs French horns, a bassoon, low clarinets and anyone who owns a tuba. The music department lends a few school-owned instruments to members each year, first come. Porter students who want a graded ensemble should look at the Wind Symphony or the Ironclad Pep Band and the ensemble auditions page. Plenty of students play in both. Those who want to get back into shape can take lessons for non-majors .\nAt a glance\nFounded\n1948; on campus since 1979\nRehearsals\nTuesdays 7–9 p.m., Applied Arts Building 112\nAudition\nNone; ages 16+\nDues\n$40/season; students free; waivers on request\nNext concert\nVeterans Day, Wed., Nov. 11\nWho to contact\nPorter Falls Community Band (Marjorie Lindahl, conductor)\nc/o Department of Music & Theatre, Applied Arts Building\nPhone\n(715) 555–0268\nEmail\ncommunityband@uwporterfalls.edu\nRelated resources\nFor the community\nDepartment of Music & Theatre\nPerforming arts for everyone\nArts & culture\nPorter Lifelong Learning Institute" }, { "url": "porter-falls-errands-and-essential-services.html", "title": "Porter Falls errands and essential services", "description": "A calm system for handling prescriptions, packages, paperwork, groceries, and other unglamorous tasks before they become emergencies.", "headings": [ "Porter Falls errands and essential services", "On this page", "Keep a simple list", "Know what requires lead time", "Ask for support early" ], "content": "Porter Falls life Porter Falls errands and essential services\nA calm system for handling prescriptions, packages, paperwork, groceries, and other unglamorous tasks before they become emergencies.\nKeep a simple list\nUse one note for refill dates, package deadlines, document renewals, needed groceries, and office hours. Add the location and return route. This takes minutes and prevents an errand from colliding with a lab, shift, or weekend closure.\nKnow what requires lead time\nPrescriptions, replacement documents, repairs, appointments, and mail are rarely instant. Start them when you first notice the need and ask what identification, payment, or pickup window applies.\nAsk for support early\nIf cost, transport, access, or a confusing form is blocking an essential task, use the relevant campus office or ask a trusted person to help you plan it. Getting help with logistics is a skill, not a failure of independence.\nRelated resources\nAbout Porter Falls\nCommunity partnerships\nStudent services" }, { "url": "porter-falls-housing-market.html", "title": "Housing Market in Porter Falls", "description": "The Porter Falls housing market: rental trends, buying vs. renting, neighborhood prices, the joint rental guide, and resources for students and faculty.", "headings": [ "Housing Market in Porter Falls", "On this page", "Market overview & trends", "Rental market by neighborhood", "Buying vs. renting", "The Joint Rental Housing Guide", "Resources for students", "Resources for faculty & staff" ], "content": "Porter Falls town guides Housing Market in Porter Falls\nRental trends, buying vs. renting, neighborhood breakdown, the joint rental guide, and resources for students, faculty, and staff navigating the market.\">\nMarket overview & trends\nPorter Falls (pop. ~17,000) has a tight but stable housing market driven by the university’s ~4,000 students and ~800 faculty/staff. Key stats (2025): Median rent (1-bed) $950, (2-bed) $1,150, (3-bed) $1,350; median home price $285K; vacancy rate 3.2% (rental), 1.1% (ownership); 55% renter households. Drivers: University enrollment growth (2%/yr), limited new construction (topography constraints), DNR wetland restrictions on north/west expansion. Recent developments: The Foundry (2023, 24 units, net-zero), Depot Flats (2020, 48 units), Bluffview Commons (2018, 120 units). Pipeline: 120 units approved (Cedar Bluff infill, 2026–28 delivery), 80 units in review (Depot District adaptive reuse).\nRental market by neighborhood\nFounders Triangle (Campus-adjacent, highest density): $520–$680/bed (converted houses), $750–$1,050/bed (purpose-built). 5–8 min walk to campus. Loud weekends, high turnover. Depot District edges : $600–$800/bed (converted), $850–$1,200 (newer). 10–15 min walk. Quieter, near grocery/coach. Cedar Bluff : $650–$900/bed (converted), $950–$1,600 (purpose-built). 15–25 min walk or 5 min Porter Loop. Grad students, faculty, families. Riverfront Trail corridor : $850–$1,200 (newer, trail access). Industrial park fringe : $400–$500/bed (cheapest, 25+ min walk, no night shuttle, car needed). Seasonality: Leases turn over June–Aug (hunt Feb, tour Mar, sign Apr); summer sublets abundant (co-ops/internships).\nBuying vs. renting\nMedian home prices (2025): Founders Triangle $220K (older, fixer-upper potential), Depot District $280K (condos, lofts), Cedar Bluff $350K (newer, larger lots), Riverfront $380K (premium), Industrial fringe $180K. Buy-rent breakeven: ~4.5 years (assuming 6.5% mortgage, 3% appreciation, $5K closing, $2K/yr maintenance). First-time buyer programs: Porter Valley Bank Faculty/Staff First Home (3% down, no PMI, rate discount), Wesconsin WHEDA Advantage (down payment assistance, income limits). Faculty recruitment: University partners with Veridian Homes (spec homes, Cedar Bluff, $320K–$420K, 6-month close). Investment property: 22% of Triangle units owned by non-local investors; city considering Rental License Cap (1 license per 500 residents) to curb conversion.\nThe Joint Rental Housing Guide\nPublished annually (March) by City Clerk’s Office + Student Services . Contents: Searchable map of all licensed rentals (updated weekly), sample leases with plain-language annotations, move-in/move-out inspection checklist, Tenant Rights Summary (Wesconsin statutes + city ordinances), Housing Mediation Program contacts (free, voluntary, resolves ~60 disputes/yr). Digital: housing.uwporterfalls.edu/guide (interactive map, filters: price, bedrooms, pet policy, transit access, inspection score). Print: Student Services Center, City Hall, Public Library . Inspection scores: Every licensed unit inspected every 24 months (fire, egress, plumbing, electrical, weatherization); scores posted online (A=excellent, B=good, C=needs work, F=license at risk).\nResources for students\nRoommate Finder (portal, matches budget/schedule/cleanliness/pets, 60% of groups form here). Sublet Board (year-round, summer peak). Legal: Housing Law Clinic (Mon 4–6 p.m., lease review, repair-demand letters). Emergency: Porter Cares (deposit grants, rental arrears, winter gear). Insurance: Renters insurance $12–$18/mo (group rate via Guide). Move-in: Photo/video everything (timestamped), Guide’s Move-In Checklist with landlord present.\nResources for faculty & staff\nRelocation assistance: Faculty/Staff Housing Coordinator (Student Services, 1 FTE) — neighborhood tours, school info, spouse employment contacts, temporary housing (Riverfront Hall summer, $1,200/mo). Down payment support: Porter Valley Bank Faculty First Home (3% down, no PMI, 0.25% rate discount). Bridge loans: 0% interest, up to $15K (closing cost gap), repaid via payroll deduction (24 months). Schools: Porter Falls Area SD (Cedar Bluff Elementary, walkable from Cedar Bluff), Cedar Bluff SD (north side). Spousal hiring: University dual-career program (network with Porter Valley Bank , Porter County Schools , Valley Health , MedTech Collaborative ).\nAt a glance\nMedian rent (1-bed)\n$950\nMedian home price\n$285K\nVacancy rate\n3.2% rental, 1.1% ownership\nJoint Guide\nPublished March, digital + print\nStudent resources\nRoommate Finder, Sublet Board, Housing Law Clinic\nRelated resources\nPorter Falls, WE overview\nOff-Campus Housing Guide\nFounders Triangle\nCedar Bluff\nHousing Law Clinic\nPorter Cares" }, { "url": "porter-falls-magazine.html", "title": "Porter Falls Magazine", "description": "The university’s magazine for alumni and friends, published every fall and spring and mailed to about 41,000 Porter graduates. Here is the current issue, the archive, and how to get it, stop it, or get into it.", "headings": [ "Porter Falls Magazine", "On this page", "What the magazine is", "Current and past issues", "Subscribe, unsubscribe or go digital-only", "Send us a story, a letter or a class note", "Editorial staff" ], "content": "Alumni & giving Porter Falls Magazine\nThe university’s magazine for alumni and friends, published every fall and spring and mailed to about 41,000 Porter graduates. Here is the current issue, the archive, and how to get it, stop it, or get into it.\nWhat the magazine is\nPorter Falls Magazine is published twice a year, in late September and early April, by University Marketing & Communications . Each issue runs 56 to 64 pages and goes by mail to roughly 41,000 alumni households, plus about 3,500 copies to faculty, staff, retirees, donors and families of current students. A full digital edition is posted here the week the print copies land.\nThe magazine began in 1958 as The Porter Alumnus , a four-page newsletter typed in Millwright Hall. It took its current name in 1995, one year after the athletics teams became the Ironclads , on the stated theory that the campus could only absorb one rebrand at a time.\nIt is a university publication, not an independent one. We try to tell the truth about Porter, including the parts that are still being fixed, but for journalism the administration does not edit, read The Porter Current .\nCurrent and past issues\nCurrent issue: Fall 2026 (Vol. 32, No. 2), mailed September 22. The cover story is an oral history of the 1994 vote that turned the Millwrights into the Ironclads, timed to the 1994 ballot boxes turning up in a Founders Hall storage room this summer.\nFall 2026 — Cover story: The Week Porter Stopped Being the Millwrights; Online: Read the issue\nSpring 2026 — Cover story: Twenty-Three Nurses and a County; Online: Read the issue\nFall 2025 — Cover story: The Co-op Year: Six Students, Six Employers, One Semester; Online: PDF from the archives\nSpring 2025 — Cover story: Winter Carnival’s Ice Engineers; Online: PDF from the archives\nFall 2024 — Cover story: Inside the Simulation Hospital; Online: PDF from the archives\nSpring 2024 — Cover story: What the First Forge Disc Is Actually Made Of; Online: PDF from the archives\nEvery issue since 1958, including the typewritten ones, is kept in University Archives on Level 4 of Halvorsen Library . Archives staff will email a PDF of any issue from 1995 on; earlier issues can be read in the Special Collections room.\nSubscribe, unsubscribe or go digital-only\nAlumni receive the magazine automatically and free; there is nothing to sign up for. Everything else takes one email to magazine@uwporterfalls.edu or a call to (715) 555–0252.\nGo digital-only. We will stop the print copy and email you a link the week each issue posts. About 6,200 readers have switched, which saves the university roughly $1.41 per copy in printing and postage, or about $17,500 a year.\nStop it entirely. We will take you off both lists. This does not affect your alumni benefits, your forwarding alias , or anything else.\nChange your address. Send the old and new address. The update also reaches your regional chapter and the Foundation, so you only have to tell us once.\nNot an alum? Parents, retirees, community members and former employees can request a free subscription. We will ask for a mailing address and nothing else.\nA copy for someone who has died. Tell us their name and class year. We will correct the record quietly, and if you would like, we will include them in In Memoriam .\nWe do not sell or rent the mailing list. How the university handles alumni contact data is covered in the privacy notice .\nSend us a story, a letter or a class note\nMost of the best stories in the magazine started as an email from a reader. We want to hear about:\nStory ideas — an alum doing something specific and interesting, a faculty member who has quietly taught the same course for three decades, a building or tradition with a story behind it. Two or three sentences is plenty.\nClass notes — jobs, retirements, weddings, births, books, awards, reunions. See Class Notes for the format and deadlines.\nLetters — responses to anything in the magazine, 250 words or fewer. We print a selection each issue, edited for length but not for opinion, and we do print letters that disagree with us.\nPhotos and memorabilia — old programs, pennants, Millrace Week buttons. We will scan and return them, or, with your permission, pass them to University Archives.\nDeadlines: June 15 for the fall issue and January 15 for the spring issue. Mail goes to Porter Falls Magazine, Millwright Hall 210, 1 Founders Drive, Porter Falls, Wesconsin 54999.\nEditorial staff\nIngrid Fossum\nEditor. Joined the magazine in 2014 after eleven years at a daily newspaper in Lake City; reports to Sylvie Dahl, director of University Marketing & Communications.\nMarcus Bye\nAssociate editor and class notes editor. Reads every note that comes in, including the ones about grandchildren’s hockey statistics.\nJoel Hagberg\nSenior writer. Covers history, athletics and the Founders Hall renovation.\nTeresa Lindgren\nArt director. Designs the print and digital editions and is responsible for the gold.\nPaul Oyelaran\nUniversity photographer.\nRachel Thorsgaard ’09 and Nadia Rahimi\nContributing writers.\nThe magazine is printed in Lake City on paper with 30 percent recycled content. Production and postage for both issues cost about $212,000 a year, paid from the University Marketing & Communications budget and an annual gift from the UW–Porter Falls Foundation .\nAt a glance\nPublished\nTwice a year: late September (fall) and early April (spring)\nCirculation\nAbout 44,500 print copies; roughly 41,000 to alumni households\nCurrent issue\nFall 2026 , Vol. 32, No. 2\nCost to readers\nFree, in print or digital-only\nDeadlines\nJune 15 (fall) · January 15 (spring)\nWho to contact\nPorter Falls Magazine, University Marketing & Communications\nMillwright Hall 210\nPhone\n(715) 555–0252\nEmail\nmagazine@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nFall 2026 issue\nSpring 2026 issue\nClass Notes & In Memoriam\nAlumni spotlights\nUniversity Marketing & Communications\nUniversity Archives\nAlumni" }, { "url": "porter-falls-parks-trails.html", "title": "Parks, Trails & Public Spaces in Porter Falls", "description": "Parks, trails, and public spaces in Porter Falls: Riverfront Trail, Riverside Park, Blufftop Park, the Millrace, and seasonal recreation.", "headings": [ "Parks, Trails & Public Spaces", "On this page", "Riverfront Trail", "Riverside Park", "Millrace Corridor", "Blufftop Park & Cedar Bluff Woods", "Depot Plaza & Pocket Parks", "Rules, permits, and stewardship" ], "content": "Porter Falls town guides Parks, Trails & Public Spaces\n3.2 miles of Riverfront Trail, 200+ acres of parks, the Millrace corridor, and four-season recreation — all within a 15-minute walk of campus.\">\nRiverfront Trail\nThe Riverfront Trail is Porter Falls’ signature linear park: 3.2 miles of paved, ADA-accessible path following both banks of the Porter River from Campus (Founders Hall) downstream to Depot Plaza . Segments: Campus Reach (0.6 mi, Founders Hall to Millrace bridge, lit, plowed first in winter), Millrace Loop (1.2 mi, crosses the Millrace on the historic pedestrian bridge, interpretive signs on industrial history), Depot Reach (1.4 mi, wooded, connects to Riverside Park and Depot District). Amenities: 12 bike-repair stations (air, tools), 8 water fountains (bottle-filler + pet bowl), 6 restroom pods (seasonal April–Oct), 15 benches, 3 picnic shelters (reservable via City Hall). Usage: 1,200+ trips/day (Strava heatmap), peak 5–7 p.m. weekdays, 10 a.m.–2 p.m. weekends. Winter: Plowed by 5 a.m. (city priority); fat-bike grooming on parallel unpaved track (Dec–Mar).\nRiverside Park\nRiverside Park (42 acres, north end of Riverfront Trail) is the town’s largest active recreation park. Facilities: Sandy beach (lifeguards noon–6 p.m., Memorial Day–Labor Day), floating swim dock, kayak/canoe launch (rentals via Outdoor Pursuits , $15/hr), 2 sand volleyball courts, 18-hole disc golf course (par 54, designed by Mechanical Engineering capstone team), 3 picnic shelters (capacity 30, 50, 80, reservable), playground (ages 2–12, inclusive equipment), sledding hill (north slope, hay bales at base). Ecology: 5-acre restored floodplain forest (2023–25 planting, 3,200 natives), pollinator meadow (2 acres, mowed once/year), beaver dam analogues (BDAs) on side channel (installed 2024, monitored by EnvSci ). Events: Summer Concert Series (Fridays 7 p.m., June–Aug, floating stage), Earth Day Cleanup , Family Weekend picnic.\nMillrace Corridor\nThe Millrace (1,800-ft artificial channel, dug 1856) runs from the Porter River above the falls, through the Foundry Coworking basement (visible through viewing window), under Main Street, and rejoins the river at Depot Plaza . Public access: Foundry Viewing Window (Main St., interpretive panel on mill history), Millrace Bridge (pedestrian, connects Riverfront Trail loop), Depot Plaza Overlook (waterfall view, seating). Recreation: Tubing the Millrace (summer, put-in at Foundry, take-out at Depot Plaza, 40-min float, Outdoor Pursuits shuttle $5/hr). Ecology: Millrace Fish Passage (completed 2024, roughened channel, 47 brook trout passed spring 2025). Art: Current Sculpture (rotating, juried by Fine Art faculty, illuminated at night).\nBlufftop Park & Cedar Bluff Woods\nBlufftop Park (8 acres, Cedar Bluff neighborhood, Lakeview Dr. & Ridge Rd.): prairie restoration (student-managed prescribed burns, spring), pollinator garden (Monarch Waystation certified), overlook bench (best sunset view in county), 2 km groomed XC ski loops (classic + skate, Outdoor Pursuits rentals). Cedar Bluff Woods (20 acres, city-owned, north of Ridge Rd.): unpaved trails (hiking, trail running, mountain biking), spring ephemerals (trillium, bloodroot, trout lily), Secret Sledding Hill (unnamed, steep, north-facing, sleds appear in woodshed each December). Bluff Staircase (147 stone steps, built 1932 WPA, connects Lakeview Dr. to Riverfront Trail, bike trough for wheeling bikes). Access: Porter Loop Cedar Bluff North stop (5-min walk), street parking on Ridge Rd. (permit Zone C).\nDepot Plaza & Pocket Parks\nDepot Plaza (Welcome Center forecourt): Saturday Farmers Market (May–Oct, 8 a.m.–1 p.m.), Ice-Out 5K start/finish, Family Weekend stage, movable tables/chairs, free Wi-Fi, EV charging (4 Level 2). Pocket parks: Founders Green (Founders Hall circle, 0.3 ac, lunch spot, Frisbee), Millrace Pocket Park (Main St. & Mill St., 0.1 ac, sculpture, bench), Cedar Bluff Triangle (Maple & University, 0.15 ac, pollinator bed, Little Free Library), Railroad Park (behind Depot, 0.5 ac, rail history interpretive, dog-friendly). Dog policy: Leashed on Riverfront Trail & in pocket parks; off-leash area at Riverside Park (north end, fenced, 1 ac).\nRules, permits, and stewardship\nHours: Dawn to dusk (Riverfront Trail open 24/7 for commuting). Permits: Shelter reservation (City Hall, $25–$75, 30-day advance), events >25 people (Special Event Permit, $50, 14-day review), commercial photography ($100/day). Prohibited: Motorized vehicles (except e-bikes Stewardship: Riverkeepers monthly cleanups (1st Saturday, 9 a.m.), Sustainability Office Adopt-a-Trail (student orgs, Greek houses, 10 groups), Earth Day & Spring Break Service major volunteer days. Report issues: SeeClickFix app (city) or parks@porterfalls.wi.us .\nAt a glance\nRiverfront Trail\n3.2 mi, paved, ADA, plowed winter\nRiverside Park\n42 ac, beach, disc golf, launch, meadow\nMillrace\n1,800 ft, tubing, fish passage, art\nBlufftop Park\n8 ac, prairie, ski loops, sledding hill\nPermits\nShelters $25–$75, events $50\nRelated resources\nPorter Falls, WE overview\nRiver & Millrace ecology\nOutdoor Pursuits rentals\nPorter Loop to parks\nRiverkeepers & stewardship" }, { "url": "porter-falls-podcast.html", "title": "Forging Day One: The UW–Porter Falls Podcast", "description": "A conversation every six weeks or so with the people who make Porter work — faculty in the middle of a project, a coach after the big game, the man with every key — from University Marketing & Communications.", "headings": [ "Forging Day One: The UW–Porter Falls Podcast", "On this page", "About the show", "The hosts", "How to listen", "All episodes", "Suggest a guest or a topic" ], "content": "Forging Day One podcast Forging Day One: The UW–Porter Falls Podcast\nA conversation every six weeks or so with the people who make Porter work — faculty in the middle of a project, a coach after the big game, the man with every key — from University Marketing & Communications.\nAbout the show\nForging Day One takes its name from the university’s tagline, “Forging day one from one day,” and its premise from the way Porter actually works: most of what happens here is applied, specific and a little odd when you look closely. Each episode is one 35- to 45-minute conversation with two or three guests about one thing — a research project, a tradition, a building, a game — and the people who know it best.\nThe show is produced by University Marketing & Communications , the same office that publishes Porter Falls Magazine , student stories and research spotlights , and many episodes go deeper on something one of those first wrote about. It is a university production, not an independent one. We edit conversations for length and clarity, not for message, and guests do not approve the final cut, though they can ask for a factual correction.\nNew episodes come out on Tuesday mornings roughly every six weeks while classes are in session. The show takes June through mid-August off. Season one ran September 2025 to May 2026; season two began August 25, 2026, and the next episode is planned for mid-November.\nThe hosts\nCorinne Lacasse\nSenior writer, News & Media Relations. Covered county boards and school referendums for nine years at a weekly paper in Tamarack before joining Porter in 2017. Asks the follow-up question the guest was hoping to skip.\nAbe Tollefsrud\nVideo producer, Photo & Video. Shoots most of the university’s lab and athletics footage and is responsible for the show’s cold opens, which are always real sound recorded on location. Asks what the machines do.\nEpisodes are recorded in the student podcast booth in Founders Union, which UMC books by the hour through the involvement suite like any other user (see campus radio & podcast studio ), or on location with a portable kit. A student audio producer, hired through the student jobs board , edits and mixes each episode. If you want to make a show of your own, the Porter Podcast Network trains students on the same equipment.\nHow to listen\nIn your podcast app. Search for “Forging Day One” and choose the show from UW–Porter Falls, then follow or subscribe so new episodes download on their own. It is free and has no advertising.\nOn this site. Each episode has a show-notes page with a summary, chapter times, a transcript excerpt and every link mentioned on the air. Jump to a chapter in most apps by tapping the time.\nTranscripts. Every episode has a full, speaker-labeled transcript, available in your app’s transcript view or as an accessible document by email to podcast@uwporterfalls.edu. Show notes and transcripts follow the university’s digital accessibility standards.\nShort on time? Each page lists chapters, so you can listen to the eight minutes about the anvil and skip the rest. We will not be offended. Abe might.\nEpisodes average about 1,100 downloads in their first 30 days. The most downloaded so far is episode 2, on the Forge Bowl, which surprised nobody in the athletics office.\nAll episodes\n8 — Released: October 6, 2026; Episode: Key No. 214; Guests: Duane Kolsrud, director of Facilities; Rachel Thorsgaard ’09, contributing writer, Porter Falls Magazine; Length: 43 min\n7 — Released: August 25, 2026; Episode: It Was Never the Film; Guests: Dr. Grace Nakamura, assistant professor of plastics and packaging engineering; Hallie Brekken, senior, packaging (student lead); Length: 37 min\n6 — Released: May 5, 2026; Episode: Twenty-Three Nurses and a County; Guests: Pa Nhia Lor ’14, B.S.N., nurse manager, Tamarack clinic; Dr. Grace Vasquez, professor of nursing; Length: 45 min\n5 — Released: March 24, 2026; Episode: 1,893 Minutes; Guests: Hollis Vang, director of Advancement & Alumni Relations; Pete Odegaard, head coach, cross country and track & field; Length: 36 min\n4 — Released: February 10, 2026; Episode: Harold Doesn’t Mind; Guests: Sofia Rasmussen, professor of practice in nursing education and simulation; Dr. Laura Vance, dean, College of Health Sciences; Length: 42 min\n3 — Released: December 9, 2025; Episode: The Cold Reach; Guests: Dr. Grace Beaumont, professor of biology; Delia Marchetti, senior, environmental science; Length: 39 min\n2 — Released: October 28, 2025; Episode: Seventy-Four Meetings and an Anvil; Guests: Ray Gutzmer, head football coach (10th season); Marcus Webb, Athletics Hall of Fame, class of 2015; Length: 44 min\n1 — Released: September 16, 2025; Episode: The Ladle and the Line; Guests: Dr. Elaine Vandehey, chancellor; Lyle Haugen ’81, senior lecturer, Machine Tool Technology; Length: 41 min\nNewest first. Show notes for older episodes are updated when the story moves on — episode 3, for example, now notes that its student guest won the 2026 Chancellor’s Undergraduate Research Prize.\nSuggest a guest or a topic\nThe best episodes so far started as an email. We are looking for people doing something specific: a faculty member partway through a project, a staff member who knows how some part of campus really works, an alum whose job would surprise their professors, a tradition with a story behind it. Two or three sentences to podcast@uwporterfalls.edu is enough, and self-nominations are welcome.\nGuests are not paid and do not need any audio experience. Recording takes about an hour; plan on ninety minutes if Abe brings the portable kit to your lab.\nWe do not do episodes about announcements, rankings or meetings. If it would fit better as a news story, we will pass it to the newsroom; see media relations .\nFaculty looking for a reporter rather than a podcast should also list themselves on the faculty experts page.\nAt a glance\nEpisodes\n8 (two seasons)\nNew episodes\nTuesdays, about every six weeks in term\nLength\n35–45 minutes\nHosts\nCorinne Lacasse and Abe Tollefsrud\nCost\nFree, no ads\nNext episode\nMid-November 2026\nWho to contact\nForging Day One, University Marketing & Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\npodcast@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nUniversity Marketing & Communications\nNews\nPorter Falls Magazine\nResearch spotlights\nStudent stories\nCampus radio & podcast studio" }, { "url": "porter-falls-public-library.html", "title": "Porter Falls Public Library Partnership", "description": "The Porter Falls Public Library partnership: free county card with student ID, shared collections, the Local History Room, tech help, and the Library of Things.", "headings": [ "Porter Falls Public Library Partnership", "On this page", "Building and access", "Student county card", "Shared collections and the Local History Room", "Programs: tech help, job lab, book clubs", "The Library of Things", "Study spaces and the maker corner" ], "content": "Community resources Porter Falls Public Library Partnership\nA 1915 Carnegie building with a 2008 addition, free county cards for students, the Local History Room, and a Library of Things that lends cake pans and a ukulele.\nBuilding and access\nPorter Falls Public Library (210 Main Street, across from the Welcome Center): 1915 Carnegie building (National Register of Historic Places) + 2008 addition (glass atrium, elevator, community room). Hours: Mon–Thu 9 a.m.–8 p.m., Fri 9 a.m.–6 p.m., Sat 9 a.m.–5 p.m., Sun 1–5 p.m. (Sept–May). Student access: Any enrolled UW–Porter Falls student gets a free Porter County Library Card (show student ID + proof of address — dorm lease or portal screenshot works). Card works at all 6 county branches + the Bookmobile (visits campus monthly, Founders Hall circle). Reciprocal borrowing: Halvorsen Library (university) and Public Library share a courier (daily M–F) — request any item from either catalog, delivered in 24 hrs.\nStudent county card\nWhat you get: Physical card + digital card (Libby app for ebooks/audiobooks, Hoopla for streaming). Loan periods: Books 21 days (2 renewals), DVDs 7 days, Library of Things 14 days (1 renewal). No late fines on books/media (auto-renewal x2, then billed at replacement cost). Interlibrary loan: Free (Wisconsin SHARE consortium + Minitex); articles 24 hrs, books 3–5 days. Printing: 10¢/page B&W, 50¢/page color (wireless from laptop/phone). Meeting rooms: 3 rooms (capacity 8, 20, 50) bookable 30 days ahead (student orgs get priority 6–8 p.m. weekdays). Lost card: Free replacement (show ID).\nShared collections and the Local History Room\nShared collections (cataloged in both systems): Wisconsin Collection (state history, nature, local authors), Graphic Novel Collection (curated by student workers from both libraries), Zine Collection (donated by Makerspace risograph output + community), Sheet Music (piano/vocal, band/orchestra, digitized public domain). Local History Room (2nd floor, climate-controlled): Mill records (1856–1920): payroll, production logs, accident reports.\nCity directories (1880–present): reverse lookup by address.\nPorter Press archives (every issue, 1922–present, digitized).\nSanborn fire insurance maps (1884, 1891, 1902, 1915, 1930, 1950).\nOral history collection (300+ interviews, 1970s–present, EnvSci river stories, Nursing pandemic narratives).\nStudent thesis/dissertation print copies (pre-2010, digitized on request).\nResearch help: Local History Librarian (0.5 FTE) + student interns (2/semester, EnvSci /History credit).\nPrograms: tech help, job lab, book clubs\nTech Help Tuesdays (drop-in, 2–4 p.m.): student volunteers (CS, Library Science) help patrons with phones, email, video calls, telehealth portals, Libby/Hoopla setup. Job Lab (Wednesdays 10 a.m.): resume review, cover letters, interview practice, LinkedIn profile — staffed by Career Services advisor + library staff. ESL Conversation Circle (Thursdays 6 p.m.): facilitated by TESOL-certified volunteer, all levels welcome, light snacks. Graphic Novel Book Club (monthly, 7 p.m., meets at Roast & River ): 20–30 attendees, mix of students/community, author Zoom visits quarterly. Town & Gown Book Club (monthly, 2 p.m., library community room): alternating fiction/nonfiction, faculty facilitator + community moderator. Summer Reading (June–Aug): kids/teens/adults tracks, prizes from Mabel’s Bakery and Depot Pizza . Maker programs: 3-D printing intro (monthly), Cricut for small business (quarterly), coding for kids (Scratch, Python, Makerspace student mentors).\nThe Library of Things\nNon-traditional items for checkout (14-day loan, 1 renewal, student ID + county card): Board games (120+ titles: strategy, party, cooperative, solo).\nCake pans (50+ shapes: bundt, character, tiered, gluten-free silicone).\nPortable PA system (JBL EON One, 2 mics, Bluetooth, battery 6 hrs).\nSoil tester (digital pH/NPK/moisture, for gardeners + Ag students).\nUkulele (concert, gig bag, tuner, chord chart).\nProjector + screen (1080p, 120” portable screen, HDMI/USB-C).\nBirding kit (Vortex binoculars 8x42, Sibley guide, WI checklist).\nKnitting/crochet kit (needles, hooks, yarn samples, pattern books).\nEnergy meter (Kill A Watt, plug-in appliance audit).\nTelescope (Orion StarBlast 4.5, tabletop, red-dot finder).\nSuggest an item: Form at circulation desk or library.porterfalls.wi.us/suggest — reviewed monthly by Collection Development.\nStudy spaces and the maker corner\nQuiet study rooms (6, capacity 1–4, reservable 2 hrs/day via LibCal, whiteboards, outlets, Wi-Fi). Collaborative zone (1st floor atrium): movable tables, rolling whiteboards, 65” display (AirPlay/HDMI), coffee vending. Maker Corner (2nd floor, open during library hours): Prusa MK4 3-D printer (PLA/PETG, $0.10/g, student volunteers assist).\nCricut Maker 3 (vinyl, paper, fabric, infusible ink — bring materials).\nSewing machine (Janome HD3000, basic stitches, manual).\nButton maker (2.25”, supplies $0.25/button).\nLaminator (letter/legal, pouches $0.50).\nHalvorsen Library vs. Public Library: Halvorsen = academic collections, 24/5 during semester, subject librarians, special collections, interlibrary loan for research, silent floors. Public = popular reading, community programs, Library of Things, Local History Room, longer hours weekends, no ID needed for building access. Use both: They’re 2 blocks apart; the courier makes them one collection.\nAt a glance\nLocation\n210 Main St. (across from Welcome Center)\nStudent card\nFree county card with UW ID\nLocal History Room\nMill records, Porter Press, Sanborn maps, oral histories\nLibrary of Things\nGames, cake pans, PA, ukulele, telescope, more\nCourier\nDaily M–F between Halvorsen & Public\nRelated resources\nHalvorsen Library\nCommunity Resources\nPorter Press archives\nMakerspace (maker corner partner)\nEnvironmental Science (oral histories)" }, { "url": "porter-falls-public-spaces.html", "title": "Porter Falls public spaces", "description": "Libraries, trails, plazas, and shared rooms work better when students use them as neighbors rather than temporary owners.", "headings": [ "Porter Falls public spaces", "On this page", "A shared place has many users", "Treat access as part of welcome", "Leave a lighter footprint" ], "content": "Porter Falls life Porter Falls public spaces\nLibraries, trails, plazas, and shared rooms work better when students use them as neighbors rather than temporary owners.\nA shared place has many users\nA public library table, trail bench, plaza, or waiting room may be someone else’s workspace, quiet break, transit stop, or accessible route. Leave room, keep sound contained, and do not assume a group’s energy belongs everywhere.\nTreat access as part of welcome\nKeep ramps, doorways, bus stops, and narrow paths clear. Offer a seat when appropriate, do not move someone’s mobility device or belongings, and report damaged lighting or unsafe surfaces instead of improvising a repair.\nLeave a lighter footprint\nPack out trash, use bins correctly, follow posted hours and event rules, and do not add stickers, chalk, or signs where they are not allowed. The least flashy form of civic care is making the next person’s use easy.\nRelated resources\nAbout Porter Falls\nCommunity partnerships\nStudent services" }, { "url": "porter-falls-schools-education.html", "title": "Schools & Education in Porter Falls", "description": "K-12 education in Porter Falls: Porter Falls Area School District, Cedar Bluff School District, private options, early childhood, and university partnerships.", "headings": [ "Schools & Education in Porter Falls", "On this page", "Public school districts", "Private & charter options", "Early childhood & preschool", "University partnerships", "Adult & continuing education", "Resources for families" ], "content": "Porter Falls town guides Schools & Education in Porter Falls\nTwo public districts, private options, early childhood, and deep university partnerships — from student teaching to precollege programs.\">\nPublic school districts\nPorter Falls Area School District (PFASD) serves the city proper (Founders Triangle, Depot District, Cedar Bluff south of Ridge Rd.): 3 elementary (Cedar Bluff, Riverside, Founders), 1 middle (Porter Falls Middle), 1 high (Porter Falls High, Millwrights). Enrollment ~2,800. Cedar Bluff School District (CBSD) serves north/west (Cedar Bluff north of Ridge, Riverfront Trail corridor, rural): 1 K-8 (Cedar Bluff Elementary), tuition agreement with PFASD for high school. Enrollment ~900. Shared: Special education (Porter County Cooperative), CESA 10 support, open enrollment (Wesconsin law, apply by Apr 30). Metrics (2024): PFASD grad rate 92%, CBSD 94%; ACT composite 21.8 (state 20.1); per-pupil spend $13,200.\nPrivate & charter options\nSt. Brigid’s Catholic School (K-8, 180 students, parish-supported, tuition $4,200, financial aid available). Porter Falls Montessori (18 mo–6th grade, 90 students, AMS accredited, tuition $9,800). Riverbend Academy (K-12, nonsectarian, 220 students, IB candidate, tuition $14,500, bus from campus). Wesconsin Virtual Academy (charter, K-12, free, asynchronous + live sessions, 400 Porter Falls residents enrolled). Homeschool: ~60 families (WI law: PI-1206 filing by Oct 15, 875 hrs instruction, annual assessment). Dual enrollment: PFHS/CBS juniors/seniors take UW–Porter Falls courses free ( Precollege Programs , 120 seats/yr, priority to Pell-eligible).\nEarly childhood & preschool\nLittle Millwrights (campus-adjacent, UW–Porter Falls operated, sliding scale $200–$1,200/mo, priority: student parents > faculty/staff > community, waitlist 12–18 mo). Head Start (Porter County, 3 sites, free for income-eligible, 3–5 yrs). PFASD 4K (free, half-day, lottery Feb, 120 seats). CBSD 4K (free, half-day, 30 seats). Private preschools: Cedar Bluff Preschool (play-based, $650/mo), Riverside Co-op (parent-run, $300/mo), St. Brigid’s Early Learning (faith-based, $550/mo). Childcare desert: County has 0.8 slots per child Childcare Expansion Bond (2026 ballot, $8M for 3 new centers).\nUniversity partnerships\nStudent teaching: Elementary Education , Special Education , Secondary Education place 80+ student teachers/yr in PFASD/CBSD (16-week, full-time, supervised by clinical faculty). Precollege Programs: Upward Bound (TRIO, 60 low-income/first-gen, 6-week summer + academic year), Engineering Discovery Day (500 middle-schoolers, hands-on), Admitted Student Day (campus visit + academic fair). Professional development: College of Education runs summer institutes (literacy, STEM, trauma-informed) free for district teachers. Research partnerships: Psychology (SEL curriculum eval), EnvSci (schoolyard habitat), Nursing (school-based health screenings).\nAdult & continuing education\nPorter Falls Community Education (PFASD-run, evenings/weekends): GED/HSED prep (free), ESL (3 levels, free), citizenship prep, computer basics, welding, culinary, fitness ($25–$75/course). UW–Porter Falls Continuing Ed : Professional certificates (Project Management, HR, Data Analytics, Nonprofit Leadership), audit option (seniors 62+, $50/course), travel-learning (alumni + community). Workforce development: Porter County Schools paraeducator apprenticeship (paid, leads to license), Valley Health CNA-to-LPN bridge (tuition reimbursement).\nResources for families\nEnrollment: Online (PFASD: enroll.pfasd.k12.wi.us , CBSD: enroll.cbsd.k12.wi.us ), requires proof of residency (lease/utility bill), birth certificate, immunizations. Transportation: PFASD buses (1.5+ miles, hazardous crossing), CBSD shuttles to PFHS. Meals: Universal free breakfast (all schools), lunch (CEP-eligible schools free, others $2.75/$3.50, free/reduced app). Special education: Porter County Cooperative (IEP/504, related services, transition planning). Mental health: School-based counselors (PFASD 6, CBSD 2), Valley Health telehealth partnership, Community Resources crisis line. Before/after care: PFASD Kid’s Club (6 a.m.–6 p.m., $15/day, sliding scale), CBSD similar.\nAt a glance\nDistricts\nPFASD (city), CBSD (north/west)\nEnrollment\n~3,700 K-12 combined\nGrad rate\n92% (PFASD), 94% (CBSD)\nUniversity partnerships\nStudent teaching, precollege, PD, research\nEarly childhood\nLittle Millwrights, Head Start, 4K\nRelated resources\nPorter Falls, WE overview\nHousing Market (school zones)\nPrecollege Programs\nElementary Education\nCommunity Resources" }, { "url": "porter-falls-transportation-deep-dive.html", "title": "Transportation Deep Dive: Porter Falls", "description": "Getting around Porter Falls: Porter Loop shuttle, regional coach, biking, parking, EV charging, and the night safety network.", "headings": [ "Transportation Deep Dive", "On this page", "Porter Loop: the electric shuttle", "Night Loop & Safe Ride", "Regional coach to Lake City", "Biking: infrastructure & programs", "Parking strategy", "EV charging network" ], "content": "Porter Falls town guides Transportation Deep Dive\nThe Porter Loop electric shuttle, regional coach to Lake City, biking infrastructure, parking strategy, EV network, and the Night Loop safety shuttle.\">\nPorter Loop: the electric shuttle\nThe Porter Loop is a fare-free, all-electric circulator (4 Proterra ZX5 buses, 12-min peak headway, 20-min off-peak). Route: Founders Hall → 3rd & College → Mill & 5th → Depot District → Cedar Bluff North → Osteria Lucia → Ridge Road → back to Founders Hall. Stops (14): All have real-time arrival signs (solar-powered, GTFS-RT), benches, lighting, bike racks. Schedule: Mon–Fri 6:30 a.m.–10 p.m., Sat 8 a.m.–8 p.m., Sun 9 a.m.–6 p.m. (reduced breaks). Ridership: 1,800 boardings/day (2024), 65% students, 20% staff/faculty, 15% community. Accessibility: Level boarding, audio/visual announcements, wheelchair securement (2 per bus), priority seating. Bike integration: Front-mounted racks (2 bikes/bus), Bike-to-Campus program gives free U-lock + lights with registration.\nNight Loop & Safe Ride\nNight Loop (Thu–Sat, 10 p.m.–2 a.m.): 2 buses, 20-min headway, extended route adding major off-campus complexes (Founders Row, Millrace Lofts, Bluffview Commons, Bluffview Heights, Depot Flats). Safe Ride Vouchers (from Porter Cares ): $15 Uber/Lyft credit, 5/semester per student, no questions asked — for destinations outside Night Loop route or when Loop isn’t running. Designated Driver Punch Card: 5 DD rides to/from Depot District/Cedar Bluff = free non-alcoholic flight at Millrace Brewing or Founders Fermentation . Safety Escort + Shuttle combo: Escort walks you to Night Loop stop, meets you at drop-off, walks you to door (call 715-555-0188).\nRegional coach to Lake City\nLake City Connector (contracted to Jefferson Lines): 3x daily weekdays, 2x weekends, 40 min to Lake City Medical Center / regional airport. Stops: Welcome Center (Depot District), Porter Valley Bank (Cedar Bluff), Highway 12 Park & Ride (Lot R). Fare: Free with UW–Porter Falls ID; $8 general public. Connections at Lake City: Amtrak (Empire Builder, daily), Jefferson Lines (to Cities, Madison, Green Bay), Lake City Transit (local bus), rental cars (Enterprise, Hertz). Schedule reliability: 92% on-time (2024); real-time tracking via transit.uwporterfalls.edu . Winter ops: Coach runs in all conditions; if WisDOT closes US-12, university arranges charter van for essential clinical rotations.\nBiking: infrastructure & programs\nNetwork: 12 miles of bike lanes (College Ave, Main St., Mill St., University Ave., Riverfront Trail), 3 miles of protected lanes (College Ave: Founders Hall to Depot, installed 2023), 3.2 miles Riverfront Trail (shared-use, plowed winter). Bike-to-Campus Program: Free U-lock (Kryptonite Evolution), USB-rechargeable light set, registration (theft recovery), maintenance workshops (Tuesdays 4 p.m., Makerspace bike repair station). Porter Pedal (Mill St., town bike shop): student discount 10% repairs/rentals, fat-tire rental (winter), gravel bike rental (summer), community tool bench (Tue 6–8 p.m.). Bike parking: 400+ racks (campus), 50 covered (Founders Hall, Library, Forge), 20 indoor (Residence halls, keycard). E-bike library: 10 Class 1 e-bikes (Gazelle, 40-mi range), 24-hr checkout (portal reservation), $5/day students, $10 faculty/staff. Safety: Helmet voucher ($20 off, Campus Safety ), Bike Light Giveaway (fall, 500 sets/year).\nParking strategy\nPhilosophy: Manage demand, not supply — 65% of students don’t bring a car first two years. Permit zones: Zone C (Campus core, commuter lots C1–C4, $180/semester), Zone T (Triangle residential, $25/yr city), Zone R (Residence halls, included in housing), Zone V (Visitor, 2-hr free, then $2/hr). Commuter lots: C1 (behind Founders Hall, 300 spaces, shuttle to campus), C2 (Millrace Lofts, 150), C3 (Bluffview Commons, 200), C4 (Depot Flats, 100). Dynamic pricing: Event days (football, commencement) +50% at C1/C2, revenue to Student Government Sustainability Fund. Carpool: 3+ occupants = free preferred parking (Lot C1A, 20 spaces), app-verified (Waze Carpool). EV charging: 24 Level 2 ports (C1: 8, C2: 4, C3: 4, C4: 2, Library: 2, Forge: 2, Welcome Center: 4), $0.12/kWh (student), $0.18 public.\nEV charging network\nCampus (24 ports): All Level 2 (6.6 kW), ChargePoint network, app/portal payment. Town (18 ports): Welcome Center (4), Porter Valley Bank (4), Porter County Co-op (2), Cedar Bluff Bakery (2), Mabel’s Bakery (2), Depot Pizza (2), Riverside Park (2). Fast charging: None in town; nearest DCFC (Electrify America, 150 kW) at Lake City Travel Plaza (35 min via US-12). Pricing: Students $0.12/kWh (subsidized), Faculty/Staff $0.15, Public $0.18. Idle fees: $0.50/min after 15-min grace (enforced 8 a.m.–8 p.m.). Fleet: 60% of Facilities vehicles electric (4 buses, 12 trucks, 8 sedans), target 100% by 2028. Data: Real-time availability on transportation.uwporterfalls.edu/ev ; 2024 utilization 68% (campus), 42% (town).\nAt a glance\nPorter Loop\n4 electric buses, 12-min headway, fare-free\nNight Loop\nThu–Sat 10p–2a, 20-min, off-campus complexes\nRegional coach\nLake City 40 min, free with ID, 3x daily\nBike lanes\n12 mi + 3 mi protected + Riverfront Trail\nEV ports\n24 campus, 18 town, $0.12/kWh student\nRelated resources\nPorter Falls, WE overview\nCampus Safety & Night Loop\nOutdoor Pursuits bike rental\nEV fleet & sustainability\nInteractive Porter Loop map" }, { "url": "porter-falls-weekend-itinerary.html", "title": "A Porter Falls Weekend", "description": "A Friday-to-Sunday plan for visiting families, built around the October 23–25 weekend: a tour, a fish fry, the farmers market, the Riverfront Trail, a play, and one good bakery.", "headings": [ "A Porter Falls Weekend", "On this page", "Why this weekend", "Friday: campus and a fish fry", "Saturday: market, river and Main Street", "Sunday: brunch and a slow exit", "Other good weekends this year" ], "content": "Visit A Porter Falls Weekend\nA Friday-to-Sunday plan for visiting families, built around the October 23–25 weekend: a tour, a fish fry, the farmers market, the Riverfront Trail, a play, and one good bakery.\nWhy this weekend\nFamilies ask us what to do after the tour. The honest answer is that Porter Falls is small, which helps: everything below is within a 15-minute walk of the depot or one Porter Loop ride away. We built the sample around Friday, October 23 to Sunday, October 25, 2026 . The leaves are still up, the Depot Plaza farmers market has one of its last Saturdays, the fall play is running, and Saturday is an Ironclad Preview Day . If you came for the Preview Day, it takes most of Saturday, so move the market to 8 a.m. and the trail walk to Sunday. Book a room early using where to stay .\nFriday: campus and a fish fry\n12:30 p.m. — What: Arrive, park, pick up maps; Where: Welcome Center, Lot D; Cost: Free for 2 hours\n1–3 p.m. — What: Friday information session and financial aid overview, then the 2 p.m. student-led tour (or the tour alone); Where: Founders Hall, then the Millrace path; Cost: Free; book on visit\n3:30 p.m. — What: Coffee and a look at the roaster through the window; Where: Roast & River, Mill Street; Cost: $4–$6\n5:30 p.m. — What: Friday fish fry: lake perch, rye bread, a brandy old fashioned for whoever is not driving; Where: Sundog Supper Club, old highway 12 frontage road; Cost: $18–$24 per plate\n7:30 p.m. — What: Fall play, The Supper Club . Yes, after the supper club.; Where: Thorsen Theatre, Applied Arts Building; Cost: $12 adults, $5 youth; box office\nSaturday: market, river and Main Street\n7:30 a.m. — What: Rye sourdough and cardamom twists (cash only; opens at 6); Where: Mabel’s Bakery; Cost: $3–$5\n8–10 a.m. — What: Farmers market: apples, cheese curds, the precollege greenhouse kids’ herb starts; Where: Depot Plaza, outside the Welcome Center; Cost: Bring cash\n10 a.m.–noon — What: Walk the Riverfront Trail, 3.2 paved miles: the Depot Reach, the historic Millrace Bridge, and the Campus Reach past Millwright Stadium; Where: Starts at Depot Plaza; Cost: Free\nNoon — What: Look into the Millrace through the Foundry Viewing Window, then lunch; Where: Main Street; Riverbend Bistro (the walleye sandwich); Cost: $14–$18\n2 p.m. — What: Free time: the campus store, the Porter Falls Public Library, or a nap; Where: Founders Union / Main Street; Cost: —\n6 p.m. — What: Dinner. Pasta at the 12-seat counter (reserve), or wood-fired pizza (cash only, BYOB); Where: Osteria Lucia, Cedar Bluff; or Depot Pizza; Cost: $15–$35\n7:30 p.m. — What: If you skipped the play on Friday, see it tonight. If not, take the Bluff Staircase (147 steps) to the Blufftop Park overlook while there is still light; Where: Thorsen Theatre; Lakeview Drive; Cost: $12 / free\nRestaurant details are on eating in Porter Falls , and the trail segments and parks are on parks, trails and public spaces .\nSunday: brunch and a slow exit\n10 a.m. Brunch at The Forge in Founders Commons. It serves 10 a.m. to 2 p.m. on Sundays, guests pay at the door, and current students can bring family on a guest swipe.\n11:30 a.m. Walk the Millrace corridor to the Depot Plaza overlook, which has the best view of the actual falls. The Millrace and Porter River page explains why a town dug a river in 1856.\n2 p.m. Closing matinee of The Supper Club , or head home before dark. It is 40 minutes to Lake City and 75 to the Cities.\nA family of four doing all of this, not counting lodging, usually spends $260–$340. The tour, the trail, the market browsing and the overlook are free.\nOther good weekends this year\nNov. 6–8, 2026 — The draw: Senior Day football against Lakeview Lutheran, Sat. noon at Millwright Stadium ( schedule ); Fall Jazz Night that evening in the Founders Ballroom, $8. The market has closed for the season.\nDec. 4–6, 2026 — The draw: Winter Choral Concert (Sat.) and Wind Symphony Winter Concert (Sun.) in Heritage Auditorium; the faculty exhibition Load Bearing in the Furlong Gallery\nFeb. 12–14, 2027 — The draw: Winter drama What the Coulee Keeps in the Black Box; STEM Saturday for younger siblings on Feb. 13; groomed ski loops at Blufftop Park\nApr. 16–18, 2027 — The draw: Junior Preview Day (Fri.) and the spring musical, The Millrace Follies of 1911\nThe full list is on the arts season page and the events calendar.\nAt a glance\nSample dates\nFri.–Sun., Oct. 23–25, 2026\nFree\nTour, Riverfront Trail, market, overlook\nThe show\nThe Supper Club , Thorsen Theatre, $12\nMarket\nDepot Plaza, Sat. 8 a.m.–1 p.m., May–Oct.\nBudget\nAbout $260–$340 for four, before lodging\nWho to contact\nVisitor Services, Office of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0144\nEmail\nvisit@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.; Sat, 9 a.m.–noon\nRelated resources\nVisitor guide\nWhere to stay\nWeekends in Porter Falls\nEating in Porter Falls\nParks, trails & public spaces\nGame day guide" }, { "url": "porter-falls.html", "title": "Porter Falls, Wesconsin", "description": "The river town UW–Porter Falls grew up in: downtown, off-campus housing, getting around, and how the city and the university work together.", "headings": [ "Porter Falls, Wesconsin", "A river town before it was a college town", "Downtown and the Depot District", "Living off campus", "Getting around and getting out", "Weather, honestly", "Town and gown, specifically", "See it for yourself." ], "content": "About\nPorter Falls, Wesconsin\nThe mill town on the Porter River that the university has shared a Main Street with since 1893.\nA river town before it was a college town\nPorter Falls, Wesconsin (population about 17,000, seat of Porter County) grew up around a sawmill and a small ironworks built where the Porter River drops over a limestone shelf and splits into the Millrace, an artificial channel dug in the 1850s to run the mill wheels. The falls gave the town its name and its first industry; the manual training school the state chartered in 1893 gave it its second one, and the two have never really separated. Ask a longtime resident why the old athletic teams were the Millwrights and they will point at the river, not the campus.\nDowntown and the Depot District\nMain Street runs along the river through what locals call the Depot District, named for the 1911 rail depot at its north end — now the university’s Welcome Center, shared with the UW–Porter Falls Foundation. Within a few blocks of it are Foundry Coworking (home to the university’s small-business clinic on Thursdays), a handful of independent shops and diners, and the Saturday farmers market on the Depot Plaza from May through October. None of it is large. Most of it is walkable from campus in under fifteen minutes, and a fair amount of it depends on the university for its customers outside of tourist season.\nLiving off campus\nStudents who move off campus after their first year mostly end up in the blocks between Founders Union and downtown, an area with a mix of older houses converted to rentals and a few newer apartment buildings built in the last decade specifically for that market. The city and the university jointly publish a rental-housing guide each spring covering leases, inspections and tenant rights, because a fictional college town has real, fictional landlord disputes like anywhere else.\nGetting around and getting out\nThe Porter Loop shuttle covers campus and the Depot District on a twelve-minute schedule during class hours; a separate regional coach connects Porter Falls to Lake City (about forty minutes east, the nearest hospital system hub and regional airport) and to the Cities (about seventy-five minutes west), with a stop at the Welcome Center. Most students do not keep a car on campus for the first two years; most eventually wish they had one for a co-op three towns over.\nWeather, honestly\nWinters are long and genuinely cold — January averages well below freezing, and the university publishes a weather-closures policy for a reason. The Riverfront Trail is plowed before the rest of the sidewalks in town, which students notice and appreciate more than the city council would probably like admitted publicly. Summers on the river are short, warm and, by regional consensus, worth the previous eight months.\nTown and gown, specifically\nPorter Falls Area School District and Cedar Bluff School District both partner with the university on precollege programs and student teaching placements. Valley Health’s Porter Falls clinic is the training site for much of the College of Health Sciences ’ clinical rotations. The Porter County Economic Development Corporation and the university’s outreach office share a small-business intake form so a local owner only has to explain their problem once. None of this is unusual for a college town this size; it is, however, the reason so many campus pages on this site mention the same handful of local names.\nQuick facts\nPopulation\nAbout 17,000\nCounty\nPorter County (Porter Falls is the seat)\nFounded\n1856, as a mill settlement; the university followed in 1893\nTo Lake City\nAbout 40 minutes by US 12\nTo the Cities\nAbout 75 minutes by US 12 west\nOn the water\nThe Porter River and the Millrace, its 1850s mill channel\nLearn more\nA Porter Falls weekend\nFor the community\nTown–Gown Council\nEconomic impact report\nVisit campus\nTransportation & parking\nUniversity history\nCommunity partnerships\nCampus map\nOn this day Live\nLoading today in history…\nSee it for yourself.\nCampus tours walk the Millrace path from the Depot into Founders Hall — downtown and campus, in one visit.\nPlan a visit" }, { "url": "porter-family-newsletter.html", "title": "The Porter Family newsletter", "description": "A monthly email for parents and families — deadlines, campus events, and what to actually ask your student about.", "headings": [ "The Porter Family newsletter", "On this page", "What is in it", "Who signs up", "Family weekend and other events" ], "content": "About The Porter Family newsletter\nA monthly email for parents and families — deadlines, campus events, and what to actually ask your student about.\nWhat is in it\nA short monthly email during the academic year covering upcoming deadlines (registration, housing, tuition), campus events families are welcome at, safety and wellness reminders timed to the point in the semester, and a rotating feature on a campus resource — aimed at helping a family support a student from a distance without a call to the registrar every time something changes.\nWho signs up\nAny parent, guardian, or family member a student wants kept in the loop — a student opts a family member in through the family-access portal, since FERPA means the university cannot share a student’s specific records without that permission regardless of who is paying tuition.\nFamily weekend and other events\nThe newsletter is also where family-specific events get announced first — Family Weekend in the fall, a Preview Day for admitted-student families, and the family tailgate at homecoming.\nAt a glance\nFrequency\nMonthly during the academic year\nSign up\nStudent opts a family member in via the family-access portal\nNote\nFERPA limits what the university shares without that opt-in\nWho to contact\nOffice of Family & Parent Programs\nFounders Union 205\nPhone\n(715) 555–0175\nEmail\nfamilies@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nVisit campus\nDean of Students\nFull contact directory" }, { "url": "porter-lifelong-learning-institute.html", "title": "Porter Lifelong Learning Institute", "description": "Non-credit courses for adults 50 and over, taught by retired teachers, emeriti and people who know a lot about one thing. No tests, no grades, one membership fee.", "headings": [ "Porter Lifelong Learning Institute", "On this page", "What PLLI is", "Membership and cost", "Fall 2026 courses", "How to register" ], "content": "Community Porter Lifelong Learning Institute\nNon-credit courses for adults 50 and over, taught by retired teachers, emeriti and people who know a lot about one thing. No tests, no grades, one membership fee.\nWhat PLLI is\nThe Porter Lifelong Learning Institute (everyone says “P-L-L-I”) is a member-run program for adults 50 and over. It is housed in Continuing Education . Courses usually meet once a week for 90 minutes over a seven-week session, in campus classrooms during the quieter mid-morning and early-afternoon hours. There is no homework unless the instructor is very enthusiastic. Nobody gets a grade.\nMost instructors are members themselves: retired teachers, engineers, nurses and farmers, plus a few emeritus Porter faculty. They teach for free. A volunteer curriculum committee of twelve members picks the courses each session from proposals. The university supplies the rooms, a part-time coordinator and the parking. PLLI had 642 members in 2025–26. The youngest was 50 and the oldest was 96.\nMembership and cost\nAnnual membership: $70 (August 1 to July 31). This covers every PLLI course you have time for in fall, winter/spring and the June mini-session.\nHalf-year membership: $40 (January 1 to July 31), for people who join late.\nMaterials fees on a few hands-on courses, $15–$40, listed in the table below.\nFee waivers : tick the box on the form. Nobody asks for documentation.\nSpouses and partners of members may join at any age.\nMembers also get free parking in the Founders Ramp during their class times (your license plate is registered when you join), a 15% discount on a Forge Recreation Center 62-plus membership, and invitations to the monthly Brown Bag Lectures in Halvorsen Library. A library borrower card is free to any Wesconsin resident, so that one isn't really a perk.\nFall 2026 courses\nThe fall session runs Monday, October 19 through Friday, December 4, 2026 . There are no classes the week of November 23. Courses marked “lottery” had more requests than seats, and the draw was held October 2. Any seats still open are first-come until October 16.\nThe Millrace and the Mill Town, 1856–1911 — Instructor: Arlene Sletten, retired Porter Falls High School history teacher; When: Mon 10:00–11:30; Room: Halvorsen Library 210; Seats: 40 (lottery)\nHow Things Are Made: A Factory-Floor Tour in Seven Weeks — Instructor: Walt Kerkhoff, professor emeritus of mechanical engineering; When: Mon 1:00–2:30; Room: Founders Hall 146 (Forge Innovation Hub); Seats: 18 (lottery)\nSmartphone Without Swearing — Instructor: Bev Truttmann, retired school-district technology coordinator; When: Tue 10:00–11:30; Room: Jarvis Technology Center 118; Seats: 20\nGreat Decisions: Foreign Policy Discussion Group — Instructor: Ron Gilbertson, retired county administrator; When: Tue 1:00–2:30; Room: Commerce Hall 118; Seats: 30\nWatercolor for the Terrified ($35 materials) — Instructor: Mavis Odegaard, painter; When: Wed 9:30–11:30; Room: Applied Arts Building 104; Seats: 14 (lottery)\nMedicare, Medications and Asking Better Questions — Instructor: Judith Ekstrom, RN, retired clinic nurse manager; When: Wed 1:00–2:30; Room: Health Sciences Center 215; Seats: 35\nPutting the Garden to Bed: Soil, Garlic and Cover Crops ($15 materials) — Instructor: Lloyd Pederson, retired dairy farmer, with University Farm staff; When: Thu 10:00–11:30; Room: University Farm barn classroom; Seats: 24\nReading the Night Sky (the last session meets at the observatory) — Instructor: Harold Venne, amateur astronomer; When: Thu 1:00–2:30; Room: Halvorsen Library 210; Seats: 30\nShort Stories of the Upper Midwest — Instructor: Sue Kolb, retired English teacher; When: Fri 10:00–11:30; Room: Welcome Center community room; Seats: 22\nWriting Your Family’s Story — Instructor: Judith Ekstrom and Arlene Sletten; When: Fri 1:00–2:30; Room: Halvorsen Library 210; Seats: 18 (lottery)\nEvery room listed is wheelchair accessible. The farm barn classroom is reached by the Porter Loop farm stop or by a short gravel path from the east lot.\nHow to register\nJoin. Use the online form, or pick up a paper form at the PLLI office in Commerce Hall 116 or at the Porter Falls Public Library desk.\nChoose courses. List them in order of preference. For lottery courses, your first choice gets the extra weight in the draw.\nPay by card, by check made out to “UW–Porter Falls – PLLI,” or in cash at the office.\nGet your confirmation by email or by mail (your choice) with your rooms and the parking instructions.\nRegistration for the winter/spring 2027 session (February 8 to April 2) opens Monday, January 11, 2027 . Members who want to audit a regular credit course should read Non-degree and guest students . Wesconsin residents 60 and over can audit tuition-free when seats are open. If you would rather teach than take a course, proposals for spring are due November 20. The form is short, and the committee is friendly about first-time instructors. Many PLLI members also volunteer on campus or join the community band .\nAt a glance\nWho\nAdults 50+ (spouses and partners any age)\nCost\n$70/year or $40 half-year; waivers on request\nFall session\nOct. 19–Dec. 4, 2026\nSpring registration\nOpens Jan. 11, 2027\nMembers\n642 in 2025–26\nWho to contact\nPorter Lifelong Learning Institute (Nora Fjelstad, coordinator)\nCommerce Hall 116\nPhone\n(715) 555–0263\nEmail\nplli@uwporterfalls.edu\nHours\nMon–Thu, 9 a.m.–2 p.m. during sessions\nRelated resources\nFor the community\nContinuing education\nNontraditional student services\nSpeakers bureau\nVisitor parking" }, { "url": "porter-opportunity-scholars-program.html", "title": "Porter Opportunity Scholars", "description": "A federally supported program for first-generation, low-income, and disabled students — modeled on the national TRIO framework — that pairs a small cohort with dedicated advising from day one.", "headings": [ "Porter Opportunity Scholars", "On this page", "Who it is for", "What you get", "Why a separate program", "Graduate outcomes" ], "content": "Student services Porter Opportunity Scholars\nA federally supported program for first-generation, low-income, and disabled students — modeled on the national TRIO framework — that pairs a small cohort with dedicated advising from day one.\nWho it is for\nOpen to admitted students who are first-generation college-going, from a lower-income household, or have a documented disability — the same eligibility criteria as the federal TRIO Student Support Services framework this program is modeled on. You apply after admission; space is limited each year.\nWhat you get\nA dedicated adviser (a lower caseload than general advising), priority registration, tutoring built around your actual course load, a laptop and software loaner for the first term if you need one, help navigating financial aid renewal, and a small peer cohort that starts together at orientation.\nWhy a separate program\nNational data — and Porter’s own retention numbers — show first-generation and lower-income students leave college at higher rates not because of ability but because of things a general advising model does not catch early enough: a FAFSA renewal missed, an unspoken assumption about how office hours work, a family emergency that eats a whole semester’s savings. This program exists to catch those earlier.\nGraduate outcomes\nParticipants graduate at a higher rate than comparable students outside the program, tracked as one of the strategic plan’s equity-gap metrics and reported publicly whether the gap is closing or not.\nAt a glance\nModel\nBased on the federal TRIO Student Support Services framework\nEligible\nFirst-gen, lower-income, or documented-disability students\nApply\nAfter admission; cohort space is limited\nGet\nDedicated adviser, priority registration, tutoring, peer cohort\nWho to contact\nPorter Opportunity Scholars\nHalvorsen Library, Level 1\nPhone\n(715) 555–0172\nEmail\nopportunityscholars@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAcademic advising\nFull contact directory" }, { "url": "porter-research-scholars-program.html", "title": "Porter Research Scholars", "description": "A funded, faculty-mentored undergraduate research pathway for students underrepresented in graduate study — modeled on the national McNair Scholars framework.", "headings": [ "Porter Research Scholars", "On this page", "What it is", "What scholars do", "Support beyond the research", "Applying" ], "content": "Research & outreach Porter Research Scholars\nA funded, faculty-mentored undergraduate research pathway for students underrepresented in graduate study — modeled on the national McNair Scholars framework.\nWhat it is\nA two-year, paid undergraduate research program pairing selected students with a faculty mentor for original research in their field, built on the same framework as the national McNair Scholars program: first-generation, low-income, and underrepresented-minority students preparing for graduate school.\nWhat scholars do\nEach scholar designs and carries out a research or creative project with a faculty mentor over two summers and the academic year between them, presents it at a research symposium, and usually co-authors at least one publication or conference presentation before graduating.\nSupport beyond the research\nThe program pays a stipend for the summer research terms, covers travel to at least one national conference, and runs a structured graduate-school preparation track — GRE prep, personal statement workshops, funded visits to graduate programs — because getting into a strong graduate program takes more than a good project.\nApplying\nApplications open in the fall of sophomore year; eligibility mirrors the federal McNair criteria (first-generation and low-income, or from a group underrepresented in graduate study, with a competitive GPA) and selection is by faculty committee based on a research proposal and an interview.\nAt a glance\nModel\nBased on the federal McNair Scholars framework\nLength\nTwo summers + the academic year between, funded\nGet\nStipend, conference travel, grad-school prep track\nApply\nFall of sophomore year; faculty-committee selection\nWho to contact\nPorter Research Scholars\nJarvis Technology Center 210\nPhone\n(715) 555–0168\nEmail\nresearchscholars@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nResearch & outreach\nUndergraduate research\nResearch computing and data tools\nGraduate school\nFull contact directory" }, { "url": "porter-river-millrace-ecology.html", "title": "Porter River & Millrace Ecology", "description": "The Porter River and Millrace: hydrology, fish passage, water quality monitoring, restoration projects, and student research on the watershed that defines campus.", "headings": [ "Porter River & Millrace Ecology", "On this page", "Hydrology and history", "Riverwatch monitoring network", "Millrace Fish Passage", "Restoration and riparian planting", "Student research projects", "Recreation and stewardship" ], "content": "Porter Falls town guides Porter River & Millrace Ecology\nA 12-station monitoring network, a restored fish passage, 3,200 native plantings, and the student researchers who treat the watershed as a living laboratory.\nHydrology and history\nThe Porter River (drainage area 280 sq. mi.) drops 18 ft over a limestone shelf at the falls that gave the town its name. The Millrace is an 1,800-ft artificial channel dug in 1856 to power the original sawmill and ironworks; it diverts ~30% of baseflow, rejoining the main stem below the falls. The river is flashy — urban and agricultural runoff mean a 2-year storm can double discharge in 3 hours. Key stats (USGS 05401200, maintained by students): Mean annual discharge 185 cfs; 7Q10 low flow 12 cfs; 100-year flood 8,200 cfs. The Porter River Watershed Plan (2022, city + county + university + DNR) targets: 40% TSS reduction, 25% TP reduction, reconnect 5 miles of floodplain by 2035.\nRiverwatch monitoring network\n12 stations (main stem 8, Millrace 2, tributaries 2) each with: YSI EXO2 sonde (temp, DO, pH, conductivity, turbidity, chlorophyll, fDOM), Sutron radar stage sensor, Campbell Scientific datalogger, solar + battery, LoRaWAN telemetry (15-min intervals, public dashboard at riverwatch.uwporterfalls.edu ). Student-maintained: Environmental Science majors rotate weekly calibration/cleaning shifts (2-person teams, waders, NIST-traceable standards). Data feeds: City Stormwater Master Plan (BMP effectiveness), DNR TMDL (phosphorus load allocation), NWS flood forecasting , and undergraduate theses (15+ since 2018). Long-term dataset: Continuous since 2010 (NSF LTREB since 2015); shows 0.8°C warming, 15% DO decline in August baseflow, correlated with land-use change upstream.\nMillrace Fish Passage\nCompleted October 2024 (designed by Civil Engineering capstone team, built by Forge Prototyping Lab & DNR). The problem: The 1856 mill dam (removed 1920) left a 4-ft vertical drop at the Millrace outlet — complete barrier to upstream migration. The solution: A 120-ft roughened channel (engineered riffles, 3% slope, 1.5-ft drops) with resting pools, bypassing the drop. Results (first spawning season, spring 2025): 47 brook trout ( Salvelinus fontinalis ) documented passing upstream (PIT-tagged at Station 3, detected at Station 7); first natural reproduction in the Millrace corridor in 60+ years. Monitoring: Dual-frequency PIT antennas at entrance/exit + underwater camera (student-maintained) + eDNA sampling (quarterly). Cost: $380K (DNR grant 60%, university 25%, Riverkeepers 15%).\nRestoration and riparian planting\n2023–2025 Riparian Corridor Project: 1.5 miles of main stem (Campus to Depot Plaza) planted with 3,200 native trees/shrubs: silver maple, river birch, red osier dogwood, buttonbush, ninebark, elderberry. Student labor: Environmental Science capstone teams + Fostering Success summer crew + service-learning volunteers (1,200 volunteer-hours). Funding: Sustainability Leaders Scholarship capstone grants + Wesconsin DNR River Protection Grant + Porter Valley Bank match. Ecological lift (preliminary): Shade cover +35% (thermal refuge for trout), bank erosion -60% (photo-point monitoring), macroinvertebrate IBI +22 points. Invasive management: Annual garlic mustard pull (Earth Day, 200+ volunteers), buckthorn cut-stump treatment (winter, certified applicators), Japanese knotweed injection (ongoing).\nStudent research projects\nActive projects (2025): Thermal Refugia Mapping (drone thermal + fiber-optic DTS, Prototyping Lab custom payload) — identifies groundwater upwelling zones for protection. Road Salt Impact (chloride mass balance, 5 tributaries) — informs city’s Salt Smart program. Microplastic Flux (monthly net tows, FTIR analysis) — baseline for Great Lakes coalition. Beaver Dam Analogues (BDAs installed 2024, monitoring hyporheic exchange) — low-cost restoration technique. Course-embedded: ENVS 3300 Aquatic Ecology (macroinvertebrate bioassessment at all 12 stations), ENVS 4400 Watershed Modeling (SWAT model calibrated to Riverwatch data), CE 4800 Stream Restoration Design (next project: Cedar Creek tributary). Publications: 3 student-first-author papers in JAWRA , River Research and Applications , Ecological Engineering since 2022.\nRecreation and stewardship\nRiverfront Trail (3.2 miles, paved, plowed in winter) follows both banks from Campus to Depot Plaza — interpretive signs at each Riverwatch station (QR code to live data). Tubing the Millrace (summer, put-in at Foundry, take-out at Depot) is the signature student tradition; Outdoor Pursuits rents tubes ($5/hr) and runs a shuttle. Fishing: Catch-and-release only (brook trout, smallmouth bass, northern pike); Wesconsin license required (online, $20/yr resident). Citizen science: Riverkeepers monthly macroinvertebrate sampling (open to all, equipment provided); Adopt-a-Station program (student orgs, Greek houses, faculty labs sponsor a station’s calibration for a semester). Leave No Trace: Pack it in/pack it out; dog waste bags at trailheads; no glass on river.\nAt a glance\nRiverwatch stations\n12 (temp, DO, pH, conductivity, turbidity, stage)\nData since\n2010 (continuous, 15-min intervals)\nFish passage\nCompleted 2024, 47 brook trout passed spring 2025\nRiparian planting\n3,200 natives, 1.5 miles, 2023–2025\nStudent involvement\nCalibration shifts, capstones, theses, volunteer crews\nRelated resources\nEnvironmental Science program\nSustainability & Riverwatch\nForge Prototyping Lab (sensor payloads)\nRiverkeepers & nonprofits\nRiverfront Trail & parks\nOutdoor Pursuits tubing" }, { "url": "portfolio-and-audition-admission.html", "title": "Portfolio and audition-based admission", "description": "For the art, design, animation, and music programs — what to submit, how it is judged, and how to prepare.", "headings": [ "Portfolio and audition-based admission", "On this page", "Which programs require one", "What goes in a portfolio", "What reviewers look for", "Auditions", "Portfolio days and feedback", "If your portfolio is not ready", "Deadlines" ], "content": "Admissions Portfolio and audition-based admission\nFor the art, design, animation, and music programs — what to submit, how it is judged, and how to prepare.\nWhich programs require one\nThe studio art, graphic design, industrial design, animation and game art, and music performance programs review a portfolio or audition alongside the standard application. Some technical programs with a design component ask for a smaller creative sample. The program page lists exactly what is required and how to submit it.\nWhat goes in a portfolio\nUsually 10 to 20 pieces showing range and process, not just finished work — sketchbook pages, iterations, and studies matter as much as polished final pieces because the committee is judging how you think and develop an idea. Include a mix of observational work (drawing from life), design or concept work, and anything in the program's medium. Follow the stated format and file specs exactly.\nWhat reviewers look for\nDrawing and observational skill as a foundation, evidence of iteration and problem-solving, a point of view, and craft appropriate to your level. They are not expecting a professional portfolio from a high school senior — they are looking for the raw material a program can build on and genuine engagement with making things.\nAuditions\nMusic auditions ask for prepared repertoire (the program specifies style and length), sight-reading, and sometimes scales or a short interview. They can be in person on designated dates or by recording. Prepare well under the exact stated requirements; a strong performance of the required material beats an ambitious piece done shakily.\nPortfolio days and feedback\nPorter runs portfolio review days in the fall and winter where you bring work and get direct feedback from faculty before you formally apply — the single most useful thing you can do. National Portfolio Day events also include Porter reviewers. Use the feedback to revise before submitting.\nIf your portfolio is not ready\nA developing portfolio can still be admissible with a plan — some students enter as exploratory or in a foundations track, build a portfolio in the first year, and apply into the major. A counselor and the department will tell you honestly where your work stands and what would strengthen it.\nDeadlines\nPortfolio and audition deadlines are firmer than general admission and often earlier, especially for scholarship consideration. Check the program page and give yourself weeks, not days, to photograph work well and meet the file requirements.\nAt a glance\nPrograms\nStudio art, graphic/industrial design, animation & game art, music\nPortfolio\n~10–20 pieces showing range and process, not just finals\nBest prep\nA fall/winter portfolio review day — feedback before you apply\nDeadlines\nFirmer and earlier than general admission\nWho to contact\nOffice of Admissions\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nHow Porter reviews applications\nAdmissions\nPersonal statement help\nCampus art galleries\nMusic & theatre\nFull contact directory" }, { "url": "post-tenure-review.html", "title": "Post-Tenure Review", "description": "How post-tenure review works at UW-Porter Falls: the five-year cycle, what it evaluates, and what happens when performance falls short.", "headings": [ "Post-Tenure Review", "Why tenure needs a review cycle at all", "The five-year cycle", "When a review finds a problem", "Why this is not the same as annual review" ], "content": "Faculty & Staff\nPost-Tenure Review\nTenure protects academic freedom, not accountability — a five-year review cycle keeps every tenured faculty member’s performance on record.\nWhy tenure needs a review cycle at all\nTenure exists to protect a faculty member from being fired for an unpopular research finding or a controversial classroom opinion — not to exempt anyone from ever being evaluated again. Post-tenure review is the mechanism that keeps accountability in the system without reopening the tenure decision itself every time.\nThe five-year cycle\nEvery tenured faculty member goes through a comprehensive review of teaching, research or creative activity, and service every five years, conducted by the department chair with input from a peer committee. It is broader than an annual review — closer in scope to the original tenure case, but measured against the faculty member’s actual assigned workload rather than a fixed universal standard.\nWhen a review finds a problem\nA review rated unsatisfactory triggers a structured improvement plan with specific, time-bound goals, set jointly by the faculty member and the chair. A second consecutive unsatisfactory review can lead to a formal case for discipline up to dismissal — a real, if rare, way tenure can end, distinct from the for-cause dismissal process for misconduct.\nWhy this is not the same as annual review\nAnnual reviews (used for merit pay and assignment planning) happen every year and carry lower stakes; post-tenure review happens every five years and is the version that can actually put a faculty member on a formal improvement plan. Most tenured faculty complete their post-tenure reviews without incident — the process exists for the exception, not as an assumption of the rule.\nQuick facts\nReview cycle\nEvery 5 years\nConducted by\nDepartment chair + peer committee\nConsecutive unsatisfactory reviews before dismissal case\n2\nRelated\nFaculty Senate\nContingent & non-tenure-track faculty\nAcademic program review" }, { "url": "poster-printing-service.html", "title": "Large-format poster printing", "description": "Conference and research posters printed on campus, priced by size, with a turnaround built around symposium deadlines.", "headings": [ "Large-format poster printing", "On this page", "How to submit", "Deadlines matter", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Large-format poster printing\nConference and research posters printed on campus, priced by size, with a turnaround built around symposium deadlines.\nHow to submit\nUpload a print-ready PDF at the size you want through the print portal, approve the cost estimate, and pick it up flat or rolled. A staff member does a quick check for cut-off text and low-resolution images before printing, since a 36-inch reprint is expensive.\nDeadlines matter\nThe queue fills in the week before the Research Symposium and the Graduate Research Showcase every year, so the desk publishes a hard cutoff for guaranteed turnaround ahead of each.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nLocation: Jarvis Technology Center print desk. Cost: Flat rate by poster size, charged to the Porter Card. Turnaround: 2 business days; same-day for a rush fee. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nJarvis Technology Center print desk\nCost\nFlat rate by poster size, charged to the Porter Card\nTurnaround\n2 business days; same-day for a rush fee\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "poster-printing.html", "title": "Research poster printing", "description": "Large-format printing for conference and symposium posters, subsidised for presenters.", "headings": [ "Research poster printing", "On this page", "Submitting a file", "The subsidy", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Research poster printing\nLarge-format printing for conference and symposium posters, subsidised for presenters.\nSubmitting a file\nBring a single-page PDF at final size (commonly 36 by 48 inches) with fonts embedded and images at 150 dpi or better at that size. The media desk checks the file for the usual problems — low-resolution logos, colours that will shift, text in the trim margin — and emails you a proof before it prints.\nThe subsidy\nA student or postdoc presenting at a conference gets one poster covered by the Office of Research; name the conference on the request form. A reprint after a typo, or a second poster for a different meeting, is billed at the per-square-foot rate. Plan for the two-day turnaround — the week before a big regional conference, the queue is long.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nWhere: Library media desk, Halvorsen Level 1. Turnaround: Two business days; same-day is not guaranteed. Cost: One subsidised poster per presenter per conference; extras and reprints at cost. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nLibrary media desk, Halvorsen Level 1\nTurnaround\nTwo business days; same-day is not guaranteed\nCost\nOne subsidised poster per presenter per conference; extras and reprints at cost\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "practice-room-access.html", "title": "Music practice rooms", "description": "Bookable practice rooms in the Applied Arts Building — who can use them and how to reserve one.", "headings": [ "Music practice rooms", "On this page", "Booking", "Etiquette", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Music practice rooms\nBookable practice rooms in the Applied Arts Building — who can use them and how to reserve one.\nBooking\nReserve a room in the building's scheduling system, up to a week ahead, in blocks. Card access is granted to music students for early-morning and late-night use; other students practice during the hours the building is staffed. Don't leave instruments or belongings to hold a room.\nEtiquette\nSign out percussion mallets and keys at the office. Keep the practice-room pianos closed and covered when you finish. Report a broken key, a stuck pedal, or an out-of-tune instrument so it gets on the technician's list rather than living broken for a semester.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nPriority: Music majors and minors and students in ensembles or applied lessons get first reservation rights and after-hours access. Open to all: Any student may book an open room when one is free, during staffed building hours. Rooms: Small rooms with an upright, larger rooms with a grand or percussion, and a few with recording gear. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nPriority\nMusic majors and minors and students in ensembles or applied lessons get first reservation rights and after-hours access\nOpen to all\nAny student may book an open room when one is free, during staffed building hours\nRooms\nSmall rooms with an upright, larger rooms with a grand or percussion, and a few with recording gear\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "pre-health-advising.html", "title": "Pre-health advising", "description": "Guidance for students headed to medicine, dentistry, PA, pharmacy, PT, optometry, and veterinary school.", "headings": [ "Pre-health advising", "On this page", "What advising covers", "The committee letter", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Pre-health advising\nGuidance for students headed to medicine, dentistry, PA, pharmacy, PT, optometry, and veterinary school.\nWhat advising covers\nWhich courses satisfy which programs' prerequisites, when to take the admission test (MCAT, DAT, GRE, PCAT), how many hours of clinical exposure and shadowing to log, research and service expectations, and building a realistic school list. Requirements differ by field and by school, so the plan is individual.\nThe committee letter\nRather than only individual faculty letters, Porter convenes a pre-health committee that interviews the applicant and writes one composite letter summarizing their readiness. Starting it requires a file opened by a set date the year before you apply, a personal statement draft, and your recommenders lined up.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nStart early: Meet a pre-health advisor in the first year; the prerequisite sequence takes most of a degree. Any major: Pre-health is an advising track, not a major — you can pair it with anything if you fit the science prerequisites in. Committee letter: Porter writes a composite evaluation letter that most health programs expect; there's an application timeline for it. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStart early\nMeet a pre-health advisor in the first year; the prerequisite sequence takes most of a degree\nAny major\nPre-health is an advising track, not a major — you can pair it with anything if you fit the science prerequisites in\nCommittee letter\nPorter writes a composite evaluation letter that most health programs expect; there's an application timeline for it\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "pre-law-advising.html", "title": "Pre-law advising", "description": "How to prepare for law school from any major — there is no required pre-law curriculum.", "headings": [ "Pre-law advising", "On this page", "What actually helps", "The process", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Pre-law advising\nHow to prepare for law school from any major — there is no required pre-law curriculum.\nWhat actually helps\nA demanding course load that builds analytical writing and argument, a high GPA, meaningful work or activities, and one or two faculty who know you well enough to write a specific letter. Political science, philosophy, history, and English are common, but so are engineering and biology.\nThe process\nA pre-law advisor helps you plan the LSAT, interpret score-plus-GPA admission ranges, build a school list, sharpen a personal statement, and decide whether to apply straight through or work first — most successful applicants take at least a year between graduating and starting.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nMajor: Anything — law schools want a strong GPA and reading, writing, and reasoning skills, not specific courses. The LSAT: Most applicants take it in the summer or fall before applying; prep and a diagnostic are the first steps. Timeline: Applications open in the fall and are rolling — applying early in the cycle matters. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nMajor\nAnything — law schools want a strong GPA and reading, writing, and reasoning skills, not specific courses\nThe LSAT\nMost applicants take it in the summer or fall before applying; prep and a diagnostic are the first steps\nTimeline\nApplications open in the fall and are rolling — applying early in the cycle matters\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "pre-professional-advising.html", "title": "Pre-health, pre-law, and pre-vet advising", "description": "You can aim at medical, law, dental, PT, or vet school from a polytechnic — with a plan that starts early.", "headings": [ "Pre-health, pre-law, and pre-vet advising", "On this page", "\"Pre-health\" is a track, not a major", "Start in year one", "The experiences matter as much as the grades", "The application cycle", "Committee letters and mock interviews", "If the plan changes" ], "content": "Academics Pre-health, pre-law, and pre-vet advising\nYou can aim at medical, law, dental, PT, or vet school from a polytechnic — with a plan that starts early.\n\"Pre-health\" is a track, not a major\nThere is no pre-med major. You choose a major you will do well in — biology, chemistry, applied math, psychology, even engineering — and layer the specific prerequisite courses a professional school requires on top. A pre-health adviser maps those requirements onto your degree plan so nothing is missed and nothing is taken too late.\nStart in year one\nProfessional-school prerequisites are sequenced (a year of chemistry before organic, physics, biochemistry) and the standardized tests (MCAT, LSAT, DAT, GRE) are best taken the year before you apply. A student who discovers pre-health in junior year usually needs an extra year or a post-bacc. See an adviser your first semester even if you are only 60% sure.\nThe experiences matter as much as the grades\nProfessional schools want evidence you know what you are getting into: clinical or legal exposure (shadowing, scribing, a clinic volunteer role, a paralegal internship), research, service, and leadership. Career Services and the pre-professional adviser help you build these deliberately over four years, not scramble for them senior year.\nThe application cycle\nMost professional-school applications run through a centralized service and open more than a year before you would matriculate — a \"gap year\" between graduating and starting is now common and often useful. The adviser walks you through the timeline, the personal statement, the letters (often a committee letter), and school selection.\nCommittee letters and mock interviews\nPorter's pre-professional program can assemble a committee letter — a single evaluation drawing on multiple faculty and the adviser — which many schools prefer. It also runs mock interviews (including the multiple-mini-interview format some schools use). Both require you to be engaged with the program well before application year.\nIf the plan changes\nPlenty of students start pre-health or pre-law and decide against it — and a strong science or humanities degree with clinical or legal experience opens many other doors (industry, public health, policy, research, allied health, compliance). The adviser helps you pivot without treating it as a failure.\nAt a glance\nNot a major\nA strong major + the specific prerequisite courses, mapped by an adviser\nStart\nFirst semester — prereqs are sequenced, tests come the year before you apply\nAlso required\nClinical/legal exposure, research, service, leadership — built over four years\nPorter offers\nA committee letter and mock interviews — engage with the program early\nWho to contact\nPre-Professional Advising\nHalvorsen Library, Level 1\nPhone\n(715) 555–0184\nEmail\npreprofessional@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nPre-health advising\nPre-law advising\nGRE / GMAT / LSAT prep\nApplying to graduate school\nFinding a faculty mentor\nFull contact directory" }, { "url": "precollege-programs.html", "title": "Precollege programs", "description": "Hands-on summer, weekend and school-year learning for middle and high school students.", "headings": [ "Precollege programs", "On this page", "Summer academies", "School partnerships", "Youth safety", "Who comes, and from where", "The pipeline is the point", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Outreach & engagement Precollege programs\nHands-on summer, weekend and school-year learning for middle and high school students.\nSummer academies\nResidential and day programs explore engineering, design, computing, health, education and entrepreneurship.\nSchool partnerships\nFaculty and student mentors provide classroom visits, laboratory experiences and project-based curriculum support.\nYouth safety\nPrograms use trained staff, controlled pickup, emergency planning and university requirements for work involving minors.\nWho comes, and from where\nMost participants are from Porter, Cedar Bluff and Redgranite school districts, with residential sessions drawing students from across the Valley and the Cities. Faculty and paid student mentors lead the labs; every program clears the university’s requirements for work with minors.\nThe pipeline is the point\nPrecollege is one of the ways Porter recruits its own future students: a middle-schooler who builds a robot in Founders Hall in July is measurably more likely to apply four years later. Alumni of the summer academies get a fee waiver when they apply.\nIn and around Porter Falls\nPorter Falls is a town of about 17,000 that has always shared its workforce with the university, and the outreach office is the front door for that exchange — summer academies for county middle-schoolers, contract training on the floor at Valley manufacturers, and the small-business clinic run out of Foundry Coworking downtown. Projects are scoped to the Valley first: Porter, Cedar Bluff and Redgranite before anywhere else.\nThe practical details\nAge range: Grades 6–12. Summer academies: One and two-week sessions, June and July. Cost: Sliding scale; full aid for Porter County families. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Office of Outreach & Engagement (Millwright Hall, Room 120). Call (715) 555-0235 or email engage@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nAge range\nGrades 6–12\nSummer academies\nOne and two-week sessions, June and July\nCost\nSliding scale; full aid for Porter County families\nWho to contact\nBusiness & Industry Outreach\nMillwright Hall 120\nPhone\n(715) 555–0157\nEmail\noutreach@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCorporate training\nEconomic development\nFull contact directory" }, { "url": "preferred-name-and-gender-marker-policy.html", "title": "Preferred Name & Gender Marker Policy", "description": "How UW-Porter Falls' preferred name and gender marker policy works: what can change, what legally must stay, and how to update your records.", "headings": [ "Preferred Name & Gender Marker Policy", "What a preferred name changes", "What legally has to stay the same", "Gender marker options", "If something did not update everywhere" ], "content": "Records & Registrar\nPreferred Name & Gender Marker Policy\nA student’s chosen first name can appear on class rosters, ID cards and email display names without a legal name change — here is where the legal name still has to stay.\nWhat a preferred name changes\nA preferred first name, set through the student portal, appears on class rosters, the campus directory, the Porter Card, email display name, and Canvas — everywhere a faculty member or classmate would ordinarily see a name in the course of daily business. It takes effect within one business day of being submitted, well before most students would meet a new instructor for the first time.\nWhat legally has to stay the same\nA diploma, transcript, financial aid documents, and anything reported to the federal government (enrollment verification, tax forms) must carry the legal name on file, because those are legal records governed by rules outside the university’s control. A legal name change (through court order or updated government ID) is a separate process through the registrar, not the preferred-name form.\nGender marker options\nThe student information system offers male, female, and an unspecified/X option for gender marker, independent of the legal sex marker on file for federal reporting purposes where one is legally required (like Title IX aggregate reporting). Updating it does not require documentation and takes effect the same way a preferred name does.\nIf something did not update everywhere\nA few third-party systems (some proctoring software, some external testing services) pull directly from the legal-name field regardless of a preferred name on file — if a name appears wrong somewhere unexpected, the registrar can usually explain why and whether it is fixable.\nQuick facts\nUpdate takes effect\nWithin 1 business day\nRequires documentation\nNo, for preferred name and gender marker\nLegal name still used for\nDiplomas, transcripts, federal reporting\nRelated\nContact directory\nLGBTQ+ services\nTitle IX\nTranscript requests" }, { "url": "pregnant-and-parenting-students.html", "title": "Pregnant & parenting students", "description": "Your rights and the campus supports if you're pregnant or a parent while enrolled.", "headings": [ "Pregnant & parenting students", "On this page", "What Title IX requires", "Getting it set up", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Pregnant & parenting students\nYour rights and the campus supports if you're pregnant or a parent while enrolled.\nWhat Title IX requires\nPregnancy, childbirth, and recovery are treated like any other temporary medical condition: absences are excused, you get a reasonable chance to make up missed work, and you can't be pushed out of a program or a clinical placement. Retaliation for asserting these rights is prohibited.\nGetting it set up\nContact the Title IX office or the Dean of Students to put adjustments in place — it's one conversation, not a fight with each instructor. They coordinate academic arrangements, point you to lactation space and childcare resources, and can connect you with the emergency fund if a birth disrupts your finances.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nYour rights: Under Title IX, the university can't discriminate based on pregnancy or parenting; excused absences for pregnancy-related conditions and a reasonable path to make up work. Adjustments: Larger desks, bathroom and rest breaks, a temporary incomplete, or a leave of absence with re-entry protected. Supports: Lactation rooms, the child and family center, emergency funds, and a single staff contact to coordinate. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nYour rights\nUnder Title IX, the university can't discriminate based on pregnancy or parenting; excused absences for pregnancy-related conditions and a reasonable path to make up work\nAdjustments\nLarger desks, bathroom and rest breaks, a temporary incomplete, or a leave of absence with re-entry protected\nSupports\nLactation rooms, the child and family center, emergency funds, and a single staff contact to coordinate\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "preparing-for-finals.html", "title": "Preparing for finals", "description": "A two-week plan, a way to prioritize across five courses, and the services that exist for this week.", "headings": [ "Preparing for finals", "On this page", "Two weeks out: map it", "Prioritize by weight and by gap", "Study to recall, in short blocks", "Use the week’s services", "The exam itself", "If a final goes badly" ], "content": "Student success Preparing for finals\nA two-week plan, a way to prioritize across five courses, and the services that exist for this week.\nTwo weeks out: map it\nList every final: date, time, format (cumulative or not, closed or open book, essay or problem), and weight. Check the final exam schedule for a conflict — two exams in the same block — and file the conflict form immediately if you have one; it is not fixable the day before.\nPrioritize by weight and by gap\nPut the most hours where the exam is worth the most and where your current grade has the most room to move. A 3-point quiz-heavy course you are acing needs less than a 30%-weighted cumulative final in a course you are borderline in. Write the plan down so panic does not re-sort it hourly.\nStudy to recall, in short blocks\nDo practice problems and past exams under time pressure; redo the ones you miss. For memory-heavy material, self-quiz and space it across days rather than one long session. 45–60 minute blocks with real breaks beat marathon sittings, and sleep is when the day’s studying consolidates — protect it.\nUse the week’s services\nExam Jam review sessions, extended library hours and quiet floors, extended and late-night dining, the reservable study rooms, and the nap room all exist specifically for finals week. Book study rooms early; they fill.\nThe exam itself\nArrive early with what you are allowed to bring. Read the whole exam first, budget minutes per question by points, and start with something you know to settle down. If you blank, move on and come back. Partial work earns partial credit — write something.\nIf a final goes badly\nOne weak final rarely sinks a course, and the grade is not final in your head until it posts. If illness or a crisis hit during exams, there are late-drop, incomplete, and medical-withdrawal options with deadlines — talk to a success coach or the dean’s office right away, not in January.\nAt a glance\nTwo weeks out\nEvery final: date, format, weight — and check for a conflict\nPrioritize\nBy exam weight × how much your grade can still move\nStudy\nTimed practice + spaced self-quizzing, 45–60 min blocks\nThis week\nExam Jam, late dining, quiet floors, reservable rooms\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nExam Jam events\nFinal exam conflict policy\nFinals week services\nTest anxiety support\nStudy room reservations\nFull contact directory" }, { "url": "preparing-for-interviews.html", "title": "Preparing for interviews", "description": "The formats you will see, how to prep for each, and what", "headings": [ "Preparing for interviews", "On this page", "Know which format you are in", "Behavioral questions and the story bank", "Technical interviews", "Your questions matter", "Logistics and nerves", "After" ], "content": "Career services Preparing for interviews\nThe formats you will see, how to prep for each, and what \"tell me about a time\" is really testing.\nKnow which format you are in\nAsk the recruiter what to expect. A behavioral interview is stories about your past work. A technical interview may be a live problem, a whiteboard design discussion, or a take-home. A case interview is a business problem worked out loud. Panel and one-on-one need different energy. Preparing for the wrong format is the most common avoidable mistake.\nBehavioral questions and the story bank\nMost \"tell me about a time you…\" questions are checking for the same handful of things: teamwork, conflict, failure, initiative, leadership. Write six to eight real stories in a Situation–Task–Action–Result shape and practice saying them in two minutes. One good story can answer three different prompts.\nTechnical interviews\nPractice out loud, not just in your head — narrate your thinking, state your assumptions, ask clarifying questions before you start. It is fine to be stuck; how you get unstuck is what they are watching. For a take-home, scope it, do it well, and include a short note on what you would improve with more time.\nYour questions matter\nThe \"any questions for us?\" part is graded. Ask about the actual work: what a first project looks like, how the team gives feedback, what makes someone successful in the role. Skip questions you could answer from the website. Not having questions reads as not caring.\nLogistics and nerves\nTest your tech the day before for a video interview. Arrive early, dress one notch above the team’s norm, bring copies of your résumé for in-person. Nerves are normal; a mock interview at Career Services turns down the volume because you have said the words once already.\nAfter\nSend a short, specific thank-you within a day — reference something you actually discussed. If you do not hear back by the date they gave, one polite follow-up is appropriate. A rejection is worth a two-line reply asking to be kept in mind; people move roles and remember graciousness.\nAt a glance\nFirst\nAsk the recruiter which format(s) to expect\nBehavioral\nA bank of 6–8 STAR stories, practiced out loud\nTechnical\nNarrate your thinking; getting unstuck is the test\nTheir turn\nAsk about the real work — it is graded\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nMock interview program\nMock interviews\nOn-campus interview rooms\nSalary negotiation basics\nCareer fair preparation\nFull contact directory" }, { "url": "preparing-for-registration.html", "title": "Getting ready to register", "description": "The holds, the backup plan, and how waitlists and permission numbers really work.", "headings": [ "Getting ready to register", "On this page", "Know your appointment time", "Clear holds a week early", "Build the plan before your window", "Waitlists", "Permission numbers and overrides", "If your plan falls apart" ], "content": "Academics Getting ready to register\nThe holds, the backup plan, and how waitlists and permission numbers really work.\nKnow your appointment time\nRegistration opens in waves by earned credits: graduate students and seniors first, then juniors, sophomores, and first-year students, each with an assigned date and time in MyPorter. You can register any time after your window opens — but the best sections of popular courses go in the first hours of each wave, so being ready matters.\nClear holds a week early\nAdvising holds, billing holds, immunization holds, and a few others all block registration and none of them clear instantly. Check the Holds panel in MyPorter now. An advising hold means you must meet your adviser; book that appointment as soon as the schedule opens, not the day before you register.\nBuild the plan before your window\nUse the planner to build your ideal schedule and two backups. For each course, note the CRN, the meeting time, and one alternate section. When your window opens you are entering numbers, not browsing — that is the difference between getting the schedule you planned and taking whatever is left.\nWaitlists\nA waitlisted course holds your place in line; when a seat opens, the system emails your Porter address and you have a short window (often 24 hours) to add it yourself before it passes to the next student. Waitlists do not auto-enroll you into a time conflict, and being on three waitlists for the same slot is fine as a strategy.\nWaitlisted credits do not count toward full-time status for aid until they convert.\nPermission numbers and overrides\nA permission number from the department overrides a closed section, a prerequisite the system cannot see (a transfer course, a concurrent course), or an instructor-consent requirement. Request it from the department, not the registrar, and use it before it expires. A credit-overload request (above 18 credits) goes to your adviser or dean.\nIf your plan falls apart\nIf a required course is genuinely full with no waitlist movement, email the department early and ask about additional sections, a permission number, or a substitute that keeps you on track. Departments watch demand in the first week and sometimes open seats. A calm, specific email in week one is far more effective than a panicked one in week three.\nAt a glance\nOpens by\nEarned credits — seniors first, first-years last\nDo first\nClear every hold; book the advising meeting\nWaitlist\nEmails you when a seat opens — act within ~24h\nClosed section\nDepartment permission number, not the registrar\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRegistration FAQ\nNew courses for spring 2027\nCourse registration\nHow the waitlist works\nPermission number override\nCredit overload request\nAcademic advising\nFull contact directory" }, { "url": "presentation-practice-room.html", "title": "Presentation practice room", "description": "A room set up like a small lecture hall — podium, projector, recording camera — for rehearsing a talk before you give it.", "headings": [ "Presentation practice room", "On this page", "What it's for", "Alongside the Speaking Center", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Presentation practice room\nA room set up like a small lecture hall — podium, projector, recording camera — for rehearsing a talk before you give it.\nWhat it's for\nRunning a class presentation, a thesis defense, a conference talk or a job talk in front of the real equipment — clicking through your own slides at the podium, hearing how long it actually takes, and watching the recording back for the ums and the pacing. Bring a friend or two for an audience.\nAlongside the Speaking Center\nThe Speaking Center gives you feedback on content and delivery by appointment; this room is for the solo reps in between. Most people who use both do the Speaking Center first, then rehearse here.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nLocation: Halvorsen Library, Level 2. Booking: Through MyPorter, in 45-minute blocks. Records: To a file you can download and rewatch; nothing is kept. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nHalvorsen Library, Level 2\nBooking\nThrough MyPorter, in 45-minute blocks\nRecords\nTo a file you can download and rewatch; nothing is kept\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "presenting-at-a-conference.html", "title": "Presenting at a conference", "description": "Getting your work accepted, building a talk or poster people remember, and making the trip worth it.", "headings": [ "Presenting at a conference", "On this page", "Choosing where to submit", "Writing the abstract", "Funding the trip", "Building the talk", "Building the poster", "Making the trip count" ], "content": "Academics Presenting at a conference\nGetting your work accepted, building a talk or poster people remember, and making the trip worth it.\nChoosing where to submit\nStart with the venue your faculty mentor recommends — a regional undergraduate research conference, a discipline society meeting, a student division of a professional conference. Read the call for abstracts for scope, format (talk, poster, lightning), length, and deadline. Submitting to the right-sized venue first (a friendly regional one) beats aiming too high and getting a hard rejection.\nWriting the abstract\nA conference abstract is a compressed argument: the problem, what you did, what you found (even if preliminary), and why it matters. Write it in plain language, fit the word limit exactly, and have your mentor and the writing center read it. This is what reviewers accept or reject on.\nFunding the trip\nRegistration, travel, and lodging add up. Conference-travel funds, your department, the Graduate Student Association or a student org, and sometimes the maker or research grant will cover parts — apply a term ahead with a short justification your mentor signs. Share a room, book early, and check whether the conference has a student rate or a travel award.\nBuilding the talk\nFor a 12–15 minute talk: one idea per slide, minimal text, a figure that carries the point, and a clear arc (question → approach → result → meaning → next). Practice out loud until it fits the time with a minute to spare. Prepare for the three questions you most dread. Book a presentation-practice room and run it in front of someone.\nBuilding the poster\nA poster is read from across a room and up close. Big title, a one-line takeaway near the top, a visual flow (columns, numbered sections), few words, big figures. Have a 30-second version and a 3-minute version of the walk-through ready. Bring small handout cards with your contact and a link.\nMaking the trip count\nGo to other students' sessions, introduce yourself to one or two people whose work you follow, attend a workshop, and collect a few contacts. Afterward, connect with the people you met, share your slides or poster PDF if asked, and write a short reflection for your portfolio. A conference is a network event as much as a presentation.\nAt a glance\nWhere\nStart with the venue your mentor recommends — regional first\nAbstract\nProblem → what you did → what you found → why it matters, in the word limit\nMoney\nConference-travel funds + department + org — apply a term ahead\nTalk/poster\nOne idea per slide / a takeaway line up top; a 30-sec and a 3-min version\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nConference travel grants\nConference travel fund\nDesigning a research poster\nResearch symposium\nCo-authoring a paper as an undergraduate\nFull contact directory" }, { "url": "print-services.html", "title": "3D print & fabrication service", "description": "A print-on-demand service for faculty, staff and student organizations, separate from the open makerspace.", "headings": [ "3D print & fabrication service", "On this page", "How it differs from the makerspace", "Submitting a job", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services 3D print & fabrication service\nA print-on-demand service for faculty, staff and student organizations, separate from the open makerspace.\nHow it differs from the makerspace\nThe open makerspace is hands-on, self-serve access for individual student projects; this service is a submit-a-file, staff-operated queue for faculty course materials, research parts and student-organization projects needing a finished result, not a learning experience.\nSubmitting a job\nFiles are submitted online with a description of the intended use; course-related and research jobs are prioritized ahead of general organization requests, and material cost is billed to a department account or organization budget.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nTurnaround: 2–5 business days depending on queue. Cost: Material cost only for course-related work. Who it's for: Faculty, staff and registered student organizations. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nTurnaround\n2–5 business days depending on queue\nCost\nMaterial cost only for course-related work\nWho it's for\nFaculty, staff and registered student organizations\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D Printing Lab\nFull contact directory" }, { "url": "printing-copy-center.html", "title": "Copy Center & large-format printing", "description": "Poster printing, binding, scanning and bulk copying for coursework and student organizations.", "headings": [ "Copy Center & large-format printing", "On this page", "What it handles", "Pricing", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Copy Center & large-format printing\nPoster printing, binding, scanning and bulk copying for coursework and student organizations.\nWhat it handles\nBeyond routine printing and copying, the Copy Center does large-format research poster printing, binding and lamination, and bulk copying for student organisation events — jobs a standard classroom or library printer cannot do.\nPricing\nStandard printing draws from the same per-page allowance as classroom printers; large-format and binding jobs are billed separately at posted rates, payable with a Porter Card or department account number for approved course use.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nLocation: Halvorsen Library, Level 1. Large-format: Up to 42-inch-wide poster printing. Turnaround: Same day for standard jobs; 24 hours for large posters. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nHalvorsen Library, Level 1\nLarge-format\nUp to 42-inch-wide poster printing\nTurnaround\nSame day for standard jobs; 24 hours for large posters\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\n3D Printing Lab\nFull contact directory" }, { "url": "printing-from-personal-device.html", "title": "Printing from your own laptop or phone", "description": "Sending a job to campus printers without a lab computer — web upload, email, and mobile.", "headings": [ "Printing from your own laptop or phone", "On this page", "How it works", "Troubleshooting", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Printing from your own laptop or phone\nSending a job to campus printers without a lab computer — web upload, email, and mobile.\nHow it works\nUpload or email your document, walk to any student printer, tap your card, and pick the job from the release screen. Jobs not released within a day or two are purged. Double-sided and grayscale are the default to stretch your quota.\nTroubleshooting\nIf a file prints wrong, export it to PDF and resend — the converter handles fonts and layout better that way. Large jobs, posters, and specialty paper go through the print/copy center, not the self-service queue.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nWays in: A web portal upload, emailing the file to a print address, or the mobile-print app; release the job at any printer with your Porter Card. Quota: Every student gets a per-term printing allotment; overage is charged to the Porter Card account. Formats: PDF is most reliable; the portal converts common office and image files. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWays in\nA web portal upload, emailing the file to a print address, or the mobile-print app; release the job at any printer with your Porter Card\nQuota\nEvery student gets a per-term printing allotment; overage is charged to the Porter Card account\nFormats\nPDF is most reliable; the portal converts common office and image files\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "prior-learning-assessment.html", "title": "Prior learning assessment", "description": "Portfolio review that can turn documented outside learning into college credit.", "headings": [ "Prior learning assessment", "On this page", "How it differs from transfer credit", "Building a portfolio", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Prior learning assessment\nPortfolio review that can turn documented outside learning into college credit.\nHow it differs from transfer credit\nTransfer credit comes from another accredited institution's transcript; prior learning assessment is for learning that never produced a transcript at all — a portfolio documents what was learned and how, and a department decides whether it matches a specific course.\nBuilding a portfolio\nStudents work with an advisor to map their experience against course learning outcomes and gather supporting evidence — certificates, work samples, a supervisor letter — before the department reviews it; not every portfolio results in credit.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nWhat counts: Workplace training, military schools, industry certifications, self-study. Process: A written portfolio reviewed by the relevant department. Cost: A flat assessment fee, well below per-credit tuition. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhat counts\nWorkplace training, military schools, industry certifications, self-study\nProcess\nA written portfolio reviewed by the relevant department\nCost\nA flat assessment fee, well below per-credit tuition\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nStaff Senate\nDistinguished Lecture Series\nFull contact directory" }, { "url": "privacy.html", "title": "Privacy", "description": "There is nothing to be private about. This site collects nothing.", "headings": [ "Privacy", "What this site collects", "The forms", "Poly, the assistant", "Who runs this & the full notice", "Why this page exists", "Take the next step." ], "content": "Policies\nPrivacy\nThere is nothing to be private about. This site collects nothing.\nWhat this site collects\nNothing. There is no analytics script, no tracking pixel, and no cookie or local storage set by this\nsite. One thing does load from elsewhere: the page fonts, from Google Fonts. Loading a font from\nGoogle's servers means Google's server sees a request from your browser, the same as it would for any\nother site using a Google-hosted font. The photographs are saved on this site's own server and load\nfrom here, not from a third party, even though they originally came from the Library of Congress.\nThe forms\nThe pretend forms — the application, the MyPorter login, and similar — are inert. They do\nnot submit anywhere. Anything typed into them stays in your browser and disappears when you close the\ntab.\nPoly, the assistant\nOne feature is real: Poly, the chat assistant. If you open it and send a message, your question and a\nfew relevant pages of this site are sent to an AI model provider to generate a grounded answer. Your\nquestions are not logged. Don’t type anything sensitive into it.\nIf your questions show you’re interested in a program, visiting, cost, or applying, Poly may offer\na short optional form. Only an email is required; you may also add a name, phone number, the program you\ncare about, whether you’re a prospective student, transfer, graduate applicant or family member, and\nroughly when you’d start. Whatever you choose to enter — plus the page you were on and a short\nexcerpt of the chat — is emailed to the site’s operator so a human can follow up. The same\napplies to the beta-access request form. A salted hash of your IP plus a timestamp is kept briefly to\nlimit abuse; nothing else is stored, and none of it is sold or shared.\nWho runs this & the full notice\nThis site is a personal creative project by Jack Alfred Davison Blaker, hosted at jackblaker.com. The\nfull, governing terms, disclaimer & privacy notice covers\nit and everything else under that domain.\nWhy this page exists\nBecause a university website has a privacy page, and a parody of one that skipped it would be missing\nsomething. The joke is more accurate when the plumbing is.\nQuick links\nApply now\nVisit campus\nTuition and costs\nFinancial aid\nCampus map\nContact us\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "probation-versus-financial-aid-warning.html", "title": "Academic probation vs. financial aid warning", "description": "Two different", "headings": [ "Academic probation vs. financial aid warning", "On this page", "They are not the same thing", "Academic probation, briefly", "Financial aid: GPA and pace", "Why a W hurts aid but not your GPA", "The two fixes", "Do this now, not in January" ], "content": "Student success Academic probation vs. financial aid warning\nTwo different \"you're on notice\" letters, two different offices, two different fixes. Do not confuse them.\nThey are not the same thing\nAcademic probation is an academic-standing status from the university, triggered by your GPA. A financial aid warning (or the step after it, an aid suspension) is a financial-aid status, triggered by \"satisfactory academic progress\" rules that look at GPA and at pace — the share of credits you attempt that you actually complete. You can be in one and not the other.\nAcademic probation, briefly\nCumulative GPA below 2.00 puts you on academic probation. There is a required meeting to clear a registration hold, a written recovery plan (usually a lighter load and targeted repeats), and a target for the term. Two or more terms without progress can lead to academic dismissal, which is appealable.\nFinancial aid: GPA and pace\nSatisfactory academic progress for aid has three parts: a minimum cumulative GPA, a minimum completion rate (often 67% of attempted credits — every W and F counts against this), and a maximum timeframe (you cannot draw aid past 150% of your program length). Miss any one and you get a warning term; miss it again and aid is suspended.\nWhy a W hurts aid but not your GPA\nA withdrawal has no grade-point impact, so it does not move your GPA — but it is attempted credits you did not complete, so it drags down your completion rate for aid. A student who drops several courses to protect the GPA can pass academic standing and still fail the aid pace check. This surprises people every term.\nThe two fixes\nAcademic probation is fixed by raising your GPA on the recovery plan. An aid warning is fixed by a term that meets all three SAP measures — which usually means completing everything you register for. If you cannot meet SAP in one term, you file a SAP appeal with the Financial Aid office: documentation of what went wrong plus an academic plan an adviser signs. Approved appeals come with conditions you must meet.\nDo this now, not in January\nBoth statuses have holds and deadlines, and both are far more recoverable when you engage early. Read which letter you actually got, take it to the right office — success coaching for academic standing, Financial Aid for a SAP issue — and if it is both, handle both. Ignoring an aid suspension can mean no aid next term with tuition still due.\nAt a glance\nAcademic probation\nUniversity status · GPA below 2.00 · fix by raising GPA\nAid warning/suspension\nFinancial-aid status · GPA + completion rate + timeframe\nThe trap\nA W does not hurt GPA but does hurt aid completion rate\nAid fix\nA clean SAP term, or a SAP appeal with documentation + a signed plan\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nComing back from academic probation\nSatisfactory academic progress (aid)\nFinancial aid appeal\nAcademic standing levels\nWithdrawal & financial aid\nFull contact directory" }, { "url": "procrastination-what-works.html", "title": "Procrastination: what actually works", "description": "Not a willpower problem — an avoidance problem. The specific moves that get you started.", "headings": [ "Procrastination: what actually works", "On this page", "It is emotional, not lazy", "Shrink the first step until it is stupidly small", "Use a short timer", "Remove the friction and the escape routes", "Plan for the wobble, not just the finish", "If it is chronic and costing you" ], "content": "Student success Procrastination: what actually works\nNot a willpower problem — an avoidance problem. The specific moves that get you started.\nIt is emotional, not lazy\nProcrastination is mostly avoidance of a feeling — the task is boring, confusing, overwhelming, or tied to fear of doing it badly, so you do something that relieves the discomfort right now (your phone, a \"quick\" other task) and pay for it later. Understanding that it is an emotion-management problem, not a character flaw, points you at the fixes that work.\nShrink the first step until it is stupidly small\nYou cannot \"write the paper,\" but you can \"open the document and write the worst possible first sentence\" or \"do one practice problem.\" The resistance is at the start; once you are moving, momentum usually carries you. If a task still feels too big to start, it is not small enough yet — cut it down again.\nUse a short timer\nCommit to just 10 or 25 minutes on the task, with a real break after. The deal with yourself is only the 25 minutes — you are allowed to stop after. Most of the time you keep going, because starting was the hard part. This is the single most reliable trick.\nRemove the friction and the escape routes\nHave the materials open and ready before you sit down. Put the phone in another room — not face-down on the desk, actually away. Close the tabs. Tell a friend you are working now (or work alongside someone, in person or on a call). Make the task the path of least resistance for the next half hour.\nPlan for the wobble, not just the finish\nBreak a big assignment into concrete next actions with their own dates (\"outline section 2 by Tuesday\"), and start the first one now. A due date two weeks out with no interim steps is an invitation to procrastinate; a step due tomorrow is not.\nIf it is chronic and costing you\nPersistent procrastination that is hurting your grades and stressing you out is worth a coaching appointment (concrete systems) and, if it is tangled with anxiety, perfectionism, ADHD, or low mood, the counseling center. It is a common, treatable pattern, not a permanent trait.\nAt a glance\nIt is\nAvoidance of a feeling (boredom, confusion, fear) — not laziness\nFirst step\nStupidly small — \"open the doc and write the worst first sentence\"\nThe trick\nA 10–25 minute timer with a real break after — you may stop, but you usually don't\nFriction\nMaterials open, phone in another room, tabs closed, work alongside someone\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTime management that actually works\nPerfectionism and getting things done\nBuilding a weekly routine\nTime-management coaching\nManaging ADHD at school\nFull contact directory" }, { "url": "proctored-exam-integrity.html", "title": "Remote proctoring & exam integrity", "description": "How online exams are proctored, what the software does and does not see, and the appeal route if it flags you.", "headings": [ "Remote proctoring & exam integrity", "On this page", "What the software actually does", "If you're flagged", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Remote proctoring & exam integrity\nHow online exams are proctored, what the software does and does not see, and the appeal route if it flags you.\nWhat the software actually does\nThe proctoring tool records the screen and webcam for the length of the exam and flags events like a second face or a long absence for a human to review. It does not scan the rest of the computer, run between exams, or make an academic-integrity decision on its own — a staff member reviews every flag first.\nIf you're flagged\nA flag is a prompt for review, not a finding. The student is told what was flagged, can explain it, and the same academic-integrity process and appeal route apply as for any in-person exam.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nWhere: Set by the instructor; the Testing Center is always an in-person alternative. What's recorded: Screen and webcam during the exam window only. Review: A person reviews every flag before it becomes a case. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nSet by the instructor; the Testing Center is always an in-person alternative\nWhat's recorded\nScreen and webcam during the exam window only\nReview\nA person reviews every flag before it becomes a case\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "procurement-finance.html", "title": "Procurement & finance", "description": "Purchasing, travel, reimbursements, contracts and stewardship for university resources.", "headings": [ "Procurement & finance", "On this page", "Buy responsibly", "Travel and reimbursements", "Get help", "Buying for a polytechnic", "Travel and reimbursement", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Business & operations Procurement & finance\nPurchasing, travel, reimbursements, contracts and stewardship for university resources.\nBuy responsibly\nDepartments follow thresholds, competition, accessibility, sustainability, conflict-of-interest and public-record requirements.\nTravel and reimbursements\nTravelers document approvals, receipts, business purpose and grant or program restrictions before reimbursement.\nGet help\nFinance staff explain chartfields, purchasing cards, budgets, invoices, contracts and year-end close.\nBuying for a polytechnic\nPorter buys a lot of specialised equipment — lathes, manikins, kilns, network gear, safety supplies — and departments follow dollar thresholds, competition rules, accessibility and sustainability requirements, and conflict-of-interest disclosure. Local and regional vendors are used where they can meet the spec.\nTravel and reimbursement\nTravellers document the approval, the business purpose, itemised receipts and any grant restrictions before a reimbursement is processed. Finance staff will walk a first-time traveller or a new grant PI through chartfields, cards and the year-end close.\nIn and around Porter Falls\nBusiness Services in Millwright Hall handles purchasing, travel, contracts and the year-end close for a university that buys a lot of specialised equipment — lathes, simulation manikins, kilns, network gear. Local and regional vendors are used where they can meet the requirement, and every purchase is a public record.\nThe practical details\nPurchasing card: For low-dollar, pre-approved buys. Competitive bids: Required above the posted threshold. Everything: A public record, subject to open-records requests. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Business Services (Millwright Hall, Room 60). Call (715) 555-0255 or email purchasing@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nPurchasing card\nFor low-dollar, pre-approved buys\nCompetitive bids\nRequired above the posted threshold\nEverything\nA public record, subject to open-records requests\nWho to contact\nFacilities & Campus Planning\nMillwright Hall 40\nPhone\n(715) 555–0145\nEmail\nfacilities@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFull contact directory" }, { "url": "procurement.html", "title": "Purchasing & procurement", "description": "A department's guide to buying compliantly — thresholds, who may sign a contract, purchasing cards, and paying an invoice.", "headings": [ "Purchasing & procurement", "On this page", "Before you buy", "Thresholds and competition", "Contracts and signatures", "Receiving and payment" ], "content": "Business services Purchasing & procurement\nA department's guide to buying compliantly — thresholds, who may sign a contract, purchasing cards, and paying an invoice.\nBefore you buy\nStart from the requirement, not the vendor: what you actually need, which funding string pays for it (and whether that source has restrictions — grants often do), and whether it needs competition. Check for an existing contract first — many common goods and services are already on a university, state, or cooperative agreement with negotiated pricing, and using one skips the bidding step. For anything involving software or data, technology and information-security review is required before purchase; for anything the public will use, accessibility must be part of the specification. Sustainability and diverse-supplier considerations are built into the process, not add-ons.\nThresholds and competition\nSpending rules step up by dollar amount. Small purchases can be made directly, often on a purchasing card, with light documentation. A middle tier requires a few documented quotes. Above the formal threshold, Purchasing runs a competitive process — a public request for quotes or proposals with defined evaluation criteria — and the department participates in scoring but does not run it. Splitting a large purchase into smaller ones to dodge a threshold is a policy violation. Sole-source purchases (only one vendor can meet the need) are allowed but require a written justification that survives scrutiny.\nContracts and signatures\nOnly specific officials hold delegated authority to sign a contract that binds the university — a department chair, a faculty member, or a staff member signing a vendor agreement, a clickwrap \"I agree,\" or an event contract without that authority creates a personal and institutional problem. Route any agreement (including free trials, data-sharing terms, and NDAs) through Purchasing and, as needed, legal, risk management, and information security, and do it early: rushed contract review the week of an event is how bad terms get accepted.\nReceiving and payment\nStandard terms are net 30 days from a correct invoice and confirmed receipt of the goods or services. Suppliers should reference the purchase order number and send invoices straight to Accounts Payable; the department confirms what arrived so payment can release. Keep the PO, packing slips, and any acceptance documentation together — that record is what an audit checks, and it is also what protects the department in a dispute over what was delivered.\nAt a glance\nFirst\nDefine the need and funding, check for an existing contract, and get IT/security review for anything with software or data and accessibility review for public-facing buys\nThresholds\nSmall = buy directly (often p-card); middle = documented quotes; large = Purchasing runs a public competitive process. No splitting to dodge a threshold\nSignatures\nOnly delegated officials may sign a binding agreement — including clickwrap and NDAs; route contracts through Purchasing/legal/risk early\nPayment\nNet 30 from a correct invoice + confirmed receipt; vendors cite the PO to Accounts Payable; keep PO, packing slips, and acceptance docs for audit\nRelated resources\nSupplier diversity\nContact directory" }, { "url": "professional-clothing-closet.html", "title": "Professional clothing closet", "description": "Free interview and workplace clothing, fitting help, and an uncomplicated way to donate useful pieces.", "headings": [ "Professional clothing closet", "On this page", "What the closet provides", "How a visit works", "Prepare for the actual day", "Donations that help" ], "content": "Career services Professional clothing closet\nFree interview and workplace clothing, fitting help, and an uncomplicated way to donate useful pieces.\nWhat the closet provides\nStudents can select clean, current business-casual and interview clothing at no charge: jackets, shirts, trousers, skirts, dresses, shoes, ties, belts, and a small set of workwear appropriate for employer tours. The goal is a complete outfit that fits the setting and feels like you—not a costume.\nHow a visit works\nBook a private fitting or use posted drop-in hours. A student stylist or career staff member can help with fit, combinations, and the expectations of a particular field. There is no income test, and using the closet is not recorded on an academic or financial-aid record.\nPrepare for the actual day\nBring the shoes, underlayer, mobility aid, or protective equipment you will use, and sit, walk, and reach in the outfit before choosing it. A design studio, manufacturing floor, school, laboratory, and corporate office can all mean something different by “professional.”\nDonations that help\nThe closet accepts freshly laundered, interview-ready pieces in current styles and a broad range of sizes. It especially needs extended sizes, neutral shoes, simple bags, new socks and hosiery, and field-appropriate workwear. Items requiring repair or specialized cleaning are better donated elsewhere.\nAt a glance\nCost\nFree to enrolled students; no income test\nAccess\nPrivate appointments plus posted drop-in hours\nBring\nAnything you must wear with the outfit so fit can be checked realistically\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer coaching appointments\nCareer Services\nFull contact directory" }, { "url": "professional-education.html", "title": "Professional Education", "description": "Non-credit short courses for working adults and the employers who send them: machining, controls, quality, safety, food safety, packaging, welding, supervision, data and project management. Evenings, Saturdays and short blocks, November 2026 through April 2027.", "headings": [ "Professional Education", "On this page", "What Professional Education does", "2026–27 course catalog", "Pricing for employers", "CEUs, certificates and credit", "Policies" ], "content": "Professional education Professional Education\nNon-credit short courses for working adults and the employers who send them: machining, controls, quality, safety, food safety, packaging, welding, supervision, data and project management. Evenings, Saturdays and short blocks, November 2026 through April 2027.\nWhat Professional Education does\nProfessional Education is the open-enrollment, non-credit side of Continuing Education , run out of Business & Industry Outreach in Millwright Hall. Its courses are for people who already have jobs: a machinist who needs to program the new machine, a lead hand who has just become a supervisor, a buyer who orders 40,000 boxes a month and wants to know what an edge crush number means. There is no application, no transcript to send and no grade beyond pass or not yet.\nIn 2025–26 there were 1,140 enrollments from 212 employers, and 71% of the fees were paid by an employer rather than the participant. Courses meet in the same labs and shops Porter students use. They are taught by Porter faculty and by practitioners who have done the work in Valley plants. For training built around one company’s equipment, see corporate training . For process-improvement consulting, see manufacturing extension services .\n2026–27 course catalog\nCNC Programming Fundamentals — Dates: Nov. 3–Dec. 10; Feb. 2–Mar. 9; Format: Tue/Thu evenings, in person; Hours: 33; Fee: $1,295; CEUs: 3.3\n30-Hour General Industry Safety Course — Dates: Dec. 7–10; Mar. 22–25; Format: Four weekdays, in person; Hours: 30; Fee: $725; CEUs: 3.0\nFood Safety Supervisor Course — Dates: Nov. 16–17; Mar. 1–2; Apr. 12–13; Format: Two weekdays, in person, exam included; Hours: 16; Fee: $395; CEUs: 1.6\nProject Management Essentials — Dates: Nov. 2–Dec. 12; Mar. 1–Apr. 24; Format: Online, with three live Saturdays; Hours: 30; Fee: $795; CEUs: 3.0\nSupervisory Leadership — Dates: Jan. 14–Feb. 18; Mar. 25–Apr. 29; Format: Thursday mornings, in person; Hours: 24; Fee: $895; CEUs: 2.4\nProcess Improvement Practitioner — Dates: Jan. 15–Apr. 2; Format: Hybrid: five Fridays plus online work and a project; Hours: 40; Fee: $1,850; CEUs: 4.0\nIndustrial Maintenance: PLC Basics — Dates: Jan. 23–Feb. 20; Format: Five Saturdays, in person; Hours: 35; Fee: $1,150; CEUs: 3.5\nData Analytics with Spreadsheets — Dates: Jan. 25–Apr. 5; Format: Monday evenings, live online; Hours: 25; Fee: $650; CEUs: 2.5\nWelding Certification Prep — Dates: Feb. 1–Apr. 7; Format: Mon/Wed evenings, in person; Hours: 72; Fee: $1,950; CEUs: 7.2\nPackaging Fundamentals for Non-Engineers — Dates: Feb. 3–24; Apr. 7–28; Format: Hybrid: three online afternoons plus a lab day; Hours: 16; Fee: $650; CEUs: 1.6\nDates run from November 2026 to April 2027. The Porter Lifelong Learning Institute, which offers courses for adults 50 and over, is a separate program; see PLLI .\nPricing for employers\nGroup pricing. Three to five people from one employer in the same section get 10% off each seat. Six or more get 15% off.\nPrivate cohorts. Any course can run for a single employer with up to 16 people, on campus or at your plant, on your shift schedule. Private cohorts are usually quoted at 70–80% of 16 list-price seats, and we can use your equipment and parts.\nInvoicing. We bill the employer directly on net-30 terms, accept purchase orders, and send a completion letter and attendance record for each participant.\nGrants. Valley Workforce Board incumbent-worker grants cover up to half the fee for employers with fewer than 250 workers in Porter County and the five neighboring counties. In 2025–26, 64 employers used them.\nAlumni get 10% off any course. This discount cannot be combined with group pricing.\nCEUs, certificates and credit\nEach course awards continuing education units at one CEU per ten contact hours, recorded on a Porter non-credit transcript you can request at any time. Completers get a certificate and a digital badge. Some courses also prepare people for an outside exam or test, and each course page says so plainly when that is the case. Professional Education does not claim authorizations it does not hold.\nNon-credit courses are not degree credit. Several do line up with credit programs, though. After enrolling in a degree or certificate, completers of CNC Programming, Project Management Essentials and Data Analytics with Spreadsheets can ask for prior learning assessment toward the matching credit course. Working adults considering a degree should also look at adult and returning students and the graduate certificate in project management .\nPolicies\nMinimum enrollment. A section runs with eight people. If it does not fill, we tell you ten business days before the start and give a full refund.\nCancellations. You get a full refund up to ten business days before the start and 50% after that. Once a course starts there is no refund. An employer can substitute another person at any time at no charge.\nWeather. If the university closes (see weather closures ), the session is made up on a date the class chooses.\nAccess. Tell us about accommodations at registration. Every room we use is accessible, and an ASL interpreter needs five business days’ notice.\nParking is free in Lot C1 for evening and Saturday sessions. For daytime sessions, buy a $6 daily visitor permit. See visitor parking .\nAt a glance\nCourses\n10 open-enrollment courses, Nov. 2026–Apr. 2027\nFees\n$395–$1,950; group pricing from 3 people\nCEUs\n1 per 10 contact hours\nDirector\nRenata Holmquist\n2025–26\n1,140 enrollments from 212 employers\nWho to contact\nProfessional Education, Business & Industry Outreach\nMillwright Hall 124\nPhone\n(715) 555–0283\nEmail\nprofed@uwporterfalls.edu\nHours\nMon–Fri, 7:30 a.m.–4:30 p.m.\nRelated resources\nContinuing education\nCorporate training\nManufacturing extension services\nCenter for Manufacturing Workforce Development\nEmployers and partners\nSummer camps 2027" }, { "url": "professional-licensure-disclosures.html", "title": "Professional licensure disclosures", "description": "Whether UW–Porter Falls' programs that can lead to a professional license or certification meet the educational requirements in each U.S. state — a disclosure required of programs offered to students in other states, including online.", "headings": [ "Professional licensure disclosures", "On this page", "Why this disclosure exists", "Programs this applies to", "State-by-state determinations", "If you move" ], "content": "Consumer information Professional licensure disclosures\nWhether UW–Porter Falls' programs that can lead to a professional license or certification meet the educational requirements in each U.S. state — a disclosure required of programs offered to students in other states, including online.\nWhy this disclosure exists\nFederal rules require an institution to tell current and prospective students, for every program that could lead to a professional license or certification, whether the program's curriculum meets the educational prerequisites for licensure in the state where the student is located. A program can meet the requirements in one state and not another, and licensure also involves exams, background checks, and supervised hours that a degree alone does not satisfy.\nPrograms this applies to\nAt Porter, the programs that lead toward a license or a standardized certification include Nursing, Elementary Education, Special Education, Technology & Engineering Education, the education-leadership programs, Clinical Mental Health Counseling, School Counseling, Dietetics, and Rehabilitation Services. Programs such as engineering, computing, and business prepare students for certifications (the FE/PE, CompTIA and security certifications, project-management and quality credentials) that are national rather than state-by-state and have no state determination.\nState-by-state determinations\nFor each licensure program, the university publishes one of three determinations for every state and territory: meets requirements , does not meet requirements , or a determination has not been made . The full, current tables are maintained by each program and the office of the registrar; they change as state boards revise their rules.\nMeets educational requirements — States: Wesconsin and most states\nHas not been determined — States: a small number of states and territories\nDoes not meet requirements — States: none currently, but licensure by endorsement rules vary\nThis summary is illustrative. Before you enroll in a licensure program intending to practice in a specific state, contact that program and that state's licensing board directly, and get the answer in writing.\nIf you move\nIf you are in a licensure program and relocate to another state during the program, tell your program advisor — the determination for your new state may differ, and in a few cases a program cannot be delivered to a student in a particular state at all. The advisor will help you find a path, which may include a placement or additional coursework in the new state.\nRelated\nOnline programs\nNursing\nElementary Education\nAll consumer information\nQuestions\nSee the directory for the responsible office, or email compliance@uwporterfalls.edu ." }, { "url": "program-review.html", "title": "Program review", "description": "Periodic review of curriculum, outcomes, resources, student experience and continuous improvement.", "headings": [ "Program review", "On this page", "Why seven years", "What a review actually examines", "What happens with the result", "The practical details", "If you have a question" ], "content": "Academic affairs Program review\nPeriodic review of curriculum, outcomes, resources, student experience and continuous improvement.\nWhy seven years\nA seven-year cycle, staggered across programs so only a handful review in any given year, is long enough to see real outcome trends and short enough that a struggling program does not go a decade without a structured look. Specialized-accreditation fields often layer their own review calendar on top.\nWhat a review actually examines\nReviewers — a mix of faculty from other Porter departments and, for most programs, an external reviewer from a peer institution — look at curriculum currency, learning-outcome evidence, faculty and lab resources, and direct input from current students and employers who hire graduates.\nWhat happens with the result\nEvery review ends in a public action plan with a named owner and a follow-up date, published alongside the accreditation and outcomes information on assessment & accreditation , not filed away until the next cycle.\nThe practical details\nCycle: Every seven years, staggered by program. Includes: Curriculum, outcomes, resources, student and employer input. Result: A public action plan with a named owner. These specifics can change from year to year, so confirm anything time-sensitive directly with the office below before you rely on it.\nIf you have a question\nThis is handled by Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCycle\nEvery seven years, staggered by program\nIncludes\nCurriculum, outcomes, resources, student and employer input\nResult\nA public action plan with a named owner\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAssessment & accreditation\nInstitutional effectiveness\nInstitutional research\nFaculty Senate\nContact directory\nTeach-out & program discontinuation" }, { "url": "programs/accounting.html", "title": "Accounting (B.S.)", "description": "A CPA-track accounting degree covering financial and managerial accounting, auditing, tax and accounting information systems.", "headings": [ "Accounting", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Management\nAccounting\nMeasuring, reporting, and interpreting financial activity — with a curriculum built around CPA-exam eligibility.\nB.S. Management Undergraduate 4 years 120 credits\nAbout this program\nA CPA-track accounting degree covering financial and managerial accounting, auditing, tax and accounting information systems.\nWhat you will be able to do\nPrepare and analyze financial statements under GAAP\nApply cost and managerial accounting to business decisions\nPlan an audit engagement and evaluate internal controls\nMeet the 150-credit-hour CPA-exam eligibility pathway with an optional fifth year\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nACCT 2100 — Title: Financial Accounting\nACCT 3100 — Title: Intermediate Accounting I\nACCT 4100 — Title: Auditing\nACCT 4900 — Title: Accounting Capstone\nECON 2010 — Title: Principles of Microeconomics\nMATH 1600 — Title: Introductory Statistics\nWhere graduates go\nStaff Accountant\nAuditor\nTax Associate\nFinancial Analyst\nMedian starting salary for recent graduates: $56,100 . Reported placement within\nsix months of graduation: 93% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege Management\nMedian starting salary $56,100\nPlacement 93%\nProgram contact\nDr. Amara Carrasco\nAssistant Professor, Program Director\naccounting@uwporterfalls.edu\nRelated programs\nFinance\nBusiness Administration\nEntrepreneurship\nAll College of Business programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/apparel-design.html", "title": "Apparel & Textile Design (B.S.)", "description": "Pattern-making, textile science and apparel production, with a runway show every May.", "headings": [ "Apparel & Textile Design", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Arts, Design & Communication\nApparel & Textile Design\nPattern-making, textile science and apparel production, with a runway show every May.\nB.S. Arts & Design Undergraduate 4 years 120 credits\nAbout this program\nApparel & Textile Design covers pattern-making, garment construction, textile science and apparel production management, and every graduating class presents a collection at the program's ticketed spring runway show, which regional retailers attend to scout talent.\nWhat you will be able to do\nDraft and grade patterns from concept sketch to finished garment\nEvaluate textile properties and select materials appropriately\nManage apparel production timelines and costing\nPresent a finished collection at the spring runway show\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nAPP 220 — Title: Pattern-Making I\nAPP 310 — Title: Textile Science\nAPP 340 — Title: Apparel Production Management\nAPP 460 — Title: Senior Collection Studio\nART 110 — Title: Drawing I\nBUS 210 — Title: Business Communication\nART 150 — Title: Digital Art Fundamentals\nWhere graduates go\nApparel Designer\nTechnical Designer\nTextile Product Developer\nProduction Coordinator\nMedian starting salary for recent graduates: $52,400 . Reported placement within\nsix months of graduation: 88% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege CADC\nMedian starting salary $52,400\nPlacement 88%\nProgram contact\nDr. Jennifer Ramstad\nAssistant Professor, Program Director\nappareldesign@uwporterfalls.edu\nRelated programs\nGraphic Design & Interactive Media\nIndustrial Design\nFine Art\nAll College of Arts, Design & Communication programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/applied-mathematics.html", "title": "Applied Mathematics (B.S.)", "description": "Mathematics aimed at industry problems — optimization, modeling and statistics that ship.", "headings": [ "Applied Mathematics", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Applied & Technical Studies\nApplied Mathematics\nMathematics aimed at industry problems — optimization, modeling and statistics that ship.\nB.S. Applied & Technical Undergraduate 4 years 120 credits\nAbout this program\nApplied Mathematics is built for students who want mathematics applied directly to industry problems: optimization, statistical modeling and operations research, with every student completing an internship or industry-sponsored modeling project.\nWhat you will be able to do\nFormulate and solve optimization and operations research problems\nBuild statistical and predictive models for real data sets\nApply numerical methods and computation to applied problems\nComplete an internship or industry-sponsored modeling project\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nMATH 320 — Title: Optimization\nMATH 340 — Title: Mathematical Modeling\nMATH 350 — Title: Numerical Methods\nMATH 460 — Title: Applied Capstone\nCS 210 — Title: Introduction to Programming\nMATH 250 — Title: Probability & Statistics\nCOMM 210 — Title: Technical Communication\nWhere graduates go\nOperations Research Analyst\nActuarial Analyst\nStatistician\nQuantitative Analyst\nMedian starting salary for recent graduates: $68,500 . Reported placement within\nsix months of graduation: 93% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege CATS\nMedian starting salary $68,500\nPlacement 93%\nProgram contact\nDr. Stephanie Farraday\nAssistant Professor, Program Director\nappliedmathematics@uwporterfalls.edu\nRelated programs\nHospitality & Tourism Management\nAutomotive & Diesel Technology\nPackaging Technology\nAll College of Applied & Technical Studies programs\nIn the news\nApplied Mathematics Adds an Actuarial Science Concentration\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/athletic-training.html", "title": "Athletic Training (B.S.)", "description": "A pre-professional athletic training degree covering injury prevention, evaluation and rehabilitation, with required clinical hours embedded in Ironclad Athletics.", "headings": [ "Athletic Training", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Health Sciences\nAthletic Training\nPrevention, evaluation, and rehabilitation of activity-related injuries.\nB.S. Health Sciences Undergraduate 4 years 120 credits\nAbout this program\nA pre-professional athletic training degree covering injury prevention, evaluation and rehabilitation, with required clinical hours embedded in Ironclad Athletics.\nWhat you will be able to do\nEvaluate and respond to an acute athletic injury\nDesign a rehabilitation plan under supervision\nRecognize and respond to a medical emergency\nComplete clinical practicum hours with Ironclad Athletics teams\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nATHT 2000 — Title: Foundations of Athletic Training\nATHT 3000 — Title: Lower-Extremity Evaluation\nATHT 3400 — Title: Therapeutic Interventions I\nATHT 4900 — Title: Clinical Practicum in Athletic Training\nATHT 2200 — Title: Clinical Anatomy\nATHT 2400 — Title: Emergency Care and First Aid\nWhere graduates go\nAthletic Training Aide (pre-licensure)\nFitness Specialist\nRehabilitation Aide\nGraduate study toward AT licensure\nMedian starting salary for recent graduates: $39,800 . Reported placement within\nsix months of graduation: 80% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege Health Sciences\nMedian starting salary $39,800\nPlacement 80%\nProgram contact\nDr. Colton Whitfield\nAssistant Professor, Program Director\nathletictraining@uwporterfalls.edu\nRelated programs\nNursing\nDietetics\nRecreation Management\nAll College of Health Sciences programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/automotive-technology.html", "title": "Automotive & Diesel Technology (B.S.)", "description": "Diagnose and repair modern vehicle systems, from engine control units to hybrid drivetrains.", "headings": [ "Automotive & Diesel Technology", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Applied & Technical Studies\nAutomotive & Diesel Technology\nDiagnose and repair modern vehicle systems, from engine control units to hybrid drivetrains.\nB.S. Applied & Technical Undergraduate 4 years 120 credits\nAbout this program\nStudents work on modern gas, diesel and hybrid vehicle systems in a shop stocked with the same diagnostic equipment regional dealerships use. ASE certification exams are built directly into the coursework, and most students are ASE-certified in at least two areas before graduating.\nWhat you will be able to do\nDiagnose and repair engine, electrical and drivetrain systems\nUse professional-grade diagnostic scan tools and equipment\nService hybrid and advanced-drivetrain vehicle systems\nSit for ASE certification exams in at least two specialty areas\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nAUTO 220 — Title: Engine Diagnostics\nAUTO 310 — Title: Electrical & Electronic Systems\nAUTO 340 — Title: Hybrid & Advanced Drivetrains\nAUTO 460 — Title: Capstone Shop Practicum\nMATH 210 — Title: Applied Calculus\nBUS 210 — Title: Small Business Management\nET 210 — Title: Applied Mechanics\nWhere graduates go\nAutomotive Technician\nDiesel Technician\nService Manager\nFleet Maintenance Supervisor\nMedian starting salary for recent graduates: $56,900 . Reported placement within\nsix months of graduation: 98% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege CATS\nMedian starting salary $56,900\nPlacement 98%\nProgram contact\nDr. Melissa Jacoby\nProfessor, Program Director\nautomotivetechnology@uwporterfalls.edu\nRelated programs\nHospitality & Tourism Management\nPackaging Technology\nApplied Mathematics\nAll College of Applied & Technical Studies programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/aviation-management.html", "title": "Aviation Management (B.S.)", "description": "An aviation-industry management degree covering airport and airline operations, aviation law and safety systems, including unmanned aircraft systems.", "headings": [ "Aviation Management", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Management\nAviation Management\nRunning airports, airlines, and the aviation system.\nB.S. Management Undergraduate 4 years 120 credits\nAbout this program\nAn aviation-industry management degree covering airport and airline operations, aviation law and safety systems, including unmanned aircraft systems.\nWhat you will be able to do\nApply FAA regulations to airport and airline operations\nAnalyze an aviation safety-management system\nOperate and plan missions for small unmanned aircraft systems\nComplete a supervised internship with an airport or aviation partner\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nAVIA 1500 — Title: Introduction to Aviation\nAVIA 2100 — Title: Airport Planning and Management\nAVIA 3100 — Title: Aviation Law and Regulation\nAVIA 4900 — Title: Aviation Management Internship\nAVIA 2500 — Title: Aviation Safety Systems\nAVIA 3300 — Title: Unmanned Aircraft Systems\nWhere graduates go\nAirport Operations Assistant\nAirline Ground Operations Coordinator\nUAS/Drone Operations Specialist\nAviation Safety Coordinator\nMedian starting salary for recent graduates: $48,300 . Reported placement within\nsix months of graduation: 86% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege Management\nMedian starting salary $48,300\nPlacement 86%\nProgram contact\nDr. Preston Iversen\nAssistant Professor, Program Director\naviationmanagement@uwporterfalls.edu\nRelated programs\nSupply Chain Management\nBusiness Administration\nProject Management\nAll College of Business programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/biology.html", "title": "Biology (B.S.)", "description": "A broad life-sciences foundation from molecular biology through ecology, with a required lab-based capstone project.", "headings": [ "Biology", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Science & Mathematics\nBiology\nLife from molecules to ecosystems, with lab work starting in your first semester.\nB.S. Science & Mathematics Undergraduate 4 years 120 credits\nAbout this program\nA broad life-sciences foundation from molecular biology through ecology, with a required lab-based capstone project.\nWhat you will be able to do\nDesign and carry out a controlled laboratory experiment\nApply genetics and cell-biology concepts to real biological problems\nAnalyze ecological and population data statistically\nComplete an independent capstone research project\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nBIOL 1010 — Title: General Biology\nBIOL 2100 — Title: Genetics\nBIOL 2300 — Title: Cell Biology\nBIOL 4900 — Title: Biology Capstone\nCHEM 1110 — Title: General Chemistry I\nMATH 1600 — Title: Introductory Statistics\nWhere graduates go\nLaboratory Technician\nResearch Assistant\nEnvironmental Technician\nPharmaceutical Sales Representative\nMedian starting salary for recent graduates: $46,800 . Reported placement within\nsix months of graduation: 81% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege Science & Mathematics\nMedian starting salary $46,800\nPlacement 81%\nProgram contact\nDr. Amara Bwalya\nTeaching Professor, Program Director\nbiology@uwporterfalls.edu\nRelated programs\nChemistry\nEnvironmental Science\nNursing\nAll College of Science & Mathematics programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/business-administration.html", "title": "Business Administration (B.S.)", "description": "A general business degree with a required co-op term and a concentration you actually choose.", "headings": [ "Business Administration", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Business\nBusiness Administration\nA general business degree with a required co-op term and a concentration you actually choose.\nB.S. Business Undergraduate 4 years 120 credits\nAbout this program\nThe core business curriculum — accounting, finance, management, marketing — paired with a chosen concentration and a required paid co-op term. Faculty include a mix of career academics and former executives who still consult in the field.\nWhat you will be able to do\nApply core principles of accounting, finance and management\nBuild and evaluate a business plan from market research to financials\nLead a team through a live consulting project for a local business\nComplete a required paid co-op term before graduation\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nBUS 210 — Title: Principles of Management\nBUS 240 — Title: Financial Accounting\nBUS 330 — Title: Marketing Management\nBUS 460 — Title: Strategic Management Capstone\nECON 110 — Title: Principles of Economics\nMATH 210 — Title: Applied Statistics\nCOMM 210 — Title: Business Communication\nWhere graduates go\nBusiness Analyst\nOperations Manager\nAccount Manager\nManagement Trainee\nMedian starting salary for recent graduates: $63,100 . Reported placement within\nsix months of graduation: 95% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege COB\nMedian starting salary $63,100\nPlacement 95%\nProgram contact\nProf. Timothy Yardley\nProfessor of Practice, Program Director\nbusinessadministration@uwporterfalls.edu\nRelated programs\nSupply Chain Management\nMarketing & Digital Communication\nEntrepreneurship\nAll College of Business programs\nIn the news\nClass of 2026 Is the Largest in University History\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/cert-cnc-machining.html", "title": "CNC Machining (Certificate)", "description": "Program, set up and run CNC mills and lathes on the same equipment shops actually use.", "headings": [ "CNC Machining", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Engineering & Technology\nCNC Machining\nProgram, set up and run CNC mills and lathes on the same equipment shops actually use.\nCertificate Engineering Certificate 2 semesters 20 credits\nAbout this program\nStudents program, set up and operate CNC mills and lathes using industry-standard CAM software, on the same class of equipment they'll find on a shop floor. The certificate is designed to be finished in two semesters alongside other coursework or a job.\nWhat you will be able to do\nProgram CNC mills and lathes using CAM software\nSet up tooling and work-holding for production runs\nRead GD&T and precision-inspect finished parts\nTroubleshoot common CNC programming and setup errors\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nCNC 120 — Title: CNC Programming I\nCNC 210 — Title: CNC Setup & Operation\nCNC 230 — Title: Precision Metrology\nWhere graduates go\nCNC Machinist\nCNC Programmer\nMachine Shop Technician\nQuality Inspector\nMedian starting salary for recent graduates: $52,100 . Reported placement within\nsix months of graduation: 98% .\nDegree Certificate\nCredits 20\nTypical length 2 semesters\nCollege ENGR\nMedian starting salary $52,100\nPlacement 98%\nProgram contact\nProf. Andrew Sandoval\nProfessor of Practice, Program Director\ncertcncmachining@uwporterfalls.edu\nRelated programs\nMechanical Engineering\nElectrical Engineering\nCivil Engineering\nAll College of Engineering & Technology programs\nIn the news\nUniversity Signs Ten-Year Workforce Pipeline Agreement With Three Regional Manufacturers\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/cert-project-management.html", "title": "Project Management (Certificate)", "description": "Scheduling, budgeting and stakeholder management, aligned to the PMP exam content outline.", "headings": [ "Project Management", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Business\nProject Management\nScheduling, budgeting and stakeholder management, aligned to the PMP exam content outline.\nCertificate Business Certificate 2 semesters, part-time 15 credits\nAbout this program\nA four-course certificate covering project scheduling, budgeting, risk and stakeholder management, mapped directly to the PMP exam content outline. Most students complete it alongside a full-time job in about a year.\nWhat you will be able to do\nBuild and manage a project schedule and budget\nApply risk management frameworks to live projects\nManage stakeholder communication across a project lifecycle\nPrepare for the PMP certification exam\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nPM 210 — Title: Project Scheduling & Budgeting\nPM 230 — Title: Project Risk Management\nPM 250 — Title: Stakeholder & Team Management\nWhere graduates go\nProject Coordinator\nProject Manager\nProgram Analyst\nPMO Specialist\nMedian starting salary for recent graduates: $71,200 . Reported placement within\nsix months of graduation: 96% .\nDegree Certificate\nCredits 15\nTypical length 2 semesters, part-time\nCollege COB\nMedian starting salary $71,200\nPlacement 96%\nProgram contact\nDr. Maria Thibodeau\nClinical Professor, Program Director\ncertprojectmanagement@uwporterfalls.edu\nRelated programs\nBusiness Administration\nSupply Chain Management\nMarketing & Digital Communication\nAll College of Business programs\nIn the news\nNew Pathway Lets Registered Apprentices Earn a Bachelor’s Degree Alongside Their Trade\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/cert-quality-management.html", "title": "Quality Management (Certificate)", "description": "Statistical process control and ISO 9001 systems, built for people already on a plant floor.", "headings": [ "Quality Management", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Applied & Technical Studies\nQuality Management\nStatistical process control and ISO 9001 systems, built for people already on a plant floor.\nCertificate Applied & Technical Certificate 2 semesters, part-time 15 credits\nAbout this program\nA certificate in quality management systems and statistical process control, aligned to ISO 9001 and built for people already working in manufacturing who need the credential to move into a quality role. Most students finish in two semesters.\nWhat you will be able to do\nApply statistical process control to manufacturing data\nAudit and maintain ISO 9001 quality management systems\nLead root-cause analysis and corrective action processes\nPrepare for Certified Quality Technician exam eligibility\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nQM 210 — Title: Statistical Process Control\nQM 230 — Title: ISO 9001 Systems\nQM 250 — Title: Root Cause & Corrective Action\nWhere graduates go\nQuality Technician\nQuality Inspector\nQuality Coordinator\nContinuous Improvement Specialist\nMedian starting salary for recent graduates: $56,300 . Reported placement within\nsix months of graduation: 97% .\nDegree Certificate\nCredits 15\nTypical length 2 semesters, part-time\nCollege CATS\nMedian starting salary $56,300\nPlacement 97%\nProgram contact\nDr. Deborah Larkspur\nAssistant Professor, Program Director\ncertqualitymanagement@uwporterfalls.edu\nRelated programs\nHospitality & Tourism Management\nAutomotive & Diesel Technology\nPackaging Technology\nAll College of Applied & Technical Studies programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/cert-supervisory-leadership.html", "title": "Supervisory Leadership (Certificate)", "description": "The first-line-supervisor training most new managers never get before they need it.", "headings": [ "Supervisory Leadership", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Applied & Technical Studies\nSupervisory Leadership\nThe first-line-supervisor training most new managers never get before they need it.\nCertificate Applied & Technical Certificate 2 semesters, part-time 15 credits\nAbout this program\nA four-course certificate for new and aspiring frontline supervisors, covering the things most people are never actually trained on before they get the title: performance management, scheduling, conflict resolution and basic employment law.\nWhat you will be able to do\nConduct performance reviews and manage underperformance fairly\nBuild and manage staff schedules under labor constraints\nResolve workplace conflict using structured mediation approaches\nApply basic employment law to everyday supervisory decisions\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nSUP 210 — Title: Foundations of Supervision\nSUP 230 — Title: Performance Management\nSUP 250 — Title: Workplace Conflict Resolution\nWhere graduates go\nShift Supervisor\nTeam Lead\nOperations Supervisor\nAssistant Manager\nMedian starting salary for recent graduates: $54,800 . Reported placement within\nsix months of graduation: 97% .\nDegree Certificate\nCredits 15\nTypical length 2 semesters, part-time\nCollege CATS\nMedian starting salary $54,800\nPlacement 97%\nProgram contact\nProf. Joshua Ubaldo\nSenior Lecturer, Program Director\ncertsupervisoryleadership@uwporterfalls.edu\nRelated programs\nHospitality & Tourism Management\nAutomotive & Diesel Technology\nPackaging Technology\nAll College of Applied & Technical Studies programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/cert-welding.html", "title": "Welding Technology (Certificate)", "description": "MIG, TIG and stick welding to AWS certification standard, in one semester of shop time.", "headings": [ "Welding Technology", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Engineering & Technology\nWelding Technology\nMIG, TIG and stick welding to AWS certification standard, in one semester of shop time.\nCertificate Engineering Certificate 1 semester 18 credits\nAbout this program\nA one-semester, shop-intensive certificate covering MIG, TIG and stick welding across steel and aluminum, taught to the American Welding Society D1.1 structural code. Most students test for AWS certification during their final weeks.\nWhat you will be able to do\nPerform MIG, TIG and stick welds to AWS D1.1 code\nRead and execute welding symbols from fabrication drawings\nWeld across carbon steel, stainless and aluminum\nPrepare for AWS certification testing\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nWELD 110 — Title: Welding Fundamentals\nWELD 130 — Title: MIG & TIG Processes\nWELD 150 — Title: Blueprint Reading for Welders\nWhere graduates go\nStructural Welder\nPipe Welder\nFabricator\nWelding Inspector (with experience)\nMedian starting salary for recent graduates: $54,600 . Reported placement within\nsix months of graduation: 99% .\nDegree Certificate\nCredits 18\nTypical length 1 semester\nCollege ENGR\nMedian starting salary $54,600\nPlacement 99%\nProgram contact\nDr. Daniel Corfield\nAssociate Professor, Program Director\ncertwelding@uwporterfalls.edu\nRelated programs\nMechanical Engineering\nElectrical Engineering\nCivil Engineering\nAll College of Engineering & Technology programs\nIn the news\nAlumni Couple Endows Scholarship Covering Full Tuition for Twelve Manufacturing Students a Year\nUniversity Signs Ten-Year Workforce Pipeline Agreement With Three Regional Manufacturers\nWelding Technology Students Sweep State Skills Competition\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/chemistry.html", "title": "Chemistry (B.S.)", "description": "A lab-intensive chemistry degree covering general, organic, analytical and physical chemistry, built around instrument time most programs save for graduate school.", "headings": [ "Chemistry", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Science & Mathematics\nChemistry\nMatter, its transformations, and how we measure them — with real instrument time from year one.\nB.S. Science & Mathematics Undergraduate 4 years 120 credits\nAbout this program\nA lab-intensive chemistry degree covering general, organic, analytical and physical chemistry, built around instrument time most programs save for graduate school.\nWhat you will be able to do\nOperate standard analytical instrumentation (GC, HPLC, spectrometry)\nSynthesize and characterize organic compounds safely\nApply quantitative analysis to unknown samples\nComplete an independent capstone research project\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nCHEM 1110 — Title: General Chemistry I\nCHEM 2210 — Title: Organic Chemistry I\nCHEM 3100 — Title: Analytical Chemistry\nCHEM 4900 — Title: Chemistry Capstone\nMATH 2400 — Title: Calculus I\nBIOL 1010 — Title: General Biology\nWhere graduates go\nQuality Control Chemist\nLab Technician\nMaterials Testing Analyst\nEnvironmental Compliance Specialist\nMedian starting salary for recent graduates: $51,200 . Reported placement within\nsix months of graduation: 84% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege Science & Mathematics\nMedian starting salary $51,200\nPlacement 84%\nProgram contact\nDr. Amara Cruz\nAssociate Professor, Program Director\nchemistry@uwporterfalls.edu\nRelated programs\nBiology\nPlastics Engineering\nEnvironmental Science\nAll College of Science & Mathematics programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/civil-engineering.html", "title": "Civil Engineering (B.S.)", "description": "Roads, water systems and structures, with a Wesconsin-focused capstone every year.", "headings": [ "Civil Engineering", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Engineering & Technology\nCivil Engineering\nRoads, water systems and structures, with a Wesconsin-focused capstone every year.\nB.S. Engineering Undergraduate 4 years 128 credits\nAbout this program\nStudents study structural, geotechnical, environmental and transportation engineering, and every senior class completes a capstone for an actual municipal client — a bridge inspection, a stormwater plan, a road resurfacing study — usually somewhere within a two-hour drive of campus.\nWhat you will be able to do\nDesign structural systems to code, from foundations to roofs\nModel stormwater, wastewater and municipal water systems\nEvaluate soil mechanics and foundation design\nManage a real municipal capstone project start to finish\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nCE 240 — Title: Structural Analysis\nCE 310 — Title: Geotechnical Engineering\nCE 350 — Title: Water Resources Engineering\nCE 460 — Title: Senior Capstone I\nMATH 221 — Title: Calculus III\nCHEM 105 — Title: General Chemistry\nECON 210 — Title: Engineering Economics\nWhere graduates go\nStructural Engineer\nMunicipal Engineer\nGeotechnical Engineer\nConstruction Project Engineer\nMedian starting salary for recent graduates: $72,600 . Reported placement within\nsix months of graduation: 94% .\nDegree B.S.\nCredits 128\nTypical length 4 years\nCollege ENGR\nMedian starting salary $72,600\nPlacement 94%\nProgram contact\nDr. Jennifer Ramstad\nAssistant Professor, Program Director\ncivilengineering@uwporterfalls.edu\nRelated programs\nMechanical Engineering\nElectrical Engineering\nIndustrial & Manufacturing Engineering\nAll College of Engineering & Technology programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/communication-studies.html", "title": "Communication Studies (B.S.)", "description": "A communication degree covering interpersonal, organizational and public communication, with a required applied capstone project.", "headings": [ "Communication Studies", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Arts, Design & Communication\nCommunication Studies\nHow people create meaning together — interpersonal to public.\nB.S. Arts, Design & Communication Undergraduate 4 years 120 credits\nAbout this program\nA communication degree covering interpersonal, organizational and public communication, with a required applied capstone project.\nWhat you will be able to do\nDeliver a persuasive presentation to a professional audience\nApply communication theory to workplace conflict\nDesign and conduct a communication-research project\nComplete an applied capstone project with a community partner\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nCOMM 1100 — Title: Public Speaking\nCOMM 2300 — Title: Communication Theory\nCOMM 3100 — Title: Organizational Communication\nCOMM 4900 — Title: Capstone in Communication\nCOMM 3500 — Title: Communication Research Methods\nCOMM 2500 — Title: Intercultural Communication\nWhere graduates go\nPublic Relations Assistant\nCorporate Trainer\nCommunications Coordinator\nMarketing Assistant\nMedian starting salary for recent graduates: $44,100 . Reported placement within\nsix months of graduation: 82% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege Arts, Design & Communication\nMedian starting salary $44,100\nPlacement 82%\nProgram contact\nDr. Aisha Lindqvist\nAssistant Professor, Program Director\ncommunicationstudies@uwporterfalls.edu\nRelated programs\nMarketing & Digital Communication\nProfessional & Technical Communication\nPolitical Science\nAll College of Arts, Design & Communication programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/computer-engineering.html", "title": "Computer Engineering (B.S.)", "description": "Where hardware and software meet: firmware, chip design and embedded systems.", "headings": [ "Computer Engineering", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Computing & Information Sciences\nComputer Engineering\nWhere hardware and software meet: firmware, chip design and embedded systems.\nB.S. Computing Undergraduate 4 years 126 credits\nAbout this program\nComputer Engineering sits between electrical engineering and computer science, covering digital logic, computer architecture, firmware and embedded systems. Students build real hardware — the senior project typically ships as a working device, not a slide deck.\nWhat you will be able to do\nDesign digital logic and computer architecture at the hardware level\nWrite firmware for embedded and real-time systems\nInterface hardware with software across the full stack\nBuild a working senior-project device from spec to demo\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nCPE 240 — Title: Digital Logic Design\nCPE 320 — Title: Computer Architecture\nCPE 350 — Title: Embedded Systems\nCPE 460 — Title: Senior Capstone I\nMATH 222 — Title: Differential Equations\nPHYS 202 — Title: University Physics II\nENGL 210 — Title: Technical Writing\nWhere graduates go\nFirmware Engineer\nHardware Engineer\nEmbedded Systems Developer\nSystems Integration Engineer\nMedian starting salary for recent graduates: $78,100 . Reported placement within\nsix months of graduation: 96% .\nDegree B.S.\nCredits 126\nTypical length 4 years\nCollege CCIS\nMedian starting salary $78,100\nPlacement 96%\nProgram contact\nDr. Maria Thibodeau\nClinical Professor, Program Director\ncomputerengineering@uwporterfalls.edu\nRelated programs\nComputer Science\nCybersecurity\nInformation Technology\nAll College of Computing & Information Sciences programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/computer-science.html", "title": "Computer Science (B.S.)", "description": "Software, algorithms and systems, with a required internship before you graduate.", "headings": [ "Computer Science", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Computing & Information Sciences\nComputer Science\nSoftware, algorithms and systems, with a required internship before you graduate.\nB.S. Computing Undergraduate 4 years 120 credits\nAbout this program\nA broad computer science degree covering algorithms, systems, software engineering and theory, with electives in machine learning, graphics and distributed systems. A for-credit internship is required, and the department's placement office runs it like a search firm.\nWhat you will be able to do\nDesign and analyze algorithms for real computational problems\nBuild and ship software using modern engineering practice\nWork across systems, databases and networked applications\nComplete a required industry internship for credit\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nCS 250 — Title: Data Structures & Algorithms\nCS 320 — Title: Operating Systems\nCS 340 — Title: Software Engineering\nCS 460 — Title: Senior Capstone\nMATH 230 — Title: Discrete Mathematics\nMATH 240 — Title: Linear Algebra\nCOMM 210 — Title: Technical Communication\nWhere graduates go\nSoftware Engineer\nBackend Developer\nSystems Engineer\nApplications Developer\nMedian starting salary for recent graduates: $79,400 . Reported placement within\nsix months of graduation: 97% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege CCIS\nMedian starting salary $79,400\nPlacement 97%\nProgram contact\nDr. Sharon Xiong\nAssistant Professor, Program Director\ncomputerscience@uwporterfalls.edu\nRelated programs\nComputer Engineering\nCybersecurity\nInformation Technology\nAll College of Computing & Information Sciences programs\nIn the news\nPorter Esports Wins Regional Collegiate Championship\nIronclad Robotics Qualifies for Nationals for the First Time\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/construction-management.html", "title": "Construction Management (B.S.)", "description": "Run the job site: scheduling, estimating, safety and the budget that never gets easier.", "headings": [ "Construction Management", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Engineering & Technology\nConstruction Management\nRun the job site: scheduling, estimating, safety and the budget that never gets easier.\nB.S. Engineering Undergraduate 4 years 124 credits\nAbout this program\nConstruction Management covers estimating, scheduling, contracts and safety, taught largely by faculty who ran job sites before they taught. Every student completes a summer field internship, and most have a job offer in hand before their final semester starts.\nWhat you will be able to do\nEstimate project costs and prepare competitive bids\nBuild and manage a construction schedule under real constraints\nApply OSHA safety standards on an active job site\nComplete a required field internship with a licensed contractor\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nCM 220 — Title: Estimating & Bidding\nCM 310 — Title: Scheduling & Project Controls\nCM 340 — Title: Construction Safety\nCM 460 — Title: Capstone Project\nMATH 210 — Title: Applied Calculus\nBUS 210 — Title: Business Law\nECON 110 — Title: Principles of Economics\nWhere graduates go\nProject Engineer\nConstruction Superintendent\nEstimator\nProject Manager\nMedian starting salary for recent graduates: $71,500 . Reported placement within\nsix months of graduation: 98% .\nDegree B.S.\nCredits 124\nTypical length 4 years\nCollege ENGR\nMedian starting salary $71,500\nPlacement 98%\nProgram contact\nDr. Christina Nakamura\nClinical Professor, Program Director\nconstructionmanagement@uwporterfalls.edu\nRelated programs\nMechanical Engineering\nElectrical Engineering\nCivil Engineering\nAll College of Engineering & Technology programs\nIn the news\nNew Pathway Lets Registered Apprentices Earn a Bachelor’s Degree Alongside Their Trade\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/criminal-justice.html", "title": "Criminal Justice (B.S.)", "description": "Policing, courts and corrections, with a ride-along program most students actually use.", "headings": [ "Criminal Justice", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Applied & Technical Studies\nCriminal Justice\nPolicing, courts and corrections, with a ride-along program most students actually use.\nB.S. Applied & Technical Undergraduate 4 years 120 credits\nAbout this program\nCriminal Justice covers policing, courts, corrections and criminological theory, and the department maintains a ride-along program with three regional law enforcement agencies that most students complete before graduating, alongside a required internship.\nWhat you will be able to do\nApply criminal law and procedure to case scenarios\nEvaluate criminological theory against crime data\nUnderstand corrections and community supervision systems\nComplete a required internship with a justice-system agency\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nCJ 220 — Title: Criminal Law & Procedure\nCJ 310 — Title: Criminology\nCJ 340 — Title: Corrections & Community Supervision\nCJ 460 — Title: Internship & Capstone\nSOC 110 — Title: Introduction to Sociology\nPSY 110 — Title: Introduction to Psychology\nLAW 210 — Title: Constitutional Law\nWhere graduates go\nPolice Officer (post-academy)\nProbation & Parole Officer\nCourt Services Officer\nCorrectional Officer\nMedian starting salary for recent graduates: $52,100 . Reported placement within\nsix months of graduation: 95% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege CATS\nMedian starting salary $52,100\nPlacement 95%\nProgram contact\nProf. Timothy Yardley\nProfessor of Practice, Program Director\ncriminaljustice@uwporterfalls.edu\nRelated programs\nHospitality & Tourism Management\nAutomotive & Diesel Technology\nPackaging Technology\nAll College of Applied & Technical Studies programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/culinary-arts.html", "title": "Culinary Arts (B.S.)", "description": "A professional culinary degree combining hands-on kitchen and baking instruction with menu costing and kitchen-management coursework.", "headings": [ "Culinary Arts", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Health Sciences\nCulinary Arts\nProfessional cooking, baking, and kitchen management.\nB.S. Health Sciences Undergraduate 4 years 120 credits\nAbout this program\nA professional culinary degree combining hands-on kitchen and baking instruction with menu costing and kitchen-management coursework.\nWhat you will be able to do\nExecute classical and modern cooking techniques under time pressure\nCost a menu and control food cost percentage\nSupervise a kitchen line and manage food-safety compliance\nRun service in the required capstone restaurant rotation\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nCULA 1100 — Title: Culinary Foundations\nCULA 2100 — Title: Garde Manger\nCULA 3100 — Title: Menu Development and Food Cost\nCULA 4900 — Title: Capstone: Restaurant Operations\nCULA 1300 — Title: Baking and Pastry Foundations\nCULA 3300 — Title: Kitchen Management and Supervision\nWhere graduates go\nLine Cook / Sous Chef Track\nCatering Coordinator\nKitchen Manager\nFood and Beverage Supervisor\nMedian starting salary for recent graduates: $38,700 . Reported placement within\nsix months of graduation: 87% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege Health Sciences\nMedian starting salary $38,700\nPlacement 87%\nProgram contact\nChef Domenico Salerno\nInstructor, Program Director\nculinaryarts@uwporterfalls.edu\nRelated programs\nDietetics\nHospitality & Tourism Management\nRecreation Management\nAll College of Health Sciences programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/cybersecurity.html", "title": "Cybersecurity (B.S.)", "description": "Offense and defense: the program runs its own red team against campus systems, with permission.", "headings": [ "Cybersecurity", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Computing & Information Sciences\nCybersecurity\nOffense and defense: the program runs its own red team against campus systems, with permission.\nB.S. Computing Undergraduate 4 years 122 credits\nAbout this program\nStudents study network security, digital forensics, penetration testing and security operations, and the program operates a supervised red team that runs sanctioned exercises against campus test environments. Most graduates hold an industry certification before commencement.\nWhat you will be able to do\nConfigure and defend enterprise networks and systems\nPerform authorized penetration testing and vulnerability assessment\nRun digital forensics investigations to evidentiary standard\nSit for an industry certification exam before graduation\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nCSEC 230 — Title: Network Security\nCSEC 320 — Title: Ethical Hacking & Penetration Testing\nCSEC 350 — Title: Digital Forensics\nCSEC 460 — Title: Security Operations Capstone\nCS 210 — Title: Introduction to Programming\nMATH 230 — Title: Discrete Mathematics\nLAW 210 — Title: Cyber Law & Policy\nWhere graduates go\nSecurity Analyst\nPenetration Tester\nSOC Analyst\nDigital Forensics Investigator\nMedian starting salary for recent graduates: $81,200 . Reported placement within\nsix months of graduation: 98% .\nDegree B.S.\nCredits 122\nTypical length 4 years\nCollege CCIS\nMedian starting salary $81,200\nPlacement 98%\nProgram contact\nDr. Ruth Voss\nProfessor, Program Director\ncybersecurity@uwporterfalls.edu\nRelated programs\nComputer Science\nComputer Engineering\nInformation Technology\nAll College of Computing & Information Sciences programs\nIn the news\nCareer Fair Draws Record 140 Employers\nClass of 2026 Is the Largest in University History\nStudent Cybersecurity Clinic Will Do Free Security Reviews for Local Nonprofits\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/data-science.html", "title": "Data Science (B.S.)", "description": "Statistics, machine learning and the judgment to know when a model shouldn't be trusted.", "headings": [ "Data Science", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Computing & Information Sciences\nData Science\nStatistics, machine learning and the judgment to know when a model shouldn't be trusted.\nB.S. Computing Undergraduate 4 years 120 credits\nAbout this program\nData Science combines statistics, machine learning and database systems with a heavy emphasis on communicating results to non-technical audiences. Every student completes a two-semester applied project with an outside data-owning partner — a business, a nonprofit, a public agency.\nWhat you will be able to do\nBuild and validate statistical and machine-learning models\nDesign and query relational and non-relational databases\nCommunicate technical findings to non-technical stakeholders\nComplete a two-semester applied project with an outside partner\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nDS 230 — Title: Statistical Learning\nDS 320 — Title: Machine Learning\nDS 340 — Title: Database Systems\nDS 460 — Title: Applied Data Science Capstone I\nMATH 240 — Title: Linear Algebra\nMATH 250 — Title: Probability & Statistics\nCOMM 210 — Title: Technical Communication\nWhere graduates go\nData Analyst\nData Scientist\nMachine Learning Engineer\nBusiness Intelligence Analyst\nMedian starting salary for recent graduates: $77,300 . Reported placement within\nsix months of graduation: 96% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege CCIS\nMedian starting salary $77,300\nPlacement 96%\nProgram contact\nDr. Kathleen Bianchi\nProfessor, Program Director\ndatascience@uwporterfalls.edu\nRelated programs\nComputer Science\nComputer Engineering\nCybersecurity\nAll College of Computing & Information Sciences programs\nIn the news\nRegents Approve Expanded M.S. in Data Science Cohort\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/dietetics.html", "title": "Dietetics (B.S.)", "description": "The accredited path to becoming a Registered Dietitian, with a required supervised practicum.", "headings": [ "Dietetics", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Health Sciences\nDietetics\nThe accredited path to becoming a Registered Dietitian, with a required supervised practicum.\nB.S. Health Sciences Undergraduate 4 years 124 credits\nAbout this program\nAn accredited didactic program in dietetics, preparing students for the supervised practice year required to sit for the Registered Dietitian exam. Students run nutrition counseling sessions in a supervised campus clinic before their off-site practicum begins.\nWhat you will be able to do\nApply medical nutrition therapy across clinical conditions\nPlan and evaluate institutional and community food service systems\nCounsel clients in a supervised on-campus nutrition clinic\nComplete practicum hours required for RD-eligibility\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nDIET 220 — Title: Nutrition Science\nDIET 310 — Title: Medical Nutrition Therapy\nDIET 340 — Title: Community Nutrition\nDIET 460 — Title: Supervised Practicum\nBIO 210 — Title: Human Anatomy & Physiology\nCHEM 105 — Title: General Chemistry\nPSY 110 — Title: Introduction to Psychology\nWhere graduates go\nClinical Dietitian (post-credentialing)\nCommunity Nutrition Educator\nFood Service Director\nWellness Coordinator\nMedian starting salary for recent graduates: $61,300 . Reported placement within\nsix months of graduation: 94% .\nDegree B.S.\nCredits 124\nTypical length 4 years\nCollege CHS\nMedian starting salary $61,300\nPlacement 94%\nProgram contact\nDr. Linda Ekstrom\nAssistant Professor, Program Director\ndietetics@uwporterfalls.edu\nRelated programs\nNursing\nHealth Information Management\nRehabilitation & Disability Services\nAll College of Health Sciences programs\nIn the news\nHealth Sciences Opens a Full-Floor Simulation Hospital\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/economics.html", "title": "Economics (B.S.)", "description": "An applied economics degree covering micro- and macroeconomic theory, econometrics, and their use in real business and policy decisions.", "headings": [ "Economics", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Management\nEconomics\nHow incentives, markets, and policy shape decisions at every scale.\nB.S. Management Undergraduate 4 years 120 credits\nAbout this program\nAn applied economics degree covering micro- and macroeconomic theory, econometrics, and their use in real business and policy decisions.\nWhat you will be able to do\nBuild and interpret supply-and-demand and macroeconomic models\nRun a regression analysis and interpret the results\nEvaluate a policy proposal using economic reasoning\nPresent original research in a senior seminar\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nECON 2010 — Title: Principles of Microeconomics\nECON 3100 — Title: Intermediate Microeconomics\nECON 3500 — Title: Econometrics\nECON 4900 — Title: Senior Seminar in Economics\nMATH 2400 — Title: Calculus I\nMATH 1600 — Title: Introductory Statistics\nWhere graduates go\nEconomic Analyst\nData Analyst\nMarket Research Analyst\nBudget Analyst\nMedian starting salary for recent graduates: $54,200 . Reported placement within\nsix months of graduation: 85% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege Management\nMedian starting salary $54,200\nPlacement 85%\nProgram contact\nDr. Halvard Moen\nAssociate Professor, Program Director\neconomics@uwporterfalls.edu\nRelated programs\nFinance\nAccounting\nData Science\nAll College of Business programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/edd-cte-leadership.html", "title": "Career & Technical Education Leadership (Ed.D.)", "description": "A doctorate for people who already run a CTE program and want to run the policy behind it.", "headings": [ "Career & Technical Education Leadership", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Education\nCareer & Technical Education Leadership\nA doctorate for people who already run a CTE program and want to run the policy behind it.\nEd.D. Education Graduate 3–4 years, part-time 54 credits\nAbout this program\nA practitioner-oriented doctorate for career and technical education leaders — department chairs, district CTE directors, community college deans — built around a dissertation-in-practice tied to the student's own institution rather than a purely theoretical study.\nWhat you will be able to do\nLead career and technical education programs at the district or institutional level\nEvaluate CTE program outcomes using institutional data\nNavigate state and federal CTE funding and policy\nComplete a dissertation-in-practice at your own institution\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nEDD 710 — Title: CTE Policy & Funding\nEDD 740 — Title: Program Evaluation\nEDD 790 — Title: Dissertation Seminar\nEDD 799 — Title: Dissertation in Practice\nWhere graduates go\nDistrict CTE Director\nCommunity College Dean\nState CTE Policy Administrator\nSuperintendent\nMedian starting salary for recent graduates: $92,700 . Reported placement within\nsix months of graduation: 94% .\nDegree Ed.D.\nCredits 54\nTypical length 3–4 years, part-time\nCollege COE\nMedian starting salary $92,700\nPlacement 94%\nProgram contact\nProf. Timothy Yardley\nProfessor of Practice, Program Director\neddcteleadership@uwporterfalls.edu\nRelated programs\nElementary Education\nSpecial Education\nTechnology & Engineering Education\nAll College of Education programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/electrical-engineering.html", "title": "Electrical Engineering (B.S.)", "description": "Power systems, controls and embedded electronics, taught with real hardware.", "headings": [ "Electrical Engineering", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Engineering & Technology\nElectrical Engineering\nPower systems, controls and embedded electronics, taught with real hardware.\nB.S. Engineering Undergraduate 4 years 128 credits\nAbout this program\nThe program covers power systems, controls, signal processing and embedded electronics, with every student building and debugging physical circuits from the first course rather than working entirely in simulation. Juniors choose a power or embedded-systems track.\nWhat you will be able to do\nDesign and troubleshoot analog and digital circuits\nProgram embedded microcontrollers for real-time control\nAnalyze power distribution and motor-control systems\nComplete a licensed-engineer-mentored capstone project\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nEE 220 — Title: Circuits II\nEE 310 — Title: Embedded Systems\nEE 350 — Title: Power Systems\nEE 460 — Title: Senior Capstone I\nMATH 222 — Title: Differential Equations\nPHYS 202 — Title: University Physics II\nCOMM 210 — Title: Technical Communication\nWhere graduates go\nElectrical Engineer\nControls Engineer\nPower Systems Engineer\nEmbedded Systems Developer\nMedian starting salary for recent graduates: $76,900 . Reported placement within\nsix months of graduation: 95% .\nDegree B.S.\nCredits 128\nTypical length 4 years\nCollege ENGR\nMedian starting salary $76,900\nPlacement 95%\nProgram contact\nDr. Jason Ellsworth\nAssociate Professor, Program Director\nelectricalengineering@uwporterfalls.edu\nRelated programs\nMechanical Engineering\nCivil Engineering\nIndustrial & Manufacturing Engineering\nAll College of Engineering & Technology programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/elementary-education.html", "title": "Elementary Education (B.S.)", "description": "Licensure to teach grades 1–6, with a full-semester student teaching placement.", "headings": [ "Elementary Education", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Education\nElementary Education\nLicensure to teach grades 1–6, with a full-semester student teaching placement.\nB.S. Education Undergraduate 4 years 124 credits\nAbout this program\nA state-licensure program for grades 1–6, including a full-semester student teaching placement in a partner district. The program has run at or near full district placement for eight consecutive years — rural and small-city schools recruit directly from the graduating cohort. Before that placement, students get supervised classroom hours starting in their first education course at the on-campus Campus School , a real K-8 public school operating inside the college's own building.\nWhat you will be able to do\nPlan and deliver standards-aligned instruction across core subjects\nManage a classroom using evidence-based behavior strategies\nDifferentiate instruction for diverse learners and reading levels\nComplete a full-semester student teaching placement\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nEDUC 220 — Title: Child Development\nEDUC 310 — Title: Literacy Instruction\nEDUC 340 — Title: Classroom Management\nEDUC 460 — Title: Student Teaching\nPSY 110 — Title: Introduction to Psychology\nMATH 210 — Title: Mathematics for Elementary Teachers\nENGL 210 — Title: Children's Literature\nWhere graduates go\nElementary Teacher\nReading Specialist (with further study)\nInstructional Coach\nCurriculum Coordinator\nMedian starting salary for recent graduates: $48,200 . Reported placement within\nsix months of graduation: 97% licensure placement .\nDegree B.S.\nCredits 124\nTypical length 4 years\nCollege COE\nMedian starting salary $48,200\nPlacement 97% licensure placement\nProgram contact\nDr. Patricia Lindberg\nAssistant Professor, Program Director\nelementaryeducation@uwporterfalls.edu\nRelated programs\nSpecial Education\nTechnology & Engineering Education\nSchool Counseling\nAll College of Education programs\nIn the news\nClass of 2026 Is the Largest in University History\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/engineering-technology.html", "title": "Engineering Technology (B.S.)", "description": "The applied, hands-on engineering degree, built for people who want to build things immediately.", "headings": [ "Engineering Technology", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Engineering & Technology\nEngineering Technology\nThe applied, hands-on engineering degree, built for people who want to build things immediately.\nB.S. Engineering Undergraduate 4 years 120 credits\nAbout this program\nEngineering Technology emphasizes application over theory-first coursework: students are in the lab building, testing and troubleshooting systems from week one. It's accredited for students headed straight into industry roles rather than graduate engineering study.\nWhat you will be able to do\nApply engineering principles directly to design and fabrication\nTroubleshoot mechanical, electrical and fluid power systems\nRead and produce technical drawings to industry standard\nManage a hands-on capstone build for an outside client\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nET 210 — Title: Applied Mechanics\nET 240 — Title: Fluid Power Systems\nET 320 — Title: Instrumentation & Controls\nET 460 — Title: Senior Capstone\nMATH 210 — Title: Applied Calculus\nPHYS 201 — Title: University Physics I\nCOMM 210 — Title: Technical Communication\nWhere graduates go\nApplication Engineer\nField Engineer\nTechnical Sales Engineer\nProject Engineer\nMedian starting salary for recent graduates: $68,300 . Reported placement within\nsix months of graduation: 95% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege ENGR\nMedian starting salary $68,300\nPlacement 95%\nProgram contact\nDr. Mark Quinn\nAssociate Professor, Program Director\nengineeringtechnology@uwporterfalls.edu\nRelated programs\nMechanical Engineering\nElectrical Engineering\nCivil Engineering\nAll College of Engineering & Technology programs\nIn the news\nAlumni-Founded Manufacturing Startup Named to State Innovation List\nNew Pathway Lets Registered Apprentices Earn a Bachelor’s Degree Alongside Their Trade\nUniversity Signs Ten-Year Workforce Pipeline Agreement With Three Regional Manufacturers\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/entrepreneurship.html", "title": "Entrepreneurship (B.S.)", "description": "Start something real. The capstone is a business you actually launch, not a plan you file away.", "headings": [ "Entrepreneurship", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Business\nEntrepreneurship\nStart something real. The capstone is a business you actually launch, not a plan you file away.\nB.S. Business Undergraduate 4 years 120 credits\nAbout this program\nEntrepreneurship students spend their senior year launching an actual venture through the campus incubator, with access to a small seed-funding pool and mentorship from regional founders. Not every venture survives the year — the postmortem is part of the grade.\nWhat you will be able to do\nValidate a business concept against a real target market\nBuild financial projections and a fundable pitch deck\nLaunch and operate a venture through the campus incubator\nPresent to a panel of investors at the year-end pitch showcase\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nENT 220 — Title: New Venture Creation\nENT 310 — Title: Small Business Finance\nENT 340 — Title: Pitching & Fundraising\nENT 460 — Title: Incubator Capstone\nECON 110 — Title: Principles of Economics\nBUS 240 — Title: Financial Accounting\nLAW 210 — Title: Business Law\nWhere graduates go\nFounder / Small Business Owner\nProduct Manager\nBusiness Development Associate\nVenture Analyst\nMedian starting salary for recent graduates: $58,900 . Reported placement within\nsix months of graduation: 88% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege COB\nMedian starting salary $58,900\nPlacement 88%\nProgram contact\nDr. Angela Brennan\nClinical Professor, Program Director\nentrepreneurship@uwporterfalls.edu\nRelated programs\nBusiness Administration\nSupply Chain Management\nMarketing & Digital Communication\nAll College of Business programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/environmental-science.html", "title": "Environmental Science (B.S.)", "description": "Watersheds, soils and environmental regulation, taught largely in the field.", "headings": [ "Environmental Science", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Applied & Technical Studies\nEnvironmental Science\nWatersheds, soils and environmental regulation, taught largely in the field.\nB.S. Applied & Technical Undergraduate 4 years 120 credits\nAbout this program\nEnvironmental Science covers water resources, soil science, ecology and environmental regulation, with a heavy field-work component — students spend regular lab sessions in the watershed and on partner land rather than exclusively indoors.\nWhat you will be able to do\nSample and analyze water, soil and air quality data\nApply environmental regulation to real permitting scenarios\nModel watershed and ecosystem dynamics\nComplete a field-based capstone research project\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nENVS 220 — Title: Water Resources\nENVS 310 — Title: Soil Science\nENVS 340 — Title: Environmental Policy & Regulation\nENVS 460 — Title: Field Capstone\nCHEM 105 — Title: General Chemistry\nBIO 110 — Title: Introduction to Biology\nMATH 210 — Title: Applied Statistics\nWhere graduates go\nEnvironmental Scientist\nWater Resources Technician\nEnvironmental Compliance Specialist\nSustainability Coordinator\nMedian starting salary for recent graduates: $58,900 . Reported placement within\nsix months of graduation: 91% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege CATS\nMedian starting salary $58,900\nPlacement 91%\nProgram contact\nProf. Richard Mercer\nProfessor of Practice, Program Director\nenvironmentalscience@uwporterfalls.edu\nRelated programs\nHospitality & Tourism Management\nAutomotive & Diesel Technology\nPackaging Technology\nAll College of Applied & Technical Studies programs\nIn the news\nUniversity Breaks Ground on Second Solar Array, Aiming to Double Renewable Generation\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/finance.html", "title": "Finance (B.S.)", "description": "A finance degree covering corporate finance, investments and financial markets, with an optional student-managed investment fund.", "headings": [ "Finance", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Management\nFinance\nValuation, investment, and the management of financial risk.\nB.S. Management Undergraduate 4 years 120 credits\nAbout this program\nA finance degree covering corporate finance, investments and financial markets, with an optional student-managed investment fund.\nWhat you will be able to do\nValue a company using discounted cash flow and comparable methods\nBuild and evaluate an investment portfolio against a benchmark\nAnalyze capital structure and financing decisions\nPresent a finance case to a panel of practitioners\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nFIN 3100 — Title: Business Finance\nFIN 3200 — Title: Investments\nFIN 3300 — Title: Corporate Finance\nFIN 4900 — Title: Cases in Finance\nACCT 2100 — Title: Financial Accounting\nMATH 1600 — Title: Introductory Statistics\nWhere graduates go\nFinancial Analyst\nCredit Analyst\nInvestment Operations Associate\nTreasury Analyst\nMedian starting salary for recent graduates: $58,900 . Reported placement within\nsix months of graduation: 90% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege Management\nMedian starting salary $58,900\nPlacement 90%\nProgram contact\nDr. Amara Carrasco\nAssistant Professor, Program Director\nfinance@uwporterfalls.edu\nRelated programs\nAccounting\nBusiness Administration\nSupply Chain Management\nAll College of Business programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/fine-art.html", "title": "Fine Art (B.F.A.)", "description": "Painting, sculpture and printmaking, with a thesis exhibition in the campus gallery.", "headings": [ "Fine Art", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Arts, Design & Communication\nFine Art\nPainting, sculpture and printmaking, with a thesis exhibition in the campus gallery.\nB.F.A. Arts & Design Undergraduate 4 years 120 credits\nAbout this program\nA studio fine art degree across painting, sculpture, printmaking and drawing, culminating in a self-curated thesis exhibition in the campus gallery. Faculty are practicing exhibiting artists, and visiting-artist critiques happen every semester.\nWhat you will be able to do\nDevelop a cohesive body of studio work across a chosen medium\nCritique and contextualize work within contemporary art practice\nCurate and install a self-directed thesis exhibition\nPresent work to visiting artists and outside critics\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nART 220 — Title: Painting II\nART 260 — Title: Sculpture I\nART 340 — Title: Contemporary Art Theory\nART 460 — Title: Senior Thesis Exhibition\nART 110 — Title: Drawing I\nART 120 — Title: Art History Survey I\nCOMM 210 — Title: Written Communication\nWhere graduates go\nStudio Artist\nGallery Coordinator\nArts Educator (with licensure)\nMuseum Preparator\nMedian starting salary for recent graduates: $41,600 . Reported placement within\nsix months of graduation: 74% .\nDegree B.F.A.\nCredits 120\nTypical length 4 years\nCollege CADC\nMedian starting salary $41,600\nPlacement 74%\nProgram contact\nDr. Laura Vance\nProfessor, Program Director\nfineart@uwporterfalls.edu\nRelated programs\nGraphic Design & Interactive Media\nIndustrial Design\nProfessional & Technical Communication\nAll College of Arts, Design & Communication programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/game-design.html", "title": "Game Design & Development (B.S.)", "description": "Programming, art and design, taught together, because that's how games actually get made.", "headings": [ "Game Design & Development", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Computing & Information Sciences\nGame Design & Development\nProgramming, art and design, taught together, because that's how games actually get made.\nB.S. Computing Undergraduate 4 years 124 credits\nAbout this program\nThis program pairs programming with game design theory and digital art, and every cohort ships a complete playable game as its senior project — usually several, since teams are cross-disciplinary and iterate all year. Students leave with a portfolio, not just a transcript.\nWhat you will be able to do\nProgram interactive systems using industry game engines\nDesign game mechanics, levels and player-facing systems\nProduce 2D and 3D art assets for interactive media\nShip a complete, playable senior capstone game\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nGAME 220 — Title: Game Programming I\nGAME 250 — Title: Game Design Theory\nGAME 330 — Title: 3D Art for Games\nGAME 460 — Title: Capstone Studio I\nCS 210 — Title: Introduction to Programming\nART 150 — Title: Digital Art Fundamentals\nCOMM 210 — Title: Technical Communication\nWhere graduates go\nGame Programmer\nGame Designer\nTechnical Artist\nQA Engineer\nMedian starting salary for recent graduates: $68,900 . Reported placement within\nsix months of graduation: 89% .\nDegree B.S.\nCredits 124\nTypical length 4 years\nCollege CCIS\nMedian starting salary $68,900\nPlacement 89%\nProgram contact\nDr. Christina Nakamura\nClinical Professor, Program Director\ngamedesign@uwporterfalls.edu\nRelated programs\nComputer Science\nComputer Engineering\nCybersecurity\nAll College of Computing & Information Sciences programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/graphic-design.html", "title": "Graphic Design & Interactive Media (B.F.A.)", "description": "Brand systems, typography and UI, reviewed by a working design jury every semester.", "headings": [ "Graphic Design & Interactive Media", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Arts, Design & Communication\nGraphic Design & Interactive Media\nBrand systems, typography and UI, reviewed by a working design jury every semester.\nB.F.A. Arts & Design Undergraduate 4 years 122 credits\nAbout this program\nStudio-based coursework in typography, brand systems and interactive design, with work reviewed each semester by a jury of working designers rather than faculty alone. The program culminates in a public senior portfolio exhibition that regional agencies attend to recruit.\nWhat you will be able to do\nDesign cohesive brand identity systems from concept to guidelines\nBuild responsive interactive interfaces and prototypes\nApply typography and layout principles across print and digital media\nPresent a professional portfolio at the senior exhibition\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nGD 220 — Title: Typography I\nGD 310 — Title: Brand Identity Systems\nGD 340 — Title: Interactive & UI Design\nGD 460 — Title: Senior Portfolio Studio\nART 150 — Title: Digital Art Fundamentals\nCOMM 210 — Title: Design Communication\nART 110 — Title: Drawing I\nWhere graduates go\nGraphic Designer\nUI/UX Designer\nBrand Designer\nArt Director\nMedian starting salary for recent graduates: $54,800 . Reported placement within\nsix months of graduation: 90% .\nDegree B.F.A.\nCredits 122\nTypical length 4 years\nCollege CADC\nMedian starting salary $54,800\nPlacement 90%\nProgram contact\nDr. Stephen Quintana\nAssociate Professor, Program Director\ngraphicdesign@uwporterfalls.edu\nRelated programs\nIndustrial Design\nFine Art\nProfessional & Technical Communication\nAll College of Arts, Design & Communication programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/health-information-management.html", "title": "Health Information Management (B.S.)", "description": "Health records, data privacy and health IT systems — the paperwork that keeps hospitals legal and paid.", "headings": [ "Health Information Management", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Health Sciences\nHealth Information Management\nHealth records, data privacy and health IT systems — the paperwork that keeps hospitals legal and paid.\nB.S. Health Sciences Undergraduate 4 years 120 credits\nAbout this program\nHealth Information Management sits at the intersection of health care, IT and compliance: medical coding, electronic health record systems, and health data privacy law. Graduates are eligible to sit for the national RHIA certification exam.\nWhat you will be able to do\nManage electronic health record systems to compliance standard\nApply ICD-10 and CPT medical coding accurately\nEnsure HIPAA-compliant data governance and privacy practice\nSit for the national RHIA certification exam\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nHIM 220 — Title: Medical Coding I\nHIM 310 — Title: Health Information Systems\nHIM 340 — Title: Health Data Privacy & Law\nHIM 460 — Title: Capstone Practicum\nBIO 210 — Title: Human Anatomy & Physiology\nIT 220 — Title: Network Administration\nLAW 210 — Title: Health Law & Ethics\nWhere graduates go\nHealth Information Manager\nMedical Coder\nCompliance Analyst\nClinical Data Analyst\nMedian starting salary for recent graduates: $59,600 . Reported placement within\nsix months of graduation: 95% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege CHS\nMedian starting salary $59,600\nPlacement 95%\nProgram contact\nDr. Susan Holbrook\nClinical Professor, Program Director\nhealthinformationmanagement@uwporterfalls.edu\nRelated programs\nNursing\nDietetics\nRehabilitation & Disability Services\nAll College of Health Sciences programs\nIn the news\nHealth Sciences Opens a Full-Floor Simulation Hospital\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/hospitality-management.html", "title": "Hospitality & Tourism Management (B.S.)", "description": "Hotels, food service and tourism operations, with a required paid internship every summer.", "headings": [ "Hospitality & Tourism Management", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Applied & Technical Studies\nHospitality & Tourism Management\nHotels, food service and tourism operations, with a required paid internship every summer.\nB.S. Applied & Technical Undergraduate 4 years 120 credits\nAbout this program\nHospitality & Tourism Management covers hotel operations, food service management and tourism marketing, with a required paid internship after both the sophomore and junior years — most students have two full seasons of management experience before they graduate.\nWhat you will be able to do\nManage front- and back-of-house hotel and food service operations\nApply revenue management and pricing strategy\nPlan and market tourism and event experiences\nComplete two required paid management internships\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nHTM 220 — Title: Hotel Operations Management\nHTM 310 — Title: Food & Beverage Management\nHTM 340 — Title: Tourism Marketing\nHTM 460 — Title: Capstone Practicum\nBUS 210 — Title: Principles of Management\nECON 110 — Title: Principles of Economics\nCOMM 210 — Title: Business Communication\nWhere graduates go\nHotel Operations Manager\nFood & Beverage Director\nEvent Manager\nTourism Marketing Coordinator\nMedian starting salary for recent graduates: $52,300 . Reported placement within\nsix months of graduation: 93% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege CATS\nMedian starting salary $52,300\nPlacement 93%\nProgram contact\nProf. Eric Osei\nSenior Lecturer, Program Director\nhospitalitymanagement@uwporterfalls.edu\nRelated programs\nAutomotive & Diesel Technology\nPackaging Technology\nApplied Mathematics\nAll College of Applied & Technical Studies programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/industrial-design.html", "title": "Industrial Design (B.F.A.)", "description": "Product design from sketch to prototype, with real manufacturers reviewing the senior show.", "headings": [ "Industrial Design", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Arts, Design & Communication\nIndustrial Design\nProduct design from sketch to prototype, with real manufacturers reviewing the senior show.\nB.F.A. Arts & Design Undergraduate 4 years 124 credits\nAbout this program\nIndustrial Design students take a product from sketch through CAD modeling to a working physical prototype, and the senior show is reviewed by design leads from regional manufacturers who sponsor several of the year's studio projects directly.\nWhat you will be able to do\nSketch and develop product concepts through iterative ideation\nModel products in professional CAD software\nFabricate working prototypes using shop and 3D-printing tools\nPresent sponsored studio work at the senior design show\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nID 220 — Title: Product Sketching & Ideation\nID 310 — Title: CAD for Product Design\nID 340 — Title: Prototyping & Fabrication\nID 460 — Title: Senior Design Studio\nART 110 — Title: Drawing I\nET 210 — Title: Applied Mechanics\nART 150 — Title: Digital Art Fundamentals\nWhere graduates go\nIndustrial Designer\nProduct Designer\nCMF Designer\nDesign Engineer\nMedian starting salary for recent graduates: $58,300 . Reported placement within\nsix months of graduation: 91% .\nDegree B.F.A.\nCredits 124\nTypical length 4 years\nCollege CADC\nMedian starting salary $58,300\nPlacement 91%\nProgram contact\nDr. Mark Quinn\nAssociate Professor, Program Director\nindustrialdesign@uwporterfalls.edu\nRelated programs\nGraphic Design & Interactive Media\nFine Art\nProfessional & Technical Communication\nAll College of Arts, Design & Communication programs\nIn the news\nIndustrial Design Students Redesign Downtown Porter Falls Wayfinding\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/information-technology.html", "title": "Information Technology (B.S.)", "description": "The whole stack — networks, systems, support and security — for organizations that need a generalist.", "headings": [ "Information Technology", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Computing & Information Sciences\nInformation Technology\nThe whole stack — networks, systems, support and security — for organizations that need a generalist.\nB.S. Computing Undergraduate 4 years 120 credits\nAbout this program\nIT is built for students who want to run infrastructure rather than write software full time: networking, systems administration, cloud platforms and IT support, aimed squarely at the employers who need one capable generalist rather than five specialists.\nWhat you will be able to do\nAdminister enterprise networks, servers and cloud infrastructure\nDiagnose and resolve systems and end-user support issues\nDeploy and secure on-premises and cloud environments\nManage an IT infrastructure capstone project end to end\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nIT 220 — Title: Network Administration\nIT 310 — Title: Systems Administration\nIT 340 — Title: Cloud Infrastructure\nIT 460 — Title: IT Capstone\nCS 210 — Title: Introduction to Programming\nBUS 210 — Title: Business Communication\nMATH 210 — Title: Applied Statistics\nWhere graduates go\nNetwork Administrator\nSystems Administrator\nIT Support Manager\nCloud Infrastructure Technician\nMedian starting salary for recent graduates: $67,800 . Reported placement within\nsix months of graduation: 97% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege CCIS\nMedian starting salary $67,800\nPlacement 97%\nProgram contact\nProf. Jeffrey Iversen\nSenior Lecturer, Program Director\ninformationtechnology@uwporterfalls.edu\nRelated programs\nComputer Science\nComputer Engineering\nCybersecurity\nAll College of Computing & Information Sciences programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/interior-design.html", "title": "Interior Design (B.S.)", "description": "A studio-based interior design degree covering space planning, materials, lighting and code compliance, culminating in a client-based capstone.", "headings": [ "Interior Design", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Arts, Design & Communication\nInterior Design\nDesigning indoor environments for how people actually live, work and heal in them.\nB.S. Arts, Design & Communication Undergraduate 4 years 120 credits\nAbout this program\nA studio-based interior design degree covering space planning, materials, lighting and code compliance, culminating in a client-based capstone.\nWhat you will be able to do\nProgram and plan a space from a client brief\nSpecify materials, finishes and lighting for a real project\nApply life-safety and accessibility codes to a design\nPresent and defend a design to a critique panel\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nINTD 1100 — Title: Interior Design Fundamentals\nINTD 2500 — Title: Space Planning\nINTD 3300 — Title: Residential Interior Design Studio\nINTD 4900 — Title: Interior Design Capstone\nINTD 2100 — Title: Materials and Finishes\nINTD 3100 — Title: Building Codes and Universal Design\nWhere graduates go\nInterior Design Assistant\nShowroom Designer\nFacilities Design Coordinator\nKitchen & Bath Designer\nMedian starting salary for recent graduates: $45,900 . Reported placement within\nsix months of graduation: 83% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege Arts, Design & Communication\nMedian starting salary $45,900\nPlacement 83%\nProgram contact\nProf. Liesl Brandt\nAssociate Professor, Program Director\ninteriordesign@uwporterfalls.edu\nRelated programs\nIndustrial Design\nApparel & Textile Design\nProfessional & Technical Communication\nAll College of Arts, Design & Communication programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/manufacturing-engineering.html", "title": "Industrial & Manufacturing Engineering (B.S.)", "description": "Optimize the systems that turn a design into a product, at scale.", "headings": [ "Industrial & Manufacturing Engineering", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Engineering & Technology\nIndustrial & Manufacturing Engineering\nOptimize the systems that turn a design into a product, at scale.\nB.S. Engineering Undergraduate 4 years 128 credits\nAbout this program\nThis program treats the factory itself as the subject: lean manufacturing, quality systems, automation and supply chain integration. Students complete a required paid co-op with a manufacturing employer before the senior year, which is where most job offers originate.\nWhat you will be able to do\nDesign and optimize production lines for cost, quality and throughput\nApply statistical process control and Six Sigma methods\nProgram and integrate industrial automation and robotics\nComplete a required co-op term with a manufacturing employer\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nIME 220 — Title: Manufacturing Processes\nIME 310 — Title: Quality Systems\nIME 340 — Title: Industrial Automation\nIME 460 — Title: Senior Capstone I\nMATH 220 — Title: Statistics for Engineers\nBUS 210 — Title: Operations Management\nENGL 210 — Title: Technical Writing\nWhere graduates go\nManufacturing Engineer\nProcess Engineer\nQuality Engineer\nPlant Engineer\nMedian starting salary for recent graduates: $73,400 . Reported placement within\nsix months of graduation: 97% .\nDegree B.S.\nCredits 128\nTypical length 4 years\nCollege ENGR\nMedian starting salary $73,400\nPlacement 97%\nProgram contact\nProf. Thomas Olander\nSenior Lecturer, Program Director\nmanufacturingengineering@uwporterfalls.edu\nRelated programs\nMechanical Engineering\nElectrical Engineering\nPlastics Engineering\nAll College of Engineering & Technology programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/marketing-digital-communication.html", "title": "Marketing & Digital Communication (B.S.)", "description": "Brand strategy, analytics and content, built for a media landscape that changes every semester.", "headings": [ "Marketing & Digital Communication", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Business\nMarketing & Digital Communication\nBrand strategy, analytics and content, built for a media landscape that changes every semester.\nB.S. Business Undergraduate 4 years 120 credits\nAbout this program\nA marketing degree weighted toward digital channels: analytics, paid and organic content strategy, and brand management, taught by faculty who still run campaigns on the side. Students manage a real client's marketing for a semester through the program's in-house agency.\nWhat you will be able to do\nBuild and execute a digital marketing strategy across channels\nAnalyze campaign performance using industry analytics platforms\nProduce brand-consistent content across written, visual and video formats\nManage a real client account through the program's student agency\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nMKT 220 — Title: Consumer Behavior\nMKT 310 — Title: Digital Marketing Analytics\nMKT 340 — Title: Brand Management\nMKT 460 — Title: Student Agency Capstone\nECON 110 — Title: Principles of Economics\nCOMM 220 — Title: Persuasive Writing\nART 150 — Title: Digital Art Fundamentals\nWhere graduates go\nDigital Marketing Specialist\nBrand Manager\nMarketing Analyst\nContent Strategist\nMedian starting salary for recent graduates: $59,800 . Reported placement within\nsix months of graduation: 93% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege COB\nMedian starting salary $59,800\nPlacement 93%\nProgram contact\nDr. Nancy Jorgensen\nProfessor, Program Director\nmarketingdigitalcommunication@uwporterfalls.edu\nRelated programs\nBusiness Administration\nSupply Chain Management\nEntrepreneurship\nAll College of Business programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/mba.html", "title": "Business Administration (M.B.A.)", "description": "A cohort-based MBA for working professionals, one evening a week, done in two years.", "headings": [ "Business Administration", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Business\nBusiness Administration\nA cohort-based MBA for working professionals, one evening a week, done in two years.\nM.B.A. Business Graduate 2 years, part-time 36 credits\nAbout this program\nThe MBA runs as a single evening cohort so classmates move through the program together, most while working full time. The capstone is a consulting project for a real regional employer, sponsored and evaluated jointly by faculty and the client.\nWhat you will be able to do\nLead cross-functional teams through complex business decisions\nApply advanced financial and strategic analysis to real cases\nManage a semester-long consulting engagement for a live client\nPresent findings to the client's senior leadership\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nMBA 510 — Title: Managerial Economics\nMBA 530 — Title: Corporate Finance\nMBA 560 — Title: Strategic Management\nMBA 599 — Title: Consulting Capstone\nWhere graduates go\nSenior Manager\nDirector of Operations\nFinance Manager\nManagement Consultant\nMedian starting salary for recent graduates: $98,600 . Reported placement within\nsix months of graduation: 96% .\nDegree M.B.A.\nCredits 36\nTypical length 2 years, part-time\nCollege COB\nMedian starting salary $98,600\nPlacement 96%\nProgram contact\nDr. Mark Quinn\nAssociate Professor, Program Director\nmba@uwporterfalls.edu\nRelated programs\nBusiness Administration\nSupply Chain Management\nMarketing & Digital Communication\nAll College of Business programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/mechanical-engineering.html", "title": "Mechanical Engineering (B.S.)", "description": "Design, build and test the machines that manufacturing runs on.", "headings": [ "Mechanical Engineering", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Engineering & Technology\nMechanical Engineering\nDesign, build and test the machines that manufacturing runs on.\nB.S. Engineering Undergraduate 4 years 128 credits\nAbout this program\nMechanical Engineering at UW–Porter Falls is built around a design-build-test sequence that starts in the first year: students spend as much time in the machine shop and materials lab as in lecture. The senior capstone partners teams with regional manufacturers on real production problems.\nWhat you will be able to do\nApply statics, dynamics and thermodynamics to real mechanical systems\nDesign and machine components using CAD/CAM and CNC tooling\nRun finite-element and thermal-fluid analysis on production parts\nManage a two-semester capstone project for an industry sponsor\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nME 210 — Title: Statics & Mechanics of Materials\nME 240 — Title: Thermodynamics\nME 330 — Title: Machine Design\nME 460 — Title: Senior Capstone I\nMATH 221 — Title: Calculus III\nPHYS 202 — Title: University Physics II\nENGL 210 — Title: Technical Writing\nWhere graduates go\nDesign Engineer\nManufacturing Engineer\nProduct Development Engineer\nQuality Engineer\nMedian starting salary for recent graduates: $74,200 . Reported placement within\nsix months of graduation: 96% .\nDegree B.S.\nCredits 128\nTypical length 4 years\nCollege ENGR\nMedian starting salary $74,200\nPlacement 96%\nProgram contact\nProf. Jose Alvarado\nSenior Lecturer, Program Director\nmechanicalengineering@uwporterfalls.edu\nRelated programs\nElectrical Engineering\nIndustrial & Manufacturing Engineering\nPlastics Engineering\nAll College of Engineering & Technology programs\nIn the news\nAlumni-Founded Manufacturing Startup Named to State Innovation List\nFall Commencement Speaker Announced: A 2011 Alumna Now Leading Statewide Manufacturing Policy\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/ms-counseling.html", "title": "Clinical Mental Health Counseling (M.S.)", "description": "A CACREP-aligned path to licensure, with 700 supervised clinical hours built into the program.", "headings": [ "Clinical Mental Health Counseling", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Health Sciences\nClinical Mental Health Counseling\nA CACREP-aligned path to licensure, with 700 supervised clinical hours built into the program.\nM.S. Health Sciences Graduate 3 years 60 credits\nAbout this program\nA CACREP-aligned graduate program preparing students for state licensure as clinical mental health counselors, including the 700 supervised clinical hours the license requires, completed at partner clinics across the region under licensed supervisors.\nWhat you will be able to do\nProvide individual and group counseling under clinical supervision\nApply diagnostic frameworks using the current DSM\nComplete 700 supervised clinical hours toward licensure\nPass the National Counselor Examination\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nCOUN 510 — Title: Counseling Theory & Practice\nCOUN 540 — Title: Diagnosis & Psychopathology\nCOUN 570 — Title: Practicum I\nCOUN 599 — Title: Internship\nWhere graduates go\nLicensed Professional Counselor (post-licensure)\nSchool Counselor\nSubstance Abuse Counselor\nBehavioral Health Specialist\nMedian starting salary for recent graduates: $56,900 . Reported placement within\nsix months of graduation: 91% .\nDegree M.S.\nCredits 60\nTypical length 3 years\nCollege CHS\nMedian starting salary $56,900\nPlacement 91%\nProgram contact\nProf. Brian Zimmerman\nProfessor of Practice, Program Director\nmscounseling@uwporterfalls.edu\nRelated programs\nNursing\nDietetics\nHealth Information Management\nAll College of Health Sciences programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/ms-cybersecurity.html", "title": "Cybersecurity (M.S.)", "description": "Advanced security for working professionals, with a thesis track and a practitioner track.", "headings": [ "Cybersecurity", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Computing & Information Sciences\nCybersecurity\nAdvanced security for working professionals, with a thesis track and a practitioner track.\nM.S. Computing Graduate 2 years, part-time 33 credits\nAbout this program\nA graduate program for working security professionals, offered in a hybrid format with both a research thesis track and an applied practitioner track. Students in the practitioner track complete a capstone security assessment for a sponsoring organization.\nWhat you will be able to do\nDesign enterprise security architecture at the systems level\nLead incident response and threat-hunting programs\nEvaluate emerging threats and countermeasure research\nComplete a thesis or applied capstone security assessment\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nCSEC 510 — Title: Security Architecture\nCSEC 540 — Title: Advanced Threat Analysis\nCSEC 590 — Title: Graduate Seminar\nCSEC 599 — Title: Thesis / Applied Capstone\nWhere graduates go\nSecurity Architect\nCISO / Security Director\nPrincipal Security Engineer\nThreat Intelligence Lead\nMedian starting salary for recent graduates: $112,400 . Reported placement within\nsix months of graduation: 98% .\nDegree M.S.\nCredits 33\nTypical length 2 years, part-time\nCollege CCIS\nMedian starting salary $112,400\nPlacement 98%\nProgram contact\nProf. Richard Mercer\nProfessor of Practice, Program Director\nmscybersecurity@uwporterfalls.edu\nRelated programs\nComputer Science\nComputer Engineering\nCybersecurity\nAll College of Computing & Information Sciences programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/ms-data-science.html", "title": "Data Science (M.S.)", "description": "Graduate-level statistics and machine learning, applied to a real employer dataset.", "headings": [ "Data Science", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Computing & Information Sciences\nData Science\nGraduate-level statistics and machine learning, applied to a real employer dataset.\nM.S. Computing Graduate 2 years, part-time 30 credits\nAbout this program\nGraduate coursework in advanced statistical modeling, machine learning and data engineering, culminating in an applied capstone most students complete using data from their own employer under a data-use agreement the department helps negotiate.\nWhat you will be able to do\nDesign production machine-learning pipelines\nApply advanced statistical modeling to real business problems\nArchitect data engineering pipelines at scale\nComplete an applied capstone using an employer's own data\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nDS 510 — Title: Advanced Machine Learning\nDS 530 — Title: Data Engineering\nDS 590 — Title: Graduate Seminar\nDS 599 — Title: Applied Capstone\nWhere graduates go\nSenior Data Scientist\nMachine Learning Engineer\nData Engineering Lead\nAnalytics Director\nMedian starting salary for recent graduates: $108,700 . Reported placement within\nsix months of graduation: 97% .\nDegree M.S.\nCredits 30\nTypical length 2 years, part-time\nCollege CCIS\nMedian starting salary $108,700\nPlacement 97%\nProgram contact\nProf. Timothy Yardley\nProfessor of Practice, Program Director\nmsdatascience@uwporterfalls.edu\nRelated programs\nComputer Science\nComputer Engineering\nCybersecurity\nAll College of Computing & Information Sciences programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/ms-engineering-management.html", "title": "Engineering Management (M.S.)", "description": "Engineering fundamentals plus the budgeting, staffing and scheduling authority to run the department.", "headings": [ "Engineering Management", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Engineering & Technology\nEngineering Management\nEngineering fundamentals plus the budgeting, staffing and scheduling authority to run the department.\nM.S. Engineering Graduate 2 years, part-time 30 credits\nAbout this program\nFor engineers moving into management, this degree pairs technical electives with project management, finance and organizational leadership coursework. Cohorts are small and largely part-time, meeting one evening a week.\nWhat you will be able to do\nManage technical teams and cross-functional project budgets\nApply project management methodology to engineering programs\nEvaluate capital investment and cost-of-quality decisions\nLead a capstone engineering-management project\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nEM 510 — Title: Engineering Project Management\nEM 530 — Title: Financial Management for Engineers\nEM 560 — Title: Organizational Leadership\nEM 599 — Title: Capstone Project\nWhere graduates go\nEngineering Manager\nProgram Manager\nDirector of Engineering\nVP of Operations\nMedian starting salary for recent graduates: $104,300 . Reported placement within\nsix months of graduation: 97% .\nDegree M.S.\nCredits 30\nTypical length 2 years, part-time\nCollege ENGR\nMedian starting salary $104,300\nPlacement 97%\nProgram contact\nProf. Joshua Ubaldo\nSenior Lecturer, Program Director\nmsengineeringmanagement@uwporterfalls.edu\nRelated programs\nMechanical Engineering\nElectrical Engineering\nCivil Engineering\nAll College of Engineering & Technology programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/ms-manufacturing-engineering.html", "title": "Manufacturing Engineering (M.S.)", "description": "A working engineer's graduate degree — evenings, weekends, and a thesis tied to your own plant floor.", "headings": [ "Manufacturing Engineering", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Engineering & Technology\nManufacturing Engineering\nA working engineer's graduate degree — evenings, weekends, and a thesis tied to your own plant floor.\nM.S. Engineering Graduate 2 years, part-time 30 credits\nAbout this program\nBuilt for engineers already working full time, this degree runs in the evening and meets in a hybrid format. Most students complete a thesis or applied project addressing a real problem at their own employer, with faculty acting as outside consultants on it.\nWhat you will be able to do\nApply advanced manufacturing systems theory to a live industry project\nLead process improvement initiatives at the plant-management level\nEvaluate automation and robotics investment decisions\nComplete a thesis or applied capstone tied to your employer\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nIME 510 — Title: Advanced Manufacturing Systems\nIME 540 — Title: Systems Reliability\nIME 590 — Title: Graduate Seminar\nIME 599 — Title: Thesis / Applied Project\nWhere graduates go\nManufacturing Engineering Manager\nDirector of Operations\nContinuous Improvement Manager\nPlant Manager\nMedian starting salary for recent graduates: $97,800 . Reported placement within\nsix months of graduation: 96% .\nDegree M.S.\nCredits 30\nTypical length 2 years, part-time\nCollege ENGR\nMedian starting salary $97,800\nPlacement 96%\nProgram contact\nDr. Melissa Jacoby\nProfessor, Program Director\nmsmanufacturingengineering@uwporterfalls.edu\nRelated programs\nMechanical Engineering\nElectrical Engineering\nCivil Engineering\nAll College of Engineering & Technology programs\nIn the news\nAlumni-Founded Manufacturing Startup Named to State Innovation List\nAlumni Couple Endows Scholarship Covering Full Tuition for Twelve Manufacturing Students a Year\nBaja SAE Team Finishes Third Nationally, Best Result in Program History\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/ms-school-counseling.html", "title": "School Counseling (M.S.)", "description": "Licensure as a K-12 school counselor, with a full-year supervised internship.", "headings": [ "School Counseling", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Education\nSchool Counseling\nLicensure as a K-12 school counselor, with a full-year supervised internship.\nM.S. Education Graduate 2 years 48 credits\nAbout this program\nA licensure-track graduate program for K–12 school counselors, including a full-year supervised internship split between an elementary and a secondary school placement, so every graduate has worked both ends of the K–12 pipeline before licensure.\nWhat you will be able to do\nDevelop a comprehensive school counseling program\nProvide individual and group counseling to K–12 students\nCoordinate college and career readiness programming\nComplete a full-year supervised school counseling internship\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nSCOUN 510 — Title: Foundations of School Counseling\nSCOUN 540 — Title: Counseling Children & Adolescents\nSCOUN 570 — Title: Internship I\nSCOUN 599 — Title: Internship II\nWhere graduates go\nSchool Counselor\nCollege & Career Readiness Coordinator\nStudent Services Director\nDistrict Counseling Supervisor\nMedian starting salary for recent graduates: $54,300 . Reported placement within\nsix months of graduation: 97% licensure placement .\nDegree M.S.\nCredits 48\nTypical length 2 years\nCollege COE\nMedian starting salary $54,300\nPlacement 97% licensure placement\nProgram contact\nProf. Paul Underwood\nSenior Lecturer, Program Director\nmsschoolcounseling@uwporterfalls.edu\nRelated programs\nElementary Education\nSpecial Education\nTechnology & Engineering Education\nAll College of Education programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/music.html", "title": "Music (B.S.)", "description": "A performance-and-technology-oriented music degree combining traditional theory and history with recording and production skills.", "headings": [ "Music", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Arts, Design & Communication\nMusic\nPerforming, creating, and understanding music — including a recording-studio sequence most theory-only programs don't offer.\nB.S. Arts, Design & Communication Undergraduate 4 years 120 credits\nAbout this program\nA performance-and-technology-oriented music degree combining traditional theory and history with recording and production skills.\nWhat you will be able to do\nAnalyze and notate music using standard theory\nPerform in a required ensemble each term\nRecord, mix and produce original compositions\nConduct a small ensemble\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nMUS 1110 — Title: Music Theory I\nMUS 2010 — Title: Music History I\nMUS 2500 — Title: Introduction to Music Technology\nMUS 3500 — Title: Composition\nMUS 1500 — Title: Class Piano\nMUS 3100 — Title: Conducting\nWhere graduates go\nMusic Teacher (with licensure)\nAudio Engineer\nChurch or Community Music Director\nArts Administrator\nMedian starting salary for recent graduates: $41,300 . Reported placement within\nsix months of graduation: 76% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege Arts, Design & Communication\nMedian starting salary $41,300\nPlacement 76%\nProgram contact\nDr. Amara Bergström\nAssistant Professor, Program Director\nmusic@uwporterfalls.edu\nRelated programs\nGraphic Design & Interactive Media\nVideo Production\nCommunication Studies\nAll College of Arts, Design & Communication programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/nursing.html", "title": "Nursing (B.S.N.)", "description": "Clinical hours start in year one, across five partner hospital systems.", "headings": [ "Nursing", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Health Sciences\nNursing\nClinical hours start in year one, across five partner hospital systems.\nB.S.N. Health Sciences Undergraduate 4 years 128 credits\nAbout this program\nThe nursing program places students in clinical rotations starting in the first year, across five partner hospital systems in the region. NCLEX-RN pass rates have run above the state average for eleven consecutive years, and the waitlist for admission is real — apply early.\nWhat you will be able to do\nPerform clinical assessment and patient care across settings\nApply evidence-based practice to nursing care plans\nComplete rotations across medical-surgical, pediatric, and critical care units\nPrepare for and pass the NCLEX-RN licensure exam\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nNURS 220 — Title: Health Assessment\nNURS 310 — Title: Medical-Surgical Nursing\nNURS 340 — Title: Pediatric Nursing\nNURS 460 — Title: Capstone Practicum\nBIO 210 — Title: Human Anatomy & Physiology\nCHEM 105 — Title: General Chemistry\nPSY 110 — Title: Introduction to Psychology\nWhere graduates go\nRegistered Nurse\nICU Nurse\nPediatric Nurse\nCharge Nurse\nMedian starting salary for recent graduates: $71,800 . Reported placement within\nsix months of graduation: 98% NCLEX pass rate .\nDegree B.S.N.\nCredits 128\nTypical length 4 years\nCollege CHS\nMedian starting salary $71,800\nPlacement 98% NCLEX pass rate\nProgram contact\nDr. Elizabeth Pratt\nProfessor, Program Director\nnursing@uwporterfalls.edu\nRelated programs\nDietetics\nHealth Information Management\nRehabilitation & Disability Services\nAll College of Health Sciences programs\nIn the news\nRegional Accreditation Reaffirmed Through 2036 With No Findings\nFaculty Win Grants to Redesign Courses Around — Not Against — Generative AI\nCareer Fair Draws Record 140 Employers\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/packaging-technology.html", "title": "Packaging Technology (B.S.)", "description": "Materials science, machinery and regulation for one of manufacturing's least visible, best-paid fields.", "headings": [ "Packaging Technology", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Applied & Technical Studies\nPackaging Technology\nMaterials science, machinery and regulation for one of manufacturing's least visible, best-paid fields.\nB.S. Applied & Technical Undergraduate 4 years 124 credits\nAbout this program\nOne of a small number of dedicated packaging programs in the country, covering materials science, packaging machinery, sustainability and regulatory compliance. Recruiters from consumer goods and food companies show up on campus specifically because so few programs exist.\nWhat you will be able to do\nSelect and test packaging materials against performance requirements\nSpecify and troubleshoot packaging machinery and line integration\nApply sustainability and regulatory standards to package design\nComplete a sponsored capstone project with an industry partner\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nPKG 220 — Title: Packaging Materials Science\nPKG 310 — Title: Packaging Machinery & Line Design\nPKG 340 — Title: Sustainable Packaging\nPKG 460 — Title: Industry Capstone\nCHEM 105 — Title: General Chemistry\nME 210 — Title: Statics & Mechanics of Materials\nBUS 210 — Title: Business Communication\nWhere graduates go\nPackaging Engineer\nPackage Development Specialist\nMaterials Engineer\nSustainability Analyst\nMedian starting salary for recent graduates: $70,200 . Reported placement within\nsix months of graduation: 97% .\nDegree B.S.\nCredits 124\nTypical length 4 years\nCollege CATS\nMedian starting salary $70,200\nPlacement 97%\nProgram contact\nProf. Andrew Sandoval\nProfessor of Practice, Program Director\npackagingtechnology@uwporterfalls.edu\nRelated programs\nPlastics Engineering\nIndustrial & Manufacturing Engineering\nApplied Mathematics\nAll College of Applied & Technical Studies programs\nIn the news\nRegional Packaging Manufacturer Donates $380,000 Testing Lab to Packaging Technology Program\nRegional Plastics Manufacturer Donates Injection Molding Line to Plastics Engineering Program\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/plastics-engineering.html", "title": "Plastics Engineering (B.S.)", "description": "One of a handful of dedicated plastics engineering degrees in the country: polymer science, mold design and processing, taught on production-scale equipment.", "headings": [ "Plastics Engineering", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Engineering & Technology\nPlastics Engineering\nOne of a handful of dedicated plastics engineering degrees in the country: polymer science, mold design and processing, taught on production-scale equipment.\nB.S. Engineering Undergraduate 4 years 128 credits\nAbout this program\nPlastics touch almost everything that gets manufactured, and almost no engineering program teaches them on purpose. This one does: polymer chemistry, mold and tooling design, and the injection, extrusion and blow-molding processes that turn resin pellets into finished parts. The program runs its own pilot processing floor, so students are setting up real machines and pulling real parts off them well before graduation, not just modeling them on a screen.\nWhat you will be able to do\nSelect a polymer and processing method against a part's mechanical and cost requirements\nDesign injection molds and tooling, including gate, runner and cooling-channel layout\nSet up and troubleshoot injection molding, extrusion and blow-molding equipment\nDiagnose common part defects — warpage, sink, short shots — back to a process or mold cause\nComplete a sponsored capstone project with an industry partner\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nPLE 210 — Title: Polymer Materials Science\nPLE 250 — Title: Plastics Processing I: Injection Molding\nPLE 320 — Title: Mold & Tooling Design\nPLE 350 — Title: Plastics Processing II: Extrusion & Blow Molding\nPLE 460 — Title: Industry Capstone\nCHEM 105 — Title: General Chemistry\nCHEM 220 — Title: Organic Chemistry\nME 210 — Title: Statics & Mechanics of Materials\nBUS 210 — Title: Business Communication\nWhere graduates go\nProcess Engineer\nMold Design Engineer\nMaterials Engineer\nQuality Engineer\nPlant Engineer\nMedian starting salary for recent graduates: $72,800 . Reported placement within\nsix months of graduation: 98% .\nDegree B.S.\nCredits 128\nTypical length 4 years\nCollege Engineering & Technology\nMedian starting salary $72,800\nPlacement 98%\nProgram contact\nProf. Karl Denning\nProfessor, Program Director\nplasticsengineering@uwporterfalls.edu\nRelated programs\nPackaging Technology\nIndustrial & Manufacturing Engineering\nMechanical Engineering\nAll College of Engineering & Technology programs\nIn the news\nRegional Plastics Manufacturer Donates Injection Molding Line to Plastics Engineering Program\nPlastics Engineering Lab Runs a Pilot Line for Recycled-Content Automotive Parts\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/political-science.html", "title": "Political Science (B.S.)", "description": "A political science degree covering American government, comparative politics, and public policy, with a required research-methods course.", "headings": [ "Political Science", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Arts, Design & Communication\nPolitical Science\nGovernment, institutions, policy, and political behavior.\nB.S. Arts, Design & Communication Undergraduate 4 years 120 credits\nAbout this program\nA political science degree covering American government, comparative politics, and public policy, with a required research-methods course.\nWhat you will be able to do\nAnalyze how a bill becomes law at the state and federal level\nEvaluate a public policy using cost-benefit and equity criteria\nApply constitutional principles to current legal disputes\nComplete an original research paper in a senior seminar\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nPOLS 1000 — Title: American Government\nPOLS 3100 — Title: Public Policy Analysis\nPOLS 3300 — Title: Constitutional Law\nPOLS 4900 — Title: Senior Seminar in Political Science\nPOLS 3500 — Title: Research Methods in Political Science\nSOC 1000 — Title: Introduction to Sociology\nWhere graduates go\nLegislative Aide\nPolicy Analyst\nParalegal\nCampaign Staffer\nMedian starting salary for recent graduates: $44,700 . Reported placement within\nsix months of graduation: 78% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege Arts, Design & Communication\nMedian starting salary $44,700\nPlacement 78%\nProgram contact\nDr. Femi Okonkwo\nAssistant Professor, Program Director\npoliticalscience@uwporterfalls.edu\nRelated programs\nCriminal Justice\nSociology\nCommunication Studies\nAll College of Arts, Design & Communication programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/psychology.html", "title": "Psychology (B.S.)", "description": "Research methods and applied psychology, with a lab placement every student actually works in.", "headings": [ "Psychology", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Health Sciences\nPsychology\nResearch methods and applied psychology, with a lab placement every student actually works in.\nB.S. Health Sciences Undergraduate 4 years 120 credits\nAbout this program\nA research-grounded psychology degree with a required lab placement — cognitive, developmental, or clinical — starting junior year, so every graduate has hands-on data collection experience, not just coursework, before applying to graduate programs or entry-level roles.\nWhat you will be able to do\nDesign and run a human-subjects research study\nApply statistical analysis to behavioral data\nEvaluate psychological theory against empirical evidence\nComplete a required faculty-supervised lab placement\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nPSY 220 — Title: Research Methods\nPSY 310 — Title: Cognitive Psychology\nPSY 340 — Title: Developmental Psychology\nPSY 460 — Title: Senior Thesis\nMATH 210 — Title: Applied Statistics\nBIO 110 — Title: Introduction to Biology\nSOC 110 — Title: Introduction to Sociology\nWhere graduates go\nResearch Assistant\nCase Manager\nHR Generalist\nBehavioral Technician\nMedian starting salary for recent graduates: $52,400 . Reported placement within\nsix months of graduation: 85% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege CHS\nMedian starting salary $52,400\nPlacement 85%\nProgram contact\nDr. Stephen Quintana\nAssociate Professor, Program Director\npsychology@uwporterfalls.edu\nRelated programs\nNursing\nDietetics\nHealth Information Management\nAll College of Health Sciences programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/recreation-management.html", "title": "Recreation Management (B.S.)", "description": "A recreation and parks management degree covering program planning, outdoor and adventure programming, and facility administration.", "headings": [ "Recreation Management", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Health Sciences\nRecreation Management\nPlanning and leading recreation, parks, and outdoor programs.\nB.S. Health Sciences Undergraduate 4 years 120 credits\nAbout this program\nA recreation and parks management degree covering program planning, outdoor and adventure programming, and facility administration.\nWhat you will be able to do\nDesign and lead a recreation program for a defined population\nManage a recreation facility's budget and staffing\nPlan an outdoor or adventure program with a written risk plan\nComplete a supervised internship with a parks or recreation partner\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nRECR 1500 — Title: Foundations of Recreation and Leisure\nRECR 2100 — Title: Program Planning and Leadership\nRECR 3500 — Title: Administration of Recreation Services\nRECR 4900 — Title: Recreation Management Internship\nRECR 2300 — Title: Outdoor and Adventure Programming\nRECR 3700 — Title: Risk Management in Recreation\nWhere graduates go\nRecreation Program Coordinator\nParks & Recreation Assistant\nCamp Director\nOutdoor Programs Coordinator\nMedian starting salary for recent graduates: $39,200 . Reported placement within\nsix months of graduation: 81% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege Health Sciences\nMedian starting salary $39,200\nPlacement 81%\nProgram contact\nDr. Willa Sundqvist\nAssociate Professor, Program Director\nrecreationmanagement@uwporterfalls.edu\nRelated programs\nSport Management\nAthletic Training\nHospitality & Tourism Management\nAll College of Health Sciences programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/rehabilitation-services.html", "title": "Rehabilitation & Disability Services (B.S.)", "description": "Return-to-work and independent-living services for people navigating disability.", "headings": [ "Rehabilitation & Disability Services", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Health Sciences\nRehabilitation & Disability Services\nReturn-to-work and independent-living services for people navigating disability.\nB.S. Health Sciences Undergraduate 4 years 120 credits\nAbout this program\nRehabilitation Services prepares students to coordinate return-to-work and independent-living services for people navigating disability, with fieldwork placements at vocational rehabilitation agencies and independent-living centers across the region.\nWhat you will be able to do\nAssess client needs and coordinate individualized service plans\nNavigate vocational rehabilitation and disability benefits systems\nApply disability law and accessibility standards in practice\nComplete a supervised fieldwork placement\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nREHAB 220 — Title: Foundations of Rehabilitation\nREHAB 310 — Title: Vocational Assessment\nREHAB 340 — Title: Disability Law & Policy\nREHAB 460 — Title: Fieldwork Practicum\nPSY 110 — Title: Introduction to Psychology\nSOC 110 — Title: Introduction to Sociology\nLAW 210 — Title: Disability Law\nWhere graduates go\nRehabilitation Counselor (with licensure)\nCase Manager\nVocational Specialist\nDisability Services Coordinator\nMedian starting salary for recent graduates: $54,700 . Reported placement within\nsix months of graduation: 92% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege CHS\nMedian starting salary $54,700\nPlacement 92%\nProgram contact\nDr. Daniel Corfield\nAssociate Professor, Program Director\nrehabilitationservices@uwporterfalls.edu\nRelated programs\nNursing\nDietetics\nHealth Information Management\nAll College of Health Sciences programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/social-work.html", "title": "Social Work (B.S.)", "description": "A CSWE-model social work degree with a required two-semester field practicum, preparing graduates for direct practice with individuals, families and communities.", "headings": [ "Social Work", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Health Sciences\nSocial Work\nHelping individuals, families, and communities, guided by social-justice values.\nB.S. Health Sciences Undergraduate 4 years 120 credits\nAbout this program\nA CSWE-model social work degree with a required two-semester field practicum, preparing graduates for direct practice with individuals, families and communities.\nWhat you will be able to do\nApply generalist social-work practice with individuals, families and groups\nComplete a supervised, two-semester field practicum\nEvaluate social-welfare policy through an equity lens\nPractice within the NASW Code of Ethics\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nSOCW 1500 — Title: Introduction to Social Work\nSOCW 3100 — Title: Social Work Practice I: Individuals and Families\nSOCW 4800 — Title: Field Practicum I\nSOCW 4900 — Title: Field Practicum II\nSOCW 2300 — Title: Social Welfare Policy\nSOC 1000 — Title: Introduction to Sociology\nWhere graduates go\nCase Manager\nChild & Family Services Worker\nBehavioral Health Aide\nCommunity Outreach Specialist\nMedian starting salary for recent graduates: $42,900 . Reported placement within\nsix months of graduation: 88% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege Health Sciences\nMedian starting salary $42,900\nPlacement 88%\nProgram contact\nDr. Ijeoma Nwosu\nAssociate Professor, Program Director\nsocialwork@uwporterfalls.edu\nRelated programs\nSociology\nPsychology\nRehabilitation & Disability Services\nAll College of Health Sciences programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/sociology.html", "title": "Sociology (B.S.)", "description": "A sociology degree examining institutions, inequality, and group behavior, with a required social-research-methods sequence.", "headings": [ "Sociology", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Arts, Design & Communication\nSociology\nHow societies, institutions, and groups shape human life.\nB.S. Arts, Design & Communication Undergraduate 4 years 120 credits\nAbout this program\nA sociology degree examining institutions, inequality, and group behavior, with a required social-research-methods sequence.\nWhat you will be able to do\nDesign and conduct a social-research study\nAnalyze survey and interview data\nApply sociological theory to contemporary social issues\nPresent original research in a senior seminar\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nSOC 1000 — Title: Introduction to Sociology\nSOC 3100 — Title: Social Research Methods\nSOC 3300 — Title: Social Stratification\nSOC 4900 — Title: Senior Seminar in Sociology\nMATH 1600 — Title: Introductory Statistics\nPOLS 1000 — Title: American Government\nWhere graduates go\nCase Manager\nCommunity Outreach Coordinator\nHuman Resources Assistant\nResearch Assistant\nMedian starting salary for recent graduates: $43,600 . Reported placement within\nsix months of graduation: 79% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege Arts, Design & Communication\nMedian starting salary $43,600\nPlacement 79%\nProgram contact\nDr. Renata Achebe\nAssociate Professor, Program Director\nsociology@uwporterfalls.edu\nRelated programs\nSocial Work\nPsychology\nPolitical Science\nAll College of Arts, Design & Communication programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/software-engineering.html", "title": "Software Engineering (B.S.)", "description": "A software-engineering degree focused on building and maintaining production software — requirements, architecture, testing, DevOps and security — distinct from Computer Science's theory emphasis.", "headings": [ "Software Engineering", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Computing & Information Sciences\nSoftware Engineering\nBuilding, testing, and maintaining software systems at scale.\nB.S. Computing & Information Sciences Undergraduate 4 years 120 credits\nAbout this program\nA software-engineering degree focused on building and maintaining production software — requirements, architecture, testing, DevOps and security — distinct from Computer Science's theory emphasis.\nWhat you will be able to do\nDesign and build a multi-component software system from requirements\nWrite automated tests and apply CI/CD practices\nEvaluate and apply a software architecture pattern\nComplete a team-based capstone with a real or simulated client\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nSE 2100 — Title: Software Construction\nSE 3100 — Title: Requirements and Design\nSE 4100 — Title: Software Architecture\nSE 4900 — Title: Capstone in Software Engineering\nSE 3200 — Title: Software Quality and Testing\nSE 4300 — Title: Secure Software Development\nWhere graduates go\nSoftware Engineer\nQA/Test Engineer\nDevOps Engineer\nApplication Developer\nMedian starting salary for recent graduates: $64,200 . Reported placement within\nsix months of graduation: 94% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege Computing & Information Sciences\nMedian starting salary $64,200\nPlacement 94%\nProgram contact\nDr. Nadia Petrov\nAssociate Professor, Program Director\nsoftwareengineering@uwporterfalls.edu\nRelated programs\nComputer Science\nComputer Engineering\nCybersecurity\nData Science\nAll College of Computing & Information Sciences programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/special-education.html", "title": "Special Education (B.S.)", "description": "Dual licensure in elementary and special education — the credential every district is short on.", "headings": [ "Special Education", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Education\nSpecial Education\nDual licensure in elementary and special education — the credential every district is short on.\nB.S. Education Undergraduate 4 years 126 credits\nAbout this program\nStudents earn dual licensure in elementary and special education, the single most in-demand teaching credential in the region according to every district superintendent the program surveys. Fieldwork begins in year two, well ahead of most licensure programs.\nWhat you will be able to do\nWrite and implement Individualized Education Programs (IEPs)\nApply specialized instruction for a range of disabilities\nCollaborate with general education teachers on inclusive practice\nComplete a full-semester student teaching placement in special education\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nSPED 220 — Title: Foundations of Special Education\nSPED 310 — Title: IEP Development & Case Management\nSPED 340 — Title: Behavioral Intervention\nSPED 460 — Title: Student Teaching\nPSY 110 — Title: Introduction to Psychology\nLAW 210 — Title: Special Education Law\nEDUC 220 — Title: Child Development\nWhere graduates go\nSpecial Education Teacher\nBehavior Interventionist\nCase Manager\nInclusion Coordinator\nMedian starting salary for recent graduates: $49,600 . Reported placement within\nsix months of graduation: 99% licensure placement .\nDegree B.S.\nCredits 126\nTypical length 4 years\nCollege COE\nMedian starting salary $49,600\nPlacement 99% licensure placement\nProgram contact\nDr. Angela Brennan\nClinical Professor, Program Director\nspecialeducation@uwporterfalls.edu\nRelated programs\nElementary Education\nTechnology & Engineering Education\nSchool Counseling\nAll College of Education programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/sport-management.html", "title": "Sport Management (B.S.)", "description": "A business-of-sport degree covering sport marketing, facility and event management, and sport law, with a required practicum placement.", "headings": [ "Sport Management", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Management\nSport Management\nThe business of sport — from campus recreation to professional franchises.\nB.S. Management Undergraduate 4 years 120 credits\nAbout this program\nA business-of-sport degree covering sport marketing, facility and event management, and sport law, with a required practicum placement.\nWhat you will be able to do\nPlan and staff a live sporting event\nApply sport-specific law and governance to a real scenario\nBuild a sponsorship or marketing plan for a team or venue\nComplete a supervised practicum with an athletics or recreation partner\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nSPMT 1500 — Title: Introduction to Sport Management\nSPMT 2300 — Title: Sport Facilities and Event Management\nSPMT 3100 — Title: Sport Law\nSPMT 4900 — Title: Sport Management Practicum\nSPMT 2100 — Title: Sport Marketing\nSPMT 2500 — Title: Sport Finance\nWhere graduates go\nAthletics Operations Assistant\nEvent Coordinator\nTicket Sales Representative\nRecreation Program Coordinator\nMedian starting salary for recent graduates: $40,500 . Reported placement within\nsix months of graduation: 83% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege Management\nMedian starting salary $40,500\nPlacement 83%\nProgram contact\nDr. Marcus Delacroix\nAssistant Professor, Program Director\nsportmanagement@uwporterfalls.edu\nRelated programs\nRecreation Management\nBusiness Administration\nHospitality & Tourism Management\nAll College of Business programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/supply-chain-management.html", "title": "Supply Chain Management (B.S.)", "description": "Procurement, logistics and inventory, taught with the region's manufacturers as case studies.", "headings": [ "Supply Chain Management", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Business\nSupply Chain Management\nProcurement, logistics and inventory, taught with the region's manufacturers as case studies.\nB.S. Business Undergraduate 4 years 120 credits\nAbout this program\nSupply Chain Management covers procurement, logistics, inventory optimization and supplier relations, drawing heavily on partnerships with regional manufacturers and distributors for live case studies and site visits. A required internship rounds out the degree.\nWhat you will be able to do\nDesign and optimize inventory and procurement systems\nModel logistics networks and transportation cost trade-offs\nNegotiate and manage supplier relationships\nComplete a required supply chain internship\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nSCM 220 — Title: Procurement & Sourcing\nSCM 310 — Title: Logistics Management\nSCM 340 — Title: Inventory & Operations Planning\nSCM 460 — Title: Capstone Project\nECON 110 — Title: Principles of Economics\nMATH 210 — Title: Applied Statistics\nBUS 240 — Title: Financial Accounting\nWhere graduates go\nSupply Chain Analyst\nLogistics Manager\nProcurement Specialist\nOperations Planner\nMedian starting salary for recent graduates: $66,400 . Reported placement within\nsix months of graduation: 97% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege COB\nMedian starting salary $66,400\nPlacement 97%\nProgram contact\nDr. Melissa Jacoby\nProfessor, Program Director\nsupplychainmanagement@uwporterfalls.edu\nRelated programs\nBusiness Administration\nMarketing & Digital Communication\nEntrepreneurship\nAll College of Business programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/technical-communication.html", "title": "Professional & Technical Communication (B.S.)", "description": "Write the manual, the proposal and the interface copy that engineers can't.", "headings": [ "Professional & Technical Communication", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Arts, Design & Communication\nProfessional & Technical Communication\nWrite the manual, the proposal and the interface copy that engineers can't.\nB.S. Arts & Design Undergraduate 4 years 120 credits\nAbout this program\nThis program trains writers to produce documentation, proposals and interface copy for technical organizations — the people who translate engineering into language a customer, regulator or new employee can actually use. Every student completes an internship embedded in a technical team.\nWhat you will be able to do\nWrite and edit technical documentation for varied audiences\nDesign information architecture for manuals and knowledge bases\nDraft proposals and grant materials to a professional standard\nComplete an internship embedded in a technical or engineering team\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nTCOM 220 — Title: Technical Writing\nTCOM 310 — Title: Information Architecture\nTCOM 340 — Title: Grant & Proposal Writing\nTCOM 460 — Title: Internship & Capstone\nCOMM 210 — Title: Written Communication\nIT 220 — Title: Systems Fundamentals for Writers\nART 150 — Title: Digital Art Fundamentals\nWhere graduates go\nTechnical Writer\nDocumentation Manager\nUX Writer\nGrant Writer\nMedian starting salary for recent graduates: $58,700 . Reported placement within\nsix months of graduation: 95% .\nDegree B.S.\nCredits 120\nTypical length 4 years\nCollege CADC\nMedian starting salary $58,700\nPlacement 95%\nProgram contact\nProf. Jeffrey Iversen\nSenior Lecturer, Program Director\ntechnicalcommunication@uwporterfalls.edu\nRelated programs\nGraphic Design & Interactive Media\nIndustrial Design\nFine Art\nAll College of Arts, Design & Communication programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/technology-education.html", "title": "Technology & Engineering Education (B.S.)", "description": "Licensure to teach shop, design and applied-engineering courses at the middle and high school level.", "headings": [ "Technology & Engineering Education", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Education\nTechnology & Engineering Education\nLicensure to teach shop, design and applied-engineering courses at the middle and high school level.\nB.S. Education Undergraduate 4 years 124 credits\nAbout this program\nThis program licenses students to teach technology and engineering education — the courses formerly called shop class — at the middle and high school level, at a moment when districts statewide are struggling to fill exactly this position.\nWhat you will be able to do\nPlan project-based technology and engineering curricula\nOperate and supervise a school fabrication and design lab safely\nIntegrate design-thinking process into secondary instruction\nComplete a full-semester student teaching placement\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nTED 220 — Title: Foundations of Technology Education\nTED 310 — Title: Design & Fabrication Curriculum\nTED 340 — Title: Lab Safety & Management\nTED 460 — Title: Student Teaching\nPSY 110 — Title: Introduction to Psychology\nET 210 — Title: Applied Mechanics\nLAW 210 — Title: School Law\nWhere graduates go\nTechnology & Engineering Teacher\nSTEM Curriculum Coordinator\nCareer & Technical Education Director\nInstructional Designer\nMedian starting salary for recent graduates: $49,100 . Reported placement within\nsix months of graduation: 99% licensure placement .\nDegree B.S.\nCredits 124\nTypical length 4 years\nCollege COE\nMedian starting salary $49,100\nPlacement 99% licensure placement\nProgram contact\nProf. Steven Sorenson\nProfessor of Practice, Program Director\ntechnologyeducation@uwporterfalls.edu\nRelated programs\nElementary Education\nSpecial Education\nSchool Counseling\nAll College of Education programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "programs/video-production.html", "title": "Video Production (B.F.A.)", "description": "Camera, edit and sound, taught on equipment the local news stations still use.", "headings": [ "Video Production", "About this program", "What you will be able to do", "Courses you will take", "Where graduates go", "Take the next step." ], "content": "College of Arts, Design & Communication\nVideo Production\nCamera, edit and sound, taught on equipment the local news stations still use.\nB.F.A. Arts & Design Undergraduate 4 years 122 credits\nAbout this program\nHands-on production coursework in camera operation, editing, sound and lighting, using broadcast-standard equipment that mirrors what regional TV stations actually run. Students produce a real weekly campus newsmagazine that airs on local cable access.\nWhat you will be able to do\nOperate professional camera, lighting and audio equipment\nEdit narrative and documentary work to broadcast standard\nProduce a live or recorded program from concept to delivery\nContribute to the weekly student-produced newsmagazine\nCourses you will take\nA sample of required coursework. Full requirements are in the official catalog.\nVID 220 — Title: Cinematography I\nVID 310 — Title: Editing & Post-Production\nVID 340 — Title: Documentary Production\nVID 460 — Title: Senior Thesis Film\nART 150 — Title: Digital Art Fundamentals\nCOMM 220 — Title: Media Writing\nCOMM 210 — Title: Written Communication\nWhere graduates go\nVideo Editor\nProduction Assistant\nBroadcast Technician\nContent Producer\nMedian starting salary for recent graduates: $46,900 . Reported placement within\nsix months of graduation: 86% .\nDegree B.F.A.\nCredits 122\nTypical length 4 years\nCollege CADC\nMedian starting salary $46,900\nPlacement 86%\nProgram contact\nDr. Christina Nakamura\nClinical Professor, Program Director\nvideoproduction@uwporterfalls.edu\nRelated programs\nGraphic Design & Interactive Media\nIndustrial Design\nFine Art\nAll College of Arts, Design & Communication programs\nNext steps\nApply to UW–Porter Falls\nVisit campus\nTuition and costs\nFinancial aid\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "prototype-development-center.html", "title": "Prototype Development Center", "description": "A sponsored-project shop where faculty and students build working prototypes for outside partners.", "headings": [ "Prototype Development Center", "On this page", "What gets built here", "Who owns what comes out of it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Prototype Development Center\nA sponsored-project shop where faculty and students build working prototypes for outside partners.\nWhat gets built here\nA regional company brings a concept — a fixture, a packaging redesign, a sensor housing — and a faculty-supervised student team designs, builds and tests a working prototype using the same equipment students already train on.\nWho owns what comes out of it\nSponsors typically retain rights to the resulting design under a standard agreement negotiated before the project starts; students keep the experience and, often, a portfolio piece with the sponsor's permission to show it.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nLocated: Founders Hall, high bay. Typical project: 6–16 weeks, one semester. Confidentiality: Standard NDA available for sponsor IP. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocated\nFounders Hall, high bay\nTypical project\n6–16 weeks, one semester\nConfidentiality\nStandard NDA available for sponsor IP\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nService learning\nMaker Fellowship\nTechnology transfer & invention disclosure\nFull contact directory" }, { "url": "provost-and-academic-affairs.html", "title": "Provost & Academic Affairs", "description": "The provost is the chief academic officer: the colleges, the Graduate School, the library, research, faculty hiring and tenure, and the review every degree program goes through.", "headings": [ "Provost & Academic Affairs", "On this page", "What the provost does", "The provost transition", "Units that report to the provost", "Academic program review", "Faculty affairs" ], "content": "Administration Provost & Academic Affairs\nThe provost is the chief academic officer: the colleges, the Graduate School, the library, research, faculty hiring and tenure, and the review every degree program goes through.\nWhat the provost does\nDr. Bjorn Halvorsen has been provost and vice chancellor for academic affairs since 2016, after eight years chairing Mechanical Engineering. As the university’s chief academic officer he is second in line to the chancellor and acts for her when she is away. The office owns the academic calendar, the catalog, academic policy, faculty appointments and promotion, program approval and review, and the academic share of the budget — about 60 percent of the operating budget once instruction, academic support and research are added up (see Budget & Financial Planning ).\nHe also teaches one section of Statics & Mechanics of Materials every fall and grades the exams himself. This fall’s section, in Founders Hall, is his last.\nThe provost transition\nDr. Halvorsen retires at the end of December 2026. Following a national search announced in September ( read the announcement ), the provost-designate — currently dean of engineering and applied science at a peer polytechnic in another state — starts in early January 2027. The search committee asked that the new provost be introduced on campus in person before being introduced on a web page, so the name will appear here after the December visit.\nNovember: two-day campus visit; meetings with deans, Faculty Senate leadership and Student Senate.\nDecember: joint attendance at cabinet; hand-off of open searches, tenure files and the 2027–29 budget requests.\nJanuary–March 2027: listening sessions in each college. Early stated priorities are a clear four-year plan for every student and more paid applied-learning placements.\nNothing in progress stops during the change: tenure and promotion files, program reviews and searches keep their published timelines.\nUnits that report to the provost\nCollege of Engineering & Technology — Leader: Dr. Karen Bergstrom, dean\nCollege of Computing & Information Sciences — Leader: Dr. Nancy Jorgensen, dean\nCollege of Business — Leader: Dr. Elizabeth Pratt, dean\nCollege of Health Sciences — Leader: Dr. Laura Vance, dean\nCollege of Education — Leader: Dr. Rebecca Dunmore, dean\nCollege of Arts, Design & Communication — Leader: Dr. Melissa Jacoby, dean\nCollege of Applied & Technical Studies — Leader: Dr. Sandra Petrov, dean\nCollege of Science & Mathematics — Leader: Dr. Priya Adeyemi, dean\nGraduate School — Leader: Dr. Ruth Oyelaran, dean\nHalvorsen Library — Leader: Dr. Peder Moen, dean of libraries\nResearch & Sponsored Programs — Leader: Dr. Teodora Brekke, vice provost for research\nFaculty Affairs — Leader: Dr. Harriet Engebretson, associate provost\nAcademic Programs & Assessment — Leader: Dr. Samuel Odegaard, associate provost\nInternational Education & Study Abroad — Leader: Mikel Stenberg, director\nStrategic Planning & Institutional Effectiveness — Leader: Founders Hall 310\nAdvising and the early-alert system ( how it works ) are run jointly by the colleges and Academic Programs & Assessment.\nAcademic program review\nEvery degree program is reviewed on a seven-year cycle; accredited programs time theirs to line up with the accreditor’s visit so faculty write one self-study, not two. A review takes one academic year:\nSeptember: the program receives a data packet from Institutional Research — enrollment, retention, graduation, credit hours, career outcomes and cost per credit.\nDecember: self-study due to the dean.\nFebruary–March: an external reviewer from another university visits for a day and a half.\nApril: Faculty Senate’s Program Review Committee recommends one of four outcomes: continue; continue with recommendations; continue with a two-year follow-up; or refer for restructuring.\nMay: the provost issues a written response that the program can cite in budget requests.\nPrograms under review in 2026–27: Packaging Technology , Apparel Design, Hospitality Management, Aviation Management, Criminal Justice, Technical Communication and Rehabilitation Services.\nFaculty affairs\nThe associate provost for faculty affairs handles hiring, contracts, tenure and promotion, sabbaticals and faculty grievances. Key dates this year:\nTenure-track searches: 14 authorized for 2026–27; position descriptions to the provost by October 23.\nTenure and promotion: dossiers were due September 15; college committees report by November 20; the provost’s decisions go out by March 1; the Board of Regents acts in June.\nSabbaticals for 2027–28: applications due November 6; up to nine are funded.\nPost-tenure review: every five years, under the published process .\nTeaching support, new-faculty orientation and the summer course-redesign stipends run through faculty development . Questions about instructional staff appointments are answered on the non-tenure-track faculty page .\nAt a glance\nProvost\nDr. Bjorn Halvorsen, since 2016 (retiring December 2026)\nSuccessor\nProvost-designate begins January 2027\nReports here\nAll colleges, Graduate School, library, research, faculty affairs\nProgram review\nSeven-year cycle; seven programs in 2026–27\nT&P decisions\nProvost by March 1; Regents in June\nWho to contact\nOffice of the Provost\nMillwright Hall 302\nPhone\n(715) 555–0102\nEmail\nprovost@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nLeadership\nOffice of the Chancellor\nFaculty Senate\nAcademic calendar\nAcademic policies\nResearch & Sponsored Programs" }, { "url": "public-access-to-campus.html", "title": "Public Access to Campus", "description": "What members of the public can use on campus, what it costs, where to park, how to get online, and the handful of rules that apply to everyone.", "headings": [ "Public Access to Campus", "On this page", "Buildings and hours", "Halvorsen Library", "Forge Recreation Center", "Parking and Wi-Fi", "Rules that apply to everyone" ], "content": "Community Public Access to Campus\nWhat members of the public can use on campus, what it costs, where to park, how to get online, and the handful of rules that apply to everyone.\nBuildings and hours\nUW–Porter Falls is a public university, and its grounds are open to the public. Inside, the rule is simple:\nOpen to the public: lobbies, corridors and public spaces in all 14 buildings, weekdays 7 a.m.–6 p.m. This includes Founders Union, Halvorsen Library, the Welcome Center, the Furlong Gallery and the Forge Recreation Center front desk.\nCard access only: residence halls at all times; classrooms and labs during class or when locked; most buildings after 6 p.m. and on weekends, except during a public event.\nBy appointment: the university archives (Halvorsen Library Level 4), research labs, and the University Farm barns outside open-farm Saturdays.\nSitting in on a lecture you are not enrolled in is up to the instructor. Ask first. If you want to take a course properly, see Non-degree and guest students .\nHalvorsen Library\nAny Wesconsin resident 16 or older can get a free community borrower card at the Level 1 service desk with a photo ID that shows a current address.\nBorrow up to 10 books at a time for three weeks, with one renewal.\nUse the four guest computers on Level 1 with a two-hour daily login. Printing is 10¢ a page on a guest print card.\nMost research databases are available on campus only, because the vendor licenses are for students and faculty. Off-campus database access is not included, and neither is interlibrary loan . For both, the Porter Falls Public Library is your friend.\nThe silent reading room on Level 4 is open to everyone. It is quiet, and the students mean it.\nGraduates have separate privileges; see library access for alumni .\nForge Recreation Center\nCommunity members can buy a membership to the pool, track, courts, climbing wall and weight floor. Students come first: community and alumni members may not use the weight floor or courts weekdays 3:30–7:00 p.m. during the fall and spring terms.\nCommunity, individual (18+) — Monthly: $46; Annual: $460\nCommunity, household (2 adults + dependents) — Monthly: $78; Annual: $780\nCommunity, 62 and over — Monthly: $34; Annual: $340\nAlumni, individual — Monthly: $38; Annual: $380\nDay pass (with a member or student sponsor) — Monthly: $9; Annual: $9\nSign up at the front desk with a photo ID. Details are on Rec Center access , and canoes and snowshoes are at the outdoor rental center .\nParking and Wi-Fi\nParking. Your license plate is your permit, and enforcement reads plates. For a short visit, use the Founders Ramp ($1.50 an hour, $9 maximum) or a meter, and pay by card, coin or the ParkPorter app. For a full day, buy a $7 daily visitor permit online, which is valid in any general lot. Evenings after 4:30 p.m. and weekends are free in general lots, but not in the Founders Ramp on event nights. Details are on Visitor parking and winter parking rules . The winter rules matter from November through March.\nWi-Fi. Join UWPorterFalls-Guest and register with an email address or a mobile number. Access lasts 24 hours and is filtered and rate-limited, but it is fine for email and video calls. Event organizers can request a bulk code; see Guest Wi-Fi .\nRules that apply to everyone\nSmoke-free and vape-free everywhere on university property, including parking lots and the farm. See Smoke-free campus .\nPets are welcome outdoors on a leash, and you clean up after them. They are not allowed inside buildings. Service animals may go anywhere.\nDrones need written permission from Campus Safety, and they are never allowed over Millwright Stadium on game days.\nChildren under 14 need an adult with them in buildings, unless they are in a supervised program like STEM Saturdays .\nPhotography for personal use is fine outdoors. Commercial shoots need a facilities permit.\nSolicitation and leafleting by outside groups happen at the designated tables in Founders Union, booked through the event office.\nCampus Safety is in Millwright Hall 105. For an emergency, dial 911 from any phone.\nAt a glance\nBuildings\nPublic areas open weekdays 7 a.m.–6 p.m.\nLibrary card\nFree for Wesconsin residents 16+\nRec Center\nFrom $34/month (62+)\nParking\n$1.50/hr ramp; $7 day permit; free evenings and weekends\nWi-Fi\nUWPorterFalls-Guest, 24-hour access\nWho to contact\nOffice of Outreach & Engagement\nMillwright Hall 120\nPhone\n(715) 555–0235\nEmail\nengage@uwporterfalls.edu\nHours\nLibrary desk (715) 555–0145 · Parking (715) 555–0143 · IT Help Desk (715) 555–0146\nRelated resources\nFor the community\nHalvorsen Library\nTransportation & parking\nCampus safety\nGuest and visitation policy\nCampus map" }, { "url": "public-art-walk.html", "title": "The public art walk", "description": "A self-guided route past the sculptures, murals and installations across campus, with a note on each piece and its artist.", "headings": [ "The public art walk", "On this page", "What's on the walk", "Behind it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "About The public art walk\nA self-guided route past the sculptures, murals and installations across campus, with a note on each piece and its artist.\nWhat's on the walk\nPermanent sculpture on the quads, the rotating mural wall by the Depot underpass, the student-built installation that changes each year at Millrace Week, and a few pieces on long-term loan from the galleries' collection. Each stop has a short label with the artist and the year.\nBehind it\nThe galleries maintain the collection, handle conservation, and rotate the temporary pieces; the walk is the way most people encounter work they'd otherwise pass without noticing.\nIn and around Porter Falls\nUniversity Communications sits in Millwright Hall and handles the parts of Porter that outlast any one semester. The founding manual-training mission from 1893 is still the reference point for most of what this office says publicly.\nThe practical details\nRoute: About a mile, loops from the Founders Union plaza. Guide: Numbered map, print at the information desk and on MyPorter. Collection: Managed by the campus art galleries; most pieces are by regional artists or alumni. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is University Communications (Millwright Hall, Room 210). Call (715) 555–0250 or email news@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRoute\nAbout a mile, loops from the Founders Union plaza\nGuide\nNumbered map, print at the information desk and on MyPorter\nCollection\nManaged by the campus art galleries; most pieces are by regional artists or alumni\nWho to contact\nUniversity Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\nnews@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCommon Data Set & disclosures\nCommencement Livestream & Archive\nSpecial collections reading room\nUniversity archives\nFull contact directory" }, { "url": "public-records.html", "title": "Public records & institutional data", "description": "How to file a records request, what it can and cannot get you, timing and fees, and the data already published.", "headings": [ "Public records & institutional data", "On this page", "Check the published data first", "Making a request", "Timing, fees and redactions", "If you disagree" ], "content": "About Public records & institutional data\nHow to file a records request, what it can and cannot get you, timing and fees, and the data already published.\nCheck the published data first\nAs a public university, Porter already publishes a great deal without a request: enrollment and demographics, retention and graduation rates, degrees awarded by program, the operating budget and audited financial statements, employee salary ranges, the Annual Security and Fire Safety Report, accreditation status, graduate outcomes and salary surveys, and required consumer-information disclosures. Most of it lives on the Institutional Research and the finance and transparency pages, and if what you need is there, that is faster than any request.\nMaking a request\nWesconsin's open-records law lets anyone request university records without stating a reason or using special wording — an email to the records custodian describing what you want with enough specificity to find it is enough. Narrower requests (\"the contract with vendor X signed in 2026,\" not \"all emails about spending\") get answered faster and cheaper. You can ask to inspect records at no charge rather than receive copies.\nTiming, fees and redactions\nThe custodian acknowledges the request promptly and responds \"as soon as practicable and without delay\" — simple requests in days, broad ones in weeks or longer, with status updates. Fees are limited by statute to the actual cost of locating (staff time above a threshold), copying, and any electronic-format work; you get an estimate and can prepay or narrow the request before work starts. Some content is withheld or redacted under specific exceptions — student records protected by FERPA, personal medical information, certain personnel and law-enforcement material, security plans, attorney-client and draft records, trade secrets — and the response identifies what was withheld and the legal basis.\nIf you disagree\nYou can ask the custodian to reconsider a denial or redaction, and beyond that Wesconsin law provides for review by the district attorney or the attorney general and, ultimately, the courts. Journalists and researchers with recurring needs can arrange a standing contact in University Communications or Institutional Research rather than filing repeated formal requests.\nAt a glance\nFirst\nCheck the published data — enrollment, graduation, budget, audited financials, salary ranges, security report, outcomes — on the IR and transparency pages\nRequest\nEmail the records custodian; no reason or special wording needed. Specific requests are faster and cheaper; inspection is free\nTiming / fees\n\"As soon as practicable\"; statutory fees for location, copying, and format work — you get an estimate and can narrow first\nWithheld\nFERPA student records, medical info, some personnel/law-enforcement material, security plans, draft and privileged records — response cites the basis\nRelated resources\nComplaints & concerns\nContact directory" }, { "url": "quiet-hours-and-courtesy.html", "title": "Quiet hours & courtesy hours", "description": "The noise rules in the residence halls, and the difference between the two kinds.", "headings": [ "Quiet hours & courtesy hours", "On this page", "How it works", "Making it livable", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Quiet hours & courtesy hours\nThe noise rules in the residence halls, and the difference between the two kinds.\nHow it works\nDuring quiet hours, if someone in the hallway can hear your music, TV, or conversation, it's too loud. Courtesy hours are lighter: normal daytime life is fine, but if a neighbor is sleeping off a night shift or studying and asks you to turn it down, you do. RAs enforce both, and repeat noise complaints go through the conduct process.\nMaking it livable\nTalk to your neighbors early so a knock isn't the first contact. Use headphones after hours. If noise from a neighbor is a recurring problem and a direct ask hasn't worked, tell your RA — that's what they're for, and it's better than resentment.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nQuiet hours: Set times (typically 10 or 11 p.m. to 8 a.m. on weeknights, later on weekends) when noise must stay inside your room. Courtesy hours: All other times — keep noise reasonable, and honor any request to quiet down. Finals: 24-hour quiet hours for the last week or two of each term. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nQuiet hours\nSet times (typically 10 or 11 p.m. to 8 a.m. on weeknights, later on weekends) when noise must stay inside your room\nCourtesy hours\nAll other times — keep noise reasonable, and honor any request to quiet down\nFinals\n24-hour quiet hours for the last week or two of each term\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "quiet-study-floors.html", "title": "Designated quiet study floors", "description": "Where the enforced-silence study space is, versus the collaborative space, so a student can pick the right floor.", "headings": [ "Designated quiet study floors", "On this page", "How the split works", "Finals", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Designated quiet study floors\nWhere the enforced-silence study space is, versus the collaborative space, so a student can pick the right floor.\nHow the split works\nThe upper library floors and the Founders Hall reading room are enforced-quiet: no conversation, phone calls in the stairwell only, a staffed desk that will actually ask a group to move. The lower floors are for talking through a problem set together. Signage at each entrance says which is which.\nFinals\nThe silent floors keep their normal hours; Level 1 opens around the clock for the last two weeks of each semester with Campus Safety doing hourly walk-throughs.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nSilent floors: Halvorsen Library Levels 3 and 4; the Founders Hall reading room. Collaborative: Halvorsen Levels 1 and 2, all Founders Union lounges. Overnight: Level 1 stays open 24 hours during finals. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSilent floors\nHalvorsen Library Levels 3 and 4; the Founders Hall reading room\nCollaborative\nHalvorsen Levels 1 and 2, all Founders Union lounges\nOvernight\nLevel 1 stays open 24 hours during finals\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "radiation-safety-basics.html", "title": "Radiation safety basics", "description": "The rules for using radioactive material or radiation-producing equipment in research and teaching.", "headings": [ "Radiation safety basics", "On this page", "Where it applies", "Working safely", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Radiation safety basics\nThe rules for using radioactive material or radiation-producing equipment in research and teaching.\nWhere it applies\nRadioisotopes used as tracers in biology and chemistry, X-ray diffraction and imaging equipment, and certain analytical instruments. Each is covered by a permit that names who may use it, where, and in what quantity, under state and federal licensing.\nWorking safely\nTraining first, then work under a permit holder's supervision until cleared. Keep exposure as low as reasonably achievable: time, distance, shielding. Survey your area and hands when finished, log use, and route waste through Radiation Safety — never the regular trash or drain. Report any spill or lost source immediately.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nPermit: Work is done only under an authorized user's radiation permit, issued by the Radiation Safety Committee. Training: Required before handling any material; covers dose limits, shielding, contamination control, and waste. Monitoring: Dosimetry badges for many users, routine contamination surveys, and secure storage and disposal. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nPermit\nWork is done only under an authorized user's radiation permit, issued by the Radiation Safety Committee\nTraining\nRequired before handling any material; covers dose limits, shielding, contamination control, and waste\nMonitoring\nDosimetry badges for many users, routine contamination surveys, and secure storage and disposal\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "reading-a-rubric.html", "title": "Reading a rubric", "description": "How to use the grading rubric an instructor hands out so your work hits what's actually being scored.", "headings": [ "Reading a rubric", "On this page", "Why it matters", "Using it well", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Reading a rubric\nHow to use the grading rubric an instructor hands out so your work hits what's actually being scored.\nWhy it matters\nA rubric is the instructor telling you exactly how the grade is built. A paper that's beautifully written but ignores the ‘engages counterarguments’ row loses those points no matter how good the prose is. Working backward from the rubric keeps you from over-investing in what isn't scored.\nUsing it well\nIf a rubric row is vague (‘demonstrates insight’), ask the instructor in office hours what a top score there looks like. After a graded assignment, compare your marks to the rubric to see the pattern in what you're losing points on — it's usually the same one or two rows.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nBefore you start: Read the rubric first, not the prompt first — it tells you where the points live. While drafting: Map each section of your work to a rubric row; the heaviest-weighted rows get the most effort. Before submitting: Grade yourself against it honestly and fix the gaps. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nBefore you start\nRead the rubric first, not the prompt first — it tells you where the points live\nWhile drafting\nMap each section of your work to a rubric row; the heaviest-weighted rows get the most effort\nBefore submitting\nGrade yourself against it honestly and fix the gaps\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "reading-a-technical-paper.html", "title": "Reading a technical or scientific paper", "description": "A three-pass method so a dense paper informs your work instead of defeating it.", "headings": [ "Reading a technical or scientific paper", "On this page", "Why it is hard, and that is normal", "Pass one: the shape (5–10 minutes)", "Pass two: the argument (up to an hour)", "Pass three: the details (when you need them)", "Mine the references", "Get help" ], "content": "Academics Reading a technical or scientific paper\nA three-pass method so a dense paper informs your work instead of defeating it.\nWhy it is hard, and that is normal\nA research paper is written for specialists and packs a lot into a few pages. Reading one front-to-back at a steady speed, expecting to understand everything, is the wrong approach and it is why students bounce off the literature. Nobody reads them that way — they read in passes, at different depths, for different purposes.\nPass one: the shape (5–10 minutes)\nRead the title, the abstract, the section headings, and the figures and their captions. Read the introduction's last paragraph (usually the contribution) and the conclusion. After this pass you should be able to say what problem the paper addresses, what they did, what they claim, and whether it is relevant enough to keep reading. Often the answer is \"not for my purpose,\" and you stop here.\nPass two: the argument (up to an hour)\nRead the whole thing but do not stall on math or details you cannot follow. Follow the logic: what is the setup, what is the method, what do the results actually show (look hard at the figures), and where are the limitations. Write a few sentences in your own words: the question, the approach, the key result, the catch. Mark the parts you did not understand.\nPass three: the details (when you need them)\nOnly if you are building on the paper, reproducing it, or evaluating it closely: work through the methods and the math, checking that each step follows, and think about what you would have done differently. This is slow — an hour or more for a hard paper. You do not do pass three on most papers.\nMine the references\nA strong paper's introduction and related-work section are a map of the area. When you find one paper that matters, read its references backward for the foundational work and use \"cited by\" to find newer work that built on it. Two or three rounds of this orients you faster than fresh keyword searches.\nGet help\nA subject librarian will show you how to find the right papers and read them efficiently — a research consultation is 30 free minutes and the highest-leverage hour in a research project. A journal club or a lab meeting is where you learn to read critically by watching others do it out loud.\nAt a glance\nNot\nFront-to-back at one speed expecting to get everything\nPass 1 (~10 min)\nTitle, abstract, headings, figures, intro's last para, conclusion — keep or stop\nPass 2 (~1 hr)\nThe argument; skip the hardest math; write the question/method/result/catch\nPass 3\nThe details — only when reproducing or closely evaluating it\nWho to contact\nHalvorsen Library\nHalvorsen Library\nPhone\n(715) 555–0160\nEmail\nlibrary@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUsing the library for real research\nResearch consultations\nDoing a literature review\nCitation management help\nWorking with a research mentor\nFull contact directory" }, { "url": "reading-and-notes-in-college.html", "title": "Reading and taking notes in college", "description": "Reading with a purpose, a note system you will actually review, and turning both into recall.", "headings": [ "Reading and taking notes in college", "On this page", "Read with a question", "Mark less, think more", "A note system you will reopen", "Notes are a draft, not a record", "Turn notes into recall", "Get help calibrating" ], "content": "Student success Reading and taking notes in college\nReading with a purpose, a note system you will actually review, and turning both into recall.\nRead with a question\nCollege reading is not meant to be read like a novel, front to back at one speed. Before you start, look at the headings, the intro, and the summary, and turn the section titles into questions. Then read to answer them, slowing down for the parts that matter and skimming the parts that do not.\nMark less, think more\nHighlighting everything is the same as highlighting nothing. Instead, at the end of each section, write one or two sentences in your own words about what it said and how it connects to the last section. If you cannot, you did not read it — go back.\nA note system you will reopen\nThe system matters less than whether you review it. Cornell notes (a cue column, notes, a summary line) work because they build in the review. Paper is better than a laptop for lecture recall for most people. Leave space to add to notes later.\nNotes are a draft, not a record\nThe value is in what you do after class: within a day, read your notes, fill gaps from the reading, write questions in the margin, and add a three-line summary at the top. Ten minutes now saves an hour at exam time.\nTurn notes into recall\nRereading feels productive and mostly is not. Instead, cover your notes and try to reconstruct the section from the cue words; make a few flashcards for facts that must be automatic; explain a concept out loud as if teaching it. Struggling to recall is the part that builds memory.\nGet help calibrating\nIf you are reading for hours and it is not sticking, a study-skills workshop or an academic coach can watch you work and adjust the method — often the fix is small (reading without a question, notes never reviewed) and makes a large difference.\nAt a glance\nBefore reading\nTurn headings into questions; read to answer them\nInstead of highlighting\nOne or two sentences in your words per section\nNotes\nSystem is secondary to whether you review it within a day\nStudy\nRecall (cover and reconstruct) beats rereading\nWho to contact\nTutoring & Learning Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0165\nEmail\nlearning@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nLearning strategies workshops\nAcademic coaching\nSupplemental Instruction\nTest anxiety support\nPreparing for finals\nFull contact directory" }, { "url": "reading-your-degree-audit.html", "title": "How to read your degree audit", "description": "Every part of the audit explained, plus the exceptions that trip people up.", "headings": [ "How to read your degree audit", "On this page", "What the audit is", "Reading the blocks", "Catalog year matters", "Exceptions and substitutions", "The \"what-if\" audit", "What it does not check" ], "content": "Academics How to read your degree audit\nEvery part of the audit explained, plus the exceptions that trip people up.\nWhat the audit is\nThe degree audit in MyPorter compares the courses you have taken, are taking, and have registered for against every requirement of your declared program under your catalog year. It is the university's official checklist for graduation — an adviser uses the same screen you do.\nRun it after every registration and every grade cycle. It is only as current as your record.\nReading the blocks\nRequirements are grouped into blocks: general education, the major core, major electives, a college requirement, and free electives. Each block shows a status — complete, in progress, or not started — and lists which specific courses satisfied it. A green block is done; a block \"in progress\" is only counting registered or current courses and can revert if you drop one.\nCatalog year matters\nYou are held to the requirements in effect when you entered the program, not the current catalog, for up to a set number of years. A program that changes its requirements does not move the goalposts on continuing students. If a newer catalog is clearly better for you, you can ask to opt into it — all of it, not a mix.\nExceptions and substitutions\nWhen a course you took should count for a requirement it is not mapping to — a transfer course, an approved substitution, a topics course — the department files an exception and it appears on the audit as a note under that block. If you were told a substitution was approved and it is not showing after a few weeks, email the department; verbal approvals do not update the system.\nThe \"what-if\" audit\nThe what-if tool runs the same audit against a different major or minor without changing your record. Use it before a major change to see exactly how many of your existing credits carry over, and use it each spring to sanity-check that a minor you are pursuing is actually on track.\nWhat it does not check\nThe audit checks requirements, not the residency rule (a minimum number of your final credits earned at Porter), not the 2.00 minimum GPA in the major some programs require, and not time limits on old credit. Your graduation check with the Registrar the term before you finish catches these — do not skip it.\nAt a glance\nWhere\nMyPorter → Degree Audit\nRun it\nAfter every registration and grade cycle\nHeld to\nYour catalog year, not the current catalog\nStill verify\nResidency rule + Registrar graduation check\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDegree audit\nWhat-if degree audit\nCatalog-year rights\nCourse substitution request\nResidency requirement explained\nFull contact directory" }, { "url": "reading-your-financial-aid-offer.html", "title": "How to read your financial aid offer", "description": "Line by line — which numbers are gifts, which are loans, and what the offer is not telling you.", "headings": [ "How to read your financial aid offer", "On this page", "Cost of attendance is an estimate, not a bill", "Sort the aid into three buckets", "Find your net cost", "Understand the loans on the offer", "Accept, decline, and adjust", "What the offer leaves out" ], "content": "Financial aid How to read your financial aid offer\nLine by line — which numbers are gifts, which are loans, and what the offer is not telling you.\nCost of attendance is an estimate, not a bill\nThe offer starts with a cost of attendance: tuition and fees plus estimated housing, food, books, transportation, and personal expenses. Only the tuition-and-fees part is an actual charge from Porter. The rest is a budget the government requires so aid can cover living costs — your real spending is up to you.\nSort the aid into three buckets\nGrants and scholarships are gifts — money you do not repay. Federal work-study is money you earn by working an eligible job, paid as a paycheck, not applied to the bill. Loans are borrowed and repaid with interest. Two offers with the same total can be very different depending on how much of each bucket they contain.\nFind your net cost\nSubtract only the grants and scholarships from tuition, fees, housing, and dining. That number — net cost — is what you and your family actually have to cover, through savings, income, a payment plan, or loans. Comparing schools on net cost instead of total aid is the single most useful thing you can do with an offer.\nUnderstand the loans on the offer\nA subsidized federal loan does not accrue interest while you are enrolled at least half-time; an unsubsidized one does, from the day it disburses. There is an annual and a lifetime federal borrowing limit. Parent and private loans are separate, credit-based, and usually costlier. You can accept part of a loan, all of it, or none.\nAccept, decline, and adjust\nYou accept or decline each piece in MyPorter. Take all the grants, take work-study if you want a job, and borrow the least you can live on — you can request more later, but you cannot un-borrow easily. If your family situation changed (a job loss, medical costs, a death), ask Financial Aid about a professional-judgment review; offers are not always final.\nWhat the offer leaves out\nIt does not show how aid changes if you drop below full-time, whether a scholarship renews and on what GPA, the origination fee subtracted from each loan, or how much a year of that loan actually costs to repay. Ask those questions before you sign, not after graduation.\nAt a glance\nReal charge\nTuition + fees (+ housing/dining if on campus)\nNet cost\nCharges minus grants and scholarships only\nSubsidized loan\nNo interest while enrolled half-time+\nBorrow\nThe least you can live on — you can ask for more later\nWho to contact\nFinancial Aid Office\nFounders Union 118\nPhone\n(715) 555–0231\nEmail\nfinaid@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFinancial aid process\nCost of attendance explained\nLoan entrance counseling\nReporting outside scholarships\nFinancial aid appeal\nFull contact directory" }, { "url": "readmission-returning-students.html", "title": "Readmission for Returning Students", "description": "Former Porter students coming back after a semester or a decade: who reapplies, which holds to clear, and where your academic standing picks up.", "headings": [ "Readmission for Returning Students", "On this page", "Who needs to apply for readmission", "2026–27 deadlines", "Clearing holds", "Academic standing when you return", "Coursework elsewhere, catalog year and renewal", "Talk to someone first" ], "content": "Admissions Readmission for Returning Students\nFormer Porter students coming back after a semester or a decade: who reapplies, which holds to clear, and where your academic standing picks up.\nWho needs to apply for readmission\nIf you were a degree-seeking Porter undergraduate and missed one or more fall or spring semesters, you file a re-entry application before you can register again. Summer does not count as a missed term. You do not need to reapply if you:\nwere on an approved leave of absence (up to two consecutive semesters) and are returning on time;\nspent the time away on an approved study-away term or the National Student Exchange ;\nonly skipped a summer session.\nEveryone else — students who withdrew, stopped attending, or were academically suspended — uses the re-entry application. It is free, takes about ten minutes, and lives in the same portal as the first-year application under “Former Porter student.” In 2025–26 Porter readmitted 312 former students; 41 percent had been away more than five years.\n2026–27 deadlines\nSpring 2027 — Re-entry application: January 4, 2027; Suspension petition: December 1, 2026; Classes begin: January 25, 2027\nSummer 2027 — Re-entry application: May 15, 2027; Suspension petition: April 1, 2027; Classes begin: June 7, 2027\nFall 2027 — Re-entry application: August 1, 2027; Suspension petition: July 1, 2027; Classes begin: September 1, 2027\nThose are the last dates, not the best ones. Continuing students begin registering for spring on November 9, 2026 , and required sections fill. Readmitted students get registration access within two business days of their decision, so applying in October or early November means a real schedule rather than leftovers.\nClearing holds\nHolds do not stop readmission, but they stop registration. Check MyPorter for any of these before you apply, and see registration holds for the full list:\nStudent account balance (Bursar’s Office): a signed payment plan clears the hold even before the balance is paid. Accounts sent to collections can also be released with a payment agreement — call the office rather than assuming it is final.\nLibrary : unreturned Halvorsen Library items or replacement charges.\nParking : unpaid citations from your previous enrollment.\nDean of Students : an open conduct sanction must be resolved or scheduled.\nHealth records : an immunization record that was never completed.\nAcademic standing when you return\nYou come back with the standing you left with. A student who left on probation returns on probation, with the same advising and credit-cap requirements described in academic standing .\nAfter a first suspension: one semester away, then a written petition covering what changed, a realistic course plan and a meeting with an adviser. The associate dean of your college decides within ten business days.\nAfter a second suspension: one full academic year away before petitioning.\nFinancial aid is separate. Readmission does not restore aid eligibility; if you fell below satisfactory academic progress, file a financial aid appeal at the same time.\nStudents who return on probation and use the support recover at high rates; probation recovery describes what that support looks like.\nCoursework elsewhere, catalog year and renewal\nIf you took college courses somewhere else while you were away, send those transcripts. You will be reviewed as a returning transfer student and need at least a 2.0 on that outside work. The credits are evaluated after readmission and post to your degree audit.\nCatalog year: students away fewer than two consecutive years return under their original catalog. After a longer absence you move to the current (2026–27) catalog unless your department approves the older one — occasionally useful when a requirement has since changed.\nAcademic renewal: if you have been away at least three years and then complete 24 credits back at Porter with a 2.5 GPA, you can petition to set aside a block of old grades from your GPA. See academic renewal and fresh start before deciding; it is a one-time action.\nTalk to someone first\nJun Park, Porter’s re-entry and transfer counselor, handles readmission questions and can pull your old record before you apply. Adults returning after a long gap should also look at adult and returning students and prior learning assessment — work experience since you left may be worth credit. If you only want a course or two before committing, non-degree enrollment is an option.\nAt a glance\nWho reapplies\nAnyone who missed a fall or spring term without an approved leave\nCost\nFree; about ten minutes\nSpring 2027\nApply by Jan. 4, 2027; suspension petitions by Dec. 1, 2026\nFall 2027\nApply by Aug. 1, 2027; suspension petitions by July 1, 2027\nRe-entry counselor\nJun Park, (715) 555–0152\nWho to contact\nOffice of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0143\nEmail\nadmissions@uwporterfalls.edu\nHours\nMon–Fri 8 a.m.–4:30 p.m.; Saturdays 9 a.m.–noon during Millrace Week and in April\nRelated resources\nAdult and returning students\nAcademic standing\nAcademic renewal and fresh start\nRegistration holds\nNon-degree and guest students\nResidency for tuition purposes" }, { "url": "rec-center-membership.html", "title": "Rec Center access", "description": "Who already has access, who needs to buy it, and what a membership covers.", "headings": [ "Rec Center access", "On this page", "What's covered", "Guests and family", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Rec Center access\nWho already has access, who needs to buy it, and what a membership covers.\nWhat's covered\nCardio and weight floors, the track, courts, the pool, the climbing wall, group fitness, and locker access — all under the one student membership, no per-visit charge. Equipment checkout (basketballs, towels, lifting belts) is included; the outdoor rental center and personal training are extra.\nGuests and family\nA student can bring a paying day guest during guest hours. Spouses, partners, and dependents 16 and up can be added for a monthly fee. Faculty and staff have their own payroll-deduction rate. Community and alumni memberships exist but yield to students during the after-class rush.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nEnrolled students: Included automatically in fees — just tap your Porter Card. Spouse/partner & dependents: Eligible for a paid add-on membership. Alumni & community: Paid memberships available; some blackout hours during peak student use. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nEnrolled students\nIncluded automatically in fees — just tap your Porter Card\nSpouse/partner & dependents\nEligible for a paid add-on membership\nAlumni & community\nPaid memberships available; some blackout hours during peak student use\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "recap-cross-country-porter-river-invitational.html", "title": "Women Win, Men Second Behind Eau Pleine at Porter River Invitational", "description": "Signe Arneson won the 6K by 19 seconds and the Ironclad women put five in the top 11; the Loggers edged the Porter men by seven points.", "headings": [ "Women Win, Men Second Behind Eau Pleine at Porter River Invitational", "On this page", "The story", "Team scores", "Porter finishers", "What they said", "Meet notes", "Up next" ], "content": "Ironclad Athletics Women Win, Men Second Behind Eau Pleine at Porter River Invitational\nSigne Arneson won the 6K by 19 seconds and the Ironclad women put five in the top 11; the Loggers edged the Porter men by seven points.\nBy Gus Ferland, Athletic Communications · September 12, 2026\nThe story\nPORTER FALLS — The two-time defending conference champion Ironclad women won the Porter River Invitational on Saturday morning with 31 points, ahead of the Eau Pleine Loggers (48) and Tamarack State (81). On the men's side, Eau Pleine scored 38 to Porter's 45, the third straight year the Loggers have won the men's race on Porter's home course.\nJunior Signe Arneson, who has not lost a conference race since arriving at Porter, led the women's 6K from the first climb of Millrace Hill and won in 21:38.4, 19 seconds ahead of Eau Pleine's top runner. Sophomore Clara Ruud was fourth, senior Maya Hjelmstad sixth, first-year Elise Brunner ninth in her collegiate debut and junior Josie Heim 11th. The one-to-five spread was 1:11.5.\nSenior Ben Ostrowski was third in the men's 8K in 25:44.1, behind two Loggers. Porter's top five finished within 46.9 seconds of each other, the tightest pack in the field, but Eau Pleine's front two scored 1 and 2. Weather was 54 degrees and overcast; the course, which loops the Porter River flats twice, was firm.\nTeam scores\n1. UW–Porter Falls — Pts: 31\n2. Eau Pleine — Pts: 48\n3. Tamarack State — Pts: 81\n4. Merrimount College — Pts: 104\n5. Prairie Rapids College — Pts: 139\n6. St. Brendan College — Pts: 162\n1. Eau Pleine — Pts: 38\n2. UW–Porter Falls — Pts: 45\n3. Tamarack State — Pts: 77\n4. Prairie Rapids College — Pts: 110\n5. Merrimount College — Pts: 128\n6. St. Brendan College — Pts: 171\nPorter finishers\n1 — Women: Signe Arneson, Jr.; Time: 21:38.4\n4 — Women: Clara Ruud, So.; Time: 22:11.0\n6 — Women: Maya Hjelmstad, Sr.; Time: 22:20.7\n9 — Women: Elise Brunner, Fy.; Time: 22:41.2\n11 — Women: Josie Heim, Jr.; Time: 22:49.9\n15 — Women: Nora Pfeifer, Sr.; Time: 23:02.3\n19 — Women: Hanna Stromme, So.; Time: 23:20.0\n3 — Men: Ben Ostrowski, Sr.; Time: 25:44.1\n6 — Men: Raj Menon, Jr.; Time: 25:58.6\n8 — Men: Tobias Engstrom, So.; Time: 26:07.3\n12 — Men: Liam Haas, Sr.; Time: 26:19.8\n16 — Men: Wes Fairbanks, Fy.; Time: 26:31.0\nWhat they said\n“The women ran like a team that knows it is the team to beat. The men ran like a team that is about to be. Forty-seven seconds is good; we want it under forty by October.”\n— Pete Odegaard, head coach\n“Losing to the Loggers on our own course three years running is a thing we have discussed. At length.”\n— Ben Ostrowski, senior\nMeet notes\nArneson's time is the fourth-fastest 6K ever run on the Porter River course and her best by 22 seconds.\nIt was Porter's fourth straight women's team title at its own invitational.\nBrunner was the first Porter first-year to finish in the top ten of the home meet since 2019.\nThe meet doubled as alumni day; 38 former Ironclad runners ran the open 5K that followed the varsity races.\nUp next\nBoth teams race the Tamarack State Invitational on September 26 and the Eau Pleine-hosted Logger Open on October 3, a rematch the men have circled. See the fall 2026 schedule and the women's and men's cross country pages. The course is open to the public on non-meet days and starts from the trailhead behind Millwright Stadium .\nAt a glance\nWomen\n1st of 6, 31 points\nMen\n2nd of 6, 45 points\nDate\nSaturday, September 12, 2026\nCourse\nPorter River cross-country course\nIndividual winner (women)\nSigne Arneson, 21:38.4\nWho to contact\nAthletic Communications\nIronclad Fieldhouse 120\nPhone\n(715) 555–0212\nEmail\nsid@uwporterfalls.edu\nRelated resources\nFall 2026 schedule & results\nWomen's cross country\nMen's cross country\nAthletics Hall of Fame\nAthletics staff directory\nIronclad Athletics" }, { "url": "recap-football-felland-field-goal-bayport-state.html", "title": "Felland’s Late Field Goal Lifts Football Past Bayport State, 17–14", "description": "A walk-on senior from Cedar Bluff hit a 38-yarder with four seconds left as the Ironclads opened their road conference schedule with a win.", "headings": [ "Felland’s Late Field Goal Lifts Football Past Bayport State, 17–14", "On this page", "The story", "Box score", "Porter leaders", "What they said", "Game notes", "Up next" ], "content": "Ironclad Athletics Felland’s Late Field Goal Lifts Football Past Bayport State, 17–14\nA walk-on senior from Cedar Bluff hit a 38-yarder with four seconds left as the Ironclads opened their road conference schedule with a win.\nBy Gus Ferland, Athletic Communications · September 19, 2026\nThe story\nBAYPORT — Senior kicker Brody Felland made a 38-yard field goal with four seconds remaining, and UW–Porter Falls beat Bayport State 17–14 on Saturday afternoon at Lighthouse Field. The Ironclads improve to 3–1 overall and 1–1 in the WCAC; the Mariners fall to 2–2 and 1–1.\nPorter took over at its own 31 with 1:22 left and one timeout. Junior quarterback Tyler Haakenson completed four of five passes on the drive, the longest a 19-yard out to junior Isaiah Lindqvist on third-and-6, and the Ironclads ran the clock to four seconds before sending Felland out. The kick was never in doubt. Felland, a walk-on from Cedar Bluff who did not miss inside 40 yards last season, is now 4-for-4 on field goals this year.\nPorter's defense set it up. Bayport State led 14–7 entering the fourth quarter, but senior linebacker Owen Krause intercepted a pass at the Porter 22 with 11:30 to play, and the Ironclads tied it eight minutes later on Haakenson's 12-yard touchdown pass to Lindqvist. Sophomore Jamal Petit carried 24 times for 118 yards and Porter's first-quarter touchdown.\nBox score\nUW–Porter Falls (3–1, 1–1) — 1: 7; 2: 0; 3: 0; 4: 10; Final: 17\nBayport State (2–2, 1–1) — 1: 0; 2: 7; 3: 7; 4: 0; Final: 14\nScoring summary\n1st — Time: 9:12; Play: POR — Petit 4 run (Felland kick); 11 plays, 72 yards; Score: 7–0\n2nd — Time: 2:05; Play: BSU — Mullins 23 pass from Tisdale (Arnott kick); Score: 7–7\n3rd — Time: 4:48; Play: BSU — Tisdale 1 run (Arnott kick); Score: 7–14\n4th — Time: 3:30; Play: POR — Lindqvist 12 pass from Haakenson (Felland kick); Score: 14–14\n4th — Time: 0:04; Play: POR — Felland 38 field goal; 9 plays, 48 yards; Score: 17–14\nTeam statistics\nFirst downs — Porter: 18; Bayport State: 15\nRushing (att–yds) — Porter: 41–176; Bayport State: 29–88\nPassing (comp–att–int, yds) — Porter: 17–27–1, 214; Bayport State: 19–34–2, 231\nTotal yards — Porter: 390; Bayport State: 319\nTurnovers — Porter: 1; Bayport State: 2\nPenalties (no.–yds) — Porter: 5–40; Bayport State: 8–71\nTime of possession — Porter: 33:12; Bayport State: 26:48\nPorter leaders\nPassing: Tyler Haakenson, 17-of-27, 214 yards, 1 TD, 1 INT\nRushing: Jamal Petit, 24 carries, 118 yards, 1 TD\nReceiving: Isaiah Lindqvist, 7 catches, 96 yards, 1 TD\nDefense: Owen Krause, 11 tackles, 1 INT; Trey Vanderloop, 2.0 sacks and a forced fumble\nKicking: Brody Felland, 1-for-1 FG (long 38), 2-for-2 PAT\nWhat they said\n“Brody kicks in a parking lot behind the Fieldhouse at 6 a.m. because the turf is booked. Nobody on our sideline was nervous. I was a little nervous.”\n— Ray Gutzmer, head coach\n“Thirty-eight is a normal kick. I just tried to make it boring.”\n— Brody Felland, senior kicker\nGame notes\nFelland's winner was the first walk-off field goal for Porter since 2017, also on the road.\nPorter held Bayport State to 88 rushing yards, the Mariners' lowest total in a conference game since 2021.\nKrause's interception was his third in four games and the eighth of his career.\nAbout 300 Porter fans made the trip; the band's drumline came on a separate van, which the athletic department would like noted was approved in advance.\nUp next\nPorter is off on September 26, then hosts Granite Ridge on October 3 at Millwright Stadium . The Forge Bowl against Chippewa Valley State is October 17. Season results are on the fall 2026 schedule and the football page .\nAt a glance\nFinal\nPorter 17, Bayport State 14\nDate\nSaturday, September 19, 2026\nSite\nLighthouse Field, Bayport\nAttendance\n2,140\nRecords\nPorter 3–1 (1–1 WCAC)\nWho to contact\nAthletic Communications\nIronclad Fieldhouse 120\nPhone\n(715) 555–0212\nEmail\nsid@uwporterfalls.edu\nRelated resources\nFall 2026 schedule & results\nForge Bowl\nAthletics tickets\nAthletics staff directory\nIronclad Athletics" }, { "url": "recap-volleyball-five-set-comeback-ashby-falls-state.html", "title": "Volleyball Rallies From Two Sets to One Down to Beat Ashby Falls State", "description": "Leah Tesch had 19 kills and Ava Rindfleisch seven blocks as the Ironclads won the fifth set 15–12 in front of 1,140 at Ironclad Fieldhouse.", "headings": [ "Volleyball Rallies From Two Sets to One Down to Beat Ashby Falls State", "On this page", "The story", "Box score", "Porter leaders", "What they said", "Match notes", "Up next" ], "content": "Ironclad Athletics Volleyball Rallies From Two Sets to One Down to Beat Ashby Falls State\nLeah Tesch had 19 kills and Ava Rindfleisch seven blocks as the Ironclads won the fifth set 15–12 in front of 1,140 at Ironclad Fieldhouse.\nBy Gus Ferland, Athletic Communications · September 26, 2026\nThe story\nPORTER FALLS — UW–Porter Falls lost the second and third sets to Ashby Falls State on Saturday night, then won the next two to take a 3–2 conference match (25–21, 22–25, 18–25, 25–19, 15–12) at Ironclad Fieldhouse . The Ironclads, picked fourth in the WCAC preseason poll , move to 7–1 and 3–1 in the conference. Ashby Falls State falls to 6–3 and 2–2.\nPorter hit .094 in the third set and trailed 9–6 early in the fourth before head coach Jenna Marquardt moved junior outside hitter Leah Tesch to the right side. Tesch had eight of her 19 kills from there over the final two sets. Sophomore middle Ava Rindfleisch added 11 kills on .450 hitting and seven blocks, three of them in the fifth set.\nThe fifth set was tied 11–11 when senior setter Brianna Kvale served three straight points, the last an ace off the tape, to put Porter at match point. Kvale finished with 51 assists and three aces. Junior libero Sofia Lindbeck had 24 digs, 11 of them in the last two sets.\nBox score\nAshby Falls State (6–3, 2–2) — 1: 21; 2: 25; 3: 25; 4: 19; 5: 12; Sets: 2\nUW–Porter Falls (7–1, 3–1) — 1: 25; 2: 22; 3: 18; 4: 25; 5: 15; Sets: 3\nTeam statistics\nKills–errors–attempts — Porter: 64–22–178; Ashby Falls State: 58–27–182\nHitting percentage — Porter: .236; Ashby Falls State: .170\nAssists — Porter: 59; Ashby Falls State: 54\nService aces — Porter: 7; Ashby Falls State: 4\nDigs — Porter: 81; Ashby Falls State: 74\nTeam blocks — Porter: 11.0; Ashby Falls State: 6.0\nPorter leaders\nLeah Tesch, Jr., OH — K: 19; E: 5; TA: 47; Pct: .298; A: 1; SA: 1; D: 12; BS/BA: 0/2\nAva Rindfleisch, So., MB — K: 11; E: 2; TA: 20; Pct: .450; A: 0; SA: 0; D: 2; BS/BA: 1/6\nBrianna Kvale, Sr., S — K: 3; E: 1; TA: 9; Pct: .222; A: 51; SA: 3; D: 14; BS/BA: 0/3\nSofia Lindbeck, Jr., L — K: 0; E: 0; TA: 0; Pct: —; A: 4; SA: 2; D: 24; BS/BA: 0/0\nWhat they said\n“After the third set I didn't give a speech. I drew a rotation on the whiteboard and moved Leah. They're engineers and business majors — they like a plan more than a pep talk.”\n— Jenna Marquardt, head coach\n“The student section stood the whole fifth set. You can't serve into the net with that many people watching.”\n— Brianna Kvale, senior setter\nMatch notes\nPorter is 2–0 in five-set matches this season, both at home, and 9–3 in five-setters over the last two years.\nRindfleisch's seven blocks matched her career high, set in the Ironclad Invitational two weeks earlier.\nKvale moved into fifth on the program's career assists list, 61 behind the next name.\nThe win was Porter's third straight since the September 16 loss at Tamarack State, which visits the Fieldhouse during Millrace Week.\nUp next\nPorter travels to Northern Wesconsin Tech on Wednesday, September 30 (7:00 p.m.), then hosts Chippewa Valley State on October 3. Students get in free with a Porter Card; see tickets and the full fall schedule , or the volleyball page for the roster.\nAt a glance\nFinal\nPorter 3, Ashby Falls State 2\nDate\nSaturday, September 26, 2026\nSite\nIronclad Fieldhouse\nAttendance\n1,140\nRecords\nPorter 7–1 (3–1 WCAC)\nWho to contact\nAthletic Communications\nIronclad Fieldhouse 120\nPhone\n(715) 555–0212\nEmail\nsid@uwporterfalls.edu\nRelated resources\nFall 2026 schedule & results\nForge Bowl\nAthletics tickets\nAthletics staff directory\nIronclad Athletics" }, { "url": "recap-womens-soccer-comeback-at-granite-ridge.html", "title": "Oyelaran Scores Twice as Women’s Soccer Erases Two-Goal Deficit at Granite Ridge", "description": "Three second-half goals, the last a Maddie Oyelaran penalty in the 86th minute, gave the Ironclads a 3–2 conference road win.", "headings": [ "Oyelaran Scores Twice as Women’s Soccer Erases Two-Goal Deficit at Granite Ridge", "On this page", "The story", "Box score", "What they said", "Match notes", "Up next" ], "content": "Ironclad Athletics Oyelaran Scores Twice as Women’s Soccer Erases Two-Goal Deficit at Granite Ridge\nThree second-half goals, the last a Maddie Oyelaran penalty in the 86th minute, gave the Ironclads a 3–2 conference road win.\nBy Tessa Kloster, Athletic Communications · October 3, 2026\nThe story\nGRANITE RIDGE — Down 2–0 at halftime, UW–Porter Falls scored three times in the second half to beat Granite Ridge 3–2 in a WCAC match Saturday afternoon. Senior forward Maddie Oyelaran, who set the program's single-season record with 17 goals a year ago, scored twice, including the winner from the penalty spot in the 86th minute. The Ironclads improve to 6–1–1 and 3–1 in the conference; Granite Ridge drops to 5–4 and 2–2.\nGranite Ridge scored on a header off a corner kick in the 14th minute and again in the 37th, when a long ball got behind Porter's back line. Head coach Kelsey Arnquist switched to a back three at halftime and pushed sophomore Ruby Castellanos up the left wing.\nIt took nine minutes. Oyelaran finished a through ball from junior midfielder Greta Sorensen in the 54th minute, and Sorensen tied it herself in the 69th with a shot from about 25 yards that went in off the underside of the crossbar. With four minutes left Castellanos was brought down in the box, and Oyelaran sent the keeper the wrong way. Junior goalkeeper Paige Duerst made four saves, two of them in stoppage time.\nBox score\nUW–Porter Falls (6–1–1, 3–1) — 1st: 0; 2nd: 3; Final: 3\nGranite Ridge (5–4, 2–2) — 1st: 2; 2nd: 0; Final: 2\nGoals\n14' — Team: GRU; Goal (assist): Header off a corner kick\n37' — Team: GRU; Goal (assist): Run in behind off a long ball\n54' — Team: POR; Goal (assist): Maddie Oyelaran (Greta Sorensen)\n69' — Team: POR; Goal (assist): Greta Sorensen (unassisted)\n86' — Team: POR; Goal (assist): Maddie Oyelaran (penalty kick)\nMatch statistics\nShots (on goal) — Porter: 14 (7); Granite Ridge: 11 (6)\nSaves — Porter: 4 (Duerst); Granite Ridge: 4\nCorner kicks — Porter: 6; Granite Ridge: 3\nFouls — Porter: 9; Granite Ridge: 12\nYellow cards — Porter: 1; Granite Ridge: 2\nWhat they said\n“At halftime I asked them whether they wanted to keep playing the game we'd planned or the one that was actually happening. They picked the second one.”\n— Kelsey Arnquist, head coach\n“I looked at the keeper, I looked at the corner, and then I tried not to think about the bus ride if I missed.”\n— Maddie Oyelaran, senior forward\nThe Porter men completed a sweep at Granite Ridge, winning the nightcap 2–1.\nMatch notes\nIt was the first time Porter has come back from two goals down to win since 2022.\nOyelaran now has seven goals this season and 31 for her career, third in program history.\nSorensen's goal was her first of the season; her assist was her fourth.\nDuerst has allowed six goals in eight matches, a 0.73 goals-against average.\nUp next\nPorter hosts Ashby Falls State on Wednesday, October 7 at 4:00 p.m. at Millwright Stadium , followed by the men at 7:00. The Millrace Week match with Chippewa Valley State is Sunday, October 18, the day after the Forge Bowl . Full results are on the fall 2026 schedule ; the roster is on the women's soccer page .\nAt a glance\nFinal\nPorter 3, Granite Ridge 2\nDate\nSaturday, October 3, 2026\nSite\nGranite Ridge University\nAttendance\n410\nRecords\nPorter 6–1–1 (3–1 WCAC)\nWho to contact\nAthletic Communications\nIronclad Fieldhouse 120\nPhone\n(715) 555–0212\nEmail\nsid@uwporterfalls.edu\nRelated resources\nFall 2026 schedule & results\nWomen's soccer\nMen's soccer\nAthletics tickets\nAthletics staff directory\nIronclad Athletics" }, { "url": "records-retention.html", "title": "Records & information governance", "description": "Practical stewardship for records, retention schedules, public requests and secure disposal.", "headings": [ "Records & information governance", "On this page", "A schedule, not a guess", "Handling a public records request", "Disposal is a process, not an event", "The practical details", "If you have a question" ], "content": "Business & operations Records & information governance\nPractical stewardship for records, retention schedules, public requests and secure disposal.\nA schedule, not a guess\nEvery record type at Porter — a student transcript, a purchasing contract, a committee’s meeting minutes — has a retention period set in advance rather than decided when someone finally asks whether it can be deleted. Some records, like the 1893 charter, are kept permanently by design.\nHandling a public records request\nAs a public university, Porter responds to open-records requests from journalists, researchers and the public within the state’s required window; the records office can explain what is exempt (personnel and student-privacy records, mostly) before a requester spends time waiting on something that will not be released.\nDisposal is a process, not an event\nPaper records past their retention date are shredded on a documented schedule rather than as a one-off office clean-out, and electronic records are wiped to a certified standard. Departments that want to keep something past its scheduled date need a signed exception, not just a reluctance to delete it.\nThe practical details\nRetention schedule: Set by record type, from 3 to permanent. Public records requests: Acknowledged within 10 business days. Secure disposal: Shredding and certified electronic wipe, logged. These specifics can change from year to year, so confirm anything time-sensitive directly with the office below before you rely on it.\nIf you have a question\nThis is handled by Business Services (Millwright Hall, Room 60). Call (715) 555–0255 or email purchasing@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRetention schedule\nSet by record type, from 3 to permanent\nPublic records requests\nAcknowledged within 10 business days\nSecure disposal\nShredding and certified electronic wipe, logged\nWho to contact\nFacilities & Campus Planning\nMillwright Hall 40\nPhone\n(715) 555–0145\nEmail\nfacilities@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nPublic records\nProcurement & finance\nStudent records privacy\nFERPA\nContact directory" }, { "url": "recovering-from-a-hard-semester.html", "title": "Recovering from a hard semester", "description": "The debrief, grade-forgiveness options, standing, and the support that closes the gap.", "headings": [ "Recovering from a hard semester", "On this page", "Do the debrief while it is fresh", "Understand where you stand", "Grade-forgiveness options", "Build the next term to win", "Deal with the knock-on effects", "Talk to a person" ], "content": "Student success Recovering from a hard semester\nThe debrief, grade-forgiveness options, standing, and the support that closes the gap.\nDo the debrief while it is fresh\nIn the first week after grades post, write down what actually happened: which courses, when it started slipping, what was going on in your life, and the one or two changes that would have mattered most. Twenty honest minutes here is worth more than any resolution to \"do better.\"\nUnderstand where you stand\nCheck your cumulative GPA and your academic standing in MyPorter. Probation has a required meeting and a plan; good standing with a bad term just means you have room to recover. Either way, a success coach will run the exact numbers so you know what the next term needs to look like.\nGrade-forgiveness options\nPorter has two levers. The repeat policy replaces a weak grade in the GPA with a retake’s grade (first repeat, original stays visible). Academic renewal, for students returning after a longer break, can exclude a defined block of old coursework from the GPA under strict conditions. A coach or the Registrar can tell you which, if either, applies.\nBuild the next term to win\nLighter load (12–14 credits), the most important retake front-loaded, and standing weekly appointments — coaching, supplemental instruction, or a study-skills series — that address the specific gap from the debrief. A term designed to rebuild confidence and GPA beats a term designed to catch up all at once.\nDeal with the knock-on effects\nA hard term can trip financial aid’s satisfactory academic progress, scholarship renewal, athletic eligibility, or visa status. Get ahead of each one with the relevant office — an appeal with documentation and a plan is often granted, but not if you wait for the letter.\nTalk to a person\nOne bad semester convinces a lot of students they do not belong here. They are almost always wrong. A coach, an adviser, the counseling center, or the Student Ombuds can help you separate a rough patch from a verdict — and most students who do that recover fully.\nAt a glance\nFirst week\nWrite the honest debrief — courses, timing, causes\nCheck\nCumulative GPA + academic standing in MyPorter\nLevers\nCourse repeat; academic renewal after a longer break\nGet ahead of\nAid SAP, scholarships, eligibility, visa status\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAcademic standing levels\nAcademic renewal\nRepeating a course\nSatisfactory academic progress (aid)\nTest anxiety support\nFull contact directory" }, { "url": "recovering-from-burnout.html", "title": "Recovering from burnout", "description": "When you are running on empty and pushing harder is not working — how to tell, and how to actually refill.", "headings": [ "Recovering from burnout", "On this page", "Burnout is not just tiredness", "Rest is not the same as not-working", "Reduce the load, at least temporarily", "Rebuild the basics first", "Reconnect with why", "Get support" ], "content": "Health & wellness Recovering from burnout\nWhen you are running on empty and pushing harder is not working — how to tell, and how to actually refill.\nBurnout is not just tiredness\nIt is the state after prolonged stress with too little recovery: exhaustion that sleep does not fix, cynicism or detachment about school and things you used to care about, and a drop in what you can produce even when you try. It builds slowly, so people often do not notice until they are deep in it, and \"just push through\" is exactly what got them there.\nRest is not the same as not-working\nLying on your bed scrolling while feeling guilty about the paper is not rest — it is low-quality work-avoidance that leaves you neither recovered nor productive. Real recovery is deliberate: sleep, time outside, movement, seeing people, doing something absorbing that is not graded, and genuinely putting the work down without the guilt tax.\nReduce the load, at least temporarily\nYou usually cannot recover while carrying the same weight that emptied you. Look for what can come off, even for a few weeks: dropping a course before the deadline, stepping back from one commitment, taking an incomplete, a lighter next term, or a formal leave if it is severe. A success coach and the dean's office can help you find the levers.\nRebuild the basics first\nSleep on a consistent schedule, eat at regular times, move most days, and get daylight. These are not trivial when you are burned out — they are the foundation everything else rebuilds on, and they are the first things that slip. Start with one and add.\nReconnect with why\nBurnout flattens meaning — the work feels pointless. Part of recovery is deliberately reconnecting with what you cared about: a class or project you found interesting, a person in your field whose work excites you, the reason you chose this. Sometimes that conversation reveals the major or path was wrong, and that is useful information, not a failure.\nGet support\nBurnout responds well to counseling — a few sessions on the load, the patterns, and the recovery plan. If it is tangled with depression (which it often is — low mood, no interest, hopelessness that persists), that is a reason to be seen sooner. The counseling center, \"Let's Talk\" drop-in, and the 24-hour line at (715) 555–0117 are all there.\nAt a glance\nIt is\nExhaustion sleep won't fix + cynicism/detachment + dropping output despite trying\nRest ≠\nGuilty scrolling — real recovery is deliberate: sleep, outside, movement, people, absorbing non-graded things\nReduce the load\nDrop a course, step back from a commitment, an incomplete, a lighter term, a leave if severe\nSupport\nCounseling responds well; if it's tangled with depression, be seen sooner\nWho to contact\nCounseling & Psychological Services\nHealth & Counseling Center, North Campus\nPhone\n(715) 555–0237\nEmail\ncounseling@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRecovering from a hard semester\nManaging stress and anxiety\nSleep and the semester\nUsing counseling services\nLearning to say no\nFull contact directory" }, { "url": "recovery-and-sober-community.html", "title": "Recovery and a sober community", "description": "A collegiate recovery program for students in or seeking recovery — and sober-friendly ways to have a social life.", "headings": [ "Recovery and a sober community", "On this page", "The recovery community", "Recovery housing", "Support to get into recovery", "Academic and financial flexibility", "A social life without drinking", "For friends and allies" ], "content": "Health & wellness Recovery and a sober community\nA collegiate recovery program for students in or seeking recovery — and sober-friendly ways to have a social life.\nThe recovery community\nThe collegiate recovery program is a peer community for students in recovery from substance use or other addictive behaviors, or seeking it. It runs regular meetings, sober social events, one-on-one peer support, and a dedicated space to study and connect. It is confidential — participation is not on your record and not shared.\nRecovery housing\nA substance-free residential option, beyond the standard alcohol- and drug-free policy that already applies to first-year halls, where residents commit to a recovery-supportive living agreement. Request it through the housing application or by contacting the program directly.\nSupport to get into recovery\nYou do not have to be in established recovery to use the program. The counseling center does assessment and brief intervention, connects students with community treatment when more is needed, and the recovery program welcomes students who are questioning their use or early in a change. Crisis support and the 24-hour line at (715) 555–0117 are there for the hard moments.\nAcademic and financial flexibility\nIf treatment or a recovery need requires time away, a medical or personal leave of absence, an incomplete, or a reduced load can be arranged — talk to a success coach or the Dean of Students. Some recovery scholarships exist; the program can point you to them.\nA social life without drinking\nA lot of campus social life does not revolve around alcohol and much of it is genuinely sober-friendly: intramurals and club sports, the outdoor program, maker and competition teams, arts events, late-night programming, and most student organizations. The recovery community also runs its own events, and plenty of students who are not in recovery come to those.\nFor friends and allies\nIf you are worried about a friend's use, the \"when a friend is struggling\" guidance applies — check in directly, connect them to the counseling center or the recovery program, and do not carry it alone. Bystander and harm-reduction training is available, and knowing where naloxone is on campus and how to use it is worth an hour.\nAt a glance\nWhat\nA confidential peer community — meetings, sober events, peer support, a space\nHousing\nA substance-free recovery-supportive residential option\nYou don't have to be\nIn established recovery — questioning your use is enough to start\n24/7\nStudent Support Line (715) 555–0117\nWho to contact\nCollegiate Recovery Program\nHealth & Counseling Center, North Campus\nPhone\n(715) 555–0186\nEmail\nrecovery@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRecovery community\nCrisis support training\nAlcohol & drug policy\nWhen a friend is struggling\nCounseling services\nFull contact directory" }, { "url": "recovery-community.html", "title": "Collegiate recovery community", "description": "A peer community and dedicated space for students in recovery from substance use, and for those seeking it.", "headings": [ "Collegiate recovery community", "On this page", "What it offers", "Sober social events", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Collegiate recovery community\nA peer community and dedicated space for students in recovery from substance use, and for those seeking it.\nWhat it offers\nA place on campus where recovery is the norm, not something to hide — peer meetings, sober social events run through the same office, a staff advisor, and a quiet room to use between classes. Membership is confidential and self-defined; no one has to prove anything to belong.\nSober social events\nA parallel calendar of things to do on a Friday night that don't revolve around drinking — game nights, climbing trips, late dinners — open to anyone, not only community members.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nSpace: A drop-in room in Founders Union, lower level. Meetings: Student-led, several times a week; all-recovery and program-specific. Housing: A substance-free floor option in one residence hall, requestable on the housing application. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSpace\nA drop-in room in Founders Union, lower level\nMeetings\nStudent-led, several times a week; all-recovery and program-specific\nHousing\nA substance-free floor option in one residence hall, requestable on the housing application\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "recreation.html", "title": "University recreation", "description": "The Forge Recreation Center, the programs inside it, and how much is already paid for by your fees.", "headings": [ "University recreation", "On this page", "The building", "Programs", "Hours and busy times", "Starting from zero" ], "content": "Campus life University recreation\nThe Forge Recreation Center, the programs inside it, and how much is already paid for by your fees.\nThe building\nThe Forge Recreation Center holds a strength-and-cardio floor with a full rack of platforms and machines, a six-court hardwood gym, a 35-foot climbing wall and bouldering cave, a lap-and-leisure pool with a hot tub, a suspended three-lane indoor track, multipurpose studios for group fitness and martial arts, racquetball and squash courts, a functional-training turf zone, locker rooms with day-use lockers and towel service, and a smoothie bar. A smaller satellite fitness room on North Campus covers the basics for residents who do not want the walk.\nEntry is with your Campus Card and included in your fees — there is no separate membership for enrolled students. Spouses, partners, and Porter Falls community members can buy memberships; guests come in with a student sponsor for a small day rate.\nPrograms\nBeyond drop-in use: 25+ group-fitness classes a week (spin, yoga, strength, aqua, dance) free with your card; personal training and small-group training with certified student and professional trainers for a fee; a swim school and lessons; instructional clinics in lifting, climbing, and swimming for people who want to start but do not know how; and Outdoor Adventures, which runs weekend trips (paddling, backpacking, ski, caving) and rents tents, kayaks, snowshoes, and packs cheaply from a gear room.\nIntramural leagues and student-run sport clubs are large enough to have their own pages, and the center also does CPR/first-aid certification and hires 200+ students a year across the desk, floor, aquatics, and program staff.\nHours and busy times\nDuring the semester the center runs roughly 6 a.m.–11 p.m. Monday–Thursday, 6 a.m.–9 p.m. Friday, and 9 a.m.–9 p.m. weekends, with reduced hours over breaks and summer posted on the PorterRec site and the front doors. Live headcounts for the weight floor and cardio deck are on the site and the app.\nThe floor is busiest 4–7 p.m. on weekdays and the first three weeks of January; mornings, midday, and after 8 p.m. are consistently open. Pool and court time can be reserved in the app.\nStarting from zero\nIf a gym feels like a place you are not supposed to be, the center is built to counter that: a free orientation appointment walks you through every space and how to use the equipment, the instructional clinics assume no experience, women's-hours and quieter blocks are scheduled on the weight floor, and the North Campus room is a lower-key place to build a habit first. Adaptive equipment and one-on-one support for students with disabilities are arranged through the center with the accessibility office.\nAt a glance\nAccess\nCampus Card, included in fees — no separate student membership. Guests need a student sponsor\nInside\nWeights, six-court gym, 35-ft climbing wall, pool, indoor track, studios, racquet courts, turf zone\nFree programs\n25+ group-fitness classes/week, Outdoor Adventures trips and cheap gear rental, instructional clinics\nQuietest\nWeekday mornings/midday and after 8 p.m.; avoid 4–7 p.m. and early January. Live headcounts in the app\nRelated resources\nStudent services\nPorter esports\nSustainability\nParents & families\nArts & culture\nContact directory" }, { "url": "reduced-course-load-authorization.html", "title": "Reduced course load authorization", "description": "The only way an F-1 student can drop below full time without losing status — approved in advance.", "headings": [ "Reduced course load authorization", "On this page", "When it applies", "Do it before you drop", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Global learning Reduced course load authorization\nThe only way an F-1 student can drop below full time without losing status — approved in advance.\nWhen it applies\nFull-time enrollment is an F-1 requirement, but the regulations allow a reduced load for narrow reasons: illness or injury (with a licensed provider's recommendation, renewed each term), initial-term struggles with English or with the US classroom, improper course placement, or a final term needing only a few credits.\nDo it before you drop\nThe authorization has to be entered in your record before your enrollment falls below full time — dropping first and asking later is a status violation. Bring the documentation to the international office as early as you can; medical letters in particular can take time to get right.\nIn and around Porter Falls\nFor a campus this size Porter both sends and receives a steady stream of students internationally. The Global Education Office in Founders Union runs the advising, the risk review and the arrival and re-entry programming.\nThe practical details\nAllowed reasons: A documented medical condition, specific academic difficulties in the first term, or being in your final term with fewer credits left. Approve first: A Designated School Official must authorize it in SEVIS before you drop the class. Medical limit: Up to 12 months total across your program, with a provider's letter. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Global Education Office (Founders Union, Room 240). Call (715) 555–0220 or email global@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAllowed reasons\nA documented medical condition, specific academic difficulties in the first term, or being in your final term with fewer credits left\nApprove first\nA Designated School Official must authorize it in SEVIS before you drop the class\nMedical limit\nUp to 12 months total across your program, with a provider's letter\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nInternational student orientation\nFaculty-Led Study Abroad\nStudy Abroad Partner Universities\nCPT & OPT workshops\nFull contact directory" }, { "url": "registering-to-vote-as-a-student.html", "title": "Registering to vote as a student", "description": "Where students can register, what counts as proof of residence, and how to actually cast a ballot around a class schedule.", "headings": [ "Registering to vote as a student", "On this page", "You can register where you go to school", "Wesconsin specifics students ask about", "Figure out your polling place", "Absentee and early voting", "Time to vote", "Where to get help on campus" ], "content": "Community Registering to vote as a student\nWhere students can register, what counts as proof of residence, and how to actually cast a ballot around a class schedule.\nYou can register where you go to school\nA student living at college generally has the choice to register at their campus address or their home address — but not both, and you vote in only one place. Registering where you live most of the year, near campus, is fully allowed and often more practical for actually getting to the polls. Pick one and stick with it for the cycle.\nWesconsin specifics students ask about\nWesconsin allows registration in advance by mail or online and also in person at the polling place on Election Day. You need proof of residence — options that work for students include a lease, a utility bill, a bank statement, a government check, or an official document from the university showing your name and current address (the Registrar or the residence-life office can produce an enrollment/residence letter for this purpose). A student ID can be used as a photo ID for voting if it meets the state's requirements and is accompanied by proof of enrollment.\nFigure out your polling place\nYour polling place depends on your registered address, and student neighborhoods sometimes split across wards. Look it up on the state voter site once you have registered, well before Election Day, so you are not guessing. If you registered at your campus address, your polling place is near campus, not at home.\nAbsentee and early voting\nIf you are registered at your home address but will be at school on Election Day (or vice versa), request an absentee ballot early — there are deadlines to request it and to return it, and mail takes time. Many places also have in-person early voting in the weeks before the election, which is the easiest option if a Tuesday is packed with classes.\nTime to vote\nPlan for lines, especially in a presidential year. Wesconsin law provides for time off work to vote under certain conditions; check the rules if you have a job. If you have a class during the only window you can get to the polls, most instructors will excuse a brief absence to vote if you ask in advance — but confirm, do not assume.\nWhere to get help on campus\nThe civic-engagement or student-life office runs nonpartisan voter registration drives, has the residence-letter process sorted, tracks the deadlines each cycle, and can answer \"does this document work as proof of residence.\" They do not tell you how to vote; they help you be able to.\nAt a glance\nWhere\nYour campus address or your home address — pick one, you vote in only one place\nProof of residence (WE)\nA lease, utility bill, bank statement, or a university enrollment/residence letter (Registrar or Res Life)\nPolling place\nDepends on your registered address — look it up before Election Day; student areas split across wards\nDifferent address?\nRequest an absentee ballot early — there are request and return deadlines\nWho to contact\nCenter for Civic Engagement\nFounders Union 224\nPhone\n(715) 555–0179\nEmail\ncivicengagement@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGetting involved your first year\nBeing a commuter student\nStudent government\nFull contact directory" }, { "url": "registrar-services.html", "title": "Registrar services", "description": "Registration, records, transcripts, enrollment verification and graduation processing.", "headings": [ "Registrar services", "On this page", "Registration help", "Records and transcripts", "Graduation", "Registration, records, graduation", "Holds and deadlines", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Registrar services\nRegistration, records, transcripts, enrollment verification and graduation processing.\nRegistration help\nThe Registrar publishes enrollment dates, add/drop rules, repeat policies, name changes and degree-audit guidance.\nRecords and transcripts\nStudents request official records through MyPorter and can send enrollment verification to employers, agencies or transfer institutions.\nGraduation\nDegree candidates review their audit, submit the graduation application and confirm ceremony details with their academic unit.\nRegistration, records, graduation\nThe Registrar publishes enrollment windows, add and drop rules, the repeat policy, name and gender-marker changes and degree-audit guidance, and processes graduation applications each term. Most transactions are self-service in MyPorter with staff backup by phone and at the counter.\nHolds and deadlines\nA hold from another office — a balance, a missing form, an advising requirement — can block registration or a transcript, and it clears only when that office lifts it. Deadlines for adding, dropping and withdrawing are on the academic calendar and are enforced.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question — registration, billing, technology, housing, a hold on an account. Staff route the question, book the next appointment and, when it helps, walk the student down the hall.\nThe practical details\nLocation: Millwright Hall, Room 100. Transcripts: Requested through MyPorter; electronic or mailed. Enrollment verification: Sent to employers, lenders, agencies. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Porter Student Help Desk (Founders Union, Room 118). Call (715) 555-0120 or email help@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nLocation\nMillwright Hall, Room 100\nTranscripts\nRequested through MyPorter; electronic or mailed\nEnrollment verification\nSent to employers, lenders, agencies\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBilling & payment\nStudent records privacy\nFull contact directory" }, { "url": "registration-holds.html", "title": "Registration holds", "description": "Why you suddenly cannot register, the common holds, and how to clear each one fast.", "headings": [ "Registration holds", "On this page", "What a hold does", "The common ones", "Clear them early", "How each clears", "If a hold appears unfairly", "Plan around your appointment" ], "content": "Registrar Registration holds\nWhy you suddenly cannot register, the common holds, and how to clear each one fast.\nWhat a hold does\nA hold is a flag placed on your account by an office that stops one or more actions — most often registration, but sometimes transcript release, diploma release, or grade viewing. The system will not let you register while a registration hold is active, no matter your appointment time. Holds are visible in the student portal with the office to contact and the reason.\nThe common ones\nFinancial hold (an unpaid balance past due — the Bursar), advising hold (you must meet with your adviser before registering — routine, especially for first- and second-years), immunization or health-form hold (a missing record — Student Health), missing-transcript hold (a final transcript from a prior school never arrived — Admissions/Registrar), conduct hold (an unresolved student-conduct matter — Dean of Students), and library or equipment hold (unreturned items or unpaid fines).\nClear them early\nCheck your portal for holds a week or two before your registration appointment, not the morning of. An advising hold means booking a meeting now, before your adviser's calendar fills. A financial hold may take a day or two to lift after you pay. A missing-transcript hold can take longer because it depends on another institution.\nHow each clears\nFinancial: pay the past-due amount or set up an approved payment plan, then the Bursar releases it. Advising: meet with your adviser, who removes it. Health: submit the missing form to Student Health. Transcript: have the prior school send an official final transcript. Conduct: complete whatever the Dean of Students office specified. The office that placed a hold is the only one that can remove it.\nIf a hold appears unfairly\nIf you believe a hold is a mistake — you paid, the transcript was sent, the form is on file — contact the office directly with your evidence (a receipt, a tracking number). They can look it up and release it. Do not wait and hope it clears itself before your registration window.\nPlan around your appointment\nYou register at an assigned date and time based on earned credits. A hold that is not cleared by then costs you your place in line for popular courses even if you clear it an hour later. Treat \"clear all holds\" as a task to finish two weeks before registration opens.\nAt a glance\nDoes\nBlocks registration (or transcripts, diploma, grades) until the placing office lifts it\nCommon\nFinancial (Bursar), advising, immunization (Health), missing transcript, conduct, library fines\nClear early\nCheck the portal two weeks before your appointment — advising and transcript holds take time\nRule\nOnly the office that placed a hold can remove it\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUnderstanding your bill\nImmunization requirements\nUnderstanding waitlists\nFull contact directory" }, { "url": "registration-records.html", "title": "Registration & records", "description": "Course registration, transcripts, enrollment verification, grades and graduation records.", "headings": [ "Registration & records", "On this page", "Your registration appointment", "Building the schedule", "Add, drop, and withdrawal", "Transcripts, grades, and verification" ], "content": "Academics Registration & records\nCourse registration, transcripts, enrollment verification, grades and graduation records.\nYour registration appointment\nEach term you are assigned an enrollment appointment — a date and time when your registration opens — based on earned credits. Graduate students and seniors go first, then juniors, sophomores, and first-year students; approved priority groups (honors, athletes, students with certain accommodations, veterans) register early within their tier. Your appointment and any holds show in MyPorter. Clear every hold (advising, financial, immunization, library) at least two weeks before your appointment — a hold that is not cleared by your time costs you your place in line for popular sections even if you clear it an hour later.\nBuilding the schedule\nUse the MyPorter planner to stack possible sections, check for time conflicts, and confirm you meet each prerequisite before your appointment opens; then registration itself is fast. If a section is full, add yourself to its electronic waitlist (position is by time added) and, for a course you need to graduate, contact the department. A registration override — a permission number for a full section, a prerequisite the system cannot see, a slight time conflict both instructors approve — comes from the department or instructor and still requires you to register yourself before the add deadline.\nAdd, drop, and withdrawal\nAdd or drop freely during roughly the first week: a course dropped in that window never appears on your transcript. From then until about week 9–10, leaving a course is a withdrawal and posts a \"W\" (no GPA effect, but several read poorly and there is usually no refund). After that deadline you receive the grade you earn; a late withdrawal needs a documented non-academic emergency. Talk to Financial Aid before any change that drops you below 12 credits — it can reduce aid, change your bill, and affect housing, insurance, athletic eligibility, or visa status.\nTranscripts, grades, and verification\nUnofficial transcripts and current grades are in MyPorter. Order official electronic or mailed transcripts through the Registrar (a small fee; a hold blocks release). Free enrollment-verification letters — for insurance, loans, scholarships, employers — are available on demand, as is degree verification after you graduate. Grade changes, incomplete-grade contracts, name and gender-marker updates, and FERPA privacy settings (including who, if anyone, you authorize to discuss your record) are all handled here.\nAt a glance\nAppointment\nAssigned by earned credits (seniors first); clear all holds ~2 weeks ahead or lose your place in line\nFull section\nElectronic waitlist (by time added); department for a grad-critical course; override = permission number, still self-register\nDrop vs. withdraw\n~Week 1: no record. To ~week 9–10: a \"W\". After: the grade you earn\nRecords\nUnofficial transcript + grades in MyPorter; official transcripts and free enrollment letters via the Registrar\nRelated resources\nAcademic advising\nAcademic calendar\nTutoring & learning center\nCommencement\nStudy abroad\nContact directory" }, { "url": "religious-life.html", "title": "Religious & spiritual life", "description": "Chaplains, meditation space and accommodations for religious observance.", "headings": [ "Religious & spiritual life", "On this page", "Space and support", "Academic accommodation", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student life Religious & spiritual life\nChaplains, meditation space and accommodations for religious observance.\nSpace and support\nA quiet reflection room in Founders Union is open to any tradition or none, and visiting chaplains from several faiths hold regular hours there for students who want a conversation rather than just a quiet room.\nAcademic accommodation\nStudents who need to miss class or reschedule an exam for a religious observance notify the instructor as early in the term as possible; the accommodation is a standing university policy, not something each instructor decides independently.\nIn and around Porter Falls\nStudent life at Porter is organised out of Founders Union, the building students call the campus living room. The Dean of Students Office is on the second floor.\nThe practical details\nReflection space: Founders Union, Room 205, open daily. Chaplains: Visiting chaplains from several traditions hold regular hours. Accommodation: Excused absence for observance, arranged with instructors. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nReflection space\nFounders Union, Room 205, open daily\nChaplains\nVisiting chaplains from several traditions hold regular hours\nAccommodation\nExcused absence for observance, arranged with instructors\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nROTC & Military Science\nCommon Reading Program\nCampus radio & podcast studio\nHomecoming parade\nFull contact directory" }, { "url": "religious-observance-accommodations.html", "title": "Religious observance accommodations", "description": "The process for rescheduling exams and assignments that fall on a religious holy day.", "headings": [ "Religious observance accommodations", "On this page", "What the policy guarantees", "Making it work", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Religious observance accommodations\nThe process for rescheduling exams and assignments that fall on a religious holy day.\nWhat the policy guarantees\nA student who gives timely notice is entitled to a reasonable alternative — a make-up exam, a shifted deadline, an excused absence from a required session — for an observance their tradition treats as obligatory. The accommodation cannot carry a penalty, and an instructor may ask for the alternative to be completed before the original date rather than after.\nMaking it work\nThe friction is almost always about notice. A calendar of commonly observed dates is circulated to faculty each term, but the obligation is on the student to name their specific conflicts in the first two weeks, in writing, so there is a record. A dispute goes to the chair and then to Academic Affairs, which has consistently sided with the student when notice was timely.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nNotice: In writing to the instructor, early in the term. Covers: Exams, quizzes, mandatory sessions and hard assignment deadlines. If denied: Appeal to the department chair, then the Provost's office. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nNotice\nIn writing to the instructor, early in the term\nCovers\nExams, quizzes, mandatory sessions and hard assignment deadlines\nIf denied\nAppeal to the department chair, then the Provost's office\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "relocating-for-a-job.html", "title": "Relocating for a job", "description": "What to ask about a relocation package, what the move actually costs, and how to land somewhere new.", "headings": [ "Relocating for a job", "On this page", "The relocation package", "What the move really costs", "Cost of living, not just salary", "Timing it", "Landing socially", "If you are unsure" ], "content": "Career services Relocating for a job\nWhat to ask about a relocation package, what the move actually costs, and how to land somewhere new.\nThe relocation package\nMany employers offer relocation help for a full-time role — a lump sum, reimbursement of specific costs (movers, travel, temporary housing, a lease-break fee), or a contracted moving service. Ask exactly what is covered, whether it is taxable to you (lump sums usually are), and whether there is a clawback if you leave within a year or two. Get it in writing with the offer.\nWhat the move really costs\nEven with a package, budget for the gaps: an apartment deposit and first month's rent before your first paycheck, a car or transit setup, furniture if you are starting from a dorm room, higher cost of living if you are moving to a bigger city, and travel to visit home. A \"generous\" $3,000 lump sum can be half-spent before you unpack.\nCost of living, not just salary\nA higher number in an expensive city can be a pay cut in real terms. Compare the offer against local rent, taxes, and transportation — a cost-of-living calculator gets you close. Career Services and the first-destination salary data can help you sanity-check whether the offer is fair for that market.\nTiming it\nLine up housing before you move if you can, or budget for a few weeks of temporary housing while you look — signing a year lease on a place you have only seen online is a risk. Coordinate your start date with the move so you are not doing both in the same 72 hours. Ask HR what flexibility exists.\nLanding socially\nMoving somewhere with no network is the hard part, and it is easy to work-eat-sleep and be lonely by month two. Before you go, ask the company about a buddy or a new-hire cohort; after you arrive, join one recurring thing (a rec league, a class, a volunteer group, an alumni chapter) and give it two months. Porter's regional alumni chapters exist partly for this.\nIf you are unsure\nIt is reasonable to negotiate a later start date, ask for more temporary housing, or in some cases ask whether the role can start remote for a few weeks. A career coach can help you figure out what is worth asking for and how.\nAt a glance\nPackage\nAsk what's covered, if it's taxable, and about a clawback — in writing\nReal cost\nDeposit + first month before payday, car/furniture setup, higher COL, travel home\nCompare\nSalary against local rent, taxes, transit — not just the number\nLanding\nLine up housing; join one recurring thing and give it two months\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNegotiating a job offer\nUnderstanding your benefits as a new grad\nThe first 90 days after graduation\nRegional alumni chapters\nSalary negotiation basics\nFull contact directory" }, { "url": "remote-and-hybrid-work-realities.html", "title": "Remote and hybrid work, realistically", "description": "What working from home is actually like for a new graduate, and how to make it work if that is the role.", "headings": [ "Remote and hybrid work, realistically", "On this page", "The appeal and the catch", "If the role is fully remote", "Set up a real workspace and a boundary", "Hybrid is a middle path with its own rules", "Watch the proximity bias", "Decide what fits you" ], "content": "Career services Remote and hybrid work, realistically\nWhat working from home is actually like for a new graduate, and how to make it work if that is the role.\nThe appeal and the catch\nNo commute, flexibility, and a wider set of employers are real benefits. The catch for a new graduate specifically: you learn a job largely by osmosis — overhearing how colleagues handle things, asking a quick question by turning your chair, being pulled into a conversation. Remote, none of that happens by default. You have to build it deliberately, and some people find that isolating.\nIf the role is fully remote\nOver-communicate: share what you are working on, ask questions early and in writing, and turn your camera on for meetings. Set up regular one-on-ones with your manager and a couple of colleagues, and ask to be added to the channels where the real discussion happens. Find a mentor explicitly, since one will not emerge from the next desk.\nSet up a real workspace and a boundary\nA dedicated spot (not your bed), decent light and a chair, and a way to signal \"I am working\" and \"I am done.\" Remote work bleeds into evenings if you let it; set a start and stop time, take real breaks, and get out of the house daily. The people who burn out remotely are usually the ones who never stopped.\nHybrid is a middle path with its own rules\nA few days in the office and a few at home can get you the learning-by-osmosis on the in-person days and the focus at home. Be strategic: use office days for the meetings, the relationship-building, and the \"quick questions\"; use home days for deep work. Show up on the days your team is there.\nWatch the proximity bias\nIn many hybrid workplaces, people who are physically present more get more visibility, better assignments, and faster advancement — sometimes unconsciously on the manager's part. If you are mostly remote, compensate with strong written updates, visible output, and asking directly for the assignments and feedback you want.\nDecide what fits you\nSome people thrive fully remote from day one; many new graduates do better with meaningful in-person time for the first year or two while they build a network and learn the norms. It is a fair thing to weigh when comparing offers, and a fair thing to ask about: \"how does the team actually work, and how do new people get up to speed?\"\nAt a glance\nThe catch for new grads\nYou learn a job by osmosis — remote, that has to be built deliberately\nFully remote\nOver-communicate, camera on, regular 1:1s, find a mentor explicitly\nBoundary\nA real workspace, a start/stop time, out of the house daily\nHybrid\nOffice days for meetings/relationships/quick questions; home days for deep work\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nThe first 90 days after graduation\nA startup or an established employer?\nBuilding a weekly routine\nNegotiating a job offer\nFull contact directory" }, { "url": "repeating-a-course-and-grade-replacement.html", "title": "Repeating a course and grade replacement", "description": "How retaking a course affects your GPA and transcript, the limits on it, and when it is the right move.", "headings": [ "Repeating a course and grade replacement", "On this page", "Both grades stay on the transcript", "The limits", "GPA math", "Financial aid and repeats", "When it is the right move", "When to skip it" ], "content": "Registrar Repeating a course and grade replacement\nHow retaking a course affects your GPA and transcript, the limits on it, and when it is the right move.\nBoth grades stay on the transcript\nWhen you repeat a course, the transcript shows both attempts — the original grade is never erased. What can change is the GPA calculation: under a grade-replacement (grade-forgiveness) policy, only the most recent attempt counts toward your cumulative GPA, and the first attempt is marked as excluded. The credits count once.\nThe limits\nGrade replacement almost always has caps: it applies only when the original grade was below some threshold (commonly C-minus or D-plus or lower), only to a limited number of courses in your career (often three or four), and only to the next attempt (a third attempt may not replace again, and often needs permission). Some programs and prerequisite chains count the original grade regardless. Read your catalog's exact rule.\nGPA math\nReplacing a D (1.0) in a 3-credit course with a B (3.0) removes 3.0 grade points of drag (3 credits x 2.0 improvement) from your cumulative GPA — often the single most efficient way to raise it, more than earning the same B in a new course. A coach can show you the before/after on your record.\nFinancial aid and repeats\nFederal aid will pay for repeating a failed course as many times as needed, but will pay for repeating a *passed* course only once. A second paid repeat of a course you passed can drop you below the credits aid requires. Also, every attempt counts in the \"pace\" and \"maximum timeframe\" parts of satisfactory academic progress. Check with Financial Aid before repeating a passed course.\nWhen it is the right move\nWhen a low grade is dragging your GPA below a threshold that matters (good standing, a major's progression requirement, a scholarship, grad-school competitiveness), when you did not actually learn the material and need it for what comes next, or when a failed prerequisite is blocking your sequence. It is worth it when the grade is load-bearing.\nWhen to skip it\nWhen the grade is a C in a course outside your major that nothing depends on, when your time is better spent moving forward, or when you would be repeating a passed course on aid for the second time. Not every mediocre grade needs fixing; the ones tied to a requirement or a threshold do.\nAt a glance\nTranscript\nBoth attempts always show — the original is never erased\nGrade replacement\nOnly the latest attempt counts toward GPA; capped by grade, by count (~3–4), and to one retake\nEfficient\nReplacing a D with a B often lifts the cumulative GPA more than a fresh course would\nAid\nPays to repeat a failed course; pays to repeat a passed course only once — check first\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAcademic probation explained\nWhat to do if you fail a class\nDealing with a bad grade\nFull contact directory" }, { "url": "repeating-a-course.html", "title": "Repeating a course", "description": "How a repeated course affects your GPA and transcript, and the limits on doing it.", "headings": [ "Repeating a course", "On this page", "How grade replacement works", "Watch the edges", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Repeating a course\nHow a repeated course affects your GPA and transcript, and the limits on doing it.\nHow grade replacement works\nRetake the course at Porter, and the Registrar flags the first attempt so only the second grade counts toward your cumulative GPA. The first attempt still appears on the transcript with an 'R' notation — nothing is erased, but it stops dragging your average.\nWatch the edges\nBeyond the policy limit, both grades count. A course you already passed can usually be repeated once with aid; a third attempt at anything is often paid out of pocket and needs a petition. Some professional and graduate programs recalculate using all attempts regardless of Porter's policy.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nGPA: Porter's repeat policy replaces the original grade in the GPA with the newer one (both stay visible on the transcript), for a limited number of repeats. Limits: Usually you may repeat a given course once under the grade-replacement policy, and only a few courses total across the degree. Financial aid: Aid pays for one repeat of a previously passed course; repeated failures can affect your satisfactory-progress standing. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nGPA\nPorter's repeat policy replaces the original grade in the GPA with the newer one (both stay visible on the transcript), for a limited number of repeats\nLimits\nUsually you may repeat a given course once under the grade-replacement policy, and only a few courses total across the degree\nFinancial aid\nAid pays for one repeat of a previously passed course; repeated failures can affect your satisfactory-progress standing\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "reporting-a-concern.html", "title": "How to report a concern", "description": "Different problems have different processes — here is which one fits and where it goes.", "headings": [ "How to report a concern", "On this page", "Start with the question \"what kind of concern is this?\"", "A grade or academic decision", "Discrimination, harassment, or sexual misconduct", "A bias incident", "Student conduct, safety, and threats", "Services, billing, and staff conduct" ], "content": "About How to report a concern\nDifferent problems have different processes — here is which one fits and where it goes.\nStart with the question \"what kind of concern is this?\"\nPorter runs several distinct processes because they answer to different rules. Using the right one gets you a real response; a general complaint sent to the wrong office bounces. If you are not sure, the Student Ombuds is neutral and will help you find the path — without starting anything you did not ask to start.\nA grade or academic decision\nA grade you believe is wrong on process grounds — a calculation error, a departure from the syllabus, unequal treatment — goes through the grade appeal process, which starts with the instructor and escalates to the department and college, with an early deadline in the following term. A general \"I deserved better\" is not grounds.\nDiscrimination, harassment, or sexual misconduct\nConcerns involving sex, race, disability, religion, national origin, or other protected characteristics go to the Title IX Coordinator or the equity office, depending on the type. You can request supportive measures — academic, housing, safety — without filing a formal complaint. Retaliation for reporting is itself prohibited.\nA bias incident\nConduct that is hostile or demeaning based on identity but may not meet the legal threshold for discrimination can be reported through the bias incident process. It focuses on support for those affected and education, and it feeds campus-climate work.\nStudent conduct, safety, and threats\nBehavior that violates the student code — from disruption to threats — is reported to the conduct office or, if there is any immediate danger, to 911 and Campus Safety at (715) 555–0191 first. A concern that someone is a risk to themselves or others can also go through the care referral, which connects them to support.\nServices, billing, and staff conduct\nA problem with an office, a service, or an employee’s conduct starts with that unit’s supervisor and, unresolved, goes to the complaints process or Human Resources. Keep dates, names, and what was said; specific records are what move any of these.\nAt a glance\nNot sure?\nThe Student Ombuds — neutral, and starts nothing you don’t ask for\nGrade\nGrade appeal process — instructor first, early deadline\nDiscrimination / sexual misconduct\nTitle IX Coordinator / equity office\nImmediate danger\n911, then Campus Safety (715) 555–0191\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nComplaints & concerns\nBias incident reporting\nTitle IX\nGrade appeal process\nStudent Ombuds\nFull contact directory" }, { "url": "research-and-sponsored-programs.html", "title": "Research & Sponsored Programs", "description": "Help finding funding, building a budget and getting a proposal out the door on time — then managing the award once it arrives. FY2026 was a record $9.1 million.", "headings": [ "Research & Sponsored Programs", "On this page", "About the office", "FY2026 by the numbers", "Finding funding", "Pre-award: proposal routing timeline", "Post-award: managing the money" ], "content": "Offices & services Research & Sponsored Programs\nHelp finding funding, building a budget and getting a proposal out the door on time — then managing the award once it arrives. FY2026 was a record $9.1 million.\nAbout the office\nThe Office of Research & Sponsored Programs (ORSP) supports anyone at Porter seeking outside money for research, training, equipment or community projects. It is led by Dr. Teodora Brekke , vice provost for research, and has seven staff split between pre-award (getting the grant) and post-award (spending it correctly). Review of human-subjects, animal and biosafety work happens through research compliance and the IRB , which ORSP coordinates but does not decide.\nPre-award: funding searches, budgets, submission — Lead: Annika Sorensen, director of sponsored programs\nPost-award: accounts, invoicing, reporting, closeout — Lead: Dale Rygh, grants accounting manager\nProposal development and grant writing — Lead: Corinne Abernathy, proposal development specialist\nUndergraduate research — Lead: Shared with undergraduate research\nFY2026 by the numbers\nFaculty brought in a record $9.1 million in external awards in fiscal 2026 (July 2025–June 2026), up from $7.4 million the year before ( the announcement ). ORSP processed 141 proposals and 78 were funded. About sixty undergraduates were paid research assistants on funded projects, up from about forty.\nFederal (including a multi-year environmental monitoring contract on the Porter River) — Awards: 24; Amount: $5.2M\nState (led by a manufacturing-innovation grant) — Awards: 11; Amount: $2.3M\nIndustry and regional employers — Awards: 29; Amount: $0.9M\nFoundations and nonprofits — Awards: 10; Amount: $0.5M\nLocal government and other — Awards: 4; Amount: $0.2M\nTotal — Awards: 78; Amount: $9.1M\nFY2027 started with the $2.4 million federal workforce grant for the advanced manufacturing and robotics lab, announced in August.\nFinding funding\nMost Porter awards are applied: a state agency that wants a manufacturing process tested, a county that needs water-quality data from the Porter River, a regional health system studying readmissions. Pre-award staff run funding searches for any faculty or staff member who asks, and send a weekly digest of opportunities sorted by college.\nFirst-time applicants get a pre-award officer for the whole proposal and a read-through of the narrative by the proposal development specialist.\nIndustry projects under $50,000 can use a two-page sponsored-project agreement that most regional employers sign without sending it to their own lawyers.\nInternal seed money: the proposal-development fund (below) and the summer faculty research stipend, with applications due February 15.\nPre-award: proposal routing timeline\nEvery proposal leaves through ORSP, which is the only office authorized to submit on the university’s behalf. Count backward from the sponsor deadline in business days:\n30 days before — What is due: Intent to submit, through MyPorter. ORSP assigns a pre-award officer.\n15 days before — What is due: Draft budget and justification. Cost share and space needs flagged.\n10 days before — What is due: Routing form approved by chair and dean; any cost share signed by the vice provost.\n5 days before — What is due: Final administrative pieces (budget, biosketches, letters, data plan) for ORSP review.\n2 days before — What is due: Final narrative. ORSP submits; you get the confirmation.\nProposals that arrive after the five-day mark go in if there is time, without a full compliance review, and the principal investigator signs a statement saying so. Indirect costs are charged at the negotiated rate of 44 percent of modified total direct costs on campus and 26 percent off campus. The grant-writing support page lists workshops and the proposal-development fund, which pays up to $5,000 for preliminary data before a submission.\nPost-award: managing the money\nA new award gets its own account within five business days of a signed agreement; ORSP will open an at-risk account up to 90 days early if the dean guarantees it.\nPurchases follow the usual procurement rules plus the sponsor’s; equipment over $5,000 is tagged and inventoried.\nEffort certification is twice a year. Paying a student from a grant goes through student employment like any other hire.\nFinancial reports and closeout are prepared by post-award staff; technical reports are the investigator’s job, and ORSP sends reminders 60 and 30 days ahead.\nStudents looking for their own small grants should start with student research grants .\nAt a glance\nVice provost\nDr. Teodora Brekke\nFY2026 awards\n$9.1 million, 78 awards (record)\nProposals\n141 submitted in FY2026\nRouting\nIntent 30 days out; final 5 days out\nIndirect rate\n44% MTDC on campus, 26% off campus\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nResearch compliance\nInstitutional Review Board\nProvost & Academic Affairs\nEnvironmental Health & Safety\nCommunity partnerships" }, { "url": "research-centers.html", "title": "Research centers & labs", "description": "The 34 applied research centers, institutes, and laboratories at UW–Porter Falls, and how to bring a project to one.", "headings": [ "Research centers & labs", "On this page", "How applied research works at Porter", "Centers", "Institutes", "Applied laboratories", "Start a project" ], "content": "Research Research centers & labs\n34 applied centers, institutes, and laboratories connecting students and faculty to real problems — searchable below.\nHow applied research works at Porter\nResearch at UW–Porter Falls is applied and partnered. Faculty and students work on real problems brought by manufacturers, health systems, agencies, and communities, run them like short engineering or consulting engagements, and deliver something the partner can use. Undergraduates are involved throughout — as paid research assistants, for course credit, and on capstone and practicum teams.\nThere are 34 named centers, institutes, and laboratories, plus dozens of individual faculty research programs and the university-wide undergraduate research program.\nCenters\nAdvanced Manufacturing Center — automation, robotics, metrology, and production-systems research and applied projects (College of Engineering & Technology)\nCenter for Packaging Innovation — materials testing, distribution simulation, sustainable packaging, and regulatory consultation (College of Engineering & Technology)\nDiscovery Center — connecting companies and communities to faculty expertise, student teams, and campus facilities (Office of Research)\nCenter for Manufacturing Workforce Development — upskilling incumbent workers and building the pipeline into technical careers (Business & Industry Outreach)\nCenter for Rural Health & Aging — access to care, healthy aging, and the health workforce in rural communities ( College of Education, Health & Human Sciences )\nCenter for Entrepreneurship & Innovation — venture creation, the student innovation studio, and the campus venture fund ( College of Management )\nPolytechnic Education Research Group — how applied, hands-on, project-based education produces learning and career outcomes (Office of Academic Affairs)\nErgonomics & Safety Research Center — workplace injury prevention, hazard control, and safety-management systems (College of Engineering & Technology)\nCenter for Financial Wellness Research — financial capability, behavior, and the design of effective financial education ( College of Management )\nFurlong Gallery & University Collections — exhibitions, the permanent art collection, and object-based teaching ( College of Arts, Design & Communication )\nCenter for Inclusive Design & Access — accessibility research, assistive technology, and inclusive-design consulting ( College of Arts, Design & Communication )\nCenter for Community-Engaged Learning Research — the practice and impact of service-learning and community-based coursework (Office of Academic Affairs)\nInstitutes\nSustainability Research Institute — life-cycle assessment, circular design, energy, and community sustainability ( College of Science & Mathematics )\nInstitute for Applied Cybersecurity — security operations research, detection engineering, and cyber workforce development (College of Computing & Information Sciences)\nInstitute for Teaching & Learning Research — discipline-based education research and evidence-based teaching practice ( College of Education, Health & Human Sciences )\nInstitute for Regional Economic Development — economic analysis, workforce studies, and strategy for communities and employers (Business & Industry Outreach)\nAgricultural & Food Systems Institute — regional food systems, small-farm viability, and food-science applications ( College of Education, Health & Human Sciences )\nApplied laboratories\nHuman Performance Laboratory — biomechanics, exercise physiology, ergonomics, and workplace-health research ( College of Education, Health & Human Sciences )\nPolymer Characterization Laboratory — thermal, mechanical, rheological, and failure analysis of polymers and composites (College of Engineering & Technology)\nData Analytics Collaboratory — applied analytics and machine-learning projects with partner data (College of Computing & Information Sciences)\nStructures & Materials Testing Laboratory — load testing of structural components, concrete and soils testing, and forensic evaluation (College of Engineering & Technology)\nUsability & Experience Lab — usability testing, user research, and inclusive-design evaluation ( College of Arts, Design & Communication )\nFabrication & Prototyping Laboratory — digital and traditional fabrication for design research and student projects ( College of Arts, Design & Communication )\nFreshwater & Watershed Laboratory — water quality, stream ecology, and watershed monitoring in the upper Midwest ( College of Science & Mathematics )\nAdditive Manufacturing Laboratory — polymer and metal additive processes, design for additive, and qualification (College of Engineering & Technology)\nApplied Artificial Intelligence Laboratory — practical machine learning for industry problems, and responsible-AI practice (College of Computing & Information Sciences)\nTransportation & Infrastructure Laboratory — pavement materials, traffic operations, and asset management for local agencies (College of Engineering & Technology)\nFermentation & Food Innovation Laboratory — fermented foods and beverages, sensory science, and small-producer support ( College of Science & Mathematics )\nEmbedded Systems & IoT Laboratory — connected devices, edge computing, and industrial monitoring systems (College of Engineering & Technology)\nRenewable Energy & Microgrid Laboratory — small-scale solar, storage, and microgrid control for rural and industrial sites (College of Engineering & Technology)\nUser Experience Research Laboratory — usability testing, eye-tracking, and interaction research for digital products ( College of Arts, Design & Communication )\nAssistive Technology & Accessibility Laboratory — adaptive equipment, accessible design, and technology for independent living ( College of Education, Health & Human Sciences )\nEsports & Game Analytics Laboratory — player-performance data, game-design analytics, and esports program research (College of Computing & Information Sciences)\nApplied Linguistics & Language Lab — second-language acquisition, translation practice, and community language access ( College of Arts, Design & Communication )\nStart a project\nOrganizations begin through the Discovery Center — it scopes the problem, matches it to the right center, course, or team, handles the agreement, and manages the work. See For employers & partners for the full menu, and open resources for the free research tools the centers use.\nAt a glance\nUnits\n34\nStudent roles\nPaid, credit, capstone\nFront door\nDiscovery Center\nRelated\nResearch spotlights\nUniversity research\nDiscovery Center\nUndergraduate research\nFor employers & partners\nOpen resources" }, { "url": "research-compliance.html", "title": "Research compliance", "description": "Responsible conduct, human-subjects review, export controls and research safety.", "headings": [ "Research compliance", "On this page", "Before research begins", "Training", "Integrity", "Review before you start", "Integrity questions", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Research compliance\nResponsible conduct, human-subjects review, export controls and research safety.\nBefore research begins\nProjects involving people, animals, hazardous materials, controlled data or external sponsors require the appropriate review before work starts.\nTraining\nResearchers complete role-specific training and renew requirements on the schedule set by the responsible office.\nIntegrity\nQuestions about authorship, conflicts, data management or reporting concerns receive confidential guidance and documented follow-up.\nReview before you start\nAny project involving people, animals, hazardous materials, controlled data or an outside sponsor needs the right review approved before work begins — not after the first interview. The Office of Research & Sponsored Programs routes a project to the correct committee.\nIntegrity questions\nQuestions about authorship, conflicts of interest, data ownership or a concern about someone else’s conduct get confidential guidance and a documented follow-up. Training is tied to a person’s role on the project and has to stay current.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs in Millwright Hall handles the review, the training records and the sponsored-project paperwork so the work can start on time.\nThe practical details\nHuman subjects: IRB review before any data collection. Training: Role-specific; renewed on a set schedule. Also covers: Animal care, biosafety, export control, conflicts. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555-0230 or email research@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nHuman subjects\nIRB review before any data collection\nTraining\nRole-specific; renewed on a set schedule\nAlso covers\nAnimal care, biosafety, export control, conflicts\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCommunity partnerships\nFull contact directory\nWhistleblower policy" }, { "url": "research-computing-and-data-tools.html", "title": "Research computing and data tools", "description": "The shared compute, storage, and software for coursework and research that a laptop cannot handle.", "headings": [ "Research computing and data tools", "On this page", "When your laptop is not enough", "The cluster", "Storage that is actually backed up", "Software", "Data management plans", "Getting help" ], "content": "Research & outreach Research computing and data tools\nThe shared compute, storage, and software for coursework and research that a laptop cannot handle.\nWhen your laptop is not enough\nYour issued laptop runs everyday coursework. Simulation, large datasets, machine-learning training, rendering, and genomics-scale analysis need shared resources: a high-performance computing cluster, large project storage, and GPU nodes. Access is free for coursework and research; you request an account and, for the cluster, take a short onboarding.\nThe cluster\nThe research computing cluster runs batch jobs — you submit a job to a queue and it runs when resources free up, rather than tying up an interactive session. It suits long simulations, parameter sweeps, and training runs. Staff help you get a workflow onto it; the first job is the hard part, and there is a consulting appointment for exactly that.\nStorage that is actually backed up\nResearch and course project storage is on managed, backed-up systems — not your laptop drive, not a personal cloud account. Shared drives let a team and a faculty mentor work from the same files. Know your quota and what the retention and backup policy is; \"it was on my laptop\" is not a recovery plan.\nSoftware\nBeyond what ships on your laptop, the university licenses specialized packages — statistical, CAD and simulation, GIS, qualitative analysis, survey tools — available in labs, via remote desktop, or as a checkout license. The software licensing page lists what is available to students and how to get it.\nData management plans\nGrant-funded projects usually require a data management plan: what data you will collect, how it is stored and secured, who can access it, how it is de-identified, and what happens to it after the project. The library and research computing help write one, and getting it right early prevents a compliance problem later.\nGetting help\nResearch computing consultations cover getting onto the cluster, choosing tools, and workflow design. The library covers data management, finding datasets, and reproducibility. Your faculty mentor covers the domain methods. Start with a consultation before you spend a week fighting a setup alone.\nAt a glance\nFor\nSimulation, big data, ML training, rendering — beyond a laptop\nThe cluster\nBatch jobs in a queue; a short onboarding + a consult for the first one\nStorage\nManaged and backed up — not your laptop or a personal cloud\nGrant-funded?\nYou likely need a data management plan — library + RC help\nWho to contact\nResearch Computing\nJarvis Technology Center 200\nPhone\n(715) 555–0167\nEmail\nrc@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nResearch computing\nData management plans\nData visualization help\nShared drive & cloud storage\nSoftware licensing for students\nFull contact directory" }, { "url": "research-computing.html", "title": "Research computing", "description": "Shared high-performance computing, storage and consultation for data-intensive coursework and faculty projects.", "headings": [ "Research computing", "On this page", "Who uses it", "Getting started", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Research computing\nShared high-performance computing, storage and consultation for data-intensive coursework and faculty projects.\nWho uses it\nFaculty projects with real computational load, graduate research, and upper-level courses that outgrow a laptop — simulation, genomics, large statistical models, GPU training runs. Access is by project request; a faculty sponsor is required for student accounts. The scheduler shares the cluster fairly, so plan for a queue at peak times.\nGetting started\nRequest an account through the research-computing portal with a short description of the work and the sponsor's name. New users are pointed to a getting-started session covering the job scheduler, the module system and the storage layout. Do not put restricted or human-subjects data on the cluster without clearing it first — the consultation hour is the place to ask.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nCluster: A modest shared HPC cluster with CPU and a few GPU nodes. Storage: Project space with nightly backup, separate from personal drives. Help: Consultations by appointment; a drop-in hour weekly during the term. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCluster\nA modest shared HPC cluster with CPU and a few GPU nodes\nStorage\nProject space with nightly backup, separate from personal drives\nHelp\nConsultations by appointment; a drop-in hour weekly during the term\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "research-consultations.html", "title": "Librarian research consultations", "description": "A one-on-one appointment with a subject librarian to plan searches, find sources, and get unstuck on a research project.", "headings": [ "Librarian research consultations", "On this page", "What a consultation does", "When to book one", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Online learning Librarian research consultations\nA one-on-one appointment with a subject librarian to plan searches, find sources, and get unstuck on a research project.\nWhat a consultation does\nA subject librarian who knows the databases and the literature of your field sits down with your actual assignment: which databases to search, the search terms that will and won't work, how to tell a solid source from a weak one, and how to keep track of what you find. Far faster than another afternoon of trial and error.\nWhen to book one\nEarly — when the topic is still forming, not the night before it's due. Students who come at the start consistently say it changed the shape of the project.\nIn and around Porter Falls\nOnline and Extended Learning works out of the second level of Halvorsen Library and supports learners across Wesconsin who rarely come to Porter Falls in person.\nThe practical details\nBook: Through the library site, in person or online. Length: 30 to 60 minutes. Best for: A thesis or capstone, a lit review, a project where the first ten searches turned up nothing useful. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Online & Extended Learning (Halvorsen Library, Level 2). Call (715) 555–0128 or email online@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nBook\nThrough the library site, in person or online\nLength\n30 to 60 minutes\nBest for\nA thesis or capstone, a lit review, a project where the first ten searches turned up nothing useful\nWho to contact\nOnline & Extended Learning\nHalvorsen Library, Level 2\nPhone\n(715) 555–0128\nEmail\nonline@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRemote exam proctoring\nCourse reserves\nInterlibrary loan\nCitation manager help\nFull contact directory" }, { "url": "research-spotlight-cheese-packaging-shelf-life.html", "title": "Keeping Farmstead Cheese Sealed: Packaging Shelf-Life for Small Creameries", "description": "Packaging students and nine Porter County cheesemakers set out to find a better film. What they found instead was a wrinkle.", "headings": [ "Keeping Farmstead Cheese Sealed: Packaging Shelf-Life for Small Creameries", "On this page", "The question", "The approach", "Students on the team", "What they found so far", "What’s next and who’s involved" ], "content": "Research spotlight Keeping Farmstead Cheese Sealed: Packaging Shelf-Life for Small Creameries\nPackaging students and nine Porter County cheesemakers set out to find a better film. What they found instead was a wrinkle.\nThe question\nPorter County has nine small creameries that make cheese from their own herds or from a neighbor’s milk. Most sell cut, vacuum-packed wedges at the Depot Plaza farmers market, in regional grocery stores and by mail. In 2025 the Porter County Cheesemakers Guild surveyed its members and found that between 3 and 9 percent of retail packs were coming back: mold under the film, “leakers” that lost vacuum in the case, and puffy packs in the summer months. For a creamery making 40,000 pounds a year, that is real money and a worse problem for reputation.\nThe guild assumed the answer was a better barrier film and asked Dr. Grace Nakamura , assistant professor of plastics and packaging engineering, which one to buy. She proposed testing that assumption first.\nThe approach\nThe project runs out of the Center for Packaging Innovation , with microbiology support from the Fermentation & Food Innovation Laboratory . It has three parts:\nReturn autopsies. Each creamery saves its failed packs in a freezer bag with a date and store. Students open them, dye-test the seals, measure residual oxygen in the headspace and photograph the failure.\nShelf-life trials. Four films with different oxygen transmission rates, packed on the creameries’ own machines, stored at 38 °F in the dark and under retail case lighting, and pulled every two weeks for up to 20 weeks.\nLine visits. Students spend a packing day at each creamery with a stopwatch and a checklist, watching how the cheese is loaded, how long seal bars dwell and how often they are cleaned.\nPulled samples go to a trained sensory panel in FDSC 3300 Sensory Evaluation , because a pack that keeps its vacuum can still taste like cardboard after a month under fluorescent light.\nStudents on the team\nHallie Brekken , senior, packaging — student lead; runs the shelf-life schedule and the return autopsies.\nOmar Shalabi , junior, packaging — seal-strength and leak testing.\nLucy Her , junior, food science — mold and yeast counts in the fermentation lab.\nPeter Rusch , sophomore, packaging — line visits and the creamery checklists.\nNadia Ostrowski , sophomore, food science — sensory panel coordination.\nTwo of the five grew up on dairy farms; one of them had packed cheese at a family creamery every summer since she was twelve, which turned out to be the most useful qualification on the team. Nakamura’s rule for line visits is that students watch and write down before they suggest anything: a creamery packing 300 wedges on a Friday afternoon does not need advice from a sophomore, it needs an accurate description of what is happening at the seal bar. Each visit ends with a one-page summary sent to the cheesemaker within a week, and nothing is shared with the rest of the guild without that creamery’s permission.\nWhat they found so far\nAfter 14 months and 412 returned packs:\n61 percent of failures were seal-channel leaks — tiny wrinkles in the film across the seal line, almost all on hand-loaded chamber machines when a wedge was placed off-center or the bag was not smoothed before sealing.\nOnly about 12 percent traced to the film itself. Two films performed nearly identically in the dark; the cheapest film was the worst under case lighting.\nA $40 loading guide — a cut acrylic plate that centers the wedge and tensions the bag — designed by a student and made in the Forge Prototyping Lab , cut leakers at the first two creameries that tried it from 6.8 percent to 1.9 percent of packs.\nPuffy summer packs were mostly gas from the cheese itself, not contamination. Those creameries now hold younger cheeses a week longer before cutting.\n“Everyone wanted the answer to be a better film because you can buy a better film. The answer was how you put the cheese in the bag, which you can fix for forty dollars and a morning of practice.”\n— Hallie Brekken, senior, packaging\nWhat’s next and who’s involved\nThe loading guide is being rolled out to all nine creameries this fall, with a short training video. The team is now running a 20-week trial of light-blocking labels for the two creameries whose cheese sits longest in grocery cases. Results will appear in the guild’s spring newsletter and at the Center’s annual open house.\nPartners: the Porter County Cheesemakers Guild (nine member creameries, $24,000 in member contributions and product) and a regional grocery cooperative that shares return data. The main award is $118,000 over two years from the Wesconsin Value-Added Dairy Grants program. Students who want in typically come through PKG 3500 Food and Pharmaceutical Packaging .\nAt a glance\nPrincipal investigator\nDr. Grace Nakamura , Assistant Professor\nDepartment\nPlastics & Packaging Engineering\nFunding\nWesconsin Value-Added Dairy Grants program, $118,000; Porter County Cheesemakers Guild, $24,000 cash and in-kind\nStudents involved\n5 paid undergraduates\nCenter\nCenter for Packaging Innovation\nStatus\nYear 2 of 2\nRelated resources\nCenter for Packaging Innovation\nFermentation & Food Innovation Laboratory\nPackaging Technology program\nPKG 2200 Packaging Materials\nPKG 3500 Food and Pharmaceutical Packaging\nFDSC 2300 Food Microbiology\nAll research spotlights" }, { "url": "research-spotlight-cnc-tool-wear-prediction.html", "title": "Listening to the End Mill: Predicting CNC Tool Wear With a Regional Machine Shop", "description": "Manufacturing engineering students are using spindle-load and vibration data to change cutting tools when they are actually worn, not when a counter says so.", "headings": [ "Listening to the End Mill: Predicting CNC Tool Wear With a Regional Machine Shop", "On this page", "The question", "The approach", "Students on the team", "What they found so far", "What’s next and who’s involved" ], "content": "Research spotlight Listening to the End Mill: Predicting CNC Tool Wear With a Regional Machine Shop\nManufacturing engineering students are using spindle-load and vibration data to change cutting tools when they are actually worn, not when a counter says so.\nThe question\nRedgranite Precision Components machines steel hydraulic manifold blocks on a cell of vertical machining centers. Like most shops, it changes its carbide end mills on a fixed count: after a set number of parts, the tool comes out whether it is worn or not. The count is conservative because a tool that breaks mid-cut can scrap a $300 part and sometimes damage the spindle. The company suspected it was throwing away tools with plenty of life left and asked the Discovery Center whether the machines could tell them when a tool was really done.\nDr. Everett Fontaine , professor of manufacturing and industrial engineering, who integrated robotic cells for an automation house before coming to Porter, agreed to lead it as a sponsored project in the Advanced Manufacturing Center .\nThe approach\nThe team instrumented two machines at Redgranite and one teaching machine in Founders Hall with:\nspindle-load readings taken directly from each machine’s controller;\na small accelerometer on each spindle housing, sampled during every cut;\na tool-microscope station where students photograph and measure the wear on each end mill’s cutting edge at set intervals.\nThe core of the work is a dataset of tools run to the end of their useful life under controlled conditions, mostly on the Founders Hall machine so that no customer parts were at risk. Students then trained models to estimate remaining tool life from the load and vibration signals, working with the Applied Artificial Intelligence Laboratory on methods. The rule from the start: a model has to be explainable to a machinist on second shift, or it does not ship.\nStudents on the team\nLogan Petersen , senior, manufacturing engineering — student lead and the main contact at Redgranite.\nYasmin Haddad , senior, data science — signal processing and the remaining-life models.\nCole Brandvik , CNC Machining certificate student — runs the tool-life trials and measures every insert and end mill under the microscope.\nErin McKellar , junior, mechanical engineering — accelerometer mounting and data acquisition.\nSamuel Oyelowo , sophomore, manufacturing engineering — cost analysis and the shop-floor display.\nTwo of the five are co-op students who will spend spring semester at Redgranite. The team drives to the shop every other Tuesday to pull data and, more importantly, to talk with the machinists who run the cell. Early versions of the model flagged tools as worn whenever a new batch of steel blocks arrived from a different mill; it was a second-shift operator, not the data, who pointed out that the harder material simply loads the spindle more. Material lot is now an input to the model, and the operator is thanked by name in the technical report.\nWhat they found so far\nAfter 212 end mills run to end of life:\nUnder the fixed-count rule, the shop was retiring tools with about 35 percent of their useful life remaining, on average.\nA model using spindle load and two vibration features estimated remaining life to within about 12 percent once a tool was past the first half of its life. Early in a tool’s life, the signal is too quiet to predict much.\nRising vibration in one frequency band gave a usable warning, roughly 20 to 40 parts ahead, for 17 of the 19 tools that chipped or broke.\nIn an eight-week pilot on one cell, Redgranite ran tools 22 percent longer with no increase in scrap. The company estimates savings of about $41,000 a year on that cell, most of it in tooling.\n“The machinists already knew a worn tool sounds different. What we did was put a number on the sound, so the second-shift operator and the scheduler are looking at the same thing.”\n— Logan Petersen, senior, manufacturing engineering\nWhat’s next and who’s involved\nPhase two extends the system to the rest of the cell and to a second tool type, and tests a simple traffic-light display at each machine. Students are also writing up the method so that smaller shops, including members of the Northwoods Manufacturing Alliance, can try it with nothing more than the data their controllers already record.\nPartner and sponsor: Redgranite Precision Components , under an 18-month, $148,000 sponsored-research contract, with first right to hire the students who worked on it. Students usually arrive through MACH 2100 CNC Programming and Operation I or MFGE 3300 Quality Engineering .\nAt a glance\nPrincipal investigator\nDr. Everett Fontaine , Professor\nDepartment\nManufacturing & Industrial Engineering\nFunding\nRedgranite Precision Components, $148,000 sponsored contract over 18 months\nStudents involved\n5 paid undergraduates, including one certificate student\nCenter\nAdvanced Manufacturing Center\nStatus\nPhase 2 of 2\nRelated resources\nAdvanced Manufacturing Center\nApplied Artificial Intelligence Laboratory\nIndustrial & Manufacturing Engineering program\nCNC Machining certificate\nMACH 2100 CNC Programming and Operation I\nDATA 3100 Machine Learning for Data Science\nAll research spotlights" }, { "url": "research-spotlight-cold-climate-building-envelopes.html", "title": "Cold Walls: Testing Insulation Retrofits for Wesconsin Winters", "description": "A construction management professor built a small test building at the University Farm to answer a question homeowners rarely ask: what happens inside the wall after you insulate it?", "headings": [ "Cold Walls: Testing Insulation Retrofits for Wesconsin Winters", "On this page", "The question", "The approach", "Students on the team", "What they found so far", "What’s next and who’s involved" ], "content": "Research spotlight Cold Walls: Testing Insulation Retrofits for Wesconsin Winters\nA construction management professor built a small test building at the University Farm to answer a question homeowners rarely ask: what happens inside the wall after you insulate it?\nThe question\nMuch of Porter Falls’ housing — whole streets of Founders Triangle and Cedar Bluff — was built between the 1940s and the 1970s with little or no wall insulation. Filling those walls is one of the cheapest ways to cut a heating bill, and the county weatherization program does dozens of houses a year. But adding insulation changes how a wall handles moisture. The outer sheathing gets colder, and in a long Wesconsin winter, warm indoor air that leaks into the wall can condense there.\nDr. Gustav Okafor , assistant professor of construction management, whose work covers building information modeling and mechanical and electrical systems, wanted measured answers for the people actually doing the retrofits: which approaches keep walls dry, and how much does air sealing matter?\nThe approach\nThe centerpiece is the test hut, a 16-by-24-foot wood-frame building at the University Farm, built by students in the summer of 2024. Its north and south walls each hold four removable 4-by-8-foot test panels, so eight wall assemblies can be compared side by side through the same winter. Inside, the hut is kept at 68 °F and a humidity typical of a lived-in house.\nEach panel has moisture pins in the sheathing, plus temperature and humidity sensors at three depths, logged every 15 minutes.\nAssemblies include an uninsulated original-style wall, dense-packed cellulose with and without interior air sealing, and cellulose with 1.5 inches of rigid foam added on the outside.\nIn the field, students run blower-door tests before and after on houses retrofitted by the county program, with owners’ permission.\nPanel construction and load checks run through the Structures & Materials Testing Laboratory ; energy modeling is done with the Sustainability Research Institute .\nStudents on the team\nJacob Rindfleisch , senior, construction management — student lead; designed the panel frames and swap-out procedure.\nAmira Nasser , junior, architectural technology — sensor installation and the monthly data review.\nTyler Engebretsen , junior, construction management — blower-door testing in the field.\nSofia Lund , sophomore, mechanical engineering — energy modeling.\nEthan Vue , first-year, construction management — logger maintenance and, in January, snow removal from the hut’s door.\nMost of the team met the material first in CNST 3700 Mechanical and Electrical Systems and ARCH 2500 Building Construction II . Panels are swapped each October, before the heating season, which means a long Saturday of unscrewing, lifting and resealing with the whole team and a borrowed University Farm forklift. Students also open one panel every spring to look at the sheathing directly, because a moisture reading means more once you have seen and smelled the wood it came from. Those photographs will go into the field guide alongside the data.\nWhat they found so far\nAfter two winters of data:\nNorth-facing sheathing behind dense-packed cellulose, with no interior air sealing, stayed above 20 percent moisture content — the level at which wood decay becomes a concern — for 47 days in the 2025–26 winter.\nThe same assembly with careful interior air sealing exceeded 20 percent for 9 days. With rigid foam on the outside, sheathing never went above 16 percent.\nSouth-facing panels dried out quickly in every case; the risk is concentrated on north walls and in late winter.\nOn 12 field houses, air leakage fell by a median of 31 percent after retrofit. The houses with the biggest improvement were the ones where crews sealed the attic floor and rim joists first.\n“Insulating a wall is still a good idea. The data say do the air sealing first, pay attention to the north side, and if the siding is coming off anyway, put foam on the outside.”\n— Dr. Gustav Okafor, assistant professor of construction management\nWhat’s next and who’s involved\nWinter three tests two lower-cost interior vapor-control products and a wall with mineral-wool board instead of foam. The team is also writing a four-page field guide for the county weatherization crews and local contractors, with photos of what each retrofit should look like before the wall is closed up.\nPartners: the Porter County Housing Authority, which runs the weatherization program and arranges field-house access, and Ironwood Construction Group , which donated framing labor and materials for the hut. Funding is a three-year, $274,000 award from the Wesconsin Energy Office. Construction students who want in should talk to Okafor during the term before they want to start; the data review runs year-round.\nAt a glance\nPrincipal investigator\nDr. Gustav Okafor , Assistant Professor\nDepartment\nConstruction Management\nFunding\nWesconsin Energy Office, $274,000 over three years; in-kind labor and materials from Ironwood Construction Group\nStudents involved\n5 paid undergraduates\nCenter\nStructures & Materials Testing Laboratory\nStatus\nYear 3 of 3\nRelated resources\nStructures & Materials Testing Laboratory\nSustainability Research Institute\nConstruction Management program\nCNST 3700 Mechanical and Electrical Systems\nARCH 2500 Building Construction II\nARCH 3300 Building Systems\nAll research spotlights" }, { "url": "research-spotlight-millrace-mussels.html", "title": "Counting Mussels in the Cold Reach of the Millrace", "description": "A biology field crew is testing whether groundwater seeps behind a parking lot are the reason native freshwater mussels survive in one short stretch of the Millrace, and nowhere else in it.", "headings": [ "Counting Mussels in the Cold Reach of the Millrace", "On this page", "The question", "The approach", "Students on the team", "What they found so far", "What’s next and who’s involved" ], "content": "Research spotlight Counting Mussels in the Cold Reach of the Millrace\nA biology field crew is testing whether groundwater seeps behind a parking lot are the reason native freshwater mussels survive in one short stretch of the Millrace, and nowhere else in it.\nThe question\nIn spring 2026, environmental science senior Delia Marchetti won the Chancellor’s Undergraduate Research Prize for two years of Millrace water temperatures . Her 14 loggers showed a 400-yard reach below the old Porter Woolen Mill site where groundwater seeps keep summer water four to six degrees cooler than the rest of the channel. She argued that this was why native freshwater mussels still turn up there and almost nowhere else.\nDr. Grace Beaumont , professor of biology and a freshwater ecologist, wanted to test that argument properly. Is the cold reach really where the mussels are? Are they reproducing, or are they old survivors? And what happens to them if the city’s planned stormwater changes near the channel alter the seeps?\nThe approach\nThe project combines three kinds of data:\nMussel surveys. Timed snorkel and wading searches in 25-meter blocks along the whole Millrace each July and September. Every mussel is identified, measured, marked with a small numbered tag and returned to the spot it came from.\nTemperature. Readings from Marchetti’s four loggers that the city’s parks staff kept in place, eight new loggers in the cold reach, and the two Millrace stations of the Riverwatch network, which report every 15 minutes.\nSeep mapping. Students walk the channel on cold winter mornings with a handheld thermal camera to find open-water seeps, then measure their temperature and flow.\nThe work is coordinated with Dr. Everett Yoon , whose Riverwatch network recently won a $1.84 million award to extend monitoring onto the upstream tributaries, and with Dr. Ruth Okonkwo-Barrie, who supervised Marchetti’s original study. It is based in the Freshwater & Watershed Laboratory .\nStudents on the team\nIngrid Solvang , senior, biology — field lead; holds the mussel-handling permit training and runs the survey blocks.\nMarcus Delacourt , junior, environmental science — temperature loggers and the Riverwatch data pulls.\nPa Houa Xiong , junior, biology — species identification and the tag database.\nCaleb Strand , sophomore, environmental science — thermal-camera seep mapping.\nEvery field day follows the university’s field research safety rules: two-person teams, waders and a float plan, and no work in the channel after a storm while flows are up. Handling is kept to a minimum. Each mussel is out of the water for less than two minutes, measured on a wet tray, and pressed back into the gravel in the same spot, siphons up. The crew also logs what it finds that is not a mussel, including shopping carts, which the alumni of the 1970s will be pleased to hear are now rare, and one intact 1950s bicycle that is now displayed in the lab.\nWhat they found so far\nAfter two survey seasons (summer 2025 and summer 2026):\nThe team found 214 live mussels of four native species. 187 of them, 87 percent, were inside the cold reach that Marchetti identified.\nDaily maximum temperatures in the cold reach stayed below 24 °C through both summers; the rest of the channel exceeded 27 °C on at least 18 days each year.\nThermal mapping located 11 seeps along the reach. The three largest sit within 30 meters of each other below the old mill foundation.\nThe team found 23 mussels shorter than 30 millimeters, which suggests at least some recent reproduction. That was the result Beaumont considered least likely when the project began.\n“Delia’s map told us where to look. We expected to find old animals hanging on. Finding small ones means this reach is not just a refuge; it may be a nursery.”\n— Dr. Grace Beaumont, professor of biology\nWhat’s next and who’s involved\nThe team will share its seep map with the City of Porter Falls before the stormwater project is designed, with a recommendation that runoff from the parking lot above the reach be infiltrated rather than piped into the channel. Next summer it will add environmental DNA sampling to look for mussels too small to find by hand, and look for the host fish that mussel larvae need, building on the brook trout already using the restored Millrace fish passage .\nFunding: $96,000 over three years from the Wesconsin Aquatic Heritage Fund and $12,000 from the Porter River Riverkeepers, with temperature data shared from the Riverwatch network. Students typically start after BIOL 2500 Ecology or ENVS 3500 Environmental Sampling and Analysis .\nAt a glance\nPrincipal investigator\nDr. Grace Beaumont , Professor\nDepartment\nBiology\nCollaborator\nDr. Everett Yoon , Environmental Science (Riverwatch)\nFunding\nWesconsin Aquatic Heritage Fund, $96,000 over three years; Porter River Riverkeepers, $12,000\nStudents involved\n4 paid undergraduates\nCenter\nFreshwater & Watershed Laboratory\nRelated resources\nFreshwater & Watershed Laboratory\nPorter River & Millrace ecology\nBiology program\nEnvironmental Science program\nBIOL 2500 Ecology\nENVS 3500 Environmental Sampling and Analysis\nAll research spotlights" }, { "url": "research-spotlight-recycled-plastics-feedstock.html", "title": "Will This Bale Mold? Screening Recycled Plastic Before It Reaches the Press", "description": "Plastics engineering students are testing what is actually inside the recycled polypropylene a regional cooperative sells, and building a cheap incoming-material screen that small molders can run themselves.", "headings": [ "Will This Bale Mold? Screening Recycled Plastic Before It Reaches the Press", "On this page", "The question", "The approach", "Students on the team", "What they found so far", "What’s next and who’s involved" ], "content": "Research spotlight Will This Bale Mold? Screening Recycled Plastic Before It Reaches the Press\nPlastics engineering students are testing what is actually inside the recycled polypropylene a regional cooperative sells, and building a cheap incoming-material screen that small molders can run themselves.\nThe question\nRegional molders want to use more recycled plastic. Their customers ask for it, and post-consumer polypropylene from the Porter Valley Recycling Cooperative costs about 30 percent less than new resin. The trouble is consistency. One bale runs beautifully; the next one short-shots, flashes, or produces parts that crack in a cold-drop test. By the time a molder finds out, it has already run a few thousand bad parts.\nThe cooperative brought the question to the Discovery Center in the fall of 2025: can a small plant tell, before a lot goes into the hopper, whether it will mold? Dr. Colin Nguyen , teaching professor of plastics and packaging engineering, took it on as an undergraduate-led project in the Applied Materials & Polymer Research Group, where students lead and faculty advise.\nThe approach\nThe team pulls samples from every bale of recycled polypropylene the cooperative bales over a two-week window, three times a semester, and characterizes each one in the Polymer Characterization Laboratory . The work is deliberately unglamorous:\nMelt flow index on every sample, run in duplicate, to see how much the material’s flow behavior swings bale to bale.\nDifferential scanning calorimetry to detect polyethylene contamination, which shows up as a second melting peak and makes polypropylene parts brittle in the cold.\nAsh content to estimate fillers, labels and dirt.\nMolding trials on a test-bar mold, followed by tensile and impact testing at room temperature and at −20 °C.\nThe goal is not a perfect description of each bale. It is the smallest set of quick, cheap tests that predicts which lots will cause trouble on the press. The molding data feed the department’s recycled-content pilot line , which asks the companion question of how much recycled material a structural part can tolerate.\nStudents on the team\nSix undergraduates are paid on the project, 8–10 hours a week each:\nMarisa Thorsgaard , senior, plastics engineering — student lead; runs the scheduling with the cooperative and owns the dataset.\nJonah Pfeiffer , junior, plastics engineering — DSC and contamination analysis.\nKeira Abernethy , junior, packaging — melt flow and ash testing.\nTomas Villanueva , sophomore, plastics engineering — molding trials and test-bar inventory.\nAbby Lindahl , sophomore, manufacturing engineering — mechanical testing.\nDev Raman , first-year, undeclared — sample logging and chain of custody, and, by his own description, “mostly cutting open bags.”\nMost of the team learned the instruments in PLE 3700 Polymer Testing and Characterization ; the first-year student learned them on the job. Nguyen meets the group every Thursday afternoon, reviews the week’s data and signs off on anything that goes to the cooperative, but the students set the agenda. Two of them have already presented the work at a regional plastics conference, and the senior lead is listed as first author on the technical report the cooperative now hands to its customers. That arrangement is the point of the research group: a first authorship credit before graduation, earned on a problem a company actually has.\nWhat they found so far\nAfter three sampling rounds and 117 bales:\nMelt flow index varied by as much as 38 percent between bales from the same week, far more than a molder’s process window can absorb.\nPolyethylene contamination ranged from about 4 to 11 percent. Above roughly 8 percent, test bars failed the cold impact test more often than they passed.\nThree tests together — melt flow, a single DSC scan, and ash — correctly flagged 25 of the 31 lots that later caused molding or impact failures, at a cost of about $45 of lab time per lot.\nBlending two bales with high and low melt flow before molding narrowed the variation by more than half, which the cooperative is now trying at its own facility.\n“Nobody needs a doctoral thesis on every bale. They need to know which three tests to run on Monday morning before they commit a press for the week.”\n— Marisa Thorsgaard, senior, plastics engineering\nWhat’s next and who’s involved\nThis year the team is adapting the screen for equipment a small plant already owns, replacing DSC with a density test and a simple bend test where possible, and writing a two-page procedure that a molding technician can follow. Spring results will be presented at the undergraduate research symposium , and the sustainability angle is being picked up in PLE 4100 Sustainable Polymers .\nPartners: the Porter Valley Recycling Cooperative (bales, sorting data and a staff liaison) and two regional molders that run confirmation trials. Funding comes from a two-year, $186,000 award from the Wesconsin Circular Materials Fund, routed through Research & Sponsored Programs .\nAt a glance\nPrincipal investigator\nDr. Colin Nguyen , Teaching Professor\nDepartment\nPlastics & Packaging Engineering\nFunding\nWesconsin Circular Materials Fund, $186,000 over two years; in-kind material from the Porter Valley Recycling Cooperative\nStudents involved\n6 paid undergraduates\nCenter\nPolymer Characterization Laboratory\nStatus\nYear 2 of 2\nRelated resources\nPolymer Characterization Laboratory\nPlastics Engineering program\nPLE 2500 Polymer Materials\nPLE 3700 Polymer Testing and Characterization\nPLE 4100 Sustainable Polymers\nAll research spotlights" }, { "url": "research-spotlight-rural-early-literacy.html", "title": "Porter Reads: Early-Literacy Tutoring in Small Rural Classrooms", "description": "Elementary education majors tutor kindergarten through second-grade readers in six rural schools three mornings a week. A teacher-education professor is measuring what it changes.", "headings": [ "Porter Reads: Early-Literacy Tutoring in Small Rural Classrooms", "On this page", "The question", "The approach", "Students on the team", "What they found so far", "What’s next and who’s involved" ], "content": "Research spotlight Porter Reads: Early-Literacy Tutoring in Small Rural Classrooms\nElementary education majors tutor kindergarten through second-grade readers in six rural schools three mornings a week. A teacher-education professor is measuring what it changes.\nThe question\nSmall rural elementary schools have the same reading problem as large ones and fewer ways to address it. A school with one kindergarten class and one reading specialist shared with another building cannot easily give 15 struggling readers 30 minutes of small-group practice every day. When the Porter Falls Area School District and the Cedar Bluff School District compared fall reading screenings in 2024, about a third of their kindergarten through second-grade students in the smallest buildings were below benchmark.\nDr. Kendra Reinholt , associate professor of teacher education, proposed a trade: the districts give Porter education majors real classroom hours with young readers, and Porter gives the schools trained tutors three mornings a week. Porter Reads is the result, and the research question is whether it works well enough to keep.\nThe approach\nThe model is simple on purpose:\nChildren flagged by the districts’ own fall screening are invited, with parent permission, into groups of two or three.\nPorter tutors lead 30-minute sessions three mornings a week, following a structured sequence of phonics, decoding and reading of short decodable books, with a classroom teacher in the room.\nTutors are trained over two Saturdays before they start, then observed and coached every other week by Reinholt and two retired reading specialists.\nProgress is measured with the districts’ existing fall, winter and spring screenings, so schools add no new testing.\nResults are compared with the same schools’ previous cohort and reviewed under the university’s Institutional Review Board , which covers working with minors. The project is housed in the Institute for Teaching & Learning Research .\nStudents on the team\nForty-two Porter students tutored in 2025–26, most of them elementary education majors completing field hours for EDUC 3100 Literacy Across the Curriculum . Four paid research assistants keep the project running:\nEmma Gunderud , senior, elementary education — tutor coordinator and scheduler for all six schools.\nIsaiah Tollefson , junior, special education — builds the decodable-book kits and tracks which books each group has read.\nMaya Chee , junior, psychology — data entry and analysis of the screening results.\nBrooke Hanrahan , sophomore, elementary education — parent communication and permission forms.\nTutors drive or carpool to schools up to 25 minutes from campus; the project pays mileage, which turned out to matter more for recruiting than anyone expected. Each tutor works with the same two or three children all semester, so schedules are built around the tutors’ class timetables in August and protected for the rest of the term. Tutors keep a short log after every session — which sounds and words were solid, which were not — and the classroom teacher reads it the same day. Teachers say the logs are the part of the program they would keep even if everything else went away.\nWhat they found so far\nAfter the first full school year, with 186 children across six schools:\n58 percent of tutored children reached the spring benchmark, compared with 37 percent of similarly flagged children in the same schools the year before.\nGains were largest in kindergarten and smallest in second grade, where children who were still behind often needed more than three sessions a week.\nAttendance was the biggest practical obstacle: sessions scheduled before 8:30 a.m. lost children whose buses arrived late, so all sessions moved later in the morning in January.\nEvery school was short of decodable books at the right level. The project now lends rotating kits assembled with help from the Porter Falls Public Library.\n“Three mornings a week is not magic. It is just enough practice, done consistently, by someone who knows exactly which sound a child is stuck on. Our students learn that faster here than in any methods course.”\n— Dr. Kendra Reinholt, associate professor of teacher education\nWhat’s next and who’s involved\nThis year Porter Reads adds a fourth weekly session for second graders furthest behind, a video-tutoring trial for the two most distant schools, and a four-week summer program at the Porter Falls Public Library to slow the usual summer slide. Several tutors are continuing into EDUC 4100 Methods and Clinical Practice placements in the same buildings.\nPartners: the Porter Falls Area School District, the Cedar Bluff School District and the Porter Falls Public Library. Funding is a three-year, $210,000 grant from the Porter Valley Community Foundation. Districts also host Porter students through the existing schools partnership .\nAt a glance\nPrincipal investigator\nDr. Kendra Reinholt , Associate Professor\nDepartment\nTeacher Education\nFunding\nPorter Valley Community Foundation, $210,000 over three years\nStudents involved\n42 tutors in 2025–26, plus 4 paid research assistants\nCenter\nInstitute for Teaching & Learning Research\nStatus\nYear 2 of 3\nRelated resources\nInstitute for Teaching & Learning Research\nElementary Education program\nSpecial Education program\nEDUC 3100 Literacy Across the Curriculum\nEDUC 4100 Methods and Clinical Practice\nAll research spotlights" }, { "url": "research-spotlight-rural-telehealth-porter-county.html", "title": "Home Connect: Nurse-Led Telehealth for Older Adults in Rural Porter County", "description": "A nursing faculty member, four rural clinics and a team of senior nursing students are testing whether a weekly video visit and a bathroom scale can keep older patients out of the hospital in Lake City.", "headings": [ "Home Connect: Nurse-Led Telehealth for Older Adults in Rural Porter County", "On this page", "The question", "The approach", "Students on the team", "What they found so far", "What’s next and who’s involved" ], "content": "Research spotlight Home Connect: Nurse-Led Telehealth for Older Adults in Rural Porter County\nA nursing faculty member, four rural clinics and a team of senior nursing students are testing whether a weekly video visit and a bathroom scale can keep older patients out of the hospital in Lake City.\nThe question\nThe Porter County Rural Health Network runs four primary-care clinics — Tamarack, Little Cedar, Grange Hollow and Otter Bend — between 17 and 31 miles from Porter Falls. The nearest hospital is in Lake City, about 48 minutes from Tamarack when the roads are good. Clinic nurses see the same pattern every winter: an older patient with heart failure gains a few pounds of fluid over a week, does not want to make the drive, and arrives by ambulance.\nDr. Grace Vasquez , professor of nursing, whose work focuses on gerontological and public health nursing, wanted to know whether nurse-led check-ins at home could catch that week early. The project, called Home Connect, grew out of the long partnership described in “Twenty-Three Nurses and a County” .\nThe approach\nHome Connect enrolled 64 patients aged 65 and older with heart failure or chronic lung disease, all patients of the four clinics, after review by the Institutional Review Board . Each household received:\na cellular-connected scale and blood-pressure cuff that send readings to the clinic each morning;\na tablet set up for one-tap video calls, with large print instructions taped to the back;\na weekly 15-minute video visit with a clinic nurse, joined by a supervised Porter senior nursing student;\na same-day call when weight rose more than three pounds in two days or blood pressure crossed an agreed threshold.\nOutcomes are compared against a matched group of clinic patients from the two years before the program: emergency visits, hospital admissions, readmissions within 30 days, and how many enrolled patients are still using the equipment after six months. The work sits in the Center for Rural Health & Aging .\nStudents on the team\nTen senior nursing students rotate through Home Connect as part of their community-health clinical in NURS 4200 Community and Population Health ; three more students are paid research assistants:\nKaitlyn Moua , senior, nursing — coordinates the student video-visit schedule with the four clinics.\nBen Hartwig , junior, health information management — manages the de-identified dataset and the alert log.\nSela Tuilagi , sophomore, nursing — equipment setup and home visits, always with a clinic nurse.\nStudents practiced the video visits first in the Health Sciences Center simulation hospital, including the version where the connection freezes in the middle of a medication question. On real calls a clinic nurse is always the clinician of record; students take the history, review the week’s readings with the patient and document under supervision. Several patients now ask for “their” student by name, which creates its own scheduling problem every time a semester ends. The team handles it with a handoff call in the last week of each term, in which the outgoing and incoming students join the same visit.\nWhat they found so far\nTwelve months in, with small numbers and the usual caution about early results:\n23 percent of enrolled households had no usable home internet for video. A cellular hotspot fixed most of them; four households near Otter Bend still have no reliable signal and use a phone-only version.\nAmong enrolled patients, the 30-day readmission rate was 11 percent, compared with 19 percent in the matched comparison group. With 64 patients, the team calls that encouraging, not proven.\nWeight alerts flagged 37 episodes of fluid gain; 29 were managed with a medication change by phone and a next-day clinic visit.\nSix-month retention was 81 percent. The most common reason for quitting was not technology but a spouse’s illness or a move to assisted living.\n“We planned a study about heart failure and spent the first two months on cell towers. That is rural health care. The infrastructure is the intervention.”\n— Dr. Grace Vasquez, professor of nursing\nWhat’s next and who’s involved\nYear two adds 40 patients and a second arm in which a trained community health worker, rather than a nurse, makes the weekly call, which would make the model cheaper to sustain. The team will also test whether the clinic telehealth carts can host video visits for patients without any home connection.\nPartners: the Porter County Rural Health Network (four clinics and their nurses) and Porter County Health, under its ten-year rural health workforce partnership with the university. Funding is a three-year, $412,000 grant from the Lake City Regional Health Foundation. Students interested in rural practice should also look at the Rural Health Scholarship .\nAt a glance\nPrincipal investigator\nDr. Grace Vasquez , Professor\nDepartment\nNursing\nFunding\nLake City Regional Health Foundation, $412,000 over three years\nStudents involved\n10 senior nursing students per term plus 3 paid research assistants\nCenter\nCenter for Rural Health & Aging\nStatus\nYear 2 of 3\nRelated resources\nCenter for Rural Health & Aging\nNursing program\nHealth Information Management program\nNURS 4200 Community and Population Health\nClinical placements\nAll research spotlights" }, { "url": "research-spotlight-water-utility-cyber-range.html", "title": "A Water Tower in the Basement: A Cyber Range for Small Water Utilities", "description": "Cybersecurity students built a working miniature water system in Jarvis Technology Center so that village operators can practice spotting tampering on equipment that looks like their own.", "headings": [ "A Water Tower in the Basement: A Cyber Range for Small Water Utilities", "On this page", "The question", "The approach", "Students on the team", "What they found so far", "What’s next and who’s involved" ], "content": "Research spotlight A Water Tower in the Basement: A Cyber Range for Small Water Utilities\nCybersecurity students built a working miniature water system in Jarvis Technology Center so that village operators can practice spotting tampering on equipment that looks like their own.\nThe question\nPorter County and its three neighboring counties have 14 public water systems serving fewer than 3,300 people each. Most have one or two licensed operators who also read meters, fix hydrants and plow the village hall lot. Their pumps and chlorine feed are run by small programmable controllers and a screen in the pump house, and many can be reached remotely so the operator does not have to drive in at 2 a.m.\nDr. Nadia Molnar , professor of cybersecurity and information technology, studies industrial control system security. Her question was practical: what would it take for an operator in a three-person utility to notice that someone else was changing the setpoints, and to know what to do next?\nThe approach\nThe answer started with a model. In a basement lab in Jarvis Technology Center, students built a scaled, working water system: a 300-gallon clear storage tank standing in for the water tower, two pumps, a dyed-water stand-in for chlorine dosing, level and flow sensors, two industrial controllers, an operator screen and a remote-access modem configured the way small utilities commonly configure them. It sits on its own isolated network and connects to nothing outside the room.\nThe range is used three ways:\nOperator workshops. One-day sessions for utility staff: a tabletop exercise in the morning, then hands-on scenarios on the range in which students quietly alter tank levels, pump schedules or dosing.\nAssessments. Supervised student teams visit participating utilities to inventory equipment and remote access, always under a signed engagement letter with a named contact, and never touching a live system without one.\nCoursework. Scenarios are reused in CYBR 3700 Security Operations and in capstone projects.\nThe project is run through the Institute for Applied Cybersecurity , alongside the student Cybersecurity Clinic .\nStudents on the team\nRiley Kasprzak , senior, cybersecurity — range architect; wrote most of the scenario scripts.\nThanh Pham , senior, cybersecurity — leads assessment visits and writes the plain-language reports.\nGrace Lindvall , junior, electrical engineering — wired the controllers, sensors and pump panel.\nMateo Ruiz , junior, information technology — network isolation and logging.\nHannah Zieglar , sophomore, cybersecurity — workshop logistics and the operator survey.\nBefore any student goes on an assessment visit, they shadow two workshops and sit through a half-day session with a licensed water operator, who explains what the pumps, valves and chlorine feed are actually for. Molnar considers that the most important part of the training. A student who does not understand why a tank level matters cannot judge whether a strange reading is an attack, a failing sensor, or a farmer filling a sprayer from a hydrant at dawn. Reports are reviewed by Molnar line by line and delivered in person, never by email alone.\nWhat they found so far\nEleven utilities have taken part in an assessment and a workshop since January 2026. Aggregated, with no utility identified:\nNine used remote-access software with a single shared password, and in five of those the password was also written on the pump-house wall.\nSeven had no offline backup of their controller programs; if a controller were wiped, nobody knew exactly how it had been set up.\nMost operators noticed a manipulated tank level on the range eventually. The median time was 41 minutes, almost always because the numbers on the screen disagreed with what the operator expected from experience, not because of an alarm.\nAfter a workshop, every participating utility made at least one change within 60 days; the most common were unique remote-access accounts and a printed backup of controller settings kept off site.\n“The operators are good. They know their system by feel. What they did not have was permission to trust that feeling and a phone number to call when the numbers looked wrong.”\n— Dr. Nadia Molnar, professor of cybersecurity and information technology\nWhat’s next and who’s involved\nThis year the team is adding a wastewater lift station to the range, building a portable version that fits in a van for utilities that cannot spare an operator for a day in Porter Falls, and drafting a one-page incident checklist with the county emergency management office. The waiting list has six more utilities on it.\nPartners: the Porter Falls Water Utility, which helped design the range and sends staff to test new scenarios, and the eleven participating village and town systems. Funding is a two-year, $640,000 award from the Wesconsin Office of Utility Resilience. Students usually join after CYBR 2200 Networking for Security .\nAt a glance\nPrincipal investigator\nDr. Nadia Molnar , Professor\nDepartment\nCybersecurity & Information Technology\nFunding\nWesconsin Office of Utility Resilience, $640,000 over two years\nStudents involved\n5 paid undergraduates, plus capstone teams\nCenter\nInstitute for Applied Cybersecurity\nStatus\nYear 1 of 2\nRelated resources\nInstitute for Applied Cybersecurity\nCybersecurity Clinic\nCybersecurity program\nCYBR 2200 Networking for Security\nCYBR 3700 Security Operations\nCYBR 4900 Cybersecurity Capstone\nAll research spotlights" }, { "url": "research-spotlights.html", "title": "Research Spotlights", "description": "Eight applied projects from the 2026–27 academic year, each led by a Porter faculty member, staffed by paid undergraduates and built around a question somebody in the region actually asked.", "headings": [ "Research Spotlights", "On this page", "What these spotlights are", "FY2026 research at a glance", "The 2026–27 spotlights", "How students get onto a project", "Bringing a question to Porter" ], "content": "Research Research Spotlights\nEight applied projects from the 2026–27 academic year, each led by a Porter faculty member, staffed by paid undergraduates and built around a question somebody in the region actually asked.\nWhat these spotlights are\nResearch at UW–Porter Falls is mostly applied: a cheesemaker with a packaging problem, a village water utility that cannot afford a security audit, a machine shop that throws away cutting tools with a third of their life left. The projects below are a cross-section of that work as it stands in October 2026. Each one is led by a faculty member you can look up, funded by a named (and fictional) sponsor, and staffed largely by undergraduates who are paid for their time.\nThese are not press releases about finished work. Several projects are halfway through, and the “what they found so far” sections say so. The Office of Research & Sponsored Programs updates the page each fall and spring; older spotlights move to the center pages once a project closes out.\nFY2026 research at a glance\nFiscal 2026 (July 2025–June 2026) was a record year: faculty brought in $9.1 million across 78 awards , up from $7.4 million the year before, from 141 proposals submitted ( the May announcement ). About sixty undergraduates were paid research assistants on funded projects, up from about forty.\nFederal (including the multi-year Porter River monitoring award) — Awards: 24; Amount: $5.2M\nState (led by a manufacturing-innovation grant) — Awards: 11; Amount: $2.3M\nIndustry and regional employers — Awards: 29; Amount: $0.9M\nFoundations and nonprofits — Awards: 10; Amount: $0.5M\nLocal government and other — Awards: 4; Amount: $0.2M\nTotal — Awards: 78; Amount: $9.1M\nThe industry line looks small next to the federal one, but it is the most numerous: 29 awards averaging about $31,000, most of them one- or two-semester contracts with a company inside a 60-mile radius. Three of the eight spotlights below are that kind of project.\nThe 2026–27 spotlights\nWill this bale mold? Screening recycled plastic before it reaches the press\nDr. Colin Nguyen’s students test what is really inside the polypropylene bales a regional recycling cooperative sells, and built a three-test screen that catches most bad lots.\nKeeping farmstead cheese sealed: packaging shelf-life for small creameries\nDr. Grace Nakamura and a guild of nine Porter County cheesemakers trace leaking vacuum packs to wrinkles, not film.\nHome Connect: nurse-led telehealth for older adults in rural Porter County\nDr. Grace Vasquez’s team runs weekly video check-ins and home monitoring for 64 patients of four rural clinics, and found the internet was the first problem to solve.\nA water tower in the basement: a cyber range for small water utilities\nDr. Nadia Molnar built a working miniature water system in Jarvis Technology Center so village operators can practice spotting tampering.\nCounting mussels in the cold reach of the Millrace\nDr. Grace Beaumont’s field crew pairs mussel surveys with Riverwatch temperature data to test whether groundwater seeps are why mussels survive in one stretch.\nListening to the end mill: predicting CNC tool wear with a regional machine shop\nDr. Everett Fontaine’s team uses spindle-load and vibration data to change cutting tools when they are worn, not when a counter says so.\nPorter Reads: early-literacy tutoring in small rural classrooms\nDr. Kendra Reinholt’s education majors tutor 186 kindergarten through second-grade readers in six rural schools, three mornings a week.\nCold walls: testing insulation retrofits for Wesconsin winters\nDr. Gustav Okafor’s test hut at the University Farm measures what happens inside a wall after you insulate it.\nHow students get onto a project\nEvery project on this page employs undergraduates, and most hired at least one first- or second-year student who had no research experience. The usual routes:\nPaid research assistant. Positions are posted on the campus job board and by the department, typically 8–12 hours a week at the standard student research rate.\nCourse credit. An independent-study registration tied to one project and one supervisor, or a capstone team assigned to a partner’s problem.\nYour own grant. Student research grants and the Porter Research Scholars Program fund students who want to add their own question to an existing project.\nThe practical advice on undergraduate research applies: email the faculty lead about the specific project, say why it interests you, and ask for a conversation. Results from most of these projects will be presented at the spring undergraduate research symposium .\nBringing a question to Porter\nEvery partner on this page started the same way: a phone call or email to the Discovery Center , which scopes the problem, matches it to a faculty member, center, course or capstone team, and handles the agreement. Industry projects under $50,000 can use the university’s two-page sponsored-project agreement. See For employers & partners for the full menu, or sponsoring a capstone project if the question fits a two-semester student team.\nAt a glance\nFY2026 awards\n$9.1 million across 78 awards (record)\nProposals\n141 submitted in FY2026\nPaid undergraduate RAs\nAbout 60 on funded projects\nResearch units\n34 centers, institutes and labs\nSpotlights\n8 projects, updated each fall and spring\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nResearch and outreach\nResearch centers & labs\nResearch & Sponsored Programs\nUndergraduate research\nDiscovery Center\nStudent research grants" }, { "url": "research-symposium.html", "title": "Undergraduate Research Symposium", "description": "An annual showcase where students present funded and course-based research to the public.", "headings": [ "Undergraduate Research Symposium", "On this page", "What it is", "Why it matters beyond the day", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Undergraduate Research Symposium\nAn annual showcase where students present funded and course-based research to the public.\nWhat it is\nAny student doing funded, course-based or independent research — from a first-year seminar project to a senior capstone — can present, and about 300 students do most years, judged informally by faculty rather than for a prize.\nWhy it matters beyond the day\nA symposium presentation is standard material for a graduate school application or a portfolio, and the abstracts are archived in Halvorsen Library so a future student researching the same topic can see what has already been tried.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nWhen: Late spring, one day. Format: Poster sessions plus a small number of oral presentations. Open to: The public, free. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nLate spring, one day\nFormat\nPoster sessions plus a small number of oral presentations\nOpen to\nThe public, free\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nPrototype Development Center\nService learning\nMaker Fellowship\nTechnology transfer & invention disclosure\nFull contact directory" }, { "url": "research.html", "title": "Research and outreach", "description": "$11.4 million in external funding last year, most of it tied to a regional employer or agency partner.", "headings": [ "Research and outreach", "Centers and institutes", "Undergraduate research", "Bring a project to Porter", "Open resources for researchers", "Extension and outreach", "Take the next step." ], "content": "Academics\nResearch and outreach\n$11.4 million in external funding last year, most of it tied directly to a regional employer\nor agency partner.\nCenters and institutes\nThe technology-facing centers profiled below are the largest by funding. The full centers & labs index lists all 28 named centers, institutes, and applied laboratories, each with its own page.\nCenter for Advanced Manufacturing\nThe largest research operation on campus by both funding and headcount — roughly $4.1 million of last year's $11.4 million in external funding ran through it. The center's standing model is a sponsored contract with a named regional manufacturer: a company pays for a specific automation, robotics, or process-improvement problem to get solved, a faculty lead and a small team of funded graduate assistants and undergraduates work it for one to three semesters, and the manufacturer gets the deliverable along with first right to hire whoever worked it. The Plastics Engineering program's donated injection molding line and the Manufacturing Engineering program's ten-year workforce pipeline agreement both grew out of relationships the center built first. Every graduate assistant in the center is fully funded; undergraduates are paid hourly, not credit-only.\nRural Health Research Institute\nStudies access and outcomes in rural health systems across western Wesconsin, in partnership with three regional hospital networks under a five-year data-sharing agreement renewed on a rolling basis. Current standing projects track rural emergency-department wait times against staffing models and a longitudinal study of rural maternal-health outcomes now in its fourth year of data collection. Nursing and Health Information Management undergraduates work in the institute starting sophomore year, most commonly on de-identified data cleaning and coding before moving into analysis by junior year.\nCybersecurity & Infrastructure Lab\nRuns sanctioned penetration testing and security assessments for small municipal utilities and school districts that cannot otherwise afford one — supervised, credited coursework for Cybersecurity majors, never a live production system without a signed engagement letter and a named point of contact at the client organization. The lab completed nineteen engagements last year, up from twelve the year before, and maintains a waiting list of municipalities rather than actively soliciting new ones.\nApplied Materials & Polymer Research Group\nA smaller, newer group spun out of the Plastics Engineering and Packaging Technology programs, working on recycled-content packaging formulations and injection-molding process optimization with regional consumer-goods manufacturers. Most projects are one semester and undergraduate-led, with a faculty advisor rather than a faculty principal investigator — the group's stated purpose is giving students a first authorship credit, not running a large standing lab.\nUndergraduate research\nRoughly 410 undergraduates worked on funded research or a sponsored applied project last year, most\nstarting by their sophomore year — this is a polytechnic, so undergraduate research generally means\nlab or field work, not reading about someone else's. About 60% of that funding traces back to Center for Advanced Manufacturing contracts; the rest is split across the other centers, small internal grants, and faculty-led projects with no center affiliation at all.\nBring a project to Porter\nCompanies, agencies, and communities start through the Discovery Center , the single front door for outside organizations. It scopes the problem, matches it to the right center, course, or capstone team, handles the agreement, and manages the work to a deliverable. See For employers & partners for the full menu, from hiring co-op students to sponsoring a capstone to custom workforce training.\nOpen resources for researchers\nPorter is committed to open scholarship. Faculty and student researchers use, and contribute to, free infrastructure maintained by the wider research community:\nORCID — a free persistent researcher ID; set one up before your first publication.\nOpen Science Framework — project management, preregistration, and sharing.\nZenodo — a CERN-hosted repository for datasets and code, with DOIs.\narXiv and PubMed Central — open preprint and full-text archives.\nGrants.gov and NSF — federal funding opportunities the Office of Research helps you navigate.\nThe open resources guide has the full set, including open data and tools, and the library runs an open-access publishing fund for Porter authors.\nExtension and outreach\nThe university runs workshops, clinics and technical assistance for regional employers and school\ndistricts across eleven counties, most of it free or at cost. The largest recurring program is a fall\nmanufacturing-skills workshop series run jointly with the Center for Advanced Manufacturing, typically\ndrawing 30–40 regional employer staff per session.\nQuick links\nResearch spotlights\nResearch & Sponsored Programs\nAll centers & labs\nDiscovery Center\nFor employers & partners\nOpen resources\nHalvorsen Library\nColleges & schools\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "reserving-space-and-hosting-an-event.html", "title": "Reserving space and hosting an event", "description": "From booking a room to running the day — the steps and the ones people forget.", "headings": [ "Reserving space and hosting an event", "On this page", "Book the space", "The review that follows", "Food, money, and contracts", "Accessibility from the start", "Promote it", "Run the day and close it out" ], "content": "Campus life Reserving space and hosting an event\nFrom booking a room to running the day — the steps and the ones people forget.\nBook the space\nReserve rooms and outdoor spaces through the room reservation system, as far ahead as you can — popular spaces and prime times go months out. You will specify the date, the time (including setup and teardown), the expected attendance, and the layout. Your org has to be registered and in good standing to reserve.\nThe review that follows\nBooking the room is the easy part. For anything beyond a small meeting, an event review looks at setup and custodial needs, food safety (if you are serving food), any contract with an outside vendor or performer, security, recording or livestreaming, parking and signage, weather backup for outdoor events, and accessibility. The event-planning office tells you which approvals your specific event needs and by when.\nFood, money, and contracts\nServing food usually means using an approved caterer or following food-safety rules for self-provided food. Any contract with a speaker, performer, or vendor must be signed by an authorized university staff member, not a student — start this early, because contracts take time. Confirm your org funding is approved before you commit to costs.\nAccessibility from the start\nAn accessible venue and route, a plan for captioning or interpreting if requested, materials people can read, and a way for attendees to request what they need in the registration or promotion. Build this in from the beginning; it is much harder to add the week of.\nPromote it\nOnce the space and approvals are set, promote through your org's channels, the campus events calendar, flyers in approved locations, and any relevant email lists. Give people the date, time, place, what it is, and how to request accommodations.\nRun the day and close it out\nArrive early for setup, have a run-of-show and someone assigned to each part, and know who to call for a facilities or tech problem. Afterward: clean up and return the space as you found it, reconcile expenses and submit reimbursements within the window, note attendance or any incident, and write down what to change for next time.\nAt a glance\nBook\nThe room reservation system, months ahead for prime spaces — include setup/teardown\nThe review\nSetup, food safety, contracts, security, weather backup, accessibility — the event office says what you need\nContracts\nSigned by authorized staff, not a student — start early\nClose out\nReturn the space, reconcile expenses in the window, note what to change\nWho to contact\nStudent Activities\nFounders Union 210\nPhone\n(715) 555–0187\nEmail\nactivities@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCampus events planning\nRoom reservation system\nEvent registration process\nRunning a student org budget\nFacilities rentals\nFull contact directory" }, { "url": "residence-birchwood-suites.html", "title": "Birchwood Suites", "description": "Birchwood Suites: on-campus housing for upper-class students. Four-person suites with two shared bathrooms and a common living area.", "headings": [ "Birchwood Suites", "On this page", "Who lives here", "Rooms and rates", "Amenities and dining", "Community life", "How to get a room here", "Common questions" ], "content": "Housing Birchwood Suites\nHome to upper-class students — four-person suites with two shared bathrooms and a common living area.\nWho lives here\nBirchwood Suites houses about 150 students, primarily upper-class students. Room type: Four-person suites with two shared bathrooms and a common living area.\nRooms and rates\nRates are set by room type each year and published with the housing contract; Birchwood Suites's room type (four-person suites with two shared bathrooms and a common living area) generally falls in the middle of the campus rate range — suites and apartments cost more than traditional doubles, and a private single, where available, costs more still. A housing deposit and signed contract hold your assignment; cancellation deadlines and any penalty are on the contract, not this page.\nAmenities and dining\nFull kitchen in every suite\nA quiet-study floor with enforced 24-hour quiet hours\nCovered bike parking\nA shared fire pit area\nDining: A full kitchen in every suite; no meal plan required.\nCommunity life\nThe designated quiet-living option among the suite-style halls, popular with juniors and seniors balancing heavy course loads or research. A live-in resident assistant on each floor runs regular programming and is the first point of contact for a roommate conflict, a maintenance issue, or a student who seems to be struggling.\nHow to get a room here\nSelected through the spring room-selection lottery by class-standing priority. Specific hall and room requests are not guaranteed — they are filled in priority order as space allows — but most students who request Birchwood Suites early get it. Roommate matching (by questionnaire or a requested specific roommate) happens before assignments go out.\nCommon questions\nCan I switch halls after move-in? A room-change period opens a few weeks into the fall term once initial vacancies are known; requests before then are handled case by case, mostly for documented conflicts or accommodations.\nIs there an accommodation process for a medical or disability need? Yes — work with Accessibility Services and Housing well before the room-selection deadline; accommodated placements are handled outside the general lottery.\nWhat happens over breaks? Most halls close during winter break; students who need to stay can apply for break housing, usually consolidated into one or two halls to save on staffing and heating.\nAt a glance\nHouses\nupper-class students\nRoom type\nFour-person suites with two shared bathrooms and a common living area\nCapacity\nAbout 150 residents\nDining\nA full kitchen in every suite; no meal plan required\nRelated\nAll residence halls\nResidence hall amenities\nResidence life\nResidence Hall Association\nBreak housing" }, { "url": "residence-cedar-bluff-suites.html", "title": "Cedar Bluff Suites", "description": "Cedar Bluff Suites: on-campus housing for upper-class students. Four-person suites with two shared bathrooms and a common living area.", "headings": [ "Cedar Bluff Suites", "On this page", "Who lives here", "Rooms and rates", "Amenities and dining", "Community life", "How to get a room here", "Common questions" ], "content": "Housing Cedar Bluff Suites\nHome to upper-class students — four-person suites with two shared bathrooms and a common living area.\nWho lives here\nCedar Bluff Suites houses about 200 students, primarily upper-class students. Room type: Four-person suites with two shared bathrooms and a common living area.\nRooms and rates\nRates are set by room type each year and published with the housing contract; Cedar Bluff Suites's room type (four-person suites with two shared bathrooms and a common living area) generally falls in the middle of the campus rate range — suites and apartments cost more than traditional doubles, and a private single, where available, costs more still. A housing deposit and signed contract hold your assignment; cancellation deadlines and any penalty are on the contract, not this page.\nAmenities and dining\nFull kitchen in every suite\nIn-unit washer/dryer on alternating floors\nReserved parking available for an additional fee\nA fenced courtyard with grills\nDining: A full kitchen in every suite; no meal plan required.\nCommunity life\nThe most independent on-campus option short of the apartments — students manage their own suite the way they would an off-campus rental. A live-in resident assistant on each floor runs regular programming and is the first point of contact for a roommate conflict, a maintenance issue, or a student who seems to be struggling.\nHow to get a room here\nSelected through the spring room-selection lottery by class-standing priority. Specific hall and room requests are not guaranteed — they are filled in priority order as space allows — but most students who request Cedar Bluff Suites early get it. Roommate matching (by questionnaire or a requested specific roommate) happens before assignments go out.\nCommon questions\nCan I switch halls after move-in? A room-change period opens a few weeks into the fall term once initial vacancies are known; requests before then are handled case by case, mostly for documented conflicts or accommodations.\nIs there an accommodation process for a medical or disability need? Yes — work with Accessibility Services and Housing well before the room-selection deadline; accommodated placements are handled outside the general lottery.\nWhat happens over breaks? Most halls close during winter break; students who need to stay can apply for break housing, usually consolidated into one or two halls to save on staffing and heating.\nAt a glance\nHouses\nupper-class students\nRoom type\nFour-person suites with two shared bathrooms and a common living area\nCapacity\nAbout 200 residents\nDining\nA full kitchen in every suite; no meal plan required\nRelated\nAll residence halls\nResidence hall amenities\nResidence life\nResidence Hall Association\nBreak housing" }, { "url": "residence-cooperative-hall.html", "title": "Cooperative Hall", "description": "Cooperative Hall: on-campus housing for students who want a self-governed, cost-conscious living option. Traditional doubles with a shared community bathroom on each floor.", "headings": [ "Cooperative Hall", "On this page", "Who lives here", "Rooms and rates", "Amenities and dining", "Community life", "How to get a room here", "Common questions" ], "content": "Housing Cooperative Hall\nHome to students who want a self-governed, cost-conscious living option — traditional doubles with a shared community bathroom on each floor.\nWho lives here\nCooperative Hall houses about 140 students, primarily students who want a self-governed, cost-conscious living option. Room type: Traditional doubles with a shared community bathroom on each floor.\nRooms and rates\nRates are set by room type each year and published with the housing contract; Cooperative Hall's room type (traditional doubles with a shared community bathroom on each floor) generally falls in the middle of the campus rate range — suites and apartments cost more than traditional doubles, and a private single, where available, costs more still. A housing deposit and signed contract hold your assignment; cancellation deadlines and any penalty are on the contract, not this page.\nAmenities and dining\nA large member-run kitchen instead of a dining plan\nLower housing cost in exchange for a weekly work-shift requirement\nA resident council that sets house rules and the shared budget\nA shared garden plot in season\nDining: A large shared kitchen in place of a dining-hall meal plan.\nCommunity life\nGoverned day-to-day by its own residents, who split cooking, cleaning, and maintenance shifts and vote on house decisions at a weekly meeting. A live-in resident assistant on each floor runs regular programming and is the first point of contact for a roommate conflict, a maintenance issue, or a student who seems to be struggling.\nHow to get a room here\nA separate application with a short interview, since new members join an existing self-governing community. Specific hall and room requests are not guaranteed — they are filled in priority order as space allows — but most students who request Cooperative Hall early get it. Roommate matching (by questionnaire or a requested specific roommate) happens before assignments go out.\nCommon questions\nCan I switch halls after move-in? A room-change period opens a few weeks into the fall term once initial vacancies are known; requests before then are handled case by case, mostly for documented conflicts or accommodations.\nIs there an accommodation process for a medical or disability need? Yes — work with Accessibility Services and Housing well before the room-selection deadline; accommodated placements are handled outside the general lottery.\nWhat happens over breaks? Most halls close during winter break; students who need to stay can apply for break housing, usually consolidated into one or two halls to save on staffing and heating.\nAt a glance\nHouses\nstudents who want a self-governed, cost-conscious living option\nRoom type\nTraditional doubles with a shared community bathroom on each floor\nCapacity\nAbout 140 residents\nDining\nA large shared kitchen in place of a dining-hall meal plan\nRelated\nAll residence halls\nResidence hall amenities\nResidence life\nResidence Hall Association\nBreak housing" }, { "url": "residence-depot-apartments.html", "title": "Depot Apartments", "description": "Depot Apartments: on-campus housing for graduate students, students with families, and non-traditional students. One- and two-bedroom apartments with a full kitchen and bathroom.", "headings": [ "Depot Apartments", "On this page", "Who lives here", "Rooms and rates", "Amenities and dining", "Community life", "How to get a room here", "Common questions" ], "content": "Housing Depot Apartments\nHome to graduate students, students with families, and non-traditional students — one- and two-bedroom apartments with a full kitchen and bathroom.\nWho lives here\nDepot Apartments houses about 96 students, primarily graduate students, students with families, and non-traditional students. Room type: One- and two-bedroom apartments with a full kitchen and bathroom.\nRooms and rates\nRates are set by room type each year and published with the housing contract; Depot Apartments's room type (one- and two-bedroom apartments with a full kitchen and bathroom) generally falls in the middle of the campus rate range — suites and apartments cost more than traditional doubles, and a private single, where available, costs more still. A housing deposit and signed contract hold your assignment; cancellation deadlines and any penalty are on the contract, not this page.\nAmenities and dining\nOn-site laundry room\nA small playground for resident families\nReserved parking included\nQuiet-hours policy enforced 24 hours a day\nDining: No meal plan; each unit has a full kitchen.\nCommunity life\nThe only on-campus option built for families and students living with a partner or child; a resident coordinator runs occasional community potlucks. A live-in resident assistant on each floor runs regular programming and is the first point of contact for a roommate conflict, a maintenance issue, or a student who seems to be struggling.\nHow to get a room here\nPriority given to graduate students, students with dependents, and married or partnered students. Specific hall and room requests are not guaranteed — they are filled in priority order as space allows — but most students who request Depot Apartments early get it. Roommate matching (by questionnaire or a requested specific roommate) happens before assignments go out.\nCommon questions\nCan I switch halls after move-in? A room-change period opens a few weeks into the fall term once initial vacancies are known; requests before then are handled case by case, mostly for documented conflicts or accommodations.\nIs there an accommodation process for a medical or disability need? Yes — work with Accessibility Services and Housing well before the room-selection deadline; accommodated placements are handled outside the general lottery.\nWhat happens over breaks? Most halls close during winter break; students who need to stay can apply for break housing, usually consolidated into one or two halls to save on staffing and heating.\nAt a glance\nHouses\ngraduate students, students with families, and non-traditional students\nRoom type\nOne- and two-bedroom apartments with a full kitchen and bathroom\nCapacity\nAbout 96 residents\nDining\nNo meal plan; each unit has a full kitchen\nRelated\nAll residence halls\nResidence hall amenities\nResidence life\nResidence Hall Association\nBreak housing" }, { "url": "residence-hall-amenities.html", "title": "What's in the residence halls", "description": "The shared spaces and services in and around the halls, so you know what you don't need to bring.", "headings": [ "What's in the residence halls", "On this page", "Shared kitchens", "Laundry and packages", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life What's in the residence halls\nThe shared spaces and services in and around the halls, so you know what you don't need to bring.\nShared kitchens\nEvery building has at least one kitchen with a stove, oven, and microwave for real cooking; floors have a kitchenette with a microwave and sink. Bring your own pans and utensils and label them. It's the main reason you don't need a hot plate in your room (which isn't allowed anyway).\nLaundry and packages\nLaundry is included in your housing cost — the app shows free machines and texts you when a load is done. Packages go to a locker system or the front desk; you get a pickup code by email. Front desks lend basics: a vacuum, tools, board games, a first-aid kit.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nIn every hall: Laundry, lounges and study rooms, a kitchen or kitchenette per floor or building, high-speed wired and wireless internet, bike storage, vending, and a staffed front desk. Most halls: A recreation or TV room, music practice space, a package locker system, and gender-inclusive and single-user restrooms. Nearby: A dining hall or market within a short walk of each residential cluster. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nIn every hall\nLaundry, lounges and study rooms, a kitchen or kitchenette per floor or building, high-speed wired and wireless internet, bike storage, vending, and a staffed front desk\nMost halls\nA recreation or TV room, music practice space, a package locker system, and gender-inclusive and single-user restrooms\nNearby\nA dining hall or market within a short walk of each residential cluster\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "residence-hall-association.html", "title": "Residence Hall Association", "description": "Elected student government representing residents of every on-campus hall.", "headings": [ "Residence Hall Association", "On this page", "What it does", "Getting involved", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Residence Hall Association\nElected student government representing residents of every on-campus hall.\nWhat it does\nEach residence hall elects its own council early each fall; those councils send representatives to a campus-wide association that allocates a shared programming budget and runs at least one all-hall event each semester.\nGetting involved\nAny resident can run for their hall council in the September elections or simply show up to open monthly meetings; no prior experience or time commitment beyond attendance is required to participate.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nStructure: One elected council per hall, feeding into a campus-wide association. Meetings: Monthly, open to any resident. Funding: A small budget for hall programming and a campus-wide event each semester. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStructure\nOne elected council per hall, feeding into a campus-wide association\nMeetings\nMonthly, open to any resident\nFunding\nA small budget for hall programming and a campus-wide event each semester\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "residence-halls.html", "title": "Residence halls", "description": "Nine communities, searchable below, plus what living in each is actually like and what comes with the room.", "headings": [ "Residence halls", "On this page", "First-year communities", "Returning, transfer and apartment options", "What comes with the room", "Staff, safety and the year's rhythm" ], "content": "Housing Residence halls\nNine communities, searchable below, plus what living in each is actually like and what comes with the room.\nFirst-year communities\nHeritage Hall and Riverside Hall are traditional-style — double rooms along a corridor, community bathrooms cleaned daily, a front desk staffed into the night, and a resident assistant on every floor. They are built for the first year on purpose: your floor is a ready-made group of people in the same position, the programming is heavy in September and tapers off, and the required Forge 14 dining plan means you eat together without planning it. North Hall mixes first-year and second-year students in the same traditional-double format, with a small number of triples on its top floor for students who want a lower rate and don't mind the extra roommate.\nThese halls are the most social and the least private. If an early quiet routine matters to you, request a designated quiet floor on the housing application — they fill first.\nReturning, transfer and apartment options\nMillrace Hall and Overlook Hall are semi-suite: two double rooms share a private bathroom instead of a hallway one, a step up in privacy without a full suite's cost. Overlook is also where most incoming transfer students land — its rooms skip the first-year programming and suit people who already know how to do college and mostly want a quiet room near campus. Birchwood Suites and Cedar Bluff Suites go further: four-person suites sharing two bathrooms and a common living area, generally filled by upper-class students. Depot Apartments is where graduate students, students with families, and other non-traditional students live — one- and two-bedroom apartments with a full kitchen and bathroom, and no dining requirement.\nCooperative Hall is a smaller, self-governed community: residents share cooking, cleaning, and house governance in exchange for a lower rate, and it runs its own weekly house meeting.\nWhat comes with the room\nEvery room has a bed, desk, chair, dresser, and closet or wardrobe per person; wired and wi-fi internet; and 24-hour card access to the building and your floor. Each hall has laundry (free, app-monitored so you can see which machines are open), a shared kitchen, study lounges, a music practice room, bike storage, and a package locker system that texts you a code when something arrives. Utilities, cleaning of shared spaces, pest control, and maintenance are included — you submit a fix-it request in the housing portal and most are handled within two business days.\nWhat is not included: a microwave and fridge (rent a MicroFridge through the hall or bring your own within the size limit), a fan (the first-year halls are not air-conditioned; the newer halls are), and renters' insurance for your own belongings, which the university strongly recommends.\nStaff, safety and the year's rhythm\nEach floor has a resident assistant — a trained student who runs programs, knows the resources, and is the first call for a lockout, a roommate conflict, or a rough night. A professional residence hall director lives in each building. Exterior doors are locked 24/7, guests sign in after midnight, and a duty phone is answered every hour the desk is closed.\nHalls stay open through fall and spring break; they close over winter break (late December to mid-January) and between spring commencement and summer session, with a paid break-housing option for students who cannot leave. Room changes open after the third week once the early churn settles.\nAt a glance\nFirst-year\nHeritage, Riverside, North — traditional corridors, RA per floor, most social, not air-conditioned\nUpper-year\nMillrace/Overlook semi-suites (private bath); Birchwood/Cedar Bluff suites; Depot Apartments (grad & family, full kitchen); Cooperative Hall (shared, lower rate)\nIncluded\nFurniture, wired + wi-fi internet, free app-monitored laundry, shared kitchens, package lockers, maintenance\nBring\nMicroFridge, a fan for the older halls, and renters' insurance for your own belongings\nRelated resources\nHousing process\nAccessible housing\nLiving-learning communities\nMove-in & move-out\nContact directory" }, { "url": "residence-heritage-hall.html", "title": "Heritage Hall", "description": "Heritage Hall: on-campus housing for first-year students. Traditional doubles with a shared community bathroom on each floor.", "headings": [ "Heritage Hall", "On this page", "Who lives here", "Rooms and rates", "Amenities and dining", "Community life", "How to get a room here", "Common questions" ], "content": "Housing Heritage Hall\nHome to first-year students — traditional doubles with a shared community bathroom on each floor.\nWho lives here\nHeritage Hall houses about 260 students, primarily first-year students. Room type: Traditional doubles with a shared community bathroom on each floor.\nRooms and rates\nRates are set by room type each year and published with the housing contract; Heritage Hall's room type (traditional doubles with a shared community bathroom on each floor) generally falls in the middle of the campus rate range — suites and apartments cost more than traditional doubles, and a private single, where available, costs more still. A housing deposit and signed contract hold your assignment; cancellation deadlines and any penalty are on the contract, not this page.\nAmenities and dining\nA large first-floor study lounge open 24 hours during finals\nGender-inclusive floor available on request\nPrint station in the lobby\nWeekly hall-council programming budget\nDining: Riverside Dining Commons, a two-minute walk.\nCommunity life\nRuns the Business & Management first-year community and hosts the fall involvement-fair kickoff event in its courtyard. A live-in resident assistant on each floor runs regular programming and is the first point of contact for a roommate conflict, a maintenance issue, or a student who seems to be struggling.\nHow to get a room here\nGuaranteed for incoming first-year students who apply for housing by May 1. Specific hall and room requests are not guaranteed — they are filled in priority order as space allows — but most students who request Heritage Hall early get it. Roommate matching (by questionnaire or a requested specific roommate) happens before assignments go out.\nCommon questions\nCan I switch halls after move-in? A room-change period opens a few weeks into the fall term once initial vacancies are known; requests before then are handled case by case, mostly for documented conflicts or accommodations.\nIs there an accommodation process for a medical or disability need? Yes — work with Accessibility Services and Housing well before the room-selection deadline; accommodated placements are handled outside the general lottery.\nWhat happens over breaks? Most halls close during winter break; students who need to stay can apply for break housing, usually consolidated into one or two halls to save on staffing and heating.\nAt a glance\nHouses\nfirst-year students\nRoom type\nTraditional doubles with a shared community bathroom on each floor\nCapacity\nAbout 260 residents\nDining\nRiverside Dining Commons, a two-minute walk\nRelated\nAll residence halls\nResidence hall amenities\nResidence life\nResidence Hall Association\nBreak housing" }, { "url": "residence-life.html", "title": "Residence Life", "description": "On-campus housing at UW–Porter Falls: 8 residence halls, living-learning communities, RA program, dining, and the first-year residency requirement.", "headings": [ "Residence Life", "On this page", "The 8 residence halls", "Living-learning communities (LLCs)", "RA program and staff", "Dining and amenities", "First-year requirement and exemptions", "Room selection and costs" ], "content": "Housing Residence Life\n8 halls, 2,100 beds, 12 living-learning communities, 60 RAs, and a first-year residency requirement that builds the cohort before you scatter to the Triangle.\nThe 8 residence halls\nFounders Hall (North) (1928, renovated 2018): 420 beds, suites (2 double rooms + shared bath), first-year focus, houses Engineering LLC and Honors LLC . Riverfront Hall (2021, LEED Gold): 380 beds, pods (4 singles + shared bath + kitchenette), upper-class priority, river views, Sustainability LLC . Millrace Hall (1965, renovated 2019): 320 beds, corridor-style doubles, 24-hr lounge, Arts & Humanities LLC . Cedar Hall (1972): 280 beds, suites, quiet floors (2300 hrs quiet policy), Grad/Transfer LLC (mixed undergrad/grad). Bluff Hall (1988): 260 beds, apartments (4 singles + full kitchen + living), junior/senior priority, Entrepreneurship LLC . Depot Hall (2005): 220 beds, pods, attached to Welcome Center/Depot District, Global Perspectives LLC (intl + domestic mix). Pine Hall (1954, renovated 2020): 180 beds, doubles, Wellness LLC (substance-free, fitness/yoga focus). Oak Hall (1999): 140 beds, singles, Leadership & Service LLC (Student Gov, RA pipeline). Total: 2,200 beds (95% occupancy target).\nLiving-learning communities (LLCs)\n12 LLCs, each with a Faculty Director (0.25 FTE), Peer Mentors (2–3 upper-class students, paid), and a dedicated lounge/classroom in the hall. Engineering LLC (Founders): ME/EE/CE/CS cohort, shared ME 2100 lab section, industry dinners. Honors LLC (Founders): Honors College students, seminar-style FYE, research matchmaking. Sustainability LLC (Riverfront): EnvSci , EnvE , Ag students, farm workdays, climate policy speakers. Arts & Humanities LLC (Millrace): studio access, visiting artists, portfolio reviews. Entrepreneurship LLC (Bluff): Incubator pipeline, founder dinners, pitch practice. Global Perspectives LLC (Depot): 50% international, cultural exchange programming, language tables. Wellness LLC (Pine): substance-free contract, weekly yoga, nutrition workshops, sleep hygiene. Leadership & Service LLC (Oak): Student Government pipeline, service-learning coordination. STEM Scholars LLC (Founders, 2nd floor): Opportunity Grant recipients, cohort advising, research early-access. First-Gen LLC (Cedar): first-generation students, navigation workshops, faculty mentors. Transfer LLC (Cedar): transfer students, credit-mapping support, social integration. Graduate/Professional LLC (Cedar, 3rd floor): master’s + PhD, quiet policy, writing accountability groups.\nRA program and staff\n60 Resident Assistants (1 per 35 residents): selected spring (application, group interview, individual interview, reference check), 2-week August training (Title IX, Clery, mental health first aid, conflict mediation, community building, fire safety, behind-closed-doors), 10 hrs/week duty (rounds, programs, on-call), compensation: free double room + $2,500/semester stipend + meal plan. Senior RAs (6): mentor RAs, handle complex incidents, liaise with professional staff. Professional staff: 4 Resident Directors (full-time, master’s+, live-in), 1 Associate Director of Residence Life, 1 Director of Housing & Residence Life. On-call rotation: 1 RA + 1 RD on call nightly (6 p.m.–8 a.m.), Campus Safety backup. Programming model: 3 programs/RA/semester (1 educational, 1 social, 1 community-building) + hall-wide events (welcome week, finals care packages, hall formal).\nDining and amenities\nDining: All on-campus residents required to have a meal plan. Unlimited ($2,450/sem): unlimited swipes at Founders Dining Hall (all-you-care-to-eat, 7 stations: grill, salad, global, comfort, vegan, bakery, late-night), 5 guest swipes, $100 dining dollars. Block 180 ($2,100/sem): 180 swipes, $200 dining dollars. Block 120 ($1,750/sem): 120 swipes, $300 dining dollars (upper-class only). Founders Dining Hall (Founders Hall basement, 7 a.m.–10 p.m., Fri–Sat late night till midnight): sources 35% from Founders Farm , reusable container program (green clamshells). Amenities per hall: Laundry (free, app alerts), kitchen (full or kitchenette), study lounges (whiteboards, monitors), game room (ping-pong, pool, Switch), bike storage (indoor, rack + repair stand), package lockers (Amazon Hub + campus mail). Wi-Fi: Eduroam + UWP-Res (dedicated SSID, 500 Mbps per room).\nFirst-year requirement and exemptions\nPolicy: All first-year students (freshmen) must live on campus for their first two semesters (fall + spring). Exemptions (automatic): Age 21+ by move-in, married/domestic partner, dependent children, veteran (2+ years active duty), commuting from parent/guardian home within 35 miles (verified by address), medical/disability accommodation (via Accessibility Services ). Appeal process: Written request to Director of Housing (deadline: July 1 for fall, Dec 1 for spring) → committee review (Director, Dean of Students, Accessibility Services) → decision within 10 business days. Transfer students: Not required but guaranteed housing if applied by May 1 (priority: Transfer LLC in Cedar Hall). Gap year/deferral: Housing deposit holds spot for 1 year.\nRoom selection and costs\nRoom selection (returning students): March (rising seniors), April (rising juniors), May (rising sophomores) — lottery numbers by credits earned + GPA tiebreaker. First-years: Housing application opens Oct 1 (priority deadline Feb 1); preferences: hall, room type, LLC, roommate (mutual request or questionnaire match). 2025–26 rates (per semester): Double (corridor) $3,200, Double (suite) $3,450, Single (suite) $3,800, Apartment (4-person) $4,100, Pod (4-person) $3,600. Meal plan required (see above). Deposits: $200 housing deposit (refundable minus damages), due with application. Financial aid: Room & board included in COA; Porter Cares emergency grants cover deposit/housing gaps. Summer housing: Riverfront Hall & Bluff Hall open (conference groups + students with local internships), $1,200/summer (includes meal plan).\nAt a glance\n8 halls\n2,200 beds, 95% occupancy\n12 LLCs\nFaculty Director + Peer Mentors each\nRAs\n60 (1:35), free room + $2,500/sem stipend\nFirst-year req\n2 semesters on campus (exemptions available)\nRates\n$3,200–$4,100/sem + meal plan\nRelated resources\nHousing overview\nDining services\nOff-Campus Housing Guide\nPorter Cares (housing grants)\nAccessibility Services (exemptions)\nStudent Government (RA pipeline)" }, { "url": "residence-millrace-hall.html", "title": "Millrace Hall", "description": "Millrace Hall: on-campus housing for second-year and upper-class students. Semi-suites: two doubles sharing a private bathroom.", "headings": [ "Millrace Hall", "On this page", "Who lives here", "Rooms and rates", "Amenities and dining", "Community life", "How to get a room here", "Common questions" ], "content": "Housing Millrace Hall\nHome to second-year and upper-class students — semi-suites: two doubles sharing a private bathroom.\nWho lives here\nMillrace Hall houses about 240 students, primarily second-year and upper-class students. Room type: Semi-suites: two doubles sharing a private bathroom.\nRooms and rates\nRates are set by room type each year and published with the housing contract; Millrace Hall's room type (semi-suites: two doubles sharing a private bathroom) generally falls in the middle of the campus rate range — suites and apartments cost more than traditional doubles, and a private single, where available, costs more still. A housing deposit and signed contract hold your assignment; cancellation deadlines and any penalty are on the contract, not this page.\nAmenities and dining\nIn-unit semi-private bathrooms\nA rooftop terrace overlooking the Millrace restoration area\nReservable group-study suite\nPackage lockers in the lobby\nDining: A kitchenette on every floor; closest full dining hall is Riverside Commons.\nCommunity life\nPopular with returning students who want more privacy than a traditional double without moving to an apartment. A live-in resident assistant on each floor runs regular programming and is the first point of contact for a roommate conflict, a maintenance issue, or a student who seems to be struggling.\nHow to get a room here\nSelected through the spring room-selection lottery by class-standing priority. Specific hall and room requests are not guaranteed — they are filled in priority order as space allows — but most students who request Millrace Hall early get it. Roommate matching (by questionnaire or a requested specific roommate) happens before assignments go out.\nCommon questions\nCan I switch halls after move-in? A room-change period opens a few weeks into the fall term once initial vacancies are known; requests before then are handled case by case, mostly for documented conflicts or accommodations.\nIs there an accommodation process for a medical or disability need? Yes — work with Accessibility Services and Housing well before the room-selection deadline; accommodated placements are handled outside the general lottery.\nWhat happens over breaks? Most halls close during winter break; students who need to stay can apply for break housing, usually consolidated into one or two halls to save on staffing and heating.\nAt a glance\nHouses\nsecond-year and upper-class students\nRoom type\nSemi-suites: two doubles sharing a private bathroom\nCapacity\nAbout 240 residents\nDining\nA kitchenette on every floor; closest full dining hall is Riverside Commons\nRelated\nAll residence halls\nResidence hall amenities\nResidence life\nResidence Hall Association\nBreak housing" }, { "url": "residence-north-hall.html", "title": "North Hall", "description": "North Hall: on-campus housing for first-year and second-year students. Traditional doubles and a small number of triples on the top floor.", "headings": [ "North Hall", "On this page", "Who lives here", "Rooms and rates", "Amenities and dining", "Community life", "How to get a room here", "Common questions" ], "content": "Housing North Hall\nHome to first-year and second-year students — traditional doubles and a small number of triples on the top floor.\nWho lives here\nNorth Hall houses about 280 students, primarily first-year and second-year students. Room type: Traditional doubles and a small number of triples on the top floor.\nRooms and rates\nRates are set by room type each year and published with the housing contract; North Hall's room type (traditional doubles and a small number of triples on the top floor) generally falls in the middle of the campus rate range — suites and apartments cost more than traditional doubles, and a private single, where available, costs more still. A housing deposit and signed contract hold your assignment; cancellation deadlines and any penalty are on the contract, not this page.\nAmenities and dining\nA large multipurpose lounge with a piano\nTwo music-practice rooms with soundproofing\nBike storage room\nGender-inclusive floor available on request\nDining: A short walk to the Founders Union food court.\nCommunity life\nRuns the Arts & Design first-year community and hosts a regular open-mic night in the lounge. A live-in resident assistant on each floor runs regular programming and is the first point of contact for a roommate conflict, a maintenance issue, or a student who seems to be struggling.\nHow to get a room here\nGuaranteed for incoming first-year students who apply for housing by May 1. Specific hall and room requests are not guaranteed — they are filled in priority order as space allows — but most students who request North Hall early get it. Roommate matching (by questionnaire or a requested specific roommate) happens before assignments go out.\nCommon questions\nCan I switch halls after move-in? A room-change period opens a few weeks into the fall term once initial vacancies are known; requests before then are handled case by case, mostly for documented conflicts or accommodations.\nIs there an accommodation process for a medical or disability need? Yes — work with Accessibility Services and Housing well before the room-selection deadline; accommodated placements are handled outside the general lottery.\nWhat happens over breaks? Most halls close during winter break; students who need to stay can apply for break housing, usually consolidated into one or two halls to save on staffing and heating.\nAt a glance\nHouses\nfirst-year and second-year students\nRoom type\nTraditional doubles and a small number of triples on the top floor\nCapacity\nAbout 280 residents\nDining\nA short walk to the Founders Union food court\nRelated\nAll residence halls\nResidence hall amenities\nResidence life\nResidence Hall Association\nBreak housing" }, { "url": "residence-overlook-hall.html", "title": "Overlook Hall", "description": "Overlook Hall: on-campus housing for upper-class students and transfer students. Semi-suites: two doubles sharing a private bathroom.", "headings": [ "Overlook Hall", "On this page", "Who lives here", "Rooms and rates", "Amenities and dining", "Community life", "How to get a room here", "Common questions" ], "content": "Housing Overlook Hall\nHome to upper-class students and transfer students — semi-suites: two doubles sharing a private bathroom.\nWho lives here\nOverlook Hall houses about 180 students, primarily upper-class students and transfer students. Room type: Semi-suites: two doubles sharing a private bathroom.\nRooms and rates\nRates are set by room type each year and published with the housing contract; Overlook Hall's room type (semi-suites: two doubles sharing a private bathroom) generally falls in the middle of the campus rate range — suites and apartments cost more than traditional doubles, and a private single, where available, costs more still. A housing deposit and signed contract hold your assignment; cancellation deadlines and any penalty are on the contract, not this page.\nAmenities and dining\nViews of the Porter River valley from most rooms\nA dedicated transfer-student lounge and mentor program\nReservable group-study suite\nBike storage room\nDining: A kitchenette on every floor; closest full dining hall is Founders Union.\nCommunity life\nThe hall most transfer students choose in their first term, in part because of its transfer-mentor program pairing new transfers with returning ones. A live-in resident assistant on each floor runs regular programming and is the first point of contact for a roommate conflict, a maintenance issue, or a student who seems to be struggling.\nHow to get a room here\nSelected through the spring room-selection lottery; transfer students get a separate early-selection window. Specific hall and room requests are not guaranteed — they are filled in priority order as space allows — but most students who request Overlook Hall early get it. Roommate matching (by questionnaire or a requested specific roommate) happens before assignments go out.\nCommon questions\nCan I switch halls after move-in? A room-change period opens a few weeks into the fall term once initial vacancies are known; requests before then are handled case by case, mostly for documented conflicts or accommodations.\nIs there an accommodation process for a medical or disability need? Yes — work with Accessibility Services and Housing well before the room-selection deadline; accommodated placements are handled outside the general lottery.\nWhat happens over breaks? Most halls close during winter break; students who need to stay can apply for break housing, usually consolidated into one or two halls to save on staffing and heating.\nAt a glance\nHouses\nupper-class students and transfer students\nRoom type\nSemi-suites: two doubles sharing a private bathroom\nCapacity\nAbout 180 residents\nDining\nA kitchenette on every floor; closest full dining hall is Founders Union\nRelated\nAll residence halls\nResidence hall amenities\nResidence life\nResidence Hall Association\nBreak housing" }, { "url": "residence-riverside-hall.html", "title": "Riverside Hall", "description": "Riverside Hall: on-campus housing for first-year students. Traditional double rooms with a shared community bathroom on each floor.", "headings": [ "Riverside Hall", "On this page", "Who lives here", "Rooms and rates", "Amenities and dining", "Community life", "How to get a room here", "Common questions" ], "content": "Housing Riverside Hall\nHome to first-year students — traditional double rooms with a shared community bathroom on each floor.\nWho lives here\nRiverside Hall houses about 320 students, primarily first-year students. Room type: Traditional double rooms with a shared community bathroom on each floor.\nRooms and rates\nRates are set by room type each year and published with the housing contract; Riverside Hall's room type (traditional double rooms with a shared community bathroom on each floor) generally falls in the middle of the campus rate range — suites and apartments cost more than traditional doubles, and a private single, where available, costs more still. A housing deposit and signed contract hold your assignment; cancellation deadlines and any penalty are on the contract, not this page.\nAmenities and dining\nCommunity kitchen and lounge on every floor\nLaundry on the first and third floors\nStudy rooms bookable through MyPorter\nA riverside patio popular in the fall and spring\nDining: Riverside Dining Commons, on the ground floor.\nCommunity life\nHome to three first-year learning communities (Engineering & Technology, Health Sciences, and Exploratory Studies), each with a live-in peer mentor. A live-in resident assistant on each floor runs regular programming and is the first point of contact for a roommate conflict, a maintenance issue, or a student who seems to be struggling.\nHow to get a room here\nGuaranteed for incoming first-year students who apply for housing by May 1. Specific hall and room requests are not guaranteed — they are filled in priority order as space allows — but most students who request Riverside Hall early get it. Roommate matching (by questionnaire or a requested specific roommate) happens before assignments go out.\nCommon questions\nCan I switch halls after move-in? A room-change period opens a few weeks into the fall term once initial vacancies are known; requests before then are handled case by case, mostly for documented conflicts or accommodations.\nIs there an accommodation process for a medical or disability need? Yes — work with Accessibility Services and Housing well before the room-selection deadline; accommodated placements are handled outside the general lottery.\nWhat happens over breaks? Most halls close during winter break; students who need to stay can apply for break housing, usually consolidated into one or two halls to save on staffing and heating.\nAt a glance\nHouses\nfirst-year students\nRoom type\nTraditional double rooms with a shared community bathroom on each floor\nCapacity\nAbout 320 residents\nDining\nRiverside Dining Commons, on the ground floor\nRelated\nAll residence halls\nResidence hall amenities\nResidence life\nResidence Hall Association\nBreak housing" }, { "url": "residency-for-tuition-purposes.html", "title": "Residency for Tuition Purposes", "description": "How Porter decides whether you pay the Wesconsin resident rate: the 12-month rule, the exceptions, reciprocity, and how to ask for a second look.", "headings": [ "Residency for Tuition Purposes", "On this page", "The rates and who sets your classification", "The basic rule: 12 months", "Exceptions and other rates", "Asking to be reclassified", "Appeals" ], "content": "Admissions Residency for Tuition Purposes\nHow Porter decides whether you pay the Wesconsin resident rate: the 12-month rule, the exceptions, reciprocity, and how to ask for a second look.\nThe rates and who sets your classification\nFull-time undergraduate tuition for 2026–27 is $9,140 a year for Wesconsin residents, $13,710 at the Midwest Student Exchange rate and $17,880 for non-residents ( tuition and costs ). Minnesota residents pay the reciprocity rate instead ( tuition reciprocity ). On a four-year degree the difference between resident and non-resident tuition is more than $35,000, so the classification matters.\nThe Office of Admissions makes the first determination from the residency questions on your application, and the result is printed on your admission letter. After you enroll, reclassification requests go to the Registrar’s Office. This is not the same thing as the degree residency requirement , which is about how many credits you earn at Porter.\nThe basic rule: 12 months\nYou qualify for resident tuition if you have been a bona fide resident of Wesconsin for at least 12 consecutive months immediately before the first day of the term . For fall 2027, which begins September 1, 2027, that means since September 1, 2026.\nResidence means domicile: your permanent home, where you intend to stay, and not a place you moved mainly to attend college. Time spent in Wesconsin primarily as a full-time student generally does not start the clock.\nDependent students take the domicile of a parent or legal guardian. If a parent has lived in Wesconsin for 12 months, you qualify even if you finished high school elsewhere. With divorced or separated parents, either parent’s domicile counts.\nEvidence the office looks at: a Wesconsin driver’s license or ID, voter registration, a full-year Wesconsin income tax return, vehicle registration, a lease or property ownership, and in-state employment. No single document decides it.\nExceptions and other rates\nActive-duty service members and eligible veterans — Rate: Resident rate regardless of home state; see veteran education benefits\nSpouses and dependents of service members stationed in Wesconsin — Rate: Resident rate while the assignment lasts\nFamilies relocated to Wesconsin for full-time employment before the term begins — Rate: Resident rate, with an employer letter, without waiting 12 months\nMinnesota residents — Rate: Reciprocity rate, applied automatically\nResidents of Illinois, Indiana, Kansas, Missouri, Nebraska, North Dakota and Ohio — Rate: Midwest Student Exchange rate\nStudents in fully online programs — Rate: Flat $395 per credit from any state\nStudents on most nonimmigrant visas — Rate: Non-resident; permanent residents follow the 12-month rule\nPer-credit rates for part-time and non-degree students follow the same classification; see cost of attendance .\nAsking to be reclassified\nIf you were classified as a non-resident and now meet the rule, submit a reclassification request to the Registrar’s Office, Founders Union 105, with your documents. Deadlines are the tenth day of classes:\nSpring 2027 — Reclassification deadline: February 5, 2027\nFall 2027 — Reclassification deadline: September 15, 2027\nDecisions arrive within 15 business days. Reclassification is never retroactive: a request filed after the deadline applies to the next term. Students classified as residents keep that status while continuously enrolled, even if their parents later move away, unless they establish a home elsewhere.\nAppeals\nYou may appeal any classification in writing within 20 calendar days of the decision. The Residency Appeals Committee — a representative of the Registrar, an associate director of admissions, a Bursar’s Office representative and one faculty member — reviews the file and may invite you to meet. It decides within 30 days, and its decision is final within the university.\nPay the bill as charged while the appeal is pending; if you win, the difference is credited to your account.\nMisrepresenting residency leads to the full non-resident charge for every affected term.\nReturning after time away? Residency is reviewed again on readmission .\nAt a glance\nBasic rule\n12 consecutive months of Wesconsin domicile before the term starts\nDependent students\nFollow a parent’s or guardian’s domicile\nReclassification\nBy the tenth day of classes (Feb. 5, 2027; Sept. 15, 2027)\nAppeals\nIn writing within 20 calendar days\nMinnesota\nReciprocity rate, automatic\nWho to contact\nOffice of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0143\nEmail\nadmissions@uwporterfalls.edu\nHours\nMon–Fri 8 a.m.–4:30 p.m.; Saturdays 9 a.m.–noon during Millrace Week and in April\nRelated resources\nTuition and costs\nCost of attendance\nTuition reciprocity\nVeteran education benefits\nNon-degree and guest students\nRegistrar services" }, { "url": "residency-requirement-explained.html", "title": "The residency requirement", "description": "The minimum number of credits you must earn at Porter — not transfer in — to receive a Porter degree.", "headings": [ "The residency requirement", "On this page", "What counts", "Planning around it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs The residency requirement\nThe minimum number of credits you must earn at Porter — not transfer in — to receive a Porter degree.\nWhat counts\nCredits from courses taken while enrolled at Porter, including Porter online courses and (usually) cross-registration and approved study-away that Porter records as resident credit. Transfer credit, credit by exam, and prior-learning credit generally do not count toward residency.\nPlanning around it\nIf you're a transfer student, make sure your remaining plan leaves at least the required resident credits — don't try to knock out your last semester entirely at another school. If you study away late, confirm whether that term counts as resident or transfer credit before you go, because it changes the math.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nTypical rule: At least 30 of your final credits, and a minimum in the major, must be earned at Porter. Why: A Porter degree should reflect substantial work done at Porter, especially in the major field. Affects: Transfer students, students finishing with a study-away term, and anyone hoping to transfer in a large block of late credits. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nTypical rule\nAt least 30 of your final credits, and a minimum in the major, must be earned at Porter\nWhy\nA Porter degree should reflect substantial work done at Porter, especially in the major field\nAffects\nTransfer students, students finishing with a study-away term, and anyone hoping to transfer in a large block of late credits\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "responsible-conduct-training.html", "title": "Responsible conduct of research training", "description": "Required training on authorship, data integrity, conflicts of interest and mentoring, for students and staff on funded projects.", "headings": [ "Responsible conduct of research training", "On this page", "What it covers", "Why it's not optional", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Responsible conduct of research training\nRequired training on authorship, data integrity, conflicts of interest and mentoring, for students and staff on funded projects.\nWhat it covers\nThe situations that actually cause research-integrity cases: who earns authorship and in what order, how to handle data that doesn't fit the hypothesis, when a side consulting arrangement is a conflict, and what a mentor owes a mentee. Taught through real (anonymised) cases, not a compliance quiz.\nWhy it's not optional\nFederal funders mandate it, an institution's eligibility for grants depends on documenting it, and — the actual reason — most integrity problems come from people who never had a structured conversation about these grey areas.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nRequired for: Anyone paid from a federal research grant, and all research graduate students. Format: An online module plus in-person case discussions in the department. Refresh: Every four years, or when a new grant requires it. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRequired for\nAnyone paid from a federal research grant, and all research graduate students\nFormat\nAn online module plus in-person case discussions in the department\nRefresh\nEvery four years, or when a new grant requires it\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "resume-review-dropin.html", "title": "Résumé review drop-ins", "description": "Fast, no-appointment feedback on a résumé or cover letter from a career adviser or trained peer.", "headings": [ "Résumé review drop-ins", "On this page", "What a drop-in covers", "Peer reviewers", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Résumé review drop-ins\nFast, no-appointment feedback on a résumé or cover letter from a career adviser or trained peer.\nWhat a drop-in covers\nA reviewer checks structure, verb choice, whether your bullets show results instead of duties, length, and formatting consistency, and flags anything that reads as vague. It's not a rewrite — you leave with specific edits to make. For a deep session on a career change or a first résumé from scratch, book a full appointment instead.\nPeer reviewers\nTrained student career assistants staff most drop-in hours and handle the majority of first drafts well. They escalate industry-specific questions — a federal résumé, a CV for grad school, a portfolio field — to a professional adviser.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nWhere: Career Services, Founders Union 160, and a satellite table in Halvorsen Library. Bring: Your draft on a laptop or printed, plus the job posting if you have one. Length: 10–15 minutes; come back as many times as you want. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nCareer Services, Founders Union 160, and a satellite table in Halvorsen Library\nBring\nYour draft on a laptop or printed, plus the job posting if you have one\nLength\n10–15 minutes; come back as many times as you want\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "returning-to-college-as-an-adult.html", "title": "Returning to college as an adult", "description": "Coming back at 30, 45, or 60 — what is different, what is an advantage, and the support built for it.", "headings": [ "Returning to college as an adult", "On this page", "What is different", "What is an advantage", "Getting credit for what you have done", "The logistics", "The academic ramp", "You belong here" ], "content": "Student life Returning to college as an adult\nComing back at 30, 45, or 60 — what is different, what is an advantage, and the support built for it.\nWhat is different\nYou are likely balancing school with a job, a household, and people who depend on you, so time is the scarce resource, not motivation. You may be rusty on formal academic writing, math, or test-taking, and the technology (the learning platform, online submission, library databases) has changed. And you may be the oldest person in the room, which feels strange for about two weeks and then stops mattering.\nWhat is an advantage\nAdult learners tend to earn higher grades. You know why you are here, you have real-world context that makes abstract material concrete, you are not distracted by the social churn of an 18-year-old's first year, you manage your time because you have to, and you are not shy about going to office hours. Faculty generally value having you in a class.\nGetting credit for what you have done\nPrior coursework (even from decades ago — though old courses may not transfer), military training, professional certifications and licenses, and documented workplace learning can all become credit through transfer evaluation, credit-by-exam, or prior learning assessment. This can shorten the degree substantially. Start with the Registrar and the adult-learner adviser before you assume you are starting from zero.\nThe logistics\nLook into: part-time enrollment and how it interacts with financial aid (aid is prorated, and some grants require half-time), evening, weekend, and online sections, the catalog-year and academic-renewal policies if you attended before, childcare options, employer tuition assistance, and scholarships specifically for returning and part-time students. The adult and returning student office keeps this list.\nThe academic ramp\nIf it has been a while, take a lighter first term, use the writing center and the math support center early and without embarrassment (they see many returning students), and give yourself one term to rebuild study habits before judging how it is going. A refresher in the one subject you dread is worth doing before the semester, not during.\nYou belong here\nThe most common thing returning students say afterward is that they wish they had not waited, and that the story they told themselves about being too old or too far behind was wrong. The adult-learner community, an adviser who specializes in it, and other students in the same position are there to make that concrete.\nAt a glance\nDifferent\nTime is the constraint, not motivation; rusty academic skills; changed technology\nAdvantage\nAdult learners earn higher grades — clear purpose, real-world context, use office hours\nCredit\nPrior courses, military training, certifications, workplace learning can shorten the degree a lot\nRamp\nA lighter first term, the writing and math centers early, one term to rebuild habits\nWho to contact\nAdult & Nontraditional Student Services\nFounders Union 125\nPhone\n(715) 555–0140\nEmail\nadultlearners@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAcademic renewal and fresh start\nTransferring credits to Porter\nCredit by departmental exam\nCollege with kids\nBeing a commuter student\nFull contact directory" }, { "url": "reverse-transfer-associate-degree.html", "title": "Reverse transfer", "description": "Getting an associate degree awarded by your former community college using credits you earn at Porter.", "headings": [ "Reverse transfer", "On this page", "Why bother", "The steps", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Admissions Reverse transfer\nGetting an associate degree awarded by your former community college using credits you earn at Porter.\nWhy bother\nAn associate degree is a real credential — useful on a résumé while you finish the bachelor's, a fallback if life interrupts the four-year plan, and sometimes a bump in pay for jobs you hold along the way. Reverse transfer awards it retroactively from work you've already done.\nThe steps\nAsk the Porter registrar to flag you for reverse transfer, or contact your old community college directly. You sign a consent form (FERPA), Porter sends the transcript, and the college evaluates. If you're a few credits short, they'll tell you which ones — often satisfiable by courses you're taking at Porter anyway.\nIn and around Porter Falls\nMost families reach campus from the west on US 12 or by regional coach into the Depot District, and the Welcome Center at the Depot is where visits start.\nThe practical details\nWho: Students who transferred to Porter before finishing an associate degree, and are close to its requirements. How: Consent to send your Porter transcript back to the community college, which applies the credits and awards the degree if requirements are met. Cost: Usually free or a small fee; you still finish your bachelor's at Porter. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Admissions (Welcome Center at the Depot). Call (715) 555–0143 or email admissions@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWho\nStudents who transferred to Porter before finishing an associate degree, and are close to its requirements\nHow\nConsent to send your Porter transcript back to the community college, which applies the credits and awards the degree if requirements are met\nCost\nUsually free or a small fee; you still finish your bachelor's at Porter\nWho to contact\nOffice of Admissions\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDual enrollment\nScholarship directory\nFamily Weekend\nTransfer student orientation\nFull contact directory" }, { "url": "robotics-team.html", "title": "Ironclad Robotics Team", "description": "A student-run competitive robotics team building a new machine each fall for regional and national events.", "headings": [ "Ironclad Robotics Team", "On this page", "How a build season works", "Competing", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Ironclad Robotics Team\nA student-run competitive robotics team building a new machine each fall for regional and national events.\nHow a build season works\nThe team gets a game manual and six weeks each fall to design, build and program a robot for that year's challenge, working nights and weekends in the Makerspace alongside whatever the Discovery Center happens to have booked that week.\nCompeting\nSpring brings two regional qualifiers and, in years the team advances, a national event; travel and entry fees are covered by a mix of the team's own sponsorship drive and a small college contribution.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nHome base: Makerspace, North Campus. Season: Build each fall, competitions each spring. Who can join: Any major; no experience required. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nHome base\nMakerspace, North Campus\nSeason\nBuild each fall, competitions each spring\nWho can join\nAny major; no experience required\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "room-reservation-system.html", "title": "Reserving campus space", "description": "How students, staff and departments book rooms — classrooms after hours, event spaces, meeting rooms, outdoor areas.", "headings": [ "Reserving campus space", "On this page", "What's bookable", "How conflicts resolve", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Reserving campus space\nHow students, staff and departments book rooms — classrooms after hours, event spaces, meeting rooms, outdoor areas.\nWhat's bookable\nClassrooms once the academic timetable is set, the Founders Union event rooms and ballroom, library group and instruction rooms, the moot courtroom, athletic spaces, and named outdoor areas like the quad and the plaza. Each has its own capacity, setup options and hours in the system.\nHow conflicts resolve\nInstruction always wins — a room booked for a club meeting can be reclaimed if a class section is added, with as much notice as possible and help finding another space. Recurring bookings are re-confirmed each term rather than rolling forever.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nBook through: The campus space reservation system, linked from MyPorter. Priority: Academic scheduling first, then registered orgs and departments, then external. Free: For students and departments; external groups pay a use rate. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nBook through\nThe campus space reservation system, linked from MyPorter\nPriority\nAcademic scheduling first, then registered orgs and departments, then external\nFree\nFor students and departments; external groups pay a use rate\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "room-selection-timeline.html", "title": "Room selection timeline", "description": "How returning students pick housing for next year — the sequence of dates and how priority works.", "headings": [ "Room selection timeline", "On this page", "The sequence", "If it doesn't go well", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Room selection timeline\nHow returning students pick housing for next year — the sequence of dates and how priority works.\nThe sequence\nApply and pay the deposit in the window; the later you apply, the later your selection appointment. Form a roommate group and pull in the people you want to live with. On your assigned day, log in and choose an available room; if you're in a group, whoever has the best time selects for everyone.\nIf it doesn't go well\nRooms fill in popularity order, so a late time can mean limited choices. You can select any open space and enter the room-change waitlist for something better, which moves over the summer. Students with an approved housing accommodation select through a separate, earlier process with Residence Life.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nStarts: Late winter, with a housing application and deposit to get a selection time. Priority: By class standing and application date; some living-learning communities select earlier. Roommate groups: Formed in the portal before selection; the group picks on its earliest member's time. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStarts\nLate winter, with a housing application and deposit to get a selection time\nPriority\nBy class standing and application date; some living-learning communities select earlier\nRoommate groups\nFormed in the portal before selection; the group picks on its earliest member's time\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "roommate-agreement-guide.html", "title": "Roommate agreements", "description": "The conversation and the form every roommate pair fills out in the first weeks — and why it prevents most conflicts.", "headings": [ "Roommate agreements", "On this page", "Why bother", "When it's not working", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Roommate agreements\nThe conversation and the form every roommate pair fills out in the first weeks — and why it prevents most conflicts.\nWhy bother\nMost roommate conflicts aren't about big things — they're about undiscussed assumptions: whether it's okay to have someone over on a weeknight, how loud is too loud at 1 a.m., whether ‘borrowing’ the fridge stuff is fine. Naming those early, in writing, means you have something to point back to instead of a silent grudge.\nWhen it's not working\nBring the agreement to your RA and talk it through — often a small adjustment fixes it. A genuine incompatibility (or a safety issue) can lead to a room change; having a documented agreement and a good-faith attempt to resolve things makes that process faster.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nWhen: In the first two weeks, facilitated by your RA. Covers: Sleep and study hours, guests, sharing (or not) food and belongings, cleaning, temperature, noise, and how you'll raise a problem. Revisit: Any time something changes; the RA can help renegotiate. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nIn the first two weeks, facilitated by your RA\nCovers\nSleep and study hours, guests, sharing (or not) food and belongings, cleaning, temperature, noise, and how you'll raise a problem\nRevisit\nAny time something changes; the RA can help renegotiate\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "roommate-conflict.html", "title": "Working out a roommate conflict", "description": "The agreement, the direct conversation, when to involve your RA, and how a room change actually works.", "headings": [ "Working out a roommate conflict", "On this page", "Prevention: the roommate agreement", "Raise it early and directly", "Have the conversation well", "When to bring in your RA", "Room changes", "If it is more serious" ], "content": "Housing Working out a roommate conflict\nThe agreement, the direct conversation, when to involve your RA, and how a room change actually works.\nPrevention: the roommate agreement\nMost roommate conflict is a disagreement about expectations that no one said out loud. The agreement you fill out in the first week — sleep and wake times, guests, borrowing, sharing food, cleaning, quiet hours, how you will raise it when something bugs you — is the reference you come back to. Do it even with a close friend, and redo it if things shift.\nRaise it early and directly\nA small annoyance addressed in week two (\"hey, can we figure out a system for the sink?\") is a five-minute conversation. The same thing after two months of silent resentment is a blowup. Be specific and about the behavior, not the person: \"the light being on past 1 a.m. is making it hard to sleep\" beats \"you're inconsiderate.\"\nHave the conversation well\nPick a neutral time when you are both calm, not mid-irritation. Say what you have noticed, how it affects you, and what you are asking for. Then actually listen to their side — they may have a constraint you do not know about. Aim for one or two concrete changes you both agree to, and check back in a week.\nWhen to bring in your RA\nIf a direct conversation has not worked, or you are not comfortable having it alone, your resident assistant can facilitate a mediated conversation — a structured sit-down with a neutral third person. This is a normal part of their job, not tattling. A safety issue (threats, someone feeling unsafe, harassment) is different: report it immediately, do not try to mediate it.\nRoom changes\nIf mediation does not resolve it, a room change is possible once the room-change period opens each term (there is usually a freeze for the first few weeks). You submit a request through Residence Life; they work with open spaces and both students' situations. It is not instant and you may not get your first choice of new space, but a genuinely unworkable situation does get addressed.\nIf it is more serious\nBias or harassment based on identity, threats, theft, or any conduct that violates the housing agreement or the student code goes to Residence Life and the conduct process, not the room-change queue. A student who does not feel safe can request an emergency relocation while it is sorted out.\nAt a glance\nPrevent\nThe roommate agreement — filled out together, talked through, revisited\nRaise it\nEarly, specific, about the behavior — week two, not month two\nYour RA\nFacilitates a mediated conversation — a normal part of the job\nRoom change\nVia Residence Life once the change period opens; safety issues jump the queue\nWho to contact\nHousing & Residence Life\nFounders Union 130\nPhone\n(715) 555–0143\nEmail\nhousing@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRoommate agreement guide\nLiving in a residence hall\nRoom selection timeline\nConflict Resolution Services\nHousing contract release\nFull contact directory" }, { "url": "roster-baseball.html", "title": "Baseball Roster 2026–27", "description": "The 2026–27 Ironclad baseball roster: 34 players, 26 of them from Wesconsin, coming off a 22–17 season and a WCAC tournament semifinal.", "headings": [ "Baseball Roster 2026–27", "On this page", "The 2026–27 roster", "Coaching and support staff", "Roster notes", "Following the team" ], "content": "Ironclad Athletics Baseball Roster 2026–27\nThe 2026–27 Ironclad baseball roster: 34 players, 26 of them from Wesconsin, coming off a 22–17 season and a WCAC tournament semifinal.\nThe 2026–27 roster\nRosters are current as of October 9, 2026 and are updated by Athletic Communications after each roster change. (C) marks a team captain. Hometowns are in Wesconsin unless marked †. Majors are the student’s declared program of record in MyPorter, which, for first-years, is subject to change and frequently does.\n1 — Name: Tou Vue; Pos.: C; Yr.: Jr.; Ht.: 5-10; Hometown: Marten Lake; Major: Construction Management\n4 — Name: Luis Ferreira (C); Pos.: SS; Yr.: Jr.; Ht.: 5-10; Hometown: Copper Ferry; Major: Construction Management\n5 — Name: Fue Moua; Pos.: RHP; Yr.: Jr.; Ht.: 6-0; Hometown: Redgranite; Major: Sport Management\n6 — Name: Javier Delgado; Pos.: INF; Yr.: Sr.; Ht.: 5-10; Hometown: Porter Falls; Major: Manufacturing Engineering\n7 — Name: Tou Cha; Pos.: RHP; Yr.: So.; Ht.: 6-0; Hometown: Kettle Grove †; Major: Sport Management\n10 — Name: Grant Hagen; Pos.: UT; Yr.: Fy.; Ht.: 6-1; Hometown: Ashgrove; Major: Hospitality Management\n11 — Name: Julian Fahey; Pos.: LHP; Yr.: Sr.; Ht.: 6-0; Hometown: Westvale; Major: Business Administration\n12 — Name: Bryce Meier; Pos.: LHP; Yr.: Jr.; Ht.: 6-1; Hometown: Harlan Ridge †; Major: Construction Management\n14 — Name: Devin Drexler; Pos.: LHP; Yr.: So.; Ht.: 6-1; Hometown: Marten Lake; Major: Manufacturing Engineering\n15 — Name: Jesse Larsen; Pos.: OF; Yr.: So.; Ht.: 5-11; Hometown: Stonecut; Major: Manufacturing Engineering\n16 — Name: Max Koehler; Pos.: C; Yr.: So.; Ht.: 6-0; Hometown: Lake City; Major: Sport Management\n17 — Name: Derek Nehls; Pos.: INF; Yr.: Fy.; Ht.: 6-1; Hometown: Sorrel Lake †; Major: Business Administration\n18 — Name: Dylan Faber; Pos.: OF; Yr.: Fy.; Ht.: 5-11; Hometown: Norvik; Major: Apparel Design\n19 — Name: Pheng Lor; Pos.: INF; Yr.: So.; Ht.: 5-10; Hometown: Tamarack Junction; Major: Construction Management\n21 — Name: Adam Zielinski; Pos.: RHP; Yr.: Sr.; Ht.: 6-1; Hometown: Norvik; Major: Business Administration\n22 — Name: Adam Kasper; Pos.: RHP; Yr.: Sr.; Ht.: 6-1; Hometown: Stonecut; Major: Sport Management\n24 — Name: Evan Vetter; Pos.: C; Yr.: So.; Ht.: 5-11; Hometown: Westvale; Major: Business Administration\n28 — Name: Dalton Laabs; Pos.: RHP; Yr.: Sr.; Ht.: 6-3; Hometown: Stonecut; Major: Manufacturing Engineering\n29 — Name: Ty Steffen; Pos.: INF; Yr.: Sr.; Ht.: 5-10; Hometown: Larkin Prairie †; Major: Sport Management\n30 — Name: Jackson Knutson; Pos.: RHP; Yr.: So.; Ht.: 6-3; Hometown: Cedar Bluff; Major: Manufacturing Engineering\n31 — Name: Kellen Holmquist; Pos.: LHP; Yr.: Fy.; Ht.: 6-1; Hometown: Porter Falls; Major: Recreation Management\n32 — Name: Tristan Sobczak; Pos.: INF; Yr.: Fy.; Ht.: 5-11; Hometown: Sorrel Lake †; Major: Sport Management\n34 — Name: Quinn Kaminski; Pos.: LHP; Yr.: Jr.; Ht.: 6-2; Hometown: Lake City; Major: Construction Management\n37 — Name: Quentin Freeman; Pos.: RHP; Yr.: Fy.; Ht.: 6-0; Hometown: Cedar Bluff; Major: Sport Management\n38 — Name: Austin Maki; Pos.: RHP; Yr.: Fy.; Ht.: 6-1; Hometown: Sorrel Lake †; Major: Sport Management\n39 — Name: Brady Mueller; Pos.: RHP; Yr.: So.; Ht.: 6-4; Hometown: Ashgrove; Major: Manufacturing Engineering\n41 — Name: Brett Rusch; Pos.: OF; Yr.: Jr.; Ht.: 6-2; Hometown: Copper Ferry; Major: Construction Management\n42 — Name: Sam Rudolph; Pos.: OF; Yr.: So.; Ht.: 6-0; Hometown: Elk Prairie; Major: Business Administration\n43 — Name: Santiago Quintero; Pos.: RHP; Yr.: Jr.; Ht.: 6-1; Hometown: Norvik; Major: Construction Management\n45 — Name: Teng Thao; Pos.: RHP; Yr.: Jr.; Ht.: 6-0; Hometown: Norvik; Major: Dietetics\n46 — Name: Nico Valdez; Pos.: INF; Yr.: Fy.; Ht.: 6-0; Hometown: Lake City; Major: Special Education\n48 — Name: Dominic Rosholt; Pos.: OF; Yr.: Sr.; Ht.: 5-10; Hometown: Porter Falls; Major: Construction Management\n49 — Name: Oliver Behling (C); Pos.: RHP; Yr.: Sr.; Ht.: 6-1; Hometown: Larkin Prairie †; Major: Manufacturing Engineering\n50 — Name: Kaleb Thiel; Pos.: INF; Yr.: Sr.; Ht.: 6-0; Hometown: Harlan Ridge †; Major: Construction Management\nCoaching and support staff\nBaseball’s office is Ironclad Fieldhouse 218. Prospective players should email the head coach directly; there is no central recruiting office. Full contact details are in the athletics staff directory.\nNate Wollenberg — Role: Head coach (Ironclad catcher, 2009–12); At Porter: 3rd season\nDanny Kuehl — Role: Assistant coach; hitting and infield; At Porter: 3rd season\nLou Brecht — Role: Pitching coach (part time); At Porter: 6th season\nJordan Pelky — Role: Athletic trainer (soccer, cross country and track, baseball); At Porter: Sports medicine staff\nDarnell Ochs — Role: Director of Strength and Conditioning (all programs); At Porter: Department staff\nSimone Achterberg — Role: Academic Advisor in Athletics; At Porter: Department staff\nRoster notes\nClasses. Nine seniors, eight juniors, nine sophomores and eight first-years. Twenty-six players are from Wesconsin, most within two hours of campus.\nCaptains. Senior right-hander Oliver Behling (7–2, 2.61 ERA, 71 strikeouts in 79 innings last spring) and junior shortstop Luis Ferreira, whose .371 average as a sophomore was the program’s best since 2011. Ferreira and sophomore outfielder Sam Rudolph represent the team on SAAC.\nMajors. The most common are construction management (9), sport management (8), manufacturing engineering (7), business administration (5), with a growing group in sport management . Team GPA last spring was 3.21.\nPitching depth. Seventeen pitchers, five of them left-handed, because a weekend doubleheader plus a Tuesday game eats arms.\nHistory. The program’s founder, Hal Dunmore , won 400 games in 23 seasons; his field is the one with the Riverfront Trail behind right field.\nFollowing the team\nFall ball closes with a scrimmage against Chippewa Valley State on Sunday, October 11 at 1:00 p.m. and the intrasquad Navy–Gold Series October 22–24, both free at Dunmore Field. The spring 2027 schedule, including the ten-game spring-break trip, posts in January; see the winter schedule page and the baseball page for attending.\nAt a glance\nHead coach\nNate Wollenberg, 3rd season\nRoster size\n34 players\nCaptains\nOliver Behling, Luis Ferreira\nConference\nWesconsin Collegiate Athletic Conference (NCAA Division III); Great Lakes Intercollegiate Conference from 2027–28\nWho to contact\nIronclad Baseball\nIronclad Fieldhouse, second floor (coaches’ offices)\nPhone\n(715) 555–0248\nEmail\nnwollenberg@uwporterfalls.edu\nRelated resources\nBaseball team page\nWinter 2026–27 schedule\nAthletics staff directory\nAthletics tickets\nSoftball roster\nRecruiting visits and prospect camps" }, { "url": "roster-football.html", "title": "Football Roster 2026–27", "description": "All 95 players on the 2026–27 Ironclad football roster, the largest in the department, with the coaching staff and the numbers behind the numbers.", "headings": [ "Football Roster 2026–27", "On this page", "The 2026–27 roster", "Coaching and support staff", "Roster notes", "Following the team" ], "content": "Ironclad Athletics Football Roster 2026–27\nAll 95 players on the 2026–27 Ironclad football roster, the largest in the department, with the coaching staff and the numbers behind the numbers.\nThe 2026–27 roster\nRosters are current as of October 9, 2026 and are updated by Athletic Communications after each roster change. (C) marks a team captain. Hometowns are in Wesconsin unless marked †. Majors are the student’s declared program of record in MyPorter, which, for first-years, is subject to change and frequently does. Weights are in pounds and are the number the player gave at the August weigh-in, which the strength staff describes as “aspirational in both directions.”\n1 — Name: Diego Rivas; Pos.: WR; Yr.: Fy.; Ht.: 6-0; Wt.: 180; Hometown: Redgranite; Major: Entrepreneurship\n2 — Name: Austin Steffen; Pos.: QB; Yr.: Jr.; Ht.: 6-2; Wt.: 210; Hometown: Porter Falls; Major: Supply Chain Management\n3 — Name: Drew Mueller; Pos.: WR; Yr.: So.; Ht.: 6-3; Wt.: 175; Hometown: Marten Lake; Major: Construction Management\n4 — Name: Spencer Lukasik; Pos.: DB; Yr.: So.; Ht.: 6-0; Wt.: 185; Hometown: Cedar Bluff; Major: Criminal Justice\n5 — Name: Tyler Haakenson; Pos.: QB; Yr.: Jr.; Ht.: 6-3; Wt.: 210; Hometown: Copper Ferry; Major: Business Administration\n6 — Name: Dylan Wenzel; Pos.: WR; Yr.: Fy.; Ht.: 6-0; Wt.: 175; Hometown: Lake City; Major: Elementary Education\n7 — Name: Colin Thorp; Pos.: WR; Yr.: Sr.; Ht.: 6-2; Wt.: 180; Hometown: Fallon Bluffs; Major: Marketing & Digital Communication\n8 — Name: Parker Beckstrom; Pos.: WR; Yr.: Fy.; Ht.: 6-2; Wt.: 185; Hometown: Elk Prairie; Major: Psychology\n9 — Name: Devin Klug; Pos.: WR; Yr.: Jr.; Ht.: 5-10; Wt.: 180; Hometown: Elk Prairie; Major: Rehabilitation Services\n10 — Name: Henrik Wiese; Pos.: QB; Yr.: Sr.; Ht.: 6-3; Wt.: 200; Hometown: Lake City; Major: Manufacturing Engineering\n11 — Name: Isaiah Lindqvist; Pos.: WR; Yr.: Jr.; Ht.: 6-1; Wt.: 190; Hometown: Lake City; Major: Computer Engineering\n12 — Name: Kyle Larsen; Pos.: QB; Yr.: Sr.; Ht.: 6-1; Wt.: 215; Hometown: Stonecut; Major: Dietetics\n13 — Name: Teng Khang; Pos.: WR; Yr.: So.; Ht.: 5-10; Wt.: 185; Hometown: Norvik; Major: Civil Engineering\n14 — Name: Cameron Fields; Pos.: WR; Yr.: Sr.; Ht.: 5-10; Wt.: 170; Hometown: Halvard Springs; Major: Criminal Justice\n15 — Name: Brody Jeske; Pos.: WR; Yr.: Jr.; Ht.: 5-9; Wt.: 190; Hometown: Halvard Springs; Major: Criminal Justice\n16 — Name: Joel Kuester; Pos.: DB; Yr.: Jr.; Ht.: 5-11; Wt.: 180; Hometown: Harlan Ridge †; Major: Engineering Technology\n17 — Name: Emilio Quintero; Pos.: QB; Yr.: So.; Ht.: 6-4; Wt.: 200; Hometown: Marten Lake; Major: Business Administration\n18 — Name: Santiago Garza; Pos.: DB; Yr.: So.; Ht.: 6-1; Wt.: 190; Hometown: Glenhaven †; Major: Business Administration\n19 — Name: Aaron Hoeft; Pos.: DB; Yr.: Fy.; Ht.: 5-11; Wt.: 170; Hometown: Lake City; Major: Business Administration\n20 — Name: Bennett Nelsen; Pos.: RB; Yr.: Jr.; Ht.: 5-10; Wt.: 200; Hometown: Harlan Ridge †; Major: Sport Management\n21 — Name: Ryan Trapp; Pos.: RB; Yr.: Jr.; Ht.: 5-11; Wt.: 210; Hometown: Redgranite; Major: Engineering Technology\n22 — Name: Easton Kaminski; Pos.: DB; Yr.: Fy.; Ht.: 5-11; Wt.: 175; Hometown: Lake City; Major: Automotive Technology\n23 — Name: Teddy Bauer; Pos.: DB; Yr.: Sr.; Ht.: 5-11; Wt.: 185; Hometown: Lake City; Major: Aviation Management\n24 — Name: Logan Quam; Pos.: DB; Yr.: Jr.; Ht.: 5-10; Wt.: 170; Hometown: Redgranite; Major: Supply Chain Management\n25 — Name: Teng Moua; Pos.: DB; Yr.: Fy.; Ht.: 5-9; Wt.: 180; Hometown: Ashgrove; Major: Recreation Management\n26 — Name: Beau Haag; Pos.: DB; Yr.: Fy.; Ht.: 5-10; Wt.: 185; Hometown: Kettle Grove †; Major: Dietetics\n27 — Name: Deshawn Ruud; Pos.: RB; Yr.: Sr.; Ht.: 5-11; Wt.: 205; Hometown: Westvale; Major: Sport Management\n28 — Name: Oliver Toland; Pos.: DB; Yr.: Fy.; Ht.: 6-0; Wt.: 180; Hometown: Millbrook Corners; Major: Automotive Technology\n29 — Name: Logan Lehrke; Pos.: DB; Yr.: Fy.; Ht.: 6-0; Wt.: 190; Hometown: Ashgrove; Major: Construction Management\n30 — Name: Jaylen Pettaway; Pos.: RB; Yr.: So.; Ht.: 5-9; Wt.: 215; Hometown: Cedar Bluff; Major: Accounting\n31 — Name: Landon Lund; Pos.: DB; Yr.: So.; Ht.: 5-10; Wt.: 195; Hometown: Copper Ferry; Major: Supply Chain Management\n32 — Name: Gabriel Valdez; Pos.: LB; Yr.: Fy.; Ht.: 6-0; Wt.: 215; Hometown: Stonecut; Major: Business Administration\n33 — Name: Jett Brueggen; Pos.: LB; Yr.: So.; Ht.: 6-2; Wt.: 210; Hometown: Copper Ferry; Major: Nursing\n34 — Name: Nils Pekarek; Pos.: DB; Yr.: Fy.; Ht.: 5-9; Wt.: 175; Hometown: Stonecut; Major: Apparel Design\n35 — Name: Devin Gorski; Pos.: DB; Yr.: Sr.; Ht.: 5-10; Wt.: 190; Hometown: Lake City; Major: Construction Management\n36 — Name: Ethan Biermann; Pos.: DB; Yr.: Jr.; Ht.: 6-0; Wt.: 175; Hometown: Porter Falls; Major: Supply Chain Management\n37 — Name: Micah Friske; Pos.: RB; Yr.: Fy.; Ht.: 5-10; Wt.: 205; Hometown: Redgranite; Major: Biology\n38 — Name: Jamal Petit; Pos.: RB; Yr.: So.; Ht.: 5-10; Wt.: 200; Hometown: Porter Falls; Major: Supply Chain Management\n39 — Name: Joel Oberbeck; Pos.: RB; Yr.: So.; Ht.: 6-0; Wt.: 210; Hometown: Stonecut; Major: Supply Chain Management\n40 — Name: Soren Hovland; Pos.: LB; Yr.: Fy.; Ht.: 6-1; Wt.: 230; Hometown: Lake City; Major: Sport Management\n41 — Name: Max Hendrickson; Pos.: LB; Yr.: Jr.; Ht.: 6-3; Wt.: 225; Hometown: Stonecut; Major: Rehabilitation Services\n42 — Name: Brody Felland; Pos.: K; Yr.: Sr.; Ht.: 5-10; Wt.: 180; Hometown: Cedar Bluff; Major: Engineering Technology\n43 — Name: Leo Bjork; Pos.: LB; Yr.: So.; Ht.: 6-2; Wt.: 225; Hometown: Millbrook Corners; Major: Computer Science\n44 — Name: Blake Tvedt; Pos.: LB; Yr.: So.; Ht.: 6-3; Wt.: 230; Hometown: Marten Lake; Major: Manufacturing Engineering\n45 — Name: Marcus Bellweather (C); Pos.: LB; Yr.: Sr.; Ht.: 6-1; Wt.: 225; Hometown: Glenhaven †; Major: Hospitality Management\n46 — Name: Owen Krause (C); Pos.: LB; Yr.: Sr.; Ht.: 6-2; Wt.: 230; Hometown: Halvard Springs; Major: Construction Management\n47 — Name: Hayden Sather; Pos.: LB; Yr.: Sr.; Ht.: 6-2; Wt.: 210; Hometown: Porter Falls; Major: Biology\n48 — Name: Cal Lindgren; Pos.: LB; Yr.: So.; Ht.: 6-2; Wt.: 220; Hometown: Fallon Bluffs; Major: Automotive Technology\n49 — Name: Damon Overton; Pos.: LB; Yr.: Fy.; Ht.: 6-0; Wt.: 235; Hometown: Lake City; Major: Sport Management\n50 — Name: Jaylen Freeman; Pos.: LB; Yr.: Fy.; Ht.: 6-3; Wt.: 205; Hometown: Westvale; Major: Supply Chain Management\n51 — Name: Evan Lamers; Pos.: OL; Yr.: Jr.; Ht.: 6-4; Wt.: 300; Hometown: Elk Prairie; Major: Business Administration\n52 — Name: Chue Her; Pos.: OL; Yr.: Jr.; Ht.: 6-6; Wt.: 290; Hometown: Kettle Grove †; Major: Economics\n53 — Name: Aaron Skemp; Pos.: DL; Yr.: Jr.; Ht.: 6-3; Wt.: 265; Hometown: Sorrel Lake †; Major: Construction Management\n54 — Name: Austin Radtke; Pos.: DL; Yr.: So.; Ht.: 6-3; Wt.: 275; Hometown: Stonecut; Major: Criminal Justice\n55 — Name: Soren Norby; Pos.: DL; Yr.: Sr.; Ht.: 6-4; Wt.: 290; Hometown: Norvik; Major: Criminal Justice\n56 — Name: Devin Jasinski; Pos.: OL; Yr.: Sr.; Ht.: 6-5; Wt.: 295; Hometown: Pinecrest Mills; Major: Manufacturing Engineering\n57 — Name: Ethan Hartwig; Pos.: OL; Yr.: Fy.; Ht.: 6-5; Wt.: 305; Hometown: Westvale; Major: Criminal Justice\n58 — Name: Micah Behling; Pos.: LB; Yr.: Fy.; Ht.: 6-2; Wt.: 235; Hometown: Copper Ferry; Major: Engineering Technology\n59 — Name: Dalton Hammes; Pos.: LB; Yr.: Sr.; Ht.: 6-1; Wt.: 215; Hometown: Cedar Bluff; Major: Software Engineering\n60 — Name: Logan Ostlund; Pos.: OL; Yr.: Sr.; Ht.: 6-2; Wt.: 285; Hometown: Stonecut; Major: Engineering Technology\n61 — Name: Javier Sandoval; Pos.: OL; Yr.: Fy.; Ht.: 6-4; Wt.: 275; Hometown: Larkin Prairie †; Major: Business Administration\n62 — Name: Trey Vanderloop; Pos.: DL; Yr.: Jr.; Ht.: 6-4; Wt.: 265; Hometown: Elk Prairie; Major: Manufacturing Engineering\n63 — Name: Chase Pruitt; Pos.: LS; Yr.: So.; Ht.: 6-3; Wt.: 215; Hometown: Cedar Bluff; Major: Criminal Justice\n64 — Name: Hunter Blaskowski (C); Pos.: OL; Yr.: Sr.; Ht.: 6-4; Wt.: 275; Hometown: Westvale; Major: Manufacturing Engineering\n65 — Name: Ryan Franzen; Pos.: DL; Yr.: Fy.; Ht.: 6-4; Wt.: 250; Hometown: Fallon Bluffs; Major: Manufacturing Engineering\n66 — Name: Jaylen Greene; Pos.: OL; Yr.: Fy.; Ht.: 6-3; Wt.: 280; Hometown: Millbrook Corners; Major: Industrial Design\n67 — Name: Reed Ament; Pos.: OL; Yr.: So.; Ht.: 6-4; Wt.: 280; Hometown: Lake City; Major: Construction Management\n68 — Name: Easton Maki; Pos.: OL; Yr.: Fy.; Ht.: 6-2; Wt.: 280; Hometown: Cedar Bluff; Major: Engineering Technology\n69 — Name: Kyle Brekke; Pos.: OL; Yr.: Fy.; Ht.: 6-2; Wt.: 295; Hometown: Westvale; Major: Data Science\n70 — Name: Andres Reyes; Pos.: DL; Yr.: Fy.; Ht.: 6-5; Wt.: 290; Hometown: Fallon Bluffs; Major: Engineering Technology\n71 — Name: Henrik Bohm; Pos.: OL; Yr.: Sr.; Ht.: 6-6; Wt.: 280; Hometown: Ashgrove; Major: Criminal Justice\n72 — Name: Rowan Pieper; Pos.: OL; Yr.: Fy.; Ht.: 6-5; Wt.: 285; Hometown: Porter Falls; Major: Packaging Technology\n73 — Name: Soren Prust; Pos.: OL; Yr.: So.; Ht.: 6-5; Wt.: 300; Hometown: Lake City; Major: Engineering Technology\n74 — Name: Isaac Whitfield; Pos.: OL; Yr.: Jr.; Ht.: 6-4; Wt.: 290; Hometown: Porter Falls; Major: Criminal Justice\n75 — Name: Brady Opsahl; Pos.: OL; Yr.: Fy.; Ht.: 6-6; Wt.: 280; Hometown: Harlan Ridge †; Major: Business Administration\n76 — Name: Nhia Vue; Pos.: OL; Yr.: Sr.; Ht.: 6-6; Wt.: 295; Hometown: Lake City; Major: Automotive Technology\n77 — Name: Carson Barta; Pos.: DL; Yr.: Fy.; Ht.: 6-1; Wt.: 250; Hometown: Westvale; Major: Apparel Design\n78 — Name: Caden Neumann; Pos.: OL; Yr.: Fy.; Ht.: 6-6; Wt.: 295; Hometown: Cedar Bluff; Major: Economics\n79 — Name: Kyle Fjeld; Pos.: DL; Yr.: Fy.; Ht.: 6-2; Wt.: 290; Hometown: Norvik; Major: Manufacturing Engineering\n80 — Name: Brandon Rademacher; Pos.: TE; Yr.: Fy.; Ht.: 6-2; Wt.: 235; Hometown: Cedar Bluff; Major: Business Administration\n82 — Name: Brady Paape; Pos.: TE; Yr.: Sr.; Ht.: 6-2; Wt.: 240; Hometown: Lake City; Major: Graphic Design\n83 — Name: Myles Hayes; Pos.: WR; Yr.: So.; Ht.: 6-3; Wt.: 180; Hometown: Copper Ferry; Major: Cybersecurity\n84 — Name: Jared Mrozek; Pos.: K; Yr.: So.; Ht.: 6-1; Wt.: 185; Hometown: Porter Falls; Major: Criminal Justice\n85 — Name: Dalton Drexler; Pos.: TE; Yr.: So.; Ht.: 6-2; Wt.: 245; Hometown: Tamarack Junction; Major: Criminal Justice\n87 — Name: Jackson Hinz; Pos.: TE; Yr.: Jr.; Ht.: 6-2; Wt.: 235; Hometown: Redgranite; Major: Elementary Education\n88 — Name: Brody Mattson; Pos.: TE; Yr.: Fy.; Ht.: 6-5; Wt.: 240; Hometown: Sorrel Lake †; Major: Rehabilitation Services\n89 — Name: Kaleb Holmquist; Pos.: WR; Yr.: Jr.; Ht.: 5-9; Wt.: 185; Hometown: Norvik; Major: Technology Education\n90 — Name: Adam Voss; Pos.: P; Yr.: Jr.; Ht.: 5-11; Wt.: 195; Hometown: Lake City; Major: Sport Management\n91 — Name: Drew McCready; Pos.: DL; Yr.: Sr.; Ht.: 6-4; Wt.: 255; Hometown: Copper Ferry; Major: Elementary Education\n93 — Name: Brody Ahlquist; Pos.: DL; Yr.: So.; Ht.: 6-1; Wt.: 275; Hometown: Halvard Springs; Major: Criminal Justice\n95 — Name: Josiah Rasmussen; Pos.: DL; Yr.: So.; Ht.: 6-4; Wt.: 280; Hometown: Sorrel Lake †; Major: Manufacturing Engineering\n96 — Name: Dominic Tiedt; Pos.: DL; Yr.: So.; Ht.: 6-5; Wt.: 290; Hometown: Pinecrest Mills; Major: Culinary Arts\n97 — Name: Teng Cha; Pos.: DL; Yr.: Jr.; Ht.: 6-1; Wt.: 270; Hometown: Lake City; Major: Manufacturing Engineering\n98 — Name: Torin Zellmer; Pos.: DL; Yr.: So.; Ht.: 6-2; Wt.: 290; Hometown: Glenhaven †; Major: Automotive Technology\n99 — Name: Riley Gerber; Pos.: DL; Yr.: Jr.; Ht.: 6-4; Wt.: 290; Hometown: Copper Ferry; Major: Biology\nCoaching and support staff\nCoaches’ offices are on the second floor of Ironclad Fieldhouse. Prospective student-athletes should email the head coach directly; there is no central recruiting office. Full contact details are in the athletics staff directory. Two graduate assistants work with the offensive and defensive scout teams and are not listed.\nRay Gutzmer — Role: Head coach; At Porter: 11th season\nMitch Hanrahan — Role: Defensive coordinator; linebackers; At Porter: 9th season\nTravis Oberg — Role: Offensive coordinator; quarterbacks; At Porter: 6th season\nDean Fruehauf — Role: Defensive line; At Porter: 5th season\nKyle Mertens — Role: Offensive line; run game coordinator; At Porter: 4th season\nSam Ketterhagen — Role: Defensive backs; At Porter: 3rd season\nJamar Willis — Role: Wide receivers and tight ends; At Porter: 2nd season\nPete Sandvold — Role: Special teams and kickers (part time); At Porter: 7th season\nCaleb Fenske — Role: Athletic trainer (football, wrestling); At Porter: Sports medicine staff\nDarnell Ochs — Role: Director of Strength and Conditioning (all programs); At Porter: Department staff\nLyle Pankratz — Role: Equipment manager; At Porter: Department staff\nSimone Achterberg — Role: Academic Advisor in Athletics; At Porter: Department staff\nRoster notes\nSize and shape. Ninety-five players: twenty seniors, 21 juniors, 24 sophomores and 30 first-years. Eighty-three are from Wesconsin, eight of them from Cedar Bluff and seven from Porter Falls itself. Nearly a third of the roster are first-generation college students.\nCaptains. Seniors Owen Krause and Marcus Bellweather, both linebackers, and Hunter Blaskowski (No. 64), a senior offensive lineman, were elected by the team in August. Bellweather’s week as a linebacker and hospitality major is in his student story .\nThe kicker. Brody Felland, a walk-on from Cedar Bluff, is 4-for-4 on field goals after the 38-yarder that beat Bayport State with four seconds left ( recap ). He practices in the Fieldhouse lot at 6 a.m. because the turf is booked.\nStill here from 2024. Senior running back Deshawn Ruud had the 46-yard run that tied the 2024 Forge Bowl ; he and sophomore Jamal Petit split carries this fall.\nMajors. The most common are criminal justice (12), business administration (9), manufacturing engineering (9). Practice runs 3:30–6 p.m. so that every player can take an 8 a.m. class, and study hall is Monday and Wednesday nights in the Fieldhouse.\nFirst-years. Thirty first-years are on the roster; most will play junior varsity games on Mondays and dress for home games only.\nFollowing the team\nThe fall 2026 schedule has every result and kickoff time. The Forge Bowl against Chippewa Valley State is Saturday, October 17 at 1:00 p.m. at Millwright Stadium , during Millrace Week; the preview covers tickets, parking and the parade. Students get in free with a Porter Card; public tickets and accessible seating are on the tickets page , and gates, bags and tailgating rules are in the game day guide . Senior Day is November 7 against Lakeview Lutheran.\nAt a glance\nHead coach\nRay Gutzmer, 11th season\nRoster size\n95 players\nCaptains\nOwen Krause, Marcus Bellweather, Hunter Blaskowski\nConference\nWesconsin Collegiate Athletic Conference (NCAA Division III); Great Lakes Intercollegiate Conference from 2027–28\nWho to contact\nIronclad Football\nIronclad Fieldhouse, second floor (coaches’ offices)\nPhone\n(715) 555–0223\nEmail\nrgutzmer@uwporterfalls.edu\nRelated resources\nFootball team page\nFall 2026 schedule & results\nAthletics staff directory\nAthletics tickets\nForge Bowl\nRecruiting visits and prospect camps" }, { "url": "roster-mens-basketball.html", "title": "Men’s Basketball Roster 2026–27", "description": "The 15-man 2026–27 Ironclad men’s basketball roster, coming off an 18–9 season and the program’s deepest conference run in nine years.", "headings": [ "Men’s Basketball Roster 2026–27", "On this page", "The 2026–27 roster", "Coaching and support staff", "Roster notes", "Following the team" ], "content": "Ironclad Athletics Men’s Basketball Roster 2026–27\nThe 15-man 2026–27 Ironclad men’s basketball roster, coming off an 18–9 season and the program’s deepest conference run in nine years.\nThe 2026–27 roster\nRosters are current as of October 9, 2026 and are updated by Athletic Communications after each roster change. (C) marks a team captain. Hometowns are in Wesconsin unless marked †. Majors are the student’s declared program of record in MyPorter, which, for first-years, is subject to change and frequently does.\n0 — Name: Casey Radtke; Pos.: F; Yr.: Fy.; Ht.: 6-7; Hometown: Kettle Grove †; Major: Mechanical Engineering\n1 — Name: Drew Beckstrom; Pos.: G; Yr.: Jr.; Ht.: 6-4; Hometown: Fallon Bluffs; Major: Psychology\n3 — Name: Quinn Lund; Pos.: F; Yr.: Jr.; Ht.: 6-5; Hometown: Porter Falls; Major: Accounting\n4 — Name: Nico Fuentes; Pos.: C; Yr.: Sr.; Ht.: 6-10; Hometown: Millbrook Corners; Major: Civil Engineering\n12 — Name: Aaron Boettcher; Pos.: G; Yr.: So.; Ht.: 6-4; Hometown: Lake City; Major: Finance\n14 — Name: Brady Halstead; Pos.: F; Yr.: So.; Ht.: 6-7; Hometown: Norvik; Major: Electrical Engineering\n20 — Name: Nhia Khang; Pos.: G; Yr.: So.; Ht.: 5-11; Hometown: Glenhaven †; Major: Manufacturing Engineering\n21 — Name: Beau Walczak; Pos.: G; Yr.: Jr.; Ht.: 6-3; Hometown: Copper Ferry; Major: Accounting\n23 — Name: Jace Rusch; Pos.: F; Yr.: Jr.; Ht.: 6-7; Hometown: Elk Prairie; Major: Civil Engineering\n32 — Name: Sawyer McCready; Pos.: G; Yr.: Sr.; Ht.: 6-4; Hometown: Glenhaven †; Major: Civil Engineering\n35 — Name: Dominic Toland; Pos.: C; Yr.: Fy.; Ht.: 6-10; Hometown: Halvard Springs; Major: Elementary Education\n43 — Name: Josiah Uecker; Pos.: G; Yr.: So.; Ht.: 5-11; Hometown: Stonecut; Major: Accounting\n51 — Name: Cameron Mabry; Pos.: F; Yr.: Jr.; Ht.: 6-6; Hometown: Cedar Bluff; Major: Data Science\n53 — Name: Seth Donnelly (C); Pos.: G; Yr.: Sr.; Ht.: 6-3; Hometown: Redgranite; Major: Technology Education\n54 — Name: Jalen Whitcomb (C); Pos.: F; Yr.: Sr.; Ht.: 6-6; Hometown: Lake City; Major: Mechanical Engineering\nCoaching and support staff\nCoaches’ offices are on the second floor of Ironclad Fieldhouse. Prospective student-athletes should email the head coach directly; there is no central recruiting office. Full contact details are in the athletics staff directory.\nAndre Lusk — Role: Head coach; At Porter: 6th season\nCorey Haldeman — Role: Associate head coach; At Porter: 6th season\nIsaac Brunsell — Role: Assistant coach (former Ironclad guard, 2019–23); At Porter: 2nd season\nRenee Stoltenberg — Role: Athletic trainer (head athletic trainer; basketball); At Porter: Sports medicine staff\nDarnell Ochs — Role: Director of Strength and Conditioning (all programs); At Porter: Department staff\nSimone Achterberg — Role: Academic Advisor in Athletics; At Porter: Department staff\nRoster notes\nClasses. Fifteen players: four seniors, five juniors, four sophomores and two first-years. Three starters return from the team that reached the conference semifinal and led the league in turnover margin.\nCaptains. Senior forward Jalen Whitcomb, a mechanical engineering major who also represents the team on the Student-Athlete Advisory Committee , and senior guard Seth Donnelly.\nMajors. Eleven of fifteen are in engineering or business programs. Team GPA last spring was 3.24.\nHeight. The tallest Ironclad is 6-10; the shortest is 5-11. The coaches note that the shortest player has drawn the most charges in each of the last two seasons.\nThe 1994 team. Porter’s only Sweet Sixteen squad is in the athletics hall of fame , and its banner hangs over the east basket where the current team shoots free throws in the second half.\nFollowing the team\nThe season opens Tuesday, November 10 against Merrimount College at Ironclad Fieldhouse ; every date is on the winter 2026–27 schedule . Conference home games are doubleheaders with the women’s team, women first. Students get in free with a Porter Card; public tickets are $8 for adults and $5 for youth and seniors ( tickets ). The student section is behind the west basket and does not sit down.\nAt a glance\nHead coach\nAndre Lusk, 6th season\nRoster size\n15 players\nCaptains\nJalen Whitcomb, Seth Donnelly\nConference\nWesconsin Collegiate Athletic Conference (NCAA Division III); Great Lakes Intercollegiate Conference from 2027–28\nWho to contact\nIronclad Men’s Basketball\nIronclad Fieldhouse, second floor (coaches’ offices)\nPhone\n(715) 555–0229\nEmail\nalusk@uwporterfalls.edu\nRelated resources\nMen’s Basketball team page\nWinter 2026–27 schedule\nAthletics staff directory\nAthletics tickets\nWomen’s basketball roster\nRecruiting visits and prospect camps" }, { "url": "roster-mens-cross-country.html", "title": "Men’s Cross Country Roster 2026–27", "description": "The 19 runners on the 2026–27 Ironclad men’s cross country roster, third at last year’s conference meet and chasing the Eau Pleine Loggers again.", "headings": [ "Men’s Cross Country Roster 2026–27", "On this page", "The 2026–27 roster", "Coaching and support staff", "Roster notes", "Following the team" ], "content": "Ironclad Athletics Men’s Cross Country Roster 2026–27\nThe 19 runners on the 2026–27 Ironclad men’s cross country roster, third at last year’s conference meet and chasing the Eau Pleine Loggers again.\nThe 2026–27 roster\nRosters are current as of October 9, 2026 and are updated by Athletic Communications after each roster change. (C) marks a team captain. Hometowns are in Wesconsin unless marked †. Majors are the student’s declared program of record in MyPorter, which, for first-years, is subject to change and frequently does. “Track events” shows each runner’s indoor and outdoor specialty for those also on the track & field roster.\nLiam Haas (C) — Yr.: Sr.; Track events: 5,000 m / 10,000 m; Hometown: Pinecrest Mills; Major: Civil Engineering\nJace Opsahl — Yr.: Sr.; Track events: Cross country only; Hometown: Cedar Bluff; Major: Applied Mathematics\nBen Ostrowski (C) — Yr.: Sr.; Track events: 5,000 m / 10,000 m; Hometown: Westvale; Major: Applied Mathematics\nChase Sobczak — Yr.: Sr.; Track events: Cross country only; Hometown: Tamarack Junction; Major: Cybersecurity\nGarrett Ahlquist — Yr.: Jr.; Track events: Cross country only; Hometown: Norvik; Major: Entrepreneurship\nEthan Meier — Yr.: Jr.; Track events: Cross country only; Hometown: Copper Ferry; Major: Manufacturing Engineering\nRaj Menon — Yr.: Jr.; Track events: 3,000 m / 5,000 m; Hometown: Lake City; Major: Computer Engineering\nGrant Ulrich — Yr.: Jr.; Track events: Cross country only; Hometown: Cedar Bluff; Major: Rehabilitation Services\nEmmett Duchow — Yr.: So.; Track events: 5,000 m / 10,000 m; Hometown: Lake City; Major: Technology Education\nTobias Engstrom — Yr.: So.; Track events: 1,500 m / 3,000 m; Hometown: Norvik; Major: Mechanical Engineering\nBeau Kroll — Yr.: So.; Track events: 3,000 m steeplechase; Hometown: Porter Falls; Major: Civil Engineering\nJosiah Nehls — Yr.: So.; Track events: Cross country only; Hometown: Glenhaven †; Major: Hospitality Management\nDeAndre Price — Yr.: So.; Track events: Cross country only; Hometown: Porter Falls; Major: Hospitality Management\nJosiah Bakke — Yr.: Fy.; Track events: Mile / 3,000 m; Hometown: Marten Lake; Major: Manufacturing Engineering\nZach Fahey — Yr.: Fy.; Track events: 5,000 m / 10,000 m; Hometown: Sorrel Lake †; Major: Civil Engineering\nWes Fairbanks — Yr.: Fy.; Track events: Mile / 3,000 m; Hometown: Fallon Bluffs; Major: Applied Mathematics\nNils Hutchins — Yr.: Fy.; Track events: Cross country only; Hometown: Tamarack Junction; Major: Mechanical Engineering\nMax Juneau — Yr.: Fy.; Track events: 3,000 m / 5,000 m; Hometown: Elk Prairie; Major: Electrical Engineering\nCal Moen — Yr.: Fy.; Track events: Cross country only; Hometown: Marten Lake; Major: Finance\nCoaching and support staff\nCoaches’ offices are on the second floor of Ironclad Fieldhouse. Prospective student-athletes should email the head coach directly; there is no central recruiting office. Full contact details are in the athletics staff directory.\nPete Odegaard — Role: Head coach, cross country and track & field; At Porter: 8th season\nAnna Grinde — Role: Assistant coach; distance; At Porter: 3rd season\nJordan Pelky — Role: Athletic trainer (soccer, cross country and track, baseball); At Porter: Sports medicine staff\nDarnell Ochs — Role: Director of Strength and Conditioning (all programs); At Porter: Department staff\nSimone Achterberg — Role: Academic Advisor in Athletics; At Porter: Department staff\nRoster notes\nCaptains. Seniors Ben Ostrowski, an applied mathematics major and the team’s SAAC representative, and Liam Haas.\nThe Logger problem. Eau Pleine won the men’s race at the Porter River Invitational for the third straight year; Porter’s top five there (Ostrowski, Raj Menon, Tobias Engstrom, Haas and first-year Wes Fairbanks) finished within 46.9 seconds of each other. The goal for October is under 40.\nMajors. Twelve of nineteen are engineering or applied mathematics majors.\nClasses. Four seniors, four juniors, five sophomores and six first-years. Ten also run for track & field .\nFollowing the team\nBoth teams race the Prairie Rapids Pre-Conference Open on October 24 and the WCAC Championships at Ashby Falls State on October 31; the NCAA Division III regional is November 14. Results are on the fall 2026 schedule . The home course behind Millwright Stadium is open to the public on non-meet days.\nAt a glance\nHead coach\nPete Odegaard, 8th season\nRoster size\n19 runners\nCaptains\nBen Ostrowski, Liam Haas\nConference\nWesconsin Collegiate Athletic Conference (NCAA Division III); Great Lakes Intercollegiate Conference from 2027–28\nWho to contact\nIronclad Men’s Cross Country\nIronclad Fieldhouse, second floor (coaches’ offices)\nPhone\n(715) 555–0247\nEmail\npodegaard@uwporterfalls.edu\nRelated resources\nMen’s Cross Country team page\nFall 2026 schedule & results\nAthletics staff directory\nAthletics tickets\nWomen’s cross country roster\nMen’s track & field roster\nRecruiting visits and prospect camps" }, { "url": "roster-mens-golf.html", "title": "Men’s Golf Roster 2026–27", "description": "The 10 golfers on the 2026–27 Ironclad men’s golf roster, fourth in the conference last season.", "headings": [ "Men’s Golf Roster 2026–27", "On this page", "The 2026–27 roster", "Coaching and support staff", "Roster notes", "Following the team" ], "content": "Ironclad Athletics Men’s Golf Roster 2026–27\nThe 10 golfers on the 2026–27 Ironclad men’s golf roster, fourth in the conference last season.\nThe 2026–27 roster\nRosters are current as of October 9, 2026 and are updated by Athletic Communications after each roster change. (C) marks a team captain. Hometowns are in Wesconsin unless marked †. Majors are the student’s declared program of record in MyPorter, which, for first-years, is subject to change and frequently does.\nEaston Brueggen (C) — Yr.: Sr.; Hometown: Redgranite; Major: Culinary Arts\nCarter Engebretson — Yr.: Sr.; Hometown: Porter Falls; Major: Accounting\nTomas Herrera — Yr.: Sr.; Hometown: Halvard Springs; Major: Rehabilitation Services\nOliver Niemi — Yr.: Jr.; Hometown: Millbrook Corners; Major: Hospitality Management\nJulian Pieper — Yr.: Jr.; Hometown: Norvik; Major: Plastics Engineering\nMax Lehrke — Yr.: So.; Hometown: Ashgrove; Major: Finance\nHenry Paulsen — Yr.: So.; Hometown: Marten Lake; Major: Hospitality Management\nCooper Pelletier — Yr.: So.; Hometown: Westvale; Major: Business Administration\nSilas Dahlberg — Yr.: Fy.; Hometown: Millbrook Corners; Major: Business Administration\nTristan Weber — Yr.: Fy.; Hometown: Kettle Grove †; Major: Sport Management\nCoaching and support staff\nGolf practice and coaching happen at the Porter Falls Municipal Course; leave messages for the coach at the Fieldhouse number. Full contact details are in the athletics staff directory.\nGary Lindahl — Role: Head coach, men’s and women’s golf (part time; teaching professional, Porter Falls Municipal Course); At Porter: Part time\nDoug Prahl — Role: Volunteer assistant; At Porter: 2nd season\nMai Xiong — Role: Athletic trainer (volleyball, softball, golf); At Porter: Sports medicine staff\nDarnell Ochs — Role: Director of Strength and Conditioning (all programs); At Porter: Department staff\nSimone Achterberg — Role: Academic Advisor in Athletics; At Porter: Department staff\nRoster notes\nCaptain. Senior Easton Brueggen, who was medalist at two fall invitationals as a junior.\nTransfers. Carter Engebretson, Tomas Herrera and Oliver Niemi came to Porter from two-year college programs; their credits transferred under the transfer agreements and their handicaps transferred on their own.\nSAAC. Sophomore Henry Paulsen, a hospitality management major, represents the team.\nWinter. From November to March the team practices in the indoor hitting bay in the Fieldhouse auxiliary gym and putts on a carpet that is, by unanimous report, faster than any green in the conference.\nFollowing the team\nThe fall segment ended in early October; the spring segment runs April through May, and that schedule posts in January (see the winter schedule page ). Home events are at the Porter Falls Municipal Course, a ten-minute shuttle from campus; spectators walk free and are asked to stay off the greens.\nAt a glance\nHead coach\nGary Lindahl (part time)\nRoster size\n10 golfers\nCaptains\nEaston Brueggen\nConference\nWesconsin Collegiate Athletic Conference (NCAA Division III); Great Lakes Intercollegiate Conference from 2027–28\nWho to contact\nIronclad Men’s Golf\nIronclad Fieldhouse, second floor (coaches’ offices)\nPhone\n(715) 555–0251\nEmail\nglindahl@uwporterfalls.edu\nRelated resources\nMen’s Golf team page\nWinter 2026–27 schedule\nAthletics staff directory\nAthletics tickets\nWomen’s golf roster\nRecruiting visits and prospect camps" }, { "url": "roster-mens-soccer.html", "title": "Men’s Soccer Roster 2026–27", "description": "The 2026–27 Ironclad men’s soccer roster: 26 players, seven of them international students, from a program that has made the conference tournament six years running.", "headings": [ "Men’s Soccer Roster 2026–27", "On this page", "The 2026–27 roster", "Coaching and support staff", "Roster notes", "Following the team" ], "content": "Ironclad Athletics Men’s Soccer Roster 2026–27\nThe 2026–27 Ironclad men’s soccer roster: 26 players, seven of them international students, from a program that has made the conference tournament six years running.\nThe 2026–27 roster\nRosters are current as of October 9, 2026 and are updated by Athletic Communications after each roster change. (C) marks a team captain. Hometowns are in Wesconsin unless marked †. Majors are the student’s declared program of record in MyPorter, which, for first-years, is subject to change and frequently does. International students are listed by home country.\n0 — Name: DeAndre Brooks; Pos.: GK; Yr.: Fy.; Ht.: 6-4; Hometown: Millbrook Corners; Major: Business Administration\n1 — Name: Sindre Haugstad (C); Pos.: GK; Yr.: Sr.; Ht.: 6-3; Hometown: Norway; Major: Mechanical Engineering\n3 — Name: Bryce Lange; Pos.: D; Yr.: Sr.; Ht.: 5-10; Hometown: Cedar Bluff; Major: Aviation Management\n4 — Name: Quinn Dobberstein; Pos.: MF; Yr.: Sr.; Ht.: 5-11; Hometown: Copper Ferry; Major: Marketing & Digital Communication\n6 — Name: Callum Pritchard; Pos.: MF; Yr.: Sr.; Ht.: 5-9; Hometown: England; Major: Finance\n7 — Name: Rafael Navarro; Pos.: MF; Yr.: Fy.; Ht.: 5-8; Hometown: Cedar Bluff; Major: Mechanical Engineering\n8 — Name: Ian Heller; Pos.: F; Yr.: So.; Ht.: 5-11; Hometown: Norvik; Major: Plastics Engineering\n9 — Name: Beau Lukasik; Pos.: D; Yr.: Jr.; Ht.: 5-11; Hometown: Sorrel Lake †; Major: Construction Management\n10 — Name: Drew Gerber; Pos.: D; Yr.: Fy.; Ht.: 6-1; Hometown: Norvik; Major: Supply Chain Management\n12 — Name: Brady Haag; Pos.: D; Yr.: Fy.; Ht.: 5-10; Hometown: Lake City; Major: Culinary Arts\n14 — Name: Malik Simmons; Pos.: MF; Yr.: Jr.; Ht.: 5-7; Hometown: Ashgrove; Major: Aviation Management\n15 — Name: Oliver Norby; Pos.: F; Yr.: Jr.; Ht.: 5-10; Hometown: Fallon Bluffs; Major: Communication Studies\n16 — Name: Gunnar Kiefer; Pos.: D; Yr.: Fy.; Ht.: 5-10; Hometown: Elk Prairie; Major: Graphic Design\n17 — Name: Casey Karlsen; Pos.: MF; Yr.: Fy.; Ht.: 6-0; Hometown: Kettle Grove †; Major: Supply Chain Management\n18 — Name: Malik Haywood; Pos.: F; Yr.: So.; Ht.: 5-9; Hometown: Porter Falls; Major: Data Science\n19 — Name: Henrik Bjork; Pos.: F; Yr.: Jr.; Ht.: 5-11; Hometown: Cedar Bluff; Major: Special Education\n21 — Name: Emeka Adebayo (C); Pos.: D; Yr.: Jr.; Ht.: 6-1; Hometown: Nigeria; Major: Supply Chain Management\n22 — Name: Kwabena Owusu-Ansah; Pos.: F; Yr.: So.; Ht.: 5-10; Hometown: Ghana; Major: Computer Science\n23 — Name: Thiago Bastos; Pos.: F; Yr.: So.; Ht.: 5-8; Hometown: Brazil; Major: Packaging Technology\n24 — Name: Myles Pettaway; Pos.: D; Yr.: So.; Ht.: 5-10; Hometown: Redgranite; Major: Entrepreneurship\n25 — Name: Jake Donnelly; Pos.: MF; Yr.: So.; Ht.: 5-10; Hometown: Ashgrove; Major: Applied Mathematics\n26 — Name: Jonas Brettschneider; Pos.: MF; Yr.: Jr.; Ht.: 5-11; Hometown: Germany; Major: Manufacturing Engineering\n27 — Name: Isaac Ellison; Pos.: D; Yr.: So.; Ht.: 5-11; Hometown: Millbrook Corners; Major: Data Science\n28 — Name: Diego Arreola; Pos.: MF; Yr.: Fy.; Ht.: 5-8; Hometown: Mexico; Major: Supply Chain Management\n29 — Name: Casey Janke; Pos.: MF; Yr.: Fy.; Ht.: 5-9; Hometown: Millbrook Corners; Major: Business Administration\n31 — Name: Derek Biermann; Pos.: GK; Yr.: Sr.; Ht.: 6-4; Hometown: Ashgrove; Major: Computer Science\nCoaching and support staff\nCoaches’ offices are on the second floor of Ironclad Fieldhouse. Prospective student-athletes should email the head coach directly; there is no central recruiting office. Full contact details are in the athletics staff directory.\nTomas Erlandsen — Role: Head coach; At Porter: 7th season\nRuben Salgado — Role: Assistant coach; At Porter: 5th season\nNils Aarestad — Role: Goalkeeper coach (part time); At Porter: 4th season\nJordan Pelky — Role: Athletic trainer (soccer, cross country and track, baseball); At Porter: Sports medicine staff\nDarnell Ochs — Role: Director of Strength and Conditioning (all programs); At Porter: Department staff\nSimone Achterberg — Role: Academic Advisor in Athletics; At Porter: Department staff\nRoster notes\nCaptains. Junior defender Emeka Adebayo, a supply chain management major and the team’s SAAC representative, and senior goalkeeper Sindre Haugstad, who saved two penalties in last season’s semifinal shootout.\nInternational. Seven of 26 players are international students, about a quarter of the roster, from Nigeria, Norway, Germany, Ghana, England, Brazil and Mexico. International student services handles their visas; the coaches handle the first Wesconsin November.\nClasses. Five seniors, six juniors, seven sophomores and eight first-years. Team GPA last spring was 3.29.\nThrough October 8. 5–2–2 (3–1–1 WCAC), including a 2–1 win at Granite Ridge on the same afternoon the women came back from two down there.\nService. Every player coaches at least one Saturday a month in the Porter Falls youth league the program has partnered with since 2017.\nFollowing the team\nThe remaining conference matches and the November 3 tournament quarterfinal are on the fall 2026 schedule . The Millrace Week match against Chippewa Valley State is Sunday, October 18 at 3:30 p.m. at Millwright Stadium , after the women’s game. Students get in free with a Porter Card ( tickets ).\nAt a glance\nHead coach\nTomas Erlandsen, 7th season\nRoster size\n26 players\nCaptains\nEmeka Adebayo, Sindre Haugstad\nConference\nWesconsin Collegiate Athletic Conference (NCAA Division III); Great Lakes Intercollegiate Conference from 2027–28\nWho to contact\nIronclad Men’s Soccer\nIronclad Fieldhouse, second floor (coaches’ offices)\nPhone\n(715) 555–0224\nEmail\nterlandsen@uwporterfalls.edu\nRelated resources\nMen’s Soccer team page\nFall 2026 schedule & results\nAthletics staff directory\nAthletics tickets\nWomen’s soccer roster\nRecruiting visits and prospect camps" }, { "url": "roster-mens-track-and-field.html", "title": "Men’s Track & Field Roster 2026–27", "description": "All 40 athletes on the 2026–27 Ironclad men’s track & field roster, grouped by event.", "headings": [ "Men’s Track & Field Roster 2026–27", "On this page", "The 2026–27 roster", "Coaching and support staff", "Roster notes", "Following the team" ], "content": "Ironclad Athletics Men’s Track & Field Roster 2026–27\nAll 40 athletes on the 2026–27 Ironclad men’s track & field roster, grouped by event.\nThe 2026–27 roster\nRosters are current as of October 9, 2026 and are updated by Athletic Communications after each roster change. (C) marks a team captain. Hometowns are in Wesconsin unless marked †. Majors are the student’s declared program of record in MyPorter, which, for first-years, is subject to change and frequently does.\nKyle Brekhus — Event: Sprints (60 m / 200 m); Yr.: Jr.; Hometown: Halvard Springs; Major: Construction Management\nBrandon Eckert — Event: Sprints (60 m / 200 m); Yr.: Jr.; Hometown: Lake City; Major: Environmental Science\nEmmett Fjeld — Event: Sprints (60 m / 200 m); Yr.: Fy.; Hometown: Redgranite; Major: Environmental Science\nJonah Friske — Event: Sprints (60 m / 200 m); Yr.: Sr.; Hometown: Fallon Bluffs; Major: Cybersecurity\nDarius Kellerman (C) — Event: Sprints (200 m / 400 m); Yr.: Jr.; Hometown: Lake City; Major: Electrical Engineering\nBrady Nygaard — Event: Sprints (200 m / 400 m); Yr.: Sr.; Hometown: Norvik; Major: Mechanical Engineering\nEaston Rademacher — Event: Sprints (200 m / 400 m); Yr.: So.; Hometown: Fallon Bluffs; Major: Mechanical Engineering\nLandon Thiel — Event: Sprints (60 m / 200 m); Yr.: Sr.; Hometown: Stonecut; Major: Engineering Technology\nSawyer Tvedt — Event: Sprints (200 m / 400 m); Yr.: So.; Hometown: Tamarack Junction; Major: Electrical Engineering\nSeth Hutchins — Event: Hurdles (60 m H); Yr.: Fy.; Hometown: Lake City; Major: Technology Education\nBrady Plautz — Event: Hurdles (60 m H); Yr.: Jr.; Hometown: Ashgrove; Major: Sport Management\nLogan Wenzel — Event: Hurdles (60 m H); Yr.: So.; Hometown: Ashgrove; Major: Rehabilitation Services\nJace Brekke — Event: 800 m; Yr.: Jr.; Hometown: Cedar Bluff; Major: Sport Management\nTrevor Mattson — Event: 400 m / 800 m; Yr.: Jr.; Hometown: Porter Falls; Major: Aviation Management\nCarson Salo — Event: 800 m; Yr.: Jr.; Hometown: Harlan Ridge †; Major: Criminal Justice\nMax Strand — Event: 400 m / 800 m; Yr.: Fy.; Hometown: Lake City; Major: Economics\nJosiah Bakke — Event: Mile / 3,000 m; Yr.: Fy.; Hometown: Marten Lake; Major: Manufacturing Engineering\nEmmett Duchow — Event: 5,000 m / 10,000 m; Yr.: So.; Hometown: Lake City; Major: Technology Education\nTobias Engstrom — Event: 1,500 m / 3,000 m; Yr.: So.; Hometown: Norvik; Major: Mechanical Engineering\nZach Fahey — Event: 5,000 m / 10,000 m; Yr.: Fy.; Hometown: Sorrel Lake †; Major: Civil Engineering\nWes Fairbanks — Event: Mile / 3,000 m; Yr.: Fy.; Hometown: Fallon Bluffs; Major: Applied Mathematics\nElias Fjelstad (C) — Event: 3,000 m steeplechase; Yr.: Sr.; Hometown: Stonecut; Major: Electrical Engineering\nLiam Haas — Event: 5,000 m / 10,000 m; Yr.: Sr.; Hometown: Pinecrest Mills; Major: Civil Engineering\nMax Juneau — Event: 3,000 m / 5,000 m; Yr.: Fy.; Hometown: Elk Prairie; Major: Electrical Engineering\nBeau Kroll — Event: 3,000 m steeplechase; Yr.: So.; Hometown: Porter Falls; Major: Civil Engineering\nRaj Menon — Event: 3,000 m / 5,000 m; Yr.: Jr.; Hometown: Lake City; Major: Computer Engineering\nBen Ostrowski — Event: 5,000 m / 10,000 m; Yr.: Sr.; Hometown: Westvale; Major: Applied Mathematics\nJace Aasen — Event: Triple jump; Yr.: So.; Hometown: Cedar Bluff; Major: Communication Studies\nQuentin Mabry — Event: Triple jump; Yr.: Fy.; Hometown: Ashgrove; Major: Social Work\nCasey Rosholt — Event: High jump; Yr.: So.; Hometown: Norvik; Major: Mechanical Engineering\nKhalil Sowell — Event: High jump; Yr.: Fy.; Hometown: Norvik; Major: Civil Engineering\nEaston Sundby — Event: Triple jump; Yr.: Sr.; Hometown: Porter Falls; Major: Apparel Design\nJace Hegge — Event: Pole vault; Yr.: So.; Hometown: Lake City; Major: Health Information Management\nHayden Ritter — Event: Pole vault; Yr.: So.; Hometown: Larkin Prairie †; Major: Computer Engineering\nMason Lockwood — Event: Shot put; Yr.: Jr.; Hometown: Glenhaven †; Major: Mechanical Engineering\nRiley Marchetti — Event: Shot put; Yr.: Fy.; Hometown: Ashgrove; Major: Computer Engineering\nTy Moen — Event: Weight throw; Yr.: Sr.; Hometown: Lake City; Major: Electrical Engineering\nConnor Myhre — Event: Shot put; Yr.: Jr.; Hometown: Lake City; Major: Manufacturing Engineering\nKyle Wolff — Event: Weight throw; Yr.: Fy.; Hometown: Ashgrove; Major: Computer Engineering\nJonah Ulrich — Event: Heptathlon (indoor) / decathlon; Yr.: Fy.; Hometown: Elk Prairie; Major: Mechanical Engineering\nCoaching and support staff\nCoaches’ offices are on the second floor of Ironclad Fieldhouse. Prospective student-athletes should email the head coach directly; there is no central recruiting office. Full contact details are in the athletics staff directory.\nPete Odegaard — Role: Head coach; distance; At Porter: 8th season\nDeShawn Pryor — Role: Event coach; sprints, hurdles and jumps; At Porter: Event coach\nLena Haugland — Role: Event coach; throws; At Porter: Event coach\nAnna Grinde — Role: Assistant coach; distance; At Porter: 3rd season\nJordan Pelky — Role: Athletic trainer (soccer, cross country and track, baseball); At Porter: Sports medicine staff\nDarnell Ochs — Role: Director of Strength and Conditioning (all programs); At Porter: Department staff\nSimone Achterberg — Role: Academic Advisor in Athletics; At Porter: Department staff\nRoster notes\nCaptains. Senior Elias Fjelstad, the defending conference steeplechase champion, and junior sprinter Darius Kellerman, an electrical engineering major and SAAC representative who qualified for regionals in the 200 meters last spring.\nOverlap with cross country. Ten distance runners are also on the cross country roster , and they get two weeks off after the regional before indoor training starts.\nPole vault. Hayden Ritter (So.) holds the school record set last spring. Indoors he vaults only at away meets; the Fieldhouse ceiling trusses are at 24 feet, which the facilities staff considers close enough.\nClasses. Eight seniors, ten juniors, ten sophomores and twelve first-years. Practice is split into a 6:30 a.m. and a 3:30 p.m. group so that lab sections never conflict.\nFollowing the team\nThe indoor season runs December through February; the two home meets are on the main floor of Ironclad Fieldhouse , which has a 60-meter straightaway but no oval, so distance races happen on the road. Dates are on the winter 2026–27 schedule ; the outdoor season at Millwright Stadium posts in January.\nAt a glance\nHead coach\nPete Odegaard, 8th season (with event coaches)\nRoster size\n40 athletes\nCaptains\nElias Fjelstad, Darius Kellerman\nConference\nWesconsin Collegiate Athletic Conference (NCAA Division III); Great Lakes Intercollegiate Conference from 2027–28\nWho to contact\nIronclad Men’s Track & Field\nIronclad Fieldhouse, second floor (coaches’ offices)\nPhone\n(715) 555–0247\nEmail\npodegaard@uwporterfalls.edu\nRelated resources\nMen’s Track & Field team page\nWinter 2026–27 schedule\nAthletics staff directory\nAthletics tickets\nWomen’s track & field roster\nMen’s cross country roster\nRecruiting visits and prospect camps" }, { "url": "roster-softball.html", "title": "Softball Roster 2026–27", "description": "The 18-player 2026–27 Ironclad softball roster, back from a 29–13 season that ended in extra innings of the conference final.", "headings": [ "Softball Roster 2026–27", "On this page", "The 2026–27 roster", "Coaching and support staff", "Roster notes", "Following the team" ], "content": "Ironclad Athletics Softball Roster 2026–27\nThe 18-player 2026–27 Ironclad softball roster, back from a 29–13 season that ended in extra innings of the conference final.\nThe 2026–27 roster\nRosters are current as of October 9, 2026 and are updated by Athletic Communications after each roster change. (C) marks a team captain. Hometowns are in Wesconsin unless marked †. Majors are the student’s declared program of record in MyPorter, which, for first-years, is subject to change and frequently does.\n1 — Name: Gracie Thielen; Pos.: INF; Yr.: Jr.; Ht.: 5-4; Hometown: Millbrook Corners; Major: Dietetics\n6 — Name: Zoe Ellison; Pos.: OF; Yr.: So.; Ht.: 5-7; Hometown: Halvard Springs; Major: Rehabilitation Services\n10 — Name: Aubrey Lindgren; Pos.: OF; Yr.: Jr.; Ht.: 5-3; Hometown: Halvard Springs; Major: Nursing\n12 — Name: Jasmine Sowell; Pos.: P; Yr.: So.; Ht.: 5-7; Hometown: Cedar Bluff; Major: Economics\n13 — Name: Alexis Novak; Pos.: INF; Yr.: Fy.; Ht.: 5-3; Hometown: Ashgrove; Major: Manufacturing Engineering\n14 — Name: Adriana Medina; Pos.: UT; Yr.: So.; Ht.: 5-7; Hometown: Pinecrest Mills; Major: Nursing\n15 — Name: Paola Navarro; Pos.: INF; Yr.: Fy.; Ht.: 5-3; Hometown: Elk Prairie; Major: Plastics Engineering\n16 — Name: Tessa Hinz; Pos.: P; Yr.: Sr.; Ht.: 5-8; Hometown: Pinecrest Mills; Major: Social Work\n21 — Name: Allie Klug; Pos.: C; Yr.: Sr.; Ht.: 5-7; Hometown: Harlan Ridge †; Major: Industrial Design\n24 — Name: Madison Sorlie; Pos.: C; Yr.: So.; Ht.: 5-5; Hometown: Copper Ferry; Major: Environmental Science\n25 — Name: Kenzie Albrecht (C); Pos.: P; Yr.: Sr.; Ht.: 5-10; Hometown: Tamarack Junction; Major: Dietetics\n26 — Name: Sadie Uecker; Pos.: INF; Yr.: Jr.; Ht.: 5-5; Hometown: Marten Lake; Major: Biology\n30 — Name: Ingrid Ostlund; Pos.: INF; Yr.: Jr.; Ht.: 5-8; Hometown: Stonecut; Major: Nursing\n33 — Name: Kiara Hayes; Pos.: OF; Yr.: Jr.; Ht.: 5-4; Hometown: Millbrook Corners; Major: Manufacturing Engineering\n37 — Name: Delaney Duchow; Pos.: INF; Yr.: Fy.; Ht.: 5-4; Hometown: Harlan Ridge †; Major: Dietetics\n40 — Name: Mara Carlstrom; Pos.: P; Yr.: Fy.; Ht.: 5-7; Hometown: Millbrook Corners; Major: Psychology\n41 — Name: Harper Gaulke; Pos.: OF; Yr.: Fy.; Ht.: 5-5; Hometown: Pinecrest Mills; Major: Recreation Management\n43 — Name: Morgan Hessel (C); Pos.: OF; Yr.: Sr.; Ht.: 5-6; Hometown: Porter Falls; Major: Kinesiology\nCoaching and support staff\nCoaches’ offices are on the second floor of Ironclad Fieldhouse. Prospective student-athletes should email the head coach directly; there is no central recruiting office. Full contact details are in the athletics staff directory.\nCarla Mendenhall — Role: Head coach (winningest coach in program history); At Porter: 9th season\nShelby Kruschke — Role: Assistant coach; pitchers and catchers; At Porter: 4th season\nAmy Lettau — Role: Assistant coach; hitting; At Porter: 2nd season\nMai Xiong — Role: Athletic trainer (volleyball, softball, golf); At Porter: Sports medicine staff\nDarnell Ochs — Role: Director of Strength and Conditioning (all programs); At Porter: Department staff\nSimone Achterberg — Role: Academic Advisor in Athletics; At Porter: Department staff\nRoster notes\nThe ace. Senior Kenzie Albrecht (1.84 ERA, 171 strikeouts, first-team all-conference) threw four of the staff’s six shutouts last spring.\nThe bunt. Junior Gracie Thielen’s two-out bunt single won the conference semifinal at Red Cedar Diamond ( story ). She has been asked to sign three bunts since.\nCaptains. Albrecht and senior outfielder Morgan Hessel, a kinesiology major and the team’s SAAC representative.\nClasses and majors. Four seniors, five juniors, four sophomores and five first-years; four seniors graduated in May. Four players major in kinesiology or dietetics. Team GPA was 3.38, and eight players made the all-academic list.\nFollowing the team\nThe spring 2027 schedule is posted in January; until then, the winter schedule page says when. Home games are at Red Cedar Diamond on the North Campus riverside fields, next to baseball’s Dunmore Field. The fall-ball showcase doubles as a recruiting event; prospects should read about recruiting visits first.\nAt a glance\nHead coach\nCarla Mendenhall, 9th season\nRoster size\n18 players\nCaptains\nKenzie Albrecht, Morgan Hessel\nConference\nWesconsin Collegiate Athletic Conference (NCAA Division III); Great Lakes Intercollegiate Conference from 2027–28\nWho to contact\nIronclad Softball\nIronclad Fieldhouse, second floor (coaches’ offices)\nPhone\n(715) 555–0249\nEmail\ncmendenhall@uwporterfalls.edu\nRelated resources\nSoftball team page\nWinter 2026–27 schedule\nAthletics staff directory\nAthletics tickets\nBaseball roster\nRecruiting visits and prospect camps" }, { "url": "roster-volleyball.html", "title": "Volleyball Roster 2026–27", "description": "The 16 players on the 2026–27 Ironclad volleyball roster, picked fourth in the preseason poll and 10–1 through October 8.", "headings": [ "Volleyball Roster 2026–27", "On this page", "The 2026–27 roster", "Coaching and support staff", "Roster notes", "Following the team" ], "content": "Ironclad Athletics Volleyball Roster 2026–27\nThe 16 players on the 2026–27 Ironclad volleyball roster, picked fourth in the preseason poll and 10–1 through October 8.\nThe 2026–27 roster\nRosters are current as of October 9, 2026 and are updated by Athletic Communications after each roster change. (C) marks a team captain. Hometowns are in Wesconsin unless marked †. Majors are the student’s declared program of record in MyPorter, which, for first-years, is subject to change and frequently does.\n1 — Name: Gabby Czajka; Pos.: DS; Yr.: So.; Ht.: 5-5; Hometown: Ashgrove; Major: Hospitality Management\n2 — Name: Cassidy Paape; Pos.: MB; Yr.: So.; Ht.: 6-1; Hometown: Stonecut; Major: Software Engineering\n3 — Name: Kia Yang; Pos.: MB; Yr.: Sr.; Ht.: 6-1; Hometown: Larkin Prairie †; Major: Culinary Arts\n6 — Name: Leah Tesch (C); Pos.: OH; Yr.: Jr.; Ht.: 5-11; Hometown: Stonecut; Major: Computer Science\n8 — Name: Sofia Lindbeck; Pos.: L; Yr.: Jr.; Ht.: 5-5; Hometown: Porter Falls; Major: Business Administration\n9 — Name: Megan Kowalczyk; Pos.: OPP; Yr.: Fy.; Ht.: 5-11; Hometown: Ashgrove; Major: Information Technology\n10 — Name: Macy Peck; Pos.: MB; Yr.: So.; Ht.: 6-0; Hometown: Redgranite; Major: Software Engineering\n13 — Name: Brynn Stangl; Pos.: DS; Yr.: Sr.; Ht.: 5-6; Hometown: Norvik; Major: Apparel Design\n15 — Name: Sydney Westphal; Pos.: OPP; Yr.: Fy.; Ht.: 6-0; Hometown: Tamarack Junction; Major: Business Administration\n18 — Name: Ava Rindfleisch; Pos.: MB; Yr.: So.; Ht.: 6-2; Hometown: Marten Lake; Major: Graphic Design\n20 — Name: Allie Juneau; Pos.: OH; Yr.: Jr.; Ht.: 6-1; Hometown: Cedar Bluff; Major: Interior Design\n21 — Name: Kenna Boettcher; Pos.: OH; Yr.: Jr.; Ht.: 5-10; Hometown: Porter Falls; Major: Electrical Engineering\n22 — Name: Brianna Kvale (C); Pos.: S; Yr.: Sr.; Ht.: 5-9; Hometown: Fallon Bluffs; Major: Industrial Engineering\n23 — Name: Mara Hovland; Pos.: S; Yr.: Fy.; Ht.: 5-8; Hometown: Redgranite; Major: Software Engineering\n24 — Name: Ellie Mrozek; Pos.: OH; Yr.: Fy.; Ht.: 5-10; Hometown: Stonecut; Major: Industrial Design\n25 — Name: Marisol Garza; Pos.: OH; Yr.: So.; Ht.: 6-0; Hometown: Glenhaven †; Major: Software Engineering\nCoaching and support staff\nCoaches’ offices are on the second floor of Ironclad Fieldhouse. Prospective student-athletes should email the head coach directly; there is no central recruiting office. Full contact details are in the athletics staff directory.\nJenna Marquardt — Role: Head coach; At Porter: 6th season\nTara Bechtold — Role: Assistant coach; setters and serve-receive; At Porter: 3rd season\nKristin Usher — Role: Volunteer assistant; blocking; At Porter: 2nd season\nMai Xiong — Role: Athletic trainer (volleyball, softball, golf); At Porter: Sports medicine staff\nDarnell Ochs — Role: Director of Strength and Conditioning (all programs); At Porter: Department staff\nSimone Achterberg — Role: Academic Advisor in Athletics; At Porter: Department staff\nRoster notes\nCaptains. Senior setter Brianna Kvale, who is fifth on the program’s career assists list and president of the Student-Athlete Advisory Committee , and junior outside hitter Leah Tesch.\nThe Ashby Falls match. Tesch had 19 kills, eight of them after moving to the right side, and sophomore middle Ava Rindfleisch had seven blocks in the five-set comeback on September 26 ( recap ). Junior libero Sofia Lindbeck had 24 digs.\nReplacing a record. Last season’s senior middle blocker graduated second on the all-time blocks list; four middles are on this roster, and the coaches have not settled on a starter opposite Rindfleisch.\nClasses and majors. Three seniors, four juniors, five sophomores and four first-years. Thirteen of sixteen are in computing, business or design programs. Team GPA was 3.40.\nSummer camp. The players run the June camp for regional high schoolers; dates are on the youth sports camps page.\nFollowing the team\nResults and remaining matches are on the fall 2026 schedule . The Millrace Week match against Tamarack State is Tuesday, October 13 at 7:00 p.m., and Senior Night is October 28 against Northern Wesconsin Tech, both at Ironclad Fieldhouse . The WCAC tournament is November 5–7 at the top seed. Students get in free with a Porter Card ( tickets ).\nAt a glance\nHead coach\nJenna Marquardt, 6th season\nRoster size\n16 players\nCaptains\nBrianna Kvale, Leah Tesch\nConference\nWesconsin Collegiate Athletic Conference (NCAA Division III); Great Lakes Intercollegiate Conference from 2027–28\nWho to contact\nIronclad Volleyball\nIronclad Fieldhouse, second floor (coaches’ offices)\nPhone\n(715) 555–0228\nEmail\njmarquardt@uwporterfalls.edu\nRelated resources\nVolleyball team page\nFall 2026 schedule & results\nAthletics staff directory\nAthletics tickets\nRecruiting visits and prospect camps" }, { "url": "roster-womens-basketball.html", "title": "Women’s Basketball Roster 2026–27", "description": "The 2026–27 Ironclad women’s basketball roster: a share of last season’s conference title, the entire starting five back, and five health-sciences majors working around clinical rotations.", "headings": [ "Women’s Basketball Roster 2026–27", "On this page", "The 2026–27 roster", "Coaching and support staff", "Roster notes", "Following the team" ], "content": "Ironclad Athletics Women’s Basketball Roster 2026–27\nThe 2026–27 Ironclad women’s basketball roster: a share of last season’s conference title, the entire starting five back, and five health-sciences majors working around clinical rotations.\nThe 2026–27 roster\nRosters are current as of October 9, 2026 and are updated by Athletic Communications after each roster change. (C) marks a team captain. Hometowns are in Wesconsin unless marked †. Majors are the student’s declared program of record in MyPorter, which, for first-years, is subject to change and frequently does.\n10 — Name: Caitlin Czajka; Pos.: C; Yr.: Fy.; Ht.: 6-2; Hometown: Norvik; Major: Marketing & Digital Communication\n11 — Name: Alyssa Arndt; Pos.: G; Yr.: So.; Ht.: 5-10; Hometown: Glenhaven †; Major: Accounting\n13 — Name: Kaitlyn Marchetti; Pos.: F; Yr.: Fy.; Ht.: 6-0; Hometown: Glenhaven †; Major: Nursing\n14 — Name: Lucy Quam; Pos.: C; Yr.: Jr.; Ht.: 6-3; Hometown: Fallon Bluffs; Major: Elementary Education\n21 — Name: Brianne Greene; Pos.: G; Yr.: Jr.; Ht.: 5-6; Hometown: Ashgrove; Major: Business Administration\n30 — Name: Rylee Lamers; Pos.: F; Yr.: Sr.; Ht.: 6-0; Hometown: Westvale; Major: Rehabilitation Services\n32 — Name: Rachel Ostby (C); Pos.: F; Yr.: Jr.; Ht.: 6-0; Hometown: Pinecrest Mills; Major: Nursing\n34 — Name: Maren Sletten (C); Pos.: G; Yr.: Sr.; Ht.: 5-7; Hometown: Cedar Bluff; Major: Nursing\n35 — Name: Emery Hoeft; Pos.: F; Yr.: So.; Ht.: 5-11; Hometown: Ashgrove; Major: Finance\n41 — Name: Chloe Oberbeck; Pos.: G; Yr.: Sr.; Ht.: 5-10; Hometown: Redgranite; Major: Psychology\n42 — Name: Faith Peck; Pos.: G; Yr.: So.; Ht.: 5-9; Hometown: Millbrook Corners; Major: Graphic Design\n43 — Name: Yer Yang; Pos.: G; Yr.: So.; Ht.: 5-10; Hometown: Westvale; Major: Mechanical Engineering\n53 — Name: Allie Jeske; Pos.: F; Yr.: Sr.; Ht.: 5-11; Hometown: Lake City; Major: Special Education\n55 — Name: Alexis Skemp; Pos.: G; Yr.: Fy.; Ht.: 5-9; Hometown: Halvard Springs; Major: Health Information Management\nCoaching and support staff\nCoaches’ offices are on the second floor of Ironclad Fieldhouse. Prospective student-athletes should email the head coach directly; there is no central recruiting office. Full contact details are in the athletics staff directory.\nHannah Severson — Role: Head coach; At Porter: 4th season\nMegan Kortbein — Role: Assistant coach; defense and scouting; At Porter: 4th season\nTasha Rheingans — Role: Assistant coach; guards; At Porter: 1st season\nRenee Stoltenberg — Role: Athletic trainer (head athletic trainer; basketball); At Porter: Sports medicine staff\nDarnell Ochs — Role: Director of Strength and Conditioning (all programs); At Porter: Department staff\nSimone Achterberg — Role: Academic Advisor in Athletics; At Porter: Department staff\nRoster notes\nEveryone is back. Last season’s starting five — Maren Sletten, Rachel Ostby, Lucy Quam, Rylee Lamers and Emery Hoeft — all return from the 21–6 team that won a share of the WCAC title , the program’s first since 2014.\nThe record. Senior guard Maren Sletten, a nursing major from Cedar Bluff, set the single-season assist record (152) last February. She has 61 fewer career assists than the all-time leader; the staff has stopped pretending it isn’t counting.\nClinical schedules. Five players are in nursing or health-sciences programs. Practice moves to 6 a.m. on the two weekdays when most of them have rotations at the simulation hospital in the Health Sciences Center.\nClasses. Four seniors, three juniors, four sophomores and three first-years. Team GPA in the fall was 3.41, the highest of any Ironclad team that semester.\nCaptains. Sletten and junior forward Rachel Ostby, the team’s representative on the Student-Athlete Advisory Committee .\nFollowing the team\nThe 2025–26 co-championship banner goes up before the home opener against St. Brendan College on Wednesday, November 11 at 7:00 p.m.; arrive early, because the ceremony starts at 6:40 and the lift operator does not wait. The full slate is on the winter 2026–27 schedule . Students get in free with a Porter Card; public tickets are on the tickets page .\nAt a glance\nHead coach\nHannah Severson, 4th season\nRoster size\n14 players\nCaptains\nMaren Sletten, Rachel Ostby\nConference\nWesconsin Collegiate Athletic Conference (NCAA Division III); Great Lakes Intercollegiate Conference from 2027–28\nWho to contact\nIronclad Women’s Basketball\nIronclad Fieldhouse, second floor (coaches’ offices)\nPhone\n(715) 555–0241\nEmail\nhseverson@uwporterfalls.edu\nRelated resources\nWomen’s Basketball team page\nWinter 2026–27 schedule\nAthletics staff directory\nAthletics tickets\nMen’s basketball roster\nRecruiting visits and prospect camps" }, { "url": "roster-womens-cross-country.html", "title": "Women’s Cross Country Roster 2026–27", "description": "The 17 runners on the 2026–27 Ironclad women’s cross country roster, two-time defending conference champions with the highest team GPA in the department.", "headings": [ "Women’s Cross Country Roster 2026–27", "On this page", "The 2026–27 roster", "Coaching and support staff", "Roster notes", "Following the team" ], "content": "Ironclad Athletics Women’s Cross Country Roster 2026–27\nThe 17 runners on the 2026–27 Ironclad women’s cross country roster, two-time defending conference champions with the highest team GPA in the department.\nThe 2026–27 roster\nRosters are current as of October 9, 2026 and are updated by Athletic Communications after each roster change. (C) marks a team captain. Hometowns are in Wesconsin unless marked †. Majors are the student’s declared program of record in MyPorter, which, for first-years, is subject to change and frequently does. “Track events” shows each runner’s indoor and outdoor specialty for those also on the track & field roster.\nDaniela Delgado — Yr.: Sr.; Track events: 5,000 m / 10,000 m; Hometown: Cedar Bluff; Major: Dietetics\nMaya Hjelmstad (C) — Yr.: Sr.; Track events: 5,000 m / 10,000 m; Hometown: Elk Prairie; Major: Dietetics\nNora Pfeifer (C) — Yr.: Sr.; Track events: 3,000 m steeplechase; Hometown: Cedar Bluff; Major: Chemistry\nSigne Arneson — Yr.: Jr.; Track events: 3,000 m / 5,000 m; Hometown: Tamarack Junction; Major: Applied Mathematics\nJosie Heim — Yr.: Jr.; Track events: Mile / 3,000 m; Hometown: Marten Lake; Major: Environmental Science\nSolveig Koehler — Yr.: Jr.; Track events: Cross country only; Hometown: Lake City; Major: Environmental Science\nKari Osmundson — Yr.: Jr.; Track events: 1,500 m / 3,000 m; Hometown: Norvik; Major: Elementary Education\nLexi Weber — Yr.: Jr.; Track events: Cross country only; Hometown: Stonecut; Major: Finance\nCamryn Dietz — Yr.: So.; Track events: Cross country only; Hometown: Fallon Bluffs; Major: Chemistry\nBrooke Laabs — Yr.: So.; Track events: Cross country only; Hometown: Westvale; Major: Software Engineering\nPaola Reyes — Yr.: So.; Track events: Cross country only; Hometown: Norvik; Major: Biology\nClara Ruud — Yr.: So.; Track events: 1,500 m / 3,000 m; Hometown: Westvale; Major: Biology\nHanna Stromme — Yr.: So.; Track events: 1,500 m / 3,000 m; Hometown: Halvard Springs; Major: Psychology\nElise Brunner — Yr.: Fy.; Track events: 800 m / 1,500 m; Hometown: Copper Ferry; Major: Nursing\nHailey Hegge — Yr.: Fy.; Track events: Cross country only; Hometown: Larkin Prairie †; Major: Plastics Engineering\nElla Neumann — Yr.: Fy.; Track events: Cross country only; Hometown: Cedar Bluff; Major: Computer Engineering\nNatalie Rieck — Yr.: Fy.; Track events: Cross country only; Hometown: Porter Falls; Major: Biology\nCoaching and support staff\nCoaches’ offices are on the second floor of Ironclad Fieldhouse. Prospective student-athletes should email the head coach directly; there is no central recruiting office. Full contact details are in the athletics staff directory.\nPete Odegaard — Role: Head coach, cross country and track & field; At Porter: 8th season\nAnna Grinde — Role: Assistant coach; distance; At Porter: 3rd season\nJordan Pelky — Role: Athletic trainer (soccer, cross country and track, baseball); At Porter: Sports medicine staff\nDarnell Ochs — Role: Director of Strength and Conditioning (all programs); At Porter: Department staff\nSimone Achterberg — Role: Academic Advisor in Athletics; At Porter: Department staff\nRoster notes\nCaptains. Seniors Maya Hjelmstad and Nora Pfeifer, whose last-300-meter pass decided the 2024 conference title by three points.\nFront of the pack. Junior Signe Arneson has not lost a conference race since arriving at Porter and won the home invitational by 19 seconds ( recap ); sophomore Clara Ruud was fourth.\nStudent teaching and a 6K. Junior Kari Osmundson, a walk-on turned varsity runner, teaches phonics at the Campus School two mornings a week; her student story explains the spreadsheet.\nClasses. Three seniors, five juniors, five sophomores and four first-years. Team GPA was 3.52, the highest of any Ironclad program. Nine also run for track & field .\nFollowing the team\nBoth teams race the Prairie Rapids Pre-Conference Open on October 24 and the WCAC Championships at Ashby Falls State on October 31; the NCAA Division III regional is November 14. Results are on the fall 2026 schedule . The home course behind Millwright Stadium is open to the public on non-meet days.\nAt a glance\nHead coach\nPete Odegaard, 8th season\nRoster size\n17 runners\nCaptains\nMaya Hjelmstad, Nora Pfeifer\nConference\nWesconsin Collegiate Athletic Conference (NCAA Division III); Great Lakes Intercollegiate Conference from 2027–28\nWho to contact\nIronclad Women’s Cross Country\nIronclad Fieldhouse, second floor (coaches’ offices)\nPhone\n(715) 555–0247\nEmail\npodegaard@uwporterfalls.edu\nRelated resources\nWomen’s Cross Country team page\nFall 2026 schedule & results\nAthletics staff directory\nAthletics tickets\nMen’s cross country roster\nWomen’s track & field roster\nRecruiting visits and prospect camps" }, { "url": "roster-womens-golf.html", "title": "Women’s Golf Roster 2026–27", "description": "The 8 golfers on the 2026–27 Ironclad women’s golf roster: no seniors, and the program’s first individual conference medalist.", "headings": [ "Women’s Golf Roster 2026–27", "On this page", "The 2026–27 roster", "Coaching and support staff", "Roster notes", "Following the team" ], "content": "Ironclad Athletics Women’s Golf Roster 2026–27\nThe 8 golfers on the 2026–27 Ironclad women’s golf roster: no seniors, and the program’s first individual conference medalist.\nThe 2026–27 roster\nRosters are current as of October 9, 2026 and are updated by Athletic Communications after each roster change. (C) marks a team captain. Hometowns are in Wesconsin unless marked †. Majors are the student’s declared program of record in MyPorter, which, for first-years, is subject to change and frequently does.\nJordyn Schmitz (C) — Yr.: Jr.; Hometown: Stonecut; Major: Psychology\nWren Vetter — Yr.: Jr.; Hometown: Westvale; Major: Marketing & Digital Communication\nKiara Brooks — Yr.: So.; Hometown: Pinecrest Mills; Major: Dietetics\nCarly Gilbertson — Yr.: So.; Hometown: Tamarack Junction; Major: Business Administration\nGrace Tveit (C) — Yr.: So.; Hometown: Elk Prairie; Major: Dietetics\nSierra Dahlberg — Yr.: Fy.; Hometown: Harlan Ridge †; Major: Marketing & Digital Communication\nGreta Kavanagh — Yr.: Fy.; Hometown: Cedar Bluff; Major: Biology\nSierra Schroeder — Yr.: Fy.; Hometown: Millbrook Corners; Major: Computer Engineering\nCoaching and support staff\nGolf practice and coaching happen at the Porter Falls Municipal Course; leave messages for the coach at the Fieldhouse number. Full contact details are in the athletics staff directory.\nGary Lindahl — Role: Head coach, men’s and women’s golf (part time; teaching professional, Porter Falls Municipal Course); At Porter: Part time\nDoug Prahl — Role: Volunteer assistant; At Porter: 2nd season\nMai Xiong — Role: Athletic trainer (volleyball, softball, golf); At Porter: Sports medicine staff\nDarnell Ochs — Role: Director of Strength and Conditioning (all programs); At Porter: Department staff\nSimone Achterberg — Role: Academic Advisor in Athletics; At Porter: Department staff\nRoster notes\nCaptains. Junior Jordyn Schmitz, the program’s first individual conference medalist (even par over 36 holes, in cold rain, as a sophomore), and sophomore Grace Tveit, who finished in the top ten at the conference championship as a first-year and represents the team on SAAC.\nNo seniors. The roster is two juniors, three sophomores and three first-years, which is why the coaches keep saying “2027.” The program was added in 2018 and placed third at the conference meet last season, its best finish.\nTeam GPA. 3.44.\nFollowing the team\nThe fall segment ended in early October; the spring segment runs April through May, and that schedule posts in January (see the winter schedule page ). Home events are at the Porter Falls Municipal Course, a ten-minute shuttle from campus; spectators walk free and are asked to stay off the greens.\nAt a glance\nHead coach\nGary Lindahl (part time)\nRoster size\n8 golfers\nCaptains\nJordyn Schmitz, Grace Tveit\nConference\nWesconsin Collegiate Athletic Conference (NCAA Division III); Great Lakes Intercollegiate Conference from 2027–28\nWho to contact\nIronclad Women’s Golf\nIronclad Fieldhouse, second floor (coaches’ offices)\nPhone\n(715) 555–0251\nEmail\nglindahl@uwporterfalls.edu\nRelated resources\nWomen’s Golf team page\nWinter 2026–27 schedule\nAthletics staff directory\nAthletics tickets\nMen’s golf roster\nRecruiting visits and prospect camps" }, { "url": "roster-womens-soccer.html", "title": "Women’s Soccer Roster 2026–27", "description": "The 25 players on the 2026–27 Ironclad women’s soccer roster, 6–2–1 through October 8.", "headings": [ "Women’s Soccer Roster 2026–27", "On this page", "The 2026–27 roster", "Coaching and support staff", "Roster notes", "Following the team" ], "content": "Ironclad Athletics Women’s Soccer Roster 2026–27\nThe 25 players on the 2026–27 Ironclad women’s soccer roster, 6–2–1 through October 8.\nThe 2026–27 roster\nRosters are current as of October 9, 2026 and are updated by Athletic Communications after each roster change. (C) marks a team captain. Hometowns are in Wesconsin unless marked †. Majors are the student’s declared program of record in MyPorter, which, for first-years, is subject to change and frequently does.\n0 — Name: Elena Cardenas; Pos.: GK; Yr.: So.; Ht.: 5-8; Hometown: Sorrel Lake †; Major: Accounting\n1 — Name: Paige Duerst (C); Pos.: GK; Yr.: Jr.; Ht.: 5-9; Hometown: Ashgrove; Major: Early Childhood Education\n2 — Name: Adriana Fuentes; Pos.: F; Yr.: So.; Ht.: 5-4; Hometown: Elk Prairie; Major: Elementary Education\n3 — Name: Maddie Oyelaran (C); Pos.: F; Yr.: Sr.; Ht.: 5-7; Hometown: Lake City; Major: Psychology\n4 — Name: Sophie Lange; Pos.: D; Yr.: Fy.; Ht.: 5-5; Hometown: Lake City; Major: Computer Science\n5 — Name: Greta Sorensen; Pos.: MF; Yr.: Jr.; Ht.: 5-5; Hometown: Halvard Springs; Major: Special Education\n6 — Name: Lucy Lemke; Pos.: D; Yr.: Sr.; Ht.: 5-8; Hometown: Cedar Bluff; Major: Criminal Justice\n7 — Name: Kenna Sather; Pos.: MF; Yr.: Sr.; Ht.: 5-6; Hometown: Porter Falls; Major: Packaging Technology\n8 — Name: Lexi Ament; Pos.: MF; Yr.: So.; Ht.: 5-6; Hometown: Norvik; Major: Rehabilitation Services\n10 — Name: Chia Her; Pos.: D; Yr.: So.; Ht.: 5-4; Hometown: Cedar Bluff; Major: Chemistry\n12 — Name: Greta Kowalczyk; Pos.: MF; Yr.: Fy.; Ht.: 5-6; Hometown: Westvale; Major: Elementary Education\n13 — Name: Julia Nelsen; Pos.: D; Yr.: Sr.; Ht.: 5-8; Hometown: Porter Falls; Major: Rehabilitation Services\n14 — Name: Kenna Faber; Pos.: F; Yr.: Fy.; Ht.: 5-8; Hometown: Copper Ferry; Major: Sport Management\n16 — Name: Ruby Castellanos; Pos.: F; Yr.: So.; Ht.: 5-4; Hometown: Redgranite; Major: Psychology\n17 — Name: Avery Carlstrom; Pos.: D; Yr.: Fy.; Ht.: 5-5; Hometown: Westvale; Major: Technology Education\n18 — Name: Lena Kiefer; Pos.: D; Yr.: Fy.; Ht.: 5-6; Hometown: Ashgrove; Major: Special Education\n19 — Name: Delaney Westphal; Pos.: F; Yr.: Fy.; Ht.: 5-6; Hometown: Marten Lake; Major: Information Technology\n20 — Name: Destiny Morrow; Pos.: MF; Yr.: Jr.; Ht.: 5-2; Hometown: Glenhaven †; Major: Environmental Science\n21 — Name: Marisol Torres; Pos.: D; Yr.: So.; Ht.: 5-9; Hometown: Lake City; Major: Automotive Technology\n23 — Name: Macy Pruitt; Pos.: MF; Yr.: Fy.; Ht.: 5-7; Hometown: Cedar Bluff; Major: Special Education\n26 — Name: Wren Knutson; Pos.: MF; Yr.: Sr.; Ht.: 5-3; Hometown: Redgranite; Major: Psychology\n27 — Name: Piper Gilbertson; Pos.: D; Yr.: So.; Ht.: 5-8; Hometown: Pinecrest Mills; Major: Culinary Arts\n28 — Name: Stella Myhre; Pos.: MF; Yr.: Jr.; Ht.: 5-2; Hometown: Cedar Bluff; Major: Social Work\n29 — Name: Reese Halstead; Pos.: F; Yr.: Jr.; Ht.: 5-8; Hometown: Sorrel Lake †; Major: Technology Education\n31 — Name: Mackenzie Franzen; Pos.: GK; Yr.: Jr.; Ht.: 5-10; Hometown: Fallon Bluffs; Major: Marketing & Digital Communication\nCoaching and support staff\nCoaches’ offices are on the second floor of Ironclad Fieldhouse. Prospective student-athletes should email the head coach directly; there is no central recruiting office. Full contact details are in the athletics staff directory.\nKelsey Arnquist — Role: Head coach; At Porter: 5th season\nBrooke Wendt — Role: Assistant coach; At Porter: 3rd season\nLiz Hamre — Role: Goalkeeper coach (part time); At Porter: 2nd season\nJordan Pelky — Role: Athletic trainer (soccer, cross country and track, baseball); At Porter: Sports medicine staff\nDarnell Ochs — Role: Director of Strength and Conditioning (all programs); At Porter: Department staff\nSimone Achterberg — Role: Academic Advisor in Athletics; At Porter: Department staff\nRoster notes\nCaptains. Senior forward Maddie Oyelaran, who set the single-season record with 17 goals last year and has 31 for her career, and junior goalkeeper Paige Duerst, an early childhood education major and SAAC service chair.\nThe comeback. Oyelaran scored twice and junior midfielder Greta Sorensen once as Porter erased a two-goal halftime deficit at Granite Ridge on October 3; sophomore Ruby Castellanos drew the 86th-minute penalty ( recap ).\nMajors. Eleven of 25 are in education or psychology programs, and student teaching placements for the seniors start the January after their last season. Team GPA was 3.46.\nClasses. Five seniors, six juniors, seven sophomores and seven first-years. Twenty-two are from Wesconsin.\nFollowing the team\nRemaining matches are on the fall 2026 schedule . The Millrace Week match against Chippewa Valley State is Sunday, October 18 at 1:00 p.m. at Millwright Stadium , the day after the Forge Bowl. Students get in free with a Porter Card ( tickets ).\nAt a glance\nHead coach\nKelsey Arnquist, 5th season\nRoster size\n25 players\nCaptains\nMaddie Oyelaran, Paige Duerst\nConference\nWesconsin Collegiate Athletic Conference (NCAA Division III); Great Lakes Intercollegiate Conference from 2027–28\nWho to contact\nIronclad Women’s Soccer\nIronclad Fieldhouse, second floor (coaches’ offices)\nPhone\n(715) 555–0227\nEmail\nkarnquist@uwporterfalls.edu\nRelated resources\nWomen’s Soccer team page\nFall 2026 schedule & results\nAthletics staff directory\nAthletics tickets\nMen’s soccer roster\nRecruiting visits and prospect camps" }, { "url": "roster-womens-track-and-field.html", "title": "Women’s Track & Field Roster 2026–27", "description": "All 38 athletes on the 2026–27 Ironclad women’s track & field roster, grouped by event, after the best conference finish in program history.", "headings": [ "Women’s Track & Field Roster 2026–27", "On this page", "The 2026–27 roster", "Coaching and support staff", "Roster notes", "Following the team" ], "content": "Ironclad Athletics Women’s Track & Field Roster 2026–27\nAll 38 athletes on the 2026–27 Ironclad women’s track & field roster, grouped by event, after the best conference finish in program history.\nThe 2026–27 roster\nRosters are current as of October 9, 2026 and are updated by Athletic Communications after each roster change. (C) marks a team captain. Hometowns are in Wesconsin unless marked †. Majors are the student’s declared program of record in MyPorter, which, for first-years, is subject to change and frequently does.\nSavannah Brekhus — Event: Sprints (200 m / 400 m); Yr.: Fy.; Hometown: Ashgrove; Major: Biology\nBao Lor — Event: Sprints (200 m / 400 m); Yr.: So.; Hometown: Marten Lake; Major: Economics\nCallie Ritter — Event: Sprints (60 m / 200 m); Yr.: Jr.; Hometown: Glenhaven †; Major: Mechanical Engineering\nJenna Schaefer — Event: Sprints (200 m / 400 m); Yr.: Jr.; Hometown: Stonecut; Major: Electrical Engineering\nBao Thao — Event: Sprints (200 m / 400 m); Yr.: So.; Hometown: Redgranite; Major: Chemistry\nLexi Wagner — Event: Sprints (200 m / 400 m); Yr.: Fy.; Hometown: Copper Ferry; Major: Packaging Technology\nLexi Wendorf — Event: Sprints (200 m / 400 m); Yr.: Sr.; Hometown: Fallon Bluffs; Major: Engineering Technology\nEllie Wiese — Event: Sprints (60 m / 200 m); Yr.: Fy.; Hometown: Halvard Springs; Major: Business Administration\nBrooke Plautz — Event: Hurdles (60 m H); Yr.: So.; Hometown: Cedar Bluff; Major: Biology\nMaya Simmons — Event: Hurdles (60 m H); Yr.: Fy.; Hometown: Ashgrove; Major: Mechanical Engineering\nLiv Stangl — Event: Hurdles (60 m H); Yr.: Sr.; Hometown: Redgranite; Major: Computer Engineering\nMolly Kavanagh — Event: 400 m / 800 m; Yr.: Jr.; Hometown: Pinecrest Mills; Major: Dietetics\nValeria Torres — Event: 400 m / 800 m; Yr.: Sr.; Hometown: Tamarack Junction; Major: Industrial Design\nLucy Zellmer — Event: 400 m / 800 m; Yr.: Fy.; Hometown: Elk Prairie; Major: Mechanical Engineering\nBella Zwiefelhofer — Event: 400 m / 800 m; Yr.: Jr.; Hometown: Kettle Grove †; Major: Chemistry\nSigne Arneson — Event: 3,000 m / 5,000 m; Yr.: Jr.; Hometown: Tamarack Junction; Major: Applied Mathematics\nElise Brunner — Event: 800 m / 1,500 m; Yr.: Fy.; Hometown: Copper Ferry; Major: Nursing\nDaniela Delgado — Event: 5,000 m / 10,000 m; Yr.: Sr.; Hometown: Cedar Bluff; Major: Dietetics\nJosie Heim — Event: Mile / 3,000 m; Yr.: Jr.; Hometown: Marten Lake; Major: Environmental Science\nMaya Hjelmstad — Event: 5,000 m / 10,000 m; Yr.: Sr.; Hometown: Elk Prairie; Major: Dietetics\nKari Osmundson — Event: 1,500 m / 3,000 m; Yr.: Jr.; Hometown: Norvik; Major: Elementary Education\nNora Pfeifer (C) — Event: 3,000 m steeplechase; Yr.: Sr.; Hometown: Cedar Bluff; Major: Chemistry\nClara Ruud — Event: 1,500 m / 3,000 m; Yr.: So.; Hometown: Westvale; Major: Biology\nHanna Stromme — Event: 1,500 m / 3,000 m; Yr.: So.; Hometown: Halvard Springs; Major: Psychology\nMai Vang — Event: 5,000 m; Yr.: Jr.; Hometown: Porter Falls; Major: Nursing\nCallie Eckert — Event: Triple jump; Yr.: Fy.; Hometown: Marten Lake; Major: Psychology\nCarly Gaulke — Event: Triple jump; Yr.: Fy.; Hometown: Lake City; Major: Biology\nAbby Iverson — Event: Triple jump; Yr.: Fy.; Hometown: Ashgrove; Major: Dietetics\nPayton Janke — Event: High jump; Yr.: Fy.; Hometown: Elk Prairie; Major: Dietetics\nAvery Wojcik — Event: Long jump / triple jump; Yr.: Jr.; Hometown: Norvik; Major: Mechanical Engineering\nNatalie Fiedler — Event: Pole vault; Yr.: So.; Hometown: Norvik; Major: Construction Management\nReese Walczak — Event: Pole vault; Yr.: So.; Hometown: Cedar Bluff; Major: Psychology\nRenata Cardenas — Event: Shot put; Yr.: So.; Hometown: Westvale; Major: Psychology\nCora Duvall — Event: Shot put / weight throw (javelin outdoors); Yr.: So.; Hometown: Redgranite; Major: Construction Management\nLena Jacobsen — Event: Weight throw; Yr.: So.; Hometown: Redgranite; Major: Chemistry\nAddison Niemi — Event: Shot put / weight throw; Yr.: Jr.; Hometown: Porter Falls; Major: Dietetics\nAdriana Sandoval — Event: Weight throw; Yr.: Fy.; Hometown: Porter Falls; Major: Chemistry\nAnnika Thorsrud (C) — Event: Pentathlon (indoor) / heptathlon; Yr.: Sr.; Hometown: Pinecrest Mills; Major: Kinesiology\nCoaching and support staff\nCoaches’ offices are on the second floor of Ironclad Fieldhouse. Prospective student-athletes should email the head coach directly; there is no central recruiting office. Full contact details are in the athletics staff directory.\nPete Odegaard — Role: Head coach; distance; At Porter: 8th season\nDeShawn Pryor — Role: Event coach; sprints, hurdles and jumps; At Porter: Event coach\nLena Haugland — Role: Event coach; throws; At Porter: Event coach\nAnna Grinde — Role: Assistant coach; distance; At Porter: 3rd season\nJordan Pelky — Role: Athletic trainer (soccer, cross country and track, baseball); At Porter: Sports medicine staff\nDarnell Ochs — Role: Director of Strength and Conditioning (all programs); At Porter: Department staff\nSimone Achterberg — Role: Academic Advisor in Athletics; At Porter: Department staff\nRoster notes\nCaptains. Senior heptathlete Annika Thorsrud, who set three school records while winning the conference heptathlon in May, and senior Nora Pfeifer, the team’s SAAC representative.\nSecond to Eau Pleine. The team scored 148 points at the outdoor championships, 11 behind the Loggers ( story ). Junior Mai Vang, runner-up in the 5,000 meters, and sophomore thrower Cora Duvall are both back.\nOverlap with cross country. Nine distance runners are also on the cross country roster , including junior Signe Arneson.\nClasses. Seven seniors, ten juniors, ten sophomores and eleven first-years. Team GPA was 3.49.\nFollowing the team\nThe indoor season runs December through February; the two home meets are on the main floor of Ironclad Fieldhouse , which has a 60-meter straightaway but no oval, so distance races happen on the road. Dates are on the winter 2026–27 schedule ; the outdoor season at Millwright Stadium posts in January.\nAt a glance\nHead coach\nPete Odegaard, 8th season (with event coaches)\nRoster size\n38 athletes\nCaptains\nAnnika Thorsrud, Nora Pfeifer\nConference\nWesconsin Collegiate Athletic Conference (NCAA Division III); Great Lakes Intercollegiate Conference from 2027–28\nWho to contact\nIronclad Women’s Track & Field\nIronclad Fieldhouse, second floor (coaches’ offices)\nPhone\n(715) 555–0247\nEmail\npodegaard@uwporterfalls.edu\nRelated resources\nWomen’s Track & Field team page\nWinter 2026–27 schedule\nAthletics staff directory\nAthletics tickets\nMen’s track & field roster\nWomen’s cross country roster\nRecruiting visits and prospect camps" }, { "url": "roster-wrestling.html", "title": "Wrestling Roster 2026–27", "description": "All 24 wrestlers on the 2026–27 Ironclad roster, by weight class, with the coaching staff.", "headings": [ "Wrestling Roster 2026–27", "On this page", "The 2026–27 roster", "Coaching and support staff", "Roster notes", "Following the team" ], "content": "Ironclad Athletics Wrestling Roster 2026–27\nAll 24 wrestlers on the 2026–27 Ironclad roster, by weight class, with the coaching staff.\nThe 2026–27 roster\nRosters are current as of October 9, 2026 and are updated by Athletic Communications after each roster change. (C) marks a team captain. Hometowns are in Wesconsin unless marked †. Majors are the student’s declared program of record in MyPorter, which, for first-years, is subject to change and frequently does. Wrestlers are listed by the weight class they are certified to enter; several will move between classes during the season.\n125 — Name: Colin Bauer; Yr.: Sr.; Hometown: Cedar Bluff; Major: Construction Management\n125 — Name: Bennett Kringle; Yr.: Fy.; Hometown: Tamarack Junction; Major: Special Education\n133 — Name: Brody Jacobsen; Yr.: Sr.; Hometown: Lake City; Major: Construction Management\n133 — Name: Miles Hartwig; Yr.: So.; Hometown: Ashgrove; Major: Graphic Design\n141 — Name: Mateo Medina (C); Yr.: Sr.; Hometown: Pinecrest Mills; Major: Construction Management\n141 — Name: Luis Ortega; Yr.: Jr.; Hometown: Stonecut; Major: Automotive Technology\n141 — Name: Nolan Blaskowski; Yr.: Fy.; Hometown: Ashgrove; Major: Construction Management\n149 — Name: Tristan Novak; Yr.: Jr.; Hometown: Westvale; Major: Engineering Technology\n149 — Name: Kaleb Heller; Yr.: Fy.; Hometown: Cedar Bluff; Major: Computer Science\n149 — Name: Bennett Seidl; Yr.: Fy.; Hometown: Redgranite; Major: Construction Management\n157 — Name: Leo Bakke; Yr.: Jr.; Hometown: Cedar Bluff; Major: Criminal Justice\n157 — Name: Leo Fiedler; Yr.: Jr.; Hometown: Redgranite; Major: Construction Management\n157 — Name: Colin Schroeder; Yr.: So.; Hometown: Kettle Grove †; Major: Software Engineering\n165 — Name: Mateo Herrera; Yr.: Sr.; Hometown: Porter Falls; Major: Engineering Technology\n165 — Name: Brody Schmitz; Yr.: Jr.; Hometown: Porter Falls; Major: Manufacturing Engineering\n165 — Name: Hunter Kuester; Yr.: So.; Hometown: Kettle Grove †; Major: Manufacturing Engineering\n174 — Name: Jace Kasper; Yr.: So.; Hometown: Ashgrove; Major: Construction Management\n174 — Name: Riley Wendorf; Yr.: Fy.; Hometown: Harlan Ridge †; Major: Manufacturing Engineering\n184 — Name: Drew Iverson; Yr.: Sr.; Hometown: Porter Falls; Major: Manufacturing Engineering\n184 — Name: Cole Marten (C); Yr.: Jr.; Hometown: Ashgrove; Major: Manufacturing Engineering\n197 — Name: Josiah Albers; Yr.: Fy.; Hometown: Westvale; Major: Communication Studies\n197 — Name: Oliver Wojcik; Yr.: Fy.; Hometown: Lake City; Major: Construction Management\n285 — Name: Jaylen Fields; Yr.: So.; Hometown: Halvard Springs; Major: Construction Management\n285 — Name: Leo Wolff; Yr.: So.; Hometown: Porter Falls; Major: Mechanical Engineering\nCoaching and support staff\nCoaches’ offices are on the second floor of Ironclad Fieldhouse. Prospective student-athletes should email the head coach directly; there is no central recruiting office. Full contact details are in the athletics staff directory. The wrestling room is on the Fieldhouse lower level and is open to the team from 5:30 a.m.\nCody Brandt — Role: Head coach (two-time national qualifier); At Porter: 4th season\nJosh Pagel — Role: Assistant coach; At Porter: 3rd season\nReid Stenzel — Role: Volunteer assistant; upper weights; At Porter: 2nd season\nCaleb Fenske — Role: Athletic trainer (football, wrestling); At Porter: Sports medicine staff\nDarnell Ochs — Role: Director of Strength and Conditioning (all programs); At Porter: Department staff\nSimone Achterberg — Role: Academic Advisor in Athletics; At Porter: Department staff\nRoster notes\nCaptains. Junior Cole Marten (184), a manufacturing engineering major and SAAC vice president, and senior Mateo Medina (141).\nBack from nationals. Junior Luis Ortega (141) won a consolation match at the national championships last March in his first trip ( story ).\nThe open spot at 165. All-American Caleb Hermanson graduated in May and took a full-time job with the machine shop where he did his co-op. Mateo Herrera (Sr.), Brody Schmitz (Jr.) and Hunter Kuester (So.) will wrestle off for the spot in November.\nMajors. Fourteen of 24 wrestlers are in manufacturing engineering or construction management, which means the room empties at 7 a.m. on lab days. Team GPA was 3.19.\nClasses. Five seniors, six juniors, six sophomores and seven first-years.\nHistory. The 1988 team , ninth at nationals, is still the program’s best finish.\nFollowing the team\nThe season opens November 7 at the Logger Open; home duals and the Porter Falls Open (November 14) are at Ironclad Fieldhouse . Every date is on the winter 2026–27 schedule . Students get in free with a Porter Card ( tickets ).\nAt a glance\nHead coach\nCody Brandt, 4th season\nRoster size\n24 wrestlers\nCaptains\nCole Marten, Mateo Medina\nConference\nWesconsin Collegiate Athletic Conference (NCAA Division III); Great Lakes Intercollegiate Conference from 2027–28\nWho to contact\nIronclad Wrestling\nIronclad Fieldhouse, second floor (coaches’ offices)\nPhone\n(715) 555–0243\nEmail\ncbrandt@uwporterfalls.edu\nRelated resources\nWrestling team page\nWinter 2026–27 schedule\nAthletics staff directory\nAthletics tickets\nIronclad Fieldhouse\nRecruiting visits and prospect camps" }, { "url": "rotc-military-science.html", "title": "ROTC & Military Science", "description": "Officer commissioning pathways and military science coursework alongside a Porter degree.", "headings": [ "ROTC & Military Science", "On this page", "How it fits around a degree", "Scholarship and obligation", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student life ROTC & Military Science\nOfficer commissioning pathways and military science coursework alongside a Porter degree.\nHow it fits around a degree\nMilitary science courses and physical training run alongside a normal course load; cadets choose any major and commission as an officer in their contracted branch at graduation rather than pursuing a separate military degree.\nScholarship and obligation\nScholarship cadets have tuition, fees and a monthly stipend covered in exchange for a service commitment after graduation; non-scholarship cadets can try the program for up to two years with no obligation before deciding.\nIn and around Porter Falls\nStudent life at Porter is organised out of Founders Union, the building students call the campus living room. The Dean of Students Office is on the second floor.\nThe practical details\nBranches: Army ROTC on campus; Air Force and Navy cross-town agreements. Scholarship: Up to full tuition plus a monthly stipend, competitive. Commitment: Active duty or reserve service after commissioning. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nBranches\nArmy ROTC on campus; Air Force and Navy cross-town agreements\nScholarship\nUp to full tuition plus a monthly stipend, competitive\nCommitment\nActive duty or reserve service after commissioning\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReligious & spiritual life\nCommon Reading Program\nCampus radio & podcast studio\nHomecoming parade\nFull contact directory" }, { "url": "running-a-student-org-budget.html", "title": "Running a student org budget", "description": "For treasurers and officers — how org funding works, how to request it, and how to not lose it.", "headings": [ "Running a student org budget", "On this page", "Where the money comes from", "The request cycle", "Keep clean records", "How organizations lose funding", "Reimbursement vs. direct payment", "Get help early" ], "content": "Campus life Running a student org budget\nFor treasurers and officers — how org funding works, how to request it, and how to not lose it.\nWhere the money comes from\nRegistered student organizations can request funding from a pool supported by student fees and allocated by a student committee, on top of any dues or fundraising the org does itself. What it covers varies — commonly events, speakers, travel to competitions or conferences, equipment, and printing — and what it does not (personal gifts, alcohol, donations to outside causes, retroactive costs) is spelled out in the funding guidelines.\nThe request cycle\nThere is an annual budget request for predictable yearly costs and a rolling process for one-off requests, both with deadlines well ahead of when you spend — often a full term. Requests go through the student org funding system with a description, an itemized budget, quotes for large items, and sometimes a short presentation to the committee.\nKeep clean records\nTrack every dollar in and out in one place from the start of your term: the allocation, dues collected, fundraising, each expense with a receipt and what it was for, and the running balance. When the next treasurer takes over, or the committee asks, or an audit happens, this is what protects the org.\nHow organizations lose funding\nMissing the request deadline, spending before approval, spending on something not in the approved budget or not allowed at all, no receipts, letting the registration lapse, or not following the reimbursement process. Most of these are avoidable with a calendar of deadlines and reading the guidelines once, carefully.\nReimbursement vs. direct payment\nSome costs the org office pays directly to a vendor (better for large amounts); others you pay and get reimbursed (keep the itemized receipt and submit within the required window). Know which applies before you buy something, and never put a large org cost on a personal card assuming reimbursement without confirming it is approved.\nGet help early\nThe student organizations office advises treasurers on the process, the guidelines, and the paperwork — meet with them at the start of your term, not when something has gone wrong. They would much rather answer a question in September than fix a problem in April.\nAt a glance\nSource\nA student-fee pool allocated by a student committee, plus dues and fundraising\nDeadlines\nAnnual budget request + rolling one-offs, both well ahead — often a full term\nKeep\nEvery dollar in/out, each expense with a receipt and purpose, a running balance\nLose it by\nMissing deadlines, spending before approval or outside the budget, no receipts\nWho to contact\nStudent Organizations & Leadership\nFounders Union 210\nPhone\n(715) 555–0136\nEmail\norgs@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudent org funding requests\nStudent org registration\nReserving space and hosting an event\nStudent government and shared governance\nGetting involved your first year\nFull contact directory" }, { "url": "safety-escort-service.html", "title": "Safety escort service", "description": "A walking or vehicle escort across campus after dark, any night, for anyone who wants one — no reason required.", "headings": [ "Safety escort service", "On this page", "How it works", "When to use it instead of walking", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus safety Safety escort service\nA walking or vehicle escort across campus after dark, any night, for anyone who wants one — no reason required.\nHow it works\nYou call or tap the app, give your location and destination, and a trained student safety officer (on foot) or an officer in a marked vehicle meets you and walks or drives you there. No one asks why. Wait times are usually under ten minutes; longer right at closing time on the library.\nWhen to use it instead of walking\nA long walk to a far lot, a route with poor lighting, walking alone late, or just not feeling right about it — the service exists precisely so that’s enough of a reason. In an actual emergency, call 911 or the emergency line, not the escort line.\nIn and around Porter Falls\nPorter Campus Safety operates from the ground level of Millwright Hall around the clock during the semester and coordinates with the Porter Falls Police and Fire departments, whose stations are both within a mile of campus. For a real emergency the number is 911.\nThe practical details\nCall: Campus Safety's non-emergency line, or request through the MyPorter app. Hours: Dusk to dawn during the semester, on request. Coverage: Anywhere on campus and the immediate blocks around it. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Campus Safety (Millwright Hall, ground level). Call (715) 555–0191 or email safety@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCall\nCampus Safety's non-emergency line, or request through the MyPorter app\nHours\nDusk to dawn during the semester, on request\nCoverage\nAnywhere on campus and the immediate blocks around it\nWho to contact\nPorter Campus Safety\nMillwright Hall, ground level\nPhone\n(715) 555–0191\nEmail\nsafety@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWeapons policy\nAlcohol & drug policy\nBike registration\nAccessible parking\nFull contact directory" }, { "url": "safety-training-and-what-it-unlocks.html", "title": "Safety training, and what it unlocks", "description": "The trainings and check-offs that let you into the labs, shops, and equipment — do them early.", "headings": [ "Safety training, and what it unlocks", "On this page", "Why access is gated", "The general ones", "Machine and tool check-offs", "Field and specialized training", "Keeping it current", "The payoff" ], "content": "Academics Safety training, and what it unlocks\nThe trainings and check-offs that let you into the labs, shops, and equipment — do them early.\nWhy access is gated\nThe machine shop, the electronics benches, the chemistry and materials labs, the fabrication equipment, and the field-research settings all require training before you can use them unsupervised. It is not bureaucracy — these spaces have real hazards, and the training is how the university lets students use serious equipment at all.\nThe general ones\nA lab-safety module (hazard classes, PPE, what to do in a spill or an injury, where the eyewash and extinguisher are), a bloodborne-pathogen module for anything involving human samples, and a shop-safety orientation. Many programs assign these in a first-year or foundation course; if yours did not, take them before you need lab or shop time.\nMachine and tool check-offs\nIndividual machines — the lathe, the mill, the CNC router, the laser cutters, the large-format printer — have their own hands-on check-off with a technician: they watch you set up and run the machine safely once, and then your Porter Card starts opening that equipment. Book these early in the term; technicians get swamped near project deadlines.\nField and specialized training\nField research adds its own layer — a field-safety plan, first aid or wilderness first aid for remote sites, sometimes a vehicle or van-driver certification to get the team there. Radiation, biosafety, and hazardous-materials work have dedicated trainings and renewal schedules. Your faculty mentor or PI tells you which apply.\nKeeping it current\nSome trainings expire — annually for a few, on a set cycle for others. A lapsed certification pulls your access until you renew, which is a bad surprise the week you need the lab. Note your renewal dates; the environmental health and safety office sends reminders but you own the deadline.\nThe payoff\nFinish the trainings in the first two weeks and you spend the rest of the term building instead of waiting for a check-off. Students who put them off end up blocked at exactly the moment a project comes due, competing for a technician's time with everyone else who waited.\nAt a glance\nWhy\nReal hazards — training is how students get to use serious equipment\nGeneral\nLab safety + bloodborne pathogen + shop orientation\nMachines\nPer-tool hands-on check-off with a technician → card access\nTiming\nFirst two weeks of the term — technicians swamp near deadlines\nWho to contact\nEnvironmental Health & Safety\nJarvis Technology Center 040\nPhone\n(715) 555–0169\nEmail\nehs@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nLab safety training\nWoodshop certification\nMakerspace access\nField research safety\nVan driver certification\nFull contact directory" }, { "url": "salary-negotiation-basics.html", "title": "Salary negotiation basics", "description": "How to research a fair number and ask for it without risking the offer — a workshop and a one-page guide.", "headings": [ "Salary negotiation basics", "On this page", "Getting to a number", "Making the ask", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Salary negotiation basics\nHow to research a fair number and ask for it without risking the offer — a workshop and a one-page guide.\nGetting to a number\nCareer Services publishes median starting salaries by major from the annual first-destination survey. Combine that with a cost-of-living check for the city and a role-specific range, and you have a defensible ask — usually a modest percentage above the offer, with a reason attached.\nMaking the ask\nThank them, say you're excited, then state your researched range and what's driving it. Ask by email so they can take it to whoever approves it. Most employers expect one round of this and won't pull an offer over a polite, evidence-backed request. Get the final number in writing before you resign anything else.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nResearch with: Handshake salary data, the outcomes report for your major, and public sector scales. Rule of thumb: Negotiate once, in good faith, after a written offer — not during interviews. Beyond base pay: Start date, signing bonus, relocation, PTO, and review timing are all negotiable. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nResearch with\nHandshake salary data, the outcomes report for your major, and public sector scales\nRule of thumb\nNegotiate once, in good faith, after a written offer — not during interviews\nBeyond base pay\nStart date, signing bonus, relocation, PTO, and review timing are all negotiable\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "salary-negotiation-workshop.html", "title": "Salary negotiation workshops", "description": "Practice sessions on evaluating an offer and negotiating pay, benefits and a start date — before you have to do it for real.", "headings": [ "Salary negotiation workshops", "On this page", "What it covers", "Why practice matters", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Salary negotiation workshops\nPractice sessions on evaluating an offer and negotiating pay, benefits and a start date — before you have to do it for real.\nWhat it covers\nReading a full offer (base, bonus, equity, benefits, relocation), figuring out a defensible number from Porter's own first-destination salary data and public benchmarks, and the actual words to use — including how to negotiate a start date or a signing bonus when the base is fixed.\nWhy practice matters\nMost people negotiate a salary for the first time under pressure, badly. Saying the sentence out loud to a coach three times first is the entire point of the session.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nWhen: Monthly, and on demand for graduating cohorts. Format: A short framework, then live practice with a coach playing the employer. Bring: A real or hypothetical offer to work from. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nMonthly, and on demand for graduating cohorts\nFormat\nA short framework, then live practice with a coach playing the employer\nBring\nA real or hypothetical offer to work from\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nThe first-destination survey\nFull contact directory" }, { "url": "satisfactory-academic-progress-aid.html", "title": "Satisfactory academic progress for aid", "description": "The GPA, pace, and time limits you must meet to keep federal and state financial aid — separate from academic standing.", "headings": [ "Satisfactory academic progress for aid", "On this page", "Why it's separate", "Getting aid back", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Satisfactory academic progress for aid\nThe GPA, pace, and time limits you must meet to keep federal and state financial aid — separate from academic standing.\nWhy it's separate\nYou can be in good academic standing with the university and still lose aid eligibility — SAP counts every attempted credit, including withdrawals, repeats, and transfer credits, against your pace and your maximum timeframe. Financial Aid runs this check; the Registrar runs academic standing.\nGetting aid back\nA failed SAP check means a warning term with aid intact, then suspension of aid. You can appeal with documentation of what interfered — illness, a death, a change of program — plus an academic plan signed by your advisor. Approved appeals put you on a plan the office monitors each term.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nThree tests: A minimum cumulative GPA, completing a minimum share of attempted credits, and finishing within 150% of the program length. Checked: At the end of each academic year for most students. If you fall short: A warning term, then an appeal with a documented reason and an academic plan. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nThree tests\nA minimum cumulative GPA, completing a minimum share of attempted credits, and finishing within 150% of the program length\nChecked\nAt the end of each academic year for most students\nIf you fall short\nA warning term, then an appeal with a documented reason and an academic plan\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "scholarship-accounting-cpa-track-scholarship.html", "title": "Accounting CPA-Track Scholarship", "description": "Accounting CPA-Track Scholarship: $2,000/year, departmental scholarship for declared accounting majors planning the fifth-year cpa pathway. Deadline February 15.", "headings": [ "Accounting CPA-Track Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "" }, { "url": "scholarship-agribusiness-and-food-systems-award.html", "title": "Agribusiness & Food Systems Award", "description": "Agribusiness & Food Systems Award: $1,400/year, departmental scholarship for students completing the agribusiness minor with a placement at a regional agricultural employer partner. Deadline March", "headings": [ "Agribusiness & Food Systems Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Agribusiness & Food Systems Award\n$1,400/year — open to students completing the agribusiness minor with a placement at a regional agricultural employer partner.\nAbout this scholarship\nThe Agribusiness & Food Systems Award is a departmental scholarship worth $1,400/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 2 years beyond the first, for a maximum of 3 years total.\nWho is eligible\nThis award is open to students completing the agribusiness minor with a placement at a regional agricultural employer partner. It is administered within the College of Management , specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,400/year\nType\nDepartmental scholarship\nRenewable\nUp to 3 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance\nAgribusiness minor" }, { "url": "scholarship-agriculture-and-food-systems-scholarship.html", "title": "Agriculture & Food Systems Scholarship", "description": "Agriculture & Food Systems Scholarship: $1,500/year, departmental scholarship for declared food science or dietetics majors with an interest in regional food systems. Deadline March 1 for the foll", "headings": [ "Agriculture & Food Systems Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Agriculture & Food Systems Scholarship\n$1,500/year — open to declared food science or dietetics majors with an interest in regional food systems.\nAbout this scholarship\nThe Agriculture & Food Systems Scholarship is a departmental scholarship worth $1,500/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to declared food science or dietetics majors with an interest in regional food systems. It is administered within the College of Education, Health & Human Sciences , specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,500/year\nType\nDepartmental scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance\nDietetics (B.S.)" }, { "url": "scholarship-assistive-technology-fellows-award.html", "title": "Assistive Technology Fellows Award", "description": "Assistive Technology Fellows Award: $1,200/year, departmental scholarship for rehabilitation-services majors working in the Assistive Technology & Accessibility Laboratory. Deadline March 1 for th", "headings": [ "Assistive Technology Fellows Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Assistive Technology Fellows Award\n$1,200/year — open to rehabilitation-services majors working in the Assistive Technology & Accessibility Laboratory.\nAbout this scholarship\nThe Assistive Technology Fellows Award is a departmental scholarship worth $1,200/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 2 years beyond the first, for a maximum of 3 years total.\nWho is eligible\nThis award is open to rehabilitation-services majors working in the Assistive Technology & Accessibility Laboratory. It is administered within the College of Education, Health & Human Sciences , specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,200/year\nType\nDepartmental scholarship\nRenewable\nUp to 3 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-associate-to-bachelor-bridge-award.html", "title": "Associate-to-Bachelor Bridge Award", "description": "Associate-to-Bachelor Bridge Award: $1,000 (one-time), transfer scholarship for students transferring in with a completed associate degree from a Wesconsin technical college. Deadline Automatic with a", "headings": [ "Associate-to-Bachelor Bridge Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Transfer scholarship Associate-to-Bachelor Bridge Award\n$1,000 (one-time) — open to students transferring in with a completed associate degree from a Wesconsin technical college.\nAbout this scholarship\nThe Associate-to-Bachelor Bridge Award is a transfer scholarship worth $1,000 (one-time), awarded to incoming transfer students based on the transfer GPA and completed credits at the time of admission.\nThis is a one-time award; it is not renewed automatically.\nWho is eligible\nThis award is open to students transferring in with a completed associate degree from a Wesconsin technical college. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nThere is no separate application. Being admitted as a transfer student by the priority deadline puts your file in front of the transfer-scholarship committee automatically.\nDeadline: Automatic with admission by the transfer priority deadline.\nRenewal\nMost transfer awards run for the remaining terms to a first bachelor’s degree, subject to the GPA in the award letter and continuous full-time enrollment.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? This award is one-time, so renewal does not apply.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,000 (one-time)\nType\nTransfer scholarship\nRenewable\nNo — one-time award\nDeadline\nAutomatic with admission by the transfer priority deadline\nEssay required\nNo\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-athletic-training-clinical-award.html", "title": "Athletic Training Clinical Award", "description": "Athletic Training Clinical Award: $1,300/year, departmental scholarship for declared athletic training majors in good academic standing. Deadline March 1.", "headings": [ "Athletic Training Clinical Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "" }, { "url": "scholarship-baja-formula-solar-team-scholarship.html", "title": "Baja/Formula/Solar Team Scholarship", "description": "Baja/Formula/Solar Team Scholarship: $1,000/year, departmental scholarship for engineering students who commit to a full season on the Baja SAE, Formula SAE, or Solar Car team. Deadline September 15 f", "headings": [ "Baja/Formula/Solar Team Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Baja/Formula/Solar Team Scholarship\n$1,000/year — open to engineering students who commit to a full season on the Baja SAE, Formula SAE, or Solar Car team.\nAbout this scholarship\nThe Baja/Formula/Solar Team Scholarship is a departmental scholarship worth $1,000/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to engineering students who commit to a full season on the Baja SAE, Formula SAE, or Solar Car team. It is administered within the College of Engineering & Technology, specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: September 15 for the current year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,000/year\nType\nDepartmental scholarship\nRenewable\nUp to 4 years\nDeadline\nSeptember 15 for the current year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-biology-research-scholarship.html", "title": "Biology Research Scholarship", "description": "Biology Research Scholarship: $1,500/year, departmental scholarship for declared biology majors in good academic standing. Deadline March 1.", "headings": [ "Biology Research Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "" }, { "url": "scholarship-bridge-to-completion-fund.html", "title": "Bridge to Completion Fund", "description": "Bridge to Completion Fund: up to $1,500 (one-time), need-based scholarship for students within two terms of graduation facing an unexpected funding gap. Deadline Rolling, as funds allow.", "headings": [ "Bridge to Completion Fund", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Need-based scholarship Bridge to Completion Fund\nup to $1,500 (one-time) — open to students within two terms of graduation facing an unexpected funding gap.\nAbout this scholarship\nThe Bridge to Completion Fund is a need-based scholarship worth up to $1,500 (one-time), awarded from your FAFSA-demonstrated financial need after other aid is applied, prioritizing the students with the largest remaining gap.\nThis is a one-time award; it is not renewed automatically.\nWho is eligible\nThis award is open to students within two terms of graduation facing an unexpected funding gap. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nFile the FAFSA by the priority date on financial-aid.html; no separate application is required. The financial-aid office notifies eligible students directly once packaging is complete.\nDeadline: Rolling, as funds allow.\nRenewal\nRenewal requires a new FAFSA each year, continued demonstrated need, and satisfactory academic progress under the same standard that governs federal aid.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? This award is one-time, so renewal does not apply.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\nup to $1,500 (one-time)\nType\nNeed-based scholarship\nRenewable\nNo — one-time award\nDeadline\nRolling, as funds allow\nEssay required\nNo\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance\nPackaging minor" }, { "url": "scholarship-chemistry-instrumentation-award.html", "title": "Chemistry Instrumentation Award", "description": "Chemistry Instrumentation Award: $1,500/year, departmental scholarship for declared chemistry majors in good academic standing. Deadline March 1.", "headings": [ "Chemistry Instrumentation Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "" }, { "url": "scholarship-computing-innovators-award.html", "title": "Computing Innovators Award", "description": "Computing Innovators Award: $1,800/year, departmental scholarship for declared computer science, software engineering, or cybersecurity majors with a portfolio project. Deadline March 1 for the follow", "headings": [ "Computing Innovators Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Computing Innovators Award\n$1,800/year — open to declared computer science, software engineering, or cybersecurity majors with a portfolio project.\nAbout this scholarship\nThe Computing Innovators Award is a departmental scholarship worth $1,800/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to declared computer science, software engineering, or cybersecurity majors with a portfolio project. It is administered within the College of Computing & Information Sciences, specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,800/year\nType\nDepartmental scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCollege of Computing & Information Sciences program\nCost of attendance\nComputer Science (B.S.)" }, { "url": "scholarship-construction-trades-legacy-scholarship.html", "title": "Construction Trades Legacy Scholarship", "description": "Construction Trades Legacy Scholarship: $1,800/year, departmental scholarship for declared construction management majors with a family or work background in the trades. Deadline March 1 for the follo", "headings": [ "Construction Trades Legacy Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Construction Trades Legacy Scholarship\n$1,800/year — open to declared construction management majors with a family or work background in the trades.\nAbout this scholarship\nThe Construction Trades Legacy Scholarship is a departmental scholarship worth $1,800/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to declared construction management majors with a family or work background in the trades. It is administered within the College of Engineering & Technology, specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,800/year\nType\nDepartmental scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCollege of Engineering & Technology program\nCost of attendance\nConstruction Management (B.S.)" }, { "url": "scholarship-culinary-arts-competition-award.html", "title": "Culinary Arts Competition Award", "description": "Culinary Arts Competition Award: $1,200/year, creative & performing arts scholarship for culinary arts majors on the competition team. Deadline March 1, with a tasting.", "headings": [ "Culinary Arts Competition Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "" }, { "url": "scholarship-cybersecurity-clinic-scholarship.html", "title": "Cybersecurity Clinic Scholarship", "description": "Cybersecurity Clinic Scholarship: $1,500/year, departmental scholarship for cybersecurity or IT majors accepted into the student cybersecurity clinic. Deadline Rolling, tied to clinic acceptance.", "headings": [ "Cybersecurity Clinic Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Cybersecurity Clinic Scholarship\n$1,500/year — open to cybersecurity or IT majors accepted into the student cybersecurity clinic.\nAbout this scholarship\nThe Cybersecurity Clinic Scholarship is a departmental scholarship worth $1,500/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 2 years beyond the first, for a maximum of 3 years total.\nWho is eligible\nThis award is open to cybersecurity or IT majors accepted into the student cybersecurity clinic. It is administered within the College of Computing & Information Sciences, specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: Rolling, tied to clinic acceptance. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,500/year\nType\nDepartmental scholarship\nRenewable\nUp to 3 years\nDeadline\nRolling, tied to clinic acceptance\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance\nCybersecurity (B.S.)" }, { "url": "scholarship-data-for-good-scholarship.html", "title": "Data for Good Scholarship", "description": "Data for Good Scholarship: $1,800/year, departmental scholarship for declared data science majors with a project applying data to a community or nonprofit problem. Deadline March 1 for the following y", "headings": [ "Data for Good Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Data for Good Scholarship\n$1,800/year — open to declared data science majors with a project applying data to a community or nonprofit problem.\nAbout this scholarship\nThe Data for Good Scholarship is a departmental scholarship worth $1,800/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to declared data science majors with a project applying data to a community or nonprofit problem. It is administered within the College of Computing & Information Sciences, specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,800/year\nType\nDepartmental scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCollege of Computing & Information Sciences program\nCost of attendance\nData Science (B.S.)" }, { "url": "scholarship-deadlines-and-priority-dates.html", "title": "Scholarship Deadlines and Priority Dates", "description": "Every date that moves money for students entering in fall 2027, in one table, with the three that matter most at the top.", "headings": [ "Scholarship Deadlines and Priority Dates", "On this page", "The short version", "Full calendar for 2027–28 entry", "What “priority” means", "Automatic awards versus applications", "The misses we see every year" ], "content": "Admissions Scholarship Deadlines and Priority Dates\nEvery date that moves money for students entering in fall 2027, in one table, with the three that matter most at the top.\nThe short version\nIf you remember three dates for 2027–28 entry, make them these:\nDecember 1, 2026 — be admitted by this date to be reviewed in the first round of merit awards, including the President’s Scholarship and the Founders’ Scholarship .\nFebruary 1, 2027 — the fall priority date. Everyone admitted by now is reviewed automatically for Porter’s merit and access scholarships, and FAFSAs filed by now get the strongest consideration for limited grants and work-study.\nMarch 5, 2027 — the Foundation scholarship application closes. One form, more than 180 donor-funded awards.\nBecause decisions take about two weeks, applying by mid-November is the practical way to make the December 1 round.\nFull calendar for 2027–28 entry\nOctober 1, 2026 — What happens: 2027–28 FAFSA available; Porter’s federal school code is 009399; Who it affects: Everyone seeking aid\nNovember 1, 2026 — What happens: Spring 2027 priority application date; Who it affects: Spring entrants\nDecember 1, 2026 — What happens: First-round merit review for students admitted by this date; Foundation scholarship application opens; Who it affects: First-year applicants; all students\nJanuary 15, 2027 — What happens: Portfolio deadline for design scholarships (B.F.A. and Apparel & Textile Design); Honors Program priority date; Who it affects: Design and Honors applicants\nFebruary 1, 2027 — What happens: Fall priority application date; automatic scholarship review; FAFSA priority date; Who it affects: First-year and transfer applicants\nMarch 5, 2027 — What happens: Foundation scholarship application closes, 11:59 p.m.; Who it affects: All incoming and continuing students\nMarch 15, 2027 — What happens: Verification documents due for priority aid consideration; Who it affects: Students selected for verification\nApril 1, 2027 — What happens: Most aid offers for priority filers posted in MyPorter; Who it affects: Admitted students\nApril 30, 2027 — What happens: Foundation scholarship recipients notified; Who it affects: Foundation applicants\nMay 1, 2027 — What happens: Enrollment deposit due; accept or decline your aid offer; Who it affects: Admitted first-year students\nJuly 1, 2027 — What happens: Report outside scholarships so fall aid is correct; Who it affects: Anyone with an outside award\nAugust 1, 2027 — What happens: Final fall application deadline; aid still awarded, but limited funds are largely committed; Who it affects: Late applicants\nNursing and Apparel & Textile Design also have program-specific admission dates; check those program pages.\nWhat “priority” means\nA priority date is not a cutoff. Applications are reviewed after February 1, and students admitted later still receive scholarships while funds remain. But merit and need-based funds are finite and are awarded in order: last year 88 percent of first-year merit dollars went to students admitted by the priority date. Applying in March is fine for admission and expensive for scholarships.\nThe FAFSA works the same way. Federal Pell Grants do not run out, but Porter’s own grants, state grants and work-study positions do. See the FAFSA, line by line for the form itself.\nAutomatic awards versus applications\nAutomatic with admission: the President’s and Founders’ Scholarships, the First-Generation Award and most access awards. Nothing to submit; awards appear with or shortly after your admission decision.\nThe Foundation application: one online form, open December 1 to March 5, matching you to awards by major, county, need, first-generation status and activities. Leaving the activities field blank removes you from awards you would have matched. Tips are on applying for scholarships .\nTransfer students: admitted by February 1 for automatic review, including the Transfer Momentum Award .\nOutside awards: report them by July 1 (see reporting outside scholarships ); they should replace loans before grants.\nThe complete list of named awards is in the scholarship directory .\nThe misses we see every year\nA FAFSA filed without Porter’s school code, so it never reaches the aid office.\nA verification request sitting unanswered in a Porter inbox nobody has checked yet.\nA Foundation application started in February and never submitted.\nA student admitted February 3 who assumes the scholarship window has closed and stops looking. It has not; it has narrowed.\nScholarship questions after admission go to the Scholarships Office, Founders Union 118, (715) 555–0231. Questions about getting admitted in time go to admissions.\nAt a glance\nFirst merit round\nAdmitted by Dec. 1, 2026\nPriority date\nFeb. 1, 2027 — admission and FAFSA\nFoundation application\nDec. 1, 2026 – Mar. 5, 2027\nDeposit and aid acceptance\nMay 1, 2027\nFinal fall deadline\nAug. 1, 2027\nWho to contact\nOffice of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0143\nEmail\nadmissions@uwporterfalls.edu\nHours\nMon–Fri 8 a.m.–4:30 p.m.; Saturdays 9 a.m.–noon during Millrace Week and in April\nRelated resources\nScholarships\nScholarship directory\nApplying for scholarships\nEnrollment deposit and confirmation\nHigh school senior timeline\nFinancial aid" }, { "url": "scholarship-design-portfolio-scholarship.html", "title": "Design Portfolio Scholarship", "description": "Design Portfolio Scholarship: $1,800/year, departmental scholarship for declared graphic design, industrial design, or UX design majors. Deadline March 1 for the following year.", "headings": [ "Design Portfolio Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Design Portfolio Scholarship\n$1,800/year — open to declared graphic design, industrial design, or UX design majors.\nAbout this scholarship\nThe Design Portfolio Scholarship is a departmental scholarship worth $1,800/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to declared graphic design, industrial design, or UX design majors. It is administered within the College of Arts, Design & Communication , specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,800/year\nType\nDepartmental scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCollege of Arts, Design & Communication program\nCost of attendance\nIndustrial Design (B.F.A.)" }, { "url": "scholarship-dietetics-practice-scholarship.html", "title": "Dietetics Practice Scholarship", "description": "Dietetics Practice Scholarship: $1,600/year, departmental scholarship for declared dietetics majors entering their supervised-practice year. Deadline March 1 for the following year.", "headings": [ "Dietetics Practice Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Dietetics Practice Scholarship\n$1,600/year — open to declared dietetics majors entering their supervised-practice year.\nAbout this scholarship\nThe Dietetics Practice Scholarship is a departmental scholarship worth $1,600/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to declared dietetics majors entering their supervised-practice year. It is administered within the College of Education, Health & Human Sciences , specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,600/year\nType\nDepartmental scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCollege of Education, Health & Human Sciences program\nCost of attendance\nDietetics (B.S.)" }, { "url": "scholarship-directory.html", "title": "Scholarship directory", "description": "Search all 69 named and endowed scholarships by keyword, major or college.", "headings": [ "Scholarship directory", "On this page", "One form, many funds", "Where the funds come from", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Admissions Scholarship directory\nSearch all 69 named and endowed scholarships below by keyword, major or college.\nOne form, many funds\nStudents complete a single scholarship application; the system matches them against every fund's specific criteria — a college, a hometown, a first-generation status, a demonstrated interest — rather than requiring a separate application per scholarship.\nWhere the funds come from\nMost are endowed by alumni, retired faculty or local businesses in memory or honor of someone with a Porter connection; donors set the criteria once and the fund is awarded automatically against it every year after.\nIn and around Porter Falls\nMost families reach campus from the west on US 12 or by regional coach into the Depot District, and the Welcome Center at the Depot is where visits start.\nThe practical details\nCount: 69 named and endowed funds. Application: One universal form matches students to eligible funds. Deadline: March 1 for priority consideration. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Admissions (Welcome Center at the Depot). Call (715) 555–0143 or email admissions@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCount\n69 named and endowed funds\nApplication\nOne universal form matches students to eligible funds\nDeadline\nMarch 1 for priority consideration\nWho to contact\nOffice of Admissions\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDual enrollment\nFamily Weekend\nTransfer student orientation\nNew student checklist\nFull contact directory" }, { "url": "scholarship-engineering-technology-scholars-fund.html", "title": "Engineering & Technology Scholars Fund", "description": "Engineering & Technology Scholars Fund: $2,000/year, departmental scholarship for declared majors in the College of Engineering & Technology with a 3.2 GPA or higher. Deadline March 1 for the", "headings": [ "Engineering & Technology Scholars Fund", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Engineering & Technology Scholars Fund\n$2,000/year — open to declared majors in the College of Engineering & Technology with a 3.2 GPA or higher.\nAbout this scholarship\nThe Engineering & Technology Scholars Fund is a departmental scholarship worth $2,000/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to declared majors in the College of Engineering & Technology with a 3.2 GPA or higher. It is administered within the College of Engineering & Technology, specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$2,000/year\nType\nDepartmental scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCollege of Engineering & Technology program\nCost of attendance" }, { "url": "scholarship-ensemble-music-scholarship.html", "title": "Ensemble Music Scholarship", "description": "Ensemble Music Scholarship: $1,000/year, creative & performing arts scholarship for students participating in a campus ensemble, regardless of major. Deadline March 1, with an audition.", "headings": [ "Ensemble Music Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Creative & performing arts scholarship Ensemble Music Scholarship\n$1,000/year — open to students participating in a campus ensemble, regardless of major.\nAbout this scholarship\nThe Ensemble Music Scholarship is a creative & performing arts scholarship worth $1,000/year, awarded on portfolio, audition, or work sample, reviewed by faculty in the relevant department alongside the application.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to students participating in a campus ensemble, regardless of major. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nSubmit the portfolio, audition, or work sample described on the department page alongside the general scholarship application on MyPorter; specific formats and dates are set by the department each year.\nDeadline: March 1, with an audition.\nRenewal\nRenewal is by faculty review each year rather than automatic, based on continued participation in departmental studio, ensemble, or production work and satisfactory academic progress.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,000/year\nType\nCreative & performing arts scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1, with an audition\nEssay required\nNo\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance\nMusic minor" }, { "url": "scholarship-entrepreneurship-launch-scholarship.html", "title": "Entrepreneurship Launch Scholarship", "description": "Entrepreneurship Launch Scholarship: $1,500/year, departmental scholarship for declared entrepreneurship majors with an active or planned venture. Deadline March 1 for the following year.", "headings": [ "Entrepreneurship Launch Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Entrepreneurship Launch Scholarship\n$1,500/year — open to declared entrepreneurship majors with an active or planned venture.\nAbout this scholarship\nThe Entrepreneurship Launch Scholarship is a departmental scholarship worth $1,500/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 2 years beyond the first, for a maximum of 3 years total.\nWho is eligible\nThis award is open to declared entrepreneurship majors with an active or planned venture. It is administered within the College of Management , specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,500/year\nType\nDepartmental scholarship\nRenewable\nUp to 3 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCollege of Management program\nCost of attendance\nEntrepreneurship (B.S.)" }, { "url": "scholarship-esports-and-game-analytics-research-award.html", "title": "Esports & Game Analytics Research Award", "description": "Esports & Game Analytics Research Award: $1,300/year, departmental scholarship for computer science or data science majors placed in the Esports & Game Analytics Laboratory. Deadline Rolling,", "headings": [ "Esports & Game Analytics Research Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Esports & Game Analytics Research Award\n$1,300/year — open to computer science or data science majors placed in the Esports & Game Analytics Laboratory.\nAbout this scholarship\nThe Esports & Game Analytics Research Award is a departmental scholarship worth $1,300/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 2 years beyond the first, for a maximum of 3 years total.\nWho is eligible\nThis award is open to computer science or data science majors placed in the Esports & Game Analytics Laboratory. It is administered within the College of Computing & Information Sciences, specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: Rolling, tied to lab placement. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,300/year\nType\nDepartmental scholarship\nRenewable\nUp to 3 years\nDeadline\nRolling, tied to lab placement\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance\nComputer Science (B.S.)" }, { "url": "scholarship-faculty-led-travel-grant.html", "title": "Faculty-Led Program Travel Grant", "description": "Faculty-Led Program Travel Grant: up to $800 (one-time), study-abroad scholarship for students enrolled in an approved faculty-led short-term program. Deadline Eight weeks before the program departs.", "headings": [ "Faculty-Led Program Travel Grant", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Study-abroad scholarship Faculty-Led Program Travel Grant\nup to $800 (one-time) — open to students enrolled in an approved faculty-led short-term program.\nAbout this scholarship\nThe Faculty-Led Program Travel Grant is a study-abroad scholarship worth up to $800 (one-time), awarded to help offset the added cost of a specific term abroad, based on the application essay and an approved study-abroad plan.\nThis is a one-time award; it is not renewed automatically.\nWho is eligible\nThis award is open to students enrolled in an approved faculty-led short-term program. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the Global Education Office once your study-abroad program is approved; the required essay explains how the program fits your academic plan.\nDeadline: Eight weeks before the program departs. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nThis is a one-time award tied to a single term abroad; it is not renewable, though a student can apply again for a different term if eligible.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? This award is one-time, so renewal does not apply.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\nup to $800 (one-time)\nType\nStudy-abroad scholarship\nRenewable\nNo — one-time award\nDeadline\nEight weeks before the program departs\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-fermentation-and-food-innovation-scholarship.html", "title": "Fermentation & Food Innovation Scholarship", "description": "Fermentation & Food Innovation Scholarship: $1,400/year, departmental scholarship for food science or dietetics majors working in the Fermentation and Food Innovation Lab. Deadline March 1 for the", "headings": [ "Fermentation & Food Innovation Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Fermentation & Food Innovation Scholarship\n$1,400/year — open to food science or dietetics majors working in the Fermentation and Food Innovation Lab.\nAbout this scholarship\nThe Fermentation & Food Innovation Scholarship is a departmental scholarship worth $1,400/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 2 years beyond the first, for a maximum of 3 years total.\nWho is eligible\nThis award is open to food science or dietetics majors working in the Fermentation and Food Innovation Lab. It is administered within the College of Education, Health & Human Sciences , specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,400/year\nType\nDepartmental scholarship\nRenewable\nUp to 3 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance\nDietetics (B.S.)" }, { "url": "scholarship-first-flight-scholarship.html", "title": "First Flight Scholarship", "description": "First Flight Scholarship: $2,500/year, first-generation scholarship for first-generation college students with demonstrated financial need. Deadline February 1.", "headings": [ "First Flight Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "First-generation scholarship First Flight Scholarship\n$2,500/year — open to first-generation college students with demonstrated financial need.\nAbout this scholarship\nThe First Flight Scholarship is a first-generation scholarship worth $2,500/year, awarded to students who are the first in their immediate family to attend a four-year institution, based on the application and a short essay.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to first-generation college students with demonstrated financial need. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the general scholarship application on MyPorter; indicate first-generation status where prompted and complete the required essay.\nDeadline: February 1. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal requires continued enrollment, satisfactory academic progress, and a brief annual check-in with TRIO/first-generation student services, which also connects recipients to mentoring.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$2,500/year\nType\nFirst-generation scholarship\nRenewable\nUp to 5 years\nDeadline\nFebruary 1\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-first-generation-abroad-award.html", "title": "First-Generation Abroad Award", "description": "First-Generation Abroad Award: up to $2,000 (one-time), study-abroad scholarship for first-generation students with an approved semester-length study-abroad plan. Deadline Eight weeks before the progr", "headings": [ "First-Generation Abroad Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Study-abroad scholarship First-Generation Abroad Award\nup to $2,000 (one-time) — open to first-generation students with an approved semester-length study-abroad plan.\nAbout this scholarship\nThe First-Generation Abroad Award is a study-abroad scholarship worth up to $2,000 (one-time), awarded to help offset the added cost of a specific term abroad, based on the application essay and an approved study-abroad plan.\nThis is a one-time award; it is not renewed automatically.\nWho is eligible\nThis award is open to first-generation students with an approved semester-length study-abroad plan. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the Global Education Office once your study-abroad program is approved; the required essay explains how the program fits your academic plan.\nDeadline: Eight weeks before the program departs. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nThis is a one-time award tied to a single term abroad; it is not renewable, though a student can apply again for a different term if eligible.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? This award is one-time, so renewal does not apply.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\nup to $2,000 (one-time)\nType\nStudy-abroad scholarship\nRenewable\nNo — one-time award\nDeadline\nEight weeks before the program departs\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-founders-scholarship.html", "title": "Founders' Scholarship", "description": "Founders' Scholarship: $3,000/year, merit scholarship for incoming first-year students admitted with a 3.75 GPA or higher. Deadline Automatic with admission by December 1.", "headings": [ "Founders' Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Merit scholarship Founders' Scholarship\n$3,000/year — open to incoming first-year students admitted with a 3.75 GPA or higher.\nAbout this scholarship\nThe Founders' Scholarship is a merit scholarship worth $3,000/year, awarded automatically on admission, based on the academic record in your application — no separate essay or interview.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to incoming first-year students admitted with a 3.75 GPA or higher. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nThere is no separate application. Being admitted by the priority deadline automatically puts your file in front of the merit-scholarship committee; the award, if any, appears with your admission decision.\nDeadline: Automatic with admission by December 1.\nRenewal\nRenewal each year requires the cumulative GPA listed in your award letter and continuous full-time enrollment; a term below the threshold triggers a one-term warning before the award is paused, not an immediate loss.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$3,000/year\nType\nMerit scholarship\nRenewable\nUp to 5 years\nDeadline\nAutomatic with admission by December 1\nEssay required\nNo\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-gerontology-and-aging-services-scholarship.html", "title": "Gerontology & Aging Services Scholarship", "description": "Gerontology & Aging Services Scholarship: $1,200/year, departmental scholarship for students completing the gerontology minor with a placement in a senior-services agency. Deadline March 1 for the", "headings": [ "Gerontology & Aging Services Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Gerontology & Aging Services Scholarship\n$1,200/year — open to students completing the gerontology minor with a placement in a senior-services agency.\nAbout this scholarship\nThe Gerontology & Aging Services Scholarship is a departmental scholarship worth $1,200/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 2 years beyond the first, for a maximum of 3 years total.\nWho is eligible\nThis award is open to students completing the gerontology minor with a placement in a senior-services agency. It is administered within the College of Education, Health & Human Sciences , specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,200/year\nType\nDepartmental scholarship\nRenewable\nUp to 3 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance\nGerontology minor" }, { "url": "scholarship-global-gateway-scholarship.html", "title": "Global Gateway Scholarship", "description": "Global Gateway Scholarship: up to $1,500 (one-time), study-abroad scholarship for students with an approved semester or summer study-abroad plan. Deadline Eight weeks before the program departs.", "headings": [ "Global Gateway Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Study-abroad scholarship Global Gateway Scholarship\nup to $1,500 (one-time) — open to students with an approved semester or summer study-abroad plan.\nAbout this scholarship\nThe Global Gateway Scholarship is a study-abroad scholarship worth up to $1,500 (one-time), awarded to help offset the added cost of a specific term abroad, based on the application essay and an approved study-abroad plan.\nThis is a one-time award; it is not renewed automatically.\nWho is eligible\nThis award is open to students with an approved semester or summer study-abroad plan. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the Global Education Office once your study-abroad program is approved; the required essay explains how the program fits your academic plan.\nDeadline: Eight weeks before the program departs. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nThis is a one-time award tied to a single term abroad; it is not renewable, though a student can apply again for a different term if eligible.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? This award is one-time, so renewal does not apply.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\nup to $1,500 (one-time)\nType\nStudy-abroad scholarship\nRenewable\nNo — one-time award\nDeadline\nEight weeks before the program departs\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-hometown-porter-falls-scholarship.html", "title": "Hometown Porter Falls Scholarship", "description": "Hometown Porter Falls Scholarship: $1,000/year, community-service scholarship for graduates of a Porter County high school with a record of local volunteer work. Deadline February 1.", "headings": [ "Hometown Porter Falls Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Community-service scholarship Hometown Porter Falls Scholarship\n$1,000/year — open to graduates of a Porter County high school with a record of local volunteer work.\nAbout this scholarship\nThe Hometown Porter Falls Scholarship is a community-service scholarship worth $1,000/year, awarded for a documented record of volunteer or community work, based on the application essay and a brief description of that record.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to graduates of a Porter County high school with a record of local volunteer work. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the general scholarship application on MyPorter; describe your service record and complete the required essay by the deadline below.\nDeadline: February 1. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal requires an annual service-hours log at the level described in the award letter, plus continued satisfactory academic progress.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,000/year\nType\nCommunity-service scholarship\nRenewable\nUp to 5 years\nDeadline\nFebruary 1\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-honors-program-scholarship.html", "title": "Honors Program Scholarship", "description": "Honors Program Scholarship: $2,500/year, merit scholarship for students admitted to the University Honors Program. Deadline Automatic with Honors Program admission.", "headings": [ "Honors Program Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Merit scholarship Honors Program Scholarship\n$2,500/year — open to students admitted to the University Honors Program.\nAbout this scholarship\nThe Honors Program Scholarship is a merit scholarship worth $2,500/year, awarded automatically on admission, based on the academic record in your application — no separate essay or interview.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to students admitted to the University Honors Program. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nThere is no separate application. Being admitted by the priority deadline automatically puts your file in front of the merit-scholarship committee; the award, if any, appears with your admission decision.\nDeadline: Automatic with Honors Program admission.\nRenewal\nRenewal each year requires the cumulative GPA listed in your award letter and continuous full-time enrollment; a term below the threshold triggers a one-term warning before the award is paused, not an immediate loss.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$2,500/year\nType\nMerit scholarship\nRenewable\nUp to 5 years\nDeadline\nAutomatic with Honors Program admission\nEssay required\nNo\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-interior-design-materials-award.html", "title": "Interior Design Materials Award", "description": "Interior Design Materials Award: $1,200/year, creative & performing arts scholarship for declared interior design majors, by portfolio review. Deadline March 1, with a portfolio.", "headings": [ "Interior Design Materials Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "" }, { "url": "scholarship-ironclad-athletics-booster-award.html", "title": "Ironclad Athletics Booster Award", "description": "Ironclad Athletics Booster Award: $1,200/year, merit scholarship for incoming first-year students who participated in high-school athletics and maintain a 3.0 GPA. Deadline Automatic with admission by", "headings": [ "Ironclad Athletics Booster Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Merit scholarship Ironclad Athletics Booster Award\n$1,200/year — open to incoming first-year students who participated in high-school athletics and maintain a 3.0 GPA.\nAbout this scholarship\nThe Ironclad Athletics Booster Award is a merit scholarship worth $1,200/year, awarded automatically on admission, based on the academic record in your application — no separate essay or interview.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to incoming first-year students who participated in high-school athletics and maintain a 3.0 GPA. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nThere is no separate application. Being admitted by the priority deadline automatically puts your file in front of the merit-scholarship committee; the award, if any, appears with your admission decision.\nDeadline: Automatic with admission by December 1.\nRenewal\nRenewal each year requires the cumulative GPA listed in your award letter and continuous full-time enrollment; a term below the threshold triggers a one-term warning before the award is paused, not an immediate loss.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,200/year\nType\nMerit scholarship\nRenewable\nUp to 5 years\nDeadline\nAutomatic with admission by December 1\nEssay required\nNo\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-ironclad-esports-scholarship.html", "title": "Ironclad Esports Scholarship", "description": "Ironclad Esports Scholarship: $1,200/year, merit scholarship for students on the varsity esports roster. Deadline Tied to the esports recruiting cycle.", "headings": [ "Ironclad Esports Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Merit scholarship Ironclad Esports Scholarship\n$1,200/year — open to students on the varsity esports roster.\nAbout this scholarship\nThe Ironclad Esports Scholarship is a merit scholarship worth $1,200/year, awarded automatically on admission, based on the academic record in your application — no separate essay or interview.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to students on the varsity esports roster. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nThere is no separate application. Being admitted by the priority deadline automatically puts your file in front of the merit-scholarship committee; the award, if any, appears with your admission decision.\nDeadline: Tied to the esports recruiting cycle.\nRenewal\nRenewal each year requires the cumulative GPA listed in your award letter and continuous full-time enrollment; a term below the threshold triggers a one-term warning before the award is paused, not an immediate loss.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,200/year\nType\nMerit scholarship\nRenewable\nUp to 5 years\nDeadline\nTied to the esports recruiting cycle\nEssay required\nNo\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-ironclad-legacy-award.html", "title": "Ironclad Legacy Award", "description": "Ironclad Legacy Award: $1,500/year, merit scholarship for incoming first-year students with a 3.5–3.74 GPA. Deadline Automatic with admission by December 1.", "headings": [ "Ironclad Legacy Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Merit scholarship Ironclad Legacy Award\n$1,500/year — open to incoming first-year students with a 3.5–3.74 GPA.\nAbout this scholarship\nThe Ironclad Legacy Award is a merit scholarship worth $1,500/year, awarded automatically on admission, based on the academic record in your application — no separate essay or interview.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to incoming first-year students with a 3.5–3.74 GPA. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nThere is no separate application. Being admitted by the priority deadline automatically puts your file in front of the merit-scholarship committee; the award, if any, appears with your admission decision.\nDeadline: Automatic with admission by December 1.\nRenewal\nRenewal each year requires the cumulative GPA listed in your award letter and continuous full-time enrollment; a term below the threshold triggers a one-term warning before the award is paused, not an immediate loss.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,500/year\nType\nMerit scholarship\nRenewable\nUp to 5 years\nDeadline\nAutomatic with admission by December 1\nEssay required\nNo\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-ironclad-veterans-scholarship.html", "title": "Ironclad Veterans Scholarship", "description": "Ironclad Veterans Scholarship: $2,000/year, veteran & military-connected scholarship for veterans and active-duty service members enrolled at least half-time. Deadline March 1.", "headings": [ "Ironclad Veterans Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Veteran & military-connected scholarship Ironclad Veterans Scholarship\n$2,000/year — open to veterans and active-duty service members enrolled at least half-time.\nAbout this scholarship\nThe Ironclad Veterans Scholarship is a veteran & military-connected scholarship worth $2,000/year, awarded to veterans, active-duty service members, and their dependents, based on documented status and the application.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to veterans and active-duty service members enrolled at least half-time. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the general scholarship application on MyPorter and confirm documentation with Veteran & Military Student Services; no separate essay is required beyond the standard application.\nDeadline: March 1.\nRenewal\nRenewal requires continued full-time (or approved part-time) enrollment and satisfactory academic progress; recipients also using VA education benefits are coordinated through Veteran & Military Student Services.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$2,000/year\nType\nVeteran & military-connected scholarship\nRenewable\nUp to 5 years\nDeadline\nMarch 1\nEssay required\nNo\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-legacy-family-scholarship.html", "title": "Legacy Family Scholarship", "description": "Legacy Family Scholarship: $1,000/year, merit scholarship for incoming students with a parent, grandparent, or sibling who graduated from UW–Porter Falls. Deadline Automatic with admission by December 1.", "headings": [ "Legacy Family Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Merit scholarship Legacy Family Scholarship\n$1,000/year — open to incoming students with a parent, grandparent, or sibling who graduated from UW–Porter Falls.\nAbout this scholarship\nThe Legacy Family Scholarship is a merit scholarship worth $1,000/year, awarded automatically on admission, based on the academic record in your application — no separate essay or interview.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to incoming students with a parent, grandparent, or sibling who graduated from UW–Porter Falls. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nThere is no separate application. Being admitted by the priority deadline automatically puts your file in front of the merit-scholarship committee; the award, if any, appears with your admission decision.\nDeadline: Automatic with admission by December 1.\nRenewal\nRenewal each year requires the cumulative GPA listed in your award letter and continuous full-time enrollment; a term below the threshold triggers a one-term warning before the award is paused, not an immediate loss.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,000/year\nType\nMerit scholarship\nRenewable\nUp to 5 years\nDeadline\nAutomatic with admission by December 1\nEssay required\nNo\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-management-future-leaders-award.html", "title": "Future Leaders in Management Award", "description": "Future Leaders in Management Award: $1,500/year, departmental scholarship for declared business, entrepreneurship, or management majors with a leadership role in a student organization. Deadline March", "headings": [ "Future Leaders in Management Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Future Leaders in Management Award\n$1,500/year — open to declared business, entrepreneurship, or management majors with a leadership role in a student organization.\nAbout this scholarship\nThe Future Leaders in Management Award is a departmental scholarship worth $1,500/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to declared business, entrepreneurship, or management majors with a leadership role in a student organization. It is administered within the College of Management , specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,500/year\nType\nDepartmental scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCollege of Management program\nCost of attendance\nEntrepreneurship (B.S.)" }, { "url": "scholarship-manufacturing-workforce-scholarship.html", "title": "Manufacturing Workforce Scholarship", "description": "Manufacturing Workforce Scholarship: $2,200/year, departmental scholarship for declared manufacturing or industrial engineering majors sponsored by a regional employer partner. Deadline March 1 for th", "headings": [ "Manufacturing Workforce Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Manufacturing Workforce Scholarship\n$2,200/year — open to declared manufacturing or industrial engineering majors sponsored by a regional employer partner.\nAbout this scholarship\nThe Manufacturing Workforce Scholarship is a departmental scholarship worth $2,200/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to declared manufacturing or industrial engineering majors sponsored by a regional employer partner. It is administered within the College of Engineering & Technology, specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$2,200/year\nType\nDepartmental scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCollege of Engineering & Technology program\nCost of attendance\nManufacturing minor" }, { "url": "scholarship-many-voices-scholarship.html", "title": "Many Voices Scholarship", "description": "Many Voices Scholarship: $1,500/year, access & opportunity scholarship for students active in a campus cultural or identity-based organization. Deadline February 1.", "headings": [ "Many Voices Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Access & opportunity scholarship Many Voices Scholarship\n$1,500/year — open to students active in a campus cultural or identity-based organization.\nAbout this scholarship\nThe Many Voices Scholarship is a access & opportunity scholarship worth $1,500/year, awarded to students who add to the diversity of experience and background on campus, based on the application essay and, where relevant, documented eligibility.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to students active in a campus cultural or identity-based organization. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the general scholarship application on MyPorter; one required essay responds to a prompt specific to the award, and a single application can be considered for several matching scholarships at once.\nDeadline: February 1. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal requires continued full-time enrollment, satisfactory academic progress, and — for most of these awards — one check-in each year with the sponsoring office.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,500/year\nType\nAccess & opportunity scholarship\nRenewable\nUp to 4 years\nDeadline\nFebruary 1\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-military-family-scholarship.html", "title": "Military Family Scholarship", "description": "Military Family Scholarship: $1,500/year, veteran & military-connected scholarship for dependents of veterans or active-duty service members. Deadline March 1.", "headings": [ "Military Family Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Veteran & military-connected scholarship Military Family Scholarship\n$1,500/year — open to dependents of veterans or active-duty service members.\nAbout this scholarship\nThe Military Family Scholarship is a veteran & military-connected scholarship worth $1,500/year, awarded to veterans, active-duty service members, and their dependents, based on documented status and the application.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to dependents of veterans or active-duty service members. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the general scholarship application on MyPorter and confirm documentation with Veteran & Military Student Services; no separate essay is required beyond the standard application.\nDeadline: March 1.\nRenewal\nRenewal requires continued full-time (or approved part-time) enrollment and satisfactory academic progress; recipients also using VA education benefits are coordinated through Veteran & Military Student Services.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,500/year\nType\nVeteran & military-connected scholarship\nRenewable\nUp to 5 years\nDeadline\nMarch 1\nEssay required\nNo\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-millwright-scholars-award.html", "title": "Millwright Scholars Award", "description": "Millwright Scholars Award: $2,000/year, merit scholarship for incoming first-year students who rank in the top 10% of their graduating class. Deadline Automatic with admission by December 1.", "headings": [ "Millwright Scholars Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Merit scholarship Millwright Scholars Award\n$2,000/year — open to incoming first-year students who rank in the top 10% of their graduating class.\nAbout this scholarship\nThe Millwright Scholars Award is a merit scholarship worth $2,000/year, awarded automatically on admission, based on the academic record in your application — no separate essay or interview.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to incoming first-year students who rank in the top 10% of their graduating class. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nThere is no separate application. Being admitted by the priority deadline automatically puts your file in front of the merit-scholarship committee; the award, if any, appears with your admission decision.\nDeadline: Automatic with admission by December 1.\nRenewal\nRenewal each year requires the cumulative GPA listed in your award letter and continuous full-time enrollment; a term below the threshold triggers a one-term warning before the award is paused, not an immediate loss.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$2,000/year\nType\nMerit scholarship\nRenewable\nUp to 5 years\nDeadline\nAutomatic with admission by December 1\nEssay required\nNo\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-native-nations-scholarship.html", "title": "Native Nations Scholarship", "description": "Native Nations Scholarship: $2,500/year, access & opportunity scholarship for students who are enrolled members or descendants of a federally or state-recognized tribal nation. Deadline February 1", "headings": [ "Native Nations Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Access & opportunity scholarship Native Nations Scholarship\n$2,500/year — open to students who are enrolled members or descendants of a federally or state-recognized tribal nation.\nAbout this scholarship\nThe Native Nations Scholarship is a access & opportunity scholarship worth $2,500/year, awarded to students who add to the diversity of experience and background on campus, based on the application essay and, where relevant, documented eligibility.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to students who are enrolled members or descendants of a federally or state-recognized tribal nation. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the general scholarship application on MyPorter; one required essay responds to a prompt specific to the award, and a single application can be considered for several matching scholarships at once.\nDeadline: February 1. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal requires continued full-time enrollment, satisfactory academic progress, and — for most of these awards — one check-in each year with the sponsoring office.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$2,500/year\nType\nAccess & opportunity scholarship\nRenewable\nUp to 5 years\nDeadline\nFebruary 1\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-nursing-caring-hands-scholarship.html", "title": "Caring Hands Nursing Scholarship", "description": "Caring Hands Nursing Scholarship: $2,500/year, departmental scholarship for declared nursing majors who have completed at least one clinical rotation. Deadline March 1 for the following year.", "headings": [ "Caring Hands Nursing Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Caring Hands Nursing Scholarship\n$2,500/year — open to declared nursing majors who have completed at least one clinical rotation.\nAbout this scholarship\nThe Caring Hands Nursing Scholarship is a departmental scholarship worth $2,500/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to declared nursing majors who have completed at least one clinical rotation. It is administered within the College of Education, Health & Human Sciences , specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$2,500/year\nType\nDepartmental scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCollege of Education, Health & Human Sciences program\nCost of attendance\nNursing (B.S.N.)" }, { "url": "scholarship-open-door-scholarship.html", "title": "Open Door Scholarship", "description": "Open Door Scholarship: $2,000/year, access & opportunity scholarship for students who add to the diversity of experience and background on campus. Deadline February 1.", "headings": [ "Open Door Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Access & opportunity scholarship Open Door Scholarship\n$2,000/year — open to students who add to the diversity of experience and background on campus.\nAbout this scholarship\nThe Open Door Scholarship is a access & opportunity scholarship worth $2,000/year, awarded to students who add to the diversity of experience and background on campus, based on the application essay and, where relevant, documented eligibility.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to students who add to the diversity of experience and background on campus. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the general scholarship application on MyPorter; one required essay responds to a prompt specific to the award, and a single application can be considered for several matching scholarships at once.\nDeadline: February 1. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal requires continued full-time enrollment, satisfactory academic progress, and — for most of these awards — one check-in each year with the sponsoring office.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$2,000/year\nType\nAccess & opportunity scholarship\nRenewable\nUp to 5 years\nDeadline\nFebruary 1\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-plastics-industry-partners-scholarship.html", "title": "Plastics Industry Partners Scholarship", "description": "Plastics Industry Partners Scholarship: $2,200/year, departmental scholarship for declared plastics or packaging engineering majors. Deadline March 1 for the following year.", "headings": [ "Plastics Industry Partners Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Plastics Industry Partners Scholarship\n$2,200/year — open to declared plastics or packaging engineering majors.\nAbout this scholarship\nThe Plastics Industry Partners Scholarship is a departmental scholarship worth $2,200/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to declared plastics or packaging engineering majors. It is administered within the College of Engineering & Technology, specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$2,200/year\nType\nDepartmental scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCollege of Engineering & Technology program\nCost of attendance\nPackaging minor" }, { "url": "scholarship-porter-falls-hometown-award.html", "title": "Porter Falls Hometown Award", "description": "Porter Falls Hometown Award: $1,200/year, community-service scholarship for graduates of Porter Falls High School enrolling directly from high school. Deadline February 1.", "headings": [ "Porter Falls Hometown Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Community-service scholarship Porter Falls Hometown Award\n$1,200/year — open to graduates of Porter Falls High School enrolling directly from high school.\nAbout this scholarship\nThe Porter Falls Hometown Award is a community-service scholarship worth $1,200/year, awarded for a documented record of volunteer or community work, based on the application essay and a brief description of that record.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to graduates of Porter Falls High School enrolling directly from high school. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the general scholarship application on MyPorter; describe your service record and complete the required essay by the deadline below.\nDeadline: February 1. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal requires an annual service-hours log at the level described in the award letter, plus continued satisfactory academic progress.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,200/year\nType\nCommunity-service scholarship\nRenewable\nUp to 5 years\nDeadline\nFebruary 1\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-porter-opportunity-grant.html", "title": "Porter Opportunity Grant", "description": "Porter Opportunity Grant: up to $4,000/year, need-based scholarship for Pell-eligible undergraduates with the greatest remaining financial need after other aid. Deadline FAFSA priority date, March 1.", "headings": [ "Porter Opportunity Grant", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Need-based scholarship Porter Opportunity Grant\nup to $4,000/year — open to Pell-eligible undergraduates with the greatest remaining financial need after other aid.\nAbout this scholarship\nThe Porter Opportunity Grant is a need-based scholarship worth up to $4,000/year, awarded from your FAFSA-demonstrated financial need after other aid is applied, prioritizing the students with the largest remaining gap.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to Pell-eligible undergraduates with the greatest remaining financial need after other aid. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nFile the FAFSA by the priority date on financial-aid.html; no separate application is required. The financial-aid office notifies eligible students directly once packaging is complete.\nDeadline: FAFSA priority date, March 1.\nRenewal\nRenewal requires a new FAFSA each year, continued demonstrated need, and satisfactory academic progress under the same standard that governs federal aid.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\nup to $4,000/year\nType\nNeed-based scholarship\nRenewable\nUp to 5 years\nDeadline\nFAFSA priority date, March 1\nEssay required\nNo\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance\nPackaging minor" }, { "url": "scholarship-porter-pride-scholarship.html", "title": "Porter Pride Scholarship", "description": "Porter Pride Scholarship: $1,200/year, access & opportunity scholarship for LGBTQ+ students and allies active in campus inclusion work. Deadline February 1.", "headings": [ "Porter Pride Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Access & opportunity scholarship Porter Pride Scholarship\n$1,200/year — open to LGBTQ+ students and allies active in campus inclusion work.\nAbout this scholarship\nThe Porter Pride Scholarship is a access & opportunity scholarship worth $1,200/year, awarded to students who add to the diversity of experience and background on campus, based on the application essay and, where relevant, documented eligibility.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to LGBTQ+ students and allies active in campus inclusion work. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the general scholarship application on MyPorter; one required essay responds to a prompt specific to the award, and a single application can be considered for several matching scholarships at once.\nDeadline: February 1. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal requires continued full-time enrollment, satisfactory academic progress, and — for most of these awards — one check-in each year with the sponsoring office.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,200/year\nType\nAccess & opportunity scholarship\nRenewable\nUp to 4 years\nDeadline\nFebruary 1\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-presidential-scholarship.html", "title": "President's Scholarship", "description": "President's Scholarship: $4,500/year, merit scholarship for incoming first-year students with a 3.9 GPA or higher and a rigorous course load. Deadline Automatic with admission by December 1.", "headings": [ "President's Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Merit scholarship President's Scholarship\n$4,500/year — open to incoming first-year students with a 3.9 GPA or higher and a rigorous course load.\nAbout this scholarship\nThe President's Scholarship is a merit scholarship worth $4,500/year, awarded automatically on admission, based on the academic record in your application — no separate essay or interview.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to incoming first-year students with a 3.9 GPA or higher and a rigorous course load. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nThere is no separate application. Being admitted by the priority deadline automatically puts your file in front of the merit-scholarship committee; the award, if any, appears with your admission decision.\nDeadline: Automatic with admission by December 1.\nRenewal\nRenewal each year requires the cumulative GPA listed in your award letter and continuous full-time enrollment; a term below the threshold triggers a one-term warning before the award is paused, not an immediate loss.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$4,500/year\nType\nMerit scholarship\nRenewable\nUp to 5 years\nDeadline\nAutomatic with admission by December 1\nEssay required\nNo\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-renewable-energy-scholars-award.html", "title": "Renewable Energy Scholars Award", "description": "Renewable Energy Scholars Award: $1,500/year, departmental scholarship for electrical or mechanical engineering majors working in the Renewable Energy & Microgrid Laboratory. Deadline March 1 for", "headings": [ "Renewable Energy Scholars Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Renewable Energy Scholars Award\n$1,500/year — open to electrical or mechanical engineering majors working in the Renewable Energy & Microgrid Laboratory.\nAbout this scholarship\nThe Renewable Energy Scholars Award is a departmental scholarship worth $1,500/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to electrical or mechanical engineering majors working in the Renewable Energy & Microgrid Laboratory. It is administered within the College of Engineering & Technology, specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,500/year\nType\nDepartmental scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance\nMechanical Engineering (B.S.)" }, { "url": "scholarship-research-scholars-award.html", "title": "Research Scholars Award", "description": "Research Scholars Award: $1,800/year, departmental scholarship for undergraduates accepted into a named faculty research lab or center. Deadline Rolling, tied to research-placement offers.", "headings": [ "Research Scholars Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Research Scholars Award\n$1,800/year — open to undergraduates accepted into a named faculty research lab or center.\nAbout this scholarship\nThe Research Scholars Award is a departmental scholarship worth $1,800/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 2 years beyond the first, for a maximum of 3 years total.\nWho is eligible\nThis award is open to undergraduates accepted into a named faculty research lab or center. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: Rolling, tied to research-placement offers. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,800/year\nType\nDepartmental scholarship\nRenewable\nUp to 3 years\nDeadline\nRolling, tied to research-placement offers\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-rural-health-scholarship.html", "title": "Rural Health Scholarship", "description": "Rural Health Scholarship: $2,000/year, departmental scholarship for declared nursing or dietetics majors who commit to a rural clinical placement. Deadline March 1 for the following year.", "headings": [ "Rural Health Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Rural Health Scholarship\n$2,000/year — open to declared nursing or dietetics majors who commit to a rural clinical placement.\nAbout this scholarship\nThe Rural Health Scholarship is a departmental scholarship worth $2,000/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to declared nursing or dietetics majors who commit to a rural clinical placement. It is administered within the College of Education, Health & Human Sciences , specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$2,000/year\nType\nDepartmental scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCollege of Education, Health & Human Sciences program\nCost of attendance\nDietetics (B.S.)" }, { "url": "scholarship-second-chapter-scholarship.html", "title": "Second Chapter Scholarship", "description": "Second Chapter Scholarship: $2,000/year, adult & returning-student scholarship for students returning to college after a gap of five years or more. Deadline March 1.", "headings": [ "Second Chapter Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Adult & returning-student scholarship Second Chapter Scholarship\n$2,000/year — open to students returning to college after a gap of five years or more.\nAbout this scholarship\nThe Second Chapter Scholarship is a adult & returning-student scholarship worth $2,000/year, awarded to students returning to college after a gap of several years or more, based on the application essay and current academic plan.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to students returning to college after a gap of five years or more. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the general scholarship application on MyPorter; the required essay describes your return to school and your plan to finish.\nDeadline: March 1. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal requires continued enrollment at the pace described in the award letter (full- or part-time) and satisfactory academic progress.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$2,000/year\nType\nAdult & returning-student scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-second-language-scholars-award.html", "title": "Second Language Scholars Award", "description": "Second Language Scholars Award: $1,000/year, departmental scholarship for students completing a minor in Spanish, French, or American Sign Language. Deadline March 1 for the following year.", "headings": [ "Second Language Scholars Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Second Language Scholars Award\n$1,000/year — open to students completing a minor in Spanish, French, or American Sign Language.\nAbout this scholarship\nThe Second Language Scholars Award is a departmental scholarship worth $1,000/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to students completing a minor in Spanish, French, or American Sign Language. It is administered within the College of Arts, Design & Communication , specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,000/year\nType\nDepartmental scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance\nAmerican Sign Language minor" }, { "url": "scholarship-service-above-self-scholarship.html", "title": "Service Above Self Scholarship", "description": "Service Above Self Scholarship: $1,500/year, community-service scholarship for students with at least 100 documented volunteer hours in the two years before applying. Deadline February 1.", "headings": [ "Service Above Self Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Community-service scholarship Service Above Self Scholarship\n$1,500/year — open to students with at least 100 documented volunteer hours in the two years before applying.\nAbout this scholarship\nThe Service Above Self Scholarship is a community-service scholarship worth $1,500/year, awarded for a documented record of volunteer or community work, based on the application essay and a brief description of that record.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to students with at least 100 documented volunteer hours in the two years before applying. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the general scholarship application on MyPorter; describe your service record and complete the required essay by the deadline below.\nDeadline: February 1. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal requires an annual service-hours log at the level described in the award letter, plus continued satisfactory academic progress.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,500/year\nType\nCommunity-service scholarship\nRenewable\nUp to 4 years\nDeadline\nFebruary 1\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-social-work-field-practicum-award.html", "title": "Social Work Field Practicum Award", "description": "Social Work Field Practicum Award: $1,400/year, departmental scholarship for social work majors entering their field practicum year. Deadline March 15.", "headings": [ "Social Work Field Practicum Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "" }, { "url": "scholarship-software-engineering-capstone-award.html", "title": "Software Engineering Capstone Award", "description": "Software Engineering Capstone Award: $1,800/year, departmental scholarship for software engineering majors entering senior capstone year. Deadline April 1.", "headings": [ "Software Engineering Capstone Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "" }, { "url": "scholarship-stagecraft-scholarship.html", "title": "Stagecraft Scholarship", "description": "Stagecraft Scholarship: $1,200/year, creative & performing arts scholarship for theatre majors and minors active in mainstage or student-directed productions. Deadline March 1, with an audition or", "headings": [ "Stagecraft Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Creative & performing arts scholarship Stagecraft Scholarship\n$1,200/year — open to theatre majors and minors active in mainstage or student-directed productions.\nAbout this scholarship\nThe Stagecraft Scholarship is a creative & performing arts scholarship worth $1,200/year, awarded on portfolio, audition, or work sample, reviewed by faculty in the relevant department alongside the application.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to theatre majors and minors active in mainstage or student-directed productions. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nSubmit the portfolio, audition, or work sample described on the department page alongside the general scholarship application on MyPorter; specific formats and dates are set by the department each year.\nDeadline: March 1, with an audition or portfolio review.\nRenewal\nRenewal is by faculty review each year rather than automatic, based on continued participation in departmental studio, ensemble, or production work and satisfactory academic progress.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,200/year\nType\nCreative & performing arts scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1, with an audition or portfolio review\nEssay required\nNo\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance\nTheatre minor" }, { "url": "scholarship-sustainability-leaders-scholarship.html", "title": "Sustainability Leaders Scholarship", "description": "Sustainability Leaders Scholarship: $1,500/year, community-service scholarship for students who lead or co-lead a campus sustainability project. Deadline February 1.", "headings": [ "Sustainability Leaders Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Community-service scholarship Sustainability Leaders Scholarship\n$1,500/year — open to students who lead or co-lead a campus sustainability project.\nAbout this scholarship\nThe Sustainability Leaders Scholarship is a community-service scholarship worth $1,500/year, awarded for a documented record of volunteer or community work, based on the application essay and a brief description of that record.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to students who lead or co-lead a campus sustainability project. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the general scholarship application on MyPorter; describe your service record and complete the required essay by the deadline below.\nDeadline: February 1. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal requires an annual service-hours log at the level described in the award letter, plus continued satisfactory academic progress.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,500/year\nType\nCommunity-service scholarship\nRenewable\nUp to 4 years\nDeadline\nFebruary 1\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance\nSustainability minor" }, { "url": "scholarship-teacher-ed-classroom-ready-award.html", "title": "Classroom-Ready Award", "description": "Classroom-Ready Award: $1,500/year, departmental scholarship for declared education majors entering their clinical placement year. Deadline March 1 for the following year.", "headings": [ "Classroom-Ready Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Departmental scholarship Classroom-Ready Award\n$1,500/year — open to declared education majors entering their clinical placement year.\nAbout this scholarship\nThe Classroom-Ready Award is a departmental scholarship worth $1,500/year, awarded by faculty in the department from a pool of declared majors, based on academic standing and, where noted, a short statement of interest.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to declared education majors entering their clinical placement year. It is administered within the College of Education, Health & Human Sciences , specifically the department named above. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the department each spring for the following year using the short application posted on the department page; no separate essay beyond the one-paragraph statement of interest is required unless noted.\nDeadline: March 1 for the following year. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal is by faculty nomination each year rather than automatic; students who remain in good standing in the major are the ones typically re-nominated.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,500/year\nType\nDepartmental scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1 for the following year\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCollege of Education, Health & Human Sciences program\nCost of attendance" }, { "url": "scholarship-trailblazer-scholarship.html", "title": "Trailblazer Scholarship", "description": "Trailblazer Scholarship: $1,800/year, first-generation scholarship for first-generation college students in any STEM major. Deadline February 1.", "headings": [ "Trailblazer Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "First-generation scholarship Trailblazer Scholarship\n$1,800/year — open to first-generation college students in any STEM major.\nAbout this scholarship\nThe Trailblazer Scholarship is a first-generation scholarship worth $1,800/year, awarded to students who are the first in their immediate family to attend a four-year institution, based on the application and a short essay.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to first-generation college students in any STEM major. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the general scholarship application on MyPorter; indicate first-generation status where prompted and complete the required essay.\nDeadline: February 1. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal requires continued enrollment, satisfactory academic progress, and a brief annual check-in with TRIO/first-generation student services, which also connects recipients to mentoring.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,800/year\nType\nFirst-generation scholarship\nRenewable\nUp to 5 years\nDeadline\nFebruary 1\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-transfer-momentum-award.html", "title": "Transfer Momentum Award", "description": "Transfer Momentum Award: $1,500/year, transfer scholarship for incoming transfer students with a 3.3 transfer GPA or higher and at least 24 transferable credits. Deadline Automatic with admission by t", "headings": [ "Transfer Momentum Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Transfer scholarship Transfer Momentum Award\n$1,500/year — open to incoming transfer students with a 3.3 transfer GPA or higher and at least 24 transferable credits.\nAbout this scholarship\nThe Transfer Momentum Award is a transfer scholarship worth $1,500/year, awarded to incoming transfer students based on the transfer GPA and completed credits at the time of admission.\nRenewable for up to 2 years beyond the first, for a maximum of 3 years total.\nWho is eligible\nThis award is open to incoming transfer students with a 3.3 transfer GPA or higher and at least 24 transferable credits. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nThere is no separate application. Being admitted as a transfer student by the priority deadline puts your file in front of the transfer-scholarship committee automatically.\nDeadline: Automatic with admission by the transfer priority deadline.\nRenewal\nMost transfer awards run for the remaining terms to a first bachelor’s degree, subject to the GPA in the award letter and continuous full-time enrollment.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,500/year\nType\nTransfer scholarship\nRenewable\nUp to 3 years\nDeadline\nAutomatic with admission by the transfer priority deadline\nEssay required\nNo\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-valley-promise-grant.html", "title": "Valley Promise Grant", "description": "Valley Promise Grant: up to $2,500/year, need-based scholarship for undergraduates with an expected family contribution under a set threshold. Deadline FAFSA priority date, March 1.", "headings": [ "Valley Promise Grant", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Need-based scholarship Valley Promise Grant\nup to $2,500/year — open to undergraduates with an expected family contribution under a set threshold.\nAbout this scholarship\nThe Valley Promise Grant is a need-based scholarship worth up to $2,500/year, awarded from your FAFSA-demonstrated financial need after other aid is applied, prioritizing the students with the largest remaining gap.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to undergraduates with an expected family contribution under a set threshold. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nFile the FAFSA by the priority date on financial-aid.html; no separate application is required. The financial-aid office notifies eligible students directly once packaging is complete.\nDeadline: FAFSA priority date, March 1.\nRenewal\nRenewal requires a new FAFSA each year, continued demonstrated need, and satisfactory academic progress under the same standard that governs federal aid.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\nup to $2,500/year\nType\nNeed-based scholarship\nRenewable\nUp to 5 years\nDeadline\nFAFSA priority date, March 1\nEssay required\nNo\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance\nPackaging minor" }, { "url": "scholarship-valley-volunteer-award.html", "title": "Valley Volunteer Award", "description": "Valley Volunteer Award: $1,000 (one-time), community-service scholarship for students who complete an approved alternative-break or day-of-service program. Deadline Rolling, tied to the service progra", "headings": [ "Valley Volunteer Award", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Community-service scholarship Valley Volunteer Award\n$1,000 (one-time) — open to students who complete an approved alternative-break or day-of-service program.\nAbout this scholarship\nThe Valley Volunteer Award is a community-service scholarship worth $1,000 (one-time), awarded for a documented record of volunteer or community work, based on the application essay and a brief description of that record.\nThis is a one-time award; it is not renewed automatically.\nWho is eligible\nThis award is open to students who complete an approved alternative-break or day-of-service program. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the general scholarship application on MyPorter; describe your service record and complete the required essay by the deadline below.\nDeadline: Rolling, tied to the service program calendar. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal requires an annual service-hours log at the level described in the award letter, plus continued satisfactory academic progress.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? This award is one-time, so renewal does not apply.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,000 (one-time)\nType\nCommunity-service scholarship\nRenewable\nNo — one-time award\nDeadline\nRolling, tied to the service program calendar\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-visual-arts-scholarship.html", "title": "Visual Arts Scholarship", "description": "Visual Arts Scholarship: $1,500/year, creative & performing arts scholarship for studio art majors submitting a portfolio of recent work. Deadline March 1, with a portfolio review.", "headings": [ "Visual Arts Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Creative & performing arts scholarship Visual Arts Scholarship\n$1,500/year — open to studio art majors submitting a portfolio of recent work.\nAbout this scholarship\nThe Visual Arts Scholarship is a creative & performing arts scholarship worth $1,500/year, awarded on portfolio, audition, or work sample, reviewed by faculty in the relevant department alongside the application.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to studio art majors submitting a portfolio of recent work. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nSubmit the portfolio, audition, or work sample described on the department page alongside the general scholarship application on MyPorter; specific formats and dates are set by the department each year.\nDeadline: March 1, with a portfolio review.\nRenewal\nRenewal is by faculty review each year rather than automatic, based on continued participation in departmental studio, ensemble, or production work and satisfactory academic progress.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,500/year\nType\nCreative & performing arts scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1, with a portfolio review\nEssay required\nNo\nRelated\nScholarship directory\nApplying for scholarships\nprogram\nCost of attendance\nStudio Art minor" }, { "url": "scholarship-women-in-computing-scholarship.html", "title": "Women in Computing Scholarship", "description": "Women in Computing Scholarship: $1,800/year, access & opportunity scholarship for women declared in computer science, software engineering, or cybersecurity. Deadline February 1.", "headings": [ "Women in Computing Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Access & opportunity scholarship Women in Computing Scholarship\n$1,800/year — open to women declared in computer science, software engineering, or cybersecurity.\nAbout this scholarship\nThe Women in Computing Scholarship is a access & opportunity scholarship worth $1,800/year, awarded to students who add to the diversity of experience and background on campus, based on the application essay and, where relevant, documented eligibility.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to women declared in computer science, software engineering, or cybersecurity. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the general scholarship application on MyPorter; one required essay responds to a prompt specific to the award, and a single application can be considered for several matching scholarships at once.\nDeadline: February 1. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal requires continued full-time enrollment, satisfactory academic progress, and — for most of these awards — one check-in each year with the sponsoring office.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,800/year\nType\nAccess & opportunity scholarship\nRenewable\nUp to 5 years\nDeadline\nFebruary 1\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance\nComputer Science (B.S.)" }, { "url": "scholarship-women-in-engineering-scholarship.html", "title": "Women in Engineering Scholarship", "description": "Women in Engineering Scholarship: $2,000/year, access & opportunity scholarship for women declared in any engineering major. Deadline February 1.", "headings": [ "Women in Engineering Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Access & opportunity scholarship Women in Engineering Scholarship\n$2,000/year — open to women declared in any engineering major.\nAbout this scholarship\nThe Women in Engineering Scholarship is a access & opportunity scholarship worth $2,000/year, awarded to students who add to the diversity of experience and background on campus, based on the application essay and, where relevant, documented eligibility.\nRenewable for up to 4 years beyond the first, for a maximum of 5 years total.\nWho is eligible\nThis award is open to women declared in any engineering major. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the general scholarship application on MyPorter; one required essay responds to a prompt specific to the award, and a single application can be considered for several matching scholarships at once.\nDeadline: February 1. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal requires continued full-time enrollment, satisfactory academic progress, and — for most of these awards — one check-in each year with the sponsoring office.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$2,000/year\nType\nAccess & opportunity scholarship\nRenewable\nUp to 5 years\nDeadline\nFebruary 1\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarship-working-parent-scholarship.html", "title": "Working Parent Scholarship", "description": "Working Parent Scholarship: $1,500/year, adult & returning-student scholarship for students who are the primary caregiver for a dependent child while enrolled. Deadline March 1.", "headings": [ "Working Parent Scholarship", "On this page", "About this scholarship", "Who is eligible", "How to apply", "Renewal", "Common questions" ], "content": "Adult & returning-student scholarship Working Parent Scholarship\n$1,500/year — open to students who are the primary caregiver for a dependent child while enrolled.\nAbout this scholarship\nThe Working Parent Scholarship is a adult & returning-student scholarship worth $1,500/year, awarded to students returning to college after a gap of several years or more, based on the application essay and current academic plan.\nRenewable for up to 3 years beyond the first, for a maximum of 4 years total.\nWho is eligible\nThis award is open to students who are the primary caregiver for a dependent child while enrolled. Meeting the description here does not guarantee an award — funding is limited and awards are made from among eligible applicants each cycle.\nHow to apply\nApply through the general scholarship application on MyPorter; the required essay describes your return to school and your plan to finish.\nDeadline: March 1. Save your essay draft outside MyPorter before you submit, in case you want to reuse or adapt it for another scholarship with a similar prompt.\nRenewal\nRenewal requires continued enrollment at the pace described in the award letter (full- or part-time) and satisfactory academic progress.\nCommon questions\nCan I apply for this and other scholarships at the same time? Yes. Most Porter scholarships can be combined with each other and with need-based aid, though total gift aid cannot exceed your cost of attendance; the financial-aid office adjusts automatically if a combination goes over.\nWhat happens if my GPA drops below the renewal threshold for one term? Most Porter scholarships give a one-term warning before an award is paused, rather than cancelling it immediately — check your specific award letter, since terms vary.\nDoes this scholarship reduce my loan eligibility? It reduces need-based aid only if, combined with everything else, it would put your total aid over your cost of attendance; ask financial aid to check your specific package.\nAt a glance\nAmount\n$1,500/year\nType\nAdult & returning-student scholarship\nRenewable\nUp to 4 years\nDeadline\nMarch 1\nEssay required\nYes\nRelated\nScholarship directory\nApplying for scholarships\nCost of attendance" }, { "url": "scholarships-for-continuing-students.html", "title": "Scholarships for continuing students", "description": "The awards you become eligible for after your first year — and the one application that reaches most of them.", "headings": [ "Scholarships for continuing students", "On this page", "You are not done after year one", "The one Foundation application", "Program and department awards", "Awards tied to what you are doing", "Renewable scholarships — protect them", "Report outside awards" ], "content": "Financial aid Scholarships for continuing students\nThe awards you become eligible for after your first year — and the one application that reaches most of them.\nYou are not done after year one\nA lot of students assume scholarships are a first-year, admission-time thing. Most of Porter's donor-funded scholarships are actually for continuing students — sophomores through seniors and graduate students — and they are awarded on program, background, experience, financial need, and a record you now actually have.\nThe one Foundation application\nOne annual application in MyPorter matches you to 180-plus donor-funded awards. It asks about your major, activities, work and volunteer experience, goals, and (optionally) financial need, plus a short essay. Filling it out takes an afternoon and is the highest-return scholarship work you will do all year. Redo it every year — your junior-year self is a stronger candidate than your first-year self.\nProgram and department awards\nIndividual departments and colleges have their own scholarships for students in the major — sometimes with a separate application, sometimes drawn from the Foundation pool. Ask your program coordinator or check the department page each fall; these have small applicant pools and are very winnable once you are established.\nAwards tied to what you are doing\nStudy-abroad scholarships, undergraduate-research grants, conference-travel funds, the maker fellowship, competition-team support, and recovery or first-generation scholarships are all continuing-student money attached to a specific activity. If you are doing the activity, there is often funding for it with a deadline a term ahead.\nRenewable scholarships — protect them\nIf you have a renewable award from admission, know its exact renewal condition (usually a minimum GPA and full-time enrollment) and watch it. Losing a renewable scholarship to a GPA that slipped one term is avoidable with an early check-in; some have a one-term grace or an appeal.\nReport outside awards\nA scholarship you win from outside the university is credited to your student account, and you must report it to Financial Aid — federal rules cap total aid at your cost of attendance, and an unreported award can create a balance later. Ask how a new award affects your package; ideally it replaces a loan, not a grant.\nAt a glance\nMost awards\nAre for continuing students — you have a record now, use it\nOne form\nThe annual Foundation application — 180+ awards, redo it every year\nAlso\nDepartment awards + activity-tied funding (research, study abroad, teams)\nRenewable\nKnow the GPA condition and watch it\nWho to contact\nFinancial Aid Office\nFounders Union 118\nPhone\n(715) 555–0231\nEmail\nfinaid@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nScholarships\nApplying for scholarships\nScholarship directory\nReporting outside scholarships\nStudent research grants\nFull contact directory" }, { "url": "scholarships.html", "title": "Scholarships", "description": "University, foundation and external awards that help make a Porter education affordable.", "headings": [ "Scholarships", "On this page", "Admission-based awards (no separate application)", "The Foundation scholarship application", "Outside and departmental awards", "Keeping and stacking awards" ], "content": "Financial aid Scholarships\nUniversity, foundation and external awards that help make a Porter education affordable.\nAdmission-based awards (no separate application)\nFirst-year and transfer applicants admitted by the February 1 priority date are automatically reviewed for Porter's merit and access scholarships — academic, leadership, and program-specific awards — using the admission file. There is nothing extra to submit. Most are renewable for up to four years (eight semesters) as long as you stay enrolled full-time and keep a stated GPA, usually between 2.75 and 3.25 depending on the award; the renewal terms are in your award letter.\nIf your GPA dips below the renewal line, the award is typically suspended for a term with one chance to earn it back, not cancelled outright — contact the Scholarships Office rather than assuming it is gone.\nThe Foundation scholarship application\nOne online application each year (open roughly December through early March) matches continuing and incoming students to more than 180 donor-funded awards based on major, county of residence, financial need, first-generation status, activities, and short essay responses. You fill it out once and are considered for everything you qualify for. It takes about an hour; students who skip it leave real money unclaimed. Decisions arrive over the spring and summer and apply to the following year.\nOutside and departmental awards\nScholarships from employers, community foundations, service clubs, and professional associations are common and worth actively searching for — free databases and the aid office's list are the place to start; never pay a fee to apply. An outside award is sent to Porter and posted to your student account, usually split across two terms. You must report outside scholarships to Financial Aid: by federal rule they become part of your aid package, and the office will reduce loans or work-study before touching any grant. Many departments also award their own scholarships in the spring — ask your adviser or the department office how to be considered.\nKeeping and stacking awards\nYou can generally hold a Porter award, a Foundation award, and outside scholarships at the same time, up to your total cost of attendance. Watch the conditions: full-time enrollment, the renewal GPA, and sometimes a specific major or continued financial need. Study abroad, co-op terms, and a lighter final semester can affect eligibility — check with the Scholarships Office before you make the change, not after.\nAt a glance\nNo application needed\nAdmission-based merit/access awards for applicants admitted by February 1; renewable up to 8 semesters\nDo this\nThe annual Foundation application (Dec–early March) — one hour, 180+ awards, one form\nOutside awards\nMust be reported to Financial Aid; the office reduces loans/work-study first, never grants; never pay to apply\nRenewal\nFull-time enrollment + a stated GPA (usually 2.75–3.25) — a dip means suspension, not cancellation\nRelated resources\nFinancial aid process\nContact directory" }, { "url": "science-mathematics-college.html", "title": "College of Science & Mathematics", "description": "Biology, chemistry, environmental science, mathematics, and physics & astronomy — the departments that teach the science and math coursework behind nearly every major at Porter.", "headings": [ "College of Science & Mathematics", "A college most students never declare, but nearly every student needs", "Departments", "Undergraduate majors", "Jointly administered majors", "Research", "Take the next step." ], "content": "CSM · 5 departments\nCollege of Science & Mathematics\nThe academic home for Biology, Chemistry, Environmental Science, Mathematics, and Physics & Astronomy — the departments that teach the science and math coursework nearly every Porter major depends on.\nA college most students never declare, but nearly every student needs\nFor most of Porter's history this college granted no bachelor's major of its own — its departments carried the science and math coursework that runs underneath nearly every other program on campus: the anatomy and chemistry prerequisites nursing students clear before their first clinical rotation, the calculus sequence every engineer takes in year one, the statistics course every psychology and business major eventually hits, and the lab science requirement built into general education. A Biology and a Chemistry major were added directly to the college once enrollment in the underlying coursework made the case for standalone degrees rather than service courses alone.\nTwo further bachelor's degrees are jointly administered with the College of Applied & Technical Studies : Applied Mathematics and Environmental Science . The coursework and faculty live here; the degree and student advising sit there. It is an unglamorous arrangement that a surprising number of majors quietly depend on.\nDepartments\nBiology\nChemistry\nEnvironmental Science\nMathematics\nPhysics & Astronomy\nUndergraduate majors\nBiology B.S.\nChemistry B.S.\nJointly administered majors\nApplied Mathematics B.S.\nEnvironmental Science B.S.\nResearch\nFaculty here anchor the Sustainability Research Institute , and regularly co-advise senior projects with the College of Applied & Technical Studies and the College of Health Sciences.\nDean's office\nDr. Priya Adeyemi\nDean, College of Science & Mathematics\ncsm@uwporterfalls.edu\nExplore\nAll programs\nAll colleges\nResearch & outreach\nApply now\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "seasonal-life-in-porter-falls.html", "title": "Seasonal Life in Porter Falls", "description": "What changes when the seasons turn: summer river life, fall colors, winter survival, spring thaw, and the rhythm of a river town year.", "headings": [ "Seasonal Life in Porter Falls", "On this page", "Spring: ice-out and thaw", "Summer: river season", "Fall: color and harvest", "Winter: the long season", "Academic calendar alignment", "Gear and preparation" ], "content": "Porter Falls town guides Seasonal Life in Porter Falls\nThe river dictates the calendar: ice-out in April, tubing in July, color peak in October, first hard freeze by Thanksgiving — and the town shifts with it.\nSpring: ice-out and thaw\nIce-out on the Porter River usually hits the second week of April — earlier if March was mild, later if the lake-effect snow machine kept running. The city marks it with the Ice-Out 5K (run/walk on the Riverfront Trail, free, donation to Porter County Food Bank ). The Saturday Farmers Market reopens the first Saturday in May; early stalls are rhubarb, asparagus, greenhouse tomatoes, and the precollege greenhouse herb starts. Potholes bloom on College Avenue; the city patches them by Memorial Day. Students trade parkas for rain shells — keep one in your bag until June.\nSummer: river season\nMemorial Day to Labor Day is the only time the Porter River is warm enough to swim without regret. Riverfront Park has a sandy beach, lifeguards (noon–6 p.m., June–August), and a rope swing off the old railroad piling. Tubing the Millrace is the default Saturday: put in at Foundry Coworking, float 40 minutes to the Depot Plaza take-out, shuttle back ($5, runs hourly). Founders Hall lawn hosts free outdoor movies (Friday dusk) and the Family Weekend picnic. The Rec Center runs discounted summer memberships for students staying in town. Internships and co-ops empty campus by mid-June; the Depot District quiets down, but the river stays busy.\nFall: color and harvest\nPeak color is the second or third week of October — maples flare orange-red, oaks hold russet into November. The Color Tour (self-guided drive/bike map from the Welcome Center) loops the county’s best ridges. Founders Festival (Homecoming weekend) brings alumni back for the parade, the football game, and the Founders Hall open house . The farmers market runs through October; final market is the Harvest Fest with pumpkin carving, apple cider press, and the Hometown Award announcement. First frost usually hits Halloween week; the city winterizes the Riverfront Trail fountains by November 1.\nWinter: the long season\nJanuary average high: 18°F. January average low: -2°F. The Riverfront Trail is plowed before residential streets — students notice. Ice fishing on the flowage above the falls (permit from City Hall, $10/day). Cross-country ski trails are groomed in Riverside Park and the university’s Outdoor Pursuits rents skis/snowshoes by the day. Winter Carnival (late January) has the Ironclad Robotics ice-sculpture challenge, a broomball tournament on the intramural rink, and the Chili Crawl (ticketed, Depot District restaurants). The university’s weather-closure policy triggers at -25°F wind chill or 8+ inches in 24 hours — check the portal before 6 a.m. Most students buy a proper parka, insulated boots, and mittens (not gloves) by December. The Porter Cares winter gear closet (Student Services Center) has donated coats, boots, and hats — free, no questions.\nAcademic calendar alignment\nFall semester starts the Monday after Labor Day (river still swimmable, farmers market in full swing). Fall break (Thursday–Sunday, third week of October) hits peak color — many students stay for the Color Tour. Thanksgiving week is the first real cold snap. Winter break (mid-December through third week of January) covers the darkest, coldest stretch; campus housing closes except for approved stays (internships, athletics, international students). Spring semester starts late January (still deep winter). Spring break (second week of March) is often still snow-covered; the Spring Break Service Send-Off departs for warmer climates. Finals end early May; commencement is the Saturday before Memorial Day (river warming, market open).\nGear and preparation\nFall (Sept–Nov): layers, rain shell, waterproof boots. Winter (Dec–Mar): parka rated to -20°F, insulated waterproof boots (Sorel, Baffin, or equivalent), wool socks (3+ pairs), mittens, balaclava or neck gaiter, hand warmers. Spring (Apr–May): rain shell, waterproof shoes, allergy meds (cottonwood pollen is brutal). Summer (Jun–Aug): swimsuit, quick-dry towel, river sandals (Chacos/Tevas), sun hat, bug spray (deer flies in July). The Outdoor Pursuits gear library rents winter kits ($25/week) and summer river kits ($15/day) — reserve early. The Porter Cares gear closet is open year-round.\nAt a glance\nIce-out\nMid-April (Ice-Out 5K)\nRiver season\nMemorial Day–Labor Day\nPeak color\nMid-October (Founders Festival/Homecoming)\nWinter\nDec–Mar, avg Jan high 18°F\nGear resources\nOutdoor Pursuits rental, Porter Cares gear closet\nRelated resources\nPorter Falls, WE overview\nParks, trails & public spaces\nWinter in Porter Falls\nOutdoor Pursuits & Rec Center\nBasic needs & Porter Cares\nWeather closure policy\nAcademic calendar" }, { "url": "second-bachelors-degree.html", "title": "Earning a second bachelor's degree", "description": "Coming back for a different undergraduate degree after already holding one — the rules and the shorter path.", "headings": [ "Earning a second bachelor's degree", "On this page", "How it works", "Is it the right move", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Earning a second bachelor's degree\nComing back for a different undergraduate degree after already holding one — the rules and the shorter path.\nHow it works\nYour first bachelor's covers the university-wide general-education requirements, so a second degree is mostly the new major plus enough additional residency credits to meet the minimum. Depending on overlap, that can be roughly a year to two of full-time study.\nIs it the right move\nA second bachelor's makes sense for a field that needs a specific accredited undergraduate degree — nursing, engineering, accounting for licensure. If you just need depth in a new area, a graduate certificate or a master's is often faster and worth more. An advisor in the target college will map both.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nMinimum: A set number of new credits in residence beyond the first degree, plus the full second major. General education: Usually considered satisfied by the first degree. Admission: Apply as a second-degree student, not a transfer or a first-year. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nMinimum\nA set number of new credits in residence beyond the first degree, plus the full second major\nGeneral education\nUsually considered satisfied by the first degree\nAdmission\nApply as a second-degree student, not a transfer or a first-year\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "senior-capstone-overview.html", "title": "The senior capstone", "description": "The culminating project or course most majors require in the final year, and what to expect.", "headings": [ "The senior capstone", "On this page", "What it involves", "Setting yourself up", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs The senior capstone\nThe culminating project or course most majors require in the final year, and what to expect.\nWhat it involves\nMore independence than a normal course: you propose, plan, and execute a substantial piece of work with a faculty advisor and periodic check-ins, often presented publicly at the end (see the undergraduate research symposium). Engineering and design majors build and test; humanities and social sciences write and defend; applied fields document a real placement.\nSetting yourself up\nKnow which term your capstone falls in and don't overload around it. Line up an advisor whose interests fit your idea the term before. Treat the proposal seriously — a well-scoped project is the difference between a rewarding final year and a scramble. Keep every deliverable; the capstone is often the centerpiece of a job or graduate-school application.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nForm: A design project, a thesis, a portfolio, a performance, a clinical placement, or a seminar — set by the major. Purpose: Integrate the whole degree, work at a professional standard, and produce something you can show. When: Usually a two-term sequence in the senior year; some majors place it in a single term. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nForm\nA design project, a thesis, a portfolio, a performance, a clinical placement, or a seminar — set by the major\nPurpose\nIntegrate the whole degree, work at a professional standard, and produce something you can show\nWhen\nUsually a two-term sequence in the senior year; some majors place it in a single term\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "senior-week-events.html", "title": "Senior Week", "description": "The stretch of celebrations for graduating students between the last final and commencement.", "headings": [ "Senior Week", "On this page", "What it is", "Practical notes", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student life Senior Week\nThe stretch of celebrations for graduating students between the last final and commencement.\nWhat it is\nA planned send-off so the last week isn't just packing and goodbyes. Events are organized by the senior class officers with the Dean of Students Office and are aimed at the whole graduating class rather than any one group.\nPractical notes\nRegister early for the capped events. Bring your Porter Card — it's how attendance and any guest tickets are checked. Baccalaureate is an optional, interfaith reflection ceremony the evening before commencement, separate from the degree ceremony itself.\nIn and around Porter Falls\nStudent life at Porter is organised out of Founders Union, the building students call the campus living room. The Dean of Students Office is on the second floor.\nThe practical details\nRuns: The week before commencement; most events are free or low-cost for degree candidates and a guest. Typical events: A senior toast, a barbecue on the quad, a riverfront bonfire, a service day, a night at a local venue, and a baccalaureate ceremony. Sign up: Through the Dean of Students Office; some events cap attendance. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRuns\nThe week before commencement; most events are free or low-cost for degree candidates and a guest\nTypical events\nA senior toast, a barbecue on the quad, a riverfront bonfire, a service day, a night at a local venue, and a baccalaureate ceremony\nSign up\nThrough the Dean of Students Office; some events cap attendance\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReligious & spiritual life\nROTC & Military Science\nCommon Reading Program\nCampus radio & podcast studio\nFull contact directory" }, { "url": "service-animal-policy.html", "title": "Service animals", "description": "Where trained service dogs are allowed on campus and the few questions staff may ask.", "headings": [ "Service animals", "On this page", "What the law provides", "The handler's responsibilities", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Service animals\nWhere trained service dogs are allowed on campus and the few questions staff may ask.\nWhat the law provides\nA dog individually trained to do work or perform a task for a person with a disability goes where its handler goes. Staff may ask only the two permitted questions and may not ask about the disability, demand papers, or require the animal to prove itself. A service animal in training has the same access under Wesconsin law when accompanied by its trainer or handler.\nThe handler's responsibilities\nThe dog must be housebroken and under control — on a leash or harness unless that interferes with the task, in which case voice control. A dog that is out of control and not corrected, or that is not housebroken, can be asked to leave; the person may stay and continue without it. Allergies and fear of dogs are not grounds to deny access, though Housing will try to keep an allergic roommate on a different floor.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nAccess: Anywhere the public and students are allowed, including classrooms, dining and residence halls. Questions allowed: Only whether the dog is a service animal, and what task it is trained to perform. Not required: Documentation, certification, a vest, or a demonstration of the task. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAccess\nAnywhere the public and students are allowed, including classrooms, dining and residence halls\nQuestions allowed\nOnly whether the dog is a service animal, and what task it is trained to perform\nNot required\nDocumentation, certification, a vest, or a demonstration of the task\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "service-learning.html", "title": "Service learning", "description": "Course-embedded community service tied to learning objectives, distinct from open-ended volunteering.", "headings": [ "Service learning", "On this page", "How it differs from volunteering", "Finding a service-learning course", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Service learning\nCourse-embedded community service tied to learning objectives, distinct from open-ended volunteering.\nHow it differs from volunteering\nA service-learning course ties community service directly to stated learning objectives and requires structured reflection connecting the experience back to course material; a grade reflects that connection, not just hours logged.\nFinding a service-learning course\nSections are flagged in the course catalog and schedule; a student who wants the format can filter for it directly rather than discovering it was embedded in a course after the fact.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nFormat: Built into a specific course, graded on reflection and outcomes. Hours: Vary by course, typically 15–30 over a term. Partners: Nonprofits, schools and agencies across the Valley. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFormat\nBuilt into a specific course, graded on reflection and outcomes\nHours\nVary by course, typically 15–30 over a term\nPartners\nNonprofits, schools and agencies across the Valley\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nMaker Fellowship\nTechnology transfer & invention disclosure\nFull contact directory" }, { "url": "sevis-transfer-in.html", "title": "Transferring your SEVIS record to UW–Porter Falls", "description": "The steps for an F-1 student moving here from another U.S. school, and the deadline that actually matters.", "headings": [ "Transferring your SEVIS record to UW–Porter Falls", "On this page", "How the handoff works", "The 15-day rule", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Global learning Transferring your SEVIS record to UW–Porter Falls\nThe steps for an F-1 student moving here from another U.S. school, and the deadline that actually matters.\nHow the handoff works\nYour current school transfers your SEVIS record to Porter on an agreed release date; Porter then issues a new I-20 with the same SEVIS ID. You stay in status the whole time as long as the release happens inside the grace period and you enroll here on schedule.\nThe 15-day rule\nOnce you arrive and your program begins, you have 15 days to check in with Porter's international office so it can register your record for the term. Missing that window puts the record out of status even if everything else was done right.\nIn and around Porter Falls\nFor a campus this size Porter both sends and receives a steady stream of students internationally. The Global Education Office in Founders Union runs the advising, the risk review and the arrival and re-entry programming.\nThe practical details\nStart with: Your current school's international office, to release the SEVIS record. Deadline: The record must be released and a new I-20 issued within the grace period after your last term there. Then: Report to Porter's international office within 15 days of the program start. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Global Education Office (Founders Union, Room 240). Call (715) 555–0220 or email global@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStart with\nYour current school's international office, to release the SEVIS record\nDeadline\nThe record must be released and a new I-20 issued within the grace period after your last term there\nThen\nReport to Porter's international office within 15 days of the program start\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nInternational student orientation\nFaculty-Led Study Abroad\nStudy Abroad Partner Universities\nCPT & OPT workshops\nFull contact directory" }, { "url": "sexual-health-and-consent.html", "title": "Sexual health and consent", "description": "The care that is available on campus, what consent actually means, and how to get support after a harmful experience.", "headings": [ "Sexual health and consent", "On this page", "What student health provides", "Consent, plainly", "Reducing risk together", "If something happened to you", "Reporting, if and when you choose", "Emergencies" ], "content": "Health & wellness Sexual health and consent\nThe care that is available on campus, what consent actually means, and how to get support after a harmful experience.\nWhat student health provides\nConfidential sexual and reproductive health care is part of what the student health fee covers: contraception and counseling on options, STI testing and treatment, emergency contraception, pregnancy testing and options counseling, HPV and other vaccines, and care for concerns or symptoms. You do not need a parent involved, and visits are private under the same rules as any health record.\nConsent, plainly\nConsent is a clear, freely given yes — mutual, specific to what is happening, and ongoing, so it can be withdrawn at any point. It cannot be given by someone who is incapacitated by alcohol or drugs, asleep, or unconscious, and it cannot be obtained through pressure, threats, or a power imbalance. Silence or the absence of a \"no\" is not consent. Checking in is normal and expected, not a mood-killer.\nReducing risk together\nBarrier protection reduces STI and pregnancy risk; the health center provides condoms and can start you on other contraception. Talk about protection and boundaries before things escalate, not during. Alcohol is involved in a large share of situations that go wrong — for your own capacity to consent and to read a partner's.\nIf something happened to you\nYou have options and you control which you use. Confidential support first: a campus advocate or the counseling center can talk through what happened and what you might do, without triggering any process. Medical care (including a forensic exam within a limited window if you might want that option later) is available; evidence can be collected and held even if you are undecided about reporting.\nReporting, if and when you choose\nYou can request supportive measures — a schedule or housing change, a no-contact directive, academic flexibility — through the Title IX office without filing a formal complaint. If you do want an investigation, that process is available on your timeline. Retaliation for reporting is prohibited. An advocate can go with you to any of it.\nEmergencies\nFor an immediate safety emergency, call 911. Campus Safety at (715) 555–0191 can respond and help you get to care. The 24-hour Student Support Line is (715) 555–0117 for the middle of the night.\nAt a glance\nCovered\nContraception, STI testing/treatment, emergency contraception, vaccines — confidential\nConsent\nA clear, freely given, ongoing yes — not possible if incapacitated; can be withdrawn\nAfter harm\nConfidential advocate first; medical care and evidence can be held while you decide\nSupportive measures\nSchedule/housing changes, no-contact — via Title IX, no formal complaint needed\nWho to contact\nStudent Health Services\nHealth & Counseling Center, North Campus\nPhone\n(715) 555–0236\nEmail\nhealth@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSexual health services\nTitle IX & sexual misconduct resources\nCounseling services\nAdvocacy resources\nHealth insurance\nBystander intervention\nFull contact directory" }, { "url": "sexual-health-services.html", "title": "Sexual health services", "description": "Confidential testing, contraception, and care at Student Health, and what it costs.", "headings": [ "Sexual health services", "On this page", "What's available", "Privacy and cost", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Sexual health services\nConfidential testing, contraception, and care at Student Health, and what it costs.\nWhat's available\nRoutine and symptom-based STI testing, every category of contraception including long-acting methods placed on site, emergency contraception (also stocked at the pharmacy without an appointment), HPV vaccination, and pregnancy testing and options counseling with referral. Care is the same whatever your gender or orientation.\nPrivacy and cost\nVisits are confidential medical records, not education records — a parent on your insurance may see a claim description, so ask staff about ways to reduce what appears. The appointment itself is covered by the mandatory health fee; lab work and prescriptions are billed to insurance or offered at a student self-pay rate.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nConfidential: Handled like any other medical visit; results are not shared with parents or the university. Offers: STI testing, all forms of contraception, emergency contraception, HPV vaccination, and referrals. Cost: The office visit is prepaid through the health fee; lab tests and some medications are billed to insurance or self-pay at a reduced rate. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nConfidential\nHandled like any other medical visit; results are not shared with parents or the university\nOffers\nSTI testing, all forms of contraception, emergency contraception, HPV vaccination, and referrals\nCost\nThe office visit is prepaid through the health fee; lab tests and some medications are billed to insurance or self-pay at a reduced rate\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "shared-drive-and-cloud-storage.html", "title": "File storage & shared drives", "description": "Where to keep coursework, research data, and group-project files — and how much space you get.", "headings": [ "File storage & shared drives", "On this page", "Choosing a spot", "When you leave", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services File storage & shared drives\nWhere to keep coursework, research data, and group-project files — and how much space you get.\nChoosing a spot\nPersonal coursework: your campus cloud drive. A group project or club: a shared drive so no one's graduation deletes the files. A research dataset: ask the library's data-services team or your PI where it belongs, especially if it's covered by IRB, HIPAA, or a data-use agreement.\nWhen you leave\nEnrolled-student storage is deprovisioned some months after you graduate or withdraw — the same timeline as email. Export or transfer anything you want to keep before then. Files in a shared/team drive stay with the drive.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nPersonal cloud: A large allotment in the campus cloud suite, synced across devices, backed up, and available while you're enrolled. Shared/team drives: Request one for a lab, a student org, or a group project — ownership stays with the unit, not an individual, so files survive turnover. Sensitive data: Research with regulated or human-subjects data has designated secure storage — don't put it in personal cloud. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nPersonal cloud\nA large allotment in the campus cloud suite, synced across devices, backed up, and available while you're enrolled\nShared/team drives\nRequest one for a lab, a student org, or a group project — ownership stays with the unit, not an individual, so files survive turnover\nSensitive data\nResearch with regulated or human-subjects data has designated secure storage — don't put it in personal cloud\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "shopping-in-porter-falls.html", "title": "Shopping in Porter Falls", "description": "Where to shop in Porter Falls: independent boutiques, bookshops, outdoor gear, vintage finds, and the Saturday farmers market.", "headings": [ "Shopping in Porter Falls", "On this page", "Downtown boutiques and specialty", "Books, records, and paper", "Outdoor gear and bikes", "Vintage, thrift, and consignment", "Campus bookstore and essentials", "Farmers market and maker goods" ], "content": "Porter Falls town guides Shopping in Porter Falls\nNo mall, no big boxes — just a walkable cluster of independent shops, a solid campus bookstore, and the Saturday market that doubles as the town square.\nDowntown boutiques and specialty\nMain Street between the Welcome Center and the river bridge holds most of the town’s retail. Riverbend Outfitters (formerly the mill company store) carries Carhartt, Filson, and a curated selection of Wisconsin-made wool socks, waxed canvas bags, and flannel-lined jeans — practical gear for the climate, not fashion. Foundry Goods in the Foundry Coworking building stocks ceramics from the Forge Makerspace resident artists, letterpress cards from the Applied Arts program, and small-batch soaps from a chemistry alum’s side hustle. Depot Dry Goods (in the old baggage room) sells housewares: cast-iron skillets, wool blankets, enamelware, and the only place in town to buy a replacement Porter Loop shuttle pass lanyard.\nBooks, records, and paper\nThe Millrace Bookshop occupies the 1910 library building the university outgrew. Two floors: new releases, regional history, a surprisingly deep poetry section, and a children’s nook with a rocking chair salvaged from the old president’s office. They host the Porter Press author talks and the monthly Town & Gown Book Club . Spin & Groove (basement of the same building) carries new and used vinyl — strong on Midwest indie, folk, and the occasional pressing from the Ironclad Robotics team’s synth-wave side project. Paper Trail next door does custom stationery, zine printing, and sells the Forge ’s risograph output.\nOutdoor gear and bikes\nPorter Pedal on Mill Street is the town’s only full-service bike shop: sales (Trek, Surly, All-City), repairs, winter-studded tire swaps, and a community tool bench open Tuesday evenings. They rent fat-tire bikes in winter and gravel bikes in summer for the Riverfront Trail and county gravel roads. Northwoods Trade (shared space with Riverbend Outfitters) handles backpacking gear, water filters, and the university’s Outdoor Pursuits rental program pickup/drop-off. Students with ID get 10% off repairs and rentals at both.\nVintage, thrift, and consignment\nSecond Story (above Spin & Groove) is a curated vintage shop — 1970s denim, 1990s flannel, wool Pendletons, and a rack of vintage UW–Porter Falls sweatshirts that alumni donate during Homecoming. Prices are higher than a thrift store but lower than Etsy. Porter County Thrift (two blocks west of downtown, near the high school) is the real deal: donation-based, volunteer-run, all proceeds to the Porter County Food Bank . Best day to shop is Wednesday (new drop Tuesday night). Gear Swap happens the first Saturday of each month in the Rec Center parking lot — students sell used skis, climbing gear, bikes, and camping equipment.\nCampus bookstore and essentials\nFounders Hall Bookstore (Founders Hall 100) carries textbooks (rental and purchase), course packets, UW–Porter Falls apparel, graduation regalia, and a surprisingly good selection of notebooks, pens, and exam blue books. Price-matches Amazon on new textbooks with a syllabus screenshot. The Tech Corner (same building) sells laptop chargers, USB-C hubs, calculator batteries, and the specific graphing calculator your stats professor requires — open 8 a.m.–8 p.m. weekdays, 10 a.m.–4 p.m. Saturday.\nFarmers market and maker goods\nThe Saturday Farmers Market on Depot Plaza (May–October, 8 a.m.–1 p.m.) is where half the town shops for produce, but it’s also a maker market: Forge students sell 3-D-printed planters and laser-cut jewelry; the Fostering Success program runs a candle booth; Toastmasters sells honey from their rooftop hives. Winter market moves indoors to the Rec Center field house (first and third Saturdays, November–April, 9 a.m.–12 p.m.) with storage crops, baked goods, and crafts.\nAt a glance\nDowntown core\nMain St., Depot District (5–15 min walk from campus)\nBookshop\nThe Millrace Bookshop, 1910 library building\nBike shop\nPorter Pedal, Mill St. (student discount 10%)\nThrift\nSecond Story (curated), Porter County Thrift (donation-based)\nFarmers market\nDepot Plaza, Sat 8 a.m.–1 p.m., May–Oct\nRelated resources\nPorter Falls, WE overview\nEating & Drinking in Porter Falls\nErrands & essential services\nThe Forge Makerspace\nOutdoor Pursuits gear rental\nPorter Loop shuttle" }, { "url": "sign-language-interpreting.html", "title": "Sign language & interpreting services", "description": "Interpreting, captioning and note-taking support arranged through Accessibility Services.", "headings": [ "Sign language & interpreting services", "On this page", "Setting up ongoing support", "One-time events", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Sign language & interpreting services\nInterpreting, captioning and note-taking support arranged through Accessibility Services.\nSetting up ongoing support\nA student who needs interpreting for a full course works with Accessibility Services before the term starts so an interpreter can be scheduled for every class meeting; two weeks' notice gives the best chance of full coverage from day one.\nOne-time events\nInterpreting or captioning for a single lecture, meeting or campus event can be requested with shorter notice, though availability is not guaranteed on very short timelines.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nRequest lead time: Two weeks for a new interpreted course; shorter for one-time events. Formats: In-person ASL interpreting, live captioning, notetaking support. Cost: No cost to the student. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRequest lead time\nTwo weeks for a new interpreted course; shorter for one-time events\nFormats\nIn-person ASL interpreting, live captioning, notetaking support\nCost\nNo cost to the student\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "simulation-hospital.html", "title": "The simulation hospital", "description": "A multi-bed simulated clinical environment where health-sciences programs run team-based scenarios with standardised patients and manikins.", "headings": [ "The simulation hospital", "On this page", "What happens there", "Interprofessional practice", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs The simulation hospital\nA multi-bed simulated clinical environment where health-sciences programs run team-based scenarios with standardised patients and manikins.\nWhat happens there\nFaculty run scripted scenarios — a patient going into respiratory distress, a medication error caught mid-administration, a difficult family conversation — recorded from control-room cameras, then debriefed frame by frame with the students. Standardised patients (trained actors) play the cases that need a real person.\nInterprofessional practice\nThe rooms are booked for scenarios that put nursing, athletic-training and other students in the same case at once, since the real skill being taught is a team handling something together, not any one procedure.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nLocation: Health Sciences Center, third floor. Spaces: An ER bay, an ICU room, a med-surg room, an OR, and a home-care apartment. Used by: Nursing, athletic training, health sciences, and interprofessional courses. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nHealth Sciences Center, third floor\nSpaces\nAn ER bay, an ICU room, a med-surg room, an OR, and a home-care apartment\nUsed by\nNursing, athletic training, health sciences, and interprofessional courses\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "sleep-and-the-semester.html", "title": "Sleep and the semester", "description": "Why the all-nighter is a bad trade, what wrecks student sleep, and how to protect it during the hard weeks.", "headings": [ "Sleep and the semester", "On this page", "The all-nighter math", "What wrecks student sleep", "Build a floor under it", "Naps, done right", "During finals and crunch weeks", "When it is more than habits" ], "content": "Health & wellness Sleep and the semester\nWhy the all-nighter is a bad trade, what wrecks student sleep, and how to protect it during the hard weeks.\nThe all-nighter math\nPulling an all-nighter to study trades away more than it buys: memory consolidation happens during sleep, reaction time and judgment drop sharply after a missed night, and the exam performance cost usually exceeds the extra study hours gained. Two solid nights before an exam beat one long night the day before, every time.\nWhat wrecks student sleep\nAn irregular schedule (sleeping in five hours later on weekends resets your clock like jet lag), screens in bed, caffeine after mid-afternoon, alcohol (it fragments sleep even though it makes you drowsy), late heavy meals, and a bright, warm room. Most student sleep problems are one or two of these, not a disorder.\nBuild a floor under it\nPick a wake time and hold it within about an hour every day, weekends included — the wake time anchors the whole rhythm. Get bright light (outside is best) soon after waking. Wind down the same way each night. Keep the room dark and cool. If you are not asleep in 20 minutes, get up and do something dull in dim light, then try again.\nNaps, done right\nA 20-minute nap early in the afternoon restores alertness without wrecking the night. A 90-minute nap gets you a full cycle if you have the time. A random two-hour nap at 6 p.m. steals from your night. The library and union have nap spaces during finals for exactly the short kind.\nDuring finals and crunch weeks\nThis is when sleep gets sacrificed first and matters most. Front-load studying across the days before rather than compressing it, keep the wake time steady even if bedtime drifts, use the campus finals-week services (extended hours, quiet floors, the nap room) so the day is efficient, and treat 7 hours as part of the study plan, not a reward for finishing it.\nWhen it is more than habits\nIf you keep a decent routine and still cannot fall asleep or stay asleep for weeks, or you are exhausted despite enough hours, that is worth a visit to student health or counseling — insomnia, anxiety, and a few medical causes are all treatable, and grinding through chronic sleep loss is its own risk to grades and health.\nAt a glance\nThe trade\nAll-nighter: lost consolidation + worse judgment > the extra study hours\nAnchor\nA steady wake time within ~1 hour daily, weekends included + morning light\nNap\n20 minutes early afternoon — not a random 2 hours at 6 p.m.\nFinals\nFront-load studying; keep the wake time; treat 7 hours as part of the plan\nWho to contact\nStudent Health Services\nHealth & Counseling Center, North Campus\nPhone\n(715) 555–0236\nEmail\nhealth@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nManaging stress and anxiety\nStaying healthy your first year\nPreparing for finals\nTime management that actually works\nFinals week services\nFull contact directory" }, { "url": "small-business-clinic.html", "title": "Small Business Clinic", "description": "Free consulting for very small and early-stage businesses across Porter County.", "headings": [ "Small Business Clinic", "On this page", "What a session covers", "Who runs it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Outreach & engagement Small Business Clinic\nFree consulting for very small and early-stage businesses across Porter County.\nWhat a session covers\nA faculty advisor and a small student team work through whatever the owner actually needs that week — a basic bookkeeping system, a first website, a lease negotiation question, a hiring decision — rather than a fixed curriculum.\nWho runs it\nBusiness, marketing and accounting students earn course credit for the work, supervised by faculty who review every recommendation before it goes to the owner; nothing leaves the clinic without that review.\nIn and around Porter Falls\nPorter Falls is a town of about 17,000 that has always shared its workforce with the university. Projects are scoped to the Valley first: Porter, Cedar Bluff and Redgranite before anywhere else.\nThe practical details\nWhere: Foundry Coworking, downtown, Thursdays. Who it serves: Businesses under 20 employees, priority to new owners. Cost: Free. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Outreach & Engagement (Millwright Hall, Room 120). Call (715) 555–0235 or email engage@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nFoundry Coworking, downtown, Thursdays\nWho it serves\nBusinesses under 20 employees, priority to new owners\nCost\nFree\nWho to contact\nBusiness & Industry Outreach\nMillwright Hall 120\nPhone\n(715) 555–0157\nEmail\noutreach@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCorporate partners program\nDiscovery Center\nPorter Falls Night Market\nVolunteer tax clinic\nFull contact directory" }, { "url": "smoke-free-campus.html", "title": "Smoke-free campus", "description": "Where smoking and vaping are and are not permitted.", "headings": [ "Smoke-free campus", "On this page", "The boundary", "Help quitting, not just enforcement", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability Smoke-free campus\nWhere smoking and vaping are and are not permitted.\nThe boundary\nNo smoking or vaping inside any building or within 25 feet of an entrance, loading dock or air intake; a small number of marked outdoor locations away from doorways remain available.\nHelp quitting, not just enforcement\nCounseling & Health offers free nicotine-replacement kits and a structured cessation program to any student or employee who wants one, no referral or judgment required.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's sustainability commitments are mostly about water and heat: the Millrace restoration, rain gardens, and fourteen buildings surviving a Wesconsin winter as efficiently as possible.\nThe practical details\nPolicy: Smoke- and vape-free inside every building and within 25 feet of an entrance. Designated areas: A small number of outdoor locations away from building entrances. Cessation help: Free nicotine-replacement kits through Counseling & Health. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Sustainability (Founders Union, Room 015). Call (715) 555–0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nPolicy\nSmoke- and vape-free inside every building and within 25 feet of an entrance\nDesignated areas\nA small number of outdoor locations away from building entrances\nCessation help\nFree nicotine-replacement kits through Counseling & Health\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSustainability dashboard\nLEED-certified buildings\nGreen Fund\nBike repair shop\nFull contact directory" }, { "url": "snow-emergency-procedures.html", "title": "Snow emergencies", "description": "How the university decides to close or shift to remote operation, and how you find out.", "headings": [ "Snow emergencies", "On this page", "When campus closes", "If campus is open but you cannot travel", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus safety Snow emergencies\nHow the university decides to close or shift to remote operation, and how you find out.\nWhen campus closes\nA closure or a move to remote instruction follows the city declaring a snow emergency, the county advising against travel, or the physical-plant crew judging that lots and walks cannot be cleared safely by the first class. The decision is made early and pushed through Porter Alert; if you have not opted into the text alerts, do that before winter.\nIf campus is open but you cannot travel\nA student who cannot safely get to campus on a bad-weather day is expected to contact instructors directly; most will excuse the absence and post materials. Essential-personnel designations for staff are in the department continuity plan. Residence hall dining and the library keep reduced hours even on a full closure day.\nIn and around Porter Falls\nPorter Campus Safety operates from the ground level of Millwright Hall around the clock during the semester and coordinates with the Porter Falls Police and Fire departments, whose stations are both within a mile of campus. For a real emergency the number is 911.\nThe practical details\nDecision by: 5:30 a.m. for day classes; by 3:00 p.m. for evening classes. Notification: Porter Alert text and email, the homepage banner, local radio and TV. Default: Campus stays open; a closure is genuinely unusual for a Wesconsin campus. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Campus Safety (Millwright Hall, ground level). Call (715) 555–0191 or email safety@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nDecision by\n5:30 a.m. for day classes; by 3:00 p.m. for evening classes\nNotification\nPorter Alert text and email, the homepage banner, local radio and TV\nDefault\nCampus stays open; a closure is genuinely unusual for a Wesconsin campus\nWho to contact\nPorter Campus Safety\nMillwright Hall, ground level\nPhone\n(715) 555–0191\nEmail\nsafety@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWeapons policy\nAlcohol & drug policy\nBike registration\nAccessible parking\nFull contact directory" }, { "url": "social-security-number-help.html", "title": "Social Security number help", "description": "How an international student with a campus job gets a Social Security number, and what it is and isn't for.", "headings": [ "Social Security number help", "On this page", "The process", "What it's for", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Global learning Social Security number help\nHow an international student with a campus job gets a Social Security number, and what it is and isn't for.\nThe process\nGet a job offer, request the support letter from the international office, wait until you've been in the US about 10 days and your record shows active, then apply in person at the local Social Security office. The number arrives by mail.\nWhat it's for\nPayroll and tax reporting. It is not an ID card, not proof of work authorization on its own, and not required to open most student bank accounts or sign a lease — businesses that insist on one for those can usually take a passport instead. Guard the card; you rarely need to carry it.\nIn and around Porter Falls\nFor a campus this size Porter both sends and receives a steady stream of students internationally. The Global Education Office in Founders Union runs the advising, the risk review and the arrival and re-entry programming.\nThe practical details\nNeed first: A job offer on campus (or CPT/OPT authorization) — you can't apply just for having a number. Bring to the SSA: Passport, I-94, I-20, the job offer letter, and the international office's support letter. Timeline: About two weeks after the in-person appointment; you can start work while it's pending. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Global Education Office (Founders Union, Room 240). Call (715) 555–0220 or email global@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nNeed first\nA job offer on campus (or CPT/OPT authorization) — you can't apply just for having a number\nBring to the SSA\nPassport, I-94, I-20, the job offer letter, and the international office's support letter\nTimeline\nAbout two weeks after the in-person appointment; you can start work while it's pending\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nInternational student orientation\nFaculty-Led Study Abroad\nStudy Abroad Partner Universities\nCPT & OPT workshops\nFull contact directory" }, { "url": "software-licenses-and-virtual-labs.html", "title": "Software licenses and virtual labs", "description": "Find course software, understand license limits, and use a campus workstation remotely when your device cannot run it.", "headings": [ "Software licenses and virtual labs", "On this page", "Start with the software catalog", "Three common access models", "Using the virtual lab well", "Plan for graduation and collaboration" ], "content": "Technology services Software licenses and virtual labs\nFind course software, understand license limits, and use a campus workstation remotely when your device cannot run it.\nStart with the software catalog\nThe catalog lists each supported application, eligible users, operating systems, installation method, license term, data restrictions, and whether it is available in a physical or virtual lab. Search there before buying a personal license; many course tools are already covered.\nThree common access models\nSome applications install on a personally owned device and activate with university sign-in. Others run only on campus-managed computers because of license or security terms. A third group is delivered through the virtual lab, which streams a managed desktop or application while files remain in university storage.\nUsing the virtual lab well\nA current browser or client, stable broadband, and multi-factor authentication are required. Save to the designated cloud or network drive rather than the temporary virtual desktop. Graphics, simulation, and large-data tools work best with the full client and a wired connection.\nPlan for graduation and collaboration\nStudent licenses can end when enrollment or the university account ends. Export work in durable formats before graduation and document versions and plug-ins used by a team. Never place controlled research or employer-confidential data into an application until its catalog entry allows that data class.\nAt a glance\nFind access\nSoftware catalog: eligibility, device support, license term, and data rules\nVirtual lab\nManaged applications streamed remotely; save to approved storage\nBefore leaving\nExport work and record versions before student licenses expire\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nLaboratory access and badging\nFull contact directory" }, { "url": "software-licensing-students.html", "title": "Software for students", "description": "The paid software students can install for free or cheap through the university, and where to get it.", "headings": [ "Software for students", "On this page", "What's covered", "The catch", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Software for students\nThe paid software students can install for free or cheap through the university, and where to get it.\nWhat's covered\nThe full office and collaboration suite, a citation manager, the statistics and modelling packages your courses assume you have, and antivirus — all free to install on personal devices while you're enrolled. Specialty design and engineering software is available at steep education discounts rather than free.\nThe catch\nThese are enrolled-student licences: they check in periodically and stop working after you graduate or withdraw. Plan to buy your own copy of anything you'll need after, or switch to a free alternative — the portal notes which tools have one.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nFree while enrolled: The office suite, a reference manager, statistical and CAD packages for relevant courses, security tools. Discounted: Design and engineering suites at education pricing through the campus store. Get it: The software portal in MyPorter; licences deactivate after you leave. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFree while enrolled\nThe office suite, a reference manager, statistical and CAD packages for relevant courses, security tools\nDiscounted\nDesign and engineering suites at education pricing through the campus store\nGet it\nThe software portal in MyPorter; licences deactivate after you leave\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "sophomore-year-experience.html", "title": "The Sophomore Year Experience", "description": "Year two has its own slump and its own program — major confidence, a real plan, and staying connected.", "headings": [ "The Sophomore Year Experience", "On this page", "Why sophomore year is its own thing", "Major confidence", "A real four-year plan", "Getting the applied experience lined up", "Staying connected", "Money check-in", "How to join" ], "content": "Student success The Sophomore Year Experience\nYear two has its own slump and its own program — major confidence, a real plan, and staying connected.\nWhy sophomore year is its own thing\nThe structure of the first year — orientation, a first-year seminar, a built-in cohort — falls away in year two, right when the coursework gets harder and the \"what am I doing here\" question gets louder. Retention research and Porter's own numbers both show the second-year dip, so there is a program aimed at it.\nMajor confidence\nIf you are in a major you are unsure about, this is the year to resolve it deliberately rather than drifting. The program runs major-confidence workshops, connects you with juniors and seniors in programs you are weighing, and gives you a structured way to test a switch with a what-if audit before your credits make it costly.\nA real four-year plan\nSophomores meet an adviser to build out every remaining term — not just next semester — including once-a-year courses, prerequisite chains, the applied-experience requirement, and where a summer course or a study-abroad term fits. Leaving year two with a plan on paper is the single best predictor of finishing in four years.\nGetting the applied experience lined up\nThe summer-after-sophomore-year internship is a common first applied experience, and the search for it starts in the fall of sophomore year. The program pairs with Career Services on résumé, search, and the Career Conference so you are not starting that from zero as a junior.\nStaying connected\nSophomores who lose their first-year connections and do not rebuild are the ones most at risk. The program nudges you toward a leadership role in an organization you already joined, a campus job, undergraduate research, or a living-learning community — one recurring thing that keeps you tied in.\nMoney check-in\nYear two is when the first loans have added up and the novelty of an aid refund has worn off. A financial-wellness check-in — where you are, what the trajectory looks like, whether the plan still works — is part of the program.\nHow to join\nIt is opt-in and light-touch: a few workshops, an advising session framed around the four-year plan, and access to the peer connections. Sign up through the Student Success Center or ask your adviser to fold it into your next meeting.\nAt a glance\nThe problem\nYear-two dip — the first-year scaffolding is gone, work is harder\nCore deliverable\nA full multi-term plan on paper\nTiming\nLine up the summer internship starting fall of sophomore year\nJoin\nOpt-in via the Student Success Center or your adviser\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFirst-year experience\nMajor Exploration Workshops\nPlanning to graduate in four years\nThe internship search, month by month\nFinancial wellness coaching\nFull contact directory" }, { "url": "sound-amplification-permit.html", "title": "Amplified sound permit", "description": "When an event needs a permit to use speakers or a PA outdoors, and the time and place limits that come with it.", "headings": [ "Amplified sound permit", "On this page", "What the permit does", "Free expression", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Amplified sound permit\nWhen an event needs a permit to use speakers or a PA outdoors, and the time and place limits that come with it.\nWhat the permit does\nIt reserves a time and a spot for amplified sound so two events aren't competing, keeps volume out of classrooms and residence-hall quiet hours, and gives Campus Safety a heads-up. The default outdoor amplified-sound areas are the plaza and the quad; other spots are case by case.\nFree expression\nThe permit governs time, place and manner — volume and hours — not content. A spontaneous gathering in the designated free-expression areas doesn't need one; sustained amplification does, for the logistics.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nNeeded for: Any amplified sound outdoors, and indoor sound audible outside the room. Request via: The event registration form. Limits: Set hours (not during class blocks or after quiet hours), a decibel cap, designated areas. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nNeeded for\nAny amplified sound outdoors, and indoor sound audible outside the room\nRequest via\nThe event registration form\nLimits\nSet hours (not during class blocks or after quiet hours), a decibel cap, designated areas\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "space-heater-policy.html", "title": "Space heaters & residence hall fire safety", "description": "What you can and can't plug in or burn in a residence hall room, and why the list is what it is.", "headings": [ "Space heaters & residence hall fire safety", "On this page", "The reasoning", "Inspections", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Space heaters & residence hall fire safety\nWhat you can and can't plug in or burn in a residence hall room, and why the list is what it is.\nThe reasoning\nResidence-hall fires cluster around a few causes: heating elements against fabric, open flame, and overloaded power strips. The banned list is those causes. A modern ceramic heater with automatic shutoffs plugged straight into the wall isn't on it.\nInspections\nHealth-and-safety room checks happen a few times a year, announced, looking for the banned items and for blocked exits and covered detectors. A found item is removed and returned at move-out; a second time is a conduct referral.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nNot allowed: Open-coil space heaters, halogen lamps, candles, incense, indoor grills, extension-cord daisy chains. Allowed: One UL-listed ceramic space heater with tip-over and overheat shutoff, on a wall outlet. Enforced: Room inspections each semester and after break. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nNot allowed\nOpen-coil space heaters, halogen lamps, candles, incense, indoor grills, extension-cord daisy chains\nAllowed\nOne UL-listed ceramic space heater with tip-over and overheat shutoff, on a wall outlet\nEnforced\nRoom inspections each semester and after break\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "speakers-bureau.html", "title": "Speakers Bureau", "description": "Porter faculty and staff who will come to your club, congregation, classroom or service group and talk about what they know. It is free within 60 miles.", "headings": [ "Speakers Bureau", "On this page", "How it works", "Speakers and topics, 2026–27", "Popular combinations", "Requesting a speaker" ], "content": "Community Speakers Bureau\nPorter faculty and staff who will come to your club, congregation, classroom or service group and talk about what they know. It is free within 60 miles.\nHow it works\nThe Speakers Bureau is the friendly cousin of the faculty experts directory. Experts answer reporters on deadline. The bureau sends a person to a Tuesday lunch meeting in a church basement. Speakers volunteer for it, and they have each built a 30- to 50-minute talk for a general audience, with time for questions.\nCost: free to nonprofit and civic groups, schools and libraries within 60 miles of campus. The university covers mileage. Please don’t offer an honorarium; if you insist, the speaker will route it to the Hometown Porter Falls Scholarship.\nAudience: ten people or more. For fewer, we can usually arrange a video talk.\nLead time: four weeks. Two is possible in January and July, when calendars are emptier.\nNot included: political endorsements, product pitches or paid corporate training. Corporate training goes through Continuing Education .\nSpeakers and topics, 2026–27\nEmmett Rasmussen , Teaching Professor — Department: Manufacturing & Industrial Engineering; Talk: Your Kitchen Is a Workstation: Ergonomics at Home and in the Shop\nGustav Sato , Professor — Department: Plastics & Packaging Engineering; Talk: How a Plastic Part Is Made, and Why the Cheap Ones Crack\nGrace Nguyen , Associate Professor — Department: Cybersecurity & Information Technology; Talk: The Grandparent Scam, Fake Invoices and Other Things That Arrive by Text\nGrace Vasquez , Professor — Department: Nursing; Talk: Aging in Place: What Nurses Wish Families Knew Sooner\nDelia Escobar , Assistant Professor — Department: Health & Nutrition Sciences; Talk: Balance, Falls and the Biomechanics of Getting Up Again\nDevon Marchetti , Professor — Department: Environmental Science; Talk: Why the Porter River Moves: Floods, Banks and the Millrace\nGrace Groves , Professor — Department: Physics & Astronomy; Talk: Why the New Restaurant Is So Loud: Room Acoustics for Everyone\nJosephine Antonelli , Professor — Department: Humanities; Talk: Disagreeing at a Public Meeting Without Wrecking the Town\nFreya Ferris , Professor — Department: Teacher Education; Talk: Reading an IEP: A Guide for Parents and Grandparents\nGrace Delacroix , Professor — Department: Marketing & Supply Chain; Talk: Why Prices Jump: Sourcing and Supply for Small Buyers\nElena Fontaine , Associate Professor — Department: Construction Management; Talk: Hiring a Contractor and Actually Reading the Bid\nColin Sundqvist , Professor — Department: Accounting & Finance; Talk: Bookkeeping Software for Small Nonprofits and the Treasurers Who Inherit It\nDuane Kolsrud, Director of Facilities — Department: Facilities Management; Talk: Fourteen Buildings and One Boiler Plant: How a Campus Gets Through January\nMr. Kolsrud’s talk is the most requested on the list. He has been at Porter since 1998 and has every key, which comes up during questions.\nPopular combinations\nSome groups ask for a short series. Here are combinations that have worked:\nSenior centers and PLLI-style groups: Vasquez, Escobar and Nguyen, a health-safety-scams trio that runs over three months.\nService clubs: Delacroix, Fontaine and Kolsrud, for audiences of business owners and people who like boilers.\nParent groups and PTOs: Ferris, then a STEM Saturdays staff visit to explain the youth programs.\nLake and river associations: Marchetti. He will bring a stream-table model if you have an outlet and a table that can get wet.\nSeveral speakers also give short versions of their talks at Open Campus Day , which is a good way to audition one before booking.\nRequesting a speaker\nSend the bureau your group’s name, the town, expected attendance, two or three possible dates, and the speaker or topic you want. “Anything about the river” is a fine request.\nThe coordinator confirms with the speaker within five working days and sends you a confirmation with an A/V checklist.\nTell us before the talk about accessibility needs: a microphone, captions for a video talk, or large-print handouts.\nAfterwards, fill out a two-minute feedback form. Speakers read every one.\nJournalists should contact media relations instead; the bureau is not built for same-day calls. Groups that want students as well as a speaker, for a service project, for example, should start at Community engagement .\nAt a glance\nCost\nFree within 60 miles; mileage covered\nLead time\nFour weeks\nAudience\n10+ in person; video for smaller groups\nSpeakers\n13 for 2026–27\nWho to contact\nSpeakers Bureau, University Marketing & Communications (Lorna Vick, coordinator)\nMillwright Hall 210\nPhone\n(715) 555–0193\nEmail\nspeakers@uwporterfalls.edu\nRelated resources\nFor the community\nFaculty experts\nUniversity Marketing & Communications\nPorter Lifelong Learning Institute\nFaculty & staff directory" }, { "url": "speaking-center.html", "title": "The Speaking Center", "description": "Peer coaching on any kind of oral communication — a class presentation, a group talk, an interview answer, a difficult conversation.", "headings": [ "The Speaking Center", "On this page", "How a session works", "Who uses it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success The Speaking Center\nPeer coaching on any kind of oral communication — a class presentation, a group talk, an interview answer, a difficult conversation.\nHow a session works\nA trained peer consultant watches you run your talk (or role-plays the interview, or the conversation) and gives specific feedback on structure, delivery, nerves and timing — then you try the rough part again. It's practice with a coach, not a lecture on public speaking.\nWho uses it\nStudents in any course with a presentation, job seekers rehearsing the “tell me about a time” questions, non-native English speakers wanting pronunciation reps, and student org officers preparing to run a meeting.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nLocation: Halvorsen Library, Level 2, next to the Writing Center. Appointments: Free, booked online or drop-in when open. Not just for speeches: Interview prep, group-presentation coordination, and pronunciation practice all count. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nHalvorsen Library, Level 2, next to the Writing Center\nAppointments\nFree, booked online or drop-in when open\nNot just for speeches\nInterview prep, group-presentation coordination, and pronunciation practice all count\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "special-collections-reading-room.html", "title": "Special collections reading room", "description": "The supervised room where rare books, manuscripts and the university's own historical records are used.", "headings": [ "Special collections reading room", "On this page", "What's held", "Using it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "About Special collections reading room\nThe supervised room where rare books, manuscripts and the university's own historical records are used.\nWhat's held\nRare and fragile books, regional manuscript collections, the papers of people connected to Porter Falls, and the university archives — the founding manual-training records from 1893 onward, student publications, photographs, and the minutes that document how the place actually changed.\nUsing it\nRequest items ahead through the finding aids; a staff member pages them to the reading room, where they're used one at a time at a supervised table. It's a working research space, not a display — undergraduates use it for local-history projects as often as visiting scholars do.\nIn and around Porter Falls\nUniversity Communications sits in Millwright Hall and handles the parts of Porter that outlast any one semester. The founding manual-training mission from 1893 is still the reference point for most of what this office says publicly.\nThe practical details\nLocation: Halvorsen Library, Level 4. Access: Open to anyone; materials are paged and used in the room under supervision. Rules: No pens, no bags at the table, gloves only when asked, photos usually fine. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is University Communications (Millwright Hall, Room 210). Call (715) 555–0250 or email news@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nHalvorsen Library, Level 4\nAccess\nOpen to anyone; materials are paged and used in the room under supervision\nRules\nNo pens, no bags at the table, gloves only when asked, photos usually fine\nWho to contact\nUniversity Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\nnews@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCommon Data Set & disclosures\nCommencement Livestream & Archive\nThe public art walk\nUniversity archives\nFull contact directory" }, { "url": "sponsoring-a-capstone-project.html", "title": "Sponsoring a capstone project", "description": "A longer, higher-stakes partnership for a multidisciplinary student team working toward a tested result.", "headings": [ "Sponsoring a capstone project", "On this page", "Capstone versus a class project", "Start one term early", "Resources and costs", "What the sponsor receives" ], "content": "Business & industry Sponsoring a capstone project\nA longer, higher-stakes partnership for a multidisciplinary student team working toward a tested result.\nCapstone versus a class project\nA capstone asks a team to integrate what it has learned across the degree and defend a final result. It usually carries more technical depth, testing, documentation, and stakeholder contact than a shorter classroom project. A sponsor should have an authentic problem but not depend on the team for mission-critical production work.\nStart one term early\nGood projects are recruited and screened before the capstone begins. The sponsor submits a problem statement, desired outcome, constraints, available equipment or data, and a staff contact. Faculty check fit, student workload, safety, ethics, and whether the work leaves enough design space for students.\nResources and costs\nSponsors may provide materials, specialized access, sample components, travel, or a modest project fee. Porter supplies ordinary instructional facilities and faculty supervision. Unusual fabrication, hazardous material, proprietary software, field travel, or external testing is budgeted before selection.\nWhat the sponsor receives\nTypical deliverables include requirements, alternatives considered, drawings or code, a prototype or analysis, test results, recommendations, and a final presentation. The agreement states which items transfer to the sponsor, which students may retain for portfolios, and what support exists after the course ends.\nAt a glance\nLead time\nSubmit and scope one term before student work starts\nGood fit\nAuthentic, bounded, testable, educational, and not mission-critical\nDeliverables\nDefined in writing, including portfolio use and post-course support\nWho to contact\nBusiness & Industry Outreach\nMillwright Hall 120\nPhone\n(715) 555–0157\nEmail\noutreach@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nEmployer-sponsored classroom projects\nEmployers and partners\nFull contact directory" }, { "url": "sports-camps-youth.html", "title": "Youth sports camps", "description": "Summer skills camps for children and teens, run by Ironclad coaches on campus.", "headings": [ "Youth sports camps", "On this page", "What they are", "Logistics and safety", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Athletics Youth sports camps\nSummer skills camps for children and teens, run by Ironclad coaches on campus.\nWhat they are\nWeek-long day camps (and a few overnight sessions) where Porter coaches and current athletes teach fundamentals. They're a revenue source for the programs and a pipeline for local kids to see the campus, not a recruiting showcase.\nLogistics and safety\nEvery coach and counselor clears a background check and youth-protection training under the minors-on-campus policy. Camps provide lunch for day campers; overnight campers stay in a residence hall with supervision. Scholarships cover fees for families in the Porter Falls district — ask when you register.\nIn and around Porter Falls\nThe Ironclads compete in NCAA Division III as members of the Wesconsin Collegiate Athletic Conference, and home events are at the Ironhouse Athletic Center and the riverside fields off North Campus. Millrace Week in October is still built around the homecoming football game.\nThe practical details\nAges: Roughly 8 to 18, split into age and skill groups by sport. Sports: Basketball, volleyball, soccer, wrestling, and a multi-sport week for younger kids. Register: Online in the spring; day and overnight options; financial aid available for local families. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Ironclad Athletics (Ironhouse Athletic Center). Call (715) 555–0195 or email athletics@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAges\nRoughly 8 to 18, split into age and skill groups by sport\nSports\nBasketball, volleyball, soccer, wrestling, and a multi-sport week for younger kids\nRegister\nOnline in the spring; day and overnight options; financial aid available for local families\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSummer camps 2027\nEsports Arena\nClub sports\nIntramural schedule\nVarsity Esports\nFull contact directory" }, { "url": "sports-medicine-clinic.html", "title": "Sports medicine clinic", "description": "Injury evaluation, rehab and return-to-play decisions for Ironclad athletes, plus limited hours for club-sport and recreation injuries.", "headings": [ "Sports medicine clinic", "On this page", "Who it serves", "Concussion protocol", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Athletics Sports medicine clinic\nInjury evaluation, rehab and return-to-play decisions for Ironclad athletes, plus limited hours for club-sport and recreation injuries.\nWho it serves\nVarsity athletes first — evaluation, taping, rehab, and the return-to-play call, which the medical staff makes, not the coach. A limited block of hours each week is open to club-sport and intramural players for a rolled ankle or a jammed finger.\nConcussion protocol\nAny suspected head injury pulls the athlete for the day, no exceptions, and return is gated by a fixed stepwise protocol overseen by the team physician — the same protocol regardless of the sport or the stakes of the game.\nIn and around Porter Falls\nThe Ironclads compete in NCAA Division III as members of the Wesconsin Collegiate Athletic Conference, and home events are at the Ironhouse Athletic Center and the riverside fields off North Campus. Millrace Week in October is still built around the homecoming football game.\nThe practical details\nLocation: Ironhouse Athletic Center, lower level. Hours: Daily during the seasons; reduced in summer. Club and rec: A few walk-in slots a week; anything urgent goes to Student Health or the ER. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Ironclad Athletics (Ironhouse Athletic Center). Call (715) 555–0195 or email athletics@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nIronhouse Athletic Center, lower level\nHours\nDaily during the seasons; reduced in summer\nClub and rec\nA few walk-in slots a week; anything urgent goes to Student Health or the ER\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nEsports Arena\nClub sports\nIntramural schedule\nVarsity Esports\nFull contact directory" }, { "url": "staff-holiday-calendar.html", "title": "Staff Holiday Calendar", "description": "UW-Porter Falls' official staff holiday schedule for university offices, as distinct from the academic calendar's instructional dates.", "headings": [ "Staff Holiday Calendar", "Why this is a separate calendar", "The standard holidays", "Services that stay open anyway", "If you need an office on a closed day" ], "content": "Faculty & Staff\nStaff Holiday Calendar\nUniversity offices close on a state-employee holiday schedule that does not always line up with the academic calendar — the library and dining hall keep their own hours regardless.\nWhy this is a separate calendar\nThe academic calendar tracks instructional days, breaks, and registration deadlines for students; the staff holiday calendar tracks which days administrative offices (registrar, bursar, financial aid, human resources) are actually closed, set by the state of Wesconsin’s legal holiday schedule for its employees. The two overlap for winter break and a handful of others, but not entirely — classes can be in session on a day payroll and the registrar are closed, and vice versa.\nThe standard holidays\nNew Year’s Day · Observed\nMartin Luther King Jr. Day · Observed\nMemorial Day · Observed\nJuneteenth · Observed\nIndependence Day · Observed\nLabor Day · Observed\nThanksgiving + the day after · Observed\nChristmas Eve – New Year’s Day · Winter closure\nServices that stay open anyway\nHalvorsen Library, the residence halls, and dining venues run their own holiday hours independent of the administrative closure schedule — a student living on campus over a holiday weekend is never without a place to eat or study, even when every administrative office is dark.\nIf you need an office on a closed day\nMost routine transactions (payment, registration, forms) can be completed online through the student or employee portal regardless of office hours; anything that genuinely requires a person gets picked back up the next business day, and deadlines that fall on a closure day are automatically extended to the next open one.\nQuick facts\nBasis\nState of Wesconsin legal holiday schedule\nWinter closure\nDec. 24 – Jan. 1\nDeadlines on a closure day\nAutomatically extended\nRelated\nAcademic calendar\nHalvorsen Library\nContact directory" }, { "url": "staff-senate.html", "title": "Staff Senate", "description": "Shared governance representing professional and classified staff.", "headings": [ "Staff Senate", "On this page", "What Staff Senate covers", "How it connects upward", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Staff Senate\nShared governance representing professional and classified staff.\nWhat Staff Senate covers\nElected representatives from across the university raise concerns and proposals on working conditions, professional development funding, and policies that affect staff specifically rather than faculty or students — a parallel channel to Faculty Senate, not a subset of it.\nHow it connects upward\nStaff Senate leadership meets regularly with the Chancellor's cabinet and can bring an issue directly to that table; like Faculty Senate, its role is advisory, but in practice a well-documented Staff Senate proposal is rarely ignored outright.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nRepresents: Non-faculty staff across every division. Meetings: Monthly, open to any staff member. Role: Advisory to the Chancellor's cabinet. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRepresents\nNon-faculty staff across every division\nMeetings\nMonthly, open to any staff member\nRole\nAdvisory to the Chancellor's cabinet\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nDistinguished Lecture Series\nFull contact directory\nEmployee assistance program\nWorkplace safety & workers' compensation\nClassified staff union representation" }, { "url": "startup-vs-established-employer.html", "title": "A startup or an established employer?", "description": "What each actually offers a new graduate, the trade-offs, and the questions that tell you which one is in front of you.", "headings": [ "A startup or an established employer?", "On this page", "The caricature and the reality", "What a smaller or newer company tends to offer", "What a larger, established company tends to offer", "For a first job, either can be right", "Questions that reveal which you are looking at", "Get a second opinion" ], "content": "Career services A startup or an established employer?\nWhat each actually offers a new graduate, the trade-offs, and the questions that tell you which one is in front of you.\nThe caricature and the reality\nThe story is \"startups = fast learning and chaos, big companies = stability and boredom.\" Reality is a spectrum, and there are great and terrible versions of both. A well-run small company can be more structured than a badly-run large one. Evaluate the specific team and role, not the category.\nWhat a smaller or newer company tends to offer\nBroader responsibility sooner (you touch more of the product), visible impact, direct access to senior people, and fast iteration. The costs: less formal training and mentorship, thinner process (which you may have to build), less job security, more schedule pressure at crunch times, and compensation that may lean on equity you should value conservatively.\nWhat a larger, established company tends to offer\nStructured onboarding and training, a defined role with clear expectations, established mentors, better benefits and job stability, brand recognition on your resume, and the chance to see how mature processes work. The costs: a narrower slice of the work, slower decisions, more layers between you and impact, and the risk of being a small cog.\nFor a first job, either can be right\nA structured first job teaches you professional norms and gives you mentorship when you most need it. A small-company first job teaches you breadth and self-direction. What matters more than size: will you have a manager who invests in you, real work you can point to in two years, and colleagues you can learn from?\nQuestions that reveal which you are looking at\nAsk: what does a first project look like and who owns it? How is feedback given, and how often? Who would I learn from? What is the training in the first 90 days? How is the company funded and what is the runway (for a startup)? How long do people stay, and where do they go next? Vague or evasive answers are data.\nGet a second opinion\nA career coach will pressure-test your read on a specific offer, and current employees (ask to talk to a couple, especially recent hires) will tell you what the day-to-day is actually like. The offer letter tells you the comp; the conversations tell you the job.\nAt a glance\nReality\nA spectrum with good and bad versions of both — evaluate the team and role\nSmaller/newer\nBroad responsibility, visible impact, less training/process/security\nLarger/established\nStructured training, defined role, better benefits, narrower slice\nMatters most\nA manager who invests in you, real work to point to, colleagues to learn from\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNegotiating a job offer\nJob offer evaluation\nUnderstanding your benefits as a new grad\nThe first 90 days after graduation\nUsing the alumni network\nFull contact directory" }, { "url": "state-of-the-university-2026.html", "title": "State of the University 2026", "description": "The text of Chancellor Elaine Vandehey’s annual address, delivered September 17, 2026, in the Founders Hall high bay.", "headings": [ "State of the University 2026", "On this page", "About this address", "Where we stand", "What we built this year", "What is not working yet", "Money, honestly", "The year ahead", "Closing" ], "content": "Office of the Chancellor State of the University 2026\nThe text of Chancellor Elaine Vandehey’s annual address, delivered September 17, 2026, in the Founders Hall high bay.\nAbout this address\nThe chancellor gives a State of the University address each September. This year about 600 people attended in the high bay of Founders Hall , the last big event there before renovation work moves indoors. The text below is as prepared; the recording on MyPorter includes a few departures, including the one about the forklift. Data cited in the speech is from the fall 2026 fact book and the FY2027 budget ; the chancellor’s short cover note is in the message archive , and her standing priorities are on the Office of the Chancellor page.\nWhere we stand\nGood afternoon. Thank you for coming, and thank you to the crew from Facilities who moved a forty-foot test frame this morning so you would have somewhere to sit. Duane tells me it goes back on Monday.\nI’ll start with the number everyone already knows. This fall, 8,412 students are enrolled at Porter, the most in nine years and six percent more than a year ago. Two thousand one hundred and ten of them are new first-year students. Six hundred eighty-two transferred in, many through agreements with the technical colleges that send us people who already know which end of a wrench to hold.\nI want to be careful with that number, because enrollment is not the point. It is a measure of whether people think what we do is worth their time and money. This year more of them did. Our job is to make sure they are right.\nWhat we built this year\nLast year we conferred 2,516 degrees, more than in any year in our history. Eighty-three percent of last year’s first-year students came back this fall. Our faculty brought in $9.1 million in outside research funding, a record, and about sixty undergraduates were paid to work on those projects.\nThis month the regional accreditor reaffirmed us through 2036 with no findings. The visiting team singled out two things: an assessment process that actually changes courses, and an advising model that gives every student a plan. Neither of those happened by accident. They are years of committee work that nobody thanks you for, so I will: thank you.\nWe signed a ten-year workforce agreement with three regional manufacturers and a ten-year rural health agreement with Porter County Health. We won a $2.4 million federal grant for the advanced manufacturing and robotics lab, which opens in fall 2027. And next summer this building, Founders Hall, gets the first phase of a $15 million renovation, which it has been asking for since roughly 1958.\nWhat is not working yet\nNow the part of the speech that does not go in the viewbook.\nOur career-outcomes rate for the class of 2025 was 91 percent. That is good, and it is down from 94 the year before, and our own target is 95. Some of the drop is better counting. Some of it is not, and we will publish it program by program so nobody has to guess which.\nFirst-generation students now graduate within two points of everyone else, which is the best news in this speech. But in the first year they still come back at a rate 4.1 points lower than their classmates. We said we would cut that gap to under three. We have not yet.\nAnd the accreditors noticed what many of you have told me for two years: some of our most popular programs are running sections that are too big. Growth is only good news if the class you sit in still works.\nMoney, honestly\nOur budget this year is $214.6 million. The state pays a little under a quarter of it. Fifteen years ago it paid about a third. The Regents held resident tuition flat for the second year in a row, which I supported, because the families we serve noticed. That means every new nursing section and every new cybersecurity instructor is paid for by growth, by reallocation, or by the state budget request we submit this winter. I will be in front of legislators more this year than I would like, and I will be bringing students, because they are more persuasive than I am.\nWe also carry about $41 million in deferred maintenance. That is a polite phrase for roofs. The “Built for Work” campaign is at $29.6 million of its $42 million goal, and every dollar of it goes to students, labs or the library — not to roofs, which is why I keep talking about the state.\nThe year ahead\nFour commitments for this year, the same four priorities as our strategic plan, with numbers attached so you can hold me to them:\nApplied learning: pay for more co-ops and research placements, so cost is never the reason a student skips one.\nCareer outcomes: get back to 95 percent, and report it by program.\nEquity: get the first-year retention gap under three points.\nRegional partnership: 240 employer-partnered capstones, up from 212.\nProgress on every one of those will be posted on the strategic plan dashboard , including the ones that go badly.\nThis is also Dr. Bjorn Halvorsen’s last fall as provost. Bjorn is teaching Statics again this semester, because of course he is. He has signed more curriculum forms than anyone in Porter’s history. Please find him at Millrace Week and buy him a coffee. In January we welcome a new provost, and I ask you to give them the same patience you gave me.\nClosing\nWhen this school opened in 1893, it had nineteen students and one idea: that working with your hands and working with your mind are the same work. We still believe that, and so do 8,412 students who chose this place on purpose.\nSo let’s give them a year worth the choice. Thank you. Go Ironclads. And please don’t touch the test frame on your way out.\nAt a glance\nDelivered\nThursday, September 17, 2026, 3:30 p.m.\nWhere\nFounders Hall high bay\nAttendance\nAbout 600, plus 1,100 streams\nLength\nAbout 24 minutes\nRecording\nMyPorter, with captions\nWho to contact\nOffice of the Chancellor\nMillwright Hall 300\nPhone\n(715) 555–0100\nEmail\nchancellor@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nOffice of the Chancellor\nChancellor’s messages\nStrategic plan\nStrategic plan progress, 2026\nFact book, fall 2026\nBudget & financial planning" }, { "url": "staying-healthy-your-first-year.html", "title": "Staying healthy your first year", "description": "Sleep, food, moving your body, and knowing when a cold is just a cold and when to get seen.", "headings": [ "Staying healthy your first year", "On this page", "Sleep is the keystone", "Eating on a meal plan", "Move most days", "Colds, flu, and the clinic", "Prevention that is worth it", "The mind is part of health" ], "content": "Health & wellness Staying healthy your first year\nSleep, food, moving your body, and knowing when a cold is just a cold and when to get seen.\nSleep is the keystone\nThe all-nighter is a bad trade: the lost sleep costs you more on the exam than the extra hours gained. Aim for a consistent schedule even on weekends, keep the room dark and cool, and get screens out of bed. If you cannot sleep for weeks, that is worth a health or counseling appointment, not just more coffee.\nEating on a meal plan\nResidential dining always has a vegetable station, a protein, and something whole-grain — build most plates from those and treat the dessert and fried stations as sometimes food. Keep fruit, nuts, and something with protein in your room for the 11 p.m. study gap. A campus dietitian will help for free if food is complicated for you.\nMove most days\nThe recreation center is included in your fees; so are group fitness classes and intramurals. Twenty minutes of walking, lifting, or a pickup game most days does more for stress and focus than an occasional hard workout. Building it into a routine — same time, with a friend — is what makes it stick.\nColds, flu, and the clinic\nRest, fluids, and time handle most viral illness. See student health if a fever stays above 101°F for more than two days, you cannot keep fluids down, breathing is hard, symptoms improve then sharply worsen, or a \"sore throat\" is severe and one-sided. Same-day appointments exist for exactly this.\nPrevention that is worth it\nGet the flu shot at a campus clinic in October, keep your immunizations current (the university requires proof of some), wash your hands, and do not share drinks during cold season in a crowded residence hall. Sexual health services provide contraception, testing, and confidential care.\nThe mind is part of health\nLow mood, anxiety that will not settle, or not enjoying things you used to are health issues, not character flaws, and the first year is a common time for them to show up. Counseling is included in fees, \"Let’s Talk\" is a no-commitment way to start, and the 24-hour line is (715) 555–0117.\nAt a glance\nTrade you should refuse\nThe all-nighter — lost sleep costs more than the hours gained\nPlate\nVegetable + protein + whole grain, most of the time\nMove\n~20 minutes most days beats occasional hard workouts\nSee a provider if\nFever >101°F for 2+ days, can’t keep fluids down, hard breathing\nWho to contact\nStudent Health Services\nHealth & Counseling Center, North Campus\nPhone\n(715) 555–0236\nEmail\nhealth@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudent health services\nFlu shot clinics\nNurse advice line\nDining menus & nutrition\nWellness & recreation classes\nFull contact directory" }, { "url": "stem-opt-extension.html", "title": "STEM OPT extension", "description": "The 24-month extension of post-graduation work authorization for eligible F-1 graduates in STEM fields.", "headings": [ "STEM OPT extension", "On this page", "What it adds", "The obligations are real", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Global learning STEM OPT extension\nThe 24-month extension of post-graduation work authorization for eligible F-1 graduates in STEM fields.\nWhat it adds\nOn top of the 12 months of standard OPT, a qualifying STEM graduate can get 24 more months — three years of work authorization total — which is often what carries someone through an H-1B lottery cycle or two.\nThe obligations are real\nThe extension is tied to a Form I-983 training plan agreed with your employer, E-Verify enrollment, and strict reporting: address and job changes within 10 days, 6-month check-ins, annual evaluations, and a cap on unemployment time. The international office reviews your I-983 and issues the updated I-20 — start the process at least 90 days before your OPT ends.\nIn and around Porter Falls\nFor a campus this size Porter both sends and receives a steady stream of students internationally. The Global Education Office in Founders Union runs the advising, the risk review and the arrival and re-entry programming.\nThe practical details\nEligibility: A degree on the federal STEM designated list, current standard OPT, and an E-Verify employer who commits to a formal training plan. Apply: File the extension with USCIS before your initial OPT expires; you may keep working while it's pending, up to 180 days. Reporting: Every 6 months you confirm your details; you and your employer submit an annual self-evaluation of the training plan. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Global Education Office (Founders Union, Room 240). Call (715) 555–0220 or email global@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nEligibility\nA degree on the federal STEM designated list, current standard OPT, and an E-Verify employer who commits to a formal training plan\nApply\nFile the extension with USCIS before your initial OPT expires; you may keep working while it's pending, up to 180 days\nReporting\nEvery 6 months you confirm your details; you and your employer submit an annual self-evaluation of the training plan\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nInternational student orientation\nFaculty-Led Study Abroad\nStudy Abroad Partner Universities\nCPT & OPT workshops\nFull contact directory" }, { "url": "stem-saturdays.html", "title": "STEM Saturdays", "description": "One Saturday morning a month, October through April: hands-on science and engineering workshops for kids in kindergarten through grade 8, in real Porter labs.", "headings": [ "STEM Saturdays", "On this page", "How a morning works", "2026–27 dates and themes", "Cost and scholarships", "Safety and supervision" ], "content": "Community STEM Saturdays\nOne Saturday morning a month, October through April: hands-on science and engineering workshops for kids in kindergarten through grade 8, in real Porter labs.\nHow a morning works\nSTEM Saturdays are run by Youth Programs & Community Outreach with faculty from engineering, computing, health sciences and science, and a crew of Porter students, many of them future teachers from the College of Education. Each month has one theme, taught three ways for three grade bands:\nGrades K–2 : 9:00–10:30 a.m. A parent or guardian stays on campus.\nGrades 3–5 : 9:00 a.m.–noon, with a snack break.\nGrades 6–8 : 9:00 a.m.–noon. These sessions go deeper and usually involve breaking something on purpose.\nEach band has 24 seats per session. Kids work in groups of four, wear safety glasses we provide, and go home with whatever they built, unless it is a bridge that lost.\n2026–27 dates and themes\nSessions fall on the second Saturday of each month.\nSat., Oct. 10, 2026 — Theme: Bridges That Hold (and the load-testing rig that proves it); Where: Founders Hall high bay; Registration: Full; waitlist only\nSat., Nov. 14, 2026 — Theme: Circuits You Can Squish: conductive dough, LEDs and switches; Where: Jarvis Technology Center 120; Registration: Opens Oct. 17\nSat., Dec. 12, 2026 — Theme: The Drop Test: designing packages that protect an egg; Where: Founders Hall 146 (Forge Innovation Hub); Registration: Opens Nov. 14\nSat., Jan. 9, 2027 — Theme: Code a Robot Through a Maze; Where: Jarvis Technology Center 120; Registration: Opens Dec. 12\nSat., Feb. 13, 2027 — Theme: Your Heart at Work: pulse, stethoscopes and the simulation manikins; Where: Health Sciences Center, simulation hospital; Registration: Opens Jan. 16\nSat., Mar. 13, 2027 — Theme: Light, Lenses and a Look Through the Telescope; Where: Halvorsen Library Level 1 and the observatory; Registration: Opens Feb. 13\nSat., Apr. 10, 2027 — Theme: Seeds, Soil and What Worms Do All Day; Where: University Farm greenhouse; Registration: Opens Mar. 13\nRegistration opens at 8 a.m. on the listed date. Popular sessions, including bridges and robots, fill within a day. Families who miss out are offered first choice at the next Open Campus Day kids’ zone.\nCost and scholarships\n$12 per child per session; $8 for each additional sibling at the same session.\nSeason pass: $70 for all seven sessions, with a seat held for your child in each one.\nFree for any family that checks the scholarship box. We do not ask for a lunch form, a tax return or a reason. In 2025–26, 41% of seats went to scholarship families. That number is what the program is for.\nTeachers and scout or 4-H leaders can reserve a block of up to eight seats for a group at the scholarship rate.\nNeed a ride? The Porter Loop runs Saturday mornings, and the Founders Union stop is two minutes from check-in. For older students, the summer youth camps and precollege programs pick up where STEM Saturdays stop.\nSafety and supervision\nEvery adult who works a STEM Saturday, whether faculty, staff, student or community volunteer, has cleared the university’s programs-with-minors requirements . That means a background check, youth-protection training and a signed code of conduct, all completed before their first session. In practice:\nRatios are one adult to six children in K–2 and one to eight in grades 3–8. No adult is ever alone with one child.\nCheck-in and pickup happen at the Founders Union main lobby. Pickup needs photo ID and a name on your authorized list.\nFor K–2, a parent or guardian waits in the Founders Union family lounge, where there is coffee. You may also stay in the room.\nAllergy and medical information is collected at registration. Snacks are nut-free and labeled.\nPhotos are opt-in. Children without a photo release get a blue lanyard and stay out of frame.\nWeather cancellations go out by 7 a.m. by text and email, and are posted on the weather closures page.\nAdults who want to help can sign up through Volunteer on campus . Allow three weeks for clearance.\nAt a glance\nWho\nGrades K–8, three grade bands\nWhen\nSecond Saturday, Oct. 2026–Apr. 2027, from 9 a.m.\nCost\n$12/session; $70 season; free on request\nRatio\n1:6 (K–2), 1:8 (3–8), all adults cleared\nWho to contact\nYouth Programs & Community Outreach\nFounders Union 150\nPhone\n(715) 555–0174\nEmail\nyouthprograms@uwporterfalls.edu\nRelated resources\nFor the community\nYouth camps & programs\nPrograms with minors\nSports camps for youth\nOpen Campus Day" }, { "url": "strategic-plan-progress-2026.html", "title": "Strategic Plan Progress, 2026", "description": "The public scorecard for the strategic plan’s four priorities: every metric, its starting point, where it stood in fall 2026, the target, and a plain status — including the ones that are behind.", "headings": [ "Strategic Plan Progress, 2026", "On this page", "How to read this dashboard", "Applied learning in every major", "Career outcomes", "Closing outcome gaps", "Regional economic partnership", "Summary" ], "content": "Strategic planning Strategic Plan Progress, 2026\nThe public scorecard for the strategic plan’s four priorities: every metric, its starting point, where it stood in fall 2026, the target, and a plain status — including the ones that are behind.\nHow to read this dashboard\nThe strategic plan runs from 2023–24 through 2027–28. Baselines are from 2022–23, the last year before the plan took effect. The “2026” column is the latest available figure as of October 2026; for rates that lag, such as graduation, the cohort is named. Sources are the fall 2026 fact book , Career Services and Research & Sponsored Programs.\nMet — at or past the five-year target.\nOn track — moving at a pace that reaches the target by 2028.\nWatch — improving, but too slowly.\nBehind — flat or moving the wrong way.\nTwo changes since the 2025 dashboard. The career-outcomes rate moved from On track to Behind after the class of 2025 survey. The first-generation graduation gap moved to Met after the December 2025 report. No targets were changed. The plan does not allow a target to be lowered mid-cycle without a vote of the steering committee, which includes students, staff and a tribal-nation liaison, and the committee has not been asked.\nApplied learning in every major\nMajors requiring an applied capstone, co-op or clinical — Baseline: 31 of 38; 2026: 38 of 38; Target: 38 of 38; Status: Met\nGraduates completing an internship, co-op or clinical — Baseline: 91%; 2026: 96%; Target: 98%; Status: On track\nShare of those placements that are paid — Baseline: 58%; 2026: 67%; Target: 75%; Status: On track\nStudents on funded research or sponsored projects, per year — Baseline: 300; 2026: 410; Target: 450; Status: On track\nThe remaining unpaid placements are mostly in education and human services, where student teaching and fieldwork are unpaid by custom. A stipend pilot for student teachers is in the FY2028 budget request.\nCareer outcomes\nEmployed or in graduate school within six months — Baseline: 89% (class of 2021); 2026: 91% (class of 2025); Target: 95%; Status: Behind\nKnowledge rate (outcomes verified) — Baseline: 64%; 2026: 78%; Target: 80%; Status: On track\nPrograms publishing outcomes individually — Baseline: 22; 2026: 49 of 49; Target: All; Status: Met\nMedian starting salary, all bachelor’s graduates — Baseline: $51,200; 2026: $58,900; Target: $60,000; Status: On track\nThe outcomes rate was 94 percent for the class of 2024 (the figure still shown on quick facts until the class of 2025 survey closes) and fell to 91 percent for the class of 2025, as reported in September . About a point of the drop comes from verifying more graduates; the rest is concentrated in arts and communication programs, which have their own improvement plans.\nClosing outcome gaps\nFirst-year retention, all students — Baseline: 80%; 2026: 83%; Target: 85%; Status: On track\nRetention gap, first-generation vs. continuing-generation — Baseline: 7.8 points; 2026: 4.1 points; Target: under 3 points; Status: Watch\nSix-year graduation gap, first-generation vs. all students — Baseline: 7 points; 2026: 2 points; Target: 2 points or less; Status: Met\nSix-year graduation rate, Pell recipients — Baseline: 60%; 2026: 65%; Target: 70%; Status: Watch\nUndergraduates graduating with no federal debt — Baseline: 52%; 2026: 58%; Target: 60%; Status: On track\nMost of the graduation gain is credited to the First-Generation Student Center and the early-alert advising model . The retention gap closed fast for three years and has stalled at about four points; the Office of Inclusive Excellence is leading the response.\nRegional economic partnership\nEmployer-partnered capstones per year — Baseline: 148; 2026: 212; Target: 260 (240 in 2026–27); Status: On track\nExternal research and contract funding — Baseline: $6.2M; 2026: $9.1M; Target: $10M; Status: On track\nMulti-year workforce agreements with regional employers — Baseline: 0; 2026: 2; Target: 4; Status: On track\nGraduates working within about 100 miles — Baseline: 58%; 2026: 61%; Target: 65%; Status: Watch\nThe two workforce agreements are the manufacturing pipeline agreement signed in September and the rural health partnership with Porter County Health.\nSummary\nOf 17 metrics: 3 met, 10 on track, 3 to watch, 1 behind. The cabinet reviews this page each January and May; a metric marked Behind for two reviews gets a written plan, posted here, with a named owner. Chancellor Vandehey discussed the career-outcomes and retention-gap results in her State of the University address .\nAt a glance\nPlan period\n2023–24 to 2027–28\nMetrics\n17 across 4 priorities\nStatus\n3 met, 10 on track, 3 watch, 1 behind\nReviewed\nCabinet, each January and May\nNext update\nFebruary 2027\nWho to contact\nOffice of Strategic Planning & Institutional Effectiveness\nFounders Hall 310\nPhone\n(715) 555–0101\nEmail\nplanning@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nStrategic plan\nInstitutional effectiveness\nFact book, fall 2026\nCareer outcomes\nOffice of the Chancellor\nSustainability dashboard" }, { "url": "strategic-plan.html", "title": "The strategic plan", "description": "What Porter is trying to become over the next five years, and how progress gets measured.", "headings": [ "The strategic plan", "On this page", "Four priorities", "How it was built", "How progress is tracked", "What it changes for a student" ], "content": "About The strategic plan\nWhat Porter is trying to become over the next five years, and how progress gets measured.\nFour priorities\nThe current plan (adopted by the Board of Regents and revisited annually) organizes everything Porter funds and measures around four priorities: applied learning in every major, a career-outcomes rate the whole institution is judged on, closing outcome gaps for first-generation and low-income students, and regional economic partnership — research and workforce work with employers within about a hundred miles of Porter Falls.\nHow it was built\nThe plan came out of two years of listening sessions with faculty, staff, students, alumni, and regional employers, plus a data review of enrollment, retention, and outcomes trends. A steering committee with seats reserved for students and staff — not just faculty and administration — drafted the priorities before Faculty Senate and the Board of Regents approved them.\nHow progress is tracked\nEach priority has a small set of public metrics — the career-outcomes rate, the first-generation retention gap, the number of employer-partnered capstones — published on the sustainability-dashboard-style public reporting page and reviewed by the cabinet each semester. A metric that is not moving gets a stated reason and a revised approach, not a quiet drop from the report.\nWhat it changes for a student\nMost of it is invisible day to day, but it shapes real things: why every major now requires an applied capstone or co-op, why advising moved to an early-alert model, why the employer-partners program expanded, and why first-generation support got a dedicated office rather than a line inside another one.\nAt a glance\nPriorities\nApplied learning, career outcomes, equity gaps, regional partnership\nAdopted\nBoard of Regents, after a two-year planning process\nTracked\nPublic metrics, reviewed by the cabinet each semester\nWho to contact\nOffice of Strategic Planning & Institutional Effectiveness\nFounders Hall 310\nPhone\n(715) 555–0101\nEmail\nplanning@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStrategic plan progress, 2026\nUniversity governance\nSustainability dashboard\nAbout UW–Porter Falls\nFull contact directory\nBoard of Regents & UW System" }, { "url": "student-athlete-academic-support.html", "title": "Student-athlete academic support", "description": "Study hall, travel-week planning and eligibility monitoring for the roughly 500 Ironclad athletes.", "headings": [ "Student-athlete academic support", "On this page", "What it covers", "Not a shortcut", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Athletics Student-athlete academic support\nStudy hall, travel-week planning and eligibility monitoring for the roughly 500 Ironclad athletes.\nWhat it covers\nStructured study hall hours, tutoring coordinated with the campus tutoring centers, help mapping assignments around a travel-heavy season, and continuous checks that each athlete is meeting the credit and GPA rules that keep them eligible — caught in September, not at the end of the term.\nNot a shortcut\nThe support is logistical and academic-skills focused; athletes take the same courses, sit the same exams, and are held to the same standards as everyone else. The point is that a bus to a Saturday game doesn't cost someone a class.\nIn and around Porter Falls\nThe Ironclads compete in NCAA Division III as members of the Wesconsin Collegiate Athletic Conference, and home events are at the Ironhouse Athletic Center and the riverside fields off North Campus. Millrace Week in October is still built around the homecoming football game.\nThe practical details\nWhere: A dedicated space in the Ironhouse Athletic Center. Study hall: Required for first-year athletes and anyone below a GPA threshold. Travel: Faculty notification and a plan for missed work before every road trip. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Ironclad Athletics (Ironhouse Athletic Center). Call (715) 555–0195 or email athletics@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nA dedicated space in the Ironhouse Athletic Center\nStudy hall\nRequired for first-year athletes and anyone below a GPA threshold\nTravel\nFaculty notification and a plan for missed work before every road trip\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nEsports Arena\nClub sports\nIntramural schedule\nVarsity Esports\nFull contact directory" }, { "url": "student-athlete-advisory-committee.html", "title": "Student-Athlete Advisory Committee", "description": "Two dozen student-athletes, one from nearly every team, who organize the department’s service work and carry athletes’ proposals to the athletic director.", "headings": [ "Student-Athlete Advisory Committee", "On this page", "What SAAC does", "Members, 2026–27", "Community service", "How a proposal reaches the athletic director", "Recent proposals" ], "content": "Athletics Student-Athlete Advisory Committee\nTwo dozen student-athletes, one from nearly every team, who organize the department’s service work and carry athletes’ proposals to the athletic director.\nWhat SAAC does\nEvery NCAA member school has a Student-Athlete Advisory Committee. Porter's has three jobs: give student-athletes a formal voice in department decisions, run the department's community service, and represent Porter in the conference SAAC, which casts a vote on NCAA Division III legislation every January. It meets on the first and third Tuesday of each month at 9:00 p.m., after the last practice, in Ironclad Fieldhouse 214. Meetings are open to any student-athlete.\nThe advisor is Dr. Tamsin Okerlund, associate athletic director and Senior Woman Administrator; faculty athletics representative Prof. Ingrid Moe attends twice a semester. Contact details for both are in the staff directory .\nMembers, 2026–27\nEach team chooses its own representatives each spring; larger rosters send two.\nBaseball — Representative(s): Luis Ferreira (Jr., construction management); Sam Rudolph (So., business administration)\nMen's basketball — Representative(s): Jalen Whitcomb (Sr., mechanical engineering)\nWomen's basketball — Representative(s): Rachel Ostby (Jr., nursing)\nMen's cross country — Representative(s): Ben Ostrowski (Sr., applied mathematics)\nWomen's cross country — Representative(s): Signe Arneson (Jr., applied mathematics) — secretary\nFootball — Representative(s): Owen Krause (Sr., construction management); Isaiah Lindqvist (Jr., computer engineering)\nMen's golf — Representative(s): Henry Paulsen (So., hospitality management)\nWomen's golf — Representative(s): Grace Tveit (So., dietetics)\nMen's soccer — Representative(s): Emeka Adebayo (Jr., supply chain management)\nWomen's soccer — Representative(s): Paige Duerst (Jr., early childhood education) — service chair\nSoftball — Representative(s): Morgan Hessel (Sr., kinesiology)\nMen's track & field — Representative(s): Darius Kellerman (Jr., electrical engineering)\nWomen's track & field — Representative(s): Nora Pfeifer (Sr., chemistry)\nVolleyball — Representative(s): Brianna Kvale (Sr., industrial engineering) — president\nWrestling — Representative(s): Cole Marten (Jr., manufacturing engineering) — vice president\nCommunity service\nIronclad teams logged 3,180 service hours in 2025–26. SAAC schedules the department-wide projects; teams add their own, such as the men's soccer youth league.\nRead with an Ironclad (weekly, October–April) — Partner: Porter Falls Area School District elementary schools; 2025–26: 640 hours\nFill the Anvil food drive at the Forge Bowl — Partner: The campus food pantry; 2025–26: 2.4 tons collected\nSaturday cleanup at the Depot Plaza farmers market — Partner: Depot District merchants; 2025–26: 22 Saturdays\nRiverfront Trail spring cleanup — Partner: Facilities Management; 2025–26: 146 volunteers\nWinter Carnival youth clinics — Partner: Porter Falls parks department; 2025–26: 9 sports, 310 kids\nStudents looking for individual opportunities can also use the university's listings for community service in Porter Falls .\nHow a proposal reaches the athletic director\nRaise it with your team rep. Anything from practice scheduling to locker-room supplies. Reps can keep the source anonymous.\nSAAC discusses it at the next meeting and votes on whether to carry it forward. A proposal needs a majority of reps present.\nThe officers write it up : one page stating the problem, the ask, the likely cost and which teams it affects.\nThe advisor delivers it. Dr. Okerlund brings it to her monthly meeting with Director of Athletics Chuck Running; the SAAC president attends.\nA written answer within 30 days : adopted, adopted with changes, deferred (with a reason and a date), or declined (with a reason). Answers are read into the SAAC minutes.\nQuestions about eligibility or NCAA rules go to compliance rather than through SAAC; see the eligibility page .\nRecent proposals\nKeep the Fieldhouse study room open until 11 p.m., Sunday–Thursday — Outcome: Adopted January 2026; funded by the Ironclad Club\nCounselor office hours inside the Fieldhouse — Outcome: Adopted fall 2026: Tuesdays 2–5 p.m., staffed by Counseling Services\nNo required team activities after 8 p.m. during finals week — Outcome: Adopted as department policy, May 2026\nReplace the 2009 cold tubs in the training room — Outcome: Deferred to the 2027–28 capital request\nSurvey athletes on the conference move — Outcome: Done: 318 responses, 81% in favor, shared before the announcement\nAt a glance\nMeets\n1st and 3rd Tuesdays, 9:00 p.m.\nWhere\nIronclad Fieldhouse 214\nMembers\n17 representatives, 15 teams\nService hours (2025–26)\n3,180\nAdvisor\nDr. Tamsin Okerlund, SWA\nWho to contact\nStudent-Athlete Advisory Committee\nIronclad Fieldhouse 106\nPhone\n(715) 555–0203\nEmail\nsaac@uwporterfalls.edu\nRelated resources\nStudent-athlete academic support\nAthletics staff directory\nIronclad Club\nForge Bowl\nStudent government\nVolunteer on campus" }, { "url": "student-athlete-eligibility.html", "title": "Student-athlete eligibility", "description": "The academic rules that keep a varsity athlete eligible to compete at the Division III level.", "headings": [ "Student-athlete eligibility", "On this page", "The core requirements", "Staying on top of it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Athletics Student-athlete eligibility\nThe academic rules that keep a varsity athlete eligible to compete at the Division III level.\nThe core requirements\nDivision III eligibility rests on being a full-time, degree-seeking student making normal progress. There's no athletic scholarship at this level, so eligibility is about academic standing: earn enough credits each year, keep your GPA above the threshold, and stay in good conduct standing.\nStaying on top of it\nThe student-athlete academic support office tracks each athlete's progress, flags a problem early, and coordinates tutoring and study hall. Talk to a compliance staffer before doing anything unusual — transferring, dropping below full time, taking a term off, or signing an NIL deal.\nIn and around Porter Falls\nThe Ironclads compete in NCAA Division III as members of the Wesconsin Collegiate Athletic Conference, and home events are at the Ironhouse Athletic Center and the riverside fields off North Campus. Millrace Week in October is still built around the homecoming football game.\nThe practical details\nEnrollment: Full-time each term of competition, with limited exceptions. Progress: Satisfactory progress toward a specific degree, checked each year — a minimum number of credits earned annually and a minimum GPA. Amateurism: No pay for athletic performance; name, image, and likeness activity is allowed within the rules. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Ironclad Athletics (Ironhouse Athletic Center). Call (715) 555–0195 or email athletics@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nEnrollment\nFull-time each term of competition, with limited exceptions\nProgress\nSatisfactory progress toward a specific degree, checked each year — a minimum number of credits earned annually and a minimum GPA\nAmateurism\nNo pay for athletic performance; name, image, and likeness activity is allowed within the rules\nWho to contact\nIronclad Athletics\nIronclad Fieldhouse 100\nPhone\n(715) 555–0144\nEmail\nathletics@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nEsports Arena\nClub sports\nIntramural schedule\nVarsity Esports\nFull contact directory" }, { "url": "student-athlete-health-and-concussion-protocol.html", "title": "Student-Athlete Health & Concussion Protocol", "description": "How UW-Porter Falls' athletics department handles concussion protocol and general student-athlete health, under NCAA Division III rules.", "headings": [ "Student-Athlete Health & Concussion Protocol", "The same-day rule", "Return-to-play protocol", "Baseline testing", "Division III specifics" ], "content": "Athletics\nStudent-Athlete Health & Concussion Protocol\nA suspected concussion ends a student-athlete's participation for that day, no exceptions, no matter what the score is or who is asking.\nThe same-day rule\nAny athlete showing or reporting a possible concussion symptom is removed from play immediately and cannot return that same day, evaluated by an athletic trainer or team physician, regardless of the score, the importance of the game, or the athlete’s own insistence they feel fine. This rule has no coach override — the medical staff’s call is final on the field.\nReturn-to-play protocol\nA confirmed concussion triggers a graduated, medically supervised return over a minimum of several days: physical and cognitive rest, then a stepwise return to light exercise, sport-specific training, and full contact, each stage cleared individually by the athletic trainer before the next begins. Skipping a stage because a game is coming up is not permitted.\nBaseline testing\nEvery athlete in a contact or collision sport completes a baseline cognitive assessment before their first season, giving the medical staff something concrete to compare against after a suspected injury rather than relying on symptom self-report alone.\nDivision III specifics\nBecause Porter competes at the NCAA Division III level (see conference & compliance ), there is no athletic scholarship on the line if an injury ends a season — medical decisions are made without that additional pressure point that exists at scholarship-granting programs.\nQuick facts\nSame-day return after suspected concussion\nNever permitted\nReturn-to-play\nGraduated, medically cleared stage by stage\nBaseline testing\nRequired for contact/collision sports\nRelated\nAthletics\nConference & NCAA compliance\nStudent-athlete eligibility\nStudent-athlete academic support" }, { "url": "student-athlete-recruiting-visits.html", "title": "Recruiting visits & prospect camps", "description": "What an official visit, an unofficial visit, and a prospect camp look like at a Division III program, and how to set one up.", "headings": [ "Recruiting visits & prospect camps", "On this page", "Unofficial visits", "Official visits", "Prospect camps and clinics", "What Division III rules mean for you" ], "content": "Ironclad Athletics Recruiting visits & prospect camps\nHow a prospective Ironclad sees campus before committing — visits, camps, and what Division III rules do and don't restrict.\nUnofficial visits\nAn unofficial visit is any visit you pay for yourself — you can take one at any time, as often as you like, with no restriction on timing. Coaches can meet with you, show you the athletic facilities, and arrange for you to sit in on a practice when the team's schedule allows. Pair it with a normal campus visit booked through Admissions so you also get an information session and a tour; the two are usually scheduled together.\nOfficial visits\nAn official visit is one the university pays for, in whole or part — transportation, meals, and lodging within NCAA-defined limits. Division III programs use these far less often than Division I programs, and mostly for a prospect traveling a real distance. A coach has to invite you; you cannot request one, and there is a strict limit on how many official visits you can take across all schools and how long each one can last. Ask your prospective coach directly whether an official visit is something the program offers for your sport.\nProspect camps and clinics\nSport-specific camps and clinics run on campus in the off-season, usually for a fee that covers instruction, facility use, and sometimes meals or overnight housing in a residence hall. They're open to any prospective student regardless of whether Porter has otherwise recruited you, and they're the most common way a coach gets a first look at a prospect who wasn't already on their radar from film or a coach referral. Camp dates and sport are posted on each team's page and the athletics events calendar closer to the season.\nWhat Division III rules mean for you\nDivision III recruiting rules exist mainly to prevent the same excesses Division I addresses — there is no letter-of-intent signing process, no athletic scholarship to negotiate, and generally lighter contact restrictions than Division I. That means conversations with a coach can be more informal and can start earlier, but it also means nothing is officially binding until you are admitted and enrolled; treat any verbal encouragement from a coach as informative, not as a guarantee of a roster spot.\nAt a glance\nUnofficial visit\nSelf-paid, any time, unlimited — pair with a normal Admissions campus visit\nOfficial visit\nUniversity-paid, coach-invited only, NCAA limits on number and length\nProspect camps\nPosted per team; open to anyone, common way an unrecruited prospect gets noticed\nNo signing day\nDivision III has no letter of intent — nothing is binding until you enroll\nRelated resources\nVisit campus\nConference & NCAA compliance\nTransferring in as a student-athlete\nTickets & game day\nIronclad Athletics\nContact directory" }, { "url": "student-budgeting.html", "title": "Budgeting as a student", "description": "Where the money goes, how aid refunds work, and the campus resources that stretch it.", "headings": [ "Budgeting as a student", "On this page", "Build the budget around the term, not the month", "Know which dollars are borrowed", "The categories that actually vary", "Campus resources that are real money", "An emergency buffer", "When the math does not work" ], "content": "Financial aid Budgeting as a student\nWhere the money goes, how aid refunds work, and the campus resources that stretch it.\nBuild the budget around the term, not the month\nStudent money arrives in lumps — an aid refund at the start of each semester — and has to last until the next one. Take the refund, subtract fixed costs for the whole term (rent, insurance, phone, a bus pass), then divide what is left by the number of weeks. That weekly number is your real spending money.\nKnow which dollars are borrowed\nAn aid refund can contain grant money (yours) and loan money (borrowed, with interest, repaid later). Check the breakdown in MyPorter. Spending a loan-funded refund on anything but education and basic living costs is the most expensive habit a student can build.\nThe categories that actually vary\nRent and tuition are fixed; the swing categories are food, transportation, and \"small\" recurring spending — subscriptions, coffee, delivery, rideshare. Tracking just those three for one month usually finds the leak. Groceries plus a meal-plan tier you will actually use beats eating out with good intentions.\nCampus resources that are real money\nThe food pantry, the career closet (free professional clothing), textbook affordability options and course reserves, the bike program, discounted transit, free tax filing, and the emergency grant and loan funds each remove a real line from a student budget. Using them is what they are for.\nAn emergency buffer\nAim to keep one to two weeks of expenses untouched. A financial-wellness coach can help you get there from wherever you are starting — the appointment is free and not means-tested. A small buffer is what keeps a flat tire or a slow refund from becoming a crisis.\nWhen the math does not work\nIf the budget genuinely does not close — costs are real and income is not enough — that is a financial aid conversation, not a discipline problem. A professional-judgment review can sometimes adjust an aid package for changed circumstances, and the emergency fund exists for the gap in the meantime.\nAt a glance\nPlan by\nThe term — refund minus fixed costs, divided by weeks\nCheck\nHow much of the refund is grant vs. loan\nFree money\nFood pantry, career closet, VITA, emergency grants\nBuffer\n1–2 weeks of expenses, untouched\nWho to contact\nFinancial Wellness Coaching\nFounders Union 118\nPhone\n(715) 555–0231\nEmail\nfinaid@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFinancial wellness coaching\nBudgeting on financial aid\nFood pantry\nEmergency loan fund\nCareer closet\nFull contact directory" }, { "url": "student-complaints.html", "title": "Questions, concerns & complaints", "description": "A clear, respectful route for raising concerns, requesting review and finding the right office.", "headings": [ "Questions, concerns & complaints", "On this page", "Start close to the problem", "When it is not obvious where to go", "What happens after filing", "The practical details", "If you have a question" ], "content": "Student services Questions, concerns & complaints\nA clear, respectful route for raising concerns, requesting review and finding the right office.\nStart close to the problem\nMost concerns are resolved fastest by starting with the person or office closest to the issue — an instructor, a supervisor, a front-line office — and moving up only if that does not resolve it; the page for each specific process (grade appeals, conduct, Title IX, accessibility) has its own more detailed path.\nWhen it is not obvious where to go\nA general concern that does not obviously belong to one office can be filed through a short university-wide form, and the Dean of Students Office routes it to the right place rather than asking the student to guess. The form works for both students and visitors.\nWhat happens after filing\nA complaint is acknowledged within about five business days, and the responsible office explains the process and expected timeline at that point — timelines vary widely depending on whether the concern requires an investigation. Retaliation against someone for raising a good-faith concern is a separate, explicitly prohibited conduct violation.\nThe practical details\nFirst step: The person or office closest to the issue. Typical response: Acknowledged within 5 business days. Retaliation: Explicitly prohibited by policy. These specifics can change from year to year, so confirm anything time-sensitive directly with the office below before you rely on it.\nIf you have a question\nThis is handled by Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFirst step\nThe person or office closest to the issue\nTypical response\nAcknowledged within 5 business days\nRetaliation\nExplicitly prohibited by policy\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nComplaints & concerns\nBias reporting\nTitle IX\nStudent ombuds\nContact directory" }, { "url": "student-emergency-fund.html", "title": "Student emergency fund", "description": "Short-term help for unexpected costs that could interrupt enrollment or basic needs.", "headings": [ "Student emergency fund", "On this page", "What qualifies", "How to ask", "Where the money comes from", "The practical details", "If you have a question" ], "content": "Student success Student emergency fund\nShort-term help for unexpected costs that could interrupt enrollment or basic needs.\nWhat qualifies\nThe fund covers costs that could otherwise force a student to leave Porter mid-term: a security deposit after a housing emergency, a car repair needed to reach a required clinical placement, a utility shutoff notice, an unexpected medical copay. It is not intended for tuition, which routes through financial aid instead.\nHow to ask\nA short application through the Student Success Center is reviewed within a few business days, usually by a single staff member rather than a committee, specifically so a student in crisis is not made to wait on a meeting schedule. No documentation is required to start the conversation.\nWhere the money comes from\nThe fund is supported by the Foundation’s student-access priority and by a small annual allocation from student fees; it runs out most years before the end of spring term, at which point staff shift to emergency referrals — the campus food pantry, the county emergency-assistance office — instead.\nThe practical details\nTypical grant: $150–$750, one-time. Turnaround: Usually within 3 business days. Repayment: None; this is a grant, not a loan. These specifics can change from year to year, so confirm anything time-sensitive directly with the office below before you rely on it.\nIf you have a question\nThis is handled by Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nTypical grant\n$150–$750, one-time\nTurnaround\nUsually within 3 business days\nRepayment\nNone; this is a grant, not a loan\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudent Success Center\nFood pantry\nFinancial aid process\nBilling & payment\nContact directory" }, { "url": "student-employee-hour-limits.html", "title": "Student work-hour limits", "description": "How many hours a week you can work on campus, and why the caps exist.", "headings": [ "Student work-hour limits", "On this page", "Why the cap", "Managing it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Student work-hour limits\nHow many hours a week you can work on campus, and why the caps exist.\nWhy the cap\nResearch and experience both say students working more than about 20 hours a week see grades slip. The limit protects your academic standing and, for federal jobs, keeps the position classified as student employment. It's a total across jobs, so two 15-hour jobs is over the line.\nManaging it\nIf you need more income than 20 hours provides, talk to financial aid about emergency funds, a budget review, or additional aid before adding hours. For international students especially, the hour cap is not flexible — a Designated School Official can explain what counts.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nDuring the term: Typically 20—25 hours a week total across all campus jobs while classes are in session. Breaks & summer: Up to full time (40 hours) when classes aren't in session. International students: A firm 20-hour limit during the term — going over is an immigration status violation. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nDuring the term\nTypically 20—25 hours a week total across all campus jobs while classes are in session\nBreaks & summer\nUp to full time (40 hours) when classes aren't in session\nInternational students\nA firm 20-hour limit during the term — going over is an immigration status violation\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "student-employment.html", "title": "Student Employment", "description": "On-campus jobs, work-study, co-ops, internships, and the student employment office: how to find work, build a resume, and balance hours with classes.", "headings": [ "Student Employment", "On this page", "On-campus jobs and work-study", "The student employment portal", "Co-ops and internships for credit", "Off-campus and community jobs", "Balancing work and academics", "Building your resume" ], "content": "Career services Student Employment\n~65% of students work while enrolled. Here’s how to find on-campus jobs, navigate work-study, land a co-op, and keep your GPA intact.\nOn-campus jobs and work-study\nThe university employs ~1,800 students each semester across 200+ departments. Federal Work-Study (FWS) eligibility (determined by FAFSA) gives you priority for ~60% of positions — the subsidy covers 75% of your wages, so departments stretch their budgets further. Non-FWS positions (department-funded) are open to all students. Wage tiers (2025–26): Tier 1 (entry: dining, custodial, library shelving) $11.50/hr; Tier 2 (skilled: lab assistant, IT help desk, tutoring, makerspace monitor) $13.00/hr; Tier 3 (specialized: research assistant, peer advisor, Forge Makerspace lead, writing consultant) $15.50/hr. Max hours: 20 hrs/week during terms, 40 hrs/week during breaks (FWS earnings cap applies). Payroll: biweekly, direct deposit required (set up in the portal).\nThe student employment portal\nHandshake@Porter (portal login) is the single job board: on-campus, off-campus, co-ops, internships, and alumni-posted roles. Filters: work-study only, remote/hybrid, major-relevant, hours/week, wage tier. Application: upload resume + cover letter (templates in the portal), answer screening questions, submit. Timeline: fall positions post July 1, close Aug 15; spring positions post Nov 1, close Dec 15; summer positions post Mar 1, close Apr 15. Interviews: virtual or in-person; departments move fast — check email daily. The Career Services Resume Lab (Tuesdays 2–4 p.m., Student Services Center) and Mock Interview Fridays (sign up in Handshake) are free and highly recommended.\nCo-ops and internships for credit\nCo-op programs (alternating semesters of full-time work and full-time study) exist in Mechanical Engineering , Electrical Engineering , Computer Science , Plastics Engineering , Construction Management , and Business Administration . Typical cycle: apply sophomore year, first work term spring junior year, graduate in 5 years with 12–18 months of paid experience. Average co-op wage: $19–$26/hr. Internships for credit (1–3 credits, 120–360 hours) are available in almost every major — requires a faculty sponsor, a learning agreement, and a final reflection paper. The Career Services Co-op/Internship Coordinator helps with search strategy, employer outreach, and credit paperwork.\nOff-campus and community jobs\nMajor local employers who hire students regularly: Porter Valley Bank (teller, loan processing, IT), Porter County Public Schools (paraeducator, after-school, summer camp), DNR Porter District (field tech, GIS, visitor services), Valley Health (CNA, scribe, front desk), Porter County Co-op (grocery, bakery, delivery), and the Depot District restaurants (server, line cook, barback). The Community Resources page lists volunteer-to-hire pathways. Transportation: the Porter Loop connects campus to all major employment zones; the regional coach reaches Lake City employers in 40 min.\nBalancing work and academics\nData from the Academic Advising office: students working 10–15 hrs/week have higher average GPAs than non-working peers (structure helps); GPA dips significantly above 20 hrs/week. Guidelines: first-years — max 10 hrs/week on campus; sophomores+ — 15 hrs/week if GPA 3.0+, 10 hrs if below. Red flags: missing classes for shifts, pulling all-nighters before exams, skipping meals. The Student Services Work-Life Balance Workshop (monthly, 1 hr) covers time-blocking, boundary-setting with supervisors, and the “No” Script for extra shifts during finals. Emergency leave: up to 5 unpaid days/semester for illness/family crisis — notify supervisor + Student Employment Office.\nBuilding your resume\nEvery campus job can be a resume line — if you frame it right. Formula: Action verb + scope + outcome. Examples: “Managed $12K annual budget for student org events, reducing costs 18% through vendor negotiation” (Treasurer, Student Government ); “Designed and 3-D printed 50+ custom jigs for Forge Makerspace users, cutting setup time 40%” (Makerspace Lead); “Tutored 15 students/week in Calculus I–II, 92% pass rate vs. 78% cohort average” (Math Tutor). The Career Services Resume Review Drop-In (Mon–Thu 1–3 p.m.) and LinkedIn Photo Booth (first Friday monthly, free headshot) turn student jobs into career capital.\nAt a glance\nStudents employed\n~65% (1,800 on campus)\nWage tiers\n$11.50 / $13.00 / $15.50 per hour\nMax hours\n20/week during terms, 40/week breaks\nJob board\nHandshake@Porter (portal login)\nCo-op programs\n6 majors, 5-year degree, $19–$26/hr\nRelated resources\nStudent jobs board\nCareer services overview\nBasic needs & Porter Cares\nTransportation to jobs\nCommunity employers\nDepot District restaurant jobs\nValley Health careers" }, { "url": "student-government-and-shared-governance.html", "title": "Student government and how campus decisions get made", "description": "Where your segregated fees go, who decides, and how a student actually influences it.", "headings": [ "Student government and how campus decisions get made", "On this page", "What student government does", "Funding student organizations", "Shared governance", "Faculty Senate and the other senates", "How to actually influence something", "Running for a seat" ], "content": "Campus life Student government and how campus decisions get made\nWhere your segregated fees go, who decides, and how a student actually influences it.\nWhat student government does\nThe Porter Student Association is the elected student government. Its most concrete power is over segregated fees — the student-paid line that funds the rec center, health services, the Porter Loop shuttle, student organizations, and campus programming. Students, through their representatives, recommend how those dollars are allocated each year.\nFunding student organizations\nA large share of the org budget is distributed by a student committee through the org funding process — events, travel to competitions, speakers, equipment. If you are in a club, someone on your leadership team deals with this; the deadlines are a term ahead and the rules are specific.\nShared governance\nBeyond fees, students sit on university committees alongside faculty and staff — curriculum, academic policy, technology, sustainability, dining, safety, parking. It is the formal channel for \"students think this course requirement is broken\" or \"the shuttle schedule does not work.\" Seats are appointed each year and often go unfilled.\nFaculty Senate and the other senates\nFaculty Senate owns the curriculum and academic policy; there are parallel senates for academic staff and university staff. Students do not vote in Faculty Senate but do have representation and can bring items forward through it. Agendas and minutes are public — worth reading if a policy is affecting you.\nHow to actually influence something\nVote in the spring PSA election (turnout is low, so your vote is not diluted). Bring a specific, documented issue to a PSA meeting during open comment — \"the 8 a.m. lab sections conflict with the first shuttle\" moves further than \"transportation is bad.\" Take a committee seat if you want real leverage; they are chronically short of students.\nRunning for a seat\nPSA senate and committee seats, and org leadership, are open to any student in good standing. It is a strong leadership line, a direct view of how the university works, and — for the fee and committee roles — genuine decision-making power. Elections and appointments happen in spring for the following year.\nAt a glance\nPSA's real power\nRecommending how segregated fees are allocated\nOrg money\nA student committee distributes it — deadlines a term ahead\nShared governance\nStudents on curriculum, policy, tech, dining, safety committees\nMost leverage\nTake a committee seat — they are chronically unfilled\nWho to contact\nPorter Student Association\nFounders Union 220\nPhone\n(715) 555–0137\nEmail\npsa@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudent government\nStudent org funding requests\nStaff senate\nFaculty senate\nCampus climate\nFull contact directory" }, { "url": "student-government.html", "title": "Student Government", "description": "UW–Porter Falls Student Government: executive, senate, judicial, committees, the student activity fee budget, and how to run for office.", "headings": [ "Student Government", "On this page", "Structure and branches", "The budget: $1.2M student activity fee", "Shared governance seats", "Key initiatives (2025–26)", "Elections and how to run", "Graduate Student Association (GSA)" ], "content": "Campus life Student Government\nA $1.2M student activity fee budget, 30 senators, an executive cabinet, a judicial branch, and real shared-governance seats on university committees.\nStructure and branches\nExecutive Branch: President (elected campus-wide, 1-year term, $8K stipend), Vice President (running mate), Chief of Staff , Cabinet (Directors of: Finance, Communications, Campus Life, Academic Affairs, DEI, Sustainability, Governmental Affairs, Technology). Legislative Branch: Student Senate (30 senators: 20 by college/school, 5 at-large, 3 graduate, 2 first-year). Meets Tuesdays 7 p.m., Founders Hall 210 (public, streamed). Committees: Finance (budget), Student Life, Academic Policy, Campus Safety, Sustainability, Technology, Rules & Ethics. Judicial Branch: Student Supreme Court (5 justices, appointed by President, confirmed by Senate, serve until graduation): interprets Constitution, hears election disputes, club recognition appeals, fee appeals. Staff support: 2 full-time advisors (Student Activities, Student Governance), 1 parliamentarian (faculty, ex officio).\nThe budget: $1.2M student activity fee\nSource: $85/semester per student (full-time), $42/semester (part-time) — $1.2M/year. Allocation process (spring): 1. Clubs/orgs submit budget requests (Feb). 2. Finance Committee holds hearings (Mar). 3. Finance Committee recommends to Senate (Apr). 4. Senate passes Appropriations Bill (simple majority). 5. President signs/vetoes (Senate can override 2/3). Major line items (2025–26): Club/organization funding ($420K), Late-Night Breakfast ($35K), Sustainability Innovation Fund ($50K), Student Venture Incubator ops ($75K), Rec Center late-night expansion ($60K), Mental Health Peer Support ($40K), Emergency Grant Match ($30K, doubles Porter Cares grants), Capital Reserve ($100K, multi-year projects), Contingency ($60K). Transparency: All budgets, expenditures, and contracts published at sg.uwporterfalls.edu/budget (updated monthly).\nShared governance seats\nStudent Government appoints/elects students to 27 university committees with binding vote: Board of Regents Student Representative (1, elected campus-wide, 2-year term, sits on UW System committee)\nUniversity Senate (3 senators, voting)\nFaculty Senate Committees (Curriculum, Academic Standards, Graduate Council, Research Policy — 1 student each, voting)\nAdministrative Committees (Parking Appeals, Food Service Advisory, Library Advisory, Rec Center Advisory, Technology Fee, Sustainability Council, Campus Safety — 1–2 students each)\nSearch Committees (Deans, VPs, President — student seat guaranteed by Regent policy)\nTraining: All student reps complete Governance Academy (4 hrs, FERPA, open meetings, conflict of interest, Robert’s Rules) before first meeting. Stipends: $500/semester for committee service (paid from activity fee).\nKey initiatives (2025–26)\nTextbook Affordability Act: Mandates open-textbook adoption review for all 100/200-level courses; funds $15K OER development grants (faculty + student teams). 24/7 Library Pilot: Extended Halvorsen Library hours (Sun–Thu 2 a.m. close, Fri–Sat 24 hrs) funded by $40K reallocation from contingency. Menstrual Equity: Free period products in all gender-neutral + women’s restrooms (120 dispensers, $18K/year, Aunt Flow partnership). Transit Equity: Free regional-coach rides for Pell-eligible students (negotiated with coach operator, $25K subsidy). Climate Accountability: Student Government operations carbon-neutral by 2027 (offsets + solar on SG office roof). Student Voice Dashboard: Real-time sentiment analysis (pulse surveys, Senate feedback forms, social listening) presented to admin monthly.\nElections and how to run\nSpring Election (first Tuesday in April): President/VP ticket (campus-wide), 20 college senators (by college), 5 at-large, 3 grad. Fall Special Election (first Tuesday in October): 2 first-year senators, any vacancies. Eligibility: 2.5+ GPA, good disciplinary standing, enrolled 6+ credits. Filing: Nominating petition (100 signatures for President/VP, 25 for Senate) + platform statement (500 words) + financial disclosure (any outside income >$500). Campaign rules: $300 spending cap (President/VP), $100 (Senate); no university resources; no slate coordination with outside orgs. Debates: SG-hosted, moderated by Porter Press editor, streamed live. Voting: Online (portal, ranked-choice for President/VP, single transferable vote for Senate). Turnout: 22% (2025), 19% (2024), 24% (2023). Term: 1 year (May–April); no term limits.\nGraduate Student Association (GSA)\nSeparate but affiliated: Own constitution, own budget ($180K from grad activity fee: $40/semester), own executives (President, VP, Treasurer, Communications), own Senate (15 reps by program). Focus areas: Graduate stipend benchmarking, health insurance dependent coverage, dissertation/thesis formatting support, TA/RA workload policy, professional development travel grants ($1,000/year per student, competitive). Shared governance: GSA President sits on Student Government Cabinet (ex officio); 3 GSA senators on Student Senate. Joint initiatives: Grad-Parent Childcare Subsidy ($200/month, funded jointly), Graduate Research Showcase (annual, April, cash prizes), Mental Health Tailored Programming (imposter syndrome, isolation, advisor conflict).\nAt a glance\nBudget\n$1.2M/year (student activity fee)\nSenate\n30 senators (college, at-large, grad, first-year)\nShared governance\n27 university committees with student vote\nElections\nSpring (main) + Fall (first-year), ranked-choice\nGSA\nSeparate budget ($180K), own exec + senate\nRelated resources\nClubs & organizations\nBasic Needs & Porter Cares\nSustainability Innovation Fund\nStudent Venture Incubator\nHalvorsen Library\nTransportation & parking" }, { "url": "student-handbook.html", "title": "Student handbook", "description": "Rights, responsibilities, academic expectations, conduct and support in one practical reference.", "headings": [ "Student handbook", "On this page", "What the handbook actually is", "Conduct, briefly", "Where students actually use it", "The practical details", "If you have a question" ], "content": "Student services Student handbook\nRights, responsibilities, academic expectations, conduct and support in one practical reference.\nWhat the handbook actually is\nThe handbook is a plain-language index into university policy — academic standards, conduct, housing rules, technology use, free expression and the appeal processes for each — not a replacement for the policies themselves. When the summary and the full policy disagree, the full policy governs.\nConduct, briefly\nThe conduct process is investigative rather than adversarial for most cases: a report, a conversation with the student, a decision and, where relevant, a documented outcome. Academic integrity cases route through the academic-integrity process instead, with its own timeline and appeal path.\nWhere students actually use it\nIn practice, students open the handbook for three things most often: the withdrawal deadline, what counts as a conduct violation at a Millrace Week party, and whether a service animal policy applies to their situation. All three are indexed on the first screen.\nThe practical details\nUpdated: Each summer, before fall registration opens. Format: One page online; sections link to the full policy. Applies to: Every enrolled student, every campus location. These specifics can change from year to year, so confirm anything time-sensitive directly with the office below before you rely on it.\nIf you have a question\nThis is handled by Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nUpdated\nEach summer, before fall registration opens\nFormat\nOne page online; sections link to the full policy\nApplies to\nEvery enrolled student, every campus location\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudent services\nAcademic policies\nConduct policies\nQuestions, concerns & complaints\nContact directory" }, { "url": "student-health.html", "title": "Student health services", "description": "Primary care, immunizations, sexual health, minor illness and wellness education on campus.", "headings": [ "Student health services", "On this page", "Using the clinic", "What they treat and provide", "Costs and insurance", "Immunization requirement" ], "content": "Health & wellness Student health services\nPrimary care, immunizations, sexual health, minor illness and wellness education on campus.\nUsing the clinic\nStudent Health is in the Health & Counseling Center on North Campus. Book through MyPorter or call (715) 555–0236; a block of same-day appointments opens each morning for urgent needs, and there is a nurse line for \"do I need to be seen\" questions. Bring your Porter Card and your insurance card to the first visit. Any enrolled student can use the clinic — it is funded by the student health fee whether or not you carry the university insurance plan.\nA secure patient portal handles messaging your provider, viewing results, requesting refills, and downloading the immunization record you will need for some jobs, clinical placements, and study abroad.\nWhat they treat and provide\nEvaluation and treatment of acute illness and minor injury, management of ongoing conditions like asthma or a thyroid disorder while you are at school, sexually transmitted infection testing and treatment, contraception including long-acting methods, emergency contraception, immunizations and travel vaccines, TB testing, common lab work drawn on site, a limited in-house pharmacy for frequently prescribed medications, and referrals to Porter Falls specialists when something is outside a campus clinic's scope. Sports physicals and some allergy injections (with a plan from your allergist) are available too.\nCare is confidential. For students 18 and older, records are not shared with parents or the university without written permission, except where safety law requires it.\nCosts and insurance\nThe office visit itself is covered by the health fee. Things that cost extra: lab tests sent to an outside lab, medications, vaccines, procedures, and any specialist you are referred to. The clinic bills most major insurance for those; bring your card so charges do not fall to your student account at full price. If you are uninsured or underinsured, ask — there is a sliding scale for some services and staff can help you look at the university plan or the state marketplace.\nStudent Health does not bill for a missed appointment the first time, but repeated no-shows can affect same-day access. Cancel through the portal if you can.\nImmunization requirement\nWesconsin and Porter require proof of certain immunizations (and a meningococcal decision on file for students in university housing) before your first term. Submit the record through the patient portal well before move-in — an unmet requirement places a hold that blocks registration for your second term. Medical and personal exemptions exist and are handled through the clinic.\nAt a glance\nWhere / how\nHealth & Counseling Center, North Campus; MyPorter or (715) 555–0236; same-day block each morning\nOpen to\nEvery enrolled student — funded by the health fee regardless of your insurance\nBring\nPorter Card + insurance card, so labs, meds, and referrals are billed to insurance not your account\nBefore term 1\nSubmit immunization records via the patient portal — an unmet requirement holds your next registration\nRelated resources\nCounseling services\nHealth insurance guidance\nContact directory" }, { "url": "student-job-onboarding-i9-w4.html", "title": "Starting a campus job: I-9, W-4, and setup", "description": "The paperwork and steps between a job offer and your first shift.", "headings": [ "Starting a campus job: I-9, W-4, and setup", "On this page", "The I-9 is non-negotiable", "The W-4", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services Starting a campus job: I-9, W-4, and setup\nThe paperwork and steps between a job offer and your first shift.\nThe I-9 is non-negotiable\nFederal law requires it within three business days of your start date, verified in person with unexpired original documents. No I-9, no paycheck — and you can't start work. International students complete it after their SSN comes through; see the SSN help page.\nThe W-4\nSets how much tax is withheld. Most students claim themselves and end up with a refund; the HR or payroll office and the VITA tax site can help you fill it out if the form is confusing. You can change it any time your situation changes.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nBefore day one: Complete a hiring packet: the I-9 (with original ID documents, in person, by the third day of work), a W-4 for tax withholding, and direct-deposit setup. Bring to the I-9: Either a passport, or a driver's license plus a Social Security card or birth certificate — originals, not copies. Then: A short onboarding with your department and any required training (safety, FERPA, cash handling) before you're scheduled. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nBefore day one\nComplete a hiring packet: the I-9 (with original ID documents, in person, by the third day of work), a W-4 for tax withholding, and direct-deposit setup\nBring to the I-9\nEither a passport, or a driver's license plus a Social Security card or birth certificate — originals, not copies\nThen\nA short onboarding with your department and any required training (safety, FERPA, cash handling) before you're scheduled\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "student-job-posting-admissions-tour-ambassador.html", "title": "Admissions Tour Ambassador (Spring 2027 Cohort)", "description": "Lead campus tours from the Welcome Center, work Ironclad Preview Days, and answer the questions families actually ask. Tier 2, 6–10 hours a week, starting in January.", "headings": [ "Admissions Tour Ambassador (Spring 2027 Cohort)", "On this page", "About the job", "What you’ll do", "What we’re looking for", "Schedule and pay", "How to apply" ], "content": "Student employment Admissions Tour Ambassador (Spring 2027 Cohort)\nLead campus tours from the Welcome Center, work Ironclad Preview Days, and answer the questions families actually ask. Tier 2, 6–10 hours a week, starting in January.\nAbout the job\nAdmissions recruits tour ambassadors twice a year, and this posting is for the spring cohort of eight. Every visit starts at the Welcome Center , the 1911 rail depot, and most families meet a tour ambassador before they meet anyone with a title. Spring is the busiest season, with admitted students deciding by May 1.\nWe do not want a script reader. Families trust a guide who names a trade-off and can say what they would change about Porter. Last spring’s cohort included a welding major, two nursing students, and a commuter from Lake City, and that range is the point.\nWhat you’ll do\nLead 75-minute walking tours of the academic core, a residence hall, and Founders Union, two to three times a week, walking backward on ice when necessary.\nWork Ironclad Preview Days and admitted-student Saturdays: check-in, panels, and lunch tables.\nCall admitted students in March and April from a list and an outline.\nWrite a two-line visit note after each tour so counselors know what a family asked about.\nWhat we’re looking for\nStudents who have completed at least one semester at Porter by January.\nPublic-speaking comfort, or a willingness to get there. The training is built for people who are not naturally loud.\nHonest answers about cost, safety, and winter, with a referral when you do not know.\nAt least one Saturday a month free during spring semester.\nMore about the role is on becoming a campus tour guide .\nSchedule and pay\nTours leave the Welcome Center at 10 a.m. and 2 p.m. on weekdays, plus selected Saturdays at 10 a.m. Ambassadors pick weekly tour slots around classes. Training, January 20–22, is paid and includes shadowing four tours. Event days can run longer; they still count toward the 20-hour cap.\nCampus jobs are capped at 20 hours a week combined while classes are in session and 40 over breaks (see hour limits ); for F-1 students the 20 is firm. Pay is biweekly by direct deposit; log every shift in the payroll system so your supervisor can approve it before the cutoff.\nHow to apply\nApply in PorterConnect, the student employment portal in MyPorter , under job number SJ-26-1133 . Upload a résumé and a 150-word answer: “What is one thing about Porter you would warn a friend about?” Group interviews run November 30–December 4 and include a three-minute practice tour segment.\nApply by November 13, 2026 . Questions about the job go to Kenji Moreau , Campus Visit Coordinator, Office of Admissions, at moreauk@uwporterfalls.edu or (715) 555–0144. Once hired, you complete an I-9 in person and a W-4 before your first shift; plan on a pay period or two before the first check arrives.\nAt a glance\nDepartment\nOffice of Admissions, Welcome Center\nPay rate\n$13.00/hour (Tier 2)\nHours/week\n6–10\nWork-study\nYes — eligible, not required\nStart date\nJanuary 25, 2027 (training January 20–22)\nApply by\nNovember 13, 2026\nWho to contact\nKenji Moreau, Campus Visit Coordinator, Office of Admissions\nWelcome Center at the Depot\nPhone\n(715) 555–0144\nEmail\nmoreauk@uwporterfalls.edu\nRelated resources\nStudent jobs board\nStudent employment\nStarting a campus job: I-9 and W-4\nTimesheets and pay\nBecoming a campus tour guide\nVisit campus" }, { "url": "student-job-posting-forge-makerspace-technician.html", "title": "Makerspace Technician, Forge Makerspace and Foundry Friday", "description": "Keep the 3-D printing farm running in Founders Hall and staff the Friday afternoon Foundry in Founders Union. Tier 2, 8–12 hours a week.", "headings": [ "Makerspace Technician, Forge Makerspace and Foundry Friday", "On this page", "About the job", "What you’ll do", "What we’re looking for", "Schedule and pay", "How to apply" ], "content": "Student employment Makerspace Technician, Forge Makerspace and Foundry Friday\nKeep the 3-D printing farm running in Founders Hall and staff the Friday afternoon Foundry in Founders Union. Tier 2, 8–12 hours a week.\nAbout the job\nThe Forge Makerspace in Founders Hall 140–150 is run by three full-time shop managers and fifteen student leads. Technicians are the step below lead: you keep the digital fabrication area moving so the leads can teach. We are hiring two.\nEach technician also works the Friday afternoon shift at the Foundry, the makerspace café in Founders Union, where Foundry Friday opens tools and printers to any student with an idea and no particular plan. Since last spring that has meant managing a sign-up sheet for the two newest printers, because students were camping out at 1 p.m.\nWhat you’ll do\nRun the print queue for the 24-printer farm: check files, load filament and resin, clear jams, and post finished parts.\nSupervise Green-badge users during staffed hours and use the stop-work authority anyone in the shop has.\nFeed failed prints through the student-run filament recycling line.\nAt the Foundry on Fridays, help students fix other people’s CAD files, slice models, and decide whether a project needs the full shop in Founders Hall.\nKeep the supply-store counter stocked and log consumables.\nWhat we’re looking for\nGeneral Safety Orientation plus the digital fabrication badge, or both completed within your first four weeks (paid time). See makerspace access .\nExperience with at least one CAD or slicing program; any major.\nThe patience to explain support material to the same person twice.\nPreferred: a second shop badge (electronics or wood).\nSchedule and pay\nEvery technician works Friday 1–5 p.m. at the Foundry, plus one or two weekday shifts in Founders Hall between 3 and 11 p.m. Technicians with a full year and 50 logged shop hours can be nominated for a student lead opening, which pays the Tier 3 rate.\nCampus jobs are capped at 20 hours a week combined while classes are in session and 40 over breaks (see hour limits ); for F-1 students the 20 is firm. Pay is biweekly by direct deposit; log every shift in the payroll system so your supervisor can approve it before the cutoff.\nHow to apply\nApply in PorterConnect, the student employment portal in MyPorter , under job number SJ-26-1126 . Upload a résumé and up to three photos of something you designed or built, with one sentence each on what went wrong. The interview includes ten minutes at a printer, where you will be handed a failed print and asked what happened.\nApply by October 28, 2026 . Questions about the job go to Imogen Hartwell , Shop Manager, The Forge Makerspace, at hartwelli@uwporterfalls.edu or (715) 555–0177. Once hired, you complete an I-9 in person and a W-4 before your first shift; plan on a pay period or two before the first check arrives.\nAt a glance\nDepartment\nThe Forge Makerspace (Founders Hall 140–150)\nPay rate\n$13.00/hour (Tier 2)\nHours/week\n8–12, including every Friday 1–5 p.m.\nWork-study\nYes — award holders get first interviews\nStart date\nNovember 6, 2026\nApply by\nOctober 28, 2026\nWho to contact\nImogen Hartwell, Shop Manager, The Forge Makerspace\nFounders Hall 142\nPhone\n(715) 555–0177\nEmail\nhartwelli@uwporterfalls.edu\nRelated resources\nStudent jobs board\nStudent employment\nStarting a campus job: I-9 and W-4\nTimesheets and pay\nThe Forge Makerspace\nMakerspace access and badges" }, { "url": "student-job-posting-forge-recreation-center-facility-attendant.html", "title": "Facility Attendant, Forge Recreation Center", "description": "Staff the entry desk and the floors of the Forge Recreation Center, from the 6 a.m. opening to the 11 p.m. close. Tier 1, 8–15 hours a week, open to all students.", "headings": [ "Facility Attendant, Forge Recreation Center", "On this page", "About the job", "What you’ll do", "What we’re looking for", "Schedule and pay", "How to apply" ], "content": "Student employment Facility Attendant, Forge Recreation Center\nStaff the entry desk and the floors of the Forge Recreation Center, from the 6 a.m. opening to the 11 p.m. close. Tier 1, 8–15 hours a week, open to all students.\nAbout the job\nThe Forge Recreation Center hires several hundred students a year, and facility attendants are the largest single group. Attendants are the people at the entry desk, on the strength-and-cardio floor, and in the gym when a court needs to be set up for an intramural game. We have four openings, mostly opening and late-evening shifts.\nYou do not need to be an athlete. You do need to be awake at 5:45 a.m. if you take an opening shift, and you need to be willing to tell someone, politely, to re-rack their plates. Professional staff are in the building for every shift, so you are never the last line of anything.\nWhat you’ll do\nScan Porter Cards at the entry desk, sell guest day passes, and check out towels, balls, and day-use locker keys.\nRecord hourly headcounts for the weight floor and cardio deck so the PorterRec app shows live numbers.\nWalk the floors every 30 minutes: wipe equipment, re-rack weights, and report anything broken.\nSet up and take down courts and nets for intramural games and sport-club practices.\nRespond to injuries and emergencies under the center’s procedures until professional staff or responders arrive.\nWhat we’re looking for\nAny enrolled student; no work-study award needed.\nCurrent CPR/AED and First Aid certification, or willingness to earn it within your first 30 days. Campus Recreation runs the class and pays for it.\nA calm voice for the moment the fire alarm goes off during a spin class.\nAvailability for at least one weekend shift a month.\nSchedule and pay\nShifts are four hours: 5:45–9:45 a.m., two midday blocks, and 7–11 p.m. on weekdays; weekend shifts follow the 9 a.m.–9 p.m. weekend hours. Attendants who stay through finals week get first pick of the winter-break schedule, when the center runs reduced hours and the 40-hour break limit applies.\nCampus jobs are capped at 20 hours a week combined while classes are in session and 40 over breaks (see hour limits ); for F-1 students the 20 is firm. Pay is biweekly by direct deposit; log every shift in the payroll system so your supervisor can approve it before the cutoff.\nHow to apply\nApply in PorterConnect, the student employment portal in MyPorter , under job number SJ-26-1112 . Upload your class schedule and note which shift blocks you can cover; a résumé is optional. Group interviews run October 21–22 in the second-floor multipurpose studio.\nApply by October 19, 2026 . Questions about the job go to Tamsin Glasoe , Facility Operations Coordinator, Campus Recreation, at glasoet@uwporterfalls.edu or (715) 555–0163. Once hired, you complete an I-9 in person and a W-4 before your first shift; plan on a pay period or two before the first check arrives.\nAt a glance\nDepartment\nCampus Recreation, Forge Recreation Center\nPay rate\n$11.50/hour (Tier 1)\nHours/week\n8–15\nWork-study\nNo — department-funded, open to all students\nStart date\nOctober 26, 2026\nApply by\nOctober 19, 2026\nWho to contact\nTamsin Glasoe, Facility Operations Coordinator, Campus Recreation\nForge Recreation Center, main office\nPhone\n(715) 555–0163\nEmail\nglasoet@uwporterfalls.edu\nRelated resources\nStudent jobs board\nStudent employment\nStarting a campus job: I-9 and W-4\nTimesheets and pay\nForge Recreation Center\nRecreation" }, { "url": "student-job-posting-halvorsen-library-circulation-assistant.html", "title": "Circulation Assistant, Halvorsen Library", "description": "Run the Level 1 service desk at Halvorsen Library: checkouts, holds, study-room keys, and the occasional overdue-fine negotiation. Tier 1, 8–12 hours a week.", "headings": [ "Circulation Assistant, Halvorsen Library", "On this page", "About the job", "What you’ll do", "What we’re looking for", "Schedule and pay", "How to apply" ], "content": "Student employment Circulation Assistant, Halvorsen Library\nRun the Level 1 service desk at Halvorsen Library: checkouts, holds, study-room keys, and the occasional overdue-fine negotiation. Tier 1, 8–12 hours a week.\nAbout the job\nAccess Services keeps the front door of Halvorsen Library working. Three of our eleven student circulation assistants graduated in May and one left for a co-op, so we are hiring two people to start after fall break. The service desk is on Level 1, beside the café and across from the Technology Help Desk, which means you will also be the person asked where the printers are about forty times a shift.\nThis is a good first campus job. Nobody expects you to know the Library of Congress classification system on day one, and the quiet hours are real study time once the shelving cart is empty.\nWhat you’ll do\nCheck materials in and out, place holds, and pull items for the holds shelf, including interlibrary loan arrivals.\nHand out study-room keys and release rooms when a reservation is fifteen minutes past without a show.\nShelve returns on Levels 2–4 and shelf-read an assigned range each week (finding the one misfiled book is oddly satisfying).\nAnswer directional questions and refer research questions to the librarian on call.\nOn closing shifts, walk the building with the evening supervisor and clear the Level 4 silent reading room.\nWhat we’re looking for\nAny enrolled Porter student in good standing; first-years are welcome.\nReliability. If you will be late, call the desk, not your friend who works the next shift.\nComfort saying “let me find out” and then actually finding out.\nAbility to push a loaded book cart and lift a 25-pound box of returns.\nTraining is paid: two three-hour sessions the week of October 26 covering the circulation system, patron privacy, and how to handle a lost Porter Card.\nSchedule and pay\nShifts are three or four hours. Weekday openings run 7:30–11:30 a.m.; the evening slots end at closing. Each assistant works one weekend shift every other week. You submit your class schedule and pick shifts before each term, and during finals week you can drop to as few as four hours.\nCampus jobs are capped at 20 hours a week combined while classes are in session and 40 over breaks (see hour limits ); for F-1 students the 20 is firm. Pay is biweekly by direct deposit; log every shift in the payroll system so your supervisor can approve it before the cutoff.\nHow to apply\nApply in PorterConnect, the student employment portal in MyPorter , under job number SJ-26-1107 . Upload a short résumé (a list of past jobs, volunteering, or school activities is fine) and your class schedule. Interviews are fifteen minutes at the service desk.\nApply by October 21, 2026 . Questions about the job go to Gunnar Lieske , Access Services Supervisor, at lieskeg@uwporterfalls.edu or (715) 555–0151. Once hired, you complete an I-9 in person and a W-4 before your first shift; plan on a pay period or two before the first check arrives.\nAt a glance\nDepartment\nHalvorsen Library, Access Services\nPay rate\n$11.50/hour (Tier 1)\nHours/week\n8–12\nWork-study\nYes — award holders get first interviews\nStart date\nOctober 26, 2026\nApply by\nOctober 21, 2026\nWho to contact\nGunnar Lieske, Access Services Supervisor\nHalvorsen Library, Level 1\nPhone\n(715) 555–0151\nEmail\nlieskeg@uwporterfalls.edu\nRelated resources\nStudent jobs board\nStudent employment\nStarting a campus job: I-9 and W-4\nTimesheets and pay\nHalvorsen Library\nFederal Work-Study" }, { "url": "student-job-posting-technology-help-desk-consultant.html", "title": "Technology Help Desk Consultant", "description": "Answer the phones, tickets, and walk-up counter at the Technology Help Desk in Halvorsen Library: password resets, Wi-Fi, VPN, and printing. Tier 2, 10–15 hours a week.", "headings": [ "Technology Help Desk Consultant", "On this page", "About the job", "What you’ll do", "What we’re looking for", "Schedule and pay", "How to apply" ], "content": "Student employment Technology Help Desk Consultant\nAnswer the phones, tickets, and walk-up counter at the Technology Help Desk in Halvorsen Library: password resets, Wi-Fi, VPN, and printing. Tier 2, 10–15 hours a week.\nAbout the job\nThe Technology Help Desk is one phone number, one email address, and one counter on Level 1 of Halvorsen Library. About two-thirds of the people who answer them are students. We are hiring three consultants for the rest of fall semester and through spring, mostly for evening and weekend coverage.\nYou will not be fixing servers. You will be resetting a lot of passwords, walking people through the Wi-Fi profile, and writing ticket notes clear enough that the next person does not have to start over.\nWhat you’ll do\nTake calls, tickets, and walk-ups; resolve what the knowledge base covers and escalate the rest with complete notes.\nReset passwords and multi-factor enrollment, verifying identity with a Porter Card or a call-back to the number on file — never on the caller’s say-so.\nTroubleshoot campus Wi-Fi, VPN, and PorterPrint balances.\nFlag possible phishing or compromised accounts to the information security team the same day (see account security ).\nSuggest fixes to knowledge-base articles that confused you or the caller.\nWhat we’re looking for\nPatience on the phone with someone whose paper is due at midnight.\nComfort with Windows and macOS settings, phones, and browsers; no programming required.\nAccurate typing and the habit of writing down what you did.\nPreferred: a major or minor in computing, or a past retail or support job.\nNew consultants complete about 12 paid hours of shadowing and knowledge-base training before taking calls alone, and sign a confidentiality agreement covering student records.\nSchedule and pay\nThe desk is open Monday–Thursday 7:30 a.m.–9 p.m. and Friday 7:30 a.m.–5 p.m.; weekends, noon–6 p.m., are phone and email only and can sometimes be worked from the desk’s back room. Shifts are three to five hours. Consultants who return for a second year move up to lead consultant at the Tier 3 rate.\nCampus jobs are capped at 20 hours a week combined while classes are in session and 40 over breaks (see hour limits ); for F-1 students the 20 is firm. Pay is biweekly by direct deposit; log every shift in the payroll system so your supervisor can approve it before the cutoff.\nHow to apply\nApply in PorterConnect, the student employment portal in MyPorter , under job number SJ-26-1120 . Upload a résumé and answer two short screening questions: a scenario about a locked-out student, and a paragraph explaining any technical task to a non-technical reader.\nApply by October 23, 2026 . Questions about the job go to Marisol Kettering , Help Desk Manager, Information Technology, at ketteringm@uwporterfalls.edu or (715) 555–0147. Once hired, you complete an I-9 in person and a W-4 before your first shift; plan on a pay period or two before the first check arrives.\nAt a glance\nDepartment\nInformation Technology, Technology Help Desk\nPay rate\n$13.00/hour (Tier 2)\nHours/week\n10–15\nWork-study\nYes — eligible, not required\nStart date\nNovember 2, 2026\nApply by\nOctober 23, 2026\nWho to contact\nMarisol Kettering, Help Desk Manager, Information Technology\nHalvorsen Library, Level 1\nPhone\n(715) 555–0147\nEmail\nketteringm@uwporterfalls.edu\nRelated resources\nStudent jobs board\nStudent employment\nStarting a campus job: I-9 and W-4\nTimesheets and pay\nTechnology Help Desk\nAccount and password security" }, { "url": "student-job-posting-the-forge-student-cook.html", "title": "Student Cook, The Forge Dining Hall", "description": "Cook on the grill, global, and breakfast stations at The Forge in Founders Commons. Tier 1 plus a weekend differential, 8–20 hours a week, six openings, hiring continuously.", "headings": [ "Student Cook, The Forge Dining Hall", "On this page", "About the job", "What you’ll do", "What we’re looking for", "Schedule and pay", "How to apply" ], "content": "Student employment Student Cook, The Forge Dining Hall\nCook on the grill, global, and breakfast stations at The Forge in Founders Commons. Tier 1 plus a weekend differential, 8–20 hours a week, six openings, hiring continuously.\nAbout the job\nUniversity Dining is the largest student employer on campus, and The Forge in Founders Commons is its largest kitchen. Student cooks work beside professional staff on the grill, the global station, and the breakfast line. This is a cooking job, not a serving job: you will be making the food, by recipe, in quantity.\nWe have six openings and hire continuously, so the posting stays up until we stop needing people. Students who cook at home will find the scale different: the grill station goes through about 900 burger patties on a busy Thursday.\nWhat you’ll do\nPrep and cook from standardized recipes on the grill, global, and breakfast stations.\nFollow allergen procedures exactly; the allergen-friendly pantry station is kept fully separate from the top eight allergens, and student cooks do not improvise there (see dietary accommodations ).\nRecord cooler and hot-holding temperatures on the station log every two hours.\nBatch-cook ahead of the 11:45 a.m. and 5:30 p.m. rushes.\nClose down the station: break down, clean, label, and date.\nWhat we’re looking for\nNo kitchen experience required; we train knife skills and station setup on paid time.\nWillingness to earn food-handler certification in your first month; University Dining pays for it and you keep it.\nAbility to stand for a four-hour shift and lift 40 pounds.\nPreferred: past line, prep, or restaurant work, which can earn a quicker move to station lead.\nSchedule and pay\nShifts run 6:30–10:30 a.m., 10:30 a.m.–2:30 p.m., 4–8 p.m., and weekend brunch 9 a.m.–1:30 p.m. Most student cooks work 8–12 hours a week; the shift-swap board lets you give away shifts around exams. Shifts of four hours or more include a free meal. Returning cooks can move to trainer and shift lead, with a raise at each step.\nCampus jobs are capped at 20 hours a week combined while classes are in session and 40 over breaks (see hour limits ); for F-1 students the 20 is firm. Pay is biweekly by direct deposit; log every shift in the payroll system so your supervisor can approve it before the cutoff.\nHow to apply\nApply in PorterConnect, the student employment portal in MyPorter , under job number SJ-26-1138 . No résumé needed: fill in the availability grid and one question about food allergies. You can also ask any manager on duty at The Forge for a ten-minute walk-in interview. See jobs in university dining for the other dining roles.\nApply by Open until filled; applications reviewed every Monday . Questions about the job go to Rhett Amble , Sous Chef, The Forge, at ambler@uwporterfalls.edu or (715) 555–0186. Once hired, you complete an I-9 in person and a W-4 before your first shift; plan on a pay period or two before the first check arrives.\nAt a glance\nDepartment\nUniversity Dining, The Forge (Founders Commons)\nPay rate\n$11.50/hour (Tier 1), plus $0.50/hour on weekend shifts\nHours/week\n8–20\nWork-study\nYes — eligible, not required\nStart date\nWithin a week of completing onboarding\nApply by\nOpen until filled; applications reviewed every Monday\nWho to contact\nRhett Amble, Sous Chef, The Forge\nFounders Commons, kitchen office\nPhone\n(715) 555–0186\nEmail\nambler@uwporterfalls.edu\nRelated resources\nStudent jobs board\nStudent employment\nStarting a campus job: I-9 and W-4\nTimesheets and pay\nJobs in university dining\nThe Forge dining hall" }, { "url": "student-job-posting-university-farm-student-worker.html", "title": "Student Farm Worker, University Farm", "description": "Finish the pumpkin season, then keep the high tunnels and greenhouse range going through winter at the University Farm east of campus. Tier 1, 10–15 hours a week.", "headings": [ "Student Farm Worker, University Farm", "On this page", "About the job", "What you’ll do", "What we’re looking for", "Schedule and pay", "How to apply" ], "content": "Student employment Student Farm Worker, University Farm\nFinish the pumpkin season, then keep the high tunnels and greenhouse range going through winter at the University Farm east of campus. Tier 1, 10–15 hours a week.\nAbout the job\nThe University Farm is about 40 acres of research plots, high tunnels, greenhouses, a small orchard, and the 1926 barn. The farm keeps a crew of six student workers year-round, and two of ours took summer research jobs that turned into fall ones. We are hiring two replacements.\nYou start at the end of the season the public sees: about 4,000 pumpkins, a borrowed cider press, and the open-house Saturdays described in The Barn Turns 100 . Then the work moves indoors.\nWhat you’ll do\nHarvest and stage pumpkins, and run the wagon and cash table on the season’s last open-house Saturdays (proceeds go to the food pantry ).\nSeed, transplant, and water winter greens in the high tunnels and greenhouse range.\nWash and pack produce in the old milking parlor for the pantry and the teaching kitchen.\nPrepare soil-core bags and labels for the Environmental Science soil-health lab.\nClean and store equipment; after training, drive the farm utility vehicle.\nWhat we’re looking for\nWillingness to work outdoors in a Wesconsin November, and the clothes for it (the farm lends insulated boots).\nAbility to lift 50 pounds and to kneel and bend for long stretches.\nAttention to labels. A mislabeled soil core is a lost data point.\nPreferred: a valid driver’s license, and coursework in food systems, biology, or environmental science.\nSchedule and pay\nShifts are three to four hours between 7 a.m. and 5 p.m. on weekdays, plus some Saturday mornings through October. The Porter Loop’s farm stop runs weekdays through October 31; after that, a farm van leaves Founders Union at 7:40 a.m. and 12:45 p.m. on scheduled work days, and travel time counts as paid time. Over winter break the farm offers up to 40 hours a week for anyone who wants them.\nCampus jobs are capped at 20 hours a week combined while classes are in session and 40 over breaks (see hour limits ); for F-1 students the 20 is firm. Pay is biweekly by direct deposit; log every shift in the payroll system so your supervisor can approve it before the cutoff.\nHow to apply\nApply in PorterConnect, the student employment portal in MyPorter , under job number SJ-26-1141 . Upload your class schedule and a few sentences about any outdoor, farm, garden, or physical work you have done; a résumé is optional. Interviews are at the barn, so wear shoes you do not mind getting muddy.\nApply by October 14, 2026 . Questions about the job go to Nora Bakke , University Farm Manager, at bakken@uwporterfalls.edu or (715) 555–0192. Once hired, you complete an I-9 in person and a W-4 before your first shift; plan on a pay period or two before the first check arrives.\nAt a glance\nDepartment\nUniversity Farm\nPay rate\n$11.50/hour (Tier 1)\nHours/week\n10–15\nWork-study\nYes — award holders get first interviews\nStart date\nOctober 19, 2026\nApply by\nOctober 14, 2026\nWho to contact\nNora Bakke, University Farm Manager\nUniversity Farm barn office\nPhone\n(715) 555–0192\nEmail\nbakken@uwporterfalls.edu\nRelated resources\nStudent jobs board\nStudent employment\nStarting a campus job: I-9 and W-4\nTimesheets and pay\nUniversity Farm\nCampus garden" }, { "url": "student-job-posting-writing-center-peer-tutor.html", "title": "Writing Center Peer Consultant (Peer Tutor)", "description": "Work one-on-one with writers in every major at the Writing Center in Halvorsen Library, from lab reports to résumés. Tier 3, 8–10 hours a week, starting spring semester.", "headings": [ "Writing Center Peer Consultant (Peer Tutor)", "On this page", "About the job", "What you’ll do", "What we’re looking for", "Schedule and pay", "How to apply" ], "content": "Student employment Writing Center Peer Consultant (Peer Tutor)\nWork one-on-one with writers in every major at the Writing Center in Halvorsen Library, from lab reports to résumés. Tier 3, 8–10 hours a week, starting spring semester.\nAbout the job\nThe Writing Center on Level 2 of Halvorsen Library holds 45-minute sessions in person and online for any assignment a Porter course produces: lab reports, design rationales, posters, résumés, theses. We are hiring five peer consultants for spring 2027, with priority for majors in engineering, health sciences, and computing, because those writers book the most and see the fewest peers from their own fields.\nThe center is a conversation, not a proofreading drop-off. Consultants help writers make their own decisions; they do not fix drafts and hand them back. Last year the center held about 3,100 sessions, a third of them with first-year students.\nWhat you’ll do\nHold scheduled and drop-in sessions, in person and online, with writers at any stage of a draft.\nWrite a short session note the writer can see, and that the writer’s instructor sees if the writer opts in.\nVisit one course per term to introduce the center in five minutes or less.\nAttend a weekly one-hour staff meeting, which is paid and occasionally has bagels.\nWhat we’re looking for\nSophomore standing or above by January, with an A or B in first-year writing or its transfer equivalent.\nOne faculty recommendation; a lab or studio instructor counts.\nA writing sample of three to five pages from any course, technical writing included.\nCuriosity about how writing works in fields other than yours. See becoming a peer tutor for what the job asks of you.\nSchedule and pay\nConsultants work two or three blocks a week between 10 a.m. and 9 p.m. Monday–Thursday, plus an optional Sunday evening online block. Training on January 19–22 is 12 paid hours and covers session structure, multilingual writers, and citation styles. Returning consultants can add hours as embedded consultants in writing-intensive courses.\nCampus jobs are capped at 20 hours a week combined while classes are in session and 40 over breaks (see hour limits ); for F-1 students the 20 is firm. Pay is biweekly by direct deposit; log every shift in the payroll system so your supervisor can approve it before the cutoff.\nHow to apply\nApply in PorterConnect, the student employment portal in MyPorter , under job number SJ-26-1149 . Upload a résumé, your writing sample, a one-paragraph statement about a piece of feedback that changed how you write, and your recommender’s email address. Finalists do a 20-minute mock session with a current consultant in early December.\nApply by November 20, 2026 . Questions about the job go to Dr. Celeste Marwick , Director, Writing Center, at marwickc@uwporterfalls.edu or (715) 555–0172. Once hired, you complete an I-9 in person and a W-4 before your first shift; plan on a pay period or two before the first check arrives.\nAt a glance\nDepartment\nWriting Center, Student Success Center\nPay rate\n$15.50/hour (Tier 3)\nHours/week\n8–10\nWork-study\nYes — eligible, not required\nStart date\nJanuary 25, 2027 (paid training January 19–22)\nApply by\nNovember 20, 2026\nWho to contact\nDr. Celeste Marwick, Director, Writing Center\nHalvorsen Library, Level 2\nPhone\n(715) 555–0172\nEmail\nmarwickc@uwporterfalls.edu\nRelated resources\nStudent jobs board\nStudent employment\nStarting a campus job: I-9 and W-4\nTimesheets and pay\nWriting Center\nBecoming a peer tutor" }, { "url": "student-jobs-board.html", "title": "Student Jobs Board", "description": "On-campus openings for enrolled students as of October 9, 2026, with pay, hours, and work-study eligibility, plus part-time jobs downtown in the Depot District.", "headings": [ "Student Jobs Board", "On this page", "How the board works", "Current on-campus openings", "Pay, hours, and the rules that apply to every job", "Part-time jobs in the Depot District", "Before your first shift" ], "content": "Student employment Student Jobs Board\nOn-campus openings for enrolled students as of October 9, 2026, with pay, hours, and work-study eligibility, plus part-time jobs downtown in the Depot District.\nHow the board works\nThis page is a snapshot of the student openings in PorterConnect, the student employment portal in MyPorter . The portal is the one place to apply; this page exists so you can see what is open without signing in. It is refreshed every Friday.\nMain hiring windows. Most departments post in three windows: July 1–August 15 for fall, November 1–December 15 for spring, and March 1–April 15 for summer. The openings below are mid-term vacancies and a few early spring postings.\nWork-study. “Yes (priority)” means award holders are interviewed first; “Yes” means the job can pay from a Federal Work-Study award but anyone can apply; “No” means department-funded and open to all.\nApply by. The date the supervisor starts interviewing. Some postings stay open after it, but most fill from the first pool.\nCurrent on-campus openings\nEight postings, 32 openings, as of October 9, 2026. Pay rates are the campus wage tiers.\nStudent Farm Worker — Department: University Farm; Hours/week: 10–15; Pay: $11.50/hr; Work-study: Yes (priority); Apply by: October 14\nFacility Attendant — Department: Campus Recreation, Forge Recreation Center; Hours/week: 8–15; Pay: $11.50/hr; Work-study: No; Apply by: October 19\nCirculation Assistant — Department: Halvorsen Library, Access Services; Hours/week: 8–12; Pay: $11.50/hr; Work-study: Yes (priority); Apply by: October 21\nHelp Desk Consultant — Department: Information Technology, Technology Help Desk; Hours/week: 10–15; Pay: $13.00/hr; Work-study: Yes; Apply by: October 23\nMakerspace Technician — Department: The Forge Makerspace (Founders Hall 140–150); Hours/week: 8–12; Pay: $13.00/hr; Work-study: Yes (priority); Apply by: October 28\nTour Ambassador — Department: Office of Admissions, Welcome Center; Hours/week: 6–10; Pay: $13.00/hr; Work-study: Yes; Apply by: November 13\nWriting Center Peer Consultant — Department: Writing Center, Student Success Center; Hours/week: 8–10; Pay: $15.50/hr; Work-study: Yes; Apply by: November 20\nStudent Cook — Department: University Dining, The Forge (Founders Commons); Hours/week: 8–20; Pay: $11.50/hr + weekend differential; Work-study: Yes; Apply by: Open until filled\nFaculty, staff, and limited-term openings are on Work at Porter , not here.\nPay, hours, and the rules that apply to every job\nWage tiers. Tier 1 (entry: dining, library, recreation, farm) $11.50 an hour; Tier 2 (skilled: help desk, makerspace, tours) $13.00; Tier 3 (specialized: writing consultants, student leads, research assistants) $15.50. Some jobs add a shift differential.\nHour cap. 20 hours a week combined across all campus jobs while classes are in session, 40 over breaks. For F-1 students the 20 is a status rule, not a guideline; see on-campus work for international students .\nAdvising guidance. First-years are encouraged to stay at 10 hours or fewer in their first semester.\nGetting paid. Biweekly, by direct deposit, for hours your supervisor approves; see timesheets and pay .\nPart-time jobs in the Depot District\nDowntown employers send their student-friendly openings to Career Services, and we list them here as received. They are not university jobs: the campus wage tiers and hour cap do not apply, the university has not vetted the employer, and you apply to the business directly. Off-campus work generally requires separate authorization for F-1 students. The Porter Loop runs to Depot Plaza every 12 minutes.\nFoundry Kitchen (Foundry Coworking building, Main Street): prep cook and dishwasher, 12–20 hours, $14.00 an hour, Thursday–Saturday evenings. Apply in person, 2–4 p.m.\nDepot Pizza (the old freight room): counter and delivery on foot and bike, evenings until midnight on weekends, $12.00 an hour plus tips.\nRiverbend Bistro (Main Street at the river): server assistant and host, 10–16 hours, $11.00 an hour plus tip share.\nFoundry Coworking: front-desk attendant, weekday mornings, 8–12 hours, $13.25 an hour.\nPorter County Co-op: grocery stock and cashier, 10–20 hours, $13.50 an hour, early-morning truck days.\nDepot Plaza farmers market: Saturday setup and vendor help through October 31, 7 a.m.–1 p.m., $15.00 an hour.\nFor what to expect off campus, read the Depot District student guide .\nBefore your first shift\nEvery new student employee completes an I-9 in person within three business days of starting, a W-4, and direct-deposit setup; starting a campus job lists the documents to bring. Your supervisor will walk you through department training. Read what supervisors expect once, and you will avoid most first-month misunderstandings. For a résumé line that counts, campus jobs as career development shows how to describe the work.\nAt a glance\nOpen postings\n8 postings, 32 openings (October 9, 2026)\nPay range\n$11.50–$15.50 an hour\nHour cap\n20/week during terms, 40 over breaks\nWhere to apply\nPorterConnect, in MyPorter\nBoard updated\nFridays\nWho to contact\nStudent Employment, Career Services\nFounders Union 160\nPhone\n(715) 555–0205\nEmail\ncareers@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nStudent employment\nFinding an on-campus job\nFederal Work-Study\nStudent work-hour limits\nWork-study: award vs. hours\nWork at Porter" }, { "url": "student-legal-services.html", "title": "Student legal services", "description": "A free lawyer for enrolled students — what they help with, what they can't touch, and how to use the appointment well.", "headings": [ "Student legal services", "On this page", "What it is", "What they help with", "What it cannot do", "Using the appointment well" ], "content": "Student services Student legal services\nA free lawyer for enrolled students — what they help with, what they can't touch, and how to use the appointment well.\nWhat it is\nStudent Legal Services is a licensed attorney, paid for through student fees, who advises currently enrolled students confidentially at no charge. The conversation is protected by attorney-client privilege — it does not go to the university, your file, or your parents. Most matters are resolved in one or two meetings: you get an explanation of your rights and options, help reading a document, a letter drafted on your behalf, coaching for a small-claims or traffic appearance you will handle yourself, and a referral to a private attorney or a legal-aid clinic when a matter needs full representation.\nWhat they help with\nThe steady work: landlord-tenant problems (lease review before you sign, security-deposit disputes, repairs, breaking a lease, eviction defense), consumer issues (a scam, a debt, a car purchase gone wrong, a subscription that will not cancel), traffic and municipal citations, minor criminal matters and first-offense diversions, employment questions (a final paycheck, misclassification, harassment, a non-compete), name and gender-marker change procedures, notary service, powers of attorney and simple wills, immigration referrals coordinated with the international office, and understanding any court paper you have been handed.\nWhat it cannot do\nIt cannot represent you in a dispute against the university itself, or advise both sides of a conflict between two Porter students (the first to call gets the office; the other is referred out). It generally does not handle matters that need ongoing court representation — felonies, contested divorce and custody, personal-injury litigation, business formation, tax controversy — though it will help you find someone who does and tell you what to expect it to cost. It is not a substitute for the accessibility office, the ombuds, or the Title IX process for university matters, and it does not give advice by email for the record.\nUsing the appointment well\nBook through MyPorter and, in the request, name any deadline or court date — those get triaged ahead of general questions, and walk-in slots are held for genuine emergencies like a lockout or an arrest. Upload the actual documents (the lease, the ticket, the letter, the texts) through the secure portal before you come, and bring dates, names, amounts, and what outcome you want. If English is not your first language or you want support in the room, say so and an interpreter or an advocate can be arranged. Come early in a dispute — a lease reviewed before signing or a letter sent on week one is worth far more than advice after a judgment.\nAt a glance\nWhat\nA free, confidential, privileged attorney for enrolled students — advice, document help, letters, court coaching, and referrals\nHelps with\nLeases and deposits, consumer scams and debt, tickets and minor criminal matters, employment, name changes, notary, simple wills\nCan't\nRepresent you against the university, take both sides of a student-vs-student dispute, or handle matters needing ongoing court representation\nUse it well\nBook in MyPorter, name any deadline, upload the real documents first, and come early in a dispute — before you sign, not after\nRelated resources\nAccessibility services\nMilitary & veteran services\nMulticultural student services\nStudent ombuds\nCampus food pantry\nContact directory" }, { "url": "student-loan-entrance-counseling.html", "title": "Student loan entrance counseling", "description": "The required session before your first federal student loan disburses, and what it actually teaches.", "headings": [ "Student loan entrance counseling", "On this page", "Why it's not just a hoop", "Borrow deliberately", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Student loan entrance counseling\nThe required session before your first federal student loan disburses, and what it actually teaches.\nWhy it's not just a hoop\nMost borrowers finish entrance counseling knowing more about their loans than they did — that unsubsidized loans grow while you're in school, that the amount offered is a maximum you can decline part of, and that a $27,000 total is roughly a $280 monthly payment for ten years. Take the estimate seriously.\nBorrow deliberately\nAccept only what you need after grants, scholarships, work, and savings. You can always request more later; you can't easily give back interest that has already accrued. The financial aid office will run the numbers with you.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nRequired: One-time, online, about 30 minutes, before a first-time borrower's federal loan pays out. Covers: How interest accrues, subsidized vs. unsubsidized, your total borrowing limits, and roughly what repayment will look like. Also sign: The Master Promissory Note (MPN) — the legal agreement to repay; usually valid for up to ten years. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRequired\nOne-time, online, about 30 minutes, before a first-time borrower's federal loan pays out\nCovers\nHow interest accrues, subsidized vs. unsubsidized, your total borrowing limits, and roughly what repayment will look like\nAlso sign\nThe Master Promissory Note (MPN) — the legal agreement to repay; usually valid for up to ten years\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "student-loan-exit-counseling.html", "title": "Student loan exit counseling", "description": "The required session when you graduate, withdraw, or drop below half time, covering repayment.", "headings": [ "Student loan exit counseling", "On this page", "The grace period", "If money is tight at repayment", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Student loan exit counseling\nThe required session when you graduate, withdraw, or drop below half time, covering repayment.\nThe grace period\nFederal loans give you about six months after you leave before payments start — use it to find your servicer, choose a plan, and set up autopay (often a small interest-rate discount). Unsubsidized interest still accrues during grace.\nIf money is tight at repayment\nAn income-driven plan can set the payment as low as $0 based on your income, keeping the loan out of default. Default is the outcome to avoid at all costs — it wrecks credit and adds collection fees. The servicer, not a paid \"debt relief\" company, is who you call.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nRequired: Once, online, about 30 minutes, when you leave or drop below half-time enrollment. Covers: Your total balance, your loan servicer, the grace period, repayment plans (standard, graduated, income-driven), deferment and forbearance, and how to avoid default. Do right after: Log in to your servicer, confirm your contact info, and pick a repayment plan before the first bill. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRequired\nOnce, online, about 30 minutes, when you leave or drop below half-time enrollment\nCovers\nYour total balance, your loan servicer, the grace period, repayment plans (standard, graduated, income-driven), deferment and forbearance, and how to avoid default\nDo right after\nLog in to your servicer, confirm your contact info, and pick a repayment plan before the first bill\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "student-managed-fund.html", "title": "Student-managed investment fund", "description": "A real portfolio of university endowment money that a rotating team of business students researches and manages under faculty and board oversight.", "headings": [ "Student-managed investment fund", "On this page", "Real money, real constraints", "Getting on the team", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Student-managed investment fund\nA real portfolio of university endowment money that a rotating team of business students researches and manages under faculty and board oversight.\nReal money, real constraints\nThe fund holds actual endowment dollars, reports to the same investment committee as the rest of the endowment, and is held to a written policy statement — diversification limits, no speculative instruments, a benchmark it's measured against. Students pitch and defend every position.\nGetting on the team\nAn application and an interview each spring for the next year's analyst roles; prior finance coursework helps but the fund deliberately takes a few students from outside the finance major each year.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nSize: A defined slice of the endowment, in the low seven figures. Managed by: An application-only student team, for a full year. Oversight: A faculty advisor and a board committee that reviews every allocation. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSize\nA defined slice of the endowment, in the low seven figures\nManaged by\nAn application-only student team, for a full year\nOversight\nA faculty advisor and a board committee that reviews every allocation\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "student-media.html", "title": "Student media", "description": "The newspaper, radio station, yearbook and literary magazine — what each does, and how to get on staff with no experience.", "headings": [ "Student media", "On this page", "The outlets", "How they are funded and governed", "Getting on staff" ], "content": "Campus life Student media\nThe newspaper, radio station, yearbook and literary magazine — what each does, and how to get on staff with no experience.\nThe outlets\nThe Porter Press is the student newspaper: campus news, investigations, arts and culture, sports, and opinion, published continuously online with a monthly print edition. WPRT is the student radio station — music shows, a news and talk block, live play-by-play of Ironclad home games, and a growing podcast network — streaming online and on a low-power FM signal. The Anvil is the annual photojournalism-driven yearbook and archive. Ingot is the literary and arts magazine, publishing student fiction, poetry, essays, photography, and design once a semester. All four are editorially independent — students decide what runs — with a professional adviser for guidance and legal backup, not approval.\nHow they are funded and governed\nStudent media is funded through the student activity fee plus advertising the ad staff sells, and governed by a student media board that hires the top editors and station manager each spring and protects editorial independence from both the administration and student government. Independence cuts both ways: the outlets can and do report critically on the university, and they own the consequences, which is why the legal and ethics training is taken seriously.\nGetting on staff\nYou do not need a communications or journalism major or a portfolio — most people start with none. Show up to an interest meeting or email the relevant editor, take a small assignment (cover one event, host one substitute radio hour, shoot one gallery), and go from there. Roles span far past writing: photography and video, page and web design, illustration, audio engineering and production, social media, data and graphics, ad sales, and business and distribution. Editors, section leads, producers, and the ad manager are paid positions; many others earn a stipend or course credit, and some journalism and design courses use the outlets as the lab.\nIt is the most reliable place on campus to build a real portfolio, a set of published clips or aired segments you can show an employer by sophomore year.\nAt a glance\nOutlets\nThe Porter Press (newspaper), WPRT (radio + podcasts + game broadcasts), The Anvil (yearbook), Ingot (literary/arts magazine)\nIndependent\nStudents decide content; a professional adviser and a student media board protect that from the administration and PSA alike\nJoin\nNo major or portfolio needed — interest meeting, one small assignment, go from there. Roles: writing, photo/video, design, audio, social, data, ad sales\nPayoff\nPaid lead roles + stipends/credit for others, and a published portfolio you can show an employer by year two\nRelated resources\nStudent services\nUniversity recreation\nPorter esports\nSustainability\nParents & families\nContact directory" }, { "url": "student-newspaper.html", "title": "The Porter Current", "description": "The Porter Current, UW-Porter Falls' independent student newspaper: how it is run, how to join, and how it stays editorially independent of the university.", "headings": [ "The Porter Current", "What it covers", "Editorial independence", "How to join", "Print and online" ], "content": "Student Media\nThe Porter Current\nThe independent, student-run newspaper of UW–Porter Falls, in print biweekly during the semester and updated online year-round.\nWhat it covers\nCampus governance and budget decisions, student organization news, athletics, arts and a long-running opinion section make up most issues. The Current has broken stories the university communications office did not initially want covered — a 2019 series on deferred maintenance in the residence halls led directly to the funding request that eventually paid for the Kessler Hall renovation.\nEditorial independence\nThe Current is funded by a combination of segregated student fees and advertising, with an independent student editorial board that sets content without university sign-off. A faculty adviser in the Communication department reviews for legal exposure (libel, prior restraint concerns) but does not set or veto coverage decisions.\nHow to join\nNo experience or journalism major required. Staff meetings are open Wednesdays at 6 p.m. in the Student Media suite in Founders Union; writers, photographers, illustrators, and the business-side advertising and circulation team all start the same way — show up to a meeting.\nPrint and online\nA print edition comes out every other Tuesday during the fall and spring semesters and is distributed free at newsstands across campus; the website publishes throughout the week, including over breaks when news happens.\nQuick facts\nFounded\n1931, as The Ironclad Weekly\nPrint schedule\nBiweekly, fall & spring\nFunding\nSegregated fees + advertising\nRelated\nCampus radio & podcast\nWPRT Student Radio\nStudent government & shared governance" }, { "url": "student-ombuds.html", "title": "Student ombuds", "description": "A confidential, independent, neutral place to think through a problem with the university and figure out your options — before you commit to a process.", "headings": [ "Student ombuds", "On this page", "What the ombuds does", "What the ombuds is not", "Confidential and independent", "When to go" ], "content": "Student services Student ombuds\nA confidential, independent, neutral place to think through a problem with the university and figure out your options — before you commit to a process.\nWhat the ombuds does\nListens without taking a side, explains the relevant policy in plain language, lays out every option (formal and informal), helps you prepare for a hard conversation or draft an email, and — with your permission — can make an informal inquiry or facilitate a conversation between you and another party. It is often the fastest way to understand a confusing situation.\nWhat the ombuds is not\nNot an advocate for you or for the university, not a decision-maker, and not an office of record. Talking to the ombuds does not put the university “on notice” of a problem and does not start or stop any clock — so if you want a formal complaint on the record, you still have to file it with the right office. The ombuds will tell you which office and by when.\nConfidential and independent\nConversations are confidential to the extent the law allows, with narrow exceptions for an imminent safety risk or certain abuse reports. The ombuds reports outside the normal chain of command so that it can be candid with everyone. Nothing you say is shared without your consent.\nWhen to go\nA grade dispute you do not understand, a conflict with an instructor, adviser, roommate, or supervisor, a process that seems unfair or is stalled, a policy that does not make sense, a climate concern, or simply not knowing where to start. There is no problem too small; catching it early is the point.\nAt a glance\nIt is\nConfidential, independent, neutral — a place to understand options before choosing a path\nIt is not\nAn advocate, a decision-maker, or an office of record — it does not start a formal process\nConfidential\nNot shared without your consent, with narrow safety and abuse exceptions\nGo when\nA dispute, a stalled or unfair process, a policy puzzle, or you just don’t know where to start\nRelated resources\nAccessibility services\nMilitary & veteran services\nMulticultural student services\nCampus food pantry\nChild & family center\nContact directory" }, { "url": "student-org-funding-requests.html", "title": "Student org funding requests", "description": "How recognized clubs request money from the student activity fee, the categories that fund, and what doesn't.", "headings": [ "Student org funding requests", "On this page", "Two tracks", "The rules that catch people", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student life Student org funding requests\nHow recognized clubs request money from the student activity fee, the categories that fund, and what doesn't.\nTwo tracks\nAn org submits an annual budget in the spring for its predictable year — recurring events, equipment, dues to a national body. Anything that comes up mid-year — a conference invitation, a speaker who became available — goes through a rolling request heard within a couple of weeks.\nThe rules that catch people\nFunding pays vendors directly rather than reimbursing an individual where possible; food is capped per head; travel needs the student travel-registration paperwork on file first; and nothing partisan, religious in worship, or personal-benefit is eligible. The finance committee publishes its full guidelines.\nIn and around Porter Falls\nStudent life at Porter is organised out of Founders Union, the building students call the campus living room. The Dean of Students Office is on the second floor.\nThe practical details\nSource: A share of the student activity fee, allocated by a Student Government finance committee. Cycles: An annual budget request, plus rolling requests for one-off needs. Won't fund: Individual scholarships, gifts, political campaign activity, alcohol, food beyond set per-person limits. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSource\nA share of the student activity fee, allocated by a Student Government finance committee\nCycles\nAn annual budget request, plus rolling requests for one-off needs\nWon't fund\nIndividual scholarships, gifts, political campaign activity, alcohol, food beyond set per-person limits\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReligious & spiritual life\nROTC & Military Science\nCommon Reading Program\nCampus radio & podcast studio\nFull contact directory" }, { "url": "student-org-registration.html", "title": "Registering a student organization", "description": "How a new club gets recognized, what recognition gets you, and the annual re-registration that keeps it active.", "headings": [ "Registering a student organization", "On this page", "The process", "Keeping it alive", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student life Registering a student organization\nHow a new club gets recognized, what recognition gets you, and the annual re-registration that keeps it active.\nThe process\nSubmit a constitution and a roster of at least five students plus an advisor through the student organization portal; Student Government reviews for overlap with an existing group and for a lawful, non-discriminatory purpose. Most approvals take two to three weeks.\nKeeping it alive\nEvery recognized org re-registers each fall — current roster, current advisor, updated officers. Miss it and the org is marked dormant: no funding, no room bookings, until it re-registers. This is the single most common reason a club “disappears.”\nIn and around Porter Falls\nStudent life at Porter is organised out of Founders Union, the building students call the campus living room. The Dean of Students Office is on the second floor.\nThe practical details\nTo start: Five student members, a constitution, and a faculty or staff advisor. Recognition gets you: A budget request line, room reservations, a table at the org fair, use of the university name. Renew: Every fall, or the org goes dormant. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nTo start\nFive student members, a constitution, and a faculty or staff advisor\nRecognition gets you\nA budget request line, room reservations, a table at the org fair, use of the university name\nRenew\nEvery fall, or the org goes dormant\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReligious & spiritual life\nROTC & Military Science\nCommon Reading Program\nCampus radio & podcast studio\nFull contact directory" }, { "url": "student-organizations.html", "title": "Student organizations", "description": "Clubs, identity groups, professional societies, media, service teams and student government.", "headings": [ "Student organizations", "On this page", "Find your people", "Start something", "Make it happen", "Find your people", "Start something", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Student organizations\nClubs, identity groups, professional societies, media, service teams and student government.\nFind your people\nPorter organizations span robotics, gaming, arts, sustainability, culture, faith, recreation, professional interests and community service.\nStart something\nStudents register a new organization with a constitution, adviser, officer training, budget plan and inclusive membership practices.\nMake it happen\nThe Student Involvement Hub supports room reservations, events, marketing, funding, travel and leadership development.\nFind your people\nPorter organisations run heavy on robotics, gaming, professional societies and service teams, with the usual range of cultural, faith, recreation and arts groups alongside them. The involvement fair in the first week of fall is the fastest way to find three or four to try.\nStart something\nRegistering a new organisation takes a short constitution, an adviser, five interested students and officer training; the involvement suite in Founders Union helps with the paperwork, a first meeting and a budget request. Inclusive-membership rules apply to any group that wants funding or space.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle, the lighted trail and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nCount: About 120 registered organizations. Start one: Constitution, adviser, officer training, five members. Funding: Student-fee allocations through student government. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Dean of Students Office (Founders Union, Room 200). Call (715) 555-0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nCount\nAbout 120 registered organizations\nStart one\nConstitution, adviser, officer training, five members\nFunding\nStudent-fee allocations through student government\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nResidence life\nDining & meal plans\nPlan a campus event\nFull contact directory" }, { "url": "student-outcomes-data.html", "title": "Post-graduation outcomes", "description": "What UW–Porter Falls graduates are doing within six months of finishing, and their reported earnings — by program where the sample is large enough.", "headings": [ "Post-graduation outcomes", "On this page", "Overall", "Earnings by field", "Loan repayment and debt" ], "content": "Consumer information Post-graduation outcomes\nWhat UW–Porter Falls graduates are doing within six months of finishing, and their reported earnings — by program where the sample is large enough.\nOverall\nFrom the career center's annual first-destination survey of the most recent graduating class:\nEmployed full-time — Share of respondents: 79%\nEnrolled in graduate or professional school — Share of respondents: 11%\nMilitary or a full-time service program — Share of respondents: 4%\nStill seeking — Share of respondents: 5%\nNot seeking (by choice) — Share of respondents: 1%\nThe knowledge rate — the share of graduates for whom the university has verified outcome data — was 78%, above the threshold for reliable reporting. Combining the first two rows, 94% were employed or in graduate school within six months, the figure reported on quick facts .\nEarnings by field\nMedian reported starting salary for graduates entering full-time work, for fields with at least 20 respondents. These are self-reported and vary with location and prior experience.\nEngineering (all programs) — Median: $68,500\nComputing & information sciences — Median: $71,200\nNursing — Median: $67,900\nBusiness & management — Median: $54,300\nApplied & technical studies — Median: $52,800\nArts, design & communication — Median: $46,700\nEducation — Median: $43,900\nHealth sciences (non-nursing) — Median: $49,600\nProgram-level detail — top employers, the share staying in Wesconsin, and further-study destinations — is on each program page and the career services site.\nLoan repayment and debt\n58% of Porter undergraduates graduate with no federal student debt. Among those who borrow, median debt at graduation is $17,900. The federal three-year cohort default rate is 3.1%, below the national average. See cost of attendance and net price and return on investment .\nRelated\nGraduation & retention rates\nCareer services\nCost of attendance\nAll consumer information\nQuestions\nSee the directory for the responsible office, or email compliance@uwporterfalls.edu ." }, { "url": "student-parent-lounge.html", "title": "Student-parent lounge", "description": "A dedicated space for students raising children: study room, play corner, kitchenette, and a place to leave a stroller.", "headings": [ "Student-parent lounge", "On this page", "What's in it", "The wider network", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Student-parent lounge\nA dedicated space for students raising children: study room, play corner, kitchenette, and a place to leave a stroller.\nWhat's in it\nA quiet study area, a small supervised-by-the-parent play corner, a microwave and fridge, lockers, and stroller parking — the practical things that make an hour between classes usable when a child is along. It's not childcare; a parent stays with their kid.\nThe wider network\nThe Child & Family Center handles actual childcare and the subsidy grants; the Student-Parent Network runs peer meetups; this lounge is just the physical space that ties them together on the main campus.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nLocation: Founders Union, Room 015. Access: Porter Card, for any student with a dependent child. Nearby: A lactation room and a family restroom on the same floor. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nFounders Union, Room 015\nAccess\nPorter Card, for any student with a dependent child\nNearby\nA lactation room and a family restroom on the same floor\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "student-parent-privacy.html", "title": "Student records privacy", "description": "How students, families, instructors and offices handle educational records with care.", "headings": [ "Student records privacy", "On this page", "Student control", "Everyday practice", "Questions", "Who can see what", "Everyday practice", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Student records privacy\nHow students, families, instructors and offices handle educational records with care.\nStudent control\nStudents decide when to share records and may use approved authorizations for specific people, offices or purposes.\nEveryday practice\nStaff verify identity, limit access to legitimate educational needs and avoid leaving grades, schedules or personal details visible.\nQuestions\nThe Registrar explains rights, requests, directory-information choices and the process for raising a privacy concern.\nWho can see what\nOnce a student is enrolled, the educational record is theirs; the university shares it with a family member or anyone else only with the student’s written authorisation for a stated purpose. Staff limit their own access to a legitimate educational need.\nEveryday practice\nEmployees verify identity before discussing an account, avoid leaving grades or schedules visible, and use authorisations rather than assumptions. The Registrar explains rights, directory-information choices and how to raise a privacy concern.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question — registration, billing, technology, housing, a hold on an account. Staff route the question, book the next appointment and, when it helps, walk the student down the hall.\nThe practical details\nThe record belongs to: The student, once enrolled. Authorization: Student names specific people, offices or purposes. Directory information: Students can restrict it in MyPorter. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Porter Student Help Desk (Founders Union, Room 118). Call (715) 555-0120 or email help@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nThe record belongs to\nThe student, once enrolled\nAuthorization\nStudent names specific people, offices or purposes\nDirectory information\nStudents can restrict it in MyPorter\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRegistrar services\nBilling & payment\nFull contact directory" }, { "url": "student-research-grants.html", "title": "Undergraduate research grants", "description": "Small competitive grants that pay for the materials, travel or participant costs of an undergraduate research project.", "headings": [ "Undergraduate research grants", "On this page", "What the money covers", "Applying", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Undergraduate research grants\nSmall competitive grants that pay for the materials, travel or participant costs of an undergraduate research project.\nWhat the money covers\nConsumable lab supplies, equipment rental, software licences, archival access fees, participant compensation, and travel to a field site or archive — the real costs that otherwise come out of a student's pocket or stop a project before it starts.\nApplying\nA two-page proposal, a budget, and a short letter from the faculty mentor confirming the project is real and the student is ready. The Office of Research runs a proposal-writing workshop before each deadline.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nAward: Up to $1,500 per project. Cycles: Twice a year, fall and spring. Who applies: Any undergraduate with a faculty mentor and a scoped project. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAward\nUp to $1,500 per project\nCycles\nTwice a year, fall and spring\nWho applies\nAny undergraduate with a faculty mentor and a scoped project\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "student-services.html", "title": "Student services", "description": "Practical support for academic progress, health, access, finances, safety and day-to-day life — most of it prepaid through your fees.", "headings": [ "Student services", "On this page", "One place to start", "Academic support", "Health, wellness, and basic needs", "Identity, community, and advocacy", "When you need help now" ], "content": "Campus life Student services\nPractical support for academic progress, health, access, finances, safety and day-to-day life — most of it prepaid through your fees.\nOne place to start\nThe Porter Student Help Desk in Founders Union 118 is the front door when you do not know which office you need. It routes questions about registration, billing, financial aid, technology, housing, dining, ID cards, and parking, and it can usually either answer on the spot or walk you to the right person. Reach it at (715) 555–0120 or help@uwporterfalls.edu, or sign in to MyPorter to message any office and book most appointments.\nIf you are a prospective or new student, the Discover your path pages lay out what to do in order for your situation.\nAcademic support\nEvery enrolled student can use academic advising , peer tutoring and Supplemental Instruction , the writing center , academic coaching , and the accessibility office for disability accommodations — at no charge. The First-Year Experience and the Student Success Center catch students early when a term starts to slip; responding to an early-alert email is one of the highest-value things you can do.\nHealth, wellness, and basic needs\nThe student health center and counseling center are prepaid through the health fee. The campus food pantry is free to any enrolled student with no application, and the student emergency fund covers a short-term crisis. The student legal services office gives free consultations on leases, citations, and consumer problems. A financial-wellness coach will build a budget with you. National backups you can use anytime: the 988 Suicide & Crisis Lifeline (call or text 988 ), and findhelp.org for local food, housing, and financial assistance by ZIP code.\nIdentity, community, and advocacy\nIdentity-based centers — multicultural , LGBTQIA+ , military and veteran , first-generation , and international — offer community, mentoring, and staff who will advocate for you. The Student Ombuds is a neutral, confidential place to think through a conflict or a process. Report identity-based harm through bias reporting , and sex- or gender-based misconduct through the Title IX office .\nWhen you need help now\nFor immediate danger call 911. Campus Safety is staffed 24 hours at (715) 555–0191. The 24-hour Student Support Line is (715) 555–0117 and is answered by licensed counselors. If you are worried about another student, contact the Dean of Students office — they can do a welfare check and connect the student with support.\nAt a glance\nFront door\nPorter Student Help Desk — Founders Union 118 · (715) 555–0120 · help@uwporterfalls.edu\nFree to you\nAdvising, tutoring, writing center, counseling, health center, food pantry, legal consults, coaching\nRight now\n911 · Campus Safety (715) 555–0191 · 24-hr Student Support Line (715) 555–0117 · 988\nNew here?\nStart with the Discover your path pages for your situation\nRelated resources\nFrequently asked questions\nCampus hours this week\nStudent jobs board\nUniversity recreation\nPorter esports\nSustainability\nParents & families\nArts & culture\nContact directory" }, { "url": "student-stories.html", "title": "Student Stories", "description": "Eleven current Porter students, in their own words: why they came, what the hands-on part actually looks like, the semester that nearly went sideways, and what they are doing next.", "headings": [ "Student Stories", "On this page", "Why we publish these", "How the stories are made", "The 2026–27 stories, by college", "Find the students most like you", "Tell us yours" ], "content": "Campus life Student Stories\nEleven current Porter students, in their own words: why they came, what the hands-on part actually looks like, the semester that nearly went sideways, and what they are doing next.\nWhy we publish these\nEvery fall the admissions office hears the same question from prospective students and their families, in some form: who actually goes there? The quick facts answer part of it — 8,412 students this fall, 91% undergraduates, a 17:1 student-to-faculty ratio — but a headcount does not tell a 17-year-old in a town of 1,900 whether anyone at Porter started where they are starting.\nSo we ask. Each year University Marketing & Communications interviews a group of current students chosen to reflect who is really on campus, not who looks best on a banner. This year's group includes a first-generation engineer, a transfer from a two-year technical college, a 39-year-old nursing student with two kids, an Army veteran, a commuter who drives 31 miles each way, an international design student, two varsity athletes, a returning student who stopped out for three years, a graduate student who used to teach seventh grade, and a trumpet player who grew up six blocks from campus.\nAbout 28 percent of each entering class is first-generation, and transfer students, commuters, veterans and adult learners together make up a large share of everyone else. The exact counts are in the institutional research reports. These pages are the people inside them.\nHow the stories are made\nEach profile starts as a recorded conversation of about an hour with a writer from University Marketing & Communications , usually in the student's own territory — a lab bench, the commuter lounge, the bleachers after practice. We edit for length and order, not for message.\nStudents read and approve their profile before it is posted, and can ask for any line to come out.\nWe do not pay for stories or tie them to scholarships. Students get a Porter Falls Magazine tote and our thanks.\nWe keep the hard parts in. Every profile has a section on a semester that went badly. Nobody's college career is a straight line, and pretending otherwise helps no one.\nNo portraits on these pages. We show the places students talk about instead, or nothing at all.\nProfiles stay up for two academic years and are then moved to the archive; if a student graduates in the meantime, we add a line saying where they landed.\nThe 2026–27 stories, by college\nEngineering & Technology — Student: Marisa Dombeck , Mechanical Engineering, junior; In a line: “Nobody in my family had heard the word ‘tolerance’ used about a part. Now I say it at dinner.”\nComputing & Information Sciences — Student: Desmond Varga , Cybersecurity, senior (transfer); In a line: “Every credit from my two-year school counted. The confidence took longer to transfer.”\nBusiness — Student: Rosalie Dahlke , Supply Chain Management, junior (commuter); In a line: “I drive 62 miles a day. Of course I ended up studying logistics.”\nHealth Sciences — Student: Bernadette Szymanski , Nursing, junior (adult learner); In a line: “Fourteen years as a CNA taught me the patient. Porter is teaching me the why.”\nEducation — Student: Kari Osmundson , Elementary Education, junior (cross country); In a line: “A 6K and a room full of second-graders want the same thing: pace yourself.”\nEducation (graduate) — Student: Naomi Feldkamp , M.S. School Counseling, second year; In a line: “I left a classroom I loved to work on the part of school that happens in the hallway.”\nArts, Design & Communication — Student: Inés Valderrama , Industrial Design, senior (international); In a line: “I came for the shop. I stayed through my first January, which I am told counts for something.”\nArts, Design & Communication — Student: Eli Marchand , Music, sophomore (Porter Falls native); In a line: “I grew up hearing the pep band from my bedroom window. Now I'm the one keeping people awake.”\nApplied & Technical Studies — Student: Dana Kowalewski , Packaging Technology, sophomore (veteran); In a line: “I spent six years watching boxes fail in the field. Now I get to find out why.”\nApplied & Technical Studies — Student: Marcus Bellweather , Hospitality Management, senior (football); In a line: “Linebacker and banquet captain are the same job: read the room before it moves.”\nScience & Mathematics — Student: Gabriel Hensrud , Biology, senior (returning student); In a line: “I left in 2022 owing a library fine and a lot of doubt. I came back for both.”\nFind the students most like you\nThe offices below run the programs these students mention. Most have a drop-in hour and a peer mentor who has been where you are.\nFirst in your family? The First-Generation Center and the First-Generation Student Network .\nTransferring in? Transfer students and the transfer credit preview tool .\nComing back as an adult? Adult learner support and readmission .\nVeteran or military-connected? The Veteran Resource Center , Founders Union 110.\nCommuting? Commuter students and the commuter lounge .\nComing from abroad? International students .\nPlaying a sport? Athletics at a Division III polytechnic .\nThinking about graduate school? The Graduate School .\nTell us yours\nWe take nominations year-round, including self-nominations. Send two or three sentences about the student and why their path is worth telling to stories@uwporterfalls.edu . Faculty, staff, coaches and roommates all nominate; the best nominations so far have come from roommates.\nGraduates get their own series: see alumni spotlights and Porter Falls Magazine .\nAt a glance\nProfiles this year\n11 current students\nColleges represented\nAll seven\nUpdated\nOctober 9, 2026\nNominate\nstories@uwporterfalls.edu\nWho to contact\nUniversity Marketing & Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\nstories@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nAlumni spotlights\nPorter Falls Magazine\nColleges\nCampus traditions\nVisit campus\nUniversity Marketing & Communications" }, { "url": "student-story-bernadette-szymanski.html", "title": "Bernadette Szymanski, Nursing", "description": "After fourteen years as a nursing assistant and two kids, she started a B.S.N. at 37. Her children now quiz her on cranial nerves at breakfast.", "headings": [ "Bernadette Szymanski, Nursing", "On this page", "Why Porter", "The hands-on part", "A hard semester", "A day in her week", "What’s next" ], "content": "Student stories Bernadette Szymanski, Nursing\nAfter fourteen years as a nursing assistant and two kids, she started a B.S.N. at 37. Her children now quiz her on cranial nerves at breakfast.\nTold to University Marketing & Communications\nWhy Porter\n“I've been a CNA since I was 23 — long-term care, then the med-surg floor at the hospital in Lake City. I was good at it. But I kept watching RNs make the calls I could see coming, and I wanted to be the one making them. When my youngest started first grade, I ran out of excuses.”\nBernadette lives in the Cedar Bluff neighborhood, a ten-minute drive from campus, with her husband, a nine-year-old and a six-year-old. She is a junior in Nursing , and at 39 is the oldest student in her clinical cohort by eleven years. “I'm also the only one who has actually been yelled at by a charge nurse. I share that knowledge freely.”\nThe adult learner office helped her get credit for prior coursework from a certificate program years ago and connected her with the Working Parent Scholarship , which covers about a third of her tuition.\nThe hands-on part\nNursing students at Porter start clinical hours in their first year. For Bernadette the bigger surprise was the simulation hospital on the third floor of the Health Sciences Center , with its ER bay, ICU room and manikins that breathe, bleed and, on bad days, crash.\n“I thought sim would be easy for me. It was the opposite. I'd done the tasks a thousand times, but I'd never had to say out loud why . In the debrief they make you explain your reasoning, and I'd go blank, because for fourteen years my reasoning was ‘the nurse told me to.’ That's what I'm really here to learn.”\nThis semester: NURS 310, Medical-Surgical Nursing, with clinicals two days a week at Valley Health in Lake City — on the same floor where she used to work as a CNA.\nSkills practice: Thursday nights in the nursing skills lab , after bedtime, while her husband handles bath duty.\nA hard semester\n“Spring of my sophomore year, my daughter had pneumonia twice, I had a pharmacology exam every other week, and our car died. I came very close to withdrawing. I had the form filled out.\n“Two things kept me in. My pharmacology professor let me take one exam in the testing center a day late without making me feel like a problem. And the Child & Family Center had an opening for after-school care for my son, with a childcare subsidy grant that brought it down to something we could pay. I stayed. I got a B in pharm. I framed it, kind of as a joke.”\nShe now runs a Sunday-night study group through the Adult & Nontraditional Students organization, held on Zoom so nobody has to find a babysitter.\nA day in her week\nClinical days start early. Bernadette's alarm goes off at 4:45 a.m. on Tuesdays and Thursdays so she can be on the unit in Lake City by 6:30; her husband handles the school drop-off.\n6:30 a.m.: report from the night shift. “I used to be the one giving the CNA version of report. Now I'm writing down lab values and asking about the potassium.”\n7 a.m.–2 p.m.: two patients, sometimes three, under her clinical instructor. Assessments, medication passes, care plans, a lot of charting.\n2:30 p.m.: post-conference with her cohort, then the 40-minute drive home, usually with a pharmacology podcast.\nEvenings: homework, dinner, the kids' homework, then her own reading at the kitchen table after 8:30.\nMondays, Wednesdays and Fridays are on campus: lectures in the Health Sciences Center and an afternoon in the skills lab. Lunch is in the commuter lounge , where she has, by her estimate, microwaved four hundred leftovers. “The younger students ask me about kids, mortgages and charge nurses. I ask them about the app for the bus. It's an even trade.”\nWhat’s next\nBernadette expects to graduate in May 2028 and take the NCLEX that summer. She wants to stay at Valley Health on the med-surg floor and eventually teach clinical skills to new CNAs.\n“If you're thinking you're too old, I'll tell you what my six-year-old told me: you're not too old, you're just tall. Also, read the scholarship list. There is money for people like us that nobody applies for.”\nAt a glance\nMajor\nNursing (B.S.N.)\nYear\nJunior\nHometown\nPorter Falls (Cedar Bluff neighborhood); previously Lake City, Wesconsin\nClinical placement\nMedical-surgical rotation, Valley Health, Lake City (fall 2026)\nInvolvement\nAdult & Nontraditional Students (study group lead), Student Nurses Association\nRelated resources\nNursing\nAdult learner support\nSimulation hospital\nChild & Family Center\nStudent Nurses Association\nAll student stories" }, { "url": "student-story-dana-kowalewski.html", "title": "Dana Kowalewski, Packaging Technology", "description": "Six years as an Army supply specialist meant watching a lot of crates arrive broken. At 27, she is studying the engineering of why.", "headings": [ "Dana Kowalewski, Packaging Technology", "On this page", "Why Porter", "The hands-on part", "A hard semester", "What she brings to class", "Outside class and what’s next" ], "content": "Student stories Dana Kowalewski, Packaging Technology\nSix years as an Army supply specialist meant watching a lot of crates arrive broken. At 27, she is studying the engineering of why.\nTold to University Marketing & Communications\nWhy Porter\n“I did six years in the Army as a supply specialist, mostly moving parts and medical supplies. You learn fast that the box is the weakest part of the supply chain. I've opened crates of radio parts that looked like they'd been dropped off a roof, because they had. When I got out I wanted a degree that would let me fix something I'd actually seen go wrong.”\nDana grew up in Harlan Mills, Wesconsin, and is a sophomore in Packaging Technology , one of a small number of dedicated packaging programs in the country. She uses her GI Bill benefits; the Veteran Resource Center in Founders Union 110 handled her certification paperwork “faster than the Army ever handled anything.”\n“Some of my labs are in Founders Hall. I like that the building still smells a little like oil. It feels like work.”\nThe hands-on part\nPackaging students spend a lot of time trying to destroy things on purpose. This fall Dana is in PKG 220, Packaging Materials Science, which includes a weekly lab in the packaging testing lab donated by a regional manufacturer.\nDrop testing: boxes are dropped from set heights onto steel plates, on every edge, corner and face. “I'm not allowed to say ‘I told you so’ to the box. I say it anyway.”\nCompression and vibration: stacks are crushed and shaken to simulate a truck on a county road. Her lab group is testing a recycled-fiber insert for shipping glass jars.\nThe co-op: she has accepted a spring 2027 co-op at Riverbend Packaging Solutions in Porter Falls, working on protective packaging for medical devices. “Full circle.”\nShe is also a member of the Packaging Society , which runs a student package design competition every spring.\nA hard semester\n“My first semester, I sat in a chemistry lecture with a hundred 18-year-olds and felt about forty. I was used to people telling me exactly what to do and when. College tells you what's due in eleven weeks and then just trusts you. I didn't trust me.\n“What helped was other vets. The Student Veterans Organization meets Thursdays in the resource center, and there's always coffee and somebody who's further along. One guy in mechanical engineering showed me how he plans a semester like a deployment calendar, working backward from the final. I passed chemistry with a B. He still checks in.”\nShe also had to learn to ask for help with sleep and noise. “Counseling Services has a counselor who works with veterans. I went. It helped. I tell people that because nobody told me.”\nWhat she brings to class\nDana's instructors say her field experience shows up in every lab. When her PKG 220 group designed a shipping test for glass jars, she pushed them to add a test for a forklift tine strike, “because that's what actually happens on a dock at 2 a.m.”\nSigned for crates that arrived crushed — At Porter: Learning to calculate the stacking strength that would have prevented it\nRepacked medical supplies by hand in the field — At Porter: Testing which cushioning materials hold up after repeated shocks\nWrote damage reports nobody read — At Porter: Writes lab reports a professor reads line by line\n“The younger students know more chemistry than I do. I know more about what happens to a pallet in the rain. We trade.”\nShe is also one of the reasons the Student Veterans Organization started a Sunday study table in Halvorsen Library this fall. “A lot of vets study alone because that's how we're wired. The table is quiet. Nobody has to talk. But there's coffee and you're not by yourself.”\nOutside class and what’s next\nDana lives off campus in Cedar Bluff with a roommate and a retired greyhound. She will carry the flag for the student veterans at the Veterans Day ceremony on November 11, and she volunteers with the Millrace Week parade committee, which this year means building a float “that has to survive a 1.2-mile route. I will be testing it.”\nAfter graduation she wants to work in protective and medical packaging. “If you're getting out and thinking about school: go to the veterans office first, not the website. Bring your DD-214. Bring patience. Then come find us on Thursdays.”\nAt a glance\nMajor\nPackaging Technology\nYear\nSophomore\nHometown\nHarlan Mills, Wesconsin\nCo-op\nProtective packaging co-op, Riverbend Packaging Solutions (spring 2027, accepted)\nInvolvement\nStudent Veterans Organization, Packaging Society, Millrace Week parade committee\nRelated resources\nPackaging Technology\nVeteran Resource Center\nVeteran education benefits\nStudent Veterans Organization\nPackaging Society\nAll student stories" }, { "url": "student-story-desmond-varga.html", "title": "Desmond Varga, Cybersecurity", "description": "He finished an associate degree at the Lake City technical college, transferred every credit, and now spends Tuesday nights defending a fake hospital network in the Jarvis cyber range.", "headings": [ "Desmond Varga, Cybersecurity", "On this page", "Why Porter", "The hands-on part", "A hard semester", "A typical Tuesday", "What’s next" ], "content": "Student stories Desmond Varga, Cybersecurity\nHe finished an associate degree at the Lake City technical college, transferred every credit, and now spends Tuesday nights defending a fake hospital network in the Jarvis cyber range.\nTold to University Marketing & Communications\nWhy Porter\n“I did two years at the Wesconsin Technical College campus in Lake City while working nights on a help desk. I wasn't a great high school student, and the tech college was where I figured out I liked breaking things on purpose. When I started looking at bachelor's programs, Porter was 40 minutes west, had an articulation agreement with my exact associate degree, and ran an actual red team. That was the whole list.”\nDesmond transferred 64 credits into Cybersecurity in fall 2025 under one of Porter's 2+2 transfer pathways . “I ran my courses through the transfer credit preview tool before I applied. It told me what would count. Then it all counted. I keep waiting for the catch.”\nThe hands-on part\nMost of his week now happens in the Jarvis Technology Center , home of the cyber range: an isolated network where students attack and defend systems built to imitate a small manufacturer, a school district and, this semester, a 90-bed hospital.\nCSEC 320, Ethical Hacking & Penetration Testing: “You write a scope document before you touch anything. The scope document is the class.”\nThe Cybersecurity Clinic : supervised students run free security reviews for local nonprofits and small businesses. Desmond's team spent September on a Depot District dental office's Wi-Fi. “Their guest network password was the name of the dentist's dog. It was on a sign.”\nTuesday nights: defense drills with the Cybersecurity Club , which also hosts the spring capture-the-flag competition .\nHis required co-op last summer was twelve weeks as a security operations intern at Sentinel Cybersecurity Partners , triaging alerts on the overnight shift. “Turns out I was already trained for overnights. That was the one thing the help desk gave me for free.”\nA hard semester\n“My first semester here, I was the oldest guy in most of my classes and the only one who hadn't lived in a residence hall. Everybody already had their study groups from freshman year. I did fine on the technical work and still felt like I'd snuck in.\n“The fix was small. I went to a transfer student meetup in Founders Union mostly for the free pizza and met two other people from tech colleges, one in IT and one in packaging. We still eat lunch together on Wednesdays. It's a weird table. It works.”\nHe also had to relearn how to write. “At the tech college the deliverable was a working config. Here it's a working config and a four-page report explaining it to someone who isn't technical. I've been to the Writing Center more times than the gym.”\nA typical Tuesday\nDesmond's week is built around the cyber range schedule, which is booked in four-hour blocks. “People think security is hoodies and green text. Mostly it's documentation and waiting for a scan to finish.”\n8:00 a.m. — Where: Jarvis 210; What: CSEC 350, Digital Forensics: imaging a seized (fake) laptop without changing a single byte\n11:00 a.m. — Where: Cybersecurity Clinic; What: Writing up findings for a client, in plain English, with a one-page summary for the owner\n1:00 p.m. — Where: Founders Union; What: Lunch at the transfer table; the packaging student explains corrugated board again\n3:00 p.m. — Where: Home; What: Four hours of paid remote work for Sentinel, which kept him on part-time after the co-op\n7:00 p.m. — Where: Cyber range; What: Club defense drill: a simulated ransomware attack on the “hospital” network\nHe commutes from an apartment near the Lake City coach stop on Mondays and Wednesdays and stays with his brother in Porter Falls the rest of the week. “The coach has Wi-Fi. I've finished two lab reports between the river bridge and the county line.”\nWhat’s next\nDesmond graduates in May 2027 and sits for his first industry certification exam in December. Sentinel has asked him back for a full-time analyst role, and he has said yes, provisionally, pending one more look at the incident-response teams in Lake City.\n“If you're at a two-year school thinking a bachelor's isn't for you: it might not be. But ask the four-year school what transfers before you decide. Make them show you in writing. Mine did.”\nAt a glance\nMajor\nCybersecurity\nYear\nSenior (transferred fall 2025)\nHometown\nLake City, Wesconsin\nCo-op\nSecurity operations intern, Sentinel Cybersecurity Partners (summer 2026)\nInvolvement\nCybersecurity Clinic, Cybersecurity Club defense team, transfer student meetups\nRelated resources\nCybersecurity\nFor transfer students\nTransfer credit evaluation\nCybersecurity Clinic\nCybersecurity Club\nAll student stories" }, { "url": "student-story-eli-marchand.html", "title": "Eli Marchand, Music", "description": "He grew up in Founders Triangle, six blocks from campus, and now plays trumpet in two ensembles, records a third, and works Saturday mornings at the Depot Plaza farmers market.", "headings": [ "Eli Marchand, Music", "On this page", "Why Porter", "The hands-on part", "A hard semester", "Being from here", "What’s next" ], "content": "Student stories Eli Marchand, Music\nHe grew up in Founders Triangle, six blocks from campus, and now plays trumpet in two ensembles, records a third, and works Saturday mornings at the Depot Plaza farmers market.\nTold to University Marketing & Communications\nWhy Porter\n“I could hear the pep band from my bedroom on game days. That's not a metaphor, my house is on Third Street. Every kid in Founders Triangle grows up thinking of the university as the place with the good sledding hill. I never pictured myself going here until my high school band director took us to a Wind Symphony concert and I realized two of the trumpets were engineers.”\nEli is a sophomore in Music , which at Porter pairs theory and performance with recording and production. He is the first in his family to attend a four-year school, and the Hometown Porter Falls Scholarship covers a large share of his tuition. He lives at home. “My mom says I'm a commuter. I say I live in the commuter-est possible way: I walk.”\nThe hands-on part\nMusic majors must perform in an ensemble every term. Eli plays in two: second trumpet in the Wind Symphony and lead trumpet in the Ironclad Pep Band .\nWind Symphony: rehearsals Monday, Wednesday and Friday at 4 p.m. The Fall Choral & Wind Concert is this Sunday, October 11, in Heritage Auditorium. “The engineers in the section bring the best snacks and the worst puns.”\nPep band: every home football game, in the north stands, including the Forge Bowl on October 17. “Forge Bowl is the only day of the year my grandma comes to a football game. She comes for the band.”\nThe studio: in MUS 2500, Introduction to Music Technology, he learned to mic a brass section in the audio recording studio . This year he is on the student crew recording the choir for the department archive.\nThe full concert calendar is on the 2026–27 arts season page. Porter students get in free with a Porter Card. “Please come. The Heritage balcony is very lonely.”\nA hard semester\n“Freshman fall I tried to do everything. Two ensembles, a full load, twenty-two hours a week at the diner on Main Street and the farmers market on Saturdays. I failed Music Theory I. Not barely. Properly.\n“My adviser didn't lecture me. She just put my week on a whiteboard, hour by hour, and asked where theory was supposed to fit. There was no hour. I cut the diner to twelve hours, kept the market because the tips are good and I like the cheese guy, and retook theory in spring. B-plus. I now do theory homework at the Depot District coffee shop before the market opens.”\nHe also learned to use the Tutoring & Learning Center , which has a music theory tutor on Wednesday nights. “She's a senior who plays horn. She explained voice leading with a pizza. I can't tell you how, but I passed.”\nBeing from here\n“People from out of town think Porter Falls is a college with a town attached. When you grow up here you know it's the other way around. My neighbor has driven the Porter Loop shuttle for nine years. My middle school science teacher went here. During Millrace Week , half the parade is people I know.”\nHe also sits in with the Porter Falls Community Band in summer, “where I am the youngest person by about thirty years and they make sure I know it.”\nWhat’s next\nThis year he is also learning the business side. He works six hours a week on the department's recording crew, which pays, and he has started booking a brass quintet for weddings and the Depot Plaza holiday market. “Five musicians, one minivan, a lot of Pachelbel. We charge less than a DJ and we're louder.” The quintet rehearses in an Applied Arts practice room on Sunday afternoons, and he keeps the books in a spreadsheet he admits he learned to build from a business major in the pep band.\nEli is thinking about adding a minor in video production and working in live sound or broadcast audio. “Or I'll teach high school band. Either way I'm going to be the guy who knows where the extension cords are.”\nAt a glance\nMajor\nMusic\nYear\nSophomore\nHometown\nPorter Falls (Founders Triangle)\nWork\nRecording crew, music department; Depot Plaza farmers market (Saturdays); part-time server, Main Street\nInvolvement\nWind Symphony, Ironclad Pep Band (lead trumpet), Porter Falls Community Band (summer)\nRelated resources\nMusic\nArts season 2026–27\nWind Symphony\nIronclad Pep Band\nFounders Triangle neighborhood\nAll student stories" }, { "url": "student-story-gabriel-hensrud.html", "title": "Gabriel Hensrud, Biology", "description": "He left Porter after his sophomore year in 2022, spent three years on a cheese-plant night shift, and came back to study freshwater mussels in the Millrace.", "headings": [ "Gabriel Hensrud, Biology", "On this page", "Why Porter, twice", "The hands-on part", "A hard semester", "A field day on the Millrace", "What’s next" ], "content": "Student stories Gabriel Hensrud, Biology\nHe left Porter after his sophomore year in 2022, spent three years on a cheese-plant night shift, and came back to study freshwater mussels in the Millrace.\nTold to University Marketing & Communications\nWhy Porter, twice\n“The first time I came to Porter it was because it was close and my friends were going. I was in biology because I liked my high school biology teacher. That's not nothing, but it's not a plan. Spring of 2022 my dad had a heart attack, the farm needed hands, and I was failing organic chemistry anyway. I left without telling my adviser. I owed the library eleven dollars.\n“I spent three years on nights at the cheese plant in Halsey. Good money, steady. But I kept reading about the river on my breaks. When there was a fish kill below the dam in 2024, I wanted to know why, and I realized nobody at the plant could tell me.”\nGabriel returned in fall 2025 through readmission , which he says took “one form, one phone call and the eleven dollars.” He is now a senior in Biology , and the Bridge to Completion Fund covered the balance he still owed from 2022.\nThe hands-on part\nGabriel works 12 hours a week as a paid field and lab assistant in the Freshwater & Watershed Laboratory , which monitors water quality in the Porter River and the Millrace channel.\nFieldwork: twice a week, May through October, waders on, measuring dissolved oxygen, temperature and turbidity at six stations from the dam to the Riverfront Trail footbridge.\nHis capstone (BIOL 4900): a survey of freshwater mussel beds below the restored Millrace weir, comparing them with counts from 2011. “Mussels are the river's long memory. They live forty years. They remember every bad summer.”\nFunding: a $1,200 student research grant paid for a used underwater viewer and a lot of zip-top bags.\nHe will present his results at the undergraduate research symposium in April. Preliminary count: mussel density is up about 30% since the Millrace restoration, which Porter Falls Magazine covered last spring .\nA hard semester\n“The hard semester was the one I didn't finish. But coming back had its own hard part. I was 23 in classes with 19-year-olds, and the first exam back I froze, because the last time I'd taken a chemistry exam here it went so badly I left.\n“I told my lab supervisor, which I would not have done at 19. She sent me to Counseling Services for test anxiety and told me to take organic again with a different instructor, which I did. A-minus. Turns out I didn't hate chemistry. I hated being nineteen and scared and not telling anyone.”\nHis mentor in the lab, he says, made the difference. “She treats me like a colleague who's still learning, not a student who's behind. Those are very different jobs. See working with a research mentor if you want the official version.”\nA field day on the Millrace\nMonitoring days start at the lab's truck behind the science building at 7 a.m., with a cooler of sample bottles and a checklist that Gabriel admits he now enjoys.\n1 — Where: Above the dam; What they measure: Temperature, dissolved oxygen, a water sample for nutrients\n2–3 — Where: The Millrace head gate and restored weir; What they measure: Flow, turbidity, and the mussel transect for his capstone\n4–5 — Where: Below the Depot District outfalls; What they measure: The same readings, plus a bacteria sample after rain\n6 — Where: Riverfront Trail footbridge; What they measure: The final reading, and usually a question from a jogger\n“People on the Riverfront Trail stop and ask what we're doing all the time. I tell them we're checking on the river. Everybody in Porter Falls has an opinion about the river, so it's a long conversation.”\nThe night-shift years, he says, made him a better field biologist. “I know how to stay alert at 5 a.m. I know how to follow a checklist when I'm bored. And I know how to tell a supervisor something went wrong without making it worse. The plant taught me all three.”\nWhat’s next\nGabriel graduates in May 2027 and is applying for water-resources technician jobs with county conservation departments, with an eye on a master's degree later. The farm is still in the family; his dad is fine and “more interested in my mussels than I expected.”\n“If you left, you can come back. Pay the eleven dollars. Then go tell somebody you're scared. That's the part I skipped the first time.”\nAt a glance\nMajor\nBiology\nYear\nSenior (returned fall 2025)\nHometown\nHalsey, Wesconsin\nResearch job\nField and lab assistant, Freshwater & Watershed Laboratory (2025–present)\nInvolvement\nBiology Club, undergraduate research symposium presenter (April 2027)\nRelated resources\nBiology\nReadmission for returning students\nFreshwater & Watershed Laboratory\nUndergraduate research\nBiology Club\nAll student stories" }, { "url": "student-story-ines-valderrama.html", "title": "Inés Valderrama, Industrial Design", "description": "She left a coastal city that has never seen snow to study product design in a polytechnic shop, and is now building a kitchen tool for people with arthritis for her senior show.", "headings": [ "Inés Valderrama, Industrial Design", "On this page", "Why Porter", "The hands-on part", "A hard semester", "A studio night", "What’s next" ], "content": "Student stories Inés Valderrama, Industrial Design\nShe left a coastal city that has never seen snow to study product design in a polytechnic shop, and is now building a kitchen tool for people with arthritis for her senior show.\nTold to University Marketing & Communications\nWhy Porter\n“Valmora is on the ocean. It is 24 degrees in January — Celsius. My family has a small furniture workshop, so I grew up around sawdust, but the design schools near home taught design on screens. I wanted a place where I would make the thing, not only render it. A Porter professor answered my questions on a video call from inside the shop, with a band saw running behind her. That was the decision.”\nInés is a senior in Industrial Design , one of Porter's international students. The international student office helped her with the visa interview, and she arrived in August 2023 for inbound orientation. “They gave us a list titled ‘Things you will need by November.’ I thought it was a joke. It was not a joke.”\nThe hands-on part\nHer studio is on the second floor of the Applied Arts Building , but her prototypes come out of Founders Hall. Industrial design students have badge access to the Forge Prototyping Lab and the digital fabrication lab , and Inés says the best part of the program is “how close the sketch is to the saw.”\nID 340, Prototyping & Fabrication: a folding step stool in ash and aluminum, made in five versions. “Version three collapsed under my professor. She laughed. I did not.”\nSenior project: a jar opener and grip set for people with arthritis, tested with residents of a Porter Falls senior apartment building. Twelve testers, forty-one pages of notes.\nInternship: last summer, on curricular practical training, a product design internship at Bluff City Design Co. in Cedar Bluff, working on handles for garden tools.\nShe also spends time in the Furlong Gallery . “The faculty show, Load Bearing , opens October 29. I am curious to see what my professors make when nobody grades them.”\nA hard semester\n“My first winter. Not the cold, exactly — I bought the right coat, I followed the list. It was the dark. At four-thirty it is night, and my family is asleep when I finish class. I stopped going to studio after dinner and my work got worse, and I didn't understand why.\n“A friend from the International Student Organization took me to the Winter Carnival and made me go broomballing. Then the Counseling Services office lent me a light box for my desk. Small things. By February I was back in studio until ten. Now I am the one who tells the new students, buy the coat, but also make plans for January.”\nShe has read the winter in Porter Falls guide “more times than any textbook.”\nA studio night\nSenior studio in Industrial Design runs on Tuesday and Thursday afternoons, but most of the real work happens at night, when the studio on the second floor of the Applied Arts Building fills up with seniors, foam dust and a speaker everyone pretends not to own.\n6 p.m.: dinner at The Forge , usually soup. “I have opinions about American soup now.”\n7 p.m.: sketching grip variations, twenty at a time, on newsprint.\n8 p.m.: printing the three best on the 3D printers in the fabrication lab, which take about ninety minutes each.\n10 p.m.: sanding, testing in her own hand, and writing down what hurts.\nEvery two weeks she takes a new round of prototypes to her testers at the senior apartments. “They are my best critics. One woman, she is 84, told me my handle was ‘very pretty and completely useless.’ That sentence improved my project more than any review.”\nInés also helps plan the spring International Night , where she has cooked her grandmother's fish stew for three years running, “with Wesconsin fish, which is a compromise.”\nWhat’s next\nInés will show her arthritis grip set at the senior design show in May 2027 and plans to apply for optional practical training to work in the United States for a year, ideally in consumer products or medical devices. Longer term she wants to go home and help her family's workshop design a line of furniture for small apartments.\n“If you are international and you are afraid of the winter, be afraid, a little. Then come. The shop is worth it, and so are the people who will lend you a light box.”\nAt a glance\nMajor\nIndustrial Design\nYear\nSenior\nHometown\nValmora (a coastal city abroad)\nInternship\nProduct design intern (CPT), Bluff City Design Co., Cedar Bluff (summer 2026)\nInvolvement\nIndustrial Designers Society, International Student Organization, International Night planning committee\nRelated resources\nIndustrial Design\nInternational students\nYour first month as an international student\nCPT and OPT workshops\nIndustrial Designers Society\nAll student stories" }, { "url": "student-story-kari-osmundson.html", "title": "Kari Osmundson, Elementary Education", "description": "A junior who runs 6K for the Ironclads on Saturdays and teaches phonics at the Campus School on Tuesdays, and says the two jobs have more in common than you’d think.", "headings": [ "Kari Osmundson, Elementary Education", "On this page", "Why Porter", "The hands-on part", "The running part", "A hard semester", "What’s next" ], "content": "Student stories Kari Osmundson, Elementary Education\nA junior who runs 6K for the Ironclads on Saturdays and teaches phonics at the Campus School on Tuesdays, and says the two jobs have more in common than you’d think.\nTold to University Marketing & Communications\nWhy Porter\n“I grew up in Norvik, about an hour southeast, running gravel roads past barns like the one in that picture. I knew I wanted to teach and I knew I wanted to keep running. Division III let me do both. Nobody here is on an athletic scholarship, so nobody pretends practice matters more than student teaching. My coach actually says that out loud.”\nKari is a junior in Elementary Education and runs for women's cross country . She chose Porter on a recruiting visit when an education professor offered to walk her through the Campus School , the K–8 public school that operates inside the College of Education's building. “Other places told me I'd be in a classroom by junior year. Here a second-grader asked me to tie her shoe on the tour.”\nThe hands-on part\nEducation majors at Porter log supervised classroom hours from their first education course. Kari spends Tuesday and Thursday mornings in a Campus School second-grade room, where this semester she plans and teaches two phonics lessons a week under the lead teacher's eye.\nEDUC 310, Literacy Instruction: “We record ourselves teaching, then watch it with the professor. I say ‘okay, friends’ nineteen times in eleven minutes. I'm working on it.”\nSummer: a paid reading-tutor job at the Porter Falls Public Library summer program, eight kids, six weeks.\nEarlier this year: a reading-assessment project in which she tracked eight Campus School students' fluency from September to December and presented the data to their teacher. “Seven of eight improved. The eighth one taught me more.”\nNext fall: a semester of student teaching through the licensure pipeline , likely in the Cedar Bluff School District.\nThe running part\nThe women's team is having a strong fall: first of six at the home Porter River Invitational and first of eleven at the Logger Open on October 3 — at Eau Pleine, the Loggers' home course, which Kari says “felt very good, and I'll leave it there.” She was the team's fourth finisher at both. The full results are on the fall schedule page .\nThere is no meet during Millrace Week . Instead the team works the water stops at the alumni 5K on the Riverfront Trail on Saturday, October 17. “We hand cups to people who ran for Porter in 1976. Some of them are faster than the dads.” The WCAC Championships follow on October 31.\nShe joined the team as a walk-on her first year and earned a varsity spot as a sophomore. “Division III means the coach will take a chance on you if you show up at 6:30 every day. I showed up.” Her week runs on a written schedule: practice at 6:30 a.m., the Campus School at 8, classes until 3, homework at Halvorsen Library until her roommates drag her out. “A 6K and a room full of second-graders want the same thing from you. Don't go out too fast. Save something for the end.”\nA hard semester\n“Sophomore spring I had a stress reaction in my left shin and couldn't run for nine weeks. Running was how I handled everything else, so everything else got worse. My grades held up; I didn't.\n“The athletic trainer sent me to Counseling Services before I thought to go myself, and I'm grateful. I also leaned on student-athlete academic support to rebuild my schedule around physical therapy. I came back slower, then faster. I teach my second-graders about growth mindset now. I have notes.”\nWhat’s next\nShe is honest that the schedule will get harder before it gets easier. Student teaching is full-time and unpaid, and she will run her final cross-country season the same fall. “My coach and my education adviser have already met about it, which is a little terrifying. They made a spreadsheet. I have been assured it is color-coded.”\nKari wants to teach second or third grade in a small district “where the teacher also coaches middle school cross country, because somebody has to.” She is vice president of the Porter chapter of Kappa Delta Pi and a member of the Student-Athlete Advisory Committee .\nAt a glance\nMajor\nElementary Education\nYear\nJunior\nHometown\nNorvik, Wesconsin\nField experience\nCampus School second grade (fall 2026); summer reading tutor, Porter Falls Public Library\nInvolvement\nWomen’s cross country, Kappa Delta Pi (vice president), Student-Athlete Advisory Committee\nRelated resources\nElementary Education\nCampus School\nWomen’s cross country\nStudent-athlete academic support\nKappa Delta Pi\nAll student stories" }, { "url": "student-story-marcus-bellweather.html", "title": "Marcus Bellweather, Hospitality Management", "description": "A senior linebacker who will play his last Forge Bowl on October 17, then work the alumni reunion tent that night as a banquet captain.", "headings": [ "Marcus Bellweather, Hospitality Management", "On this page", "Why Porter", "The hands-on part", "A hard semester", "An in-season week", "Forge Bowl week", "What’s next" ], "content": "Student stories Marcus Bellweather, Hospitality Management\nA senior linebacker who will play his last Forge Bowl on October 17, then work the alumni reunion tent that night as a banquet captain.\nTold to University Marketing & Communications\nWhy Porter\n“I'm from Glenhaven, south of the Cities. I had a couple of Division III offers. I picked Porter because the coach asked me what I wanted to study before he asked about my forty time. I said I didn't know, maybe business. He said, ‘Have you ever worked a wedding?’ I had, at my aunt's catering company. He said we had a program for that.”\nMarcus is a senior in Hospitality Management and a starting linebacker for Ironclad football , which is 4–1 this season. Porter, like every Division III school, offers no athletic scholarships. “Everybody on the team is here for a degree first. That's not a slogan. The guys who forget that don't stay.”\nThe hands-on part\nHospitality majors complete two required paid management internships, one after sophomore year and one after junior year.\nSummer 2025: front office at Pine Narrows Lodge, a 90-room lake resort up north. “I learned to apologize for weather. Daily.”\nSummer 2026: food and beverage at the Millrace Inn in the Depot District, running banquets of up to 220 guests. He supervised a staff of fourteen by August.\nThis fall: HTM 460, Capstone Practicum, where his team is planning the spring Hospitality Showcase Dinner , a seven-course public dinner cooked and served by students.\nHe also works ten hours a week at The Forge dining hall in Founders Commons, mostly during the off-season. “Linebacker and banquet captain are the same job. You read the room before it moves. If the head table is about to stand up, you'd better already have the coffee out.”\nA hard semester\n“Junior year I tore a ligament in my thumb in week three and played the rest of the season in a cast. At the same time I was in Hotel Operations, which is a lot of spreadsheets, and I couldn't type with my right hand. I fell behind fast and I was too proud to say anything.\n“Our academic adviser in athletics noticed before I did. She set me up with accommodations through the disability office — extended time and a dictation setup — and the student-athlete study hall in the Fieldhouse got me a tutor for the revenue management unit. I finished with a B. My thumb is fine. My pride took longer.”\nAn in-season week\nFootball and a hospitality major both run on other people's weekends, so Marcus plans his week the way a banquet captain plans a room: backward from the event.\nSunday — Football: Film and recovery, Ironclad Fieldhouse; Everything else: Capstone team meeting in Founders Union\nMonday–Thursday — Football: Practice 3:30–6 p.m., Millwright Stadium; Everything else: Classes before 3 p.m.; study hall Monday and Wednesday nights\nFriday — Football: Walk-through; travel on away weeks; Everything else: Banquet shifts at the Millrace Inn on bye weeks only\nSaturday — Football: Game day; Everything else: Sleep, eventually\n“Coaches build the schedule so you can take an 8 a.m. class every day, which tells you what they think the priority is. The guys on the team who are in nursing and engineering have it worse than me. I just have to know the difference between a sauce and a gravy.”\nHe credits two people: a hospitality professor who lets him submit assignments early on travel weeks, and an equipment manager who taught him freshman year that “the job nobody sees is still the job.”\nForge Bowl week\nSaturday, October 17, at 1 p.m. in Millwright Stadium , Marcus plays his last Forge Bowl against Chippewa Valley State — the last one played as a conference game before Porter changes conferences in 2027–28. Porter has won the past two. “If we win, the seniors each get one swing at the anvil with the four-pound hammer. I've been thinking about my swing since I was a freshman. Mechanics matter.”\nThat evening he is a banquet captain for the reunion dinners on the stadium concourse. “I'll have about two hours between the final whistle and service. Shower, suit, coffee out. I've done tighter turns at the Millrace Inn.” Preview coverage is in the Forge Bowl preview .\nWhat’s next\nMarcus graduates in May 2027 and wants to work in hotel food-and-beverage management, eventually running conference operations for a resort. He serves on the Student-Athlete Advisory Committee and the Hospitality Management Society . “Football ends for everybody. Banquets are forever.”\nAt a glance\nMajor\nHospitality Management\nYear\nSenior\nHometown\nGlenhaven, south of the Cities\nInternships\nFront office, Pine Narrows Lodge (2025); food & beverage, Millrace Inn, Depot District (2026)\nInvolvement\nIronclad football (linebacker), Student-Athlete Advisory Committee, Hospitality Management Society\nRelated resources\nHospitality Management\nIronclad football\nThe Forge Bowl\nStudent-athlete academic support\nHospitality Management Society\nAll student stories" }, { "url": "student-story-marisa-dombeck.html", "title": "Marisa Dombeck, Mechanical Engineering", "description": "A junior from a town of 1,900 who had never seen a lathe before First Forge, and now runs the suspension team for Porter’s Baja SAE car.", "headings": [ "Marisa Dombeck, Mechanical Engineering", "On this page", "Why Porter", "The hands-on part", "A hard semester", "Life outside the shop", "What’s next" ], "content": "Student stories Marisa Dombeck, Mechanical Engineering\nA junior from a town of 1,900 who had never seen a lathe before First Forge, and now runs the suspension team for Porter’s Baja SAE car.\nTold to University Marketing & Communications\nWhy Porter\n“I'm from Ashgrove, up north — one stoplight, one co-op grocery, one guidance counselor for the whole high school. My dad drives truck and my mom does the books for the feed mill. Nobody in my family went to college, so I didn't really know what you were supposed to look for. I picked Porter because it was the only place on my list where the tour went through a machine shop instead of past one.\n“Honestly, the application helped. No essay, no fee. I didn't have anybody at home who could read an essay and tell me if it was good, so that mattered more than people think. My mom still has the admissions email printed out on the fridge.”\nMarisa came in undeclared in engineering and chose Mechanical Engineering in her second semester, after ME 210 Statics — taught, every fall, by the provost. “Dr. Halvorsen puts a bridge truss on the board the first day and asks who would drive over it. Then he spends fifteen weeks making sure you'd know.”\nThe hands-on part\n“First Forge was the first time I ever held molten anything. You pour a little pewter disc in the Founders Hall high bay during orientation, and a senior stands next to you telling you not to flinch. I flinched. Mine has a dent on one edge. I keep it on my keychain anyway.”\nTwo years later she spends most evenings in the same high bay with the Baja SAE team , where she leads the four-person suspension group. This year's car uses a redesigned rear trailing arm she modeled in her machine design course and then cut on the CNC mill in the makerspace .\nHours in the shop: about 12 a week during build season, more the week before competition.\nProudest part: a rear upright that weighs 340 grams less than last year's and survived the team's drop test on the first try.\nLeast favorite part: “Welding fixture alignment at 11 p.m.”\nLast summer she completed her first required co-op at Redgranite Precision Components , writing inspection plans for machined hydraulic fittings. “I measured a lot of parts. I learned that a drawing is a promise and the shop floor is where you find out if you kept it.”\nA hard semester\n“Spring of my first year I got a 54 on the first Calculus II exam. I'd been the math kid in Ashgrove, so I didn't know how to be bad at math. I didn't tell anybody for three weeks, which was the actual mistake.\n“What fixed it was boring: I started going to the Tutoring & Learning Center twice a week, and my mentor from the First-Generation Center walked me through office hours, because I genuinely thought office hours were for people who were already doing well. I finished with a B-minus. I'm prouder of that B-minus than of anything on my transcript.”\nShe now works eight hours a week as a peer mentor in the same program, matched with three first-year engineering students. Her rule for them: “Tell someone in week one, not week four.”\nLife outside the shop\nMarisa lives in Millrace Hall , three minutes from Founders Hall “if you run, and I run.” She is a member of the First-Generation Student Network and the Society of Women Engineers , and she will be in the high bay again next Thursday helping with the public Foundry pour during Millrace Week . “My parents are driving down for it. My dad wants to see where the pewter came from.”\nWhat’s next\nHer second co-op, in summer 2027, will be back at Redgranite, this time in manufacturing engineering. After graduation she wants to work in product development for agricultural equipment, “something my uncles would actually use, and complain about, which is how you know it's real.”\nHer advice to a high school junior in a town like Ashgrove: “Go on the tour that goes through the shop. If they won't show you the shop, ask why.”\nAt a glance\nMajor\nMechanical Engineering\nYear\nJunior\nHometown\nAshgrove, Wesconsin\nCo-op\nQuality engineering co-op, Redgranite Precision Components (summer 2026)\nInvolvement\nBaja SAE (suspension lead), First-Generation Student Network, Society of Women Engineers, first-gen peer mentor\nRelated resources\nMechanical Engineering\nFirst-Generation Center\nBaja SAE team\nFounders Hall\nCo-ops and internships\nAll student stories" }, { "url": "student-story-naomi-feldkamp.html", "title": "Naomi Feldkamp, M.S. School Counseling", "description": "Six years teaching seventh-grade science taught her which kids needed a counselor. Now, in the second year of her master’s, she is learning to be one.", "headings": [ "Naomi Feldkamp, M.S. School Counseling", "On this page", "Why Porter", "The hands-on part", "A hard semester", "What the program asks of you", "What’s next" ], "content": "Student stories Naomi Feldkamp, M.S. School Counseling\nSix years teaching seventh-grade science taught her which kids needed a counselor. Now, in the second year of her master’s, she is learning to be one.\nTold to University Marketing & Communications\nWhy Porter\n“I taught life science to seventh-graders in Arrowhead Lake for six years. I loved it. But every year there were three or four kids whose real problem wasn't cell division, and I'd walk them down to a counselor who had 480 other students. I wanted to be the person at the end of that hallway.”\nNaomi is in the second year of the M.S. in School Counseling , a licensure-track program with a full-year internship split between an elementary and a secondary school. She chose Porter for that split, and for practical reasons: “I could keep my house, my courses were in the evening the first year, and the Graduate School answered my email the same day.”\nThe hands-on part\nThis fall Naomi is in SCOUN 570, Internship I, three days a week at the Campus School , under a licensed school counselor. In January she moves to Porter Falls High School for Internship II.\nSmall groups: she runs a six-week lunch group for fourth-graders whose parents are deployed or work away from home. “Seven kids, one bag of pretzels, a lot of feelings about video calls.”\nClassroom lessons: monthly lessons on friendship and conflict for grades 2–5. “Being a former teacher helps here. I know how to get a room quiet without raising my voice.”\nSupervision: a weekly recorded session reviewed with her faculty supervisor, line by line.\nShe also holds a half-time graduate assistantship in the First-Generation Center , where she helps plan workshops on financial aid and course registration. “It's the same work, ten years later. Seventeen-year-olds and nineteen-year-olds ask a lot of the same questions. They just phrase them with more confidence.”\nA hard semester\n“Leaving a full salary to go back to school at 31 was scarier than I said out loud. First spring, my car insurance went up, the furnace went out, and I realized my assistantship stipend was exactly one furnace short. I cried in the parking lot behind Millwright Hall, which I'm told is a tradition.\n“The Graduate School has an emergency fund I didn't know existed, and the Graduate Student Association has a peer-mentor list that put me in touch with a third-year who'd done the same math. She taught me to budget in terms of semesters, not months. I'm still in the program. The furnace is fine.”\nThe other hard part was emotional. “As a teacher you get to fix things. As a counselor you mostly get to sit with things. My supervisor told me my job is not to make a kid feel better by Friday. That took me a full semester to believe.”\nWhat the program asks of you\nNaomi is candid that the program is a lot, especially in the internship year. Her current week:\nThree days at the Campus School, 7:45 a.m. to 3:30 p.m., which counts toward the 600 supervised internship hours the license requires.\nTwenty hours of assistantship work in the First-Generation Center, mostly afternoons and one evening workshop a month.\nTwo evening classes , Tuesday and Thursday, 5:30 to 8:15 p.m., in a cohort of fourteen.\nOne hour of individual supervision and ninety minutes of group supervision each week.\n“Our cohort is mostly former teachers, a couple of people from social services and two who came straight from undergrad. The straight-from-undergrad people know the theory cold. The former teachers know where the kid hides when the fire alarm goes off. We need both, and the professors put us in mixed groups on purpose.”\nShe credits her adviser, a former elementary counselor, for helping her pick an internship site that would stretch her. “I asked for middle school because it was comfortable. She said, ‘Then start with seven-year-olds.’ She was right.”\nWhat’s next\nNaomi will finish in May 2027 and apply for her school counselor license over the summer. She hopes to work in a rural middle school, ideally one that hires counselors “at a ratio somebody would be willing to say out loud.”\nHer advice to teachers thinking about it: “Talk to your own building's counselor first. Ask what they'd do differently. Then look at programs with a real internship, not a weekend practicum. You need both ends of the K–12 hallway.”\nAt a glance\nProgram\nM.S. School Counseling\nYear\nSecond year (graduate)\nHometown\nArrowhead Lake, Wesconsin\nInternship\nSchool counseling intern, Campus School (fall 2026); Porter Falls High School (spring 2027)\nInvolvement\nGraduate assistant, First-Generation Center; Graduate Student Association\nRelated resources\nM.S. School Counseling\nGraduate School\nGraduate assistantships\nBeing a first-year graduate student\nGraduate Student Association\nAll student stories" }, { "url": "student-story-rosalie-dahlke.html", "title": "Rosalie Dahlke, Supply Chain Management", "description": "She drives 31 miles each way from Millbrook Corners, keeps a crockpot in the commuter lounge, and has turned her own commute into a routing problem.", "headings": [ "Rosalie Dahlke, Supply Chain Management", "On this page", "Why Porter", "The hands-on part", "A hard semester", "Making a home base", "What’s next" ], "content": "Student stories Rosalie Dahlke, Supply Chain Management\nShe drives 31 miles each way from Millbrook Corners, keeps a crockpot in the commuter lounge, and has turned her own commute into a routing problem.\nTold to University Marketing & Communications\nWhy Porter\n“I live on my family's dairy farm outside Millbrook Corners. Living on campus would have cost about $10,400 a year in room and board, and I'm needed for milking on weekends anyway. Porter was the closest four-year school with a real supply chain program, and you can't do supply chain online if you want to stand in a warehouse, which I did.”\nRosalie is a junior in Supply Chain Management in the College of Business. She is one of the many Porter students who commute , and one of a smaller group whose commute includes a county highway that is plowed second.\nThe hands-on part\nMost of her classes are in Commerce Hall , and the one she talks about most is SCM 310, Logistics Management, where student teams model a real distribution network for a regional partner. This fall her team is working with data from Great Lakes Logistics , where she also completed her required internship last summer.\nThe internship: ten weeks on the inbound dock and in the planning office, rebuilding the dock appointment schedule so trucks stopped stacking up at 6 a.m.\nThe result: average driver wait time fell from 52 minutes to 31. “The drivers brought me donuts. That's the only performance review I need.”\nThe class project: a model of where Great Lakes should put a cross-dock if a planned interstate interchange opens in 2029.\nShe also uses her commute as a case study. “I tracked 140 drives last year: leave time, weather, arrival, whether I found a spot in Lot E. If I leave at 7:10 instead of 7:25, I save eleven minutes and almost never park in the overflow lot. I presented it in SCM 340 and got an A. My dad says I spent a year proving what he told me in August.”\nA hard semester\n“Last January we had four snow days in two weeks and the county road was closed twice when campus wasn't. I missed a quiz, a group meeting and a lab. I thought I'd just eat the zeros. My Operations professor told me about the winter parking rules and the snow-day policy for commuters, and the Dean of Students office helped me document the closures. I made up everything.\n“What I learned is that commuting isn't a personal failing you have to hide. There's a whole system for it if you ask. I now have a winter plan: a friend in Depot Apartments with a couch, a go-bag in the trunk, and the Porter Loop schedule saved on my phone for the days I park downtown and ride in.”\nMaking a home base\nThe commuter lounge in Founders Union 130 is, by her own count, where she spends more waking hours than anywhere except the barn. It has lockers, a kitchenette and a shelf of labeled crockpots on Mondays. Rosalie is now treasurer of the Supply Chain Association and runs the lounge's Monday soup swap. “If you commute, you have to build the parts of college that just happen to people who live here. Lunch is one of those parts.”\nHer typical Monday, for the record:\n4:45 a.m.: morning milking with her brother.\n7:10 a.m.: on the road; 38 minutes in good weather, which she logs.\n8 a.m.–12:15 p.m.: classes in Commerce Hall, including a supply chain analytics lab in the trading room lab , which borrows its screens for forecasting exercises.\n12:15 p.m.: soup swap in the lounge. Eleven regulars, three crockpots, one rule: label anything with nuts.\n1–4 p.m.: group project time at Halvorsen Library, because her teammates live on campus and “the meeting has to happen while I'm here.”\n4:30 p.m.: home for evening chores.\n“People ask if I feel like I'm missing out. Some days. But I also go home to a quiet kitchen and a dog, and I've never once had to share a bathroom with a floor.”\nWhat’s next\nShe plans a spring co-op in procurement at a regional food processor and wants to work in agricultural supply chains after graduating in 2028. “Milk has a shelf life of about two weeks. Every dairy farmer is already a logistics manager. I'd just like to be paid for it.”\nAt a glance\nMajor\nSupply Chain Management\nYear\nJunior\nHometown\nMillbrook Corners, Wesconsin (31 miles from campus)\nInternship\nInbound planning intern, Great Lakes Logistics (summer 2026)\nInvolvement\nSupply Chain Association (treasurer), commuter lounge soup swap\nRelated resources\nSupply Chain Management\nCommuter students\nCommuter lounge\nCampus shuttle tracker\nSupply Chain Association\nAll student stories" }, { "url": "student-success-center.html", "title": "Student Success Center", "description": "Coordinated advising, tutoring, coaching and early support in one central location.", "headings": [ "Student Success Center", "On this page", "Coordinated help", "Early alerts", "Success planning", "One door, warm handoffs", "The first-year safety net", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Student Success Center\nCoordinated advising, tutoring, coaching and early support in one central location.\nCoordinated help\nStudents can begin with any concern; staff make warm referrals and help schedule the next appointment.\nEarly alerts\nFaculty may flag attendance or performance concerns so support staff can contact students before options narrow.\nSuccess planning\nCoaches help translate goals into weekly actions, resource use and a realistic recovery or completion plan.\nOne door, warm handoffs\nA student can walk in with any concern — a failing quiz, a financial hold, a roommate problem — and leave with the next appointment already booked and a named person on the other end. Staff make the introduction rather than handing over a phone number.\nThe first-year safety net\nAdvisers, coaches and peer mentors watch the first two terms closely because that is when most students who leave Porter leave. A missed-class alert in week three is a phone call, not a letter in March.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from an advising conversation to a tutor to a writing consultant without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nLocation: Halvorsen Library, Level 1. Walk-in hours: Mon–Thu until 7 p.m. during the semester. Early alert: Faculty flag concerns in weeks 3 and 6. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Student Success Center (Halvorsen Library, Level 1). Call (715) 555-0170 or email success@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nLocation\nHalvorsen Library, Level 1\nWalk-in hours\nMon–Thu until 7 p.m. during the semester\nEarly alert\nFaculty flag concerns in weeks 3 and 6\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nMath Teaching & Learning Center\nWriting Center\nCounseling & health services\nFirst-generation student center\nFull contact directory" }, { "url": "student-timesheets-and-pay.html", "title": "Timesheets & getting paid", "description": "How student hours are recorded, when paychecks land, and what to do if one is wrong.", "headings": [ "Timesheets & getting paid", "On this page", "Deadlines matter", "If a paycheck is wrong", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Timesheets & getting paid\nHow student hours are recorded, when paychecks land, and what to do if one is wrong.\nDeadlines matter\nMiss the timesheet approval cutoff and your hours roll to the next pay cycle — you're not losing the money, just waiting two more weeks for it. Set a recurring reminder for submission day.\nIf a paycheck is wrong\nTell your supervisor first — usually it's a missed punch or an unapproved timesheet, fixed on the next run. For a tax or deduction question, contact the payroll office. Keep your own log of hours worked until you trust the system.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nRecording hours: Clock in and out in the payroll system each shift, or submit a timesheet your supervisor approves by the deadline. Pay schedule: Biweekly; the first check comes a pay period or two after you start, so budget for the gap. Direct deposit: Set it up in the payroll portal or you'll wait on a mailed paper check. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRecording hours\nClock in and out in the payroll system each shift, or submit a timesheet your supervisor approves by the deadline\nPay schedule\nBiweekly; the first check comes a pay period or two after you start, so budget for the gap\nDirect deposit\nSet it up in the payroll portal or you'll wait on a mailed paper check\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "student-venture-incubator.html", "title": "Student Venture Incubator", "description": "The Forge Student Venture Incubator provides space, coaching, and a cohort community for student founders testing and growing ventures.", "headings": [ "Student Venture Incubator", "On this page", "What the incubator provides", "Who can apply", "The cohort experience", "How to apply", "After the incubator" ], "content": "Innovation & entrepreneurship Student Venture Incubator\nDedicated space, structured coaching, and a founder cohort for students moving from validated idea to early traction.\nWhat the incubator provides\nThe Forge Student Venture Incubator is a physical and programmatic home for student ventures that have moved past the idea stage and are building product, acquiring users, or generating early revenue. Accepted teams receive:\nDedicated workspace in the Forge Innovation Hub — desks, meeting rooms, a phone booth, and 24/7 keycard access for the duration of the cohort.\nWeekly coaching from a staff venture advisor who helps set milestones, reviews metrics, and makes introductions to mentors, alumni founders, and service providers.\nCurriculum sprints on pricing, go-to-market, hiring, fundraising, and founder mental health, delivered in short workshops rather than semester-long courses.\nPeer cohort of 8–12 teams who meet every Tuesday for a standup-style check-in and every other Friday for a deeper demo-and-feedback session.\nPerks and credits including cloud hosting credits, legal and accounting clinic hours, and preferred access to the Forge Prototyping Lab for hardware ventures.\nWho can apply\nAny currently enrolled UW–Porter Falls student (undergraduate or graduate) with a venture that has:\nA defined problem and a specific target user.\nEvidence of demand — interviews, a waitlist, a prototype with users, letters of intent, or early revenue.\nAt least one founder who can commit 15+ hours per week to the venture during the cohort term.\nYou do not need to be a business major. Past cohorts have included nursing students building a patient-navigation app, engineering students commercializing a lab instrument, and art students launching a sustainable-goods brand. Nonprofit and campus-improvement ventures are eligible alongside for-profit startups.\nThe cohort experience\nCohorts run on a semester cycle (fall and spring) with a lighter summer track. Each term:\nWeeks 1–2: Milestone-setting with your venture advisor; you leave with a 12-week roadmap and the three metrics you will report weekly.\nWeeks 3–10: Weekly 30-minute advisor check-ins, Tuesday cohort standups, and biweekly Friday demo sessions. You also book office hours with the Entrepreneurship Legal Clinic , the industry mentor network , and the Prototyping Lab as needed.\nWeeks 11–12: Final demo day — a low-stakes presentation to mentors, alumni, and the campus community. No judges, no winners, just feedback and next-step planning.\nTeams that need more time can apply for a second semester; about 40% do.\nHow to apply\nApplications open six weeks before each semester and close the Friday before classes start. The form asks for a one-page problem/solution summary, your demand evidence, a brief founder bio, and your 12-week milestone hypothesis. A selection committee of staff, faculty affiliates, and alumni founders reviews applications and invites finalists for a 20-minute conversation. Decisions go out within a week.\nIf you are not ready for the incubator, start with the discovery workshops and the validation micro-grant program — they are the typical feeder path.\nAfter the incubator\nGraduating teams keep their keycard access for one additional semester and stay in the mentor network. Many apply to the Student Venture Fund for a larger seed investment. Others join the Entrepreneurship minor capstone to earn credit while continuing the venture. The incubator alumni Slack channel stays active, and the annual Founders Homecoming brings past cohorts back to campus each fall.\nAt a glance\nLocation\nForge Innovation Hub, Founders Hall 140–150\nCohorts\nFall, spring (12 weeks); summer (8 weeks, lighter)\nTeams per cohort\n8–12\nCommitment\n15+ hrs/week per founder; weekly metrics, standups, demos\nApply\nOpens 6 weeks before term; closes Friday before classes start\nRelated resources\nInnovation & entrepreneurship overview\nForge Prototyping Lab\nEntrepreneurship Legal Clinic\nInnovation Micro-Grants & Seed Fund\nInnovation Coaching & Mentorship\nEntrepreneurship Minor\nThe Forge Makerspace\nContact directory" }, { "url": "student-veterans-at-porter.html", "title": "Student veterans at Porter", "description": "Using your education benefits, getting military credit evaluated, and connecting with the veteran community on campus.", "headings": [ "Student veterans at Porter", "On this page", "Start with the veterans services office", "Education benefits basics", "Certification and timing", "Military credit", "The practical support", "If a payment or benefit issue comes up" ], "content": "Student life Student veterans at Porter\nUsing your education benefits, getting military credit evaluated, and connecting with the veteran community on campus.\nStart with the veterans services office\nThe campus veterans and military services office is the hub: it certifies your enrollment for education benefits each term, helps you understand which benefit you are using and what it covers, handles the paperwork with the benefits agency, and connects you to the rest. Go there before your first term, not after a payment is late.\nEducation benefits basics\nDepending on your service, you may have a benefit that pays tuition and fees plus a housing allowance and a book stipend, a transferred benefit from a family member, state-level veteran tuition support, or vocational rehabilitation. Each has its own rules about enrollment level, how long it lasts, and what counts. The certifying official walks you through which one to use and when.\nCertification and timing\nYour benefit does not pay automatically — the school must certify your enrollment to the agency each term, and that depends on you submitting your request and keeping your schedule stable. Dropping a course after certification can create a debt you owe back. Tell the veterans office before you change your schedule.\nMilitary credit\nYour Joint Services Transcript (or the Community College of the Air Force transcript) documents training and occupational experience that the Registrar evaluates for credit against recognized guidelines. This can cover physical-education, elective, and sometimes technical or general-education requirements, shortening your degree. Request the evaluation early.\nThe practical support\nPriority or early registration (so benefit certification is not held up by a bad schedule), a veterans lounge or resource center, a student veterans organization, peer mentoring, and staff who understand the transition from a highly structured environment to a self-directed one. If you have a service-connected disability, the accessibility office coordinates accommodations, and there are counselors experienced with military service.\nIf a payment or benefit issue comes up\nTalk to the certifying official first — most issues are timing or paperwork and they can fix them or tell you who can. For debts, appeals, or benefit disputes with the agency, the office helps you navigate the process. Do not let a hold or a balance sit because you are waiting for a benefit to post; the office can often prevent late fees while it sorts out.\nAt a glance\nHub\nThe veterans & military services office — certifies enrollment, handles agency paperwork, connects you\nBenefits\nTuition/fees + housing allowance + book stipend, or a transferred/state/voc-rehab benefit — each with its own rules\nCertification\nNot automatic — the school certifies each term; a schedule change after can create a debt you owe back\nMilitary credit\nYour Joint Services Transcript is evaluated for credit — request it early\nWho to contact\nVeteran Resource Center\nFounders Union 122\nPhone\n(715) 555–0142\nEmail\nveterans@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nReturning to college as an adult\nTransferring credits to Porter\nGetting accommodations that actually work\nBeing a commuter student\nFull contact directory" }, { "url": "student-voter-information.html", "title": "Student voter information", "description": "How to register and vote as a UW–Porter Falls student, the deadlines, and the nonpartisan resources — the voter-registration information federal law requires the university to make available.", "headings": [ "Student voter information", "On this page", "Where students can register", "Deadlines", "On campus", "Federal requirement" ], "content": "Consumer information Student voter information\nHow to register and vote as a UW–Porter Falls student, the deadlines, and the nonpartisan resources — the voter-registration information federal law requires the university to make available.\nWhere students can register\nA student may register to vote using either their campus address or their permanent home address, but not both, and must vote in only one place. Wesconsin allows registration by mail, online with a state ID, or in person — including at the polling place on Election Day with proof of residence. The Center for Community Engagement keeps a current, nonpartisan guide with the exact steps and forms.\nDeadlines\nFor a general election: online and by-mail registration close about 20 days before Election Day; in-person registration at the clerk's office closes the Friday before; and same-day registration is available at the polls with an acceptable proof of residence. A photo ID is required to vote. Absentee ballots must be requested and returned by dates published each election; request early.\nOn campus\nNonpartisan registration drives run in Founders Union in the weeks before each election, and the polling place for on-campus residents is listed with the drive. The university does not endorse candidates or parties; the civic-engagement program also runs candidate forums and structured dialogues that are open to students across the political spectrum.\nFederal requirement\nUnder the Higher Education Act, the university makes a good-faith effort to distribute voter-registration forms to students for federal and state elections. Requesting a form, or asking where to vote, never affects a student's standing, aid, or records.\nRelated\nCommunity engagement\nElection information & voter resources (event)\nAll consumer information\nQuestions\nSee the directory for the responsible office, or email compliance@uwporterfalls.edu ." }, { "url": "study-abroad-faculty-led.html", "title": "Faculty-Led Study Abroad", "description": "Short, credit-bearing trips built around one course and led by a Porter faculty member.", "headings": [ "Faculty-Led Study Abroad", "On this page", "How this differs from a semester abroad", "Where they go", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Global learning Faculty-Led Study Abroad\nShort, credit-bearing trips built around one course and led by a Porter faculty member.\nHow this differs from a semester abroad\nA faculty-led trip is built around a single course a student is already taking credit for, runs two to four weeks rather than a full term, and travels as a group with the instructor the entire time — a lower-commitment way to study abroad than a semester exchange.\nWhere they go\nDestinations rotate with faculty proposals; a given trip might run once and not again for years depending on who's willing to lead it, so the Global Education Office publishes the confirmed list a year ahead rather than promising a fixed rotation.\nIn and around Porter Falls\nFor a campus this size Porter both sends and receives a steady stream of students internationally. The Global Education Office in Founders Union runs the advising, the risk review and the arrival and re-entry programming.\nThe practical details\nLength: 2–4 weeks, usually during Winterm or summer. Cost: Program fee plus airfare; financial aid can apply. Who leads them: A Porter faculty member on every trip. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Global Education Office (Founders Union, Room 240). Call (715) 555–0220 or email global@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLength\n2–4 weeks, usually during Winterm or summer\nCost\nProgram fee plus airfare; financial aid can apply\nWho leads them\nA Porter faculty member on every trip\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nInternational student orientation\nStudy Abroad Partner Universities\nCPT & OPT workshops\nTravel signature requests\nFull contact directory" }, { "url": "study-abroad-partners.html", "title": "Study Abroad Partner Universities", "description": "The roster of exchange universities where Porter tuition and financial aid carry over for a semester.", "headings": [ "Study Abroad Partner Universities", "On this page", "How exchange differs from a faculty-led trip", "Getting courses approved first", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Global learning Study Abroad Partner Universities\nThe roster of exchange universities where Porter tuition and financial aid carry over for a semester.\nHow exchange differs from a faculty-led trip\nA semester at a partner university costs Porter tuition, not the host school's, and Porter financial aid still applies — the tradeoff is a full semester away and course approval that has to happen before departure, not after.\nGetting courses approved first\nA student works with their department to pre-approve which partner courses will transfer as which Porter requirements before leaving, so there's no surprise about what actually counts once they're back.\nIn and around Porter Falls\nFor a campus this size Porter both sends and receives a steady stream of students internationally. The Global Education Office in Founders Union runs the advising, the risk review and the arrival and re-entry programming.\nThe practical details\nPartners: 14 universities across 9 countries. Cost: Porter tuition and aid apply, not the host institution's. Credit: Pre-approved by department before departure. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Global Education Office (Founders Union, Room 240). Call (715) 555–0220 or email global@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nPartners\n14 universities across 9 countries\nCost\nPorter tuition and aid apply, not the host institution's\nCredit\nPre-approved by department before departure\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nInternational student orientation\nFaculty-Led Study Abroad\nCPT & OPT workshops\nTravel signature requests\nFull contact directory" }, { "url": "study-abroad-planning-timeline.html", "title": "Planning to study abroad", "description": "An 18-month runway covering program choice, credit, money, and health.", "headings": [ "Planning to study abroad", "On this page", "18–12 months out: choose the program", "12–9 months out: apply and lock academics", "9–6 months out: money and documents", "6–3 months out: health and logistics", "While you are away", "Coming back" ], "content": "Academics Planning to study abroad\nAn 18-month runway covering program choice, credit, money, and health.\n18–12 months out: choose the program\nMeet an education-abroad adviser and compare on the things that matter: does it fit your degree plan, what language, how long, what housing, and total cost including flights. Faculty-led programs (10 days to a few weeks) are the low-friction way to start; semester exchanges cost about the same as a term at Porter and go deepest.\n12–9 months out: apply and lock academics\nSubmit the program application and, separately, get your intended courses pre-approved by your department so they map to real requirements on your degree audit. Do not skip this — coming home with credits that only count as free electives is the most common regret.\n9–6 months out: money and documents\nMeet Financial Aid: most federal, state, and institutional aid applies to approved programs, and study-abroad scholarships have deadlines in this window. Apply or renew your passport now — processing is slow and some countries require six months of validity past your return. Start the visa process on the program's timeline.\n6–3 months out: health and logistics\nComplete the travel health appointment for vaccines and prescriptions, register the trip in the international travel registry, and confirm the required insurance. Sort out how you will access money abroad, what happens to your phone, and whether you are keeping or releasing your Porter housing.\nWhile you are away\nStay enrolled at Porter through the program, keep every syllabus and graded assignment (you may need them for the credit transfer), and check your Porter email — registration for the term you return still happens on Porter's calendar and you do not want to miss your window.\nComing back\nSubmit your transcript to the education-abroad office for the credit transfer, meet your adviser to slot the credits onto your plan, and give the re-entry programming a chance — the adjustment home surprises people. The office also hires returned students as peer advisers.\nAt a glance\nRunway\nStart ~18 months out\nNon-negotiable\nPre-approve courses against your degree audit\nMoney\nAid usually applies; scholarships have early deadlines\nPassport\nApply now — needs 6 months’ validity past return\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudy abroad\nStudy abroad scholarships\nPartner programs\nInternational travel registry\nPassport & visa help\nFull contact directory" }, { "url": "study-abroad-program-amsterdam-direct.html", "title": "Amsterdam Direct Enrollment", "description": "Amsterdam Direct Enrollment: a direct enrollment in Amsterdam, Netherlands, with Amstel University of Applied Sciences. Runs one semester.", "headings": [ "Amsterdam Direct Enrollment", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Netherlands Amsterdam Direct Enrollment\nDirect enrollment in Amsterdam, Netherlands, with Amstel University of Applied Sciences.\nAbout the program\nAmsterdam Direct Enrollment is a direct enrollment in Amsterdam, Netherlands, run with Amstel University of Applied Sciences. It typically runs one semester, with terms offered: Fall or spring.\nCost and financial aid\nPay the partner institution directly at its own tuition rate, which is often lower than Porter tuition; federal financial aid can still apply, but most Porter-specific scholarships do not transfer to a direct-enroll term.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nYou arrange your own housing with support from the partner institution's international office, which typically maintains a list of approved options near campus.\nWho this fits\nStudents most often connect this program to their User Experience Design or Computer Science coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply to the partner institution directly, with the Global Education Office reviewing your plan for visa requirements and course transferability before you commit. This route gives the most control over the exact courses and dates but the least built-in support.\nDeadline: Rolling, at least 5 months before the term.\nCommon questions\nDo my Porter scholarships apply? Federal aid generally does; most Porter-specific scholarships are tied to Porter tuition and do not carry over to a direct-enroll term, so check each of your awards individually with financial aid.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nDirect enrollment\nLocation\nAmsterdam, Netherlands\nLength\nOne semester\nTerms offered\nFall or spring\nDeadline\nRolling, at least 5 months before the term\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs" }, { "url": "study-abroad-program-auckland-environmental-exchange.html", "title": "Auckland Environmental Science Exchange", "description": "Auckland Environmental Science Exchange: a semester exchange in Auckland, New Zealand, with Hauraki University. Runs one semester, or a full year for students who plan the sequence early.", "headings": [ "Auckland Environmental Science Exchange", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · New Zealand Auckland Environmental Science Exchange\nSemester exchange in Auckland, New Zealand, with Hauraki University.\nAbout the program\nAuckland Environmental Science Exchange is a semester exchange in Auckland, New Zealand, run with Hauraki University. It typically runs one semester, or a full year for students who plan the sequence early, with terms offered: Fall or spring (Southern Hemisphere terms).\nCost and financial aid\nPay regular Porter tuition and fees — not the partner institution's — and use your normal financial aid and Porter scholarships toward the term.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nHousing is arranged by the partner institution, typically in a dormitory or shared apartment with other exchange students; the housing fee is paid directly to the partner, separate from Porter tuition.\nWho this fits\nStudents most often connect this program to their Environmental Science coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply through the Global Education Office at least two full semesters before you plan to go, with a faculty recommendation and a short statement of academic purpose. Space is limited by the exchange agreement, so earlier applications have an advantage.\nDeadline: October 15 for spring; March 15 for fall.\nCommon questions\nDo my Porter scholarships apply? Yes — because you continue paying Porter tuition (or a Porter-billed program fee), your Porter scholarships and financial aid apply the same way they would on campus.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nSemester exchange\nLocation\nAuckland, New Zealand\nLength\nOne semester, or a full year for students who plan the sequence early\nTerms offered\nFall or spring (Southern Hemisphere terms)\nDeadline\nOctober 15 for spring; March 15 for fall\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nEnvironmental Science program" }, { "url": "study-abroad-program-barcelona-design-exchange.html", "title": "Barcelona Design Exchange", "description": "Barcelona Design Exchange: a semester exchange in Barcelona, Spain, with Escola de Disseny de Barcelona. Runs one semester, or a full year for students who plan the sequence early.", "headings": [ "Barcelona Design Exchange", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Spain Barcelona Design Exchange\nSemester exchange in Barcelona, Spain, with Escola de Disseny de Barcelona.\nAbout the program\nBarcelona Design Exchange is a semester exchange in Barcelona, Spain, run with Escola de Disseny de Barcelona. It typically runs one semester, or a full year for students who plan the sequence early, with terms offered: Fall or spring.\nCost and financial aid\nPay regular Porter tuition and fees — not the partner institution's — and use your normal financial aid and Porter scholarships toward the term.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nHousing is arranged by the partner institution, typically in a dormitory or shared apartment with other exchange students; the housing fee is paid directly to the partner, separate from Porter tuition.\nWho this fits\nStudents most often connect this program to their Graphic Design & Interactive Media or Industrial Design coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply through the Global Education Office at least two full semesters before you plan to go, with a faculty recommendation and a short statement of academic purpose. Space is limited by the exchange agreement, so earlier applications have an advantage.\nDeadline: October 15 for spring; March 15 for fall.\nCommon questions\nDo my Porter scholarships apply? Yes — because you continue paying Porter tuition (or a Porter-billed program fee), your Porter scholarships and financial aid apply the same way they would on campus.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nSemester exchange\nLocation\nBarcelona, Spain\nLength\nOne semester, or a full year for students who plan the sequence early\nTerms offered\nFall or spring\nDeadline\nOctober 15 for spring; March 15 for fall\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nGraphic Design & Interactive Media program" }, { "url": "study-abroad-program-berlin-engineering-exchange.html", "title": "Berlin Engineering Exchange", "description": "Berlin Engineering Exchange: a semester exchange in Berlin, Germany, with Technische Hochschule Spandau. Runs one semester, or a full year for students who plan the sequence early.", "headings": [ "Berlin Engineering Exchange", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Germany Berlin Engineering Exchange\nSemester exchange in Berlin, Germany, with Technische Hochschule Spandau.\nAbout the program\nBerlin Engineering Exchange is a semester exchange in Berlin, Germany, run with Technische Hochschule Spandau. It typically runs one semester, or a full year for students who plan the sequence early, with terms offered: Fall or spring, or full year.\nCost and financial aid\nPay regular Porter tuition and fees — not the partner institution's — and use your normal financial aid and Porter scholarships toward the term.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nHousing is arranged by the partner institution, typically in a dormitory or shared apartment with other exchange students; the housing fee is paid directly to the partner, separate from Porter tuition.\nWho this fits\nStudents most often connect this program to their Mechanical Engineering or Electrical Engineering coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply through the Global Education Office at least two full semesters before you plan to go, with a faculty recommendation and a short statement of academic purpose. Space is limited by the exchange agreement, so earlier applications have an advantage.\nDeadline: October 15 for spring; March 15 for fall.\nCommon questions\nDo my Porter scholarships apply? Yes — because you continue paying Porter tuition (or a Porter-billed program fee), your Porter scholarships and financial aid apply the same way they would on campus.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nSemester exchange\nLocation\nBerlin, Germany\nLength\nOne semester, or a full year for students who plan the sequence early\nTerms offered\nFall or spring, or full year\nDeadline\nOctober 15 for spring; March 15 for fall\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nMechanical Engineering program" }, { "url": "study-abroad-program-buenos-aires-direct.html", "title": "Buenos Aires Direct Enrollment", "description": "Buenos Aires Direct Enrollment: a direct enrollment in Buenos Aires, Argentina, with Universidad del Río de la Plata. Runs one semester.", "headings": [ "Buenos Aires Direct Enrollment", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Argentina Buenos Aires Direct Enrollment\nDirect enrollment in Buenos Aires, Argentina, with Universidad del Río de la Plata.\nAbout the program\nBuenos Aires Direct Enrollment is a direct enrollment in Buenos Aires, Argentina, run with Universidad del Río de la Plata. It typically runs one semester, with terms offered: Southern Hemisphere fall or spring.\nCost and financial aid\nPay the partner institution directly at its own tuition rate, which is often lower than Porter tuition; federal financial aid can still apply, but most Porter-specific scholarships do not transfer to a direct-enroll term.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nYou arrange your own housing with support from the partner institution's international office, which typically maintains a list of approved options near campus.\nWho this fits\nStudents most often connect this program to their Communication Studies coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply to the partner institution directly, with the Global Education Office reviewing your plan for visa requirements and course transferability before you commit. This route gives the most control over the exact courses and dates but the least built-in support.\nDeadline: Rolling, at least 5 months before the term.\nCommon questions\nDo my Porter scholarships apply? Federal aid generally does; most Porter-specific scholarships are tied to Porter tuition and do not carry over to a direct-enroll term, so check each of your awards individually with financial aid.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nDirect enrollment\nLocation\nBuenos Aires, Argentina\nLength\nOne semester\nTerms offered\nSouthern Hemisphere fall or spring\nDeadline\nRolling, at least 5 months before the term\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs" }, { "url": "study-abroad-program-cape-town-direct.html", "title": "Cape Town Direct Enrollment", "description": "Cape Town Direct Enrollment: a direct enrollment in Cape Town, South Africa, with Table Mountain University. Runs one semester.", "headings": [ "Cape Town Direct Enrollment", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · South Africa Cape Town Direct Enrollment\nDirect enrollment in Cape Town, South Africa, with Table Mountain University.\nAbout the program\nCape Town Direct Enrollment is a direct enrollment in Cape Town, South Africa, run with Table Mountain University. It typically runs one semester, with terms offered: Southern Hemisphere fall or spring.\nCost and financial aid\nPay the partner institution directly at its own tuition rate, which is often lower than Porter tuition; federal financial aid can still apply, but most Porter-specific scholarships do not transfer to a direct-enroll term.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nYou arrange your own housing with support from the partner institution's international office, which typically maintains a list of approved options near campus.\nWho this fits\nStudents most often connect this program to their Environmental Science coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply to the partner institution directly, with the Global Education Office reviewing your plan for visa requirements and course transferability before you commit. This route gives the most control over the exact courses and dates but the least built-in support.\nDeadline: Rolling, at least 5 months before the term.\nCommon questions\nDo my Porter scholarships apply? Federal aid generally does; most Porter-specific scholarships are tied to Porter tuition and do not carry over to a direct-enroll term, so check each of your awards individually with financial aid.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nDirect enrollment\nLocation\nCape Town, South Africa\nLength\nOne semester\nTerms offered\nSouthern Hemisphere fall or spring\nDeadline\nRolling, at least 5 months before the term\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nEnvironmental Science program" }, { "url": "study-abroad-program-costa-rica-sustainability-faculty-led.html", "title": "Costa Rica Sustainability & Ecology Field Course", "description": "Costa Rica Sustainability & Ecology Field Course: a faculty-led program in Monteverde, Costa Rica, with Instituto de Bosque Nuboso. Runs 2 to 4 weeks, over winter break or in the summer.", "headings": [ "Costa Rica Sustainability & Ecology Field Course", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Costa Rica Costa Rica Sustainability & Ecology Field Course\nFaculty-led program in Monteverde, Costa Rica, with Instituto de Bosque Nuboso.\nAbout the program\nCosta Rica Sustainability & Ecology Field Course is a faculty-led program in Monteverde, Costa Rica, run with Instituto de Bosque Nuboso. It typically runs 2 to 4 weeks, over winter break or in the summer, with terms offered: Summer (3 weeks).\nCost and financial aid\nPay a single program fee that bundles airfare, in-country transportation, lodging, and most meals; Porter tuition for the associated course is billed separately at the normal per-credit rate.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nHousing is arranged as a group — a hotel, hostel, or block of apartments booked by the program — and is included in the program fee.\nWho this fits\nStudents most often connect this program to their Environmental Science coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply directly to the leading faculty member and the Global Education Office; a short application and a deposit hold your spot. These programs run during winter break or over the summer, so they do not conflict with the regular academic year.\nDeadline: March 1.\nCommon questions\nDo my Porter scholarships apply? Yes — because you continue paying Porter tuition (or a Porter-billed program fee), your Porter scholarships and financial aid apply the same way they would on campus.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nFaculty-led program\nLocation\nMonteverde, Costa Rica\nLength\n2 to 4 weeks, over winter break or in the summer\nTerms offered\nSummer (3 weeks)\nDeadline\nMarch 1\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nEnvironmental Science program" }, { "url": "study-abroad-program-dublin-business-exchange.html", "title": "Dublin Business & Technology Exchange", "description": "Dublin Business & Technology Exchange: a semester exchange in Dublin, Ireland, with Liffey Institute of Technology. Runs one semester, or a full year for students who plan the sequence early.", "headings": [ "Dublin Business & Technology Exchange", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Ireland Dublin Business & Technology Exchange\nSemester exchange in Dublin, Ireland, with Liffey Institute of Technology.\nAbout the program\nDublin Business & Technology Exchange is a semester exchange in Dublin, Ireland, run with Liffey Institute of Technology. It typically runs one semester, or a full year for students who plan the sequence early, with terms offered: Fall or spring.\nCost and financial aid\nPay regular Porter tuition and fees — not the partner institution's — and use your normal financial aid and Porter scholarships toward the term.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nHousing is arranged by the partner institution, typically in a dormitory or shared apartment with other exchange students; the housing fee is paid directly to the partner, separate from Porter tuition.\nWho this fits\nStudents most often connect this program to their Business Administration or Marketing & Digital Communication coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply through the Global Education Office at least two full semesters before you plan to go, with a faculty recommendation and a short statement of academic purpose. Space is limited by the exchange agreement, so earlier applications have an advantage.\nDeadline: October 15 for spring; March 15 for fall.\nCommon questions\nDo my Porter scholarships apply? Yes — because you continue paying Porter tuition (or a Porter-billed program fee), your Porter scholarships and financial aid apply the same way they would on campus.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nSemester exchange\nLocation\nDublin, Ireland\nLength\nOne semester, or a full year for students who plan the sequence early\nTerms offered\nFall or spring\nDeadline\nOctober 15 for spring; March 15 for fall\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nBusiness Administration program" }, { "url": "study-abroad-program-edinburgh-humanities-exchange.html", "title": "Edinburgh Humanities Exchange", "description": "Edinburgh Humanities Exchange: a semester exchange in Edinburgh, Scotland, with University of the Forth. Runs one semester, or a full year for students who plan the sequence early.", "headings": [ "Edinburgh Humanities Exchange", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Scotland Edinburgh Humanities Exchange\nSemester exchange in Edinburgh, Scotland, with University of the Forth.\nAbout the program\nEdinburgh Humanities Exchange is a semester exchange in Edinburgh, Scotland, run with University of the Forth. It typically runs one semester, or a full year for students who plan the sequence early, with terms offered: Fall or spring.\nCost and financial aid\nPay regular Porter tuition and fees — not the partner institution's — and use your normal financial aid and Porter scholarships toward the term.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nHousing is arranged by the partner institution, typically in a dormitory or shared apartment with other exchange students; the housing fee is paid directly to the partner, separate from Porter tuition.\nWho this fits\nStudents most often connect this program to their Criminal Justice coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply through the Global Education Office at least two full semesters before you plan to go, with a faculty recommendation and a short statement of academic purpose. Space is limited by the exchange agreement, so earlier applications have an advantage.\nDeadline: October 15 for spring; March 15 for fall.\nCommon questions\nDo my Porter scholarships apply? Yes — because you continue paying Porter tuition (or a Porter-billed program fee), your Porter scholarships and financial aid apply the same way they would on campus.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nSemester exchange\nLocation\nEdinburgh, Scotland\nLength\nOne semester, or a full year for students who plan the sequence early\nTerms offered\nFall or spring\nDeadline\nOctober 15 for spring; March 15 for fall\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nCriminal Justice program" }, { "url": "study-abroad-program-florence-art-history-faculty-led.html", "title": "Florence Art & Design History", "description": "Florence Art & Design History: a faculty-led program in Florence, Italy, with Accademia del Rinascimento. Runs 2 to 4 weeks, over winter break or in the summer.", "headings": [ "Florence Art & Design History", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Italy Florence Art & Design History\nFaculty-led program in Florence, Italy, with Accademia del Rinascimento.\nAbout the program\nFlorence Art & Design History is a faculty-led program in Florence, Italy, run with Accademia del Rinascimento. It typically runs 2 to 4 weeks, over winter break or in the summer, with terms offered: Summer (4 weeks).\nCost and financial aid\nPay a single program fee that bundles airfare, in-country transportation, lodging, and most meals; Porter tuition for the associated course is billed separately at the normal per-credit rate.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nHousing is arranged as a group — a hotel, hostel, or block of apartments booked by the program — and is included in the program fee.\nWho this fits\nStudents most often connect this program to their Fine Art or Graphic Design & Interactive Media coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply directly to the leading faculty member and the Global Education Office; a short application and a deposit hold your spot. These programs run during winter break or over the summer, so they do not conflict with the regular academic year.\nDeadline: March 1.\nCommon questions\nDo my Porter scholarships apply? Yes — because you continue paying Porter tuition (or a Porter-billed program fee), your Porter scholarships and financial aid apply the same way they would on campus.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nFaculty-led program\nLocation\nFlorence, Italy\nLength\n2 to 4 weeks, over winter break or in the summer\nTerms offered\nSummer (4 weeks)\nDeadline\nMarch 1\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nFine Art program" }, { "url": "study-abroad-program-ghana-education-faculty-led.html", "title": "Ghana Comparative Education Practicum", "description": "Ghana Comparative Education Practicum: a faculty-led program in Accra and Cape Coast, Ghana, with Gold Coast Teachers College. Runs 2 to 4 weeks, over winter break or in the summer.", "headings": [ "Ghana Comparative Education Practicum", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Ghana Ghana Comparative Education Practicum\nFaculty-led program in Accra and Cape Coast, Ghana, with Gold Coast Teachers College.\nAbout the program\nGhana Comparative Education Practicum is a faculty-led program in Accra and Cape Coast, Ghana, run with Gold Coast Teachers College. It typically runs 2 to 4 weeks, over winter break or in the summer, with terms offered: Summer (3 weeks).\nCost and financial aid\nPay a single program fee that bundles airfare, in-country transportation, lodging, and most meals; Porter tuition for the associated course is billed separately at the normal per-credit rate.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nHousing is arranged as a group — a hotel, hostel, or block of apartments booked by the program — and is included in the program fee.\nWho this fits\nStudents most often connect this program to their Elementary Education or Special Education coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply directly to the leading faculty member and the Global Education Office; a short application and a deposit hold your spot. These programs run during winter break or over the summer, so they do not conflict with the regular academic year.\nDeadline: March 1.\nCommon questions\nDo my Porter scholarships apply? Yes — because you continue paying Porter tuition (or a Porter-billed program fee), your Porter scholarships and financial aid apply the same way they would on campus.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nFaculty-led program\nLocation\nAccra and Cape Coast, Ghana\nLength\n2 to 4 weeks, over winter break or in the summer\nTerms offered\nSummer (3 weeks)\nDeadline\nMarch 1\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nElementary Education program" }, { "url": "study-abroad-program-iceland-renewable-energy-faculty-led.html", "title": "Iceland Renewable Energy Tour", "description": "Iceland Renewable Energy Tour: a faculty-led program in Reykjavik, Iceland, with Geothermal and hydro-plant site visits. Runs 2 to 4 weeks, over winter break or in the summer.", "headings": [ "Iceland Renewable Energy Tour", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Iceland Iceland Renewable Energy Tour\nFaculty-led program in Reykjavik, Iceland, with Geothermal and hydro-plant site visits.\nAbout the program\nIceland Renewable Energy Tour is a faculty-led program in Reykjavik, Iceland, run with Geothermal and hydro-plant site visits. It typically runs 2 to 4 weeks, over winter break or in the summer, with terms offered: Winter break (2 weeks).\nCost and financial aid\nPay a single program fee that bundles airfare, in-country transportation, lodging, and most meals; Porter tuition for the associated course is billed separately at the normal per-credit rate.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nHousing is arranged as a group — a hotel, hostel, or block of apartments booked by the program — and is included in the program fee.\nWho this fits\nStudents most often connect this program to their Electrical Engineering or Mechanical Engineering coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply directly to the leading faculty member and the Global Education Office; a short application and a deposit hold your spot. These programs run during winter break or over the summer, so they do not conflict with the regular academic year.\nDeadline: October 1.\nCommon questions\nDo my Porter scholarships apply? Yes — because you continue paying Porter tuition (or a Porter-billed program fee), your Porter scholarships and financial aid apply the same way they would on campus.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nFaculty-led program\nLocation\nReykjavik, Iceland\nLength\n2 to 4 weeks, over winter break or in the summer\nTerms offered\nWinter break (2 weeks)\nDeadline\nOctober 1\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nElectrical Engineering program" }, { "url": "study-abroad-program-japan-manufacturing-faculty-led.html", "title": "Japan Lean Manufacturing Study Tour", "description": "Japan Lean Manufacturing Study Tour: a faculty-led program in Nagoya, Japan, with Nagoya-area partner manufacturers (site visits). Runs 2 to 4 weeks, over winter break or in the summer.", "headings": [ "Japan Lean Manufacturing Study Tour", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Japan Japan Lean Manufacturing Study Tour\nFaculty-led program in Nagoya, Japan, with Nagoya-area partner manufacturers (site visits).\nAbout the program\nJapan Lean Manufacturing Study Tour is a faculty-led program in Nagoya, Japan, run with Nagoya-area partner manufacturers (site visits). It typically runs 2 to 4 weeks, over winter break or in the summer, with terms offered: Winter break (2 weeks).\nCost and financial aid\nPay a single program fee that bundles airfare, in-country transportation, lodging, and most meals; Porter tuition for the associated course is billed separately at the normal per-credit rate.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nHousing is arranged as a group — a hotel, hostel, or block of apartments booked by the program — and is included in the program fee.\nWho this fits\nStudents most often connect this program to their Industrial & Manufacturing Engineering or Engineering Technology coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply directly to the leading faculty member and the Global Education Office; a short application and a deposit hold your spot. These programs run during winter break or over the summer, so they do not conflict with the regular academic year.\nDeadline: October 1.\nCommon questions\nDo my Porter scholarships apply? Yes — because you continue paying Porter tuition (or a Porter-billed program fee), your Porter scholarships and financial aid apply the same way they would on campus.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nFaculty-led program\nLocation\nNagoya, Japan\nLength\n2 to 4 weeks, over winter break or in the summer\nTerms offered\nWinter break (2 weeks)\nDeadline\nOctober 1\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nIndustrial & Manufacturing Engineering program" }, { "url": "study-abroad-program-melbourne-direct.html", "title": "Melbourne Direct Enrollment", "description": "Melbourne Direct Enrollment: a direct enrollment in Melbourne, Australia, with Yarra Institute of Technology. Runs one semester.", "headings": [ "Melbourne Direct Enrollment", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Australia Melbourne Direct Enrollment\nDirect enrollment in Melbourne, Australia, with Yarra Institute of Technology.\nAbout the program\nMelbourne Direct Enrollment is a direct enrollment in Melbourne, Australia, run with Yarra Institute of Technology. It typically runs one semester, with terms offered: Southern Hemisphere fall or spring.\nCost and financial aid\nPay the partner institution directly at its own tuition rate, which is often lower than Porter tuition; federal financial aid can still apply, but most Porter-specific scholarships do not transfer to a direct-enroll term.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nYou arrange your own housing with support from the partner institution's international office, which typically maintains a list of approved options near campus.\nWho this fits\nStudents most often connect this program to their Psychology coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply to the partner institution directly, with the Global Education Office reviewing your plan for visa requirements and course transferability before you commit. This route gives the most control over the exact courses and dates but the least built-in support.\nDeadline: Rolling, at least 5 months before the term.\nCommon questions\nDo my Porter scholarships apply? Federal aid generally does; most Porter-specific scholarships are tied to Porter tuition and do not carry over to a direct-enroll term, so check each of your awards individually with financial aid.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nDirect enrollment\nLocation\nMelbourne, Australia\nLength\nOne semester\nTerms offered\nSouthern Hemisphere fall or spring\nDeadline\nRolling, at least 5 months before the term\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nPsychology program" }, { "url": "study-abroad-program-mexico-city-direct.html", "title": "Mexico City Direct Enrollment", "description": "Mexico City Direct Enrollment: a direct enrollment in Mexico City, Mexico, with Universidad Metropolitana del Valle. Runs one semester.", "headings": [ "Mexico City Direct Enrollment", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Mexico Mexico City Direct Enrollment\nDirect enrollment in Mexico City, Mexico, with Universidad Metropolitana del Valle.\nAbout the program\nMexico City Direct Enrollment is a direct enrollment in Mexico City, Mexico, run with Universidad Metropolitana del Valle. It typically runs one semester, with terms offered: Fall or spring.\nCost and financial aid\nPay the partner institution directly at its own tuition rate, which is often lower than Porter tuition; federal financial aid can still apply, but most Porter-specific scholarships do not transfer to a direct-enroll term.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nYou arrange your own housing with support from the partner institution's international office, which typically maintains a list of approved options near campus.\nWho this fits\nStudents most often connect this program to their Business Administration coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply to the partner institution directly, with the Global Education Office reviewing your plan for visa requirements and course transferability before you commit. This route gives the most control over the exact courses and dates but the least built-in support.\nDeadline: Rolling, at least 5 months before the term.\nCommon questions\nDo my Porter scholarships apply? Federal aid generally does; most Porter-specific scholarships are tied to Porter tuition and do not carry over to a direct-enroll term, so check each of your awards individually with financial aid.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nDirect enrollment\nLocation\nMexico City, Mexico\nLength\nOne semester\nTerms offered\nFall or spring\nDeadline\nRolling, at least 5 months before the term\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nBusiness Administration program" }, { "url": "study-abroad-program-nairobi-public-health-exchange.html", "title": "Nairobi Public Health Exchange", "description": "Nairobi Public Health Exchange: a semester exchange in Nairobi, Kenya, with Uhuru Highlands University. Runs one semester, or a full year for students who plan the sequence early.", "headings": [ "Nairobi Public Health Exchange", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Kenya Nairobi Public Health Exchange\nSemester exchange in Nairobi, Kenya, with Uhuru Highlands University.\nAbout the program\nNairobi Public Health Exchange is a semester exchange in Nairobi, Kenya, run with Uhuru Highlands University. It typically runs one semester, or a full year for students who plan the sequence early, with terms offered: Fall or spring.\nCost and financial aid\nPay regular Porter tuition and fees — not the partner institution's — and use your normal financial aid and Porter scholarships toward the term.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nHousing is arranged by the partner institution, typically in a dormitory or shared apartment with other exchange students; the housing fee is paid directly to the partner, separate from Porter tuition.\nWho this fits\nStudents most often connect this program to their Dietetics coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply through the Global Education Office at least two full semesters before you plan to go, with a faculty recommendation and a short statement of academic purpose. Space is limited by the exchange agreement, so earlier applications have an advantage.\nDeadline: October 15 for spring; March 15 for fall.\nCommon questions\nDo my Porter scholarships apply? Yes — because you continue paying Porter tuition (or a Porter-billed program fee), your Porter scholarships and financial aid apply the same way they would on campus.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nSemester exchange\nLocation\nNairobi, Kenya\nLength\nOne semester, or a full year for students who plan the sequence early\nTerms offered\nFall or spring\nDeadline\nOctober 15 for spring; March 15 for fall\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nDietetics program" }, { "url": "study-abroad-program-peru-entrepreneurship-faculty-led.html", "title": "Peru Social Entrepreneurship Practicum", "description": "Peru Social Entrepreneurship Practicum: a faculty-led program in Cusco, Peru, with Andean cooperative and small-business partners. Runs 2 to 4 weeks, over winter break or in the summer.", "headings": [ "Peru Social Entrepreneurship Practicum", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Peru Peru Social Entrepreneurship Practicum\nFaculty-led program in Cusco, Peru, with Andean cooperative and small-business partners.\nAbout the program\nPeru Social Entrepreneurship Practicum is a faculty-led program in Cusco, Peru, run with Andean cooperative and small-business partners. It typically runs 2 to 4 weeks, over winter break or in the summer, with terms offered: Summer (3 weeks).\nCost and financial aid\nPay a single program fee that bundles airfare, in-country transportation, lodging, and most meals; Porter tuition for the associated course is billed separately at the normal per-credit rate.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nHousing is arranged as a group — a hotel, hostel, or block of apartments booked by the program — and is included in the program fee.\nWho this fits\nStudents most often connect this program to their Entrepreneurship coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply directly to the leading faculty member and the Global Education Office; a short application and a deposit hold your spot. These programs run during winter break or over the summer, so they do not conflict with the regular academic year.\nDeadline: March 1.\nCommon questions\nDo my Porter scholarships apply? Yes — because you continue paying Porter tuition (or a Porter-billed program fee), your Porter scholarships and financial aid apply the same way they would on campus.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nFaculty-led program\nLocation\nCusco, Peru\nLength\n2 to 4 weeks, over winter break or in the summer\nTerms offered\nSummer (3 weeks)\nDeadline\nMarch 1\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nEntrepreneurship program" }, { "url": "study-abroad-program-prague-direct.html", "title": "Prague Direct Enrollment", "description": "Prague Direct Enrollment: a direct enrollment in Prague, Czech Republic, with Univerzita Karlova Mostecká (partner faculty). Runs one semester.", "headings": [ "Prague Direct Enrollment", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Czech Republic Prague Direct Enrollment\nDirect enrollment in Prague, Czech Republic, with Univerzita Karlova Mostecká (partner faculty).\nAbout the program\nPrague Direct Enrollment is a direct enrollment in Prague, Czech Republic, run with Univerzita Karlova Mostecká (partner faculty). It typically runs one semester, with terms offered: Fall or spring.\nCost and financial aid\nPay the partner institution directly at its own tuition rate, which is often lower than Porter tuition; federal financial aid can still apply, but most Porter-specific scholarships do not transfer to a direct-enroll term.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nYou arrange your own housing with support from the partner institution's international office, which typically maintains a list of approved options near campus.\nWho this fits\nThis program is open to any student who meets the general study-abroad eligibility (good academic and conduct standing); because it is not tied to one major, plan the specific credit match with your adviser before committing.\nHow to apply\nApply to the partner institution directly, with the Global Education Office reviewing your plan for visa requirements and course transferability before you commit. This route gives the most control over the exact courses and dates but the least built-in support.\nDeadline: Rolling, at least 5 months before the term.\nCommon questions\nDo my Porter scholarships apply? Federal aid generally does; most Porter-specific scholarships are tied to Porter tuition and do not carry over to a direct-enroll term, so check each of your awards individually with financial aid.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nDirect enrollment\nLocation\nPrague, Czech Republic\nLength\nOne semester\nTerms offered\nFall or spring\nDeadline\nRolling, at least 5 months before the term\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs" }, { "url": "study-abroad-program-santiago-engineering-exchange.html", "title": "Santiago Engineering Exchange", "description": "Santiago Engineering Exchange: a semester exchange in Santiago, Chile, with Universidad Andina de Santiago. Runs one semester, or a full year for students who plan the sequence early.", "headings": [ "Santiago Engineering Exchange", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Chile Santiago Engineering Exchange\nSemester exchange in Santiago, Chile, with Universidad Andina de Santiago.\nAbout the program\nSantiago Engineering Exchange is a semester exchange in Santiago, Chile, run with Universidad Andina de Santiago. It typically runs one semester, or a full year for students who plan the sequence early, with terms offered: Fall or spring.\nCost and financial aid\nPay regular Porter tuition and fees — not the partner institution's — and use your normal financial aid and Porter scholarships toward the term.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nHousing is arranged by the partner institution, typically in a dormitory or shared apartment with other exchange students; the housing fee is paid directly to the partner, separate from Porter tuition.\nWho this fits\nStudents most often connect this program to their Civil Engineering or Construction Management coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply through the Global Education Office at least two full semesters before you plan to go, with a faculty recommendation and a short statement of academic purpose. Space is limited by the exchange agreement, so earlier applications have an advantage.\nDeadline: October 15 for spring; March 15 for fall.\nCommon questions\nDo my Porter scholarships apply? Yes — because you continue paying Porter tuition (or a Porter-billed program fee), your Porter scholarships and financial aid apply the same way they would on campus.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nSemester exchange\nLocation\nSantiago, Chile\nLength\nOne semester, or a full year for students who plan the sequence early\nTerms offered\nFall or spring\nDeadline\nOctober 15 for spring; March 15 for fall\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nCivil Engineering program" }, { "url": "study-abroad-program-seoul-computing-exchange.html", "title": "Seoul Computing Exchange", "description": "Seoul Computing Exchange: a semester exchange in Seoul, South Korea, with Hangang National University. Runs one semester, or a full year for students who plan the sequence early.", "headings": [ "Seoul Computing Exchange", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · South Korea Seoul Computing Exchange\nSemester exchange in Seoul, South Korea, with Hangang National University.\nAbout the program\nSeoul Computing Exchange is a semester exchange in Seoul, South Korea, run with Hangang National University. It typically runs one semester, or a full year for students who plan the sequence early, with terms offered: Fall or spring.\nCost and financial aid\nPay regular Porter tuition and fees — not the partner institution's — and use your normal financial aid and Porter scholarships toward the term.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nHousing is arranged by the partner institution, typically in a dormitory or shared apartment with other exchange students; the housing fee is paid directly to the partner, separate from Porter tuition.\nWho this fits\nStudents most often connect this program to their Computer Science or Data Science coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply through the Global Education Office at least two full semesters before you plan to go, with a faculty recommendation and a short statement of academic purpose. Space is limited by the exchange agreement, so earlier applications have an advantage.\nDeadline: October 15 for spring; March 15 for fall.\nCommon questions\nDo my Porter scholarships apply? Yes — because you continue paying Porter tuition (or a Porter-billed program fee), your Porter scholarships and financial aid apply the same way they would on campus.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nSemester exchange\nLocation\nSeoul, South Korea\nLength\nOne semester, or a full year for students who plan the sequence early\nTerms offered\nFall or spring\nDeadline\nOctober 15 for spring; March 15 for fall\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nComputer Science program" }, { "url": "study-abroad-program-singapore-supply-chain-exchange.html", "title": "Singapore Supply Chain Exchange", "description": "Singapore Supply Chain Exchange: a semester exchange in Singapore, Singapore, with Marina Polytechnic. Runs one semester, or a full year for students who plan the sequence early.", "headings": [ "Singapore Supply Chain Exchange", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Singapore Singapore Supply Chain Exchange\nSemester exchange in Singapore, Singapore, with Marina Polytechnic.\nAbout the program\nSingapore Supply Chain Exchange is a semester exchange in Singapore, Singapore, run with Marina Polytechnic. It typically runs one semester, or a full year for students who plan the sequence early, with terms offered: Fall or spring.\nCost and financial aid\nPay regular Porter tuition and fees — not the partner institution's — and use your normal financial aid and Porter scholarships toward the term.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nHousing is arranged by the partner institution, typically in a dormitory or shared apartment with other exchange students; the housing fee is paid directly to the partner, separate from Porter tuition.\nWho this fits\nStudents most often connect this program to their Supply Chain Management coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply through the Global Education Office at least two full semesters before you plan to go, with a faculty recommendation and a short statement of academic purpose. Space is limited by the exchange agreement, so earlier applications have an advantage.\nDeadline: October 15 for spring; March 15 for fall.\nCommon questions\nDo my Porter scholarships apply? Yes — because you continue paying Porter tuition (or a Porter-billed program fee), your Porter scholarships and financial aid apply the same way they would on campus.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nSemester exchange\nLocation\nSingapore, Singapore\nLength\nOne semester, or a full year for students who plan the sequence early\nTerms offered\nFall or spring\nDeadline\nOctober 15 for spring; March 15 for fall\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nSupply Chain Management program" }, { "url": "study-abroad-program-tokyo-design-exchange.html", "title": "Tokyo Design & Animation Exchange", "description": "Tokyo Design & Animation Exchange: a semester exchange in Tokyo, Japan, with Sumida Institute of Design. Runs one semester, or a full year for students who plan the sequence early.", "headings": [ "Tokyo Design & Animation Exchange", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Japan Tokyo Design & Animation Exchange\nSemester exchange in Tokyo, Japan, with Sumida Institute of Design.\nAbout the program\nTokyo Design & Animation Exchange is a semester exchange in Tokyo, Japan, run with Sumida Institute of Design. It typically runs one semester, or a full year for students who plan the sequence early, with terms offered: Fall or spring.\nCost and financial aid\nPay regular Porter tuition and fees — not the partner institution's — and use your normal financial aid and Porter scholarships toward the term.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nHousing is arranged by the partner institution, typically in a dormitory or shared apartment with other exchange students; the housing fee is paid directly to the partner, separate from Porter tuition.\nWho this fits\nStudents most often connect this program to their Graphic Design & Interactive Media coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply through the Global Education Office at least two full semesters before you plan to go, with a faculty recommendation and a short statement of academic purpose. Space is limited by the exchange agreement, so earlier applications have an advantage.\nDeadline: October 15 for spring; March 15 for fall.\nCommon questions\nDo my Porter scholarships apply? Yes — because you continue paying Porter tuition (or a Porter-billed program fee), your Porter scholarships and financial aid apply the same way they would on campus.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nSemester exchange\nLocation\nTokyo, Japan\nLength\nOne semester, or a full year for students who plan the sequence early\nTerms offered\nFall or spring\nDeadline\nOctober 15 for spring; March 15 for fall\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nGraphic Design & Interactive Media program" }, { "url": "study-abroad-program-uk-theatre-faculty-led.html", "title": "London & Stratford Theatre Immersion", "description": "London & Stratford Theatre Immersion: a faculty-led program in London and Stratford-upon-Avon, England, with West End and Royal partner theatres (performance access). Runs 2 to 4 weeks, over winte", "headings": [ "London & Stratford Theatre Immersion", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · England London & Stratford Theatre Immersion\nFaculty-led program in London and Stratford-upon-Avon, England, with West End and Royal partner theatres (performance access).\nAbout the program\nLondon & Stratford Theatre Immersion is a faculty-led program in London and Stratford-upon-Avon, England, run with West End and Royal partner theatres (performance access). It typically runs 2 to 4 weeks, over winter break or in the summer, with terms offered: Winter break (2 weeks).\nCost and financial aid\nPay a single program fee that bundles airfare, in-country transportation, lodging, and most meals; Porter tuition for the associated course is billed separately at the normal per-credit rate.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nHousing is arranged as a group — a hotel, hostel, or block of apartments booked by the program — and is included in the program fee.\nWho this fits\nThis program is open to any student who meets the general study-abroad eligibility (good academic and conduct standing); because it is not tied to one major, plan the specific credit match with your adviser before committing.\nHow to apply\nApply directly to the leading faculty member and the Global Education Office; a short application and a deposit hold your spot. These programs run during winter break or over the summer, so they do not conflict with the regular academic year.\nDeadline: October 1.\nCommon questions\nDo my Porter scholarships apply? Yes — because you continue paying Porter tuition (or a Porter-billed program fee), your Porter scholarships and financial aid apply the same way they would on campus.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nFaculty-led program\nLocation\nLondon and Stratford-upon-Avon, England\nLength\n2 to 4 weeks, over winter break or in the summer\nTerms offered\nWinter break (2 weeks)\nDeadline\nOctober 1\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs" }, { "url": "study-abroad-program-vietnam-global-health-faculty-led.html", "title": "Vietnam Global Health Practicum", "description": "Vietnam Global Health Practicum: a faculty-led program in Hanoi and Hue, Vietnam, with Song Hong Medical Institute. Runs 2 to 4 weeks, over winter break or in the summer.", "headings": [ "Vietnam Global Health Practicum", "On this page", "About the program", "Cost and financial aid", "Housing", "Who this fits", "How to apply", "Common questions" ], "content": "Study abroad · Vietnam Vietnam Global Health Practicum\nFaculty-led program in Hanoi and Hue, Vietnam, with Song Hong Medical Institute.\nAbout the program\nVietnam Global Health Practicum is a faculty-led program in Hanoi and Hue, Vietnam, run with Song Hong Medical Institute. It typically runs 2 to 4 weeks, over winter break or in the summer, with terms offered: Summer (3 weeks).\nCost and financial aid\nPay a single program fee that bundles airfare, in-country transportation, lodging, and most meals; Porter tuition for the associated course is billed separately at the normal per-credit rate.\nEvery study-abroad student completes a budget worksheet with the Global Education Office before committing, covering the program cost, flights, a visa if required, and personal spending — see study-abroad scholarships for awards that help offset the gap.\nHousing\nHousing is arranged as a group — a hotel, hostel, or block of apartments booked by the program — and is included in the program fee.\nWho this fits\nStudents most often connect this program to their Nursing or Dietetics coursework, but it is open to any student who meets the general study-abroad eligibility (good academic and conduct standing) and can make the specific courses count — work out the exact credit match with your adviser before committing.\nHow to apply\nApply directly to the leading faculty member and the Global Education Office; a short application and a deposit hold your spot. These programs run during winter break or over the summer, so they do not conflict with the regular academic year.\nDeadline: March 1.\nCommon questions\nDo my Porter scholarships apply? Yes — because you continue paying Porter tuition (or a Porter-billed program fee), your Porter scholarships and financial aid apply the same way they would on campus.\nWhat about safety and health requirements? The Global Education Office runs a pre-departure orientation covering health, safety, local laws, and a required check-in plan, and the university carries international health and evacuation coverage for the length of the program automatically.\nAt a glance\nFormat\nFaculty-led program\nLocation\nHanoi and Hue, Vietnam\nLength\n2 to 4 weeks, over winter break or in the summer\nTerms offered\nSummer (3 weeks)\nDeadline\nMarch 1\nRelated\nStudy-abroad planning timeline\nAll study-abroad partners\nStudy-abroad scholarships\nFaculty-led programs\nNursing program" }, { "url": "study-abroad-scholarships.html", "title": "Study abroad scholarships", "description": "The funding stacked to make a term or a short program abroad affordable, and when to apply.", "headings": [ "Study abroad scholarships", "On this page", "What's available", "Applying well", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Global learning Study abroad scholarships\nThe funding stacked to make a term or a short program abroad affordable, and when to apply.\nWhat's available\nMost of your existing financial aid travels with you on an approved program. On top of that, the Global Education Office awards its own grants, and Pell-eligible students should apply for the federal Gilman Scholarship, which is substantial and specifically for study abroad. Language study and under-represented fields have extra pots.\nApplying well\nStart two terms out. The competitive national scholarships want a focused essay on why this country, this program, and how it fits your goals — the office runs essay workshops and reviews drafts. A short faculty-led program over winter or summer break is the cheaper entry point if a full semester doesn't pencil out.\nIn and around Porter Falls\nFor a campus this size Porter both sends and receives a steady stream of students internationally. The Global Education Office in Founders Union runs the advising, the risk review and the arrival and re-entry programming.\nThe practical details\nPorter awards: Need- and merit-based study-abroad grants from the Global Education Office. National awards: Gilman (for Pell recipients), Boren, Fund for Education Abroad, and program-provider scholarships. Timing: Apply a full term ahead; national deadlines are early and firm. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Global Education Office (Founders Union, Room 240). Call (715) 555–0220 or email global@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nPorter awards\nNeed- and merit-based study-abroad grants from the Global Education Office\nNational awards\nGilman (for Pell recipients), Boren, Fund for Education Abroad, and program-provider scholarships\nTiming\nApply a full term ahead; national deadlines are early and firm\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nInternational student orientation\nFaculty-Led Study Abroad\nStudy Abroad Partner Universities\nCPT & OPT workshops\nFull contact directory" }, { "url": "study-abroad-with-a-polytechnic-lens.html", "title": "Study abroad, polytechnic-style", "description": "Short, technical, and built to fit a credit-heavy degree — how education abroad works when your plan is full.", "headings": [ "Study abroad, polytechnic-style", "On this page", "The constraint, and the answer", "Faculty-led programs", "Exchanges and partner programs", "International co-op and internships", "Money", "Health, safety, logistics", "Coming back" ], "content": "Academics Study abroad, polytechnic-style\nShort, technical, and built to fit a credit-heavy degree — how education abroad works when your plan is full.\nThe constraint, and the answer\nA polytechnic degree is credit-heavy and sequenced, so a full semester abroad can be hard to fit without adding time. Porter's answer leans toward shorter faculty-led programs — ten days to a few weeks, often over winterm or after spring term — built around a specific technical or professional theme, plus targeted exchange options where the courses genuinely map.\nFaculty-led programs\nA Porter instructor designs and leads the program around course content: manufacturing in Germany, packaging and sustainability in Scandinavia, design history in Italy, health systems comparison, a language-and-culture intensive. You earn Porter credit for a Porter course, so it drops onto your degree audit cleanly. Applications are typically due the term before.\nExchanges and partner programs\nFor students who can fit a semester, exchanges with partner polytechnics abroad cost about the same as a term at Porter and let you take courses in your field. The key step is getting each course pre-approved by your department so it maps to a requirement, not a generic elective.\nInternational co-op and internships\nSome programs support a co-op or internship abroad that counts toward the applied-experience requirement. These need more lead time — work authorization, housing, a supervisor agreement — so start with the education-abroad office and your program coordinator a year out.\nMoney\nMost federal, state, and institutional aid applies to approved programs, and study-abroad scholarships have deadlines a semester or two ahead. Faculty-led short programs have a clear all-in price; budget flights and personal spending on top.\nHealth, safety, logistics\nEvery university-sponsored trip requires travel registration, insurance, a pre-departure orientation, and 24-hour emergency support. Passports take time and need validity well past your return date; start that now if you are even considering it.\nComing back\nSubmit your transcript for the credit transfer, meet your adviser to slot the credits, and give the re-entry programming a chance. The office also hires returned students as peer advisers, which is a good campus job.\nAt a glance\nDefault form\nShort faculty-led programs (10 days–few weeks), Porter credit\nSemester exchange\nPre-approve every course against your degree audit\nAbroad co-op\nCan count toward the applied-experience requirement — plan a year out\nMoney\nAid usually applies; scholarships have early deadlines\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudy abroad\nFaculty-led study abroad\nPlanning to study abroad\nWinterm\nStudy abroad scholarships\nFull contact directory" }, { "url": "study-abroad.html", "title": "Study Abroad & Global Programs", "description": "Semester, summer, and faculty-led study abroad programs at UW–Porter Falls: destinations, funding, credit transfer, and the Global Gateway Scholarship.", "headings": [ "Study Abroad & Global Programs", "On this page", "Program types", "Featured destinations", "Faculty-led summer programs", "Funding and scholarships", "Credit transfer and planning", "Virtual global classrooms" ], "content": "Academics Study Abroad & Global Programs\n~22% of graduates have an international experience. Semester exchanges, faculty-led summers, virtual global classrooms, and the scholarship that makes it accessible.\nProgram types\nSemester Exchange (12 partners, 9 countries): direct-enroll at a partner university, pay UW–Porter Falls tuition + host housing/meals, 12–15 credits pre-approved. Deadlines: Oct 1 for spring, Mar 1 for fall. Faculty-Led Summer (3–6 weeks, 3–6 credits): UW–Porter Falls professor teaches on-site, cohort of 12–20 students, includes excursions and guest lectures. Deadlines: Feb 1. Affiliate Programs (25+ providers, 40+ countries): broader destination list, provider handles logistics, credits transfer via pre-approval. Virtual Global Classrooms (COIL): collaborative projects with partner-class students abroad, embedded in a regular campus course, no travel required. Research/Internship Abroad : 8–12 weeks, arranged through Career Services or faculty mentor, credit via independent study.\nFeatured destinations\nLund University, Sweden (exchange since 1998): engineering, sustainability, data science; English-taught courses; student nations (social clubs) are a cultural immersion bonus. Universidad de Costa Rica, San José (exchange since 2005): tropical biology, public health, Spanish immersion; homestay required; field trips to Monteverde and Corcovado. Hanyang University, South Korea (exchange since 2012): mechanical engineering, robotics, Korean language; campus in Seoul + ERICA campus (industry partnerships). University of the Western Cape, South Africa (exchange since 2018): social work, community development, environmental justice; service-learning placement in Cape Flats townships. National University of Ireland, Galway (exchange since 2020): marine science, Irish studies, creative writing; coastal field stations on the Atlantic. Each partner has a Porter Falls Ambassador (returned student) who holds office hours in the Career Services Global Hub.\nFaculty-led summer programs\n2025–26 offerings: Sustainable Water Management in the Netherlands (Civil/Environmental, 4 credits, 3 weeks, site visits to Delta Works, Rotterdam climate adaptation); Design Thinking in Copenhagen (Art/Design/Business, 3 credits, 2 weeks, partnership with Copenhagen Institute of Interaction Design); Tropical Agroecology in Costa Rica (Ag & Food Systems, 4 credits, 4 weeks, farm stays, coffee cooperative case study); Global Health Clinical Observation in Ghana (Nursing/Pre-Health, 3 credits, 3 weeks, hospital rotations, community health worker shadowing); Robotics & AI in Munich (Mech/EE/CS, 4 credits, 3 weeks, visits to BMW, KUKA, TU Munich labs). Cost range: $4,200–$6,800 (tuition + housing + excursions + insurance); airfare separate. Included: pre-departure orientation (2 Saturdays), 24/7 on-call faculty leader, re-entry workshop (first week of fall semester).\nFunding and scholarships\nGlobal Gateway Scholarship (need-based, up to $5,000): automatic consideration for Pell-eligible students applying to any credit-bearing program; 85% of applicants receive something. Faculty-Led Program Grants ($1,000–$2,500): merit + need, separate application (essay + faculty reference), deadline matches program deadline. Benjamin A. Gilman International Scholarship (federal, up to $5,000): Pell recipients only; Career Services runs a Gilman Workshop each cycle (90% of Porter Falls applicants who attend submit competitive essays). Freeman-ASIA (Asia-focused, up to $7,000): for students with demonstrated financial need. Departmental funds: Engineering , Nursing , Business , and Environmental Science have dedicated study-abroad endowments ($500–$3,000). Financial aid portability: federal/state/institutional aid applies to semester exchange (tuition paid to UW–Porter Falls); for affiliate programs, aid portability varies — see the Financial Aid study-abroad counselor.\nCredit transfer and planning\nStart early: first-years should attend the Study Abroad Fair (September, Rec Center gym, 40+ program tables) and meet the Global Education Advisor (Student Services Center 210, drop-ins Tuesdays 1–3 p.m.). Course approval: submit the Credit Pre-Approval Form with syllabi before departure; the Registrar evaluates equivalencies (most general-education and major-elective credits transfer smoothly; core major courses require department chair sign-off). Grade policy: exchange grades appear on transcript and calculate in GPA; affiliate/partner grades transfer as credit only (P/F). Residency requirement: 30 of last 45 credits must be UW–Porter Falls — plan accordingly if targeting a senior-year exchange. Passport: apply by November of the year before travel (routine processing 10–13 weeks); the Post Office on Main St. does passport photos ($15) and acceptance-agent service.\nVirtual global classrooms\nCOIL (Collaborative Online International Learning) modules are embedded in 30+ campus courses each semester. Examples: Business Communication (joint marketing plan with students at Hanyang University, synchronous Zoom sessions + async Slack); Environmental Policy (comparative watershed analysis with Universidad de Costa Rica, shared GIS data); Nursing Ethics (case-study debates with University of the Western Cape, WhatsApp discussion groups). No extra cost, no travel, appears on transcript as “Global Learning Designation.” The Virtual Exchange Certificate (3 COIL courses + reflection portfolio) is a 9-credential stackable with any major. Faculty interested in developing a COIL module apply through the Global Learning Fellowship (annual cohort, $3,000 stipend, instructional design support).\nAt a glance\nGraduates with intl experience\n~22%\nSemester partners\n12 universities, 9 countries\nFaculty-led summers\n5–7 programs/year, 3–6 credits\nGlobal Gateway Scholarship\nUp to $5,000, need-based, 85% award rate\nVirtual option\nCOIL modules in 30+ courses\nRelated resources\nStudy abroad FAQ\nCareer Services Global Hub\nFinancial aid for study abroad\nGlobal Gateway Scholarship\nStudy Abroad Fair\nEnvironmental Science global tracks\nNursing global clinical" }, { "url": "study-away-without-leaving-the-country.html", "title": "Study away without leaving the country", "description": "The National Student Exchange and domestic away programs — a semester somewhere else in the US, at Porter tuition.", "headings": [ "Study away without leaving the country", "On this page", "What it is", "Why do it", "Making credits count", "Cost and aid", "Logistics", "Domestic field programs", "Coming back" ], "content": "Academics Study away without leaving the country\nThe National Student Exchange and domestic away programs — a semester somewhere else in the US, at Porter tuition.\nWhat it is\nThrough the National Student Exchange, you can spend a term or a year at one of hundreds of member colleges and universities across the US and its territories — a different state, a big city, a coast, a campus with a program strength Porter does not have — while paying either Porter's tuition or the host's in-state rate, whichever the placement specifies.\nWhy do it\nA change of place and perspective without the cost and logistics of going abroad, access to a course or a facility Porter does not have, a region you might want to work in after graduation, or simply the experience of being somewhere new for a semester. Credits transfer back as approved.\nMaking credits count\nThe critical step, same as study abroad: get every course you plan to take at the host pre-approved by your department so it maps to a Porter requirement, not a generic elective. Bring back syllabi and graded work in case a course needs to be re-evaluated. Plan it into a term where your degree has flexibility.\nCost and aid\nYour financial aid generally travels with you on an approved exchange. Housing and meal costs are paid to the host. Budget for travel and setup. There is an application fee and placement is by preference and availability, so apply early and list several options.\nLogistics\nYou stay enrolled at Porter, register back home for the following term on Porter's calendar, and keep your Porter email and system access. Housing at the host is arranged through the exchange; sort out what happens to your Porter housing before you go.\nDomestic field programs\nBeyond NSE, some Porter programs run their own domestic away experiences — a semester at a field station, a term-in-a-city internship program, a partnership with an institution that has specialized equipment. Ask your department whether one exists for your major.\nComing back\nSubmit your transcript for the credit transfer, meet your adviser to slot the credits, and treat it like the résumé line it is — adaptability, independence, and a specific reason you sought out that place.\nAt a glance\nWhat\nA term/year at a member US campus — at Porter or host in-state tuition\nKey step\nPre-approve every host course against your Porter degree audit\nAid\nGenerally travels with you on an approved exchange\nApply\nEarly, with several campus preferences listed\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNational Student Exchange\nStudy abroad\nStudy abroad, polytechnic-style\nTransfer credit evaluation\nCross-registration consortium\nFull contact directory" }, { "url": "study-groups-that-work.html", "title": "Study groups that actually work", "description": "Why most study groups turn into socializing, and the structure that fixes it.", "headings": [ "Study groups that actually work", "On this page", "Small and matched", "Come having tried the material first", "Structure the session", "Teach the parts you know", "Keep it honest", "Formal options" ], "content": "Student success Study groups that actually work\nWhy most study groups turn into socializing, and the structure that fixes it.\nSmall and matched\nThree to five people who are all putting in real effort. A group where one person has not started and expects a download, or where skill levels are wildly different with no one wanting to teach, drifts fast. It is fine to be selective about who you study with — it is not a social club.\nCome having tried the material first\nA study group is for comparing approaches, catching each other’s errors, and explaining the hard parts out loud — not for learning it from scratch together. Everyone does the reading or the problem set attempt before the meeting. The group is the second pass, not the first.\nStructure the session\nSet a start and end time and an agenda: the five problems people got stuck on, the two concepts from lecture that were murky, a few practice questions to do silently then compare. Assign someone to keep time. Ninety focused minutes beats a three-hour hang that covers one topic.\nTeach the parts you know\nExplaining a concept to someone else is one of the strongest ways to find the gaps in your own understanding. Rotate who walks through each problem. If everyone is stuck on the same thing, that is your list for office hours or Supplemental Instruction.\nKeep it honest\nComparing final answers to check your work is fine; splitting up a problem set so each person only does a fifth of it and copies the rest is usually an integrity violation and leaves everyone unprepared for the exam. When the assignment’s collaboration rules are unclear, ask the instructor.\nFormal options\nSupplemental Instruction attaches a trained student leader to historically hard courses and runs structured sessions — it is a study group with the structure already built. The Tutoring & Learning Center can also help a group get organized or find members.\nAt a glance\nSize\n3–5 people all doing the work\nBefore\nEveryone attempts the material solo first\nSession\nStart/end time, an agenda, a timekeeper\nLine\nCompare answers = fine; split-and-copy = usually a violation\nWho to contact\nTutoring & Learning Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0165\nEmail\nlearning@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSupplemental Instruction\nTutoring & learning center\nStudy room reservations\nGroup-work fairness\nReading and taking notes in college\nFull contact directory" }, { "url": "study-room-reservations.html", "title": "Study room reservations", "description": "Bookable group study rooms across Halvorsen Library and Founders Union.", "headings": [ "Study room reservations", "On this page", "How booking works", "Choosing a room", "The practical details", "If you have a question" ], "content": "Academics Study room reservations\nBookable group study rooms across Halvorsen Library and Founders Union.\nHow booking works\nRooms are reserved online up to two weeks ahead in two-hour blocks; a room held past a 15-minute grace period without check-in through the door reader releases automatically back to the pool.\nChoosing a room\nLibrary rooms are quieter and closer to research help; Founders Union rooms are better for louder group work or anything running past library hours, since the union stays open later.\nThe practical details\nWhere: Halvorsen Library (12 rooms), Founders Union (4 rooms). Booking window: Up to two weeks ahead, two-hour blocks. Cost: Free with a Porter Card. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nStart at the contact directory or the Porter Student Help Desk in Founders Union 118, which is the single place to go when it is not obvious which office owns a question. You can also sign in to MyPorter to message an office or book a time.\nAt a glance\nWhere\nHalvorsen Library (12 rooms), Founders Union (4 rooms)\nBooking window\nUp to two weeks ahead, two-hour blocks\nCost\nFree with a Porter Card\nRelated resources\nCredit by exam\nFull contact directory" }, { "url": "study-spaces-across-campus.html", "title": "Study spaces across campus, and when to use which", "description": "Silent floors, group rooms, all-night space, and the quiet corners nobody has found — matched to the work.", "headings": [ "Study spaces across campus, and when to use which", "On this page", "Match the space to the task", "Silent and quiet floors", "Group study rooms", "Late-night and 24-hour space", "Department and building spaces", "The overlooked spots" ], "content": "Campus life Study spaces across campus, and when to use which\nSilent floors, group rooms, all-night space, and the quiet corners nobody has found — matched to the work.\nMatch the space to the task\nDeep solo work wants silence and no interruptions; group work wants a room you can talk in; reading wants comfort; a long grind wants food and coffee nearby. Trying to write a paper in a loud commons or run a study group in a silent zone both fail. Pick the space for the work, not the other way around.\nSilent and quiet floors\nThe upper floors of Halvorsen Library are designated quiet or silent — phones off, conversations outside. This is where to go when you actually need to concentrate. The silent floor is enforced by the students on it; if someone is loud, a quiet word usually fixes it, and the desk will help if it does not.\nGroup study rooms\nReservable rooms with a screen and a whiteboard, in the library and a few academic buildings, booked through the room reservation system. Book ahead near deadlines — walk-up availability disappears in the last two weeks of a term. A no-show releases the room after 15 minutes, so check in.\nLate-night and 24-hour space\nA section of the library and the Founders Union commons stay open late during the semester, with a 24-hour zone during finals. The residence-hall study lounges are always there. Know where the late option is before the night you need it.\nDepartment and building spaces\nYour college building usually has lounges, project rooms, or lab space open to its students outside class hours — often emptier than the library and closer to the people in your major. The makerspaces and studios are for building, not general studying, but the tables near them work between tasks.\nThe overlooked spots\nThe quieter corners: upper floors of academic buildings in the evening, the graduate reading room (open to all for quiet work), the library special-collections reading room, the presentation-practice rooms when not booked, and the commuter lounge if you commute. The study-spaces finder maps hours, noise level, outlets, and whether a space has natural light.\nAt a glance\nRule\nMatch the space to the task — silence / talkable / comfort / grind\nConcentrate\nHalvorsen Library upper (quiet/silent) floors\nGroup\nReservable rooms — book ahead near deadlines\nLate\nLibrary late zone + Founders Union commons; 24-hour during finals\nWho to contact\nHalvorsen Library\nHalvorsen Library\nPhone\n(715) 555–0160\nEmail\nlibrary@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudy spaces finder\nStudy room reservations\nQuiet study floors\nFinals week services\nCommuter lounge\nFull contact directory" }, { "url": "study-spaces-finder.html", "title": "Study Space Finder", "description": "A live map showing open study rooms and quiet seating across campus, updated from door sensors and bookings.", "headings": [ "Study Space Finder", "On this page", "How it works", "Why it was built", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Study Space Finder\nA live map showing open study rooms and quiet seating across campus, updated from door sensors and bookings.\nHow it works\nBookable rooms show as reserved the moment someone books them through MyPorter; drop-in spaces like library floor seating use simple door and occupancy sensors to estimate how full a given area is right now, not an exact headcount.\nWhy it was built\nHalvorsen Library's group study rooms were the single most-requested feature in the annual student technology survey for three years running before the finder actually shipped.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nAccess: MyPorter, no separate login. Coverage: Halvorsen Library, Founders Union, residence hall lounges. Data source: Booking system plus door sensors for drop-in spaces. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAccess\nMyPorter, no separate login\nCoverage\nHalvorsen Library, Founders Union, residence hall lounges\nData source\nBooking system plus door sensors for drop-in spaces\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "studying-for-a-cumulative-final.html", "title": "Studying for a cumulative final", "description": "A whole semester of material in one exam — how to plan the two weeks, prioritize, and not just reread.", "headings": [ "Studying for a cumulative final", "On this page", "Start with a map", "Weight by the blueprint", "Retrieve, do not reread", "Space it across days", "Use the week's support", "The exam itself" ], "content": "Student success Studying for a cumulative final\nA whole semester of material in one exam — how to plan the two weeks, prioritize, and not just reread.\nStart with a map\nTwo weeks out, list every topic the course covered from the syllabus and the schedule, and rate each: solid, shaky, or never really got it. A cumulative final rewards the student who spent their time on the shaky and missing topics, not the one who re-reviewed what they already knew because it felt productive.\nWeight by the blueprint\nAsk the instructor what the final covers and how it is weighted — cumulative rarely means \"equal weight on everything.\" Recent units, the big conceptual threads, and anything flagged as \"you will need this again\" usually carry more. Put your hours where the points are and where your grade has room to move.\nRetrieve, do not reread\nRereading notes feels like studying and mostly is not. Instead: close the book and reconstruct each topic from memory (a blank sheet, the key ideas, a worked example), then check. Redo old problem sets and past exams under time pressure. Make a small set of flashcards for facts that must be automatic. Struggling to recall is the part that builds the memory.\nSpace it across days\nSix hours over four days beats one six-hour session — spaced practice sticks far better, and a marathon the day before trades sleep (when memory consolidates) for diminishing returns. Plan the two weeks as short daily blocks by topic, with the shaky topics repeating.\nUse the week's support\nExam Jam review sessions, a study group that quizzes each other (teaching a topic is the test of knowing it), Supplemental Instruction if the course has it, and a tutor for the one topic that will not click. Book study rooms early; they fill in the last two weeks.\nThe exam itself\nArrive early with what you are allowed to bring. Read the whole exam first and budget minutes per question by points. Start with something you know to settle down. If you blank, move on and come back. Show your work — partial credit is real. Sleep the night before; it is part of the study plan, not a reward for finishing it.\nAt a glance\nTwo weeks out\nMap every topic; rate solid / shaky / never got it\nWeight by\nThe instructor's blueprint — cumulative ≠ equal weight\nMethod\nRetrieve (reconstruct from memory) + timed past problems, not rereading\nSpacing\nShort daily blocks over ~2 weeks; protect the night-before sleep\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nPreparing for finals\nLearning from a returned exam\nExam Jam events\nStudy groups that actually work\nSleep and the semester\nFull contact directory" }, { "url": "subject-accounting.html", "title": "Accounting courses (ACCT)", "description": "Measuring, reporting, and interpreting financial activity. All ACCT courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Accounting · ACCT", "About Accounting", "How the sequence works", "ACCT 2100 — Financial Accounting 3 cr", "ACCT 2200 — Managerial Accounting 3 cr", "ACCT 3100 — Intermediate Accounting I 4 cr", "ACCT 3200 — Intermediate Accounting II 4 cr", "ACCT 3300 — Cost Accounting 3 cr", "ACCT 3400 — Accounting Information Systems 3 cr", "ACCT 3500 — Individual Income Tax 3 cr", "ACCT 4100 — Auditing 3 cr", "ACCT 4900 — Accounting Capstone 3 cr", "Planning and advising" ], "content": "College of Management Accounting · ACCT\nMeasuring, reporting, and interpreting financial activity.\nAbout Accounting\nMeasuring, reporting, and interpreting financial activity. Courses carry the ACCT subject code and are offered through the College of Management . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 ACCT courses listed, 5 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Accounting department is the only way around them.\nACCT 2100 — Financial Accounting 3 cr\nThe accounting cycle, accruals, the four statements, and the concepts behind them.\nPrerequisite: none.\nACCT 2200 — Managerial Accounting 3 cr\nCost systems, budgeting, variance analysis, and relevant-cost decisions.\nPrerequisite: ACCT 2100.\nACCT 3100 — Intermediate Accounting I 4 cr\nRevenue recognition, receivables, inventory, and long-lived assets under current standards.\nPrerequisite: ACCT 2100.\nACCT 3200 — Intermediate Accounting II 4 cr\nLiabilities, leases, pensions, income taxes, equity, and the statement of cash flows.\nPrerequisite: ACCT 3100.\nACCT 3300 — Cost Accounting 3 cr\nJob and process costing, activity-based costing, standard costs, and cost management.\nPrerequisite: ACCT 2200.\nACCT 3400 — Accounting Information Systems 3 cr\nTransaction cycles, internal controls, data integrity, and the technology accounting runs on.\nPrerequisite: ACCT 2100.\nACCT 3500 — Individual Income Tax 3 cr\nGross income, deductions, credits, and preparing an individual return with current law.\nPrerequisite: ACCT 2100.\nACCT 4100 — Auditing 3 cr\nAudit risk, evidence, internal control evaluation, sampling, and the auditor's report.\nPrerequisite: ACCT 3200.\nACCT 4900 — Accounting Capstone 3 cr\nAn integrative case- and project-based course, including professional-exam preparation and a client engagement simulation.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how ACCT courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nACCT\nCollege\nCollege of Management\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nPurdue OWL\nCornell Legal Information Institute\nFASAB\nIRS forms and guidance\nMore open resources →" }, { "url": "subject-american-sign-language.html", "title": "American Sign Language courses (ASL)", "description": "Conversational ASL and an introduction to Deaf culture and community. All ASL courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "American Sign Language · ASL", "About American Sign Language", "How the sequence works", "ASL 1010 — American Sign Language I 4 cr", "ASL 1020 — American Sign Language II 4 cr", "ASL 2010 — American Sign Language III 3 cr", "ASL 2020 — American Sign Language IV 3 cr", "ASL 2300 — Deaf Culture and Community 3 cr", "ASL 2500 — Linguistics of ASL 3 cr", "ASL 3100 — Introduction to Interpreting 3 cr", "ASL 3300 — Deaf Education and Access 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication American Sign Language · ASL\nConversational ASL and an introduction to Deaf culture and community.\nAbout American Sign Language\nConversational ASL and an introduction to Deaf culture and community. Courses carry the ASL subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 ASL courses listed, 1 is introductory (numbers under 300), 2 are advanced undergraduate (300–499). 2 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the American Sign Language department is the only way around them.\nASL 1010 — American Sign Language I 4 cr\nFingerspelling, basic vocabulary and grammar, and simple conversation, taught in a voice-off environment.\nPrerequisite: none.\nASL 1020 — American Sign Language II 4 cr\nExpanded vocabulary, classifiers, spatial referencing, and narrative structure.\nPrerequisite: ASL 1010.\nASL 2010 — American Sign Language III 3 cr\nComplex grammar, register, and extended conversation and storytelling.\nPrerequisite: ASL 1020.\nASL 2020 — American Sign Language IV 3 cr\nFluency, idiomatic usage, and discussion of abstract topics.\nPrerequisite: ASL 2010.\nASL 2300 — Deaf Culture and Community 3 cr\nHistory, values, art, and social organization of the Deaf community, and audism and language rights.\nPrerequisite: none.\nASL 2500 — Linguistics of ASL 3 cr\nPhonology, morphology, and syntax of ASL, and how signed languages compare with spoken ones.\nPrerequisite: ASL 2010.\nASL 3100 — Introduction to Interpreting 3 cr\nThe interpreting process, ethics, and role, with introductory practice between ASL and English.\nPrerequisite: ASL 2020.\nASL 3300 — Deaf Education and Access 3 cr\nApproaches to educating Deaf and hard-of-hearing students and designing accessible environments.\nPrerequisite: ASL 2300.\nPlanning and advising\nYour degree audit shows exactly how ASL courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nASL\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-animation.html", "title": "Animation courses (ANIM)", "description": "Bringing characters, worlds, and information to life in motion. All ANIM courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Animation · ANIM", "About Animation", "How the sequence works", "ANIM 1200 — Principles of Animation 3 cr", "ANIM 1400 — Drawing for Animation 3 cr", "ANIM 2100 — 2D Animation 3 cr", "ANIM 2300 — 3D Modeling for Animation 3 cr", "ANIM 2500 — Rigging 3 cr", "ANIM 3100 — 3D Character Animation 3 cr", "ANIM 3300 — Lighting and Rendering 3 cr", "ANIM 3500 — Motion Graphics 3 cr", "ANIM 4900 — Animation Portfolio 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Animation · ANIM\nBringing characters, worlds, and information to life in motion.\nAbout Animation\nBringing characters, worlds, and information to life in motion. Courses carry the ANIM subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 ANIM courses listed, 3 are introductory (numbers under 300), 3 are advanced undergraduate (300–499). 2 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Animation department is the only way around them.\nANIM 1200 — Principles of Animation 3 cr\nTiming, spacing, weight, anticipation, and follow-through through classic exercises.\nPrerequisite: none.\nANIM 1400 — Drawing for Animation 3 cr\nGesture, construction, and expression for characters in motion.\nPrerequisite: none.\nANIM 2100 — 2D Animation 3 cr\nFrame-by-frame and rigged 2D animation, walk cycles, and a short scene.\nPrerequisite: ANIM 1200.\nANIM 2300 — 3D Modeling for Animation 3 cr\nCharacter and prop modeling, topology for deformation, and UVs.\nPrerequisite: ANIM 1200.\nANIM 2500 — Rigging 3 cr\nSkeletons, skinning, controls, and building an animator-friendly rig.\nPrerequisite: ANIM 2300.\nANIM 3100 — 3D Character Animation 3 cr\nBody mechanics, acting, and lip sync, built to a director's notes.\nPrerequisite: ANIM 2500.\nANIM 3300 — Lighting and Rendering 3 cr\nCinematic lighting, shading, and rendering a finished shot.\nPrerequisite: ANIM 2300.\nANIM 3500 — Motion Graphics 3 cr\nKinetic type, data-driven animation, and broadcast and explainer pieces.\nPrerequisite: ANIM 2100.\nANIM 4900 — Animation Portfolio 3 cr\nA polished reel or short film developed with faculty and shown at the senior screening.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how ANIM courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nANIM\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-anthropology.html", "title": "Anthropology courses (ANTH)", "description": "The comparative study of humans across time, place, and culture. All ANTH courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Anthropology · ANTH", "About Anthropology", "How the sequence works", "ANTH 1000 — Introduction to Anthropology 3 cr", "ANTH 2100 — Cultural Anthropology 3 cr", "ANTH 2200 — Archaeology 3 cr", "ANTH 2300 — Biological Anthropology 3 cr", "ANTH 2400 — Linguistic Anthropology 3 cr", "ANTH 3100 — Ethnographic Methods 4 cr", "ANTH 3300 — Medical Anthropology 3 cr", "ANTH 3500 — Applied and Business Anthropology 3 cr", "ANTH 4900 — Senior Project in Anthropology 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Anthropology · ANTH\nThe comparative study of humans across time, place, and culture.\nAbout Anthropology\nThe comparative study of humans across time, place, and culture. Courses carry the ANTH subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 ANTH courses listed, 3 are introductory (numbers under 300), 3 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Anthropology department is the only way around them.\nANTH 1000 — Introduction to Anthropology 3 cr\nThe four fields — cultural, biological, archaeological, and linguistic anthropology — and the concept of culture.\nPrerequisite: none.\nANTH 2100 — Cultural Anthropology 3 cr\nKinship, economy, politics, religion, and change, illustrated through ethnographies from around the world.\nPrerequisite: ANTH 1000.\nANTH 2200 — Archaeology 3 cr\nHow archaeologists find, excavate, date, and interpret material remains to reconstruct past societies.\nPrerequisite: ANTH 1000.\nANTH 2300 — Biological Anthropology 3 cr\nHuman evolution, primatology, human variation, and the biology of contemporary populations.\nPrerequisite: ANTH 1000.\nANTH 2400 — Linguistic Anthropology 3 cr\nLanguage and culture, variation, multilingualism, and how speech constructs identity and power.\nPrerequisite: ANTH 1000.\nANTH 3100 — Ethnographic Methods 4 cr\nParticipant observation, interviewing, field notes, ethics, and writing up a small fieldwork project.\nPrerequisite: ANTH 2100.\nANTH 3300 — Medical Anthropology 3 cr\nCulture, illness, and healing systems; global health; and the social production of disease.\nPrerequisite: ANTH 2100.\nANTH 3500 — Applied and Business Anthropology 3 cr\nUsing ethnographic methods in design, user research, organizations, and community work.\nPrerequisite: ANTH 2100.\nANTH 4900 — Senior Project in Anthropology 3 cr\nA fieldwork-based or library-based research project with a written report and a presentation.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how ANTH courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nANTH\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-apparel-textile-design.html", "title": "Apparel & Textile Design courses (APRL)", "description": "Designing and developing garments and textile products. All APRL courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Apparel & Textile Design · APRL", "About Apparel & Textile Design", "How the sequence works", "APRL 1200 — Apparel Construction I 3 cr", "APRL 1400 — Textiles 3 cr", "APRL 2100 — Fashion Illustration and Flats 3 cr", "APRL 2300 — Patternmaking I 3 cr", "APRL 2500 — Draping 3 cr", "APRL 3100 — Apparel Construction II 3 cr", "APRL 3300 — CAD for Apparel 3 cr", "APRL 3500 — Sustainable and Functional Apparel 3 cr", "APRL 4900 — Senior Line Development 4 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Apparel & Textile Design · APRL\nDesigning and developing garments and textile products.\nAbout Apparel & Textile Design\nDesigning and developing garments and textile products. Courses carry the APRL subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 APRL courses listed, 3 are introductory (numbers under 300), 3 are advanced undergraduate (300–499). 3 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Apparel & Textile Design department is the only way around them.\nAPRL 1200 — Apparel Construction I 3 cr\nMachine operation, seams and finishes, and constructing a garment from a commercial pattern.\nPrerequisite: none.\nAPRL 1400 — Textiles 3 cr\nFibers, yarns, fabric structures, finishes, and performance testing for end use.\nPrerequisite: none.\nAPRL 2100 — Fashion Illustration and Flats 3 cr\nCroquis, rendering, and technical flat drawings for a line.\nPrerequisite: none.\nAPRL 2300 — Patternmaking I 3 cr\nDrafting slopers, dart manipulation, and developing patterns for basic garments.\nPrerequisite: APRL 1200.\nAPRL 2500 — Draping 3 cr\nDeveloping designs on the form and translating them to patterns.\nPrerequisite: APRL 2300.\nAPRL 3100 — Apparel Construction II 3 cr\nTailoring, knits, and industry construction methods and quality standards.\nPrerequisite: APRL 2300.\nAPRL 3300 — CAD for Apparel 3 cr\nDigital patternmaking, grading, marker making, and tech packs.\nPrerequisite: APRL 2100.\nAPRL 3500 — Sustainable and Functional Apparel 3 cr\nMaterials and processes for sustainability, and designing for protection, sport, and accessibility.\nPrerequisite: APRL 1400.\nAPRL 4900 — Senior Line Development 4 cr\nConcept through a produced capsule collection, shown in the senior fashion event.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how APRL courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nAPRL\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-applied-mathematics.html", "title": "Applied Mathematics courses (APMTH)", "description": "Mathematics aimed at problems in science, engineering, and industry. All APMTH courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Applied Mathematics · APMTH", "About Applied Mathematics", "How the sequence works", "APMTH 2400 — Calculus I 4 cr", "APMTH 2500 — Calculus II 4 cr", "APMTH 2700 — Multivariable Calculus 4 cr", "APMTH 3100 — Differential Equations and Modeling 3 cr", "APMTH 3300 — Numerical Methods 3 cr", "APMTH 3500 — Probability Models 3 cr", "APMTH 3700 — Optimization 3 cr", "APMTH 3900 — Mathematical Statistics 3 cr", "APMTH 4900 — Applied Mathematics Capstone 3 cr", "Planning and advising" ], "content": "College of Science & Mathematics Applied Mathematics · APMTH\nMathematics aimed at problems in science, engineering, and industry.\nAbout Applied Mathematics\nMathematics aimed at problems in science, engineering, and industry. Courses carry the APMTH subject code and are offered through the College of Science & Mathematics . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 APMTH courses listed, 1 is introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Applied Mathematics department is the only way around them.\nAPMTH 2400 — Calculus I 4 cr\nLimits, derivatives, and the definite integral, with applied modeling.\nPrerequisite: MATH 1400.\nAPMTH 2500 — Calculus II 4 cr\nIntegration techniques and applications, sequences, and series.\nPrerequisite: APMTH 2400.\nAPMTH 2700 — Multivariable Calculus 4 cr\nVectors, partial derivatives, multiple integrals, and vector calculus.\nPrerequisite: APMTH 2500.\nAPMTH 3100 — Differential Equations and Modeling 3 cr\nODEs, systems, stability, and building and testing models of real processes.\nPrerequisite: APMTH 2700.\nAPMTH 3300 — Numerical Methods 3 cr\nError, root-finding, interpolation, numerical linear algebra, quadrature, and ODE solvers, implemented in code.\nPrerequisite: APMTH 2600, CS 1100.\nAPMTH 3500 — Probability Models 3 cr\nRandom variables, distributions, expectation, Markov chains, and queuing.\nPrerequisite: APMTH 2500.\nAPMTH 3700 — Optimization 3 cr\nLinear, integer, and nonlinear programming, duality, and modeling decision problems.\nPrerequisite: APMTH 2600.\nAPMTH 3900 — Mathematical Statistics 3 cr\nEstimation, hypothesis testing, and the theory behind common procedures.\nPrerequisite: APMTH 3500.\nAPMTH 4900 — Applied Mathematics Capstone 3 cr\nA modeling project on a real problem from a partner discipline, with a written and oral report.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how APMTH courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Applied Mathematics program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nAPMTH\nCollege\nCollege of Science & Mathematics\nCourses listed\n9\nRelated program\nApplied Mathematics\nRelated\nApplied Mathematics program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\nPurdue OWL\nCornell Legal Information Institute\nDesmos\nMore open resources →" }, { "url": "subject-architectural-technology.html", "title": "Architectural Technology courses (ARCH)", "description": "The design and documentation of buildings, from concept to construction set. All ARCH courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Architectural Technology · ARCH", "About Architectural Technology", "How the sequence works", "ARCH 1100 — Architectural Graphics 3 cr", "ARCH 1300 — Building Information Modeling I 3 cr", "ARCH 2100 — Architectural Design Studio I 4 cr", "ARCH 2300 — Building Construction I 3 cr", "ARCH 2500 — Building Construction II 3 cr", "ARCH 3100 — Architectural Design Studio II 4 cr", "ARCH 3300 — Building Systems 3 cr", "ARCH 3500 — Codes, Accessibility, and Specifications 3 cr", "ARCH 4900 — Construction Documents Capstone 4 cr", "Planning and advising" ], "content": "College of Engineering & Technology Architectural Technology · ARCH\nThe design and documentation of buildings, from concept to construction set.\nAbout Architectural Technology\nThe design and documentation of buildings, from concept to construction set. Courses carry the ARCH subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 ARCH courses listed, 3 are introductory (numbers under 300), 3 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Architectural Technology department is the only way around them.\nARCH 1100 — Architectural Graphics 3 cr\nHand drafting, lettering, orthographic and paraline drawing, and reading a set of building documents.\nPrerequisite: none.\nARCH 1300 — Building Information Modeling I 3 cr\nModeling a small building in BIM software: walls, floors, roofs, families, and sheets.\nPrerequisite: ARCH 1100.\nARCH 2100 — Architectural Design Studio I 4 cr\nProgramming, site analysis, and schematic design of a small building, presented at reviews.\nPrerequisite: ARCH 1300.\nARCH 2300 — Building Construction I 3 cr\nWood and light-frame construction: foundations, framing, envelope, and detailing.\nPrerequisite: ARCH 1100.\nARCH 2500 — Building Construction II 3 cr\nSteel, concrete, and masonry systems and commercial detailing.\nPrerequisite: ARCH 2300.\nARCH 3100 — Architectural Design Studio II 4 cr\nA larger, code-driven project developed to design-development drawings.\nPrerequisite: ARCH 2100.\nARCH 3300 — Building Systems 3 cr\nStructural, mechanical, electrical, and plumbing systems and how they coordinate in a building.\nPrerequisite: ARCH 2300.\nARCH 3500 — Codes, Accessibility, and Specifications 3 cr\nThe building code, accessibility standards, life safety, and writing project specifications.\nPrerequisite: ARCH 2500.\nARCH 4900 — Construction Documents Capstone 4 cr\nA complete, coordinated construction set for a real project, reviewed by practicing architects.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how ARCH courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nARCH\nCollege\nCollege of Engineering & Technology\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-astronomy.html", "title": "Astronomy courses (ASTR)", "description": "The contents, structure, and history of the universe. All ASTR courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Astronomy · ASTR", "About Astronomy", "How the sequence works", "ASTR 1010 — Introduction to Astronomy 4 cr", "ASTR 2010 — Planetary Science 3 cr", "ASTR 2100 — Stellar Astrophysics 3 cr", "ASTR 3100 — Galactic and Extragalactic Astronomy 3 cr", "ASTR 3300 — Cosmology 3 cr", "ASTR 3500 — Observational Techniques 4 cr", "ASTR 3700 — Astrobiology 3 cr", "ASTR 4900 — Astronomy Research Project 2 cr", "Planning and advising" ], "content": "College of Science & Mathematics Astronomy · ASTR\nThe contents, structure, and history of the universe.\nAbout Astronomy\nThe contents, structure, and history of the universe. Courses carry the ASTR subject code and are offered through the College of Science & Mathematics . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 ASTR courses listed, 2 are introductory (numbers under 300), 1 is advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Astronomy department is the only way around them.\nASTR 1010 — Introduction to Astronomy 4 cr\nThe sky, the solar system, stars, galaxies, and cosmology, with evening observing sessions.\nPrerequisite: MATH 1200.\nASTR 2010 — Planetary Science 3 cr\nFormation and evolution of the solar system, comparative planetology, moons, and exoplanets.\nPrerequisite: ASTR 1010.\nASTR 2100 — Stellar Astrophysics 3 cr\nStellar structure, energy generation, evolution, and endpoints, and the tools used to measure stars.\nPrerequisite: ASTR 1010, PHYS 2010.\nASTR 3100 — Galactic and Extragalactic Astronomy 3 cr\nThe Milky Way, galaxy types and dynamics, active galaxies, and large-scale structure.\nPrerequisite: ASTR 2100.\nASTR 3300 — Cosmology 3 cr\nThe expanding universe, the cosmic microwave background, dark matter and dark energy, and the early universe.\nPrerequisite: ASTR 2100.\nASTR 3500 — Observational Techniques 4 cr\nTelescopes and detectors, photometry and spectroscopy, image reduction, and a small observing project.\nPrerequisite: ASTR 1010.\nASTR 3700 — Astrobiology 3 cr\nThe origin of life, habitability, biosignatures, and the search for life beyond Earth.\nPrerequisite: ASTR 1010, BIOL 1010.\nASTR 4900 — Astronomy Research Project 2 cr\nA supervised project using archival data or the campus observatory, with a written and oral report.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how ASTR courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nASTR\nCollege\nCollege of Science & Mathematics\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-athletic-training.html", "title": "Athletic Training courses (ATHT)", "description": "Prevention, evaluation, and rehabilitation of activity-related injuries. All ATHT courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Athletic Training · ATHT", "About Athletic Training", "How the sequence works", "ATHT 2000 — Foundations of Athletic Training 3 cr", "ATHT 2200 — Clinical Anatomy 4 cr", "ATHT 2400 — Emergency Care and First Aid 3 cr", "ATHT 3000 — Lower-Extremity Evaluation 4 cr", "ATHT 3200 — Upper-Extremity and Spine Evaluation 4 cr", "ATHT 3400 — Therapeutic Interventions I 3 cr", "ATHT 3600 — Therapeutic Interventions II 3 cr", "ATHT 3800 — General Medical Conditions 3 cr", "ATHT 4900 — Clinical Practicum in Athletic Training 4 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Athletic Training · ATHT\nPrevention, evaluation, and rehabilitation of activity-related injuries.\nAbout Athletic Training\nPrevention, evaluation, and rehabilitation of activity-related injuries. Courses carry the ATHT subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 ATHT courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Athletic Training department is the only way around them.\nATHT 2000 — Foundations of Athletic Training 3 cr\nThe profession, the health-care team, documentation, emergency planning, and prevention.\nPrerequisite: BIOL 1010.\nATHT 2200 — Clinical Anatomy 4 cr\nMusculoskeletal anatomy for injury evaluation, with surface anatomy and palpation lab.\nPrerequisite: BIOL 3300.\nATHT 2400 — Emergency Care and First Aid 3 cr\nAirway, bleeding, spinal motion restriction, splinting, and environmental emergencies, with certification.\nPrerequisite: ATHT 2000.\nATHT 3000 — Lower-Extremity Evaluation 4 cr\nHistory, inspection, palpation, and special tests for the hip, knee, ankle, and foot, with lab.\nPrerequisite: ATHT 2200.\nATHT 3200 — Upper-Extremity and Spine Evaluation 4 cr\nEvaluation of the shoulder, elbow, wrist, hand, and spine, with lab.\nPrerequisite: ATHT 3000.\nATHT 3400 — Therapeutic Interventions I 3 cr\nModalities, tissue healing, and early rehabilitation programming.\nPrerequisite: ATHT 3000.\nATHT 3600 — Therapeutic Interventions II 3 cr\nProgressive rehabilitation, return-to-play criteria, and functional testing.\nPrerequisite: ATHT 3400.\nATHT 3800 — General Medical Conditions 3 cr\nRecognizing and referring illness, dermatological, and systemic conditions in active people.\nPrerequisite: ATHT 2200.\nATHT 4900 — Clinical Practicum in Athletic Training 4 cr\nSupervised clinical hours with athletic and clinical preceptors and a case portfolio.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how ATHT courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nATHT\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-automotive-technology.html", "title": "Automotive & Diesel Technology courses (AUTO)", "description": "Diagnosis and service of light-duty and heavy-duty vehicles. All AUTO courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Automotive & Diesel Technology · AUTO", "About Automotive & Diesel Technology", "How the sequence works", "AUTO 1100 — Automotive Fundamentals 3 cr", "AUTO 1300 — Engine Repair 4 cr", "AUTO 1500 — Electrical and Electronic Systems 4 cr", "AUTO 2100 — Brakes and Chassis 4 cr", "AUTO 2300 — Engine Performance and Emissions 4 cr", "AUTO 2500 — Automatic Transmissions and Driveline 4 cr", "AUTO 2700 — Diesel Systems 4 cr", "AUTO 3100 — Advanced Vehicle Diagnostics 3 cr", "AUTO 3300 — Shop Management 3 cr", "Planning and advising" ], "content": "College of Engineering & Technology Automotive & Diesel Technology · AUTO\nDiagnosis and service of light-duty and heavy-duty vehicles.\nAbout Automotive & Diesel Technology\nDiagnosis and service of light-duty and heavy-duty vehicles. Courses carry the AUTO subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 AUTO courses listed, 3 are introductory (numbers under 300), 3 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Automotive & Diesel Technology department is the only way around them.\nAUTO 1100 — Automotive Fundamentals 3 cr\nVehicle systems overview, shop safety, tools, fasteners, and service information systems.\nPrerequisite: none.\nAUTO 1300 — Engine Repair 4 cr\nEngine construction, diagnosis of mechanical faults, and teardown and reassembly to specification.\nPrerequisite: AUTO 1100.\nAUTO 1500 — Electrical and Electronic Systems 4 cr\nCircuits, batteries, charging and starting, wiring diagrams, and network diagnostics.\nPrerequisite: AUTO 1100.\nAUTO 2100 — Brakes and Chassis 4 cr\nHydraulic and antilock brakes, steering, suspension, alignment, and tires.\nPrerequisite: AUTO 1100.\nAUTO 2300 — Engine Performance and Emissions 4 cr\nFuel, ignition, and emissions systems; scan-tool diagnosis; and driveability troubleshooting.\nPrerequisite: AUTO 1300, AUTO 1500.\nAUTO 2500 — Automatic Transmissions and Driveline 4 cr\nTransmission operation, electronic controls, diagnosis, and overhaul.\nPrerequisite: AUTO 1300.\nAUTO 2700 — Diesel Systems 4 cr\nHeavy-duty diesel engines, fuel systems, aftertreatment, and preventive maintenance.\nPrerequisite: AUTO 1300.\nAUTO 3100 — Advanced Vehicle Diagnostics 3 cr\nSystematic diagnosis of intermittent and network faults, and hybrid and electric-vehicle safety and service.\nPrerequisite: AUTO 2300.\nAUTO 3300 — Shop Management 3 cr\nEstimating, workflow, customer communication, warranty, and running a service department.\nPrerequisite: AUTO 2100.\nPlanning and advising\nYour degree audit shows exactly how AUTO courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Automotive & Diesel Technology program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nAUTO\nCollege\nCollege of Engineering & Technology\nCourses listed\n9\nRelated program\nAutomotive & Diesel Technology\nRelated\nAutomotive & Diesel Technology program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-aviation-management.html", "title": "Aviation Management courses (AVIA)", "description": "Running airports, airlines, and the aviation system. All AVIA courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Aviation Management · AVIA", "About Aviation Management", "How the sequence works", "AVIA 1500 — Introduction to Aviation 3 cr", "AVIA 2100 — Airport Planning and Management 3 cr", "AVIA 2300 — Airline Operations 3 cr", "AVIA 2500 — Aviation Safety Systems 3 cr", "AVIA 3100 — Aviation Law and Regulation 3 cr", "AVIA 3300 — Unmanned Aircraft Systems 3 cr", "AVIA 3500 — Aviation Finance and Economics 3 cr", "AVIA 3700 — Air Traffic and Airspace 3 cr", "AVIA 4900 — Aviation Management Internship 4 cr", "Planning and advising" ], "content": "College of Management Aviation Management · AVIA\nRunning airports, airlines, and the aviation system.\nAbout Aviation Management\nRunning airports, airlines, and the aviation system. Courses carry the AVIA subject code and are offered through the College of Management . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 AVIA courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Aviation Management department is the only way around them.\nAVIA 1500 — Introduction to Aviation 3 cr\nThe aviation system, aircraft, air traffic, weather, and the regulatory bodies that govern flight.\nPrerequisite: none.\nAVIA 2100 — Airport Planning and Management 3 cr\nAirport operations, layout, capacity, funding, noise, and community relations.\nPrerequisite: AVIA 1500.\nAVIA 2300 — Airline Operations 3 cr\nScheduling, fleet planning, crew, ground operations, and the economics of an airline.\nPrerequisite: AVIA 1500.\nAVIA 2500 — Aviation Safety Systems 3 cr\nSafety management systems, human factors, accident investigation, and a just culture.\nPrerequisite: AVIA 1500.\nAVIA 3100 — Aviation Law and Regulation 3 cr\nFederal aviation regulations, liability, international agreements, and enforcement.\nPrerequisite: AVIA 1500.\nAVIA 3300 — Unmanned Aircraft Systems 3 cr\nDrone operations, the small-UAS rule, mission planning, and commercial applications.\nPrerequisite: AVIA 1500.\nAVIA 3500 — Aviation Finance and Economics 3 cr\nCapital structure, leasing, fuel and labor costs, and demand forecasting in aviation.\nPrerequisite: BUS 2100.\nAVIA 3700 — Air Traffic and Airspace 3 cr\nAirspace classes, separation, NextGen technologies, and the flow of traffic through the system.\nPrerequisite: AVIA 1500.\nAVIA 4900 — Aviation Management Internship 4 cr\nA supervised placement with an airport, airline, or aviation services company.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how AVIA courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nAVIA\nCollege\nCollege of Management\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-biology.html", "title": "Biology courses (BIOL)", "description": "Life from molecules to ecosystems. All BIOL courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Biology · BIOL", "About Biology", "How the sequence works", "BIOL 1010 — General Biology 4 cr", "BIOL 1020 — Organismal Biology 4 cr", "BIOL 2100 — Genetics 4 cr", "BIOL 2300 — Cell Biology 3 cr", "BIOL 2500 — Ecology 4 cr", "BIOL 3100 — Microbiology 4 cr", "BIOL 3300 — Human Anatomy and Physiology I 4 cr", "BIOL 3400 — Human Anatomy and Physiology II 4 cr", "BIOL 4900 — Biology Capstone 2 cr", "Planning and advising" ], "content": "College of Science & Mathematics Biology · BIOL\nLife from molecules to ecosystems.\nAbout Biology\nLife from molecules to ecosystems. Courses carry the BIOL subject code and are offered through the College of Science & Mathematics . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 BIOL courses listed, 2 are introductory (numbers under 300), 3 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Biology department is the only way around them.\nBIOL 1010 — General Biology 4 cr\nCells, energy, genetics, evolution, and the diversity of life for majors and pre-professional students, with lab.\nPrerequisite: none.\nBIOL 1020 — Organismal Biology 4 cr\nStructure, function, and evolution across the kingdoms, with lab and field work.\nPrerequisite: BIOL 1010.\nBIOL 2100 — Genetics 4 cr\nTransmission, molecular, and population genetics, with a problem-solving emphasis and lab.\nPrerequisite: BIOL 1010.\nBIOL 2300 — Cell Biology 3 cr\nMembranes, organelles, the cytoskeleton, signaling, and the cell cycle.\nPrerequisite: BIOL 1010, CHEM 1120.\nBIOL 2500 — Ecology 4 cr\nPopulations, communities, ecosystems, and applied ecology, with field methods.\nPrerequisite: BIOL 1020.\nBIOL 3100 — Microbiology 4 cr\nMicrobial structure, metabolism, genetics, and ecology, and host–microbe interactions, with lab.\nPrerequisite: BIOL 2300.\nBIOL 3300 — Human Anatomy and Physiology I 4 cr\nOrganization of the body, tissues, and the integumentary, skeletal, muscular, and nervous systems, with lab.\nPrerequisite: BIOL 1010.\nBIOL 3400 — Human Anatomy and Physiology II 4 cr\nThe endocrine, cardiovascular, respiratory, digestive, urinary, and reproductive systems, with lab.\nPrerequisite: BIOL 3300.\nBIOL 4900 — Biology Capstone 2 cr\nAn independent research or literature project with a written report and a presentation.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how BIOL courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nBIOL\nCollege\nCollege of Science & Mathematics\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nNCBI\nGBIF biodiversity data\nMore open resources →" }, { "url": "subject-biomedical-engineering.html", "title": "Biomedical Engineering courses (BME)", "description": "Engineering applied to medicine and human health. All BME courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Biomedical Engineering · BME", "About Biomedical Engineering", "How the sequence works", "BME 2000 — Introduction to Biomedical Engineering 3 cr", "BME 2500 — Biomaterials 3 cr", "BME 3100 — Biomechanics 3 cr", "BME 3300 — Biomedical Instrumentation 4 cr", "BME 3500 — Medical Imaging 3 cr", "BME 3700 — Physiology for Engineers 3 cr", "BME 4100 — Medical Device Design and Regulation 3 cr", "BME 4900 — Biomedical Senior Design 3 cr", "Planning and advising" ], "content": "College of Engineering & Technology Biomedical Engineering · BME\nEngineering applied to medicine and human health.\nAbout Biomedical Engineering\nEngineering applied to medicine and human health. Courses carry the BME subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 BME courses listed, 2 are introductory (numbers under 300), 1 is advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Biomedical Engineering department is the only way around them.\nBME 2000 — Introduction to Biomedical Engineering 3 cr\nThe subfields — biomechanics, biomaterials, instrumentation, imaging, tissue engineering — and the design process in a regulated industry.\nPrerequisite: MATH 2400, BIOL 1010.\nBME 2500 — Biomaterials 3 cr\nMetals, polymers, ceramics, and composites for implants and devices; biocompatibility; and degradation.\nPrerequisite: CHEM 1120, MFGE 2500.\nBME 3100 — Biomechanics 3 cr\nMechanics of tissues, joints, and gait, and the design of orthopedic and rehabilitation devices.\nPrerequisite: ME 2100.\nBME 3300 — Biomedical Instrumentation 4 cr\nSensors and amplifiers for physiological signals, noise and safety, and building a measurement system.\nPrerequisite: EE 2000.\nBME 3500 — Medical Imaging 3 cr\nThe physics and signal processing behind X-ray, CT, ultrasound, and MRI.\nPrerequisite: PHYS 2020.\nBME 3700 — Physiology for Engineers 3 cr\nQuantitative treatment of the cardiovascular, respiratory, renal, and nervous systems.\nPrerequisite: BIOL 1010.\nBME 4100 — Medical Device Design and Regulation 3 cr\nDesign controls, risk management, verification and validation, and the regulatory pathway.\nPrerequisite: BME 2000.\nBME 4900 — Biomedical Senior Design 3 cr\nA team designs and prototypes a medical device or system for a clinical sponsor, with a design-history file.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how BME courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nBME\nCollege\nCollege of Engineering & Technology\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-business-administration.html", "title": "Business Administration courses (BUS)", "description": "The core of running an organization — across every function. All BUS courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Business Administration · BUS", "About Business Administration", "How the sequence works", "BUS 1000 — Introduction to Business 3 cr", "BUS 2100 — Financial Accounting 3 cr", "BUS 2200 — Managerial Accounting 3 cr", "BUS 2400 — Principles of Marketing 3 cr", "BUS 2600 — Principles of Management 3 cr", "BUS 3100 — Business Finance 3 cr", "BUS 3300 — Operations Management 3 cr", "BUS 3500 — Business Analytics 3 cr", "BUS 4900 — Strategic Management 3 cr", "Planning and advising" ], "content": "College of Management Business Administration · BUS\nThe core of running an organization — across every function.\nAbout Business Administration\nThe core of running an organization — across every function. Courses carry the BUS subject code and are offered through the College of Management . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 BUS courses listed, 3 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 2 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Business Administration department is the only way around them.\nBUS 1000 — Introduction to Business 3 cr\nHow firms create value: the functional areas, forms of organization, the competitive environment, and business ethics.\nPrerequisite: none.\nBUS 2100 — Financial Accounting 3 cr\nThe accounting cycle, the four statements, and reading a set of financials to understand a company's position.\nPrerequisite: none.\nBUS 2200 — Managerial Accounting 3 cr\nCost behavior, budgeting, variance analysis, and using cost information to make operating decisions.\nPrerequisite: BUS 2100.\nBUS 2400 — Principles of Marketing 3 cr\nSegmentation, targeting, and positioning; the marketing mix; and building a plan from customer insight.\nPrerequisite: BUS 1000.\nBUS 2600 — Principles of Management 3 cr\nPlanning, organizing, leading, and controlling; motivation; teams; and the manager's day.\nPrerequisite: BUS 1000.\nBUS 3100 — Business Finance 3 cr\nTime value of money, valuation, capital budgeting, risk and return, and capital structure.\nPrerequisite: BUS 2100, MATH 1600.\nBUS 3300 — Operations Management 3 cr\nProcess design, capacity, quality, inventory, and lean thinking across manufacturing and services.\nPrerequisite: BUS 2600.\nBUS 3500 — Business Analytics 3 cr\nFraming a business question, working with data, modeling, and communicating a recommendation to a decision-maker.\nPrerequisite: MATH 1600.\nBUS 4900 — Strategic Management 3 cr\nIntegrating the functions: industry and competitive analysis, strategy formulation, and execution, worked through cases and a simulation.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how BUS courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Business Administration program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nBUS\nCollege\nCollege of Management\nCourses listed\n9\nRelated program\nBusiness Administration\nRelated\nBusiness Administration program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nData.gov\nU.S. Census Bureau\narXiv\nbioRxiv & medRxiv\nU.S. Small Business Administration\nMore open resources →" }, { "url": "subject-business-law.html", "title": "Business Law courses (BLAW)", "description": "The legal environment of business — contracts, torts, and regulation. All BLAW courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Business Law · BLAW", "About Business Law", "How the sequence works", "BLAW 2000 — Legal Environment of Business 3 cr", "BLAW 3100 — Contracts and Sales 3 cr", "BLAW 3200 — Business Organizations 3 cr", "BLAW 3300 — Employment Law 3 cr", "BLAW 3400 — Property and Real Estate Law 3 cr", "BLAW 3500 — Commercial Transactions 3 cr", "BLAW 3600 — Intellectual Property 3 cr", "BLAW 3800 — Regulation and Compliance 3 cr", "BLAW 4900 — Law and Business Strategy 3 cr", "Planning and advising" ], "content": "College of Management Business Law · BLAW\nThe legal environment of business — contracts, torts, and regulation.\nAbout Business Law\nThe legal environment of business — contracts, torts, and regulation. Courses carry the BLAW subject code and are offered through the College of Management . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 BLAW courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Business Law department is the only way around them.\nBLAW 2000 — Legal Environment of Business 3 cr\nThe court system, constitutional and administrative law, torts, and ethics for managers.\nPrerequisite: BUS 1000.\nBLAW 3100 — Contracts and Sales 3 cr\nFormation, performance, breach, remedies, and the Uniform Commercial Code for the sale of goods.\nPrerequisite: BLAW 2000.\nBLAW 3200 — Business Organizations 3 cr\nAgency, partnerships, corporations, and LLCs — formation, governance, and liability.\nPrerequisite: BLAW 2000.\nBLAW 3300 — Employment Law 3 cr\nHiring, discrimination, wage and hour, safety, and separation, and managing legal risk in HR.\nPrerequisite: BLAW 2000.\nBLAW 3400 — Property and Real Estate Law 3 cr\nReal and personal property, landlord–tenant, land use, and the closing process.\nPrerequisite: BLAW 2000.\nBLAW 3500 — Commercial Transactions 3 cr\nSecured transactions, negotiable instruments, creditors' rights, and bankruptcy.\nPrerequisite: BLAW 3100.\nBLAW 3600 — Intellectual Property 3 cr\nPatents, trademarks, copyrights, and trade secrets, and protecting a company's intangible assets.\nPrerequisite: BLAW 2000.\nBLAW 3800 — Regulation and Compliance 3 cr\nAntitrust, consumer protection, environmental, and industry regulation, and building a compliance program.\nPrerequisite: BLAW 2000.\nBLAW 4900 — Law and Business Strategy 3 cr\nA case-based capstone integrating legal analysis into business decisions.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how BLAW courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nBLAW\nCollege\nCollege of Management\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-career-technical-education.html", "title": "Career & Technical Education courses (CTE)", "description": "Preparing teachers for technical, trade, and applied classrooms. All CTE courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Career & Technical Education · CTE", "About Career & Technical Education", "How the sequence works", "CTE 2000 — Introduction to CTE 3 cr", "CTE 2200 — Teaching Technical Skills 3 cr", "CTE 2400 — Laboratory and Shop Management 3 cr", "CTE 3100 — Curriculum in CTE 3 cr", "CTE 3300 — Work-Based Learning 3 cr", "CTE 3500 — Student Organizations and Leadership 2 cr", "CTE 3700 — Assessment in Technical Education 3 cr", "CTE 4900 — CTE Student Teaching 12 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Career & Technical Education · CTE\nPreparing teachers for technical, trade, and applied classrooms.\nAbout Career & Technical Education\nPreparing teachers for technical, trade, and applied classrooms. Courses carry the CTE subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 CTE courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Career & Technical Education department is the only way around them.\nCTE 2000 — Introduction to CTE 3 cr\nThe history and purposes of career and technical education, program areas, and the licensure pathway.\nPrerequisite: none.\nCTE 2200 — Teaching Technical Skills 3 cr\nTask analysis, demonstration, guided practice, and assessing skill performance safely.\nPrerequisite: CTE 2000.\nCTE 2400 — Laboratory and Shop Management 3 cr\nFacility layout, tool and material control, safety programs, and budgeting a program.\nPrerequisite: CTE 2000.\nCTE 3100 — Curriculum in CTE 3 cr\nAligning to industry standards, developing courses and units, and integrating academics.\nPrerequisite: CTE 2200.\nCTE 3300 — Work-Based Learning 3 cr\nCoordinating internships, apprenticeships, and school-based enterprises, and employer partnerships.\nPrerequisite: CTE 2000.\nCTE 3500 — Student Organizations and Leadership 2 cr\nAdvising a career and technical student organization and building student leadership.\nPrerequisite: CTE 2000.\nCTE 3700 — Assessment in Technical Education 3 cr\nPerformance rubrics, industry certifications, and program evaluation.\nPrerequisite: CTE 3100.\nCTE 4900 — CTE Student Teaching 12 cr\nA full supervised teaching semester in a technical classroom, with a seminar and portfolio.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how CTE courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nCTE\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-chemistry.html", "title": "Chemistry courses (CHEM)", "description": "Matter, its transformations, and how we measure them. All CHEM courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Chemistry · CHEM", "About Chemistry", "How the sequence works", "CHEM 1050 — Introductory Chemistry 4 cr", "CHEM 1110 — General Chemistry I 5 cr", "CHEM 1120 — General Chemistry II 5 cr", "CHEM 2210 — Organic Chemistry I 4 cr", "CHEM 2220 — Organic Chemistry II 4 cr", "CHEM 3100 — Analytical Chemistry 4 cr", "CHEM 3300 — Physical Chemistry I 3 cr", "CHEM 3500 — Biochemistry 3 cr", "CHEM 4900 — Chemistry Capstone 2 cr", "Planning and advising" ], "content": "College of Science & Mathematics Chemistry · CHEM\nMatter, its transformations, and how we measure them.\nAbout Chemistry\nMatter, its transformations, and how we measure them. Courses carry the CHEM subject code and are offered through the College of Science & Mathematics . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 CHEM courses listed, 5 are introductory (numbers under 300), 1 is advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Chemistry department is the only way around them.\nCHEM 1050 — Introductory Chemistry 4 cr\nMatter and measurement, atoms and the periodic table, bonding, reactions, stoichiometry, and gases, with lab.\nPrerequisite: MATH 1200.\nCHEM 1110 — General Chemistry I 5 cr\nAtomic and molecular structure, stoichiometry, thermochemistry, and bonding theories, with lab.\nPrerequisite: MATH 1300.\nCHEM 1120 — General Chemistry II 5 cr\nKinetics, equilibrium, acids and bases, thermodynamics, and electrochemistry, with lab.\nPrerequisite: CHEM 1110.\nCHEM 2210 — Organic Chemistry I 4 cr\nStructure, bonding, nomenclature, stereochemistry, and the reactions of alkanes, alkenes, and alkyl halides, with lab.\nPrerequisite: CHEM 1120.\nCHEM 2220 — Organic Chemistry II 4 cr\nAromatic chemistry, carbonyl chemistry, amines, and spectroscopy, with lab.\nPrerequisite: CHEM 2210.\nCHEM 3100 — Analytical Chemistry 4 cr\nEquilibrium in analysis, titrations, spectrophotometry, chromatography, and statistics of measurement, with lab.\nPrerequisite: CHEM 1120.\nCHEM 3300 — Physical Chemistry I 3 cr\nThermodynamics, phase and chemical equilibria, and solutions.\nPrerequisite: CHEM 1120, MATH 2500, PHYS 2010.\nCHEM 3500 — Biochemistry 3 cr\nStructure and function of biomolecules, enzyme kinetics, metabolism, and information flow.\nPrerequisite: CHEM 2220.\nCHEM 4900 — Chemistry Capstone 2 cr\nA literature-based or laboratory research project with a written thesis and a seminar presentation.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how CHEM courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nCHEM\nCollege\nCollege of Science & Mathematics\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nPubChem\nCAS Common Chemistry\nMore open resources →" }, { "url": "subject-civil-engineering.html", "title": "Civil Engineering courses (CE)", "description": "Structures, geotechnics, water, transportation, and construction. All CE courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Civil Engineering · CE", "About Civil Engineering", "How the sequence works", "CE 2100 — Statics 3 cr", "CE 2300 — Surveying 3 cr", "CE 2500 — Mechanics of Materials 3 cr", "CE 3100 — Structural Analysis 3 cr", "CE 3300 — Geotechnical Engineering 4 cr", "CE 3500 — Hydraulics and Hydrology 3 cr", "CE 3700 — Transportation Engineering 3 cr", "CE 3900 — Reinforced Concrete Design 3 cr", "CE 4900 — Senior Design 3 cr", "Planning and advising" ], "content": "College of Engineering & Technology Civil Engineering · CE\nStructures, geotechnics, water, transportation, and construction.\nAbout Civil Engineering\nStructures, geotechnics, water, transportation, and construction. Courses carry the CE subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 CE courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Civil Engineering department is the only way around them.\nCE 2100 — Statics 3 cr\nEquilibrium of particles and rigid bodies, trusses and frames, friction, centroids, and moments of inertia.\nPrerequisite: MATH 2400, PHYS 2010.\nCE 2300 — Surveying 3 cr\nDistance, angle, and elevation measurement; traverse computation; leveling; GPS; and producing a site map, with fieldwork.\nPrerequisite: MATH 1600.\nCE 2500 — Mechanics of Materials 3 cr\nAxial, torsional, and bending stress and strain; deflection; combined loading; and column buckling.\nPrerequisite: CE 2100.\nCE 3100 — Structural Analysis 3 cr\nDeterminate and indeterminate beams, frames, and trusses; influence lines; and the stiffness method.\nPrerequisite: CE 2500.\nCE 3300 — Geotechnical Engineering 4 cr\nSoil classification, compaction, seepage, consolidation, shear strength, and shallow foundation design, with lab testing.\nPrerequisite: CE 2500.\nCE 3500 — Hydraulics and Hydrology 3 cr\nOpen-channel and pipe flow, pumps, the hydrologic cycle, rainfall–runoff, and stormwater design.\nPrerequisite: CE 2100.\nCE 3700 — Transportation Engineering 3 cr\nTraffic flow, geometric design of roads, pavement, and an introduction to planning and safety analysis.\nPrerequisite: CE 2300.\nCE 3900 — Reinforced Concrete Design 3 cr\nBehavior and design of beams, slabs, and columns under current code, including detailing.\nPrerequisite: CE 3100.\nCE 4900 — Senior Design 3 cr\nA multidisciplinary team develops a civil project from site data through a code-compliant design and drawings for a client.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how CE courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Civil Engineering program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nCE\nCollege\nCollege of Engineering & Technology\nCourses listed\n9\nRelated program\nCivil Engineering\nRelated\nCivil Engineering program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nData.gov\nU.S. Census Bureau\nPurdue OWL\nCornell Legal Information Institute\nUSGS\nFHWA\nMore open resources →" }, { "url": "subject-communication-studies.html", "title": "Communication Studies courses (COMM)", "description": "How people create meaning together — interpersonal to public. All COMM courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Communication Studies · COMM", "About Communication Studies", "How the sequence works", "COMM 1100 — Public Speaking 3 cr", "COMM 1300 — Interpersonal Communication 3 cr", "COMM 2100 — Small Group Communication 3 cr", "COMM 2300 — Communication Theory 3 cr", "COMM 2500 — Intercultural Communication 3 cr", "COMM 3100 — Organizational Communication 3 cr", "COMM 3300 — Persuasion and Social Influence 3 cr", "COMM 3500 — Communication Research Methods 4 cr", "COMM 4900 — Capstone in Communication 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Communication Studies · COMM\nHow people create meaning together — interpersonal to public.\nAbout Communication Studies\nHow people create meaning together — interpersonal to public. Courses carry the COMM subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 COMM courses listed, 3 are introductory (numbers under 300), 3 are advanced undergraduate (300–499). 2 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Communication Studies department is the only way around them.\nCOMM 1100 — Public Speaking 3 cr\nResearching, organizing, and delivering informative and persuasive speeches, with repeated practice and feedback.\nPrerequisite: none.\nCOMM 1300 — Interpersonal Communication 3 cr\nPerception, listening, self-disclosure, conflict, and relational maintenance.\nPrerequisite: none.\nCOMM 2100 — Small Group Communication 3 cr\nRoles, norms, decision-making, leadership, and facilitating a productive meeting.\nPrerequisite: COMM 1100.\nCOMM 2300 — Communication Theory 3 cr\nMajor theories across contexts and how theory guides analysis and practice.\nPrerequisite: COMM 1300.\nCOMM 2500 — Intercultural Communication 3 cr\nCulture and identity, adaptation, and communicating across difference.\nPrerequisite: COMM 1300.\nCOMM 3100 — Organizational Communication 3 cr\nCommunication in organizations: culture, networks, change, and leadership messaging.\nPrerequisite: COMM 2100.\nCOMM 3300 — Persuasion and Social Influence 3 cr\nAttitude change, message design, and the ethics of influence.\nPrerequisite: COMM 2300.\nCOMM 3500 — Communication Research Methods 4 cr\nQuantitative and qualitative methods and a small applied study.\nPrerequisite: COMM 2300.\nCOMM 4900 — Capstone in Communication 3 cr\nAn applied project — a campaign, training, or study — for a real client or context.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how COMM courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nCOMM\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nPurdue OWL\nCornell Legal Information Institute\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-computer-engineering.html", "title": "Computer Engineering courses (CPE)", "description": "Where hardware and software meet — digital systems, embedded computing, and architecture. All CPE courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Computer Engineering · CPE", "About Computer Engineering", "How the sequence works", "CPE 2400 — Digital Logic Design 4 cr", "CPE 2600 — Introduction to Computer Architecture 3 cr", "CPE 2800 — Programming for Computer Engineers 3 cr", "CPE 3100 — Embedded Systems Design 4 cr", "CPE 3300 — Hardware Description Languages 3 cr", "CPE 3500 — Computer Networks 3 cr", "CPE 3700 — Operating Systems for Engineers 3 cr", "CPE 4100 — System-on-Chip Design 3 cr", "CPE 4900 — Computer Engineering Senior Design 3 cr", "Planning and advising" ], "content": "College of Engineering & Technology Computer Engineering · CPE\nWhere hardware and software meet — digital systems, embedded computing, and architecture.\nAbout Computer Engineering\nWhere hardware and software meet — digital systems, embedded computing, and architecture. Courses carry the CPE subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 CPE courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Computer Engineering department is the only way around them.\nCPE 2400 — Digital Logic Design 4 cr\nBoolean algebra, combinational and sequential circuits, finite-state machines, and implementation on an FPGA in the lab.\nPrerequisite: MATH 1400.\nCPE 2600 — Introduction to Computer Architecture 3 cr\nInstruction sets, the datapath and control, pipelining, caches, and the hardware–software interface.\nPrerequisite: CPE 2400.\nCPE 2800 — Programming for Computer Engineers 3 cr\nC and C++ with an emphasis on memory, pointers, bit manipulation, and writing code for constrained targets.\nPrerequisite: CS 1100.\nCPE 3100 — Embedded Systems Design 4 cr\nMicrocontroller peripherals, interrupts, real-time constraints, buses, and building a working embedded product.\nPrerequisite: CPE 2400, CPE 2800.\nCPE 3300 — Hardware Description Languages 3 cr\nModeling, simulating, and synthesizing digital hardware in a hardware description language, with testbenches.\nPrerequisite: CPE 2400.\nCPE 3500 — Computer Networks 3 cr\nThe protocol stack, sockets, routing and switching, reliability and congestion control, and network programming.\nPrerequisite: CPE 2800.\nCPE 3700 — Operating Systems for Engineers 3 cr\nProcesses and threads, scheduling, memory management, and drivers, with kernel-level programming assignments.\nPrerequisite: CPE 2600.\nCPE 4100 — System-on-Chip Design 3 cr\nIntegrating processors, memory, and custom accelerators; on-chip interconnect; and hardware/software co-verification.\nPrerequisite: CPE 3300.\nCPE 4900 — Computer Engineering Senior Design 3 cr\nA two-term team project delivering a working hardware/software system for an industry sponsor, with formal design reviews.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how CPE courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Computer Engineering program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nCPE\nCollege\nCollege of Engineering & Technology\nCourses listed\n9\nRelated program\nComputer Engineering\nRelated\nComputer Engineering program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-computer-science.html", "title": "Computer Science courses (CS)", "description": "Programming, algorithms, systems, and the theory underneath them. All CS courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Computer Science · CS", "About Computer Science", "How the sequence works", "CS 1100 — Introduction to Programming 3 cr", "CS 1200 — Object-Oriented Programming 3 cr", "CS 2400 — Data Structures and Algorithms 4 cr", "CS 2600 — Computer Organization 3 cr", "CS 3200 — Databases 3 cr", "CS 3300 — Web and Application Development 3 cr", "CS 3500 — Operating Systems 4 cr", "CS 3700 — Software Engineering 3 cr", "CS 4200 — Machine Learning 3 cr", "CS 4900 — Senior Capstone Project 3 cr", "Planning and advising" ], "content": "College of Computing & Information Sciences Computer Science · CS\nProgramming, algorithms, systems, and the theory underneath them.\nAbout Computer Science\nProgramming, algorithms, systems, and the theory underneath them. Courses carry the CS subject code and are offered through the College of Computing & Information Sciences. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 10 CS courses listed, 4 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Computer Science department is the only way around them.\nCS 1100 — Introduction to Programming 3 cr\nA first course in writing, testing, and debugging programs. Variables, control flow, functions, collections, files, and basic object use, practiced weekly in a studio with a lab instructor. No prior experience assumed.\nPrerequisite: none.\nCS 1200 — Object-Oriented Programming 3 cr\nDesigning programs around classes and objects: encapsulation, inheritance, polymorphism, interfaces, exceptions, and unit testing. A term-long project builds a small application in stages with version control.\nPrerequisite: CS 1100.\nCS 2400 — Data Structures and Algorithms 4 cr\nLists, stacks, queues, trees, hash tables, and graphs, with the algorithms that operate on them and the cost analysis that compares them. Emphasis on choosing the right structure for a problem and measuring the result.\nPrerequisite: CS 1200.\nCS 2600 — Computer Organization 3 cr\nHow a program becomes machine behavior: number representation, assembly, the memory hierarchy, the processor datapath, and the operating-system interface. Assignments work close to the hardware.\nPrerequisite: CS 1200.\nCS 3200 — Databases 3 cr\nThe relational model, SQL, schema design and normalization, transactions, indexing, and an introduction to non-relational stores. A project models a real domain and builds the queries an application would need.\nPrerequisite: CS 2400.\nCS 3300 — Web and Application Development 3 cr\nBuilding client–server applications: HTTP, front-end frameworks, APIs, authentication, and deployment. Teams ship a working application and maintain it through several iterations with code review.\nPrerequisite: CS 2400.\nCS 3500 — Operating Systems 4 cr\nProcesses and threads, scheduling, concurrency and synchronization, virtual memory, file systems, and I/O. Programming assignments implement pieces of an operating system and measure their behavior.\nPrerequisite: CS 2600.\nCS 3700 — Software Engineering 3 cr\nWorking on software as a team over time: requirements, design, estimation, testing strategy, continuous integration, and maintenance. Students work with an external client on a semester project.\nPrerequisite: CS 3300.\nCS 4200 — Machine Learning 3 cr\nSupervised and unsupervised learning: regression, classification, trees and ensembles, clustering, and neural networks, with the evaluation methods that keep results honest. Assignments use real datasets and standard tooling.\nPrerequisite: CS 2400, MATH 2600.\nCS 4900 — Senior Capstone Project 3 cr\nA team designs, builds, and delivers a substantial software system for a sponsor over two terms, presenting progress at reviews and the finished work at the showcase.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how CS courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Computer Science program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nCS\nCollege\nCollege of Computing & Information Sciences\nCourses listed\n10\nRelated program\nComputer Science\nRelated\nComputer Science program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nPurdue OWL\nCornell Legal Information Institute\narXiv\nbioRxiv & medRxiv\nMDN\nroadmap.sh\nMore open resources →" }, { "url": "subject-construction-management.html", "title": "Construction Management courses (CNST)", "description": "Planning, estimating, and running construction projects. All CNST courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Construction Management · CNST", "About Construction Management", "How the sequence works", "CNST 1500 — Introduction to Construction 3 cr", "CNST 2100 — Construction Materials and Methods 4 cr", "CNST 2400 — Construction Graphics and BIM 3 cr", "CNST 3100 — Estimating 3 cr", "CNST 3300 — Scheduling and Project Controls 3 cr", "CNST 3500 — Construction Law and Contracts 3 cr", "CNST 3700 — Mechanical and Electrical Systems 3 cr", "CNST 3900 — Construction Safety Management 3 cr", "CNST 4900 — Construction Capstone 3 cr", "Planning and advising" ], "content": "College of Engineering & Technology Construction Management · CNST\nPlanning, estimating, and running construction projects.\nAbout Construction Management\nPlanning, estimating, and running construction projects. Courses carry the CNST subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 CNST courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Construction Management department is the only way around them.\nCNST 1500 — Introduction to Construction 3 cr\nThe project delivery process, the parties involved, drawings and specifications, and construction safety fundamentals.\nPrerequisite: none.\nCNST 2100 — Construction Materials and Methods 4 cr\nSite work, concrete, masonry, steel, wood, and enclosure systems, and how each is built, with site visits.\nPrerequisite: CNST 1500.\nCNST 2400 — Construction Graphics and BIM 3 cr\nReading and producing construction documents and building an information model used for coordination and quantities.\nPrerequisite: CNST 1500.\nCNST 3100 — Estimating 3 cr\nQuantity takeoff, pricing labor, material, and equipment, and assembling a competitive bid.\nPrerequisite: CNST 2100.\nCNST 3300 — Scheduling and Project Controls 3 cr\nCritical-path scheduling, resource loading, earned value, and keeping a project on time and on budget.\nPrerequisite: CNST 3100.\nCNST 3500 — Construction Law and Contracts 3 cr\nContract types, the bidding process, changes and claims, liens, and risk allocation.\nPrerequisite: junior standing.\nCNST 3700 — Mechanical and Electrical Systems 3 cr\nBuilding HVAC, plumbing, and electrical systems from the constructor's point of view — coordination, rough-in, and commissioning.\nPrerequisite: CNST 2100.\nCNST 3900 — Construction Safety Management 3 cr\nRegulations, hazard analysis, the safety plan, and building a safety culture on a jobsite.\nPrerequisite: CNST 2100.\nCNST 4900 — Construction Capstone 3 cr\nA team plans a real building project end to end: estimate, schedule, logistics, and a management plan, presented to industry judges.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how CNST courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Construction Management program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nCNST\nCollege\nCollege of Engineering & Technology\nCourses listed\n9\nRelated program\nConstruction Management\nRelated\nConstruction Management program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-cooperative-education.html", "title": "Cooperative Education courses (COOP)", "description": "The zero- and one-credit courses that make a co-op or internship count. All COOP courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Cooperative Education · COOP", "About Cooperative Education", "How the sequence works", "COOP 1000 — Career Readiness 1 cr", "COOP 2000 — Cooperative Education I 0 cr", "COOP 2010 — Cooperative Education II 1 cr", "COOP 3000 — Internship 1 cr", "COOP 3010 — International Co-op 1 cr", "COOP 3500 — Professional Practice Seminar 1 cr", "Planning and advising" ], "content": "Career Services Cooperative Education · COOP\nThe zero- and one-credit courses that make a co-op or internship count.\nAbout Cooperative Education\nThe zero- and one-credit courses that make a co-op or internship count. Courses carry the COOP subject code and are offered through the Career Services. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 6 COOP courses listed, 0 are introductory (numbers under 300), 0 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Cooperative Education department is the only way around them.\nCOOP 1000 — Career Readiness 1 cr\nRésumé and portfolio, the job search, interviewing, and offer evaluation, before a first experience.\nPrerequisite: none.\nCOOP 2000 — Cooperative Education I 0 cr\nA full-time or part-time work term in a role related to the major, with faculty-approved learning objectives and a supervisor evaluation.\nPrerequisite: sophomore standing, approved placement.\nCOOP 2010 — Cooperative Education II 1 cr\nA second work term with deeper objectives, a mid-term check-in, and a reflective report.\nPrerequisite: COOP 2000.\nCOOP 3000 — Internship 1 cr\nA supervised internship with learning objectives, a workplace mentor, and a portfolio deliverable.\nPrerequisite: junior standing, approved placement.\nCOOP 3010 — International Co-op 1 cr\nA co-op abroad with added cross-cultural learning objectives and pre-departure preparation.\nPrerequisite: junior standing, approved placement.\nCOOP 3500 — Professional Practice Seminar 1 cr\nReflecting on a completed experience, translating it for interviews, and planning the next step.\nPrerequisite: COOP 2000 or COOP 3000.\nPlanning and advising\nYour degree audit shows exactly how COOP courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nCOOP\nCollege\nCareer Services\nCourses listed\n6\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-criminal-justice.html", "title": "Criminal Justice courses (CJ)", "description": "Law, policing, courts, corrections, and the study of crime. All CJ courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Criminal Justice · CJ", "About Criminal Justice", "How the sequence works", "CJ 1000 — Introduction to Criminal Justice 3 cr", "CJ 2100 — Criminology 3 cr", "CJ 2300 — Policing in a Democracy 3 cr", "CJ 2500 — Criminal Law 3 cr", "CJ 3100 — Criminal Procedure 3 cr", "CJ 3300 — Corrections 3 cr", "CJ 3500 — Research Methods in Criminal Justice 4 cr", "CJ 3700 — Victimology 3 cr", "CJ 4900 — Criminal Justice Capstone 3 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Criminal Justice · CJ\nLaw, policing, courts, corrections, and the study of crime.\nAbout Criminal Justice\nLaw, policing, courts, corrections, and the study of crime. Courses carry the CJ subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 CJ courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Criminal Justice department is the only way around them.\nCJ 1000 — Introduction to Criminal Justice 3 cr\nThe system's components, how a case moves through it, discretion, and current controversies.\nPrerequisite: none.\nCJ 2100 — Criminology 3 cr\nTheories of why crime occurs — from classical to biosocial to critical — and the evidence for each.\nPrerequisite: CJ 1000.\nCJ 2300 — Policing in a Democracy 3 cr\nHistory, function, and organization of policing; use of force; accountability; and community relations.\nPrerequisite: CJ 1000.\nCJ 2500 — Criminal Law 3 cr\nElements of crimes, defenses, and the constitutional limits on the criminal law.\nPrerequisite: CJ 1000.\nCJ 3100 — Criminal Procedure 3 cr\nSearch and seizure, interrogation, the right to counsel, and the exclusionary rule.\nPrerequisite: CJ 2500.\nCJ 3300 — Corrections 3 cr\nSentencing, incarceration, community supervision, reentry, and the aims of punishment.\nPrerequisite: CJ 1000.\nCJ 3500 — Research Methods in Criminal Justice 4 cr\nMeasuring crime, program evaluation, data sources, and a small applied project.\nPrerequisite: CJ 2100.\nCJ 3700 — Victimology 3 cr\nPatterns of victimization, the victim in the system, services, and restorative approaches.\nPrerequisite: CJ 2100.\nCJ 4900 — Criminal Justice Capstone 3 cr\nAn applied policy analysis or agency project, presented to practitioners.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how CJ courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Criminal Justice program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nCJ\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated program\nCriminal Justice\nRelated\nCriminal Justice program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nData.gov\nU.S. Census Bureau\narXiv\nbioRxiv & medRxiv\nBureau of Justice Statistics\nCornell LII\nMore open resources →" }, { "url": "subject-culinary-arts.html", "title": "Culinary Arts courses (CULA)", "description": "Professional cooking, baking, and kitchen management. All CULA courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Culinary Arts · CULA", "About Culinary Arts", "How the sequence works", "CULA 1100 — Culinary Foundations 4 cr", "CULA 1300 — Baking and Pastry Foundations 4 cr", "CULA 2100 — Garde Manger 3 cr", "CULA 2300 — World Cuisines 3 cr", "CULA 2500 — À la Carte Kitchen 4 cr", "CULA 2700 — Advanced Pastry and Confections 3 cr", "CULA 3100 — Menu Development and Food Cost 3 cr", "CULA 3300 — Kitchen Management and Supervision 3 cr", "CULA 4900 — Capstone: Restaurant Operations 4 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Culinary Arts · CULA\nProfessional cooking, baking, and kitchen management.\nAbout Culinary Arts\nProfessional cooking, baking, and kitchen management. Courses carry the CULA subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 CULA courses listed, 3 are introductory (numbers under 300), 3 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Culinary Arts department is the only way around them.\nCULA 1100 — Culinary Foundations 4 cr\nKnife skills, stocks and sauces, cooking methods, mise en place, and kitchen safety and sanitation.\nPrerequisite: none.\nCULA 1300 — Baking and Pastry Foundations 4 cr\nYeast breads, quick breads, pastry doughs, custards, and basic cakes and their science.\nPrerequisite: CULA 1100.\nCULA 2100 — Garde Manger 3 cr\nCold kitchen: salads, charcuterie, terrines, canapés, and buffet presentation.\nPrerequisite: CULA 1100.\nCULA 2300 — World Cuisines 3 cr\nIngredients, techniques, and dishes from major regional cuisines, cooked in rotation.\nPrerequisite: CULA 1100.\nCULA 2500 — À la Carte Kitchen 4 cr\nRunning a station in the teaching restaurant — timing, consistency, and plating under service pressure.\nPrerequisite: CULA 2100.\nCULA 2700 — Advanced Pastry and Confections 3 cr\nLaminated doughs, plated desserts, chocolate, and sugar work.\nPrerequisite: CULA 1300.\nCULA 3100 — Menu Development and Food Cost 3 cr\nMenu design, costing, yield testing, purchasing, and pricing for profitability.\nPrerequisite: CULA 2300.\nCULA 3300 — Kitchen Management and Supervision 3 cr\nScheduling, training, ordering, inventory, and leading a kitchen team.\nPrerequisite: CULA 2500.\nCULA 4900 — Capstone: Restaurant Operations 4 cr\nStudents plan and run a full-service concept in the teaching restaurant for a run of service.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how CULA courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nCULA\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-cybersecurity.html", "title": "Cybersecurity courses (CYBR)", "description": "Defending systems, networks, and data — and understanding the attacks. All CYBR courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Cybersecurity · CYBR", "About Cybersecurity", "How the sequence works", "CYBR 1500 — Foundations of Cybersecurity 3 cr", "CYBR 2200 — Networking for Security 4 cr", "CYBR 2600 — System Administration and Hardening 3 cr", "CYBR 3100 — Offensive Security 3 cr", "CYBR 3300 — Digital Forensics and Incident Response 3 cr", "CYBR 3500 — Cryptography Applied 3 cr", "CYBR 3700 — Security Operations 3 cr", "CYBR 4100 — Governance, Risk, and Compliance 3 cr", "CYBR 4900 — Cybersecurity Capstone 3 cr", "Planning and advising" ], "content": "College of Computing & Information Sciences Cybersecurity · CYBR\nDefending systems, networks, and data — and understanding the attacks.\nAbout Cybersecurity\nDefending systems, networks, and data — and understanding the attacks. Courses carry the CYBR subject code and are offered through the College of Computing & Information Sciences. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 CYBR courses listed, 3 are introductory (numbers under 300), 1 is advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Cybersecurity department is the only way around them.\nCYBR 1500 — Foundations of Cybersecurity 3 cr\nThe vocabulary and mindset of security: the CIA triad, threats and threat actors, controls, risk, and the legal and ethical boundaries of the field.\nPrerequisite: none.\nCYBR 2200 — Networking for Security 4 cr\nHow networks actually move data, so you can defend them: the protocol stack, routing and switching, common services, packet capture, and where each layer can be attacked or monitored.\nPrerequisite: CYBR 1500.\nCYBR 2600 — System Administration and Hardening 3 cr\nConfiguring and locking down Linux and Windows systems: accounts and permissions, patching, logging, baseline configuration, and verifying that a control does what you think.\nPrerequisite: CYBR 1500.\nCYBR 3100 — Offensive Security 3 cr\nReconnaissance, vulnerability assessment, exploitation, and post-exploitation in a contained lab, taught so defenders understand attacker workflows. Rules of engagement and authorization are central.\nPrerequisite: CYBR 2200.\nCYBR 3300 — Digital Forensics and Incident Response 3 cr\nAcquiring and analyzing evidence from disks, memory, and network logs; maintaining chain of custody; reconstructing an incident timeline; and writing a report that holds up.\nPrerequisite: CYBR 2600.\nCYBR 3500 — Cryptography Applied 3 cr\nSymmetric and public-key cryptography, hashing, key exchange, digital signatures, and certificates — how they work, how they fail, and how to use libraries correctly.\nPrerequisite: MATH 2100.\nCYBR 3700 — Security Operations 3 cr\nRunning a security operations center: log aggregation, detection engineering, alert triage, threat intelligence, and tabletop exercises.\nPrerequisite: CYBR 2600.\nCYBR 4100 — Governance, Risk, and Compliance 3 cr\nSecurity frameworks and regulations, risk assessment methods, audit, policy writing, and translating between technical findings and organizational decisions.\nPrerequisite: junior standing.\nCYBR 4900 — Cybersecurity Capstone 3 cr\nA team assesses, hardens, and defends a realistic environment across a term, culminating in a defended live exercise and a formal findings report.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how CYBR courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Cybersecurity program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nCYBR\nCollege\nCollege of Computing & Information Sciences\nCourses listed\n9\nRelated program\nCybersecurity\nRelated\nCybersecurity program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nPurdue OWL\nCornell Legal Information Institute\nOWASP\nMITRE ATT&CK\nNIST NVD\nMore open resources →" }, { "url": "subject-dance.html", "title": "Dance courses (DANC)", "description": "Moving, making, and studying dance as an art form. All DANC courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Dance · DANC", "About Dance", "How the sequence works", "DANC 1100 — Modern Dance I 2 cr", "DANC 1200 — Ballet I 2 cr", "DANC 1300 — Jazz and Contemporary Styles 2 cr", "DANC 2100 — Dance Composition 3 cr", "DANC 2300 — Dance History 3 cr", "DANC 2500 — Music and Anatomy for Dancers 3 cr", "DANC 3100 — Choreography and Production 3 cr", "DANC 3300 — Teaching Dance 3 cr", "DANC 4900 — Senior Dance Project 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Dance · DANC\nMoving, making, and studying dance as an art form.\nAbout Dance\nMoving, making, and studying dance as an art form. Courses carry the DANC subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 DANC courses listed, 4 are introductory (numbers under 300), 3 are advanced undergraduate (300–499). 4 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Dance department is the only way around them.\nDANC 1100 — Modern Dance I 2 cr\nAlignment, weight, momentum, and phrase work in a contemporary technique, all levels welcome.\nPrerequisite: none.\nDANC 1200 — Ballet I 2 cr\nBarre and center fundamentals, placement, and vocabulary.\nPrerequisite: none.\nDANC 1300 — Jazz and Contemporary Styles 2 cr\nIsolations, across-the-floor combinations, and current commercial and concert styles.\nPrerequisite: none.\nDANC 2100 — Dance Composition 3 cr\nImprovisation, choreographic tools, and making and showing short original studies.\nPrerequisite: DANC 1100.\nDANC 2300 — Dance History 3 cr\nConcert dance from the early twentieth century to the present and its social contexts.\nPrerequisite: none.\nDANC 2500 — Music and Anatomy for Dancers 3 cr\nRhythm and phrasing, functional anatomy, injury prevention, and conditioning.\nPrerequisite: DANC 1100.\nDANC 3100 — Choreography and Production 3 cr\nDeveloping a group work and mounting it with lighting, sound, and costume for the concert.\nPrerequisite: DANC 2100.\nDANC 3300 — Teaching Dance 3 cr\nLesson design, cueing, feedback, and leading a class safely across ages and levels.\nPrerequisite: DANC 2100.\nDANC 4900 — Senior Dance Project 3 cr\nA choreographed or performed capstone shown in the spring dance concert with written reflection.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how DANC courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nDANC\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-data-science.html", "title": "Data Science courses (DATA)", "description": "Turning data into decisions — statistics, computing, and communication. All DATA courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Data Science · DATA", "About Data Science", "How the sequence works", "DATA 1400 — Introduction to Data Science 3 cr", "DATA 2200 — Data Wrangling and Visualization 3 cr", "DATA 2600 — Statistical Inference 4 cr", "DATA 3100 — Machine Learning for Data Science 3 cr", "DATA 3300 — Databases and Data Engineering 3 cr", "DATA 3500 — Experiments and Causal Inference 3 cr", "DATA 3700 — Data Ethics and Governance 3 cr", "DATA 4200 — Data Science Practicum 3 cr", "DATA 4900 — Data Science Capstone 3 cr", "Planning and advising" ], "content": "College of Computing & Information Sciences Data Science · DATA\nTurning data into decisions — statistics, computing, and communication.\nAbout Data Science\nTurning data into decisions — statistics, computing, and communication. Courses carry the DATA subject code and are offered through the College of Computing & Information Sciences. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 DATA courses listed, 3 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Data Science department is the only way around them.\nDATA 1400 — Introduction to Data Science 3 cr\nThe data life cycle from question to communication: acquiring data, cleaning it, exploring it visually, and being honest about what it can and cannot support.\nPrerequisite: none.\nDATA 2200 — Data Wrangling and Visualization 3 cr\nReshaping messy real-world data, joining sources, handling missing values, and building clear visualizations that answer a specific question.\nPrerequisite: DATA 1400, CS 1100.\nDATA 2600 — Statistical Inference 4 cr\nSampling, estimation, hypothesis tests, confidence intervals, regression, and the assumptions that make each one valid — with simulation to build intuition.\nPrerequisite: MATH 1600.\nDATA 3100 — Machine Learning for Data Science 3 cr\nPredictive modeling in practice: feature engineering, model selection, cross-validation, regularization, and evaluating a model against a real baseline.\nPrerequisite: DATA 2600, CS 2400.\nDATA 3300 — Databases and Data Engineering 3 cr\nRelational and non-relational stores, SQL at depth, pipelines, batch and streaming processing, and moving data reliably between systems.\nPrerequisite: CS 1200.\nDATA 3500 — Experiments and Causal Inference 3 cr\nDesigning experiments, running A/B tests, and the methods for estimating a causal effect from observational data — plus the traps in each.\nPrerequisite: DATA 2600.\nDATA 3700 — Data Ethics and Governance 3 cr\nBias and fairness in data and models, privacy, consent, transparency, and the regulatory landscape, worked through case studies.\nPrerequisite: junior standing.\nDATA 4200 — Data Science Practicum 3 cr\nA team takes a sponsor's real problem and real data from framing to a delivered, documented analysis or model.\nPrerequisite: DATA 3100.\nDATA 4900 — Data Science Capstone 3 cr\nAn individual project: a substantial analysis or model on a question of the student's choosing, presented at the showcase with a written report.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how DATA courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Data Science program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nDATA\nCollege\nCollege of Computing & Information Sciences\nCourses listed\n9\nRelated program\nData Science\nRelated\nData Science program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nData.gov\nU.S. Census Bureau\nPurdue OWL\nCornell Legal Information Institute\nscikit-learn docs\nOur World in Data\nMore open resources →" }, { "url": "subject-dietetics.html", "title": "Dietetics courses (DIET)", "description": "Food, nutrition, and medical nutrition therapy. All DIET courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Dietetics · DIET", "About Dietetics", "How the sequence works", "DIET 1500 — Introduction to Nutrition 3 cr", "DIET 2200 — Food Science 4 cr", "DIET 2500 — Nutrition Through the Lifespan 3 cr", "DIET 3100 — Nutrition Assessment 3 cr", "DIET 3300 — Medical Nutrition Therapy I 4 cr", "DIET 3500 — Community Nutrition 3 cr", "DIET 3700 — Food Service Systems Management 3 cr", "DIET 4100 — Medical Nutrition Therapy II 4 cr", "DIET 4900 — Dietetics Capstone 3 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Dietetics · DIET\nFood, nutrition, and medical nutrition therapy.\nAbout Dietetics\nFood, nutrition, and medical nutrition therapy. Courses carry the DIET subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 DIET courses listed, 3 are introductory (numbers under 300), 1 is advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Dietetics department is the only way around them.\nDIET 1500 — Introduction to Nutrition 3 cr\nNutrients, requirements, food sources, dietary patterns, and evaluating nutrition claims.\nPrerequisite: none.\nDIET 2200 — Food Science 4 cr\nComposition and behavior of food, cooking chemistry, safety, and functional properties, with lab.\nPrerequisite: CHEM 1050.\nDIET 2500 — Nutrition Through the Lifespan 3 cr\nChanging needs from pregnancy through older adulthood and the factors that shape intake.\nPrerequisite: DIET 1500.\nDIET 3100 — Nutrition Assessment 3 cr\nAnthropometric, biochemical, clinical, and dietary assessment methods and their interpretation.\nPrerequisite: DIET 2500.\nDIET 3300 — Medical Nutrition Therapy I 4 cr\nNutrition care for cardiovascular, gastrointestinal, and renal conditions, with case studies.\nPrerequisite: DIET 3100.\nDIET 3500 — Community Nutrition 3 cr\nProgram planning, food assistance, policy, and delivering nutrition education to a group.\nPrerequisite: DIET 2500.\nDIET 3700 — Food Service Systems Management 3 cr\nMenu, procurement, production, sanitation, and financial management in institutional food service.\nPrerequisite: DIET 2200.\nDIET 4100 — Medical Nutrition Therapy II 4 cr\nNutrition support, critical illness, oncology, and endocrine conditions.\nPrerequisite: DIET 3300.\nDIET 4900 — Dietetics Capstone 3 cr\nAn integrative case portfolio and a supervised-practice readiness project.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how DIET courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Dietetics program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nDIET\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated program\nDietetics\nRelated\nDietetics program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nData.gov\nU.S. Census Bureau\narXiv\nbioRxiv & medRxiv\nUSDA FoodData Central\nMore open resources →" }, { "url": "subject-early-childhood-education.html", "title": "Early Childhood Education courses (ECE)", "description": "Teaching and caring for children from birth through age eight. All ECE courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Early Childhood Education · ECE", "About Early Childhood Education", "How the sequence works", "ECE 1500 — Foundations of Early Childhood Education 3 cr", "ECE 2100 — Child Growth and Development 3 cr", "ECE 2300 — Early Learning Environments 3 cr", "ECE 2500 — Curriculum for Infants and Toddlers 3 cr", "ECE 3100 — Curriculum for Preschool and Kindergarten 4 cr", "ECE 3300 — Guiding Young Children's Behavior 3 cr", "ECE 3500 — Family and Community Engagement 3 cr", "ECE 3700 — Young Children with Exceptionalities 3 cr", "ECE 4900 — Early Childhood Practicum 5 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Early Childhood Education · ECE\nTeaching and caring for children from birth through age eight.\nAbout Early Childhood Education\nTeaching and caring for children from birth through age eight. Courses carry the ECE subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 ECE courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Early Childhood Education department is the only way around them.\nECE 1500 — Foundations of Early Childhood Education 3 cr\nHistory, models, and current issues in early care and education, with observation.\nPrerequisite: none.\nECE 2100 — Child Growth and Development 3 cr\nDevelopment from birth to age eight and its implications for practice.\nPrerequisite: ECE 1500.\nECE 2300 — Early Learning Environments 3 cr\nDesigning indoor and outdoor spaces, materials, schedules, and routines.\nPrerequisite: ECE 1500.\nECE 2500 — Curriculum for Infants and Toddlers 3 cr\nResponsive caregiving, early language, and play-based experiences for the youngest children.\nPrerequisite: ECE 2100.\nECE 3100 — Curriculum for Preschool and Kindergarten 4 cr\nPlanning across domains, emergent literacy and math, and assessment through observation.\nPrerequisite: ECE 2100.\nECE 3300 — Guiding Young Children's Behavior 3 cr\nPositive guidance, social-emotional teaching, and supporting children with challenging behavior.\nPrerequisite: ECE 2100.\nECE 3500 — Family and Community Engagement 3 cr\nPartnering with families, home visiting, and connecting families to resources.\nPrerequisite: ECE 1500.\nECE 3700 — Young Children with Exceptionalities 3 cr\nInclusion, early intervention, the IFSP/IEP process, and adapting curriculum.\nPrerequisite: ECE 2100.\nECE 4900 — Early Childhood Practicum 5 cr\nA supervised student-teaching placement in an early-childhood setting with a seminar.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how ECE courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nECE\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-economics.html", "title": "Economics courses (ECON)", "description": "How incentives, markets, and policy shape decisions at every scale. All ECON courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Economics · ECON", "About Economics", "How the sequence works", "ECON 2010 — Principles of Microeconomics 3 cr", "ECON 2020 — Principles of Macroeconomics 3 cr", "ECON 3100 — Intermediate Microeconomics 3 cr", "ECON 3200 — Intermediate Macroeconomics 3 cr", "ECON 3300 — Money and Banking 3 cr", "ECON 3400 — Labor Economics 3 cr", "ECON 3500 — Econometrics 4 cr", "ECON 3700 — Environmental Economics 3 cr", "ECON 4900 — Senior Seminar in Economics 3 cr", "Planning and advising" ], "content": "College of Management Economics · ECON\nHow incentives, markets, and policy shape decisions at every scale.\nAbout Economics\nHow incentives, markets, and policy shape decisions at every scale. Courses carry the ECON subject code and are offered through the College of Management . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 ECON courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Economics department is the only way around them.\nECON 2010 — Principles of Microeconomics 3 cr\nScarcity and choice, supply and demand, elasticity, market structures, and the effects of taxes, subsidies, and price controls, with graphical and simple algebraic analysis.\nPrerequisite: MATH 1200.\nECON 2020 — Principles of Macroeconomics 3 cr\nOutput, unemployment, and inflation; aggregate demand and supply; money and banking; and the tools and limits of fiscal and monetary policy.\nPrerequisite: ECON 2010.\nECON 3100 — Intermediate Microeconomics 3 cr\nConsumer and producer theory, general equilibrium, market failure, and welfare analysis with calculus.\nPrerequisite: ECON 2010, MATH 2400.\nECON 3200 — Intermediate Macroeconomics 3 cr\nGrowth models, business cycles, expectations, and open-economy macroeconomics.\nPrerequisite: ECON 2020, MATH 2400.\nECON 3300 — Money and Banking 3 cr\nThe financial system, interest rates, central banking, and monetary policy transmission.\nPrerequisite: ECON 2020.\nECON 3400 — Labor Economics 3 cr\nLabor supply and demand, human capital, wage determination, discrimination, and labor-market policy.\nPrerequisite: ECON 2010.\nECON 3500 — Econometrics 4 cr\nThe linear regression model, inference, and the common problems — omitted variables, endogeneity, heteroskedasticity — with software and a project.\nPrerequisite: ECON 3100, MATH 1600.\nECON 3700 — Environmental Economics 3 cr\nExternalities, public goods, valuation of environmental amenities, and the design of environmental policy instruments.\nPrerequisite: ECON 2010.\nECON 4900 — Senior Seminar in Economics 3 cr\nAn original empirical or theoretical paper developed across the term and presented to the department.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how ECON courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nECON\nCollege\nCollege of Management\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nData.gov\nU.S. Census Bureau\narXiv\nbioRxiv & medRxiv\nFRED\nU.S. Bureau of Economic Analysis\nMore open resources →" }, { "url": "subject-education.html", "title": "Education courses (EDUC)", "description": "Learning to teach — theory, methods, and clinical practice. All EDUC courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Education · EDUC", "About Education", "How the sequence works", "EDUC 1000 — Schools and Society 3 cr", "EDUC 2100 — Human Development and Learning 3 cr", "EDUC 2300 — Educational Psychology and Assessment 3 cr", "EDUC 2500 — Teaching Diverse Learners 3 cr", "EDUC 3100 — Literacy Across the Curriculum 3 cr", "EDUC 3300 — Curriculum and Instructional Design 3 cr", "EDUC 3500 — Special Education Foundations 3 cr", "EDUC 4100 — Methods and Clinical Practice 4 cr", "EDUC 4900 — Student Teaching 12 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Education · EDUC\nLearning to teach — theory, methods, and clinical practice.\nAbout Education\nLearning to teach — theory, methods, and clinical practice. Courses carry the EDUC subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 EDUC courses listed, 3 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Education department is the only way around them.\nEDUC 1000 — Schools and Society 3 cr\nThe purposes, history, and politics of schooling, and observing in classrooms.\nPrerequisite: none.\nEDUC 2100 — Human Development and Learning 3 cr\nCognitive, social, and emotional development and the theories of learning that inform teaching.\nPrerequisite: EDUC 1000.\nEDUC 2300 — Educational Psychology and Assessment 3 cr\nMotivation, classroom management, and designing assessments that measure what they claim to.\nPrerequisite: EDUC 2100.\nEDUC 2500 — Teaching Diverse Learners 3 cr\nCulturally responsive teaching, language learners, and differentiating instruction.\nPrerequisite: EDUC 1000.\nEDUC 3100 — Literacy Across the Curriculum 3 cr\nReading and writing to learn in every subject, and supporting struggling readers.\nPrerequisite: EDUC 2300.\nEDUC 3300 — Curriculum and Instructional Design 3 cr\nStandards, backward design, unit and lesson planning, and instructional strategies.\nPrerequisite: EDUC 2300.\nEDUC 3500 — Special Education Foundations 3 cr\nDisability categories, the IEP process, inclusion, and collaboration with specialists.\nPrerequisite: EDUC 2100.\nEDUC 4100 — Methods and Clinical Practice 4 cr\nContent-specific methods paired with a supervised classroom placement.\nPrerequisite: EDUC 3300.\nEDUC 4900 — Student Teaching 12 cr\nA full-time supervised teaching semester with a cooperating teacher, plus a seminar and a professional portfolio.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how EDUC courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nEDUC\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-electrical-engineering.html", "title": "Electrical Engineering courses (EE)", "description": "Circuits, electronics, signals, power, and embedded systems. All EE courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Electrical Engineering · EE", "About Electrical Engineering", "How the sequence works", "EE 2000 — Circuit Analysis I 4 cr", "EE 2100 — Circuit Analysis II 3 cr", "EE 2400 — Digital Logic 4 cr", "EE 2600 — Electronics I 4 cr", "EE 3100 — Signals and Systems 3 cr", "EE 3300 — Embedded Systems 4 cr", "EE 3500 — Electromagnetics 3 cr", "EE 3700 — Power Systems 3 cr", "EE 4900 — Senior Design 3 cr", "Planning and advising" ], "content": "College of Engineering & Technology Electrical Engineering · EE\nCircuits, electronics, signals, power, and embedded systems.\nAbout Electrical Engineering\nCircuits, electronics, signals, power, and embedded systems. Courses carry the EE subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 EE courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Electrical Engineering department is the only way around them.\nEE 2000 — Circuit Analysis I 4 cr\nDC and AC circuits: node and mesh analysis, Thévenin and Norton equivalents, phasors, power, and lab measurement.\nPrerequisite: MATH 2400, PHYS 2020.\nEE 2100 — Circuit Analysis II 3 cr\nTransient response, Laplace methods, frequency response, resonance, two-port networks, and filters.\nPrerequisite: EE 2000.\nEE 2400 — Digital Logic 4 cr\nBoolean algebra, combinational and sequential design, state machines, and implementation on a programmable logic device in the lab.\nPrerequisite: none.\nEE 2600 — Electronics I 4 cr\nDiodes, bipolar and field-effect transistors, biasing, small-signal analysis, and single-stage amplifiers, built and measured.\nPrerequisite: EE 2000.\nEE 3100 — Signals and Systems 3 cr\nContinuous and discrete signals, convolution, Fourier and Laplace transforms, sampling, and linear time-invariant systems.\nPrerequisite: EE 2100.\nEE 3300 — Embedded Systems 4 cr\nMicrocontroller architecture, C for embedded targets, interrupts, timers, buses, and interfacing sensors and actuators.\nPrerequisite: EE 2400, CS 1100.\nEE 3500 — Electromagnetics 3 cr\nElectrostatics, magnetostatics, Maxwell's equations, plane waves, transmission lines, and impedance matching.\nPrerequisite: MATH 2600, PHYS 2020.\nEE 3700 — Power Systems 3 cr\nThree-phase power, transformers, machines, transmission and distribution, per-unit analysis, and an introduction to the grid.\nPrerequisite: EE 2100.\nEE 4900 — Senior Design 3 cr\nA two-term team project delivering a tested electrical or electronic system for a sponsor.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how EE courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Electrical Engineering program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nEE\nCollege\nCollege of Engineering & Technology\nCourses listed\n9\nRelated program\nElectrical Engineering\nRelated\nElectrical Engineering program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nPurdue OWL\nCornell Legal Information Institute\nAll About Circuits (open text)\nngspice\nMore open resources →" }, { "url": "subject-emergency-management.html", "title": "Emergency Management courses (EMGT)", "description": "Preparing for, responding to, and recovering from disasters. All EMGT courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Emergency Management · EMGT", "About Emergency Management", "How the sequence works", "EMGT 1500 — Introduction to Emergency Management 3 cr", "EMGT 2100 — Hazard Analysis and Mitigation 3 cr", "EMGT 2300 — Preparedness and Planning 3 cr", "EMGT 2500 — Incident Command and Response 3 cr", "EMGT 3100 — Disaster Recovery 3 cr", "EMGT 3300 — Business Continuity Management 3 cr", "EMGT 3500 — Risk Communication 3 cr", "EMGT 3700 — Public Health Emergency Preparedness 3 cr", "EMGT 4900 — Emergency Management Practicum 4 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Emergency Management · EMGT\nPreparing for, responding to, and recovering from disasters.\nAbout Emergency Management\nPreparing for, responding to, and recovering from disasters. Courses carry the EMGT subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 EMGT courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Emergency Management department is the only way around them.\nEMGT 1500 — Introduction to Emergency Management 3 cr\nThe four phases, the players, and the legal and policy framework of the emergency-management system.\nPrerequisite: none.\nEMGT 2100 — Hazard Analysis and Mitigation 3 cr\nIdentifying and assessing natural and human-caused hazards and building a mitigation plan.\nPrerequisite: EMGT 1500.\nEMGT 2300 — Preparedness and Planning 3 cr\nWriting emergency operations plans, training and exercises, and building community preparedness.\nPrerequisite: EMGT 1500.\nEMGT 2500 — Incident Command and Response 3 cr\nThe Incident Command System, coordination, resource management, and the emergency operations center.\nPrerequisite: EMGT 1500.\nEMGT 3100 — Disaster Recovery 3 cr\nShort- and long-term recovery, assistance programs, and rebuilding more resilient communities.\nPrerequisite: EMGT 2300.\nEMGT 3300 — Business Continuity Management 3 cr\nBusiness impact analysis, continuity and IT disaster-recovery planning, and testing.\nPrerequisite: EMGT 2300.\nEMGT 3500 — Risk Communication 3 cr\nWarning, crisis, and public-information messaging before, during, and after an event.\nPrerequisite: COMM 1100.\nEMGT 3700 — Public Health Emergency Preparedness 3 cr\nOutbreaks, mass-casualty incidents, points of dispensing, and the health-care coalition.\nPrerequisite: EMGT 1500.\nEMGT 4900 — Emergency Management Practicum 4 cr\nA supervised placement with an emergency-management agency, hospital, or business continuity team.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how EMGT courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nEMGT\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-engineering-technology.html", "title": "Engineering Technology courses (ENGT)", "description": "Applied engineering — hands-on design, testing, and production support. All ENGT courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Engineering Technology · ENGT", "About Engineering Technology", "How the sequence works", "ENGT 1100 — Technical Drawing and CAD 3 cr", "ENGT 1500 — Circuits and Instrumentation 4 cr", "ENGT 2100 — Applied Mechanics 3 cr", "ENGT 2500 — Manufacturing Technology 3 cr", "ENGT 3100 — Fluid Power 3 cr", "ENGT 3300 — Programmable Logic Controllers 4 cr", "ENGT 3500 — Quality and Metrology 3 cr", "ENGT 3700 — Project Management for Technology 3 cr", "ENGT 4900 — Technology Capstone 3 cr", "Planning and advising" ], "content": "College of Engineering & Technology Engineering Technology · ENGT\nApplied engineering — hands-on design, testing, and production support.\nAbout Engineering Technology\nApplied engineering — hands-on design, testing, and production support. Courses carry the ENGT subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 ENGT courses listed, 3 are introductory (numbers under 300), 1 is advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Engineering Technology department is the only way around them.\nENGT 1100 — Technical Drawing and CAD 3 cr\nOrthographic and isometric projection, dimensioning and tolerancing, and parametric modeling.\nPrerequisite: none.\nENGT 1500 — Circuits and Instrumentation 4 cr\nDC and AC circuits at an applied level, sensors, data acquisition, and making a reliable measurement.\nPrerequisite: MATH 1400.\nENGT 2100 — Applied Mechanics 3 cr\nStatics and strength of materials for technologists, with an emphasis on analysis you can do on the shop floor.\nPrerequisite: MATH 1600.\nENGT 2500 — Manufacturing Technology 3 cr\nMachining, fabrication, and additive processes; fixturing; and producing parts to a drawing.\nPrerequisite: ENGT 1100.\nENGT 3100 — Fluid Power 3 cr\nHydraulic and pneumatic components, circuits, symbols, and troubleshooting a system.\nPrerequisite: ENGT 1500.\nENGT 3300 — Programmable Logic Controllers 4 cr\nLadder logic, I/O wiring, human–machine interfaces, and programming a control task on real hardware.\nPrerequisite: ENGT 1500.\nENGT 3500 — Quality and Metrology 3 cr\nMeasurement systems, gauging, statistical process control, and inspection planning.\nPrerequisite: MATH 1600.\nENGT 3700 — Project Management for Technology 3 cr\nPlanning and running a technical project: scope, schedule, budget, and communication.\nPrerequisite: junior standing.\nENGT 4900 — Technology Capstone 3 cr\nA team solves an applied engineering problem for an industry sponsor and demonstrates the result.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how ENGT courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Engineering Technology program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nENGT\nCollege\nCollege of Engineering & Technology\nCourses listed\n9\nRelated program\nEngineering Technology\nRelated\nEngineering Technology program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-english.html", "title": "English courses (ENGL)", "description": "Reading closely, writing well, and studying literature and language. All ENGL courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "English · ENGL", "About English", "How the sequence works", "ENGL 1010 — Composition I 3 cr", "ENGL 1020 — Composition II 3 cr", "ENGL 2100 — Introduction to Literature 3 cr", "ENGL 2300 — Creative Writing 3 cr", "ENGL 2500 — Technical and Professional Writing 3 cr", "ENGL 3100 — British Literature Survey 3 cr", "ENGL 3200 — American Literature Survey 3 cr", "ENGL 3500 — Rhetoric and Style 3 cr", "ENGL 4900 — Senior Seminar in English 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication English · ENGL\nReading closely, writing well, and studying literature and language.\nAbout English\nReading closely, writing well, and studying literature and language. Courses carry the ENGL subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 ENGL courses listed, 3 are introductory (numbers under 300), 1 is advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the English department is the only way around them.\nENGL 1010 — Composition I 3 cr\nAcademic writing as inquiry: developing an idea, using sources responsibly, and revising with feedback.\nPrerequisite: placement.\nENGL 1020 — Composition II 3 cr\nResearch-based argument, evaluating evidence, and writing for different audiences and genres.\nPrerequisite: ENGL 1010.\nENGL 2100 — Introduction to Literature 3 cr\nReading fiction, poetry, and drama closely and writing about them with precision.\nPrerequisite: ENGL 1010.\nENGL 2300 — Creative Writing 3 cr\nWorkshop practice in poetry and short fiction, with attention to craft and revision.\nPrerequisite: ENGL 1010.\nENGL 2500 — Technical and Professional Writing 3 cr\nDocuments that do work — reports, proposals, instructions, correspondence — written for clarity and use.\nPrerequisite: ENGL 1020.\nENGL 3100 — British Literature Survey 3 cr\nMajor works and movements from the medieval period to the modern, in context.\nPrerequisite: ENGL 2100.\nENGL 3200 — American Literature Survey 3 cr\nMajor works and movements in American writing and the debates that shaped the canon.\nPrerequisite: ENGL 2100.\nENGL 3500 — Rhetoric and Style 3 cr\nHow prose persuades and moves; analyzing and practicing style at the sentence and the whole-piece level.\nPrerequisite: ENGL 1020.\nENGL 4900 — Senior Seminar in English 3 cr\nA focused study culminating in a substantial critical or creative project and its presentation.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how ENGL courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nENGL\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpen Library\nInternet Archive\nPurdue OWL\nCornell Legal Information Institute\nProject Gutenberg\nMore open resources →" }, { "url": "subject-entrepreneurship.html", "title": "Entrepreneurship courses (ENTR)", "description": "Turning an idea into a tested venture. All ENTR courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Entrepreneurship · ENTR", "About Entrepreneurship", "How the sequence works", "ENTR 2000 — The Entrepreneurial Mindset 3 cr", "ENTR 2500 — Customer Discovery 3 cr", "ENTR 3100 — Building the Business Model 3 cr", "ENTR 3200 — New Venture Finance 3 cr", "ENTR 3300 — Product and Prototype 3 cr", "ENTR 3500 — Marketing for Startups 3 cr", "ENTR 3700 — Small Business Management 3 cr", "ENTR 4100 — Social Entrepreneurship 3 cr", "ENTR 4900 — Venture Capstone 3 cr", "Planning and advising" ], "content": "College of Management Entrepreneurship · ENTR\nTurning an idea into a tested venture.\nAbout Entrepreneurship\nTurning an idea into a tested venture. Courses carry the ENTR subject code and are offered through the College of Management . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 ENTR courses listed, 3 are introductory (numbers under 300), 1 is advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Entrepreneurship department is the only way around them.\nENTR 2000 — The Entrepreneurial Mindset 3 cr\nOpportunity recognition, bias for action, dealing with uncertainty, and the ethics of building something new.\nPrerequisite: none.\nENTR 2500 — Customer Discovery 3 cr\nFinding a real problem worth solving: interviewing, testing assumptions, and pivoting on evidence.\nPrerequisite: ENTR 2000.\nENTR 3100 — Building the Business Model 3 cr\nValue proposition, channels, revenue and cost structure, and sizing a market honestly.\nPrerequisite: ENTR 2500.\nENTR 3200 — New Venture Finance 3 cr\nBootstrapping, funding sources, cap tables, unit economics, and a financial model that a founder can actually run.\nPrerequisite: BUS 2100.\nENTR 3300 — Product and Prototype 3 cr\nFrom concept to a minimum viable product or prototype, and learning from what users do with it.\nPrerequisite: ENTR 2500.\nENTR 3500 — Marketing for Startups 3 cr\nEarly traction, positioning, low-budget channels, and measuring what is working.\nPrerequisite: ENTR 3100.\nENTR 3700 — Small Business Management 3 cr\nRunning an existing small business: operations, cash, hiring, and growth decisions.\nPrerequisite: ENTR 3100.\nENTR 4100 — Social Entrepreneurship 3 cr\nVentures built for impact, blended value, measurement, and funding models.\nPrerequisite: ENTR 2000.\nENTR 4900 — Venture Capstone 3 cr\nA student or team develops a venture to a validated stage and pitches it to a panel of founders and investors.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how ENTR courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Entrepreneurship program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nENTR\nCollege\nCollege of Management\nCourses listed\n9\nRelated program\nEntrepreneurship\nRelated\nEntrepreneurship program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-environmental-engineering.html", "title": "Environmental Engineering courses (ENVE)", "description": "Engineering clean water, clean air, and sound waste management. All ENVE courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Environmental Engineering · ENVE", "About Environmental Engineering", "How the sequence works", "ENVE 2000 — Introduction to Environmental Engineering 3 cr", "ENVE 2500 — Environmental Chemistry and Microbiology 4 cr", "ENVE 3100 — Water and Wastewater Treatment 4 cr", "ENVE 3300 — Air Pollution Engineering 3 cr", "ENVE 3500 — Solid and Hazardous Waste Management 3 cr", "ENVE 3700 — Hydrology and Hydraulic Design 3 cr", "ENVE 4100 — Environmental Systems Modeling 3 cr", "ENVE 4900 — Environmental Senior Design 3 cr", "Planning and advising" ], "content": "College of Engineering & Technology Environmental Engineering · ENVE\nEngineering clean water, clean air, and sound waste management.\nAbout Environmental Engineering\nEngineering clean water, clean air, and sound waste management. Courses carry the ENVE subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 ENVE courses listed, 2 are introductory (numbers under 300), 1 is advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Environmental Engineering department is the only way around them.\nENVE 2000 — Introduction to Environmental Engineering 3 cr\nMass balances, reactor concepts, and the major environmental engineering problems.\nPrerequisite: CHEM 1050, MATH 2400.\nENVE 2500 — Environmental Chemistry and Microbiology 4 cr\nAquatic chemistry, equilibrium and kinetics, and the microbiology of treatment, with lab.\nPrerequisite: ENVE 2000.\nENVE 3100 — Water and Wastewater Treatment 4 cr\nUnit processes for drinking-water and wastewater treatment and their design, with lab.\nPrerequisite: ENVE 2500.\nENVE 3300 — Air Pollution Engineering 3 cr\nSources, dispersion, control technologies, and regulations for air emissions.\nPrerequisite: ENVE 2000, ME 2600.\nENVE 3500 — Solid and Hazardous Waste Management 3 cr\nWaste characterization, landfills, resource recovery, and site remediation.\nPrerequisite: ENVE 2000.\nENVE 3700 — Hydrology and Hydraulic Design 3 cr\nWatershed hydrology, open-channel flow, and the design of stormwater and conveyance systems.\nPrerequisite: CE 2100.\nENVE 4100 — Environmental Systems Modeling 3 cr\nModeling fate and transport of contaminants in water, air, and soil.\nPrerequisite: ENVE 3100.\nENVE 4900 — Environmental Senior Design 3 cr\nA team develops a treatment or remediation design for a real client to regulatory standards.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how ENVE courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nENVE\nCollege\nCollege of Engineering & Technology\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-environmental-science.html", "title": "Environmental Science courses (ENVS)", "description": "Understanding and managing human impact on natural systems. All ENVS courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Environmental Science · ENVS", "About Environmental Science", "How the sequence works", "ENVS 1500 — Introduction to Environmental Science 4 cr", "ENVS 2100 — Environmental Chemistry 4 cr", "ENVS 2300 — Geographic Information Systems 3 cr", "ENVS 2500 — Ecology 4 cr", "ENVS 3100 — Hydrology and Water Resources 3 cr", "ENVS 3300 — Environmental Policy and Law 3 cr", "ENVS 3500 — Environmental Sampling and Analysis 4 cr", "ENVS 3700 — Restoration Ecology 3 cr", "ENVS 4900 — Environmental Capstone 3 cr", "Planning and advising" ], "content": "College of Science & Mathematics Environmental Science · ENVS\nUnderstanding and managing human impact on natural systems.\nAbout Environmental Science\nUnderstanding and managing human impact on natural systems. Courses carry the ENVS subject code and are offered through the College of Science & Mathematics . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 ENVS courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 2 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Environmental Science department is the only way around them.\nENVS 1500 — Introduction to Environmental Science 4 cr\nEcosystems, biogeochemical cycles, population, resources, pollution, and climate, with lab and field work.\nPrerequisite: none.\nENVS 2100 — Environmental Chemistry 4 cr\nChemistry of the atmosphere, water, and soil; contaminants; and analytical methods, with lab.\nPrerequisite: CHEM 1050.\nENVS 2300 — Geographic Information Systems 3 cr\nSpatial data, projections, analysis, and cartography, with hands-on projects.\nPrerequisite: none.\nENVS 2500 — Ecology 4 cr\nPopulations, communities, and ecosystems, with field methods.\nPrerequisite: BIOL 1010.\nENVS 3100 — Hydrology and Water Resources 3 cr\nThe water cycle, surface and groundwater, watershed analysis, and water policy.\nPrerequisite: ENVS 1500.\nENVS 3300 — Environmental Policy and Law 3 cr\nMajor statutes, the regulatory process, economics of the environment, and case studies.\nPrerequisite: ENVS 1500.\nENVS 3500 — Environmental Sampling and Analysis 4 cr\nField sampling design, QA/QC, laboratory analysis, and reporting to a standard.\nPrerequisite: ENVS 2100.\nENVS 3700 — Restoration Ecology 3 cr\nPrinciples and practice of restoring degraded ecosystems, with a field project.\nPrerequisite: ENVS 2500.\nENVS 4900 — Environmental Capstone 3 cr\nA team assessment or management plan for a real site and client.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how ENVS courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Environmental Science program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nENVS\nCollege\nCollege of Science & Mathematics\nCourses listed\n9\nRelated program\nEnvironmental Science\nRelated\nEnvironmental Science program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nData.gov\nU.S. Census Bureau\narXiv\nbioRxiv & medRxiv\nUSGS EarthExplorer\nEPA Envirofacts\nMore open resources →" }, { "url": "subject-fermentation-science.html", "title": "Fermentation Science courses (FERM)", "description": "The microbiology and chemistry of fermented foods and beverages. All FERM courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Fermentation Science · FERM", "About Fermentation Science", "How the sequence works", "FERM 1500 — Introduction to Fermentation 3 cr", "FERM 2100 — Fermentation Microbiology 4 cr", "FERM 2300 — Malting and Brewing Science 4 cr", "FERM 2500 — Wine and Cider Production 3 cr", "FERM 3100 — Distilled Spirits 3 cr", "FERM 3300 — Sensory Analysis of Fermented Products 3 cr", "FERM 3500 — Quality and Regulatory in Fermentation 3 cr", "FERM 3700 — Fermented Foods 3 cr", "FERM 4900 — Fermentation Science Capstone 3 cr", "Planning and advising" ], "content": "College of Science & Mathematics Fermentation Science · FERM\nThe microbiology and chemistry of fermented foods and beverages.\nAbout Fermentation Science\nThe microbiology and chemistry of fermented foods and beverages. Courses carry the FERM subject code and are offered through the College of Science & Mathematics . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 FERM courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Fermentation Science department is the only way around them.\nFERM 1500 — Introduction to Fermentation 3 cr\nThe history and science of fermentation across bread, dairy, vegetables, beer, wine, and spirits.\nPrerequisite: CHEM 1050.\nFERM 2100 — Fermentation Microbiology 4 cr\nYeasts, bacteria, and molds in fermentation; culturing; contamination; and sanitation, with lab.\nPrerequisite: BIOL 1010.\nFERM 2300 — Malting and Brewing Science 4 cr\nMalt, mashing, the boil, fermentation, and conditioning, with a pilot brewery, plus process control.\nPrerequisite: FERM 1500.\nFERM 2500 — Wine and Cider Production 3 cr\nFruit chemistry, fermentation management, stabilization, and sensory faults.\nPrerequisite: FERM 1500.\nFERM 3100 — Distilled Spirits 3 cr\nFermentation for distillation, still operation, cuts, aging, and regulatory basics.\nPrerequisite: FERM 2300.\nFERM 3300 — Sensory Analysis of Fermented Products 3 cr\nPanel training, descriptive and discrimination tests, and identifying and tracing off-flavors.\nPrerequisite: FERM 1500.\nFERM 3500 — Quality and Regulatory in Fermentation 3 cr\nHACCP, lab testing, labeling, licensing, and building a quality program for a small producer.\nPrerequisite: FERM 2100.\nFERM 3700 — Fermented Foods 3 cr\nCheese, yogurt, sourdough, kimchi, miso, and other fermented foods, with production practice.\nPrerequisite: FERM 2100.\nFERM 4900 — Fermentation Science Capstone 3 cr\nA production and analysis project developing a fermented product to a specification.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how FERM courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nFERM\nCollege\nCollege of Science & Mathematics\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-finance.html", "title": "Finance courses (FIN)", "description": "Valuation, investment, and the management of financial risk. All FIN courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Finance · FIN", "About Finance", "How the sequence works", "FIN 3100 — Business Finance 3 cr", "FIN 3200 — Investments 3 cr", "FIN 3300 — Corporate Finance 3 cr", "FIN 3400 — Financial Markets and Institutions 3 cr", "FIN 3500 — Financial Modeling 3 cr", "FIN 3600 — Derivatives 3 cr", "FIN 3700 — Personal Financial Planning 3 cr", "FIN 4100 — International Finance 3 cr", "FIN 4900 — Cases in Finance 3 cr", "Planning and advising" ], "content": "College of Management Finance · FIN\nValuation, investment, and the management of financial risk.\nAbout Finance\nValuation, investment, and the management of financial risk. Courses carry the FIN subject code and are offered through the College of Management . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 FIN courses listed, 3 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Finance department is the only way around them.\nFIN 3100 — Business Finance 3 cr\nTime value of money, valuation of stocks and bonds, capital budgeting, cost of capital, and capital structure.\nPrerequisite: ACCT 2100, MATH 1600.\nFIN 3200 — Investments 3 cr\nRisk and return, portfolio theory, asset pricing models, market efficiency, and fixed-income and equity analysis.\nPrerequisite: FIN 3100.\nFIN 3300 — Corporate Finance 3 cr\nCapital-structure and payout policy, mergers and acquisitions, leasing, and financial distress.\nPrerequisite: FIN 3100.\nFIN 3400 — Financial Markets and Institutions 3 cr\nThe money and capital markets, banks and intermediaries, the yield curve, and regulation.\nPrerequisite: FIN 3100.\nFIN 3500 — Financial Modeling 3 cr\nBuilding and auditing spreadsheet models for valuation, forecasting, and scenario analysis.\nPrerequisite: FIN 3100.\nFIN 3600 — Derivatives 3 cr\nForwards, futures, options, and swaps; pricing; and using derivatives to hedge and to speculate.\nPrerequisite: FIN 3200.\nFIN 3700 — Personal Financial Planning 3 cr\nBudgeting, credit, insurance, taxes, investing, and retirement planning for individuals and households.\nPrerequisite: FIN 3100.\nFIN 4100 — International Finance 3 cr\nExchange rates, currency risk, international capital budgeting, and financing the multinational firm.\nPrerequisite: FIN 3300.\nFIN 4900 — Cases in Finance 3 cr\nA capstone built around finance cases and a portfolio or valuation project defended to a panel.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how FIN courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nFIN\nCollege\nCollege of Management\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nData.gov\nU.S. Census Bureau\nFRED\nSEC EDGAR filings\nMore open resources →" }, { "url": "subject-food-science-technology.html", "title": "Food Science & Technology courses (FDSC)", "description": "The science and engineering of producing safe, high-quality food. All FDSC courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Food Science & Technology · FDSC", "About Food Science & Technology", "How the sequence works", "FDSC 1500 — Introduction to Food Science 3 cr", "FDSC 2100 — Food Chemistry 4 cr", "FDSC 2300 — Food Microbiology 4 cr", "FDSC 2500 — Food Processing 4 cr", "FDSC 3100 — Food Analysis 4 cr", "FDSC 3300 — Sensory Evaluation 3 cr", "FDSC 3500 — Food Safety and Quality Systems 3 cr", "FDSC 3700 — Product Development 3 cr", "FDSC 4900 — Food Science Capstone 3 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Food Science & Technology · FDSC\nThe science and engineering of producing safe, high-quality food.\nAbout Food Science & Technology\nThe science and engineering of producing safe, high-quality food. Courses carry the FDSC subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 FDSC courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Food Science & Technology department is the only way around them.\nFDSC 1500 — Introduction to Food Science 3 cr\nThe composition of food, the food system, and the disciplines of food science.\nPrerequisite: CHEM 1050.\nFDSC 2100 — Food Chemistry 4 cr\nWater, carbohydrates, lipids, proteins, and reactions during processing and storage, with lab.\nPrerequisite: CHEM 2210.\nFDSC 2300 — Food Microbiology 4 cr\nSpoilage and pathogenic organisms, fermentation, and controlling microbial hazards, with lab.\nPrerequisite: BIOL 1010.\nFDSC 2500 — Food Processing 4 cr\nThermal processing, freezing, drying, extrusion, and packaging, with pilot-plant work.\nPrerequisite: FDSC 1500.\nFDSC 3100 — Food Analysis 4 cr\nProximate analysis, chromatography, and spectroscopy for composition and quality, with lab.\nPrerequisite: FDSC 2100.\nFDSC 3300 — Sensory Evaluation 3 cr\nDiscrimination, descriptive, and consumer tests, panel training, and statistics.\nPrerequisite: FDSC 1500, MATH 1600.\nFDSC 3500 — Food Safety and Quality Systems 3 cr\nHACCP, preventive controls, auditing, and regulatory requirements.\nPrerequisite: FDSC 2300.\nFDSC 3700 — Product Development 3 cr\nFrom concept and prototyping through shelf-life testing and a scale-up plan.\nPrerequisite: FDSC 2500.\nFDSC 4900 — Food Science Capstone 3 cr\nA team develops a new food product for an industry sponsor, from brief to a validated prototype.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how FDSC courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nFDSC\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-french.html", "title": "French courses (FREN)", "description": "Proficiency in French and the cultures of the Francophone world. All FREN courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "French · FREN", "About French", "How the sequence works", "FREN 1010 — Elementary French I 4 cr", "FREN 1020 — Elementary French II 4 cr", "FREN 2010 — Intermediate French I 3 cr", "FREN 2020 — Intermediate French II 3 cr", "FREN 2500 — French Conversation 3 cr", "FREN 3100 — French for Global Careers 3 cr", "FREN 3300 — Introduction to French Literature 3 cr", "FREN 3500 — Francophone Cultures 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication French · FREN\nProficiency in French and the cultures of the Francophone world.\nAbout French\nProficiency in French and the cultures of the Francophone world. Courses carry the FREN subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 FREN courses listed, 1 is introductory (numbers under 300), 1 is advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the French department is the only way around them.\nFREN 1010 — Elementary French I 4 cr\nFoundations of listening, speaking, reading, and writing for everyday communication.\nPrerequisite: none.\nFREN 1020 — Elementary French II 4 cr\nContinued development of the four skills, the passé composé, and cultural literacy.\nPrerequisite: FREN 1010.\nFREN 2010 — Intermediate French I 3 cr\nNarration in past tenses, expanded vocabulary, and short authentic readings.\nPrerequisite: FREN 1020.\nFREN 2020 — Intermediate French II 3 cr\nThe subjunctive, complex structures, and reading and discussion of texts and film.\nPrerequisite: FREN 2010.\nFREN 2500 — French Conversation 3 cr\nFluency through structured discussion of contemporary topics.\nPrerequisite: FREN 2010.\nFREN 3100 — French for Global Careers 3 cr\nProfessional communication for business, diplomacy, and the arts in Francophone contexts.\nPrerequisite: FREN 2020.\nFREN 3300 — Introduction to French Literature 3 cr\nClose reading of representative works across genres and periods.\nPrerequisite: FREN 2020.\nFREN 3500 — Francophone Cultures 3 cr\nSociety, history, and current issues across France, Canada, Africa, and the Caribbean.\nPrerequisite: FREN 2020.\nPlanning and advising\nYour degree audit shows exactly how FREN courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nFREN\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-game-art.html", "title": "Game Art courses (GDES)", "description": "Creating the visual assets and worlds of interactive experiences. All GDES courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Game Art · GDES", "About Game Art", "How the sequence works", "GDES 1500 — Introduction to Game Art 3 cr", "GDES 2100 — 3D Asset Creation 3 cr", "GDES 2300 — Texturing and Materials 3 cr", "GDES 2500 — Environment Art 3 cr", "GDES 3100 — Character Art 3 cr", "GDES 3300 — Technical Art 3 cr", "GDES 3500 — Lighting for Games 3 cr", "GDES 4900 — Game Art Portfolio 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Game Art · GDES\nCreating the visual assets and worlds of interactive experiences.\nAbout Game Art\nCreating the visual assets and worlds of interactive experiences. Courses carry the GDES subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 GDES courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Game Art department is the only way around them.\nGDES 1500 — Introduction to Game Art 3 cr\nPipelines, engines, real-time constraints, and building a simple asset end to end.\nPrerequisite: none.\nGDES 2100 — 3D Asset Creation 3 cr\nHard-surface and organic modeling, high-to-low bake, and clean topology.\nPrerequisite: GDES 1500.\nGDES 2300 — Texturing and Materials 3 cr\nPBR texturing, trim sheets, and authoring materials to a performance budget.\nPrerequisite: GDES 2100.\nGDES 2500 — Environment Art 3 cr\nModular kits, set dressing, and building a playable environment in an engine.\nPrerequisite: GDES 2300.\nGDES 3100 — Character Art 3 cr\nSculpting, retopology, and preparing a game-ready character.\nPrerequisite: GDES 2300.\nGDES 3300 — Technical Art 3 cr\nShaders, VFX, optimization, and building tools that support the art team.\nPrerequisite: GDES 2500.\nGDES 3500 — Lighting for Games 3 cr\nReal-time lighting, mood, performance, and cinematics.\nPrerequisite: GDES 2500.\nGDES 4900 — Game Art Portfolio 3 cr\nA focused, polished portfolio and a contribution to a studio project.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how GDES courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nGDES\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-game-design.html", "title": "Game Design & Development courses (GAME)", "description": "Systems, art, code, and playtesting brought together into games. All GAME courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Game Design & Development · GAME", "About Game Design & Development", "How the sequence works", "GAME 1600 — Introduction to Game Design 3 cr", "GAME 2100 — Game Programming I 3 cr", "GAME 2300 — Level and Systems Design 3 cr", "GAME 2500 — Game Art Pipeline 3 cr", "GAME 3100 — Game Programming II 3 cr", "GAME 3300 — Narrative and Player Psychology 3 cr", "GAME 3500 — Production and the Vertical Slice 3 cr", "GAME 4700 — Studio I 3 cr", "GAME 4900 — Studio II 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Game Design & Development · GAME\nSystems, art, code, and playtesting brought together into games.\nAbout Game Design & Development\nSystems, art, code, and playtesting brought together into games. Courses carry the GAME subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 GAME courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Game Design & Development department is the only way around them.\nGAME 1600 — Introduction to Game Design 3 cr\nGame mechanics, dynamics, and player experience; paper prototyping; and the discipline of changing a design based on what playtesters actually do.\nPrerequisite: none.\nGAME 2100 — Game Programming I 3 cr\nBuilding interactive real-time applications in an engine: the game loop, input, physics, collision, state, and structuring code for a project that will grow.\nPrerequisite: CS 1100.\nGAME 2300 — Level and Systems Design 3 cr\nDesigning spaces and rule systems that teach, pace, and challenge; blockouts; and balancing through iteration and data.\nPrerequisite: GAME 1600.\nGAME 2500 — Game Art Pipeline 3 cr\nModeling, texturing, rigging, and importing assets into an engine at a target performance budget, working to a shared style guide.\nPrerequisite: ART 1100.\nGAME 3100 — Game Programming II 3 cr\nGameplay systems, AI behaviors, networking for multiplayer, tools programming, and profiling for performance.\nPrerequisite: GAME 2100.\nGAME 3300 — Narrative and Player Psychology 3 cr\nEnvironmental and systemic storytelling, motivation and reward, difficulty and flow, and designing for a range of players.\nPrerequisite: GAME 1600.\nGAME 3500 — Production and the Vertical Slice 3 cr\nScoping a game realistically, running a small team through milestones, and delivering a polished vertical slice.\nPrerequisite: GAME 2300.\nGAME 4700 — Studio I 3 cr\nA cross-disciplinary team begins production on an original game that will ship at the end of the following term.\nPrerequisite: GAME 3500.\nGAME 4900 — Studio II 3 cr\nThe team completes, tests, and releases the game, then presents it publicly at the showcase.\nPrerequisite: GAME 4700.\nPlanning and advising\nYour degree audit shows exactly how GAME courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Game Design & Development program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nGAME\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n9\nRelated program\nGame Design & Development\nRelated\nGame Design & Development program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nPurdue OWL\nCornell Legal Information Institute\nBlender\nOpenGameArt\nMore open resources →" }, { "url": "subject-geography.html", "title": "Geography courses (GEOG)", "description": "People, environments, and the spatial patterns that connect them. All GEOG courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Geography · GEOG", "About Geography", "How the sequence works", "GEOG 1000 — World Regional Geography 3 cr", "GEOG 2100 — Physical Geography 4 cr", "GEOG 2200 — Human Geography 3 cr", "GEOG 2300 — Cartography and Map Design 3 cr", "GEOG 2500 — Introduction to GIS 3 cr", "GEOG 3100 — Remote Sensing 3 cr", "GEOG 3300 — Urban Geography 3 cr", "GEOG 3500 — GIS Analysis and Modeling 4 cr", "GEOG 4900 — Geography Capstone 3 cr", "Planning and advising" ], "content": "College of Science & Mathematics Geography · GEOG\nPeople, environments, and the spatial patterns that connect them.\nAbout Geography\nPeople, environments, and the spatial patterns that connect them. Courses carry the GEOG subject code and are offered through the College of Science & Mathematics . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 GEOG courses listed, 3 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 4 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Geography department is the only way around them.\nGEOG 1000 — World Regional Geography 3 cr\nThe physical and human geography of the major world regions and the processes of globalization that link them.\nPrerequisite: none.\nGEOG 2100 — Physical Geography 4 cr\nWeather and climate, landforms, soils, and biogeography, with lab.\nPrerequisite: none.\nGEOG 2200 — Human Geography 3 cr\nPopulation, migration, urbanization, agriculture, industry, and cultural landscapes.\nPrerequisite: GEOG 1000.\nGEOG 2300 — Cartography and Map Design 3 cr\nMap projections, symbolization, generalization, and producing clear thematic maps.\nPrerequisite: none.\nGEOG 2500 — Introduction to GIS 3 cr\nSpatial data models, coordinate systems, overlay analysis, and cartographic output using GIS software.\nPrerequisite: none.\nGEOG 3100 — Remote Sensing 3 cr\nAcquiring and interpreting satellite and aerial imagery, classification, and change detection.\nPrerequisite: GEOG 2500.\nGEOG 3300 — Urban Geography 3 cr\nCity systems, land use, transportation, housing, and planning.\nPrerequisite: GEOG 2200.\nGEOG 3500 — GIS Analysis and Modeling 4 cr\nSuitability modeling, network analysis, spatial statistics, and a client project.\nPrerequisite: GEOG 2500.\nGEOG 4900 — Geography Capstone 3 cr\nAn applied spatial-analysis project for a community or agency partner.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how GEOG courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nGEOG\nCollege\nCollege of Science & Mathematics\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nData.gov\nU.S. Census Bureau\nPurdue OWL\nCornell Legal Information Institute\nQGIS\nNatural Earth\nMore open resources →" }, { "url": "subject-geology.html", "title": "Geology courses (GEOL)", "description": "Earth materials, processes, and history. All GEOL courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Geology · GEOL", "About Geology", "How the sequence works", "GEOL 1010 — Physical Geology 4 cr", "GEOL 1020 — Historical Geology 4 cr", "GEOL 2100 — Mineralogy 4 cr", "GEOL 2300 — Sedimentology and Stratigraphy 4 cr", "GEOL 3100 — Structural Geology 4 cr", "GEOL 3300 — Hydrogeology 3 cr", "GEOL 3500 — Environmental and Engineering Geology 3 cr", "GEOL 3700 — Geochemistry 3 cr", "GEOL 4900 — Field Geology 4 cr", "Planning and advising" ], "content": "College of Science & Mathematics Geology · GEOL\nEarth materials, processes, and history.\nAbout Geology\nEarth materials, processes, and history. Courses carry the GEOL subject code and are offered through the College of Science & Mathematics . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 GEOL courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Geology department is the only way around them.\nGEOL 1010 — Physical Geology 4 cr\nMinerals and rocks, plate tectonics, volcanism, earthquakes, weathering, rivers, glaciers, and groundwater, with lab.\nPrerequisite: none.\nGEOL 1020 — Historical Geology 4 cr\nThe rock and fossil record, geologic time, and the evolution of Earth and life, with lab.\nPrerequisite: GEOL 1010.\nGEOL 2100 — Mineralogy 4 cr\nCrystal chemistry, mineral identification, and optical mineralogy, with lab.\nPrerequisite: GEOL 1010, CHEM 1050.\nGEOL 2300 — Sedimentology and Stratigraphy 4 cr\nSediment transport, depositional environments, and correlating and interpreting rock sequences, with field work.\nPrerequisite: GEOL 1020.\nGEOL 3100 — Structural Geology 4 cr\nStress and strain, folds, faults, and reconstructing the deformation history of a region, with lab.\nPrerequisite: GEOL 1010.\nGEOL 3300 — Hydrogeology 3 cr\nGroundwater flow, aquifer properties, wells, and contaminant transport.\nPrerequisite: GEOL 1010.\nGEOL 3500 — Environmental and Engineering Geology 3 cr\nGeologic hazards, site characterization, and geology applied to land use and construction.\nPrerequisite: GEOL 1010.\nGEOL 3700 — Geochemistry 3 cr\nElement behavior in Earth systems, isotopes, water–rock interaction, and analytical methods.\nPrerequisite: GEOL 2100.\nGEOL 4900 — Field Geology 4 cr\nA multi-week field course mapping bedrock and surficial geology and producing a professional report.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how GEOL courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nGEOL\nCollege\nCollege of Science & Mathematics\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nData.gov\nU.S. Census Bureau\nUSGS Mineral Resources\nUSGS Earthquakes\nMore open resources →" }, { "url": "subject-gerontology.html", "title": "Gerontology courses (GERO)", "description": "Aging across biology, psychology, society, and services. All GERO courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Gerontology · GERO", "About Gerontology", "How the sequence works", "GERO 1500 — Introduction to Gerontology 3 cr", "GERO 2100 — Biology and Health of Aging 3 cr", "GERO 2300 — Psychology of Adult Development and Aging 3 cr", "GERO 2500 — Sociology of Aging 3 cr", "GERO 3100 — Programs and Services for Older Adults 3 cr", "GERO 3300 — Policy and Economics of Aging 3 cr", "GERO 3500 — End-of-Life and Palliative Care 3 cr", "GERO 4900 — Gerontology Practicum 4 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Gerontology · GERO\nAging across biology, psychology, society, and services.\nAbout Gerontology\nAging across biology, psychology, society, and services. Courses carry the GERO subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 GERO courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Gerontology department is the only way around them.\nGERO 1500 — Introduction to Gerontology 3 cr\nDemography of aging, theories, and the systems that serve older adults.\nPrerequisite: none.\nGERO 2100 — Biology and Health of Aging 3 cr\nNormal aging, common chronic conditions, function, and healthy-aging strategies.\nPrerequisite: BIOL 1010.\nGERO 2300 — Psychology of Adult Development and Aging 3 cr\nCognition, personality, mental health, and adaptation in later life.\nPrerequisite: PSYC 1000.\nGERO 2500 — Sociology of Aging 3 cr\nRoles, family, work and retirement, ageism, and diversity among older adults.\nPrerequisite: SOC 1000.\nGERO 3100 — Programs and Services for Older Adults 3 cr\nThe aging network, long-term care, home and community-based services, and care coordination.\nPrerequisite: GERO 1500.\nGERO 3300 — Policy and Economics of Aging 3 cr\nSocial Security, Medicare and Medicaid, pensions, and the politics of an aging society.\nPrerequisite: GERO 1500.\nGERO 3500 — End-of-Life and Palliative Care 3 cr\nAdvance care planning, hospice, grief, and supporting families.\nPrerequisite: GERO 2100.\nGERO 4900 — Gerontology Practicum 4 cr\nA supervised placement in an aging-services organization with a seminar.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how GERO courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nGERO\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-global-studies.html", "title": "Global Studies courses (GLBL)", "description": "Interdisciplinary study of globalization and world regions. All GLBL courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Global Studies · GLBL", "About Global Studies", "How the sequence works", "GLBL 1000 — Introduction to Global Studies 3 cr", "GLBL 2100 — Global Political Economy 3 cr", "GLBL 2300 — Global Cultures and Identities 3 cr", "GLBL 2500 — Human Rights in Global Perspective 3 cr", "GLBL 3100 — Global Environmental Politics 3 cr", "GLBL 3300 — Conflict, Security, and Peacebuilding 3 cr", "GLBL 3500 — Regional Focus Seminar 3 cr", "GLBL 4900 — Global Studies Capstone 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Global Studies · GLBL\nInterdisciplinary study of globalization and world regions.\nAbout Global Studies\nInterdisciplinary study of globalization and world regions. Courses carry the GLBL subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 GLBL courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Global Studies department is the only way around them.\nGLBL 1000 — Introduction to Global Studies 3 cr\nGlobalization's economic, political, cultural, and environmental dimensions and their tensions.\nPrerequisite: none.\nGLBL 2100 — Global Political Economy 3 cr\nTrade, finance, development, and the institutions that govern the world economy.\nPrerequisite: GLBL 1000.\nGLBL 2300 — Global Cultures and Identities 3 cr\nMigration, diaspora, media, and the local negotiation of global flows.\nPrerequisite: GLBL 1000.\nGLBL 2500 — Human Rights in Global Perspective 3 cr\nThe human-rights framework, mechanisms, and debates over universality and enforcement.\nPrerequisite: GLBL 1000.\nGLBL 3100 — Global Environmental Politics 3 cr\nClimate, biodiversity, and resource governance across borders.\nPrerequisite: GLBL 1000.\nGLBL 3300 — Conflict, Security, and Peacebuilding 3 cr\nCauses of conflict, intervention, transitional justice, and building durable peace.\nPrerequisite: GLBL 1000.\nGLBL 3500 — Regional Focus Seminar 3 cr\nAn in-depth term on one world region's history, politics, and current issues; topic rotates.\nPrerequisite: GLBL 1000.\nGLBL 4900 — Global Studies Capstone 3 cr\nA research project connecting a global process to a specific place, often tied to study abroad.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how GLBL courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nGLBL\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-graphic-design.html", "title": "Graphic Design & Interactive Media courses (GRDS)", "description": "Visual communication across print, screen, and interaction. All GRDS courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Graphic Design & Interactive Media · GRDS", "About Graphic Design & Interactive Media", "How the sequence works", "GRDS 1100 — Design Foundations 3 cr", "GRDS 1300 — Typography I 3 cr", "GRDS 2100 — Design Software and Production 3 cr", "GRDS 2300 — Brand and Identity 3 cr", "GRDS 2500 — Interactive Design I 3 cr", "GRDS 3100 — Motion Design 3 cr", "GRDS 3300 — Design Research and Strategy 3 cr", "GRDS 3500 — Publication and Editorial Design 3 cr", "GRDS 4900 — Design Capstone 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Graphic Design & Interactive Media · GRDS\nVisual communication across print, screen, and interaction.\nAbout Graphic Design & Interactive Media\nVisual communication across print, screen, and interaction. Courses carry the GRDS subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 GRDS courses listed, 3 are introductory (numbers under 300), 3 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Graphic Design & Interactive Media department is the only way around them.\nGRDS 1100 — Design Foundations 3 cr\nComposition, hierarchy, contrast, grid, and figure–ground worked through a series of black-and-white studio projects and critiques.\nPrerequisite: none.\nGRDS 1300 — Typography I 3 cr\nLetterforms, spacing, type families, and setting text for reading; the history and anatomy of type; and typographic systems.\nPrerequisite: GRDS 1100.\nGRDS 2100 — Design Software and Production 3 cr\nVector, raster, and layout tools; color modes; prepress and export; and building files a printer or developer can use.\nPrerequisite: GRDS 1100.\nGRDS 2300 — Brand and Identity 3 cr\nDeveloping a visual identity system — mark, palette, type, voice, and guidelines — from research through application.\nPrerequisite: GRDS 1300.\nGRDS 2500 — Interactive Design I 3 cr\nDesigning for screens: layout for multiple sizes, components, prototyping interaction, and handing off to development.\nPrerequisite: GRDS 2100.\nGRDS 3100 — Motion Design 3 cr\nTiming, easing, and sequencing for titles, explainers, and interface motion, produced to a brief.\nPrerequisite: GRDS 2100.\nGRDS 3300 — Design Research and Strategy 3 cr\nFraming a design problem, methods for understanding an audience, and arguing a direction with evidence.\nPrerequisite: junior standing.\nGRDS 3500 — Publication and Editorial Design 3 cr\nLong-form layout, editorial systems, image and text integration, and producing a bound piece.\nPrerequisite: GRDS 1300.\nGRDS 4900 — Design Capstone 3 cr\nA self-directed body of work developed with an adviser and presented in the senior show.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how GRDS courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Graphic Design & Interactive Media program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nGRDS\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n9\nRelated program\nGraphic Design & Interactive Media\nRelated\nGraphic Design & Interactive Media program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nPurdue OWL\nCornell Legal Information Institute\nGIMP\nGoogle Fonts\nType Scale\nMore open resources →" }, { "url": "subject-health-information-management.html", "title": "Health Information Management courses (HIM)", "description": "Managing health data, records, and information systems. All HIM courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Health Information Management · HIM", "About Health Information Management", "How the sequence works", "HIM 1500 — Introduction to Health Information Management 3 cr", "HIM 2100 — Medical Terminology 3 cr", "HIM 2200 — Pathophysiology and Pharmacology 4 cr", "HIM 2500 — Health Data Content and Structure 3 cr", "HIM 3100 — Coding and Classification Systems I 4 cr", "HIM 3200 — Coding and Classification Systems II 4 cr", "HIM 3400 — Health Information Systems 3 cr", "HIM 3600 — Health Law, Privacy, and Compliance 3 cr", "HIM 4900 — HIM Professional Practice 4 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Health Information Management · HIM\nManaging health data, records, and information systems.\nAbout Health Information Management\nManaging health data, records, and information systems. Courses carry the HIM subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 HIM courses listed, 4 are introductory (numbers under 300), 1 is advanced undergraduate (300–499). 2 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Health Information Management department is the only way around them.\nHIM 1500 — Introduction to Health Information Management 3 cr\nThe health record, the health-care delivery system, and the HIM profession and its credentials.\nPrerequisite: none.\nHIM 2100 — Medical Terminology 3 cr\nWord roots, prefixes, and suffixes across body systems, and reading clinical documentation.\nPrerequisite: none.\nHIM 2200 — Pathophysiology and Pharmacology 4 cr\nDisease processes and drug therapy across body systems, at the level HIM professionals need.\nPrerequisite: BIOL 1010.\nHIM 2500 — Health Data Content and Structure 3 cr\nData sets, documentation standards, data quality, and the legal health record.\nPrerequisite: HIM 1500.\nHIM 3100 — Coding and Classification Systems I 4 cr\nICD diagnosis and procedure coding conventions and guidelines, with hands-on practice.\nPrerequisite: HIM 2100, HIM 2200.\nHIM 3200 — Coding and Classification Systems II 4 cr\nCPT coding, reimbursement methodologies, and the revenue cycle.\nPrerequisite: HIM 3100.\nHIM 3400 — Health Information Systems 3 cr\nElectronic health records, interoperability, implementation, and system selection.\nPrerequisite: HIM 2500.\nHIM 3600 — Health Law, Privacy, and Compliance 3 cr\nRelease of information, HIPAA, retention, e-discovery, and compliance programs.\nPrerequisite: HIM 2500.\nHIM 4900 — HIM Professional Practice 4 cr\nA supervised practicum across HIM functions and a management project.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how HIM courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Health Information Management program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nHIM\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated program\nHealth Information Management\nRelated\nHealth Information Management program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-history.html", "title": "History courses (HIST)", "description": "Understanding the past through evidence and argument. All HIST courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "History · HIST", "About History", "How the sequence works", "HIST 1010 — United States History to 1877 3 cr", "HIST 1020 — United States History since 1877 3 cr", "HIST 1110 — World History to 1500 3 cr", "HIST 1120 — World History since 1500 3 cr", "HIST 2100 — The Historian's Craft 3 cr", "HIST 2300 — Wesconsin and the Upper Midwest 3 cr", "HIST 3100 — History of Technology 3 cr", "HIST 3300 — Modern Europe 3 cr", "HIST 4900 — Senior Seminar in History 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication History · HIST\nUnderstanding the past through evidence and argument.\nAbout History\nUnderstanding the past through evidence and argument. Courses carry the HIST subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 HIST courses listed, 4 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 5 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the History department is the only way around them.\nHIST 1010 — United States History to 1877 3 cr\nColonization, revolution, the early republic, expansion, slavery, and the Civil War, using primary sources.\nPrerequisite: none.\nHIST 1020 — United States History since 1877 3 cr\nIndustrialization, immigration, the World Wars, the New Deal, the civil-rights era, and recent decades.\nPrerequisite: none.\nHIST 1110 — World History to 1500 3 cr\nComparative development of major societies, trade networks, and belief systems across Afro-Eurasia and the Americas.\nPrerequisite: none.\nHIST 1120 — World History since 1500 3 cr\nGlobal integration, empire, revolutions, industrialization, decolonization, and the contemporary world.\nPrerequisite: none.\nHIST 2100 — The Historian's Craft 3 cr\nWorking with primary and secondary sources, historiography, and writing an evidence-based argument.\nPrerequisite: HIST 1010 or HIST 1110.\nHIST 2300 — Wesconsin and the Upper Midwest 3 cr\nIndigenous nations, the fur trade, lumbering, farming, industry, and immigration in the region.\nPrerequisite: none.\nHIST 3100 — History of Technology 3 cr\nHow tools, machines, and systems have shaped work, war, and daily life, and been shaped in turn.\nPrerequisite: HIST 2100.\nHIST 3300 — Modern Europe 3 cr\nThe French Revolution to the present: nationalism, the World Wars, the Cold War, and integration.\nPrerequisite: HIST 1120.\nHIST 4900 — Senior Seminar in History 3 cr\nA substantial research paper based on primary sources, workshopped and presented.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how HIST courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nHIST\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpen Library\nInternet Archive\narXiv\nbioRxiv & medRxiv\nChronicling America\nU.S. National Archives\nMore open resources →" }, { "url": "subject-horticulture.html", "title": "Horticulture courses (HORT)", "description": "Growing and managing plants for food, landscape, and industry. All HORT courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Horticulture · HORT", "About Horticulture", "How the sequence works", "HORT 1500 — Introduction to Horticulture 3 cr", "HORT 2100 — Plant Propagation 3 cr", "HORT 2300 — Soils and Plant Nutrition 4 cr", "HORT 2500 — Woody and Herbaceous Plants 3 cr", "HORT 3100 — Greenhouse and Controlled-Environment Production 4 cr", "HORT 3300 — Fruit and Vegetable Production 3 cr", "HORT 3500 — Landscape Design and Management 3 cr", "HORT 3700 — Integrated Pest Management 3 cr", "HORT 4900 — Horticulture Capstone 3 cr", "Planning and advising" ], "content": "College of Science & Mathematics Horticulture · HORT\nGrowing and managing plants for food, landscape, and industry.\nAbout Horticulture\nGrowing and managing plants for food, landscape, and industry. Courses carry the HORT subject code and are offered through the College of Science & Mathematics . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 HORT courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Horticulture department is the only way around them.\nHORT 1500 — Introduction to Horticulture 3 cr\nPlant structure and growth, propagation, soils, and the branches of the horticulture industry.\nPrerequisite: none.\nHORT 2100 — Plant Propagation 3 cr\nSeeds, cuttings, grafting, division, and tissue culture, with greenhouse practice.\nPrerequisite: HORT 1500.\nHORT 2300 — Soils and Plant Nutrition 4 cr\nSoil properties, testing, amendments, fertility, and irrigation, with lab.\nPrerequisite: CHEM 1050.\nHORT 2500 — Woody and Herbaceous Plants 3 cr\nIdentification, culture, and use of landscape trees, shrubs, and perennials.\nPrerequisite: HORT 1500.\nHORT 3100 — Greenhouse and Controlled-Environment Production 4 cr\nEnvironmental control, scheduling, pest management, and producing a greenhouse crop.\nPrerequisite: HORT 2100.\nHORT 3300 — Fruit and Vegetable Production 3 cr\nSite selection, cultivars, culture, harvest, and post-harvest handling for edible crops.\nPrerequisite: HORT 2300.\nHORT 3500 — Landscape Design and Management 3 cr\nDesign principles, planting plans, installation, and maintenance of managed landscapes.\nPrerequisite: HORT 2500.\nHORT 3700 — Integrated Pest Management 3 cr\nIdentifying pests and diseases and combining cultural, biological, and chemical controls.\nPrerequisite: BIOL 1010.\nHORT 4900 — Horticulture Capstone 3 cr\nA production or design project for a real client or the campus grounds and gardens.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how HORT courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nHORT\nCollege\nCollege of Science & Mathematics\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-hospitality-management.html", "title": "Hospitality & Tourism Management courses (HOSP)", "description": "Running hotels, restaurants, events, and destinations. All HOSP courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Hospitality & Tourism Management · HOSP", "About Hospitality & Tourism Management", "How the sequence works", "HOSP 1500 — Introduction to Hospitality 3 cr", "HOSP 2100 — Food Service Operations 4 cr", "HOSP 2300 — Lodging Operations 3 cr", "HOSP 2500 — Event and Meeting Management 3 cr", "HOSP 3100 — Hospitality Finance and Analytics 3 cr", "HOSP 3300 — Hospitality Marketing and Revenue 3 cr", "HOSP 3500 — Tourism and Destination Management 3 cr", "HOSP 3700 — Human Resources in Hospitality 3 cr", "HOSP 4900 — Hospitality Capstone 3 cr", "Planning and advising" ], "content": "College of Management Hospitality & Tourism Management · HOSP\nRunning hotels, restaurants, events, and destinations.\nAbout Hospitality & Tourism Management\nRunning hotels, restaurants, events, and destinations. Courses carry the HOSP subject code and are offered through the College of Management . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 HOSP courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Hospitality & Tourism Management department is the only way around them.\nHOSP 1500 — Introduction to Hospitality 3 cr\nThe industry's segments, the guest experience, service culture, and career paths, with site visits.\nPrerequisite: none.\nHOSP 2100 — Food Service Operations 4 cr\nMenu, purchasing, production, sanitation, and cost control, with time in a teaching kitchen and dining room.\nPrerequisite: HOSP 1500.\nHOSP 2300 — Lodging Operations 3 cr\nFront office, housekeeping, revenue management, and the systems that run a property.\nPrerequisite: HOSP 1500.\nHOSP 2500 — Event and Meeting Management 3 cr\nPlanning, logistics, budgeting, vendors, and running an event from concept to teardown.\nPrerequisite: HOSP 1500.\nHOSP 3100 — Hospitality Finance and Analytics 3 cr\nProperty-level statements, the uniform system of accounts, forecasting, and pricing decisions.\nPrerequisite: BUS 2100.\nHOSP 3300 — Hospitality Marketing and Revenue 3 cr\nDistribution channels, online reputation, loyalty, and revenue management in practice.\nPrerequisite: MKTG 2400.\nHOSP 3500 — Tourism and Destination Management 3 cr\nDestination planning, economic impact, sustainability, and the visitor economy.\nPrerequisite: HOSP 1500.\nHOSP 3700 — Human Resources in Hospitality 3 cr\nRecruiting, scheduling, training, and retention in a high-turnover, service-intensive industry.\nPrerequisite: HOSP 2300.\nHOSP 4900 — Hospitality Capstone 3 cr\nA consulting project for an industry client, or the operation of a live event or dining concept, evaluated by professionals.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how HOSP courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Hospitality & Tourism Management program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nHOSP\nCollege\nCollege of Management\nCourses listed\n9\nRelated program\nHospitality & Tourism Management\nRelated\nHospitality & Tourism Management program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-human-development-family-studies.html", "title": "Human Development & Family Studies courses (HDFS)", "description": "Individuals and families across the lifespan, and the programs that support them. All HDFS courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Human Development & Family Studies · HDFS", "About Human Development & Family Studies", "How the sequence works", "HDFS 1500 — Introduction to Human Development and Family Studies 3 cr", "HDFS 2100 — Child Development 3 cr", "HDFS 2200 — Adolescent and Adult Development 3 cr", "HDFS 2400 — Family Relationships 3 cr", "HDFS 3100 — Family Resource Management 3 cr", "HDFS 3300 — Guidance of Young Children 3 cr", "HDFS 3500 — Programs and Policy for Families 3 cr", "HDFS 3700 — Family Life Education Methods 3 cr", "HDFS 4900 — HDFS Internship 4 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Human Development & Family Studies · HDFS\nIndividuals and families across the lifespan, and the programs that support them.\nAbout Human Development & Family Studies\nIndividuals and families across the lifespan, and the programs that support them. Courses carry the HDFS subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 HDFS courses listed, 3 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Human Development & Family Studies department is the only way around them.\nHDFS 1500 — Introduction to Human Development and Family Studies 3 cr\nTheories of development and family functioning and the helping professions built on them.\nPrerequisite: none.\nHDFS 2100 — Child Development 3 cr\nPhysical, cognitive, social, and emotional development from prenatal life through middle childhood.\nPrerequisite: HDFS 1500.\nHDFS 2200 — Adolescent and Adult Development 3 cr\nIdentity, relationships, work, aging, and transitions from adolescence through later life.\nPrerequisite: HDFS 2100.\nHDFS 2400 — Family Relationships 3 cr\nPartner selection, communication, conflict, parenting, divorce, and remarriage.\nPrerequisite: HDFS 1500.\nHDFS 3100 — Family Resource Management 3 cr\nDecision-making, time and money management, and helping families set and meet goals.\nPrerequisite: HDFS 1500.\nHDFS 3300 — Guidance of Young Children 3 cr\nPositive guidance strategies, environments, and supporting social-emotional development.\nPrerequisite: HDFS 2100.\nHDFS 3500 — Programs and Policy for Families 3 cr\nFamily-support programs, family life education, and the policies that shape family well-being.\nPrerequisite: HDFS 2200.\nHDFS 3700 — Family Life Education Methods 3 cr\nDesigning, delivering, and evaluating educational programs for families and community groups.\nPrerequisite: HDFS 3500.\nHDFS 4900 — HDFS Internship 4 cr\nA supervised placement in a family-serving agency with a reflective seminar.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how HDFS courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nHDFS\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-hvac-r-technology.html", "title": "HVAC-R Technology courses (HVAC)", "description": "Heating, ventilation, air conditioning, and refrigeration systems. All HVAC courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "HVAC-R Technology · HVAC", "About HVAC-R Technology", "How the sequence works", "HVAC 1100 — HVAC-R Fundamentals 3 cr", "HVAC 1300 — Electricity for HVAC-R 4 cr", "HVAC 1500 — Refrigeration Systems 4 cr", "HVAC 2100 — Air Conditioning and Heat Pumps 4 cr", "HVAC 2300 — Gas and Oil Heating 4 cr", "HVAC 2500 — Commercial Refrigeration 4 cr", "HVAC 2700 — Air Distribution and Balancing 3 cr", "HVAC 3100 — Building Automation and Controls 3 cr", "HVAC 3300 — System Design and Load Calculation 3 cr", "Planning and advising" ], "content": "College of Engineering & Technology HVAC-R Technology · HVAC\nHeating, ventilation, air conditioning, and refrigeration systems.\nAbout HVAC-R Technology\nHeating, ventilation, air conditioning, and refrigeration systems. Courses carry the HVAC subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 HVAC courses listed, 3 are introductory (numbers under 300), 3 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the HVAC-R Technology department is the only way around them.\nHVAC 1100 — HVAC-R Fundamentals 3 cr\nThe refrigeration cycle, system components, tools, and EPA refrigerant-handling certification.\nPrerequisite: none.\nHVAC 1300 — Electricity for HVAC-R 4 cr\nCircuits, motors, contactors and relays, thermostats, and reading a control diagram.\nPrerequisite: HVAC 1100.\nHVAC 1500 — Refrigeration Systems 4 cr\nCharging, evacuation, leak detection, metering devices, and diagnosing a sealed system.\nPrerequisite: HVAC 1100.\nHVAC 2100 — Air Conditioning and Heat Pumps 4 cr\nResidential and light-commercial cooling and heat-pump operation, airflow, and troubleshooting.\nPrerequisite: HVAC 1500.\nHVAC 2300 — Gas and Oil Heating 4 cr\nFurnaces and boilers, combustion, venting, ignition and safety controls, and service.\nPrerequisite: HVAC 1300.\nHVAC 2500 — Commercial Refrigeration 4 cr\nSupermarket and walk-in systems, defrost, multiple evaporators, and controls.\nPrerequisite: HVAC 1500.\nHVAC 2700 — Air Distribution and Balancing 3 cr\nDuct design, fans, static pressure, and testing and balancing an air system.\nPrerequisite: HVAC 2100.\nHVAC 3100 — Building Automation and Controls 3 cr\nDDC systems, sensors and actuators, sequences of operation, and commissioning.\nPrerequisite: HVAC 1300.\nHVAC 3300 — System Design and Load Calculation 3 cr\nHeating and cooling load calculations and selecting and laying out equipment for a building.\nPrerequisite: HVAC 2100.\nPlanning and advising\nYour degree audit shows exactly how HVAC courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nHVAC\nCollege\nCollege of Engineering & Technology\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-industrial-design.html", "title": "Industrial Design courses (IDES)", "description": "Designing physical products — form, function, materials, and manufacture. All IDES courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Industrial Design · IDES", "About Industrial Design", "How the sequence works", "IDES 1200 — Design Sketching and Visualization 3 cr", "IDES 1400 — Design Process I 3 cr", "IDES 2200 — Materials and Manufacturing 3 cr", "IDES 2400 — Model Making and Prototyping 3 cr", "IDES 2600 — CAD for Product Design 3 cr", "IDES 3200 — Human Factors and Ergonomics 3 cr", "IDES 3400 — Design Process II 3 cr", "IDES 3600 — Sustainable Product Design 3 cr", "IDES 4900 — Industrial Design Capstone 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Industrial Design · IDES\nDesigning physical products — form, function, materials, and manufacture.\nAbout Industrial Design\nDesigning physical products — form, function, materials, and manufacture. Courses carry the IDES subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 IDES courses listed, 3 are introductory (numbers under 300), 3 are advanced undergraduate (300–499). 2 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Industrial Design department is the only way around them.\nIDES 1200 — Design Sketching and Visualization 3 cr\nFast ideation sketching, perspective, form development, and rendering to communicate a product idea clearly.\nPrerequisite: none.\nIDES 1400 — Design Process I 3 cr\nThe full arc from user research and problem framing to concepts, models, and a resolved proposal, on a small product.\nPrerequisite: none.\nIDES 2200 — Materials and Manufacturing 3 cr\nCommon materials and the processes that shape them — molding, casting, machining, forming, joining — and designing for each.\nPrerequisite: IDES 1400.\nIDES 2400 — Model Making and Prototyping 3 cr\nFoam, wood, and printed models; test rigs; and using a prototype to answer a specific design question.\nPrerequisite: IDES 1200.\nIDES 2600 — CAD for Product Design 3 cr\nParametric solid modeling, surfacing, assemblies, and drawings for manufacture.\nPrerequisite: IDES 1200.\nIDES 3200 — Human Factors and Ergonomics 3 cr\nAnthropometry, biomechanics, cognitive load, and designing products people can use safely and comfortably.\nPrerequisite: IDES 2200.\nIDES 3400 — Design Process II 3 cr\nA more complex product developed with a manufacturing partner, from research through a production-intent prototype.\nPrerequisite: IDES 1400.\nIDES 3600 — Sustainable Product Design 3 cr\nLife-cycle thinking, material choices, repairability, disassembly, and measuring a product's footprint.\nPrerequisite: IDES 2200.\nIDES 4900 — Industrial Design Capstone 3 cr\nA year-long self-directed product project, sponsored where possible, ending in a resolved prototype and the senior show.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how IDES courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Industrial Design program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nIDES\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n9\nRelated program\nIndustrial Design\nRelated\nIndustrial Design program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nPurdue OWL\nCornell Legal Information Institute\nBlender\nGrabCAD Library\nMore open resources →" }, { "url": "subject-information-technology.html", "title": "Information Technology courses (IT)", "description": "Designing, deploying, and supporting the technology an organization runs on. All IT courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Information Technology · IT", "About Information Technology", "How the sequence works", "IT 1300 — IT Fundamentals 3 cr", "IT 2100 — Networking I 4 cr", "IT 2400 — Server Administration 3 cr", "IT 2700 — Scripting for Administrators 3 cr", "IT 3200 — Cloud Infrastructure 3 cr", "IT 3400 — Enterprise Systems and Integration 3 cr", "IT 3600 — IT Project Management 3 cr", "IT 3800 — IT Service Management 3 cr", "IT 4900 — IT Capstone 3 cr", "Planning and advising" ], "content": "College of Computing & Information Sciences Information Technology · IT\nDesigning, deploying, and supporting the technology an organization runs on.\nAbout Information Technology\nDesigning, deploying, and supporting the technology an organization runs on. Courses carry the IT subject code and are offered through the College of Computing & Information Sciences. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 IT courses listed, 2 are introductory (numbers under 300), 3 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Information Technology department is the only way around them.\nIT 1300 — IT Fundamentals 3 cr\nHardware, operating systems, networking basics, virtualization, and the help-desk skills of diagnosing a problem methodically and communicating with the person who reported it.\nPrerequisite: none.\nIT 2100 — Networking I 4 cr\nAddressing, subnetting, switching, routing, wireless, and troubleshooting a small network end to end in the lab.\nPrerequisite: IT 1300.\nIT 2400 — Server Administration 3 cr\nProvisioning and maintaining servers and services: directory services, file and print, web and database hosting, backups, and monitoring.\nPrerequisite: IT 1300.\nIT 2700 — Scripting for Administrators 3 cr\nAutomating repetitive administration with a scripting language: files, processes, APIs, scheduled tasks, and writing scripts other admins can safely run.\nPrerequisite: IT 1300.\nIT 3200 — Cloud Infrastructure 3 cr\nCompute, storage, networking, and identity in a public cloud; infrastructure as code; cost awareness; and migrating a workload from on-premises.\nPrerequisite: IT 2400.\nIT 3400 — Enterprise Systems and Integration 3 cr\nHow large organizations connect their systems: middleware, APIs, identity federation, data flows, and the change management around a rollout.\nPrerequisite: IT 2400.\nIT 3600 — IT Project Management 3 cr\nScoping, planning, and delivering an IT project: stakeholders, budgets, vendors, risk, and closing out.\nPrerequisite: junior standing.\nIT 3800 — IT Service Management 3 cr\nService desks, ticketing, service-level agreements, change and incident processes, and measuring whether support is actually improving.\nPrerequisite: IT 2400.\nIT 4900 — IT Capstone 3 cr\nA team designs and implements an infrastructure or integration solution for a sponsor, documented and handed off for operation.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how IT courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Information Technology program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nIT\nCollege\nCollege of Computing & Information Sciences\nCourses listed\n9\nRelated program\nInformation Technology\nRelated\nInformation Technology program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nPurdue OWL\nCornell Legal Information Institute\nNIST Cybersecurity Framework\nMore open resources →" }, { "url": "subject-innovation-studies.html", "title": "Innovation Studies courses (INNO)", "description": "How new value is created — across products, services, and organizations. All INNO courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Innovation Studies · INNO", "About Innovation Studies", "How the sequence works", "INNO 1500 — The Innovation Mindset 3 cr", "INNO 2100 — Design Thinking 3 cr", "INNO 2300 — Creativity and Idea Generation 3 cr", "INNO 2500 — Innovation in Organizations 3 cr", "INNO 3100 — Prototyping and Testing 3 cr", "INNO 3300 — Innovation and Society 3 cr", "INNO 3500 — Intrapreneurship Practicum 3 cr", "INNO 4900 — Innovation Capstone 3 cr", "Planning and advising" ], "content": "College of Management Innovation Studies · INNO\nHow new value is created — across products, services, and organizations.\nAbout Innovation Studies\nHow new value is created — across products, services, and organizations. Courses carry the INNO subject code and are offered through the College of Management . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 INNO courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Innovation Studies department is the only way around them.\nINNO 1500 — The Innovation Mindset 3 cr\nCuriosity, reframing, and comfort with ambiguity, practiced through rapid challenges.\nPrerequisite: none.\nINNO 2100 — Design Thinking 3 cr\nEmpathy, problem framing, ideation, prototyping, and testing, run as a team studio.\nPrerequisite: INNO 1500.\nINNO 2300 — Creativity and Idea Generation 3 cr\nTechniques for producing, combining, and selecting ideas, individually and in groups.\nPrerequisite: INNO 1500.\nINNO 2500 — Innovation in Organizations 3 cr\nWhy established organizations struggle to innovate, and the structures and cultures that help.\nPrerequisite: INNO 1500.\nINNO 3100 — Prototyping and Testing 3 cr\nBuilding rough versions fast — physical, digital, and service — and learning from users.\nPrerequisite: INNO 2100.\nINNO 3300 — Innovation and Society 3 cr\nTechnology adoption, unintended consequences, equity, and responsible innovation.\nPrerequisite: INNO 1500.\nINNO 3500 — Intrapreneurship Practicum 3 cr\nRunning an innovation project inside a partner organization.\nPrerequisite: INNO 2500.\nINNO 4900 — Innovation Capstone 3 cr\nA team takes an opportunity from insight to a tested, pitched concept.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how INNO courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nINNO\nCollege\nCollege of Management\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-interior-design.html", "title": "Interior Design courses (INTD)", "description": "Designing indoor environments for how people actually live, work and heal in them. All INTD courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Interior Design · INTD", "About Interior Design", "How the sequence works", "INTD 1100 — Interior Design Fundamentals 3 cr", "INTD 1300 — Drafting and CAD for Interiors 3 cr", "INTD 2100 — Materials and Finishes 3 cr", "INTD 2300 — Lighting Design 3 cr", "INTD 2500 — Space Planning 3 cr", "INTD 3100 — Building Codes and Universal Design 3 cr", "INTD 3300 — Residential Interior Design Studio 3 cr", "INTD 3500 — Commercial Interior Design Studio 3 cr", "INTD 4900 — Interior Design Capstone 3 cr", "Planning and advising" ], "content": "" }, { "url": "subject-kinesiology.html", "title": "Kinesiology courses (KINE)", "description": "The science of human movement, exercise, and physical activity. All KINE courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Kinesiology · KINE", "About Kinesiology", "How the sequence works", "KINE 1500 — Introduction to Kinesiology 3 cr", "KINE 2100 — Functional Anatomy 4 cr", "KINE 2300 — Exercise Physiology 4 cr", "KINE 2500 — Biomechanics 4 cr", "KINE 3100 — Motor Learning and Control 3 cr", "KINE 3300 — Strength and Conditioning 3 cr", "KINE 3500 — Exercise Testing and Prescription 4 cr", "KINE 3700 — Physical Activity and Public Health 3 cr", "KINE 4900 — Kinesiology Internship 4 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Kinesiology · KINE\nThe science of human movement, exercise, and physical activity.\nAbout Kinesiology\nThe science of human movement, exercise, and physical activity. Courses carry the KINE subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 KINE courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Kinesiology department is the only way around them.\nKINE 1500 — Introduction to Kinesiology 3 cr\nThe subdisciplines of the field, careers, and the role of physical activity in health.\nPrerequisite: none.\nKINE 2100 — Functional Anatomy 4 cr\nThe musculoskeletal system analyzed for movement — joints, muscle actions, and mechanics, with lab.\nPrerequisite: BIOL 1010.\nKINE 2300 — Exercise Physiology 4 cr\nAcute and chronic responses of the body's systems to exercise, and the basis of training, with lab.\nPrerequisite: BIOL 3300.\nKINE 2500 — Biomechanics 4 cr\nApplying mechanics to human movement: forces, levers, motion analysis, and injury mechanisms, with lab.\nPrerequisite: PHYS 1010, KINE 2100.\nKINE 3100 — Motor Learning and Control 3 cr\nHow movement skills are acquired, practiced, and retained, and how to structure practice.\nPrerequisite: KINE 1500.\nKINE 3300 — Strength and Conditioning 3 cr\nProgram design for performance and health, periodization, and coaching the major lifts.\nPrerequisite: KINE 2300.\nKINE 3500 — Exercise Testing and Prescription 4 cr\nHealth screening, graded exercise testing, and writing individualized programs, with lab.\nPrerequisite: KINE 2300.\nKINE 3700 — Physical Activity and Public Health 3 cr\nPopulation-level physical-activity promotion, environments, and policy.\nPrerequisite: KINE 1500.\nKINE 4900 — Kinesiology Internship 4 cr\nA supervised placement in a clinical, fitness, performance, or community setting.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how KINE courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nKINE\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-leadership-studies.html", "title": "Leadership Studies courses (LEAD)", "description": "The theory and practice of leading people and organizations. All LEAD courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Leadership Studies · LEAD", "About Leadership Studies", "How the sequence works", "LEAD 1500 — Foundations of Leadership 3 cr", "LEAD 2100 — Team Leadership and Facilitation 3 cr", "LEAD 2300 — Ethical Leadership 3 cr", "LEAD 2500 — Communication for Leaders 3 cr", "LEAD 3100 — Leading Change 3 cr", "LEAD 3300 — Conflict Resolution and Negotiation 3 cr", "LEAD 3500 — Inclusive Leadership 3 cr", "LEAD 4900 — Leadership Capstone 3 cr", "Planning and advising" ], "content": "College of Management Leadership Studies · LEAD\nThe theory and practice of leading people and organizations.\nAbout Leadership Studies\nThe theory and practice of leading people and organizations. Courses carry the LEAD subject code and are offered through the College of Management . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 LEAD courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Leadership Studies department is the only way around them.\nLEAD 1500 — Foundations of Leadership 3 cr\nMajor leadership theories, self-assessment, and the difference between leadership and authority.\nPrerequisite: none.\nLEAD 2100 — Team Leadership and Facilitation 3 cr\nGroup development, roles, decision-making, and running a productive meeting.\nPrerequisite: LEAD 1500.\nLEAD 2300 — Ethical Leadership 3 cr\nValues, moral reasoning, power, and building an ethical climate.\nPrerequisite: LEAD 1500.\nLEAD 2500 — Communication for Leaders 3 cr\nFraming a message, difficult conversations, feedback, and public communication.\nPrerequisite: COMM 1100.\nLEAD 3100 — Leading Change 3 cr\nDiagnosing an organization, change models, resistance, and sustaining a change.\nPrerequisite: LEAD 2100.\nLEAD 3300 — Conflict Resolution and Negotiation 3 cr\nInterests versus positions, mediation basics, and principled negotiation, with simulations.\nPrerequisite: LEAD 2100.\nLEAD 3500 — Inclusive Leadership 3 cr\nBias, belonging, equity, and leading across difference.\nPrerequisite: LEAD 1500.\nLEAD 4900 — Leadership Capstone 3 cr\nA leadership project with a real organization, plus a reflective portfolio of growth.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how LEAD courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nLEAD\nCollege\nCollege of Management\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-linguistics.html", "title": "Linguistics courses (LING)", "description": "The scientific study of language structure and use. All LING courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Linguistics · LING", "About Linguistics", "How the sequence works", "LING 1000 — Introduction to Linguistics 3 cr", "LING 2100 — Phonetics and Phonology 3 cr", "LING 2300 — Syntax 3 cr", "LING 2500 — Sociolinguistics 3 cr", "LING 3100 — Semantics and Pragmatics 3 cr", "LING 3300 — Language Acquisition 3 cr", "LING 3500 — Computational Linguistics 3 cr", "LING 3700 — Historical Linguistics 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Linguistics · LING\nThe scientific study of language structure and use.\nAbout Linguistics\nThe scientific study of language structure and use. Courses carry the LING subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 LING courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Linguistics department is the only way around them.\nLING 1000 — Introduction to Linguistics 3 cr\nPhonetics, phonology, morphology, syntax, semantics, and how linguists analyze a language.\nPrerequisite: none.\nLING 2100 — Phonetics and Phonology 3 cr\nProducing and transcribing speech sounds and modeling sound systems and rules.\nPrerequisite: LING 1000.\nLING 2300 — Syntax 3 cr\nConstituency, phrase structure, movement, and building grammars that predict what sentences are possible.\nPrerequisite: LING 1000.\nLING 2500 — Sociolinguistics 3 cr\nVariation by region, class, gender, and context; language attitudes; and language and identity.\nPrerequisite: LING 1000.\nLING 3100 — Semantics and Pragmatics 3 cr\nMeaning, reference, entailment, implicature, and how context fills in what words leave out.\nPrerequisite: LING 2300.\nLING 3300 — Language Acquisition 3 cr\nHow children acquire a first language and how adults learn a second.\nPrerequisite: LING 1000.\nLING 3500 — Computational Linguistics 3 cr\nCorpora, tokenization, tagging, parsing, and an introduction to language technology.\nPrerequisite: LING 1000.\nLING 3700 — Historical Linguistics 3 cr\nSound change, reconstruction, language families, and how languages diverge over time.\nPrerequisite: LING 2100.\nPlanning and advising\nYour degree audit shows exactly how LING courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nLING\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-machine-tool-technology.html", "title": "Machine Tool Technology courses (MACH)", "description": "Precision machining, from manual tools to multi-axis CNC. All MACH courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Machine Tool Technology · MACH", "About Machine Tool Technology", "How the sequence works", "MACH 1100 — Machining Fundamentals 4 cr", "MACH 1300 — Manual Lathe Operations 4 cr", "MACH 1500 — Manual Milling Operations 4 cr", "MACH 2100 — CNC Programming and Operation I 4 cr", "MACH 2300 — CAM Programming 4 cr", "MACH 2500 — Precision Grinding 3 cr", "MACH 2700 — Metrology and Quality 3 cr", "MACH 3100 — Multi-Axis CNC Machining 4 cr", "MACH 3300 — Tool and Die Making 4 cr", "Planning and advising" ], "content": "College of Engineering & Technology Machine Tool Technology · MACH\nPrecision machining, from manual tools to multi-axis CNC.\nAbout Machine Tool Technology\nPrecision machining, from manual tools to multi-axis CNC. Courses carry the MACH subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 MACH courses listed, 3 are introductory (numbers under 300), 3 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Machine Tool Technology department is the only way around them.\nMACH 1100 — Machining Fundamentals 4 cr\nMeasurement, layout, bench work, and safe operation of the drill press, band saw, and grinder.\nPrerequisite: none.\nMACH 1300 — Manual Lathe Operations 4 cr\nTurning, facing, drilling, boring, threading, and taper work to a print.\nPrerequisite: MACH 1100.\nMACH 1500 — Manual Milling Operations 4 cr\nSquaring stock, slotting, drilling, boring, and using a rotary table and DRO.\nPrerequisite: MACH 1100.\nMACH 2100 — CNC Programming and Operation I 4 cr\nG- and M-code, work and tool offsets, and running turning and milling programs.\nPrerequisite: MACH 1300, MACH 1500.\nMACH 2300 — CAM Programming 4 cr\nGenerating toolpaths from a CAD model, simulation, and post-processing for the machine.\nPrerequisite: MACH 2100.\nMACH 2500 — Precision Grinding 3 cr\nSurface and cylindrical grinding, wheel selection, and holding tenths.\nPrerequisite: MACH 1500.\nMACH 2700 — Metrology and Quality 3 cr\nGage blocks, comparators, CMM basics, GD&T, and inspection planning.\nPrerequisite: MACH 1100.\nMACH 3100 — Multi-Axis CNC Machining 4 cr\n4- and 5-axis setups, work holding, and machining complex geometry.\nPrerequisite: MACH 2300.\nMACH 3300 — Tool and Die Making 4 cr\nJigs, fixtures, and the design and build of simple dies and molds.\nPrerequisite: MACH 2100.\nPlanning and advising\nYour degree audit shows exactly how MACH courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nMACH\nCollege\nCollege of Engineering & Technology\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-management-information-systems.html", "title": "Management Information Systems courses (MIS)", "description": "The technology, data, and processes that run a business. All MIS courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Management Information Systems · MIS", "About Management Information Systems", "How the sequence works", "MIS 2000 — Introduction to Information Systems 3 cr", "MIS 2200 — Business Programming 3 cr", "MIS 2500 — Business Database Systems 3 cr", "MIS 3100 — Systems Analysis and Design 3 cr", "MIS 3300 — Business Analytics and Visualization 3 cr", "MIS 3400 — IT Infrastructure and Security 3 cr", "MIS 3600 — Enterprise Systems 3 cr", "MIS 3800 — IT Project Management 3 cr", "MIS 4900 — MIS Capstone 3 cr", "Planning and advising" ], "content": "College of Management Management Information Systems · MIS\nThe technology, data, and processes that run a business.\nAbout Management Information Systems\nThe technology, data, and processes that run a business. Courses carry the MIS subject code and are offered through the College of Management . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 MIS courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Management Information Systems department is the only way around them.\nMIS 2000 — Introduction to Information Systems 3 cr\nHow organizations use hardware, software, networks, and data, and the systems that support each function.\nPrerequisite: BUS 1000.\nMIS 2200 — Business Programming 3 cr\nWriting programs to automate business tasks, work with files and databases, and consume APIs.\nPrerequisite: MIS 2000.\nMIS 2500 — Business Database Systems 3 cr\nData modeling, SQL, and building a small database application for a business scenario.\nPrerequisite: MIS 2000.\nMIS 3100 — Systems Analysis and Design 3 cr\nRequirements, process modeling, prototyping, and managing a systems project.\nPrerequisite: MIS 2500.\nMIS 3300 — Business Analytics and Visualization 3 cr\nPreparing data, building models, and presenting insight with dashboards and reports.\nPrerequisite: MIS 2500.\nMIS 3400 — IT Infrastructure and Security 3 cr\nNetworks, cloud, and the security and governance concerns a business manager must understand.\nPrerequisite: MIS 2000.\nMIS 3600 — Enterprise Systems 3 cr\nERP and CRM concepts, configuration, and the change management around an implementation.\nPrerequisite: MIS 3100.\nMIS 3800 — IT Project Management 3 cr\nScope, schedule, budget, risk, and vendor management for technology projects.\nPrerequisite: MIS 3100.\nMIS 4900 — MIS Capstone 3 cr\nA team delivers an analysis, application, or system for a real business client.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how MIS courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nMIS\nCollege\nCollege of Management\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-manufacturing-engineering.html", "title": "Industrial & Manufacturing Engineering courses (MFGE)", "description": "Making things efficiently — processes, systems, quality, and automation. All MFGE courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Industrial & Manufacturing Engineering · MFGE", "About Industrial & Manufacturing Engineering", "How the sequence works", "MFGE 1500 — Manufacturing Processes 3 cr", "MFGE 2200 — Engineering Economics 3 cr", "MFGE 2500 — Materials Science 3 cr", "MFGE 3100 — Work Design and Ergonomics 3 cr", "MFGE 3300 — Quality Engineering 3 cr", "MFGE 3500 — Automation and Robotics 4 cr", "MFGE 3700 — Operations and Supply Chain 3 cr", "MFGE 3900 — Facilities and Systems Design 3 cr", "MFGE 4900 — Senior Design 3 cr", "Planning and advising" ], "content": "College of Engineering & Technology Industrial & Manufacturing Engineering · MFGE\nMaking things efficiently — processes, systems, quality, and automation.\nAbout Industrial & Manufacturing Engineering\nMaking things efficiently — processes, systems, quality, and automation. Courses carry the MFGE subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 MFGE courses listed, 2 are introductory (numbers under 300), 1 is advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Industrial & Manufacturing Engineering department is the only way around them.\nMFGE 1500 — Manufacturing Processes 3 cr\nCasting, forming, machining, joining, and additive processes; process capability; and choosing a process for a part.\nPrerequisite: none.\nMFGE 2200 — Engineering Economics 3 cr\nTime value of money, cash-flow analysis, depreciation, replacement, and making a defensible investment decision.\nPrerequisite: MATH 1600.\nMFGE 2500 — Materials Science 3 cr\nStructure and properties of metals, polymers, ceramics, and composites; phase diagrams; heat treatment; and failure.\nPrerequisite: CHEM 1050.\nMFGE 3100 — Work Design and Ergonomics 3 cr\nMethod study, time standards, workstation and workplace design, and reducing physical risk.\nPrerequisite: sophomore standing.\nMFGE 3300 — Quality Engineering 3 cr\nStatistical process control, measurement systems analysis, design of experiments, and problem-solving methods.\nPrerequisite: MATH 1600.\nMFGE 3500 — Automation and Robotics 4 cr\nSensors, actuators, programmable logic controllers, industrial robots, and integrating a small automated cell.\nPrerequisite: EE 2400.\nMFGE 3700 — Operations and Supply Chain 3 cr\nForecasting, inventory, scheduling, lean methods, and the flow of material from supplier to customer.\nPrerequisite: MFGE 2200.\nMFGE 3900 — Facilities and Systems Design 3 cr\nLayout, material handling, capacity, simulation, and designing a production system to meet demand.\nPrerequisite: MFGE 3700.\nMFGE 4900 — Senior Design 3 cr\nA team improves a real manufacturing process or system for a sponsor, measured against a baseline.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how MFGE courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Industrial & Manufacturing Engineering program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nMFGE\nCollege\nCollege of Engineering & Technology\nCourses listed\n9\nRelated program\nIndustrial & Manufacturing Engineering\nRelated\nIndustrial & Manufacturing Engineering program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nPurdue OWL\nCornell Legal Information Institute\nMatWeb\nNIST MEP\nMore open resources →" }, { "url": "subject-marketing.html", "title": "Marketing & Digital Communication courses (MKTG)", "description": "Understanding customers and reaching them across channels. All MKTG courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Marketing & Digital Communication · MKTG", "About Marketing & Digital Communication", "How the sequence works", "MKTG 2400 — Principles of Marketing 3 cr", "MKTG 3100 — Consumer Behavior 3 cr", "MKTG 3200 — Digital Marketing 3 cr", "MKTG 3300 — Marketing Research 3 cr", "MKTG 3400 — Brand Management 3 cr", "MKTG 3500 — Content and Social Media Strategy 3 cr", "MKTG 3600 — Sales and Account Management 3 cr", "MKTG 3800 — Marketing Analytics 3 cr", "MKTG 4900 — Integrated Marketing Campaign 3 cr", "Planning and advising" ], "content": "College of Management Marketing & Digital Communication · MKTG\nUnderstanding customers and reaching them across channels.\nAbout Marketing & Digital Communication\nUnderstanding customers and reaching them across channels. Courses carry the MKTG subject code and are offered through the College of Management . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 MKTG courses listed, 2 are introductory (numbers under 300), 3 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Marketing & Digital Communication department is the only way around them.\nMKTG 2400 — Principles of Marketing 3 cr\nSegmentation, targeting, positioning, and the marketing mix, built from customer research.\nPrerequisite: BUS 1000.\nMKTG 3100 — Consumer Behavior 3 cr\nHow people perceive, decide, and buy; motivation and attitudes; and using behavioral insight in a campaign.\nPrerequisite: MKTG 2400.\nMKTG 3200 — Digital Marketing 3 cr\nSearch, social, email, and content; the analytics behind each; and running a small live campaign.\nPrerequisite: MKTG 2400.\nMKTG 3300 — Marketing Research 3 cr\nDesigning surveys and interviews, sampling, analysis, and turning findings into a decision.\nPrerequisite: MATH 1600.\nMKTG 3400 — Brand Management 3 cr\nBrand positioning, architecture, equity, and extending a brand without diluting it.\nPrerequisite: MKTG 3100.\nMKTG 3500 — Content and Social Media Strategy 3 cr\nEditorial planning, channel fit, community management, and measuring engagement that matters.\nPrerequisite: MKTG 3200.\nMKTG 3600 — Sales and Account Management 3 cr\nThe sales process, needs discovery, negotiation, and managing an account over time.\nPrerequisite: MKTG 2400.\nMKTG 3800 — Marketing Analytics 3 cr\nAttribution, lifetime value, experimentation, and dashboards that drive action.\nPrerequisite: MKTG 3300.\nMKTG 4900 — Integrated Marketing Campaign 3 cr\nA team develops a full campaign for a real client — research, strategy, creative, media, and measurement — and pitches it.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how MKTG courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Marketing & Digital Communication program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nMKTG\nCollege\nCollege of Management\nCourses listed\n9\nRelated program\nMarketing & Digital Communication\nRelated\nMarketing & Digital Communication program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-mathematics.html", "title": "Mathematics courses (MATH)", "description": "The structures and methods behind quantitative reasoning. All MATH courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Mathematics · MATH", "About Mathematics", "How the sequence works", "MATH 1200 — College Algebra 3 cr", "MATH 1300 — Trigonometry 3 cr", "MATH 1400 — Precalculus 4 cr", "MATH 1600 — Introductory Statistics 3 cr", "MATH 2400 — Calculus I 4 cr", "MATH 2500 — Calculus II 4 cr", "MATH 2600 — Linear Algebra 3 cr", "MATH 3100 — Differential Equations 3 cr", "MATH 3300 — Discrete Mathematics 3 cr", "Planning and advising" ], "content": "College of Science & Mathematics Mathematics · MATH\nThe structures and methods behind quantitative reasoning.\nAbout Mathematics\nThe structures and methods behind quantitative reasoning. Courses carry the MATH subject code and are offered through the College of Science & Mathematics . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 MATH courses listed, 2 are introductory (numbers under 300), 4 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Mathematics department is the only way around them.\nMATH 1200 — College Algebra 3 cr\nFunctions, equations, inequalities, polynomials, exponentials, logarithms, and systems.\nPrerequisite: placement.\nMATH 1300 — Trigonometry 3 cr\nTrigonometric functions, identities, equations, and applications to triangles and periodic phenomena.\nPrerequisite: MATH 1200.\nMATH 1400 — Precalculus 4 cr\nA combined, accelerated treatment of algebra and trigonometry preparing for calculus.\nPrerequisite: placement.\nMATH 1600 — Introductory Statistics 3 cr\nData description, probability, sampling distributions, confidence intervals, and hypothesis tests, with software.\nPrerequisite: MATH 1200.\nMATH 2400 — Calculus I 4 cr\nLimits, derivatives, applications of the derivative, and the definite integral.\nPrerequisite: MATH 1400.\nMATH 2500 — Calculus II 4 cr\nTechniques and applications of integration, sequences and series, and parametric and polar curves.\nPrerequisite: MATH 2400.\nMATH 2600 — Linear Algebra 3 cr\nSystems, matrices, vector spaces, eigenvalues, and applications.\nPrerequisite: MATH 2400.\nMATH 3100 — Differential Equations 3 cr\nFirst-order equations, linear higher-order equations, systems, and Laplace transforms, with modeling.\nPrerequisite: MATH 2500.\nMATH 3300 — Discrete Mathematics 3 cr\nLogic, proof, sets, relations, combinatorics, and graphs.\nPrerequisite: MATH 2400.\nPlanning and advising\nYour degree audit shows exactly how MATH courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nMATH\nCollege\nCollege of Science & Mathematics\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\nPurdue OWL\nCornell Legal Information Institute\nDesmos\nOEIS\nMore open resources →" }, { "url": "subject-mechanical-engineering.html", "title": "Mechanical Engineering courses (ME)", "description": "Mechanics, energy, materials, and machine design. All ME courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Mechanical Engineering · ME", "About Mechanical Engineering", "How the sequence works", "ME 1000 — Introduction to Engineering 2 cr", "ME 2100 — Statics 3 cr", "ME 2200 — Dynamics 3 cr", "ME 2400 — Mechanics of Materials 3 cr", "ME 2600 — Thermodynamics 3 cr", "ME 3100 — Fluid Mechanics 3 cr", "ME 3300 — Machine Design 3 cr", "ME 3500 — Heat Transfer 3 cr", "ME 4900 — Senior Design 3 cr", "Planning and advising" ], "content": "College of Engineering & Technology Mechanical Engineering · ME\nMechanics, energy, materials, and machine design.\nAbout Mechanical Engineering\nMechanics, energy, materials, and machine design. Courses carry the ME subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 ME courses listed, 3 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Mechanical Engineering department is the only way around them.\nME 1000 — Introduction to Engineering 2 cr\nThe engineering method, teamwork, technical drawing, measurement, and a hands-on design–build project in the first term.\nPrerequisite: none.\nME 2100 — Statics 3 cr\nForces and moments on bodies in equilibrium: trusses, frames, friction, centroids, and free-body diagrams as a habit.\nPrerequisite: MATH 2400, PHYS 2010.\nME 2200 — Dynamics 3 cr\nKinematics and kinetics of particles and rigid bodies, work and energy, impulse and momentum, and vibration basics.\nPrerequisite: ME 2100.\nME 2400 — Mechanics of Materials 3 cr\nStress, strain, axial and torsional loading, bending, deflection, combined loading, and failure criteria.\nPrerequisite: ME 2100.\nME 2600 — Thermodynamics 3 cr\nThe first and second laws, properties of pure substances, and analysis of power and refrigeration cycles.\nPrerequisite: MATH 2400, PHYS 2010.\nME 3100 — Fluid Mechanics 3 cr\nFluid statics, control-volume analysis, the Bernoulli and Navier–Stokes equations, pipe flow, and pumps.\nPrerequisite: ME 2200.\nME 3300 — Machine Design 3 cr\nDesigning shafts, gears, bearings, fasteners, and springs against fatigue and other failure modes, with codes and safety factors.\nPrerequisite: ME 2400.\nME 3500 — Heat Transfer 3 cr\nConduction, convection, and radiation; heat exchangers; and thermal analysis of real components.\nPrerequisite: ME 2600, ME 3100.\nME 4900 — Senior Design 3 cr\nA two-term team project taking an engineering problem from requirements through analysis, prototype, and test for an industry sponsor.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how ME courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Mechanical Engineering program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nME\nCollege\nCollege of Engineering & Technology\nCourses listed\n9\nRelated program\nMechanical Engineering\nRelated\nMechanical Engineering program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nPurdue OWL\nCornell Legal Information Institute\narXiv\nbioRxiv & medRxiv\nThe Engineering ToolBox\nMatWeb material data\nMore open resources →" }, { "url": "subject-medical-laboratory-science.html", "title": "Medical Laboratory Science courses (MLT)", "description": "Performing and interpreting the laboratory tests that guide diagnosis. All MLT courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Medical Laboratory Science · MLT", "About Medical Laboratory Science", "How the sequence works", "MLT 2000 — Introduction to Medical Laboratory Science 3 cr", "MLT 2200 — Clinical Chemistry 4 cr", "MLT 2400 — Hematology 4 cr", "MLT 2600 — Clinical Microbiology 4 cr", "MLT 3000 — Immunohematology 4 cr", "MLT 3200 — Clinical Immunology and Serology 3 cr", "MLT 3400 — Urinalysis and Body Fluids 3 cr", "MLT 3600 — Laboratory Operations and Education 3 cr", "MLT 4900 — Clinical Practicum 6 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Medical Laboratory Science · MLT\nPerforming and interpreting the laboratory tests that guide diagnosis.\nAbout Medical Laboratory Science\nPerforming and interpreting the laboratory tests that guide diagnosis. Courses carry the MLT subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 MLT courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Medical Laboratory Science department is the only way around them.\nMLT 2000 — Introduction to Medical Laboratory Science 3 cr\nThe clinical lab, quality, safety, phlebotomy, and the role of the laboratory in patient care.\nPrerequisite: BIOL 1010.\nMLT 2200 — Clinical Chemistry 4 cr\nAnalytes, methods, instrumentation, and quality control for the chemistry section, with lab.\nPrerequisite: CHEM 2210.\nMLT 2400 — Hematology 4 cr\nBlood cell production and morphology, the CBC, coagulation, and identifying abnormal cells, with lab.\nPrerequisite: MLT 2000.\nMLT 2600 — Clinical Microbiology 4 cr\nIsolation, identification, and susceptibility testing of pathogens, with lab.\nPrerequisite: MLT 2000.\nMLT 3000 — Immunohematology 4 cr\nBlood groups, antibody detection and identification, compatibility testing, and transfusion, with lab.\nPrerequisite: MLT 2400.\nMLT 3200 — Clinical Immunology and Serology 3 cr\nAntigen–antibody reactions, autoimmune and infectious disease testing, and molecular methods.\nPrerequisite: MLT 2000.\nMLT 3400 — Urinalysis and Body Fluids 3 cr\nPhysical, chemical, and microscopic examination of urine and other body fluids.\nPrerequisite: MLT 2000.\nMLT 3600 — Laboratory Operations and Education 3 cr\nRegulations, informatics, workflow, and training within a clinical laboratory.\nPrerequisite: MLT 2000.\nMLT 4900 — Clinical Practicum 6 cr\nRotations through the sections of an affiliated hospital laboratory under certified staff.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how MLT courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nMLT\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-military-science.html", "title": "Military Science courses (MSCI)", "description": "Leadership, ethics, and problem-solving through the Army ROTC curriculum. All MSCI courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Military Science · MSCI", "About Military Science", "How the sequence works", "MSCI 1010 — Foundations of Officership 2 cr", "MSCI 1020 — Basic Leadership 2 cr", "MSCI 2010 — Individual Leadership Studies 2 cr", "MSCI 2020 — Leadership and Teamwork 2 cr", "MSCI 3010 — Applied Leadership I 3 cr", "MSCI 3020 — Applied Leadership II 3 cr", "MSCI 4010 — Leadership and Management 3 cr", "MSCI 4020 — Officership Capstone 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Military Science · MSCI\nLeadership, ethics, and problem-solving through the Army ROTC curriculum.\nAbout Military Science\nLeadership, ethics, and problem-solving through the Army ROTC curriculum. Courses carry the MSCI subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 MSCI courses listed, 0 are introductory (numbers under 300), 0 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Military Science department is the only way around them.\nMSCI 1010 — Foundations of Officership 2 cr\nThe role of an Army officer, values, and personal development; open to all students with no obligation.\nPrerequisite: none.\nMSCI 1020 — Basic Leadership 2 cr\nCommunication, problem-solving, and small-group leadership fundamentals.\nPrerequisite: MSCI 1010.\nMSCI 2010 — Individual Leadership Studies 2 cr\nApplying leadership and decision-making models in practical exercises.\nPrerequisite: MSCI 1020.\nMSCI 2020 — Leadership and Teamwork 2 cr\nLeading small teams, planning, and giving and acting on feedback.\nPrerequisite: MSCI 2010.\nMSCI 3010 — Applied Leadership I 3 cr\nTactics, troop-leading procedures, and leading peers in field exercises.\nPrerequisite: MSCI 2020, admission to advanced course.\nMSCI 3020 — Applied Leadership II 3 cr\nPlanning and executing complex operations and preparing for advanced camp.\nPrerequisite: MSCI 3010.\nMSCI 4010 — Leadership and Management 3 cr\nTraining management, ethics, and the transition to commissioned service.\nPrerequisite: MSCI 3020.\nMSCI 4020 — Officership Capstone 3 cr\nMilitary law, administration, and a leadership case study before commissioning.\nPrerequisite: MSCI 4010.\nPlanning and advising\nYour degree audit shows exactly how MSCI courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nMSCI\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-music.html", "title": "Music courses (MUS)", "description": "Performing, creating, and understanding music. All MUS courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Music · MUS", "About Music", "How the sequence works", "MUS 1010 — Music Fundamentals 2 cr", "MUS 1110 — Music Theory I 3 cr", "MUS 1120 — Music Theory II 3 cr", "MUS 1500 — Class Piano 1 cr", "MUS 2010 — Music History I 3 cr", "MUS 2020 — Music History II 3 cr", "MUS 2500 — Introduction to Music Technology 3 cr", "MUS 3100 — Conducting 2 cr", "MUS 3500 — Composition 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Music · MUS\nPerforming, creating, and understanding music.\nAbout Music\nPerforming, creating, and understanding music. Courses carry the MUS subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 MUS courses listed, 3 are introductory (numbers under 300), 0 are advanced undergraduate (300–499). 3 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Music department is the only way around them.\nMUS 1010 — Music Fundamentals 2 cr\nNotation, rhythm, scales, keys, intervals, and basic ear training for students without prior theory.\nPrerequisite: none.\nMUS 1110 — Music Theory I 3 cr\nDiatonic harmony, voice leading, part writing, and analysis of common-practice music, with aural skills.\nPrerequisite: MUS 1010 or placement.\nMUS 1120 — Music Theory II 3 cr\nChromatic harmony, modulation, and larger forms, with continued aural training.\nPrerequisite: MUS 1110.\nMUS 1500 — Class Piano 1 cr\nFunctional keyboard skills: reading, scales, chords, harmonization, and simple accompaniment.\nPrerequisite: none.\nMUS 2010 — Music History I 3 cr\nWestern art music from antiquity through the Baroque, with listening and score study.\nPrerequisite: MUS 1120.\nMUS 2020 — Music History II 3 cr\nThe Classical era to the present, including twentieth-century and popular idioms.\nPrerequisite: MUS 2010.\nMUS 2500 — Introduction to Music Technology 3 cr\nRecording, editing, MIDI, notation software, and producing a short project.\nPrerequisite: none.\nMUS 3100 — Conducting 2 cr\nBaton technique, score preparation, rehearsal planning, and podium practice.\nPrerequisite: MUS 1120.\nMUS 3500 — Composition 3 cr\nWriting original music in a range of styles, workshopped and performed.\nPrerequisite: MUS 1120.\nPlanning and advising\nYour degree audit shows exactly how MUS courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nMUS\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-nondestructive-testing.html", "title": "Nondestructive Testing courses (NDT)", "description": "Inspecting materials and welds for flaws without damaging them. All NDT courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Nondestructive Testing · NDT", "About Nondestructive Testing", "How the sequence works", "NDT 1500 — Introduction to Nondestructive Testing 3 cr", "NDT 2100 — Visual and Penetrant Testing 3 cr", "NDT 2300 — Magnetic Particle and Eddy Current Testing 3 cr", "NDT 2500 — Radiographic Testing 4 cr", "NDT 3100 — Ultrasonic Testing 4 cr", "NDT 3300 — Advanced Ultrasonics: Phased Array and TOFD 3 cr", "NDT 3500 — Weld Inspection and Codes 3 cr", "NDT 3700 — NDT Level II Preparation 3 cr", "NDT 4900 — NDT Capstone 3 cr", "Planning and advising" ], "content": "College of Engineering & Technology Nondestructive Testing · NDT\nInspecting materials and welds for flaws without damaging them.\nAbout Nondestructive Testing\nInspecting materials and welds for flaws without damaging them. Courses carry the NDT subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 NDT courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Nondestructive Testing department is the only way around them.\nNDT 1500 — Introduction to Nondestructive Testing 3 cr\nThe NDT methods, when each applies, codes and standards, and certification pathways.\nPrerequisite: none.\nNDT 2100 — Visual and Penetrant Testing 3 cr\nVisual inspection tools and criteria, and liquid-penetrant technique and interpretation, with lab.\nPrerequisite: NDT 1500.\nNDT 2300 — Magnetic Particle and Eddy Current Testing 3 cr\nMagnetization, particle application, and eddy-current probes for surface and near-surface flaws, with lab.\nPrerequisite: NDT 1500.\nNDT 2500 — Radiographic Testing 4 cr\nRadiation sources, exposure, film and digital radiography, safety, and reading a radiograph, with lab.\nPrerequisite: PHYS 1010.\nNDT 3100 — Ultrasonic Testing 4 cr\nWave propagation, transducers, calibration, thickness gauging, and flaw detection and sizing, with lab.\nPrerequisite: NDT 1500.\nNDT 3300 — Advanced Ultrasonics: Phased Array and TOFD 3 cr\nPhased-array and time-of-flight-diffraction setup, scanning, and analysis.\nPrerequisite: NDT 3100.\nNDT 3500 — Weld Inspection and Codes 3 cr\nWeld discontinuities, acceptance criteria, and applying construction and pressure-vessel codes.\nPrerequisite: NDT 2100.\nNDT 3700 — NDT Level II Preparation 3 cr\nProcedure writing, method-specific requirements, and preparation for certification examinations.\nPrerequisite: NDT 3100.\nNDT 4900 — NDT Capstone 3 cr\nAn applied inspection project on real components with a full report to code.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how NDT courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nNDT\nCollege\nCollege of Engineering & Technology\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-nursing.html", "title": "Nursing courses (NURS)", "description": "Evidence-based nursing practice across the lifespan. All NURS courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Nursing · NURS", "About Nursing", "How the sequence works", "NURS 2000 — Foundations of Nursing Practice 4 cr", "NURS 2200 — Health Assessment 3 cr", "NURS 2400 — Pharmacology for Nursing 3 cr", "NURS 3000 — Adult Health Nursing I 5 cr", "NURS 3200 — Mental Health Nursing 4 cr", "NURS 3400 — Maternal and Child Nursing 5 cr", "NURS 4000 — Adult Health Nursing II 5 cr", "NURS 4200 — Community and Population Health 4 cr", "NURS 4900 — Nursing Capstone and Transition to Practice 5 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Nursing · NURS\nEvidence-based nursing practice across the lifespan.\nAbout Nursing\nEvidence-based nursing practice across the lifespan. Courses carry the NURS subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 NURS courses listed, 3 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Nursing department is the only way around them.\nNURS 2000 — Foundations of Nursing Practice 4 cr\nNursing process, assessment, safety, documentation, and core skills practiced in the lab before clinical.\nPrerequisite: admission to the program.\nNURS 2200 — Health Assessment 3 cr\nA systematic head-to-toe assessment, normal versus abnormal findings, and communicating results.\nPrerequisite: NURS 2000.\nNURS 2400 — Pharmacology for Nursing 3 cr\nDrug classes, mechanisms, interactions, safe administration, and patient teaching.\nPrerequisite: NURS 2000.\nNURS 3000 — Adult Health Nursing I 5 cr\nCare of adults with common acute and chronic conditions, with clinical rotations in medical–surgical units.\nPrerequisite: NURS 2200, NURS 2400.\nNURS 3200 — Mental Health Nursing 4 cr\nTherapeutic communication, common disorders, crisis, and care in inpatient and community settings, with clinical.\nPrerequisite: NURS 3000.\nNURS 3400 — Maternal and Child Nursing 5 cr\nPregnancy, birth, the newborn, and pediatric care, with clinical rotations.\nPrerequisite: NURS 3000.\nNURS 4000 — Adult Health Nursing II 5 cr\nComplex and critical illness, prioritization, and care of the deteriorating patient, with high-acuity clinical.\nPrerequisite: NURS 3000.\nNURS 4200 — Community and Population Health 4 cr\nPopulation-level assessment, prevention, health equity, and public-health nursing, with a community clinical.\nPrerequisite: NURS 3200.\nNURS 4900 — Nursing Capstone and Transition to Practice 5 cr\nA precepted clinical immersion, licensure-exam preparation, and a professional-role project.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how NURS courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Nursing program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nNURS\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated program\nNursing\nRelated\nNursing program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\narXiv\nbioRxiv & medRxiv\nPubMed Central\nclinical guideline summaries\nMore open resources →" }, { "url": "subject-occupational-safety-health.html", "title": "Occupational Safety & Health courses (OSH)", "description": "Protecting workers from injury and illness on the job. All OSH courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Occupational Safety & Health · OSH", "About Occupational Safety & Health", "How the sequence works", "OSH 1500 — Introduction to Occupational Safety and Health 3 cr", "OSH 2100 — Safety Regulations and Standards 3 cr", "OSH 2300 — Hazard Recognition and Control 3 cr", "OSH 2500 — Industrial Hygiene 4 cr", "OSH 3100 — Safety Program Management 3 cr", "OSH 3300 — Fire Protection and Emergency Preparedness 3 cr", "OSH 3500 — Ergonomics and Human Factors 3 cr", "OSH 3700 — Construction Safety 3 cr", "OSH 4900 — OSH Capstone and Internship 4 cr", "Planning and advising" ], "content": "College of Engineering & Technology Occupational Safety & Health · OSH\nProtecting workers from injury and illness on the job.\nAbout Occupational Safety & Health\nProtecting workers from injury and illness on the job. Courses carry the OSH subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 OSH courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Occupational Safety & Health department is the only way around them.\nOSH 1500 — Introduction to Occupational Safety and Health 3 cr\nThe field, regulatory framework, injury and illness data, and the elements of a safety program.\nPrerequisite: none.\nOSH 2100 — Safety Regulations and Standards 3 cr\nGeneral industry and construction standards, recordkeeping, inspections, and citations.\nPrerequisite: OSH 1500.\nOSH 2300 — Hazard Recognition and Control 3 cr\nIdentifying mechanical, electrical, chemical, and ergonomic hazards and applying the hierarchy of controls.\nPrerequisite: OSH 1500.\nOSH 2500 — Industrial Hygiene 4 cr\nRecognizing, evaluating, and controlling chemical, noise, and physical exposures, with sampling in the lab.\nPrerequisite: CHEM 1050.\nOSH 3100 — Safety Program Management 3 cr\nBuilding and auditing a safety management system, metrics, and leadership engagement.\nPrerequisite: OSH 2100.\nOSH 3300 — Fire Protection and Emergency Preparedness 3 cr\nFire dynamics, suppression and detection systems, life safety, and emergency action plans.\nPrerequisite: OSH 1500.\nOSH 3500 — Ergonomics and Human Factors 3 cr\nAssessing musculoskeletal risk and designing tasks, tools, and workstations to fit people.\nPrerequisite: OSH 2300.\nOSH 3700 — Construction Safety 3 cr\nFall protection, excavation, cranes, electrical, and the multi-employer job site.\nPrerequisite: OSH 2100.\nOSH 4900 — OSH Capstone and Internship 4 cr\nA supervised placement with an employer or agency plus an integrative safety project.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how OSH courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nOSH\nCollege\nCollege of Engineering & Technology\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-packaging.html", "title": "Packaging Technology courses (PKG)", "description": "Protecting, presenting, and moving products from line to shelf. All PKG courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Packaging Technology · PKG", "About Packaging Technology", "How the sequence works", "PKG 1500 — Introduction to Packaging 3 cr", "PKG 2200 — Packaging Materials 3 cr", "PKG 2500 — Package Design and Development 3 cr", "PKG 3100 — Distribution Packaging and Testing 4 cr", "PKG 3300 — Packaging Machinery and Line Integration 3 cr", "PKG 3500 — Food and Pharmaceutical Packaging 3 cr", "PKG 3700 — Sustainable Packaging 3 cr", "PKG 4100 — Packaging Project Management 3 cr", "PKG 4900 — Senior Design 3 cr", "Planning and advising" ], "content": "College of Engineering & Technology Packaging Technology · PKG\nProtecting, presenting, and moving products from line to shelf.\nAbout Packaging Technology\nProtecting, presenting, and moving products from line to shelf. Courses carry the PKG subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 PKG courses listed, 3 are introductory (numbers under 300), 1 is advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Packaging Technology department is the only way around them.\nPKG 1500 — Introduction to Packaging 3 cr\nPackaging functions, the distribution environment, common materials and formats, and the regulatory and sustainability context.\nPrerequisite: none.\nPKG 2200 — Packaging Materials 3 cr\nPaper and board, glass, metal, and plastics for packaging; barrier properties; and matching a material to a product.\nPrerequisite: CHEM 1050.\nPKG 2500 — Package Design and Development 3 cr\nThe development process from brief to specification, structural design, and prototyping cartons and containers.\nPrerequisite: PKG 1500.\nPKG 3100 — Distribution Packaging and Testing 4 cr\nHazards of shipping — shock, vibration, compression, climate — and the standardized tests that qualify a package, run in the lab.\nPrerequisite: PKG 2200.\nPKG 3300 — Packaging Machinery and Line Integration 3 cr\nFilling, sealing, labeling, and case packing equipment, line speed and efficiency, and changeover.\nPrerequisite: PKG 2500.\nPKG 3500 — Food and Pharmaceutical Packaging 3 cr\nShelf life, migration, tamper evidence, serialization, and the regulations specific to these products.\nPrerequisite: PKG 2200.\nPKG 3700 — Sustainable Packaging 3 cr\nSource reduction, recyclability, compostability, recycled content, and defensible environmental claims.\nPrerequisite: PKG 2200.\nPKG 4100 — Packaging Project Management 3 cr\nRunning a packaging development project across functions, suppliers, and timelines.\nPrerequisite: junior standing.\nPKG 4900 — Senior Design 3 cr\nA team develops and validates a packaging solution for a sponsor against distribution, cost, and sustainability targets.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how PKG courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Packaging Technology program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nPKG\nCollege\nCollege of Engineering & Technology\nCourses listed\n9\nRelated program\nPackaging Technology\nRelated\nPackaging Technology program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-parks-natural-resources.html", "title": "Parks & Natural Resource Management courses (PARK)", "description": "Managing public lands, wildlife, and outdoor recreation resources. All PARK courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Parks & Natural Resource Management · PARK", "About Parks & Natural Resource Management", "How the sequence works", "PARK 1500 — Introduction to Natural Resource Management 3 cr", "PARK 2100 — Wildlife Ecology and Management 4 cr", "PARK 2300 — Forest Ecology and Measurements 4 cr", "PARK 2500 — Park Planning and Design 3 cr", "PARK 3100 — Recreation Resource Management 3 cr", "PARK 3300 — Water and Soil Conservation 3 cr", "PARK 3500 — Fire Ecology and Management 3 cr", "PARK 3700 — GIS for Natural Resources 3 cr", "PARK 4900 — Natural Resources Capstone 4 cr", "Planning and advising" ], "content": "College of Science & Mathematics Parks & Natural Resource Management · PARK\nManaging public lands, wildlife, and outdoor recreation resources.\nAbout Parks & Natural Resource Management\nManaging public lands, wildlife, and outdoor recreation resources. Courses carry the PARK subject code and are offered through the College of Science & Mathematics . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 PARK courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 2 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Parks & Natural Resource Management department is the only way around them.\nPARK 1500 — Introduction to Natural Resource Management 3 cr\nLand ownership and agencies, conservation history, and the tension between use and preservation.\nPrerequisite: none.\nPARK 2100 — Wildlife Ecology and Management 4 cr\nPopulations, habitat, surveys, harvest management, and human–wildlife conflict, with field methods.\nPrerequisite: BIOL 1010.\nPARK 2300 — Forest Ecology and Measurements 4 cr\nStand dynamics, inventory, growth and yield, and silviculture basics, with fieldwork.\nPrerequisite: BIOL 1020.\nPARK 2500 — Park Planning and Design 3 cr\nSite inventory, carrying capacity, trail and facility layout, and management plans.\nPrerequisite: PARK 1500.\nPARK 3100 — Recreation Resource Management 3 cr\nVisitor use, impacts, permitting, interpretation, and managing recreation on public land.\nPrerequisite: PARK 1500.\nPARK 3300 — Water and Soil Conservation 3 cr\nWatershed processes, erosion, best management practices, and stream and wetland protection.\nPrerequisite: PARK 1500.\nPARK 3500 — Fire Ecology and Management 3 cr\nFire regimes, fuels, prescribed burning, and wildland fire policy and operations.\nPrerequisite: PARK 2300.\nPARK 3700 — GIS for Natural Resources 3 cr\nSpatial data, analysis, and mapping for habitat, inventory, and planning applications.\nPrerequisite: none.\nPARK 4900 — Natural Resources Capstone 4 cr\nA management plan or applied study for a park, forest, or agency partner.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how PARK courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nPARK\nCollege\nCollege of Science & Mathematics\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-philosophy.html", "title": "Philosophy courses (PHIL)", "description": "Careful reasoning about knowledge, reality, and value. All PHIL courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Philosophy · PHIL", "About Philosophy", "How the sequence works", "PHIL 1000 — Introduction to Philosophy 3 cr", "PHIL 1200 — Critical Thinking 3 cr", "PHIL 2100 — Formal Logic 3 cr", "PHIL 2300 — Ethics 3 cr", "PHIL 2500 — Philosophy of Science 3 cr", "PHIL 3100 — Ancient Philosophy 3 cr", "PHIL 3200 — Modern Philosophy 3 cr", "PHIL 3400 — Biomedical Ethics 3 cr", "PHIL 3600 — Philosophy of Technology and AI 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Philosophy · PHIL\nCareful reasoning about knowledge, reality, and value.\nAbout Philosophy\nCareful reasoning about knowledge, reality, and value. Courses carry the PHIL subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 PHIL courses listed, 4 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 3 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Philosophy department is the only way around them.\nPHIL 1000 — Introduction to Philosophy 3 cr\nCentral problems — free will, the mind, knowledge, God, and the good life — through primary readings.\nPrerequisite: none.\nPHIL 1200 — Critical Thinking 3 cr\nArguments, fallacies, evidence, probability, and reasoning well about everyday and public questions.\nPrerequisite: none.\nPHIL 2100 — Formal Logic 3 cr\nPropositional and predicate logic, translation, proofs, and the concepts of validity and soundness.\nPrerequisite: none.\nPHIL 2300 — Ethics 3 cr\nConsequentialism, deontology, virtue ethics, and applying each to contemporary moral problems.\nPrerequisite: PHIL 1000.\nPHIL 2500 — Philosophy of Science 3 cr\nExplanation, confirmation, theory change, realism, and the demarcation of science.\nPrerequisite: PHIL 1000.\nPHIL 3100 — Ancient Philosophy 3 cr\nThe Presocratics, Plato, and Aristotle, and their questions about nature, knowledge, and the soul.\nPrerequisite: PHIL 1000.\nPHIL 3200 — Modern Philosophy 3 cr\nDescartes through Kant: rationalism, empiricism, and the turn to the knowing subject.\nPrerequisite: PHIL 1000.\nPHIL 3400 — Biomedical Ethics 3 cr\nAutonomy, consent, justice in health care, end-of-life decisions, and emerging technologies.\nPrerequisite: PHIL 2300.\nPHIL 3600 — Philosophy of Technology and AI 3 cr\nAgency, responsibility, surveillance, automation, and the ethics of machine decision-making.\nPrerequisite: PHIL 2300.\nPlanning and advising\nYour degree audit shows exactly how PHIL courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nPHIL\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-physics.html", "title": "Physics courses (PHYS)", "description": "The fundamental behavior of matter and energy. All PHYS courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Physics · PHYS", "About Physics", "How the sequence works", "PHYS 1010 — Conceptual Physics 3 cr", "PHYS 2010 — University Physics I 5 cr", "PHYS 2020 — University Physics II 5 cr", "PHYS 2030 — University Physics III 4 cr", "PHYS 3100 — Classical Mechanics 3 cr", "PHYS 3300 — Electromagnetic Theory 3 cr", "PHYS 3500 — Modern Physics 3 cr", "PHYS 3700 — Thermal and Statistical Physics 3 cr", "PHYS 4900 — Advanced Physics Laboratory 3 cr", "Planning and advising" ], "content": "College of Science & Mathematics Physics · PHYS\nThe fundamental behavior of matter and energy.\nAbout Physics\nThe fundamental behavior of matter and energy. Courses carry the PHYS subject code and are offered through the College of Science & Mathematics . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 PHYS courses listed, 1 is introductory (numbers under 300), 1 is advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Physics department is the only way around them.\nPHYS 1010 — Conceptual Physics 3 cr\nA quantitative-but-gentle survey of mechanics, energy, waves, electricity, and modern physics for non-majors.\nPrerequisite: MATH 1200.\nPHYS 2010 — University Physics I 5 cr\nKinematics, Newton's laws, work and energy, momentum, rotation, and oscillations, with lab.\nPrerequisite: MATH 2400.\nPHYS 2020 — University Physics II 5 cr\nElectric and magnetic fields, circuits, electromagnetic induction, and Maxwell's equations, with lab.\nPrerequisite: PHYS 2010, MATH 2500.\nPHYS 2030 — University Physics III 4 cr\nWaves, optics, special relativity, and an introduction to quantum phenomena, with lab.\nPrerequisite: PHYS 2020.\nPHYS 3100 — Classical Mechanics 3 cr\nLagrangian and Hamiltonian methods, central forces, rigid-body motion, and coupled oscillations.\nPrerequisite: PHYS 2010, MATH 3100.\nPHYS 3300 — Electromagnetic Theory 3 cr\nElectrostatics and magnetostatics from first principles, boundary-value problems, and electromagnetic waves.\nPrerequisite: PHYS 2020, MATH 2600.\nPHYS 3500 — Modern Physics 3 cr\nQuantum mechanics, atomic and nuclear physics, and solid-state basics.\nPrerequisite: PHYS 2030.\nPHYS 3700 — Thermal and Statistical Physics 3 cr\nThermodynamic laws, kinetic theory, and the statistical basis of thermal behavior.\nPrerequisite: PHYS 2030.\nPHYS 4900 — Advanced Physics Laboratory 3 cr\nA sequence of classic experiments with modern instrumentation, emphasizing uncertainty and technical writing.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how PHYS courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nPHYS\nCollege\nCollege of Science & Mathematics\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nPhET simulations\nNIST physical constants\nMore open resources →" }, { "url": "subject-plastics-engineering.html", "title": "Plastics Engineering courses (PLE)", "description": "Polymer materials and the processes that turn them into products. All PLE courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Plastics Engineering · PLE", "About Plastics Engineering", "How the sequence works", "PLE 1500 — Introduction to Plastics 3 cr", "PLE 2500 — Polymer Materials 3 cr", "PLE 3100 — Injection Molding 4 cr", "PLE 3300 — Extrusion and Compounding 3 cr", "PLE 3500 — Plastics Product and Mold Design 3 cr", "PLE 3700 — Polymer Testing and Characterization 3 cr", "PLE 3900 — Composites 3 cr", "PLE 4100 — Sustainable Polymers 3 cr", "PLE 4900 — Senior Design 3 cr", "Planning and advising" ], "content": "College of Engineering & Technology Plastics Engineering · PLE\nPolymer materials and the processes that turn them into products.\nAbout Plastics Engineering\nPolymer materials and the processes that turn them into products. Courses carry the PLE subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 PLE courses listed, 2 are introductory (numbers under 300), 1 is advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Plastics Engineering department is the only way around them.\nPLE 1500 — Introduction to Plastics 3 cr\nPolymer families, properties, and the major processes — extrusion, injection molding, thermoforming, blow molding — with lab exposure to each.\nPrerequisite: none.\nPLE 2500 — Polymer Materials 3 cr\nPolymer structure, molecular weight, crystallinity, thermal transitions, additives, and how each drives properties.\nPrerequisite: CHEM 1050.\nPLE 3100 — Injection Molding 4 cr\nMachine and mold, the molding cycle, process windows, defects and their causes, and scientific molding practice in the lab.\nPrerequisite: PLE 1500.\nPLE 3300 — Extrusion and Compounding 3 cr\nSingle- and twin-screw extrusion, die design, downstream equipment, and compounding to a target formulation.\nPrerequisite: PLE 1500.\nPLE 3500 — Plastics Product and Mold Design 3 cr\nDesigning parts for moldability — wall sections, ribs, draft, gating — and the basics of mold layout.\nPrerequisite: PLE 3100.\nPLE 3700 — Polymer Testing and Characterization 3 cr\nMechanical, thermal, rheological, and failure testing, and reading a data sheet critically.\nPrerequisite: PLE 2500.\nPLE 3900 — Composites 3 cr\nReinforcements, matrices, layup and molding methods, and basic laminate analysis.\nPrerequisite: PLE 2500.\nPLE 4100 — Sustainable Polymers 3 cr\nRecycling streams and limits, bio-based polymers, design for circularity, and life-cycle assessment.\nPrerequisite: PLE 2500.\nPLE 4900 — Senior Design 3 cr\nA team develops a plastics product or process for a sponsor, from material selection through a validated prototype.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how PLE courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Plastics Engineering program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nPLE\nCollege\nCollege of Engineering & Technology\nCourses listed\n9\nRelated program\nPlastics Engineering\nRelated\nPlastics Engineering program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-political-science.html", "title": "Political Science courses (POLS)", "description": "Government, institutions, policy, and political behavior. All POLS courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Political Science · POLS", "About Political Science", "How the sequence works", "POLS 1000 — American Government 3 cr", "POLS 2100 — Comparative Politics 3 cr", "POLS 2200 — International Relations 3 cr", "POLS 2300 — Political Theory 3 cr", "POLS 3100 — Public Policy Analysis 3 cr", "POLS 3200 — State and Local Government 3 cr", "POLS 3300 — Constitutional Law 3 cr", "POLS 3500 — Research Methods in Political Science 4 cr", "POLS 4900 — Senior Seminar in Political Science 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Political Science · POLS\nGovernment, institutions, policy, and political behavior.\nAbout Political Science\nGovernment, institutions, policy, and political behavior. Courses carry the POLS subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 POLS courses listed, 4 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Political Science department is the only way around them.\nPOLS 1000 — American Government 3 cr\nThe Constitution, federalism, the three branches, elections, parties, interest groups, and civil liberties and rights.\nPrerequisite: none.\nPOLS 2100 — Comparative Politics 3 cr\nHow other countries organize power: regime types, institutions, parties and elections, and political development.\nPrerequisite: POLS 1000.\nPOLS 2200 — International Relations 3 cr\nTheories of world politics, security and conflict, international political economy, and global institutions.\nPrerequisite: POLS 1000.\nPOLS 2300 — Political Theory 3 cr\nEnduring questions about authority, justice, liberty, and equality, read through classic and modern texts.\nPrerequisite: POLS 1000.\nPOLS 3100 — Public Policy Analysis 3 cr\nFraming problems, evaluating alternatives, cost–benefit reasoning, and writing a policy memo.\nPrerequisite: POLS 1000.\nPOLS 3200 — State and Local Government 3 cr\nWesconsin and comparative state institutions, intergovernmental relations, budgeting, and local politics.\nPrerequisite: POLS 1000.\nPOLS 3300 — Constitutional Law 3 cr\nJudicial power, separation of powers, federalism, and the major lines of constitutional doctrine.\nPrerequisite: POLS 1000.\nPOLS 3500 — Research Methods in Political Science 4 cr\nMeasurement, research design, basic statistics, and a small empirical project.\nPrerequisite: POLS 1000.\nPOLS 4900 — Senior Seminar in Political Science 3 cr\nAn original research paper on a focused question, presented and defended.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how POLS courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nPOLS\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nData.gov\nU.S. Census Bureau\narXiv\nbioRxiv & medRxiv\nCongress.gov\nCornell LII\nMore open resources →" }, { "url": "subject-psychology.html", "title": "Psychology courses (PSYC)", "description": "The scientific study of mind and behavior. All PSYC courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Psychology · PSYC", "About Psychology", "How the sequence works", "PSYC 1000 — Introduction to Psychology 3 cr", "PSYC 2100 — Research Methods 4 cr", "PSYC 2200 — Statistics for the Behavioral Sciences 3 cr", "PSYC 2400 — Developmental Psychology 3 cr", "PSYC 2600 — Social Psychology 3 cr", "PSYC 3100 — Cognitive Psychology 3 cr", "PSYC 3300 — Abnormal Psychology 3 cr", "PSYC 3500 — Biological Psychology 3 cr", "PSYC 4900 — Senior Seminar in Psychology 3 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Psychology · PSYC\nThe scientific study of mind and behavior.\nAbout Psychology\nThe scientific study of mind and behavior. Courses carry the PSYC subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 PSYC courses listed, 3 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Psychology department is the only way around them.\nPSYC 1000 — Introduction to Psychology 3 cr\nA survey of the field: biological bases, learning, memory, development, personality, social behavior, and disorders.\nPrerequisite: none.\nPSYC 2100 — Research Methods 4 cr\nDesigning studies, operationalizing variables, sampling, ethics, and writing in the discipline's style, with a small study.\nPrerequisite: PSYC 1000.\nPSYC 2200 — Statistics for the Behavioral Sciences 3 cr\nDescriptive statistics, probability, t-tests, ANOVA, correlation, and regression, with software.\nPrerequisite: MATH 1400.\nPSYC 2400 — Developmental Psychology 3 cr\nPhysical, cognitive, and social development across the lifespan and the theories that organize it.\nPrerequisite: PSYC 1000.\nPSYC 2600 — Social Psychology 3 cr\nAttitudes, persuasion, conformity, group behavior, attribution, and prejudice.\nPrerequisite: PSYC 1000.\nPSYC 3100 — Cognitive Psychology 3 cr\nAttention, perception, memory, language, and decision-making, and the experiments that reveal them.\nPrerequisite: PSYC 2100.\nPSYC 3300 — Abnormal Psychology 3 cr\nClassification, causes, and treatment of psychological disorders, and the debates around diagnosis.\nPrerequisite: PSYC 1000.\nPSYC 3500 — Biological Psychology 3 cr\nNeurons, neurotransmission, brain systems, and the biological bases of behavior.\nPrerequisite: PSYC 1000.\nPSYC 4900 — Senior Seminar in Psychology 3 cr\nA capstone that integrates the major through a literature review or empirical project and a formal presentation.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how PSYC courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Psychology program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nPSYC\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated program\nPsychology\nRelated\nPsychology program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\narXiv\nbioRxiv & medRxiv\nPurdue OWL\nCornell Legal Information Institute\nAPA\nOSF\nMore open resources →" }, { "url": "subject-public-health.html", "title": "Public Health courses (HLTH)", "description": "Preventing disease and promoting health at the population level. All HLTH courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Public Health · HLTH", "About Public Health", "How the sequence works", "HLTH 1500 — Introduction to Public Health 3 cr", "HLTH 2100 — Epidemiology 3 cr", "HLTH 2300 — Environmental Health 3 cr", "HLTH 2500 — Health Behavior and Promotion 3 cr", "HLTH 3100 — Biostatistics for Public Health 3 cr", "HLTH 3300 — Health Policy and Systems 3 cr", "HLTH 3500 — Program Planning and Evaluation 3 cr", "HLTH 3700 — Global Health 3 cr", "HLTH 4900 — Public Health Practicum 4 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Public Health · HLTH\nPreventing disease and promoting health at the population level.\nAbout Public Health\nPreventing disease and promoting health at the population level. Courses carry the HLTH subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 HLTH courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Public Health department is the only way around them.\nHLTH 1500 — Introduction to Public Health 3 cr\nThe core functions, the determinants of health, and the major public-health achievements and challenges.\nPrerequisite: none.\nHLTH 2100 — Epidemiology 3 cr\nMeasures of disease frequency, study designs, causal inference, and outbreak investigation.\nPrerequisite: MATH 1600.\nHLTH 2300 — Environmental Health 3 cr\nAir, water, food, and built-environment hazards and the systems that manage them.\nPrerequisite: HLTH 1500.\nHLTH 2500 — Health Behavior and Promotion 3 cr\nBehavior-change theories and designing interventions for individuals and communities.\nPrerequisite: HLTH 1500.\nHLTH 3100 — Biostatistics for Public Health 3 cr\nEstimation, hypothesis testing, and regression applied to health data, with software.\nPrerequisite: HLTH 2100.\nHLTH 3300 — Health Policy and Systems 3 cr\nHow health systems are organized and financed, and how policy is made and evaluated.\nPrerequisite: HLTH 1500.\nHLTH 3500 — Program Planning and Evaluation 3 cr\nNeeds assessment, logic models, implementation, and evaluation design.\nPrerequisite: HLTH 2500.\nHLTH 3700 — Global Health 3 cr\nThe global burden of disease, health equity, and international health institutions.\nPrerequisite: HLTH 1500.\nHLTH 4900 — Public Health Practicum 4 cr\nA supervised placement with a health department or community organization and a capstone project.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how HLTH courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nHLTH\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nData.gov\nU.S. Census Bureau\narXiv\nbioRxiv & medRxiv\nCDC\nWHO data\nMore open resources →" }, { "url": "subject-radiologic-technology.html", "title": "Radiologic Technology courses (RADT)", "description": "Producing medical images safely and accurately. All RADT courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Radiologic Technology · RADT", "About Radiologic Technology", "How the sequence works", "RADT 2000 — Introduction to Radiography 3 cr", "RADT 2200 — Radiographic Procedures I 4 cr", "RADT 2400 — Radiation Physics and Equipment 3 cr", "RADT 2600 — Radiation Biology and Protection 3 cr", "RADT 3000 — Radiographic Procedures II 4 cr", "RADT 3200 — Image Analysis and Quality 3 cr", "RADT 3400 — Pathology for Radiographers 3 cr", "RADT 3600 — Cross-Sectional Imaging 3 cr", "RADT 4900 — Radiography Clinical Practicum 6 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Radiologic Technology · RADT\nProducing medical images safely and accurately.\nAbout Radiologic Technology\nProducing medical images safely and accurately. Courses carry the RADT subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 RADT courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Radiologic Technology department is the only way around them.\nRADT 2000 — Introduction to Radiography 3 cr\nThe profession, the imaging chain, patient care, and medical terminology.\nPrerequisite: BIOL 1010.\nRADT 2200 — Radiographic Procedures I 4 cr\nPositioning and technique for the chest, abdomen, and extremities, with lab.\nPrerequisite: RADT 2000.\nRADT 2400 — Radiation Physics and Equipment 3 cr\nX-ray production, interactions with matter, the generator, and image receptors.\nPrerequisite: PHYS 1010.\nRADT 2600 — Radiation Biology and Protection 3 cr\nCellular effects, dose limits, ALARA, shielding, and regulatory requirements.\nPrerequisite: RADT 2400.\nRADT 3000 — Radiographic Procedures II 4 cr\nSpine, skull, and contrast studies, and an introduction to CT and fluoroscopy, with lab.\nPrerequisite: RADT 2200.\nRADT 3200 — Image Analysis and Quality 3 cr\nEvaluating images for positioning, exposure, and artifacts, and quality-control testing.\nPrerequisite: RADT 2400.\nRADT 3400 — Pathology for Radiographers 3 cr\nCommon pathologies and their radiographic appearance and technique adjustments.\nPrerequisite: RADT 2000.\nRADT 3600 — Cross-Sectional Imaging 3 cr\nSectional anatomy and the fundamentals of CT and MRI.\nPrerequisite: RADT 3000.\nRADT 4900 — Radiography Clinical Practicum 6 cr\nSupervised clinical rotations across imaging areas at affiliated hospitals.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how RADT courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nRADT\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-real-estate.html", "title": "Real Estate courses (REST)", "description": "The analysis, finance, and development of property. All REST courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Real Estate · REST", "About Real Estate", "How the sequence works", "REST 2000 — Principles of Real Estate 3 cr", "REST 3100 — Real Estate Finance and Investment 3 cr", "REST 3200 — Real Estate Valuation 3 cr", "REST 3300 — Real Estate Law 3 cr", "REST 3400 — Real Estate Development 3 cr", "REST 3500 — Commercial Real Estate 3 cr", "REST 3700 — Real Estate Market Analysis 3 cr", "REST 4900 — Real Estate Capstone 3 cr", "Planning and advising" ], "content": "College of Management Real Estate · REST\nThe analysis, finance, and development of property.\nAbout Real Estate\nThe analysis, finance, and development of property. Courses carry the REST subject code and are offered through the College of Management . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 REST courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Real Estate department is the only way around them.\nREST 2000 — Principles of Real Estate 3 cr\nProperty rights, brokerage, contracts, financing, valuation, and the transaction process.\nPrerequisite: BUS 1000.\nREST 3100 — Real Estate Finance and Investment 3 cr\nMortgages, leverage, cash-flow analysis, cap rates, and evaluating an income property.\nPrerequisite: FIN 3100.\nREST 3200 — Real Estate Valuation 3 cr\nThe cost, sales-comparison, and income approaches to appraising residential and commercial property.\nPrerequisite: REST 2000.\nREST 3300 — Real Estate Law 3 cr\nDeeds, titles, easements, land use and zoning, leases, and closings.\nPrerequisite: BLAW 2000.\nREST 3400 — Real Estate Development 3 cr\nSite selection, entitlement, feasibility, financing, construction, and lease-up.\nPrerequisite: REST 3100.\nREST 3500 — Commercial Real Estate 3 cr\nOffice, retail, industrial, and multifamily markets, brokerage, and asset management.\nPrerequisite: REST 3100.\nREST 3700 — Real Estate Market Analysis 3 cr\nSupply and demand analysis, demographics, absorption, and forecasting a submarket.\nPrerequisite: REST 2000.\nREST 4900 — Real Estate Capstone 3 cr\nA full development or investment analysis for a real site, presented to industry reviewers.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how REST courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nREST\nCollege\nCollege of Management\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-recreation-management.html", "title": "Recreation Management courses (RECR)", "description": "Planning and leading recreation, parks, and outdoor programs. All RECR courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Recreation Management · RECR", "About Recreation Management", "How the sequence works", "RECR 1500 — Foundations of Recreation and Leisure 3 cr", "RECR 2100 — Program Planning and Leadership 3 cr", "RECR 2300 — Outdoor and Adventure Programming 3 cr", "RECR 2500 — Recreation for Diverse Populations 3 cr", "RECR 3100 — Facility and Resource Management 3 cr", "RECR 3300 — Commercial and Event Recreation 3 cr", "RECR 3500 — Administration of Recreation Services 3 cr", "RECR 3700 — Risk Management in Recreation 3 cr", "RECR 4900 — Recreation Management Internship 6 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Recreation Management · RECR\nPlanning and leading recreation, parks, and outdoor programs.\nAbout Recreation Management\nPlanning and leading recreation, parks, and outdoor programs. Courses carry the RECR subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 RECR courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Recreation Management department is the only way around them.\nRECR 1500 — Foundations of Recreation and Leisure 3 cr\nThe history, benefits, and delivery systems of recreation across public, nonprofit, and commercial sectors.\nPrerequisite: none.\nRECR 2100 — Program Planning and Leadership 3 cr\nDesigning, staffing, marketing, and evaluating recreation programs and leading activity groups.\nPrerequisite: RECR 1500.\nRECR 2300 — Outdoor and Adventure Programming 3 cr\nTrip planning, risk management, group facilitation, and Leave No Trace, with field practice.\nPrerequisite: RECR 1500.\nRECR 2500 — Recreation for Diverse Populations 3 cr\nInclusive programming across age, ability, and background, including therapeutic recreation basics.\nPrerequisite: RECR 1500.\nRECR 3100 — Facility and Resource Management 3 cr\nOperating parks, centers, and aquatic facilities — maintenance, scheduling, budgets, and safety.\nPrerequisite: RECR 2100.\nRECR 3300 — Commercial and Event Recreation 3 cr\nTournaments, festivals, camps, and the business side of commercial recreation.\nPrerequisite: RECR 2100.\nRECR 3500 — Administration of Recreation Services 3 cr\nBudgeting, personnel, policy, grants, and community relations for a recreation agency.\nPrerequisite: RECR 3100.\nRECR 3700 — Risk Management in Recreation 3 cr\nHazard analysis, waivers, emergency planning, and liability across recreation settings.\nPrerequisite: RECR 2300.\nRECR 4900 — Recreation Management Internship 6 cr\nA full-time supervised placement with a parks, recreation, or outdoor organization.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how RECR courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nRECR\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-rehabilitation-services.html", "title": "Rehabilitation & Disability Services courses (REHB)", "description": "Supporting people with disabilities toward their goals. All REHB courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Rehabilitation & Disability Services · REHB", "About Rehabilitation & Disability Services", "How the sequence works", "REHB 1500 — Introduction to Disability Studies 3 cr", "REHB 2100 — Medical and Psychosocial Aspects of Disability 3 cr", "REHB 2500 — Helping Relationships and Interviewing 3 cr", "REHB 3100 — Case Management 3 cr", "REHB 3300 — Vocational Development and Placement 3 cr", "REHB 3500 — Assistive Technology 3 cr", "REHB 3700 — Substance Use and Co-occurring Conditions 3 cr", "REHB 4100 — Ethics and Professional Practice 3 cr", "REHB 4900 — Practicum in Rehabilitation Services 4 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Rehabilitation & Disability Services · REHB\nSupporting people with disabilities toward their goals.\nAbout Rehabilitation & Disability Services\nSupporting people with disabilities toward their goals. Courses carry the REHB subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 REHB courses listed, 3 are introductory (numbers under 300), 1 is advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Rehabilitation & Disability Services department is the only way around them.\nREHB 1500 — Introduction to Disability Studies 3 cr\nModels of disability, history, law, language, and disability as identity and culture.\nPrerequisite: none.\nREHB 2100 — Medical and Psychosocial Aspects of Disability 3 cr\nCommon conditions and their functional impact, and the psychological and social experience of disability.\nPrerequisite: REHB 1500.\nREHB 2500 — Helping Relationships and Interviewing 3 cr\nCore counseling skills, the working alliance, and structuring a helping conversation, practiced in role-play.\nPrerequisite: REHB 1500.\nREHB 3100 — Case Management 3 cr\nAssessment, planning, coordination, documentation, and advocacy across service systems.\nPrerequisite: REHB 2500.\nREHB 3300 — Vocational Development and Placement 3 cr\nCareer assessment, job development, workplace accommodations, and supported employment.\nPrerequisite: REHB 2100.\nREHB 3500 — Assistive Technology 3 cr\nMatching devices and services to needs across mobility, communication, and daily living.\nPrerequisite: REHB 2100.\nREHB 3700 — Substance Use and Co-occurring Conditions 3 cr\nScreening, brief intervention, referral, and recovery support.\nPrerequisite: REHB 2500.\nREHB 4100 — Ethics and Professional Practice 3 cr\nCodes of ethics, boundaries, confidentiality, cultural humility, and self-care.\nPrerequisite: junior standing.\nREHB 4900 — Practicum in Rehabilitation Services 4 cr\nA supervised placement in a community agency, with a weekly seminar.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how REHB courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Rehabilitation & Disability Services program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nREHB\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated program\nRehabilitation & Disability Services\nRelated\nRehabilitation & Disability Services program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-religious-studies.html", "title": "Religious Studies courses (RELS)", "description": "The academic study of religious traditions, texts, and practices. All RELS courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Religious Studies · RELS", "About Religious Studies", "How the sequence works", "RELS 1000 — Introduction to World Religions 3 cr", "RELS 2100 — Hebrew Bible / Old Testament 3 cr", "RELS 2200 — New Testament 3 cr", "RELS 2300 — Islam 3 cr", "RELS 2400 — Religions of Asia 3 cr", "RELS 3100 — Religion and Science 3 cr", "RELS 3300 — Religion, Ethics, and Public Life 3 cr", "RELS 3500 — Method and Theory in the Study of Religion 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Religious Studies · RELS\nThe academic study of religious traditions, texts, and practices.\nAbout Religious Studies\nThe academic study of religious traditions, texts, and practices. Courses carry the RELS subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 RELS courses listed, 3 are introductory (numbers under 300), 3 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Religious Studies department is the only way around them.\nRELS 1000 — Introduction to World Religions 3 cr\nBeliefs, practices, texts, and histories of the major religious traditions, studied comparatively.\nPrerequisite: none.\nRELS 2100 — Hebrew Bible / Old Testament 3 cr\nThe literature, history, and interpretation of the Hebrew scriptures in their ancient context.\nPrerequisite: RELS 1000.\nRELS 2200 — New Testament 3 cr\nThe Gospels, Paul, and early Christian writings, and the methods used to study them.\nPrerequisite: RELS 1000.\nRELS 2300 — Islam 3 cr\nThe Qur'an, the life of Muhammad, law and theology, and the diversity of Muslim societies.\nPrerequisite: RELS 1000.\nRELS 2400 — Religions of Asia 3 cr\nHindu, Buddhist, Jain, Sikh, Confucian, and Daoist traditions in historical and contemporary practice.\nPrerequisite: RELS 1000.\nRELS 3100 — Religion and Science 3 cr\nHistorical and contemporary encounters between religious and scientific accounts of the world.\nPrerequisite: RELS 1000.\nRELS 3300 — Religion, Ethics, and Public Life 3 cr\nHow religious communities engage questions of justice, politics, and the environment.\nPrerequisite: RELS 1000.\nRELS 3500 — Method and Theory in the Study of Religion 3 cr\nMajor approaches — sociological, anthropological, psychological, philosophical — to explaining religion.\nPrerequisite: RELS 1000.\nPlanning and advising\nYour degree audit shows exactly how RELS courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nRELS\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-risk-management-insurance.html", "title": "Risk Management & Insurance courses (INSU)", "description": "Identifying, financing, and controlling risk for organizations and individuals. All INSU courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Risk Management & Insurance · INSU", "About Risk Management & Insurance", "How the sequence works", "INSU 2000 — Introduction to Risk Management and Insurance 3 cr", "INSU 3100 — Property and Liability Insurance 3 cr", "INSU 3200 — Life, Health, and Retirement 3 cr", "INSU 3300 — Enterprise Risk Management 3 cr", "INSU 3400 — Insurance Operations 3 cr", "INSU 3500 — Employee Benefits 3 cr", "INSU 3700 — Risk Financing and Analytics 3 cr", "INSU 4900 — Risk Management Capstone 3 cr", "Planning and advising" ], "content": "College of Management Risk Management & Insurance · INSU\nIdentifying, financing, and controlling risk for organizations and individuals.\nAbout Risk Management & Insurance\nIdentifying, financing, and controlling risk for organizations and individuals. Courses carry the INSU subject code and are offered through the College of Management . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 INSU courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Risk Management & Insurance department is the only way around them.\nINSU 2000 — Introduction to Risk Management and Insurance 3 cr\nThe risk-management process, insurance mechanics, and the structure of the insurance industry.\nPrerequisite: BUS 1000.\nINSU 3100 — Property and Liability Insurance 3 cr\nCommercial and personal property, general liability, and reading and analyzing policy language.\nPrerequisite: INSU 2000.\nINSU 3200 — Life, Health, and Retirement 3 cr\nLife and health products, employee benefits, and retirement plan design.\nPrerequisite: INSU 2000.\nINSU 3300 — Enterprise Risk Management 3 cr\nIdentifying, assessing, and prioritizing organizational risk and building an ERM framework.\nPrerequisite: INSU 2000.\nINSU 3400 — Insurance Operations 3 cr\nUnderwriting, actuarial pricing, claims, reinsurance, and regulation.\nPrerequisite: INSU 3100.\nINSU 3500 — Employee Benefits 3 cr\nDesigning, funding, and administering benefit programs and the relevant law.\nPrerequisite: INSU 3200.\nINSU 3700 — Risk Financing and Analytics 3 cr\nRetention, transfer, captives, and using data to model loss and set retentions.\nPrerequisite: MATH 1600.\nINSU 4900 — Risk Management Capstone 3 cr\nA risk assessment and treatment plan for a real organization.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how INSU courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nINSU\nCollege\nCollege of Management\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-science-technology-society.html", "title": "Science, Technology & Society courses (STS)", "description": "How science and technology shape society, and society shapes them. All STS courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Science, Technology & Society · STS", "About Science, Technology & Society", "How the sequence works", "STS 1000 — Introduction to Science, Technology, and Society 3 cr", "STS 2100 — History of Technology 3 cr", "STS 2300 — Technology and Ethics 3 cr", "STS 2500 — Data, Algorithms, and Society 3 cr", "STS 3100 — Environment, Technology, and Risk 3 cr", "STS 3300 — Science, Policy, and Democracy 3 cr", "STS 3500 — Innovation and Society 3 cr", "STS 4900 — STS Capstone 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Science, Technology & Society · STS\nHow science and technology shape society, and society shapes them.\nAbout Science, Technology & Society\nHow science and technology shape society, and society shapes them. Courses carry the STS subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 STS courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Science, Technology & Society department is the only way around them.\nSTS 1000 — Introduction to Science, Technology, and Society 3 cr\nCore STS concepts: co-production, sociotechnical systems, expertise, risk, and controversy.\nPrerequisite: none.\nSTS 2100 — History of Technology 3 cr\nHow major technologies emerged and reshaped work, cities, war, and daily life.\nPrerequisite: STS 1000.\nSTS 2300 — Technology and Ethics 3 cr\nResponsibility, dual use, automation, surveillance, and the ethics of design choices.\nPrerequisite: STS 1000.\nSTS 2500 — Data, Algorithms, and Society 3 cr\nBias, transparency, platform power, and the governance of data-driven systems.\nPrerequisite: STS 1000.\nSTS 3100 — Environment, Technology, and Risk 3 cr\nHow societies assess and manage technological and environmental risk, with case studies.\nPrerequisite: STS 1000.\nSTS 3300 — Science, Policy, and Democracy 3 cr\nExpertise in policymaking, public participation, and science communication.\nPrerequisite: STS 1000.\nSTS 3500 — Innovation and Society 3 cr\nDiffusion, disruption, inequality, and who benefits from and bears the costs of new technology.\nPrerequisite: STS 1000.\nSTS 4900 — STS Capstone 3 cr\nA research project analyzing a specific technology or controversy through STS frameworks.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how STS courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nSTS\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-social-work.html", "title": "Social Work courses (SOCW)", "description": "Helping individuals, families, and communities, guided by social-justice values. All SOCW courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Social Work · SOCW", "About Social Work", "How the sequence works", "SOCW 1500 — Introduction to Social Work 3 cr", "SOCW 2100 — Human Behavior and the Social Environment 3 cr", "SOCW 2300 — Social Welfare Policy 3 cr", "SOCW 3100 — Social Work Practice I: Individuals and Families 4 cr", "SOCW 3300 — Social Work Practice II: Groups and Communities 3 cr", "SOCW 3500 — Social Work Research 3 cr", "SOCW 3700 — Diversity, Oppression, and Social Justice 3 cr", "SOCW 4800 — Field Practicum I 4 cr", "SOCW 4900 — Field Practicum II 4 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences Social Work · SOCW\nHelping individuals, families, and communities, guided by social-justice values.\nAbout Social Work\nHelping individuals, families, and communities, guided by social-justice values. Courses carry the SOCW subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 SOCW courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Social Work department is the only way around them.\nSOCW 1500 — Introduction to Social Work 3 cr\nThe profession's history, values, fields of practice, and the social-welfare system.\nPrerequisite: none.\nSOCW 2100 — Human Behavior and the Social Environment 3 cr\nDevelopment across the lifespan in the context of families, groups, organizations, and communities.\nPrerequisite: SOCW 1500, PSYC 1000.\nSOCW 2300 — Social Welfare Policy 3 cr\nHow policies are made, major programs, and analyzing a policy for its effects on vulnerable groups.\nPrerequisite: SOCW 1500.\nSOCW 3100 — Social Work Practice I: Individuals and Families 4 cr\nEngagement, assessment, planning, and intervention skills, practiced in role-play and video review.\nPrerequisite: SOCW 2100.\nSOCW 3300 — Social Work Practice II: Groups and Communities 3 cr\nGroup facilitation, community organizing, and program development.\nPrerequisite: SOCW 3100.\nSOCW 3500 — Social Work Research 3 cr\nPractice evaluation, program evaluation, and using evidence to guide intervention.\nPrerequisite: SOCW 2100.\nSOCW 3700 — Diversity, Oppression, and Social Justice 3 cr\nSystems of privilege and oppression and culturally responsive, anti-oppressive practice.\nPrerequisite: SOCW 1500.\nSOCW 4800 — Field Practicum I 4 cr\nA supervised agency placement with an integrative seminar.\nPrerequisite: senior standing.\nSOCW 4900 — Field Practicum II 4 cr\nContinued supervised practice, a capstone project, and preparation for licensure and employment.\nPrerequisite: SOCW 4800.\nPlanning and advising\nYour degree audit shows exactly how SOCW courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nSOCW\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-sociology.html", "title": "Sociology courses (SOC)", "description": "How societies, institutions, and groups shape human life. All SOC courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Sociology · SOC", "About Sociology", "How the sequence works", "SOC 1000 — Introduction to Sociology 3 cr", "SOC 2100 — Social Problems 3 cr", "SOC 2300 — Race and Ethnicity 3 cr", "SOC 2500 — Sociology of Family 3 cr", "SOC 3100 — Social Research Methods 4 cr", "SOC 3300 — Social Stratification 3 cr", "SOC 3500 — Work and Organizations 3 cr", "SOC 3700 — Deviance and Social Control 3 cr", "SOC 4900 — Senior Seminar in Sociology 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Sociology · SOC\nHow societies, institutions, and groups shape human life.\nAbout Sociology\nHow societies, institutions, and groups shape human life. Courses carry the SOC subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 SOC courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Sociology department is the only way around them.\nSOC 1000 — Introduction to Sociology 3 cr\nThe sociological perspective: culture, socialization, institutions, inequality, and social change.\nPrerequisite: none.\nSOC 2100 — Social Problems 3 cr\nPoverty, crime, health, environment, and work analyzed as structural rather than individual issues.\nPrerequisite: SOC 1000.\nSOC 2300 — Race and Ethnicity 3 cr\nThe social construction of race, systems of stratification, and contemporary policy debates.\nPrerequisite: SOC 1000.\nSOC 2500 — Sociology of Family 3 cr\nFamily forms across time and culture, work and care, and family policy.\nPrerequisite: SOC 1000.\nSOC 3100 — Social Research Methods 4 cr\nSurvey, interview, ethnographic, and secondary-data methods, ethics, and a small research project.\nPrerequisite: SOC 1000.\nSOC 3300 — Social Stratification 3 cr\nClass, status, and power; mobility; and how inequality is produced and reproduced.\nPrerequisite: SOC 1000.\nSOC 3500 — Work and Organizations 3 cr\nLabor markets, bureaucracy, professions, automation, and the changing nature of work.\nPrerequisite: SOC 1000.\nSOC 3700 — Deviance and Social Control 3 cr\nHow societies define and respond to rule-breaking, and the institutions of control.\nPrerequisite: SOC 1000.\nSOC 4900 — Senior Seminar in Sociology 3 cr\nAn integrative capstone built around an original research paper and its presentation.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how SOC courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nSOC\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-software-engineering.html", "title": "Software Engineering courses (SE)", "description": "Building, testing, and maintaining software systems at scale. All SE courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Software Engineering · SE", "About Software Engineering", "How the sequence works", "SE 2100 — Software Construction 3 cr", "SE 3100 — Requirements and Design 3 cr", "SE 3200 — Software Quality and Testing 3 cr", "SE 3400 — DevOps and Release Engineering 3 cr", "SE 3600 — Human–Computer Interaction 3 cr", "SE 4100 — Software Architecture 3 cr", "SE 4300 — Secure Software Development 3 cr", "SE 4500 — Software Project Management 3 cr", "SE 4900 — Capstone in Software Engineering 3 cr", "Planning and advising" ], "content": "College of Computing & Information Sciences Software Engineering · SE\nBuilding, testing, and maintaining software systems at scale.\nAbout Software Engineering\nBuilding, testing, and maintaining software systems at scale. Courses carry the SE subject code and are offered through the College of Computing & Information Sciences. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 SE courses listed, 4 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Software Engineering department is the only way around them.\nSE 2100 — Software Construction 3 cr\nWriting code that other people can read, test, and change: style, documentation, refactoring, defensive programming, and automated testing as a habit rather than an afterthought.\nPrerequisite: CS 1200.\nSE 3100 — Requirements and Design 3 cr\nEliciting what a system needs to do, resolving conflicts among stakeholders, modeling behavior, and turning requirements into an architecture with defined interfaces and trade-offs.\nPrerequisite: SE 2100.\nSE 3200 — Software Quality and Testing 3 cr\nTest design, coverage, mocking, property-based testing, static analysis, and the economics of finding defects earlier. Students build a test suite for an existing codebase and measure its effectiveness.\nPrerequisite: SE 2100.\nSE 3400 — DevOps and Release Engineering 3 cr\nVersion control workflows, build pipelines, containers, infrastructure as code, monitoring, and incident response. A team automates the path from commit to production for a running service.\nPrerequisite: SE 2100.\nSE 3600 — Human–Computer Interaction 3 cr\nDesigning interfaces people can actually use: task analysis, prototyping, usability testing, accessibility, and iterating on evidence rather than opinion.\nPrerequisite: sophomore standing.\nSE 4100 — Software Architecture 3 cr\nArchitectural styles, distributed-system patterns, scalability and reliability trade-offs, and evaluating an architecture against quality attributes before it is built.\nPrerequisite: SE 3100.\nSE 4300 — Secure Software Development 3 cr\nThreat modeling, common vulnerability classes, secure coding practices, dependency and supply-chain risk, and building security review into the development process.\nPrerequisite: SE 3200.\nSE 4500 — Software Project Management 3 cr\nEstimation, scheduling, risk, agile and plan-driven methods, metrics, and leading a team through the messy middle of a project.\nPrerequisite: SE 3100.\nSE 4900 — Capstone in Software Engineering 3 cr\nA two-term team project delivering a maintained system for an external sponsor, with formal reviews of requirements, design, testing, and release readiness.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how SE courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nSE\nCollege\nCollege of Computing & Information Sciences\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nPurdue OWL\nCornell Legal Information Institute\nMDN\nThe Twelve-Factor App\nMore open resources →" }, { "url": "subject-spanish.html", "title": "Spanish courses (SPAN)", "description": "Proficiency in Spanish and the cultures of the Spanish-speaking world. All SPAN courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Spanish · SPAN", "About Spanish", "How the sequence works", "SPAN 1010 — Elementary Spanish I 4 cr", "SPAN 1020 — Elementary Spanish II 4 cr", "SPAN 2010 — Intermediate Spanish I 3 cr", "SPAN 2020 — Intermediate Spanish II 3 cr", "SPAN 2500 — Spanish Conversation 3 cr", "SPAN 3100 — Spanish for the Professions 3 cr", "SPAN 3300 — Introduction to Hispanic Literature 3 cr", "SPAN 3500 — Latin American Culture and Civilization 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Spanish · SPAN\nProficiency in Spanish and the cultures of the Spanish-speaking world.\nAbout Spanish\nProficiency in Spanish and the cultures of the Spanish-speaking world. Courses carry the SPAN subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 SPAN courses listed, 1 is introductory (numbers under 300), 1 is advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Spanish department is the only way around them.\nSPAN 1010 — Elementary Spanish I 4 cr\nFoundations of listening, speaking, reading, and writing for everyday communication.\nPrerequisite: none.\nSPAN 1020 — Elementary Spanish II 4 cr\nContinued development of the four skills, past tenses, and cultural literacy.\nPrerequisite: SPAN 1010.\nSPAN 2010 — Intermediate Spanish I 3 cr\nNarration and description in past and future, expanded vocabulary, and short readings.\nPrerequisite: SPAN 1020.\nSPAN 2020 — Intermediate Spanish II 3 cr\nThe subjunctive, complex sentences, and reading and discussing authentic texts.\nPrerequisite: SPAN 2010.\nSPAN 2500 — Spanish Conversation 3 cr\nFluency and confidence through structured discussion of contemporary topics.\nPrerequisite: SPAN 2010.\nSPAN 3100 — Spanish for the Professions 3 cr\nHealth-care, business, and public-service vocabulary and communication scenarios.\nPrerequisite: SPAN 2020.\nSPAN 3300 — Introduction to Hispanic Literature 3 cr\nReading and analyzing poetry, fiction, and drama from Spain and Latin America.\nPrerequisite: SPAN 2020.\nSPAN 3500 — Latin American Culture and Civilization 3 cr\nHistory, society, art, and current issues across Latin America, taught in Spanish.\nPrerequisite: SPAN 2020.\nPlanning and advising\nYour degree audit shows exactly how SPAN courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nSPAN\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-sport-management.html", "title": "Sport Management courses (SPMT)", "description": "The business of sport — from campus recreation to professional franchises. All SPMT courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Sport Management · SPMT", "About Sport Management", "How the sequence works", "SPMT 1500 — Introduction to Sport Management 3 cr", "SPMT 2100 — Sport Marketing 3 cr", "SPMT 2300 — Sport Facilities and Event Management 3 cr", "SPMT 2500 — Sport Finance 3 cr", "SPMT 3100 — Sport Law 3 cr", "SPMT 3300 — Governance and Ethics in Sport 3 cr", "SPMT 3500 — Analytics in Sport 3 cr", "SPMT 3700 — Sales in the Sport Industry 3 cr", "SPMT 4900 — Sport Management Practicum 4 cr", "Planning and advising" ], "content": "College of Management Sport Management · SPMT\nThe business of sport — from campus recreation to professional franchises.\nAbout Sport Management\nThe business of sport — from campus recreation to professional franchises. Courses carry the SPMT subject code and are offered through the College of Management . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 SPMT courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Sport Management department is the only way around them.\nSPMT 1500 — Introduction to Sport Management 3 cr\nThe industry's segments, governance, careers, and the issues facing sport organizations.\nPrerequisite: none.\nSPMT 2100 — Sport Marketing 3 cr\nFan behavior, sponsorship, ticketing, media rights, and building a marketing plan for a team or event.\nPrerequisite: SPMT 1500.\nSPMT 2300 — Sport Facilities and Event Management 3 cr\nBooking, operations, staffing, safety, and running an event from setup to teardown.\nPrerequisite: SPMT 1500.\nSPMT 2500 — Sport Finance 3 cr\nRevenue and cost structures, budgeting, and the economics of leagues, venues, and athletic departments.\nPrerequisite: BUS 2100.\nSPMT 3100 — Sport Law 3 cr\nLiability, contracts, labor, Title IX, antitrust, and intellectual property in sport.\nPrerequisite: SPMT 1500.\nSPMT 3300 — Governance and Ethics in Sport 3 cr\nAmateurism, integrity, athlete welfare, and the governing bodies of amateur and professional sport.\nPrerequisite: SPMT 1500.\nSPMT 3500 — Analytics in Sport 3 cr\nPerformance and business analytics, data sources, and communicating findings to decision-makers.\nPrerequisite: MATH 1600.\nSPMT 3700 — Sales in the Sport Industry 3 cr\nTicket, sponsorship, and premium-seat sales, the sales cycle, and account service.\nPrerequisite: SPMT 2100.\nSPMT 4900 — Sport Management Practicum 4 cr\nA supervised placement with an athletic department, team, venue, or event.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how SPMT courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nSPMT\nCollege\nCollege of Management\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-statistics.html", "title": "Statistics courses (STAT)", "description": "Designing studies, modeling data, and quantifying uncertainty. All STAT courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Statistics · STAT", "About Statistics", "How the sequence works", "STAT 1600 — Introductory Statistics 3 cr", "STAT 2600 — Statistical Methods 4 cr", "STAT 3100 — Probability 3 cr", "STAT 3200 — Mathematical Statistics 3 cr", "STAT 3300 — Applied Regression 3 cr", "STAT 3400 — Design of Experiments 3 cr", "STAT 3500 — Statistical Computing 3 cr", "STAT 3700 — Categorical and Survival Data 3 cr", "STAT 4900 — Statistical Consulting Practicum 3 cr", "Planning and advising" ], "content": "College of Science & Mathematics Statistics · STAT\nDesigning studies, modeling data, and quantifying uncertainty.\nAbout Statistics\nDesigning studies, modeling data, and quantifying uncertainty. Courses carry the STAT subject code and are offered through the College of Science & Mathematics . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 STAT courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Statistics department is the only way around them.\nSTAT 1600 — Introductory Statistics 3 cr\nData description, probability, sampling, confidence intervals, and hypothesis tests, with software.\nPrerequisite: MATH 1200.\nSTAT 2600 — Statistical Methods 4 cr\nTwo-sample and paired inference, ANOVA, contingency tables, and simple and multiple regression.\nPrerequisite: STAT 1600.\nSTAT 3100 — Probability 3 cr\nRandom variables, common distributions, expectation, joint and conditional distributions, and limit theorems.\nPrerequisite: MATH 2500.\nSTAT 3200 — Mathematical Statistics 3 cr\nEstimation, sufficiency, hypothesis testing, and the theory behind standard procedures.\nPrerequisite: STAT 3100.\nSTAT 3300 — Applied Regression 3 cr\nModel building, diagnostics, transformations, model selection, and logistic regression.\nPrerequisite: STAT 2600.\nSTAT 3400 — Design of Experiments 3 cr\nFactorial and fractional-factorial designs, blocking, response surfaces, and analysis.\nPrerequisite: STAT 2600.\nSTAT 3500 — Statistical Computing 3 cr\nSimulation, resampling, optimization, and reproducible analysis workflows.\nPrerequisite: STAT 2600.\nSTAT 3700 — Categorical and Survival Data 3 cr\nContingency tables, log-linear and logistic models, and time-to-event analysis.\nPrerequisite: STAT 3300.\nSTAT 4900 — Statistical Consulting Practicum 3 cr\nWorking with real clients from framing a question to a written statistical report.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how STAT courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nSTAT\nCollege\nCollege of Science & Mathematics\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nData.gov\nU.S. Census Bureau\nOpenStax\nOpen Textbook Library\nFRED\nCRAN (R packages)\nMore open resources →" }, { "url": "subject-studio-art.html", "title": "Studio Art courses (ART)", "description": "Making, seeing, and thinking through visual media. All ART courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Studio Art · ART", "About Studio Art", "How the sequence works", "ART 1100 — Drawing I 3 cr", "ART 1300 — 2D Foundations 3 cr", "ART 1500 — 3D Foundations 3 cr", "ART 2100 — Painting I 3 cr", "ART 2300 — Digital Imaging 3 cr", "ART 2500 — Sculpture I 3 cr", "ART 2700 — Printmaking I 3 cr", "ART 3100 — Art History Survey 3 cr", "ART 4900 — Senior Studio 6 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Studio Art · ART\nMaking, seeing, and thinking through visual media.\nAbout Studio Art\nMaking, seeing, and thinking through visual media. Courses carry the ART subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 ART courses listed, 3 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 4 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Studio Art department is the only way around them.\nART 1100 — Drawing I 3 cr\nObservation, line, value, proportion, and composition from still life, the figure, and the landscape.\nPrerequisite: none.\nART 1300 — 2D Foundations 3 cr\nThe elements and principles of design worked through hands-on projects and critique.\nPrerequisite: none.\nART 1500 — 3D Foundations 3 cr\nForm, space, and material through additive and subtractive processes.\nPrerequisite: none.\nART 2100 — Painting I 3 cr\nColor mixing, paint handling, and building a painting from underpainting to resolution.\nPrerequisite: ART 1100.\nART 2300 — Digital Imaging 3 cr\nRaster and vector tools, image capture and manipulation, and output for print and screen.\nPrerequisite: ART 1300.\nART 2500 — Sculpture I 3 cr\nModeling, mold-making, casting, and fabrication, with shop safety.\nPrerequisite: ART 1500.\nART 2700 — Printmaking I 3 cr\nRelief and intaglio processes, editioning, and the print as a medium.\nPrerequisite: ART 1100.\nART 3100 — Art History Survey 3 cr\nA chronological survey of visual art from antiquity to the present, with an emphasis on looking and context.\nPrerequisite: none.\nART 4900 — Senior Studio 6 cr\nA sustained, self-directed body of work developed with faculty and exhibited in the senior show.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how ART courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nART\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpen Library\nInternet Archive\nSmithsonian Open Access\nArt Institute of Chicago open collection\nMore open resources →" }, { "url": "subject-supply-chain-management.html", "title": "Supply Chain Management courses (SCM)", "description": "Sourcing, moving, and delivering goods reliably and affordably. All SCM courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Supply Chain Management · SCM", "About Supply Chain Management", "How the sequence works", "SCM 2500 — Introduction to Supply Chain 3 cr", "SCM 3100 — Procurement and Sourcing 3 cr", "SCM 3200 — Logistics and Transportation 3 cr", "SCM 3300 — Inventory and Demand Planning 3 cr", "SCM 3400 — Lean and Process Improvement 3 cr", "SCM 3500 — Global Supply Chain 3 cr", "SCM 3700 — Supply Chain Analytics 3 cr", "SCM 4100 — Sustainable Operations 3 cr", "SCM 4900 — Supply Chain Capstone 3 cr", "Planning and advising" ], "content": "College of Management Supply Chain Management · SCM\nSourcing, moving, and delivering goods reliably and affordably.\nAbout Supply Chain Management\nSourcing, moving, and delivering goods reliably and affordably. Courses carry the SCM subject code and are offered through the College of Management . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 SCM courses listed, 3 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Supply Chain Management department is the only way around them.\nSCM 2500 — Introduction to Supply Chain 3 cr\nThe end-to-end chain from supplier to customer, the trade-offs among cost, speed, and service, and the bullwhip effect.\nPrerequisite: BUS 1000.\nSCM 3100 — Procurement and Sourcing 3 cr\nSupplier selection, negotiation, contracts, total cost of ownership, and managing supplier risk.\nPrerequisite: SCM 2500.\nSCM 3200 — Logistics and Transportation 3 cr\nModes and carriers, network design, warehousing, and the economics of moving freight.\nPrerequisite: SCM 2500.\nSCM 3300 — Inventory and Demand Planning 3 cr\nForecasting, safety stock, replenishment policies, and balancing service level against carrying cost.\nPrerequisite: MATH 1600.\nSCM 3400 — Lean and Process Improvement 3 cr\nValue-stream mapping, waste, flow, pull, and running a kaizen event.\nPrerequisite: SCM 2500.\nSCM 3500 — Global Supply Chain 3 cr\nTrade, incoterms, customs, currency and political risk, and building resilience.\nPrerequisite: SCM 3100.\nSCM 3700 — Supply Chain Analytics 3 cr\nOptimization, simulation, and dashboards applied to network, inventory, and routing problems.\nPrerequisite: SCM 3300.\nSCM 4100 — Sustainable Operations 3 cr\nEmissions, circular flows, reverse logistics, and measuring a chain's footprint.\nPrerequisite: SCM 2500.\nSCM 4900 — Supply Chain Capstone 3 cr\nA team analyzes and improves a real supply-chain problem for a sponsor against cost and service targets.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how SCM courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Supply Chain Management program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nSCM\nCollege\nCollege of Management\nCourses listed\n9\nRelated program\nSupply Chain Management\nRelated\nSupply Chain Management program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-surveying-geomatics.html", "title": "Surveying & Geomatics courses (SURV)", "description": "Measuring and mapping the land with precision. All SURV courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Surveying & Geomatics · SURV", "About Surveying & Geomatics", "How the sequence works", "SURV 1500 — Plane Surveying 4 cr", "SURV 2100 — Boundary and Land Surveying 3 cr", "SURV 2300 — GNSS and Geodesy 3 cr", "SURV 2500 — Topographic and Construction Surveying 3 cr", "SURV 3100 — Photogrammetry and LiDAR 3 cr", "SURV 3300 — Geographic Information Systems for Surveyors 3 cr", "SURV 3500 — Route and Subdivision Design 3 cr", "SURV 3700 — Surveying Practice and Ethics 3 cr", "SURV 4900 — Geomatics Capstone 3 cr", "Planning and advising" ], "content": "College of Engineering & Technology Surveying & Geomatics · SURV\nMeasuring and mapping the land with precision.\nAbout Surveying & Geomatics\nMeasuring and mapping the land with precision. Courses carry the SURV subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 SURV courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Surveying & Geomatics department is the only way around them.\nSURV 1500 — Plane Surveying 4 cr\nDistance, angle, and elevation measurement; traverse computations; leveling; and error, with fieldwork.\nPrerequisite: MATH 1300.\nSURV 2100 — Boundary and Land Surveying 3 cr\nProperty law, deed research, evidence, and retracing and describing boundaries.\nPrerequisite: SURV 1500.\nSURV 2300 — GNSS and Geodesy 3 cr\nSatellite positioning, datums, coordinate systems, and adjusting a control network.\nPrerequisite: SURV 1500.\nSURV 2500 — Topographic and Construction Surveying 3 cr\nDetail surveys, digital terrain models, staking, and as-builts.\nPrerequisite: SURV 1500.\nSURV 3100 — Photogrammetry and LiDAR 3 cr\nDeriving measurements and surfaces from aerial imagery and point clouds, including drone mapping.\nPrerequisite: SURV 2300.\nSURV 3300 — Geographic Information Systems for Surveyors 3 cr\nManaging survey data in GIS, parcel fabrics, and delivering spatial products.\nPrerequisite: SURV 2500.\nSURV 3500 — Route and Subdivision Design 3 cr\nHorizontal and vertical alignment, earthwork, and platting a subdivision.\nPrerequisite: SURV 2500.\nSURV 3700 — Surveying Practice and Ethics 3 cr\nLicensure, standards of care, liability, business practice, and professional ethics.\nPrerequisite: SURV 2100.\nSURV 4900 — Geomatics Capstone 3 cr\nA comprehensive survey project from control through a final map and legal description for a client.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how SURV courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nSURV\nCollege\nCollege of Engineering & Technology\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nData.gov\nU.S. Census Bureau\nQGIS\nNOAA National Geodetic Survey\nMore open resources →" }, { "url": "subject-technical-communication.html", "title": "Professional & Technical Communication courses (TCOM)", "description": "Making complex information usable — in documents, on screens, and in teams. All TCOM courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Professional & Technical Communication · TCOM", "About Professional & Technical Communication", "How the sequence works", "TCOM 2100 — Foundations of Technical Communication 3 cr", "TCOM 2300 — Information Design 3 cr", "TCOM 2500 — Editing 3 cr", "TCOM 3100 — Content Strategy 3 cr", "TCOM 3300 — User Documentation and Help Systems 3 cr", "TCOM 3500 — Technical and Data Visualization 3 cr", "TCOM 3700 — Proposals and Grant Writing 3 cr", "TCOM 4100 — Localization and Global Communication 3 cr", "TCOM 4900 — Technical Communication Capstone 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Professional & Technical Communication · TCOM\nMaking complex information usable — in documents, on screens, and in teams.\nAbout Professional & Technical Communication\nMaking complex information usable — in documents, on screens, and in teams. Courses carry the TCOM subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 TCOM courses listed, 3 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 0 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Professional & Technical Communication department is the only way around them.\nTCOM 2100 — Foundations of Technical Communication 3 cr\nAudience and purpose analysis, document design, plain language, and the ethics of technical writing.\nPrerequisite: ENGL 1010.\nTCOM 2300 — Information Design 3 cr\nTypography, layout, tables, and figures; visual hierarchy; and designing pages people can scan and use.\nPrerequisite: TCOM 2100.\nTCOM 2500 — Editing 3 cr\nLevels of edit, style guides, consistency, and working with authors and subject-matter experts.\nPrerequisite: TCOM 2100.\nTCOM 3100 — Content Strategy 3 cr\nPlanning, structuring, and governing content across a product's life, including reuse and localization.\nPrerequisite: TCOM 2100.\nTCOM 3300 — User Documentation and Help Systems 3 cr\nTask analysis, procedures, embedded help, and testing documentation with real users.\nPrerequisite: TCOM 2300.\nTCOM 3500 — Technical and Data Visualization 3 cr\nChoosing and building charts, diagrams, and dashboards that communicate honestly.\nPrerequisite: TCOM 2300.\nTCOM 3700 — Proposals and Grant Writing 3 cr\nReading a solicitation, structuring a persuasive proposal, and managing the submission.\nPrerequisite: TCOM 2100.\nTCOM 4100 — Localization and Global Communication 3 cr\nWriting for translation, cultural adaptation, and managing a localization workflow.\nPrerequisite: TCOM 3100.\nTCOM 4900 — Technical Communication Capstone 3 cr\nA full documentation or content project for a real client, from analysis through a tested deliverable.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how TCOM courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser or the Professional & Technical Communication program office can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nTCOM\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n9\nRelated program\nProfessional & Technical Communication\nRelated\nProfessional & Technical Communication program\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nPurdue OWL\nCornell Legal Information Institute\nGoogle developer style guide\nReadability Guidelines\nMore open resources →" }, { "url": "subject-theatre.html", "title": "Theatre courses (THEA)", "description": "Making live performance — on stage and behind it. All THEA courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Theatre · THEA", "About Theatre", "How the sequence works", "THEA 1000 — Introduction to Theatre 3 cr", "THEA 1100 — Acting I 3 cr", "THEA 1300 — Stagecraft 3 cr", "THEA 2100 — Acting II 3 cr", "THEA 2300 — Stage Lighting 3 cr", "THEA 2500 — Scene Design 3 cr", "THEA 2700 — Costume Construction 3 cr", "THEA 3100 — Directing 3 cr", "THEA 3300 — Stage Management 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Theatre · THEA\nMaking live performance — on stage and behind it.\nAbout Theatre\nMaking live performance — on stage and behind it. Courses carry the THEA subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 THEA courses listed, 3 are introductory (numbers under 300), 3 are advanced undergraduate (300–499). 3 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Theatre department is the only way around them.\nTHEA 1000 — Introduction to Theatre 3 cr\nHow a production comes together: script, direction, design, acting, and the audience, with attendance at campus shows.\nPrerequisite: none.\nTHEA 1100 — Acting I 3 cr\nRelaxation, focus, given circumstances, objectives, and scene study with a partner.\nPrerequisite: none.\nTHEA 1300 — Stagecraft 3 cr\nScenery construction, rigging, tools, and shop safety, with a practicum on a mainstage production.\nPrerequisite: none.\nTHEA 2100 — Acting II 3 cr\nText analysis, period style, and building a role from audition to performance.\nPrerequisite: THEA 1100.\nTHEA 2300 — Stage Lighting 3 cr\nLight as a design element, instruments and control, plotting, and hanging and focusing a show.\nPrerequisite: THEA 1300.\nTHEA 2500 — Scene Design 3 cr\nScript analysis for design, drafting, model building, and rendering a set concept.\nPrerequisite: THEA 1300.\nTHEA 2700 — Costume Construction 3 cr\nPatterning, sewing, fittings, and building costumes to a design.\nPrerequisite: THEA 1300.\nTHEA 3100 — Directing 3 cr\nPlay analysis, staging, working with actors, and directing a short piece for public performance.\nPrerequisite: THEA 2100.\nTHEA 3300 — Stage Management 3 cr\nThe prompt book, scheduling, running rehearsals and performances, and communication across a production team.\nPrerequisite: THEA 1300.\nPlanning and advising\nYour degree audit shows exactly how THEA courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nTHEA\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-university-studies.html", "title": "University Studies courses (UNIV)", "description": "First-year transition, exploratory advising, and academic skills. All UNIV courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "University Studies · UNIV", "About University Studies", "How the sequence works", "UNIV 1000 — First-Year Seminar 1 cr", "UNIV 1100 — College Reading and Study Strategies 3 cr", "UNIV 1200 — Career and Major Exploration 2 cr", "UNIV 1300 — Academic Recovery Seminar 2 cr", "UNIV 2000 — Transfer Transition Seminar 1 cr", "UNIV 2100 — Peer Leadership Practicum 2 cr", "UNIV 2500 — Learning and Motivation 3 cr", "Planning and advising" ], "content": "College of Education, Health & Human Sciences University Studies · UNIV\nFirst-year transition, exploratory advising, and academic skills.\nAbout University Studies\nFirst-year transition, exploratory advising, and academic skills. Courses carry the UNIV subject code and are offered through the College of Education, Health & Human Sciences . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 7 UNIV courses listed, 3 are introductory (numbers under 300), 1 is advanced undergraduate (300–499). 4 courses have no prerequisite and are a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the University Studies department is the only way around them.\nUNIV 1000 — First-Year Seminar 1 cr\nBelonging, campus resources, financial wellness, major and career exploration, and a graduation plan.\nPrerequisite: none.\nUNIV 1100 — College Reading and Study Strategies 3 cr\nReading complex texts, note-taking, memory, and exam preparation, applied to your current courses.\nPrerequisite: none.\nUNIV 1200 — Career and Major Exploration 2 cr\nSelf-assessment, researching majors and occupations, informational interviews, and a decision plan.\nPrerequisite: none.\nUNIV 1300 — Academic Recovery Seminar 2 cr\nDiagnosing what went wrong, rebuilding habits and systems, and a term-by-term plan back to good standing.\nPrerequisite: academic probation.\nUNIV 2000 — Transfer Transition Seminar 1 cr\nNavigating a new campus, using the degree audit, and connecting quickly as a transfer student.\nPrerequisite: transfer standing.\nUNIV 2100 — Peer Leadership Practicum 2 cr\nTraining and supervised practice as an orientation leader, tutor, or first-year mentor.\nPrerequisite: instructor consent.\nUNIV 2500 — Learning and Motivation 3 cr\nEvidence on how people learn — retrieval, spacing, mindset, goal setting — applied to your own studying.\nPrerequisite: none.\nPlanning and advising\nYour degree audit shows exactly how UNIV courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nUNIV\nCollege\nCollege of Education, Health & Human Sciences\nCourses listed\n7\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-user-experience-design.html", "title": "User Experience Design courses (UXD)", "description": "Research-driven design of digital products and services. All UXD courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "User Experience Design · UXD", "About User Experience Design", "How the sequence works", "UXD 1500 — Foundations of UX 3 cr", "UXD 2100 — UX Research Methods 3 cr", "UXD 2300 — Information Architecture 3 cr", "UXD 2500 — Interaction Design 3 cr", "UXD 3100 — Prototyping 3 cr", "UXD 3300 — Accessibility and Inclusive Design 3 cr", "UXD 3500 — Service Design 3 cr", "UXD 3700 — UX Strategy and Metrics 3 cr", "UXD 4900 — UX Capstone 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication User Experience Design · UXD\nResearch-driven design of digital products and services.\nAbout User Experience Design\nResearch-driven design of digital products and services. Courses carry the UXD subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 UXD courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the User Experience Design department is the only way around them.\nUXD 1500 — Foundations of UX 3 cr\nThe design process, user-centered thinking, and the roles on a product team, through a small project.\nPrerequisite: none.\nUXD 2100 — UX Research Methods 3 cr\nInterviews, surveys, contextual inquiry, and usability testing, and synthesizing findings into insight.\nPrerequisite: UXD 1500.\nUXD 2300 — Information Architecture 3 cr\nStructuring content, navigation, labeling, and card sorting and tree testing.\nPrerequisite: UXD 1500.\nUXD 2500 — Interaction Design 3 cr\nFlows, states, patterns, microinteractions, and designing for edge cases.\nPrerequisite: UXD 1500.\nUXD 3100 — Prototyping 3 cr\nLow- to high-fidelity prototypes, design systems, and handoff to development.\nPrerequisite: UXD 2500.\nUXD 3300 — Accessibility and Inclusive Design 3 cr\nWCAG, assistive technology, and designing and testing for a range of abilities and contexts.\nPrerequisite: UXD 2300.\nUXD 3500 — Service Design 3 cr\nJourney mapping, blueprints, and designing across touchpoints and channels.\nPrerequisite: UXD 2100.\nUXD 3700 — UX Strategy and Metrics 3 cr\nAligning design with business goals, prioritization, experimentation, and measuring outcomes.\nPrerequisite: UXD 3100.\nUXD 4900 — UX Capstone 3 cr\nA full product design — research through validated prototype — for a real client, presented as a case study.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how UXD courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nUXD\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-welding-technology.html", "title": "Welding Technology courses (WELD)", "description": "Joining metals to code across the major welding processes. All WELD courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Welding Technology · WELD", "About Welding Technology", "How the sequence works", "WELD 1100 — Welding Fundamentals and Safety 3 cr", "WELD 1300 — Shielded Metal Arc Welding 4 cr", "WELD 1500 — Gas Metal and Flux-Cored Arc Welding 4 cr", "WELD 2100 — Gas Tungsten Arc Welding 4 cr", "WELD 2300 — Pipe Welding 4 cr", "WELD 2500 — Welding Metallurgy 3 cr", "WELD 2700 — Weld Inspection and Testing 3 cr", "WELD 3100 — Welding Fabrication 4 cr", "WELD 3300 — Robotic and Automated Welding 3 cr", "Planning and advising" ], "content": "College of Engineering & Technology Welding Technology · WELD\nJoining metals to code across the major welding processes.\nAbout Welding Technology\nJoining metals to code across the major welding processes. Courses carry the WELD subject code and are offered through the College of Engineering & Technology. Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 9 WELD courses listed, 3 are introductory (numbers under 300), 3 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Welding Technology department is the only way around them.\nWELD 1100 — Welding Fundamentals and Safety 3 cr\nShop safety, oxy-fuel cutting, and an introduction to the arc processes and weld symbols.\nPrerequisite: none.\nWELD 1300 — Shielded Metal Arc Welding 4 cr\nStick welding in all positions on plate, electrode selection, and visual inspection.\nPrerequisite: WELD 1100.\nWELD 1500 — Gas Metal and Flux-Cored Arc Welding 4 cr\nMIG and flux-cored welding on plate and sheet, transfer modes, and parameter setup.\nPrerequisite: WELD 1100.\nWELD 2100 — Gas Tungsten Arc Welding 4 cr\nTIG welding of steel, stainless, and aluminum, torch control, and filler selection.\nPrerequisite: WELD 1300.\nWELD 2300 — Pipe Welding 4 cr\nGroove welds on pipe in fixed positions to code, root through cap.\nPrerequisite: WELD 1300, WELD 2100.\nWELD 2500 — Welding Metallurgy 3 cr\nHeat effects on metal, distortion and residual stress, cracking, and preheat and post-weld heat treatment.\nPrerequisite: WELD 1300.\nWELD 2700 — Weld Inspection and Testing 3 cr\nVisual, dye-penetrant, magnetic-particle, and ultrasonic testing, and reading a welding procedure specification.\nPrerequisite: WELD 1500.\nWELD 3100 — Welding Fabrication 4 cr\nBlueprint reading, layout, fixturing, and building a fabricated assembly to tolerance.\nPrerequisite: WELD 1500.\nWELD 3300 — Robotic and Automated Welding 3 cr\nProgramming and operating a welding robot, fixturing for automation, and quality control.\nPrerequisite: WELD 1500.\nPlanning and advising\nYour degree audit shows exactly how WELD courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nWELD\nCollege\nCollege of Engineering & Technology\nCourses listed\n9\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "subject-women-gender-studies.html", "title": "Women's & Gender Studies courses (WGS)", "description": "How gender shapes experience, institutions, and knowledge. All WGS courses at UW–Porter Falls with descriptions, credits, and prerequisites.", "headings": [ "Women's & Gender Studies · WGS", "About Women's & Gender Studies", "How the sequence works", "WGS 1000 — Introduction to Women's and Gender Studies 3 cr", "WGS 2100 — Gender and Work 3 cr", "WGS 2300 — Gender, Science, and Technology 3 cr", "WGS 2500 — Sexualities 3 cr", "WGS 3100 — Feminist Theory 3 cr", "WGS 3300 — Gender and Global Issues 3 cr", "WGS 3500 — Gender, Media, and Representation 3 cr", "WGS 4900 — Capstone in Women's and Gender Studies 3 cr", "Planning and advising" ], "content": "College of Arts, Design & Communication Women's & Gender Studies · WGS\nHow gender shapes experience, institutions, and knowledge.\nAbout Women's & Gender Studies\nHow gender shapes experience, institutions, and knowledge. Courses carry the WGS subject code and are offered through the College of Arts, Design & Communication . Numbers below 300 are introductory, 300–499 advanced undergraduate, and 500 and above graduate. Prerequisites are enforced at registration.\nHow the sequence works\nOf the 8 WGS courses listed, 2 are introductory (numbers under 300), 2 are advanced undergraduate (300–499). 1 course has no prerequisite and is a reasonable first step. Later courses assume the earlier ones, so read prerequisites before you plan a term — they are enforced at registration and an override from the Women's & Gender Studies department is the only way around them.\nWGS 1000 — Introduction to Women's and Gender Studies 3 cr\nKey concepts — gender, sexuality, intersectionality, patriarchy — and the field's history and methods.\nPrerequisite: none.\nWGS 2100 — Gender and Work 3 cr\nThe gendered division of labor, pay gaps, care work, and workplace policy.\nPrerequisite: WGS 1000.\nWGS 2300 — Gender, Science, and Technology 3 cr\nWho does science, how gender shapes design and data, and feminist critiques of objectivity.\nPrerequisite: WGS 1000.\nWGS 2500 — Sexualities 3 cr\nHistorical and cross-cultural constructions of sexuality, identity, and LGBTQ+ movements.\nPrerequisite: WGS 1000.\nWGS 3100 — Feminist Theory 3 cr\nLiberal, radical, socialist, postcolonial, and queer feminist thought and its debates.\nPrerequisite: WGS 1000.\nWGS 3300 — Gender and Global Issues 3 cr\nDevelopment, migration, health, and human rights through a gender lens.\nPrerequisite: WGS 1000.\nWGS 3500 — Gender, Media, and Representation 3 cr\nAnalyzing how media construct gender, and producing counter-representations.\nPrerequisite: WGS 1000.\nWGS 4900 — Capstone in Women's and Gender Studies 3 cr\nA research or community project applying the field's frameworks.\nPrerequisite: senior standing.\nPlanning and advising\nYour degree audit shows exactly how WGS courses apply to your requirements; this list only shows what is offered. If you are choosing between two courses, deciding when to take a heavy one, or wondering whether a course will run next term, your academic adviser can tell you. Course availability by term is set close to registration and is not guaranteed by anything on this page.\nAt a glance\nSubject code\nWGS\nCollege\nCollege of Arts, Design & Communication\nCourses listed\n8\nRelated\nAll academic programs\nHow the catalog works\nFull course catalog\nOpen resources\nFree tools and collections faculty in this area point students to:\nOpenStax\nOpen Textbook Library\narXiv\nbioRxiv & medRxiv\nMore open resources →" }, { "url": "substance-free-and-recovery-housing.html", "title": "Substance-Free & Recovery Housing", "description": "UW-Porter Falls' substance-free housing floors and dedicated recovery community housing: what they offer and how to apply.", "headings": [ "Substance-Free & Recovery Housing", "Substance-free floors", "The Collegiate Recovery Community", "Who it is for, and how to apply", "Why this exists separately from general substance-free housing" ], "content": "Campus Life\nSubstance-Free & Recovery Housing\nA residence hall floor with no alcohol or drug use by anyone, ever, including of-age residents and guests — and a separate, smaller community built specifically around recovery.\nSubstance-free floors\nAvailable in three residence halls, a substance-free floor prohibits alcohol and drug possession or use in the space entirely — not just by underage residents, the usual campus-wide rule, but by everyone, including 21-plus residents and their guests. Students choose it during housing selection the same way they would choose any other themed floor.\nThe Collegiate Recovery Community\nA smaller, separate program for students in active recovery from substance use disorder, the Collegiate Recovery Community pairs dedicated housing with weekly peer support meetings, a recovery coach, and priority scheduling around 12-step or SMART Recovery meeting times. It is confidential by design — participation is never disclosed to instructors or other offices without the student’s consent.\nWho it is for, and how to apply\nThe Collegiate Recovery Community is open to any enrolled student with at least a defined period of sobriety, verified through a confidential intake conversation rather than a public application; a prospective or admitted student can start that conversation before committing to enroll.\nWhy this exists separately from general substance-free housing\nA student in early recovery has different needs than a student who simply prefers a quieter, substance-free floor — consistent peer accountability and a coach who checks in, not just an absence of alcohol nearby. Combining the two into one program tends to under-serve both groups, which is why Porter keeps them distinct.\nQuick facts\nSubstance-free floors\nIn 3 residence halls\nRecovery community\nConfidential intake, dedicated housing + peer support\nHalls with substance-free option\nSee housing selection guide\nRelated\nHousing\nResidence halls\nResidence Hall Association" }, { "url": "summer-camps-2027.html", "title": "Summer Camps 2027", "description": "Fifteen day and overnight camps for students entering grades 3 through 12, June 14 to August 6, 2027: robotics, welding, health careers, game design, theatre, the farm and more. Registration opens March 1.", "headings": [ "Summer Camps 2027", "On this page", "Summer 2027 in brief", "The 2027 catalog", "Overnight camps and extended care", "Scholarships and fees", "Safety and staffing" ], "content": "Youth programs Summer Camps 2027\nFifteen day and overnight camps for students entering grades 3 through 12, June 14 to August 6, 2027: robotics, welding, health careers, game design, theatre, the farm and more. Registration opens March 1.\nSummer 2027 in brief\nLast summer 1,284 campers filled a record number of seats, and four camps had waitlists within a week ( the 2026 story ). For 2027, Youth Programs & Community Outreach is adding sessions of the camps that fill fastest and two new camps, Cyber Defenders and Kitchen Chemistry. Camps are taught by Porter faculty, staffed by about 95 current students, and held in the same labs, shops, studios and simulation hospital Porter students use during the year.\nDates: Monday, June 14 to Friday, August 6, 2027. There are no camps on Monday, July 5.\nRegistration opens: Monday, March 1, 2027, at 8 a.m., online or by phone.\nGrades are the grade a camper enters in fall 2027.\nSports camps run by Ironclad coaches are listed separately on youth sports camps .\nThe 2027 catalog\nLittle Makers (mornings only) — Grades: 3–5; Dates: June 14–18; July 12–16; Type: Half-day; Fee: $145\nGame Design Studio — Grades: 8–12; Dates: June 14–18; Aug. 2–6; Type: Day; Fee: $295\nWeld Like a Pro (four days) — Grades: 10–12; Dates: June 15–18; July 13–16; July 27–30; Type: Day; Fee: $325\nRobotics I — Grades: 7–9; Dates: June 21–25; July 12–16; Type: Day; Fee: $295\nFuture Teachers Academy (three days) — Grades: 10–12; Dates: June 22–24; Type: Day or overnight; Fee: $150 / $330\nScrubs Camp (three days) — Grades: 9–12; Dates: June 23–25; July 21–23; Type: Day or overnight; Fee: $225 / $425\nApparel & Fashion Design Studio — Grades: 9–12; Dates: June 21–25; Type: Day; Fee: $295\nBuild It Bigger: Bridges & Structures — Grades: 6–8; Dates: June 28–July 2; Type: Day; Fee: $245\nFarm Science at the University Farm — Grades: 4–6; Dates: June 28–July 2; Type: Day; Fee: $165\nDrop It! Packaging Design Challenge (four days) — Grades: 7–9; Dates: July 6–9; Type: Day; Fee: $215\nSummer Theatre Intensive (two weeks) — Grades: 8–12; Dates: July 12–23, show July 23 in Thorsen Theatre; Type: Day; Fee: $395\nRobotics II — Grades: 9–12; Dates: July 19–23; Type: Day or overnight; Fee: $345 / $695\nCyber Defenders (new) — Grades: 9–12; Dates: July 26–30; Type: Day or overnight; Fee: $295 / $645\nCode Camp: Python & Microcontrollers — Grades: 8–10; Dates: July 26–30; Type: Day; Fee: $275\nKitchen Chemistry (new) — Grades: 6–8; Dates: Aug. 2–6; Type: Day; Fee: $215\nDay camps run 8:30 a.m. to 4 p.m. and include lunch at The Forge. Little Makers runs 9 a.m. to noon. Robotics I and II, Scrubs Camp, Game Design Studio and Weld Like a Pro all had waitlists last year, so register early for those.\nOvernight camps and extended care\nOvernight campers stay in Birchwood Suites , two to a room, with a same-gender floor counselor for every six campers and a professional staff member on call each night. The overnight fee covers lodging, all meals and evening programs: a Riverfront Trail walk, a movie in the Founders Union theater, and the Thursday-night camp talent show, which has an unofficial rule against kazoos. Check-in is Sunday from 4 to 6 p.m. and check-out is Friday at 4 p.m., after the closing showcase.\nFor day campers, extended care runs 7:30 to 8:30 a.m. and 4 to 5:30 p.m. for $40 a week. A free Porter Loop pickup at the Porter Falls Public Library runs at 8 a.m. and returns at 4:15 p.m. for campers who do not have a ride.\nScholarships and fees\nFull scholarships. Students in the Porter Falls Area and Cedar Bluff school districts who qualify for free or reduced-price school lunch attend any one camp free, including overnight fees. Gifts from Ironclad Giving Day and a local foundation grant fund 240 scholarship seats for 2027, up from 210 last year.\nHalf scholarships. Available to any camper from any district whose family meets the same income guideline.\nHow to apply. Check the scholarship box when you register and sign a short attestation. No tax forms are required. Apply by April 15 for first consideration. After that, scholarships are awarded while funds last.\nDiscounts. $25 off for each additional sibling, and 10% off for children of Porter employees.\nRefunds. Full refund, minus a $25 fee, until May 15; 50% until two weeks before camp; none after that unless we can fill the seat from the waitlist.\nSafety and staffing\nEvery counselor and instructor completes a background check and youth-protection training under the minors on campus policy and the youth program clearance process. Day camps keep one counselor for every eight campers, and shop and lab sessions keep one for every six. A registered nurse from Health Services is on call during camp hours. Families complete a health and medication form by June 1. Labs and the welding shop require closed-toe shoes and long pants. Weld Like a Pro campers get a shop-safety card on the first morning, before anyone strikes an arc.\nQuestions go to Tessa Quam, director of youth programs, and her staff. Year-round options for younger children include STEM Saturdays and precollege programs .\nAt a glance\nDates\nJune 14–Aug. 6, 2027\nRegistration\nOpens Mon., March 1, 2027, 8 a.m.\nGrades\n3–12 (grade entering fall 2027)\nFees\n$145–$395 day; overnight options to $695\nScholarships\n240 full seats; apply by April 15\nWho to contact\nYouth Programs & Community Outreach\nFounders Union 150\nPhone\n(715) 555–0174\nEmail\nyouthprograms@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nYouth camps & programs\nYouth sports camps\nSTEM Saturdays\nGroup visits and field trips\nSummer camps & conferences (facility rental)\n2025 camps story" }, { "url": "summer-camps-conferences.html", "title": "Summer camps & conferences", "description": "Residential and day camps, plus outside groups renting campus in the summer.", "headings": [ "Summer camps & conferences", "On this page", "What runs each summer", "Booking campus as an outside group", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Summer camps & conferences\nResidential and day camps, plus outside groups renting campus in the summer.\nWhat runs each summer\nPorter's own youth camps — sports, robotics, art and leadership programs for ages 8 to 17 — fill the athletic facilities and studios by day, while empty residence halls host outside groups from statewide competitions to church youth conferences.\nBooking campus as an outside group\nConference Services handles outside bookings for housing blocks, meeting space and dining, typically reserved months ahead for a summer date; academic-year availability is far more limited.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nCamps: Youth sports, robotics, art and leadership camps, ages 8–17. Conference rentals: Residence halls and meeting space available late May–August. Booking: Through Conference Services, several months ahead. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCamps\nYouth sports, robotics, art and leadership camps, ages 8–17\nConference rentals\nResidence halls and meeting space available late May–August\nBooking\nThrough Conference Services, several months ahead\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "summer-financial-aid.html", "title": "Financial aid for summer", "description": "How aid works for summer session — a separate application, different rules, and often leftover eligibility.", "headings": [ "Financial aid for summer", "On this page", "What's available", "Plan the timing", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Financial aid for summer\nHow aid works for summer session — a separate application, different rules, and often leftover eligibility.\nWhat's available\nSummer draws on any Pell Grant and loan eligibility left after the regular year. Many students who were full-time both semesters still have loan room, and year-round Pell means a summer award is possible on top of a full year. You generally need to enroll at least half time.\nPlan the timing\nFile the summer form as soon as it opens — usually spring — and register for summer classes early so the office can package aid against real enrollment. Aid disburses per summer part-of-term, so a late-starting class means a later refund.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nApply: A short summer aid form each year; summer is treated as a trailer to the prior year. Pell: Available for summer if you have remaining eligibility, even after a full fall and spring. Loans: Whatever annual loan eligibility you didn't use fall and spring can usually be taken in summer. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nApply\nA short summer aid form each year; summer is treated as a trailer to the prior year\nPell\nAvailable for summer if you have remaining eligibility, even after a full fall and spring\nLoans\nWhatever annual loan eligibility you didn't use fall and spring can usually be taken in summer\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "summer-session.html", "title": "Summer session", "description": "Why students take a summer course, how the compressed pace works, what aid covers, and who can enroll.", "headings": [ "Summer session", "On this page", "What summer is good for", "The compressed pace is real", "Registration and financial aid", "Housing, services and visiting students" ], "content": "Academics Summer session\nWhy students take a summer course, how the compressed pace works, what aid covers, and who can enroll.\nWhat summer is good for\nSummer session is where students catch up, get ahead, or knock out one hard course with nothing else competing for attention. Common uses: retake a course you failed or withdrew from and repair the GPA; take a demanding prerequisite (organic chemistry, statics, college algebra) on its own so it gets your full focus; clear a couple of Core requirements to lighten a future semester or graduate early; or stay enrolled to keep an on-campus job, an apartment lease, or visa status active. Courses run on campus, fully online, and hybrid, and the online catalog is large enough that many students take summer courses without coming back to Porter Falls.\nThe compressed pace is real\nA three-credit course that takes 15 weeks in fall runs in eight, six, four, or even three weeks in summer, covering the identical material and learning outcomes — so a four-week course is roughly a class meeting or its online equivalent every day plus three to four hours of work on top, daily. It moves fast enough that missing two days is missing a week of the semester, and there is little slack to recover a bad start. The rule of thumb: one intensive course at a time, two only if one is light or you have no job. Drop, refund, and withdrawal deadlines compress with the calendar — the free-drop window on a three-week course can be 48 hours — so read the specific dates for your session.\nRegistration and financial aid\nCurrent students register in MyPorter alongside fall registration in the spring; the summer schedule posts early. Financial aid for summer is real but limited: it draws on the same annual loan and Pell limits as the year just finished, so if you used them fully in fall and spring there may be little left. File the FAFSA for the correct aid year, enroll at least half-time (typically 6 credits) for most aid, and check your remaining eligibility with the aid office before you count on it. Summer tuition is billed per credit with its own due dates.\nHousing, services and visiting students\nSummer housing is available but consolidated into one or two halls with a separate application and rate; dining, the library, the rec center, and health services all run reduced summer hours that are published before registration. Students from other colleges can enroll as visiting students for the summer — apply as a non-degree guest, check that your home institution will accept the credit back before you register, and you are done after the term with no further obligation to Porter.\nAt a glance\nGood for\nRetaking a course, isolating a hard prerequisite, clearing Core to graduate sooner, or staying enrolled for a job/lease/visa\nPace\nSame content in 3–8 weeks — daily work, little slack. One intensive course at a time is the rule\nAid\nShares the year's loan/Pell limits — may be little left; enroll half-time, file the right-year FAFSA, check with the aid office first\nDeadlines\nDrop/refund/withdrawal dates compress with the session — the free-drop window can be 48 hours\nRelated resources\nAcademic advising\nRegistration & records\nAcademic calendar\nTutoring & learning center\nCommencement\nContact directory" }, { "url": "supervisor-expectations-student-employees.html", "title": "What supervisors expect", "description": "The unwritten rules of a first job that make you the student employee who gets the good reference.", "headings": [ "What supervisors expect", "On this page", "What earns trust", "What loses it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Career services What supervisors expect\nThe unwritten rules of a first job that make you the student employee who gets the good reference.\nWhat earns trust\nReliability first — a student who is always there beats a brilliant one who is unpredictable. Then initiative: noticing what needs doing without being told, and finishing tasks instead of leaving them 90% done. Supervisors talk to each other; a good reputation opens the next campus job.\nWhat loses it\nNo-call no-shows, phone-first attention on shift, treating the job as lower priority than it is, and disappearing at finals without a word. If the job genuinely conflicts with your courses, say so and adjust hours — don't just fade.\nIn and around Porter Falls\nCareer Services works with every major, but the pattern is the same across them: a required internship, co-op or clinical placement before graduation, listed on each program page. Ninety-six percent of Porter undergraduates complete one, most of them with an employer in the Valley or the Cities.\nThe practical details\nThe basics: Show up on time for every scheduled shift, or give as much notice as you can when you can't. Communication: Tell your supervisor about exam weeks and schedule changes early; ask before assuming. Ownership: Do the boring parts well, ask when you're unsure, and don't sit on a problem. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Career Services (Founders Union, Room 160). Call (715) 555–0205 or email careers@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nThe basics\nShow up on time for every scheduled shift, or give as much notice as you can when you can't\nCommunication\nTell your supervisor about exam weeks and schedule changes early; ask before assuming\nOwnership\nDo the boring parts well, ask when you're unsure, and don't sit on a problem\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer Closet\nRecruit at Porter\nInternship course credit\nSalary negotiation workshops\nFull contact directory" }, { "url": "supplemental-instruction.html", "title": "Supplemental Instruction", "description": "Peer-led study sessions built into historically difficult courses.", "headings": [ "Supplemental Instruction", "On this page", "How it differs from tutoring", "Where the courses are chosen", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Supplemental Instruction\nPeer-led study sessions built into historically difficult courses.\nHow it differs from tutoring\nAn SI leader attends every class session alongside enrolled students, then runs structured study sessions built around that week's actual material rather than general study skills; attendance is informal and no registration is required.\nWhere the courses are chosen\nSections are selected each term based on historically high rates of D grades, F grades and withdrawals, not by instructor request, so support follows the data rather than which department asks first.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nCourses covered: Selected by past DFW rate, mostly gateway science and math. Sessions: 2–3 per week, optional, free. Leaders: Students who previously earned an A in the same course. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCourses covered\nSelected by past DFW rate, mostly gateway science and math\nSessions\n2–3 per week, optional, free\nLeaders\nStudents who previously earned an A in the same course\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nPeer mentoring program\nFull contact directory" }, { "url": "supplier-diversity.html", "title": "Supplier diversity", "description": "How a small, diverse, veteran-owned, or local business gets registered, finds Porter opportunities, and wins subcontracting work.", "headings": [ "Supplier diversity", "On this page", "Register first", "How Porter actually buys", "Subcontracting and getting help" ], "content": "Business services Supplier diversity\nHow a small, diverse, veteran-owned, or local business gets registered, finds Porter opportunities, and wins subcontracting work.\nRegister first\nThe starting step for any business that wants to sell to Porter is to register in the university and state vendor systems: your commodity or service categories, tax and payment information, insurance, and any certifications — minority-owned (MBE), woman-owned (WBE), disabled-veteran-owned (DVB), small business, or a state disadvantaged-business certification. Registration is free, puts you in the database buyers search, and can trigger automatic notices when a matching bid is posted. Porter and the state both set annual goals for spending with certified diverse and small Wesconsin businesses, so accurate certification data genuinely affects who gets contacted.\nHow Porter actually buys\nMost university spending is small-dollar and fast: departments buy routine goods on a purchasing card or with a few informal quotes, and a well-registered local vendor with good prices and quick delivery gets a lot of this repeat business without ever bidding formally. Purchases above set thresholds go to formal competitive processes — a request for quotes or a full request for proposals posted publicly on the state bid site — with objective evaluation criteria. Very large or specialized needs sometimes run through existing state or cooperative contracts, which a business can also get onto.\nSubcontracting and getting help\nWhen a large contract goes to a prime vendor (construction, major equipment, big services), that prime is often expected to subcontract a share to certified diverse and small businesses — so introducing your firm to the primes bidding a Porter project can be as valuable as bidding directly. The procurement office and the regional small-business development center will, at no charge and without favoring anyone, walk you through the bid systems, explain insurance and invoicing requirements, review a past unsuccessful bid, and point you to upcoming opportunities and matchmaking events.\nAt a glance\nStep one\nRegister (free) in the university and state vendor systems with your categories, insurance, and any MBE/WBE/DVB/small-business certification — it drives bid notices and counts toward spending goals\nHow Porter buys\nLots of small purchases by card or informal quote (a good local vendor wins repeat work with no bid); larger buys go to public competitive RFQ/RFP on the state bid site\nSubcontracting\nPrimes on big Porter contracts are expected to subcontract to certified diverse/small firms — meet the bidding primes, not just the university\nHelp\nProcurement staff and the small-business development center explain the systems, insurance, and invoicing and flag opportunities — free, neutral\nRelated resources\nPurchasing & procurement\nContact directory" }, { "url": "surplus-and-moving-services.html", "title": "Surplus property & moving services", "description": "What to do with university equipment and furniture you no longer need, and how offices relocate.", "headings": [ "Surplus property & moving services", "On this page", "Getting rid of something", "Moving an office or lab", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Surplus property & moving services\nWhat to do with university equipment and furniture you no longer need, and how offices relocate.\nGetting rid of something\nSubmit a surplus pickup request with the item, its tag number if it has one, and its location. Electronics are wiped and recycled through a certified vendor. Furniture in good shape is offered to other departments before sale.\nMoving an office or lab\nBook moving services weeks ahead for anything beyond a few boxes — they handle furniture, crates, IT disconnection and reconnection coordination, and lab equipment with special handling. A DIY move that damages a floor or a wall gets billed back.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nSurplus: University-owned items that still work go to the surplus warehouse for reuse or a public sale — they can't just be thrown out or taken home. Moves: Office and lab relocations are scheduled through Facilities moving services, not done ad hoc. Buying surplus: Departments can claim surplus items free; the public can buy at periodic surplus sales. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSurplus\nUniversity-owned items that still work go to the surplus warehouse for reuse or a public sale — they can't just be thrown out or taken home\nMoves\nOffice and lab relocations are scheduled through Facilities moving services, not done ad hoc\nBuying surplus\nDepartments can claim surplus items free; the public can buy at periodic surplus sales\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "surplus-property-sales.html", "title": "Surplus property sales", "description": "How the university resells retired furniture, equipment and vehicles, and how a department or a student can buy from it.", "headings": [ "Surplus property sales", "On this page", "The order of operations", "For students", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability Surplus property sales\nHow the university resells retired furniture, equipment and vehicles, and how a department or a student can buy from it.\nThe order of operations\nWhen a department retires an asset it goes to the surplus warehouse, where other departments can claim it for an internal transfer first. Whatever isn't claimed is sold to the public on scheduled sale days at prices set to move it, not to maximise return.\nFor students\nA student furnishing an apartment can buy a solid used desk or chair for a fraction of retail on a public sale day; computers are sold only after the drives are wiped and re-imaged by IT.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's sustainability commitments are mostly about water and heat: the Millrace restoration, rain gardens, and fourteen buildings surviving a Wesconsin winter as efficiently as possible.\nThe practical details\nWhere: The surplus warehouse off North Campus, open to the public on posted sale days. What's sold: Desks, chairs, lab and shop equipment, computers (wiped), the occasional grounds vehicle. Departments first: Internal transfers happen before anything goes to public sale. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Sustainability (Founders Union, Room 015). Call (715) 555–0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nThe surplus warehouse off North Campus, open to the public on posted sale days\nWhat's sold\nDesks, chairs, lab and shop equipment, computers (wiped), the occasional grounds vehicle\nDepartments first\nInternal transfers happen before anything goes to public sale\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSustainability dashboard\nSmoke-free campus\nLEED-certified buildings\nGreen Fund\nFull contact directory" }, { "url": "survey-tool-access.html", "title": "Survey tool access", "description": "The university-licensed survey platform for coursework and research, and the rules that come with it.", "headings": [ "Survey tool access", "On this page", "What's licensed", "Before you send a survey", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Survey tool access\nThe university-licensed survey platform for coursework and research, and the rules that come with it.\nWhat's licensed\nA full-featured survey platform — branching logic, panels, distribution, and analysis — not a free consumer tool with limits. Accounts are provisioned per person and deactivate when you leave, so export anything you need to keep.\nBefore you send a survey\nIf the results might inform research or a publication, the IRB has to approve the protocol first — see the student IRB page. Anything collecting health, financial, or other sensitive information needs a data-security review, and consent language should be reviewed too. The library and the Office of Research both advise.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nGet an account: Free for enrolled students and employees through the software portal. Use for: Class projects, research data collection, event registration, and program assessment. Rules: Human-subjects research needs IRB approval first; don't collect sensitive data without a security review. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nGet an account\nFree for enrolled students and employees through the software portal\nUse for\nClass projects, research data collection, event registration, and program assessment\nRules\nHuman-subjects research needs IRB approval first; don't collect sensitive data without a security review\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "sustainability-dashboard.html", "title": "Sustainability dashboard", "description": "Live-updated building energy, water and waste data published for the public.", "headings": [ "Sustainability dashboard", "On this page", "What is tracked", "Why it is public", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability Sustainability dashboard\nLive-updated building energy, water and waste data published for the public.\nWhat is tracked\nReal-time electricity and heating data per building, water use, and a daily waste-diversion rate (the share of campus waste that is recycled or composted rather than landfilled) are all published on one public dashboard.\nWhy it is public\nPublishing the numbers, including the buildings performing worse than their peers, is meant to create the same accountability a public utility bill would — a building's facilities staff and its occupants can both see whether a fix actually worked.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's sustainability commitments are mostly about water and heat: the Millrace restoration, rain gardens, and fourteen buildings surviving a Wesconsin winter as efficiently as possible.\nThe practical details\nUpdated: Hourly for energy; daily for waste diversion. Covers: All 14 campus buildings. Public: Yes, no login required. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Sustainability (Founders Union, Room 015). Call (715) 555–0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nUpdated\nHourly for energy; daily for waste diversion\nCovers\nAll 14 campus buildings\nPublic\nYes, no login required\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSmoke-free campus\nLEED-certified buildings\nGreen Fund\nBike repair shop\nFull contact directory" }, { "url": "sustainability-initiatives.html", "title": "Sustainability Initiatives", "description": "Campus and community sustainability at UW–Porter Falls: carbon neutrality plan, the campus farm, green building standards, student projects, and the Saturday market partnership.", "headings": [ "Sustainability Initiatives", "On this page", "Carbon neutrality roadmap", "The campus farm and dining", "Green building and operations", "Student-led projects", "River stewardship", "Community partnerships" ], "content": "Campus & community Sustainability Initiatives\nCarbon neutrality by 2035, a working campus farm, green building standards, and a student body that treats the river like a stakeholder — not a resource.\nCarbon neutrality roadmap\nThe 2035 Carbon Neutrality Plan (adopted 2021, updated annually) targets net-zero Scope 1 & 2 emissions by 2035 and Scope 3 (commuting, procurement, travel) by 2040. Progress to date (2025): 38% reduction from 2010 baseline. Key levers: Solar — 2.4 MW across 12 rooftops and the Riverfront Array (former brownfield, 600 kW, powers the Rec Center and Forge Makerspace ); Geothermal — the new Health Sciences Building and Nursing simulation wing run on a 120-well closed-loop field; Fleet — 60% of Facilities vehicles are electric (goal 100% by 2028); Commuting — the Porter Loop shuttle is 100% electric (4 buses, 12-min headways), and the Bike-to-Campus program (free tune-ups, secure indoor parking, e-bike library) has shifted 12% of student trips from car to bike since 2020.\nThe campus farm and dining\nFounders Farm (3 acres, north edge of campus, managed by the Agriculture & Food Systems program) produces ~18,000 lbs/year of vegetables, herbs, and fruit for Dining Services and the Porter Cares food pantry. Student labor: 15 paid positions (work-study eligible) + 20 volunteer slots per semester. Closed-loop: pre-consumer food waste from the dining hall (400 lbs/week) goes to the farm’s aerobic digester; compost returns to the fields. Dining commitments: 35% local/regional sourcing (Wesconsin, Minnesota, Iowa, Michigan), 100% cage-free eggs, Marine Stewardship Council certified seafood, and Meatless Monday (expanded to Meatless Monday/Thursday in 2024). The Reusable Container Program (green clamshells, carabiner clip, $5 deposit) eliminated 120,000 disposable containers in its first year.\nGreen building and operations\nAll new construction and major renovations target LEED Gold minimum (current campus average: LEED Silver). Standout buildings: Health Sciences Building (LEED Platinum, geothermal, mass timber structure, rainwater harvesting for toilets); Forge Innovation Hub (LEED Gold, 40% recycled steel, photovoltaic glass atrium); Riverfront Residence Hall (LEED Gold, passive-house envelope, 60% lower heating load). Operations: green cleaning products campus-wide, integrated pest management (no neonicotinoids), native landscaping (80% of planted areas), and a Salt Smart winter program (brine pre-treatment, calibrated spreaders, 40% less road salt reaching the river). The Forge Makerspace runs a Filament Recycling program (failed prints → re-extruded PLA, 65% recovery rate).\nStudent-led projects\nThe Sustainability Innovation Fund ($50K/year, student-fee funded, administered by Student Government + Sustainability Office ) awards grants ($500–$5,000) for pilot projects. Recent winners: Smart Showerheads (residence halls, real-time feedback, 18% water reduction); Library Light Sensors (daylight harvesting, 22% lighting load drop); Move-Out Diversion (end-of-year donation/swap, 12 tons diverted from landfill in 2025). The Student Venture Incubator runs a Climate Track (two ventures/cohort) with mentorship from the Forge Prototyping Lab and DNR Porter District . The Sustainability Certificate (12 credits, open to all majors) caps with a Community Resilience Practicum placing students in city, county, or nonprofit climate-adaptation projects.\nRiver stewardship\nThe Porter River and Millrace are the campus’s defining ecological feature — and its responsibility. The Environmental Science program runs the Riverwatch monitoring network (12 stations, continuous temp/DO/conductivity, student-maintained). Data feeds the city’s Stormwater Master Plan and the DNR’s TMDL (Total Maximum Daily Load) for phosphorus. Restoration projects: 2023–2025, students planted 3,200 native shrubs/trees along 1.5 miles of riparian corridor (funded by Sustainability Leaders Scholarship capstone grants). The Millrace Fish Passage (completed 2024, designed by Civil Engineering capstone team) reopened 8 miles of upstream habitat for brook trout — the first spawning run in 60 years was documented in October 2024.\nCommunity partnerships\nThe Porter Falls Climate Resilience Coalition (city, county, university, Porter Valley Bank , Porter County Public Schools , DNR Porter District ) meets quarterly to align: floodplain mapping, heat-island mitigation (tree canopy goal: 40% by 2030), and the Community Solar Garden (2 MW, subscribed by 300+ low-income households, university anchors 40%). The Saturday Farmers Market is a formal partner: the Sustainability Office funds the Market Bucks program (SNAP match, $10/week), the Gleaning Program (unsold produce → Porter Cares pantry, 2,800 lbs/2025), and the Zero-Waste Market pilot (vendor composting, reusable cup deposit). Students engage through the Community Service office, the Sustainability Certificate practicum, and the Fostering Success summer crew.\nAt a glance\nCarbon neutrality target\n2035 (Scope 1 & 2), 2040 (Scope 3)\nProgress\n38% reduction from 2010 baseline (2025)\nSolar capacity\n2.4 MW (12 rooftops + Riverfront Array)\nCampus farm\n3 acres, 18K lbs/year to dining & pantry\nGreen building\nLEED Gold minimum for new construction\nRelated resources\nSustainability overview\nEnvironmental Science\nEnvironmental Science\nStudent Venture Incubator (Climate Track)\nCommunity resources\nFarmers market partnership\nPorter Loop electric shuttle" }, { "url": "sustainability-tracking-and-carbon-goals.html", "title": "Sustainability Tracking & Carbon Goals", "description": "How UW-Porter Falls tracks and reports sustainability performance through the STARS rating system, and its carbon reduction targets.", "headings": [ "Sustainability Tracking & Carbon Goals", "The STARS rating", "The carbon target", "Where the gap still is", "How this is verified" ], "content": "Sustainability\nSustainability Tracking & Carbon Goals\nPorter reports its sustainability performance through a national rating system every three years, against a public, numeric emissions target.\nThe STARS rating\nPorter reports to the Sustainability Tracking, Assessment & Rating System (STARS), a self-reported but independently reviewed framework covering academics, engagement, operations, and administration, submitted every three years. Porter currently holds a STARS Silver rating; the sustainability office publishes the full submitted report, not just the headline score, so a specific category can be checked directly.\nThe carbon target\nThe university has committed to a 50 percent reduction in campus greenhouse-gas emissions (against a 2015 baseline) by 2035, tracked annually through utility data, vehicle fleet fuel use, and purchased offsets for the portion that cannot yet be eliminated directly. The solar array behind the Fieldhouse and ongoing building-efficiency retrofits (see the campus master plan ) are the two largest levers toward that number so far.\nWhere the gap still is\nHeating a Wesconsin campus through the winter remains the single largest source of campus emissions; the master plan’s building-efficiency retrofits target that directly, but a full switch away from natural-gas heating is a longer-horizon project than the current ten-year plan covers on its own.\nHow this is verified\nUtility and fuel-use data feeding both the STARS report and the carbon target come from metered records, not estimates, and a summary is reviewed each year by the campus sustainability committee, which includes student representation.\nQuick facts\nCurrent STARS rating\nSilver\nCarbon target\n50% reduction by 2035 vs. 2015 baseline\nReporting cycle\nSTARS resubmitted every 3 years\nRelated\nSustainability\nCampus master plan" }, { "url": "sustainability.html", "title": "Sustainability", "description": "The campus climate commitment, how waste sorting works, and the dozen ways a student can actually plug in.", "headings": [ "Sustainability", "On this page", "The commitment, and where it stands", "Waste, food and purchasing", "Ways for a student to plug in", "In your own room and routine" ], "content": "Campus life Sustainability\nThe campus climate commitment, how waste sorting works, and the dozen ways a student can actually plug in.\nThe commitment, and where it stands\nPorter has committed to carbon-neutral campus operations by 2045, and the Office of Sustainability publishes a yearly progress report with the real numbers — energy use per square foot, waste diverted from landfill, fleet miles electrified, emissions by source — rather than slogans. The big levers are building efficiency (retrofits, better controls, heat recovery), a shift to renewable electricity, geothermal and heat-pump systems in new construction, and converting the grounds and shuttle fleet. A green revolving fund reinvests the utility savings from each efficiency project into the next one.\nStudents can see the dashboard, read the climate action plan, and bring proposals to the sustainability committee, which has student seats with a vote.\nWaste, food and purchasing\nEvery building has paired bins: mixed recycling, organics (compost), and landfill, with picture labels because contamination is the main problem — a greasy box or a \"compostable\" cup that is not actually certified ruins a whole bin. Dining composts kitchen and post-consumer food waste, runs a reusable to-go container program (swap a dirty one for a clean one, no per-use cost), donates safe surplus food, and buys from regional producers where it can. Move-out donation drives keep tons of furniture, clothing, and unopened food out of the dumpster each May. Purchasing favors durable, repairable, and third-party-certified products, and surplus equipment is offered internally before it is sold.\nWays for a student to plug in\nConcrete options, not a mailing list: the student Sustainability Council (funds projects with a real budget), the campus garden and its volunteer work sessions, the monthly Repair Café where you learn to fix a bike, a lamp, or a hem instead of tossing it, the bike-share and bike-repair program, a free-store for clothing and supplies, the residence-hall energy competition each winter, the Alternative Break trips with an environmental focus, and paid sustainability internships and eco-representative roles on each residence hall floor. Many courses across engineering, design, business, and the sciences build a real campus or community sustainability project into the syllabus.\nIn your own room and routine\nThe changes that add up: take the stairs and the Loop, put electronics on a power strip you switch off, wash laundry cold and hang what you can, carry a bottle and a mug (bottle-fill stations are everywhere and count your saves), sort your waste correctly the first time, buy used through the free-store and move-out drives, and eat one or two plant-based meals a day in the dining hall, which is the single biggest personal lever. Report a running toilet, a stuck-open window in winter, or lights on in an empty space to facilities — it is not being a snitch, it is how a big building gets fixed.\nAt a glance\nGoal\nCarbon-neutral campus operations by 2045 — annual public progress report with real numbers, not slogans\nSort it\nPaired bins: recycling / organics / landfill — contamination (grease, fake-compostable cups) is the main problem\nPlug in\nSustainability Council (real budget), campus garden, Repair Café, bike program, free-store, hall energy contest, paid internships\nBiggest personal lever\nOne or two plant-based dining-hall meals a day; then transit, phantom-load power strips, cold-wash laundry\nRelated resources\nStudent services\nUniversity recreation\nPorter esports\nParents & families\nArts & culture\nContact directory\nCampus master plan\nSustainability tracking & carbon goals" }, { "url": "swipe-out-hunger.html", "title": "Meal swipe donation", "description": "How students on a meal plan can donate unused swipes to classmates facing food insecurity.", "headings": [ "Meal swipe donation", "On this page", "How it works", "Alongside the Food Pantry", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Meal swipe donation\nHow students on a meal plan can donate unused swipes to classmates facing food insecurity.\nHow it works\nA student with more swipes than they'll use donates some before the term-end reset; the swipes become a small block of dining credits the Dean of Students Office grants to students who ask for help. The recipient's card just works at the dining hall — nothing on the reader flags it.\nAlongside the Food Pantry\nDonated swipes cover the hot meal; the Food Pantry covers groceries for cooking at home. Most students who use one end up using both, and a request for either connects them to a case manager if they want one.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nDonate: Up to a set number of swipes per term, through MyPorter. Distributed by: The Dean of Students Office, as confidential meal-plan credits. Who receives: Any student who requests support; no documentation of need. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nDonate\nUp to a set number of swipes per term, through MyPorter\nDistributed by\nThe Dean of Students Office, as confidential meal-plan credits\nWho receives\nAny student who requests support; no documentation of need\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "syllabus-quiz-explained.html", "title": "The syllabus quiz", "description": "Why many first-year and gateway courses open with a low-stakes quiz on the syllabus, and how to ace it.", "headings": [ "The syllabus quiz", "On this page", "Why instructors do it", "The habit it builds", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs The syllabus quiz\nWhy many first-year and gateway courses open with a low-stakes quiz on the syllabus, and how to ace it.\nWhy instructors do it\n‘I didn't know late work was capped at 50%’ is a conversation nobody wants in week ten. The quiz front-loads the policies so a dispute later starts from ‘you were told,’ and it signals that the syllabus is a document you're expected to use, not skim.\nThe habit it builds\nTreat every syllabus as a reference: note the exam dates in your calendar the first week, know the late and attendance policies, and find the lines about accommodations and academic integrity. The quiz is a nudge to do that once per course.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nPurpose: Makes sure everyone has actually read the policies — late work, attendance, grading, academic integrity, accommodations. Stakes: Small point value, usually retakeable; the real cost is not knowing a policy later. How to ace it: Read the whole syllabus once, then keep it open while you take the quiz. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nPurpose\nMakes sure everyone has actually read the policies — late work, attendance, grading, academic integrity, accommodations\nStakes\nSmall point value, usually retakeable; the real cost is not knowing a policy later\nHow to ace it\nRead the whole syllabus once, then keep it open while you take the quiz\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "taking-a-gap-semester.html", "title": "Taking a gap semester", "description": "When a planned pause makes sense, how to leave and return cleanly, and how to make the time count.", "headings": [ "Taking a gap semester", "On this page", "When a pause is the right call", "Leave of absence, not withdrawal", "Handle the logistics", "Make the time count", "Stay loosely connected", "Coming back" ], "content": "Student success Taking a gap semester\nWhen a planned pause makes sense, how to leave and return cleanly, and how to make the time count.\nWhen a pause is the right call\nA gap semester or year can be a sound, deliberate choice: a health or mental-health need, a financial reset, a caregiving responsibility, a serious opportunity (a job, a fellowship, military service), burnout that a lighter term will not fix, or genuine uncertainty about your direction that time away would resolve better than pushing through. The key word is deliberate — chosen and planned, not drifted into.\nLeave of absence, not withdrawal\nRequest an approved leave of absence through the Dean of Students or the Registrar before the term you are leaving. A leave preserves your catalog year, keeps re-entry simple (usually a short reactivation), and handles your record so nothing lapses unexpectedly. A withdrawal without that arrangement makes returning more involved and can put you under a newer catalog.\nHandle the logistics\nTiming affects money — tuition refunds and any required return of federal aid follow a schedule, so talk to Financial Aid and Student Financial Services before you stop attending. Also sort out your housing contract (there are release grounds and deadlines), health insurance, F-1 status if applicable, loan repayment status (a leave can start the grace period on your loans), and eventually your email and system access.\nMake the time count\nA gap is more valuable when it has a shape: a job that builds a skill or savings, a treatment plan you actually follow, a project, a course or two elsewhere (pre-approved for transfer), volunteering, or genuine rest and reflection with a plan to check in. Vague, unstructured time tends to produce the same uncertainty you left with.\nStay loosely connected\nNote your intended return term and tell the Registrar if it changes, so your leave does not quietly convert to a withdrawal. Check your Porter email occasionally. Keep in touch with an adviser or a mentor. Returning is easier when you have not gone fully dark.\nComing back\nFrom an approved leave by your stated term, return is usually a short reactivation and a meeting with your adviser to rebuild the plan. If you were away for health reasons, the return may involve a brief check-in with a support office. Students returning after academic difficulty come back on a plan. Give yourself a lighter first term back.\nAt a glance\nRight when\nA health, financial, caregiving, or opportunity reason — and it is chosen, not drifted into\nHow\nAn approved leave of absence (preserves catalog year, simple re-entry), not a withdrawal\nBefore you stop attending\nTalk to Financial Aid — refund and aid-return schedules; a leave can start loan grace\nMake it count\nGive the time a shape — a job, a plan, a course, real rest with a check-in\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTaking time off, and coming back\nGap year planning\nMedical withdrawal\nWithdrawal & financial aid\nRecovering from a hard semester\nFull contact directory" }, { "url": "taking-time-off-and-coming-back.html", "title": "Taking time off, and coming back", "description": "A leave of absence, a withdrawal, and re-enrollment — the difference, and how to leave in a way that makes returning easy.", "headings": [ "Taking time off, and coming back", "On this page", "Leave vs. withdrawal", "Reasons and process", "Timing matters for money", "Housing, insurance, and email", "While you are away", "Coming back" ], "content": "Student success Taking time off, and coming back\nA leave of absence, a withdrawal, and re-enrollment — the difference, and how to leave in a way that makes returning easy.\nLeave vs. withdrawal\nA leave of absence is a planned, approved pause — you intend to return by a stated term, and your catalog year, some holds, and your record are handled to make coming back straightforward. A withdrawal is leaving without that arrangement; you can still return, but through the re-enrollment or readmission process, which can be more involved and may put you under a newer catalog.\nReasons and process\nCommon grounds: medical, mental health, financial, family caregiving, military service, or a deliberate gap for work or an opportunity. You request it through the Dean of Students or the Registrar (military and medical have their own coordinators), ideally before the term you are leaving. There may be a brief conversation about your plan to return.\nTiming matters for money\nLeaving mid-term has tuition and aid consequences on a schedule — a full refund early, a partial refund through a cut-off date, none after. Federal aid may have to be partly returned, which can create a balance. Talk to Financial Aid and Student Financial Services before you stop attending, not after — the date you officially withdraw is what the calculations use.\nHousing, insurance, and email\nA leave affects your housing contract (there are release grounds and deadlines), your student health insurance, your international status if applicable, and eventually your email and system access. The Dean of Students office can coordinate these so nothing lapses unexpectedly; ask for a checklist.\nWhile you are away\nIf you plan to take courses elsewhere to stay on track, get them pre-approved for transfer before you enroll. Keep an eye on your Porter email for a while, note your intended return term, and if that changes, tell the Registrar so your leave does not quietly convert to a withdrawal.\nComing back\nReturning from an approved leave by your stated term is usually a short reactivation. Returning from a withdrawal, or after longer than planned, goes through re-enrollment — a form, sometimes a meeting, occasionally a requirement to demonstrate readiness (e.g., a term of coursework elsewhere). Students returning after academic difficulty come back on a plan.\nAt a glance\nLeave of absence\nPlanned, approved, stated return term — easiest to come back from\nWithdrawal\nLeaving without that arrangement — return via re-enrollment/readmission\nBefore you stop attending\nTalk to Financial Aid — refund and aid-return schedules\nAlso handle\nHousing contract, health insurance, international status\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nMedical withdrawal\nCourse withdrawal\nWithdrawal & financial aid\nHousing contract release\nGap year planning\nFull contact directory" }, { "url": "tax-benefits-for-education.html", "title": "Tax benefits for education", "description": "The 1098-T, the two education tax credits, and the deductions and savings plans a student household may use.", "headings": [ "Tax benefits for education", "On this page", "The 1098-T", "The American Opportunity Tax Credit", "The Lifetime Learning Credit", "Who claims it", "529 plans and savings", "Get it done right" ], "content": "Financial aid Tax benefits for education\nThe 1098-T, the two education tax credits, and the deductions and savings plans a student household may use.\nThe 1098-T\nEach January, Porter posts a 1098-T tuition statement in MyPorter and files it with the IRS. It reports payments received for qualified tuition and fees during the calendar year and the scholarships and grants that offset them. It is informational — it does not tell you whether you owe or are owed, and it is not a bill.\nThe American Opportunity Tax Credit\nThe AOTC is the larger of the two education credits: up to a few thousand dollars per year per eligible student, partially refundable, for the first four years of undergraduate study, for a student enrolled at least half-time in a degree program. There are income limits, and it cannot be claimed in the same year as the Lifetime Learning Credit for the same student.\nThe Lifetime Learning Credit\nThe LLC is smaller and non-refundable but far more flexible: any level of study, any number of years, and even a single course to improve job skills counts. It also has income limits. Households often use the AOTC while it is available and the LLC afterward or for graduate study.\nWho claims it\nIf a parent claims you as a dependent, the parent claims the credit (using your 1098-T and expense records); if you are not a dependent, you claim it. Only one household claims a given student's credit in a year. Loan-funded tuition still counts as \"paid\"; scholarships and grants that covered tuition reduce the qualified expenses.\n529 plans and savings\nMoney withdrawn from a 529 college-savings plan for qualified education expenses is tax-free. Coordinate it with the credits — expenses paid with a tax-free 529 withdrawal cannot also be used to claim a credit, so families usually leave some tuition out of the 529 withdrawal to make the AOTC work.\nGet it done right\nThe free VITA tax clinic on campus prepares student and modest-income returns, including the education credits, and can tell you which credit your household should take. Bring your 1098-T, records of what you actually paid, and your scholarship details. A campus dietitian this is not — but it is free, and it routinely finds students a refund.\nAt a glance\n1098-T\nPosted in MyPorter each January — informational, not a bill\nAOTC\nLarger, partly refundable, first 4 undergrad years, half-time+\nLLC\nSmaller, any level, any number of years, even one course\nFree help\nThe campus VITA clinic files student returns and picks the right credit\nWho to contact\nFinancial Aid Office\nFounders Union 118\nPhone\n(715) 555–0231\nEmail\nfinaid@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFree tax filing (VITA)\nUnderstanding your bill\nHow to read your financial aid offer\nManaging student loans\nFull contact directory" }, { "url": "tax-clinic.html", "title": "Volunteer tax clinic", "description": "Free tax-return preparation each spring for students and lower-income Porter Falls residents, staffed by trained student volunteers.", "headings": [ "Volunteer tax clinic", "On this page", "How it works", "Two purposes at once", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Outreach & engagement Volunteer tax clinic\nFree tax-return preparation each spring for students and lower-income Porter Falls residents, staffed by trained student volunteers.\nHow it works\nIRS-certified student volunteers prepare and e-file straightforward returns — wages, education credits, common deductions — under the supervision of accounting faculty. Returns with rental income, business income or anything unusual are referred out rather than attempted.\nTwo purposes at once\nIt's a genuine service to the Valley, and it's the accounting program's largest experiential-learning placement — a volunteer files dozens of real returns in a season, which no classroom exercise matches.\nIn and around Porter Falls\nPorter Falls is a town of about 17,000 that has always shared its workforce with the university. Projects are scoped to the Valley first: Porter, Cedar Bluff and Redgranite before anywhere else.\nThe practical details\nWhen: February through mid-April, Commerce Hall. Who's served: Students, and Valley households under the income threshold. Volunteers: Accounting students, IRS-certified each January. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Outreach & Engagement (Millwright Hall, Room 120). Call (715) 555–0235 or email engage@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nFebruary through mid-April, Commerce Hall\nWho's served\nStudents, and Valley households under the income threshold\nVolunteers\nAccounting students, IRS-certified each January\nWho to contact\nBusiness & Industry Outreach\nMillwright Hall 120\nPhone\n(715) 555–0157\nEmail\noutreach@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCorporate partners program\nDiscovery Center\nSmall Business Clinic\nPorter Falls Night Market\nFull contact directory" }, { "url": "teach-out-and-program-discontinuation.html", "title": "Teach-Out & Program Discontinuation", "description": "What happens to currently enrolled students when UW-Porter Falls discontinues an academic program: the teach-out plan and student protections.", "headings": [ "Teach-Out & Program Discontinuation", "Why programs get discontinued", "The teach-out guarantee", "What a teach-out plan spells out", "If a program you are in is discontinued" ], "content": "Academics\nTeach-Out & Program Discontinuation\nWhen a low-enrollment program is discontinued, every currently enrolled student in it is guaranteed a path to finish — that guarantee has a name and a process.\nWhy programs get discontinued\nA program is reviewed for discontinuation when the seven-year program review (see academic program review ) finds sustained low enrollment, weak job placement, or a cost of delivery the college cannot justify against demand. Discontinuation is a Board of Regents–level decision, not something a department or dean decides alone.\nThe teach-out guarantee\nEvery student already admitted to a discontinued program is guaranteed a documented path to finish that specific degree, minor, or certificate — either by completing it as originally designed on a fixed timeline, or through an approved substitution plan into a closely related program with credit fully preserved. No student loses progress because a program closes after they have started it; a new student simply can no longer be admitted to it.\nWhat a teach-out plan spells out\nAccreditors require the plan to name exactly which courses will still run and on what schedule, who advises teach-out students, and a firm end date by which every affected student will have graduated or transitioned. The plan is filed with the Higher Learning Commission before the discontinuation is announced publicly, not after.\nIf a program you are in is discontinued\nCurrently enrolled students receive individual written notice and a mandatory advising meeting to walk through the specific teach-out timeline for their catalog year; nothing changes for the current semester’s registration.\nQuick facts\nDecided by\nBoard of Regents, on program-review recommendation\nStudent guarantee\nA documented path to finish, fully credited\nFiled with\nHigher Learning Commission\nRelated\nAcademic program review\nAccreditation & what it means for you\nAcademic advising" }, { "url": "teaching-kitchen-classes.html", "title": "Teaching kitchen classes", "description": "Free hands-on cooking sessions in the demo kitchen — budget meals, meal prep, and cooking with a health condition.", "headings": [ "Teaching kitchen classes", "On this page", "What happens in a session", "Specialty sessions", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Teaching kitchen classes\nFree hands-on cooking sessions in the demo kitchen — budget meals, meal prep, and cooking with a health condition.\nWhat happens in a session\nA dietitian or a dining chef walks a small group through two or three recipes, everyone cooks, and you sit down and eat together. Sessions are practical — cheap ingredients, one pan, skills that transfer to a dorm kitchen or a first apartment.\nSpecialty sessions\nSome are built around a need: a series on cooking with a new diagnosis, a gluten-avoiding baking class, a session for students moving off the meal plan. The wellness portal lists the term's schedule; popular ones fill within a day.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nWhere: The teaching kitchen in Founders Union; register in the wellness portal, spots are limited. Topics: Cooking on a student budget, batch meal prep, knife skills, cooking for diabetes or high blood pressure, plant-forward basics. Cost: Free, including ingredients; you eat what you make and take the recipes. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nThe teaching kitchen in Founders Union; register in the wellness portal, spots are limited\nTopics\nCooking on a student budget, batch meal prep, knife skills, cooking for diabetes or high blood pressure, plant-forward basics\nCost\nFree, including ingredients; you eat what you make and take the recipes\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "team-baseball.html", "title": "Baseball", "description": "Division III · Season February–May · Home at Dunmore Field", "headings": [ "Baseball", "On this page", "The program", "Last season", "Coaching", "Home venue and how to attend", "Roster snapshot", "Division III, and why it shows here" ], "content": "Ironclad Athletics Baseball\nDivision III · Season February–May · Home at Dunmore Field\nThe program\nIronclad baseball competes in NCAA Division III as a member of the Wesconsin Collegiate Athletic Conference. The season runs from late February to May, with a fall-ball segment in September and October. There are no athletic scholarships; every roster member is admitted and receives financial aid exactly as any other student, and eligibility rules are written around finishing the degree on time.\nThe program began as a club team and became a varsity sport in 1975 under Hal Dunmore , who coached it for 23 seasons and won 400 games, most of them, by his own account, on \"a mowed outfield and a lot of stubbornness.\" Baseball is the twelfth of the university's varsity sports to get its own page, which the coaching staff has been pointing out since roughly 2019.\nLast season\nThe 2026 team went 22–17 overall and 12–8 in conference play, finished third in the regular-season standings and reached the WCAC tournament semifinal before losing 6–4 to Tamarack State. Highlights:\nA 1–0, eleven-inning win over Chippewa Valley State in April, decided on a two-out double into the right-field corner.\nA junior right-hander (now a senior) went 7–2 with a 2.61 ERA and 71 strikeouts in 79 innings.\nThe starting shortstop, then a sophomore, hit .371, the best average in the program since 2011.\nTen games in eight days on the spring-break trip south, finishing 6–4 before the first home game was even possible.\nCoaching\nHead coach Nate Wollenberg is in his third season. He caught for the Ironclads from 2009 to 2012, spent eight years as an assistant at another Division III program in the Upper Midwest, and succeeded Rick Tauscher, who led the program from 1999 to 2024. Pitching coach Lou Brecht works part time; athletic trainer Jordan Pelky covers baseball along with soccer and track. Every player is assigned an academic advisor in athletics who coordinates with their major department. Contact details for the full staff are in the athletics staff directory .\nHome venue and how to attend\nHome games are at Dunmore Field , on the riverside fields off North Campus next to the softball team's Red Cedar Diamond. The field was dedicated in 1999, the year after Dunmore's final season. It is natural grass, 330 feet down the lines and 385 to center, with 600 bleacher seats and a press box built in 2012 by construction-management students as a capstone project. The right-field fence runs along the Riverfront Trail, so a good share of every crowd is walkers who stopped for an inning.\nGame times — Details: Weekend doubleheaders at 1:00 p.m.; weekday games at 3:00 p.m. (no lights)\nStudents — Details: Free with a Porter Card\nPublic — Details: $5 adults; youth, seniors and anyone carrying a glove free\nParking — Details: Free gravel lot shared with Red Cedar Diamond\nAccessible seating — Details: Paved platform behind home plate, step-free from the lot\nEarly-season home games are often moved or flipped to road dates when the field is still under snow; check the athletics site the morning of. General ticketing policy is on the tickets page . This fall's one outside scrimmage, against Chippewa Valley State, is Sunday, October 11 at 1:00 p.m., and the intrasquad Navy–Gold Series closes fall ball October 22–24. Both are free.\nRoster snapshot\nThe 2026–27 roster carries 34 players: nine seniors, eight juniors, nine sophomores and eight first-years. Construction management, manufacturing engineering and business administration are the most common majors, with a growing group in sport management . Team GPA last spring was 3.21. Twenty-six players are from Wesconsin, most of them within two hours of campus. Rosters, schedules and results are posted on the athletics site and updated after each game; prospects can read about recruiting visits and prospect camps .\nDivision III, and why it shows here\nPractice and travel are scheduled around required labs, studios and clinical rotations, not the other way around. Weekday home games start at 3:00 p.m. specifically so that players with a 1:00 p.m. lab can finish it, and the spring trip runs during spring break so that no class is missed for it. The move to the Great Lakes Intercollegiate Conference in 2027–28 roughly halves the average bus ride, which matters more in baseball than in most sports because conference series are played as weekend doubleheaders. The program's graduation and academic-progress rates are published alongside its win–loss record, and the academic support staff hold a study table on every road trip longer than three hours.\nAt a glance\nDivision\nNCAA Division III, WCAC\nSeason\nFebruary–May; fall ball September–October\nHome\nDunmore Field, North Campus riverside fields\n2026 record\n22–17 (12–8 WCAC)\nHead coach\nNate Wollenberg, third season\nWho to contact\nIronclad Baseball\nIronclad Fieldhouse 218\nPhone\n(715) 555–0248\nEmail\nnwollenberg@uwporterfalls.edu\nRelated resources\n2026–27 roster\nSoftball\nHal Dunmore (Hall of Fame)\nAthletics tickets\nAthletics staff directory\nIronclad Club\nAll of Ironclad Athletics" }, { "url": "team-football.html", "title": "Football | Ironclad Athletics", "description": "Football at UW–Porter Falls: last season, coaching, home venue, roster and the Division III academics-first frame. Fictional parody content.", "headings": [ "Football", "On this page", "The program", "Last season", "Coaching", "Home venue and how to attend", "Roster snapshot", "Division III, and why it shows here" ], "content": "Ironclad Athletics Football\nDivision III · Season September–November · Home at Millwright Stadium\nThe program\nIronclad football competes in NCAA Division III as a member program of the athletics department. The season runs roughly September–November. There are no athletic scholarships; every roster member is admitted and receives financial aid exactly as any other student, and eligibility rules are written around finishing the degree on time.\nGame-day helmet, navy shell with the gold P.\nThe home jersey, unchanged since the 1994 rebrand.\nLast season\nThe team finished 6–4, its fourth straight winning season, with a defense built around a senior linebacker who led the conference in tackles and a walk-on kicker who did not miss inside 40 yards all year.\nCoaching\nThe head coach is in his eleventh season, the longest-tenured head coach in the athletic department. Assistant coaches, an athletic trainer assigned to the program, and a strength coach round out the staff, and every athlete is assigned an academic advisor in athletics who coordinates with their major department.\nHome venue and how to attend\nHome events are at Millwright Stadium. Current UW–Porter Falls students enter regular-season home events free with a Porter Card. Single-game and season tickets for the public, along with accessible-seating and parking information, are listed by event on the athletics site. A recent highlight: a homecoming win during Millrace Week in front of roughly 4,500 people, decided by a goal-line stand in the final minute.\nRoster snapshot\nThe roster is roughly about 95 players, the largest roster in the department. Nearly a third are first-generation college students; the program's six-year graduation rate is 79 percent, above the university average. Rosters, schedules, and results for the current season are posted on the athletics site and updated after each event.\nDivision III, and why it shows here\nPractice and travel are scheduled around required labs, studios, and clinical rotations, not the other way around — a wrestler with an evening chemistry lab or a nursing player with a hospital rotation is accommodated, not benched. Missed class time for travel is minimized by the move to a nearer conference beginning in 2027–28, and the program's graduation and academic-progress rates are published alongside its win–loss record.\nOther Ironclad programs\nThis team’s 2026–27 roster\nMen's Basketball\nWomen's Basketball\nMen's Cross Country\nWomen's Cross Country\nMen's Golf\nWomen's Golf\nAll of athletics\nAttend\nStudents: free with a Porter Card.\nPublic tickets and accessibility info are listed by event.\nTickets & game day" }, { "url": "team-mens-basketball.html", "title": "Men's Basketball | Ironclad Athletics", "description": "Men's Basketball at UW–Porter Falls: last season, coaching, home venue, roster and the Division III academics-first frame. Fictional parody content.", "headings": [ "Men's Basketball", "On this page", "The program", "Last season", "Coaching", "Home venue and how to attend", "Roster snapshot", "Division III, and why it shows here" ], "content": "Ironclad Athletics Men's Basketball\nDivision III · Season November–March · Home at Ironclad Fieldhouse\nThe program\nIronclad men's basketball competes in NCAA Division III as a member program of the athletics department. The season runs roughly November–March. There are no athletic scholarships; every roster member is admitted and receives financial aid exactly as any other student, and eligibility rules are written around finishing the degree on time.\nLast season\nThe team finished 18–9 and reached the conference semifinal, the program's deepest run in nine years, behind a defense that led the conference in turnover margin. Three starters return.\nCoaching\nThe head coach is a former Division III player in his sixth season at Porter. Assistant coaches, an athletic trainer assigned to the program, and a strength coach round out the staff, and every athlete is assigned an academic advisor in athletics who coordinates with their major department.\nHome venue and how to attend\nHome events are at Ironclad Fieldhouse. Current UW–Porter Falls students enter regular-season home events free with a Porter Card. Single-game and season tickets for the public, along with accessible-seating and parking information, are listed by event on the athletics site. A recent highlight: a February overtime win over the conference's top seed in a sold-out Fieldhouse, still the loudest crowd anyone on staff remembers.\nRoster snapshot\nThe roster is roughly 15 players — four seniors, five juniors, four sophomores, two first-years — with a roster that skews toward engineering and business majors and a team GPA of 3.24. Rosters, schedules, and results for the current season are posted on the athletics site and updated after each event.\nDivision III, and why it shows here\nPractice and travel are scheduled around required labs, studios, and clinical rotations, not the other way around — a wrestler with an evening chemistry lab or a nursing player with a hospital rotation is accommodated, not benched. Missed class time for travel is minimized by the move to a nearer conference beginning in 2027–28, and the program's graduation and academic-progress rates are published alongside its win–loss record.\nOther Ironclad programs\nThis team’s 2026–27 roster\nWomen's Basketball\nFootball\nMen's Cross Country\nWomen's Cross Country\nMen's Golf\nWomen's Golf\nAll of athletics\nAttend\nStudents: free with a Porter Card.\nPublic tickets and accessibility info are listed by event.\nTickets & game day" }, { "url": "team-mens-cross-country.html", "title": "Men's Cross Country | Ironclad Athletics", "description": "Men's Cross Country at UW–Porter Falls: last season, coaching, home venue, roster and the Division III academics-first frame. Fictional parody content.", "headings": [ "Men's Cross Country", "On this page", "The program", "Last season", "Coaching", "Home venue and how to attend", "Roster snapshot", "Division III, and why it shows here" ], "content": "Ironclad Athletics Men's Cross Country\nDivision III · Season September–November · Home at the Porter River cross-country course\nThe program\nIronclad men's cross country competes in NCAA Division III as a member program of the athletics department. The season runs roughly September–November. There are no athletic scholarships; every roster member is admitted and receives financial aid exactly as any other student, and eligibility rules are written around finishing the degree on time.\nLast season\nThe team placed third at the conference championship, its best finish in a decade, with five runners inside 40 seconds of each other at the line — the tight pack the coaching staff had been building toward for three years.\nCoaching\nThe head coach is a distance coach who also coaches men's and women's track, in his eighth year. Assistant coaches, an athletic trainer assigned to the program, and a strength coach round out the staff, and every athlete is assigned an academic advisor in athletics who coordinates with their major department.\nHome venue and how to attend\nHome events are at the Porter River cross-country course. Current UW–Porter Falls students enter regular-season home events free with a Porter Card. Single-game and season tickets for the public, along with accessible-seating and parking information, are listed by event on the athletics site. A recent highlight: a runner who walked on as a first-year and, as a senior, qualified for the regional championship as an individual.\nRoster snapshot\nThe roster is roughly 19 runners, half of them engineering or applied-mathematics majors, training on the Porter River trail system. Team GPA 3.37. Rosters, schedules, and results for the current season are posted on the athletics site and updated after each event.\nDivision III, and why it shows here\nPractice and travel are scheduled around required labs, studios, and clinical rotations, not the other way around — a wrestler with an evening chemistry lab or a nursing player with a hospital rotation is accommodated, not benched. Missed class time for travel is minimized by the move to a nearer conference beginning in 2027–28, and the program's graduation and academic-progress rates are published alongside its win–loss record.\nOther Ironclad programs\nThis team’s 2026–27 roster\nMen's Basketball\nWomen's Basketball\nFootball\nWomen's Cross Country\nMen's Golf\nWomen's Golf\nAll of athletics\nAttend\nStudents: free with a Porter Card.\nPublic tickets and accessibility info are listed by event.\nTickets & game day" }, { "url": "team-mens-golf.html", "title": "Men's Golf | Ironclad Athletics", "description": "Men's Golf at UW–Porter Falls: last season, coaching, home venue, roster and the Division III academics-first frame. Fictional parody content.", "headings": [ "Men's Golf", "On this page", "The program", "Last season", "Coaching", "Home venue and how to attend", "Roster snapshot", "Division III, and why it shows here" ], "content": "Ironclad Athletics Men's Golf\nDivision III · Season September & April–May · Home at the Porter Falls Municipal Course\nThe program\nIronclad men's golf competes in NCAA Division III as a member program of the athletics department. The season runs roughly September & April–May. There are no athletic scholarships; every roster member is admitted and receives financial aid exactly as any other student, and eligibility rules are written around finishing the degree on time.\nLast season\nThe team finished fourth in the conference and had a junior earn medalist honors at two fall invitationals. The team plays out of the Porter Falls Municipal Course, a ten-minute shuttle from campus.\nCoaching\nThe head coach is a part-time head coach who is a PGA-certified teaching professional at the municipal course. Assistant coaches, an athletic trainer assigned to the program, and a strength coach round out the staff, and every athlete is assigned an academic advisor in athletics who coordinates with their major department.\nHome venue and how to attend\nHome events are at the Porter Falls Municipal Course. Current UW–Porter Falls students enter regular-season home events free with a Porter Card. Single-game and season tickets for the public, along with accessible-seating and parking information, are listed by event on the athletics site. A recent highlight: a spring invitational win on the home course in which four of the five counting scores were under par.\nRoster snapshot\nThe roster is roughly 10 golfers, several of them transfers from two-year college programs, with a fall and spring competitive schedule split around winter. Rosters, schedules, and results for the current season are posted on the athletics site and updated after each event.\nDivision III, and why it shows here\nPractice and travel are scheduled around required labs, studios, and clinical rotations, not the other way around — a wrestler with an evening chemistry lab or a nursing player with a hospital rotation is accommodated, not benched. Missed class time for travel is minimized by the move to a nearer conference beginning in 2027–28, and the program's graduation and academic-progress rates are published alongside its win–loss record.\nOther Ironclad programs\nThis team’s 2026–27 roster\nMen's Basketball\nWomen's Basketball\nFootball\nMen's Cross Country\nWomen's Cross Country\nWomen's Golf\nAll of athletics\nAttend\nStudents: free with a Porter Card.\nPublic tickets and accessibility info are listed by event.\nTickets & game day" }, { "url": "team-mens-soccer.html", "title": "Men's Soccer | Ironclad Athletics", "description": "Men's Soccer at UW–Porter Falls: last season, coaching, home venue, roster and the Division III academics-first frame. Fictional parody content.", "headings": [ "Men's Soccer", "On this page", "The program", "Last season", "Coaching", "Home venue and how to attend", "Roster snapshot", "Division III, and why it shows here" ], "content": "Ironclad Athletics Men's Soccer\nDivision III · Season August–November · Home at Millwright Stadium\nThe program\nIronclad men's soccer competes in NCAA Division III as a member program of the athletics department. The season runs roughly August–November. There are no athletic scholarships; every roster member is admitted and receives financial aid exactly as any other student, and eligibility rules are written around finishing the degree on time.\nLast season\nThe team went 11–5–2 and reached the conference final, losing on penalties, with a defense that recorded nine clean sheets. The program has made the conference tournament six years running.\nCoaching\nThe head coach is in his seventh season, a former professional goalkeeper. Assistant coaches, an athletic trainer assigned to the program, and a strength coach round out the staff, and every athlete is assigned an academic advisor in athletics who coordinates with their major department.\nHome venue and how to attend\nHome events are at Millwright Stadium. Current UW–Porter Falls students enter regular-season home events free with a Porter Card. Single-game and season tickets for the public, along with accessible-seating and parking information, are listed by event on the athletics site. A recent highlight: a double-overtime semifinal win in which the goalkeeper saved two penalties in the shootout.\nRoster snapshot\nThe roster is roughly 26 players, a quarter of them international students, with a team GPA of 3.29 and a standing service partnership coaching a youth league in Porter Falls. Rosters, schedules, and results for the current season are posted on the athletics site and updated after each event.\nDivision III, and why it shows here\nPractice and travel are scheduled around required labs, studios, and clinical rotations, not the other way around — a wrestler with an evening chemistry lab or a nursing player with a hospital rotation is accommodated, not benched. Missed class time for travel is minimized by the move to a nearer conference beginning in 2027–28, and the program's graduation and academic-progress rates are published alongside its win–loss record.\nOther Ironclad programs\nThis team’s 2026–27 roster\nMen's Basketball\nWomen's Basketball\nFootball\nMen's Cross Country\nWomen's Cross Country\nMen's Golf\nAll of athletics\nAttend\nStudents: free with a Porter Card.\nPublic tickets and accessibility info are listed by event.\nTickets & game day" }, { "url": "team-mens-track-and-field.html", "title": "Men's Track & Field | Ironclad Athletics", "description": "Men's Track & Field at UW–Porter Falls: last season, coaching, home venue, roster and the Division III academics-first frame. Fictional parody content.", "headings": [ "Men's Track & Field", "On this page", "The program", "Last season", "Coaching", "Home venue and how to attend", "Roster snapshot", "Division III, and why it shows here" ], "content": "Ironclad Athletics Men's Track & Field\nDivision III · Season December–May (indoor & outdoor) · Home at Millwright Stadium\nThe program\nIronclad men's track & field competes in NCAA Division III as a member program of the athletics department. The season runs roughly December–May (indoor & outdoor). There are no athletic scholarships; every roster member is admitted and receives financial aid exactly as any other student, and eligibility rules are written around finishing the degree on time.\nLast season\nThe team scored in eleven events at the outdoor conference championship and finished fourth, with a school record in the pole vault and a sprinter who qualified for regionals in the 200 meters.\nCoaching\nThe head coach is a staff of three led by the distance coach, with event specialists for throws and jumps. Assistant coaches, an athletic trainer assigned to the program, and a strength coach round out the staff, and every athlete is assigned an academic advisor in athletics who coordinates with their major department.\nHome venue and how to attend\nHome events are at Millwright Stadium. Current UW–Porter Falls students enter regular-season home events free with a Porter Card. Single-game and season tickets for the public, along with accessible-seating and parking information, are listed by event on the athletics site. A recent highlight: a 4x400 relay of four engineering majors that ran the fastest time in program history at the final meet of the year.\nRoster snapshot\nThe roster is roughly about 40 athletes combined across sprints, distance, jumps, and throws, many of them dual sport with cross country. Practices are split morning and afternoon around lab schedules. Rosters, schedules, and results for the current season are posted on the athletics site and updated after each event.\nDivision III, and why it shows here\nPractice and travel are scheduled around required labs, studios, and clinical rotations, not the other way around — a wrestler with an evening chemistry lab or a nursing player with a hospital rotation is accommodated, not benched. Missed class time for travel is minimized by the move to a nearer conference beginning in 2027–28, and the program's graduation and academic-progress rates are published alongside its win–loss record.\nOther Ironclad programs\nThis team’s 2026–27 roster\nMen's Basketball\nWomen's Basketball\nFootball\nMen's Cross Country\nWomen's Cross Country\nMen's Golf\nAll of athletics\nAttend\nStudents: free with a Porter Card.\nPublic tickets and accessibility info are listed by event.\nTickets & game day" }, { "url": "team-softball.html", "title": "Softball | Ironclad Athletics", "description": "Softball at UW–Porter Falls: last season, coaching, home venue, roster and the Division III academics-first frame. Fictional parody content.", "headings": [ "Softball", "On this page", "The program", "Last season", "Coaching", "Home venue and how to attend", "Roster snapshot", "Division III, and why it shows here" ], "content": "Ironclad Athletics Softball\nDivision III · Season March–May · Home at Red Cedar Diamond\nThe program\nIronclad softball competes in NCAA Division III as a member program of the athletics department. The season runs roughly March–May. There are no athletic scholarships; every roster member is admitted and receives financial aid exactly as any other student, and eligibility rules are written around finishing the degree on time.\nLast season\nThe team went 29–13 and hosted a conference tournament pod at Red Cedar Diamond, advancing to the final. The pitching staff, led by a junior with a sub-2.00 ERA, threw six shutouts.\nCoaching\nThe head coach is in her ninth season, the winningest coach in program history. Assistant coaches, an athletic trainer assigned to the program, and a strength coach round out the staff, and every athlete is assigned an academic advisor in athletics who coordinates with their major department.\nHome venue and how to attend\nHome events are at Red Cedar Diamond. Current UW–Porter Falls students enter regular-season home events free with a Porter Card. Single-game and season tickets for the public, along with accessible-seating and parking information, are listed by event on the athletics site. A recent highlight: a walk-off win in the conference semifinal on a bunt single with two outs in the last inning.\nRoster snapshot\nThe roster is roughly 18 players, several majoring in kinesiology or dietetics, with a team GPA of 3.38 and a fall-ball schedule that doubles as a recruiting showcase. Rosters, schedules, and results for the current season are posted on the athletics site and updated after each event.\nDivision III, and why it shows here\nPractice and travel are scheduled around required labs, studios, and clinical rotations, not the other way around — a wrestler with an evening chemistry lab or a nursing player with a hospital rotation is accommodated, not benched. Missed class time for travel is minimized by the move to a nearer conference beginning in 2027–28, and the program's graduation and academic-progress rates are published alongside its win–loss record.\nOther Ironclad programs\nThis team’s 2026–27 roster\nMen's Basketball\nWomen's Basketball\nFootball\nMen's Cross Country\nWomen's Cross Country\nMen's Golf\nAll of athletics\nAttend\nStudents: free with a Porter Card.\nPublic tickets and accessibility info are listed by event.\nTickets & game day" }, { "url": "team-volleyball.html", "title": "Volleyball | Ironclad Athletics", "description": "Volleyball at UW–Porter Falls: last season, coaching, home venue, roster and the Division III academics-first frame. Fictional parody content.", "headings": [ "Volleyball", "On this page", "The program", "Last season", "Coaching", "Home venue and how to attend", "Roster snapshot", "Division III, and why it shows here" ], "content": "Ironclad Athletics Volleyball\nDivision III · Season August–November · Home at Ironclad Fieldhouse\nThe program\nIronclad volleyball competes in NCAA Division III as a member program of the athletics department. The season runs roughly August–November. There are no athletic scholarships; every roster member is admitted and receives financial aid exactly as any other student, and eligibility rules are written around finishing the degree on time.\nLast season\nThe team went 24–7 and reached the conference tournament final, with a senior middle blocker who finished her career second on the all-time block list. The team swept its final six regular-season matches.\nCoaching\nThe head coach is in her sixth season, a former conference player of the year at a peer school. Assistant coaches, an athletic trainer assigned to the program, and a strength coach round out the staff, and every athlete is assigned an academic advisor in athletics who coordinates with their major department.\nHome venue and how to attend\nHome events are at Ironclad Fieldhouse. Current UW–Porter Falls students enter regular-season home events free with a Porter Card. Single-game and season tickets for the public, along with accessible-seating and parking information, are listed by event on the athletics site. A recent highlight: a five-set comeback from two sets down in the tournament quarterfinal, in front of a student section that did not sit.\nRoster snapshot\nThe roster is roughly 16 players, a mix of computing, business, and design majors, with a team GPA of 3.40 and a summer camp for regional high schoolers that the players run. Rosters, schedules, and results for the current season are posted on the athletics site and updated after each event.\nDivision III, and why it shows here\nPractice and travel are scheduled around required labs, studios, and clinical rotations, not the other way around — a wrestler with an evening chemistry lab or a nursing player with a hospital rotation is accommodated, not benched. Missed class time for travel is minimized by the move to a nearer conference beginning in 2027–28, and the program's graduation and academic-progress rates are published alongside its win–loss record.\nOther Ironclad programs\nThis team’s 2026–27 roster\nMen's Basketball\nWomen's Basketball\nFootball\nMen's Cross Country\nWomen's Cross Country\nMen's Golf\nAll of athletics\nAttend\nStudents: free with a Porter Card.\nPublic tickets and accessibility info are listed by event.\nTickets & game day" }, { "url": "team-womens-basketball.html", "title": "Women's Basketball | Ironclad Athletics", "description": "Women's Basketball at UW–Porter Falls: last season, coaching, home venue, roster and the Division III academics-first frame. Fictional parody content.", "headings": [ "Women's Basketball", "On this page", "The program", "Last season", "Coaching", "Home venue and how to attend", "Roster snapshot", "Division III, and why it shows here" ], "content": "Ironclad Athletics Women's Basketball\nDivision III · Season November–March · Home at Ironclad Fieldhouse\nThe program\nIronclad women's basketball competes in NCAA Division III as a member program of the athletics department. The season runs roughly November–March. There are no athletic scholarships; every roster member is admitted and receives financial aid exactly as any other student, and eligibility rules are written around finishing the degree on time.\nLast season\nThe team went 21–6 and won a share of the regular-season conference title, the program's first title since 2014, led by a junior guard who set the single-season assist record. The team returns its entire starting five.\nCoaching\nThe head coach is in her fourth season, previously an assistant at two other Division III programs. Assistant coaches, an athletic trainer assigned to the program, and a strength coach round out the staff, and every athlete is assigned an academic advisor in athletics who coordinates with their major department.\nHome venue and how to attend\nHome events are at Ironclad Fieldhouse. Current UW–Porter Falls students enter regular-season home events free with a Porter Card. Single-game and season tickets for the public, along with accessible-seating and parking information, are listed by event on the athletics site. A recent highlight: a nine-game winning streak through January in which the team never trailed in the second half.\nRoster snapshot\nThe roster is roughly 14 players across all four classes, with five nursing and health-sciences majors who schedule practice around clinical rotations, and a team GPA of 3.41. Rosters, schedules, and results for the current season are posted on the athletics site and updated after each event.\nDivision III, and why it shows here\nPractice and travel are scheduled around required labs, studios, and clinical rotations, not the other way around — a wrestler with an evening chemistry lab or a nursing player with a hospital rotation is accommodated, not benched. Missed class time for travel is minimized by the move to a nearer conference beginning in 2027–28, and the program's graduation and academic-progress rates are published alongside its win–loss record.\nOther Ironclad programs\nThis team’s 2026–27 roster\nMen's Basketball\nFootball\nMen's Cross Country\nWomen's Cross Country\nMen's Golf\nWomen's Golf\nAll of athletics\nAttend\nStudents: free with a Porter Card.\nPublic tickets and accessibility info are listed by event.\nTickets & game day" }, { "url": "team-womens-cross-country.html", "title": "Women's Cross Country | Ironclad Athletics", "description": "Women's Cross Country at UW–Porter Falls: last season, coaching, home venue, roster and the Division III academics-first frame. Fictional parody content.", "headings": [ "Women's Cross Country", "On this page", "The program", "Last season", "Coaching", "Home venue and how to attend", "Roster snapshot", "Division III, and why it shows here" ], "content": "Ironclad Athletics Women's Cross Country\nDivision III · Season September–November · Home at the Porter River cross-country course\nThe program\nIronclad women's cross country competes in NCAA Division III as a member program of the athletics department. The season runs roughly September–November. There are no athletic scholarships; every roster member is admitted and receives financial aid exactly as any other student, and eligibility rules are written around finishing the degree on time.\nLast season\nThe team won the conference championship outright for the second straight year and sent the full squad to regionals, paced by a sophomore who has not lost a conference race since arriving.\nCoaching\nThe head coach is the same distance coach who leads the men's program and track. Assistant coaches, an athletic trainer assigned to the program, and a strength coach round out the staff, and every athlete is assigned an academic advisor in athletics who coordinates with their major department.\nHome venue and how to attend\nHome events are at the Porter River cross-country course. Current UW–Porter Falls students enter regular-season home events free with a Porter Card. Single-game and season tickets for the public, along with accessible-seating and parking information, are listed by event on the athletics site. A recent highlight: back-to-back conference titles won by a combined four points, both decided by the fifth and final scoring runner.\nRoster snapshot\nThe roster is roughly 17 runners with a team GPA of 3.52, the highest of any Ironclad program, and a training group that runs together at 6 a.m. before labs. Rosters, schedules, and results for the current season are posted on the athletics site and updated after each event.\nDivision III, and why it shows here\nPractice and travel are scheduled around required labs, studios, and clinical rotations, not the other way around — a wrestler with an evening chemistry lab or a nursing player with a hospital rotation is accommodated, not benched. Missed class time for travel is minimized by the move to a nearer conference beginning in 2027–28, and the program's graduation and academic-progress rates are published alongside its win–loss record.\nOther Ironclad programs\nThis team’s 2026–27 roster\nMen's Basketball\nWomen's Basketball\nFootball\nMen's Cross Country\nMen's Golf\nWomen's Golf\nAll of athletics\nAttend\nStudents: free with a Porter Card.\nPublic tickets and accessibility info are listed by event.\nTickets & game day" }, { "url": "team-womens-golf.html", "title": "Women's Golf | Ironclad Athletics", "description": "Women's Golf at UW–Porter Falls: last season, coaching, home venue, roster and the Division III academics-first frame. Fictional parody content.", "headings": [ "Women's Golf", "On this page", "The program", "Last season", "Coaching", "Home venue and how to attend", "Roster snapshot", "Division III, and why it shows here" ], "content": "Ironclad Athletics Women's Golf\nDivision III · Season September & April–May · Home at the Porter Falls Municipal Course\nThe program\nIronclad women's golf competes in NCAA Division III as a member program of the athletics department. The season runs roughly September & April–May. There are no athletic scholarships; every roster member is admitted and receives financial aid exactly as any other student, and eligibility rules are written around finishing the degree on time.\nLast season\nThe team placed third at the conference championship, its highest finish since the program was added in 2018, with a first-year in the top ten individually.\nCoaching\nThe head coach is the same head professional who leads the men's program. Assistant coaches, an athletic trainer assigned to the program, and a strength coach round out the staff, and every athlete is assigned an academic advisor in athletics who coordinates with their major department.\nHome venue and how to attend\nHome events are at the Porter Falls Municipal Course. Current UW–Porter Falls students enter regular-season home events free with a Porter Card. Single-game and season tickets for the public, along with accessible-seating and parking information, are listed by event on the athletics site. A recent highlight: the program's first individual conference medalist, a sophomore who shot even par over 36 holes in cold rain.\nRoster snapshot\nThe roster is roughly 8 golfers, a young roster with no seniors, pointing toward a strong 2027. Team GPA 3.44. Rosters, schedules, and results for the current season are posted on the athletics site and updated after each event.\nDivision III, and why it shows here\nPractice and travel are scheduled around required labs, studios, and clinical rotations, not the other way around — a wrestler with an evening chemistry lab or a nursing player with a hospital rotation is accommodated, not benched. Missed class time for travel is minimized by the move to a nearer conference beginning in 2027–28, and the program's graduation and academic-progress rates are published alongside its win–loss record.\nOther Ironclad programs\nThis team’s 2026–27 roster\nMen's Basketball\nWomen's Basketball\nFootball\nMen's Cross Country\nWomen's Cross Country\nMen's Golf\nAll of athletics\nAttend\nStudents: free with a Porter Card.\nPublic tickets and accessibility info are listed by event.\nTickets & game day" }, { "url": "team-womens-soccer.html", "title": "Women's Soccer | Ironclad Athletics", "description": "Women's Soccer at UW–Porter Falls: last season, coaching, home venue, roster and the Division III academics-first frame. Fictional parody content.", "headings": [ "Women's Soccer", "On this page", "The program", "Last season", "Coaching", "Home venue and how to attend", "Roster snapshot", "Division III, and why it shows here" ], "content": "Ironclad Athletics Women's Soccer\nDivision III · Season August–November · Home at Millwright Stadium\nThe program\nIronclad women's soccer competes in NCAA Division III as a member program of the athletics department. The season runs roughly August–November. There are no athletic scholarships; every roster member is admitted and receives financial aid exactly as any other student, and eligibility rules are written around finishing the degree on time.\nLast season\nThe team finished 13–4–1 and won a conference tournament quarterfinal before falling to the eventual champion. A junior forward set the single-season goals record with 17.\nCoaching\nThe head coach is in her fifth season, previously a college assistant and club director. Assistant coaches, an athletic trainer assigned to the program, and a strength coach round out the staff, and every athlete is assigned an academic advisor in athletics who coordinates with their major department.\nHome venue and how to attend\nHome events are at Millwright Stadium. Current UW–Porter Falls students enter regular-season home events free with a Porter Card. Single-game and season tickets for the public, along with accessible-seating and parking information, are listed by event on the athletics site. A recent highlight: a senior day win, sealed by a goal from a four-year walk-on in her final home match.\nRoster snapshot\nThe roster is roughly 25 players across all classes, with a large contingent of education and psychology majors and a team GPA of 3.46. Rosters, schedules, and results for the current season are posted on the athletics site and updated after each event.\nDivision III, and why it shows here\nPractice and travel are scheduled around required labs, studios, and clinical rotations, not the other way around — a wrestler with an evening chemistry lab or a nursing player with a hospital rotation is accommodated, not benched. Missed class time for travel is minimized by the move to a nearer conference beginning in 2027–28, and the program's graduation and academic-progress rates are published alongside its win–loss record.\nOther Ironclad programs\nThis team’s 2026–27 roster\nMen's Basketball\nWomen's Basketball\nFootball\nMen's Cross Country\nWomen's Cross Country\nMen's Golf\nAll of athletics\nAttend\nStudents: free with a Porter Card.\nPublic tickets and accessibility info are listed by event.\nTickets & game day" }, { "url": "team-womens-track-and-field.html", "title": "Women's Track & Field | Ironclad Athletics", "description": "Women's Track & Field at UW–Porter Falls: last season, coaching, home venue, roster and the Division III academics-first frame. Fictional parody content.", "headings": [ "Women's Track & Field", "On this page", "The program", "Last season", "Coaching", "Home venue and how to attend", "Roster snapshot", "Division III, and why it shows here" ], "content": "Ironclad Athletics Women's Track & Field\nDivision III · Season December–May (indoor & outdoor) · Home at Millwright Stadium\nThe program\nIronclad women's track & field competes in NCAA Division III as a member program of the athletics department. The season runs roughly December–May (indoor & outdoor). There are no athletic scholarships; every roster member is admitted and receives financial aid exactly as any other student, and eligibility rules are written around finishing the degree on time.\nLast season\nThe team finished second at the outdoor conference championship, its best result in program history, powered by the distance group and a heptathlete who set three school records in a single weekend.\nCoaching\nThe head coach is the same combined staff that leads the men's program. Assistant coaches, an athletic trainer assigned to the program, and a strength coach round out the staff, and every athlete is assigned an academic advisor in athletics who coordinates with their major department.\nHome venue and how to attend\nHome events are at Millwright Stadium. Current UW–Porter Falls students enter regular-season home events free with a Porter Card. Single-game and season tickets for the public, along with accessible-seating and parking information, are listed by event on the athletics site. A recent highlight: the heptathlete's regional qualification, achieved on a Sunday afternoon after she had taken a chemistry exam that Friday.\nRoster snapshot\nThe roster is roughly about 38 athletes with a team GPA of 3.49; the distance runners overlap heavily with the two-time champion cross country squad. Rosters, schedules, and results for the current season are posted on the athletics site and updated after each event.\nDivision III, and why it shows here\nPractice and travel are scheduled around required labs, studios, and clinical rotations, not the other way around — a wrestler with an evening chemistry lab or a nursing player with a hospital rotation is accommodated, not benched. Missed class time for travel is minimized by the move to a nearer conference beginning in 2027–28, and the program's graduation and academic-progress rates are published alongside its win–loss record.\nOther Ironclad programs\nThis team’s 2026–27 roster\nMen's Basketball\nWomen's Basketball\nFootball\nMen's Cross Country\nWomen's Cross Country\nMen's Golf\nAll of athletics\nAttend\nStudents: free with a Porter Card.\nPublic tickets and accessibility info are listed by event.\nTickets & game day" }, { "url": "team-wrestling.html", "title": "Wrestling | Ironclad Athletics", "description": "Wrestling at UW–Porter Falls: last season, coaching, home venue, roster and the Division III academics-first frame. Fictional parody content.", "headings": [ "Wrestling", "On this page", "The program", "Last season", "Coaching", "Home venue and how to attend", "Roster snapshot", "Division III, and why it shows here" ], "content": "Ironclad Athletics Wrestling\nDivision III · Season November–March · Home at Ironclad Fieldhouse\nThe program\nIronclad wrestling competes in NCAA Division III as a member program of the athletics department. The season runs roughly November–March. There are no athletic scholarships; every roster member is admitted and receives financial aid exactly as any other student, and eligibility rules are written around finishing the degree on time.\nLast season\nThe team finished third at the conference championship and sent two wrestlers to the national tournament, one of whom placed. Six of ten starters return.\nCoaching\nThe head coach is in his fourth season, a two-time national qualifier as a competitor. Assistant coaches, an athletic trainer assigned to the program, and a strength coach round out the staff, and every athlete is assigned an academic advisor in athletics who coordinates with their major department.\nHome venue and how to attend\nHome events are at Ironclad Fieldhouse. Current UW–Porter Falls students enter regular-season home events free with a Porter Card. Single-game and season tickets for the public, along with accessible-seating and parking information, are listed by event on the athletics site. A recent highlight: a dual-meet win over a nationally ranked program, clinched in the final bout by a first-year wrestling up a weight class.\nRoster snapshot\nThe roster is roughly 24 wrestlers, a roster heavy with manufacturing and construction-management majors, training in a dedicated room in the Fieldhouse. Team GPA 3.19. Rosters, schedules, and results for the current season are posted on the athletics site and updated after each event.\nDivision III, and why it shows here\nPractice and travel are scheduled around required labs, studios, and clinical rotations, not the other way around — a wrestler with an evening chemistry lab or a nursing player with a hospital rotation is accommodated, not benched. Missed class time for travel is minimized by the move to a nearer conference beginning in 2027–28, and the program's graduation and academic-progress rates are published alongside its win–loss record.\nOther Ironclad programs\nThis team’s 2026–27 roster\nMen's Basketball\nWomen's Basketball\nFootball\nMen's Cross Country\nWomen's Cross Country\nMen's Golf\nAll of athletics\nAttend\nStudents: free with a Porter Card.\nPublic tickets and accessibility info are listed by event.\nTickets & game day" }, { "url": "technology-help-desk.html", "title": "Technology Help Desk", "description": "How to reach the Porter Technology Help Desk, its hours, and the most common issues it resolves.", "headings": [ "Technology Help Desk", "How to get help", "Hours", "What it resolves most often", "Self-service first" ], "content": "Campus Technology\nTechnology Help Desk\nOne phone number, one email address, and a self-service knowledge base for password resets, Wi-Fi, VPN, and classroom technology.\nHow to get help\nSubmit a ticket at help@uwporterfalls.edu , call (715) 555–0146, or walk in to the help desk counter on Level 1 of Halvorsen Library. A ticket gets a same-business-day response during the semester; a phone call or walk-in gets faster help for anything urgent, like a locked account the night before a paper is due.\nHours\nMonday–Thursday · 7:30 a.m.–9 p.m.\nFriday · 7:30 a.m.–5 p.m.\nSaturday–Sunday · Noon–6 p.m. (phone and email only)\nHours shorten between semesters and during break weeks; the current schedule is always posted at the top of the knowledge base.\nWhat it resolves most often\nPassword and multi-factor authentication resets, campus Wi-Fi and VPN connection problems, classroom podium and projector issues (reported directly by faculty mid-class through a dedicated line), printing and PorterPrint balance questions, and access requests for shared drives and course software. Anything involving a compromised or phished account gets escalated the same day to the information security team, not just reset and closed.\nSelf-service first\nThe knowledge base search covers the same troubleshooting steps a help desk technician would walk through on the phone — account resets, Wi-Fi profile setup, and VPN client installation all have step-by-step articles. Poly, the chatbot in the corner of this and every page, searches that same knowledge base along with the rest of the site, so asking it directly is often faster than opening a ticket for a common issue.\nQuick facts\nLocation\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nRelated\nIT service status\nTechnology FAQ\nAccount & password security\nHalvorsen Library\nAccessible technology purchasing\nCybersecurity incident response plan" }, { "url": "technology-transfer.html", "title": "Technology transfer & invention disclosure", "description": "What happens when Porter research or coursework produces something patentable.", "headings": [ "Technology transfer & invention disclosure", "On this page", "Filing a disclosure", "What Porter does with it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Technology transfer & invention disclosure\nWhat happens when Porter research or coursework produces something patentable.\nFiling a disclosure\nAny faculty member, staff member or student who believes their work has produced something patentable files a short disclosure with the Office of Research & Sponsored Programs before publishing or publicly demonstrating it.\nWhat Porter does with it\nThe office coordinates a patent search, evaluates commercial potential and can support licensing to an outside company; inventors share in licensing revenue under the university's IP policy, which varies depending on how the work was funded.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nFirst step: File an invention disclosure with the Research office. Ownership: Governed by the employee/student IP policy, varies by funding source. Support: Patent search and licensing support at no cost to the inventor. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFirst step\nFile an invention disclosure with the Research office\nOwnership\nGoverned by the employee/student IP policy, varies by funding source\nSupport\nPatent search and licensing support at no cost to the inventor\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "telehealth-after-hours.html", "title": "After-hours telehealth", "description": "A phone and video option when Student Health is closed — nights, weekends, and breaks.", "headings": [ "After-hours telehealth", "On this page", "How it works", "What it's not", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services After-hours telehealth\nA phone and video option when Student Health is closed — nights, weekends, and breaks.\nHow it works\nCall the number on the back of your Porter Card or start a visit in the health portal. A licensed clinician can assess symptoms, give self-care advice, send a short-term prescription to a pharmacy near you, and tell you plainly whether something can wait until Student Health reopens or needs urgent or emergency care now.\nWhat it's not\nTelehealth doesn't replace in-person care for anything that needs an exam, a test, or stitches, and it is not for a mental-health emergency — for that, call the 24/7 crisis line or 911. It's the bridge for the 2 a.m. \"is this bad?\" question.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nWhen: Any time the Student Health Center is closed. Good for: Minor illness and injury, medication questions, whether to go to urgent care or the ER. Cost: Included for enrolled students; no copay for the call. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nAny time the Student Health Center is closed\nGood for\nMinor illness and injury, medication questions, whether to go to urgent care or the ER\nCost\nIncluded for enrolled students; no copay for the call\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "test-anxiety-support.html", "title": "Test anxiety support", "description": "Help for students whose exam performance doesn't match what they know — skills, and clinical support if it's needed.", "headings": [ "Test anxiety support", "On this page", "Skills first", "When it's clinical", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Test anxiety support\nHelp for students whose exam performance doesn't match what they know — skills, and clinical support if it's needed.\nSkills first\nA lot of test anxiety eases with better preparation and a routine: practice under timed conditions, a pre-exam plan, sleep, and a few grounding techniques. The learning-strategies workshops and a coaching session cover this and resolve it for many students.\nWhen it's clinical\nIf anxiety is intense, physical, or spills beyond exams, the counseling center can help with brief therapy and, where appropriate, a referral for evaluation. A diagnosed condition can qualify you for testing accommodations, which the Testing Center administers.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nStart with: A study-skills workshop on exam prep and a self-check with an academic coach. If it's more than nerves: Short-term counseling, and screening for an anxiety condition that could support accommodations. Accommodations: Extended time or a reduced-distraction room, arranged through Accessibility Services with documentation. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStart with\nA study-skills workshop on exam prep and a self-check with an academic coach\nIf it's more than nerves\nShort-term counseling, and screening for an anxiety condition that could support accommodations\nAccommodations\nExtended time or a reduced-distraction room, arranged through Accessibility Services with documentation\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "test-optional-admission.html", "title": "Test-Optional Admission", "description": "ACT and SAT scores are optional for admission and scholarships. Here is how the policy works, what the numbers show, and the few places a score still does something.", "headings": [ "Test-Optional Admission", "On this page", "The policy", "What the numbers show", "Should you send yours?", "Where a score still does something", "Taking the test anyway", "Common questions" ], "content": "Admissions Test-Optional Admission\nACT and SAT scores are optional for admission and scholarships. Here is how the policy works, what the numbers show, and the few places a score still does something.\nThe policy\nFirst-year and transfer applicants to UW–Porter Falls may submit ACT or SAT scores or leave them off. The choice is yours, and an application without scores is read in full on everything else. The policy applies to admission and to automatic merit scholarships. Porter adopted it for fall 2021 entry and made it permanent in 2024 after three years of data.\nIf you send scores, self-report them on the application . An official score report is needed only if you enroll and want the score used for placement. A longer description of how files are read is on how Porter reviews applications .\nWhat the numbers show\nApplications — Figure: 6,140\nApplicants who submitted a score — Figure: 37%\nAdmission rate, score submitters — Figure: 81%\nAdmission rate, non-submitters — Figure: 79%\nMiddle 50% ACT composite (submitters) — Figure: 20–26\nMiddle 50% SAT total (submitters) — Figure: 1030–1240\nThe two-point gap in admission rates disappears once high school GPA and course rigor are accounted for. Porter’s Office of Institutional Research also tracks first-year college GPA: after controlling for high school grades, submitters and non-submitters finish their first year within 0.04 grade points of each other. That is the reason the policy stayed.\nShould you send yours?\nSend it if your composite is at or above the middle of the range above, or if it is stronger than your grades suggest — a 27 next to a 3.0 GPA tells a reader something useful.\nLeave it off if it sits well below the range and your grades are solid. A blank is never read as a negative.\nSuperscoring: Porter uses your highest section scores across test dates.\nChanging your mind: you can ask your counselor to remove a self-reported score any time before your file is reviewed.\nWithout scores, the weight falls on the courses you chose and the grades in them, especially math and science for engineering and health programs. First-year admission requirements shows what readers look for.\nWhere a score still does something\nMath placement — How scores are used: An ACT math score of 24+ or SAT math of 580+ waives the placement assessment and places you into the calculus-ready sequence. Everyone else takes the online assessment; see the placement testing guide .\nHomeschool applicants — How scores are used: A score is one of four options for outside evidence, not a requirement; see homeschool applicants .\nOutside scholarships — How scores are used: Some private and employer scholarships ask for scores. That is their rule, not Porter’s.\nInternational applicants — How scores are used: ACT/SAT optional, but English proficiency is a separate requirement; see international admissions .\nAthletics — How scores are used: NCAA Division III sets no test requirement.\nTaking the test anyway\nPorter’s Testing Center in Halvorsen Library hosts national ACT test dates on December 12, 2026 , and February 6 , April 10 and June 12, 2027 . Register through the testing agency, not through Porter. Juniors deciding whether to test at all should read the junior timeline first; seniors can apply now and add a score later if a new one comes in higher.\nCommon questions\nWill not sending scores hurt my scholarship chances?\nNo. Automatic merit awards such as the President’s and Founders’ Scholarships are based on GPA and course rigor; a score is considered only when it helps. See scholarship deadlines for the dates that do matter.\nDoes any Porter program require scores?\nNo. Nursing and the design programs have extra steps — prerequisite grades, a portfolio — but not a test.\nI already sent an official score report. Can you ignore it?\nYes. Tell your counselor before your file is reviewed and the score is set aside.\nDo transfer applicants need scores?\nNo. Transfer decisions rest on college coursework.\nAt a glance\nPolicy\nACT/SAT optional for admission and merit scholarships\nSubmitted scores, fall 2026\n37% of applicants\nAdmit rate\n81% submitters, 79% non-submitters\nStill used for\nMath placement waiver (ACT math 24+ / SAT math 580+)\nSuperscoring\nYes\nWho to contact\nOffice of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0143\nEmail\nadmissions@uwporterfalls.edu\nHours\nMon–Fri 8 a.m.–4:30 p.m.; Saturdays 9 a.m.–noon during Millrace Week and in April\nRelated resources\nHow Porter reviews applications\nFirst-year admission requirements\nHomeschool applicants\nPlacement testing guide\nScholarship deadlines and priority dates\nHigh school junior timeline" }, { "url": "testing-center.html", "title": "Testing Center", "description": "Proctored exams, placement tests and accommodated testing in one supervised space.", "headings": [ "Testing Center", "On this page", "What runs through the Testing Center", "Booking a slot", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Testing Center\nProctored exams, placement tests and accommodated testing in one supervised space.\nWhat runs through the Testing Center\nPlacement exams, CLEP and credit-by-exam tests, online-course proctoring, make-up exams an instructor has routed here, and every accommodated exam Accessibility Services has approved all run through the same supervised room, with the same identification and device rules for everyone.\nBooking a slot\nPlacement and credit exams are walk-in during posted hours; an accommodated or instructor-routed exam needs to be scheduled at least 48 hours ahead so the right time and materials are ready. A missed accommodated exam is rescheduled through the instructor, not automatically.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nLocation: Halvorsen Library, Level 1. Hours: Mon–Sat during the semester. Book ahead: Especially for accommodated or make-up exams. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nHalvorsen Library, Level 1\nHours\nMon–Sat during the semester\nBook ahead\nEspecially for accommodated or make-up exams\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nPeer mentoring program\nFull contact directory" }, { "url": "textbook-affordability.html", "title": "Textbook affordability", "description": "The programs that lower or remove the cost of course materials.", "headings": [ "Textbook affordability", "On this page", "Knowing the cost before you register", "If the cost is still a barrier", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Textbook affordability\nThe programs that lower or remove the cost of course materials.\nKnowing the cost before you register\nEach section in the schedule shows an estimated materials cost and a marker if it uses only free or library-available resources. Filtering for low- and no-cost sections is a legitimate way to build a schedule, and advisors will help. The estimate is set by the instructor when they submit adoptions, weeks before the term.\nIf the cost is still a barrier\nThe library's course-reserve collection covers most required texts for short in-building loans, the bookstore runs a rental program for print titles, and a small course-materials grant through the Dean of Students can cover a specific book for a student in a bind. Do not skip buying a required text quietly — ask, because one of these usually closes the gap.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nInclusive Access: Digital materials billed with tuition at a negotiated rate; opt out by a deadline each term. Open textbooks: Free, faculty-adopted materials in a growing number of sections, flagged in the schedule. Reserve copies: One copy of most required texts held at the library for two-hour in-building loan. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nInclusive Access\nDigital materials billed with tuition at a negotiated rate; opt out by a deadline each term\nOpen textbooks\nFree, faculty-adopted materials in a growing number of sections, flagged in the schedule\nReserve copies\nOne copy of most required texts held at the library for two-hour in-building loan\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "textbook-rental.html", "title": "Textbook rental", "description": "How the required-materials rental program works and what it costs.", "headings": [ "Textbook rental", "On this page", "How the rental system works", "What it doesn't cover", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Textbook rental\nHow the required-materials rental program works and what it costs.\nHow the rental system works\nA flat per-credit fee bundled into tuition covers required textbooks for most undergraduate courses, picked up at the Campus Store at the start of the term and returned at the end — no separate purchase, no resale, no edition confusion.\nWhat it doesn't cover\nOptional or supplemental materials, lab kits, and some upper-level or graduate courses with instructor-selected texts fall outside the rental program and are purchased separately, clearly marked in the course materials list.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nCost: A flat per-credit rental fee, included in tuition. Covers: Required textbooks for most undergraduate courses. Return: End of each term; a lost or damaged book is billed at replacement cost. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCost\nA flat per-credit rental fee, included in tuition\nCovers\nRequired textbooks for most undergraduate courses\nReturn\nEnd of each term; a lost or damaged book is billed at replacement cost\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nEmergency short-term loans\nCommencement speakers\nFull contact directory" }, { "url": "the-academic-calendar-explained.html", "title": "The academic calendar, explained", "description": "Fall, spring, Winterm, and two summer sessions — what each term is for and how to use them.", "headings": [ "The academic calendar, explained", "On this page", "Fall and spring", "Winterm", "Summer sessions", "Key deadlines every term", "Breaks and closures", "Planning with the calendar" ], "content": "Academics The academic calendar, explained\nFall, spring, Winterm, and two summer sessions — what each term is for and how to use them.\nFall and spring\nThe two main 15-week semesters carry most of your degree. Fall runs early September to mid-December; spring runs late January to mid-May, with commencement right after. Registration for the next semester happens partway through the current one, by earned-credit waves — seniors first, first-years last.\nWinterm\nA short, intensive term between fall and spring — about three weeks in January — where you take one course that meets daily and covers a full semester's content. It is a good way to knock out a general education requirement, retake a course, or do a faculty-led study-abroad trip. One Winterm course is a full-time equivalent; do not treat it as light.\nSummer sessions\nSummer offers an eight-week session and two overlapping four-week sessions. Summer courses are the standard way to get back onto a four-year plan after a setback, to take a heavy prerequisite by itself, or to work ahead. Financial aid for summer is a separate application; check what you are eligible for before you register.\nKey deadlines every term\nThe add deadline (about day five), the drop-without-record deadline (about day ten), the withdraw-with-\"W\" deadline (about the tenth week), the tuition due date (about two weeks in), and the last day to file for graduation for that term. All are on the academic calendar; put the ones that apply to you in your own calendar in week one.\nBreaks and closures\nFall break (two days in October), Thanksgiving recess, winter break between fall and Winterm, spring recess (a week in March), and the gap between spring and summer. Residence halls close for some breaks — break housing is available for students who cannot leave. Weather closures are announced by Porter Alert and on the homepage.\nPlanning with the calendar\nWhen you build a multi-term plan with your adviser, mark which required courses are offered only in fall or only in spring, and decide deliberately whether a Winterm or summer course fits. The students who finish in four years are usually the ones who used at least one of the short terms on purpose.\nAt a glance\nMain terms\nFall (~Sep–mid-Dec) and spring (~late Jan–mid-May), 15 weeks\nWinterm\n~3 weeks in January, one intensive course = full-time\nSummer\nOne 8-week + two 4-week sessions; separate aid application\nWatch\nAdd / drop / \"W\" / tuition-due / graduation-filing deadlines\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAcademic calendar\nWinterm\nSummer session\nWinter session\nFinal exam schedule conflicts\nFull contact directory" }, { "url": "the-accommodation-interactive-process.html", "title": "The accommodation interactive process", "description": "How an accommodation is actually decided, why it is a back-and-forth, and what to do when an instructor pushes back.", "headings": [ "The accommodation interactive process", "On this page", "It is a conversation, not a form", "Matched to the barrier, not the diagnosis", "Reasonable, and its limits", "Faculty notification", "When an instructor pushes back", "Revisiting" ], "content": "Student services The accommodation interactive process\nHow an accommodation is actually decided, why it is a back-and-forth, and what to do when an instructor pushes back.\nIt is a conversation, not a form\nThe \"interactive process\" is the legal and practical name for how accommodations are set: you describe the barrier, the access coordinator asks about your experience and reviews documentation, and together you identify accommodations that remove the barrier without fundamentally altering the course. It can take a couple of meetings, and it can be revisited.\nMatched to the barrier, not the diagnosis\nTwo students with the same diagnosis can have different accommodations because the barrier is different — one needs extended test time, another needs materials in an accessible format, another needs attendance flexibility. The question is always \"what specifically gets in your way here, and what removes it?\"\nReasonable, and its limits\nAn accommodation must be reasonable: it cannot fundamentally alter an essential requirement of the course or program, lower academic standards, or pose an undue burden. A clinical program can require the physical tasks that are genuinely essential to the profession; it must still accommodate everything that is not. If an accommodation is denied on \"fundamental alteration\" grounds, that reasoning should be specific and documented.\nFaculty notification\nYou get a letter listing your approved accommodations and choose which courses to send it to. A brief conversation with each instructor about logistics — where you will test, how notes will work, how attendance flexibility applies to this course's structure — makes implementation smooth. Send it early; retroactive accommodation is generally not available.\nWhen an instructor pushes back\nIf an instructor questions an approved accommodation, does not implement it, or says \"I don't do that in my class,\" contact your access coordinator promptly. Resolving it is their job — usually a direct conversation with the instructor or department. You should not have to argue it yourself or choose between an accommodation and a grade.\nRevisiting\nIf an accommodation is not working, if your condition changes, or if a new course structure creates a barrier the current plan does not cover, ask to meet again. The plan is meant to change as your situation does.\nAt a glance\nThe process\nA back-and-forth: you name the barrier, the office reviews, you decide together\nMatched to\nThe specific barrier here — not the diagnosis\nLimits\nCannot fundamentally alter an essential requirement — and that reasoning must be specific\nPushback\nTell your access coordinator — resolving it is their job, not yours\nWho to contact\nDisability & Accessibility Services\nHalvorsen Library, Level 1\nPhone\n(715) 555–0238\nEmail\naccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGetting accommodations that actually work\nDocumenting a disability for accommodations\nDisability exam accommodations\nExam accommodation scheduling\nHow to report a concern\nFull contact directory" }, { "url": "the-campus-pharmacy.html", "title": "The campus pharmacy", "description": "What it fills, how to transfer prescriptions, insurance and cost, and what to do over breaks.", "headings": [ "The campus pharmacy", "On this page", "What it does", "Transferring a prescription in", "Insurance and cost", "Refills", "Over breaks and travel", "If you have no prescription coverage" ], "content": "Health & wellness The campus pharmacy\nWhat it fills, how to transfer prescriptions, insurance and cost, and what to do over breaks.\nWhat it does\nThe campus pharmacy fills prescriptions written by student health providers and, in most cases, by your outside doctors; stocks common over-the-counter medications, first-aid supplies, and health items; gives some vaccines (flu, and others by arrangement); and can counsel you on how to take a medication, interactions, and side effects. It is a convenience built around a student schedule and location.\nTransferring a prescription in\nBring your current prescription bottle or the pharmacy's name and phone number, and ask the campus pharmacy to transfer it — they contact your old pharmacy and move the remaining refills. Do this in the first weeks, before you run low. For a controlled medication, the rules are stricter and may need a new prescription from a local provider.\nInsurance and cost\nThe pharmacy bills your prescription insurance (the student plan or a parent's) — bring your insurance card or a photo of it, including the pharmacy/Rx numbers, which are sometimes separate from the medical card. Without insurance, ask about the cash price and generic alternatives; a generic is often a fraction of the brand and identical.\nRefills\nRequest refills a few days ahead through the pharmacy's app, portal, or phone line — not the day you run out. Set a recurring reminder. If a refill needs the prescriber's authorization, that can take a day or two, so build in the buffer.\nOver breaks and travel\nThe pharmacy's hours are reduced or closed during long breaks. Before a break, refill enough to cover it, or arrange a transfer to a pharmacy near where you will be. For travel, keep medication in its labeled container in your carry-on, and carry a copy of the prescription for anything that could raise a question at a border.\nIf you have no prescription coverage\nSome medications are cheap as generics regardless of insurance; discount programs and the manufacturer's patient-assistance programs cover others. A financial-wellness coach or the pharmacy staff can help you find the lowest-cost path, and the emergency fund exists for a genuine gap.\nAt a glance\nFills\nStudent-health and (mostly) outside prescriptions; OTC meds; some vaccines\nTransfer in\nBring the bottle or the old pharmacy's info — do it before you run low\nInsurance\nBring the Rx card (sometimes separate from the medical card); ask about generics\nBreaks\nRefill enough to cover the break, or transfer to a pharmacy where you'll be\nWho to contact\nStudent Health Services\nHealth & Counseling Center, North Campus\nPhone\n(715) 555–0236\nEmail\nhealth@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCampus pharmacy\nManaging a chronic condition at school\nHealth insurance\nStudent health services\nNurse advice line\nFull contact directory" }, { "url": "the-capstone-project.html", "title": "The senior capstone project", "description": "Team formation, sponsors, milestones, IP, and the showcase — how the year really runs.", "headings": [ "The senior capstone project", "On this page", "What it is and when it starts", "Team formation", "Working with a sponsor", "Milestones and the faculty coordinator", "Intellectual property", "The showcase" ], "content": "Academics The senior capstone project\nTeam formation, sponsors, milestones, IP, and the showcase — how the year really runs.\nWhat it is and when it starts\nMost Porter majors end in a two-semester capstone: a real project, usually for an outside sponsor, delivered by a small team. Planning starts the term before — sponsor calls go out, teams form, and scope is negotiated so day one of the sequence is not a standing start.\nTeam formation\nTeams are three to five students, sometimes assigned, often self-selected around a project. Mixed-skill teams do better than teams of friends with the same strengths. Before you commit, talk about work styles, schedules, and what each person wants to get out of it.\nWorking with a sponsor\nA sponsor is a client: they bring a problem, some access, and feedback; they are not your manager and cannot keep expanding the scope. The first month produces a written statement of work — deliverables, boundaries, meeting cadence, and who decides what \"done\" means. Revisit it when the project drifts.\nMilestones and the faculty coordinator\nThe sequence is paced by gates: a proposal, a design review, a prototype demo, and a final delivery, each graded. A faculty coordinator meets your team regularly, catches teams that are quietly stuck, and is the person to tell early — not late — when a sponsor goes quiet or a teammate disappears.\nIntellectual property\nWho owns what the team produces depends on the sponsor agreement and university policy — sometimes the sponsor, sometimes shared, sometimes the students. Get the IP terms in writing at the start through the technology-transfer or capstone office, especially if the work could become a product or a publication.\nThe showcase\nThe year ends at a public showcase where teams present to sponsors, faculty, employers, and families. It is also a hiring event — employers walk the floor. Build the poster and the demo for someone who has three minutes, and practice the pitch in a presentation-practice room before the day.\nAt a glance\nStructure\nTwo semesters, team of 3–5, usually an outside sponsor\nMonth one\nWritten statement of work with the sponsor\nGates\nProposal → design review → prototype → final delivery\nIP\nSettle it in writing before you build\nWho to contact\nCollege of Engineering & Technology\nJarvis Technology Center 210\nPhone\n(715) 555–0180\nEmail\nengineering@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSenior capstone overview\nTechnology transfer\nPresentation practice room\nResearch symposium\nFull contact directory" }, { "url": "the-career-conference.html", "title": "The Porter Career Conference", "description": "Twice a year the university runs one of the region's largest recruiting events. What it is, and how to work it.", "headings": [ "The Porter Career Conference", "On this page", "Scale", "Fall vs. spring", "Before: register and prepare", "During: how to work the floor", "On-campus interviews", "After: follow up", "If you are a first- or second-year" ], "content": "Career services The Porter Career Conference\nTwice a year the university runs one of the region's largest recruiting events. What it is, and how to work it.\nScale\nThe Career Conference runs over two days each fall and again in February, drawing several hundred employers to the Ironclad Fieldhouse and the surrounding halls. It is built for a polytechnic student body: manufacturing, engineering, technology, design, health, education, hospitality, and business recruiters in one place, hiring for co-ops, internships, and full-time roles.\nFall vs. spring\nThe fall conference is the main event for full-time roles for graduating seniors and for next-summer internships — large employers with structured programs recruit early here. The February conference leans toward summer internships, smaller and regional employers, and public-sector and nonprofit organizations that hire later.\nBefore: register and prepare\nStudent registration opens weeks ahead in PorterConnect. Upload a current résumé (get it reviewed at a drop-in first), search the attending-employer list, and build a short priority list — the students who get the most out of it target 8 to 12 employers rather than wandering. Prepare a thirty-second introduction and one specific question for each target.\nDuring: how to work the floor\nStart with a second-tier target to warm up, not your top choice. Lead with a real sentence about why their work interests you, hand over a résumé, ask your question, and get a name and a next step. Take notes between conversations — by employer thirty you will not remember employer three. Dress one notch above the field norm; the career closet lends professional clothing free.\nOn-campus interviews\nMany employers hold first-round interviews on campus the day after each conference in dedicated interview rooms. If a conversation goes well, ask whether they are interviewing the next day and how to get on the schedule. Block that day in your calendar before the conference in case.\nAfter: follow up\nWithin 24 hours, email each employer you spoke with — reference the specific thing you discussed, attach your résumé again, and confirm any next step. Complete any online application they pointed you to; the conversation does not replace it. Log every contact in PorterConnect so you can track responses.\nIf you are a first- or second-year\nGo anyway. Early-year students who attend get comfortable with the format, learn what employers ask, and sometimes land a first internship. Recruiters remember a sophomore who showed up prepared and came back as a junior.\nAt a glance\nWhen\nTwo days each fall and again in February\nWhere\nIronclad Fieldhouse + surrounding halls\nPrep\nRegister in PorterConnect, reviewed résumé, target 8–12 employers\nAfter\nEmail every contact within 24 hours; still submit the application\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer fairs & recruiting\nCareer fair preparation\nOn-campus recruiting\nOn-campus interview rooms\nCareer closet\nFull contact directory" }, { "url": "the-co-op-semester.html", "title": "What a co-op semester is actually like", "description": "Full-time work, part-time student status, and coming back changed — the semester away, described.", "headings": [ "What a co-op semester is actually like", "On this page", "You are working, not studying", "Setting it up", "The first weeks", "Staying connected to campus", "Money and logistics", "Coming back" ], "content": "Career services What a co-op semester is actually like\nFull-time work, part-time student status, and coming back changed — the semester away, described.\nYou are working, not studying\nOn a co-op you leave the normal course load for a term and work full-time for an employer, usually paid, in a role related to your major. You enroll in a zero- or one-credit co-op course to keep your student standing and your health insurance and to anchor the learning objectives, but your week is 40 hours at a job, not classes.\nSetting it up\nCo-op placements are typically arranged a term ahead through Career Services and your program's co-op coordinator: you apply and interview like any job, the coordinator approves the role as a genuine learning experience, and you set written objectives with your workplace supervisor. Register for the co-op course before it starts — retroactive credit is not a thing.\nThe first weeks\nStarting a real job is disorienting after being a student — longer days, less feedback, ambiguity instead of a syllabus, and being the most junior person in the room. This is normal and it passes. Ask questions, keep a running log of what you are learning, and check in with your faculty coordinator if the role is not what was scoped.\nStaying connected to campus\nYou keep your email, your MyPorter access, and your library and software access. You still register for the following term on Porter's calendar — set a reminder, because it is easy to miss a registration window when you are heads-down at work. Some co-op students keep a campus connection through a club's online activity or by visiting.\nMoney and logistics\nA co-op is usually paid, often well enough to offset a term's living costs and then some. If the job is not local you deal with short-term housing and a commute. Your financial aid changes when you are not enrolled full-time — talk to Financial Aid before the term so loan status, scholarships, and any aid disbursement are handled correctly.\nComing back\nStudents come back from a co-op more focused — you have seen what the degree is for, which courses suddenly matter, and often what you do and do not want to do after graduation. Many co-ops turn into a return offer or a full-time offer. Debrief with your coordinator, update your résumé and portfolio, and fold what you learned into your remaining course choices.\nAt a glance\nStatus\nFull-time work, part-time student (a 0–1 credit co-op course)\nSet up\nA term ahead, through your program's co-op coordinator; register first\nWatch\nNext-term registration still on Porter's calendar — set a reminder\nAid\nTalk to Financial Aid before the term — enrollment status changes\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCo-ops & internships\nCo-op vs. internship vs. practicum\nThe applied experience requirement\nThe internship search, month by month\nWithdrawal & financial aid\nFull contact directory" }, { "url": "the-cultural-adjustment-curve.html", "title": "The cultural adjustment curve", "description": "The predictable ups and downs of moving to a new country for school, and what helps at each stage.", "headings": [ "The cultural adjustment curve", "On this page", "It has a shape", "The early weeks", "The dip", "What actually helps", "Academic culture is part of it", "Reverse adjustment" ], "content": "Student services The cultural adjustment curve\nThe predictable ups and downs of moving to a new country for school, and what helps at each stage.\nIt has a shape\nCultural adjustment tends to follow a rough curve: an early high (everything is new and exciting), a dip weeks or months in (the novelty wears off, small frustrations pile up, homesickness peaks), a gradual recovery as routines and friendships form, and eventual adaptation — with smaller ups and downs continuing. Knowing the dip is coming, and normal, makes it easier to ride out.\nThe early weeks\nEnergy is high but so is cognitive load — every transaction is a small puzzle. Go to the international orientation and the first social events even when you are tired; the connections you make in week one matter later. Set up the practical basics (bank, phone, transit, a doctor) so they are not looming.\nThe dip\nA few weeks to a few months in, a lot of students hit a low: missing home, tired of operating in a second language, feeling like an outsider, questioning the decision. This is the hardest and most normal part. It is not a sign you made a mistake. Lean on the international student community, peer mentors, conversation partners, and — genuinely — the counseling center, which sees this every term.\nWhat actually helps\nA routine (classes, meals, sleep, one regular activity). Regular contact with home, but not so much that you are living there instead of here. One or two real friendships, which usually come from repetition — the same club, the same study group. Something familiar (food, music, a faith or cultural community). And patience: the recovery is gradual, not a switch.\nAcademic culture is part of it\nThe adjustment is not only social. Class participation being graded, professors expecting you at office hours, group work, direct disagreement being normal, and stricter or differently-defined rules about collaboration and citation are all cultural, and they take time. Ask when unsure; the writing center and your instructors expect questions.\nReverse adjustment\nGoing home for a long break or after graduation can be its own jolt — home has changed, or you have, and it takes a beat to resettle. That is also normal. The international office and returned-student peers can talk through it.\nAt a glance\nThe curve\nEarly high → a dip (weeks–months in) → gradual recovery → adaptation\nThe dip\nThe hardest and most normal part — not a sign you were wrong to come\nHelps\nA routine, measured contact home, 1–2 real friendships, something familiar, patience\nAlso cultural\nGraded participation, office hours, group work, collaboration rules — ask when unsure\nWho to contact\nInternational Programs\nFounders Union 128\nPhone\n(715) 555–0239\nEmail\ninternational@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nYour first month as an international student\nMaking friends in college\nUsing counseling services\nEnglish language support\nPeer mentoring program\nFull contact directory" }, { "url": "the-deans-list-and-honors-notation.html", "title": "The Dean's List and honors notation", "description": "What it takes to make the Dean's List, how Latin honors at graduation work, and what actually appears on your record.", "headings": [ "The Dean's List and honors notation", "On this page", "Dean's List", "Why the credit minimum matters", "Latin honors at graduation", "Departmental and college honors", "What shows where", "If you are close" ], "content": "Registrar The Dean's List and honors notation\nWhat it takes to make the Dean's List, how Latin honors at graduation work, and what actually appears on your record.\nDean's List\nA term-by-term recognition: earn at least a set GPA (commonly 3.5) in a term while carrying a minimum number of graded credits (often 12), with no incomplete or failing grades that term. Each college publishes its list after grades are final. It is noted on your transcript for that term and usually generates a letter you can mention on a résumé or scholarship application.\nWhy the credit minimum matters\nThe graded-credit minimum is why a light term of mostly pass/fail or a heavy load of independent study may not qualify even with a high GPA — the recognition is meant to reflect a full graded course load. Part-time students sometimes have a separate, prorated Dean's List; check your college's rule.\nLatin honors at graduation\nCum laude, magna cum laude, and summa cum laude are awarded at graduation based on your final cumulative GPA against thresholds set by your college (for example, roughly 3.5 / 3.7 / 3.9, though the exact cutoffs and whether they are fixed or based on class percentiles vary). There is usually a minimum number of Porter graded credits required to be eligible, so transfer students need enough coursework completed here.\nDepartmental and college honors\nSeparate from Latin honors: an honors program or honors-in-the-major typically requires a set GPA plus a thesis or capstone project and appears as its own notation (\"Honors in Biology\"). This is about a body of work, not just grades, and is worth pursuing if you want a research credential for graduate school.\nWhat shows where\nDean's List appears term by term on the transcript. Latin honors appear on the final transcript and the diploma and are read at commencement. Honors-program completion appears as a notation on the transcript and often the diploma. Your degree audit and the Registrar can tell you your current standing against each.\nIf you are close\nIf you are near a Latin-honors threshold going into your final terms, a coach can calculate exactly what GPA you need in your remaining credits — and whether a grade replacement on an old low grade would move you across the line. The cutoffs are usually based on the GPA at the time degrees are certified, so late-term grades count.\nAt a glance\nDean's List\nA term GPA (~3.5) with a graded-credit minimum (~12) and no incompletes or F's\nLatin honors\nFinal cumulative GPA vs. college thresholds (~3.5 / 3.7 / 3.9); a Porter graded-credit minimum applies\nHonors in the major\nA GPA plus a thesis/capstone — its own notation; a real research credential\nClose to a cutoff?\nA coach can compute the GPA you need in remaining credits; late grades count\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRepeating a course and grade replacement\nFull contact directory" }, { "url": "the-depot-district-student-guide.html", "title": "The Depot District: a student guide", "description": "Use Porter Falls’s compact downtown as a real neighborhood, not just the walk between campus and an errand.", "headings": [ "The Depot District: a student guide", "On this page", "What the district is for", "Build a useful routine", "Spend with intention", "Share the space well" ], "content": "Porter Falls life The Depot District: a student guide\nUse Porter Falls’s compact downtown as a real neighborhood, not just the walk between campus and an errand.\nWhat the district is for\nThe Depot District is the small stretch of Main Street and riverfront around the old rail depot. It is where campus meets daily life: groceries and coffee, a public meeting, an appointment, a shared workspace, a market morning, or an evening when you need to be somewhere that is not your residence hall. It is close enough to be ordinary, which is its best feature.\nBuild a useful routine\nChoose a regular errand route and learn its hours before you need it in a rush. Combine a grocery stop, package pickup, pharmacy run, or transit connection rather than making four separate trips. In winter, leave time for the hill back to campus and check the Loop rather than assuming the route feels the same as it did in September.\nSpend with intention\nSmall businesses and student budgets can coexist. Decide what you can afford to make a habit, use campus resources for essentials, and treat a meal or local event as a planned break rather than an accidental weekly expense. Ask about student pricing when it is posted, but do not treat a local worker as the person who can invent a discount.\nShare the space well\nDowntown is used by residents, families, workers, visitors, and students. Keep doorways and sidewalks open, use crosswalks, do not turn a patio or storefront into a loud pre-event gathering, and remember that closing time is not permission to make the walk home everyone else’s problem.\nAt a glance\nDistance\nAbout a 15-minute walk from campus\nBest habit\nLearn one reliable errand route and its hours\nWinter move\nCheck the Loop before the uphill return\nRelated resources\nAbout Porter Falls\nGetting around without a car\nWeekends in Porter Falls\nAbout Porter Falls" }, { "url": "the-dissertation.html", "title": "The dissertation", "description": "A multi-year independent research project — how it is structured, how to keep it moving, and where students get stuck.", "headings": [ "The dissertation", "On this page", "What it is", "The stages", "The committee", "Keeping it moving", "Where students get stuck", "Formatting, submission, and after" ], "content": "Academics The dissertation\nA multi-year independent research project — how it is structured, how to keep it moving, and where students get stuck.\nWhat it is\nA dissertation is an original, book-length contribution to knowledge in your field, done under a faculty adviser and a committee. The standard is not \"a lot of work\" — it is that you identified a real gap, designed a defensible way to address it, did the work rigorously, and can situate the result in the literature. It is the central task of a doctorate.\nThe stages\nAfter candidacy: a written proposal defended before your committee (the question, the method, the plan, the significance); then the research itself, usually in phases with committee check-ins; then writing (often three or more study chapters plus an introduction and conclusion); then the final defense. Each stage has a form and an approval — the Graduate School has the checklist.\nThe committee\nYour adviser (chair) plus several faculty, sometimes including one from outside the department. Choose people whose expertise you actually need and who work well together. Meet the full committee at least once a year — a committee that only sees the work at the proposal and the defense cannot give you course corrections when they are cheap.\nKeeping it moving\nThe dissertation has no weekly deadlines, which is exactly why it stalls. Set your own: a weekly writing schedule (protected hours, a word or section target), a monthly deliverable to your adviser, and a term-level milestone. Dissertation boot camps and writing groups exist because structure from outside works when self-discipline alone does not.\nWhere students get stuck\nScope creep (the question keeps growing), perfectionism (rewriting chapter one for a year), isolation (not talking to anyone about it), an adviser mismatch, and life events with no slack in the plan. Each is addressable — usually by narrowing, by shipping a rough draft, by joining a group, by an honest conversation, or by a formal leave — but only if you name it instead of grinding.\nFormatting, submission, and after\nThe Graduate School sets formatting rules (margins, front matter, figures, citation style) — use the template and the thesis-formatting review before the defense, not after. After a successful defense and revisions, you submit the final document to the repository. Many dissertations become papers; plan that from the study-chapter structure.\nAt a glance\nStandard\nAn original contribution: a real gap, a defensible method, rigorous work, situated\nStages\nProposal defense → research in phases → writing → final defense\nCommittee\nMeet the full group yearly — course corrections are cheap early, costly late\nAnti-stall\nSelf-imposed weekly / monthly / term deadlines + a writing group\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDissertation boot camp\nDoctoral candidacy\nComprehensive exams and qualifying exams\nThesis formatting\nDefending your thesis or dissertation\nFull contact directory" }, { "url": "the-elevator-pitch.html", "title": "Your 30-second introduction", "description": "The short, natural self-introduction you use at a career fair, an event, or when someone asks", "headings": [ "Your 30-second introduction", "On this page", "What it is for", "The shape", "Make it specific", "Adapt it to the situation", "Practice it out loud", "Then stop talking" ], "content": "Career services Your 30-second introduction\nThe short, natural self-introduction you use at a career fair, an event, or when someone asks \"so what do you do?\"\nWhat it is for\nA career fair, an alumni event, a chance meeting with a recruiter, the start of an interview, a networking coffee — all of them open with some version of \"tell me about yourself.\" A prepared, natural 20–30 second answer means you are not fumbling in the moment you most want to sound competent.\nThe shape\nFour beats: who you are (name, year, program at Porter), what you do or are good at (one or two concrete strengths or areas, ideally with a quick proof), what you are looking for (an internship, a full-time role, a conversation about a field), and a hook back to them (a question, or why you are talking to this particular person or company).\nMake it specific\n\"I'm a junior in mechanical engineering interested in design\" is forgettable. \"I'm a junior in mechanical engineering — I lead the CAD sub-team on the Baja competition car, and I'm looking for a summer internship doing product design\" gives someone something to respond to. One concrete detail beats three vague adjectives.\nAdapt it to the situation\nAt a career fair, end with the role you want and a question about their team. At an alumni event, end with what you are curious about in their path. In an interview, tilt it toward the specific job. Same core, different last beat. Do not recite it word-for-word like a script — know the beats and say it fresh each time.\nPractice it out loud\nSay it to a friend, to a career coach at a drop-in, into your phone. The gap between how it sounds in your head and how it lands out loud is where the awkwardness lives, and one rehearsal closes most of it. Mock interviews at Career Services always start here.\nThen stop talking\nThe pitch is an opener, not a monologue. Deliver it, ask your question, and let the other person respond. The goal is to start a conversation, not to perform your resume.\nAt a glance\nFor\nCareer fairs, events, recruiters, the start of an interview — \"tell me about yourself\"\nShape\nWho you are → what you do (with proof) → what you want → a hook back to them\nRule\nOne concrete detail beats three vague adjectives\nThen\nAsk your question and stop talking — it is an opener, not a monologue\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer fair preparation\nNetworking when you hate networking\nPreparing for interviews\nThe Porter Career Conference\nMock interview program\nFull contact directory" }, { "url": "the-fafsa-line-by-line.html", "title": "The FAFSA, line by line", "description": "What the form asks, why, and the mistakes that cost students aid every year.", "headings": [ "The FAFSA, line by line", "On this page", "What it is for", "File it every year, early", "Whose information goes on it", "Income and the data transfer", "Porter's school code and listing schools", "After you file: verification and the offer", "Special circumstances" ], "content": "Financial aid The FAFSA, line by line\nWhat the form asks, why, and the mistakes that cost students aid every year.\nWhat it is for\nThe Free Application for Federal Student Aid determines your eligibility for federal grants, work-study, and loans, and it is what Porter and the state use to award their own need-based aid. Filing it is the single required step to be considered for almost any aid — including some things people assume are automatic.\nFile it every year, early\nAid does not roll over; you refile each year for the next academic year. File as soon as the form opens (in the fall for the following year) — some aid is first-come, and Porter's priority date (around February 1) is when the strongest consideration for limited grants and work-study happens.\nWhose information goes on it\nA dependent student reports their own and their parent(s)' financial information; an independent student (age 24+, married, a veteran, a parent, and a few other categories) reports only their own. The form defines \"parent\" for divorced or separated families specifically — read that section carefully, because guessing wrong is a common error.\nIncome and the data transfer\nThe form pulls tax data directly from the IRS where possible — use that transfer rather than typing numbers; manual entry errors trigger verification. It also asks about untaxed income, certain assets (not your home or retirement accounts, generally), and household size and number in college.\nPorter's school code and listing schools\nEnter UW–Porter Falls' Federal School Code (009399) so your information reaches the financial aid office. List every school you are considering; they do not see each other. Adding a school later is easy but delays that school's offer.\nAfter you file: verification and the offer\nSome applications are selected for verification — the school confirms the data with documents. Respond promptly; an unverified file is not awarded. Once processed, your aid offer appears in MyPorter. Read it with net price in mind, accept what you need, and file again next year.\nSpecial circumstances\nThe FAFSA is a snapshot of a prior tax year. If your family's situation has changed since — a job loss, a death, high medical costs, a divorce — do not just accept the result. File the FAFSA anyway, then ask Financial Aid about a professional-judgment review, which can adjust the inputs to reflect your actual circumstances.\nAt a glance\nPurpose\nDetermines federal + state + institutional need-based aid eligibility\nTiming\nEvery year, as early as possible; Porter's priority date ~February 1\nSchool code\nUW–Porter Falls Federal School Code 009399\nChanged circumstances\nFile anyway, then request a professional-judgment review\nWho to contact\nFinancial Aid Office\nFounders Union 118\nPhone\n(715) 555–0231\nEmail\nfinaid@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFinancial aid process\nHow to read your financial aid offer\nFinancial aid verification\nFinancial aid appeal\nCost of attendance explained\nFull contact directory" }, { "url": "the-first-90-days-after-graduation.html", "title": "The first 90 days after graduation", "description": "Starting the job, the money and benefits paperwork, and the support that does not end at commencement.", "headings": [ "The first 90 days after graduation", "On this page", "Before you start", "The money setup", "Learning the job", "Keep the network warm", "Career Services still works", "Give the job a real chance" ], "content": "Career services The first 90 days after graduation\nStarting the job, the money and benefits paperwork, and the support that does not end at commencement.\nBefore you start\nConfirm the offer details in writing, complete the background check and any pre-employment steps, and read the benefits enrollment materials — you usually have a short window after your start date to choose health insurance, retirement contributions, and other benefits, and the defaults are not always what you want. If there is a gap between graduation and the start date, sort out health coverage for it.\nThe money setup\nDirect deposit, tax withholding (the W-4 — the default often over-withholds; a paycheck estimator helps you set it), and your retirement contribution. If there is an employer match, contribute at least enough to get all of it from day one — it is part of your pay. Student loan repayment starts after your grace period (usually six months); set up autopay and know your servicer.\nLearning the job\nThe first weeks feel like being a first-year again — new systems, new norms, being the most junior person. Ask questions, take notes, find the person who will answer the \"dumb\" ones, and do not try to prove yourself by staying late every night. Ninety days in, most people have their footing.\nKeep the network warm\nTell the people who helped you — faculty, a mentor, a coach, the alumni who did informational interviews — where you landed and thank them. Connect with new colleagues. The habit of a light check-in with your network once or twice a year starts now, while you have a good reason to reach out.\nCareer Services still works\nCareer for Life means you keep access to coaching as an alumnus — for the first job that turns out to be wrong, for a raise or promotion conversation, for a pivot in a few years. The alumni career resources and the mentor network are yours. Use them; a lot of graduates forget they exist.\nGive the job a real chance\nA first job that is 70% right is normal and worth staying in for a while — you learn the most in the first two years, and job-hopping too fast reads poorly. If it is genuinely wrong (the work, the ethics, the manager), a coach can help you plan a move deliberately rather than jumping.\nAt a glance\nFirst\nConfirm the offer in writing; watch the benefits-enrollment window and defaults\nMoney\nDirect deposit, a real W-4, retirement to at least the full match, loan autopay\nThe job\nYou will feel like a first-year again for ~90 days — that is normal\nStill yours\nCareer for Life coaching + the alumni network — most grads forget\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCareer for Life (alumni)\nNegotiating a job offer\nManaging student loans\nLoan exit counseling\nAlumni career coaching\nFull contact directory" }, { "url": "the-first-year-seminar-and-common-reading.html", "title": "The first-year seminar and common reading", "description": "The one small class every first-year takes, the book everyone reads, and why they exist.", "headings": [ "The first-year seminar and common reading", "On this page", "The first-year seminar", "Why a small class first", "The common reading", "Get the most from it", "If you place out or transfer in", "It connects to the rest" ], "content": "Student success The first-year seminar and common reading\nThe one small class every first-year takes, the book everyone reads, and why they exist.\nThe first-year seminar\nEvery first-year student takes a small seminar — capped low, often taught by a faculty member from your college — that is part skills (how college works: reading, notes, using the library, academic integrity, planning), part discipline (an interesting question in your field, done in miniature), and part cohort. It is where you get a faculty member who knows your name in your first term.\nWhy a small class first\nA first-year in a 200-person lecture can go a whole term without being known by anyone. The seminar is a deliberate counterweight: a room where participation is expected, where you practice the discussion and writing habits the rest of the degree assumes, and where the other 18 students become familiar faces across campus.\nThe common reading\nIncoming students read the same book over the summer, and it threads through orientation and the first-year seminar — a shared reference point and a low-stakes first \"college text\" everyone has in common. Authors often visit campus in the fall. It is chosen to provoke discussion, not to be agreed with.\nGet the most from it\nActually read the common book before you arrive. In the seminar, speak up early — the longer you wait to talk in a discussion class, the harder it gets — and use the assignments as real practice for the writing and reading loads coming in your major. Go to your seminar instructor's office hours once; that is a faculty relationship started for you.\nIf you place out or transfer in\nTransfer students and students with substantial college credit may take a transfer seminar or be exempt. If you are exempt, you miss a built-in cohort and a faculty connection — replace it deliberately with a club, a study group, undergraduate research, or office hours in a small course.\nIt connects to the rest\nThe seminar hands you off to the Sophomore Year Experience, to your major adviser, and to the campus resources it introduced. The habits it drills — one calendar, office hours, using the library, planning backward from deadlines — are the ones that predict finishing.\nAt a glance\nWhat\nA small, low-capped seminar every first-year takes\nWhy\nA faculty member who knows your name in term one + a cohort\nCommon reading\nOne book all incoming students read over the summer\nDo\nRead the book early; speak up in week one; go to office hours once\nWho to contact\nFirst-Year Experience\nHalvorsen Library, Level 1\nPhone\n(715) 555–0171\nEmail\nfye@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFirst-year seminar\nFirst-year experience\nCommon reading program\nThe Sophomore Year Experience\nYour first semester, week by week\nFull contact directory" }, { "url": "the-four-year-graduation-plan.html", "title": "The four-year graduation plan", "description": "Porter commits to a clear path to a bachelor's in four years — here is what the university promises and what you have to do.", "headings": [ "The four-year graduation plan", "On this page", "The commitment", "Your side of it", "Map it in year one", "Where students lose the time", "Getting time back", "When a fifth year is the right call" ], "content": "Academics The four-year graduation plan\nPorter commits to a clear path to a bachelor's in four years — here is what the university promises and what you have to do.\nThe commitment\nFor most bachelor's programs, Porter publishes a term-by-term plan that finishes in four years and commits to offering the required courses on that schedule. If a required course you needed is genuinely unavailable when the plan calls for it — not because you changed majors or fell behind — the university works with you to keep you on track, up to and including a tuition remedy for the extra term.\nYour side of it\nThe commitment assumes you follow the published plan: declare your major on time, complete 30 credits a year (including summer if the plan uses it), meet with your adviser every term, pass your courses, and act inside the add/drop windows. Change majors after sophomore year, fail a course in a sequence, or skip advising, and the four-year clock resets to a realistic new plan.\nMap it in year one\nSit with an adviser and lay out all eight terms — once-a-year courses, prerequisite chains, the applied-experience requirement, where a summer course or a study-abroad term fits. A four-year plan on paper is the single best predictor of a four-year finish, because it makes a missed prerequisite visible a year early instead of a term too late.\nWhere students lose the time\nThe usual culprits: a major change late in year two, a failed or withdrawn course in a locked sequence, missing a course offered once a year, an unplanned light term, or working so many hours that grades and pace slip. Each is recoverable alone; two or three together is the fifth year.\nGetting time back\nA pre-approved summer course or two is the cheapest way back onto a four-year line after a setback. One heavier term (16–18 credits) can work if your GPA is strong and the schedule is not all labs. Run either past your adviser before you register.\nWhen a fifth year is the right call\nA co-op semester, a double major, a demanding secondary-admission program, or working substantial hours to afford school can all make four years the wrong target. The point is to choose the timeline deliberately and plan the money for it, not to drift into a fifth year and be surprised.\nAt a glance\nUniversity promises\nA published 8-term plan and the courses to follow it\nYou promise\n30 credits/yr, on-time major, every-term advising, passing grades\nDo first\nMap all eight terms with an adviser in year one\nTime back\nPre-approved summer courses\nWho to contact\nAcademic Advising Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0130\nEmail\nadvising@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nPlanning to graduate in four years\nDegree planning worksheet\nGraduating in three years\nSummer session\nTime-to-degree extension\nFull contact directory" }, { "url": "the-graduate-adviser-relationship.html", "title": "The graduate adviser relationship", "description": "The single most important relationship in graduate school — how to build it, run it, and fix it when it is not working.", "headings": [ "The graduate adviser relationship", "On this page", "Why it matters so much", "Choosing (or confirming) the fit", "Running the relationship", "Naming expectations explicitly", "When it is not working", "Committees and second mentors" ], "content": "Academics The graduate adviser relationship\nThe single most important relationship in graduate school — how to build it, run it, and fix it when it is not working.\nWhy it matters so much\nYour adviser shapes your project, your funding, your professional network, your letters of recommendation, and your day-to-day experience for years. A good match is a career accelerator; a bad one is the most common reason graduate students stall or leave. It is worth being deliberate about — before you commit, and continuously after.\nChoosing (or confirming) the fit\nLook for research alignment (you want to work on what they work on), a supervising style that suits you (hands-on vs. hands-off — neither is wrong, but the mismatch is painful), a track record of students finishing and landing well, and the practical stuff: are they funded, are they around, do their current students seem okay? Talk to those students, without the adviser in the room.\nRunning the relationship\nSet a regular meeting and hold it. Come with a short written update (done since last time, in progress, stuck on, plan for next time) and an agenda. Send it ahead. Take notes and confirm decisions in writing. Be honest early when something is not working — a problem raised at week three is a conversation; the same problem at month six is a crisis.\nNaming expectations explicitly\nGet clear, ideally in writing, on: expected hours and availability, response time on drafts, authorship and author order, project ownership, the timeline to milestones, and what \"good progress\" looks like. Advisers and students routinely have very different unstated assumptions about all of these.\nWhen it is not working\nIf meetings are unproductive, feedback never comes, expectations keep shifting, or the dynamic feels disrespectful, address it directly first — describe the specific pattern and what you need. If that does not resolve it, the graduate program director and the Graduate School can mediate, and in some cases a change of adviser is possible and appropriate. The Student Ombuds is a neutral place to think it through.\nCommittees and second mentors\nYour adviser is not your only relationship. A thoughtful committee, a second faculty mentor in a related area, and connections outside your department all give you feedback and support that one person cannot, and they matter if the primary relationship gets strained.\nAt a glance\nShapes\nYour project, funding, network, letters, and daily life — for years\nFit\nResearch alignment + a supervising style that suits you + a finishing track record\nRun it\nA held regular meeting, a written update + agenda sent ahead, decisions in writing\nNot working\nName the specific pattern directly; then the program director / Graduate School / Ombuds\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBeing a first-year graduate student\nWorking with a research mentor\nThe dissertation\nStudent Ombuds\nGraduate student mental health and isolation\nFull contact directory" }, { "url": "the-honors-college.html", "title": "The Honors College", "description": "An honors path that is more depth and community than extra work — how it fits a polytechnic degree.", "headings": [ "The Honors College", "On this page", "What it is", "What it actually asks", "The honors project", "Community and housing", "Who it is for", "Joining", "Fellowships and beyond" ], "content": "Academics The Honors College\nAn honors path that is more depth and community than extra work — how it fits a polytechnic degree.\nWhat it is\nThe Honors College is a designated track layered onto any Porter major: a set of honors courses and honors sections of regular courses, smaller and more discussion-driven, plus an honors project or thesis near the end. It is not a separate degree and not a separate major — it is a way of doing the one you chose.\nWhat it actually asks\nRoughly a course or two of honors credit per year, honors versions of some requirements you would take anyway (so the credit often does not stack on top), a modest GPA to stay in, some co-curricular participation, and a culminating project. It is designed to add depth, not a second full workload.\nThe honors project\nThe capstone of the track is a substantial independent project with a faculty mentor — in a polytechnic that is often an applied research study, a design investigation, a build with a written analysis, or an extended version of a program capstone. It is presented publicly, usually at the research symposium.\nCommunity and housing\nHonors students have a dedicated lounge and advising, priority registration in some terms, an honors living-learning community for first-years, and a cohort that carries across majors — which many students say is the main benefit, especially in a large program where classes can feel anonymous.\nWho it is for\nStudents who want smaller classes, more writing and discussion, a research or project experience, and a cross-disciplinary peer group. It is a strong fit if you are aiming at graduate school or a competitive fellowship. It is not necessary for a strong career outcome — the applied-experience requirement already covers that for everyone.\nJoining\nIncoming students are invited based on the application; continuing students can apply after a strong first or second term. Leaving the track later is a simple change and the honors credit you earned still counts toward your degree.\nFellowships and beyond\nThe Honors College works with the fellowships office on national awards (research fellowships, Fulbright, and others) that reward exactly the profile honors builds — a project, letters from faculty who know your work, and a track record of depth.\nAt a glance\nWhat\nAn honors track layered on any major — not a separate degree\nLoad\n~1–2 honors courses/year, often replacing requirements you'd take anyway\nCapstone\nAn independent honors project with a faculty mentor\nMain draw\nSmall classes + a cross-major cohort\nWho to contact\nHonors College\nFounders Union 240\nPhone\n(715) 555–0244\nEmail\nhonors@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nHonors program\nHonor societies\nUndergraduate research in every major\nFulbright advising\nFellowships & Scholarships Office\nFull contact directory" }, { "url": "the-irb-for-student-research.html", "title": "The IRB and your student research", "description": "When a student project needs ethics review, how to get it, and what", "headings": [ "The IRB and your student research", "On this page", "When you need IRB review", "Get the training first", "Submitting", "\"Exempt\" is a category, not a bypass", "Consent, in practice", "Changes and problems" ], "content": "Academics The IRB and your student research\nWhen a student project needs ethics review, how to get it, and what \"exempt\" really means.\nWhen you need IRB review\nIf your project involves living people as research subjects — surveys, interviews, focus groups, usability tests, experiments, or analysis of identifiable private data about people — and you intend to generate generalizable knowledge (a thesis, a conference paper, a publication), you almost certainly need Institutional Review Board review before you collect any data. A class assignment that stays in the class usually does not; ask your instructor.\nGet the training first\nYou and your faculty adviser complete a human-subjects research ethics training (a set of online modules) before submitting. It has to be current. This is where you learn informed consent, minimizing risk, protecting privacy, and the special rules for vulnerable populations — it is not busywork.\nSubmitting\nThrough the online IRB system: a protocol describing your question, who your participants are and how you will recruit them, exactly what you will do to them, your consent process and form, how you will store and de-identify data, and the risks and how you minimize them. Your adviser must be listed and approves the submission. Build in weeks — review is not instant, and reviewers usually ask for revisions.\n\"Exempt\" is a category, not a bypass\nMany low-risk student studies (anonymous surveys, benign behavioral tasks, existing public data) are determined exempt from ongoing review — but only the IRB can make that determination, and you still submit and wait for it in writing before starting. \"I thought it was exempt so I already ran it\" is a compliance problem.\nConsent, in practice\nParticipants must understand what they are agreeing to, that it is voluntary, that they can stop, and how their data will be handled — before they take part. For a survey that is usually a consent statement on the first screen; for an interview, a signed or verbal-and-documented consent. Do not deviate from your approved consent process.\nChanges and problems\nAny change to an approved protocol — a new question, a different population, a new recruiting method — needs an amendment approved before you make it. If something goes wrong (a data breach, a participant harmed or distressed), report it promptly. The IRB and the research-compliance office help; the goal is protection, not punishment.\nAt a glance\nNeed it if\nLiving people as subjects + intent to generalize (thesis / paper / publication)\nFirst\nCurrent human-subjects ethics training for you and your adviser\nExempt\nA category the IRB assigns — you still submit and wait for it in writing\nChanges\nAny protocol change needs an approved amendment before you make it\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIRB human subjects\nIRB approval for students\nResearch compliance\nResponsible conduct training\nData management plans\nFull contact directory" }, { "url": "the-job-application-that-gets-read.html", "title": "The job application that gets read", "description": "How applications are actually screened, what the ATS does and does not do, and how to get past the first cut.", "headings": [ "The job application that gets read", "On this page", "How screening really works", "Tailor to the posting", "Do not break the parser", "Answer the application questions like they matter", "Apply early and use the connection", "Then follow up" ], "content": "Career services The job application that gets read\nHow applications are actually screened, what the ATS does and does not do, and how to get past the first cut.\nHow screening really works\nFor most postings, applications land in an applicant tracking system where a recruiter searches and filters them, then a human reads the ones that surface. The system parses your résumé into fields; it does not silently \"reject\" you for a missing buzzword by itself. The first human read is fast — six to ten seconds — so the top third of the page has to make the match obvious.\nTailor to the posting\nRead the job description and mirror its language where it is honestly true of you. If it says \"cross-functional collaboration\" and you did that, describe it that way. This is not keyword stuffing — it is making a busy reader's pattern-match succeed. A résumé that is 80% the same for every job, with a tailored top section and a few adjusted bullets, beats a fully generic one and a fully custom one you did not have time to write well.\nDo not break the parser\nThe real ATS risk is formatting that does not parse: text inside images or graphics, multi-column layouts, tables, text boxes, content in the header or footer, unusual fonts, and PDFs exported oddly. A clean single-column document in a standard font, saved as a normal PDF, parses fine. Skip the résumé \"templates\" with sidebars.\nAnswer the application questions like they matter\nThe knockout questions (\"Are you authorized to work in the US?\", \"Do you have X years of Y?\"), the short-answer boxes, and the \"why do you want to work here\" field are read. A one-line non-answer in a text box after a strong résumé is a wasted opportunity. Take five minutes on them.\nApply early and use the connection\nApply within the first days a posting is up — many are filled from the early applicants. If you know anyone at the company, ask for a referral before you apply; a referred application is read differently and often skips part of the queue. Career Services and the alumni network can often find you that person.\nThen follow up\nA week after applying, if you have a contact, a short note (\"I applied for X and am very interested — happy to share more\") is fine. Without a contact, one polite follow-up email to the recruiter is reasonable. Log every application so you can track responses and time your follow-ups.\nAt a glance\nReality\nA recruiter searches and filters in the ATS, then a human reads for ~6–10 seconds\nTailor\nMirror the posting's language where it is true — top third of page one\nATS risk\nBroken parsing (images, columns, tables, headers) — not missing keywords\nEdge\nApply in the first days + get a referral before you apply\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWriting a résumé that works\nWriting a cover letter\nUsing the alumni network while you are still a student\nOn-campus recruiting\nFull contact directory" }, { "url": "the-makerspace-and-fab-lab-network.html", "title": "The makerspace and fab lab network", "description": "Open-access build space across campus — what is where, how to get trained in, and what it costs.", "headings": [ "The makerspace and fab lab network", "On this page", "More than one space", "Getting trained in", "Hours and access", "What it costs", "Personal projects are welcome", "Fellowships and competition teams", "Reserving equipment" ], "content": "Academics The makerspace and fab lab network\nOpen-access build space across campus — what is where, how to get trained in, and what it costs.\nMore than one space\nPorter runs a network of build spaces, not a single room: the central makerspace in the Jarvis Technology Center for general prototyping, discipline shops (wood, metal, digital fabrication) in the applied-arts and engineering buildings, an electronics bench, a textiles and soft-goods lab, and the Discovery Center's heavier equipment for sponsored projects. Any enrolled student can use the open-access spaces.\nGetting trained in\nEach space and each machine class requires a short safety and operation training before you can use it unsupervised — an orientation for the makerspace, tool-specific check-offs for the shops, a lab-safety module for the electronics and materials benches. Trainings run every week early in the term and less often later; do them in the first two weeks so you are not blocked when a project needs the machine.\nHours and access\nOpen-access hours run late on weekdays during the semester and shorter hours on weekends, staffed by trained student technicians who help you use equipment safely — they are not there to do the work for you. Your Porter Card grants access to the spaces you are checked off for. Hours are on each space's page and shorten during breaks.\nWhat it costs\nTime in the spaces and use of the equipment is free. You pay for materials — filament, stock, sheet goods, boards, fabric — either at cost from the space or by bringing your own approved material. Larger jobs (a big print, a CNC run) may have a materials-and-machine-time charge posted on the space's rate sheet.\nPersonal projects are welcome\nThe open-access spaces are for coursework and personal projects alike, as long as it is safe, legal, and not a commercial production run. Building something for a club, a competition team, a gift, or just to learn is exactly what they are for. Commercial work goes through the Discovery Center instead.\nFellowships and competition teams\nThe maker fellowship funds a semester of a student's own build project with a stipend and a materials budget. Competition teams — robotics, the concrete canoe, the solar vehicle, the design-build challenges — live in these spaces and recruit each fall.\nReserving equipment\nHigh-demand machines (the large-format printer, the laser cutters, the CNC router) take reservations through the room reservation system, especially near project deadlines when walk-up time disappears. Book ahead; check in on time or the slot releases.\nAt a glance\nIt is a network\nCentral makerspace + discipline shops + benches + Discovery Center\nBefore you build\nSpace orientation + tool check-offs, done in weeks 1–2\nCost\nSpace and equipment free; you pay for materials\nPersonal projects\nWelcome — commercial production is not\nWho to contact\nMakerspace & Fabrication Services\nJarvis Technology Center 120\nPhone\n(715) 555–0159\nEmail\nmakerspace@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nMakerspace\nMakerspace access\nDigital fabrication lab\nEquipment checkout\nMaker fellowship\nFull contact directory" }, { "url": "the-millrace-and-porter-river.html", "title": "The Millrace and Porter River", "description": "How to enjoy the water and riverfront paths that shape Porter Falls without treating them like a campus quad.", "headings": [ "The Millrace and Porter River", "On this page", "Two waterways, different jobs", "Use the riverfront as a shared space", "Water safety is not dramatic until it is", "Season changes the plan" ], "content": "Porter Falls life The Millrace and Porter River\nHow to enjoy the water and riverfront paths that shape Porter Falls without treating them like a campus quad.\nTwo waterways, different jobs\nThe Porter River is the town’s original landscape; the Millrace is the historic channel that once powered its mills. Together they make the walk between campus and downtown feel unusually close to the water. They are also working waterways with changing current, cold temperatures, uneven banks, and seasonal maintenance.\nUse the riverfront as a shared space\nThe Riverfront Trail is good for a walk, a run, a quiet call, or getting from campus to town. Stay on marked paths, yield sensibly where they narrow, keep music in headphones, and leave room for wheelchairs, strollers, and maintenance crews. After rain, snowmelt, or a closure notice, choose another route rather than testing a flooded section.\nWater safety is not dramatic until it is\nDo not climb barriers, wade near the falls, or use thin ice as a shortcut. A river that looks calm can be cold and fast, especially around the Millrace structures. If you paddle, fish, or join an outdoor-program outing, use the equipment and route guidance provided; solo improvisation is not a substitute for a life jacket or a weather check.\nSeason changes the plan\nSpring means high water and muddy trail edges. Summer brings evening traffic and insects. Autumn can make the riverfront the easiest place to take a break between classes. Winter is beautiful, but ice and early darkness make boots, lights, and an alternate route worth having. The best habit is checking conditions, not assuming last week’s route is still right.\nAt a glance\nBest use\nMarked paths and guided recreation\nNever\nClimb barriers, wade near falls, or shortcut across ice\nAfter weather\nCheck closures and take the alternate route\nRelated resources\nThe outdoor program\nWinter in Porter Falls\nAbout Porter Falls\nAbout Porter Falls\nFull contact directory" }, { "url": "the-onsite-or-final-round.html", "title": "The onsite or final-round interview", "description": "The full-day loop — multiple interviewers, sometimes a presentation, meals that are still evaluated — and how to get through it well.", "headings": [ "The onsite or final-round interview", "On this page", "What it is", "Prepare the throughline", "Manage your energy", "The presentation, if there is one", "Ask good questions all day", "After" ], "content": "Career services The onsite or final-round interview\nThe full-day loop — multiple interviewers, sometimes a presentation, meals that are still evaluated — and how to get through it well.\nWhat it is\nThe final round is usually several back-to-back interviews (often three to six) with different people — future teammates, a manager, sometimes a skip-level or a cross-functional partner — plus, for some roles, a presentation or a working session, and a lunch or coffee that is friendly but still part of the evaluation. It can be a half or full day, on site or over video.\nPrepare the throughline\nYou will tell your story several times to different people who compare notes afterward. Have a consistent, clear version of who you are, why this role, and your two or three strongest examples — and know which example fits which likely question. Research each interviewer if you get names; tailor a question for each.\nManage your energy\nA full loop is a marathon. Eat beforehand, bring water, use the gaps between sessions to reset rather than replay the last one, and accept that one conversation going less well does not sink the day — they weight the whole picture. If it is on site, build in buffer time and know the logistics (parking, building, who to ask for).\nThe presentation, if there is one\nOften you present past work or a solution to a prompt to a small group. Build it for a mixed audience (some deep, some not), practice it out loud to time, prepare for interruptions and hard questions, and have a backup (PDF, printouts) in case the tech fails. Book a presentation-practice room and run it for someone first.\nAsk good questions all day\nEvery interviewer will ask if you have questions, and the quality is noted. Ask about the actual work, the team, how success is measured, what the first project looks like, and what they like and would change. Vary them by person. Not having questions reads as not caring; the same three canned questions read as not listening.\nAfter\nSend a brief, specific thank-you to each person (or to the recruiter to pass along) within a day, referencing something you actually discussed. Then wait for the timeline they gave you; one polite follow-up after that date is appropriate. Whatever the outcome, a full loop is useful practice and a set of new contacts.\nAt a glance\nIt is\n3–6 back-to-back interviews with different people (who compare notes) + maybe a presentation + a meal\nThroughline\nOne consistent story; know which of your 2–3 examples fits which question\nEnergy\nEat first, water, reset between sessions — one weaker chat doesn't sink the day\nQuestions\nReal ones about the work, varied per person — canned repeats read as not listening\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nPreparing for interviews\nThe technical screen and the take-home\nOn-campus interview rooms\nNegotiating a job offer\nThe thank-you note\nFull contact directory" }, { "url": "the-outdoor-program.html", "title": "The outdoor program", "description": "Cheap gear rental, guided trips you can join alone, and a climbing wall — using the north woods as a campus amenity.", "headings": [ "The outdoor program", "On this page", "Gear rental", "Guided trips", "The climbing wall", "Skills clinics", "Becoming a trip leader", "Why it matters here" ], "content": "Campus life The outdoor program\nCheap gear rental, guided trips you can join alone, and a climbing wall — using the north woods as a campus amenity.\nGear rental\nThe outdoor rental center rents the whole kit at student prices: kayaks, canoes, and paddleboards for the river; tents, packs, sleeping bags, and stoves for camping; snowshoes and cross-country skis all winter; climbing shoes and harnesses; and winter clothing. You do not need to own anything to get outside here.\nGuided trips\nOutdoor Adventures runs weekend and break trips — paddling, backpacking, rock climbing, winter camping, ski trips, a fall-colors hike — at a low cost that includes gear, transport, food, and trained student trip leaders. You can sign up solo; most people do, and the trips are built for mixed experience levels including none.\nThe climbing wall\nThe wall in the recreation center is open to all students with a short orientation (belay certification for the taller routes). It runs intro clinics, a bouldering league, and open climbs, and it is a low-commitment way to try climbing before a trip.\nSkills clinics\nShort courses in things worth knowing: wilderness first aid, map and compass, paddling technique, avalanche awareness, Leave No Trace, and basic bike maintenance. Some are prerequisites for leading trips; all are useful on your own.\nBecoming a trip leader\nTrip leaders are trained students — a progression of skills courses, first aid or wilderness first aid, co-leading, and then leading. It is a strong campus job, a serious résumé line for outdoor and education careers, and how a lot of students build a community here.\nWhy it matters here\nPorter Falls is surrounded by rivers, trails, and public land, and a northern-Wesconsin winter is long. Students who use the outdoor program — even just borrowing snowshoes for an afternoon — consistently report a better relationship with the place and the season than students who wait indoors for spring.\nAt a glance\nRent\nBoats, camping gear, skis, snowshoes, climbing and winter kit — student prices\nTrips\nGuided weekend/break trips, gear + transport + food + leaders included — sign up solo\nWall\nOpen to all with a short orientation; clinics and a bouldering league\nLead trips\nA trained-student job and a strong outdoor/education résumé line\nWho to contact\nOutdoor Adventures\nForge Recreation Center, lower level\nPhone\n(715) 555–0193\nEmail\noutdoors@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nOutdoor Adventures\nOutdoor rental center\nClimbing wall orientation\nWinter gear library\nAdaptive recreation\nFull contact directory" }, { "url": "the-parent-and-family-side.html", "title": "For parents and families", "description": "How to support a Porter student, what privacy law changes, and the moments to expect a hard phone call.", "headings": [ "For parents and families", "On this page", "The relationship changes at enrollment", "What you can still do", "The rhythm of the first year", "Money conversations", "Staying informed the right way", "When to actually worry" ], "content": "Campus life For parents and families\nHow to support a Porter student, what privacy law changes, and the moments to expect a hard phone call.\nThe relationship changes at enrollment\nOnce your student is enrolled, the education record is legally theirs, not yours. University staff can explain policy, hear a concern, and connect a student to help, but they generally cannot share grades, account details, or conduct information with a parent without the student's written authorization. This surprises families every year; it is federal law, not Porter being difficult.\nWhat you can still do\nYou can set up authorized access — your student names you in MyPorter for billing or specific records. You can pay a bill, ask general questions, and in a genuine emergency the university will act and communicate. And you can do the most useful thing, which is coaching your student to contact offices directly and early.\nThe rhythm of the first year\nExpect a dip around the sixth week (the novelty wears off, the first hard grades land), stress at midterms and finals, a wobble before the first long break, and homesickness that comes and goes. A hard phone call in October is normal and usually not a crisis. Listen, ask what they have tried, and point them at a resource rather than trying to fix it from home.\nMoney conversations\nBe clear with your student about what you are covering and what they are, well before the bill is due. The aid refund is not spending money if any of it is loans. A financial-wellness coach will meet with a student for free; encourage it. If the family situation changes, a professional-judgment review by Financial Aid can sometimes adjust an offer.\nStaying informed the right way\nThe Porter Family newsletter carries the academic calendar, housing and billing deadlines, and \"conversations worth having\" prompts. Family Weekend and the orientation family track are built for this. Follow the university's official channels for real information; a parents' social-media group is for solidarity, not facts.\nWhen to actually worry\nA sustained change — withdrawing from friends, not going to class for weeks, talk of not wanting to be here, a sharp drop in functioning — is different from a bad week. If you are worried, you can submit a care referral and a professional will check on your student. For immediate danger, call 911 and then Campus Safety at (715) 555–0191.\nAt a glance\nAt enrollment\nThe record becomes the student's — staff can't share it without authorization\nMost useful\nCoach your student to contact offices directly and early\nExpect\nA week-six dip and a hard October call — usually not a crisis\nReal worry\nA sustained change → submit a care referral; danger → 911 + Campus Safety\nWho to contact\nParent & Family Programs\nFounders Union 210\nPhone\n(715) 555–0134\nEmail\nfamilies@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nParents & families\nParent & family programs\nFERPA\nOrientation family track\nParents weekend\nFull contact directory" }, { "url": "the-polytechnic-difference.html", "title": "What \"polytechnic\" means at Porter", "description": "The word is on the seal for a reason — here is what it changes about how you actually learn.", "headings": [ "What \"polytechnic\" means at Porter", "On this page", "Learn it by doing it", "Every program ends in real work", "Faculty who did the job", "Industry in the room", "General education with a job to do", "Facilities that match the field", "The trade-offs, honestly" ], "content": "About What \"polytechnic\" means at Porter\nThe word is on the seal for a reason — here is what it changes about how you actually learn.\nLearn it by doing it\nA polytechnic education front-loads practice. You are in a lab, a studio, a shop, or a clinical placement early and often, not in the third year after two years of theory. The theory is still there — you cannot design a bridge or a study without it — but it arrives alongside the doing, when you have a concrete reason to want it.\nEvery program ends in real work\nEach major requires an applied experience before you graduate: a co-op or internship, a clinical or practicum, a client-sponsored capstone, or a combination. It is a requirement, not a resume-building suggestion, and it is why Porter can talk about career outcomes with specifics.\nFaculty who did the job\nPorter hires faculty who practiced in the field — engineers who shipped products, nurses who worked floors, designers with portfolios, teachers who taught K-12. Class examples come from real projects, and the professional norms of the field get taught alongside the content.\nIndustry in the room\nEvery program has an industry advisory board of regional employers that reviews the curriculum, and companies sponsor course projects and capstones with real problems and real constraints. You graduate having already worked to a client brief and a deadline that was not set by a syllabus.\nGeneral education with a job to do\nThe writing, quantitative, and communication requirements are framed around what a professional actually does — write a report a stakeholder will act on, defend a recommendation with data, present to a room. It is the same rigor as a liberal-arts core, pointed at application.\nFacilities that match the field\nThe investment goes into the spaces where the work happens: the fabrication and machine shops, the simulation hospital, the packaging line, the color-managed design studios, the network and security labs, the greenhouse and the observatory. You train on equipment close to what you will use after graduation.\nThe trade-offs, honestly\nA polytechnic is not the right fit for everyone. If you want to spend your first two years exploring broadly before committing, or you are aiming at a research doctorate in a purely theoretical field, a different kind of institution may serve you better. What Porter does well is turn out graduates who can do the work on day one.\nAt a glance\nCore idea\nPractice front-loaded; theory arrives with a reason to want it\nRequired of every major\nAn applied experience before you graduate\nIn the curriculum\nIndustry advisory boards + client-sponsored projects\nNot ideal if\nYou want two years to explore, or a theory-only research path\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAbout UW–Porter Falls\nAcademics\nCareer outcomes\nCo-ops & internships\nIndustry advisory boards\nFull contact directory" }, { "url": "the-porter-card.html", "title": "The Porter Card: everything it does", "description": "Your ID is also your key, your meal plan, your library card, and a debit account. Here is the full list.", "headings": [ "The Porter Card: everything it does", "On this page", "It is your identity on campus", "Building and door access", "Dining", "The Porter Card debit account", "Library and printing", "Mobile credential" ], "content": "Campus life The Porter Card: everything it does\nYour ID is also your key, your meal plan, your library card, and a debit account. Here is the full list.\nIt is your identity on campus\nThe Porter Card is your official university ID — carry it. You show it for exams, at the health center, to check out equipment, to vote in student elections, and any time an office needs to verify who you are. A lost card is deactivated and replaced at the campus card office for a fee; report it fast so no one else uses the balances on it.\nBuilding and door access\nThe card opens the doors you are authorized for: your residence hall 24 hours, academic buildings during open hours, labs and shops you have been checked off for, the Forge Recreation Center, and reserved spaces. Access is tied to your enrollment and your trainings — finish a shop safety course and the card starts opening that shop.\nDining\nIf you have a meal plan, the card carries your weekly Dining Credits for the residential halls and your Campus Cash balance, which works like a debit account at every dining location, café, market, and vending machine on campus. Balances and transaction history are in MyPorter.\nThe Porter Card debit account\nBeyond dining, you can add your own money to a Porter Card account and spend it at the campus store, print and copy stations, laundry, some vending, and a handful of off-campus partners near campus. It is a convenience, not a bank account — no overdraft, and you withdraw a leftover balance when you graduate.\nLibrary and printing\nThe card is your library card for the Halvorsen Library and interlibrary loan, and it is how you release print jobs at the campus printers and pay for copies and poster printing.\nMobile credential\nMost of the door-access and payment functions are also available as a mobile credential on your phone through the MyPorter app, so you are not locked out if the physical card is in your other coat. Set it up early; adding it after a lockout at 11 p.m. is harder.\nAt a glance\nIt is\nID + building key + meal plan + library card + a debit account\nAccess\nTied to enrollment and your completed trainings\nTwo balances\nDining Credits (halls) + Campus Cash (everywhere on campus)\nLost it\nReport fast — deactivate and replace at the card office\nWho to contact\nPorter Card Office\nFounders Union 112\nPhone\n(715) 555–0126\nEmail\nportercard@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCampus card\nPorter Card account\nMobile credential (phone)\nDining Dollars explained\nPrinting & copy center\nFull contact directory" }, { "url": "the-senior-show-and-showcase.html", "title": "The senior show and project showcase", "description": "Most Porter programs end in a public presentation of your work. What it is, and how to be ready for it.", "headings": [ "The senior show and project showcase", "On this page", "A public finish", "It is also a hiring event", "Build for three minutes and for thirty seconds", "Practice the talk", "The artifacts you keep", "If it goes sideways", "Dates and logistics" ], "content": "Academics The senior show and project showcase\nMost Porter programs end in a public presentation of your work. What it is, and how to be ready for it.\nA public finish\nNearly every Porter major ends with your work shown in public — a capstone showcase where teams present to sponsors and employers, a design senior show in a gallery, an engineering project demo day, a research symposium poster, a portfolio review, a recital or exhibition. The degree is not just a transcript; it is something you stood next to and explained.\nIt is also a hiring event\nEmployers walk these events deliberately. A strong showcase piece and a confident three-minute explanation have started more job conversations than a lot of career fairs. Treat the people looking at your work as an audience that might hire you, because some of them are.\nBuild for three minutes and for thirty seconds\nMost visitors give you thirty seconds of attention, a few give you three minutes, and one or two want the deep version. Have all three ready: a one-line hook, a short walk-through of the problem and what you did, and the detailed version for someone who asks. The poster or display should make sense with no one standing there.\nPractice the talk\nBook a presentation-practice room and run your pitch out loud several times, ideally in front of someone outside your field who will tell you where they got lost. The difference between a mumbled and a crisp explanation of the same project is large and entirely fixable with rehearsal.\nThe artifacts you keep\nAfter the show, you have things that outlast it: the project itself for a portfolio, photos and a short video of the demo, the poster as a PDF, a written project summary, and — if you ask — a few contacts from people who stopped by. Collect these deliberately; they are what you show at the next interview.\nIf it goes sideways\nDemos fail, prints come out wrong, a teammate is sick. Have a backup — a recorded demo, printed screenshots, a second copy of the poster. Judges and employers have seen live failures; how you handle one calmly is itself a signal.\nDates and logistics\nShowcase dates are near the end of each semester and are set well in advance — put yours in your calendar at the start of the term and work backward. Registration, display requirements, and setup times come from your program; read that email carefully.\nAt a glance\nNearly every major\nEnds in a public show, demo, exhibition, or symposium\nAlso\nA hiring event — employers walk it on purpose\nPrepare\n30-second, 3-minute, and deep versions — practiced out loud\nKeep\nPortfolio piece, photos/video, poster PDF, contacts\nWho to contact\nCollege of Engineering & Technology\nJarvis Technology Center 210\nPhone\n(715) 555–0180\nEmail\nengineering@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nThe senior capstone project\nSenior capstone overview\nResearch symposium\nPresentation practice room\nCampus art galleries\nFull contact directory" }, { "url": "the-student-conduct-process.html", "title": "The student conduct process", "description": "What happens if you are referred for a conduct concern — your rights, the meeting, the outcomes, and appeals.", "headings": [ "The student conduct process", "On this page", "What it covers", "Notice and your rights", "The meeting", "Outcomes", "If you disagree", "Support through it" ], "content": "About The student conduct process\nWhat happens if you are referred for a conduct concern — your rights, the meeting, the outcomes, and appeals.\nWhat it covers\nThe student conduct process addresses alleged violations of the student code — academic integrity in some programs, but also disruption, alcohol and drug policy, property damage, dishonesty, threats, and endangering others. It is an educational and accountability process run by the Dean of Students office, separate from the criminal legal system and from a grade appeal.\nNotice and your rights\nIf you are referred, you get written notice of the specific alleged violation and an invitation to a meeting. You have the right to know the allegation, to review the information, to respond and present your side, to have a support person present, and to not have silence treated as an admission. Retaliation against anyone for participating is itself prohibited.\nThe meeting\nMost cases are resolved in a conversation with a conduct officer: they explain the allegation and the information, you respond, and — if a violation is found more likely than not — you agree on an outcome. Come having read the notice, gather anything relevant (messages, a timeline, names), and be straightforward. The Student Ombuds can explain the process neutrally beforehand.\nOutcomes\nOutcomes are meant to be proportionate and educational: a warning, an educational assignment or reflection, restitution, a behavioral agreement, loss of a privilege, housing relocation, probation, and — for serious or repeated violations — suspension or, rarely, expulsion. A record is kept; most non-serious outcomes are not disclosed on a transcript.\nIf you disagree\nCases you cannot resolve by agreement, or that carry a suspension-level outcome, go to a hearing before a panel. There is a formal appeal on limited grounds — a procedural error that affected the outcome, new information that was not reasonably available, or a grossly disproportionate sanction — with a short deadline.\nSupport through it\nA conduct process is stressful even when the stakes are low. The Student Ombuds is neutral and confidential; the counseling center is there for the stress; and if the underlying issue is substance use or a mental-health crisis, the process can connect you to help rather than only sanction. Keep your own records throughout.\nAt a glance\nRun by\nDean of Students — separate from grades and from the legal system\nYour rights\nWritten notice, review the information, respond, a support person, no penalty for silence\nMost cases\nResolved by agreement with a conduct officer\nAppeal\nLimited grounds (procedure, new info, disproportionate sanction), short deadline\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nConduct policies\nStudent handbook\nStudent Ombuds\nAcademic integrity in practice\nYour rights and responsibilities as a student\nFull contact directory" }, { "url": "the-summer-before-college.html", "title": "The summer before college", "description": "For admitted students — the checklist that matters, what actually helps you arrive ready, and what to skip.", "headings": [ "The summer before college", "On this page", "Do the required steps early", "Sort out the money", "Pack light and practical", "Read the common book", "What actually helps you arrive ready", "Manage the feelings" ], "content": "Admissions The summer before college\nFor admitted students — the checklist that matters, what actually helps you arrive ready, and what to skip.\nDo the required steps early\nActivate your Porter account and email and check the email regularly — it becomes the official channel. Complete placement (math, and writing or language where required), send final transcripts and immunization records, register for orientation, and complete the housing steps if you are living on campus. Doing these in June instead of August makes the first week far calmer.\nSort out the money\nFile or confirm the FAFSA, review your financial aid offer with net price in mind (charges minus grants and scholarships), accept what you need, set up a payment plan if that helps, and know the tuition due date. If the numbers do not work, contact Financial Aid now — options shrink as deadlines pass.\nPack light and practical\nYou need less than the shopping lists suggest. Bedding for the bed size in your hall, a shower caddy and flip-flops, a surge protector, a fan, layers for a Wesconsin winter (a real coat and boots), a small toolkit, and basic supplies. Skip candles, halogen lamps, most space heaters, and anything on the prohibited list. You can buy what you forgot after you arrive.\nRead the common book\nIncoming students read the same book over the summer; it threads through orientation and the first-year seminar. Actually reading it means you can participate in those conversations instead of nodding along, and the author often visits in the fall.\nWhat actually helps you arrive ready\nA summer job (any job — it builds work habits and earns money), keeping some academic muscle warm if you are anxious about a subject, and getting your sleep schedule closer to a normal one before move-in. You do not need to pre-study your fall courses or arrive with a four-year plan — that is what advising and orientation are for.\nManage the feelings\nExcitement and dread in the same week are normal, as is second-guessing the choice. Talking to a current student (admissions can connect you), going to any summer send-off events, and remembering that everyone arriving in the fall is in the same boat all help. The transition is a process, not a switch you flip on move-in day.\nAt a glance\nDo early\nActivate the account + email, finish placement, send transcripts/immunizations, register for orientation\nMoney\nConfirm the FAFSA, review the offer on net price, accept what you need, know the due date\nPack\nLess than the lists say; a real winter coat and boots; skip candles/halogen lamps/most space heaters\nSkip\nPre-studying fall courses and arriving with a four-year plan — that's what advising is for\nWho to contact\nNew Student & Family Programs\nFounders Union 210\nPhone\n(715) 555–0135\nEmail\norientation@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAdmitted students\nNew student checklist\nOrientation: what actually happens\nWhat to bring\nThe first-year seminar and common reading\nFull contact directory" }, { "url": "the-teacher-licensure-pipeline.html", "title": "The teacher licensure pipeline", "description": "From an education major to a licensed teacher — the field experiences, the tests, and the timeline.", "headings": [ "The teacher licensure pipeline", "On this page", "It is a sequence, not a set of courses", "Admission to the program", "Field experiences build up", "The tests", "Cost and logistics of student teaching", "License and first job" ], "content": "Academics The teacher licensure pipeline\nFrom an education major to a licensed teacher — the field experiences, the tests, and the timeline.\nIt is a sequence, not a set of courses\nThe education programs — elementary, secondary, special education, technology and engineering education, art education — are structured as a multi-year progression: foundational coursework, early field experiences observing and assisting in real classrooms, methods courses paired with practica, and a full-time student-teaching semester near the end. Each stage has prerequisites and its own admission gate.\nAdmission to the program\nYou are admitted to the university and then formally admitted to teacher education after completing foundation courses at a required GPA, passing a basic-skills requirement, and clearing a background check and often a disposition review. Plan for this gate — a low grade in a foundation course or a missed test can delay the whole sequence by a year.\nField experiences build up\nEarly experiences are a few hours a week in a classroom. Methods practica are more. Student teaching is a full-time, full-semester placement where you gradually take over a cooperating teacher's classroom under a university supervisor. Placements are arranged by the program with partner districts; you do not pick your own, though the program considers your situation.\nThe tests\nLicensure requires passing content-area exams (a Praxis subject test or the state equivalent) and, in many programs, a performance assessment during student teaching where you submit video, lesson plans, and reflection scored against teaching standards. Register for these on the program's timeline; a failed attempt near graduation is a serious problem.\nCost and logistics of student teaching\nThe student-teaching semester is full-time and unpaid, in a district that may not be walking distance — plan for transportation, a light or no work schedule, and the professional wardrobe. Some students use a dependent-care or emergency grant to bridge it. It is the most demanding semester of the degree and also the one that gets you hired.\nLicense and first job\nOn completing the program, passing the tests, and the dean's certification, you are eligible for an initial state license. The program's licensure adviser handles the paperwork and can advise on reciprocity if you plan to teach in another state. Districts recruit student teachers directly, and the education job fair is in the spring.\nAt a glance\nStructure\nA multi-year sequence with its own admission gate after foundation courses\nField work\nA few hours/week → practica → a full-time student-teaching semester\nTests\nPraxis (or state) content exams + a performance assessment in student teaching\nStudent teaching\nFull-time, unpaid, a placement you do not choose — plan money and transportation\nWho to contact\nCollege of Education\nFounders Union 260\nPhone\n(715) 555–0183\nEmail\neducation@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCollege of Education\nDean's certification for licensure\nClinical placements and the health programs\nField placement authorization\nGraduate teaching certificate\nFull contact directory" }, { "url": "the-teaching-and-learning-center.html", "title": "Why teaching is good here: the Teaching and Learning Center", "description": "Porter invests in how faculty teach. Here is the center behind that, and what it means for your classes.", "headings": [ "Why teaching is good here: the Teaching and Learning Center", "On this page", "A center for teaching", "Why a polytechnic needs it", "What it changes in your classes", "Student voice in teaching", "If a course is poorly taught", "For students who want to teach" ], "content": "Academics Why teaching is good here: the Teaching and Learning Center\nPorter invests in how faculty teach. Here is the center behind that, and what it means for your classes.\nA center for teaching\nThe Nakatani Teaching and Learning Center works with faculty on course design, assessment, active learning, inclusive teaching, and using the technology in Porter's classrooms well. New faculty go through a teaching orientation; experienced faculty join faculty learning communities and get course-redesign grants. It is a real budget line, not a poster.\nWhy a polytechnic needs it\nPorter hires faculty for field expertise — engineers, nurses, designers, teachers — and being excellent at the work does not automatically make someone excellent at teaching it. The center is how the university closes that gap deliberately, so a course taught by a brilliant practitioner is also a well-designed course.\nWhat it changes in your classes\nThe center's work shows up as clearer syllabi and rubrics, more hands-on and problem-based class time instead of pure lecture, assessment that tests what the course claims to teach, and faculty who have thought about accessibility and about students who learn differently. Course-redesign grants often target the specific high-enrollment courses students find hardest.\nStudent voice in teaching\nEnd-of-term course evaluations feed back to instructors and, in aggregate, to the center and departments. Mid-semester feedback — some instructors run a short anonymous check-in around week 6 — is the more useful channel because it can change the course you are actually in. Take both seriously; specific comments move things, \"it was fine\" does not.\nIf a course is poorly taught\nA genuinely disorganized or unfair course is worth raising — first with the instructor if you can, then the program coordinator or department chair. The center supports faculty who want to improve; the department addresses persistent problems. Document specifics with dates.\nFor students who want to teach\nThe center runs programming for graduate teaching assistants and for undergraduates who tutor, lead supplemental instruction, or mentor. The graduate teaching certificate is built on it. If teaching is a career direction, this is where to get trained in it.\nAt a glance\nWhat\nA funded center for faculty course design and teaching skill\nWhy here\nField experts are hired for expertise; teaching craft is built deliberately\nYou see it as\nClearer rubrics, more hands-on class time, better-aligned assessment\nYour lever\nMid-semester feedback + end-of-term evaluations — be specific\nWho to contact\nNakatani Teaching & Learning Center\nHalvorsen Library, Level 3\nPhone\n(715) 555–0166\nEmail\nteaching@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nFaculty development\nFaculty learning communities\nCourse redesign grants\nGraduate teaching certificate\nClassroom technology support\nFull contact directory" }, { "url": "the-technical-screen-and-take-home.html", "title": "The technical screen and the take-home", "description": "The pre-interview assessment steps in technical hiring — the coding screen, the take-home project, the case — and how to do well on each.", "headings": [ "The technical screen and the take-home", "On this page", "Where these fit", "The timed online test", "The take-home project", "The live problem / case", "Prepare like it is the interview, because it is", "After" ], "content": "Career services The technical screen and the take-home\nThe pre-interview assessment steps in technical hiring — the coding screen, the take-home project, the case — and how to do well on each.\nWhere these fit\nFor many technical and analytical roles, after the résumé and before the full interview there is a screening step: a timed online coding or skills test, a take-home project you complete on your own time, or a live problem with an interviewer. It exists to filter to people who can actually do the work. Passing it is often the hardest single gate.\nThe timed online test\nUsually 30–90 minutes of problems (coding, quantitative, or scenario-based) in a proctored environment. Practice under the same conditions beforehand — timed, no help — on the platform or public problem sets. Read every problem fully before starting, do the easy ones first to bank points, and get something working before optimizing. Career Services can point you to practice resources.\nThe take-home project\nA defined task — build a small feature, analyze a dataset, design a solution — done over a few days. Scope it to the stated time (they can tell when you spent 20 hours on a 4-hour task, and it is not a plus). Do the core well, document your assumptions and what you would improve with more time, and make it easy to run or read. Ask clarifying questions if the brief is ambiguous.\nThe live problem / case\nYou work a problem out loud with an interviewer. Narrate your thinking, state your assumptions, ask clarifying questions before diving in, and check in as you go. Being stuck is fine — how you get unstuck (break it down, try a simpler version, ask a targeted question) is exactly what they are watching. A silent struggle reads worse than a talkative one.\nPrepare like it is the interview, because it is\nThese steps have the highest attrition, so weight your prep here. Do practice problems in the actual format, do a mock with Career Services or a peer, and for take-homes, do one practice run on an old prompt so the real one is not your first. Refresh the fundamentals the role screens for.\nAfter\nFor a take-home, a short note when you submit (\"here's my approach, here's what I'd do with more time\") frames it well. If you are rejected at this stage, it is reasonable to ask once for feedback — occasionally you get one useful sentence.\nAt a glance\nWhere\nAfter the résumé, before the full interview — often the hardest gate\nTimed test\nPractice under identical conditions; easy problems first; working before optimal\nTake-home\nScope to the stated time; core done well + documented assumptions + easy to run\nLive problem\nNarrate, state assumptions, ask first; getting unstuck out loud is the point\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nPreparing for interviews\nThe onsite or final-round interview\nMock interview program\nThe job application that gets read\nBuilding a portfolio in a non-design major\nFull contact directory" }, { "url": "the-thank-you-note.html", "title": "The thank-you note", "description": "After an interview, an informational meeting, or a favor — what to send, when, and why it matters more than it seems.", "headings": [ "The thank-you note", "On this page", "Why it is worth the five minutes", "After an interview", "After an informational interview", "After a reference or a letter", "Tone and format", "What not to do" ], "content": "Career services The thank-you note\nAfter an interview, an informational meeting, or a favor — what to send, when, and why it matters more than it seems.\nWhy it is worth the five minutes\nA prompt, specific thank-you is a small signal that consistently helps: it shows follow-through, it keeps you top of mind while a decision is being made, and it gives you one more chance to reinforce your fit or add a point you missed. Not sending one is rarely disqualifying by itself, but in a close call it is a nudge in the wrong direction.\nAfter an interview\nSend it within a day — email is standard and fast enough. To each person you spent real time with, or to the recruiter to pass along. Reference something specific from the conversation (\"I enjoyed hearing about the packaging line project\"), reaffirm your interest and one reason you are a fit, and briefly address anything you wish you had answered better. Keep it to a short paragraph or two.\nAfter an informational interview\nSame day, warm and specific: thank them for the time, mention one thing they said that was useful, and — if they suggested a next step or another person to talk to — say you will follow up on it. This is what turns a one-time conversation into a lasting connection.\nAfter a reference or a letter\nTell the person how the search turned out and thank them specifically. They invested real time and will likely be asked again; keeping them updated on your path is how a one-time favor becomes a long-term advocate.\nTone and format\nGenuine and specific beats formal and generic. First person, plain language, no clichés. A handwritten note is a nice touch for certain fields and situations but is slower — for most interviews, a same-day email is the right call precisely because it is timely.\nWhat not to do\nDo not send a mass-identical note to five interviewers who will compare them. Do not use it to renegotiate or add pressure. Do not send three follow-ups if you hear nothing — one thank-you, then one polite check-in after the stated timeline, is the limit.\nAt a glance\nWhy\nShows follow-through, keeps you top of mind, one more chance to reinforce fit\nAfter an interview\nWithin a day, to each person, referencing something specific + your interest\nAfter an informational meeting\nSame day; name one useful thing they said; follow up on any suggestion\nDon't\nSend identical notes to people who compare them; use it to add pressure\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nPreparing for interviews\nThe onsite or final-round interview\nNetworking when you hate networking\nYour professional references\nUsing the alumni network\nFull contact directory" }, { "url": "the-transfer-students-first-semester.html", "title": "Your first semester as a transfer student", "description": "Landing well when you arrive mid-stream — credits, connections, and not redoing your first year.", "headings": [ "Your first semester as a transfer student", "On this page", "Verify your credits in week one", "Meet an adviser who works with transfers", "You are not starting over socially — but you do have to start", "Learn the local systems", "Watch the residency rule and time to degree", "Use transfer-specific support" ], "content": "Admissions Your first semester as a transfer student\nLanding well when you arrive mid-stream — credits, connections, and not redoing your first year.\nVerify your credits in week one\nRun your degree audit as soon as the credit evaluation posts and read every block. If a course you took is sitting as a generic elective when it matches a specific Porter course, file a course-equivalency appeal with the syllabus now — before it changes what you should be registering for next term.\nMeet an adviser who works with transfers\nTransfer advising is its own skill: which credits apply, how the residency rule interacts with your remaining terms, whether an associate degree cleared your general education. Book with an adviser who does this regularly rather than reverse-engineering it from the catalog.\nYou are not starting over socially — but you do have to start\nEveryone else has had a year or two to form groups, and no one is going to knock on your door. Transfer student meetups, a transfer living community, a club, an intramural team, or a campus job are the fastest ways in. The students who struggle are the ones who assume it will just happen.\nLearn the local systems\nMyPorter, the Porter Card, the Loop shuttle, how registration waves work here, where tutoring and the writing center are, how this campus does advising holds. It is a week of small friction, then it is automatic. The new-student checklist applies to you too.\nWatch the residency rule and time to degree\nPorter requires a minimum share of your final credits — and often a minimum in the major — earned here. Map your remaining terms against that rule with your adviser so you are not surprised at the graduation check. A reverse-transfer agreement can also send Porter credits back to finish an associate degree you were close to.\nUse transfer-specific support\nThere is transfer orientation, transfer-friendly course planning, a transfer student meetup series, and often transfer scholarships. These exist because arriving mid-stream is a distinct experience, not a lesser one — treat them as yours.\nAt a glance\nWeek one\nRun the audit; appeal any misplaced course with a syllabus\nAdviser\nOne who works with transfers regularly\nSocially\nYou do have to start — meetups, a club, a campus job\nWatch\nResidency rule vs. your remaining terms\nWho to contact\nTransfer Admissions\nFounders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTransfer student orientation\nTransfer student meetups\nTransferring credit in smoothly\nTransfer-friendly course planning\nResidency requirement explained\nFull contact directory" }, { "url": "theatre-production-devised-piece.html", "title": "Shift Change: Porter Falls in Its Own Words", "description": "A new ensemble piece built from oral histories that students are collecting around Porter Falls this fall. Workshop in March, premiere in the Black Box May 5–9.", "headings": [ "Shift Change: Porter Falls in Its Own Words", "On this page", "What this is", "How it is being made", "Dates and tickets", "Running time and content advisory", "The company, and how to share a story" ], "content": "Arts & performances Shift Change: Porter Falls in Its Own Words\nA new ensemble piece built from oral histories that students are collecting around Porter Falls this fall. Workshop in March, premiere in the Black Box May 5–9.\nWhat this is\nShift Change is the program’s first devised production, a play with no playwright at the start. An ensemble of eleven students is spending the fall semester interviewing people who live and work in Porter Falls. In the spring they will build a script from those interviews, collectively, in rehearsal. The title comes from the town’s long run as a place of shifts: the old paper mill, the cannery on the Millrace, the hospital in Lake City, the Ironclad Fieldhouse concession stand.\nThe ensemble does not yet know exactly what the piece will be about. That is the point. Interviews so far include a retired switchman who worked the depot before it became the Welcome Center, the owner of the Main Street diner, three generations of a family that moved to Porter County from Laos, a dairy farmer, a nurse who has worked nights for 31 years, and a woman who remembers the spring the Porter River came over the Depot District sandbags.\nHow it is being made\nSeptember–November 2026: listening. Students trained in oral-history interviewing by staff from Halvorsen Library and Porter Falls Public Library record 60 to 80 interviews. Everyone interviewed signs a release and chooses whether to be named.\nDecember–February: shaping. The ensemble transcribes, sorts and improvises from the interviews. Their words are kept verbatim wherever possible.\nWednesday, March 3, 2027: open workshop. A free 45-minute showing of material in progress in the Black Box, with a feedback session. Interviewees get first seats.\nMarch–May: rehearsal toward the May premiere.\nWith each interviewee’s consent, recordings and transcripts go to the university archives (see museum & collections ) and the public library’s local history room. The ensemble is clear that the archive will outlast the play.\nDates and tickets\nWed, May 5 — Time: 7:30 p.m.; Notes: Opening; interviewees and their families invited\nThu, May 6 — Time: 7:30 p.m.; Notes:\nFri, May 7 — Time: 7:30 p.m.; Notes:\nSat, May 8 — Time: 2:00 and 7:30 p.m.; Notes: Matinee ASL-interpreted\nSun, May 9 — Time: 2:00 p.m.; Notes: Relaxed performance; closing\nThe Black Box , Applied Arts Building Room 118, about 100 seats in the round. Every performance is open-captioned , because some of the people whose words are on stage are hard of hearing. Tickets are pay what you can, $5–$15 (suggested $10), and free for Porter students. Every interviewee gets two free tickets. Reserve through the box office .\nRunning time and content advisory\nRunning time: expected to be 80–90 minutes with no intermission. The final running time and a full content advisory will be posted by April 15, 2027 , once the script is settled. The stories gathered so far include loss of work, a flood, illness and death, alongside a great deal of humor about winter. Real local places are named. Expect occasional strong language, quoted as spoken. Recommended for ages 12 and up for now.\nThe company, and how to share a story\nDirector: Isaac Haddad , professor of acting and directing and the theatre program’s artistic director\nDramaturg: Sofia Escobar , theatre history\nDesign: Peter Trombley (sound and scenic), with student designers\nEnsemble: eleven students from nine majors, among them nursing, mechanical engineering, apparel design, history education and cybersecurity. All were chosen in September. Two more performer spots open in January (see auditions ).\nHave a Porter Falls story? Interviews continue through November 20, 2026 . Email the department or leave your name at the Porter Falls Public Library circulation desk. Interviews take about an hour at the library, the Welcome Center or your kitchen table, whichever you prefer. The work is part of the university’s community engagement , and the March workshop is open to all. The project was announced with the 2026–27 season .\nAt a glance\nDates\nMay 5–9, 2027; open workshop Mar 3\nVenue\nThe Black Box, Applied Arts 118, in the round\nTickets\nPay what you can, $5–$15; Porter students free\nRunning time\nExpected 80–90 min, no intermission\nAdvisory\nFinal advisory posted April 15; ages 12+ for now\nShare a story\nInterviews through Nov 20, 2026\nWho to contact\nDepartment of Music & Theatre\nApplied Arts Building 300\nPhone\n(715) 555–0189\nEmail\nperformingarts@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.\nRelated resources\nBox office\nArts season 2026–27\nWinter drama\nSpring musical\nPorter Falls Public Library\nCommunity engagement" }, { "url": "theatre-production-fall-play.html", "title": "The Supper Club", "description": "Fall play, 2026: Wesconsin playwright Joanna Fjelstad’s comedy-drama about the last Friday night at a family supper club. Thorsen Theatre, October 15–25.", "headings": [ "The Supper Club", "On this page", "The play", "Dates and tickets", "Running time and content advisory", "The company", "Around the production" ], "content": "Arts & performances The Supper Club\nFall play, 2026: Wesconsin playwright Joanna Fjelstad’s comedy-drama about the last Friday night at a family supper club. Thorsen Theatre, October 15–25.\nThe play\nIt is the last Friday night at the Lindahl Supper Club, a lakeside institution in a northern Wesconsin resort town, and nobody has told the regulars. Over one dinner service, which means 140 plates of fried walleye, a relish tray, and old fashioneds made the way they have been made since 1958, three generations of the Lindahl family argue about whether to sell to the developer across the lake, who is also a regular and is also, unfortunately, at table six.\nThe Supper Club is by Joanna Fjelstad , a Wesconsin playwright whose plays about small-town institutions have been staged around the state. Porter’s production is the play’s first university staging. It is funny for most of its length and then, in the last twenty minutes, it isn’t. Brekke joins the opening-weekend audience for a talkback after the Friday, October 16 performance.\nDates and tickets\nThu, Oct 15 — Time: 7:30 p.m.; Notes: Opening night\nFri, Oct 16 — Time: 7:30 p.m.; Notes: Talkback with the playwright\nSat, Oct 17 — Time: 7:30 p.m.; Notes:\nSun, Oct 18 — Time: 2:00 p.m.; Notes: Open-captioned\nThu, Oct 22 — Time: 7:30 p.m.; Notes: Audio-described\nFri, Oct 23 — Time: 7:30 p.m.; Notes: Family Weekend\nSat, Oct 24 — Time: 7:30 p.m.; Notes: Family Weekend; ASL-interpreted\nSun, Oct 25 — Time: 2:00 p.m.; Notes: Relaxed performance\nThorsen Theatre , Applied Arts Building, 312 seats. Tickets are $12 adult and $5 for seniors 65+, youth and other colleges’ students. Porter students get in free with a Porter Card if they reserve ahead. Buy at the box office . Family Weekend performances (see Family Weekend ) usually sell out by mid-October.\nRunning time and content advisory\nRunning time: about 2 hours 10 minutes, including one 15-minute intermission. Late seating at the first scene break.\nContent advisory: strong language throughout; on-stage drinking (prop beverages, real cherries); a non-graphic, sustained conversation about a parent’s dementia; a brief offstage kitchen fire suggested with sound and theatrical haze. Recommended for ages 13 and up. Scene-by-scene notes are available at the box office for anyone who wants to know exactly what to expect.\nThe company\nDirector: Colin Ferris , professor of acting and directing\nScenic design: Hannah Antonelli . The set is a working supper club bar, built in the Applied Arts wood shop by the Stagecraft class, with a lake view painted on muslin.\nCostume design: Bruno Brenner\nLighting design: Amara Bergström , with a student assistant from Stage Lighting\nStage manager: a senior in the theatre minor , majoring in supply chain management, who says the two jobs are the same job\nCast: nine students. Four are theatre majors or minors, and the others study nursing, mechanical engineering, hospitality, apparel design and early childhood education.\nThe production crew of 22 includes eleven first-year students.\nAround the production\nThe lobby display, built with the Furlong Gallery staff, collects matchbooks, menus and swizzle sticks lent by supper clubs in Porter County and by alumni. Several of the lenders are coming to the October 17 performance, and the cast has been warned. A lobby fish fry was proposed and declined: Facilities was clear about open frying in a theatre lobby. Instead, the student hospitality club sells relish trays and brandy-free old-fashioned sodas at intermission, with proceeds going to the theatre’s student travel fund.\nStudents in THEA 1000 Introduction to Theatre attend the October 22 performance as a class and stay for a short conversation with the designers about how a 312-seat proscenium stage was made to feel like a low-ceilinged dining room. Anyone with a ticket that night is welcome to stay. The season continues in February with What the Coulee Keeps .\nAt a glance\nDates\nOct 15–18 and 22–25, 2026\nVenue\nThorsen Theatre, Applied Arts Building\nTickets\n$15 / $10; Porter students free\nRunning time\nAbout 2 hr 10 min with intermission\nAdvisory\nStrong language, on-stage drinking, dementia; ages 13+\nDirector\nColin Ferris\nWho to contact\nArts Box Office\nApplied Arts Building 104 (east lobby)\nPhone\n(715) 555–0226\nEmail\nboxoffice@uwporterfalls.edu\nHours\nMon–Fri, noon–5 p.m. during the fall and spring terms\nRelated resources\nBox office\nArts season 2026–27\nWinter drama\nSpring musical\nTheatre auditions\nTheatre minor" }, { "url": "theatre-production-spring-musical.html", "title": "The Millrace Follies of 1911", "description": "Spring musical, 2027: an original musical comedy about the week Porter Falls waited for its first train. Heritage Auditorium, April 15–24.", "headings": [ "The Millrace Follies of 1911", "On this page", "The show", "Dates and tickets", "Running time and content advisory", "The company", "Auditions and getting involved" ], "content": "Arts & performances The Millrace Follies of 1911\nSpring musical, 2027: an original musical comedy about the week Porter Falls waited for its first train. Heritage Auditorium, April 15–24.\nThe show\nJune 1911. The new brick depot is finished, the brass band has been rehearsing for a month, the mayor has written a speech of unreasonable length, and the first passenger train is due in Porter Falls on Saturday. Then the spring flood takes out the trestle at Cedar Bluff. Over one week, a stationmaster who has never seen a train arrive, a lumber heiress who would like very much to leave on one, a Porter Manual Training School student who thinks he can rebuild the trestle with his class, and a town band that can play exactly two songs try to get the train to town before the newspaper in the rival town hears about it.\nThe Millrace Follies of 1911 is an original musical. Book and lyrics are by Dana Marchetti ’09 , a Porter alumna and high school drama teacher, and music is by Peter Trombley , assistant professor of theory and composition. It had a staged reading in spring 2025 and this is its first full production . The score uses ragtime, marches, a barbershop quartet and one very sincere ballad sung to a steam whistle. The depot in the show is the one that now holds the Welcome Center .\nDates and tickets\nThu, Apr 15 — Time: 7:30 p.m.; Notes: Opening night\nFri, Apr 16 — Time: 7:30 p.m.; Notes: ASL-interpreted\nSat, Apr 17 — Time: 7:30 p.m.; Notes:\nSun, Apr 18 — Time: 2:00 p.m.; Notes: Open-captioned\nWed, Apr 21 — Time: 10:00 a.m.; Notes: School matinee; relaxed performance\nThu, Apr 22 — Time: 7:30 p.m.; Notes:\nFri, Apr 23 — Time: 7:30 p.m.; Notes:\nSat, Apr 24 — Time: 2:00 and 7:30 p.m.; Notes: Matinee audio-described; closing\nHeritage Auditorium , Applied Arts Building, 900 seats. Tickets are $15 adult, $5 for seniors 65+, youth and other colleges’ students, and free for Porter students with a Porter Card. K–12 groups pay $5 a student for the school matinee. Everything goes through the box office . Student seats open April 1.\nRunning time and content advisory\nRunning time: about 2 hours 20 minutes, including one 15-minute intermission.\nContent advisory: period slapstick, including a pie, a ladder and a collapsing bandstand; mild innuendo of the 1911 sort; a loud steam-whistle effect at the end of Act One; a storm sequence with rapid lightning effects that are close to strobe; theatrical haze. No strong language. Suitable for ages 8 and up. The relaxed school matinee keeps the whistle softer and the house lights partly up.\nThe company\nDirector: Simon Persson , professor of acting and directing\nMusic director: Malik Bwalya , associate professor of vocal and choral music\nChoreographer: Leah Moen, lecturer in dance (see dance courses )\nScenic design: Hannah Antonelli . The set includes a full-scale depot platform and a locomotive front that moves 14 feet downstage on a track built by an engineering capstone team.\nCostumes: Bruno Brenner and the Costume Construction class: 61 period costumes, 40 of them built new.\nOrchestra: 14 players, filled first from the Wind Symphony and the Jazz Orchestra\nCast: 12 principals and an ensemble of up to 20, from auditions November 30–December 2, 2026\nAuditions and getting involved\nAuditions are open to every student, and so are the crew, orchestra and design assistant positions. Prepare 32 bars of a song in a musical-theatre or folk style (bring sheet music for the accompanist) and expect a short movement call. Dance experience is helpful but not required, and the choreographer has promised the bandstand number will be teachable. Callbacks are Friday, December 4 , rehearsals start January 26, 2027 , and they run Monday–Thursday 6:30–10 p.m. and Sunday 1–5 p.m. Full instructions are on auditions . Production work can count for credit through the theatre practicum. See the full season for what else is on that spring.\nAt a glance\nDates\nApr 15–18 and 21–24, 2027\nVenue\nHeritage Auditorium (900 seats)\nTickets\n$15 / $5 seniors and youth; Porter students free\nRunning time\nAbout 2 hr 20 min with intermission\nAdvisory\nSlapstick, loud whistle, lightning effects, haze; ages 8+\nAuditions\nNov 30–Dec 2, 2026; callbacks Dec 4\nWho to contact\nArts Box Office\nApplied Arts Building 104 (east lobby)\nPhone\n(715) 555–0226\nEmail\nboxoffice@uwporterfalls.edu\nHours\nMon–Fri, noon–5 p.m. during the fall and spring terms\nRelated resources\nBox office\nAuditions\nArts season 2026–27\nFall play\nUniversity history\nWelcome Center" }, { "url": "theatre-production-winter-drama.html", "title": "What the Coulee Keeps", "description": "Winter drama, 2027: one February week on a dairy farm in a Driftless-region town, as a family decides whether to keep milking. The Black Box, February 11–20.", "headings": [ "What the Coulee Keeps", "On this page", "The play", "Dates and tickets", "Running time and content advisory", "The company", "Why this play, here" ], "content": "Arts & performances What the Coulee Keeps\nWinter drama, 2027: one February week on a dairy farm in a Driftless-region town, as a family decides whether to keep milking. The Black Box, February 11–20.\nThe play\nThe Ostroms have milked 120 cows in Hollow Springs, a farm town folded into the coulees of the Driftless region, for four generations. In one February week the milk check shrinks again, the barn cleaner breaks at 4 a.m., and a large operation from two counties over makes an offer for the land and the herd. Arne Ostrom wants to sign. His daughter Kate, home from school with an agronomy degree and a spreadsheet, wants to try one more year. Her grandmother wants everyone to stop shouting in the milkhouse.\nWhat the Coulee Keeps is by Ruth Ekdahl , a playwright who grew up on a farm in the region, and it is the program’s contemporary drama for the season. It is quiet, specific and occasionally very funny about the economics of milk. Faculty at the University Farm consulted on the staging, which is why the calf-feeding scene is correct.\nDates and tickets\nThu, Feb 11 — Time: 7:30 p.m.; Notes: Opening\nFri, Feb 12 — Time: 7:30 p.m.; Notes: Post-show conversation with University Farm staff\nSat, Feb 13 — Time: 7:30 p.m.; Notes:\nSun, Feb 14 — Time: 2:00 p.m.; Notes: Open-captioned\nThu, Feb 18 — Time: 7:30 p.m.; Notes: Relaxed performance\nFri, Feb 19 — Time: 7:30 p.m.; Notes: Audio-described\nSat, Feb 20 — Time: 7:30 p.m.; Notes: ASL-interpreted; closing\nThe Black Box , Applied Arts Building Room 118, set up in an alley configuration with the audience on two sides of the farmhouse kitchen. Each performance seats 96. Tickets are $12 adult and $5 for seniors 65+, youth and other colleges’ students, and free for Porter students who reserve. Seven performances at 96 seats each means this one sells out, so reserve at the box office when student seats open on January 28.\nRunning time and content advisory\nRunning time: about 1 hour 40 minutes with no intermission. No late seating , because the only entrance crosses the playing area.\nContent advisory: strong language; a sustained discussion of suicide in the context of farm stress (it is discussed, never depicted); grief and the death of an animal (offstage); an unloaded rifle is handled in one scene and no shot is fired; a scented haze suggesting a barn, which is milder than a real barn. Recommended for ages 14 and up.\nThe program lists support resources, including the campus counseling services and crisis lines. A counselor is in the lobby after every performance, and the cast and crew have had the same support training offered to residence staff.\nThe company\nDirector: Ingrid Weaver , professor of acting and directing\nScenic and lighting design: Gustav Cho , with student designers from Scene Design\nCostumes: Sofia Escobar , with barn coats and chore boots, most of them donated and some still faintly authentic\nSound: a student designer recording milking parlors at the University Farm at hours she describes as “unreasonable”\nCast: six, chosen at auditions on November 9–10 (see auditions ). Two of the roles are written for actors over 60, and the production is casting one from the community.\nWhy this play, here\nPorter County still has more dairy herds than stoplights, and a good share of Porter students grew up on or next to a farm. The play went into the season after a student reading last spring, when the talkback ran longer than the play. Students in agriculture-related programs can get a free ticket through their advisers for the February 12 performance, which is followed by a conversation with University Farm staff. In May, Shift Change moves into the Black Box with stories from the town itself.\nAt a glance\nDates\nFeb 11–14 and 18–20, 2027\nVenue\nThe Black Box, Applied Arts 118 (96 seats)\nTickets\n$15 / $10; Porter students free\nRunning time\nAbout 1 hr 40 min, no intermission, no late seating\nAdvisory\nStrong language, discussion of suicide, unloaded firearm; ages 14+\nDirector\nIngrid Weaver\nWho to contact\nArts Box Office\nApplied Arts Building 104 (east lobby)\nPhone\n(715) 555–0226\nEmail\nboxoffice@uwporterfalls.edu\nHours\nMon–Fri, noon–5 p.m. during the fall and spring terms\nRelated resources\nBox office\nArts season 2026–27\nFall play\nDevised piece\nCounseling services\nUniversity Farm" }, { "url": "thesis-formatting.html", "title": "Thesis & dissertation formatting", "description": "Formatting standards, templates and the submission checklist for graduate final projects.", "headings": [ "Thesis & dissertation formatting", "On this page", "Why formatting review exists", "What is actually checked", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Graduate school Thesis & dissertation formatting\nFormatting standards, templates and the submission checklist for graduate final projects.\nWhy formatting review exists\nA required formatting check before the final defense catches margin, pagination and front-matter problems while there is still time to fix them, rather than at the literal last minute after the committee has already signed off.\nWhat is actually checked\nMargins, required front matter (title page, abstract, committee signature page), consistent heading levels and figure/table numbering, and that the final PDF embeds fonts correctly for archiving. Content and argument are the committee's job, not the formatting reviewer's.\nIn and around Porter Falls\nPorter's eight graduate programs are small and applied — most students are working in the Valley while they study — and the Graduate School office in Millwright Hall keeps the handbooks and funding notices in one place.\nThe practical details\nTemplate: Provided by the Graduate School, both Word and LaTeX. Formatting review: Required before the final defense date. Submission: Electronic, through MyPorter. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Graduate School (Millwright Hall, Room 320). Call (715) 555–0225 or email gradschool@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nTemplate\nProvided by the Graduate School, both Word and LaTeX\nFormatting review\nRequired before the final defense date\nSubmission\nElectronic, through MyPorter\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate assistantships\nGraduate visit days\nGraduate Teaching Certificate\nGraduate Student Association\nFull contact directory" }, { "url": "thesis-or-non-thesis.html", "title": "Thesis or non-thesis: choosing a master's track", "description": "Two ways to finish a master's — a research thesis or a coursework-plus-project path. How to pick.", "headings": [ "Thesis or non-thesis: choosing a master's track", "On this page", "The difference", "Choose thesis if", "Choose non-thesis if", "Timing and funding", "You can sometimes switch", "Get advice from people in both" ], "content": "Academics Thesis or non-thesis: choosing a master's track\nTwo ways to finish a master's — a research thesis or a coursework-plus-project path. How to pick.\nThe difference\nA thesis track culminates in an original research project written up as a formal thesis, defended before a committee. A non-thesis track substitutes additional coursework plus a capstone, a comprehensive exam, or an applied project. Both earn the same degree; the transcript notes which you completed.\nChoose thesis if\nYou are aiming at a doctorate or a research-heavy career, you want a substantial independent project to point to, you have a research question you are genuinely interested in, and you can find a faculty advisor whose work aligns. A thesis is a long, sometimes lonely commitment — it rewards students who want to do research, not students who think they should.\nChoose non-thesis if\nYour goal is professional practice, advancement, or a career change, and depth of coursework plus an applied project serves you better than a research contribution. The non-thesis path is usually more predictable in timing and fits part-time study around a job more cleanly.\nTiming and funding\nA thesis can add a semester or more, especially if data collection slips or the committee wants revisions. Research assistantships are usually tied to thesis work; a non-thesis student is more likely to fund through employer assistance or a teaching or administrative assistantship. Factor both time and money into the choice.\nYou can sometimes switch\nMany programs let you start in one track and move to the other, usually before you have gone too far — from thesis to non-thesis if the research is not coming together, less often the other way. Talk to your advisor early if you are reconsidering; a stalled thesis is a common and fixable situation.\nGet advice from people in both\nTalk to recent graduates of your program who did each, and ask your program director what the split is and where graduates of each track end up. The right answer is about your goals, not about which is \"more rigorous\" — they are rigorous in different directions.\nAt a glance\nThesis\nOriginal research + a defended thesis — for doctoral/research paths\nNon-thesis\nExtra coursework + a capstone/exam/project — for professional practice\nTiming\nA thesis can add a term; non-thesis is more predictable\nSwitching\nOften possible early — talk to your advisor if you are reconsidering\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nThesis vs. non-thesis track\nThesis formatting\nComprehensive exams overview\nDissertation boot camp\nThree Minute Thesis\nFull contact directory" }, { "url": "thesis-vs-non-thesis-track.html", "title": "Thesis vs. non-thesis track", "description": "The choice most Porter master's programs offer, and how it maps to what you want next.", "headings": [ "Thesis vs. non-thesis track", "On this page", "Which one", "Practicalities", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Graduate school Thesis vs. non-thesis track\nThe choice most Porter master's programs offer, and how it maps to what you want next.\nWhich one\nChoose thesis if you might pursue a doctorate or a research role — it's the evidence you can run a project end to end, and you'll want a faculty advisor whose work overlaps yours. Choose non-thesis if you're headed straight into practice; the extra applied coursework and a capstone tied to a real workplace problem is often more useful.\nPracticalities\nThe thesis track usually takes longer and depends on your committee's availability for a defense. The non-thesis capstone or comprehensive exam is more predictable to schedule. Both satisfy the degree; employers rarely distinguish them. Decide with your advisor by the end of the first year.\nIn and around Porter Falls\nPorter's eight graduate programs are small and applied — most students are working in the Valley while they study — and the Graduate School office in Millwright Hall keeps the handbooks and funding notices in one place.\nThe practical details\nThesis: An original research project and a written, defended thesis; fewer coursework credits. Non-thesis: More coursework plus a capstone project, portfolio, or comprehensive exam. Switching: Possible early on; hard once a thesis committee and topic are set. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Graduate School (Millwright Hall, Room 320). Call (715) 555–0225 or email gradschool@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nThesis\nAn original research project and a written, defended thesis; fewer coursework credits\nNon-thesis\nMore coursework plus a capstone project, portfolio, or comprehensive exam\nSwitching\nPossible early on; hard once a thesis committee and topic are set\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate assistantships\nThesis & dissertation formatting\nGraduate visit days\nGraduate Teaching Certificate\nFull contact directory" }, { "url": "three-minute-thesis.html", "title": "Three Minute Thesis", "description": "An annual competition where graduate students explain their entire research project in three minutes, to a non-specialist audience, with one slide.", "headings": [ "Three Minute Thesis", "On this page", "The point of it", "How to enter", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Graduate school Three Minute Thesis\nAn annual competition where graduate students explain their entire research project in three minutes, to a non-specialist audience, with one slide.\nThe point of it\nForcing a dissertation into three jargon-free minutes is the single best preparation for a job talk, a grant elevator pitch, or explaining your work to a relative. Judges score for clarity and engagement, not technical depth.\nHow to enter\nOpen to any graduate student past the proposal stage; the Graduate School runs a coaching session on structure and delivery before the heats, and past finalists usually help.\nIn and around Porter Falls\nPorter's eight graduate programs are small and applied — most students are working in the Valley while they study — and the Graduate School office in Millwright Hall keeps the handbooks and funding notices in one place.\nThe practical details\nWhen: Heats in February, final in March. Rules: One static slide, no props, three minutes, a general audience. Prizes: Cash awards and a spot at the regional competition. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Graduate School (Millwright Hall, Room 320). Call (715) 555–0225 or email gradschool@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nHeats in February, final in March\nRules\nOne static slide, no props, three minutes, a general audience\nPrizes\nCash awards and a spot at the regional competition\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate assistantships\nThesis & dissertation formatting\nGraduate visit days\nGraduate Teaching Certificate\nFull contact directory" }, { "url": "time-management-coaching.html", "title": "Time management coaching", "description": "Building a weekly schedule that actually fits your classes, work, commute, and life — with someone to check in.", "headings": [ "Time management coaching", "On this page", "The core move", "Keeping it going", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Time management coaching\nBuilding a weekly schedule that actually fits your classes, work, commute, and life — with someone to check in.\nThe core move\nMost students overestimate free time and underestimate how long work takes. A coach walks you through a real audit of last week, then helps you build a template with study time scheduled like a class — specific, protected, and matched to when you actually focus.\nKeeping it going\nA plan fails in week three when something slips. The check-ins exist for exactly that: you bring what fell apart, and the coach helps you rebuild instead of abandoning the whole system. Free, confidential, any student.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nSession one: Map every fixed commitment, then place study blocks around them realistically. Follow-ups: Adjust what isn't working; most students need two or three rounds. Tools: A paper or digital planner template, and a simple time-audit exercise. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSession one\nMap every fixed commitment, then place study blocks around them realistically\nFollow-ups\nAdjust what isn't working; most students need two or three rounds\nTools\nA paper or digital planner template, and a simple time-audit exercise\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "time-management-that-works.html", "title": "Time management that actually works", "description": "Systems instead of slogans — planning the week, protecting the work, and recovering when it slips.", "headings": [ "Time management that actually works", "On this page", "The syllabus dump", "Plan the week, not the day", "Protect deep work", "Right-size the task", "Build in slack and rest", "When it slips" ], "content": "Student success Time management that actually works\nSystems instead of slogans — planning the week, protecting the work, and recovering when it slips.\nThe syllabus dump\nIn week one, put every due date from every syllabus into one calendar. Then walk backward from the big ones and add your own start dates — \"begin the paper\" a week before it is due is a calendar event, not a hope. This one hour prevents most end-of-term pileups.\nPlan the week, not the day\nOn Sunday, block the week: classes, work, commitments, and specific study sessions tied to specific tasks (\"Tuesday 2–4: problem set 3,\" not \"study\"). A week view shows the crunch coming; a day-by-day approach discovers it on Thursday night.\nProtect deep work\nHard cognitive work needs unbroken blocks. Find your best two hours of the day and defend them — phone in another room, one tab, a real start and stop. Two protected hours beat six distracted ones, and everyone underestimates how much the phone costs.\nRight-size the task\nA vague task (\"work on project\") stalls; a concrete next action (\"outline section 2\") starts. When you are avoiding something, the task is usually too big — cut the next step down until it is obviously doable, do that, and momentum follows.\nBuild in slack and rest\nA schedule with no empty space breaks on contact with a bad week. Leave gaps. Sleep and one genuine day off are not rewards for finishing — they are what keep the other six days productive. Students who never stop produce worse work by November.\nWhen it slips\nIt will. Do not try to claw back everything at once — that is how one bad week becomes a bad month. Triage: what is worth the most points, what is due first, what is in your major. Tell an instructor before a deadline if you will be late. A coach at the Student Success Center can rebuild the plan with you.\nAt a glance\nHour one\nEvery syllabus due date + your own start dates, one calendar\nPlan\nThe week on Sunday — study blocks tied to specific tasks\nProtect\nYour best two hours: phone away, one tab\nStalled?\nThe task is too big — shrink the next action\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTime-management coaching\nLearning strategies workshops\nAcademic coaching\nYour first semester, week by week\nManaging a heavy course load\nFull contact directory" }, { "url": "time-to-degree-extension.html", "title": "Time-to-degree extensions", "description": "The limit on how long you have to finish a graduate degree, and how to get more time.", "headings": [ "Time-to-degree extensions", "On this page", "When the clock is a problem", "What review looks at", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Graduate school Time-to-degree extensions\nThe limit on how long you have to finish a graduate degree, and how to get more time.\nWhen the clock is a problem\nLife happens — illness, funding gaps, a job, a change of advisor. If you're approaching the limit, don't go silent: file the extension petition before it lapses, with a realistic term-by-term plan to finish and your committee's backing.\nWhat review looks at\nProgress made, the credibility of the plan, and whether the remaining work is scoped. Repeated extensions get harder to obtain. An approved extension usually comes with checkpoints; missing them can put you in the program-dismissal process, so treat the new timeline as firm.\nIn and around Porter Falls\nPorter's eight graduate programs are small and applied — most students are working in the Valley while they study — and the Graduate School office in Millwright Hall keeps the handbooks and funding notices in one place.\nThe practical details\nThe limit: Master's programs commonly allow about 5 years and doctoral programs about 7 from first enrollment; the handbook states yours. Extension: A petition with an advisor-endorsed completion plan and timeline; granted for a defined additional period, not open-ended. Stale credit: Very old coursework may need to be revalidated or retaken if it's outside the currency window. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Graduate School (Millwright Hall, Room 320). Call (715) 555–0225 or email gradschool@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nThe limit\nMaster's programs commonly allow about 5 years and doctoral programs about 7 from first enrollment; the handbook states yours\nExtension\nA petition with an advisor-endorsed completion plan and timeline; granted for a defined additional period, not open-ended\nStale credit\nVery old coursework may need to be revalidated or retaken if it's outside the currency window\nWho to contact\nGraduate School\nHalvorsen Library, Level 3\nPhone\n(715) 555–0225\nEmail\ngradschool@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduate assistantships\nThesis & dissertation formatting\nGraduate visit days\nGraduate Teaching Certificate\nFull contact directory" }, { "url": "timely-warnings-and-crime-log.html", "title": "Timely warnings & the daily crime log", "description": "The difference between a Clery timely warning, an emergency notification, and the public crime log, and how to read each.", "headings": [ "Timely warnings & the daily crime log", "On this page", "Timely warnings", "How that differs from Porter Alert", "The daily crime log", "Reading either one responsibly" ], "content": "Campus services Timely warnings & the daily crime log\nThree different notices get confused for one another — here is what each one is actually for.\nTimely warnings\nFederal law (the Clery Act) requires a timely warning any time a reported crime is considered an ongoing threat to the campus community — not every crime, and not always immediately, but as soon as the information needed to write a useful, non-identifying warning is available. A timely warning describes the incident in general terms, the area involved, and safety guidance; it deliberately omits identifying details about the people involved. Past timely warnings are archived and available on request from Campus Safety.\nHow that differs from Porter Alert\nPorter Alert is the university's own emergency notification system — text, email, and desktop notification for anything requiring immediate protective action, including but not limited to a Clery-triggering crime. A timely warning is a compliance-driven, after-the-fact notice about an ongoing threat and can arrive by email or as a posted notice rather than an urgent alert. In practice, the same event often produces both: a Porter Alert if you need to act right now, and a timely warning with more written detail once the immediate situation is resolved.\nThe daily crime log\nSeparately from both of the above, the Clery Act also requires a public daily crime log listing every crime reported to Campus Safety within the last 60 days, including the nature, date, time, general location, and disposition of each case — whether or not it triggered a timely warning. The most recent 60 days are available for public inspection in person during business hours; anything older is available within a couple of business days on request. The log is not the same as the Annual Security & Fire Safety Report , which is a yearly statistical summary rather than a running list of individual incidents.\nReading either one responsibly\nA quiet log or a term with no timely warnings does not mean nothing happened — it means nothing met the specific legal trigger for a warning, or nothing was reported. Conversely, a cluster of similar warnings in one area is exactly the kind of pattern the system is designed to surface, and is worth taking as practical guidance (a different route at night, traveling with a friend) rather than alarm. See campus police for how to make a report in the first place.\nAt a glance\nTimely warning\nRequired when a reported crime is an ongoing threat; general details only, archived on request\nPorter Alert\nThe university's own emergency system — broader trigger, immediate delivery\nDaily crime log\nPublic, rolling 60-day list of every report; inspect in person or request older entries\nAnnual report\nA yearly statistical summary — see the Annual Security & Fire Safety Report\nRelated resources\nCampus safety\nCampus police\nAnnual Security & Fire Safety Report\nEmergency information\nReporting a concern\nContact directory" }, { "url": "title-ix.html", "title": "Title IX & sexual misconduct resources", "description": "Support, reporting options, and fair processes for sex discrimination, sexual harassment, sexual assault, dating and domestic violence, and stalking.", "headings": [ "Title IX & sexual misconduct resources", "On this page", "You have options, and you choose", "Confidential help", "Making a report", "The process, if you choose it", "Privacy" ], "content": "Policies & reporting Title IX & sexual misconduct resources\nSupport, reporting options, and fair processes for sex discrimination, sexual harassment, sexual assault, dating and domestic violence, and stalking.\nYou have options, and you choose\nIf you have experienced sexual assault, harassment, relationship violence, or stalking, you decide what happens next. You can get support and supportive measures — changes to your class schedule, housing, campus job, or a no-contact directive — without filing a formal complaint or naming anyone. You can talk things through confidentially before deciding anything. Nothing here obligates you to a process you do not want.\nConfidential help\nConfidential advocates and the counseling center can hear what happened, explain every option, and help you get medical care and preserve evidence — without triggering a university investigation. This is different from reporting to the Title IX Coordinator or most staff, who are required to pass a report along. If you are not sure what you want, start with a confidential advocate. Off-campus and available 24/7: the RAINN National Sexual Assault Hotline (call 1-800-656-4673 or chat online) and the National Domestic Violence Hotline ( 1-800-799-7233 ).\nMaking a report\nReports can be made to the Title IX Coordinator online, by phone, or in person, by you or by someone acting on your behalf. The coordinator will reach out, explain supportive measures and the formal and informal resolution options, and honor your wishes about whether to investigate except in rare cases involving a serious ongoing threat. Immediate danger should always go to 911 first. You can also report to university police for a criminal process, pursue the university process, both, or neither.\nThe process, if you choose it\nA formal complaint leads to an equitable process: written notice of the allegations, an equal chance for both parties to present information and identify witnesses, an advisor of your choice, a decision by a trained, impartial decision-maker under a stated standard of evidence, and the right to appeal. Timelines are published. Retaliation against anyone who reports or participates is itself a violation and is taken seriously.\nPrivacy\nInformation is shared only with the people who need it to provide support or run a process. Your name is not published. Accommodations can be arranged so that the other party does not know who requested a schedule or housing change unless a formal process makes it unavoidable.\nAt a glance\nYour choice\nGet support and supportive measures without filing a complaint or naming anyone\nConfidential first\nConfidential advocates and counseling can explain options without triggering an investigation\n24/7 off campus\nRAINN 1-800-656-4673 (call or online chat) · DV Hotline 1-800-799-7233 · 911 for danger\nProtected\nRetaliation for reporting or participating is prohibited\nRelated resources\nStudent conduct & policies\nBias reporting & response\nNondiscrimination & equal opportunity\nAcademic integrity\nStudent records privacy\nContact directory\nCampus climate survey" }, { "url": "town-gown-council.html", "title": "Town–Gown Council", "description": "The joint City of Porter Falls and UW–Porter Falls council, where rental inspections, the Porter Loop budget and fireworks end times get sorted out before they turn into letters to the editor.", "headings": [ "Town–Gown Council", "On this page", "What the council does", "Members, 2026–27", "Meeting schedule", "Recent and upcoming agenda items", "Bringing an issue" ], "content": "Community Town–Gown Council\nThe joint City of Porter Falls and UW–Porter Falls council, where rental inspections, the Porter Loop budget and fireworks end times get sorted out before they turn into letters to the editor.\nWhat the council does\nThe Town–Gown Council was set up in 2004 by a joint resolution of the Porter Falls Common Council and the chancellor, after a rough spring of party complaints. It has no budget of its own and cannot pass ordinances. It is the place where the city and the university talk things through before either one acts. In practice, most of the shared-service agreements between the two start here as a recommendation. That includes the Porter Loop contract, Riverfront Trail plowing and the joint rental-housing guide.\nMeetings are public and include a 15-minute comment period. Anyone may speak for up to three minutes; sign up at the door.\nMembers, 2026–27\nCo-chair (city) — Member: Mayor Ruth Ellingboe\nCo-chair (university) — Member: Chancellor Elaine Vandehey\nCommon Council, District 2 (Cedar Bluff) — Member: Alderperson Gary Brekke\nCommon Council, District 4 (Founders Triangle) — Member: Alderperson Lisa Marquardt\nCity administration — Member: Tom Haugland, city administrator\nPorter Falls Police Department — Member: Chief Dana Hulsing\nUW–Porter Falls Campus Safety — Member: Mark Tollefson, director\nStudent affairs — Member: Anders Skogen, dean of students\nStudent Government — Member: Jonah Wiersma, president, and one off-campus student senator\nCedar Bluff Neighborhood Association — Member: Ingrid Moe\nFounders Triangle Neighborhood Association — Member: Paul Rasch\nDepot District Business Association — Member: Mae Lundquist\nPorter County Transit — Member: Sonia Albrecht, transit manager (non-voting)\nThe university’s Office of Outreach & Engagement staffs the council, keeps the minutes and posts them within ten days of each meeting.\nMeeting schedule\nThe council meets on the third Wednesday of September, November, February and April at 4:30 p.m. The location alternates.\nWed., Sept. 16, 2026 (held) — Location: Founders Union, Room 204\nWed., Nov. 18, 2026 — Location: City Hall Council Chambers, Main Street\nWed., Feb. 17, 2027 — Location: Founders Union, Room 204\nWed., Apr. 21, 2027 — Location: City Hall Council Chambers, Main Street\nBoth rooms are accessible, and both meetings are streamed on the city’s public-access channel. Agendas are posted a week ahead.\nRecent and upcoming agenda items\nRental registration and inspection. The city’s proposed ordinance would register every rental unit and inspect each one on a three-year cycle, starting January 2027. On September 16, students asked for inspection reports to be public. Landlords asked for a longer phase-in. The council recommended public summaries and an 18-month phase-in, and the Common Council votes in October. Background for renters is in the off-campus housing guide .\nPorter Loop funding. The 2027 contract with Porter County Transit is $1.14 million. The university pays 62% and the city 38%, the same split as 2026. Still open: whether to run a Sunday pilot from noon to 6 p.m., with the extra $96,000 split the same way. A recommendation is due November 18. Routes are on Transportation & parking .\nMillrace Week noise. The Thursday Foundry pour and the fireworks over the quad are traditions, and so are the complaint calls. The 2026 plan moved the fireworks to end by 9:45 p.m., put a sound monitor on the Cedar Bluff side of the river and gave neighbors a direct line during the week. The post-week report is on the November agenda. See Traditions for why there is a foundry pour at all.\nMove-in traffic. Founders Drive will be one-way for move-in again in 2027, and the city will lend its message boards.\nEconomic impact. The institute presented the FY2026 economic impact report on September 16. The questions were sharp and polite.\nBringing an issue\nResidents can raise an issue during public comment or email the council staff by the Monday two weeks before a meeting to ask for an agenda item. Neighborhood concerns about a specific address go first to the Porter Falls Police non-emergency line or to the Dean of Students Office, not to the council. Students living off campus will find Moving off campus and the Cedar Bluff and Founders Triangle neighborhood pages useful.\nAt a glance\nFounded\n2004, by joint resolution\nMeets\nThird Wednesday of Sept., Nov., Feb., Apr., 4:30 p.m.\nNext meeting\nWed., Nov. 18, 2026, City Hall\nPublic comment\n15 minutes; 3 minutes per speaker\nWho to contact\nTown–Gown Council staff, Office of Outreach & Engagement\nMillwright Hall 120\nPhone\n(715) 555–0235\nEmail\ntowngown@uwporterfalls.edu\nRelated resources\nFor the community\nPorter Falls, Wesconsin\nParticipating in Porter Falls\nOffice of the Chancellor\nCampus safety" }, { "url": "trademark-and-logo-licensing.html", "title": "Trademark & Logo Licensing", "description": "How to get UW-Porter Falls' name, logo, or Ironclads marks licensed for use on merchandise or by a student organization.", "headings": [ "Trademark & Logo Licensing", "What is protected", "Recognized student organizations", "Commercial vendors", "Getting something approved" ], "content": "About\nTrademark & Logo Licensing\nThe Ironclads logo and the Porter name are trademarked — here is who can legitimately put them on a T-shirt.\nWhat is protected\nThe university name and seal, the \"UW–Porter Falls\" and \"Ironclads\" wordmarks, and the Ironclad mascot logo are all registered trademarks, licensed through the university’s trademark office rather than free for anyone to print. This applies to physical merchandise (shirts, mugs, stickers) sold or given away in any quantity, not to personal, non-commercial use like a hand-drawn poster for a dorm room.\nRecognized student organizations\nAn officially recognized student organization can use the marks on apparel and materials for its own promotion without paying a licensing fee, but still has to submit the design for a quick approval to confirm correct usage (right colors, no altered proportions on the mascot, no combination with an unrelated commercial logo). This keeps a club T-shirt from looking like an official university product it is not.\nCommercial vendors\nAn outside company producing Porter-branded merchandise for sale must be a licensed vendor, paying a royalty on sales back to the university (split between the athletics department and the general scholarship fund) and meeting basic labor-practice standards the licensing office verifies before approval.\nGetting something approved\nDesign approval requests go to trademark@uwporterfalls.edu with the design and intended use; most straightforward student-organization requests get a same-week answer.\nQuick facts\nProtected marks\nUniversity name, seal, wordmarks, Ironclad logo\nStudent org use\nFree, with design approval\nCommercial use\nRequires a licensing agreement and royalty\nRelated\nBrand & visual identity guidelines\nGive to Porter\nAthletics\nMedia relations" }, { "url": "trading-room-lab.html", "title": "The trading room lab", "description": "A room of market-data terminals and dual-screen workstations used by finance courses, the student-managed fund, and competition teams.", "headings": [ "The trading room lab", "On this page", "What's in it", "Who uses it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs The trading room lab\nA room of market-data terminals and dual-screen workstations used by finance courses, the student-managed fund, and competition teams.\nWhat's in it\nA bank of professional market-data terminals, dual-monitor workstations running the standard financial-modelling and analytics software, and a ticker display — the environment finance students are expected to be fluent in before an internship, practised on assignments instead of learned cold on day one.\nWho uses it\nScheduled finance and investments sections during class time; the student-managed fund team and the case-competition teams book it heavily around deadlines; open hours the rest of the time for anyone in a relevant course.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nLocation: Commerce Hall, Room 120. Access: Finance and economics course sections; open hours otherwise. Data: Professional market-data terminals plus the analytics tools the courses require. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nCommerce Hall, Room 120\nAccess\nFinance and economics course sections; open hours otherwise\nData\nProfessional market-data terminals plus the analytics tools the courses require\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "traditions.html", "title": "Traditions", "description": "First Forge, Millrace Week, the Ring of Iron and Foundry Friday: the recurring rituals that hold UW–Porter Falls together.", "headings": [ "Traditions", "First Forge", "Millrace Week", "The Ring of Iron", "Foundry Friday", "The fight over the fight song", "Ready to make your own?" ], "content": "About\nTraditions\nA parody university still needs its rituals. Here is what UW–Porter Falls students actually do every year.\nFirst Forge\nNew students spend part of orientation week in Founders Hall pouring a small pewter keepsake — a flat disc stamped with that year’s class number — under the supervision of engineering faculty and a few opinionated seniors. It is, technically, an introduction to sand-casting. It is treated, less technically, as the moment a person becomes a Porter student rather than an admitted one. Most students keep the disc; a smaller number lose it within a month and buy a replacement at the campus store, which everyone pretends not to notice.\nMillrace Week\nThe homecoming week each October is still called Millrace Week, a nod to the Porter Millwrights, the athletic teams’ name before a 1994 student vote renamed them the Ironclads . The week runs a full campus-and-downtown schedule: an alumni 5K along the Riverfront Trail, a Thursday-night Foundry pour open to the public in Founders Hall’s high bay, class reunions coordinated through the Foundation, and the football game itself on Saturday. Downtown businesses in the Depot District generally treat the week as their second-busiest of the year, after graduation weekend.\nMillrace Week buttons, collected across the decades.\nFireworks over the quad close out the week.\nHow the Millwrights became the Ironclads\nThe 1994 vote is still a favorite trivia question at Millrace Week trivia night. The old Millwrights identity — a nod to the campus’s manual-training roots — had run since the founding era; the Ironclads name and the modern \"P\" mark replaced it after that student referendum.\nA Millwrights-era game program.\nThe Millwrights football team.\nThe campus paper covers the 1994 vote.\nThen and now, in the athletics trophy case.\nThe Ring of Iron\nOn the Friday of Millrace Week, graduating seniors gather at dusk outside Founders Hall for the Ring of Iron — a short, unofficial ceremony where the graduating class forms a circle around the building’s original 1912 corner stone and each person places a hand on the person next to them for the length of one lap of the building, then goes home. Nobody has ever fully explained why it is done at dusk specifically, or why it started; the explanation offered most often by students is that it is easier to feel appropriately sentimental about your entire college experience when you cannot see everyone else’s face too clearly.\nFoundry Friday\nEvery Friday afternoon during the semester, the student makerspace café in Founders Union — known simply as the Foundry — opens its tools and 3D printers to any student with an idea and no particular plan, staffed by work-study students who have gotten unusually good at troubleshooting other people’s CAD files. It is less a tradition with rules than a standing appointment the campus keeps with itself, and it is where a surprising number of student organization projects actually got built.\nThe fight over the fight song\nUW–Porter Falls has had three fight songs since 1937 and, depending on which alumni newsletter you read, is either about to retire the current one or has just finished defending it for the third time. The Alumni Band still performs the 1961 version at Millrace Week out of what the athletics department describes, diplomatically, as “tradition” and the marching band describes, less diplomatically, as “not our decision.”\nQuick facts\nFirst Forge\nOrientation week, Founders Hall\nMillrace Week\nMid-October, campus & downtown\nRing of Iron\nFriday of Millrace Week, dusk, Founders Hall\nFoundry Friday\nWeekly, Founders Union, during the semester\nLearn more\nUniversity history\nIronclad Athletics\nPlan a campus event\nStudent organizations\nPorter Falls, WE\nReady to make your own?\nOrientation, First Forge and the involvement fair all happen in your first two weeks on campus.\nSee orientation" }, { "url": "transcript-ordering.html", "title": "Ordering a transcript", "description": "Official and unofficial transcripts, how they're sent, and what a hold does to the request.", "headings": [ "Ordering a transcript", "On this page", "Official versus unofficial", "Holds", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Ordering a transcript\nOfficial and unofficial transcripts, how they're sent, and what a hold does to the request.\nOfficial versus unofficial\nAn unofficial transcript is the one a student can view and print from MyPorter any time for their own use. An official transcript is sent by the Registrar directly to the receiving institution or employer, sealed or through a secure electronic network, and is the only version most graduate schools accept.\nHolds\nA hold from Student Financial Services or the Dean of Students Office stops an official transcript from going out — the request is held, not cancelled, and releases automatically once the underlying balance or case is resolved.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nOfficial: Ordered through MyPorter, sent electronically or on paper. Cost: Free electronic, small fee for paper or rush. Holds: A financial or conduct hold blocks an official transcript until it clears. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nOfficial\nOrdered through MyPorter, sent electronically or on paper\nCost\nFree electronic, small fee for paper or rush\nHolds\nA financial or conduct hold blocks an official transcript until it clears\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "transcript-requests.html", "title": "Transcript requests", "description": "How to order an official transcript, what it costs, and how long it takes.", "headings": [ "Transcript requests", "On this page", "Official versus unofficial", "Timing and holds", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Transcript requests\nHow to order an official transcript, what it costs, and how long it takes.\nOfficial versus unofficial\nAn unofficial transcript — fine for advising, scholarship pre-checks and your own records — is a free PDF in MyPorter. An official transcript carries the registrar's seal, goes directly to the recipient you name, and is what an employer, licensing board or graduate program will require. A copy you print yourself is never official, even if the data is identical.\nTiming and holds\nElectronic official transcripts usually send within a business day; paper copies are mailed twice a week. A financial hold stops a transcript from being released, so clear any balance well before a deadline. Transcripts from before the current student system are on microfilm and take about a week to pull.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nOfficial copy: Ordered through MyPorter; sent electronically or on paper. Cost: A small per-copy fee; waived for currently enrolled students once a term. Unofficial copy: Free anytime from the student record screen in MyPorter. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nOfficial copy\nOrdered through MyPorter; sent electronically or on paper\nCost\nA small per-copy fee; waived for currently enrolled students once a term\nUnofficial copy\nFree anytime from the student record screen in MyPorter\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "transfer-credit-evaluation.html", "title": "Transfer credit evaluation", "description": "How coursework from another institution is reviewed and applied to a Porter degree.", "headings": [ "Transfer credit evaluation", "On this page", "How the review runs", "Reading your evaluation", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Admissions Transfer credit evaluation\nHow coursework from another institution is reviewed and applied to a Porter degree.\nHow the review runs\nCredits from a regionally accredited institution come in first as direct equivalents where an agreement exists, then as departmental review for the rest — the department that teaches the Porter course compares a syllabus and decides whether it is an equivalent, a general elective, or not transferable. A grade below C usually does not transfer even when the course would.\nReading your evaluation\nThe transfer evaluation in MyPorter lists each incoming course, what it became at Porter, and how it applies to your program. A course that landed as 'elective credit' can sometimes be re-petitioned with more detail — assignments, a reading list — if you believe it matches a specific requirement. Do this early; it changes what you still need to take.\nIn and around Porter Falls\nMost families reach campus from the west on US 12 or by regional coach into the Depot District, and the Welcome Center at the Depot is where visits start.\nThe practical details\nAutomatic: Courses already in the statewide transfer agreement map on their own. Case-by-case: Everything else is reviewed by the receiving department against a syllabus. Limit: A set maximum of credits may transfer toward a bachelor's; the last portion must be earned at Porter. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Admissions (Welcome Center at the Depot). Call (715) 555–0143 or email admissions@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAutomatic\nCourses already in the statewide transfer agreement map on their own\nCase-by-case\nEverything else is reviewed by the receiving department against a syllabus\nLimit\nA set maximum of credits may transfer toward a bachelor's; the last portion must be earned at Porter\nWho to contact\nOffice of Admissions\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDual enrollment\nScholarship directory\nFamily Weekend\nTransfer student orientation\nFull contact directory" }, { "url": "transfer-credit-preview-tool.html", "title": "Transfer credit preview", "description": "Enter your courses and get an instant, keyword-matched preview of how they're likely to transfer, before you apply.", "headings": [ "Transfer credit preview", "On this page", "Using it well", "The official step", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Admissions Transfer credit preview\nA self-service tool that shows how courses from another school are likely to transfer before you apply.\nUsing it well\nRun your in-progress and completed courses through the tool to see which come in as direct equivalents, which as general elective credit, and which don't transfer. It's the fastest way to estimate how many terms you'd have left at Porter and whether a specific major is realistic.\nThe official step\nAfter admission, a transfer credit evaluator reviews your official transcript against the catalog, and your major advisor confirms how each credit applies to degree requirements. Bring syllabi for anything the tool flagged as unclear — that's often what turns elective credit into a requirement match.\nIn and around Porter Falls\nMost families reach campus from the west on US 12 or by regional coach into the Depot District, and the Welcome Center at the Depot is where visits start.\nThe practical details\nWhat it does: Enter your previous institution and courses; it returns the likely Porter equivalents and how they'd apply. Coverage: Best for Wesconsin and Minnesota public colleges and common community-college courses; less complete for out-of-state or unusual courses. Not binding: A final, official evaluation happens after you're admitted and your transcript is received. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Admissions (Welcome Center at the Depot). Call (715) 555–0143 or email admissions@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhat it does\nEnter your previous institution and courses; it returns the likely Porter equivalents and how they'd apply\nCoverage\nBest for Wesconsin and Minnesota public colleges and common community-college courses; less complete for out-of-state or unusual courses\nNot binding\nA final, official evaluation happens after you're admitted and your transcript is received\nWho to contact\nOffice of Admissions\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDual enrollment\nScholarship directory\nFamily Weekend\nTransfer student orientation\nFull contact directory" }, { "url": "transfer-credit.html", "title": "Transfer credit", "description": "Understand how previous college, military and exam credit applies to a Porter degree.", "headings": [ "Transfer credit", "On this page", "How the evaluation works", "Plan before you enroll — anywhere", "Credit for exams, military, and prior learning", "Limits and appeals" ], "content": "Admissions Transfer credit\nUnderstand how previous college, military and exam credit applies to a Porter degree.\nHow the evaluation works\nAfter you are admitted, send official transcripts from every college you have attended. The Registrar's transfer team evaluates each course and assigns one of three outcomes: a direct Porter equivalent (fills the same requirement a Porter course would), general elective credit (counts toward your total credits and sometimes toward a category, but not a specific course), or no credit. Courses from regionally accredited institutions with a grade of C-minus or better generally transfer; developmental and remedial courses, and grades of D or lower, generally do not.\nA statewide transfer agreement moves whole blocks of general education as a unit for students coming from Wesconsin two-year colleges, and a completed transfer-oriented associate degree can satisfy most or all of Porter's general-education core. Upper-division major courses often go to a department chair for a syllabus review before they count toward the major rather than as electives.\nPlan before you enroll — anywhere\nUse the online transfer-course guide to see how a specific course has been evaluated before, and meet with a Porter adviser early. If you are a current Porter student planning to take a course somewhere else (a summer course at a community college, for instance) and bring it back, get it pre-approved on a prior-approval form first — a pre-approved course is guaranteed to count as expected; one taken on spec might not, especially for the major.\nCredit for exams, military, and prior learning\nPorter awards credit for AP, IB Higher Level, CLEP, and Cambridge A-Level exams at published scores — have the official score report sent from the testing agency. Military training on a Joint Services Transcript is evaluated against recognized guidelines and can cover physical-education, elective, and some technical requirements. Select programs also grant credit for approved professional certifications and licenses, for a reviewed portfolio of workplace learning, or by a departmental challenge exam. Together these can shorten the degree substantially; start with the Registrar and, for adult learners, the adult-learner adviser.\nLimits and appeals\nNo matter how much transfers, Porter requires a minimum number of credits — and usually a minimum in the major — completed at Porter to award the degree (the residency requirement). Exam and prior-learning credit fill requirements but do not count toward residency. If a course was evaluated as elective credit and you believe it matches a specific requirement, you can appeal by submitting the syllabus and coursework to the relevant department — do this early, before you register for the course you are trying to place out of.\nAt a glance\nThree outcomes\nDirect equivalent, general elective credit, or no credit (developmental, or below C-minus)\nFrom a WE two-year college\nA transfer agreement moves gen-ed as a block; a transfer associate degree can clear the core\nTaking a course elsewhere?\nPre-approve it on a prior-approval form — otherwise it may not count toward the major\nResidency\nA minimum of Porter credits (and Porter credits in the major) is always required to graduate\nRelated resources\nInternational students\nAdmitted students\nNew student orientation\nContact directory" }, { "url": "transfer-friendly-course-planning.html", "title": "Planning transfer-friendly coursework", "description": "For students at another college who plan to transfer to Porter: which courses to take now so nothing is wasted.", "headings": [ "Planning transfer-friendly coursework", "On this page", "The principle", "Talk to Porter early", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Admissions Planning transfer-friendly coursework\nFor students at another college who plan to transfer to Porter: which courses to take now so nothing is wasted.\nThe principle\nCredits transfer best when they map to a specific Porter course. Finish your English composition, math, science, and social-science general-education requirements at your current school — they almost always come across — and hold off on narrow major courses until an advisor confirms how they'll count.\nTalk to Porter early\nTransfer admissions counselors will review your plan before you apply and tell you which courses to take and which to skip. Following an articulation agreement or a published transfer pathway for your major is the surest way to arrive with junior standing and no lost credits.\nIn and around Porter Falls\nMost families reach campus from the west on US 12 or by regional coach into the Depot District, and the Welcome Center at the Depot is where visits start.\nThe practical details\nUse: The transfer credit preview tool and the articulation agreements with Wesconsin and Minnesota colleges. Prioritize: General-education courses and clear pre-major requirements that transfer as direct equivalents. Be cautious with: Special-topics courses, one-off electives, and anything above the intro level in your intended major before you're admitted. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Admissions (Welcome Center at the Depot). Call (715) 555–0143 or email admissions@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nUse\nThe transfer credit preview tool and the articulation agreements with Wesconsin and Minnesota colleges\nPrioritize\nGeneral-education courses and clear pre-major requirements that transfer as direct equivalents\nBe cautious with\nSpecial-topics courses, one-off electives, and anything above the intro level in your intended major before you're admitted\nWho to contact\nOffice of Admissions\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDual enrollment\nScholarship directory\nFamily Weekend\nTransfer student orientation\nFull contact directory" }, { "url": "transfer-pathways-and-2-plus-2.html", "title": "Transfer pathways and 2+2 agreements", "description": "How a two-year degree becomes a Porter bachelor's with little or no lost credit.", "headings": [ "Transfer pathways and 2+2 agreements", "On this page", "What a 2+2 is", "Follow the plan while you are still there", "General education as a block", "After you transfer", "Reverse transfer", "The residency rule still applies", "Support for transfer students" ], "content": "Admissions Transfer pathways and 2+2 agreements\nHow a two-year degree becomes a Porter bachelor's with little or no lost credit.\nWhat a 2+2 is\nA 2+2 (or transfer articulation) agreement maps a specific associate degree at a specific college onto a specific Porter bachelor's program, course by course, so a student who completes the associate degree as advised enters Porter with roughly junior standing and a clear two-year path to the bachelor's. Porter maintains dozens of these with the state technical and community colleges.\nFollow the plan while you are still there\nThe savings only work if you take the right courses at the two-year school. Get the articulation plan for your intended Porter major early, meet a Porter transfer adviser before your last term, and choose electives that transfer as something rather than as generic credit. One wrong course choice can cost a semester later.\nGeneral education as a block\nA completed transfer-oriented associate degree often satisfies most or all of Porter's general education, transferring as a block rather than course by course. Career-technical associate degrees transfer more variably — ask specifically how yours is treated.\nAfter you transfer\nSend official transcripts from every institution. The credit evaluation posts to your degree audit; run it immediately and appeal any course placed as generic elective that should match a specific Porter course, with a syllabus. Do this before you register for your first term so it shapes your schedule.\nReverse transfer\nIf you transfer before finishing the associate degree, a reverse-transfer agreement can send your Porter credits back to the two-year college to complete it — so you earn the associate degree along the way to the bachelor's. Ask both registrars to set it up.\nThe residency rule still applies\nPorter requires a minimum share of your final credits — and often a minimum in the major — earned at Porter, regardless of how much transfers in. A well-built 2+2 already accounts for this; a patchwork transfer might not. Check with your adviser.\nSupport for transfer students\nTransfer orientation, transfer-friendly course planning, a transfer student meetup series, and transfer scholarships exist because arriving with two years done is a distinct experience. Start with an adviser who works with transfers regularly.\nAt a glance\n2+2\nA mapped associate → bachelor's path, ~junior standing on entry\nKey move\nGet the articulation plan before your last term elsewhere\nGen ed\nA transfer associate degree often clears it as a block\nReverse transfer\nSend Porter credits back to finish the associate degree\nWho to contact\nTransfer Admissions\nFounders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTransfer students\nTransferring credit in smoothly\nTransfer credit preview tool\nReverse transfer\nCross-registration consortium\nFull contact directory" }, { "url": "transfer-student-meetups.html", "title": "Transfer student meetups", "description": "Regular low-key gatherings for transfer students, who arrive mid-stream and often miss the first-year friend-making window.", "headings": [ "Transfer student meetups", "On this page", "Why they exist", "What else the org does", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Transfer student meetups\nRegular low-key gatherings for transfer students, who arrive mid-stream and often miss the first-year friend-making window.\nWhy they exist\nTransfer students land into a campus where friend groups already formed a year ago, frequently commute, and rarely live in the residence halls where a lot of the social connecting happens. A standing, no-pressure meetup is a place to know some faces.\nWhat else the org does\nA mentor match with a student who transferred in a year or two earlier, a private channel for “how does this actually work here” questions, and a voice on the committees that review transfer-credit and orientation policy.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nWhen: Weekly the first month, then monthly. Where: The commuter and transfer lounge, Founders Union. Run by: The transfer student organization, with a staff advisor. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nWeekly the first month, then monthly\nWhere\nThe commuter and transfer lounge, Founders Union\nRun by\nThe transfer student organization, with a staff advisor\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "transfer-student-orientation.html", "title": "Transfer student orientation", "description": "A separate, shorter orientation built around students who already know how college works.", "headings": [ "Transfer student orientation", "On this page", "Why it's separate from new-student orientation", "Building community anyway", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Admissions Transfer student orientation\nA separate, shorter orientation built around students who already know how college works.\nWhy it's separate from new-student orientation\nTransfer students already know how to be a college student; this session skips the general “how college works” content and focuses on Porter-specific logistics: reviewing the credit evaluation, building a degree map with a transfer advisor, and campus navigation.\nBuilding community anyway\nA transfer-specific welcome reception the same day connects new transfer students with each other and with the transfer student organization, since arriving mid-stream can otherwise feel isolating.\nIn and around Porter Falls\nMost families reach campus from the west on US 12 or by regional coach into the Depot District, and the Welcome Center at the Depot is where visits start.\nThe practical details\nLength: One day, versus the multi-day new-student version. Focus: Credit evaluation review, degree mapping, campus logistics. Timing: Sessions before each fall and spring term. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Admissions (Welcome Center at the Depot). Call (715) 555–0143 or email admissions@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLength\nOne day, versus the multi-day new-student version\nFocus\nCredit evaluation review, degree mapping, campus logistics\nTiming\nSessions before each fall and spring term\nWho to contact\nOffice of Admissions\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDual enrollment\nScholarship directory\nFamily Weekend\nNew student checklist\nFull contact directory" }, { "url": "transfer.html", "title": "Transfer students", "description": "Articulation agreements with every Wesconsin technical college, and a credit evaluation before you commit.", "headings": [ "Transfer students", "Credit transfer", "Articulation agreements", "Transfer credit evaluation", "Adult and returning students", "Take the next step." ], "content": "Admissions\nTransfer students\nArticulation agreements with every Wesconsin technical college, and a credit evaluation\nbefore you commit to anything.\nCredit transfer\nUW–Porter Falls accepts transfer credit from any regionally accredited institution. Courses with a grade\nof C or better generally transfer; how they apply toward a specific major depends on the program.\nArticulation agreements\nFormal articulation agreements exist with all sixteen Wesconsin Technical College System campuses,\nguaranteeing junior standing for students who complete an associate degree in a matched field —\nmost commonly into Engineering Technology, IT, Business Administration and the Applied & Technical\nStudies programs.\nTransfer credit evaluation\nSubmit transcripts before your first advising appointment. Most evaluations are returned within three\nweeks; students with an associate degree from a partner college often receive theirs within one.\nAdult and returning students\nAbout 14 percent of the entering class each fall is 24 or older. The registrar's office runs a\ndedicated advising track for adult and returning students, including credit for relevant prior work\nexperience in some technical programs.\nQuick links\nTransfer students FAQ\nApply now\nTuition and costs\nFinancial aid\nTransferring from a WTCS college\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "transferring-credit-smoothly.html", "title": "Transferring credit in smoothly", "description": "What to do before and after you transfer so your credits land where you expect.", "headings": [ "Transferring credit in smoothly", "On this page", "Before you apply: use the guides", "Associate degrees and general education", "After admission: the evaluation", "Appealing an evaluation", "The residency rule", "Connecting once you are here" ], "content": "Admissions Transferring credit in smoothly\nWhat to do before and after you transfer so your credits land where you expect.\nBefore you apply: use the guides\nThe transfer course guide and the preview tool show how courses from Wesconsin colleges and common institutions map to Porter equivalents. Check your intended major’s requirements against what you have or plan to take, and talk to a transfer adviser before your last term elsewhere — one different course choice can save a semester.\nAssociate degrees and general education\nA completed transfer-oriented associate degree often satisfies most or all of Porter’s general education, arriving as a block rather than course by course. Career-technical associate degrees transfer more variably. Ask specifically how yours is treated; do not assume.\nAfter admission: the evaluation\nSend official transcripts from every institution. The evaluation assigns each transferable course a direct Porter equivalent or elective credit at the right level. It posts to your degree audit; run the audit as soon as it does and read every block.\nAppealing an evaluation\nIf a course was placed as a generic elective and you believe it matches a specific Porter course, submit a syllabus (and sometimes graded work) with a course-equivalency appeal to the relevant department. Departments make these calls, and a good syllabus is usually what wins it. Do this early — it can change what you register for.\nThe residency rule\nPorter requires a minimum number of your final credits — and often a minimum in the major — to be earned at Porter, no matter how many transfer in. Plan your last year around that rule so you are not surprised at the graduation check. A reverse-transfer agreement can send Porter credits back to complete an associate degree you were close to.\nConnecting once you are here\nTransfer orientation, transfer student meetups, and a transfer-friendly course-planning session exist because arriving mid-stream is its own experience. Advisers who work with transfer students know the credit questions cold — start with one rather than guessing from the catalog.\nAt a glance\nBefore transfer\nTransfer course guide + a transfer adviser, early\nAssociate degree\nOften transfers general ed as a block — confirm\nAfter admission\nSend all transcripts; run the audit when it posts\nMisplaced course\nCourse-equivalency appeal with a syllabus\nWho to contact\nTransfer Admissions\nFounders Union 100\nPhone\n(715) 555–0230\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTransfer credit\nTransfer credit evaluation\nTransfer credit preview tool\nReverse transfer\nResidency requirement explained\nFull contact directory" }, { "url": "transferring-credits-to-porter.html", "title": "Transferring credits to Porter", "description": "How courses from another college become Porter credit, what usually transfers, and how to check before you enroll.", "headings": [ "Transferring credits to Porter", "On this page", "The basic process", "What usually transfers cleanly", "What is often a problem", "Check before you enroll elsewhere", "The transfer-credit appeal", "The residency requirement" ], "content": "Registrar Transferring credits to Porter\nHow courses from another college become Porter credit, what usually transfers, and how to check before you enroll.\nThe basic process\nWhen you are admitted as a transfer student, the Registrar's transfer team evaluates every course on your official transcripts against Porter's catalog. Each course is assigned one of three outcomes: a direct Porter equivalent (it fills the same slot a Porter course would), general elective credit (it counts toward your total but not a specific requirement), or no credit (developmental courses, and courses with a grade below C-minus, generally do not transfer).\nWhat usually transfers cleanly\nStandard courses from regionally accredited institutions — introductory writing, general-education math and science, survey courses in common disciplines — transfer well. A statewide transfer agreement or a common course-numbering system, where one exists, makes whole blocks of general education move as a unit. Community-college associate degrees designed for transfer are built for this.\nWhat is often a problem\nCourses more than about ten years old, courses from unaccredited or differently accredited institutions, technical and applied courses that have no Porter analog, courses you passed with a D, and anything taken pass/fail. Upper-division major courses frequently need a department chair to review a syllabus before they will count toward the major rather than as electives.\nCheck before you enroll elsewhere\nIf you are a current Porter student planning to take a course at another school (over the summer, say) and bring it back, get it pre-approved first. The Registrar and your adviser use a transfer-equivalency guide and a prior-approval form; a course approved in advance is guaranteed to count as expected, and one taken on spec may not.\nThe transfer-credit appeal\nIf a course was evaluated as elective credit and you believe it matches a specific Porter requirement, you can appeal: submit the syllabus, assignments, and sometimes the textbook to the relevant department for a second look. Do this early — before you register for the course you are trying to place out of.\nThe residency requirement\nNo matter how much transfers, Porter requires a minimum number of credits — and usually a minimum in the major — completed at Porter to award the degree. Transfer credit shortens your path but cannot replace the residency minimum. Your adviser can tell you exactly how many Porter credits you still need.\nAt a glance\nThree outcomes\nDirect equivalent, general elective credit, or no credit (developmental, or below C-minus)\nTransfers well\nStandard gen-ed from regionally accredited schools; transfer-designed associate degrees\nOften a problem\nCourses 10+ years old, technical courses with no analog, D grades, pass/fail\nDo first\nPre-approve any course you plan to take elsewhere and bring back\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAP, IB, and CLEP credit\nCatalog year and degree requirements\nCourse substitutions and waivers\nReading your degree audit\nFull contact directory" }, { "url": "transferring-out-gracefully.html", "title": "Transferring out gracefully", "description": "If Porter is not the right fit, how to leave in a way that protects your credits, your money, and your options.", "headings": [ "Transferring out gracefully", "On this page", "It is a legitimate choice", "Talk to an adviser first", "Get your records in order", "Time it around money and the term", "The exit logistics", "Keep the door open" ], "content": "Student success Transferring out gracefully\nIf Porter is not the right fit, how to leave in a way that protects your credits, your money, and your options.\nIt is a legitimate choice\nSometimes the right move is a different school — a program Porter does not offer, a location or cost that works better, a fresh start, being closer to family. Deciding to transfer out is not a failure, and doing it cleanly protects everything you have built here.\nTalk to an adviser first\nBefore you commit, meet your adviser or a success coach. Sometimes the thing driving the decision — a bad fit with one program, a hard semester, a money problem — has a solution at Porter you have not seen. If transferring is still right, an adviser can help you leave at a point that maximizes transferable credit.\nGet your records in order\nOrder official transcripts for your applications (from the Registrar), and request a good-standing or dean's certification if a target school asks for one. Know your GPA and your completed credits. The receiving school decides how your Porter credits apply — a completed set of general-education courses or an associate-level block transfers more cleanly than a scatter of partial sequences.\nTime it around money and the term\nLeaving mid-term has tuition-refund and financial-aid-return consequences on a schedule — check with Financial Aid before you stop attending. Finishing the term you are in usually means those credits transfer as completed courses rather than withdrawals. Aid does not transfer with you; you file the FAFSA and apply for aid at the new school.\nThe exit logistics\nNotify housing (contract release has grounds and deadlines), handle health insurance if it was through Porter, return rented textbooks and checked-out equipment, clear any account balance so a hold does not block your transcript, and know when your Porter email and system access end. A formal notice to the Registrar of your last term keeps your record clean.\nKeep the door open\nYou can usually return to Porter later if the new school does not work out — through the re-enrollment process, sometimes under a newer catalog. Leaving in good standing, with balances cleared and a formal last-term notice, is what makes that easy. Do not burn the exit.\nAt a glance\nLegitimate\nA different program, location, cost, or fresh start — leaving cleanly protects your work\nFirst\nAn adviser meeting — sometimes the driver has a fix here; if not, leave at a smart point\nCredits\nThe receiving school decides — a completed gen-ed block transfers cleaner than partial sequences\nMoney\nCheck Financial Aid before you stop attending; aid does not transfer — reapply at the new school\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTaking a gap semester\nTaking time off, and coming back\nTranscript ordering\nReverse transfer\nWithdrawal & financial aid\nFull contact directory" }, { "url": "transferring-your-sevis-record.html", "title": "Transferring your SEVIS record", "description": "For F-1 students moving to or from Porter — how the record transfers, the timing, and the rules while it is in motion.", "headings": [ "Transferring your SEVIS record", "On this page", "What a SEVIS transfer is", "Transferring in to Porter", "Transferring out of Porter", "The rules in between", "If you finish a degree and start another", "Travel during a transfer" ], "content": "Admissions Transferring your SEVIS record\nFor F-1 students moving to or from Porter — how the record transfers, the timing, and the rules while it is in motion.\nWhat a SEVIS transfer is\nYour F-1 status lives in a federal record (SEVIS) tied to one school at a time. Moving between schools — to Porter from another US institution, or from Porter to a next program — is a SEVIS transfer: your current school \"releases\" the record on an agreed date and your new school \"picks it up\" and issues a new I-20. Your visa stamp does not change; the record does.\nTransferring in to Porter\nAfter you are admitted, give the international student office your current school's contact and your program dates. They coordinate a SEVIS release date with your current school's international office — usually right after your current term ends or your program completes. Porter issues your transfer I-20; you must report to Porter's international office within the required window after the release date and enroll full-time in your first term.\nTransferring out of Porter\nWhen you have an admission letter from your next school, request the SEVIS transfer through Porter's international office, providing the new school's information and your requested release date. Choose the date carefully — after a release, Porter can no longer authorize things like CPT for you, and the new school controls your record.\nThe rules in between\nDuring a transfer your status continues as long as you follow the timeline: complete your program or term, do not work without authorization, transfer within the allowed gap (there are limits on how long you can be between programs), and report to the new school on time. A long gap or a missed reporting deadline can end your status.\nIf you finish a degree and start another\nMoving from a Porter bachelor's to a Porter master's is a \"change of level,\" handled by the same office but not a school transfer. Moving to a graduate program elsewhere is a transfer out. Either way, if you plan to use OPT after the first degree, decide before you transfer — starting a new program can affect OPT eligibility.\nTravel during a transfer\nTraveling internationally while your SEVIS record is mid-transfer is risky and needs specific advising — the school that holds the record has to provide the travel signature, and re-entry rules differ depending on where the record sits. Talk to the international office before booking.\nAt a glance\nWhat\nYour F-1 record moves between schools one at a time; the visa stamp does not change\nIn\nCoordinate a release date, get Porter's transfer I-20, report + enroll on time\nOut\nRequest it with a new admission letter; after release Porter can't authorize CPT\nWatch\nGap limits, reporting deadlines, and OPT eligibility if starting a new program\nWho to contact\nInternational Programs\nFounders Union 128\nPhone\n(715) 555–0239\nEmail\ninternational@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSEVIS transfer in\nMaintaining F-1 status\nTravel signature and re-entry\nOptional Practical Training (OPT), explained\nInternational admissions\nFull contact directory" }, { "url": "transportation-parking.html", "title": "Transportation & parking", "description": "Permits, the fare-free Porter Loop, bikes, winter rules and getting around without a car.", "headings": [ "Transportation & parking", "On this page", "Permits and zones", "The Porter Loop", "Bikes, walking and transit", "Winter, accessibility and visitors" ], "content": "Campus services Transportation & parking\nPermits, the fare-free Porter Loop, bikes, winter rules and getting around without a car.\nPermits and zones\nParking is by permit, sold by semester or year through MyPorter, and your license plate is the permit — enforcement reads plates, so there is no hangtag to forget. Permits are zoned: Resident (your assigned lot), Commuter (the perimeter lots plus the Founders Ramp after 4 p.m.), Evening (valid after 4 p.m. anywhere), and a limited number of Core permits for the central lots by lottery. Parking outside your zone is the most common citation on campus. Daily and hourly visitor parking is in the Founders Ramp and at meters; the ParkPorter app handles short stays.\nFirst-year residents are generally not eligible for a Core permit and are encouraged to leave the car at home — the Loop plus a bike covers almost everything.\nThe Porter Loop\nThe Loop is the fare-free campus shuttle. Two routes — Gold connects North Campus, the residence halls, the academic core, and downtown Porter Falls; Green runs the perimeter parking lots to the core — every 12–15 minutes on weekdays from 7 a.m. to 7 p.m., every 30 minutes on the reduced evening and Saturday schedule. Live vehicle locations are in the ParkPorter app and on the screens at each shelter.\nThe SafeRide evening service (6 p.m.–2 a.m.) is a request-based van anywhere within the campus boundary and two blocks beyond — book it in the app or call (715) 555–0143. It is a safety service, not a taxi, so waits vary on busy nights.\nBikes, walking and transit\nRegistered bikes park free at racks campus-wide; registration (free, in MyPorter) means a cut lock or an abandoned bike can be traced back to you. The Porter Falls municipal bus is fare-free with a Campus Card on all in-city routes, and the regional coach to Eau Claire and the Twin Cities stops at the Founders Union transit bay. A covered, card-access bike room is in the Founders Ramp for winter storage.\nCampus is compact enough that the far corners are a 15-minute walk apart; the main paths are cleared and lit, and the accessible-route map flags the step-free options between buildings.\nWinter, accessibility and visitors\nFrom November 15 to April 1, overnight parking (2–6 a.m.) is banned in surface lots during a declared snow event so plows can clear them — alerts go to the same MyPorter channel as closures, and towed cars go to the Green Lot, not far. Accessible stalls require a valid state placard or plate plus any campus permit; the door-to-door paratransit shuttle books one business day ahead through the accessibility office.\nVisitors and event guests get a parking code with their registration. Admissions tour guests park free in the visitor rows of the Founders Ramp.\nAt a glance\nPermit\nPlate = permit, bought in MyPorter, zoned — parking outside your zone is the #1 citation\nPorter Loop\nFare-free shuttle, two routes, every 12–15 min weekdays; SafeRide van 6 p.m.–2 a.m.\nNo car\nCity bus fare-free with a Campus Card; register your bike (free); regional coach from Founders Union\nWinter\nNo 2–6 a.m. surface-lot parking during a declared snow event, Nov 15–Apr 1\nRelated resources\nParking & transportation FAQ\nCampus safety\nTechnology services\nCampus store\nWeather & campus closures\nCampus Card\nContact directory" }, { "url": "travel-grants-for-conferences.html", "title": "Conference travel grants", "description": "Money to help students present their work at an academic or professional conference off campus.", "headings": [ "Conference travel grants", "On this page", "What's funded", "Applying", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Conference travel grants\nMoney to help students present their work at an academic or professional conference off campus.\nWhat's funded\nGrants prioritize students who have an accepted presentation. The award is a reimbursement up to a cap, so keep receipts and a boarding pass. Student government, the Graduate School, and some departments each run separate pots — you can often combine them for one trip.\nApplying\nSubmit once you have the acceptance email: a short budget, the acceptance, an abstract, and a note from your advisor. Decisions are rolling until the term's funds run out, so apply early in the year. The Office of Research can advise on stacking sources and on conferences that offer their own student travel awards.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nWho: Students presenting — a talk, poster, or juried work — not just attending. Covers: Registration, transport, and lodging up to a per-trip cap; partial awards are common. Apply: Before the trip, with proof of acceptance and a faculty endorsement. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWho\nStudents presenting — a talk, poster, or juried work — not just attending\nCovers\nRegistration, transport, and lodging up to a per-trip cap; partial awards are common\nApply\nBefore the trip, with proof of acceptance and a faculty endorsement\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "travel-signature-and-reentry.html", "title": "Travel signature and re-entry for F-1 students", "description": "What you need to leave the country and get back in, how current the signature has to be, and the risky situations.", "headings": [ "Travel signature and re-entry for F-1 students", "On this page", "What you carry", "The travel signature", "Getting the signature", "An expired visa stamp", "Risky situations", "Domestic travel" ], "content": "Student services Travel signature and re-entry for F-1 students\nWhat you need to leave the country and get back in, how current the signature has to be, and the risky situations.\nWhat you carry\nTo re-enter the US in F-1 status you generally need: a valid passport (good for at least six months beyond re-entry), a valid F-1 visa stamp, your I-20 with a current travel signature from a designated school official, proof of enrollment and finances, and — practical, not required — your I-901 SEVIS fee receipt and your adviser's contact. Keep digital copies.\nThe travel signature\nA designated school official in the international office signs page 2 of your I-20 to certify you are maintaining status. For most students the signature is valid for one year of travel; for students on OPT it is valid for six months. Check the date before you book — an expired signature means you cannot re-enter until you get a new one, which you cannot do from abroad.\nGetting the signature\nRequest it from the international office well before you travel — a week or two, more in busy periods. Some offices sign in person, some by appointment, some by mailing you an updated I-20. Do not wait until the day before a flight.\nAn expired visa stamp\nIf your F-1 visa stamp has expired, you can stay in the US and study, but you cannot re-enter after international travel without a new visa stamp from a US consulate abroad. Visa appointments and processing can take weeks and are not guaranteed. If your stamp is expired, think hard before leaving the country and talk to the international office first.\nRisky situations\nTraveling with a pending change of status, mid-SEVIS-transfer, during an OPT application, with a gap in enrollment, or to certain countries with longer administrative processing all carry re-entry risk. Automatic visa revalidation for short trips to Canada/Mexico has specific conditions. Get advising before you book in any of these cases.\nDomestic travel\nFlying within the US: carry a government photo ID (a REAL ID-compliant license, a passport, or your I-20 plus another ID). You do not need the travel signature for domestic trips, but keeping your immigration documents with you when you travel is a good habit.\nAt a glance\nTo re-enter\nValid passport + valid F-1 visa stamp + I-20 with a current travel signature + enrollment/finances\nSignature validity\nOne year (six months on OPT) — check the date before booking\nGet it\nRequest from the international office a week or two ahead, more when busy\nDo not leave if\nYour visa stamp is expired, or you're mid-transfer / mid-OPT-application — get advising first\nWho to contact\nInternational Programs\nFounders Union 128\nPhone\n(715) 555–0239\nEmail\ninternational@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTravel signature request\nMaintaining F-1 status\nTransferring your SEVIS record\nInternational travel registry\nPassport and visa help\nFull contact directory" }, { "url": "travel-signature-request.html", "title": "Travel signature requests", "description": "Getting the international office's signature on your I-20 or DS-2019 before you leave the country.", "headings": [ "Travel signature requests", "On this page", "What it's for", "Plan around breaks", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Global learning Travel signature requests\nGetting the international office's signature on your I-20 or DS-2019 before you leave the country.\nWhat it's for\nAn F-1 or J-1 student re-entering the U.S. needs a recent travel signature on page two of the I-20 (or the DS-2019) — without it, a return trip can be delayed or refused at the port of entry. One signature covers all trips for the year it's valid.\nPlan around breaks\nThe office sees a rush before every winter and spring break; requests submitted a week ahead are ready on time, walk-ins during the last two days before a break may not be.\nIn and around Porter Falls\nFor a campus this size Porter both sends and receives a steady stream of students internationally. The Global Education Office in Founders Union runs the advising, the risk review and the arrival and re-entry programming.\nThe practical details\nRequest through: The international student portal, at least five business days ahead. Valid for: One year for F-1 students in good standing; six months on OPT. In person: Same-day signatures during posted drop-in hours, space permitting. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Global Education Office (Founders Union, Room 240). Call (715) 555–0220 or email global@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRequest through\nThe international student portal, at least five business days ahead\nValid for\nOne year for F-1 students in good standing; six months on OPT\nIn person\nSame-day signatures during posted drop-in hours, space permitting\nWho to contact\nEducation Abroad & Away\nFounders Union 215\nPhone\n(715) 555–0220\nEmail\nabroad@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nInternational student orientation\nFaculty-Led Study Abroad\nStudy Abroad Partner Universities\nCPT & OPT workshops\nFull contact directory" }, { "url": "tribal-nations-partnerships.html", "title": "Tribal Nations Partnerships", "description": "What Porter does beyond its land acknowledgment: a tuition waiver, scholarships, a liaison with a real seat at the table, and a consultation process that starts before decisions are made rather than after.", "headings": [ "Tribal Nations Partnerships", "On this page", "Where this starts", "The Office of Tribal Relations", "Tuition and scholarships", "Consultation", "What has not been done yet" ], "content": "Tribal relations Tribal Nations Partnerships\nWhat Porter does beyond its land acknowledgment: a tuition waiver, scholarships, a liaison with a real seat at the table, and a consultation process that starts before decisions are made rather than after.\nWhere this starts\nPorter’s land acknowledgment recognizes that Porter Falls and the campus sit on land that was historically home to Ho-Chunk and Ojibwe peoples before treaty cessions and settlement in the nineteenth century. Tribal nations are sovereign governments, and the university’s relationship with them is government-to-institution, not a campus program. This page describes the university’s side of that relationship: what Porter has committed to, who is responsible, and how a tribal government, a student or a faculty member gets a question answered.\nPorter does not speak for any nation, and nothing here should be read as a nation’s view of the university.\nThe Office of Tribal Relations\nThe office opened in 2021 and has two staff: Corinne Ashby, director of tribal relations, and a program coordinator. The director reports to the chancellor’s chief of staff, not to a division, so tribal questions do not queue behind other business. The office:\nholds the reserved tribal liaison seat on the strategic-planning steering committee and attends the chancellor’s cabinet when a matter affecting tribal nations is on the agenda;\nruns the tuition-waiver process with the Registrar and Financial Aid;\ncoordinates consultation on curriculum, research and collections (below);\norganizes Native American Heritage Month events in November with Multicultural Student Services and the Native American Student Council , including the council’s spring powwow.\nTuition and scholarships\nTribal tuition waiver — Who is eligible: Enrolled members of Wesconsin’s federally recognized tribal nations, undergraduate or graduate; What it covers: Full tuition for up to 10 semesters; fees, housing and books not included\nNative Nations Scholarship — Who is eligible: Enrolled members or descendants of a federally or state-recognized tribal nation, from any state; What it covers: $2,500 a year, renewable; February 1 deadline\nTribal Relations emergency grant — Who is eligible: Students served by the office; What it covers: Up to $500 once per year for an urgent expense\nIn fall 2026, 41 students are using the tuition waiver and 18 hold the Native Nations Scholarship. The waiver is applied after Pell and state grants, so most recipients also have money left for living costs. To use it, send proof of enrollment from your nation to the office once; it carries forward each year. Nonresidents and descendants who are not enrolled members are not eligible for the waiver but can apply for the scholarship and for other Porter scholarships .\nConsultation\nConsultation means asking before a decision, in writing, with enough time for a tribal government to answer on its own schedule. Porter commits to it in four areas:\nCurriculum. The Native American studies minor was built with tribal-nation advisers, who review its courses every three years. Any new course that teaches tribal history, language or culture is shared with the office before it goes to Faculty Senate.\nResearch. Studies involving tribal members, tribal lands or tribal data need the relevant nation’s approval in addition to IRB review . The IRB will not approve a protocol without it. The office helps researchers find the right contact; it does not grant approval itself.\nCollections. The university archives completed an inventory in 2024 and found a small number of items that may fall under federal repatriation law. Consultation on those items is ongoing, and the archives will not display or lend them meanwhile.\nLand and water. Projects on the Porter River and the Millrace, including the river monitoring network, notify the office at the planning stage.\nWhat has not been done yet\nThe 2024 listening sessions produced requests the university has not yet met. A dedicated Native student space is still a shared room in Founders Union. Porter has no full-time Native faculty in the Native American studies minor. And the waiver does not cover fees, which for an on-campus student are $1,420 a year. The first two are in the strategic plan’s equity priority; the third is in the FY2028 budget request. Progress is reported each May to the steering committee and posted on the strategic plan dashboard .\nAt a glance\nOffice opened\n2021\nDirector\nCorinne Ashby\nTuition waivers, fall 2026\n41 students\nNative Nations Scholarship\n$2,500/year, 18 recipients\nHeritage Month\nNovember\nWho to contact\nOffice of Tribal Relations\nFounders Hall 145\nPhone\n(715) 555–0146\nEmail\ntribalrelations@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nLand acknowledgment\nMulticultural Student Services\nNative American Student Council\nNative Nations Scholarship\nHistory\nUniversity governance" }, { "url": "trio-student-support-services.html", "title": "TRIO Student Support Services", "description": "A cohort-based academic-success program for eligible first-generation, lower-income, and disabled students.", "headings": [ "TRIO Student Support Services", "On this page", "Who it serves", "What participants receive", "How to use it well" ], "content": "Student success TRIO Student Support Services\nA cohort-based academic-success program for eligible first-generation, lower-income, and disabled students.\nWho it serves\nPorter’s fictional TRIO-style Student Support Services program is for students who meet federal-style eligibility criteria: first-generation college-going, limited-income, or documented disability status. Students apply after admission and spaces are limited, so the program is intentionally high-contact rather than a generic mailing list.\nWhat participants receive\nEach participant gets a dedicated adviser, a written success plan, tutoring and study support, financial-aid and scholarship guidance, career and graduate-school preparation, and peer connection. The adviser works across academic, financial, career, and personal goals instead of sending a student away with one narrow answer.\nHow to use it well\nBring the real situation early: a difficult course, a bill, a major decision, a missed deadline, or uncertainty about graduate school. The value is repeated meetings and honest adjustments, not one perfect plan made during orientation.\nRelated resources\nStudent services\nStudent Success Center\nCommunity partnerships" }, { "url": "tuition-and-what-it-includes.html", "title": "Tuition, and what it already includes", "description": "Porter bundles things other universities bill separately. Here is what your tuition and fees actually cover.", "headings": [ "Tuition, and what it already includes", "On this page", "The plateau", "Textbooks are in it", "A computer is in it", "The segregated fees", "What is not included", "Residency and rates", "Reading it against net price" ], "content": "Financial aid Tuition, and what it already includes\nPorter bundles things other universities bill separately. Here is what your tuition and fees actually cover.\nThe plateau\nUndergraduate tuition is charged per credit up to 12 credits, then flat from 12 to 18 — so a student taking 15 or 16 credits pays the same as one taking 12. Beyond 18 credits, per-credit charges resume. This is deliberate: it means finishing in four years by carrying a full load costs no more per term than going slower.\nTextbooks are in it\nThe required textbook for almost every undergraduate course is rented to you through the Instructional Resources Service, and the cost is inside your fees. A student elsewhere spends several hundred dollars a term on books; a Porter student picks them up and returns them. Consumables you write in or keep — lab manuals, some access codes, art and shop supplies — are still yours to buy.\nA computer is in it\nEvery full-time undergraduate is issued a university-managed laptop specced for their program, with the licensed software their courses require, on a refresh cycle that replaces it once during a typical degree. The cost is spread across tuition and fees rather than landing as a first-week purchase.\nThe segregated fees\nA separate line, segregated fees, funds the things students voted to fund and use in common: the Forge Recreation Center, health and counseling services, the fare-free Porter Loop shuttle, student government and organizations, and campus technology. They are close to the same for every full-time student and are set through a student-led process each year.\nWhat is not included\nHousing and dining if you live on campus (billed by term), course fees on labs and studios with real material costs, a few upper-level or graduate courses that use materials outside the rental system, personal expenses, and transportation. The cost-of-attendance page lists the full estimated budget.\nResidency and rates\nWesconsin residents pay the resident rate; students from Minnesota qualify for a reciprocity rate; other non-residents pay the non-resident rate, with some regional and program exceptions. Your rate is set at admission based on documented residency and can be appealed to the Registrar if your situation changes.\nReading it against net price\nTuition and fees are the sticker inputs. What you actually pay is net price — those charges minus the grants and scholarships in your aid offer. Compare schools on net price, and factor in that at Porter the \"extras\" line for books and a computer is already zero.\nAt a glance\nPlateau\nFlat tuition from 12 to 18 credits — a full load costs the same as 12\nBundled\nTextbook rental + an issued laptop + rec/health/transit fees\nNot bundled\nHousing & dining, lab/studio course fees, personal costs\nCompare on\nNet price (charges minus grants and scholarships)\nWho to contact\nBursar & Student Accounts\nFounders Union 118\nPhone\n(715) 555–0233\nEmail\nbursar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTuition & costs\nCost of attendance explained\nHow textbook rental works\nThe laptop and digital learning program\nNet price and return on investment\nFull contact directory" }, { "url": "tuition-reciprocity.html", "title": "Tuition Reciprocity", "description": "How the Wesconsin-Minnesota tuition reciprocity agreement works at UW-Porter Falls: who qualifies, what it covers, and how to apply.", "headings": [ "Tuition Reciprocity", "What reciprocity is", "Who qualifies", "What it does and does not cover", "How the rate compares" ], "content": "Admissions & Costs\nTuition Reciprocity\nA neighboring-state agreement that lets eligible Minnesota residents pay a rate between Wesconsin resident and nonresident tuition.\nWhat reciprocity is\nWesconsin and Minnesota have run a tuition reciprocity agreement since 1968, administered on the Minnesota side by the Minnesota Office of Higher Education and on the Wesconsin side by the Higher Educational Aids Board (HEAB). It lets a resident of either state enroll at a public university in the other and pay a reciprocity tuition rate instead of the full nonresident rate — not the same as resident tuition, but well below what an out-of-state student from, say, Illinois or Iowa pays.\nWho qualifies\nMinnesota residents are automatically considered for reciprocity when they apply to Porter; there is no separate reciprocity application for incoming first-year or transfer students. Continuing eligibility is checked every year through the Minnesota Office of Higher Education, which occasionally requests updated residency documentation directly from students — watch for that email each spring, since a missed response can bump a student to nonresident billing for a term while it gets sorted out.\nWhat it does and does not cover\nReciprocity applies to tuition only. It does not cover segregated fees, housing, dining, books, or program-specific course fees (several engineering and health-science labs carry one). It also does not automatically extend to graduate or online-only programs; check with the graduate school or the specific program page before assuming a reciprocity rate applies.\nHow the rate compares\nWesconsin resident · Standard resident tuition\nMinnesota resident (reciprocity) · Reciprocity rate, set annually by the two states\nAll other nonresidents · Full nonresident tuition\nSee current tuition and fee rates for the specific dollar figures in effect this year.\nQuick facts\nAgreement since\n1968\nCovers\nTuition only\nRenewed\nAnnually, per student\nRelated\nTuition & fees\nFinancial aid\nTransfer students\nHow to apply" }, { "url": "tuition-refund-schedule.html", "title": "Tuition refund schedule", "description": "How much tuition comes back when you drop a course or withdraw, and when the window closes.", "headings": [ "Tuition refund schedule", "On this page", "How it works", "Aid changes the math", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Tuition refund schedule\nHow much tuition comes back when you drop a course or withdraw, and when the window closes.\nHow it works\nDropping a course during the add/drop week removes the charge entirely. After that, a withdrawal returns a percentage that steps down each week — commonly 75, then 50, then 25 — until a cutoff after which no tuition is refunded even though a W still replaces the grade. Short-session and Winter Session courses have their own compressed schedule, published with the section.\nAid changes the math\nIf your enrollment was covering the cost with financial aid, dropping below full time can reduce the aid faster than it reduces the bill, leaving a balance. Federal aid has a separate return calculation for a complete withdrawal before the 60 percent point of the term. Talk to Financial Aid before you drop if aid is involved — the refund and the aid adjustment are two different calculations.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nFull refund: Through the end of the first week of a standard term. Partial refund: A declining percentage through roughly the fourth week. No refund: After the published date — usually about a quarter of the way into the term. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nFull refund\nThrough the end of the first week of a standard term\nPartial refund\nA declining percentage through roughly the fourth week\nNo refund\nAfter the published date — usually about a quarter of the way into the term\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "tuition.html", "title": "Tuition and costs", "description": "The actual number, on the first page, without a form in front of it.", "headings": [ "Tuition and costs", "2026–27 rates", "Program costs", "What it actually costs", "Take the next step." ], "content": "Admissions\nTuition and costs\nThe actual number, on the first page, without a form in front of it.\nSee the full cost of attendance → — every rate by residency and living situation, net price by income, a four-year projection, and the refund schedule.\n2026–27 rates\nTuition, Wesconsin resident — Per year: $9,140\nTuition, non-resident — Per year: $17,880\nMidwest Student Exchange rate — Per year: $13,710\nSegregated fees — Per year: $1,420\nHousing, double room — Per year: $5,860\nMeal plan, standard — Per year: $4,240\nBooks and supplies (estimate) — Per year: $820\nTotal, resident, on campus — Per year: $21,480\nProgram costs\nA handful of programs carry additional lab or materials fees.\nNursing — Additional: $450/year clinical & simulation fee\nAll B.F.A. programs — Additional: $180/year materials fee\nWelding Technology certificate — Additional: $220 shop fee\nAutomotive & Diesel Technology — Additional: $310/year shop fee\nEngineering programs — Additional: $95/year lab fee\nWhat it actually costs\nAverage net price after grants and scholarships, for resident students receiving aid:\n$11,340 . Fifty-eight percent of undergraduates graduate with no debt. Median debt among the\nrest is $17,900, below the state and national medians.\nQuick links\nTuition & billing FAQ\nNet price by family income\nApply now\nVisit campus\nFinancial aid\nCampus map\nMinnesota tuition reciprocity\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "tutoring-learning-center.html", "title": "Tutoring & learning center", "description": "Free course tutoring, writing feedback, study groups and academic coaching.", "headings": [ "Tutoring & learning center", "On this page", "Peer tutoring", "Supplemental Instruction", "The writing center", "Academic coaching" ], "content": "Academics Tutoring & learning center\nFree course tutoring, writing feedback, study groups and academic coaching.\nPeer tutoring\nFree drop-in and by-appointment tutoring covers the courses students most often need help in: math through calculus and statistics, chemistry, physics, biology, computing and programming, accounting and economics, and a range of introductory courses. Tutors are students who did well in the course and are trained to help you work the problem rather than hand you the answer. Come with specific questions, your notes, and an attempted problem — a focused 30 minutes beats a vague hour. Going early in the term, before you are behind, is when tutoring does the most good and the schedule is most open.\nSupplemental Instruction\nFor certain historically difficult courses, an SI leader who has taken the class runs regular group study sessions tied to that specific section — re-working lecture material, practicing problems, and comparing approaches with classmates. Students who attend SI regularly tend to earn noticeably higher grades in those courses. It is not remedial and not a lecture; it is structured group practice, and it is free.\nThe writing center\nBring any writing at any stage — a paper you have not started and cannot decode the prompt for, a rough draft, a nearly-final draft, a lab report, a personal statement, a résumé, a thesis chapter. Consultants work with you on the thing you are stuck on (structure, argument, evidence, clarity, citation) rather than proofreading for you; you leave with a plan and the skill, not just a cleaner draft. Multilingual writers and graduate writers are a large part of who they see. In-person and online appointments both exist.\nAcademic coaching\nOne-on-one sessions to build the systems around the coursework: planning a week, reading and note-taking that stick, preparing for exams, managing a heavy load, beating procrastination and perfectionism, and rebuilding after a rough semester or academic probation. A coach can also do the math on exactly what grades you need and help you decide whether to drop, retake, or push through a course. This is where to start when the problem is not one class but how the whole term is going.\nAt a glance\nPeer tutoring\nFree, drop-in or scheduled — math, sciences, computing, accounting, intro courses; bring an attempted problem\nSI\nRegular group sessions for specific hard courses; frequent attendance tracks with higher grades\nWriting center\nAny writing, any stage — they build the skill with you, not proofread for you\nCoaching\nThe systems around the work: planning, studying, exam prep, recovering a term — start here when it is not just one class\nRelated resources\nAcademic advising\nRegistration & records\nAcademic calendar\nCommencement\nStudy abroad\nContact directory" }, { "url": "tutoring-you-are-not-using.html", "title": "The tutoring you're not using", "description": "Free, drop-in, and staffed by students who took the course last year. Here is everything on offer.", "headings": [ "The tutoring you're not using", "On this page", "It is free and you are paying for it", "Drop-in course tutoring", "Supplemental Instruction", "The Writing Center and Speaking Center", "Subject-specific centers", "Academic coaching", "Becoming a tutor" ], "content": "Student success The tutoring you're not using\nFree, drop-in, and staffed by students who took the course last year. Here is everything on offer.\nIt is free and you are paying for it\nEvery tutoring and academic-support service on campus is included in what you already pay. Not using it when a course is hard is leaving something on the table. The students who use it earliest — before the first exam, not after the second — are the ones it helps most.\nDrop-in course tutoring\nThe Tutoring & Learning Center runs scheduled and drop-in tutoring for the high-enrollment courses students find hardest — math through calculus and statistics, chemistry, physics, computing, accounting, economics. Bring your specific stuck point and the work you have tried. No appointment for drop-in; a standing appointment for a course you know will be a grind.\nSupplemental Instruction\nFor some historically difficult courses, a trained student who did well in the course last term attends the lectures and runs several structured group sessions a week — collaborative problem-solving, not re-lecturing. It is attached to the course, optional, and the attendance-vs-grade correlation is strong. If your course has SI, go from week one.\nThe Writing Center and Speaking Center\nFree consultations on any writing — a paper, a lab report, a design rationale, an application essay, graduate work — at any stage, from understanding the assignment to polishing. The Speaking Center does the same for presentations. Book early in the week.\nSubject-specific centers\nThe Math Teaching Center for quantitative reasoning and the calculus sequence, dedicated help for statistics and for programming, language conversation tables, and department-run help sessions in the harder major courses. Your program can tell you what it offers beyond the central center.\nAcademic coaching\nDifferent from tutoring: one-on-one work on the systems around learning — time management, note-taking, reading strategy, exam preparation, and recovering from a bad term. If you understand the material in the room but it falls apart on the exam, coaching is the right door.\nBecoming a tutor\nDoing well in a course, a recommendation from the instructor, and a short training makes you eligible to tutor or lead SI — a strong campus job, good pay, and one of the best ways to lock in your own understanding of a subject.\nAt a glance\nCost\nFree — included in what you already pay\nCourse help\nDrop-in + scheduled tutoring for the hardest high-enrollment courses\nIf your course has SI\nGo from week one — the attendance/grade link is strong\nGrades slip on exams only?\nAcademic coaching, not tutoring\nWho to contact\nTutoring & Learning Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0165\nEmail\nlearning@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTutoring & learning center\nSupplemental Instruction\nMath Teaching Center\nAcademic coaching\nBecoming a peer tutor\nFull contact directory" }, { "url": "uas-drone-lab.html", "title": "UAS & Drone Lab", "description": "FAA-certified drone operations for research, mapping and outside partner projects.", "headings": [ "UAS & Drone Lab", "On this page", "What the lab flies", "Getting involved", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach UAS & Drone Lab\nFAA-certified drone operations for research, mapping and outside partner projects.\nWhat the lab flies\nFixed-wing and multirotor drones support faculty research, county infrastructure inspection contracts and Porter River mapping projects for the DNR, all flown by students who complete FAA Part 107 certification training first.\nGetting involved\nEngineering, environmental science and geography students can join through a course or an independent project; certification training is offered on campus each fall for students planning to fly.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nCertification: Students complete FAA Part 107 training before flying. Uses: Aerial mapping, infrastructure inspection, agricultural research. Partners: County planning office, DNR river studies. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCertification\nStudents complete FAA Part 107 training before flying\nUses\nAerial mapping, infrastructure inspection, agricultural research\nPartners\nCounty planning office, DNR river studies\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "undergraduate-journal.html", "title": "The undergraduate research journal", "description": "A peer-reviewed journal publishing UW–Porter Falls undergraduate research once a year, edited by students.", "headings": [ "The undergraduate research journal", "On this page", "What gets published", "Why it exists", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach The undergraduate research journal\nA peer-reviewed journal publishing UW–Porter Falls undergraduate research once a year, edited by students.\nWhat gets published\nCompleted undergraduate research and creative scholarship across every college — a capstone project, an independent study, a conference paper — selected through a real double-blind review by the student editorial board with faculty backing them up.\nWhy it exists\nA published, citable article is worth far more on a graduate-school or job application than “did research,” and running the journal is itself a scholarly-publishing apprenticeship for the editors.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nPublished: Annually each spring, online and in a short print run. Reviewed by: A student editorial board with faculty advisers. Submissions: Any undergraduate, any discipline, open each fall. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nPublished\nAnnually each spring, online and in a short print run\nReviewed by\nA student editorial board with faculty advisers\nSubmissions\nAny undergraduate, any discipline, open each fall\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "undergraduate-research-for-every-major.html", "title": "Undergraduate research in every major", "description": "Not just for the sciences — how research and scholarship work looks across a polytechnic.", "headings": [ "Undergraduate research in every major", "On this page", "What counts as research here", "By college", "Getting started", "Credit, pay, or both (not both)", "Funding your own project", "Presenting", "Why do it" ], "content": "Academics Undergraduate research in every major\nNot just for the sciences — how research and scholarship work looks across a polytechnic.\nWhat counts as research here\nResearch at a polytechnic is broad: a materials study, yes, but also a design investigation, a usability study, an applied data analysis, a process improvement with measured results, a historical or policy analysis, a piece of creative scholarship. If it asks a real question and answers it with evidence and method, it counts.\nBy college\nEngineering and manufacturing students run experiments and build test rigs; computing students do systems and data work; design and art students do research-through-making and exhibit it; education students do classroom-based studies; the applied social sciences do fieldwork and surveys; business students do market and operations analysis. Every college has faculty running projects that hire undergraduates.\nGetting started\nTake a course you enjoy and read one or two things the professor has published, then email a specific question and an offer of your time. Or use the Undergraduate Research Program, which matches students to projects each term. A few weeks as an unpaid trial before committing to credit or pay is normal.\nCredit, pay, or both (not both)\nUndergraduate research can be a credit-bearing course with a learning agreement and a deliverable, a paid position through a grant or work-study, or an unpaid start. You cannot take credit and pay for the same hours. Settle the arrangement in the first month.\nFunding your own project\nOnce you have a question and a mentor, student research grants cover materials and small costs, and conference travel funds cover presenting. Both need a short proposal your mentor signs and have deadlines a term ahead.\nPresenting\nThe spring research symposium is the low-stakes first venue — a poster, a short talk, a demo, a piece in the exhibition. Strong work goes on to regional and national conferences and, in some fields, into the undergraduate journal or a co-authored paper.\nWhy do it\nA research or scholarship project is often the strongest single line on an application to graduate school or a competitive job — it shows you can define a problem, stick with it, and communicate a result. It is also how a lot of students discover they want to keep going in a field.\nAt a glance\nBroad\nExperiments, design studies, data work, fieldwork, creative scholarship\nStart\nEmail a professor a specific question — or use the UGR Program\nArrangement\nCredit, pay, or unpaid start — not credit + pay\nPresent\nSpring research symposium first, then conferences / the journal\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate research\nUndergraduate Research Program\nWorking with a research mentor\nStudent research grants\nUndergraduate journal\nFull contact directory" }, { "url": "undergraduate-research-program.html", "title": "Undergraduate Research Program", "description": "Structured pairing of undergraduates with faculty projects, with a stipend and an end-of-year symposium.", "headings": [ "Undergraduate Research Program", "On this page", "How a placement starts", "What the stipend expects", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Undergraduate Research Program\nStructured pairing of undergraduates with faculty projects, with a stipend and an end-of-year symposium.\nHow a placement starts\nMost placements begin with a course — a student does well, the instructor has a project, and the two write a one-page plan that the program office funds. There is also a listing of faculty looking for help each term for students who do not yet have a connection. Placements are real work on a real question, not observation.\nWhat the stipend expects\nA funded placement assumes roughly eight to ten hours a week during the semester, or close to full time over the summer, and a deliverable at the end: a symposium poster, a co-authored paper draft, or a dataset the lab keeps using. Faculty mentors file a short evaluation, and a strong one is the reference that gets students into graduate programs.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nAward: A semester or summer stipend, or course credit, per placement. Eligibility: Any undergraduate past the first year, any major. Ends with: A poster or talk at the spring Porter Research Symposium. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nAward\nA semester or summer stipend, or course credit, per placement\nEligibility\nAny undergraduate past the first year, any major\nEnds with\nA poster or talk at the spring Porter Research Symposium\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "undergraduate-research-symposium.html", "title": "Undergraduate Research Symposium", "description": "The campus-wide day each spring when students present research and creative work to the public.", "headings": [ "Undergraduate Research Symposium", "On this page", "Presenting", "Why do it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Research & outreach Undergraduate Research Symposium\nThe campus-wide day each spring when students present research and creative work to the public.\nPresenting\nSubmit an abstract by the March deadline with your mentor's sign-off, choose a format, and you're on the program. The Office of Research runs poster-design and presentation workshops in the weeks before, and prints your poster for free through the library. First-time presenters are the majority.\nWhy do it\nA symposium presentation is a concrete line on a résumé or graduate application, and the practice of explaining your work to a non-specialist is the same skill every interview needs. Selected projects are nominated for state and regional undergraduate research conferences, with travel grants attached.\nIn and around Porter Falls\nResearch at Porter is applied and partner-driven: a Valley Health quality project, a DNR study on the Porter River, a manufacturing-process fix for a county employer. The Office of Research & Sponsored Programs handles the review and paperwork so the work can start on time.\nThe practical details\nWhen: A Friday in April; classes are lightened so people can attend. Formats: Poster sessions, oral talks, performances, and gallery exhibits. Open to: Any undergraduate with a faculty mentor and a completed or well-underway project. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Research & Sponsored Programs (Millwright Hall, Room 340). Call (715) 555–0230 or email research@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nA Friday in April; classes are lightened so people can attend\nFormats\nPoster sessions, oral talks, performances, and gallery exhibits\nOpen to\nAny undergraduate with a faculty mentor and a completed or well-underway project\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Symposium\nPrototype Development Center\nService learning\nMaker Fellowship\nFull contact directory" }, { "url": "undergraduate-research.html", "title": "Undergraduate research", "description": "Work with faculty on original investigation, creative practice and applied industry questions.", "headings": [ "Undergraduate research", "On this page", "What it is, and who it is for", "Finding a project", "Support and funding", "Sharing it, and where it leads" ], "content": "Research Undergraduate research\nWork with faculty on original investigation, creative practice and applied industry questions.\nWhat it is, and who it is for\nUndergraduate research means doing real scholarly or creative work with a faculty mentor — running experiments, analyzing data, building and testing a design, doing fieldwork or archival work, contributing to a creative production, or tackling a company-sponsored technical problem. It is not just for future PhD students or for science majors: departments across engineering, business, design, health, education, and the humanities all involve undergraduates. You do not need a high GPA or prior experience to start; you need curiosity and reliability.\nFinding a project\nThree routes. Browse faculty research pages and email two or three whose work genuinely interests you (name the specific project, say why, attach a résumé, ask for a conversation — not \"any openings?\"). Attend the fall research mixer. Or bring your own question to a professor who works nearby. Projects can run for course credit, for pay (an hourly wage or a stipend), or as volunteer experience to start; many students begin volunteer and move to paid once they have proven useful. First-year and sophomore students are welcome — starting early means a deeper body of work by senior year.\nSupport and funding\nCompetitive undergraduate research grants cover materials, travel to conferences, and student wages — your mentor helps you apply. Librarians help with literature searches, data management, and citation; the research office covers ethics training and, where human or animal subjects are involved, the review-board process. Summer research programs offer a stipend and housing for a focused block of full-time work, and are worth applying to early.\nSharing it, and where it leads\nStudents present at Research in the Rotunda and the spring campus symposium, at regional and national disciplinary conferences (often funded), and sometimes as co-authors on published papers or as named contributors on a design or patent. Beyond the line on a résumé, research gives you a faculty member who knows your work well enough to write a specific, strong recommendation letter — which is what graduate programs, fellowships, and selective employers actually respond to. Honors-in-the-major usually centers on a research or capstone project.\nAt a glance\nFor\nEvery field, every year — curiosity and reliability matter more than GPA or experience\nFind it\nEmail 2–3 faculty about their specific project (not \"any openings?\"), the fall mixer, or bring your own question\nBasis\nCourse credit, paid wage/stipend, or volunteer to start — many move volunteer → paid\nLeads to\nConference travel, co-authorship, a strong specific recommendation letter, honors in the major\nRelated resources\nResearch spotlights\nResearch centers & labs\nInnovation & entrepreneurship\nFaculty experts\nContact directory" }, { "url": "understanding-waitlists.html", "title": "Understanding waitlists", "description": "How the automated course waitlist works, what improves your odds, and what to do if you never get in.", "headings": [ "Understanding waitlists", "On this page", "How it works", "What it does not do", "Improving your odds", "Show up to the first class", "If you do not get in", "Seniors and required courses" ], "content": "Registrar Understanding waitlists\nHow the automated course waitlist works, what improves your odds, and what to do if you never get in.\nHow it works\nWhen a section is full, you can add yourself to its electronic waitlist. As students drop, the system offers the open seat to the person at the top of the list and sends a notice to your Porter email with a deadline — often 24 to 48 hours — to register yourself for the seat. Miss the deadline and you are dropped from the waitlist and the seat goes to the next person.\nWhat it does not do\nIt does not register you automatically — you must act on the notice. It does not bump you past someone who joined earlier. It does not override a prerequisite you have not met, a time conflict with another registered course, or a hold on your account — any of those will block the system from giving you the seat even when your turn comes.\nImproving your odds\nGet on the waitlist the moment the section fills — position is by time added. Check your Porter email constantly during registration and the first week of class. Clear any registration hold now. Make sure you meet the prerequisite. If two sections of the same course exist, waitlist the one with more attrition history (your adviser may know) or waitlist both if the system allows.\nShow up to the first class\nFor a waitlisted course, attend the first session even though you are not registered. Instructors often admit waitlisted students who are present, in list order, when registered students do not show. Bring the add form or know the electronic override process. Not showing up is how you lose a seat you would otherwise have gotten.\nIf you do not get in\nHave a backup that keeps you full-time and on track — another required course, a general-education course, a course in your minor. Talk to your adviser about whether the missed course is offered next term, whether a substitution works, and whether it changes your graduation timeline. For a required course you cannot get for graduation, the department can sometimes add a seat or a section.\nSeniors and required courses\nIf you are a senior and a course you need to graduate is full, tell the department and your adviser immediately — programs generally prioritize students who need a course to finish, and there is often a process (a permission number, an added seat) that is not the normal waitlist.\nAt a glance\nHow\nA seat opens → the top of the list gets an emailed deadline to self-register → miss it, lose it\nWon't\nRegister you automatically; override a prereq, a time conflict, or a hold\nOdds\nJoin instantly (position is by time), clear holds, watch your email, attend the first class\nSenior needing it to graduate\nTell the department — there's usually a process outside the normal waitlist\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGetting into a closed class\nWhat a registration override is\nRegistration holds\nAdd, drop, and withdrawal deadlines\nFull contact directory" }, { "url": "understanding-your-benefits-as-a-new-grad.html", "title": "Understanding your benefits as a new grad", "description": "Health insurance, retirement, PTO, and the acronyms — what to choose in your first enrollment window and why.", "headings": [ "Understanding your benefits as a new grad", "On this page", "You have a short window and defaults are not optimal", "Health insurance", "HSA and FSA", "Retirement — get the match, at least", "PTO and leave", "The rest" ], "content": "Career services Understanding your benefits as a new grad\nHealth insurance, retirement, PTO, and the acronyms — what to choose in your first enrollment window and why.\nYou have a short window and defaults are not optimal\nWhen you start a job you usually get 30 days or so to enroll in benefits, and if you do nothing you get a default that is rarely the best choice. Read the benefits guide, use the enrollment tool, and ask HR the questions below before the deadline.\nHealth insurance\nYou will pick a plan — often a choice between a higher-premium plan with lower out-of-pocket costs and a lower-premium high-deductible plan (HDHP). If you are young and healthy, an HDHP paired with an HSA (below) is often the cheaper total. Check whether your doctors are in-network and what the deductible and out-of-pocket maximum are — that maximum is your worst case for the year.\nHSA and FSA\nAn HSA (Health Savings Account) goes with an HDHP: you contribute pre-tax money, it rolls over year to year, it is yours if you leave, and it can be invested — it is one of the best tax-advantaged accounts available. An FSA (Flexible Spending Account) is pre-tax money for health costs that mostly does not roll over (\"use it or lose it\"), so contribute only what you are confident you will spend.\nRetirement — get the match, at least\nIf the employer offers a 401(k) match (e.g. \"100% of the first 4%\"), contributing at least enough to get the full match is free money — a guaranteed 100% return on that portion. Set the contribution from day one. A Roth 401(k) option (post-tax now, tax-free later) is often the better choice when your income is at its lowest, which it is now.\nPTO and leave\nUnderstand how paid time off accrues, whether sick and vacation are separate, whether unused time carries over or is paid out, and the parental-leave policy even if it is not relevant yet. Know the rules before you plan a trip.\nThe rest\nLife and disability insurance (the employer-paid baseline is usually fine to start; disability coverage matters more than people think), any tuition assistance (relevant if you might do a part-time master's), commuter benefits, and an employee assistance program (free confidential counseling — worth knowing exists). A financial-wellness coach or a fee-only advisor can walk through your specific choices.\nAt a glance\nWindow\n~30 days to enroll; defaults are rarely best — read the guide, ask HR\nHealth\nHDHP + HSA is often cheapest if you're young and healthy; check in-network + the OOP max\nRetirement\nContribute at least enough to get the full 401(k) match — free money; consider Roth now\nFSA\nUse-it-or-lose-it — contribute only what you'll spend; HSA rolls over and is yours\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nThe first 90 days after graduation\nNegotiating a job offer\nManaging student loans\nFinancial wellness coaching\nA startup or an established employer?\nFull contact directory" }, { "url": "understanding-your-bill.html", "title": "Understanding your bill", "description": "What the charges mean, when they are due, and how to fix one that looks wrong.", "headings": [ "Understanding your bill", "On this page", "Where the bill lives", "What the charges are", "When it is due", "Payment plans", "Refunds when aid exceeds charges", "Disputing a charge", "The 1098-T at tax time" ], "content": "Student services Understanding your bill\nWhat the charges mean, when they are due, and how to fix one that looks wrong.\nWhere the bill lives\nYour student account is in MyPorter under Billing & Payment. It updates continuously — a dropped course, a new parking permit, or a posted scholarship can all change the balance between the day you look and the day it is due. The \"Amount due now\" line is the one that matters for holds and late fees.\nThe university does not mail paper bills. It emails your Porter address when a statement is ready; forwarding that address elsewhere is fine, but you are still responsible for what it says.\nWhat the charges are\nTuition is charged by the credit up to a full-time plateau, then flat from 12 to 18 credits. Segregated fees fund the Forge Recreation Center, health services, the Porter Loop, student government, and technology, and are the same for nearly everyone. Course fees appear on labs, studios, and clinicals that carry real material or placement costs.\nHousing and dining are billed by term if you live on campus. Books are not on the university bill unless you used a book-advance voucher against your aid.\nWhen it is due\nFall charges are due in mid-September, spring in mid-February — roughly two weeks after classes begin. The exact date is on the statement and the academic calendar. A balance left unpaid after the due date adds a monthly late fee and a financial hold that blocks registration, transcripts, and diploma release.\nPayment plans\nThe term payment plan splits the balance into four or five monthly payments for a small enrollment fee and no interest. Enroll before the first due date; once a hold posts, the plan will not clear it retroactively. Plans are per term — re-enroll each semester.\nThird-party sponsors (an employer, an agency, the VA) pay against an authorization you upload; until it is on file the charges are yours on paper.\nRefunds when aid exceeds charges\nWhen grants, scholarships, and loans post and exceed what you owe, the difference is refunded to you — by direct deposit within a few days if you set up an account in MyPorter, otherwise by a check that takes longer. That money is meant for books, rent, and living costs; it is still borrowed if any of it came from loans.\nRefunds usually land in the second week of the term. Do not count on the exact date for a rent payment.\nDisputing a charge\nStart with the office that generated it: the Registrar for a tuition line after a schedule change, Housing for a room charge, Parking for a permit or citation. Most corrections are same-week once the underlying record is fixed.\nIf a charge is still wrong after that, Student Financial Services will open a review. Pay the undisputed part by the due date so a hold does not stack on top of the dispute.\nThe 1098-T at tax time\nA 1098-T tuition statement is available in MyPorter each January and reports payments toward qualified charges and the scholarships that offset them. It is informational; a tax preparer or the free VITA clinic on campus can tell you whether an education credit applies to your household.\nAt a glance\nFind it\nMyPorter → Billing & Payment\nDue\nMid-September (fall) / mid-February (spring)\nLate\nMonthly fee + hold on registration and transcripts\nSplit it\nTerm payment plan — enroll before the first due date\nWho to contact\nBursar & Student Accounts\nFounders Union 118\nPhone\n(715) 555–0233\nEmail\nbursar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBilling & payment\nCost of attendance explained\nTuition refund schedule\nFree tax filing (VITA)\nEmergency loan fund\nFull contact directory" }, { "url": "understanding-your-transcript.html", "title": "Understanding your transcript", "description": "Every code and column on the official record — what employers and grad schools see, and what they do not.", "headings": [ "Understanding your transcript", "On this page", "Official vs. unofficial", "Reading the grade columns", "The notation codes", "Repeats", "What is not on it", "Fixing an error", "Sending it" ], "content": "Academics Understanding your transcript\nEvery code and column on the official record — what employers and grad schools see, and what they do not.\nOfficial vs. unofficial\nYour unofficial transcript in MyPorter is for you — same content, no seal. An official transcript is sealed or sent electronically directly from the Registrar to a recipient; that is what an employer, a licensing board, or a graduate program requires. Order official copies through the Registrar; there is usually a small fee and, at busy times, a few days' turnaround.\nReading the grade columns\nEach course line shows the term, the course and title, credits attempted, the grade, and grade points. Cumulative GPA is grade points divided by GPA credits. Transfer credit appears in its own section and generally does not affect your Porter GPA. In-progress courses show but do not yet count.\nThe notation codes\nCommon ones: W (withdrawn after the drop deadline — no grade-point impact, but visible), I (incomplete — becomes a grade later), IP or NR (in progress / not yet reported), AU (audit), P/NP or S/U (pass/no-pass or satisfactory/unsatisfactory), and R next to a repeated course. A key on the transcript defines every code; a reader who does this for a living knows them.\nRepeats\nWhen you repeat a course, both attempts stay on the transcript, the repeated one is marked, and — under Porter's policy — the later grade replaces the earlier one in the GPA for the first repeat. A reader sees that you repeated it; that is normal and one repeat is not a flag.\nWhat is not on it\nYour transcript does not show your major GPA separately (some programs compute it internally), your standing history if you cleared probation, disciplinary records in most cases, or anything about who you are beyond courses and grades. Honors, Latin honors, and degree conferral are recorded when earned.\nFixing an error\nIf a grade or a course is wrong — a grade change the instructor submitted that did not post, a course missing, a transfer course mis-evaluated — contact the Registrar with specifics. Grade changes come from the instructor; the Registrar records them. Do this before you send transcripts anywhere.\nSending it\nOrder early for application deadlines — \"processed\" is not \"received.\" Send directly to the institution or service, not to yourself to forward, unless the recipient explicitly allows student-forwarded copies. Some services (a centralized application) have their own transcript request process.\nAt a glance\nOfficial\nSent by the Registrar directly to the recipient — what applications require\nGPA\nGrade points ÷ GPA credits; transfer credit usually does not count in it\nCodes\nW, I, IP, AU, P/NP, S/U, R — a key on the transcript defines each\nErrors\nGrade changes come from the instructor; the Registrar records them\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTranscript ordering\nTranscript requests\nEnrollment verification\nGrade appeal process\nRepeating a course\nFull contact directory" }, { "url": "university-advancement.html", "title": "University Advancement", "description": "Fundraising, alumni relations and the UW–Porter Falls Foundation, all working out of the old rail depot at the edge of campus.", "headings": [ "University Advancement", "On this page", "What Advancement does", "The Foundation and the campaign", "Ironclad Giving Day", "Alumni relations", "For donors: the practical part" ], "content": "Administration University Advancement\nFundraising, alumni relations and the UW–Porter Falls Foundation, all working out of the old rail depot at the edge of campus.\nWhat Advancement does\nUniversity Advancement raises private money for Porter and keeps its graduates connected to it. The division is led by Hollis Vang , vice chancellor for university advancement, who also serves as executive director of the UW–Porter Falls Foundation , the separate nonprofit that receives and holds every gift. Advancement and the Foundation share the second floor of the Welcome Center, the 1911 rail depot on Founders Drive.\nDevelopment (major and planned gifts, college officers) — Lead: Rolf Ekdahl, senior director; Staff: 9\nAlumni Relations — Lead: Gretchen Aune, director; Staff: 4\nAnnual Giving and Ironclad Giving Day — Lead: Priscila Moua, director; Staff: 3\nAdvancement Services (gift processing, records, receipts) — Lead: Leonard Brekken, manager; Staff: 5\nCorporate and foundation relations — Lead: Shared with Research & Sponsored Programs; Staff: 1\nThe Foundation and the campaign\nThe Foundation is governed by its own 24-member volunteer board and audited independently every year; that separation is what lets a donor give to nursing scholarships and know the gift cannot be moved to cover a budget gap. In fiscal 2026 it received $6.4 million in gifts from 5,180 donors and transferred $5.1 million to the university for scholarships, equipment and programs.\nThe current campaign, “Built for Work,” has a $42 million goal for three things: the advanced manufacturing and robotics lab, the Halvorsen Library 24-hour study addition, and permanent need-based scholarship endowment. As of September 30, 2026, it stood at $29.6 million, or 70 percent. Naming levels are on capital campaign and naming opportunities ; current funding priorities are on giving priorities .\nIronclad Giving Day\nIronclad Giving Day runs for 1,893 minutes — one for each year since the Porter Manual Training School opened — starting at midnight on Tuesday, April 6, 2027, and ending at 7:33 a.m. on Wednesday. Colleges, teams, ensembles and student organizations each get a page and compete on a live leaderboard for bonus challenge dollars put up by alumni.\n2026 results: 3,947 donors and $1,184,320, including challenge matches ( the results story ).\n2027 goal: 2,500 donors. The goal is counted in people, not dollars, on purpose.\nMost-funded fund last year: the student emergency fund, followed by Ironclad wrestling and the Baja and Formula Solar teams.\nAny gift, any day, goes through the give page .\nAlumni relations\nPorter has about 52,000 living alumni, roughly 40 percent of them within 75 miles of Porter Falls. Alumni Relations runs Millrace Week (October homecoming), regional chapters in Lake City, the Cities and four other metro areas ( find a chapter ), the alumni mentor network and the Ring of Iron ceremony for seniors. Graduates keep library borrowing privileges and an @uwporterfalls.edu forwarding address. Updates and class notes go to Porter Falls Magazine ; everything else alumni-related starts at alumni .\nFor donors: the practical part\nEvery gift gets a receipt within five business days. Gifts of stock, IRA distributions, donor-advised fund grants and bequests are handled by the development staff, who do not work on commission; ask for planned giving if you are naming Porter in a will. Donor names are not sold or traded, and anyone can ask to be removed from solicitations by email.\nYou can direct a gift to almost anything with an account: a college, a team, an ensemble, a named scholarship, the student emergency fund. Restricted gifts are spent only on what the donor named, and the Foundation reports back each fall on how the money was used. Unrestricted gifts go to the Chancellor’s Fund for Excellence, which last year paid for 41 student conference trips and the first year of the expanded paid co-op stipends. Employer matching gifts double a surprising number of donations; check with your employer before you give.\nFaculty and staff who want to raise money for a project should talk to Development before asking anyone outside the university — partly so two people do not ask the same donor in the same month, and partly because the development officers usually know who has already said no.\nAt a glance\nVice chancellor\nHollis Vang\nCampaign\n“Built for Work”: $29.6M of $42M\nFY2026 giving\n$6.4 million from 5,180 donors\nGiving Day\nApril 6–7, 2027; 1,893 minutes\nLiving alumni\nAbout 52,000\nWho to contact\nUniversity Advancement\nWelcome Center, second floor\nPhone\n(715) 555–0111\nEmail\nadvancement@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nUW–Porter Falls Foundation\nGive to Porter\nAlumni\nPorter Falls Magazine\nOffice of the Chancellor" }, { "url": "university-archives.html", "title": "University archives", "description": "The permanent record of UW–Porter Falls itself — what's kept, what it's used for, and how to donate records to it.", "headings": [ "University archives", "On this page", "What it's for", "Adding to it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "About University archives\nThe permanent record of UW–Porter Falls itself — what's kept, what it's used for, and how to donate records to it.\nWhat it's for\nAnswering “when did that start,” “what did this used to be,” and “is that story true” about the university — for a reporter, a thesis, a reunion committee, or the administration itself. The 1893 manual-training charter and its revisions live here and are still cited in policy work.\nAdding to it\nA retiring department's files, an alum's box of 1970s student-newspaper clippings, a former dean's correspondence — the archivist appraises what has lasting value, and a short deed of gift transfers it. Digital records are accepted too.\nIn and around Porter Falls\nUniversity Communications sits in Millwright Hall and handles the parts of Porter that outlast any one semester. The founding manual-training mission from 1893 is still the reference point for most of what this office says publicly.\nThe practical details\nLocation: Within Special Collections, Halvorsen Library Level 4. Holds: Governance records, publications, photographs, building plans, oral histories, student organisation files. Donations: Alumni and retirees' Porter-related papers are actively sought. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is University Communications (Millwright Hall, Room 210). Call (715) 555–0250 or email news@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nWithin Special Collections, Halvorsen Library Level 4\nHolds\nGovernance records, publications, photographs, building plans, oral histories, student organisation files\nDonations\nAlumni and retirees' Porter-related papers are actively sought\nWho to contact\nUniversity Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\nnews@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCommon Data Set & disclosures\nCommencement Livestream & Archive\nThe public art walk\nSpecial collections reading room\nFull contact directory" }, { "url": "university-farm.html", "title": "University Farm", "description": "A working teaching farm east of campus used by food, agriculture, dietetics, environmental science and design courses.", "headings": [ "University Farm", "On this page", "What is here", "Who uses it", "Visiting", "Accessibility", "History" ], "content": "Campus map University Farm\nA working teaching farm east of campus used by food, agriculture, dietetics, environmental science and design courses.\nWhat is here\nThe University Farm occupies about 40 acres east of the main campus: row-crop and cover-crop research plots, a high tunnel and greenhouse range, a small orchard, pollinator and prairie restoration areas, a teaching kitchen, and a barn with classroom space. It is a working operation, not a petting zoo — plots are managed to answer research questions.\nWho uses it\nCourses in food and agriculture, dietetics, environmental science, biology, and even industrial design (for farm-equipment and packaging projects) hold sessions here. The student-run campus garden club grows produce for the food pantry and teaching kitchens, and the farm hosts summer research assistants studying soil health, stormwater, and regional crop systems.\nVisiting\nThe farm is open to the public during posted daytime hours along a marked visitor path; the research plots and equipment areas are off-limits without a class or a host. A fall open house brings families out for the orchard and a wagon tour. The Porter Loop shuttle runs an hourly farm stop on weekdays during the growing season.\nAccessibility\nThe visitor path, the teaching kitchen, and the barn classroom are step-free and firm-surfaced; the greenhouse range has a level central aisle. Field plots are uneven ground. Contact the farm office before a visit if you need a specific route or a ride from the parking area to the barn.\nHistory\nThe land was donated to the university in 1958 by a family that had farmed it for three generations, with a deed condition that it stay in agricultural teaching use. The high tunnels and the teaching kitchen were added in the 2010s as the food and dietetics programs grew.\nMore buildings\nApplied Arts Building\nCommerce Hall\nForge Recreation Center\nFounders Commons\nFounders Hall\nFounders Union\nAll campus buildings\nCampus map\nGetting around\nThe campus is 86 acres; nothing is more than a ten-minute walk from anything else.\nAccessible routes & entrances" }, { "url": "university-governance.html", "title": "University governance", "description": "Who sets policy for Porter, who runs it day to day, and where a decision actually gets made.", "headings": [ "University governance", "On this page", "The short version", "The Board of Regents", "The chancellor and cabinet", "Shared governance", "Where a specific decision gets made" ], "content": "About University governance\nWho sets policy for Porter, who runs it day to day, and where a decision actually gets made.\nThe short version\nPorter is a public university inside the fictional Universities of Wesconsin system. A system-level Board of Regents sets system-wide policy, approves tuition ranges, and hires each campus’s chancellor; the chancellor and the campus’s own leadership team run Porter day to day within that policy. Faculty Senate and Staff Senate hold shared governance over academic and workplace matters; Student Senate represents students in all of it.\nThe Board of Regents\nThe system Board of Regents meets several times a year, in public session with minutes posted afterward, and sets the policies that apply to every system campus — tuition bands, degree-approval rules, system-wide compliance. It does not run Porter’s daily operations; that authority is delegated to the chancellor.\nThe chancellor and cabinet\nPorter’s chancellor reports to the system and leads a cabinet of vice chancellors covering academics (the provost), student affairs, finance and administration, and advancement. See the leadership page for who currently holds each seat and how to request a meeting.\nShared governance\nFaculty Senate votes on curriculum, degree requirements, and academic policy; Staff Senate represents non-instructional staff on workplace policy; Student Senate holds seats on most university committees and controls the student-activity fee budget. Any of the three can bring a proposal to the chancellor’s cabinet, and major policy changes typically route through whichever senate it affects before taking effect.\nWhere a specific decision gets made\nCurriculum and grading: Faculty Senate and your college. Tuition and system policy: the Board of Regents. A building, a parking rule, a dining contract: the vice chancellor for finance and administration. A conduct case: the Dean of Students. If you are not sure whose call something is, the directory’s org chart link routes you to the right office.\nAt a glance\nSystem\nUniversities of Wesconsin (fictional) — sets system-wide policy\nCampus\nChancellor + cabinet run day-to-day operations\nShared governance\nFaculty Senate, Staff Senate, Student Senate\nPublic meetings\nBoard of Regents minutes posted after each session\nWho to contact\nOffice of the Chancellor\nFounders Hall 300\nPhone\n(715) 555–0100\nEmail\nchancellor@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nPolicy library\nFaculty Senate 2026–27\nLeadership\nStaff Senate\nFull contact directory\nAccreditation\nFull contact directory\nBoard of Regents & UW System" }, { "url": "university-marketing-and-communications.html", "title": "University Marketing & Communications", "description": "The office behind the news site, the magazine, the brand, the website, campus photography, reporters’ phone calls and the text you get when the campus closes for snow.", "headings": [ "University Marketing & Communications", "On this page", "Who we are", "News and the magazine", "Brand, web and social media", "Media, photo and video requests", "Emergency communications", "How long things take" ], "content": "Offices & services University Marketing & Communications\nThe office behind the news site, the magazine, the brand, the website, campus photography, reporters’ phone calls and the text you get when the campus closes for snow.\nWho we are\nUniversity Marketing & Communications (UMC) is a staff of 19 in Millwright Hall led by executive director Sylvie Dahl , who reports to the chancellor and sits on the cabinet. UMC tells Porter’s story to prospective students, alumni, reporters and the region, and keeps everyone else’s version of that story recognizably the same university.\nNews & Media Relations — Lead: Bram Kittleson, director; What they handle: Releases, reporters, experts, statements\nCreative Services — Lead: Juniper Haas, art director; What they handle: Print, ads, admissions publications, the brand\nWeb & Digital — Lead: Tomasz Wilk, web manager; What they handle: The website, social accounts, email templates\nPhoto & Video — Lead: Rhea Lindgren, university photographer; What they handle: Shoots, the photo library, video production\nPublications — Lead: Magazine staff; What they handle: Porter Falls Magazine , the annual report\nNews and the magazine\nCampus news is posted at news and sent as a weekly digest to faculty and staff on Monday mornings. To suggest a story, email news@uwporterfalls.edu at least two weeks before the thing happens; we cover outcomes and people more readily than announcements of meetings.\nPorter Falls Magazine is mailed twice a year to about 52,000 alumni and friends; the fall 2026 issue is out now. Class notes are submitted through the magazine site. The student newspaper is editorially independent and has nothing to do with us — see the student newspaper page .\nBrand, web and social media\nThe logo, the gold “P”, the navy and gold palette, the typefaces and the rules for co-branding with an employer are in the brand and visual identity guidelines . Anything sold with the marks on it goes through trademark and logo licensing , not UMC.\nWeb: departments edit their own pages after a two-hour training; Web & Digital handles new sections, redirects and anything on the home page.\nSocial media: a new official account needs two named staff administrators and a posting plan. Accounts dormant for six months are archived.\nAccessibility: every page and PDF must meet the standards on the digital accessibility page . We will not publish a scanned flyer as a PDF.\nMedia, photo and video requests\nReporters should call (715) 555–0190 or email news@uwporterfalls.edu; the full guidance is on media relations , and experts by topic are on the faculty experts page . Faculty and staff contacted by a reporter are free to talk about their expertise; a heads-up to UMC is appreciated, not required.\nPhoto and video: submit the request form in MyPorter at least 15 business days ahead. We prioritize recruitment, the magazine and events the chancellor attends. A one-hour shoot is free to campus units; video production beyond a 90-second piece is charged at cost. Headshots are taken on the second Wednesday of each month in Millwright Hall 214, no appointment.\nEmergency communications\nIn an emergency, Campus Safety sends the first alert; UMC follows within 30 minutes with the home-page banner, social posts and updates every hour until the all-clear. Porter Alert texts go to every student and employee number in MyPorter, and anyone else can opt in on the alert sign-up page . Weather closings are decided by the vice chancellor for finance and operations and posted by 5:30 a.m. ( how closings work ). A UMC staff member is on call every night for this purpose and for nothing else.\nHow long things take\nUMC works on about 1,400 requests a year with 19 people, so lead time matters more than the urgency in the subject line.\nNews story or release — Lead time: Two weeks before the event\nWeb page edit by Web & Digital — Lead time: Three business days\nNew website section — Lead time: Six to eight weeks\nPrinted brochure or poster — Lead time: Four weeks, plus printing\nPhotography — Lead time: 15 business days\nVideo (90 seconds or less) — Lead time: Six weeks\nStatement on a breaking issue — Lead time: Same day; call, don’t email\nDepartments that do a lot of their own design work can ask for a one-hour brand review instead of a full project; most posters clear that review the same week.\nAt a glance\nExecutive director\nSylvie Dahl\nStaff\n19, in Millwright Hall 210–218\nMedia line\n(715) 555–0190\nPhoto/video requests\n15 business days ahead\nMagazine\nTwice a year, about 52,000 copies\nWho to contact\nUniversity Marketing & Communications\nMillwright Hall 210\nPhone\n(715) 555–0190\nEmail\nnews@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nMedia relations\nBrand & visual identity guidelines\nPorter Falls Magazine\nNews\nEmergency information\nOffice of the Chancellor" }, { "url": "using-ai-tools-for-studying.html", "title": "Using AI tools for studying", "description": "What is allowed, what actually helps you learn, and what quietly undermines it.", "headings": [ "Using AI tools for studying", "On this page", "Check the policy first, every course", "Where it can genuinely help learning", "Where it quietly hurts", "It is confidently wrong sometimes", "Privacy and the assignment", "A simple test" ], "content": "Academics Using AI tools for studying\nWhat is allowed, what actually helps you learn, and what quietly undermines it.\nCheck the policy first, every course\nWhether and how you can use AI tools varies by course and sometimes by assignment. Some instructors allow assistance with disclosure, some ban it entirely, some require it. Assume it is not allowed unless the syllabus says so, ask when unsure, and never paste AI-generated text into an assignment as your own — that is treated as a serious integrity violation regardless of your intent.\nWhere it can genuinely help learning\nExplaining a concept you are stuck on in a different way; generating practice problems similar to your homework so you can drill; quizzing you and checking your reasoning; turning your rough notes into a study outline you then verify; and rubber-ducking — talking through your approach to a problem to find where it breaks. In each of these you are still doing the thinking; the tool is a study partner, not a substitute.\nWhere it quietly hurts\nGetting it to do the problem set, write the draft, or summarize the reading so you do not have to. This feels efficient and produces a deliverable, but the learning happens in the struggle you skipped, and the exam — which you take alone — will find the gap. If using a tool means you did not build the skill the assignment was for, it cost you.\nIt is confidently wrong sometimes\nAI tools invent citations, make subtle errors in math and logic, and state false things fluently. Never trust an explanation, a solution, or a fact without checking it against the course materials or a reliable source. Using it to check your work only helps if you then verify the check.\nPrivacy and the assignment\nDo not paste in anything confidential — an unpublished dataset, someone else's work, personal information. And know that some courses use AI-detection tools; they are imperfect, but combined with your version history and drafts, a mismatch is a hard conversation. Keeping your process (notes, outlines, drafts) is your protection.\nA simple test\nBefore using an AI tool on any task, ask: \"If I do it this way, will I be able to do the same thing on the exam, in an interview, or on the job — alone?\" If yes, it is probably a fine study aid. If no, you are outsourcing the learning, not supporting it.\nAt a glance\nFirst\nThe course policy — assume not allowed unless the syllabus says so; ask\nHelps\nRe-explaining a concept, generating practice, quizzing you, rubber-ducking\nHurts\nDoing the problem set / draft / summary for you — the learning was the struggle\nTest\nCould I do this alone on the exam / in an interview? If no, it cost you\nWho to contact\nTutoring & Learning Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0165\nEmail\nlearning@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAcademic integrity in practice\nReading and taking notes in college\nStudying for a cumulative final\nAcademic coaching\nLearning strategies workshops\nFull contact directory" }, { "url": "using-counseling-services.html", "title": "Using counseling services", "description": "What a first appointment is like, what is confidential, and the faster options for a rough week.", "headings": [ "Using counseling services", "On this page", "Making the first appointment", "What is confidential", "The model and the wait", "When you need to talk sooner", "After hours and emergencies", "Groups and workshops" ], "content": "Health & wellness Using counseling services\nWhat a first appointment is like, what is confidential, and the faster options for a rough week.\nMaking the first appointment\nStart with a brief phone or online screening, then a first session where a counselor listens, gets a picture of what is going on, and works out a plan with you — short-term individual counseling, a group, a referral, or a single consultation might be enough. It is included in your student fees. You do not need a diagnosis or a crisis to come.\nWhat is confidential\nWhat you say in counseling stays there. It is a separate record from your academic file, and nothing goes to professors, parents, or your transcript. The narrow legal exceptions — an imminent risk to your life or someone else’s, abuse of a minor or vulnerable adult, a court order — are explained in the first session.\nThe model and the wait\nThe center works in a short-term model: a set number of sessions aimed at a specific goal, with a warm handoff to a community provider for longer-term or specialized work. In busy stretches (midterms, late fall) the wait for a routine first appointment can be a week or two — which is why the faster options below exist.\nWhen you need to talk sooner\nSame-day urgent consultations are held every weekday for situations that cannot wait for a scheduled slot. \"Let’s Talk\" drop-in hours put you with a counselor for a brief, informal conversation, no appointment or paperwork — a good first step if you are unsure whether you \"need\" counseling.\nAfter hours and emergencies\nThe 24-hour Student Support Line is (715) 555–0117 and is staffed by counselors, not a machine. For an immediate danger to yourself or someone else, call 911 or go to the nearest emergency department; Campus Safety at (715) 555–0191 can help you get there.\nGroups and workshops\nRecurring groups and single-session workshops cover anxiety, grief, stress and sleep, relationships, identity, substance use, and adjusting to college. Group is not a lesser option — for a lot of what students bring in, it works as well as or better than individual sessions, and it is easier to get into.\nAt a glance\nCost\nIncluded in student fees\nConfidential\nSeparate from your academic record; narrow legal exceptions\nSooner\nSame-day urgent consults + \"Let’s Talk\" drop-in\n24/7\nStudent Support Line (715) 555–0117 · emergencies 911\nWho to contact\nCounseling & Psychological Services\nHealth & Counseling Center, North Campus\nPhone\n(715) 555–0237\nEmail\ncounseling@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCounseling services\n\"Let’s Talk\" drop-in counseling\nGroup therapy program\nCrisis support\nTelehealth after hours\nFull contact directory" }, { "url": "using-the-alumni-network-as-a-student.html", "title": "Using the alumni network while you are still a student", "description": "Porter graduates are a hiring pipeline and a source of honest advice — how to reach them without it being awkward.", "headings": [ "Using the alumni network while you are still a student", "On this page", "Why it works", "The informational interview", "How to find them", "Making the ask", "Follow up and stay in touch", "Give it back later" ], "content": "Career services Using the alumni network while you are still a student\nPorter graduates are a hiring pipeline and a source of honest advice — how to reach them without it being awkward.\nWhy it works\nPorter alumni concentrate in the region's manufacturers, design studios, health systems, schools, and tech employers, and they hire from their own program because they know what a Porter graduate can do. An alum is also the most honest source you have on what a job or a company is actually like — they have no reason to recruit or discourage you.\nThe informational interview\nYou are asking for 20–30 minutes to hear about their path and their work, not for a job. Come with specific questions — how they got from your major to their role, what a normal week looks like, what they wish they had done as a student. End by asking whether there is anyone else they would suggest you talk to. That is how the network compounds.\nHow to find them\nThe alumni mentor network pairs students with alumni by field for ongoing conversations. The online alumni directory (available to students) and program-specific alumni lists let you search by employer or role. Faculty and career coaches make direct introductions — ask. Alumni also come back for the Career Conference, guest talks, and program advisory boards.\nMaking the ask\nA short, specific message: who you are (name, major, year), why them (a shared program, a company you are curious about, a path you are considering), and a small clear request (20 minutes, by phone or video, in the next couple of weeks). Most alumni say yes to a student who is specific and respectful of their time.\nFollow up and stay in touch\nSend a thank-you within a day that references something specific they said. If they suggested a next step, do it and tell them you did. A light check-in once or twice a year — an update on your path — turns a single conversation into a real connection, and that is the person who forwards you a job posting two years later.\nGive it back later\nThe students who got the most from alumni tend to become the alumni who answer messages. Career for Life keeps you in the network after graduation; the mentor network always needs people who were recently in the student's seat.\nAt a glance\nThe ask\nAn informational interview — 20–30 min about their path, not a job\nFind them\nAlumni mentor network, the student-access directory, faculty intros\nThe message\nWho you are + why them + a small specific request\nAfter\nThank-you within a day; a light check-in once or twice a year\nWho to contact\nAdvancement & Alumni Relations\nWelcome Center, Founders Union 100\nPhone\n(715) 555–0246\nEmail\ngive@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAlumni mentor network\nAlumni directory tool\nMock interviews\nJob shadow program\nCareer for Life (alumni)\nFull contact directory" }, { "url": "using-the-learning-management-system-well.html", "title": "Using the learning management system well", "description": "The course platform runs your semester — the settings, habits, and features that keep you from missing things.", "headings": [ "Using the learning management system well", "On this page", "It is the source of truth", "Fix the notifications first", "Use the calendar and to-do list", "Know how submission works before it matters", "Check your grades against the syllabus", "When it breaks" ], "content": "Campus services Using the learning management system well\nThe course platform runs your semester — the settings, habits, and features that keep you from missing things.\nIt is the source of truth\nAssignments, due dates, readings, grades, announcements, and submission happen in the learning management system. If it is on the LMS, you are responsible for it, whether or not it was said in class. Checking it once a day is a baseline habit, like checking email.\nFix the notifications first\nThe defaults are usually wrong — too many or too few. Set it to notify you (by email and, if you want, push) for: new announcements, new assignments, due-date changes, grade postings, and feedback comments. Turn off the noise (every discussion reply). Do this in week one for every course, so a due-date change actually reaches you.\nUse the calendar and to-do list\nThe LMS aggregates every course's due dates into one calendar and a to-do list. Subscribe to that calendar feed from your own calendar app so assignments show up alongside the rest of your life. This is the single best defense against a deadline in one course sneaking up while you are focused on another.\nKnow how submission works before it matters\nFor each course: how do you submit (file upload, text box, external tool), what file types are accepted, is there a similarity-check step, does it show you a confirmation, and is late submission open or locked? Do a practice submission early. \"It didn't upload\" at 11:58 p.m. is avoidable.\nCheck your grades against the syllabus\nThe LMS gradebook shows what the instructor has entered, weighted the way they set it up — which is sometimes misconfigured early in the term. Know your syllabus's grading scheme, sanity-check the running total, and ask the instructor if something looks off. Do not wait until finals to discover a whole category was missing.\nWhen it breaks\nThe platform has outages and quirks. If you cannot submit, screenshot the error with a timestamp, email the work to the instructor before the deadline as proof, and contact the Technology Help Desk. Instructors are generally understanding about a documented platform failure and not understanding about \"it was being weird.\"\nAt a glance\nTruth\nIf it's on the LMS, you're responsible for it — check it daily like email\nFirst\nFix notifications in week one: on for announcements, assignments, due-date changes, grades; off for noise\nCalendar\nSubscribe to the aggregated due-date feed from your own calendar app\nBreaks\nScreenshot the error with a timestamp, email the work to the instructor as proof, call the Help Desk\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBacking up your coursework\nAccount and password security\nEmailing a professor\nTime management that actually works\nFull contact directory" }, { "url": "van-driver-certification.html", "title": "University vehicle driver certification", "description": "The check every student or employee clears before driving a university van or fleet vehicle, especially for club and team travel.", "headings": [ "University vehicle driver certification", "On this page", "Why it exists", "For club and team travel", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus safety University vehicle driver certification\nThe check every student or employee clears before driving a university van or fleet vehicle, especially for club and team travel.\nWhy it exists\nMost serious incidents on university trips involve a tired student driving a heavy, unfamiliar vehicle at night. Certification covers a record check, a defensive-driving module, and van-specific handling; the two-driver rule for long trips and the ban on the highest-rollover-risk vans are the two policies that matter most.\nFor club and team travel\nThe trip's student travel registration has to list certified drivers before the vehicle is released. Booking the course a couple of weeks before a season starts avoids the pre-trip scramble.\nIn and around Porter Falls\nPorter Campus Safety operates from the ground level of Millwright Hall around the clock during the semester and coordinates with the Porter Falls Police and Fire departments, whose stations are both within a mile of campus. For a real emergency the number is 911.\nThe practical details\nRequires: A valid licence, a clean-enough record check, and a short defensive-driving course. Van rule: A second certified driver for any trip over a set number of hours; no 15-passenger vans by policy. Valid: Two years, then re-check. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Campus Safety (Millwright Hall, ground level). Call (715) 555–0191 or email safety@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nRequires\nA valid licence, a clean-enough record check, and a short defensive-driving course\nVan rule\nA second certified driver for any trip over a set number of hours; no 15-passenger vans by policy\nValid\nTwo years, then re-check\nWho to contact\nPorter Campus Safety\nMillwright Hall, ground level\nPhone\n(715) 555–0191\nEmail\nsafety@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWeapons policy\nAlcohol & drug policy\nBike registration\nAccessible parking\nFull contact directory" }, { "url": "veteran-education-benefits.html", "title": "Veteran education benefits", "description": "The campus certifying official and the practical steps for using GI Bill and state veteran benefits at Porter.", "headings": [ "Veteran education benefits", "On this page", "Each term", "The money timing", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Veteran education benefits\nThe campus certifying official and the practical steps for using GI Bill and state veteran benefits at Porter.\nEach term\nEnrollment has to be certified to the VA every term before benefits pay, and again if you add or drop a course, because a change in credit load changes the housing allowance and tuition payment. Submit your schedule to the certifying official as soon as you register. Only courses that count toward your declared degree can be certified.\nThe money timing\nTuition payments from the VA can arrive after the bill's due date; Porter holds veteran accounts without a late penalty while a certified benefit is pending. The monthly housing allowance is paid in arrears and is prorated for the first and last months, so budget for a thin first few weeks each term. State benefits and the federal GI Bill have separate paperwork; the certifying official handles both.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nOffice: School Certifying Official, Registrar's area. Bring: Your Certificate of Eligibility (or state equivalent) and your class schedule each term. Watch: Benefits pay on their own schedule — plan for a gap at the start of a term. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nOffice\nSchool Certifying Official, Registrar's area\nBring\nYour Certificate of Eligibility (or state equivalent) and your class schedule each term\nWatch\nBenefits pay on their own schedule — plan for a gap at the start of a term\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory\nYellow Ribbon Program" }, { "url": "veteran-resource-center.html", "title": "Veteran Resource Center", "description": "A dedicated lounge, benefits certification and peer community for military-connected students.", "headings": [ "Veteran Resource Center", "On this page", "A dedicated space", "Benefits certification", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Veteran Resource Center\nA dedicated lounge, benefits certification and peer community for military-connected students.\nA dedicated space\nThe center is a lounge and study space set aside for veterans, active-duty, guard and reserve students and dependents using education benefits, with a peer community that does not require explaining a military background from scratch every time.\nBenefits certification\nA dedicated certifying official on site handles GI Bill and other VA education benefit paperwork each term, coordinates with the Registrar and Bursar so certified benefits post correctly, and helps translate military training into transfer credit where it applies.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nLocation: Founders Union, Room 110. Serves: Veterans, active duty, guard/reserve and dependents using benefits. Certifying official: On-site VA benefits certification. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocation\nFounders Union, Room 110\nServes\nVeterans, active duty, guard/reserve and dependents using benefits\nCertifying official\nOn-site VA benefits certification\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nVeterans FAQ\nTesting Center\nWellness & recreation classes\nSupplemental Instruction\nPeer mentoring program\nFull contact directory\nMilitary activation & Guard deployment" }, { "url": "veteran-services.html", "title": "Military & veteran services", "description": "Benefits certification, credit for military training, priority registration, and a community for veterans, service members, and military families.", "headings": [ "Military & veteran services", "On this page", "Start here", "Credit for what you have done", "The support built for you", "Deployment, activation, and problems", "National resources" ], "content": "Student services Military & veteran services\nBenefits certification, credit for military training, priority registration, and a community for veterans, service members, and military families.\nStart here\nVisit the veterans and military services office before your first term. The School Certifying Official helps you understand which education benefit you are using and what it covers, submits the enrollment certification to the benefits agency each term, and connects you to everything else. Your benefit does not pay automatically — certification depends on you submitting your request and keeping your schedule stable, and a schedule change after certification can create a debt you owe back, so tell the office first.\nCredit for what you have done\nYour Joint Services Transcript (or Community College of the Air Force transcript) documents training and occupational experience the Registrar evaluates for credit against recognized guidelines — often covering physical-education, elective, and some technical or general-education requirements and shortening your degree. Request the evaluation early. See transfer credit and the student veterans guide.\nThe support built for you\nPriority or early registration so benefit certification is not held up by a bad schedule; a veterans lounge and resource center with study space and computers; a Student Veterans Organization ; peer mentoring; visiting county and federal benefits representatives; and staff and counselors experienced with the transition from a highly structured environment to a self-directed one. Coordinate any service-connected disability accommodation through the accessibility office .\nDeployment, activation, and problems\nStudents called to service get coordinated support for withdrawal, tuition adjustment, housing, and return to study — contact the office as soon as you have orders. For a benefit payment or eligibility issue, talk to the certifying official first; most are timing or paperwork and they can fix them or route you. Do not let a hold or a balance sit while you wait for a benefit to post.\nNational resources\nVA education benefits (check your remaining entitlement and status), the GI Bill Comparison Tool , and the Veterans Crisis Line — dial 988 then press 1, or text 838255.\nAt a glance\nDo first\nSee the certifying official before term 1 — certification is not automatic\nCredit\nYour Joint Services Transcript is evaluated for credit — request it early\nYou get\nPriority registration, a resource center, the SVO, peer mentoring, benefits reps on site\nCrisis line\nVeterans Crisis Line — dial 988 then press 1, or text 838255\nRelated resources\nVeterans FAQ\nAccessibility services\nMulticultural student services\nStudent ombuds\nCampus food pantry\nChild & family center\nContact directory" }, { "url": "veteran-student-services.html", "title": "Veteran & military-connected student services", "description": "Benefits certification, a dedicated lounge, and a single point of contact for veterans, service members, and dependents.", "headings": [ "Veteran & military-connected student services", "On this page", "Getting benefits running", "Beyond the paperwork", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Veteran & military-connected student services\nBenefits certification, a dedicated lounge, and a single point of contact for veterans, service members, and dependents.\nGetting benefits running\nThe School Certifying Official reports your enrollment to the VA each term so payments release — see the GI Bill certification page for the steps and deadlines. Come in before your first term; retroactive fixes are slow. Tuition Assistance, state veteran benefits, and dependent transfers of entitlement are all handled here too.\nBeyond the paperwork\nA military-credit evaluation can convert a Joint Services Transcript into elective or specific course credit. Priority registration helps you build a schedule around a drill weekend or a job. If you're activated mid-term, the office coordinates withdrawals, incompletes, and refunds so a deployment doesn't cost you a semester.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nStart with: The School Certifying Official in the Registrar's Office — required to process GI Bill benefits. Space: A veterans lounge with study space and a coffee pot in Founders Union. Also handles: Credit for military training, priority registration, and a smooth path if you're called to duty. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nStart with\nThe School Certifying Official in the Registrar's Office — required to process GI Bill benefits\nSpace\nA veterans lounge with study space and a coffee pot in Founders Union\nAlso handles\nCredit for military training, priority registration, and a smooth path if you're called to duty\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "veterans-and-military-connected-students.html", "title": "Veterans and military-connected students", "description": "Benefits certification, credit for service, and a community that gets the transition.", "headings": [ "Veterans and military-connected students", "On this page", "Start with the certifying official", "Credit for military training", "The Veteran Resource Center", "Priority registration and flexibility", "Dependents and survivors", "The transition itself" ], "content": "Student services Veterans and military-connected students\nBenefits certification, credit for service, and a community that gets the transition.\nStart with the certifying official\nThe School Certifying Official in the Veteran Resource Center is the person who submits your enrollment certification to the VA so your benefits pay. Meet them before your first term and every term after you register — certification is not automatic, and a late certification means a late payment. They also explain which chapter of benefits fits your situation.\nCredit for military training\nYour Joint Services Transcript (or Community College of the Air Force transcript) is evaluated against a national credit guide after admission. Military training and occupational experience frequently convert to credit — sometimes a full semester's worth — especially in the technical programs. A prior-learning adviser can push for course-specific equivalencies with documentation.\nThe Veteran Resource Center\nA dedicated space with study room, computers, a lounge, and staff who coordinate benefits, connect you with peers, and host visiting county and federal VA representatives on scheduled days. For many military-connected students the center is the difference between transferring in anonymously and landing in a community.\nPriority registration and flexibility\nMilitary-connected students typically get priority registration so benefit certification and required sequences line up. Students in the reserves or Guard who are activated mid-term get coordinated support for withdrawal, tuition adjustment, housing, and re-enrollment when they return — bring your orders to the center as soon as you have them.\nDependents and survivors\nSpouses and children using transferred benefits or survivor benefits are certified through the same office and welcome in the center. The processes differ by benefit type; the certifying official sorts out which forms apply to you.\nThe transition itself\nComing from a structured environment to a campus where you manage your own schedule is a real adjustment, and being older than most classmates can feel isolating at first. Peer mentoring through the center, the counseling center's familiarity with military transition, and connecting with the student veterans organization all help. Use them early.\nAt a glance\nEvery term\nMeet the School Certifying Official after you register\nService → credit\nJST evaluated after admission — often a semester's worth\nThe center\nStudy space, peers, visiting VA reps, benefits help\nActivated mid-term\nBring orders to the center right away for coordinated support\nWho to contact\nVeteran Resource Center\nFounders Union 122\nPhone\n(715) 555–0142\nEmail\nveterans@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nVeteran Resource Center\nVeteran education benefits\nROTC & military science\nPrior learning assessment\nReduced course load authorization\nFull contact directory" }, { "url": "veterans-education-benefits.html", "title": "Veterans Education Benefits", "description": "Certification support for GI Bill and other federal or state veteran education benefits.", "headings": [ "Veterans Education Benefits", "On this page", "What certification actually involves", "Beyond certification", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Veterans Education Benefits\nCertification support for GI Bill and other federal or state veteran education benefits.\nWhat certification actually involves\nA dedicated certifying official reports enrollment to the VA or relevant state agency each term, which is the step that actually triggers a veteran's benefit payment — most delays trace back to a certification that didn't go in on time.\nBeyond certification\nThe Veteran Resource Center also offers priority registration so a benefit-eligible veteran can build a schedule around work or family obligations before general registration opens.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nWho helps: A dedicated certifying official in the Veteran Resource Center. Benefits covered: GI Bill, Wesconsin GI Bill, VR&E, and more. Priority registration: Available to benefit-eligible veterans. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWho helps\nA dedicated certifying official in the Veteran Resource Center\nBenefits covered\nGI Bill, Wesconsin GI Bill, VR&E, and more\nPriority registration\nAvailable to benefit-eligible veterans\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "video-production-suite.html", "title": "Video production suite", "description": "Camera and lighting kits to check out, plus edit bays with the licensed software for longer projects.", "headings": [ "Video production suite", "On this page", "Two halves", "Who gets priority", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Technology services Video production suite\nCamera and lighting kits to check out, plus edit bays with the licensed software for longer projects.\nTwo halves\nGear checkout for the shoot — mirrorless bodies, a lens set, LED panels, tripods, lav and shotgun mics, all in ready-to-grab kits — and a set of edit bays for the post work, since editing 4K on a laptop is its own bottleneck. Bays run the same licensed software as the lab image.\nWho gets priority\nStudents in media, journalism and design courses during the term; anyone else fills the open time. A no-show on a booked kit twice in a term suspends checkout privileges for a while, because the kits are the scarce resource.\nIn and around Porter Falls\nThe Technology Help Desk is on the first floor of the Jarvis Technology Center. One student identity signs into MyPorter, the learning environment, campus Wi-Fi, printing and the library.\nThe practical details\nCheckout: Camera, lens, tripod, light and audio kits from the media desk, up to 3 days. Edit bays: Bookable rooms with colour-accurate displays and the full editing suite. Where: Jarvis Technology Center media desk. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Technology Help Desk (Jarvis Technology Center, Room 105). Call (715) 555–0120 or email helpdesk@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCheckout\nCamera, lens, tripod, light and audio kits from the media desk, up to 3 days\nEdit bays\nBookable rooms with colour-accurate displays and the full editing suite\nWhere\nJarvis Technology Center media desk\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCopy Center & large-format printing\nIdentity protection after a data exposure\nAccessible technology purchasing\n3D print & fabrication service\nFull contact directory" }, { "url": "virtual-campus-tour.html", "title": "Virtual campus tour", "description": "Walk the campus from anywhere, then book the in-person version when you are ready.", "headings": [ "Virtual campus tour", "On this page", "What is in the tour", "Who it is for", "After the virtual tour" ], "content": "Admissions Virtual campus tour\nWalk the campus from anywhere, then book the in-person version when you are ready.\nWhat is in the tour\nA self-guided, browser-based tour covers about twenty stops — Founders Hall, Halvorsen Library, the residence halls, the labs and shops in the technical buildings, the dining halls, and the athletics facilities — with a short video and a few photos at each stop and captions covering what actually happens there day to day, not just what it looks like.\nWho it is for\nBuilt for prospective students who cannot get to Porter Falls easily — out of state, international, or just not ready to commit a travel day — and for families getting a first look before scheduling an in-person visit. It also works as a refresher for an admitted student deciding between offers.\nAfter the virtual tour\nMost prospective students still visit in person before deciding — the virtual tour is a starting point, not a substitute. The visit-campus page books individual and group in-person tours, and admitted-student days add info sessions and a chance to sit in on a class.\nAt a glance\nFormat\nSelf-guided, browser-based, ~20 stops, video + photos\nBest for\nLong-distance and international families, or a first look\nNext step\nBook an in-person tour once you are ready\nWho to contact\nOffice of Admissions\nFounders Hall 100\nPhone\n(715) 555–0120\nEmail\nadmissions@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nVisit campus\nApply\nFull contact directory" }, { "url": "visit.html", "title": "Visit campus", "description": "Daily tours, Friday info sessions, and a campus small enough to see in ninety minutes.", "headings": [ "Visit campus", "Daily visits", "Friday visits", "Group and school visits", "Getting here", "Where to stay", "Take the next step." ], "content": "Admissions\nVisit campus\nDaily tours, Friday info sessions, and a campus small enough to see in ninety minutes.\nDaily visits\nCampus tours run Monday through Saturday at 10am and 2pm, led by current students. Tours last about ninety\nminutes and cover the academic quad, a residence hall, and one lab or studio relevant to your interests.\nFriday visits\nFridays add an information session with an admissions counselor and financial aid overview, 1–3pm in\nFounders Hall.\nGroup and school visits\nHigh school groups of 10 or more should book at least two weeks ahead. We can usually add a department\nvisit relevant to the group's interests.\nGetting here\nPorter Falls is about two hours from Minneapolis–St. Paul and ninety minutes from Eau Claire. The\nnearest regional airport is Eau Claire Regional (EAU); campus shuttle service is available by request for\nscheduled tours.\nWhere to stay\nThe Porter Falls Inn, three blocks from campus, offers a standard university-visitor rate; mention your\ntour when booking.\nQuick links\nVisitor guide\nDirections to campus\nWhere to stay\nCampus tour ambassadors\nDigital viewbook\nIronclad Preview Days\nCounselors near you\nApply now\nCampus map\nTuition and costs\nContact admissions\nWeather for your visit Live\nLoading current weather…\nTake the next step.\nApplications for fall are open. No fee, no essay, and a decision in about two weeks.\nStart your application" }, { "url": "visiting-writers-series.html", "title": "Visiting Writers Series", "description": "Readings and craft talks by poets, novelists, and nonfiction writers brought to campus each year.", "headings": [ "Visiting Writers Series", "On this page", "The format", "Getting involved", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Visiting Writers Series\nReadings and craft talks by poets, novelists, and nonfiction writers brought to campus each year.\nThe format\nEach visit pairs a public reading with a smaller craft conversation the following day, where students can ask a working writer about revision, publishing, and process. Some visits include a limited-enrollment manuscript workshop for advanced creative-writing students.\nGetting involved\nWatch the English department calendar for the season lineup. Students in writing courses often get first access to workshop slots and to the informal lunch with the visiting writer. Books are usually for sale and signing at the reading.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nWhen: Several events across the academic year, usually a Thursday evening reading plus a next-day craft talk or workshop. Cost: Free and open to the public; the workshops are for enrolled students and fill by sign-up. Hosted by: The English and creative writing programs, with support from the arts endowment. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nSeveral events across the academic year, usually a Thursday evening reading plus a next-day craft talk or workshop\nCost\nFree and open to the public; the workshops are for enrolled students and fill by sign-up\nHosted by\nThe English and creative writing programs, with support from the arts endowment\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "visitor-guide.html", "title": "Visitor Guide", "description": "Everything a guest needs in one place: how to get to Porter Falls, where to park and sleep, how to plan an accessible or group visit, and what to do once the tour is over.", "headings": [ "Visitor Guide", "On this page", "Start here", "Plan by reason for visiting", "When you arrive", "Dates that fill the town", "Questions" ], "content": "Visit Visitor Guide\nEverything a guest needs in one place: how to get to Porter Falls, where to park and sleep, how to plan an accessible or group visit, and what to do once the tour is over.\nStart here\nAbout 31,000 people visit campus in a typical year: prospective students and their families, parents of current students, school groups, conference guests, alumni, and people from town who come for a game or a concert. Almost all of them start at the same building, the Welcome Center in the restored 1911 rail depot at the north end of the Depot District, two blocks from Founders Hall. This guide collects the practical pages in the order most people need them.\nHow to get here by car, coach or plane, and where to park — Read: Directions to campus\nHotels, inns and B&Bs, with university rate codes — Read: Where to stay\nStep-free routes, interpreters, wheelchairs, quiet space — Read: Accessible visits\nBringing a school bus, a scout troop or a senior center — Read: Group visits and field trips\nWhat to do with a whole weekend — Read: A Porter Falls weekend\nWhich tour to book — Read: Campus tour options and Ironclad Preview Days\nPlan by reason for visiting\nProspective students. Weekday visits run Monday through Saturday at 10 a.m. and 2 p.m. and last about two hours: a 30-minute admissions overview and a 75-minute student-led walk. Fridays add an information session and a financial aid overview, 1–3 p.m. Book at least a week ahead in October and April, which are the busy months.\nFamilies of current students. You do not need to book anything. Your student can sign you in at the residence hall front desk under the guest and visitation policy , and you can buy a guest meal at The Forge in Founders Commons with a card at the door.\nGame, concert and gallery guests. The arts season and the athletics schedules list dates, prices and venues. The Furlong Gallery is always free.\nEmployers and conference guests. Business & Industry Outreach in Millwright Hall 120 arranges site visits and lab tours; conference groups work with conference services .\nWhen you arrive\nPark in Lot D , beside the Welcome Center. The first two hours are free for registered visitors, and your confirmation email carries a pass for longer appointments. The front desk has campus maps, a coat rack, an all-gender accessible restroom, guest Wi-Fi codes (see guest Wi-Fi ), and two loaner wheelchairs. Tours leave from the depot platform and follow the Millrace path to Founders Hall, Founders Union and a residence hall. The route is paved, lit and step-free.\nThe Porter Loop shuttle stops outside the depot every 12 minutes on weekdays and is free to everyone, visitors included. Live arrival times are on the shuttle tracker .\nDates that fill the town\nPorter Falls has about 1,100 hotel rooms within a 20-minute drive. On these dates nearly all of them are taken, so book early or plan a different weekend:\nOct. 11–17, 2026 — What is happening: Millrace Week and the Forge Bowl (Oct. 17); Advice: Rooms sold out by August; Lake City has space\nOct. 24 and Nov. 14, 2026 — What is happening: Ironclad Preview Days; Advice: Book two to three weeks ahead\nSat., Dec. 19, 2026 — What is happening: December commencement, Ironclad Fieldhouse; Advice: Book by Thanksgiving\nSat., May 15, 2027 — What is happening: Spring commencement; Advice: Room blocks open February 1\nLate August 2027 — What is happening: Move-in weekend; Advice: Book in the spring\nWinter is long here. From December to March, check campus status before you drive. Tours still run in the cold, but they switch to an indoor route when the wind chill drops below zero.\nQuestions\nVisitor Services is part of the Office of Admissions and staffs the Welcome Center desk. Call (715) 555–0144 or email visit@uwporterfalls.edu . For anything to do with parking permits, the parking office is in Founders Union. Poly, the site chatbot, can answer the easy questions at 2 a.m., but a person at the desk is better at deciding whether the 2 p.m. tour will run in sleet. It will.\nAt a glance\nStart at\nWelcome Center, the 1911 Depot\nParking\nLot D, first two hours free\nTours\nMon–Sat, 10 a.m. and 2 p.m.\nShuttle\nPorter Loop, free, every 12 minutes\nAddress\n1 Founders Drive, Porter Falls, WE 54999\nWho to contact\nVisitor Services, Office of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0144\nEmail\nvisit@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.; Sat, 9 a.m.–noon\nRelated resources\nVisit campus\nVisitor parking\nCampus map\nCampus hours\nPorter Falls, WE\nVirtual campus tour" }, { "url": "visitor-parking.html", "title": "Visitor parking", "description": "Where guests, admitted-student families, and short-term visitors can park without a student permit.", "headings": [ "Visitor parking", "On this page", "For a quick visit", "For families and admitted students", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Visitor parking\nWhere guests, admitted-student families, and short-term visitors can park without a student permit.\nFor a quick visit\nMetered spaces near the main buildings take coins, card, and the parking app. For a half or full day, buy a daily visitor permit online and print or display it — cheaper than feeding a meter and valid in general lots.\nFor families and admitted students\nThe Welcome Center visitor lot is first choice for a campus tour or an appointment; tell Admissions you're coming and they can validate parking. On big days — open house, move-in, commencement — extra lots open and shuttles run; watch email for the specific plan.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nOptions: Metered lots near the Depot and Founders Union, the visitor pay lot by the Welcome Center, and daily permits from the parking portal. Event parking: Large events open designated lots; follow signage and staff. Accessible: State-issued placards are honored in any accessible space; no campus permit needed. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nOptions\nMetered lots near the Depot and Founders Union, the visitor pay lot by the Welcome Center, and daily permits from the parking portal\nEvent parking\nLarge events open designated lots; follow signage and staff\nAccessible\nState-issued placards are honored in any accessible space; no campus permit needed\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nDirections to campus\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "volunteer-on-campus.html", "title": "Volunteer on Campus", "description": "Community members mentor students, play patients in the simulation hospital, plant garlic at the farm and usher at concerts. Here are the roles, the commitment for each, and how to start.", "headings": [ "Volunteer on Campus", "On this page", "Why we ask", "Roles", "Remaining fall farm days", "How to start" ], "content": "Community Volunteer on Campus\nCommunity members mentor students, play patients in the simulation hospital, plant garlic at the farm and usher at concerts. Here are the roles, the commitment for each, and how to start.\nWhy we ask\nA campus of 8,412 students runs on a lot of people who are not on the payroll. In 2025–26, 412 community volunteers gave 9,850 hours: retired engineers mentoring sophomores, neighbors playing a patient with chest pain for a nursing team, and a group of Cedar Bluff grandparents who have not missed a farm day in six years. Volunteering here is organized by the Center for Community Engagement, the same office that places Porter students with local nonprofits through community engagement . Some of the traffic now goes the other way.\nYou do not need a connection to the university, a degree or any particular skill. Most roles need only a short orientation, and a few need a background check, which the university pays for. If you can give one Saturday morning a year, there is a role for that too.\nRoles\nIronclad Mentor — What you do: Meet with a first-generation or returning student about careers, jobs and how things work; Commitment: 2 hrs/month, Sept.–Apr.; Requirements: Orientation; a work history you’re willing to talk about\nStandardized patient — What you do: Play a scripted patient or family member in nursing and athletic-training scenarios at the simulation hospital; Commitment: 3–4 hr sessions, about 2/month; Requirements: Two-hour training; background check. Paid $20/hr, because it is real work.\nVolunteer patient (vitals practice) — What you do: Let first-year students take your blood pressure, badly at first, then well; Commitment: 90-minute lab sessions; Requirements: Age 18+; unpaid; cookies\nFarm day crew — What you do: Planting, weeding, harvest and putting beds to bed at the University Farm; Commitment: Sat. 8:30–11:30, May–Oct.; Requirements: Ages 12+ with an adult; closed-toe shoes\nUsher — What you do: Tickets, seating and the lobby at Heritage Auditorium shows in the arts season; Commitment: 3 hrs per show; pick your shows; Requirements: Orientation; you see the show free\nSTEM Saturdays helper — What you do: Help small groups build, test and clean up at STEM Saturdays; Commitment: One Saturday morning a month; Requirements: Youth-program clearance (allow 3 weeks)\nObservatory night assistant — What you do: Help visitors at the eyepiece on clear Friday nights; Commitment: 2 Fridays/month, weather permitting; Requirements: A warm coat; we train you on the scope\nGlobal Conversation Partner — What you do: Weekly coffee and conversation with an international student; Commitment: 1 hr/week for a semester; Requirements: Orientation\nOpen Campus Day crew — What you do: Greeting, guiding, parking, pancakes; Commitment: One 2-hr shift on April 24, 2027; Requirements: Sign up by April 2\nRemaining fall farm days\nSaturday, October 17: garlic planting. About 4,000 cloves go into the ground, and many hands help.\nSaturday, October 24: putting the farm to bed. Pulling stakes, spreading straw and loading the last squash for the campus food pantry.\nThe farm season resumes in May 2027. Meet at the barn; the Porter Loop farm stop is 200 feet away.\nHow to start\nApply with the short volunteer form online or on paper from Founders Union 236. Pick up to three roles.\nCome to an orientation. Sessions are 90 minutes on the first Tuesday of each month at 6 p.m. in Founders Union 236. The next ones are November 3 and December 1.\nClear what your role needs. Roles with minors or patients need a background check, which the university pays for. Roles with minors also need youth-protection training; see programs with minors .\nGet a volunteer badge at the Porter Card office in Founders Union. Register your plate there for free parking during your shifts.\nVolunteers are covered by the university’s liability coverage while doing an approved role. Coverage for your own injuries is limited, so orientation explains what that means before you climb onto anything at the farm. Every April there is a volunteer breakfast, and in our experience the pancakes at Open Campus Day are made by people who attended it.\nAt a glance\nVolunteers in 2025–26\n412 people, 9,850 hours\nOrientation\nFirst Tuesday monthly, 6 p.m., Founders Union 236\nBackground checks\nPaid by the university\nNext farm day\nSat., Oct. 17 (garlic)\nWho to contact\nCenter for Community Engagement (Teresa Vold, volunteer coordinator)\nFounders Union 236\nPhone\n(715) 555–0176\nEmail\nvolunteer@uwporterfalls.edu\nRelated resources\nFor the community\nCommunity engagement\nSimulation hospital\nUniversity Farm\nSpeakers bureau\nAlumni mentor network" }, { "url": "voter-registration-help.html", "title": "Voter registration help", "description": "Registering to vote at your campus address or your home address, and getting an absentee ballot.", "headings": [ "Voter registration help", "On this page", "On campus", "Voting from here or from home", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Voter registration help\nRegistering to vote at your campus address or your home address, and getting an absentee ballot.\nOn campus\nThe Dean of Students Office and the student government run nonpartisan registration drives before each election, have the forms and deadlines, and can print the proof-of-residence letter on the spot. They can also tell you your polling place.\nVoting from here or from home\nIf you register at your campus address, you vote locally. If you keep your home address, request an absentee ballot from your home clerk early — it has to be mailed back in time. Election day registration is available in Wesconsin if you miss the earlier deadlines, with proof of residence.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nWhere to register: Wesconsin allows registration by mail, online with a state ID, or in person — including at the polls on election day. Which address: You may register at your campus residence or keep your permanent home address; you can only be registered in one place. Proof of residence: Registering at your campus address needs a document showing your name and that address — the university can generate an enrollment/housing letter that qualifies. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere to register\nWesconsin allows registration by mail, online with a state ID, or in person — including at the polls on election day\nWhich address\nYou may register at your campus residence or keep your permanent home address; you can only be registered in one place\nProof of residence\nRegistering at your campus address needs a document showing your name and that address — the university can generate an enrollment/housing letter that qualifies\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "waste-recycling.html", "title": "Waste, recycling & compost", "description": "Practical guidance for reducing landfill waste across campus.", "headings": [ "Waste, recycling & compost", "On this page", "Sorting stations", "Reuse", "Special materials", "Sort at the bin", "Reuse before recycle", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability Waste, recycling & compost\nPractical guidance for reducing landfill waste across campus.\nSorting stations\nPaired bins accept mixed recycling, organics and landfill waste with consistent labels in academic and residential buildings.\nReuse\nSurplus exchange, residence-hall donation, repair events and reusable dining containers keep usable material in circulation.\nSpecial materials\nElectronics, batteries, lamps, chemicals and confidential paper use dedicated collection rather than standard bins.\nSort at the bin\nEvery academic and residence building uses the same three-stream stations with the same labels, so the habit transfers. Organics from the food hall and teaching kitchens go to a commercial composter and, in season, to the campus garden.\nReuse before recycle\nA surplus-equipment exchange, the residence-hall move-out donation drive, campus repair events and reusable dining containers keep usable material in circulation. Lab and studio materials have their own reuse shelves in Founders Hall and the Applied Arts Building.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's oldest sustainability commitments are about water: the Millrace restoration, the rain gardens between Founders Hall and the Union, and a stormwater plan shared with the city. The campus climate goal is carbon-neutral operations, and progress is posted publicly each year rather than announced once.\nThe practical details\nBins: Paired: mixed recycling, organics, landfill. Move-out: Donation drive with a regional nonprofit partner. Special items: Electronics, batteries, lamps, chemicals: dedicated collection. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Office of Sustainability (Founders Union, Room 015). Call (715) 555-0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nBins\nPaired: mixed recycling, organics, landfill\nMove-out\nDonation drive with a regional nonprofit partner\nSpecial items\nElectronics, batteries, lamps, chemicals: dedicated collection\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nClimate action\nCampus garden\nFull contact directory" }, { "url": "water-refill-stations.html", "title": "Water bottle refill stations", "description": "Where the filtered bottle-fillers are, and the running count of disposable bottles they've displaced.", "headings": [ "Water bottle refill stations", "On this page", "Why the counter", "Upkeep", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability Water bottle refill stations\nWhere the filtered bottle-fillers are, and the running count of disposable bottles they've displaced.\nWhy the counter\nEvery station shows how many bottle-equivalents it has dispensed since installation, and the campus total rolls up to the sustainability dashboard — a concrete number for a program that's otherwise invisible infrastructure.\nUpkeep\nFilters are on a change schedule posted on each unit; a station running slow or warm is reported to Facilities through the same map-based system as an elevator outage.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's sustainability commitments are mostly about water and heat: the Millrace restoration, rain gardens, and fourteen buildings surviving a Wesconsin winter as efficiently as possible.\nThe practical details\nCoverage: At least one per floor in every academic building and residence hall. Counter: Each station tallies fills; the campus total is on the sustainability dashboard. Water: Filtered and chilled; filters changed on a posted schedule. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Sustainability (Founders Union, Room 015). Call (715) 555–0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCoverage\nAt least one per floor in every academic building and residence hall\nCounter\nEach station tallies fills; the campus total is on the sustainability dashboard\nWater\nFiltered and chilled; filters changed on a posted schedule\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSustainability dashboard\nSmoke-free campus\nLEED-certified buildings\nGreen Fund\nFull contact directory" }, { "url": "weapons-policy.html", "title": "Weapons policy", "description": "What is and is not allowed on campus, and the narrow exceptions.", "headings": [ "Weapons policy", "On this page", "The building rule", "Reporting a concern", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus safety Weapons policy\nWhat is and is not allowed on campus, and the narrow exceptions.\nThe building rule\nWeapons of any kind are prohibited inside university buildings and at university-sponsored events, regardless of a state permit; this applies to employees and visitors as well as students.\nReporting a concern\nA weapon on campus, or a threat involving one, is reported to Campus Safety or 911 immediately, not handled informally; approved exceptions (law enforcement, specific instructional equipment) are documented in advance with the responsible office.\nIn and around Porter Falls\nPorter Campus Safety operates from the ground level of Millwright Hall around the clock during the semester and coordinates with the Porter Falls Police and Fire departments, whose stations are both within a mile of campus. For a real emergency the number is 911.\nThe practical details\nGeneral rule: No weapons in university buildings or at university events. Vehicles: Legally stored firearms in a locked vehicle are a separate matter from campus buildings. Exceptions: Law enforcement and approved instructional use only. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Campus Safety (Millwright Hall, ground level). Call (715) 555–0191 or email safety@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nGeneral rule\nNo weapons in university buildings or at university events\nVehicles\nLegally stored firearms in a locked vehicle are a separate matter from campus buildings\nExceptions\nLaw enforcement and approved instructional use only\nWho to contact\nPorter Campus Safety\nMillwright Hall, ground level\nPhone\n(715) 555–0191\nEmail\nsafety@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAlcohol & drug policy\nBike registration\nAccessible parking\nUniversity vehicle driver certification\nFull contact directory" }, { "url": "weather-closings-and-snow-days.html", "title": "Weather Closings & Delayed Starts", "description": "How UW-Porter Falls decides on weather-related closings or delayed starts, how it is announced, and what happens to class time that is missed.", "headings": [ "Weather Closings & Delayed Starts", "Who decides, and when", "How you will hear about it", "Full closing vs. delayed start", "How often it actually happens" ], "content": "Campus Operations\nWeather Closings & Delayed Starts\nNorthern Wesconsin winters mean this page gets used most years — here is how a closing decision actually gets made.\nWho decides, and when\nThe vice chancellor for operations makes the call, usually by 5:30 a.m. for a morning closing, after a briefing from facilities (road and lot conditions), the county sheriff’s department (regional road closures) and the National Weather Service. A late-afternoon storm gets a separate evening decision for the next day, posted by 9 p.m. when possible.\nHow you will hear about it\nA closing or delayed start goes out by campus-wide email, the homepage banner, the campus mobile app, and local radio and TV stations — not through PorterAlert, which is reserved for immediate safety threats rather than routine weather (see emergency alerts & campus safety ). Residence halls, dining, and the library generally stay open on a closing day even when classes do not meet; check the specific service’s own hours.\nFull closing vs. delayed start\nA delayed start pushes the first classes of the day back by a set number of hours without cancelling the rest of the schedule. A full closing cancels on-campus classes for the day; some faculty shift that day’s material online at their discretion, and some do not — a closing is not automatically a remote-instruction day campus-wide.\nHow often it actually happens\nPorter Falls averages one to three weather closings or delays per academic year, almost always in December, January or February. A full closing is rare enough that it is treated as a genuine event, not a routine occurrence — most winter storms get a delayed start or no change at all.\nQuick facts\nDecision by\nVice chancellor for operations\nTypical morning-call time\nBy 5:30 a.m.\nAverage closings/year\n1–3\nRelated\nEmergency alerts & campus safety\nAcademic calendar\nAccessible parking" }, { "url": "weather-closures.html", "title": "Weather & campus closures", "description": "What the closure levels mean, where the official word appears, and your call when campus is open but your road is not.", "headings": [ "Weather & campus closures", "On this page", "The decision, and the levels", "Where the official word is", "When campus is open but your situation is not", "Living through a real one" ], "content": "Campus services Weather & campus closures\nWhat the closure levels mean, where the official word appears, and your call when campus is open but your road is not.\nThe decision, and the levels\nA closure call is made by the emergency-operations group using the forecast, actual road and sidewalk conditions, whether the city buses and the Porter Loop can run, whether the heat and power are stable, and regional emergency declarations. It is usually announced the evening before or by 5:30 a.m. Porter uses four levels: normal operations; delayed start (campus opens at a stated hour, earlier classes canceled); early closure (campus shuts at a stated hour, later classes canceled); and full closure (no in-person classes or events, only designated essential staff report). \"Closed\" means in-person — many instructors move the day online, and that is their call to communicate.\nResidence halls, dining, the library, health services, and safety never close; their hours may shrink and they staff up in advance.\nWhere the official word is\nOne source of truth: it is posted at the top of the homepage and pushed through Porter Alert (text, email, app, and desktop pop-up on campus computers) at the same moment, with local TV and radio as a backup. Make sure your mobile number is in MyPorter and Porter Alert is not muted — every fall a batch of students miss the first closure because they never finished enrolling their phone. Social media reflects the alert but is not the primary channel.\nIf you see a closure claim that is not on the homepage or in an alert, treat it as a rumor until it is.\nWhen campus is open but your situation is not\nA regional university draws students from a wide area, and a road that is fine at the campus can be closed 20 miles out. Porter's policy is explicit that no one should drive in unsafe conditions even when campus is open: email your instructor or supervisor before class, and it is treated as an excused absence with a chance to make up the work. Instructors cannot penalize a good-faith weather call. The same applies to leaving early if conditions deteriorate during the day.\nIf you commute, keep a couple of contacts' numbers offline and know whether a Loop-plus-city-bus trip is an option on a day the car is a bad idea.\nLiving through a real one\nIn a full closure, stay in, charge devices, and keep water and a few days of food if a big storm is forecast. Residence hall residents get updates through the hall staff and the alert system; dining runs a modified service and will not let anyone go hungry. Do not park in a way that blocks plowing — the overnight surface-lot ban during declared snow events exists so lots can actually be cleared. Report downed lines, a heat outage, or a blocked accessible route to facilities or Campus Safety right away.\nAt a glance\nLevels\nNormal · delayed start · early closure · full closure (essential staff only). \"Closed\" = in-person; class may move online\nNever closes\nResidence halls, dining, library, health, and Campus Safety — reduced hours, extra staffing\nOfficial source\nHomepage banner + Porter Alert (text/email/app), same moment — enroll your phone at orientation\nYour road is bad\nDon't drive in unsafe conditions even if campus is open — email ahead, it's an excused absence with makeup\nRelated resources\nTransportation & parking\nCampus safety\nTechnology services\nCampus store\nCampus Card\nContact directory" }, { "url": "week-of-welcome.html", "title": "Week of Welcome", "description": "The stretch between moving in and the first day of class — what is on, and which parts are worth your time.", "headings": [ "Week of Welcome", "On this page", "What it is", "The required parts", "The org fair", "Meet your floor", "Find your buildings", "Pace yourself", "If you are transfer, adult, commuter, or online" ], "content": "Campus life Week of Welcome\nThe stretch between moving in and the first day of class — what is on, and which parts are worth your time.\nWhat it is\nWeek of Welcome runs from residence-hall move-in through the first weekend of classes: a dense schedule of orientation sessions, social events, org fairs, and department meet-and-greets designed to get you oriented and connected before the coursework starts. Some of it is required; most of it is optional and worth being selective about.\nThe required parts\nA few sessions genuinely matter and are expected: your college or department welcome (where you learn how your program works and meet advisers), any placement or account-setup steps you have not finished, and safety and Title IX orientation. Miss these and you start the term with gaps.\nThe org fair\nThe involvement fair is the single most useful optional event — several hundred student organizations in one place. Sign up for anything that looks interesting; email lists are free. Then, for the first month, actually attend two. Peeling back from six commitments in October is harder than adding a third in September.\nMeet your floor\nThe residence-hall and floor events in the first few nights are where the friendships that make a hall feel like home usually start. Go even when they feel a little forced. Prop your door open when you are around.\nFind your buildings\nWalk your class schedule before the first day — find every room, time the walks, note which entrances are locked. Ten minutes of this removes a whole category of first-week stress.\nPace yourself\nThe schedule is built to be sampled, not completed. Trying to attend everything leaves you exhausted for the first week of class, which is the opposite of the point. Pick the required sessions, the org fair, a couple of social events, and sleep.\nIf you are transfer, adult, commuter, or online\nThere are parallel tracks: transfer student sessions, an adult-learner orientation, commuter-specific programming, and an online student welcome. The \"meet people\" problem is real for all of these groups and the targeted events are the fastest way in.\nAt a glance\nWhen\nMove-in through the first weekend of classes\nDon't skip\nYour department welcome + safety/Title IX orientation\nMost useful optional\nThe involvement (org) fair\nApproach\nSample it — don't try to attend everything\nWho to contact\nNew Student & Family Programs\nFounders Union 210\nPhone\n(715) 555–0135\nEmail\norientation@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNew student orientation\nOrientation schedule\nNew student checklist\nGetting involved your first year\nMove-in\nFull contact directory" }, { "url": "weekend-life-in-porter-falls.html", "title": "Weekends in Porter Falls", "description": "What to do when class is out — on campus, in town, and outdoors — without a car and without much money.", "headings": [ "Weekends in Porter Falls", "On this page", "On campus", "Downtown", "Outdoors", "Getting further afield", "Cheap and free", "If weekends feel empty" ], "content": "Campus life Weekends in Porter Falls\nWhat to do when class is out — on campus, in town, and outdoors — without a car and without much money.\nOn campus\nThe recreation center and pool, intramural and club-sport games, the climbing wall, open makerspace and studio hours, arts events and the galleries, late-night programming in the union (movies, trivia, music, free food), and whatever the 300-plus student organizations are running. The campus events calendar and the union info desk have the week's list.\nDowntown\nFounders Drive connects to a walkable downtown on the free Porter Loop and the Riverfront Trail — coffee shops, a used bookstore, the co-op grocery, a couple of music venues, the public library, a Saturday market in season, and small restaurants that take Porter Card at a few spots. It is a college town; a lot of it is priced for students.\nOutdoors\nThe outdoor rental center rents everything cheaply — kayaks and canoes for the river, snowshoes and cross-country skis in winter, camping and climbing gear, bikes. Porter Falls itself (the actual waterfall the town is named for) and the surrounding state and county land are close, and Outdoor Adventures runs low-cost weekend trips you can sign up for solo.\nGetting further afield\nThe city bus reaches the regional shopping and the intercity bus and rail connections; airport shuttles run at break times; car-share covers a day trip; and the rideshare and carpool boards connect you with students driving to the nearest larger city on weekends. A weekend elsewhere is doable without owning a car.\nCheap and free\nMost campus events are free. The rec center, the galleries, the library, intramurals, and outdoor gear are covered by fees you already pay. Student rush tickets for the arts season, free museum days, and the discount programs local businesses run for students stretch a small budget a long way.\nIf weekends feel empty\nThe first few weekends can be quiet while everyone finds their footing — this is normal and it changes. Say yes to the floor thing, join one recurring weekend activity (an intramural team, an outdoor trip series, a club's Saturday project), and it fills in. Students who wait for the perfect plan stay in their rooms.\nAt a glance\nOn campus\nRec center, intramurals, arts, late-night union programming, 300+ orgs\nTown\nWalkable downtown on the free Loop + Riverfront Trail — priced for students\nOutdoors\nCheap gear rental + Outdoor Adventures weekend trips you can join solo\nNo car\nCity bus, airport shuttles, car-share, carpool boards for trips elsewhere\nWho to contact\nStudent Activities\nFounders Union 210\nPhone\n(715) 555–0187\nEmail\nactivities@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nArts & culture\nOutdoor Adventures\nOutdoor rental center\nEvents calendar\nRecreation\nFull contact directory" }, { "url": "welcome-center.html", "title": "Welcome Center", "description": "The front door for prospective students and families — admissions, campus visits, and the tour start.", "headings": [ "Welcome Center", "On this page", "What is here", "Visiting", "Accessibility", "A note on the name", "If you already attend Porter" ], "content": "Campus map Welcome Center\nThe front door for prospective students and families — admissions, campus visits, and the tour start.\nWhat is here\nThe Welcome Center sits at the main University Drive entrance and is the first stop for anyone visiting UW–Porter Falls. It houses the Office of Admissions, the visit-scheduling desk, financial-aid counseling for prospective students, and a comfortable waiting lounge where tours begin on the hour.\nWalk-ins are welcome, but a scheduled visit — booked through the admissions site — guarantees an information session, a student-led walking tour, and, on request, a meeting with an advisor in a specific program or a class visit.\nVisiting\nWeekday visits run a 45-minute information session followed by a 75-minute campus walk. Saturday visits during fall and spring add a shorter session and a smaller tour. Preview days, held several times a year, bring hundreds of prospective students for a half-day with program showcases and a resource fair.\nFree visitor parking is in the lot directly behind the building; the code arrives with your visit confirmation. The building opens at 7:45 a.m. on weekdays.\nAccessibility\nThe main entrance is step-free with automatic doors. Accessible parking is in the first row of the visitor lot. Tours have a step-free route, and the tour team can adjust pace, length, and stops on request — note anything you need when you register and again at check-in.\nA note on the name\nLongtime staff still call it the Admissions Building; it was renamed the Welcome Center after a 2019 renovation opened up the lobby and added the tour lounge and a small coffee bar. The old name is still on some campus signs.\nIf you already attend Porter\nCurrent-student business — registration, records, the one-stop student-account desk — is in Founders Union, not here. The Welcome Center is specifically for people deciding whether to enroll.\nMore buildings\nApplied Arts Building\nCommerce Hall\nForge Recreation Center\nFounders Commons\nFounders Hall\nFounders Union\nAll campus buildings\nCampus map\nGetting around\nThe campus is 86 acres; nothing is more than a ten-minute walk from anything else.\nAccessible routes & entrances" }, { "url": "wellness-classes.html", "title": "Wellness & recreation classes", "description": "Free and low-cost fitness, mindfulness and outdoor-skills classes open to the whole community.", "headings": [ "Wellness & recreation classes", "On this page", "What is offered", "Who it is for", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Wellness & recreation classes\nFree and low-cost fitness, mindfulness and outdoor-skills classes open to the whole community.\nWhat is offered\nYoga, strength training, guided meditation, climbing, kayaking on the Porter River and winter cross-country skiing all run as scheduled classes rather than only informal open-gym time, taught by trained student and staff instructors.\nWho it is for\nNo experience or equipment is required for beginner sessions; equipment rental is included in the class fee. Employees and Porter Falls community members can register for a modest fee that helps fund the free student sessions.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nCost: Free for students; small fee for employees and community members. Format: Drop-in and multi-week sessions. Where: Recreation Center and the Riverfront Trail. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nCost\nFree for students; small fee for employees and community members\nFormat\nDrop-in and multi-week sessions\nWhere\nRecreation Center and the Riverfront Trail\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nVeteran Resource Center\nSupplemental Instruction\nPeer mentoring program\nFull contact directory" }, { "url": "wellness-rooms.html", "title": "Wellness & recharge rooms", "description": "Small, bookable rooms for a short rest, a private phone call with a provider, or a low-stimulation break between classes.", "headings": [ "Wellness & recharge rooms", "On this page", "What they're for", "Booking etiquette", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Wellness & recharge rooms\nSmall, bookable rooms for a short rest, a private phone call with a provider, or a low-stimulation break between classes.\nWhat they're for\nA student who needs to lie down after a migraine starts, take a telehealth therapy appointment somewhere private, nurse, manage a panic response, or just decompress in a room without fluorescent lights and noise before the next class. Not a nap lounge and not a substitute for going home when sick.\nBooking etiquette\nThirty-minute slots, back-to-back booking discouraged, and the rooms are cleaned and reset on a schedule; a student in genuine distress who finds them all booked should call the Counseling Center's same-day line instead of waiting.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from one kind of help to another without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nLocations: Founders Union, Halvorsen Library, the Health Sciences Center, North Commons. Booking: 30-minute slots through MyPorter. What's inside: A recliner, dimmable light, a white-noise option, an outlet. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Student Success Center (Halvorsen Library, Level 1). Call (715) 555–0170 or email success@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLocations\nFounders Union, Halvorsen Library, the Health Sciences Center, North Commons\nBooking\n30-minute slots through MyPorter\nWhat's inside\nA recliner, dimmable light, a white-noise option, an outlet\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nTesting Center\nWellness & recreation classes\nVeteran Resource Center\nSupplemental Instruction\nFull contact directory" }, { "url": "what-a-credit-hour-means.html", "title": "What a credit hour means", "description": "The unit your degree, your bill, and your full-time status are all measured in — and how much work it implies.", "headings": [ "What a credit hour means", "On this page", "The definition", "The full-time line", "The tuition plateau", "Reading a schedule", "Credits and progress", "Non-semester formats" ], "content": "Academics What a credit hour means\nThe unit your degree, your bill, and your full-time status are all measured in — and how much work it implies.\nThe definition\nA credit hour represents roughly one hour of scheduled instruction plus two hours of outside work per week across a 15-week semester — so a three-credit lecture course is about three hours in class and six hours of reading, problem sets, and studying on your own each week. A studio, lab, or clinical hour usually carries more contact time per credit.\nThe full-time line\nTwelve credits is full-time for financial aid, most scholarships, athletics eligibility, health-insurance dependent status, and F-1 visa status. But 12 credits finishes a 120-credit degree in five years; 15 per term finishes in four. Know which target you are actually aiming at.\nThe tuition plateau\nUndergraduate tuition is charged per credit up to 12, then flat from 12 to 18 — so 15 or 16 credits costs the same as 12. Above 18 requires an overload approval and per-credit charges resume. The plateau is designed so carrying a full load to finish on time costs no more per term.\nReading a schedule\nA \"3 cr\" lecture that meets three hours a week and a \"3 cr\" studio that meets six hours a week are the same credits and very different time commitments. Add up the real contact hours and the implied outside hours across all your courses before you decide a schedule is manageable.\nCredits and progress\nYour class standing (first-year, sophomore, junior, senior) is set by earned credits, and it determines your registration wave. Financial-aid \"pace\" is the share of attempted credits you complete. A dropped course after the deadline is attempted-not-earned credits, which is why several Ws can trip aid even when the GPA is fine.\nNon-semester formats\nA Winterm course meeting daily for three weeks or an eight-week summer course delivers the same credit — and the same total work — in less calendar time, so the daily load is heavy. Online asynchronous credits carry the same expectation; the hours just are not on a timetable.\nAt a glance\nOne credit ≈\n1 hour in class + 2 hours outside, per week, for 15 weeks\nFull-time\n12 credits (aid, athletics, insurance, F-1) — but 15/term finishes in four years\nTuition\nPer credit to 12, then flat 12–18\nWatch\nA W = attempted-not-earned credits → hurts aid pace\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGrades and the GPA\nTuition, and what it already includes\nChoosing your classes each term\nAcademic probation vs. financial aid warning\nThe academic calendar, explained\nFull contact directory" }, { "url": "what-a-registration-override-is.html", "title": "What a registration override is", "description": "Permission numbers, prerequisite overrides, capacity overrides — the manual exceptions that let you into a class the system blocks.", "headings": [ "What a registration override is", "On this page", "The system blocks, a person overrides", "Types you might need", "How to get one", "It is specific and time-limited", "When a prerequisite override is a bad idea", "After you get it" ], "content": "Registrar What a registration override is\nPermission numbers, prerequisite overrides, capacity overrides — the manual exceptions that let you into a class the system blocks.\nThe system blocks, a person overrides\nRegistration is automated and it enforces rules: a course is full, you have not passed the prerequisite, two courses overlap in time, you lack the class standing, the course is restricted to a major. An override is a manual authorization — usually a permission number or an electronic flag from the department — that tells the system to let you register despite one specific block.\nTypes you might need\nCapacity override (a seat in a full section), prerequisite override (you have equivalent preparation the system cannot see — a transfer course, a challenge exam, instructor judgment), time-conflict override (two courses overlap slightly and both instructors agree), restriction override (you are not the major the course is reserved for but have permission), and consent-of-instructor for courses that require it by design.\nHow to get one\nAsk the department or the instructor, whichever the course listing directs you to. Explain the specific block and why the exception is warranted. If granted, you receive a permission number or the department enters an electronic override tied to your student ID — then you still have to register yourself in the system before the deadline. The override does not enroll you.\nIt is specific and time-limited\nAn override usually clears exactly one block for exactly one section, and it expires — often at the add deadline. A prerequisite override does not also give you a seat if the section is full; you may need two overrides. Read what you were granted.\nWhen a prerequisite override is a bad idea\nIf you are asking to skip a prerequisite you genuinely have not covered, the override lets you register but not keep up. Instructors grant these when your preparation is real but invisible to the system, not as a favor. Be honest with yourself about which case you are in.\nAfter you get it\nRegister immediately and confirm the course shows on your schedule. Keep the permission number and any email until the class is safely on your record. If it will not apply, contact the department the same day — do not wait until the deadline.\nAt a glance\nIt is\nA manual authorization (permission number / electronic flag) that clears one specific block\nTypes\nCapacity, prerequisite, time-conflict, major-restriction, consent-of-instructor\nGet one\nAsk the department or instructor; explain the block; you still must self-register before the deadline\nSpecific\nOne block, one section, expires at the add deadline — you may need two overrides\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGetting into a closed class\nUnderstanding waitlists\nCourse substitutions and waivers\nRegistration holds\nFull contact directory" }, { "url": "what-financial-aid-does-not-cover.html", "title": "What financial aid does not cover", "description": "The real costs that fall outside tuition and the aid package — and how students handle them.", "headings": [ "What financial aid does not cover", "On this page", "Aid is built around a budget, not your life", "The startup costs of the first term", "Consumables and course-specific costs", "Travel and going home", "Health costs beyond the fee", "How students close the gap" ], "content": "Financial aid What financial aid does not cover\nThe real costs that fall outside tuition and the aid package — and how students handle them.\nAid is built around a budget, not your life\nYour financial aid is capped at the cost of attendance — an estimated budget that includes tuition, fees, an allowance for housing and food, and estimates for books, transportation, and personal expenses. Aid cannot exceed that total. If your actual costs run above the estimate, the gap is yours.\nThe startup costs of the first term\nMove-in supplies, a winter coat and boots if you are from a warm climate, a printer or lab supplies, a professional outfit for interviews, the deposit on an apartment if you live off campus. These land before the first aid refund arrives and are not really in the budget. Plan for a few hundred dollars in the first month.\nConsumables and course-specific costs\nTextbook rental covers most books, but lab manuals, art and shop supplies, some software subscriptions, a graphing calculator, and access codes are yours. Studio and lab courses can carry real materials costs. Ask instructors or the department what a course actually costs beyond tuition.\nTravel and going home\nThe transportation allowance is modest and assumes local travel. Flights home for breaks, a car and its insurance and parking, and travel for an internship or a conference are largely out of pocket — though conference travel and dependent-care grants exist for some of these.\nHealth costs beyond the fee\nThe student health fee covers office visits; lab work, prescriptions, specialist referrals, dental, vision, and an emergency-room trip are billed to your insurance and can leave a copay. Make sure you have real coverage — the student plan or a parent's — and know what it does not cover.\nHow students close the gap\nA term-time job in the 10–15 hour range, a summer that earns, the emergency grant and loan funds for a genuine shortfall, the food pantry and career closet for recurring costs, and a financial-wellness coach to build a budget around the lumpy timing of aid refunds. Borrowing more loan money to cover lifestyle costs is the expensive way and the one to avoid.\nAt a glance\nThe cap\nAid cannot exceed the estimated cost of attendance — extra real costs are yours\nFirst month\nMove-in supplies, winter gear, an interview outfit — before the first refund\nCourse costs\nLab manuals, supplies, software, calculators, access codes\nClose the gap\nA 10–15 hr/week job, a summer that earns, emergency funds, a budget coach\nWho to contact\nFinancial Wellness Coaching\nFounders Union 118\nPhone\n(715) 555–0231\nEmail\nfinaid@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCost of attendance explained\nBudgeting as a student\nHow to read your financial aid offer\nCareer closet\nStudent emergency fund\nFull contact directory" }, { "url": "what-if-degree-audit.html", "title": "“What-if” degree audits", "description": "Compare two of the 39 published four-year plans for shared courses -- a real what-if estimate you can run right here.", "headings": [ "“What-if” degree audits", "On this page", "When to use it", "Reading the result", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs “What-if” degree audits\nCompare two of the 39 published four-year plans below for shared courses -- a real what-if estimate you can run right here.\nWhen to use it\nThinking about switching from mechanical to electrical engineering technology, adding a business minor, or dropping to a related major to graduate sooner — run the what-if first. It converts a vague ‘how far behind would I be’ into an exact list.\nReading the result\nPay attention to what moves from ‘requirement’ to ‘elective’ — those are credits you keep but that no longer advance you. A switch that leaves you with a semester of new prerequisites is different from one that mostly re-labels what you've done. Take the printout to an advisor in the target department.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nWhere: A ‘what-if’ option in the degree audit system; run as many scenarios as you like. Shows: Which of your credits would count toward the new program, what would become elective, and what's still needed. Not a change: Running a what-if doesn't switch your major — you still file the change-of-major form. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nA ‘what-if’ option in the degree audit system; run as many scenarios as you like\nShows\nWhich of your credits would count toward the new program, what would become elective, and what's still needed\nNot a change\nRunning a what-if doesn't switch your major — you still file the change-of-major form\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "what-to-bring-residence-hall.html", "title": "What to bring (and not bring)", "description": "A practical packing guide for move-in — what rooms already have, what helps, and what's prohibited.", "headings": [ "What to bring (and not bring)", "On this page", "Pack light the first trip", "What gets confiscated", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life What to bring (and not bring)\nA practical packing guide for move-in — what rooms already have, what helps, and what's prohibited.\nPack light the first trip\nYou can buy the rest locally once you see the space. The high-value items: mattress topper, XL twin sheets, surge-protected power strip (plain extension cords are a fire-code violation), a small fan (not all halls are air-conditioned), and shower shoes for shared bathrooms.\nWhat gets confiscated\nOpen-flame anything, halogen and lava lamps, space heaters, and cooking appliances with an exposed heating element — toasters, hot plates, non-approved coffee makers. Microwaves and mini-fridges are allowed within a size limit, or rent a combined unit through the hall. Check the full list before you shop; a health-and-safety inspection each term looks for the banned items.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nProvided: Bed and mattress (extra-long twin), desk and chair, dresser, closet or wardrobe, window covering, wired and wireless internet. Bring: XL twin bedding, a power strip with a breaker, a fan, storage bins, a shower caddy, a first-aid kit. Prohibited: Candles, halogen lamps, space heaters, most cooking appliances, extension cords, pets except fish. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nProvided\nBed and mattress (extra-long twin), desk and chair, dresser, closet or wardrobe, window covering, wired and wireless internet\nBring\nXL twin bedding, a power strip with a breaker, a fan, storage bins, a shower caddy, a first-aid kit\nProhibited\nCandles, halogen lamps, space heaters, most cooking appliances, extension cords, pets except fish\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "what-to-do-if-you-fail-a-class.html", "title": "What to do if you fail a class", "description": "The grade’s real effect, the retake rules, and who to talk to first.", "headings": [ "What to do if you fail a class", "On this page", "What an F actually costs", "The retake", "Talk to people, in order", "If something was going on", "Grade appeals", "Rebuild deliberately" ], "content": "Student success What to do if you fail a class\nThe grade’s real effect, the retake rules, and who to talk to first.\nWhat an F actually costs\nAn F counts as attempted credits with zero grade points, so it pulls the GPA down and counts against the pace measure for financial aid, but it does not by itself end anything. One F in a hard term is a setback most students fully recover from. Knowing the exact GPA effect — a coach will calculate it — turns a vague dread into a plan.\nThe retake\nPorter’s repeat policy replaces the F in your GPA with the grade you earn on the first retake; the F stays on the transcript, marked as repeated. If the course is a prerequisite or in your major, retake it soon — the sequence behind it is waiting. Financial aid covers one retake of a failed course.\nTalk to people, in order\nFirst the instructor: ask what specifically went wrong and whether a small amount of work could still change the outcome (rarely, but sometimes). Then a success coach, to build the recovery term. Then your adviser, to re-sequence your plan. Then, if aid is involved, Financial Aid about satisfactory academic progress.\nIf something was going on\nIf illness, a family emergency, or a mental-health crisis drove the failure and it was late in the term, ask about a retroactive medical withdrawal or a late incomplete with documentation. If it affected the whole term, a full-term backdated withdrawal may be possible. These have deadlines and evidence requirements — raise it quickly.\nGrade appeals\nIf you believe the grade itself is wrong — a calculation error, a departure from the stated syllabus, or unequal treatment — there is a grade appeal process that starts with the instructor and escalates to the department and college. It is for process and fairness problems, not for \"I think I deserved better.\" Deadlines are early in the following term.\nRebuild deliberately\nThe recovery term should be lighter, front-loaded with the retake, and paired with whatever support closes the gap that caused the F — supplemental instruction, a study-skills series, weekly coaching. Students who treat one F as information and change one real thing usually do not have a second one.\nAt a glance\nEffect\nAttempted credits, 0 points; hits GPA + aid pace\nRetake\nFirst retake replaces the F in GPA; aid covers one\nTalk to\nInstructor → success coach → adviser → Financial Aid\nLate emergency\nAsk about medical withdrawal / late incomplete\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRepeating a course\nGrade appeal process\nMedical withdrawal\nSatisfactory academic progress (aid)\nIncomplete grade policy\nFull contact directory" }, { "url": "what-to-do-with-your-summer.html", "title": "What to do with your summer", "description": "By year: explore, get the experience, go deep, or catch up — and how to make any of them count.", "headings": [ "What to do with your summer", "On this page", "After first year", "After second year", "After third year", "Catching up", "Making a summer job count", "Money math", "Do not do nothing" ], "content": "Career services What to do with your summer\nBy year: explore, get the experience, go deep, or catch up — and how to make any of them count.\nAfter first year\nYou are not behind if you do not have a prestigious internship — most first-years do not. Good uses: a job (any job) that builds work habits and earns money, a summer course to lighten a future term or knock out a hard prerequisite, a short program or a certification in your field, or shadowing someone in a career you are weighing. A summer that builds one concrete thing beats a summer you cannot describe.\nAfter second year\nThis is the summer the applied-experience requirement usually starts getting real. Aim for an internship, a research position, or a substantive job in your field — the search for it starts the previous fall. If that does not come together, a faculty research project, a micro-internship, or a scoped project for a local organization through community-based learning builds the same story.\nAfter third year\nMake it count toward the degree and toward a job offer. A co-op or internship that could convert to full-time, a research project that leads to a presentation, or the summer half of a clinical or student-teaching sequence. If graduate school is the plan, a summer research experience is strong application material.\nCatching up\nIf a term went badly, summer is the cheapest way back onto a four-year plan: a pre-approved course at Porter or at a community college near home, or a retake of the course that hurt your GPA most. Check summer financial aid eligibility first — it is a separate application — and run the plan past your adviser.\nMaking a summer job count\nEven a job unrelated to your major builds a résumé line if you can describe what changed because you were there — a process you improved, a responsibility you took on, a number that moved. Ask your supervisor near the end whether they would be a reference.\nMoney math\nA paid internship or co-op in a field that offers them can out-earn a minimum-wage summer and count toward the degree. An unpaid opportunity has a real cost — weigh it against what you would have earned, and check whether a stipend, course credit, or a dependent-care or travel grant closes the gap.\nDo not do nothing\nA summer with no job, no course, no project, and no plan is the one that is hard to explain in an interview and hard to recover pace from. Even a modest, deliberate use of the time is a decision you can talk about.\nAt a glance\nAfter year 1\nA job + work habits, a summer course, a certification, or shadowing\nAfter year 2\nInternship / research / field job — search starts the previous fall\nAfter year 3\nSomething that converts — to an offer, a presentation, or grad-school material\nCatching up\nPre-approved summer course or a strategic retake (check summer aid)\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nThe internship search, month by month\nSummer session\nSummer financial aid\nMicro-internships\nUndergraduate research in every major\nFull contact directory" }, { "url": "when-a-friend-is-struggling.html", "title": "When a friend is struggling", "description": "How to check in, what to say and not say, when it is an emergency, and how not to carry it alone.", "headings": [ "When a friend is struggling", "On this page", "Notice and name it", "How to check in", "Ask directly about safety", "Connect them to real support", "What not to do", "Look after yourself" ], "content": "Health & wellness When a friend is struggling\nHow to check in, what to say and not say, when it is an emergency, and how not to carry it alone.\nNotice and name it\nThe signs are usually ordinary: pulling away, sleeping far more or less, missing class, giving things away, talking about being a burden, drinking more, a flat affect where there used to be energy. If you are worried, that is reason enough to say something — you do not need to be sure.\nHow to check in\nPick a private moment, be direct and kind: \"I’ve noticed you haven’t seemed like yourself lately, and I care about you. How are you actually doing?\" Then listen more than you talk. You do not need to fix it or have the right words; being there and taking it seriously is the help.\nAsk directly about safety\nIf they mention hopelessness or not wanting to be here, ask plainly: \"Are you thinking about suicide?\" Asking does not plant the idea — it opens a door and lets them be honest. If the answer is yes, do not leave them alone, and get help now.\nConnect them to real support\nOffer to help them make the call or walk them to Counseling Services. The 24-hour Student Support Line is (715) 555–0117. You can also submit a care referral so a professional reaches out. For an immediate danger, call 911 or Campus Safety at (715) 555–0191.\nWhat not to do\nDo not promise secrecy if they are in danger — say \"I care too much to keep this to myself.\" Do not try to be their therapist, argue them out of how they feel, or make it about you. Do not take on being their only support; that is not sustainable for either of you.\nLook after yourself\nSupporting someone in a hard place is heavy. \"Let’s Talk\" drop-in and the counseling center are for you too — talking to someone about carrying this is not a betrayal of your friend. You help more when you are not running on empty.\nAt a glance\nIf worried\nThat is reason enough to say something — you don’t need to be sure\nAsk\nDirectly: \"Are you thinking about suicide?\" — it opens a door\nNow\n24-hour line (715) 555–0117 · emergencies 911 · care referral\nDon’t\nPromise secrecy about danger; be their only support\nWho to contact\nCounseling & Psychological Services\nHealth & Counseling Center, North Campus\nPhone\n(715) 555–0237\nEmail\ncounseling@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nCounseling services\nCrisis support training\n\"Let’s Talk\" drop-in counseling\nBystander intervention\nTelehealth after hours\nFull contact directory" }, { "url": "where-to-stay.html", "title": "Where to Stay", "description": "Six places to sleep in and around Porter Falls, from the inn three blocks from campus to a four-room B&B in Cedar Bluff, with distances, rate ranges and the university rate code for each.", "headings": [ "Where to Stay", "On this page", "Lodging near campus", "What each one is like", "Booking tips", "Getting from your room to campus" ], "content": "Visit Where to Stay\nSix places to sleep in and around Porter Falls, from the inn three blocks from campus to a four-room B&B in Cedar Bluff, with distances, rate ranges and the university rate code for each.\nLodging near campus\nThe university does not own a hotel. It does have negotiated rates with the places below. Mention the code when you book, and bring a tour confirmation, a Porter Card or a student’s name when you check in. Rates are per room, per night, before the 9.5% room tax, and are what the properties quoted for 2026–27.\nPorter Falls Inn — Where: Main Street, Depot District; Distance to Welcome Center: 0.3 mi (three blocks); Rooms: 64; Typical rate: $119–$169; University code: PORTERVISIT\nMillrace Inn — Where: Main Street on the Millrace; Distance to Welcome Center: 0.6 mi; Rooms: 38; Typical rate: $139–$199; University code: UWPF-MILL\nThe Trestle House B&B — Where: Lakeview Drive, Cedar Bluff; Distance to Welcome Center: 1.1 mi; Rooms: 4; Typical rate: $135–$175, breakfast included; University code: “Porter guest” (10% off Sun–Thu)\nHighway 12 Lodge & Suites — Where: US 12 at County P, next to Lot R; Distance to Welcome Center: 2.4 mi; Rooms: 92; Typical rate: $99–$139; University code: UWPF\nOsprey Bend Cabins — Where: Porter River, 9 miles upriver; Distance to Welcome Center: 9 mi; Rooms: 6 cabins; Typical rate: $145–$210; University code: UWPF-RIVER (weekdays only)\nHarborview Hotel & Conference Center — Where: Lake City, near the regional airport; Distance to Welcome Center: 34 mi; Rooms: 210; Typical rate: $109–$159; University code: PORTER\nWhat each one is like\nPorter Falls Inn. The default. It is a 1920s brick hotel with a ballroom that hosts most reunion dinners. Families walk to the depot in six minutes. Four rooms are accessible, two with roll-in showers. Free parking is behind the building. Its rooms go first on homecoming weekend.\nMillrace Inn. It is smaller and a little more expensive, and it has a riverside restaurant and banquet room that seats 220. Some rooms look over the Millrace. Ask for the north side if the sound of water keeps you awake. Several Hospitality Management students work the front desk.\nThe Trestle House. A B&B run out of a converted 1908 railroad foreman’s house, with four rooms and shared parlors. The owners bake, and the stairs are steep. It is a five-minute walk from the Porter Loop’s Cedar Bluff North stop.\nHighway 12 Lodge & Suites. The practical choice for families with a car and children. It has an indoor pool, a waffle machine and suites that sleep six. The Lake City Connector stops next door at Lot R.\nOsprey Bend Cabins. Six cabins on the river with kitchens and fire rings. In summer, weekend stays are two nights minimum. Bring groceries.\nHarborview, Lake City. For the weekends when Porter Falls is full, or for an early flight. The hotel runs a free airport shuttle.\nBooking tips\nBook these weekends early. Millrace Week (Oct. 11–17, 2026), December commencement (Dec. 19, 2026), spring commencement (May 15, 2027) and move-in sell out every room in town. The visitor guide lists the dates.\nReunion and event blocks are released 30 days before the event. Call the property anyway, because the Porter Falls Inn and the Millrace Inn both keep cancellation lists.\nPreview Day travel grant. Students who live 150 miles or more away and qualify for the Preview Day Travel Grant get one night for the student and one adult at the Porter Falls Inn, billed directly to the university.\nAlumni get the same codes and a later checkout at the Porter Falls Inn; see alumni benefits .\nLong stays. For visiting faculty, interns and conference guests staying a week or longer, ask conference services about summer residence hall rooms in Birchwood Suites.\nGetting from your room to campus\nFrom the Porter Falls Inn and the Millrace Inn, walk: Main Street to the depot is flat and lit, and in winter the city plows the Riverfront Trail before the sidewalks. From Cedar Bluff and the Highway 12 Lodge, take the free Porter Loop or park in Lot D. From Osprey Bend and Lake City you will need a car or the coach. See directions to campus . Ask the front desk about restaurants, or read the site’s own guide to eating in Porter Falls .\nAt a glance\nClosest\nPorter Falls Inn, three blocks (code PORTERVISIT)\nBudget\nHighway 12 Lodge & Suites, from $99\nQuietest\nThe Trestle House B&B or Osprey Bend Cabins\nOverflow\nHarborview Hotel, Lake City, 40 min\nSells out\nMillrace Week, commencements, move-in\nWho to contact\nVisitor Services, Office of Admissions\nWelcome Center (the 1911 Depot), 1 Founders Drive\nPhone\n(715) 555–0144\nEmail\nvisit@uwporterfalls.edu\nHours\nMon–Fri, 8 a.m.–4:30 p.m.; Sat, 9 a.m.–noon\nRelated resources\nVisitor guide\nDirections to campus\nA Porter Falls weekend\nEating in Porter Falls\nFamilies & supporters\nParents & families FAQ" }, { "url": "whistleblower-policy.html", "title": "Whistleblower Policy", "description": "How UW-Porter Falls' whistleblower policy protects employees and students who report suspected fraud, waste, or misconduct.", "headings": [ "Whistleblower Policy", "What this covers", "How to report", "No retaliation, and what that actually means", "What happens after a report" ], "content": "Policies & Compliance\nWhistleblower Policy\nReporting suspected fraud, financial misconduct, or abuse of authority, without retaliation, through a channel outside the reporter’s own chain of command.\nWhat this covers\nThe policy protects anyone — employee, student worker, or student — who reports a good-faith concern about fraud, misuse of state or grant funds, falsified research data, or a supervisor abusing their authority. It does not require the reporter to already have proof, only a reasonable basis for the concern; deciding whether it holds up is the investigator’s job, not the reporter’s.\nHow to report\nReports go to the university’s compliance officer, the UW System Office of Internal Audit, or the statewide fraud, waste and abuse hotline — whichever feels safest, since none of them require going through a direct supervisor first. Reports can be made by name or anonymously; an anonymous report is investigated the same way, though an investigator who cannot ask the reporter a follow-up question sometimes has a harder time closing gaps in the account.\nNo retaliation, and what that actually means\nRetaliation covers more than firing someone: a changed work schedule, a suddenly worse performance review, exclusion from meetings, or a reassignment timed suspiciously close to a report can all qualify. A employee who believes they have faced retaliation for a good-faith report files that as its own separate complaint, investigated independently of whatever the original report was about.\nWhat happens after a report\nThe compliance officer triages every report within five business days, decides who investigates (internal audit, human resources, or an outside investigator, depending on who is implicated), and updates the reporter periodically without disclosing details that would identify witnesses. Substantiated findings go to the chancellor’s cabinet and, where state funds or a legal violation are involved, to the appropriate state agency.\nQuick facts\nApplies to\nEmployees, student workers, and students\nAnonymous reports\nAccepted and investigated\nRetaliation\nProhibited and independently investigated\nRelated\nBias incident reporting\nResearch compliance\nConflict of interest disclosure" }, { "url": "winter-carnival.html", "title": "Winter Carnival", "description": "A week of cold-weather events in February, from an ice sculpture contest to a broomball tournament on the Millrace pond.", "headings": [ "Winter Carnival", "On this page", "What happens during the week", "Broomball on the Millrace", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Winter Carnival\nA week of cold-weather events in February, from an ice sculpture contest to a broomball tournament on the Millrace pond.\nWhat happens during the week\nAn ice sculpture contest outside Founders Union, a polar plunge fundraiser for the Student Emergency Fund, and a broomball tournament on the frozen Millrace pond anchor a week built for a campus that doesn't get to skip winter.\nBroomball on the Millrace\nThe pond is checked daily by Facilities for ice thickness before the tournament is allowed to proceed; in a mild winter the bracket moves indoors to the Ironhouse Athletic Center rather than risk it.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nWhen: One week in February. Signature event: Broomball tournament on the frozen Millrace pond. Cost: Most events free. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhen\nOne week in February\nSignature event\nBroomball tournament on the frozen Millrace pond\nCost\nMost events free\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "winter-gear-library.html", "title": "Winter gear library", "description": "Borrow a warm coat, boots, snow pants and a hat for the season — free — aimed at students new to a Wesconsin winter.", "headings": [ "Winter gear library", "On this page", "Who it's for", "How it's stocked", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Sustainability Winter gear library\nBorrow a warm coat, boots, snow pants and a hat for the season — free — aimed at students new to a Wesconsin winter.\nWho it's for\nInternational students, students from warm-climate states, and anyone for whom a $200 winter coat is a real barrier in October. Gear is borrowed for the whole season, not by the day, and cleaned between borrowers.\nHow it's stocked\nA mix of a small annual budget, a coat drive each fall, and good-condition items left behind at residence-hall move-out and reclaimed rather than landfilled — which is why it sits under the sustainability office.\nIn and around Porter Falls\nPorter Falls sits on the Porter River, and the university's sustainability commitments are mostly about water and heat: the Millrace restoration, rain gardens, and fourteen buildings surviving a Wesconsin winter as efficiently as possible.\nThe practical details\nWhere: Outdoor Adventures desk, Ironhouse Athletic Center. Cost: Free; return by the end of the spring semester. Stock: Coats, insulated boots, snow pants, hats, gloves, in a full size range. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of Sustainability (Founders Union, Room 015). Call (715) 555–0240 or email sustainability@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nWhere\nOutdoor Adventures desk, Ironhouse Athletic Center\nCost\nFree; return by the end of the spring semester\nStock\nCoats, insulated boots, snow pants, hats, gloves, in a full size range\nWho to contact\nOffice of Sustainability\nMillwright Hall 140\nPhone\n(715) 555–0173\nEmail\nsustainability@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSustainability dashboard\nSmoke-free campus\nLEED-certified buildings\nGreen Fund\nFull contact directory" }, { "url": "winter-in-porter-falls.html", "title": "Winter in Porter Falls", "description": "A northern-Wesconsin winter is four months long. Here is the practical student guide to it.", "headings": [ "Winter in Porter Falls", "On this page", "What to expect", "Clothes that actually work", "Getting around", "Class still happens", "Your body in winter", "The upside" ], "content": "Campus life Winter in Porter Falls\nA northern-Wesconsin winter is four months long. Here is the practical student guide to it.\nWhat to expect\nFrom late November into March: temperatures regularly below freezing and sometimes well below zero, snow that stays on the ground for months, icy walkways, and daylight that is short — dark before 5 p.m. in December. It is genuinely cold in a way that a light jacket does not cover. Students from warmer places consistently underestimate it the first year.\nClothes that actually work\nA real insulated winter coat, not a hoodie and not a fashion jacket. Waterproof boots with grip. Warm socks, a hat that covers your ears, and gloves or mittens. Layers, so you are not sweating indoors and freezing outside. The winter gear library lends coats and boots for students who cannot buy them, no questions.\nGetting around\nWalkways and lots are plowed and salted, but ice happens — walk like a penguin (short steps, weight forward) and give yourself extra time. The fare-free Porter Loop runs all winter and is the sane choice for the longer campus crossings. If you drive, learn the snow-emergency parking rules (cars get moved off certain lots and streets) and keep a scraper, boots, and a blanket in the car.\nClass still happens\nThe university rarely closes. When it does — a blizzard, dangerous wind chill — it is announced by Porter Alert (sign up), on the homepage, and by local media. Absent a closure, instructors expect you in class; build in extra time rather than assuming a delay. If travel is genuinely unsafe, email the instructor before class.\nYour body in winter\nShort days and cold affect sleep, mood, and motivation for a lot of people — seasonal low mood is real, not weakness. Get outside in daylight when you can, keep moving (the rec center, indoor intramurals), stay on a sleep schedule, and use the counseling center if the slump is more than a bad week. Vitamin D and a light box help some people; ask the health center.\nThe upside\nWinter here has a culture: the Winter Carnival, broomball and pond hockey, cross-country ski and snowshoe rentals from the outdoor center, and a campus that leans into it rather than hiding indoors. Students who find a winter activity they like report a much better February than students who wait it out.\nAt a glance\nThe season\nLate Nov–March: sub-freezing, months of snow, dark by 5 p.m.\nNon-optional gear\nInsulated coat, waterproof grippy boots, hat, gloves, layers\nCan't afford it\nThe winter gear library lends coats and boots\nClosures\nRare — announced by Porter Alert; otherwise class happens\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWinter gear library\nWeather closures\nSnow emergency procedures\nWinter Carnival\nFull contact directory" }, { "url": "winter-parking-rules.html", "title": "Winter parking rules", "description": "Snow-emergency lot closures, overnight restrictions, and how to avoid a tow after a storm.", "headings": [ "Winter parking rules", "On this page", "When an emergency is declared", "Staying ahead of it", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Winter parking rules\nSnow-emergency lot closures, overnight restrictions, and how to avoid a tow after a storm.\nWhen an emergency is declared\nYou'll get an alert naming which lots must be vacated and by when — usually early evening or overnight so crews can plow curb to curb. Move your car to an open garage or an unaffected lot. Vehicles left behind are ticketed and towed to a nearby impound at the owner's cost.\nStaying ahead of it\nSign up for emergency notifications so the alert reaches your phone. In deep winter, park in a garage when snow is forecast — garages are never part of an emergency clearance. Know your assigned lot's overnight rule; a few surface lots close from 2–6 a.m. all winter regardless of weather.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nSnow emergency: Declared by the university; certain lots must be cleared by a stated time or vehicles are towed. Notice: Emergency alert text and email, campus signage, and the parking web page. Overnight: Some lots restrict or prohibit overnight parking in winter to allow plowing. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nSnow emergency\nDeclared by the university; certain lots must be cleared by a stated time or vehicles are towed\nNotice\nEmergency alert text and email, campus signage, and the parking web page\nOvernight\nSome lots restrict or prohibit overnight parking in winter to allow plowing\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" }, { "url": "winter-session.html", "title": "Winter Session", "description": "A three-week online term between fall and spring for catching up, getting ahead, or lightening a heavy semester.", "headings": [ "Winter Session", "On this page", "What it is for", "Aid and the calendar", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Online learning Winter Session\nA three-week online term between fall and spring for catching up, getting ahead, or lightening a heavy semester.\nWhat it is for\nWinter Session is a single compressed course — a general-education requirement, a prerequisite that would otherwise delay a spring course, or a retake of something that did not go well in the fall. Because it runs at roughly four times the normal speed, taking two is not allowed and taking one alongside a job is a real strain.\nAid and the calendar\nWinter Session credits usually attach to spring-term aid rather than fall, which matters for anyone near a full-time threshold; the Financial Aid office will tell you which term a given registration lands in. Grades post before spring add/drop closes, so a passed prerequisite clears you for the spring course that needs it.\nIn and around Porter Falls\nOnline and Extended Learning works out of the second level of Halvorsen Library and supports learners across Wesconsin who rarely come to Porter Falls in person.\nThe practical details\nLength: Three weeks in January, fully online. Load: One course only — the pace assumes it is your whole schedule. Counts toward: The following spring's financial-aid enrollment in most cases; check first. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Online & Extended Learning (Halvorsen Library, Level 2). Call (715) 555–0128 or email online@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLength\nThree weeks in January, fully online\nLoad\nOne course only — the pace assumes it is your whole schedule\nCounts toward\nThe following spring's financial-aid enrollment in most cases; check first\nWho to contact\nOnline & Extended Learning\nHalvorsen Library, Level 2\nPhone\n(715) 555–0128\nEmail\nonline@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRemote exam proctoring\nCourse reserves\nInterlibrary loan\nLibrarian research consultations\nFull contact directory" }, { "url": "winterm.html", "title": "Winter Term", "description": "The three-week January session — what it is for, the one-course rule, faculty-led travel, and how it is billed.", "headings": [ "Winter Term", "On this page", "The January session", "One course, and the pace behind that rule", "Faculty-led travel", "Cost, aid and deadlines" ], "content": "Academics Winter Term\nThe three-week January session — what it is for, the one-course rule, faculty-led travel, and how it is billed.\nThe January session\nWinter Term is an optional three-week session between fall and spring, roughly January 4–22. It exists to let students take exactly one course with total focus: a Core requirement, a special-topics course that only runs in January, a field experience, or a faculty-led travel course. It is not required, it does not appear on every student's plan, and skipping it is completely normal — but for a student who wants to graduate a semester early, clear a stubborn requirement, or try a subject outside their major, it is three weeks well spent.\nMost Winter Term courses are online or hybrid so students can take them from home over the break; a smaller set meet on campus, and the travel courses leave the country.\nOne course, and the pace behind that rule\nYou may enroll in only one Winter Term course, and the rule is not bureaucratic caution — a three-credit course compressed into 15 or 16 days is a full-time job. Expect three to four hours of class or its online equivalent plus several more hours of work every single day, weekends included. There is no room to fall behind and catch up; a student who disappears for a long weekend has missed the equivalent of two regular-semester weeks. It rewards a subject you can commit to completely for three weeks and punishes one you were hoping to coast through.\nFaculty-led travel\nSome of Porter's best courses are the January travel programs — a marketing course that studies supply chains in another country, a design course visiting studios and museums, a service-learning trip. You apply the previous spring or fall, pay a program fee on top of tuition that covers airfare, lodging, and ground costs, and complete pre-departure coursework and orientation before you leave. Financial aid and dedicated travel scholarships can offset the fee; apply early because the scholarship money is limited and the trips have enrollment caps.\nCost, aid and deadlines\nWinter Term tuition is billed separately, per credit, and is not included in fall or spring full-time tuition — a three-credit course is a real additional charge. Financial aid treats Winter Term as attached to the spring term for eligibility, so whether aid helps depends on your spring enrollment and remaining limits; check with the aid office before you register. Every deadline is compressed: the add window is a day or two, the free-drop-with-no-record window is about the first two days, and the last day to withdraw with a \"W\" falls partway through the second week. Register during the fall, and read the specific date list, not the semester one.\nAt a glance\nWhat it is\nOptional 3-week January session (~Jan 4–22), mostly online/hybrid, for taking exactly one course with full focus\nOne-course rule\nA 3-credit course in ~16 days = 6+ hours of work daily, weekends included. No room to fall behind\nTravel courses\nFaculty-led trips abroad — apply the prior term, pay a program fee over tuition, travel scholarships help but are limited\nMoney\nTuition billed separately per credit (a real extra charge); aid counts it with spring — check the aid office first\nRelated resources\nAcademic advising\nRegistration & records\nAcademic calendar\nTutoring & learning center\nCommencement\nContact directory" }, { "url": "wisconsin-idea-and-public-service-mission.html", "title": "The Wesconsin Idea & Public Service Mission", "description": "What the Wesconsin Idea means at UW-Porter Falls, and how it shapes outreach, extension, and community-facing academic work.", "headings": [ "The Wesconsin Idea & Public Service Mission", "Where the idea comes from", "What it looks like at a polytechnic", "Community partnerships", "Why this matters for a state university specifically" ], "content": "About\nThe Wesconsin Idea & Public Service Mission\nA century-old principle, shared across every UW System campus, that the university's work should extend past the edge of campus to the whole state.\nWhere the idea comes from\nThe Wesconsin Idea dates to the early 1900s, when the state university system began treating expertise developed on campus as something owed back to the state — not confined to students who happened to enroll. Every UW System campus, Porter included, treats it as a shared institutional value, not a marketing phrase unique to any one campus.\nWhat it looks like at a polytechnic\nAt Porter, the Wesconsin Idea shows up concretely: engineering senior-design teams solving real problems for regional manufacturers at no cost to the client, extension-style continuing education for working adults, K-12 outreach camps run out of the College of Education, and free public access to library open collections . It is less about lofty language than about which projects a department chooses to fund with its outreach hours.\nCommunity partnerships\nThe community partnerships office matches faculty expertise and student capstone teams with requests from local governments, nonprofits, and small businesses across the region — a standing pipeline rather than a one-off service project.\nWhy this matters for a state university specifically\nA private university chooses whether outreach is part of its mission. A public land-grant-adjacent state university like Porter is expected to justify its state funding partly through exactly this kind of visible public return — the Wesconsin Idea is as much a funding-era argument as a philosophical one, and both halves are still true today.\nQuick facts\nOrigin\nEarly 1900s, University of Wesconsin System\nAt Porter\nSenior-design partnerships, extension, K-12 outreach, open collections\nCoordinated through\nCommunity Partnerships office\nRelated\nCommunity partnerships\nResearch & outreach\nContinuing education\nAbout UW–Porter Falls" }, { "url": "wisconsin-technical-college-transfer.html", "title": "Transferring from a Wesconsin Technical College", "description": "How associate degrees and technical diplomas from Wesconsin Technical College System schools transfer into UW-Porter Falls programs.", "headings": [ "Transferring from a Wesconsin Technical College", "The short version", "How credit transfers", "Where the gap usually is", "Getting a credit evaluation before you apply" ], "content": "Admissions\nTransferring from a Wesconsin Technical College\nGuaranteed-admission and credit-transfer agreements with Wesconsin Technical College System (WTCS) campuses.\nThe short version\nPorter has articulation agreements with all sixteen Wesconsin Technical College System (WTCS) districts. A student who completes an approved associate of applied science degree at a WTCS college is guaranteed admission to the matching bachelor’s program at Porter, with a block of credit already mapped out before the first advising appointment.\nHow credit transfers\nTwo transfer paths exist side by side. A block transfer applies when a completed associate degree matches an articulation agreement on file — the whole degree transfers as a set, satisfying most of the first two years of general education and, for a technical AAS, a meaningful share of major requirements. A course-by-course transfer applies to any other combination of technical-college credit, evaluated individually against the Porter course catalog by the registrar’s office.\nWhere the gap usually is\nApplied technical AAS degrees (like those in manufacturing, IT support, or automotive technology) tend to transfer heavily into Porter’s matching bachelor’s completion tracks. General liberal-arts associate degrees transfer more broadly across majors but leave more upper-division coursework to complete on campus. Either way, a transfer credit evaluation happens before a deposit is due, not after enrollment.\nGetting a credit evaluation before you apply\nSend unofficial transcripts to transfer@uwporterfalls.edu for an informal, nonbinding credit map. An official evaluation follows admission, once official transcripts arrive from the technical college registrar.\nQuick facts\nPartner system\nWesconsin Technical College System\nDistricts with agreements\n16 of 16\nGuarantee\nAdmission on a completed matching AAS\nRelated\nTransfer students\nAcademic advising\nCollege of Applied & Technical Studies\nTuition & fees" }, { "url": "withdrawal-and-financial-aid.html", "title": "Withdrawing and your financial aid", "description": "What happens to grants and loans if you drop all classes partway through a term — the Return of Title IV calculation.", "headings": [ "Withdrawing and your financial aid", "On this page", "How the math works", "Do it in the right order", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Withdrawing and your financial aid\nWhat happens to grants and loans if you drop all classes partway through a term — the Return of Title IV calculation.\nHow the math works\nFederal aid is considered earned day by day. Withdraw at the 30% mark and you've earned 30% of it; the rest is returned to the government, first from loans, then grants. Because tuition may not be refunded on the same schedule, the returned aid can leave a bill you're responsible for.\nDo it in the right order\nAn official withdrawal on a documented medical or personal hardship can qualify for a tuition adjustment and sometimes a partial-term arrangement that a silent stop-attending never will. Start with the Dean of Students Office; loop in Financial Aid before the paperwork is final so there are no surprises.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nTrigger: Withdrawing from every class, officially or by stopping attendance, before ~60% of the term has passed. Result: The school and you may have to return a prorated share of federal aid; you can end up owing a balance. Before you withdraw: Talk to Financial Aid and the Dean of Students — a medical or hardship withdrawal has different options. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nTrigger\nWithdrawing from every class, officially or by stopping attendance, before ~60% of the term has passed\nResult\nThe school and you may have to return a prorated share of federal aid; you can end up owing a balance\nBefore you withdraw\nTalk to Financial Aid and the Dean of Students — a medical or hardship withdrawal has different options\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "withdrawal-vs-drop.html", "title": "Dropping vs. withdrawing from a class", "description": "The difference between removing a class early (a drop) and leaving it later (a withdrawal), and why it matters.", "headings": [ "Dropping vs. withdrawing from a class", "On this page", "What a 'W' means", "Think it through first", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Dropping vs. withdrawing from a class\nThe difference between removing a class early (a drop) and leaving it later (a withdrawal), and why it matters.\nWhat a 'W' means\nA withdrawal shows as a 'W' with no grade and no GPA effect. A few W's over a degree are unremarkable; a pattern of them is a flag to graduate and professional schools, and to satisfactory-progress checks for financial aid, since a W is an attempted-but-not-completed credit.\nThink it through first\nDropping below full-time status can affect financial aid, health insurance, housing, athletic eligibility, and an international student's visa status. Talk to your advisor and, if aid or status is involved, the relevant office before you withdraw — there may be a better option, like an incomplete.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nDrop: Before the add/drop deadline — the class vanishes from your record, full tuition adjustment. Withdraw: After that deadline through about the 10th week — a 'W' appears on the transcript, little or no tuition refund. After the withdrawal deadline: You're committed; a late withdrawal needs a documented hardship petition. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nDrop\nBefore the add/drop deadline — the class vanishes from your record, full tuition adjustment\nWithdraw\nAfter that deadline through about the 10th week — a 'W' appears on the transcript, little or no tuition refund\nAfter the withdrawal deadline\nYou're committed; a late withdrawal needs a documented hardship petition\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "woodshop-certification.html", "title": "Woodshop certification", "description": "The safety check every user clears before working unsupervised in the Applied Arts Building woodshop.", "headings": [ "Woodshop certification", "On this page", "What the session is", "After you're certified", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Academic affairs Woodshop certification\nThe safety check every user clears before working unsupervised in the Applied Arts Building woodshop.\nWhat the session is\nNot a woodworking class — a machine-by-machine walkthrough of how each tool hurts people and how not to let it, followed by a supervised cut on each one before the shop tech signs your card. Design and technique are taught in the courses; this is purely the ticket to be in the room alone.\nAfter you're certified\nOpen shop hours are posted each term with a monitor on duty. Certain machines (the CNC router, the wide-belt sander) need a second, tool-specific check-off on top of the general card.\nIn and around Porter Falls\nCurriculum decisions at Porter run through the departments that meet in Founders Hall and the Applied Arts Building, then to Faculty Senate, then to the Provost in Millwright Hall. The pace is deliberately slow and the review calendar is published.\nThe practical details\nLength: One 3-hour session plus a hands-on check-off. Covers: Table saw, band saw, jointer, planer, router table, dust collection. Valid: One academic year; a refresh check-off after that. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Office of the Provost (Millwright Hall, Room 300). Call (715) 555–0130 or email provost@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nLength\nOne 3-hour session plus a hands-on check-off\nCovers\nTable saw, band saw, jointer, planer, router table, dust collection\nValid\nOne academic year; a refresh check-off after that\nWho to contact\nOffice of the Provost\nFounders Union 300\nPhone\n(715) 555–0104\nEmail\nprovost@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nIndustry advisory boards\nHonor societies\nPrior learning assessment\nStaff Senate\nFull contact directory" }, { "url": "work-at-porter.html", "title": "Work at Porter", "description": "Current openings for faculty, academic staff, and university staff at UW–Porter Falls, how the employee categories differ, and what applying actually involves.", "headings": [ "Work at Porter", "On this page", "Why work here", "Employee categories", "Current openings", "How to apply", "Equal opportunity, background checks, and veterans’ preference" ], "content": "Employment Work at Porter\nCurrent openings for faculty, academic staff, and university staff at UW–Porter Falls, how the employee categories differ, and what applying actually involves.\nWhy work here\nUW–Porter Falls employs about 1,240 people in a typical fall — roughly 390 faculty, 410 academic staff, 330 university staff, and a rotating cast of limited-term employees — plus about 1,600 student workers. It is the second-largest employer in Porter County, after the health system in Lake City.\nThe work is visible. A 17:1 student-to-faculty ratio and an average class of 24 mean faculty know students by name, and staff see the effect of what they do within a semester.\nThe benefits are state benefits. Health plans with modest premiums, a defined-benefit pension through the Wesconsin Retirement System, and six weeks of paid parental leave for a birth parent. The benefits summary has the numbers.\nThe town is livable. Porter Falls is a river town of about 17,000 where a three-bedroom house in Cedar Bluff costs a fraction of what it would in the Cities, 75 minutes west, and the Porter Loop shuttle runs every 12 minutes.\nThe pace is human. The campus closes between the winter holidays and New Year’s Day, and most offices keep a 7:45–4:30 schedule.\nEmployee categories\nEvery posting names one of these categories. The category decides the hiring process, the benefits waiting period, how leave accrues, and who represents you in shared governance.\nFaculty — Who: Tenure-track and tenured professors; clinical faculty; How hiring works: National searches on an academic calendar; fall postings for the following August; campus visit with a teaching demonstration\nAcademic staff — Who: Lecturers and instructional staff; advisors, counselors, coaches, admissions and other professional roles; How hiring works: Year-round; committee search; one to two interview rounds\nUniversity staff — Who: Trades, custodial, IT, clerical, and technical roles (formerly the classified civil service); How hiring works: Year-round; often three to six weeks from close to offer; some positions union-represented\nLimited-term (LTE) — Who: Temporary work up to 1,039 hours in a 12-month period; How hiring works: Hired directly by the department; no benefits beyond those required by law\nStudent — Who: Enrolled Porter students; How hiring works: Separate system; see student employment\nThe practical differences between tenure-track and renewable-contract faculty are covered on non-tenure-track faculty .\nCurrent openings\nOpenings as of October 9, 2026. “Review begins” is the date the committee starts reading; applications complete by then are guaranteed consideration.\nAssistant Professor of Mechanical Engineering (tenure-track) — Department: Mechanical Engineering; Category: Faculty; Review begins: Nov. 2, 2026\nClinical Assistant Professor of Nursing — Department: Nursing; Category: Faculty (clinical); Review begins: Nov. 16, 2026\nLecturer in Packaging — Department: Plastics & Packaging Engineering; Category: Academic staff; Review begins: Oct. 26, 2026\nAcademic Advisor — Department: Student Success Center; Category: Academic staff; Review begins: Oct. 23, 2026\nHVAC/R Technician (second shift) — Department: Facilities Management; Category: University staff; Review begins: Oct. 19, 2026\nAdmissions Counselor (northeast territory) — Department: Admissions; Category: Academic staff; Review begins: Oct. 30, 2026\nSystems Administrator — Department: Information Technology; Category: University staff; Review begins: Nov. 9, 2026\nAssistant Women’s Soccer Coach (part-time) — Department: Athletics; Category: Academic staff; Review begins: Dec. 7, 2026\nCustodian (third shift, 2 openings) — Department: Facilities Management; Category: University staff; Review begins: Oct. 21, 2026\nLimited-term and student openings are not listed here; departments post them directly.\nHow to apply\nCreate one profile in the employment portal. It stores your résumé and work history for every future application.\nAttach exactly what the posting asks for. A missing required document is the most common reason an application is set aside before anyone reads it. Our general guide to reading a posting explains required versus preferred qualifications.\nApply by the review date. Most searches stay open after it, but committees read the first pool first.\nExpect to hear back. Search committees notify applicants who are no longer under consideration, usually within a month of the review date. You can also check status in the portal.\nIf you need an accommodation to apply or interview, call Human Resources at (715) 555–0216. Paper applications are available at the HR counter for university staff positions.\nEqual opportunity, background checks, and veterans’ preference\nUW–Porter Falls is an equal opportunity and affirmative action employer. Qualified applicants receive consideration without regard to race, color, creed, religion, sex, sexual orientation, gender identity or expression, pregnancy, national origin, ancestry, age, disability, genetic information, marital status, arrest or conviction record (subject to the job-related exceptions in state law), military or veteran status, or any other protected status.\nBackground checks. All finalists complete a criminal background check and a misconduct reference check with prior employers before an offer is final. Some positions add a motor vehicle record check, degree or license verification, or a caregiver check for clinical placements; the posting says so in advance. A conviction record is reviewed for its relationship to the job and is not an automatic bar.\nVeterans’ preference. For university staff positions, an eligible veteran who meets the minimum qualifications is guaranteed a first-round interview, and a veteran with a service-connected disability rating of 30% or more may be considered for a noncompetitive appointment. Upload a DD-214 with your application. Veterans considering further education can start at military and veterans services .\nAt a glance\nOpen positions\n9 postings, 10 openings (October 2026)\nEmployees\nAbout 1,240, plus about 1,600 student workers\nCategories\nFaculty · academic staff · university staff · limited-term · student\nHR office\nMillwright Hall 230, Mon–Fri 7:45–4:30\nWho to contact\nOffice of Human Resources\nMillwright Hall 230\nPhone\n(715) 555–0216\nEmail\nhr@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nBenefits summary\nNew employee onboarding\nHuman resources\nJobs at UW–Porter Falls\nEmployee resources\nStaff Senate" }, { "url": "work-study-award-vs-hours.html", "title": "Work-study: award vs. hours", "description": "How a Federal Work-Study award translates into a paycheck, and what happens when you hit the limit.", "headings": [ "Work-study: award vs. hours", "On this page", "Do the math", "Using it well", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student services Work-study: award vs. hours\nHow a Federal Work-Study award translates into a paycheck, and what happens when you hit the limit.\nDo the math\nDivide the award by your wage to get your total hours for the year, then by the number of weeks you'll work. A $2,400 award at $12/hour over 30 weeks is about 6.7 hours a week. Going over isn't a penalty — the funding source just changes — but plan for it so your paycheck doesn't shrink unexpectedly.\nUsing it well\nWork-study earnings don't count against you on next year's FAFSA the way regular income can, so if you're offered it, it's worth taking. If you don't get a work-study award, you can still work on campus — most jobs are open to everyone.\nIn and around Porter Falls\nThe Porter Student Help Desk in Founders Union 118 is the single place to start when it is not obvious which office owns a question.\nThe practical details\nThe award: A dollar amount in your aid package — the maximum you can earn in work-study jobs that year, not a guaranteed sum. How it pays: An hourly wage for hours actually worked, paid to you like any job; it does not credit against your tuition bill automatically. At the limit: When your earnings reach the award, work-study funding stops; you either reduce hours or your supervisor moves you to a regular student-wage line. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Student Help Desk (Founders Union, Room 118). Call (715) 555–0120 or email help@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nThe award\nA dollar amount in your aid package — the maximum you can earn in work-study jobs that year, not a guaranteed sum\nHow it pays\nAn hourly wage for hours actually worked, paid to you like any job; it does not credit against your tuition bill automatically\nAt the limit\nWhen your earnings reach the award, work-study funding stops; you either reduce hours or your supervisor moves you to a regular student-wage line\nWho to contact\nTechnology Help Desk\nHalvorsen Library, Level 1\nPhone\n(715) 555–0146\nEmail\nhelp@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nNotary services\nCommencement regalia\nTextbook rental\nEmergency short-term loans\nFull contact directory" }, { "url": "working-in-porter-falls-while-enrolled.html", "title": "Working in Porter Falls while enrolled", "description": "How to take a local job without letting a paycheck quietly take over your semester.", "headings": [ "Working in Porter Falls while enrolled", "On this page", "Set the academic limit first", "Ask the questions that determine fit", "Protect the hard weeks", "Use the experience deliberately" ], "content": "Porter Falls life Working in Porter Falls while enrolled\nHow to take a local job without letting a paycheck quietly take over your semester.\nSet the academic limit first\nBefore applying, map class meetings, labs, study blocks, commute time, and the weeks when projects or exams stack up. A job can provide money, friends, and useful experience; it cannot give back an evening lost to a lab report. Start with a smaller, predictable schedule and add hours only after you know the term’s actual load.\nAsk the questions that determine fit\nAsk about minimum weekly hours, schedule changes, late-night closing, holiday breaks, transportation after a shift, training, payroll timing, and whether supervisors can accommodate exam weeks. A job title tells you less than the answer to those questions. Get the schedule expectation in writing when possible.\nProtect the hard weeks\nTell a supervisor early when an exam, clinical, competition, or required presentation creates a conflict. Do not wait until the day before and hope a shift can disappear. Likewise, do not promise availability you cannot sustain just to get hired; reliability matters more than being available every hour.\nUse the experience deliberately\nKeep a short record of what you did: customer problems solved, equipment learned, cash handling, training completed, safety procedures, or team coordination. Even a job unrelated to your major can become strong résumé evidence when you can name the responsibility and result.\nAt a glance\nStart with\nA small, predictable weekly schedule\nAsk before accepting\nHours, exam flexibility, transport, training, and pay timing\nKeep\nA record of responsibilities and results\nRelated resources\nStudent employment\nCareer Services\nManaging a heavy course load\nAbout Porter Falls" }, { "url": "working-in-student-media.html", "title": "Working in student media", "description": "Write, broadcast, produce, or design for a real audience — open to any major, no experience needed.", "headings": [ "Working in student media", "On this page", "The newspaper", "Radio and podcasting", "Video and the studio", "The literary and design journals", "Why do it", "Getting started" ], "content": "Campus life Working in student media\nWrite, broadcast, produce, or design for a real audience — open to any major, no experience needed.\nThe newspaper\nThe student newspaper publishes online continuously and in print periodically, covering campus news, the town, sports, arts, and opinion. It is editorially independent — students assign, report, edit, and decide what runs. Sections take contributors any time; you do not have to be a communication or journalism student, and most people start by pitching one story.\nRadio and podcasting\nThe student station streams online and runs a low-power FM signal, with student-hosted music, talk, sports play-by-play, and a growing set of podcasts. Getting a show means a short training on the board and FCC basics and then a slot; the podcast side has a booth you can reserve.\nVideo and the studio\nA student video team produces event coverage, short documentary and news pieces, and live streams of games and commencement, working out of the video production suite and the one-button studio. Students in game design, marketing, and video production run a lot of it, but the crews take anyone who is reliable.\nThe literary and design journals\nThe undergraduate journal publishes student research and creative work across disciplines; a separate arts-and-literary magazine runs student writing and visual art. Both are student-edited and take submissions on a cycle, and working on the editorial side is a real credit line.\nWhy do it\nStudent media is a portfolio that is public — clips, episodes, a producing credit, a design masthead — plus deadline experience, working in a team, and a network. Employers in communication, marketing, media, and design ask about it directly. It is also just a good way to know what is happening on campus and to meet people outside your major.\nGetting started\nGo to the org fair, come to a budget or pitch meeting (they are open), and bring one small thing — a story idea, a demo, a design sample, or just reliability. Leadership roles (editor, station manager, producer) open up yearly and go to people who showed up consistently.\nAt a glance\nOpen to\nAny major, no experience — most people start with one pitch\nOutlets\nThe newspaper, the radio/FM station + podcasts, a video team, two journals\nWorth\nA public portfolio (clips, episodes, credits) + deadline and team experience\nStart\nThe org fair, an open pitch meeting, one small contribution\nWho to contact\nStudent Media\nFounders Union 218\nPhone\n(715) 555–0218\nEmail\nstudentmedia@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudent media\nCampus radio & podcast\nVideo production suite\nUndergraduate journal\nOne-button studio\nFull contact directory" }, { "url": "working-while-in-school.html", "title": "Working while in school", "description": "Finding the right number of hours, on-campus vs. off, taxes and paperwork, and protecting your grades.", "headings": [ "Working while in school", "On this page", "How many hours", "On-campus vs. off", "Work-study, if you have it", "The paperwork", "Taxes", "Protecting your grades" ], "content": "Career services Working while in school\nFinding the right number of hours, on-campus vs. off, taxes and paperwork, and protecting your grades.\nHow many hours\nResearch and campus experience both point to a sweet spot around 10–15 hours a week for most full-time students — enough to earn and build skills, not so much that grades slip. Above roughly 20 hours, the academic cost usually outweighs the earnings. Be honest about your course load when you set your availability.\nOn-campus vs. off\nOn-campus jobs are built around your class schedule, supervisors expect finals to win, the commute is zero, and the reference is credible for later. Off-campus jobs often pay a bit more and offer more hours but are less flexible about your schedule. Many students do on-campus during the year and off-campus over summer.\nWork-study, if you have it\nFederal work-study on your aid offer lets you earn a set amount in eligible campus or approved community jobs, paid as a paycheck (not applied to your bill). It does not guarantee a job — you still apply — and the award caps your earnings in that role, not your total work.\nThe paperwork\nYou cannot start until federal employment forms (I-9, W-4) are done and verified in person with original ID. International students need a Social Security number, which requires a job offer first — International Programs walks you through it. Keep your pay stubs; you may need income documentation for aid or housing.\nTaxes\nA campus job withholds taxes and issues a W-2 in January. Many students have too much withheld and get a refund by filing. The free VITA clinic on campus files student returns, including the education credits your household may qualify for.\nProtecting your grades\nPut your work shifts in the same calendar as your classes and study blocks, and treat a shift like a class you cannot skip — including not scheduling it over the study time a hard course needs. If a term gets heavy, a good supervisor will cut your hours for a few weeks; ask before the grades slip, not after.\nAt a glance\nSweet spot\n~10–15 hours/week for most full-time students\nOn campus\nFlexible around classes; credible reference; zero commute\nBefore day one\nI-9 and W-4 in person with original ID\nTaxes\nW-2 in January; the free VITA clinic files student returns\nWho to contact\nStudent Employment\nFounders Union 210\nPhone\n(715) 555–0138\nEmail\nstudentjobs@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudent employment\nFinding and keeping a campus job\nFederal work-study guide\nStudent employee hour limits\nFree tax filing (VITA)\nFull contact directory" }, { "url": "working-with-a-research-mentor.html", "title": "Working with a research mentor", "description": "How to find a faculty mentor, run the first meeting, and handle credit, authorship, and pay.", "headings": [ "Working with a research mentor", "On this page", "Finding someone", "The first meeting", "Credit, pay, or volunteer", "Expectations both ways", "Authorship and credit", "Funding your own work" ], "content": "Academics Working with a research mentor\nHow to find a faculty mentor, run the first meeting, and handle credit, authorship, and pay.\nFinding someone\nStart with a professor whose course you enjoyed and read one or two things they have published recently — enough to ask a real question. Email a short, specific note: what caught your interest, what you can commit (hours per week, which semesters), and a request for fifteen minutes to talk. The Undergraduate Research Program also matches students to projects each term if a cold email feels like too much.\nThe first meeting\nCome with questions, not a pitch. Ask what a first-semester student actually does in the group, how often the group meets, what software or lab training you would need, and what a good outcome looks like in one semester. Leave with a concrete next step — a paper to read, a training to schedule, a task to try.\nCredit, pay, or volunteer\nUndergraduate research can be taken for course credit (with a learning agreement and a deliverable), paid hourly through a grant or work-study, or done as an unpaid trial for a few weeks before either. Credit and pay for the same hours is not allowed. Decide the arrangement explicitly in the first month so expectations match.\nExpectations both ways\nA good mentor gives you a real problem, regular feedback, and honest talk about what the work leads to. A good mentee shows up, tracks their own progress, asks before going quiet, and treats other people's data and time carefully. Most friction comes from an unspoken assumption on one side — name them early.\nAuthorship and credit\nAuthorship on a paper or a conference abstract follows contribution: substantial intellectual work, not just running samples. Talk about it before a submission, not after. If you contributed and are left off, or are added to something you did not work on, that is worth a direct conversation and, if needed, the department chair.\nFunding your own work\nOnce you have a project, student research grants (a few hundred to a couple thousand dollars) cover materials, and conference travel funds cover presenting your results. Both have deadlines a semester ahead and need a short proposal your mentor signs. The research symposium each spring is the low-stakes place to present first.\nAt a glance\nFind a match\nEmail a professor, or use the Undergraduate Research Program\nArrangement\nCredit, hourly pay, or a short unpaid trial — not credit + pay\nAuthorship\nBy contribution; agree before submission\nMoney\nStudent research grants + conference travel funds\nWho to contact\nOffice of Research & Sponsored Programs\nMillwright Hall 340\nPhone\n(715) 555–0148\nEmail\nresearch@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nUndergraduate Research Program\nFinding a faculty mentor\nStudent research grants\nConference travel grants\nResearch symposium\nFull contact directory" }, { "url": "working-with-your-adviser.html", "title": "Working with your adviser", "description": "What advising is for, how to prepare, and how to get real value from a 30-minute meeting.", "headings": [ "Working with your adviser", "On this page", "What advising is and is not", "Who your adviser is", "Prepare before the meeting", "Meet at least once a term, before registration", "Bring the hard stuff too", "Keep your own record" ], "content": "Academics Working with your adviser\nWhat advising is for, how to prepare, and how to get real value from a 30-minute meeting.\nWhat advising is and is not\nAn adviser helps you build a degree plan, understand requirements and policy, weigh options, and connect to resources. They are not there to choose your life for you or to be the reason you registered late. The best outcomes come from students who bring a draft and a question, not a blank page.\nWho your adviser is\nMost students start with a professional first-year adviser and move to a faculty adviser in the major later. You can see who yours is in MyPorter. If the fit is poor, you can usually request a change — advising is a working relationship, and a bad one is worth fixing.\nPrepare before the meeting\nRun your degree audit and read it. Draft next term’s schedule with alternates. Write down your two or three real questions — a course sequence question, a \"should I add a minor\" question, a \"I’m thinking about changing majors\" question. Fifteen prepared minutes is worth an hour of wandering.\nMeet at least once a term, before registration\nSome programs require it (an advising hold you must clear); all of them benefit from it. The pre-registration meeting is where a missing prerequisite or a once-a-year course gets caught while there is still time to plan around it.\nBring the hard stuff too\nAdvisers hear \"I’m failing a class,\" \"I might need to take a semester off,\" \"I don’t think this major is right\" all the time, and they know which office helps with each. Raising it early gives you options; raising it at the end of the term gives you damage control.\nKeep your own record\nAfter each meeting, write down what you decided and any exception you were told was approved. Verbal approvals do not update the system — follow up in writing if a substitution or waiver does not appear on your audit within a few weeks.\nAt a glance\nAdvising is\nPlanning, policy, options, referrals — not deciding for you\nPrepare\nRun the audit, draft the schedule, write 2–3 questions\nCadence\nAt least once a term, before registration\nAfter\nWrite down decisions; confirm approvals in writing\nWho to contact\nAcademic Advising Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0130\nEmail\nadvising@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nAcademic advising\nDegree audit\nFinding a faculty mentor\nMajor Exploration Workshops\nPlanning to graduate in four years\nFull contact directory" }, { "url": "workplace-safety-and-workers-compensation.html", "title": "Workplace Safety & Workers’ Compensation", "description": "How workplace safety and workers' compensation work for UW-Porter Falls employees, including lab and shop-specific safety training.", "headings": [ "Workplace Safety & Workers’ Compensation", "Reporting a workplace injury", "How workers’ compensation works here", "Lab- and shop-specific training", "Environmental health and safety inspections" ], "content": "Faculty & Staff\nWorkplace Safety & Workers’ Compensation\nA campus with welding booths, chemistry labs and a working machine shop takes workplace safety seriously for employees, not just students.\nReporting a workplace injury\nAny employee injured on the job reports it to their supervisor and to environmental health and safety the same day, regardless of how minor it seems — same-day reporting is what keeps a workers’ compensation claim from getting tangled up later over when and how something happened.\nHow workers’ compensation works here\nAs a state agency, Porter’s workers’ compensation coverage runs through the Wesconsin Worker’s Compensation program: medical treatment for a work injury is covered with no employee cost, and a portion of lost wages is covered during recovery for injuries that keep someone out of work beyond the waiting period.\nLab- and shop-specific training\nAny employee (or, separately, student worker) with regular access to a wet lab, machine shop, welding booth, or other hazard-designated space completes space-specific safety training before receiving keycard access — not just a general orientation. Retraining runs annually for high-hazard spaces.\nEnvironmental health and safety inspections\nEHS conducts unannounced walkthroughs of lab and shop spaces on a rolling schedule, checking chemical storage, personal protective equipment availability, and posted evacuation routes; a serious finding can result in a space being closed until corrected, not just noted for later.\nQuick facts\nReport an injury\nSame day, to supervisor and EHS\nCoverage\nWesconsin Worker’s Compensation program\nHigh-hazard space retraining\nAnnual\nRelated\nEmployee assistance program\nResearch compliance\nIRB & human subjects" }, { "url": "writing-a-cover-letter.html", "title": "Writing a cover letter", "description": "When one is worth writing, the four-paragraph shape that works, and the mistakes that get it skipped.", "headings": [ "Writing a cover letter", "On this page", "When to write one", "The shape", "Show, do not restate", "Tailor the \"why us\" paragraph", "Format and voice", "Get it read" ], "content": "Career services Writing a cover letter\nWhen one is worth writing, the four-paragraph shape that works, and the mistakes that get it skipped.\nWhen to write one\nWrite a tailored cover letter whenever the application has a field for it, when a posting asks for one, and whenever you have a specific connection or reason for this employer that the résumé cannot carry. Skip it for a quick portal application that does not ask, and never send a generic one — a form letter is worse than none.\nThe shape\nFour short paragraphs on one page. Opening: the role, how you found it, and one sentence on why you are a strong fit. Middle one: a specific example from your experience that proves a key requirement. Middle two: why this employer — something real about their work or mission, plus a second relevant strength. Close: a clear, confident line about next steps and a thank-you.\nShow, do not restate\nThe letter should not re-list the résumé. It should take one or two of the job's requirements and tell a short story that demonstrates them — what the situation was, what you did, what changed. \"I improved a process\" is a claim; \"I rebuilt the intake spreadsheet and cut a three-hour weekly task to twenty minutes\" is evidence.\nTailor the \"why us\" paragraph\nEvery letter needs a paragraph that could only have been written for this employer — a project of theirs you followed, a value in the posting that matches how you work, a product you have used. Generic praise (\"your innovative company\") reads as a mail merge. This paragraph is where most letters are won or lost.\nFormat and voice\nStandard business-letter layout, your contact block, the date, a real greeting (\"Dear [Name]\" if you can find it, \"Dear Hiring Team\" if not). Warm and direct, first person, active verbs, no clichés (\"I am writing to express my interest\"). Match the résumé's font and header so they look like a set.\nGet it read\nBring a draft to a Career Services drop-in — ten minutes catches the generic paragraph, the buried point, and the typo in the company name. Keep a strong base letter and rewrite the opening and the \"why us\" paragraph for each application.\nAt a glance\nWrite one when\nThe application asks, or you have a specific reason for this employer\nShape\nFour short paragraphs, one page: fit → proof → why us → next steps\nRule\nShow a story that proves a requirement — do not restate the résumé\nWon or lost\nThe paragraph that could only be for this employer\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWriting a résumé that works\nRésumé review drop-in\nPreparing for interviews\nThe job application that gets read\nBuilding a useful LinkedIn\nFull contact directory" }, { "url": "writing-a-resume-that-works.html", "title": "Writing a résumé that works", "description": "One page, the right sections, verbs that carry weight, and the truth about applicant tracking systems.", "headings": [ "Writing a résumé that works", "On this page", "One page, reverse chronological", "Bullets are results, not duties", "Projects count", "Tailor for each posting", "The ATS is not a mystery", "Get it reviewed, then keep it current" ], "content": "Career services Writing a résumé that works\nOne page, the right sections, verbs that carry weight, and the truth about applicant tracking systems.\nOne page, reverse chronological\nFor a student or new graduate, one page is the standard and enough. List experience newest first: employer, title, location, dates, then two to four bullets. Sections in a common order: education, relevant experience, projects, skills, and optionally leadership or activities. A clean, standard layout beats a designed one for almost every role.\nBullets are results, not duties\nStart each bullet with a strong past-tense verb and describe what changed because you were there. \"Built a scheduling tool that cut a weekly manual task from three hours to twenty minutes\" beats \"responsible for scheduling.\" Numbers help even when they are estimates. Cut anything that is just a job description.\nProjects count\nCoursework projects, a capstone, a hackathon, a personal build, undergraduate research — these belong on the résumé and often carry more weight than a retail job for a technical role. Treat them like experience: what you made, the tools, the outcome, a link if there is one.\nTailor for each posting\nRead the job description and mirror its language where it is honestly true of you — if it says \"cross-functional collaboration\" and you did that, say it that way. This is not keyword stuffing; it is making the match obvious to a busy reader in six seconds.\nThe ATS is not a mystery\nApplicant tracking systems parse your résumé into fields and let a recruiter search it. They do not \"reject\" you for a missing keyword by themselves. Avoid the things that genuinely break parsing — text in images, tables, headers/footers, unusual fonts — and you are fine. A human still makes the call.\nGet it reviewed, then keep it current\nBring a draft to a résumé drop-in at Career Services; ten minutes with a coach catches what you cannot see. Update it every semester while the details are fresh, and keep a longer \"master\" version you trim down for each application.\nAt a glance\nLength\nOne page, reverse chronological\nBullets\nVerb + what changed, with a number where you can\nProjects\nCount them like jobs — especially for technical roles\nATS\nReal risk is broken parsing (images, tables), not keywords\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nRésumé review drop-in\nCareer services\nMock interviews\nCareer closet\nJob offer evaluation\nFull contact directory" }, { "url": "writing-across-the-curriculum.html", "title": "Writing and communication across the curriculum", "description": "You will write in your major, not just in English class — how the requirement works and where to get help.", "headings": [ "Writing and communication across the curriculum", "On this page", "Not just first-year composition", "Why it is built this way", "What a writing-intensive course involves", "The Writing Center", "The Speaking Center", "Carrying it into the job" ], "content": "Academics Writing and communication across the curriculum\nYou will write in your major, not just in English class — how the requirement works and where to get help.\nNot just first-year composition\nAfter the first-year writing course, Porter's communication requirement continues inside your major: designated writing-intensive and communication-intensive courses where you produce the kinds of documents and presentations your field actually uses — a lab report, a design rationale, a project proposal, a case analysis, a client presentation, a teaching portfolio.\nWhy it is built this way\nEmployers on program advisory boards consistently say technical skill is table stakes and the graduates who stand out can explain their work to a decision-maker who is not an expert. Writing in the major, graded by faculty in the major, is how Porter builds that instead of leaving it to a single freshman course.\nWhat a writing-intensive course involves\nMultiple writing assignments across the term, at least one taken through drafting and revision with feedback, writing that counts meaningfully toward the grade, and usually some instruction on the conventions of writing in that field. Your degree audit shows how many you owe and which courses satisfy them.\nThe Writing Center\nFree consultations at any stage — from making sense of an assignment to revising a final draft — for any kind of writing, including lab reports, design documents, application essays, and graduate writing. Consultants do not proofread for you; they help you become a better editor of your own work. Book early in the week; finals-week slots vanish.\nThe Speaking Center\nThe parallel resource for presentations: structuring a talk, designing slides that support rather than duplicate you, handling questions, and rehearsing with feedback. Book it before a capstone showcase, a conference talk, or any graded presentation.\nCarrying it into the job\nKeep strong pieces from your writing-intensive courses — a well-received report, a proposal, an analysis — as portfolio material. The ability to point to real professional documents you wrote is a concrete advantage in interviews.\nAt a glance\nWhere\nDesignated writing/communication-intensive courses inside your major\nWhy\nAdvisory boards: the standout graduates can explain their work\nWriting help\nThe Writing Center — any stage, any kind of writing, free\nPresentation help\nThe Speaking Center — structure, slides, rehearsal\nWho to contact\nWriting & Speaking Centers\nHalvorsen Library, Level 1\nPhone\n(715) 555–0168\nEmail\nwritingcenter@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWriting Center\nSpeaking Center\nPresentation practice room\nReading a rubric\nThe senior show and showcase\nFull contact directory" }, { "url": "writing-center.html", "title": "Writing Center", "description": "Collaborative feedback for writing, presentations and communication projects in every discipline.", "headings": [ "Writing Center", "On this page", "Any stage", "Any format", "Access", "Every stage, every format", "Not a proofreading drop-off", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Student success Writing Center\nCollaborative feedback for writing, presentations and communication projects in every discipline.\nAny stage\nConsultants help interpret prompts, plan, organize, develop evidence, revise and edit while keeping authors responsible for decisions.\nAny format\nAppointments support reports, essays, résumés, posters, portfolios, speeches, theses and multimedia scripts.\nAccess\nChoose scheduled or drop-in meetings in person or online; accessible materials and assistive technology are available.\nEvery stage, every format\nConsultants help at any point — reading the prompt, outlining, developing evidence, revising, polishing — and for any format a Porter course assigns, including posters, presentations, portfolios and technical documentation. The writer keeps every decision.\nNot a proofreading drop-off\nThe center is a conversation, not a service window: a consultant will not silently fix a draft and hand it back. Students who want line edits still leave understanding why the edits were made.\nIn and around Porter Falls\nSupport at Porter is deliberately clustered on the first two levels of Halvorsen Library so a student can move from an advising conversation to a tutor to a writing consultant without leaving the building or re-explaining the situation. Walk-in hours run late Monday through Thursday during the semester, and everything can also be booked through MyPorter.\nThe practical details\nLocation: Halvorsen Library, Level 2. Appointments: 45 minutes, in person or online. Any discipline: Lab reports, design rationales, résumés, theses. These specifics can shift from term to term, so confirm anything time-sensitive — a deadline, an appointment, an eligibility rule — before you count on it.\nIf you have a question\nThis is handled by Student Success Center (Halvorsen Library, Level 1). Call (715) 555-0170 or email success@uwporterfalls.edu during the fall and spring terms, or use MyPorter to send a message or book a time. If another office turns out to own the question, they will pass it along rather than send you back to the beginning.\nAt a glance\nLocation\nHalvorsen Library, Level 2\nAppointments\n45 minutes, in person or online\nAny discipline\nLab reports, design rationales, résumés, theses\nWho to contact\nStudent Success Center\nHalvorsen Library, Level 1\nPhone\n(715) 555–0170\nEmail\nsuccess@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudent Success Center\nMath Teaching & Learning Center\nCounseling & health services\nFirst-generation student center\nFull contact directory" }, { "url": "yellow-ribbon-program.html", "title": "Yellow Ribbon Program", "description": "How the Yellow Ribbon Program works alongside the Post-9/11 GI Bill for eligible veterans and dependents at UW-Porter Falls.", "headings": [ "Yellow Ribbon Program", "How it fits with the GI Bill", "Who is eligible", "Program caps", "How to apply" ], "content": "Veterans & Military-Connected Students\nYellow Ribbon Program\nA voluntary agreement that lets Porter cover tuition and fee costs the Post-9/11 GI Bill does not, dollar-for-dollar matched by the VA.\nHow it fits with the GI Bill\nThe Post-9/11 GI Bill pays tuition and fees up to the highest public in-state undergraduate rate; for most Porter students that covers the full bill. Yellow Ribbon exists for the gap cases — most often a nonresident or graduate student whose charges run above what the GI Bill alone pays. Porter agrees to cover a share of the remaining cost, and the U.S. Department of Veterans Affairs matches that amount dollar-for-dollar, closing the gap without the student paying out of pocket.\nWho is eligible\nOnly veterans and dependents entitled to the Post-9/11 GI Bill at the 100% benefit level can use Yellow Ribbon; it is not available at lower benefit tiers. A dependent using transferred benefits qualifies the same way a veteran using their own benefit does.\nProgram caps\nPorter sets an annual cap on the number of Yellow Ribbon participants and a maximum dollar contribution per student each year, both filed with the VA before the academic year starts. Applying early matters: participation is first-come, first-served against that cap once fall certification opens.\nHow to apply\nSubmit a Certificate of Eligibility from the VA to the Veteran Resource Center along with the Yellow Ribbon request form. Certification happens alongside standard GI Bill enrollment certification each term — there is no separate deadline to track once the initial paperwork is on file.\nQuick facts\nRequires\nPost-9/11 GI Bill at 100% benefit level\nVA match\nDollar-for-dollar up to the program cap\nApply through\nVeteran Resource Center\nRelated\nVeteran education benefits\nVeteran Resource Center\nFor military & veterans" }, { "url": "young-alumni-council.html", "title": "Young Alumni Council", "description": "Sixteen graduates from the classes of 2016 through 2026 who run the programs for Porter’s newest alumni: first-job webinars, city meetups, the Ten-Year Toast and the Giving Day challenge.", "headings": [ "Young Alumni Council", "On this page", "Who counts as a young alum", "The council", "What the council runs", "Lower prices for recent graduates", "Join the council" ], "content": "Alumni Young Alumni Council\nSixteen graduates from the classes of 2016 through 2026 who run the programs for Porter’s newest alumni: first-job webinars, city meetups, the Ten-Year Toast and the Giving Day challenge.\nWho counts as a young alum\nAnyone who finished a Porter degree in the last ten years. For 2026–27 that means the classes of 2016 through 2026, about 17,900 people. The class of 2016 holds its 10th reunion at Millrace Week this October and then, by long tradition, is told it is no longer young.\nYoung alumni live differently from other graduates. They move more, earn less, and many are still paying off loans. The council exists so the alumni program fits that life rather than one built around retirement luncheons.\nThe council\nThe council has 16 members who serve two-year terms. It meets six times a year, four of them online. Its chair holds a voting seat on the Alumni Association Board .\nChair — Name: Jamal Whitby; Class and program: ’22, Construction Management; Lives in: Lake City\nVice chair — Name: Ashlyn Moe; Class and program: ’18, Software Engineering; Lives in: The Cities\nCareer programs lead — Name: Dominique Ferrell; Class and program: ’20, Supply Chain Management; Lives in: The Cities\nGiving Day lead — Name: Tyler Brekhus; Class and program: ’17, Packaging; Lives in: Bayport\nCity Starter lead — Name: Hannah Okerstrom; Class and program: ’24, Dietetics; Lives in: Lake City\nTen-Year Toast co-chair — Name: Luis Carbajal; Class and program: ’16, Hospitality; Lives in: Porter Falls\nRecent-graduate representative — Name: Sophie Lindahl-Vue; Class and program: ’26, Nursing; Lives in: Port Alder\nThe other nine members are listed in the alumni section of MyPorter . The staff liaison is Tou Xiong, young alumni coordinator in Alumni Relations.\nWhat the council runs\nFirst Five Years webinars. Three of the monthly noon webinars on the alumni events calendar are council-run. This year’s include using the alumni directory without being awkward about it.\nCity Starter meetups. Each August the council hosts a casual evening in Lake City, the Cities and Bayport for new graduates who have just moved there and know nobody. Last August 212 people came, and at least one of them found a roommate.\nThe Ten-Year Toast. The class of 2016’s reunion party on Friday, October 16, in the Depot District.\nThe “Under Ten” Giving Day challenge. In April 2026, 612 people gave to Porter for the first time on Ironclad Giving Day , most of them recent graduates. The council’s 2027 goal is 900 young-alumni donors at any amount. Alumni from the 1980s have again put up a match.\nNear-peer mentoring. Council members recruit recent graduates for the alumni mentor network . Students often want to hear from someone two years ahead of them, not twenty.\nLower prices for recent graduates\nIronclad Club membership — Young-alumni price: $40 a year; Regular price: $100 (Iron level)\nIronclad Club Golf Outing, June 7, 2027 — Young-alumni price: $95; Regular price: $125\nClass of 2016 reunion package — Young-alumni price: $55; Regular price: $85–$110 for other reunion classes\nAlumni 5K at Millrace Week — Young-alumni price: $15 for the classes of 2016–2026; Regular price: $25\nThe rest of what every graduate keeps, from career coaching to the forwarding email address, is on alumni benefits and discounts .\nJoin the council\nEight seats open each spring. Applications are accepted from March 1 to April 1, 2027 , for terms that start July 1. The application is one page: your class year and program, where you live, and a paragraph on what you would want the council to do that it is not doing now. Current members and the staff liaison choose new members in April, aiming for a mix of programs, cities and class years.\nMembers are asked to attend four of the six meetings, lead or help with one program, and give a gift of any size each year. The council’s own rule, borrowed from the board, is that $5 counts. Nobody is asked to fly anywhere.\nAt a glance\nEligible\nClasses of 2016–2026, about 17,900 alumni\nCouncil\n16 members, two-year terms\nChair\nJamal Whitby ’22, Lake City\nApplications\nMarch 1–April 1, 2027\n2027 Giving Day goal\n900 young-alumni donors\nWho to contact\nOffice of Alumni Relations\nWelcome Center (the 1911 depot), second floor\nPhone\n(715) 555–0246\nEmail\nalumni@uwporterfalls.edu\nHours\nMon–Fri, 7:45 a.m.–4:30 p.m.\nRelated resources\nAlumni Association board\nAlumni events calendar\nAlumni volunteer opportunities\nAlumni mentor network\nUnderstanding your benefits as a new grad\nAlumni" }, { "url": "your-digital-footprint-and-the-job-search.html", "title": "Your digital footprint and the job search", "description": "What a recruiter finds when they search your name, and how to make it help instead of hurt.", "headings": [ "Your digital footprint and the job search", "On this page", "They will look", "Do the search yourself", "Make LinkedIn the top result", "Clean up or lock down the rest", "Build something positive if you can", "Consistency matters" ], "content": "Career services Your digital footprint and the job search\nWhat a recruiter finds when they search your name, and how to make it help instead of hurt.\nThey will look\nAssume a recruiter or hiring manager searches your name and checks LinkedIn, and sometimes more. They are usually not hunting for reasons to reject you — they are confirming you are real, professional, and consistent with your application. A thin or contradictory online presence is a small negative; a clean, current one is a quiet positive.\nDo the search yourself\nSearch your name (in a private window) the way an employer would. Note what comes up: old social posts, tagged photos, a stale profile, a namesake who is not you, anything you would not want a manager to see. You cannot control everything, but you can fix a lot.\nMake LinkedIn the top result\nA complete, current LinkedIn profile usually ranks high for your name and gives the recruiter exactly what they want — so it is worth having and keeping updated. It is the anchor of a professional footprint. (See the separate guide on building one.)\nClean up or lock down the rest\nSet personal social accounts to private, or clean up public posts you would not want a colleague to see — old rants, anything discriminatory or drug-related, complaints about a past job or professor. You do not have to be sterile; you do have to be someone a stranger would be comfortable hiring. A separate public account for professional interests is an option.\nBuild something positive if you can\nA simple personal site with your projects and résumé, a public portfolio or code repositories, a thoughtful post or two in your field, a conference presentation listed online — these give a search something good to find and show initiative. For technical fields especially, visible work is a real advantage.\nConsistency matters\nYour résumé, LinkedIn, portfolio, and any bios should not contradict each other on dates, titles, or the degree. A mismatch reads as carelessness at best. Do one pass to align them before you start applying.\nAt a glance\nAssume\nA recruiter searches your name and checks LinkedIn — confirming you are real and consistent\nFirst\nSearch yourself in a private window; note what a manager would see\nLinkedIn\nComplete and current — it should be the top result and the anchor\nThe rest\nLock down or clean up personal socials; align résumé / LinkedIn / portfolio on dates and titles\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBuilding a useful LinkedIn\nBuilding a portfolio in a non-design major\nWriting a résumé that works\nAccount and password security\nName, image & likeness guidance\nFull contact directory" }, { "url": "your-first-month-as-an-international-student.html", "title": "Your first month as an international student", "description": "Immigration check-in, the practical setup, and the culture shift — in the order it actually happens.", "headings": [ "Your first month as an international student", "On this page", "Before you travel", "Immigration check-in first", "The practical setup", "Academics may feel different", "Working and money", "The adjustment is real" ], "content": "Admissions Your first month as an international student\nImmigration check-in, the practical setup, and the culture shift — in the order it actually happens.\nBefore you travel\nYou need your admission letter, your I-20, an F-1 visa in most cases, proof of finances, and your immunization records. Book travel to arrive in time for the mandatory international orientation — arriving late means missing the immigration check-in and the setup help. International Programs emails a pre-arrival checklist; work through it.\nImmigration check-in first\nWithin the first days you complete an immigration check-in with the international student office — they activate your SEVIS record, verify your documents, and explain how to keep your status: full-time enrollment every fall and spring, no unauthorized work, updating your address within 10 days, and talking to an adviser before dropping below full-time or traveling. This is not optional and the rules are strict.\nThe practical setup\nA Social Security number (only if you have an on-campus job offer — the office walks you through it), a bank account, a phone plan, and winter clothing if you are coming from a warm climate — you will need a real coat and boots, and the winter gear library lends them. Peer mentors help with all of this in the first weeks.\nAcademics may feel different\nClass participation is expected and graded in many courses, professors want you at office hours, group work is common, and academic integrity rules about collaboration and citation may be stricter or defined differently than what you are used to. Ask when you are unsure — \"is it okay if we work out the approach together?\" is a normal question, and the writing center helps with citation.\nWorking and money\nOn-campus employment is generally allowed up to a weekly limit during the term; off-campus work requires specific authorization (CPT for an internship tied to your program, OPT after a degree) and you must not work without it — an unauthorized job can end your status. Come with enough funds for the first semester; aid for international students is limited.\nThe adjustment is real\nHomesickness, a new food environment, a new climate, being far from your support network, and doing all of it in a second language for some students — this is a lot, and a dip a few weeks in is normal. The international student community, peer mentors, conversation partners, the counseling center, and any cultural or faith community on campus all help. Reach out early rather than waiting.\nAt a glance\nArrive for\nThe mandatory international orientation — do not arrive late\nFirst days\nImmigration check-in — activates SEVIS, explains status rules\nWork\nOn-campus within limits; off-campus needs CPT/OPT authorization first\nSupport\nPeer mentors, conversation partners, the international community, counseling\nWho to contact\nInternational Programs\nFounders Union 128\nPhone\n(715) 555–0239\nEmail\ninternational@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nInternational students\nInbound international orientation\nMaintaining F-1 status\nSocial Security number help\nCPT / OPT workshops\nFull contact directory" }, { "url": "your-first-month-in-porter-falls.html", "title": "Your first month in Porter Falls", "description": "A simple, low-pressure way to learn the town you now share with 17,000 other people.", "headings": [ "Your first month in Porter Falls", "On this page", "Start with one useful loop", "Make the town work for your budget", "Learn the return trip first", "Be a neighbor, not a visitor", "Pick one connection off campus" ], "content": "Porter Falls life Your first month in Porter Falls\nA simple, low-pressure way to learn the town you now share with 17,000 other people.\nStart with one useful loop\nWalk from Founders Union to the Depot District in daylight, then return along the Millrace path. Notice the grocery stop, transit stop, library, pharmacy counter, late-evening food option, and places you might meet a friend. You do not need to memorize the town in orientation week; you need one route that makes an ordinary Tuesday easier.\nMake the town work for your budget\nKeep a small list of routine costs before the first aid refund or paycheck disappears: groceries, transit outside campus hours, laundry, winter gear, prescriptions, and a meal out when you need a break. The campus food pantry, bus pass, winter gear library, and student events are normal resources, not signs that you have failed at budgeting.\nLearn the return trip first\nWhen you head downtown or to a store, check how you will return before you leave. The Porter Loop and city routes are strong on weekdays but lighter at night and on Sundays. Save the shuttle tracker, put campus safety and a trusted friend in your phone, and use a ride or walk with someone when a late route is not a good fit.\nBe a neighbor, not a visitor\nThe blocks around campus are homes as well as student rentals. Keep noise down outdoors at night, keep sidewalks clear, take bins in after collection, and introduce yourself to adjacent neighbors early. A calm conversation about a problem is much easier before it becomes a complaint to a landlord or the city.\nPick one connection off campus\nTry the farmers market, a public library program, a community event, a volunteer shift, a trail walk, or a local game. The point is not to become a town expert in a month. It is to have one place where you are not only a person heading to class.\nAt a glance\nFirst errand\nWalk one campus-to-downtown loop in daylight\nBefore leaving\nKnow the return shuttle or bus plan\nGood neighbor move\nIntroduce yourself and keep shared sidewalks clear\nRelated resources\nGetting around without a car\nWeekends in Porter Falls\nNew student checklist\nAbout Porter Falls\nFull contact directory" }, { "url": "your-first-performance-review.html", "title": "Your first performance review", "description": "What a review is actually for, how to prepare, and how to handle feedback and the raise conversation.", "headings": [ "Your first performance review", "On this page", "What it is for", "Prepare a brag document", "Do a self-assessment honestly", "Take feedback without getting defensive", "The raise and promotion conversation", "After" ], "content": "Career services Your first performance review\nWhat a review is actually for, how to prepare, and how to handle feedback and the raise conversation.\nWhat it is for\nA performance review is a structured checkpoint: how you are doing against expectations, what to keep doing, what to develop, and often whether your pay or level changes. It should not be the first time you hear any of it — good managers give feedback continuously — but it is where it gets written down and where raises and promotions are decided.\nPrepare a brag document\nStarting now (not the week before), keep a running list of what you shipped, problems you solved, things you learned, and positive feedback you received, with dates and specifics. When the review comes, you can speak concretely about your contributions instead of vaguely — and a year of small wins is easy to forget without the list.\nDo a self-assessment honestly\nMost reviews ask for one. Name real accomplishments with evidence, and name one or two genuine development areas with what you are doing about them — a thoughtful self-assessment builds credibility; an all-positive one reads as no self-awareness. Ask your manager beforehand what the process and timeline are.\nTake feedback without getting defensive\nSome of it will sting even when it is fair and minor. Listen, ask clarifying questions (\"can you give me a specific example so I know what to change?\"), and thank them. You do not have to agree in the room — you can say \"I want to think about that.\" If feedback feels wrong or blindsiding, that is worth a calm follow-up, and if it is a pattern of unfair treatment, HR.\nThe raise and promotion conversation\nIf pay is on the table, know your role's market range (salary data, a career coach), come with your accomplishments, and make a specific reasoned ask. If it is a firm no this cycle, ask exactly what would need to be true for a raise or promotion next time, and get that in writing so it is a plan, not a vibe.\nAfter\nTurn the development feedback into one or two concrete goals with your manager, check in on them during the year, and keep the brag document going. The next review is much easier when you have been steering toward it.\nAt a glance\nIt is\nA checkpoint vs. expectations + where raises/promotions are decided (not a surprise)\nPrepare\nA running brag document — what you shipped, solved, learned, with dates\nSelf-assessment\nReal wins with evidence + 1–2 genuine development areas you're acting on\nFirm no on a raise?\nAsk exactly what would change it next cycle — in writing\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nThe first 90 days after graduation\nNegotiating a job offer\nSalary negotiation workshop\nCareer for Life (alumni)\nUnderstanding your benefits as a new grad\nFull contact directory" }, { "url": "your-last-semester.html", "title": "Your last semester", "description": "The graduation check, the paperwork, the job search, and the things that go wrong if you are not watching.", "headings": [ "Your last semester", "On this page", "File to graduate the term before", "Confirm the small things", "The job search runs in parallel", "Regalia, tickets, and the ceremony", "Wrap up your accounts", "If you come up short", "After" ], "content": "Academics Your last semester\nThe graduation check, the paperwork, the job search, and the things that go wrong if you are not watching.\nFile to graduate the term before\nSubmit the graduation application in MyPorter the semester before your last one. This triggers the Registrar's formal degree audit — the one that catches the residency rule, a stray unmet requirement, a substitution that never posted, or a GPA-in-major minimum the running audit does not check. Do not skip it because the online audit looks clean.\nConfirm the small things\nCheck that every transfer course, study-abroad credit, and approved substitution is actually on your record. Confirm you are registered for exactly the courses that finish the degree — a dropped course you needed is a very bad discovery in April. If anything is off, you have a term to fix it instead of a week.\nThe job search runs in parallel\nFull-time search intensity peaks in the fall for a spring graduate. Use Career Services for the search, offer evaluation, and salary negotiation. Complete the first-destination survey when it comes — your outcome counts in your program's published numbers, and Career for Life keeps you eligible for coaching afterward.\nRegalia, tickets, and the ceremony\nOrder regalia by the deadline (cap, gown, hood for graduate degrees). Ceremonies are at the Ironclad Fieldhouse; tickets are usually not required but accessible seating and accommodations should be requested in advance. There is a livestream for family who cannot travel. Arrive early; line-up is well before the start.\nWrap up your accounts\nMove your files off the university cloud storage before your account closes, decide what happens to your issued laptop (keep, return, or buy out — varies by program), return any rented textbooks and checked-out equipment, clear any balance so a hold does not block your diploma, and set up alumni email forwarding if you want it.\nIf you come up short\nSometimes the last audit finds a three-credit gap. Options: a summer course, a winterm course, an independent study, a substitution petition, or an August or December completion with the ceremony walked in spring. The Registrar and your adviser will lay out the fastest legitimate path — but only if you filed early enough for them to find it.\nAfter\nYour diploma is mailed weeks after the degree is conferred and verified; the transcript shows the degree sooner. Enrollment and degree verification for an employer runs through the Registrar or the national clearinghouse.\nAt a glance\nFile to graduate\nThe semester before your last — triggers the real audit\nVerify\nTransfer/abroad credit posted, substitutions posted, registered for the right courses\nJob search\nPeaks in fall for a spring grad — use Career Services; do the outcomes survey\nWrap up\nFiles off cloud, laptop decision, return rentals, clear balances\nWho to contact\nRegistrar’s Office\nFounders Union 105\nPhone\n(715) 555–0232\nEmail\nregistrar@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nGraduation application\nGrad fair & checkout\nCommencement\nCommencement regalia\nHow to read your degree audit\nFull contact directory" }, { "url": "your-professional-references.html", "title": "Your professional references", "description": "Who to ask, how to ask them, and how to keep a reference list ready without asking the same people over and over.", "headings": [ "Your professional references", "On this page", "What a reference does", "Who to ask", "Ask properly", "Keep the list current", "Spread the load", "If you do not have three" ], "content": "Career services Your professional references\nWho to ask, how to ask them, and how to keep a reference list ready without asking the same people over and over.\nWhat a reference does\nA reference is someone an employer calls or emails near the end of the process to confirm you are who your résumé says and to hear, unscripted, what you are like to work with. It is different from a recommendation letter (written, for applications). A strong reference is specific and enthusiastic; a lukewarm one (\"yes, they worked here\") quietly hurts.\nWho to ask\nPeople who supervised your work and liked it: an internship or co-op supervisor, a research mentor, a professor who saw you in a project course, a campus-job manager, a client from a capstone. Three is standard. Avoid: friends, family, and anyone who would be tepid. A recent supervisor beats a famous name who barely remembers you.\nAsk properly\nAsk before you list anyone — \"would you be willing to be a reference for me for roles in X?\" gives them an easy way to decline. When they say yes, send them your current résumé, the kind of role you are targeting, and a heads-up each time you give their name out (\"you may hear from a company called Y this week about a data role\"). Never surprise a reference.\nKeep the list current\nMaintain a simple document: name, title, organization, relationship to you, phone, email, and preferred contact method — kept up to date as people change jobs. Refresh permission every year or so, and thank references after a search whether or not you got the job.\nSpread the load\nIf you are applying to many roles, you do not have to give the same three names every time — rotate among four or five so no one is fielding a call a week. Match the reference to the role where you can (the research mentor for a research job, the internship boss for an industry job).\nIf you do not have three\nA first- or second-year with a thin work history can use a professor from a project course, a campus-job supervisor, a club advisor, or a volunteer coordinator. Career Services can help you identify who, and doing an internship or a research project is the fastest way to add a strong one.\nAt a glance\nIt is\nAn unscripted confirmation call near the end — specific + enthusiastic matters; lukewarm hurts\nWho\nSupervisors who liked your work; three is standard; not friends or family\nAsk\nBefore listing them; send your résumé + target role; warn them each time you give their name\nKeep\nA current list (name, title, org, relationship, contact); rotate 4–5 so no one is overused\nWho to contact\nCareer Services\nFounders Union 210\nPhone\n(715) 555–0235\nEmail\ncareer@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nLetters of recommendation\nGetting a strong letter of recommendation\nCredential file service\nThe first 90 days after graduation\nUsing the alumni network\nFull contact directory" }, { "url": "your-rights-and-responsibilities.html", "title": "Your rights and responsibilities as a student", "description": "What the university owes you, what you owe it and each other, and where the lines are written down.", "headings": [ "Your rights and responsibilities as a student", "On this page", "The basic bargain", "Rights you can rely on", "Responsibilities that are easy to overlook", "Free expression and its limits", "Where it is all written", "When a right is not honored" ], "content": "About Your rights and responsibilities as a student\nWhat the university owes you, what you owe it and each other, and where the lines are written down.\nThe basic bargain\nEnrolling creates mutual obligations. The university commits to provide the instruction and services it advertised, to apply its own rules fairly and consistently, to protect your privacy, and to give you notice and a chance to respond before an adverse decision. You commit to do your own work, follow the published policies, meet deadlines, treat others with respect, and keep your contact information and account current.\nRights you can rely on\nTo be graded on the criteria in the syllabus; to appeal a grade on process grounds; to request disability accommodations and religious-observance accommodations; to a fair conduct process with notice and a hearing; to privacy of your education record (FERPA); to be free from discrimination and harassment; to report a concern without retaliation; and to a neutral resource (the Ombuds) when a process feels stuck.\nResponsibilities that are easy to overlook\nReading your Porter email daily — it is the official channel and \"I did not see it\" is not a defense. Reading each syllabus as a contract. Meeting add/drop and petition deadlines. Keeping your address current within the required window. Knowing that your transcript and conduct history follow you.\nFree expression and its limits\nYou have broad rights to speak, assemble, and demonstrate in the designated areas, and to disagree with faculty and the institution. Those rights do not cover disrupting a class or event, harassment, threats, or preventing others from speaking. The free-speech and demonstration policies spell out where and how.\nWhere it is all written\nThe student handbook is the plain-language overview; the code of conduct, the academic policies, the FERPA and nondiscrimination policies, and the grade-appeal and accommodation procedures are the specifics. When something matters, read the actual policy, not a summary — and if it is unclear, the office that owns it will explain it.\nWhen a right is not honored\nStart with the office or person involved, then their supervisor or the relevant appeal. The Student Ombuds can help you find the right path and understand your options without starting anything you did not ask to start. For discrimination or retaliation, the equity office; for a grade, the department then the college.\nAt a glance\nUniversity owes you\nThe advertised instruction, fair and consistent rules, notice-and-response, privacy\nYou owe\nYour own work, the published policies, deadlines, respect, a current account\nCheck your Porter email\nDaily — it is the official channel\nThe map\nStudent handbook (overview) → the actual policy for the specifics\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nStudent handbook\nConduct policies\nFERPA and your privacy\nFree speech areas\nHow to report a concern\nFull contact directory" }, { "url": "youth-camps-and-programs.html", "title": "Youth camps & programs", "description": "Summer camps, weekend workshops, and dual-enrollment options for K–12 students, run by Porter faculty and current students.", "headings": [ "Youth camps & programs", "On this page", "Summer camps", "Weekend and single-day workshops", "Dual enrollment and early college", "For schools and families" ], "content": "Campus life Youth camps & programs\nSummer camps, weekend workshops, and dual-enrollment options for K–12 students, run by Porter faculty and current students.\nSummer camps\nWeek-long residential and day camps run each summer in robotics, game design, engineering design, nursing and health sciences exploration, and the arts — taught by Porter faculty and staffed by current students, mostly for students entering grades 7–12. Camps use the same labs, shops, and studios current Porter students use during the year.\nWeekend and single-day workshops\nShorter workshops run during the school year for local schools and youth organizations — a Saturday robotics workshop, a girls-in-engineering day, a design-thinking session — usually free or low-cost and often brought to a partner school rather than requiring travel to campus.\nDual enrollment and early college\nHigh school students can take Porter courses for both high school and college credit through the dual-enrollment program, either on campus, online, or through the community-college-in-high-school partnership with regional school districts — a head start that also gives a student a real look at whether a program is the right fit before they apply.\nFor schools and families\nTeachers and counselors can request a campus visit, a classroom presentation from a Porter faculty member or student, or a spot in an upcoming camp; most programs have need-based fee waivers so cost is not the reason a student misses out.\nAt a glance\nCamps\nWeek-long, summer, mostly grades 7–12, faculty-taught\nWorkshops\nShorter, school-year, often free, sometimes off-campus\nDual enrollment\nEarn college credit in high school — on campus, online, or in-school\nWho to contact\nYouth Programs & Community Outreach\nFounders Union 150\nPhone\n(715) 555–0174\nEmail\nyouthprograms@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nSummer camps 2027\nVisit campus\nFull contact directory" }, { "url": "youth-program-clearance.html", "title": "Programs with minors", "description": "The screening and rules that apply when a campus program serves participants under 18.", "headings": [ "Programs with minors", "On this page", "Why it exists", "What a program organiser does", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus safety Programs with minors\nThe screening and rules that apply when a campus program serves participants under 18.\nWhy it exists\nWhen the university invites minors on campus — a summer robotics camp, a high-school research placement, a sports clinic — it takes on a duty of care. The policy sets a floor: screened adults, a minimum ratio, no one-adult-one-child situations, a code of conduct everyone signs, and a clear reporting line for concerns.\nWhat a program organiser does\nRegister the program early, submit the roster of adults for background checks, and make sure each of them completes the youth-protection training before contact with participants. Keep the emergency information and the sign-in and sign-out records for the retention period. A program that has not cleared these cannot use university facilities or the university's name.\nIn and around Porter Falls\nPorter Campus Safety operates from the ground level of Millwright Hall around the clock during the semester and coordinates with the Porter Falls Police and Fire departments, whose stations are both within a mile of campus. For a real emergency the number is 911.\nThe practical details\nApplies to: Camps, clinics, tours, research with minors, and any activity where under-18s are in university care. Required: Background checks and a training for every adult with access, plus a registered program plan. Register: With the office that oversees youth-protection compliance, well before the program runs. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Porter Campus Safety (Millwright Hall, ground level). Call (715) 555–0191 or email safety@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nApplies to\nCamps, clinics, tours, research with minors, and any activity where under-18s are in university care\nRequired\nBackground checks and a training for every adult with access, plus a registered program plan\nRegister\nWith the office that oversees youth-protection compliance, well before the program runs\nWho to contact\nPorter Campus Safety\nMillwright Hall, ground level\nPhone\n(715) 555–0191\nEmail\nsafety@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nWeapons policy\nAlcohol & drug policy\nBike registration\nAccessible parking\nFull contact directory" }, { "url": "zipcar-and-car-share.html", "title": "Car sharing on campus", "description": "Hourly car rental parked on campus for students without a car — groceries, a job interview, a weekend trip.", "headings": [ "Car sharing on campus", "On this page", "How it works", "When it makes sense", "In and around Porter Falls", "The practical details", "If you have a question" ], "content": "Campus life Car sharing on campus\nHourly car rental parked on campus for students without a car — groceries, a job interview, a weekend trip.\nHow it works\nReserve a car in the app, walk to its reserved space, unlock with the app or a member card, and drive. Gas, insurance, and maintenance are included; keep the tank above a quarter and return it to the same space on time. Late returns are billed and can inconvenience the next member.\nWhen it makes sense\nCheaper than owning and parking a car for the occasional errand, and it fills the gap the bus doesn't — a Costco run, an off-site interview, an early-morning trip the transit schedule doesn't cover. For a longer trip, compare it against a traditional rental.\nIn and around Porter Falls\nDay-to-day life at Porter runs between Founders Union, the residence halls on the south quad and North Campus across the Riverfront Trail. The Porter Loop shuttle and a compact footprint mean most students can get anywhere on campus in under fifteen minutes on foot.\nThe practical details\nJoin: Members 18+ with a valid license apply online; a reduced student membership rate. Cost: An annual or monthly membership plus an hourly or daily rate that includes gas and insurance. Vehicles: A few cars parked in reserved campus spots, reservable by the hour in the app. Anything time-sensitive — an accommodation, a booking, a deadline — is worth confirming directly before you rely on it, because the specifics here can change from term to term.\nIf you have a question\nThe office behind this is Dean of Students Office (Founders Union, Room 200). Call (715) 555–0182 or email deanofstudents@uwporterfalls.edu during the fall and spring terms, or sign in to MyPorter to send a message or book a time. If it turns out another office owns the question, they will route it rather than send you back to the start.\nAt a glance\nJoin\nMembers 18+ with a valid license apply online; a reduced student membership rate\nCost\nAn annual or monthly membership plus an hourly or daily rate that includes gas and insurance\nVehicles\nA few cars parked in reserved campus spots, reservable by the hour in the app\nWho to contact\nDean of Students Office\nFounders Union 140\nPhone\n(715) 555–0234\nEmail\ndeanofstudents@uwporterfalls.edu\nOnline\nSign in to MyPorter to message this office or book a time.\nRelated resources\nBike share & cycling\nLactation rooms\nGender-inclusive housing\nLiving-learning communities\nFull contact directory" } ] }